F2017 Syllabus – Texas Wesleyan University |
Instructor: Chris Ohan |
HIS 2301-20 World History to 1648 |
Office: PMC 244 Phone: 817-531-4913 |
Meeting: MW 10 |
Office Hours: Mon/Wed 11-12; 1:30-3:30; Tues 2:30-5; Thurs 9:30-1:00, or by appt. |
Location: EJW B26 |
|
Web: www.historymuse.net |
E-mail: cohan@txwes.edu |
“The gentleman is conversant with righteousness; the
small man is conversant with profit.”
—Confucius, The Analects
Course
Description: “A survey of human experience to the
seventeenth century with emphasis upon the growth of Western institutions and
concepts.” Because of the large time period covered by this course, the class
will not be events-driven but will, instead focus on the importance of major ideas for the period surveyed.
This
course fulfills 3 credit hours towards the 12 credit
hour GEC requirement in Cultural Literacy.
Learning
Outcomes.
Learning Objectives Program Goals
Objective 1: Students
completing this course should be able to demonstrate a basic understanding of
the major events in world history to 1648 |
1. Develop a general
knowledge of human history, including a basic chronology of both western and
non-western societies covering time periods from the
ancient to the modern. |
Objective 2: Student ought
to be able to use historical comparison as an analytic tool; recognize the
different interpretations of the various themes within this half world
history. |
2. Understand
Historical Interpretation and Historiography. |
Objective 3: Students should
appreciate and interpret multiple forms of evidence (textual, visual, oral,
statistical, artifacts from material culture); differentiate between primary
and secondary sources and understand how each is used via a.
reading essays
and primary sources relative to the period b.
writing DBQ essays using primary sources. c.
using computer software to produce all assignments. |
3. Learn the various skills
associated with the craft of history. These skills include: a. Reading Comprehension and
Cognitive Skills b. Historical Thinking
Skills c. Research Skills d. Written Communication
Skills e. Oral Communication Skills f. Computer Literacy |
Objective 4: This
course is an optional course for other history majors and satisfies the 3-hour
degree requirement of either HIS 2301 or HIS 2303. |
4. Students completing a
major in the Department of History will be prepared to enter graduate
programs in History, teach History in secondary or middle schools, or enter
other careers open to graduates with degrees in the Liberal Arts. |
Required Materials: |
Bentley et al, Traditions and Encounters Vol. 1: to
1500, Brief 4th Edition (McGraw Hill) |
|
|
|
Andrea and Overfield, eds., The
Human Record, Sources of Global History Vol. 1, 8th Edition
(Cengage) |
|
Manchester, A World Lit Only By Fire |
Instructional Methods/Class Format: Most classes will consist
of a lecture (with some give and take as questions come up) and discussions of
texts from the reader or website readings.
We will be using an online venue called VoiceThread
as an arena for discussing topics and themes of the course. This latter element will largely determine
the 20% participation grade. Do not
hesitate to bring up relevant questions and comments. On the university level, I assume that you
will complete the assigned readings for each week. It is also assumed
that you will attend all classes.
Class
Schedule: See page # below.
Evaluation
and Grading: Your grade for the semester will be based on
three tests (10%, 20%, 25% respectively), one book review (25%) and 20% for
participation. Please see the Grading
Guidelines sheet posted on my website for specific grading criteria regarding
written work.
Tests: Tests will follow the standard AP History Free-Response
Question format. This type of test is designed to assess your ability to work with and
understand primary sources. Each test
will consist of one question and a set of accompanying documents. Grades will be based on fulfilling the
following objectives: Your essay will
contain a thesis
which will be supported with evidence from the sources. It should rely on/analyze a majority of the documents, address all
parts of the question and consider the source’s
point of view.
Test topics will come from supplemental texts,
lectures, class discussions, occasional video material, and the textbook. Test dates are listed
below.
1. 2 October
2. 30 October
3. 8 December (10:30-12:30)
VoiceThread Postings: You are expected to
participate on the class discussion board.
I will regularly post at least one question for further discussion after
a class session. Students are expected to participate by posting answers/comments on
the board—comments can be posted as audio or video. Please avoid using the text option. As a rule, you should participate in at least one discussion per week. Constructive participation in class
discussions will make the difference if your final grade is borderline.
Feedback will be in the form of a response to your posting and assessment will
follow a standard grading rubric (see grading rubric).
Book Review. You are responsible for completing one book
reviews on the Manchester text listed above.
