Adolescent literature differs from children's literature to meet the developmental needs of middle and high school ages. Participants will learn about adolescent literature in an historical perspective, young adult development in reading, and genres with representative authors and selection criteria. Participants will read and critique a variety of genres, developing a knowledge base of a variety of current authors, themes and classroom uses. Meets teaching endorsement requirements for middle-level humanities and secondary English/Language Arts.

We will study Progressivism, World War I, the Twenties, the Crash of 1929, the Great Depression, World War II and the Origins of the Cold War. Along the way, we will examine how attitudes toward race, class, and gender influenced or impacted the national story. We will read literature and historical studies, and trace the development of popular culture to understand the social, political, economic and intellectual life of the nation before 1950.

We will study the Fifties, Civil Rights, the Cold War, Vietnam, the Great Society, Watergate, the Reagan Revolution and resurgent Conservatism, the end of the Cold War and the two Gulf Wars. Along the way we will examine how attitudes toward race, class and gender influenced or impacted the national story. We will read literature and historical studies, and trace the development of popular culture in order to understand the social, political, economic and intellectual life of the nation after 1950.

ASL III students will continue developing vocabulary and grammar. There is intense study of classifiers during this class.

ASL IV students will study ASL literature, multiple meaning signs, ASL and English idioms and multiple meaning English and translations into ASL.

See listing under Environmental Studies.

Through lectures, readings, videos, workshops and field trips we will investigate the study of mind that has developed within the Buddhist tradition. In doing so, we will take special care to avoid the common pitfall of most Western interpretations of Buddhism - the attempt to fit Buddhist ideas and practices into unexamined Western assumptions and traditional intellectual categories. All students will attend class July 28-August 27. Students enrolling for 12 credits will also participate in a four-day retreat August 29-September 1 that will focus on meditation and other forms of Buddhist practice as pathways toward mental and spiritual well-being. No previous knowledge of Buddhism or psychotherapy is required.

This course is designed for particularly inquisitive and adventurous students. We will explore the history, culture, geography, and politics of Central Asia, both in the classroom and, for those who choose, on location in Uzbekistan and Kyrgyzstan. Students have three means to earn credit for this course. Option one: seven weeks of on-campus coursework, followed by one week of rigorous overland travel to several exotic Central Asian oasis cities (Tashkent, Samarkand, and Bukhoro) and two weeks of extremely strenuous backpacking in the isolated Pamir-Alai Mountains of Kyrgyzstan (an incomparable range visited by only a handful of Westerners). Option two: seven weeks of on-campus coursework, followed by three weeks of intensive independent research. Option three: students who wish to participate in either option above, but for fewer than 16 credits, should speak to the faculty. Course readings will focus on Central Asian history, folklore, literature, and natural sciences. Students who participate in the travel component must be mature, in top physical condition, and prepared to endure unexpected physical hardships (rain, intensive heat, mud, wind, high altitude hiking [maximum 14,000'], bushwhacking, surly border guards, etc.). Rob Smurr has several years of experience leading commercial trips to this region and is excited to offer this greatly discounted price to students.

This course focuses on multicultural literature and fantasy/science-fiction literature. We will read books by African American, Native American, Hispanic/Latino and Asian American writers for half of the class and then look at fantasy books about magic, time travel, animals, utopian or alternative worlds, myths and heroic tales for the other half. This class will draw from both picture and chapter books. This class is open to students new to the field of children's literature or may be taken in sequence with Enjoying Children's Literature. It will be conducted in part via the Internet using e-mail and other electronic group discussion venues. Attendance at the first class on Wednesday, August 2, is mandatory for hands-on orientation.

This course will introduce students to Chinese language and culture. Students will use the web as well as text books coupled with multimedia resources for accelerated learning of the Chinese writing system, phonetic transcription (the pinyin pronunciation system), and the essentials of Chinese grammar and basic vocabulary. It will consist of interactive practice with conversational Mandarin Chinese, as well as introduction to Chinese culture through different media, such as films, broadcasting programs, and speaker presentations. Community members may register for the program through extended education. For more information go to http://academic.evergreen.edu/curricular/learnchinese/.

