NAS 5 Section 3: Introduction to Native American Literatures

Fall 2016
MW 8:00am-9:50am
Hart Hall 1128
Instructor: Elliott Housman-Turrubiate
Office Hours: M 3:30-5:00pm, W 10:00-11:30am & by appt.
Office: Hart 3133
Email: ehousmanturrubiate@ucdavis.edu

Required Texts & Materials:

*Linda Hogans Solar StormsAvailable at UC Davis Store
*Various readings, videos, and supplemental materials uploaded to Smartsite

Prerequisite:
Completion of Entry Level Writing Requirement (formerly knows as Subject A Requirement). If
you are unsure whether or not you have fulfilled with requirement, check immediately with your
academic advisor. You will not receive credit for the course if you havent already fulfilled this
requirement! http://catalog.ucdavis.edu/ugraded/univreqt.html

Course Description & Objectives:

This course is designed to introduce you to the diversity and depth of Native American literary
expressions using a social justice lens. Emphasis is placed on using literacy to cultivate the skills
necessary to critically think about, analyze, and reflect upon not only the written word, but
ourselves and the world around us (Freire, 1970). In this way, we will examine the topics of
environment, epistemology, race, class, gender, sexuality, education, healing, decolonization and
survival as it relates to the Indigenous experiences within our hemisphere. The goal of this course
are to provide you with some basic knowledge and ways to understand the diverse histories,
struggles, and creative expressions of contemporary Indigenous people and to help you develop
strategies for writing successful compositions.
Because this course meets the universitys lower division writing requirement, the guidelines for
NAS 5 require that you produce 6,000 words of original material. This requirement will be met
through weekly in-class writing prompts, homework assignments, three formal essays, and a
midterm exam.

Course Policies:
Office Hours: The Instructor will be available for office hours Mondays 3:30-5:00pm and
Wednesdays 10:00-11:30am & by appointment in Hart Hall 3133. Appointments must be
made via email. Students may also attend office hours without an appointment; however, students
with an appointment will be seen first.
Smartsite & Email: All of your assignments will be submitted via Smartsite. The only exception
to this will be your rough drafts, which you must both submit to Smartsite before the class period
due and bring in a hardcopy for the Peer Review Workshop. If Smartsite is undergoing

maintenance, or if you experience a problem with your submission, email me your assignment by
the deadline.
The large majority of course readings can be accessed via Smartsite. Also, class updates and
announcements will either be sent out through email or posted on Smartsite. This means you
should check both your UC Davis email and Smartsite on a daily basis.
Mandatory Meetings: You are required to meet with me at least once in the quarter to discuss one
of the major Essays. It is your responsibility to reach out and ensure that you get a meeting set up
with me. In order to do so, you must send me an email at least 7 days in advance requesting a
meeting time to discuss your essay. Please do not wait until the end of the quarter to set up your
meeting with me. If you wait until the last minute, there is a high chance that I will not be able to
meet with you. Also, the earlier you come to see me, the more help I can give you throughout
your writing process.
Due Dates & Late Work: All readings and assignments are due by the beginning of class
(8:00am) on the date they appear on the Course Overview/Schedule. To clarify, if a
reading/assignment appears in the row of Wednesday 1/6 that reading or assignment must be
read or submitted before class period begins on Wednesday, September 30th. No late assignments
will be accepted unless you have made prior arrangements with me. Only serious, documented
circumstances will be considered.
Grading Concerns: All assignments follow the one week rule. You will have one week to make
an appointment with me to bring up any concerns/questions regarding an assignments
grade/score. Please do not discuss grades with me before, during, or after class as these are not
appropriate times to do so. Grades will only be discussed during office hours or by appointment
up to seven days after the assignment has been given back.
Language Proficiency: If you struggle with writing in English or would like support with your
writing please visit the Student Academic Success Center in 2205 Dutton Hall or
http://success.ucdavis.edu/academic/writing.html
Plagiarism: UC Davis defines plagiarism as using materials from sources without citations.
Plagiarism is a serious offense that will not be tolerated. Please refer to the following link for
more information on plagiarism: (http://sja.ucdavis.edu/files/plagiarism.pdf)
Disabilities and Accommodations: If you need to arrange accommodations, please let me know as
soon as possible. In addition, please contact the Student Disability Center at (530) 752-3184. For
more information visit: http://sdc.ucdavis.edu/
Changes to Syllabus: The Instructor reserves the right to make changes to this syllabus as needed.
Most likely the syllabus will change multiple times throughout the quarter. The most up-to-date
version will be uploaded and available on Smartsite. Announcements regarding a change in the
syllabus can not always be made during class time so it is important to check Smartsite and your
email on a daily basis for updates.

