History 1113 - Fall 2002

Early World History, Prehistory to 1400



Room: Nance Boyer 3006
Section 2560: TTh, 9:30-10:45 a.m.

Instructor: Doug Catterall
Office: Burch Hall 202D
Office Hours: T, W 11-12a.m.,1-2 4-6 p.m.,Th 11-12 p.m., 1-2p.m.
work telephone: 581-2949
home telephone: 536-7950
e-mail: dougc@cameron.edu

Goals and Approach:

As its title suggests, the purpose of this course is to give you a broad background in world historical events that unfolded from the emergence of human beings as a species to the early 15th century, the era in which human societies began to link the globe together using the world's oceans. I intend the course to familiarize you with the big picture while at the same time giving you the opportunity to look at some societies in depth.

Obviously with a task so large at hand and only one semester to work with, we will need some organizing principles and main themes to guide us. The most central concept in this course is that of culture. Rather than nations or peoples (though we will use these terms as well), this course emphasizes thinking about societies in terms of what people at all levels of all societies have done and do every day to get on. Thus while we must not and cannot ignore events, we will look at events in the context of a culture's development, rather than simply studying the events for their own sake. To understand past cultures in this course we will do two things: 1) look at how they developed practices and institutions to sustain themselves (traditions) and 2) examine their response to problems and their relationships with other cultures and peoples (i.e. their place in the world). Though we will quite literally cover the world in this term, we will give most of our attention to the places where most of the world's peoples were interacting: Eurasia and Africa.

In addition to learning about past societies and how they worked, the purpose of this course is also to teach you some skills that historians (and many who are not historians such as lawyers, doctors, and computer scientists) use all the time: critical thinking and critical reading; writing and effective oral communication; and interpretation.

Ideal Environment:

The heart of the class-room environment (for me) rests in enthusiasm, respect and openness. This may sound general, so I will elaborate. Enthusiasm means a persistent willingness to tackle the problems that come up in the readings and assignments for each week. It does not mean that everyone always has to show up happy and cheerful, but readiness to make a contribution to class is a must. Respect in the classroom means valuing each person's participation, not because their ideas are the best (although you might think so), but because they are trying to make a contribution to the group. Openness lies in the freedom for people to express their thoughts and opinions, which includes scope for debate and disagreement with me or anyone else. The closer we approach this ideal environment, the more the classroom will be an effective space for clarifying, making manageable and even experimenting with the issues confronted in the course. This ideal may not always be achievable, but in my view we should always strive for it.


Course work consists of four elements: participation in discussion and class activities, occasional informal writings, formal writings, and essay-based examinations.


a. Preparation: In order to understand the lectures and participate in class discussions and other activities you will need to do the assigned readings. Please budget time to complete readings for the date in which they appear in the assignment and reading schedule. The readings are in three forms, which are listed below.

Textbook: Bulliet et al., The Earth and Its Peoples: A Global History: Volume I, to 1550 (New York:
Houghton-Mifflin Company, 2001) Primary Sources and Other Materials: Lo Kuan-Chung, Three Kingdoms: A Historical Novel [Abridged]
translated by Moss Roberts (Berkeley, CA: University of California Press, 1999)

The Poem of the Cid, translated by Lesley Byrd Simpson (Berkeley, CA:
University of California Press, 1957)

Supplementary Readings (indicated with the following phrase and symbol:
Supplementary Reading*)

Finally I will link sources and helpful web sites to the online syllabus and ask
you to analyze these. Please note, that where a ** appears next to a web-site
address (URL) the site in question may not be in the public domain and you may
be in violation of copyright if you download and print off pages from the site.