This course will focus on the how andthe why of doing family and local history. It will introduce students to genealogical research, use and interpretation of private and public documents, use and interpretation of photographs, techniques of taking and interpreting oral testimony and other important methodological techniques for researching and writing family and local histories. Students can also expect to write their family history and a brief history of some local community project, event, institution, or person or persons of interest. They will also make oral presentations in the course of the program on the progress and results of their research.

This course provides an overview of children's literature using American and European writers since 1850, with an emphasis on reading classics and award-winning books as well as the use of picture books and chapter books. Issues of diversity will be highlighted. We will also use a text for the class: Children's Literature: An Invitation to the World by Diana Mitchell.

The program offers first hand experience of Japanese life through a three-week home stay in a local town in central Japan. Students will attend Japanese language classes, various cultural workshops and field trips at a hosting institution. They can also explore their own interests in various aspects of Japanese culture and society. Students may travel throughout Japan on their own after the program ends. Detailed information is available on the college web page: http://academic.evergreen.edu/curricular/experiencejapan. Interested students must contact instructor by May 1, 2006.

This course is appropriate for beginners and for low- and high-intermediate students who wish to improve oral proficiency. All instruction is in French. Be prepared to work hard both in class and outside class, and to learn more French than you might imagine possible in a short five weeks.

Why do children learn to speak their native language without instruction, but must be taught, often painstakingly, how to read? This is true even though children are older when they begin learning to read and presumably bring more knowledge to the process. Reading is an enormously complex process requiring the coordinated activity of a wide variety of cognitive systems including attention, vision, language, reasoning and memory. If one link in this chain fails, the whole process may be compromised. In this course we will explore the psychological processes that underlie reading, including an exploration of writing systems throughout the world. We will explore the question of dyslexia as well as educational policies and practices concerning reading curriculum.

How does the writing style of a philosophical text reflect its substance? In this intensive reading and writing program, we will read a variety of philosophical genres, including dialogue, meditation, aphorism and fiction. We will consider substantive philosophical positions, the genres in which they are presented, and how style reflects substance. Students will develop their own substantive positions and styles of presentation. This program will facilitate reflection and is appropriate for students at all levels.

This course is designed for beginning and intermediate level students. We will focus on the practical use of German for travel and daily life. Emphasis will be placed on conversation and fluency. Beginners will study basic, essential grammar, pronunciation and vocabulary, and they will enjoy reading children's stories while learning vocabulary and idiomatic expressions. Intermediate students will review grammar, expand their vocabulary and read some classic and modern German literature. We will discuss films and cultural topics and listen to German music. Classroom instruction will be held as much as possible in German. You will study hard and enjoy great progress in just five weeks of intensive German with a native speaker. Komm und lern deutsch!

This is a writing intensive course designed to explore current research and practice aimed at helping writers develop skills with standard written English. Intended especially for in-service and pre-service teachers, this course takes up a challenge posed in 1974: what does it mean to assert that students have a right to their own language, especially in the context of high-stakes testing and with students from increasingly diverse backgrounds? Meets endorsements for MIT.

The rise of integrative, complementary and alternative approaches to health care points to fundamental shifts in our relationship to illness, our understanding of wellness, and our embodiment of consciousness. We'll explore these shifts--their historical, biological, cultural, and spiritual aspects--within the contexts of specific paradigms and practices (including mindfulness yoga). Participants will be supported in identifying their own state of health, engaging in wellness practices during the research period between our weekend intensives, and assessing the effectiveness of these practices. The design of the course and the faculty team structure will accommodate professional development needs as well as those of community members and students. Guests include: Evan Hirsch, M.D.; Stacy Scheel, MES; Karl Shaffner, Transformational Breath Facilitator; Ann Monaghan, R.N.

This course will cover history gleaned from diaries, novels, journals, memoirs and poems written by women in nineteenth and twentieth century America. Contrary to the usual opinion that women were passive onlookers of history, the stories told in their own voices clearly describe themselves as active participants in all parts of their lives. We will read stories told by slave and free black women, western women, feminists of the early Progressive era and the ordinary women who wrote about life experiences, demonstrating their ability to survive and even flourish in a male dominated, and frequently hostile and dangerous world.

