| Faculty |
Student Aides |
| Alice Nelson |
Sem2 E3112 |
867-6629 |
nelsona@evergreen.edu
Office Hours M 3-4 & by appt |
Nicki Dallman |
357-3655 |
caretaker1@evergreen.edu |
| Martha Rosemeyer |
Lab I 1012 |
867-6646 |
rosemeym@evergreen.edu
Office Hours W 11-12 & by appt |
Riley Woodward-Pratt |
350-8537 |
frwoodwardpratt@gmail.com |
| Tony Zaragoza |
Sem2 D3106 |
867-6408 |
zaragozt@evergreen.edu
Office Hours W 9-10 & by appt
|
Writing Tutors |
| Core Connector |
Reese Lopez (w/Martha's) |
507-3521 |
reeese@gmail.com |
| Norma Alicia Pino |
Lib 2116 |
867-5629 |
pinon@evergreen.edu |
Christine Perry (w/Tony's) |
866-1757 |
perchr17@evergreen.edu |
| |
|
|
|
Calen Swift (w/Alice's)
|
357-6493 |
swical13@evergreen.edu |
| We all eat to live, but how often do we stop to ask where our food comes from? How was it grown? Who cultivated and harvested it? How did it arrive at our tables? Do we all have the same access to food? How have the migration of workers to harvest food, as well as their movements for social justice, created new forms of culture, from protest songs to teatro campesino (farmworkers' theater)? This program seeks to address these questions by examining the intersections of food ecology, labor history and cultural change.
Fall quarter will focus on three specific commodities: apples, bananas and sugar. In each case, we will explore a given crop as it has impacted environmental, economic, social and cultural relationships over time. For example, apples are a crop that symbolizes Washington state nationally and internationally. We will study the ecological conditions for cultivating this crop, its environmental impact, the ways it is harvested and traded, how workers have attempted to organize themselves, and the literature and art that have aided their social movements. We will explore how systems of power-involving race, class and gender, among others-shape work, access to food, governmental policy and environmental sustainability. During a field trip to Eastern Washington, we hope to talk with workers during the fall apple harvest, and hear from local artists and poets about their cultural work relating to agricultural life and social change.
During fall quarter, a typical week will involve lectures, seminar discussions, films and workshops on quantitative reasoning and expository writing. Students will write frequent essays about readings in environmental science, social science and the humanities. Basic concepts in these fields will emerge from our case studies. In addition to the field trips, there will be a few organized opportunities for putting our learning into action through volunteer work with local non-profit groups focusing on food issues.
In winter quarter, we will further develop our understanding of concepts introduced in the fall, moving from specific crops to a larger view of intersecting social and environmental systems. Throughout winter quarter, we will continue to have seminars, lectures and field trips as a program. In addition, students will research crops of their own choosing, developing case studies along the lines we explored together in the fall. During the quarter, there will be workshops in qualitative and quantitative research methods to support students' projects. Students will have the opportunity to present their learning to the larger community, first in the form of posters or short skits about food issues, and later in a more formal research presentation at the quarter's end.
During the spring, students will bridge theory and practice by combining their continuing studies on campus and through field trips with internships at community organizations. Students will focus on specific topics with faculty and will meet together to discuss their community-based learning. |
• What are the various social, political, cultural and economic forces that contribute to forming, maintaining, altering, and transforming food systems, work, cultures and societies? How have these forces changed over time?
• How do power relations within society become manifested in food and diet, in farm work and in our stories, representations, and knowledge of food? In what ways might alterations in power relations in any given society result in altered food work and culture?
• How are people’s relationships to food and work revealed in the many ways in which they portray themselves and their lives?
• Are there certain artistic or rhetorical strategies that work more effectively to inspire social change, or conversely, that tend to undermine it? Is that different in different times and places, and among different peoples? What are the particular challenges of making effective political art?
• How does the structure/type of a plant affect the human work involved in the cultivation of the plant? How does culture change in response to this work?
