Syllabus HIS 101, Section 17691 Glendale Community College ...

Syllabus HIS 101, Section 17691
Glendale Community College
History of Western Civilization Middle Ages 1789
Spring 2012
Contact Information:
Instructor: Robert Sharman
Office: To Be Announced
Office Hours: To Be Announced/By appointment
Email: Robert.Sharman@gcmail.maricopa.edu and SharmanGCC@gmail.com
Phone: 602-332-4498
Course Information:
Course Title: History of Western Civilization to Middle Ages
Course Description: Survey of origin and development of Western civilization and its
institutions from the Renaissance and Reformation through the Age of
Enlightenment.
Prerequisites: None
Meeting Time: Thursday 7:10-9:55pm
No Meeting On: March 12-18 Spring Break
Meeting Location: Glendal Community College North, A 113
Texts:
Required: Western Civilization: A Brief History, 7 th Edition by Jackson J. Spielvogel
(Available in College Bookstore)
Introduction and Expectations: This is a course whose primary aim is the explanation,
analysis, and discussion of historical events and concepts from the Middle Ages to the end of the
Enlightenment. As such, this course will span almost 1,000 years of history, covering numerous
civilizations and various locations. While skills such as memorization and recalling basic
information will be helpful in the pursuit of this material, these skills and practices will not be
the dominant activities of this course. History needs to be debated, discussed, and interpreted as
much as it needs to be remembered coherently. With this in mind, students will be expected to
both take in new information and handle this knowledge in a critical manner, providing a
synthesis of new ideas through their understanding of historical concepts. This process will occur
within and outside the classroom, where students will engage in lectures, discussions, and
projects that exemplify the aforementioned criteria. It is through the emphasis of these important
abilities that the study of history can affect almost every aspect of a student’s academic and
professional life, legitimizing a discipline that has long had a reputation among students as a
repository of facts only. A final note: This course is a survey of historical content, and as such,
many of the philosophical, semantic, and cultural complexities of various historical events are
somewhat eschewed in an attempt to seek a larger perspectives in the given timeframe. This does
not make the ideas untrue or the truth of history subjective; truth will be this course's ultimate
goal and bulwark, with discourse, debate, and analysis one's primary tools of discovery.

Disabilities and Special Services: If you have a disability that may have some impact on your
work in this class and for which you may require accommodations, you need to notify the
Disability Services and Resources office, Location: TDS-100. Phone: 623-845-3080.
Attendance Policy: Attendance is crucial for gaining a complete understanding of course
materials. Missing a class removes a student from both the information provided during class and
the relevant discussions attached to this information. As such, attendance is required for all
classes, with 6 points awarded for each FULL class a student attends (to a maximum of 90
points). However, I understand that work schedules and other life circumstances can impede
attendance. There are a total of 16 days in the semester; as the total possible points for attendance
is only 90, this means that a student is able to miss 1 days without incurring any point loss. This
should not be taken to mean that students have 1 “free days.” Rather this should be seen as room
for unexcused emergencies or other issues arising from the complications of human living.
Further unexcused absences may result in the loss of points, and I reserve the right to drop
students with excessive absences. Excused absences, as outline by GCC
policy:(http://www.maricopa.edu/publicstewardship/governance/adminregs/students/2_3.php#att
endance) will not incur a loss of points, though documentation will be required to prevent point
loss. Finally, non-attendance does not automatically initiate a withdrawal, this must be student
driven.
Behavior Policy: As much of this course will be a combination of lectures and discussions,
proper student behavior is necessary to smooth progress through the course material in a
sufficient timeframe. Furthermore, it is important for all students to feel safe while expressing
their views and interpretations. As such, students are expected to continually maintain a
professional attitude and decorum. Students must switch all cell phones to off or silent, and
students are prohibited from text messaging. If there is some situation that requires the need for
an active cell phone, a student should notify the instructor prior to class. Finally, every student is
expected to know and comply with all current published policies, rules and regulations as printed
in the college catalog, class schedule, and/or student handbook.
Blackboard: While this is not an online or hybrid class, this course will use blackboard for
facilitation purposes. A copy of the syllabus, assignment directions, grading rubrics, and
additional resources can all be found on Blackboard under their relevant headings. If you are
unfamiliar with Blackboard there is an online orientation:
http://www.maricopa.edu/blackboard/support/videos/student_overview.swf
If you need further assistance, Blackboard tutorials can be found here:
http://www.gccaz.edu/hd/tutorials/blackboard/
Reading Assignments: Every unit of the course will have a reading assignment. These readings
can be broken down so that they are generally not too long; however, they are required. It is
highly recommended that students read in advance. This will allow students to more easily
follow the weekly lectures and discussions. Reading assignments only require reading of the
main text of your book. Picture captions and special sections within tan colored boxes are
optional, unless otherwise noted, though highly recommended. Students should always strive to
read the conclusion at the end of each chapter in the book. This section is often only a few
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sentences, but usually provides a quick summary of the chapter’s major points. Finally, many
test questions will be derived from the reading material, so do not neglect the reading.
