Dr. Norma Wilson, Office D 228, 677-5974, Hours 10-10:50 & 1-1:50 MWF & by appointment. nwilson@usd.edu
Professor Wilson joined the USD English faculty after completing a Ph.D. in English, with an emphasis on American literature, at the University of Oklahoma in 1978. Her dissertation was a study of the spirit of place in contemporary American Indian poetry. She has published numerous articles on Native literature, including "Discovering our Natural Resources in Language and Place" in Approaches to Teaching Momaday's "The Way to Rainy Mountain," ed. Kenneth Roemer (New York: Modern Language Assoc., 1988): 85-88. Her book The Nature of Native American Poetry was published in 2001 by the University of New Mexico Press.
Course Description
This course is a study of Native oral literature, autobiography, and
non-fiction prose. While we will study the literature of a variety
of indigenous cultures in the United States, Lakota literature written
and spoken in English will be emphasized. Films, audio and videotapes,
and guest speakers will supplement the texts and other required readings.
Credit for this course fulfills the CORE advanced writing requirement
and elective hours for the AIS major or minor.
Texts:
Lame Deer, John Fire and Richard Erdoes. Lame Deer: Seeker of Visions.
New York: Washington Square Press, (1972) 1994.
Momaday, N. Scott. The Way to Rainy Mountain. Albuquerque:
University of New Mexico Press, 1969.
Neihardt, John. Black Elk Speaks. Lincoln: University of Nebraska Press,
New York: Pocket Books, 1972.
Sneve, Virginia Driving Hawk. Completing the Circle. Lincoln: University
of Nebraska Press, 1995.
Trout, Lawana. Native American Literature: An Anthology. Lincolnwood,
ILL: NTC Publishing Group, 1998.
Goals: Students will gain a knowledge of the various forms of traditional oral literature, including narratives, oratory, and songs and of the development of Native American autobiographical prose. Students will gain an understanding of the literary genres included in this course and the historical and literary context of this literature. Students will develop their ability to write insightful essays about the literature, relating it to their own experience and working toward achieving their own goals.
Undergraduate requirements: Attendance, participation in discussions, completion of reading, research and writing assignments, including a 250-word response to a cultural event (suggestions are marked with an asterisk), four 500-word essays (which include references to at least two sources) in response to assigned texts, one to be written in class, and a 5-7 page essay (which includes references to at least five sources). Writing should be typed.
Graduate requirements: Graduates will complete all the above requirements, except for the 5-7 page essay. Instead, graduate students will write a 10-14 page essay for presentation to the class. Graduate students are expected to perform graduate-level work and to lead the way in class discussions.
If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Dr. Elaine Pearson, Director of Disability Services (Service Center, 119; 677-6389) as early as possible in the semester.
Requirements are specified at the end of this syllabus.
Schedule of Classes, subject to changes
September
W 4 Introduction to the course and to each other. First beginnings. Lakota Creation/cosmology. "How the Sioux Came to Be" told by John Fire/Lame Deer (Brule Lakota). From American Indian Myths and Legends. Ed. Richard Erdoes and Alfonso Ortiz. Nomenclature. Intro. to traditional oral literature.
F 6 Trout, xvii-xxiii, xxviii-xxix , "The Spirit World," 75-102, 153-55, Iroquois cosmology and the formation of the Iroquois league.
M 9 Trout, 103-24 Dine cosmology and ceremonial songs.
W 11 Trout, 219-25 and 702-11, Gorman, "The Navajo Long Walk and Benally, "Captured by the Enemy." Discussion of the significance and aftermath of the attack on September 11, 2001.
F 13 Trout, 414-21 William Apess, "A Son of the Forest" and Trout, 192-99, Elias Boudinot, "An Address to the Whites." Preliminary essay written in class (2%).
M 16 Trout, 341-42, 518-19, 633-34 -- "Song of the Sky Loom," "Song of Divorce," and "Enchanted Enchanted Rattlesnake"
W 18 Trout, 236-41, and 242-63 Sarah Winnemucca, "Buried Alive," Yellow Wolf: His own Story," and Hale, "Return to Bear Paw."