• How does the agroecosystem under which the plant is grown affect the human work of cultivating and harvesting the plant? How does the food system—involving the farming, marketing, distribution and waste—also impact work? How are these impacted by cultural context, and in turn, potentially reshape it?
• What are the key factors for evaluating the social, cultural, economic and ecological impact of food production? How do we measure these impacts?
• Do you believe this society’s power structures have been designed in your best interest? The interests of your family? Your community? Workers? What do current structures of power protect? How do you want to live? |
| Academic Advising |
Geoduck Villiage F-100 |
(360) 867-6312 |
M-F 8-5 pm |
|
| Writing Center |
Library 2304 |
(360) 867-6420 |
M-Th 11am-8pm
|
F-Sun 12pm-5pm |
| QuASR |
Library 2304 |
(360) 867-5547 |
M-Th 9am-5:30pm
|
F 9am-4pm |
| Library Reference |
Library Across from Circulation |
(360) 867-6252 |
M-Th 9am-9pm
.
|
F 9am-5pm
Sat 9am-5pm |
| Books ^ (in the order we'll read them, but check the schedule below for more info) |
Check here for books on Open Reserve at the TESC Library
Kingsolver, Barbara. Animal, Vegetable, Miracle. HarperCollins, 2007.
Valle, Isabel. Fields of Toil: A Migrant Family's Journey. Washington State University Press, 1994. Also available as an electronic book through the Evergreen library and through our Electronic Reserve.
Valdez, Luis. Early Works: Actos, Bernabe, and Pensamiento Serpentino. Houston, TX: Arte Publico Press, 1990.
Mintz, Sidney. Sweetness and Power: The Place of Sugar in Modern History. Penguin, 1986.
Samson, Jane. Race and Empire. Longman, 2005.
Toomer, Jean. Cane. Liveright, 1993.
Jenkins, Virginia Scott. Bananas: An American History. Smithsonian, 2000.
Vandemeer, John and Ivette Perfecto. Breakfast of Biodiversity: The Political Ecology of Rainforest Destruction. Food First; 2nd edition, 2005.
Frank, Dana. Bananeras. South End Press, 2005.
There will also be online readings (see schedule below) and reading handouts throughout the quarter. |
MONDAY
|
TUESDAY |
FRIDAY |
Lecture / Film 9-12 • SEM 2 A1107
|
Lab / Workshop 9-12 • Lab I 1040/1050
Lab / Workshop 9-12 • SEM 2 A1107
|
Lecture / Film 9-12 • Lecture Hall 5
|
Seminar 1-3 • SEM 2 A2107 (M)
Seminar 1-3 • SEM 2 A2109 (T)
Semina •1-3 • SEM 2 A3107 (A) |
Field Work 1:30-5 • On location, but
tttttttttttttttttttttttttttttttt Lab I 1040/1050
tttttttttttttttttttttttttttttttt will also be used
|
Potluck 12-1:30 • Longhouse (LC) Kitchen &
Seminar 1:30-3:0 Cedar Room
Seminar 1:30-3:30 • LC 1007 (M)
Seminar 1:30-3:30 • LC 1007A (T)
Seminar 1:30-3:30 • LC 1007B (A) |
| All assignments should be typed, doubled-spaced, 12-point font, 1” margins, paginated, and stapled. Please turn in assignments in hard copy form under your seminar leader’s door by the deadline listed on the syllabus. Specific requirements for each assignment will be distributed approximately one week before it is due.
For assignments that require you to cite texts or other materials, please use the MLA citation format, which requires a list of “works cited” at the end of your paper, and parenthetical page references within the main text of your paper. If you have questions about citation, style, or grammar, consult the library web page “Citation and Style Guide” at http://www.evergreen.edu/library/catalog/librarycatalog.htm.
1) Discussion Questions/Comments (1/2 page, due at every seminar, starting Friday week one): In order to facilitate careful and critical reading, each student will compose two thoughtful questions and/or discussible comments on each seminar’s readings. They should be detailed, and refer or respond to specific passages or aspects of the reading (please include page references), rather than vague or general questions. The questions/comments should be typed, with your name and the seminar date included. Bring your ½ page of questions/comments, along with the seminar text(s), to class; your papers will provide a basis for organizing seminar discussions.
