History1033: World Civilizations from Prehistory to 1500
Instructor: Dr. Edrene S. McKay  Website: Online-History.org  Phone: (479) 855-6836  Office: 1420BH
Building your knowledge of history, seeking enlightenment, and developing insights
From multiple resources through reading, reflection, discussion, and group interaction.
SYLLABUS – SPRING 2015 - CRN: 21120
January 12 – May 1, 2015
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: (1) Valerie Hansen and Kenneth R. Curtis, Voyages in World History, Brief Edition, Vol. 1,
(2) Andrea Overfield, The Human Record: Sources of Global History, 7th Edition, Vol. 1
Package ISBN: 9781133849544. The textbooks 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.
History 1033: World Civilizations to 1500 Online Syllabus
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
Online Course Platform: https://nwacc-bb9.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/web/disted/academicsupport.php . This course is
designed to be accessed using a traditional desktop/laptop computer. Please be sure to check your computer
for compatibility with Blackboard here: http://content.nwacc.edu/distanceLearning/browserCheck/index.php
You may also use other devices to access the class, such as with the Blackboard Mobile app. However, please
be aware that some functions of Blackboard may not work well with all carriers or devices.
 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.
COLLEGE-WIDE LEARNING OBJECTIVES
1. Students will develop higher order thinking skills, use class time for questions and discussions of course
material, engage in collaborative groups during the semester that meet each class day and exchange ideas,
answer questions, and prepare for the class session, think critically about topics related to the “Course
Specific” outcomes and engage in relevant discussions. Activities and assignments will promote and utilize
critical thinking and be responsive to critical thinking.
2. Students will gain greater awareness of cultural perspective.
3. Students can read selections at the appropriate level of education and describe the main idea and supporting
details. Students can evaluate written material objectively. Instructors will utilize the course textbook and
possible outside readings for a better understanding of each topic.
COURSE SPECIFIC 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/Phoenicia, 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
History 1033: World Civilizations to 1500 Online Syllabus
6.
7.
8.
9.
10.
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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.
To assess the emergence of new centers of Civilization in Mesoamerica, the Amerindian Empires, the early
African cultures, Indio-southeast Asia, and early Japan.
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.
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.
To assess developments in European Civilization that created a comparative advantage of power in the
advancing interaction of Civilizations in the era before 1650.
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.)
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
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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.
Examinations: Midterm and Final Examinations will be take-home, open-book, document-based, essay exams
worth 150 points each and will be graded using the criteria relating to posting requirements listed under No. 3
below.
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.
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
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-H) will respond to the first question. Group 2 (I-O)
will respond to the second question. Group 3 (-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,
History 1033: World Civilizations to 1500 Online Syllabus
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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, concepts, and situations, to associate them with the broader themes of the course, to identify
conflicting interpretations, to make valid comparisons with similar periods of history, 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
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. If you want a quick response, DO NOT use
my NWACC address.
Plagiarism/Academic Honesty: (as quoted in the Student Handbook) Academic Honesty Definition:. Academic
honesty means students do their own work and do not represent others’ work as their own. To help clarify, the
following principles defining academic honesty from Charles Lipson’s book, Doing Honest Work in College
(University of Chicago Press, 2004, pg. 3) are provided:
 “When you say you did the work yourself, you actually did it.”
 “When you rely on someone else’s work, you cite it.
 "When you use their words, you quote them openly and accurately, and you cite them, too.”
Plagiarism results when a student presents the words or ideas of someone else as if they were his/her own. If the
words of someone other than the writer are reproduced without acknowledgment of the source, or if someone else’s
ideas are paraphrased in such a way that leads the reader to believe they originated with the writer, then plagiarism
has occurred.
Plagiarism can be either intentional or unintentional. Intentional plagiarism is the knowing, deliberate copying or
downloading or buying of information with the intent of passing it off as original with the writer. Intentional
plagiarism is a very serious form of academic dishonesty that can lead to suspension from the College. Unintentional
plagiarism is the misrepresentation of information through ignorance or carelessness.
It is the responsibility of all Northwest Arkansas Community College students to understand what plagiarism is, and
to learn the proper methods of documentation so as to avoid this form of academic dishonesty.
Summary: 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
History 1033: World Civilizations to 1500 Online Syllabus
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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: Valerie Hansen and Kenneth R. Curtis, Voyages in World 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. . (At that site, be sure to follow
these instructions: “To find out more about this urban legend, click here.”)
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.
