INT - 111, Western Civilizations to 1648 Course Outline
Fall Semester, 2001,
CL-315 10:10-11:00 MTRF
Paul Hillmer, Lead Instructor
Office: Administration
240 Phone and voice mail -
651-641-8215
E-mail:
hillmer@csp.edu Fax: 651-659-0207
Office hours:
MTRF 12:10 - 1:00 Other times by
app’t.
Prerequisites/corequisites: None.
Credit hours:
4
Course Description:
This
course traces the development and enumerates the many influences on what we
have come to know as “Western Civilization.”
Cultural, religious, military, agricultural, artistic, literary, and
other influences will be discussed in as much detail as possible (we’re
covering 6000 years of human history in 14 weeks!). Lectures, discussions, slides, films, videos,
study guide assignments, textbook and other selected readings will all be
employed to assist us in the endeavor of better understanding how the
intersection of many cultures and peoples have brought Western culture to its
present state.
Goals and Competencies
from the Framework for Learning Covered by the Course:
1.
Aesthetic (a, b, d); 2. Intellectual (a, c, d); 3.
Spiritual ( b(2), d); 4. Communication (b); 5.
Interpersonal (a, c, d); 6. Civic
(a); 7.
Global (a, c)
Student Objectives During this course the
Student shall. . .
1. familiarize her/himself with the origins of
Western Civilization (Spir., b2, d; Gl., a).
2. more fully understand the interrelationship
of geographical, religious, social, cultural, economic, political and other
forces that have shaped Western Civilization
(Intell., a, c, d; Spir., b2,
d; Interp., a, c, d; Civic, a).
3. recognize distinct contributions of various
civilizations to the history of Western peoples
(Interp., a, c, d; Gl., a, c).
4. cultivate a greater appreciation of history
and its complexity (Intell., a, c; Comm., b).
5. sharpen skills of inquiry, critical
thinking (Intell., a, c, d; Comm., b;
Interp., a, c, d; Gl., a, c).
6. examine some of the great artistic works of
Western Civilization (Aesth., a, b,
d; Comm., b; Interp., c)
Teaching Methods
This course will depend on a mixture
of lecture from the instructor and careful, prepared, intellectually-based
discussion between all the persons in class.
Lectures will provide introductory material and a general framework for
discussion, while students will be provided ample opportunity to discuss
specific issues related to the broad themes presented. These discussions are intended to deepen the
student’s understanding of Western historical development and provide a more
complex view of the many issues examined.
Students are strongly encouraged
to ask course-related questions of the professor at any time, and to
participate fully in all discussions.
Attendance and tardiness
policies:
NO STUDENT MISSING MORE THAN FIVE
CLASSES CAN ATTAIN A GRADE HIGHER THAN A “C”.
NO STUDENT MISSING MORE THAN EIGHT CLASSES CAN ACHIEVE A GRADE HIGHER
THAN A “D”.
Educational research
has proven irrefutably that attendance is directly linked to student
achievement. If a student is not in
class, participating to the fullest extent, the opportunity for learning and
retention of course content is significantly impaired. Therefore, the above policy is not one that is imposed on the student by the
professor, but is simply a reflection of statistical fact. While every person is a free agent and can
make any decision s/he chooses, one should be aware that these choices can have
a profound impact on student performance.
Required texts,
readings:
Kagan, D., Ozment, S., & Turner, F. The Western Heritage, Vol. I ,to 1715, 6th edition.
Mason, Herbert. Gilgamesh, A Verse Narrative (due
Sept 17)
Parable of the Cave (handout) by Plato (due Sept. 20)
Sophocles. Oedipus the King (Oedipus Rex) (due
Sept. 25)
Chaucer.
Luther, Martin. Christian Liberty (due Dec. 11)
EVALUATION/GRADING
8 quizzes, c. 20 questions
each..............................................................................……..... 15%
8 study guide assignments (see
assignment sheet for due dates).............………........ 10%
Group
Presentation....................................................................................…….................. 10%
Midterm
examination..............................................................................................…….... 25%
Final
examination....................................................................................................……..... 30%
Paper/Project (Optional but necessary for an “A”
grade)............................……..…. 10%
100%
All topics for
project must be discussed and cleared
with your instructor(s). This
project may take a variety of forms (book review, research paper, media essay,
group presentation). Written work must
be double-spaced and typed or printed.
