History and
Geography of European Nations (Map)
Michelangelo, Sistine Chapel Ceiling
History 100
FOUNDATIONS OF WESTERN CIVILIZATION
Fall 2007
Instructor: James W.
Crowl Office:
Office Telephone:
395-2217 Office
Hours: MWF: 2:00 - 2:50
TR: 3:20 - 4:00
E-mail address: crowljw@longwood.edu
Course Description: An introduction to the foundations of Western Civilization from the dawn of Man through the Reformation, with an emphasis on the political, economic, social, intellectual, and cultural attributes which made that civilization unique.
Texts:
Edith Hamilton Mythology.
Judith G. Coffin, Robert C. Stacey, Robert E. Lerner, Standish Meacham,
Western Civilizations. Volume I, Fifteenth Edition,
Course Goals:
l. Through exposure to a broad range of historical
techniques, applications and modes of inquiry, students will understand the
origins of western civilization and the critical thinking/problem solving
skills that are inherent in the historian's craft.
2. Through in-class lectures, discussions, assigned readings and/or document
analysis, this course will provide students with examples of how disciplinary
knowledge changes through applications of the chosen mode of inquiry.
3. Through in-class lectures, discussions, assigned reading and/or document
analysis, this course will consider questions regarding the development of
Western Civilization's ethical values.
4.Through in-class lectures, discussions, assigned
readings and/or document analysis, this course will explore past, current, and
future implications of our historical knowledge.
5. Through in-class lectures, discussions, assigned
readings and/or document analys, this course will
encourage consideration of course content from diverse perspectives.
6. Through discuss and application of historical research methodology, students
will become familiar with contemporary techniques of gathering, manipulating
and analyzing information and data.
7. Students will learn to communicate effectively and display their knowledge
and analytic skills in a formal writeen paper(s), an
oral report(s), and/or a course journal. Student learning communication
skills will also be assessed through appropriate tests and exams.
8. Through class lectures, discussions and/or assigned readings, students will
develop an awareness of the contributions that other disciplines make to our
understanding of the historical past.
9. Through emphasizing the relationship between the past and the present, and
the wide applicability of the critical thinking skills inherent in historical
analysis, students will understand that this discipline is important to the
development of an educated citizen.
10. As part of the Goal Seven of the General Education Program, students will
gain a better understanding of the historical development of Western
civilization in the modern era.
11. As part of Goal Seven of the General Education Program, students will
relate the development of Wesstern civilization to
other regions of the world.
12. As part ot Goal Seven of
the General Education Program, students will gain a better understanding of how
historical developments influence the present day.
Class Schedule:
Week 1
August 27-31
Origins of Man
Neolithic Era
Ancient
Assignment for the First Test, September 20-21:
Coffin, Chapters 2, 3, pages 74-127. Ten
percent of the test will come from these chapters in the form of multiple
choice questions..
Week 2
Sept. 5-7
Ancient
Ancient 
Ancient
Ancient
Week 3 Pre-Hellenic and Hellenic Civilizations: Sumerians, Amorites,
Hebrews, Assyrians, Chaldeans
Sept. 10-14
Assignment: Edith Hamilton's Mythology, pp. 107- 110 (
Orpheus and Euridice), 144-165 (starts with Daedalus), 185-210, 247-259, 312-313 (Sisyphus), 307
(Hero and Leander), 311 (Orion).
Minoan and Mycenaean Civilizations
Dark Ages; Archaic Age
Age of Pericles
W,R: Quiz; Edith Hamilton's Mythology
Peloponnesian War
Hellenic Philosophy
Week 4 Hellenic and Hellenistic Civilizations
Sept. 17-21 Hellenic Architecture 
Hellenistic Civilization
************* FIRST TEST RF:
Sept. 20-21: This test constitutes one-fourth of your final grade in
the course!!!
Week 5 Roman Civilization
Sept. 24-28
Origins of Roman history; The Early Republic
W,: MAP Quiz: Map Locations on Hammond Outline Map
****** Bring blank map to
class!!!!
Punic Wars
Late Republic
Text Assignment for Second Test, November
1-2.
Coffin, Chapters 5, 6, pp. 185-238. Ten percent of the second test will consist
of multiple choice questions drawn from these pages..
Week 6
Oct 1-5
Roman Civilization
Late Republic 
Imperial 
Christianity and the Christian Schisms
Week 7 Early Medieval Europe
Oct. 8-12
Feudalism and Manorialism
Fall Break, Oct. 15-16
Week 8 High Middle Ages
Oct. 17-19 Rise of the National Monarchies
Rise of the National Monarchies
Week 9 High Middle Ages
Oct. 22 - 26
.
