Western Civilization 101 Syllabus - 3 Credit Hours

WESTERN CIVILIZATION 101 SYLLABUS - 3 CREDIT HOURS

Spring 2007Aspen 119

Dr. Jim GentryClass Schedule: 10:00 M W F – Aspen 108

Office Hours: 9:00 - 9:50 M W F

"Not to know what happened 8:00 - 11:50 T Th

before we were born is to remain 2:00 – 2:50 M F - Library

perpetually a child." Cicero 3:00 - 3:50 M

CSI Mission Statement

The College of Southern Idaho, a comprehensive community college, provides educational, social and cultural opportunities for a diverse population of South Central Idaho. In this rapidly changing world, CSI encourages our students to lead enriched, productive and responsible lives.

General Education Criteria: This course satisfies all eight criteria for general education. It is designed to:

1.provide a broad-based survey of a discipline and show the interconnectedness of knowledge.

2.develop a discerning individual.

3. practice critical thinking and problem-solving skills.

4.promote awareness of social and cultural diversity in order to appreciate the commonality of mankind.

5.foster the balance between individual needs and the demands of society.

6.reinforce reading, writing, speaking, and/or quantitative skills.

7.encourage and inspire life-long learning.

8.encourage creativity.

Social Science DepartmentMission Statement

The mission of the Social Science Department is to provide educational, social and cultural opportunities which encourage enriched, productive and responsible lives primarily by instructing students to understand, interpret, and apply Social Science discipline coursework.

Social Science Department Goals: This course also addresses the following Social Science Department goals:

1.help students understand important facts, concepts and theories of Social Science subjects.

2.help students acquire techniques and methods used to gain new knowledge in the disciplines.

3.help students learn to distinguish between fact and opinion.

4.teach students to use evaluation, analysis and synthesis to interpret and solve problems.

5.teach students to use different perspectives from the social sciences to make better-informed decisions

6.help students acquire an informed understanding of various cultures.

7.prepare students to transfer to a university.

History Program Mission Statement

In order to prepare learners to lead enriched, productive and responsible lives, the History Programprepares students to understand and interpret a variety of historical areas and perspectives with the intention of encouraging a lifelong love of the subject.

History Program Objectives: The student will:

1.examine central themes of United States History and various cultures in Western Civilization and Latin America.

2.use reading, lecture-discussion, and supplementary material to understand and interpret the past.

3.demonstrate an understanding of the past by writing interpretive essays.

4.explore different perspectives about the past.

5.acquire an appreciation of the historical process which will encourage a lifelong study of the past.

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History 101 Catalog Course Description

Analyzes important developments which contributed to the formation of the West, including the Ancient Near East, Greece, Rome, the Middle Ages, and Early Modern Europe to 1648.

Text

Jackson J. Spielvogel, Western Civilization 6th Edition, Volume 1

History 101 Course Outcomes aligned with GE Criteria, Social ScienceGoalsand History Program Objectives:

Students will: / G E Criteria / SS Goals / History Program Objectives
1. demonstrate an understanding of important developments / 1,2,3,4,5,6,7,8 / 1,3,4,6,7 / 1,2,4,5
2. write essay exams / 1,2,3,4,5,6,7,8 / 1,2,3,4,5,6,7 / 1,2,3,4,5
3. write an analytical paper / 1,2,3,4,5,6,7,8 / 2,3,4,5,7 / 1,2,3,4,5
4. participate in class / 2,3,6,8 / 1,3,4,6,7 / 1,2,4,5
5. develop self assessment skills / 2,5,7,8 / 1,4,6,7 / 1,2,4,5

Assessment Methods: Alignment of course outcomes with course assessment methods.

Multiple Choice Exam / Essay Questions / Book Critique / Points for Attendance and for Peer Group Participation / Practice Questions and grade estimates
1 / 
2 / 
3 / 
4 / 
5 / 

Writing InterpretiveEssays

To interpret is to explain the meaning of information using evaluation (determining the value), analysis (separating material into its constituent parts and examining it critically), synthesis (uniting parts so as to form a whole), and insight (intuitively apprehending the true nature of a thing).

Historians use frequently five kinds of paragraphs which “contribute to an essay rather in the same way that many different kinds of artisans and workers – carpenters, electricians, masons, and painters – contribute to erecting a building. Each paragraph adds something unique to an essay; each worker, something unique to a building. But all will be devoted toward the fulfillment of the architect’s plan which, in the case of the essay, is the thesis.”

1. Example(effective because detailed knowledge not required For example, Abraham Lincoln was a great president.
2. Comparison and contrast(can move from a better known to a lesser known subject)
3. Analogy(compare a simply idea such as a rose to a complicated idea such as love)
4. Classification (creates categories such as the Middle Ages, the Renaissance, the 1960s, or the Seventeenth Century)
5. Cause and effect(explains why something changes and the consequences of those changes in time)

Writing the Book Critique

Critique one book from the book list in the CSI Library or on my website. It should be typed, double-spaced, one title page with the author, title, and publication date. Provide three to four additional pages of text. Include your grade estimate on the title page. Just staple together; please no folders.