2) Personal Narrative (2 pages, due at workshop, Tuesday week one): You will write one or two vignettes (brief stories) examining some aspect(s) of your relationship with food, as connected with your personal background: where you’re from, your family’s cultural heritage, your work (or not) in food production or service, experiences with food in communities that differ from your own, etc.
3) Field Trip Reflection Paper (4 pages, due Thursday of week two by 3pm): Week two, we will travel to the Yakima Valley, where we will explore various modes of agriculture, meet with workers, and learn about cultural forms that have emerged from agricultural work. Your reflection on this experience will describe at least one encounter in detail and reflect on what you learned from it (2 pages); on pages 3-4 of your essay, you should make a “laundry list” of substantive observations, questions, and comments from the experience as a whole.
4) Synthesis Essays (3-5 pages each, due weeks 4, 7, and 10—for apples, sugar, and bananas, respectively—see syllabus for specific due dates): By “synthesis,” we mean bringing separate elements of the program together to form an integrated whole. Hence, each of these essay assignments provides you with the opportunity to form a more holistic understanding of each crop studied, by connecting the various (inter)disciplinary perspectives offered in our readings, lectures, films, labs, and fieldwork. For essays one and three, you will bring a three-page initial draft to writing workshop for peer suggestions; for all three essays, you are required to meet individually with a writing tutor for revision of the full draft before turning in on the due dates listed. Synthesis Essay #1; Synthesis Essay #2; Synthesis Essay #3.
5) Quizzes (in class, weeks 4, 7, and 9— for apples, sugar, and bananas, respectively—see syllabus for specific times): Each quiz will assess your understanding of specific program materials, including readings, lectures, films, labs, and fieldwork. For example, you may be asked to define particular terms, identify plant parts, interpret short written passages, or other similarly specific tasks.
6) Final Exam (in class, week ten—see syllabus for details): There will be a final exam on the last day of class (Friday, November 30 at 9am). It will require you to make connections across all three crops studied this quarter, including readings, lectures, films, labs, and fieldwork. You will receive a study guide for this exam at the beginning of week ten. Throughout that week, we will reread and revisit program materials and experiences, and reflect on the quarter as a whole.
7) Other Assignments: Please be aware that there will be additional, periodic assignments related to workshops, botany labs, and field work that will be announced throughout the quarter.
8) Program Portfolio (due weeks 4 and 10—see syllabus for specific times): As part of the requirements for credit in this program, you will be expected to maintain an extensive program portfolio. The portfolio should be seen as a major opportunity to record, consolidate, integrate and internalize the materials we study. You should prepare your portfolio in a way that allows you and any other reader to rapidly retrieve the information contained in it. It should be clearly legible to other readers, or to you, at any time in the future when you might need to refer to it. A loose-leaf notebook divided by section indices works well. Your portfolio should include: program syllabus, Program Covenant, and handouts; plus:
- your notes on the assigned readings;
- your notes from program lectures, films, seminars, labs, workshops, and fieldwork;
- all your ½ page questions/comments for seminar;
- all lab reports and workshop exercises;
- all essays (personal narrative, field trip reflection, three synthesis essays), including the drafts for workshop and the final version with faculty comments;
- three quizzes with faculty comments (your final exam will be turned in separately);
- draft self-evaluation (week ten only).
|
| Engagement: Evergreen programs are not simply a collection of classes, but a deeper effort to form a learning community. We learn from each other, and are therefore responsible to each other to participate in the learning community. Participation is defined as active listening, speaking, and thinking. Communication and attendance are vital to build relationships among students, and between students and faculty.
Communication: In the interest of fairness, we want all students to have equal access to all information. The program website will be updated to reflect the most current information for the program. Please check the schedule on this page frequently for any updates. The web schedule will always trump the printed schedule.
