Course Title: Northwest Plants

Native Environmental Ethics – Spring 2016

Course NESC 410, Native Environmental Ethics (5 credits) Meeting Details Mondays and Wednesdays from 10:00 am – 12:00 pm in NE113 (in Building 16) Instructor Information Instructor: Brian D. Compton, Ph.D. Office Location: Kwina Office/Classroom Complex #110 (in Building 15) Office Hours: As posted and by appointment Telephone: (360) 392-4321 Fax: 360-392-4333 (c/o NWIC Enrollment Services, "ATTN: Brian Compton") Email: [email protected] Blog: http://blogs.nwic.edu/briansblog/ Science Writing Mentor Information Please note that this course involves several writing assignments that are to be developed through collaboration with the Science Writing Mentor at Northwest Indian College, whose contact and availability information is presented below. Please consult with her for further details regarding her availability and turn-around time for reviewing and providing editorial feedback on writing assignments. Writing Mentor: Lynda Jensen, M.A. Office Location: When not in class, Ms. Jensen is most reliably found in her office in the Testing Center (in Building 17) or in the Science Lounge (room NE106 in Building 16). Mentor Hours: 1:00-5:00 pm Monday-Thursday; all day Friday Telephone: (360) 392-4303 Email: [email protected] TRiO Writing Mentors Information Northwest Indian College (NWIC) is the recipient of funding from the U.S. Department of Education's TRiO program to provide academic and related support to NWIC students. The TRiO Writing Mentor's contact and availability information is presented below: Writing Mentor: Stephanie Manzo Office Location: Center for Student Success (Building 17) Mentor Hours: 2:00-4:00 pm Thursdays in the Science Lounge (room NE106 in Building 16) Email: [email protected] Writing Mentor: Jay Niver Office Location: Center for Student Success (Building 17) Mentor Hours: to be determined Email: [email protected] Course Description Study of the moral philosophy that is inherent in the traditional relationship between Native people and the natural world. Examines how the foundation of traditional tribal values influences land use and serves as the foundation for cultural and natural resource management. Course Overview

Disclaimer: This syllabus is tentative and subject to change by the instructor. Native Environmental Ethics – Spring 2016 NESC 410 will involve study of environmental ethics with a focus on Native American perspectives but also with reference to the considerable body of work relating to environmental ethics that derives from non-Native contributors. Ethics are related to philosophy. For this course, emphasis will be on ethics as related to the environment, an important topic for Native American cultures for millennia and one that received broader recognition beginning in the 1970s with awareness of the so-called environmental crisis, and which was further highlighted by the photograph taken on 7 December 1872 by the crew of the spacecraft Apollo 17 and known as "the blue marble." Widespread dissemination of this image for the first time allowed humans the ability to view the earth as a whole, leading to recognition of the finiteness of our home planet and the damage that humans have done to it. Ultimately, broader attention was given to human obligations to or for nature, i.e., to environmental ethics; a topic situated within broader philosophical concerns, especially those related to nature (Callicot & Frodeman, 2009, p. xv; Petsko, 2011). Philosophy may be defined as "The study of the fundamental nature of knowledge, reality, and existence, especially when considered as an academic discipline" ("Philosophy," 2015). From the Western perspective this has been associated with "natural philosophy," or "[n]atural science [or sciences], especially physical science [or sciences]," which in turn relate to study of animate (biology) and inanimate (physics, chemistry, geology, etc.) entities ("Natural Philosophy," 2015; "Natural Science," 2015; and "Physical Sciences," 2015). Ethics may be defined as "Moral principles that govern a person’s or group’s behavior;" "The moral correctness of specified conduct;" or "The branch of knowledge that deals with moral principles" ("Ethics," 2015). The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP, in part): The statement that "Indigenous peoples have the right to their traditional medicines and to maintain their health practices, including the conservation of their vital medicinal plants, animals and minerals" appears in Article 24, Paragraph 1 of the UNDRIP. In addition, "Indigenous peoples have the right to maintain and strengthen their distinctive spiritual relationship with their traditionally owned or otherwise occupied and used lands, territories, waters and coastal seas and other resources and to uphold their responsibilities to future generations in this regard" appears in Article 25 of the UNDRIP. "Indigenous peoples have the right to maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions, as well as the manifestations of their sciences, technologies and cultures, including human and genetic resources, seeds, medicines, knowledge of the properties of fauna and flora, oral traditions, literatures, designs, sports and traditional games and visual and performing arts. They also have the right to maintain, control, protect and develop their intellectual property over such cultural heritage, traditional knowledge, and traditional cultural expressions" appears in Article 31, Paragraph 1 in the UNDRIP (United Nations, n.d.). Indigenous human rights, Indigenous habitat, and a land ethic: Aldo Leopold wrote that "All ethics so far evolved rest upon a single premise: that the individual is a member of a community of interdependent parts. The land ethic simply enlarges the boundaries of the community to include soils, waters, plants and animals, or collectively the land" (Aldo Leopold Foundation, n.d.). According to Walter Echo-Hawk, Pawnee attorney, author (including of the book In the Light of Justice [Echo-Hawk, 2013a]), and speaker, "… I believe that since it’s [i.e., the UNDRIP] now technically a part of U.S. Policy that as our nation begins to enter the human rights era of federal Indian law and policy and beginning to implement these Indigenous human rights as far as they include the human right, Indigenous human rights to indigenous habitat and the ways of life that go along with that, cultural ways of life that go along with indigenous habitat, that there’s a congruency between recognizing and protecting these kinds of rights and fostering the conditions for developing a land ethic. "The second problem [of seven factors or problems] in our Anthropocene Era is the destruction and degradation of the native plant communities around the world through the deforestation, clear-cutting, through steel plows being drug through fragile indigenous plant communities, through unchecked development. We are literally destroying the sacred living covering of Mother Earth acre by acre" (Thomas S. Foley Institute, 2014, also see Echo-Hawk, 2013a and 2013b). Main goals of the course: These will include learning about the notable works and ideas of several key individuals who have addressed topics related to Native environmental ethics. This information will be considered within the context of the lands, waters, plants, and animals of cultural significance to Coast Salish and other Indigenous peoples. The sequence of presentation of materials addressed within this course is intended to lead students to form responses to Walter Echo- Hawk's call for the development of a national land and sea ethic (Thomas S. Foley Institute, 2014, also see Echo-Hawk, 2013a and 2013b).

