2012-13 Catalog

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Title   Offering Standing Credits Credits When F W S Su Description Preparatory Faculty Days Multiple Standings Start Quarters Open Quarters
Michael Vavrus and Artee Young
  Program FR–SRFreshmen - Senior 16 16 Day S 13Spring Despite claims that the U.S. is "post-racial," why does "race," nevertheless, continue to retain significance in our contemporary era? And more specifically, just what is "race"?To address these question and others, this program explores the origins and manifestations of the contested concept of race, including the role of teh U.S. judicial system and law enforcement. We further investigate the ways in which one's racial identification can result in differential social, economic and political treatment and how social movements emerged to challenge racial inequality. To understand this phenomena, we analyze the racialized history of the United States in relation to dominant discourses of popular culture, science, psychology, health care, law, citizenship, education and personal/public identity.Central to this program is a study of historical connections between European colonialism prior to U.S. independence as a nation and the expansion of U.S. political and military dominance globally since independence and into the 21st century. In this context students are provided opportunities to investigate how the bodies of various populations have been racialized. Students will examine related contemporary concepts such as racism, prejudice, discrimination, gender, class, affirmative action, white privilege and color blindness. Students will consider current research and racialized commentaries that surround debates on genetics vs. culture (i.e., nature vs. nurture).Students will engage the concept of race through readings, dialogue in seminars, films, and academic writing that integrate program materials. A goal of the program is for students to recognize contemporary expressions of race by what we hear, see and read as well as absences and silences that we find. These expressions include contemporary news accounts and popular culture artifacts (e.g., music, television, cinema, on-line media). As part of this inquiry, we will examine the presidency of Barack Obama in relation to discourses on race. As a learning community we will work together to make sense of these expressions and link them to their historical origins.Students will also have an opportunity to examine the social formation of their own racial identities through their own personal narratives. Current approaches from social psychology will be foundational in this aspect of the program. Related to this is consideration as to what it can mean to be an anti-racist in a 21st century racialized society.A visits to a local cultural museum is tentatively planned as part of this program. medicine/health, education, government, law, history, political science, cultural studies, sociology and media studies. Michael Vavrus Artee Young Tue Wed Fri Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Peter Dorman
Signature Required: Spring 
  Program FR–SRFreshmen - Senior 16 16 Day S 13Spring There is widespread discontent with the way capitalism is working in the U.S. and globally, but is there an alternative?  Can capitalism be replaced by a fundamentally different economic system, or is it only possible to make reforms within it?  This program examines this question in light of economic theory, historical experience and the results of noncapitalist experiments taking place today.  Its approach is open-minded, and students with a range of backgrounds and perspectives are welcome.  Although this is an all-level program, it is essential that students have prior exposure to economics, since much of the debate draws on economic concepts.  The program will also consider the politics and culture of noncapitalist alternatives.  Major activities will include extensive reading covering the historical roots of utopian thought, theories of noncapitalist economic arrangements, experiences with attempts to create them, proposals for ideas that have not yet been tried, and fiction in which alternatives to capitalism play an important part; we will explore these ideas in seminars, workshops, films, a research project, student governance and field trips to see local economic alternatives first-hand. Peter Dorman Mon Mon Wed Thu Thu Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Marla Elliott and Joli Sandoz
  Program FR–SRFreshmen - Senior 12 12 Evening and Weekend S 13Spring Music, history, and thinking about God and the human condition will center this 12-credit, one-quarter program exploring interweavings of experience and thought. Our focus will be the Second Great Awakening in the U.S. (1780-1850), a religious revival movement that helped energize the shift as the U.S. turned from political, economic, and intellectual dependence on Europe to becoming a country in its own right. We’ll also consider how religious trends begun before 1850 continue to shape our lives in the 21st century.Program lenses will include the founding of shape note singing (a uniquely American form of Christian sacred music), spiritual experiences as reported in art and autobiographical writings, camp meetings, and Christian theology presented through sermons and church rituals. Possible additional topics include relevant fiction from the time, and the founding and continuation of one or more of the churches begun or settled in the U.S. after 1770 (African Methodist Episcopal Church, Shakers, Seventh Day Adventist Church, the Church of Jesus Christ of Latter-day Saints, and others).Participants will attend a shape note All-Day Singing as well as a workshop and concert of traditional music from the republic of Georgia and will work together to organize and host the Fourth Annual Olympia All-Day Singing. Three additional visits to places of worship will be required. Reading, writing, singing and collaborative work will be important sites of instruction and attention as we draw from history, music, psychology, literature, and theology to inform our explorations. Credit may be awarded in music, history, literature, and religious studies. Marla Elliott Joli Sandoz Mon Wed Fri Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Stacey Davis, Samuel Schrager and Eric Stein
  Program SO–SRSophomore - Senior 16 16 Day F 12 Fall W 13Winter S 13Spring . -Ralph Ellison To educated Europeans around 1800 the new republic called The United States of America was founded on an incredible idea drawn from 18th century Enlightenment discourse: that human beings could govern themselves. The fraught implications of this democratic ideal have played out ever since. They loom large in the promise of a new start that drew 35,000,000 immigrants between the 1840s and the close of unrestricted immigration in the 1920s, and millions more who have continued to come; in the institutions that supported 19th century slavery, 20th century Jim Crow segregation, and subsequent Civil Rights movements; in the aspirations, past and present, of women and other lower-status groups. The meanings of American democracy, contested at home, have also been much scrutinized abroad. While American power has often been feared or resisted, other peoples often invoke or adapt democratic ideals to serve their own needs.This program will explore these complex relationships between the world-in-America and America-in-the-world. How, we will ask, are our identities as Americans shaped by ethnic, religious, gendered, class and place-based experiences--for example, by the cultural hybridizations and the real (and imagined) ties to home cultures endemic in American society? How do diverse Americans wrestle with democratic values in their ordinary lives? We will also consider some of the contemporary manifestations of American presence and power in various locations abroad. Using an anthropological lens, we will reflect on people's often ambivalent readings of tourists and soldiers, American aid organizations and NGOs, Hollywood mediascapes, and American commodities. How, we will ask, ought we to understand American representations of foreign "others" in travel writing, cinema, or museum display, and how have Americans themselves been represented as "others" in relationship to the larger world?Our program will provide strong contexts for students to study and work closely with faculty in the fields of history, anthropology, folklore, literature and creative non-fiction. In the fall and the first half of winter we will focus on in-depth readings of texts and training in the crafts of ethnography, writing and academic research in preparation for major independent research and senior theses. Students will undertake these projects on a topic of their choice, from mid-winter to mid-spring, either in the U.S. or abroad, in ongoing dialogue with peers and faculty. In the last half of spring the program will reconvene to review students' written work in light of the leading issues of our inquiry. There will be three main kinds of research projects.  can be conducted locally, or elsewhere, on topics involving cultures, identities, community or place; they will have an emphasis on creative non-fiction writing, and optional opportunity for internships.  can explore a historical, art historical, literary, or sociological topic, using primary or secondary resources.  will combine service learning with research on an aspect of American culture or on values and practices in another society. Service opportunities include include health, education, youth, agriculture, community development, women's empowerment and human rights. Thailand will be a featured destination, with faculty providing language training and in-country instruction and support.  While students can choose any location with faculty approval, there will be additional opportunities for students in Guatemala and Western Europe. Stacey Davis Samuel Schrager Eric Stein Sophomore SO Junior JR Senior SR Fall Fall Winter
Ulrike Krotscheck and Nancy Bishop
  Program FR–SRFreshmen - Senior 16 16 Day F 12 Fall W 13Winter The origins of humanism and the humanities are deeply rooted in the history and culture of the ancient Mediterranean. Contemporary society, for better and for worse, draws significantly from many aspects of this common history. This program introduces students to the foundations of humanistic investigation through the study of ancient Greece, Rome, and Etruria. Our main goal will be to study art, architecture, literature, and other known aspects of the ancient world with the goal of understanding what it meant to be human in that place and time.  Although the peoples of the ancient world lived in dramatically different circumstances than we do, the social, political, and philosophical questions they faced—as well as the answers they developed—resonate with the challenges of contemporary life.  Our work will help us to understand and appreciate why this is so.We will study the texts and monuments of Greco-Roman antiquity, seeking to understand the works of its foremost thinkers and artists, from the Bronze Age to the height of the Roman Empire. Our inquiry will help us establish a strong foundation in the literary and artistic artifacts that have long shaped our own cultural legacy, and broaden our historical perspective on this vibrant, ever-changing, often violent part of the world. Through the disciplines of archaeology, art history, literary analysis, and history, we will survey ancient Greece and Italy in a comprehensive manner. We will encounter the accomplishments of Homer, Sophocles, Thucydides, Virgil, Tacitus, Praxiteles, the architects of the Parthenon and the Pantheon, and others, not merely as relics to be appreciated but as vital, continually compelling invitations to think and feel our way into new points of view on both the modern and the ancient world. We will also investigate the less visible aspects of ancient life: religion, myth, death ritual, recreation, and the role of women and slaves.  Our aim is to gain a more comprehensive picture of this part of our history.Students will interpret textual and visual material in discussion and writing. As interpretive composition is crucial to our approach, we will provide many opportunities for writing and revising, with frequent faculty and peer review. Writing and writing workshops will be an integral part of the learning experience and students should expect to spend a large amount of time improving their writing.This program is intended for the lower-division/new student who is looking not only for a solid foundation in art history, classical literature, and the history of the ancient Mediterranean, but also to those seeking an intensive reading- and writing based experience that will prepare them for upper-level work in the humanities and social sciences.  Ulrike Krotscheck Nancy Bishop Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Rebecca Chamberlain and Richard Miles
