Approved by Faculty Senate March 22, 2004.

WINONA STATE UNIVERSITY

PROPOSAL FOR UNIVERSITY STUDIES COURSES

Department ______Global Studies Program______Date ______2/2/04______

GS 210 Introduction to North America 3_

Course No.Course Name Credits

This proposal is for a(n)__X__ Undergraduate Course

Applies to:__X__ Major____ Minor

__ X ___ Required_____ Required

__ Elective____ Elective

University Studies (A course may be approved to satisfy only one set of outcomes.):

Course Requirements:

Basic Skills:Arts & Science Core:Unity and Diversity:

_____ 1. College Reading and Writing_____ 1. Humanities_____ 1. Critical Analysis

_____ 2. Oral Communication_____ 2. Natural Science _____ 2. Science and Social Policy

_____ 3. Mathematics_____ 3. Social Science__X__3. a. Global Perspectives

_____ 4. Physical Development & Wellness_____ 4. Fine & Performing Arts_____ b. Multicultural Perspectives

_____ 4. a. Contemporary Citizenship

_____ b. Democratic Institutions

Flagged Courses:_____ 1. Writing

_____ 2. Oral Communication

_____ 3. a. Mathematics/Statistics

_____ b. Critical Analysis

Prerequisites ______None______

Provide the following information (attach materials to this proposal):

Please see “Directions for the Department” on previous page for material to be submitted.

Attach a University Studies Approval Form.

Department Contact Person for this Proposal:

______Gaspare ______

Name (please print)Phonee-mail address

University Studies Course Approval

Department or Program: Global Studies Program

Course Number: 210

Semester Hours: 3

Frequency of Offering: Every year

Course Title: Introduction to North America

Catalog Description: This course is an introduction to the historical, social, and political, aspects of the three primary North American countries; namely Canada, the United States and Mexico. It emphasizes the interrelationships among them and the human experience throughout them, especially that of peoples who have been marginalized in the past. Offered every year.

This is an existing course previously approved by A2C2: Yes

This is a new course proposal: No

Department Contact Person: Gaspare M. Genna ()

University Studies Approval is requested in: Unity and Diversity: Global Perspective

Attachments: The syllabus explains what are typically covered in this course. It also points out in which parts of the course the three outcomes for global perspectives courses (a-c) are addressed. The syllabus is included here for purposes of illustration. Each faculty member is still responsible for his/her own course syllabus. Examples of projects assigned to students are also included in this application. They illustrate some of the learning activities that students undertake aside from exams and in-class work.

As required by the approval process, the following address the three outcomes listed for Global Perspectives courses and documents course content and learning activities relevant to the course outcomes:

Global Perspectives

The purpose of the Global Perspectives requirement in University Studies is to improve students' understanding of the growing inter-relatedness of nations, people, and the environment, and to enhance students' ability to apply a comparative perspective to cross-cultural social, economic, political, spiritual and environmental experiences. Courses that fulfill the global perspectives requirement must address at least two of the following outcomes:

These courses must include requirements and learning activities that promote students' abilities to:

  1. understand the role of the world citizen and the responsibility world citizens share for their common global future.

For most, if not all, of their existence, the countries of Canada, Mexico, and the United States have had commonalities and interdependencies that are often overlooked by individuals not involved in the academia. As such, individual perceptions are often shaped by stereotypes or other “commonly held beliefs” regarding the other. However, while this interdependence has increased over time, perceptions have not followed suit. While we share the same continent, perceptions are often far from reality which lends to a zero-sum mentality instead of cooperation. Learning about these countries in terms of their histories, societies, and politics can be an important step in understanding the current depth of commonalities and the degree of interdependence. The course can demonstrate to students the many ways by which their lives are linked to their neighbors. In this way we can promote understanding that can lead to individuals that are better equipped to solve our common problems. In a sense, this would also be a good first step in formulating a “we” mentality instead of a “them” mentality.

  1. describe and analyze social, economic, political, spiritual or environmental elements that influence the relations between living beings and their environments or between societies.

