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Native American Studies [clear]

Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Branching Out: An Ethnobotanical Garden in Community Marja Eloheimo Native American studies botany community studies consciousness studies environmental studies health natural history sustainability studies writing	Program	FR–SRFreshmen–Senior	12	12	Weekend	F 15 Fall	W 16Winter	S 16Spring		Working as a project team, this program has a mission. Students will continue to tend and refine habitat and theme areas in the Longhouse Ethnobotanical Garden, including the Sister Garden (patterned after a medicinal garden we created on the Skokomish Indian Reservation) as well as create valuable educational resources that contribute to the Evergreen community, local K-12 schools, local First Nations, and a growing global collective of ethnobotanical gardens that promote environmental and cultural diversity and sustainability. Our work will also contribute to the new Indigenous Arts Campus. During , we will become acquainted with the garden and its plants, habitats, history, and existing educational materials. We will begin to engage in seasonal garden care and development, learning concepts and skills related to botany, ecology, Indigenous studies, and sustainable medicine. We will also establish goals related to further developing educational materials and activities, including a Web presence. Students will have the opportunity to select and begin specific independent and group projects that include learning knowledge and skills pertinent to their completion. During , we will focus on the garden's "story" through continued project work at a more independent level. Students will work intensively on skill development, research, and project planning and implementation. We will also be active during the winter transplant season and will prepare procurement and planting plans for the spring season. During , we will add plants to and care for the garden, wrapping up all of the work we have begun. We will establish opportunities to share the garden and our newly created educational materials, effectively enabling the garden to "branch out." This program requires commitment to a meaningful real-world project and strongly encourages yearlong participation. It also cultivates community within the program by nurturing each member's contributions and growth, and acknowledges the broader contexts of sustainability and global transformation.	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Contemporary Native American Art in Cultural and Historical Contexts Gail Tremblay Native American studies aesthetics art history history writing	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This program will examine the work of Indigenous artists in North America who have helped define the Contemporary Native American Art Movement since the 1960s and will trace the movement’s evolution through 2015. Beginning with an examination of works by seminal artists like Alan Houser, Oscar Howe, Fritz Scholder, and Helen Hardin, who transformed American Indian art, students will explore the way that these artists and the Indigenous artists who came after them became an innovative force that redefined the place of American Indian/First Nations artists in the global art world. We will analyze the way these various generations of artists have created movements in the Americas that have challenged anthropological and colonial paradigms that define aesthetically exquisite objects made by Indigenous peoples as artifacts to be studied in an ethnographic context rather than as works of fine art. We will look at the way the art/craft divide in European and American settler art discourse has affected the way Indigenous art has been defined. Through detailed analyses, students will critically reflect on not only the aesthetic principles inherent in Indigenous artwork, but also on the historical and cultural contexts which inform the artists of the Contemporary Native American Art Movement. Finally, students will learn how to look at, interpret, understand, and write about the works of contemporary Indigenous artists in the United States and Canada.	Gail Tremblay	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Creative Solutions: Activism, Advocacy, and Self-Determination in Indian Country Erin Genia Native American studies community studies cultural studies	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Within this program, upper division students will investigate an array of policy issues affecting indigenous people locally, nationally and internationally through the lens of Tribal self-determination, advocacy and activism. Students will complete a major research project on a topic of their choosing, relating to contemporary indigenous issues in arts and culture, the environment, governance and policy, social services, health or education. Through readings, research, workshops, lectures, discussion and writing, students will examine indigenous leadership and organizations, the path from activism and advocacy to policy and law, tribal sovereignty, international indigenous peoples’ issues, and the role of artists and culture bearers in creating space for positive change. Students will learn applicable strategies for research, community organizing, policy development and cultural competency. Students will be assessed on the quality of their written work, class participation, presentation skills, ethical research and collaborative group work.	Erin Genia	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Engaging with the Endangered Northwest Rebecca Chamberlain and Nancy Parkes Native American studies communication cultural studies ecology environmental studies literature natural history sustainability studies writing	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend	F 15 Fall	W 16Winter			The Pacific Northwest is home to pressing environmental issues, including coal and oil exports, loss of habitat, water quality, fisheries, and effects of global warming. The coal industry wants to use Northwest ports for shipping to Asia, which could result in 100 million tons of coal being shipped through the region by rail. A dozen oil pipelines are proposed, and trains carrying oil have derailed in other regions. Will these projects, as opponents contend, endanger both Northwest peoples and the environment? Or as proponents--including many labor unions--argue, would they bring critical jobs to economically dislocated and disadvantaged areas? What entities have the power to decide whether these projects will be built? What methods can be used to get clear information to those who are affected? What are the human health and environmental risks from coal dust, train wrecks, and potential oil spills? How