History 1311

Dr. Anson                                                                                                       Fall 2009

Office: Stabler Hall 604C

Hours: 11-12:00 MW; by appointment, see me before or after class, or e-mail

 

History 1311 is a survey course of World Civilization from the dawn of civilization through the Protestant Reformation.

 

Course Objectives:

 

  1. Give students a broad understanding of the events in world history down to 1600.
  2. Give students an understanding of the creation and evolution of the beliefs and values, and the institutions of the modern world through an examination of their past.  To include the ability to identify similarities and differences  in separate cultures and civilizations and in the same culture or civilization over time.
  3. Give students a clear understanding of the process by which historians make their determinations of what happened in the past and why it happened.
  4. Develop or enhance the skills necessary to examine and analyze information in a critical way.  To include the ability to read critically, to take meaningful notes, and to summarize material from both written and oral formats.
  5. Develop or enhance the ability to write analytically and cogently.  To include the ability to present a thesis and organize information to justify it.

 

Required Reading:

 

     The following text is required and is available in the bookstore.

 

     Anson, Miller, Bilsky, Hanson. A Brief History of Civilization (5th edition only)

 

     Optional (also available in the bookstore – see last page of syllabus):

     Anson, A Civilization Primer (5th edition)

            

Examinations and Papers:

 

1.  Brief Papers/Homework: Each student must submit 10, one-two page papers, typed/printed (or equivalent length in clear long hand), answering one of the questions that follow the assigned primary source reading selections in the text or the single question that accompanies each of the map exercises (Note that the map questions have multiple parts, each of which must be answered.).  There are 19 such exercises (primary source/map) and students may hand in as many of these as they wish; their ten highest scores will then be used to calculate the paper portion of their grade.  Answers to the questions must be based on the material in the reading, not on the introduction to the reading, nor the textbook narrative, nor on outside sources (including internet), nor on lecture.  All statements relating to the source or map material must be referenced with in text references.  For example, when you are supporting a point with information from the text or map you need to note the internal numbered divisions in the primary source or the map or page number where the material appears (for example, the Biblical selections are by book, chapter, and verse; Hammurabi’s Code, by numbered laws; Phaedo, by consecutively numbered sections).  Use the most precise references system available.  Simply place in parentheses immediately after your reference to the source or map the information (i. e. Gen 6:13, map 2, Phaedo 113, etc.).  It is not necessary to quote the material; you should rephrase it in your own words.  Only use quotations where the actual words are crucial or occasionally for emphasis.  Students are expected to do their own papers; no group efforts.  Papers must be handed in either before or on their due date; no late papers will be accepted.  They may be submitted in class or e-mailed to me on or before 10AM on the due date (not faxed-- faxed papers will not be accepted).  Papers will be handed back to students only in person, typically in class.  Paper format:  Each paper must include a title reflecting the question you are answering; a thesis (or summary statement) that briefly, but succinctly, answers the question being asked, highlighting your main points and main conclusions.  The bulk of the subsequent paper then supports and defends this thesis with evidence, and is subsequently followed by a conclusion that refers back to your original thesis.  This basic format is that followed for social science and scientific papers, and for business reports.  If students wish, they may turn in thesis statements for any primary source or map exercise two class meetings prior to the particular assignment’s due date.  This will be examined and commented on and handed back at the next class meeting. 

 

2.  Midterm and Final: There will be a midterm and a final examination.  The midterm and the final will consist of a first section devoted to identifications about which the student will write a brief paragraph.  There will be some choice among these identifications.  An identification is the name of a person, place, or thing, covered in the text or in class.  The remainder of the exam will be devoted to one or more essay questions.  A group of potential essay questions for the midterm and final are attached to this syllabus; the essay questions for the midterm and final will be drawn from these.  Students are encouraged to think about these questions as soon as the material relating to specific questions has been covered. Students may turn in practice essays, thesis statements, outlines of possible answers to essays, in advance of the exam.  These will be handed back to the students with written comments; no grade will be recorded.  These cannot, however, be directly used on the day of the exam, nor can notes, text, or other materials.  These exams are not “open book” exams.  The final will be cumulative.

 

Class Attendance:     Class attendance is required; the student is held responsible for all reading assignments and for all material covered and announcements made in class.  Everyone is expected to be present at the time class starts and remain until it is dismissed.  If for great and good cause you are either late or have to leave early, please enter or leave quietly and as inconspicuously as possible, i.e. do not bang on the door or walk across the front of the room. 