This course is primary designed with item “b” in mind. The course will teach students the historical, social, economic, political, and cultural aspects of each country. It will aid in understanding the current relations both within each and among the three societies. In focusing on the commonalities, students will also explore the diversity among and within each country. From this, the aim is to show that diversity is plentiful in each country and aids in their successes. Generally, it is when diversity is subjugated that conflict arises. This is a lesson that applies both within and among the three.

  1. Identify and analyze specific global issues, illustrating the social, economic, political, spiritual, or environmental differences that may affect their resolution.

The three countries have taken three distinct paths of economic, political, and social development, but are currently converging into a single path. Development is dependent on many factors some that each North American country shares and some that are not shared. This provides us a unique historical experiment to understand the paths of development grounded in political, economic, and cultural variables. Each country developed from colonial legacies as well as influences from their respective immigrant populations. Each have also influence each other’s development. The juxtaposition of wealth and poverty is a result of these as well as many more interactions. The challenge will be to see how the differences and similarities led to this conclusion and how current issues involving development might be solved.

WINONA STATE UNIVERSITY

INTRODUCTION TO NORTH AMERICAN RELATIONS

Global Studies 210

Semester Year

Professor

Gaspare M. Genna, Ph. D.

Lecture Times: TBA

Office: Minné 138

Hours: TBA; and by appointment

Phone: 457-5379

E-mail:

Catalog Description

This course is an introduction to the historical, social, and political, aspects of the three primary North American countries; namely Canada, the United States and Mexico. It emphasizes the interrelationships among them and the human experience throughout them, especially that of peoples who have been marginalized in the past. Offered every year.

Course Content (a, b, and c)

Overall, the aim of the course is to get students to think critically, yet constructively about the issues facing the countries of North America. This course will help you learn about and discuss these issues in an intelligent and informed manner. We will learn or continue to understand the difference between rhetorical opinion and positions on issues that are based upon facts and reasoning. In order to do this, we will look at the individual countries’ history, politics, and society. Through out this course key similarities and differences will be brought out so that students can appreciation the challenges of development among these continental neighbors.

University Studies Course Designation

This course has a University Studies Global Perspective designation. As such, it seeks to provide students taking this course the opportunity to achieve the following outcomes (as designated in bold italicized font throughout):

  1. understand the role of the world citizen and the responsibility world citizens share for their common global future.
  2. describe and analyze social, economic, political, spiritual or environmental elements that influence the relations between living beings and their environments or between societies.
  3. Identify and analyze specific global issues, illustrating the social, economic, political, spiritual, or environmental differences that may affect their resolution.

Course Texts

Course reader with chapters on the North American countries. New York, NY: McGraw-Hill Primis. ISBN 0-390-37346-X This reader can be purchased from the bookstore or from the following website at a discounted price:

Other texts and readings to be determined.

Course Obligations

There is a mix of obligations the student must meet to fulfill the requirements of the course. This includes 1) study and discussion of assigned reading materials; 2) two midterms 3) a final exam; and 4) a final paper.

All assignments that are completed outside the classroom are to be typed using the following format:

1)double spaced,

2)new times roman font (12 point),

3)1.25 inch margins,

4)title page (title, course, name, and date),

5)page numbers (page one is the first page of text),

6)stapled with no plastic cover of any type, and

7)citations and a bibliography.

Assignments will be accepted no later than two weeks after they are due. Students cannot receive full credit on late assignments. Being one week late will result in obtaining 80% of the possible points earned and two weeks late will result in obtaining 70% of the possible points earned.

The Academic Integrity Policy (pages 28-29 of the University Catalog) will be in full force in this course. Any violations of the policy will result in a failing grade for the assignment, quiz, or exam and a possible failing grade in the course. If you do not understand of the meaning of the word “plagiarism,” please see me or someone at the Academic Skills Center.

Class Discussion of Reading Assignments (a, b, and c)

The principal reading obligation is to keep up with the assigned chapters within the course study outline contained in this syllabus. To maximize the learning experience, the reading should be done before the beginning of class. Class attendance is expected and participation will be evaluated on its contribution to the learning process.

