Fall 2007 / Winter 2008 program at The Evergreen State College, Olympia, Washington

Faculty members: Frances V. Rains and Zoltán Grossman


Winter 2008 syllabus:

B.C. First Nations canoes arrive in "Paddle to Lummi" tribal canoe journey, July 30, 2007.

Description / Faculty Tribal case studies
Rooms / Times Program Covenant
Books / Films Class Schedule / Readings
Assignments Relocated offices [link]

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Lecture download links are in the Weekly Class Schedule below.


This program examines the dynamics of settler colonization and Native decolonization in a comparative framework, using the Pacific Rim as a geographic focus. By concentrating on a larger region, students will have an opportunity to broaden Indigenous studies beyond the 48 states, and show common processes of Native decolonization in different settler societies.

We will be studying decolonization through cultural revitalization, treaty relationships, and sovereign jurisdiction of First Nations. In this context, the program will explore the qualitative interaction of human beings and the natural environment. In order to examine the central role of Indigenous peoples in the region's cultural and environmental survival, we will use the lenses of geography, history, art and literature.

In the fall quarter, we will emphasize the complexities and intricacies of colonization and decolonization by concentrating on a particular region, in this case the First Nations of western Washington and British Columbia.  Aboriginal (indigenous) nations in B.C. did not sign treaties with the Canadian state, and are today in the forefront of defining and mapping their land base.

In the winter quarter, we will expand the focus to appreciate the similarities and differences of Indigenous experiences in other areas of the Pacific Rim. These may include Maori in New Zealand (Aotearoa), Aborigines in Australia, Pacific island peoples, Alaskan and Siberian Natives, among others. We will be focusing on common Pacific Rim concerns such as climate change, natural resource control, and the impacts of trade, tourism, militarization and cultural domination.

Students will engage the issues through lectures, book seminars, guest speakers, films and field trips. The program will include a range of research and presentation methodologies such as the production of thematic maps (cartography) and other computer graphics. Students will be expected to integrate readings, lecture notes, and other sources in writing assignments.

Total: 16 credits each quarter. Enrollment: 50. Class Standing: Sophomores or above; transfer students welcome.

Major areas of study include Native American studies, geography and world Indigenous peoples studies.

Prerequisites: Students must have a current, valid passport.

Program is preparatory for careers and future studies in Native studies, geography and global studies.

This program is also listed under Native American and World Indigenous Peoples Studies.

Overnight field trips to Olympic Peninsula (WA) in Fall, and Vancouver Island (BC) in Winter. Students should have a current, valid passport.


Frances V. Rains

Office: Sem II C4104 Tel.: 867-6086

Mailbox: Sem II A2117 E-mail:

Zoltán Grossman

Office: Lab I Room 3012 Hours: Mon. 3-4; Tel: 867-6153

Mailbox: Lab 1 first floor E-mail:

Faculty website at


 Day Start End General Schedule Room
MONDAY 9:30 am 12:30 pm Lecture/Film Sem II D1107
  1:30 pm 3:00 pm Rains seminar Sem II E3107



Grossman seminar Sem II E3109
WEDNESDAY 9:30 am 12:30 pm Workshop/Guest speaker/Film LH 01
THURSDAY 9:30 am 12:30 pm Lecture/Film Sem II D1105
  1:30 pm 3:00 pm Rains seminar Sem II A2107



Grossman seminar Sem II A2109

REQUIRED BOOKS (all books and articles are available on reserve at the library)

Wray, Jacilee. (2002). Native Peoples of the Olympic Peninsula : Who We Are .Norman, Okla.:U. of Oklahoma Press. ISBN 0-806-13552-6

Harmon, Alexandra. (1998) Indians in the Making: Ethnic Relations and Indian Identities around Puget Sound. Berkeley: U. of California Press. SBN:0-520-22685-2     

Wilkinson, Charles. (2000) Messages from Frank's Landing. Seattle: U. of Washington Press. ISBN 0-295-98593-3     

Muckle, Robert J. (2007). First Nations of British Columbia:An Anthropological Survey. 2nd Ed. Vancouver: UBC Press. ISBN:978-0-7748-1349-5