Rise of the National Monarchies 
Hundred Years' War
Rise of the National Monarchies
Week 10 High Middle Ages
Oct. 29 - Nov.2: Rise of the National Monarchies
Second Test: Nov. 1-2: This
Test constitutes one-quarter of your final
grade!!!! *******************
Week 11 Renaissance in
Nov. 5-9 The origins of the Renaissance
******* Map Quiz: Hammond Outline Map: Bring
blank map
Early Renaissance
High Renaissance
Text Assignment for Final Examination:
Coffin, Chapters 7,8,9, pp. 247-268; 287-325; 360-364. Ten percent of the
final examination will consist of multiple choice questions drawn from these
pages..
Week 12 Renaissance in
Nov. 12-16: High Renaissance
High Renaissance
Origins of the Protestant Reformation
Week l3 The Protestant Reformation
Nov. 19: Reformation: Martin Luther
John Calvin
Zwingli and Calvin
Henry VIII and England
John Calvin
Weeks 14-15: European Politics, l500 - l648
Nov. 26- Dec. 7
Research Essay for Final Exam Due, Dec. 6-7! Essays must be submitted to Turnitin.com by
Friday Dec. 7!!
A hardcopy MUST be submitted to the instructor by the last day of class. Papers
will not be accepted after the last day of class!
The Religious Wars
The Thirty Years' War, 1618-1648
Final Examination: NOT comprehensive
Course Requirements:
Two Tests: Sept.20-21
Nov 1-2
Eight regular quizzes
Two map quizzes
One quiz on the reading in Edith Hamilton's Mythology
Final examination (not comprehensive)
Grading: Your final grade in the course will be determined as
follows: each test will count as one-fourth and the final examination will
count as one-fourth. The remaining fourth will consist of the weekly quizzes,
map quizzes (each counts as three regular quizzes), and the mythology
quiz (counts as five regular quizzes). The combined quiz grade will
constitute fifteen
percent (15%) of the final grade, and it will be added to the ten percent (10%)
grade for professional development [class attendance, promptness in getting to
class, attentiveness, classroom manners answering questions during
class], to make up the final quarter of your course grade. Students who wish to chat with their friends during class or who lack
proper classroom manners will lose at least a letter grade for the course and
may be asked to leave and not return!
Attendance Policy: Students will find it exceedingly difficult
to succeed in this class unless they attend with regularity. However,
your instructor does not believe in artificially penalizing students by
lowering grades for failing to attend classes. On the other hand, I begin
classes promptly and have no patience with students who are tardy. I therefore
reserve the right to deduct points from the final grade of a student who comes
late to class, or who lacks proper classroom manners. Also I have a
closed mind on absences from tests. Make-ups will be given only when
students can show a valid reason for the absence. In some cases students
may be required to write an additional research paper in addition to taking a
make-up test.
The constant coming an
going of students from the classroom detracts from a proper academic
environment. Therefore, students who
need to leave while class is in session are asked not to return to class until
the next class period. To do so will lower the students grade for
professional development.
Honor Code: Students are expected to comply with the honor code on all work for the course.
Research Essay for the Final Examination:
Students are required to write a research essay of five to seven (5-7) pages. A hard-copy must be submitted to the instructor by Dec. 6-7, and must be also submitted to Turnitin.com by Dec. 8! No late essays will be accepted! This research essay will count as twenty percent (20%) of the final examination grade. The topic for the essay must be a prominent figure in European or Middle Eastern (but not American) art, architecture, religion, philosophy, literature, music, science, technology or society in the period from the beginning of the Western world until 1648. Do NOT write about political figures!! Thus NO papers about Julius Caesar, Cleopatra, or Charlemagne or other monarchs!! At least three (3) sources must be used in the essay, and no more than one of them can be an electronic document. No encyclopedias, textbooks, or class-notes may be cited! Absolutely NO use of on-line encyclopedias!! As the information is from scholarly sources, each work must be properly cited in your essay. NO PARENTHETICAL OR TEXT NOTES MAY BE USED! Only footnotes are permitted!
Students must turn in a hard-copy of the research essay to the instructor, but prior to doing so, a copy must be submitted to turnitin.com. The instructor will provide each class with a class ID number and an enrollment password.
