Sustainable Development Discourses in Colonial Latin America and Winnebago |
122 Q1 |
Fall 2013 |
Dr. Rocío Cortés |
Office: 321 Radford Hall |
Class: Tuesdays and Thursdays Clow 19 |
Office Hours T and TH 8:30-9:30, 3:00-4:00 and by appointment |
UW-Oshkosh is a Liberal Arts Institution Liberal
Education is a philosophy of education that empowers individuals
with broad knowledge and transferable skills, and a strong sense of values,
ethics, and civic engagement. These broad goals have endured even as the
courses and requirements that comprise a Liberal Education have
changed over the years. Characterized
by challenging encounters with important and relevant issues today and
throughout history, a Liberal Education prepares graduates both for
socially valued work and for civic leadership in their society. It usually
includes a general education curriculum that provides broad exposure to
multiple disciplines and ways of knowing, along with more in-depth study in
at least one field or area of concentration. (Original
source: Advocacy “What is a liberal education?” www.aacu.org/leap and by COB
Bill Wresch) Course Description We create our sense of place
through processes that are both rational and emotional. Our attachment to a
particular place can be the result of our knowledge of its geography, of the
richness of its landscapes, of the flora and fauna, of its history, and/or of
the people who inhabit it. Our knowledge of our sense of place is also
emotional. Our senses help us to create a sense of familiarity, of belonging
to a community and to nature. Taking care of our place is also our
responsibility to have a sustainable world. Our time reflects the
preoccupation with sustainability, which, according to World Commission on
Environment and Development, should meet “the needs of the present without
compromising the ability of future generations to meet their own
needs.” The interconnections between society, economy, and nature—THE
THREE PILLARS of sustainability—will serve as the basis of our analysis for
this course. Five centuries ago, when Europeans traveled and settled in the
How are we going to analyze
those aspects? For this course, we will read primary texts by writers of
European and Indigenous descent. We will also read articles or “secondary
texts” that will bring theoretical approaches about how Europeans and
Indigenous peoples interpret their environment and each other. Three Indigenous narratives
will open our course on the genesis of three major native groups: The Mayan’s
Popol Vuh, The
Aztec’s La leyenda de los soles (The Legend
of the Suns) and Andean’s stories of the creation of the world. We will also
include a few stories on the origins of the world by the Ho-Chunk or Winnebagos comparing the peculiarities of their cosmovisions. That
is to say that we will discuss how natives conceived the world and its
creation to have a better understanding of their views of the cosmos or what
will be referring in the course as “cosmovision.”
We will also read narratives by Europeans written during the ages of
exploration, conquest, and colonization (sixteenth and seventeenth centuries
in Latin America, and seventeenth to nineteenth centuries in Wisconsin). Course Objectives How will this course relate
to Question 1: How do people understand
and create a more sustainable world? Knowing about sustainability is one
of the main philosophies of our institution. Sustainability is about helping
us live up to our fullest potential, as individuals and as a society.
Sustainability is about working towards a future in which ALL human beings
can enjoy a decent quality of life, while ensuring that we do not endanger
the natural resources and environments upon which we depend. Nature is a
category constructed by language and cultural beliefs. For Europeans who arrived to America during
the sixteenth century, Judeo-Christian religion and Greco-Roman culture
helped shape discourses on the environment that were man-centered or
anthropocentric. In other words, men were to use, enjoy, or dispose nature
and its resources. But that was not the case of the views of many of the
indigenous groups of the On the USP and the Signature Questions The
University Studies Programs is your gateway to a 21st century
college education at the University of Wisconsin Oshkosh. This Quest I course is the first in a
series of courses you will take to introduce you to the campus and all it has
to offer, the vibrant Oshkosh community, and the challenges and opportunities
of academic life as you pursue a liberal education. In these courses, you’ll be exposed to
three “Signature Questions” that are central to a UW Oshkosh education: ·
How do people
understand and engage in community life? ·
How do people
understand and create a more sustainable world? ·
How do people
understand and bridge cultural differences? The Quest
classes are designed to provide a solid foundation for the rest of your
education here, no matter which major you choose. Your USP courses will also provide the
opportunity for you to Explore and Connect as you begin your college education. For further information about the unique
general education at UW Oshkosh, visit the University Studies Program website
http://www.uwosh.edu/usp Student Learning Outcomes One of the main learning
outcomes will be in accordance with UWO “Knowledge of sustainability
and its applications is the ability to understand local and global earth
systems; the qualities of ecological integrity and the means to restore and
preserve it; and the interconnection of ecological integrity, social justice,
and economic well-being.” ·
Knowledge: Students will acquire basic knowledge on the
principals of literary textual analysis and on how to research and use the
library for their projects. ·
Students
will acquire knowledge on the principles of sustainability and theories of
analysis for literary texts on the subject such as eco-literature. ·
Analysis: Students will learn to analyze how cultural
background and language influence in our views of the world and that of the
