History 112: Western Civilization
I (to 1500)
Fall Semester 2011
Section D, 10:00 – 10:50 MWF
Section F, 11:00 – 11:50 MWF
Instructor:
Dr.
John Moser
Andrews
119
(419)
289-5231
Office
Hours: 1:00 – 3:00 Tuesdays and Thursdays, or by appointment
Required
Reading:
Brian
A. Pavlack, A
Concise Survey of Western Civilization: Supremacies and Diversities throughout
History, vol. I: Prehistory to 1500 (Lanham, MD: Rowman
& Littlefield, 2011), ISBN 1442207825.
Coursepack
(to be distributed electronically)
Course
Description:
This
course will introduce students to the most important events, individuals, and
ideas in the history of Western Civilization, from its beginnings to roughly
1500. At the same time, however, it
seeks to go further. Over the semester
we will focus on a number of important issues, including: the origins of
civilization; the development of Hebrew monotheism; the rise of citizenship and
philosophy in ancient Greece; the rise and decline of the Roman Empire; the
birth of evolution of Christianity; medieval politics, culture and society; and
finally the Renaissance and the birth of the modern age.
Course
Objectives:
1)
To provide the
basic facts about the evolution of Western Civilization from its origins
through the Renaissance, with an emphasis on showing how change occurs over
time.
2)
To enable
students to use facts as “raw material” in making coherent arguments about the
past.
3)
To enhance
students’ capacity to grapple with difficult texts through daily reading assignments.
4)
To develop
students’ ability to communicate in both oral and written form, through class
discussion and brief written assignments.
Course
Policies:
The
following factors will make up your final grade—
These
exams will be a combination of essay questions, identifications (short-answer),
and map identifications (that is, I will ask you to point out cities,
countries, rivers, etc., on a blank map of Europe). The essays will require you to marshal facts
to answer questions on broader historical themes. An example might be, “Did moral decline bring
about the end of the Roman Republic?” or “Why did feudalism last as long as it
did?” You will be asked to make an
argument; you will not be graded so much on what stand you take, but rather on
your ability back up your position with historical evidence.
The
exams are scheduled for Monday,
September 24 and Wednesday, October
31. Alternate exam dates will only
be set in case of medical emergency (with documentation required). You will be required to bring bluebooks in
which to write your answers.
Final Examination (20%)
The
university has scheduled the final for Section D for Monday, December 10, from 1:30 to 3:30 p.m., and for Section F for
Friday, December 7, from 1:30 to
3:30 p.m. An alternate exam date will be
set in case of medical emergency (with documentation required). As with the midterm, the final will be a
combination of essay and identification, and bluebooks will be required.
Ten
Quizzes (10%)
Over
the course of the semester I will give a series of pop quizzes, made up of
questions taken directly from the assigned readings for that day. The purpose of these quizzes will be simply
to make sure that you are keeping up with the reading; they will therefore be
fairly straightforward, with multiple choice or true-false questions. There will be twelve quizzes given, but only
the best ten scores will be counted.
Two
Writing Assignments (20%)
Each
student is required to write two brief (1000-1500 word) essays dealing with a
particular question concerning the history of Western Civilization. The dates on which these papers will be due
depends on which questions you choose to answer. Each class session will be devoted to a
specific “main question” which may be found on the Course Schedule below; for
example, the question for August 27 is, “What were the main problems that came
along with the rise of human civilization?”
If you choose to write an essay
in response to this question, it will be due on that date. You are free to choose any two questions you
wish. However, everyone will have to turn in one essay on or before
Wednesday, October 17, and one after that date. I will not accept late papers.
These
essays are designed to allow you to demonstrate that you understand the
readings and their historical importance, and that you are able to communicate
those ideas in writing. They will not
involve additional research on your part, so footnotes and bibliography are unnecessary,
but they will require you to study and reflect carefully on the assigned
readings. Since this course fills a core
requirement (Historical Reasoning), writing plays a critical role, so I expect
you to put serious and sustained effort into your papers. That means that not only will I be grading
for content, but for things like organization, spelling, word choice, and
grammar. For more information about
style and method, see the department’s “Guidelines for Writing Scholarly
Papers,” available here.
I
use the following rough standard in grading written assignments:
A—MASTERFUL. An “A” essay is
clearly written and contains no grammatical or typographical errors. It demonstrates mastery of the relevant
material and offers significant new insight into the subject.
B—COMPETENT. A “B” essay is clearly written but may
contain a very small number of grammatical or typographical errors. It clearly relates the facts, gives sound
analysis, and provides some interesting insight.
C—ADEQUATE. A “C” essay or test is clearly written but
contains some grammatical or typographical mistakes. It gives the basic facts and offers some
analysis, but probably offers little insight.
D—POOR. A “D” essay is intelligible but probably
suffers from some serious problems in organization, and numerous grammatical or
typographical errors. It often omits
important facts, or gets them wrong. It
offers little analysis, and provides no real insight.
