*  David E. Wilkins, 2011. American Indian Politics and the American Political System. 3rd. Edition. New York: Rowman & Littlefield Publishers, Inc.. ISBN: 9781442203884 .

 * Nancy Grey Postero and Leon Zamosc, eds., 2004. The Struggle for Indigenous Rights in Latin America. Brighton/Portland: Sussex Academic Press. ISBN: 1845190637

 * Lynn Stephen, 2007. Transborder Lives. Indigenous Oaxacans in Mexico, California, and Oregon. Durham: Duke University Press.

This course introduces us to the varied socioeconomic & political conditions and experiences of modern indigenous peoples of the United States, Latin America, and as recent immigrants into the U.S.. We first focus on the rich and complex Native American experiences in the United States over the course of the past two centuries, with emphasis on the indigenous social rebellions of the 1930s and 1960s, the state policies and programs that resulted from them, leading to the contemporary substantial-though-partial recovery of Native American sovereignty, a re-invigorated indigenous identity and vibrant culture, and a very mixed socioeconomic and political picture today. We then explore the emergence, renewed power, rich diversity, and centrality of indigenous movements in many countries of Latin America, as a new aspect of the continent's long quest for political sovereignty, social justice, economic and cultural self-determination, and development. Finally, we take a look at the phenomenon of indigenous migration in North America, specifically from the Mexican State of Oaxaca to California & Oregon, as an increasingly important and continuing aspect of globalization from below, revealing the contours of transnational communities and how they reweave their social fabric today.

The course has a hybrid lecture-seminar format: Students in groups of three will take turns introducing the assigned readings for each class session, followed by Dr. Santos lectures and class discussion. Sometimes there will be a video presentation instead. Attendance is, of course, mandatory, and all students must be punctual and come prepared to discuss the assigned readings. (Absences, tardiness, leaving early will be penalized).

Besides these classroom activities, students will produce, also in groups, two research projects on relevant topics related to the course: the first one must be on U.S. Native Americans (e.g., their movements, economic conditions, political issues, or cultural challenges, as a whole or particular nations or tribes, etc.); and the second one must be on an indigenous people, issue, or movement in present-day Latin America & the Caribbean, or Canada. In both cases, the time and scale of the topic is left for the students to determine.

Class Presentations: On a rotational basis for most of the classes, groups of 3 students each will divide up aspects of the assigned readings, present and summarize their parts, and critique them. To do so they will each prepare and present a PowerPoint presentation. When it's a group's turn to present, it should show up early to set up & test the presentations.

Each presentation will be evaluated based on: (a) the accuracy and quality of the summaries, (b) the analytical strength of the critical assessments, (c) the quality and pertinence of a final question posed at the end of each individual presentation, and (d) the style and quality of the delivery (oral & visual).

Reading Assessments: To ensure that everybody come to class fully prepared to discuss the assigned readings, students who are not presenting must bring to class a written "reading assessment" per reading (chapter) assigned, each one up to two pages in length, double-spaced, in font 12 text. The reading assessments must be turned in to Dr. Santos at the beginning of each class session. No late reading assessments will be accepted, unless the student has a pre-authorized absence cleared with Dr. Santos. DO NOT SEND YOUR READING ASSESSMENTS BY EMAIL.

Please always write on top of your reading assessments your name, the date, and the title of reading you are assessing. The minimum length of a Chapter Reading Assessment is the equivalent of 1 full page in Word, double spaced, font 12, 1-inch margins -- but please try to not go over 2 pages. In contrast with the presentations, these reading assessments must not summarize or merely describe/repeat the readings, but must critically respond to them: express what the you think about them; identify the areas of strong agreement and disagreement with the author, explaining why you do, as well as the areas or topics you find most interesting to discuss, or anything in particular that impressed you greatly, caused you confusion or surprise. Whatever you choose to write on, you should explain your specific academic and/or personal reasons for doing so. The reading assessment cannot and should not cover every issue found in the assigned readings for the day; you must be selective and demonstrate judgment in the choices you make of issues to analyze (by the way, early-page topics are always suspect!). A very bad assessment will reveal the student read very little or very superficially, just to "do" the assignment (it's called "just going through the motion"). A good assessment will demonstrate the student really read the material and did a serious effort to select and critically grapple with some of the main issues raised. At the end of each reading assessment, students should always write at least one pertinent question for possible class discussion.

Note: Students presenting on a given day do not need to submit any reading assessment that day.

