TENATIVE SYLLABUS
(Subject to Change)
WORLD HISTORY TO 1500
History 101-(
)
BLACKBOARD DUAL CREDIT COURSE
Instructor:
Charles Terry Borders
Office:
South Campus C171
Address:
South Campus-WKU
2355 Nashville Road, Suite B
Bowling Green, Kentucky 42101
Phone:
(270) 780-2549 Office
E-Mail:
Charles.Borders@wku.edu
TEXTBOOKS (REQUIRED)
Craig Lockard, Societies, Networks, and Transitions: A Global History, Vol. 1: To 1500, 2nd Ed.
(Wadsworth, 2011)
ISBN -13:978-1-4390-8535-6
ISBN-10:1-4390-8535-8
Merry Weisner-Hanks, et. al, Discovering the Global Past, Vol. 1, 4th edition (Cengage, 2012)
ISBN 13: 978-1-111-34142-8
ISBN 10: 1-111-34142-7
Other Course Material: TECHNOLOGY REQUIREMENT
(see Blackboard for more information)
Office Hours: 8:00 - 9:00 MWF & 11:30 - 1:00 MW (12:00 F) / 8:30 - 9:20 & 11:10 –12:30 TR
For additional information; see office door (C171); History Bulletin Board; and/or course info on
Blackboard. However I am quite easy to contact outside of office hours. If you are in the neighborhood,
try knocking on my office door. If there is no answer then leave a message and I will phone. Or you
can leave a voicemail and I will return your phone call as soon as possible. Please note; if you leave a
note or voicemail then you must indicate that you want a return call or I will consider your message as
purely informational. Also when leaving a voicemail please repeat the contact number at least twice.
Also if you leave a message after 1:00 PM then in most cases it will be the next day before I will contact
you.
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The most reliable way to contact me is via e-mail. I read my email regularly during the day and almost
every evening at around 10:00 PM. In most cases I will respond within 24 hours. If you want to meet in
person and you are unable to meet during office hours, please contact me to make an appointment.
A Note on Disability Services:
Students with disabilities who require accommodations
(academic adjustments and/or auxiliary aids or services) for
this course must contact the Office for Student Disability
Services. The OFSDS telephone number is (270) 745-5004.
Please do not request accommodations from the professor or
instructor without a letter of accommodation from OFSDS
Teaching Philosophy for History 101 Course:
I am pleased that you are in my World History to 1500 course. Although you may look on this
class as just another irrelevant Colonnade Program ‘Foundations’ course, or as merely a steppingstone to a diploma, I hope you realize as the class proceeds that you will be learning important
lifelong skills that will help you in other classes, your career, and your personal life. These are:
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important computer skills
critical thinking and critical writing
how to research, collate, organize, and synthesize huge amounts of data
collaborative and social skills
time management
respect for diverse points of views
but above all else, students will engage in active learning
This class differs from the traditional lecture course because the emphasis is placed on the student
being actively and constantly engaged with the course material. Thus the textbook is a critical and
crucial component. Students will be responsible for reading and comprehending basic
information presented in the textbook and other outside readings. This material is what will be
assigned, discussed, and tested via Blackboard.
HIST 101: World History to 1500
Course Description: This course provides an introduction to our global past while also developing your
critical thinking skills. This World History course is designed to help you understand the diversity of
and the connections between the world’s cultures, ideals, and institutions. In addition, the course
introduces you to History as an organized body of knowledge with its own methods, standards of proof,
and way of viewing the world. Our goal is to strengthen your ability to evaluate sources and arguments.
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Because these classes emphasize the reading of primary texts, your instructor will focus on literacy skills
to supplement content course work.
This course uses lectures, readings, and class discussions to introduce you to major phases in World
History from Antiquity to the Medieval Era. The course is designed to develop your ability to identify
ideas and achievements characteristic of different historical periods. Exploring change over time will be
a major theme of this course. Historians are most frequently involved in answering the question, “How
did this develop from that?” Class assignments are designed to help you answer this question for a
variety of ideas and institutions, thereby strengthening your grasp of historical perspective and
causation. This course will also encourage you to think analytically about how people have created and
adapted societies and institutions in response to the challenges and opportunities that have confronted
them in the past.