  Program FR–SRFreshmen - Senior 16 16 Day and Evening S 13Spring This interdisciplinary program will combine science and humanities, as we learn beginning to intermediate astronomy through lectures, discussions, interactive workshops, and observation. We will use naked eyes, binoculars, and telescopes. We will learn about the evolution and structure of our universe and celestial bodies. How are stars born and why do they shine? How do stars die, and how can they contribute to new life? How do we know there is dark matter? How do we know that the universe is expanding - and even accelerating? What evidence is there for the Big Bang? We will study roles of science and of storytelling in human searches for understanding and meaning.How have people across cultures and throughout history understood, modeled, and ordered the universe they perceive? From sacred stories to physics-based astronomy, we will explore a variety of cosmological concepts in science, literature, mythology, philosophy, history and/or archaeoastronomy. We will use scientific methods and other inquiry-based learning strategies that engage the imagination. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of astronomy, and they will refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. We will develop skills and appreciation for the ways we find our place in the universe through stories and science, imagination and intellect, qualitative and quantitative processes. Finally we will ask, how does our understanding of astronomy and cosmologies influence our understanding of sustainability and the quality of life on Earth?We will work together as a learning community, in large and small groups. We will read and discuss science texts and do quantitative workshops and homework. Students will build and take home astronomical tools such as spectrometers and position finders. Students will analyze literary works related to astronomy and cosmology, and will develop an original piece of writing, either fiction or non-fiction. We will also share star stories from different cultures. Student teams will meet for pre-seminar discussions and assignments and will write short essays and responses to peers' essays. Research teams will explore questions of personal interest through observations, readings and calculations; and students will share their findings through presentations to classmates and the community. Students are invited to help organize observation field trips to eastern Washington or other regions with clearer skies. Rebecca Chamberlain Richard Miles Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Thomas Rainey and Geoffrey Cunningham
  Program FR–SRFreshmen - Senior 8 08 Evening Su 13Summer Session II This program will explore, in detail, the causes, course, consequences, and legacy of the American Civil War and of the Reconstruction that followed. The Civil War and Reconstruction together caused the the greatest domestic crisis in the history of the United States of America. Indeed, the Civil War and Reconstruction were not only defing moments in American history but were also of world historical significance. Participants will consider and carefully study the war and its consequences as portrayed, mythologized, remembered, and interpreted in history texts, fictional accounts, personal memoirs, and films. The program will focus on the politics of two democracies at war, crucial battles and their consequences, questions of political and military leadership, the political and military significances of the Emancipation Proclomation, the reasons why the North ultimately prevailed over the South, and the failures of Reconstruction to protect the promised civil, social, and economic rights of the recently emancipated slaves.   Thomas Rainey Geoffrey Cunningham Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Stephen Beck and Thomas Rainey
  Program SO–SRSophomore - Senior 8 08 Evening and Weekend S 13Spring This inter-disciplinary, coordinated studies program will explore, in considerable detail, the classical world of ancient Greece and Rome. It will focus on the history, literature, philosophy, and culture of these two vitally connected and overlapping classical civilizations. We will also consider how ancient Greece and Rome created the foundations of Western civilization. Our readings will be drawn from such writers as Homer, Sophocles, Euripides, Plato, Aristotle, Virgil, Suetonious, Plutarch, Seneca, and Aurelius. Stephen Beck Thomas Rainey Mon Wed Sophomore SO Junior JR Senior SR Spring Spring
Rita Pougiales
  Program FR–SRFreshmen - Senior 8 08 Day Su 13Summer Session I The processes of economic and political globalization reshape and undermine the lives of people and communities throughout the world. Some anthropologists have turned their attention to the effects of globalization on traditional and modern cultures, attempting to bring to light the full complexities and consequences of these transnational practices. For example, Joao Biehl develops an argument linking global economic activity in Brazil to what he calls the development of "zones of social abandonment" in most urban settings. Anthropologists conduct their studies through critical ethnographic research, gathering data, over long periods of time, as both "participant" and "observer" of those they are studying. Doing ethnographic research is simultaneously analytical and deeply embodied. This program includes an examination of and application of ethnographic research methods and methodologies, a study of varied theoretical frameworks used by anthropologists today to interpret and find meaning in data, and an opportunity to conduct an ethnographic project of interest. Students will read and explore a range of ethnographic studies that reveal what an anthropologist—whom Ruth Behar calls a "vulnerable observer"—can uncover about the lives of people today, and advocate on their behalf. Rita Pougiales Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Barbara Laners
  Program FR–SRFreshmen - Senior 8 08 Day Su 13Summer Full This class will examine the role of women of color in the development of America's social, economic, legal and political history. It will focus on issues ranging from suffrage to the civil rights movement and beyond; all aspects of the gender/racial gap in those spheres will be explored. Barbara Laners Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Ulrike Krotscheck
  Program FR–SOFreshmen - Sophomore 16 16 Day S 13Spring This program examines the material remains of past civilizations, including architecture, art, mortuary remains, and written sources. Our investigation takes us, virtually, to every corner of the globe and to many different periods in history, from the Mediterranean to Easter Island, and from the Neolithic Middle East to Colonial America. Primarily, we explore how the remains of past civilizations provide archaeologists and historians with clues that unlock the secrets of ancient societies. Students will gain a broad understanding of global prehistory and history, the rise and fall of civilizations, and human impact on the environment throughout history. We will examine how humans lived (the development of urbanism), how they organized their societies (experiments in politics), what they ate (hunter-gatherer to agriculture), how they worshiped (religion and myth), how they treated others (warfare and sacrifice), and how they explained the inexplicables of human existence (such as the afterlife).In addition, we will learn about the history of archaeological investigation and discuss archaeological methods and fieldwork techniques. These include different types of site formation processes (wet sites, dry sites, cold sites) as well as different excavation techniques, such as the differences between terrestrial and underwater archaeology. We will discuss how archaeologists and historians "date" the remains that they find using both "relative" and "absolute" dating techniques. Students will learn about the scientific methods used to find out detailed information about ancient peoples, such as what their diet was or how they dealt with injury and disease. Finally, we'll discuss the meaning of archaeology and the presentation of the past to different modern populations around the world. Students will have the opportunity to participate weekly in the work of a local archaeological lab and survey project.  We may also take an overnight field trip to the Makah Cultural Museum on the Olympic Peninsula, is schedule allows.  In addition, we will research archaeological sites around the globe using digital resources and we will learn to write site reports and draft archaeological artifacts and site plans. A research paper tailored to each student's specific interest will be the capstone of this program at the end of the quarter. This program assumes no prior knowledge of archaeology, and will be of interest to any student wishing to learn more about the ancient world, history, or who is interested in pursuing archaeological fieldwork in the future. humanities, social science, history, archaeology, and sociology. Ulrike Krotscheck Mon Wed Thu Freshmen FR Sophomore SO Spring Spring
Julianne Unsel