do citizens become engaged? What is the role of indigenous communities? What are the roles of advocates, allies, and supporters--on both sides--and how do these positions grow out of environmental and other histories?In engaging with these issues, we will ask, how do we speak meaningfully about our relationship to the natural world? We will learn how stories and ethnography empower individuals and communities to understand their connection to place. Through a practice of writing, and study of both eco-criticism and natural history literature, we will examine concepts and values around wilderness and the human connection to the natural world. We will consider the traditional division between labor and environmental interests, its roots, and whether these two groups may be able to foster collaborations that address both jobs and environmental protection. Our work will include analysis of disparate views and values, and common ground among environmental groups, tribes,	Rebecca Chamberlain Nancy Parkes	Mon Mon Wed Wed Sat Sun Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Ethnobotany Grows in the Garden - Late Summer Intensive Marja Eloheimo Native American studies botany health natural history	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	During this weeklong intensive, students will spend time in the Longhouse Ethnobotanical Garden at Evergreen learning to identify, care for, and use native, edible, and medicinal plants in late summer. Students will participate in workshops, carry out projects, and engage in daily nature journaling, reading, and writing. Plan to spend much of your time outdoors.	Marja Eloheimo	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Even When Erased, We Exist: Native American Women Standing Strong for Justice Frances V. Rains Native American studies gender and women's studies leadership studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				Native American women have been erased from history. It is not that they did not exist; it is that they were , omitted from history. At the same time, stereotypes such as "squaw" and "princess" have plagued Native women since 1492. Ironically, the history of Native women has reflected a different reality with a long tradition of standing strong for justice. Native women have stood to protect the lands and the natural world, their cultures, languages, the health of their families, and Tribal Sovereignty. But few learn about these Native women, who consistently defied the stereotypes in order to work for the betterment of their peoples and nations. Drawing upon the experiences and writings of such women, we will explore the ways in which leadership is articulated in many Native American communities. We will critique how feminist theory has both served and ignored Native women. Through case studies, autobiography, literature and films, we will analyze how Native women have argued for sovereignty and developed agendas that privilege community over individuality. We will explore the activism of 20th century Native women leaders, particularly in the areas of the environment, the family system and the law.This program will implement decolonizing methodologies to give voice to some of these women, while deconstructing the stereotypes, in order to honor and provide a different way of knowing about these courageous Native American women, past and present. Students will develop skills as writers, researchers and potential advocates by studying scholarly and imaginative works and conducting research. Through extensive reading and writing, dialogue, art, films and possible guest speakers, we will investigate important aspects of the life and times of some of these Native American women across the centuries.	Frances V. Rains	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Out of the Shadows: Women of Color in the Era of Civil Rights Elizabeth Williamson and Frances V. Rains African American studies Native American studies cultural studies gender and women's studies history literature	Program	FR ONLYFreshmen Only	16	16	Day		W 16Winter			The Civil Rights era is typically described as a set of movements inching towards justice through the hard work of individual organizers—predominantly African-American males. When an entire historical moment is narrated in this way, women of color—their actions, their contributions, and their leadership—are implicitly relegated to the shadows. Students who are taught history in this way learn not to question what is “unseen,” which in turn reinforces the patriarchal status quo. This program seeks to resist that status quo by shining light on the leadership and work of many erased women of color across the decades of the 1950s-1970s.In addition to studying the crucial roles women of color played in the era of Civil Rights, we will learn about the critiques women of color provided of both white feminism and the male-dominated Black Power movement. In other words, we will highlight the role of women-of-color activists, writers, singers, and leaders in the struggle to forge a truly intersectional analysis of American systems of oppression. Because our 10-week study will necessarily be incomplete, students will be invited to do biographical or creative projects on figures and topics not covered in our syllabus.Significant attention will be paid to helping students develop their reading and critical thinking skills, and we will also supplement our textual analysis with films and music from the period.	Elizabeth Williamson Frances V. Rains	Mon Mon Wed Thu Thu	Freshmen FR	Winter	Winter
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
The Reach of Federal Indian Law and Policy Arlen Speights Native American studies law and government policy	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			It's been said that everyday Native lives are affected by federal policy to a uniquely high degree. This one-quarter, student-centered program will survey the layers of federal, state and tribal law and policy that affect specific, student-chosen aspects of major current issues in Indigenous communities: human services, visual/performing arts, education, urban communities, health care, religious practices, literature, sports, or other potential topics.We'll study the basis of federal Indian policy in the founding constitutional framework and in major U.S. Supreme Court cases across the court's history. We'll also survey the structure of federal, state and tribal jurisdictions and how they potentially apply to our range of issues in Native life. We'll look to current theory as a set of tools with which to unpack major questions.Each student will research a specific issue in depth, sharing their research sources as well as their development of research skills in Indigenous studies. Each student will maintain a portfolio of work that speaks for their understanding of the specific effects of law and policy on their chosen topic.Program activities will include seminars, lectures, films, and student-led discussion of ongoing research.	Arlen Speights	Mon Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
