FNS Courses

FNST225 / HUM 225: An Introduction to First Nation Studies: The Tribal World
Course Syllabus

Instructor: Rosemary Ackley Christensen

Note: This syllabus is an example and the actual course syllabus may change

Office Hours are listed on my office door, th383, and by appointment. Students are encouraged to use email: christer@uwgb.edu telephone 465-2158 OfficeTH383. When emailing please tell me the time of your class, and the day to facilitate an efficient response.

This course is designed to introduce ideas, information, knowledge and informed participation in an American Indian oral cultural context utilizing the tools of critical thinking, reflective skills and oral interaction. Through the procedure of studying US Indian Tribes, Native intellectual ideas & legal rights of Indian Tribes and some history in and through a snapshot process, students will learn about the Tribal world (and briefly Tribal language) and how it impacts current society. The structural frame of the course is based on the core Tribal value of Personal Sovereignty (& the doctrine of non-interference), supported and maintained through the attributes of respect, reciprocity and relationship, with the fourth r, that of responsibility stressed in the course.

The goal of the course is to experience through group interactive process, utilizing critical thinking and reflective skills, the intellectual thought basis of Natives through examining, discussing, learning & presenting Oral tradition and Elder epistemology. The medium of participation learning (context) provides the process, augmented by the oral instructional methods (content) of story telling and peer lessons. The teaching form utilizing medicine wheel concepts is the Circle, presenting and practicing a wholistic approach through spiral flexibility.

Class texts are: (each individual should read the entire text)

  1. Fleming, W.C. Native American History , Alpha Penguin Group, 2003
  2. F. David Peat, Blackfoot Physics: A journey into Native American Universe , Phanes Press, 2002 ( 1&2: first cycle)
  3. Garroutte, E.M. Real Indians: Identity and the survival of Native America , University of California Press , 2003
  4. Loew, P. 2001, Indians Nations of WI. Madison : Historical Society (3&4: second cycle).

As a first assignment, begin immediately to read the following: 1/ chapter 2, Concepts of Authority from Philosophical differences between European and Native Americans as an explanation of the alienation of Native American students from the educational system by W.C. Wasson, 1973 and 2/ American Indians & White People by Wax and Thomas on electronic reserve in the library. The instructor will begin a discussion of these classic pieces on the 1st day of class, and groups will begin discussing the pieces on the 2 nd day. Therefore have them read by the 2 nd day of class, Jan 20 .

A think piece on the reserve article is due Feb.1 Think pieces are required, but not graded. (However an absent think piece is -3) Provide several paragraphs on what you think about the articles. They may be grouped together for purpose of discussion in your paragraphs. The written assignment may be done by you as an individual or your group may complete it as a group assignment.

Requirements:

Each student joins a group (depending on the size of the class there will be six or seven groups) that is the basis of participation learning and with the group makes presentations of the class texts. These presentations are scheduled and portions of text agreed to through total group interaction. Class time is provided for this effort. Students provide a nametag to be visible during class so the instructor and students can learn and use names; a simple yet effective way of showing respect to each person

Students are expected to attend class on a regular basis. One miss is acceptable. Absence after that must be made up to mitigate effect on the attendance/participation grade. Instructor will address absences (including excused (athletes etc.), taking the class late, grading detail and makeup work in an early class and email an attendance document to the entire class. Your absence affects your group. When absent, alert your group to ensure they have an opportunity to provide you with missed information. Making up the missed knowledge is your responsibility. Make-up is discussed in the attendance document emailed to each student. Excused absence is addressed as to how to mitigate effect on grade through individual's actions both in class discussion and in the email doc. It is your responsibility to find out what you missed, and keep track of the date(s) missed . Groups will take attendance, with the listing turned in at class-end by each group. I nclude the date, Group # and class time. Indicate who is absent . Sign your name to indicate presence. (Note: when you email, please tell me the time of the class, remembering that I have #s of students).

Group process/participation is required and graded, both as individuals and as part of the group. Instructor, groups and individuals will make comments or engage in dialogue after presentation(s).

