Lehrman American Studies Center

COURSE OVERVIEW:

• With today’s triumph of “globalization,” people all over the world are coming to embrace—or at least aspire to—many of the institutions that developed gradually over the last three thousands years in the West: a liberal economy based on the free flow of people, goods, services, and ideas, fuelled by individual initiative and creative thought; an individualistic culture that maximizes the private pursuit of happiness and exalts both self-realization and self-critique; and a constitutionally limited government based on the rule of law, the consent of the governed, and the rights of individuals.
• The source and foundation of all of these institutions is a particular philosophy of human nature, the belief that men and women are capable of attaining dignity and even heroic grandeur, that they can control their feelings and direct their actions through reason and virtue, that they can govern themselves responsibly and live in peace with their fellow humans under the rule of law, and that the arts and sciences can enable them to understand and control nature, shape their own destiny, and achieve happiness on earth.
• This philosophy of humanism contrasts starkly with the philosophy of fatalism. Fatalism is the belief that the lives of men and women are determined by forces—supernatural or earthly—outside of their own control and understanding, such that wisdom requires passive acceptance of one’s fate and submission to those which these forces place in authority. While fatalism in one form or another has typically prevailed throughout the world, including Europe, humanism is distinctly Western in origin, growing out of the classical civilization of the Greeks and Romans, the pagan culture of Germans and Celts, and the religious heritage of Jews, Christians, and Muslims.
• This course on the history of the world until 1500 concentrates on the origins of Western civilization, focusing on this unique view of human nature and the great achievements in the arts and sciences, in law and government, that it made possible. As we will see, there was nothing inevitable about the rise of the West, and only an understanding of its origins and its essential ideas, values, and institutions can enable us to preserve and defend Western civilization in our own turbulent age.
• Over the course of the semester, we will examine the early civilizations of Mesopotamia, Egypt, India, China and Persia; the Golden Ages of Greece and Rome; the impact of Judaism and Christianity on the Roman world; the rise of Islamic civilization; the birth of Europe in the early Middle Ages; the Crusades and the rise of the Papacy; and the Renaissance in the Latin West.

REQUIRED BOOKS:

1. Bruce Thornton. Greek Ways: How the Greeks Created Western Civilization. New York: MJF Books, 2000.
2. Paul Johnson. The Renaissance: A Short History. New York: Modern Library, 2002.

GRADE BREAKDOWN:

1. Memoranda 10%
2. In-class quizzes 30%
3. Midterm examination 30%
4. Final examination 30%

LECTURES AND NOTE TAKING:

• Class lecturing provides the backbone of this course. Our time in class will be dominated by lectures. Each lecture is accompanied by a PowerPoint slideshow which provides a general outline of the content of the lecture, along with such images as maps, paintings, and photographs. We may occasionally supplement the lectures with films and other media.
• It is the responsibility of the student to pay close attention to the lecture and take rigorous notes on it. Some students may find it difficult to copy the outline from each PowerPoint slide and keep up with the lecture at the same time. Here’s some advice. When we come to a new slide, do not write the entire outline down at once; copy the outline one line at a time as the lecture progresses, and stay focused on the content of the lecture.
• Taking notes is one of the best ways to remember what you have read in a book or heard in a lecture. If you do not take good notes from the lectures, you cannot pass this course. If you have not had much experience with note taking or you are having trouble keeping up with the lecture or following the reading, please let me know. ALWAYS bring paper, pen, and your lecture notes to each class meeting.
• If you have questions or confusions about the lectures or the assigned reading, do not be bashful about raising them in class. I will always try to leave some time at the end of class for questions and answers, but you can also raise your hand and ask a question during a lecture.
• Remember: There are no dumb questions. Asking questions is just one means of acquiring knowledge. Talking about what you’ve learned and listening to feedback from your professor and peers is yet another way of getting a firmer mental grasp on your knowledge.