F—UNACCEPTABLE. An “F” essay is poorly written
and makes no coherent argument. It
offers little detail, and contains serious errors, both factual and
grammatical. The reader will come away
from it with more confusion than insight.
In
addition to submitting a hard copy to me on or before the due date, you will be
required to upload an electronic version to Turnitin.com. To do this, follow the directions found here. When asked for the class ID, enter 5328513 if
you are in Section D, 5328519 if you are in Section F; for password, enter “caesar” (without quotes), no matter which section you are
in.
This
will be a discussion-based course; I will lecture rarely, if ever. During
each class you will be asked to offer your thoughts about the assigned readings
for that day, as well as any larger implications. If you find something
confusing, these discussions will present an opportunity for you to seek a
clearer understanding. If you find something particularly interesting,
that is the time to try to expand upon it, or to ask questions about it.
Your
attendance in class is expected, and consistent participation in discussion
will be rewarded. I insist on at least occasional input from every member
of the class, and I reserve the right to assign a failing grade to those who
are habitually unprepared—or unwilling—to participate in discussion.
Academic
Integrity:
I
strongly advise you to examine the university’s academic integrity policy,
which may be found here. All students are responsible for maintaining the
highest standards of honesty and integrity in every phase of their academic
careers. The penalties for academic dishonesty are severe, and ignorance
is not an acceptable defense.
Disabilities:
If
you have a learning disability or some other disability that may affect your
performance in this class, it is your responsibility to inform me of this fact
as soon as possible. If you have not already contacted Disability
Services, you will need to do this before I alter any of my policies to suit
your needs. The phone number is 289-5953.
Course
Schedule, with reading assignments:
|
August |
20 |
Course Introduction |
|
|
22 |
The Dawn of Humankind How
did our earliest ancestors manage to cope with a hostile world? Pavlac,
pp. 13-17 |
|
|
24 |
The Dawn of Civilization What
is civilization? What role did agriculture play in its birth? Pavlac,
pp. 17-22 |
|
|
27 |
Civilization: The Downside What
were the main problems that came along with the rise of human civilization? Pavlac,
pp. 22-28 Coursepack,
pp. 1-14 |
|
|
29 |
Mesopotamia What
were Mesopotamia’s main contributions to Western Civilization? Pavlac,
pp. 28-30 Coursepack,
pp. 15-22 |
|
|
31 |
Egypt What
were Egypt’s main contributions to Western Civilization? Pavlac,
pp. 30-34 Coursepack,
pp. 23-30 |
|
September |
3 |
Labor Day (No Class) |
|
|
5 |
The Assyrians and Persians Compare
and contrast the Assyrian and Persian Empires. Which do you think was more successful, and
why? Pavlac,
pp. 34-37 Coursepack,
pp. 31-39 |
|
7 |
The Origins of the Hebrews How
do Hebrew conceptions of religion and government differ from those of the
other peoples of the ancient Near East? Pavlac,
p. 39-42 Coursepack,
pp. 40-49 |
|
|
|
10 |
The Hebrew Diaspora How
did the Jews maintain their cultural identity despite being scattered
throughout the known world? Pavlac,
pp. 42-47 Coursepack, pp.
50-61 |
|
|
12 |
The Origins of Greek Civilization How
did the Greeks begin as a people, and expand through the Mediterranean? Pavlac,
pp. 49-52 Coursepack,
pp. 62-69 |
|
|
14 |
The Greek Polis How
does the Greek understanding of government (its origins, its
purpose, the role of the citizen, etc.) differ from that of the Hebrews? Pavlac, pp. 52-55 Coursepack,
pp. 70-74 |
|
|
17 |
Athens and
Sparta Compare and contrast the city-states of Athens and
Sparta. Pavlac, pp. 55-58 Coursepack, pp. 75-86 |
|
|
19 |
The
Persian and Peloponnesian Wars How did the Persian and Peloponnesian Wars affect
Greek civilization? Pavlac, pp. 58-63 Coursepack, pp. 87-99 |
|
|
21 |
The Triumph of Greek Culture Thanks
to Alexander, which aspects of Greek culture expanded through the ancient
West? Pavlac,
pp. 64-69 Coursepack,
pp. 100-107 |
|
24 |
First
Examination |
|
|
|
26 |
The
Republic of Rome What accounts for the Roman Republic's emergence as
the dominant force in the Mediterranean region? Pavlac, pp. 70-75 Coursepack, pp. 107-117 |
|
|
28 |
Roman Law What
did the Romans contribute to the tradition of Western law? Pavlac,
pp. 75-77 Coursepack,
pp. 118-126 |
|
October |
1 |
The
Decline of the Roman Republic Why did Rome lose its republican form of government? Pavlac, pp. 77-79 Coursepack, pp. 127-138 |
|
|
3 |
From Republic to Principiate How did Augustus attempt to restore political
stability to Rome? Did he succeed in
the long run? Why or why not? Pavlac, pp. 80-84 Coursepack, pp. 139-148 |
|
|
5 |
From Principiate to
Dominate How did Diocletian attempt
to restore political stability to the Empire?
How successful was he? Pavlac, pp. 84-87 Coursepack, pp. 149-154 |
|
|
8 |
Roman Thought and Culture Why
might Epicureanism and Stoicism have been seen as harmful to Rome's
"traditional values"? Pavlac,
pp. 87-90 Coursepack, pp.
155-161 |
|
|
10 |
The Origins of Christianity Why
did Christianity appear dangerous to Jews and Romans alike? Pavlac,
pp. 91-94 Coursepack,
162-173 |
|
|
12 |
The
Spread of Christianity How
did Christianity go from being a small sect of Judaism to a world religion? Pavlac,
pp. 95-99 Coursepack,
pp. 174-185 |
|
|
15 |
The Fall of the Western Roman Empire What
role—if any—did Christianity play in the fall of the Roman Empire in the
West? Pavlac,
pp. 100-104 Coursepack,
pp. 186-192 |
|
|
17 |
The Origins of Islam Why
did Christian Europe regard Islam as a threat? Pavlac,
pp. 104-107 Coursepack,
pp. 193-199 |
|
|
19 |
Class
Canceled |
|
|
22 |
Fall
Break (No Class) |
|
|
24 |
Germanic Europe How
do the values and customs of the Germans compare to those of the Romans? Pavlac,
pp. 109-112 Coursepack,
pp. 200-207 |
|
|
26 |
Christian
Monasticism How
might people like St. Antony have posed a potential problem for the
Church? In what sense does St. Benedict's rule offer a solution? Pavlac,
pp. 112-113 Coursepack,
pp. 208-217 |
|
29 |
The
Origins of England and France Why did the Catholic Church triumph in the
post-Roman West? Pavlac, pp. 113-116 Coursepack, pp. 218-225 |
|
|
|
31 |
Second Examination |
|
November |
2 |
The Age of Charlemagne What does the life of Charlemagne tell us about the
medieval ideal of kingship? Pavlac, pp. 116-121 Coursepack, pp. 226-237 |
|
|
5 |
Feudalism How did feudal politics and manorial economics help
the West recover from the setbacks of the 9th and 10th
centuries? Pavlac, pp. 121-126 Coursepack, pp. 238-246 |
|
|
7 |
Feudal
Monarchies How
were certain kings able to increase their power in the Middle Ages? What were the main obstacles to their doing
so? Pavlac,
127-134 Coursepack, pp. 247-257 |
|
|
9 |
The
Rise of the Papacy How
did monastic reforms lead to reform of the wider Church, and the creation of
the medieval Papacy? Pavlac,
135-139 Coursepack, pp. 258-267 |
|
|
12 |
The
Crusades What does the First Crusade tell us about the
Church's place in Europe, and Europe's place in the world, in the 11th and
12th centuries? Pavlac, pp. 139-142 Coursepack,
pp. 268-277 |
|
|
14 |
Church vs.
State: The Investiture Controversy What was the investiture crisis, and what does it
tell us about the relative power of popes and kings during the late medieval
period? Pavlac, pp. 142-144 Coursepack,
pp. 278-287 |
|
|
16 |
Medieval
Thought and Culture How did medieval education attempt to promote the
use of both faith and reason? Pavlac, pp. 145-150 Coursepack, pp. 288-295 |
|
|
19 |
The
Revival of Trade and the Towns How would the values of a medieval merchant have
differed from those of a clergyman or a nobleman? Pavlac, pp. 152-157 Coursepack, pp. 296-301 |
|
|
21 |
Thanksgiving Break: No Class |
|
|
23 |
Thanksgiving Break: No Class |
|
|
26 |
The Calamitous Fourteenth Century How
did the crises of the 14th century demonstrate the weakness of
medieval social and political institutions? Pavlac,
pp. 157-159 Coursepack,
pp. 302-311 |
|
|
28 |
The Crisis of the Church Why
did the Church fall into decline in the 14th and 15th centuries? Pavlac,
pp. 159-162 Coursepack,
pp. 312-319 |
|
|
30 |
The Rise of New Monarchies How
did monarchs of the late medieval period manage to increase their power? Pavlac,
pp. 163-171 Coursepack,
320-326 |
|
December |
3 |
The Renaissance In
what ways did Renaissance humanism challenge traditional medieval ideas and
values? Pavlac,
pp. 171-176 Coursepack,
pp. 327-336 |
|
|
5 |
Voyages of Discovery How
did the voyages of discovery help to usher in the modern age? Pavlac,
pp. 189-198 Coursepack,
pp. 337-346 |
|
|
7 |
Final Examination, Section F: 1:30 – 3:30 p.m. |
|
|
10 |
Final Examination, Section D: 1:30 – 3:30 p.m. |