native archaeology syllabus


THE PRE-COLONIAL HISTORY OF NATIVE AMERICANS
(Also known as North American Archaeology)

Anthropology 369
Fall 1996

PROFESSOR: Arthur S. Keene Phone: 545-0214
PHONE:545-0214 EMAIL: Keene@anthro.umass.edu


Required Texts: Ancient North America Second Edition. by Brian Fagan. Thames and Hudson 1995. Available at Food For Thought Books, 106 N. Pleasant St.

What this awl means. by Janet Spector. Minnesota Historical Society Press. 1993. Available at Food for Thought Books, 106 N. Pleasant St.

Collected Readings for Anthropology 369:Available at Collective Copies, 71 S. Pleasant St., Amherst

Optional Text: Discovering our Past by Wendy Ashmore and Robert Sharer. Available at Food for Thought Books. (Previous editions of this or of Brian Fagan's Archaeology: a brief introduction are sometimes available at local used book shops).

THIS OPTIONAL TEXT IS RECOMMENDED FOR ANYONE WITHOUT A PREVIOUS COURSE IN ARCHAEOLOGY

Course Prospectus:
This course examines the history of Native North Americans from their arrival on this continent (sometime between 80,000 and 12,000 years ago) up until their initial encounters with Europeans. We use archaeology to construct the histories of this vast period because written historical records are incomplete and unsatisfying. By the time Europeans got around to recording their observations of indigenous societies in North America, Native populations had been decimated by a series of epidemics, wars and political upheavals that accompanied the colonial project. Furthermore, much of what Europeans did manage to record in the 16th -18th centuries was filtered through the lenses of European ethnocentrism and racism. Most early European observers, given their own cultural biases, were simply unable to understand the Native institutions that they encountered. Institutions such as communal property, usufruct land rights, flexible group identity, non-hierarchical leadership and gender equality, for example, were simply incomprehensible to early European visitors. Hence, most early European accounts are filtered through the idioms of the times: hierarchy, privilege, patriarchy and power. If history is traditionally written by the victors, it is the task of archaeology TO TELL A DIFFERENT KIND OF STORY, sensitive to the voices excluded from the written record. The challenge to "tell a different story" is especially timely now as Americans struggle to understand and acomodate a growing multi-culturalism and to embrace the notion that an accurate American History must encompass many voices and myriad experiences. The conflicts and struggles over recent efforts to celebrate (or mourn) the quincentennial of Columbus' "discovery" of America both in Europe and in the Americas attest to the fact that we actively use the past to construct the present. Efforts to deny a polyvocal history are efforts to silence subaltern (or non-dominant) voices in the present. In this class we will learn that the history of this continent began long before 1492. We will think critically about what it means to "being history" with the arrival of Columbus in 1492 and will develop alternative tellings of the history of this continent which unravel the complexities and the ideologies inherent in histories which celebrate the triumph of European civilization over indigenous societies.
We also will use the archaeology of North America as a forum for examining broad problems of human socio-cultural evolution. For example, we will examine (but not limit ourselves to) such questions as:

1. WHY ARE HUMAN SOCIETIES SO DIFFERENT? How might we account for the varied ways in which human societies organize themselves? (Native American Societies exhibited considerable diversity in social, political and economic organization across time and space).

2. WHY DO THINGS CHANGE? HOW HAVE WE BENEFITED OR FAILED TO BENEFIT FROM TECHNOLOGICAL DEVELOPMENTS? Why do societies change or fail to change through time? To what extent are these changes a result of adjustment to different physical or social environments? How has the relationship of people to their resource base changed with changing economic organization. (or how might we characterize the ecological position of various Native groups prior to and after their encounter with Europeans).How does the evolution of culture in the Americas parallel or differ from events in Africa, Asia and Europe? How might we account for the similarities and differences?

3. WHERE DOES EXPLOITATION AND INEQUALITY COME FROM? IS THE DRIVE TO DOMINATE PART OF HUMAN NATURE? Some indigenous societies resisted the impulse to build social hierarchies right through the arrival of the Europeans. Others had complex institutions of hereditary inequalities. Thus ,we might ask, what gives rise to political complexity and social inequality in small-scale societies?

4. WHO CARES? WHAT CAN WE LEARN FROM THE STUDY OF HISTORY? What can our knowledge of the past tell us about ourselves and about our future? Specifically, what can the study of pre-capitalist (or non-capitalist) societies, tell us about life in the era of global capitalism and about the possibilities for the future?

