HISTORY 326--SPRING 2003 HISTORY OF ABORIGINAL PEOPLE IN NORTH AMERICA: 1850 TO THE PRESENT
Professor: Dr. Paige Raibmon E-mail: [email protected] Office hours: Wed. 1:30-2:20 (or by appt.) Office: AQ6015
COURSE DESCRIPTION This course examines selected topics in the history of Aboriginal people of North America from the mid- nineteenth century until the present. The focus will be on Canada, but we will also assess the similarities and differences between the experiences of Aboriginal people in Canada and the United States over time. Themes to be covered include the ecological impact of colonization, disease, interactions with fur traders and missionaries, gender roles and intermarriage, the evolution of government policies towards Aboriginal peoples, the emergence of the Métis, Aboriginal participation in various forms of wage labour, education and residential schools, treaty making and Aboriginal sovereignty, oral narratives, activism, and resource exploitation. Particular attention will be given to the dynamic nature of North American Aboriginal cultures. We will also focus on the representations of Aboriginal peoples and the ways in which the history of Aboriginal peoples have been and are being written. This course also actively focuses on developing writing as an essential skill. Through weekly reading responses, in-class writing, and peer-reviewed essay drafts, students will learn to identify and execute the basic characteristics of good writing in history.
REQUIRED TEXTS Required readings for this course are available in the SFU bookstore: • Custom courseware of photocopied articles • Hugh Brody, Maps and Dreams • Lee Maracle, Ravensong: a novel OR Lee Maracle, Bobbi Lee: Indian Rebel
Although there is no textbook assigned for this course, I strongly advise students (particularly those with no previous experience in this subject) to refer to a general text: Arthur J. Ray, I have lived here since the world began: An illustrated history of Canada’s Native People.
COURSE OBJECTIVES The course is designed to encourage students to: • gain a general knowledge of key themes in the history North American Aboriginal peoples from the mid nineteenth century to the present • develop a critical awareness of historical knowledge itself, and the ways in which historians construct arguments, use evidence, interpret, and represent the past • acquire and hone critical assessment, communication, reading, and writing skills
GRADE DISTRIBUTION Class participation ...... 15% Weekly Reading Response (mininum 8)...... 10% Peer Review of others’ drafts ...... 5% Museum of Anthropology Assignment (draft Jan. 31st; final Feb.14th) ...... 20% Lee Maracle essay (draft March 14th; final March 28) ...... 20% Timeline/Mapping assignment (due April 4th ...... 5% Final exam (in-class (5%) April 4th; take home (20%) April 8th)...... 25%
COURSE REQUIREMENTS
1. History 326 consists of a lecture and a tutorial component. Students are required to attend lectures and to prepare for and participate in tutorials based on assigned readings. In almost all instances information presented in one part of the course will not be repeated in the other. For
1 example, information contained in the readings will not be covered in lectures. Therefore ALL components of the course are essential if you are to successfully complete History 326.
2. In-class participation (15%) consists of: i.) Class participation based on assigned readings. Students’ participation will be evaluated on both the quality and quantity of their contributions. We will vary the format of discussion itself and incorporate various forms of group activities. This is to encourage a cooperative learning environment and to help you get to know your classmates in varied group settings. Participation must be active; tutorials depend on thoughtful verbal contributions from all members. Students who miss more than one tutorial (regardless of the reason) will lose one mark out of the 15 mark allotted for participation (i.e. a 6.6% deduction) for each additional tutorial missed. ii.) In-class writing assignments. Occasionally 5-15 minute periods of in-class writing will take place as a means for students to reflect on course material and to hone their ability to transfer their thoughts to paper. These assignments will not be separately graded, but students who miss these assignments will not be able to make them up and their participation mark will reflect this. iii.) Discussion initiation. Once during the semester, students will be asked to post their reading response (see item 3. below) to their tutorial group via e-mail for other students to read BEFORE class. Discussion initiators must post their reading response by 6 p.m. of the evening prior to their tutorial. iv.) Attendance in lecture. There is no text book and the material covered in lecture will is not covered in the readings so attendance is essential.
