Community Development, Social Services, and Grant-writing for Indian Country Today

SOCI 270

Cindy Cecil

Native American communities continue to grow at an unprecedented rate.As each community grows, social needs such as housing, infrastructure, water systems, and social services must be addressed.Communities must continually assess the long-term needs of its people through completion of comprehensive plans that look at both today’s social needs and also tomorrow’s growth. 

This module is part one of a two-part series, which will be looking at community organizing, community development, and social services.During the first quarter, we will be learning how to complete a community assessment, and we will complete one collectively during a field trip to a selected site.We will be looking at a community strengths, weaknesses, opportunities, and threats.We will also be looking at various state and federal funding sources designed to provide helps for low to moderate-income people living in each community.We will examine the following funding sources:State of Washington, Department of Community, Trade, and Economic Development:the Community Development Block Grant, the Housing Trust Fund, the Emergency Food Assistance Program, the Emergency Shelter Assistance Program.From the State of Washington, Department of Social and Health Services, we will examine Maternity Case Management First Steps program and the Homeless Child Care Program.During the second quarter of this class, we will continue looking at funding sources, particularly federal programs and we will focus on housing in Indian Country.Students will be asked to examine and report back on the availability of each service within their own community during both quarters, and to critically evaluate how individual action and commitment to his/her community will help address and resolve community social needs. Students will use the book, Building Communities from the Inside Out, as the primary text.Students will complete two shorter writing assignments, a term paper, and an oral presentation. 

Cindy Marchand-Cecil graduated from the Reservation-Based Program in 2002.She is currently pursuing her Master’s degree in Social Work at the University of Washington.She works at Yelm Community Services, where she has developed many programs and written many grants for Yelm’s community center, food bank, homeless shelter, apartment complexes, Head Start, water systems, fire stations, and more.Cindy is a member of the Washington Food Coalition, the Washington State Coalition for the Homeless, and the National Association of Social Workers.

Minimum: 7 studentsMaximum: 20 students

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An introduction to chemistry

CHEM 188

Rachel Jameton

Chemistry is the study of materials that we see, touch, taste and smell. These materials include the food, the consumer products and the environment that we experience every day. Sometimes, chemists focus on designing new materials such as plastics, medicines or fuels. Other times, chemists focus on learning more about what already exists, such as plant and animal life and the health of our environment. 

During this course, we will examine both how chemists approach the design of new materials and how they observe the existing world. We will begin with a survey of the kinds of questions that chemists ask and how they go about answering them. We will explore how chemists use light to see atoms and observe changes in matter. We will investigate applications of chemistry including how to test water quality and compare the ingredients of different foods, fuels, cleansers and other consumer products. 

This course is open to anyone who is interested in learning about the field of chemistry and is designed to be fun and non-stressful. Reading materials will be provided in class.

Rachel Jameton recently completed her doctoral degree in organic chemistry at the University of Utah.  She has been teaching chemistry at Evergreen since 2001.

Minimum: 5 Maximum: 20

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Rethinking Columbus, and Other Myths We Were Taught In School

EDUC 203

Frances Rains

This module will examine and analyze a variety of myths, from the Bering Straits, to Columbus, to team Mascots, as a means of 'uncovering the truth.'  Many parents, grandparents, aunts, uncles, and even older sisters and brothers, still 'discover' that the children in the family are still being taught these myths in schools today.  As a means of coming to 'praxis,' strategies for social action and change will be discussed.

Minimum: 5      Maximum: 20

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Writing/Performing Humor

HMTS 188

Gary Peterson

This module will explore why we laugh; why we tell jokes, humorous stories and anecdotes; and what we think is funny and why. Based on what we learn we will practice writing humor, collect jokes and examples of humor, and explore public presentation strategies for our own humor.  The outcome of the module will be for each participant to have a humorous story, anecdote or original jokes to present to the rest of the participants.  We will have visiting humorous writers from the RBCD or Respect programs during the quarter.

Minimum: 5 Maximum: 20

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How to Use Excel(1-3 credits), Winter 2003

cmps 235

Allen Standing Bear Jenkins

A non-intimidating module designed for the beginner to Excel, who needs help with basic or intermediate tasks. How to Use Excel module employs a “see and do” step-by-step approach to simple tasks that will guide students through the basics, leading students to professional looking finished products. Each lesson gives tips and techniques, and allows readers to practice the skills they have learned as they go, with exercises designed to reinforce skills the student is learning.

Classes will be held in the computer lab

Minimum: 5 students Maximum: 20 students

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 Textiles to Art

ART 188/288

Michelle Aguilar-Wells

Students will have an opportunity to work on a class project and individual fabric art projects at each class.Eachwill learnprinciples of textile use in creating works of art.Students will also learn basic sewing skills and techniques applied to textile art.Students will be required to keep a journal and do library research.

