Western Civilization
Mr. Noble
Room 220
2009-10
Syllabus Packet
“The quantity of civilization is measured by the quality of imagination.”
-- Victor Hugo, Les Miserables -- French dramatist, novelist & poet
Contact Information
503.534.2313 ext. 4925
email: noblem@loswego.k12.or.us
web: http://loh.loswego.k12.or.us/noblem
Mr. Noble
Western Civilization: Syllabus Packet 2009-10
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“I am not an Athenian or a Greek, but a citizen of the world.”
~ Socrates, Greek philosopher in Athens
Supplies:
Please bring the following supplies to class every day: Textbook, Paper and a Pen (Blue or Black).
Also, be prepared to bring colored pencils, highlight pens and rulers as required on periodic projects
Distribution
Assessment:
Scale
Categories
Exams/Quizzes
Individual Projects
Team Projects
Critical Reviews
Daily Activities/Assignments
Weight
25%
15%
15%
15%
15%
Punctuality/Preparation/Participation 15%
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
*10%
Semester & Final Exams
*applied to semester average
Exams/Quizzes
Individual Projects
Team Projects
Critical Review
Daily Activities
PPP
Letter
A
AB+
B
BC+
C
CD
F
Percentage
95-100
90-94.9
88-89.9
83-87.9
80-82.9
78-79.9
73-77.9
70-72.9
60-69.9
59.9 & below
- Various formats: essay, multiple choice, short answer, matching, &/or demonstration/performance, etc.
- Each student will complete various individual projects during both semesters.
- Many classroom activities will be team-oriented. You will receive team and individual grades for large team projects.
- (see attached) Students will write occasional Critical Reviews of readings &/or films.
- Includes writing, reading, debates, simulations, role-playing, guest speakers, video, technology and presentations.
- Students will be assessed for punctuality, preparation (e.g. supplies, readings, daily assignments etc.) and for
participation (e.g. discussions, contributions to team assignments, active participation during in-class events, etc.).
Late Work:
Remember all assignments are due at the beginning of class.
In addition, if absent (excused) on due date, must submit any assignment(s) due during absence immediately upon return.
Make up Exams: For excused absences only: See above. It is your responsibility to re-schedule immediately upon return.
The development, reinforcement, and integration of various critical skills, knowledge, understanding and
Course Goals:
broadened perspectives regarding (the)…
Effective writing, public speaking, critical thinking, problem solving, and team building.
Higher-level thinking -- including evaluation and synthesis of key concepts, relationships and paradoxes.
Integration and application of technology within various projects.
Basic concepts relating to history, civilization and culture.
Key regional characteristics and cultural diversity shaping/defining Western Civilization.
Complex relationships between/behind the growth, diffusion & decline of cultures, regions, nations and civilizations.
Role/value of art, architecture, music, literature, philosophy, science & medicine in developing Western Civilization.
Nature, types and evolution of military tactics, strategy and technology.
Rise, power and impact of Ancient Egyptian and Mesopotamian empires.
Greek and Roman cultural, economic & political influences upon the ideologies of “The Western World.”
Legacy of the Muslim Empire and the Crusades.
Key leaders & cultural traits of the Middle Ages/Medieval Europe.
Development, growth and significance of the Renaissance and Reformation in shaping Western Civilization.
Role and value of letters, memoirs and fiction in world history studies.
Research methods and resourcefulness, including multimedia and the Internet.
Social Science-related careers.
Pursuit of Excellence.
Course Synopsis:
Western Civilization (WCV) begins with general introductions of civilization. The course will then trace the development, diffusion and impact of world
cultures, peoples and events upon Western Civilization. Our journey will include all of the following (but not limited to) Mesopotamia, Ancient Egypt,
Ancient Greece, Ancient Rome and the Roman Empire, the Byzantines, the Muslim Empire, the Middle Ages/Medieval Europe, the Renaissance, and the
Reformation. Our focus will be humanities-based, viewing the culture, art, architecture, music, philosophy, religions, political and military institutions,
and literature. There will also be a strong emphasis on historical paradoxes and the connections between past and present. WCV is an excellent
opportunity for students to gain a greater understanding of our collective Western roots.
History & Geography
Civilization
Mesopotamia
Mr. Noble
Ancient Egypt
Ancient Greece
Roman Civilization
Byzantine Empire
Muslim Empire
Medieval Europe
Western Civilization: Syllabus Packet 2009-10
Renaissance
Reformation
2
Course Activity Overview:
Western Civilization (WCV) is activity-based, with an applied learning focus. Activities include Build-a-Better-Civilization, Portland Art Museum
presentations, artistic & architectural projects, guest speakers, role-playing, think tanks, interviews, simulations, presentations, team and individual
projects, film studies, discussions and debates. Analytical writing, inquiry, logic, critical thinking, problem solving, reading, public speaking, the effective
& the relevant use of technology are additional, significant features of WCV.
