DOCUMENT-RESUME- FD 055 716 95 RC 005 672 AUTHOR Forbes Jack D.; And Others TITLE Handbook of Native American Studies and Chrono/ogy of Native American History. INSTITUTION California Univ., Davis. Tecumseh Center. SPONS AGENCY Office of Education (DREW), Washington, D.C. PUB DATE Apr 70 NOTE 236p. EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS *American Indians; Anthropology; *College Curriculum; Cultural Fixtors; *Curriculum Guides; *Ethnic Studies; HAstory; *Program Development AB TRACT Intended as "a pract cal guide to the development o Native American Studies progcams, Native American Studies courses, and Indian-oriented higher education programs," this handbook places emphasis upon materials actually utilized in the development of Native American Studies at the University of California, Davis, and in the creation of Deganawidah-Quetzalcoatl University. Chapter headings are "Native American Studies and Ethnic Studies;" "Autonomy or Integration: Structural Arrangements for Native American Studies Programs;" "Materials Utilized in the Development ot Native American Studies at the University of California, Davis;" "Selections from the Brief Proposal for Deganawidah-Quetzalcoatl University; "Thoughts on the Development of Programs at Deganawidah-Quetzalcoatl University;" and "Sample Courses and Course Outlines." Also included is a 111-page chronology of Native American history (with emphasis on the U.S.) from 100,000 E.P. (Before the Present) Lo April 1971. Although it is noted that the chronology represents only a beginning in the vast effort to record the facts of Native American development, it is hoped that the chronology will be useful to instructors in Indian history and that it will serve as a beginning point for a more complete chronology. (JD) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATION ORIG- INATING IT, POINTS or VIEW OR OPIN- IONS STATED DO NOTNECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY HANDBOOK OF NAT IV E AMER I CAN STUD ES A N D CHRONOLOG NAT I VE AMER ICAN H ---17i6AR-ED STAFF:AND-STUOENT'S- OF", NKRVE AMER I CAW:STUD I ES TIECUMiEH' -CENTER:: _-_ UNIVERSITY F,Pi3N DAV I S; --__CAL I FORN IA. HANDBOOK FOR THE DEVELOPMENT OF NATIVE AMERICAN STUDIES PREPARED BY Jack D. Forbes Carl N. Gorman Kenneth R. Martin David Risling, Jr. WITH THE ASSISTANCE OF Sun Bear Jeri Kemp SusanVan Fal kenburg Native American Studies Tecumseh Center Uni versi ty of Cal i forni a Davi s, Cal i forni a Dedicated to Carlos Montezuma, the intellectual founder of modern Indian resistance. The project reported herein was performed, in part, pursuant to a grant from the U.S. Office of Education, Department of Heal th, Education, arid Welfare. Theopinionsexpressedherein, however, do notnecessarilyreflect the posi Lion or policy of the U.S. Office of Education, and no officialendorsement by the U.S. Office of Education should be inferred. TABLE OF CONTENTS I. Introduction II. Native A erican Studies and Ethnic Studies 2 III. Autonomy or integration: Structural Arrangements for Native American Studies Programs - 13 IV. Materials Utilized in the DevelOpment of Native American Studies at the University of California, Davis 17 Selections from the Brief Pro _sal for Deganawidah- Quetzalcoat1 Uni versi ty 46 VI. Thoughts on the Development of Programs at Deganawi dah-Quetza 1 coati Uni versi ty VII. Sample Courses and Course Outlines 75 Introduction- This handbook is intended__as a practical _guide to the de- velopment of-Native American Studies programS,Aative Amer- ican Studies_courses, and Indian-oriented -higher education programs in. general. Because_of-its1Dractical-nature, the handbook_plac.es mar jor emphasis Upon materials _actually utilized-in the.. de- velopment of:Native American .Studies at the .University_ of. California, DaviS, and in. .the dreatiOh.Of-Deganawidah-- -QuetzalcOati-Universityit is'anticipated that.-th.est materials can be adapted to use-elsewhere.-. It should be stressed that the materials used at Davis and in the founding of DQO are presented as originally pro- duced (not edited) in order that students and faculty planning the development of Native American Studies can actually see what materials were utilized. Some-of these documents illustrate the evolution of the program at Davis and the compromises which had to be made in order to gain the sometimes reluctant support of university administrators. We are well aware that other Native American Studies pro- grams have made considerable progress in the past year or two, and that other materials could have been reproduced here. We decided, however, to emphasize Davis and DQU as representative of the "cutttng" forward edge of Native American higher educational developments. Davis, California AOril1970- 11. Native, American StLdies and Ethnic Studie A. In troduc ti on There are several myths -afoot on college campuses which need correcting- -among them the idea that -the. 