ETHN112B / HIUS108B - History of Native Americans in the US II Final Project Guidelines

Your group project should think carefully about these questions:

How does the goal of the project goal produce knowledge constructive for American Indian communities?

How could the project research question be framed as desire-centered rather than damage-centered (Eve Tuck article)?

This question relates to theory of change: flaws to reparations; as opposed to acquiring a deeper understanding for “becoming more of who we are” (dreams).

How might the project goal contribute to a nation-building rather than a regulatory framework (Corntassel & Witmer, Chapter 2)?

This is also related to Tuck’s ideas about desire-centered versus damage-centered research.

The project should think about how it connects past history, present lived experience, and future desires/dreams.

The project should have some form of dissemination that considers a particular audience or audiences, and serves the project goals.

All class materials (readings, lectures, class visits, TED blogs and web resources) are basic building blocks for the final project and should be read, understood, and incorporated where useful.


Project Group 1

Andy Ferruzca

Ben Kubas

Tabitha Lee

Zakary Morgan

Our group’s main focus has been the negative portrayal of Native Americans through mainstream media. Although the main focus is media, a special interest has been taken in film, western films to be specific. By exploring the western film genre we have discovered how harmful images of Indians are used not only for entertainment but to serve a purpose for the white man’s gain.

Project Group 2

James Gatmaytan

Lolita Manos

Valerie Rosal

Bert Yee

Most of the content of our presentation documentary came from our research paper along with additional research for photos and videos. The information presented is a condensed version of the main subjects from our paper voiced over by Valerie.  The background of the video will showcase pictures of various Native American art pieces and other photos pertaining to our subject.  Videos will also be incorporated throughout the documentary as well.

In order to obtain a deeper understanding of how Native American art forms provide a sense of Native American identity throughout history, our group examined three types of artwork from various tribes:  baskets, jewelry, and drums.  We will examine the history of these works and how they laid the foundation for cultural identity. We will then examine the roles of these objects and how they shaped the people.  

The timeline will start before the influence of western culture. The focus of this period will center the meaning and significance of each artwork. This will outline the cultural and religious aspect of the pieces as well as show the roles of how traditional art is used in daily Native American lives.

The next period shows artwork after it has been affected by western culture.  We will explore how Native Americans adapted or changed their work to fit their new audience, and  how the influence of western culture affected the passing of traditional skills. This will also introduce a new factor into their work as well; we will see how the economic factor plays a role in the creation and purpose of the work.

The final section will cover how Native American tribes use artwork use today. We will explore to see how much of the artwork is still being preserved by its root’s tradition and how much it changed due to its incorporation into western society. This section would be mainly a compare and contrast sections as we can showcase how the artwork has been preserved or altered after a hundred year gap.

Project Group 3

Sarah Carter

Garrett Dempsey

Ken Hedrick

Corrine Ishio

Tyler Yager


Group 3’s presentation has the theme of, “How Have Native American’s Preserved and Cultivated Their Culture in Today’s Society?” The presentation will consist of each group member presenting their area of research with PowerPoint slides. The aspects of culture that each of us will discuss will be medicine, traditional craftsmanship, religion, and language. In addition to the PowerPoint’s Ken will be showing some of the native plants used by the Kumeyaay. In addition to her PowerPoint, Sarah has a 3 minute video clip that she hopes to have time to play at the end of her presentation.

Project Group 4

Zuleima Avalos

Kevin Fulmer Gardner

Amy Oba

Zachary Ruylemeyer

Scott Finkel


Our group's research topic was depictions of Native Americans in the media and the ways that they sought to actively maintain their identities. We chose our three sub-topics, Native authenticity, the 'rich Indian,' and white guilt and the noble savage to focus in on some specific issues that challenge Native identity and then looked at how Native Americans lived outside these stereotypes. In order to present our research, our group made a website that displayed aspects of our findings. We chose a website because we thought it was appropriate for a research topic centered around depictions in the media, and we wanted to add our own media contribution. During our presentation, our plan is to walk the class through our website, and have each group member give about a five minute snapshot of the material they did research on that is on the webpage.

Project Group 5

Scott Finkel

Chris Karba

Christine Linn

Ashley Madrid,

Michael May


Group five will be presenting a website called NativePortal. Group members have composed articles relating to their assigned topics from the research paper. The website creation was done by Scott Finkel and he will explain how to navigate it and its intended layout. Each group member will read an article he or she wrote.

Project Group 6

Demi Chan

Haley Clark

Kelsey Daum

Claire Hamilton

Joseph Mills


Group six is using a power point. We are all going to present the introduction of the project. Then Haley will begin by presenting the research that she did on the Native American's spiritual connection to land abd how this connects to the rest of the research.