 

CELL PHONES: If you must bring it to class (potential emergences), please turn it off, or at least turn off the ringer.  Do not talk or text on the phone in class.  If an emergency is signified, please leave class quietly to take the call. 

 

Make-ups:  Only the final exam, if missed for a significant reason, may be made up.  There will be no make-up midterm or papers.  As noted, students may turn in as many as 19 papers on different primary sources or map exercises.  Their ten highest scores will be used to determine that portion of their grade.  Students failing to turn in at least ten papers will have zeros recorded for those missed.  If the midterm exam is missed, the midterm component of your final grade will be added to that of the final (the final will then be worth 40% of the final grade).  Additionally, if your grade is higher on the final than on the midterm, your final will be weighted as if you never took the midterm.  No incompletes will be given unless approved by me prior to December 14, 2009, and then only the final exam can be taken at a later date.  Moreover, incompletes will only be given when circumstances beyond the control of the student prevent the student from taking the final either at the scheduled time or before the end of the semester.  Incompletes cannot be given for the entire semester's work.  Moreover, all completed work counts; an incomplete is not a substitute for a failing grade.  Finally, History 1311 cannot be taken on a credit/no credit or pass/fail basis.

 

General Regulation:  Final grades will be computed on the following basis:

60% for brief papers

20% for the midterm (will be dropped if student fails to take the exam or scores higher on final;

                     20% then added to weight of final)

20% (or 40% if midterm is dropped or missed) for the final

 

All testing and final grade computations on the basis of:

            90 - 100% = A                       60 - 69% = D

            80 -  89% = B              0 - 59% = F

            70 -  79% = C             (Grades will not be curved)

   

Students with disabilities:  It is the policy and practice of the University of Arkansas at Little Rock to create inclusive learning environments.  If there are aspects of the instruction or design of this course that result in barriers to your inclusion or to accurate assessment of achievement--such as time-limited exams, inaccessible web content, or the use of non-captioned videos--please notify the instructor as soon as possible.  Students are also welcome to contact the Disability Resource Center, telephone 501-569-3143 (v/tty). For more information, visit the DRC website at www.ualr.edu/disability.  

 

CHEATING - No student may gain undue advantage over his/her classmates by deceptive or dishonest means (as defined in "Cheating", Student Handbook).  Anyone who engages in such activity will receive an "F" in the course and will be turned over to the Academic Integrity and Grievance Committee for University disciplinary action.

 

GRADING QUESTIONS AND COMPLAINTS - Students with questions or complaints about the grading of their papers or exams should write out what the problem is and hand it in after class.  This is the forum in which such matters are to be handled, not during class, nor during office hours.  Questions regarding the material covered in papers or in class should be asked in class, out-of-class in person, or by e-mail.  In short, do not argue about your grade in other than written form, but do ask about material read or discussed in class in whatever forum you are comfortable.  Even with respect to the exams or papers, if there are substantive questions regarding the material, material you do not understand, do ask questions.  Questions requiring written form are those concerning number of points given for a particular item (in short, any question that begins why didn’t I get more credit for this?).  For questions of this kind you do need to present in written form an argument supporting your contention pointing out with references to the material in your exam or paper that you believe defend your position.

 

SYLLABUS

 

Week                    Date     Topic                                      Assignment

    1                       8/21     Introduction                                  

                            

    2                       8/24     Prehistory/Mesopotamia         pp. vii-xiii, 1-3

                             8/26     Mesopotamia                           Hammurabi, pp. 6-18, paper          

                             8.28     Mesopotamia/Egypt                pp. 3-4; Map exercise #1, pp.49-58

 

    3                       8/31     Egypt                                     

                             9/2       Egypt                                      Book of the Dead, pp. 19-27, paper

                             9/4       Pre-exilic Judaism

                            

    4                       9/9       Pre-exilic Judaism                   p. 4; Old Testament, pp. 28-48, paper

                             9/11     Post Exilic Judaism

 

    5                       9/14     Greece                                     pp. 59-60;  Iliad, pp.63-93, paper

                             9/16     Classical Age/Sparta               p. 60                                                         

                             9/18     Classical Age/Athens

 

    6                       9/21     Hellenistic Age                       pp. 60-62

                             9/23     Greek religion

                             9/25     Greek thought                         Phaedo, pp. 94-129, paper

                            

    7                       9/28     Roman Republic                     pp. 130-31; 12 Tables, pp. 135-140,                                                    paper

                             9/30     Fall of Republic                     pp. 131-32 

                             10/2     No class                                                     

                            

