??
ED
OV
PR
AP
?_
IA
UV
ST
, TABLE OF CONTENTS
INTRODUCTION
PART 1: TERM ASSIGNMENTS
ST
I. Country Assignment
II. Corporate Assignment
III. Global Issues Newspaper Journal
UV
IV. The Other Assignment
PART 2: INTRODUCTION: THE CONSUMER, THE LABORER, THE
CAPITALIST, AND THE NATION-STATE IN THE SOCIETY OF
IA
PERPETUAL GROWTH
I. Chapter 1: Constructing the Consumer
?_
A. Thesis Statements
B. Discussion
C. Assignments and Exercises
AP
II. Chapter 2: The Laborer in the Culture of Capitalism
A. Thesis Statements
B. Discussion
PR
C. Assignments and Exercises
III. Chapter 3: The Rise and Fall of the Merchant, Industrialist, and Financier
A. Thesis Statements
OV
B. Discussion
C. Assignments and Exercises
IV. Chapter 4: The Nation-State in the Culture of Capitalism
A. Thesis Statements
ED
B. Discussion
C. Assignments and Exercises
PART 3: THE GLOBAL IMPACT OF THE CULTURE OF CAPITALISM:
?
INTRODUCTION
?
I. Chapter 5: Population Growth, Migration, and Urbanization
A. Thesis Statements
B. Discussion
C. Assignments and Exercises
, II. Chapter 6: Hunger, Poverty, and Economic Development
A. Thesis Statements
B. Discussion
C. Assignments and Exercises
III. Chapter 7: Environment and Consumption
A. Thesis Statements
ST
B. Discussion
C. Assignments and Exercises
IV. Chapter 8: Health and Disease
UV
A. Thesis Statements
B. Discussion
C. Assignments and Exercises
IA
V. Chapter 9: Indigenous Groups and Ethnic Conflict
A. Thesis Statements
B. Discussion
?_
C. Assignments and Exercises
PART 4: RESISTANCE AND REBELLION: INTRODUCTION
AP
I. Chapter 10: Resistance in the Face of Uncertainty
A. Thesis Statements
B. Discussion
PR
C. Assignments and Exercises
II. Chapter 11: Anti-Systemic Protest
A. Thesis Statements
OV
B. Discussion
C. Assignments and Exercises
III. Chapter 12: Religion and Anti-Systemic Protest
A. Thesis Statements
ED
B. Discussion
C. Assignments and Exercises
IV. Chapter 13: Solving Global Problems: Some Options and Courses of Action
?
A. Thesis Statements
?
B. Discussion
C. Assignments and Exercises
, PART 1: TERM ASSIGNMENTS
ST
I. COUNTRY ASSIGNMENT
An effective way to involve students in the subject matter of the course is to
assign to each a specific country on which they must report either in writing or in
UV
discussion. I required each student to prepare a three- to five-page paper on
selected topics addressed in the book, generally giving them a choice as to which
topics they would address. Thus, they were asked to prepare five papers on
conditions in their countries from among nine or ten topics (e.g., population
growth, poverty and hunger, environmental change, health and disease). I also
IA
required all to prepare a paper on the economic history of their country.
Country assignments can be used in various ways depending on the level of the
students, the number of students in the class, and the pedagogical style preferred
?_
by instructors. For example, for group work, students can be grouped by regions
to discuss and report on regional similarities and differences regarding specific
problems. They can be asked to discuss in their groups what kinds of solutions
they might propose or adopt to alleviate or address specific problems, or discuss
AP
measures actually taken in their countries. To promote class discussion outside of
groups, students can be asked to come prepared to propose solutions to problems,
or simply to summarize conditions in their countries. Instructors can also
supplement this discussion by having students play The World Game at the
World Game Institute on the web at http://www.worldgame.org/. Better yet,
PR
arrange for a visit from the Institute and play the World Game live.
II. CORPORATE ASSIGNMENT
OV
Global Problems and the Culture of Capitalism devotes a considerable amount of
discussion to the role of multinational or transnational corporations in our lives.
It discusses also the extent to which the actions of corporations are either masked
from us or carefully presented to cast corporate actions in as favorable a way as
possible. There are, after all, more public relations specialists in America than
ED
there are journalists and reporters. For this reason, one of the most effective
assignments I used involved assigning each student a specific corporation. To
involve them a little more with the exercise, I gave each student a hypothetical
$100,000 to invest in the corporation I assigned them. For that reason, I tried to
ensure that each corporation was listed on the New York Stock Exchange. I then
??
asked them to follow their investment for from two to three months to see how
their investment fared.
In addition, however, they were asked to prepare a three to five-page report on
the business practices of their corporations; that is, they were asked to consider
the economic, social, and environmental costs of their corporations doing
business.
