Week 15 — Readings & Resources

Your primary reading is Chapter 15 (in this module). Everything below is the optional, go-deeper layer — pick what helps, skip the rest.

How to use this page

This page has 10 items (4 readings and 6 videos). Allow 102–115 minutes for everything. Each group links back to the matching chapter section and class-session segment, so use the full menu when you want more, or take the quick path below.

Every video here has captions: turn them on with the CC button in the player. The chapter covers the same ideas in text.

Pick-one quick path (18–22 min total)

• Unearthing the Origins of Plantation Slavery on São Tomé — SAPIENS
• What 3 generations of a Filipino family prove about poverty and migration — PBS NewsHour

① Colonialism, crops, and the sugar route

Chapter 15, Section “State colonialism plainly: rule, land, labor, and legacies” · Session 1, Segment 2, “Colonialism, stated plainly” · Remember: colonialism is one society ruling another and using its land, labor, and resources, and the course states its history plainly.

• The Columbian Exchange: Crash Course World History #23 — CrashCourse — a fast history of the crops, animals, and diseases that crossed the ocean in both directions after 1492; list two foods that moved each way, and notice where the video names the harm to people in the Americas plainly rather than as a debate. (video, 12 min) (captions: creator)
• Unearthing the Origins of Plantation Slavery on São Tomé — SAPIENS — archaeologists describe the ruins of an early sugar mill on an island off West Africa and argue that its plantation model of sugar and enslaved labor was later carried to the Americas; read it beside Mintz's point about sugar, and find the passage where the authors ask whose past a country chooses to call heritage. (reading, 12–16 min)

② People and money across borders

Chapter 15, Section “Follow people and money: migration, transnational ties, and remittances” · Session 1, Segment 4, “Migration, ties, and money sent home” · Remember: migrants keep family, money, and culture moving across borders, and a remittance is one of those ties.

• Where and Why Do People Move? Crash Course Geography #32 — CrashCourse — an episode on voluntary and forced migration that follows one large diaspora across many countries; as you watch, sort each reason it gives for moving into voluntary or forced. Its population and refugee figures are the episode's own, not course figures. (video, 11 min) (captions: creator)
• What 3 generations of a Filipino family prove about poverty and migration — PBS NewsHour — a short interview about a reporter's years of following one family whose members left home to work abroad; listen for the ties the family kept across borders, and ask which of Week 6's reciprocities money sent home would look like. Stop at about the 3:40 mark, where the talk turns to a national debate over immigration policy, which this course does not argue; the figures the author gives are his own, not course figures. Use it while completing the Week-15 module overview. (video, 6 min) (captions: creator)

③ Heritage, return, and the law

Chapter 15, Section “Protect and return: cultural heritage and repatriation” · Session 2, Segment 5, “Heritage and repatriation” · Remember: repatriation returns remains and cultural objects to the communities they came from, and for covered institutions in the United States it is the law.

• The Meaning of U'mista — U'mista Cultural Society — the Kwakwaka'wakw community's own account of how the regalia seized after the 1921 potlatch came home, and why the cultural centre that holds it carries a name about the return of something taken; note the condition the government set before the return. This builds on Week 6's work with the potlatch as a form of exchange. (reading, 6–9 min)
• Frequently Asked Questions, Native American Graves Protection and Repatriation Act — National Park Service — the issuing body's plain answers about the 1990 law; read the first five questions, which say who must comply and who may ask for a return, and skip the later questions on grants and procedure. (reading, 5–8 min)
• Going Home 09: The First 25 Years - Bonnie Newsom — SmithsonianNMAI — one talk, by the chair of a repatriation review committee, from a museum symposium marking 25 years of repatriation under the museum's own law; listen for how the speaker describes the process, and compare it with what the 1990 law requires in the chapter. (video, 17 min) (captions: creator)
• NAGPRA — National NAGPRA Program — a composite of short interviews with people who work with the law; pick two speakers and compare how each describes the law's purpose. (video, 20 min) (captions: creator)

④ Remade, not made the same

Chapter 15, Section “Put anthropology to work: applied and public anthropology, and why globalization is not homogenization” · Session 2, Segment 6, “Anthropology at work, and why the world isn't one culture” · Remember: global goods and media are taken up and remade locally, so globalization does not make every culture the same.

• Exploring World Music: Impact and Globalization — Ethnomusicology Explained! — a short explainer on what the label world music means and how music changes as it travels; as you listen, decide whether its account supports or weakens the homogenization idea. (video, 8 min) (captions: creator)

Optional one-stop reference (free online reference)

• Colonialism, section 1, Definition and Outline — online Encyclopedia of Philosophy (reference entry) — a reference-work entry; read only section 1, which sets out what the term colonialism covers and how it differs from imperialism, and skip the later sections on political theory this course does not take up. (reading, 5–8 min)

Heads-up (links rot): these point to outside sites that occasionally move or rename pages. If a link ever fails, tell your instructor and use the reference above in the meantime.

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