| Faculty |
Student Aides |
| Alice Nelson |
Sem2 E3112 |
867-6629 |
nelsona@evergreen.edu
Office hours W12-1 & by appt |
Nicki Dallman |
357-3655 |
caretaker1@evergreen.edu |
| Martha Rosemeyer |
Lab I 1012 |
867-6646 |
rosemeym@evergreen.edu
Office hours W11-12 & by appt |
Riley Woodward-Pratt |
350-8537 |
frwoodwardpratt@gmail.com |
| Tony Zaragoza |
Sem2 D3106 |
867-6408 |
zaragozt@evergreen.edu
Office hours W9-10 & 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) |
862-1757 |
perchr17@evergreen.edu |
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Jhaleh Akhaven (w/Alice's)
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tba |
akhjha19@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 focused on three specific commodities: apples, bananas and sugar. In each case, we explored 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 studied 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 explored 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 talked with farmers and farmworkers during the fall harvest, and heard from local artists and poets about their cultural work relating to agricultural life and social change.
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. The winter curriculum picks up on three major issues: ecological contamination (i.e., global warming, genetically modified organisms, pesticides), immigration, and free trade vs. fair trade. These themes will guide our readings, which combine ecological agriculture, political economy, and literature; regular writing assignments will address these materials and themes. A typical week will involve lectures, seminar discussions, films, lab and workshops. We will take day fieldtrips (to Shelton and Olympia), and although winter seasonally reduces the opportunities to glean, will have at least two opportunities to continue putting our learning into action through volunteer work with local non-profit groups focusing on food issues. We will also participate in the “Focus the Nation” conference, on issues about the environment and environmental justice, on Wednesday, January 30 (all day).
In addition, students will pursue a winter quarter research project of their own choosing; this may focus on a crop case study along the lines we explored in fall, or it may be based on a question that has emerged out of any area of our program work. We will provide guidance during week 10 (fall quarter) for developing a question over the break; each student will develop a research proposal during week one of the winter. Throughout the quarter, weekly workshops will support your project work through a focus on research methods and writing. Students will have the opportunity to present their learning to the larger community, first in the form of posters or short skits, 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. Your internships will be eight credit hours (=20 hours of work with the organization per week) and your program work on campus will be eight additional credits (with about half the number of in-class hours as fall-winter); we will do a workshop winter quarter on the steps involved in getting an internship set up for spring. Spring quarter, we also will incorporate three very interesting local conferences into our weekly curriculum, on the topics of immigration, synergy, and local food. |
• 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 |
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| Writing Center |
Library 2304 |
(360) 867-6420 |
M-Th 11am-8pm
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F-Sun 12pm-5pm |
| QuASR |
Library 2304 |
(360) 867-5547 |
M-Th 9am-5:30pm
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F 9am-4pm |
| Library Reference |
Library Across from Circulation |
(360) 867-6252 |
M-Th 9am-9pm
.
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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
Pollan, Michael. The Omnivore's Dilemma: A Natural History of Four Meals (Paperback)
Wright, Angus. The Death of Ramón González: The Modern Agricultural Dilemma, Revised Edition (2005).
Rakocy, Betsy, Alejandro Reuss, Chris Sturr, and The Dollars & Sense Collective, Real World Globalization: A Reader in Business, Economics and Politics, 9th edition (2007).
Guskin, Jane and David L. Wilson, The Politics of Immigration: Questions and Answers. (2007)
Duarte Clark, Rodrigo, The Victim and Other Plays [we will provide photocopies of these; exciting news! Playwright Rodrigo Duarte will join us for two weeks in winter and six weeks in the spring for work on political theatre]
Fried, Mark/El Fisgón, How to Succeed at Globalization: A Primer for Roadside Vendors (2004)
Kincaid, Jamaica, A Small Place (2000)
Ransom, David, No-nonsense Guide to Fair Trade, 2nd Revised Edition (2006)
Anzaldúa, Gloria, Borderlands/La Frontera: The New Mestiza, 3rd Edition (2007) There will also be online readings (see schedule below) and reading handouts throughout the quarter. |
MONDAY
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TUESDAY |
FRIDAY |
Lecture / Workshop 9-12 • SEM 2 A1107
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Lecture / Workshop 9-12 • SEM 2 A1107
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Film / Discussion 9-12 • Lecture Hall 5
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Seminar 1-3 • SEM 2 A2107 (M)
Seminar 1-3 • SEM 2 A2109 (T)
Semina •1-3 • SEM 2 A3107 (A) |
Lab and Research Time 1:30-5 • Lab I
Lab and Research Time 1040/1050 and D1107 Lab and Research Time
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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 to the faculty member indicated 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) Major Point Paragraph (80-100 words, due the second seminar of each week, starting Friday week one): In order to facilitate careful seminar preparation, each student will compose one paragraph, consisting of no more than 100 words, that conveys the main point of the reading for that week. The paragraph should address the author’s thesis and argument in the case of non-fiction and the author’s central theme in the case of fiction. The paragraph should consist entirely of paraphrases (no direct quotes), should be specific, and needs to address the whole of the reading selection. It should be typed, with your name and the seminar date included.
