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Political Science [clear]

Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
A New Middle East?: Diagrams, Diagnosis, and Power Amjad Faur, Eirik Steinhoff and Sarah Eltantawi aesthetics cultural studies media studies political science religious studies Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This program will focus on some of the most intractable and convoluted crises engulfing the Middle East and North Africa in order to better understand their root causes on behalf of identifying potential solutions. Revolution, counter-revolution, civil war, theocracy, dictatorship, corruption, torture, iconoclasm, imperialism, dispossession, terrorism, sanctions, invasions, occupations, insurgencies, counter-insurgencies, clash of civilizations, clash of ignorance: these are a few of the central terms used in the news to describe the recent present in the region. What do these words mean? What caused the actions and events they refer to? Who are the major players, the agents of stability and change --- for better or worse? How are we to determine what is better or worse? What material or conceptual structures (from countries to theories) do we need to comprehend before we attempt to answer these questions? How can we develop a nuanced analytical language that will allow us to describe these complex crises and their causes over and against the myths and slogans they are so frequently reduced to? How, in other words, can we better understand the history that underlies the news, and what futures might such an understanding make possible?In the fall and winter quarters, students can look forward to a dynamic mix of lecture, seminar, and workshop anchored in a constellation of intensive reading, responsive writing, and active looking. An oscillating relationship between theorizing, doing things with words, and making things visible will serve as the engine of our transdisciplinary inquiry, which seeks to uncover overlooked relationships in order to increase the overall power and scope of our analysis.Our interdisciplinary inquiry will be anchored in the methods of diagramming and diagnosis. We will begin, for instance, by plotting, on a massive sheet of paper, the myriad interrelationships between sectarian, religious and ethnic populations of the region, tracking, in particular, the evolution of their alliances and conflicts. Students will maintain and update this diagram throughout the three quarters, and reflect on the labyrinthine web that constitutes the region in all its complexity. This diagram will act as a template from which students will begin to look for the connective tissues that may help to resolve the current climate of conflict. We will diagnose these conflicts and their major players not only through the analytical frameworks of geography, history, comparative religion, and political science, but also in light of aesthetic practices, such as poetry and fiction, on the one hand, and image-making (and image-breaking) of all shapes and sizes, on the other. What can art teach us that theory overlooks? What are the limits of disciplinary approaches forged in Europe and the U.S. when it comes to describing the crises convulsing the Middle East and North Africa? What other kinds of diagnosis might our diagrammatic approach allow us to come up with?The program will closely examine the dramatic sequence of uprisings most often referred to as “The Arab Spring” that shifted the dynamics of power and resistance across the region and that led to some of the most visible and volatile events unfolding in the area today (such as the Syrian civil war, the emergence of ISIS, Kurdish autonomy, and so on). We will study this sequence in relation to the ongoing geopolitical processes (such as imperialism, self-determination, and resource extraction) that led to the founding of the countries in the region in the first place, our premise being that “there is no just way in which the past can be quarantined from the present” (as Edward Said has argued).In the spring, students will form large blocs to begin the process of negotiating and proposing actions designed to ameliorate the regional conflicts we have been studying. This process could follow the form of model legislative bodies such as the U.N. or the Arab League, on the one hand, or the form of more impromptu assemblies of the sort that have sprung up in Tahrir Square or in autonomous Kurdish territory, on the other. By the end of spring quarter, students will have completed a complex diagnostic diagram of the region, and faculty will collate student recommendations to send to the Arab League, the U.N., and other pertinent bodies. Students will also have the opportunity to produce and curate images that relate to a representation of the Middle East and North Africa. Students will learn to apply the complexities of visual analysis to the visual languages that have helped create and support colonial aspirations and the creation of identity across the spectrum of the region’s varied populations.		Amjad Faur Eirik Steinhoff Sarah Eltantawi		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Civic Intelligence Laboratory Douglas Schuler communication community studies media studies political science sociology sustainability studies	Program	SO–SRSophomore–Senior	8, 12	08 12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		21st Century inhabitants of the earth find no shortage of complex problems that demand our attention. They run the gamut from pandemics to unsafe neighborhoods, economic collapse to unemployment, climate change to institutional racism. But why are some groups more likely than others to successfully address the issues they face? In this program we hypothesize that humankind must become "smarter" about its affairs if there is to be any chance of making social and environmental progress. Everywhere we see how money and power control how things are managed — or not. The playing field is not level, but positive change occur. Civic intelligence is the name for