HISTORY 100, SECTIONS 01, 06, 07

FOUNDATIONS OF WESTERN CIVILIZATION

FALL 2014

(Image from a vase c. 540 B.C. of Achilles slaying the Amazon queen Penthesilea courtesy of http://www.bensozia.com)


Instructor
: James R. Munson
Office: Ruffner 234
Office telephone: 395-2218

 
Office hours:  MWF 1-2
                        TR 11-12 and by appointment.
E-mail: munsonjr@longwood.edu
 

Contents

Course Description
Required Texts
Course Objectives
Class Schedule
Course Requirements
Grading
Attendance Policy
Honor Code and Plagiarism
Bibliography

Course Description: An introduction to the foundations of Western Civilization from the dawn of humans through the Reformation, with an emphasis on the political, economic, social, intellectual, and cultural attributes which made that civilization unique.

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Texts:

Lynn Hunt, Thomas R. Martin, Barbara H. Rosenwein, Bonnie G. Smith, The Making of the West: A Concise History, Volume I, Third edition. New York: Bedford/St. Martin's, 2010.

Katharine J. Lualdi, ed., Sources of Making of the West, Volume 1, Fourth edition, 2012.

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Course Objectives:

Upon completion of the course, students will have gained an appropriate increase in:

     1. An understanding and appreciation of history and historical inquiry through the use of research, critical thinking, and problem solving..

     2. A sense of how historical knowledge has been affected by new findings and approaches.

     3. An appreciation for how history poses ethical dilemmas and challenges, both for men and women who lived in the past, and for those pondering its significance now.

     4. An appreciation for how knowledge of history helps clarify the consequences of collective action, both in the past and in the present.

     5. A sense of history as combining a variety of disciplines, approaches, and perspectives.

     6. An awareness of the diverse modes of gathering, analyzing and interpreting information.

     7. An ability to express oneself clearly and concisely on paper, by means of a substantive written assignment or series of written assignments.

     8. An understanding of how history relates to other disciplines and modes of inquiry.

     9. An awareness of how historical inquiry can contribute to understanding the issues and dilemmas that face the contemporary citizen.

     10. An understanding of the historical development of Western civilization in its formative stages.

     11. A sense of how to relate the development of Western civilization to other regions of the world.

     12. An understanding of how historical cultural developments influence the present day.

General Education Goal 7 Goals

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Class Schedule:

Week 1 (Aug. 25-29)

Introduction: Course Information and Requirements
What is History? What is Civilization? What and Where is the West?

Readings: Hunt, pp. xxii-xxiii, 3-14.
Lualdi, pp. 1-26.

Note: The add/drop deadline is Sept. 2, 5 p.m.

Week 2 (Sept. 2-5)

Labor Day Holiday:  Sept. 1

Early Humans
Mesopotamia

Map quiz: Thursday (06, 07), Friday (01).

Readings: Hunt, pp. 14-29.
Lualdi, pp. 26-32, 37-42. 

The prophet Jeremiah

Week 3 (Sept. 8-12) 
Egypt
Hebrews, Phoenicians and other Peoples
Quiz on readings for weeks 1-3, Thursday (06, 07), Friday (01).
Readings: Hunt, pp. 29-52.
Lualdi, pp. 42-51, 57-60. 
Xenophon on Sparta
Herodotus on the Second Persian War
Week 4 (Sept. 15-19)
Early Greeks and the Emergence of the city-state
Classical Greece

Readings: Hunt, pp. 52-77.
Lualdi, pp. 75-83.

Xenophon on training a wife

Prospectus for all classes due by Friday, 5 p.m.

Extra-Credit oppportunity:  see production of Hamlet by the American Shakespeare Company, Sept. 16, at 7 p.m. in Jarman, get your name on the sign up sheet for the class in the lobby after the production, and write a 350 word response to the prompt posted on Canvas (to be turned on Monday Sept. 22, by 5 p.m.) for five extra points.

Week 5 (Sept. 22-26)
Review
MID-TERM - Thursday, Sept. 25 (06, 07), Friday, Sept. 26 (01).

Readings: Hunt, pp. 77-117.

Week 6 (Sept. 29-Oct. 3)
Greek and Hellenistic Civilization
Early Rome

Readings: Hunt, pp. 119-145.
Lualdi, pp. 62-69, 84-88, 95-100. 

Plato, Allegory of the Cave, from the Republic

Critique of prospectus (together with the critiqued work) due by Wednesday, 5 p.m (all classes).