Joe will talk about how Native Americans have lost huge amounts of land through various treaties, allotments, and governmental policies. This has limited their overall freedom and put them in a position to fight for the land they still have. Then he will discuss how the government has given monetary compensation to tribes; however, tribes have begun to argue for the return of certain tracts of land claiming the government has encroached on their religious freedom.

Kelsey will then present on Native women gender roles and connection to land. She will describe how they spiritual connected to land and how this connection plays in to environmental activism. This also relates to issue created by the perception of space or mapping their lands (allotment). Then she will lead in to the most major issue fought amongst Native female activist, which is the VAWA.

Demi is going to discuss the Violence Against Women's Act. This will connect to Native women and their push for better the nation as well as fixing government policy that creates loops hoops in the system.

Claire will then connect her research on environmental justice and what it means from a Native American perspective highlights two important points. First, the importance of the ability of tribes to exercise their rights as sovereign entities, meaning that they get to decide what they want their future to look like. Second, that there are significant structurally embedded obstacles to the ability of tribes to fully use their sovereign rights; we then must recognize the existence of these larger structural issues in our society and aim to make the playing field more equal.

This will draw us in to our conclusion and analysis that will be done as a group


Description – 1-2 pages (post to TED as a new Blog or email to before class February 25, for return 2/27 with comments):

Project Groups should use assignment as a snapshot of where you are in the process of responding to the questions raised above and the Group’s progress at arriving at a research topic and research question(s). I will use this report to comment and to offer further ideas and resources for the Group.

Post the Description to TED as a new Blog with name “Group Project #” or email to before class on February 25.

Written component (due in-class March 15):
Project Groups will produce a written research report at least 12 pages, but I expect that

most will be substantially longer.

Project must have a core research component: archives, published academic works, news and media sources, ethnography (interviews, observation, or both), or a combination of these.

All research material should be properly cited. Make sure you keep note to track materials that will become part of your project so that you will be able to construct a complete citation. The Group may use any system of citation (e.g. MLA, Social Sciences) as long as it is complete and consistent.

The research report will generally have the following sections:
• Introduction that describes the general context for the project and research

question(s) that drives it.

  • Description of the research approach and methods used in the project.

  • Role that each Group member played in the research, writing, and presentation.

  • Presentation of research results, analysis, and conclusions drawn from the material.

• Bibliography of works consulted (see example page).

Presentation component (scheduled for Final Exam, Friday March 22, 8:00-11:00AM): Project Group presentations can be in any format or combinations of formats.

Send a short written description of the presentation to by 6PM on Thursday March 21.

Each Project Group will have 25 minutes including setup time for the presentation.

page 2 of 3


Sample Bibliography Entries

Gutiérrez, Ramón. When Jesus Came, the Corn Mothers Went Away: Marriage, Sexuality, and Power in New Mexico, 1500-1846. Stanford: Stanford University Press, 1991. [Modern Language Assn. format]

Gutiérrez, Ramón. 1991. When Jesus Came, the Corn Mothers Went Away: Marriage, Sexuality, and Power in New Mexico, 1500-1846. Stanford: Stanford University Press. [American Sociological Assn. format]

Monograph with editor and translator:

Córtes, José. Report of the Northern Presidios of New Spain. Ed. Elizabeth A. H. John. Trans. John Wheat. Norman: University of Oklahoma Press, 1989.

Monograph, multiple authors:

Ackerman, Nancy, and Peggy Roalf. Strong Hearts: Native American visions and voices. New York, NY: Aperture, 4 1995.

Edited book:

Albers, Patricia, and Beatrice Medicine, eds. The Hidden Half: Studies of Plains Indian Woman. Boston: University Press of America, 1983.

Edited book chapter:

Albers, Patricia. “Sioux Women in Transition: A Study of Their Changing Status in Domestic and Capitalist Sectors of Production.” The Hidden Half: Studies of Plains Indian Woman. ed. Patricia Albers, and Beatrice Medicine. Boston: University Press of America, 1983. 175-236.

Journal article:

Adams, Eleanor B. “Letter to the Missionaries of New Mexico from Fray Silvestre de Escalante.” New Mexico Historical Review 1965; 40:4, 319-332.


Bandelier, Adolph A., ed. “Bandelier Documents.” Papers from the Hemenway Expedition. Tozzer Library, Harvard University.


Frank, Ross H. “From Settler to Citizen: economic development and cultural change in late colonial New Mexico, 1750-1820.” Ph.D., Department of History, Berkeley, University of California, Berkeley, 1992.


Tribal Digital Village, ,visited February 20, 2013. page 3 of 3