Plateau Indians
ANTH 422/522, AIST 422, RELS 422 - Fall 2017
Schedule
of Course Topics,
Exam and Other Important Dates,
and Reading Assignments
Tentative, Subject to Change
Crow Lodge on the U of I campus, October of 2000 |
August 22 - 29 - Methodology: The Approach and Perspective (4 sessions)
Every storytelling begins with you, basbaaaliíchiwé "re-telling my story," just as every journey begins with you, and these Four Questions: 1. Who are you? 2. What do we seek to understand? 3. How should we approach that which we seek to know? 4. What should we do with that which we come to know?
Becoming a Member of a Family - for your identity and support
"Huckleberrying" within the Sweat Lodge/Tin Shed, with the "Rock Medicine Wheel" - a research, writing, evaluating, and teaching approach, linking the "what" we seek to understand with the "how" we go about it - a protocol and an ethnogrpaher. Start Questions.
"You see that Sweat Lodge?" With "permission" - cultural property rights, review process, ethics.
"Go inside . . . see from the inside looking out" "Go inside . . . .be attentive . . . listen" - An appreciation of an Indian participatory, place-bound learning style and implications for a classroom pedagogy
" Go inside . . . feel it . . . feel the tamp . . . the heat" "The world is a as great Wheel" - The Paradox: Heart and Head Knowledge - an orality and participatory-based world in a literacy and objectified-based world. Text Construction, the Bridge, a Translated Map and Addressing the Mutually Exclusive
"What are you going to do?" - application and the "give back"
Interpretive method: story, symbols, teachings, coding, and text construction and evaluative criteria (outline)
Application and Exercise: Four Smokes
The Three Mega-Stories - the Intersection
Indigenous Landscapes (geographic, linguistic, and epistemological anchoring, . Example of Rabbit and Jack Rabbit's "map" What's in a name? Tts'achalqs vs Tekoa Gregorian Calendar vs Nimíipuum inmiiwit
Confluence of Rivers and overview of history and culture of Idaho's Tribes (review only; the Rivers of the Animal Peoples and Euro-Americans, of sought sovereignty and curtained sovereignty)"
"Culture Area" construct of Wissler and Kroeber, and a dynamic, living Indigenous Landscape, e,g., the Tipi and the Sundance. The map
Readings:
Frey Carry Forth the Stories pp. ix-26 (huckleberries and awakening stories), 83-135 (protocol and ethnography). The "family elders" will be leading the discussion on this essay's contents during class; Begin Immediately and come prepared to begin discussion on August 24th
Kinship and Family and your roles in this class (prerequisite reading)
Frey and Schitsu'umsh Landscape Traveled by Coyote and Crane. pp. ix-22, 269-292, and "Rabbit and Jack Rabbit" p.112
Hunn Nch'i-Wána. ch. 1 and 3 (background)
Huckleberrying Method (review)
Southeast Salish, HRAF (optional, but a nice overview, if I don't say so myself)
Support Materials:
Web Text and Video Options:
Overview of the Nez Perce, Coeur d'Alene Confederated Tribes of Umatilla, and Confederated Tribes of Warm Springs:
Nez Perce Tribe Lifelong Learning Online Module (Nez Perce Tribe 2001)
Coeur d'Alene Tribe Lifelong Learning Online Module (Coeur d'Alene Tribe 2002)
Confederated Tribes of Warm Springs Lifelong Learning Online Module (Confederated Tribes of Warm Springs 2003)
Theron "Mish" Spino interview (approx. 60 min., 2003. Warm Springs 10-year old tells of life on the reservation today, go to lower left video and follow the links; images)
Real People Series (KSPS production on the Spokane, YouTube, 1976-78)
Circle of Song #1 (Cliff SiJohn and Children)
Circle of Song #2 (Cliff continues)
