Conton (4 credits)
Materials Fee: $14.49
Prerequisites: Required of all Fairhaven students. Senior Status. (Must be taken in last quarter at WWU).
ANNE TREAT, Spring 2007 grad, said:
"There is no possible way I can give justice to the complexity of experiences, triumphs, pitfalls and challenges of my academic career in the course of this paper. This artifact of self-reflection is simply a pause in the broader conversation of my academic journey, an invitation for me to mindfully articulate the ways those things I've studied, read, discussed and experienced over the past four years have informed and challenged my personal development, and how I've chosen to integrate and express that knowledge through the actions of my life"
This seminar is a wonderful opportunity to reflect on what you have been up to all these years of being educated--through writing, conversation, presentations, and listening to each other. You will read and discuss a book and other readings, co-facilitating at least one discussion; write and share a variety of short writing assignments, designed to help you complete your Summary and Evaluation, and provide a supportive community in which to summarize and critically reflect upon your Fairhaven (or Life) education.
Each student will also present or teach something to the class from the heart of his or her educational experience. This course is one of our favorites to teach at Fairhaven because we learn so much about our students, and the many intriguing, complex, deep, creative and quirky ways there are to be human and to become educated. The class also illustrates the value of writing as a process of discovery, synthesis and meaning. We will all do our best to help you express most clearly what your education has been about, and are honored to learn from your stories, your minds, your creativity, and your lives. The course will be as significant as you make it. Be honest. It is your life, your education, so let us understand what it has meant and what it really means to you now.
Credit/Evaluation: Active, informed participation in class discussion and excellent class attendance; supportive collaboration with your classmates in the writing process; timely completion of assignments; a final presentation of significant aspects of your educational experience; and a final draft of your Summary and Evaluation, approved and signed by your concentration chair (or by your advisor for majors or upside-down students).
Montoya-Lewis (4 credits)
Prerequisites: Fair 201a, 203a, 211b or permission of instructor
Materials Fee: $5.00
THIS COURSE MEETS THE UPPER-DIVISION SOCIETY AND THE INDIVIDUAL REQUIREMENT.
"On the discovery of this immense continent, the great nations of Europe were eager to appropriate to themselves so much of it as they could respectively acquire . . . But, as they were all in pursuit of the same object, it was necessary . . . to establish a principle which all should acknowledge as the law by which the right of acquisition . . . should be regulated between themselves."
Chief Justice John Marshall
U.S. Supreme Court
Johnson v. M'Intosh, 21 U.S. (8 Wheat.) 543 (1823)
This course will look at the construction of ownership under United States law. What can be owned and why? How did this country, already occupied when discovered by European nations, come to be owned by European crowns? How did the decision in Johnson v. M'Intosh impact the property law field? The course will explore concepts of property law using the case study method and a law school textbook, with some supplemental materials focusing on the Native American Graves Protection and Repatriation Act. In addition to looking at basic concepts of property law, we will also look at how concepts of ownership impact community and individual choices with a particular focus on the impact on U.S. indigenous communities..
First day of class reading assignment: Please read pages 3 through 14 and brief the case (Johnson v. M'Intosh) for
the first class meeting.
Text: Property Law: Rules, Policies, and Practices, by Joseph William Singer, 4th Edition, 2006. Grave Injustice: The American Indian Repatriation Movement and NAGPRA, by Kathleen S. Fine-Dare, University of Nebraska Press, 2002. Any good legal dictionary such as Black's Law Dictionary or Barron's.
Credit/Evaluation: In order to receive credit for this class, all assignments must be satisfactorily completed. Students must also comply with attendance policy). Evaluation will be based upon oral presentation of cases in class, case briefs, active class participation, performance on a midterm exam, and improvement from the midterm exam to the final exam. This course is taught like a first year law school property course. Expect to spend significant time on reading and assignments.
Taratoot (4 credits)
Prerequisites: Fair 201a, Fair 203a, Fair 211b or permission of instructor.