Class Continuation Plan: NWACC reserves the right to enact a class continuation plan in the event of class
cancellations due to weather or other emergency events. The instructor will maintain continuity using Blackboard
online system or other alternate means as determined by the instructor. You will be contacted via your established
communications channels with
instructions. Students will be expected to continue with assignments. Online classes will continue to operate
according to schedule. Consideration may be given for exceptional circumstances.
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.
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History 1033: World Civilizations to 1500 Online Syllabus
 To enable, empower, and energize the campus and community to help bring about constructive change in
these areas.
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 8
COURSE CALENDAR
WEEK 1 – January 12-18, 2015
(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
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 is the first week of class, the first discussion board assignment is due on Wednesday and the
other two assignments are due on Friday.
20
Personal Course Objectives: 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
Textbook Evaluation: 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
Transformational Learning: 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 19-25, 2015
(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
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)
 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
Page 10
WEEK 3 – January 26-February 1, 2015
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
ORIGINS OF HUMANITY
0
Textbook: Read the following sources:
Voyages in World History, Chapter 1: The Peopling of the World, to 4,000 BCE
 Read Textbook Highlights.
 Skim chapter to gain an understanding of early humans.
 Read sections relating to discussion questions more carefully (i.e., read with a purpose).
Online Resources: Read or view the following sources:
 Paleolithic and Neolithic Societies
 Video: The Dawn of History
(You are only required to watch “The History of the World in Four Minutes Flat.”)
 A Paleolithic Art Gallery
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Evolution: How do scientists use evolution to explain how life forms came into being? Discuss
how the theory of evolution applies to humans and how we as humans change.
2. Geography: Discuss the basic geographic features associated with the earliest human
developments. How do humans and geography shape each other (in the past and today).
3. Agriculture: what difference agriculture and the domestication of animals made for human
development, including the development of human society. Discuss the advantages and
disadvantages in the switch from a hunter/gatherer culture to a settled, agricultural society.
20
Developing Insights: Most Paleolithic peoples developed some kind of art, including ornaments, rock
carvings, paintings and small figurines. Discuss the possible reasons why early humans created art.
Consider the difference between individual motivations and collective (community) motivations.
20
Making Connections: 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?
60
TOTAL
Page 11
History 1033: World Civilizations to 1500 Online Syllabus
WEEK 4 – February 2-8, 2015
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
COMPLEX SOCIETIES
0
Textbook: Read the following sources:
Voyages in World History, Chapter 2: The First Complex Societies in the Eastern Mediterranean, ca.
4000-850 BCE
 Read Textbook Highlights.
 Skim chapter for the characteristics of complex societies.
 Read sections relating to discussion questions more carefully (i.e., read with a purpose).
The Human Record, “Mesopotamia: The Land of two Rivers,” pp, 7-17.
Online Resources: View the following sources:
 PPT: Major Transformations in Human Society
 PPT: Egyptian Civilization
Bridging World History Videos and Transcripts (Click on the icon
 Video: Agriculture, Pastoralism, and Complexity
to view the video):
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
20
1. Major Cities: What constitutes a complex society and how does it compare with the
Neolithic communities that came before? Describe the general appearance,
organization, and social divisions of the major Mesopotamian cities and Pharaohnic
Egypt.
2. Technology: Discuss the importance of the technological innovations of the
Mesopotamian city-states, including the use of bronze tools and the wheel. Describe
how these innovations allowed for the expansion of both populations and political
influence of Mesopotamian city-states.
3.
International Relations: Discuss the creation of empire. Describe how the economic and
geographic features of Mesopotamia led to trade and then to warfare between the various citystates. Describe international relations between Egypt, Nubia, Mesopotamia, and Anatolia, both
militarily and financially.
20
Developing Insights: Primary sources tell us a great deal about the worldview, basic values, and
ideals of societies. What are the similarities and differences between the flood narratives of The
Epic of Gilgamesh and the Hebrew Bible with regard to details, general purpose, and meaning?
What principles and assumptions underlay the judgments of Hammurabi? What evidence do you
find of class distinctions and patriarchy in the judgments?
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 12
WEEK 5 – February 9-15, 2015
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
INDIA AND BUDDHISM
0
Textbook: Read the following sources:
Voyages in World History, Chapter 3: Ancient India and the Rise of Buddhism, 2600 B.C.E.–100 C.E.
 Read Textbook Highlights.
 Skim chapter for the characteristics of early Indian civilization.
