History1033: World Civilizations from Prehistory to 1500
Instructor: Dr. Edrene S. McKay  Website: Online-History.org  Phone: (479) 855-6836  Office: 1420BH
ONLINE SYLLABUS – SPRING 2011
CRN: 21805 and 22363
COURSE DESCRIPTION: This survey of World Civilizations offers students a global and comparative
perspective on the development of civilizations to 1500.
RATIONALE: Why study history? It is an important part of a liberal education (see below), it teaches us that
human actions have consequences, and it helps us to develop the skills necessary to meet the challenges of the 21st
century. Peter Stearns lists these specific reasons for studying history in his article "Why Study History?"
 History helps us to understand people, societies, and change – and how the society we live in came to be.
 History offers perspective on human life and society, contributes to moral understanding, and illuminates
personal and national identities.
 History lays the foundation for genuine citizenship by providing data about national institutions, problems, and
values; evidence about how nations have interacted with other societies; and understanding about changes that
currently affect the lives of citizens.
 History encourages habits of mind that are vital for responsible public behavior, whether as a national or
community leader, an informed voter, a petitioner, or a simple observer.
 History increases the ability to assess evidence, conflicting interpretations, and past examples of change.
 History helps create good business people, professionals, and political leaders by developing research skills,
the ability to find and evaluate sources of information, and the means to identify and evaluate diverse
interpretations.
What Is Liberal Education? Liberal Education is an approach to learning that empowers individuals and
prepares them to deal with complexity, diversity, and change. It provides students with broad knowledge of the
wider world (e.g. science, culture, and society) as well as in-depth study in a specific area of interest. A liberal
education helps students develop a sense of social responsibility, as well as strong and transferable intellectual
and practical skills such as communication, analytical and problem-solving skills, and a demonstrated ability to
apply knowledge and skills in real-world settings. – American Association of Colleges and Universities
Why Study World History? In a world with nuclear weapons and ecological problems that cross all national
borders, we desperately need to see humanity as a whole. Accounts of the past that focus primarily on the
divisions between nations, religions, and cultures are beginning to look parochial [narrowly restricted] and
anachronistic [out of date] — even dangerous. So, it is not true that history becomes vacuous [devoid of
substance] at large scales. Familiar objects may vanish, but new and important objects and problems come into
view. — David Christian, Maps of Time: An Introduction to Big History.
I believe that to meet the challenge of the next century, human beings will have to develop a greater sense of
universal responsibility. Each of us must learn to work not just for his or her own -self, family or nation, but for
the benefit of all mankind. – Dalai Lama
METHODS OF INSTRUCTION: A variety of instructional methods — including readings, audio-visual
presentations, and discussion — will be used to achieve the objectives of the course.
RESOURCES
 Textbook: Strayer, Robert. Ways of the World: A Brief Global History, 1st ed., Vol. 1.
ISBN: 9780312452889. The text may be ordered online at the college bookstore: http://nwacc1.bkstore.com.
 Supplemental Materials: Available at http://online-history.org.
 Library Resources: Accessible on campus or through My NWACC Connection.
 Bridging World History Videos and Transcripts: Videos from the Annenberg Media collection are optional,
but provide visual images and narrative to facilitate your understanding of the topics we will be considering.
You will need a broadband connection to view them. (If you are limited by a dialup connection, you can still
read the transcripts.) Free registration is required for first-time viewers. After you have registered, go to the
video segment and click on the “View the Video Online” link next to this “Video on Demand” icon:
History 1033: World Civilizations to 1500 Online Syllabus
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 Online Course Platform: http://nwacc.blackboard.com. Where you will interact with your instructor and
classmates by posting on weekly discussion boards. If you need help using Blackboard, see the tutorials on the
Distance Learning website: http://www.nwacc.edu/disted.
 Technical Support is provided by the Student Technology Helpdesk and by the Distance Learning
Department. Please contact the Student Helpdesk at 479-619-4376 or IT_HelpdeskStudent@nwacc.edu [there
is an underscore between the IT and Helpdesk]. Students on the Bentonville campus may visit Burns Hall
Room 1265. Support may also be obtained from the Distance Learning Department at dl@nwacc.edu or by
emailing Tech Support from within the Blackboard email system.
 Academic Support: Students can find information about academic support resources, including an Academic
Calendar with official dates, under the icon called Academic Support on the course homepage in Blackboard.
 Office Hours: 1420BH by appointment or call (479) 855-6836 any day between 10:00 a.m. and 9:00 p.m.
You will be building your knowledge of history, seeking enlightenment, and developing insights from multiple
resources through reading, reflection, discussion, and group interaction.
COURSE OBJECTIVES
1. To explore the major themes and trends of World Civilizations, to discover how individuals have exercised
leadership and served as agents of constructive change, and to learn from the successes and failures of others.
2. To understand the approach to history defined by Will and Ariel Durant in The Lessons of History (1968):
"Obviously historiography [writing history] cannot be a science. It can only be an industry, an art, and a
philosophy—an industry by ferreting out the facts, an art by establishing a meaningful order in the chaos of
materials, a philosophy by seeking perspective and enlightenment."
3. To develop a working knowledge of the processes required to understand the past, to engage in the discovery,
analysis, interpretation, and communication of historical evidence (the various aspects of the historian's craft),
and to build that bridge that links past and present history together.
4. To develop the critical thinking skills and lifelong learning skills needed to meet the challenges of the 21st
century, especially the ability to separate fiction, fantasy, and falsehood from substantiated truth.
5. To share ideas, insights, and discoveries with others using effective oral and written communication skills.
STUDENT LEARNING OBJECTIVES
1. To describe and compare the Neolithic Revolutions in Europe, Africa, Asia and the Western Hemisphere, and
to relate these to the emergence of Civilizations in these regions.
2. To analyze the development and make specific comparisons concerning the development of political, religious,
economic, and cultural practices in South and East Asia, including the Indus River Civilization, the events of
the Aryan Invasion and Early Vedic Age, and the transition from the Shang to the Chou Dynasties.
3. To assess and compare the main features of the rise of the great religions and philosophies in the era before
250 BC, in particular the spiritual evolution of Palestine/Phonecia, Classical Greece, the Vedic era and the
Upanishads, and the rise of Jainism and Buddhism, Confucianism/Taoism/Legalism in India and China.
4. To describe the rise of the Great Empires, making comparisons about the course of each experience, including
those of the Hellenistic world, Rome, the Mauryan Empire, and the first imperial age of China, during the Han
Dynasty.