3. Weekly reading response (10%) Each week students will write commentaries/reactions on the readings which they will hand in at the end of the tutorial (with the exception of the tutorial initiators whose responses are due the day before tutorial). Responses must be typed and must not exceed 1 page. The purpose of this assignment is to provide you with the opportunity to think about the week’s readings as a whole before coming to class, and to sharpen your reading, writing and analysis skills. Do not summarize the readings. I am interested to see that you are thinking CRITICALLY about the readings each week. The reading response will be graded on an A/B/C basis (no half grades). You must complete at least 8 reading responses, and if you do more your best grades will be averaged.
There are two formats for the reading response: · Weeks 2-4: Write the thesis statement of each article, and one question or thought that deals with at least two of the week’s articles. · Weeks 5-12: Switch to a slightly more challenging task of writing about the week’s readings as a whole. From this point on, the response should consist of a paragraph(s) containing thoughts about the how the articles relate to one another; where they may differ; how they may share common themes; and the implications of the various arguments. The points you raise in your reading response should be a jumping-off point for discussion.
4. Written assignments. Each essay assignment involves three components: i.) Draft; ii.) Peer review; and iii.) Final version. Revision (distinct from proof-reading) is an essential component of all good historical writing. In small writing groups, students will have the opportunity to read other student’s drafts, and present comments and suggestions for improvement and clarification. I will provide guidelines on what students should look for in evaluating other students’ drafts. Reviewing other people’s drafts also helps the reviewers improve their own writing. On the basis of suggestions gained in the writing workshop, students will revise their papers, which they will hand in with a one page explanation of how they made use of the
2 comments they received from their peers. Your final paper must include the following: · Title page with your name on it. Do not put your name on any other pages of the essay. · Final essay · Properly formatted bibliography · Peer reviews from others in your writing group · Explanation of how you made use of peer review in your revised paper. (max. 1 page)
Written assignments must be type-written and include page numbers. All quotations and paraphrases must be properly cited. Properly formatted footnotes or endnotes are acceptable. See attached sheet for proper format. A half letter grade will be deducted for improper or inadequate citations.
No assignment will be accepted after the due date without penalty. Final papers that are submitted late will be penalized at a rate of half a grade per day. The penalty for not submitting a draft to your peers will be a half letter grade deduction from the final paper, in addition to a 5% deduction based on the inability to complete item (iii) below. Documentation is required for extensions due to illness or emergency. Plagiarism in any form will not be tolerated. If you are unsure of what constitutes plagiarism, I urge you to talk to me or consult the university policy published in the “Course Timetable and Exam Schedule” and posted on the web at www.reg.sfu.ca. i.) Museum of Anthropology (MOA) Assignment (20%): See attached assignment sheet for guidelines. Draft: January 31st; Writing workshop: February 5th; Final: February 14th ii.) Lee Maracle Essay (20%): See attached assignment sheet for guidelines. Draft: March 14th; Writing workshop: March 21st; Final: March 28th. iii.) Your review of other students’ drafts will be assessed for 5% of your final grade.
5. Group Chronology/Mapping projects (5%) are due April 4. Students will be subdivided into two groups: “geographers” and “chronologers.” Geographers will be responsible for keeping a running record of significant geographical references; chronologers will be responsible for maintaining a constant time-line. Material for this assignment should be drawn from lectures and tutorials. Outside research is not required. Students can work individually or with other group members to generate and maintain their list. Members of each group must meet and generate a collective list that they will distribute to members of the other group on April 4th. If group members are unable to allocate the work load fairly, individuals may hand in their individual work to me in addition to (not instead of) the group product.
6. The final take home exam (25%) will cover material from the entire course. A short portion (5%) of the exam will consist of in-class questions (30 minutes) on April 4th; and the remainder of the exam (20%) will be take-home essay format. The take home exam will be distributed on April 4th and will be due April 8th at 12:00 p.m.
3 COURSE SCHEDULE
Week 1: January 3 Lecture topics: Introductions & Overview • no Tutorials this week
Week 2: January 8 & 10 Lecture topics: Overview cont’d; Canadian Expansionism Tutorial: My Stories Are My Wealth · Excerpts from Julie Cruikshank in collaboration with Angela Sidney, et al. Life Lived Like a Story: Life Stories of Three Yukon Native Elders (Vancouver, UBC Press, 1990), 21-85, 91- 116, 128-145, 154-158.
