Everyday we are bombarded with the word “global” and encouraged to see globalization as the quintessential transformation of our age. But what exactly does “globalization” mean? How is it affecting the lives of people around the world, not only in economic, but social and cultural terms? How do contemporary changes compare with those from other historical periods? Are such changes positive, negative or simply inevitable? And, finally, how does the concept of the “global” itself shape our perceptions in ways that both help us understand the contemporary world and potentially distort it? This course begins by offering a brief overview of historical “world systems,” including those centered in Asia as well as Europe. It explores the nature of contemporary transformations, including those in economics, media & information technologies, population flows, and consumer habits, not through abstractions but by focusing on the daily lives of people in various parts of the world. This course considers such topics as the day-to-day impact of computers in Silicon Valley and among Tibetan refugees; the dilemmas of factory workers in the US and rural Java; the attractions of Bombay cinema in Nigeria, the making of rap music in Japan, and the cultural complexities of immigrant life in France. This course seeks not only to understand the various forms globalization takes, but to understand its very different impacts world-wide.

Short Description:
This introductory level course provides an overview of core concepts and theories which contribute to our understanding of intimate relationships and families. The text provides a structure and sequence of issues for the course, but the students will contribute much of the content. A heutagogical instructional design allows students in the course to provide much of the substantive content and teaching presence. Student led class discussions provide the opportunity for an engaging and personally relevant exploration of the material.

Long Description:
Heutagogy: Learner Determined Learning! The course is designed to provide an opportunity for students to learn the core concepts and theories relevant to the study of intimate relationships and families, and understand how those concepts and theories apply to their lives. Course design incorporates student-led class discussions that empower each student to contribute content which can reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.

Word Count: 79387

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This course examines how a variety of cultural traditions propose answers to the question of how to live a meaningful life. It considers the meaning of life, not as a philosophical abstraction, but as a question that individuals grapple with in their daily lives, facing difficult decisions between meeting and defying cultural expectations. The course also provides tools for thinking about moral decisions as social and historical practices, and permits students to compare and contextualize the ways people in different times and places approach fundamental ethical concerns.

This course explores the international trade in television text, considering the ways in which ‘foreign’ programs find places within ‘domestic’ schedules. Looking at the life television texts maintain outside of their home market, this course examines questions of globalization and national cultures of production and reception. Students will be introduced to a range of positions about the nature of international textual trade, including economic arguments about the structuring of international markets and ethnographic studies about the role imported content plays in the formation of hybrid national identities. Students will be encouraged to consider the role American content is made to play in non-American markets.

This course provides an exploration of colonial and postcolonial clashes between theories of healing and embodiment in the African world and those of western bio-medicine. It examines how Afro-Atlantic religious traditions have challenged western conceptions of illness, healing, and the body and have also offered alternative notions of morality, rationality, kinship, gender, and sexuality. It also analyzes whether contemporary western bio-medical interventions reinforce colonial or imperial power in the effort to promote global health in Africa and the African diaspora.

This course introduces scholarly debates about the sociocultural practices through which individuals and societies create, sustain, recall, and erase memories. Emphasis is given to the history of knowledge, construction of memory, the role of authorities in shaping memory, and how societies decide on whose versions of memory are more “truthful” and “real.” Other topics include how memory works in the human brain, memory and trauma, amnesia, memory practices in the sciences, false memory, sites of memory, and the commodification of memory. Students taking the graduate version complete additional assignments.

Hitherto it had gone by the original Indian name Manna-hatta, or as some still have it, ‘The Manhattoes’; but this was now decried as savage and heathenish… At length, when the council was almost in despair, a burgher, remarkable for the size and squareness of his head, proposed that they should call it New-Amsterdam. The proposition took every body by surprise; it was so striking, so apposite, so ingenious. The name was adopted by acclamation, and New-Amsterdam the metropolis was thenceforth called.
—Washington Irving, 1808

In less tongue-in-cheek style, this course examines the evolution of New York City from 1607 to the present. The readings focus on the city’s social and physical histories, and the class discussions compare New York’s development to patterns in other cities.

This OLogy activity explores the symbolic and archaeological importance of coins. The activity opens by introducing kids to the elements of coins: dates, names, images, mottoes, and materials. Then, kids are given step-by-step illustrated directions for designing a coin. The activity includes a Global Coin Collection, a printable PDF handout with photographs of coins from 14 countries, and an introduction to the kid who has collected these coins.

Short Description:
This manual will provide straightforward “how to” instruction on how to be an advocate for change in public health policy. By providing actual steps that students can take to make a difference, it will be a beginner’s guide to individual and grassroots activism. Additionally, it will include how to professionally employ modern tools, such as social media platforms, in their advocacy endeavors.

Long Description:
This manual will provide straightforward “how to” instruction on how to be an advocate for change in public health policy. By providing actual steps that students can take to make a difference, it will be a beginner’s guide to individual and grassroots activism. Additionally, it will include how to professionally employ modern tools, such as social media platforms, in their advocacy endeavors.

This modern approach to activism is crucial: most advocacy manuals focus on traditional forms of outreach, such as in-person lobbying, letter-writing campaigns, public group demonstrations, and phone banking. Thus, most manuals fall short of the tools that literally lie at the new generation’s fingertips: social media. In light of movements such as Black Lives Matter, which took place largely online amidst a pandemic, this manual informs students how to educate themselves and others of a cause as well as take direct action—all from the comfort and safety of home/wherever they charge their phone. By using accessible language for novice public health activists, the manual also intends to break down the barriers of intimidation students may face when they are not yet fully immersed in public health/political jargon.

