Learning Through Listening: Native American Issues in Rural Oregon Communities Ethnic Studies and Sociology 499/599

 Course Directors: Dwaine Plaza, Mitchell Wilkinson and Kurt Peters 

Course Facilitators: Lauren Plaza & Clarissa Bertha

Office: Ethnic Studies Department 225 Strand Agricultural Hall

OfficeSociology Dept. 302 Fairbanks Hall   

 Office Phone numbers: 737- 0709     737‑5369

 Course Web Page Address:  http://osu.orst.edu/instruct/soc204/plazad/native4/index.htm

 Office Hours: Anytime throughout the scheduled five days of the course. After the course is completed by appointment only.

 Email addresses: Kpeters@orst.edu; wilk@uoregon.edu;  dplaza@orst.edu; laurenkhan@hotmail.com; berthac@onid.orst.edu

 Class Meetings:

On Thursday, March 22 we will meet at 4:00- 5:00 pm, at OSU, Strand Agricultural Hall, Room 233. You are required to attend this short pre-course information meeting. At this meeting the syllabus will be distributed, pre-departure planning will be finalized and a short ice breaking session will take place. Students unable to make it to this required meeting need to contact Barbara Wegner (Ethnic Studies Department) to make arrangements to get the syllabus, the reading kit, and final instructions on where to meet on Sunday March 25th.

On Sunday March 25 we will meet in Strand Agricultural Hall Room 233 at 8:30 am. We will leave OSU and travel together by van to Chiloquin Oregon. Students will spend five days living in Chiloquin and Klamath Falls Oregon interacting with the Native American population, community leaders in Chiloquin, and related stakeholders. Students will participate in all aspects of the course which may include some domestic chores.

** This class requires LONG hours of processing after we return from stakeholder meetings in the afternoons. Please note that we can often be in class until 9:00 p.m. Thirteen-hour days are not uncommon in this intense course. You therefore need to bring a positive up-beat attitude to this unique learning experience.  Turbulence is also very much part of the group dynamic process and when orchestrating a course of this nature. Please be mentally prepared for this.

We will be staying at MELITA’S Motel 39500 Highway 97 North, Chiloquin, Oregon 541 783-2401. There will be three-four people per room (same gender). Please bring a sleeping bag to use on the double beds. The motel has NO indoor pool, hot tub, or Internet connection. This may be considered as roughing it for some.

Students that have any special dietary needs should contact Lauren Plaza via email so that arrangements can be made.

During the course there may be some unavoidable circumstances that arise which cause adjustments in the schedule below. In this case it will be YOUR responsibility to find out what those adjustments might be.

Course Goals:

The purpose of this course is to bring together diverse community members together in order to learn about sustainable rural development in Oregon. Through listening, analysis and collaboration with different community stakeholders including: cattle ranchers, youth corrections officers, school officials, human health and service providers, chamber of commerce, high school students, seniors, extension services personnel, law enforcement officers, and tribal leaders, course participants will begin to develop a better understanding of the complex issues facing rural communities trying to achieve sustainable development. The course embodies a non‑traditional approach to learning that blurs the boundaries between teacher/ student/ community/ researcher. Stakeholders with vested interests in issues of sustainable development in the Chiloquin and Klamath communities will be invited to tell their stories to students who will later have the opportunity to reflect upon this information in a collective setting. Group processing of the information obtained through these intense listening experiences contribute to the students understanding of the issues, as presented from diverse social positions and perspectives. By the end of the week students will better understand the challenges inherent in achieving long term sustainable development in Oregon’s rural communities.

 Required Course Materials:

 Course Reading Kit

 One notebook (i.e. binder/ spiral) to be used as a reflection journal

 One floppy disk, CD or Zip Disk

 Summary of the Final Grade Calculation

Intellectual Engagement/Participation            25 percent

Group Presentations (each one worth 10%)   20 percent

Personal Journal/ Writing to Learn                 15 percent

Research paper                                                20 percent

Web Page Production                                     20 percent

 Throughout the week we will be using a video camera and digital camera to record our discussions and experiences. Your cooperation in this matter is greatly appreciated.

 Throughout the week member(s) of the local or state press might accompany us to observe the pedagogical method of learning. Your cooperation in helping them understand the learning that is taking place in the course is greatly appreciated.

Graduate students enrolled in the course are required to make their personal journal, book review, web page and participation in the course more extensive than undergraduate students. The course faculty will meet with the graduate-level students separately to discuss this requirement.