2) Research Project Proposal (3 pages, due Thursday week two by 3pm): Your research proposal will include the following sections: a statement of your topic, your question or thesis, the significance of the question, a provisional outline, research strategy, and a briefly annotated bibliography (see handout for details). Library workshops during weeks one and two will help you develop this proposal.
3) Analysis of Scholarly Articles (3-5 pages, due Thursday of week four by 3pm): During our second library workshop, you will be learning how to find scholarly articles related to your research topic. For this essay, you will analyze the arguments presented in three sources, which you will summarize and critique.
4) Research Paper (deadlines weeks 6, 8, and 9). As noted in the program description, your winter research may focus on a crop case study along the lines we explored in the fall, or it may be based on a question that has emerged out of any area of your program work.
- Introduction and Evidence: by week six, you should bring your draft introduction, with provisional thesis, and the first piece of evidence for the body of your paper to workshop (2-3 pages) for further development; a revised version of these pages is due by Thursday of week 6 at 3 pm.
- Draft of Whole: by Monday of week eight, you should bring your 6-8 page draft to workshop for revision (one copy turned in to seminar leader for comments).
- Final Draft (8-10 pages): due to your seminar leader Thursday of week 9 by 3pm.
5) Research Presentations: Each student will have the opportunity to present her/his research project orally to the program during week ten.
6) Final Exam (in class, week ten—see syllabus for details): There will be a final exam on the last day of class (Friday, March 14 at 9am). It will require you to make connections across the issues studied this quarter, including readings, lectures, films, labs, and fieldwork. You will receive a study guide for this exam during week ten.
7) Other Assignments: Please be aware that there will be additional, periodic assignments related to workshops, ecology 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, covenant, and handouts;
- your notes on the assigned readings;
- your notes from program lectures, films, seminars, labs, workshops, and fieldwork;
- all your major point paragraphs for seminar;
- all lab reports and workshop exercises;
- draft self-evaluation (week ten only)
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| 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 attendance.
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.
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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 evaluations conference. |
| Schedule ^////////Week///1///2///3///4///5///6///7///8///9///10 |
DATES |
MONDAY
9:00 – 12:00 • Lecture/Workshop
1:00 – 3:00 • Seminar
|
TUESDAY
9:00 – 12:00 • Lecture/Workshop
1:30 – 5:00 • Lab and Research |
THURDAY
Work Due
by 3PM |
FRIDAY
9:00 – 12:00 • Film
12 – 1 • Potluck
1:30 – 3:30 • Seminar |
WEEK 1
JAN 7, 8 & 11
FOOD, ENERGY, AND THE ENVIRONMENT |
LECTURE: Introduction to the program (Martha, Tony, Alice)
RESEARCH WORKSHOP: Orientation to winter project proposals.
Research Proposal Handout
SEMINAR: Seminar introductions; Pollan, The Omnivore's Dilemma, part 1 (Industrial/Corn); organize reading assignments for The Death of Ramón González. |
LECTURE: Martha, GMOs
POLITICAL ECONOMY WORKSHOP: Measuring Globalization; Selection from Real World Globalization, Articles 1-6.
ECOLOGY LAB (1:30-3:30): Ecological Footprint (See The Story of Stuff)
RESEARCH TIME (3:30-5): Library Orientation #1 with Sarah Pedersen (Overview of Resources) |
DUE: Ecological Footprint workshop to Martha by 3 pm. |
FILM/DISCUSSION: The Future of Food (Dir. Deborah Koons Garcia, US, 2004, 88 min) and King Corn (Dir. Aaron Woolf, US, 2007, 88 min).
