Please put cell phones away during class unless being used to consult 

course readings. 




RUBRIC ONE: The First Civilizations and the Classical Legacy

Rubric focus: ethics philosophy




Cave of Forgotten Dreams, directed by Werner Herzog




Group Discussion prompt:

How do artistic works (visual representations, dance, literature, music, etc.) reflect the culture(s) from 

which they come?



Chapter 1






 






A. Study questions for the "Epic of Gilgamesh" 


1. What is Gilgamesh's position in society?


2. Who are the parents of Gilgamesh?


3. Describe Gilgamesh's behavior at the beginning of the story.


4. Who is Enkidu and what purpose does he serve in the story?


5. What changes does Enkidu undergo before he meets with Gilgamesh?


6. What is the nature of the relationship between Enkidu and Gilgamesh? Why do they go on a quest? 


7. What do Enkidu and Gilgamesh do that insults Ishtar? 


8. What purpose does Enkidu's death serve in the story? 


9. Why does Gilgamesh react to Enkidu's death the way that he does?


10. Who is Utnapishtim-the-Faraway?  

 

11. Why do the gods send the Flood and why does Utnapishtim escape? 


12. What does the behavior of the gods during the Great Flood tell you about the nature of the Mesopotamian 

      gods?


13. What counsel does Utnapishtim give to Gilgamesh? 

14. How does Gilgamesh lose the rejuvenating plant?


15. How does Gilgamesh react to losing the plant?


16. What purpose does losing the plant serve in resolving the basic conflict presented in the story? 


17. What has Gilgamesh learned from his quest (the story's theme)?

__



B. Small group discussion: Code of Hammurabi

1. First discuss your reactions to the clauses in general.

2.  Next choose two clauses that your group finds particularly interesting and/or important for stable life within a community. Discuss the significance of those clauses and try to determine the reasoning behind them: for what purpose are they designed? 

3. Are the clauses just according to today's standards of justice in the communities with which you're familiar? Explain. 


C. Small group discussion: Hebrew laws

Discuss your responses to the short writing assignment you prepared (second question on page 33 of Fiero) 



UNIVERSAL DECLARATION OF HUMAN RIGHTS 


_____


Chapter 2
 

Discussion: Ma'at, Books of the Dead, weighing of the heart ceremony, Negative Confessions

1. Who was Ma'at? What concept did she represent?


2. What was the main purpose of a Book of the Dead?


3. What was the weighing of the heart ceremony? What is its significance?


4. Consult the list of Confessions in our textbook. (To consult the entire translated list, click here.)


5. According to the Negative Confessions, what kinds of actions did the Egyptians consider inappropriate?


6. Consider each confession as a law with a purpose. What is that purpose? 


7. Next consider what would motivate citizens to follow this code of behavior.


8. Which point(s) of the Negative Confessions do you find most important to maintaining harmony 
    
    within community?


9. How does the social code suggested by the Negative Confessions compare to contemporary codes of 

    morality with which you are familiar? 






Small group activity: Consult your textbook to respond to the following questions.

1. What are the Vedas

2. What is the Mahabharata?

3. What are the Upanishads?

4. What does the term "pantheism" mean?

5. What is the difference between Brahman and Atman?

6. What is the law of Karma?

7. What is nirvana?



Small group discussions

A. Review Reading 3.1, discussing passages that are unclear to members of your group.


B. Respond to Fiero's question at the end of the reading: "What are the obstacles to the state of 

   enlightenment, according to Krishna?" Cite specific lines from Reading 3.1 to support your responses.


C. Compare the social codes suggested by this reading with those represented in the Epic of Gilgamesh

   Hammurabi's Code, the Decalogue, and the Egyptian Negative Confessions.








Chapter 4






Aristotle.virtues-vices-mean.pdf Aristotle.virtues-vices-mean.pdf
Size : 82.545 Kb
Type : pdf


Small group discussion prompts

1. Aristotle notes that not all types of actions have a mean. Identify a vice that has no mean (i.e. that 

is always wrong). 


2. Think of a specific situation we encounter in daily life that requires a choice of action. 


         Example: You haven't had a chance to shop or cook, you arrive home late at night, and you're 

         tired. Your housemates are asleep. House rules state that you're not allowed to eat anyone else's 

         food, but there it is in the fridge, wrapped up and labeled. What do you do? Explain your reasoning.