Learning Objectives for Colonnade Program: This course fulfills the World History requirement in
the Foundations category of WKU’s Colonnade Program. As part of that program, HIST 101 has the
following learning objectives:
Students will demonstrate the ability to:
 Demonstrate knowledge of at least one area of the social and behavioral sciences.
 Apply knowledge, theories, and research methods, including ethical conduct, to analyze
problems pertinent to at least one area of the social and behavioral sciences.
 Understand and demonstrate how at least one area of the social and behavioral sciences
conceptualizes diversity and the ways it shapes human experience.
 Integrate knowledge of at least one area of the social and behavioral sciences into issues of
personal or public importance.
 Communicate effectively using the language and terminology germane to at least one area of the
social and behavioral sciences.
 Students will read, comprehend, and analyze primary texts independently and proficiently.
Learning Objectives for HIST 101: The course objectives for HIST 101 are designed to integrate fully
with the Colonnade Program. Upon successfully completing HIST 101, you will be able to:
 To identify the general outlines of Ancient and Medieval World History including a basic
understanding of major themes, historical events, cultural developments, and individuals of premodern global civilizations.
 To compare and contrast general aspects of political, religious, economic, and social systems from
Ancient and Medieval World civilizations.
 To describe and analyze the emergence of civilization and analyze the emergence and impact of
cultural contact from 3000 B.C.E. to 1500 C.E. (e.g. emergence of stable states, basic philosophical
and religious systems, geographic expansion and interaction, economic and technological advance)
 To explain cause and effect relationships in history and understand historical method.
 To interpret why a specific primary document was produced and to be able to contrast this document
with similar documents produced by other civilizations.
 To read and analyze primary source historical documents.
 To write short analytical essays about primary sources.
 To demonstrate ability to synthesize, and write about factual material and primary source material on
essay exams.
 To demonstrate a developing historical objectivity, an increasing awareness of the problem of
personal bias and opinion in historical analysis, and an ability to use a clear thesis and comparison of
ideas in written work.
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Course Requirements (All requirements must be completed to pass the course)
Exam I
Exam II
Exam III (Final)
2 Map Quizzes
Class Participation
Weekly Assessments
2 Essays (3 pp.)
75
75
75
25
50
100
100
500 POINTS
Grade Scale: grades will follow the usual university standards:
100
89
79
69
59
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90%
80%
70%
60%
00%
=
=
=
=
=
A
B
C
D
F
Writing Assignments: Like the discipline of History itself, this course places a strong emphasis upon
writing. During the semester you will write at least one essay in which you analyze primary sources and
place them in their appropriate historical context. These essays will be a minimum of 3 pages in length
and will be evaluated on the following points:
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Thesis: Does your essay present a thesis that is easily identifiable, plausible, and clear?
Structure: Is your essay organized in an understandable way that provides appropriate support
for your thesis? Do you have clear transitions from point to point in your argument? Do you
write in clear paragraphs that provide support for your topic sentences?
Use of Evidence: Do you support your argument with relevant evidence and examples drawn
from the primary sources? Do you integrate your examples into your overall argument? Do you
provide accurate and relevant factual information? Do you cite your sources correctly?
Logic and Argumentation: Does your argument flow logically? Is it reasonable and sound? Do
you make original connections that support your thesis?
Mechanics: Is your word usage, punctuation, and grammar correct? Do you correctly cite
sources? Does your essay meet the length requirement?
Identification of Ethical Issues: Are you able to identify the various ethical perspectives related
to your topic? Are you able to discuss the assumptions and implications of those differing ethical
perspectives in an objective manner?
PAPERS:
There will be at least two papers for this course totaling at least six (6) pages. You must use the Chicago
Manual of Style Citation format: http://www.chicagomanualofstyle.org. There must be: a cover page;
Footnotes, and a Bibliography. The paper should be double-spaced, use a font no larger than 12, and you
can use either Times New Roman, Calibri, or Garamond. (Specific Assignment information/description
and a link to the Chicago Style of Citation will be posted within Blackboard)
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Examinations:
There will be three (3) exams administered during the semester. This includes the Final. While the Final
is not necessarily comprehensive in nature, students are nevertheless responsible for all materials
covered over the course.
