St. Cloud State University
General Education Goal Area 8 Designation
Global Perspectives
Academic Affairs Use Only:
Response Date: ______________________
Effective Date: ______________________
1.
Prepared by: Richard Lewis
Phone: 8-4832
Proposal Number: _________________
Email: rdlewis
2.
Requesting Unit: History
3.
Department, Course Number, Title: HIST 150 Twentieth Century World
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
Existing Course
No
Diversity Proposal Accompanying This Form
6.
Will this course also satisfy another General Education Goal Area?
No
Yes
If “Yes” specify which goal area.
Goal 5 GE History and Social & Behavioral Sciences
7.
Course bulletin description, including credits and semesters to be offered:
Analysis of major themes in 20th century world history, including revolution and social change, national
liberation, global conflict, the western world, global economy and rise of the Pacific area. 3 Cr. ANNUAL.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
Undergraduates fulfilling general education requirements in Areas 5 and 8. Not a requirement for the
history major or minor, but may attract undergraduates to the history program.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
n/a
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
10/15/2009
The Requesting Unit understands and recognizes the above conditions.
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 8: Global Perspectives
Develop a comparative perspective and understanding of one’s place in a global context.
Through the examination the Twentieth Century World students will acquire a familiarity with major events
and figures as studied via different human societies and behaviors. The students will understand their
position in the world by studying the recent past in a global context. The student will also develop skills in
critical reading of both primary and secondary sources, in research, in the comprehension of textual and
lecture material, in class discussion, and in the composition of essays.
13. In order for a course to be designated as fulfilling Goal Area 8, it must address at least 4 of the 5 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Explain how they are connected and related to people elsewhere in the world.
2. Describe similarities and differences among global places and populations.
3. Analyze how political, economic or cultural elements influence relations among the world’s states, peoples, or
societies.
4. Analyze specific international issues and propose and evaluate responses.
5. Articulate a vision of their individual roles and responsibilities in a common global future.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
1--Students use comparatiave analysis in essay quesstions, identifying similarities and differences in how
different societies respond to similar broad developments, such as war, revolution, national liberation, eeconomic
development and global issues. For example students might be asked to analyze the revolutions in Russia and
China or national liberation in India and Algeria.
2--In essay examinations students would be asked questions requiring them to use comparative analysis.
3--Essay examinations focus on the develoment of political ssytems (authoritarianism and democracy)
and strategies of economic development. Students write papers using literature as their data base, identifying
cultural differences among societies.
4--Students write papers on global issues, efforts to solve problems and how they would address global
questions.
5--Students write papers on global issues , others efforts to solve them (governmental and nongovernmental)and how students would address the issues.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
10/15/2009
checked above are being met.
The Student Learning Outcomes are met throughout the curriculum described in the course outline below:
I. INTRODUCTION
(10%)
(Nature of 20th century, purposes of course
Western-dominated 19th century world)
II. REVOLUTION AND SOCIAL CHANGE
(20%)
(Nature of Revolution
Case studies: Russian Revolution, Chinese Revolution, plus
Cuba, Angola, etc.)
III. BUILDING A GLOBAL ECONOMY
(10%)
(Collapse of British-dominated World Economy
U.S, and global economy)
IV. NATIONAL LIBERATION
(20%)
(Theories and interpretation of imperialism and colonialism
Case studies: India, Africa/North Africa, i.e., Algeria)
V. SUPERPOWER STRUGGLE
(10%)
(Issues in Global Conflict
World Wars
Cold War
U.S. in Asia)
VI. WESTERN WORLD IN RETREAT
(10%)
Social Welfare
Affluence and Discontent
VII. PACIFIC CENTURY
(10%)
Rise of Japanese militarism
Japan and Economic Domination
VIII. HISTORICAL PERSPECTIVES ON CONTEMPORARY PROBLEMS (10%)
(Case studies of Environmental Issues, Poverty, Population, etc.
Each theme will be introduced, followed by two case studies and the discussion and analysis
10/15/2009