Huitzilopochtl, God of the Sun, was the Aztec principal god. He had an insatiable appetite for blood. Under his urging, the Aztecs rose from a band of primitive farmers to become the bloodiest civilization of the early Americas. Many Central America cultures indulged in human sacrifice. The Aztec practiced it on an industrial scale, sacrificing tens of thousands of victims each year.
In the wake of Columbus' historic voyage in 1492, expeditions, especially from Imperial Spain, swarmed into Aztec territory. They came in search of gold and souls gold to enrich the coffers of the Spanish king (and their own), and heathen souls to rescue for Christianity. Within a generation, America's ancient civilizations were crushed. Both the Aztec and Inca Empires collapsed after campaigns lasting just a couple of years. How did they fall so fast? Historians suggest many causes.
They were called the Lost Generation. America's most talented writers of the 1920s were completely disillusioned by the world and alienated by the changes in modern America. The ghastly horrors of trench warfare were a testament to human inhumanity. The ability of the human race to destroy itself had never been more evident. The materialism sparked by the Roaring Twenties left many intellectuals empty. Surely there was more to life than middle-class conformity, they pined.
Powerful kingdoms, beautiful sculpture, complex trade, tremendous wealth, centers for advanced learning all are hallmarks of African civilization on the eve of the age of exploration. Hardly living up to the "dark continent" label given by European adventurers, Africa's cultural heritage runs deep. The empires of Ghana, Mali, and Songhay are some of the greatest the world has ever known. Timbuktu, arguably the world's oldest university, was the intellectual center of its age.
When immigrants reach a new land, their old ways die hard. This has been the case with most immigrant groups to the New World. The language, customs, values, religious beliefs, and artistic forms they bring across the Atlantic are reshaped by the new realities of America and, in turn, add to its fabric. The rich traditions of Africa combined with the British colonial experience created a new ethnicity the African American.
This interdisciplinary course surveys modern European culture to disclose the alignment of literature, opposition, and revolution. Reaching back to the foundational representations of anarchism in nineteenth-century Europe (Kleist, Conrad) the curriculum extends through the literary and media representations of militant organizations in the 1970s and 80s (Italy's Red Brigade, Germany's Red Army Faction, and the Real Irish Republican Army). In the middle of the term students will have the opportunity to hear a lecture by Margarethe von Trotta, one of the most important filmmakers who has worked on terrorism. The course concludes with a critical examination of the ways that certain segments of European popular media have returned to the "radical chic" that many perceive to have exhausted itself more than two decades ago.
In this unit, students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. They will learn how both types of folktales employ various animals in different ways to portray human strengths and weaknesses and to pass down wisdom from one generation to the next. Use the following lessons to introduce students to world folklore and to explore how folktales convey the perspectives of different world cultures.
This course explores the experiences and understandings of class among Americans positioned at different points along the U.S. social spectrum. It considers a variety of classic frameworks for analyzing social class and uses memoirs, novels, and ethnographies to gain a sense of how class is experienced in daily life and how it intersects with other forms of social difference such as race and gender.
In this lesson plan, students will learn about the 12 animals of the Chinese zodiac. In the introductory first lesson, they will see how animals are often used as symbols. In the second lesson, they will hear one of several versions of how the 12 animals were chosen. They will then focus upon a few of the animals in the story and see how they can be used as symbols of certain human characteristics. In the third lesson, they will be introduced to the other animals of the zodiac, and they will be given a chart on which they will assign traits to each animal. Then they will consult a number of websites to find the traits traditionally associated with the animals, which they will add to their list. Then, they will come up with a number of ways to compare and contrast the animals in the list. In the third lesson, they will focus upon the animal associated with the year of their birth, learning about its traits and discussing whether or not these apply to themselves and their peers. Finally, each student will make an acrostic, combining the letters of his or her first name with adjectives that relate to his or her zodiac sign.
Seminar focuses on core issues and approaches in anthropological theory and method. Studies theoretical frameworks for the analysis and integration of material from other subjects in cultural anthropology. Subject provides instruction and practice in writing and revision whereby students produce one paper that is appropriate for publication or as a proposal for funding. This course introduces students to some of the major social theories and debates that inspire and inform anthropological analysis. Over the course of the semester, we will investigate a range of theoretical propositions concerning such topics as agency, structure, subjectivity, history, social change, power, culture, and the politics of representation. Ultimately, all theories can be read as statements about human beings and the worlds they create and inhabit. We will approach each theoretical perspective or proposition on three levels: (1) in terms of its analytical or explanatory power for understanding human behavior and the social world; (2) in the context of the social and historical circumstances in which they were produced; and (3) as contributions to ongoing dialogues and debate.
