Box #3: Islam in Africa & Globalization

Course Plan for Islam in Africa

Arts and Sciences 304 (4 Hours)
Call # 65260
Fall 2004
Instructor: Dr. W. F. Santiago-Valles

Class: Mon. & Wed. 12:00-1:50
Brown Hall, Room 01021

Office: Moore Hall 3075 Tel. 387-2561
Office hours: Mon. & Wed. 2:- 3:30 Brown Hall 3003 (or by appointment)
Office hours: Mon & Wed 5:20-6:20 Dunbar Hall 2202 (or by appointment)
Office hours: Thurs 4-5:00 Moore Hall 3075 (or by appointment)

"The native intellectual nevertheless sooner or later will realize that you do not show proof of your nation from its culture but that you substantiate its existence in the fight which the people wage against the forces of occupation." Frantz Fanon, On National Culture. In The Wretched of the Earth . NY: Grove, 1968. p.223

Required texts

  • James, C.L.R. (1989). The Black Jacobins. Toussaint L'Ouverture and the San Domingo Revolution. NY: Vintage. Original 1938. There is also a Penguin London 2001 edition.
  • Diouf, S. A. (1998). Servants of Allah. African Muslims enslaved in the Americas . NY: New York University Press

Other required readings will be available at the Reserve Desk of Waldo Library. Start at Library Home Page, go to Course Reserves on left column and page down to e-reserves and click. Then in Electronic Reserves click on the Tabs for AS 304, and then click view , and then AS 304. Enter the course password , and then click the item you want and/or click here for more information to get the number code .

Course description

AS 304 is a course that satisfies General Education requirements in Area IV (Other Cultures and Civilizations). Courses in this area enable students to understand the bases for different worldviews and the impact of the interactions between Non-Western societies and Western empires. Within that general heading this specific course offering for Fall 2004 will include cases from Africa and the Caribbean Basin that are related. The specific sites selected will be used to investigate

  1. the impact of displacement/migration and
  2. the means of transmitting the historical memories that make innovation and adaptation possible in a new context.

Both of these issues are directly connected with assuming the present day responsibilities of living in a culturally diverse society linked to an increasingly complex world economy.

According to the 2003-2005 WMU catalog (p. 37) this course uses economic history [especially the modes of production ] to gain an understanding of cultures in Africa/Caribbean and Asia . The conceptual framework for the course is the continuos struggle of human groups to:

  1. resolve the cultural problems posed by the natural environment;
  2. resolve the social conflicts created by the unequal relations with other groups; and
  3. become conscious of the shared values that helped both Western and Non-Western cultures to confront similar challenges (such as modernization, colonialism, militarism, and social justice).

Student learning outcomes and course objectives

This course will help the participants to become familiar with some basic bibliography and recent debates about unequal power relations, the global economy, displacement, and forms of remembering. The students who complete this course will understand the interrelation between ideas, recognize which facts and assumptions are central to an unproven argument [whether their own or in someone else's work], and recognize cause and effect relations in explanations of history. (see Bloom's Taxonomy )

In order to meet the Area IV General Education requirements, the students who complete this course will also be prepared to

  1. explain the adaptive nature of cultures,
  2. explain the influence and contributions of other cultures and civilizations, and
  3. describe the history, ideas and institutions of at least one of those other cultures (see General Education Learning Outcomes for Area IV: Other Cultures and Civilizations)

The goals of the course are to equip the students to

  1. compare and contrast Non-Western [i.e. African, Caribbean], and Western [i.e. Europe, North America] economic histories,
  2. explain the choices made in resolving social conflicts and cultural problems,
  3. analyze the impact of these cultures on each other, and
  4. understand the common denominators they all share through the means created to transmit memories of problem solving communities. Achieving these goals will allow the students to explain the causes for the historical conflicts between such communities, and the ways those conflicts are represented in the rituals and arts of the cultures studied in the course.

Proficiency in the learning outcomes and course objectives will be demonstrated by the students in their class participation, written assignments, and exams.

Course Philosophy

Learning is not a spectator sport. Intellectual exchanges that involve all the students in the class and the instructor make it possible for all to learn. Studying political and economic history is not just about accumulating facts and definitions but also about organizing the information to reveal cause and effect relations. That discovery of the relations between ideas needs to be communicated clearly in class, and in writing. In order for all of us to learn from each other, all of us have to come to class every day prepared to contribute to the discussion. Please bring to class newspaper clippings or journal articles that you can recommend for discussion about the sections of the course. The instructor will provide the context that makes the discussion material meaningful and then ask the course participants to identify the main points and assumptions of the reading(s) or film(s). In the second half of the semester there will be opportunities to verify the student's interpretation of the readings and films by applying those interpretations to new situations.

