RELG207—Native American Religion
Marwood Larson-Harris
Office: West 318Office Hours:M/W/F: 1–2:00pm
Phone: 375-2411 and by appointment
Email:
Course Outline
Long before Jamestown was founded, Native Americans practiced elaborate religious traditions. This course will explore the rich diversity of practices that existed before first contact and those that evolved when Christianity began to spread. We will read Native American myths and stories from around the continent and also research individual tribal traditions. We will seek to understand ancient native rituals as well as those movements that arose in response to Christianity such as the peyote cult and Ghost Dance. Finally, some recent expressions of Native American religion in literature and film will be examined. The class will be making a trip on February 21 to the Museum of the American Indian in Washington, D.C.
The course’s methodological approaches to religion will include the following: a historical perspective of the main trends in Native America from pre-contact to the modern era; a narratological approach to story cycles at the genre, tribal, and regional level, a anthropological focus on how religion is organized at the tribal level; an anthropological analysis of ritual; finally, a biographical approach will reveal how the preceding dimensions of Native American religion come together in the lives of two significant practitioners.
Course Objectives and Learning Objectives
- Students will analyze pre- and post-Columbian Native American religions including an understanding of how they changed over time;
- Students will gain a detailed grasp of Native American rituals (both corporate and individual) and how they shaped and were shaped by other religious aspects of tribal life;
- Students will gain a detailed grasp of how myth and ritual are organized at the tribal level and how interactions with other tribes influences these;
- Students will critically read Native American literary forms and their relationship to religious practices;
- Students will develop a knowledge of precontact, contact, and postcontact Native American history;
- Drawing on these abilities, students will research an individual tribe’s religious culture, evaluate interdisciplinary scholarly resources in religious studies, and present their findings to the group.
Assignments
Students will write three papers. The first will be an essay about a Native American myth as it relates to a specific tribe; the second will be an application of anthropological theory to a Native American ritual; the third will be a research paper on a specific tribe’s religious practices based on the methods outlined in the course description above.
Grades
Notebooks (5%);
Reading quizzes and one-page jottings(10%);
3–4 page paper on Native American myths (10%);
4–5-page paper on ritual(10%);
7–8-page research paper on a tribe (20%);
Presentation on a tribe and story(10%);
Midterm (15%); Final (20%)
The grading scale is as follows: A (94–100), A- (90–93), B+ (87–89), B (83–86), B- (80–2), etc. An F is 59 or below. Late papers will be loweredone notch for every class day they are late (a B becomes a B-).
Jotting
Roughly every week you will be writing a jotting. Jottings are for you to reflect on a reading and then focus your thoughtsabout it; they are sometimes in response to a specific question (given on the schedule) but sometimes are an open-ended opportunity for you to identify what most grabs you about a text. These 1-page papers should be printed, a full page long, double spaced, with only your name and section number on one line at the top. They must also contain at least one short quotation (but not lengthy block quotations).
During the first few weeks of class I may use the jotting for written responses to the reading questions; in this case they will usually be longer than one page.
Notebooks
You are required to hand in notebooks, which should contain the following: notes on each day of class discussion (with a date at the top); notes on every reading, including answers to the discussion questions. If you are absent, you must get notes from someone in the class.
Where can I get additional help on my writing?
The Writing Center @ Roanoke College islocated in the Goode-Pasfield Center for Learning and Teaching in Fintel Library. Student writers working in any field of study at any level of competence meet with trained peer writing tutors in informal, one-on-one sessions. Writers may meet with tutors at any point in the writing process, from brainstorming to drafting to editing. The Writing Center is open Sunday through Thursday from 4 to 9 pm starting Sunday, September 6th. Simply stop in or schedule an appointment ahead of time by going to MyRC: Academics and looking for the Writing Center Schedule link. Questions? Email the or call 375-4949. The Writing Center also sponsors writing workshops, grammar crammers, and creative writing playshops. The Fall 2009 schedule will be posted at .
Subject Tutoring, located in the Goode-Pasfield Center for Learning and Teaching in Fintel Library, is available in various academic subjects such as Business & Economics, Foreign Languages, Lab Sciences, Math, CPSC, Statistics, and Social Sciences. All subject tutors are recommended by faculty members and receive training before working with students. Subject Tutoring is open Sunday through Thursday starting September 12th. Our hours vary by subject, so be sure to visit our homepage for a complete list of tutorial hours: Questions? Call us at 375-4949.
Attendance
You may miss TWOclasses: any absences beyond this will lower your course grade by one notch. In other words, 3 absences will lower your final grade by one notch (a B+ becomes a B), and 4 absences will lower your final grade one full letter (a B becomes a C). 6 absences will result in a failing grade (F) for the course. Please come see me if you have a difficulty.
There are no excused absences. (If you are sick or must miss school for an athletic match, make sure you have no other absences.) There will be no make-up quizzes. Make-up exams will be given for serious, legitimate reasons.
If you miss class it is essential that you get the notes from another student.
