HIST 1131For Majors Only
Fall, 2012
Dr. Aran MacKinnon, Office: Humber White House
Tel: O: (478) 445-5211; E-mail: aran.mackinnon@gcsu.edu
Office hours: T/TR, 9:00-11:00; W, 10:00-12:00 or by appointment.
Lectures: T/TR 12:30-13:45, Arts and Sciences 140
Course Description and Learning outcomes: This is an introductory survey course on selected
topics in the history of major world civilizations that have shaped the foundations of our modern
world. From the origins of humans in Africa to the age of discovery, we will explore how
societies emerged, developed and interacted to create a synthesis of “civilization”. The course
will introduce students to basic historical enquiry and prepare them to execute the oral and
written presentation of ideas. This will prepare students to write about and discuss their
understanding of the forces which shaped our world in order for them to live and work more
effectively in it. Students who successfully complete this course will be able to demonstrate their
understanding, through written and verbal communications, of important themes in world history
including those related to: environment, social stratification and gender relations, urbanization,
warfare, technology, philosophy, government and the state, religion, economics and culture.
Students who successfully complete this course will be able to conduct basic research and be
able to prepare for class discussions. They will also develop basic map reading skills and be able
to demonstrate an understanding of the importance of the geographic and environmental context
of world history.
Specific measurable learning outcomes this course will prepare students to:
1. Identify, explain and apply in written and oral analyses appropriate historical terms and
concepts.
2. Identify, compare and contrast the emergence of various world cultures and their
respective historical contexts, including the various environmental, social, economic and
political developments.
3. Identify and explain the differences among written primary, secondary and oral sources.
4. Develop discipline specific writing skills that apply and meet conventional standards for
English language use through the planning and writing of document reports, reflective
assignments, and essay responses on exams.
5. Analyze and explain the interconnectedness of select world civilizations and the
historical contingencies that shaped them.
Detailed learning outcomes for this course may be found at:
http://rome.gcsu.edu:8090/4DCGI/SACS/CourseDetail/HIST1131
This is a lecture and discussion-based course. Students should note, however, that reading and
writing are essential parts of the course. READ. READ. READ. Students are expected take
notes in class and from the assigned readings and to fulfill reading assignments in order to follow
the course, participate in discussions and complete assignments. The texts and assignments are
designed to provide students with a basic understanding of the course. They are by no means an
exhaustive list of what you should be reading. Students are expected to ATTEND ALL
LECTURES AND CLASS Periods. Failure to do so will adversely affect your grade. Students
who miss more than five (5) classes may receive a failing grade (F) for this course. Students are
responsible for any and all work they have missed. The professor will not provide lecture notes
as this would undermine students’ ability to gain invaluable practice in synthesizing written and
verbal material into their own cogent notes. We will be covering material in the lectures which is
not available in the texts, and class discussions are vital to the course so attending class is
essential. Exams and quizzes may include multiple choice, short essay and map/visual based
questions. No make-ups for missed exams or quizzes will be granted except for cases of
verifiable and documented health matters or official GCSU business. Students MUST
inform and provide the instructor with documentation in advance of any absence and make
arrangements to take any quizzes or exams at an alternate time set at the discretion of the
instructor.
Required texts:
MacKinnon, A., and McClarnand MacKinnon, E., Places of Encounter, Vol. I, to 1600
(Westview) See references below to “PE.”
Standage, T., A History of the World in 6 glasses (Walker Publishing) See references to “S”
elow.
S. Hamdun and N. King, Ibn Battuta in Black Africa (Markus Wiener) See references to
“Battuta” below
R. Narayan, The Ramayana, (Penguin) See references to Ramayana below
Murasaki, S., (Translated by Waley, A.) The Tale of Genji, Dover Thrift. See “Genji” below
Additional online documents will be shown as links below.