EXAMINATION PROTOCOL:
TESTS I and II CAN BE TAKEN WHEREVER YOU WOULD LIKE -- EVEN IN THE
COMFORT OF YOUR OWN HOME -- WITH THE UNDERSTANDING THAT
DURING THE TESTING PERIOD YOU WILL NOT USE ANY OUTSIDE
MATERIAL (TEXTBOOK; NOTES; PRE-WRITTEN ESSAYS; ETC,.). YOU ARE
TO TREAT THE WEB CLASS NO DIFFERENT FOR A REGULAR FACE TO FACE
CLASS. THE EXPECTATIONS ARE THE SAME.
As a word of caution, it is the responsibility of the student to take ALL exams on their scheduled dates.
However in cases of emergency, which can be documented, a Make-Up Exam will be administered, but
only on a date specified by the instructor. Failure to take the Make-Up on the assigned date results in an
automatic (0) for the assignment.
Quizzes: During the semester you will complete a total of 7 -8 quizzes, which will be posted as
assignments on Blackboard. However, similar to the tests, it is the responsibility of the student to take
ALL quizzes on their scheduled dates. However, unlike the tests, there are NO make-up quizzes.
Discussion Boards/ Discussion Board Etiquette:
To maximize your learning, you are expected to participate actively in the discussion to the extent of
contributing a response of at least 100 words per question, and 50 words to other students’ responses.
Your responses should add substance, request clarification, or challenge the assertions made by others.
Your postings and responses must include at least one original contribution and two substantial
responses to the postings of fellow students. At least one day must elapse between your original posting
and your responses. You are expected to read all of your fellow students’ postings on the Discussion
Board. Remember, the purpose of this methodology is to stimulate academic debate and not to verbally
attack another student. Also, your postings should be made in a timely fashion, as indicated by me.
Late postings usually are made in isolation and do not contribute to the debate. Once the Discussion
Board’s stated deadline is past; the opportunity to obtain points for that discussion is closed.
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Examples of postings that will receive no credit are:
“I agree” or “I disagree”
“Stupid conclusion”
“Wow, I never thought of that”
“I agree with the info found at www. CharlesBorders.edu.”
Or simply providing a quote without substantive discussion
Discussion Etiquette:
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Western Kentucky University is committed to open, frank, and insightful dialogue in all of its courses.
Diversity has many manifestations, including diversity of thought and opinion. We encourage all
learners to be respectful of that diversity and to refrain from inappropriate commentary. Should such
inappropriate comments occur, I will intervene as I monitor the dialogue in this course. The following
are good guidelines to follow:
1. Never post, transmit, promote, or distribute content that is known to be illegal.
2. Never post harassing, threatening, or embarrassing comments.
3. If you disagree with someone, respond to the subject/issue, not the person.
4. Never post content that is harmful, abusive; racially, ethnically, or religiously offensive,
vulgar; sexually explicit; or otherwise potentially offensive.
Expectations for Rational and Intellectual Discussion:
In the course you will have the opportunity to learn. Your responsibilities are to maximize your learning
(i.e. improve your intellectual understanding) by actively engaging in classroom discussions and course
assignments. To take advantage and to meet your responsibilities, you are to:
1. Think critically about the course content and topics
2. Take responsibility for contributing to the learning that takes place in this course
3. Engage in intellectual controversy by taking positions for and against those of your
classmates, developing clear rationales for your positions, challenging their reasoning and
conclusions, and arguing the issues until you or they are logically persuaded
4. Avoid any form of disrespectful behavior against other students’ comments, beliefs, or
opinions. Also any form of harassment -- including racist, sexist, homophobic, or
threatening comments and behaviors – will not be tolerated and is a violation of university
guidelines. LET'S strive to create a learning friendly environment where respect for all
people and diversity of opinion is the standard!