We will also pursue more basic historical questions, such as, when did people first arrive in the Americas and why did they come here; how can we explain the widespread extinction of large animals like the mammoth (megafauna) shortly after the arrival of humans; how might we account for the efflorescence of cultural complexity in some areas of the continent and absence in others; what accounts for the shift from nomadism to sedentary village life, and when, why and how were new technologies developed (e.g. ceramics, agriculture, projectile weapons) and how might we account for the differential adoption of these new technologies in different parts of the continent?

Finally, we will want to consider how an understanding of early Native American history alters or enhances what we know about the early European colonial enterprise in North America, about the impact of Europeans on Natives and vice versa, and about the impact of their interaction on the landscape as a whole. Of course, to answer any of these questions we must consider more basic issues such as how do we know about the remote past. How do archaeological facts or data (artifacts, ecofacts, sites, features, etc.) get translated into history.

The histories or prehistories we write are products of using theory and method to assign meaning to data. Throughout the course, we will examine specific data sets (that is specific archaeological observations - usually the results of excavations), the methods used to make sense of those data and the general theories which guide our investigations. While the course is set in North America, we will, throughout the course, evaluate how archaeologists use archaeological data and how they define their problems. The goals, then, are to provide not only an understanding of the human experience in a variety of physical and social environments in North America, but a framework for anthropological archaeology in any context.

Course Requirements: New course material is presented in 2 lectures per week and is supplemented by a sizeable amount of required reading (50-75 pages per week). Attendance at all lectures is required!! Readings are to be completed by their assigned date in the syllabus. Lectures will generally follow up or draw on materials in the assigned readings. Without the readings, the lectures will not usually make much sense (and vice versa) and it is therefore essential that you keep up with reading assignments. Study guides will be handed out roughly every other week to help guide you through the reading and to facilitate discussion and, hopefully, lively debate. We will frequently interrupt lectures to debate points raised or pursue questions from class and on occasion we will devote an entire class meeting to small discussion groups. Students are encouraged to raise questions concerning issues brought up in readings and lectures and I will occasionally randomly call on students to comment on materials in the readings. BE WARNED AND BE PREPARED!

Each of you will be expected to produce a critical review of Janet Spector's book, the details of which are outlined later in this syllabus. The projects is due in class on Tuesday October 15 . All late papers will be penalized one full grade. No papers will be accepted after Tuesday October 29 and no incompletes will be granted, except in the most unusual circumstances (e.g. hospitalization, imprisonment).

Homework will be assigned at irregular intervals. There will be 5 homework assignments of varying length- each requiring you to prepare notes and commentaries on the required readings. There also will be a short midterm and final exam. Exam questions will be short answer and short essay. Questions will emphasize a synthesis of lectures, readings, class discussions and your own creative thought. They will resemble those found on the study guides. A copy of an old mid-term and final will be placed on reserve in the library tower before the third week of class.

Final grades will be based as follows:

Midterm Exam: 25%: Final Exam: 25%
Critical Essay 25%
Homework/Participation: 25%


Another note on deadlines:
Homework will typically be assigned on a Thursday and will be due the following Tuesday. Students who miss classes where homework is assigned will still be expected to turn in the homework on the due date. Similarly, students who must miss classes where homework is due, are expected to have their homework delivered to the class on time. Late Homework will be downgraded 1 point/working day.

No prerequisites but...: There is no prerequisite for Anthro 369 but a basic archaeological vocabulary is essential. Those individuals with little or no background in archaeology should read the optional texts listed above or should browse through a basic introduction to archaeology. There are a number of good introductions to archaeology in the Library Tower. If you check one of these out, please check with me to be sure that it is appropriate.


SCHEDULE OF EVENTS


Class 1 (TH/Sep. 5 ) General Introduction :

READ: Almeida (1992)
Bruchac (1987)
CLASS 2 (TU/ Sep. 9) Overview Of The "Prehistory" of North America. Film: The Early Americans. (runs 55 min.)
Read: Fagan (1991) C.1
Zinn (1980)
Momaday (1991)

CLASS 3 (TH/ Sep 11) Reading and writing critical history. Who gets to tell the story? What kind of story gets told? What are the consequnces of different stories? Is science an social activity? Discussion of the readings to date with emphasis on the guiding questions, theories and epistemologies in Americanist Archaeology. What are some of the gurus of the profession doing and how is this similar or different to what we want to do this semester?