The review will be turned in via Blackboard by
10am on Dec 4. See guidelines/format
below.
Attendance is mandatory.
If you miss more than 3 classes (for us, the
equivalent of one week) consider the effect on your grade. Should you miss more, please do not offer
excuses, notes or request special consideration. Keep in mind a) that “dropping a course” is
perfectly legitimate when circumstances arise that prevent you from completion,
and b) that I should not be expected to change class
expectations based on your circumstances.
You are responsible for all class assignments regardless of
attendance. Quizzes covering assigned
readings may be given at any time and factored into the
course grade at the discretion of the instructor. If you are unable to complete this course,
you must withdraw from it. Please note
that if you miss more than the equivalent of one-week’s
worth of class, I reserve the right to drop you from the course. The last date to drop is Tuesday, November
14.
Classroom
Participation: Class discussion is an integral part of any
class. Students are
expected to complete the required readings before coming to class. If you do not complete the assigned readings
prior to a class meeting, you may be quizzed or asked to
leave the classroom.
Participation in class discussions will make the difference if your
final course grade is borderline. Note
that VoiceThread discussions make up a large part of
your discussion grade.
Make-up
for the exams is discouraged and will be administered only for officially excused
absences. Students normally perform
poorly on make-up exams. Please note
that the format of any makeup exam will be at the discretion of the instructor.
Internet/Blackboard: Feel free to
send email to the address above. Please
assume I have no idea who you are so include your name and course number in the
message. Keep in mind that I will not
entertain discussion about grades, missed classes &etc over email—that’s why faculty have office
hours. In addition, this syllabus, the
lecture/reading schedule, some of the course readings and any other class
handouts will be posted on the above web address. Announced changes to the lecture/reading
schedule will be reflected in the schedule’s online
version. All student work will be turned in through Blackboard.
Academic Integrity:
Familiarize yourself with Texas Wesleyan’s Student
Code of Conduct. Academics are not only devoted to learning, research, and the
advancement of knowledge, but also to the development of ethically sensitive
and responsible persons. By accepting membership in this class, you are joining
a community characterized by free expression, free inquiry, honesty, respect
for others, and participation in constructive change. All rights and responsibilities exercised
within this academic environment shall be compatible with these
principles.
Academic Dishonesty is a breach of the Student Code of
Conduct. Dishonesty includes:
Academic Dishonesty will not be tolerated in this course. Any offense will
result in an F in the class (not simply on the assignment) and be referred to the appropriate academic officials for
adjudication. If you have any questions regarding this subject
please see me. For a detailed
description and further clarification, please see the link for “Plagiarism and
Academic Dishonesty” on my website, the 2017-2019 Wesleyan Catalog (p. 84-86),
or the Student Handbook.
Writing for this course should employ standard academic
formatting—double spaced, typed—with citations
following either MLA or Chicago style.
If you need help with this see the guides on
the links page of the class website, the Wesleyan library or the
instructor. Correct use of source
information and citations is assumed on the college
level. Failure to cite or format
according to one of the styles listed will result in a lower grade. See Grading Guidelines on the class webpage
for specific grading criteria regarding written work.
Book Review Format (please consult the book review rubric:
https://lat.taskstream.com/rubricExternal/awcwcscwcyc2cqct)
1. 5-6 pages typewritten,
double-spaced. Title page, if used, does
NOT count. Observe the normal rules of
writing such as standard one-inch margins, page numbering, etc.
2. Full bibliographic citation on the title
page or at the top of the first page.
(Consult an MLA or Chicago style guide if you’ve
forgotten how to do this. Do NOT make up
your own form.)
3. Brief introduction to the topic or
subject of the book. Why is this topic or subject important to the period of history being
covered?
4. Summarize the author’s thesis (argument)
and main points concisely but fully.
(What do you think the author is trying to accomplish by writing the
book?)
5. Briefly say something regarding the
author’s qualifications.
6. Critique the book. (What you’re doing
is analogous to what happens in a courtroom. Consider yourself the judge and
the author a lawyer who has presented an argument/case. It’s up to you,
having read his/her argument/case to decide whether or not her claims have
validity.) Based on your answer to #4 do
you find his/her arguments and conclusions convincing? How does s/he do in terms of accomplishing his
purpose for writing? Do not walk fences
or resort to elementary tactics such as pleading ignorance. (This should be about one-half of your
paper.)