    

3. Identify the actions available to you. Do any of them represent an extreme (a vice)? If so, what vice(s)?


Examples of vices named by Aristotle: greed, selfishness, laziness, stinginess, vanity, rudeness, 

cowardliness, foolhardiness 


    

4. Identify the mean: What is the best course of action for the circumstances and the individual(s) involved.  


5. Next explore how that mean can change: discuss how the mean is relative to the situation and to the 

    individual(s) involved in the situation.




[Chapter 5 not covered]


Chapter 6

General chapter questions

1. Explain why the Romans were so successful in building and maintaining such a large empire for so long.

2. How did Gaius Julius Caesar bring stability back to Rome?

3. Identify 2 significant points concerning Roman law.

4. What is the Pantheon?

5. Who was Seneca?



Stoicism

View "The philosophy of Stoicism" with Massimo Pigliucci, listening for responses to the following questions:

1. Who was the founder of Stoicism? 


2. What are the Stoic virtues? 


3. What is at the core of Stoicism?



Read the textbook pages concerning Roman philosopher Seneca and the reading excerpt from "On Tranquility 
of Mind." Then respond to the questions below.

1. Seneca states that it is necessary to correctly assess our character, our strengths and our weaknesses. 
Why?

2. Seneca also states that it is essential to correctly assess those with whom we interact. Why? 

3. What qualities does Seneca suggest we seek in our friends?

4. Seneca and Stoics in general maintain that one's disciplined use of a very specific human capacity is vital to      one's peace of mind. What is that capacity?

5. Is Seneca's Stoic philosophy anchored in the past, the present, or the future? Explain.

6. What specifically does Seneca name as the "greatest source of affliction to humanity"? Why?



Small Group Activity

The Stoics distinguished what is under our control from what is not under our control, focusing on the first and

ignoring the latter, so that our satisfaction does not depend on things beyond our control. Develop a practical 


example where this distinction can be usefully applied. Share your example with the class. 





For further exploration of Stoicism:





Pop philosopher Alain de Botton: "Seneca on Anger" 







Chapter 7

Follow this link. 


_____







RUBRIC TWO: 
Medieval Europe and the World Beyond

Chapters 8, 9, 10, 11, 13, 14

Rubric focus : religious architecture







Chapter 8

Discussion Prompts

1. What three different cultural traditions set the stage for the rise of Christianity?

2. Identify the religious belief systems that Jesus and Siddhartha Gautama reformed.

3. Discuss your short writing response to one of the questions on page 195 of Fiero's textbook (7th ed.).

4. In the context of Buddhism, what are the Four Noble Truths?

5. In the context of Buddhism, what is the "middle way"?

6. Which belief system focuses on human perfection and immortality?

7. Identify the goal of the other belief system (it's not immortality).

8. Describe the distinguishing features of a Buddhist stupa.



Khan Academy video (required viewing): "The stupa": we view this in class


Recommended video:


Supplemental video:

Buddhism, from the series Heaven on Earth: Monuments to Belief 

available via WCC Library website: "Films on Demand"

Also available to view here 


_____


Chapter 9 


GROUP ACTIVITY

Define, identify, or explain the following:

  • Constantine
  • the Edict of Milan
  • Byzantium, Constantinople, and Istanbul
  • Augustine of Hippo
  • Justinian and Theodora
  • Hagia Sophia
  • iconography
  • the Iconoclastic Controversy



Above: plan of Roman 

basilica (Rome, Italy)


Right: plan of Christian 

basilica San Vitale 

(Ravenna, Italy) 


Above le
ft: plan of Christian basilica then Islamic 

mosque Hagia Sophia (Istanbul, Turkey)


Above right: plan of Christian basilica Saint Sernin 

(Toulouse, France)







In-class viewing (required video): Hagia Sophia: Istanbul's Ancient Mystery 

(WCC Library website: "Films on Demand" / 53:20 minutes)

Khan Academy's short video (not required) on Hagia Sophia here

Khan Academy's short video (recommended but not required) on San Vitale, Ravenna here



Post-viewing questions for Hagia Sophia: Istanbul's Ancient Mystery

1. What is Hagia Sophia?

2. Where is Hagia Sophia?

3. When was Hagia Sophia built?

4. Who built Hagia Sophia? (name both the architect and the ruler)

5. What is the greatest geological threat to Hagia Sophia?

6. What cultural threats have impacted Hagia Sophia?

7. What is the purpose of the windows in the second dome designed and constructed for Hagia Sophia?

8. What religious groups have worshipped in Hagia Sophia?

9. What is Hagia Sophia's function today?

10. What is the purpose of the thin gold leafing in the mosaics? 

11. What is the purpose of building a model of Hagia Sophia?

12. What 2 physical aspects of Hagia Sophia do you think the architects privileged when designing its 

      interior? Justify your response by referring to specifics (of the building).