5. To identify the main features of the disruption and renewal of Civilizations, down to 1200, in particular the
collapse and rejuvenation of the Roman world, the emergence of the Byzantine experience, the birth and
growth of Islamic Empire, the great disunity in India (from the Guptas to the Rajputs), the transition to the
second imperial age in China, through the experience of the Sung.
6. To assess the emergence of new centers of Civilization in Mesoamerica, the Amerindian Empires, the early
African cultures, Indio-southeast Asia, and early Japan.
7. To describe the interplay of European and Asian civilizations, most notably in the experience of the Crusades,
the Mongol Conquest/Legacy, the new dynasties of the Mamluks, Safavids, land Ottomans in the Middle East,
and the modest European explorations of the Late Middle Ages and Renaissance.
8. To compare and identify the main features of the emerging mature Empires of India, China, Japan, the Middle
East, and Africa in the era of intensifying European explorations and colonization, down to 1650.
9. To assess developments in European Civilization that created a comparative advantage of power in the
advancing interaction of Civilizations in the era before 1650.
10. To write a comparative essay, assessing at least one important ingredient in the interplay of Civilizations in the
era before 1650. (For example, the technological advantage enjoyed by Western Europe in the era before
1650.)
History 1033: World Civilizations to 1500 Online Syllabus
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Weekly objectives are outlined in the Course Calendar below.
COURSE REQUIREMENTS:
 To complete required reading assignments, reading with a purpose, focusing on thesis and supporting
arguments, and applying critical thinking skills.
 To complete required writing assignments (including weekly discussions and document-based essay
examinations) by the deadlines, reflecting on the subject matter and using effective analytical and
communication skills.
 To make a valuable contribution to each discussion.
Reading with a Purpose: The reading requirements for this course are challenging, but try not to be intimidated by
them. There is a technique you can use to guide your reading. I will always point out the most important sections of
the text, tell you what to look for when you read, and include more focused supplementary readings. You can skim
over the rest. Beyond that, remember that you're looking for answers to questions about the past proposed by the
questions in the syllabus, not just aimlessly trying to absorb everything. When you find something relevant that
answers the proposed question, stop and think about it so it sinks in. Look at it from a number of different
perspectives, see what the implications are, how does it relate to what you already know? If you want to read more,
by all means do so. You will find that this textbook provides a worthwhile reading experience. It's concise, to the
point, focuses on the essentials, and won't waste your time with unnecessary details. But remember, we are not
building a gigantic database of facts, but trying to discover a few pearls of wisdom. We are looking for insights
(sudden realizations, epiphanies, aha experiences, light bulb moments). Read with a purpose in mind and add your
reflections to what you have read. In other words, read less and think more. That is part of the formula for success in
this course.
Preparing for Weekly Discussions: There is a process you can use to guide your study. Essays and comments for
the discussion board should respond to the questions provided, summarize your insights on the topic, and attempt to
draw conclusions. This means that before you begin to write you will need to synthesize the knowledge you have
gained from reading, research, and reflection, analyze what is needed to answer the questions, perform the required
tasks (weigh various options, work through problems, anticipate consequences), and only after you have done these
things, should you begin to write and fashion a response that addresses all aspects of the topic. In other words, write
less and think more. That is another part of the formula for success in this course. This may seem like an
intimidating process at first. This is a normal reaction to the challenge. We all felt that way in the beginning.
However, give yourself and your classmates a chance. I have confidence that everyone is this class is up to the
challenge and capable of completing this requirement. The benefits are enormous. You will be exercising higher
order thinking skills and bringing the discussion forward to the highest levels of learning. In short, you will be
demonstrating to yourself, your classmates, and your instructor just how much your knowledge and skills have
grown during the week. You will stretch your mind, unleash your imagination, improve your problem-solving skills,
enhance your creativity, gain confidence, and be better equipped to succeed in the future (in this class, in other
classes, in your professional career, and in your personal life).
Engaging in Scholarly Discourse: We are living in the age of Facebook and Twitter. Champions of the personal
status message and 140-character “tweet” would have us believe that these phenomena foster creative selfexpression and “concision” (i.e., the quality of being concise). More often than not, they promote what one critic has
called “shallow, self-centered, trivial discourse.” As forms of entertainment, instant messaging, texting, and other
social networking pursuits may have their place. As models for academic scholarship, they do not. You will need to
develop more profound reasoning skills and a more formal writing style than social networking requires. Although I
cannot tell you how long your essays and comments should be, I can tell you to be thorough, to develop the subject
fully, and to answer all of the questions completely – without being repetitious. Be thoughtful, substantive, and
insightful. That’s what scholarly discourse is all about.
DISCUSSION BOARD REQUIREMENTS
Deadlines: Weekly discussion board assignments, unless otherwise stated, must be completed by the end of the
week (i.e., 11:59 p.m. Sunday) and may not be made up. The nature of an online class requires interaction with your
classmates and once the topic has been discussed, there is no way to recreate that experience.
Weekly Schedule: Each week starts on Monday and ends on the following Sunday. However, to accommodate a
variety of schedules, students will have access to course materials and discussion boards on the preceding Sunday. If
you experience difficulty in meeting the Monday deadline for “Grasping the Basic Facts” essays (see below), you
History 1033: World Civilizations to 1500 Online Syllabus
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will need to work ahead. Although the discussion board for that week will not open until Sunday, the reading
assignments and questions are always available to you in the syllabus, so there is no excuse, short of a personal or
family emergency, for not meeting deadlines. Technical difficulties do not fall into the emergency category. They
should be anticipated and planned for in advance. If your computer or Internet Service Provider is prone to such
difficulties, have a backup plan (an alternate computer at an Internet café, library, or friend’s house) and work on
your assignments well in advance of deadlines so that you have time to implement the plan, if necessary.
Posts: Assignments in the form of essay questions are outlined in the Course Calendar section of the syllabus and in
Blackboard. Unless otherwise stated, there will be three topics each week to which you need to respond. Essays and
comments should be typed or copied and pasted into a message box. Attachments are not permitted because they
interrupt the flow of the discussion. To fulfill discussion board requirements and obtain full credit:
1. Post three essays to the discussion board in response to the questions in each of these categories by
11:59 p.m.(midnight) on the days specified:
 Grasping the Basic Facts: Monday.
To cover all three options in this category, after the first week, the class has been divided into three groups
based on the first letter of your last name. Group 1 (A-J) will respond to the first question. Group 2 (K-M)
will respond to the second question. Group 3 (N-Z) will respond to the third question. So that everyone
becomes familiar with responses to all three questions, students are required to post their comments in the
two sections to which they were not assigned. For example, if you are in Group 1 and posted a response to
the first question, you should post your comments to the second and third questions.
 Developing Insights: Wednesday.
 Making Connections: Friday.