Any standard format is acceptable, but should be strictly followed. College students are expected to write,
spell, and edit well. Points up to but not exceeding 10% of the
total grade will be deducted for spelling and grammatical errors. Any use of direct quotation should be clearly
noted. Plagiarism will not be tolerated.
All projects will be due No
later than Monday, November 19.
**** Quizzes, tests, and study guides cannot be
taken/handed in late. The burden of
proof for an excused absence rests on the student. If there is an excused absence the
quiz/test/assignment must be completed no more than two school days after the due date.
COURSE EVALUATION:
1. Questions are welcome at
any time, and can be asked during class, office hours, or via voice or e-mail.
2. Time will be set aside
after quizzes and tests to answer questions and receive feedback
3. Evaluation will be
solicited at regular intervals through an anonymous, brief questionairre
4. At semester’s end, an
evaluation will be distributed to all students by the dean’s office or the
professors.
Grading Policies:
Written Work - You will be required to demonstrate an
adequate command of edited standard written English in formal written
assignments. This means that excessive
errors (in general, three or more errors per page) in the following areas will result in the paper being returned for
mandatory revision before I will accept it.
Papers must follow the attached guidelines.
The areas
are: verb forms, subject/verb agreement,
pronoun usage, apostrophe usage, spelling, correct use of quotation marks, and
sentence completeness.
Group Presentations - Groups of 3
-4 students will be assigned an ancient, medieval, Renaissance, or Reformation
figure and be responsible for creating a project worthy of presentation in
class. The assignment has two
parts: first, an oral presentation that
answers questions assigned by the professor;
second, a group report that presents the information in written
form. Further information about
presentation criteria will be shared by the instructor during the first
week. If you do not wish to participate in a small group, see the
professor about an alternative assignment.
Study Guides - Study guides
may be handwritten unless your writing is illegible. I cannot and will not grade what I cannot
read. Study Guides are designed to help
students prepare for quizzes and tests, and will be evaluated based on the
degree to which students accurately and thoroughly answer the questions
given. Students are encouraged to work cooperatively on these projects, but BE
WARNED. Sufficient time must be spent to
not only write down the answers, but also to master them and commit them to
memory. Study guides will be an
ineffective study tool if done in haste.
Quizzes and Examinations - Most quizzes and exams will be objective (multiple choice,
true-false, matching), but some opportunity for writing will be provided. Students who feel strongly about the
advantages of essay tests may request one from the instructor.
Plagiarism -
Plagiarism is intellectual theft. Any evidence of plagiarism will result in an
automatic “F” on the assignment in question for any and all parties involved.
Expulsion from the university is possible.
Support Services: Free assistance on questions of grammar, sentence structure, and
essay organization is available in the Writing
Center, located just south of the elevator in the tunnel. Hours of operation are posted at the
beginning of each term. Do not hesitate
to visit the lab if you have questions or problems -- the staff is there to
help you. Tutors for various subjects
can be obtained through the Peer Tutoring
Center.
(all dates subject to change)
WEEK ONE
Thur, 8/30 -
Introduction, Course Outline, Syllabus, Grading Policy, etc. Discussion on history, its
meanings and implications
Fri,
8/31 - Presentation groups meet and
plan a course of action
WEEK TWO
Mon, 9/3 - Labor Day – NO CLASS
Tues, 9/4 - Lecture: The Ancient Near East (TWH, Chapter One).
Thur, 9/6 - Ancient Art: Stylization for Meaning; Egyptian and Minoan Art (Prof. Hunder)
Fri, 9/7 - Discussion: What is Civilization? Lecture: Egyptian Civilization, Egyptian Mythology
WEEK THREE
Mon, 9/10 -
Tues, 9/11 - VIDEO
-
Thur, 9/13 -
Fri,
9/14 - The Hebrews, Contribution of religion;
Minoan and Mycenaean cultures
WEEK FOUR
Mon, 9/17 - QUIZ
# 1 (includes Gilgamesh)
Discussion of Gilgamesh; FILM
- Athens: The Golden Age
Tues, 9/18 - The
birth of
Thur, 9/20 - Lecture
and discussion: Greek philosophy - Plato
and Aristotle; Parable of the Cave due
Fri, 9/21 - VIDEO: Architecture of the Western World:
WEEK FIVE
Mon, 9/24 - Greek Art and
Architecture (SH)
Tues,
9/25 - QUIZ # 2 (covers
Parable of the Cave, Oedipus Rex, lectures, films);
Discussion: Oedipus Rex
Thur,
9/27 - Lecture: Alexander the Great and
the Dissemination of the Greek Ideal ; TWH,
Chapters 4 & 5
Fri,
9/28 - Lecture: Roman Political and Social Development. VIDEO - Art of the Western World:
WEEK SIX
Mon, 10/1 - Discussion:
the Roots of Modern Christianity - where did we come from and where are
we now?
