History 100: Early World History – Spring 2007
Class Meetings: Tuesday & Thursday, 5:30PM – 6:45PM
| Instructor: |
Angela Feres |
| E-mail: |
angela.feres@gcccd.edu |
| Office: |
590R |
| Phone: |
619-644-7473 |
| Office Hours: |
Monday & Wednesday:
7:00AM – 8:00AM, 9:30 – 10:45AM, & 2:00PM – 4:00PM
Tuesday & Thursday:
4:00PM – 5:15PM, and by appointment
|
COURSE DESCRIPTION
History 100 is a general survey of early world
history from the origins of diverse societies to the early fifteenth
century. We will define interconnections between diverse world
societies to include: Mesopotamia, Egypt, China, India, the
Classical West, Africa, America, and Oceana. We will explore social,
political, religious, and economic transformations, paying
particular attention to the impact of such transformations on the
everyday lives of these diverse peoples. To begin to comprehend the
complexities of world history, this course will interweave lectures
on a number of topics with readings that discuss historical
processes and allow diverse sectors of society to "speak for
themselves."
REQUIRED READING
The book listed below are required reading for this
course and are available for purchase at the Grossmont College
bookstore. You may also want to contact Ross books [(619) 698-2665]
at the Vons shopping center on Navajo and Fanita, or check other
used book dealers such as amazon.com, bookfinder.com, abebooks.com,
or http://www.textbookx.com/.
- Bentley, Jerry H. and Herbert F. Ziegler, Traditions &
Encounters: A Global Perspective on the Past, Volume I
(McGraw Hill, Third Edition)
- Mitchell and Mitchell, Taking Sides: Clashing Views on
Controversial Issues in world History, Volume One (McGraw Hill)
A good dictionary is highly recommended.
In addition, I will hand out a few primary source
documents and a few articles that will bring us up to date on some
of the topics we will be discussing. All of these handouts/articles
are required reading as well.
To investigate history further I highly recommend:
- On TV: KPBS, History Channel, Discovery, or A&E.
- On Internet: History Sourcebook, Norton Simon Museum,
Huntington Library, Getty Museum
Because there is so much material to sort through in
this course, my lectures are designed to help you understand the
"big picture" first and foremost. We will identify the patterns of
human activity and then add layers of complexity with more details
and examples. Otherwise, we run the danger of not seeing the forest
for the trees and we’ll be faced with a frustrating exercise in
trying to sort through seemingly endless lists of names, dates,
places, etc. Thursday
s, my lectures and the readings overlap but do not
parallel one another. Consistent attendance in
lectures and participation in discussion sections is
essential to understanding the course themes, the readings and
films, and of course, to performing well in the class.
I will place copies of the books, films, and the
reader on two-hour reserve at the library for your use.
Academic Integrity
Cheating and plagiarism (using as one’s own ideas,
writings, or materials of someone else without acknowledgment or
permission) can result in any one of a variety of sanctions. Such
penalties may range from an adjusted grade on the particular exam,
paper, project, or assignment to a failing grade for the course. The
instructor may also summarily suspend the student for the class
meeting when the infraction occurs, as well as the following class
meeting. For further clarification and information on these issues,
please consult with your instructor or contact the office of the
Assistant Dean of Student Affairs.
Students with Disabilities
If you need accommodations in this class, you are encouraged to notify the instructor
and contact Disabled Students Programs and Services (DSP&S) early in
the semester so that reasonable accommodations may be implemented as
soon as possible. Students may contact DSP&S in person in room 110
or by phone at 619-644-7112 (voice) or 619-644-7119 (TTY for deaf).
Students are referred to enroll in the following
supervised tutoring courses if the service indicated will assist
them in achieving or reinforcing the learning objectives of this
course:
- IDS 198, Supervised Tutoring to receive tutoring in general
computer applications in the Tech Mall;
- English 198W, Supervised Tutoring for assistance in the
English Writing Center (Room 70-119); and/or
- IDS 198T, Supervised Tutoring to receive one-on-one tutoring
in academic subjects in the Tutoring Center (Room 70-229,
644-7387).
To add any of these courses, students may obtain Add
Codes at the Information/Registration Desk in the Tech Mall.