    8                       10/5     No class

                             10/7     Augustus                                 Map exercise #2, pp. 156-62

                             10/9     Empire                                     pp. 132-33

                                                                                                          

    9                       10/12   Christianity                             pp. 133-34; Matthew, pp. 141-46

                                                                                         paper                                                      

                             10/14   Christianity                             Romans, pp. 147-55, paper

                             10/16   Christianity

                                                           

    10                     10/19   Midterm                                 

                             10/21   Review exam/India                 pp. 163-67, paper

                             10/23   India: Hinduism                      Manu, pp. 175-92, paper

                            

    11                     10/26   Buddhism                               Buddha, pp. 193-209, paper        

                             10/28   Ancient China/Confucianism  pp. 167-74; Confucianism, pp. 210-27,

                                                                                         paper

                             10/30   Early Middle Ages                  pp. 233-39; Map exercise #3, 

                                                                                         pp. 228-32

 

    12                     11/2     Early Middle Ages: religious pp. 241-43

11/4     Islam                                       pp. 234-36, Koran, pp. 245-60, paper

                             11/6     Changes in Europe                  pp. 239-41 

 

    13                     11/9     Religious reform                     pp. 243-44; Hildegard von Bingen,

                                                            pp. 261-68; paper

                             11/11   Expansion of Europe              Chronicle, 269-295

                             11/13   Rise of National States           pp. 300-301; Chronicle, pp. 269-95,

                                                                                         paper

                                                                                        

    14                     11/16   Church and State                   

                             11/18   Late Medieval Politics

                             11/20   Renaissance

                                      

    15                     11/23   Renaissance                             pp. 302-303; Map exercise #4, pp. 296-

                                                                                         99

                             11/25, 27                                             Happy Thanksgiving                   

   

    16                     11/30   Reformation                            pp. 303-305

                             12/2     Reformation                            pp. 305-306

                             12/4     Reformation                            Henry VIII, pp. 307-54, paper

    

    17                     12/7     No class

                                                                     FINAL

 

                                     8-8:50 class:  Wednesday, Dec. 9, 8-10AM

                           10-10:50 class:  Wednesday, Dec. 9, 10:30-12:30AM                 

 

                               

 

 

 

MIDTERM

QUESTIONS

 

 

 

1.                                                    How does Post Exilic Judaism differ from Pre-Exilic Judaism?  How are they alike?

 

2.                                                    Compare the Old Testament readings with the Phaedo.  How do they differ? How are they alike?

 

3.                                                    Compare Mesopotamian and Egyptian civilization.  What are the differences?  The similarities?  How might you account for both?

 

4.                                                    Compare Phaedo and Paul’s Letter to the Romans.  What differences do you note between the teachings of Plato and those of Paul?  What similarities?

 

5.                                                    Compare the poleis of the Athenians and the Spartans.  How are they alike?  Different?

 

6.                                                    Compare the values found in the Iliad and those in the Book of Matthew.  How are they alike?  Different?

 

7.                                                    Compare the fall of the Roman Republic and the fall of the Roman Empire.  What are the similarities?  The differences?

 

8.                          Why is Christianity so successful in converting the Roman Empire? 


         

 

History 1311

Final Exam Questions

 

 

Part I

 

1.                                                                                      Why is there a Protestant Reformation?  Why does it occur in the 16th century?

 

2.                                                    According to Buddha’s first sermon what are the Four Noble Truths, what do they mean, and what is Nirvana?

 

3.                                                    How does the Early Middle Ages (500-1000) differ from the High Middle Ages (1000-1300)?

 

4.                                                    What makes a “good Christian” as presented in the Chronicle of the Third Crusade and the Letters of Hildegard?

 

 

 

 

Part II

 

1.                                                    How does Islam, as set forth in your reading from the Koran, differ from Christianity, as presented in your reading from the Books of Matthew and Romans?  As practiced during the Middle Ages? 

 

2.                                                    How does the early Middle Ages (500-1000) differ from the Roman Empire at the time of Augustus’ death?

 

3                           “Despite the breadth of human experience in terms of time and space, there is a core system of human values that is possessed by all peoples and cultures.”  Write an essay, using the information from your text readings to defend, attack, or modify this statement.

 

4.                                                    Compare the teaching of Christianity as set forth in the Books of Matthew and Romans with the teachings of Buddha as found in the First Sermon.  What are the similarities?  The differences?