POTLUCK at Longhouse (all program)
CHECK-IN with Norma Alicia (at the beginning of seminar)
SEMINAR: Pollan, The Omnivore's Dilemma, part 1 (Industrial/Corn).
Major Point Paragraph Due.
Optional: Alternative Radio interview with Pollan (listen to MP3) |
WEEK 2
JAN 14, 15 & 18
FOOD, ENERGY, AND THE ENVIRONMENT |
LECTURE: Martha, Pesticides
RESEARCH WORKSHOP: Library Orientation #2 with Sarah Pedersen (Databases)
SEMINAR: Wright, The Death of Ramón González (everyone will read the first 50 pages, 1/4 of the remaining chapters, and the Afterword) |
LECTURE: Tony, Globalization, Automation, and Agriculture
POLITICAL ECONOMY WORKSHOP: Neoliberalism in the Neighborhood #1; Selection from Real World Globalization, Articles 15, 20, 21, 28 and optional 7 & 9.
ECOLOGY LAB (1:30-5): Plant Pests |
DUE: Research Proposal to seminar leader by 3 pm.
Political Economy Study Group
2-3 PM
Lab I 2033
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FILM/DISCUSSION: Playing with Poison (Dir. John Ritchie, Mexico, Canada, U.S., 2001, 46 min) and BRIDGE: Experiences of Latino Immigrants in Shelton, WA (Local Knowledge, 2005, 25 min).
Set up field trip to Shelton.
Set up Writing Assignment: Analysis of Scholarly Articles
POTLUCK at Longhouse (Martha’s seminar)
CHECK-IN with Norma Alicia
SEMINAR: Wright, The Death of Ramón González (everyone will read the first 50 pages, 1/4 of the remaining chapters, and the Afterword).
Major Point Paragraph Due.
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WEEK 3
JAN 21, 22 & 25
THE POLITICS OF IMMIGRATION |
NO CLASS (Martin Luther King, Jr. Day); take advantage of this time to work on research projects.
See writing tutor sometime this week. |
All Day Field Trip to Shelton (see separate handout for details). |
DUE: Pest Lab Questions to Martha by 3 pm.
Political Economy Study Group
2-4 PM
Lab I 2033 |
FILM/DISCUSSION: Un día sin mexicanos/ A Day Without a Mexican (Dir. Sergio Arau, US/Mexico/Spain, 2004, 100 min.)
POTLUCK at Longhouse (Alice’s Seminar)
CHECK-IN with Norma Alicia
SEMINAR: Guskin and Wilson, The Politics of Immigration. Preface and Ch 1-7.
Major Point Paragraph Due. |
WEEK 4
JAN 28, 29, 30
& FEB 1
THE POLITICS OF IMMIGRATION
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LECTURE: Alice, History of Anti-Immigration Backlash in the US
RESEARCH WORKSHOP: Bring 6 copies of your 3-5-page analysis of three scholarly articles on your research topic to workshop.
SEMINAR: Guskin and Wilson, The Politics of Immigration, Ch 8-12, and take a look at the resources section.
Political Economy Study Group
3-4 PM
Sem 2 A3107 |
LECTURE: Martha, Global Warming
POLITICAL ECONOMY WORKSHOP: Neoliberalism in the Neighborhood #2 (presentations); Selection from Real World Globalization, Articles 67-74.
FIELD WORK (1:30-5): Gleaner’s Coalition |
WEDNESDAY
Focus the Nation all-day, campus-wide activities; attendance required (see separate handout for details and schedule).
THURSDAY
DUE: Revised analysis of scholarly articles to seminar leader by 3 pm.
Political Economy Study Group
2-4 PM
Lab I 2033 |
FILM/DISCUSSION: La Ciudad (Dir. David Riker, US, 1999, 88 min.) and Selection from Farmingville (Dir. Carlos Sandoval & Catherine Tambini, US, 2004, 79 min.)
POTLUCK at Longhouse (Tony’s Seminar)
CHECK-IN with Norma Alicia
SEMINAR: Rodrigo Duarte Clark, La víctima (English version); sign up for midterm conferences.
