Professor: Gary Palmer, <gbp@nevada.edu>,

Office Hours: TTH 9:10-9:55, Wed 1:00-2:00 and by appointment, WRI 304B

This syllabus is available at <http://www.nevada.edu/~gbp>

TA and reader: Ondieki Kennedy

Office: WRI304C

Office Hours: to be announced

The course focuses on the interpretation of American Indian mythologies and folktales and their connections to ceremonials, languages, and culture in general. Most of the assigned readings and lectures pertain to Indians of western North America and MesoAmerica, e. g. Oglala, Mohave, Karuk, Apache, Pueblo, Aztec, and Maya. The course touches on myths about the creation of man and the universe, visions, personal guardian spirits, Indian ideas concerning the structure of the cosmos, religious movements, mythological epics, moralistic stories, narrative devices in Indian languages, boys and girls' puberty rituals, sand paintings, healing ceremonies, ideas about causes of illness, human sacrifice, color symbolism, ethnogeography, clowns, and death. Our goal is to understand the world as it is understood within American Indian traditions.

There will be a mix of lecturing and discussion. Students read, write about readings, and participate in discussions. Readings progress in difficulty over the course of the semester.

1. One-paragraph (minimum) commentaries on chapters (these are called "squibs") that consist of at least one paragraph of discussion on each assigned reading for a day, typed and double-spaced or space and a half. I much prefer commentary to summary, but a good commentary contains enough summary so that I can determine whether you know something about the chapter that you are discussing. From previous experience, I have learned that many students find a comfort zone at a page-and-a-half to two pages. Do not write more than two pages. Some students experience difficulty with daily writing ("What can I say?") during the first week, but they soon get the hang of it.

Just remember, that you don't have to impress the world. Your task is to keep the discourse going by adding your own point of view and questions. Think of your papers as your contribution to a good conversation about the reading. Students who write long summaries, but don't add commentary of their own will do fine in the class, but the A's are reserved for those who contribute commentary of their own. Likewise, those whose commentary seems well-grounded in the reading will do better than those writing off the cuff.

Squibs should be clearly labeled as follows:

-----------------------------------------------------------------------------------------

<Your Name>

ANT 435

Comments on <Book Title>, Chapter(s) <number(s) of chapter(s)>

<your commentary>

-----------------------------------------------------------------------------------------

The squibs may be very wide-ranging: They may describe problems in understanding. They may try to solve problems. They may criticize ideas of the author or of Indian peoples (but give reasons). They may relate Indian ideas to your own life experience by discussing what the chapters make you think of or what they remind you of. They may try to explain difficult ideas to someone who has no understanding of Indian cultures. I am really just looking for evidence that you are thinking about the ideas presented in the readings and the lectures and that you are attempting to convey your ideas to others. In each squib you may refer back to previous readings, but be sure you include some discussion of the current reading.

Your grade will be based largely upon the squibs (plus whatever I can learn about you from class participation and conferences), so it is important to do a good job on these. Good writing style and punctuation don't hurt. We will read these as fast as we can, but if the class turns out to be large (over 30) it is probably best to think of them as equivalent to a final paper and not expect many to be returned until after the class. All of your work will be available in a file in the office after the grades are turned the Tuesday after finals week.

2. Mid-term and final examinations will be take-home and brief. They are designed mainly to determine that you are the person who has been writing the intelligent daily squibs. The emphasis in this class is on daily work..

Grading is based primarily upon squibs, class participation, and attendance. Squibs are graded as follows:

C: Description of reading, no matter how short or long

Participation in discussions is important to me because it is an opportunity to rehearse what we are learning, to commit information to memory, and to integrate it into our thinking about American Indians. This is why it is important not to fall behind with the papers. The papers serve to prepare you for class discussions. For those who are squeemish about participating, you can still earn top grades by doing good work on the writing, but I may ask you for a conference to discuss your work.

Students seeking a grade of "A" must get consistent "A"s in homework or write a research paper on a topic of their choosing and receive a high grade on the paper. Steady improvement is also noted. Grading is based on overall evaluation of short papers (including mid-term and final), performance on problems, contributions to class discussions, research papers (optional) and attendance.

Two unexcused absences prior to midterm and two after midterm are permitted. If absences exceed that amount, I will have to conclude that one did not avail herself of the full opportunity to learn the topic.

Dec 12, 3:10 PM Final Exam. You will be asked to write a paper discussing three most important principles of American Indian philosophies. Approx five percent of grade. All other papers are due in by this date.