All-program Attendance: Attending seminars and all-program activities is the other critical aspect of participating in the learning community. Many students make great efforts to coordinate their transportation, jobs and family in order to attend class. Since attendance is a precondition of participation, absences will diminish your ability to earn full credit. It is in your own interest to be on time since class instructions are usually at the beginning. More than 2 excused absences will result in the loss of credit. A pattern of lateness will be counted as an absence. See Program Covenant for program policies on all issues, including attendane.
Seminar: Seminar attendance, preparation, and participation are also considered very important to your individual success, as well as to the collective success of the group. We will not be dealing with settled questions, and the various authors will not always be in agreement or use the same theoretical frameworks. We will be considering topics of immense relevance to the lives of each and every one of us as well as to the larger society. The faculty anticipate lively and respectful discussion, differences, and controversy. The seminar will be a collaborative, exploratory undertaking and is a key place where most of the integration, insights, and intellectual breakthroughs will be made. We are looking forward to engaged and vital seminar groups. See handouts What is Seminar? and Preparation for Seminar.
Note-taking is strongly encouraged to retain information for discussion and assignments (such as the synthesis essays). Some powerpoints and other lectures can be downloaded and printed from links on the library reserve to aid, but not replace, note-taking. You should identify a friend who can take detailed notes in case of your absence.
Cooperative efforts:All program work requires collaborative and cooperative efforts from both faculty and students. Students should familiarize themselves with the Program Covenant, the Evergreen Social Contract and the Student Conduct Code. Normal adult behavior, of course, is expected and disruptive or disrespectful behavior will be grounds for being asked to leave the program. In all program activities, please make sure your cell phones are turned off, and that you do not make it difficult for students or faculty to listen or concentrate. Laptops are to be used only for taking notes, but should not be used in seminar, where face-to-face communication is critical.
Academic Honesty: The work we submit—in discussion, writing, etc.—must reflect our own ideas. When we incorporate the ideas of others, be those published authors, filmmakers, or classmates, we should acknowledge our sources. While much of the work in this program will be collaborative and the ensuing ideas will reflect the contributions of more than one person, we will get in the habit of acknowledging the people and ideas that have influenced us. Failure to cite copyrighted sources, or presentation of the work of others as one's own, is plagiarism and will be treated in accordance with the provisions of the Social Contract.
Evaluation: Your evaluation will consist of your seminar leader's written evaluation of your work, your self-evaluation, and the evaluation conference. You will be evaluated on your level of comprehension of the material, on your skills (writing, thinking, speaking, listening, research, presentation), and on your intellectual engagement with the major themes of the program as reflected in assignments and seminar discussions.
Access services: If you have a documented disability,please contact Evergreen's Access Services at (360) 867-6348. Access Services will help coordinate any reasonable accommodations that you will need throughout your education at Evergreen. If you have a disability and have not had it documented, Access Services can help you with the process of getting it documented. Please be sure to get this process underway as soon as possible. Keep in mind that there are some differences between how disabilities are addressed in high school and in college; Access Services will be able to help you with this transition. We are committed to the academic success of all students. Please let your faculty know at the beginning of the quarter if there are any reasonable accommodations that you will need that will be coordinated through Evergreen's Access Services.