Student Conduct:

To fully understand student conduct expectations (definitions and consequences of plagiarism, cheating, etc.) see: http://oregonstate.edu/admin/stucon/achon.htm.

 

Students with Disabilities:

Accommodations are collaborative efforts between students, faculty and Services for Students with Disabilities (SSD). Students with accommodations approved through SSD are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through SSD should contact SSD immediately at 737-4098.

The Writing Center

The Writing Center provides students with a  FREE consulting service for their writing assignments. The Center is located at 123 Waldo Hall. The service operates from Monday to Thursday 9-7 pm, and Friday 9-4 pm. You can make an appointment to discuss your writing with a peer writing assistant (737-5640). Another option available through the Center is to use email to get online answers to brief writing questions (writingQ@mail.orst.edu).

Course Content

The course begins by introducing action research and active listening as two modes of inquiry for doing research and understanding the changes which are taking place for the stakeholders living in rural Oregon communities. The subject matter then becomes more practical in the sense that the group goes out into the Chiloquin and Klamath community in order to listen to the perspectives of different community stakeholders including: cattle ranchers, youth corrections officers, school officials, human health and service providers, chamber of commerce, high school students, seniors, extension services personnel, law enforcement officers, and tribal leaders. Throughout the week students will also be reflecting on course readings, writing journal entries, formulating questions for the stakeholders, processing interviews and watching short films on the topic. By doing all of these activities students will get a better understanding of the ways in which various community stakeholders regarding issues of sustainable future development. 

Sunday, March 25 Meet at 8:30am at OSU, Strand Agricultural Hall, Room 233.

8:30-9:00 am meet in Strand Ag Hall room 233.

9:00-10:00 am Introduction to rural communities and sustainability issues

10:00-11:00 am Morrie Jiminez orientation to the Klamath tribe and rural communities.

11:00-12:00 pm Exercises for Active Learning and Active Listening.

Brainstorm questions to ask various stakeholders.

12:00-12:30 pm Pizza Lunch at OSU

2:00-3:00 pm Gordon Bettles University of Oregon Long House Orientation to tribal issues, sustainable development and the basket collection.

Depart for Chiloquin

Arrive in Chiloquin @ 7:00 pm—Prime Rib Dinner at Kla-Mo-Ya Casino

7:30 pm Students arrive at the hotel—get room keys.

8:00 pm Group convenes in Melita’s restaurant and brainstorms questions for the next day. Appoints facilitators and note takers. Lunch and dinner provided this day.

Monday, March 26 Chiloquin  

6:30-8:00 am Breakfast Melita’s Restaurant

8:30 –9:30 am  Allen Foreman (Klamath Tribal Chair)

10:00-11:00 am Carl (Bud) Ullman (Klamath Tribe Attorney who specializes in water rights). Meeting in the auditorium of tribal administration building.

11:00-12:00 am Gerald Skelton Director of Culture and Heritage. Discussion of education and health care issues and the tribe.

12:00-1:00 pm  Lunch in Klamath Falls (sack lunch) Trail walk.

2:00-3:00 pm   Casino Manager & Amelia Loureiro.  Food and Beverage Manager Casino

3:30-4:30 pm  Peter Burdett. Landowner and irrigation district officer. Meeting in the Chiloquin Community Center.

4:30- 5:30 pm Danette Watson. Klamath Watershed Council Coordinator. Walking tour of  Chiloquin and the Dam. Meeting in the Chiloquin Community Center.

6:00-7:00 pm Dinner at Kla-Mo-Ya Casino

7:30-10:00 pm Debriefing & Development of new questions for stakeholders at Melita’s Restaurant.

Breakfast, Lunch and dinner will be provided this day.

 Tuesday, March 27

7:00-8:00 am Breakfast Melita’s Restaurant

8:00-9:00 am  Ambrose Mcauliffe  Cattle and Sheep Rancher. Meeting at Melita’s.

9:30-10:30 am  OSU Professor Hanna Gosnell Orientation to Rural Community issues and the water issue in Klamath Falls. Meeting at Melita’s

10:45-11:45 am Teresa Foreman Recorder and Mayor for the City of Chiloquin

12:00-12:30 pm Lunch (lunch on the road) Sack Lunches

1:00-2:00 pm Steve Miller Editor for the Herald and News Paper

 2:00 -3:30 pm Todd Kepple (Manager) Klamath Falls County Museum. Historical Overview of the area and museum tour.

