Course Syllabus

ETHST 26, The Original Californians
Section 0645 - Online Course Syllabus

Instructor Contact

Lori Laiwa Thomas

Email: sthomas2@santarosa.edu

Phone: (707) 524-1599

Office Hours: Thursdays, 4:00-5:00 PM, Virtual Office Hour Zoom Link

Join Zoom Meeting
https://santarosa-edu.zoom.us/j/87662308282

I respond to emails within 24-72 hours.

Course Web Site

Students will use the Canvas course web site for assignment instructions, submitting assignments, viewing classmate's work, sharing resources, and viewing grades.

Canvas Course Website ETHST 26-0645

Required Textbook

Akins, Damon and William J. Bauer, Jr. We are the Land: A History of Native California.University of California Press. 2021: ISBN: 9780520280496
Online Text: Online Textbook Akins & Bauer
Lara-Cooper, Kishan and Walter J. Lara, Sr. Kam-'Tem: A Journey Toward Healing.Great Oaks Press, 2019. ISBN: 978194227926
Eargle, Dolan H. An Introductory Guide to the Original Peoples from Earliest to Modern Times. Trees Co. Press. 2007. ISBN: 9780937401118 Eargle Textbook PDF

Required Software

You will need the following software for this course.

Important Dates

Day Class Begins: 08/14/2023

Day Class Ends: 12/08/2023

Last Day to Add without instructor's approval: 08/20/2023

Last Day to Add with instructor's approval: 09/03/2023

Last Day to Drop without a 'W' symbol: 09/03/2023

Last Day to Opt for Pass/No Pass: 12/08/2023

Last Day to Drop with a 'W' symbol: 11/12/2023

Course Description

This Ethnic Studies course will study Native people of California: their origin, language, arts, customs, religion, folklore, and music. In this course students will use an ethnic studies lens to develop a dynamic comparative grid, focusing on the persistence of tribal identities and evolution of socio-economic changes, tribal and inter-tribal cultural practices over time.

Course Outline Record (COR)

Student Learning Outcomes

At the conclusion of this course, the student should be able to:

1. Analyze the relationship between environment and culture with the sub-regions and diverse California traditional cultures based on Heizer's subsistence model as foundation for environmental strategies.

2. Identify and analyze contemporary strategies employed by California Indians to achieve sovereignty and revival of cultural traditions.

Student Learning Objectives

At the conclusion of this course, the student should be able to:

1. Identify the various cultural strategies that California people developed in response to the different environments and changes in California.

2. Evaluate the principles of cultural relativism in respect to traditional roles in California in reference to gender roles and status, with emphasis placed on the contrast of levels of power (spiritual and secular) between men and women.

3. Identify patterns of migration of European, Asian-Pacific, and African peoples into California and their impact on California tribal groups.

4. Evaluate differences of impact based on S. Cooke's demographic history of Hispanic, Anglo, and other contacts with California Indians, including comparisons from Mission, Rancho, and Reservation contexts and experiences.

5. Analyze and evaluate research by various scholars on emerging class structures, gender roles, identity formations, cultural bias, and political systems. Demonstrate the impact of such views on the education of both California Indians and non-Indians.

6. Identify and evaluate contemporary California Indian strategies in their use of indigenous knowledge to maintain their sovereignty-culturally, politically, economically, and spiritually.

7. Analyze and evaluate Western historical research, data and theory generated by various scholars specializing in California, e.g., Kroeber, Bancroft, and Dixon, and comparing this data with California Indian views of the same cultural phenomena and events.

Ethnic Studies Objectives

1. Analyze and articulate concepts such as race and racism, racialization, ethnicity, equity, ethno-centrism, eurocentrism, white supremacy, self-determination, liberation, decolonization, sovereignty, imperialism, settler colonialism, and anti-racism as analyzed in Native American Studies.

2. Apply theory and knowledge produced by Native American communities to describe the critical events, histories, cultures, intellectual traditions, contributions, lived-experiences and social struggles of those groups with a particular emphasis on agency and group-affirmation.