Week 3: January 15 & 17 Lecture topics: American Expansionism Tutorial: Treaties and Rebellion in the Canadian West · John L. Tobias, “Canada’s Subjugation of the Plains Cree, 1879-1885” in Sweet Promises: A Reader in Indian-White Relations in Canada, ed. J.R. Miller (Toronto: University of Toronto Press, 1991), 212-232. · Larry Burt, “Nowhere Left to Go: Montana's Crees, Metis, and Chippewas, and the Creation of Rocky Boy's Reservation,” Great Plains Quarterly , Volume 7 (1987): 195-209. · J.R. Miller, “The Northwest Rebellion of 1885” in Sweet Promises: A Reader in Indian-White Relations in Canada, ed. J.R. Miller (Toronto: University of Toronto Press, 1991), 243-257. · A. Blair Stonechild, “The Indian View of the 1885 Uprising” in Sweet Promises: A Reader in Indian-White Relations in Canada, ed. J.R. Miller (Toronto: University of Toronto Press, 1991), 259-275.
Week 4: January 22& 24 Lecture topics: National Assimilation Policies Tutorial: Gold Rushes · Albert L. Hurtado, “A Regional Perspective on Indians in the Gold Rush,” chap. in Indian Survival on the California Frontier (New Haven: Yale UP, 1988), 100-124. · Marshall, Daniel P. "Rickard Revisited: Native 'Participation' in the Gold Discoveries of British Columbia." Native Studies Review, Vol. 11, No. 1 (1996): 91-108. · Charlene Porsild, “The Original Yukoners and the Klondike Goldrush,” chap in Charlene Porsild, Gamblers and Dreamers (Vancouver, UBC Press, 1998), 24-59. · Julie Cruikshank, “Discovery of Gold on the Klondike: Perspectives from Oral Tradition,” in Reading Beyond Words: Contexts for Native History, ed. Jennifer S.H. Brown and Elizabeth Vibert (Peterborough: Broadview Press 1996), 433-459. · Document: Daniel P. Marshall, ed., “Introduction: The Fraser River War,” Native Studies Review, Vol. 11, No. 1 (1996): 139-145.
Week 5: January 29 & 31 **DRAFT OF MOA ESSAY DUE JAN 31ST** Lecture topics: Canadian Assimilation Policy Tutorial: Education
4 · J.R. Miller, “Reading Photographs, Reading Voices: Documenting the History of Native Residential Schools,” in Reading Beyond Words: Contexts for Native History, ed. Jennifer S.H. Brown and Elizabeth Vibert (Peterborough: Broadview Press 1996), 460-482. · David Wallace Adams, “From Bullets to Boarding Schools: The Educational Assault on the American Indian Identity,” in The American Indian Experience, ed. Philip Weeks (Arlington Heights: Forum Press, 1988), 219-239. · Carol Devens, “‘If we get the girls we get the race’: Missionary Education of Native American Girls,” Journal of World History, Vol 3, No. 2, 1992, 219-237. · Document: “Two Sioux School Experiences” in First Peoples, Colin Calloway (Boston: Bedford/St. Martin’s, 1999), 389-402
Week 6: February 5& 7 Lecture topics: Missionary Encounters & Indigenous Religious Movements · (Feb 5: Workshop of MOA Drafts) Tutorial: Religious Experiences · Laura Peers “‘The Guardian of All:’ Jesuit Missionary and Salish Perceptions of the Virgin Mary,” in Reading Beyond Words: Contexts for Native History, ed. Jennifer S.H. Brown and Elizabeth Vibert (Peterborough: Broadview Press 1996), 284-303. · Winona Stevenson, “The Journals and Voices of a Church of England Native Catechist: Askenootow (Charles Pratt), 1851-1884,” in Reading Beyond Words: Contexts for Native History, ed. Jennifer S.H. Brown and Elizabeth Vibert (Peterborough: Broadview Press 1996), 305-329. · Documents: “Charles Eastman compares the morality of Indians and Modern Christians, 1916,” and “Francis La Flesche and Fred Lookout Defend Peyote before Congress, 1918” in Talking Back to Civilization: Indian Voices From the Progressive Era, ed. Frederick E. Hoxie (Boston: Bedford/St. Martin’s, 2001), 73-86.
