Session 2015-1 Spring (A.B.L.E.)
Class: Dawson Hall 221 (D-221)
Thursdays, 6:00-10:00 PM
January 15 – March 5, 2015
Prof. Brian Hendricks
Email: bhendricks@ben.edu
217 / 891-4235
Pre-assignment:
Prior to the first class meeting:
 Bring all course materials, a paper copy of the syllabus, and any questions about
the syllabi or course materials.
 Upon finishing the reading listed below for Week 1, write and bring to class three
questions pertaining to the reading assignment that you think would spark
discussion.
 Reading: Nagle, Chapters 1 and 2.
HUMN 220-70 – THE MEDITERRANEAN WORLD
I.
COURSE DESCRIPTION (3 credit hours)
This course studies the ancient cultures located around the Mediterranean Sea and the
contributions they made to the development of western civilizations to about 500 A.D. Drawing
upon the resources of the Catholic and Benedictine traditions, the course explores the theme of
"person in community" as reflected in religion, art, philosophy, and social, political, and economic
institutions.
II.
TEXTBOOK AND MATERIALS
Nagle, D. Brendan (2010). The Ancient World: A Social and Cultural History, 8th edition, New
York: Pearson Publishing. ISBN 978-0-205-94150-6 ISBN 0-205-94150-8
Any supplemental readings will be supplied by the instructor.
III.
MISSION STATEMENT
Benedictine University is dedicated to the education of undergraduate and graduate students
from diverse ethnic, racial and religious backgrounds. As an academic community committed to
liberal arts and professional education distinguished and guided by our Roman Catholic tradition
and Benedictine heritage, we prepare our students for a lifetime as active, informed and
responsible citizens and leaders in the world community.
IV.
GOALS, OBJECTIVES, AND STUDENT LEARNING OUTCOMES
A. Benedictine Core Goals
Benedictine University's core mission is to prepare students for active participation in an
increasingly interconnected world. Its Core Curriculum advances this mission by enabling
students to attain a broad range of learning goals, listed below:
1. Demonstrate an effective level of cognitive, communicative, and research skills;
2. Achieve a college level of computational skills and an ability to understand and interpret
numerical data;
3. Acquire knowledge of the history and heritage of western civilization, to include
 the contributions of religious faith and philosophical thought to understanding the person
in community,

the relationship of the individual to society: membership and participation in groups and
institutions,
 scientific literacy through a knowledge of the history, the methods, and the impact of
science on the individual, society, and the environment, artistic and literary heritage;
4. Develop an understanding of global society: cultural diversity, mutual relationships,
interdependence of peoples and nations;
5. Apply liberal learning in problem-solving contexts as preparation for active participation in
society;
6. Make informed ethical decisions that promote personal integrity, the legitimate rights and
aspirations of individuals and groups, and the common good.
B. Course Objectives/Outcomes
As a distributive course within the Core Curriculum, HUMN 220 was designed with the above
Core goals in mind. Thus, upon successful completion of this course, the student will be able to
demonstrate their mastery of the following objectives and student learning outcomes:
1. Be able to locate geographical features of the ancient world in their historic context.
2. Be able to analyze, orally and in writing, the key components of the development of human
cultures in the Mediterranean World and how they interrelate.
3. Be able to analyze, orally and in writing, the role of warfare and imperialism in the ancient
world and the influence of classical Greek and Roman civilizations on other societies.
4. Use (and distinguish between) primary and secondary sources in regard to the pivotal historic
events of the subject area.
5. Be able to compare and contrast our own culture and our own world view(s) with those of the
“Ancient World.”
6. Actively participate in class activities.
V.
TEACHING METHODS/DELIVERY SYSTEM
I will utilize a combination of lectures (with PowerPoint, but hopefully not overdone), videos, and
some supplemental readings to cover the material. I will also utilize class discussion each week
as well, including assigning you to “lead” discussion of a particular chapter. Interaction is
crucial. Your attendance, preparedness, and participation are VITAL to a positive
outcome.
