Narratives of Nature: Creating a sense of place in Colonial Latin America and Winnebago

122 Q1

Fall 2014

Dr. Rocío Cortés

Office: Dempsey 230 #16

Class: Tuesdays and Thursdays 9:40-11:00 S Polk 20

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 Americas, the view of the environment and the construction of a sense of place were also determined by their historical frame and cultural expectations. However, Spaniards in the regions of what we call now Latin America, or other Europeans in North America were only a small part of the population. After the Spaniards and European took possession and populated lands that displaced natives, the indigenous population had to adapt their sense of place in new territories with the new arrivals. Not only the sense of space had to be reconfigured to accommodate the new colonial and settlement situation but also, the use of natural resources by European and natives, reflected aspects of cultural idiosyncrasies and economic purposes.

How are we going to analyze those aspects? The course will be divided in four parts: 1) Myths of origin: In order to understand how our beliefs play an important role in how we make sense of the world, we will explore several myths of creation including some from Latin America (Mayan, Aztec, Inca), two from North America (Winnebago and Navajo) and the Genesis. 2) Europeans in the New World: Explorers in Latin America: We will read primary texts by three explorers from the 16^th and 17^th centuries. 3) Explorers in Wisconsin: We will read primary texts by four explorers and settlers from the 17^th to the 19^th century. Using an ecocentric methodological approach on man-centered bio-centered views and the meanings of nature, our attention on those two sections will be on how European explorers and settlers describe the flora, fauna and the natives in their narratives. 4) Nature and the Sense of Place, an Environmental Necessity for Sustainability: Our last part of the course will include a series of short articles that reflect on sense of place and sustainability by contemporary authors which will illustrate a shift on current views about nature. These readings focus on creating a sense of responsibility and commitment to take care of our environment.

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 Americas. In our analysis of the narratives, we will take into account the man-centered views to compare with indigenous views and with eco-centered ones important to sustainability. These analyses will help us to understand the history of how discourses shape our views of the world and so can help us to thoughtfully question, analyze and come up with creative solutions to construct a more sustainable environment.

On the USP and the Signature Questions

The University Studies Programs is your gateway to a 21^st 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 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 three papers to reflect on our readings, discussions, and other aspects.

Analysis:

The first paper will analyze, compare, and contrast stories of how the world was created for different groups: Christians, some indigenous from Mesoamerica, the Incas, and for some Native Americans. 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 and Engagement:

Third 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 final paper will be uploaded to the students’ ePortfolio in D2L.

Applications, Knowledge, Analysis and Ethical Reasoning and Attitudes:

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) ****no pages or google docs!!!

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.)

Community Events

Students will attend to at least three community events which will be MANDATORY. The dates and places are highlighted in the syllabus.

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 Discussion.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 Below is the list of the rest of the readings:

Authors and Readings

Stories of Origin

Genesis I and II

Popol Vuh Maya youtube

“Legend of the Suns”Aztec youtube

Inca story youtube

Stories of Origin by the Winnebago and Ho-Chunk and Navajo youtube

Europeans in the New World, Explorers in Latin America

Crosby, Alfred. The Columbian Exchange Chapters 1,3 and 6

Christopher Columbus. “Letter to Santangel”

Americo Vespucci. “Letter to Medici”

Alvar Nuñez Cabeza de Vaca. Shipwreck (link) and Video “Cabeza de Vaca” (Selections)

Explorers in Wisconsin

Lowe, Patty. Indian Nations “Early History” and “Ho-Chunk.”

First Europeans in Wisconsin

Allouez, Claude-Jean. “Father Allouez’s Journey into Wisconsin, 1669—1670”

Marquette, Jacques. “The Mississipi Voyage of Jolliet and Marquette, 1673”

Carver, Johnathan. Travels Through the Interior Parts of North America, in the Years 1766, 1767, and 1768. “View of Winnebago and Indian Queen”

Radin, Paul. “How the Winnebago First Came with the French and the Origin of the Decora Family.”