Awakening (Johnny Arlee)
Spirit of the Wind (horse)
August 30 - September 13 - Winds of Change: Contact with Euro-American Peoples - (Contact History Riverbed) (5 sessions): Start from sovereignty and three replies: Bush, McCain, Obama and Some where else, and Trump (the Trump "litmus test" - "if they don't look Indian to me, their not Indian, with no special rights")
1. Emerging American Cultural Values (and a little self-reflection on what each of us hold true). Culture Contact Scenarios: Pluralism (incorporation and compartmentalization) and Assimilation (adoption, syncretism, revitalization and disintegration);
2. The Horse and Smallpox; Lewis and Clark and the Fur Trader; Lewis and Clark and the Corps of Discovery - Nez Perce Perspective
3. Missionaries – 1831, Saint Louis and Catholics; Spalding and Whitman and Presbyterians; 1842 and the "Black Robes"; Boarding Schools (questions and outline);
4. Treaties/Executive Orders, Wars (Nez Perce Conflict of 1877), and the Dawes Act (outline);
5. Mining and Environmental Degradation;
6. Smohalla, Washat, and the Seven Drums Religion;
7. Indian Reorganization Act and Religious Freedom Act;
8. Reservation Life: economy, education, government, religion;
9. Growth of Tribal sovereignty: Salmon, David SoHappy and Fishing rights, Gaming and Casinos, Constitution of 1948 – Nez Perce Tribal Executive Committee;
10. Self-Determination include current population and other key issues (outline);
11. Traditionalism in the face of assimilation and cultural genocide; "Wounded" and "We Shall Remain". What is your response to Bobbie White's question, "what is the meaning of traditional"?
Readings:
Frey and Schitsu'umsh pp. 50-108 (the example of Coeur d'Alene contact history) (primary)
Frey pp. 15-19, 156-170 and 211-226 (Wheel, Head Knowledge, and tipi and traditionalism)
Hunn ch. 2, 8 and Appendix 5 "Yakima Treaty"
Emerging Values of 'Americanism' (for a discussion of "cultural values") (primary)
Culture Contact Scenarios and Revitalization (optional)
"History" as a construct (optional)
Support Materials:
Tocqueville's America of 1831
John Gast's "American Progress"
Nez Perce Treaty of 1855 and Nez Perce Treaty of 1863
Nez Perce Treaty Council of 1855 (still images)
Meaning of Thanksgiving
Jerome Greene's account of the Nez Perce War of 1877, Nez Perce Summer 1877
Joe Garry and the fight against Termination Policy (a review of Fahey' Saving the Reservation: Joe Garry and the Battle to Be Indian)
Affiliated Tribes of Northwest Indians (take a look at the agenda of the resent meeting; 1954)
Indian Self-Determination and Education Assistance Act (1975)
Columbia River Inter-Tribal Fish Commission (take a look at all the programs; 1977)
Indian Gaming Regulatory Act (1988)
Coeur d'Alene Home Page (take a look at all the many programs and departments of the Tribe)
Web Text and Video Options:
Cliff SiJohn interview (Web, approx. 60 min., Coeur d'Alene elder provides overview of history and culture and "heart knowledge," follow the links)
History sections from the Nez Perce, Coeur d'Alene, Warm Springs, and Umatilla Web L3 Modules
Surviving Lewis and Clark: the Nimíipuu Story (35 min., a great introduction to the history of the Nez Perce Tribe, a 2006 film)
Sacred Journey of the Nez Perce (60 min., a wonderful overview of some of the Tribes most important history, with reference to Lewis and Clark, Rev. Spalding and the Christian mission, and the Treaties of 1855 and 1863. With a great chronicle summary of the War of 1877 and its continuing significance for Tribal members today. All presented by Tribal elders and leaders. An Idaho Public Television 1996 production.)