The Red Pacific Kristina Ackley and Alexander McCarty Native American studies history literature visual arts	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		Our work in this program draws inspiration from Paul Gilroy's and Jace Weaver's . Gilroy and Weaver place Africans and Native people at the center of Atlantic world history. In this program, we will do similar work with Indigenous people and the Pacific world. The Pacific ocean is not only a conduit for the physical movement of people and ideas, but also serves as a highway for connections between cultures. How can we understand a sense of place that is based both on landscape and on seascape? On vessels from voyaging canoes to tall ships, cultural and intellectual life were nourished by the exchange and circulation of ideas. We will learn about the multiple histories of the Pacific world, considering in more depth the connections between the Indigenous people of the Coast Salish region, Hawai’i, Australia, and Aotearoa. In our studies of the Pacific world, we will place Indigenous people at the center of our narrative through a focus on art, literature, and history. We will examine the Red Pacific as part of a larger story of globalization and the worldwide movement of Indigenous people and their technologies, ideas, and material goods. Indigenous people sailed the sea for multiple purposes in the last five centuries: as voyagers, adventurers, slaves/captives, soldiers, artists, and public intellectuals. We will particularly work to understand the canoe as transportation, cultural artifact, and symbol of sovereignty and nation-building. Students will analyze contemporary examples of Indigenous connections such as the Tribal Canoe Journeys, the Gathering of Indigenous Artists that was held at Evergreen in 2001, and recent voyaging of the Polynesian triangle by double-hulled waka.Students will be expected to integrate extensive readings, lecture notes, films, interviews and other sources in writing assignments. Students will learn about the different ways that Native communities have employed images and objects as links to history, identity, culture, function and ceremony. Students will develop the foundations of studio art practice in Northwest Native design and relief printmaking techniques. Students will explore and research the use of relief printmaking by indigenous artists of the Pacific world and 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 those who wish to be involved with artistic practice or plan on teaching.	Kristina Ackley Alexander McCarty		Freshmen FR Sophomore SO	Spring	Spring
Regional Styles of Northwest Native Design and Woodcarving Alexander McCarty Native American studies art history visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend				Su 16 Session I Summer	Visiting Faculty and Makah master carver Alex McCarty will lead this course on design and woodcarving, focusing on the local cultural perspectives of mask making and 3D sculpture. Students will explore regional Northwest Native styles and form-line design, and examine masks, figures, totems, and rattles from local traditions as inspiration to their own concepts and designs. Students will carve their own 3D sculpture, each one unique to the individual's identity, culture and/or personal creative expression. During the first intensive weekend students will learn basic carving skills making a cedar feather and begin rough shaping their sculpture using both contemporary and traditional Northwest coast carving tools. The second and final intensive weekend students will use their original two-dimensional concept designs and transfer them onto their three-dimensional woodcarvings focusing on more advanced carving and finishing skills.	Alexander McCarty	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Chehalis) Mary DuPuis and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.	Mary DuPuis Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Muckleshoot) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Nisqually) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Peninsula) Cynthia Marchand-Cecil and Catherine Reavey Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.	Cynthia Marchand-Cecil Catherine Reavey		Junior JR Senior SR	Fall	Fall Winter Spring
Resource Rebels: Environmental Justice Movements Building Hope Karen Gaul and Zoltan Grossman Native American studies anthropology communication environmental studies geography sustainability studies	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter				Karen Gaul Zoltan Grossman	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Student-Originated Studies: Social Work/Human Services Skill Sets Gary Peterson Native American studies cultural studies education gender and women's studies history law and public policy sociology	SOS	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This one-quarter, student-centered program allows students to study social work as a career option. The program is designed to meet the needs of students with differing interests in the social work field. Because of this, we will create the syllabus as we proceed to include a variety of student interests. Students are encouraged to invite guest speakers, bring videos, and suggest books. The faculty will work with students to ensure that their learning goals are met. Program activities will consist of lectures, guest speakers, seminars, videos, etc. As foundational information, all students will read by Paulo Friere. From there, students will create their own reading lists based on their areas of interest. A history component will introduce students to the historical and cultural experiences of groups served by the social services system, such as women, Native Americans, African Americans, the poor, youth, etc. A cultural competence component will be self-exploratory, enabling students to understand what they bring to a cultural encounter in a service-providing role. Students will use online tools and related readings to gain an understanding of the Indian Child Welfare Act and the cultural factors to consider when handling cases involving Indian children and families.Students may work in groups on projects of common interest. Students are encouraged to present what they learn to the class as well as write reflectively. Students will write at least one poem, based on George Ella Lyon's poem, "Where I'm From." A portfolio of student work will be maintained.	Gary Peterson		Sophomore SO Junior JR Senior SR	Fall	Fall