5. Contribute to the dialogue/discussion for every class discussion as an individual or as part of
a collaborative group by:
a. Asking questions
b. Responding to questions from fellow students and the sensei
c. Making comments and observations
Each student should try to make at least one contribution to the dialogue each week. I know for some of
you this might be difficult because your natural inclination is to listen, not speak. I also know that some
topics will be of greater interest to you than others; however, your contribution is expected on a regular
basis. Your participation will be monitored during the semester, and you grade will be based not on the
quantity, but the quality of your contributions.
General Grading Rubric/Criteria
A Work is complete, original, and insightful. Classroom Discussion is original and
insightful. Student demonstrates written and oral skills, which indicate an in depth
understanding of course issues and a high level of analytical skills, with only
negligible errors in grammar and style.
B
Work is complete, meets the level of expectations, and of a quality that is acceptable.
Discussion is original with limit insightfulness. Student demonstration of written
and oral skills are presented with limited errors in grammar and style.
C Work is partially incomplete, late, and /or of a level that only partially meets
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expectations (lacking in originality and/or insightfulness). Discussion is uninspired
and lacks a basic understanding of the issue(s). Written and oral skills only
demonstrate a superficial understanding of the course content with little analysis.
Assignments contain significant errors in grammar and style.
D Work is incomplete, late, and is largely presented in an unacceptable style or format.
Discussion is unoriginal and lacks a basic understanding of content and/or issues.
Written and oral skills exhibit little analysis and contain significant errors in
grammar and style.
F Major assignments are missing, incomplete, or excessively late without permission.
Discussion is lacking in originality and displays no basic understanding of content
and /or issues. Written and oral skills demonstrate lack of effort or lack of
understanding of central core concepts
Late Assignments:
During the semester there will Blackboard assignments. Unless you have prior approval, all late
assignments will automatically have a letter grade (10 points) deducted and an additional 10 points will
be deducted for every week the assignment is late.
Unless you have prior approval, ALL assignments are to be completed by the student without any
outside aid…
Class Withdrawal Policy:
Students who withdraw after October 15, 2014 will be given a grade signifying their academic status at
the time of withdrawal; WP if passing; WF if failing. Remember it is the sole responsibility of the
student to carry out the process of class withdrawal completely and correctly.
Academic Honesty Policy:
WKU faculty and students are bound by principals of truth and honesty that are recognized as
fundamental for a community of teachers and scholars. The college expects students and faculty to
honor, and faculty to enforce, these academic principles. Because of misunderstanding over what
constitutes Plagiarism, Cheating, Academic Dishonesty, etc., students are responsible for understanding
these concepts, and their rights if accused of such an infraction. Information about academic
requirements and academic regulations and the student’s right to appeal is located in the Western
Kentucky University Undergraduate Catalog 2013 -2014. Go To
http://www.wku.edu/undergraduatecatalog and click on “Academic Information” and scroll to page 32
Persons violating these standards of conduct on any assignment or examination in this class will receive
a minimum penalty of a grade of zero (0) for the incident, and may receive an “F” for the course.
Please read and comprehend the section concerning Plagiarism:
To represent written work taken from another source as one’s own is plagiarism.
Plagiarism is a serious offense. The academic work of a student must be his/her
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own. One must give any author credit for source material borrowed from him/her.
To lift content directly from a source without giving credit is a flagrant act. To
present a borrowed passage without reference to the source after having changed a
few words is also plagiarism. (Undergraduate Catalog 2013-2014)
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Schedule of Classes: Lectures & Reading Assignments: Subject to change at the Instructor's discretion
UNIT ONE: ANCIENT WORLD
Social, Technological, and Environmental Transformations to 400BCE
Date
Week 1
Lecture Topic
Readings (pages) &
Assignments
Introduction
Close up: Global History and the Origins of Human Societies:
Environmental Adaptation in the Andes and Mesoamerica
Key Questions and Comparisons:
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 Lockard: 1-27,
85-95
 Wiesner: Ch. 1
What is the relation between population growth and the emergence of
agriculture and civilization?
What role does the need to control natural resources play in developing social
and legal structures?
How do technological innovations influence human interaction with the
environment?
