Participants
in this intensive eight-day institute explore the heritage and cultures
of Passamaquoddy Bay. The course blends in-depth study of the region's
coastal ecosystems, with inquiry into the dynamics of historical,
literary, and artistic traditions of Wabanaki, Euro American, and
Maritime cultures. Students will choose particular areas of interest
and complete a final integrative research project. For more
information or to register, please visit:
Lesley University's site
Course Objectives: Students will...
Explore the unique ecology of the bay region and identify political
and economic
Implications of geography and physical
characteristics.
Identify the variety of cultures in the region, and consider the
dynamics between
these cultures.
Analyze relationships between the region's ecology, history, literature
and art.
Engage in individualized research on particular aspects of the Passamaquody
Bay region,
and synthesize that research in a
final integrative project.
Course Structure:
The schedule of the Institute includes:
a kayak trip within the harbor of Straight Bay; an overnight excursion
to Grand Manan to visit the NeGoot-Gook Fisheries Center, and explore
the island's ongoing fishing practices; panel discussion with local
experts; visits with community members who have an intimate knowledge
of traditional, regional, and cultural livelihoods; and attending
aspects of the Annual Indian Day festivities, at Sipayik, which
will include a visit with Passamaquoddy cultural leaders, historians
and artists. Students will choose an area of interest within the
topics of the course, and through individual research will prepare
a final paper or project.
The schedule also includes Study Groups, small groups of students
with one f acuity, who meet throughout the week. Within the groups,
unfolding ideas and questions can be explored and developed, and
plans for research and final projects clarified and focused.
Course Requirements:
Participate in on-site study, visits with resource people and traditional
celebrations and practices.
Read selected material before Institute begins, and come with a
1-2 page written answer
to the question: What are your personal
goals for the Institute, and how does your experience
relate to this course?
Participate fully in the Institute schedule.
Write one 3-4 page response paper to required reading
Develop a one page proposal for the final project-due during the
week of the institute
Write a 2-page Epilogue, handed in with the final project, that
synthesized your experience
(can be based on journal notes.)
·
Maintain a journal focused on:
Responses to subject matter (readings, resource people, discussions)
in a more personal
way
Reflection on experiences with the intention of sharing selected
entries (i.e. drawings,
poetry, free writes, and reflective
thinking)
Complete reading and research for the final research or creative
Project
Complete-due three weeks after Institute-final integrative project
that can be either a
research paper or a creative project.
Required Reading:
(Two books minimum. Read one with
* before Institute begins, and one other of your choice. Projects
will require additional readings.) Readings are listed with the
Institute day for which they are particularly relevant. **Please
note: some of these readings may be difficult to find. Students
are encouraged to look for them in local Maine Public Libraries.
*Cronin, William, (1984). Changes in the Land: Indians, Colonists
and the Ecology of New England. Hill and Wang Publishers. Historical
geography, Day 1, 2
Dunning, Joan, (1985). The Loon: Voice of the Wilderness. Dublin,
NH: Yankee Books. Natural history, Day 2, 3
Ives, Edward D., (1978). Joe Scott, the Woodsman-Songmaker. University
of Illinois Press. Literature/arts, Day 7
Ives, Edward D., (1988). George Magoon and the Down East Game War:
History, Folklore, and the Law. University of Illinois Press. History,
Day 2, 3
Kendall, David L., (1987). Glaciers and Granite: A Guide to Maine's
Landscape and Geology. Camden, ME: Down East Books. Geology, Day
2, 3, 6, 7
Kingsbury, John M., (1970). The Rocky Shore. Old Greenwich, CT:
The Chatham Press. Biology, Day 5, 6
Morrison, Kenneth, M. (1984). The Embattled Northeast: The Illusive
Idea of Alliance in Abenaki - Euramerican Relations. Los Angeles,
CA: University of California Press. History, social science, Day
2, 5
*Peters, Tim. (2000). Rhythm of the Tides: The Fisheries of Grand
Manan. Salem, MA: Tim Peters photography. Social history, economics,
Day 6
Sipsiss. (1990). Molly Molasses and Me: A Collection of Living Adventures.
