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Spring 2016
History 1: World Civilizations, Pre-History to c. 1500 CE
Section #87023, Monday and Wednesday, 7-10:30 pm, FNLC-120
FINAL EXAM: Monday, March 7, 2015, 7-10:30 pm, FNLC-120
Class Website: www.profgunderson.com
Text: The Heritage of World Civilizations: Volume One to 1700 (8th Edition)
by Albert M Craig, et al, 2009. ISBN: 9780136002772
An older (2006) edition is 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
Prerequisite: Eligibility for English 1A as determined by the Chaffey assessment process,
or satisfactory completion of English 475 or English as a Second Language 475.
Comparative, integrative study of the world’s major civilizations, from pre-history to
1500, including those in Eurasia (Mesopotamia, Egypt, Hebrews, Greece and Rome,
India and China), Africa, and the Americas. Emphasis on the similarities and differences
between these civilizations, and on their influence on the unfolding of human history.
Instructor’s Course Description
Understanding the rise and fall of the world’s major 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 self-interest corrupted society and debilitated government administration. Future
generations of US citizens must learn such lessons if they are interested in perpetuating
US world 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
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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 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.
History 2 Student Learning Outcomes
Upon successfully completing History 1 (grade of C or higher) students will analyze
competing historical interpretations of ancient and medieval world history by finding and
using sources.
Upon successfully completing History 1 (grade of C or higher) students will appraise the
factors that shape history by explaining cause and effect (significance) of historical events in
ancient world history.
Upon successfully completing History 1 (grade of C or higher) students will demonstrate the
connections between events in ancient and medieval world history and how events influence
the course of history by explaining the chronology and context of historical events in ancient
and medieval history.
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!
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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
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 at least 4 full 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.
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. 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. 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 26 lectures
during the semester, so each student can miss 6 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.
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.
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Three “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.
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%
Rough Draft Peer Review: 50 Points = 5%
Essay Formatting Assignment: 50 Points = 5%
Film Analysis 1: 50 Points = 5%
Film Analysis 2: 50 Points = 5%
Study Calendars: 30 Points = 3%
Lecture Critiques: 20 Points = 2%
Patriotism in Advertising List: 20 Points = 2%
Map Quiz 1: 10 Points = 1%
Map Quiz 2: 10 Points = 1%
Map Quiz 3: 10 Points = 1%
Syllabus Quiz: 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)
M 1-11: Course Introduction, Views of History, Civilization and Culture
Early Civilizations: Metal Technology, Agriculture, and the Rise of Cities
W 1-13: Egypt 1: Old Kingdom to Second Intermediate Period
Egypt 2: New Kingdom
Syllabus Quiz
Study Calendars Due
M 1-18: Martin Luther King, Jr. Holiday – College Closed
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W 1-20: The Persian Empire, c. 1500-330 BCE
Greece 1: City-States and Politics, c. 7000-c. 500 BCE
Patriotism in Advertising List Due
Map Quiz 1
M 1-25: Greece 2: Athens’ Democracy and the Persian Wars, c. 600-479 BCE
Greece 3: The Peloponnesian Wars and Macedonian Conquests, 479-323 BCE
Map Quiz 2
W 1-27: Political Formation of India, c. 7000 BCE – c. 300 CE
Divergence of Indian Religions, c. 7000 BCE – c. 300 CE
Term Paper Topic Due
M 2-1: Library Visit on Finding Academic Sources (through Library website)
Exam One
Film Analysis 1 Due
W 2-3: Rome 1: Origins to the Conquest of Greece, c. 1900-146 BCE
Rome 2: Imperial Economics, Politics, and Civil Wars, 146-31 BCE
Evaluating Online Resources DLA Due
F 2-5: DEADLINE TO DROP THIS CLASS!!!
M 2-8: Rome 3: Height of Empire, 31 BCE – 14 CE
Crash Course in Essay Writing
Essay Formatting Assignment Due (will be completed in class)
Annotated Sources Due
W 2-10: The Rise of Judaism and Christianity, c. 2000 BCE – 250 CE
Rome 4: Collapse, 14-c. 600 CE
Term Paper Outline Due
M 2-15: George Washington Holiday – College Closed
W 2-17: China 1: Pre-dynastic Era to 221 BCE
China 2: Han Dynasty and Aftermath, 221 BCE—589 CE
Map Quiz 3
M 2-22: China 3: Sui, Tang, and Song Dynasties, 589-1240 CE
Exam Two
Film Analysis 2 Due
W 2-24: Islam 1: Muhammad in Arabia to 632 CE
Rough Draft Peer Review (Rough Drafts Due!!!)
