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GENERAL INFORMATION
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Office: Administration Building 433
Office Hours (please sign for an appointment on my door):
Tuesday 8::00 - 10:00 AM
Wednesday 2:30 - 4:00 PM
Thursday 8:00 - 10:00 AM
and by appointment
Phone:
OFFICE EX 3587
HOME EX 3115 (do not call after 9:00 PM)
E-mail Address: bucko@creighton.edu
E-Mail Hours:
I normally check my e-mail several times a day. I receive over 100 e-mail messages a day. Generally if you write to me you will receive a brief reply from me. I am not being dismissive of your message but expeditious in working through my mail. If you find my response inadequate, please notify me and I will respond again more fully. If your question or request is complicated, I may ask you to sign up for office hours rather than respond to you directly by e-mail. Because I encourage electronic communications, I guarantee that I will check my e-mail and respond to your questions and requests at minimum on the following days and times:
Monday 6:00 AM
Wednesday 6:00 AM
Friday 6:00 AM
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COURSE DESCRIPTION
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This course provides a comprehensive interdisciplinary approach to the study of Native cultures on the great plains. We will examine ecology, geography, geology, natural resources, archaeology, history, art, linguistics, cultures, as well as the human habitation of the area from first records (which are both arachaeological and oral historical) to the present.
The course will be run seminar style. Each student (or group depending on the size of the class) will choose a specific cultural group for study. If a student is a member of a plains Indian group the student is required to study a linguistically and culturally different group. The professor will act as a resource for methodology and research strategies. Each student will bring to the seminar a summary of relevant data for the group she/he is studying and present it to the class. Students will also build a portfolio of short papers on each seminar topic that will be assembled into a major paper at the end of the semester.
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COURSE GOALS AND OBJECTIVES
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Through intensive research on Indians of the plains in general and a focus on a specifc group, through seminar presentations which will develop students' organizational, oratorical and critical thinking skills, and by writing a a research/application paper in which the student integrates classroom learning with a deeper investigation of a specific topic, this course seeks to fulfill these goals:
- Students will know the complex cultures and history of Native peoples of the Plains and their v adaptations to their surroundings and changing conditions.
- Students will identify the itneractions of culture, history, ecology, economics and colonialsim specifically for the Great Plains area.
- Students will know, analyze and debate the contemporary issues faced by Plains Indians such as reacquisition of alienated land, wildlife management and tourism, water, mineral and energy resources, the buffalo commons, and the contemporary emptying of the Plains of non-Native inhabitants.
- Students will be able to distinguish basic approaches to the study of Native cultures and evaluate their merits and deficiencies.
- Students will identify the importance of ethical research and basic respect in the study of Native peoples.
- Students will begin constructing their own critical approach to the study of Native cultures through reading, discussion and research.
- Students will identify the cultural continuities of Plains Indians and evaluate the importance of contemporary religious and political resurgence.
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COURSE FORMAT
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This course uses a seminar discussion format. Students are expected to come prepared for each seminar having researched the specific topic under consideration with regard to to their particular cultural group. Students are also required to post their preliminary notes on the topic to the BSCW before each seminar and to have a completed short paper on the topic one week after the seminar, based on research and seiminar discussions.
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COURSE TEXTS
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The following textbooks will be used in this course and are available in the Creighton bookstore:
Fowler, Loretta The Columbia Guide to American Indians of the Great Plains. New York: Columbia University Press. 2003.
Lowie, Robert Indians of the Great Plains. Lincoln: University of Nebraska Press. 1982.
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RESERVE READINGS
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The key resrouce for this course is the Handbook of North American Indians, Volume 13 Parts 1 and 2. This book can be purchased directly from the Smithsonian Institution Press for the price of $100.00 We have two copies in our library, one in the Government Publications section and the other on Course Reserve.
The following books are on reserve at the Rienert library:
Anthropology on the Great Plains / edited by W. Raymond Wood and Margot P. Liberty
Wood, W. Raymond. E78 .G73 A57
Handbook of North AmericanIndians. Volume 13. Plains / Raymond J. DeMallie, volume editor ; [William C. Sturtevant, general editor]
DeMallie, Raymond J., 1946- SI 1.20/2:13/PT. 1
Handbook of North American Indians. Volume 13. Plains / Raymond J. DeMallie, volume editor ; [William C. Sturtevant, general editor]
DeMallie, Raymond J., 1946- SI 1.20/2:13/PT. 2
Handbook of North American Indians. Volume 17. Languages / Ives Goddard, volume editor; [William C. Sturtevant, general editor] SI 1.20/2:17
Prehistoric Man on the Great Plains. Wedel, Waldo Rudolph. Norman: University of Oklahoma Press. 1974. E78 W5.W4
Indians of the Plains Lowie, Robert Harry, 1883-1957. E78 .W5 L6
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COURSE REQUIREMENTS
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- ACTIVE Class participation: You are expected to read the texts, and respond to assigned questions on the BSCW BEFORE each class. Readings and assignments are due on the date they are listed on the Course Schedule. Thus, the readings for September 14th are to be read for the class to be held on September 14th. Participation includes the following:
- speaking in class,
- adding internet sites relevant to our course of studies to the BSCW,
- using the academic resources of the college such as writing center and office hours which the professor holds,
- responding to your classmates and professor's comments on the BSCW and the Course Majordomo List
You are also expected to check the on-line Course Schedule when and if the professor negotiates any changes. Attendance, deep thought, attentiveness, and interest are all vital to your success in class but represent passive participation. Active participation is any public act that enhances the educational experience for everyone in the class. You will be asked to evaluate our own participation performance twice during the semester. It pays to examine the self-evaluation form ahead of time to see the criteria for evaluation. The professor will take your own evaluation into consideration when formulating your participation grade.
