Catalog Description

Hours: 54 lecture
Description: Anthropological survey of the indigenous peoples and cultures of North America. Informed by archaeological and ethnographic data, in addition to native perspectives, the course emphasizes traditional ecological knowledges/practices, sustainability, languages, material culture, art, medicine, social organizations, religion, world view, artistic representations, and responses to change. Critical examination of the impact of tribal nations on each other as well as the interactions with other groups of people. Field trips may be required. (CSU, UC)

Course Student Learning Outcomes

  • CSLO #1: Describe and discuss the complexity and diversity of Native North American cultural systems, \\n including customs, traditions, foodways, art, religion, language(s), social organizations, ancestral wisdom, and histories.
  • CSLO #2: Examine the ongoing influence of traditional lifeways, environments, and historical interactions within Native North American cultures, communities as well as the contributions of Native Americans to the cultures of the Americas.
  • CSLO #3: Discuss contemporary issues of Native North American individuals, tribal nations, and communities, such as language endangerment, environmental justice, food sovereignty, gendered violence, and tribal sovereignty.
  • CSLO #4: Overview of prehistoric migration theories into the Americas and the prehistory of the major culture areas of North America, informed by archaeological and ethnographic data as well as ancestral wisdom.

Effective Term

Fall 2026

Course Type

Credit - Degree-applicable

Contact Hours

54

Outside of Class Hours

108

Total Student Learning Hours

162

Course Objectives

  1. Explore the major indigenous culture areas of North America as well as the environments, the native ecological adaptations, and the major cultural knowledge systems which distinguish those areas.
  2. Compare and contrast Native North American sociocultural systems with each other as well as with other cross-cultural cases.
  3. Critical examination of the different anthropological approaches, methods, history and ethical issues pertaining to studying Native North American peoples.
  4. Interpret the archaeological record and the ancestral wisdom of Native peoples of North America to address historical questions such as origin theories, migration patterns, ecology, and change. Discuss the importance of CRM work (NAGPRA) and archaeological sites from indigenous perspectives.
  5. Use contemporary work to discuss the influence and ethical engagement of Traditional Ecological Knowledge. Comparison of the cultural traditions and beliefs of indigenous people, with those of western science-based management. 
  6. Examine linguistic diversity in the Americas as well as the processes that have led to the high rates of language endangerment and language death in Native North America. Critically assess the impact of cultural genocide and revitalization efforts. 
  7. Compare Native American ways of knowing and being with Western and other non-indigenous mentalities. 
  8. Examination of traditional foodways in the major culture areas of North American indigenous communities. 
  9. Analyze the relationship between Native Americans and other groups including an examination of the impact of European settler colonialism and genocide. 
  10. Use anthropological approaches along with the theory and knowledge produced by Native North American communities to describe the histories, cultures, intellectual traditions, contributions, lived-experiences of these groups with a particular emphasis on agency and group-affirmation in order to support resistance movements, racial and social justice, solidarity, and liberation between Native North American individuals, communities and others. 

General Education Information

  • Approved College Associate Degree GE Applicability
    • AA/AS - Behavioral Sciences
    • AA/AS - Social and Behavioral Sciences
    • AA/AS - Multicultural Studies
  • CSU GE Applicability (Recommended-requires CSU approval)
    • CSUGE - D1 Anthro/Archaeology
    • CSUGE - D3 Ethnic Studies
    • CSUGE - D7 Interdisciplinary Soc/Behav
  • Cal-GETC Applicability (Recommended - Requires External Approval)
    • IGETC Applicability (Recommended-requires CSU/UC approval)
      • IGETC - 4A Anthro Archaeology
      • IGETC - 4C Ethnic Studies
      • IGETC - 4G Intrdis Social/Beha