HOMEWORK ASSIGNMENT #1 DUE IN CLASS TODAY

Read: Fagan (1991) C.2,3
Wallace (1995)
Zinn (1990)

CLASS 4 (T/Sep 16) A Brief Intellectual History of the Later Years of American Archaeology: What are (and what have been) the Guiding Questions and Why? Processual vs. Post-processual archaeology? What's the difference? What's the big deal?
Read: review Fagan C.2,3
Keene and Chilton (1995)

CLASS 5 (TH /Sep 18) Intellectual history. Part II. Feminism and ethnicity in modern Americanist archaeology.
Read: Chilton (1994)

CLASS 6(T/Sep 23) Preclovis: In Pursuit of the Earliest Americans: Or When does American history Begin? (when did folk first arrive in North America and why should we care)?

Read: Fagan (1995) C.4
Adavasio and Carlisle (1986)

CLASS 7(TH/Sep 25) Preclovis Continued: consideration of some alternative and perhaps unlikely sources of data including teeth, genes and language.

Read: Zegura (1987)


CLASS 8(T/Oct 1) The real pioneers. Western Paleo-Indian and the Ecology of Big Game Hunting.Social organization of Big game hunters reconsidered. A discussion of the Lindenmeier site. Analogies from Vore and other historic sites. A brief look at Eastern Paleo-Indians and a consideration of continuity across the continent.

Read: Wheat (1967)
Fagan (1995) C.5
Fagan (1995) C.6


CLASS 9(TH/ Oct 3) Pleistocene Extinctions: What was the Impact of Early Americans on the Ecology of the Continent?

Read: Grayson (1987)

CLASS 10 (T/ Oct 8) Post Pleistocene adaptations:stability and Change in the Eastern Woodlands: Temperate Forest Foragers and the Early and Middle Archaic Period.

READ: Fagan: C.7, 17

CLASS 11 (TH/Oct 10)Changing social organization and public ritual burial data for the Late Archaic-- the cases of Indian Knoll and the Maritimes.

CRITICAL ESSAY DUE IN CLASS TODAY

Read: Fagan C.18
McGhee (1976)
Tuck (1970)
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CLASS 12 (T/Oct 15) Interlude: Special Columbus Day Lecture.
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CLASS 13 (TH/Oct 17) Whose history is it anyway. Archaeology, archaeologists and the rights of Native peoples. Part I. Video: Ozette, a gift from the past.

Class 14 (T/Oct 22) Late Archaic Social Organization: Intensification of Social Relations. (class processes in Prehistoric North America) A discussion.

Read: Classen (1991)
Bender 1985
Lee 1990

CLASS 15 (TH/Oct 24) Technological Revolutions (?) Foraging-Gardening, Perceramic-Ceramic. Did gardening/farming and pottery bring about civilization?

Read: Fagan C. 15 (pp 303-314) C. 19 (p. 397-402)
Watson and Kennedy (1991)
Goodman and Armelagos (1985)
Ford (1985)


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CLASS 16 (T/Oct 29) MID-TERM EXAM IN CLASS COVERING MATERIALS THROUGH OCT 22
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CLASS 17 (TH /OCT 31)SETTLING - IN. THE WOODLAND PERIOD. Intensification, Trade and the Rise of Asymmetrical Social Relations (?) :Adena and Hopewell.

Read: Hall (1979)
Lepper (1995)
Fagan C. 19 (remainder) and 20


CLASS 18 (T/NOV 5) The ethnography of burial ritual, geoglyphs and other sorts of data.Some tentative conclusions on Hopewellian monuments.

Read: as above

CLASS 19 (TH/ NOV 7) Tribalization: the Decline of Hopewell and the Rise of Tribes (or, how might we account for a rise in supra-local political integration?)

CLASS 20 (T/ Nov 12) The Rise and spread of Ranked Societies. The Mississippians (or the institutionalization of inequality in the eastern woodlands).

Read: Perigrine (1991)
Fowler (1975)
Fagan C.20

CLASS 21 (TH/Nov 14) RESISTANCE AND DOMINATION: Core periphery relationships within the Mississippian -(a consideration of Moundville, Alabama).

Read: Fagan, C. 21
Paynter nd
Dincauze and Hasenstab


CLASS 22 (T/ Nov 19) Cores and Peripheries beyond the Mississippian heartland. Late Woodland Adaptations in the Mississippian Hinterland. An Introduction to Iroquois Archaeology and a consideration of warfare in ancient America.

