44:010, The Contemporary Global System, Spring 2005

Lecturer: Professor Rex Honey (Rex-Honey@uiowa.edu)

Office: 305 Jessup Hall
Phone: 335-0154 Fax: 335-2725
Office Hours: 10:30-12 Tuesdays, 2-3 on Fridays
Lectures: Phillips 100, 9:30 TR
The Contemporary Global System has two main objectives.
One is to explain what the global system is and how it operates.
The other is to examine significant problems of the global system.
That is, we strive to see how the global system works, but we do so critically, recognizing its shortcomings as well
as its strengths. The course can be taken to meet either (but not both) of the College of Liberal Arts and Sciences
general education requirements in social science or foreign civilizations. The course involves two quite distinctively
different kinds of class meetings: lectures in Phillips Hall and discussion sections in Jessup Hall. In fact, the course
involves a multitude of learning opportunities. The learning opportunities are designed to help young people of the
21 century understand how they fit into the world.
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The global system is a world-wide phenomenon with several interconnected elements. Among the most
important are our physical environment, political economy, culture, and technology. Surely we all understand
now that the Earth is an ecological entity, spaceship Earth, our terrestrial home. Particularly crucial for the purposes
of this course is the jeopardy in which we find ourselves because of human agency. While some environmental
problems are genuinely local, whether the odor from an Iowa hog lot or the content of Iowa City water, others are
inextricably global, whether the AIDS epidemic or global warming. We shall examine the Earth as our sustaining
home with an eye on the challenges we face in making sure it can continue to sustain us.
Another important element of the global systemsome would argue the most important elementis the
global political economy. We use the term political economy, considering the global economy and political system
together, because we have no politics without economics or economics without politics. Distinguishing between the
economic and the political is useful pedagogically, but it truly is an artificial distinction. The term political economy
emphasizes the unity of economics and politics in a global power system that incorporates public and private sector
actors such as governments, political parties and movements, companies large and small, and workers of various
kinds. It also includes a number of increasingly important global and regional institutions, such as the World Trade
Organization (WTO) and the International Monetary Fund (IMF). For reasons this course explores, power within
the global system is not evenly distributed, either across or within societies. Some playersespecially those
controlling transnational firms or ruling governmentshave much greater power than others, and the peoples of
some places benefit much more greatly from the operation of the global economy than others. The events of
September 11 show all too baldly how globalization has generated an interconnected, interdependent world. The
people of the world have been connected politically and economically since the Age of Exploration in the middle of
the last millennium; the significance of those connections has completely changed in the last century, however. A
hundred years ago the overwhelming preponderance of the worlds people gained their sustenance largely through
traditional agricultural systems with little need for exchange. Certainly global capitalism had structured power
across the world (consider the existence of colonialism, for example), but most peoples lives were much as those of
their ancestors. In the new century, the century in which you will spend your adulthood, almost all people are
involved in an interlocking exchange economy with powerful actors influencing people across the globe. Billions of
those people live lives quite different from those their ancestors led just a few decades ago. Now we have a system
of sovereign states and a truly globalized economy. In much of the world, people either live in cities or live as if
they did, selling most of what they produce and buying most of what they consume. How one fits into the global
political economy has a dramatic impact on ones way of lifeand ones options in that life. Where you are
influences how you fit into that global political economy, so even in the 21 century geography matters, and
sometimes it matters fundamentally.
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Technological change has been at the heart of making the world a single system. Modern communication
and transportation technology have indeed made the world a smaller place in a functional sense. Technological
change has brought unprecedented wealth and health with literally billions of people living in material conditions