Grading and Evaluations: This course is targeted at measuring individual student competency
within the field of history. Thus, there will be no curve. Students will be evaluated with in-class
unit quizzes and exams, which combine knowledge-based questions (multiple choice, true/false,
or matching questions) with synthesis and analytical questions (short essay questions). There will
be NO need for Scantron sheets or blue books. Tests and quizzes will be based on material found
within the text, lectures, and class discussions. The last unit exam will act as the final exam, with
very few cumulative (course-wide) questions. Furthermore, there will be 5 short essays (no more
than 350 words) and two formal papers to be written outside of class and turned in on the dates
specified in the course outline. When combined with Attendance and the Syllabus, these
assignments make up the total number of points for the course, as outlined below:
Attendance
Syllabus Signature Sheet
Discussion Essays (5 essays at 20 pts each)
Quizzes (4 quizzes at 25 pts each)
Formal Paper 1
Formal Paper 2
Unit Exams (5 exams at 100 pts each)
Total Points Available
90 pts
10 pts
100 pts
100 pts
100 pts
100 pts
500 pts
1000 pts
Your final grade will be determined on the following scale:
900 to 1000 pts A
800 to

Official Course Objectives:
1. Employ historical method to analyze patterns of continuity and change which have
shaped American and European society. (I-VII)
2. Describe the impact of European tradition on American society. (I-VII)
3. Describe the origins of European culture, capitalism, and the nation state in the Middle
Ages. (I)
4. Critique and defend the thesis that the Renaissance was the beginning of the modern
world. (II)
5. Explain the process by which the unity of Christianity in European society was shattered
by the Protestant Reformation in the 16th century. (III)
6. Analyze the theories that link Protestantism to the rise of capitalism. (III)
7. Explain the influence of the Protestant/Puritan ethic on contemporary American life. (III)
8. Compare and contrast the development of European nation states. (IV)
9. Describe impact of English institutions and historical development on American life. (IV)
10. Contrast the success of French Absolutism with the failure of Stuart Absolutism. (V)
11. Describe the reign of Peter I and the westernization of Russia. (VI)
12. Describe the stages of the scientific revolution and its impact upon the thought of the
Enlightenment. (VII)
Weekly Course Breakdown:
Week Content and Competencies to be covered Assignments Due/Tests and Quizzes
Unit 1 Reading: Readings Spielvogel Ch. 7 & 8
Week
1
Week
2
Topics:
Introduction: History and Civilization
Define civilization & Middle Ages
Death of Rome
Germanic Invasions and Integrations
Early German Kingdoms
Ostrogothic Empire: First Medieval Kings
Vandal, Visigoth, & Lombard Empires
Merovingians & Early Carolingians
Topics:
Rise of Western Christianity (to early Carolingians)
Early Christianity
Late Roman Christianity
Early Medieval Church
Blended Institutions
Law/Politics
Church and State
Society
Rise and growth of Russia
Administered 1/26/2012:
Quiz 1
Due 1/26/2012:
Syllabus Signature Sheet
Discussion Essay 1:
What is History, and what is its
purpose?
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Week
3
Week
4
Week
5
Week
6
Topics:
Byzantine Empire
Rome Continued
Justinian
Rise of Islam
Early Rise
Spread and Domination
Cultural Renaissance
Unit 2 Reading: Spielvogel Ch. 8, 9, & 10
Topics:
Early Middle Ages: Carolingian & Charlemagne
Rise of Charlemagne, his empire and Successors
Feudalism/Manorialism: The Feudal society
Early ideals: Patron/client & Warlords
Vassalage, Fiefdom, and Serfs
Manorial System
Church vs State: Christendom
New Christian “ideal” state
Topics:
Last Barbarian Migrations:
Vikings & Collapse of the Carolingians
Magyars
Norman Invasion
High Middle Ages, Stabilization and Prosperity
New Agriculture
Aristocracy
Intellectual pursuits
University System: Scholasticism
Roman Law and Classical Revival
Topics:
Nations and States (Kingdoms)
England, France, Spain, & Holy Roman Empire
Towns and Culture
Trade, “Industry,” and Cities
The Church’s new power and position
Power of Middle Age Popes
New Religious Orders
Investiture Controversy
The Crusades
Crusades, Crusading mentality, & European Crusades
Administered 2/2/2012:
First Unit Exam
Paper 1 Topic assignment
Due 2/9/2012:
Discussion Essay 2: Medieval monks
used a form of history with many
theological assumptions. How should
historians and history handle the
inherent biases of an era or a particular
personal bias?
Administered 2/16/2012:
Quiz 2
Due: 2/16/2012
Paper 1: Rough Draft Due
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Week
7
Week
8
Week
9
Unit 3 Reading: Spielvogel, Ch. 11, 12, Oration on the
Dignity of Man under Unit 3 resources on Blackboard
Topics:
Wars, famine, and Plague
Climate Changes, loss of crops
Hundred Years War
Black Death
Decline of the Church: Schisms
Effects of plague
West/East Schism
Splits within West
Wyclif, Hus, & the Avingnon Papacy
Lorenzo Valla: Donation of Constantine
Topics:
Recovery and Rebirth: Renaissance: In Italy
Plague to Renaissance
Foreign influence
Antiquarianism
Cicero, Philology, Classics
“History” rediscovered
Examination of Humanism
Mirandola: Oration on the Dignity of Man
Printing presses
Art and Expression
Leon Battista Alberti: Painting & science
Renaissance: Rest of Europe
Renaissance as a human endeavor
Need for human examples
A movement of the mind and people
Renaissance Mini-Biographies
Petrarch, Leonardo Da Vinci, Michelangelo, Raphael,
Lorenzo De Medici, Michavelli, & Erasmus
Spring Break!!!
Administered 3/1/2012:
Second Unit Exam
Paper 2: Assign Topics
Due: 3/1/2012
Formal Paper 1
Paper Presentation (extra credit)
Administered 3/8/2012:
Third Unit Exam
Due 3/8/2012:
Discussion Essay 3: Just before the
Renaissance, a new sense of source
criticism arose, focusing on the ideas of
accuracy and “truth.” How does one
correctly interpret historical sources and
“truth?”
Work on Formal Paper 2, time will NOT
be given in class.
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Week
10
Week
11
Week
12
Week
13
Unit 4 Reading: Spielvogel, Ch. 13, 14, 15
Topics:
Simultaneous complexities: Many happenings
Reformation: Germany
Catholic situations
Luther & Zwingli
Reformation: Rest of Europe
Geneva: Calvin
France: Civil War & Huguenots
Topics:
Counter-Reformation
Ignatius Loyola: Jesuits
Counter Reformation Popes
Council of Trent
Cultural issues
Witchcraft, Peasants, Revolts
Shakespeare
Cuius regio, eius religio
Peace of Augsburg
England (Case Study)
Thirty Years War
Topics:
New World Discovery
Portugal, Spain, England
“World” Empires
Spain: Conquistadors
Colonialism
New trade: Mercantilism
Unit 5 Reading: Spielvogel, Ch. 15, 16, 17, 18
Topics:
The wake of a new world and religious change
Politics from changes
Political Change: Absolutism, New Monarchy, & Democracy
New Europe: The Early Modern Era
Spain (decline), France & Germany
England: Glorious revolution
Russia: Peter the Great
Administered 3/29/2012:
Quiz 4
Due: 3/29/2012
Formal Paper 2, Era 1 topics only
Paper Presentation (extra credit)
Administered 4/5/2012:
Fourth Unit Exam
Due 4/5/2012:
Formal Paper 2, Era 2 topics only
Paper Presentation (extra credit)
Due 4/12/2012:
Paper Presentation (extra credit)
Formal Paper 2, Era 3 topics only
Due 4/12/2012:
Discussion Essay 4: From 1400-1700,
Europe underwent massive and
simultaneous shifts. Explain how history
can properly examine the complexity of
these changes without simplifying their
interconnectedness?
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Week
14
Week
15
Week
16
Finals
Week
Topics:
Religion, and Science
Religious position and backlashes
Early Scientific and Philosophical Revolutions
The heavens: Copernicus, Kepler, Galileo, & Newton
Philosophy
Descartes (rationalism) & Locke (empiricism)
Method: Francis Bacon
Old and future roles: Women
Topics:
The Enlightenment polity: Antecedents to the Enlightenment
Science and Politics: Montesquieu
Enlightenment Science
Application of method: The "enlightened" man
Enlightenment Philosophy & Religion
Berkeley, Hume (skepticism), Rousseau, & Voltaire
Deism
Topics:
Enlightened governance
Modern Europe: States or Monarchies
Developing institutions
Enlightened war
Seven Years War: Devastations of war
Enlightened rebellion
Intellectual dissent
America's rebellion: Declaration of Independence
French revolution
Finals
Administered 4/19/2012:
Quiz 5
Due 5/3/2012:
Discussion Essay: How will new
social media (for example: myspace,
facebook, twitter) and the internet affect
the future of the discipline of history?
(No source citations required)
Final Exam, 5/8/2012: Fifth Unit Exam
Disclaimer: The instructor reserves the right to modify this syllabus
in order to meet the needs of this class. Students will be notified by
the instructor of any changes in course requirements or policies.
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Syllabus Acknowledgement and Agreement (10 pts, Due 1/26/2012)
I, _____________________________________________________ (Print Student Name),
acknowledge that I have read and understand the course syllabus for Spring 2012, History 101,
Section 17691. By signing below I agree to follow the course requirements and policies,
especially those regarding attendance, behavior, course reading, and grading.
Student Signature:__________________________________________________
Date:_________________________________________
Disclaimer: The instructor reserves the right to modify this syllabus
in order to meet the needs of this class. Students will be notified by
the instructor of any changes in course requirements or policies.
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