HU261HU261 Global Civilization

Unit 4Kaplan University

Stuart Collins

COURSE INFORMATION INSTRUCTOR AND SEMINAR INFORMATION

Instructor Name and Credentials: Stuart Collins MA, MA.      .

Kaplan Email Address: scollins2@kaplan.edu      .

AIM Instant Messenger Name: scollins2      .

AIM Office Hours (ET): By Appointment

Course/Seminar Day and Time (ET): Mondays @ 2pm ET + 9pm ET  .

COURSE MATERIALS

Textbook Information

Title: Understanding Global Cultures: Metaphorical Journeys Through 28 Nations, Clusters of Nations, and Continents

COURSE CALENDAR TOPUnit # and Topic

Learning Activities Assessments

Unit 1: China: A Base Culture and Its Diffusion across Borders

Read Chapter 25: “China’s Great Wall and Cross-Cultural Paradox”and Chapter 26: “The Chinese Family Altar”Read about your Final ProjectParticipate in DiscussionAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resources

Unit 1: Discussion Board

Unit 2: The Japanese Garden Read Chapter 3: “The Japanese Garden”Participate in DiscussionAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resources

Unit 2: Discussion BoardUnit 2 Project

Unit 3: India: Unity and Diversity Read Chapter 28: “ The Dance of Shiva” and Chapter 29: “A Kaleidoscope of Diversity”Participate in DiscussionUnit ProjectAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resources

Unit 3: Discussion BoardHU 261-1: Analyze the overarching metaphors that define diverse cultures. This is a form of critical thinking.

Unit 4: Cleft National Cultures: Nigeria

Read Chapter 19: “The Nigerian Marketplace”Participate in DiscussionAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resources

Unit 4: Discussion Board

Unit 5: Torn National Cultures: Mexico

Read Chapter 23: “The Mexican Fiesta”Participate in DiscussionUnit ProjectAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resources

Unit 5: Discussion BoardUnit 5 ProjectHU 261-3: Demonstrate synthesis of diverse cultural concepts through written communication.

Unit 6: The Brazilian Samba Read Chapter 6: “The Brazilian Samba”Participate in DiscussionAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resources

Unit 6: Discussion Board

Unit 7: Same Metaphor: Different Meaning: Israel and Turkey

Read Chapter 20: “The Israeli Kibbutzim and Moshavim” Participate in DiscussionAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resources

Unit 7: Discussion BoardGEL-5.2 Analyze the impact of human expressions on culture

Unit 8: Egalitarian Culture: The German Symphony Orchestra

Read Chapter 12: “The German Symphony”Participate in DiscussionAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resourcesUnit Project

Unit 8 Discussion BoardUnit 8 ProjectHU 261-2: Evaluate leadership as a factor in cultural development and shifts.GEL-1.1: Demonstrate college-level communication through the composition of original materials in Standard American English [Note: Standard American English is the common language of educated professionals and is understood by people across different geographical regions, educational backgrounds, and ethnic and racial associations.

Unit 9: French Wine Read Chapter 15: “French Wine”Participate in DiscussionAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resourcesFinal Project

Unit 9: Discussion BoardFinal Project

Unit 10: Reflection Participate in Discussion

Unit 6: The Brazilian Samba Read Chapter 6: “The Brazilian Samba”Participate in DiscussionAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resources

Unit 6: Discussion Board

Unit 7: Same Metaphor: Different Meaning: Israel and Turkey

Read Chapter 20: “The Israeli Kibbutzim and Moshavim” Participate in DiscussionAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resources

Unit 7: Discussion BoardGEL-5.2 Analyze the impact of human expressions on culture

Unit 8: Egalitarian Culture: The German Symphony Orchestra

Read Chapter 12: “The German Symphony”Participate in DiscussionAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resources

Unit Project

Unit 8 Discussion BoardUnit 8 ProjectHU 261-2: Evaluate leadership as a factor in cultural development and shifts.GEL-1.1: Demonstrate college-level communication through the composition of original materials in Standard American English [Note: Standard American English is the common language of educated professionals and is understood by people across different geographical regions, educational backgrounds, and ethnic and racial associations.

Unit 9: French Wine Read Chapter 15: “French Wine”Participate in DiscussionAttend Seminar (Option 1 or 2)Check out Extra’Extra’ for additional resources

Final Project

Unit 9: Discussion BoardFinal Project

Unit 10: Reflection Participate in Discussion

Questions?

Unit 3 DiscussionUnit 5 ProjectOthers?

Unit 4 SeminarOur Unit 4 Seminar will examine the potential terrorist

attack by the Nigerian, Abdul Mudallad who tried to bring down a Northwest/Delta flight from Amsterdam to Detroit with an explosive as a window into the cleft national culture of Nigeria.

Before the seminar, read: "Religious hatred simmers in terror suspect's homeland", CNN December 31, 2009

.

http://www.cnn.com/2009/WORLD/africa/12/30/Nigeria.violence/index.html?iref=allsearch

http://www.state.gov/r/pa/ei/bgn/2836.htm

PEOPLE

The most populous country in Africa, Nigeria accounts for over half of West Africa's population. Although less than 25% of Nigerians are urban dwellers, at least 24 cities have populations of more than 100,000. The variety of customs, languages, and traditions among Nigeria's 250 ethnic groups gives the country a rich diversity. The dominant ethnic group in the northern two-thirds of the country is the Hausa-Fulani, most of whom are Muslim. Other major ethnic groups of the north are the Nupe, Tiv, and Kanuri. The Yoruba people are predominant in the southwest.