2. Post two comments in each category (a total of six comments) by 11:59 p.m. (midnight) Sunday. To insure
high quality posts, please limit the number of your comments to two in each category. Anything in excess of
that will clutter up the discussion board and will not be counted toward your grade. Comments should relate to
the topic under consideration and make a significant contribution to the discussion. They should be thoughtful,
substantive, supported by accurate facts, clear and original in expression, and move the discussion forward to a
higher level of understanding.
3. Insure that discussion posts (both essays and comments) are consistent with these standards of quality
(which will also be used as grading criteria):
 Thinking: Discussion fulfills all the requirements of the assignment and is extremely thoughtful,
substantive, and insightful. It reflects extensive use of higher order thinking skills (analysis, synthesis, and
evaluation).
 Writing: Discussion is based on a clear, well-defined, original thesis or interpretation. It has a coherent
organizational structure and fully developed paragraphs. It is substantially free of errors in spelling,
grammar, and punctuation. It contains no direct quotes with the possible exception of brief pearls of
wisdom.
 Reading: Discussion reflects advanced reading comprehension (i.e., the abilities to understand complex
ideas and situations, to identify the thesis and supporting arguments of a work accurately, to make valid
comparisons, to identify conflicting interpretations, and to derive insights and the capacity to make
enlightened decisions about the future from the study of history).
 Research: Discussion reflects extensive knowledge of the subject based on a wide variety of high quality
primary and secondary sources (written, visual, and statistical) which have been carefully evaluated for
reliability, credibility, and objectivity and accurately cited. The discussion makes a significant contribution
to knowledge.
 Culture: Discussion reflects a global perspective (i.e., the ability to look beyond the limitations of local,
regional, and national interests), makes valid comparisons between cultures, and reflects an understanding,
appreciation, and respect for opposing economic, social, political, and religious principles, practices, and
worldviews.
During all of our discussions, it is important to be courteous, respectful, and supportive of one another.
POLICIES
Communications Policy: To facilitate communication with your instructor, please use the Blackboard email
system. I will check it several times per day so that will be the easiest and fastest way to reach me. Please do not use
History 1033: World Civilizations to 1500 Online Syllabus
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my personal email address unless you are unable to logon to Blackboard. I check my personal email
(EdreneMcKay@cox.net) more frequently than my NWACC address.
Plagiarism: Plagiarism (presenting the ideas or expressions of others as your own without giving them credit) is a
serious academic and professional offense. When conducting research and incorporating the work of others into
your own projects and papers, you must cite the sources of quotes, paraphrases, summaries, and ideas that are
not your own. If your work is plagiarized, you will not be given credit for the assignment. To avoid plagiarism and
to encourage students to completely absorb the sources they are consulting, essays and comments may not include
direct quotes. Copying and pasting is prohibited with the possible exception of brief pearls of wisdom.
Citations: You may use an informal method for citations in this class. If it is a published work, simply list the
author’s name, the title of the work, and the date of publication. For example, the citation for your textbook would
be: Robert Strayer, Ways of the World: A Brief Global History (2009). If you are citing an Internet source, list the
name of the article or webpage and the URL: “Life in the 1500s” (http://www.naute.com/stories/1500s.phtml).
Always analyze sources, especially Internet sources, for reliability, credibility, and objectivity (see Guidelines for
Source Analysis). “Life in the 1500s” is a good example of why you should do that.
Deadlines: As stated above, weekly discussion board assignments, unless otherwise noted, must be completed by
the end of the week (i.e., 11:59 p.m. Sunday) and may not be made up. Examinations are due on the date specified
and will not be accepted after that date unless there is a serious emergency. In that case, students must request an
extension in advance of the deadline, whenever possible, and present documentation of the emergency.
Grievance Procedure: The Social Science Department follows our NWACC Student Handbook regarding the
proper steps should a grievance occur between fellow students, or a student and the instructor. The first step in any
grievance is to bring the complaint to the attention of the instructor. If the issue is not satisfactorily resolved,
the student (and/or instructor) should then contact the instructor’s departmental chair Greg Kiser
(gkiser@nwacc.edu).
Accommodations for Students with Disabilities: Any member of the class who needs disability-based
accommodations should contact the Disability Resource Center via email at disability@nwacc.edu or by phone at
(479) 986-4076. The DRC coordinates reasonable accommodations for students who have documented disabilities.
Once your registration with that office is complete, the DRC will contact me electronically to communicate what
accommodations are appropriate in your case, and you should follow up with me privately to discuss how we will
meet those specific needs collaboratively. The DRC office is located in Room 114 on the first floor of the Student
Center.
ABOUT ME
In case you're wondering, “Edrene” is a combination of “Edward” and “Irene,” my parents’ names. Here are a few
things you might want to know about me:
 I teach United States History, World Civilizations, and Contemporary History.
 My Ph.D. is from the University of Arkansas in Fayetteville, and my specialty is late 19th and early 20th
century United States history, although in recent years my focus has been on global history from 1945 to
present.
 I teach both online and onsite classes and I enjoy doing both.
 I created a history detective series for kids entitled “From the Stone Age to the Information Age.”
 I am a faculty advisor for a student organization called OMNI-NWACC. It is a chapter of the OMNI Center for
Peace, Justice, and Ecology in Fayetteville, and there is a chapter at the University of Arkansas as well. The
organization was created for educational purposes:
 To provide opportunities for the campus and community to address issues related to peace, justice, and
ecology (including environmental protection and sustainability).
 To envision and to inspire creation of a world dominated by a culture of peace.
 To enable, empower, and energize the campus and community to help bring about constructive change in
these areas.
Page 6
History 1033: World Civilizations to 1500 Online Syllabus
PHILOSOPHY OF EDUCATION
My philosophy of education involves these principles:
 Equality: I regard everyone in the classroom as equal. Each person, regardless of background, education, or
expertise, can make a unique and valuable contribution to the class based on personal experiences, aptitudes,
and perspectives.
 Diversity: I think diversity is essential to learning. It gives us an opportunity to experience a variety of views
and perspectives and to interact and be challenged by other’s thoughts and ideas.
 Respect: I affirm the dignity, worth, and potential of every person in the classroom. By respecting another's
views, even if they are distasteful to us, we challenge our own assumptions, broaden our personal perspective,
learn to make value judgments, and develop the ability to think independently.
 Leadership: I believe that even ordinary citizens can serve as agents of constructive change. Conventional
wisdom says that if you want to play a significant role in history, you have to do something big. But it is small
acts of leadership – refusing to move to the back of the bus, circulating a petition, organizing a strike – that
eventually move mountains. Small acts of leadership, not big heroic acts, performed by like-minded people
ultimately add up. Small acts of leadership slowly and effectively bring about constructive change.