ED
OV
PR
AP
?_
IA
UV
ST
, TABLE OF CONTENTS
INTRODUCTION
PART 1: TERM ASSIGNMENTS
ST
I. Country Assignment
II. Corporate Assignment
III. Global Issues Newspaper Journal
UV
IV. The Other Assignment
PART 2: INTRODUCTION: THE CONSUMER, THE LABORER, THE
CAPITALIST, AND THE NATION-STATE IN THE SOCIETY OF
IA
PERPETUAL GROWTH
I. Chapter 1: Constructing the Consumer
?_
A. Thesis Statements
B. Discussion
C. Assignments and Exercises
AP
II. Chapter 2: The Laborer in the Culture of Capitalism
A. Thesis Statements
B. Discussion
PR
C. Assignments and Exercises
III. Chapter 3: The Rise and Fall of the Merchant, Industrialist, and Financier
A. Thesis Statements
OV
B. Discussion
C. Assignments and Exercises
IV. Chapter 4: The Nation-State in the Culture of Capitalism
A. Thesis Statements
ED
B. Discussion
C. Assignments and Exercises
PART 3: THE GLOBAL IMPACT OF THE CULTURE OF CAPITALISM:
?
INTRODUCTION
?
I. Chapter 5: Population Growth, Migration, and Urbanization
A. Thesis Statements
B. Discussion
C. Assignments and Exercises
, II. Chapter 6: Hunger, Poverty, and Economic Development
A. Thesis Statements
B. Discussion
C. Assignments and Exercises
III. Chapter 7: Environment and Consumption
A. Thesis Statements
ST
B. Discussion
C. Assignments and Exercises
IV. Chapter 8: Health and Disease
UV
A. Thesis Statements
B. Discussion
C. Assignments and Exercises
IA
V. Chapter 9: Indigenous Groups and Ethnic Conflict
A. Thesis Statements
B. Discussion
?_
C. Assignments and Exercises
PART 4: RESISTANCE AND REBELLION: INTRODUCTION
AP
I. Chapter 10: Resistance in the Face of Uncertainty
A. Thesis Statements
B. Discussion
PR
C. Assignments and Exercises
II. Chapter 11: Anti-Systemic Protest
A. Thesis Statements
OV
B. Discussion
C. Assignments and Exercises
III. Chapter 12: Religion and Anti-Systemic Protest
A. Thesis Statements
ED
B. Discussion
C. Assignments and Exercises
IV. Chapter 13: Solving Global Problems: Some Options and Courses of Action
?
A. Thesis Statements
?
B. Discussion
C. Assignments and Exercises
, PART 1: TERM ASSIGNMENTS
ST
I. COUNTRY ASSIGNMENT
An effective way to involve students in the subject matter of the course is to
assign to each a specific country on which they must report either in writing or in
UV
discussion. I required each student to prepare a three- to five-page paper on
selected topics addressed in the book, generally giving them a choice as to which
topics they would address. Thus, they were asked to prepare five papers on
conditions in their countries from among nine or ten topics (e.g., population
growth, poverty and hunger, environmental change, health and disease). I also
IA
required all to prepare a paper on the economic history of their country.
Country assignments can be used in various ways depending on the level of the
students, the number of students in the class, and the pedagogical style preferred
?_
by instructors. For example, for group work, students can be grouped by regions
to discuss and report on regional similarities and differences regarding specific
problems. They can be asked to discuss in their groups what kinds of solutions
they might propose or adopt to alleviate or address specific problems, or discuss
AP
measures actually taken in their countries. To promote class discussion outside of
groups, students can be asked to come prepared to propose solutions to problems,
or simply to summarize conditions in their countries. Instructors can also
supplement this discussion by having students play The World Game at the
World Game Institute on the web at http://www.worldgame.org/. Better yet,
PR
arrange for a visit from the Institute and play the World Game live.
II. CORPORATE ASSIGNMENT
OV
Global Problems and the Culture of Capitalism devotes a considerable amount of
discussion to the role of multinational or transnational corporations in our lives.
It discusses also the extent to which the actions of corporations are either masked
from us or carefully presented to cast corporate actions in as favorable a way as
possible. There are, after all, more public relations specialists in America than
ED
there are journalists and reporters. For this reason, one of the most effective
assignments I used involved assigning each student a specific corporation. To
involve them a little more with the exercise, I gave each student a hypothetical
$100,000 to invest in the corporation I assigned them. For that reason, I tried to
ensure that each corporation was listed on the New York Stock Exchange. I then
??
asked them to follow their investment for from two to three months to see how
their investment fared.
In addition, however, they were asked to prepare a three to five-page report on
the business practices of their corporations; that is, they were asked to consider
the economic, social, and environmental costs of their corporations doing
business.