Raibmon, Paige. (2005). Authentic Indians :Episodes of Encounter from the Late-Nineteenth-Century Northwest Coast. Durham, N.C.: Duke Univ. Press ISBN:0-8223-3547-6

Harris, Cole. (2002).  Making Native Space: Colonialism, Resistance & Reserves in British Columbia.  Vancouver:  UBC Press. ISBN 0-774-80901-6

George, Chief Earl Maquinna. (2003) Living on the Edge: Nuu-Chah-Nulth History from an Ahousaht Chief's Perspective. Winlaw, BC: Sononis Press ISBN:1-55039-143-7          

Armstrong, Jeannette (2004) Whispering in Shadows: A Novel (Penticton, B.C.: Theytus Books) ISBN 0-919441-99-8

Other articles and chapters will be either handed out, or put online for download.



Evergreen Native Studies Programs:
Native American and World Indigenous Peoples Studies (NAWIPS)
Northwest Indian Applied Research Institute (NIARI)
Longhouse Education and Cultural Center
Reservation-Based, Community Determined Program
Evergreen Library Native resources page


Assembly of First Nations
B.C. First Nations map
Aboriginal Links
Union of BC Indian Chiefs
First Nations/First Peoples Issues
Settlers in Support of Indigenous Sovereignty
Aboriginal Youth Network
Aboriginal Times

United States:

Native nations, publications, research sites
Indian Country Today
Washington tribal links
Living Like Neighbors (NW issues)
North-West Indian News TV

Pacific Rim:

List of Pacific Rim countries
United League of Indigenous Nations Treaty
Climate Change and Pacific Rim Indigenous Nations
Paddle to Lummi tribal canoe journey
Center for World Indigenous Studies & Library


Usual and Accustomed Places (Sandra Osawa, 2000).

In the Light of Reverence (Christopher McLeod & Malinda Maynor, 2001).

White Shamans and Plastic Medicine Men (Terry Macy & Daniel Hart, 1996).

Unconquering the Last Frontier (Robert Lundahl, 2002).

Kanehsatake (Alanis Obomsawin, 1993).

Is the Crown at War with Us? (Alanis Obomsawin, 2002).

Time Immemorial (Hugh Brody, 1991)

The Washing of Tears (Hugh Brody, 1994)

Homeland (Roberta Grossman, 2005)

Qatuwas: People Gathering Together (Barb Cranmer, 1997)

Where the Spirit Lives (Bruce Pittman, 1989)

The Potlatch (National Film Board of Canada, 1993)

Beyond the Shadows (Peter von Puttkamer, 1992)

Beyond the Impasse (Confederated Umatilla Tribes of Oregon,1999).

As Long as the Rivers Run (Carol Burns, 1971)


Cumulative Literature Review (Seminar papers): In order to help facilitate careful and critical reading, each student will compose one full single-space page (~500 words) with review and reflections on the readings from each seminar, due at the beginning of each seminar (beginning the first Thursday). The page should include an abstract, reflections, analysis, questions and/or discussable comments for each seminar's reading. These thoughtful comments will be useful for beginning the seminars. They should be detailed, and refer or respond to specific passages or themes of the reading (not vague, general observations).  These discussion pages will have your name and the seminar date, since they will constitute your attendance in the seminar, and verify that you have completed and reflected on the reading.  Students must always bring the reading itself to the seminar (and any assigned readings to all-program meetings).

Seminar Leadership: Once or twice during the quarter, students will sign up to co-facilitate the seminar with another student. You can raise questions about the readings, structure the discussion in a way that highlights the main themes of the text, have students work in smaller groups, perhaps create activities, etc. You will submit a paragraph in writing to the faculty leader before seminar, providing your opening questions or activities, and how you will involve the other students in discussion about the reading. You do not have to lead the discussion at all times, of course, but you should be aware of the process of seminar and take an active role in it.