  Program SO–SRSophomore - Senior 16 16 Day F 12 Fall W 13Winter S 13Spring How do the personal identities and everyday lives of a people come together to shape the social and political worlds of a nation like the United States? How do national social and political worlds, in turn, shape individual identities and lives? Where do these worlds and identities come from? What forces contribute to them? How do we shape, and how are we shaped by, the worlds we find ourselves in today?We will explore these and related questions with an emphasis on three elements fundamental to shaping daily life in the American present and past – sex, race and family structure. Our program will adopt the centermost goal of all historical study – to understand the lives and events that have come before us so that we may better live our own lives within the social and political worlds we are responsible to today.We will inquire how popular and scientific notions of sexual and racial difference and desire have shaped social life and politics in the U.S., from settlement to the present. We will examine how these compound notions have shaped American history, how history has shaped them, and how both have bounded collective and individual articulations of sexual and racial identity, difference and desire.In fall quarter, we will study the diverse array of family structures, sexual practices, and economic relationships that developed in the U.S. from settlement to the end of slavery. In winter, we will examine the great changes in these institutions from the closing of the western frontier through the end of the world wars. In spring, we will place our own lives in proximate context with a close examination of the true revolutions in social life and scientific understanding of the past fifty years.In all three quarters, we will read in several disciplines, including U.S. social and political history, history of western medicine, history of sexuality, feminist and LBGTQ theory, and the psychology of desire. Weekly classes will include reading and discussion seminars, history lectures, student panel presentations, library study periods, and occasional documentary and new classic Hollywood feature film screenings.All program assignments will help us grow in both the art and craft of clear communication and well-supported argumentation. They will include critical reading, college writing, research in peer-reviewed literature, black and white film photography, and public outreach and speaking. Fall/winter photography components will use classic 35mm cameras to explore portraiture as a medium for self-identification and expression. Spring internship opportunities will bring our program themes to social outreach agencies and groups in our local community.This program will offer appropriate support to all students ready to do advanced work. All activities will support student peer-to-peer teaching, personal responsibility for learning and achievement, contemplative study habits, and intensive skills development. Transfer students are welcome. the arts, social sciences, education, psychology, and health professions. Julianne Unsel Sophomore SO Junior JR Senior SR Fall Fall Winter
Stacey Davis
  Course FR–SRFreshmen - Senior 4, 6, 8 04 06 08 Day Su 13Summer Session II Stacey Davis Mon Wed Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Susan Preciso and Mark Harrison
  Program SO–SRSophomore - Senior 8 08 Evening and Weekend S 13Spring Across time and cultures, humankind has struggled with moral taboos that obstruct the pursuit of knowledge deemed inappropriate or dangerous. While institutions have often dictated what is acceptable for us to know, the arts, literature, and mythology have been the chief mechanisms through which we have been able to explain or justify this fundamental human conflict. For example, in the creation story of Genesis and Milton’s we encounter one of western culture’s most enduring mythic structures. Faust and Frankenstein speak to a more modern dilemma about acquisition and use of knowledge. In this program we will explore this complex subject through visual art, music, poetry, and literature. Roger Shattuck’s will provide one analysis of the stories, but we’ll read other critical approaches as well. Students will be expected to read critically and well, take excellent reading notes, and write occasional critical essays on assigned topics. They will participate in seminar, lecture, workshop, and a field trip. Credits may be awarded in world literature and cultural studies. Susan Preciso Mark Harrison Wed Sat Sophomore SO Junior JR Senior SR Spring Spring
Jeanne Hahn
  Program SO–SRSophomore - Senior 16 16 Day F 12 Fall This program will examine the movement of the North American colonies in their separation from Britain to the emergence of the United States through the election of 1800. It will investigate the conflict; the social, racial and class divisions; and the distinctly different visions of the proper social, economic and political system that should predominate in the new nation.  Much conflict surrounded the separation of the settler colonies from Britain, including a transatlantic revolutionary movement, development of slave-based plantations and the birth of capitalism. Capitalism was not a foregone conclusion. We will study this process and pay close attention to the Articles of Confederation and the framing of the Constitution; in addition, we will investigate the federalist and anti-federalist debates surrounding the new framework, its ratification, and the political-economic relations accompanying the move from one governing structure to the other. This program will require close and careful reading, engaged seminar participation, and considered, well-grounded writing. Jeanne Hahn Sophomore SO Junior JR Senior SR Fall Fall
Greg Mullins and Trevor Griffey
  Program FR–SRFreshmen - Senior 16 16 Day F 12 Fall W 13Winter Where is home, and what would it be like to be free?According to cultural critic Robin DG Kelley, these burning questions about love and belonging, and not mere experiences of oppression, lay at the heart of the radical imagination. “Once we strip radical social movements down to their bare essence and understand the collective desires of people in motion,” he says, “freedom and love lay at the very heart of the matter.”Taking Kelley’s insight as our starting point, this program will use the study of history and literature to explore the intersections between three revolutionary social movements of the 1960s: the black freedom movement, the women’s liberation movement, and the sexual liberation movement.Our focus in fall will be themes of home and exile, freedom and slavery, and the role of love in imagining the kind of world we want to live in. We will revisit the history of the black freedom movement to imagine what civil rights movement history might look like if told as the struggle for a new world instead of the struggle for political rights. We will visit Washington DC on a field trip during the first week of November to study the politics of remembering the civil rights movement, including the iconic March on Washington for Jobs and Freedom where Dr. Martin Luther King, Jr. delivered his “I Have a Dream” speech in August, 1963.Our inquiry into the black freedom movement will serve as a model for how we then move on to explore the literature and histories of the women’s liberation and gay and lesbian sexual liberation movements during winter quarter. Instead of studying them as mere demands for political rights, we will study ways in which their demands for liberation opened up a space for revolutionary politics, and how activists’ radical imagination for what liberation would mean inspired the cultural revolutions of the 1960s. history, literature, and fields related to social and cultural analysis such as education, human services, government, policy, etc. Greg Mullins Trevor Griffey Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Trevor Speller and Anthony Tindill
  Program SO–SRSophomore - Senior 16 16 Day F 12 Fall W 13Winter In 1748, Horace Walpole purchased an estate in London. Over the next thirty years he converted that estate into a Gothic castle and planned "ruins." In 1765, Walpole wrote a novel widely regarded as the first true work of Gothic fiction. In an age of reason, Walpole's focus on the supernatural, feudal ruins and high passion pulled a medieval past into the order of the day, transforming it to meet the desires of a modern public both in print and in stone. From its beginnings, Gothic fiction shared a common link and a common bond with architecture. For generations before Walpole, the architecture of the Gothic period was the equivalent of history books and literature. Architectural historian Jonathan Glancey writes, "The Architecture of the great medieval Gothic cathedrals is one of the glories of European civilization. Here was an attempt to lift everyday life up to the heavens--to touch the face of God--using the highest stone vaults, the highest towers, the most glorious steeples permitted by contemporary technology...it led to some of the most inspiring and daring buildings of all time." Though not written in actual words, Gothic architecture is written in structural form and religious allegory.We will ask ourselves:We will investigate examples of Gothic literature and architecture in Europe and the Americas from the twelfth century to the present, as well as the history, theory and interrelationship of these artistic modes. Students will be asked to attend lectures and seminars, write papers, take examinations, and develop work in studio that may include drawing, model-building and writing. In addition, students will visit examples of Gothic architecture in concert with their readings. Architectural texts may include: by Roland Recht, by John Fichen, and by Nicola Coldstream. Fictional texts may include texts from the medieval period to the present, including , and stories by Edgar Allen Poe, H.P. Lovecraft, Angela Carter and Joyce Carol Oates. literary studies and architecture. Trevor Speller Anthony Tindill Sophomore SO Junior JR Senior SR Fall Fall Winter
Trevor Griffey
  Program FR–SRFreshmen - Senior 8 08 Day Su 13Summer Session I Conservatism has dominated United States politics for the last 30 years, and yet the study of conservatism tends to exist at the margins of college history and political science courses. This program seeks to remedy that problem by providing students of all political persuasions with an opportunity to critically examine the history and philosophy of conservatism in the United States.Some of the questions that the class will explore are:The program will approach these questions from an historical perspective by exploring how three distinct strands of conservatism evolved after World War I: social/religious conservatism, economic conservatism, and foreign policy conservatism. It will then explore how contemporary conservative media outlets try to unite these distinct strands of conservatism together while differentiating them from liberalism. It is recommended that students who enroll in the program have prior background in U.S. history and/or politics courses. Trevor Griffey Mon Wed Fri Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Nancy Koppelman and Joseph Tougas
Signature Required: Winter 
