Santa Fe Study Group Fall 2009
NAST 302Y
Contemporary Issues in Southwest Native Cultures,
Joe Suina
M 11:150-1:15

Syllabus
Last Updated 9-9-09

NAST 302Y:  NATIVE AMERICAN CULTURES OF THE SOUTHWEST

Fall 2009: Santa Fe Native American Study Group
Instructor:  Dr. Joseph H. Suina
Phone:  h (505) 465-2582, c (505) 220-1778
Email:  jsuina@unm.edu
Consultation:  Before/after class or by appointment

Course Background and Overview

           The primary purpose of this course is to introduce you to Pueblo Indians and other tribes of the Southwest. The course will provide you with various opportunities to explore issues related to Native American Studies through participation in experiential learning activities. You will also meet once a week to discuss your experiences and issues facing Indian communities in modern day life. You will gain knowledge about Native people in the area and skills to work with them in everyday life. In the end we hope that you will develop respect and long lasting friendships with the people you will meet throughout the semester. Keep in mind that they will learn almost as much from you as you will from them.

            A version of this course was taught for the first time in 1995 and was designed primarily in response to student concerns about the content and focus of the first two study groups.  The principle concern and frustration of the early years was that students were spending most of their time in Santa Fe in the library reading about the subject of their study rather than meeting and learning about Native Americans first hand.  Why, it was asked, should students and professors travel across the country to New Mexico if there were no organized opportunities to acquire knowledge of Native American people and cultures through direct contact and experience?  The same course, it was pointed out, could be taught just as easily in the lecture halls in Hamilton, at considerably less cost!  In 1995, community volunteer and service program was designed and initiated specifically to address these concerns, and the program quickly became the core of the Santa Fe experience.  Ask any program alumnus since 1995 about the highlight of their Santa Fe Study Group experience and chances are you will hear about the friends they made and the experiences they had in the Pueblos.  For some, these were life-changing experiences; for all, they were the source of much of what they learned of value while in Santa Fe.

            Almost all of your formal classes are held in Santa Fe on the days and times scheduled by each professor. Two days of the week have been set-aside for volunteer services in a Pueblo.  We have two prospective volunteer sites, the Tewa Pueblo of Tesuque and the Keres Pueblo of Cochiti (“pueblo” is Spanish for “village,” and each Pueblo is a self-contained and politically autonomous community with tribal sovereignty status and a separate reservation).  A coordinated visit will be made to each of these sites the first or second week of the semester and you will have the opportunity to meet the various program officers who have expressed an interest in your volunteer work and expertise.  At Tesuque, located about 10 miles north of Santa Fe, we have in the past placed students in the Head Start Program, the Day School, and the Senior Citizens Program.  At Cochiti Pueblo, located approximately 30 miles southwest of Santa Fe, we expect to make placements in the Senior Program, the clinic, language revival program and perhaps the Head Start and the K-8 public school.  Although we try to place students in positions that the communities believe fill the greatest need, the choice of a volunteer job site is ultimately up to the student, and in the past we have entertained proposals from individual students to work at the Santa Fe Indian School, the Santa Fe Indian Hospital, in an anthropology and Indian art museums, etc. My opinion is that these alternative experiences are usually not as rewarding as work within the traditional communities where you get the more complete effect of live as it is in an Indian community. But if you have a strong desire to pursue an alternative volunteer activity, please see us and we can discuss the options.       

            There are three other sovereign tribes in addition to the 19 New Mexico Pueblos. They are the Navajo, the Jicarilla Apache, and the Mescalero Apache. All of them are removed from the Santa Fe area making these tribes not practical for our two day a week service learning placement. Thus our focus of attention will be on the Pueblos who are very different from these three. We will have a chance to learn about these other tribes in class and on our extended field trip. There are suggested reading materials specific to the three aside from your syllabus. 