Getting started: Read quickly, take no more than one page of notes on key ideas, use these notes for interpreting the author’s thesis, which is always an opinion, not a fact.

10 pts. A. Discuss the author’s thesis (central argument: “a reason given in proof or rebuttal”): Give the author’s thesis in the first paragraph, using the verb argues, which makes the thesis more forceful. Underline the thesis.

10 pts B. Thesis statement on the 3/5 card

20 pts. C. Discuss four supportive arguments: Develop each one with a good paragraph. Use evidence to demonstrate supportive arguments; do not summarize. Be faithful to the author’s arguments even if you disagree with them. This should be no more than two pages.

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30 pts. D. Discuss three strengths and three weaknesses of the book. This should have detail and require about a page or two. Discuss whether the thesis was achieved successfully. Now you can argue with the author. Explain the strengths and weaknesses. Remember that there are no perfect books. Strengths and weaknesses could include such things as style, content, organization, or structure.

20 pts. E. Grammar: Do not use “I think,” I feel,” etc. It is your essay so we know these are your assumptions. Proofread and correct typos and spelling. Avoid short one or two sentence paragraphs. Watch the flow of your writing. Read it out loud and see how it sounds. Have a friend read your paper and make suggestions. You might also want to visit the Writing Lab in the AcademicDevelopmentCenter.

10pts. F. Proof of participation in a Peer Group

Instructions for Peer Group Assessment of Book Critiques:

1. By April 2 give a copy of your book critique to the two other readers in your encouragement group.

2. Each reader provide good feedback on the Book Critique Evaluation Sheet. Read the critique once for content and a

second time for evaluation. Return the book critique and the evaluation sheet to the author by April 6.

3. As the author, make any needed changes and hand the book critique to me by April 16. Staple the two student Book Critique

Evaluation Sheets to my copy.

Policies

Grading Policy: Registering for this course implies a contract to complete it. Grades reflect two possibilities.

1. Students completing the four unit tests and the book critique will receive grades based on their performance on those assessments. Also students use self assessment to predict on each test and book critique the anticipated letter grade. Accurate predictions in each case provide two bonus points.

Four Unit Tests400 points

Book Critique (due 4/16/07) 100 points (late papers lose 20 points)

TOTAL500 points

A - 90% of 500 = 450

B - 80% of 500 = 400

C - 70% of 500 = 350

D - 60% of 500 = 300

F - less than = 300

2. Students failing to complete course assessments, to attend class, and/or to drop by the last day to withdraw-November 9, 2006, will receive the “F” which is earned. I do not initiate “Ws”. If extenuating circumstance justify a “W”, please contact me or the AdvisingCenter about the withdrawal option.

Utilize a peer group policy: Student organize into peer groups of at least three to provide “buddy” support such as providing notes when one must miss class, discussing confusing book objectives ( in person, phone or email), writing practice essays and exchanging for input, and using provided rubrics to assess book critiques for each other.

Attendance policy:

1. Students with no more than one absence during a testing unit may use a retake test to attempt to improve scores on Goals A-G. No retakes are given on Goal H, the essay questions.

2.Students missing no classes receive 12 bonus pts, one absence, 8 pts, two absences, 6 pts.

Honesty policy: A student cheating on an exam or plagiarizing on the book critique receives a zero on that assignment.

On-line Course Evaluations: Students are strongly encouraged to complete evaluations at the end of the course. Evaluations are very important to assist the teaching staff to continually improve the course. Evaluations are available online at: Evaluations open up two weeks prior to the end of the course. The last day to complete an evaluation is the last day of the course. During the time the evaluations are open, students can complete the course evaluations at their convenience from any computer with Internet access, including in the open lab in the Library and in the SUB. When students log in they should see the evaluations for the courses in which they are enrolled. Evaluations are anonymous. Filling out the evaluation should only take a few minutes. Your honest feedback is greatly appreciated!

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Student Disabilities: Any student with a documented disability may be eligible for related accommodations. To determine eligibility and secure services, students should contact the coordinator of Disability Services at their first opportunity after registration for a class. Student Disability Services is located on the second floor of the TaylorBuilding on the Twin Falls Campus. 208.732.6260 (voice) or 208.734.9929 (TTY), or e-mail .

Organization, Reading and Testing Schedule: Each of the four units has eight goals. The first seven goals have objectives; book objectives have asterisks, lecture objectives do not. These objectives are assessed with 35 multiple choice questions (70 points total) for each unit. The eighth goal has six essays. The student will answer in class on the day the exam is administered the two essays (15 points each or 30 point total) selected by dice. The unit test is then worth 100 points.

