HIST 1311 – 993 & 994
HISTORY OF CIVILIZATION I
WEB COURSE
SPRING 2013
Instructor: Sarah Archer
sasmith6@ualr.edu
Office hours via UALR chat by appt.
Course Description:
History of World Civilization I is a survey of world history from the earliest records of humankind
through approximately 1600 CE. It is designed to familiarize students with political, social,
economic, religious, intellectual, and artistic histories of the world, among other types of
history. Students will become familiar with major places, dates, individuals, regimes, and
movements in the period covered. Students in this course will also learn to correctly situate this
content geographically (where) and temporally (when). To that end, this course will promote
basic map literacy, and attaining essential geographic familiarity with historically significant
locations around the world. Another key skill students will develop is the ability to accurately
associate the cultural content (described above) with their relevant BCE and CE dates, centuries,
and millennia. When the “where” and the “when” well-established, the joy of exploration and
inquiry into the “why” and “how” and “who” can begin! Students will develop the analytical and
critical skills necessary for working with primary sources (texts written in the period under
study). Achieving the ability to read and present compelling interpretations of the writings of
individuals living in the distant past is one of the most challenging and rewarding skills provided
by the study of history, and it requires a firm grasp of the writer’s historical context.
Required Text:
The following textbook is required for this course, and is available for sale from the UALR
bookstore or online: Robert W. Strayer, Ways of the World: A Brief Global History (Bedford St.
Martins, 2009). ISBN-10: 0-312-45287-X – we are using the first half of the book in 1311, so if
you can find Vol. 1 sold separately for a lower price, the page numbering will be the same.
All other readings and course materials will be provided in the class or through links to the
textbook's companion website.
NOTE: This syllabus is required reading! It is your first reading assignment. Consider it an instruction
manual for a complex and important thing you are assembling (in this case, your desired grade in this
course). Reading it now will also help you determine if this is the right class for you, and help you to
decide if you have the time to invest in an online course requiring a great deal of reading and writing in
lieu of lectures.
If the instructor receives emails asking about something clearly covered in the syllabus, the automatic
reply will be to direct the student to read the syllabus.
Course Objectives
1. Students will demonstrate knowledge of historical information such as names, dates
and chronologies, events, terms, and concepts.
2. Students will demonstrate an understanding of the diversity and complexity of the
historical context that shapes human experience.
3. Students will demonstrate an understanding of the inter-relatedness of historical events
as expressed in such concepts as continuity and change, causation, interdependence of
cultures, and the interaction between differing groups and societies.
4. Students will organize and articulate their ideas through an essay that presents a thesis
relevant to the question.
5. Students will support their ideas with historical evidence and will reach conclusions
based on that evidence.
Entrance competencies for online classes:
Ability to use a computer and web browser is essential, as this is an online course. You should
also, at the barest minimum, be able to do the following:
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Using Blackboard
Logging on
Navigating Blackboard shell
Completing and sending assignments; accessing returned assignments
Navigating discussion boards
Using Word Processing Software
Saving, deleting, moving, renaming, and printing document files
Creating and managing document folders
Using the Internet
Searching the web for information
Downloading and printing information from websites
Downloading, viewing, or printing PDF files
Technology Requirements:
Students must have:
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A reliable working computer at home that runs Windows XP, Windows Vista or Windows 7
and is capable of running current versions of Netscape, Firefox or (for Macs) Safari.
Students who use older browser versions will have compatibility problems with Blackboard.
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Uninterrupted access to the Internet at home with a 56.9 kb modem or better. (High speed
connection such as cable or DSL preferred).
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If you have difficulties accessing Blackboard, you may require a plug-in. Visit
http://ualr.edu/extendedprograms/index.php/home/online-courses-mxl/equipment-reqt/
and scroll down to “Browser”, “Troubleshooting” and “Plug-ins” under “Is your browser
compatible with Blackboard?”. Follow these links to sort any problems that may be related
to your browser’s ability to communicate effectively with the Blackboard interface.
