Study Guide for the First "in the round" recitation in Plateau Indians

19 September 2010

updated 21 September 2017


The following topics will be covered.  Know the particulars of the events in question, as well as the cultural implications and consequences of each event for the tribal communities.   In addition to the class lectures and presentations, review your associated readings, listed below, and consider information offered by guest speakers and during field trips.   As a case study, you should be able to integrate key events in Schitsu'umsh contact-history, as well as the contact-history of you own family (l·pwey, waĺwa, qemiln, chatqele) into the questions listed below.

  1. Discuss the approach, methodology and pedagogy to appreciating and understanding Plateau Indians taken in this course, as articulated in the course structure and lectures, in the Landscape Traveled by Coyote and Crane, and in Carry Forth the Stories. What are the key elements and components of "Huckleberrying and Tin Shedding," for researching (gathering information as well as interpreting it), teaching, and writing? 

  2. Identify the traditional locations of ten (10) Plateau Peoples, along with their linguistic affiliations and key geographic associations (nearby rivers, mountains, etc.).  Be able to draw a map of the Plateau from scratch.

  3. Overview of Tribal Sovereignty: Plenary Powers vs. Self-Determination - Define Tribal sovereignty, and in what ways is it compromised by the United States government?

  4. Smallpox and other Infection Diseases - What were the effects of these epidemics on Indian society? 

  5. Lewis and Clark, and the Fur Trader - What were the consequences of this early contact?

  6. Missionaries: Circling Raven, 1831, St. Louis and the Catholics; Spalding, Whitman and Presbyterians; 1842, the "Black Robes" and the Cataldo Mission - What was the appeal of the missionaries, and the particular appeal of the Jesuits?  Contrast the missionary motivation to establish a "wilderness kingdom" among the Indian with the general goals of the emerging Euro-American society toward the Indian.  What is the lasting legacy of the missionary experience?

  7. The Yakama War of 1855, the Steptoe War of 1858, and the Nez Perce Conflict of 1877 - What were the consequences of these wars?

  8. Treaties, Executive Orders, and the Dawes Act - What were the motivations of the United State government to enter into treaty relations with the tribes?  What were the consequences of all these enactments?

  9. Indian Reorganization Act of 1934 and the Self Determination Act of 1975- How did these acts effect tribal society, both positives and negatives?  Consider the role and implications of "Blood Quantum Laws."

  10. The Challenges and Growth of Tribal sovereignty: The examples of Salmon and fishing rights, Gaming, and the "Wounded."

  11. What is "traditionalism" and its implications today?

  12. In your review of these specific events and processes in Euro-American contact history, consider and discuss the particular Euro-American cultural value(s) and the Indigenous Context that contributed to these various contact situations and expressions.


Organize study sessions in a manner to that all family members gain a competency in these learning activity.  All individual family members are held accountable and are expected to be competent in his or her responses to all study guide questions.

At the "in the round recitation" session, separate questions from this study guide will be asked of each individual family member, and he or she will be expected to respond to the question posed with competency.  At the conclusion of the each family member's particular response to a question, other family members may join into the conversation and supplement the initial response.  In your responses, consider not only what you convey, i.e., response content, but how you go about conveying it, i.e., the delivery style and technique.  Not all study guide questions will be incorporated into the recitation session.  The entire recitation could last up to two hours.

The evaluation will be based on upon both individual family member response competencies, as well as competencies demonstrated from the family in support of and supplemental to individual responses.    The evaluative focus is thus on a "group family grade."   But the instructor does reserve the right to offer differentiated grades, if a student does not contribute or does not meet expectations, for example.


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