Field trips: Our two-quarter program will have required day trips and overnight field trips to tribal nations in our region. In Fall quarter will have a week-long field trip to the Olympic Peninsula, WA in Week 4 (Leave Mon. Oct. 15 - Return Fri. Oct. 19). We will be visiting the Quinault, Makah, Quileute, and Lower Elwha Klallam Nations. In Winter quarter, we will have a week-long trip to Vancouver Island, BC, probably in Week 4 of Winter quarter. Because U.S. border regulations are changing, students should have a current, valid passport for the January field trip to Canada !!! Get your passport photos and passport now! For information on applying, stop by your Post Office or go to

Final Project: In Fall quarter, students will write a research project paper of 8-10 pages on the case study of a Washington state tribe. In the first Thursday seminar, you will select one of the tribes listed below (preferably those towards the top of the list), and select whether you will write on the Colonization process, or the Decolonization process. You will then write a Proposal of one page that will describe your case study, provide a list of topics to be covered in your paper, and offer 5 sources (at least 2 of them not on the web). You will write the paper on your own, but will be partnered with another student who will be studying the same tribe from the angle of the other historical process. Keep in mind the specific place and tribal nation history; don't generalize about the tribes as a monolithic bloc. Both types of papers should make use of graphics, especially maps, that have been cited with their source or weblink (but graphics will not count in the 8-10 page length).

A paper on the Colonization process should first establish the Precontact identity of the tribe (who are they, and what was their culture and attachment to the place?), and how it was changed by the arrival of the colonial powers, how the U.S. took control of the tribal land and resources, how dispossession of lands and resources took place (and how the culture was affected), and how tribal land and resources were transformed for commercial or military purposes (both through early treaty-making that established the reservations, and later through the "allotment" of the reservation lands), as well as historic tribal resistance to these challenges. Be specific about the details of your particular tribal case study, rather than only making general statements that can apply to many tribes.

A paper on the Decolonization process should examine the modern resistance, and the economic, political, cultural and environmental revitalization of Washington tribes. Think of the late 1950s as the beginning of the Decolonization process). How are the tribes trying to reverse or alter the effects of U.S. colonialism and dispossession of their cultures, lands and resources? It will help to focus on a specific issue that has been in the news sometime in the past 15 years or so, such as an environmental struggle or jurisdiction conflict, to go more in-depth into the decolonization process. (The papers will emphasize the unique experiences of different tribal communities, so do not focus only on their common fishing rights struggle before the 1974 Boldt Decision.)

On the due date for the first and final drafts (below) you will bring the assignment stapled, 12 point double-spaced. The seminar faculty member will return the first draft marked with comments. Please take care in your writing; try to write a quality paper that you could publish in a journal. This means treating your readers with respect by drafting, organizing, revising, and proofreading your research paper. It should be presented with appropriate grammar, sentence structure, title, page numbers, and a full bibliography of all your sources (after the 8-10 page paper).. All your research should be original, and sources of all quotes and ideas must be cited in the text with either footnotes or parentheses (Xxxx, p. y). Copying and pasting text from a website, or lazily passing off anyone else's writing as your own constitutes PLAGIARISM and will be dealt with with zero credit for the project and/or the program. See Evergreen Library's APA Citation & Style Guide page.. A fantastic place to research regional tribal issues is at the Washington State Library in Point Plaza East (6880 Capitol Blvd.) inTumwater (you can even get a card on-line); hours Mon.-Fri. 8-5; on the 13 bus line.

Select case study  Thurs. Sept. 27
Proposal  Thurs. Oct. 4
First Draft  Wed., Oct. 31
Final Paper  Mon. Nov. 26 (9:30 am)
Final Presentations  Nov. 26 - Dec. 6

Final Presentation: During weeks 9 or 10, your two-person research teams will present your research. This presentation will be prepared, concise, and cooperative with your partner student who is studying the same tribe. Part of the seminars will be used for presentation planning. You will be evaluated not only on your paper, but on how you summarize it in your 10-15-minute individual presentation (do not simply read your paper out loud!). Use graphics and maps, and leave time for a few questions to show your knowledge of the case study. The use of powerpoint is encouraged; Each graphic, quote and fact should be cited with a direct link to its source or webpage of origin. It will be especially valuable to compare the past and present experiences of different tribal nations, to show how they are both similar and different.


