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Fall 2015
History 5: Western Civilizations, Pre-History to c. 1500 CE
Section #85223, Tuesday, 7:00-10:00 pm, FNLC-120
FINAL EXAM: Tuesday, December 15, 7:45-10:15 pm, FNLC-120
Class Website: www.profgunderson.com
Text: Western Civilization: A Brief History, Volume I, To 1715 (2nd edition)
by Jackson J. Spielvogel, 2002 ISBN: 0534587178
Available at www.amazon.com or www.half.com
Available in the Library, but can only be checked out for two hours!
This Syllabus is amendable by written change or verbal notice of change accessible
through the Class Website.
Instructor
Professor Luke Gunderson
luke.gunderson@chaffey.edu
Voicemail: (909) 652-7240
“Office” Hours immediately after class or by appointment
Chaffey College Course Description
Development of the cultural foundations of Western peoples from prehistoric times,
through the rise and diffusion of civilization in the era of Middle Eastern dominance and
the Middle Ages, and culminating with the Renaissance period of Western Europe.
History 5 Student Learning Outcomes
Upon successfully completing History 5 (grade of C or higher) students will analyze
competing historical interpretations of the history of western civilization in ancient and
medieval times by finding and using sources.
Upon successfully completing History 5 (grade of C or higher) students will appraise the
factors that shape history by explaining cause and effect (significance) of historical
events in ancient and medieval western civilization.
Upon successfully completing History 5 (grade of C or higher) students will demonstrate
the connections between events in the history of western civilization in ancient and
medieval times and how events influence the course of history by explaining the
chronology and context of historical events in the history of western civilization in
ancient and medieval times.
Instructor’s Course Description
Understanding the rise and fall of major western civilizations is critical to understanding
and analyzing our modern existence. Ancient peoples and governments followed natural
paths to regional power (such as efficient food production and social structuring), just as
modern governments struggle with similar uses of natural resources (food, water, land,
oil, electricity, etc.) and social control (law, media, education, etc.). Ancient
governments consistently had to cope with the effects of a landed aristocracy whose selfinterest corrupted society and debilitated government administration. Future generations
of US citizens must learn such lessons if they are interested in perpetuating US world
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dominance well into the future. Knowledge of the ancient past may even provoke US
citizens to question the benefits and costs of such imperial ambitions.
Course content will include major political events of the period, the main intellectual
arguments that provoked them, the arts that represented and popularized them, and the
military conflicts that decided their outcomes. Course materials will include PowerPoint
presentations, comparative timelines, and exposure to various excerpts of music,
literature, and paintings of each era under study. Students will also learn two of the most
important abilities for further success in collegiate study, time management and
organization, through the creation of Study Calendars from which they can allocate study
time along with the impact of their various outside, personal, familial, and professional
responsibilities. Three major exams and a short research paper will be given to assess
student learning.
All of these requirements are designed to facilitate student learning of the major political
developments in the western world from Pre-history to circa 1500 CE. Students
completing this course will be informed of the major political, intellectual, and artistic
questions that heavily impact their everyday life. Students will learn to recognize the
differences between political rhetoric, observed action, and utopian political theory.
Open questioning of political motivations and critical thinking will be emphasized.
This is an introductory course designed as a first step in comprehending the major
political, intellectual, and social movements of the first era of world history and cultures.
It is taught mainly in the professor-based lecture style. No pre-requisites exist.
Advice on Studying History
Most introductory students in history find the subject extremely frustrating because they
see much of it as being the memorization of “names, dates, and places.” These students
are quickly overwhelmed by the amount of information being given on a daily basis.
Names, dates, and places are merely the examples and evidences of larger historical
trends and ideas. Make sure you understand these larger ideas BEFORE trying to
memorize things at the level of names, dates, and places. In essence, do not lose sight of
the forest in the obsession with its trees. This policy will save you much blood, sweat,
and tears!
Even at the highest levels, history is taught as the interaction and interrelation of
concepts. Experts are always analyzing books and the historical movements they
describe in terms of “threads” that are present throughout. Understanding these larger,
overarching concepts will GREATLY assist you in learning the importance of smaller
names, dates, and places that are the nuts and bolts. If you learn the concepts first,
memorization of names, dates, and places will come much easier!
