Summer, 2014 BUS 14S (C21)
ROOM: D103
Wednesdays 6:00-10:00pm
Dates: 5/28, 6/11, 6/25, 7/9, 7/23
Bradley A. Rightnowar, J.D., M.P.A.
By Appointment only / L-37 Resource Center
brightnowar@ben.edu
Cell Phone: 815.218.7751
PRE-ASSIGNMENT:
Prior to the first class meeting:
 Students are expected have read the syllabus and prepare questions, if any.

READ Chapters 18 and 19 in the Strayer text, Ways of the World, taking notes to answer one of
the following: [1] What was (were) the driving force (forces) of the “Second Wave of European
Conquests”? How was this second wave similar to conquests in the Americas and how was it
different? In what ways did the second conquests set the stage for political, social, and militaristic
conflict in the future? [2] What similarities, if any, existed between China, Japan, and the Ottoman
Empire? How did these cultures address their perceived shortcomings and to what extent did they
succeed in addressing these issues? Following Japan’s transformation, what similarities and/or
differences existed between Japan and its European brethren? In what ways did Japan’s
transformation set the stage for political, social, and militaristic conflict in the future?

WRITE a two page, double-spaced (12-pt.) opinion essay that answers one of the above
questions. Have an opinion and then support your opinion(s) by using quotes from the text
chapter. At the end of each quote used, place the text page number (from which you took the
quote) in parentheses. EXAMPLE: Your written opinion of two or more sentences; [supported by]
“….text quotation….” (p. 979).

ESSAY MINIMUMS: five paragraphs consisting of: 1) Introduction that states your essay thesis;
2) three paragraphs (main body) that answer the above three questions and contain at least one
text quote per paragraph that supports your opinion; and 3) Conclusion/Summary of the main
point(s) of your essay.

PRINT two copies of your essay: 1) First, to be handed in to the instructor; and 2) Second, to keep
for you to refer to, add to, otherwise modify during class discussions at the first class meeting.
HUMN 250 CONTEMPORARY WORLD
I.
COURSE DESCRIPTION (3 credit hours)
Drawing upon the resources of the Catholic and Benedictine traditions, this course examines a variety of
interpretations of the current world situation in light of the theme “person in community.” Have the notions
of person and community changed, or are they being changed through current political, economic and
technological changes? Writing intensive course.
II.
TEXTBOOK AND MATERIALS
Strayer, Robert W. (2013). Ways of the World: A Brief Global History with Sources, Vol. 2 Since 1500,
MacMillan Higher Education. ISBN: 978-0-312-58349-1 ISBN: 0-312-58349-4
III.
MISSION STATEMENT
Benedictine University is dedicated to the education of undergraduate and graduate students from
diverse ethnic, racial and religious backgrounds. As an academic community committed to liberal arts and
professional education distinguished and guided by our Roman Catholic tradition and Benedictine
heritage, we prepare our students for a lifetime as active, informed and responsible citizens and leaders
in the world community.
IV.
GOALS, OBJECTIVES AND STUDENT LEARNING OUTCOMES
Benedictine University’s core mission is to prepare students for active participation in an increasingly
interconnected world. Its Core Curriculum advances this mission by enabling students to attain a broad
range of learning goals, listed below:
A. Benedictine Core Goals
1. Demonstrate an effective level of cognition, communication, and research skills;
2. Achieve a college level of computational skills and an ability to understand and interpret numerical data;
3. Acquire a knowledge of the history and heritage of western civilization, including:
a. the contributions of religious faith and philosophical thought to understanding the
individual in community;
b. the relationship of the individual to society: membership and participation in groups and institutions;
c. scientific literacy through a knowledge of the history, methods and the impact of science on the
individual, society, the environment, and artistic and literary heritage;
4. Develop an understanding of global society: cultural diversity, mutual relationships, interdependence of
peoples and nations;
5. Apply liberal learning in problem solving contexts as preparation for active participation in society;
6. Make informed ethical decisions that promote personal integrity, the legitimate rights and aspirations of
individuals and groups, and the common good.