Week 7: February 12 & 14 **MOA ESSAY DUE FEB 14TH** Lecture topics: Policy and resistance in British Columbia; Aboriginal labourers Tutorial: Anthropologists and Aboriginal people · Wickwire, Wendy C. “‘We Shall Drink From the Stream and So Shall You’: James A. Teit and Native Resistance in British Columbia, 1908-22.” Canadian Historical Review 79, no. 2 (1998), 199- 236. · Vine Deloria Jr., “Anthropologists and other friends,” in Vine Deloria, Jr., Custer Died for Your Sins (New York: Avon Books, 1969), 83-104. · Julie Cruikshank, “Invention of Anthropology in British Columbia’s Supreme Court: Oral Tradition as Evidence in Delgamuukw v. B.C.,” BC Studies, Autumn 1992, No. 95, 25-42.
Week 8: February 19 & 21 ***MID TERM BREAK***NO CLASSES THIS WEEK*** · Read ahead in Brody!
Week 9: February 26 & 28 Lecture topics: Early Organizing efforts; The Indian New Deal Tutorial: Maps and Dreams in Northern British Columbia · Hugh Brody, Maps & Dreams.
Week 10: March 5 & 7
5 Lecture topics: The Industrial Fur Trade; Aboriginal veterans Tutorial: Race & Identity · John Lutz, “‘Making Indians’ in British Columbia: Power Race and the Importance of Place,” in Power and Place in the North American West, ed. Richard White & John Findlay (Seattle: University fo Washington Press, 1999), 61-84. · Andrew H. Fisher, They mean to be Indian always: The origins of Columbia River Indian Idenity, 1860-1885,” Western Historical Quarterly, Volume 32, No. 4, Winter 2001, 468-492. · Melissa L Meyer, “ Signature and Thumbprints: Ethnicity among the White Earth Anishinaabeg, 1889-1920” in American Nations, ed. Frederick E. Hoxie, Peter C. Mancall & James H. Merell (New York: Routledge, 2001), 65-93.
Week 11: March 12 & 14 **DRAFT OF MARACLE ESSAY DUE MARCH 14TH** Lecture topics: Colonialism and Aboriginal Peoples of the North; American policy: compensation, termination, relocation · (March 12: “Broken Promises” Video & Discussion) Tutorial: Resources and the New Colonialism · Rhonda Telford, “‘Under the earth’: The expropriation and attempted sale of the oil and gas rights of the Walpole Island First Nation during World War I,” in Earth, Water, Air and Fire: Studies in Canadian Ethnohistory, ed. David T. McNab (Waterloo: Wilfred Laurier Press, 1998), 65-79. · Ward Churchill, “Cold War Impacts on North America: The Political Economy of Radioactive Colonization,” in A Little Matter of Genocide: Holocaust and Denial in the America 1492 to the present (Winnipeg: Arbeiter Ring Publishing, 1998), 363-398.
Week 12: March 19 & 21 Lecture topics: Red Power · (March 19: “Incident at Oglala” Video & discussion) · (March 21: Workshop of Maracle Drafts) Tutorial: Disease and Health in Aboriginal Communities · Mary-Ellen Kelm, “British Columbia First Nations and the Influenza Pandemic of 1918-1919,” BC Studies, 1999, No. 122, 23-47. · Bonnie Duran, Eduardo Duran, and Maria Yellow Horse Brave Heart, “Native Americans and the Trauma of History,” in Studying Native America: Problems and Prospects, ed. Russell Thornton (Madison: University of Wisconsin Press, 1998), 60-76 · Terry Fox and David Long, “Struggles within the Circle: Violence, Healing and Health on a First Nations Reserve,” in Visions of the Heart: Canadian Aboriginal Issues, 2nd edition, ed. David Long and Olive Patricia Dickason (Toronto: Harcourt Canada, 2000), 271-301. · Jane Lawrence, “The Indian Health Service and the Sterlization of Native American Women,” American Indian Quarterly, Volume 24, No. 3, Summer 2000, 400-419.
Week 13: March 26 & 28 **MARACLE ESSAY DUE MARCH 28TH** Lecture topics: “Playing Indian”: Popular images of Aboriginal people in the 20th century; Urbanization and Policy in 1960s Canada · (March 26: “Shooting Indians” Video & Discussion) Tutorial: Aboriginal Activism and “Red Power” · Nicholas Blomley, “‘Shut the Province Down’: First Nations Blockades in British Columbia, 1984-1995,” BC Studies, Autumn 1996, No. 111, 5-35.