06be2fe5ea97fe837dfac09aeae68781.docx Page 2 of 11 Native Environmental Ethics – Spring 2016 Course Materials There is no required textbook for this course. This course is based on a series of weekly topics and related questions, which will be addressed in reading assignments, videos, classroom discussions, written assignments and oral presentations based in part on the materials listed below: Chief Seattle's speech & gravesite. (n.d.). Retrieved from The Suquamish Tribe website: http://www.suquamish.nsn.us/HistoryCulture/Speech.aspx Center for Humans and Nature. (2014, January 14). Questions for a Resilient Future: Robin Wall Kimmerer [Video file]. Retrieved from https://www.youtube.com/watch?v=y4nUobJEEWQ Callicot, J. B., & Frodeman, R. (Eds.). (2009). Encyclopedia of environmental ethics and philosophy [PDF]. Retrieved from http://www.gmu.ac.ir/download/booklibrary/e-library/Encyclopedia%20of%20Environmental%20Ethics %20and%20Philosophy.pdf [PDF available from Gonabad University of Medical Sciences website; Two volume set, Volume 1: Abbey to Israel, Volume 2: Jackson to Wright] CBC/Radio-Canada. (2003). The truth about stories: A Native narrative [Audio file]. Retrieved from http://www.cbc.ca/radio/ideas/the-2003-cbc-massey-lectures-the-truth-about-stories-a-native-narrative-1.2946870 ["'You'll Never Believe What Happened' Is Always a Great Way to Start" by Thomas King, from the Massey Lectures; also available through YouTube at https://www.youtube.com/watch?v=wzXQoZ6pE-M] Echo-Hawk, W. R. (2013a). In the light of justice: The rise of human rights in Native America. Golden, CO: Fulcrum. Echo-Hawk, W. R. (2013b). Toward an American land ethic. In W. R. Echo-Hawk (Author), In the light of justice: The rise of human rights in Native America (pp. 133-155). Golden, CO: Fulcrum. Egan, T. (1992, April 20). Chief's speech of 1854 given new meaning (and words). New York Times, U.S. Retrieved from http://www.nytimes.com/1992/04/21/us/chief-s-speech-of-1854-given-new-meaning-and-words.html? pagewanted=all Fine, K. (n.d.). What is metaphysics? Retrieved from New York University Department of Philosophy website: http://philosophy.fas.nyu.edu/docs/IO/1160/met.pdf Deloria, V., Jr. (2001). American Indian metaphysics. In V. Deloria, Jr. & D. R. Wildcat (Authors), Power and place: Indian education in America (pp. 1-6). Golden, CO: Fulcrum. Deloria Jr., V., & Wildcat, D. R. (2001). Power and place: Indian education in America. Golden, CO: Fulcrum. Hardin, G. (1968). The tragedy of the commons. Science, 162(3859), 1243-1248. http://dx.doi.org/10.1126/science.162.3859.1243 Huffaker, B. (Producer). (2011). Green fire: Aldo Leopold and a land ethic for our time [Motion picture]. USA: Aldo Leopold Foundation. [73 minutes; Lummi Library: QH 31 .L618 G74 2012; http://www.greenfiremovie.com/; includes program notes on DVD 2, Community Resource Kit] King, T. (2005). The truth about stories: A native narrative. Retrieved from http://www.plrs.ca/eteacher_download/652/10209 McKibben, B. (Ed.). (2008). American Earth: Environmental writing since Thoreau. New York, NY: Literary Classics of the United States Momaday, N. S. (1997). An American land ethic. In N. S. Momaday (Author), The man made of words: Essays, stories, passages (pp. 42-49). Retrieved from https://tuftsgradhumanitiesconference.files.wordpress.com/2014/05/momaday.pdf Regan, T. (1985). The case for animal rights. In P. Singer (Ed.), In defense of animals (pp. 13-26). Retrieved from http://www.animal-rights-library.com/texts-m/regan03.htm Sandra Steingraber. (n.d.). Retrieved from http://steingraber.com/ Stone, C. D. (n.d.). Should trees have standing? Toward legal rights for natural objects. Retrieved from http://isites.harvard.edu/fs/docs/icb.topic498371.files/Stone.Trees_Standing.pdf Sweetman, B. (1997). The deconstruction of western metaphysics: Derrida and Maritain on identity. Retrieved from Postmodernism and Christian Philosophy, University of Notre Dame website: https://maritain.nd.edu/ama/Ciapalo/Ciapalo16.pdf The Aldo Leopold Foundation. (n.d.). Retrieved from http://www.aldoleopold.org/home.shtml The life and legacy of Rachel Carson. (n.d.). Retrieved from http://www.rachelcarson.org/ Thomas S. Foley Institute. (2014, October 27). "The need for an American land ethic" with Walter Echo-Hawk [Video file]. Retrieved from https://www.youtube.com/watch?v=HNOFMHnrWTc