|
Sixteen quarter-hours of credit will be awarded to students who fulfill all of the following requirements:
• submission of all assignments and portfolio by the deadlines announced in the syllabus unless otherwise agreed upon by the student and faculty;
• regular attendance at all class activities (More than 2 excused absences will result in the loss of credit);
• active collaboration and responsible participation in all program activities;
• draft of written self-evaluation turned in with portfolio by Friday of Week 10 (to be revised after the conference) and written faculty evaluation before evaluation conference. |
| Schedule ^////////Week///1///2///3///4///5///6///7///8///9///10 |
DATES |
MONDAY
9:00 – 12:00 • Lecture
1:00 – 3:00 • Seminar
|
TUESDAY
9:00 – 12:00 • Workshop / Lab
1:30 – 5:00 • Field Work |
THURDAY
Work Due
3PM |
FRIDAY
9:00 – 12:00 • Film
12 – 1 • Potluck
1:30 – 3:30 • Seminar |
WEEK 1^
SEPT
24, 25 & 28
INTROS |
LECTURE: Introduction to Program; Student Introductions and Photos; Field Trip Drivers; Personal Narrative Assignment (due Tues)
SEMINAR: Orientation to Seminar and Facilitation; Draw Your World Workshop; Form Triads; Discuss: Kingsolver, Animal, Vegetable, Miracle |
DUE: Personal Narrative
LAB: (9-10:25, Lab I): Lab Techniques, Fruits vs. Vegetables
WORKSHOP: (10:35-12, Sem 2): Workshop on Reading/Writing; Share Personal Narratives
FIELD WORK: (Lab I): (1:30-3) Workshop on Doing Cross-cultural/Community Work; Distribute short packet to prepare for field trip (read by Fri lecture); Organizing Food Groups; Field Trip Release Forms (3:30-5) Tour of the TESC Organic Farm/Apples |
DUE:
Lab Report
By 3PM |
CHECK-IN: with Norma Alicia;
LECTURE: Key Ideas and Questions for the Quarter (Martha, Tony, Alice); Field Trip Logistics and Set Up
POTLUCK at Longhouse
SEMINAR: Orientation to Seminar and Facilitation, see What is Seminar? and
Preparation for Seminar; Kingsolver, Animal, Vegetable, Miracle |
WEEK 2^
SEPT 30-OCT 3
& OCT 5
APPLES
•FIELD TRIP• |
Yakima Valley Field Trip: Sunday, Sept. 30-Wednesday, Oct. 3 (see separate handouts for details; bring Valle, Fields of Toil on trip) |
Yakima Valley Field Trip: Sunday, Sept. 30-Wednesday, Oct. 3. Read Fields of Toil, Foreward, Introduction, p 1- 110. Also available as an e-book through the library and our Electronic Reserve |
DUE:
Field Trip Reflection Essay
By 3PM |
CHECK-IN: with Norma Alicia
FILMS: Echando raíces/Taking Root: Comunidades de Inmigrantes y de refugiados en California, Texas y Iowa (Dir. JT Takagi, US, 2002, 60 min); La boda (Dir. Hannah Weyer, US, 2000, 53 min)
POTLUCK at Longhouse
SEMINAR: Valle, Fields of Toil, p 110-221. Also available as an e-book through the library and our Electronic Reserve |
WEEK 3^
OCT
8, 9,& 12
APPLES |
LECTURE: Tony, Apple History (Part 1); Martha, Basic botany, with an emphasis on apples
SEMINAR: Apple Articles I: 1) Michael Pollan: "Apples" Ch 1 from Botany of Desire; 2) John Fahey: "Red Apples, Big Business" From The Inland Empire, 3) Claire Strom: "Introduction" and "Cooperation and Success," 4-8) Better Fruit: "American Fruits in Foreign Lands," "Bananas as a Competitor," "National Apple Show," "Shipping the Apple," "Yakima Valley's Great Irrigation," " (all on Electronic Reserve) |
LAB: (9-10:10, Lab I): Botany: Flowers and fruit anatomy: Apples, Solanaceae (tomatoes), squash and brassicas
WORKSHOP: (Sem 2, at 10:20): Getting Started on Synthesis Essay #1; sign up for appointments with writing tutors for revision of essay before due. (10:20-11:05); Introduction to Political Economy (11:15-12)
FIELD WORK: Barry Cannon, Orientation to Gleaner’s Coalition Work and Gleaning Field Work |
DUE:
Lab Report
By 3PM |
FILMS: Family Gathering (Dir. Lise Yasui, US, 1988, 30 min), Chicano! (Part 2) (Dir. NLCC Educational Media, US, 1996, 57 min); Visit Chicano/Latino Archive
POTLUCK at Longhouse - Martha's
CHECK-IN: with Norma Alicia
SEMINAR: Apple Articles II: 1) "Globalization of the WA Apple," 2) "Geography of WA World Apple," 3) "A Chicana in Northern Aztlan" (all on Electronic Reserve) |
WEEK 4^
OCT
15, 16 & 19
APPLES/
SUGAR
|
LECTURE: Alice, Teatro campesino in Social Context; Tony, Apple History (Part 2) - The New Global Apple
SEMINAR: Valdez, Early Works, 1-52, 66-90, 98-120, & 134-167. |
LAB: (9-10:25, Lab I): Botany: Monocots (sugar cane and banana) and dicots (apples) with seed anatomy: beans and corn.