Classroom Expectations:
Respect and Community: Students are expected to practice the Universitys Principles of
Community (http://occr.ucdavis.edu/poc/). You are expected to engage with all aspects of the
class (listening, reading, writing, group work, and presentation) in a way that is honest,
professional, courteous, open, and collaborative.
Preparedness: I expect you to come to every class period preparedready to discuss the readings
and engage in discussion and activities with your peers. Preparedness factors in to your daily
participation/attendance points. Coming to class prepared means first and foremost that you
have previously read and engage with the readings assigned for that day; however, it is also
expected that you bring a copy of the readings to class with you. You may use a laptop, ereader, or tablet to access readings in class, but you may not use your cell phone. Therefore, if you
do not plan to access the readings via laptop, e-reader, or tablet then you must print off and bring
with you hard copies.
Participation/Attendance: Your presence is profound and is necessary to create a supportive
environment and community. For this, reason attendance in this class is mandatory. To be
counted as present you must stay for the full (110 minute) class period.
Your attendance-participation in the classroom will count for 20% of your grade. Each class
period there are a possible 5 points to receive. You will receive: 1 point for coming to class and
staying for full period, 1 point for coming prepared, 1 point for productive engagement in small
group discussion, and 1 point for productive engagement in large group discussion which will go
towards a total of 5 possible attendance-participation points each day.
You will be given two free absences (not needing any documentation or prior approval by me)
throughout the quarter to utilize without detriment to your grade. The third absence will result in
the drop of your final grade by 1 full-letter grade and will progress as follows: 4 absences= -2
letter, 5 absences= F. Therefore, if you are having trouble attending class or foresee that you will
to the point that it will affect your grade please reach out to me ASAP.
In general, I expect you to be present for every class period. Therefore, if you are absent for any
reason it is your responsibility to email me in a timely manner concerning your absence.
Secondly, I intend for your two free absences to be used for legitimate reasons such as sickness
and emergencies. My willingness to accommodate students needs beyond the 2 absence limit will
be directly related to their effort and consistency in communicating with me regarding their
absences.
Leaving the Classroom: You do not need to ask my permission to leave the classroom. If you need
to use the bathroom during a class session you may just get up and do so. Also, I realize that
sometimes unexpected circumstances/emergencies arise that may cause you to leave in the middle
of a class period. Once again, you do not need to ask my permission to leave the room. However,
if you do leave in the middle of a class period, it is your responsibility reach out to me before the
next class session so we can discuss your situation. If you do not contact me, you will be marked
absent and lose participation/attendance points for that day. Typically, I will only giving the
option to make up participation/attendance points for those situations that are urgent and could not
be avoided.

Cell Phones: The use of cell phones for any reason while in the classroom is expressly prohibited.
The use of cell phones in the classroom is distracting and disruptive to the learning of others.
Therefore, if I see cell phone use in class I will give only one warning. If phone is not put away
and use continues, I will ask you to leave for that session. The offender will lose all
participation/attendance and in-class writing points for that class period. If you need to answer a
call or reply to a text for an urgent situation, you must get up and exit the classroom to do so.
Laptops/Tablets: The use of laptops, tablets, and e-readers for the purpose of taking notes and
accessing readings is allowed. These devices are allowed in the classroom for the purpose of
learning, but texting, emailing, and/or other leisure activities are strictly prohibited. The class as
a whole will also need to come to a community agreement on how to mitigate the potential
distraction of laptop/tablet/e-reader use.

Grading & Assignment Breakdown:

120points
20points
120points
20points
100points
140points
100points
200points
150points
30points

Points you earned

Essay #1 (Drft 20pts; Fnl 100pts)

Essay #1 Peer Review/Response
Essay #2 (Drft 20pts; Fnl 100pts)
Essay #2 Peer Review/Response
Midterm Exam
Weekly Responses (4 x 35pts)
In-Class Writing (3pts each)
Participation/Attendance
Final Essay (Drft 15pts EC)
Mandatory Meeting w/ Instructor

____________
____________
____________
____________
____________
____________
____________
____________
____________
____________

Total: 1000points
Percentage of Final Grade by Assignment:
Essay1 & 2 (24%) + Final Essay (15%)= 39%
Weekly Responses= 14%
Participation/Attendance= 20%
Midterm Exam= 10%
In-Class Writing= 10%
Peer Review/Response= 4%
Meeting w/ Instructor= 3%
The following grading scale will be used to determine your grade
93-100 = A
90-92 = A87-89 = B+
84-86 = B