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Wordprocessing software (NOTE: Faculty should clearly state which package they require
students to use). If it is anything other than Word (and can be saved as a .doc) you will have
to make a PDF of the file to send.
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Virus protection software. Virus protection is provided to all UALR students free of charge.
Update it often. Visit http://ualr.edu/computingservices/mcafee.asp and follow the
instructions to download the virus software.
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Problems with your computer or internet access are not accepted as excuses for late work.
In the off chance that a hub or a whole provider goes down, the instructor can (and will)
confirm that with your service provider before making any exceptions. Have a backup plan in
place in case you have personal computer problems.
Distance Learning/Extended Programs at UALR
As a Distance Learning student you are required to read the UALR Information Technology
Acceptable Use Policy, found at http://ualr.edu/computingservices/aup.asp. This document
provides not only the proper expectations of you as the student using the Extended Program
services through the IT department, it also outlines your rights. Be advised that you are
expected at all times to follow the policies and procedures outlined in this statement.
All Distance Learning courses at UALR utilize Blackboard (abbreviated as Bb). You should log in
to Blackboard daily.
Accessing Blackboard
The easiest way to access Blackboard is via MyUALR. Go to my.ualr.edu and enter your NetID
username and password. If you do not know your NetID, you can find it in BOSS, the UALR
student access system (where enroll, check your class schedule, find your campus directory,
etc.). Go to Personal Information > Change passwords on UALR Computing Systems to find your
NetID and set/reset your password.
To Login to Blackboard:
1. Click on Blackboard on the MyUALR page after logging in.
2. Click on the course identifier link on the main Blackboard page. If you do not see a
course for which you believe you are registered, please check your schedule
in BOSS before calling for technical assistance. If you are not registered for it, tech
support will not grant you access to the course.
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If you are having problems logging into Blackboard that cannot be resolved by resetting the
NetID password in BOSS, you should contact the Computing Services Help Desk at 501-5698720. Additional support may be found on the Extended Programs/Distance Learning assistance
page at http://ualr.edu/extendedprograms/index.php/home/online-courses-mxl/get-help/.
How to learn online
The online campus of UALR is designed to serve any student, anywhere in the world, via the
Internet. In order to be successful, you should be organized and well-motivated. You should log
in every 48 hours or more often. Check all announcements and discussion messages that have
been posted by the instructor. Start early in the week to complete the weekly assignment. You
should also understand and follow all instructions provided by the instructor in this syllabus for
participating in class discussions. Begin reviewing for exams early in the semester. Do not wait
until the last minute; your grade will suffer if you try to cram for exams or rush an assignment.
Classroom Etiquette
Students are expected to conduct themselves professionally in this course; because it is an
online course, this entails three crucial components:
1. Being polite, respectful, and inclusive of others in your discussion forums, even if a
subject prompts debate or disagreement. This includes being respectful of the
instructor. It is more appropriate to speak to the professor as you would a supervisor in
a professional context, not as though they were a parent or a peer. If you are struggling
with the course, I am here to help you succeed. Part of your long-term success involves
becoming comfortable in professional contexts as well as informal contexts.
2. Using professional language; you should not use internet acronyms (such as ROFL, etc.)
or text abbreviations (wat u no lyk dis?). Your future professional image will be
determined by how educated you appear to be in your written communication (even in
simple emails), so this is important. Be attentive to grammar and spelling at all times;
developing good discipline as a writer now means that it will come naturally and
effortlessly when college is over.
Any assignment turned in to me with poor spelling and grammar will be returned
ungraded, and you will have to turn in a revision within 24 hours or take a zero for that
work. You will also take point penalties in discussion forums for poor spelling and
grammar.
3. Make deadlines. I do not offer extensions except in case of extreme duress. In a
professional context, failing to make your deadlines or professional requirements would
result in being fired or disciplined; in this course it results in a failing grade for the
missed assignment.