Unit 1 – BEFORE THE ROMANS ...... 1

1/17 - Introduction1/31 - Goal F –Organize intopeer groups of three

1/19 - Goal A2/2 - Goal G

1/22 - Goal B2/5

1/24 - Goal C2/7

1/26 - Goal D2/9 - Test 1

1/29 - Goal E

Unit 2 - ROME AND SUCCESSORSTATES TO 750...... 4

2/122/26 - Goal E

2/14 - Goal A2/28 - Goal F

2/16 - Goal B3/2 - Goal G

2/19 – President’s Day Holiday3/5 - Thesis statement on 3/5 card or email

2/21 - Goal C3/7

2/23 - Goal D3/9 - Test 2

Unit 3 - MIDDLE AGES AND THE ITALIAN RENAISSANCE 750-1460 ...... 7

3/123/30 - Goal E

3/14 - Goal A4/2 - Goal F,Book Critique to two peers

3/16 - Goal B4/4 - Goal G

3/19-3/23 Spring Break4/6

3/26 - Goal C4/9 - return Book Critiques to author

3/28 - Goal D4/11 - Test 3

Unit 4 – EARLY MODERN EUROPE 1460-1650...... 10

4/134/27 - Goal F

4/16 - Goal A – Book Critiques due to me4/30 - Goal G

4/18 - Goal B5/2

4/20 - Goal C5/4 - Return Book Critiques to students

4/23 - Goal DFinals Week - Test 4

4/25 - Goal E5/7 - Final 10:00-12:00

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HISTORY 101 GOALS ANDOBJECTIVES

UNIT 1 –BEFORE THE ROMANS: Spielvogel pp.1-105

Goal A. TO UNDERSTAND ANCIENT NEAR EASTERN CIVILIZATIONS TO ABOUT 1200 B.C.: Spielvogel pp. 1-30 (See Essays 2&3)

Prepare to answer multiple-choice questions from these objectives:

1.major origins of modern Western Civilization

*2.consequences of the Neolithic agricultural revolution

*3.basic characteristics of civilizations

4.contributions of the Sumerians to Mesopotamian culture

*5.conclusion of the Epic of Gilgamesh concerning “Everlasting life”

*6.significance of Menes, of Osiris and of Isis

*7.changes introduced by the Hyksos

*8.significance of Ahmose I and Amenhotep IV

*9.important metal used by the Hittites

10.characteristics of Mesopotamian civilization

Goal B. TO UNDERSTAND THE HEBREWS AND SURROUNDING EMPIRES AFTER 1200 B.C.: Spielvogel pp. 31-50

Prepare to answer multiple-choice questions from these objectives:

*1.accomplishments of King Soloman

*2.characteristics of Yahweh

*3.three aspects of Jewish religious tradition

*4.new concepts of the prophets

5.influences of the Hebrews

*6.most important cultural contribution of the Phoenicians

*7.factors allowing Assyrians to conquer and maintain an empire

*8.important developments during the reign of Nebuchadnezzar II

*9.policies of Cyrus the Great showing that he “demonstrated considerable wisdom”

Goal C. TO UNDERSTAND EARLY GREECE AND SPARTA: Spielvogel pp.51-61

Prepare to answer multiple-choice questions from these objectives:

*1.geographical features which played a significant role in developing Greek history

*2.developments during the Dark Ages which formed the basis of a revived Greece

*3.basic story of the Iliadand of the Odyssey

*4.significance of the hoplites in the new military order

*5.effects of Greek colonization

6.results of Greek colonization

*7.actions of the tyrants which made their actions more acceptable

*8.significance of Cypselus

9.changes introduced by Lykurgus

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Goal D. TO UNDERSTAND ATHENS AND LATER GREEK POLITICAL DEVELOPMENTS: Spielvogel pp.61-71

Prepare to answer multiple-choice questions from these objectives:

1.factors stimulating commerce and industry in Athens

*2.reforms made by Solon, and by Cleisthenes

*3.significance of Sappho, of Hesiod, and of Theognis

*4.sequence of the four major battles of the Persian Wars

5.governmental structure under Pericles

6.philosophical attacks on democracy according to A.H.M. Jones

*7.reason the Athenian constitution was called a democracy according to Pericles

*8.fundamental long-range cause of the Peloponnesian War according to Thucydides

Goal E. TO UNDERSTAND GREEK CULTURAL DEVELOPMENTS: Spielvogel pp. 71-83 (See Essay 4)

Prepare to answer multiple-choice questions from these objectives:

*1.assumptions of Thucydides about history

*2.story of Sophocles’s Oedipus the King

*3.method advocated by Aristophanes’ Lysistrata to end the Peloponnesian war

*4.ways Classical Greek sculpture differed from the kourosfigure of the Archaic period.