3. Critically analyze the intersection of race and racism as they relate to class, gender, sexuality, religion, spirituality, national origin, immigration status, ability, tribal citizenship, sovereignty, language, and/or age in Native American communities.

4. Critically review how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced and enacted by Native Americans are relevant to current and structural issues such as communal, national, international, and transnational politics as, for example, in immigration, reparations, settler-colonialism, multiculturalism, language policies.

5. Describe and actively engage with anti-racist and anti-colonial issues and the practices and movements in Native American communities to build a just and equitable society.

Class Meetings

This class is asynchronous and does not require meetings for the course. All material and activities will be offered asynchronously and students can access at any time.

Dropping the Class

If you decide to discontinue this course, it is your responsibility to officially drop it to avoid getting no refund (after 10% of course length), a W symbol (after 20%), or a grade (after 60%). Also, for several consecutive, unexplained absences, the instructor may drop a student.

Pass‐NoPass (P/NP)

You may take this class P/NP. You must decide before the deadline, and add the option online with TLC or file the P/NP form with Admissions and Records. With a grade of C or better, you will get P.

You must file for the P/NP option by 12/08/2023. Once you decide to go for P/NP, you cannot change back to a letter grade. If you are taking this course as part of a certificate program, you can probably still take the class P/NP. Check with a counselor to be sure.

Instructor Announcements and Q&A Forum

The instructor will post announcements on the “Instructor Announcements” page in Canvas throughout the semester. Canvas notifies students according to their preferred Notification Preferences as soon as the instructor creates an Announcement. A “Q&A Forum” is also on Canvas to ask for assistance of your classmates or of instructor.

Attendance

Students who fail to attend the first class (face-to-face courses) or do not log-in to an online class after the second day of the semester will be dropped from the class. It is strongly advised that if you need to miss more than one class/homework deadline in a row that you contact me to avoid being dropped from the class.

Late Policy

All assignments are due 11:59 PM on the due date. A late submission will receive a 20% penalty. Submissions more than one week late are not accepted without prior arrangement. Late work will not be graded unless student sends instructor an email with URL for late work.

Exams

There will be 2 online quizzes and posted seven days prior to due date. There will be online midterm and final exams. The material comes from the textbook, class lectures and supplemental materials. If any exam is missed, a zero will be recorded as the score. It is your responsibility to take the online exams by the due date.

Grading Policy

Visit the “Grades” in Canvas to keep track of your grades. I grade [once a week] and post grades and comments on the online Canvas gradebook.

Grades will be assigned as follows:

A	90%	90 points or more
B	80%	80 to 89 points
C	70%	70 to 79 points
D	60%	60 to 69 points
F		Below 60 points

If taking Pass/No Pass you need at least 70% of the total class points and complete the midterm exam and the final exam to pass the class.

Standards of Conduct

Students who register in SRJC classes are required to abide by the SRJC Student Conduct Standards. Violation of the Standards is basis for referral to the Vice President of Student Services or dismissal from class or from the College. See the Student Code of Conduct page.

Collaborating on or copying of tests or homework in whole or in part will be considered an act of academic dishonesty and result in a grade of 0 for that test or assignment. I encourage students to share information and ideas, but not their work. See these links on Plagiarism:
SRJC Writing Center Lessons on avoiding plagiarism
SRJC's policy on Academic Integrity

Other Important Policies and Practices

Avoid Plagiarism

Although most students have likely heard about plagiarism during their years of schooling, it still is prevalent-even in higher education.

The video below reviews what plagiarism is and how not to do it.

Plagiarism: How to avoid it

Netiquette, or Why Is It Harder to Be Polite Online?