To combine your class and reading notes you need to be prepared to answer six questions about each reading or film assigned when you walk in to class every day. The list of questions is included in the back of the syllabus on a sheet that you will copy and turn in the day when the discussion of each assignment begins.

Course requirements [Any changes will be communicated in a timely manner].

Students are expected to study the syllabus between the first and second week. To confirm that you have understood the requirements and expectations, you will sign and return the tear out section of the syllabus after the course bibliography.

Your responsibilities include coming to class prepared to ask and answer questions about readings or films assigned, and class lectures; participating regularly in class discussions; completing all assignments on dates due; earning a passing grade on all written assignments; and requesting authorization for a necessary absence in advance and in person with justifying documentation.

·Before 13 October, 2004 [7 th Week] each student is required to come by during office hours for 20 min. to evaluate how you are doing in the course. Please come ready to

  1. identify causes, perceived obstacles, consequences, and
  2. present a schedule and plan of measures [to overcome perceived obstacles] in case improvement is necessary. Also come prepared to
  3. discuss draft of oral report, list of questions about turning it into final presentation, and comments about evidence needed.

I will also give you a sheet to evaluate me anonymously, with space for comments and suggestions for my improvement around this same time.

·Each student is required to do the readings before coming to class. If you do not understand any part of the weekly reading, prepare a list of questions to ask in class, include the page number. Your questions in class also contribute to your participation [which is part of your final grade] and to the discussion. You can say whatever you think in class, provided it is supported by a quote from the assigned readings, journal articles and/or newspaper clippings that you can share with your classmates.

Class participation is not about exchanging opinions (unsupported by evidence) or teaching a consensus between all of us. Participation includes submitting your written critique for each reading or film assignment, asking questions about those assignments , providing information about the context for the readings or films, and/or making connections with other readings for this and/or other courses.

·Attendance is required. Notification of a foreseeable absence does not mean the absence is excused. You need to provide supportive evidence. Students with more than three unexcused absences will have their final grade lowered by one full letter. If a student misses more than four class meetings, it is the student's responsibility to produce evidence to support remaining in the course. If I am over five minutes late assume the class is cancelled that day, and all the work carries over to the next class period. If you are over ten minutes late do not come into the classroom, and you will be counted absent.

Students need to have access to their BroncoNet ID and a working WMU e-mail address [ ] to receive electronic messages related to this course

Smoking is not permitted in class. Neither is entering the room with pagers or cell phones on. Both the use of tape recorders in class and the presence of invited guests need to be approved ahead of time by the instructor.


  1. A typed one page written critical commentary for each reading assignment. The readings and/or movies assigned are not to be read/watched for entertainment but to gather information both to discuss in class and to prepare a typed report that identifies answers for the six-part format outlined after the course bibliography page, as well as questions and supportive evidence needed for .
  2. Oral presentation. Role Playing exercise. The goal of the exercise is to apply the results of the course long comparative analysis by addressing the subjects of the news briefings in relation to a contemporary problem. To do so each participant will assume the perspective of a non-western cultural group from among the 4 historical cases discussed in the course. A handout with the expectations and evaluation criteria for this oral presentation will be provided. In addition to the course readings and clippings from weekly news briefs you need to include in the supportive evidence a) a journal article, b) a book chapter, and c) notes from a related film. This presentation is due week 12, 15 November, 2004.

Guidelines for written assignments, quizzes, oral presentations and exams

Proficiency in the written and verbal use of Standard American English is expected only because it is the means of exchanging ideas in the U.S. academy. Precision in Endnotes, Bibliography [according to the 2001 5 th edition of the APA Manual] is also expected so that I can reconstruct the way you conducted the research that supports your conclusions. If you write or speak about the authoritative views of others and connect them with a series of well placed quotes and paraphrases, you will get a B at best. To get anything above that you need to a) demonstrate where you agree and disagree with the authoritative views quoted and why, and b) analyze those views included by identifying contradictions and agreements with other data/opinions as well as summarizing these views and coming to your own conclusions. Consistency between what you set out to prove, your conclusions and the evidence provided is expected as is turning your work in on time. Racist and sexist statements will be penalized [with a deduction of two points] as errors of facts every time such errors are committed

Mid-term exam [ open book take home ] , and Final exam [ open book in class ] These exercises will have multiple choice, fill in the blanks, true and false (all with space for reasons and evidence) as well as one or two essay questions. The essay questions will require presenting supportive evidence and references. The purpose of the exams is to verify your understanding of the interrelation between ideas, which facts and assumptions are central to an argument, and the cause and effect relations which explain historical events. You will be expected to use concepts from the social sciences to demonstrate how they can explain the social conflicts studied in this course, based on a critical analysis of the data discovered. The same applies to the occasional class quiz for which you should be prepared every day.