Lampham, Increase Allen “Geographical Description of Winnebago for Settlers”

“New World Romanticism” from Literature and the Environment by Timmothy Clark chapter 2

Muir, John. Story of my Boyhood and Youth “A New World” (Stories from Wisconsin)

Lampham, Increase Allen “The Forest Trees of Wisconsin” by (195-204)

Nature and the Sense of Place: An Environmental Necessity for future Sustainability

Davis, Wade. “The Spirit of Place”

Stegner, Wallace. “The Sense of Place”

Leopold, Aldo. “The Land Ethic”

Lopez, Barry. The Rediscovery of North America

Bullard, John. “There is no Specialization Like Home”

DeBlieu, Jan. “Mapping the Sacred Places”

Pipher, Mary “Home is Other People”

Sihler, Ann. “Push for Change”

IT IS VERY IMPORTANT THAT STUDENTS PRINT THE MATERIALS AND BRING THE READINGS IN PAPER TO CLASS EVERYTIME. DO NOT BRING THE READINGS IN ELECTRONIC FORM. WE WILL WORK WITH THE TEXTS IN CLASS

Evaluation

1) Class attendance and participation is very important. Students can only miss ONE class without penalty. You should reserve this absence for an emergency or short illness. After the first absence, the grade will go down for unjustified absences. Some excused absences are permitted for religious holidays or in case of illness documented by a physician.

2) I give a daily grade from 3 to 0 for participation as follows:

a. 3 Student participates actively in the discussion. Student shares observations that reveal analysis and illustrates that she/he has read the material carefully. Student asks questions, volunteers and/or leads in collective class activities.

b. 2 Student shows evidence of having read the readings assigned but does not make an effort to analyze of participate voluntarily in the discussion. He/she volunteers answers/discussions occasionally.

c. 1 Student is in class but has not read the reading assigned. Does not participate individually or in group.

d. 0 Student is not in class.

3) There are not make up exams.

4) Absolutely prohibited to have cell phones on. If a student texts in class, I will take the phone away and return it to its owner when class is over.

Attendance and class participation	15%
Quizes (2)	10% (5% each)
2 Short papers	20% (10% each)
Final Paper (first draft 30% second draft 10%	40%
Presentation	15%

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 and Quizes

First paper due in D2L Dropbox: Thursday Oct 4 or Friday, October 5th	First Quiz, Tuesday October 21
Second paper due in D2L Dropbox: Thursday Oct 23	Second Quiz, Thursday November 20

First Draft of Third and final paper due D2L Dropbox and in ePortfolio: Thursday December 4th
Final draft paper due in D2L Dropbox: Thursday December 11^th

Important dates for Attendance to Events

Tuesday September 30

COMMUNITY EVENT “Finding Traction for Food Waste Recycling in Oshkosh and the Fox Valley” 10:00 am to 12:30 pm

At UW Oshkosh Facilities Bldg

650 Witzel Room 120

Wednesday October 8^th 6:30

COMMUNITY EVENT Earth Charter Speaker, Eric Klinenberg, sociologist. The talk will be titled "Climate Change and the Future of Cities" and he will discuss how community resilience that crosses class, racial, and ethnic lines will be increasingly important as cities respond to climate change crises in the future. Place: Alumni Welcome Center

Tuesday October 9

COMMUNITY EVENT Winona LaDuke 6 pm Reeve Theater

The three Events are MANDATORY, WE HAVE NO CLASS ON TUESDAY, SEPT 30 AND TUESDAY OCTOBER 9

YOUR PEER MENTOR WILL TAKE ATTENDANCE TO THOSE EVENTS. STUDENTS WILL GIVE PROFESSOR A SUMMARY OF EACH EVENT TO BE UPLOAD TO D2L

Presentations Dates and Topics

Essays Evaluation Sheet

First presentation: Comparison/Discussion of the letters of Columbus and Americo Vespucci, Tuesday October 7

Second presentation: Alvar Nuñez Cabeza de Vaca’s readings vs video: Tuesday October 21

Third presentation: Discussion of “Early History” from Indian Nations of Wisconsin pp 1-22 and 45-58 Thursday, October 23

Fourth presentation: Comparison/Discussion on the readings of Allouez and Marquette, Tuesday, November 4

Fifth presentation: Carver Travels through Winnebago and “How the Winnebago First Came with the French” Tuesday November 11

Sixth presentation: Stories by John Muir Thursday November 18

Seventh presentation: Comparison/Discussion of the physical and ideological geography of Wisconsin in “Description of Winnebago for settlers” and “The Forest Trees of Wisconsin” Tuesday, December 2

Eighth presentation: On Sense of place as conductive to environmental protection and sustainability Tuesday, December 9

Program

September

Thursday 23

Read:

Patty Lowe, Indian Nations of Wisconsin read “Early History” pages 1-22

Indian Nations of Wisconsin read “Ho-Chunk” pages 45-58

Second paper due in D2L

First Week

Introduction

Ninth Week

Thursday 4

Why do we need to make sense of where we live?

How making sense of a place helps to take care of our environment and to create a sense of sustainability?

How do we make sense of what we see?

Definitions of Sustainability

Read in class:

Wade Davis “The Spirit of Place”

Use the analysis sheet for historical/literary documents

Read for homework:

How do we make a sense of place?