06be2fe5ea97fe837dfac09aeae68781.docx Page 3 of 11 Native Environmental Ethics – Spring 2016 Wildcat, D., Jr. (2001). The schizophrenic nature of western metaphysics. In V. Deloria, Jr. & D. R. Wildcat (Authors), Power and place: Indian education in America (pp. 47-55). Retrieved from https://books.google.com/books? id=962LpdtlE-8C&pg=PA47&source=gbs_toc_r&cad=3#v=onepage&q&f=false Wilson, E. O. (2013). The meaning of human existence. New York, NY: Liveright. Whyte, K. (2015, March 1). How similar are Indigenous North American and Leopoldian environmental ethics? [PDF]. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2022038 Online Support This course is supported by the instructor's blog (see above under Instructor Information). In the event of an unscheduled college closure, check this site for course assignments and updates so that you may continue your academic progress outside of class. Course Policies 1. Student Rights & Responsibilities: These will be observed as described in the 2015-2017 Northwest Indian College Catalog and in accordance with Northwest Indian College policies. 2. Attendance & Participation: Regular attendance and participation are essential to your success in this course. It is your responsibility to attend class meetings regularly and on time. In the event that you may arrive to class late, please be mindful that the course work has already begun and that class interruptions may negatively impact your classmates’ and the instructor’s efforts regarding teaching and learning. Necessary absences should be reported to your instructor and multiple unexcused absences may result in grade reductions that could prevent you from passing this course. 3. Assignments & Due Dates: All assignments are to be submitted as indicated by the instructor and in supporting course materials. You must complete your work as indicated in this syllabus and in class or you will not receive credit for that work. Unless otherwise instructed, you are required to submit your work in electronic format (i.e., Microsoft Word) via Email to Brian Compton at [email protected]. I will not accept late assignments without prior approval. 4. Assessment & Grades: The grades that I will report on the class grade roster at the end of the quarter may be determined through assessment as detailed in this syllabus and described in class and course materials. 5. Electronic Devices (e.g., cell phones and laptop computers): Please be sure to reserve cell phone and laptop use for outside of class unless they are being used with the instructor's approval and in direct support of your on-task course work. 6. Email: I will use your NWIC Email address to communicate with you in this course, so you must access it to receive any messages that I send to you via that address. Institutional, Program and Course Outcomes NWIC Institutional Outcomes The institutional outcomes that this course seeks to support are: 1. Native Leadership—To Acquire a Quality Education a. Effectively communicate in diverse situations, from receiving to expressing information, both verbally and non-verbally b. Use analytical and critical thinking skills to draw and interpret conclusions from multiple perspectives including Indigenous theory and methods 2. Way of Life—To Give Back a. Demonstrate knowledge of what it means to be a people b. Practice community building through service learning 3. Inherent Rights—To Apply Indigenous Knowledge a. Exhibit a sense of place b. Recognize Tribal rights as they relate to human rights 4. Community Minded—To Utilize Education Through Work a. Meet the technological challenges of a modern world b. Work cooperatively toward a common goal Bachelor of Science in Native Environmental Science Program Outcomes