B. Course Objectives/Outcomes
As a distribution course within the Core Curriculum, HUMN 250 was designed with the above core goals
in mind. Thus, upon successful completion of the course, the student will be able to demonstrate their
mastery of the following objectives and student learning outcomes:
1. Know and apply the primary concepts of the subject matter.
2. Communicate effectively in oral and written forms.
3. Seek information and develop an in-depth knowledge base that is grounded in research.
4. Recognize the importance of diversity in opinions, abilities, and cultures.
5. Develop good citizenship.
6. Locate key geographical features and place those features in geographical context.
7. Orally and in writing, describe major events of the 19th and 20th centuries in chronological order.
8. Explain the causes and effects of those events and how different religious and philosophical beliefs
influence the perception of events.
9. Describe the interactions between developed and developing nations of the world and the effect of
those interactions.
10. Distinguish between primary and secondary sources and the proper use of both in historical inquiry.
11. Develop an appreciation of diverse perspectives and cultures.
V.
TEACHING METHODS/DELIVERY SYSTEM
The primary emphasis of this class will be to acquire an understanding of the major developments in the
eras studied. While specific dates and names will be used to provide context, the focus of the class will be
on ideas, themes, and broad perspectives of how past events have led to our world as it is today. History
is not merely a collection of names, dates, and places but is a product of continuous human development
that reveals insights into the modern human condition.
Through its requirements, this course will encourage the development of research, writing, and study
skills. The lectures and text will be used as the foundations of the course, with papers, presentations,
and discussions providing significant insights.
This class is very interactive. In order to complete the course successfully, students must come to class
and must be prepared to discuss the reading assignments and to do the in-class work.
VI.
COURSE REQUIREMENTS
Attendance Policy
This course is highly accelerated, and students will need to take a great deal of responsibility for their own
learning outcomes. Attendance is required in each class meeting for the full period of time. Any absence
must be due to extraordinary circumstances and will require documentation for it to be considered
excused. Documentation must be provided immediately in order to determine what, if any,
accommodations are reasonable or possible. Class attendance will directly impact your final grade,
and each undocumented absence will be considered unexcused and will result in a 20% reduction
in the final grade for the course.
Due to the accelerated nature of the course, should you experience a medical condition which prevents
you from attending any class(es), appropriate medical documentation must be provided immediately so it
may be determined what, if any, accommodations are reasonable or possible.
Students must be active participants in classroom discussion and submit a written “Three
Question Survey” at the end of each class to receive credit for attendance for the day.
In their respective “Three Question Survey”, students must provide a response about three topics:
1)
what you learned that day;
2)
what you were uncertain or want clarification about; and
3)
what one question would you like answered or would like more information about?
This survey provides an opportunity for student reflection and understanding, and provides valuable
assessment information to the instructor.
Reading Assignments:
The student will arrive at each class meeting fully prepared to discuss the assigned text readings as
contained in the Section VIII below. The instructor will bring additional resources to supplement
discussions.
Written Assignments and Projects:
Developed in the 16th century as a new literary form, essays should be more than informational. Students
should attempt to analyze the facts they research to test or try to express their thoughts and ideas to
discover additional insights into the nature and diversity of cultural history.
Each essay will be typed (12-pt.), double-spaced, with a cover/title page, and must comply with APA or
MLA style standards. While content will be the most important grading factor for the essays, grammar,
mechanics, usage and spelling will be reviewed, and appropriate point deductions may be taken to
determine the final essay grade. Late papers will be assessed a 10-point penalty.
1.
Two-Page Opinion Essay (5 Total): One two-page opinion essay is due each day of class on the
topic discussed on that particular day of class. This essay is intended to be a persuasive opinion
essay – not a resuscitation of facts in narrative. Students should state their opinion, support it with
facts from the reading, and be able to defend their opinion. Please see the Topical Course Outline
(Section VIII) for topics to be covered during each week.
2. Three Question Survey (5 Total): One hand-written “Three Question Survey” must be provided at
the end of class in order to receive credit for class attendance. The Three Question Survey must
contain answers to three questions: 1) what you learned that day; 2) what you were uncertain or
want clarification about; and what one question would you like answered or would you like more
information about?
3. Self-Assessment Essay (4 Total): This essay is a reflective essay in which you assess and
describe your learning experiences and how those experiences may or may not impact areas of your
life (i.e. professionally, educationally, or personally).
Benedictine University at Springfield Student Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University at Springfield pursues these missions in an environment guided by our Roman
Catholic tradition and our Benedictine heritage. Integrity and honesty are therefore expected of all
University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these expectations
and constitute unacceptable behavior in the University community.