Regular use of our classroom website ( http://loh.loswego.k12.or.us/noblem/index.html ) is a vital component of this course.
Students may access our site from home, school, public library, etc.
CLASSROOM EXPECTATIONS
RESPECT
ACTIVE LISTENING
CREATIVITY
CREATIVITY
QUALITY
INITIATIVE
INQUIRY
LOGIC & REASON
PREPARATION & PLANNING
PARTICIPATION
PUNCTUALITY
PERSEVERENCE
ORGANIZATION
INDEPENDENCE & INTERDEPENDENCE
COMPLETENESS
HONOR & INTEGRITY
ACHIEVEMENT
Mr. Noble
Western Civilization: Syllabus Packet 2009-10
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COURSE OUTLINE
Units
ii.
Intro
1. History/Geography
2. Civilization
<Subject-to-Change>
Topics/Readings
Activities
Classroom Fundamentals
Design and Expectations
Journals, Critical Reviews
Writing Samples
Pre Test
Learning Styles
Including (but not limited to) the following topics:
Physical/Human Variations of Places and Regions
Effects of Technology, Migration and Urbanization
Human Modifications of the Physical Environment
Global Impact of Human Actions
Including (but not limited to) the following topics:
Culture & Civilization, Diffusion & Assimilation,
Diversity & Commonalities, “Western Civilization”
Vocabulary, Skills, Unit Quizzes/Exams
Various Skills, Concepts, Objectives, Readings, and
Engagements as assigned.
Vocabulary, Skills, Unit Quizzes/Exams
Various Skills, Concepts, Objectives, Readings, and
Engagements as assigned.
Breakdown
Including (but not limited to) the following topics:
Vocabulary, Skills, Unit Quizzes/Exams
River Valley Civilizations, City-States, Sumerians,
Various Skills, Concepts, Objectives, Readings, and
Akkadians, Assyrians/Babylonians, System of
3. Mesopotamia
Engagements as assigned.
Writing: Cuneiform, System of Law & Government: Cuneiform
‘Build-a-Better-Civilization’
Code of Hammurabi, Gilgamesh, Polytheism, etc.
Including (but not limited to) the following topics:
Vocabulary, Skills, Unit Quizzes/Exams
Nile, Old Kingdom, Hieroglyphs, Gods/Goddesses, Various Skills, Concepts, Objectives, Readings, and
Pharaohs, Pyramids, Mummification, Afterlife,
4. Ancient Egypt
Engagements as assigned.
Middle/New Kingdoms, Military, Canaanite
Guest Presentation I: Portland Art Museum
Art Mini-Projects
Innovation, Hebrew Origins & Monotheism, etc.
Including (but not limited to) the following topics:
Vocabulary, Skills, Unit Quizzes/Exams
Mycenaeans, Persians, Dark Age, Olympics,
Various Skills, Concepts, Objectives, Readings, and
Mythology, Polis, Phoenicians, Sparta, Athens,
Engagements as assigned.
5. Ancient Greece
Culture, Golden Age, Wars, Empire, Innovation,
Profiles-in-Culture
‘Philosophy-of-Life’
Sophists, Tragedy, Classical Decline, Alexander,
Hellenistic Kingdoms, Legacies, etc.
Including (but not limited to) the following topics:
Vocabulary, Skills, Unit Quizzes/Exams
Creation Myth, Social & Religious Traditions,
Various Skills, Concepts, Objectives, Readings, and
Culture, Monarchy-to-Republic, Leaders/Figures,
Engagements as assigned.
6. Roman Civilization
Imperialism, Literature, Art, Architecture,
Construction Projects, Creation Myths, Debate
‘Livin’ the Life in Rome’
Government, Factional & Civil Wars, Downfall,
Semester Exam
Reorganizing & Christianizing, Legacies, etc.
Including (but not limited to) the following topics:
Vocabulary, Skills, Unit Quizzes/Exams
Transformation, Society, Literature, Frontier Wars,
Various Skills, Concepts, Objectives, Readings, and
7. Byzantine Empire
Culture, Religion, Politics, Iconoclasm, Medley of
Engagements as assigned.
Kingdoms in Western Europe, Legacies, etc.
Including (but not limited to) the following topics:
Vocabulary, Skills, Unit Quizzes/Exams
Pre-Islamic Mecca, Muhammad, Conflict & Growth, Various Skills, Concepts, Objectives, Readings, and
8. Muslim Empire
Fundamentals, Succession & Caliphates, Cultural
Engagements as assigned.
Expansion, Legacies, etc.
Profiles-in-Innovation
Including (but not limited to) the following topics:
Vocabulary, Skills, Unit Quizzes/Exams
New European Empire, Invasions, Commercial
Various Skills, Concepts, Objectives, Readings, and
Revolution, Church Reform, Revival of Monarchies, Engagements as assigned.