Week 7 (Oct. 6-10)
Rome from Republic to Empire
Imperial Rome

Quiz on readings for weeks 4-7, Thursday (06, 07), Friday (01).

Readings: Hunt, pp. 145-178.
Lualdi, pp. 101-109, 117-127.

Augustus' social laws

Note: The withdrawal deadline is October 15 (5 p.m.).

Week 8  (Oct. 15-17)
Oct. 13-14 (Fall Break).

Fall of the Western Empire and Early Christianity

Readings: Hunt, pp. 178-225.
Lualdi, pp. 131-140.

From the Gospel of Matthew

Week 9 (Oct. 20-24)
Western Europe in the Early Middle Ages
Feudalism and Manorialism

Readings: Hunt, pp. 252-268, 283-308.
Lualdi, pp. 141-148, 175-182, 190-196.

Week 10 (Oct. 27-31)
Review
MIDTERM - Thursday, Oct. 30 (06, 07), Friday, Oct. 31 (01).

Readings: Hunt, pp. 225-252, 271-283.
Lualdi, pp. pp. 187-190.  

Magna Carta (with glossary).

Week 11 (Nov. 3-7)
The Byzantine Empire and Islam
The Emergence of National Monarchies

Readings: Hunt, pp. 328-338, 353-379.
Lualdi, pp. 154-163, 211-230.  

Week 12 (Nov. 10-14)
Church and Culture in the High Middle Ages
The Waning of the Middle Ages

Readings: Hunt, pp. 311-328, 338-351, 379-389.
Lualdi, pp. 246-250, 254-259, 271-274.   

Vasari, Life of Leonardo

Final paper due by Friday, 5 p.m (all classes).

Week 13 (Nov. 17-21)
Renaissance in Italy and Humanism
Martin Luther and the Protestant Reformation

Readings: Hunt, pp. 393-432.
Lualdi, pp. 278-284, 287-291.

Luther, Address to the Christian Nobility of the German Nation

Week 14 (Nov. 24-25)

The Catholic Counter-Reformation  

Readings: Hunt, pp. 435-457.
Lualdi, pp. 291-295, 300-302.

Saint Bartholomew's Day Massacre 

Machiavelli, The Prince

Map Quiz , Monday (01) and Tuesday (06, 07).

Thanksgiving Break, Nov. 26-28.

Week 15 (Dec. 1-5)
The Age of Religious Wars
Review
Readings:  Hunt, pp. 457-478.
Lualdi, pp. 302-306, 310-315.     

Quiz on readings for weeks 8-15, Thursday (06, 07), Friday (01).

FINAL EXAM: See Master Schedule on Registrar's page (Exam Schedule).

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Course Requirements: Two mid-term exams, a final exam and a paper are the written requirements for this course. Failure to complete any of the requirements will be regarded as a failure to complete the course, and will therefore result in a failing grade. In addition, there are five short map and reading quizzes, with one unannounced bonus quiz in the course of the semester. Papers received in the seven days after the respective due dates indicated on the weekly schedule will be marked down up to one full grade. Absolutely no assignments will be accepted after the seven-day grace period this will result in an F for the entire course, not a "0" for the individual assignment.

Exams and quizzes must be taken when scheduled. Make-ups will be scheduled only by prior consent of the instructor, and only for compelling reasons (as determined by the instructor). If a student, without gaining prior consent, is unable to take an exam because of sudden illness or some other extraordinary event, the instructor must be notified immediately. If I cannot be reached directly or by phone, leave a message with the History Department. A doctor's note or other written documentation must accompany a student's request for a make-up exam.

Exams: The exams will be in multiple choice and short answer format. I reserve the right to change the format of those exams to all essay or a combination of essay and short answer in format if, by some miracle, my ongoing vertigo happens to clear up in the course of the semester. Part of the the final exam will be comprehensive (covering the entire course). As a study aid, class time will be set aside for review sessions as indicated on your weekly schedule, but the exams may contain material not covered in these sessions. The exams will be designed to test acquaintance with the class presentations and the assigned readings. Taking careful notes in class and on the readings, therefore, is essential for doing well in the course. The instructor will be looking for evidence of general knowledge, and an organized and analytical approach to that knowledge. In the case of essays, the instructor will also be looking for an ability to combine the raw materials of the course -- text, lectures, and documentary sources -- into pertinent and meaningful insights, and will also be evaluating your ability to communicate those insights. In the paper and essays, points will be taken off for run-on sentences, grammatical errors, spelling errors, poor punctuation, illegible handwriting or any other problems that, in the opinion of the instructor, affect comprehension of the student's work. Strive above all for clarity. The two mid-terms will be fifty minutes long, the final will be two and a half hours.

