busyThese are the character notes for "The Hobbomak."
Emma Little Doe -- She has light copper skin, brown eyes, and long straight black hair. Her ears are pierced. She has tattoos of six dots at the corners over her eyes, and traditional floral patterns around her wrists. She is tall and slim. Her heritage is American and Mashpee Wampanoag. She speaks English, French, Hand Talk, Mohegan, and Wampanoag; she has also studied other indigenous languages of the East Coast. Emma is a linguist and anthropologist with an interest in preserving tribal cultures. She earned a Bachelor of Arts in Native American Studies with minors in Anthropology and History at Colgate University in Hamilton, New York. As an undergraduate, she joined the Mosaics Multicultural Group, Native American Student Allies, and The Game's Afoot. She also worked summers as a living history guide at the Wampanoag Homesite of Plimoth Plantation. Emma went on to get a Master's Degree in Linguistics with Graduate Certificates in Teaching English to Speakers of Other Languages and in Holocaust, Genocide & Human Rights Studies at Boston University in Boston, Massachusetts. There she joined Amnesty International at Boston University and the Outing Club. She learned wilderness first aid through the Outing Club. Emma and her partner Jesse Harris were studying precolonial structures when they discovered a time machine and decided to travel back to help the tribes of Turtle Island resist the European invasion.
"This tattoo is an over a thousand-year-old Algonquin floral design. This one in the middle is a very old Niantic design - it represents a strawberry trail. These represent seedlings, which represents new life, and this one up top, this is old growth forest dying and saplings growing up in between. It represents death and rebirth. The dots I've tattooed on my eyes, for women, Wampanoag women, dots usually symbolize individuals. You see that in a lot of our art. People on a path, the dots along a trail or something like that. You see that a lot, but it represents my family, so my four sons, myself and my husband.
Native American Studies Major
at Colgate University in Hamilton, New York
This information is part of the Colgate University catalog, 2020–21.
Major Requirements
The major in Native American Studies consists of nine courses and includes the following requirements:
North American (N) and Latin American (L) Courses
Seven elective courses, at least two courses must be taken in each of these areas:
North American (N) and Latin American (L) courses for Native American Studies
• NAST 301 - Native American Women (N)
• NAST 360 - Borderlands of North America (N)
• ANTH 205 - Archaeology of Warfare (L)
• ANTH 228 - Women and Gender in Prehistory (N)
• ANTH 361 - Ancient Environments and Human Legacies (L)
• HIST 209 - The Atlantic World, 1492 - 1800 (LAC) (L, N)
• HIST 231 - Resistance and Revolt in Latin America (LAC) (L)
One of the Following
• ANTH 358 - Native American Cultures
400-Level Course
An approved 400-level course or an approved 400-level independent study project
• NAST 491 - Independent Study
Emma did her independent study on language revitalization.
Recommended Engagement in Archaeological or Anthropological Fieldwork
Students are strongly encouraged to participate in archaeological or anthropological fieldwork (e.g., ANTH 253) and/or first-hand curricular contact with a Native American community (e.g., NAST 303).
With the advice and consent of the director, students are encouraged to enroll for a summer or term in field schools in archaeology or social anthropology, or Native American community colleges. Such approved programs may earn Native American Studies course credit.
Students are further encouraged to participate in non-curricular opportunities such as summer archaeological fieldwork with a Colgate faculty member or hands-on research with Native American collections in the Longyear Museum of Anthropology.
• NAST 303 - Service Learning in the Native American Southwest (Study Group)
• ANTH 253 - Field Methods and Interpretation in Archaeology
Honors and High Honors
Students interested in pursuing honors can find the additional requirements on the Native American Studies program page.
Honors and High Honors
Majors may achieve honors by having, at graduation, a minimum GPA of 3.30 in major courses and a minimum overall grade of 3.00. The candidate for honors also completes a research paper, written either in a 400-level independent study course or revised from a paper written in a 400-level course, or the equivalent, that is arranged in advance as an honors paper in Native American Studies. The honors paper must be judged to be of honors quality by a committee of two professors in Native American Studies, designated by the candidate in consultation with the program director. The candidate works with both professors (adviser and second reader) who are consulted during thesis development and provide comments on at least one substantive draft of the research paper prior to their final evaluation. The candidate for high honors must have, at graduation, a minimum GPA of 3.70 in major courses and a minimum overall grade of 3.00. The candidate for high honors produces a research paper, as described above, which is arranged in advance as a high honors paper. The paper must be judged to be of high honors by a committee consisting of two professors in Native American Studies, designated by the candidate in consultation with the program director. The candidate receives high honors by defending the paper with distinction in an oral examination conducted by at least three professors identified by the Native American Studies Program director.
• NAST 490 - Honors in Native American Studies
Emma wrote her high honors paper on the gift economy and its role in tribal alliances.