Student Success
My concept of student success is summarized by this story:
Once there were three bricklayers. Each one of them was asked what they were doing.
 The first man answered gruffly, “I'm laying bricks.”
 The second man replied sarcastically, “I'm making $12.50 an hour.”
 But the third man said enthusiastically and with pride, “I'm building a cathedral.”
--First told by Sir Christopher Wren (the famous architect who built St. Paul’s Cathedral in London)
In this history class:
 The first student is “taking a class.”
 The second student is “earning a grade.”
 But the third student is “getting a worthwhile, liberal education."
According to Catherine Pulsifer (a motivational speaker), this story reveals two secrets of success:
 Attitude: “Your attitude towards whatever you are doing determines your ultimate level of success."
 Grasping the Big Picture: “Being able to see the end result, rather than just the task, eliminates obstacles,
focuses your energy, and provides motivation to excel.”
My hope is that all of you will build a cathedral in the coming months.
GRADES: Unless otherwise noted, I will release grades for discussions on Wednesday and for examinations on
Friday following the Sunday deadline.
I will use the following scale as a foundation for my evaluation of your accomplishments at the end of the semester.
However, in the end, the final grades I assign are less a strict expression of the numeric points you accumulated
during the semester and more an assessment of the overall quality of your performance in the class. Can you
demonstrate knowledge of the major themes and trends of World Civilizations? Have you mastered the intellectual
habits of mind required by a college level history class? Can you make valid comparisons, point out similarities and
differences, and identify cause and effect? Are you able to see patterns and make connections? Are you able to use
the tools of the historian (discovery, analysis, interpretation, and communication) in your research and writing? Are
you able to derive more than facts from your study of history? Does it leave you with insights and the capacity
to make enlightened decisions about the future? Although I will never give you a final grade lower than the points
you have earned, if you start out slow but gain momentum during the semester and finish strong, rest assured that I
will assign you a higher grade.
POINTS
1200
1080
1079
960
959
840
839
720
< 719
GRADE
A
B
C
D
F
History 1033: World Civilizations to 1500 Online Syllabus
Page 7
COURSE CALENDAR
WEEK 1 – January 18-23, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
COURSE INTRODUCTION
Objective: After examining the scope of the course, the student will develop personal course objectives,
evaluate the textbook, and develop strategies for creating a transformational learning experience during
the semester.
0
Preparation: Review syllabus and course calendar and complete the following worksheets:
 Skills Analysis Worksheet
 Personal Course Objectives
(should be based on the results of your Skills Analysis Worksheet, which you need not submit)
 Textbook Evaluation
 Transformational Learning Experiences (see Ways of Thinking for a discussion of higher order
thinking skills)
Post any questions or comments you may have about the syllabus or course requirements in the Q&A
section of the Student Lounge.
Because this week starts on Tuesday, the first discussion board assignment is due on Wednesday and the
other two assignments are due on Friday.
20
Grasping the Basic Facts: Copy and paste your Personal Course Objectives into a message on the
discussion board by midnight Wednesday and comment on two of your classmates’ or instructor’s posts
by Sunday. Your objectives should be based on the results of your Skills Analysis Worksheet; however,
you need not turn in the worksheet.
20
Developing Insights: Copy and paste your Textbook Evaluation into a message on the discussion board
by midnight Friday and comment on two of your classmates’ or instructor’s posts by Sunday.
20
Making Connections: Copy and paste your response to Transformational Learning Experiences into a
message on the discussion board by midnight Friday and comment on two of your classmates’ or
instructor’s posts by Sunday.
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
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WEEK 2 – January 24-30, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PPTSS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
INTRODUCTION TO HISTORICAL STUDY AND RESEARCH
Objective: After exploring history as an academic discipline, the student will identify primary and
secondary sources, describe the processes that historians use to develop an understanding of the past, and
explain why history is important to contemporary society
0
Online Resources: Read or view the following course documents:
 History as an Academic Discipline
 Guidelines for Source Analysis
 Why Study History?
 PPT: The Historians' Toolbox
 Video: Howard Zinn: You Can’t Be Neutral on a Moving Train (15 min)
(This is Part 1 of a five-part video series. Parts 2-5 are not required, but highly recommended.
Each is about 15 minutes long: Part 2, Part 3, Part 4, Part 5.)
 PPT: A Crossroads in History
Note: PPT = PowerPoint presentation. If you do not have PowerPoint on your computer, you will need
to download a PowerPoint viewer from Microsoft: Download PPT Viewer.
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following questions
on the discussion board by midnight Monday and comment on two of your classmates’ or instructor’s
posts by the end of the week (Sunday):*
1. Primary v. Secondary Sources: What is a primary source? What is a secondary source? How are
you able to tell the difference? Is one more reliable than the other or do they each serve different
purposes?
2. Standards of Professional Conduct: What evidence do you find in the American Historical
Association's "Standards of Professional Conduct" that shows that professional historians are
committed to high standards of professional conduct? Since you are not a professional historian,
what questions should you ask to help you decide if what you read or see on TV about history is
accurate (i.e., reliable, credible, and objective)? (See Guidelines for Source Analysis for help with
this question.)
3. Why Study History? Why should social leaders and ordinary citizens study history? What
knowledge and skills do we develop from studying the past? Why does this have practical value?
20
Developing Insights: Respond to the following questions on the discussion board by midnight
Wednesday and comment on two of your classmates’ or instructor’s posts by the end of the week
(Sunday):* The American Historical Association defines history as “the never-ending process whereby
people seek to understand the past and its meaning.” What is the special role of the historian in
understanding the past? Describe the processes that historians use (i.e., discovery, analysis,
interpretation, and communication) to develop an understanding of the past. What special dimension
does Howard Zinn add to the profession? Based on his example, how can we use our knowledge of
history to intercede in what is happening in the world?
20
Making Connections: Respond to the following questions on the discussion board by midnight Friday
and comment on two of your classmates’ or instructor’s posts by the end of the week (Sunday):* Locate a
primary source on a current event that interests you. Now find a secondary source that helps to explain
the primary source. What type of information (e.g., facts, attitude, interpretation, social commentary)
does each of these sources provide? Which source do you find most helpful in understanding what
actually happened? Which source do you find most interesting? If someone only had time to read one of
these sources, which would you recommend? Be sure to post the two URLs so that we can compare them
too.
60
TOTAL
*Unless otherwise noted, these detailed instructions relating to posting requirements and deadlines are the same for
Weeks 2-15 and will not be repeated in the Course Calendar. They will, however, be repeated on the discussion
board.