Aside from the exams, I will also administer quizzes to ensure that the assigned readings have
been completed. Moreover, since the quiz and exam materials will come from the lectures AND
the textbook (and the other materials mentioned), be sure to attend faithfully and take notes
diligently, as we will frequently discuss things that won’t be in the book.
VI.
COURSE REQUIREMENTS
Attendance Policy
Students must fully engage in the learning process, are expected to attend all class meetings,
and are held responsible for the full content of each course of study. A responsible academic life
implies systematic preparation in all course work. Students must devote sufficient time for
adequate class preparation. A minimum of two hours outside of class for every hour the course
meets is a common guideline. Students must understand that, depending on the course design
and requirements, it may not be possible to make up a missed class session. The student must
negotiate any absence from a class for participation in such events with the instructor prior to the
absence from class. Students who miss a class because of illness or personal emergency must
contact the instructor before the class meeting. Depending on the course design and
requirements it may not be possible for a student to make up a missed class session.
Schedule of Absenteeism Penalties
A. Four Absences
A. Full letter grade drop
B. Four late arrivals
B. Half letter grade drop
C. A combination of 4 from A &
C. Half letter grade drop
B
This course is highly accelerated, and students will need to take a great deal of responsibility for
their own learning outcomes. Attendance is required in each class meeting for the full period of
time. Any absence must be due to extraordinary circumstances and will require documentation
for it to be considered excused. Documentation must be provided immediately in order to
determine what, if any, accommodations are reasonable or possible. Class attendance will
directly impact your final grade, and each undocumented absence will be considered unexcused
and will result in a 20% reduction in the final grade for the course.
Due to the accelerated nature of the course, should you experience a medical condition which
prevents you from attending any class(es), appropriate medical documentation must be provided
immediately so it may be determined what, if any, accommodations are reasonable or possible.
Classroom Etiquette / Cell Phone Policy
Professionalism and common courtesy will be expected. Come to class on time. Don’t engage in
private conversations with your fellow classmates during class time. Make every effort to avoid
distractions. And speaking of distractions . . . before you enter class, please turn off your cell
phone or put it on vibrate. Please do not have the cell phone out during class. Please do not
text during class – if you do so I will ask you to leave and mark you as absent. If you
receive an emergency call please quietly leave the room to take the call.
Required Technology
The following four items are essential for this class:
1. Access to a computer. If you do not have one, Benedictine provides computers for
student use in the Resource Center.
2. A working Benedictine e-mail account.
3. Access to Desire2Learn (D2L). D2L is Benedictine’s online learning platform. While
this is not an online class, I may use D2L to post material. I may also require
submission of any papers to this site to check for plagiarism.
4. The ability to provide written assignments in MS Word format. Microsoft Word is the
word processing program used by Benedictine. The computers in the Resource
Center have this available if you do not own it.
Reading Assignments
These are identified as specific chapter assignments under the “Topical Course Outline” in
Section VIII. I may also assign selected readings from other sources, which will be announced in
class and provided either at that time or through D2L.
Written Assignments and the Research Paper
All written assignments, as well as the research paper, will be typewritten or printed using a word
processing program – no handwritten assignments will be accepted.
For each week, including the very first week, you will be expected to turn in three questions
related to that week’s reading assignment that you feel will generate discussion, or questions
about the reading that you would like answered. Even if you are leading the student discussion of
the reading for that week, you are expected to turn in three questions. These will be turned in at
the end of the class period – you may keep them during the reading discussion and use them at
that time.
Each student must also select a topic for a research paper, which will be due on February 26.
You must have your topic approved by me by January 29. Papers will be 6-8 pages, typed (12point Arial or Times New Roman), double-spaced, with a cover / title and reference pages, and
must comply with APA or MLA style standards. Potential topics will be discussed during the first
two weeks of class, but they can include a particular person, place, event, or theme that pertains
to the material we will cover.