Anthropology Minor
at Colgate University in Hamilton, New York
Required Courses
• ANTH 102 - Culture, Diversity, and Inequality (completed by the end of the sophomore year with a grade of C or better)
• ANTH 103 - Introduction to Archaeology (completed by the end of the sophomore year with a grade of C or better)
Three additional ANTH electives, at least 2 must be at the 300 level
• ANTH 250 / ARTS 250 - Native Art of North America (AH)
• ANTH 356 - Ethical Issues in Native American Archaeology
• ANTH 361 - Ancient Environments and Human Legacies
History Minor
at Colgate University in Hamilton, New York
Requirements
The minor in history consists of five courses, including:
• HIST 199 - History Workshop
• Two courses at the 100 and 200 levels, only one of which can be a 100-level course.
HIST 103 - American History to 1877 (US)
HIST 209 - The Atlantic World, 1492 - 1800 (LAC)
HIST 210 - The History of Health, Disease and Empire (TR)
• One course at the 300 level
HIST 337 - Pirates in the Atlantic World, 1500s - 1730 (LAC)
• One seminar at the 400 level
For this class, Emma wrote a paper on "The Nondiscovery of America."
HIST 400 - Thematic Seminar: The Age of Exploration, 1400-1650
Other than HIST 199, the four courses must fall into at least two of the following areas:Africa (AF)Asia (AS)Europe (EU)Latin America and the Caribbean (LAC)Middle East (ME)Transregional (TR)United States (US)
Courses
HIST 199 - History Workshop
Trains students in historical methods by focusing on research, writing, and communication skills. Students learn to understand historiographical debates, assemble and assess bibliographies, find and interpret primary sources, construct effective written arguments, cite sources correctly, and develop appropriate oral communication skills. Depending on the instructor, the course may also include the use of non-traditional sources such as film or material culture, as well as the interpretation of historic sites, monuments, and landscapes.
HIST 103 - American History to 1877 (US)
A broad survey of key patterns, events, and the history of peoples in America from ca. 1500 to 1877. Covers the breadth of Native American life and the effects of European settlement, the colonial and constitutional periods through the age of reform, the crisis of union, and the Civil War and Reconstruction. Prepares students for upper-level courses in early American history. (US)
HIST 209 - The Atlantic World, 1492 - 1800 (LAC)
The events that followed Columbus’ accidental arrival in the New World in 1492 shaped the world in which we live today. This course explores the formation of the Atlantic communities as the result of interactions between European, African, and Native American peoples as well as the circulation of diseases, natural products, labor systems, imperial designs, economic policies, and frontier zones in the Atlantic world. Many of the consequences of this process of interaction were unintended. Students explore the configuration of European, African, and Native American societies before contact and the configuration of new communities in the New World; the slave trade and the establishment of the plantation complex from Brazil to South Carolina; the spread of Christianity in the New World; the development of scientific practices in the service of imperial and national states; the establishment of labor systems; and the different strategies of accommodation, resistance, and rebellion of the different actors trying to find/protect their place in the Atlantic world. This course intends to provide a regional framework for the study of colonial societies in the western hemisphere as well as for the study of emerging empires and states in Europe. (LAC)
HIST 210 - The History of Health, Disease and Empire (TR)
A comparative approach to exploring issues of disease, health, and medicine in the context of European imperial projects around the globe. Focusing on the late 17th through the early 20th centuries, the course traces how global empires facilitated environmental changes and exchanges, as well as the spread of diseases across distant sites. Students will study the shifting understanding of disease and health, as well as health disparities between enslaved and colonized populations and colonizers. These disparities had far-reaching geopolitical, economic, and social ramifications, including major influences on ideas of race and human difference. Students will gain an understanding of how practices of medicine and public health developed in imperial contexts as contested techniques of governance. (TR)
HIST 337 - Pirates in the Atlantic World, 1500s - 1730 (LAC)
Examines the emergence of piracy and pirates in the Atlantic World. During the early modern period (15th to 18th centuries), violence and robbery at sea became very intense, giving rise to famous figures. In the second half of the 17th century, pirates established a permanent presence in the Caribbean Sea, and their activities in the area are associated with the first Golden Age of Piracy. A second Golden Age dates from 1713 (Treaty of Utrecht) to the 1730s. The British Navy led an intense campaign against piracy in the 18th century and eventually removed pirates from the Caribbean Sea. Students explore the role pirates played in the development of Atlantic empires, colonial American societies, the transatlantic slave trade, and the Atlantic commercial system from the 16th to the 18th centuries, as well as international legal issues and gender issues. (LAC)
Mosaics Multicultural Group
Colgate’s multicultural group (Mosaics) functions as a nurturing environment for students with diverse origins. This includes bi-/multi-racial students, bi/multi-ethnic student, transracially adopted students, international students, other multicultural identifying students, and any students interested in multiculturalism. These students would be able to come together and celebrate experiences common to those with multicultural identities as well as discuss their differences. Students attracted to Mosaics share the common background of familial diversity and the shared experience of boldly choosing to identify with all the racial and ethnic groups that constitutes themselves and their family-ignoring societal pressures to simply identify with one aspect of their diverse backgrounds. Mosaics creates a safe space and support system for these students to establish and affirm our presence in the wider Colgate community.
