1. August 20 - 29 - Methodology: The Approach and Perspective

  (4 sessions)

• Three Questions: 1. What do we seek to understand?   2.  How should we approach that which we seek to know?   3.  What should we do with that which we come to know?

• Confluence of the Two Rivers: the Rivers of the Animal Peoples and Euro-Americans, of sought sovereignty and curtained sovereignty

• "Huckleberrying" within the "Tin Shed" - a research, writing, evaluating, and teaching approach

  • With "permission" - cultural property rights, review process, ethics, and application and the "give back"

  • An appreciation of an Indian participatory, place-bound learning style and implications for a classroom pedagogy

  • 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

  • Interpretive method: story, symbols, teachings, coding, and text construction and evaluative criteria  (outline)

  • Application and Exercise:  Four Smokes

• First Start: geographic, linguistic, and epistemological overview, and the map.   Example of Rabbit and Jack Rabbit's "map"   What's in a name?   Tts'achalqs vs Tekoa

• Becoming a Member of a Family

• Readings:  

  • Frey and Elders Huckleberries: Stories from the American Indian Experience. pp. 1-135 on a methodology for engaging, interpreting, writing, evaluating and teaching Indigenous story texts, and addressing the "mutually exclusive" in our lives, and pp.148-54 term glossary  (family elders will be leading the discussion on this essay's contents during class; come prepared by August 22)

  • Kinship and Family and your roles in this class

  • 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)

  • Ackerman Necessary Balance.  Introduction, ch. 1 and 2 (optional)

• Support Materials:

  • Some key print and web sources

  • James Teit and Verne Ray

  • Confluence of Rivers and overview of history and culture of Idaho's Tribes (review only)

• 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)

    • Umatilla, Walla Walla and Cayuse Trail Tribes Online Module

  • Theron "Mish" Spino interview (approx. 60 min., Warm Springs 10-year old tells of life on the reservation today, go to lower left video and follow the links;  images)

•  To access printable PDF files,

---

 

2. September 5 - October 3 - Winds of Change: Contact with Euro-American Peoples - (Contact History Riverbed) (9 sessions):  Start from sovereignty and one reply. 1. Emerging American Cultural Values; 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; 3. Missionaries – 1831, Saint Louis and Catholics; Spalding and Whitman and Presbyterians; 1842 and the "Black Robes" (questions and outline); 4. Treaties/Executive Orders, Wars, 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.  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)

     • Frey and Elders pp. 43-49 and 116-124 (reiterating Head Knowledge and the Euro-American story, and types of "culture change" and traditionalism)

     • Hunn ch. 2, 8 and Appendix 5 "Yakima Treaty"

     • Sovereignty and Assimilation 

     • Emerging Values of 'Americanism'  (for a discussion of "cultural values")

     • Culture Contact Scenarios and Revitalization (optional)

     • "History" as a construct (optional)

     • Ackerman ch. 5 and 6 (optional)

   • Support Materials:

     • Tocqueville's America of 1831 

     • John Gast's "American Progress"

     • Coeur d'Alene Map

     • Coeur d'Alene Executive Orders

     • 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

     • Dawes Act

     • Joe Garry and the fight against Termination Policy (a review of Fahey' Saving the Reservation: Joe Garry and the Battle to Be Indian)

     • National Congress of American Indians (1944)

     • 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)

   • Idaho's Forgotten Way  (Documentary on the Kootenai Tribe of Idaho and Amy Trice, the Chairwoman who declared war on the US Government to reclaim their land and human rights in Bonners Ferry, Idaho in 1974. Film will reflect the experiences of the Kootenai people's feelings and those who experienced the war first hand.   A YouTube preview)

   • Red Man's Greed   (South Park episode)

C.  October 8 - December 5 - The World of the Nimíipuu (Nez Perce) and Schitsu’umsh (Coeur d’Alene) - (Indigenous - Animal Peoples Riverbed) (16 sessions)

1. Preparing the World for the Coming of the Human Peoples - The Gifts Embedded in the Landscape and the Oral Traditions:  Amo’tqen and the Creator; 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 "bones" – Monsters overcome/transformed, Mountains, Rivers and Lakes etched in, embedded with "gifts" of Camas and Deer, Suumesh and Weyekin; Mi'yep or "Teachings" and Ontological Principles – Unity, Equality, Transcendence, Meaning, Life-force, Qualitative, Mystery, Participation, and the Ethic of Sharing and Ethic of Competition, 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 considering the "wheel."  ontology   human

• Readings:  

  • Frey and Schitsu'umsh pp. 109-151, 182-186 and 182-204

  • Frey and Elders pp. 49-56 (reiterating Heart Knowledge and the example of the "Rainbow" - consider contrast with Head Knowledge) and pp. 92-135 ("walking the many paths," and reconsidering the "mutually exclusive" that may result and the Wagon Wheel that can bring resolution)