Answer these questions for homework

Discussion of Sense of Place Choosing a Place of Your Own

But we have to ask how we make sense when we have to move and where is our resting place ultimately Talk by Pico Lyer inTED

We will come back to this at the end of the semester

Explorers in Wisconsin (Sixteenth-Century)

Tuesday 28

Read:

First Europeans in Wisconsin

Claude-Jean (Father) Allouez pages 142-152

Third Presentation

Second Week

Thursday 30

Tuesday 9

What do we believe? How did the world started for different cultures of America? Stories of Origin

Discussion of “How do we make a sense of place” and of the answers for “Discussion of Sense of place Choosing a Place of Your Own”

Read:

Genesis 1

Genesis 2

Comparison

Read:

Claude-Jean Allouez 153-160

Read:

Jacques Marquette Mississipi Voyage 1673 Introduction pages 223-226

Thursday 11

Indigenous Stories of Creation

Story of Origin for the Maya in the Popol Vuh

Presentation of the Popol Vuh

Watch:

Popol Vuh in you tube

Story of Origin for the Aztecs

Watch:

Legend of the 5 Suns in youtube

November

Tenth Week

Third Week

Tuesday 4

Read:

Jacques Marquette Voyage 227-239

Movie Black Robe recommended

Fourth presentation

Tuesday 16

Story of Origin for the Inca

Watch:

Inca story of creation in youtube

Two Native American stories of creation

Watch:

The Navajo creation in you tube

The Winnebago and Ho-Chunk Origin story in youtube

***You will write a comparison of the views about the origin of the world of these indigenous cultures. Paper due on Friday, October 4^th or Saturday October 5th in D2L.

Eighteen-Century View of Wisconsin

Thursday 6

Read:

Jonathan Carver Travels through North America “View of Winnebago and Indian Queen” pages 32-38

Europeans in the New World, Explorers in Latin America

The Encounter of Europe and America

Read:

The Columbian Exchange “The Contrasts” chapter 1pp 3-34

Thursday 18

Continua the discussion of The Columbian Exchange pp 3-34

Eleventh Week

Fourth Week

Nineteenth Century Views

Tuesday 11

Read:

Paul Radin, How the Winnebago First Came with the French and the Origin of the Decora Family pages 65-69

Fifth Presentation Cheyenne, Kylie, and Trenton

Tuesday 23

Read:

The Columbian Exchange chapter 3 “Old World Plants and Animals in the New World” 64-120

Thursday 13

Read:

Increase Allen Lampham Geographical Description of Winnebago for Settlers read the part on Winnebago

Twelfth Week

Fifth Week

Tuesday 18

Read:

Stories by John Muir Story of my Boyhood and Youth, “A New World” (Stories from Wisconsin)

three groups will read 10 pages each and present to the other students

Six presentation Michael N and Jasmine

Thursday 25

Read:

The Columbian Exchange chapter 3 “Old World Plants and Animals in the New World” 64-120

Christopher Columbus

Age of Exploration, Geographical Visions

Thursday 20

Read:

Increase Allen Lampham “The Forest Trees of Wisconsin” only 195-204

Nature and the Sense of Place: An Environmental Necessity for future Sustainability, Going back to Sense of Place

Read:

The Sense of Place” Wallace Stegner

Quiz on the Winnebago explorers and Indian Nations

Tuesday 30

Community Event

Attend to “Finding Traction for Food Waste Recycling in Oshkosh and the Fox Valley” 10:00 am to 12:30 pm

At UW Oshkosh Facilities Bldg

650 Witzel Room 120

Peer Mentor will take attendance. Students will upload a summary content of event via Dropbox in D2L

Thirteenth Week

October

Thursday 2

Read:

Christopher Columbus continues

“Letter to Santangel”

Christopher Columbus Biography

Americo Vespucci Biography

Americo Vespucci

Read:

“The Letters of Americo Vespucci”

Americo Vespucci Biography

First paper comparing the views of the indigenous stories of origin due on October 4. Upload to Dropbox D2L.

Tuesday 25

Read:

“The Land Ethic” Aldo Leopold

The Rediscovery of North America Barry Lopez

Sixth Week

Tuesday 7

Continue discussion on Americo Vespucci

First presentation

Thursday 27

Thanksgiving

Thursday 9

Community Events: Attend both events in lieu of class

First Event: Earth Charter Speaker, Wednesday October 8, 6:30 at the Alumni Welcome Center: Eric Klinenberg, sociologist. The talk will be titled "Climate Change and the Future of Cities" and he will discuss how community resilience that crosses class, racial, and ethnic lines will be increasingly important as cities respond to climate change crises in the future.