WORKSHOP: (10:35-12, Sem 2): Writing Workshop: bring six copies of your solidly written three-page draft to class for peer revision.
FIELD WORK: Gleaner’s Coalition |
DUE:
Synthesis Essay #1
By 3PM |
QUIZ on Apples
FILM: Broken Limbs (Dir/Prod. Jamie Howell and Guy Evans, US, 2003, 57 min).
POTLUCK at Longhouse - Alice's
CHECK-IN: with Norma Alicia
SEMINAR: "The Columbian Exchange and the Old World" and "The Columbian Exchange and the New World" from A Moveable Feast (on Electronic Reserve); Sign-up for midterm conferences. Portfolios Due. |
WEEK 5^
OCT
22, 23 & 26
SUGAR |
LECTURE: Martha, Botany and ecology of sugar cane, with an emphasis on Cuban cane production; Alice, Cuban Counterpoint: Tobacco and Sugar
1-2 SEMINAR: Mintz, Sweetness and Power, xv-xxx, 1-150.
2-3 WORKSHOP: Time Management in D1105 |
**MEETING in SEM2 A1107**
LAB: (9-10:00): Botany Quiz Review
APPLE TASTING: (10:00-11)
SEMINAR: (11:00-12) Follow-up on Mintz
Sweetness and Power, xv-xxx, 1-150.
FIELD WORK: (1:30-5): Gleaner’s Coalition |
MIDTERM CONFERENCES with Seminar Leader (by 10-minute appointment at faculty offices)
Most conferences scheduled with seminar for Wed .and Thur. |
FILM: Burn! (Dir. Gillo Pontecorvo, US, 1979, 112 min)
POTLUCK at Longhouse - Tony's
CHECK-IN: with Norma Alicia
SEMINAR: Mintz, Sweetness and Power, 151-214. |
WEEK 6^
OCT / NOV
29, 30 & 2
SUGAR |
LECTURE with FILMS: Tony, Race, Racism and Representation; Race: The Power of an Illusion (California Newsreel, US, 2003, selections from Episode 1 "The Difference Between Us"; Total time: ~40/168 min) and Ethnic Notions (Marlon Riggs, California Newsreel, US, 1987, selections ~20/57min);
Alice, Explain synthesis essay #2; sign up for appointments with writing tutors for revision of essay before due.
SEMINAR: Samson, Race and Empire , Preface, Chronology, Maps, Intro, p 3-92. |
LAB: (9-12, Lab I): Botany: Roots, tubers and corms (banana) vs. bulbs. FIELD WORK: Gleaner’s Coalition |
DUE:
Lab Report
By 3PM |
FILMS with LECTURE: Tony, Political Economy of Racism; Race: The Power of an Illusion (California Newsreel, US, 2003, selections from Episodes 2: "The Story We Tell" time: ~37/168 min); H-2 Worker (Dir. Stephaqnie Black, US, 1990, 67 min)
SET-UP: Reading Toomer
POTLUCK at Longhouse - Martha's
SEMINAR: Samson, Race and Empire, p 95-132. |
| WEEK 7^
NOV
5, 6 & 9
SUGAR/
FIELD TRIP/
BANANAS |
LECTURE: Alice, On Toomer’s Cane; Up South: African-American migration in the era of the great war (Dir. Andrea Ades Vasquez, Pennee Bender and Joshua Brown, American Social History Productions, U.S., 1996, 30 min)
Tony, Set up Seattle Field Trip
SEMINAR: Toomer, Cane |
All Day Field Trip to Seattle
(see separate handouts for details) |
DUE:
Synthesis Essay #2
By 3PM |
QUIZ on Sugar
FILM: Banana Split (Dir. Kelly Saxberg and Ron Harpelle, US, 2002, 46 min)
POTLUCK at Longhouse - Alice's
CHECK-IN: with Norma Alicia
SEMINAR: Jenkins, Bananas: An American History |
WEEK 8^
NOV
12, 13 & 16
BANANAS |
LECTURE: Martha, Rainforest ecology and banana production; Explain Synthesis Essay #3; sign up for appointments with writing tutors for revision of essay before due.