Tribe(s) (address)

Makah/Ozette (Neah Bay)

Quinault/Queets (Taholah)

Quileute (La Push) / Hoh (Forks)

Nisqually (Olympia)

Puyallup (Tacoma)

Squaxin Island (Kamilche)

Skokomish (Shelton)

Suquamish (Port Madison)

Port Gamble S'Klallam (Kingston)

Jamestown S'Klallam (Sequim)

Lower Elwha Klallam (Port Angeles)

Chehalis (Oakville) / Shoalwater Bay (Tokeland)

Tribe(s) (address)

Muckleshoot (Auburn)

Tulalip (Marysville)

Lummi (Bellingham)

Swinomish (LaConner)

Duwamish (Seattle)

Yakama Tribes (Toppenish)

Colville Tribes (Nespelem)

Spokane (Wellpinit)

Nooksack (Deming)

Upper Skagit (Sedro Woolley)

Stillaguamish (Arlington)

Sauk Suiattle (Darrington)

Samish (Anacortes) / Snoqualmie (Carnation)

This color map is also available at Western Washington treaty areas/reservations (in Adobe Acrobat).


As we engage in the collective work of this program, please bear in mind that we form an academic community. In order to study and learn effectively as individuals, we need to work together as a group.

Evergreen's Social Contract: The Social Contract includes provisions on freedom, civility, rights, prohibition against discrimination, intellectual honesty, and other topics. If you are not familiar with the social contract, find it on line at The Social Contract governs all members of the Evergreen community.

Learning in the midst of conflict: It is important that we speak openly about our needs and concerns and that we respect the needs and concerns of others. As we work through the program we expect to encounter differences, and if conflict arises, we agree to proceed with respect. If we critique an idea or position, we agree to offer constructive criticism, including the posing of possible alternatives.

Learning about cultural difference and social inequality: Our program's inquiry requires an open-mindedness towards ideas and values which might be different from our own and a willingness to learn about serious issues such as the history of racism, ethnocentrism, cultural prejudice, sexism, classism and other forms of oppression. These and other structures of inequality shape the experiences of all people living in the historical and contemporary world, including all of us, as the experiences we bring to the classroom. Our program work involves academic study and promotion of a cooperative and supportive atmosphere for all program members to work on these issues. We will respect and value differences of belief, ethnicity, race, religion, gender, sexual orientation, class background, age, and experience. We will not generalize about all individuals in social groups, or assume that they represent unchanging and monolithic blocs.

Credit and Attendance: Full credit can be earned by doing all of the following:

o Reading assigned texts in advance of seminar, and bringing the readings to seminar.

o Participating in seminars and all-program activities (such as lectures,workshops, film discussions, and field trips. Participation is defined as active listening, speaking, and thinking. Some powerpoint lectures can be downloaded and printed in advance from links in the Weekly Class Schedule (below), to aid in note-taking.

o Attending seminars and all-program activities (as attendance is a precondition of participation, absences will diminish your ability to earn full credit; more than three absences will mean reduced credit; three occasions of tardiness will equal one absence). ABSENCES WILL ONLY BE EXCUSED UNDER EXTENUATING CIRCUMSTANCES. (documented in an e-mail or phone message, preferably in advance). A pattern of late arrival to class can also lead to reduced credit, as can handing in work after it is due, since both are unfair to the students and faculty who are keeping the program running on schedule.

o Completing all assignments by the date due.

o Writing a narrative self-evaluation for your transcript.

o Attending an evaluation conference when you leave the program.

o If you do all the above at a passing level, you will earn 16 credits for the quarter.

The quality of the work you accomplish will be described in a narrative evaluation.

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. In the interest of fairness, we want all students to have equal access to all information, and to have their attendance count. The program e-mail lists are a critical part of staying informed about any changes to the syllabus, and any current events that relate to the program. If you do not use your address, you are required to forward e-mails to your preferred address. You should check your e-mail every weekday for any updates, and you are encouraged to pass along interesting news items that relate to the program. Any e-mails or material sent to faculty should be sent from your address to avoid email interface problems (hotmail, yahoo, gmail and other accounts are notorious for not working well with listserves, so users are missing critical information).