Lecture: the Rise of Christianity
Tues, 10/2 - Roman and Early Christian
Art (SH)
Thur,
10/4 - Lecture: Constantine and
Christian culture; The Bishop of Rome
and Barbarian Germans.
Fri,
10/5 - Formation of “Western” culture.
WEEK SEVEN
Mon, 10/8 - QUIZ #3; Lecture:
The
Tues, 10/9 - VIDEO: Byzantium; lecture on
Thur,
10/11 & Fri, 10/12 - MID-TERM BREAK
-- NO CLASSES
WEEK EIGHT
Mon, 10/15 -
Lecture: The basic tenets of Islam and
its importance to Western Culture
Tues, 10/16 -
Byzantine Art, Tensions between Old and New
Thur, 10/18 - Lecture: Islam (cont’d); VIDEO:
Islam
Fri, 10/19 -
Lecture: Charlemagne/Clovis/Charles
Martel - The Merovingians & Carolingians.
TWH, Chapter 6.
WEEK NINE
Mon,
10/22 - Lecture:
Society of the 11th Century - Feudalism and the Age of Chivalry -
Economic, Political, and Religious Thought
Tues, 10/23 -
TECHNOLOGY (“Connections”) DAY
Thur, 10/25 - QUIZ
#4 ; Conflict in the
Church; questions concerning midterm
answered
Fri, 10/26 -
Monasticism and the Transmission of Knowledge; questions re
midterm answered
WEEK TEN
Mon, 10/29 - MIDTERM - covers everything presented, discussed,
& read up to 10/12.
Tues, 10/30 - FILM
- Crusades: Saints and Sinners; Lecture:
The Crusades:
Aims/Popularity/Famous
Crusades TWH Chapter 9
Thur, 11/1 - Guest presenter -- Sting -- initiates
discussion of Children’s Crusade
Fri, 11/2 - Lecture: 1066 - William the Conqueror and
King Harold FILM: The Norman Invasion
WEEK ELEVEN
Mon, 11/5 - The Plantagenet Line; Henry II and Thomas
Becket; King John and the Magna Carta, TWH Chapters
7&8.
Tues, 11/6 - Discussion:
The origin, concept, development, and changing practice of the legal
system; Conflicts
between church and state
(Dictatus Papae)
Thur, 11/8 - Medieval
Science; The Rise of the Medieval
University, Scholasticism.
Fri, 11/9 - QUIZ # 5 ; Lecture
and slides: The gothic cathedral and the
age of faith
WEEK TWELVE
Mon, 11/12 - Gothic Architecture (cont’d); Lecture:
and Problems of the High Middle
Ages; VIDEO: The Black Death
Tue,
11/13 -
The Hundred Years’ War, Joan of Arc/Albigensian Heresy/Inquisition/
Boniface VIII & Philip the
Fair TWH, Chapter 9.
Thur,
11/15 - Medieval Art; the
Proto-Renaissance (SH)
Fri,
11/16 - Canterbury Tales - Prologue, Wives of Bath, Pardoner’s Tale MUST be read by today.
WEEK THIRTEEN
Mon,
11/19 - Lecture: Wycliffe and Hus: Seeds of the Reformation
Tue,
11/20 - Lecture and slide presentation:
The Renaissance, “Man, the Measure of all Things”
TWH, pp. 355-399. Papers/Projects
Due.
Thur,
11/22 & Fri, 11/23 - THANKSGIVING
BREAK
WEEK FOURTEEN
Mon,
11/26 - QUIZ # 6 ; Renaissance Presentations
Tues,
11/27 - Catch-up day, presentations, TWH, Chapter 10
Thur,
11/29 - Exploration and Colonialism: Its
antecedents and effects.
