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American Studies [clear]

Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
The 1960s @ 33⅓ Chico Herbison American studies music writing	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	This course will explore U.S. popular culture of the 1960s through five of the decade’s seminal albums: The Beach Boys’ , James Brown’s , Bob Dylan’s , Jimi Hendrix’s , and . Our texts will include each album’s counterpart from the book series. The final project will be a similar close reading of another 1960s album. Students interested in expanding their final projects into a major piece of music writing—à la the series—can develop Individual Learning Contracts for additional credit during second session.	Chico Herbison	Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
American Ways of Seeing Susan Preciso and Ann Storey American studies art history history literature	Program	FR–SRFreshmen–Senior	8	08	Evening	F 15 Fall				The mid-nineteenth century, often called the “American Renaissance,” was a time when writers and artists made a conscious effort to create a uniquely “American” vision—one that differed from European models. They embraced the challenge of depicting what they viewed as a new utopia--an unspoiled and vast continent. Painters and writers saw themselves as "seers," pushing their work into visionary realms. They drew on American experience and places, like Whitman’s Manhattan and Brooklyn, Thoreau’s Walden Pond and Thomas Cole’s Hudson River Valley. Melville’s stories of whaling and life at sea and the Luminist painters’ visions of sky, light and ocean all helped to shape an “American” identity. We will explore the relationships between the writing and the art and learn how the Transcendentalists in writing and oratory mirrored the Luminists in painting, expressed through a veneration of nature. We will include the experience of women, such as Abby Williams Hill, a notable landscape artist who braved bears, frostbite and a stampeding mule train to paint in the Cascades (while not neglecting her six children and being active in the early childhood education movement). We will ask why this period is still compelling and how this “American” identity continues to resonate in our culture.As part of our study, we will learn formal analysis of text and image and we will also incorporate creative writing—another way to link words with images. Moving from theory to practice, we will create assemblages, such as the Cornell Box, that allow us to express through art what we have learned about American literature and art history. As the Tacoma Art Museum has recently opened its new wing, housing one of the largest collections of art of the American West, we will visit the museum, bringing our practice of formal analysis as a generative lens through which we understand both iconic and new American “ways of seeing.” Credits will be awarded in Art History and American Literature	Susan Preciso Ann Storey	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Archaeological Field School: Excavating Olympia's First Homestead Ulrike Krotscheck American studies anthropology history	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	In this program, which will be the second season of Evergreen's archaeological field school, students will learn the methods of archaeological field practice, including survey, mapping, excavation, and the recording and conservation of artifacts. The site under investigation is the homestead of George Bush and his wife Isabella. They were the first non-native settlers in this state, eventually establishing the community of New Market, which later became Tumwater. As the first pioneers to settle in Washington Territory, the Bushes were important for the subsequent history of our state. They paved the way for other settlers of all ethnic backgrounds, whose increasing presence helped the United States claim this disputed territory over Great Britain in 1846. Bush's children and grandchildren continued to occupy the land he was granted, and the last residence was not torn down until the 1960's. The goal of the second season of this field school is to complete surface survey and archaeological excavation begun in 2015, and to work on public outreach with the project.This program follows an alternate schedule: The program will start in the week of the second session, on August 1st, and will continue summer evaluation week; Sep 2nd. The first two weeks (August 1st- Aug 15th) will be conducted online, with an introduction of archaeological methods and the historical context of the site. Readings and discussions for the first two weeks will all happen on the online program platform. Good access to internet is therefore required for all students.Presence on campus will be required beginning on August 16th on, when we begin field- and lab-work with an intensive schedule (see below). Since in the second half of the session students will be working outside in the field, they should be prepared for physical exertion and inclement weather. Students will learn proper excavation and field recording methods, interact with the public, and process the finds. Students will also participate in individual or group research projects about an aspect of this site. In the final week of the program, which falls during summer evaluation week (August 29-Sep 2), students will learn to classify, record, clean, and conserve any artifacts found, and will have the opportunity to contribute to the writing and publication of the final excavation report.	Ulrike Krotscheck	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