Document Sourcebook at: http://www.fordham.edu/halsall/ancient/asbook.html and
http://www.fordham.edu/halsall/mod/modsbook.html
Please note that all readings are to be completed by the class date noted below
GRADING AND ASSIGNMENTS
Grade Scale
A = 90% and above
B = 80-89 %
C = 70-79%
D = 60-69%
F = below 60%
Grading criteria for each assignment and related criteria noted below:
-Fails to meet minimum expectations: Below 60%, F
-Meets minimum expectations in 3 out of four criteria: 60-69%, D
-Satisfactorily meets minimum expectations of all four criteria: 70-79%, C
-Significantly exceeds expectations in at least three areas and meets the minimum in the fourth:
80-89%, B
-Significantly exceeds expectations in all four criteria: 90% and above, A
Google Earth or Aramco World Tour analysis: 15%
Document reviews: 30% (15% for each of 2)
Mid-term/First Exam: 25%
Final Exam 30%
Some assignment dates noted in the syllabus are provisional and subject to change. From time
to time, the instructor may need to change dates of assignments. Students are responsible for
noting any changes made by the instructor and fulfilling their responsibilities on the dates the
instructor indicates. Students are responsible for coming to each and every class and they
should not schedule anything that may conflict with this responsibility. You must write the
exams in the time periods noted below (unless advised otherwise by the instructor) No rewrites will be granted for any exams or assignments missed unless in case of a verifiable and
documented UWG business or a health matter.
Assignments
Explorer Assignment:
Students will have to conduct a self-guided, or guided, online exploration of a specific historical
place. You will need to explore the foundations, connections and significance of the place, and
write up a report. You may explore one of the three locations of virtual walking tours (Alhambra
Mosque, Suleymaniye Mosque or Dome of the Rock) at the Aramco World website
http://www.saudiaramcoworld.com, or use Google Earth and locate a site from the regions we
have studied, and explore historically significant elements through this program. ALL SITES
must be APPROVED by the Instructor.
.
Each report must be 750-1000 words analyzing the following elements:
1. The historical context or setting: Where is the place you are analyzing, why is the
location important, how is it connected to other historically important developments
2. The predominant society/culture associated with the place, and evidence that shows their
unique imprint on the place. If there is more than one major society, explain the
relationship between/among them.
3. Consideration of how the place, buildings or cultures and societies changed over time,
and why.
4. Analysis of evidence the main themes of world history you discover such as religion,
social stratification, migration, competition and conflict, trade and cultural synthesis
Papers will be graded on the following rubric:
1. Analysis of the historical setting: Needs to include specific references from the texts or
documents used in the class: 25%
2. Analysis of the predominant culture and its place in world history. Was it related to a big
or small state, what role did any of the following play: religion, trade, empire-building,
warfare, economic development: 25%
3. How did the place change over time, what evidence did you see or can you point to show
this change: 25%
4. Overall format, clarity of writing, appropriate use of references and evidence from the
course, the site, and class: 25%
Document reviews
Each student will select two documents from among those covered by the due dates noted below,
read, analyze and write a brief review (750-1000 words each) of each which covers the following
elements:
1. Explanation of the historical context of the document. Consider the time and place the
document was written in. What sort of society is it associated with? What sorts of
economic and social activities did the people in the society engage in? What was the
nature of the environment they lived in?
2. Consideration of the sort of person who wrote the document. What type of person were
they in terms of their social, economic or political status? What sorts of skills or
resources did they have at their command?
3. Explanation of why the document was written, and who you think the intended audience
was. What purposes did it serve? What course themes such as gender or social
stratification does it connect with?
4. A brief synopsis of the main elements of the document. What story or issues does it
relate?
The reviews will be graded based on the following rubric: 25% each for the analysis of context,
analysis of historical voice and explanation of the purpose of the document; 25% for clarity of
writing and completeness of the synopsis.
Exams will be comprised of short answer, and short essay questions based on work covered up
to the exam. The exams will not be cumulative in coverage but will require reflection on
concepts, themes and approaches learned along the way. Each exam will be graded out of a
percentage. Grades will be evaluated on the basis of correctness of answers (50%), command and
use of material from the texts and class lectures (30%), clarity of argument (10%), quality of
written expression (10%).
A NOTE ON ACADEMIC HONESTY and other class policies
All students are expected to conduct themselves with honesty and to DO THEIR OWN WORK.
Cheating, in whatever form not only does a disservice to you, fellow students and the University
community, it is fraud and brings severe disciplinary action. I refer all students to the section on
Academic Honesty on the Georgia College Website. I reserve the right to fail any student for
academic dishonesty, and further disciplinary action may be taken.
-No electronic devices of any kind may be used during exams, tests or quizzes.
-Students who are late to class, or who leave early (based on the instructor’s determination of
time) will not be permitted to write any tests, quizzes or exams in that class period.
