HIST&126: WORLD CIVILIZATIONS 1 (Hybrid)

Seattle Central College – Fall, 2018

Date and Time: Wednesdays 5:30-8:30

Room: BE 4136

Instructor: Louise Spiegler

Email: louise.spiegler@seattlecolleges.edu

 Office Hours: Wednesdays 4-5 or by appointment

Office: 4109

Course Description:

This course examines the social, economic, political, intellectual and artistic achievements of civilizations from the emergence of complex societies through the end of the ancient world (c. 500 C.E.).  Students will obtain a global perspective by studying different worldviews and social institutions, as well as systems of thought and religion as they evolved through this historical period.  Students will critically examine primary source material, such as written texts, artistic productions and archeological evidence as a complement to information gleaned from secondary sources. 

Course Content, Topics and Themes:

• Topics to be selected from the following:
  • Principals and Practices of Historiography
  • Agricultural foundation of civilizations (complex societies)
  • Mesopotamia & Civilizations of the Fertile Crescent
  • Egypt & Nubia
  • Persian Empires
  • Israel, Judah & Roman Palestine
  • China from the Shang Dynasty to the end of the Han Dynasty
  • Ancient India to the reign of Ashoka
  • Ancient Greece
  • Conquests of Alexander the Great and Hellenistic Empires
  • Roman Republic and Empire
  • Civilizations of the Americas
  • Great Religions: Hinduism, Buddhism, Judaism, Zoroastrianism, and Christianity
  • Ancient epics, myths, religious texts, poetry, philosophy and drama
  • Gender in the Ancient World
  • Class conflict and economic structures
  • History of private life
  • Slavery
  • Warfare and expansion of empire
  • Science and technology

 

Course Outcomes:

1. Learn Actively- Learning is a personal, interactive process that results in greater expertise and a more comprehensive understanding of the world.

• Examine significant events, individuals, and philosophies as well as social, political, economic and intellectual developments in the ancient world
• Identify similarities and difference between civilizations and time periods, as well as between the experiences of subgroups within civilizations (GS)
• Analyze patterns of influence and interaction between civilizations, recognizing both enrichment and exploitation (CKR)(GS)
•  Explore historical questions through research
• Engage in creative projects individually and in groups to further learning
• Recognize different scholarly approaches to history
• Demonstrate knowledge of transnational phenomena – economic, political, social, cultural, scientific, and/or environmental (GS)

 

2. Think Critically, Creatively and Reflectively- Reason and imagination are fundamental to problem-solving and critical examination of ideas.

• Analyze, interpret, and draw meaning from historical situations and primary sources using multiple viewpoints (CKR)
• Evaluate the role of perspective in historical documentation, identifying assumptions underlying arguments, and recognize the way historical and cultural context affect meaning (GS)
• Recognize a variety of human responses to the problems of civilization as well as their historical antecedents
• Identify similarities and differences in world outlooks and systems (GS)
• Critically evaluate civilizations and major actors using various methods of analysis
• Exercise historical imagination

 

 

3. Communicate with Clarity and Originality- The ability to exchange ideas and information is essential to personal growth, productive work, and societal vitality.

• Communicate global cultural awareness through discussion, presentations, performance and/or writing
• Engage with visual, musical, literary and other artifacts to articulate coherent hypotheses about what they reveal about the cultural and historical moment under consideration
• Articulate conclusions based on competing and contradictory evidence (CKR)

• Develop the ability to identify key issues in the global arena, understand the assumptions underlying the arguments, and appreciate their intended audience and historical and cultural context (GS)

• Engage active listening and sensitive cross-cultural communication skills when engaging with others (GS) 

4. Interact in Diverse and Complex Environments- Successful negotiation through our increasingly complex, interdependent and global society requires knowledge and awareness of self and others, as well as enhanced interaction skills.

 

• Demonstrate how historical thinking and historical knowledge gleaned in this class helps you understand the world today
• Recognize your global perspective and understanding of how different cultures inter-relate
• Identify various structures of power and decision-making processes across different contexts
• Identify causes and manifestations of inequality with reference to historical experience
• Work collaboratively in groups and be able to translate those experiences to mutually advantageous interactions on campus and with the larger global community
• Demonstrate the ability to listen for, to and across differences, by articulating one’s own frame of reference and its application in reference to others

 

Course Requirements

Required Readings:  The texts must be purchased at the very start of class, as I will assign readings immediately. Also always bring your Longman Anthology to class, as we will often make reference to it.