Hatiya (26 min., life on the Umatilla Reservation ca 1890s)
Sacred Mission - 1878-1985 (24 min., interviews of Coeur d'Alenes who experienced the many sides of the Boarding School; produced by the Coeur d'Alene Tribe and directed by Georgia Johnson in 2006)
David SoHappy (50 min., the 1982 "salmon scam" on the Columbia)
Bush on Tribal Sovereignty (on the difficulty in defining Tribal Sovereignty. YouTube)
C. September 15 - December 7 - The World of the Nimíipuu (Nez Perce) and Schitsuumsh (Coeur dAlene) - (Indigenous - Animal Peoples Riverbed) (a lot of sessions all together)
1. Preparing the World for the Coming of the Human Peoples - The Gifts Embedded in the Landscape and the Oral Traditions (4 sessions): Amo'tqn and Haniyaẁá∙t, the Creator; the Titwa-tityá-ya, First Peoples/Animal Peoples: Coyote, Salmon, Crane, Rabbit and Jack Rabbit, Chief Child of the Yellow Root, and "Preparing the world of the coming of Human Peoples"; "Landscape" inlayed with the "bones" (Mi'yp and Tamálwit ) Monsters overcome/transformed, Mountains, Rivers and Lakes etched in, embedded with "gifts" of Camas and Deer, Suumesh and Weyekin, and Tamálwit "the Law, and Mi'yp "Teachings" - culminating in Hnkhwelkhwlnet "our ways of life in the world" outline
The Tamálwit - the Ontological Principles Unity and Relationality (Yé∙ye, “family” and kinship with all), Equality, Transcendence (Hewlé∙xhewlex, “spirit”), Meaning, Life-force, Qualitative, Mystery, Participatory,
The Miyp and the Ethic of Sharing and Ethic of Competition (Té∙k’e, “to give and share [food] with others), lessons from Coyote;
Human People's Goal in Life and the Means to Realize that Goal (issues of responsibility, varied paths and a way of life); Walking many paths in our life and avoiding the "mutually exclusive" and consider snukwnkhwtskhwts’mi’ls ł stsee’nidmsh “empathetic adaptability"
Readings:
Schitsu’umsh
ł Sqigwts Frey
and Schitsu'umsh pp. 109-151,
182-204 (primary)
Frey pp. 156-226 (Heart Knowledge,
consider contrast with Head Knowledge,
Sqigwts example, reviewing traditionalism)
and pp. 15-19 (reviewing "walking the many
paths," and reconsidering the
"mutually exclusive" that may result, and
the Medicine Wheel that can bring
resolution) (primary)
Video Options: presentations of oral traditions from the Web L3 Modules:
Nez Perce Tribe Lifelong Learning Online Module (Nez Perce Tribe 2001)
Coeur d'Alene Tribe Lifelong Learning Online Module (Coeur d'Alene Tribe 2002)
Confederated Tribes of Warm Springs Lifelong Learning Online Module (Confederated Tribes of Warm Springs 2003)
2. Gifts Received and Shared: Perpetuating the World
a. Relations with the First Peoples - Storytelling, the Oral Traditions, and Ways of Knowing (4 sessions): 'Me'y'mi'y'm, "telling stories," Titwatí∙sa, “re-telling my stories.” Issues of Translation and Interpretation: Techniques of Storytelling; Orality and Literacy; Power in Words; Purposes of the Traditions and Coyote Re-considered: Integrative, Educate, Entertain, Creative, but not Explanatory; Sqigwts and aligning the "how" with the "what" - toward further appreciation and understanding hnkhwelkhwlnet (Indigenous epistemology/practice - Heart Knowledge) outline reflective write
Readings:
Frey and Schitsu'umsh pp. 187-204 and 279-286, and review pp. 117-151 (primary)
Frey pp. 27-82, 201-216 (Story, Oral Traditions and Storytelling) (primary)
Schitsu’umsh ł Sqigwts - aligning the "how" with the "what" (primary)
Support Materials:
Bibliography (for story telling learning activity rely upon * sources, such as Nicodemous/Reichard and Schitsu'umsh/Frey for Coeur d'Alene; Morning Dove for Colville; Woodcock for Flathead; Boas/Chamberlin for Kootenai; Barker for Klamath; Aoki, Phinney, and Slickpoo/Walker for Nez Perce; Robinson/Wickwire for Okanagan; and Hanna/Henry for Thompson)
Dorothy Nicodemous Schitsu'umsh Oral Narratives (complied 1927 and 1929)
Issues in Interpretation and Re-membering - Getting down to the "bones": an example (optional read; the "Buffalo Wife" text is from the Crow)
Video Options:
Contemporary texts and storytellings from the Coeur d'Alene and Nez Perce Lifelong Learning Online. For texts and further discussion of the oral traditions along with many "great stories" in the Coeur d'Alene Tribe Lifelong Learning Online Module (Coeur d'Alene Tribe 2002) Web L3 Module.
