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. 

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.
The College Relations Staff


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


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
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

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
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
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
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
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

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
             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.


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.

Finding the Skokomish Tribal Nation

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?