History
100- 03 2081477
History 100- 07 2081482 Scutage
History 100- 08 2081484 Cistercians
The paper must be typed on a word-processor or computer. Please be certain that the cartridge you use is new or nearly so.
Papers with more than ten grammatical errors will receive a failing grade. Please review your paper carefully for such errors before submitting it for a grade!
At the close of the syllabus are examples of models that you should use for
your footnotes: (SEE PAGE 12-13 OF THE SYLLABUS!!)
Students should learn the proper use of "it's" and
"its". Students who misuse the two will
be penalized.
Edith Hamilton's Mythology 
Perseus
Daedalus
Icarus
Theseus
Procrustes (Procrustean bed) 
Ariadne
Phaedra
Hippolytus
Judgment of Paris
Paris
Priam
Hecuba
Menelaus
Agamemnon
Odysseus
Achilles 
Thetis
Athena
Poseidon
Ajax
Aeneas
Hector
Andromache
Patroclus
Laocoon
Cassandra
Tantalus
Atreus
Aegisthus
Orestes
Clytemnestra
Iphighenia
Orpheus
Eurydice
Hero
Leander
Orion
Cepheus
Andromeda
Cassiopia
Hermes
Sisyphus (Sisyphean labor) 
Aegeus
Geographic Locations
Seas
Cities
Modern States
Mediterranean
Athens
England
Adriatic
Rome
Ireland
Aegean
Madrid
Scotland
Black
Paris
Belgium
North
London
Netherlands (Holland)
Baltic
Vienna
Berlin
France
Mountains
Warsaw Austria
Pyrenees
Belgrade Germany
Alps
Moscow Poland
Carpathians
Amsterdam Hungary
Florence Czech
Republic
Islands
Venice
Slovakia
Sicily
Prague
Bosnia
Corsica
Bucharest Slovenia
Sardinia
Budapest Croatia
Crete
Istanbul
Serbia
Cyprus
(Constantinople) Bulgaria
St. Petersburg Greece
Libya
Rivers
Egypt
Thames
Peninsulas
Lebanon
Seine
Scandinavian
Syria
Po
Iberian
Israel
Rhine
Balkan
Iraq
Danube Asia
Minor
Iran
Volga
Crimean
Saudi Arabia
Dnieper
Belarus
Tigris
Straits
Ukraine
Euphrates
Gibraltar
Estonia
Elbe
Bosporus
Latvia
Tiber
Dardanelles
Lithuania
Hormuz
Russia
Romania
"An educated man must have a certain minimum of general
knowledge. Even if he knows little about science and cannot add or
subtract, he must have heard of Mendel and Kepler.
Even if he is tone deaf he must know something about Debussy and Verdi; even if
he is a pure sociologist he must be aware of Circe and the Minotaur, of Kant
and Montaign, of Titus Oates and Tiberius
Gracchus."
Robert Conquest
The following are useful examples of models for the footnotes in your research essays:
Footnoting a book:
l
Arthur Waley,
The Analects of Confucius (
If the same work by Waley is used again for the
second footnote, Ibid should be used. Thus,
2
Ibid.,
37. (Note that Ibid is not underlined)
If Waley is cited later, after other works have
been cited, students should use a short title. Thus,
l7
Waley,
The Analects, 130.
Footnoting a multi-volume work:
3
Tucker Brooke, The Renaissance, vol.
2 in University of Chicago Readings in Western Civilization, ed. John W.
Boyer (Chicago: University of Chicago Press, l986), 402.
Footnoting a Review:
4
Steven Spitzer, review of The Limits
of Law Enforcement, by Hans Zeisel, in American
Journal of Sociology 91 (November l985): 726-29.
Footnoting a Journal:
8
Don Swanson, "Dialogue
with a Catalogue," Library Quarterly 34 (December l963): ll3-25.
Electronic Documents
56
Rosabel
Flax, Guidelines for Teaching Mathematics K-12
(Topeka: Kansas State Department of Education, 1979) [database on-line];
available from Dialog, ERIC, ED 178312
57
Oxford English Dictionary, 2d
ed., s.v. "glossolalia"
[CD-ROM] (Oxford University Press, 1992).
58
Joanne C. Baker and Richard W.
Hunstead, "Revealing the Effects of Orientation
in Composite Quasar Spectra," Astrophysical Journal 452:L98, 20 October 1995
[journal on-line]; available from http://ww.aas.org/ApJ/v452n2/5309.html;
Internet; accessed 29 September 1995.