F 20 Begin discussion of Black Elk Speaks. Suggested topics for 500-word essay on Black Elk Speaks . Vermillion Lit. Proj. meeting, D 201, 4 pm.*
M 23 Class meets at the W.H. Over Museum. Tour. Continue discussion of Black Elk Speaks.
W 25 Complete discussion of Black Elk Speaks.
Th 26 Marcus Amerman presents Oscar Howe Memorial Lecture, 7 pm Farber*
F 27 500-word essay on Black Elk Speaks due (16%). Charles A. Eastman, "The Ghost Dance War," Trout, 266-76. Luther Standing Bear, "First Days at Carlisle," Trout, 598-610. "At Last I Kill a Buffalo," Trout, 423-29.
September 27-29 Northern Plains Tribal Arts, Ramkota, Sioux Falls*
M 30 Mourning Dove, "The Big Snow and Flood Rampage of 1892-1893," Trout, 688-95. Zitkala-Sa, "The School Days of an Indian Girl," Trout, 611-33.
October
W 2 Begin The Way to Rainy Mountain, 1-41. Trout, 367-68, 635-48 "The Man Made of Words." Film featuring N. Scott Momaday. Suggested topics for 500-word essay on The Way to Rainy Mountain.
F 4 The Way to Rainy Mountain, 43-63.
M 7 Reading and storytelling by Tsalagi Scholar and poet Janet McAdams.
You are also invited to attend her storytelling session at 11 am in ED
216.
W 9 The Way to Rainy Mountain, 65-end. Complete discussion of The Way to Rainy Mountain
F 11 Native American Trickster narratives. "The Fawn, the Wolves and the Terrapin" (Creek), Trout, 150-52. "Raven Steals the Light" (Haida), Trout, 156-60; "Naanabozho and the Gambler" (Anishinabe), Trout, 161- 65. and "Iktomi and the Ducks." Suggested topics for 5-7 and 10-14 page research papers.
October 13, Native American Day Wacipi, 4 H Building, Vermillion*
M 14 Native American Day. No class.
W 16 The writing of Vine Deloria, Jr., "Indian Humor," Trout, 654-62 and "Indians Today, the Real and the Unreal," Trout, 7-15.
F 18 Class dismissed in exchange for attendance of a cultural event outside of class and two one-page written responses (2 points each), to be completed by one week following each event. Suggestions are marked with an asterisk* throughout this syllabus.
October 18-20 Red Road Retreat*
M 21 Begin discussion of Lame Deer: Seeker of Visions. Topics for in- class essay on Lame Deer.
W 23 Continue discussion of Lame Deer: Seeker of Visions.
Th 24 Webster Two Hawk presents Cash Memorial Lecture, 8 pm, Farber*
F 25 Complete discussion of Lame Deer: Seeker of Visions.
M 28 In-class essay on Lame Deer: Seeker of Visions.
W 30 Philip Deloria, "I Am Not a Mascot," Trout, 45-48, "My Indian Name and Name Giveaway, Trout, 54-59.
November
F 1 Non-fiction prose by Elizabeth Cook-Lynn.
M 4 Introduce the work of Virginia Driving Hawk Sneve. Begin discussion of Completing the Circle. Suggested topics for essays on Completing the Circle.
W 6 Continue discussion of Completing the Circle.
F 8 Completing the Circle.
M 11 Veterans Day Holiday
W 13 Class meets in Farber Hall, Old Main to hear Virginia Driving Hawk Sneve read. Sneve reads and discusses The Trickster and the Troll,* Lincoln-Roosevelt Rooms, CSC, 9 am; 12 noon luncheon with Sneve, Lincoln-Roosevelt Rooms, CSC*
F 15 500-word essay on Completing the Circle due. Gerald Vizenor From Interior Landscapes," 450-62.