Chester Starr, A History of the Ancient World, Fourth Edition. Oxford University Press, Oxford. 1991

The Longman Anthology of World Literature, Vol. A. Pearson, New York. 2004.

Electronic Readings (on Canvas in “Files”)

Library Class Guide for History 126: https://libguides.seattlecentral.edu/hist126spiegler

 

Please note: I will not accept late work. If you wish to ask for an extension, you must do so BEFORE the assignment’s due date. There will be no make-up exams. In group-work assignments, students who do not participate in the presentation will not receive credit, and grades will be assigned independently.

• Attendance and Participation (of course attendance affects your grade!)
• Reading all assigned texts and participating in class discussions
• Frequent content quizzes (ONE of these quizzes can be dropped)
• Learning Journal assignments
• Research & Performance project 
• Short Learning Reflections OR Short Research Essay for culminating presentation 

It is your responsibility to keep up with reading and assignment due dates. Have readings and journal assignments completed BEFORE class. If a reading is listed on the syllabus next to “Tuesday” it means you must have read it before class on Tuesday. Any work to be handed in which is listed next to “Tuesday” is, of course, due on Tuesday. Due to the nature of this class as a hybrid, I’ve tried to make it easier to keep up by having all deadlines on Wednesday (the day the class meets) and Sunday.

CLASSROOM EXPECTATIONS (“Netiquette” is covered elsewhere!)

• Stay focused! Though this is a hybrid class and we are online a lot, I’d like you to disconnect from the internet during class-time, unless we are working with online databases. My reason is very simple: it is too distracting and if one student is distracted or disengaged, this has an impact on the class. Our classroom is not a multi-tasking environment. It is a place for learning. Take a breath, and be here now!
• Arriving on time and remaining until the end of class is an expression of respect. If you must leave early always tell the instructor beforehand.
• Arrive at class prepared and ready to contribute helpfully to the class. Make sure you are aware of my policy of accepting NO LATE WORK. Also note: if you miss a quiz, you will not be able to take it later.
• During in-class quizzes, books are on the floor and all electronic devises are switched off and put away. Sit a reasonable distance from other students. Please consider online quizzes to be “no book” as well.
• Use respectful and appropriate language. Do not hold side conversations during lecture, while other students are addressing the class or in small group activities. Develop the skill of disagreeing respectfully.
• Behavior which disrupts the classroom climate, instructor’s lectures, other student’s learning, group activities will be cause for dismissal. Instructor will meet with student onceto discuss the disruptive behavior.  Student will have two options:  1) sign a written contract as an agreement to change his/her behavior in a manner that enriches the classroom learning environment; 2) drop the course.

Fall 2018 Assignment Schedule: History 126

 

NB. This class meets face to face on Wednesday evenings. This will comprise 3/4 of the class content and you can see readings and assignments listed below that need to be completed BEFORE our face to face meeting on Wednesday. So, whatever is listed under “Wednesday” — assignments, readings, etc. —needs to be completed BEFORE our class meeting.

To make this easier to follow, the remaining 1/4 of content can be assumed to be “due” by Sunday mornings (at 10:00 am!), and I have listed them in this way on the assignment schedule and set deadlines accordingly. This means that readings, video viewings, discussion boards and assignments related to that content should be completed by Sunday at 10:00 am (leaving you free to work on content for the following Wednesday from Sunday to Wednesday).

Note, however, that all written assignments are handed in online on Canvas before the deadline whether or not we are meeting face to face. Canvas “closes” at the time I’ve entered as a deadline, so NEVER wait until a few minutes before to submit it, as there may be a glitch. Give yourself a “cushion” of about fifteen minutes.

Most assignments can be found both in “Modules” AND under the “Assignments” tab in the Canvas website for this class. Any reading that is not in our textbook, History of the Ancient World (Starr) or in The Longman Anthology of World Literature Vol. A can be found on Canvas in Modules AND under the “Files” tab.

Note: This schedule is subject to change!!! I will try to keep change to a minimum, but some classes need more time on certain material, some need less, etc. If a change is made, I will write a revised schedule and post it on Canvas (on the Syllabus page).