Major Point Paragraph due; Portfolios due. |
WEEK 5
FEB 4, 5 & 8
THE POLITICS OF IMMIGRATION |
LECTURE: Rodrigo Duarte Clark, playwright and founding member of El teatro de la esperanza, Reflections on his work and El teatro de la esperanza
RESEARCH WORKSHOP: Presentations of selections from Duarte plays.
SEMINAR: Rodrigo Duarte Clark, Doña Rosita's Jalapeño Kitchen and Rosita's Day of the Dead. Interview with Rodrigo Duarte Clark: Part I & Part II
See writing tutor sometime this week.
Political Economy Study Group
3-4 PM
Sem 2 A3107 |
Note special Schedule!!!
MORNING SESSION (9-12): Theatre Workshop/Skit Creation with Rodrigo Duarte Clark
SEMINAR (1:30-3:30): Pollan, The Omnivore's Dilemma, part 2 (Pastoral/Grass) and chapter 17 (“The Ethics of Eating Animals”).
Major Point Paragraph Due
ORIENTATION TO SPRING INTERNSHIPS (3:30-5) with Norma Alicia |
Political Economy Study Group
2-4 PM
Lab I 2033
DUE: Letters of Engaged Citizenship by 3PM
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DAY OF ABSENCE (see separate handout for details) In order to accommodate student and faculty participation in the Day of Absence events, our only program meeting time will be 9-11:30 for film/discussion (film will be on reserve for students who do not come to campus today); faculty will schedule midterm conferences today and/or at other times during the week.
FILM/DISCUSSION (9-11:30): The Polyface Farm Video (Prod. Polyface Farm & MoonStar Films, US, 2001, 126 min). |
WEEK 6
FEB 11,12 & 15
TRADE: FREE, FAIR, OR EQUAL? |
LECTURE: Tony, Migration in Global Context
RESEARCH WORKSHOP: Bring 6 copies of your 2-3-page draft of research (provisional introduction with thesis and first piece of evidence) to workshop.
SEMINAR: Fried/El Fisgón, How to Succeed at Globalization, Prolgue, Intro, and Ch 1-13.
Political Economy Study Group
3-4 PM
Sem 2 A3107 |
LECTURE: Alice, Poetry Workshop
POLITICAL ECONOMY WORKSHOP: SAPlandia; Selection from Real World Globalization, Articles 13, 14, 17, 22, 27, 38, 42 and optional 39.
ECOLOGY LAB (1:30-5): Agroecosystems |
WEDNESDAY DAY OF PRESENCE
LECTURE (10-12): James Lowen, author of Sundown Towns and Lies My Teacher Told Me, will give a campus lecture for Day of Presence (see separate handout for more details)
Thursday: DUE: Revised 2-3-page draft of research (provisional introduction with thesis and first piece of evidence) to seminar leader by 3 pm.
Political Economy Study Group
2-4 PM
Lab I 2033 |
FILM/DISCUSSION: The Spectre of Hope (Prod. Paula Jalfon and Colin MacCabe with Brazilian photographer Sebastião Salgado and critic John Berger, US, 2000, 52 min) and The Global Banquet (By Invitation Only) (Dir. John Ankele and Anne Macksoud, US, 2001, 57 min).
POTLUCK at Longhouse (Martha’s seminar)
CHECK-IN with Norma Alicia
SEMINAR: Fried/El Fisgón, How to Succeed at Globalization, Ch 14- 23 and view on-line The Story of Stuff.
Major Point Paragraph Due. |
WEEK 7
FEB 18, 19 & 22
TRADE: FREE, FAIR, OR EQUAL? |
NO CLASS (President’s Day); take advantage of this time to work on research projects. Meet with writing tutor this week.
DUE: Poems to Alice by 3PM |
LECTURE: Tony and Alice, NAFTA and the Zapatistas
POLITICAL ECONOMY WORKSHOP: Alter-Globalization; Selection from Real World Globalization, Articles 60, 65, 66, 31, 32, 34, and optional 61-64.
NOTE: For this political economy workshop focus on the readings from CHAPTER 9: REAL WORLD ALTERNATIVES 60-66. We were required to read 60, 65, 66. Please make these a priority, but consider reading any or all of the articles 61-64 that you find interesting, inspiring or important.
ECOLOGY LAB (1:30-3:30): Coffee by the numbers/Metric conversions
RESEARCH TIME (3:30-5): Use this time to work on projects. |
DUE: Agroecosystems Lab Exercise to Martha by 3 pm.