Make up policy and late assignment policy

As a general rule there are no make ups or delayed assignment due dates. Only in extraordinary circumstances when arrangements have been made at least a week ahead, in case of a serious documented illness, or another situation which in the instructor's view is clearly beyond the student's control, will a delayed assignment due date or make up be possible. One of those situations is a death in the immediate family, in which case an official document must be provided. Problems with your computer or printer are not considered extraordinary circumstances; save your files and make hard copies often.

For extra credit work

For extra credit each student can take responsibility for regular 5 minute classroom briefings on the current situation of a country mentioned in the course. [ Angola , Haiti , Cape Verde , Senegal , the Gambia , Sudan , Brazil , Cuba , Namibia , Mozambique ]. The subjects of the briefings are colonialism, globalization/structural adjustment, migration, language rights, community, and competition for natural resources. The sources will include print media such as the NY Times , the Washington Pos t, the International Herald Tribune, The Guardian , The Independent , or The Economist as well as electronic media like the BBC, CBC, and the web sited of sources like The Association of Concerned Africa Scholars, African Studies Association, and the American Forum for Global Education. Other suggestions are available upon request.

Criteria for student evaluation

Required Assignment

Points per Assignment

% of Final grade

Critique per reading (11)

is participation grade

20 points for 11 critiques



10 points for 14 weeks


Individual Critique

10 points for one meeting


Mid-term Exam

20 points for one exam


News Briefs

10 points = 10 news briefs


Required Assignment

Points per Assignment

% of Final grade

Oral presentation

20 points for presentation


Occasional quiz



Final Exam

20 points for one exam





Grading Scale Grade

Range of Percentage Scores
















59 and below

Accommodations for students with disabilities

Any student with a documented disability who needs to arrange reasonable accommodations must contact Ms Beth Denhartigh at 387-2116 and/or at the beginning of the semester. A disability determination must be made by the Office of Disabled Student Resources and provided to the instructor before any accommodations can be provided by this or any other instructor.

Academic Honesty statement

You are responsible for making yourself aware of and understanding the policies and procedures in the Undergraduate Catalog [pp. 274-276] that pertain to academic integrity. These policies include cheating, fabrication, falsification and forgery, multiple submissions of the same paper, plagiarism, complicity and computer misuse. If there is any to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with me if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test.

Fall 2004, Tentative class schedule (may change if the need arises)

Note: Each section of the course has general subject matter, week number in the semester underlined, specific issues to be covered in that section, and readings to be completed by that week. There are two readings per week, each person should do one. Each person in your group should do a different reading. The movies are either in the Waldo Library collection, the Brown Hall language labs or in your favorite video club, and you can watch them in groups to prepare for the class discussion. . In some cases we will see a segment of a film in class. Any changes to this schedule or course requirements will be communicated to the students in a timely manner


Week 1- Sept. 1, 2004

administrative matters, mechanics of the course and organization of themes, start with questions/grid, explain reasons for the course and organize students in work groups. Contextualize week two readings.

The following 6 sets of questions are to be asked of all the readings. Note that there is a reproducible at the end of the syllabus. Print a copy for each reading every week, fill it out, and bring at least three (3) copies of each sheet to class every week. You may choose to distribute the third copy to your group by e-mail.

  1. What is the main problem presented in the reading [or film, in case the assignment is to study a film]?
  2. What are the major points in the author's argument about the problem?
  3. What is your evaluation of the data [hearsay, observed actions, archival documents, secondary sources, direct participation] used by the author to support the main points in her/his argument?
  4. How are the power inequities (as cause and effect relations) organized?
  5. Does the data used as evidence support the points in the author's argument?
  6. Compare and connect the evidence in this text with other readings for this course or another course?