unimaginable a short time ago. That technological change has also produced new arsenals of weapons with
correspondingly new forms of jeopardy, the use of anthrax as a weapon illustrating the point. Harnessing
technology for the benefit of humanity is always a struggle, and we shall examine that struggle.
The pace of change has itself become a problem. Unquestioned ways of living become obsolete.
Traditional ways of providing sustenance become irrelevant. Ways of relating with other people become variables
rather than constants. Hence, culture is challenged as never before. By culture scholars mean the kaleidoscope of
values, beliefs and customs that shape the ways people live. Each society has its own culture, indeed its own subcultures. The emergence of the global system challenges cultures, forcing people to question tradition on the one
hand and the value of change on the other.
The operation of the global system can be assessed at several levels. One is economic. We can ask how
well off people are in a material sense. Answering this question requires us to look beyond the general to the
specific because the system serves some people much better than others. We can ask, as well, how people are doing
as peoplein terms of survival and health measures. Furthermore, we can ask how well off people are in terms they
themselves define as important. They may privilege freedom or well-being, or simply how well people treat each
other under varying circumstances and in different places.
This course is structured to allow students to understand the global system through an examination of the
key elements of the system, focusing on the interplay of those elements and the problems arising from rapid
change. The course isdivided into four quarters. The first focuses on globalization through an investigation of the
human consequences of economic, political and technological transformations. The second focuses on how the
jeopardy people face has changed, through an investigation of major transitions in population growth, environmental
management, meeting basic needs, and spread of disease.. The third and fourth focus on how the global political
economy actually works, through an investigation of the changing roles of the various actors involved, the
differential impacts of these changes, and the problems facing the world as a consequence. The course ends with a
focus on solutions to global problems through an investigation of human rights and prospects for improving the
human condition.
The course has texts and materials available on the course website. The basic text is Robert
Jacksons Global Issues: 04-05, which is a volume of mostly brief articles on topics of significance for the course.
We shall also make extensive use of John L. Allens Student Atlas of World Politics. These are available at the IMU
Bookshop. The course website also has links to electronic versions of two books we shall use in the course. These
are the United Nations Development Programmes Human Development Report and the World Banks World
Development Report. You can read these on-line or print your own copies. The course website is on
the University of Iowas WebCT.
The lecturer for this course is Professor Rex Honey, a UI faculty member for 30 years. He has extensive
research and teaching experience around the world. During his career he has lived and worked on five continents
and continues his many international connections. He has advised governments, local to national, in this country
and abroad. He is a political and cultural geographer with a current research focus on the geography of human
rights.
The teaching assistants are graduate students in the Department of Geography. Each is an experienced
teacher and well-conversed in the subject matter of the course. (One even took the course herself as an
undergraduate.)
Grading for the course will be based on performance in examinations and quizzes, three writing
assignments, discussion section activities, and the quality of contributions in discussion sections. All elements of
the course, including the exams, are designed to enhance student learning. The quizzes and exams will involve
essay questions drawn from lists of study questions covering readings, lectures and discussion section activities.
This way the course staff directs student attention to the material regarded by the staff as most significant. Students
are encouraged to work together to prepare to address each question on the study guide. Students are graded relative
to all students Prof. Honey has taught in more than three decades of teaching introductory university classes.
Students should not see themselves as competing with their classmates per se. If all students show mastery of the
material, they will be graded accordingly. Grades will be roughly weighted so that exams and quizzes constitute

about 60% of the grade, the written assignments 30%, and discussion section contributions 10%. Plus and minus
grades will be given. The midterm exams will be given February 10, March 8 and April 7. The final will be at 7:30
a.m. May 13 Exceptions will be granted only in accordance with collegiate rules.
Attendance is required. Because the course builds through the semester on each successive class meeting,
consistent attendance is essential. After missing three class meetings (lecture or discussion), a students grade will
be reduced by one third of a grade for each additional absence. For example, a student with six absences whose
grade would otherwise calculate as a B would receive a C grade for the course. Several lectures will include spot
quizzes to check on student understanding. A student failing to participate in a quiz will be marked absent with such
absences being added to discussion section absences in determining the course grade.
The course is taught in accordance with all the rules and procedures of the University of Iowa and
the College of Liberal Arts and Sciences. Students having difficulty are advised to seek immediate help from the
teaching staff, the members of which will make every reasonable effort to help students overcome problems that
interfere with their ability to master the course material. If a student is not able to resolve an issue with the teaching
to the students satisfaction, the student should contact Prof. Marc Armstrong, Chair of the Department of
Geography. His office is in room 313 Jessup Hall. An appointment can be arranged by telephone at 335-0151 or by
email at Marc-Armstrong@uiowa.edu. Academic dishonesty will be dealt with in accordance with college and
university rules. Students are expected to spend at least three hours per week for each semester hour of credit, hence
students in this course should expect to devote 12 hours of work each week to the course.