  Program JR–SRJunior - Senior 16 16 Day F 12 Fall W 13Winter History is unkind. This program will consider the possibilities for human rights in light of the tragedies of history.The phrase "human rights" suggests high moral principles and political ideals. It champions the dignity of all persons who have ever lived based solely on their humanity. It calls forth an image of a world better than the one we are in now--a world in which ideals have become realities and people can hold high moral principles with complete integrity. But humanity existed long before human rights.Historians show that in any particular historical moment, people can think and act only with the conceptual tools they have. Structural realities can cause people to harm one another because they do not have the ability or desire to challenge or resist them. As a result, violence, racism, anti-Semitism and sexism are central to our history. For most people who have ever lived, there was no hope for their human rights. What are we to make of these tragic features of history?What if Hegel is right, and "history is the slaughter-bench of happiness"? Are suffering and injustice the costs of making progress toward a better world? When and how does moral idealism help or hinder aims of "social justice"? If we can find out, how might that knowledge shape efforts to make a better world in our own time?Before human rights, suffering was thought to be caused by mysterious forces - divine or human. For example, when John Adams defended British soldiers who fired into an angry mob during the Boston Massacre of 1770, he noted that there are "state-quakes in the moral and political world" akin to earthquakes in the physical world. Our program will examine a range of "state-quakes," and particularly those that shaped the lot of Native peoples, the Puritans, American slaves and their owners, and generations of women, immigrants, and people devoted to the life of the mind. We will learn about the philosophical history of human rights from its precursors in the ancient world through the Enlightenment. We will consider the rise of the nation-state in the 19th and 20th centuries, tensions between political liberalism and pluralism, and the emergence of 21st century internationalism which seems to eclipse mutual obligations tethering citizens to states. Writing will focus on employing the skills of close analysis and developing sound arguments informed by our texts. Students will write lengthy term papers that could serve as writing samples in graduate school applications.Students who have completed substantial studies in the humanities and social sciences and who are prepared for advanced level work are warmly invited to join this program. Nancy Koppelman Joseph Tougas Junior JR Senior SR Fall Fall Winter
Nancy Koppelman, Trevor Speller and Charles Pailthorp
  Program FR–SRFreshmen - Senior 16 16 Day S 13Spring What is character but the determination of incident? What is incident but the illustration of character? - How do we determine what to do when faced with hard choices? Is our own happiness uppermost in our minds, or is something else--loyalty to a friend, say, or religious principles? How can we live with integrity in the face of temptation or tragedy? These ethical questions demand that we think carefully about character. Character comprises not only our distinctive qualities, but also our disposition to act in certain ways, for good or ill. Indeed, our word "ethical" derives from the Greek word for character, , which, like our word, can refer to a literary figure (a character) or to an individual's qualities and dispositions. In this program, we study works of philosophy, history, drama and fiction that illuminate our understanding of character. We explore how character affects, and is affected by, desire, deliberation, action and suffering. We read literary and historical accounts that illustrate the character of people or a people. These accounts may portray profound moral dilemmas or day-to-day trials woven into the fabric of human experience. Texts in ethical philosophy will broaden our notions of character, particularly in relation to external goods, habit, happiness, friendship and duties. They provide powerful interpretive tools and a refined vocabulary for grappling with questions raised by our other texts. Authors will include Plato, Aristotle, Sophocles, Immanuel Kant, Soren Kierkegaard, Nathaniel Hawthorne and Edith Wharton, among others.This program suits students who are prepared not only to think critically, but to investigate their own beliefs and submit them to rigorous scrutiny: that is, to practice ethical thinking as well as study it. Writing will be central to that practice, and students will write long and short essays submitted to peer and faculty review. Nancy Koppelman Trevor Speller Charles Pailthorp Mon Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Stacey Davis
  SOS FR–SRFreshmen - Senior 4, 6, 8 04 06 08 Day Su 13Summer Session II Students will work independently, studying the social, political, gender, and intellectual trajectories of the French Revolution from 1789 through the Terror and the Napoleonic Empire.  To understand the origins of the Revolution, students will read philosophy and political theory from Enlightenment authors like Voltaire, Rousseau, and Montesquieu.  Students will share a reading list in common and have the option to meet periodically for book discussions as a group and with the faculty member.  Since this is an independent readings course, students enrolled at different credit levels will read different texts and write different numbers of essays.  Students enrolled for more than 4 credits will complete a library research paper on one aspect of the Enlightenment or the French Revolution. Stacey Davis Mon Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Ryo Imamura
Signature Required: Spring 
  Contract SO–SRSophomore - Senior 16 16 Day S 13Spring This is an opportunity for sophomore, junior and senior students to create their own course of study and research, including internship, community service, and study abroad options. Before the beginning of spring quarter, interested students should submit an Individual Learning or Internship Contract to Ryo Imamura, which clearly states the work to be completed. Possible areas of study are Western psychology, Asian psychology, Buddhism, counseling, social work, cross-cultural studies, Asian-American studies, religious studies, nonprofit organizations, aging, death and dying, deep ecology and peace studies. Areas of study other than those listed above will be considered on a case-by-case basis. Ryo Imamura Sophomore SO Junior JR Senior SR Spring Spring
Robert Smurr
Signature Required: Winter 
  Contract SO–SRSophomore - Senior 16 16 Day W 13Winter 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 the fields of European history or cultural studies should present a well conceived contract proposal to Rob Smurr.Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply. Robert Smurr Sophomore SO Junior JR Senior SR Winter Winter
Stacey Davis
  Contract JR–SRJunior - Senior 16 16 Day S 13Spring Students can complete individual study contracts in history, especially European, North African and/or American history; European cultural or art historical studies; gender studies as long as there is some historical component to the work; or issues in politics, society, religion, culture and/or immigration in contemporary Europe. History contracts can include work in historiography (theories of history) and historical methodology. Senior thesis work welcome. history, European cultural studies, gender studies, and art history. Stacey Davis Junior JR Senior SR Spring Spring
Jeanne Hahn
Signature Required: Spring 
  Contract SO–SRSophomore - Senior 16 16 Day S 13Spring Individual study offers opportunities for advanced students to create their own course of study and research.  Prior to the beginning of the quarter, interested individual students (or a cluster group) must consult with Jeanne about their proposed projects.  The project is then described in an Independent Learning Contract.  She will sponsor student research and reading in political economy, US history (especially the "founding period"), various topics in globalization, historical capitalism, and contemporary India.  She will also sponsor travel abroad contracts that focus on the above subjects. Jeanne Hahn Sophomore SO Junior JR Senior SR Spring Spring
Sarah Ryan and Arleen Sandifer
  Program FR–SRFreshmen - Senior 8, 12, 16 08 12 16 Weekend F 12 Fall W 13Winter S 13Spring Is justice a concept that is applicable to the workplace?  In approaching this question, we’ll look at the history and legacy of immigration laws, labor law as set forth in the National Labor Relations Act, and civil rights/anti-discrimination law as written in Title VII of the Civil Rights Act of 1964.  In addition to defining rights, these laws reflect the shape of power in society, and they can determine how workers and management interact.  Their texts were written by lawmakers; but in another sense, they were written in the streets and workplaces during turbulent times.  Class and racial biases exist in, and are reproduced by, the laws and their practices.  In this class we’ll study the social movements and conditions that led to the passage of important bodies of labor, civil rights, and immigration law.  We’ll ask how their history is important, how the struggles at their roots shaped the laws' forms, and how they affect the workplace today.Students will become acquainted with the critiques developed by scholars in Critical Race Theory and Critical Legal Studies, which help us think about power in the larger society and alternative possibilities for justice.  Be prepared for fun, active, problem-solving and hard work.  Students will learn to do basic legal and historical research.  You will get a sense of the real work of attorneys and courts, but also the work of community activists and union stewards.  Though there are no prerequisites, students should be prepared with some basic background in 20th century American history and should have the patience and persistence to read detailed histories, statutes, and legal cases.  Students who are particularly interested in either labor, civil rights, or immigration issues are strongly urged to participate in the year-long program, as the connections between these histories and legal regimes are essential to understand. law, labor organizing, history, social justice, public administration, management Sarah Ryan Arleen Sandifer Sat Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Anthony Zaragoza, Zoltan Grossman and Lin Nelson
  Program SO–SRSophomore - Senior 16 16 Day F 12 Fall W 13Winter S 13Spring Social movements don’t just happen. They emerge in complex, often subtle ways out of shifting historic conditions, at first unnoticed or underestimated. Social movements--across the political spectrum--push us to examine a wide array of questions about ideas, communication and organization, and how people are inspired and mobilized to create change. In this program, we will explore what individuals and communities can do about whatever issues are of most concern to them.This program will examine methods of community organizing that educate and draw people into social movements, and methods of activism that can turn their interests and commitment into effective action. Key to this will be how movements construct and frame their strategies, using a toolkit of tactics. Our foundation will be the contemporary U.S. scene, but we’ll draw on historical roots and lessons from the past, as well as on models from other countries. It will be crucial for us to look at the contexts of global, national and regional movements, and how they shape (and are shaped by) events at the local scale.In fall quarter we’ll undertake a comparative exploration of strategies and tactics of various social movements in the U.S. and abroad, and critically analyze their effectiveness and applicability. We’ll explore movements based around class and economic equality (such as labor rank-and-file, welfare rights and anti-foreclosure groups), as well as those based around identities of race, nationality and gender (such as civil rights, feminist, Native sovereignty, LGBTQ, and immigrant rights groups). The program will also examine movements that focus on life’s resources, from environmental justice to health, education and housing. Our examinations and explorations will take us across the political spectrum, including lessons from how populist movements effectively reach and mobilize