Each student must have access to a sewing machine that can be transported to class.Two students can share one machine if prior arrangements have been made.Machines are not necessary for the first class. 

Required materials for the first class:Good, sharp sewing scissors, hand sewing needles, embroidery needles, a variety of similar colors of your choice of embroidery thread, for example 4 or 5 blues, and$5.00 for materials that will be provided at class.Required supplies can be purchased at any fabric store.Students can expect additional minimal materials cost for each class.

Minimum: 3 Maximum: 20

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International Travel and Newsletter Publication

Jour 111 or Jour 113

Raul Nakasone

Because of the nature of this module, it will continue from fall into winter and spring. In the winter quarter this module will prepare students who are planning to travel to Peru in the Summer as one of its objectives. If students demonstrate to be highly motivated and if there is a group of at least 3 and at the most 5 there could be a group traveling to Peru in the spring. In the summer, the number of students traveling can be as high as 15; all of them will need at least one quarter of preparation in this module.

In order to take this module, students don't necessarily need to plan to travel to Peru although it is designed for such students. In winter we will continue working on the newsletter, which will emphasize traveling as learning. Students will learn to maintain a newsletter that is published as a web page for now. In winter quarter, we will arrange to use the Cooper Point Journal, KAOS radio and TCTV to publish it. The winter module will open possibilities to students who would like to explore journalism, DJ skills, English-Spanish translation, I movie making, photo journalism, multimedia and short movie production. Participants will learn about indigenous communities in Peru through the Internet, they will exchange messages with students and community leaders from Peru, especially from the Universidad Nacional de Educacion in Lima and the Ashaninka Community in Mariankari Bajo. We will learn to seminar on line and use these skills for the rest of the quarter, the spring quarter and during their traveling in Peru.

Classes will be held in the Macintosh Computer Lab.

Minimum: 5 studentsMaximum: 20 students

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Indian Reservation Planning (Tribal Planning)

PTAD 210

Richard Wells

This module will focus on basic planning principles primarily for Indian Reservations, tribal government, or individual members of Indian communities.Students ill learn how to develop a plan that can be applied in their own community and learn skills and techniques that can be applied in almost any job.All students will be required to develop and present a plan of their own choosing.The course will generally be broken into the following sessions: 1) planning basics, 2) research and data collection, 4) plan development, and 4) class presentations.

Richard Wells (Gros Ventre) earned a BA degree in journalism form Central Washington State University and a master’s degree in City and Regional Planning at the Ohio State University.He has been Planning Director for the Quinault Indian Nation for the past 20 years.

Minimum:5Maximum: 20

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  Credit breakdown for Winter 2003  quarter:

3-credit module: A module is a rigorous academic study of a selected area of interest. Module classes meet each Sunday class during the quarter, 9 a.m.-12:30 p.m. Students should choose a module according to their individual career or academic needs. Attendance at the sunday classes is the only way to get the benefit of the 3 credit modules.

4 credit total arranged with your site faculty (Raul)

Evaluation:

To earn full credit (4) faculty assess students in the following areas:

Preparation for and participation in each Sunday class session. Preparation includes having completed required readings and assignments with accompanying notes for seminaring. Participation includes all class activities and seminaring. Attendance at Sunday classes is not optional.

Timely completion and quality of all written assignments (See Inference Essays Rubric OR Written Project Rubric).

Student demonstration of new learning. Their Virtual participation in the program Web Crossing site. Self-evaluations should reference the 5 Fociand the Expectations of a Respect student

EVERYDAY LEGAL ISSUES IN INDIAN COUNTRY
LGST 213
Marilou Rickert

Using the text The Rights of Indians and Tribes, students will study the legal issues that routinely confront Indians on their reservations and in their communities, including child welfare, treaty rights, criminal and civil jurisdiction, civil rights & Sovereign Immunity.  This module will help students understand the issues, restrictions, and frustrations that tribal governmental officials and employees must deal with.