Footnoting a Magazine;
9
Anne B. Fisher, "Ford Is Back
on the Track," Fortune, 23 December l985, l8.
Footnoting a Newspaper:
l0
Michael Norman, "The
Once-Simple Folk Tale Analyzed by Academe," New York Times, 5 March l984,
p. l5
Bibliography: Your bibliography should be entitled "Works Cited," and it should only include works which you have cited in your footnotes/endnotes.
Examples of works cited:
Books:
McDougall, Walter A. The Heavens and the Earth: A Political
History of the Space Age.
________ . The Moon.
Articles:
Gibaldi, Joseph, ed.
"Information for IEEE Authors." IEEE
Spectrum l2 (August l965): ll-15.
Newspapers:
Smith, Herbert. "
Electronic Document:
Flax, Rosabel. Guidelines for Teaching Mathematics K-12.
PLAGIARISM: Students should be reminded that the use of an author's ideas in a student paper without giving proper credit to the author constitutes plagiarism. Likewise the use of an author's words without placing those words in quotation marks and providing proper citation is plagiarism. Students sometimes believe that by changing an occasional word or two or even three in a sentence or paragraph, they are avoiding plagiarism. This is not the case! The information and ideas taken from a source must be re-formed into your own words! And after re-forming it into your own words, you must use a footnote or endnote giving proper credit to the author.
If your instructor suspects intentional or unintentional plagiarism, your paper will be returned ungraded and you will be asked to bring your sources to his office to verify the scholarship.
First Test--Study Sheet
L.S.B. Leakey, Olduvai Gorge, Tanzania, Ethiopia, hominids, Homo Sapiens, Paleolithic, eoliths, Lascaux, Neolithic Revolution, Catal Huyuk, Age of Metals, Egypt: Old Kingdom, ends 2,000B.C., Pharaoh Menes, Memphis, Gizeh, mastabas, IV dynasty, Khufu (Cheops), Khafre (Chephren), ka, Sphinx, Middle Kingdom, Thebes, Hyksos, "shepherd kings," Hebrews: Abraham, 2,000B.C., Sarah, Isaac, Esau, Jacob-Israel, Rachel, 12 tribes, Joseph. New Kingdom: Ahmose I, XVIII dynasty, Hatshepsut, Thutmose III, obelisk, hieroglphics, Akhnaton, Nefertiti, Tell-el-Amarna, "Amarna Revolution," Tutankhamon, Ramses II, Moses, Karnak, Luxor, pylon, hypo-style, Abu Simbel, "Valley of Kings," Howard Carter, Lord Carnarvon, Re, Amon-Re, Osiris, Isis, Set, Horus, Horus-Re, Aton, Anubis, ankh.
Mesopotamia: Sumerians to 2,000 B.C.,
Hellenic Civilization: Heinrich Schliemann, Sir Arthur Evans, Minoans 2,000 B.C.. Crete, King Minos, Cnossus, labrys, labyrinth, Theseus, Ariadne, Minotaur, Thera, Mycenaeans, Mycenae, Beehive Tombs, "Treasury of Atreus," "Lion Gate," Trojan War 1200 B.C., Dark Ages, Archaic Age, Iliad, Odyssey, "Nothing in Excess," "Goldean Mean," Hubris and Nemesis, "unity of ethics and aesthetics,"Olympia, Delos, Delphic Oracle, Apollo, polis, acropolis, Agora, Ionia, Magna Graecia, Syracuse, Solon, Cleisthenes, Century of Genius: 500 B.C., Pericles, Persian Wars, Marathon, Attica, Xerxes, Thermopylae, Salamis, Herodotus, Delian League, Peloponnesian War, Alcibiades, Thucydides. Philosophy: Sophists, Protagoras, Socrates, "Ethical Absolutism," Plato, "Doctrine of Forms, Ideas, Ideals," Republic, Academy, Aristotle, Lyceum
Study Sheet-- Second Test
"Medium for the ennoblement of mankind," "unity of ethics and aesthetics," Doric, Ionic, Corinthian, entablature, architrave, frieze, triglyphs, metopes, Propylaea, Athena Nike, Erechtheum, Erechtheus, caryatids, Parthenon, Phidias, "Elgin Marbles," Philip of Macedon, Demosthenes, Alexander "the Great," 325 B.C., "Gordian Knot," Indus River, Seleucus, Ptolemy, Alexandria, Antioch, Ephesus, koine, Euclid, Archimedes, Colossus at Rhodes, Temple of Diana at Ephesus, Lighthouse at Alexandria, Old Woman in the Marketplace, Laocoon Group.