Native American Student Allies
The purpose of the Native American Student Association (NASA) is to promote awareness and education of Native American culture and contemporary issues. We create an open forum for any students interested in Native American concerns.
In our efforts to promote education, the organization develops cultural programs and introduces Native speakers to raise awareness. One of our primary objectives is to expand and enrich native American month in November. Events we present include a film and lecture series, a social night, and a Native arts and crafts festival.
A long-term goal is hosting a Pow-Wow and/or and Iroquois social dance. Another goal is to increase Native American recruitment efforts with regards to the admissions process. In addition we would like to create positive interactions with communities outside of Colgate University.
Membership for NASA is open to any students with a sincere interest in any and all aspects of Native American culture. The organization does not require fees or dues. Formal officers are not named as we hope to arrive at decisions through group consensus. Committees may be established once our agenda on activities is finalized.
The Game's Afoot
The organization provides board game/video game enthusiasts in the Colgate student body, as well as those who may be more casually interested, with a venue to share their interests. The club has accumulated a significant number of board games and video games, and regularly holds events such as game nights. It also assists other Colgate organizations with similar events of their own.
Living history or historical reenactment can be done for education, entertainment, or both. Plimoth Plantation is one such facility in Massachusetts. Emma has worked at the Wampanoag Homesite there.
Master of Arts in Linguistics
at Boston University in Boston, Massachusetts
The MA in Linguistics is designed to provide students with a solid foundational knowledge of the traditional core areas of linguistic analysis, as well as a deeper specialization in a chosen subfield or interface area. Our goal is to help students reach a level of preparation suitable for the pursuit of more advanced work in linguistics, or in allied fields with a commitment to the study of language. Many students who complete the MA degree will go on to PhD programs in these areas, while others will instead pursue careers in fields such as speech and language technologies or education, among others. Our program has particular strength in the areas of theoretical syntax and semantics, experimental phonetics and phonology, and language acquisition. Additional areas of focus include language documentation and field linguistics, language change and variation, pragmatics and information status, prosody, Romance linguistics, and sign language linguistics.
The MA program is designed to be completed in one year, though students wishing to complete a major independent research project, akin to a thesis or capstone project, may wish to consider spending three or four semesters in the program instead. The program is appropriate for students with some background in linguistics, although an undergraduate degree in the field is not required. Entering students must have completed an introductory class in linguistics (e.g., CAS LX 250 at BU) and should also have taken introductory-level courses covering phonetics/phonology, syntax, and semantics. Students who lack this background may wish to apply first to our Graduate Certificate Program in Linguistics. MA students who have a gap in their prior academic coursework in any of the areas just mentioned must pass an examination or make up the deficiency through coursework prior to entry or during the first semester. Such coursework will not be counted toward the master’s degree requirements.
Learning Outcomes
§ The ability to think critically about fundamental issues in the study of language structure, universals, variation, change, acquisition, and social dimensions of language use, and a sophisticated command of several core areas of linguistic analysis.
§ The ability to analyze the empirical patterns found in sets of language data, and to construct well-reasoned linguistic analyses by formulating, testing, and refining hypotheses.
§ The ability to formulate a testable research question, grounded in the prior literature, to carry out the relevant research, analyze the findings, and construct argumentation to support the conclusions.
Course Requirements
The MA in Linguistics requires 32 credits. Students entering the program without the necessary background to take these courses may be required to take prerequisite courses. Prerequisite courses (GRS LX 601 Phonetics, LX 621 Syntax, and LX 631 Semantics) will not be counted as credit toward the degree. Course requirements are as follows:
§ Required core courses:
§ GRS LX 703 Phonological Analysis
§ GRS LX 722 Intermediate Syntax: Modeling Syntactic Knowledge
§ GRS LX 732 Intermediate Semantics: The Grammatical Construction of Meaning
§ Three additional graduate courses in Linguistics, excluding GRS LX 601, 621, and 631.
GRS LX 641 Sociolinguistics
A1 Ngom MWF 1:25-2:15 CAS 218
Sociolinguistics, broadly construed, is the investigation of relations between linguistic phenomena and human social life. This course covers several recent theoretical approaches to the study of language and society: variational sociolinguistics, ethnography of communication, and international sociolinguistics. Also covered are development of pidgins and creoles, multilingualism, language choice, and other aspects of language and culture. [Prereq: CAS LX 250 Introduction to Linguistics or AN 351 Language, Culture, and Society; or consent of instructor.]
GRS LX 655 Second Language Acquisition
A1 Chang MWF 10:10-11 STO B50
The goal of this course is to provide an overview of findings from the interdisciplinary field of second language acquisition (SLA), especially as they relate to differences between adult and child learners and individual variation among adult learners. The course examines data from many different language pairs, diverse theoretical perspectives on second-language attainment, and a wide range of factors influencing acquisition: language-universal, demographic, experiential, cognitive, social/affective, and environmental. The course also considers the case of third language acquisition as well as pedagogical implications. [Prereq: CAS LX 250 Introduction to Linguistics or consent of instructor.]