Netiquette refers to using common courtesy in online communication. All members of the class are expected to follow netiquette in all course communications. Use these guidelines:

Use capital letters sparingly. THEY LOOK LIKE SHOUTING.
Forward emails only with a writer's permission.
Be considerate of others' feelings and use language carefully.
Cite all quotations, references, and sources (otherwise, it is plagiarism).
Use humor carefully. It is hard to "read" tone; sometimes humor can be misread as criticism or personal attack. Feel free to use emoticons like :) for a smiley face to let others know you are being humorous.
Use complete sentences and standard English grammar to compose posts. Write in proper paragraphs. Review work before submitting it.
Text speak, such as "ur" for "your" or "ru" for "are you" etc., is only acceptable when texting.

Special Needs

Students with disabilities who believe they need accommodations in this class are encouraged to contact Disability Resources (707) 527-4278, as soon as possible to better ensure such accommodations are implemented in a timely fashion.

Course Format

This asynchronous course is completely online and will be comprised of activities, including pre-recorded video lectures, power point slides, videos, and handouts, and can be found in Canvas under a weekly module and Page titled Content (Ex: Week 1 - Content). If you have any questions about lecture materials, you can address those during virtual office hours or post them on the discussion forum titled, “Got Questions?” Weekly modules will be opened and unlocked and for viewing by students every Monday by 11:59 PM.

To access this course on Canvas, you will need access to the internet and a supported software and hardware. You log into Canvas using your 9-digit student ID number and the same password you use for your student portal here: https://santarosajc.instructure.com/login/canvas

It is important that you can access course materials and assignments using your SRJC Canvas account. All course lessons, instructional resources, assignments, quizzes, exams, and discussions are in weekly modules. Computer, Calculator and Textbook Loaner.

If you do not have access to a computer with the required software, SRJC has a loaner program for textbooks, laptops, and calculators. Visit the website below:

Access to Computer & Equipment Loan Program

Course Assignments & Requirements

20% Writing
25% Final Project/Final Presentation
25% Participation
30% Quizzes & Exams

These assignments will help students develop and gain experience in various types of response writing, critical analysis, literary analysis, and using texts to support your claims and arguments. Assignments will focus on the following:

Students will be able to describe and analyze the author's argument, claims and rhetorical strategies.
Students will assess the strengths and weaknesses of texts and critically analyze conversations between texts and authors. Students will be able to construct a clear argument, use research to support their claims, and find articles and other materials that will clarify, extend and complicate their argument and ideas.
Students will engage with primary research materials and learn how to construct an analysis of these materials by applying critical approaches from Native American Studies including: Oral History, Space/Place/Time/Regionalism, Sovereignty, and Self-Determination.

Summary of Assignments

100 points Online Individual Discussion Participation (5 @ 20 points each)
100 points Online Group Discussion Reflections ( 2 @ 50 points each)
100 points Indians in the News Essay
100 points Editorial Comment or Memo
50 points Quizzes (2 @ 25 points each)
100 points Midterm
100 points Final Exam
100 points Final Project/Final Presentation
50 points Annotated Bibliography

Group Discussion Reflections: There will be certain class assignments and writing/discussion projects set aside for more in-depth small group discussions. You will be randomly assigned to a group that you will work with to answer discussion questions that I give you in class. From that discussion you will write a reflection paper about the main topics (ie. Sovereignty, Survivance, etc.). Your reflection should be at least two pages long and should discuss what you have learned about the topic and what perspective you gained from the group discussion. We will go over this in class. Online group project can be tricky, but not impossible.

Online Discussion Participation: There will be five require online participation activities. These activities will be announced ahead of time. The participation activities will be on the readings and/or subjects from the course. You must respond to the discussion participation activity. There will be no make-up activities given.

Writing Assignment #1: An editorial letter (250 words) or letter memo (500 words) about a policy or resolution (or lack of policy or resolution) regarding an issue surrounding native communities and society in the district, county, state, nation or hemisphere.

Writing Assignment #2: Indians in the News. For this assignment, you will be given five short articles/news reports to review. Of these you will select two you will respond to with an analysis of the issue, the rhetoric used to discuss Native Americans and the issue, and how well the source approaches the issue and/or the key terms that we have discussed during the semester. Each response will need to be at least 1-1.5 pages long. You will need to refer to sources that we have used this semester to support your argument.