the type of collective intelligence that addresses significant shared problems effectively and equitably. Intelligence, whether in a single person or collectively, in classes, cities, nations or the world, is a complex ecosystem of interacting ideas, visions, perceptions, assertions, and questions. And intelligence is not just in the head: it is deeply intertwined with action — planning, evaluating, doing — and interacting with other people. We will explore civic intelligence through seminars, films, workshops, lectures and group projects throughout the program. But because civic intelligence is not enough — we also will learn about civic intelligence by it. Throughout the three quarters we will use the lens of a laboratory to employ and explore civic intelligence. We will read and other writings that focus on a problem-solving, experimental approach and that John Dewey and other authors advanced. We will strive to make our own program into a "lab" of sorts and collect data as we move forward. We plan to consciously leverage Evergreen's underlying philosophy as a non-traditional, experimental school that integrates theory and practice to explore how students can take a more active role in their education and in their interactions in the world. We will also work with one or more research and action efforts. Possibilities include an innovation network of people working in small to mid-sized cities, towns, or neighborhoods in Washington State; Evergreen's Center for Community Based Learning and Action (CCBLA), and a county-wide health initiative. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, and critical thinking skills.		Douglas Schuler	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Crime and Punishment (online) Julianne Unsel and Arleen Sandifer law and government policy law and public policy political economy political science	Program	FR–SRFreshmen–Senior	12	12	Day, Evening and Weekend				Su 16 Summer	This program will take a critical look at controversial issues in the criminal justice system, including police misconduct and interrogation, mandatory minimum sentencing, criminalization of immigration, prosecutorial discretion, the insanity defense, children tried as adults, privatization of prisons, physician-assisted suicide, and grass roots activism related to police use of force. It will be taught online through the Canvas virtual learning environment, a chat room for live webinars, and e-mail. Attendance at a one-time face-to-face orientation will be required 7:00 to 9:30 pm on Monday, June 20. Requests for alternative orientation arrangements considered on a case by case basis.		Julianne Unsel Arleen Sandifer		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Crisis and Transformation in the U.S.: Political Economy, Class, and Social Movements Jeanne Hahn history political economy political science sociology	Program	JR–SRJunior–Senior	16	16	Day		W 16Winter			While crises are often seen as rough times, unexpectedly and temporarily interrupting what is taken as normal, we will study them as aspects of fundamental change and restructuring resulting in opportunities for some and reversals for others, often setting in motion a new political-economic trajectory.For many, the economic and political crisis of the past decade was their first experience with a relatively sudden and severe economic downturn in which political priorities are restructured and outcomes uncertain. Similarly, for many, Occupy was their first experience of a mass opposition movement. These were not new phenomena in the United States. We will place our current crisis in historical and theoretical context through the examination of four periods of political-economic crisis and transformation, focusing on political economy, social movements, and the media. Two are well known: our current crisis and the deep depression that bridged the close of World War I to the opening of World War II. Another largely forgotten period is the Great Depression of the late 19th century, out of which emerged a modern industrialized United States. Additionally, we will investigate the first crisis, spanning the end of the Revolutionary War through the ratification of the Constitution. Each period was characterized by economic crisis and social upheaval, ultimately resulting in a transformation of U.S. capitalism.		Jeanne Hahn	Tue Wed Fri	Junior JR Senior SR	Winter	Winter
Culture and Violence Steven Niva and Catalina Ocampo cultural studies international studies literature political science Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			Periods of war and violence are also periods of immense cultural production. Those who engage in war and violence often draw upon and rearrange existing cultures and forms; at other times, they invent new cultural traditions and forms to legitimate and facilitate their actions. At the same time, others draw upon resources in the existing culture or invent new cultural forms to respond to, contest, and resist war and violence. If war and violence can be made through culture, they can also be unmade through cultural practices. This two-quarter program will examine the production of culture in a variety of wars and violent contexts drawn largely from the Middle East and Latin America in the 20 and 21 centuries. Utilizing theoretical perspectives and methods from political science, cultural studies, and literature, we will examine questions such as: What forms does violence take? What cultural forms facilitate violence? What cultural forms are produced by violence? What cultural forms can respond to or resist war and violence? We will examine diverse types of war and violence in the modern period, from interstate war to new forms of warfare and violence. We will focus on case studies of insurgency, civil war, counterinsurgency, and the “drug wars” in places such as Guatemala, Colombia, and Mexico, as well as the U.S. invasion and occupation of Iraq and forms of violence in Israel-Palestine and Lebanon. In all of these cases, we will study representations of violence in