[Meets with CAS LX 355; Previously offered as CAS LX 542 "Second Language Acquisition"]
GRS LX 691 Linguistic Field Methods
A1 Lindsey MWF 9:05-9:55 CAS 228
An in-depth investigation of the phonology, morphology, syntax, semantics, and lexicon of an African or other non-Indo-European language. Weekly sessions with language consultant. [Prereq: CAS LX 250 Introduction to Linguistics or consent of instructor.]
[Meets with CAS LX 391; Also offered as MET LX 591; Previously offered as CAS LX 501 "Linguistic Field Methods"]
§ Two other graduate courses selected in consultation with an advisor, one of which may be directed research.
GRS LX 802 Seminar in Linguistic Research
A1 Chang W 2:30-4:15 TBA
Advanced graduate students working on their qualifying research papers or thesis present and discuss work in progress. The course is organized thematically based on students' research areas. Readings each week are determined on the basis of the research discussed. 2 cr. per semester.
GRS LX 642 Language, Race, and Gender
A1 Erker TR 12:30-1:45 TBA
Do women talk differently from men? How do race and ethnicity relate to the way people use language? This course examines these inter-related questions from the perspective of modern sociolinguistic theory, analyzing a range of languages and communities throughout the world. [Prereq: CAS LX 250 Introduction to Linguistics or consent of instructor.]
[Meets with CAS LX 342; Also offered as MET LX 542; Previously offered as CAS LX 320 "Language, Race, and Gender"]
GRS LX 660 Historical and Comparative Linguistics
A1 Nikolaev TR 11-12:15 TBA
Introduction to language change and the methodology of historical linguistic analysis, using data from a wide array of languages. Investigates genetic relatedness among languages, language comparison, historical reconstruction, and patterns and principles of change in phonology, morphology, syntax, and semantics. [Prereq: CAS LX 250 Introduction to Linguistics or consent of instructor.]
[Meets with CAS LX 360; Previously offered as CAS LX 535 "Historical and Comparative Linguistics"]
Language Requirement
All students pursuing an MA in Linguistics are required to demonstrate graduate-level reading proficiency in a foreign language prior to completion of the degree. Language proficiency can be demonstrated through a language examination, successful completion of a non-credit graduate-level foreign language reading course offered by Boston University, or the equivalent of two years of undergraduate study of the language at Boston University.
Emma took the opportunity to learn Mohegan by studying with the Connecticut Mohegans as part of their language revitalization program. She also studied Mahican, a related but distinct language, but did not learn the whole thing as it was extinct and lacked a revival effort. See a map of the Massachusetts tribes.
Graduate Certificate in Teaching English to Speakers of Other Languages (TESOL)
at Boston University in Boston, Massachusetts
The TESOL Program offers a four course, 16-credit graduate certificate that prepares future teachers of English to speakers of other languages. Students are exposed to a theoretical introduction to the nature and structure of language, key factors affecting second-language acquisition, and communicative approaches to the teaching of English as a second or foreign language. This certificate is most appropriate for those who already hold advanced degrees, individuals making mid-career changes, and those who are already volunteering or working in this field.
The certificate consists of the following courses:
SED TL 509 A1 Foundations of TESOL Pedagogy—Current theories of second-language teaching, analysis of materials, and practice in adapting and expanding textbook lessons. Focuses on adult, college, and international teaching.
SED LS 567 Structure of English—Linguistic analysis of English grammatical structures and pedagogical application of linguistic concepts in preparation for teaching English as a second or foreign language. Coursework extends implicit linguistic knowledge of English to explicit metalinguistic knowledge necessary for grammar sequencing and instruction.
SED LS 565 A1 Applied Linguistics: Language and Linguistics Survey—An introduction to contemporary linguistics, including phonological and syntactic theory, sociolinguistics, first- and second-language acquisition, and discourse theory. Also covers applications of various branches of linguistics to education, including issues of different cultures in the classroom, the role of language in education, and the development of literacy.
SED LS 658 A1 Second–Language Acquisition —Research and theories of second-language acquisition. Includes research on naturalistic and classroom second-language learning.
*International applicants will not be able to acquire a student visa through this course of study. International students in a certificate program must be on a valid visa that allows for part-time study. International applicants seeking a course of study that is permissible for a full-time student visa should review information on our master’s, CAGS, and Doctor of Education graduate programs.
Learning Outcomes
Students completing this program will be able to:
§ Develop original curriculum materials to supplement or supply curricular instruction to learners of English as an additional language in a variety of postsecondary settings domestically or internationally.
§ Explain and provide examples of the forms and meanings of basic structures of English that are known to pose problems for learners and teachers of English.
§ Apply pedagogical knowledge of the grammatical system of English to the preparation and delivery of instruction that reflects contemporary usage and discourse conventions.
§ Explain, analyze, and apply knowledge of the structure and functions of language from the various sub-fields of linguistics (i.e., articulatory phonetics, phonology, morphology, semantics, syntax, discourse pragmatics, and sociolinguistics) to addressing the intelligibility and communicative needs of English language learners.
§ Identify, explain, and critically analyze major theories, models, and hypotheses of second-language acquisition and discuss implications of each of these for classroom assessment and instruction.