 Read sections relating to discussion questions more carefully (i.e., read with a purpose).
Online Resources: View the following sources:
Video: The Story of India
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Urban Settlements: Describe the basic features of the Harappan urban settlements and compare
them to contemporary urban settlements in Mesopotamia, Egypt, and, China
2. Vedic Culture: Describe the migration of Indo-European languages. Why did the Vedic peoples
call themselves Aryan? Discuss Vedic social stratification, including the varnas, and the status
of women in Vedic society.
3. Buddhism: Discuss the life of the Buddha and how his religion differed from the Vedic religion.
In the three Indian religions (Vedic, Jainism, and Buddhism), what roles were allowed to or
required by women?
20
Developing Insights: Explore the website The Story of India, following your interests (e.g., geography,
social customs, economic interests, religion, politics, art, music, literature) and share your insights with
your classmates.
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 ancient 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 ancient
civilizations did?
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 13
WEEK 6 – February 16-22, 2015
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
ANCIENT CHINA
0
Textbook: Read the following sources:
Voyages in World History, Chapter 4: Blueprint for Empire: China 1200 B.C.E.–220 C.E..
 Read Textbook Highlights.
 Skim chapter for the characteristics of Ancient China.
 Read sections relating to discussion questions more carefully (i.e., read with a purpose).
The Human Record, “The Mandate of Heaven,” pp. 32-34.
Online Resources: Read or view the following source:
 PPT: Ancient Chinese Civilization
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Agricultural Regions: What role did geography play in ancient Chinese history? Discuss what
the two different agricultural regions, wheat and millet in the north and rice in the south,
meant for the development of cultural differences between those two regions.
2. Dynasties: Identify the basic features of the Shang, Zhou, Qin, and Han dynasties.
3. Teachings: Compare and contrast the teachings of Confucianism, Daoism, and Legalism. Discuss
how the Han dynasty formed a peaceful blending of the three
20
Developing Insights: Explain the theory of the Mandate of Heaven. How does a ruler earn the Mandate
of Heaven? How and why is it lost? What does the theory of the Mandate of Heaven suggest about the
nature of Chinese society and the Chinese worldview? Compare the Chinese vision of its ideal monarch
with Egyptian and Mesopotamian views of kingship. Did each society expect its king to perform
essentially the same task? If so, what was that task?
20
Making Connections: Written records from ancient China indicate that for millennia the family in
China was patriarchal in structure. The hierarchy within families was determined by generation, age,
and gender. Outside the home, and often within it, women had few rights and opportunities. Behavior
for men, women, and children was dictated by rigid rules. Compare the characteristics of the family
in ancient China to the family in the modern United States. Be sure to include family structure,
hierarchy, and the roles of men, women, and children.
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 14
WEEK 7 - February 23-March 1, 2015
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE AMERICAS AND OCEANIA
0
Textbook: Read the following sources:
Voyages in World History, Chapter 5: The Americas and the Islands of the Pacific, to 1200 C.E.
 Read Textbook Highlights.
 Skim chapter to obtain an overview early civilization in the Americas and Oceania.
 Read sections relating to discussion questions more carefully (i.e., read with a purpose).
The Human Record, “Governing the Inca Empire,” pp.363-368.
Online Resources: Explore the following websites:
 The Maya
 The Lost Inca Empire
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Civilizations: Compare the Olmec, Teotihuacan, and Mayan civilizations.
2. Mayan Culture: Describe the techniques and purposes of warfare, and of human sacrifice, in
the Mayan culture. Discuss the possible reasons why the Maya went into decline.
3. Environment: How did the settlers of Easter Island and New Zealand affect the environments
of these two islands?
20
Developing Insights: What means did the Incas use to govern their vast empire? From Cieza’s
perspective, what were the most admirable qualities of this empire? What appear to have been the
strengths of this empire? Can you perceive any weaknesses? Were the Incas aware of these
shortcomings? If so, how did they attempt to counter them?
20
Making Connections The late Maya kingdoms ended c. 900 largely due to agricultural problems. What
were those problems and how did they lead to the collapse of the Maya? Give an example of another
civilization that collapsed because of economic problems. Using contemporary news reports and
commentary, determine whether the United States is in danger of collapse because of economic
difficulties.
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 15
WEEK 8 – March 2-8, 2015
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
IRAN AND GREECE
Textbook: Read the following sources:
Voyages in World History, Chapter 6: New Empires in Iran and Greece, 2000 B.C.E.–651 C.E.