______________________________________________________________________________________
The Semester Writing Assignment
The first week of class each student will be assigned a country to study. Throughout the semester the study
will develop a portfolio showing how that country fits into the contemporary global system. The portfolio will
include a maximum of 20 pages (seven for each of the three sections of the portfolio) of prose plus such illustrative
material as maps, graphs, charts and photographs. Basically, each student is called upon to study the contemporary
global system through its impact on the country assigned. Students are encouraged to make full use of the course
reading materials, including the atlas and the two reports on the websiteThe Human Development Report and The
World Development Report. They are also encouraged to make full use of the resources available in the Map Room
and Government Publications in the Main Library. The prose will consist of a one page introduction, three sections
of six pages each, and a one page conclusion. Thefirst section will be submitted in discussion section February 21.
The second section will be submitted in discussion March 28, and the third section, along with the introduction and
conclusion, April 27. Content should include, but notnecessarily be limited to, the following topics:
Section 1: basic facts about the country, including its location, connections to other countries and regions; the ways the country
is part of the global economy, including trade patterns and impacts of transnational corporations; the type of
government the country has and the way that government participates in the global system; the countrys cultures
and struggles over culture change; the way the country participates in global institutions and the impact of those
institutions on the country; the human rights issues in the country; the countrys relationships with the United States;
population problems and policies in the country; and the changing roles of women within the country..
Section 2: environmental problems and policies in the country; changes in the ways the people of the country meet their basic
needs; relationships between the countrys population dynamics and its development; health improvements and
health problems within the country; the changing role of child labor within the country; the relationship of the
countrys government to its people, including changes in that relationship; the power of the countrys government in
the global system; and the role of the country in global and regional organizations.
Section 3: conflicts involving the country, including but not limited to wars; the attitudes of the countrys people and
government toward major conflicts elsewhere; the positions of the countrys people and government with regard to
instruments of international governance; cultural struggles over human rights in the country; the significance of nonstate actors in the country; and the views of the countrys people and government with regard to free trade, fair trade,
and the global political economy.
Each student should come to class, both lectures and discussions section meetings, prepared to share what has been
learned about the country being studied. Written assignments will be submitted electronically through
the University of Iowas turnitin procedure to assure that each student has completed the assignment
individually. The Teaching Assistants for the course have the course ID number and password.
______________________________________________________________________________________

Tentative Course Schedule[1]

Reading assignments should be completed before class meetings. Bring the Global Issues book and atlas to each
discussion section meeting.

Lectures
1/18

Discussion Sections

The Contemporary Global System

1/19 Special Moment in History?
Introduction to the course, including
Course organization. Discuss whether this
what the global system is and the
is a special moment in history
structure of the course.
Study: GI 1; Map 1, Table 1
1/20

Technological Change & the

1/24 Discuss the Global Economy
Emergence of a Global Economy
Countries to be studied assigned.
Explanation of the connections among
Discuss the global economy.
globalization, technological change and
Discuss the 1 section of the
the global economy
written assignment.
Study: Maps 37-41, Table E; GI 4, 12, 20
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1/25
Room
national

Globalization of the Liberal

Democratic State

1/26

Discuss Significance of the State/Map

Nations, states & the European

Emergence of the European national

state for Sections 1-3. Sections 4-6 meet in
state, exercise of military & economic
The Map Room of the Main Library.
power
Study: Maps 11-15, Table B, GI 3, 13, 37
1/27

Globalization and Culture Change

The Enlightenment, culture & culture
change, clash of cultures

1/31 Discuss Significance of the State/Map Room

Nations, states & the European national
state for Sections 4-6. Sections 1-3 meet in
The Main Library.
Study: Maps 8-9, 25; GI 2, 16

2/1

Creation & Nature of Global

Institutions
The Bretton Woods Institutions & more.

2/2 Discuss Clash of Cultures, Global Institutions

Clash of cultures, global institutions.
Study: Map 35

2/3
Globalization and Human Rights
2/7 Human Rights and globalization
discussed
The human rights movement & its
Discuss the nature of human rights
Resistance
Study: Map 24, 26; GI 34
2/8

The U.S. in the World in the 21 Century

Privileges & responsibilities of the hegemon
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2/9 U.S. roles in the 21 Century

Discuss the US roles in the world
Review for 1 exam
Study: GI 25
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2/10

FIRST EXAM
Exam over all work to date

2/14 Review exam, written assignment

Review of exam. Discussion of 1 part
of the written assignment.
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2/15

Population Change, Policy

2/16 Population Debate
Demographic transition, policies
What population policies should be adopted
Study: Maps 7, 10, 46-49, Tables F-G, GI 5

2/17

Poor, Pregnant & Powerless

Varying status of women worldwide

2/21 Discuss population, status of women

Status of women in the countries studied.
1 section of written assignment due.
Study: Map 53; GI 35
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2/22

Environmental Change, Management

2/23 Kyoto, scale and environmental policy
Natural and human-induced changes
Coping with environmental change
Study: Maps 2-6, 67-73, Tables L-N; GI 8-9

2/24

Feeding the World: Iowa & GMOs?