Umbrians, Sabines, Oscans, Latins, Virgil, Aeneid, Aeneas, Livy, Romulus, Remus, Palatine, Capitoline, Forum, Etruscans, augury, divination, Janus, Res Publica, Brutus, patricians, noblesse oblige, plebians, consuls, Senate, tribunes, pontifex maximus, dictator, Cincinnatus, Pyrrhus, pyrrhic, 1st Punic War, 2nd Punic War, Hannibal Barca, Fabius Maximus, "the Delayer," Scipio "Africanus," Cato, Delenda est Carthago!", latifundia,equites, Tiberius and Gaius Gracchus, Gracchi brothers, Marius, Sulla, Marcus Tullius Cicero, Pompey, Crassus, Julius Caesar, 1st Triumvirate, "All Gaul is divided into three parts," "The Die is cast," veni, vidi, vici," Marc Antony, Octavian, 2nd Triumvirate, 44-31 B.C.,
Imperial Rome: 31 B.C. - 476 A.D., Augustus, princeps, imperium, imperator, Praetorian Guard, Pax Romana, Livy, Virgil, Eclogues, apotheosis, Georgics, Aeneid, Horace, Odes,curia,rostra, Capitoline Triad, Julio-Claudians, Tacitus, Tiberius, Caligula, Claudius, Nero, Seneca, Flavians, Vespasian, Coliseum, Titus, Pompeii, Domitian, Five "Good Emperors," Trajan, Dacia, Hadrian, Pantheon, Tivoli, Diocletian, Constantine, Constantinople (Byzantium), Byzantine, In Hoc Signo Vinces, Huns, Christianity, "Mystery Cults," Mithraism, Mithras, Isis, Baal, Dionysus, Schisms, Gnosticism, Nestorianism, Monophysitism, Coptic, Hans Kung, Robert Alley, Council of Nicaea, 325 A.D.,
Franks, Angles, Saxons, Ostrogoths, Visigoths, Vandals, Lombards, Clovis, Merovingian, fleur-de-lis, Charles Martel, Tours, 732, Moors, Mohammed, 600, Islam, Mecca, Medina, Pepin, Carolingian, "Donation of Pepin," Papal States, Charlemagne, Aachen, duchy, Carolingian Renaissance, Harun al Rashid, Caliph of Baghdad, Abbasid, Magyars, Saracens, Vikings, Norsemen, Normans, Normandy.
Possible essay questions:
1. What was the philosophy behind Hellenic architecture? Discuss the four temples on the Athenian acropolis.
2. Discuss the meaning of the following terms from Hellenic and Hellenistic architecture: Doric, Ionic, Corinthian, entablature, architrave, frieze, triglyphs and metopes.
3. Discuss the Hellenistic age and civilization. When did the era begin? When did the Hellenistic states end? What were the characteristics of the Hellenistic civilization? Discuss Hellenistic architecture and sculpture. How did they differ from Hellenic architecture and sculpture?
4. Discuss Hellenistic architecture and sculpture. How did they differ from Hellenic architecture and sculpture?
5. Discuss the Late
6. Discuss both the "trendy" and the more substantial reasons for the decline and fall of Imperial Rome.
7. Name and discuss the "Mystery Cults" that flooded the Roman world in the last centuries of the Roman republic.
8. Discuss at length four schisms from the early Christian Church. How and why did these schisms emerge? What issues did they raise for the Church? How did the church deal with the schisms?
Study Sheet--Exam
Feudalism, Manorialism (Manorial System), vassalage, suzerain, vassals, chivalry, homage, fealty, investiture. fief, manor, freemen, villeins, serfs, week-work, corvee, banalites, coulter, Cistercians, Drag Nach Osten, Teutonic Knights, Aragon, Castile, Knights Templar, Flanders, Hanse (Hanseatic League), bourg, burg, burgh, burghers, bourgeoisie, guilds.
