Room: Nance Boyer 3006
Section 7272: T, 6:30-9:10 p.m.
Instructor: Doug Catterall
Office: Burch Hall 202D
Office Hours: M, W 3:30-5:30 p.m., T, 3-6 p.m., W 11a.m.-12p.m.,Th.
and by appointment
work telephone: 581-2949
home telephone: 536-7950
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.
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: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 by 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.
Houghton-Mifflin Company, 2001)
Primary Sources and Other Materials:
Luo Guanzhong, 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)
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.
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. Online Discussion: Beginning in week two, and each week for the rest of the semester (spring break excepted) you will have the opportunity to participate in online discussion. You will earn 10 points of participation credit for each week in which you make at least three contributions to the discussion board spread across two discussion threads. You can earn up to 80 participation points for the semester in this way. I will start things off with two discussion threads in week two. In order to count, contributions need to be posted within a calendar week, i.e. by Saturday. Remember, you need to participate in multiple threads to gain credit. Also, don't repeat anything that's already been said and plan your comments carefully and be thorough. Finally, use proper etiquette. Don't write anything you wouldn't state aloud in class.
How to access the discussion board:
To access the discussion board for the class you need to login to Blackboard. The address for this at CU is: http://blackboard.cameron.edu . Once you reach the CU Blackboard page you need to login using the following rubric:
username: fmlast (first initial, middle initial, 1st 6 letters of last name).
password: fm####(first initial, middle initial, last 4 numbers of STUDENT ID number).
Once you have logged in, simply look for the course identification number, which is Hist1113_7272, under MY COURSES and click on the hypertext there. Once you’re into the course itself, click the Communication button and then the Discussion Board button, which will take you to the following hypertext for both sections: Early World Coffee Klatsch. Click on that hypertext and you will be in the discussion board. Then you can either choose to reply to an ongoing thread or reply to an existing one, using the Add New Thread or Reply options.
e. Credit for Participation: Informal writing(s), class discussion etc. will be worth 20% of the final grade. I will count each week in which you participate effectively (as outlined above) in online discussion up to eight weeks' worth of participation, 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 35 measurements or a potential to recieve 350 points. If you have less than 35 measurements, then your participation grade will naturally suffer.
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 will be 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 May 6, from 7:10 p.m. to 9:10 p.m. (please note evaluations will be done beforehand as noted on the schedule below). 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.
How I Calculate Your Final Mark
Each of the components above will earn a letter grade. These letter grades all correspond to a set numerical value out of 100. To arrive at your final mark, I multiply the numerical value assigned to the letter grade you earned for a given course component by its percentage weighting in the final mark, (e.g. 4 quizzes for 15%). After converting each of the course components in this manner, I add them together and this sum yields a figure out of 100. An A requires a 90 or above, a B an 80 or above, a C a 70 or above, a D a 60 or above. Anything below 60 is a failing mark. Should you have further questions about how your marks are computed or if you want to know where you stand, feel free to come and see me at any time.
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.
Special Accommodations: Those who require special accommodations or have special needs should notify me as soon as possible so that appropriate arrangments can be made.
From Prehistory to History: the Emergence of Human Societies
(1.14) Introduction and Get Acquainted; Prehistory I: The First Humans and the First Human SocietiesWeek 2Read: The Earth and Its Peoples, 1-11.
Further Paleolithic Reference Materials for the Interested:
(1.21) Prehistory II: The First Agricultural Revolution and the Emergence of Neolithic Societies; Prehistory III: Geography, Ecology and the Origins of the First Human SocietiesInterchange in the Ancient World, 5000 B.C.E.-500 B.C.E.
Lecture Outlines and TermsRead: The Earth and Its Peoples, 11-26, 28-32, 40-42, 48 (Indus Valley Civilization, Natural Environment),
55-58, and 216-219 (Sub-Saharan Africa subsection).
The Indus Valley Region
(1.28) Early Societies in India to 400 B.C.E.Mesopotamia and Ancient Egypt
Lecture Outline and TermsRead: 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: Harappan Web-Site
(2.4) Economic and Social Structure and the Political World in Egypt and MesopotamiaWeek 5
Lecture Outline and TermsRead: The Earth and Its Peoples, 30, 32-36, 42-46, 64-73, 93-111 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:
Take: Quiz #1
Examine:maps of Mesopotamian cultures http://ancienthistory.about.com/library/bl/blneareast.htm
(2.11) Law, the State, Learning, and Religion in Egypt and MesopotamiaChina, from the Zhou to c. 500 C.E.