"As Real as Rain": The Blues and American Culture Chico Herbison and Andrew Buchman African American studies American studies cultural studies music writing	Program	JR–SRJunior–Senior	16	16	Day			S 16Spring		David Ritz, music writer This program will provide an introduction to, and overview of, that magnificent and enduring American art form we know as “the blues”: its musical elements, African and African American roots and precursors, historical and stylistic evolution, major practitioners, and its influence on other musical genres (most notably, jazz, rhythm & blues, rock & roll, rock, and rap/hip hop). Equally importantly, we will examine its impact on American culture and, among other ventures, apply a blues theory of aesthetics to U.S. literature in general, and African American literature in particular. Our primary written text will be the anthology, (Steven C. Tracy, editor). Additional written texts will include biographical and autobiographical selections, fiction, poetry (including music lyrics), and scholarly articles on the blues. Weekly film screenings will include a range of fiction works and documentaries such as Martin Scorsese’s critically acclaimed series, . Finally, there will be extensive listening assignments that will provide the soundtrack for our journey from Africa to the southern United States, to the urban North, throughout our nation, and across the globe. We will devote two weekly seminars to close readings of written texts, films, and music. In addition to short weekly writing assignments, students will produce a final project that will help them refine both their expository and creative nonfiction writing skills. There will be a weekly open mic opportunity for musicians—whether aspiring or experienced—to play and share the blues, as well as a three-day field trip to a major Pacific Northwest blues festival.	Chico Herbison Andrew Buchman	Tue Tue Thu Thu Fri	Junior JR Senior SR	Spring	Spring
Back in the Days: History Through Hip Hop and Haiku Anthony Zaragoza African American studies American studies cultural studies gender and women's studies history literature music political economy	Program	FR–SRFreshmen–Senior	4, 8, 16	04 08 16	Day				Su 16 Session I Summer	We'll explore history through the lens of seemingly contrasting art forms: hiphop and haiku. Beginning with Lipsitz’s idea that artistic expression reflects, responds to and shapes historical realities, we'll look back to Hiphop's beginnings in Africa, connections to the Caribbean, birth in NYC, and growth into a global phenomenon. Meanwhile, Haiku, a thousand years old with roots in China, leaves its initial role as mood-setter for a longer Japanese work, appears solo as a linguistic snapshot, and flowers into Japanese popular art with worldwide influence. We'll examine these histories, read and write poems, listen to music, watch films, and compare/contrast these global art forms. Students who take the course for more than four credits will have the option of doing independent projects and readings related to deepening the learning and work of the course. 12 and 16 credit students will complete the additional work over the full summer session. If you are absolutely unable to meet at the listed hours, but are still interested in the class, email me at zaragozt@evergreen.edu, and we can find a solution.	Anthony Zaragoza	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Beyond the Binary in Science and the Arts Chico Herbison and Amy Cook American studies biology cultural studies gender and women's studies	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 15 Fall				This program will explore issues of identity and our tendency to see the world in binary (that is, "either/or") terms. We all rely, in varying degrees, on certain categories and labels to help us understand ourselves and our environment. What if those categories blurred or merged and we began to see plants, animals, and people in “and/both” terms rather than “either/or” fashion? What does it mean to be “black and white” or “male and female” or “human and machine”? One of the goals of this program is to expose flaws in binary forms of thinking and analysis and, in the process, help students question the very foundations of what is considered normal in our world.The sciences, the arts, and popular culture will be our primary investigative tools. Topics for exploration will include race, biology, and genetics; the fusion of human and machine (cyborgs, artificial intelligence, implants, and prostheses); diversity, gender, and sexuality in nature (for example, marine invertebrates that have both male and female sex organs or transgender expression among hummingbirds); how mixed-race and transgender identities help challenge the mythologies of race and gender; and what cinematic representations of vampires, monsters, and aliens can teach us about the meanings of "human" and other topics.Our learning goals will include development of analytical/critical thinking, reading, and writing skills; communication skills; and the ability to work across disciplines and differences. Weekly activities will include lectures/presentations, labs, workshops, film screenings, and seminars. Students will be required to submit weekly lab reports and seminar assignments, maintain an Identity Journal, and produce and present a final project.	Chico Herbison Amy Cook	Tue Wed Thu Thu Fri	Freshmen FR Sophomore SO	Fall	Fall
Diversity and Multiculturalism: Historical and Contemporary Perspectives Michael Vavrus American studies history political economy	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				What is it about diversity per se that creates social divisions within a society? What diversity topics in particular create passionate opinions across the political spectrum and filter down to public education? How can we explain these varying worldviews so that we come away with a deeper and fuller understanding of why these debates endure? What is it about diversity and multiculturalism that can elicit such strong emotions, so much so that diversity as a concept can have varying effects on the social and economic well-being of individuals and groups? How does public education contend with diversity and multiculturalism? These are among the questions explored in this program.This fast-paced program provides an overview of contemporary diversity issues that manifest in contentious debates