Week ONE: September 26 Focus: Class Introductions and Ancient Egypt

Wednesday:

Read “Getting Started – Week 0” Module on Canvas (Before Class Meeting on Wednesday)

Hand In (Upload on Canvas): Syllabus Quiz

Read: Starr, Ch. 3, Starr, Ch. 4 (88-94) (Before Class on Wednesday)

Getting to Know You (FTF)

Lecture & Activities – Ancient Egypt (FTF) / Introduction for Mesopotamia

Sunday: Nothing due this week! But there is a good deal due next week, so use this time to get started (see Week Two)

Week TWO: October 3 & 7 (includes Wednesday class and Sunday due dates)

Wednesday:

Read: Starr, Ch. 2 (Read Before Class on Wednesday)

Read: Longman: Gilgamesh (JE) (56-97) (Read Before Class on Wednesday)

Read: CV Hammurabi’s Code (prepare for class activity “Courtroom Drama in Mesopotamia) (Read Before Class on Wednesday)

Read: CV: from Traditions and Encounters (Bentley) “Early Societies of South Asia” and “State, Society and the Quest for Salvation in India” (224 – 235)

Hand in On Canvas: JE Gilgamesh (remember that you will need to upload to Canvas BEFORE the start of class on Wednesday – Canvas will “close” at that point).

Sunday:

QUIZ ONE: Egypt & Mesopotamia (Available online from Thursday morning at 10:00 am to Sunday morning at 10:00 am)    

View: The Story of India “The Power of Ideas” (link in Modules – this streaming media is housed in the Films on Demand database in the Seattle Central Library Page

Read: (CV) Primary Sources: Hinduism, Jainism and Buddhism

Assignment: Response Power of Ideas & Primary Sources (remember to upload BEFORE 10:00 am Sunday, when Canvas closes)                                 

 Week THREE: October 10 & 14th: Hebrew Monotheism & Intro Ancient China

Wednesday:

Read: Starr, chapter 7 and chapter 6, pp. 129-141) 

Read: Longman: The Book of Ruth / “Kings” and “Isaiah” in Selections from Prophets (on Canvas) / “What Kind of Man is the Prophet?” from Heschel The Prophets is available for extra credit also on Canvas (JE)

Assignment: JE Hebrew Prophets

Bring: Longman to Class

Chinese Philosophy Presentation Groups Assigned (add Daoism reading to Files!)

Sunday:

QUIZ TWO: Hebrews and Early India

Discussion Board: Confucianism, Legalism, Daoism: prepare presentation for your Chinese philosophy (?)

Week FOUR: October 17 & 21

Wednesday: Ancient China & Early Greece (Intro)

Read: CV: from Traditions and Encounters “The Unification of China” (188 – 210)

Read: CV: Primary Sources – Confucianism / Legalism / Daoism (for class presentation!)

Read: Starr: Chapter 9 (196-202) & Chapter 10 (206-211) (Early Greece) – bring Longman to class!

Sunday:  

Read: CV: Tom Holland from Persian Fire “Who Are the Spartans?”  (JE)

Assignment: JE Persian Fire (in Persians, Spartans and Athenians Module)

Quiz 3:  Ancient China and Early Greece (open Sunday 10:00 am – Wednesday 10:00 am). Attention – this is an exception – usually quizzes are open between Thursday and Sunday! This is necessary due to the flow of material in class!                                              

Week Five: October 24 & 28: Empires of Persia, Persians Against Greeks, Athenian Imperialism & Peloponnesian War

Wednesday:    

Read: CV: Traditions and Encounters: Chapter 6: The Empires of Persia pages 131-138 and 141 - end)

Read: Starr: Ch. 12 (247-260 / 283-295) Persian War / Starr; Ch. 14 (298 -307) Athenian Imperialism

Read: Literature as Primary Source Project – Getting Started (there’s a separate module for this project)

Submit (to me via email): Your top two choices among the following:

• Greek Drama (note the options in the project description)
• Greek Epic (note options)
• Indian Epic (note options)
• Hebrew or Mesopotamian Epic (note options)

I will assign groups and post them based on people’s preferences. Then I will set up discussion boards to be used throughout the multi-week project.