While content will be the most important grading factor for the essay, grammar, mechanics,
usage and spelling will be reviewed, and appropriate point deductions may be taken to determine
the final research paper grade. Submission of rough drafts is encouraged and will not prejudice
the final essay grade. I can review rough drafts, or you may wish to have them reviewed by a
SMARTHINKING writing lab instructor. If this interests you, contact the Resource Center for help
with logging on to SMARTHINKING.
Student-Led Discussions (SLDs)
On certain weeks, one or two students will be assigned to lead the discussion of the reading
assignment for that week. I will assign those dates / chapters on the first night of class, but not
before asking each of you what your preferences are. If you are teamed up with another
classmate, you will be expected to meet before your assigned night to go over what topics you
will discuss. You will be expected to discuss the key points/themes of the reading and engage
the discussion questions from your classmates. Additional details will be discussed in the first
class.
Quizzes and Exams
There will be two quizzes (Jan. 22, Feb. 19) and two exams (Feb. 5, Mar. 5), and these must be
taken in class on these days. They cannot be made up unless the student presents a verified
medical/family emergency excuse and, depending on circumstances, may be assessed a penalty.
It is the student’s responsibility to submit medical excuses for a missed quiz/exam and to arrange
for a make-up quiz/exam.
Quizzes will consist of ten questions (multiple choice / short answer) pertaining to the reading
assignment. The exams are longer – you can expect true/false, matching, and essay questions
as well as multiple choice and short answer questions. We will devote some time previewing the
material prior to each exam.
Participation
Participation is highly valued. You are encouraged to ask questions as well as write them. I may
also call on students during discussion time.
Benedictine University at Springfield Student Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University at Springfield pursues these missions in an environment guided by our
Roman Catholic tradition and our Benedictine heritage. Integrity and honesty are therefore
expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication,
forgery, falsification, destruction, multiple submission, solicitation, and misrepresentation are
violations of these expectations and constitute unacceptable behavior in the University
community.
Student’s Responsibility
Though there is no formal honor code at Benedictine University at Springfield, students are
expected to exhibit academic honesty at all times. Violations against academic honesty are
always serious and may result in sanctions that could have profound long-term effects. The final
responsibility for understanding the Academic Honesty Policy of the institution, as well as the
specific policies for individual courses normally found in syllabi, rests with students. If any doubt
exists about what constitutes academic dishonesty, students have the responsibility to talk to the
faculty member. Students should expect the members of their class to be academically honest.
If students believe one or more members of the class have been deceitful to gain academic
advantage in the class, students should feel comfortable to approach the faculty member of the
course without prejudice.
Violations of the Academic Honesty Policy will be reported to the Office of the Dean of Academic
Affairs. Along with a verbal warning, the following are consequences a student may face for
academic dishonesty:
 a failing grade or “zero” for the assignment;
 dismissal from and a failing grade for the course; or
 dismissal from the Institution.
VII.
MEANS OF EVALUATION
Discussion Questions / Participation
Student-Led Discussion (SLD)
Quizzes (Jan. 22, Feb. 19)
Exams (Feb. 5, Mar. 5)
Research paper (Feb. 26)
TOTAL
10 points per class
50 points
50 points each
100 points each
120 points
80
50
100
200
120
550 points
I will round up to the nearest tenth. (In other words, an 89.5% will be rounded up to a 90%, and
thus an ‘A.’) So the grading scale will look like this:
A
=
90-100%
493-550 points
B
=
80-89%
438-492 points
C
=
70-79%
383-437 points
D
=
60-69%
328-382 points
F
=
0-59%
0-327 points
MY POLICY ON LATE PAPERS – Discussion questions that are not handed in by the end of
class on that particular night will result in a deduction of 5 points out of the 10 total points possible
that week for attendance and participation.