Research Papers:  Students will collaborate in their groups to do two research projects. Students will be asked to chose two pertinent historical/sociological topics relating to the contemporary indigenous experiences in the United States, first, and Latin America, the Caribbean, or Canada, second. The first paper (U.S.) is due on February 20 prior to class in Blackboard, and the second paper is due by noon on March 21. The students must obtain approval from Dr. Santos for their group research project and their individual paper sub-topics. Each research paper should be written and submitted in Word -- as an attachment in Blackboard -- and should be 6 and 8 pages in length (apart from the bibliography and any appendix), double-spaced, font 12, with one-inch margins. Each paper should have a title, a clearly stated topic, a review of and citations from pertinent scholarly literature on that topic, key analysis, findings, and data on it, a conclusion section, and a bibliography of no less that five printed scholarly sources (journals and books) and perhaps a few other sources (web sites, newspapers, etc.). Papers will be graded for length; clarity of language and paper organization; quality & accuracy of analysis & critical thinking; quality & contextual relevance of actual quotes; number & quality of bibliographical sources; and quality & relevance of  data presented.

You may visit Dr. Santos or Ms. Martinez at their offices during their office hours posted above to discuss and get approval for your project topics and paper sub-topics.To gain access to the CSUB's BlackBoard go to: https://bb.csub.edu/ . Login to Blackboard using your "myCSUB" Net ID and Password. For help, contact the Student Help Desk at (661) 654-2307.

Extra Points: Perfect attendance - no unexcused absences, tardinaess, or leaving early -- will be rewarded with 3 extra points at the end of the course. Another way to get extra credit is to attend those campus or public events Dr. Santos announces in class and write afterward a two-page critical assessment report on them. Other ways are these:

(A) DEVELOP YOUR RESEARCH SKILL WHILE YOU DO YOUR RESEARCH PAPERS: To develop the students' research skills, there are two general studies courses that students are strongly encouraged to take, and anyone that does take either or both courses will receive extra credit in this course: These courses will enable students to develop the necessary competencies to navigate their way around the complexities of researching print and electronic sources.  For further information contact librarian Christy Gavin (email: <cgavin@csub.edu>, phone: 661-664-3237).

(B) DEVELOP YOUR WRITING SKILLS WHILE YOU DO YOUR READING ASSESSMENTS: Humanities 207 & 407  are one unit, credit/no credit, online courses that use a web-based program, MyWritingLabPlus, to help students  learn the writing process, along with grammar and usage, at their own pace. Typically, 207 is for Freshmen/Sophomores, & 407 is for Juniors/Seniors. Students can brush up on their grammar or writing skills. They also have the opportunity to send in papers to an online tutor with a PhD or Master's in the area of the paper and receive feedback within 24 hours, 0r they can start a research paper with the help of MySearchLab. Students can also visit the MyWritingLabPlus Headquarters (located in CB 100) if they need assistance or just want to work on the program. Winter 2012 hours are Monday-Thursday 10 am - 5 pm.

Plagiarism: To prevent students from wittingly or unwittingly engaging in plagiarism, Dr. Santos strongly recommends students to carefully read and abide by the document CSUB Classifications of Plagiarism found at: http://www.csub.edu/tlc/options/resources/turn_it_in_help_page.shtml

Anyone found guilty of engaging in plagiarism will automatically fail the course and be reported to the Office of Student Discipline and Judicial Affairs for further disciplinary action.

Grading: Each class presentation is worth up to 10 points (20 total). Each research papers are worth up to 25 points (50 total). The reading assessments as a whole are worth the remaining 30 points. The extra credit students may receive for taking the suggested General Studies/Humanities courses will depend on their final grade in those courses, and may range from zero to 6 points (2 pts. per course). Other extra credit activities may occur. Perfect attendance will also be rewarded with 3 extra points; unexcused absences and tardiness/leaving early will be penalized with one point off per instance. The final letter grade will be assigned, on a scale of 0 to 100, as follows:

94-100 = A	87-89 = B+	77-79 = C+	65-69 = D
90-93 = A-	84-86 = B	74-76 = C	< 65 = F
	80-83 = B-	70-73 = C-

Office Hours & E-Mail to Dr. Santos & Ms. Vanessa Martinez

Dr. Santos will generally be available at his office after class - see his posted office hours above. Students are encouraged to come see him or to call him (664-2191) during these times. Please be advised, though, given the large volume of email he receives, that email communication has to be very brief and to the point. Expect an equally brief answer.  Clearly identify your business in the subject heading, and make sure to sign off with your full name.

The T.A., Ms. Vanessa Martinez, will be available to meet with you at her office, DDH-AA204, after class on Fridays, or by appointment. She will be in charge of evaluating the reading assessments, will attend Friday classes, and handle most email traffic. You may contact her by email at her address above. Again, be brief and to the point. If you wish to set up an appointment, you should leave her a phone number where she can reach you - and always sign off with your full name.