in countless settings around the world. Writing is central to student learning in this program. In our collaborative learning community, students dialogue through a close reading of texts and write concise, analytic, research-based papers as well as preparing papers for text-based seminar and related activities.The primary focus of this program is on the United States, with examples of the effects of these issues for school-age children on their life opportunities and economic well-being. This overview fuses history and political economy to find patterns and connections from the past to the present, including how multiculturalism has its roots in contested diversity. This further requires an inquiry into different worldviews or ideologies and the effects on public education. Through texts, films, lectures, seminars, and contemporary news accounts, students will engage in . Critical pedagogy serves as a teaching-learning approach that can help us look beneath common-sense explanations for differences. Among the topics considered are skin-color consciousness and racial colorblindness; the impact of racial and ethnic identification; what constitutes a crime and just punishment; analysis of economic class in interaction with culture; immigrant and indigenous experiences; and patriarchy and its intersections with gender, sexuality, and religion. Through frequent writing assignments and speaking opportunities, students can expect to leave this program with a deeper understanding of the roots and implications of some of the major social issues regarding diversity and multiculturalism in the 21 century.	Michael Vavrus	Mon Mon Wed Thu Fri	Junior JR Senior SR	Fall	Fall
Diversity, Multiculturalism and Public Education Michael Vavrus American studies history political economy	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		What is it about diversity per se that creates social divisions within a society? What diversity topics in particular create passionate opinions across the political spectrum and filter down to public education? How can we explain these varying worldviews so that we come away with a deeper and fuller understanding of why these debates endure? What is it about diversity and multiculturalism that can elicit such strong emotions, so much so that diversity as a concept can have varying effects on the social and economic well-being of individuals and groups? How does public education contend with diversity and multiculturalism? These are among the questions explored in this program.This introductory program provides an overview of contemporary diversity issues that manifest in contentious debates in countless settings around the world. Writing is central to student learning in this program. In our collaborative learning community, students dialogue through a close reading of texts and write concise analytic papers as well as preparing papers for text-based seminar and related activities.The primary focus of this program is on the United States, with examples of the effects of these issues for school-age children on their life opportunities and economic well-being. This overview fuses history and political economy to find patterns and connections from the past to the present, including how multiculturalism has its roots in contested diversity. This further requires an inquiry into different worldviews or ideologies and the effects on public education.Through texts, films, lectures, seminars, and contemporary news accounts, students will engage in critical pedagogy. Critical pedagogy serves as a teaching-learning approach that can help us look beneath common-sense explanations for differences. Among the topics considered are skin-color consciousness and racial colorblindness; the impact of racial and ethnic identification; what constitutes a crime and just punishment; analysis of economic class in interaction with culture; immigrant and indigenous experiences; and patriarchy and its intersections with gender, sexuality, and religion. Through frequent writing assignments and speaking opportunities, students can expect to leave this program with a deeper understanding of the roots and implications of some of the major social issues regarding diversity and multiculturalism in the 21 century.	Michael Vavrus	Mon Mon Wed Thu Fri	Freshmen FR Sophomore SO	Spring	Spring
Environmental Health: Science, Policy and Social Justice Russell Lidman and Carrie Parr (Pucko) American studies Native American studies agriculture community studies cultural studies ecology economics environmental studies government health hydrology law and government policy law and public policy natural history philosophy sustainability studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			How do we make health a public priority? How do we respond to potential hazards? This introductory program considers problems related to public and environmental health in a broader context of the key frameworks of population, consumption and sustainability. We will explore the broad conditions that shape environmental health, both for humans and for ecosystems. Examining the workings of non-governmental organizations, we will be moving across and between questions of science, public policy (from municipal to international) and social justice. The program goal is to understand emerging strategies and solutions for ecological sustainability - from regional monitoring to UN negotiations. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, and a broad array of community responses.In the fall, we will dedicate ourselves to bridging scientific, policy and social perspectives by means of lecture, seminar, workshops and field trips. In the winter, students will engage in small group, quarter-long research projects on a topical issue to further investigate the chemical, biologic and physical risks of modern life, with an emphasis on industrial pollutants. Throughout the program, students will engage in a range of learning approaches, including computer-based collaboration with regional experts, officials and activists.	