Western Civilization from Prehistory to 1650
Dr. Edrene S. McKay  (479) 855-6836  Email: EdreneMcKay@cox.net  Website: Online-History.org
ONLINE SYLLABUS – FALL 2010
CRN: 12086
COURSE DESCRIPTION: A survey of Western development from prehistory to 1650 with emphasis on the
cultural, scientific, religious, political, social, and economic contributions of early civilizations.
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?"
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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
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 discussions—will be used to explore major themes and developments of Western Civilization.
RESOURCES:
 Text: Hunt, Lynn. The Making of the West: Peoples and Cultures, 3rd ed., Vol. 1. The text may be ordered
online at the college bookstore: http://nwacc1.bkstore.com/bkstore/content?st=408&m=0201.
 Supplementary Readings: Available at my website: http://online-history.org
 Library Resources: Accessible on campus or through My NWACC Connection.
 Blackboard: This is the online course platform where students interact with their instructor and classmates
by posting on weekly discussion boards. You can logon through My NWACC Connection or directly from
the logon page.: http://nwacc.blackboard.com/webct/entryPageIns.dowebct . If you need help logging on to
the course, see the tutorial on the Distance Learning website: http://www.nwacc.edu/disted/index.php.
 Technical Support is provided by the Student Technology Helpdesk and by the Distance Learning
Department. 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 via email at dl@nwacc.edu.
 Academic Support: Students can find information about academic support resources, including an Academic
Calendar with official dates at http://www.nwacc.edu/disted/academicsupport.php.
 Office Hours: 1478D by appointment. Feel free to contact me via email or phone at any time.
Western Civilization 1003 Online Syllabus
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You will be building your knowledge of history, seeking enlightenment, and developing insights from multiple
resources through reading, reflection, discussion, and group interaction.
COURSE REQUIREMENTS: You are required:
 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 discussions and 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's a technique you can use to guide your reading. I’ll 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 in the syllabus,
not just aimlessly trying to absorb everything. When you find something relevant, 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're not building a gigantic database of facts, but trying to discover a few pearls of wisdom.
We're looking for insights (sudden realizations, epiphanies, aha experiences, light bulb moments). Read with a
purpose in mind and add your reflections to what you've read. In other words, read less and think more. That's
part of the formula for success in this course.
COURSE OBJECTIVES
1. To explore the major themes and trends of Western Civilization, 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 OUTCOMES
For All History Courses:
 Students will critically evaluate and analyze oral and written historical information from various viewpoints
and sources and develop a cogent understanding of various historical processes and themes that have
influenced western history and civilization.
 Students will effectively communicate historical information and their respective assessments and analyses in
clear written and, if applicable, spoken language.
 Students will support their respective written work/essays and the like, with appropriate citations from
sources-both primary and secondary.
For Western Civilization 1003:
 Students will understand the many forces that allowed and led to the development of ―civilization‖ in the
ancient world. Environment, climate, food sources, social hierarchy, religion, the notions of power and
control-all will be addressed in the context of the formation of civilization.
 Students will understand the causes and consequences of various disease epidemics and pandemics on the
human community.
 Students will understand the growth and development of Rome from its early stages through its
transformation into an empire. The effects of war and empire building will be stressed in the devolution from
a republic to empire.
Western Civilization 1003 Online Syllabus
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Students will understand the origins and developments of the great monotheistic faiths: Zoroastrianism,
Judaism, Christianity, and Islam. Equally important will be an understanding of the richness and complexity
of the communities and their respective cultures that adhered to these faiths.
Students will understand the diversity and importance of Medieval European culture and society.
Students will understand the trends, events, and motivation of the Protestant Reformation.
Students will understand the motivation and the impact of Exploration and Discovery of the early modern age.
Weekly objectives are outlined in the course calendar below.
DISCUSSION GUIDELINES: Each week starts on Monday (although you will be able to access course materials
on the previous Sunday) and ends on the following Sunday. Assignments are outlined in the syllabus and on the
discussion board and are due by the end of the week (i.e., 11:59 p.m. Sunday). To obtain full credit for discussions,
post a minimum of three days each week beginning no later than Wednesday. All responses on the discussion board
should be thoughtful, well-written, substantive, reasonable in length (200 words for initial responses to questions
and 100 words for replies), supported by accurate facts, and clear and original in expression. 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.
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.