 

 

 

 

 

 

                FOR STUDENTS PREPARING TO TAKE HISTORY OF 

                                                CIVILIZATION

                                             (History 1311, 1312)

 

Please read the following:

If you are preparing to enroll in History 1311 or 1312 (first year world history requirement), at your convenience please take this brief twenty-question quiz.  Its purpose is to identify students who may have difficulty comprehending the material presented in History of Civilization.  It was determined in a study carried out on this campus that students who score 70% or below (missed six or more questions) on this quiz are more likely to experience difficulty in their Civilization class, and more likely not to complete the course satisfactorily.  To deal with this problem a specially designed study guide, A Civilization Primer was written.  In subsequent studies it has been shown that at risk students (those scoring 70% or below on the quiz) who used the Primer were far more likely to pass their course than those who didn’t.  While other students may find the guide a useful review, the same studies that showed the Primer helped at risk students demonstrated that it had no effect on the grades of students who were not at risk.  The Primer is available for purchase in the UALR Bookstore or through a number of online sellers.

 

To score the quiz, use the key found at the end of the quiz.  Each question is worth five points for a possible total of 100 points.  In determining your score subtract five points from 100 for each question you miss. 

 

Place the letter of your selected answer in the space provided to the left of the number.

 

____    1.   France is in a) Europe; b) Asia; c) South America; d) Africa.

 

____    2.   A rural population is one that resides a) in no fixed place; b) in cities; c) in a

                  residential community near a city; d) in the countryside.

 

____    3.   Historically a democracy is a government where a) all adults get to vote; b) a

                  large group of adults can vote; c) only a few people can vote; d) no one can vote.

 

____    4.   Theoretically A.D. dating begins with the year a) after the death of Jesus; b) of

                   the birth of Jesus; c) before the birth of Jesus; d) of the death of Jesus.

 

____    5.   Arabia is a) a continent; b) an ocean; c) a peninsula; d) an island.

 

____    6.   Who of the following would be most likely a member of the lower class?  a) a

                   peasant; b) a teacher; c) a lawyer; d) a CEO of a large corporation.

 

____    7.   A true nomad a) lives in a city; b) lives in a village; c) lives on a farm; d) has no

                  permanent residence.

 

____    8.   A bureaucracy is a) a large administrative organization; b) someone who is

                  entitled to the protection of a particular government; c) a people who share

                  common origins, history, and government; d) the ruling body of a country.

 

____    9.   A group of people who believe they share a common history and culture is called

                  a) a state; b) a nation; c) an institution; d) a class.

 

____    10. The seven great land masses of the earth are called a) countries; b) islands;

                  c) seas; d) continents.                       

 

____    11. Which of the following peninsulas is in Asia? a) Iberian; b) Scandinavian;

                  c) Indian; d) Italian.

 

____    12. An empire is a) usually a single state controlling a number of nations; b) is always

                  ruled by an emperor or empress; c) a country larger than one million square miles;

                  d) a country where the people have few rights.

 

____    13. Polytheism means a) belief in one god; b) the belief in no gods; c) the belief in

                  many gods; d) any religious belief that is not Christian.

 

____    14. A country’s natural resources could include which of the following? a) factories;

                  b) tractors; c) human labor; d) coal.

 

____    15. A desert is a) an area totally barren of life; b) always hot and sandy; c) an area

                  receiving little rainfall; d) an exclusive feature of North America.

 

____    16. Which of the following is an aspect of culture? a) mountains; b) natural teeth;

                  c) sunsets; d) banks.

 

____    17. North is placed usually at the top of a map a) because north is always uphill;

                  b) for convenience; c) because space itself is oriented toward the north; d) all

                  rivers flow south.

 

____    18. Which of the following typically performs the legislative function of the U. S.

                  government? a) the Supreme Court; b) the President; c) the Joint Chiefs;

                  d) Congress.

 

____    19. Throughout history religious people have shared a belief in a) God; b) gods;

                   c) the supernatural; d) morality.               

 

____    20. Which of the following situations is most characteristic of a traditional society?

      a) sons learn their fathers’ occupations; b) women enjoy complete equality with

men; c) most economic decisions are made by giant corporations; d) everyone is free to pursue an occupation of their own choosing.

 

                                                                                   Key

                                                                1.    A                            11.  C

                                                                2.    D                            12.  A

                                                                3.    B                            13.  C

                                                                4.    B                            14.  D

                                                                5.    C                            15.  C

                                                                6.    A                            16.  D

                                                                7.    D                            17.  B

                                                                8.    A                            18.  D

                                                                9.    B                            19.  C

                                                                10.  D                            20.  A