In addition, students are expected to follow all issues related to the North American countries and their relationship with one another as they develop during the semester in the media. Some suggested periodicals include the New York Times, Los Angeles Times, Washington Post, or Christian Science Monitor. Students with knowledge of Spanish or French are especially encouraged to read Mexican and Quebecois newspapers on the internet. This reading will be important for developing ideas for your final paper.

Final Paper (a, b, and c)

The final paper (about 10 pages) requires the student to research a specific issue that one or more North American country has faced or currently is facing. The student must present the issue and trace its development from its origins to its resolution or current status. This description must be thematic and not a simple list of facts. To this end, the student must argue how the issue has influenced or is currently influencing the development of the countries involved. This can be done within either the historical, political (economic), or social (cultural) context of the countries. I will provide guidance in getting started, organized, and will continue to offer support as the course progresses. The idea is to find something interesting to study so that the process of researching and writing this paper is enjoyable and rewarding. The final paper is due by XXX.

Exams (a, b, and c)

There are three exams for the course (two midterms and a final), all of which are closed book and follow an essay format. Both midterms will assess students’ knowledge of the North American countries by answering one essay question. The final is comprehensive and will require you to answer two essay questions. I will provide a list of possible questions one week before the final. However, I will choose which questions will be answered by you. The midterms will be given on XXX and XXX; and the final is on XXX.

Grade Weights

Each assignment and examination will be given a score out of a total 100 points and will be given the following weights in determining students’ final grades for the course:

Course Requirement /

Due

/

Weight

Midterm Exam #1 / XXX / 20 percent
Midterm Exam #2 / XXX / 20 percent
Final Paper / XXX / 30 percent
Final Examination / XXX / 20 percent
Class Participation / All Meetings / 10 percent

***************************

All assignments and exams must be completed in order to pass the course. I cannot pass someone that has not completed the obligations of this course.

***************************

Grades

Grades earned on exams and assignments will follow an absolute scale:

Point Score /

Letter Equivalent

90-100 / A
80-89 / B
70-79 / C
60-69 / D
59 and below / F

Outline of Lecture Topics

  1. Introduction
  2. Course themes
  3. Course goals
  4. Overview of the physical geography of North America
  5. Natural resources
  6. Waterways
  7. Border regions
  8. History (a and b)
  9. Pre-Columbian North American peoples (a and b)
  10. Exploration and Conquest (a and b)
  11. New World colonies (a and b)
  12. Spain
  13. Britain
  14. France
  15. Independence and non-independence movements (a and b)
  16. Contrasting ideologies
  17. Colonial legacies
  18. Question of race, religion and ethnic heritage
  19. The new North American states (a and b)
  20. The struggles of nationhood
  21. Maintenance of the empirical connection
  22. Development
  23. Historical North American relations (a and b)
  24. American expansionism
  25. US-British (Canadian) relations
  26. The War of the North American Invasion
  27. Texas annexation
  28. Northwestern annexation
  29. US isolationism and war
  30. Canadian and Mexican responses
  31. Cooperation (a, b, and c)

  1. Domestic political environments (a and b)
  2. Constitutions (a and b)
  3. If at first you don’t succeed…
  4. Political Framework and Institutions (a and b)
  5. Federal
  6. State (Provincial)
  7. Party systems (a and b)
  8. Ideological positions
  9. Development of party structures
  10. Political Economy (a and b)
  11. Economic profiles
  12. Migration and immigration (a, b, and c)
  13. Labor and Capital issues (a, b, and c)
  14. Debt (a, b, and c)
  15. Society (a and b)
  16. Demographic overview (a and b)
  17. Cultural legacies of colonialism, expansionism, and development (a and b)
  18. Native American lives
  19. On the frontier
  20. Slavery
  21. Cultural legacies from immigration (a and b)
  22. Life in the cities
  23. Norms and values today (a and b)
  24. Literature as societal reflection (a and b)
  25. Contemporary mass culture in Canada, Mexico and the U.S. (a and b)
  26. Issues of Modernity (a, b, and c)
  27. Chronic poverty
  28. Rights of the indigenous peoples
  29. Urban concerns
  30. Environmental

Readings

Detailed reading descriptions (including dates and topics of lectures) appear in this section.