Required Texts

Crossley, P.K., Lees, L. H. & Servos, J. W. (2004). Global society: The world since 1900. Boston: Houghton Mifflin Company.

Course Description

This course examines the major 20th century political, social, economic and technological developments in a global context.  It also establishes a context for historical events and suggests relationships among them.  The impact of technological innovation on contemporary society, politics, military powers and economic conditions is explored. 

Prerequisite:  Engl 135 - Advanced Composition 

Program Objectives and Terminal Course Objectives

General Education Program Objectives

General education competencies expected from a DeVry education include the following objectives:

1. Communicate clearly with particular audiences for particular purposes.

2. Work collaboratively to help achieve individual and group goals.

3. Apply critical thinking skills in learning, conducting applied research, and defining and solving problems.

4. Develop tolerance of ambiguity and mature judgment in exploring intellectual issues.

5. Build on intellectual curiosity with fundamental concepts and methods of inquiry from the sciences, social sciences, and humanities to support life-long learning.

6. Apply mathematical principles and concepts to problem solving and logical reasoning.

7. Use study and direct experience of the humanities and social sciences to develop a clear perspective on the breadth and diversity, as well as the commonality, of human experience.

8. Connect general education to the ethical dimensions of issues and to responsible, thoughtful citizenship in a democratic society.

Terminal Course Objectives

1. Given the deliberate distortion and misuse of history in 20th century ideology and propaganda, formulate a set of principles to govern historical research and the teaching of history to minimize the risk of ideological distortion and political misuse of history.
2. Given a present-day national or international situation with apparent negative consequences for the future, apply the tools and resources of history to assessing the probably short- and long-term outcomes of the situation and to proposing rational solutions.
3. Given the dominance of Western technology and economic institutions in global economic and cultural life, assess the challenges posed by technological and economic globalization to the cultural values and social patterns of a traditional society, e.g., Japan, Saudi Arabia or India.
4. Given the concept of a "revolution of rising expectations, " analyze a failed 20th century constitutional system, for example, Nationalist China in 1911-1949, or the USSR in 1986-1991, and the continuing challenge rising expectations present to contemporary regimes, e.g. the People's Republic of China and Egypt.
5. Given the central role of charismatic leaders in authoritarian movements of the contemporary period, analyze the conditions under which such leaders are able to mobilize the masses in their respective states.
6. Given the concept of sovereign power and the continuing appeal of nationalism, evaluate the challenges to developing effective collective security arrangements, such as the League of Nations, the United Nations.
7. Given the background and nature of the September 11, 2001, attacks, analyze the domestic and international challenges posed to exceptionally strong and technologically advanced states by international terrorist movements and sustained low-intensity conflict.
8. Given the generally enlarged role of modern governments in citizens' lives, analyze the factors which have contributed to the increase in governmental authority over economic and social activities during the contemporary period.
9. Given the global political, economic, and cultural dominance of the U.S. during World War II to the present, characterize the position of the U.S. in terms of both positive and negative impacts among the world's developing nations.
10. Given the critical role of mass protest movements and political violence in effecting change during the contemporary period, compare and contrast the goals, methods, and effectiveness of violent and non-violent movements for social, economic, and political change.
11. Given repeated cases of genocide in the 20th century, e.g., the Nazi holocaust, Cambodia under Pol Pot, "ethnic cleansing" in Bosnia and Rwanda, analyze the roots of such behavior and explain how "civilized" peoples can become involved in institutionalized mass genocidal murder.

Course Schedule

Grading Policy

Weekly Threaded Discussions Assignment (TDA)

The Threaded Discussion Assignment is a major online component of the iOptimize shell.  The TDA is a weekly asynchronous virtual classroom discussion aimed at promoting understanding of the major concepts and principles underlying the complex relationships of the course.  Students should plan to participate in the discussion(s) for approximately two hours each week (this time does not include homework for the onsite meetings). 

The professor will lead these discussions, asking questions, promoting thought, and providing feedback to the students.  In turn, each student is expected to respond to the instructor’s questions and to respond to the entries of the other students in the class.  Opinions are welcome; however, the entries as well as the discussion itself must focus on the weekly lecture(s) and weekly readings.  Thus each student must refer to specifics of the lectures and the readings each week as well as analyze and synthesize material from previous readings and lectures.