disillusioned people, including right-wing populist movements, such as the Tea Party, pro-life/anti-choice and anti-gay movements, and anti-immigrant, anti-indigenous, and other white supremacist groups.During winter quarter, we’ll explore the ways that movements emerge and grow, focusing on themes that cut across organizations, and developing practical skills centered on these themes. Our discussions will include how movements reflect and tell people’s stories (through interviews, theater, etc.). Central to our work will be an examination of ways to communicate with people from different walks of life, using accessible language and imagery (through personal interaction, popular education, alternative media, etc.). We’ll critically examine how groups use mainstream institutions to effect change (such as press releases, research centers, legislative tactics, etc.). We’ll examine and critique the use of the internet and social media in networking people, and share innovative uses of culture (film, audio, art, music, etc.). We’ll assess the effectiveness and creativity of actions at different scales (rallies, direct actions, boycotts, etc.). Finally, we will look at relationships between social movements with different organizing styles, and how they have built alliances, as well as the internal dynamics within organizations.Spring quarter will be a time for in-depth work through different types of projects: comparative critiques of movement strategies, critical social history of a movement, direct work with a local or regional movement, critical exploration of movement literature, or development of media, including such possibilities as social media, short film pieces, photography, web pages, photovoice, and podcasting. Throughout the program, our work will be shaped by a range of community organizers, activists and scholars. Projects will use community-based research and documentation, with a view toward the sharing and presenting of work, in connection with partners and collaborators. Anthony Zaragoza Zoltan Grossman Lin Nelson Sophomore SO Junior JR Senior SR Fall Fall
Jeanne Hahn
  Program JR–SRJunior - Senior 16 16 Day W 13Winter Working together in a seminar format, students and faculty will establish an historical, theoretical and analytical understanding of the birth of capitalism in the crisis of 16th century European feudalism, its rise and consolidation in the late 18th and 19th centuries, the development of the global political economy, and its first structural crisis accompanied by a major burst of imperial expansion in the late 19th century. We will find this is a topic steeped in controversy. Capitalism has transformed the world materially, socially and ecologically. We will consider the interrelationships among these three categories as capitalism developed and changed through its formative period. Major analytical categories will be imperialism, colonialism, and globalism, the accompanying ecological transformation, and the rise of social classes in support of and resistance to these developments. We will study the rise of liberalism in its historical context, as well as its counterparts, conservatism and socialism. Understanding the trajectory, deep history and logic of historical capitalism will provide students with the insights and tools necessary to assess the current historical moment. The program will require close and careful reading and discussion as well as considered and well-grounded writing. Our work will be conducted at an upper-division level. Jeanne Hahn Junior JR Senior SR Winter Winter
Sean Williams and Andrea Gullickson
  Program SO–SRSophomore - Senior 16 16 Day F 12 Fall W 13Winter S 13Spring This program is designed to give students a set of perspectives and musical practices that reflect and express the concerns and values of people in particular times and places. We will examine social changes that gave rise to shifts in the arts, focusing in particular on eras, places or phenomena of specific artistic interest. In addition to examining Western music forms, we will explore music in the context of multiple world traditions (classical, popular and vernacular) and the contexts that gave rise to them in Asia, South America, and Africa. We expect to ask provocative questions, including: What is the relationship between power, patronage and the performing arts? Does the artist change the culture, or does the culture call forth the artist? Is there a connection between ritual origins of the performing arts and their spiritual effects? How can we use written language to help us understand more about music?Fall and Winter quarters include skill development in understanding the fundamentals of music worldwide: we will play and sing music, read music using multiple forms of notation, discuss what we are listening to, observe musicians engaged in practice and performance, and collectively develop our work in rhythm, timbre, melody, harmony and other realms by drawing from traditions in Europe, America, Brazil, Indonesia and West Africa. Three essays--covering different ways of writing about music--will be required during fall and winter. Our work throughout Fall, Winter and well into the Spring quarter will focus on issues common to musics and musicians everywhere, including race, class, gender, colonialism, liminality, physics, politics, religion, education and social structures. The genres we study might shift from chamber music to rock to jazz to opera; but also from samba to kabuki, gamelan or bluegrass. In each case we treat the entire genre of music as a whole: the instruments, voices, people and context all serve to inform your learning.Spring quarter we will branch out into more specific areas of study; with faculty guidance, students will choose an issue, a place and a genre to study and write about in a single short essay early in the quarter. In addition, students will be expected to do independent study as part of a fieldwork project that will take them off campus for several weeks. During those three weeks, students will explore an individual musician, group, company or genre on their own, producing a significant essay (approximately 20 pages) and oral presentation at the end of the quarter. This individual research project can take place in Olympia or anywhere in the United States, and faculty will work with students on aspects of writing up research, revision and oral presentation in the last few weeks of the program.Weekly program activities will include reading, focused listening, workshops, guest lectures, ear training, films, lectures and seminars. Skill development in musical performance (and occasionally movement) is expected; students will study a musical instrument or vocal tradition outside of class and demonstrate improvement over the course of the two quarters. At the end of each quarter, students will be asked to offer the results of their individual research and collaborative project work in both performances and presentations. performing arts and cultural studies. Sean Williams Andrea Gullickson Mon Tue Wed Sophomore SO Junior JR Senior SR Fall Fall Winter
Michael Vavrus
  Course FR–SRFreshmen - Senior 4 04 Day Su 13Summer Session I Pacific Northwest History introduces multicultural aspects of historical developments of this region.  A primary learning objective is for students to be able to articulate through concrete historical examples how liberty and justice has been interpreted and applied in the Northwest.  With texts that provide accessible historical accounts, students will be exposed to Native American Indian perspectives on the eventual occupation of their lands by European imperialists, the origins and outcomes of competition among Europeans for the Pacific Northwest, and challenges placed on non-European ethnic groups—such as Chinese Americans, African Americans, Mexican Americans, Japanese Americans—during the 19th and 20th centuries.  Attention to the experiences of women in making this history is included.  The local historical development of Tacoma is used to highlight the role of capitalism in creating governing bodies and class differences among white European Americans who collectively discriminated against the aspirations of people of color. Michael Vavrus Mon Wed Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Stephanie Kozick, Amjad Faur and Susan Aurand
  Program FR–SOFreshmen - Sophomore 16 16 Day F 12 Fall W 13Winter S 13Spring How do the places where we live form the essence of our conception of space? Do human actions shape rooms, or do rooms shape human actions?Domestic space is another way of saying “the rooms in a house;” those rooms, where we spend so much of our daily lives, offer occasions for thinking about a number of intriguing questions. One philosopher (Gaston Bachelard) argues that our perceptions of houses and other shelters shape our thoughts, memories, and dreams. Others have proposed that, “Domestic space is one of the most difficult terms to define.” What an invitation to inquiry!And what are the psychological implications of domestic space? Some sociologists have stated that “The history of the house is the history of the dialectic that emerges between these two impulses: shelter and identity.” What are the relationships between one's "shelter" and one's "identity"?The kitchen is a particularly fascinating room for sociocultural considerations; food preparation is common to homes in all cultures. We will consider the ethnographic work of Roderick Lawrence on kitchens, conduct ethnographic work of our own, and read delicious memoirs inspired by kitchens.Overall, this program’s curriculum will include perspectives of history, fiction and non-fiction literature, social science studies, and cinematic representations of rooms in homes, which in turn will inspire “picturing” domestic space through photography, story writing, and fine art expression. A variety of readings will provide “food” for discussions and other learning activities that concern the design, meaning, organization, and use of all the rooms in a home.In fall quarter students can expect to study the overall concept of space as it applies to domestic dwellings, and to engage photography as a form of visual anthropology. Readings, such as, Bill Bryson’s "At Home" provides a “comfy” examination of spaces as Bryson sets out “to wander from room to room and consider how each has featured in the evolution of private life.” In the same way, students will wander through rooms with a camera to act on the dynamics of space and objects. Bryson’s wanderings will join books, such as, "At Home: An Anthropology of Domestic Space," Bachelard’s "The Poetics of Space," and Busch’s "Geography of Home."Winter quarter examines a specific room in the house: the kitchen.  Its purpose, history, design, tools, and tastes support interdisciplinary study.  As both a solitary and social space, the kitchen offers a wide platform of sociocultural concerns.  Readings, drawing workshops, a film series, photography, and project work consider the variety of meanings associated with the kitchen.  Writing workshops will facilitate students’ own meaning making in memoir writing or “meditations” on the kitchen.  The kitchen is inevitably connected to food with all its physical, aesthetic, and social aspects; the Organic Farm Sustainable Agriculture Lab (SAL) affords a kitchen workspace for program food tastings and other discoveries.   Photography work will involve shooting, developing, and peer critiquing color photography concerned with kitchen culture. Instruction on lighting and creating color prints in the darkroom presented by Hugh Lentz.During spring quarter, the study of domestic space continues with students identifying and pursuing individual research plans or projects.  Students might prepare a formal research project that deals with ethnography, theater, writing, health and sustainability, poetry,or other literary approaches.  Students might also choose to engage the practices of design, drawing, painting, collage, and various forms of media to create visual representation works concerning domestic space. Each room of the structures we call “house” has special meaning, entertains special activities, and implies that there is human intent or deliberateness, a human tendency that Ellen Dissanayake ("What is Art For") connects to the very nature of what we refer to as “art.” Spring quarter will also include modes of sharing the development of individual projects through individual WordPress sites and weekly progress meetings that take up concepts of domesticity. Stephanie Kozick Amjad Faur Susan Aurand Freshmen FR Sophomore SO Fall Fall Winter Spring