Final Project: Your final project will be to complete an oral history interview and describe that person's connection to California. If you are new to the state/country, please ask your interviewee about their ancestral homelands and the indigenous people from that territory. Please refer to the syllabus calendar below for the dates of these assignments. Prompts for the essay assignments will be handed out during class and posted on Canvas. The essay will ask you to complete outside research and find articles that you will use to create an argument and discuss themes from the course. Your essays should meet the following basic guideline:

5-7 pages
12 point Times New Roman font
Double Spaced
Last Name and Page # on top right of all pages
MLA Citation

Search terms annotated bibliography: This assignment will help you prepare for your final project. For this assignment you will be deciding on your keyword search terms that You will need to find at least three outside sources and two in class sources that you will use to make your annotated bibliography which may include websites. Your annotated bibliography will include a discussion of how these sources help to expand your knowledge about the particular issue you are researching. We have a library tour scheduled to assist you with this project and will be announced on Canvas.

Exams (30%): You will have two quizzes and two exams (midterm exam and final exam), that will ask questions based on the readings, lectures, and films presented on Canvas. The exams will be online and consist of a series of fill-in, short and long answer essay questions, multiple choice, true/false and matching. You may receive a study guide.

Quiz 1 Due Date October 2
Quiz 2 Due Date November 27
Midterm Exam October 23
Final Exam December 9

Learning Atmosphere

Students learn best when they are actively involved in the teaching and learning process. Thus, this is an active and interactive course where you will often learn by doing. You are expected to observe the world, read, write, discuss, and participate. I think of our class as a collaborative learning environment where we all teach and learn from each other. Every time you make a comment or ask a question, you teach something to the rest of us. I challenge you to abandon the traditional passive student role and to get involved with teaching and learning—I think you will enjoy it and learn a lot in the process.

SRJC Kanopy

Register for Kanopy at SRJC Library: https://libraries.santarosa.edu/kanopy. All Kanopy users have five films per month to watch so please select according to syllabus/canvas weekly module topic.

You must register for Kanopy to review required films for our course in the event you are absent from class.

Portal Canvas and Email

Students must check their email and canvas page daily for class updates and announcements. All course materials are available exclusively on Portal Canvas. I strongly encourage you to adjust your Canvas notification settings so that you receive announcements immediately.

For detailed Canvas Module information, visit:

https://canvas.santarosa.edu/courses/65212

To change notifications in Canvas

Cell Phone Policy

Students are not allowed to use cell phones in class unless instructed to do so.

Syllabus Revisions

I reserve the right to amend or update this syllabus at any time during the semester. I will ALWAYS inform you of any changes.

COURSE OUTLINE/CALENDAR

Week 1 - August 14-18

Introduction and Overview of California Indian History and Studies, Cultural Regions, Tribal Groups, Language Families, Introduction to Linguistics

Readings Due: Eargle 11-14, 16 Map (Textbook on Reserve at SRJC Library; PDFs available in Canvas Module 'Eargle Text')

Complete Chamay Meet & Greet Orientation in Class Participation

Week 2 - August 21-25

CA Worldview (Fix the World People, World Renewal People, Round house People, Powwow People)

Tribal Origins/Creation Stories/Emergence Stories and Oral Tradition, Relationships to Land & Life

Readings Due: Eargle, 17-29, 53-54. Akins/Bauer, pgs. ix-xi Maps; 1-12, 13-31.

Video: History of California California Indian History Video

Library Tour TBA

Week 3 - August 28-Sept 1

Identity Concepts, Definitions, Terminology. Who is a California Indian? Other Indigenous populations in CA? Federal recognition, State Recognition, Disenrollment, Disenfranchisement, Self Identification, Pretendian.