History 1033: World Civilizations to 1500 Online Syllabus
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WEEK 3 – January 31-February 6, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
0
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
LABOR DAY HOLIDAY: September 6, 2010
PREHISTORY
FIRST PEOPLES: POPULATING THE PLANET
Objective: After examining the development of early humans, the student will describe the spread of
human societies in the Paleolithic era, identify the conditions of life in gathering and hunting societies,
and analyze the factors that eventually led to change in gathering and hunting societies.
0
Textbook: Read the following sources:
Strayer, Part 1: First Things First: Beginnings in History, to 500 B.C.E.
 Read Introduction and Textbook Highlights.
Strayer, Chapter 1: First Peoples: Populating the Planet, to 10,000 B.C.E.
 Read Introduction and Textbook Highlights.
 Skim chapter to get a sense of the variety of lifestyles.
 Read “The Way We Were,” pp. 20-24, more carefully.
Online Resources: Read or view the following sources:
 Paleolithic and Neolithic Societies
 Video: The Dawn of History
(Click on the “View on Demand” icon. You must disable pop-ups to access it and are only required
to watch “The History of the World in Four Minutes Flat.” )
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Human Societies: Describe the development and spread of human societies in the Paleolithic era.
What was the sequence of human migration across the planet? Why is the Paleolithic era
significant in world history?
2. Conditions of Life: Identify the conditions of life in gathering and hunting societies. How did a
gathering and hunting economy shape other aspects of Paleolithic societies? In what ways did
various Paleolithic societies differ from one another?
3. Factors Leading to Change: Analyze the factors that eventually led to change in gathering and
hunting societies. Why did Paleolithic peoples abandon their nomadic ways and begin to live a
more settled life?
20
Developing Insights: How does the author of “The Dawn of History” depict early humans? What
noteworthy characteristics are evident? Is the author optimistic about life in the modern world? How
would you update the video to reflect the most pressing problems the world is experiencing today?
20
Making Connections: An image perpetrated by cartoons is that cavemen dragged women around by
their hair. Why do you think this stereotype image of a hairy, grunting, overbearing caveman emerged
and remains popular today? Is there any evidence that Paleolithic humans actually behaved that way?
What evidence is there that they did not? How might our attitudes toward the modern world influence
our assessment of Paleolithic societies?
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 10
WEEK 4 – February 7-13, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
FIRST FARMERS: THE REVOLUTIONS OF AGRICULTURE
Objective: After exploring the effects of the Agricultural Revolution, the student will describe how
agriculture evolved independently in several regions of the world, identify its local variations, and
evaluate the social implications of the Agricultural Revolution.
0
Textbook: Read the following sources:
Strayer, Chapter 2: First Farmers: The Revolutions of Agriculture, 10,000–3000 B.C.E.
 Read Introduction and Textbook Highlights.
 Skim chapter for the context of the Agricultural Revolution.
 Read pp. 47-53 more carefully.
Online Resources: Read or view the following sources:
 PPT: Major Transformations in Human Society
Bridging World History Videos and Transcripts:
 Video: Agriculture, Pastoralism, and Complexity (28 min)
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Emergence of Agriculture: What accounts for the emergence of agriculture in several regions of
the world after countless millennia of human life without it? How did early agricultural societies
differ from those of the Paleolithic era?
2. Local Variations of Agriculture: In what different ways did the Agricultural Revolution take shape
in various parts of the world? Was the Agricultural Revolution inevitable?
3. Effects of the Agricultural Revolution: What were the positive and negative effects of the
Agricultural Revolution? Does the Agricultural Revolution provide evidence for “progress” in
human affairs?
20
Developing Insights: In addition to agriculture, what new technologies have increased productivity and
bettered human life but also involved new stresses and strains? What did humans gain with the invention
of agriculture, what did they lose? What did they gain and lose with other forms of technology? How
does a society decide what price—financial, physical, emotional—is worth paying for new technology?
20
Making Connections: This graphic representation of human evolution shows several stages of human
progress (e.g., tool making and agriculture) but is highly critical of modern civilization. What pictures
would you add to portray other technological revolutions and stages of human development? Do you
think the artist’s criticism of modern civilization is justified? Why or why not? What would you like to
see as the next stage in human development? How would you portray it? (Feel free to link to or attach
one or more graphics illustrating your points.)
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 11
WEEK 5 – February 14-20, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
CLASSICAL CIVILIZATIONS
FIRST CIVILIZATIONS: CITIES, STATES, AND UNEQUAL SOCIETIES
Objective: After investigating the First Civilizations, the student will explain the relationship between
the First Civilizations and the Agricultural Revolution, contrast civilizations with other forms of human
communities, describe when, where, and how the First Civilizations arose in human history, analyze how
the emergence of civilizations transformed human societies, and evaluate the positive and negative
aspects of this development.
0
Textbook: Read the following sources:
Strayer, Chapter 3: First Civilizations: Cities, States, And Unequal Societies, 3500–500 B.C.E.
 Read Introduction and Textbook Highlights.
 Skim chapter for the characteristics and effects of early civilization.
 Read pp. 61-72 more carefully.
Online Resources: Read or view the following sources:
 Ancient Mesopotamia and Egypt
 PPT: Comparison of Ancient Civilizations
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Civilizations: Explain how civilizations had their roots in the Agricultural Revolution. Contrast
civilizations with other forms of human communities.
2. Origins of First Civilizations: Describe when, where, and how the First Civilizations arose in
human history. Compare the geographical settings of these civilizations and explain how physical
features (mountains, rivers, oceans, deserts, etc.) influenced their development.
3. Effects of Civilization: Analyze how the emergence of civilizations transformed human societies.
How did human life change? How did it stay the same? Evaluate the positive and negative aspects
of this development. Were class, gender, and patriarchy necessary to the development of
civilization?
20
Developing Insights: In 1939, the American writer Henry Miller defined civilization as: "drugs, alcohol,
engines of war, prostitution, machines and machine slaves, low wages, bad food, bad taste, prisons,
reformatories, lunatic asylums, divorce, perversion, brutal sports, suicides, infanticide, cinema,
quackery, demagogy, strikes, lockouts, revolutions, putsches, colonization, electric chairs, guillotines,
sabotage, floods, famine, disease, gangsters, money barons, horse racing, fashion shows, poodle dogs,
chow dogs, Siamese cats, condoms, pessaries, syphilis, gonorrhea, insanity, neuroses, etc., etc." What do
you think prompted such a pessimistic view of civilization? What words and phrases would you use to
define American civilization in the 21st century? Why?