06be2fe5ea97fe837dfac09aeae68781.docx Page 4 of 11 Native Environmental Ethics – Spring 2016 The program outcomes that this course seeks to support are: 1. Sense of Place a. Value the interrelationships between people and the environment. b. Ground and apply concepts and methodologies to place. 2. Relationality a. Demonstrate self-location within inquiry-based research. b. Value relationality in the practice of Native Environmental Science. c. Evaluate and interpret environmental laws, policies, and acquired rights, and advocate for inherent rights. 3. Inquiry a. Use Indigenous theories and methods to conduct inquiry-based research and evaluation that respond to the needs of Indigenous communities and serve to promote Indigenous self-determination. b. Evaluate and use appropriate technologies for inquiry-based research in support of restoration and revitalization of the environment. c. Evaluate and apply quantitative, qualitative, and mixed methodologies and concepts that include the synthesis of complex information. 4. Communication a. Communicate using oral, written, and graphical (visual) methods to support Indigenous self- determination. b. Communicate effectively to multiple audiences, including Indigenous communities, policy makers, scientific communities, and the general public. Course Outcomes As the result of this course students will be able to … 1. Describe the importance of Native American environmental ethics as a means to perpetuate the cultural survival of tribes. 2. Describe the importance of Native American environmental ethics as a means of maintaining reciprocal and appropriate relationships with the natural world. 3. Describe the philosophical background to Native American environmental ethics using a model such as Vine Deloria, Jr.’s Power + Place = Personality. 4. Explain the role of Native American environmental ethics as a foundation to current trends in the mainstream environmental movement. 5. Explain the desirability of Native American environmental ethics as a foundation for modern tribal resource management.

Outline/Schedule of Topics & Assignments Week 1  North American Indigenous Peoples (NAIP)  Course Introduction Environmental Ethics, Philosophy &  North American Indigenous Peoples (NAIP) Caricatures, continued Environmental Ethics, Philosophy & Caricatures  Reading:  Reading: o Native Americans (Callicot & o The Truth About Stories: A Native Frodeman, 2009, Vol. 2, pp. 85-90) Narrative (CBC/Radio-Canada, 2003; King, 2005) o Natural Law Theory (Callicot & Frodeman, 2009, Vol. 2, pp. 90-92) o Black Elk 1863-1950 (Callicot & Frodeman, 2009, Vol. 1, pp. 116-117) o An American Land Ethic (Momaday, 1997)  Due: Short Paper #1 at 5:00 pm on Friday Week 3 Week 2  American Indian Metaphysics 06be2fe5ea97fe837dfac09aeae68781.docx Page 5 of 11 Native Environmental Ethics – Spring 2016  Reading:  Due: Formal Paper Topic, Thesis (or equivalent) & Preliminary Bibliography at o What is Metaphysics? (Fine, n.d.) 5:00 pm on Friday