All of the above readings will be required for the course and (with the exception of the online materials and the supplementary readings) are available at the CU bookstore. The textbook The Earth and Its Peoples will give an overview of course themes and is essential reading to gain a sense of the basics. The three longer source readings, which are primary sources, will be central to the short formal essays that are an essential part of this course. With a few exceptions all other source materials will be available at the following web-site: www.fordham.edu/halsall, an internet site that provides a variety of internet source-books. Feel free to explore the site if you wish.

b. Discussion: This may seem like a small thing and something unrelated to the real stuff (passing the exams e.g.). I want to stress, though, that participation in discussion will count in your grade. I will gauge participation on a daily basis with a check, check-plus, check-minus system.

c. Informal Writings: Occasionally I may assign short writing exercises to help focus our discussions. Informal writing will also be graded with a check, check-plus, check-minus system and include comments.

d. Reading Questions: Every other week one half of the class will be responsible for submitting 2 questions to me via e-mail at the beginning of the week. These questions should be based on the readings for that week and I will then structure some of our class time around them. If you want to know what group you are in for submitting questions or what weeks you are meant to submit questions click on the hypertext here.

e. Credit for Participation: Informal writing(s), class discussion etc. will be worth 20% of the final grade. I will count each set of e-mailed questions, each day you show up in class and each informal writing as one participation measurement for which you can receive up to 10 points. To have a fair shot at an A in participation you must have a minimum of 34 measurements or a potential to recieve 340 points. If you have less than 34 measurements, then your participation grade will naturally suffer.

Reaction Papers (a.k.a. Formal Writings):

You will have to write three reaction papers in this course on the following works: Sources on Ancient Babylonia (web-based selections),Three Kingdoms, and The Poem of the Cid. Each of these papers will count for 15% of your grade for a total of 45%. General guidelines for the papers are available by clicking the hypertext in this sentence. You can access specific guidelines for each of the three projects by clicking the hypertext highlighted titles you see immediately above.

Examinations and Quizzes:

Examinations: There will be four quizzes worth 15% of the final grade in total and a final examination worth 20% of the total grade. The quizzes, which will entail analytical writing, will increase in complexity and in value as the term progresses (quiz 1: 3%, quiz 2: 4%, quiz 3: 4% & quiz 4: 4%) and will prepare you for the final examination, which will be an essay-based examination and will be held on December 11, 2002 from 8:00 a.m. to 10:00 a.m. I will drop the lowest score of your three quizzes, so only three of the quizzes actually "count" in the final balance.

Grading Standards: General guidelines for my Grading standards for all written work (including the formal writings listed above) are available by clicking the hypertext in this sentence. Guidelines specific to a given writing assignment or examination are available in the on-line descriptions/review sheets of the assignments and examinations.

Guidelines for Academic Work:

Late Papers: The following policy applies to all late papers for this course that will receive a letter grade. All papers submitted at any time on the day that the paper is due will be considered on time. Papers submitted after that date, no matter what the reason may be, will be automatically marked down one grade. You will then have ten days from the original due date to turn in the paper. If in that time you are unable to complete the work, the paper will receive a zero.

Late Informal Writings: No late informal writings will be accepted, so don't ask. Remember, though, that your participation grade is a composite of your performance in class, your e-mailed questions and your performance on informal writings. As long as you manage to achieve a total of 34 measurements, it will not matter to me how you do so. Although I will obviously keep track of what you do by way of participation I would advise you to remain aware of where you stand for yourself so that you know whether or not you are achieving the necessary minimum level of participation.

Missed Examinations and Quizzes: As noted above, there are a number of quizzes and a final examination for this course. There will be no make-ups for quizzes. I will, however, drop your lowest quiz score, so if you happen to miss a quiz, I will only count the scores on the other three quizzes that you do take. Make-ups for the final examination will be allowed only under extraordinary circumstances and the nature of any make-up final given will be determined at my discretion.