§ Analyze and explain features of language variation, including the use of register, as these apply to oral and written social and academic language.
§ Engage in ongoing inquiry and reflection about teaching practice.
Graduate Certificate in Holocaust, Genocide & Human Rights Studies
at Boston University in Boston, Massachusetts
The Graduate Certificate in Holocaust, Genocide & Human Rights Studies offers students the opportunity to familiarize themselves with the causes and consequences of past acts of genocide and to consider human rights law as a means of violence prevention.
The study of government-sponsored crimes against humanity, the perpetrator state, the impact of extreme nationalism and the use of the media in spreading racism and prejudice, requires a multidisciplinary approach. The certificate accordingly draws on faculty trained in different disciplines and fields of expertise, including the history of the Holocaust and the Armenian genocide, African history, law, public health, literature and film of the Holocaust and other genocides, political theory, and religion.
The program also introduces students to the various institutional means available for the prevention of genocide and other crimes against humanity, for the cultivation of good relations among ethnic, racial, national, and religious groups and the effective management of tensions among them, and for the promotion and protection of human rights.
The principal objective of the certificate is to provide the student with the intellectual tools to analyze the multifaceted social, economic, cultural, civil, and political components of society under genocidal regimes, under repressive governments with poor human rights records, and the closely interconnected domestic and international environments in which such regimes operate. Further, the student develops proficiency in analyzing government-citizen relations, including the extent to which individuals, societies, and domestic and international NGOs can intervene to promote and protect human rights and prevent genocide. Completion of the Graduate Certificate in Holocaust, Genocide & Human Rights Studies helps students to prepare for graduate studies in history, political science, law, literature, and religion, in addition to careers in social and governmental service.
Learning Outcomes
§ Demonstrate advanced knowledge of the history, ethics, law, and/or public health analysis of the Holocaust, comparative genocides, and/or human rights;
§ Demonstrate and understand the analysis of the Holocaust, comparative genocides, and/or human rights from at least two disciplinary perspectives; and
§ Demonstrate the capacity to complete a substantial research project on issues related to the Holocaust, comparative genocides, and/or human rights.
Requirements
§ Students must successfully complete at least 16 credits of coursework (four standard courses) that have a significant focus on human rights, comparative genocide, or Holocaust studies. At least one course must be taken in Human Rights and one course in Holocaust & Genocide Studies.
§ Students seeking a certificate must take courses in at least two departments or colleges.
§ Students must demonstrate research competence by completing a significant research project such as an MA thesis, PhD dissertation, or two substantial research papers for graduate-level seminars.
§ Students are expected to consult with the director of Holocaust, Genocide & Human Rights at the beginning of their studies to ensure that they develop a coherent course of study. The director will provide final approval to students who have completed the requirements for the certificate.
For a full list of approved courses offered at Boston University, please see the Graduate Certificate in Holocaust, Genocide & Human Rights Studies program website.
CAS HI 435 Histories of Human Rights
CAS HI 543 The Prevention of Genocide
Credits:4Undergraduate Prerequisites:one previous course in Holocaust and Genocide Studies, or consent of instructor.
(Meets with CAS IR 437.) Examines various approaches to and challenges in prevention of genocide, including ability of existing international institutions to develop early warning systems. Evaluation of effectiveness of unilateral military action and multilateral options at the UN and regional levels to stop genocide.
CAS HI 506: The Transformation of Early New England: Witches, Whalers and Warfare
Explores how religious schisms and revival, warfare with native Americans, political revolution, and commercial development transformed New England from a Puritanical agricultural society into an urbanized, industrial society by the outbreak of the American Civil War. Effective Fall 2018, this course fulfills a single unit in each of the following BU Hub areas: Historical Consciousness, Social Inquiry I.
GRS RN 685 Representations of the Holocaust in Literature and Film
BU Hub Learn More Historical Consciousness Ethical Reasoning
Credits:4
Questions of representation in literature and film about the Holocaust, including testimonial and fictive works by Wiesel and Levi, Ozick, and others; films include documentaries and feature films. Discussions of the Holocaust as historical reality, metaphor, and generative force in literature. Effective Fall 2019, this course fulfills a single unit in the following BU Hub areas: Historical Consciousness, Ethical Reasoning.
Amnesty International at Boston University
Amnesty international is the world’s biggest international human rights organisation that seeks to protect human rights around the world and preserve the Universal Declaration of Human Rights. Boston University Amnesty International seeks to raise awareness and educate the wider BU community about human rights abuses and take direct action to protect people whose rights are being violated.
Outing Club
The Outing Club strives to bring the joy of the great outdoors to the BU community. From urban explorations to trekking the White Mountains, we're 100% driven by the desire to take adventures beyond the BU campus. Our mission? To promote an appreciation for the natural environment through outdoor recreation. But we also just love to have fun. Check out linktr.ee/buoutingclub to follow us on facebook, and join our email list where we send weekly emails about our upcoming trips!