Russell Lidman Carrie Parr (Pucko)	Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Eye of the Story Samuel Schrager and Caryn Cline American studies anthropology cultural studies literature media studies writing Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			Our inquiry explores the power of storytelling in literature and film to take fresh looks at experience. It is designed for students who are prepared to do a serious writing or media-making project in documentary, fictional or hybrid modes. You will study a series of stellar written and audiovisual texts, examine the methods these artists use to craft compelling narratives, and mine them for inspiration and guidance as you pursue your own original work. The aim is to discover a poetics and a continuum of techniques to feed your creative practices, now and in the future. For advanced students, this program is an ideal context for advanced projects; for intermediate students, a challenging opportunity to develop their craft.Your project can be collaborative or individual; faculty will provide sustained guidance at each stage of its development, and students will support and critique one another’s work. Texts will span documentary and fiction genres, with readings by authors such as Joan Didion, Ralph Ellison, Joseph Mitchell, Octavia Butler, Grace Paley, Junot Diaz, W.G. Sebald and D.F. Wallace, films by directors such as John Akomfrah, Claire Denis, Jean-Luc Godard, Errol Morris, Yasujiro Ozu, Jay Rosenblatt and Wim Wenders, and theory from critics such as Walter Benjamin and David Bordwell. The first weeks of the quarter will include instruction in fieldwork and self-reflection: ways of listening, observing, recalling, and recording to make truthful stories. Artists will come to talk with us about their work and creative process. The program will culminate in presentations of students’ compact, polished, finished pieces of writing or film/video/web-based media.	Samuel Schrager Caryn Cline	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Feminist Jurisprudence Artee Young African American studies American studies education gender and women's studies government history law and government policy law and public policy political science	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Feminist jurisprudence is a philosophy of law based on the political, economic, and social equality of the sexes. Students will be introduced to various schools of thought and concepts of inequality in the law spanning historical periods from the 1920s (ratification of the 19th Amendment to the Constitution) to the present. Students will investigate historical foundations of gender inequality as well as the history of legal attempts to address that inequality, including U.S. Supreme Court cases; Federal laws, including Title VII and Title IX; and feminist jurisprudence. Lectures and discussions will include topics on the development of the Constitutional standard for sex equality, legal feminism from the 1970s to the present incorporating work and family as well as home and workplace conflicts. Students and faculty will review legal precedents related to feminist jurisprudence raised by the Supreme Court’s interpretations of the law and analyzed and discussed by the legal community in law review articles and related academic research. Issues presented by the cases will include, among others: women as lawyers, women and reproduction, prostitution, surrogacy and reproductive technology, women and partner violence, pornography, sexual harassment, taxation, gender and athletics. Students will also examine current and historical documents on inequality and legal issues that continue to impact women. Intersections of gender and race will also be critically analyzed.The Socratic method and lectures will be the principal modes of instruction. Student panel presentations on assigned topics/cases will contribute to new knowledge and an enhanced understanding of feminist jurisprudence and its place in the historical development of women’s rights and responsibilities. In addition to panel presentations, students will be required to produce legal memoranda, journals and a final research project submitted in one of the following forms: a well-documented research paper/article on feminist jurisprudence, an art/graphics project reflecting historical or current women’s legal issues, or a forum on a specific feminist legal issue/topic, among others.	Artee Young	Mon Mon Mon Wed Wed Wed Thu Thu Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Gateways for Incarcerated Youth W. Joye Hardiman African American studies American studies cultural studies education Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This program offers Evergreen students the opportunity to co-learn with individuals incarcerated in a medium/maximum-security institution for juvenile males. It is high stakes work that demands consistent engagement—approximately 10-12 hours a week in class and 4-6 hours a week at the institution (including travel time). The learning of students enrolled in this program fuels and is fueled by the learning of the incarcerated students.A fundamental principle of the Gateways program is that every person has talents given to them at birth and valuable experiences that can contribute to our shared learning. It is our job as human creatures to encourage each other to seek out and develop our passions and gifts. These values are manifested in the practices of popular education, central to our work in the prison classroom. Our goal is to create an environment in which each person becomes empowered to share their knowledge, creativity, values and goals by connecting respectfully with people from other cultural and class backgrounds. All students will wrestle with topics in diversity and social justice alongside other subjects chosen by the incarcerated students—the main feature of popular education is that it empowers those seeking education to be the local experts in