Graded Assignments
All students will be required to take three in-class examinations on the three major
portions of the course. The Final Exam will be non-cumulative. These exams will be the
primary means of assessing student learning. Learning how to adequately study for and
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take such hours-long exams will be a fundamental need for the vast majority of students
pursuing higher education; the professor will therefore be stringent in examination rules
in order to prepare students for their “upper division” future. Students are HIGHLY
advised to be present for all three exams; ANY make-ups or other alternative testing
dates will ONLY be granted by the professor’s judgment and the concurrence of the
Department Chairperson. As a result, there IS NO GUARANTEE that such make-ups
will be permitted. Please plan accordingly.
As a major factor in lower division collegiate education is the learned ability to write
effectively, all students are required to submit a mini-research paper approximately 4
pages in length. Students will work on this project throughout the semester, with separate
due dates for deciding on a topic, submitting sources, creating an outline, and submitting
a Rough Draft. Students may submit as many drafts as necessary to the professor, but at
least one Rough Draft MUST be turned in for the Rough Draft Peer Review. The Final
Draft is due on the Final Draft Due Date.
Students are also required to submit their response to two films. This Film Analysis
should focus on the film’s historical accuracy. Students should present arguments for or
against the film’s accuracy USING EVIDENCE from BOTH the film and an historical
source (textbook, scholarly article, etc.) All quotes should be footnoted and all sources
should appear in a bibliography. The Film Analysis will be graded similar to the term
paper rubric which appears at the end of this syllabus. Analysis length can range from
two to three pages. Each Film Analysis will be worth 50 points (5% of the Total Grade).
Students are also required to submit thoughts on lectures. These Lecture Critiques can
focus on student questions regarding lectures or what worked (or did not work) in the
lecture to help their understanding of the topic. Critique length can range from two short
(but complete) sentences to a paragraph, but not beyond 100 words. They can be
submitted to the professor on paper after class or by email, but ALL Critiques are due by
10 pm the night before the following lecture. This means that Critiques to Tuesday
lectures are due Wednesday at 10 pm, while Critiques to Thursday Lectures are due
Monday at 10 pm. Students sending Critiques by email should also send it to themselves
to ensure a traceable record. Critiques will be graded on a Credit or No Credit basis;
students must receive Credit for 20 Critiques throughout the semester to receive the full
2% for the course grade. There are 23 lectures during the semester, so each student can
miss 3 Critiques and still receive the full 2% of the course grade.
Because a major factor in collegiate success is the ability to manage time effectively,
students in this class are assigned Study Calendars in an effort to teach and assess student
organization. Students will create these calendars and turn in one copy to the professor
on the designated date. These calendars should not only contain due dates of all
assignments for all classes taken this semester, but also any important personal or
professional dates that may impact study time. An anonymous poll will be taken near the
end of the semester to ascertain how many students followed their Study Calendar and if
those who did found it helpful in managing their time.
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Students are asked to compile a list of instances which they see US patriotism being used
as an advertising tool. This is intended to show students how much the ideas of “good
and evil” permeate American culture. The assignment is worth 5% of the final grade.
Four “Map Quizzes” will be given throughout the semester. These quizzes are designed
so that students will learn important places and borders on the map throughout the era
under study. Students will be given maps at the outset of each section, with the quiz
coming about a week later. Each Map Quiz is worth 2% of the class grade.
Any assignment turned in or taken after the due date or testing date will be punished by a
10% point reduction for every class session it is received late. If you need to miss a test
date, inform the professor AHEAD OF TIME to avoid this reduction.
Extra Credit will be offered at the end of the semester ONLY to students that have turned
in ALL other assignments.