Email Policy
Please do not email me if you are sick or miss class for some other reason (unless a serious illness keeps you out of class for an extended period of time); instead, tell me in person. On the other hand, be sure and email me if you have specific questions about the assignments. Your emails must begin with a formal greeting (“Dr. Harris”), use complete sentences, and end with your name (think of them as business memos that you might write on a job).
Please do not email me if you miss class and want to find out what you missed: instead, contact another student to get the notes and any announcements.
Religious Holidays
Students who miss a class for a religious holiday may make up the class without penalty, but you must write me a note before that date. I will arrange the make-up work with you.
Electronic Devices and Laptops
Please turn off your cell phone when you enter the classroom. You may not use any electronic device during class, including a laptop. The use of any electronic device during an exam is strictly prohibited.
Special Accommodations
If you are on record with the College’s Special Services as having special academic or physical needs requiring accommodations, please meet with me during my regular office hours or schedule an appointment as soon as possible. We need to discuss your accommodations before they can be implemented. Also, please note that arrangements for extended time on exams and testing in a semi-private setting must be made at least one week before every exam.
If you believe you are eligible for accommodations but have not yet formally contacted Special Services, please call 375-2248 or drop by the Center for Learning & Teaching in Fintel Library.
The Office of Special Servicesprovides reasonable accommodations to students with identified disabilities. Although Roanoke College does not have special programs for students with disabilities, reasonable accommodations are provided based on the diagnosed disability and the recommendations of the professional evaluator. In order to be considered for special services, students must identify themselves to the Office of Special Services. Students are required to provide specific current documentation of their disability. Reasonable accommodations may include but are not limited to the following: extended time for tests and examinations, testing in a semi-private testing area, proctoring of examinations, use of interpreters, assistive technology, audio recording of lectures, and/or student note-takers. For additional information please contact Pam Vickers, Special Services Coordinator, at 375-2247 or email .
Academic Integrity
As members of a learning community, we enjoy important intellectual freedoms and are answerable to equally important academic responsibilities. Doing our own work and properly acknowledging the work of others are bedrock values in a community of scholars. When you arrived at Roanoke College you pledged to uphold these values and to abide by the practices and policies described in the brochure “Academic Integrity at Roanoke College.” It is your responsibility to read this brochure carefully and to understand it well.
In a course such as this one, which involves independent scholarship and writing, it is especially important to cite and discuss your sources as a part of our intellectual exchange. And, as a matter of honesty, it is imperative that you understand what plagiarism is and avoid even unintended violations. Review carefully the section on plagiarism in the academic integrity brochure. If you have any questions, speak with me or bring up your questions in class.
Required Texts:
Alvin M. Josephy, America in 1492 (Josephy)
Joel Martin, The Land Looks After Us (Martin)
Åke Hultkrantz, Native Religions of North America (Hultkrantz)
Richard Erdoes and Alfonso Ortiz, American Indian Myths and Legends (Myths)
Richard Erdoes and Alfonso Ortiz, American Indian Trickster Tales (Trickster)
Inquire Postings
In addition to the books listed above, you will be reading articles posted on Inquire. Think of these as an alternative textbook: print each file well in advance of class so you are certain your computer and printer are working properly. Read these selections carefully, take notes on them, and bring them to class.
NOTE: Failure to bring the textbook (or Inquire reading) to class will result in a half-absence.
all papers must be printed (not hand-written).
All papers must be stapled.
Schedule
Note: Readings listed for a particular day are due on that day.
Jan 18–20:Beginnings
T:Stories of Origins
Reading: Seneca: “Star Woman and the Twins,” Chuckchi: “Raven Shits the World,”
and The Jicarilla Genesis
Th:Tobacco Ceremony
Reading: Lame Deer pgs. 261–82; View: I Pray with Tobacco
For the next two weeks, come to class with prepared answers
to the discussion questions at the end of the syllabus.
Jan 25–27:Historical Perspectives on Precontact Religion
T: Precontact History and Religion
Reading: WilsonChapters 2–3
Jotting due:summarize how the religious practices of one or two tribes were integrated into their lifestyle.
Th: Contact History and Religion
Reading:Wilson Chapters 4–5
Feb 1–3:Historical Perspectives on Religion
T: Native Religion and Christianity
Reading: Martin pgs. 32–60 and 61–83
Th:New Native Religious Movements
Reading:Martin pgs. 84–113
Jotting due:choose one of the new religious movements and explain how Christianity influenced it. What Native American elements did this new movement retain?
Feb 8–10:Native American Narratives
T:Tales of Human Creation
Reading:Myths pgs. 1–72
Regional analysis assignment discussed (due Feb 17)
Th:Tales of Two Regions
Reading: A Zuni story and a Haida story (posted on Inquire)
Jotting due:choose one of these stories and write one-page about your own reflections on it.