    Articulation Information

    • CSU Transferable
    • UC Transferable

    Methods of Evaluation

    • Classroom Discussions
      • Example: The instructor assigns an article, chapter, documentary, article or podcast for student scholars to read in preparation for an in-class reading discussion about the course concepts, topics, or case studies pertaining to language endangerment and language death which is viewed as a human rights issue. (course objective #6) Student scholars bring reading notes about content highlights (ex. key ideas, stories, information, quotes, etc.) from the assigned course material as well as thoughts and questions to inform class conversations and discussion. The instructor helps student scholars form small groups and directs them to use their notes to begin the conversation about the assigned material and/or discussion prompts. Student scholars are then asked to collaboratively identify ways in which the assigned reading pertains to the main ideas and key concepts within the current learning unit. class session. Groups identify a spokesperson who will share out the highlights of their case study and thoughts about how it pertains to the class discussion questions. Each student will complete a written paragraph or activity organizer which addresses the key content, their own thoughts about how it connects with the current unit, as well as what they gained from collaborating with peers. Assignments will be evaluated based on the accuracy of content addressed as well as comprehension of course concepts within the current learning unit.
    • Essay Examinations
      • Example: Student scholars will reflect upon their unit learning by analyzing individual and community benefits of growing and eating traditional foods and critically analyzes the imposition of the US food system and the removal of indigenous populations and the corresponding impact on the health and wellbeing of indigenous communities. Provide the most relevant area of learning, use assigned readings, lecture material and other learning resources to develop a deeper understanding, and then explain their key learning takeaway from the unit. Students scholars will then share their thoughts about possible real-world applications of their learning. Student scholars will draw upon empirical evidence as well as other anthropological case studies to support the importance and applicability of their learning. (course objectives, #5, #7, #8, #10)
    • Objective Examinations
      • Example: Student scholars will take scripted answer exams (ex. LMS quizzes) to assess basic comprehension of anthropological concepts, approaches and information such as, describing the theories regarding the peopling of North America. (course objective #1, #4) Evaluation will be assessed based upon accuracy of answers.
    • Projects
      • Example: 1. Multimedia Presentation on Indigenous Representations vs. Self-Representations: Description: Examine the representations of indigenous peoples of North America in U.S. media over a specific decade. Use multimedia tools (e.g., video clips, advertisements, news snippets) to showcase your findings and analyze the potential influence of federal policies on this representation. Objective: To understand the intersection of media, federal policy, and public perception (course objectives, #3, #6, #9, #10) Duration: 15 minute presentation. 2. Course Capstone Project: Throughout the semester, student scholars will plan, conduct, and present their own anthropological capstone projects (which will thus connect with most of the course objectives). Student scholars will demonstrate their understanding of basic anthropological approaches and methods within the design phase of their project. They will engage with anthropological methods to gather data and grow their understanding of their topics via a combination of primary (ex. participant-observation, interviews, etc.) and secondary sources (via the Sierra College Library online databases). Scholars will then apply course concepts to examine their research findings, compile their work into a final version (ex. paper, brief video, art project, podcast, presentation, etc.), and share with the class. Student scholars are encouraged to examine topics which will advance their personal, academic and/or professional interests. (course objectives, #2, #3,#4, #6, #9, #10) 3. Group Project on Environmental Justice: Description: In small groups, choose a case study focusing on an environmental issue impacting Native communities (e.g., water access, land rights, pollution, food sovereignty). Research the federal policies related to the issue and present an analysis of the situation, community responses, and potential solutions. Objective: To collaborate and delve into the environmental challenges faced by indigenous communities, understanding the role of federal policy. (course objectives, #4, #5, #8, #9, #10) Duration: Group presentation of 15-20 minutes.

    Repeatable

    No

    Methods of Instruction

    • Lecture/Discussion
    • Distance Learning

    Lecture:

    1. Professor lectures in order to define, explain and offer examples of the relationship between supernatural belief systems, art and healing practices within Native North American cultures (course objective #6). An academic and undergraduate level article is assigned which examines specific examples of the interconnection of religion and healing. At the next class session the professor directs student scholars to discuss in small groups the key points of the assigned readings. Student scholars brainstorm questions which are discussed by the class and facilitated by the professor. The instructor might then show a brief video which address other cases within Native North America. Student scholars are then directed to form new small groups and develop their own thoughts about the examples by applying the approaches and concepts learned earlier.
    2. Instructor assigns reading about the different dynamics and impacts of early settler colonialism upon Native North American cultures/tribes of different regions in the US (course objective #8). During the following session the instructor directs students to form small groups to discuss the article or book chapter. Towards the end of the discussion the instructor will hand out an in-class activity or exercise which requires student scholars to apply the ideas and information in the reading to new example(s) which may involve screening a brief video. Students engage in the activity/exercise and work collaboratively to fill out the information and respond to critical thinking prompts. At the appropriate time the instructor calls the groups together to share their findings and reflections on the assignment in a general class discussion.

    Distance Learning

    1. The instructor may then require students to develop their own thoughts and present them in the form of a multi-media assignment or discussion board post and then require peers to comment constructively on each other's assignments. Example: Students compare and contrast Native North American sociocultural systems.