Read: Tuck (1971)
Fagan (1991) C.21
Furgeson (1992)

Review; Dincauze and Hasenstab
Fagan C.22

CLASS 23 (TH/Nov 21) Now for Something Somewhat Different: The Southwestern USA. A Comparative Perspective.

Read: Fagan (1991) C.14-16

Film: (in class) THE CHACO LEGACY

CLASS 24 (T/Nov 26) Late Anasazi and Chaco: Communal Mode or vertical hierarchies?

Read: Lekson, Stein and Judge (1988)


CLASS 25 (T/Dec 3) Late Prehistoric Communal Societies in the Southwest - additional considerations including warfare and cannibalism. Some conclusions.

Read: Martin (1995)

CLASS 26 (TH/Dec 5) The INVASION OF AMERICA: Resistance and domination revisited: The history of the colonized: THE CONTACT PERIOD- Early European/Native Relations/The Archaeology of Colonialism.

Read: Fagan (1991) C.23

CLASS 27 (T/ Dec 10) Who owns the past. PART II Preservation , Public Archaeology and the Law. What is the relationship between archaeologists and Native communities? A concluding discussion.


Read: Keene and Chilton - (1995) review
Grinde (1991)
McKeown (1995)


Class 28 (TH/Dec 12) FINAL CLASS, CONCLUSION AND REPRISE: How do we write history and for whose benefit? What stories can we /should we take away from this class? The future of different pasts.

LIST OF REQUIRED READINGS- 1996
: Adavasio, J.M. and Ronald C. Carlisle; 1986 Pennsylvania Pioneers. Natural History 95(12)20-27.; Almeida, Deidre; 1992 A more personal view. In Native peoples and museum in the Connecticut River Valley: a guide for learning. ed. by D. Krass and B. O'Connell. Northampton Historical Society, Northampton, MA.; Bender, Barbara; 1985 Emergent tribal formations in the American midcontinent. American Antiquity 50(1):52-62.; Bruchac, Joseph; 1987 Rooted like the ash trees: Abenaki people and the land. in Rooted like the ash trees: New England Indians and the land. ed. by Richard G. Carlson. Eaglewing Press, Nausatuck, CT. Pp. 2-5.
: Chilton, Elizabeth; 1994 In search of paleo-women:gender implications of remains from Paleoindian sites in the northeast. in Bulletin of the Massachusetts Archaeological Society 55(1):8-13.
: Classen, Cheryl; 1991 Gender, shellfishing and the Shell Mound Archaic. In Engendering archaeology, edited by G. Gero and M Conkey. Blackwell:London.
: Dincauze, Dena F.; 1993 Pioneering in the pleistocene: large paleoindian sites in the northeast. In Archaeology of Eastern North America. Papers in honor of Stephen Williams. Mississippia Department of Archives and History. Jackson, Miss. pp. 43-60.; Dincauze, D.F. and R. J. Hasenstab; 1989 Explaining the Iroquois: tribalization on a prehistoric periphery. in Center and Periphery. edited by T.C. Champion. Pp 67-86. Unwin:London.
: Fagan, Brian; 1995 Ancient North America: the archaeology of a continent. Second edition. Thames and Hudson, London.
: Ford, Richard I.; 1985 The process of plant food production in prehistoric North America. In Prehistoric food production in North America, edited by R. I Ford. Anthropological Papers of the Museum of Anthropology, University of Michigan, 75. Pp. 1-19.
: Fowler, Melvin L.; 1975 A pre-columbian urban center on the Mississippi. Scientific American.; Ferguson, R. B.; 1992 Tribal warfare. Scientific American. January:108-113.; Goodman, Alan H. and George G. Armelagos; 1985 Disease and death at Dr. Dickson's mounds. Natural History 94(9):12-18.; Grayson, Donald; 1987 Death by natural causes. Natural History 97(5):8-12.; Grinde, Donald A. Jr.; 1991 The reburial of American Indian remains and funerary objects. Northeast Indian Quarterly VIII (2): 35-38.
: Hall Robert; 1979 In search of the ideology of the Adena-Hopewell climax. in Hopewell Archaeology, edited by D. Brose and N. Greber. Kent State University Press. Pp 258-265.; Keene, Arthur S. and Elizabeth Chilton; 1995 Toward an archaeology of the Pocumtuck homeland. Paper presented at the 1995 meeting of the Society for American Archaeology, Minneapolis.
: Lee, Richard B.; 1990 Primitive communisim and the origin of social inequality. In The evolution of political systems. ed. Steadman Upham. Cambridge University Press. pp. 225-245.; Lekson, S., T. Windes, J. Stein and W. Judge; 1988 The Chaco Canyon Community. Scientific American. 259:100-109.; Lepper, Bradley T.; 1995 Tracking Ohio's great Hopewell road. Archaeology 48(6):52-56.; Martin, Debra; 1995 Violence against women in the La Plata River Valley (A.D. 1000-1300). xerox; McGhee, Robert; 1976 The burial at L'Anse Amour. National Museum of Canada.
: McKeown, C. Timothy; 1995 Confessions of a bureaucrat. Federal Archaeology 7(3):13-17.
: Momaday, M. Scott; 1991 The becoming of the Native: Man in America before Columbus. in America in 1492.; edited by Alvin M. Josephy. Knopf: NY. Pp. 13-20.
: Paynter, Robert; nd Social complexity in peripheries: problems and models. xerox.; Perigrine, Peter; 1991 Prehistoric chiefdoms on the American mid-continent: a word system based on prestige goods. In Core/periphery relations in the pre-capitalist worlds. edited by C. Chase-Dunn and T. Hall. Unwin(??): London. Pp. 193-211.
: Tuck, James A.; 1970 An Archaic Indian cemetery in Newfoundland. Scientific American 22(6):112-121.; 1971 The Iroquois Confederacy. Scientific American.; Wallace, Michael; 1995 The battle of the enola gay. Radical historians newsletter. #72(May 1995).; Watson, P.J. and M Kennedy; 1991 The development of horticulture in the eastern woodlands of North America: womens' role. In Engendering archaeology. edited by J Gero and M Conkey. Pp. 225-275.
: Wheat, J.B.; 1967 A Paleoindian bison kill. Scientific American.
: Zimmerman, Larry; 1994 Sharing control of the past. Archaeology November PP.65-67.; Zinn, Howard; 1989 Objections to objectivity. Z Magazine. October:58-62.; 1980 Columbus, the Indians and Human Progress. excerpted from A people's history of the United States. by Howard Zinn. Harper and Row:NY. Pp 1-21.
WRITING ASSIGNMENT
CRITIQUE OF AN ARCHAEOLOGICAL STUDY