Student’s Responsibility
Though there is no formal honor code at Benedictine University at Springfield, students are expected to
exhibit academic honesty at all times. Violations against academic honesty are always serious and may
result in sanctions that could have profound long-term effects. The final responsibility for understanding
the Academic Honesty Policy of the institution, as well as the specific policies for individual courses
normally found in syllabi, rests with students. If any doubt exists about what constitutes academic
dishonesty, students have the responsibility to talk to the faculty member. Students should expect the
members of their class to be academically honest. If students believe one or more members of the class
have been deceitful to gain academic advantage in the class, students should feel comfortable to
approach the faculty member of the course without prejudice.
Violations of the Academic Honesty Policy will be reported to the Office of the Dean of Academic Affairs.
Along with a verbal warning, the following are consequences a student may face for academic
dishonesty:
 a failing grade or “zero” for the assignment;
 dismissal from and a failing grade for the course; or
 dismissal from the Institution.
VII.
MEANS OF EVALUATION
Evaluations will be made using the following point system:
Attendance/Participation/Question Survey: 10 points/class (8% of Total Grade)
Five Two-Page Opinion Essays, 100 points each
(77% of Total Grade)
Four Self-Assessment One-Page Essays, 25 points each (15% of Total Grade)
TOTAL FOR COURSE
50 points
500 points
100 points
650 points
Grade Scale: 90-100%--A; 80-89%--B; 70-79%--C; 60-69%--D; below 60%--F
Grade Appeal Process
If a student believes that an error has been made in reporting a grade, an appeal must be made in writing
to the instructor and must be initiated within 60 calendar days after the end of the term for which the
grade in question was reported. The appeal must contain specific information about why it is believed the
grade reported is inaccurate. See the Student Handbook for details.
Add/Drop Dates
Please refer to the current Academic Calendar for add/drop dates.
Incomplete Request
To qualify for an “I” grade, a minimum of 75% of the course work must be completed with a “C” or better
grade, and a student must submit a completed “Request for an Incomplete” form to the Registrar’s
Office. The form must be completed by both student and instructor, but it is the student’s responsibility
(not the instructor’s) to initiate this process and obtain the necessary signatures.
Student Withdrawal Procedure: It is the student’s responsibility to officially withdraw from a course by
completing the appropriate form, with appropriate signatures, and returning the completed form to the
Advising Office. Please refer to the Student Handbook for important financial information related to
withdrawals.
VIII.
TOPICAL COURSE OUTLINE
Essay topics and requirements will be discussed in class for Weeks 2 through 5. Essay topic and
requirements for Week 1 are presented in the Pre-Assignment discussion above.
WEEK
DATE
TOPIC
ASSIGNMENT
1
5/28
Colonial Encounters in Asia and Africa
Empires in Collision: Europe, the Middle East,
and East Asia
Two-Page Opinion Essay
Chapters 18 & 19, Strayer text,
pgs. 878-957
2
6/11
Collapse at the Center: World War, Depression
And the Rebalancing of Global Power
Chapter 20, Strayer text,
One-page self-assessment
Two-page Opinion essay
3
6/25
Revolution, Socialism, and Global Conflict:
The Rise and Fall of World Communism
1917 – Present
Chapter 21, Strayer text,
pgs. 1034-1085
One-page self-assessment
Two-page Opinion essay
4
7/9
The End of Empire:
The Global South on the Global Stage
Chapter 22, Strayer text,
pgs. 1086-1135
One-page self-assessment
Two-page Opinion essay
5
7/23
Capitalism and Culture: A new phase of
Global Interaction
Chapter 23, Strayer text,
pgs. 1136-1187
One-Page self-assessment
Two-Page Opinion essay
IX.
AMERICANS WITH DISABILITIES ACT (ADA)
Benedictine University at Springfield provides individuals with disabilities reasonable accommodations to
participate in educational programs, activities, and services. Students with disabilities requiring
accommodations to participate in campus-sponsored programs, activities, and services, or to meet course
requirements, should contact the Resource Center as early as possible: springaccess@ben.edu, (217)
525-1420, Ext. 3306.
X.
ASSESSMENT
Goals, objectives, and learning outcomes that will be assessed in the class are stated in this syllabus.
Instructor will use background knowledge probes, one-minute papers, reflective essays and/or other
Classroom Assessment Techniques as deemed necessary in order to provide continuous improvement of
instruction.