 Read Textbook Highlights.
 Skim chapter for the characteristics of Iranian and Greek culture..
 Read sections relating to discussion questions more carefully (i.e., read with a purpose)...
The Human Record, “Zarathustra, Gathas,” pp.80-82.
0
Online Resources: Read or view the following sources:
 Zoroastrianism: A short overview
 Zoroastrianism
 PPT: Ancient Greek Civilization
 Plato’s Allegory of the Cave
 Video: Plato’s Cave (Animated)
 Aristotle’s Ethics
 Alexander and the Unity of Mankind
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Achaemenid Empire: Discuss the influence of the Achaemenid Empire on the cultures
of the Near East and Aegean. Consider the Achaemenid model of military
organization, acceptance of multiple religious and cultural practices, creation of an
elaborate road network, etc.
2. Sparta v. Athens: Analyze the nature of Spartan oligarchy and Athenian democracy, and compare
the two.
3. Alexander: Describe the empire of Alexander and discuss how it compared to the Persian Empire.
What was involved in the process of Hellenization?
20
Developing Insights: Describe the basic principles of Zoroastrianism and the role of Zarathustra in
forming this religion. What evidence indicates that Zarathustra saw Ahura Mazda as the sole creator
of the universe? How does each person’s life become a microcosm of the battle between Ahura Mazda
and the Liar? How do we know that Zarathustra believed Ahura Mazda would ultimately triumph over
evil? Did Zarathustra see his faith as only one of many paths to the truth, or was it the
Truth? What is promised to those who serve Ahura Mazda faithfully? What about those who do not
accept and serve this God?
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). 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.
210
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 16
WEEK 9 – March 9-15, 2015
(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 AND CHRISTIANITY
0
Textbook: Read the following sources:
Voyages in World History, Chapter 7: The Roman Empire and Rise of Christianity, 509 B.C.E.–476 C.E.
 Read Textbook Highlights.
 Skim chapter for the characteristics of ancient Rome and early Christianity
 Read sections relating to discussion questions more carefully (i.e., read with a purpose)....
The Human Record, “Christianity.” pp. 197-203.
Online Resources: Read or view the following sources:
 PPT: Ancient Rome
 Pax Romana
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Roman Republic: How was the government of the Roman Republic organized? What was the
objective behind this kind of government structure?
2. Conquered Peoples: Discuss the many ways Rome had for treating conquered peoples,
including full citizenship rights, dependent states status, and division into military districts.
3. Collapse: Discuss the military, economic, physical, religious, and social pressures that
weakened the Roman Empire and forced the west to collapse.
20
Developing Insights: In the Gospel of Matthew, how did Jesus emphasize the spiritual relationship of
each believer to God? How did he regard Judaism, especially the Law of Moses? How did he claim that
his teachings completed or perfected the Law of Moses? Paul’s Epistle to the Romans centers on the
issue of how one becomes righteous in the eyes of God. According to Paul, can the Law of Moses or any
other law put one right with God? What role does faith play in this regard? Are these two works
compatible with one another on the subject of the law?
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 it 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?
150
MID-TERM EXAMINATION
210
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 17
WEEK 10 – March 16-22, 2015
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
HINDU AND BUDDHIST STATES
Textbook: Read the following sources:
Voyages in World History, Chapter 8: Hindu and Buddhist States and Societies in Asia, 100–1000
 Read Textbook Highlights.
 Skim chapter for an overview of Hindu and Buddhist states,
 Read sections relating to discussion questions more carefully (i.e., read with a purpose).....
The Human Record, “Transcendental Reality” pp. 67-79.
Online Resources: Read or view the following sources:
 PPT: Ancient Religious Traditions
 Video: Hinduism and Buddhism
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. India: Describe the rise of Hinduism and its relationship to the political states of north and south
India. Compare the empires of the Kushan and Chola and their relationship to Hinduism and
Buddhism. Discuss how the empires differed politically and economically, emphasizing the
geographic differences of north and south India.
2. Buddhism: Discuss the introduction of Buddhism into China and how it was modified to suit the
Chinese culture. How was Buddhism introduced into the Korean kingdoms and Japan? Compare
the difficulties Buddhism faced in these areas with the difficulties it faced in converting the
Chinese.
3. Tang Dynasty: Describe the innovations of the Tang dynasty to the economic, legal, religious, and
educational systems of China. Discuss the factors that caused the slow decline of the Tang
dynasty.
