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

* Alex Khasnabish, 2010. Zapatistas. Rebellion from the Grassroots to the Global. New York: Zed Books. ISBN: 9781848132085.

* Todd A. Einstadt et. al, 2013. Latin America's Multicultural Movements. The Struggle Between Communitarianism, Autonomy, and Human Rights. New York: Oxford University Press. ISBN: 9780199936281.

This course introduces students to the socio-economic, cultural, & political conditions & experiences of modern indigenous peoples within the United States, in Latin America, and as U.S. immigrants. We first focus on the rich and complex Native American experiences of First Nations within the United States over the course of the past two centuries, with emphasis on the indigenous movements from the 1930s to the 1970s, the federal policies and programs that resulted from them, the partial recovery of their sovereignty and re-invigorated indigenous identity, and the socioeconomic and political conditions today. We then explore, as an indepth case study, the origins, evolution, impact, and present condition of the Zapatista indigenous rebellion in the Mexican State of Chiapas, one of the world's most significant indigenous rebellions in the post-Cold War era. Finally, we study the rich diversity and increasing centrality of indigenous movements in many countries of Latin America, as a central aspect of the continent's long quest for political sovereignty, social justice, economic & cultural self-determination, and development.

The course has a hybrid lecture-seminar format: Students in groups of two 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; all students must be punctual and come prepared to discuss the assigned readings. (Absences, tardiness, leaving early will be seriously penalized).

Besides these classroom activities, students will produce, also in groups of two, two research projects on relevant topics related to the course: the first one must be on U.S. Native Americans (e.g., their historical movements or past experiences, current economic conditions or political issues, their cultural challenges - and these topics can cover Native Americans as a whole or for a particular nation or tribes); and the second one must be on an indigenous people, issue, or movement in present-day Latin America & the Caribbean, or Canada. Actual group research topics and individual paper topics must be discussed with and approved by Dr. Santos and/or Ms. Figueroa.

Class Presentations: On a rotational basis for most of the classes, groups of 2 students will introduce the readings assigned for the day: they will divide up aspects or sections of the assigned readings, present and summarize them, and finally critique them & pose a question for discussion. To do so, each presenter will prepare his/her own PowerPoint presentation - no joint ones, please. When it's a group's turn to present, it should show up early to upload & test the presentations.

Each presentation will be individually evaluated based on: (a) the accuracy and quality of the summaries, (b) the analytical strength of the critical assessments, (c) the pertinence of the question posed at the end of the presentation, and (d) the style and visual appeal 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. 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, as they will not be accepted.

Please always write on top left of your reading assessments, single line, 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 do not go over 3 pages. Of course, the fuller, more comprehensive the assessment, the higher the grade. In contrast with the presentations, these reading assessments must not summarize, or merely describe or 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 select the areas or topics you find most interesting to discuss, or anything in particular that impressed you greatly, or 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; so 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 for 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 historical or contemporary indigenous experiences in the United States, first, and in Latin America, the Caribbean, or Canada, second. The first paper (U.S.) is due on February 17 in class, and the second paper is due by noon on March 19 in Dr. Santos office. The students must obtain approval from Dr. Santos for their group research project and their individual paper sub-topics. Each research paper should be 6 to 10 pages in length (apart from the bibliography and any chart or map appendix), double-spaced, font 12, with one-inch margins. Each paper should have a title, appropriate and relevant citations from pertinent scholarly literature on that topic, robust analysis, empirical data, and a conclusion section, plus a bibliography of no less that five printed scholarly sources (journals and books) and perhaps a few other sources (from web sites, think tanks, etc.). Papers will be graded for length; quality & accuracy of analysis & critical thinking; clarity of language and paper organization; quality & contextual relevance of actual quotes; number & quality of bibliographical sources; and quality & relevance of  empirical data presented, especially if presented in charts and figures that are discussed in the text.

You must visit Dr. Santos or Ms. Figueroa at their offices during their office hours (posted above) to discuss and get approval for your project topics and paper sub-topics.

Extra Points: Perfect attendance - no unexcused absences, tardiness, or leaving early -- will be rewarded with 5 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, or they can start a research paper with the help of MySearchLab. Students can also visit the MyWritingLabPlus Headquarters if they need assistance or just want to work on the program. Usual hours are Monday-Thursday 8 am - 5 pm, Friday 8 am -1 pm. Emil: Mwlp@csub.edu. Web site: http://www.csub.edu/mwl/mwlphq.html

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 20 points (40 total). The reading assessments are worth, in the aggregate, the remaining 40 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 5 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. Evelin Figueroa

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. For emails, please be brief, clearly identify your business in the subject heading, and make sure to sign off with your full name. The T.A., Ms. Evelin Figueroa, 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. If you wish to set up an appointment, you should email her and leave her a phone number where she can reach you.