Papers: This assignment will be explained more fully in class. The primary source materials from Lualdi are a good place to start in deciding on which topic or what type of primary sources to use in the paper assignment, but you will be required to find longer selections from primary source collections in the library and on the internet (see section on sources below). Early in the semester, each student will prepare a prospectus, which will contain a topic statement, a thesis statement, a brief statement of how the paper's argument will be structured, and a bibliography.  I have provided an on-line research form (link below) to serve as a guide for gathering information about the primary source you have chosen to analyze. The prospectus will be reviewed by another student in the class before being reviewed by me. Each student, therefore, will be responsible for a written critique. This critique will not be graded, but failure to complete it on time will result in a deduction of seven points from the final grade. All prospectuses, critiques and final papers must be printed on a word processor, in a standard font of 10 or 12 pitch (courier or Times Roman 10 or 12 is preferred), with double-spaced text, a title page, and one inch (and no more than one inch) margins. The text of the prospectus (not including title page) should be no less than 1 full page and no more than 2 in length.  The final paper (not including bibliography, title page and endnotes page) should be no less than 4 full pages and no more than 6 in length. All citations should be in the form of endnotes (in a separate section at the end of the paper). Your name, the course name and number, section number and the date must be on the title page. It must include a bibliography of all sources cited. Bibliography and endnote citations must conform to the proper style, as defined in the "Department of History and Political Science Style Sheet" on the departmental web page at  departmental style sheet. More in-depth coverage of style questions can be found in the latest edition of Kate Turabian, A Manual for Writers of Term Papers, Theses and Dissertations. Do not use MLA, APA, parenthetical footnotes or any alternative style current in other disciplines. Unless you wish to see the instructor fly into a blind rage, make a particular point of not using parenthetical notes. All papers should be saved to disk in at least two separate locations (hard disk and flash drive, two different hard disks, the cloud or dropbox, or e-mail yourself a copy periodically), so that a new copy may be immediately printed in case the original hard copy is misplaced.  Save your drafts frequently, especially at the end of each writing session.  Because I have ongoing vertigo, I will need both a paper copy slipped under my office door, and an e-mailed Word file (please scan for viruses first), which I can then use with special software provided by the university.

The type of material that must be documented (i.e. endnoted) includes: controversial or distinctive arguments and opinions, facts that are not a matter of broad general knowledge, statistics, all quotes, and paraphrases or summaries of an author's argument. All direct quotes over fifty words in length must be indented and single-spaced as described in the departmental style sheet. You should have at least one footnote or endnote per full page of text.

It is imperative that you document source material, but your own points, observations, and arguments must be expressed in your own words: excessive use of quotes or lengthy paraphrasing of sources will not be accepted, and leads easily to the grievous sin of plagiarism. The final papers must be submitted to www.turnitin.com as a Word file for the purpose of generating an originality report before being submitted to me by e-mail and in hard copy. On the grievous sin (imperilling your soul) and heinous crime (imperilling your academic status) of plagiarism, see below.

Sources:  In addition to the primary sources you find in Lualdi and elsewhere, you must utilize at least two other secondary sources from the library. These sources must include a scholarly study of article or book length. You may use no more than one Internet source, and these may not include Wikipedia, Spartacus, Sparksnotes, or similar kinds of "fast-search" sites you used in high school (see below). The following is a by no means exhaustive list of useful web sites containing primary sources:

The Internet Ancient History Sourcebook --  http://www.fordham.edu/Halsall/ancient/asbook.asp
The Internet Medieval History Sourcebook -- http://www.fordham.edu/Halsall/sbook.asp
The Internet Modern History Sourcebook -- http://www.fordham.edu/Halsall/mod/modsbook.asp
(the best and easiest to use -- it contains both excerpts and full-text on-line editions of important sources -- the new reorganized version has subject pages as well, women's history for example).
The Hanover Historical Texts Project -- http://history.hanover.edu/project.php
The Avalon Project --  http://avalon.law.yale.edu/default.asp
The Historical Text Archive --  http://historicaltextarchive.com/ (useful mainly for links)
The Voice of the Shuttle --  http://vos.ucsb.edu/browse.asp?id=2713#id877 (be sure to browse the special topics as well)
E-Server --  http://eserver.org/history/ (for selected topics)
EuroDocs --  Main Page - EuroDocs  (use both time period and national history links)
The Perseus project -- http://www.perseus.tufts.edu/hopper/ -- for Greece, Rome and Late Antiquity (many texts are in Greek and Latin, but the site also contains older public domain English translations and texts not readily available in libraries, and has a good search function).
Women's Life in Greece and Rome -- http://www.stoa.org/diotima/anthology/wlgr/ -- a good source for primary sources and commentary on women in the ancient world.  It is part of a larger internet archive called "Diotima", which, if you click on it, will lead you to other primary sources (for example on biblical times) and loads of secondary sources as well, including JSTOR.