Grading Scale
Exam One: 150 Points = 15%
Exam Two: 150 Points = 15%
Final Exam: 150 Points = 15%
Term Paper on Topic of Student’s Choice: 200 Points = 20%
Term Paper Rough Draft (topic, website evaluation, sources, and outline due dates)
40 Points (10 points each) = 4%
Essay Formatting Worksheet: 50 Points = 5%
Rough Draft Peer Review: 30 Points = 3%
Film Analysis 1: 50 Points = 5%
Film Analysis 2: 50 Points = 5%
Study Calendars: 50 Points = 5%
Lecture Critiques: 20 Points = 2%
Map Quiz 1: 10 Points = 1%
Map Quiz 2: 10 Points = 1%
Map Quiz 3: 10 Points = 1%
Map Quiz 4: 10 Points = 1%
Syllabus Quiz: 10 Points = 1%
Patriotism in Advertising List: 10 Points = 1%
Total
1,000 Points = 100%
Term Grading Scale:
A = 90-100% (900-1000 points)
B = 80-89.9% (800-899 points)
C = 70-79.9% (700-799 points)
D = 60-69.9% (600-699 points)
F = 59.9% and below (599 and less points)
Schedule (subject to written or verbal change by the professor)
8-18: Course Introduction, Views of History, Civilization and Culture
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Early Civilizations: Metal Technology, Agriculture, and the Rise of Cities
8-25: Egypt 1: Old Kingdom to Second Intermediate Period
Egypt 2: New Kingdom
Syllabus Quiz
Patriotism in Advertising List Due
9-1: Monotheism and the Rise of Judaism, c. 2000-539 BCE
The Persian Empire
Study Calendars Due
Map Quiz 1
9-8: Greece 1: City-States and Politics, c. 7000-c. 600 BCE
Greece 2: Athens’ Democracy and the Persian Wars, c. 600-479 BCE
9-15: Greece 3: The New Athenian Empire and the Peloponnesian Wars, 479-371
Greece 4: Philosophy and the Macedonian Conquests, c. 479-323 BCE
Term Paper Topic Due
9-22: Exam One
Film Analysis 1 Due
9-29: Library Visit on Finding Academic Resources (meet in the same room!!!)
Rome 1: Origins to the Conquest of Greece, c. 1900-146 BCE
Map Quiz 2
Evaluating Online Resources DLA Due
10-6: Rome 2: The Civil Wars, 146-31 BCE
Rome 3: Height of Empire, 31 BCE – 14 CE
Annotated Sources Due
10-13: Rome 4: Technology and the Resources of Empire
Rise of Christianity within Rome’s Empire, c 0-250 CE
Term Paper Outline Due
Map Quiz 3
10-20: Rome 5: Collapse, 14-c. 600 CE
The Byzantine Empire
10-27: Exam Two
Film Analysis 2 Due
M 11-2: LAST DAY TO DROP FULL-TERM CLASSES!!!
11-3: Crash Course in Essay Writing
Essay Formatting Worksheet Due (will be completed in class)
11-10: Islam 1: Muhammad’s Life and Religion, c. 500-632 CE
Islam 2: Political Split and Conquests, 632-750 CE
11-17: Islam 3: Height of the Islamic Empire, 750-1530 CE
Europe After Rome: Rise and Fall of the Frank Empire, c. 400-c. 900 CE
Map Quiz 4
11-24: The Chaos of Europe’s Middle Ages, c. 870-1435 CE
Rough Draft Peer Review (Rough Draft Due!)
12-1: Religion in Europe’s “Dark Ages,” c. 1000-c. 1300 CE
Europe’s Renaissance, c. 1300-1527 CE
Term Paper Final Draft Due (also turn in Rough Draft!)