Rise of the National Monarchies: Holy Roman Empire, Canossa, "Going to
Canossa," Gregory VII,
Milan, Lombardy, Sforza, Francesco Sforza, condottiere, Ludovico Sforza, "Il Moro," Florence, Arno River, "Quattrocentro," Medici, Cosimo de' Medici, Marsilio Ficino, Lorenzo de' Medici, "the Magnificent," Rome, Alexander VI, Borgia, Julius II, Giovanni de' Medici, Leo X, chiaroscuro, Humanism, Giotto, Massaccio, The Expulsion from the Garden of Adam and Eve, Sandro Botticelli, The Birth of Venus, Leonardo da Vinci, Madonna of the Rocks, The Last Supper, Donatello, David, Filippo Brunelleschi, campanile, Lorenzo Ghiberti, Baptistery Doors, "High Renaissance," Raphael, School of Athens, Michelangelo, Sistine Chapel, Last Judgment, Dawn, Day, Dusk, Dark, Pieta.
Thomas Aquinas, indulgences, Johann Gutenberg, Martin Luther, Frederick
"the Wise," Ninety-Five Theses," 1517, "Justification by
Faith," transubstantiation, consubstantiation, "priesthood of all
believers," Anabaptists, Menno Simmon, Schmalkaldic League, Charles V, Peace of Augsburg, John
Calvin, Institutes, Ulrich Zwingli, Huguenots, John Knox, Henry VIII.
Possible Essays:
1. Discuss in detail both feudalism and manorialism. When and why did each emerge? What was the purpose of each? How well did each accomplish its purpose? When was the "golden age" for each? Which was political and which was economic? Explain each in detail.
2. Discuss the Hundred Years' War. When and how did it begin? What countries were involved? What were the principal battles? Who won and why? What intervened by the middle of the war to interrupt its course? How did the war conclude? Be certain to include specific details!
3. In detail, discuss the Bubonic Plague and its effects on
4. Discuss English history from the death of Richard II in 1399 to the death of Richard III in 1485. What monarchs, wars, and issues dominated the period?
5. Discuss the Wars of the Roses and its importance for English
history. How and why did the wars begin? What monarch headed
6. Discuss the Magna Carta and its importance for English history. When, why, and by whom was the Magna Carta drafted and signed? Was it intended to be a reactionary or a progressive document?
7. Discuss the work of the following Renaissance figures: Donatello, Ghiberti, Brunelleschi, and Michelangelo. Give examples of their work. How did Marsilio Ficino influence at least one of these figures? Show how that influence is found in one of his works.
8. Discuss the Roman Renaissance. When did
9. The Protestant Reformation had many causes. Discuss the political, economic, religious and other causes of the Reformation.
10. Discuss Martin Luther's life, the reasons for his break with the Roman
Catholic Church, and the ways in which his church differed from the Catholic
Church.
History 100-50: Honors
The Honors History section will follow the same format and schedule as my other two survey sections, except for the following differences:
1. There will be no weekly quizzes; but there will be a Mythology quiz and two Map quizzes. Eachmap quiz will occur a week following a test. Students should do a practice map using the geographic locations found in the syllabus above, and have it checked by the instructor. The Mythology quiz is scheduled for Sept. 17. See the earlier part of the syllabus for both the assigned pages and for the sheet of names needed for the quiz.
2. Each of the two tests and the final exam will consist of the following: 10-20% will come from the textbook. Ordinarily that will mean multiple choice questions, but written identification and even brief essay questions are possible. 40-50% of each test will consist of written identification from the class notes. The remaining portion of the exam--30-40%--will consist of essays from the class notes. There will be NO completion or true-false questions from the class notes!
3. Students are required to complete two research papers of ten to twelve pages each. One of these papers will be due on Oct. 13, the other on Dec. 3 The topic for the first paper must be non-military and non-political. Students may select any topic dealing with European or Middle Eastern science, medicine, technology, religion, art, architecture, literature, philosophy, or society from the origins of man to 1648, No American topics will be accepted!! Please consult the earlier portion of the History 100 syllabus for requirements regarding citations. No parenthetical or text notes will be accepted! Thus only footnotes or endnotes will be permitted, and they must conform to the standard in the earlier portion of the syllabus!
The second paper, due near the end of the semester, may be on any topic of
the student's choosing, including the topics listed for the earlier
paper. Again, no topic dealing with American history or
4. The final grade in the course will be determined as follows: Each
test and the final exam will count as 20 percent of the final grade, the two
research papers together will count as 25 percent, the Mythology quiz. and two map quizzes will each count for 5 percent, and
class participation will determine the final 5 percent.
"Without history the social sciences are like trees without roots, literature and the arts are flowering plants torn loose from the soil that nourished them, and philosophy runs the danger of becoming verbal gymnastics. The natural sciences too take on deeper implications and a broader outlook when coupled with history, both general and specialized."
Wood Gray