literature and art, as well as cultural production and resistance by artists observing and responding to violence. For example, we will look at how a mayor used performance to lower rates of urban violence in Bogotá, Colombia, how an Iraqi performance artist used his body to question war, and how a rebel-poet in Chiapas, Mexico, has led a revolution of indigenous peasants largely through literary production. The primary learning goals of the program include obtaining a thorough knowledge of cases of war and violence in the present period; furthering an understanding of cultural production in Latin America and the Middle East; and developing skills in literary and artistic interpretation, critical thinking, analytical and creative writing, and cross-cultural communication.The program will explore the meaning and practice of violence through a variety of formats and media, including novels and testimonies, films and video, and historical and analytical texts. Exercises and assignments will include class presentations, role-plays, writing workshops, and analytical papers. The program’s objective is to push us to think more deeply about how violence can transform cultures and how cultural production can be mobilized to disrupt cycles of violence. The program will provide a stimulating context for political and intellectual dialogue and guidance on writing, research methods, Internet research, and approaches to challenging texts and ideas.		Steven Niva Catalina Ocampo	Tue Tue Wed Wed Fri Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Ecological and Environmental Economics Ralph Murphy business and management ecology economics environmental studies government law and government policy law and public policy political science	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				This advanced social science program examines the methods and applications of ecological and environmental economics for environmental problem solving. The major goal of the program is to make students familiar and comfortable with the methodologies, language, concepts, models, and applications of ecological and environmental economic analysis. The program does not assume an extensive background in economics; therefore it begins by quickly reviewing selected micro economic principles. We will study the models used in natural resource management, pollution control approaches, and sustainability as an empirical criterion in policy development. We will explore externalities, market failure and inter-generational equity in depth. Examples of case studies we will evaluate include: natural resources in the Pacific Northwest; management and restoration of the Pacific Salmon stocks and other marine resources; energy issues including traditional, alternative, and emerging impacts from hydraulic fracturing (fracking), oil trains and climate change; selected issues of environmental law; wetland and critical areas protection and mitigation; and emerging threats such as ocean acidification and low oxygen zones. We also will develop a detailed consideration of the theory and practice of benefit cost analysis. The program concludes by critically evaluating the strengths and weaknesses of using ecological and environmental economics to develop solutions to environmental problems.Program activities include lectures, seminars, research and methods workshops, field trips, quizzes, exams, and a research assignment.		Ralph Murphy	Tue Wed Thu Fri Fri	Junior JR Senior SR	Fall	Fall
Feminist Jurisprudence Artee Young African American studies American studies education gender and women's studies government history law and government policy law and public policy political science	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Feminist jurisprudence is a philosophy of law based on the political, economic, and social equality of the sexes. Students will be introduced to various schools of thought and concepts of inequality in the law spanning historical periods from the 1920s (ratification of the 19th Amendment to the Constitution) to the present. Students will investigate historical foundations of gender inequality as well as the history of legal attempts to address that inequality, including U.S. Supreme Court cases; Federal laws, including Title VII and Title IX; and feminist jurisprudence. Lectures and discussions will include topics on the development of the Constitutional standard for sex equality, legal feminism from the 1970s to the present incorporating work and family as well as home and workplace conflicts. Students and faculty will review legal precedents related to feminist jurisprudence raised by the Supreme Court’s interpretations of the law and analyzed and discussed by the legal community in law review articles and related academic research. Issues presented by the cases will include, among others: women as lawyers, women and reproduction, prostitution, surrogacy and reproductive technology, women and partner violence, pornography, sexual harassment, taxation, gender and athletics. Students will also examine current and historical documents on inequality and legal issues that continue to impact women. Intersections of gender and race will also be critically analyzed.The Socratic method and lectures will be the principal modes of instruction. Student panel presentations on assigned topics/cases will contribute to new knowledge and an enhanced understanding of feminist jurisprudence and its place in the historical development of women’s rights and responsibilities. In addition to panel presentations, students will be required to produce legal memoranda, journals and a final research project submitted in one of the following forms: a well-documented research paper/article on feminist jurisprudence, an art/graphics project reflecting historical or current women’s legal issues, or a forum on a specific feminist legal issue/topic, among others.		Artee Young	Mon Mon Mon Wed Wed Wed Thu Thu Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Immigration Law and History of the Southern US Border Arleen Sandifer history law and government policy law and public policy political science	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to ‘white persons.’ [T]his racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a "white person" was a condition for acquiring citizenship.” -- Ian Haney Lopez, , 1. Most people do not realize that the notion of the United States as a “white” majority nation is largely a construction of law, and that people of many different nationalities who were deemed “not white” for purposes of immigration became “white” over the course of U.S. social and legal history. The current legal regime that imposes severe criminal penalties for violations of immigration law provisions is a recent development in U.S. law, and constitutes a dramatic change in the legal approach to immigration and immigrants from the Western Hemisphere, especially Mexico. Within the context of the impending presidential election, we'll study the major legal and historical events that have shaped and continue to structure the debates over immigration. We’ll examine the current landscape of immigration law and policy as well as restrictionist and immigrant-rights movements. We’ll critically analyze how concepts of race are embedded in immigration law and policy and how those embedded concepts shape the laws and their operation today. We will examine current controversies about immigration, immigrant workers, labor movements, and the varied ways communities respond to the most recent immigration boom.Students will build some basic legal skills through reading and researching important cases and laws.		Arleen Sandifer	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Independent Readings in the French Revolution Stacey Davis history political science	Program	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Day				Su 16 Summer			Stacey Davis	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Inequality, Capitalism and Democracy: Understanding Thomas Picketty’s Capital in the Twenty-First Century Howard Schwartz and Allen Mauney communication economics government philosophy political science	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter	S 16Spring		It is rare when a book becomes an instant classic, but that is the case with Thomas Picketty’s Picketty explains, using data sources and analytic techniques that only recently have become available, why inequality has become greater in the United States and around the world. For years, many economists and political leaders had thought that the modern welfare state had tamed the excesses of capitalism by putting a floor and ceiling on how much wealth individuals could amass. But Picketty shows that this belief is false and that capitalism as practiced currently makes a trend toward greater inequality inevitable, The book has been hailed by leading economists such as Paul Krugman as “the most important economics book of the year—and maybe of the decade” and even those reviewers who don’t like his conclusions or policy recommendations concede the accuracy and depth of his research. This program will guide students through by patiently working through the book so students can understand his concepts and methodology. We will deeply examine his data sources and replicate many of his computations and data displays so students can understand the underlying mathematics and spreadsheet analytics. We will also compare his solutions to the problem of inequality with the solutions proposed by others. By the end of the program students should understand the concepts and indicators Picketty uses to describe modern inequality and how data is used to describe and analyze the political and economic forces that drive it. Students will need only their high school math and a minimal knowledge of economics or politics. In Spring quarter, having laid the foundations in Winter, we will be ready to examine in depth Piketty’s arguments about why inequality in Europe and America, having declined greatly in the middle of the 20 century, has now increased to levels not seen since before World War I. Beginning with a brief review of through Chapter 7 we will resume with chapter 8 and work our way through the rest of the book. In Spring quarter we will begin to examine critiques of Piketty’s work and his responses to them. We will also evaluate Piketty’s proposed solutions to the problem of inequality and see what other writers have proposed. We will also look at how politics and economics are intertwined. If, as Piketty says, the rise of inequality is the result of policy decisions, then only new policies can reverse the trend, but new policies require changes in politics, and that is a difficult challenge. Our mathematical approach will continue to be concrete and not require substantial symbolic manipulation. We will work with data tables/graphs from the text and continue to use Microsoft Excel. New students will be admitted to the program only if they have a decent background in economics, history and political science and can review the first half of the text prior to the first week of class. There is also a 12 credit option for students in Inequality/Piketty who want to further study the issues raised in the program. Students in this enhanced version of the program will meet with faculty during the first week of the program to develop a common set of readings, assignments and meetings and, if there is interest, develop individual research projects.		Howard Schwartz Allen Mauney	Mon Wed	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Liberty, Equality, Authority: Modern Political Philosophy Stephen Beck philosophy political economy political science	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter					Stephen Beck	Wed Sat Sat Sat Sat Sat	Sophomore SO Junior JR Senior SR	Winter	Winter