80-83 = B77-79 = C+
74-76 = C
70-73 = C-

67-69 = D+
64-66 = D
60-63 = D0-59 = F

In-Class Writings: You will need a folder or thin binder to hold your in-class writings. You will
turn in your in-class writings at the end of each class period. I will give them back to you once

graded and then you will keep them in your In-Class Writings folder. They will be very useful
to look back on for your final essay!
Weekly Writing/Reading Blogs- Each week you will submit a blog post responding to the
readings for the upcoming class period. In the responses to the readings, I would like for you to
reflect upon the themes/issues that sparked your interest, the authors main points or key ideas,
passages that stood out to you, or the overall writing styles and strategies of the texts. The most
effective responses will:
seek to examine how the readings connect and how the authors speak to each other.
reflect upon how you are personally relating to the ideas, issues, themes, or literacies the
readings illuminate. In what ways have seen the themes/issues of the texts come up in
your own lived experience, that of your family, or that of your communities?
You will be able to choose the readings for the upcoming week you wish to respond to. Blogs
responding to readings for upcoming Monday class periods must be submitted before Sunday at
5pm. Blogs responding to readings for upcoming Wednesday class periods must be submitted
before Tuesday at 5pm. Late submissions will not be accepted.
You will also be responsible for responding to the ideas of two classmate blogs each week. You
must respond to blogs before the class period on which they are due. You can and may choose to
respond to one classmate blog for Monday and another classmate blog for Wednesday or you can
choose to respond to both for the same day.
Essay#1: Critical Literacy Narrative- The purpose of a literacy narrative is to understand how your
past literacy experiences shape your current literacies by telling a story about your literacy history
and analyzing the significance of the story. Rough draft must be submitted via Smartsite
before the class period due and brought to class in hard copy. Revised draft just needs to be
submitted via Smartsite.
Essay#2: Research & Synthesis - Your second paper will revolve around a contemporary social
issue experienced within one particular Indigenous/Native community within a specific
geography/region. You will have to do outside research on that particular issue within that
particular community, while connecting it to the ideas and themes presented by our authors and
course readings. Further explanation and rubric will be give in class. Rough draft must be
submitted via Smartsite before the class period due and brought to class in hard copy. Final
draft just needs to be submitted via Smartsite.
Peer Review/Response: Before the final drafts of your first and second essays are submitted, you
will be required to read over and comment on the content, structure, and effectiveness of your
peers rough drafts. In doing so, you will give each other invaluable support and insight into
improving each others writing. You will submit these to me in class on the day the final essay
is due. Must be present in class for Peer Review/Response sessions in order to be eligible for full
points on essays.
Midterm Exam- The midterm exam will include multiple choice, quote identification, short answer
and essay questions. The exam will cover all readings up to the midterm date.
Final Essay: Critical Self-Reflection/Story-weaving- In this final paper, you will be responsible for
discussing the ways in which your understanding of writing has grown and/or changed throughout

this course, particularly in relation to Indigenous perspectives regarding writing, storying, and
literacy. this assignment enables you to to build upon ideas youve already been wrestling with in
your writing assignments throughout the course. There is already a wealth of your own writing to
draw fromblogs, writing memos, and writing reflections. You may and you should utilize these
past writings within your discussion, both analyzing what they represent in your own journey as a
writer and expanding upon or shifting your already articulated ideas.

Course Overview/Schedule:
Date & Topic
Week 1:
Monday 1/4
Introduction to Native
Literatures

Wednesday 1/6
The Power to Name:
Writing from a Native
Perspective

Week 2:
Monday 1/11
The Power to Name:
Writing from a Native
Perspective

Readings Due/Description

Assignments Due

What is Native American Literature? Why is it

necessary?
Class expectations, syllabus, and Intro Native
American Studies

1. Leslie Mormon Silko- A Pueblo Indian

Perspective on Language and Literature
2. Deborah Miranda- California is a Story
*Hand out rubric Essay#1
*Hand out Weekly Response rubric

1. Gloria Bird- Breaking the Silence: Writing as

Witness Speaking for the Generations
2. Chrystos- The Old Indian Granny Reinventing
the Enemys Language
3. Deborah Miranda- The Lies My Ancestors Told
Me Bad Indians
*In-Class: Jamila LyiscottTri-lingual Orator

Peer Review/Response Workshop In Class

Wednesday 1/13
3. Bring fully completed rough draft of essay #1 to
Native Invisibility & Myth
class
of Disappearance
4. Sherman Alexie- The Search Engine (p.1-11),
Lawyers League, and Do Not Go Gentle Ten
Little Indians
5. Adrienne Keene- But Why Cant I Wear a Hipster
Headdress? Native Appropriations
*In-Class: Matika Wilbur Surviving Disappearance,
Re-Imagining & Humanizing Native People

Draft #1 Due

Week 3:
Monday 1/18
Martin Luther King, Jr.
Day- NO CLASS
Wednesday 1/20
Media, Representation,
and Power