20
Developing Insights: Based on your reading of “Transcendental Reality,” what assumptions and values
do Brahminical Hinduism and Buddhism share? Where do they differ? Which are more significant, the
similarities or differences? What conclusions can you draw from your answers?
20
Making Connections: Humanism’s focus is on human beings, and their creative expressions and
potential. In what ways do Hinduism and Buddhism take a humanistic approach, if any?
60
TOTAL
SPRING BREAK: MARCH 23-29, 2015
History 1033: World Civilizations to 1500 Online Syllabus
Page 18
WEEK 11 – March 30-April 5, 2015
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
ISLAMIC EMPIRES
0
Textbook: Read the following sources:
Voyages in World History, Chapter 9 : Islamic Empires of Western Asia and Africa, 600–1258
 Read Textbook Highlights.
 Skim chapter for an overview of Islamic empires.
 Read sections relating to discussion questions more carefully (i.e., read with a purpose).
Online Resources: Read or view the following sources:
 PPT: Islamic Civilization
 Video: A Child’s Kingdom (You may need to download and install Real Player to view this video.
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Islam: Describe how Muhammad integrated pre-Islamic beliefs—Arab, Zoroastrian, Jewish,
and Christian—into his new religion. Discuss the “Five Pillars of Islam" and their role in the
daily life of Muslims. What were the social changes that Muhammad presented to his followers?
2. Muslim Conquests: Describe how Muslims conquered the Arabian Peninsula, Egypt, much of
North Africa, and the Sasanian Empire in Persia. What was the relationship between the
Muslims and the conquered peoples, including slavery? Discuss how taxation might have
encouraged conversion to Islam.
3. Abbasid Empire: Describe Abbasid Baghdad and the technological and cultural developments
that were established there. Discuss the class divisions in Abbasid society and how they
differed from other cultures of the time. What was the role of slavery in the Abbasid Empire?
Why did the Abbasid Empire collapse?
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: One does not have to be a serious student of history to have heard about the
division of Islam into Sunni and Shiite. Discuss the many causes that led to this division. Using
contemporary news reports and commentary, evaluate the extent to which Sunni and Shiite opponents
dictate events in the Middle East today.
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 19
WEEK 12 – April 6-12, 2015
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
EUROPEAN CENTERS
0
Textbook: Read the following sources:
Voyages in World History, Chapter 10: The Multiple Centers of Europe, 500-1000
 Read Textbook Highlights.
 Skim chapter for characteristics of European culture during this period..
 Read sections relating to discussion questions more carefully (i.e., read with a purpose).
The Human Record, “The Mosaics of San Vitale,” pp. 305-308.
Online Resources: Read or view the following sources:
 PPT: The Byzantine Empire
 PPT: Charlemagne
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. Byzantine Empire: What methods did Justinian and Theodora use to achieve the imperial goal in
the East of unity (i.e., to centralize the government and impose legal and doctrinal conformity)?
How did the Iconoclast Controversy interfere with this goal? What contributions did the Byzantine
Empire make to Western Europe?
2. Charlemagne: Discuss how Charlemagne, “by the sword and the cross," became master of
Western Europe. Explain how, through his enlightened leadership, the roots of learning and order
were restored to Medieval Europe. What were the political, economic, and cultural achievements
of the Carolingian renaissance?
3. Vikings: Discuss the Vikings and why they were successful as raiders. What political, economic,
and cultural effects did their raids have on Western Europe?
20
Developing Insights: In the “Mosaics of San Vitale,” Theodora’s mosaic places her into a definite
space (an imperial palace or possibly a church). Justinian’s mosaic lacks any spatial points of reference.
Does this seem significant? If so, how do you interpret the emperor’s lack of specific place? Based on
these two mosaics, describe the place that Empress Theodora apparently held within the empire. What
was her theoretical position? What do you think were her actual powers? Two titles borne by the
emperor of Constantinople were isopostolos (peer of the apostles) and autokrator (sole ruler of the
world). Does the San Vitale mosaic of Justinian symbolize either or both of these titles?
20
Making Connections: Compare the role of religion in Byzantine, Islamic, and western European
societies. Did religion serve as a unifying or a divisive force? In a diverse society like the United States,
does religion play a similar role? Or does it serve other purposes?
60
TOTAL
History 1033: World Civilizations to 1500 Online Syllabus
Page 20
WEEKS 13 – April 13-19, 2015
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
CHINA’S COMMERCIAL REVOLUTION AND THE MONGOLS
0
Textbook: Read the following sources:
Voyages in World History, Chapter 12: Commercial Revolution, ca. 900–1276
Voyages in World History, Chapter 14: The Mongols and their Successors, 1200–1500
 Read Textbook Highlights.