Political Ecology of Land: Urban Planning, Property Rights, and Land Stewardship Ralph Murphy and Jon Baumunk community studies environmental studies geography government law and government policy political economy political science sustainability studies	Program	JR–SRJunior–Senior	16	16	Day		W 16Winter	S 16Spring		This program will provide an interdisciplinary, in-depth focus on how land has been viewed and used by humans historically and in contemporary times. We will attempt to understand today’s built environments from a variety of perspectives and determine how they can they accommodate new challenges, including environmental, economic, financial and fiscal constraints. We will give special attention to the political, legal, economic, financial, and social/cultural contexts of land use. We will look at and evaluate efforts to regulate land uses and protect lands that have been defined as valuable by society.To understand the purpose of land use policy and regulation, the following topics and disciplines will be used to evaluate the human relationship to land in the United States: the structure and function of American Government; the history and theory of land use planning; economic and community development; public policy formation and implementation; contemporary land use planning practices; growth management; selected elements of environmental and land use law; regional economics; fiscal analysis; and accounting principles applied to the public sector and non-profit/non-governmental organizations. Selected applications of quantitative research methods will be developed throughout the program. Our goal is to have students leave the program with a comprehensive understanding of the complexity of issues surrounding land use planning, restoration, urban redevelopment, public sector accountability and resource management (eg. budgeting, accounting, annual reports).The program will include lectures, seminars, guest speakers, workshops, field trips, and individual and group research projects and presentations. Students will acquire professional writing skills through instruction and practice in formats such as policy briefing papers. Students will develop an understanding of the political and economic history that brought about the need for land use regulation. This will include understanding the political, legal, economic and financial context of the public sector. Students will apply these themes to contemporary applications and the professional world of land use planning, such as understanding the legislative and public policy processes in Washington State, major policies such as the Washington State Growth Management Act, The Shoreline Master Program, Historic Preservation, and economic development. During spring quarter, we will develop an in-depth understanding of budgeting and financial management in the public and non-profit sectors, as well as the increasing importance of fiscal impact analysis. Students will leave the program with credits for an emphasis in land use planning, public policy, accounting and public sector fiscal and financial management—an excellent preparation for potential professional careers and the prerequisites for many graduate programs in land use/urban planning, public administration, public policy and private sector work in consulting firms and non-governmental organizations.		Ralph Murphy Jon Baumunk	Tue Wed Thu Fri	Junior JR Senior SR	Winter	Winter
Political Economy and Social Movements: Race, Class, and Gender Peter Bohmer and Carlos Marentes African American studies American studies economics government history international studies political economy political science sociology	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		We will examine the nature, development, and concrete workings of modern capitalism and the interrelationship of race, class, and gender, primarily in the contemporary context. We will focus on the themes oppression, exploitation, social movements, reform, and fundamental change, as well as the construction of alternatives to capitalism, nationally and globally. We will examine social changes that have occurred in the past, present trends, and alternatives for the future. We will examine different theoretical frameworks such as liberalism, Marxism, feminism, anarchism, and neoclassical economics, and their explanations of the current United States and global political economy and of key issues such as climate change, poverty and inequality, immigration and the criminal justice system.In studying the U.S. experience, we will study linkages from the past to the present, between the economic core of capitalism, political and social structures, and gender, race, and class relations. Resistance and social movements will be a central theme. We will also investigate the interrelationship between the U.S. political economy and the changing global system, historically and in the present. We will study causes and consequences of the globalization of capital and its effects in our daily lives, and the role of multilateral institutions. We will analyze the responses of societies such as Venezuela and social movements such as labor, feminist, anti-war, environmental, anti-racist, indigenous, and youth, and the global justice movement in the U.S. and internationally in opposing the global order. We will look at alternatives to neoliberal capitalism, including participatory socialism and strategies for fundamental change.Students will be introduced to economics from a neoclassical and political economy perspective. Within microeconomics, we will study topics such as the structure and failure of markets, work and wages, growing economic inequality, poverty, and the gender and racial division of labor. We will study macroeconomics, including austerity policies and critiques of it, the role of debt, and causes and solutions to unemployment and economic instability.Students will engage the material through seminars, lectures, guest speakers, films, workshops, synthesis papers based on program material and concepts, and a take-home exam.		Peter Bohmer Carlos Marentes	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