GENERAL INSTRUCTIONS: Please read these instructions carefully!
All papers must be typed (double spaced). All papers are due in class on Tuesday, Oct 15 . Please proof read carefully. Papers will be evaluated for style as well as for content. Excessive errors and typos will result in a grade reduction.

The Purpose of this project is to:

1) allow you to examine how an archaeologist brings theory, method and data together to explore a specific problem in North American Prehistory.

2) develop your ability to read analytically and to critique the work of others.

Your essay should reflect a careful consideration of both of these objectives.


Your task: Write a critical review of Janet Spector's book, What this awl means. There is no required length though most of your essays will probably be in the neighborhood of 4 pages. All papers must be typed and are due on or before Oct 15. Your critique should be more than a book report. Your task is to evaluate this work in terms of it's contribution to the Precolumbian History of Native America bearing in mind the kinds of issues that we have stressed in the early part of the term. How well does the author bring theory , method and data to bear on a specific question? What kind of a story does she tell? Is the story believable; is it supported by sound analyses of data or cleverly constructed theory? In order to evaluate this you will need to read thoroughly and carefully.

There is no set format for writing a critique (you may wish to check the book review section of American Antiquity or American Anthropologist to see how others have approached this problem.) Each critique should probably include the following sections (within a well crafted essay with elegant prose).

SUMMARY: a brief summary of the objectives, content and organization of the work. (What was Spector trying to do, how did she do it, what did she learn).

CONSTRUCTIVE CRITICISM: here, you should specifically assess the research./ What are its major strengths and weaknesses, consistencies and inconsistencies in each of the following areas:
a) problem definition - (what is she trying to do/know and why?
b) analysis - what data are brought to bear on the question.
what theory and method inform the data. Does this make
sense to you?
c)interpretation, conclusions and results - does the author pull everything together to make a convincing argument? Why or why not?
d) does the author have a story to tell. Does she make the people real? Does she do this by effectively linking the "archaeology" to the people. That is, did you find this an informative and compelling piece of work?


REMEMBER: you must support your arguments. !!!!!!!!