(6a. If the
book is a work of literature, you’ll still consider what the author is trying
to accomplish, but you’ll need to think about what the work says about the time
period or place in which it’s set, the characters, the environment, etc. For example, you’d
look at it the same way an historian would look at More’s Utopia or possibly Stowe’s Uncle
Tom’s Cabin. Those works are good
literature but say a lot about the time period in
which they were written.)
7. While a review does not usually include
the readers own opinion, you may provide a brief personal evaluation of no more
than one paragraph. Be sure to explain
and support your opinion carefully and coherently. At this point in your academic career, you
ought to have an informed opinion. “Informed” suggests that you’re offering specific evidence as
to how and why you agree or disagree.
8. This is not a research paper, so formal
footnoting is not necessary. If you do
quote or draw on information that is not your own, simply use a parenthetical
reference according to MLA or Turabian/Chicago
style.
9. Papers which are turned
in after the time they are due will be penalized one letter grade for
each day. No papers which are more than
four days late will be accepted. If you
or someone close to you is looking like they’re coming
down with the latest disease or that they might need emergency surgery, turn it
in early. If you want mercy, pray.
Miscellaneous:
·
I grade the quality
of your work rather than the amount of time and effort you spend on it.
·
I will strive to
help you perform at your best.
My Goal in teaching this class is not that you learn the
history of the period covered in this course.
(Learning about the past is, however, an important consequence.) Rather, my goal is to teach you how to think
critically about the major events and developments of the past
which is more useful. For our
purposes, therefore, ideas will hold precedence over facts, dates, and the
like. It is important that you consider
the classroom (and the Blackboard discussion board) an open forum for
discussion—of anything related to the themes and topics of the course. (Of course, any argument—whether spoken or
written—must be supported.) While I (or other students) may challenge
beliefs/perspectives, realize that the purpose is not to change them. An open/tolerant attitude is essential in
this class. Remember—this is a college
course where you ought to be able to discuss things openly and
intelligently. If you choose to be
intolerant and interrupt class discussion, I reserve the right to ask you to
leave the classroom.
Small Print:
Texas Wesleyan University Policies
· Students should read the current Texas Wesleyan
University Catalog and Student Handbook to become familiar with University policies.
· Cheating, plagiarism (submitting another person’s
material as one’s own), or completing assignments for another person who will
receive academic credit are impermissible. This includes the use of
unauthorized books, notebooks, or other sources in order to secure or give help
during an examination, the unauthorized copying of examinations, assignments,
reports, or term papers, or the presentation of unacknowledged material as if
it were the student’s own work. Disciplinary action may
be taken beyond the academic discipline administered by the course
instructor. Course exams may not be printed out. Any
person possessing a hardcopy of a course exam will be in breach of copyright
and may be held liable.]
· Texas Wesleyan University adheres to a disability policy which is in keeping with relevant federal law. The
University will provide appropriate accommodation as determined by the Director
of the Counseling Center, Dr. Michael Ellison. Students must notify instructors
of any permanent or temporary disabilities and must provide documentation
regarding those disabilities prior to the granting of an accommodation. For
assistance, students should consult with Dr. Ellison at mellison@txwes.edu
or (817) 531-7565.
· Course syllabi are intended to
provide students with basic information concerning the course. The syllabus can
be viewed as a 'blueprint' for the course; changes in the syllabus can be made
and students will be informed of any substantive changes concerning
examinations, the grading or attendance policies and changes in project
assignments.
· Any course taken at Texas Wesleyan University and repeated
for a grade must be repeated at Texas Wesleyan
University. Any course taken at another university may be
repeated at Texas Wesleyan, and the most recent grade on the course will
be counted. When a course is repeated, the grade point
average will be computed using the most recent grade achieved.
· As noted in the catalog under the Unified
Discrimination and Harassment Policy, Texas Wesleyan University is committed to
providing an environment free of all forms of prohibited discrimination and
sexual harassment. If you have
experienced any such discrimination or harassment, including gender- or
sex-based forms, know that help and support are available from the following
resources:
o
Complete
online incident report at https://txwes.edu/student-life/report-a-concern/
o
Contact
Campus Conduct Hotline (24 hours a day): (866) 943-5787
o
Campus
security (24 hours a day): (817) 531-4911
o
Dean
of Students: deanofstudents@txwes.edu OR (817) 531-4872
o Please be aware that all Texas Wesleyan University
employees, other than designated confidential resources (i.e., Community
Counseling Center) are required to report credible evidence of prohibited
discrimination or harassment to the University’s Title IX Coordinator, or to
one of the Title IX Assistant Coordinators.