Fri,
11/30 - The High Renaissance in Art (SH)
WEEK FIFTEEN
Mon, 12/3 - Columbus and the Age of Discovery
Tue, 12/4 - Columbus
and the New World
Thur, 12/6 - QUIZ
# 7 Lecture: Luther and the Reformation
Fri, 12/7 - The Northern
Renaissance, Baroque (SH)
WEEK SIXTEEN
Mon, 12/10 - FILM - Where Luther
Walked; Luther (cont’d) TWH, Chapter 11.
Tues, 12/11 - Discussion – Luther’s Christian Liberty ; Zwingli, Calvin, and the broader Reformation
Thur, 12/13 - QUIZ # 8 ; Lecture cont’d.
Fri, 12/14 - Course
evaluation; questions concerning final
answered.
FINAL
EXAM will be held at
Study Guide
Assignments
Chapter 1 (Quiz 1) - DUE Sept. 17
Chapter 2
& Chapter 3 (Quiz 2) - DUE
Sept. 25
Chapter 4 & Chapter 5 (Quiz 3) - DUE
Oct. 8
Chapter 6 (Quiz 4) - DUE Oct. 25
Chapter 7 & Chapter 8 (Quiz 5) - DUE
Nov. 9
Chapter 9 (Quiz 6) - DUE Nov. 26
Chapter 10 (Quiz 7) - DUE Dec. 6
Chapter
11 (Quiz 8) - DUE Dec. 13
INT - 111, Western Civilizations to
1648 Study Guide
Hillmer
Chapter 1, TWH
1.
What differences/similarities existed between lifestyles in the Paleolithic
and the Neolithic Ages? Did all
civilizations make the jump from one to the other?
2.
Why was the development of food production important? Why was the innovation of clay pottery
significant?
3.
What was (were) the first identifiable civilization(s)?
4.
Describe the influx of nations to the area of ancient Mesopotamia. How was the native population affected?
5. What are the most important
characteristics/contributions of: a)
Ancient Egypt?
b) the
various peoples of Mesopotamia?
6.
What was important/unique about the Hebrew religion?
7.
Identify each of the following:
a) Gilgamesh b) Enkidu c) Utnapishtim d) Ishtar
e) Humbaba
f) The Bull of
Heaven g) Uruk
8.
What, in your opinion, is the main theme of The Epic of Gilgamesh?
Chapters 2 &3, TWH
1.
Describe the characteristics and development of pre-Greek (Minoan,
Mycenaean) civilization. What were the
reasons for the formation of the polis?
2.
What is Socrates challenging in
Parable of the Cave?
3.
Describe the evolution of political form and thought in Spartan and
Athenian society. Who were the major
actors in this process and why do we remember them?
4.
Why was the Battle of Marathon important?
5.
Describe the Athenian “Golden Age.”
How did it come to an end?
6.
Give at least five reasons why Greek culture is
considered to have had such a profound impact on modern Western Civilization.
7.
Identify each of the following:
a) Sophocles b) Creon c) Oedipus d) Jocasta e) Tiresias f) Laius
8.
Define hubris and catharsis and give an example of both
from Oedipus Rex.
Chapters 4 & 5, TWH
1.
Which civilization has the most profound influence on early
Roman development?
2.
Why is Pyrrhus remembered? With
what is his name associated today?
3.
Describe the relationship between Rome and Carthage, the conflict that
developed, and how this conflict finally ended.
4.
How did Rome’s political system develop and change? Describe how the efforts of the Gracchi,
Marius and Sulla, and the First and Second Triumvirate affected this
development.
5.
According to your text, what was the center of Roman life (no, it wasn’t
law or the military)?
6.
What is THE most important contribution of Roman culture to the Western
heritage?
7.
List several explanations for the fall of the Roman empire.
8. What were the characteristics of
the early Christian church?
Chapter 6, TWH
1.
Why did barbarian tribes originally enter the Roman empire? Describe the political, legal, religious, and
cultural make-up of the early post-Roman empire.
2. Name the tribe to which each of the
following belonged and explain why each is significant:
a)
Theodoric b) Clovis
c) Alaric
3.
Explain the significance of the Merovingian and Carolingian houses of
the Frankish kingdom. Name the first
OFFICIAL Carolingian ruler.