13. Discuss how the 2 physical aspects you named in #12 relate to Justinian's dual roles as secular ruler 

     and self-proclaimed representative of the Christian God.




Chapter 10

Crash Course History of Science: "The Medieval Islamicate World"  

["Islamicate" is an adjective used to describe regions where Muslims are culturally dominant.]




Small group exercises 

A. Locate the paragraph on page 233 that discusses Charles Martel and the battle of Tours in 732. Discuss the 

significance of this event. Studying the map on page 227 may help your analysis.


B. Turn to page 235. What does the term "Islamic" indicate?


Video: What's the difference between "Islamist" or "Islamic"? 


C. Study the information about Islamic culture (science, technology, poetry) on pages 235-237 of the Fiero 

textbook. Make a list of essential points, grouping them under these headings: 


1. theocratic rule

2. preservation of scholarship

3. transmission of scholarship

4. original scholarship

5. poetry


When your list is complete, discuss the impact of these contributions to the humanistic tradition.





Islamic Architecture

Useful references:





Two well known examples of Islamic architecture that are not mosques

The Dome of the Rock in Jerusalem 

The Taj Mahal mausoleum in Agra, India 



The 3 principle architectural styles of Islamic mosques 

1. The hypostyle mosque

Mosque of Uqba (Kairouan, Tunisia)

Read about the Great Mosque of Kairouan here (not required reading).

Córdoba (Spain)

Read about the Great Mosque of Córdoba here (not required reading).



2. The iwan mosque (1-4 iwans)


Read about the Great Mosque of Isfahan here (not required reading).


3. The centrally-planned mosque, also called the central-dome mosque

Mosque of Selim II (Edirne, Turkey)




Example of contemporary mosque architecture, with a blending of styles: King Faisel Mosque in Islamabad, 

Pakistan



GROUP DISCUSSION PROMPTS

1. Based on the images we've seen, what features do mosques typically have in common?


2. Islamic mosques are not decorated with images of people. Instead, what decorative motifs and techniques 

    are used?


Suggested links for further exploration of this idea:

"The Psychological Effect of Architectural Design," by Natali Ricci (Senior Thesis, Claremont McKenna College) 

"The Hidden Ways That Architecture Affects How You Feel": BBC article by Michael Bond

Architecture Now article (2017): "Sacred Spaces" 



Suggested Critical Analysis topic: 

What role do light and space serve in sacred spaces? Cite specific examples to support your ideas.

You may prefer to discuss public places instead of sacred spaces. Use specific examples.


_____




Chapter 11



Video on medieval society by Ryan Reeves, Assistant Professor of Historical Theology at Gordon-

Conwell Theological Seminary (not required viewing)






GROUP ACTIVITY focused on Chapter 11, pages 250-267 (7th edition of our textbook)

Divide into 4 groups to discuss the following points and questions about the Middle Ages (circa 500-1450 CE). 

Each group is responsible for identifying responses to 4 points, then sharing the group's ideas with the rest of 

the class.


GROUP A

1. Why is it inaccurate to refer to the Middle Ages as the "dark ages"?

2. Identify the 3 traditions that together produced a new culture.

3. What similarities did Germanic law have with Hammurabi's Code from ancient Mesopotamia?

4. What do Beowulf and the Song of Roland have in common?


Listen to an excerpt from Beowulf in Old English here.


GROUP B

5. Who was Charlemagne?

6. Identify several of Charlemagne's notable accomplishments.

7. Briefly explain the feudal contract between lord and vassal.

8. What was the code of chivalry?  


GROUP C

9. What role did women play in feudal society?

10. What is a chanson de geste? Give an example.

11. What was the Norman Conquest? When did it take place? What did it change?

12 What does the Bayeux tapestry depict? Who made it?


GROUP D

13. Where and when was the Magna Carta signed? What is its significance?

14. Describe the lives of medieval serfs.

15. What were the Christian Crusades?

16. Did Charlemagne fight in the Christian Crusades? Give facts supporting your response.





Post-viewing group discussion prompt: Based on the limited information you have about the feudal 

system, develop a list of pros and cons of this type of social arrangement.



