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Asian Unit 4

Exploring the Effects of Globalization on Pastoralist Communities Around the World – The Case of Mongolia

 

Name: Katherine R. Rowell

College: Sinclair Community COllege

Discipline: Sociology and Anthropology

Module Title: Exploring the Effects of Globalization on Pastoralist Communities Around the World: The Case of Mongolia

Narrative Description of the Module: This curriculum module examines the effects of globalization on the largest pastoralist country in the world, Mongolia (more than 40% of the population engage in nomadic pastoralism as a way of life). With the fall of the Soviet Union, Mongolia became a democratic state in 1990. In less than 25 years, this country has faced the challenge of both becoming a democracy and a member of the global economic system. This module will focus on helping students briefly explore the history, geography, economics, and culture (the concept of holism in anthropology) of Mongolia in order to analyze the positive and negative effects of globalization on the nomadic way of life of Mongolia. The curriculum module could be used in various social science courses to help students understand the ways in which globalization interacts with the various environmental, cultural, and societal structures of a society.

Educational Objectives of the Module
Upon complition of the module students will:
  1. Describe the historical, political, geographical, economical and cultural factors that led to the formation of the Mongolian Democratic State in 1990.
  2. Explain the various types of subsistence strategies used by peoples around the world with specific emphasis on pastoralism.
  3. Compare and contrast the various perspectives of globalization.
  4. Analyze the positive and negative effects of globalization on the pastoralist country of Mongolia.
  5. Demonstrate learning by working in teams to compare/contrast the example of Mongolia to other pastoralist cultures of the world such as the Maasai of Kenya.
Detailed outline of main themes (with accompanying content notes) to be included in the Lectures/Discussions Used to Implement the Module
Theme 1: Exploring the Country of Mongolia
  1. Review a map of Mongolia with students(See student readings)
  2. Review brief history of Mongolia (See student readings)
  3. Watch Documentary (Mongolia) 63 minutes(see audio visual)
  4. Student teams present on one of each of the assigned topics history, politics, geography, economy and culture of Mongolia (this is an in-class activity or could be a homework assignment). Student could develop posters/presentations as part of class.
  5. Time: This theme could be explored in one class period (90 minute minimum) if students were given the film and readings as homework.
Theme 2: Subsistence Strategies and Pastoralist
  1. Introduce students to subsistence strategies with special emphasis on Pastoralism (see student readings)
  2. Watch video clips on Pastoralism and Mongolia(see audio-visual)
  3. Student teams present on one of the five subsistence strategies(this is an in-class activity).
  4. Time: This theme could be explored in one class period if students complete readings and videos outside of class time. Students could complete posters/presentations as part of class.
Theme 3: Analyzing the Effects of Globalization on Pastoralism in Mongolia
  1. Discuss what is meant by globalization (see student readings)
  2. Compare and Contrast the pros and cons of globalization (see student readings)
  3. Examine the effects of globalization on Mongolian pastoralism (student readings/videos)
  4. Students debate pros/cons of globalization and effects on Mongolia (see Example 3).
  5. Time: This theme could be explored in one class period ( 90 minute minimum) if students complete readings and videos outside of class time.
Theme 4: Examining Effects of Globalization on Pastoralist Communities Around the World
  1. Examine a map of nomadic/pastoralism around the world
    1. http://www.pbs.org/independentlens/blog/nomads-land-interactive-map/
  2. Identify groups around the world (see student readings)
  3. Students complete team based presentations examining a group they have chosen and then compare to Mongolia (see assessment and Examples 1 and 2).
  4. Time: This theme could be a one class period activity (90 minutes) if team work was expected to be completed outside of class time. Teams would present as part of class time.
Listing of Audio-Visuals Used to Implement the Module (provide electronic links to sites where they can be accessed)