M 18 Linda Hogan, "The Two Lives," Trout, 26-41; "Seeing, Knowing, Remembering," Trout, 747-50; "The Voyagers, Trout, 26-41. Writing an abstract for your formal critical essay.
W 20 James Welch, "I Remember", 759-61. Shonto Begay, "The View From the Mesa," 738-46.
F 22 Carl Sweezy and Althea Bass, From The Arapahoe Way, Trout, 430-41. Debra Calling Thunder, "Voices of the Invisible," 226- 31. Abstract and preliminary bibliography for formal critical essay due.
M 25 Michael Dorris, "For Indians, No Thanksgiving," Trout, 16-19.
W 27 Louise Erdrich, "Skunk Dreams and Morning Glories and Eastern Phoebes," Trout, 321-26.
Thanksgiving break
December
M 2 Nonfiction by Native Hawaiian writer Haunani-Kay Trask.
W 4 Joy Harjo, "Metamorphosis," Trout, 679-83. Bring drafts of critical essays to class.
F 6 Leslie Silko, "I Still Trust the Land," and "Giant Bear," Trout, 292-99.
M 9 5-7 page critical essays due. Share these.
W 11 Graduate Student presentations.
F 13 Discussion of the course.
Requirements specified:
You will receive credit for the number of classes you attend.
You will write essays on topics you have selected from those I have suggested. These may become the basis for the formal critical essay you are required to write during the second half of the semester.
Essays should be in the form indicated in the MLA Handbook, latest edition. Your audience is someone who has read the texts; so there is no need for long quotations. The reader can be expected to understand brief references, but you still need to document them. You are writing for any informed reader of Native American literature.
Students are welcome to use creative writing approaches, including autobiographical essays; however, written responses should provide ample evidence of the student's familiarity with assigned texts.
When quoting someone, writers must use quotation marks and attribute the quotation to its author. Plagiarism (presenting another author's words or ideas as your own) is not acceptable. No credit will be received for writing that is plagiarized. Students will not be allowed to redo a plagiarized assignment for credit.
Late policy:
There will be a penalty for each class period a paper is late. For example,
during the class period following the due date, a B- becomes a C+.
The grade will be lowered according to the time that has passed since
the due date. Papers will be accepted for credit no more than three
weeks after the date they were due.
Grading Criteria for Essays:
A: This grade is reserved for an essay that demonstrates the highest
competence. The thesis is clear and well supported with accurate references,
in the form of specific details, to primary and secondary text/s, as
required. The A-level essay is well organized and coherent. It is free
of grammatical, mechanical and spelling errors. Sentence patterns vary.
Diction is appropriate and precise. Documentation, Works Cited, quotations
and other items are done properly, according to the MLA format. An
unusually creative expression, this essay provides insights that illuminate
the text/s.
B: This grade is for an essay that demonstrates competence; however it does not meet all the expectations mentioned above.
C: This grade is for an essay that demonstrates a degree of competence; however, its creativity, substance and/or style are not above average.
D: This grade is for an essay that is below average in competence.
F: This grade is for an essay that demonstrates incompetence.
Plus or minus grades indicate slight variations from these standards.
Averaging of Final Grades:
Since it is impossible to convert your participation in the course precisely
into numbers, these percentages are approximate, but they provide guidance
for evaluating your work.
Undergraduates:
4%--Attendance: Absences: 1-3 A (4%); 4-6 B (3%); 7-9 C (2%); 10-13 D
(1%)
2%--A written response of 250 words to a related cultural event.
2%--Preliminary in-class essay.
2%--Abstract and preliminary bibliography.
48%--Three, 500-word essays (16% each)
16%--In-class essay
26%--1,250-1,750-word essay
Graduates:
4%--Attendance (see above)
2%--A 250-word response to related cultural event
2%--Preliminary in-class essay
2%--Abstract and preliminary bibliography
36%--Three, 500-word essays (12% each)
12%--In-class essay
42%--2,500-3,500-word essay presented to the class
Grading scale: 90-100% A, 80-89% B, 70-79% C, 60-69% D, 0-59% F