Code of chivalry

To fear God and maintain His Church

To serve the liege lord in courage and faith

To protect the weak and defenseless

To aid widows and orphans

To refrain from the wanton giving of offense

To live by honor and for glory

To despise pecuniary (monetary) reward

To fight for the welfare of all

To obey those placed in authority

To guard the honor of fellow knights

To eschew (avoid/refrain from) unfairness, meanness and deceit

To keep faith

To speak the truth at all times

To persevere to the end in any task undertaken

To respect the honor of women

Never to refuse a challenge from an equal

Never to turn the back upon a foe




General Comprehension Questions: Song of Roland


1. What type of literature is the Song of Roland?


2. When did the historical event happen?


3. When was the Song of Roland composed? 


4. Who are the principle characters in the story excerpt?


5. What two groups oppose each other in the Song of Roland


6. What are the main points of the story (what happens)?


7. What is the disagreement between Roland and Oliver?


8. Why does Roland refuse to call for help on his olifant (horn)?


9. Why does Roland sound the horn after his guard has already suffered defeat? 

   (This section of the poem isn't included in Fiero's excerpt.)


10. The poem presents both Roland and Oliver as role models. The ideal knight is a balance between the 

     characteristics of Roland and those of Oliver. Name those characteristics, referring to specific lines in the 

     poem excerpt to support your remarks. 



SMALL GROUP DISCUSSION PROMPTS: Song of Roland


1. What does this text reveal about the social order in early medieval Europe? Consider in particular the 

hierarchical structure of feudalism.


2. What does the text reveal about Christian attitudes towards Muslims (Saracens) during the Middle Ages? 

How are the Saracens portrayed? Cite specific passages to support your remarks.


3. How did the Franks (Christians) view their relation to God in the Song of Roland?


4. What role does religion play in this excerpt from the epic poem?


_____


[Chapter 12 not covered]


Chapter 13: "Medieval Synthesis in the Arts"

What does the chapter title mean?


Medieval Romanesque architecture 

  • emerged in Western Europe in the early 11th century.
  • was characterized by rounded arches; thick walls, vaults, and columns.
  • lasted until the advent of Gothic architecture in the middle of the 12th century.
  • Early Romanesque ceilings and roofs were often made of wood.

Examples of Romanesque architecture:



Medieval Gothic architecture 

  • emerged in the middle of the 12th century
  • was characterized by: stone structures, large expanses of glass, clustered columns, sharply pointed spires, intricate sculptures, pointed arches, ribbed vaults, and flying buttresses. 


The ideals of medieval Gothic architecture included:


1. A belief that the church structure must be a visible “text”


2. Mathematical Harmony: a belief that sacred reality was reflected in the truths of math, proportion and 

    nature

3. Luminosity: a strong emphasis on light as a symbol of divinity and the light of revelation






Post-viewing questions
1. Which of the following is not true about the Cathedral of Notre Dame de Chartres?
a. The Gothic features of the cathedral emphasized the idea that the building was a divine space.
b. Gothic architects tried to maximize the space for stained glass windows. The development of rib vaults      and flying buttresses made this easier.
c. An important symbol in this church is the light, which was considered as a symbol of divine presence.
d. The architect used rounded arches, thick walls, and massive piers to support the weight of the                  building internally.
2. What is the basic, symbolic shape of a Gothic cathedral?
3. Pointed arches, flying buttresses, and rib vaults are all features of Gothic architecture. What did these features allow architects to do? 


Video: Sainte-Chapelle 
__



Gothic cathedral Notre-Dame-de-Paris 

Chartres 

Chartres Cathedral (UNESCO)     

The Royal Portals of Chartres Cathedral   


NYC's St. Patrick's Cathedral  

Chapel of the Cross 

Gothic architecture on the American college campus   





    Below left: West façade of Chartres Cathedral (Chartres)             Below right: West façade of Notre-Dame (Paris)



Chapter 14

Recommended (not required) videos:

Film segment on Murasaki Shikibu from The Ascent of Women: A 10,000 Year Story, via WCC Library Films on Demand)

Japan Under the Shoguns from Video Education America, via WCC Library's Films on Demand


Samurai Japan from Video Education America, via WCC Library's Films on Demand




Samurai armor (from Asian Art Museum, San Francisco)

How to put on a suit of samurai armor (from Asian Art Museum, San Francisco)



You can read the Diary of Murasaki Shikibu here. 

You can listen to Murasaki Shikibu's Tale of Genji on LibriVox (not required for this course).




map of Japan


Pre-exam STUDY ACTIVITY for RUBRIC 2
Part one

1. Name 4 people we studied in this rubric who made substantial contributions to the world in which they 

lived. Also: identify the contributions made by those 4 people.