Each group listening (during the lst cycle of presentations) provides a learning comment/or question for the presenting group. Write the question on the attendance sheet for the day unless the question is asked in class. Question asking is a skill reflecting critical thinking, and if your question needs to be restated, I will give the question back to you. If you ask a question in class, you need not write a question for the attendance sheet, note however, that you asked a question in class. This question requirement for listening groups is done only during the first cycle .

Each presenting group provides a question or learning comment

of the materials presented and lists it on the required outline

of the presentation provided the instructor ( immediately before the presentation), with names of participants (list only those who worked on the presentation),the number of hours spent on preparation by the group, and the number of hours spent by each individual. The critical thinking question on presented materials is required on the outline in the first and in the second cycle . The outline is due the instructor immediately before presentation . If the question needs rework, it will be returned to the group. Outline lists your presentation &what you are doing, not the content of your material, however, list the chapters covered, from which text, your group #, and names by each activity on the outline. It is helpful to indicate your critical thinking items on the outline.

Grades: Each presentation is graded with a group grade. Instructor meets with each individual group and discusses the grade after the entire class has had an opportunity to make presentations. The midterm and final exams may be taken orally as a total group, or small group, written. This is a choice made by the total group during class time provided for that purpose. The final grade is based on 2 presentations, midterm and final presentations and attendance/participation. Think piece is not graded but is required, and if absent does effect the grade by -3. Any written assignments (such as during interactive exercises are not graded, however missed assignments may have a negative impact). Missing class ( beyond one ) affects your grade, therefore your grade may be different from group members that have better attendance than you.

Schedule for class:

Jan 18 : Introductions, with each person responding to three questions: l/where from, 2/ skill helpful to a group, and 3/ one fact about American Indians. Make and display name. Syllabus provided & explained. Attendance detail discussed. Groups are formed. Instructor meets with each group. Groups exchange information on where one can be reached, and when the best time is to meet to decide on, and do work. A think piece document is provided the students. Students are reminded to read electronic articles for next class, and to look over texts in order to assist in choosing chapters and setting a schedule .

Jan. 20 :Lecture by instructor on classroom methodology as it reflects cultural context, critical thinking and reflective skills. Texts are discussed. Think Pieces assignment discussed, with groups discussing think pieces .

Jan 25 : Instructor discusses grading, presentation guidelines. Groups are provided class time to discuss the think piece assignment (which has been read by everyone) due on Feb 1. Total group decides how to divide up first texts presentation assignment (Fleming: Native American History and Peat: Blackfoot physics) and agrees to date(s) of presentation with presentations beginning Feb 1. Instructor is provided a listing of this agreement. Groups divide entire texts, with both books covered.

Jan 27 : is provided for the groups to prepare for their presentations and preparation day attendance is taken by group and given to instructor at the next class day, or put under office door, TH383. Missing a prep day must be made up in some way with your group, please discuss with instructor in advance if possible, and instructor must agree on what is acceptable make-up. If not made up adequately, it will affect your grade in that you will be minuses 3 points from the group grade (given you are in attendance at the presentation).

Feb 1 : presentations begin today through Feb. 24 (depending on number of groups). Total group agreed to the schedule we will follow, so carefully consider when your group is presenting, and be there. If you miss your own presentation you will not receive the grade your group receives in your absence. It may be possible to mitigate damage to your grade, but you must plan in advance, discuss it with the instructor, and get agreement from your group.

Think pieces are due today, if by a group, list all names of those who worked on assignment, please date, and use group #.

Presentations continue until complete.

Note: Scheduling provided in this document is approximate depending on the number and size of groups. Instructor articulates a firm schedule as it becomes evident relative to group process/presentations .

Handouts and or overheads/ with class explanation.

  1. Article/explanation on how to ask questions
  2. Articles/discussion on critical thinking and reflective skills.
  3. Email to each student on attendance detail, makeup and grading detail.
  4. Presentation guidelines.
As required by federal law and UWGB policy for individuals with disabilities, students with a documented disability who need accommodations must contact the Disability services Office at 465-2849. Reasonable accommodations can be made unless they alter the essential components of the class. Please contact the instructor and Disability coordinator in a timely manner to formulate alternative arrangements .