The instructor will sponsor individual contracts in the humanities, arts and writing. Students will be encouraged to post their work on the Internet, using Web-Crossing. Conferences can be conducted by way of chat-room sessions, also part of Web-Crossing. Email also will serve as a channel for regular contact. Regular postings and online contact will be required. Students will be able to carry out their work anywhere Internet access is available. Projects should be developed with the faculty, however, while the student is available for on-campus meetings. Students who remain in Olympia and wish to carry out their work face-to-face will be accommodated.

This is an introduction to Irish-Gaelic through conversation, poetry, and songs (using the natural singing voice). At the end of the class, students will be able to engage in culturally appropriate small talk and sing about a dozen songs in Irish. We will spend the first half of each meeting working on conversation and grammar, and the second half learning traditional songs in Irish that reflect aspects of what we have just learned. No previous language or singing skills necessary! Each class will include a break for tea, treats and a chance to practice what you have learned.

This is a beginning class in Japanese. It is instructed using dynamic, stress-free, accelerated learning and proficiency-oriented teaching and Total Physical Response methods. Through group participation in games, music and role-playing, students will become familiar with vocabulary, basic sentence structures, verb and adjective conjugations and useful daily expressions. There will be strong emphasis on writing and reading of hiragana, the Japanese syllabary, and proper pronunciation.

This intensive class is for students who have a very basic knowledge of beginning Japanese and hiragana writing and reading. Dynamic, stress-free, accelerated learning methodology, proficiency-oriented teaching and Total Physical Response methods are used for instruction. Through group participation in skits, games and role-playing, students become familiar with vocabulary, basic sentence structures, verb and adjective conjugations and useful daily expressions. Proper pronunciation, speaking and writing through skits and journals will be strongly emphasized. Japanese Immersion II can be taken by itself or as the second part of a 14 quarter-hour total immersion program. This is a good way to prepare for study in Japan.

This class is for students whose goal is to develop their Japanese reading and writing skills to a certifiable level. A strong emphasis will be placed on the study of kanji characters as well as on expanding students' vocabularies.

This course is an introduction to the Classical Latin language. It is the language of the later Roman Republic and the earlier Roman Empire and the language of authors like Lucretius, Cicero, Virgil, Ovid, and Seneca. It should also serve as preparation for those interested in understanding Medieval and Renaissance texts as well as the documents and liturgy of the Roman Catholic Church.

This popular off-campus poetry and philosophy writers' workshop returns to Ft. Flagler on the Puget Sound. Open to all abilities of student writers, this program promotes discussions, introspection, and writing of both poetry and prose. Students leave this program with a collection of poems and/or essays that explore personal and social meanings of love and war. Students can expect to experience new levels of understanding about love and war in a beautiful setting that is both supportive and collaborative.

See listing under Expressive Arts

See listing under Expressive Arts.

What does it take to turn a novel or a play into a movie? This program will work from the premise that a film adaptation can be significantly different from the book it is based on without doing violence to the original, and we will examine each film in its own right as well as reading it alongside the text it was taken from. We will examine films such as Fight Club (Fincher, 1999), Beloved (Demme, 1998), and Adaptation (Jonze, 2002). Our primary aim will be to interrogate each one as the product of a specific cultural moment using the technical language of film analysis. Students will conduct primary research on films not included on the syllabus, and will eventually write their own adaptations.

We will read and write poetry on Serendipity Farm, which is nestled at the foot of the Olympics within two miles of the beach. This class is open to beginners and seasoned poets. We will have outdoor adventures and write about them as we explore farm life and sleep in tents. We will write haiku, free verse, pantoums, nature poems and other poetic forms. Students can expect their writing and understanding of poetry to be enhanced significantly.

One of our most important tasks as writers is to discover the topics and themes that hold the deepest meanings for us. Each week we will pursue intensive writing marathons that allow us to write fearlessly and share freely. Then we will develop discrete pieces that draw out the full significance of our most promising topics, focusing particularly on form, structure, voice and tone. Our overall goal is to become more centered and self-directed writers. Students enrolled for eight credits will take on an appropriately heavier workload, including additional reading related to their chosen genre.

This course will focus on the foundations of modern psychology at an introductory level. We'll discuss the biological roots of behavior, perception, and memory. Then we will examine personality theory from the perspective of some of the pioneers of 20th century psychology. We will consider the relative merits of each of these models in understanding the human psyche. Finally, we'll consider some of the fascinating overlap between questions asked by the "fringe" areas of philosophy and psychology (such as transpersonal psychology) about the relationship between brain, mind, psyche and soul. Students may continue their study of introductory psychology during the second summer session via independent study.