Weeks 2, 3 & 4: 8, 13, 15, 20, 22 Sept., 2004

Questions to prepare for comparison of case studies

8 September, 2004

  1. What is the importance of 1 st , 2 nd , and 3 rd level literacy?
    Vocabulary: culture , popular culture , civilization , mode of production , hegemony [ Diouf. Scott, // Childs]
  2. What are the consequences of displacement?
    Vocabulary: empire, slavery, capitalism , colonialism [ Cesaire , Amin , Diouf // Pontecorvo, James , Kent , Reis]

13 & 15 September, 2004

  1. What is hegemony; and what is a crisis of hegemony?
    Vocabulary: hegemony, the West, civilization , Eurocentrism [Cesaire, Amin, Scott //James, Robinson]
    Vocabulary: mode of production, racialization of class, capitalism [Cesaire, Scott, Amin, // James, Pontecorvo,, Robinson]

20 & 22 September,, 2004

  1. What are the expressions of unequal power relations at the level of culture?
    Vocabulary: culture(s), popular culture(s), syncretism, social imaginary [Scott, Diouf, //Reis, Pontecorvo, Childs, Kent, Anderson, R,, Amin, Robinson, James] plus other sources like Charles Taylor, and Cornelius Castoriadis,
  2. What forms of remembering are produced in institutions created or adapted by displaced?
    Vocabulary: popular culture(s), symbols, civilizations, the West [Diouf, Scott, Cesaire, Amin, //James, Pontecorvo, Reis, Childs, Robinson, Anderson , R.]
    Diouf. S.A. (1998). Literacy: a distinction and a danger. In Servants of Allah. African Muslims enslaved in the Americas (pp. 107-144) . NY: New York University Press. [38]
    Cesaire, A. (2000). Discourse on colonialism (pp. 9-25). NY: Monthly Review Press. [17]
    Scott, J.C. (1990). Domination and the Arts of Resistence. Hidden Transcripts (pp. 1-16). New Haven & London: Yale University Press. [16]
    Amin, S. (1989). For a truly universal culture. Eurocentrism . (pp. 136-152) NY: Monthly Review Press. [17]

Weeks 5 & 6: 27 & 29 Sept.; 4 & 6 Oct

  1. HAITI (1791-1804)
    James, C. L. R. (1963). The Black Jacobins . NY: Grove. Chapters II, XII, and the Appendix [82]
    Diouf. S.A. (1998). Resistance, revolts and returns to Africa . In Servants of Allah. African Muslims enslaved in the Americas (pp. 145-153) . NY: New York University Press. [9]

Last date for individual student meetings with instructor is 7 th Week
13 October, 2004

Week 7 : 11 & 13 Oct.

    Childs, M.D. (2001). "A Black French general arrived to conquer the island": Images of the Haitian revolution in Cuba 's 1812 Aponte's rebellion. In D. P. Geggus, (Ed.). The Impact of the Haitian Revolution in the Atlantic World (pp. 135-156). Columbia : University of South Carolina Press.
    film: "Burn" (1970) by G. Pontecorvo. Sections will be shown in class .

The mid tem exam is due 8 th Week
18 October, 2004

Weeks 8 : 18 & 20 Oct.

  1. BRAZIL (1600-1695)
    Kent , R.K. (1979) Palmares, An African State in Brazil . In R. Price (Ed.), Maroon Societies: Rebel Slaves Communities in the Americas (pp.170-190). Baltimore : Johns Hopkins University Press [21]
    Anderson, R. (1996). The Quilombo of Palmares. Journal of Latin American Studies, 28 (Part 3), 545-566 [21]. Available on line in Waldo Library

Weeks 9: 25 & 27 Oct.

  1. BRAZIL (1807-1835)
    Reis, J.J. (1993). Slave rebellion in Brazil . The Muslim uprisings of 1835 in Bahia (pp. 112-128). Baltimore : Johns Hopkins [17]
    Diouf. S.A. (1998). Resistance, revolts and returns to Africa . In Servants of Allah. African Muslims enslaved in the Americas (pp. 153-163) . NY: New York University Press. [11]

Weeks 10 & 11 : 1, 3, & 8, 10 Nov .

  1. SENEGAL (1854-1866)
    Robinson, D. (1985). The holy war of Umar Tal (pp. 319-345). NY: Oxford University Press. Other parts of this out of print book are available at the http://www. site.
    Robinson, D. (2000). Paths of accommodation. Muslim societies and French colonial authorities in Senegal and Mauritania, 1880-1920 (pp. 143-160). Athens : Ohio University Press.

There will be a movie in class on Monday 8 November, 2004 . Title TBA We may receive a visit from Dr. D. Robinson during this section.