Theme 1: Exploring the Country of Mongolia
  1. Mongolia (brief introduction) 63 minutes: http://topdocumentaryfilms.com/mongolia/
  2. Mongolia: Way of Life (2 hours) Culture: https://www.youtube.com/watch?v=RP184cBUMrI
Theme 2: Pastoralism in Mongolia
  1. NomadsLife (documentary): https://www.youtube.com/watch?v=lpIK6TIMz7k
  2. Shorter video clips:
    1. National Geographic (5 minutes): https://www.youtube.com/watch?v=Q_ME77BeKGE
    2. Extreme Migration: https://www.youtube.com/watch?v=4s2kGW6_Zj0
Theme 3: Globalization and Challenges for Mongolians
  1. Mongolian Changing Way of Life (7 minutes): https://www.youtube.com/watch?v=oa5OaRBGe2E
  2. Mongolian Nomads are Making Money Again (Journeyman pictures, 15 minutes): https://www.youtube.com/watch?v=Jw0Wt-M8xw4
  3. Winter of White Death and Mongolian Way of Life(5 minutes): https://www.theguardian.com/world/2010/jul/20/mongolia-nomads-livestock-winter-poverty
Theme 4: Pastoralism and Nomads Around the World
  1. Against All Odds: Success of Pastoralism (Oxfam, 15 minutes): https://www.youtube.com/watch?v=Ws8WXKAThK8
  2. International Livestock Research Institute (15 videos from around the world):https://www.youtube.com/watch?v=kaKqsio88iI&list=PLCLZXIdq9v2QBoAq6lWwE1nafD7dfjzpY
Student Readings (links to sites where readings can be accessed electronically or by purchase)

Theme 1: Exploring the Country of Mongolia
  1. Mongolian History: http://mongolianembassy.us/about-mongolia/history/#.WKnGg_JXhxA & http://mongolian-ways.com/history.htm
  2. Mongolian Country Study: http://countrystudies.us/mongolia/39.htm
  3. Map of Mongolia: http://www.nationsonline.org/oneworld/map/google_map_mongolia.htm
Theme 2: Subsistence/Pastoralism
  1. Patterns of Subsistence Reading and Online Activity: http://anthro.palomar.edu/subsistence/Default.htm
  2. Pastoralism: http://anthro.palomar.edu/subsistence/sub_3.htm
Theme 3: Globalization and Pastoralism
  1. Globalization:
    1. http://www.globalization101.org/what-is-globalization/
    2. http://www.debate.org/globalization/
    3. http://sociology.emory.edu/faculty/globalization/debates.html
  2. Mongolia and Pastoralism:
    1. https://www.thesolutionsjournal.com/article/how-mongolian-herders-are-transforming-nomadic-pastoralism/
    2. http://www.economist.com/node/1487499
    3. http://www.nytimes.com/2009/12/08/business/global/08iht-rbogcash.html
    4. http://en.unesco.org/silkroad/knowledge-bank/mongol-nomadic-pastoralism
    5. http://www.fmreview.org/climatechange-disasters/chatty-sternberg.html
Theme 4: Comparing and Contrast Pastoralist Countries Around the World
  1. Cultural Survival website:
    1. https://www.culturalsurvival.org/
    2. https://www.culturalsurvival.org/search/node?keys=nomads
    3. https://www.culturalsurvival.org/publications/cultural-survival-quarterly/kenya/land-and-pastoralists
    4. https://www.culturalsurvival.org/search/node?keys=pastoralist
  2. Intorduction to Pastoralism Around the World:
    1. http://www.fao.org/docrep/005/Y2647E/y2647e02.htm
Student Evaluation/Testing Regarding the Module