-NO CELL PHONES IN CLASS. Students who use their cell phones in class will be asked to
leave the class.
-There is no extra credit provided for this course.
-The instructor will not accept work that has been submitted for another course in this course.
-Students may use computers in class only for academically related work. All other uses of
computers will be deemed to be causing a disturbance.
-Students causing a disturbance or engaging in disruptive behavior (as deemed so by the
instructor and as defined by Georgia College policy, see below) will be asked to leave the class.
Persistent disruptions will result in the student being dropped from the class with a failing grade.
University Policies
All Georgia College Students are expected to adhere to the Honor Code. Please see:
http://www.gcsu.edu/studentlife/handbook/code.htm
Religious Observance Policy
Students are permitted to miss class in observance of religious holidays and other activities observed by a religious
group of which the student is a member without academic penalty. Exercising of one’s rights under this policy is
subject to the GC Honor Code. Students who miss class in observance of a religious holiday or event are required to
make up the coursework missed as a result from the absence. The nature of the make-up assignments and the
deadline for completion of such assignments are at the sole discretion of the instructor. Failure to follow the
prescribed procedures voids all student rights under this policy.
Assistance for Student Needs Related to Disability
If you have a disability as described by the Americans with Disabilities Act (ADA) and the Rehabilitation Act of
1973, Section 504, you may be eligible to receive accommodations to assist in programmatic and physical
accessibility. Disability Services, a unit of the GCSU Office of Institutional Equity and Diversity, can assist you in
formulating a reasonable accommodation plan and in providing support in developing appropriate accommodations
to ensure equal access to all GCSU programs and facilities. Course requirements will not be waived, but
accommodations may assist you in meeting the requirements. For documentation requirements and for additional
information, we recommend that you contact Disability Services located in Maxwell Student Union at 478-445-5931
or 478-445-4233.
Student Opinion Surveys statement
Given the technological sophistication of Georgia College students, the student opinion survey is being delivered
through an online process. Your constructive feedback plays an indispensable role in shaping quality education at
Georgia College. All responses are completely confidential and your name is not stored with your responses in any
way. In addition, instructors will not see any results of the opinion survey until after final grades are submitted to the
University. An invitation to complete the online opinion survey is distributed to students near the end of the
semester. Your participation in this very important process is greatly appreciated.
Academic Honesty
The integrity of students and their written and oral work is a critical component of the academic process. The
submission of another’s work as one’s own is plagiarism and will be dealt with using the procedures outlined in the
GC Catalog. Remember that allowing another student to copy one’s own work violates standards of academic
integrity.
Fire Drills
Fire drills will be conducted annually. In the event of a fire alarm, students will exit the building in a quick and
orderly manner through the nearest hallway exit. Learn the floor plan and exits of the building. Do not use elevators.
If you encounter heavy smoke, crawl on the floor so as to gain fresh air. Assist disabled persons and others if
possible without endangering your own life. Assemble for a head count on the front lawn of main campus or other
designated assembly area.
Weekly Assignments and lectures:
14 Aug: Introduction and Course Handouts: What is world history; Course themes
16 Aug: Sources, oral traditions and the writing of history; http://www.bowdoin.edu/writingguides/
Alun Munslow: “What is history”
http://www.history.ac.uk/ihr/Focus/Whatishistory/munslow6.html
21 Aug.: Becoming human: DNA and the evidence; inheritance vs. learning
23 Aug.: Emergence of Human Communities: Subsistence foragers.
(PE chps 1 and 2)
28 Aug.: Agricultural revolution and the quest for food surplus: The case of Göbekli Tepe;
30 Aug.: Surplus: The key to civilization?
Göbekli Tepe Readings:
http://ngm.nationalgeographic.com/2011/06/gobekli-tepe/mann-text
http://www.smithsonianmag.com/history-archaeology/gobekli-tepe.html
http://video.nationalgeographic.com/video/the-magazine/the-magazine-latest/ngm-gobekli-tepeartwork/
4 Sept.: Domestication: Plants, Animals and Beer: Farming society (S chps. 1 and 2)
6 Sept. What is “civilization”? Urbanization and States. The First Civilizations: States and Social
Stratification Urbanization: Mesopotamia, Babylon and Egypt (PE, chp. 3)
Readings: Places of Encounter, chapter 3; Standage chps. 1, 2 Beer in Mesopotamia.