Deadlines: Weekly discussion board assignments, unless otherwise stated, are due 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. 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 and document 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: If any member of the class has a documented disability and
needs special accommodations, I will work with that student and the administration to ensure that the student has a
fair opportunity to perform well in the class.
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, Western Civilization, World Civilization, and Contemporary European 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 I have been focusing on 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 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.
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Western Civilization 1003 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.
EVALUATION CRITERIA
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 Unite States history? 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
1000
900
899
800
799
700
699
600
< 600
GRADE
A
B
C
D
F
Western Civilization 1003 Online Syllabus
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COURSE CALENDAR
WEEK 1 – August 23-29, 2010
(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 positive learning experience in the class.
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)
 Transformational Learning Experiences
 Textbook Evaluation
Grasping the Basic Facts: Know the answers to these questions, but you need not post the answers:
1. Why is history an important part of a liberal education?
2. Explain how to “read with a purpose.”
3. What should you aim to achieve when you study for this class?
10
Personal Course Objectives: Copy and paste your Personal Course Objectives into a message on the
discussion board by midnight Wednesday and comment on at least two of your classmates’ posts by the
end of the week. Your objectives should be based on the results of your Skills Analysis Worksheet;
however, you should not turn in the worksheet.
10
Transformational Learning Experiences: Copy and paste your response to Transformational Learning
Experiences into a message on the discussion board by midnight Wednesday and comment on at least
two of your classmates’ posts by the end of the week.
10
Textbook Evaluation: Copy and paste your Textbook Evaluation into a message on the discussion board
by midnight Wednesday and comment on at least two of your classmates’ posts by the end of the week.
30
TOTAL
Western Civilization 1003 Online Syllabus
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WEEK 2 – August 30-September 5, 2010
(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 supplements:
 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 (9 min)
 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.
10
Grasping the Basic Facts: Select ONE of the following questions:
1. 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? 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?
2. 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 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?
10
Developing Insights: 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?
10
Making Connections: 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
and bring them to class on a floppy disk or flash drive so that we can compare them too.
30
TOTAL
Western Civilization 1003 Online Syllabus
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WEEK 3 – September 7-12, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
0
LABOR DAY HOLIDAY: September 6, 2010
THE BEGINNINGS OF HUMAN SOCIETY
Objective: After exploring early human society, the student will describe the Paleolithic way of life,
the significance of the Neolithic Revolution, and the social, economic, and political changes that
occurred in the Neolithic Era.
0
Textbook: Read the following sections:
Hunt, Prologue: The Beginnings of Human Society, to c. 4000 B.C.E.
 Skim the chapter for the context early human society.
 Read pp. 4-10 more carefully.
Online Resources: Read or view the following course documents:
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Film: The Dawn of History (Click on the VoD button for this film to register. It is free. You
must disable pop-ups to access it and are only required to watch through “The History of the
World in Four Minutes Flat.” Look for answers to the questions in Making Connections as you
watch the film.)
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Paleolithic and Neolithic Societies
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A Paleolithic Art Gallery
20
Grasping the Basic Facts: Select ONE of the following questions:
1. What were the most important activities, skills, and beliefs that helped Paleolithic hunters
survive?
2. What were the characteristics of the Neolithic Revolution and why was it so significant for early
humans?
3. What were the social, economic, and political consequences of the Neolithic Revolution for
people’s lives?
20
Developing Insights: Why do you think early humans created cave paintings? Was it part of a preenactment process to control the important events of their lives? If so was it an early expression of
religion (i.e., an attempt to communicate with spiritual forces beyond their control)?
20
Making Connections: In “The History of the World in Four Minutes Flat,” how does the author depict
early humans? What does the author consider the most significant aspect of life in Ancient Egypt? What
important ideas did the Ancient Greeks contribute according to the author? What about the Ancient
Romans? What does the author consider the most significant aspect of life in the Middle Ages? Is the
author optimistic about life in the modern world? Why or why not? If you were going to update this film,
which was done in the 1970s, how would you change the ending to reflect today’s most pressing
problems?
60
TOTAL
Western Civilization 1003 Online Syllabus
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WEEK 4 – September 13-19, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
EARLY WESTERN CIVILIZATION
Objective: After studying early Western Civilization, the student will identify the changes that
civilization brought to human life.
0
Textbook: Read the following sections:
Hunt, Chapter 1: Early Western Civilization, 4000-1000 B.C.E.
 Skim the chapter for the concept of Western Civilization and its characteristics.