Plagiarism: Plagiarism is the representation of the work of another as your own. In all of the writing you do for this course you must make clear to me which ideas in a paper are your own and which come from someone else. This is especially important for any formal essays you write. In these such essays you must cite all primary and secondary sources you use in accordance with the proper conventions. I will hand out a sheet explaining the basics of citation before any formal essays come due. If for some reason you do not receive a copy of this hand-out, do not assume you will be exempt from following its guidelines. In cases of plagiarism, the Department of History and Government at CU follows the plagiarism policy in the 2002-2003 "Student Handbook," as described in the CU Code of Student Conduct on on pp. 124-141. Please heed this warning as I am quite serious about it.

Schedule of Readings, Lecture Topics, Assignments and Activities

From Prehistory to History: the Emergence of Human Societies

Week 1

(8.20) Introduction and Get Acquainted
(8.22) Prehistory I: The First Humans and the First Human Societies
Read: The Earth and Its Peoples, 1-11.

Further Paleolithic Reference Materials for the Interested:

Week 2
(8.27) Prehistory II: The First Agricultural Revolution and the Emergence of Neolithic Societies
Read: The Earth and Its Peoples, 11-26.
(8.29) Prehistory III: Geography, Ecology and the Origins of the First Human Societies
Read: The Earth and Its Peoples, 28-32, 40-42, 48 (Indus Valley Civilization, Natural Environment),
55-58, and 216-219 (Sub-Saharan Africa subsection).
Re-Examine: The Earth and Its Peoples, 11-26.
Interchange in the Ancient World, 5000 B.C.E.-500 B.C.E.
B.C.E. = Before Common Era

The Indus Valley Region

Week 3

(9.3) Early Societies in India to 400 B.C.E.
Read: The Earth and Its Peoples, 48-51, 173-178.
Examine and Take Notes on One Topic (excluding the topics, "resources," "Harappa Walk," and "Mohenjo daro") on: Harrapan Web-Site
at: http://www.harappa.com/har/har0.html**
(9.5) The Caste System in India
Read: The Laws of Manu, Chapter IV ONLY!!!!
at (use the print preview function under the "File" menu) :
Take: Quiz #1
Mesopotamia and Ancient Egypt

Week 4

(9.10) Economic and Social Structure in Egypt and Mesopotamia
Read: The Earth and Its Peoples, 32-36, 42-45 and the following selections:
On Babylonia: excerpts from Hammurabi's Code at: http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_1/hammurabi.html**
and some sample contracts at: http://www.fordham.edu/halsall/ancient/mesopotamia-contracts.html;
and for comparative information on Egypt see:
(9.12) External Threats, Empire, and Expansion in Egypt and Mesopotamia
Read: The Earth and Its Peoples, 30, 45-46, 64-73, 93-111. and

Examine: http://ancienthistory.about.com/library/bl/blneareast.htm

Week 5
(9.17) Comparing Law and the State in Egypt and Mesopotamia

Read: Excerpts from the Precepts of Ptah-Hotep:
and Mesopotamian legal anthology at: http://www.fordham.edu/halsall/ancient/2550mesolaws.html

Examine: Hammurabi's Code Site at: http://www.who2.com/hammurabi.html
(9.19) Learning and Religion in Ancient Babylonia and Ancient Egypt through the New Kingdom
Read: The Earth and Its Peoples, 36-40, 46-48 and
either Babylonian Proverbs: http://www.fordham.edu/halsall/ancient/1600ashubanipal-proverbs.html; or
Babylonian prayers: http://www.fordham.edu/halsall/ancient/1600babylonianprayers.html;
and http://www.wsu.edu/~dee/EGYPT/BOD125.HTM** and
hymn to Aten: http://kate.stange.com/egypt/hymn.htm**.

For Reference: the primer at: http://pubpages.unh.edu/~cbsiren/assyrbabyl-faq.html**; and background material on Egypt at: http://www.anthro.mankato.msus.edu/prehistory/egypt/religion/religion.html** and http://asmar.uchicago.edu/OI/DEPT/RA/ABZU/DEATH.HTML#ba**.

China to c. 250 B.C.E.

Week 6

(9.24) Early History
Read: The Earth and Its Peoples, 55-64
The Classical Period 500 B.C.E.-500 C.E.