SEMINAR:Vandemeer/Perfecto, Breakfast of Biodiversity, Foreward, Preface, p 1-92. |
FILM-LECTURE-WORKSHOP: (9-12, Sem 2): REVIEW: Going over Sugar Quiz; FILM: Race: The Power of an Illusion (California Newsreel, US, 2003, selections Episode 3: "The House We Live In"; Total time: ~36/168 min); LECTURE: The How and What of Racism; Political Economy WORKSHOP: Race, Gender and Income
FIELD WORK: Gleaner’s Coalition |
|
FILM: Life and Debt (Dir. Stephanie Black, U.S., 2001, 86 min)
Political Economy WORKSHOP: The Race to the Bottom - What is Neoliberalism?
POTLUCK at Longhouse - Tony's
CHECK-IN: with Norma Alicia
SEMINAR:Vandemeer/Perfecto, Breakfast of Biodiversity, p 93-178. |
WEEK 9^
NOV
19 & 20
BANANAS
•SPECIAL
SCHEDULE• |
LECTURE (9-12 in A1107): Martha, Structural adjustment in Costa Rica; Alice, The Banana as Cultural and Political Symbol
SEMINAR (1-2:45): Cynthia Enloe, “Carmen Miranda on My Mind: International Politics of the Banana” from Bananas, Beaches and Bases (on Electronic Reserve); Frank, Bananeras, p 1-60.
FILM (3-5 in A1107): Bananas Is My Business (Dir. Helena Solberg, UK/Brazil, 1995, selections from 91 min.) |
WORKSHOP (9-12, Sem 2 in A1107): Quiz on Bananas (9-9:30); Writing Workshop: bring three copies of your solidly written 3-page draft to class for peer revision (9:30-10:35); Orientation to Winter Quarter (10:45-11:45); CHECK-IN: with Norma Alicia (11:45-12).
SEMINAR (1-2:45 in LAB 1 1037, LAB 1 1040, LAB 1 1050): Frank, Bananeras, p 61-110; Consensus on Texts to Reread for week 10.
FIELD WORK (3-5): Gleaner’s Coalition |
BREAK
PROGRAM DOES NOT MEET
|
BREAK
PROGRAM DOES NOT MEET |
WEEK 10^
NOV
26, 27 & 30
REVIEW/
LOOK
FORWARD |
DUE: Synthesis Essay #3 any time before or by 9 am.
LECTURE: Reflections on the Quarter (Martha, Tony, Alice)
SEMINAR: Review Seminar (based on reread material decided previous week); Distribute Exam Study Questions; Sign up for evaluation conferences |
CHECK-IN: with Norma Alicia
WORKSHOP: (9-12, Sem 2): Self-Evaluation Workshop.
FIELD WORK: No scheduled field work; use time in study groups to prepare for exam. |
|
FINAL EXAM
POTLUCK at Longhouse - All Program
SEMINAR: Closure on Fall Quarter; Portfolios Due with Self Evals. |
EVAL WEEK
DEC
3-6
|
By Appointment with Seminar Leader |
By Appointment with Seminar Leader |
By Appointment with Seminar Leader |
|
|