Contact Info: Mesa Verde Cliff Dwelling ruins, CO

GHHS
James Shanda Hutchison
Mod 2, Room 4
919-380-3700
jhutchison@wcpss.net
Twitter: @GHhistoryhutch

Course Syllabus and Topic Outline, Fall Semester, 2018

American Indian Studies

At A Glance:

Planning:
Course Overview &
4th Period, 12:51-2:18

Class Website:
ghhsamericanindianstudies.weebly.com
Tutorials:
Tutorial A - Tuesday & Friday
10:28 - 10:50
Virtual Hours:
I will be available online to answer
questions on Twitter or by email from
approximately 7:00 to 9:00 pm Sunday
through Thursday nights. I will
periodically check email over the
weekends.
Below: Recreated 1611 town in the Mashantucket Pequot Museum, CN
Expectations
Welcome to American Indian learning and develop projects
Studies! which demonstrate that learning.
This is a rigorous course with de-
This course will explore the com- manding standards for student pro-
plex and vibrant cultures of the duced work, however, it has been
Indigenous peoples on the Ameri- my experience that students rise to
can continents, specifically focus- the challenge!
ing on those of the pre-
sent day United States. The story of Indigenous The course will explore
Students will engage in America is a living story, the dynamic histories of
a wide variety of learn- being played out not Native nations and cul-
ing experiences as we tures from prior to con-
work together to develop only in the pages of tact with Europeans to
an understanding of the history, but all around us today. It will also ex-
many and varied cultural today
plore the legacy of colo-
traditions. nialism in Indigenous
communities today. We will dis-
The course will engage students in cuss some of the major challenges
dynamic learning experiences and facing the American Indian Com-
will use mainly authentic assess- munity today as well as the many
ments of mastery in lieu of more successes. Students will engage
traditional tests and quizzes. This with primary historical sources, as
means that students will be called well as contemporary literature in
upon to take charge of their own their journey in this class.
setting the stage >>>

Typical learning
experiences
Students in American Indian Studies can
expect to encounter a wide variety of
learning experiences in this class. Here
are some of the regularly occurring activi-
ties.
Student Blogs
All students will be required to keep a blog
where they will post bi-weekly. Some posts
will be on topics provided by the teacher, but
most will be on topics chosen by the student.
Students are also expected to read and com-
ment on classmates’ blog posts throughout
the semester. Details on this activity will be
provided in class.
Short Story Book Club
On weeks that do not require a blog post,
students will be expected to read and reflect
Above: Sherman Alexie, Celebrated Novelist and Poet
on a piece of literature in their outside of
class time and to bring their thoughts to the
discussion in class during these bi-weekly
sessions.
Class Seminars
One to two times per unit, students will en-
gage in class debate/discussion seminars on
critical topics. Some seminars will utilize
provided readings while others will require
original research. The seminar dates and
topics can be found on the class calendar.
Projects
Each unit of instruction will also feature a
number of small learning projects. Some of
these will allow students choice in creating
their final product while others will be
teacher determined. Among the teacher
assigned products are projects where stu-
dents will create websites, podcasts, and
online galleries. Most of these projects will
require collaboration with other students
and regular consultation with the teacher.

the big show >>>

Major Projects
This course is designed to allow three major opportunities for students to put their learning
to work in major projects. There is one ongoing project experience along with a culminat-
ing project at the end of each quarter.

20 Minute Time Projects

Above: N. Scott Momaday, Pulitzer Prize Winning Author
Other Experiences
Guest Speakers
Throughout the semester, students will en-
gage with a variety of guests discussing a
variety if issues. Students will be expected
to prepare in advance for these guest experi-
ences
Novel Study
One entire unit will be dedicated to reading
and discussing a work of fiction by noted
writer Sherman Alexie.
Throughout the semester, students will be given class time to design and implement a major
Project Based Learning activity on a topic of their choice in consultation with the teacher.
These projects will be due at the end of the semester.
Below: Louise Erdrich, Award Winning Author
First Quarter PBL
The first quarter will end with stu-
dents assigned to one of three
teams designing educational ex-
periences.
Second Quarter PBL
This final project will ask students
to put their learning to practical
use, designing products intended to
reach authentic audiences to share
the lessons they have learned
throughout the semester. This
project will involve the entire class
as a team.
Course Objectives
As a matter of course, Native Americans and the essential role they play in
American history has been omitted from the typical historical narrative. Addi-
tionally, there are pervasive myths, stereotypes, and misunderstandings in
American culture which often go unaddressed. This course is designed to
tackle these issues and more.