  • Salmon Always Goes Up River

  • Indigenous Ontological Principles and Teachings of the Plateau Peoples

  • Nimíipuu Landscape

• 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)

  • Umatilla, Walla Walla and Cayuse Trail Tribes Online Module

2.  Gifts Received and Shared: Perpetuating the World

a.  Relations with the First Peoples - Storytelling, the Oral Traditions, and Ways of Knowing:  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; Toward further appreciation and understanding an Indigenous Epistemology - Heart Knowledge  outline

• Readings: 

  • Frey and Schitsu'umsh pp. 187-204 and review pp. 117-144

  • Indigenous Ontological Principles of the Plateau Peoples (review sections D.6,  D. 7, and E, pp. 10 - 21 on Orality and Storytelling)

  • Frey and Elders  (carefully review the ten story vignettes; Head and Heart Knowledge and the Rainbow, pp. 43-56; then symbols, orality and text/story construction, pp. 66-87; and review criteria for evaluation and assessment, pp.87-91)

  • Deictics and Muskrat

  • Salmon Always Goes Up River (revisit in light of this discussion)

• 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)

  • On Loss of Language

•  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: 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 

  • Hunn ch. 4 and 5

  • Nez Perce Seasonal Round

  • Ackerman ch. 3 and 4 (optional)

• Support Materials:

  • Celilo Falls Story

  • Schitsu'umsh Seasonal Round Images

Video Options: 

• 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)

  • Umatilla, Walla Walla and Cayuse Trail Tribes Online Module

• 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: Intertribal Relations; Chiefs and Kinsmen: headmen, bands, family, gender, elders, and giveaways; Handgame: a family tradition

• Readings: 

  • Frey and Schitsu'umsh pp. 42 - 45, 168 - 172, and 250 - 256

  • Hunn ch. 6

  • Kinship and Family    Kinship Chart

  • Ackerman ch. 3 and 4 (optional)

• Video Options:

  • Nez Perce Tribe Lifelong Learning Online Module (Nez Perce Tribe 2001) (Growing Up Nez Perce under "family and leadership") Web L3 module 

  • On an Indian Name L3 video

d.  Relations with the Spirit Peoples - Its Home and Returning to the Mountains  (The Gifts and Oral Traditions re-visited): 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, Sweat House, Jump Dance and the Spirit Dance, 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.  "To run with the Coyote."      questions

• Readings:  

  • Frey and Schitsu'umsh pp. 45 - 49, 176 - 186, 211 - 250, 257 - 268 

  • Frey and Elders (carefully review "efficacy of symbols, pp. 69-72; "internal healing" and resolving the "mutually exclusive," pp. 98-111, 132-135)

  • Hunn ch. 7

  • Indigenous Ontological Principles of the Plateau Peoples (review sections: B.1, pp. 4 - 5 - Suumesh and Weyekin, D.4 - 6, pp. 9 - 21 - Medicine Acquired, Applied, Efficacy, and E., p. 21 - Conclusion)

  • Rites of Passage and Diagram

  • Ackerman ch. 3 and 4 (optional review)

• Videos:

  • 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

    • Handgame  (65 min., a 2000 Larry Johnson film, Handgame/Stick Game instructions

Events and Activities include:

• Class Speakers:  (events listed for Fall 2012, to be updates)

  • November 26 Monday  Guest Speaker  Cliff SiJohn

  • other speakers TBA

• Field Trips (Learning Activity #5), the three dates scheduled are: 

  • September 21 - Coeur d'Alene Reservation, including stops at Cultural Resources, Snchitsu'umshtsn Language Program, Natural Resources Program, Casino and Wellness Center.  Leave sharply at 7:15 am from the Red Lot 64B (east of the Student Rec. Center), you'll see the vans in the parking lot; Campus Parking Lot Map) 

  • October 24 (Wednesday) - Water Potato Gathering on Lake Coeur d'Alene/Chatcolet.  Informational brochure.  Some appropriate Snchitsu'umshtsn Terms  Visit past years: 2004, 2005, 2006, 2007, 2008, 2011, 2012    Leave sharply at 10:15 am at Red Lot #64B  2011 Itinerary and Map

  • November 2 - 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 7:30 am from Red Lot #64B, east of the Student Recreation Center, across Line Street; Campus Parking Lot Map)

  • Procedures to be a Driver; On-line Driver's Course

Important Dates for Learning Activities:

• 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 5:00, a Friday at 3:30, or an evening session) -  Study Guide

• Storytelling Activity (Learning Activity #1) due anytime after the "first frost" in Moscow.

• Project Proposal (Learning Activity #2) Due Date: Friday November 9 if not before

• Projects Due Date (Learning Activity #2): sometime before Friday December 6 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

• Course Evaluation is due by December 11th

• Final "In the Round" Recitation Date (Learning Activity #3):  week of December 10 -14, with each "family" scheduling their recitation with instructor at a time/place of mutual convenience.  Of course, Tuesday the 11th from 3:00 to 5:00 would be open, as one slot.