Spring 2007 - Announcements
From: Milliman, Aileen
[mailto:milail09@evergreen.edu]
Sent: Fri 11/05/2007 20:18
To: Heritage
Subject: [heritage] 4 Questions (Sorry for late posting)
- What do you want to learn? (content and goal)
I plan to learn about how different cultures view death, and how
it affects their lives. I also plan to study how their beliefs
about death influences mortuary rites, and the practice of
cannibalism. I will most likely skip Christian views (since they
are rather mainstream in our culture and well-known) and concentrate on
more tribal beliefs and practices.
- How are you going to learn it? (use multiple intelligences, Choice
Theory, Pedagogy of the Oppressed)
I am going to read about different cultural beliefs and
practices concerning death. I'm also going to create art to try
to depict different views of death. I am also going to do some
self-reflection about my own beliefs and views and fears, as well as
talking to others.
- What do you plan to do with what you've learned? (the move from
theory to practice, i.e., praxis)
Hopefully I will be able to make art that will convey
alternative ways of viewing death and treatment of the dead. I
believe that even just talking to people about these concepts can help
them reach a better understanding and acceptance of themselves and
other cultures.
- What difference will it make? (build in reflection and
assessment, from which springs the next round of the four questions)
I hope that this will help me come to terms with the concept of
death and being affected death throughout life. I hope that by
sharing what I have learned about alternate views of dying I can
influence people to rethink their feelings and fears about it, and
realize the strangeness of the typical American funeral. I want
people to challenge their beliefs about this concept because it is
important to everyone, no matter what culture they come from.
Hola:
Sad news for our community:
From: "Sprague, Todd" <spraguet@evergreen.edu>
Date: Mon, 30 Apr 2007 16:32:50 -0700
To: All Staff & Faculty DL <AllStaffFaculty@evergreen.edu>,
All Students <allstudent@evergreen.edu>
Subject: News of a Student Death (Tyler Carr)
We learned today about the recent death of one of our students, Tyler
Carr. Tyler, a senior here at Evergreen, died unexpectedly on
Thursday, April 26. He was 21. The funeral and burial
services are being held today in Tyler’s hometown of Amarillo, Texas.
The family suggests memorial gifts be made to The Hope and Healing
Place, 1721 S. Tyler St., Amarillo, TX 79102.
If we learn of any local memorial services we will let you know.
We extend our sympathy to Tyler’s family and friends and we appreciate
your help in supporting members of our community affected by this
loss. Counseling Center services are available to lend support as
well.
Sincerely,
The College Relations Staff
freedom
From: Blake <blakevi@earthlink.net>
Reply-To: Blake <blakevi@earthlink.net>
Date: Tue, 24 Oct 2006 19:38:19 -0700
To: Heritage <heritage@lists.evergreen.edu>
Subject: [heritage] freedom
Hello,
I have been reading an amazing book called "The Prophet" by the
philosopher, artist, and poet Kahlil Gibran. Anyway he gives a very
deep insight into the concept of freedom. I thought everyone in this
class might benefit from reading it, so here it is.
Blake Viola
"And an orator said, Speak to us of Freedom.
And he answered:
At the city gate and by your fireside I
have seen you prostrate yourself and worship
your own freedom,
Even as slaves humble themselves before
a tyrant and praise him though he slays
them.
Ay, in the grove of the temple and in
the shadow of the citadel I have seen the
freest among you wear their freedom as a
yoke and a handcuff.
And my heart bled within me; for you
can only be free when even the desire of
seeking freedom becomes a harness to you,
and when you cease to speak of freedom
as a goal and a fulfilment.
You shall be free indeed when your days
are not without a care nor your nights without
a want and a grief,
But rather when these things girdle your
life and yet you rise above them naked and
unbound.
And how shall you rise beyond your
days and nights unless you break the chains
which you at the dawn of your understanding
have fastened around your noon
hour?
In truth that which you call freedom is
the strongest of these chains, though its
links glitter in the sun and dazzle your eyes.
And what is it but fragments of your own
self you would discard that you may become
free?
If it is an unjust law you would abolish,
that law was written with your own hand
upon your own forehead.
You cannot erase it by burning your law
books nor by washing the foreheads of your
judges, though you pour the sea upon them.
And if it is a despot you would dethrone,
see first that his throne erected within you is
destroyed.
For how can a tyrant rule the free and
the proud, but for a tyranny in their own
freedom and a shame in their own pride?
And if it is a care you wish to cast off, that
care has been chosen by you rather than
imposed upon you.
And if it is a fear you would dispel, the
seat of that fear is in your heart and not in
the hand of the feared.