4:00-5:30 pm Visit to the Klamath County Cemetery Study.

6:30-7:30 pm Dinner at Kla-Mo-Ya Casino

8:00-10:00 pm Debriefing & Development of new questions for stakeholders. Melita’s restaurant.

Breakfast, Lunch and dinner will be provided this day.

 Wednesday, March 28

6:30-7:45 am Breakfast Melita’s Restaurant

8:30-9:30 am Panel: Dora Hoffmeister at County Public Health Dept., Yolanda Pena-Barnett US Forest Service, and Dalyse Clark, Work Source Oregon & Youth Services and Julia Malcomb, State Farm Insurance —Latino Migrant Issues in Klamath Falls. (OSU Extension Office conference room).

10:00-11:00 pm  Neal Eberlein (South Town Center) (issue of small businesses and land development in rural communities). (OSU Extension Office conference room).

11:30-12:30 pm Ronald Hathaway Extension Agent and Staff Chair Livestock and Natural Resources. Lindsey Lyons Watershed and Natural Resource Education. Klamath Basin Research and Extension Center. (OSU Extension Office conference room).

12:30-1:15 pm Lunch. (Pizza Ordered to the Extension Office)

1:30-2:30 pm  Deputy Clinton Wells Klamath County Sheriffs Office. (OSU Extension Office conference room)

3:00-4:00 pm  Joe Spendolini Chair of the Klamath Falls Chamber of Commerce. (Extension Office conference room)

4:00-5:00 pm  Kurth Glick & Anne Hall South Valley Bank and Trust – Klamath Falls—Walking tour of Klamath Falls.

6:00-7:00 pm Dinner at Kla-Mo-Ya Casino

7:30-10:00 pm Debriefing & Preparation for final presentation (Melita’s and in hotel rooms).

Breakfast, Lunch and dinner will be provided this day.

Thursday, March 29

6:30-8:00 am Breakfast Melita’s Restaurant

9:00-10:00 am  Sherri Bean. Commission on Children and Families Klamath Falls. (Extension Office conference room)

10:00-11:00 am Preparation for final presentation.

11:00-12:30 pm Preparation for presentation.

1:00-2:30 pm Lunch and Afternoon Public Presentation at Las Palmas: Mexican Restaurant Klamath Falls 1111 Main Street.

2:30 pm Return to Oregon State University via Crater Lake Visit---Long Drive

Breakfast and Lunch will be provided this day.

Friday, March 30  

9:00 -10:30 am Web training in Education Hall Room 126. (Bring blank disk  or CD to store web page files).

10:30-12:30 Preparation for the Final Public Presentation—working in groups.

1:00-2:30 pm Public Presentation/ Lunch Westminster House

Lunch catered by Urmila Mali—Nepalese Cuisine

2:30-3:00 pm Clean up Westminster House/ Final course evaluations

Lunch Provided Today

Intellectual Engagement and Active Participation

During the five day period that the course runs, we expect each student to at various times be an active listener, facilitator, recorder, presenter and an overall collegial and sensitive member of the learning team for all activities. At the end of the five days each person will be asked to submit a self evaluation of their performance and learning throughout the process. The self‑evaluation will be used by the teaching team for assessing the individual’s final grade. Overall, intellectual engagement and active participation will be worth 25 percent of the final grade.

Reflection Journal

One of your central learning activities during this course will be keeping a personal reflection journal. You should think of this writing as talking out loud or thinking out loud. And you should realize that some of your most interesting (to you, we mean) and productive journal entries may well begin with questions or notions that you haven't really thought about much. They might also be observations of the stakeholders’ perspectives/ positions on education that make you wonder. If you are used to writing essays and tests only, then you'll need a paradigm shift. You will need to lower your standards in order to get the full benefits of your journal. Think about it: essays and tests ask you to be sure. They ask you to write clearly and authoritatively about a topic that you've come to some conclusions about (or even master).Part of the challenge of writing essays and tests lies in deciding for yourself what your conclusions are. No doubt you will come to conclusions during this short course and you can certainly use your journal to reflect on them and examine them. But you can and should also use the journal to try out new ideas, to pick up on some aspect of a stakeholders concern or class discussion that you disagreed with or agreed with or that we didn't get to fully air. The journal can and should be your place to continue our class discussions and your conversations while out in the field. It can and should be your place to record your reactions to the reading you do. Your entries can agree or disagree with the readings. You can argue with it, or just talk about what might be confusing in your readings. If you end up temporarily lost or at a dead end, that's reasonable and even useful. The point is that you're using the journal to become fully involved in all the issues the course raises and your action learning experience is giving you. Don't forget to go back and re‑read earlier entries; sometimes they'll still look accurate, sometimes they'll look naive, and sometimes you'll find that you now have answers to earlier questions. These insights can become new entries. Finally, use your journal to draw connections between this course and the others you've had.

