Hawaii Pacific University
ANTH 3000 Is Global Citizenship Possible? Section ____
Semester and year, meeting times
Instructor: Name, contact information and other relevant information about the instructor.
Course description: This course addresses “global citizenship” by focusing on two questions: (1) Given
that cultural diversity is a key characteristic of our species, how can we organize political communities so
different people with different beliefs and behaviors feel a part of the same political community? And
(2) how can we address the political and economic disparities that pervade our current global networks
in order to build broader political communities that unite through shared interests and hopes rather
than common hatreds?
Course prerequisite: WRI 1200.
General Education Requirement: This course is classified as a Global Citizenship course which meets
the Upper-Division Citizenship requirement for general education. Be aware that some majors specify a
particular service-learning course or a different Global Citizenship course to meet the citizenship
requirement. Check your degree requirements if you are planning to use this course to meet the
citizenship requirement. Alternatively it is also classified as an Upper Division Research and Writing
course. Again some programs specify which course should be taken by their majors to meet that
requirement, so consult your degree requirements. A student can apply the course to only one of these
two requirements.
General Education Student Learning Outcomes and the Five Themes: HPU’s general education
curriculum is focused around five themes. This course draws on all five themes. Under the Values and
Choices Theme, it provides students with opportunities to achieve the following related general
education student learning outcome:

Students should understand a range of meanings for concepts associated with individual and
social ethics such as rights and responsibilities, justice and impartiality, citizenship and social
responsibility. Students will explore, through various readings, as well as group discussions, the
different ways citizenship, especially rights and responsibilities, are framed. They will examine
(1) what rights referred to under the British Raj [Empire, Passage to India], (2) today how
assuming the responsibility for empowering others with rights often goes astray despite the best
of intentions [The Global Cold War, The White Man’s Burden], and (3) what conditions in Hawaii
have led to a broadening of the political franchise as well as economic upward mobility [Hawaii
Pono, Land and Power in Hawaii].
The course also addresses the World Cultures Theme by providing students with opportunities to
achieve the following related general education student learning outcome:

Students will analyze cultural forces that have influenced customs and choices in contemporary
lifestyles and world views. Students will consider how various political and economic
inequalities frequently attributed to globalizing forces might be addressed. Specifically they will
explore (1) how economic development in the Third World has wasted trillions of dollars while
providing limited improvements to those in need [The White Man’s Burden], (2) some of the key
factors for generating democracies [Making Democracy Work], and (3) how Hawaii offers a case
study in which “enlarging the economic pie” became a means for empowering a whole
generation of previously disempowered agricultural workers [Hawaii: Islands Under the
Influence, Hawaii Pono, Land and Power in Hawaii]
The course also addresses the Global Systems Theme by providing students with opportunities to
achieve the following related general education student learning outcomes:

Students will describe the global impact of international economic systems and organizations. A
key result of the increasing economic and communicative networks generated by globalization is
that aspirations have risen throughout the world. Most people today do not reject globalization
per se. They reject their place in the globalizing process. Those near the bottom are demanding
greater empowerment. Those who are losing their jobs are searching for new security. The
problem is how to enlarge the “economic pie” so more people can share the riches of
globalization.

