SYLLABUS FOR CCS

4. Method of evaluating student performance: There will be two mid-term exams and a Final Exam. Your two tests will consist of sixty-five multiple choice, matching, or true‑false questions plus a take home essay question test worth 10 points. The Final will consist of ninety matching or true‑false questions plus a take‑home essay question test worth 10 points. The take home essay test will require you to answer any one out of three questions. Each essay question will be neatly typed, double‑spaced. I WILL NOT ACCEPT ANY ESSAY THAT IS NOT TYPED NOR WILL I ACCEPT ANY LATE ESSAY QUESTIONS. The Final Exam will be last unit covered and comprehensive.

BREAKDOWN:

TEST #1 75 POINTS 225 TO 250 POINTS = A

TEST #2 75 POINTS 200 TO 224 POINTS = B

FINAL 100 POINTS 175 TO 199 POINTS = C

250 POINTS 150 TO 174 POINTS = D

149 AND BELOW = F

6. Make sure you keep up on the reading assignments. Tests will cover material from the text, lecture and any handouts.

7. I hope I have not scared you away. That is not my intent; rather I wish to ensure you understand what is expected of you and what you can expect from me. I will throw you no curves or try to trip you. My purpose is to teach you this subject. I will be available for you anytime. If it means getting together with you on an evening or a weekend, I will make the time to meet and clarify any questions you may have. The only thing I demand from you is effort, be in class, be prepared and there is nothing I will not do to help your learning experience.

We have a lot of material to cover and I assure you we will have a fun learning experience. We will generate much class discussion. I generate and maintain openness in the classroom that allows for many viewpoints to be expressed. Nevertheless, I do demand civility and respect for the opinions of others.

8. Students with disabilities who may need accommodations in this class are encouraged to notify the instructor and contact Disabled Student Services & Programs (DSP&S) early in the semester so that reasonable accommodations may be implemented as soon as possible. Students may contact DSP&S in person in Room 110 or phone at 619-466-7112 or 619-644-7119 (TTY for Deaf).

9. Supervised Tutoring Referral: Students are referred to enroll in the following supervised tutoring courses if the service indicated will assist them in achieving or reinforcing the learning objectives of this course:

IDS 198, Supervised Tutoring to receive tutoring in general computer applications in the Tech Mall;

English 198W, Supervised Tutoring for assistance in the English Writing Center (Room 70-119); and/or

IDS 198T, Supervised Tutoring to receive one-on-one tutoring in academic subjects in the Tutoring Center (Room 70-229, 644-7387).

To add any of these courses, students may obtain Add Codes at the Information/Registration Desk in the Tech Mall.

All Supervised Tutoring courses are non-credit/non-fee. However, when a student registers for a supervised tutoring course, and has no other classes, the student will be charged the usual health fee.

If your department sponsors a discipline-specific lab (such as Math, Biology, CVTE, etc.), your department chair will provide additional language for your syllabi. Chairs can obtain the senate approved language from Tasa Campos, the senate's secretary.

COURSE OBJECTIVES

1. Identify cultural values and attitudes of North American Indians.

2. Contrast and debate the ideologies of preservation and assimilation.

3. Assess historical, social and political trends in Indian cultures and societies.

4. Describe the developing political philosophies of the Early Americans

5. Discuss the Federal Constitution particularly the impact and influence of the American Indians.

6. Discuss legislation of the time as it affected Indian cultures and society.

STUDENT LEARNING OUTCOMES

CCS-130 HISTORY 130 – U.S. HISTORY AND CULTURES: NATIVE AMERICAN PERSPECTIVES i

Upon completion of this course, students will….

a. Demonstrate knowledge of the creation legends and the oral traditions.

b. Analyze and discuss cultural values and attitudes of early North American Indians.

c. Analyze, contrast and debate the ideologies of preservation and assimilation.

d. Demonstrate the ability to assess historical, social and political trends in Indian cultures and societies.

e. Analyze and describe the developing political philosophies of the Early Americans.

f. Analyze the origins of the United States political system.

g. Discuss the Federal Constitution particularly with reference to impact on and influence on American Indians.

h. Discuss legislation of the time as it affected Indian cultures and societies.

i. Demonstrate the ability to compare and contrast the various Indian leaders in early American Indian history.

j. Demonstrate knowledge of the effect of Anglo American values, attitudes, culture and legislation on the North American Indians.

k. Demonstrate the ability to describe the issues of preservation of native culture vs assimilation.

l. Analyze and explain significant Supreme Court decisions especially those that relate and affect Indian people.

m. Demonstrate the ability to assess Tribal Sovereignty, Tribalism and the Indian Nations as Domestic Dependent Nations.

n. Analyze California under Spanish rule and how the mission system impacted California Indians.