Brooks, Maine: Little Letter Press. Literature, Day 7
*Soctomah, Donald. (2002). Passamaquoddy At the Turn of the Century
18901920: Tribal Life and Times in Maine and New Brunswick n.p.
Natural and social history, Day 5, meet the author.
(1995). The Indian Devil: Mischief-Maker.
In Brian Swann (Ed.), Coming To Light: Contemporary Translations
of Native Literatures of North America. Random House. Literature,
Day 7, 8
Articles:
Barsh, Russel Lawrence. Netukulimk Past and Present: Mikmaw Ethics
and the Atlantic Fishery. Journal of Canadian Studies v. 37 no.
1 (Spring 2002) p. 15-42
Behne, C. Ted. The Birchbark Canoe: Back From
the Brink. Native Peoples. July/August 2001. pp 53-58.
Gulf Log. The Gulf of Maine Times Vol. 6, No
4, Winter 2002. www.gulfofmaine.org/times/winter2002/gulf
log.html
Marshall, Joan and Natalie Foster. "Between
Belonging": Habitus and the migration experience. The Canadian
Geographer, 46, No. 1 (2002) 63-83.
Peroff, Nicholas C. Indian gaming, tribal sovereignty
and American Indian tribes as complex adoptive systems. American
Indian Culture and Research Journal 2001. pp 143159.
Sutton, I. The historical archeology of Native
American. Annual Review of Anthropology. 29 (2000) p. 425-46.
Websites:
www.wabanaki.com
(tribal website)
www.gnb.ca/cnb/Grand
(Grand Manan Island)
www.penbay.org/passamaquoddy (aquaculture)
www.geometry.net/basic-p/passamaquoddy (many resources)
www.tidesinstitute.org
Videos:
(As supplementary resources for group
or individual use)
These videos are available through the Cobscook Community Learning
Center:
Underwater, Out of Sight: An Ecosystem Case
Study (1997) The Video Project Where the Bay Becomes the Sea (1986)
Bullfrog Films Wabanaki: A New Dawn (1995) Maine Historical Society
The Mystery of the Lost Red Paint People: The Discovery of A Prehistoric
North American Sea Culture (1987) Bullfrog Films From Stump to Ship
(1929) Machias Lumber Company The Last Log Drive (2000) Mike Hoy
quicktime movie.
Evaluation will be based on:
Attendance and active participation
in all sessions. This will be demonstrated through keeping a journal
and taking part in discussion in group sessions and study groups.
A paper (3-4 pages) reflecting on the reading, is due before the
end of the Institute, and an Epilogue is due at the time of the
final project. (40%)
· A research proposal and bibliography
developed by the final day of the Institute. 2-3 pages (20%)
· Final Project Due one month after the
Institute. Two copies. (40%)
Additional information for the final integrative
project (research or creative):
The project is expected to:
Integrate, synthesize learning from the Institute *Reflect work
in two or more disciplines
Address cultural interaction
Show critical, reflective analysis
Also important-carefulness and comprehensiveness of writing, attention
to detail, communicating content and
concepts you have learned.
The Research Project:
Topic Selection-Narrow
your topic to a question or issue you can cover in some depth. For
example: Marine Fishing and the Passamaquoddy Region, is too broad.
It would be better to choose focuses such as the Sardine Fishing
Industry's impact on the region or a specific family's experience
in doing this work.
· Research-Make use of the course readings, as well as articles,
books, and resource people that you find in the area (i.e. The Tides
Institute Library in Eastport, Maine). You can also include interviews
and observations as primary sources for your final paper. Keep track
of your sources as you go along, including anything you find on
the Internet. Your final paper should have a complete bibliography
of all the sources you consulted. You should use at least four sources
in addition to the course readings. You can use either MLA or APA
citation format. The correct format for each is available at the
Lesley University library website: http://www.lesley.edu/library/guides/citation.html
· Proposal-Turn in a proposal that states: 1). Your topic;
2). Why this topic is important or why it interests you; 3). How
you are planning to complete your research (Readings, interviews,
observation, include what you have been able to do in the Passamaquoddy
Bay region); 4). Bibliography.
