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2012-13 Undergraduate Index A-Z
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Native American Studies [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Kristina Ackley and Jose Gomez
|
Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | American Indians have a relationship with the federal government unlike that of any other ethnic or political group in the United States. They have consistently organized at all levels to renew and defend their rights to self-governance and nationhood. In this two-quarter program, we will consider the various ways in which sovereignty has been understood and contested, taking as our broad starting points the competing contexts of Indigenous knowledge systems and the U.S. Constitution.Recognizing that sovereignty must be placed within local, historical, cultural and global contexts, our theoretical readings and discussion will move from nation building in America to Native forms of nationalism, and emphasize the politics of indigeneity in an international context. We will examine the historical background and basic doctrines of federal Indian law, including the history of federal Indian policy, the foundations of tribal sovereignty, and federal roles in Indian affairs. Students will learn about Indigenous governments and the areas in which they exercise authority. We will examine the sources and limitations of federal power over indigenous peoples and tribes, state and federal constraints on tribal authority, and definitions of citizenship. We will also consider how contemporary Indigenous nations and communities capitalize on economic, political and intellectual resources.In the fall quarter, students will gain an understanding of the legal nature of the relationship between American Indians and the United States. Beginning with the American Constitution and the era of the early republic, the federal-Indian relationship will be discussed in terms of settler colonialism. Students will examine the ways that Indigenous communities have persisted and revitalized, developing intellectual traditions and structures based on their relationships to one another and to the land. Moving beyond the United States, we will consider the politics of indigeneity in Canada, New Zealand and Australia.Winter quarter will focus on topical issues that have emerged in the 20th and 21st centuries, including attempts to appeal to international law, treaty rights and co-management, sustainable landscapes and communities, Indigenous cultural representation, and the media. In major projects in the fall and winter quarters, students will work on a contemporary issue within Washington state that is of particular interest to local Indigenous nations. Working in legal teams, students will develop appellate briefs on real Indian law cases decided recently by the federal courts and will present oral arguments before a mock court. Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions. Throughout the quarter, students will learn to write appellate briefs based on real cases currently winding through the federal courts. This appellate advocacy project will culminate in oral arguments before the Evergreen Supreme Court. | Native American studies, law, public policy, and tribal government and policy. | Kristina Ackley Jose Gomez | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
|
Marja Eloheimo
|
Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 13Summer Session I | In this program, we will explore ways in which various types of gardens can contribute to community and health. Each week, as we visit a medicinal, edible, community, or ethnobotanical garden or urban farm, we will interview gardeners, consider themes related to sustainability, identify plants, learn herbal and horticultural techniques, and develop nature drawing and journaling skills. We will have the opportunity to expand upon these topics through reading, lectures, discussions, and workshops as well as through independent community, garden, and herbal projects and research. This program is suitable for students interested in environmental education, community development, health studies, plant studies, sustainability, ethnobotany, and horticulture. | Marja Eloheimo | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Frances V. Rains
|
Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | F 12 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 lessons. 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, 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. As well, as a lower division program, campus services will be introduced and emphasized across the quarter. 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 | Fall | Fall | ||||
|
Gail Tremblay
Signature Required:
Spring
|
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | This is an opportunity for intermediate and advanced students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of each quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. The faculty sponsor will support students wishing to do work that has 1) skills that the student wishes to learn, 2) a question to be answered, 3) a connection with others who have mastered a particular skill or asked a similar or related question, and 4) an outcome that matters. Areas of study other than those listed above will be considered on a case by case basis. | the arts, art history, literature and creative writing, especially poetry, and the humanities. | Gail Tremblay | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
|
Kristina Ackley
Signature Required:
Fall
|
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in Native American Studies should contact the faculty by email at ackleyk@evergreen.edu. | Kristina Ackley | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
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Gail Tremblay
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 13Summer Session I | This course will explore the way that Native Americans writers and artists represent indigenous culture in literature and the arts. Students will study poetry, fiction, film, and visual art made by Native Americans from a variety of cultures and will reflect on the way people with knowledge of growing up "Indian" in America define that experience. Students can write a paper that explores how culture is represented in the work of an indigenous artist, writer, or film-maker. Indigenous students can choose to produce creative works that represent their cultural experience and write about that experience in their final paper. | Gail Tremblay | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Frances V. Rains