Weeks 12 & 13 : 15 & 17, 22 Nov,


  • Present day situation in Haiti , Brazil , Senegal
  • What questions can be answered about contemporary issues?
  • Discuss completed comparative analysis tool


Movements question legitimacy of power relations

Movements have alliance policy across differences

Movements struggle with new language

Movements create alternative means of transmitting news; deal with simultaneity




See: B. Anderson, Specter of Comparisons (2000), pp. 54-68

Note: Thanksgiving recess starts noon Wednesday Nov. 24. See you next week.

Week 14 : 29 Nov. & 1 Dec. (last day of classes)

Summary of the course and review for final exam

Week 15: 6 & 8 Dec. (week of exams, semester ends 11 Dec. )

Final exam is scheduled for Thursday 9 December 2:45 -4:4:45 p.m. in the assigned classroom.

Bibliography and other library resources

  • Abdi, A.S. (1993). Divine Madness. Mohammed Abdille Hassan (1856-1920). London : Zed
  • Adas, M. (Ed.). (2003). Islamic and European Expansion . Philadelphia : Temple University Press
  • Amin, S. (2002). Au - de la du capitalisme senil. Paris : Presses universitaire
  • Amin, S. & Hooutart, F. (Eds.). 2002. Mundialisation des resistances. L'Etat des luttes, 2002. Paris : L'Harmattan.
  • Amin, S. (2003). Obsolescent capitalism: contemporary politics and global disorder. London : Zed
  • Anderson, B. (2000). The Spectre of comparisons. Nationalism, Southeast Asia and the World. London : Verso
  • Brennan, T. (2003). Thackeray at the movies. Race and Class , 45 (1), 111-117
  • Chaliand, G. & Rageau, J.P. (1997). The Penguin Atlas of Diasporas . London : Peguin
  • Chinweizu. (1975.) The West and the rest of us. White predators, Black slavers and the African elite . NY: Vintage
  • Cohen, R. (1997). Global Diasporas. An Introduction . Seattle : University of Washington Press
  • Conde, M. (1990). The Children of Segu. Ballantine
  • Culler, J. & Cheah, P. (Eds.). (2003). Grounds of comparison. Around the work of Benedict Anderson. NY: Routledge
  • Dieng, S. (xxxx). El-Hadj Omar. La Perle de Islam. Dakar : Nouvelle Editions
  • Diouf, S. (Ed.). (2003). Fighting the slave trade. West African strategies. Ohio University Press
  • Diouf. S.A. (1998). Servants of Allah. African Muslims enslaved in the Americas . NY: New York University Press
  • Dubois, L. (2004). Avengers of the new world. The story of the Haitian revolution . London : Belknap/Harvard University Press
  • Dubois, L. (2004). A colony of citizens. Revolutionary and slave emancipation in the Caribbean , 1787-1804. Chapel Hill : University of North Carolina Press
  • Farwell, B. (1967). The prisoners of the Mahdi. NY: Harper and Row
  • Federici, S. (Ed.). (1995). Enduring Western Civilization: the construction of the concept of Western civilization and its Others. London : Praeger
  • Gellar, S. (1995). Senegal : an African nation between Islam and the West. Boulder , Colorado : Westview Press
  • Hall, S. & Gieben, B. (1992). Formations of Modernity. Understanding modern societies: an introduction . Oxford , UK : Polity/Blackwell
  • Hear, N. (1998). New Diasporas. The mass exodus, dispersal, and regrouping of migrant communities . Seattle : University of Washington Press
  • Hodge, C.T. (Ed.). (1971). Papers on the Manding. Bloomington , Indiana : Indiana University Press. Only B. Martin article on Umar Tal and his forerunners.
  • Kent , R.K. (1996) Palmares, An African State in Brazil . In R. Price (Ed.), Maroon Societies: Rebel Slaves Communities in the Americas (pp.170-190). Baltimore : Johns Hopkins University Press
  • Martin, B. (1976). Muslim Brotherhoods in 19 th Century Africa . Cambridge , UK : Cambridge University Press. Chapter 1
  • McLennan, G. (1996). Post-Marxism and the 'four sins' of modernist theorizing. New Left Review, 218. London : July. pp. 53-74
  • Oloruntimehin, B.O. (1972). The Segu Tukulor empire. London : Longman
  • Reis, J. J. (1993). Slave Rebellion in Brazil . The Muslim uprising of 1835 in Bahia . Baltimore : Johns Hopkins University Press
  • Renda, M.A. (2001). Taking Haiti , 1915-1940. Military occupation and the culture of US imperialism . Chapel Hill , N.C. : University of North Carolina Press
  • Roberts, A.F. & Roberts, M.N. (2000). Displaying Secrets: visual piety in Senegal . In R. S. Nelson (Ed.), Visuality before and beyond the Renaissance (pp. 224-252). NY: Cambridge University Press
  • Roberts, A.F. & Roberts, M.N. (2003). A saint in the city. Sufi arts of urban Senegal . Los Angeles : UCLA Fowler Museum of Cultural History
  • Robinson, D. (1985). The holy war of Umar Tal. The western Sudan in the mid 19 th century. NY: Oxford University Press
  • Robinson, D. (2004). Muslim societies in African History. Cambridge , UK : Cambridge University Press
  • Robinson, D. (2000). Paths of accomodation. Muslim societies and French colonial authorities in Senegal and Mauritania, 1880-1920 (pp. 143-160). Athens : Ohio University Press
  • Rodney, W. (1972). How Europe underdeveloped Africa . London : Bogle-L'Ouverture Press
  • Said, E. (1993). Culture and Imperialism. NY: Alfred A. Knopf
  • Said, E. (1979). Orientalism. NY: Vintage
  • Santiago-Valles, W. F. (2003). C.L.R. James, asking questions of the past. Race and Class, 45 (1), 61-78
  • Scott, J.C. (1990). Domination and the Arts of Resistence. Hidden Transcripts. New Haven & London: Yale University Press
  • Schmidt, H. (1995). The US occupation of Haiti , 1915-1934 . New Brunswick , NJ : Rutgers University Press
  • Thornton, J. (1999). Africa and Africans in the making of the Atlantic World, 1400-1800. Cambridge , U.K. : Cambridge University Press
  • Trouillot, M.R. (2003). Global transformations. Anthropology and the modern world. NY: Palgrave
  • Trouillot, M.R. (1995). Silencing the past. Power and the production of history . Boston : Beacon
  • Villalon, L.A. (1995). Islamic societies and state power in Senegal . Disciples and citizens in Fatick . Cambridge , UK.: Cambridge University Press
  • Yep, G. (2000, November). Encounters with the "Other" : Personal notes for a reconceptualization of intercultural communication competence. Manuscript presented at National Communication Association, Seattle WA .