6 · Documents: Vine Deloria Jr., “Alcatraz, Activism, and Accommodation,” and Wilma Mankiller & Michael Wallis, “Mankiller: A Chief and her People” in American Indians, ed. Nancy Shoemaker (Malden Mass. Blackwell, 2001), 260-278. · Documents: Sidney Mills, “Fishing Rights for the Indians of Washington State,” and Indians of All Tribes, “Planning Grant Proposal to Develop an All-Indian University and Cultural Complex on Indian Land, Alcatraz” in Great Documentsi in American Indian History, ed. Wayne Moquin (New York: Da Capo Press, 1995), 366-370, 374-379.
Week 14: April 2 & 4 **GROUP LIST ASSIGNMENTS DUE APRIL 4TH** Lecture topics: Treaties, Sovereignty & the Courts · April 4th In-class portion of final Tutorial: Fiction and Autobiography as History · Lee Maracle, Ravensong: a novel OR Lee Maracle, Bobbi Lee: Indian Rebel
**TAKE HOME EXAM WILL BE DISTRIBUTED APRIL 4TH** **TAKE HOME EXAM IS DUE APRIL 7th AT 12:00 P.M.**
7 Museum of Anthropology (MOA) Assignment
Due Dates: Draft: January 31st; Writing workshop: February 5th; Final: February 14th
Assignment: Visit the Museum of Anthropology (MOA) at UBC and assess how it represents the history of Aboriginal peoples and/or culture(s).
Assignment Length: 4-6 double spaced typed pages or equivalent per student. You may complete this assignment individually or in small groups (4 people or less). Please see the evaluation criteria below for how this will effect marking of the completed assignment. If you are completing the assignment as a small group, you will hand in a single assignment co-authored by all the members of the group. However, the final project must be proportionately larger than those submitted by individuals working alone.
Resources: Before starting this assignment, read Gloria Jean Frank, “‘That’s My Dinner on Display’: A First Nations Reflection on Museum Culture,” BC Studies, Nos. 125-126, Spring/Summer 2000, 163- 178 (on reserve); and James Clifford, “Four Northwest Coast Museums,” in Routes: Travel and Translation in the Late Twentieth Century (Cambridge: Harvard University Press, 1997). (In your coursepack). They will give you some ideas on how to tackle the subject matter. There is an enormous amount of academic literature on issues of material and cultural representation in museums. If you choose to look at additional sources, a good place to start is Michael M. Ames, Cannibal Tours and Glass Boxes: The Anthropology of Museums (Vancouver: University of British Columbia Press, 1992). (On reserve in the library)
Further Guidelines: Some possible avenues of approach might be to limit your subject material to a single room, collection, or if appropriate, a single artifact. You might consider MOA's mission statement or its virtual presence (see their website at http://www.moa.ubc.ca) How is Aboriginal history represented in the gift shop? Or in the museum structures (could we call this its geography?) themselves (this might include display methods, researchers offices, classrooms, reception facilities, museum grounds, etc.)? Given that this is a museum of anthropology, you might even grapple with the extent to which history is represented at all. How you decide to approach this question will also determine which secondary sources are necessary (remember that these must be properly footnoted/endnoted). Similarly, an essay format might not be appropriate for all approaches, but you must have at least a written component of comparable assignment length. Please see me PRIOR to the due date if your completed project will require any special considerations or technologies for my evaluation of it. Avoid excessive polemics but otherwise feel free to be creative and innovative. But remember too that creativity is not a substitute for intellectual rigour.
Evaluation criteria: My evaluation of this assignment will consider critical assessment skills, communication of ideas and opinions, and choice and creativity of approach. Because there are different considerations for individual and group work, I will provide a peer evaluation form to students who choose to work in groups and to co-author a single assignment. Anyone completing this assignment in a group is asked to fill out the form and hand it in on the due date. I will allot 5% of the assignment mark to group-work based on members' peer evaluations; otherwise all members of the group will receive the same mark for the completed assignment.
8 Lee Maracle Essay Assignment
Due Dates: Draft: March 14th; Writing workshop: March 21st; Final: March 28th
Assignment: Situate either Ravensong or Bobbi Lee: Indian Rebel within the historical context of themes and events drawn from history 326.
Assignment Length: 6-8 double spaced typed pages.