9. Medieval Europe
Crusades, Scholarship, Governments, Feudalism,
‘Middle Aged ‘
Debate: Past-to-Present
High Culture, Art/Architecture, Crises, Plague,
‘Day-in-the-Life-of-a-Monk’
Spiritual Authority, Social Order, Legacies, etc.
Including (but not limited to) the following topics:
Vocabulary, Skills, Unit Quizzes/Exams
Widening Intellectual Horizons, Printing, Revolution inVarious Skills, Concepts, Objectives, Readings, and
of the Arts, Social Hierarchy, the State & the Art of
Engagements as assigned.
10. Renaissance
Politics, Exploration & Expansion, Profiles & Samples of
Guest Presentation II: Portland Art Museum
Select Contributors to Art, Architecture, Music, and
Literature, Legacies, etc.
Including (but not limited to) the following topics:
Vocabulary, Skills, Unit Quizzes/Exams
Crisis of Faith, Christian Humanism, Protestant
Various Skills, Concepts, Objectives, Readings, and
Reformers: Luther/Zwingli/Calvin, Reshaping
Engagements as assigned.
11. Reformation
Society, Struggle for Mastery: The Court/
Final Exam
Knights/Wars, Continuing Reformation: Catholic
Renewal & Missionaries, Legacies, etc.
Textbook: The Making of the West: Peoples and Cultures. 2nd Edition. Hunt, Lyn, et al. Bedford/St. Martins: New York and Boston. 2005.
Online Text Link: http://bcs.bedfordstmartins.com/hunt/default.asp?uid=0&rau=0
In addition, students will be assigned readings from various other sources.
“I think it would be a good idea.”
~ Mahatma Gandhi, when asked what he thought of Western Civilization
Mr. Noble
Western Civilization: Syllabus Packet 2009-10
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CRITICAL REVIEWS
One of your semester requirements will include writing an occasional formal Critical Review of articles, books and/or films.
This is not an “old school” book report or movie review. You will be reviewing and critiquing your selection…in depth.
I am least interested in the summary…and most interested in your analysis of the thesis, how it is exemplified, its strengths/weaknesses
and how it applies to our studies. Remember: specifics are good, details are good, “skimming the surface” is…well...not good.
See Critical Review guidelines below for components, sequence, points-of-emphasis, etc.
Guidelines:
Bibliographic Information
Summary
On a Cover Page, identify the Title, Author/Screenwriter, Print/Production Date.
Begin with an Introduction…briefly and clearly summarize the article/book/film in
one-half page.
Thesis
What point is the author/screenwriter trying to make…what is the purpose of the
book/film?
Examples
Use three (3) specific examples from the article/book/film to show how the writer
proves his/her thesis. Show how each example applies to the relevant major
components from our current studies. <three separate paragraphs>
Evaluation
Does the (screen) writer convince you of his/her thesis? Why/Why not? Are there
any flaws or weaknesses in the thesis? Explain. What are the good/bad technical
points of the article/book/film? Use specific examples to defend your evaluation.
Characterization
If your article/book/film has any characters, identify three of the main ones…and
discuss the role(s) they play in the article/book/film. <one or three separate
paragraphs, with a minimum of 4-5 sentences for each character>
Recommendation
Would you recommend this article/book/film? Why/Why not?
Lesson/Message
Did you learn anything new from the article/book/film? Explain.
What was the most interesting and important lesson or message?
Helpful Hints:
1)
2)
3)
Scoring will focus on depth of content & analysis, grammar, format, spelling, organization, completeness and neatness.
Here’s a tip: “Spell Check” is not foolproof…a good human editor is best. Check your work with another “set of eyes.”
Papers will be typed, double-spaced, Times New Roman 12 font/size, 1” margins top/bottom and sides.
“History is the version of past events that people have decided to agree upon.”
~ Napoleon Bonaparte, French general & politician
Mr. Noble
Western Civilization: Syllabus Packet 2009-10
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Syllabus/Course Agreement
Please read, sign, date, detach and return this agreement to:
Mr. Noble, no later than Wednesday, September 16, 2009.
Thank you.
STUDENT
I, ____________________________ have carefully reviewed all of the attached information and clearly understand the expectations for
this course. I have also discussed these guidelines with my parent(s)/guardian(s). I accept my responsibilities to follow the classroom
and course expectations and to make a full effort toward achievement, while successfully completing this course.
______________________________________________ _______________
Student Signature
Date
PARENT/GUARDIAN
I, the undersigned parent/guardian of the above-named student, have carefully reviewed all of the information in this course syllabus
and clearly understand the class expectations for my son/daughter. Furthermore, I have discussed the Course Syllabus with my
son/daughter. I agree to encourage their efforts, and accept the standards and expectations described in the attached Syllabus
guidelines. NOTE: Please e-mail: noblem@loswego.k12.or.us if you have any questions.
______________________________________________ _______________
Parent/Guardian Signature
Date
Please detach this page and return – signed/dated – no later than Wednesday, September 16, 2009.
Mr. Noble
Western Civilization: Syllabus Packet 2009-10
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