Other publications/textbooks are costly and/or not available through Amazon and mainstream bookstores and are therefore, inaccessible. Furthermore, these textbooks are dense and lengthy, intimidating students who are just yet beginning their journey in public health activism. While most manuals available currently focus on in-person lobbying scripts and formal letters-to-the-editor, this manual adapts to students’ pandemic lifestyle in an age where Twitter and TikTok are viewed more regularly than a newspaper–all while referencing traditional sources.

While the manual intends to reach a broad audience of diverse backgrounds, it will still draw from formidable sources and leaders in the field of advocacy work and public health, such as Martin Luther King Jr. , Paulo Freire, and Eugene Bardarch. Incorporating their pedagogies in simple digestible form will hopefully encourage students to further explore the larger works available from this historical groundbreaking leaders and minds.

Finally, while this manual is aimed towards students in the field of public health, it is relevant to a broad and diverse audience. The logic and tactics presented in this manual are applicable to a wide range of fields and purposes.

Word Count: 5879

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This class is a selective survey of Latin American history from the beginning of the twentieth century to the present. Issues studied include Latin America in the global economy, relations between Latin America and the U.S., dictatorships and democracies in the twentieth century, African and Indigenous cultures, feminism and gender, cultural politics, revolution in Mexico, Cuba, and Central America, and Latin American identity.

This course is an introduction to selected musical traditions of West Africa. A variety of musical practices and their cultural contexts will be explored through listening, reading, and written assignments, with an emphasis on class discussion. The course includes in-class instruction in West African drumming, song and dance, as well as lecture-demonstrations by guest artists.
After an introductory unit, the course will be organized around four main geographical areas: Senegal, Mali, Ghana, and Nigeria. An in-depth study of music from these countries will be interspersed with brief overviews of Southern, Central, and East Africa.

In this video segment from Religion & Ethics Newsweekly, learn about the daily prayer rituals of the Muslim faith and their significance in the life of a Muslim living in America.

Surveys anthropology and distribution of the native North American peoples. Presents history of anthropological research and the prehistory, languages and culture areas of native North America. Specific native groups will be surveyed to better depict the life ways of the major cultural and geographic divisions.

Welcome to the “Cultural Appropriation” module, where students are guided through a series of readings on how cultural imperialism and appropriation can be defined and what forms they can take, quizzed on those readings, then asked to apply their understanding of content in a series of Application Activities. This module uses Team-Based Learning pedagogy and Sketchnoting. Part of series of modules belonging to the ISU course, "Native People In American Culture."

Welcome to “Reading the Media” module, where students are guided through a series of readings on how the media treats Native Americans, quizzed on those readings, then asked to apply their understanding of content in a series of Application Activities. This module uses Team-Based Learning pedagogy and Sketchnoting. Part of series of modules belonging to the ISU course, "Native People In American Culture."

Welcome to the “American Indian Literatures & Sexual Violence” module, where students are guided through a series of readings on two separate topics - ways to approach American Indian Literature and sexual violence against Native women - which prepare them for reading Louise Erdrich's novel, "The Round House". Students are quizzed on those readings, then asked to apply their understanding of content in a series of Application Activities.

Welcome to the “Urban Indian Identity” module, where students are guided through a series of readings on how urban Indian identities can be constructed, quizzed on those readings, then asked to apply their understanding of content in a series of Application Activities. This module uses Team-Based Learning pedagogy and Sketchnoting. Part of series of modules belonging to the ISU course, "Native People In American Culture."

Welcome to the “Ways of Seeing and Knowing” module, where students are guided through a series of readings on how select notable American Indians "see and know" the world, quizzed on those readings, then asked to apply their understanding of content in a series of Application Activities. This module uses Team-Based Learning pedagogy and Sketchnoting. Part of series of modules belonging to the ISU course, "Native People In American Culture."

Native Peoples of North America is intended to be an introductory text about the Native peoples of North America (primarily the United States and Canada) presented from an anthropological perspective. As such, the text is organized around anthropological concepts such as language, kinship, marriage and family life, political and economic organization, food getting, spiritual and religious practices, and the arts. Prehistoric, historic and contemporary information is presented. Each chapter begins with an example from the oral tradition that reflects the theme of the chapter. The text includes suggested readings, videos, and classroom activities.

The rise and fall of National Socialism is one of the most intensively-studied topics in European history. Nevertheless, after more than half a century, popular views of Nazism in the media and among the public remain simplistic-essentialized by equal parts fascination and horror. Adolf Hitler, for instance, is often portrayed as an evil genius of supernatural ability; while the Nazi state is similarly imagined to have held absolute power over every aspect of its subjects’ lives. Such characterizations allow ordinary Germans to be portrayed as helpless victims of Nazism, ensnared or coerced into submission by forces beyond their control. Another popular characterization is that German culture itself is fundamentally flawed - that all Germans were basically Nazis at heart. This schema conveniently erases the manifestations of fascism in other Western nations, and allows Americans and other Westerners to reassure themselves that the horrors of Nazism could never emerge in their own enlightened national cultures.