12-8: European Discovery and Conquest of the Americas, 1453-1535 CE
European Wars for Empire, c. 1600-1914 CE
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12-15: FINAL EXAM
7:45—10:15 pm in the same room
Textbook Readings Schedule 2002 (2nd) edition:
8-18: The First Humans (pages 2-6) and Civilization in Mesopotamia (pages 6-13)
8-25: Egyptian Civilization (pages 13-20)
Egyptian Civilization (pages 20-22)
9-1: The Hebrews (pages 27-33)
The Persian Empire (pages 36-42)
9-8: Chapter 3: The Civilization of the Greeks (pages 44-53)
Chapter 3: The Civilization of the Greeks (pages 53-55)
9-15: Chapter 3: The Civilization of the Greeks (pages 55-60)
Chapter 3: The Civilization of the Greeks (pages 60-72) and Chapter 4: The
Hellenistic Era (pages 78-80)
9-29: Chapter 5: The Roman Republic (pages 83-92)
10-6: Chapter 5: The Roman Republic (pages 92-104)
The Age of Augustus (pages 107-110)
10-13: Roman Culture and Society in the Early Empire (pages 113-119)
The Transformation of the Roman World: The Development of Christianity
(pages 121-125) Development of the Christian Church (pages 134-141)
10-20: The Early Empire (pages 110-113), The Decline of the Roman Empire (pages
119-121), and the Fall of the Western Roman Empire (pages 125-126)
The Byzantine Empire (pages 141-145) and The Zenith of Byzantine
Civilization (pages 164-166)
11-10: The Rise of Islam (pages 145-149)
The World of Islam (pages 168-170)
11-17: The Transformation of the Roman World: The Role of the German Peoples
(pages 129-134), The World of the Carolingians (pages 152-159), and
The Disintegration of the Carolingian Empire (pages 159-161)
11-24: The Emerging World of Lords and Vassals (pages 162-166), Land and People
in the High Middle Ages (pages 173-178), The Emergence and Growth of
European Kingdoms (pages 205-213), and War and Political Instability
(pages -227)
12-1: Christianity and Medieval Civilization (pages 179-184), The Crusades (pages
184-190), and The Intellectual and Artistic World of the High Middle
Ages pages 198-205)
Chapter 11: Recovery and Rebirth: The Age of the Renaissance (pages 235257)
12-8: An Age of Discovery and Expansion (pages 281-288)
Course Policies
Chaffey College does not permit eating, drinking (other than water), or smoking inside
any classroom. This includes gum, chewing tobacco, and other such sloppiness!
The instructor will take roll at every session in the first few weeks of class. Students
missing sessions in the first two weeks of the course must inform the instructor; any
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unannounced absences during this time may result in the student being dropped in order
to create room on the roster for potential students on the registration “wait-list.” Students
are expected to attend all class sessions, and are responsible for all information given in
each session whether they attended that day or not. Students are responsible for
dropping the class. Never assume that you were dropped by the instructor or by the
registrar until you have obtained written evidence! Poor assumptions can lead to
dramatic consequences on your academic transcript!
Your professor is no fan of having cellular phones in the classroom. However, as this is a
community college, he accepts the fact that many people must be on call for professional
reasons. If this is the case, a student may keep their cell phone on as long as it is set to
silent, vibrate, or a similarly non-disruptive task. The student may leave the room quietly
and courteously if they receive a call. This policy is subject to amendment by the
instructor if cell phones become a consistent disruption to classroom activities, with the
professor deciding what is to be defined as a “consistent disruption.”
However, cell phones and ALL other electronic devices are not permitted to be on and/or
functioning while the class is taking a test or quiz. Any type of communication amongst
students is strictly forbidden at these times, so any type of communication will be
immediately regarded as the pursuit of cheating and will be severely punished. Chaffey
College considers plagiarism to be “academic dishonesty.” The professor MUST report
any instance of suspected plagiarism, exam cheating, or other types of academic
dishonesty to the Department Chairperson. See the Chaffey College policy on Academic
Dishonesty for more information.
Again, Students are HIGHLY advised to be present for all three exams; ANY make-ups
or other alternative testing dates will ONLY be granted by the professor’s judgment and
the concurrence of the Department Chairperson. As a result, there IS NO
GUARANTEE that such make-ups will be permitted. Please plan accordingly.
Also because this is a community college, the instructor understands that some students
may be a few minutes late to class. Since he cannot delay the start of class, the professor
humbly requests that those on time kindly move to the front of the room in order to allow
a few rows in the back to permit late students to enter quietly and without disruption.
Chaffey College rules prohibit students from bringing young children to class. This is an
issue of liability and you can see one of the Deans or the President of the College for
more information.
Rubric for Term Paper
Student papers will be graded according to three criteria. First, students must submit at
least ONE rough draft by the Rough Draft Due Date. The rough draft will be
accomplished in stages throughout the semester, with specific due dates for students to
submit paper topics, proof of student’s ability to evaluate internet sources (attained
through the Writing Center), annotated sources, and outlines. The entire rough draft is
worth 40 points (4% of the student’s course grade).
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Students MUST turn in their final draft by the Final Draft Due Date. These final drafts
will be graded for Content (historical information on the student’s chosen topic) and
Writing (clarity of thesis, paragraph construction, connection between argument and
evidence, citation, and grammar). Content and Writing are worth 100 points each,
making the final draft worth 200 points (20% of the student’s final grade). Please see the
rubric on the class website’s “Documents” page for explication of an “A” paper, followed
by all other results.