History 101-01: World Civilizations Before 1500
Lewis-Clark State College, Fall 2009

Many have marked the speed with which Muad' Dib learned the necessities of Arrakis. The Ben Gesserit, of course, know the basis of this speed. For the others, we can say that Muad' Dib learned rapidly because his first training was how to learn. And the first lesson of all was the basic trust that he could learn. It is shocking to find how many people do not believe they can learn, and how many more find learning to be difficult. Muad' Dib knew that every experience carries its lesson.

Frank Herbert, Dune

Prof. Eric Martin Phone: (208) 792-2281 Website: www.lcsc.edu/elmartin
310 Spalding Hall Office Hours: T/TH 10:30-11:45; W: 1:30-2:45, and by appointment. Email: elmartin@lcsc.edu

Course Description: This course examines the development of humankind from the beginning of time to approximately the the 14th century. We will study a variety of issues that have shaped the development of societies around the globe over the past several millennia including: the natures of the earliest human communities, the developments of the first complex societies and a wide variety of issues relevant for understanding the social, cultural, political, and economic history of the pre-modern period. The underlying assumption of this course is that world history is a necessary conceptual tool for understanding the complexities of our interdependent world. Additionally, this course will emphasize understanding how historical conclusions are derived by providing you the opportunity to develop your own based on primary and secondary sources and comparative historical methods.

Purpose/Goals
 By the end of the course, you should have a demonstrable understanding of World History to 1500. More generally, as a Social Science course, History 101 should help you to do at least some of the following:

History 101 is also part the General Education Core at LCSC; which means it teaches skills/concepts valuable for all majors.

Required Readings

Grading and Evaluation

Course Requirements

Classroom Participation, Discussion, and Four Thoughtpieces (20% overall): This course is heavily based on discussion and depends upon your active participation. Twenty percent of your overall grade will be based on your daily participation in our various classroom discussions over the week's assigned readings and topics. Attendance is the first step to gaining class participation points, but simply showing up is not good enough. You are expected to be in class on time and prepared to discuss the assigned readings/topics.

Four times during the semester you will write a informal "thought piece" based on the assigned reading material. These essays will focus on a question/issue that I will give you before hand and will provide you something to discuss in class. Your job in these essays is to 1) demonstrate that you read the material 2) demonstrate that you understood the material 3) demonstrate that you have thought about the material as it relates to this class and to the world around you. The care taken in creating these assignments will be reflected in the grade. I expect them to be well-written (intro and conclusion, even if only a sentence), properly formatted and proofread. These pieces will be graded based on thoughtfulness and clarity; there are no right or wrong answers. Each thought piece should be dated and contain a title (be creative).

Map Quizzes (20% overall, 5% Each) You will take four map quizzes each worth 5% of your overall grade.

Random Pop Quizzes (20% overall): An indeterminate number of pop quizzes will be given in the class over the assigned readings for the day from Reilly's World of History.

Take Home Essays (40% overall, 20% Each): You will write two, four-six page (typed, double spaced) essays. Each will be worth 20% of your overall grade. You will receive a choice of topics for each essay and you will be be expected to integrate the class readings, discussions and your own thoughts into a formal piece of writing on one of the topics. We will discuss the details of these essays in more detail later in the semester.


Late/Make Up Work: Assignments are due in class when I ask for them. Unexcused late papers will be marked as such and will receive a full grade deduction for every day late. Assignments placed under my office door will be deducted an additional grade. Essay's that do not meet the minimum length will not be accepted. For thought pieces, the min. is 250 words (one typed, double-spaced page). For formal essays the min. is 1000 words (four typed, double spaced pages). Making up a map quiz requires either a prior arrangement with me, or a paperwork trail as indicated by the LCSC student handbook. Pop quizzes cannot be made up.

Attendance Policy: Excessive unexcused absences (more than two) will have a detrimental impact on your final grade at the rate of one grading increment (A, A-, B+, B, B-, C+, C, C-, D+, D, F) for every unexcused absence beyond two. It is your responsibility to make arrangements if life prevents you from turning in an assignment on time or requires you to be away from class for an extended period. Get any missed notes or assignments from a classmate.