Prison Writing Elizabeth Williamson literature political science writing	Program	FR ONLYFreshmen Only	16	16	Day			S 16Spring		What kinds of writing are possible under conditions of violent coercion and control? Prison writing gives us a glimpse into the human costs of mass incarceration, as well as the enormous power of human creativity, even in the most degrading circumstances. Although prison writing is as old as prison itself, this program will focus on work produced by those incarcerated in the United States in the late 20th and early 21st centuries. Students will read authors such as Assata Shakur, Leonard Peltier, Jimmy Santiago Baca, and Mohamedou Ould Slahi. Lectures will seek to contextualize the work of these authors within the history of mass incarceration. Students will practice honing their close reading skills through reflective and creative writing exercises. Final group projects will focus on alternatives to incarceration and may include a creative component. Students will be expected to engage in thoughtful and occasionally challenging conversations about forms of power and privilege operating in the texts and on our own bodies. Qualified students may earn program credit for participation in the Gateways Academic Mentoring Program. If you are not already an AMP volunteer and would like to apply, please contact and .		Elizabeth Williamson		Freshmen FR	Spring	Spring
Reading Between the Lines: U.S. Women of Color in the 20th Century Frances V. Rains gender and women's studies history political science	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		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	Sophomore SO Junior JR Senior SR	Spring	Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Chehalis) Mary DuPuis and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.		Mary DuPuis Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Muckleshoot) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.		Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Nisqually) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.		Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Peninsula) Cynthia Marchand-Cecil and Catherine Reavey Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.		Cynthia Marchand-Cecil Catherine Reavey		Junior JR Senior SR	Fall	Fall Winter Spring
The Rhetoric of Social Change Lori Blewett communication cultural studies political science	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				Why do some persuasive messages inspire us to change the world while others fail to even hold our attention? What can we learn from the rhetorical strategies of past social movements? How do social change activists balance competing goals and multiple audiences? And how can we produce messages that move hearts, change minds, and tickle funny bones all at the right time? To answer these questions, we will investigate rhetorical strategies from the American Revolutionary rhetoric and Abolitionist/Civil War rhetoric, but the majority of our time will be focused on 20 and 21 century social movement discourse. We will look closely at the persuasive features of speeches, articles, letters, posters, songs, non-fiction movies, protest events, campaigns, blogs, podcasts, and other rhetorical artifacts. Rhetoric, the study of the art of persuasion, is one of the oldest disciplines in the Western academic tradition. Students in this program will learn to use rhetorical analysis techniques developed over centuries, from ancient Aristotelian theories of ethos, logos, and pathos to contemporary theories of information framing and cognitive processing. Such analyses will deepen student's understanding of persuasion and serve as the basis for insightful rhetorical criticism.Rhetoric is also the foundation of several qualitative research methods commonly used in the social sciences. Students will learn to use qualitative methods by conducting media research on contemporary public issues such as immigration, climate change, foreign policy, health care policy, economic inequality, or social injustice related to race, gender, sexual orientation, or ability. We will pay special attention to how social movement discourse intersects with political campaign discourse in the lead-up to 2016 elections.In addition to learning theories and practices in rhetorical criticism and social research, students will also develop practical skills in the art of persuasion. Through focused instruction and experimentation in persuasive writing and public speaking, students will become more effective advocates for social change and more confident participants in the social and political debates of our time. As part of our study of public speaking, students will learn skills for speaking on camera as well as for live audiences.		Lori Blewett	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
The Social Psychology of the Prison-Industrial Complex Suzanne Simons and Mark Hurst communication community studies law and public policy political science psychology sociology writing	Program	FR–SRFreshmen–Senior	8	08	Weekend	F 15 Fall	W 16Winter			What led to the massive rise in incarceration in America over the last 40 years? “Demonizing” individuals and groups is a classic psychological strategy to motivate one population to discriminate, hate, commit violence toward, and even to annihilate an “out group.” With nearly four decades of failure to fund mental health care and substance abuse treatment, America’s jails and prisons have become the default solution to these and other social ills. Despite evidence that punishment of this kind does not work, incarceration in all its forms are garnering a greater than ever portion of resources.In this 8 credit, two-quarter program, we will examine fundamental psychological research underlying social cognition, stereotypes, prejudice, attitude formation and change, and self-deception and self-justification, as well as the roles and practices of politics, the justice system, and media in “belief transmission” to uncover the foundations of social stratification, covert and overt classism and racism, mandatory minimum sentencing, the privatization of prisons, the uses of solitary confinement, as well as the new threat of hyper-militarized police practices, weapons and tactics. Additionally, we will identify evidence-based practices that look to resolve these issues using a different lens (early education, adequate mental health care and drug treatment, restorative justice, positive psychology, etc.). We will call on leaders and participants from all of these arenas to help us examine the critical questions and potential answers in addressing this growing identification of the U.S. as a “prison nation”.This program is relevant for careers in psychology, media and journalism, government, criminal justice, law enforcement, social services, education, law. Credits will be awarded in psychology and journalism.		