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Communication and Returning Assignments
Use regular email, not Blackboard messaging, to contact the instructor. My email address is
sasmith6@ualr.edu. I am ABD (“all but dissertation”) and am currently finishing up my
doctorate, so you do not need to call me Dr. or Prof. yet – Ms. Archer if you want to be formal,
but I don’t mind if you use my first name. My last name recently changed, so you may see my
name come up as “Sarah Smith” in email until all of the administrative change-overs are
completed.
You will not wait more than 3 days for a response to an email; in general they will be returned
within 24 hours but this is not guaranteed. Assignments and discussion boards will generally be
graded within a week, often sooner (and never later than two weeks).
Attendance Policy
In an online course, attendance is determined by weekly participation. The university expects
students to attend class regularly. Students who do not attend (participate) will be
administratively withdrawn (dropped) from the class after two weeks of inactivity. No
exceptions will be made. No make-up work can or will be offered, out of fairness to students
who are performing consistently. Missed discussions cannot be made up; there are two per
week, and if you miss one you will take a zero for those points. The same goes for all other
assignments. Exceptions for students who are in extreme situations may be made at the
instructor’s discretion, but please contact me ASAP to discuss whether or not that will be
possible in your case.
Assignments and Grading:
There are a total of 1000 points for CIV I:
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Chapter discussion participation: 300 (15 weeks, 20 points per week, in a minimum of
two threads)
Chapter Self Tests: 240 (13 at 20 points each)
Historical interpretations: 200 (4 at 50 points each)
Midterm: 100
Cumulative final exam: 100
End-of-semester reflection and response: 60 (this will be in the discussion forum – 50
points for your reflection, and 10 points for your response to another reflection.)
1. No late work will be accepted (unless you receive prior approval from the
instructor). Chapter tests and the historical interpretations are submitted using
Blackboard, and late submissions will not receive credit. Chapter tests are only
available during their respective grading periods, and must be completed in a single
sitting, saved, and submitted. If you do not take these three steps, the test will no
longer be available, and cannot be graded. Please follow those three simple steps:
take the test in one sitting, save, and submit.
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2. Weekly participation can never be made up later; when the week is over, it’s over.
Participation in discussion is a community effort by everyone in the class during the
week, and is a group conversation. Late contributions are the equivalent of talking
to an empty room, so do not wait until the last minute to begin participating (see
point breakdown for discussions for more information on this).
3. There will not be any extra credit assignments to take the place of regularly assigned
tests, interpretations, and discussion.
4. Each week of the course ends at midnight on Sunday, at which point the new week
of discussion scoring begins.
Grades are calculated on the following scale:
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A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 0-59%
Discussion and Chapter Self Tests:
There is no lecture component to this course. Instead, you are required to take full responsibility
for actively reading and participating in discussion boards during the week instead of presenting
yourself in person for a lecture and face-to-face discussion, managing your schedule with
respect to test-taking, and preparing assignments independently. This means you need to read
and engage with what other students are writing, and make an effort to actively participate and
collaborate with them on figuring things out, solving historical puzzles, reading the primaries,
developing content comprehension, and so on. There are online multiple-choice self tests for
every chapter – these are unlimited time, open book and open note, but only one attempt; each
is worth 20 points. They are available all week.
For each chapter, I’ll start the board with two threads for discussion. Students may also start
their own threads with questions and topics. This is encouraged – you are not limited to the
instructor topics! You must participate with substantive comments in in at least two threads for
each chapter, either by starting the conversation, or by responding to questions and/or
engaging with the comments and questions of your peers. Each thread will be worth 10 points,
for a maximum of 20 points per week.
Discussion Board Grading Criteria:
Gain points:
 +2: Start your own thread or engage in someone else’s thread
 +5: Thoughtful, insightful analysis or contribution. The point is to show that you
are internalizing and digesting the information from readings and class, and
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then applying and relating that information to particular questions or
comments. NOTE: Simply restating material from the textbook is not thoughtful,
insightful, or interesting.