Readings Due: Eargle 59-60 definitions; 92-93. Akins/Bauer, 239-261

SRJC Multicultural Museum Tour

Week 4 - Sept 4-8 (LABOR DAY HOLIDAY)

Colonization of California - Invasions by Russian, Spanish, Mexican and American Settlers; Forms of Resistance and Survival. S. Cook Population Theories, CA Mission System, Russian American Company Treaty with Kashia Pomo.

Readings Due: Eargle, 30-45 (Skim Reading). Akins/Bauer 36-58, 59-63.

Week 5 - Sept. 11-15

Colonization of California Continued. Invasion and Genocide in California, 18 Unratified Treaties, Homeless Indians.

Film: Big Valley ANA Film: History of Clearlake, Film by Tim Ramos

Readings Due: Eargle 64-88, 126-160 (Skim Reading)

Week 6 - Sept 18-22

Survey of California Indians - Northwestern CA

Hupa, Wiyot, Tolowa, Yurok, Karuk, etc.

Readings Due: California History PDF (skim only)

Film: Return of Tuluwat Island Ceremony Video (10 minutes)

Wiyot Massacre Video

Complete In class participation

Week 7 - Survey of Northeastern CA Sept 25-29

Cultural regions, tribal groups, cultural traditions, land back.

Readings Due: Eargle, 123 Map, 124-125, 126-145. Akins/Bauer, pgs. 193-200.

Lecture Content: Pit River/Modoc/Maidu/Atsumawi/Atsugewi, Modoc War, Greenville Rancheria

Complete Group Participation #1

Week 8 - Survey of California Indians: Central California Oct 2-6

Readings Due: Eargle, pgs 147-151 Maps; 152-175. Akins/Bauer, pgs 161-166, 167-192.

Film: Ishi Ishi video

Prepare for Midterm (Weeks 1-8)

Week 9 - Survey of California Indians: Central California Oct 9-13

Coast Region, Sacramento Valley

Readings Due: Eargle 177 Map; 178-181, 182-207.

Videos: Saving the Sacred

Saving the Sacred Video

Complete In Class Participation #3: Due 10/9

Week 10 - Survey of California Indians: Central California. Oct 16-20

South SF to Big Sur, Ohlone and Esselen Peoples

Readings: Eargle 213, 214-227.

Doctrine of Discovery - Sycuan Nation: https://youtu.be/HNJXh52sgFo

Compete Midterm - Material covered between Week 1-8

Week 11 - Survey of California Indians: Southwestern and Southeastern California Oct 23-27

Readings Due: Eargle pg 229, 259, 271, pls 230-283

Videos: Cara Romero Identity, Indigenous Feminisms

Doctrine of Discovery - Sycuan Nation

Week 12 - Survey of California Southern Oct 30-Nov 3

Readings Due: Eargle, pg 213 map; pgs 214-227

Videos: Cahuilla Bird Singers

Video: California's Lost Tribes

Tongva Food Sovereignty Programs

Week 13 - Survey of California - Sierras & AZ border Nov 6-10

Havasupai, Bishop, Markleeville

Readings Due: Course Readings TBA

Complete In Class Participation #4

Week 14 - Language Families, Language Preservation and Maintenance in California, AICLS, University Collaborations Nov 13-17

Readings Due: Lara-Cooper & Lara, pgs 299-303

LARA-COOPER 299-303.pdf

Videos Due: Language Keepers Tolowa Dee-nii

Complete Group Discussion #2

Week 15 - Cultural Revitalization Movement - Post COVID Surge Nov 20-24

Regalia Makers, Artists, Photographers, Graphic Artists.

Readings: Lara-Cooper & Lara, pgs. 3-14

LARA-COOPER 3-14.pdf

Complete In Class Participation #5

Week 16 - Contemporary Topics, Land Management Systems, Natural Resource Management, Traditional Environmental Knowledge (TEK), Future Trends Nov 27-Dec 1

Video: Protecting the Coast

Video: Cultural Burning

Week 17 - Final Project Presentations Dec 4-8

Prepare for Final Exam - Studyguide

Week 18 - Final Project Presentations Dec 11-15

Take Home Final Exam Due (Comprehensive Exam)