7#;O9!NANAOAOAOAOOOOOOOO O[ Oe OoOoOoOoOo OOOOOO+OOO$OOOOOO WCV 101 SECTION 12 A HISTORY OF WESTERN CIVILIZATION Spring 2002 * * * Instructor Dr. Katherine Tucker McGinnis Class Time MWF 1 Location McIver 227 Office Hours Wed 2:00-3:00, and by appointment Office McIver 223 Phone 334-5992 Email ktmcginn@uncg.edu ____________________________________________________________ This syllabus is the contract under which this course if taught. By enrolling in this course, and remaining enrolled, you accept its conditions. _____________________________________________________________ Course Intent This is a survey of western civilization from the perspectives of social history. It looks at the period from the earliest civilizations, c.3000B.C.E. until about 1700C.E. Note that the terms "Before Common Era" (B.C.E.) and "Common Era" (C.E.) are now usually found rather than "Before Christ" (B.C.) and "Anno Domini" (A.D.). The scope of the possible information, stories, events, people that this course could include is beyond any possibility of "coverage". We will try to touch on those high points that seem to have broad or long-ranging impact and to contextualize them in order to demonstrate historical complexity and interdependence. A social history does not ignore wars, diplomacy, events, or famous people, but it does examine a broad array of perspectives that include, among many possibilities, economic, religious, gender, sexual, scientific. There is also a tendency to include the "common man" as well as the "great man" and women, to the extent that historical sources permit. The historiographic process is based on both facts and interpretation. The facts come from sources that the historian must interrogate in order to understand and evaluate them and to use them as evidence. The interpretation depends on the capacity of the historian to integrate those facts in a larger context and to make an argument based on a responsible selection of the facts, as well as on the point of view of the historian. History, perhaps particularly "popular history," can be driven by extra-academic intentions that the audience must learn to recognize and to be aware of their influence on the interpretation. Sources can be written records -- chronicles and parish records are two examples -- and material artifacts, which can include tools, buildings, coins, artwork, pottery, furniture, fabric and clothing. A book can be treated as both a written record and as a material object, studied for its physical properties. Honor Code The UNC-G Honor Code prevails. You are expected to abide by the Honor Code for all work in this class. All alleged violations will be handed over to the academic court for adjudication. No violations or alleged violations will be handled independently. General Ground Rules Nothing will be accepted late, without documentation of illness or emergency. On time means at the beginning of class, not at the end or after. I assume you would not bring a phone or other noise-producing equipment to class, but if you do have anything of that type with you, please de-activate it. No food or drink is permitted in class. Our class meets at a time when some people are having lunch. If you think you might be hungry or thirsty during class, be prepared by having a snack before class. If you have special needs for food or drink during class time, please see me privately. Bring loose-leaf paper, not sheets torn from a notebook, for each quiz. Come prepared to each class. I have constructed this course with entering students in mind, trying to make it easy for you to keep up in your work. Prepared means more than reading the assignment; it also means thinking about it in order that you can participate intellectually in the class. Bring your text (or the book being discussed) to class. I recommend that you take advantage of my office hours. I hope to get to know you better than class time and your written work will permit. If you take the time to meet with me, I think I can make the course more in accord with your individual areas of interest. Papers/Writing/ Study Skills I expect your writing, whether in assigned papers or tests, to meet conventional standards for written, not spoken, English. This includes grammar, syntax, and word choice. Please, if you are unsure about your writing for an assignment, see me and/or get help from the Writing Center in 101 McIver (334-3125). The Writing Center is open M-Th 9-8 and Fri 9-3. You can come by appointment or walk in. The Center offers help in brainstorming to get started, organization, and editing. Academic help is also available through the Learning Assistance Center (334-3878) on the first floor of Reynolds Dorm, Room 159, M-F 8-5. Walk-in individual help is available and there are also workshops. For questions of style, you may find the following website helpful: http://www.bartleby.com/141/ There will be no rewrites accepted, although I will be happy to discuss your papers or to look at them in advance of the due date. Required Textbooks The Athenian