Feb 15–17:Native American Narratives
T:Brule Sioux story cycle
Reading: Myths—all Brule Sioux stories: pgs. 15–19, 47–52, 65–72, 93–5, 129–36, 218–22, 237–42, 247–50, 267–70, 275–8, 342, 358–9, 395–6, 403–4, 432–8, 462–3, 481–4, 491–9
Jotting due: keep brief notes on all of the stories to see what common elements you see in them; then write one page on one or two of these common elements.
Th:Presentations on regional myths; papers due
Feb 22–24:Tribal Perspectiveson Religion
T:Zuniresearch paper assigned
Reading: Hultkrantz pgs. 87–127
Th:Shoshoni
Reading: Hultkrantz pgs. 37–66, 76–84
Mar 1–3:Trickster Stories
T:Iktomi and Raven
Reading: Trickster pgs. 99–117 and 245–65
Jotting due:From what we read about the Sioux stories before, how does Iktomi fit into the Sioux narrative and tribal world view?
Th:Coyote
Reading: Trickster pgs. 6–18, 27–46
Mar 7–11: Spring Break
Mar 15–17:A Little Theory
T:Theory and Myth: Malinowski
Reading: “Myth in Primitive Psychology”(Inquire)
Th:Ritual Theory
Reading: Victor Turner, “Liminality and Communitas” and Jonathan Z. Smith, “The Bare Facts of Ritual” (Inquire)
Jotting due:Summarize the arguments in either Turner (last names A–L) or Smith’s (last names M–Z) articles.
Mar 22–24:Ritual Perspectiveson Religion
T: Sweat Lodge and Peyote
Reading: Lame Deer pgs. 174–82 (Inquire)Second essay assigned
Th: Sun Dance
Reading: Hultkrantz pgs. 66–76
Reading: Lame Deer pgs. 198–213 (Inquire)
Mar 29–31:Navajo: The Way of Harmony
T:Navajo History
Reading: TBA
Th:Navajo Religion
Reading: TBA
April5–7:Navajo: The Way of Harmony
T:Kinaalda Puberty Ritual
Reading: TBA
Th:Blessingway Ceremony and Sand PaintingSecond paper due
Reading: TBA
April 12–14:Biographical Perspectives: Lame Deer and Black Elk
T:Black Elk
Reading:Black Elk Speaks pgs. 20–47 and 161–203 (Inquire)
Th:Lame Deer
Reading:Lame Deer Seeker of Visions pgs. 31-70 and 154–73 (Inquire)
April 19–21:Discovering Religion through Art:Tlingit
T:Totem Poles and Tlingit Social Organization
Reading:Wallace Olson, The Tlingit pgs. 34–51 (Inquire)
Th:Tlingit story telling and dance
Reading:“The Creation of the Killer Whale” (Inquire)
Thursday, April 282:00 – 5:00pmBlock 11
Discussion Questions
America in 1492:
Ch. 2—Northern Hunters
Why did the people gather to dance?
How did northern natives adapt to their environment? List some of these technologies and techniques.
How did they conceptualize the land and cosmos? (pgs. 32–3)
How did they conceptualize the animals? How did they interact with them? (pgs. 34–5)
Ch. 3—People of the Salmon
How did coastal natives adapt to their environment? List some of these technologies and techniques.
[This chapter has less about religion, but note how coastal people’s religious practices were integrated into their lives.]
For both chapters 2 and 3, pay attention to the gender roles in these groups.
Ch. 4—Taking Care of the Earth and Sky
[This chapter contains a lot of subareas—just pay attention to the main patterns of culture and religion.]
What hunting and fishing techniques did the Mandans use?
What purpose did Mandan ceremony have?
How did Pawnee astronomy relate their religious ceremonies?
What rules did the Paiute shaman play (pgs. 102–5).
How was the Pueblo creation myth related to their religious practices? (109–10)
Ch. 5—Farmers of the Woodlands
What kind of lifestyle did the Penobscott follow?
What change(s) was occurring in Iroquoian society around 1492? (129–31)
How did the Iroquoian confederation work?
What was the pipe’s purpose in this region?
How was Cahokia different from other Native American civilizations at that time?
The Land Looks After Us:
Reading: Martin pgs. 32–60 (reread 47–60)
What were Native Americans’ relationships to animals, broadly speaking?
What does the author mean by “restoration through ritual” (40)?
What did the new, post-contact spiritual movements seek to do? How did they seek to reform Natives?
What types of Native American prophets arose and how did their messages differ?
What was the relationship between their admonitions for personal reform and the overall relationship between the Indians and the Europeans?
Reading:Martin pgs. 61–83
How did the Europeans try to change the Native Americans?
How did Catherine Brown change as she became involved with Christian culture?
On what ground have natives found common ground with Christianity?
Reading:Martin pgs. 84–113
What were the main features of Wovoka’s religious movement? How was it both native and Christian?
How did the Ghost Dance contribute to the massacre at Wounded Knee?
How did Black Elk combine Sioux beliefs and practices with those of Christianity?
How does the Peyote religion incorporate Christian ideas?