Michael Vavrus and Peter Bohmer
Signature Required: Winter 
  Program SO–SRSophomore - Senior 16 16 Day F 12 Fall W 13Winter We will examine the nature, development and concrete workings of modern capitalism and the interrelationship of race, class and gender in historical and contemporary contexts. Recurring themes will be the relationship among oppression, exploitation, social movements, reform and fundamental change, and the construction of alternatives to capitalism, nationally and globally. We will examine how social change has occurred in the past, present trends, and alternatives for the future. We will also examine different theoretical frameworks such as liberalism, Marxism, feminism, anarchism and neoclassical economics, and their explanations of the current U.S. and global political economy and key issues such as education, the media and the criminal justice system. Students will learn communication skills related to public debate and social change.In fall, the U.S. experience will be the central focus, whereas winter quarter will have a global focus. We will begin with the colonization of the U.S., and the material and ideological foundations of the U.S. political economy from the 18th century to the present. We will explore specific issues including the slave trade, racial, gender and economic inequality, the labor movement and the western push to "American Empire." We will carefully examine the linkages from the past to the present between the economic core of capitalism, political and social structures, and gender, race and class relations. Resistance will be a central theme. We will study microeconomics principles from a neoclassical and political economy perspective. Within microeconomics, we will study topics such as the structure and failure of markets, work and wages, poverty, and the gender and racial division of labor.In winter, we will examine the interrelationship between the U.S. political economy and the changing global system, and U.S. foreign policy. We will study causes and consequences of the globalization of capital and its effects in our daily lives, international migration, the role of multilateral institutions and the meaning of trade agreements and regional organizations. This program will analyze the response of societies such as Venezuela and Bolivia and social movements such as labor, feminist, anti-war, environmental, indigenous and youth in the U.S. and internationally in opposing the global order. We will look at alternatives to neoliberal capitalism including socialism, participatory economies and community-based economies and strategies for social change. We will study macroeconomics, including causes and solutions to the high rates of unemployment and to economic instability. We will introduce competing theories of international trade and finance and examine their applicability in the global South and North. In winter quarter, as part of the 16 credits, there will be an optional internship for up to four credits in organizations and groups whose activities are closely related to the themes of this program or the opportunity to write a research paper on a relevant political economy topic.Students will engage the material through seminars, lectures, films, workshops, seminar response papers, synthesis papers based on program material and concepts, and take-home economics examinations. political science, economics, education, labor and community organizing, law and international solidarity. Michael Vavrus Peter Bohmer Tue Tue Wed Wed Fri Fri Sophomore SO Junior JR Senior SR Fall Fall Winter
Peter Bohmer and Elizabeth Williamson
  Program FR–SRFreshmen - Senior 16 16 Day S 13Spring 1968 and 2011 were world historic years. In both cases, uprisings spread within and between countries. In 1968, major resistance to the existing order produced movements for liberation in Vietnam (Tet offensive); France (May, 1968); Czechoslovakia (Soviet invasion, August, 1968); Mexico, (Tlatelolco and Olympics) and the United States--including the rebellions after Martin Luther King's assassination, the Columbia University occupation, the protests against the Democratic Party Convention in Chicago, and the major growth of the women's and Black liberation movements. There were major uprisings in many other countries. New left theory and practice were integral to those movements. 1968 was perhaps the central year of the 1960s--a decade where the status quo was challenged culturally, socially and politically; a period of experimentation where countercultures emerged and revolution was in the air.2011 was another major year of uprisings. Social movements against repressive governments and against social inequality spread from Tunisia to Egypt to Yemen, Syria, Libya, Bahrain--among many others. The nature and goals of the uprisings vary from country to county, but all are connected by an egalitarian and democratic spirit where youth play a major role. Inspired partially by the events in the Middle East, Wisconsin residents and especially public sector workers occupied the State Capital in the spring of 2011, and there were massive demonstrations against the frontal attack on public sector unions, and on education and social programs. These so-called "austerity measures" and the growing resistance to them are occurring all over the United States. There is also occupation of public spaces led by the young and independent of political parties, demanding the end of unemployment and the maintenance of social program in Greece, France, Spain and other countries in Europe.In this program we will examine the political, economic, and cultural contexts of the uprisings in both of these periods--paying attention to local, national and global connections. We will study these uprisings, and the socio-political forces that helped shape them, through cultural and political economic analysis, fiction and non-fiction literature, movies, music, and participant experiences. Particular attention will be paid to developing research skills and writing for a broader audience.In addition to developing a greater awareness of the historical impact of these uprisings, we hope to better understand the philosophy, goals, strategy and tactics of the organizers of these movements. We will conclude by comparing and contrasting 1968 to 2011 in order to develop lessons for the present and future. teaching social studies; organizing; working for an economic or social justice organziation--locally, nationally or globally; graduate school in social sciences or cultural studies. Peter Bohmer Elizabeth Williamson Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Greg Mullins and Cael Keegan
  Program JR–SRJunior - Senior 16 16 Day S 13Spring Why is glitter queer? Why is drag glamorous? Why are Broadway musicals gay in both senses of that word? Why, for that matter, did a word that meant bright, showy, cheerful and carefree come to signal homosexuality?Entertainments, recreation, social gatherings and stage spectacles have a long and deep relationship to sexual and gender identities, communities, and the politics that emerge from them. In this program we will examine the history of queer gender and sexuality in relation to bars, parks, baths, burlesque halls, balls, theaters, musicals, music festivals, softball teams, films and parades. Our approach will be primarily historical, as we consider how modern genders and sexualities are playfully forged via social interaction in places of entertainment. Our focus will be the United States in the 19th and 20th centuries.Historical texts will be complemented with theoretical readings that explore the relation between pleasure and politics. We will be especially interested in style, costume, humor, bacchanalia, outrageousness, spectacle, camp, play and the carnivalesque.Students should emerge from the program with a sophisticated understanding not only of sexual and gender identity and community, but also of how sexual and gender politics have been advanced through visibility, spectacle and play. history, gender and sexuality studies, careers in any field of education, human services, entertainment, etc. in which it would be wise to understand human diversity. Greg Mullins Cael Keegan Junior JR Senior SR Spring Spring
Frances V. Rains
  Program FR–SRFreshmen - Senior 16 16 Day S 13Spring The 20th century has not been the exclusive domain of Euro-American men and women in the U.S. yet it often requires to realize that women of color have also existed at the same time. Repeatedly, women of color [e.g., African American, Native American, Asian American, Latina/Chicana] have been stereotyped and have endured multiple oppressions, leaving them seemingly voiceless and invisible. Such circumstances have hidden from view how these same women were active agents in the context of their times, who worked to protect their cultures, languages and families. These women of color often resisted the passive victimization associated with them. Gaining an introduction to such women of color can broaden and enrich our understanding of what it has meant to be a woman and a citizen in 20th century North America. Drawing upon autobiographies, poetry, short stories, essays and films, we will explore the ways in which women of color defied the stereotypes and contributed to the economic, social, political and cultural life of the contemporary United States. We will critique how feminist theory has both served and ignored these women. We will analyze how 20th century U.S. women of color survived, struggled, challenged barriers, and forged their own paths to make life a little easier and better for the next generation of women and men. Students will develop skills as writers and researchers by studying scholarly and imaginative works and conducting research. Through extensive reading and writing, dialogue, films and guest speakers, we will investigate important aspects of the life and times of women of color in the 20th century. Frances V. Rains Mon Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
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
Joli Sandoz, Rebecca Chamberlain and Suzanne Simons