* * *
Jesse Harris -- He has mahogany skin, brown eyes, and short nappy black hair with a scruff of beard and moustache. He is short and fat. His heritage is African, American, and Mashpee Wampanoag. He speaks English, Hand Talk, Hausa, Spanish, and Wampanoag. Jesse earned a Bachelor of Arts in Anthropology with minors in Africana Studies and Native American and Indigenous Studies at the University of Massachusetts - Boston. As a hobby, he loves cooking. He joined the Culinary Aventures club shortly after starting college, volunteered at the Campus Kitchen, and took cooking workshops. He is especially interested in decolonizing diets, with a focus on traditional foodways from Turtle Island and Africa. He also worked summers as a living history guide at the 17th-Century English Village of Plimoth Plantation. Jesse went on to get a Master of Arts in Historical Archaelogy with a Graduate Certificate in Conflict Resolution from the same school. There he joined the Native and Indigenous Student Association and the Outdoor Enthusiasts. He learned wilderness first aid through the Outdoor Enthusiasts. Jesse and his partner Emma Little Doe were studying precolonial structures when they discovered a time machine and decided to travel back to help the tribes of Turtle Island resist the European invasion.
Hausa is a lingua franca in West Africa. See maps of African languages and countries.
Bachelor of Arts Anthropology
at the University of Massachusetts - Boston
Major Requirements
Anthropology majors are required to take 11 required courses, which are designed to provide a foundational understanding of anthropological theory and its historical currents, engage deeply with the social and cultural diversity represented by at least one non-Euro-American tradition, and introduce an understanding of methodological approaches within at least one subfield. The undergraduate career is culminated with a capstone course.
1) Subfield Introductory Courses (3 courses required)
The following courses provide an overview of the various subfields of anthropology. All majors are required to take all three courses (the order in which they are taken is up to the student):
• Anth 105 Introduction to Biological Anthropology
• Anth 106 Introduction to Sociocultural Anthropology
• Anth 107 Introduction to Archaeology
2) Sociocultural theory (1 course required)
• Anth 345 Sociocultural Theory in Anthropology
3) Area studies (1 course required).
Students may choose from:
• Anth 376 Native Peoples of New England: Contemporary Issues
4). Methodology (1 course required).
Students may choose from:
• Anth 340 Historical Archaeology
5). Comparative analysis (1 course required).
Students may choose from:
• Anth 230 Archaeology Myth and Mystery
6) Proseminar (1 course required)
• Anth 425 Contemporary Issues in Anthropology
7) Additional courses for the Major (3 courses required).
To complete their majors, students may choose any three additional courses from the lists above as well as from the Department’s special topics offerings, Anth Z280 and Anth 480. At least one of these courses must be at the 300-level or above, if the student has not already completed three such advanced departmental courses.
• Anth 247 Ancient Cities and States
• Anth 324 A Biocultural Approach to Warfare
• Anth 368 Myth in Cultural Context
• Anth 432 Archaeological Science
Minor in Africana Studies
at the University of Massachusetts - Boston
Students minoring in Africana Studies take six courses including AfrSty 110 (African-American History I) and AfrSty 111 (African-American History II).
Student also take four Africana Studies courses above the 100 level; two of these must be above the 200 level.
Courses
AFRSTY 220 Free and Slave in the New World, 1492-1888
A survey of African-American and Afro-Caribbean societies from the European settlement of the Americas to the abolition of slavery in Brazil. The geographical focus is on Canada, the United States, Mexico, Guyana, Brazil, Cuba, and the English-speaking Caribbean-primarily Trinidad, Jamaica, and Barbados. The course introduces students to the historical debate over the varieties of slave systems.
AFRSTY 250 - The Civil Rights Movement
This course examines the American Civil Rights movement as it developed during the period from 1954 to 1965, and as it changed during the period from 1966 to 1986. The course assesses the roles played by individuals, movements, governments, and political leaders in the process of social change.
AFRSTY 350L - Race, Class, and Gender: Issues in US Diversity
This course deals with the interrelationship of race, class and gender, exploring how they have shaped the experiences of all people in the United States. Focusing on race, class and gender as distinct but interlocking relationships within society, the course examines both the commonalities and the differences that different historical experiences have generated.AFRSTY 350L and AMST 350L are the same course.
AFRSTY 480 - Topics in Africana Studies: The Middle Passage
Minor in Native American and Indigenous Studies
at the University of Massachusetts - Boston
Requirements
The minor in Native American and Indigenous Studies requires the completion of 3 required courses and 3 elective courses for a total of 18 credits.
Three Required Courses
1. NAIS/ANTH/HIST 278L: Introduction to Native American and Indigenous Studies (3 cr.)
2. NAIS/HIST 262L: American Indian History to 1783 OR NAIS/HIST 263L Modern American Indian Social and Political History: From the American Revolution to Standing Rock (3 cr.) If students take BOTH 262 and 263, one will count as an elective toward the minor
3. NAIS 488: Working for Native Communities: Internship/Directed Study (3 cr.)
Three Electives
• Shamanisms: Anthropological Perspectives (ANTH 264)
• Archaeology of Colonialism in Native North America (ANTH 330)
• Ancient North America (ANTH 334*)
UMBe a Master Chef Kickoff!
go to bit.ly/UMBchef to sign up for hands-on cooking classes. The first class is November 16 and the demo is November 7
Event Date: November 07, 2017 - 11 a.m.
