Time Schedule:
Alexandra J Harmon
HSTAA 331
Seattle Campus
History of Indigenous peoples and their descendants in the area that now constitutes the United States, from the eve of European discovery of the Americas to 1840. Emphasis on relations between Indigenous peoples and immigrants. Offered jointly with AIS 331.
Class description
Indigenous Americans' worlds at the time of Columbus's first voyage, early shock waves in indigenous societies resulting from Europeans' discovery of the Americas, Indians' relations with the first colonists, Christian proselytizing and Indians' reactions, repercussions for Indians of imperial rivalries, Indian economic strategies in the face of European colonization, political changes in Indian societies, early U.S. government Indian policies, U.S. expansion to the Mississippi and the consequences for Indians.
Student learning goals
Appreciation of Indians' important role in the long European struggle for control of North America and its resources
Awareness of Indian perspectives on events in early U.S. history
Enhanced ability to analyze relations between peoples of radically different cultures
Strengthened reading, writing, and analytical skills
Cognizance of the early historical roots of American Indians' present political and economic status
General method of instruction
Because the readings do not include a textbook, lectures will provide a narrative and analysis that will frame and help students make sense of readings, which will include essays on selected topics and excerpts from primary sources. Class meetings will also provide ample time for student questions and discussions of the readings.
Recommended preparation
No prerequisites, but prior completion of a lower-level U.S. history survey course and/or introduction to American Indian studies would be useful.
Class assignments and grading
50-100 pages of reading each week. Students will write two short graded essays that do not require outside research. They will also take one midterm and a final examination, which will entail writing essays. And they will participate in a debate that entails a short writing assignment. There will likely be occasional assignments or exercises graded on a credit/no credit basis.
Performance in the debate and the first essay grade will constitute 15% each of the student's course grade; the second essay and the two exams will constitute 20% each; class participation will constitute 10%.