Citizen. Princeton, New Jersey: The American School at Athens, 1987. This book is out of print and a copy is on Closed Reserve in Jackson Library. Chaucer, Geoffrey. Selected Canterbury Tales. Dover Thrift Editions. New York: Dover, 1994. Davis, Natalie Zemon. The Return of Martin Guerre. Cambridge and London: Harvard University Press, 1983. Machiavelli, Niccol. The Prince, ed. and trans. David Wooten Indianapolis and Cambridge: Hackett, 1995. Spielvogel, Jackson J. Western Civilization, 2nd ed. Belmont, CA: Wadsworth, 1999. Course Requirements Diagnostic Quizzes Be prepared for four brief quizzes, based on Spielvogel or other assigned materials, as scheduled. They are designed to help you keep up with the reading, to determine where any weak areas might lie, and to teach specific test-taking techniques. I will count the best three of four. There are no make-ups for the weekly quizzes. Hour Exams - There will be four hour exams, on Feb 11th, Mar 1st, Apr 5th, and Apr 29th. The format will include short answer and essay questions. There will be no make-ups without documentation of illness or emergency. Final Exam - There will be a cumulative final exam on May 10th from 3:30 to 6:30. Discussion - In groups of 6-8, you will spend part of certain class periods (about 15-20 minutes) discussing the material in Spielvogel assigned for that unit. I will assign you to groups. Working in pairs, e.g., two leaders per discussion, you will be responsible for leading four sessions. Each discussion leader will prepare an outline he or she will use for the discussion. The leaders will turn in these outlines, a list of those present, and a brief summary of the session, successes and weaknesses, hot topics, points people found confusing, etc. You will not be graded on the "success" of the discussion. You are responsible for a reasonable preparation (some questions that show you read and thought about the material) and a conscientious, if succinct reflection on the session. Your report should be double-spaced, in 12-point type, preferably "Times" or "Times New Roman" font. It must be turned in by the beginning of the next class. I will assign the days for each student to lead discussion at the time the groups are organized, but you may exchange within your group, as long as each member leads four discussions. Paper - There will be a paper based on Davis' The Return of Martin Guerre and the viewing of the film by that name, and relevant materials in Spielvogel. The paper should be 3-5 pages in length, double-spaced, in 12-point type, preferably "Times" or "Times New Roman" font. There are to be two themes, which you must interweave: It must address one of the following topics, as these sources -- film, books -- present them in early modern France: lives of women and domestic relationships economic and/or religious influences on social relations legal process and the relation of social and political units It must address the question of how history can be examined and interpreted in text and in film and the problems and propensities of each medium. It is not, however, a film review. Acting is not under discussion, although you may consider the seeming historical "rightness" of costumes, set, and physical behavior, including gesture. Project Each discussion group will plan a joint project, concerned with the thematic topic of that group, to be presented on one of the last three class period. You should review the material of the course with that topic in mind; look for patterns, for turning points, whatever you find appropriate. The result should be that you understand that aspect of the course very well and that you make that information summarily and cogently available to your peers. This should help you and your classmates prepare for the final exam. These projects will attempt to bridge the chronological march of the previous part of the course with a diachronic examination of topics. I will assign you to a group, based on the preferences that you state on your identification cards. I will do my best to place you in your first or second choice. If you know of any excusable reason that you cannot be present for any of the three class meetings immediately after the last hour exam, let me know. These projects must be presented during those classes. There will be very limited class time to organize your group and plan for meetings outside of class. You will have 20 minutes to present. The format -- dramatization, debate, musical, something your group invents -- is up to each group. You can depend on the audience being familiar with the basic historical material on which your presentation is based because everyone will have read all the chapters of Spielvogel, and all the supplementary readings (The Athenian Citizen, Chaucer, Davis, and Machiavelli). By the last class period (and not a half an hour later) you must turn in individual reports of your project to cover preparation process, group dynamics and contributions of your peers, your "take" on audience response, and "what you learned" about