Location: Campus Center, 1st Floor, Terrace
Announcing FREE, hands-on cooking classes to learn simple meals that everyone can cook
Feed the Hungry, Build Leadership Skills at Campus Kitchen of UMass Boston
The Campus Kitchens Project is a national hunger relief organization that started a chapter at UMass Boston in 2010. It is a student-powered effort, with volunteers identifying what food can be recovered from the dining hall, local restaurants, and supermarkets; preparing that food during regular cooking shifts; and then delivering the food to senior and youth centers. Two Campus Kitchen employees assigned to the campus provide support for the volunteer staff.
Working out of a kitchen space shared with on-campus food provider Sodexo, Campus Kitchen at UMass Boston staffs a community meal in Somerville once a month, and has teamed up with U-ACCESS, which staffs a food pantry on campus for UMass Boston students, to offer hot meals.
Rebecca Driscoll, the program coordinator for Campus Kitchen at UMass Boston, says the organization’s work isn’t just limited to preparing, transporting, and serving meals. The organization also offers a nutrition education curriculum for partners like the Walter Denney Youth Center and Talent Search (formerly Project REACH) and hands our recipes. Every meal served has a protein, a starch, and a vegetable.
The program gives students valuable experience, Driscoll says.
“You’re volunteering your time, but you’re learning about food safety, sanitation, you’re learning about building community partnerships and relationships,” she said. “If you decide to be in nutrition education, you can learn how to teach and facilitate a curriculum. You can learn about the Supplemental Nutrition Assistance Program and SNAP outreach.”
Culinary Adventures is an OLLI Special Interest Group (SIG) for those who share a mutual interest or curiosity about food and things culinary.
History
Culinary Adventures began with 20 OLLI members who formed a Food Group in fall 2009. Their goal was to learn something new about food while having a good time. Now there are 226 members, the name has changed to Culinary Adventures, and there have been more than 50 culinary-related events,
Group Planning and Coordination
The SIG has a four-person steering committee. Each month a different member of the committee takes responsibility for planning and coordinating an adventure on a particular culinary-related topic.
Typical Activities
There's a mixture of monthly visits to ethnic restaurants, culinary-related talks, museum exhibits, tours, demonstrations, wine tastings, food banks, and classes. Here’s a venue sample from 2018-2019:
• Sid Wainer & Son ~ Guided tour of specialty gourmet store & herb farm
• Powisset Farm ~ Visit and cooking demo at CASA farm owned by The Trustees of Reservations
• The Industry ~ Local fare restaurant
• Jacob Worth ~ One last visit before the ole' establishment closed
• Flaming Grill ~ Chinese, Japanese, American buffet
• Belle Isle Seafood ~ Closest clam shack to Boston serving fresh local seafood.
• UMass Club Boston ~ private university club stablished in 1970
• Hyannis Yacht Club ~ Captain's Table with great food and spectacular views of Lewis Bay
• Noodle Barn & JP Seafood ~ Japanese food boxes and Vietnamese specialties
Membership and Attendance
Announcements of Culinary Adventures events come out monthly from the OLLI office. While the member list is large, 20-30 members typically attend each event. The week of the month and day vary, and events generally last about 2 ½ hours. Public transportation is almost always available. If not, car-pooling is arranged.
See an African food pyramid. This Anashinaabe food pyramid is typical of many tribes in Turtle Island, but each would take advantage of local resources -- a coastal tribe like the Wampanoag would rely much more on fish and shellfish where an inland tribe like the Mohegans would hunt more land animals. Some tribes also farmed food.
Living history or historical reenactment can be done for education, entertainment, or both. Plimoth Plantation is one such facility in Massachusetts. Jesse has worked at the 17th-Century English Village there.
Master of Arts in Historical Archaelogy
at the University of Massachusetts - Boston
Degree Requirements
To complete their degree, students must complete 36 credits: eight 3-credit courses (three required, five rotating courses), a graduate archaeological field school course (6-credits), and a master’s thesis (6-credits).
Required Courses
ANTH 640: Archaeological Methods and Analysis (1st semester, first year)
ANTH 665: Graduate Seminar in Archaeology (1st semester, first year)
ANTH 625: Historical Archaeology (2nd semester, first year)
Non-Credit Thesis Mini Course (2nd semester, first year)
ANTH 685: Summer Field School in Historical Archaeology
ANTH 699: Master of Arts Thesis
Rotating Courses
Over the course of their first two years in the program, students take 5 electives. Electives offered by the program rotate every 2 to 3 semesters. Below is a list of recently offered electives:
• Reconstructing the African Diaspora
• Environmental Archaeology
• Culture Contact and Colonialism in the Americas
• Historical Landscapes and Geographic Information Systems
• Critical Approaches to Race in Anthropology
Please note that a series of non-credit “mini-courses” will be offered intermittently and are open to all graduate students. These tend to last 3-5 weeks and meet for an hour weekly. Recent topics have included thesis proposal writing, quantitative methods and data presentation, spatial analysis, conservation, grant writing, and others. We strongly advise students to attend the proposal-writing mini-course offered alongside ANTH 625 in spring semesters.