    Typical Out of Class Assignments

    Reading Assignments

    1. Student scholars read the assigned pages from the textbook or lecture notes on the current topic, pre-assess their knowledge (ex. LMS quiz) and come to the next class session prepared to ask questions and discuss the material. 2. Student scholars read an ethnographic article or book chapter pertaining to a key course topic (eg. ways of knowing or being). They will take notes and answer a reflection question about the assigned reading in preparation for an in-class discussion activity. At the end, students submit their notes, reflection responses, and discussion takeaways for credit.

    Writing, Problem Solving or Performance

    1. After participating in an in-class discussion about the article facilitated by the professor, student scholars will write down their thoughts into a short essay or short answers wherein they discuss how the article relates to the key cultural anthropological topics and concepts they are currently studying. 2. After studying a specific theory, approach or concept, student scholars complete short essay assignments in which they apply what they’ve learned to a specific example from a list of choices including brief videos, current events or something from their own background or experiences. 3. Students learn about ethnographic methodologies, view an example, and then engage in their own ethnographic interviews somewhere on campus or in a comfortable community context. Students record fieldnotes to bring to class for discussion and collaborative analysis of the data. They then produce a brief report regarding the benefits, challenges, and relevance of their research experiences and findings.

    Other (Term projects, research papers, portfolios, etc.)

    Course Capstone Project—Throughout the semester, student scholars work on their own anthropology informed investigation into a cultural topic, issue or event of their own choosing. Student scholars collaborate with the professor and peers to develop relevant ideas and feasible methods. Student scholars then conduct library and/or first-hand data gathering and use approaches and concepts from the course to develop their own anthropological commentary. Final reports are shared with the professor and informally with peers in a variety of possible formats such as research papers, ethnographic videos, websites, original art projects, cultural skill demonstrations, etc. (Course objectives #2, #3,#4, #6, #9, #10)

    Required Materials

    • An Introduction to Native North America
      • Author: Sutton, Mark
      • Publisher: Routledge, Taylor & Francis Group
      • Publication Date: 2024
      • Text Edition: 7th
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • North America Before the European Invasions
      • Author: Kehoe, Alice Beck
      • Publisher: Routledge, Taylor & Francis Group
      • Publication Date: 2017
      • Text Edition: 2nd
      • Classic Textbook?: Yes
      • OER Link:
      • OER:
    • Thunder Rides a Black Horse: Mescalero Apaches and the Mythic Present
      • Author: Farrer, Claire
      • Publisher: Waveland Press
      • Publication Date: 2010
      • Text Edition: 3rd
      • Classic Textbook?: Yes
      • OER Link:
      • OER:
    • An Indigenous Peoples' History of the United States
      • Author: Roxanne Dunbar-Ortiz
      • Publisher: Beacon Press
      • Publication Date: 2015
      • Text Edition: 1st
      • Classic Textbook?: Yes
      • OER Link:
      • OER:
    • The Rights of Indians and Tribes
      • Author: Stephen L. Pevar
      • Publisher: Oxford University Press
      • Publication Date: 2024
      • Text Edition: 5th
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • Mujeres de Maiz en Movimiento: Spiritual Artivism, Healing Justice, and Feminist Praxis
      • Author: Amber Rose Gonzalez, Felicia ‘Fe’ Montes, Nadia Zepeda
      • Publisher: University of Arizona Press
      • Publication Date: 2024
      • Text Edition: 1st
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • Reclaiming Two-Spirits: Sexuality, Spiritual Renewal and Sovereignty in Native America.
      • Author: Gregory Smithers and Raven E Heavy Runner
      • Publisher: Beacon Press
      • Publication Date: 2022
      • Text Edition: 1st
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • Native Peoples of North America
      • Author: Susan Stebbins
      • Publisher: Open SUNY Textbooks
      • Publication Date: 2013
      • Text Edition: 1st
      • Classic Textbook?: No
      • OER Link:
      • OER: yes
    • When the Light of the World Was Subdued, Our Songs Came through : A Norton Anthology of Native Nations Poetry
      • Author: Gwen Westerman
      • Publisher: W. W. Norton & Company
      • Publication Date: 2020
      • Text Edition: 1st
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • The Serviceberry : Abundance and Reciprocity in the Natural World
      • Author: Kimmerer RW, Burgoyne J
      • Publisher: First Scribner
      • Publication Date: 2024
      • Text Edition: 1st
      • Classic Textbook?: No
      • OER Link:
      • OER:

    Other materials and-or supplies required of students that contribute to the cost of the course.