o American Indian Metaphysics (Deloria, Week 6 2001)  Rachel Carson, Sandra Steingraber & Robin Wall Kimmerer o The Schizophrenic Nature of Western  What Does the Earth Ask of Us? (Center for Metaphysics (Wildcat, 2001) Humans and Nature, 2014)  Rachel Carson ("The life and legacy," n.d.) o The Deconstruction of Western  Sandra Steingraber ("Sandra Steingraber," n.d.) Metaphysics: Derrida and Maritain on Week 7 Identity (Sweetman, 1997)  The Need for an American Land Ethic (Thomas S. Foley Institute, 2014; also see Echo-Hawk,  Due: Short Paper #2 at 5:00 pm on Friday 2013a and 2013b) Week 4  Due: Short Paper #4 at 5:00 pm on Friday  Chief Seattle's 1854 Speech  Due: Annotated Bibliography at 5:00 pm on Friday  Reading: Week 8 o Chief Seattle’s 1854 Speech ("Chief  The Tragedy of the Commons (Hardin, 1968) Seattle's Speech &," n.d.) Week 9 Chief's Speech of 1854 Given New o  Animal Rights and Native Environmental Ethics Meaning (and Words) (Egan, 1992)  Reading: Week 5 o The Case for Animal Rights (Regan,  Indigenous environmental ethics and the 1985) Leopoldian land ethic  Due: Short Paper #5 at 5:00 pm on Friday  Due: Draft formal paper at 5:00 pm on  Reading: Friday Week 10 o How Similar Are Indigenous North  The Rights for Natural Objects American and Leopoldian  Reading: Environmental Ethics? (Whyte, 2015) o Should Trees Have Standing? Toward  Viewing: Legal Rights for Natural Objects (Stone, n.d.) o Green fire: Aldo Leopold and a land  Due: Final formal paper at 5:00 pm on ethic for our time (Huffaker, 2011) Friday Week 11  Due: Short Paper #3 at 5:00 pm on Friday  Course Conclusion  Due: Short Paper #6 at 5:00 pm on Thursday  Due: Oral presentation of formal paper

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Assessment—Requirements, Assignments & Grading Requirements & Assignments 1. Attendance and participation (Attendance will be recorded and reported to Enrollment Services for financial aid purposes but will not contribute points for grading purposes. That being said, attendance and participation are essential to the successful completion of this course.) 2. Biweekly short papers (as indicated below) (Short research reports consisting of 500 words with a minimum of two references. These are to be produced in accordance with APA [American Psychological Association] Style guidelines, submitted in electronic form a minimum of one time to the Science Writing Mentor for preliminary review and feedback, and submitted in electronic form to the course instructor for final review and feedback. They should address all aspects of the editorial review and feedback. They will be assessed according to the corresponding rubric presented in the appendix to this syllabus. Complete assignments will receive all the possible points. Note: An assignment template is presented on the instructor's blog.) a. Short Paper #1 (10 points possible for 10% of the total grade) b. Short Paper #2 (10 points possible for 10% of the total grade) c. Short Paper #3 (10 points possible for 10% of the total grade) d. Short Paper #4 (10 points possible for 10% of the total grade) e. Short Paper #5 (10 points possible for 10% of the total grade) f. Short Paper #6 (10 points possible for 10% of the total grade) 3. Formal paper (consisting of the elements described below) a. Topic, thesis (or equivalent) & preliminary bibliography for formal paper (5 points or 5% of final grade) (A topic related to the course content is identified, a clear thesis statement (or equivalent) is developed, and a preliminary bibliography of relevant and authoritative references that relate to the topic and thesis is included. This is to be produced in accordance with APA [American Psychological Association] Style guidelines, submitted in electronic form a minimum of one time to the Science Writing Mentor for preliminary review and feedback, and submitted in electronic form to the course instructor for final review and feedback. It should address all aspects of the editorial review and feedback. It will be assessed according to the corresponding rubric presented in the appendix to this syllabus. Complete assignments will receive all the possible points. Note: An assignment template is presented on the instructor's blog.) b. Annotated bibliography for formal paper (5 points or 5% of final grade) (An annotated bibliography containing a minimum of five references related to the project topic will be developed. Also note additional writing and assessment details as indicated above and the corresponding rubric in the appendix.) c. Preliminary draft of formal paper (15 points or 15% of final grade) (A complete preliminary draft of a formal paper will be developed. Also note additional writing and assessment details as indicated above and the corresponding rubric in the appendix.) d. Final version of formal paper (10 points or 10% of final grade) (A complete final version of a formal paper will be developed. Also note additional writing and assessment details as indicated above and the corresponding rubric in the appendix.) 4. Oral presentation of formal paper (5 points or 5% of final grade) (This may be presented with optional electronic support, e.g., PowerPoint, Prezi, Sway or other presentation software1 and should be submitted to the instructor in electronic form at least one day prior to in-class presentation . Also note additional writing and assessment details as indicated above and the corresponding rubric in the appendix.)