20
Making Connections: A highly centralized, despotic government and varying degrees of social
inequality (based on class, gender, and patriarchy) seemed to be requirements for order, peace, and
prosperity in First Civilizations. Why do you think that was? How do we maintain order, peace, and
prosperity in the United States today? Do we have a better solution to the problem than the First
Civilizations did?
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 12
WEEK 6 – February 21-27, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
EURASIAN EMPIRES
Objective: After studying Eurasian Empires in the classical era, the student will explain the nature of
imperial systems, describe the important similarities and differences between the various systems, and
analyze the significance that classical empires have for us today.
0
Textbook: Read the following sources:
Strayer, Part 2: The Classical Era in World History, 500 B.C.E. – 500 C.E.
 Read Introduction and Textbook Highlights.
Strayer, Chapter 4: Eurasian Empires, 500 B.C.E.–500 C.E.
 Read Introduction and Textbook Highlights.
 Skim chapter for the variety of classical empires.
 Read “Comparing Empires: Roman and Chinese,” pp. 108-119, more carefully.
Online Resources: Read or view the following sources:
 PPT: Ancient Chinese Civilization
 PPT: Comparison of Ancient Civilizations
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Imperial Systems: Explain the nature of imperial systems. What made classical empires different
from First Civilizations?
2. Classical Empires: What common features did classical empires have? How did they differ from
one another? What accounts for those differences?
3. Lessons from Classical Empires: Do classical empires hold “lessons” for the present, or are
contemporary circumstances sufficiently unique as to render the distant past irrelevant?
20
Developing Insights: Imagine that you belong to a group of Chinese officials in the service of Wangdi,
sent as ambassadors to Rome. What do you think would most surprise you about the Roman Empire?
What would seem most familiar? How would your visit be different from a visit to India?
20
Making Connections: Using the Guidelines for Source Analysis, analyze Steve Osborn’s essay entitled
“Pax Romana.” In your analysis, be sure to summarize the author’s thesis and answer these questions:
Who is the author (put the author's name in Google and see what you can find)? Does the author appear
to be qualified to write on the subject of ancient Rome? What are his credentials? What other articles
has he written? Does he seem to have a particular point of view? Do you think his interpretation of
ancient Rome and his comparison of ancient Rome to 21st century America is enlightened or
misinformed? Is this essay a worthwhile source for historical interpretation and political commentary?
Since the was written in 2006, it does not take into account recent economic and political developments
in the United States. If you were to update the essay, what points would you make?
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 13
WEEK 7 – February 28-March 6, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
EURASIAN CULTURAL TRADITIONS
Objective: After exploring Eurasian religious and cultural traditions, the student will describe the
various traditions that developed in the classical world, analyze their similarities and differences, and
explain how they served society.
0
Textbook: Read the following sources:
Strayer, Chapter 5: Eurasian Cultural Traditions, 500 B.C.E.–500 C.E.
 Read Introduction and Textbook Highlights.
 Skim chapter to obtain an overview of Eurasian religious and cultural traditions.
 Read pp. 141-144 more carefully.
Online Resources: Read or view the following sources:
 PPT: Ancient Religious Traditions
 Plato’s Allegory of the Cave
 Video: Plato’s Cave (Animated)
 Aristotle’s Ethics
Bridging World History Videos and Transcripts:
 Video: Buddhism and Christianity (10 min ea.)
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Responses to Disorder: What different answers to the problem of disorder arose in classical
China? Why has Confucianism been defined as a “humanistic philosophy” rather than a
supernatural religion? What are the distinctive features of the Greek intellectual tradition? How
does it compare to Confucianism?
2. Buddhism v. Hinduism: In what ways did Buddhism reflect Hindu traditions? In what ways did it
challenge them? How would you compare the lives and teachings of Jesus and the Buddha? In
what different ways did the two religions evolve after the death of their founders?
3. Religious Comparisons: What aspects of Zoroastrianism and Judaism subsequently found a place
in Christianity and Islam? What was distinctive about the Jewish religious tradition? In what
ways was Christianity transformed in the five centuries following the death of Jesus?
20
Developing Insights: Present evidence to support or refute this statement: “The great religious/cultural
traditions were born from the crucible of disaster, social dislocation, and uncertainty.”Be sure to
include in your analysis Confucianism, Zoroastrianism, Greek rationalism (i.e., reliance on reason as
the best guide for belief and action as taught by Plato and Aristotle), Buddhism, and Christianity.
20
Making Connections: Are Plato’s “Allegory of the Cave” and Aristotle’s “Ethics” still relevant to us
today? How can we translate their messages into modern day thought (i.e., what do they say to us
today)? Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents
in the classical era?
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 14
WEEK 8 – March 7-13, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
EURASIAN SOCIAL HIERARCHIES
Objective: After examining Eurasian social hierarchies, the student will describe the nature of social
hierarchy in the classical world, explain the similarities and differences between various social
structures, and analyze the nature of classical patriarchy and its variations.
0
Textbook: Read the following sources:
Strayer, Chapter 6: Eurasian Social Hierarchies 500 B.C.E.–500 C.E.
 Read Introduction and Textbook Highlights.
 Skim chapter for the characteristics of Eurasian social hierarchies.
 Read pp. 170-177 more carefully.
Online Resources: Read or view the following sources:
 How Did the Ancient World Measure Up?
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Inequalities: What philosophical, religious, or cultural ideas served to legitimate the class and
gender inequalities of classical civilizations?
2. Caste, Class, or Slavery: How did India’s caste system differ from China’s class system? How
were the inequalities of slavery different from those of caste? Why was slavery so much more
prominent in Greco-Roman civilization than in India or China?
3. Patriarchy: What patterns of thinking provided the basis for Chinese patriarchy? How did the
patriarchies of Athens and Sparta differ from each other and other classical civilizations?
20
Developing Insights: Two Greek words ARETE (excellence) and HUBRIS (excessive pride) had special
meanings to the ancient Greeks and are used today to describe Athens’ cultural achievements and its
ultimate demise. Give examples of ARETE and HUBRIS in the modern world.
20
Making Connections: How did ancient civilizations measure up to these fundamental values and
principles: value of life, world peace, equal justice, education, family, and social responsibility? How
does America measure up today?
150
MIDTERM
210
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 15
WEEK 9 – March 14-20, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
CLASSICAL ERA VARIATIONS: AFRICA AND THE AMERICAS
Objective: After investigating classical era variations, the student will describe the development of
civilizations in Africa and the Americas, analyze why civilizations develop in some regions but not in
others, and evaluate the possibility of complex civilizations without any recognizable centralized control.
0
Textbook: Read the following sources:
Strayer, Chapter 7: Classical Era Variations: Africa and the Americas, 500 B.C.E.–1200 C.E.
 Read Introduction and Textbook Highlights.