 Skim chapters for the characteristics of the commercial revolution and the Mongols.
 Read sections relating to discussion questions more carefully (i.e., read with a purpose).
Online Resources: Read or view the following sources:
 The Mongols in World History
 The Mongol Empire
 Painful Memories for China's Footbinding Survivors
 Video: Chinese Footbinding
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1.
20
2.
3.
Chinese Commercial Revolution: Discuss how the shift in population to the south in China led
to a change in agriculture and to an increase in the population. Describe the changes in the
Song economy, including the shift to a cash economy, the increase in foodstuffs available at
market, and the changes to iron production. Describe the invention of block and moveable type
printing, and how they changed education and literacy, particularly what they meant for
women's education.
Mongols: Discuss the nomadic nature of pre-Chinggis Khan Mongolian peoples and herding
lifestyle. Describe the basic religious principles of the Mongols and how they easily merged
Christianity into those beliefs. Describe the basic social class structure of the Mongols and how
they divided labor by gender.
Mongol Empire: Discuss the rise to power of Chinggis Khan and how his reorganization of the
Mongol warriors made them more successful at conquering people of larger populations.
Analyze the internal cultural and political rivalries that led to the collapse of the Mongol
empire. Discuss the rise of the Ottomans, and compare their empire to the Mongol states.
20
Developing Insights: 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.”
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 21
WEEK 14 – April 20-26, 2015
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE COMMERCIAL REVOLUTION EUROPE
0
Textbook: Read the following sources:
Voyages in World History, Chapter 13: Europe's Commercial Revolution, 1000–1400
Read Textbook Highlights.
Skim chapters for the characteristics of the commercial revolutions.
Read sections relating to discussion questions more carefully (i.e., read with a purpose).....
Online Resources: Read or view the following sources:
 PPT: The Middle Ages
 PPT: The Crusades
 PPT: The Calamitous 14th Century
20
Grasping the Basic Facts: Based on your group assignment, respond to ONE of the following
questions:
1. European Commercial Revolution: Discuss how the introduction of crop rotation, iron plows, and
water mills in Western Europe led to higher crop yields and to an increase in population. Discuss
the changes in the social order that occurred after 1000?
2. Crusades: Discuss why Christians of Western Europe went on Crusade, and how the Crusades
changed the relationship between western Christians, Byzantines, and Muslims.
3. 14th Century: Discuss how the Black Death, Hundred Years' War, and Great Schism reshaped the
political and social culture of Europe in the 14th century..
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: Using your knowledge of World Civilizations 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
History 1033: World Civilizations to 1500 Online Syllabus
Page 22
WEEK 15 – April 27-May 3, 2015
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
MARITIIME EXPANSION
Voyages in World History, Chapter 15: Maritime Expansion in the Atlantic World, 1400–1600
Voyages in World History, Chapter 16: Maritime Expansion in Afro-Eurasia, 1500–1700
 Skim chapters for the characteristics and surrounding developments of maritime expansion.
 Read sections relating to discussion questions more carefully (i.e., read with a purpose).
0
Online Resources: Read or view the following resources:
 PPT: The Art of the Italian Renaissance
 PPT: The Roots of the Protestant Reformation
 PPT: Martin Luther and the Protestant Reformation in Germany
 PPT: The Catholic Reformation
 The Relationship of Protestantism, Capitalism and Democracy
 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. Humanism: Discuss how humanism differed from traditional scholasticism and what the ultimate
goal of humanist scholars was. Describe how the invention of moveable type by Gutenberg
changed how Europeans thought about texts and what that meant for humanism. Discuss the
motivations of Henry the Navigator in promoting exploration in fifteenth century Europe.
2. Protestant Reformation: Discuss how the new ideas of Luther, Galileo, and Kepler challenged the
intellectual authority of the Catholic Church. How did the Church respond? How did the Protestant
and Catholic Reformations affect European expansion?
3. European Conquests: How did the arrival of Europeans in the Americas transform native cultures
and religious practices? Describe how weapons, disease, and local politics were all used by the
Spanish to conquer Native Americans. Discuss the impact that the Columbian Exchange had on
Europe, the Americas, and Africa.
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., 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?
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).
150
FINAL EXAMINATION
210
TOTAL