Grading:

1 A number of presentation software alternatives to PowerPoint are described at http://www.customshow.com/best-powerpoint-alternatives-presentation-programs.

Note that students must complete course requirements as described in this syllabus to be eligible for receiving a grade for this course. Northwest Indian College uses the following symbols for grading courses:  A: The student has met or exceeded the highest level of the course requirements.  B: The student has met the course requirements above the satisfactory level.  C: The student has met the course requirements at the satisfactory level.  D: The student has met the course requirements at the minimum level. However, the student has not met all of the course requirements at the satisfactory level.  F: The student has not met the course requirements at the minimum level. In this course, the following points and percentages will be associated with letter grades: Grade Points Earned Percentage A 95-100 95-100% A- 90-94 90-94% B+ 86-89 86-89% B 85 85% B- 80-84 80-84% C+ 76-79 76-79% C 75 75% C- 70-74 70-74% D+ 66-69 66-69% D 65 65% D- 60-64 60-64% F 0-59 0-59% Please also note the following important details regarding grading.  Incomplete Agreement Policy Statement: If a student has been making consistent progress and has regular attendance, but some essential requirement of the course has not been completed because of unforeseen circumstances the student has the option to request to enter into an incomplete agreement. The deadline to request an incomplete agreement is the last day of the quarter. It is the instructor’s discretion whether to accept the student’s request. When the instructor submits an incomplete agreement for a student, included should be: o The grade earned by the student on the date that the incomplete agreement is submitted, o A detailed list of remaining work to be completed, and o A deadline for the completion of that work. (The deadline is not to extend longer than two consecutive quarters.)  Grade Change Policy: Grade and designation of Incomplete recorded by the registrar at the end of a quarter will be considered final and not be changed except in the following cases: o When a letter grade is submitted to replace the incomplete, by the instructor of record or, if the instructor of record is no longer employed by NWIC, by the Dean of Academics. o When a grade resulting from an error, such as a computation error, is corrected by the instructor of record; the request for change to correct these errors may only be made by the instructor of record, before the beginning of blue-slip week (second week of the quarter) or the following quarter. o When an error committed in the administrative recording process is corrected by the registrar’s office. o When a student’s grade appeal has been adjudicated, as outlined in the grievance procedure in the Student Handbook. Note: The Incomplete Agreement and Grade Change policies were approved in April of 2015, too late for inclusion in the print version of the 2015-2017 Northwest Indian College Catalog. Please be sure to note that information regarding incomplete grades and grade changes in the print catalog is obsolete. However, the new information does appear in the updated electronic version of the catalog available from the NWIC website. Please also note that your instructor for this course requires completion of a written Incomplete Agreement Request Form, which is available upon request.  Other Considerations o Completion of an assignment does not ensure receipt of full credit for that assignment. I will assess your work for its promptness, appropriateness, completeness, quality and relationship to one or more assessment rubrics. All work must be completed by the start of the final class meeting or—only with prior permission of the instructor and because of unavoidable circumstances—by noon of the last day of the quarter unless an Incomplete Agreement is requested and completed as indicated above.