We will focus on the modern understanding of dreams from a variety of viewpoints. After a review of dream theories from the dawn of recorded history through the 19th century, we'll briefly cover the works of early twentieth century psychologists such as Freud and Jung. Then we'll discuss modern experimental studies of dreaming, including the effects of gender and aging on dream content as well as lucid and "paranormal" dreams. Come prepared for an exciting examination of the world of dreams!

Learn to control speech anxiety, compose well-organized presentations, and develop performance skills necessary for effective public speaking. This class introduces the fundamentals of public speaking and offers individualized coaching to help students identify problem areas, improve skills, and gain confidence in their ability to speak in the classroom, workplace, or community. This course satisfies communication credit for selected MIT endorsement areas.

This program explores the history of Reggae and Hip-Hop and the relationships between these musical genres and their African equivalents. We will trace the history of Reggae and Hip-Hop to the Black Diaspora and Africa, and discuss their stance towards the problems facing the poor and the oppressed of the world. We will read essential books about these musical genres, watch key films about them and discuss them thoroughly. A fieldtrip is planned.

This program will introduce students to the wonders of Italian art through an on-site traveling seminar based in Florence, Italy. We will study and discuss the development of Italian art from the pre- to the post-Renaissance and the impact it has had---and continues to exert---on western culture. Although we will be living in furnished apartments in Florence and spending the majority of our time in and around that city, we will also travel to such places as Rome, Venice, Pisa and Siena to study the art and monuments there. Students can earn credits in art history, photography, and/or drawing. Everyone will be expected to keep an Image Response Journal and to give a presentation on one aspect or area of Italian art. Entrance into the program requires an interview and a faculty signature.

Students will spend the quarter in Russia learning the basics of anthropology field methods and research. This is an interdisciplinary program that will explore not only the ethnography, anthropology, geography and natural environment of Russia, but also the politics and history of the Russian Federation. Students will focus on the contemporary challenges facing Russian indigenous populations such as the Izhma Komi including social and environmental travails of life in the post-Soviet Russian Federation. Contact the instructor or Rob Smurr (867-5056, smurrr@evergreen.edu) or Pat Krafcik (867-6491, krafcikp@evergreen.edu) for more information.

After a week of classes on land, we will spend July 2-14 aboard a sailing vessel, traveling the inland waters of Puget Sound and the San Juan Islands. In class and during our travels we will study fiction and poetry about real and metaphorical sea voyages. While traveling we will also study sailing and seamanship, including inland navigation, safety training and points of sail.

Sociolinguistics is the study of language as a social practice. We will consider language variation across boundaries of class, race, gender and geography, examine the rules and principles that organize conversation, and address links between language, culture and identity. This approach will be particularly useful for students who want to put their linguistic knowledge to practical use, whether in a profession or in the realm of everyday relationships. This course satisfies an MIT requirement.

Student Originated Studies (SOS) will explore the diffusion of culture, commerce, art and religion along the ancient Silk Roads and consider travel, culture and commerce as peacemaking activities. For centuries, the ancient Silk Roads moved ideas and goods between the great civilizations of China, central Asia, India and the Middle East. From Marco Polo to Genghis Khan to Yo Yo Ma, the Silk Roads have connected empires and fostered the development of music, art, religion and commerce. Specifically, students in SOS will compare and contrast Silk Roads of the past and envision Silk Roads of the future. Students will choose the focus of their study in Middle Eastern studies, Chinese studies, geography, sciences and the arts. Four credits will be awarded in Cultural Studies, Expressive Arts, Religious Studies, and World History. An additional two credits can be earned doing research.

Welcome writers and hikers of all levels of ability. We will deeply examine our connection to place, both in terms of our own creativity, and the relationship of all humans to natural and built environments. We will day hike in places such as Glacier View, Lake Quinault, Shi Shi Beach and Grand Ridge as well as urban locales. Students may also design their own hikes, including overnights. Students will write extensively in the genre(s) of their choice (essay, poetry, fiction, creative non-fiction, journalism), and may create art and photographs to accompany their work. Expect to spend considerable time outside of class working independently. Some work may be done with family/significant others. This program is designed to provide the best features of a writing and hiking intensive, while accommodating those with daytime weekday commitments. Texts will include "Out Walking: Reflections on Our Place in the Natural World,"

and supplemental readings.