 Skim chapter for the characteristics of civilizations in Africa and America.
 Read pp.188-189 and 194-197 more carefully.
Online Resources: Read or view the following sources:
 The Maya
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Africa, the Americas, Eurasia: To what extent do the cultures and societies of Africa and the
Americas during the classical era resemble those of Eurasia?
2. Isolation v. Interaction: Did the histories of Africa and the Americas develop in isolation from one
another or through interaction?
3. Niger Valley: How does the experience of the Niger Valley challenge conventional notions of
“civilization” as complex societies with highly centralized governments?
20
Developing Insights: What factors contributed to change in the histories of Africa and the Americas
during the classical era? Do similar factors influence change today?
20
Making Connections: The Mayan calendar ends on December 21, 2012, and some people believe that
the world will end on that date. Is there any evidence to support this conclusion? How else could we
interpret the calendar?
60
TOTAL
March 21-27, 2011: Spring Break: No Assignments
History 1033: World Civilizations to 1500 Online Syllabus
Page 16
WEEK 10 – March 28-April 3, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
GLOBAL INTERACTIONS
COMMERCE AND CULTURE
Objective: After studying the significance of trade in human history, the student will describe the
connections created by long-distance trade in the period of third-wave civilizations, identify the full
range of what was carried along trade routes (goods, culture, disease), and analyze the differences
between the commerce of the Eastern Hemisphere and that of the Western Hemisphere.
Textbook: Read the following sources:
Strayer, Part 3: An Age of Accelerating Connections, 600-1500
 Read Introduction and Textbook Highlights.
Strayer, Chapter 8: Commerce and Culture, 500–1500
 Read Introduction and Textbook Highlights.
 Skim chapter for an overview of commerce and culture during this period.
 Read pp. 219-235 more carefully.
Bridging World History Videos and Transcripts:
 Video: Connections Across Land: The Silk, Gold, and Turquoise Roads (28 min)
 Video: Connections Across Water: Indian Ocean Traders, Vikings, and Mississippians (28 min)
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Long-Distance Commerce: What motivated and sustained the long-distance commerce of the Silk
Roads, Sea Roads, and Sand Roads?
2. Consequences of Trade: What were the major economic, social, and cultural consequences of
these trade routes?
3. Western v. Eastern Hemispheres: How did networks of interaction in the Western Hemisphere
differ from those in the Eastern Hemisphere?
20
Developing Insights: How did commercial exchange foster other changes?
20
Making Connections: Modern trade includes astonishingly large and heavy commodities, ranging from
millions of barrels of crude oil to every sort of food product. The average distance that a food item
travels to reach an American plate is about 1,000 miles. This has not always been the case. What
difficulties were involved in transporting commodities (e.g., wine, beer, wheat, horses or cattle,
porcelain, spices, and silk) in pre-modern times? How have we overcome those difficulties? What
difficulties do we have now that we did not have then?
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 17
WEEK 11 – April 4-10, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
CHINA AND THE WORLD: EAST ASIAN CONNECTIONS
Objective: After exploring the role of China as a “superpower” among the third-wave civilizations, the
student will analyze China’s deep influence on East Asia, describe the ways in which interaction with
other peoples had an impact on China, and evaluate modern assumptions about China.
0
Textbook: Read the following sources:
Strayer, Chapter 9: China and the World: East Asian Connections, 500–1300
 Read Introduction and Textbook Highlights.
 Skim chapter for a snapshot of the medieval world.
 Read pp. 252-259 more carefully.
Online Resources: Read or view the following sources:
 Painful Memories for China's Footbinding Survivors
 Video: Lotus Foot
Bridging World History Videos and Transcripts:
 Video: Confucian Views of Family and Household in China (10 min)
 Video: Confucian Korea (10 min)
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Chinese Influence: How did Korea, Vietnam, and Japan experience and respond to Chinese
influence?
2. Chinese Transformation: How was China itself transformed by its encounters with a wider world?
3. Self-Contained or Isolated: How would you respond to the idea that China was a self-contained or
isolated civilization?
20
Developing Insights: Why did Buddhism take hold in China during the chaotic, violent, and politically
fragmented centuries that followed the collapse of the Han dynasty? What were the major sources of
opposition to Buddhism at this time?
20
Making Connections: How was the practice of foot binding in China, Japan, and Korea symbolic of the
patriarchal restrictions placed on women? How was the tradition related to Confucianism? Why did the
practice persist for centuries even though it was a painful and disfiguring habit? Will future generations
view today’s body-piercing, breast enhancement, and other forms of elective plastic surgery in the same
light that we now view foot-binding? Are such practices physically and psychologically damaging or
life-affirming?
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 18
WEEK 12 – April 11-17, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE WORLDS OF EUROPEAN CHRISTENDOM
Objective: After examining European society after the breakup of the Roman Empire, compare the
diverse legacies of Rome in Western Europe and the Byzantine Empire, describe medieval European
expansion, evaluate the backwardness of medieval Europe relative to other civilizations, and describe the
steps by which it caught up.
0
Textbook: Read the following sources:
Strayer, Chapter 10: The Worlds of European Christendom: Connected and Divided
 Read Introduction and Textbook Highlights.
 Skim chapter for characteristics of civilizations in Africa and America.
 Read pp. 271-286 more carefully.
Online Resources: Read or view the following sources:
 The Fall of Rome
 PPT: The Byzantine Empire
 PPT: Charlemagne
 PPT: The Middle Ages
 PPT: The Crusades
20
20
20
60
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Europe v. Byzantium: How did the historical development of the European West differ from that of
the Byzantine Empire? How do you account for these differences?
2. Eastern Orthodoxy v. Roman Catholicism: How did Eastern Orthodox Christianity differ from
Roman Catholicism? What role did religion play in these societies?
3. Crusades: What impact did the Crusades have on world history?
Developing Insights: Few things annoy scholars of medieval Europe more than calling their era a
“Dark Age.” Yet one still finds the term in the realm of popular history, no matter how hard we try to
discourage it. What truth, if any, is there in that old stereotype?
Making Connections: Prioritize the reasons for the decline of the Roman Empire and record any
parallels you observe in the world today. Are the current economic, political, and social crises the
United States is experiencing today similar to those of the late Roman Empire?
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 19
WEEK 13 – April 18-24, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE WORLDS OF ISLAM: AFRO-EURASIAN CONNECTIONS
Objective: After investigating the spread of Islam, the student will analyze the reasons for the spread of
Islam and its influential position among third-wave civilizations, describe the religious divisions within
Islam and how they affected political development, and identify Islamic cultural accomplishments and
their influence on Christian, African, and Hindu cultures.