'concept of ethnic studies is new. One .of the greatest problems of higher education hos been prectsely the fact that programs of ethnic studiez.'have:been all 'too well devel- oped in the:past,to- Such a degree that virtually all the social science-hUmani tiet Oirricula have been satur- ated -wi thethnici ty. BUt -thi s large --sca le- development in ethnic studies has been confined- to Certain ethnic categories. Ethnic Studies in Perspective Prior to World War 11 virtually all ethnic studies pro- grams were European in character-Anglo-Saxon studies (e.g., English and English literature, English history French studies, Spanish-Castellano studies, German studies, Russian studies, and so on. During and after World War 11 such regional programs as Far Eastern (Mainlan& Asia) studies, Latin American studies, Russian studies, and so on, began to come into vogue, although it should be emphasized that these programs were and are often taught from a European or Anglo-European per- spective. By far the greatest single ethnic studies program was that Of Anglo-American studies, encompassing the var- ious areas of United States history, "American" studies, U.S. political science, U.S. sociology, music, drama, "American" literature, and so on. This progi-am was all the: larger since Anglo-Saxon-studies and the bulk of art2 music, etc., tended to feed into or relate direct- ly to the Anglo-American studies program The fact_isl-then, that ethnic studi_es programs a ejipt new. _ On_ the contrary, they constitute one of the',614-- est- elements- of-anyrcollegecurricu4. liowever, it is -clear Alidt-the distribUtion- of facultY between- the var- ___ . _ _ _ _ _ -ieus kinds _of -ethnic studies_is_ extremely_ uneven. At .--the present-time; for example, French studies on the' University :Of _Cal i forni a, Davis :campu-s, 'possesses more._ teaching facul ty than= all- Of' the-Third Wdrld= programs : -combinedl The- same _is true _of =Spapish-Caitel-lano stu- GerMan-studies,-Al*lo77Saxon studies, Latill,Ital- ian-arld_ Greek:-studies-: And, of_coUi-Se,'aS 'Stated aboCie, Anglo-American studies and general European studies completely dominate the liberal arts faculty. Ethnic studies fields, such as French studies and Anglo-Saxon studies, have succeeded in reproducing themselves in great quantity on virtually every col- lege campus in the country, even in geographic areas where i t would be difficul t to demonstrate any compel- ling necessity for the presence of these areas of study. What has happened, in general, is that higher education throughout the country, and especially in the West, has been colonized by people of Northeastern or Atlantic Seaboard white origin. These people in- variably reproduce their own kind of education, which happens to be highly oriented toward Europe. Unfortunately, college administrators and the "core" facul ty of new colleges in the West and elsewhere sel- dom question the curriculum of New England, but rather duplicate it wheeler it is relevant or not. Of course, almost immediately chairmen are hired for all of the "traditional" departments (traditional in the East) which include, needless to state, French, English and so on. These .7hairmen in turn hire facul ty who con- form to their guild biases and strive mightly to in- crease the size of their programs. They argue for new facul ty by referring to the example of what is taught at Harvard or Yale, and the college bends to their de- mands instinctively "knoming" that what is right for New England must be right for California, Hawaii, or New Mexico. In any event, for whatever precise his- torical reason, European ethnic studies programs of little regional relevance have served to gobblc up large numbers of faculty positions and have also ser- ved, in too many instances, to create an ethnically and cul tura 1y imbal anced facul ty. That the University of California Davis, should offer for example, 334 units of work in German studies and no courses in Mexican-American or Chicano studies (with only one or two courses related to Mexican studies) is an obvious absurdity, especially when one considers that California possesses more than two million citi- zens of Mexican descent and culture and only a handful of people who can be identified as German-Americans. for California, the Mexican heritage is of far greater significance than is the German heri tage. Unfortunately, many College systems have allowed rather specialized p!'-ograillS to Orel tferate-to such-a degree tha t these pro gr amS =have -bec6me se" f- Oerpe tua ti ng'; tha t is, the need for-neW professors- te staff these programs justifies, in §reat 'part, the-Very existence of the programs in thefirst_-place Thus over-staffed white-oriented ethnic studies pregraMs -have the effect of -making- the deveioPment of neW.programs exceedingly di fficul t. This: is especial 1 y true newthat budgets are beComing _!ltight", and the -easy:.