Sunday: 

Discussion Board Literature Project: Decide, with your Literature Project Group, which piece of literature you would like to work on. Inform me! (It should be on the group contract you submit!) You can also use this discussion board to hammer out the group contract.

Group Contract – have one student submit it to me with all names on it – only names of people who have participated in making the contract will be included, as there are points assigned for participation). You can use the “Collaborate” tab to set up a google doc for your group if that’s helpful – but someone still needs to submit the document to me by the deadline!

Week Six: ONLINE! NO FACE-TO-FACE CLASS ON OCTOBER 31^st

October 31 & November 4: Peloponnesian War & Alexander the Great

Important Note: This week you should read the piece of literature your group will work on. I don’t mind when you get this done, as long as it is completed before next Wednesday, because I will give time in class for group work and lit discussion!

Wednesday:  NO MEETING BUT COMPLETE THIS WORK AT HOME BY WEDNESDAY IN ORDER TO KEEP UP!

Read – Starr Chapter 16 (“End of the Golden Age” Peloponnesian War) 

Read - Starr Chapter 19 ("Alexander the Great")

I have some video clips attached to the module (I believe they are in the Learning Goals and Objectives section). These are NOT required viewing! However, they may be useful in your learning. For the clip from "The Spartans", the section that is relevant to the Peloponnesian War is at 1:40 (you can see the timing below the video). I like her narrative of the Syracusean Campaign, which is an Athenian disaster. It also explains the role of Alcibiades better than Starr does.

Sunday:

Quiz 4: Athenians and Spartans and Persians, Oh, My!

Assignment: JE Lit as Primary Source Project Analysis (I will need to post AFTER you’ve decided on a piece of literature to focus on)

Week Seven: November 7 & 11

Wednesday: Early Rome

Script-Writers: Bring 1^st draft script due to me and to your group (everyone should have an electronic copy)

Read: CV: “The Paradoxical Republic” “The Sibyl’s Curse” and “Luck Be a Lady” from Rubicon (underline and annotate for activity in class - this is by Tom Holland so it should be in the Holland folder in “Files – though of course, it’s also in Modules)

Read: Starr: chapter 22 (468-473) / chapter 23 “The Duel with Carthage” (478-488)

Group Work: Read Through in Class – edit / add/ decide on how to present

Sunday:

Assignment: JE Rubicon

Quiz 5: Alexander & Early Rome (keep posted! I may take Alexander off if our lack of a F2F class on October 31^st makes it impossible to cover Alexander in depth – if that’s the case, I’ll revise the quiz to only cover Early Rome)

Week EIGHT: November 14 & 18 Cicero & Caesar / Augustus / Private Life

Wednesday

Read: Starr: Ch. 25 & Chapter 26 (547-561)

Read: CV: The History of Private Life (You’ll be assigned a chapter and guidelines to present in class)

Class Presentation: Private Life!

Sunday

Quiz 6: Roman Republic and Civil Wars

Discussion Board: Check in with your group about your project – set up a time to meet outside class, online or in person to run through the performance.

Week NINE: November 21 & 25 Pax Romana & Early Christianity

Wednesday:

Read: CV: Selections: from Roman Lives (You have about a three-page reading about the Roman I’ve assigned to you. Come to class knowing this information and preparing to present yourself as this Roman)

Read: Starr: Ch. 28

Read: CV: Aslan: 2 chapters from Zealot –in this order: “Where is Your Fleet to Sweep the Roman Seas?” (chapter 5) “Year One” (chapter 6) 

JE: Zealot

Sunday:

(You can get started on next week's reading - nothing due - enjoy the holiday weekend)

Week TEN: November 28 & December 2: Decline & Reform of Rome

Wednesday: Decline &  Fall of Western Roman Empire                           

Read: Starr: Chapter 30 (647-661) / Starr, Chapter 31 / 32           

Read: CV Peter Heather: from The Fall of the Roman Empire “War on the Danube (145 -181) (take notes and report out!)  - Both Groups read 145-146 (the intro)

The "Huns" group reads "From the Ice-Bound Ocean" and "The Golden Bow" (146-158)

Both groups should skim "Asylum Seekers" (158-167)

The "Hadrianople" group reads "The Battle of Hadrianople" (167-end)

Hand in: Bullet-point notes based on your reading (all groups will use these to report out in class)

Sunday:

QUIZ SEVEN: Pax Romana / Christianity / Fall

Week ELEVEN: December 5 & 9: Presentations and Fall of Rome to finish (if not covered in previous class)

Wednesday:

Students Teaching Students Presentations

(note: it’s imperative to attend on this day since your participation is so important in these performances) Be ready to report out about the most important/interesting thing you learned in your research

Hand In:  Annotated Bibliography

Fond Farewells!