M 2-29: Islam 2: Political Split and Conquests, 632-750 CE
Islam 3: Height of the Empires, 750-1530 CE
Term Paper Final Draft Due (also turn in Rough Draft!)
W 3-2: The Chaos of Europe’s Middle Ages, c. 870-1435 CE
Native American Civilizations c. 12,000 BCE – c. 1500 CE
M 3-7: FINAL EXAM
7-10:30pm in the same room
Textbook Readings Schedule 2009 (8th) edition:
M 1-11: Early Humans and Their Culture (pages 6-12) and Mesopotamian Civilization
(pages 12-17)
W 1-13: Egyptian Civilization (pages 18-21)
Egyptian Civilization (pages 21-24)
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W 1-20: Iranian Lands (pages 132-139)
Chapter Three: Greek and Hellenistic Civilization (pages 89-105)
M 1-25: Chapter Three: Greek and Hellenistic Civilization (pages105-126)
W 1-27: Early Indian Civilization (pages 28-35) and India and South Asia
(pages 139-147)
Religion in India (pages 56-62)
W 2-3: Chapter Six: Republican and Imperial Rome (pages 184-193)
Chapter Six: Republican and Imperial Rome (pages 193-198)
M 2-8: Chapter Six: Republican and Imperial Rome (pages 198-207)
W 2-10: The Religion of the Israelites (pages 64-68) and The Rise of Christianity
(pages 207-210)
Chapter Six: Republican and Imperial Rome (pages 211-219)
W 2-17: Early Chinese Civilization (pages 35-41) and Philosophy in China
(pages 49-56)
Chapter Seven: China’s First Empire (pages 224-241)
M 2-22: Chapter Eight: Imperial China (pages 246-264)
M: Chapter Eleven: The Formation of Islamic Civilization (pages 330-337)
W 2-24: Chapter Eleven: The Formation of Islamic Civilization (pages 337-344)
M 2-29: Chapter Eleven: The Formation of Islamic Civilization (pages 344-349) and
Chapter Thirteen: Islam in the Heartlands and Beyond (pages 378-398)
W 3-2: Feudal Society (pages 372-375), The Growth of National Monarchies (pages
471-474), Political and Social Breakdown (pages 474-477), and Revival of the
Empire, Church, and Towns (pages 458-468)
The Rise of Civilization in the Americas (pages 41-43) and Chapter Fourteen:
Ancient Civilizations of the Americas (pages 404-422 and 427-430)
Textbook Readings Schedule 2006 (7th) edition:
M 1-11: Early Humans and Their Culture (pages 9-12) and Mesopotamian
Civilization (pages 13-18)
W 1-13: Egyptian Civilization (pages 18-22)
Egyptian Civilization (pages 22-26)
W 1-20: Iran (pages 127-133)
Chapter Three: Greek and Hellenistic Civilization (pages 89-102)
M 1-25: Chapter Three: Greek and Hellenistic Civilization (pages 102- 122)
W 1-27: Early Indian Civilization (pages 28-35) and India (pages 133-143 and 290-298)
Religion in India (pages 56-62)
W 2-3: Chapter Six: Republican and Imperial Rome (pages 173-179)
Chapter Six: Republican and Imperial Rome (pages 179-185)
M 2-8: Chapter Six: Republican and Imperial Rome (pages 186-193)
W 2-10: The Religion of the Israelites (pages 62-67) and The Rise of Christianity
(pages 194-197)
Chapter Six: Republican and Imperial Rome (pages 197-204)
W 2-17: Early Chinese Civilization (pages 35-41) and Philosophy in China
(pages 50-56)
Chapter Seven: China’s First Empire (pages 216-223)
M 2-22: Chapter Eight: Imperial China (pages 231-254)
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W 2-24: Chapter Eleven: The Formation of Islamic Civilization (pages 303-309)
W: Chapter Eleven: The Formation of Islamic Civilization (pages 310-313)
M 2-29: Chapter Eleven: The Formation of Islamic Civilization (pages 313-320 and
Chapter Thirteen: Islam in the Heartlands and Beyond (pages 352-370)
W 3-2: Feudal Society (pages 343-345), The Growth of National Monarchies (pages
415-418), Political and Social Breakdown (pages 418-421), and Revival of the
Empire, Church, and Towns (pages 403-412)
The Rise of Civilization in the Americas (pages 41-44) and Chapter Fourteen:
Ancient Civilizations of the Americas (pages 375-398)
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
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!
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 must be turned off while the
class is taking a test or quiz. Any type of communication amongst students is strictly
forbidden at these times, 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.
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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. 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.