 Students will develop an understanding  Students will understand the central

of the diversity and complexity of the
Indigenous cultures of the American
continents prior to contact with Euro-
peans
 Students will understand the nature of
settler colonialism and the impacts of
contact on Native nations and cultures
between contact and 1783.
Below: Ta-sunko-witko (Crazy Horse) Oglala Leader
Above: Wilma Mankiller, Chief of the Cherokee Nation
role Indian Policy played in the politi-
cal and cultural development of the
United States as well as the significant
impacts of those policies.
 Students will understand the diverse,
concerted, and persistent forms of re-
sistance practiced by Indigenous peo-
ples and confront the myths of the
Vanishing Indian in American history.
 Students will understand the legal and
political issues surrounding Native
Sovereignty and the economic realities
faced by Native peoples today.
 Students will confront the myths, per-
sistent stereotypes, and cultural appro-
priations that Indian societies encoun-
ter today.
Grade Weights:
Authentic Assessments - 60%
This includes the three major projects as
well as seminars, students blog posts,
Book Club discussions, and some other
project work
Formative Activities - 40%
This includes some aspects of project work
and other class activities.
Late work
guidelines
The work completed in this class is of
such a nature that late work is unacceptable.
Many activities are completed collabora-

 Students will develop an appreciation
of Native self-expression in various
forms, including literature, art, fashion,
scholarship, and the digital world.
tively and other students rely on your re-
spectful promptness. In general, late work
will be met with a 10% overall point deduc-
tion for each day late, up to 40% of the total
grade possible.
In the event you are absent, you have
three days to make up any missed assign-

Grading Policy ments. If you are absent on the day some-

thing is due, it must be turned in on the day
you return to class.
The grading for American Indian Studies is on a
PERCENTAGE system with WEIGHTED categories.
Grades earned in each category contribute a Course materials
percentage of the total grade each Quarter following
Students should have a binder for this class
the breakdown found under Grading Weights.
to hold handouts, readings, and project work
Above: Ben Nighthorse Campbell,
U.S. Senator, 1993-2005 materials. Students will also need to create
Grades in this class are based on your demonstration
an online blog using any of the many free
of application and mastery of the material. There are no “completion”
blog hosting sites such as Wix, Medium,
grades or grades based on the performance of a behavior (ex. complet-
WordPress, or Blogger. Additionally, many
ing worksheets, etc,). The goal of this class is your learning, not the
acquisition of a number. of the class activities require access to the
internet outside of school. If you do not
have internet access, please see me as soon
as possible to discuss alternatives.
 Right: Russell Means, Activist

finalthoughts...
Finding An Agent That’s Right For You
I am very excited about this semester and I believe that each of you will go away
with an experience you will remember which we have build as a team. Please feel
free to approach me at any time with questions or concerns. I am here to support
you and I can do that best when you communicate concerns to me early.

Other Important Policies

Expectations
HONOR CODE:
We will follow the GHHS Honor Code. You are expected to be familiar
Behavior
with the code and to comply with its requirements on all assignments.
The full code is available on the website and is posted in the classroom.
Please be aware that this class will
Ignorance of the honor code policy is no excuse for violating the policy!
follow a rigorous discipline plan. If
there is a recurring discipline prob-
SOCIAL STUDIES DEPARTMENT STATEMENT ON ACADEMIC RIGOR:
lem, you may be required to serve
In the Green Hope High School Social Studies Department, teachers en-
before or after school retraining
courage and enable students to explore and engage with content that is
session with me. If you are as-
challenging, to think and perform at increasingly higher levels, and to
signed to a retraining session, you
take intellectual risks.
will receive a notification which
must be returned the following
SOCIAL STUDIES DEPARTMENT POLICY ON GRADES:
day signed by your parent when
Department policy prohibits grade “bumping” at the end of each grading
you come for retraining.
period. Do not ask for points to be added to your final average to move
from one letter grade to another.
Tardies
TUTORIALS:
We will follow the school tardy
During tutorials, we will offer remediation and enrichment of course con-
policy. Your first tardy results in a
tent and skills and well as opportunities for students to study for and re-
warning, the second in parent con-
view assessments. Students may be required to attend tutorials if their
tact. The third tardy will result in a
performance is less than satisfactory in a particular area! Students are
retraining session with me and the
also welcome to use tutorial time to collaborate with others in the class
fourth in a referral to the office.
and work on your projects and class assignments or to meet and consult
with the teacher.
Cell phones & electronic devices
ADDITIONAL OPPORTUNITIES FOR MASTERY
We will often use technology as a
The Green Hope High School Grading Committee, based on the recom-
part of our class activities. That
mendation of the faculty and staff, endorses the belief that extra credit
should not be taken as a license to
and bonus points will no longer be incorporated into our grading prac-
use electronic devices for personal
tices. Research has proven that extra credit and bonus points distort a
activity (texting, SnapChat, etc.)
student’s record of achievement. As evidence of our continued pursuit of
during class. Electronic devices
excellence, Green Hope High School will now offer Additional Opportuni-
are to used only when permitted
ties to Demonstrate Mastery. These opportunities will allow students to
by the teacher and only for class-
master material that has previously presented challenges.
work purposes. We will follow the
GHHS and Social Studies Depart-
ment policies posted in the room.
Subject to change. All due dates for major activities will be announced in class and posted online.