Verily all things move within your being
in constant half embrace, the desired and
the dreaded, the repugnant and the cherished,
the pursued and that which you would
escape.
These things move within you as lights
and shadows in pairs that cling.
And when the shadow fades and is no
more, the light that lingers becomes a
shadow to another light.
And thus your freedom when it loses its
fetters becomes itself the fetter of a greater
freedom."
Response
to the Four Questions Spring 2007 - Heritage-Hayes C.
1. What do I want to learn?
I want to learn to hear what my heart and intuition has to say in a
loud, clear, concise voice and to cultivate a quiet mind upon my
beckoning. I want to bring my food sources as close to home as
possible.
2. How am I going to learn it?
I am going to continue my routines established from the fall and winter
quarters as well as do the projects in following core area.
Spiritually – Do an overnight (pipe prayer fast)
Do an extended sit in nature
Gain clarity on ways to honor
spirit of plants, fish and animals
I
harvest or hunt
Physically – Practice shooting with my bow
Harvest wild foods for meals
Butcher whole animals for food
Raise mealworms to feed chickens
(rather than layer pellets)
Raise chickens
Grow seedlings and start a garden
Learn about and go fishing for
food
Mentally – Limit the amount of time spent reading and studying books,
etc...
Tend to
healing and enhancing my digestion and immune
system
Listen to my heart, body and intuition about what is best for my
being to heal
Emotionally – Love and accept where I am, how I am feeling
Clear troubled
places in relationships with others
Create opportunities to laugh from my heart
Financially – Read Treasury Securities and decide if want to invest
money
into bonds or cd’s
3. What do you plan to do with what you have learned?
I plan to continue to care for myself and my family, helping us build
vital health, and slowly spread this to the larger community. I hope to
help others learn how to wholly care for and heal themselves in a way
that works for them.
4. What difference will it make?
The more people who heal themselves will influence the whole of their
communities and will potentially help others make healthier decisions
concerning themselves, their families, their communities and the earth.
Writer's workshop, the
workshop you just can't miss!
Having problems taming a wild story? Want to put some punch into a flat
fable? This workshop can help!Thurs. April 26 at 1:15pm a little light
will be shed on the hazy world of creative writing. Don't miss your one
time opportunity to pep up those pooped out prose!
Hope to see you there! (Cedar Room, LLC)
To whom it may concern,
I intend to continue next quarter in this program. This past
semester I have studied about the Pacific Northwest.
AMANDA SHADRICK
What do you want to learn?
This past quarter I set out to learn about the history of the Pacific
Northwest. As I have done my research I have found that learning
about the Pacific Northwest could entail a multitude of areas.
For instance, one could learn about the Native Indians and their
experience. You could also learn about several explorers, Lewis
and Clark, James Cook, George Vancouver, and their explorations.
You could also learn about literature and how the Northwest writers
developed their style of writing and how it has changed over the
years. You could also learn about how the Pacific Northwest
developed economically, from the maritime commerce to the fur trade to
the transcontinental railroad to the great dams. For this past
quarter I decided to learn a little bit about each of these subject
areas.
How are you going to learn it?
This past quarter I have done research via the internet, reading books,
and old newspaper clippings.
What do you want to do with what you have learned?
The initial thought process was to utilize what I learned to acquire
the credit necessary to fulfill my education endorsement for Pacific
Northwest History. After doing my research in this area, I would
like to teach a class on the Pacific Northwest once I get my teaching
credentials. I believe that students will be engaged and
entertained by learning the history of their home, the Pacific
Northwest.
What difference will it make?
After learning about the rich history of the Pacific Northwest I
believe the students that I will teach will become proud of where they
live. The Pacific Northwest is a unique and beautiful place that
offers a rich history that I can pass on to future generations.
Directions from Olympia to Skokomish
The Skokomish reservation is located 35 miles north of Olympia off of
Hwy. 101.
Drive I-5 to Olympia, WA and take exit #104 which will put you on to
state highway 101.
Travel North on hwy. 101 where you will pass the Little Creek Casino.
Continue on Hwy. 101 past Shelton but DO NOT take any of the Shelton
exits. You will pass the Sanderson Airport on your left and continue
north on Hwy. 101 for approximately 10 miles.
You will descend into the Skokomish Valley and cross the Skokomish
River. About one mile past the river, you will see the Hwy. 106 turnoff
(to the right ) for Union and Belfair. Take a right on Hwy. 106 and
head East about 1 mile.
You will see a green sign on the right that says Skokomish Tribal
Center. Take an immediate left and you will see the Tribal Center about
a half block down the road on the right.
Spring
Presentations
We will start spring final presentations during week five (see Spring
syllabus). Choose a date and email Raul asap.