11 Sept. Interpreting the evidence: Writing, documents and voice
13 Sept. Law, Hierarchy and Gender in primary sources ***First Document Analysis Due***
Readings: Online documents
1. Sumerian Inscription Umma and Lagash http://www.piney.com/BabUmmLag.html
2. Enki and the World Order: A Sumerian High God http://www.mircea-eliade.com/fromprimitives-to-zen/016.html
3. Papyrus Lansing found online at:
http://www.u.arizona.edu/~afutrell/w%20civ%2002/paplansing.html
4. Hatshepsut http://touregypt.net/historicalessays/hatshepsut.htm
5. Hammurabi’s Code found at http://eawc.evansville.edu/anthology/hammurabi.htm
18 Sept. New economies of Trade, Empire and synthesis: The Greeks
20 Sept. The Phoenicians and the Romans
Readings: PE chps. 4 and 6
25 Sept. The Mediterranean and wine: in Vino Veritas,
27 Sept. ***First Exam***
Readings: S, chps. 3 and 4.
2 Oct. India: spiritual geography
4 Oct. India oral traditions, religion and social hiearchy
Readings: Dalrymple Handout: “Homer in India” and PE chp. 10
Documents:
1. The Laws of Manu
http://www.fordham.edu/halsall/india/manu-full.html
2. Prince Siddartha Encounters Old Age, Sickness, and Death http://www.mirceaeliade.com/from-primitives-to-zen/225.html
3. Buddha:
First
Sermon
The
Middle
Path
http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/bud-ser1.html
9 Oct. ***Fall Break***
11 Oct. India. The epic Ramayana
Readings: The Ramayana
16 Oct China: Trade and Culture, PE, chp. 5
4 Oct. China Political philosophies
Readings: PE chp. 5
18 Oct. Mediterranean primary sources *** Second Document analysis due***
20 Oct. Asian primary sources
Readings: Primary sources linked below:
4. Aristotle, Politics - Excerpts, Book III
(http://wadsworth.com/history_d/special_features/ilrn_legacy/wawc1c01c/content/wciv1/reading
s/aristotle_pol3.html)
5. Herodotus:
Persians
Reject
Democracy
(http://www.fordham.edu/halsall/ancient/herodotus-persdemo.html)
6. Tao Te Ching: http://academic.brooklyn.cuny.edu/core9/phalsall/texts/taote-v3.html
7. Han
Fei,
Legalist
Views
on
Good
Government
http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_1/hanfeitzu.html
23 Oct. Europe and Asia: Byzantium to Islam
25 Oct. Islam and global Connections
Readings:
PE
chps
7
and
8
http://www.fordham.edu/halsall/source/sunnah-horne.html
and
The
Sunnah
31 Oct. Islam in Africa
1 Nov. Islam, scholars and travelogues
Readings: PE chp 9 and Ibn Battuta in Black Africa
6 Nov. Medieval trade and empire: Samarkand
8 Nov. Medieval trade and empire: Venice
Readings, PE chps 11 and 12
13 Nov. Courtly life, love and decadence in medieval Japan
15 Nov. ***Explorer assignment/presentations due***
Readings: The Tale of Genji
20 Nov. Explorer presentations
22 Nov. Thanksgiving break
27 Nov. The Atlantic World and European conquest,
29 Nov. Conclusion and Review for Final Exam
Readings: PE chp. 13, S, chp. 6 and documents:
1. C. Columbus’ journal
http://www.fordham.edu/halsall/source/columbus1.html
2. An Aztec account of the conquest of Mexico
http://www.fordham.edu/halsall/mod/aztecs1.asp
3. Bartolomé de las Casas A short account of the Destruction of the Indis
http://www.gutenberg.org/files/20321/20321-8.txt
FINAL EXAM Friday, Dec 7, 2012 10:30 am-12:45 pm
N.B. All students must write the exams at the times and dates specified. No exceptions will be made for other
than verifiable medical excuses. No make-up exams or quizzes will be provided and a grade of A0" (zero) will
be recorded for any missed assignments or exams. Late assignments will not be accepted. THIS SYLLABUS
IS SUBJECT TO CHANGE. PLEASE CHECK WITH THE INSTRUCTOR DIRECTLY ABOUT ANY
POSSIBLE CHANGES. It is the student’s responsibility to note changes.