N Scott Momaday's "Man Made of Words."
b. Relations with the Animal, Fish and Plant Peoples - Seasonal Round and Home Territories (3 sessions): Key: Gregorian Calendar vs Nimíipuum inmiiwit, and qéḿes (camas), lé∙wliks (salmon or any fish), ˀímes (deer), and cemí∙tx (huckleberries). Digging the Camas, Fishing the Salmon, Gathering the Huckleberries, Hunting the Deer, Collecting the Cedar and Tule Reeds, and the Associated Ceremonials. Spring: subsistence (gathering and roots), intertribal relations (language, trade and warfare) — Summer: subsistence (fishing and salmon, and buffalo); home territory and travel with horse; clothing, housing and tules, and canoes; religion (vision quest, shamans and healing) — Fall and Winter: subsistence (animals and hunting); social organization (villages, marriage, band leaders, peace and war leaders, and councils; arts, stick game and entertainment; storytelling Creation Stories and the Oral Traditions, e.g., the Coyote Cycle from Celilo Falls to the Heart of the Monster. presentation materials
Readings:
Frey and Schitsu'umsh pp. 22-49, 152-176, and 204-211 (primary)
Hunn ch. 4 and 5 (primary)
Nez Perce Seasonal Round Gregorian Calendar vs Nimíipuum inmiiwit
Original Affluent Society (primary)
Domestication (primary)
Support Materials:
Sqigwts (Never Alone - an interactive, virtual world game)
Video Options:
Treaty Talks (37 min., 2012; Salmon, Canoes, the Columbia River and the Dams)
Faithful To Continuance (58 min., a wonderful introduction to the arts of the Plateau peoples, including various types of weaving practices and styles, as well as other contemporary arts, all linked to the landscape. Featuring some of the key artist today. Mimbres Fever 2002.)
Seasons of the Salish (27 min., great introduction to the seasonal round.)
Return to the River (8 min., a rare view of the salmon fishing techniques used at Celilo Falls prior to the destruction of the falls in 1956. A 1951 documentary by Harry Paget.)
Seasonal round pages from the Web L3 Modules:
Nez Perce Tribe Lifelong Learning Online Module (Nez Perce Tribe 2001)
Coeur d'Alene Tribe Lifelong Learning Online Module (Coeur d'Alene Tribe 2002)
Confederated Tribes of Warm Springs Lifelong Learning Online Module (Confederated Tribes of Warm Springs 2003)
Losing Sacred Ground Film Project (note: Nez Perce Reservation is declared "sacred land" - also see Oran Lyons clip)
c. Relations with the Human Peoples - the Family (3 sessions): Yé∙ye, “family.” Intertribal Relations; Chiefs and Kinsmen: headmen, bands, family, gender, elders, and giveaways. questions
Readings:
Frey and Schitsu'umsh pp. 42-45, 168-172, and 250-256 (primary)
Hunn ch. 6 (primary)
Qepsí incorrect, bad behavior "evil"
Video Options:
Nez Perce Tribe Lifelong Learning Online Module (Nez Perce Tribe 2001) (Growing Up Nez Perce under "family and leadership") Web L3 module
Handgame - the power of family and the skills of a trickster when confronting an adversary (65 min., a 2000 Larry Johnson film, Handgame/Stick Game instructions. Songs Songs
d. Relations with the Spirit Peoples - Its Home and Returning to the Mountains (The Gifts and Oral Traditions re-visited; 4 sessions): Suumesh and Weyekin: Its context and nature; How acquired; What's in a Name? Vision Questing and rites of passage; How and ways applied: Pow Wow (song, dance and regalia) and Stick Game/Handgame, Sweat House, Jump Dance and the Spirit Dance, and Sundance, Health, Healing and the Medicine Man; Efficacy; Death, Wake and Memorial Give Away, and Preparing the Camp. The goals in life and means to those goals. Adaptability and Traditionalism. "To run with the Coyote." questions reflective write
Readings:
Frey and Schitsu'umsh pp. 45-49, 176-186, 211-250, 257-268
Frey pp. 136-155 (Crow Sundancing), pp. 227-245 (a healing journey), pp. 246-258 (final thoughts), And review pp. 15-26 (especially "A Prayer for a Son"), pp. 174-197 (Heart Knowledge and "efficacy of symbols")
Hunn ch. 7
Videos and Extras:
Pow Wow pages in the Web L3 modules:
Nez Perce Tribe Lifelong Learning Online Module (Nez Perce Tribe 2001)
Coeur d'Alene Tribe Lifelong Learning Online Module (Coeur d'Alene Tribe 2002)
Selected L3 Video on Powwow and Song
e. Carry Forth - Your Huckleberries ?? and the Course Take-Aways ??
