ES 303 - Debates in Contemporary Native America

Units: 3 ; Breadth Area: GE-UD-C; Diversity
Exploration of contemporary debates and issues specific to American Indian communities including theories of American Indian origins, stereotypes, racism, resistance, and sovereignty.

Strongly Recommended Preparation: Upper division status (greater than 60 earned semester units) and completion of lower division Area C requirements; and ES 100 and/or ES 200.
Prerequisites: Completion of GE Areas A1, A2, A3 and B4 with grade C- (CR) or better.
Equivalent Quarter Course: ES 2400.
Possible Instructional Methods: Entirely On-ground, or Entirely Online, or Hybrid.
Grading: A-F or CR/NC (student choice).
Breadth Area(s) Satisfied: GE-UD-C - Upper Division Arts or Humanities, Overlay - Diversity
Student Learning Outcomes - Upon successful completion of this course students will be able to:

Students will gain a foundational understanding of American Indian Studies; its historical, decolonial, legal, political, social, and cultural underpinnings
Students will be able to engage from an American Indian Studies disciplinary foundation in order to better understand the inherent power dynamics that exists with other disciplines and broader societal debates. .
Students will gain insight into the intricacies and complexities of American Indian issues while learning to think more expansively about American Indian cultures, critical race theory, intersectionality, politics, history, and cultural geography

UD-C. Upper-division Arts or Humanities Learning Outcomes

demonstrate an understanding of and ability to apply the principles, methodologies, value systems, and thought processes employed in the arts and humanities;
analyze cultural production as an expression of, or reflection upon, what it means to be human; and
demonstrate how the perspectives of the arts and humanities are used by informed, engaged, and reflective citizens to benefit local and global communities.

Diversity Overlay Learning Outcomes

describe the histories and/or experiences of one or more U. S. cultural groups and the resilience and agency of group members;
identify structures of oppression and the diverse efforts and strategies used by groups to combat the effects of oppressive structures;
analyze the intersection of the categories of race and gender as they affect cultural group members’ lived realities and/or as they are embodied in personal and collective identities;
recognize the way that multiple differences (including, for example, gender, class, sexuality, religion, disability, immigration status, gender expression, color/phenotype, racial mixture, linguistic expression, and/or age) within cultural groups complicate individual and group identities.