the topic itself. The paper should be 3-5 pages, again double-spaced, 12 point, preferably "Times" or "Times New Roman" font. The topics are: Arts Family Religion Science and Technology Sports and Entertainment Work Attendance and Participation This is built in via the discussion and project groups, but I encourage you, as well, to raise questions during lectures. (For the benefit of less vociferous classmates, the usual hand-raising system will prevail). Evaluation Discussion 10% Quizzes 10% Hour Exams 10% each 40% Final Exam 20% Martin Guerre Paper 10% Project 10% I do not grade on a curve. I also do not wish to contribute to grade inflation. However, if you do everything on the syllabus conscientiously, I'll be hard pressed not to give a lot of very good grades. Internet To quote an historian at Emory University, one of the largest threats posed to history. [is] the deliberate falsification of the past. And Many people have labeled the Web democratic. I believe chaotic is more appropriate. That said, one site that has been recommended to me, although I have not examined it and I cannot vouch for its usefulness, is http://www.fordham.edu/halsall/mod/modsbook.html Course Schedule and Assigned Readings Date Topic Readings/Assignments Jan 14 Intro, Contract, Historical Method Spielvogel Front Matter; Preface; Intro In the Beginning: Mesopotamia, Egypt, Greece Jan 16 The Ancient Near East: Mesopotamia Spielvogel Ch 1, 1-16 Jan 18 Egyptian Civilization Spielvogel Ch 1, 16-31 Discussion Groups Jan 21 Martin Luther King Day No Class Jan 23 The Ancient Near East: Hebrews Spielvogel Ch 2, 32-47 Quiz Maps Jan 25 The Ancient near East: Assyrians & Persians Spielvogel Ch 2, 47-54 Discussion Groups Jan 28 Early Greece An Overview Spielvogel - Ch 3, 55-70 Quiz - Chronologies Jan 30 The Persian and Peloponnesian Wars Spielvogel - Ch 3, 70-77 Feb 1 Athens and the Greek City States Athenian Citizen Feb 4 Greek Civilization Spielvogel Ch 3, 77-90 Quiz IDs Feb 6 Alexander the Great Spielvogel Ch 4, 91-97 Feb 8 Hellenism Spielvogel Ch 4. 97-113 Discussion Groups Feb 11 1st Hour Exam The Roman Millennium Feb 13 Beginnings of Rome, the Republic & Expansion Spielvogel - Ch 5, 114-128 Feb 15 Roman Society and Culture Spielvogel Ch 5, 128-146 Discussion Groups Feb 18 Roman Empire A Three Century Decline Spielvogel - Ch 6, 147-167 Quiz - Outlines Feb 20 Early Christianity and the Last of the Empire Spielvogel Ch 6, 167-177 Feb 22 Christians and Germanic Peoples Spielvogel - Ch 7, 178-193 Discussion Groups Feb 25 Rome, Byzantium, Mecca Spielvogel Ch 7, 193-208 Feb 27 The Roman Millennium visual review Discussion Groups Mar 1 2nd Hour Exam The Medieval Millennium Mar 4 Two Kinds of Rule: The West Spielvogel - Ch 8, 209-228 Mar 6 Two Kinds of Rule: The East Spielvogel - Ch 8, 228-236 Discussion Groups Mar 8 East-West: Parallel? Diverging? Video Project Mar 11 Spring Break Mar 13 Spring Break Mar 15 Spring Break Mar 18 Medieval Society: Pre-Ordained Roles Spielvogel Ch 9, 237-256 Mar 20 Medieval Church: the Crusades Spielvogel Ch 9, 258-265 Mar 22 Economic Practices; Urban Life, Cultural Life Spielvogel Ch 10, 266-282 Discussion Groups Mar 25 The Rise of Kings Spielvogel Ch 10, 282-295 Mar 27 Medieval People Chaucer, Prologue Canterbury Tales Discussion Groups Mar 29 Spring Holiday Apr 1 The Four Horsemen of the Apocalypse Spielvogel Ch 11, 296-304 Apr 3 The 100 Years War & the Waning of the Middle Ages Spielvogel Ch 11, 304-325 Apr 5 3rd Hour Exam The Beginnings of the Modern Western World Apr 8 Was There a Renaissance? Spielvogel Ch 12, 326-352 Apr 10 Film: The Return of Martin Guerre part 1 Book: The Return of Martin Guerre Apr 12 Film: The Return of Martin Guerre part 2 Book: The Return of Martin Guerre Apr 15 Institutional Rebirth Spielvogel Ch 12, 352-361 Apr 17 New Idealism or New Realism? Machiavelli, The Prince Discussion Groups Apr 19 Why a Reformation? Spielvogel Ch 13, 362-374 Apr 22 A Reformed Society Spielvogel Ch 13, 375-391 Discussion Groups Apr 24 Exploration & the Economy Spielvogel Ch 14, 392-401 Martin Guerre paper due Apr 26 Wars of Religion & the New Monarchs Spielvogel Ch 14, 401-425 Discussion Groups Apr 29 4th Hour Exam May 1 Discussion Group Projects May 3 Discussion Group Projects May 6 Discussion Group Projects May 10 Final Exam 3:30-6:30 WCV 101-12 - Spring 2002 p  v8I@IMbf    DE^sA½|yv@@@-AL^h?It{}itX] 7¿~{xur      @@,7R   \ `!y!}"7":""(()-)7)8*m*x*z*******++,-..../=/j/k/112P2Q2l}zwtq@@@@@+2l2m2o2|2334 4!4444444667;7K788"8$8%8.828_88888999/9J999999::~{xu@@@@@@ @@ @@ ,:;;;;!;e;j;;;;;;;;;;T 8DJs@Am p8%^)]>  X !5!u"û~~~u ( ( (  ( (  ( ( h hhh."%k&(*\*m*r*z****++++,,,),...../:/</j/k///0 0 0304ǹxxhhhZZ *L(*TL( *L( !*L( *L( pP `` ( ` ( ( D (  (#040s00000114151x1y111112&2'2Q2e2z2{2222332333|3334!45464o4p44444455 5]5q5r5555555562636s6t666777M7a7y7z77888081 *L(L *L(*TL( *L(L818_8b88889K9L99999: ::D:X:Y::::; ; ;!;";B;C;d;e;;;;;;; *L( *L(% @ Body Text 2 Body Text 2 Body Text 2 Body Text 2/! @! @hpP`` (*(9; !;;#=/B$ a ms formKatherine T McGinnisTimes New RomanTimesGeneva99##