PACING GUIDE
Unit Essential Topics Time* Major Learning Activities

Class Seminar/Debate -
1 Conflicts over Origin Stories
Peopling the Americas
Introduction, 8-10
Origins, and Days Culture Websites project
Pre-contact cultures and civilizations
Issues
Short Story “Book Club”
Class Seminar/Debate -
Contact & the Columbian Exchange
2 The question of Genocide
Settler Settler Colonial policies & actions
12-15 Indian Wars Podcasts project
Colonialism,
Days
Genocide, and Treaty Era, Removals, and Indian Wars
Reservations Research Project
Survival
Reservation System and Resistance
Short Story “Book Club”
Class Seminar/Debate -
Boarding Schools and the
3 Dawes Act, Allotment, & Boarding Schools “Friends of the Indian”
Assimilation 10-12 movement
Myth of the Vanishing Indian
Policies and Days
Class Seminar/Debate -
Resistance Activism and Militarism AIM and Militaristic activism

Short Story “Book Club”

Field Trip to the National
Field Encountering representations of American
1 Day Museum of the American Indian,
Experience Indian history and culture
Washington, DC
Communicating with Authentic Audiences
Student teams will complete
Confronting Myth and Stereotype
Education 10 major PBL projects on education
Projects Days about American Indian cultures
Creating culturally responsive, historically
in three critical areas
accurate representations of American
Indians
Confronting ideas about Alcoholism & Class Seminar/Debate -
Poverty Alcoholism & Poverty
4
10
Telling the Media Representation & Stereotypes Analysis and critique of various
Days
Stories media
Telling their own story - Indigenous
literature, music, and film Short Story “Book Club”

Field Trip to the Cherokee

Field Encountering representations of American
1 Day Museum and Reservation in
Experience Indian history and culture
Cherokee, NC
PACING GUIDE
Unit Essential Topics Time* Major Learning Activities

Students will read, analyze, and

discuss the novel The Lone
Ranger and Tonto Fistfight in
Heaven by Sherman Alexie
5
Novel Study Indigenous Authored Literature and Media Students will view, critique, and
Days
discuss the film Smoke Signals
by Sherman Alexie

Students will write analytical

essays on the Novel and Film
Class Seminar/Debate -
Law enforcement in Tribal
Indian National sovereignty issues & Legal
5 Territories
Status
Political and 10
Class Seminar/Debate -
Economic Natural Resource control and Land use Days
Pipelines, mining, and other land
Realities
Economic concerns and Gaming use issues

Short Story “Book Club”

Student curated collections of
images representing
appropriation
6 Cultural Erosion and the Pan-Indian
Culture, Movement
Class Seminar/Debate -
5-7
Spirituality, Mascots
Indigenous Language protection Days
and
Appropriation Class Seminar/Debate -
Cultural Appropriation and Adaptation
Reparations?

Short Story “Book Club”

Communicating with Authentic Audiences
Final Student teams will complete
Confronting Myth and Stereotype Rest
Demonstration major PBL projects designed to
of Student
of the
initiate action on issues related
Mastery PBL Creating culturally responsive, historically year
to topics covered in the course
accurate representations of American
Indians
A NOTE ON COURSE CONTENT:
Green Hope has a Bring Your Own Device (BYOD) program, Studying history and culture necessitates engagement with
allowing students to use their own smartphones, tablets, and
controversial topics and potentially disturbing historical
laptops in class for specific
events. At times in this class you will encounter material that
tasks.
may spur an emotional response. If at any time you feel the
need to step outside during one of these discussions, you may
In American Indian Studies you
do so without fear of academic penalty, however, you will be
will be encouraged to bring a
responsible for all required readings. If you do leave the
device to class each day as a
room for a significant amount of time, please visit with me or
number of class activities will
another student to discuss what you have missed.
rely on technology. Assess-
ments and activities may be Additionally, this class deals in varying points of view and
administered in a digital format and often students will use their historical opinion. During this semester you should expect to
devices to provide immediate feedback on what they have encounter multiple points of view. The point of reading
learned. We are excited to be able to bring this opportunity for selections, class activities, and class debates is not to
21st Century learning to our students! Let's all work together to indoctrinate, but to aid the development of the critical
make BYOD a success at GHHS! analysis of arguments necessary for good citizenship in 21st
century America.