If you wish to speak to someone confidentially, please contact the
Community Counseling Center at (817) 531-4859 to schedule an appointment.
Tentative
Class Topic and Reading Schedule
(Bentley=textbook. Other readings come from the Andrea/Overfield (AO) reader and are referred to by document
number (see AO table of contents), while links are readings found online.)
Aug
21 |
Introduction |
Aug
23 |
How
to read primary sources Readings: Andrea P1-P15 |
Aug 28 |
Order: Mesopotamia Readings:
Bentley 1 (pp. 8-17); AO 1, 2; The Myth-Making Outlook of the
Ancient Near East; Jonah |
Aug 30 |
Ancient Hebrews Readings:
Bentley 1 (pp. 18-24); AO 12, 13, 19; Leviticus 19; Isaiah; Job |
Sept 6 |
Order: Egypt Readings:
Bentley 2 (pp. 26-40); AO 3, 4, AO Multiple Voices I |
Sept 11 |
Classical Societies:
Introduction Readings: Bentley
3; AO 7, 8, 9 |
Sept 13 |
China and Confucius Readings:
Bentley 6; AO 20, 21, 22, 23 |
Sept 18 |
India and Salvation Readings:
Bentley 7; AO 14, 15, 16, 17 |
Sept 20 |
Persia and Zarathustra Readings:
Bentley 5; AO 18, Inscriptions of Cyrus and Darius I |
Sept 25 |
Persia and Greece in the
Ancient World Readings:
Bentley 8 (pp. 136-141); AO 10, Selections from the Iliad,
Xenophon, A Spartan Childhood, |
Sept 27 |
DBQ Test Primer |
Oct 2 |
Test 1 |
Oct 4, 9 |
Classical Greece and
Hellenism Readings:
Bentley 8 (pp. 139-147); AO 24, Thucydides, Method of Historical Inquiry, Thucydides, The Funeral Oration of Pericles, Selections
from Antigone, 27, Aristotle, "Nicomachean Ethics" |
Oct 11 |
Republican Rome Readings:
Bentley 8 (pp.147-149); Polybius, The Roman Army, Livy, Lucretia & Sabine Women, Livy, The Second Punic War, Dio
Cassius, In Defense of Caesar and Monarchy, Cicero, On Duty |
Oct 16 |
Imperial Rome Readings:
Bentley 8 (pp. 149-154), 9 (pp. 170-174); AO 35, 36, Aurelius, Meditations;
Jerome, The Fate of Rome |
Oct 18 |
Rome and Christianity Readings:
Bentley 8 (pp. 154-157); 9, AO 42, 43, 44, Augustine, City of God |
Oct 23 |
Legacies
of Rome: Byzantium/Western Europe Readings: Bentley 10; AO Multiple
Voices VIII |
Oct
25 |
Legacy of Rome: Islam Readings: Bentley
11; AO 45, 46, 47, Multiple Voices VI |
Oct 30 |
Test 2 |
Nov
1 |
The
Mongol Conquests Readings: Bentley 14; AO 77, 79, 81 |
Nov 6 |
Migration, trade, and
empire in Sub-Saharan Africa Readings:
Bentley 15; AO 66, 67, 68 |
Nov
8 |
Medieval
Europe Readings: Bentley 16; Manchester,
Feudal documents; Innocent III, On the Misery of the Human
Condition |
Nov
13 |
Europe:
the High Middle Ages Readings: Bentley 16; AO 64,
Aquinas, Summa, Abelard, Inquiry into Divergent
Views of Church Fathers, John of Salisbury, On the Liberal Arts, What
is a Scholar? |
Nov
15 |
Tolerance
and Intolerance: Islamic and Christian Spain Readings: Bentley 16; Ibn Abd-el-Hakem: The Islamic Conquest of Spain; Royal Grants to the Jewish
Community of Barcelona; The Expulsion from Spain |
Nov
27 |
Discussion
of Manchester text Readings: Manchester, A Word Lit Only By Fire |
Nov
29 |
European
Renaissance Readings: Bentley 18; Jean de Venette, The Black Death, Boccaccio, Decameron; Pico, Oration on the Dignity of
Man, Machiavelli, Prince |
Dec 4 |
Beginnings
of European Dominance (Manchester review due) Readings: Bentley 18; AO 72, 84, 85,
Sale, Conquest of Paradise, Machiavelli’s The Prince; Treaty of Westphalia; |
Dec 8 |
Final Exam (10:30-12:30) |