All-program Attendance: Attending seminars and all-program activities is the other critical aspect of participating in the learning community. As Woody Allen once said: "80 percent of life is just showing up." Many students make great efforts to coordinate their transportation, jobs and family in order to attend class. In fairness to students who attend, there will be a sign-in sheet at all-program lectures, films, workshops, etc. for students to initial. Since attendance is a precondition of participation, absences will diminish your ability to earn full credit; more than three absences will likely lead to reduced credit. BE ON TIME FOR THIS CLASS; it is in your own interest to be on time since class instructions are usually at the beginning. Three occasions of tardiness will equal one absence. Absences will only be excused under extenuating circumstances (documented in an e-mail or phone message to your seminar's faculty member, preferably in advance). Always keep in communication with your seminar's faculty member.

Note-taking is strongly encouraged to retain information for discussion and assignments. Some powerpoints and other lectures can be downloaded and printed from links on the web to aid in note-taking. You should identify a friend who can take detailed notes in case of your excused absence.

Cooperative efforts. All-program work (and seminars) require 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 regarding issues such as plagiarism and disruptive behavior. 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 you do not make it difficult for students or faculty to listen or concentrate. Laptops are not to be used at all during this program, in order that students participate in listening and discussing. (It is no problem to use laptops during breaks.)

Seminar Attendance: Significant parts of the program are organized as a seminar. Consistent attendance and informed discussion is not only encouraged and desired but also expected. The subject matter is complex; the program, however, is structured in such a manner that the foundations for each class are established in the preceding classes. The seminar is essentially a Book and Text seminar (movies are part of the texts); therefore each student should bring the day's reading material to the class. It is important that the seminar discussion stay on topic with the text as the main source of the discussion. Seminar attendance, preparation, and participation is also considered very important to your individual success, as well as to the collective success of the group. The faculty anticipate lively and respectful discussion. The seminar will be a collaborative, exploratory undertaking and is the place where most of the insights will be made. We are looking forward to engaged and vital seminar groups.

Evaluation: Your evaluation will consist of your seminar leader's written evaluation of your work, your self-evaluation, and the evaluation conference. Students will submit a final, typed, formal evaluation of their seminar leader at the end of each quarter. Students will submit a final, typed, formal self-evaluation at 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.

Evaluation of student performance: Credit is not the same as positive evaluation. Students earn credit for fulfilling minimum requirements and standards. The evaluation is a statement describing the quality of the student's work. It is possible for a student to receive credit but receive an evaluation that describes poor quality work. It is also possible for a student to attend regularly yet receive no or reduced credit because of unsatisfactory performance. Starting early on readings and projects, and even staying somewhat ahead of the program schedule, can help prevent last-minute crisis completions of projects, and enhance your participation in seminar discussions. A paper handed in late may not be accepted for credit if the faculty member does not accept your circumstances as extenuating.

Evaluation Conferences: Each student will have an evaluation conference with his/her seminar leader at the end of the quarter to discuss the student's self-evaluation, the faculty evaluation of the student, and the student evaluation of the faculty. Students should not make plans for vacation without first signing up for an evaluation conference with their seminar leaders. Students who wish to have the student evaluation process separated from the faculty evaluation process may submit a written evaluation of the faculty member to the program secretary.

Grievance Procedures: It is important to act on grievances in a timely fashion. The most direct way is to pursue the matter through these steps:

1. Take up the concern with the parties involved in the grievance.

2. If not resolved, meet with seminar leader.

3. If still not resolved, meet with the faculty team.

4. If still not resolved, meet with the academic dean.

However, in some situations and particularly in difficult situations students may feel uncomfortable with face to face encounters. In such cases, the college offers a range of support services. Among these are the Grievance Office (x6891), Access Services (x6348, TTY 360-867-6834), Counseling Center (x6800), First People's Advising (x6467), Housing (x6132), and Sexual Assault Prevention Office (x5221). The Grievance Office can refer you to additional support services.

Academic Honesty: In an academic community we learn from each other. It is important that you acknowledge other people for their ideas, and never pass off someone else's ideas as your own. In written work, always use proper citations. You must not simply copy information without citation, or even rely on cited web data without using library or other media sources. See the Social Contract for more information about plagiarism. Copying and pasting text from a website, or lazily passing off anyone else's writing as your own constitutes PLAGIARISM and will be dealt with with zero credit for the project and/or the program.