Lecture Outline and TermsRead: 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**
and Excerpts from the Precepts of Ptah-Hotep: http://www.fordham.edu/halsall/ancient/ptahhotep.html
and Mesopotamian legal anthology at: http://www.fordham.edu/halsall/ancient/2550mesolaws.html.
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**.
Examine: Hammurabi's Code Site at: http://www.who2.com/hammurabi.html.
(2.18) Early History and the Philosophies of Order and Conduct in Classical ChinaWeek 7
Lecture Outline and TermsRead: The Earth and Its Peoples, 55-64, 160-164 and
The Three Kingdoms, 3-58.
Pronunciation Guide for Chinese Terms, #1**
Pronunciation Guide for Chinese Terms, #2
(2.25) End of the Han and the Second "Period of Warring States"Week 8
Lecture Outline and TermsRead: The Earth and Its Peoples, 164-168
and Three Kingdoms, 101-147, 188-232.Take: Quiz #2
Turn In: Formal Writing #1
(3.4) The Wu, Shu, and Wei States; Social Roles in Second "Period of Warring States."Week 9
Study Questions for Three KingdomsRead: selection from: Three Kingdoms, 232-320.
(3.11) Classical Indian Society and Religion in Classical IndiaWeek 10
Lecture Outline and TermsRead: The Earth and Its Peoples, 178-190 and selection from:
The Arthashastra at: http://www.fordham.edu/halsall/india/kautilya1.html
(3.18) Spring BreakWeek 11
(3.25) The Emergence of Greek Society and the Polis and Greek Politics;
The World of the Greek Polis and the Roman World Compared
Lecture Outline and TermsRead: The Earth and Its Peoples, 73-77, 114-142, 145-152. and
Third Punic War: http://www.fordham.edu/halsall/ancient/polybius6.htmland
Cicero, On the Laws: http://www.fordham.edu/halsall/ancient/cicero-laws1.html.
A New Global Reintegration, 500-1400Take: Quiz #3
(4.1) Roman Society, Roman Religion, and Christianity; Integration and Disintegration in the Late Classical EraWeek 13
Lecture Outline and TermsRead: The Earth and Its Peoples, 140-142, 153-160, 168-170, and 197-223 andTurn In: Formal Writing #2, Informal Writing #3
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
(4.8) The Spread of Islam and the Rise of Christian Societies in Western Europe I;Week 14
The Spread of Islam and the Rise of Christian Societies in Western Europe II
Lecture Outline and TermsRead: The Earth and Its Peoples, 225-235, 240-247, 250-263.
1)Muslim Policy for Non-Muslims: http://www.fordham.edu/halsall/source/pact-umar.html and
2)Slavery, Serfdom and Society in Europe: http://www.fordham.edu/halsall/source/549Orleans.html and
3)Conversion of Clovis of the Franks: http://www.fordham.edu/halsall/source/gregory-clovisconv.html and
4) the Conquest of Spain: http://www.fordham.edu/halsall/source/conqspain.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**.
(4.15) The Spain of the CidWeek 15
Lecture Outline and TermsRead: The Earth and Its Peoples, 235-238 and The Poem of the Cid, Cantos 1-3;
and as much of the readings specified for Week 14 as possible.
(4.22) The Chinese Renaissance and Eurasia's Nomadic Empires and European Culture in the High Middle AgesWeek 16
Lecture Outline and TermsRead: The Earth and Its Peoples, 238-240, 276-296, 325-54, and 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-rule.html
Illuminated Manuscript of Dominican Prayer: http://www.op.org/DomCentral/places/stjude/NineWays.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
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, Informal Writing on the Cid
Take: Quiz #4
(4.29) Sub-Saharan Africa and the Indian Ocean World; Crossing Oceans, Crossing Cultures: Ibn Battuta, Zheng He, Columbus, and Others; ReviewWeek 17
Lecture Outline and TermsRead: The Earth and Its Peoples, 190-194, 370-392, 418-434.
Columbus at: http://www.fordham.edu/halsall/source/columbus1.htmland
An Arab View of Africans: http://www.fordham.edu/halsall/source/860jahiz.html
Examine: Mansa Musa's Kingdom (map): http://www.bnf.fr/enluminures/images/jpeg/i8_0000m.jpg**
(5.6) Course Evaluations and Final Examination
Please note, the time of this class will be the usual one of 6:30-9:10 p.m., so be prompt in arriving.