2/28 Genetically modified food debate
Geography of food production, debates
Could we, should we?
Study: Maps 58-60, Tables J-K; GI 7, 11

3/1

Globalization & Health

3/2 Global health issues, debates
Epidemiological
transition,
health dilemmas
Discussion
of
controversies
Study: Table H; GI 6, 10, 32-33
3/3
Day

Population, Development

health

3/7 Celebration of International Womens

& Underdevelopment
Relationship among status of women,
population growth & social well-being

Relationship among status of women,

population growth & social well-being,
celebration of International Womens Day
Review for second exam.
Study: Maps 50-52, 56-57, Table I; GI 22

3/8

SECOND EXAM

3/9 Review of Second Exam

Review 2 exam. Discuss 2 written
assignment.
nd

3/10

3/22
Discussion of supranational

nd

Power & Its Limits in the 21 Century

3/21 Discuss power & its limits
Types of state power; limits on state power
State power & limits in countries studied
Study: Maps 16-23, 42-43; GI 23-24, 29
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Changing Scales of Jurisdictional

3/23 Discuss regional organizations

Emergence of supranational organizations

organizations.
Study: Maps 28, 36; GI 15
3/24

3/29
just?

Types of War, Types of Jeopardy

Domestic & foreign wars, weapons of
Mass destruction, terrorism

3/28 Discussion of War, Terrorism

Jeopardy in the countries being studied
2 part of written assignment due &
discussed.
Study: Maps 27, 29-34, Tables C-D; GI 19, 26-27
nd

Understanding Conflict:

3/30

Arab-Israeli Illustration
Model for understanding conflict
illustrated for Israel/Palestinians

When, if ever, is going to war

Model of conflict discussed, resolving

conflicts involving the countries studied
Study: GI 28, 31

3/31

The Three Gulf Wars

Iran-Iraq & the subsequent Gulf Wars

4/4 Gulf Wars Discussed

Perspectives of the countries being
studied discussed. Review for 3 exam.
Study: GI 17-18
rd

4/5

4/7

Whos Counting?
What is valued in the global economy,
why & so what?

4/6 Whos Counting?

Discuss Marilyn Warings view of the
global economy. Review for the 3 exam.
rd

THIRD EXAM

4/11 Review Third Exam, Written Assignment

Review of the 3 exam. Discuss the 3 part
of the written assignment.
rd

rd

4/12

Dilemmas of International Governance

4/13 Discuss International Governance
Individual & collective perspectives on
Perspectives of the countries being
international governance & security
studied discussed
Study: GI 14, 38

4/14

Child Labor in the Contemporary

Global System
Child labor and its elimination

4/19

Cultural Struggles over Human Rights

4/20 Discuss Human Rights Struggles
Human rights struggles & the contemporary
Discuss struggles in the countries.
global system
being studied.
Study: GI 30

4/21

Non-State Actors in the Contemporary

4-25 Who Has a Say?
Global System
Discussion of who has influence in the
Corporations, religious organizations,
countries being studied
Study: GI 21

4/26

The Free Trade/Fair Trade Debate

4/27 Iowa in the Global Economy
Free Trade, Fair Trade, & Global Protest,
Discussion of trade. 3 section of
Trade agreements implemented, proposed.
written assignment due.
Study: Maps 44-45, GI 40

4/18 Discussion of Child Labor Issues

Discuss child labor in the countries being
studied.
Study: GI 36

rd

4/28

Global Consumer Culture

Global products, local variations,
global entertainment, sports.

5/2 Discussion of Global Consumption

Discussion of global penetration of markets
in the countries being studied.
Study: Maps 61-66, GI 39

5/3

Geography of Human Rights

Which kinds of rights are fulfilled
in different parts of the world?

5/4 Whose Rights Are Violated?

Discussion of human rights violations
in the countries studied. Review for final.
Study: Maps 54-55

5/5

End of the Contemporary Global System

So, what kind of world are you going to live in?
Final Exam 7:30 a.m., Friday, May 13

[1] GI1 refers to Article 1 in the Global Issues reader, map numbers and table letters refer to the Student Atlas of
World Politics.