Students may be asked to leave the program. If a student repeatedly disrupts the attempts of others to learn, faculty team members will warn the student that continuation of this behavior will result in his or her dismissal from the program. If the behavior continues, the faculty team will confer and will ask the person to leave the program at once.

Alcohol/Drugs. Any use of alcohol or drugs at a program event will be grounds for immediate dismissal from the program.

Accommodations: 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 the Evergreen's Access Services.

The faculty members have agreed to this covenant by the act of writing it and continuing in the program. Each student recognizes that this covenant expresses the ground rules governing the program and agrees to abide by it by the act of continuing in the program and by signing and dating the Seminar Introduction Form (attached to printyed syllabus) and returning it to their seminar leader.


(F) = Frances V. Rains; (Z) = Zoltan Grossman

WEEK ONE: SEPT. 24-27 (Introduction)

Readings: Wray, Jacilee. (2002). Native Peoples of the Olympic Peninsula: Who We Are

Monday Sept. 24, 9:30 am-12:30 pm in LECTURE HALL 02

Faculty introductions, Syllabus review, Name game

Short films of tribal canoe journeys

Mon. seminar 1:30-3:00 pm Seminar introductions, Covenant (above)
Wednesday Sept. 26, 9:30 am-12:30 pm

Film: Qatuwas: People Gathering Together (on tribal canoe journey in B.C.) or Elwha canoe video

Cultural Sensitivity (F, Z) with clips from White Shamans and Plastic Medicine Men

Introduction and Being allies to Native peoples (Z) with clips from Beyond the Impasse

Use permit training for van drivers only, LH02 1:00 pm

Thursday Sept. 27, 9:30 am-12:30 pm

Guest speaker: Shaun Peterson (Puyallup/Tulalip)

Early History and the Importance of Place (F)

Thursday seminar 1:30-3:00 pm

READ: Wray (entire)

Guest speaker in seminar: Bonnie Graft (Muckleshoot/Skokomish)


Saturday, Sept. 29: Nisqually Watershed Festival (Salmon bake, tribal drumming, nature walks, 11 am treaty tree walk), Nisqually National Wildlife Refuge (I-5 Exit 114). Schedule (10 am-4 pm) at

WEEK TWO: OCT. 1-4 (U.S. history of tribal sovereignty & treaties)

Readings: Harmon, Alexandra. (1998). Indians in the Making:Ethnic Relations and Indian Identities around Puget Sound.

Henry-Tanner, Leah, and Chuck Tanner, (2006). Living Like Neighbors at

Monday Oct. 1, 9:30 am-12:30 pm


Sign-up sheet begins

First Contact and Early Interactions (F)

Treatymaking (Z)

Mon. seminar 1:30-3:00 pm

READ: Harmon Introduction; chapters 1-4 (pp. 1-130)

Living Like Neighbors (pp. 3-18)

Wednesday Oct. 3, 9:30 am-12:30 pm

Late-19th and Early 20th century federal policies (F)

Mid-late 20th-century policies & movements (Z; 12 MB)

Thursday Oct. 4, 9:30 am-12:30 pm

Modern treaty rights conflicts (Z; 31 MB)

Film: As Long as the Rivers Run (on tribal fishing rights & Fort Lawton occupation)

Thursday seminar 1:30-3:00 pm

READ: Harmon Chapters 5-8, Afterword (pp. 131-249)

Discuss research presentations


WEEK THREE: OCT. 8-11 (Washington treaty rights)

Readings: Wilkinson, Charles. (2000) Messages from Frank's Landing.

Henry-Tanner, Leah, and Chuck Tanner, (2006). Living Like Neighbors at

Monday Oct. 8, 9:30 am-12:30 pm

Fishing cultures (F)

Film: Usual and Accustomed Places (on Makah fishing).

Mon. seminar 1:30-3:00 pm

READ: Wilkinson Introduction, Chapters 1-3

READ: Living Like Neighbors (pp. 19-34)

Wednesday Oct. 10, 9:30 am-12:30 pm

Modern sovereignty conflicts (Z)

Guest speaker: Dr. Rudy Rÿser (Cowlitz); Chair, Center for World Indigenous Studies: "Indians and Settlers: the Culture vs. Ethos Bind"

Thursday Oct. 11, 9:30 am-12:30 pm

Native Environmental Justice (Z)

Film: Homeland (on Native environmental movements).