Readings: Review assigned readings
Events and Activities include:
Class Speakers: (to be updated)
Dec 5th - Josiah Pinkham.
Niimíipuu Stories and Culture other
speakers TBA
Field Trips (Learning Activity #5), the three regular scheduled, and one optional, trips and dates scheduled are:
October 6 - Coeur d'Alene Reservation, including stops at Cultural Resources, Snchitsu'umshtsn Language Program, Natural Resources Program, Casino and Wellness Center. Leave sharply at 7:45 am from the Blue Lot #30 and #57, north of the Facilities Services, west of Kibbie Dome Parking lot You'll see the SUVs in the parking lot; Campus Parking Lot Map)
October 15 - Sweat Bath and Meal, with Roger Vielle and Wendy Wegner - car pool, past Deary (optional)
October 25 - Water Potato Gathering on Lake Coeur d'Alene/Chatcolet. Informational brochure. Some appropriate Snchitsu'umshtsn Terms Visit past years: 1997/98, 2003, 2004, 2005, 2006, 2007, 2008, 2011, 2012, 2014, 2015 Leave sharply at 9:30 am at Blue Lot #30 and #57, north of the Facilities Services, west of Kibbie Dome parking lot. We'll have one SUV and one VAN.
November 3 - Nez Perce Reservation, including stops at Nez Perce National Historic Park, Tribal Administration, along with the Cherry Lane Fish Hatchery, and maybe a few salmon along Lapwai Creek. Visit past years: 2008. Leave sharply at 7:20 am from Red Lot #64B, east of the Student Rec Center. You'll see two VANs. Campus Parking Lot Map) NOTE CHANGE IN LOAD-UP LOCATION
Procedures to be a Driver (complete and submit to Dept of Soc/Anth Admin Assistant: the Vehicle Use Agreement and Driver's Record Request Form and she/he will get you hooked up to take the online Driver's Certification program)
Important Dates for Learning Activities:
Family meeting. Schedule a meeting with your during the first couple of weeks. Get to know each other, and review the learning activities and how you will approach them. Elder's let Frey know how it went.
First "In the Round" Recitation Date (Learning Activity #3): at completion of the A. Methodology and B. Winds of Change sections, with each "family" scheduling their recitation with instructor at a time/place of mutual convenience (e.g., following class at 3:15, or any other time or, or an evening or weekend session; between the Sept 22nd to the 8th of Oct) - Study Guide
Storytelling Activity (Learning Activity #1) due anytime after the "first frost" in Moscow. Can coordinate with first In the Round if it occurs that early.
October 9 (Monday) -
Indigenous Peoples Day Tipi raising, on lawn just each
of the Commons, starting at 8:30 am, honoring Indigenous People's
Day (aka Columbus Day). Vandal Nation opening song (9:30 AM); TBD, guest speaker; Tepee set up by class and interested participants.
Project Proposal (Learning Activity #2) Due Date: November 9th, if not before
Research Project Session for each family: Thursday November 30
Participatory Projects Due Date (Learning Activity #2): sometime before Friday December 8th by 4:00 pm, with individuals or family subgroups or entire families scheduling their "performance" with instructor at a time/place of mutual convenience, or submitting written project directly to instructor
Final "In the Round" Recitation Date (Learning Activity #3): anytime between December Friday the 8th - Friday the 15th, with each "family" scheduling their recitation with instructor at a time/place of mutual convenience.(e.g., at any other time, including an evening or weekend session). Study Guide
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