151 WWW Syllabus

WORLD CIVILIZATIONS TO 1500

COURSE SYLLABUS

INSTRUCTOR: PATRICK PATTERSON
OFFICE LOCATION:   Building 7, Room 601
OFFICE HOURS:   M-F 10:30 - 12:00
OFFICE PHONE:    845-9417
E-MAIL ADDRESS:   patrick@hcc.hawaii.edu
INSTRUCTOR WEB PAGE:   http://honolulu.hawaii.edu/~patrick
CLASS HOURS:   WWW (Asynchronous)
PREREQUISITES:   Writing 100 (recommended)

COURSE DESCRIPTION:

History 151 is the first of two World Civilizations courses in the University of Hawaii system (you are not required to take the courses in sequence). This course covers world history from the earliest evidence of human civilization to about 1500 AD.

METHOD OF INSTRUCTION:

Instruction in this course will involve a combination of methods. Introductions to each period and culture will be given by the instructor in lecture format. Lectures, as often as possible, will be supplemented by presentation of visual and audio material, and primary sources relating to the history being discussed.

TRANSFER OF CREDIT

This course transfers to all other UH System campuses.

At Kapi’olani CC and UH Manoa, this course fulfills the Foundations – Global/Multicultural requirement in Category A. (renewed 12/2006)

COURSE LEARNING OUTCOMES

By the end of this course, you should, in a basic way, be able to:

Outcome	Corresponding Assessment Exercise
1. Demonstrate an ability to analyze cause and effect relationships in history.	Papers, midterm and final exams, discussions.
2. Summarize key ideas in history, including major world philosophies, religions, and political theories and systems.	Quizzes, midterm and final exams, discussions.
3. Demonstrate an ability to compare and contrast historical experiences across cultures and time.	Paper, midterm and final exams, discussions.
4. Describe and define major historical events, ideas, places, people, and other items of historical import.	Quizzes、discussions.
5. Demonstrate understanding of the historical roots of current events.	Paper, midterm and final exams, discussions.
6. Create and sustain an effective written argument regarding a historical event or process, including effective use of evidence, and consistency in direction and theme.	Paper, discussions.

ASSIGNMENT & LECTURE DATES

Jan. 12 – Prehistory and the Origins of Patriarchy, Reilly, p. 1

	Historical Context: Gathering, Agricultural, and Urban Societies, 20,000–3000 B.C.E.
	Lecture: Agriculture & Civilization
	Thinking Historically: Thinking about History in Stages
	Extra Reading : Guns, Germs, & Steel, ch. 6
	Film: Guns, Germs, and Steel, pt. I
	Discussion: Stages & Staging your life.
	Plan for reading quiz next week.
	Terms: Stage theory, hunter-gatherer society, string revolution

Jan. 19 - The Urban Revolution and “Civilization,” Reilly, p. 29

	Historical Context: Mesopotamia and Egypt , 3500–1000 B.C.E.
	Lecture: Earliest China
	Thinking Historically: Distinguishing Primary and Secondary Sources
	Reading quiz on chapter 2
	Discussion: The beginnings of an urban society, sources, and meaning.
	Hand out paper assignment
	Terms: Gilgamesh, Ur , Assyrian Empire, Sumeria, Mesopotamia
	(Jan. 19 is Martin Luther King Day – No Class)

Jan. 26 - Identity in Caste and Territorial Societies, Reilly, p. 66

	Historical Context: Greece and India , 1000–300 B.C.E.
	Thinking Historically: Interpreting Primary Sources in Light of a
	Secondary Source
	Reading quiz on ch. 3
	Discussion: Territorial sovereignty, civic society, and caste models
	Terms: Greece , India , Plato, Socrates, Caste System, Territorial sovereignty, Thucydides, Pericles, Pelopponesian War, Krishna , Baghavad Gita, Arjuna, Dharma