Included below are the curriculum objectives noted above with detailed assessment notes for each objective:
  1. Describe the historical, political, geographical, economical and cultural factors that led to the formation of the Mongolian Democratic State in 1990.
    1. Assessment tool: Students will be divided into research teams for this module. Teams will be given one of the topics to explore and asked to report out on the historical, political, geographical, economical, and cultural aspects of Mongolia as part of a low-stakes in-class activity. Students would be assigned to the same team for the duration of the module.
  2. Compare and contrast the various perspectives of globalization.
    1. Assessment tool: Students will participate in a classroom debate/discussion on globalization (see student readings for debate material) (See Example 3).
  3. Explain the various types of subsistence strategies used by peoples around the world with specific emphasis on pastoralism.
    1. Assessment tool: Student research teams will be given one of the five major subsistence strategies and will be asked to develop poster/presentation to explain to the entire class (this could be a quick in-class activity if students complete readings before class)
  4. Analyze the positive and negative effects of globalization on the pastoralist country of Mongolia via student debate (See Example 3).
    1. Assessment tool: Students participate in a debate exploring pros and cons of globalization in Mongolia. (See Example 3).
  5. Demonstrate learning by working in teams to compare/contrast the example of Mongolia to other pastoralist cultures of the world such as the Maasai of Kenya.
    1. Assessment tool: Students research teams will select another pastoralist culture to compare and contrast. Students will develop a presentation for this project. Peer assessment tool will be used as well as instructor assessment of project (see Examples 1 and 2).
Resources (Bibliography) Used to Develop-Implement the Module
Online Resources:
  1. Mongolia in Transition (IMF paper): www.imf.org/external/pubs/ft/wp/2003/wp03217.pdf
  2. New Internationalist Article on Pastoralism: https://newint.org/features/1995/04/05/facts/
  3. Pastoralist Knowledge Hub United Nations: http://www.fao.org/pastoralist-knowledge-hub/pastoralist-networks/thematic-working-groups/pastoralist-culture/en/
  4. Pastoralist Societies: http://www.des.ucdavis.edu/faculty/Richerson/BooksOnline/He5-95.pdf
Journal Articles:
  1. Introduction: Pastoralists and Their Neighbors: Perspectives from Asia and Africa. Editor(s): K. Ikeya and E. Fratkin. Source: Senri Ethnological Studies,69 ( 2005), pp. 1-14.
  2. The Role of Mongolian Nomadic Pastoralists' Ecological Knowledge in Rangeland ManagementAuthor(s): Maria E. Fernandez-Gimenez Source: Ecological Applications, Vol. 10, No. 5 (Oct., 2000), pp. 1318-1326.Published by: Ecological Society of America. URL: http://www.jstor.org/stable/2641287Accessed.
Books:
  1. Bruun, O., & Odgaard, O. (1997). Mongolia in transition: Old patterns, new challenges. London: Curzon Press.
  2. Bruun, O. (2006). Mongols from country to city: floating boundaries, pastoralism and city life in the Mongol lands. Copenhagen: NIAS Press.
  3. Dong, S. (2016). Building resilience of coupled human-natural systems of pastoralism in the developing world. Place of publication not identified: Springer.
  4. Endicott, E. (2016). History of land use in mongolia: the thirteenth century to the present. Place of publication not identified: Palgrave Macmillan.
  5. Kardulias, P. N. (2015). The ecology of pastoralism. Boulder, CO: University Press of Colorado. Khazanov, A. M., Crookenden, J., & Gellner, E. (1994). Nomads and the outside world. Madison: The University of Wisconsin Press.
  6. Retei︠u︡ m, A. I., Zlotin, R. I., & Newyear, T. (2007). Mongolia in transition: social, economic and environmental issues. Bloomington, IN: Denis Sinor Institute for Inner Asian Studies, Indiana University.
  7. Weatherford, J. M. (2012). Genghis Khan and the making of the modern world. New York: Three Rivers Press.
  8. WEATHERFORD, J. (2017). GENGHIS KHAN AND THE QUEST FOR GOD: how the world 's greatest conqueror gave us religious freedom. S.l.: PENGUIN BOOKS.
  9. Whytock, C. A. (1992). Mongolia in transition: the new legal framework for land rights and land protection. College Park, MD: Center for Institutional Reform and the Informal Sector, University of Maryland at College Park.
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