The Creative Project
Topic selection-There are many possible topics, depending on your
goals and talents. For example, develop an integrated curriculum
for middle school (or another grade level) that combines science/technology
and art, or history and literature. Complete a photo essay, or series
of drawing or collages, that capture some aspect of your learning
about the people/region. Create and illustrate a children's book.
Process paper. Any creative project includes a 5-6 page process
paper that addresses the research and process that went into creating
this work.
Bibliography.
Your final paper should have a complete bibliography of all the
sources you consulted. You should use at least four sources in addition
to the course readings. You can use either MLA or APA citation format.
A handout of the correct format for each is available at the Lesley
library.
Proposal: turn in a proposal
that states 1) Your project. 2) Why this project is important to
you. 3) How you are planning to complete your work. 4) Bibliography.
Suggestions
for completing your Final Project Draft-When you have completed
your research write a rough draft of your paper without looking
at your notes. Say what you want to say in your words first. Put
this rough draft in an order that makes sense. For example, 1).
Introduction-defines the topic and tells why it is important; 2).
What you learned about the topic? What stands out for you? 3). What
do you want to tell other people about the topic? What are the implications
of what you learned? After you have generated your draft, go back
to your notes and fill in the evidence and the details from your
readings and your other research. Put most of this into your own
words by paraphrasing or summarizing your sources, and then providing
proper citations, including the page numbers. Use direct quotes
only when the language of the source is outstanding (Help is available
from the Lesley Center for Academic Achievement. Information on
the Lesley homepage). 5). Final Paper-(15-20 pages). Put your draft
aside for a few days and then read over it. Look for places where
you need transitions or more information. Put yourself in the place
of a reader who knows nothing about the topic and see if there is
something missing. If possible, have someone else read it so they
can point out places where you need more. Finally, proofread for
spelling, grammar left out words and other mechanics (or have someone
else do it for you). Correct all errors before you turn in two copies
of your paper.
TRADITIONS AND CULTURES OF THE PASSAMAQUODDY BAY REGION
ITINERARY
Day 1
3pm-Institute begins Passamaquoddy Bay region: Students arrive 5-7pm-Supper
and settling in
7-9pm-Evening Sessions: Welcome, Introduction and Orientation
Day 2
9am-12pm-- Introduction to the Bay with Francine Rodman, marine
biologist/educator Lunch
1pm-3pm-Panel: Traditional Lifestyles and Contemporary Issues. Julie
Keene, Gary Cook, Dute Francis and Wayne Newell
Dinner
Evening Session: Study Groups
Day 3
9am-6pm - Field Immersion: Experiences with the Bay. Solos, journalizing,
kayaking 6pm-9pm - a Down East clam bake with native shore greens.
Evening: Moon ceremony at Sipayik with Gracie Davis
Day 4
9am-11pm - Reflection and journal writing time: Study Groups 12pm-9pm
- Afternoon and Evening: Indian Days Celebration at Sipayik
Day 5
With Donald Soctomah, Passamaquoddy Historian and Naturalist Travel
to Grand Manan. NeGoot-Gook Fisheries Center
Day 6
Contemporary Grand Manan Fisheries: weir fishing, hand lining, seining,
lobstering, urchins, scallops, and smokehouses
Return to mainland and Passamaquoddy Bay region
Day 7
9am-4pm - Generations: Cycles, Seasons, Work and Sustenance. Tide
Mill Farm 6pm-9pm - Evening: Songs and Music: the lyrical story
of life-land and sea
Day 8
Morning: Cobscook Community Learning Center, meet with planning
team Reflections, Identifying and Interpreting Themes and Issues
Afternoon: research and alternate visits
Evening: Presentations and Celebration
Day 9
Institute Evaluations Closing Circle Lunch at noon
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