o Grade qualifiers (- or +) may accompany your final grade depending upon various factors to be determined by your instructor with respect to the promptness and quality of your efforts. References Echo-Hawk, W. R. (2013a). In the light of justice: The rise of human rights in Native America. Golden, CO: Fulcrum. Echo-Hawk, W. R. (2013b). Toward an American land ethic. In W. R. Echo-Hawk (Author), In the light of justice: The rise of human rights in Native America (pp. 133-155). Golden, CO: Fulcrum. Ethics. (2015). Retrieved April 6, 2015, from Oxford Dictionaries website: http://www.oxforddictionaries.com/us/definition/american_english/ethics Natural philosophy. (2015). Retrieved April 6, 2015, from Oxford Dictionaries website: http://www.oxforddictionaries.com/us/definition/american_english/natural-philosophy Natural science. (2015). Retrieved April 6, 2015, from Oxford Dictionaries website: http://www.oxforddictionaries.com/us/definition/american_english/natural-science?q=natural+sciences Petsko, G. A. (2011). The blue marble. Genome Biology, 12(4), 112. http://dx.doi.org/10.1186/gb-2011-12-4-112 Philosophy. (2015). Retrieved April 6, 2015, from Oxford Dictionaries website: http://www.oxforddictionaries.com/us/definition/american_english/philosophy Physical sciences. (2015). Retrieved April 6, 2015, from Oxford Dictionaries website: http://www.oxforddictionaries.com/us/definition/american_english/physical-sciences#physical-sciences__2 Thomas S. Foley Institute. (2014, October 27). "The need for an American land ethic" with Walter Echo-Hawk [Video file]. Retrieved from https://www.youtube.com/watch?v=HNOFMHnrWTc United Nations. (n.d.). United Nations declaration on the rights of indigenous peoples. Retrieved September 8, 2015, from United Nations department of economic and social affairs website: http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Appendix: Course Rubrics Rubric for Bi-weekly Short Papers Assessment Attribute Possible Points Complete & Concise: All components of APA Style as indicated for the 2 assignment are included (format, number of words or page length, references and citations, etc.) and writing is economical and direct Correctness: All aspects of grammar, spelling, punctuation and word 2 choice are present Coherence (& Control): Ideas are presented logically and in a unified 2 manner with good flow, paragraph construction, sentence content, etc. Clarity: Topics and questions are addressed in a clear and unconfused 2 manner and relate directly to the stated assignment objective(s) Content: Writing shows evidence of full and complete comprehension 2 of subject matter and ideas communicated are substantial and relevant All Attributes 10 total points possible Rubric for Topic, Thesis (or Equivalent) & Preliminary Bibliography Assessment Attribute Possible Points Complete & Concise: All components of APA Style as indicated for the 1 assignment are included and writing is economical and direct Correctness: A thesis (or equivalent) and preliminary bibliography 1 are correctly developed and presented; All aspects of grammar, spelling, punctuation and word choice are present Coherence (& Control): Content is presented logically and in a unified 1 manner with good flow, paragraph construction, sentence content, etc. Clarity: Writing is clear and unconfused and relates directly to the stated 1 assignment objective(s) Content: Writing shows evidence of full and complete comprehension 1 of subject matter and content communicated is substantial and relevant All Attributes 5 total points possible Rubric for Annotated Bibliography Assessment Attribute Possible Points Complete & Concise: All components of APA style as indicated for the 1 assignment are included and writing is economical and direct Correctness: A bibliography and annotations are correctly 1 developed and presented; All aspects of grammar, spelling, punctuation and word choice are present Coherence (& Control): Content is presented logically and in a unified 1 manner with good flow, paragraph construction, sentence content, etc. Clarity: Writing is clear and unconfused and relates directly to the stated 1 assignment objective(s) Content: Writing shows evidence of full and complete comprehension 1 of subject matter and content communicated is substantial and relevant All Attributes 5 total points possible Rubric for Formal Paper (preliminary draft and final versions) Assessment Attribute Possible Points Complete & Concise: All components of APA style as indicated for the 3 draft/2 final assignment are included (format, number of words or page length, references and citations, etc.) and writing is economical and direct Correctness: All required components are correctly developed and 3 draft/2 final presented; All aspects of grammar, spelling, punctuation and word choice are present

Coherence (& Control): Content is presented logically and in a unified 3 draft/2 final manner with good flow, paragraph construction, sentence content, etc. Clarity: Writing is clear and unconfused and relates directly to the stated 3 draft/2 final assignment objective(s) Content: Writing shows evidence of full and complete comprehension 3 draft/2 final of subject matter and content communicated is substantial and relevant All Attributes 15 total points possible (preliminary draft) 10 total points possible (final)

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