construction of a sense of place by comparing European and Indigenous
discourses on nature. · Application: Students will be able to articulate theories on eco-literature and sustainability to thoughtfully, analyze primary texts. ·
Engagement: Students, through their interview with a Native
American of Winnebago, will engage in bridging and evaluating past and
present discourses referent to sustainability, sense of place and nature. ·
Students will engage in campus and community life through
co-curricular activities. ·
Ethical Reasoning
and Attitudes: Students will be able
to critique and explain potential strategies to come up with creative solutions to construct a more
sustainable environment. Program Learning Outcomes ·
Students will
be able to describe the value of a Liberal Education. ·
Students will
become familiar with the expectations of a college-level education, the UW
Oshkosh Essential Learning Outcomes, and the University Studies Program. ·
Students will
begin their acculturation to life at this university, developing familiarity
with the academic resources and community engagement opportunities at UW
Oshkosh. ·
Students will
engage in learning communities to enhance their connections to the class, the
university, and one another. ·
Students will
participate in campus and community life through co-curricular activities. ·
Students will
begin to take personal responsibility for their intellectual development by
archiving learning artifacts in the ePortfolio Course Assignments and
Assessments Students will write four
short papers to reflect on our readings, discussions, and other aspects. Analysis: The first paper will
analyze how the indigenous cultures of Mesoamerica make sense of the cosmos.
Students will also take into account the myths of origins of the
Winnebago/Ho-Chunk natives and compare and contrast those views. The second
paper will analyze how European explorers during the sixteenth and
seventeenth-centuries in what is called now Latin America view nature and
what are their assumptions on evaluating the indigenous groups they
encounter. In addition, the paper should address if the explorers construct a
sense of place, and if so, explain how they do that. Knowledge: The third paper will
analyze the different narratives of European about Wisconsin. In an essay
students will compare and contrast the point of views of at least three of
the authors we read on their views about nature, culture and sense of place. Engagement: Forth paper: Students will elaborate on how settlers in
Wisconsin make their sense of place.
In the same essay, students will address those point of views with
his/her own using his/her knowledge about Winnebago’s bioregions and by means
of his/her experiences (visual, intellectual, emotional) of his/her chosen
place. Each student will have to go physically to a spot that will be
his/her point of reference and familiarize himself/herself with the flora,
fauna, geography, and resources to write an informed reply. This fourth paper will be uploaded to the students’ ePortfolio in D2L. Applications, Knowledge, Analysis and Ethical Reasoning and Attitudes:
In addition to the four
short papers, a final project will be required. Students will reflect on how
the readings in the course make us more aware that our views of the world are
shaped by our beliefs, ideology, culture, identity, etc. How understanding
that we all have assumptions about the world make us more aware of our views
about cultural differences about nature, and our place in our world. How the
readings in this course show us that European and Indigenous peoples have
different ways of making sense of the world. Using the book Indian Nations of Wisconsin,
and other pertinent sources students
will elaborate on what are the views of Native Americans of Winnebago county
about the lands and resources where they live. The conclusion of your
reflection have to address how this course will help you to make a more
sustainable world by understanding the needs of a diverse community and by
making sense of the place where you live.
On Campus Resources In the
University Studies Program, we want you to be successful. Please visit this resource page (or the D2L
course page) to read about all the campus services available to support your
success. http://www.uwosh.edu/home/resources) Center for Academic Resources:
The Center for Academic Resources (CAR)
provides free, confidential tutoring for students in most undergraduate
classes on campus. CAR is located in the Student Success Center, Suite
102. Check the Tutor List page on CAR’s website (www.uwosh.edu/car) for a list of tutors. If your course is not listed,
click on a link to request one, stop by SSC 102 or call 424-2290. To schedule
a tutoring session, simply email the tutor, let him/her know what class you
are seeking assistance in, and schedule a time to meet. Writing Center: The Writing Center employs specially trained
students with a passion for helping their peers become better writers. The services it offers are beyond merely
checking for grammar; instead, the Center strives to teach students the
process of good writing. Appointments
are free, confidential, and are at your convenience. For more information, email wcenter@uwosh.edu, view their website (http://www.uwosh.edu/wcenter/ ), visit them at SSC 102, or call 424-1152. Reading Study Center: The
Reading Study Center is an all-university service whose mission is to
facilitate the development of efficient college-level learning strategies in
students of all abilities. The center offers
strategies for improved textbook study, time management, note-taking, test
preparation, and test-taking. For more
information, email readingstudy@uwosh.edu, view the website (http://www.uwosh.edu/readingstudycenter) , visit them in Nursing Ed Room 201, or call 424-1031. Library: For Polk Library/Information Literacy contact Ted Mulvey. Mr. Mulvey
is an Information Literacy Librarian who is available to assist you as you
access, evaluate, and use information in University Studies Program classes.
