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Recommended: Globalisation is a process
World Culture’s Final Exam Terms
Intro to the World
1. Cultural Conflict – clash of different ways of life over scarce resources, religion, race, land, oil, water, power, etc…
2. Cultural Relativism – judge culture on their own standards and values
3. Culturally different – one culture different from every other culture
4. Culture – total way of life of someone
5. Diffusion – mixing of different cultures from place to place
6. Ethnocentrism – belief that ones own culture is superior to other’s: judge other’s by your own standards
7. Globalization – process by which countries become increasingly interconnected
8. International Date Line – line that is used by geographers that divides the world into two day’s
9. Interdependence – mutual dependence of countries
10. Kalahari Bushmen – natives of Africa who tried to keep their distance from the world and traditions became corrupt with a simple coke bottle
11. L.A.S.S. – learned adaptive symbolic shared: this is the way culture’s would be able to mix
12. Norms – expectations of behavior
13. Prime Meridian - 0° longitude on a globe, located in Greenwich, England
14. Relative location – natural occurring physical features used to describe a location on the map if not given the exact location
15. Socialization – taught about a culture either or their own or another’s
16. Standard of living – depends on the effort you put into how you want to live
17. Symbols – represent a certain topic, feeling, idea etc…
18. Time zones – divides up the globe depending on the number of hours they are away from Greenwich
19. Equator – Along the x-axis, or meaning Latitude
20. Universally Similar – meaning that every culture has similar foods, religions, clothes, language, housing, music, sports, and gestures
21. Values – beliefs about...
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... upon and soon befriends him and is taught their ways through him
28. Thieves – white man saw the Indians as thieves as a stereotype
29. Treaty of 1868 – stated that no white man would step foot on the Indians holy ground of Pana Sapa in Laramie, Nebraska
30. Ultimatum – the Indians where given two choices but in both cases they would lose because either they went on the reservations peacefully or they would be put on there with force
31. Wakan Tanka – means great spirit that the Indians believed in as the life force of life itself
32. White Europeans – responsible for the cultural genocide of the Indians and where the new settlers taking over the new world
33. Wounded Knee – massacre of Crazy Horses tribe because of the accidental release of gun fire that would not be known on who it was caused: those who died were left with an improper burial
34. Yellow Metal – also known as gold to the white man: Indians just saw it as something that caused the white man to go crazy so to speak
It had previously been the policy of the American government to remove and relocate Indians further and further west as the American population grew, but there was only so much...
“Settler colonialism and the elimination of the native” by Patrick Wolfe In this reading the author argues that genocide and the elimination of the American Native population through colonial settlement are inextricably linked, though are not always the same. Also,during the presidency of Andrew Jackson, Indian tribes located in the Southeast United States were forcibly removed from their homes and ordered to relocate to the
Like the Arabs, the Europeans sometimes let their religion come between them and the truth. The best example of this is what Boorstin refers to as the “Great Interruption,” a time in the Middle Ages where theological, rather than geographical, accuracy was prioritized in mapmaking. Rather than continuing the work of Ptolemy and refining his rectangular coordinate system, cartographers “spent their energies embroidering a neat, theologically appealing picture of what was already known, or was supposed to be known.” (Boorstin, 100) Maps depicted the world as a circular disc divided into three parts, the three parts being the continents of Asia, Africa, and Europe, separated by a T-shaped flow of water. Jerusalem was always in the center of the maps; the justification came from a verse in Ezekiel saying that God had placed Jerusalem in the midst of the nations, which was interpreted literally. Allowing Christian dogma to determine the shape of the earth was a major failing in Boorstin’s eyes; nevertheless, the episode was only an “interruption,” and Europe eventually resumed discovery. Firstly, Boorstin credits the west for the modern clock and calendar. Although earlier versions of clocks from other parts of the world are mentioned, the author focuses primarily on the contributions of westerners to its development. When missionary
The term “ethnocentrism,” meaning the sense of taken-for-granted superiority in the context of cultural practices and attitudes, described the way Europeans looked at their “culture” as though they were superior to all others. Westerns even stated that non-Westerns had no culture and that they were inferior to the culture that was building in Europe.
This book is complete with some facts, unfounded assumptions, explores Native American gifts to the World and gives that information credence that really happened yet was covered up and even lied about by Euro-centric historians who have never given the Indians credit for any great cultural achievement. From silver and money capitalism to piracy, slavery and the birth of corporations, the food revolution, agricultural technology, the culinary revolution, drugs, architecture and urban planning, our debt to the indigenous peoples of America is tremendous. With indigenous populations, mining the gold and silver made capitalism possible. Working in the mines and mints and in the plantations with the African slaves, they started the industrial revolution that then spread to Europe and around the world. They supplied the cotton, rubber, dyes, and related chemicals that fed this new system of production.