Feb. 2 - Classical Civilizations and Empires, Reilly, p. 108

	Historical Context: China and Rome , 300 B.C.E.–300 C.E.
	Thinking Historically: Making Comparisons
	First Midterm Exam, including reading quiz on chapter 4
	Discussion: Comparing China and Rome
	Terms: Han Empire, Roman Empire, Confucius, Plutarch, Salt and Iron Debate, Cicero

Feb. 9 - Women in Classical Societies, Reilly, p. 154

	Historical Context: India , China , and the Mediterranean , 500 B.C.E.–500 C.E.
	Thinking Historically: Considering Historical Moment and Historical Process
	Reading quiz on chapter 5
	Discussion on the development of patriarchy
	Terms: Vedas, The Ramayana, Indra, Sita, Rama, Ban Zhao, Confucianism, Valerius, Cato, Livy

Feb. 16 - From Tribal to Universal Religion, Reilly, p. 187

	Historical Context: Hindu-Buddhist and Judeo-Christian Traditions, 1000 B.C.E.–100 C.E.
	Thinking Historically: Detecting Change in Primary Sources
	Discussion on history as process. Looking at the history of women
	Reading quiz on chapter 6
	Terms:

Feb. 23 - Encounters and Conversions: Monks, Merchants, and Monarchs, Reilly, p. 221

	Historical Context: Expansion of Salvation Religions, 400 B.C.E.–1400 C.E.
	Thinking Historically: Studying Religion in Historic Context
	Reading quiz on chapter 7
	Discussion of history and change in religion and culture

March 2 - Medieval Civilizations, Reilly, p. 268

	Historical Context: European, Islamic, and Chinese Societies, 600–1400 C.E.
	Thinking Historically: Distinguishing Social, Economic, Political, and Cultural Aspects
	Reading quiz on chapter 8
	Discussion: Is the past a foreign country?

March 9 - Love and Marriage, Reilly, p. 301

	Historical Context: Medieval Europe, India , and Japan , 400–1200 C.E.
	Thinking Historically: Analyzing Cultural Differences
	Second midterm, including reading quiz on chapter 9
	Discussion on love and marriage, and the meaning of culture

March 16 - The First Crusade, Reilly, p. 337

	Historical Context: Muslims, Christians, and Jews during the First Crusade, 1095–1099 C.E.
	Thinking Historically: Analyzing and Writing Narrative
	Reading quiz #8
	Discussion on the history of the Crusades
	Second Midterm Exam

March 23- 29 – Spring Break

March 30 - Raiders of Steppe and Sea: Vikings and Mongols, Reilly, p. 375

	Historical Context: Eurasia and the Atlantic , 750–1350 C.E.
	Thinking Historically: Distinguishing Historical Understanding from Moral Judgments
	Reading quiz on chapter 9
	Discussion on the “barbarians” of history

April 6 - The Black Death, Reilly, p. 422

	Historical Context: Afro-Eurasia, 1346–1350 C.E.
	Thinking Historically: Considering Cause and Effect
	Reading quiz on chapter 10
	Discussion on the results of the Black Plague in history

April 13 - On Cities, p. 455

	Historical Context: European, Chinese, Islamic, and Mexican Cities, 1000–1550 C.E.
	Thinking Historically: Evaluating a Comparative Thesis
	Reading quiz on chapter 11
	Discussing Braudel and theories of history.

April 20 - Ecology, Technology, and Science, p. 493

	Historical Context: Europe, Asia, Oceania, and Africa , 500–1550 C.E.
	Thinking Historically: Evaluating Grand Theories
	Reading quiz on chapter 12
	Discussing grand theories of history, continued

April 27

May 4

Final Exam: May 9-14 (Monday – Thursday) No late finals accepted

**the reading for each lesson should be done in advance, so that you are prepared to discuss the materials in class.

TEXTBOOKS & REQUIRED MATERIALS

Kevin Reilly, Worlds of History, Vol 1, to 1550 (3rd edition).

Assignments and Examinations	Total Points
2 Knowledge Surveys (20 points given for completion of each one)	40
14 Class discussions (10 each x 2 each week= 20 points/week)	280
10 Quizzes (20 points each)	200
2 mid-term exams (100 points each)	200
Final Examination (200 points)	200

*You must earn at least a D in all assignments in order to pass the class.

