• Articulate knowledge of French history and culture
• Select and identify relevant texts
• Select topics to be addressed (national unity, citizenship, secularism, and human rights)
• Discuss issues including tradition/modernity, religion, state universalism, relativism
• Build an annotated bibliography or database of historical and cultural texts with a minimum of 20 entries.
• Submit portfolio narrative written in French.

• Identify and discuss the major geographic regions of China.
• Discuss the cultural diversity of China.
• Identify and explain the Chinese political and legal systems.
• Analyze the structures of political dissent and unrest in the 1980s.
• Discuss the scope of economic reform in China, focusing on agriculture, industry, and trade in imperial and Communist China.
• Discuss the Chinese family, as a social and economic unit, its traditional moral values, customs, and rituals.
• Compare and contrast literary, artistic, scientific, and technological trends in modern Chinese culture.

• Describe the development of the African continent from its earliest manifestations to the present.
• Explain human evolution and processes of social and economic development, including early tool manufacturing, linguistic developments, developments in agriculture, and sociocultural responses to climatic changes.
• Identify and describe early civilizations such as those of the Nile Valley, sub-Saharan Africa, and the inland Niger delta.
• Identify external groups who came into the continent during and after the fifteenth century and trace the development and aftermath of the Atlantic Slave Trade.
• Describe the European establishment of permanent settlements in South Africa and the development of apartheid; identify causes and outcomes of African resistance to European settlement and instances of rebellion.
• Identify the importance of European imperialism and its aftermath to the African continent.
• Explain the impact of World War I and World War II on the continent as well as African independence and democracy movements.

• Discuss how culture and food define each other; its social identity and symbolic expression
• Describe food acquisition, choices, preparation, consumption, etiquette, and social stratification
• Demonstrate how food influences aspects of sex, love, marriage, family and kinship
• Analyze the role of food in economics, politics, power, freedom, religion, purity and taboo
• Identify peculiarities relative to visual, olfactory, textural, and gastronomic preferences
• Compare and contrast food values, nutrition standards, healthy body and esthetics
• Suggest practical applications of findings and means of information sharing

• Discuss the relationship between culture and the individual.
• Analyze the factors involved in culture change.
• View your own culture, as well as contemporary social problems, against a broad cross-cultural background.
• Explain basic concepts and define terms used by cultural anthropologists.
• Describe procedures used by anthropologists in studying cultures.

• Define and analyze organizational culture, and assumptions shaping it and how it emerges.
• Explain the importance of understanding organizational culture and ethical considerations from a leader's perspective.
• Identify and analyze ways that an organization's culture shapes behavior of those working within it.
• Compare mechanisms a leader can use to facilitate organizational cultural creation and/or change including communication approaches.
• Evaluate the relationship between organizational culture, strategy, vision, and goals.
• Evaluate the relationship between organizational culture, strategy, vision and goals.
• Describe what succession is and explain how culture impacts an organization's plan for succession.

• Examine the lives of Jewish women during the biblical period and their journey towards rabbinic ordination.
• Identify the Jewish law regarding sexuality and marital relations.
• Analyze the experience of women in the context of Jewish history, culture and law.
• Explore how modern culture affected Jewish women's community, social and political activism.

Course Description
Social aspects of music. Impact of social function, economic and political conditions, patronage, ideology, and mass communications on music history.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

• Student can demonstrate understanding not only the influence of social culture on the musical styles that developed, but also the influence of music on the social culture itself.
• Students can discuss in depth one of the following more specific topics:
  • The influence of social cultures on the music in each of the historical periods in Western culture.
  • The influence of social culture on a specific style of music, such as jazz, French Impressionism, hip-hop, etc. Through this topic, the student will be able to discuss important composers, performers and other individuals, groups and/or organizations that were significant in the development of the style, and how their social environment impacted their work.

• Demonstrate knowledge of the iconic role of Shakespeare in world and culture
• Demonstrate analytical skills in analyzing plays
• Demonstrate beginning level understanding of Renaissance culture, literature and general influence
• Demonstrate close reading of texts
• Demonstrate concrete sense of range of cultural and literary issues raised buy and in the plays and their Renaissance content
• Demonstrate ability to make connections between issues in the plays in cultural terms and compare and contrast that demonstration to American culture
• Show increased ability to generally read critical texts
• Demonstrate increased ability to write discursive prose on Shakespearean subject matter
• Demonstrate ability to appreciate Shakespeare's genius
• Demonstrate grasp of Shakespearian characterization

Course Description
Continued study in the understanding of the origins and development of family counseling and therapy through identification of family roles, study of psychotherapeutic theory, psychotherapeutic principles, and psychotherapeutic intervention strategies in relation to culture, divorce, remarriage, step-parenting/blended families, and LGBT couples and families.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

• Identify and explain family roles in relation to culture, divorce, remarriage, step-parenting/blended families, and LGBT couples and families.
• Identify psychotherapeutic theory, psychotherapeutic principles, and psychotherapeutic intervention strategies in relation to culture, divorce, remarriage, step-parenting/blended families, and LGBT couples and families.
• Demonstrate understanding of identified theoretical modes, therapeutic principles, and intervention strategies in relation to psychotherapy in relation to culture, divorce, remarriage, step-parenting/blended families, and LGBT couples and families.
• Identify professional issues, current research, professional training, and personal qualities of the family therapist in relation to culture, divorce, remarriage, step-parenting/blended families, and LGBT couples and families.
• Provide evidence of application of understanding of professional issues, current research, professional training, and personal qualities of the family therapist.