Grading Scale:

A = Reserved for those who consistently demonstrate sophisticated, content based historical thinking on paper and in class. Either your intellectual prowess blew me away as you completed the minimum course requirements or in the process of doing an excellent job on your minimum requirements, you also did several high quality optional assignments. (You decide which of these is a more likely route for you). An "A" is for folks who went far above and beyond their duties as a student of history this semester.

B = Reserved for those who often demonstrate sophisticated, content based historical thinking on paper and in class. Either you did what I asked and did an excellent job of it; or you did more than I asked and you did a decent job or better of it. A "B" is for students who went above and beyond their duties as a student of history this semester.

C = You did what I asked and you did a decent job of it. A "C" is an honorable grade and I hope to see you in HIST 102, because a "C' in this class means you read, wrote, and thought about history for a significant portion of the semester.

D = You either didn't do all I asked or you didn't do a very good job of it. But, you have met enough of the minimum requirements for this course that it should fulfill one of the requirements for your Gen. Ed. Core.

F = You did not meet the minimum requirements (outlined in this document) to receive college level credit for this course . We probably don't need to dwell on what may have gone into earning this grade.

Academic Honesty: You are on your honor at all times and my presumption is that each of you is honest. However, the College does not tolerate academic dishonesty of any sort. All written work that you hand in -- essays and examinations -- must be exclusively your work. In addition to receiving a failing grade in this course, expect expulsion proceedings to begin if I have to waste my time gathering the evidence to prove you submitted work that was not yours. Contact me if you are not clear on this point.

A few matters of courtesy I ask of you.

- Please turn off your cell phones.
- Only use your lap top / web connection for purposes directly related to this course while class is meeting.
- Listen when someone else is talking.
- Refrain from doing homework, etc.. for another class while we meet.
- Don't arrive a few minutes late or visit the vending machine during class on a regular basis.
- Go do something else if you do not want to be here.

FERPA Statement: The Family Educational Rights and Privacy Act (FERPA) is a federal law designed to protect the privacy of student education records and is enforced by the U.S. Department of Education. In essence, the act states that 1) students must be permitted to inspect their own "education records" and 2) "school officials" may not disclose personally identifiable information about a student without written permission from the student. For further information on FERPA and LCSC's directory information policy, visit www.lcsc.edu/registrar or call 208-792-2223.


Schedule

Due to the nature of this course this schedule will be revised as needed. Although some thoughtpieces are optional, the readings they cover are required -- expect to be called on and asked direct questions about the required readings for the day.


Week One 8/25-8/27

Discussion Topic(s): (T) Introductions to the Course, Each Other, and the Field of World History; (TH) What is History?

Assignment(s): (Due TH) TYPE a 100 word answer to the question, Why Study History? THEN, read your assignment. Take note of the areas of overlap between your answer and the readings. Also take note of the areas you mention that the readings do not discuss as well as the areas the readings discuss that you do not mention.

If you understand how to begin this assignment read no further. If you are having trouble getting started, spend a few moments reflecting on the role the study of history plays/should play in one's education. If the past is over, why bother examining it? What do you hope to learn as a student of history?

Primary and Secondary Source Readings: Why Study History? By Peter Stearns (See assignment above before reading)

Background Readings: Traditions and Encounters: Preface

Optional Resources:

Week Two 9/1-9/3

Discussion Topic(s): (T): The Origins of the Universe; Early Hominid Development; (TH): "Prehistory and the Origins of Patriarchy"

Assignment(s): (Due Th): Select one of the following topics for your 250 - 500 word TYPED thoughtpiece.

1. Do the primary and secondary source readings for the week support the idea that patriarchy has always existed or do the reading support the idea that patriarchy began at a particular point in time? Use at least two direct references to the Reilly readings to demonstrate your point(s).

2. [Something about paleolithic and neolithic, but argumentative.]

Primary and Secondary Source Readings: (Due T) Worlds of History Reilly, 1. Prehistory and the Origins of Patriarchy (Read All)

QUESTIONS TO CONSIDER for "Prehistory and the Origins of Patriarchy"
Make note of the various characteristics that distinguish hunting and gathering societies, agricultural and pastoral societies, and urban societies from one another. What was life like in each type of society? When did large scale changes from one to another begin? How did those changes take place? Why did those changes take place? In what ways did human life improve? In what ways did it get worse? Specifically, how did the relations between men and women change over time?