 Read pp. 4-12 and 16-23 more carefully.
Online Resources: Read or view the following course documents:
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Ancient Mesopotamia and Egypt
 PPT: Major Transformations in Human Society
 PPT: Egyptian Civilization
20
Grasping the Basic Facts: Select ONE of the following questions:
1. Define “civilization” and describe its essential characteristics. What advantages to people gain
from civilization? What do they lose?
2. Indicate how life changed for people in Mesopotamia when they began to live in cities.
3. Explain how religion guided people’s lives in ancient Egypt and how war determined the fate of
Greece.
20
Developing Insights: To what extent do the characteristics of life in ancient Mesopotamia and Egypt
correspond to the definition of civilization? A highly centralized government seemed to be a requirement
for order, peace, and prosperity in ancient Egypt. 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 ancient Egyptians did?
20
Making Connections: 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?
60
TOTAL
Western Civilization 1003 Online Syllabus
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WEEK 5 – September 20-26, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE NEAR EAST AND ANCIENT GREECE
Objective: After studying the Near East and Ancient Greece, explain how the cultural traditions of the
Persian Empire, the Hebrews, and the Greeks laid the foundations for Western culture.
0
Textbook: Read the following sections:
Hunt, Chapter 2: The Near East and the Emergence of Greece, 1000-500 B.C.E.
 Skim the chapter for the context of Persian, Hebrew, and Greek contributions to civilization.
 Read pp. 37-42 and 47-66 more carefully.
Hunt, Chapter 3: The Greek Golden Age, c. 500-c. 400 B.C.E.
 Skim the chapter for the context of Greek political developments.
 Read pp. 74-100 more carefully.
Hunt, Chapter 4: From the Classical to the Hellenistic World, 400-30 B.C.E.
 Skim the chapter for the context of Greek cultural achievements.
 Read pp. 105-110 more carefully.
Online Resources: Read or view the following course documents:
 Ancient Myths and Legends
 Plato’s Allegory of the Cave
 Aristotle’s Ethics
 PPT: Ancient Greek Civilization
20
Grasping the Basic Facts: Select ONE of the following questions:
1. What elements of Persian religion and government influenced Western thought? How did the
dualistic doctrine of Zoroastrianism influence Christianity?
2. What political and religious beliefs and institutions gave Hebrew civilization its unique
character? How did the Hebrew religion differ from other Near Eastern religions? Was it
completely original or did it borrow certain myths and legends from earlier religions?
3. Why did the Greeks organize into a new form of independent city-state called the polis? Contrast
the systems of government in Sparta (oligarchy), Corinth (tyranny), and Athens (democracy). Why
do you think that some ancient Greek philosophers and writers admired Spartan oligarchy more
than Athenian democracy?
20
Developing Insights: 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)?
20
Making Connections: Two Greek words ARETÊ (excellence) and HUBRIS (excessive pride) had
special meanings to the ancient Greeks and are used today to describe Athen's cultural achievements
and its downfall. Why are these words so suited to that purpose? Give examples of aretê and hubris in
the modern world.
60
TOTAL
Western Civilization 1003 Online Syllabus
Page 10
WEEK 6 – September 27-October 3, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE HELLENISTIC WORLD
Objective: After investigating the Hellenistic period, the student will describe the accomplishments of
Alexander the Great and evaluate their effects on the ancient world and on later Western civilization.
0
Textbook: Read the following sections:
Hunt, Chapter 4: From the Classical to the Hellenistic World, 400-30 B.C.E.
 Skim the chapter for the context of the Hellenistic World.
 Read pp. 110-130 more carefully.
Online Resources: Read or view the following course documents:
 Alexander and the Unity of Mankind
20
Grasping the Basic Facts: Select ONE of the following questions:
1. What were the accomplishments of Alexander the Great? How did he create an empire in which
Greek civilization flourished in the midst of many diverse cultures?
2. What were the distinguishing features of Hellenistic society and culture? How did the political
and social structures of the new kingdoms strengthen Alexander’s empire? How did the royal
patronage of the Hellenistic period affect art, science, and religion?
3. What were the results of encounters between Greeks and non-Greeks? How did the attitudes of
those who resisted Hellenistic culture foreshadow the clash of cultures between modern
civilizations?