2. Identify 2 factors that contributed to the spread of Christianity.


3. Identify 3 principle characteristics of each of the following:

a. Buddhist stupas

b. Islamic mosques

c. Christian Gothic cathedrals.


4. Identify 2-3 similarities between Islamic mosques and Christian cathedrals.


5. Identify 2-3 differences between Islamic mosques and Christian cathedrals.


6. Identify the name and location of at least one Buddhist stupa, one Islamic mosque, and one Christian 

Gothic cathedral referenced in this rubric.


7. Explain how the Song of Roland represents the medieval European feudal system. 


8. Identify 3 scientific or technological contributions made by Islamic or Arab civilizations.


9. Identify the date and significance of each of the following: 

a. the Edict of Milan 

b. the Norman Conquest (Battle of Hastings)

c. the Magna Carta


10. The teachings of the Buddha, Jesus, and Muhammed share some common points. Identify at least 2.


Part two

Working in small groups, compose 5 questions about Rubric Two material. It would be useful to consult 

the exam study guide posted on Canvas for this activity!


When everyone is ready, each group will challenge the other groups to respond to their questions.




Choose 1 answer:









RUBRIC THREE: The European Renaissance, the Reformation, and Global Encounter

Chapters 15, 16, 18 + supplemental material

Rubric focus: literature (oral and written)



Group discussion prompts:

1. What is literature?

2. How are literature and culture connected?



Chapter 15

Discussion prompts:

1. Identify 3 significant details about Boccaccio.

2. What do the two readings from Boccaccio reflect about the culture and time period in which he lived and 

wrote? Refer to specific quotations from the reading to support your response(s).


3. Identify 3 significant details about Christine de Pisan.


4. Watch "Christine de Pisan, the first feminist" from the Irish Audio Project, noting at least 4 significant points.


4. Study together the organization of Christine de Pisan's argument: 

   a. Outline the sequence of her ideas. 

   b. How does she present her thesis? 

   c. What is her overall objective? 

   d. What specific examples does she give to support her reasoning? 




Chapter 16 

Discussion prompts:

1. During the European Middle Ages, is the focus on humankind or on a divine external force?

2. In the ancient Greek and Roman philosophies we studied, is the focus on humankind or on a divine external 

force?

3. Where is the focus in the Buddhist, Islamic, and Confucian belief systems we've considered?

4. Why is it important to learn about context when studying different aspects of a culture?

5. What influences our perception and understanding of a culture?
 







Questions on Reading 16.5 (Marinella)

Before discussing the questions below, locate online definitions for these terms used by Marinella:

specious (adj.)

to reprove (v.)

to vituperate (v.)

continence (n.)


1. Marinella divides the false, slanderous accusations made against women into 2 categories. What are they?

2. Why won't Marinella respond to some arguments maligning women?

3. How does Marinella explain the errors that intelligent, educated men make about women?

4. Identify the passage in the reading that discusses invalid, inductive reasoning.

5. How does Marinella use the arguments of men to prove her point (that women are better and less weak of 

    will than men)? 

6. What does the excerpt from Marinella reflect about the culture and time period in which she lived 

    and wrote? Refer to specific quotations from the reading to support your response(s).

 


_____


[Chapter 17 not covered]



Chapter 18

Required viewing:

1. Crash Course video, via a Big Think article on the Manden Charter of the Mali Empire


[The video is also available here.] 

SUNDIATA KEITA: Reading 18.1 discussion prompts

1. Who are the central figures?


2. Where and when do the events take place?


3. What happens and why?


4. Who is speaking in lines 1-43? What is being said and why?


5. How does the conclusion, lines 278-294, tie into the beginning of the story?


6. Group 1: Summarize lines 44-61 and explain the significance of the passage (why it matters to the story).

    Group 2: Summarize lines 62-160 and explain the significance of the passage.

    Group 3: Summarize lines 161-191 and explain the significance of the passage.

    Group 4: Summarize lines 192-270 and explain the significance of the passage.


7. Watch a performance of the Sunjata (Sundiata), with musical illustrations, here.

As you watch the performance, take notes on the storytelling elements that work together to create the whole. 

Consider: the performers, instruments, voices, lighting, camera, images, costumes, gestures, etc.




Exploring further: CONGO TALES: Told by the People of Mbomo  

a multimedia project that highlights the mythical histories of the people of the Congo Basin 

through photography and film






INDIGENOUS LITERATURES from North America

To consult a tribal nations map created by Aaron Carapella (Cherokee Nation), with both the 

original and commonly known names of Native American tribes, click here. 