0
Textbook: Read the following sources:
Strayer, Chapter 11: The Worlds of Islam: Afro-Eurasian Connections
 Read Introduction and Textbook Highlights.
 Skim chapter for the effects of the development of Islam.
 Read pp. 308-328 more carefully.
Online Resources: Read or view the following sources:
 PPT: Islamic Civilization
 Video: A Child’s Kingdom
 Crusades and Jihads
Bridging World History Videos and Transcripts:
 Video: Islam (10 min.)
 Video: The Early Islamic Family and Household (10 min.)
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Success of Islam: How do you account for the religious, political, and military success of Islam in
its early centuries? Why were Arabs able to construct such a huge empire so quickly?
2. Conversions to Islam: What accounts for the widespread conversion to Islam among Jews,
Christians, and Zoroastrians? What is the difference between Sunni and Shia Islam? How do their
ideas about political leadership vary? Why were Sufi Muslims critical of mainstream Islam?
3. Spread of Islam: What similarities and differences can you identify in the spread of Islam to India,
Anatolia, West Africa, and Spain? What makes it possible to speak of the Islamic world as a
distinct and coherent civilization?
20
Developing Insights: How did the rise of Islam change the lives of women? Why were Muslim women
subject to veiling and seclusion? How do you account for such barbaric practices as honor killing and
female circumcision? Are any of these practices sanctioned by the Quran, or are they merely the
established traditions of Middle Eastern cultures? What evidence of women’s second class citizenship in
Saudi Arabia today do you find in the video A Child’s Kingdom?
20
Making Connections: Using the Guidelines for Source Analysis, analyze S Sayyid’s essay entitled
Crusades and Jihads. In your analysis, be sure to answer these questions: Who is the author? What are
his qualifications for writing an essay on this subject? What are his thesis and supporting arguments?
Do you agree with his interpretation of Muslim relations with the West today? Does he propose a
solution? If so, can you expand on that solution?
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 20
WEEK 14 – April 25-May 1, 2011, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
PASTORAL PEOPLES ON THE GLOBAL STAGE: THE MONGOL MOMENT
Objective: After exploring pastoral societies between 1200 and 1500, the student will identify the
conditions of nomadic life, evaluate the impact of the Mongol Empire on world history, and describe the
implications of the Eurasian trade sponsored by the Mongols.
0
Textbook: Read the following sources:
Strayer, Chapter 12: Pastoral Peoples On The Global Stage: The Mongol Moment, 1200–1500
 Read Introduction and Textbook Highlights.
 Skim chapter for characteristics of the Mongol Empire.
 Read pp. 348-353 more carefully.
Online Resources: Read or view the following sources:
 The Mongols in World History
 The Mongol Empire
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Rise of Mongol Empire: How did pastoral societies differ from their agricultural counterparts?
How did they interact with their agricultural neighbors? Identify the major steps in the rise of the
Mongol Empire.
2. Significance of Mongols: What accounts for the political and military success of the Mongols?
Evaluate both the immediate and the long-term significance of the Mongols in world history. How
did Mongol rule affect the Islamic world, Russia, China, and Europe?
3. Globalization of Eurasian World: How did the Mongol Empire contribute to the economic and
cultural globalization of the Eurasian world? Why did Mongol rule last such a short time?
20
Developing Insights: Compare Mongol rule in China, Persia, and Russia. How did Mongol rule change
China? In what ways were the Mongols changed by China? How was Mongol rule in Persia different
from that in China? How was the Russian experience of Mongol domination different from that of Persia
or China?
20
Making Connections: Present evidence to support or refute this statement: “Nomads, especially the
Mongols, were utterly vicious savages who specialized in large-scale massacres. In intent and practice,
they were very much like today’s terrorists – effective in part because of their growing reputation for
ruthless brutality and utter destructiveness. Then as now, the group’s reputation served as a form of
psychological warfare.”
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 21
WEEK 15 – May 2-8, 2011
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE WORLDS OF THE FIFTEENTH CENTURY
Objective: After examining the variety of human experiences in the fifteenth century, the student will
characterize the various kinds of societies that comprised the world of the fifteenth century (i.e.,
Paleolithic peoples, agricultural village societies, pastoralists, and established civilizations and empires).
0
Textbook: Read the following resources:
Strayer, Chapter 13: The Worlds of the Fifteenth Century
 Read Introduction and Textbook Highlights
 Skim chapter to get a sense of the variety of lifestyles.
 Read pp. 369-378 and 382-388 more carefully.
Online Resources: Read or view the following resources
 What Do Historians Say About Christopher Columbus?
 The Columbian Exchange
20
Grasping the Basic Facts:
Based on your group assignment, respond to ONE of the following questions:
1. Paleolithic Peoples, Agricultural Village Societies, and Pastoralists: In what ways did the
gathering and hunting people of Australia differ from those of the northwest coast of North
America? What kinds of changes were transforming West African agricultural village societies
and those of the Iroquois as the fifteenth century dawned? What role did Central Asian and West
African pastoralists play in their respective regions?
2. Established Civilizations: Compare Chinese and European civilizations in the fifteenth century.
How would you define the major achievements of Ming dynasty China? What political and
cultural differences stand out in the histories of fifteenth-century China and Western Europe?
What similarities are apparent? In what ways did European maritime voyaging in the fifteenth
century differ from that of China? What accounts for these differences?
3. Established Empires: What differences can you identify among the four major empires in the
Islamic world of the fifteenth and sixteenth centuries? What distinguished the Aztec and Inca
empires from each other? How did Aztec religious thinking support the empire? In what ways did
Inca authorities seek to integrate their vast domains?
20
Developing Insights: Write a comparative source analysis (see Guidelines for Source Analysis) of the
excerpts found in What Do Historians Say About Christopher Columbus? In completing your analysis,
try to answer these questions: Who are the authors of these excerpts (i.e., what can you tell us about
Howard Zinn and Larry Schweikart and Michael Allen)? What are their qualifications for writing about
Christopher Columbus and European expansion? Do they have particular perspectives? If so, how do
they vary? Why are their interpretations of Columbus so different? If you had to recommend only one
account of Columbus, which would it be? Can anything be gained by reading both of these accounts?
20
Making Connections: Assume for the moment that the Chinese had not ended their maritime voyages in
1433. How might the subsequent development of world history have been different? Then, using
contemporary news reports and commentary, estimate the degree to which China’s current economic
ascendancy is likely to facilitate a changing global balance of power, resulting in a decline in Western
influence and an increasingly central and commanding role on the world stage for the Chinese. Is it
likely that the Chinese will give up a position of influence like they did in 1433?
150
FINAL EXAMINATION
210
TOTAL