In addition to telling us something about the nature of three different types of human societies the four documents in Worlds of History Chapter 1. Prehistory and the Origins of Patriarchy asks you to think about the utility of periodization schemes (grouping periods of time together and giving them names such as "Prehistory", Stone Age, etc.) and historical stage theory (all humans begin as hunter gathers, then some of those become farmers, and some of those farmers create seizable permanent villages, and a few of those seizable permanent villages become towns, etc.). What are the strengths and weaknesses of the 'stages' presented to you in this chapter?

The Reilly chapter’s title is “Prehistory and the Origins of Patriarchy.” What is meant by Prehistory? What is Patriarchy? And, based on our assigned readings for the week do you think that patriarchy has always been around, or do you think it developed at a particular point in time? Be prepared to explain.

Background Readings: Traditions and Encounters: 1. Before History, 2. Early Societies in Southwest Asia and the Indo-European Migrations, 3. Early African Societies and the Bantu Migrations.

Optional Resources:


Week Three 9/8-9/10

Discussion Topic(s): "The Urban Revolution and 'Civilization'"

Assignment(s) : Map Quiz #1 (TH)

Primary and Secondary Source Readings: (T) Worlds of History 2. The Urban Revolution and "Civilization" (Read one secondary source, one written primary source, and all images)

QUESTIONS TO CONSIDER for "The Urban Revolution and 'Civilization'"
- Which of the documents in this chapter is a primary source and which is a secondary? What are the pros/cons of each type of historical source?
- How did the Urban Revolution transform both Mesopotamian and Egyptian societies?
- What are the major differences between Mesopotamian and Egyptian civilizations?
- What is "civilization" and what issues must we keep in mind when comparing one civilization to another?


Week Four 9/15-9/17

Discussion Topic(s): (T) Harrapan Society; (TH) "Identity in Caste and Territorial Societies"

Assignment(s): TBA

Primary and Secondary Source Readings: (T) Worlds of History 3. Identity in Caste and Territorial Societies (Read McNeil "Greek and Indian Civilization", one Indian primary source, and one Greek primary source.)

QUESTIONS TO CONSIDER for "Identity in Caste and Territorial Societies"
- According to the McNeil, Indians choose to organize themselves socially based on a Caste system and Greeks choose to organize themselves socially based on Territorial Sovereignty. McNeil further argues that these two distinct social models help explain why Indians develop transcendental religious ideas and Greek develop the idea of natural law. What is Caste? What is Territorial Sovereignty? And how does a societies form of social organization influence it's cultural development according to McNeil?
- How do the primary sources help us to understand what McNeil means?

Background Readings: Traditions and Encounters : 9. State Society, and the Quest for Salvation in India; 10. Mediterranean Society: The Greek

Optional Resources

Week Five 9/22-9/24

Discussion Topic(s): (T) "Classical Civilization and Empires", (TH) "Women in Classical Societies"

Assignment(s): (Due T or TH depending on selection) Select one of the following topics for your 250-500 word TYPED thoughtpiece.

1. (Due T) Were the ancient Roman and Chinese empires more alike or more different? Explain using at least two direct references to the Reilly readings to demonstrate your point(s).

2. (Due TH) Were the lives of women in the ancient world more alike or more different? Explain using at least two direct references to the Reilly readings to demonstrate your point(s).

Primary and Secondary Source Readings: (T) Worlds of History: 4 Classical Civilization and Empires (Read either: 1) Adshead, Confucious, and Plutarh, or 2) Lolyd, The Salt and Iron Debates, and Cicero) (TH) Worlds of History Ch. 5: Women in Classical Societies (Read Hughs, two primary sources, and all images)

QUESTIONS TO CONSIDER for "Classical Civilization and Empires"
- In what ways were Classical China and Classical Rome Similar? Different? Which do you think are more important, the similarities or differences?
- Which of Adshead's comparisons did you find most important, interesting or memorable? Explain.
- Which of Lolyd's comparisons did you find most important, interesting or memorable? Explain.
- How does Lolyd's comparative approach differ from Adshead's?
- How do the two socities approaches to education compare?
- How do the two socities approaches to government compare?