Thursday seminar 1:30-3:00 pm READ: Wilkinson Chapters 4-5, Afterword

WEEK FOUR: OCT. 15-19 (FIELD TRIP to Olympic Peninsula)

Readings (complete before trip):

Firestone and Lilley. (2004) "An Endangered Species: Aboriginal Whaling and the Right to Self-Determination and Cultural Heritage in a National and International Context." Environmental Law Review (download PDF article)

Raibmon, Paige. (2005). Authentic Indians: Episodes of Encounter from the Late-Nineteenth-Century Northwest Coast. (Introduction only)

Erikson, Patricia (2002). "Introduction" in Voices of a Thousand People (download PDF introduction: 17 MB)

Monday, Oct. 15, 9:00 AM ! in our regular room D1107


Orientation to Field Trip (F) Handout and Checklist

Revitalizing Traditions (Z)

Leave for Quinault Nation (Taholah)

Arrive at Forks (our base for 4 nights)

Tuesday, Oct. 16

Makah Nation (Neah Bay)

Film: Unconquering the Last Frontier (on Lower Elwha dams).

Wednesday, Oct. 17 Quileute Nation (La Push)
Thursday, Oct. 18 Lower Elwha Klallam Nation (Port Angeles)
Friday, Oct. 19 Return from Forks to Olympia by early afternoon

WEEK FIVE: OCT. 22-25 (Overview of Canada First Nations)

Readings: Muckle, Robert J. (2007). First Nations of British Columbia: An Anthropological Survey.

Bird, John, et al, eds. (2002). Nation to Nation: Aboriginal Sovereignty and the Future of Canada (download PDF chapters)

Monday Oct. 22, 9:30 am-12:30 pm

Field trip reflections

Nationalism in Canada (Z)

FIELD TRIP REFLECTIONS PAPER DUE 3 pages single-spaced (2 pages with overall impressions of places and people, connected to program lectures and readings; and one page focused on one compelling learning moment. Relate your experiences to the Week 4 readings.)

Mon. seminar 1:30-3:00 pm

READ: Muckle Chapters 1-2

READ: Nation to Nation chapters (pp. 3-33)

Wednesday Oct. 24, 9:30 am-12:30 pm

First Nations History I (F)

Film: Kanehsatake (about conflict over Mohawk burial ground in Oka, Quebec).

Thursday Oct. 25, 9:30 am-12:30 pm

"Climate Change: Water, Fish, Culture, Economies and Rights"

4th Annual Northwest Tribal Water Rights Conference of the Center for Water Advocacy at the Little Creek Casino & Hotel, Squaxin Island Reservation, Kamilche (Directions). The Agenda is from 8:00 to 5:00. BRING A BAG LUNCH. You are required to attend from 9:30 to 3:00, just like class. (But at 8:00 am you are encouraged to hear Billy Frank, Jr. of the Northwest Indian Fisheries Commission and Tom Goldtooth of the Indigenous Environmental Network.) You need to write up a 1-page paper on the conference to turn in Monday.

READ: Muckle Chapters 3-4 ; Nation to Nation chapters (pp. 34-61). Turn in 1-page seminar paper today.

WEEK SIX: OCT. 29-NOV. 1 (B.C. First Nations History)

Readings: Harris, Cole. (2002).  Making Native Space: Colonialism, Resistance & Reserves in British Columbia.

Monday Oct. 29, 9:30 am-12:30 pm

History of the Potlatch (F)

Film: The Potlatch

B.C. First Nations map (Z)

Mon. seminar 1:30-3:00 pm READ: Harris Introduction, Chapters 1-4 (pp. xv-103)

Wednesday Oct. 31, 9:30 am-12:30 pm


B.C. First Nations history (F)

Film: The Washing of Tears (on Mowachaht return to home village)


Thursday Nov. 1, 9:30 am-12:30 pm

Native Geographies (Z)

Film: Is the Crown at War with Us? (about Mi'kmaq lobster conflict in Burnt Church, New Brunswick)

Thursday seminar 1:30-3:00 pm READ: Harris Chapters 5-7 (pp. 104-215)

WEEK SEVEN: NOV. 5-8 (B.C. Land Claims)

Readings: Harris, Cole. (2002).  Making Native Space: Colonialism, Resistance & Reserves in British Columbia.