*5.belief of Thales andof Pythagoras

*6.teaching method used by Socrates

7.basic philosophical assumptions of Plato and of Aristotle

8.reasons the Greek considered the gods holy

*9.function of each god: Zeus, Athena, Apollo, Aphrodite, and Poseidon

10.characteristics of Greek values

Goal F. TO UNDERSTAND HELLENISTIC POLITICAL AND SOCIAL ISSUES: Spielvogel pp.84-95 (See Essay 5)

Prepare to answer multiple-choice questions from these objectives:

*1.portrayal of Philip II by Demosthenes, and by Isocrates

*2.alliance created for the Greeks after the Battle of Chaeronea

*3.Spielvogel’s interpretation of Alexander the Great’s aspirations

*4.political legacy of Alexander the Great

*5.cultural legacy of Alexander the Great

*6.dynasty established in Macedonia, in Syria, and in Egypt

*7.innovative Hellenistic military techniques

*8.complaint of the Egyptian camel driver

*9.noticeable feature of Hellenistic social life

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Goal G. TO UNDERSTAND HELLENISTIC CULTURAL DEVELOPMENTS: Spielvogel pp. 96-105 (See Essay 6)

Prepare to answer multiple-choice questions from these objectives:

*1.reason Alexandria was a cultural center

*2.focus of Polybius’s history

*3.contribution of Aristarchus of Samos, Eratosthenes, and Euclid

*4.famous quotes of Archimedes of Syracuse

*5contribution of Hippocrates to medicine

6.beliefs of Cynicism, of Epicureanism, of Stoicism, and of Skepticism

*7.fundamental premise of the mystery religions

*8.Jewish festival celebrating the capture of the Temple from the Seleucids

Goal H. USE EVALUATION, ANALYSIS, SYNTHESIS, AND INSIGHT TO INTERPRET THE DEVELOPMENTS IN UNIT ONE

ESSAY QUESTIONS: Write in class a one to one and one half page essay on each of the two essays selected by the dice. Each essay will be worth 15 points.

1.Use evaluation, analysis, synthesis, and insight to select four of the most important developments in this unit; in four paragraphs argue why each development was so significant. Then explain in a paragraph how one of those four has personally influenced your life.

2.Examine three ideas in Hammurabi’s code which you interpret to be significant.

3.Discuss three circumstances which caused Mesopotamian and Egyptian civilizations to be so different.

4.Examine the three most important Greek contributions to Western Civilization. Provide specific examples to support your conclusions.

5.Develop three reasons that Alexander the Great captures the imagination of the modern world.

6.Discuss four modern ideas influenced by Cynicism, Stoicism, Epicureanism, or Skepticism. Make clear which Hellenistic philosophy is associated with each idea. Support your arguments with specific evidence.

Unit 1 Related Videos

Video DF234.A44 1985 Alexander the Great (movie)

Video CB311.A53 1980z The AncientRiver Civilizations

Video DT56.2.E34 1986Egypt

Video DT61.E35 1987Egypt: Quest for Eternity

Video PA4037.G74 1988 Greek Epic

Video DF77.C57 1988 Greeks: the Classical Age

Video PA3052.M56 1988 Greeks: the Minds of Men

Video DS69.M465 1995Mesopotamia

Video HQ1134.W661980z Women in Ancient Greece and Rome

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UNIT 2 - ROME AND SUCCESSORSTATESTO 750: Spielvogel pp. 106-216

Goal A. TO UNDERSTAND ROMAN DEVELOPMENTS TO 133 B.C.: Spielvogel pp. 106-118

Prepare to answer multiple-choice questions from these objectives:

*1.geographic advantages of Italy over Greece

*2.ways the Etruscans impactedRoman civilization

3.tendencies of the RomanRepublic

*4.provision of the Licinian-Sextian laws

*5.provision of the Hortensian law

6.powers of consuls and of the senate

7.causes of the Punic and Macedonian Wars

*8.significance of Hannibal

9.social and economic changes brought about by the Punic and Macedonian Wars

Goal B. TO UNDERSTAND THE DECLINE OF THE ROMANREPUBLIC BETWEEN 133AND 31 B.C.: Spielvogel pp.118-136(See Essay 2)

Prepare to answer multiple-choice questions from these objectives:

*1.crucial factor for establishing the right relationship with the gods in Roman religion

*2.crucial ingredient in Roman education

*3.significance of Sparticus

*4.practical products of Roman architecture

*5.reason Tiberius Gracchus angered the Senate

6.political threats between 107 and 44

*7.policies of Caesar in 59 B.C. to implement aims of the First Triumvirate

*8.reforms Caesar instituted as dictator

9.policies of the Second Triumvirate

*10.two themes of Lucretius’s On the Nature of the Universe