20
Developing Insights: Due to the scarcity of reliable primary sources, the figure of Alexander remains an
enigma to historians. For some, he represented an effort to unite East and West and to intermix races in
hopes of establishing a "brotherhood of man." For others, Alexander was nothing more than a brutal,
drunken egomaniac whose lust for conquest and glory overshadowed any other secondary achievements.
What is your assessment of Alexander?
20
Making Connections: In the Hellenistic Age, many things that had formerly given individuals a sense of
identity and purpose in life (such as citizenship in the polis or belief in traditional religion) were eroded
by foreign domination, the aftermath of war, and the rise of philosophical rationalism. Might Alexander
have seemed to many to be a divinely appointed savior sent to restore order? In which ways was his
proclaimed mission to create a “brotherhood of all mankind” a message particularly well-suited for his
age? Is this message still relevant today? Explain your answer.
60
TOTAL
Western Civilization 1003 Online Syllabus
Page 11
WEEK 7 – October 4-10, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
ANCIENT ROME
Objective: After exploring developments in Ancient Rome, the student will analyze the successes and
failures of the Roman Republic, explain the consequences of Roman imperialism, describe Rome’s mostlasting achievements, and identify the factors that contributed to Rome’s decline.
0
Textbook: Read the following sections:
Hunt, Chapter 5: The Rise of Rome, 753-44 B.C.E.
 Skim the chapter for the context of the Roman Republic.
 Read pp. 134-139, 142-152, 159-160 more carefully.
Hunt, Chapter 6: The Roman Empire, 44 B.C.E.-284 C.E.
 Skim the chapter for the context of the Roman Empire.
 Read pp. 173-180 more carefully.
Hunt, Chapter 7: The Transformation of the Roman Empire, 284-600 C.E.
 Skim the chapter for the context of the decline of Rome.
 Read pp. 197-202 more carefully.
Online Resources: Read or view the following course documents:
 Roman Civilization: The Republic
 Pax Romana and the Roman Contribution
 PPT: Ancient Rome
 Pax Romana
20
Grasping the Basic Facts: Select ONE of the following questions:
1. Analyze the successes and failures of the Roman republic, including the struggle of the
Plebeians to achieve their political rights.
2. Evaluate the consequences of Roman imperialism. How did war and empire-building help to
destroy the Roman Republic? How did it contribute to the Pax Romana?
3. Describe Rome’s most significant achievements, including contributions in the areas of
government, law, architecture, and engineering. What factors contributed to Rome’s decline?
20
Developing Insights: How do the political and social values of the Roman Republic compare to those of
the classical Greek city-state? What did Christianity offer that traditional Greco-Roman ideas and
values could not? What did Christianity borrow from Greco-Roman thought and from competing
religions?
20
Making Connections: In Pax Romana, Steve Osborn makes comparisons between Ancient Rome and
the United States. Is his interpretation of ancient Rome enlightening or misinformed? Is his comparison
of ancient Rome to 21st century America truthful, insightful, and appropriate or false, misleading, and
unpatriotic?
100
Mid-Term Examination
60
TOTAL
Western Civilization 1003 Online Syllabus
Page 12
WEEK 8 – October 11-17, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
ISLAM, BYZANTIUM, AND THE WEST
Objective: After examining the cultures that supplanted the Roman Empire in the 7th century, the student
will analyze the legacies that Islamic, Byzantine, and western European societies passed on to Western
civilization.
0
Textbook: Read the following sections:
Hunt, Chapter 7: The Transformation of the Roman Empire, 284-600 C.E.
 Skim the chapter for the context of the Byzantine Empire
 Read pp. 221-228 more carefully.
Hunt, Chapter 8: Islam, Byzantium, and the West, 600-750 (read the entire chapter)
Online Resources: Read or view the following course documents:
 PPT: The Byzantine Empire
 PPT: Islamic Civilization
 PPT: Charlemagne
20
Grasping the Basic Facts: Select ONE of the following questions:
1. What did Byzantium contribute to Western legal studies, history, music, and art? How did
territorial expansion weaken the empire?
2. How did Islam serve to unite the various Arabic peoples? Why did Muslims decide to expand their
influence and how did they create a vast empire so quickly? Were Muslim contributions to
Western civilization positive, negative, or both? What forces fragmented the Islamic world in the
10th and 11th centuries?
3. How did Latin Christendom – the new kingdoms of western Europe – build on Rome’s legal and
governmental legacies and how did Christianity spread in these new kingdoms? How did the
Carolingian Empire contribute to establishing a distinctive western European culture? After the
dissolution of the Carolingian empire, what political systems developed in western, northern,
eastern, and central Europe and how did these systems differ from one another?