The research paper must be turned in by the end of class on February 26. Any
papers turned in between February 26 and the last day of class on March 5 will
automatically be dropped by two letter grades for that paper. I will not accept any
research papers after March 5.
If you are unable to make the class for whatever reason, especially on February 26,
please remember to e-mail me beforehand and attach your assignment in an MS Word
document.
Make-ups for quizzes, exams, and the SLDs will only be granted under
extraordinary circumstances, as outlined in Section VI: Course Requirements.
Grade Appeal Process
If a student believes that an error has been made in reporting a grade, an appeal must be made
in writing to the instructor and must be initiated within 60 calendar days after the end of the term
for which the grade in question was reported. The appeal should contain specific information
about why it is believed the grade reported is inaccurate. See the Student Handbook for
additional details.
Add/Drop Dates
Please refer to the current Academic Calendar for add/drop dates.
Incomplete Request
To qualify for an “I” grade, a minimum of 75% of the course work must be completed with a “C”
or better, and a student must submit a completed “Request for an Incomplete” form to the
Registrar’s Office. The form must be completed by both student and instructor, but it is the
student’s responsibility (not the instructor’s) to initiate this process and obtain the necessary
signatures.
Student Withdrawal Procedure
It is the student’s responsibility to officially withdraw from a course by completing the appropriate
form, with appropriate signatures, and returning the completed form to the Advising Office. Please
refer to the Student Handbook for important financial information related to withdrawals.
VIII.
TOPICAL COURSE OUTLINE
Subject to revision, this is the schedule we will follow for each week. You will be expected to read
the appropriate chapters in the NAGLE text before class and be prepared to discuss them.
Week 1 (Jan. 15) –
Introduction; go over syllabus; “Why Man Creates”
Handouts – Rubric; Research Paper Guidelines
Assign student-led discussions (SLD’s)
NAGLE CHAPTER 1 (pp. 1-25) – “The Early Civilizations of
Mesopotamia and Egypt.” We will focus on Mesopotamian life, the
Agricultural / State / Urban Revolutions, Pharonic power in Egypt, and
Egyptian religion.
NAGLE CHAPTER 2 (pp. 26-40) – “An Age of Empires: The Middle
East, 2000-1000 BC.” We will focus on Hammurabi and his code, the
Babylonians and Hittites, Egypt’s New Kingdom, and the origins of the
Hebrews.
Week 2 (Jan. 22) –
QUIZ #1 over Nagle chapters 3 and 4.
SLD over chapters 3 and 4 assigned to: _________________________
_________________________
NAGLE CHAPTER 3 (pp. 41-66) – “The Middle East to the Persian
Empire.” We will focus on the Sea Peoples / Philistines, the Phoenicians
and the development of the alphabet, the rise and fall (and culture) of the
Israelites, the Assyrian and Babylonian Empires, and the rise of the
Persian Empire and Persian religion.
NAGLE CHAPTER 4 (pp. 67-102) – “The Emergence of Greek
Civilization.” We will focus on the origins of Greek culture, the Minoan
and Mycenaean Ages, Homer, the Archaic Age, Sparta and Athens, and
the development of the “polis.”
Week 3 (Jan. 29) –
Quiz discussion / Exam #1 preview
(Research paper topics must be approved by this date.)
SLD over chapters 5 and 6 assigned to: _________________________
_________________________
NAGLE CHAPTER 5 (pp. 103-119) – “The Wars of the Greeks.” We will
focus on the Greek / Persian Wars, including the Battles of Marathon,
Thermopylae and Salamis, and the founding of the Delian League. We
will also discuss the Peloponnesian War between Athens and Sparta.
NAGLE CHAPTER 6 (pp. 120-155) – “Classical Athens.” We will focus
on Athenian culture and society, specifically as it relates to art, literature,
rhetoric, philosophy, science, and politics.
Week 4 (Feb. 5) –
NAGLE CHAPTER 7 (pp. 156-193) – “Philip, Alexander, and the
Hellenistic World.” We will focus on Macedonian ruler Philip and his son
Alexander (the Great), Alexander’s conquests and the consequences of
his death, and Hellenistic culture and society.