MEMORANDA AND ASSIGNED READING:

• In addition to attending class and taking notes from the lectures, you must keep up with the assigned reading in the Thornton and Johnson books. I expect you to read the assigned material closely and take extensive notes on it. As an additional spur to take good notes from the reading, you are required to submit one memorandum each week on the reading assigned for that week.
• A course memorandum is a summation of the main points of the reading for that week; it must be at least one page in length. You must submit one memo per week, due at the end of class. (There is no memo due for the first week of class.)
• Your memos should be written informally, as you would your own lecture notes. I will not be looking for grammar or style. You may write them in complete sentences or bullet points. You can type them or write them in pen (so long as I can read your handwriting). I will grade memos on a pass/fail basis. If your memo makes clear that you have done the reading and grasped the main points of the assignment, you will receive a check on your paper.
• If it is clear that you slopped something together at the last minute, if I cannot read your writing, or if you fail to submit the memo on time, you will receive a zero for the assignment. Together, memoranda count for 10% of your final course grade.

QUIZZES AND EXAMS:

• One reason why I put such emphasis on taking good notes is that they will serve you well when the time comes to take a quiz or an exam. When I give a test, my goal is to measure your knowledge and understanding of the lectures and the reading. I am not interested in measuring your capacity for rote memorization.
• Consequently, you are allowed to consult your notes whenever you take a quiz or an exam. I hope this policy will relieve some of your test anxiety. But it should also give you further incentive to be conscientious about taking notes from the lectures and the reading. I will try to return your memos as quickly as I can, as they may prove helpful to you when the time comes for testing. Note taking and memoranda are for your own good, not mine. Writing your thoughts down as you go will make it a lot easier to handle quizzes and exams.
• Over the course of the semester, you will be given five quizzes. These quizzes will not be announced in advance, so always be prepared for one by reading the week’s assignment, paying close attention to the lecture, and taking good notes. The typical format for a pop quiz will be six multiple-choice questions. These questions can come from recent lectures, the week’s reading, a film screened in class, or any other assigned material. Each of the six questions on a quiz will count for one point of your final grade, such that the five pop quizzes will count for 30% of your final course grade.
• Taking these quizzes will also help prepare you for the two examinations, since the format of the exams is the same as that of the quizzes. Each exam will consist of 30 multiple choice questions. There is a midterm exam and a final exam. Together, they count for 60% of your final course grade. As with the quizzes, you are allowed to consult your notes—though not your neighbor’s notes! To help you prepare, I will hold a class review session before each exam.

CLASS ATTENDANCE AND MAKE-UP POLICY:

• I will take attendance at the beginning of each class meeting, but class attendance is not a requirement of this course. If you do come to class, you are required to arrive on time and to remain for the entire session. Late arrivals and early departures are very distracting to the professor and your fellow students. If you are more than a couple of minutes late to class, do not come into the classroom. I do not expect to ever be late to class myself, but if I am, consider class cancelled if I do not arrive within 15 minutes.
• While class attendance is not required, I want to make clear that it will be very difficult to pass the course without coming to every class meeting. If you do not attend class for whatever reason, the professor will not provide you with the outlines or notes from the lectures. You may be fortunate to find a student in class who will lend his or her notes to you, but do not count on other people’s generosity. It is entirely the student’s responsibility to attend class and keep up with the work.
• I do not accept late work or provide make-up tests for those who miss class. If you are late with a memo or absent from class when I give a pop quiz or exam, you will receive a zero for the assignment. I will only consider waiving this policy under extraordinary circumstances documented by a doctor, court of law, or similar authority. This course does not allow for extra credit, so always do your best work on class assignments.

OFFICE HOURS:

• If class time is not enough for you to ask all of your questions and work through your problems with the course, please come see me during office hours. My office location and office hours are posted on the first page of this syllabus. You can also reach me by phone during office hours, leave a voicemail message after hours, or send an e-mail anytime, and I will try to get back to you when I can. It is always possible that I will not receive a call or an e-mail for technical reasons, so I cannot promise to get back to you. If you have a serious issue, it is best to see me in person, in my office or at the end of class.
• Please come see me if you are having trouble with your comprehension of the lectures or reading. I will be happy to provide additional guidance or tutoring during office hours. Also, do let me know if you have any special learning needs that may require extra assistance, and I will accommodate them as best I can. If you have a need addressed by the Americans with Disabilities Act (ADA), please notify me and the Office of Disabilities Services at 112 Curtis Hall.
• If you need to see me but cannot make it during my regular office hours, we will make an appointment at another time that is convenient for both of us.

