"Indians in American History and Culture" proposal for an intermediate group contract, 1976


"Indians in American History and Culture" proposal for an intermediate group contract, 1976
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The Evergreen State College


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Betsy and I have worked over my proposal on Indians
in American history, and here is the revised version,
which we'd like to do in %xg 1978-79.
What do we need to do next, and when?

P.S. At some time, Lynn Struve and I would like to
do an advanced or intermediate group contract on
the history & philosophy of education in Arnericam
and China, but that could not be kwafxR before
1979-80, which is quite a ways down the road.



·ing complementary modules)
American visitor?)

1riographical. Students
!ments; Pr~sidential re~ Theodore Roosevelt
;ural address or State
:ies (e.g., Stevens' dimd in addition will read
; (e.g., Cotton Hather,
:oriography sufficiently
. tural biases affect the
even the best-intentioned

tl historit~ s of Indians
: · idea of th e ecc nomic a nd
1 the variou R regions of
!ad Carey 1-IcH·i 11iams Nortl~
; another ~roup might studv
1 groups · in the Pacific Northtlance accounts \vritten hv
; . At th e end of the quarter,
1 stnnrlnrcl Hnt· k of histor·.r th.1t

Olympia, Washington 98505


Indian influenc es on American culture 1vi ll be 1·1J e focus of the thi. rd quarter. Stud t: nt. :-:
will read some of th e literature that reflects the fascination Indians hav e held f o r
white Americans (e.r,., Fenimore Coop er. ); study s ome of the art -- !~S pecially pC~inti.n ~>;
and photography -- th,1t depicted Tnrl i.a ns; and study other Indian i nfluences on Am e rican culture (e.g., foods, clothing, h o usin~, design, etc.). As in the seconrl quarter.
an attempt Hill be made ·t .o balance HlJ itc vie~v :3 ·nf I:nd~ans Hi.t· h tl, ,~ Jndinns' vi.e~vs of
themselves, to the extent this is pos s ibl e , as revealed in Indian LLt c · a t:ut "· and art .
. Disciplines included in this program: History, anthropology, law, literatur e , art.

Proposal for
Intermediate Group Contract




No. of students:

(75% program, with faculty offering complementary modules)

No. of faculty:

(Gribskov, Diffendal and Native American visitor?)

Year to be offered:


The first po;rtion of the program will be mainly historiographical. Students
will research and read such documents as treaty agreements; Pqisidential recommendations regarding Indians (every president up to Theodore Roosevelt
talked about "the Indian problem" in either his inaugural address or State
of the Union messages): old newspapers; relevant diaries (e.g., Stevens' diaries, diaries of Indian agents); official reports; and in addition will read
some early histories that focussed heavily on Indians . (e.g., Cottlm Hather,
Parkman, etc.)
In addition, students will study historiogr~phy sufficiently
to achieve some sense of how historians work, hmv cultural biases affect the
Hriting of history, and the difficulties under \vhich even the best-intentioned
historians l~bor.

Dut-iug the second qu a rter, students Hill r ead r e 1~iona l histories of Inc! ians
and Indian-Hhite relations, in ord e r to g e t a clea rer · idea of th e eco nomic n nd
militar y impa c t various Native Ameri c on group s had ii:l the variou ~ regJons of
the U.S. For ex ampl e , one group of s tud e nts 111i g ht n~ ad Carey HcHil1iams North
J:I~~ m Hex ico and othf'r histories of So utLn-.1 e st · I ndians; another gn,up mightstt;~lv
th e Iroquoi s ; and 01r..other might concentr a te o u Indian groups · in the Pnc:i.fic North•.ve st . . \~hct- ev c r possible, students Hill be aske d to balance accounts tvritten bv
Hid t e htst0rinns with Indian views or the sam e , ·vents. At th e end of the quarter,
~;L:ndents h':i 1.1 h e requir e d to rewrit e : 1 sec tion from a standard I·!<H- k of his tor~· th .1 t
dea l.s with the regi.on a nd time period the y h a ve .lw e n studyinp,.


lnd i.1n inf l.u e nc c s on Am e rican cultur c. tJill b e tl1 ~ focus of th e third quarter. Studr:-nt.:-:
l.J. rend so me of th e literature th<1t reflect s the fascination Ind ians hav e h e ld f o r
,,,hilC' Americans (e.g., Fe nimore Coop e r:); study ~~ orne of the art-- !' Specially pninti111~
and photograp~ty -- that depicted Tnrl i a ns; and study. other Indian "influences on Am c rknn cul tun· ( e .g . , foods, cloth.i.ng, housing, design, etc.). As in the seconrl quartt:·t- .
; 1n nlt c mpt •·. .ill be mad e ·to balance I·Ji Ji_tc vie•v:~ ·nf Indians Hi.lh tlt r' Jndinns' vie1vs of
th e msel.v c s, to the ext e nt this is posf;ibl e , · as revealed in Indian Liu ·· alut L and art-


Disciplin es inc luded in this program: History, anthropology, la>v, literature, art.

Tentative partial . reading list:

The Iroquois in the American Revolution by Barbara Graymont
This Country Was Ours by Virgil J. Vogel
Bury Hy Heart at Wounded Knee

by Dee Brmm

The Indian in America's Past by Jack D. "Forbes
North from Mexico by Carey McWilliams
Solving "the Indian Problem" by Murray Wax and Robert Buchanan
Custer Died for Your Sins by Vine Deloria, Jr.
Coq£er's Americans by Kay Seymour House


Savagism and Civilization by Roy Harvey Pearce .
The Last of the Hohicans by James Fenimore Cooper .
The Return of the Vanishing ~nerican by Leslie Fieldler
The tolay to Rainy Hountain by M. Scott Hornaday
Black Elk Speaks -- compiled by John Niehardt

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