CONCLUSIONS:Your overall assessment on the quality of the value of the research and the quality of the presentation. Try to relate your conclusions specifically to some of the goals we have set for ourselves in this particular course.

In writing any critique you might wish to address yourself to (but certainly should not limit yourself to) the following questions:

1. Why was this work written? Should it have been written?
2. What questions is the author asking. (HOW)Does the work articulate with any of the BIG questions in anthropology or history? or, how does (or does) this work serve the goals of anthropology, of social science, of history?
3. Does the study tell us anything we didn't know before?
4. What about assumptions: Archaeologists must always make assumptions to create/construct meaning from their data (artifacts/ features etc..). Are the assumptions made explicit? Are they well justified (or justifiable)?
5. Did the author arrive at her conclusions in a "logical" manner. Is the author convincing? Did she consider alternative interpretations? Can you think of other alternatives? Are you convinced? Are you interested? Why or why not?
6. What about the story. Can we find a story or a contribution to a story here (see d. above). Is this book populated by real people? (if so, you might consider, in what ways are they like (or unlike) ourselves and what do these similarities or differences mean?
7. Don't ignore the obvious. Is the book well written? Is the argumentation clear. Is it well organized. Are illustrations and figures provided when they might be helpful? What did you get out of it? What did you (or did you not) enjoy.? How doe sit stack up to the other cases you; have encountered so far this term?

Some questions specific to Spector that are worth thinking about.

1. What does Spector mean by a feminist archaeology? What is feminism? Is feminist archaeology different from an archaeology of gender? How is it different from other archaeology? Do you find Spector's archaeology to be feminist? Why or why not ?How does Spector's feminist archaeology compare with Keene's vision of a feminist archaeology as presented in lecture? Why does Spector feel that there is a need for a feminist archaeology? Do you agree?

2. Aside from her professed feminism, is there anything else about Spector's archaeology that marks it as post -processual?

3. Can you think of ways that Spector might have extended her analysis -- might have been more ambitious (or was she already too ambitious given the limitations of the material)?

4. Spector is working with historical materials that are grounded in written documents and oral histories. Can you see any ways that we might extend what she is trying to do, to more ancient Native history where written records and oral histories are lacking?

5. Spector rightfully worries that often our conclusions seem trivial to Native peoples. How well does she contend with this conundrum? How does her work stack up when compared with some of the other stuff we've read this term? How satisfying are the stories that she tells? What is to be done?

6. How sensitive is Spector to the ethical conundrums associated with writing someone else's history? Is there anything she might have done differently?

You cannot possibly answer all of the questions listed above and your are of course free to consider other questions that are not listed. Your goal is to construct a thoughtful and thorough review of this book. When writing, try to assume you are writing for one of your classmates, that is, someone who knows a bit about North American Archaeology, but not necessarily anything about this particular work. Finally, remember that I have to read about 40 of these so try to be thoughtful and creative and neat.

NATIVE AMERICAN ISSUES ON THE INTERNET

There is a wealth of material on North American archaeology and contemporary Native American issues on the INTERNET. You are not required to check any of this out, but you might find some of the information useful and interesting especially if you are already up and active on the NET. Also, please share with me any interesting WEB sites that you come across.

THE WORLD WIDE WEB:-

A great place to start for information on North American Archaeology is UCONN's ARCHNET. It has lots of stuff on the Northeast but also on other spots in the USA and around the world. and some hypertext links to contemporary Native American Issues. http: //www.lib.uconn.edu/Archnet/

Some good starting places for Resources on Native American issues are:

Guide to Native American Resources on the WEB:
http://hanksville.phast.umass.edu/misc/NAresources.html

Native Web
http://web.Maxwell.syr.edu/nativeweb/

NativeNET
http://www.fdl.cc.mn.us/natnet

Native American Resource Page
http://www.ota.gov/native.html

Native NET, slected sites
http://www.fdl.cc.mn.us/natnet/hotlist/html

Another place to start is:
NEWS GROUPS:

At UMASS - The TIN news reader (USENET on UNIX): [ from the prompt after you log on, type TIN) When the reader comes up use the help command (?) to review the list of available commands. Type S or Su to subscribe to a given newsgroup. Newsgroups of interest are

alt. native
soc. culture.native
sci. archaeology

LISTS:
NativeNet has attracted a wide following in the academic community, and many indigenous people have expressed an interest in using computer communications technology for the purpose of helping their communities keep in touch with one another, and for a variety of more specific needs.

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