China to 220 C.E.

(9.26) Philosophies of Order and Conduct in Classical China
Read: The Earth and Its Peoples, 160-164
and The Three Kingdoms, 3-58.

Turn In: Formal Writing #1

Pronunciation Guide for Chinese Terms, #1**
Pronunciation Guide for Chinese Terms, #2

Week 7
(10.1) End of the Han and Beginning of the Second "Period of Warring States."
Read: The Earth and Its Peoples, 164-168
and The Three Kingdoms, 59-76, 101-147.
(10.3) Restore the Empire or Replace It?
Read: Three Kingdoms, 188-232.
Take: Quiz #2
Week 8
(10.9) The Wu, Shu, and Wei States
Read: Three Kingdoms, 232-286.
(10.11) Social Roles in Second "Period of Warring States."
Read: Three Kingdoms, 287-320.
Week 9
(10.15) Classical Indian Society and Religion in Classical India
Read: The Earth and Its Peoples, 178-190 and
The Arthashastra at: http://www.fordham.edu/halsall/india/kautilya1.html
and Selected Indian Tales at: http://www.fordham.edu/halsall/india/hindutales.html
(10.17) Fall Break
Week 10
(10.22) The Emergence of Greek Society and the Polis and Greek Politics
Read: The Earth and Its Peoples, 73-77, 114-130 and
Greek View of India: http://www.fordham.edu/halsall/ancient/greek-india.html
Turn In: Formal Writing #2
(10.24) The World of the Greek Polis and the Roman World Compared 225-247.
Read: The Earth and Its Peoples, 130-142, 145-152.

Third Punic War: http://www.fordham.edu/halsall/ancient/polybius-punic3.html
Cicero, On the Laws: http://www.fordham.edu/halsall/ancient/cicero-laws1.html
Praise of the First Roman Emperor: http://www.fordham.edu/halsall/ancient/augustanencomions.html
Take: Quiz #3

Week 11
(10.29) Roman Society, Roman Religion, and Christianity
Read: The Earth and Its Peoples, 153-160 and
one of the following sources:
Satire on Roman Women: http://www.fordham.edu/halsall/ancient/juvenal-satvi..html
Immigrants in Rome: http://www.fordham.edu/halsall/ancient/martial9-3.html
The Gentleman of Leisure: http://www.fordham.edu/halsall/ancient/plinyyoung-letters3-1.html
Stoicism: http://www.fordham.edu/halsall/ancient/persius2.html
Jesus: http://ccat.sas.upenn.edu/~humm/Topics/JewishJesus/josephus.html**

Turn In: Informal Writing #3

(10.31) Integration and Disintegration in the Late Classical Era
Read: The Earth and Its Peoples, 140-142, 168-170, and 197-223.
Week 12
(11.5) The Spread of Islam and the Rise of Christian Societies in Western Europe I
Read: The Earth and Its Peoples, 225-235, 240-247.
1) Surahs 1 & 47: http://www.fordham.edu/halsall/source/koran-sel.html and
2)Muslim Policy for Non-Muslims: http://www.fordham.edu/halsall/source/pact-umar.html

Look At: Map of Islam in West Africa: either http://web-dubois.fas.harvard.edu/dubois/baobab/narratives/islam/WestTrade.html** or
Map of Islam in East Africa: http://baobab.harvard.edu/narratives/islam/EastTrade.html**