About half of the Yorubas are Christian and half Muslim. The predominantly Catholic Igbo are the largest ethnic group in the southeast, with the Efik, Ibibio, and Ijaw comprising a substantial segment of the population in that area. Persons of different language backgrounds most commonly communicate in English, although knowledge of two or more Nigerian languages is widespread. Hausa, Yoruba, Igbo, Fulani, and Kanuri are the most widely used Nigerian languages.

http://www.state.gov/r/pa/ei/bgn/2836.htm

http://www.state.gov/r/pa/ei/bgn/2836.htm

HISTORY

In the northern cities of Kano and Katsina, recorded history dates back to about 1000 AD. In the centuries that followed, these Hausa kingdoms and the Bornu empire near Lake Chad prospered as important terminals of north-south trade between North African Berbers and forest people who exchanged slaves, ivory, and kola nuts for salt, glass beads, coral, cloth, weapons, brass rods, and cowrie shells used as currency.

In the southwest, the Yoruba kingdom of Oyo was founded about 1400, and at its height from the 17th to 19th centuries attained a high level of political organization and extended as far as modern Togo. In the south central part of present-day Nigeria, as early as the 15th and 16th centuries, the kingdom of Benin had developed an efficient army; an elaborate ceremonial court; and artisans whose works in ivory, wood, bronze, and brass are prized throughout the world today. In the 17th through 19th centuries, European traders established coastal ports for the increasing traffic in slaves destined for the Americas. Commodity trade, especially in palm oil and timber, replaced slave trade in the 19th century, particularly under anti-slavery actions by the British Navy. In the early 19th century the Fulani leader, Usman dan Fodio, promulgated Islam and brought most areas in the north under the loose administrative control of an empire centered in Sokoto.

http://www.state.gov/r/pa/ei/bgn/2836.htm

A British Sphere of InfluenceFollowing the Napoleonic wars, the British expanded trade with the Nigerian interior. In 1885, British claims to a sphere of influence in that area received international recognition and, in the following year, the Royal Niger Company was chartered. In 1900, the company's territory came under the control of the British Government, which moved to consolidate its hold over the area of modern Nigeria. In 1914, the area was formally united as the "Colony and Protectorate of Nigeria."

The United Kingdom administered northern and southern Nigeria separately, as northern leaders retained their religion-based administrative structures under an “indirect rule” arrangement with colonial authorities. Western influence and education proceeded more rapidly in the south than in the north, with the social, cultural, and political consequences still evident today. Following World War II, Nigerian nationalism and demands for independence resulted in successive constitutions legislated by the British Government moving Nigeria toward representative self-government.

IndependenceNigeria gained full independence in October 1960, as a federation of three regions (northern, western, and eastern) under a constitution that provided for a parliamentary form of government. Under the constitution, each of the three regions retained a substantial measure of self-government. The federal government was given exclusive powers in defense and security, foreign relations, and commercial and fiscal policies. In October 1963, Nigeria altered its relationship with the United Kingdom by proclaiming itself a federal republic and promulgating a new constitution. A fourth region (the midwest) was established that year.

On January 15, 1966, a small group of army officers, mostly southeastern Igbos, overthrew the government and assassinated the federal prime minister and the premiers of the northern and western regions. The federal military government that assumed power was unable to address ethnic tensions or produce a constitution acceptable to all sections of the country. Its efforts to abolish the federal structure greatly raised tensions and led to another coup in July. The coup-related massacre of thousands of Igbo in the north prompted hundreds of thousands of them to return to the southeast, where increasingly strong Igbo secessionist sentiment emerged.

In a move that gave greater autonomy to minority ethnic groups, the military divided the four regions into 12 states. The Igbo rejected attempts at constitutional revisions and insisted on full autonomy for the east. Finally, in May 1967, Lt. Col. Emeka Ojukwu, the military governor of the eastern region, who emerged as the leader of increasing Igbo secessionist sentiment, declared the independence of the eastern region as the "Republic of Biafra." The ensuing civil war was bitter and bloody, ending in the defeat of Biafra in 1970.

http://www.state.gov/r/pa/ei/bgn/2836.htm

ECONOMY

TradeNigeria is the United States' largest trading partner in sub-Saharan Africa, largely due to the high level of petroleum imports from Nigeria, which supply 8% of U.S. oil imports--nearly half of Nigeria's daily oil production. Nigeria is the fourth-largest exporter of oil to the United States. Two-way trade in 2008 was valued at more than $42 billion, an 18% increase over 2007 data. Led by machinery, wheat, and motor vehicles, U.S. goods exports to Nigeria in 2008 were worth more than $4 billion. In 2008, U.S. imports from Nigeria were over $38 billion, consisting predominantly of oil. However, rubber products, cocoa, gum arabic, cashews, coffee, and ginger constituted over $70 million of U.S. imports from Nigeria in 2007. The U.S. trade deficit with Nigeria was $21 billion in 2007. Nigeria is the 50th-largest export market for U.S. goods and the 14th-largest exporter of goods to the United States. The United States is Nigeria's largest trading partner after the United Kingdom. Although the trade balance overwhelmingly favors Nigeria, thanks to oil exports, a large portion of U.S. exports to Nigeria is believed to enter the country outside of the Nigerian Government's official statistics, due to importers seeking to avoid Nigeria's excessive tariffs.

http://lcweb2.loc.gov/frd/cs/profiles/Nigeria.pdf

http://www.youtube.com/watch?v=ceFQLvNFl1A

http://www.youtube.com/watch?v=rbevv04nPs4

http://www.youtube.com/watch?v=sdv2Pd_G9DQ

http://www.youtube.com/watch?v=pFrpeEVBQT8

http://concernedafricascholars.org/african-security-research-project/?p=83

http://ipsnews.net/news.asp?idnews=50898

http://www.guardian.co.uk/world/2009/mar/06/nigeria