- Seminar Papers: Students will write eight (8) 3 - 5 page seminar papers on each of our major topics listed in the course schedule. The professor will comment on these essays and give a preliminary grade to each. The essays maybe reworked and submitted for an updated grade at the end of the semester. These are to be scholarly essays complete with citations and bibliographies.
- Field Trips: Students will take two field trips. The first field trip will be to the Joslyn Museum to look for primary and secondary souce data in both their material culture collection (the museum itslef) and in their library. The second trip will be announced later in the semester. Students are expected to report on their findings for each trip.
- Comprehensive Bibliography: Each student will develop a comprehensive bibliography on the specific group researched during the semeter. The professor suggests using Endnotes to facilitate referencing papers for this course as well as creating the final bibliography.
- Portfolio: Each student will develop a portfolio on the BSCW on the specific group he/she chooses for research. The portfolio will include electronic copies of each paper written by the student, relevant internet links, maps, and scanned documents relevant to the study of that particular area. Students are encouraged to be creative and innovative in assembling her/his portfolio. The Portfolio will be graded as the final project for the course.
- Seminar Presentation: Each student will give a seminar presentation summarizing her/his research through the semester.
- Computing: You are expected to be able to use e-mail, the BSCW, the discussion list ( ant3yy@creighton.edu ), search engines and word processing to enhance your educational experience in this class. Each student is required to have an active e-mail account at Creighton. All correspondence will be sent to that account. The professor will teach the students all the electronic skills necessary for this course so a current lack of confidence in this area should not discourage a student from signing up for the course. If you wish to manipulate your account so that your mail is forwarded to another service you may use AMI ( http://ami.creighton.edu ) for this purpose.
- Regular electronic contact: You are expected to read your e-mail at least every other day and respond to the professor and the majordomo discussion list when appropriate. You are also expected to participate in our list discussion. To write a message to the list use the address: ant331@creighton.edu
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PAPER SUBMISSION
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The printed versions of your paper should be in 12 point font with and 1 inch margins on all sides of each page. A visit to the Writing Center for review of your draft will greatly improve clarity. You may also ask me to review a draft of your paper before submission provided you give me sufficient time to read the paper and meet with you personally. The Course Schedule indicates the window of opportunity when you may discuss your research with the professor and/or submit a draft of your paper for comment.
You are required to submit both a hard copy of the paper and a digital copy. Your digital copy must be uploaded to the proper folder in your portfolio on the BSCW. I keep electronic versions of your papers for two reasons: 1) I link examples of outstanding papers to the course page for the rest of the class to read provided I have the permission of the authors; 2) I maintain a digital database of previous papers to ensure that there is no plagiarism in these assignments either among classmates or from year to year. If there is a suspicion of plagiarism I utilize copyfind and to susbtantiate or disprove the suspicion. On each of your papers you are requeired to provide the following information: Name, Course Number (ANT3yy), , File Type (Microstoft Word 6, Word Perfect 5.1 etc.). If you are using a MAC or Microsoft Works please save your paper in Rich Text Fromat (RTF). If you are not technologically inclined I am most willing to help you provided you come for office hours well in advance of the due date for the first paper, preferably in the first two weeks of the semester.
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ACADEMIC INTEGRITY
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Students are required to adhere to the requirements of integrity as outlined in the Creighton University Creighton College of Arts & Sciences Committee on Academic Policy, Discipline, and Appeals. Students are expected to interact with each other in a way which will enhance the learning experience of all and which is never destructive of other pesons. Because of the importance of acknowledged collaboration, students are required to cite all assistance, including that gained from peers. Students must never plagiarize. The professor maintains an audit policy for this course to both reward extraordinary performance and to guard against misuse of sources. Infringements of academic integrity will result in your failing the class and the incident being reported to the academic dean. Students discovered in any form of cheating will be subject to penalties up to and inclucing an F grade for the course.