Phone: 920-424-7329; email: mulveyt@uwosh.edu |
Desire2Learn and ePortfolio As you move through
your courses at UW Oshkosh, you will archive your learning in an ePortfolio. The ePortfolio can be found in D2L. The ePortfolio
will help you keep track of papers, speeches, reports, projects, and other
assignments in your Quest and Explore courses, so that you can see your
progress and connect ideas across different classes. You can continue to use this portfolio in
your major classes, so that you are ready for your Capstone course or
experience as you near graduation. You can even use the ePortfolio
after you graduate to show evidence of your learning to employers or graduate
schools. In this course (and in all your USP courses), a specific assignment
has been designated to be uploaded to your ePortfolio. More details will follow in class. Your
peer mentor can assist you with getting your UW Oshkosh ePortfolio
started. All readings from primary
and secondary texts will be posted in our course site in D2L in pdf format https://uwosh.courses.wisconsin.edu/d2l/home All papers will have to be
uploaded in the D2L Dropbox by the posted date You need to upload your
documents in MS Word (doc) or (docx) The third paper will be
uploaded to ePortfolio in D2L. Early Alert Early Alert is a program that provides you with an Early Grade Report
from faculty. Early Grade Reports will indicate if you have academic performance or attendance issues and specific
steps you can take and resources available to help you improve. It is common
for students to be unaware of or over-estimate their academic performance in classes
so this will help you be aware early on of your progress and provide
strategies for success in the classroom. You will receive an email
during the 5th week of classes. It is important to read the entire
email carefully. (Official Early Alert language.) Peer Mentors One of your best resources on this campus is your peers, especially
those who have been there, done that. In this class we are fortunate to have
someone who is specially trained and willing to help you become familiar with
academic life at UW Oshkosh. The peer
mentor will attend campus events with the class, answer your questions about
the campus, help you with your ePortfolio, and
refer you to various resources. You should not hesitate to get to know our
mentor as (s)he is an important part of the Quest I
experience. On Maps Works MAP-Works (Making Achievement Possible Works) is a survey that is all
about you! To help you have a wonderful first-year of college, we need
you to take this survey. You will receive an email from map-works@uwosh.edu inviting you to take the survey. Advisors, hall directors,
instructors and many other people on campus will use this information to help
you be successful and to provide you with what you need. You will
receive a report with suggestions on how achieve your goals; please review
it. [Suggestion: Please bring your
MAP-Works survey report with you when you come to talk with me during the
office hour chat that we will schedule (or “your meeting with your peer
mentor”.] Important
1) Any paper written
for this class must be original. Any idea or quoted text, paraphrased or
refer, will have to be properly DOCUMENTED. Plagiarism is an offense with
severe penalties. All written work has to be done by the student alone. To
view the discipline code of UW-Oshkosh, go to: http://www.tts.uwosh.edu/dean/studentdisciplinecode.html
Academic Integrity
The University of
Wisconsin is committed to a standard of academic integrity for all students.
The system guidelines state: "Students are responsible for the honest
completion and representation of their work, for the appropriate citation of
sources, and for respect of others' academic endeavors." (UWS 14.01,
Wisconsin Administrative Code)
Students are
subjected to disciplinary action for academic misconduct, which is defined in
UWS 14.03, Wisconsin Administrative Code. Students on the UW Oshkosh campus
have been suspended from the University for academic
misconduct.
Students are
encouraged to review the procedures related to violations of academic honesty
as outlined in Chapter WWS 14, Wisconsin Administrative Code. The system
guidelines and local procedures are printed in the of Wisconsin Oshkosh Student
Discipline Code 2008-2009 and can be found on the Dean of Students
website at http://www.uwosh.edu/dean/08.09DisciplinaryCode.pdf
Specific questions
regarding the provisions in Chapter UWS 14 (and institutional procedures
approved to implement Chapter UWS 14) should be directed to the Dean of
Students Office.