This course meets the Upper-Division Society and the Individual Core Requirement
"From the very beginning, our state and national constitutions and laws have laid great emphasis on procedural and substantive safeguards designed to assure fair trials before impartial tribunals in which every defendant stands equal before the law." - Justice Hugo Black in /Powell v. Alabama/ (287 U.S. 45, 1932).
One of the most powerful abilities of government is to take away freedom and rights from an individual who has committed a crime. However, before the government can take away a person's liberty, there are certain procedures the government is constitutionally required to follow in the United States. These procedures are principally outlined in the 4th, 5th, 6th, 8th, and 14th Amendments of the Constitution. The purpose of this course is to examine criminal justice procedure beginning with police investigation all the way through the sentencing process in the context of these procedural rights and requirements. To understand this procedure we will examine the principles and concepts surrounding the steps of the criminal justice process as well as how the Supreme Court has shaped the process through the establishment of case law.
Texts: Scheb, John M. and John M. Scheb II. Criminal Procedure. 2009. 5th ed. Other readings will be made available through Blackboard.
Credit/Evaluation: For students to succeed and receive full credit for this class, all assignments must follow directions and be turned in on time. Students are expected to attend class, bring assigned materials and participate in class discussion and activities. Evaluation will be based upon three examinations, a class paper, class participation, case briefs and other class assignments. Students will be expected to read the text, case law, and other readings posted on Blackboard.
Conton (5 credits)
Materials Fee: $6.61
Prerequisites: Fair 203a or Anth 201; Fair 413e or Anth 424 recommended
This course addresses cross-cultural variations and commonalities in the roles, recruitment, performances, and defining characteristics of shamans, ceremonials practitioners who restore balance and health in the daily lives of their communities. Shamanism is an ancient and worldwide method for personal learning and healing, a paradigm or way of life concerned with the healing of the individual, family, community, and environment. We explore the relationship between shamanic healing, visions, mythic consciousness, and alternate states of consciousness in cultural and historical context, including the modern western revival of shamanic practices. Issues of ethnicity, gender, and community are discussed in this contemporary context.
Texts: Tentative. Piers Vitebsky, SHAMANISM; Martin Prechtel and SECRETS OF THE TALKING JAGUAR, and selected articles available on Blackboard
Credit/Evaluation: Regular attendance and informed contribution to discussions, including co-facilitation of one discussion; two written learning assessment(s) integrating student interaction with lectures, reading, discussions, films, and guest speakers; a research paper or project. These should demonstrate growth in a cross-cultural and culturally relativistic understanding of various forms of shamanism, as well as awareness of the fundamental psycho-symbolic structures and themes of shamanic practices.
Helling (5 credits)
Materials Fee: $11.06
Prerequisites: Fair 201a and Fair 211b
*This is a senior-level seminar that requires prior courses in law. You cannot NOT take this class if you do not have the prerequisites. It should be taken in the SENIOR year as it is the final required course for the Law, Diversity and Justice concentration.
Texts: Helene Shapo, WRITING AND ANALYSIS IN THE LAW (5th edition)
We will build on the legal analysis skills gained in previous legal seminars by writing an appellate brief on a current legal issue. Students will also write an informed letter to a legislator on pending legislation (which the student can choose to send or not). We will also refresh our basic legal research skills on Westlaw.
The case that we will work on is Snyder v. Phelps, 580 F.3d 206, C.A.4 (Md.2009). The facts from the Court of Appeals opinion: Father of deceased service member brought action against fundamentalist church and its members, stemming from defendants' anti-homosexual demonstration near service's member's funeral, alleging claims for intentional infliction of emotional distress (IIED), invasion of privacy by intrusion upon seclusion, and conspiracy.
(You are able to access the case on Westlaw. Please do NOT read the actual briefs filed at any level until you are told to do so at the end of the course.)
Credit/Evaluation: No more than 3 absences, thoughtful participation including reader feedback to your classmates, a researched and sophisticated letter to a legislator, and the writing of a complete, revised 15 page appellate brief pursuant to strict deadlines.