  • Davidson, B. 1980s Africa series in Waldo collection
  • Sembene, O. "Faat Kine" available
  • Najman, C. "Royal Bon Bon" (2002) available
  • Saune, J.P. "Free" (2001) not yet available on the market
  • Stern, R. and Kean, K., " Haiti : Killing the dream". (1992)in Waldo collection
  • Esparragoza , M.E. , Jump over the Atlantic . (1990) in Waldo Collection
  • Diegues, C. "Quilombo" (1984) available

World Wide Web Resources

  • [NEW LINK NEEDED] bibliographical sources on El Hadj Oumar Tall
  • [NEW LINK NEEDED] history of the Fulbe=Fulani
  • structural adjustment in Senegal
  • [NEW LINK NEEDED] African Development bilingual quarterly Library of U.S Congress - country studies

Waldo Library has a resource guide on the web for this Non-Western World course. This guide includes journal article indexes, newspaper article indexes, and special interest web sites. Please contact librarian Patricia Vander Meer at 387-519.


(tear along the dotted line, and return to the instructor on 8 September, 2004 )

NAME ___________________________________ DATE _______

Name ___________________________________ Date _______

Print a copy of this reproducible for each reading every week, fill it out, and bring at least three (3) copies of each sheet to class every week. Please use other side. The copy to your work group can be circulated by e-mail if you prefer. The instructor needs a hard copy every week for each reading from each student . Each student needs her/his copy in class every week for class discussion and to correct your own notes.


B. Questions

C. Page reference

D. Questions to ask; evidence to gather for best possible solution


What is the main problem presented in the reading [or film, in case the assignment is to study a film]?


What are the major points in the author's argument about the problem?


What is your evaluation of the data [hearsay, observed actions, archival documents, secondary sources, direct participation] used by the author to support the main points in her/his argument?


How are the power inequities (as cause and effect relations) organized?


Does the data used as evidence support the points in the author's argument?


Compare and connect the evidence in this text with other readings for this course or another course?

If you develop a lesson plan after using the Cultural Connections web pages, please share them with us so other educators can benefit from our collective work.