Week 4:
Monday 1/25
Media, Representation,
and Power

1. Andrea Smith- Heteropatriarchy and the Three

Pillars of White Supremacy

Essay #1 Due

Draft #2 Due

*Hand out rubric Essay#2

*In-Class: identity wheel & talking circle
*In-Class: Reel Injuns (documentary)
1. Selections from Film Form & Narrative:
Introduction (p.1-2), Cinematic Codes (p.925), Narrative (p.25-32)
*skim through Film Form & Narrative paying close
attention to definitions, cinematic codes, and elements
of mis-en-scene

Wednesday 1/27
immigrants, Natives,
and Xican@s: Indigenous
Perspectives on
Immigration and the
Border
Week 5:
Monday 2/1
immigrants, Natives,
and Xican@s: Indigenous
Perspectives on
Immigration and the
Border

Wednesday 2/3
Colonialism, Violence,
and Historical Trauma:
Missions, Boarding
Schools, Indian Child
Welfare

1. Gloria Anzaldua- The Homeland,

Aztlan/Borderlands/El otro Mexico
2.
- How to Tame a Wild Tongue
3. Alejandro Jimenez- Mi Madre
*In-Class: 800 Mile Wall (documentary)
*In-Class: Whats the difference between Hispanic,
Latino, and Spanish YouTube
1. Vincent Schilling- White Mans Borders and the
Sacred Lands, Sites & Tribes They Affect Indian
Country Today Media Network
2. Ines Hernandez-Avila Open Letter to Chicanas:
On the Power and Politics of Origin
*In-Class: When Savages Unite
*In-Class: 800 Mile Wall (documentary)
*In-Class: Caught in the Crossfire US/Mexico
Border Militarization Threatens Way of Life for Native
Tribe DemocracyNow
Peer Response/Review Workshop (In Class)
1. Bring fully completed rough draft of essay #2 to
class
2. Cutcha Risling Baldy- Why I Teach The
Walking Dead in My Native Studies Class
*In-Class: Trauma clip

http://www.pbs.org/newshour/bb/study-finds/ptsdlingers-body-chemistry-next-generation/
Week 6:
Monday 2/8
Colonialism, Violence,
and Historical Trauma:
Missions, Boarding
Schools, and Indian Child
Welfare

Wednesday 2/10
Rape as a Tool of
Genocide: Violence &
Gender

1. Deborah Miranda, End of the World:

Missionization 1776-1836 Bad Indians
2. Andrea Smith Sexual Violence as a Tool of
Genocide Conquest
*In-Class: Unseen Tears: Native American Boarding
School Experience
1. Deborah Miranda- Silver Bad Indians
2. Gloria Anzaldua-Letting Go
3. Chrystos- He Saw & I Walk in the History of
My People This Bridge Called My Back:
Writings by Radical Women of Color
4. Janice Gould- Coyotismo Reinventing the
Enemys Language
*Hand out Midterm Exam rubric

Week 7:
Monday 2/15
Presidents Day- NO
CLASS
Midterm Exam (In Class)
Wednesday 2/17
Midterm Exam

Week 8:
Monday 2/22
Two-Spirit, Queer, &
LGBTQ Indigenous
Experiences

1. Jaynie Lara- Being Two-Spirit Sovereign

Erotics: A Collection of Two-Spirit Literature
2. Paula Gunn Allen- Some Like Indians Endure
Sovereign Erotics
3. Gloria Anzladua- To Live in the Borderlands
Means You This Bridge Called My Back: Writing
by Radical Women of Color
*Hand out Essay#3 rubric
*In-Class: Two Spirits (documentary)

Wednesday 2/24
Two-Spirit, Queer, &
LGBTQ Indigenous
Experiences

1. Beth Brant- This Place Food & Spirit

2. Deborah Miranda- Extermination of the Joyas:
Gendercide in Spanish California
3. Beth Brant- This is History Food & Spirits:
Stories

Essay#2 Due

*In-Class: Two-Spirits (documentary)

Week 9:
Monday 2/29
Environmental
Racism/Colonialism
Wednesday 3/2
Environmental
Racism/Colonialism

1. Linda Hogan- Solar Storms (Prologue, thru Ch. 8)

1. Linda Hogan- Solar Storms (thru Ch. 10)

2. Winona LaDuke- The Mt. Graham International
Observatory and the University of Arizona
Recovering the Sacred
In-Class: In the Light of Reverence (documentary)

Week 10:
Monday 3/7
500 Years of Resistance:
Writing, Activism, &
Decolonization

Wednesday 3/9
500 Years of Resistance:
Writing, Activism, &
Decolonization
Finals Week:
Monday 12/14

1. Linda Hogan- Solar Storms (thru Ch.18)

Draft #3 Due

Final Essay Due by

12pm

1. Deborah Miranda- To Make Story Again in the

World Bad Indians

Submit Final Essay #3

No Class Meeting. Turn in Final Essay via Smartsite.