Political Economy Study Group
2-4 PM
Lab I 2033 |
FILM/DISCUSSION: The Power of Community: How Cuba Survived Peak Oil (Dir. Faith Morgan, US/Cuba, 2006, 52 min) and Caracoles: New Paths of Resistance (Caracoles/ Chiapas Media Project, Mexico/US, 2003, 42 min)
POTLUCK at Longhouse (Alice’s Seminar)
CHECK-IN with Norma Alicia
SEMINAR: Kincaid, A Small Place.
Major Point Paragraph Due. |
WEEK 8
FEB 25, 26 & 29
TRADE: FREE, FAIR, OR EQUAL? |
LECTURE: Martha, Fair Trade Coffee; Set up field trip.
RESEARCH WORKSHOP: Bring 4 copies of your 6-8-page draft of research paper to workshop (one of these will go to your seminar leader for comments/suggestions for revision).
SEMINAR: Ransom, No-nonsense Guide to Fair Trade
DUE: Poetry Assignment 3PM (All seminars turn into Alice)
See writing tutor sometime before the final draft is due. |
FIELD TRIP: Half Day to Olympia (Fair Trade/Coffee); see separate handout for details.
FIELD WORK (1:30-5): Food bank and Gleaner’s Coalition |
DUE: Coffee by the numbers to Tony by 3 pm. Metric conversions to Martha by 3 pm.
Political Economy Study Group
2-4 PM
Lab I 2033 |
FILM/DISCUSSION: Birdsong and Coffee (Dir. Anne Macksoud and John Ankele, US, 2006, 56 min) and Coffee with the Taste of the Moon (Dir. Michael Persinger, US, 2005, 27 min.).
POTLUCK at Longhouse (Tony’s Seminar)
CHECK-IN with Norma Alicia
SEMINAR: Food First Development Report No. 17
"Fair to the Last Drop: The Corporate Challenges to Fair Trade Coffee" and "Dying for a Cup of Coffee? Migrant Deaths in the US-Mexico Border Region in a Neoliberal Age." (both available in MASU)
Major Point Paragraph Due.
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WEEK 9
MAR 3, 4 & 7
SYNTHESIS AND TRANSFORMATION |
LECTURE: Alice, On Anzaldúa’s Borderlands
RESEARCH WORKSHOP: Improv skits on research topics
SEMINAR: Anzaldúa, Borderlands (through chapter 7, “Towards a New Consciousness”)
Political Economy Study Group
3-4 PM
Sem 2 A3107 |
POLITICAL ECONOMY WORKSHOP: Strategy Game/Organizing for Change; Selection from Real World Globalization, Articles 43, 44, 46, 47 and optional 48-51.
LECTURE: Tony, Globalization, Automation, and the Formation of a New Class
ECOLOGY LAB (1:30-3:30): Going Over Coffee by the Numbers, Preparing research presentations; and Going over Spring Quarter.
RESEARCH TIME (3:30-5): Use this time to work on projects. |
DUE: Final Research Paper to Seminar Leader by 3 pm.
Political Economy Study Group
2-4 PM
Lab I 2033 |
FILM/DISCUSSION: Salt of the Earth (Dir. Herbert J. Biberman, US, 1953, 94 min.); orientation to spring quarter.
POTLUCK at Longhouse (all program)
CHECK-IN with Norma Alicia
SEMINAR: Anzaldúa, Borderlands (continue discussion from Monday, plus in preparation for seminar, everyone select one poem from the second half of the book for discussion); sign up for evaluation conferences.
Major Point Paragraph Due. |
WEEK 10
MAR 10, 11 & 14
SYNTHESIS |
MORNING (9-12): Student Presentations
AFTERNOON (1-3): Student Presentations
Political Economy Study Group
3-4 PM
Sem 2 A3107 |
MORNING (9-12): Student Presentations
AFTERNOON (1:30-5): Student Presentations; discuss evaluation process; distribute study guide for final synthesis exam. |
Political Economy Study Group
2-4 PM
Lab I 2033 |
Final Synthesis Exam
POTLUCK at Longhouse (all program)
CHECK-IN with Norma Alicia
SEMINAR: Conclusions/Closure on Winter Quarter; Portfolios Due with Self-Evals. |
EVALUATION WEEK
MAR 17-20 |
Please do not make plans for travel without first arranging your evaluation conference. |
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