            Once you have made a choice of placement, we expect you to make a semester-long commitment to attend your volunteer site each scheduled day and do your best to fulfill the expectations of your hosts and supervisors.  If past experience is any guide, some of you will not be closely supervised.  As a result, you may feel lost at times, especially in the beginning, and at times you may even feel discouraged.  If there are conflicts at the job site that cannot be resolved through mediation, we will negotiate a reassignment. However, we expect an honest effort on your part to resolve problems as they arise.  Again, if past experience is a guide, most of you will figure out where you can be of most service to your community and you will form lasting friendships in the process.

            We will meet every Monday to share and discuss your experiences and reflect on what you’ve learned from your service work, field experiences, readings, lectures, etc. The classroom component of the course will eventually be structured like a graduate seminar where you do most of the talking and I help guide the discussion, but for at least the first half of the semester I’ll be lecturing much of the time in order to impart a basic understanding of Southwestern Native American communities.  At various times during the semester your other instructors will join our seminar to discuss issues relating to the study group as a whole, and we will also host an occasional guest lecturer, perhaps a Native American with expertise in a particular area of importance in our studies. 

              I’m looking forward to helping you over the hurdles you encounter and guiding you in your search for answers to questions about cultures, customs, and attitudes that arise over the course of your work in your communities.  I’m sure you are familiar with the old saying about getting out of something only what you put into it.  I can’t think of an experience where that axiom is more relevant than the program of service in which you are about to embark.  My advice to you is to take some risks and force yourself to stretch a bit more than is comfortable.  Maximize the time you spend in your community to try to understand another people and culture, in their own terms as well as your own. Keep in mind that we are guests of the community and as such must at all time respect the laws and culture of the people. No book or lecture can teach us what the people who live the culture we study can. The people in the context of their everyday lives will tell you more about Native life as it is in this day and age then anything else around.

Course Requirements and Evaluation Criteria

·        Readings will be assigned to support class lectures. Attendance and participation in class are important.

 ·        Your understanding of the readings and lectures will be evaluated by means of several short essay type questions during the course of the semester.  These essays will take the place of a mid-term and a final exam. 

 ·        You will also be required to maintain a written journal (see following journal information) of your service and field experiences that will be evaluated informally during the semester.

 ·        In addition, each of you will partner with another and read a book from the class library or choose another book to use provided you run it by me for approval. After reading the book you will: 1. discuss it thoroughly with partner, 2. decide upon the extension (see extension definition below) you wish to pursue, 3. prepare a 30 minute presentation on the book and the extension you selected.   During the second half of the course you will present your book using any visual aide or materials to assist you in helping us to understand. (The extension for the book doesn’t have to be the central theme of the book but it should be about related in some way to current day Native life and culture. The intent is to learn more than what the book has to offer and Native people today. You can read additional materials, talk to people, see films, visit resource places, etc.). Class book presentations will begin the second week of October and presentations can be made on the long field trip. The product you will turn in will be a detailed outline of your extension presentation listing the support resources you used. The outline should not be more than six pages long. The book reading, research, write-up and grade for this portion will be shared with your partner.      

 ·        Needless to say, attendance at all class meetings, participation in class discussions, timely completion and comprehension of all assigned readings, and prompt submission of assignments is expected of all students.

 Final grades for the course will be based on the following:  (1) class readings and participation, 10%; (2) field service work and field trips, 30%; (3) field journal, 10%; (4) book partner presentation, 10%; (5) periodic essays, 40%.

About field journals:  Your journal should be a reflective document of your thoughts and impressions during your semester in the Southwest.  It should include thoughts and observations about each visit to your intern site and other class-sponsored field trips, focusing not so much on what you did but what you thought about what you did and what you learned from the experience. Keep very clearly in mind that you are not volunteering in a Pueblo community in order to conduct anthropological or sociological research and the journal that you keep is not a research journal.  In other words, you are not to conduct interviews (except for your extension explained above), you are not to record observations with the intent of sharing those observations with an audience larger than the students and faculty of the Study Group, and you should refrain from recording in your journals while you are in your volunteer communities.  I suggest that you leave your notebooks at home on volunteer days, and that the bulk of your writing be done the evening after each visit. Pueblo people feel very uncomfortable while information about them or their community is being recorded. The copy you turn in should be no more than one double-spaced, type page for the day’s experience.

