Students looking for information about flags should visit the UGS Flags page.
Below are the questions exactly as you will see them in the Flag Proposal System when you propose your course for a Global Cultures flag. Your responses to these questions should allow the faculty flag committee to make an informed decision regarding your proposal.
Please describe specifically which non-U.S. communities, countries, or coherent regional groupings of countries, past or present, will be studied.
Responses should clearly identify which communities outside of the U.S. will be studied in your course. Here is a sample response, submitted by a faculty member from the Department of English:
This course considers the metropolitan capital of the British Empire, London, in the period just before and after 1900. The focus of the course will be both on the local English community in London and on the dynamic immigrant communities which in many ways define the city in the period culturally, literarily and artistically. The emphasis will be placed on the substantial cultural contact with three other major cities: Paris, Vienna and Moscow.
What are typical readings in the course or class related to Global Cultures?
When answering this question, include examples of readings that demonstrate how students in your class will learn about cultural communities outside the United States. A faculty member from the History Department submitted the following description of required readings:
Here are sample texts: Laurent Dubois, Avengers of the New World: The Story of the Haitian Revolution; Lara Putnam, The Company they Kept: Migrants and the Politics of Gender in Caribbean Costa Rica, 1870-1960; George Michael Hanchard, Orpheus and Power: The Movimento Negro of Rio de Janeiro and Sao Paulo, Brazil, 1945-1988.
Describe typical assignments related to Global Cultures.
Use your answer to illustrate how cultures outside the U.S. figure into the graded work your students are asked to complete. A College of Fine Arts faculty member describes the course assignments as follows:
Essays in quizzes and short writing assignments that compare musical practices in 2 or more areas within the Middle East and North Africa; comparison of post-1970s 45 rpm and cassette culture for developing new popular musics in Egypt and Turkey; examination and comparison of musically-coded forms of ecstasy in Egypt (tarab) and Turkey (hal), role of mass media in facilitating new forms of musical national identity in Egypt, Turkey and Tunisia. Aural recognition of musical styles from the region based on shared musical features and formal characteristics.
Please explain how at least one-third of the course grade is based on content related to Global Cultures.
It is helpful for the faculty flag committee to see how grading breaks down for your course since the percentage of graded content is an explicit part of the criteria. The following example was submitted by a faculty member in the Department of Asian Studies:
In the midterm (15%) students are required to discuss how economy policies set forth in global governance institutions impact the local culture in Nepal, the Philippines, India or Korea. In the “globalization in the media” exercise (10%) students will be required to look at media depictions of a given country in Asia – and maintain their focus and interest on that country throughout the course. The final paper (25%) will be about their country of interest in Asia and address how globalization has changed culture in the country.
Attach up to three optional supporting documents, such as syllabi.
You can use this space to include a syllabus, course description, sample assignments, or any other documents to supplement the information you provide on the proposal. These documents should not take the place of answering the questions above.