EXAM #1 over Nagle chapters 1 thru 7.
Week 5 (Feb. 12) –
Exam discussion; progress report on research papers
SLD over chapters 8 and 9 assigned to: _________________________
_________________________
NAGLE CHAPTER 8 (pp. 194-210) – “Early Rome.” We will focus on
cultural and environmental factors in the rise of Rome, the Etruscans, the
founders of Rome, and leadership in the Roman Republic.
NAGLE CHAPTER 9 (pp. 211-240) – “The Building of an Empire.” We
will focus on Roman growth through conquest and assimilation, the
Punic Wars between Rome and Hannibal’s Carthage, and society and
state in the Roman Republic.
Week 6 (Feb. 19) –
QUIZ #2 over Nagle chapters 10 and 11.
Research paper feedback.
SLD over chapters 10 and 11 assigned to: _______________________
_________________________
NAGLE CHAPTER 10 (pp. 241-267) – “The Transformation of the
Roman Republic.” We will focus on the emergence of the Roman
Empire, the Gracchan Revolution, the Roman Revolution, Julius Caesar
and the “Triumvirate,” and Roman literature and philosophy.
NAGLE CHAPTER 11 (pp. 268-281) – “The Roman World from
Augustus to the Third Century Crisis.” We will focus on the reforms of
Augustus Caesar, the Julio-Claudian emperors, the Flavians and the
“Five Good Emperors,” and the Severan Emperors.
Week 7 (Feb. 26) –
RESEARCH PAPERS DUE
Exam #2 preview
SLD over chapters 12 and 13 assigned to: _______________________
_________________________
NAGLE CHAPTER 12 (pp. 282-308) – “The Roman Peace.” We will
focus on the development of the Roman imperial administrative system,
society and state in the Roman Empire, the rise of Christianity and of
Rabbinic Judaism, and Roman government, army, and society.
NAGLE CHAPTER 13 (pp. 309-324) – “The Empire from the Third
Century Crisis to Justinian.” We will focus on challenges to the Roman
Empire from Germany on the western frontier and the Persians on the
eastern frontier, the influence of Diocletian and Constantine, “Barbarians”
and the ultimate collapse of the Empire (and the middle class) in the
west, and the rise of the Byzantine Empire.
Week 8 (Mar. 5) –
NAGLE CHAPTER 14 (pp. 325-347) – “The Transformed
Mediterranean.” We will focus on the founding of Constantinople, the
“conversion” of Constantine, the culture clashes / cohesion between
Classical and Christian cultures, the rise of Islam, and the growth and
challenges of the early Church.
EXAM #2 over Nagle chapters 8 thru 14
Evaluations
IX.
AMERICANS WITH DISABILITIES ACT (ADA)
Benedictine University at Springfield provides individuals with disabilities reasonable
accommodations to participate in educational programs, activities, and services. Students with
disabilities requiring accommodations to participate in campus-sponsored programs, activities,
and services, or to meet course requirements, should contact the Resource Center as early as
possible: springaccess@ben.edu or 217-717-9253.
X.
ASSESSMENT
Goals, objectives, and learning outcomes that will be assessed in the class are stated in this
syllabus in Sections IV and VI. Instructor will use background knowledge probes, one-minute
papers, reflective essays and/or other Classroom Assessment Techniques as deemed necessary
in order to provide continuous improvement of instruction.
XI.
MOBILE & ELECTRONIC DEVICES
The use of cell phones, smart phones, or other mobile communication devices is disruptive, and
is therefore prohibited during class. Except in emergencies, those using such devices must leave
the classroom for the remainder of the class period.
Regardless of the activity being performed on a mobile computing device, a student who is asked
by the professor to close the lid of his/her laptop, turn off the monitor or other electronic device, or
simply put the device away must comply with the professor immediately.