Outline:

10/6: Indian Child Welfare
Read:  The Rights of Indians and Tribes, Chapters II & XVII, & Appendix E

10/27 Treaty Rights
Read:  The Rights of Indians and Tribes, Chapters IV, XI & XII

11/17 Criminal and Civil Jurisdiction
Read:  The Rights of Indians and Tribes, Chapters VIII & IX, & Appendices B, C & D

12/8 Civil Rights and Sovereign Immunity
Read:  The Rights of Indians and Tribes, Chapters XIII, XIV & XVIII, & Appendix A

Minimum: 8 students     Maximum: 20 student
 

INSTRUCTOR’S BIO:
Marilou Rickert received her J.D. degree from the University of Washington School of Law and is a member of the Washington State Bar.  She has been employed as the Legal Assistant for the Skokomish Indian Tribe for the past four years, where one of her most important responsibilities is drafting, revising, and updating the tribe’s codes and ordinances.  Before working for the tribe, Marilou practiced law for seven years in Seattle and Arlington, Washington.  She clerked for King County Superior Court Judge James McCutcheon after graduating from law school and was herself a candidate for Superior Court Judge in King County in 1996.  Marilou received her B.A. in English from the George Washington University in Washington, D.C. and her Ph.D. in English Literature from the University of Colorado.  She taught writing, English Literature, and women studies at colleges and universities in Colorado and Maryland.

STATISTICS: THE PROCESS AND METHODOLOGY
Math 107
Phil 188/288 (Introduction to Logic)
Allen Standing Bear Jenkins

Each student will develop a 'sense' of statistical process, be able to read and think critically using statistical information, and to become a more informed consumer of information.  Emphasis will be on understanding and gaining an appreciation for practical applications of statistics, rather than memorization of formulas and theory.

Minimum: 5 students Maximum: 15 students

MATTERS CLOSE TO THE HEART:
NATIVE WOMEN, THE PEN, AND THE POWER OF VOICE
ENGL 237 A-C
Frances Rains

"A nation is not defeated until the hearts of its women are on the ground."
Traditional Cheyenne saying

Native women have always had importance and place within Native societies.  However, much of what is written about Native societies, especially historical, has emphasized the Native men (e.g., Red Jacket, Corn Planter, John Ross, Tecumseh, Chief Logan, Black Hawk, Crazy Horse, Geronimo, Chief Joseph, to name just a few).  Native women’s voices were rarely documented. Their lives, or the issues they deemed important, were often made invisible.  It is not that Native women did not speak, but that the recorders were often non-Indian males who often were not privy to Native women’s groups/clans/societies.  So, when Native women began to use the pen, they used this pen to give voice to matters close to their hearts as Native women, as survivors, and as active participants in the struggle for justice.

This mod is a humble effort to begin to look at a few of such Native women, past and present.  Here we will learn about some of their lives, and what matters they wrote about, or are writing about, that were, and are….close to their heart.  We will consider how there may be Native women in our own class, or in our families, or communities who may also be active participants in the struggle for justice and how we might use the pen to document, or bring more awareness to the matters these Native women hold close to their hearts.  Reading/reflections, active discussions, library and grounded research, and a final project will allow us to learn about, and connect with, some of these inspiring Native women.

Minimum :  5 students    Maximum: 15 students

LANGUAGE OF OPPRESSION & LEADERSHIP
EDUC 203
Cliff Keeline
Gary Peterson

Students will study material intended to be a foundation for understanding  oppression and the language of oppression . Pedagogy of the Oppressed by Paulo Freire is the text for this module.  Commonly used words, prejudice, discrimination, oppression, and "ism" will be examined to insure that students understand the words in the same way.   The concept of "a river of culture" chronology will be introduced in relation to Native American history in the Northwest beginning in 1828 and forward to 2001.  What was happening to Indian people in the area during significant historic events?

Minimum: 5 Maximum:25

Instructor Bio:
Cliff Keeline received is Bachelor of Arts degree in 2002.  He is a graduate of the Reservation Based program.  He spent part of his summer traveling in South America.
Cliff is committed to helping others achieve their educational goals and sets a wonderful example of persistence and survivorship.  Cliff is a Vietnam Veteran.

21ST CENTURY COMPUTER TECHNOLOGY
CMPS 155 or CMPS 188/189
Mark Ferguson

The student will be able to integrate technology and communication as it pertains to the business world.  Students will use the following texts: Word 2000 Module 1 Learning Guide and Windows XP Module 1 Academic Student Guide
* Part-1 the student will learn computer basics using Windows XX
* Part-2 the student will learn the basics of electronic communication by mastering composing E-Mail and sending attachments and computer file management.
* Part-3 the student will learn the basics of using Microsoft Word 2000.  The student will learn how to use MS Word as it pertains to report writing, letters, and hot to prepare a self-evaluation.

Goals:
* To develop and demonstrate leadership skills
* To show new and exciting ways of how to improve writing skills integrating technology.
* To develop new skills related to today’s ever growing technology.
 

Minimum: 5 students Maximum: 15 students

Instructor Bio:
Mark Ferguson graduated, with a Bachelor of Arts degree, from the Reservation based program in 2001.  He has since taught computer science at the Muckleshoot Tribe and is currently teaching in the Tacoma school district.  From the time he entered the program Mark was very clear that he wanted to teach.  He is in many ways realizing his goals.