shaping their own course of study.Popular education works through conscientization, the ongoing process of joining with others to give a name to socioeconomic conditions, to reflect critically on those conditions, and thereby to imagine new possibilities for living. In order to do this work successfully, students will practice learning how to meet other learners "where they are at" (literally, in order to better understand the conditions that put some of us in prisons and others in colleges). Students will also develop or hone their skills in contextualizing and analyzing socioeconomic phenomena. Most importantly, students will learn that solidarity does not mean "saving" other people or solving their problems—it means creating conditions that allow them to articulate those problems through genuine dialogue and supporting them as they work toward their own solutions. Program participants will have the opportunity to reflect on how different individuals access and manifest their learning as they gain experience in facilitating discussions and workshops. In the process of collectively shaping the Gateways seminar, they will also learn how to organize productive meetings and work through conflict. Each quarter, students will take increasing responsibility for designing, implementing and assessing the program workshops and seminars. Throughout the year we will seek to expand our collective knowledge about various kinds of relative advantage or privilege while continually working to create a space that is welcoming and generative for all learners.High stakes community-based work requires trust, and trust requires sustained commitment. This program requires that all participants be ready to commit themselves to the program.	W. Joye Hardiman	Tue Tue Wed Wed Thu Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Gateways for Incarcerated Youth: Writing Imprisonment, Writing Freedom Chico Herbison African American studies American studies cultural studies education Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day		W 16Winter			This program offers Evergreen students an opportunity to co-learn with juvenile males incarcerated in a medium/maximum-security institution (Green Hill Institution in Chehalis, Washington). It is high stakes work that demands deep and consistent engagement: approximately 12 hours a week in class on the Evergreen campus, 4 hours a week in class at Green Hill, and a modest involvement in other activities (such as fundraising) that help support and expand the educational resources available to the incarcerated youth.The learning of the Evergreen students in this program fuels, and is fueled by, the learning of the Green Hill students. A fundamental principle of the Gateways program is that every person has special talents and valuable experiences that contribute to our shared learning. Our primary goal—supported by the theories and practices of popular education—is to create an environment in which each student becomes empowered to share their knowledge, creativity, values, and visions and dreams by connecting respectfully with people from a range of cultural, class, and other backgrounds.On the Evergreen campus, students will explore—through faculty presentations, film screenings, workshops, and seminars—issues of race/ethnicity, culture, class, gender, power, and the many meanings of imprisonment and freedom in U.S. history and society. In the Green Hill classroom, Evergreen and Green Hill students will collaborate on a variety of projects, and will assume responsibility for the design, implementation, and assessment of weekly activities. Evaluation of Evergreen student performance will be based on participation in workshops and seminars on campus and at Green Hill, weekly seminar papers and creative writing exercises, and a capstone creative nonfiction writing project.	Chico Herbison	Tue Tue Wed Wed Fri Fri	Sophomore SO Junior JR Senior SR	Winter	Winter
Government in An Evolving Democracy Artee Young American studies community studies education government history law and government policy law and public policy	Program	FR–SRFreshmen–Senior	16	16	Day				Su 16 Summer	The defining question for this class is: What good is government?Why do we pay for “government” and what does it give us? Why does Washington State have the most regressive tax structure in the United States? Why do western states, including ours, have a citizen initiative process? How do United States Supreme Court rulings affect ideas, policies and laws about gender, marriage, gun control, education and media? What is the role of both state and Federal government in: Food production? Housing? Privacy? Water? Health? Education? What is infrastructure, and how does state-level investment in construction differ from that invested in human-delivered social/educational services? Why are roads, bridges and dams mentioned in the media only when they fail? How do gun laws like “Stand Your Ground” relate to the criminal justice system? These questions and more will be addressed in a class that provides students with theoretical and pragmatic knowledge about how government and democratic systems function in the United States and in the State of Washington. Themes include, but are not limited to, federalism, states' rights, and citizens' participatory governance and individual rights. Readings will include U. S. Supreme Court and Washington State court cases. Students will write short papers, maintain a journal on the reading assignments, participate in class discussions, and work in groups to complete a final project. The final project includes participatory research on a particular state official, which could include elected representatives and appointed state personnel, the development of structured interview questions for the research subject, a written report and an oral presentation of your research process and findings. The class will include field trips to the Temple of Justice (Washington State Supreme Court), the Washington State Archives, the Washington State Library, the Washington State Legislative building, as well as visits with state representatives, senators and local officials.Credit may be awarded in civics, government and political science. Parts of the curriculum may also contribute to coursework expectations for various teaching endorsements.	