 

Sunday: 

Hand In: Self and Group Evaluations (10 points)

Week TWELVE: December 12 - No regular class meeting, though an extra credit meeting with short presentation (5 points) offered in regular classroom at 5:30 - otherwise, turn in work online

Wednesday: Women in the Ancient World

Read: Anderson & Zinsser A History of Their Own (EITHER “Traditions Empowering Women” OR “Women and Christianity” 

Hand In: JE Anderson & Zinsser (possible 5 point extra credit)

Hand In: Self Reflection (20 points)

 

Institution / Policies

Statement from the President & Civic Engagement Policies

Seattle Central College is committed to the concept and practice of equal & equitable opportunity for all students and employees in education and employment, and does not discriminate on the basis of race or ethnicity, color, age, national origin, religion, marital status, sex, gender, sexual orientation, veteran status, political affiliation or belief, citizenship/immigrant status, or presence of any physical, sensory, or mental disability.

https://www.seattlecentral.edu/about/leadership/campus-civic-engagement

 

Emergency Preparedness This link provides information about workplace and classroom emergencies: http://www.seattlecolleges.edu/district/emergencies/workplace911.aspx

Building Evacuation: In the event of an emergency requiring evacuation, all persons should observe the following procedures: 1. Begin the evacuation process when a verbal or alarm notice is given. 2. All persons shall move towards the nearest marked exit. Wheelchair occupants or persons with mobility impairments have first priority for the building elevators, but elevators should never be used in a fire or earthquake. Time permitting, take book bags, purses and personal belongings with you. 3. Please familiarize yourself with the closest exit to this classroom. Use that exit in the event of evacuation. Assist physically impaired students. Please contact Shiro Vance at Campus Security for more information. 206.934.5437 or in BE1108 Include to remind/encourage students to inform faculty of specific possible needs: If you have emergency medical information or if you need special arrangements in case the building must be evacuated, please make an appointment with (instructor) as soon as possible.

Americans with Disability Act (ADA) (BE1112) Students with documented disabilities requesting class accommodations, requiring special arrangements in case of building evacuation, or have emergency medical information the instructor should know about are asked to contact the disability support services office (DSS) in BE1112. Once the disability is verified with DSS the student will be given a letter of accommodation (LOA) to be handed to instructor.

Accommodation Process:

• If a student contacts the instructor about an accommodation request the instructor will refer the student to the Disability Support Service office in BE1112 for an appointment to discuss accommodation needs.
• If the DSS office determines that the student does indeed have a disability the student will be given a letter of accommodation (LOA) that will state the accommodation to be implemented.
• The student’s responsibility is to hand the LOA to the instructor. The instructor will sign the letter (if there is agreement with the accommodation) and give it back to the student. Student will return theLOA to DSS.

Title IX Seattle College District has a zero-tolerance policy on sexual harassment, discrimination, sexual violence, rape, bullying, or hazing. Please see District Policy and Procedure 419 https://inside.seattlecolleges.edu/policies/content/polPro.aspx?

Policy ID=pro419 20 for the process on investigating and responding to reports of sexual harassment and sexual discrimination. Those who have experienced sexual harassment or discrimination, sexual violence, bullying, or are aware of an incident involving these violations, are encouraged to report immediately to: Christina Nelson (Title IX Coordinator): 206.934.4017, Christina.M.Nelson@seattlecolleges.edu

or Jennie Chen (District Compliance Officer): 206.934.3873, jennie.chen@seattlecolleges.edu

Seattle Colleges faculty and staff are required to report incidents of sexual misconduct to the Title IX Coordinator. Student Complaint Process: The Dean of Student Development is the designated campus complaints officer and is available to meet with students to discuss issues, devise problem-solving strategies, and if necessary, guide them through the formal complaints process. For more information: 206.934.3840 or https://www.seattlecentral.edu/campus-life/student-support-andservices/student-rights-and-responsibilities/complaint-process