Jesse attended two field schools: one with the Pequot Tribal Nation in Connecticut and one at the University of Nigeria - Nsukka.
Field School
All graduate students in our program are expected to receive intensive, graduate-level archaeological fieldwork training before completing their thesis. Most students fulfill this requirement by enrolling in ANTH 685, a 6-credit graduate summer field school offered through Continuing and Professional Studies (CAPS). Previous field schools have been held at Plymouth, MA; Eastern Pequot Tribal Nation, CT; Grafton, MA; and Shelter Island, NY; and other locations in New England. Substitutions are made only by formal petition to the Graduate Committee, and if the waiver is approved, these 6 credits have to be fulfilled through regular or individual-based coursework.
Jesse did his thesis on the intersectionality of slavery and oppression across Native American and African tribes in Colonial America. It was very badly received as proponents of Native American and African studies did not agree with each other on many points so there was no pleasing everyone. Jesse wrote to satisfy his own curiosity and that of other people interested in exploring their shared heritage. He barely scaped by with a degree.
Thesis
Completion of a thesis is the capstone requirement for the Historical Archaeology degree. Every student must complete a thesis based on original research using archaeological data, primary documents, oral history, and/or ethnographic field results.
Thesis completion is a staged process: 1) proposal; 2) advisor draft(s); 3) thesis committee draft; 4) defense draft; and 5) final thesis submitted to Graduate Studies. Keep in mind that it may take several draft versions to reach a defendable draft.
Conflict Resolution Graduate Certificate
Train to be an expert mediator, negotiator and facilitator.
Gain conflict resolution, collaborative decision making, and problem-solving skills.
Focus on areas such as court mediation, restorative justice, cross cultural conflict, peacebuilding, organizational and international conflict, and more.
The certificate program can be completed in 1 year of full time study or part-time.
• Full time study is considered 2 courses per semester (6 credits)
• 18 credit advanced certificate available.
• Attendance at 5 Colloquia required to complete program (4 are offered each semester)
• Students may participate in the court mediation internship in the district court system (6 credits).
• You can start in the certificate program and go on to the master's program - all credits will transfer.
All students must complete two core courses (negotiation and conflict resolution theory). Then choose electives to design their own track focusing on areas such as:
• Conflict Resolution and Management
• Organizational Conflict
• International Conflict
• Mediation which requires a 6 credit court mediation internship and satisfies the training and mentoring components of mediator qualifications according to guidelines and M.G.L. Chapter 233 section 23 (Confidentiality Statute). Additional Information on Mediation Certificates
Core Courses:
• Negotiation (ConRes 621) 3 credits
Negotiation is the bedrock skill in this field. The course addresses the development of negotiation techniques and fosters student knowledge of the substantial body of negotiation theory.
• Introductory Theory (ConRes 623) 3 credits
This course examines the theories and assumptions underpinning the practice of negotiation and mediation. It identifies the major schools of thought that influence models in practice and shape research agendas. It examines theories critically, with three aims-uncovering implicit assumptions of practice, testing those assumptions against empirical evidence or other theories, and gleaning insights to assist practitioners.
Examples of Electives: (most are 3 credits except the court mediation internship is 6 credits)
• Cross-Cultural Conflict
• Trauma, Violence and Conflict Resolution
• Conflict Resolution and Democracy Development in Africa
• Dealing with the Past
Graduate courses taken in other UMass Boston graduate departments or at other universities may be accepted for transfer credit with prior approval of the Graduate Programs in Conflict Resolution. A maximum of 3 courses can be taken outside the program.
Advanced Certificate: Students can expand their experience by choosing an 18-credit advanced certificate track. Typically this includes the two core courses (3 credits each), the court mediation internship (6 credits) and 2 electives (3 credits each) for total of 18 credits.
Examples of tracks:
• Mediation and Organizational Conflict
• Mediation and International Conflict
Advanced certificate options can be completed in one academic year by taking 3 classes each semester (9 credits). Part time study is an option.
Native and Indigenous Student Association (NISA)
The Native and Indigenous Student Association (NISA) is a politically active community with the twinned goal of holding space and creating a community for Native and Indigenous students while simultaneously decolonizing UMass Boston, and local, state, and federal institutions. We uplift and advocate the sovereignty and self-determination of the stewards of the Massachusett, Wampanoag, Nipmuc, and Narraganset territory we are on. This space is held for Native and Indigenous students and for de-indigenized folks to explore and connect with their indigenity, a space that rejects settler colonial notions of existing as a Native or Indigenous person, and a space for celebration, joy, resistance, education, and liberation. Accomplices are welcome to join in service.
Outdoor Enthusiasts
The UMass Outdoor Enthusiasts want to take advantage of the outdoor activities Boston and its surroundings have to offer!
