• David E. Stannard, 1992. American Holocaust. The Conquest of the New World. New York: Oxford University Press.
• Winona LaDuke, 1999. All Our Relations. Native Struggles for Land and Life. Cambridge: South End Press.
• Joane Nagel, 1996. American Indian Ethnic Renewal. Red Power and the Resurgence of Identity and Culture. New York: Oxford University Press.
• John Ross, 2000. The War Against Oblivion. The Zapatista Chronicles. Philadelphia: Common Courage Press.

This course explores the historical and contemporary experiences of the indigenous peoples of the Americas, from the perspective of the social sciences. We first analyze the "American Holocaust," i.e., the genocide of the First Peoples of the continent at the hands of European conquerors and colonizers, from 1492 to 1890. We then focus on two important contemporary cases of resurgence of indigenous ethnicity: Native Americans within the United States in the 1960s, and Maya Indians within Mexico in the 1990s. We also explore some specific U.S. indigenous peoples' experiences. [Due to problems with the bookstore, the actual order will be along the revised schedule of assigned readings, below].

The course relies on the active, communal involvement of the students in their own process of learning. Students will be organized into eight small groups for the duration of the course, labeled 1 to 8. These groups will be at the center of all activities. It is most important that students take their group obligations very seriously and set out to function as a team.

In-Class Activities: On Mondays & Wednesdays, we will discuss and build on specific selections from three textbooks: Stannard's, Nagel's, and Ross'. Students will come prepared with a one-to-two page (double-spaced) assessment of the assigned readings for each day. These assessments may be randomly chosen by Dr. Santos to discuss in class or may be shared in small-group discussions leading to full class discussions. Regardless, all assessments will be turned over to Dr. Santos at the end of each session. The assessments should consist of (a) strongest evidence presented, or arguments made, by the author; (b) weakest evidence presented, or arguments made, by the author; (c) areas of uncertainty or personal interest to pursue during discussion. Please do not forget to include your name, class, date, and the title of the textbook's selection (e.g., " Ross' Chapter 3: 'Spring of 1994' "). Please note: Expect short quizzes on these readings from time to time.

On Fridays, beginning the 3^rd week, each group will take a turn making a formal class presentation on a specific Native American people, using a chapter from LaDuke's book as the starting point, but adding to it further group research done by the group on its own. Handouts, posters, and/or overhead slides are encouraged. Ideally, the group will organize the individual presentations so that (a) there is a clear, and relevant, topical division of labor, and (b) each presentation lasts no longer than 10 minutes. Each presenting student will be required to turn in a 2-to-3 page (double-spaced) elaboration of her/his presentation. Please include a precise bibliography of your sources (besides the textbook). Please do not forget to include your name, group number, class, date, the title of LaDuke's chapter, and the title of your individual presentation. Non-presenting students will not be required to submit written assessments on the LaDuke book chapters, though they will be expected to have read them and come prepared to ask questions to the presenters.

Group Research Project:Each group, additionally and in lieu of doing a final exam, will design, organize, and produce a research project pertinent to the course, to be completed and delivered in bound, written form no later than noon, March 16. Students must meet and discuss with Dr. Santos the overall topic for their group project and the potential subtopics for their individual papers, and obtain his approval in a timely fashion (no later than February 16). Each group volume should contain a title page, a table of contents listing each paper title and author, and the actual papers in the same order as listed. No common bibliography or pagination required. Each individual paper should be no less than 10 pages long (apart from the bibliography and any data annex), double-spaced, font 10 or 12, one-inch margins. For the guidelines on how to write a good research term paper go to this web site: http://www.csub.edu/~gsantos/Guide-Paper.html.

Attendance & Class Assignments' policy: Attendance is mandatory & all written class assignments must be turned in on time. Tardiness and unexcused absences will be penalized, most specially for presenters. No late written class assignments will be accepted.

Grading: The written assessments of the assigned readings will collectively count for 30 points; the quizzes will count for 20 points; the group class presentation will count for 15 points (10 points for the individual presentation and 5 points for the group effort); the group research project will count for 35 points (30 points for the individual paper and 5 points for the group effort).

The final letter grade will be assigned, on a scale of 0 to 100, as follows:
 

Office Hours/E-Mail to Dr. Santos: All students are encouraged to visit Dr. Santos regularly during his posted office hours, especially to ensure their research project topics and their individual papers' subtopics are well chosen and organized, or to discuss anything related to the texts or the class presentations/discussions. Private, but brief and to the point, e-mail messages to Dr. Santos (NOT a substitute for office visits, please) may be sent to: santos_class@csub.edu.

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