All-Gender Restrooms: There are three (3) locations for all-gender restrooms on the Seattle Central campuses. Two single stalled restrooms are available on the 3rd floor of the Main Broadway Edison (BE) building. These are located across from room 3216, and are open daily until the close of the building (10pm Mon-Thurs; 6pm Fri & Sat). Additionally, there is an all-gender restroom located on the 3rd floor on the north end of the BE building, near IT Services. The third location is in the Mitchell Activity Center (MAC) building, Level 1 next to the weight room. For more information: http://www.seattlecentral.edu/maps/be/3rd-floor.php

Reflection Room (BE 3215B) The Reflection Room is open from 8:00 a.m. – 5:00 p.m., Monday through Friday on a first come, first served basis. The purpose of the room is to support self-reflective practice for developing a healthy campus community by providing a safe and accessible space for meditation and reflection for students, staff and faculty. Please view the Reflection Room - Community Expectations. For more information: Lyall Rudenskjold at 206.934.4005 or lyall.rudenskjold@seattlecolleges.edu

 Dreamers/Undocumented Student Support: Navigator (BE1103) The Multicultural Services (MCS) office in BE1103 offers support for undocumented students at Seattle Central College. For more information: Sahira Barajas 206.934.4005 or by visiting the MCS office. https://seattlecentral.edu/campus-life/student-support-and-services/dreamers

Re-Entry Support Program: (BE3215) The Re-Entry support program welcomes, supports and creates a responsive learning environment for all currently and formerly incarcerated students. This center offers a peer mentoring program for re-entry students, advocates for racial equity to address institutional racism within higher education and educates the campus community on the unique challenges current and formerly incarcerated students face. For more information: Nick Rankin at 206.934.4018 or Nicholas.Rankin@seattlecolleges.edu https://seattlecentral.edu/campus-life/student-support-and-services/re-entry-support

Veteran Support Services & Center: (BE3201C) This center assists veteran students, their dependents and partners with the tools and resources to successfully navigate the transition from military to college life and to achieve educational goals. Veterans, active duty military personnel and dependents may qualify for a variety of resources to help pay for educational expenses. For more information: https://seattlecentral.edu/campus-life/student-support-and-services/veterans 21

Women’s Programs: The Women’s Program builds community awareness around gender concerns while creating a voice and community. Services include: Community partnership and resource referrals (medical and dental assistance, counseling, housing, transportation, utilities assistance, books, tuition),on–site partner organization resources (King County Public Health, YWCA, Neighborhood House), meal vouchers, domestic violence referrals, and emergency bus tickets. For more information: Molly Mitchell at 206.934.6948 or Molly.Mitchell@Seattlecolleges.edu

https://seattlecentral.edu/campus-life/student-support-and-services/womens-programs Student-Parent

Support the Student Parent Support Program offers funding, information, and referral resources to students desiring childcare assistance while attending school. For more information: Vanessa Unti at 206.934.4038 or Vanessa.Unti@seattlecolleges.edu

Grading System: The Seattle Colleges use a numerical grading system. Numerical grades may be considered equivalent to GPA as follows: Please use this grading scale (con’t on next page):

(the table won’t copy – ask Ves for a word doc version)

 

Non-Traditional Grading Options

I — Incomplete. *Requires a form – please ask division staff if you need help.* Indicates that the student performed at a passing level, completed most of the course requirements, and intends to make up the missing work. An Incomplete is given only at the discretion of the instructor when the student has attended regularly, done satisfactory work, and furnished satisfactory proof to the instructor that the work cannot be completed because of illness or other circumstances beyond the student's control. Coursework must be completed during the following quarter, excluding summer quarter. If the student fails to remove the "I" by completing the coursework in the specified time period, the "I" will remain on the transcript. The instructor must file a written statement of reasons for giving the Incomplete, listing a description of the work which the student will need to do to remove it, with the dean of the division in which the course is offered. If the student elects to repeat a course rather than make up the work, the "I" will remain on the transcript. The grade earned will compute in the GPA; after receiving an "I" in a course, a student may repeat that course only once.

S — Satisfactory With Credit. Used for individual progress, clinical, and skill development courses. This symbol is not used for college transfer courses numbered 100 and above, except designated pass/fail courses as approved by the Office of Instruction.