Grading of Journals

The reflection journal counts for 15 percent of your grade. It will be evaluated according to three criteria: commitment, ambition and engagement. Your journals will NOT be graded according to correctness or paragraphing or sentence structure. So feel free to write quickly. Punctuate in any way that makes sense at the time. Your journal will need to include a reflection on each article in the course kit. Reflections on each stakeholder and the newspaper articles in the course kit are also expected to be part of the journal. Note, we expect that you will have at least 10 pages of handwritten commentary in your journal by the time you submit it for grading.

Writing to Learn In Class Exercises

Throughout the week you will be asked to spend 5 minutes of in‑class time to participate in short writing to learn activities. The purpose of these exercises is to help you learn more about the course content. These exercises may include: write and pass, micro‑themes, reading response questions, media/film reflections, or end of class observations. These writing to learn exercises require no more than one or two paragraphs of written response in your journal. Your written work will be submitted to the instructors in your journal at the end of the course.

 Research Paper (Due April 16, 2007)

Apart from the reflection journal we want you to work alone or in pairs to complete a short research paper on the issue of rural sustainable development in Oregon. To accomplish this we would like you to use the information gathered throughout the week in interviews, information obtained from web searches, and information found in conventional academic sources (journal articles and books in the library). From all of three sources you need to select one theme from the course which caught your interest (e.g. tribal issues, youth, migration, gender, health care, schooling, recreation & tourism, the aging population, youth in small towns, drugs, commerce, water issues, environmental issues etc.). Using the outside sources find out what problems/issues other rural communities throughout the United States have had in dealing with the topic you have selected. What change strategies have other communities tried to implement in order to deal with the issue you have selected? What have been the best practice examples which are working from across the country thus far? Collect web links on the topic you choose to research. Try to find links which related to sustainable rural development. Write a 5-6 page research paper. Some of the content from your research paper will end up being included on the mini web page you are also required to construct.  Worth 20 percent.

 Web Page Participation

Students can work alone or in pairs to construct a mini-web page. Each mini web page will ultimately be joined together to form one large class web page. The web page will have sustainable rural development as its focus. Each web page should have a theme which is based on the course readings, classroom discussions or stakeholder issues. Each mini-web page also needs to include a statement (minimum 4 paragraphs) about the learning experienced during the course. In addition students are expected to surf the net, do library research and discuss the rural development theme they are most interested in (e.g. tribal issues, youth, migration, gender, health care, schooling, recreation & tourism, the aging population, youth in small towns, drugs, commerce, environmental issues, water issues etc.). These newly discovered sites should be included as links where additional information on the topic can be found by someone visiting your web page. We envision the final class web page to be one which captures the overall learning experience from the students’ perspective. Some training will be provided on how to construct a web page but not much. The web page activity will be worth 20% or your final grade.

 Group Presentations

Throughout this course emphasis is being placed on listening and thinking critically about rural sustainability issues which community members have faced as they moved into the new millennium. It is in this spirit that you are asked to critically explore and present the competing arguments. As a group we will decide by consensus on the best way to present back to the stakeholders what we have learned throughout the week. Each mini-presentation group will consist of 2 people (facilitators for the stakeholder). All presenters will be limited in terms of visual resources. Presenters will be able to use power point for their presentation. Presentations will take place both in Klamath Falls (Thursday March 29th and when we return to Corvallis on Friday March 30th). The group presentations will be worth 20% of your final grade.

 Klamath Falls Cemetery Assignment One (March 27)

The practice of marking the final resting-place of a loved one goes back thousands of years. The ancient pyramids are conceivably the greatest example, standing today as a reminder of the ancient Egyptian glorification of life after death. Many of the elaborate grave markers erected in the 19th and early 20th centuries were styled after the memorials of the ancient Greek, Roman and Egyptian civilizations. Cemeteries are living lessons in history, sociology and cultural studies. People who buried their dead said much about themselves and the ones who had died. While not considered a primary historical information source, gravestones are an excellent source for sociological speculation and theorizing. Most tomb-stones contain the persons name, place of birth, dates of birth and death, the number of children they had, and their marital status. Gravestones can also provide evidence of occupation, military service, and membership in a fraternal organization and religious affiliations.