Artee Young	Mon Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The New Puritans: Studies of Anglo-American Social Conscience Nancy Koppelman and Trevor Speller American studies cultural studies history literature philosophy religious studies writing	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			Are you concerned with the dignity of everyday people, skeptical or outright hostile to state power, troubled by hierarchy, compelled to purge corrupting influences, attracted to disciplined bodily habits, worried that society is ever more unethical, committed to influence minds and hearts, and convinced that “everything happens for a reason”? If so, you may be a “New Puritan.” You are warmly invited to take this program and find out. Students in The New Puritans are considering the history and culture of social change efforts in North America from the Puritans forward. Puritanism has changed since the 17 century, but its basic “structures of feeling,” to borrow a phrase from Raymond Williams, are still with us and are the subject of our studies. Winter quarter’s work will have two main threads. The first is our collection of common texts, which provide historical, literary, and theoretical frameworks for grasping a new politics of injustice which emerged in the 19 century and has shaped social change ever since. We will read works by Susan Howe, Alexis deTocqueville, Nathaniel Hawthorne, Henry David Thoreau, W. E. B. DuBois, Joan Kelly, Frederick Jackson Turner, William James, Karl Marx, Michel Foucault, Rebecca Harding Davis, Edith Wharton, and Ta-Nehisi Coates. The second thread of The New Puritans is a major research project. The project will take the form of an analytic/critical/creative paper, which each student will develop with support from the program community. Projects will stem from topics of student interest related to reform movements, social movements, and/or social justice in the United States. Topics could include food justice, racial justice, immigrant rights, religion, trans-national activism, anti-poverty work, feminism, LGBTQ rights, climate change, environmentalism, education, and virtually any other topic of interest. Evergreen’s history, culture, and current social change efforts will be one of our sources for these projects. New students who already have works-in-progress are encouraged to join us. This program is an excellent choice for students who have studied political economy, social movements, and social justice, and who are interested in understanding the roots and character of Anglo-American social change efforts.	Nancy Koppelman Trevor Speller	Mon Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Pacific Northwest History: Multicultural Perspectives Michael Vavrus American studies history political economy	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	Pacific Northwest History introduces multicultural aspects of historical developments of this region. A primary learning objective is for students to be able to articulate through concrete historical examples how liberty and justice has been interpreted and applied in the Northwest. With texts that provide accessible historical accounts, students will be exposed to Native American Indian perspectives on the eventual occupation of their lands by European imperialists, the origins and outcomes of competition among Europeans for the Pacific Northwest, and challenges placed on non-European ethnic groups – such as Chinese Americans, African Americans, Mexican Americans, Japanese Americans – during the 19 and 20 centuries and into the 21 century. Attention to the experiences of women in making this history is included. The local historical development of Tacoma is used to highlight the role of capitalism in creating governing bodies and class differences among white European Americans who collectively discriminated against the aspirations of people of color. Films and other course material periodically describe and present images of violence and use language that may be considered offensive. The purpose of this material is to present significant events within their respective historical contexts.	Michael Vavrus	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Place, Memory, Narrative: Northwest Coast Native Literature and Printmaking Kristina Ackley and Alexander McCarty American studies Native American studies literature visual arts Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			What is the relationship between landscape and art? How do people map and define the Pacific Northwest? Within the states of Washington, Oregon, Idaho, and the province of British Columbia there is a great diversity of Indigenous people: Pacific Northwest Coast, Coast Salish, Interior Plateau, and Interior Salish. Through literature and studio practice in serigraphy printmaking, or screen-printing, we will explore and research the historical and contemporary perspectives of traditional and innovative Indigenous artists from the Pacific Northwest regions. The printmaking studio component will address diverse visual languages, design strategies, and regional traditions.In this program we will study the ways that place affects art and literature, and link these processes to Indigenous nation-building. We will learn the histories of the region, from tribal creation stories to contemporary case studies of nationhood. We will critically consider dominant narratives, or the stories about Native people that have been disseminated in popular culture and public education, and compare and contrast that to the stories that Native people tell. The different cultural geographies and placemaking of Northwest Coast Native people are linked to ideas about “home” and recreate