The measures below apply to all of the above:

Three periodic exams (combination essay/objective, equally weighted, to be given as units of material are covered).
Individual and group projects: essay form, to be given orally.
Final examination: objective, comprehensive.

ASSIGNMENTS

WEEKOF LECTURE TOPICS ASSIGNMENT

AUG 24 Culture and Values Lecture

AUG 31 America Before Columbus and Ancient Cultures Lecture

SEP 7 Indians in their Homeland CHAP 1

SEP 14 The White Man Comes Chap 2

SEP 21 The White Man Stays Chap 3

SEP 28 TEST #1

OCT 5 Iroquois & the Founding of the American Nation Lecture

OCT 12 Indian Tribes and the American Constitution Lecture

OCT 19 Caught In a Power Struggle Chap 4

OCT 26 Tecumseh Lecture

NOV 2 A New Power Arises Chap 5

NOV 9 Test #2

NOV 16 The New Power Advances Chap 6

NOV 23 Preparing for Indian Removal - Trail of Tears Lecture

NOV 30 Indian Territory is Established Chap 7

DEC 7 History Repeat Itself Chap 8

TESTS:

#1: Week of Sep 28: Chaps: 1. 2. 3 plus lectures and handouts if any.

#2: Week of Nov 9: Chaps 4, 5, plus lectures and handouts if any

Final: 2665 – Thurs Dec 17 1:30-3:30; 2666 Tues Dec 15 7:00-9:00, Chaps 6, 7, 8 plus lectures and handouts if any.

Holiday: Nov 26. Last day to Drop Nov 12.

CCS-130 TEST #1 ESSAY QUESTIONS

Answer any one of the following questions. Make sure your arguments, opinions and conclusions are well founded. Be very specific do not deal with generalities. When using an outside reference make sure they are properly annotated within the test of your essay.

All essays must be typed and double spaced.

I made the following statement: “It is possible that Indians have been on this continent since day one”. Respond to the following:

Do you agree or disagree with this statement?
If you agree with this statement what other evidence could you give to support my statement, other than the creation legends?
If you disagree with this statement what evidence could you present to disprove it?
Look at any U.S. History book and tell me what is says about how Indians arrived on this continent.

In Chapter 2, The White Man Comes, we are made aware of many of the atrocities committed by the Spaniards. Write on any one of the Spaniard explorers. Then go to another source and briefly state what the other source says about this explorer and his experiences. Then tell me about the differences or similarities you found.

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CCS-130 TEST #2 ESSAY QUESTIONS

All essays must be typed and double spaced.

Through the use of the text, lecture plus any other outside sources respond to the following:

In what ways did the Iroquois Confederacy influence the founding of the United States?
Check at least two history books and see if there is any mention of any influence the Iroquois Confederacy may have had on the founding of the United States.
In any of your previous schooling had you ever been informed of any intellectual or philosophical contributions of the Iroquois Confederacy?

Tecumseh has been called “The Greatest Indian Who Ever Lived”. Using the text and other outside sources write at least a two page essay on Tecumseh. Write about Tecumseh, his philosophy, his oratory, and his accomplishments as a statesman, a warrior, and a patriot.

CCS-130 FINAL ESSAY QUESTIONS

All essays must be typed and double spaced.

Our textbook states that the Cherokees were “the leaders in learning civilized ways”. With information in the text and other sources elaborate on this statement. Focused on how they were learning “civilized ways”? Why do you think that even after adopting “civilized ways” the U.S. still wanted them out of Georgia? Why do you think they were not allowed to remain in their homeland?

2. Andrew Jackson became President in 1829; he was an ardent advocate of Indian removal and actively pursued such a policy during his administration. Using the text and other sources, elaborate on Jackson’s involvement in removing all Indian residing east of the Mississippi River. Why do you think Jackson was so adamant in wanting Indians removed to lands west of the Mississippi River? Elaborate on Jackson and his involvement with Indian removal.