Required Readings |
|
Loew, Patty Indian Nations
of Wisconsin. Wisconsin Historical Society Press, 2013 The rest of the readings will be in electronic format in our course home in D2L. All discussions will be posted in D2L. Presentations:
|
Authors of our primary texts
Indigenous Stories of Origin |
Popol Vuh Maya
(Selections in English) “Legend of the Suns”Aztec (Poem) |
Inca stories of creation (Selections) |
Stories of Origin by the Winnebago |
Europeans in the New Wold, Explorers in Latin America Christopher Columbus “Letter
to the King and Queen of Spain” and“Letter to Santangel” Americo Vespucci
“Letter to Piero Soderini” |
Bernal Díaz del Castillo Verdadera historia de la Conquista de México (Selections in English) |
Pedro de Ciesa de León The Incas (Selections in English) |
Inca Garcilaso de la Vega, Comentarios
Reales (Selections in English) Alvar Nuñez Cabeza de Vaca (link) and Video “Cabeza de
Vaca” |
Explorers
in Wisconsin Indian Nations “Early History” “Ho-Chunk” |
“How the Winnebago
First Came with the French” |
|
Father Allouez in Winnebago |
Marquette Mississipi Voyage
1673 |
Carver Travels through North America |
Geographical Description of Winnebago for Settlers Reverend D.O Van Slyke, “Found at
Last the Veritable Garden of Eden” Narratives
of Settlement in Wisconsin William
Powell’s Recollections Diary of a
Girl Pioneer in the Wisconsin Wilderness Indian Nations “Urban Indians” |
Attendance and class participation |
20% |
Essays/quiz (2) |
10% |
2 Short papers |
20% (10% each) |
Final Project 2 (first draft 30% second draft 10% |
40% |
Leading discussion |
10% |
Grading Scale
A= 93-100 |
A- = 92-90 |
B+=89-87 |
B=86-83 |
B-=82-80 |
C+=79-77 |
C=76-73 |
C-=72-70 |
D+=69-67 |
D=66-63 |
D-=62-60 |
F=59-0 |
Important Dates for Papers, Quizes and
Presentations
Question for
Essay Quiz on Sustainability
First Essay quiz on Sustainability in D2L, Friday September 13 |
First paper due in D2L Dropbox: Thursday Oct 3 or Friday, October 4th |
Second paper due in D2L Dropbox: Tuesday Nov 5th |
Third paper due D2L Dropbox and in ePortfolio: Tuesday November 19th |
|
|
Fourth paper due in D2L Dropbox: Tuesday December 3rd |
Second essay-quiz on
sustainability Tuesday December 10 |
Final recapitulative paper
due in D2L Dropbox: Thursday December 12th |
|
Presentations
First
presentation: Comparison/Discussion of the
letters of Columbus and Americo Vespucci, Tuesday October
1
Second
presentation: Comparison/Discussion of the
narratives by Bernal Díaz del Castillo and Pedro de Ciesa
de León, Tuesday October 8th
Third
presentation: Comparison/Discussion of the narratives by Inca Grcilaso de la Vega and Jean
de Lery: Tuesday October 15th
Fourth
presentation: Discussion on Alvar Nuñez Cabeza de Vaca’s link and video:
Tuesday October 22nd
Fifth
presentation: Discussion of “Early History”
from Indian Nations of Wisconsin pp 1-22
and “The Encounter of French and Winnebago,” Tuesday, October 29th
Sixth presentation: Comparison/Discussion
on the readings of Allouez and Marquette, Tuesday,
November 5th
Seventh
presentation: Comparison/Discussion of the physical and
ideological geography of Wisconsin in “Description of Winnebago for settlers”
and “Found at last, the Garden of Eden” Tuesday, November 19th
Eighth
presentation: Comparison/Discussion of
William Powell’s and the Pioneer girl on Wisconsin, Tuesday, December 3rd
Presentations, Dates and Presenters
Program
September |
Explorers
in Wisconsin Thursday 24 Indian
Nations of Wisconsin read “Early History” pages 1-22 Indian
Nations of Wisconsin read “Ho-Chunk” pages 45-58 |
First
Week Introduction |
Ninth
Week |
Thursday 5 Read Wade Davis “The Spirit
of Place” How
do we make a sense of place? Discussion
of Sense of place Choosing a place of your own |
Tuesday 29 How the Winnebago First Came with the
French and the Origin of the Decora Family pages
65-69
Fifth
Presentation |
Second
Week Indigenous Stories of Origin |
November |
Tuesday 10 |