In Thomas King’s novel, The Inconvenient Indian, the story of North America’s history is discussed from his original viewpoint and perspective. In his first chapter, “Forgetting Columbus,” he voices his opinion about how he feel towards the way white people have told America’s history and portraying it as an adventurous tale of triumph, strength and freedom. King hunts down the evidence needed to reveal more facts on the controversial relationship between the whites and natives and how it has affected the culture of Americans. Mainly untangling the confusion between the idea of Native Americans being savages and whites constantly reigning in glory. He exposes the truth about how Native Americans were treated and how their actual stories were
Native American’s place in United States history is not as simple as the story of innocent peace loving people forced off their lands by racist white Americans in a never-ending quest to quench their thirst for more land. Accordingly, attempts to simplify the indigenous experience to nothing more than victims of white aggression during the colonial period, and beyond, does an injustice to Native American history. As a result, historians hoping to shed light on the true history of native people during this period have brought new perceptive to the role Indians played in their own history. Consequently, the theme of power and whom controlled it over the course of Native American/European contact is being presented in new ways. Examining the evolving
American Indians shaped their critique of modern America through their exposure to and experience with “civilized,” non-Indian American people. Because these Euro-Americans considered traditional Indian lifestyle savage, they sought to assimilate the Indians into their civilized culture. With the increase in industrialization, transportation systems, and the desire for valuable resources (such as coal, gold, etc.) on Indian-occupied land, modern Americans had an excuse for “the advancement of the human race” (9). Euro-Americans moved Indians onto reservations, controlled their education and practice of religion, depleted their land, and erased many of their freedoms. The national result of this “conquest of Indian communities” was a steady decrease of Indian populations and drastic increase in non-Indian populations during the nineteenth century (9). It is natural that many American Indians felt fearful that their culture and people were slowly vanishing. Modern America to American Indians meant the destruction of their cultural pride and demise of their way of life.
The Indian Removal Act drove thousands of natives off their tribal lands and forced them west to new reservations. Then again, there are those who defend Jackson's decision stating that Indian removal was necessary for the advancement of the United States. However, the cost and way of removing the natives was brutal and cruel. The opposition fails to recognize the fact that Jackson’s removal act had promised the natives payment, food, and protection for their cooperation, but Jackson fails to deliver any of these promises. Furthermore, in “Indian removal,” an article from the Public Broadcasting Service, a description of the removal of the Cherokee nation is given.
In the colonization of Turtle Island (North America), the United States government policy set out to eliminate the Indigenous populations; in essence to “destroy all things Indian”.2 Indigenous Nations were to relocate to unknown lands and forced into an assimilation of the white man 's view of the world. The early American settlers were detrimental, and their process became exterminatory.3 Colonization exemplified by violent confrontations, deliberate massacres, and in some cases, total annihilations of a People.4 The culture of conquest was developed and practiced by Europeans well before they landed on Turtle Island and was perfected well before the fifteenth century.5 Taking land and imposing values and ways of life on the social landscape
By enforcing the Indian Removal Act, America was questioned as a democratic country. Was independence a top priority in America or was it for a select group? Americans thought of independence as for certain people and this included the white settlers. Not the Native Americans or the blacks. It also questions what America would pay for human expansion. The answer ended up being any cost except a cost that would have included the settlers. Native Americans, Blacks, and whoever else could pay the price for the expansion. Native Americans did by being forced from their lands. Blacks did by them being used for labor and put into slavery. The United States forced and tricked tribes to sell their lands and move west.
The concept that the importance of a particular cultural idea varies from one society or societal subgroup to another, the view that ethical and moral standards are relative to what a particular society or culture believes to be good/bad, right/wrong (cultural relativism, 2014).
Hurtado, Albert L, ed. Major Problems in American Indian History. Lexington, Massachusetts, D.C. Heath and Company, 1994.
This chapter presents how languages create a system in which one entity or con-cept functions as a reference point or an anchor for another concept (Talmy, 2000).
Anthropologists define the term culture in a variety of ways, but there are certain shared features of the definition that virtually all anthropologists agree on. Culture is a shared, socially transmitted knowledge and behavior. The key features of this definition of culture are as follows. 1) Culture is shared among the members of that particular society or group. Thus, people share a common cultural identity, meaning that they recognize themselves and their culture's traditions as distinct from other people and other traditions. 2) Culture is socially transmitted from others while growing up in a certain environment, group, or society. The transmission of cultural knowledge to the next generation by means of social learning is referred to as enculturation or socialization. 3) Culture profoundly affects the knowledge, actions, and feelings of the people in that particular society or group. This concept is often referred to as cultural knowledge that leads to behavior that is meaningful to others and adaptive to the natural and social environment of that particular culture.