I cannot vouch for the accuracy of everything contained in the above sites, but I have generally found them to be reliable. You can also find primary source materials (in addition to maps, practice quizzes and other study aids) on the web site for the textbook (you may need to register, but it's free).  Go to:  http://bcs.bedfordstmartins.com/huntconcise3e 

All of these web sites require extensive searching to get to the documents you want, so be prepared to spend some time browsing.  In many, if not most, cases, books will be easier and less time-consuming to access, especially if they contain a good index.  Nothing eats up an afternoon like a Google search, and the results are often frustratingly meager, especially since websites have a way of just copying information from each other without fact-checking (or attribution, see section on plagiarism).  A good book with a good index isn't just something your professors have a fetish about -- it saves you time.  An excellent guide to the use of web sites for research in general and for primary sources in particular can be found at the American Library Association's web site: http://www.ala.org/ala/mgrps/divs/rusa/sections/history/resources/pubs/usingprimarysources/index.cfm.  For a guide on what questions to ask about any web site before you use it as a secondary source in your paper, see the following web page developed by Robert Brown of the University of North Carolina-Pembroke:  http://www.uncp.edu/home/rwb/hst329-i.htm.  When in doubt, see me.

For secondary sources (that is, by historians), the best place to start is the bibliography at the end of each chapter in the textbook, checking the Longwood and Hampden-Sydney on-line library catalogs for availability (you can also use the inter-library loan service, if you're able to plan ahead of time).  For articles, check the indices of both the print copies of journals in the libraries and the on-line databases like JSTOR.  Google Books can be a helpful resource as well, but it can also use up a lot of your time.  Mark Lenker of the library maintains a useful guide for history subjects, but remember that in cases where that guide differs from my policies (say, the proper use of reference works), my policies take precedence (Home - History - LibGuides at Longwood University).  When in any doubt about what seem to be conflicting statements or suggestions, contact me before plowing ahead.  

You may use encyclopedias and other reference works for background information on the document(s) you are using in the paper -- in fact, these are a good place to start -- but these are not to be cited and will in no way be considered a replacement for a more substantial outside source. For history, Wikipedia is not a reliable source, and should never be cited:  it should be used only for background information, and even then only in conjunction with other sources.  Never cite a textbook or encyclopedia (especially cribbing materials like Sparksnotes) in the final paper.  Double-dipping (submitting an assignment for this course that is substantially the same as a paper submitted for any other course, past or present) is not permitted.

The following research form should be used to collect information about your primary source or sources, identify basic themes, and develop a provisional thesis for the prospectus.  Use the research form thereafter to keep track of further research and bibliography as you discover new information and sources relevant to your thesis as you develop and refine it for your final paper.  You may turn in a copy of the research form with the prospectus (keep an original), but be aware of the fact that the form is a study aid, and not a substitute for the written prospectus, and even less for the final paper.   

   To research form

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Grading: The mid-terms, the final and the paper are worth 90 points each. The five quizzes are worth eight points each, for a total of 40 points. Your final grade will be determined by the total number of points you gain out of a maximum of 400. I do not determine final grades on a curve. Attendance, evidence of progress or lack thereof in the course of the semester, and class participation, will be used to decide half grades and borderline cases, and, if judged spectacular enough by me, may even move the needle up or down further. Serious attendance problems or misconduct in class can result in a lowering of grade. The grading scale is as follows:
   


 
          SCORE GRADE
         368-400 A
         360-368 A-
         349-359 B+
         328-348 B
         320-327 B-
         309-319 C+
         288-308 C
         280-287 C-
         269-279 D+
         248-268  D
         240-247 D-
         Below 240 F

Extra-Credit Assignments: Extra-credit assignments may be arranged with the instructor. These assignments must be approved in advance by me on or before October 10 and will not be accepted unless so approved. They are worth a maximum of 40 points. Under no circumstances will an extra-credit assignment be accepted as substitute for any other written requirement in the course.   An extra-credit assignment can only elevate a student into a higher grade bracket (for example, from a B to an A) if the student has scored the higher grade on at least one of the three major exams or as an overall grade on the document analyses. The assignment must take the form either of an analytical book review (not a book summary) 3-5 pages in length, or an analytical research paper (with a thesis) 5-7 pages in length, and must utilize sources not assigned in this course. The topic and sources must be substantially different from any used in the required paper. Style of text, footnotes, bibliography and title page must conform to the guidelines of Turabian. If you decide to do an extra-credit assignment, it must be turned in no later than November 21 for you to receive credit.