20
Developing Insights: Compare the role of religion in Byzantine, Islamic, and western European
societies. Did religion serve as a unifying or a divisive force?
20
Making Connections: Are there questionable practices in the Middle East today (e.g., honor killings)
that are tribal or cultural in nature rather than religious? Explain.
60
TOTAL
Western Civilization 1003 Online Syllabus
Page 13
WEEK 9 – October 18-24, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE MEDIEVAL WORLD
Objective: After investigating medieval society, the student will describe the characteristics of medieval
life, including social, political, economic, legal, cultural, and religious.
0
Textbook: Read the following sections:
Hunt, Chapter 9: Emperors, Caliphs, and Local Lords, 750-1050
Hunt, Chapter 10: Merchants and Kings, Popes and Crusaders, 1050-1150
 Skim the chapters to review medieval institutions
 Read pp. 282-302 more carefully.
Online Resources: Read or view the following course documents:
 Medieval Life Chart
 Medieval Institutions Chart
 The Medieval Peasant and the Milk Pail
 Trial by Ordeal
 PPT: The Medieval World
20
Grasping the Basic Facts: This week everyone should respond to this question:
Select one term (a word or phrase) to describe each of the following aspects of medieval life: social,
political, economic, legal, cultural, and religious. Then select one term to describe each of those same
aspects of life today. What similarities and differences do your descriptive terms reveal about these two
periods?
20
Developing Insights: The majority of the people who lived in the Middle Ages were peasants—poor,
uneducated laborers who farmed the lord’s land and had to give him much of the food. Under the system
of feudalism, they belonged to the lord and were not free to leave the land. They were allowed to keep
some of the food they grew, and they were protected against attackers by the lord’s knights. Discuss the
positive and negative aspects of this system and explain how it could have been improved to be fairer to
the peasants.
20
Making Connections: Trial by ordeal was a medieval practice by which the guilt or innocence of the
accused was determined by subjecting them to a painful task. The determination of innocence came from
either completing the task uninjured or by the quick healing of the wounds. Common throughout the
world in the past, the process survived until the Enlightenment in western Europe and longer elsewhere.
To read the formula for conducting the ordeal by boiling water, see Trial by Ordeal. Why do you think
medieval society subjected accused individuals to such painful ordeals? Is there anything comparable in
the world today?
60
TOTAL
Western Civilization 1003 Online Syllabus
Page 14
WEEK 10 – October 25-31, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
MEDIEVAL POLITICAL DEVELOPMENTS
Objective: After observing medieval political developments, the student will describe the rise of
national states, the ascendancy of the church, and the conflict between Christians and Muslims.
Textbook: Read the following sections:
Hunt, Chapter 10: Merchants and Kings, Popes and Crusaders, 1050-1150
Hunt, Chapter 11: The Flowering of the Middle Ages, 1150-1215
 Skim the chapters for the context of medieval politics.
 Read pp. 303-316, 336-346, 349-355 and more carefully.
Online Resources: Read or view the following course documents:
 The Rise of National States
 The Ascendancy of the Church
 Crusades and Jihads
 PPT: The Crusades
 PPT: Crusades and Jihads
20
Grasping the Basic Facts: Select ONE of these questions:
1. Compare the rise of national states in England, France, and Germany. In what ways was it the
same? How was it different? How do you account for the similarities and differences?
2. Why did the papacy come into conflict with the Holy Roman Emperor in the latter part of the 11th
century? How did Innocent III and the Fourth Lateran Council enhance the power of the papacy
and the Roman Catholic Church?
3. What were the causes and consequences of the Crusades?
20
Developing Insights: Imagine that you are a peasant working on a manor in England during the
Fourteenth Century. You are taking stock of your life and have a big decision to make. You have the
opportunity to stay on the manor, join a monastery or convent, or leave and start an independent life in
the town. You spend considerable time thinking about the positive and negative aspects of making these
moves and finally make a decision. What do you decide to do? Explain your answer.
20
Making Connections: Read the article Crusades and Jihads. Using the Guidelines for Source Analysis,
analyze this source and evaluate the author’s thesis. In completing your source analysis, try to answer
these questions: Who is the author? What are his qualifications for writing an article on this subject?
