Native American Ethnohistory through Indigenous Perspectives

This course is designed as an upper level (300-400) undergraduate course and/or a graduate level course to examine Native American Ethnohistory through Indigenous perspectives/select readings by Native authors. The course is an interdisciplinary survey of the literature and issues that comprise Native American and Indigenous Studies, and it follows similar courses offered through Harvard, Princeton, Columbia and Yale using my selective readings from personal reviews and colleagues’ suggestions. It follows the collective objectives from the Ivy league universities to serve as:
An analysis of the written and oral literary traditions developed by Native Americans. American Indian and First Nation authors read in the context of the global phenomenon of indigeneity and settler colonialism, and in dialogue with each other. Through readings, discussions, and guest speakers, we will consider linguistic, historical, and cultural approaches. This course offers an occasion to reflect on, critique, and contest settler colonialism, or the dispossession of land and waters and the attempt to eliminate Indigenous people. (Princeton Native American Literature AMS 322 / ENG 242)
With attention to specific histories and traditions, while also considering shared experiences, we explore how literature plays a role in expressing contemporary indigenous sovereignty and self-determination. (Harvard ENGL S-238)
Readings for this course are organized around the concepts of indigeneity, coloniality, power and "resistance" and concomitantly interrogate these concepts for social and cultural analysis. The syllabus is derived from some of the "classic" and canonical works in Native American Studies such as Custer Died for Your Sins but will also require an engagement with less canonical works. (Columbia Critical Native and Indigenous Studies, GR5480)

Course Design: 

This course can be altered as needed to be offered over a 12-15 week semester or on a shorter quarter system. Some materials will be read and discussed by the entire class, and students will be able to choose between other selections to read independently and work in small groups for discussions.  For independent readings used in small group discussions, student groups of 4-5 will present the highlights of the reading selection in graded class presentations. Students will be required to submit two to three discussion questions or comments regarding the current class readings weekly, and they will be assessed on participation, their small group presentation, and a final course reflection assignment. 

Suggested Readings:

• Blackhawk, Ned. (2024). The Rediscovery of America: Native Peoples and the Unmaking of U.S. History (The Henry Roe Cloud Series on American Indians and Modernity). Yale University Press. (new publication to review)
• Boulley, Angeline. (2021). Firekeeper’s Daughter. Henry Holt and Co. (soon to be movie; potential campus guest)
• Deloria Jr., Vine. (1988). Custer Died for Your Sins. University of Oklahoma Press. (classic)
• Ellis, Jerry. (1991). Walking the Trail: One Man's Journey Along the Cherokee Trail of Tears. Delacorte Press.
• Harjo, Joy. (2018). An American Sunrise. Norton. (Poetry-select readings)
• Littlemoon, Walter and Jane Ridgeway (2009). They Called Me Uncivilized: The Memoir of an Everyday Lakota Man from Wounded Knee. iUniverse, Inc. (Potential campus guest), and watch The Thick Dark Fog, https://thickdarkfog.com/
• Momaday, N. Scott. (2018). House Made of Dawn [50th Anniversary Ed]. Harper Perennial Modern Classics.
• Kimmerer, Robin Wall. (2015). Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants. Milkweed Editions.
• Morseau, Blaire, (2025). Mapping Neshnabé Futurity Celestial Currents of Sovereignty in Potawatomi Skies, Lands, and Waters. https://uapress.arizona.edu/book/mapping-neshnabe-futurity (new publication)
• Nez, Chester and Judith Schiess Avila. (2012). Code Talker: The First and Only Memoir by One of the Original Navajo Code Talkers of WWII. Dutton Caliber, and watch Choctaw Code Talkers, https://visionmakermedia.org/product/choctaw-code-talkers/
• Schuettpelz, Carrie Lowry. (2024). The Indian Card: Who Gets to Be Native in America. Flatiron Books. (new publication to review)
• Other readings students find and suggest and voted on by the class to further develop and enhance student learning

 

Course Reflection

This course was designed following one of my favorite graduate courses: ANT 621, Native Americans in Ethnohistorical Perspectives. The subject matter was captivating, but the primary readings in my course were not by indigenous authors, which I want to (only) use when I teach this course. I researched other university programs and found similar courses as listed in my course description. However, I selected my own reading list from some of my favorite authors, some of whom I have personal connections with, such as Walter Littlemoon and Jane Ridgeway. I also designed my own broad lesson and student assessment plan following the course objectives. My interest in only using Native authors follows my museum work and a new exhibit I was part of creating with only Native artists from descendant populations associated with the museum site. The artists utilized the term "recentering" of the historical narrative in telling Native history through the new exhibit spaces--one that features Native voices and left a message that they are not just relics of the past, but rather thriving contemporary populations. I feel this is needed in our classrooms too when we teach Native history and ethnohistory, and I am excited to one day teach this course.