Evidence and Argument: Water and Civilization
Week 2
Comparative River Valley Civilizations
Close up: Sumeria, Harappan Society, Ancient Egypt, Early China
Key Questions and Comparisons:
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 Lockard: 28-43,
50-58, 72-81
 Wiesner: Ch. 2
What is the interconnection between building cities and creating states?
What political structures and economic transformations accompany the rise of
large-scale civilizations?
How do complex, urbanized societies support artistic and intellectual
innovation?
Evidence and Argument: Writing and Origin Stories
Week 3
Regional Networks and Small States
Close up: Eastern Mediterranean, Sub-Saharan/Trans-Saharan Africa,
Southeast Asia, Early East Asia
Key Questions and Comparisons:
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How do larger empires and smaller society interact, and what results do these
interactions have on each group?
How does trade in regional networks transform social organization?
Why do legal codes emerge and what impact do these regulations have on
social and economic interaction?
Evidence and Argument: Law Codes and Social Guidelines
Week 4
Cultural Identity and Ethical Systems
Close Up: Zhou and Qin China, Vedic India, Persian Empire, Classical
Greek World
Key Questions and Comparisons:
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Week 5
 Lockard: 59-71,
82-85
 Readings on BB:
Law Codes and
Social Guidelines
ESSAY ONE
 Lockard: 44-49,
108-113, 130-138,
154-172
 Wiesner: Ch. 3
What is the relationship between social transformations and the environment?
How does political unrest influence the development of ethical systems?
How is cultural transfer and exchange evident in visual imagery?
How do different civilizations create cultural identity?
Cultural Identity and Ethical Systems (Cont.)
Evidence and Argument: Ethical Systems
Unit One Review
 Lockard: 96-104
 Andrea: Ch. 4
EXAM ONE
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UNIT TWO: CLASSICAL EMPIRES
Organization and Reorganization of Human Societies, ca. 600BCE to ca. 800 CE
Date
Lecture Topic and Assignments
Readings
Week 6
Transregional Empires
Close up: Hellenistic Eurasia, Mauryan India, Han China, and Rome
Key Questions and Comparisons:
 Lockard: 113116, 139-145,
172-193
 Wiesner: Ch. 4
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How do the military demands of conquest and defense affect social and
political organizations?
How does the creation of large states lead to new networks and new
institutions?
What mechanisms do rulers use to maintain order?
Evidence and Argument: Political Theory and Imperial Propaganda
Week 7
Networks of Communication and Exchange
Close up: East Asia, Southeast Asia, South Central Asia, Indian Ocean,
Transregional African Trade
Key Questions and Comparisons:
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How do indigenous cultures interact with foreign influence to create unique
societies?
How does the process of syncretism create something new rather than merely
preserving existing concepts?
What is the connection between trade and cultural transfer?
How do political leaders try to impose culture on conquered peoples, and how
do those conquered peoples respond?
 Lockard: 105107, 117-119,
123-129, 145-153,
176-177, 204-214
 Readings on BB:
Diversity and
Cultural Transfer
Evidence and Argument: Cultural Interactions and Ethnic Identity
Week 8
Creating Cultural Unity
Close up: Gupta India, Late Roman Empire, Sassanian Persia, Early
Islamic States
Key Questions and Comparisons:
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How do transregional religions emerge?
What role do political leaders play in the organization and spread of
transregional religions?
What is the relationship between adherents of new religions and other
religious groups?
How do religions change as they spread?
 Lockard: 119122, 193-203,
244-254
 Wiesner: Ch. 5
Essay Two?
Evidence and Argument: Transregional Religions
Week 9
Migrations and Changing Economic Patterns
Close up: Classical Mesoamerica, North America, Early Medieval
Europe, Polynesia and Austronesia
Key Questions and Comparisons:
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 Lockard: 214227, 311-316,
346-353
 Wiesner: Ch. 6
How does demographic and environment change influence smaller scale and
nomadic groups?
How do new migration patterns and trade networks shape the cultural identity
of these groups?
What role does interaction with settled states play in the development of
nomadic societies?