Theory
to Praxis Workshops for Spring 2007
The spring workshop schedule will take a different approach to build
micro and macro skills conducting oral histories for the Skokomish
Tribe. We will meet every Saturday beginning March 31 to June
2nd, 2007. IF, you are only able to attend every other week –
here is the schedule. We will potluck, highlight a portion of the
project, and continue to build tribal “policy” knowledge as we
interview and learn from Skokomish Tribal fishermen, fisheries staff,
and fisheries committee members.
April 7th 9-2
Skokomish Tribal Center
April 21st 9-2
Skokomish Tribal Center
May 5th 9-2
Skokomish Tribal Center
May 19th 9-2
Skokomish Tribal Center
June 2nd 9-2
Skokomish Tribal Center
Several of our theory to praxis participants will graduate winter
quarter, travel to Peru, or enter other programs. We look forward
to trying a different approach for the theory to praxis
workshops. Thanks to the Skokomish Tribe for hosting our Heritage
Program and working with us on this oral history endeavor.
Oral Histories of Hood Canal Skokomish Tribal Elders
and Long Time Residents
The Evergreen State College Native American Studies “Heritage” Program
students will conduct oral history research in the Hood Canal area to,
“provide critical insight into the history, impacts, and potential
causes of the low dissolved oxygen concentrations occurring in Hood
Canal.” The results of the research, which is to be conducted
among “tribal elders and other long-term residents,” are to be
“preserved as part of the state’s oral history program.” (HB1883)
Fifty interviews by students (Cassandra Sharon, Chuck Kennedy, Calvin
Peterson, LaMetta LaClair) will be conducted from March 12th to
June 16th, 2007. Fifty tapes will be transcribed (Phil Smith,
transcriber) and scored to powerpoint text and to booklets.
Meetings/interviews will be scheduled every Saturday beginning March
31st to June 2nd, 2007 (interviews every Tuesday and Thursday as
scheduled).
Major Focus of Interview:
Share your perspective regarding the history of the conditions along
Hood Canal, including but not limited to reports of fish kills, changes
in marine species behavior, fishing and harvesting histories, and other
conditions related to the environmental health of Hood Canal.
HCDOP specific questions (see attached)
Heritage Program Faculty
Yvonne Peterson, Raul Nakasone, David Rutledge
ILC Faculty – Gary Peterson
Hood Canal Dissolved Oxygen Program (HCDOP) suggested questions for
The Evergreen State College Hood Canal Oral History Project
Were there any fish kills that happened in the past? How often?
Where? When? (for all of the “when” questions it would be good to know
not only the year or approximation, but the time of year e.g. Spring,
Summer, etc.).
Do you recall or have you heard of any stories of seeing listless
bottomfish in the Canal - fish that were alive but barely moving? When?
Where?
Do you recall or have you heard of any stories of seeing schools of
bottomfish in the shallow water- less than 10-20 feet deep? When?
Where?
Do you remember or have you heard of any stories of red tides or large
blooms of phytoplankton occurring in the canal in the past? When? Where?
What fish/shellfish were harvested and how? Have there been changes in
fishing practices over time? Have fishing locations
changed? Have you noticed or are there stories of changes in the
harvest of herring, clams, and Dungeness crab?
Do you, or have you, fished in the deep water (deeper than 200 feet) of
the canal? If so what did you used to catch and what do you
catch now?
How has commercial fishing changed over time? What kinds of
species were harvested? Has this changed? Were there
fisheries in the past that are totally gone? (e.g. pollack, whaling,
etc.)
Are there any animals (fish, birds, mammals) that you used to see in
the canal but no longer do? Or that your ancestors used to see in the
canal but no longer do?
Have you noticed changes in the abundance and distribution of
eelgrass? Was kelp observed in Hood Canal previously?
What changes did you notice with the introduction of the Japanese
oysters?
Do you know of any areas or have you heard of any stories of where
smelt used to spawn but no longer do so?
Do you recall or have you heard of any stories of any spawning by smelt
during the summer months? If so where?
Have you noticed changes (Declines? Distribution?) in the
abundance of sea life on beaches? What kinds of changes?
When? Where?
Have you noticed changes in the types of trees or other vegetation on
the shorelines? In the upland forests? What kind of trees
were the most common? What kinds of changes have you observed or have
heard of? When? Where?
Have you observed changes in the shoreline? Loss of sandy
beaches? Erosion? When and where did this occur?
How have the populations of people changed? (numbers,
distribution) Where did people used to live within the Hood Canal
watershed vs. where they live now?
Did people talk about smelling sulfur?
How close were fire pits to the water?
Have you seen changes in farming practices over time? Locations?
Have fish kills occurred in the past?
What have you observed during recent fish kills?