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Attendance Policy: Class attendance is a requirement of this course. Repeated unexcused absences will lead to a reduction of grade. Unexcused absences totaling 25% or more will result in an automatic F for the course. The instructor will excuse a student only under the most extraordinary circumstances. Chronic lateness will also be penalized, as well as disruptive behavior in class (like texting or tweeting -- see section on Class Decorum below) since it presents a class disturbance. If a student arrives after roll is taken, it is the student's responsibility to place his or her name on the class roll no later than the end of that class period. Failure to do so will result in an unexcused absence.

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Honor Code and Plagiarism: Students are expected to observe the honor code. All work for this course must be pledged. Students found to have cheated on an exam or to have plagiarized material in a paper will be subject to the maximum penalty, which for this course means flunking the entire semester.  The offender will not be given the opportunity either of re-taking the exam or re-writing the assignment in question.  Remember also that the Honor Board has no authority to reverse or change a grade given by a professor, only to assign further penalties if it so chooses.  For those in doubt about the definition of plagiarism, it consists of copying passages from a source without both attribution and quotation. If you have reproduced the language of your source, you have committed plagiarism whether or not you have cited the source and the page number. This includes passages that a student may have modified: for example, changed verb tenses, omission or replacement of occasional words, reshuffling of phrases, sentences or paragraphs, combining of different plagiarized sources. The question of the author's intent -- whether a student, in his or her heart of hearts, intended to deceive the instructor -- is completely irrelevant.  If passages have been lifted from another source as described above, the student has committed plagiarism, period.  Students are required to comply with any request by the instructor -- for example to bring in all the sources used, or to write an on the spot description of the essay in question -- to determine whether that student has committed plagiarism or cheated on an exam. The moral is:  writing a bad paper in your own words is far better than writing a good one using the words of someone else. One suggestion for avoiding inadvertent echoing of your texts and sources: close all books when writing, and consult them only for specific facts or direct quotes. Also, proofread your paper with plagiarism specifically in mind. For more on plagiarism, see the departmental style sheet.

Recording and Class Decorum: Recording of lectures is not permitted. Students who are excused from class by the instructor must make arrangements with the instructor or with other students to cover the material missed. Students who skip class without permission are responsible for making their own arrangements with other students (not with the instructor) for the material covered in class.

Students are expected to observe class decorum. Students engaging in behavior bothersome to other students or to the instructor (for example, eating or drinking, talking in class, text messaging or tweeting, the use of personal stereos, MP3 players, Blackberries, PDAs, cell phones or other electronic devices) will be either asked to leave and marked as absent, or have points deducted from their final grade, at the discretion of the instructor. Cell or smart phones, Blackberries, IPODS, IPADS, Kindles, Nooks, tablets and other electronic devices must be turned off (not switched to vibrate) when class is in progress.  The use of laptops in class requires the instructor's permission, and they must be used for taking notes or other purposes directly related to the course.  Once class has started, students may not leave the classroom without the express permission of the instructor -- please take care of all personal needs before coming to class.  If I decide to mark a student down for texting or other bothersome behavior, I will give no prior (or, for that matter, later) warning of that fact: on these questions, my judgments are absolute and not subject to appeal. Food and drinks are not permitted in the classroom by order of the chair.

Students with Disabilities:  Any student who feels s/he may need an accommodation based on the impact of a physical, psychological, medical, or learning disability should contact the Office of Disability Resources (Graham Hall, 395-2391) to get tested and register for services as soon as possible.  No accommodations can be made without a note from Disability Resources.

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Bibliography:

Books used as a basis for exams and quizzes, and for background only, not for citation in the final paper:

Lynn Hunt, Thomas R. Martin, Barbara H. Rosenwein, Bonnie G. Smith, The Making of the West: A Concise History, Volume I, Third edition. New York: Bedford/St. Martin's, 2010.

Katharine J. Lualdi, ed., Sources of Making of the West, Volume 1, Fourth edition, 2012.

Other references:

Consult the bibliographies in the required texts, the library catalog and the instructor for the outside references to be used in your research paper.

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