Monet, Don, and Ardyth Wilson. (1991) Colonialism on Trial: Indigenous Land Rights and the Gitksan-Wet'suwet'en Sovereignty Case (download 82 MB PDF or get copy from Library Reserve)

Monday Nov. 5, 9:30 am-12:30 pm

Native Countermapping (Z)

Workshop: Analyzing Reservation Census Data

Mon. seminar 1:30-3:00 pm READ: Harris Chapters 8-10 (pp. 216-323)
Wednesday Nov. 7, 9:30 am-12:30 pm

"Delgamuukw" court case on Gitksan-Wet'suwet'en land claim (F)

Defending Native Sacred Sites (Z)

Thursday Nov. 8, 11:00 am-12:30 pm


Film: In the Light of Reverence (on Native sacred site protection)
Thursday seminar 1:30-3:00 pm READ: Monet and Wilson's Colonialism on Trial: Indigenous Land Rights and the Gitksan-Wet'suwet'en Sovereignty Case (get copy from Library Reserve)

WEEK EIGHT: NOV. 12-15 (B.C. Treaty Process)

Readings: George, Chief Earl Maquinna.(2003) Living on the Edge: Nuu-Chah-Nulth History from an Ahousaht Chief's Perspective.

Bird, John, et al, eds. (2002). Nation to Nation: Aboriginal Sovereignty and the Future of Canada (download PDF chapters)

Alfred, Taiaiake (2000) "Deconstructing the B.C. Treaty Process" (download PDF paper)

Monday Nov. 12, 9:30 am-12:30 pm

Haida Resource Use and Land Claims in Haida Gwaii (Queen Charlotte Islands) (Z) Interview with Haida Nation President Guujaaw

Contemporary Haida Art (Z)

Film: Hands of History (on Native women artists in Canada)

Mon. seminar 1:30-3:00 pm

READ: Nation to Nation chapters on B.C. and reread earlier Nation to Nation chapters (pp. 34-61)

READ: Taiaiake Alfred's "Deconstructing the B.C. Treaty Process" and his "The Same Old Lies" summary editorial

Wednesday Nov. 14, 9:30 am-12:30 pm

System of Boarding Schools (U.S.) / Residential Schools (Canada) (F)

Film: Beyond the Shadows (on Canadian residential schools)

Thursday Nov. 15, 9:30 am-12:30 pm

Nisga'a Treaty Process (Z)

Film: Time Immemorial (on Nisga'a treaty)

Thursday seminar 1:30-3:00 pm READ: Chief Earl Maquinna George's Living on the Edge


WEEK NINE: NOV. 26-29 (Student Research Presentations)

Readings: Armstrong, Jeannette (2004) Whispering in Shadows: A Novel.

Monday Nov. 26, 9:30 am-12:30 pm

Presentation preparation; all students must meet in class with case study partner


Mon. seminar 1:30-3:00 pm READ: Armstrong (pp. 5-91)
Wednesday Nov. 28, 9:30 am-12:30 pm Presentations
Thursday Nov. 29, 9:30 am-12:30 pm Presentations
Thursday seminar 1:30-3:00 pm READ: Armstrong (pp. 92-191)

WEEK TEN: DEC. 3-6 (Student Research Presentations)

Readings: Armstrong, Jeannette (2004) Whispering in Shadows: A Novel.

Monday Dec. 3, 9:30 am-12:30 pm Presentations
Mon. seminar 1:30-3:00 pm READ: Armstrong (pp. 192-296)
Wednesday Dec. 5, 9:30 am-12:30 pm Presentations
Thursday Dec. 6, 9:30 am-12:30 pm Presentations
Thursday seminar 1:30-3:00 pm CLASS POTLUCK and summative discussion (bring a dish to share)


Students should not make plans for vacation without first signing up for an evaluation conference with their seminar leaders. Bring a copy of your self-eval and faculty eval to your (required) evaluation conference. See the PROGRAM COVENANT (above)

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Made by: Zoltan Grossman

Last modified: 11/12/2007