Each week the student will be graded on his/her contribution(s) in the Threaded Discussions using the TDA Grading Criteria.

Frequency – At a minimum, each student must participate 3 days per week, every other day, spread out from the beginning to the end of each week.  The more a student participates, the more points the student is able to earn.  

Volume – (The number of posts per Thread) For each Thread in a TDA, a minimum of three postings must be made by each student per week.  These postings cannot be completely directed only to the professor; the postings must also respond to the entries and comments of the other students in the class in the virtual classroom discussion. 

Quality – It is expected that each student will bring content from the weekly lectures and weekly readings during each TDA (adding value including personal examples, new analysis, important questions, tying posts together, references to reading, responding to the instructor and/or the questions).  While personal opinions may be interjected, the emphasis of each discussion is the course content.  

Course Policies and Procedures

This 8-week course is fast-paced and vigorous. Each week there is a considerable amount of reading and writing both in the onsite and online components. All the assignments are due on the date stated in the course syllabus. In certain circumstances, late assignments may be accepted with a reduction in points. Research project and other research assignments should be in APA (American Psychological Association) documentation style. If you are unfamiliar with the documentation style visit the APA website at www.apastyle.org/elecre.html. Participation in all components of the course is not only mandatory but also critical to the student's success in this class. If it is necessary for you to be absent for one or par of a session, you still are responsible for all the class material, lecture notes, assignments and the threaded discussions. There is no opportunity to make-up work in this class; you cannot afford to miss assignments or to get behind. If there is a conflict or if you have any questions, concerns, or comments, please contact the instructor immediately.

School Policies

A) Academic and Professional Conduct

Ensuring academic integrity is an educational objective DeVry takes very seriously. The School's Academic Policy is printed in the catalog, and the following explanations may be helpful in interpreting what are considered to be violations of the policy. 

Students have a responsibility to maintain both the academic and professional integrity of the School and to meet the highest standards of academic and professional conduct. Students are expected to do their own work on examinations, class preparation and assignments and to conduct themselves professionally when interacting with fellow students, faculty and staff. Students must also make equitable contributions to both the quality and quantity of work performed on group projects.

Academic and/or professional misconduct is subject to disciplinary action including course failure, probation or dismissal. Academic dishonesty includes, but is not limited to, cheating on examinations, plagiarism, bribery, falsification of student records and improper attempts to influence Instructors or School officials.

Examinations: Using notes, looking at another student's test paper, or providing another student with answers during an examination are violations of the policy. 

Course Assignments/Projects: Unless a course assignment is specifically designated as a group/team assignment, collaborating with another student in completing assignments intended to be completed independently or submitting another student's work as your own are violations of the policy. 

Research Reports: To use another person's ideas, words, expressions, or findings in your writing without acknowledging the source is to plagiarize. A writer who does not give appropriate credit when quoting, or even paraphrasing, another's writing is guilty of plagiarism and in violation of the Academic Policy. 

The policies and procedures set forth in the DeVry Handbook will be the guide for standards of conduct, including cheating, plagiarism, grading and other policies. 

Students should adhere to the same types of conduct for cheating, plagiarism, etc. that are followed in the traditional classroom.

Students should be familiar with the consequences of cheating, plagiarism, or rules infractions as set out in the DeVry Handbook.

B) Computer Virus Disclaimer

“Students have a responsibility to maintain both the academic and professional integrity of the School, and to meet the highest standards of academic and professional conduct."  Any intentional, willful or reckless transferring of viruses, as the result of an email message or attachment will be considered professional misconduct.  Professional misconduct is subject to disciplinary action including being placed on probation, failing a graded course component, failing a course, or being dismissed from the School.  DeVry will not be liable to any affected student for any indirect, special, incidental or consequential damages that may occur as a result of this type of misconduct by any person.

Faculty and DeVry staff have a responsibility to maintain both the academic and professional integrity of the School, and to meet the highest standards of academic and professional conduct.  Any intentional, willful or reckless transferring of viruses, as the result of an email message or attachment will be considered professional misconduct.  Professional misconduct is subject to disciplinary action. DeVry will not be liable to any affected person or organization for any indirect, special, incidental or consequential damages that may occur as a result of this type of misconduct by any person.