 On March 27th we will visit the main public cemetery in Klamath Falls. We will use unobtrusive qualitative methods of research in order to study the history, demography and social structure of Klamath Falls (Circa 1800 to the present). Through an organized and systematic process of fieldwork, data collection and theorizing students will be able to understand the social, cultural and historical origins of the area by determining who is buried in this cemetery and who is not.

 Working in teams of two you will systematically record information from each grave stone in your designated area.  Each headstone is unique and will not necessarily yield all of the data below. We would like you to however write down as much information as appears on the head-stones in your designated area. This might include the following: 

Name (full)

Date of Birth

Date of Death

Place of Birth

Cause of Death

Marital Status

Number of children

Occupation/ Military Service

Religious affiliation

Can you estimate the social class of this person (based on the size of the stone head or location in the cemetery)?

Are there any relationships stated on the stone?

Are children or other close relatives buried close by?

Is there any information written on the back of the stone?

Are there any other instructions on this head stone?

 After completing this assignment we would like you to do a write up (1-2 pages) describing what general findings you made in the cemetery and how this relates to the Socio-historical development of Klamath Falls community. What occupations did men/women do? What were the major causes of death in the 19th/ 20th centuries? What was the average number of children women had? What was the rate of marriage? What was the most practiced religion? How many children died in Klamath? Were most people born in Klamath Falls or did they migrate from elsewhere? How long on average were women living compared to men? What social class would you estimate most people were in the area you surveyed? How important was the military in the lives of men? What fraternal organizations (Masons/ Woodmen) were men and women involved with? Overall what can you say about the people in Klamath Falls based on this assignment?

By completing this assignment the student will:

Have a better understandng of the demography and social structure of Klamath Falls (Circa 1800 to the present).

Have a better understanding of the gender relations in the context of American history.

Have a better understand of how important death and burial rituals are in the culture of the United States.

Have a better understanding of the lives of people who lived in Klamath Falls.

Klamath Falls County Museum Assignment Two (March 27th)

We will visit the Klamath County museum and be given an orientation by Todd Kepple (Manager) Klamath Falls County Museum

The Museum contains a wealth of historical artifacts, records, and photographs.

While at the museum we would like you to walk through the exhibitions and collections (take approximately 45 minutes). While moving through the museum take some initial notes on what you see. Working in pairs we would like you to begin to assess how the history of Klamath falls unfolded. You will also be able to tell something’s about Native American peoples and/or culture in Klamath Falls. In answering this question, you could focus on a single room, an art collection, the photograph collection or, if appropriate, a single artifact. Pay particular attention to the use of language in the descriptions of exhibits or photographs. Also pay particular attention to the way the museum curator/historian has chosen to describe the living arrangements, family structures, and culture of Native Americans or white Euro-Americans in Klamath. Are both groups described the same throughout the museum? Provide specific examples of the differences (if any?). What might different treatments suggest about each groups social position within the society? The museum also allows you to look at the culture, sports, the economy and the Second World War in the context of  Klamath falls. What important displays did you find at the museum?

 After completing the museum tour we would like you to make an extensive journal entry (1-2 pages) describing some of your findings at the museum.

 By completing this assignment the student will:

Better understand the history, people, and/or material culture of Klamath Falls.

Make a linkage between history and the current day issues in Klamath Falls

Better understand the history and culture of Klamath Falls and its people.

Self Evaluation

You will be asked to provide the teaching team with a self evaluation of your participation and learning in the course. The teaching team will consider your self-evaluation when calculating a final grade for your intellectual engagement and participation throughout the course (keep in mind however that we may not arrive at the same conclusion!). The self-evaluation will be in the form of a letter to the teaching team. The letter does not have to be formal, but you need to include comments on your performance from the following areas. How did you do as: an active listener, facilitator, recorder, presenter, participant in group debriefing sessions, and as an overall collegial and sensitive member of the learning team. Did you experience intellectual growth which you feel might be attributed to your experience with this course. Overall, considering all of these factors, what letter grade would you assign for yourself using the scale of (A, B, C, D, or F)? Please submit your self-evaluation letter along with the other materials by April 16, 2007.