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CLASSROOM CONDUCT
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During this class we will cover a wide variety of very controversial topics and look at some rather disturbing information. It is essential that students respect the opinion of each other in this class. It is also important that all students be granted equal voice and allow disagreement in order to advance in learning. Thus in the classroom and during electronic discussions students should respectfully address the issues and each other's stances on the issues. We must all be open to disagreement. It is also important that students discuss from the basis of a thorough understanding of the issues rather than from emotion or ill-formed opinion. Thus reading and research are essential to the discussions. Students should be both equally willing shift their own positions as well as to convince others to shift opinins as the course progresses.
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GRADING
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I determine grades in the following manner:
| Participation |
20% |
| Final Bibliography |
20% |
| Final Seminar Presentation |
20% |
| Portfolio |
40% |
Letter Grades are Awarded as Follows:
| A | 100 - 93 |
| B+ | 92 - 87 |
| B | 86 - 82 |
| C+ | 81 - 75 |
| C | 74 - 70 |
| D | 69 - 65 |
| F | Below 65 |
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ATTENDANCE AND SUBMISSIONS POLICY
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You are allowed (but not encouraged to use) up to three excused absences during the semester. If you exceed two unexcused or three excused or a combination of excused and unexcused absences that totals more than three, you will lose a half a grade for each excessive absence from your final average ( thus if your final numerial grade is the equivalent of a B you will receive a C+ for one excessive absence) unless you can demonstrated that you are in a special situation have made arrangements before time with the professor.
An excused absence is defined as an absence in which the student advises the professor by e-mail or phone before the class takes place and the student substantiates the absence through written documentation which is due within seven days of the absence.
A half letter grade will be deducted for each day an assignment is late unless there are special circumstances and the professor is notified no less than 24 hours before the assignment is due. Note that missing the class on the day which an assignment is due does not give you an extension for the assigment. You need to notify the professor why you were absent for that day and turn in your paper that day unless you have made previous arrangments or there are extenuating circumstances.
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SPECIAL NEEDS
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If you have any special learning needs, a documented disability, or are in circumstances which necessitate special consideration, please contact me within the first three weeks of the semester. Students who believe that they have a disability that may influence their academic performance, but who have not yet had the disability documented, should immediately contact and meet with Denise Le Clair, Coordinator of Services for Students with Disabilities. If a student suspects a disability, he or she can meet with Linda Pappas who is the Academic Success Counselor at Creighton's Counseling and Pyschological Services.
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MUTUAL EXPECTATIONS
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Below are mutual expectations for this course. I invite students to amplify the list for this specific course for both expections of me and of yourselves.
You can expect me to :
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be on time for class and office hours
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be prepared for class
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return tests and papers promptly with sufficient comments so you understand why you received the grade you received
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distribute grade reports electronically so you can check the accuracy of my gradebook and know your standing in the class at any given time
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allow students to question grades without prejudice and, when asked, re-evaluate work based on the material you initially gave me
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be respectful and attentive when you speak
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give prior notice of any necessary changes made in the syllabus and make additions or alterations only with the consensus of the class
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treat you with respect, fairness and impartiality
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tell jokes and make humorous remarks, some of which may actually be funny
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create at least one opportunity for students to socialize with each other and the professor over a gourmet meal
I expect you to:
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be on time for class (Note: When people arrive
late for class, they interrupt the work that has begun. If you are late,
I believe an explanation is due us immediately after class.)
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do all assignments on time and be prepared for class by completing all the required readings and pre-discussions
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sign up for office hours at least 24 hours before the actual appointment and be on time for the appointment.
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be respectful and attentive when I speak and when your classmates speak
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treat each other and me with respect consistent with the norm of academic
freedom and the Jesuit tradition's focus on the dignity that is due all
individuals
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not leave class once it has begun unless some truly critical situation
arises (Note: If you know you must leave class before the period ends,
you should explain this to me before class; if you find that you must leave
class without prior notice, you should explain the situation to me by the next class meeting.)
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attend class and give prior notice of illness or other events that prevent you from attending class
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give me prior notice of important events/conditions (e.g. disabilities,
medical conditions, child and other care-providing obligations, work
schedules, etc.) in your life that may influence your performance in the
class, if you believe that these events/conditions put you at an unfair
disadvantage relative to other students and you believe that there is some
way in which I can assist you (Note: prior notice is essential. Once exams
are taken and papers turned in, my ability to assist you is extremely
limited.)
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COURSE READING AND DISCUSSION SCHEDULE
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Please refer to the course schedule for a comprehensive listing of readings and other assignments. Note that I have yet to complete this task!
NOTE: Additions and subtractions to this syllabus will not be made without prior class discussion and announcment. Corrections and clarifications will be made as necessary to make the on line course page more effective. All changes will be announced through the course discussion list. If you print a paper version of this syllabus be aware that it could become out of date due to revisions. The on-line version of this course page is always the official course document. It is preferred that you use this on-line version rather than print out copies. Note that part of active class participation is giving suggestions for improvements to electronic course resources.
