Course Number:
HST 218
Transcript Title:
American Indian History
Aug 11, 2022
Jul 12, 2023
Total Credits:
Lecture Hours:
Lecture / Lab Hours:
Lab Hours:
Satisfies Cultural Literacy requirement:
Satisfies General Education requirement:
Grading Options
A-F, P/NP, Audit
Default Grading Options
Repeats available for credit:

Placement into MTH 65 or MTH 98

Prerequisite / Concurrent

WR 121 or WR 121Z

Course Description

Covers history of American Indians in what is now the United States from pre-Columbian times to the present, exploring the cultural diversity among Native peoples, tribal sovereignty, conflicts and accommodations with European Americans, and the historical roots of contemporary issues that emphasize American Indians as a vital part of the shared history of the United States. Prerequisites: placement into MTH 65 or MTH 98. Prerequisite/concurrent: WR 121 or WR 121Z. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Interpret and articulate an understanding of key historical facts and events in American Indian history.
  2. Identify the influence of culturally based practices, values, and beliefs to analyze how historically defined meanings of difference affect human behavior.
  3. Communicate effectively using historical analysis.
  4. Identify and investigate historical theses, evaluate information and its sources, and use appropriate reasoning to construct evidence-based arguments on historical issues.
  5. Connect the past with present day events to enhance contemporary understanding and encourage civic activities.
  6. Recognize the different groups that comprise the indigenous population of the Americas in order to evaluate and appreciate their historical contributions to the modern world.

Alignment with Institutional Learning Outcomes

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
Not Addressed
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Competencies and Skills

Analyze and evaluate primary and secondary sources:

  • Connect evidence to its relevant historical context.
  • Recognize and evaluate the perspective of the creator of written, artistic, or other evidence.
  • Assess the motivation and purpose of evidence.

Evaluate different interpretations of past events and construct your own interpretation:

  • Identify an historian’s thesis and supporting evidence.
  • Evaluate the arguments used to support different interpretations of historical issues.
  • Develop your own thesis and historical interpretation and use evidence to support it.

Think critically about the relationship between past and present events and issues:

  • Recognize and identify historical roots and parallels to current issues.

Compare and contrast the experience of American Indians with various Europeans and Africans:

  • Listen to and appreciate the experience of students from different backgrounds.
  • Engage in private and public discussions that involve the construction of fact-based arguments regarding issues in American Indian history.
  • Assess the contributions of various American Indian tribes to American society.
  • Recognize diversity within the historical context.
  • Demonstrate College-level communication skills: listening, speaking, and writing:
    • Communicate effectively in writing about a historical topic.
    • Communicate in writing an understanding of historical processes and an evaluation of how concepts of values change over time.
  • Clearly articulate thoughts and ideas to a particular audience:
    • Work collaboratively with other students to evaluate and understand historical events.
    • Work collaboratively with others in discussions, debates, or role plays.
    • Present information in oral presentations.

Themes, Concepts, Issues

  • Indigenous cultures
  • Disease and population decline
  • Indian resistance and accommodation to westward expansion
  • Manifest Destiny
  • Removal and assimilation
  • Tribal sovereignty
  • Reservations
  • Treaty making
  • Role of religion
  • Red Power
  • Racism
  • Gender roles
Considering such factors as:
  • Geography
  • Social hierarchy
  • Institutions
  • Political and economic structures
  • Law
  • Cultural contributions
  • Philosophies and religions
  • Gender
  • Diversity