GRADING RUBRIC FOR PAPERS AND EXAMS

Grading in this course is based on two assumptions. They are:

Adequate/acceptable work at the first year level will receive a C grade. B grades denote work that is better than adequate, and an A grade denotes truly exceptional work.
Grading of written work is based on a rubric, the standards for which are stated below:

Grade item	Description
Thesis Statement	Gives an interpretive answer to the question.
Organization	An organizational structure is elucidated, then maintained, for the length of the paper.
Grammar	correct grammatical usage is maintained throughout the paper.
Vocabulary/ Precision	Word choice is precise and serves to advance the argument.
Chronology	There is a clear sense of the passage of time, and of change over time producing cause and effect connections.
Cause/Effect	There are clear cause/effect relations detailed in the paper.
Assertions	Each assertion is made clearly, and is directly related to the thesis statement.
Facts, Evidence, Examples	Facts and evidence, and examples are accurate and relevant and support the argument being made.
Critical thinking/ point of view	The paper demonstrates an understanding of evidence and points of view counter to the one being expressed, and takes them into account.
Conclusion	The conclusion draws meaning from the history discussed.

	The instructor reserves the right to assign the grade based on performance as he, based on experience, knowledge, and the rubric above, sees fit. The grade levels given to the right of the table are examples, and not guarantees, of points to be assigned in any given assignment. Grades may be given in whole or partial numbers above or below the examples provided. Scores below 5 points will be given where they appear to make the most sense - for example, in the near or complete absence of a component, etc...
	The rubric above applies to papers and exams only.
	Grading of assignments and quizzes will be based on separate standards. Students have the right to know what the grading standards are at any time before or after an assignment is given.

COURSE COMPONENT SPECIFICS

1. Quizzes

Each reading quiz will reflect the assigned chapters in the Reilly textbook for a total of 10 quizzes. The quizzes will require students to demonstrate knowledge of historical facts, events, persons, and chronological relationships, and an understanding of the Reilly text and lectures. Each quiz will be worth 20 points total. As stated in the Classroom Code of Conduct below, Quizzes cannot be made up.

2. Knowledge Surveys

At the beginning and end of the course you will be asked to take a knowledge survey. This is not a test. It simply asks you to give an estimate of confidence in your ability to identify certain historical terms and answer historical questions if you were asked. You receive full points for taking a knowledge survey: there is no grading.

In addition, this survey will provide you with a general outline of the content of the course, and can act as a study guide for the semester, as well.

3. Weekly Discussions

Each week one or more discussion questions will be given. It is important to participate in these discussions as their sum total will be a major part of your grade.

You will be asked to answer one discussion question, and respond to at least one other student, for a total of two posts each week. Discussion posts may not be plagiarized. Any plagiarized posts will be removed from the discussion and credit refused.

The discussion posts will be due every Sunday at 11:55 PM.

4. Exams

	On the midterm and final examinations you will be responsible for knowing, and being able to write about, the information provided in lectures, class discussions, the textbook, and other sources provided by the instructor. Examination review questions may or may not be provided. Such reviews are, in any case only guides and are not guarantees in any way as to the questions that will appear on exams. To ensure that you are prepared for examinations, do the reading, read the lectures, and participate in class discussions.
	Cellular phones, personal music players, websites, personal digital assistants, computers of any kind, watches, electronic dictionaries, etc. are all prohibited during exams.
	As far as possible, exams should be taken online. Paper exams are possible. If you need a paper exam, please contact me at least one week before the exam date.