ACADEMIC INTEGRITY:

• I will not tolerate cheating of any kind in my course. Obviously, cheating can consist of looking at another student’s work during a quiz or exam. It can also consist of using another person’s words in your memoranda. That includes not only another student’s words, but also words from a printed source other than the assigned reading, such as another book or an online resource such as Wikipedia.
• To avoid the risk of unintentional cheating, you should not consult online resources in studying for this course. If you do not understand something—however big or small—come to your professor, not the Internet. If you have any questions or confusions about what cheating consists of, speak with me and/or see the university handbook.
• The minimal penalty for cheating will be a zero on the assignment. Depending upon the gravity of the offense, you may also receive a failing grade for the entire course, be ejected from the course with no refund, or face suspension or expulsion from the university. Show yourself, your fellow students, your professor, and your university the respect they deserve by depending only on your own work for your grade.
• In academic year 2006-2007, the SVSU Student Association passed an honor code. It states:
  • “As a student of Saginaw Valley State University, I am committed to upholding a high standard of academic integrity in all of my work, inside and outside the classroom. Out of respect for my peers, professors, institutions and self, I will complete all tasks honestly and to the best of my ability.
  • “I am guided by my conscience as I work toward my educational and professional goals, and expect my fellow students to practice that same moral judgment.
  • “I take pride in my academic accomplishments and therefore will not give or receive unauthorized assistance on any assignment, project, exam, or other university requirement.
  • “I seek to maintain the honor of a Saginaw Valley State University degree, and I will preserve its value throughout my professional career.”

• By remaining registered in this course from the first day of class, you have tacitly agreed to accept the requirements of the university honor code. I expect all of my students to abide by the principles of the code, and I will deal harshly with any violation of them.

CLASS DECORUM:

• I expect you to be civil and courteous to me and your peers during class. If you disrupt the learning process through distracting behavior or abusive language, you will be ejected from the course permanently, and I will determine if further disciplinary action by the university is appropriate.
• Distracting behavior includes arriving late to class, leaving class early, and talking in class. We will have a fifteen minute break in between the first and second halves of each class. If you need use the restroom while class is in session, however, please raise your hand for permission; leave and return as quietly as possible. I do not allow food in class. I will tentatively allow students to bring drinks and chewing gum, but I reserve the right to forbid them if they become a problem.
• Because of the opportunities for distractions and for cheating, I do not allow the use of laptops, cell phones, and other electronic devices in class. If you carry a cell phone, keep it in your pocket or bag, and be certain that you have turned it off before class starts. Having your phone go off in class is rude and disruptive. It is easy to forget sometimes, but repeated offenses will get you ejected from the course.
• I hope that we can all have a positive learning experience and maybe even a little fun along the way. I eagerly encourage you to let me know what historical subjects might interest you—in the event that I might be able to tailor lectures and class discussions accordingly—and to give me feedback on how you think the course and your own work is going. I’ve found that the adventure of a university course can be as much of a learning experience for the professor as for the students!

SCHEDULE OF CLASSES:

• January 15 Introduction

• January 22 The First Civilizations
  • Thornton, pp. 1-36

• January 29 The Golden Age of Greece
  • Thornton, pp. 37-60

• February 5 Greek Thought and Culture
  • Thornton, pp. 61-108

• February 12 Rise of the Roman Empire
  • Thornton, pp. 109-161

• February 19 Judaism and Christianity
  • Thornton, pp. 162-198

• February 26 Midterm Review and Midterm Examination
  • (March 6 is last day to drop with “W” grade)

• March 5 Spring Break—NO CLASS!!!

• March 12 Decline and Fall of the Roman Empire
  • Johnson, pp. 3-21

• March 19 The Golden Age of Islam
  • Johnson, pp. 22-59

• March 26 The Birth of Europe
  • Johnson, pp. 63-86

• April 2 Rise and Fall of the Medieval Papacy
  • Johnson, pp. 89-114

• April 9 The Renaissance
  • Johnson, pp. 117-165

• April 16 Elbow Room
  • Johnson, pp. 169-186

• April 23 Final Exam Review—LAST DAY OF CLASS!!!

• April 30-May 4 Exam Week
  • Day and Time of Final Exam To Be Announced