flexible understandings of space and identity.Our focus will be on writers and artists who see their art-making as both critically engaged and as part of their relationship to their communities. We will contrast visual sovereignty to intellectual and political sovereignty, defined as an Indigenous community’s or individual’s right to create a space for self-definition and determination. Students will learn about the different ways that Native communities have employed images and objects as links to history, identity, culture, function and ceremony.This is an entry-level program in which students will build critical analytical skills through rigorous reading and writing, as well as develop the foundations of studio art practice in the printmaking process of serigraphy. Working only on paper, students will learn to create both hand-drawn and computer generated stencils for use with the photo-emulsion printing techniques. Students will create a conceptual body of work with an emphasis on professional editioning practices.We welcome students who do not identify as artists, but have a deep interest, and all students will work to better understand their place in relationship to the dominant arts canon. Faculty will work with students to develop different forms of literacies, including visual, cultural, and political. These skills are often prerequisites for students who plan to become teachers.Students will be expected to integrate extensive readings, lecture notes, studio experiences, films, interviews and other sources in writing assignments. We will consider settler colonialism as a necessary context, but not the only frame for understanding Indigenous people. Rather, we will emphasize the resiliency and persistence of Indigenous nations.	Kristina Ackley Alexander McCarty		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Political Economy and Social Movements: Race, Class, and Gender Peter Bohmer and Carlos Marentes African American studies American studies economics government history international studies political economy political science sociology	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		We will examine the nature, development, and concrete workings of modern capitalism and the interrelationship of race, class, and gender, primarily in the contemporary context. We will focus on the themes oppression, exploitation, social movements, reform, and fundamental change, as well as the construction of alternatives to capitalism, nationally and globally. We will examine social changes that have occurred in the past, present trends, and alternatives for the future. We will examine different theoretical frameworks such as liberalism, Marxism, feminism, anarchism, and neoclassical economics, and their explanations of the current United States and global political economy and of key issues such as climate change, poverty and inequality, immigration and the criminal justice system.In studying the U.S. experience, we will study linkages from the past to the present, between the economic core of capitalism, political and social structures, and gender, race, and class relations. Resistance and social movements will be a central theme. We will also investigate the interrelationship between the U.S. political economy and the changing global system, historically and in the present. We will study causes and consequences of the globalization of capital and its effects in our daily lives, and the role of multilateral institutions. We will analyze the responses of societies such as Venezuela and social movements such as labor, feminist, anti-war, environmental, anti-racist, indigenous, and youth, and the global justice movement in the U.S. and internationally in opposing the global order. We will look at alternatives to neoliberal capitalism, including participatory socialism and strategies for fundamental change.Students will be introduced to economics from a neoclassical and political economy perspective. Within microeconomics, we will study topics such as the structure and failure of markets, work and wages, growing economic inequality, poverty, and the gender and racial division of labor. We will study macroeconomics, including austerity policies and critiques of it, the role of debt, and causes and solutions to unemployment and economic instability.Students will engage the material through seminars, lectures, guest speakers, films, workshops, synthesis papers based on program material and concepts, and a take-home exam.	Peter Bohmer Carlos Marentes	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
The Western Film Genre and the American Frontier Myth Mark Harrison American studies cultural studies media studies	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 15 Fall				“When history is translated into myth, the complexities of social and historical experiences are simplified and compressed into the action of representative individuals or heroes." -Richard Slotkin, The Western is the richest and most enduring genre of American film. More myth than history, it is both formula film and a source of great innovation. Beginning with Reconstruction, this program will examine the important connections between the Western and the tale of expansion (economic, geographic, ecological, cultural) and violent conquest that is the American frontier myth. We will consider how the Western has evolved over the past century and what this evolution tells us about film, history and culture. We will analyze classic Westerns and the myriad sub-genres that exemplify this distinctly American art form. In addition to diverse short readings and a screenplay or two, primary texts for this program may include Richard Slotkin's James McPherson's , and , edited by Jim Kitses and Gregg Rickman. Home screenings will be required. Therefore, students will need access to a comprehensive source for DVD rentals, such as Netflix or Amazon Prime. A sampling of films under consideration includes: and .	Mark Harrison	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall