Ancient World History Syllabus 2013-2014

 

Ancient World History, Prehistory-1500

Mr. Layne

Email:  tlayne@stuart-hall.org

Phone:  540-213-7744

Rm. 17

Course blog:  http://laynehistory.blogspot.com

About me:

B.A. in History, Bridgewater College, 1998

M.A. in History, James Madison University, 2000

Dept. of History, Stuart Hall School, 2006-Present

Courses taught:  Ancient World History, Modern World History, A.P. World History, Global Military History

About the class:

What you’ll need (bring these to class everyday):

• Textbook:  William J. Dukier and Jackson J. Spielvogel, World History, 7^th edition, Thomson Wadsworth, 2013.
• Something (a folder or notebook) to keep your materials (homework, handouts, returned quizzes/tests) organized
• A section in a binder or a separate spiral notebook dedicated to note taking in this class
• Something to write with

What Ancient World History is about:

This class is an introduction to the study of world history.  It spans the first six millennia (approximately 4000 B.C.E-1500 C.E.) of the recorded human experience, and focuses on the major cultural, political, economic, social, demographic, and technological developments that occurred throughout the world during this time.  This class also considers how the events of so long ago impacted and continue to shape today’s world and places a particular emphasis on the academic discipline of history itself and how history is ‘made.’

Class Goals:

Upon successfully completing this class, students will have:

• A strong working knowledge of early world history, including major themes, dynamics, and events, from early civilization until the 16^th century, which also includes the ability to assess change and continuity over time and compare and contrast the major elements of world history
• An understanding of the historical discipline and how it is practiced
• The ability to construct and evaluate historical arguments and interpretations
• Critical and analytical reading and writing skills.
• Research skills and the knowledge to effectively use both primary and secondary sources as evidence.

Class Policies:

• You are expected to arrive in class on time and prepared.
• You are expected to maintain a respectful and courteous classroom environment at all times.
• There is no eating or drinking in class; all food/drink containers are to remain closed (water bottles are the exception as long as they have lids/caps).

What you can expect from me:

• I will work just as hard, if not harder, than you do
• I will be available if you have questions concerning class, content, or any other related concern
• I will respect all of you

Taking this class for Honors Credit:

Those qualified (you earned a B+ or better in your previous history class) who opt to take the course for Honors Credit will undertake a course curriculum designed to meet the goals of the Stuart Hall Honors Program:  

• Deeper and Broader Knowledge:  Additional elements and requirements (all of which will be explained in detail) will be incorporated into class projects for honors students 
• Critical Thinking:  Honors students’ test questions will be of a more analytical nature 
• Independent Work:  Honors students will design and carry out independent research projects related to the course that also reflect the above two criteria 
• Communication:  Honors students will take an active role in presenting information to the class above and beyond regular class participation

Homework Policy:

Homework will be assigned via weekly assignment posts, and you should expect to receive homework for most evenings.  I do not assign frivolous homework or “busy work”—everything I ask you to do is intended to enable you to achieve our class goals and further develop your skills.  I expect you to have your homework completed at the beginning of the class period in which it is due.

You begin each marking period with a 100% homework average.  Each missed homework assignment results in a 5 point deduction from your overall homework average.  Each incomplete homework assignment results in a 3 point deduction from your overall homework average.

Quizzes, Tests, and Projects:

• Quizzes:  you may expect to be quizzed throughout each of the marking periods.  These quizzes may take a variety of formats and may or may not be announced ahead of time.  They will always be based on material covered in class or through homework, and are intended to serve as an opportunity for you to demonstrate your knowledge and understanding of material or concepts. 
• Tests:  Tests will generally cover 1-2 chapters’ worth of material.  Test dates will always be announced well in advance and you will receive test review materials to aid your preparation
• Projects:  projects will give you the opportunity to engage the topics we are studying at a greater level of depth and detail.  I will provide you with a detailed overview of each project (along with my expectations) when it is announced.

Projects, continued:

• 1^st  Marking Period:  Book Review
• 2^nd Marking Period:  Research Paper I
• 3^rd Marking Period:  PEEP Project
• 4^th Marking Period:  Research Paper II

Class Participation: 

Class participation is based upon attentiveness, engagement, preparedness, and conduct during class sessions.  You begin each marking period with a 100% Class Participation grade.  Each day you engage in meaningful participation will maintain that average.  Being late to class will result in a 5 point deduction from your participation average for each occurrence.  Unexcused absences will result in a 10 point deduction for each occurrence.

Grading Policy:

Your grade for each marking period will be devised from the following:

• Class participation: 10%
• Homework and quizzes:  15%
• Tests:  40%
• Projects:  35%

____________
                100%

Note:  I do not “give” grades.  You, as students, earn them.

Attendance Policy (including make-up work):

This course follows the school policy of attendance.  Please refer to the Family Handbook for details.

The Honor Code:

It is expected that all students will adhere to and respect the Student Hall Honor Code.  All work completed in this class is to be completed in adherence to the Stuart Hall Honor Code.

 

 Course Outline

This course is organized chronologically, and the following outline is intended to serve as a general overview of the major units and topics we will cover during the year.

I.                   “In the Beginning”:  From “Pre-History” to “History”

a.       Civilization as a Concept

b.      Requirements for Civilization

c.       Hunter-gatherer Societies

d.      The Neolithic Revolution  and the Emergence of Civilization

II.                The Currents of History:  The Early River Valley Civilizations

a.       The Tigris and Euphrates:  Mesopotamia

b.      The Nile:  Egypt and Nubia

c.       The Indus:  Early India

d.      The Huanghe: China

III.             An Age of Empires:  The Classical World

a.       East Meets West:  Greece and Persia

b.      Alexander the Great and the Hellenistic World

c.       Rome:   From Republic to Empire

IV.             New Worlds:  The Post-Classical Era

a.       Islam Ascendant

b.      The Heirs of Rome:  Byzantium

c.       A World Away:  The Americas

V.                Starting Small:  Medieval Europe

a.       The Heirs of Rome:  Western Europe

b.      “Holy War”

c.       Black Death and Rebirth

VI.             Lands Revisited:

a.       Post-Classical India

b.      The East:  China, Japan, Korea, and Vietnam

VII.          Harbingers of a New Era

a.       The Mongols and their Empire

b.      Europe:  Beyond the Borders  

Week 1: August 19-23

Ancient World History 4th Period

 Tuesday:  Class Introduction

• Homework, due Wednesday:  read pages 2-5 (The First Humans-The Neolithic Revolution) and write a response to the following:
• What were the major characteristics of hunter-gatherer society (give at least 5)?  What lessons can we learn from hunter-gatherers today?

Wednesday:  Nomads

• Homework, due Thursday:  read pages 5-8 and write a response to the following:
• List the 7 characteristics of Civilization and discuss how each is still relevant today.  Which of the 7 do you consider to be the most important?  Which do you consider to be the least important?  Why?

Thursday:  Civilization

• Homework, due Friday:  examine the image below.  How many of the 7 characteristics of civilization can you find depicted here?  Briefly list/describe them. 

Friday:  Civilization, con't.

• Homework, due Monday:  read pages 9-13 (Civilization in Mesopotamia-Culture in Mesopotamia) and write a response to the following:  how did Sargon successfully conquer and maintain his empire?  Why is being the "first" at something considered to be important?
  
  

Ancient World History 7th Period

 Tuesday:  Class Introduction

• Homework, due Thursday:  read pages 2-8 and write a response to the following:
• What were the major characteristics of hunter-gatherer society (give at least 5)?  What lessons can we learn from hunter-gatherers today?

• List the 7 characteristics of Civilization and discuss how each is still relevant today.  Which of the 7 do you consider to be the most important?  Which do you consider to be the least important?  Why?

Thursday:  Achieving Civilization

• Homework, due Friday:  examine the image below.  How many of the 7 characteristics of civilization can you find depicted here?  Briefly list/describe them. 

Friday:  Civilization, con't.

• Homework, due Monday:  read pages 9-13 (Civilization in Mesopotamia-Culture in Mesopotamia) and write a response to the following:  how did Sargon successfully conquer and maintain his empire?  Why is being the "first" at something considered to be important?

Military History, 5th period

 Tuesday:  Class Introduction

• Homework, due Wednesday:"The Use and Abuse of Military History" by Michael Howard

Wednesday:  Defining Military History

• Homework, due Friday: excerpts from On War

Friday: Defining War--Carl von Clausewitz

• Homework, due Monday: introduction from A History of Warfare

Modern World History, 6th Period

Tuesday:  Class Introduction

• Homework, due Thursday:  read pages 390-396 (stop at The Portuguese Maritime Empire) and write a response to the following:  what technological and economic developments led to the "Age of Exploration?"  Why did the Europeans "lead the way?"

Thursday:  The Age of Exploration

• Homework, due Friday:  read pages 396-400 (stop at Governing the Empires) and write a response to the following:  what factors contributed to the success of the Spanish over the Mexica and Inka empires?

Friday:  Conquest

• Homework, due Monday:  read pages 400-406 (stop at Africa in Transition) and write a response to the following:  what is your view of Columbus?  Is the world has whole better of or worse of as a result of the "Age of Exploration"

Ancient World, Modern World, and U.S. History Final Exam Overview

Material you are respsonsible for:

• Ancient World History:  chapters 5, 7, 10, 12, 13, and all related class material including topics covered during the final week of class (Japan, the Americas, etc.).

• Modern World History:  chapters 19 (pages 542-557--the Industrial Revolution), 20, 21, 22, 23, 25, and all related class material including topics covered druing the final week of class (the Cold War, decolonization, Globalization, etc.).

• United States History:  chapters 10, 11 (pages 347-360--the Abolitionist and Women's movements), 13, 14, 15, chapter summaries of chapters 16, 18, and 20 (Westward expansion, urbanization and Progressivism), 21, 22, 24, 25 and all related class material including topics covered during the final week of class (the Cold War; Civil Rights/Women's movement; the 21st Century, etc.).

Exam Format:

Your exam grade will be based on your response to four essay questions.  Each question will be worth 25% of your total exam grade.  You will have some choice in the questions that you answer (there will be a total of 5-6 essay questions to choose from).  You should plan to spend about 30 minutes on each question (reading it, thinking about it, brainstorming, and writing your response).

What kinds of essay questions will there be?

The essay questions will include compare/contrast questions, questions that deal with change over time, and questions that deal with historical analysis:

• A compare/contrast question would ask you to discuss the similarities and/or differences between two or more societies or aspects of a society (such as government or religion)
• A change over time question would ask you to discuss and explain how a given region, society, or aspect(s) of a society changed over a specific period of time. 
• A historical analysis question would ask you to analyze one or more historical developments, events, people, technology, etc. and demonstrate your understanding of the topic and its overall historical significance.
• There may also be questions that will require you to make use of primary document excerpts (they will be provided with the question) in order to effectively answer the question.
• In addition to these questions, there will be one mandatory cumulative question (this will be the ‘fourth’ question that you answer).  This question will require you to make use of the knowledge you have gained during the year in order to make connections and draw conclusions what you have learned from the course as a whole.

What’s an ‘effective’ answer?

An effective answer is one that:

• Is well thought out and organized.
• Incorporates substantial, relevant, accurate, and specific historical evidence as support for the response.
• Answers all parts of the question.

Points earned by each essay (up to 25) will reflect the extent that the above criteria are met.

How should I study?

While there is no “one way” to effectively study, here are some suggestions:

• Review the study guides from past tests you’ve taken this semester, all of which may still be found on this blog.  Use these guides to break down the material as well as to provide an overall structure.  Past tests themselves can also be helpful if you still have them, though all of the questions on the exam will be new.
• Use the P.E.R.S.I.A. method
• Think in terms of “comparing/contrasting” and “change over time” as you review the material.  Try to anticipate questions—make up your own and then answer them.
• Finally:  give yourself time and do not try to study everything all at once.