Required Readings (reading handouts will be provided in class)

Dozier, Edward. The Pueblo Indians of North America. 

Iverson, Peter. Indians of North American: The Navajo.

Preston, Douglas. Cities of Gold: A Journey Across the American Southwest.

Qoyawayma, Polingaysi. No Turning Back: A Hopi Woman’s Struggle to Live in Two Worlds.

Spicer, Edward.  Cycles of Conquest: The Impact of Spain, Mexico and the United States on the Indians of the Southwest, 1533-1960.

Course Library

Bandelier, Adolph. The Delight Makers.

Bayer, Laura, Montoya, Floyd and the Pueblo of Santa Anna. Santa Ana: The People, the Pueblo and the History of Tamaya.

Cajete, Gregory. Native Science: Natural Laws of Interdependence.

Fine-Dare, Kathleen S. Grave Injustice: The American Repatriation Movement and NAGPRA.

Fuchs, Estelle and Havighurst, Robert. T Live on this Earth: American Indian Education.

House, Deborah. Language Shift Among the Navajo.

James, Harry. Pages from Hopi History.

Kammer, Jerry. The Second Long Walk: The Hopi-Navajo Land Dispute.

Las Casas, Bartolome. The Devastation of the Indies: A Brief Account.

Lucero, Evelina Z. Night Sky, Morning Star.

McCarty, Teresa L. A Place to be Navajo: Rough Rock and the Struggle for Self-Determination in Indigenous Schooling.

Roscoe, Will. The Zuni Man-Woman.

Sando, Joe and Agoyo, Herman. Popay: Leader of the First American Revolution.

Simmons, Mark. New Mexico: An Interpretive History. 

Silko, Leslie. Gardens in the Dunes.

Waters, Frank. The Man who Killed the Deer.

SOUTHWEST ETHNOGRAPHY:  A BASIC READING LIST
General      
Dutton, Bertha P., Indians of the Southwest.  University of New Mexico Press, 1983.       

Ortiz, Alfonso, ed., Southwest.  Vol. 9 of Handbook of North American Indians, Smithsonian Institution, 1979.  

Ortiz, Alfonso, ed., Southwest.  Vol. 10 of Handbook of North American Indians, Smithsonian Institution, 1983.

Spicer, Edward H., Cycles of Conquest:  The Impact of Spain, Mexico, and the United States on the Indians of the Southwest, 1533-1960.  University of Arizona Press, 1962.

Prehistory        
Cordell, Linda S., Prehistory of the Southwest, Academic Press, 1984.           

Jennings, Jesse D., Prehistory of North America.  McGraw-Hill, 1968.

Martin, Paul S., and Fred Plog, The Archaeology of Arizona.  Doubleday, 1973.

Ortiz, Alfonso, ed., Southwest.  Vol. 9 of Handbook of North American Indians, Smithsonian Institution, 1979.

Wormington, H. Marie, Prehistoric Indians of the Southwest.  The Denver Museum of Natural History, 1970.  

Pueblos
Aberle, Sophie D. The Pueblo Indians of New Mexico, Their Land, Economy and Civil Organization.  Memoirs of the American  Anthropological Association 70, 1948.

Benedict, Ruth F., Tales of the Cochiti Indians.  Bureau of American Ethnology Report 98, Washington, 1931.
______, Patterns of Culture.  Houghton Mifflin, 1961.    

Bradfield, Maitland, The Changing Pattern of Hopi Agriculture.  Royal Anthropological Institute of Great Britain and Ireland, Occasional Paper 30, 1971.

Chapman, Kenneth M., The Pottery of San Ildefonso Pueblo.  University of New Mexico Press, 1970.