What is his thesis and supporting arguments? Do you agree with his interpretation of Muslim relations
with the West today? Do you agree with his proposed solution? If so, can you expand on that solution?
60
TOTAL
Western Civilization 1003 Online Syllabus
Page 15
WEEK 11 – November 1-7, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
CRISIS AND RENAISSANCE
Objective: After investigating 14th and 15th century economic, social, political, and religious
developments, the student will describe the crises of the 14 th century, the culture of the Renaissance, and
the relationship between the two developments.
0
Textbook: Read the following sections:
Hunt, Chapter 13: Crisis and Renaissance, 1340-1492
 Skim the chapter for the context of 14th and 15th century developments.
 Read pp. 387-415 more carefully.
Online Resources: Read or view the following course documents:
 PPT: The Calamitous 14th Century
 PPT: The Art of the Italian Renaissance
 Oration on the Dignity of Man
20
Grasping the Basic Facts: Select ONE of the following questions:
1. Briefly describe the crises (e.g., economic decline, climatic changes, famine, disease, warfare, and
crisis of authority) that early modern Europeans experienced during the 14th century. What were
the economic, political, and religious consequences of these crises?
2. How did the cultural encounter during the Renaissance with the philosophy, literature, and art of
the Ancient world transform how Europeans thought? In what ways did the political and social
climate of the Italian city-states help create Renaissance culture? How did the northern
Renaissance differ from the Italian renaissance?
3. How were the crises of the 14th century and the Renaissance related? Be detailed and specific.
20
Developing Insights: Write a source analysis (see Guidelines for Source Analysis) of Pico Della
Mirandola’s “Oration on the Dignity of Man” as an expression of Renaissance humanism. In completing
your source analysis, try to answer these questions: Who was Pico Della Mirandola? What were his
qualifications for writing an analysis of human nature? Why was humanism such an important
expression of Renaissance thought? What conclusions did Della Mirandola draw about human nature?
20
Making Connections: Using your knowledge of Western Civilization and contemporary news reports
and commentaries, compare 14th century Western Europe to the world we live in today. Are we
responding to disasters and calamities in the same way? Is there evidence that one culture is giving way
to another? Are we on the brink of a new Renaissance or another Dark Ages?
60
TOTAL
Western Civilization 1003 Online Syllabus
Page 16
WEEK 12 – November 8-14, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
GLOBAL ENCOUNTERS AND RELIGIOUS REFORM
Objective: After examining the expansion of Europe and the roots of religious reform in the 15 th and
16th centuries, the student will describe how the arrival of Europeans in the Americas transformed native
cultures and religious practices, analyze why reformers in German-speaking lands and much of northern
Europe challenged the authority of the Roman Catholic Church while Spain and France remained loyal,
and explain why Martin Luther was more successful than earlier religious reformers in challenging the
wealth and authority of the church.
0
Textbook: Read the following sections:
Hunt, Chapter 14: Global Encounters and Religious Reforms, 1492-1560
 Skim the chapter for the context of European expansion and religious reform.
 Read pp. 420-432 more carefully.
Online Resources: Read or view the following course documents:
 What Do Historians Say About Christopher Columbus?
 PPT: The Roots of the Protestant Reformation
 PPT: Martin Luther and the Protestant Reformation in Germany
20
20
20
60
Grasping the Basic Facts: Select ONE of these questions:
1. How did the arrival of Europeans in the Americas transform native cultures and religious
practices?
2. Why did reformers in German-speaking lands and much of northern Europe challenge the
authority of the Roman Catholic Church while Spain and France remained loyal? Be sure to
include secular reasons as well as religious ones.
3. Describe the efforts of previous reformers to challenge the wealth and authority of the church.
Why were they not as successful as Luther?
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., Howard Zinn and Schweikart
and 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?
Making Connections: In the late eighteenth century, a French philosopher, Abbé Raynal, offered a
prize for the best answer to the question: "Was the discovery of America beneficial or harmful to the
human race?" Knowing what you do about the history of Western Civilization, how would you answer
that question?
TOTAL
Western Civilization 1003 Online Syllabus
Page 17
WEEK 13 – November 15-21, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE PROTESTANT REFORMATION
Objective: After exploring the 16th century Protestant Reformation, the student will describe how the
Reformation in England differed from the Reformation in Germany, identify the factors that contributed
to the rapid spread of Calvinism, and evaluate the radical form of Protestantism known as the Society of
Friends (Quakers).