This intensive academic and cultural experience will take place in Buenos Aires, Argentina. A highlight of the program will be teaching English and observing classes in bilingual schools (English/Spanish). These internships will be sponsored by the English Speaking Scholastic Association of the River Plate (ESSARP). As the academic component, it will include daily Spanish language lessons and a weekly seminar on teaching language and cultural topics. Students can enroll for first session only or for both sessions.

This class is designed for students interested in teaching English as a second language in the U.S. and/or abroad. You will develop a personal teaching philosophy as you examine methods and principles of teaching within the framework of sociolinguistics and second language acquisition. The primary goal is to develop a teaching portfolio with lesson plans in speaking, listening, writing and grammar appropriate to the age level and type of classroom of your choosing. You will present these lesson plans to the class; in addition, we will have workshops, seminars and discussions of short essays. For the six-credit component you will tutor for two hours per week in addition to the class.

This course will explore the impacts of war, economic depression and revolution on European society and on Europe's position in world affairs. Special emphasis will be given to the First and Second World Wars, the Russian Revolution and its consequences, the Rise of the Third German Reich, the split between East and West Europe, the Cold War and the Recovery and Unification of Europe after World War Two. This course should be especially appropriate for history and social science majors and for prospective teachers of history, humanities and social studies.

In a recent New York Times article, Judith Warner claimed that American children are ruder and lazier than 30 years ago. Comparisons across generations are common, but these contrasts can be broad and instructive. When do privileges such as money, entertainment and educational opportunity translate into intractable problems? This course is based on the notion that childhood has a history. Students will learn that history, and reflect on their own childhoods and on experiences with children. Students will write papers appropriate to the amount of credit for which they enroll. Credit may be awarded in history, literature, sociology, and writing. The class befits students seeking endorsements for the MIT program, parents, and others who work with or care about children.

This class will engage the histories of women of different races, classes and sexual identities in order to try to understand the contradictory and uneven changes that have led us to where we are today. We will explore a variety of topics including employment, sexuality, motherhood, abortion, reproductive technologies and feminism. Throughout, we will be tracing the gender/race systems and the ways gender and race hierarchies intertwine with sexual regimes to form a society with shared, though contested, rules and understandings.

As we read selections from medieval manuscripts and Blake's poetic etchings, we will explore the relationship between word and image, bard and scribe, and the role of the manuscript tradition. Among sources for inspiration will be Anglo Saxon and Celtic monastic traditions, Arthurian Romance and an overview of communication shifts: how language changes as it moves from oral invocation into manuscripts, the printing press and the flexibility of contemporary mediums. The class will focus on critical discussions of major texts, as well as the theory and practice of various manuscript traditions. Students will work on poetry and create their own manuscripts or etchings. Students seeking additional credit will work with the instructor to complete a series of additional readings and a writing or special project that they will develop.

This program will be a writing-intensive course on the regional geography of the Pacific Northwest. By examining and practicing the genres of literary journalism and travel writing, students will craft nonfiction stories about landscapes, peoples and places. Specifically, we will learn and practice nonfiction techniques of engaging storytelling, writing from a sense of place and character development. This course is appropriate for K-12 geography and language arts teachers, students seeking writing credit and students seeking field experience. Students are encouraged, but not required, to enroll in Reading the Geographies of the Pacific Northwest, a companion course that meets week one of first summer session. Both classes will participate in an optional joint field trip across Washington state from Neah Bay to the Palouse July 10 through 14. We will camp during most of the trip and spend two nights in rustic accommodations. We will conduct interviews with Evergreen alumni living in the region about their work since graduation. The field trip is an additional four credits.

We all know what it's like to have a teacher or editor write "please clarify" in the margins of our papers. This class will demystify this frustrating request by focusing on clarity and the concrete practices that constitute well-written prose. To this end, students will master agent/action analysis, cohesion and coherence, concision, coordination, force and elegance. Intended for students from all disciplinary backgrounds. No prerequisites except a commitment to improve writing craft.