All Supervised Tutoring courses are
non-credit/non-fee. However, when a student registers for a
supervised tutoring course, and has no other classes, the student
will be charged the usual health fee.
The counseling center periodically has valuable
workshops on topics ranging from effective note taking, test taking,
and reading strategies. See their bulletin board for dates and
times.
COURSE REQUIREMENTS AND EXPECTATIONS
The final course grade will be calculated based on
the following components:
- Class participation (5%) In order to fully comprehend
the complexities of all of our material and to see how each of
our themes or topics fits into the "larger picture", you will
have a series of designated class discussions in which we
devote class time to exploring our course themes and how our
readings and films relate to them. You will, in turn, receive
credit for your verbal contributions and active listening in our
group and class discussions.
- Interactive Journal (20%) You will write a series of
short thought pieces in which you show your understanding of the
concepts and themes being explored in the course and how your
readings relate to them. These journal entries will be based on
the readings in the Taking Sides book – with comparison
to Traditions and Encounters and the lectures. You will
bring your written responses to class prepared to discuss
them with your peers and myself. You will receive feedback
on your responses during our discussions. You will title, date,
and turn them in on the day of the discussion. I
am expecting at least 2 paragraphs, typed or hand
written. Your paragraph should include an identification of the
thesis statement of each author (their main argument, i.e. What
are they going to prove/what is their main argument), what
sources have been used to support the thesis, are the sources
useful, is the argument well crafted, do the authors avoid bias?
How does the Taking Sides issue relate to our Traditions and
Encounters readings? The lecture? What side convinced you and
why? Late journal entries are marked down 10 points for each day
they are late. If you fail to bring one to class you may email
it to me by midnight of that day and will only be marked down 5
points. There are a total of 10 entries. Each one is worth 10%
of the total journal grade.
- Quizzes (25% combined) Four take home class quizzes that
cover material from the lectures, films, and the readings.
These quizzes may included defining terms, multiple choice,
sequencing, essay, true or false, fill in the blank, or
matching. No late quizzes unless proof of an emergency is
offered.
- Mid Term (25%) In class Mid Term. Format may include
defining terms, multiple choice, sequencing, essays, true or
false, and/or fill in the blank. Information from all the
material we have covered so far from all books, lectures, and
DVDs may be included. No late midterms unless proof of emergency
is offered.
- Final Exam (25%) In class final on assigned final date.
The format may be defining terms, multiple choice, sequencing,
true or false, essays, and/or fill in the blank. The questions
will be drawn mainly from material since the midterm, BUT
WILL ALSO INCLUDE QUESTIONS FROM CHAPTERS COVERED SINCE DAY ONE
OF THE CLASS. No late finals unless proof of verified
emergency is received.
Grading Rubric for Exams/Essays
- Outstanding achievement. Essays provide a solid argument and
are well supported by appropriate examples drawn from readings,
lectures, and films.
- Praiseworthy performance, definitely above average. Essays
provide a coherent argument supported by some specific examples.
- Student's basic effort; an average, satisfactory
performance. To improve, essays need to be more coherent and
better supported by examples.
- Need for improvement; student needs to redouble efforts to
grasp basic themes of the course.
Extra Credit
Opportunities are available for those of you who
have done all of your work and are interested in earning a
few extra points. See me or email me.
There will be no make-ups for any of the
examinations. No incompletes will be given. (Verified emergencies
provide the only exceptions to these policies.) Vacations are not
emergencies.
Attendance, Punctuality and Withdrawals
Roll is taken at the beginning of class. BE ON
TIME. Late arrivals disrupt the flow of the class. While I do my
best to formally drop students who stop attending class, it is
ultimately your responsibility to withdraw from the course. Failure
to do so may result in an unexpected F.
Turn off your phones and pagers or set them on
silent mode.
I strive to keep a positive learning environment
in our classroom. Side conversations and passing notes are rude and
a distraction to the class, and therefore have no place in our
classroom. Just as meaningful participation is rewarded,
disruptive behavior will be penalized.
COURSE OUTLINE
(Tentative. We may need to spend more time on a
given topic. If so, changes to our outline will always be
announced.)