  Program FR–SRFreshmen - Senior 12 12 Evening and Weekend F 12 Fall W 13Winter Religion, Society and Change is appropriate for students of any belief system, whether faith-based or secular. While students who enroll for all three quarters will receive the most depth of learning and experience, anyone is welcome to join the program at the beginning of fall, winter, or spring quarters.This program centers on historical, cultural, theological, literary, and artistic aspects of religion and spiritual practices. Each quarter will balance intellectual study with hands-on explorations of religious practice and sacred texts. Fall quarter will open with study of origins and development of the three Abrahamic faiths—Judaism, Christianity, and Islam—from their beginnings through the Medieval era. Visits to local faith communities, guest speakers, and a sacred art retreat in addition to lectures and workshops will deepen our understanding of these religions and their practices. Our work will draw on art, music, contemplative practices, and the literary qualities of sacred texts in addition to the political and socio-economic contexts of religious thinking and religious community development.We will consider cultural roles of institutional religion, especially U.S. Christianity, during winter quarter by focusing on two very different social justice movements. The Civil Rights Movement of the first half of the 20th century—started and sustained by African Americans, and organized in important ways by and through clergy and faith communities—is a landmark in U.S. religious and political history, and an exemplar of American efforts toward social justice. Our second winter topic, following on Hurricanes Katrina and Sandy, will be religious organizing and thinking in relation to climate change, planetary health, and effects on individuals and communities. Here we will examine contemporary religious statements, Biblical texts, and additional materials as we contemplate the part religion currently plays in U.S. political and social affairs and as we reflect on responses to natural disasters (once called "acts of God") and the people most directly touched by them.Recognition and acknowledgement of human interrelationships and differences, including empathy and compassion, are important aspects of social justice work; program members will undertake faculty-supported service learning in local faith communities. We will also participate in a Tai Ji retreat held on campus. Reading, writing, reflection and collaborative work will be important aspects of instruction and of program energy, as we draw ideas and approaches from history, sociology, journalism and religious studies to inform our work. Joli Sandoz Rebecca Chamberlain Suzanne Simons Mon Wed Fri Sat Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Patricia Krafcik and Robert Smurr
  Program FR–SRFreshmen - Senior 16 16 Day F 12 Fall W 13Winter S 13Spring Join us on an extraordinary virtual journey as we explore the diverse peoples, cultures and histories of the region that was once demarcated by the borders of the Russian and Soviet empires. We will take a multicultural approach in our examination of Russians and numerous other indigenous peoples who from ancient times have populated the vast expanses of Eurasian and Siberian steppe and forests.In fall quarter we investigate Slavic, Scandinavian, Persian, Mongol and Turkic contributions to early Russian society and examine both the region's pre-Christian pagan animistic cultures and the rich Byzantine cultural legacy of Orthodox Christianity with its associated art and architectural forms, literature and music. Our fall journey takes us from the vibrant culture of Kievan Rus', through the development of the Muscovite state, imperial expansion and westernization during the reigns of Peter the Great and Catherine the Great, and on to the start of the 19th century with Russia's emergence as a major world power. Medieval epics and chronicles as well as diverse films and readings enhance our study of this early turbulent history. Special geography workshops in both fall and winter terms help students identify fluently the location of cities and landmarks throughout the Russian and Soviet empires, as well as understand more profoundly the relationship between the various peoples of the empire and their environment.Winter quarter concentrates on some of the world's greatest literature from Russia's 19th-century Golden Age, all read in tandem with vibrant historical accounts of the era. Works by Pushkin, Lermontov, Gogol, Turgenev, Dostoevsky, Tolstoy, Chekhov and others enable us to explore Russia's provocative social, religious and revolutionary ideologies. We examine the rise of the Russian Empire's radical intelligentsia who rebelled against autocratic tsarist policies and the institution of serfdom, and also emphasize the diverse ways in which these activities led to the world-changing revolutions of the early 20th century.Spring quarter focuses on the tumultuous events of the 20th century, from the revolutions of 1905 and 1917 through the post-Soviet period. We investigate the legacy of Lenin and the Bolsheviks, including the horrific Stalin era with its purges, Gulag prison camps, brutal industrialization policies and devastating environmental practices. We place special emphasis on how writers, artists and filmmakers interpreted, influenced and survived the Soviet regime. Included in this emphasis is a detailed examination of the enormous sacrifices that the Soviet people experienced at the hands of their own communist dictatorship, as well as under Nazi occupation during the Second World War. This term ends with a review of events resulting in the collapse of the U.S.S.R. and the emergence of the fifteen independent states that arose from its ashes.Students will write short papers in fall and winter quarters and have the opportunity to explore in depth a topic of their choice for a final research paper in spring. They will also create professionally produced posters based on their research and participate in a series of term-end exhibits of their posters as a way to share their research with their faculty and peers. Those who opt not to participate in the Beginning Russian Language portion within our program will have the option of completing additional research and writing projects within their respective seminars for full credit. education, diplomatic and security services, film, music, art, writing, international business, and graduate studies in international affairs and in Russian and Slavic literary, historical, political and area studies. Patricia Krafcik Robert Smurr Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Rebecca Chamberlain
  Course FR–SRFreshmen - Senior 4 04 Evening W 13Winter This survey of the world’s sacred texts and spiritual traditions will explore their poetic and literary influence, past and present. From creation stories and wisdom traditions to prophetic revelations and teachings about transforming suffering, what impact have sacred texts had on the psyche, imagination, and social or political understanding of peoples, ancient and modern?  How have sacred texts and stories evolved over time? How have they been passed on through oral and literary traditions and through words and images? What is their role in developing culture, identity, and community? How do they frame philosophical, moral, ethical, and spiritual insights? We will explore our topic through a variety of disciplinary lenses including comparative literature, religion, history, mythology, movement, and the arts, as well as through an ecumenical dialogue that affirms both religious and secular perspectives. We will combine academic inquiry and research with poetic insight, artistic production, performance, and contemplative practices such as Tai Ji, yoga, or meditation. Rebecca Chamberlain Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter
Diego de Acosta, David Phillips, Amaia Martiartu and Alice Nelson
Signature Required: Winter  Spring 
  Program SO–SRSophomore - Senior 16 16 Day F 12 Fall W 13Winter S 13Spring Spain and Latin America share not only the Spanish language but also an intertwined history of complex cultural crossings. The cultures of both arose from dynamic and sometimes violent encounters, and continue to be shaped by uneven power relationships as well as vibrant forms of resistance. In this program, students will engage in an intensive study of the Spanish language and explore the literature remembered, imagined and recorded by Spaniards and Latin Americans in historical context. Every week will include seminars on readings in English, Spanish language classes, a lecture or workshop conducted in Spanish, and a Spanish-language film. There will be regular written seminar responses, synthesis essays and a winter quarter research project. Please note that Spanish language classes are integrated into the program, so students do not have to register for them separately. We welcome students with any level of Spanish, from true beginner to advanced. No previous study of Spanish is required to enter in fall. Fall quarter, we will explore cultural crossings in Spain and Latin America prior to the 20th century through literary and historical texts. In medieval Spain, Jews, Christians and Muslims once lived side-by-side during a period of relative religious tolerance and cultural flourishing known as the . Military campaigns and the notorious tribunals of the Spanish Inquisition eventually suppressed Jewish and Muslim communities, but their cultural legacies have persisted. In the late 15th century, Spain began a process of imperial expansion marked by violence against indigenous peoples and Africans forced into slave labor; these early clashes are strikingly documented in contemporary accounts. Subsequent colonial institutions, including imposed governmental structures, , religious missions and slavery were contested by diverse resistance movements. These dynamics culminated in Latin America's independence in the 19th century and they continue to be reexamined and reimagined within Latin American cultural production today. Winter quarter, we will turn to literature from the 20th and 21st centuries. During this time, Spain and several countries of Latin America experienced oppressive dictatorships as well as the resulting emergence of social movements that enabled democratization. The questions of language, regional identity and difference have also defined several nations' experiences, from Catalonia and the Basque region in Spain, to various indigenous communities throughout Latin America. More recently, the context of economic globalization has given rise to unprecedented levels of international migration, with flows from Latin America to Spain and the US. All of these cultural crossings have involved challenges and conflict as well as rich and vibrant exchanges expressed in literature, art and cinema.Spring quarter offers two options for study abroad, and an option for doing internships with local Latino organizations for those who stay on campus. The Santo Tomás, Nicaragua program is coordinated with the Thurston-Santo Tomás Sister County Association and its counterpart in Nicaragua, and is open to 4-8 intermediate/advanced language students; the Quito, Ecuador program is co-coordinated with CIMAS, an Ecuadorian non-profit research organization, and is open to 15 or more students of all language levels. For students staying in Olympia, the program will have two components: an on-campus core of Spanish classes and seminars focused on Latino/a communities in the US; and the opportunity for student-originated studies through internships and project work. All classes during spring quarter, whether in Olympia or abroad, will be conducted entirely in Spanish. Diego de Acosta David Phillips Amaia Martiartu Alice Nelson Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