 +3: Freestyling. Demonstrate that you are thinking about historical and
geographic context, as well as taking into consideration the nuances and
subtextual influences of various social, power, gender, racial or ethnic, etc.,
factors that complicate the surface story. Tying the content into personal
experience: books, movies, news items, travel, etc. also scores the freestyling
points.
NOTE: You do not have to do all of these things in a single comment in a thread; all of
your contributions to that thread are scored cumulatively. You do not have to write
mini-essays, the point of the online discussion is to encourage a conversational format.
Lose points:
 -10 (for the week): Instead of participating regularly during the week, all
contributions are perfunctory and just “get it over with” rather than
contributing to a real conversation. If all your contributions are done in the last
few hours of the week, you will certainly receive this penalty.
 -2 (per violation, max of -10 for the week): Abuse of the English language. Do
not use truncated texting equivalents of English words. Emoticons and standard
internet abbreviations (such as fwiw, btw, iirc, ita, and so on) are fine, but “if u
type lyk dis in da class bord u will no get pointz kthx.” That may be how the
world communicates in another 500 years, but for now I’m holding the line on
the full and proper English, and (in this course, at least) so are you!
 -4 (per violation): Failure to cite sources. Support your assertions and opinions
with reference to the textbook page affirming your position in simple brackets,
like this: [Strayer, p. XX]. If you are getting your data from another source,
online or print, reference it with a URL or the full author, title, date, and page
number. Wikipedia is not an acceptable source, but you can often backtrack to a
good source by using the bibliographies to fact-check wiki pages. While
Wikipedia is a fascinating and endlessly evolving crowdsourced encyclopedia, it
is also subject to griefing (deliberate introduction of errors), errors in editing
and factchecking, and is only appropriate for casual reference, or to kickstart
research which will lead to more serious sourcing.
 -20: Participating in a flamewar, trolling, any online violations of the student
codes of conduct and ethics as written in the Student Handbook, Section VI,
“Statement of Behavior.” Review that document here:
http://ualr.edu/deanofstudents/assets/archive/HANDBOOK.pdf.
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IMPORTANT NOTE ON BOARD USE:
Inappropriate use of the discussion boards will lead to you being banned from the board
temporarily until we can discuss the inappropriate behavior in person via phone or
email. Continued inappropriate use of the board (three or more instances) will lead to
an administrative drop from the course and potential disciplinary action. Do not:
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Attempt to sell, promote, or otherwise spam the board for personal gain.
Start a thread completely unrelated to the course on a hot button issue unless it
is directly related to the course content.
Violate the student code of conduct on the discussion board.
Complain about the textbook, pace, another student, instructor, etc. – bring any
complaints to me personally and professionally, not to the discussion board.
Historical Interpretation assignments
The primary source analysis assignments are 200-500 word historical interpretations. The
assignments will vary; you may be asked to do critical analyses of a specific primary source,
either an excerpt of text or an image. You may have a film option, where you use your historical
content mastery to evaluate the historical authenticity of a particular movie. There may also be
“alternate history” assignments, in which you will write about what history would have looked
like if there was one critical difference in the historical record. You are allowed and encouraged
to use the first person ("I") when developing your insights, analysis, opinions, and creative
approaches in these essays, which are intended to elicit a strong historical point of view.
However, you will be asked to engage the course content in your interpretation; it cannot be
purely speculative. These are not research papers; additional reading outside of the assignments
is optional and should be chosen carefully (in consultation with the instructor).
Guidelines:
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Use citations (short, informal, clear ones are find) to account for any additional sources
you have used and to avoid plagiarism.
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Always keep copies of your essay until you receive your grade for the assignment, just in
case any files are lost or corrupted.
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These assignments will be announced, and will be available under the Blackboard
Discussion interface.
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Write your essay in Word (so you can save, edit, etc.) your essay, and then cut and paste
it into the discussion board for the assignment; be sure to recheck and repair your
formatting after entry if necessary. Do not submit your document as an attachment,
you must use the text box. Attachments will not be downloaded, opened, or graded.