Reading Assignments
Since several editions of the Global Encounters book
exist, I do not assign specific page numbers for each class meeting.
What I expect is for students to have read the chapter(s) we
will be covering each meeting prior to coming to class. You
are responsible for all material in the books, lectures, films, and
handouts.
Week 1: 01/23-01/25
Tuesday: Introductions
Have in writing for next class, journal entry #1:
Read Taking Sides discussion entry #1: "Did Homo Sapiens
Originate in Africa?" You should choose a side and defend it in
your entry. Take notes of the thesis statement offered by each
author (thesis: main argument), sources used, and how well the
sources are used. Does the author present his/her argument well?
Relate the Issue to the readings in Traditions and Encounters. See
Journal Assignment format in course requirements.
Thursday: Before History
Lecture: Evolution, Paleolithic, and Neolithic
Societies
Group Work: Discussion of Journal #1 – Yes and No of
Issue One – Journal Entry Due at end of class
For Tuesday: Taking Sides Discussion #2: Was
Sumerian Civilization Male Exclusively Dominated?" Read Issue
2 in Taking Sides. Please follow the format from Issue One for
all Issues: ask the same questions of the arguments. Choose a side
and support it with evidence from the author on your side of the
issue. Relate the Issue to our readings and lectures (if
appropriate).
Week 2: 01/30-02/01
Tuesday: Early SW Asian Societies and Indo-European Migration
Lecture: Mesopotamia – Writing, Empire Building, and Patriarchy
Discussion of Journal #2 and journal due at end of class
Thursday: Egypt
Lecture: Egypt and the Nile
Week 3: 02/06-02/08
Tuesday: Egypt & DVD
Thursday: Nubia and Bantu Migration
Lecture: Nubians and migration in Africa
Take Home Quiz
Week 4: 02/13-02/15
Tuesday: Early Society in South Asia
Lecture: Harappan Society and Aryan Migrations
Thursday: Early Society in East Asia
Xia, Shang, and Zhou
For Tuesday: Taking Sides Journal #3: Was
Mesoamerica’s Olmec Civilization Influenced by African Sources?
Read and write in support of one side of Issue 3 in Taking
Sides. You should choose a side and defend it in your entry. Take
notes of the thesis statement offered by each author (thesis: main
argument), sources used, and how well the sources are used. Does the
author present his/her argument well? Relate the Issue to the
readings in Traditions and Encounters, other readings and lectures
(if appropriate).
Week 5: 02/20-02/22
Tuesday: Early Societies in America and Oceania
Lecture: Migration into the Americas and Oceania
Group Work: Discussion of Journal #3. Journal #3 due at end of class.
Thursday: The Empire of Persia
Lecture: Persian Empire and the development of Zoroastrianism
Take Home Quiz
Week 6: 02/27-03/21
Tuesday: Unification of India
Thursday: The Unification of China
Week 7: 03/06-03/08
Tuesday: DVD on China
Thursday: Crete/Mycenaean
Lecture: Minoan Society, trade, and the development of the Mediterranean
Week 8: 03/13-03/15
Tuesday: Greece
Lecture: Development of the Polis, philosophy,
democracy.
For Thursday: Taking Sides Journal #4: "Does
Alexander the Great Deserve his Reputation?" Read Issue 4
in Taking Sides. You should choose a side and defend it in your
entry. Take notes of the thesis statement offered by each author
(thesis: main argument), sources used, and how well the sources are
used. Does the author present his/her argument well? Relate the
Issue to the readings in Traditions and Encounters, other readings
and lectures (if appropriate).
Thursday: Greece
Group Work: Discussion of Journal #4 – journal due
at end of class
Week 9: 03/20-03/22
Tuesday: Review Session + DVD on Greece
Thursday: In Class Mid Term
Week 10: 03/27-03/29
Tuesday: Rome + DVD
Lecture: Etruscans and Republic
For Thursday: Taking Sides Journal #5: "Did
Christianity Liberate Women?" Read Issue 5 in Taking
Sides. You should choose a side and defend it in your entry. Take
notes of the thesis statement offered by each author (thesis: main
argument), sources used, and how well the sources are used. Does the
author present his/her argument well? Relate the Issue to the
readings in Traditions and Encounters, other readings and lectures
(if appropriate).