A New Global Reintegration, 500-1400
(11.7) The Spread of Islam and the Rise of Christian Societies in Western Europe II
Read: The Earth and Its Peoples, 250-263 and
1) Slavery, Serfdom and Society in Europe: http://www.fordham.edu/halsall/source/549Orleans.html or
Early Inheritance Laws: http://www.fordham.edu/halsall/source/450allods.html or
http://www.fordham.edu/halsall/source/475Visisucc.html or
Early Justice: http://www.fordham.edu/halsall/source/ordeals1.htmland
2) Conversion of Clovis of the Franks: http://www.fordham.edu/halsall/source/gregory-clovisconv.htmland
3) either Conquest of Egypt: http://www.fordham.edu/halsall/source/642Egypt-conq2.html
or the Conquest of Spain: http://www.fordham.edu/halsall/source/conqspain.html
Week 13
(11.12) The Spain of the Cid I: the Background and the Opening Act
Read: The Earth and Its Peoples, 235-238 and The Poem of the Cid, Canto 1
(11.14) The Spain of the Cid II
Read: The Poem of the Cid, Cantos 2 & 3.
Take: Quiz #4
Week 14
(11.19) The Chinese Renaissance and Eurasia's Nomadic Empires
Read: The Earth and Its Peoples, 238-240, 276-296, and 325-54.

Picture of Ghengis Khan: http://academic.brooklyn.cuny.edu/core9/phalsall/images/genghis.jpg**; Picture of Kublai Khan: http://academic.brooklyn.cuny.edu/core9/phalsall/images/kublai2.jpg**;
Picture of Mongol Archer: http://academic.brooklyn.cuny.edu/core9/phalsall/images/mongarch.jpg**

Turn In: Formal Writing #3
(11.21) European Culture in the High Middle Ages
Read: The Earth and Its Peoples, 394-416 and one of the internet modules below:

Rural and Urban Life:
1) Rural Life in England: http://www.fordham.edu/halsall/source/1086Winchestermanor.html or
2) Town charter: http://www.fordham.edu/halsall/source/1127stomer.html or
Craft Gild Rules: http://www.fordham.edu/halsall/source/1233Weavers4.html or
Merchant Gild Rules: http://www.fordham.edu/halsall/source/guild-sthhmptn.htmland
3) Trade Regulation: http://www.fordham.edu/halsall/source/1249butchers1.html or
Business Contract: http://www.fordham.edu/halsall/source/1242barcelonabusagreement.html

Cluniac Monasticism: http://www.fordham.edu/halsall/source/1143clairvaux.html
The Franciscan Order: http://www.fordham.edu/halsall/source/stfran-test.html
Illuminated Manuscript of Dominican Prayer: http://www.op.org/DomCentral/places/stjude/NineWays.html
Confession: http://www.fordham.edu/halsall/source/tales-confession.html

Heresy: http://www.sjsu.edu/depts/english/Fournier/jfournhm.htm(choose one confession)

Gender and Sexuality:
1) Duties of Husband and Wife: http://www.fordham.edu/halsall/source/bernardino-2sermons.html and
2) Marital Suit: http://www.fordham.edu/halsall/source/hyams-wifesues.html and
3) Sexual Deviancy: http://www.fordham.edu/halsall/source/1395rykener.html or
Thomas Aquinas on Sexual Deviancy: http://www.fordham.edu/halsall/source/aquinas-homo.html

Week 15
(11.26) Sub-Saharan Africa and the Indian Ocean World
Read: The Earth and Its Peoples, 190-194, 370-392
(11.28) Thanksgiving: No Class.
Week 16
(12.3) Crossing Oceans, Crossing Cultures: Ibn Battuta, Zheng He, Columbus, and Others
Read: The Earth and Its Peoples, 418-434 and
Columbus at: http://www.fordham.edu/halsall/source/columbus1.htmland
either An Arab View of Africans: http://www.fordham.edu/halsall/source/860jahiz.html
or Account of Ghana: http://www.humanities.ccny.cuny.edu/history/reader/ghana.htm**

Examine: Mansa Musa's Kingdom (map): http://www.bnf.fr/enluminures/images/jpeg/i8_0000m.jpg**

(12.5) Course Evaluations and Review
Final Exam Week
(12.11) Final Examination: 8:00 a.m.- 10:00 a.m.

Please note, the syllabus is subject to change if I judge that this is necessary.

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