Students should understand the impact of the process of globalization from a historical or
cultural perspective. Students will consider how earlier and present forms of globalization have
addressed problems of political, economic and cultural disparity – specifically (1) the liberal
aspirations and economic/cultural stasis of the British Raj [Empire and The Ruling Caste], and (2)
the limitations of thoughtful planning and armed intervention in the world today to bring about
real political/economic/medical change [The White Man’s Burden, The Global Cold War, and
Pathologies of Power], and (3) the possibilities offered by the transformations that took place in
Hawaii in the twentieth century as a model for bringing about real political and economic
change [The Island Edge of America, Hawaii Pono, Land and Power in Hawaii].
As an upper division research and writing course, this course emphasizes the Communication Skills
Theme and the Research and Epistemology theme and provides students with opportunities to achieve
the following related general education student learning outcomes:
Written and oral communication and critical reasoning
Students will demonstrate critical reasoning in organizing thoughts, feelings, concepts, and information
for effective, clear, and accurate oral and written communication. (CS 4)
Students will use reasoning skills, such as identifying assumptions, considering multiple perspectives and
positions including one’s own, making inferences, and drawing conclusions, to advance an argument
supported by reasons and evidence. (R&E 4)
First, each week, students participate in group and class discussions of the assigned books key
questions, main themes, evidence in support of those themes an relevance of those themes to current
events and their own experience. Second, students will write two clear, thoughtfully research papers
that (a) assess key scholarly literature in the natural sciences and (b) examines additional scholarly
information not directly provided to students in order to address – in terms of a possible solution – an
issue relating to “global citizenship,” especially issues of global inequality and ways for empowering and
enriching groups with comparatively less resources. Third, students will write an “op-ed” piece, that
clearly and thoughtfully discusses for a large public audience a particular issue of public concern relating
to “global citizenship.”
Information Literacy
Students will develop the information literacy needed to determine the validity of information sources
and apply these skills in communication environments. (CS 5)
Students will analyze the content, argument, and rhetoric of sources; evaluate the credibility, reliability
and validity of sources; consider the influence of contexts. (R&E 3)
First, students will determine – through small group discussions of assigned books as well as through
reading/research for their papers – (a) the main content (in terms of key questions and themes) and (b)
the validity of the data used to support the key themes as well as the validity of the argument
constructed around the book’s main themes. Second, students will assess their own as well as their
peer’s papers in terms of the clarity and thoughtfulness of writing presented in the three papers.
Students will be able to articulate ways they and their peers can improve both (a) their arguments and
(b) their writing. Third students will apply their information literacy skills in the op ed assignment
drawing on (a) key scholarly literature in the natural and social sciences and (b) additional scholarly
information not directly provided to students .
Performing Research
Students will identify a research question or problem, gather and organize relevant information, apply
appropriate problem-solving strategies, and communicate the results to others. (R&E 2)
Students will utilize methods and technologies appropriate to the discipline to investigate research
questions, generate predictions, test hypotheses and/or solve problems. (R&E 7)
First, students repeatedly evaluate for their weekly assigned book (a) the key question the author is
addressing as well as (b) the degree to which the author effectively constructs an effective argument
from the data presented. These exercises become models for students in identifying their own research
questions and gathering their own information to support the arguments presented in their three
papers. Second, students will (a) assesses key scholarly literature in the natural and social sciences and
(b) examines additional scholarly information not directly provided to students in order to frame an
effective solution to three problems, assigned in class, relating to issues of global inequality and ways for
empowering and enriching groups with comparatively less resources.
Note: Purple text shows places where specific course information must be filled in. Red text provides
explanatory notes to the instructor which should be deleted before using the syllabus. Blue explanations
above should be rephrased by the individual instructor to reflect the specific approach in that section to
these required outcomes. Course specific outcomes below are an example and should also be rephrased
or modified by the instructor to fit the particular emphasis of his or her course.
Course-Specific Student Learning Outcomes for ANTH 3000 Making a Difference
1 Students will engage with cultural/global/political perspectives they normally do not experience in
everyday life or other course work and, rather than simply tolerating (or being threatened by) them, use
them as an engine for their own personal and professional development and growth to better
understand the world around.
2. Students will understand - through the use of contextual analysis and comparison - the political and
cultural contexts that frame global inequalities and consider ways for empowering and enriching groups
with comparatively less resources.
3. Students will feel empowered to carry out the above goals or, to phrase it another way, to feel
motivated to actively and effectively engage with the world around them in socially productive ways.
4. Students will be:
(a). effective readers of college-level materials – with a demonstrated ability to read normal size
college books (of roughly 300 pages each) assigned in class in a relative short period of time
and understand the book’s main points.
(b). effective writers -- with a demonstrated ability (1) to write thoughtful, research papers that
draw on relevant literature, (2) in a well-organized fashion, (3) making an effective
argument for a particular solution to a problem, and (4) with a minimum of spelling and
grammatical errors.
(c). able to think critically –making use of various perspectives to address public problems as well as
demonstrate insights into the operation of their own lives and current events.
For the rest of these required syllabus items see the details in the faculty handbook. Delete this note
once the syllabus is complete. For online courses there are some additional requirements given at this
link.
Texts List textbooks with ISBN’s and include this language as well
All textbook information (pricing, ISBN #, and e-books) for this course can be found on the HPU
Bookstore website: hpu.edu/bookstore.
If you have any questions regarding textbooks, please contact the HPU Bookstore at:
Phone:
808-544-9347
Or e-mail:
jyokota@hpu.edu
mmiyahira@hpu.edu
Assignments and mode of evaluation
Summary of important dates and deadlines (if the schedule is a separate document and due dates are
not given with the description of the assignments).
Class rules and policies (including regarding attendance, late work and academic dishonesty)
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