Thursday 31 Father Allouez
153-160 Start reading Marquette Mississipi Voyage 1673 Introduction pages 223-226 |
Thursday 12 Popol Vuh Read 13-16 and 38-49. Popol
Vuh English Youtube part
1 Popol Vuh English Youtube part 2 Legend of the
Suns”, Interpretation
of the Legend of the Suns (Aztec origins) On Friday, September 13, students will write a four paragraph essay on sustainability in D2L |
Tenth
Week |
Third
Week |
Tuesday 5 Marquette Voyage 227-239 Second paper due in D2L Sixth
presentation |
Tuesday 17 Inca
stories of creation read pp1-2. Winnebago stories of
creation: The Winnebago Origin
Myth read page 1 Discussion
of Inca Stories and Ho-Chunk/Winnebago ***You
will write a comparison of the views about the origin of the world of these
indigenous cultures. Paper due on Friday, October 4th or Saturday
October 5th in D2L. |
Seventeenth-Century Views of Wisconsin Thursday 7 |
Europeans in the New World, Explorers
in Latin America Thursday 19 Age
of Exploration, Geographical Visions Christopher Columbus “Letter
to the King and Queen of Spain” pp 273-277 “Letter
to Santangel”
pp263-271 |
Eleventh
Week |
Fourth Week |
Nineteenth Century Views: Settlement
in Wisconsin Tuesday 12 Geographical Description of Winnebago for Settlers read the part on Winnebago Found at last, the Veritable Garden of Eden, by the Reverend D.O Van Slyke 1886 pages 1-20 |
Tuesday 24 Americo Vespucci pages 112-126 |
Thursday 14 Class with Alex Rivera room Clow
103 |
Thursday 26 There is no class.Read
Americo Vespucci pages 127-139 |
Twelfth
Week |
Fifth Week |
Tuesday 19 Found
at last, the Veritable Garden of Eden, by the Reverend D.O Van Slyke 1886 pages 20-40 Seventh
presentation |
October |
Narratives
of Settlement in Wisconsin Thursday 21 William
Powell’s Recollections pages 1-16 Quiz on the Winnebago explorers and Indian Nations |
Tuesday 1 Americo Vespucci, 127-139 First
presentation |
Thirteenth
Week |
Thursday 3 Bernal Díaz del Castillo pp
172-176 Bernal
Díaz del Castillo Biography Bernal Díaz del Castillo
Discussion First
paper comparing the views of the indigenous stories of origin due on October
5th. |
Tuesday 26 William
Powell’s Recollections pages 16-26 |
Sixth
Week |
|
Tuesday 8 Bernal
Díaz del Castillo pp 187-195 Bernal
Díaz del Castillo Discussion Pedro
de Cieza de León pp 108-111, 143-149 Second presentation |
Thursday 28 Thanksgiving |
|
|
Thursday 10 Pedro
de Ciesa de León pp 156-158, pp 256-259 Inca
Garcilaso de la Vega pp15-16, pp 26-33 |
December |
Seventh
Week |
Fourteenth week |
Tuesday 15 Inca
Garcilaso de la Vega pp 243-245 Jean
de Lery pp 56-68, pp 78-85, pp 100-111 Third
Presentation |
Tuesday 3 Read Indian Nations of Wisconsin “Urban Indians” 159-176 Read
the Winnebago Sustainability page Building
a More Sustainable Future in Wisconsin Read the Oshkosh Sustainability page Sustainable
Resources in Oshkosh Eight presentation |
Thursday 17 |
Thursday 5 Peer reviewing. Bring a draft
of your final paper to be “peer reviewed” First Draft of final Paper due on Friday, December 6th at
11:30 p.m Second Quiz on sustainability December 7th and 8th 11:00 p.m |
Eight Week |
Tuesday December10th Work on second draft for final project |
Tuesday 22 Alvar Nuñez Cabeza de Vaca Quiz/Exam on the readings
from Columbus to Cabeza de Vaca Fourth presentation |
Thursday 12 Second Draft of final paper Due in D2L and upload paper to eportfolio |
How to Analyze a Literary Text
Critical
Analysis of a Literary Text
Another link on Literary Textual Analysis with Examples
Additional
Readings not required
On Discovery
On Native Americans
of Winnebago
History of the Winnebago group
On Wisconsin an
History
Women History in Wisconsin and Fur trade
Turning Point, Stories of Settlers in Wisconsin 19th
Century
Hints for Emigrants from a German Immigrant of Calumet WI
Seventeenth-Century
Seventy-two years Recollection of WI
Nineteen-Century
Narratives of Settlement
The Journal of Sarah Foote on her journey to settle
from Ohio to Winnebago