Lake Chargoggagoggmanchauggagoggchaubunagungamaugg 

in Massachusetts 







Post-viewing questions

1. How does Roger Fernandez define storytelling?

2. What two types of learning does he discuss?

3. According to Fernandez, what can storytelling do that science cannot do?

4. Some stories appear in multiple cultures around the world. What explanation does Fernandez give for   

    this?

5. What does Fernandez say about the role of the individual listener in the storytelling experience?

6. What is the relationship between science and the stories of a culture, according to Fernandez?

7. What does he say about the different levels of meaning in a story?



"Rabbit's Wish for Snow": Narragansett tale, told by storyteller Tchin (Siksika and Narragansett)

Post-listening questions

1. What storytelling techniques does Tchin use?

2. What lessons does the story teach?



"Rabbit": told by Gene Tagaban (Tlingit, Cherokee and Filipino)

Post-viewing questions

1. What storytelling techniques does Gene Tagaban use in the 2 stories he tells?

2. How does Tagaban use music in his storytelling?

3. What does Tagaban do that immediately engages his listeners in the storytelling experience?

4. Which story is anchored in modern times?

5.  What lessons are taught in the story of "Rabbit"?

6. What lessons are taught in the story Tagaban tells about his grandmother?


Discussion prompts:

The Haudenosaunee Confederacy and "Hodadenon: the last one left and the chestnut tree"

1. Who are the Haudenosaunee?


2. What tribal nations make up the Haudenosaunee Confederacy?


3. What is the Great Law?


4. Was the Great Law originally transmitted orally or in writing? 


5. What is a clan?


6. Identify three (3) main points about Haudenosaunee clans.


7. What does the Great Law explain about peace?


8. What is "orenda"?


9. Read together as a group the two lists concerning Haudenosaunee values and ethics. What connections can 

   you make between Haudenosaunee values and values of other cultures we've studied this quarter? Be 

   specific.


10. Identify the basic philosophy of the Haudenosaunee, then read together the list of lessons connected to 

     that philosophy.


11. Identify three (3) specific examples of Haudenosaunee philosophy and values in the Haudenosaunee story, 

     "Hodadenon: the last one left and the chestnut tree."


12. What is the setting of the Hodadenon story?


13. Who are the characters in the story?


14. Hodadenon’s uncle makes sure his nephew is sleeping before he prepares dinner for himself. Why? 

     What does this tell us about the uncle?


15. Where are the other family members? Cite specific passages from the story’s beginning and end to support 

    your response.


16. This is a coming of age story that represents Hodadenon’s transition into an ideal citizen of the 

    Haudenosaunee Confederacy. Cite specific passages in the story that demonstrate his evolution from a 

    mischievous, self-centered child to a responsable, engaged, and caring member of his clan.

____



Whatcom Community College is located on the ancestral homelands of the Coast Salish Peoples, who have lived in the Salish Sea basin, throughout the San Juan Islands and the North Cascades watershed, from time immemorial. 






Maiden of Deception Pass, Guardian of Her Samish People (DVD viewed in class, also available on the Reserve 

shelf of the WCC Library and online)





Cedar wood sculpture of Ko-kwahl-alwoot 

Rosario Beach (WA)

Samish, Skagit, and Swinomish land 





Read and/or listen to the tale here and/or here. (Note: this will familiarize you with the story, but not with the 

content of the documentary film Maiden of Deception Pass, Guardian of Her Samish People.)


Post-viewing questions for Maiden of Deception Pass: Guardian of Her Samish People


1. What is the purpose of this documentary?


2. Who was Ko-kwal-alwoot?


3. What is the significance of the Ko-kwal-alwoot story to the Samish people?


4. What is the significance of the family in Samish culture?


5. Why was the story pole created? Be specific.


6. Did a member of the Samish Indian Nation carve the story pole?


7. For a long period of time, the Samish people were not recognized as a tribe by the United States federal
   
   government. Why?


8. Why did so many Samish people move away from the region where they had lived for so long?


9. Who is Tracy Powell and what was his initial reaction when he first saw the log for the story pole?


10. Where is the story pole located?


11. What do the two sides of the story pole represent?


12. What is the significance to the Samish Indian Nation of the Maiden of Deception Pass story pole 

      project?


Discussion prompt

What do the Native American stories we’ve considered have in common? Identify at least three points and give 

specific references from the stories to support your ideas.



Exploring further:

April Charlo's "Indigenous Language Revitalization" (TEDxUMontana) 







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