Students write a one-to-two-page letter to apply their knowledge and analysis to a contemporary issue and develop a position that reflects their research on the issue. Resources for locating a leader in a trans-border region with multiple jurisdictions on the Canadian and U.S. sides of the border is provided in the weeks leading up to this letter-writing assignment.
The lesson introduces students to archaeology as a way of knowing the “deep history” of the Salish Sea and presents a brief review of the archaeology of the region. We also discuss the importance of this history to modern peoples today, including the necessity for archaeologists to collaborate with Indigenous communities.
The exercise is aimed to help students explain the basic chronology of culture history in the Salish Sea and identify important local archaeological sites and/or traditional cultural places on both sides of the international border.
A field trip to a local museum allows students to interact with and learn from material items from the Salish Sea and also encourages students to think about the ethics of museum representation and Indigenous collaboration.
This activity is designed to provide students with differing perspectives on the future of salmon within the Salish Sea using interview data with different stakeholders in the region.
A species story combines factual information about a species in the Salish Sea with storytelling skills. By using story, students move from a report- or research-mode to describe the natural world into a humanistic sharing of knowledge of a being in its place and context.
Students will engage their Salish Sea learning from different disciplinary perspectives through engaging with maps at a series of stations at the Map Collection.
A compendium of maps, resources, syllabus information, and reflection prompts, the Reflection Journal offers students and instructors a guide for sharing learning, questions, and ideas about Salish Sea Studies.
This (virtual) lab component for the Introduction to the Salish Sea course supports students' engagement in independent experiential learning using walks, reading, podcasts, recorded lectures, and tracing local ecology.
How do we connect stories of people to place? The objective of this three-part project is to make the connection between the forced removal of Bellingham’s Punjabi community in 1907 to the history of Bellingham’s contested waterfront.
After going through a timeline that covers the arrival of newcomers in the past three centuries, students journal their reflections on how colonialism shapes the past, present, and future. In the second video, students learn about concepts such as moving into a place, arrivants, guests, and write a 3-5 sentence positionality biography.
Students find their place in the timescale of human experience in the Salish Sea, learn about map resources including native land.ca, and use maps to identify the Indigenous nations that are connected to the watershed where they live.