S'eiltin (4 credits)
Materials Fee: $20.74
Prerequisites: Fair 218c or Amst 202 or Fair 399b or Amst 315; studio art courses or experience above the 200 level
This course meets the Humanities and the Expressive Arts Upper-Division Core Requirement
The contemporary visual and literary arts of Native peoples address historical injustice with passion and clarity, while offering hope for the future, and thus provides examples for investigation of related issues such as personal and cultural histories, government and state relations and critique of Euro-American institutional practices. We will view and read the contributions of Native artists whose work challenges the sociopolitical codes used to define Native Identity and explore, as well, the "self" as the site and means for cultural renewal. We will experience the work and philosophy of various artists through the presentation of slides, literature, guest lectures and collaborative art workshops.
Texts: Berlo & Phillips, Native North American Art; Rushing III, Native American Art in the Twentieth Century.
Credit/Evaluation: The goal of the course is to gain an awareness of contemporary Native American art and its ability to reflect social, political and cultural issues of Native peoples of America. Students will be required to create three original works of art, write one response essay, keep an active journal/sketchbook, and complete a final project that consists of; one of the required three works of art, a five-page research paper and presentation. All assignments must demonstrate an understanding of key concepts covered in the course. Regular class attendance and participation, and completion of all assignments are required for passing this class. You will be responsible for all of the assigned readings and must be prepared to share related ideas, questions and concerns with the class. We will discuss and respond to assignments as a class, in small groups and in written and creative assignments. Absences exceeding more than three classes will result in no credit.
Larner (4 credits)
Prerequisites: Fair 354V; previous 200-level work in scriptwriting in any medium, or instructor permisison
This course meets the Humanities and the Expressive Arts Upper-Division Core Requirement
The workshop is a collaborative, supportive group experience. Students are expected to comment on, support, and participate in the work of their fellow students in the workshop. Initial exercises and rewriting work will be followed by intensive work on each student's individual project. Students are expected to complete at least the equivalent of a longer one-act play (30-60 minutes in length), and are strongly encouraged to tackle part or the whole of a full-length work. The particular goal for each 454y student will be individually negotiated with the instructor early in the quarter. We may also read a published play or screenplay and discuss it together, as well as attend at least one production or film showing during the term.
Emphasis will be placed on acquiring a sharp, critical sense of dramatic action, on developing strong technique for the stage, screen, or radio, and on completing the script and bringing it through a complete revision. If time remains, students will be urged to get their scripts ready for production--screenplays for video production and showcasing here on campus, and/or through the Projections Film Festival in Bellingham, and through film and video festivals in Seattle; stage plays for production here at Fairhaven, and/or at the New Playwrights Theatre or Student Theatre Productions in the Theatre Arts Department, at iDiOM Theatre in Bellingham, at the Bellingham One Act Theatre (BOAT) Festival at the Bellingham Theatre Guild, and at new play festivals in Seattle, at Northwest Playwrights Alliance events, and other venues; and radio plays for production at KUGS. There will also be discussion and resources available for marketing scripts to theatres and film producers.
454y students are expected to make substantial critical contributions to the work the class, to offer leadership in discussion, and to reflect an advanced understanding of our texts, and our dramatic material and its workings.
Texts: Jeffrey Sweet, Solving Your Script; Robert McKee, Story. Syd Field, Screenplay: the Foundations of Screenwriting, may be used, and a play and/or a screenplay, TBA, may be required, as may attendance at selected film screenings and/or theatre productions.
Credit/Evaluation: In addition to providing leadership in class discussion, and in doing and staging the exercises, 454 students will be responsible for finishing the project individually negotiated with the instructor. Minimum requirement: one act play or it's equivalent in another medium, 30-60 minutes in length. Work must be brought to class regularly and shared with the group. A portfolio of selected writings done during the term will be due at the end of the course. Unfailing, dependable attendance; completion of assigned readings; progressively better informed, responsive and constructive participation in the workshop; and steady effort in rewriting and revising are required for credit. Writing will be evaluated for improvement in technique and style, its aptness for the stage or screen (or appropriate medium), and the overall development of the writer during the term.