This class examines how anthropology and speculative fiction (SF) each explore ideas about culture and society, technology, morality, and life in "other" worlds. We investigate this convergence of interest through analysis of SF in print, film, and other media. Concepts include traditional and contemporary anthropological topics, including first contact; gift exchange; gender, marriage, and kinship; law, morality, and cultural relativism; religion; race and embodiment; politics, violence, and war; medicine, healing, and consciousness; technology and environment. Thematic questions addressed in the class include: what is an alien? What is "the human"? Could SF be possible without anthropology?
This class examines the ways humans experience the realm of sound and how perceptions and technologies of sound emerge from cultural, economic, and historical worlds. In addition to learning about how environmental, linguistic, and musical sounds are construed cross-culturally, students learn about the rise of telephony, architectural acoustics, and sound recording, as well as about the globalized travel of these technologies. Questions of ownership, property, authorship, and copyright in the age of digital file sharing are also addressed. A major concern will be with how the sound/noise boundary has been imagined, created, and modeled across diverse sociocultural and scientific contexts. Auditory examples--sound art, environmental recordings, music--will be provided and invited throughout the term.
The Bedouins of ancient Arabia and Persia made poetry a conversational art form. Several poetic forms developed from the participatory nature of tribal poetry. Today in most Arabic cultures, you may still experience public storytelling and spontaneous poetry challenges in the streets. The art of turning a rhyme into sly verbal sparring is considered a mark of intelligence and a badge of honor. Students will learn about the origins and structure of Arabic Poetry.
This subject introduces skills needed to build within a landscape establishing continuities between the built and natural world. Students learn to build appropriately through analysis of landscape and climate for a chosen site, and to conceptualize design decisions through drawings and models.
This subject focuses on the objects, history, context, and critical discussion surrounding art since World War II. Because of the burgeoning increase in art production, the course is necessarily selective. We will trace major developments and movements in art up to the present, primarily from the US; but we will also be looking at art from Europe, Asia, Africa, Latin America, and the Middle East, as well as art "on the margins" -- art that has been overlooked by the mainstream critical press, but may have a broad cultural base in its own community. We will ask what function art serves in its various cultures of origin, and why art has been such a lightning rod for political issues around the world.
Nebraska Honors ProgramCLC Expanded Learning Opportunity ClubsArts Around the World Club CurriculumSpring 2019Grade Level: Kindergarten through second gradeIdeal Number of Attendees: 7-15 studentsGoal of Club: Increase the cultural and global awareness of studentsResources: Various Pinterest ideasContent Areas: Social Studies and ArtsFinal Products: Weekly crafts that are related to the country being studiedIntroduction to Club: This Arts Around the World club introduces students to other countriesand cultures through engaging craftsLength of Club: 1 hour and 15 minutesTips and Tricks: Have extra activities (such as coloring pages or worksheets) available forchildren who finish at a faster pace, and watch for students who are becoming distracted.
Australian Aboriginal art is one of the oldest continuing art traditions in the world. Much of the most important knowledge of aboriginal society was conveyed through different kinds of storytelling—including narratives that were spoken, performed as dances or songs, and those that were painted. In this lesson students will learn about the Aboriginal storytelling tradition through the spoken word and through visual culture. They will have the opportunity to hear stories of the Dreamtime told by the Aboriginal people, as well as to investigate Aboriginal storytelling in contemporary dot paintings.
Childhood is a source of fascination in most Western cultures. It is both a major inspiration for artistic creation and a political ideal, which aims at protecting future generations. Which role does it play in French society and in other francophone areas? Why is the French national anthem (La Marseillaise) addressed to its 'children'? This course will study the transformation of childhood since the 18th century and the development of sentimentality within the family. We will examine various representations of childhood in literature (e.g. Pagnol, Proust, Sarraute, Laye, Morgiĺvre), movies (e.g. Truffaut), and songs (e.g. Brel, Barbara). Course taught in French.
This course studies the transformation of childhood and youth since the 18th century in France, as well as the development of sentimentality within the family in a francophone context. Students will examine the personification of children, both as a source of inspiration for artistic creation and a political ideal aimed at protecting future generations, and consider various representations of childhood and youth in literature (e.g., Pagnol, Proust, Sarraute, Lave, Morgievre), movies (e.g., Truffaut), and songs (e.g., Brel, Barbara). This course is taught entirely in French.