Students may NOT submit these assignments via email; the gradebook is integrated with
Blackboard, not my email account.
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Exams:
The exams will cover assigned readings from the textbook and the companion website (see
weekly Course Documents). Doing the assigned readings, using the Second Thoughts at the end
of each chapter to review your reading and lock in key concepts, and participating regularly in
discussion will help you stay current with the material and thus prepared for the chapter selftests and the final exam.
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Exams will be administered via the Blackboard Assessment interface. Each exam will
consist of some combination of multiple choice, fill in the blank, and short answer
questions.
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Self tests are available all week, but must be completed in a single sitting, saved, and
submitted. The midterm and final exams will be on a timer, and the exam will have to be
completed in 90 minutes. Make sure you set aside enough time to take self-tests and
exams, and be sure you will not be interrupted while taking it. Please note prior content
in this syllabus about technology requirements; computer crashes, storm outages, etc.,
are not grounds for an extension. If Little Rock (or your community) loses internet
access completely the instructor will be able to verify that independently and offer the
extension to the whole class.
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The exams in this course are open book and open note, but exams are designed to
reward those who have learned, studied, prepared, and have solid content mastery over
the material. Those who have not prepared in advance by keeping up with the course
may find it difficult, if not impossible, to complete the exam in the time allotted.
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If you discuss the tests and exams and share information about its content with students
who have not yet taken them, the grade distribution will indicate that the exam has
been exploited. The final exam will be made harder to compensate for the effect of the
exploit. It is therefore not in your best interest to divulge the content of the exams.
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The instructor reserves the right to randomize exams (having multiple versions of each
exam with different questions on each, to be distributed randomly). The exam you take
may not be the same as the exam a friend or fellow student takes.
Students with Disabilities
Your success in this class is important to me, and it is the policy and practice of the
University of Arkansas at Little Rock to create inclusive learning environments consistent
with federal and state law. If you have a documented disability (or need to have a
disability documented), and need an accommodation, please contact me privately as
soon as possible, so that we can discuss with the Disability Resource Center (DRC) how
to meet your specific needs and the requirements of the course. The DRC offers
resources and coordinates reasonable accommodations for students with disabilities.
Reasonable accommodations are established through an interactive process among you,
your instructor(s) and the DRC. Thus, if you have a disability, please contact me and/or
the DRC, at 501-569-3143 (V/TTY) or 501-683-7629 (VP). For more information, please
visit the DRC website at www.ualr.edu/disability.
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Academic Integrity
All of your work must reflect your own thoughts, words, opinions, and efforts. When you copy
phrases, sentences, or paragraphs verbatim (word for word) from any source, you must indicate
that you have done so by setting what you have copied off in quotation marks and inserting a
footnote that clearly indicates the source of the information, including author, book title,
publication details, year of publication, and page number. And when you use the thoughts,
words or opinions of others in paraphrase (ie changing words around, or putting someone else’s
words into your own words), you must insert a footnote that clearly indicates the source of the
information, including author, book title, publication details, year of publication, and page
number. If the source is a website, the footnote must include the complete web address.
Academic dishonesty (plagiarism, cheating, etc.) will not be tolerated in this class, may be
reported to the Office of the Dean of Students, and could result in a failing grade on the
assignment, in the class, and/or harsher penalties. If you are unclear about what constitutes
academic dishonesty, please ask me.
Annotated Calendar: Spring 2013
NOTE: The lecturer reserves the right to adjust this schedule and assigned readings.
Date:
Week 1:
Jan.14-20
Week 2:
Jan. 21-27
Week 3:
Jan. 28Feb. 3
Reading:
Assignment:
Additional links:
Strayer xli-xlix:
Prologue : “From Cosmic
History to Human History”
Introduce yourself
on the
“Introductions”
board.
Strayer 2-33:
I.1: “First Things First”
(Big Picture section) and
“First Peoples: Populating
the Planet, to 10,000
BCE”
Discussion #1
Strayer 34-54:
I.2 “First Farmers: the
Revolutions of
Agriculture, 10,000 BCE3000 BCE
Discussion #2
Ch. 2 Self-Test
Historical
Interpretation #1:
Due 1/27.