Evidence and Argument: Exploring New Worlds
 Lockard: 228240
EXAM II
Week 10 Unit Two Review
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UNIT THREE: INTERMEDIATE ERA
Expanding Horizons, Transregional Encounters, and Transformations, ca. 600 to 1500CE
Date
Lecture Topic and Assignments
Readings
Week 11 Cultural Continuities and Exchanges
Close up: China from Sui to Song; Silk Road, Muslim World
Key Questions and Comparisons:
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How do societies preserve, rebuild, or extend past achievements?
How can cultural connections cut across political boundaries?
Does cultural interchange most often result in disruption or accommodation?
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Lockard: 241-243,
254-266, 272-282,
298-308, 324-335
 Wiesner: Ch. 7,
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Evidence and Argument: Encountering the Other
Week 12 Warfare, Conquest, and Trade
Close up: Mongol Empire, South Asia and Near East after the Mongols,
Ming China, Aztec and Inca Empires, Medieval Europe
Key Questions and Comparisons:
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What are the difficulties involved in maintaining large empires?
How is social and political organization shaped by frequent warfare?
How are different societies affected by crises like foreign conquest or
pandemics?
 Lockard: 266269, 283-288,
316-323, 353-367
 Wiesner: Ch. 9,
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Evidence and Argument: Mongol Conquest and Black Death
Week 13 Cultural Legacies and Transitions
Close up: Islamic Societies, African Communities, Southeast Asia,
Korea and Japan, Ming Dynasty China, Late Medieval & Early
Renaissance Europe
Key Questions and Comparisons:
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 Lockard: 269271, 289-297,
308-311, 335-340
 Wiesner: Ch. 8,
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What persistent cultural patterns are evident in different regions?
What kinds of lasting cultural achievements are produced in different parts of
the world?
How do the cultural achievements of different societies demonstrate a
mixture of outside influences and internal innovations?
How do smaller societies differentiate themselves from larger, wealthier, or
more dominant societies?
Evidence and Argument: Literature and Scholarship
Week 14 Global Connections and Trade Networks
Close up: Subsaharan Africa, Southeast Asia and Indian Ocean, Atlantic
Ocean, Pacific Rim
Key Questions and Comparisons:
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What role does climate change and natural disaster play in the development
of new economic and global connections?
In what sense are parts of the world becoming more connected by 1500?
What is the best way to characterize different regions of the world by the year
1500?
Evidence and Argument: Travels and Perspectives
Week 15 Final Exam
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 Lockard: 340345, 367-384
 Wiesner: Ch. 11,
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WESTERN KENTUCKY UNIVERSITY IS AN EQUAL EDUCATION AND
EMPLOYMENT OPPORTUNITES UNIVERSITY
THE ABOVE SCHEDULE AND PROCEDURES IN THIS COURSE ARE SUBJECT TO
CHANGE IN THE EVENT OF EXTENUATING CIRCUMSTANCES
A FEW IMPORTANT DATES FOR FULL SEMESTER COURSES
(Also: Check Blackboard Assignments throughout the semester for Due Dates specifically for
this course)
August 25
Day and Evening Classes begin
September 1
Classes dismissed for Labor Day
September 2
Last day to add a full-semester course
Last day to drop a full-semester course without a grade
Last day to change a full semester course from audit to credit
Last day to receive 100% refund
September 3
$50 Schedule Change Fee begins
September 8
Last day to receive 50% refund
September 12
Assignments Due:
Contract
5 Points
S.I.S.
10 Points
Syllabus Quiz
5 Points
Picture Description (worth up to 15 Points extra credit)
Discussion Board #1
10 Points
(SEE: Blackboard ‘Assignments’ for Descriptions and Expectations)
September 15
Last day to receive any refund for the 2014 Fall semester
October 2-3
Fall Break
October 6
Priority Registration for 2015 Winter term
October 15
Last day to drop a full-semester course with a “W”
Last day to change a full semester course from credit to audit
October 27
60% point of the Fall semester
November 3
Priority Registration for 2015 Spring semester begins
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November 14
Last day students may remove an incomplete from the 2014 Spring
semester or 2014 Summer term
November 26
Thanksgiving Break begins
December 5
Roster Freeze
December 8 - 12
FINALS
Our Final is TBD
December 13
Commencement
December 16
Final Grades Due by Noon
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