4.
Why was Charlemagne’s kingdom so significant? What was the Carolingian Renaissance?
5.
Who were Justinian and Theodora?
What are the main reasons that the Byzantine Empire is remembered?
6. What are the five signs of Islam?
Chapters 7 & 8, TWH pp. 256-327
1. Describe the relationship between
Otto the Great and the papacy.
2. What caused the Crusades? Give a brief description of the
First through Fourth Crusades and the Children’s Crusade. What were some of the lasting effects of the
Crusades?
3. Compare the political structure of
France and England prior to the Norman invasion. When did the Battle of Hastings occur and
what consequences did William’s victory have for both France and England?
4. Give a summary of the significant
events surrounding and effects of:
a) the struggle between Henry II and
Thomas Becket
b) the signing of the Magna Carta (what
did this document mean to the people of that age? How is it seen today?)
5. How were early university students
treated by the people in university towns?
How do you explain this?
6.
Define the following: a)
feudalism; b) manorialism; c) scholasticism; d) Dictatus Papae;
e) Concordat of Worms; f) the Cluny Movement g) regular and secular clergy
Chapter 9, TWH pp. 328-353
1. Describe the importance of scholastic theology in the planning and
building of Gothic cathedrals.
2. Describe the demographic, medical,
spiritual, intellectual, political, economic, and artistic effect of the Black
Death on Western Europe.
3. Cite several reasons for the
Hundred Years’ War. What is Joan of
Arc’s contribution to France’s war effort?
4.
Describe the people and reasons behind the Peasants’ revolt in England
and the Jacquerie in France.
5.
Describe the relationship between Pope Boniface VIII, Edward I of
England and Philip the Fair of France.
6. Who were John Wycliffe and Jan
Huss?
7.
Define the following: a) The
Babylonian Captivity of the Church;
b) Unam Sanctam; c) Estates
General;
d) Treaty of Troyes; e) The Great Schism; f) The Conciliar Movement
Chapter 10, TWH pp. 354-399
1. By the late fifteenth century, how
had Europe dealt with: a) loss of
population; b) breakdown of the church;
c) political chaos?
2.
Identify each of the following:
a) Machiavelli; b)
Savanarola; c) Erasmus; d) Thomas More; e) Cortez;
f) Pizarro; g) Petrarch;
h) Dante; i) Cervantes; j) Christopher Marlowe; k) William Shakespeare
3)
Give a brief listing of the Renaissance artists presented in class
Chapter 11, TWH pp. 400-441
1.
Describe the religious and political conditions that made Luther’s
attempts to reform the church possible.
2.
What were indulgences? Why was
the church selling them and why did Luther object to them?
3.
What was the purpose of Luther’s Ninety-five Theses? What were their short- and long-term effect?
4.
What was “new” about Luther’s theology?
5.
What did Luther accomplish while hiding in Wartburg castle?
6.
Identify the following:
a) Frederick the Wise
b) Charles the Great
c) John Tetzel
d) John Eck
e) Philip Melanchthon
f) John Calvin
g) Ulrich Zwingli
h) Ignatius Loyola
i) William Tyndale
j) The Peace of Augsburg
k)The Modern Devotion
l) the Augsburg Interim
m) Council of Trent
The World According to Student
Bloopers
(an amalgamated
history based on certifiably genuine bloopers collected by teachers across the
country)
The
inhabitants of Egypt were called mummies.
They lived in the Sarah Dessert and traveled by Camelot. The climate of the Sarah is such that the
inhabitants have to live elsewhere, so certain areas of the dessert are
cultivated by irrigation. The Egyptians
built the Pyramids in the shape of a huge triangular cube. The Pyramids are a range of mountains between
France and Spain.
The
Bible is full of interesting caricatures.
In the first book of the Bible, Guinesses, Adam and Eve were created from
an apple tree. One of their children,
Cain, once asked, “Am I my brother’s son?”
God asked Abraham to sacrifice Isaac on Mount Montezuma. Jacob, son of Isaac, stole his brother’s
birth mark. Jacob was a patriarch who
brought up his twelve sons to be patriarchs, but they did not take to it. One of Jacob’s sons, Joseph, gave refuse to
the Israelites.