QUESTIONS TO CONSIDER for "Women in Classical Societies"
- What was it like for men and women living in Classical China and Rome?
- How did patriarchy work in Classical China and Rome?
- What kinds of freedom or status did the patriarchies of Classical China and Rome allow women?
- In what ways are Classical China and Rome different?
- Do these sources suggest that patriarchy increased or diminished with the rise of the ancient cities?
- Each primary source in this chapter reflects a historical moment. Place that historical moment in the context of a larger historical process through the Hughes and Hughes reading.

Background Readings: Traditions and Encounters: 8. The Unification of China, 9. State Society, and the Quest for Salvation in India, 10. Mediterranean Society: The Greek Phase, 11. Mediterranean Society: The Roman Phase.

Week Six 9/29-10/1

Discussion Topic(s): (T) "Tribal to Universal Religion"; (TH) Historical Writing

Assignment(s): Map Quiz #2 (TH)

Primary and Secondary Source Readings: (T) Worlds of History 6. Tribal to Universal Religion (Read at least two Hindu-Buddhist sources and at least two Judeo-Christian sources); (TH) Writing an Essay (that has an argument, supporting evidence, and historical analysis)

QUESTIONS TO CONSIDER for "Tribal to Universal Religion"
- In Reilly Chapter 6 we are presented with several primary sources as evidence of religions that transformed from "Tribal" to "Universal" Religions. Select two documents representing the Hindu-Buddhist tradition and two documents representing the Judeo-Christian tradition and explain where you see evidence of such a transformation in the documents.

Background Readings: Traditions and Encounters 7. The Empires of Persia, 8. The Unification of China, 9. State Society, and the Quest for Salvation in India, 10. Mediterranean Society: The Greek Phase, 11. Mediterranean Society: The Roman Phase, 12. Cross-Cultural Exchanges on the Silk

Optional Resources

Week Seven 10/6-10/8

Discussion Topic(s): (T) "Encounters and Conversions: Monks, Merchants, and Monarchs"; (TH) Required Peer Review

Assignment(s): (TH) 1,000 Word TYPED draft of first formal essay

Primary and Secondary Source Readings: (T) Worlds of History 7. Encounters and Conversions: Monks, Merchants, and Monarchs (Read Bentley, plus two primary sources)

QUESTIONS TO CONSIDER for "Encounters and Conversions: Monks, Merchants, and Monarchs"
- How are religious ideas affected by affected by political, social, and economic forces?
- How are political, social, and economic forces affected by religious ideas?
- How did cultures and religions spread throughout Eurasia between 400 bce and 400ce?
- Why did cultures and religions spread throughout Eurasia between 400 BCE and 400ce?
- What makes a people convert to a "foreign" religion?

Background Readings: 12. Cross-Cultural Exchanges on the Silk, 13. The Commonwealth of Byzantium, 14. The Expansive Realm of Islam

Optional Resources

 

Week Eight 10/13-10/15

Discussion Topic(s) Characteristics of the Medieval Period; Comparative Medieval Civilization Table

Assignment(s): (T) First Formal Essay ; (TH) TBA

Week Nine 10/20-10/22

Discussion Topic(s) Characteristics of the Medieval Period; Comparative Cultural History of Love and Marriage

Assignment(s): Comparative Medieval Civilization Table

Primary and Secondary Source Readings: (T) Worlds of History 8. Medieval Civilizations (Read at least two documents from two different civilizations. Four doc.'s total); (TH) Worlds of History 9. Love and Marriage (Read Reilly plus two primary sources)

QUESTIONS TO CONSIDER for "Medieval Civilizations"
- What do your selected documents tell you about the political characteristics of the various civilizations?
- What do your selected documents tell you about the economic characteristics of the various civilizations?
- What do your selected documents tell you about the cultural characteristics of the various civilizations?
- What do your selected documents tell you about the social characteristics of the various civilizations?

QUESTIONS TO CONSIDER for "Love and Marriage"
- What are the main points in the essay by Reilly?
- What impressions of love do you get based on your selected primary sources? What about marriage?

Background Readings: Traditions and Encounters 13. The Commonwealth of Byzantium, 14. The Expansive Realm of Islam, 15. The Resurgence of Empire in East Asia, 16. India and the Indian Ocean Basin, 17. The Foundations of Christian Society in Western Europe

Optional Resources


Week Ten 10/27 - 10/29

Discussion Topic(s) The Role of "Barbarians" in World History

Assignment(s): (T) After reading Guzman and your other assigned documents write a 250-500 word thoughtpiece that quickly explains: The main point(s) of the Guzman Document; whether or not the Cunliffee document supports those points; and how your primary source selection(s) shed lights on the question, were the "Barbarians" were either a Negative or Positive Factor in Ancient and Medieval History.

