Spring 2022 - HIST 326 D100
History of Aboriginal Peoples of North America Since 1850 (4)
Class Number: 4565
Delivery Method: In Person
Course Times + Location:
Th 2:30 PM – 5:20 PM
SWH 9095, Burnaby
1 778 782-4683
Prerequisites:45 units, including six units of lower division history.
Examines selected themes in the history of Aboriginal peoples of North America in the nineteenth and twentieth centuries. Students with credit for FNST 326 may not take this course for further credit.
This course is a broad overview of the history of the Indigenous peoples of Turtle Island, or what is currently Canada and the United States, from the early 19th century to the near present. While considering the coherence of the original peoples of this continent, both in their own self-understanding and in the eyes of newcomers, special attention will be given to the diversity of communities and individuals that came to be categorized as “Indian,” as well as to the great variety of non-Indigenous communities, individuals, and colonialisms that engaged with them. Another focus will be on the agency of Indigenous peoples in shaping their history. Finally, throughout the course we will examine how our present moment in these settler societies has been shaped by this history, as well as how the truths currently coming to light are in turn helping us to view the past differently.
Themes and topics will include processes of métissage and ethnogenesis, responses to settler colonial regimes, resistance and uprising in the 1880s, the “Indian Wars” of the American West, assimilative policies, residential and boarding schools, Indigenous political organization and strategies of resistance, accommodation, and survival, and cultural resurgence.
COURSE-LEVEL EDUCATIONAL GOALS:
The course requirements of History 326 will help you achieve the educational goals of undergraduate courses in the Department of History. By the end of the course, you will be able to:
- Understand “Indigenous issues” such as residential schools, treaties and land claims, and environmental justice, and how these issues affect all of us who call this continent home;
- Understand broad patterns and diversities of Indigenous and settler experiences in the US and Canada;
- Work with diverse primary and secondary sources, primarily by Indigenous authors, including the ability to read the archive “against the grain”.
- Participation 15%
- Reading Response 15%
- Essay Assignment #1 20%
- Essay Assignment #2 20%
- Exam 30%
MATERIALS + SUPPLIES:
* Please note that all of these readings are available either freely online or digitally through SFU Library.
Winnemucca, Sarah. Life Among the Piutes. Reno: University of Nevada Press, 1994.
Roy, Susan. These Mysterious People: Shaping History and Archaeology in a Northwest Coast Community. 2nd Edition. Montreal & Kingston: McGill-Queen's University Press, 2016.
Paul, Elsie, in collaboration with Davis McKenzie, Paige Raibmon, and Harmony Johnson. As I Remember It: Teachings (Ɂəms tɑɁɑw) from the Life of a Sliammon Elder. Vancouver: University of British Columbia Press, 2019. http://publications.ravenspacepublishing.org/as-i-remember-it/index
Manuel, George, and Michael Posluns. The Fourth World: An Indian Reality. Foreword by Vine Deloria, Jr. Introduction by Glen Sean Coulthard. Afterword by Doreen Manuel. Minneapolis: University of Minnesota Press, 2019.
Simpson, Leanne Betasamosake. As We Have Always Done: Indigenous Freedom through Radical Resistance. Minneapolis: University of Minnesota Press, 2017.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
TEACHING AT SFU IN SPRING 2022
Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place. Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).
Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.
Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (firstname.lastname@example.org or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.