INTERNATIONAL TRAVEL AND NEWSLETTER PUBLICATION
JOUR 113
Raul Nakasone

This module will be a student led module that will focus on preparation for, expectations of, and reporting on international travel.  The work will result in a newsletter that will relate the experiences, impressions, and analysis of students who have traveled internationally and will help those who plan to travel internationally.  Students will continue shaping their leadership skills and become leaders for the world indigenous community and through this module and will organize the next group that will visit Peru next summer (including faculty).  The group will continue the work started to organize their exchange program "Village to Village."
-Students will have the opportunity to learn/participate in the Fall in a virtual seminar (seminar in the Internet) presented via Martha's organization ECIE on how   indigenous communities like the Ashaninkas, are using Electronic Communications Tools (ECT) to defend/protect their cultures.
- Students will have an opportunity in the Winter quarter to help ECIE create a virtual world indigenous community forum inviting indigenous nations from all over the world to discuss topics around the use of ECT. The group could be in charge of inviting the NW tribal representatives or perhaps the national tribal representatives.
- Give this group authority to guide/advise the new group traveling to Peru next summer and study more about indigenous communities from the Andes and the Peruvian coast and other indigenous communities in the Americas.

Minimum: 5 students Maximum: 20 students

CONTENT & ACTIVITIES FOR TEACHING ABOUT INDIANS OF WASHINGTON STATE K-6 HISTORY, SOCIAL STUDIES, AND ART
EDU 188/189
Yvonne Peterson
This study of the history and culture of the Indians of Washington State will increase students' knowledge of Indian heritage, a knowledge base of Tribal History, of human nature, and an understanding of themselves.  Students will select a discipline and focus their work to devise appropriate activities for the study of Indian people in Washington State.
Minimum: 5 students Maximum: 20 students

THE ART OF COASTAL REGALIA
NASD 137
Michelle Aguilar-Wells

Students will study the traditional and changing dress of the tribes of the coast and the Puget Sound region.  Students will adapt, design and make regalia as wearable art.  Students will use the book Robes of Power: Totem Poles on Cloth as the primary text.  The class will include research and family interviews.

Prerequisites:  Minimal sewing skills and access to a sewing machine (or may sew entirely by hand).
Costs:  Students will be expected to buy their own fabric, needles, thread, buttons, scissors, and other items.

Minimum: 5 students      Maximum 15 students

INDIANS AND THE STATE LEGISLATIVE SYSTEM
PTAD 220
Randy Scott

Study topics will primarily be the Washington State legislative process (how it really works), the roles of lobbyists, agencies, the media, constituencies and Tribes.  Secondarily, study will include the state/tribal relationship and how to develop a basic inter-governmental relationship. The primary text will be, Sine Die: A Guide to the Washington State Legislative Process, 1997, by Edward D. Seeberger.

Each student will identify and work on a tribal/state issue and do a three  to four page plan or strategy on how to better the relationship as it relates to their issue.  This may be accomplished by working in groups of two or three students.  Students should desire to better understand effective written and oral persuasion aimed at decision-makers and understanding successful political advocacy.

Minimum: 5 students     Maximum: 20 students

Instructors Bio:
Rand Scott is a Haida?Gitxsan Native.  He has lived in the greater Puget Sound area most of his adult life.  His is currently a contract lobbyist working in Olympia.  He has been doing legislative and government relations type work since 1981.  He has represented the City of Seattle, Washington State Association of Counties an employee.  Since starting ACCESS and doing contract lobby work he has concentrated on representing tribal governments and has worked for the Quinault Nation, Colville Confederated Tribes, Puyallup Tribe, and Lummi Nation.  He also has contracted with local units of government such as Spokane County, King county, City of Seattle and Sound Transit.  His desire is to share his knowledge and experience of public policy development and some of the intricacies of working in Olympia.

Credit breakdown for fall quarter:

3-credit module: A module is a rigorous academic study of a selected area of interest. Module classes meet each Sunday class during the quarter, 9 a.m.-12:30 p.m. Students should choose a module according to their individual career or academic needs. Attendance at the sunday classes is the only way to get the benefit of the 3 credit modules.

4 credit total arranged with your site faculty (Raul)

Evaluation:

To earn full credit (4) faculty assess students in the following areas:

Preparation for and participation in each Sunday class session. Preparation includes having completed required readings and assignments with accompanying notes for seminaring. Participation includes all class activities and seminaring. Attendance at Sunday classes is not optional.

Timely completion and quality of all written assignments (See Inference Essays Rubric OR Written Project Rubric).

Student demonstration of new learning. Their Virtual participation in the program Web Crossing site. Self-evaluations should reference the 5 Fociand the Expectations of a Respect student