Thursday: Roman Empire and Decline
Lecture: Empire and Decline
Group Work: Discussion of Journal 5 and journal due
at end of class.
Week 11: 04/02-04/04
Spring Break: NO CLASS
Have ready for Tuesday the 10th: Taking
Sides Journal #6: "Did the Byzantine Empire Benefit from the
Rule of Justinian and Theodora?" Read Issue 7 in Taking
Sides. You should choose a side and defend it in your entry. Take
notes of the thesis statement offered by each author (thesis: main
argument), sources used, and how well the sources are used. Does the
author present his/her argument well? Relate the Issue to the
readings in Traditions and Encounters, other readings and lectures
(if appropriate).
Week 12: 04/10-04/12
Tuesday: Byzantium
Lecture: Eastern Roman Empire
Discussion of Journal 6 – journal due at end of class
For Thursday: Taking Sides Journal #7: "Does
the Modern University Have Its Roots in the Islamic World?" Read
Issue 10 in Taking Sides. You should choose a side and defend
it in your entry. Take notes of the thesis statement offered by each
author (thesis: main argument), sources used, and how well the
sources are used. Does the author present his/her argument well?
Relate the Issue to the readings in Traditions and Encounters, other
readings and lectures (if appropriate).
Thursday: Islam
Lecture: The development and expansions of Islam
Discussion of Journal 7 – journal due at end of
class
Take Home Quiz
Week 13: 04/17-04/19
Tuesday: Resurgent Empire in Asia and India and the Indian Ocean
Lecture: Islam and Hinduism
Thursday: Christian Foundation
Lecture: The Development of Western Christianity
For Tuesday: Taking Sides Journal #8: "Did
China’s Worldview Cause the Abrupt End of Its Voyages of
Exploration?" Read and write on Issue 13 in Taking Sides.
You should choose a side and defend it in your entry. Take notes of
the thesis statement offered by each author (thesis: main argument),
sources used, and how well the sources are used. Does the author
present his/her argument well? Relate the Issue to the readings in
Traditions and Encounters, other readings and lectures (if
appropriate).
Week 14: 04/24-04/26
Tuesday: Nomadic Empires and Eurasian Integration
Lecture: The Mongols and Turkish invasion
Group Work: Discussion of Journal 8 – journal due at
end of class
Thursday: DVD
Week 15: 05/01-05/03
Tuesday: State and Society in Africa
Lecture: Nubia and Beyond
For Thursday: Taking Sides Journal 9: "Could
the Crusades Be Considered a Christian Holy War?" Read and
respond to Issue 9 in Taking Sides. You should choose a side
and defend it in your entry. Take notes of the thesis statement
offered by each author (thesis: main argument), sources used, and
how well the sources are used. Does the author present his/her
argument well? Relate the Issue to the readings in Traditions and
Encounters, other readings and lectures (if appropriate).
Take Home Quiz
Thursday: High Middle Ages in Western Europe
Lecture: Reform, exploration, and economics
Group Work: Discussion of Journal 9 – journal due at
end of class
Week 16: 05/08-05/10
Tuesday: DVD Cathedrals
For Thursday: Taking Sides Journal 10: "Did
Christopher Columbus’s Voyages Have a Positive Effect on World
History?" Read Issue 14 in Taking Sides. You should
choose a side and defend it in your entry. Take notes of the thesis
statement offered by each author (thesis: main argument), sources
used, and how well the sources are used. Does the author present
his/her argument well? Relate the Issue to the readings in
Traditions and Encounters, other readings and lectures (if
appropriate).
Thursday: Worlds Apart: the Americas and Oceana
Lecture: Aztecs and Incas
Group Work: Journal 10 discussion – journal due at end of class.
Week 17: 05/15-05/17
Tuesday: Cross Cultural Interactions/Renaissance/Reformation
Thursday: Film and Study Session
Week 18: 05-21-05-25
Final, Tuesday May 22 from 5:30PM – 7:30PM, IN CLASS
|