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
Harumi Moruzzi
  Program FR–SRFreshmen - Senior 16 16 Day S 13Spring This program is designed for students who are interested in the literary works of Soseki Natsume, Yukio Mishima and Haruki Murakami as well as modern Japanese history.Nobody lives in a vacuum. Every person is a product of that person's time and place, even when he/she rebels against such a background. Most people in society conform to the current ideology of society in order to succeed and perhaps merely to get by, even when their society is moving toward spiritual bankruptcy. It is often believed that the artists and the intellectuals are the seers and prophets of the society that can shed light on the social and cultural problems, thus inspiring new directions for regeneration. Such may be a romantic view of artists and intellectuals. However, this premise often yields an advantageous framework through which we can examine the society and culture that produced these artists and intellectuals.The highly esteemed Japanese writers, Soseki Natsume, Yukio Mishima and Haruki Murakami, are examples of such artists and intellectuals. They represent turbulent and paradigm-shifting periods in Japanese history: Meiji modernization, Post World War II devastation, and the advent of a rabid consumer society.In this program, we study the literary works of these three writers in the context of their times, with respective culture and socio-economic structure, through lectures, films, seminars and individual and/or group projects/research.At the beginning of the quarter, students will be introduced to the rudiments of film analytical terms in order to develop a more analytical and critical attitude toward film-viewing experience. Students will also be introduced to major literary theories in order to familiarize themselves with varied approaches to the interpretation of literature. Then, students will examine the selected works of Soseki Natsume, Yukio Mishima and Haruki Murakami through seminars and critical writings. Weekly film viewing and film seminar will accompany the study of literature and history in order to facilitate a deeper exploration of the topics and issues presented in their literary works. Harumi Moruzzi Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Joseph Tougas and Rebecca Sunderman
  Program FR–SOFreshmen - Sophomore 16 16 Day S 13Spring We have inherited a scientific worldview that provides explanations for many phenomena that were great mysteries to earlier generations. It's easy to overlook how amazing it is that we can explain visible effects in terms of invisible objects such as molecules, atoms and electrons. How did this scientific worldview come to be? This program will follow the historical development of scientific thought from the teachings and practices of alchemy to modern chemistry. We will pay special attention to the meaning of scientific beliefs about the basic structure of material reality in different historical periods, as this structure can be discovered by observing the changes and transformations of visible substances. We will work hands-on in the laboratory with some of the "magical" transformation that so intrigued early scientific researchers. We will explore how the modern scientific method evolved and how it can be applied to everyday problems and puzzles, as we learn about concepts of chemistry--the periodic table of elements, chemical properties, and energy. This will give us material for philosophical reflection on the nature of knowledge, and how ideas about knowledge have changed historically. This program does not require any previous science or philosophy experience. science and education. Joseph Tougas Rebecca Sunderman Freshmen FR Sophomore SO Spring Spring
Matthew Smith and Dylan Fischer
  Program FR–SRFreshmen - Senior 16 16 Day F 12 Fall W 13Winter “There are two ways to die in the desert, too much water and not enough.” In this two-quarter program, we will focus an interdisciplinary lens on the myriad ways we survive when water is scarce and when water is overwhelmingly present.Life and growth in the west  has always been limited by availability of water. Human interactions with rivers, lakes, rainfall, snow pack, and ground water resources have been central themes of the western experience. Ownership of water and apportioning its use has been a constant dilemma and struggle among myriad users and claimants, human and natural. Climate change threatens different patterns of precipitation and more rapid evaporation. This will intensify these dilemmas and calls for new physical and policy responses, along with new adaptations and efficiencies in water use.Water has limited the spread of organisms in the American West for millions of years.  We will examine how organisms have adapted to water scarcity in diverse and interesting ways. Understanding biological adaptations to water abundance and scarcity requires an understanding of general ecology that may  provide analogies for solutions to the current water crises humans face in an era of climate change. Just as humans deal with what climate change means for the future of water availability, ecosystems have been adapting to changing water availability since the dawn of terrestrial life forms.This program will first explore what it’s like to live with water scarcity (in the fall), and then what it’s like to live in the presence of overabundance of water (in the winter). We will contrast wet and dry landscapes in the American west using water as a central theme. We will use a combination of modern environmental literature, classic environmental nonfiction, field trips, hands-on experiences, guest speakers and seminars to help us delve deep into the central theme of this program.  Matthew Smith Dylan Fischer Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Stephen Beck and Susan Preciso
  Program FR–SRFreshmen - Senior 16 16 Day and Evening F 12 Fall W 13Winter In this two-quarter program, we will examine the nature and place of work in human life and culture. Studying literature, philosophy, and history in the Western tradition, we will develop an understanding of work that goes well beyond the concept of work as a way to pay the bills. We will consider important questions: Why is work important in a complete human life? What roles can it play both for an individual and for the whole social system? What meaning does, or can, work have in a person's life and in a society? What ways of working should a person strive to practice? Who does what work? To better understand and critique challenging material, we will spend time improving skills in close reading, critical reasoning, writing clearly and well, and in research methods. We will examine the ways in which approaching an idea through different disciplinary lenses allows us to deepen our understanding of it—often complicating the picture in generative ways. During fall quarter, we begin our study of ideas about the place of work in the human condition. We will begin reading Hannah Arendt’s and central ancient texts, including passages from the Bible, Hesiod, Aristotle, and the Stoics. We will continue our study by considering medieval ideas about work, as seen in art, philosophy, and literature, through passages from as well as histories of feudal life and thought. The quarter will conclude with examination of the move into the modern world, focusing on the Protestant Reformation and the rise of capitalism.  We will analyze selections from John Locke and Adam Smith, and we will read , putting this work into its complicated historical and cultural context. Winter quarter’s work will begin with the 19th century and the great changes that came with the Industrial Revolution and take us into the 20th century. Our reading will include Karl Marx, Henry David Thoreau's , Elizabeth Gaskell’s , and Daniel Rodgers’ . We will examine the ways in which the new industrial economy changed where people lived, the work they did, and the ways in which some challenged the capitalist model. We will conclude the program by examining more recent ideas about the values and challenges of work and working. We will conclude our study of Arendt's , and students will learn directly from people about the work they do, by interviewing them and taking their oral histories, seeing the ways in which people answer the questions with which we began: Why is work important in a complete human life? What roles can it play both for an individual and for the whole social system? What ways of working should a person strive to practice? Who does what work? They will document work and working through writing and other media they find useful and effective. Stephen Beck Susan Preciso Mon Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Chico Herbison
  Program FR ONLYFreshmen Only 16 16 Day F 12 Fall W 13Winter "What then, is Earth to American people of color?" (Alison H. Deming and Lauret E. Savoy, ) This two quarter program explores nature writing by people of color in the United States. Deming and Savoy provide an eloquent and passionate starting point, as well as critical unifying themes and issues, for our exploration: "[if nature writing] examines human perceptions and experiences of nature, if an intimacy with and response to the larger-than-human world define who or what we are, if we as people are part of nature, then the experiences of all people on this land are necessary stories, even if some voices have been silent, silenced, or simply not recognized as nature writing."We will begin our quest by addressing the many meanings of "nature" and, by extension, "nature writing." Our journey's next phase will involve an introduction to, and brief overview of, the American nature writing tradition. Students will read selections from some of the country's best-known nature writers, including Henry David Thoreau, Ralph Waldo Emerson, John Muir, Mary Hunter Austin, Wendell Berry, Rachel Carson, Barry Lopez, Annie Dillard and Terry Tempest Williams. Fall quarter will conclude with introductory readings on the historical and cultural relationships between people of color and nature. Students will engage with program readings, not only to develop a stronger appreciation of, and respect for, nature writing, but also to strengthen their critical thinking, reading and academic writing skills. In winter quarter, our selection of texts will foreground major works of nature writing by people of color, including writings by Toni Morrison, Leslie Marmon Silko, Ruth Ozeki, Percival Everett, and by those anthologized in . Students will continue to hone their academic writing skills; however, they will have the opportunity to explore "the colors of nature" through a variety of other writing forms: fiction, poetry, music lyrics, and creative nonfiction, among others. By winter quarter's end, students will be equipped to respond, in a variety of ways, to that question posed above: "What then, is Earth to American people of color?" Only at that point can we begin to address the enduring question, "What then, is Earth to all people?" Program activities will include lectures, workshops, seminars, film screenings, guest presentations and field trips. Students should be prepared to devote at least twice as many hours outside of class, as those spent in class, to program readings, writing and other assignments. the humanities, writing, education, and environmental studies. Chico Herbison Tue Thu Fri Freshmen FR Fall Fall