STUDENTS WITH DISABILITIES STATEMENT

Students in this class who need accommodations for a disability should submit documentation and requests to the Services for Students with Disabilities Office (SSD) in Bldg. 2, Rm. 108A. Phone: 845-9282 voice/text or 9272 voice/text for more information. If you have already registered your requests with SSD this semester, please see the instructor after class or during my office hours and be prepared to provide a current verification letter from SSD. (Rev. 3-29-2004)

CLASSROOM CODE OF CONDUCT

Students will be expected to follow the HCC Student Conduct Code (http://honolulu.hawaii.edu/intranet/policies/scc.pdf). This classroom is a SAFE ZONE. You may disagree with other students or the instructor, but you are required to listen with respect and address othersâ€™ ideas seriously and respectfully. We can have a debate without intimidation or anger. Disruption, intimidation, or other forms of verbal or physical abuse will result in expulsion from the class temporarily or permanently and will have a negative impact on your grade.

Late Assignments

Discussion posts, and quizzes cannot be turned in late. Exams may be taken late with prior notice to the instructor, and a suitable reason.

Making up work

Quizzes may not be made up. You have a week to take each quiz.
Discussion posts may not be made up. You have a week to post. If you don't do it within that time, move on.
Exams may only be made up if you provide a valid excuse, and evidence that such excuse was in fact real, such as a doctor's note, etc. What constitutes a valid excuse is the instructor's prerogative.

Plagiarism will not be tolerated.

    Make sure that none of your work is plagiarized. I will be checking every paper, discussion post, and exam answer
    for plagiarism. Plagiarism is easy to detect. If I find you have plagiarised, in the first instance, I will ask you to re-write your exam or paper with no
    penalty. Any instance beyond one will result in immediate failure of any assignment that shows evidence of plagiarism, and the College Administration
    will be informed. Instances beyond two will result in a failing grade for the course and the Administration will be informed. According to the Student
    Conduct Code, this can result in expulsion from Honolulu Community College . The instructor reserves the right to change the score on a paper
    at any time, including after the fact, if it is discovered that the paper has been plagiarized, and to change the course grade if it is affected. This
    includes the appearance in later classes of work previously turned in for this or any class. Do your own work. Make your friends do their own
    work. The definition of plagiarism, according to the University of Hawaii Code of Conduct, is as follows:

            "Plagiarism includes, but is not limited to, submitting, in fulfillment of an
                academic requirement, any document that has been copied in whole or
                in part from another individual's work without attributing that borrowed
                portion to the individual; neglecting to identify as a quotation another's
                idea and particular phrasing that was not assimilated into the student's
                language and style or paraphrasing a passage so that the reader is misled
                as to the source; submitting the same written or oral material in more than
                one course without obtaining authorization from the instructors involved; or dry
            labbing, which includes obtaining and using experimental data and
                laboratory write-ups from other sections of the course or from previous
                terms or fabricating data to fit the desired or expected results.

Cheating on Exams and Quizzes

Cheating on exams will not be tolerated. Any student who cheats will fail the course, and the Administration will be notified. Use of electronic devices for assistance in taking an exam is strictly prohibited except where specifically authorized by the instructor. Cellular phones, personal music players, websites, personal digital assistants, computers of any kind, watches, electronic dictionaries, etc. are all prohibited during exams. Cheating is defined in the University of Hawaii Code of Conduct as:

            "Cheating includes, but is not limited to, giving or receiving
                unauthorized assistance during an examination; obtaining or
                distributing unauthorized information about an examination
                before it is given; using inappropriate or unallowable sources
                of information during an examination; falsifying data in
                experiments and other research; altering the record of any
                grade; altering answers after an examination has been submitted;
                falsifying any official University record; or misrepresenting the
                facts in order to obtain exemptions from course requirements.

Keeping Records of Your Work

Keep all quiz, exam, and essay papers I return to you as proof that you have completed the assignment.

Assigning of Grades

Grades will be assigned based on performance only. As unfortunate as it is, I have no way of measuring how much you studied. I can and will measure how well you answer the questions according to the standards I have given you. If you care to dispute a grade, you are more than welcome. Come prepared to discuss the specifics of your paper in terms of those standards.

Remember, accomplishing what was asked, doing adequate work, earns a "C" grade. "B" grades are assigned when you go beyond the basic expectations and do something very well. A is assigned only for really exceptional work. For requirements, please refer to the rubric above.