Resources: Material for situating Maracle’s work in historical context should be drawn from relevant course lectures and readings. Depending on the focus you choose for your essay, you will likely need to draw on additional materials for background in areas such as activism, education, women, health, and urbanization.
Further Guidelines: Do not summarize Maracle’s work. Your essay should provide an analysis of the book by contextualizing it historically. This means using a single work (the novel or autobiography) as a lens onto larger questions and issues. Moving from the specific to the general is at the core of historical analysis and this assignment gives you the opportunity to do so in a focused manner.
In order to avoid summary and to achieve an effective analysis, you will likely need to focus on particular theme(s) from the book. Questions to consider when choosing a focus include: Are the characters in the novel/autobiography representative of themes/events covered in the course? How or how not? What themes/events from the course are apparent in the book? In what ways does the book converge with themes/events covered in the course? In what ways does the book diverge from themes/events covered in the course? What do these convergences/divergences tell us about the topic at hand and about Maracle’s work?
Strong essays will do more than reiterate historical events contained in the book. They will use this assignment as an opportunity to formulate and explore a larger question related to one of the primary themes of history 326. For example, does any of the material in the novel/autobiography allow you to draw new conclusions about events/themes that are not apparent in more conventional historial sources? Does the novel/autobiography reinforce or challenge contentional perspective on history of the events covered in the book? Does the relationship between conventional historical accounts and the novel/autobiography tell us anything about the benefits and limitations of fiction/autobiography as history? These are just suggestions to give you a sense of what larger questions might look like.
Evaluation criteria: My evaluation of this assignment will consider critical assessment skills, integration of the novel/autobiography into broader historical context, demonstration of analysis that moves from the specific to the general, use of secondary sources, and communication of ideas and opinions.
9 Footnote and Bibliography Format
**Note: Citations are required whenever you paraphrase or take information from another source, not only when you use a direct quotation.
2. Book 1st Footnote Arthur J. Ray, I have lived here since the world began: An illustrated history of Canada’s Native People (Toronto: Lester Publishing, 1996), 49. 2nd Footnote Ray, I have lived here, 105. Bibliography Ray, Arthur J. I have lived here since the world began: An illustrated history of Canada’s Native People. Toronto: Lester Publishing, 1996. 3. Journal Article 1st Footnote Carol Devens, “‘If we get the girls we get the race’: Missionary Education of Native American Girls,” Journal of World History, Vol. 3, No. 2 (1992): 225. 2nd Footnote Devens, “‘If we get the girls,’” 235. Bibliography Devens, Carol. “‘If we get the girls we get the race’: Missionary Education of Native American Girls.” Journal of World History,Vol. 3, No. 2 (1992): 219-237. 4. Essay from an edited collection of essays 1st Footnote A. Blair Stonechild, “The Indian View of the 1885 Uprising” in Sweet Promises: A Reader in Indian-White Relations in Canada, ed. J.R. Miller (Toronto: University of Toronto Press, 1991), 260.. 2nd Footnote Stonechild, “Indian View,” 270. Bibliography Stonechild, A. Blair. “The Indian View of the 1885 Uprising.” In Sweet Promises: A Reader in Indian-White Relations in Canada, ed. J.R. Miller, 259-275. Toronto: University of Toronto Press, 1991. 5. Chapter from a work by a single author 1st Footnote Albert L. Hurtado, “A Regional Perspective on Indians in the Gold Rush,” chap. in Indian Survival on the California Frontier (New Haven: Yale University Press, 1988), 122. 2nd Footnote Hurtado, “A Regional Perspective,” 118. Bibliography Hurtado, Albert L. “A Regional Perspective on Indians in the Gold Rush.” Chap. in Indian Survival on the California Frontier . New Haven: Yale University Press, 1988. 6. Primary document from a published book 1st Footnote “Two Sioux School Experiences” in First Peoples, Colin Calloway (Boston: Bedford/St. Martin’s, 1999), 390. 2nd Footnote “Two Sioux School Experiences,” 389-402. Bibliography “Two Sioux School Experiences.” In First Peoples, Colin Calloway , 389-402. Boston: Bedford/St. Martin’s, 1999. 7. Quoting a quotation If you make use of a quotation from a source you have not read yourself, you must cite the source that you actually did read.. For example the sentence
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