Syllabus

SOA323 Spring 2007

Instructor: Christina Alexander

Phone: 541-788-7255

email: Please use internal course email

This course is a survey of the prehistoric and historic indigenous cultures of Oregon. We will also examine e contemporary Native American issues and concerns. This course is designed to introduce the student to the cultures, lifeways and worldviews of the indigenous peoples who occupied and (and occupy) present day Oregon. It includes and emphasizes the history and impact of European contact upon native cultures.

course objectives:

• Recognize and define ethnocentrism and cultural relativism
• Understand the importance of environment in influencing culture.
• Identify geographically and environmentally describe the culture areas of Oregon.
• Demonstrate an awareness of the diversity of Oregon cultures and languages.
• Become aware of some of the misconceptions you had about Native Americans in general, and Oregon in particular.
• Apply concepts from the class to your personal, social and professional life.
• Think critically about the results of holding different worldviews of nature and religion.
• Understand structural and institutional racism and its past and present impact on Native Peoples.

required texts:

Baun and Lewis. The First Oregonians

Youst, Lionel. She's Tricky Like Coyote

Reading Packet

My teaching strategy and the system of student evaluation employed in this class is predicated upon several fundamental beliefs about the nature and process of learning:

• The primary responsibility of educators is to teach students how to think and learn, not what to think and learn.
• Learning the "material" of any particular field or domain of knowledge should be primarily an act of discovery, rather than passive absorption.
• Development of the ability to "think better" should be associated with the acquisition of specific skills and qualities that can be used in the real world, both in a "practical" sense and in the sense of enlarging and enriching the life experience of the student.
• Just as the professor's primary responsibility is to facilitate active learning, students must bear the primary responsibility for being active learners.

Participation (Discussion) 100

Two Response Papers (50 points each) 100

Midterm 100

Research/Term Paper 200

TOTAL POINTS 500

A 93-100%

1. 90-92.99%

B+ 87-89.99%

B 83-86.99%

2. 80-82.99%

C+ 77-79.99%

C 73.76.99%

3. 70-72.99%

D+ 67-69.99%

D 63-66.99%

F 62.99% and below

Discussion Groups: Each week I will post a question or questions to be answered in the discussion area. You will also be required to respond to at least one of your classmates' comments. The topics will be the material we are reading in both the text and the reading packet. I will post the questions by Thursday evening each week. Students are required to participate in the forum/discussion on a weekly basis, according to deadlines posted in the class schedule. More detailed directions for using the discussion area are in the welcome statement. *Note: You may post your responses any time of the evening, night or after midnight of the day they are due (either Wednesday or Sunday).

Response Papers: You will write two response papers addressing some of the key questions in She's Tricky Like Coyote and another from other material of your choosing. Detailed guidelines will be found in the Assignments section. Each paper is a minimum of three pages, double-spaced, standard margins, 10-12 point font. Due dates are in the class schedule section of the syllabus.

Midterm: The midterm will consist of essay questions. It will be posted in the Assignments section at the appropriate time.

Research/Term Paper: Your area of research may include a wide range of topics that relate to Native Americans of Oregon. Detailed guidelines and topic suggestions are to be found in the Assignments section. This is a short research paper consisting of a minimum of six pages, double spaced, standard font.