Pharaoh
forced the Hebrew slaves to make bread without straw. Moses led them to the Red Sea, where they
made unleavened bread, which is bread made without any ingredients. Afterward Moses went up on Mount Cyanide to
get the Ten Commandments. David was a
Hebrew skilled at playing the liar. He
fought the Philatelists, a race of people who lived in biblical times. Solomon, one of David’s sons, had 500 wives
and 500 porcupines.
Without
the Greeks we wouldn’t have history. The
Greeks invented three kinds of columns,
Corinthian, Dorian and Ironic.
They also had myths. A myth is a
female moth. One myth says that the
mother of Achilles dipped him in the River Stynx until he became
intolerable. Achilles appears in the Iliad, by Homer. Homer also wrote The Oddity, in which Penelope was the last hardship that Ulysses
endured on his journey. Actually, Homer
was not written by Homer, but by another man of that name.
Socrates
was a famous Greek teacher who went around giving people advice. They killed him. Socrates died from an overdose of
wedlock. In the Olympic games, Greeks
ran races, jumped, hurled the biscuits and threw the java. the reward to the victor was a coral
wreath. The government of Athens was so
democratic because people took the law into their own hands. There were no wars in Greece, as the
mountains were so high that they couldn’t climb over to see what their
neighbors were doing. When they fought
with the Persians, the Greeks were outnumbered because the Persians had more
men.
Eventually,
the Ramons conquered the Geeks. History
calls people Romans because they never stayed in one place for very long. At Roman banquets, the guests wore garlics in
their hair. Julius Caesar extinguished
himself on the battlefields of Gaul. The
Ides of March murdered him because they thought he was going to be made king. Nero was a cruel tyranny who would torture
his poor subjects by playing fiddle to them.
Then
came the Middle Ages. King Alfred
conquered the Dames, King Arthur lived in the Age of Shivery, King Harold
mustarded his troops before the Battle of Hastings, Joan of Arc was cannonized
by Bernard Shaw, and victims of the Black Death grew boobs on their necks. Finally, Magna Carta provided that no free
man should be hanged twice for the same offense.
In
midevil times most of the people were alliterate. The greatest writer of the time was Chaucer,
who wrote many poems and verses and also wrote literature. Another tale tells of William Tell, who shot
an arrow through an apple while standing on his son’s head.
The
Renaissance was an age in which more individuals felt the value of their human
being. Martin Luther was nailed to the
church door at Wittenberg for selling papal indulgences. He died a horrible death, being
excommunicated by a bull. It was the
painter Donatello’s interest in the female nude that made him the father of the
Renaissance. It was an age of great
inventions and discoveries. Gutenberg
invented the Bible. Sir Walter Raleigh
is a historical figure because he invented cigarettes. Another important invention was the
circulation of blood. Sir Francis Drake
circumcised the world in a 100-foot clipper.
The
government of England was a limited mockery.
Henry VIII found walking difficult because he had an abbess on his
knee. Queen Elizabeth was “the Virgin
Queen.” As a queen she was a
success. When Elizabeth exposed herself
before her troops, they all shouted “hurrah.”
Then her navy went out and defeated the Spanish Armadillo.
The greatest writer of the Renaissance was William Shakespear. He never made much money and is famous only because of his plays. He lived in Windsor with his merry wives, writing tragedies, comedies, and errors. In one of Shakespear’s famous plays, Hamlet rations out his situation by relieving himself in a long soliloquy. In another, Lady Macbeth tries to convince Macbeth to kill the king by attacking his manhood. Romeo and Juliet are an example of a heroic couplet. Writing at the same time as Shakespear was Miguel Cervantes. He wrote Donkey Hote. The next great author was John Milton. Milton wrote Paradise Lost. Then his wife died and he wrote Paradise Regained. During the Renaissance America began. Christopher Columbus was a great navigator who discovered America while cursing the about the Atlantic. His ships were called the Nina, the Pinta, and the Santa Fe. Later, the Pilgrims crossed the ocean, and this was known as the Pilgrim’s Progress. When they landed at Plymouth Rock, they were greeted by Indians, who came down the hill rolling their war hoops before them. The Indian squabs carried porpoises on their backs. Many of the Indian heroes were killed, along with their cabooses, which proved very fatal to them. The winter of 1620 was a hard one for the settlers. Many people died and many babies were born. Captain John Smith was responsible for all this. . . . .