Map Activities, and Defining Terms
Strayer 55-85:
I.3 “First Civilizations:
Cities, States, and
Unequal Societies, 3500
BCE-500 BCE”
Discussion #3
Ch. 3 Self-Test
Ch. 1 Self-Test
Map Activities, and Defining Terms for
Prologue and Ch. 1
Map Activities, and Defining Terms
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Week 4:
Feb. 4-10
Strayer 86-96:
The Big Picture. “After the
First Civilizations”
Discussion #4
Ch. 4 Self-Test
Map Activities, and Defining Terms
Strayer 97-124:
II.4. “Eurasian Empires,
500 BCE-500 CE”
Strayer 125-154:
II.5 “Eurasian Cultural
Traditions, 500 BCE-500
CE”
Discussion #5
Ch. 5 Self-Test
Historical
interpretation #2:
Due 2/17.
Map Activities, and Defining Terms
Strayer 155-180
II.6 “Eurasian Social
Hierarchies, 500 BCE500 CE”
Discussion #6
Ch. 6 Self-Test
Week 7:
Feb. 25Mar. 3
Strayer 181-207
II. 7 “Classical Era
Variations: Africa and the
Americas, 500 BCE-1200
CE”
Discussion #7
Ch. 7 Self-Test
Midterm: opens
2/25, closes 3/3.
Map Activities, and Defining Terms
Week 8:
Mar. 4-10
Strayer 208-216
The Big Picture. “Defining
a Millenium.”
Discussion #8
Ch. 8 Self-Test
Week 5:
Feb. 11-17
Week 6:
Feb. 18-24
Map Activities, and Defining Terms
Map Activities, and Defining Terms
Strayer 217-240
III.8“Commerce and
Culture, 500-1500”
Week 9:
Mar. 11-17
Strayer 241-268
III.9 “China and the
World: East Asian
Connections, 500-1300”
Discussion #9
Ch. 9 Self-Test
Map Activities, and Defining Terms
Midterm grade reporting opens on March 11.
Last day to drop the class is March 12.
Mar. 18-24
SPRING BREAK
No assignments
No assignments
Week 10:
Mar. 25- 31
Strayer 269-300
III.10 “The Worlds of
European Christendom:
Connected and Divided,
500-1300”
Discussion #10
Ch. 10 Self-Test
Map Activities, and Defining Terms
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Week 11:
Apr. 1- 7
Week 12:
Apr. 8-14
Week 13:
Apr. 15-21
Week 14:
Apr. 22-28
Strayer 301-332
III.11 “The Worlds of
Islam: Afro-Eurasian
Connections, 600-1500”
Discussion #11
Ch. 11 Self-Test
Historical
interpretation #3
due 4/7
Map Activities, and Defining Terms
Strayer 333-362
III.12 “Pastoral Peoples
on the Global Stage: The
Mongol Moment, 12001500
Discussion #12
Ch. 12 Self-Test
Strayer 363-395
III. 13 “The Worlds of the
15th Century”
Discussion #13
Ch. 13 Self-Test
Historical
interpretation #4
due 4/21.
Map Activities, and Defining Terms
Civ I: in the news
Discussion #14
Your assignment and discussion topic this
week is to tie our course into current events by
identifying relevant news stories; how has the
course improved your understanding of current
events even though the subject matter is all
premodern?
Map Activities, and Defining Terms
Identify current
news stories and
tie them to specific
chapters and
pages in Strayer
for discussion.
Week 15:
Apr. 29May 5
End-of-semester review
week.
Create your final
exam study
reference: see
announcement for
details.
Last day of classes at UALR for Spring 2013 is
5/6.
Final Reflection
due 5/5.
FINAL EXAM WINDOW: May 7-9
© Sarah Archer 2013, with acknowledgement that portions of this syllabus are derived from standard departmental
content.
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