Primary and Secondary Source Readings: Worlds of History 11. "Raiders of Steppe and Sea: Vikings and Mongols" (Read Guzman, Cunliffe, a Viking primary source, and a Mongol primary source)

QUESTIONS TO CONSIDER for "Raiders of Steppe and Sea: Vikings and Mongols"
- What are the main points of the Guzman document?
- Does the Cunliffe's document support Guzman's main points?
- Do the primary sources in the chapter support Guzman's argument?

Background Readings: Traditions and Encounters 18. Nomadic Empires and Eurasian Integration, 19. States and Societies in Sub-Saharan Africa, 20. Western Europe in the High Middle Ages

Optional Resources


Week Eleven 11/3-11/5 Tuesday -- Election Day

Discussion Topic(s): The First Crusade

Primary and Secondary Sources: (TH) Worlds of History 10. The First Crusade (Select at least two documents)

QUESTIONS TO CONSIDER for "The First Crusade"
- What kind of story does each of your documents tell about the first crusade?
- How is the story itself told in each of your documents?

Background Readings: Traditions and Encounters 18. Nomadic Empires and Eurasian Integration, 19. States and Societies in Sub-Saharan Africa, 20. Western Europe in the High Middle Ages

Optional Resources

Week Twelve 11/10-11/12

Discussion Topic(s) "The Black Death"

Assignment(s): (TH) Map Quiz #3

Primary and Secondary Source Readings: (T) Worlds of History12. "The Black Death" (Read Wheelis, McNeill, one primary source, and all images.); Worlds of History 13. On Cities (Read Braudel and Goitein, and either Polo or Diaz, and either Henry I or Dati)

QUESTIONS FOR CONSIDERATION FOR "The Black Death"
- What appears to be the cause(s) of the Black Death?
- What appear to be the effect(s) of the Black Death?

QUESTIONS TO CONSIDER for "On Cities"
- What are the main points of Braudel's argument? Do the other documents in this chapter support Braudel's argument?
- What did increasing urbanization from 1000 to 1500 mean for those who lived in cities? For those who did not?
- Do the cities examined in this chapter seem to be more alike or different? Does it matter?
- What does each document tell us about this time period of increasing urbanization?

Background Readings: Traditions and Encounters 18. Nomadic Empires and Eurasian Integration, 19. States and Societies in Sub-Saharan Africa, 20. Western Europe in the High Middle Ages, 21. Worlds Apart: The Americas and Oceania

Additional Resources


Week Thirteen 11/17-11/19

Discussion Topic(s) Ecology, Technology, and Science

Assignment(s): (T) White, Schaeffer, and Diamond are each postulating a different type of historical theory. Type a 250-500 word thoughtpiece that the describes the type(s) of historical debate(s) you see as possible between White and ______ (Schaefer or Diamond).

Primary and Secondary Source Readings: (T) Worlds of History 14. Ecology, Technology, and Science (Read: White, and either Schaefer or Diamond, and "Life of Bonifice", and all images.

QUESTIONS TO CONSIDER for Ecology, Technology, and Science
- What are the main points of White's document? What historical theory is he postulating?
- What are the main points of Schaeffer''s document? What historical theory is she postulating?
- What are the main points of Diamond's document? What historical theory is he postulating?
- What type of historical debate do you see as possible between the White and ______ (Schaefeer or Diamond).
- Do the rest of the documents in the chapter support any position over another?

Background Readings: Traditions and Encounters 22. Reaching Out: Cross-cultural Interactions



Thanksgiving Break 11/23 - 11/27


Week Fourteen 12/1 - 12/3

Discussion Topic(s): Writing an Argumentative Essay (that has a thesis, supporting evidence, and historical analysis)

Assignment(s): (T)Caravans of Gold (TH) 1,000 Word TYPED draft of second formal essay

Primary and Secondary Source Readings: None

Background Readings: None


Week Fifteen 12/8 - 12/10

Discussion Topic(s): TBA

Assignment(s): (T) Map Quiz #4 (TH) Second Formal Essay Due