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | W 13Winter | This program will address historic and contemporary images and misrepresentations of Indians in a variety of media. Indian images from films, photographs, language, mascots, popular culture and commercial interests will be deconstructed and analyzed for meaning, significance, power, representation and issues of authenticity. Colonialism, U.S./Indian history, geo-politics, and economics will be decolonized through the lenses of Native resistance, Native sovereignty and Native political and economic issues. Essential to this exploration will be an investigation of the dynamics of "self" and "other."Learning will take place through readings, seminars, lectures, films and workshops. Students will improve their research skills through document review, observations and critical analysis. Students will also have opportunities to improve their writing skills through weekly written assignments. Verbal skills will be improved through small group and whole class seminar discussions, and through individual final project presentations. Options for the final project will be discussed in the syllabus and in class. | art, cultural studies, education, geography, history, media studies, Native studies and political science. | Frances V. Rains | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||
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Myra Downing
Signature Required:
Fall Winter Spring
|
Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is . In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study. | public administration, political science, social sciences, human services, law, and tribal administration and government. | Myra Downing | Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Cynthia Marchand-Cecil
Signature Required:
Fall Winter Spring
|
Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is . In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study. | public administration, political science, social sciences, human services, law, and tribal administration and government. | Cynthia Marchand-Cecil | Junior JR Senior SR | Fall | Fall Winter Spring | ||
|
Michelle Aguilar-Wells and Chad Uran
Signature Required:
Fall Winter Spring
|
Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is .In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study. | public administration, political science, social sciences, human services, law, and tribal administration and government. | Michelle Aguilar-Wells Chad Uran | Junior JR Senior SR | Fall | Fall Winter Spring | ||
|
Colleen Almojuela
Signature Required:
Fall Winter Spring
|
Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is .In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study. | public administration, political science, social sciences, human services, law, and tribal administration and government. | Colleen Almojuela | Junior JR Senior SR | Fall | Fall Winter Spring | ||
|
Dorothy Flaherty
Signature Required:
Fall Winter Spring
|
Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is . In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study. | public administration, political science, social sciences, human services, law, and tribal administration and government. | Dorothy Flaherty | Junior JR Senior SR | Fall | Fall Winter Spring | ||
|
Renee Swan-Waite
Signature Required:
Fall Winter Spring
|
Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is . In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study. | public administration, political science, social sciences, human services, law, and tribal administration and government. | Renee Swan-Waite | Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Yvonne Peterson and Gary Peterson
|
SOS | SO–SRSophomore - Senior | 16 | 16 | Day and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program is for learners who would like to learn how to do research in a learner-centered environment. There will be an emphasis on Indian Child Welfare, Indian education, and the history of education (specifically how early child education has developed in the United States).Through each learner's area of interest, we will look at a variety of cultural and historical perspectives. Work will be concentrated in cultural studies, human resource development, early childhood education issues/themes and ethnographic studies to include historical and political implications of encounters, and cross-cultural communication. We shall explore Native American perspectives and look at issues that are particularly relevant to Indigenous people of the Americas.Faculty and learners together will work to develop habits of worthwhile community interaction in the context of the education process and social justice. We are interested in providing an environment of collaboration where faculty and learners will identify topics of mutual interest and act as partners in the exploration of those topics. In the fall, participants will state research questions for 2 topics to be covered during the three quarters. During the first weeks of fall quarter ongoing workshops will allow participants to learn the skills for completing their projects. In late fall and winter, individually and in small study groups, learners will develop the historical background for their chosen questions and do the integrative review of the literature and data collection. Depending on their individual projects, learners will develop, use and explore some of the following areas: NAEYC Standards for Early Childhood Education, Bloom's Taxonomy; the theory of multiple intelligence; curriculum development, assessment and instruction and Choice Theory; Paul’s Elements of Critical Thinking, Maslow’s Hierarchy of Needs, Expectations of an Evergreen graduate and the Five Foci; quantitative reasoning; self- and group-motivation; and communication (to include dialogue, e-mail, resources on the Web and our moodle site). | Yvonne Peterson Gary Peterson | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring |
