History 101 Western Civilization to 1600 Northern Virginia Community College |
Welcome |
Themes |
Readings |
Grading and Due Dates |
Expectations |
Description of Course Elements |
Course Schedule |
Welcome to History 101 |
Themes |
Readings |
Grading and Due Dates |
Course Element | Percentage of Course Grade | Due Date |
Attendance and Participation | 20% | Every Class Session |
Discussion Group
Leadership |
5% |
At least 2 times during the semester |
Source Criticism Paper (2 pages) | 10% | Source Proposal due February 4 Finished Paper due February 11 |
Autocracy and Democracy Paper (2 pages) | 10% | February 25 |
Midterm Exam | 5% |
March 4 |
Annotated Bibliography Part 1 | 10% | March 25 |
Annotated Bibliography
Part 2 |
10% | April 1 |
Final
Project |
25% | Project Topic Proposal Due January 28 Finished Project Due April 22 |
Final Exam | 5% | May 6 |
Percentage |
Final Course Grade |
Above 90% |
A |
80-89% | B |
70-79% | C |
60-69% | D |
Below 60% |
F |
Expectations |
Disruptive Behavior: Please be considerate. Disruptive behavior will not be tolerated. Private conversations during lecture or class discussions all distract and disturb your instructor and your classmates, and will count against your participation grade. Repeated instances of rude behavior may result your removal from the classroom. If you have a question or a comment on the course material, please raise your hand.
Announcements: If there is something I need to communicate to the class, I will post an announcement to the course Canvas page. It is the your responsibility to check the course's Canvas page and your College email account in a timely manner in order to receive information on the substitute assignment and when it is due. You should adjust the settings of your Canvas account to make sure that you are promptly notified.Description of Course Elements |
For each of the Primary Sources in Part 1
your annotation should include:
Part 2 of your Annotated Bibliography should include:
Sources:
- Do Your Own Thing (If You Can Convince Me): You can also propose your own format for a Final Project, but you will need to explain why you think this particular format is interesting and a good way to discuss your particular topic. If I agree, I will approve the proposal; if not, you will need to pick one of the other Final Project formats. The format also will need to meet the same requirements as the others in terms of both page length/word count and number and types of sources used. Power Point or other slide-based presentations are extremely boring, and definitely will not be approved.
Directory of World History Primary Sources
Final Project Element | Description | Due Date |
Proposal | You should
submit a Final Project Proposal using the relevant link in
Canvas which describes the option and topic. You may not
turn in an Annotated Bibliography or a finished Final
Project without getting your Topic Proposal approved in
advance. |
Jan. 28 |
Annotated
Bibliography, Parts 1 and 2 |
You should submit a
bibliography of the sources which you intend to use for
your Final Project. The bibliography should include at
least 5 primary sources (historical documents from the
past) and 5 scholarly secondary sources (including at
least one scholarly journal article and one scholar
monarch). Each source should be accompanied by a brief
paragraph of analysis (See the Annotated
Bibliography assignment description for more
detailed information). |
Part 1: March 25 Part 2: April 1 |
Finished Final
Project |
You should submit a Final
Project using the appropriate link on the course Canvas
page. See below for complete descriptions of the various
Final Project Options. |
April 22 |
“Day In The Life” Video Option:
For this version of the Final Project you will need to choose a time period and region relevant to some aspect of the subject matter of this class. Then select three different people to portray. They can be either specific individuals from history, or different types of people (ie, from different social classes, professions, nationalities, ethnicities, genders, etc.).
Once your characters have been approved, you should craft a video of approximately 5 minutes (so 15 minutes total), where each character introduces themselves and discusses what their daily life is like. Consider discussing topics such as the character’s work, living conditions, family relationships, food, political and social opinions, etc. The idea is to provide as vivid, interesting, and historically accurate portrayal as possible. Feel free to use appropriate accents or slang if you like. You can use friends or family members in your videos if you like, as long as you are the one who writes the script.
Important stuff that you shouldn’t forget:
- Your video should advance a clear, specific argument or thesis about what the lives of the three people portrayed reveal about the particular era in which they lived.
- You also should include a list of all of your sources at the end of the video.
- All final project videos must be posted on YouTube or Vimeo. You must upload the link for the instructor to grade. Do not set your video to “private” or select any other access restrictions. It must be public for the instructor to grade.
- In order to receive a grade for the Final Project, you must submit your written script and a link to the video using the appropriate link in Canvas.
Here are some suggestions for software to use when editing your videos:
- iMovie
- Movie Maker
- Final Cut Express
- Camtasia
- WeVideo
For this version of the Final Project you will need to choose a time period and region relevant to some aspect of the subject matter of this class. Then select at least five specific geographic sites or events to discuss. These can be specific buildings or monuments, neighborhoods, dwellings, shops, taverns, battles, revolutions, speeches, spectacles, festivals, ceremonies, etc.
Once your choice has been approved, you should craft a written narrative in which you visit each of the sites in turn, describing what you witness at stop along your journey. Make sure to mention what you see, hear, small, taste, do, etc. The idea is to provide as vivid, interesting, and historically accurate portrayal as possible. It is up to you whether you adopt the persona of a traveler from the time period in question, or travel back in time in some manner. You’ve got a lot of leeway here-- be creative!
Your finished product should be in the form of a website which is posted online, and which is viewable by anyone. The website should be a visually interesting as possible, and should include a variety of (correctly sourced and cited) images and/or maps.
Important stuff that you shouldn’t forget:
- Your Travel Log website should advance a clear, specific argument or thesis about what the sites visited and/or events witnessed reveal about the nature of life at that particular place and time in history.
- You also should include a list of all of your sources somewhere in the website.
- The website should be publicly viewable, and should not require a password to access.
- In order to receive a grade for the Final Project, you must submit the weblink for your Travel Log website as well as a .pdf, .doc, or .rtf file containing the text of your Travel Log (so it can be checked for plagiarism) using the appropriate link in Canvas.
Here are some suggestions for free public web hosting for your website:
- Google sites
- Blogger
- Wix
- Weebly
- WordPress
- TravelDiaries
1) Provide a Time Line which lists in chronological order what you think are the ten most important events in the history of Western civilization from pre-history through the 1st century CE. Each item on your Time Line should contain the following information:
- What happened.
- When it happened (approximate dates are okay).
- Why it happened.
- The major Consequences of the event.
- How the event helps us understand what life was like in the past.
2) An analysis of what you think are the most important developments or changes in the history of Western civilization from pre-history through the 1st century CE for each one of the four class themes. Refer to specific primary sources we have read for the class which back up your arguments. Write a substantial paragraph for each theme:
- Government
- Religion
- Gender
- Social Class
1) Provide a Time Line which lists in chronological order what you think are the ten most important events in the history of Western civilization from between 1-1600 CE. Each item on your Time Line should contain the following information:
- What happened.
- When it happened (approximate dates are okay).
- Why it happened.
- The major Consequences of the event.
- How the event helps us understand what life was like in the past.
2) An analysis of what you think are the most important developments or changes in the history of Western civilization from between 1-1600 CE for each one of the four class themes. Refer to specific primary sources we have read for the class which back up your arguments.Write a substantial paragraph for each theme:
- Government
- Religion
- Gender
- Social Class
Course Schedule |
Wednesday, January
19: Course Introduction |
Discussion
Readings on Cognitive Biases: Confirmation
Bias, The
Backfire Effect (This contains salty
language. Feel free to read the classroom
version if you prefer to avoid that),
The
Texas
Sharpshooter Fallacy,
The
Dunning-Kruger
Effect. Watch "Is History B.S.?" |
Assignments to Complete: | Read through the
entire syllabus, and submit the
Introduction Assignment by January 21 using
the appropriate link under "Assignments" in the
class Canvas page. |
Monday, January 24: Sources, "Civilization,"
and Narratives |
Discussion Readings:
The
Ceramic Venus of Dolni Vestonice; Prehistoric
Venus Figurines (30,000-20,000 BC)
Watch Is Western Civilization B.S.? Watch What's The Difference Between Primary & Secondary Sources? Brooks, "Introduction" |
Wednesday, January 26: A Neolithic
Revolution? |
Discussion Reading: Read Andrew
Curry, “Gobekli
Tepe: The World’s First Temple?,” Smithsonian
Magazine, Nov. 2008, and then look at the site
yourself by taking the Göbekli Tepe Virtual
Tour Watch Was the Invention of Agriculture B.S.? |
Assignments to Complete: | Final Project Proposal Due
January 28 |
Monday, January 31: Authority
and Hierarchy in the Bronze Age |
Discussion Reading: Gilgameš
and Aga (c. 2600 BC); Excerpts
from the Code of Hammurabi (c. 1780 BC) Brooks, "Chapter 1: The Origins of Civilization" |
Wednesday, February 2: Gender, Sexuality,
and Family Life in the Bronze Age
|
Discussion Reading: Enki
and Ninmah (early 2nd millennium BC) Read Brown, "Third Gender Figures in the Ancient Near East;" Brustman, "The Third Gender in Ancient Egypt" Brooks, "Chapter 2: Egypt" |
Assignments to Complete: | Source
Proposal for Source Criticism Paper due
February 4. Make sure to read the directions for the Source Criticism Paper in the syllabus CAREFULLY before filling out the form. Also, you might want to watch this video: How to Find a Scholarly Journal Article Last day to withdraw with refund is February 3. |
Monday, February
7. Ancient Paganism |
Discussion Readings: Enheduanna, "The Exaltation of Innana" (c.2300 BC); Penitential Prayer to Every God; Gilgamesh Flood Narrative Watch Was Ancient Paganism B.S.? |
Wednesday, February 9. Empire and Religion | Discussion Reading: Excerpts from the Annals of Ashurnasirpal II (9th c. BC) Brooks, "Chapter 3: The Bronze Age and The Iron Age" Watch How Can You Tell If A Website Is B.S. Or Not? |
Assignments to Complete: | Source Criticism Paper due February 11 (Your sources MUST be approved by the professor before you turn this in). |
Monday, February 14. Yahwism and the Origins of Monotheism |
Discussion
Readings: Excerpts
from
The Book of Genesis (1-3, 6-8, 22); Excerpts
from
the Book of Deuteronomy (5, 9,
12-13, 21-22). Campbell, "Ancient Religion," "Evolution Toward Monotheism, "Israelite Religion;" |
Wednesday,
February 16. Greek Democracy |
Discussion
Readings: Aristotle
on the Athenian Constitution (c. 320s
BC) Brooks, "Chapter 4: The Archaic Age of Greece" |
Monday, February
21. Polis
to Cosmopolis |
Discussion
Reading: Excerpts from the poetry of Sappho
of Lesbos, c. 630 BCE; Aristotle
on
the Good Wife BCE Watch Was The Iliad B.S.? Watch Is Democracy B.S.? Brooks, "Chapter 5: Persia and the Greek Wars" "Chapter 6: The Classical Age of Greece" |
Wednesday, February 23. Slavery in the Classical Mediterranean | Watch Was Ancient Slavery B.S.? Watch Evidence, Citations, and Plagiarism: Who Cares? Brooks, "Chapter 7: The Hellenistic Age" |
Assignments to Complete: | Autocracy and
Democracy Paper due February 25 |
Monday,
February 28. Authority in the Roman Republic |
Brooks, " |
Wednesday, March 2. Imperium: Peace or Domination? |
Discussion
Reading: Introduction
on Boudicca and Description
by Tacitus of the Rebellion of
Boudicca (60-61 CE) Brooks, "Chapter 9: The Roman Empire" |
Assignments to Complete: | Midterm
Exam, due March 4. |
Monday, March 14. Imperium: Peace
or Domination? |
Discussion Reading: Introduction on Boudicca and Description by Tacitus of the Rebellion of Boudicca (60-61 CE) Brooks, "Chapter 9: The Roman Empire" |
Wednesday, March 16. Early Christianity: Monotheism Transformed | Discussion Reading: Excerpts from the Gospel According to Luke; Watch: Was The Spread of Early Christianity B.S.? Campbell, "Early Monotheism;" Brooks, "Chapter 10: The Late Empire and Christianity" |
Monday,
March 21. Conversion: Rome
Christianized or Christianity Romanized?
|
Discussion Reading: Excerpts from the Letters of St. Paul; Excerpts from the Gospel of Thomas; |
Wednesday, March 23. The Fall of Rome: Collapse or Continuity? |
Discussion
Reading: Procopius,
The Plague (542);
Procopius on
Theodora (c.
550) Watch Was The Fall of Rome B.S.? Brooks, "Chapter 11: Byzantium" |
Assignments to Complete: |
Annotated
Bibliography Part 1 due
March 25 Last day to withdraw from the class without grade penalty is March 26 |
Monday, March 28.
Islam: Monotheism Transformed Again |
Discussion Reading: Excerpts
from
the Qu'ran (c. 7th
century) Brooks, "Chapter 12: Islam and the Caliphates" |
Wednesday, March 30: The Islamic "Golden Age" | Discussion Reading: Excerpts from the poems
of Abű Nuwás (757 - 815) |
Assignments to Complete: | Annotated Bibliography Part 2 due April 1 |
Monday, April 4.
The Dark Ages?: Authority and
Hierarchy in Medieval Europe
|
Discussion
Reading: Excerpts
from
Beowulf,
(c. 11th c. CE) Brooks, "Chapter 13: Early Medieval Europe" |
Wednesday, April 6. Religious Culture In Medieval Europe | Discussion
Reading: Excerpts
from The Rule of St. Benedict, c.530
CE |
Monday, April 11. Gender and Sexuality in the European Middle Ages | Discussion
Reading: Excerpts from The Book of
Margery Kempe (15th c.): The
Birth of Her First Child and Her First
Vision; Her
Pride and Attempts to Start a Business; Margery and Her
Husband Reach a Settlement. Brooks, "Chapter 1: The High Middle Ages" |
Wednesday, April 13. Holy War | Discussion Readings: Urban II Call the First Crusade at Council of Clermont, as reported by Fucher of Chartres (1095); Usama ibn Munqidh, Excerpts from The Book of Contemplation (12th c.) |
Monday, April 18.
Medieval Towns and Universities |
Discussion Reading: Self-Government
in Medieval Ipswich (1200) Brooks, "Chapter 2: The Crises of the Middle Ages" |
Wednesday, April
20. The Black Death |
Discussion Reading: Boccaccio's Decameron
on the Black Death in Florence, 1348; The
Statute of Laborers; 1351 Watch Was The Black Death B.S.? Brooks, "Chapter 3: The Renaissance" |
Assignments to Complete: | Final
Project due April 22 |
Monday, April 25. Rebirth? | Discussion
Reading: Dante Alighieri, Excerpt from The Inferno (1320) Brooks, "Chapter 4: Politics in the Renaissance Era" |
Wednesday, April 27. Reformations |
Discussion Reading: Martin
Luther, Address
to the Christian Nobility of the German
Nation (1520) Brooks, "Chapter 6: Reformations" |
Assignments to Complete: | No late assignments will be accepted after April 29 |
Monday, May 2:
Invasion |
Discussion
Reading: Bartolemé de Las Casas,
Excerpt from A
Brief Account of the
Devastation of the Indies
(1542) Watch Was Columbus B.S.? Brooks, "Chapter 5: European Exploration" |
Assignments to Complete: | Final
Exam
due May 6 |