0
Textbook: Read the following sections:
Hunt, Chapter 15: Wars of Religion and the Clash of Worldviews, 1560-1648
 Focus on the political aspects of religious reform.
Online Resources: Read or view the following course documents:
 Ninety-Five Theses
 PPT: The Protestant Reformation in Germany
 PPT: Henry VIII and the Protestant Reformation in England
 PPT: John Calvin and the Protestant Reformation in Geneva
 PPT: The Society of Friends (Quakers)
20
Grasping the Basic Facts: Select ONE of the following questions:
1. How did the Reformation in England differ from the Reformation in Germany? To what extent was
the Reformation in England more of a political movement than a religious reform movement?
What happened to religious freedoms in England as Edward, Mary, and Elizabeth ascended to the
throne?
2. What factors account for the rapid spread of Calvinism? To which social classes did Calvin
appeal and why? Is it accurate to say that Calvinism was "a religion of the literate, urban middle
classes?"
3. How did Quaker principles shape the establishment of Pennsylvania? Discuss the Quaker concept
of pacifism. What compromise did the Quakers make to insure their survival as a community? Was
William Penn’s Holy Experiment a success or failure? Explain your answer.
20
Developing Insights: Write a source analysis (see Guidelines for Source Analysis) of Martin Luther’s
Ninety-Five Theses. In completing your analysis, try to answer these questions: Why did Martin Luther
write the “Ninety-Five Theses?” Who was the intended audience? How do you think each of the
following individuals would react to the theses: a high Church official, a northern humanist, a German
prince?
20
Making Connections: To what extent do you think this statement, made by economist John Kenneth
Galbraith, characterizes the United States today and prevents us from engaging in the serious reform
efforts that were undertaken in the 16th century: “These are the days when men of all social disciplines
and all political faiths seek the comfortable and the accepted; when the man of controversy is looked
upon as a disturbing influence; when originality is taken to be a mark of instability; and when, in minor
modification of the original parable, the bland lead the bland.”
60
TOTAL
Western Civilization 1003 Online Syllabus
Page 18
WEEKS 14-15 – November 29-December 6, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THANKSGIVING HOLIDAY: November 22-28, 2010
EARLY MODERN DEVELOPMENTS
Objective: After studying various responses to the Protestant Reformation, the student will explain the
causes and consequences of the Wars of Religion, describe the Catholic Reformation, and analyze the
relationship between three major developments of the Early Modern Era: Protestantism, capitalism, and
democracy.
0
Online Resources: Explore the following resources:
 Wars of Religion
 PPT: The Catholic Reformation
 Three interpretations of the Catholic Reformation:
 The Catholic Reformation: A scholarly account of the Catholic Reformation.
 Catholic Encyclopedia: The Counter-Reformation: Catholic analysis of the Catholic
Reformation. This essay is very long so you need not read it all. Read the “Significance of
the Term” carefully and then skim the rest.
 The Counter-Reformation: A Protestant (Seventh Day Adventist) perspective on the
Catholic Reformation
 The Relationship of Protestantism, Capitalism and Democracy
20
Grasping the Basic Facts: Select ONE of the following topics:
1. What caused the series of wars known as the Wars of Religion in the late 16th and early 17th
centuries? Were the motives strictly religious? Explain. How did these wars change the balance of
power in Europe?
2. How did the Catholic Church respond to the threat to its religious authority? What methods did
Ignatius Loyola, the founder of the Jesuits, use to combat Protestantism? How did the Council of
Trent reinforce Catholic doctrine? What function did the Holy Office of the Roman Inquisition and
the Index of Prohibited Books serve?
3. Analyze the relationship between three major developments of the Early Modern Era:
Protestantism, capitalism, and democracy.
20
Developing Insights: Do a comparative source analysis (see Guidelines for Source Analysis) comparing
the three interpretations of the Catholic/Counter Reformation. In your analysis, try to answer the
following questions: Who are the authors of these articles? What are their credentials for writing an
article on the Catholic Reformation? What are some of the similarities in these interpretations? What
are some of the differences? Do you favor one of these interpretations over the others? Why or why not?
Can something be gained by reading all three interpretations? Explain.
20
Making Connections: After you have read “The Relationship of Protestantism, Capitalism and
Democracy,” illustrate how one or more of the trends listed in the document can be associated with all
three developments (i.e., Protestantism, capitalism, and democracy).
100
Final Examination
160
TOTAL