Suzanne Simons Mark Hurst	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Undergraduate Research in the Humanities Trevor Speller, Greg Mullins, Stacey Davis and Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring	Program	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis, or capstone project in their particular field of interest. Often, the goal is to construct an original argument around a particular body of literature, set of ideas, or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing, and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual, or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory, and the history of aging. (American studies) specializes in American social, literary, and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans; the founding generation, immigrants, the working class, and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history. (American literature, queer theory) specializes in 20th-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and post-structuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film. (British/anglophone literature) specializes in the long 18th century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality, and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift, and John Milton.		Trevor Speller Greg Mullins Stacey Davis Nancy Koppelman		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with G. Mullins Greg Mullins literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American literature, queer theory) specializes in 20th-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film.		Greg Mullins		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with N. Koppelman Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American studies) specializes in American social, literary and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans; the founding generation, immigrants, the working class and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history.		Nancy Koppelman		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with S. Davis Stacey Davis literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging.		Stacey Davis		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with T. Speller Trevor Speller literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality, and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton.		Trevor Speller		Junior JR Senior SR	Fall	Fall Winter Spring
Understanding the Economic Crisis Alan Nasser economics government political economy political science	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session II Summer	No one reading this has not experienced or witnessed the painful effects of the combined financial crisis, long recession and severe shortage of well-paying jobs. These are turning points in American society and world history. Two of the nation’s most prominent economists have recently warned that Americans must now accommodate themselves to an unending condition of chronic slow economic growth, low wages, high unemployment and permanent economic insecurity. Are they right? A great deal hangs in the balance.Understanding the origins and future of the present crisis can help in making sense of the world and planning for the future. This class helps students understand where the crisis came from, why it has the features it has, and where it is likely to lead. Clear explanations will be offered for terms like financial bubble, securitization, derivatives, credit default swaps and financial economy vs. real economy. Implications for income and job growth will also be studied. No prior background in economics is required. Required readings have been selected for clarity and general accessibility		Alan Nasser	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
U.S. Foreign Policy and the Roots of Terrorism Steven Niva history international studies political science	Program	FR ONLYFreshmen Only	16	16	Day			S 16Spring		This program will critically examine debates over the nature and causes of terrorism and violence directed against the United States from the Middle East, and the contending policy options concerning how best to respond to it. The program will focus primarily on debates in the U.S. since the attacks of 9/11 by exploring different theories of terrorism, political violence, and counterterrorism offered by various scholars and theorists. The program will examine the history of U.S. foreign policy in the Middle East, the rise of Al-Qaida and Jihadist terrorism, and the responses by the U.S. to these developments in the 21st century.To meet the learning goals of this program, students will have to obtain a thorough knowledge of current events; develop a thorough understanding of the history of U.S. foreign policy in the Middle East; learn how to assess and compare competing theories of terrorism and counterterrorism strategies; understand the diversity of political, cultural, and religious beliefs within the Middle East; engage in critical thinking; and develop informed opinions regarding all of these topics. The program will be organized around a series of texts, exercises, and assignments, including in-class presentations, role-plays, and several analytical papers. We will watch films and documentaries to supplement our learning.	politics and public policy, international politics, and Middle East studies.	Steven Niva		Freshmen FR	Spring	Spring