Dozier, Edward P., Hano, A Tewa Indian Community in Arizona.  Holt, Rinehart and Winston, 1966.
_____, Pueblo Indian Response to Culture Contact.  In Studies in Linguistics in Honor of George L. Trager, M.E. Smith, ed., Mouton, 1972. 

Eggan, Fred, Social Organization of the Western Pueblos.  University of Chicago Press, 1950.

Ellis, Florence H., Pattern of Aggression and the War Cult in 

Southwestern Pueblos.  Southwestern Journal of Anthropology, 7:177-201, 1951.
_____, A Reconstruction of the Basic Jemez Pattern of Social Organization with Comparisons to Other Tanoan Social Structures.  University of New Mexico Publications in Anthropology 11, 1964.

Euler, Robert C., and H.F. Dobyns, The Hopi People.  Indian Tribal Series, 1971.

Fox, Robin, The Keresan Bridge:  A Problem in Pueblo Ethnology.  Athlone Press, 1967.

Frank, Larry, and F.H. Harlow, Historic Pottery of the Pueblo Indians:  1600-1880.  New York Graphic Society, 1974.

Hack, John T., The Changing Physical Environment of the Hopi Indians in Arizona.  Papers of the Peabody Museum of American Archaeology and Ethnology, Harvard University 35(1), 1942.

Harrington, John P., The Ethnogeography of the Tewa Indians.  In Twenty-ninth Annual Report of the Bureau of American Ethnology, 1907-1908, pp. 29-618, 1916.

Hoebel, E. Adamson, The Character of Keresan Pueblo Law.  Proceedings of the American Philosophical Society 112:127-30, 1968.
______, Keresan Pueblo Law.  In Law in Culture and Society, L. Nader, ed., Aldine, 1969.

Jenkins, Myra Ellen, Taos Pueblo and its Neighbors:  1540-1847.  New Mexico Historical Review, 41:85-114, 1966.

Kessell, John L., Kiva, Cross and Crown:  The Pecos Indians and New Mexico, 1540-1840.  National Park Service, 1979.

Kurath, Gertrude (Prokosch), with Antonio Garcia, Music and Dance of the Tewa Pueblos.  Museum of New Mexico Research Record 8, 1969.  

Laird, W. David, Hopi Bibliography, Comprehensive and Annotated.  University of Arizona Press, 1977.

Levy, Jerrold E.  Orayvi Revisited:  Social Stratification in an "Egalitarian" Society.  Santa Fe:  School of American Research Press, 1992.

Minge, Ward Alan, Acoma:  Pueblo in the Sky.  University of New Mexico Press, 1976.

Nagata, Shuichi, Modern Transformations of Moenkopi Pueblo.  University of Illinois Press, 1970.

Nelson, Nels C., Pueblo Ruins of the Galisteo Basin.  American Museum of Natural History Anthropological Papers 15(1), 1914.

Ortiz, Alfonso, The Tewa World:  Space, Time, Being and Becoming in a Pueblo Society.  University of Chicago Press, 1969.
______, ed., New Perspectives on the Pueblos.  University of New Mexico Press, 1972. 

Parsons, Elsie Clews, The Pueblo of Jemez.  Yale University Press, 1925.

Robbins, W.W., J.P. Harrington, and B. Freire-Marreco, Ethnobotany of the Tewa Indians.  Bureau of American Ethnology Bulletin 55, 1916.

Roberts, John M., Zuni Daily Life.  Human Relations Area Files Press, 1956.

Sando, Joe, The Pueblo Indians.  Indian Historian Press, 1976.

Schroeder, Albert H., A Brief History of Picuris Pueblo.  Adams State College Series in Anthropology 2, 1974.

Sedgewick, W.T., Acoma, The Sky City.  Harvard University Press, 1926.  

Smith, Watson, and J.M. Roberts, Zuni Law:  A Field of Values.  Peabody Museum of American Archaeology and Ethnology Publications 43(1), 1954.

Talayesva, Don C., Sun Chief:  The Autobiography of a Hopi Indian.  Harper, 1942.

Thompson, Laura, Culture in Crisis:  A Study of the Hopi Indians.  Harper, 1950

Titiev, Mischa, Old Oraibi:  A Study of the Hopi Indians of Third Mesa.  Papers of the Peabody Museum of American Archaeology and Ethnology 22(1), 1944.

Vogt, Evon Z., and E.M. Alberts, eds., People of the Rimrock:  A Study of Values in Five Cultures.  Harvard University Press, 1966.

White, Leslie A., The Pueblo of San Felipe.  Memoirs of the American Anthropological Association 38, 1932.
_____, The Pueblo of Santo Domingo, New Mexico.  Memoirs of the American Anthropological 43, 1932.
_____, The Pueblo of Santa Ana, New Mexico.  Memoirs of the American Anthropological Association 60, 1942.
_____, The Pueblo of Sia, New Mexico.  Bureau of American Ethnology Bulletin, 184, 1962.

Whiting, Alfred F., Ethnobotany of the Hopi.  Museum of Northern  Arizona Bulletin 15, 1939.

Navajos
Aberle, David F., The Peyote Religion Among the Navajo.  Aldine, 1966.  

Amsden, Charles Avery, Navaho Weaving.  University New Mexico Press, 1949.

Dobyns, Henry F., and Robert C. Euler, The Navajo People.  Indian  Tribal Series, 1972.

Dyk, Walter, Son of Old Man Hat:  A Navaho Autobiography.  Johnson Reprint Corp.  (1964) of Viking Fund Publication No. 8, 1947.

Gilpin, Laura, The Enduring Navajo.  University of Texas Press, 1968.

Hannum, Alberta, Spin a Silver Dollar.  Viking Press, 1944.

Klah, Hosteen, recorded by Mary C. Wheelwright, Navajo Creation Myth.  Museum of Navajo Ceremonial Art, Santa Fe, 1942.

Kluckhohn, Clyde, Navajo Witchcraft.  Beacon Press reprint, 1944.

Kluckhohn, C., W.W. Hill, and L.W. Kluckhohn, Navaho Material Culture.  Belknap Press of Harvard University Press, 1971.

Kluckhohn, C., and Dorothea C. Leighton, The Navajo.  Harvard  University Press, 1946.

Leighton, Dorothea C., and Clyde Kluckhohn, The Navajo Door.  Harvard University Press, 1947.  

Link, Martin A., ed., Navajo, A Century of Progress, 1868-1968.  The Navajo Tribe, 1968.

McCombe, Leonard, Evon Z. Vogt, and Clyde Kluckhohn, Navajo Means  People.  University of Oklahoma Press, 1964.

Reichard, Gladys A., Spider Woman. Macmillan, 1934.
_____, Navajo Religion:  A Study of Symbolism.  Bollingen Foundation, 1950 (reprint Pantheon Books, 1963)

Roessel, Robert A. Jr. and others, Indians Communities in Action.  Arizona State University, 1967.

Sasaki, Tom T., Fruitland, New Mexico.  Cornell University Press, 1960. 

Shepardson, Mary and Blodwen Hammond, The Navajo Mountain Community.  University of California Press, 1970. 

Underhill, Ruth M., Here Come the Navajo!  Haskell Institute, Lawrence, Kansas, 1953.
_____, The Navajos.  University of Oklahoma Press, 1956.  

Wyman, Leland C., The Red Antway of the Navaho.  Museum of Navajo  Ceremonial Art, Santa Fe, 1965.
_____, Blessingway.  University of Arizona Press, 1970.
_____, Beautyway, A Navaho Ceremonial.  Pantheon Books, 1957.

Young, Robert W., The Role of the Navajo in the Southwestern Drama.  Gallup Independent.  1968.

Young, Robert W., and William Morgan, Navajo Historical Selections.  Phoenix Indian School Printshop, 1954.

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