United States History: The New Deal and World War II Test Review

U.S. History:  The New Deal and World War II Review

Chapters 24 (to page 749)—The New Deal—and Chapter 25—World War II

Test Date:  Wednesday, May 15^th

Format:

• 15 multiple choice questions, each worth 3 points each (45 points total)
• 2 essay questions—you will choose ONE of them—and answer it, (55 points total)

The New Deal:

• The major components of the First New Deal:
• The Hundred Days
• Fireside Chats
• The major issues and how they were addressed:
• Banking failures
• Emergency Banking Act
• Agricultural overproduction
• Agricultural Adjustment Act
• Business underproduction
• The National Recovery Act
• Unemployment
• Federal Emergency Relief Administration

• The 2^nd New Deal
• The election of 1936
• The Social Security Act
• The Works Progress Administration
• The “Court Packing Scheme”
• The “Roosevelt Recession” and the end of the New Deal

World War II

• The rise of dictators in Europe and Japan and the beginning of war in Europe and Asia
• The attack on Pearl Harbor and the entrance of the U.S. into World War II
• The role of American resources and production
• Weapons and technology
• Major military events:
• The Battle of Midway, 1942
• The Invasion of Italy, 1943
• Operation Overlord, 1944
• German surrender, May, 1945
• Island Hopping, 1942-1945
• The bombings of Hiroshima and Nagasaki
• Japanese surrender, Sept., 1945
• The Home Front
• The Legacy of World War II

Modern World History World War II Review

Modern World History

World War II Review

This test will cover chapter 25 in your textbook and all related class material.

Test Date:  Tuesday, May 14

Format:

• 15 multiple choice questions, each worth 3 points (45 points total)
• 2 response questions, you choose 1, each worth 55 points

What you need to know:

• The major causes leading up to World War II, including
• The role of the Treaty of Versailles
• The rise of totalitarian governments in Italy, Germany, Russia, and Japan
• The characteristics of Fascism vs. Communism and the goals of Adolph Hitler
• Hitler’s acquisition of territory and the policy of appeasement
• The major events of the war, including:
• The Japanese invasion of China in 1937
• Japanese treatment of Chinese civilians
• The German invasion of Poland in 1939 and “blitzkrieg”
• The surrender of France and the Battle of Britain in 1940
• The German invasion of Russia and the Japanese attack on Pearl Harbor, in 1941
• The Battles of Stalingrad and Midway in 1942
• The U.S. invasion of Italy in 1943
• The Allied Invasion of Normandy (D-Day) in 1944
• The defeats of Germany and Japan in 1945
• The use of the atomic bomb on Japan in 1945
• Characteristics of total war during World War II
• The Home Front
• The causes and consequences of the Holocaust
• The overall impact of WWII on the world

Ancient World: The Late Middle Ages and Post-Classical China Test Review

The Late Middle Ages and Post Classical China--Chapter 13 and Chapter 10 to page 289

Test Date:  Wednesday, May 15

Format:  15 Multiple Choice questions, 3 pts each (45 pts)

2 Essay Questions (choose one), 55 pts

The Late Middle Ages:

• The causes, impact and resolution of the Great Schism, including
• The election of Pope Clement V
• The causes and significance of the “Babylonian Captivity”
• The elections of Popes Urban VI and Clement the XII after the death of Pope Gregory XI
• The significance of the Council of Constance

• The causes, spread, reaction to and impact of the Black Death in Europe

• The causes, major people, events, and outcome of the Hundred Years War, including
• The conflict between King Edward III of England and King Philip IV of France
• The comparisons of the English and French forces
• The role of the Yeoman archer and the longbow
• The battles of Crecy and Agincourt
• The significance of King Henry V
• The significance and role of Joan of Arc
• The outcome of the war and how warfare changed

Post-Classical China:

• The Han Dynasty
• Early vs. Later Han
• Significance of Han Wudi
• Causes of Han collapse
• The 3 Kingdoms:
• How China changed during this period
• The resumption of Dynastic rule

• The major aspects of the Sui, Tang, and Song Dynasties, including
• Similarities/differences with previous dynasties
• Achievements and polices

·         The grand canal; policies towards expansion and relations with nomadic peoples

·         Social characteristics, including class structure and roles of women

·         Cultural and technological achievements including

o   Block printing

o   Black powder

o   Ship building

The Mongols:

• Major characteristics of nomadic life
• The life and rise of Temujin/Genghis Khan
• Mongol military organization and way of war
• The establishment and expansion of the Mongol empire, including chronology of the expansion, areas they conquered, the limits/boundaries of the empire
• Characteristics/locations of the Khanates:  The Yuan Dynasty, the Il Khanate, the Golden Horde
• The impact of the Pax Mongolica on Asia and Europe
• Reasons for Mongol Decline

Footnote Refresher

Mr. Layne’s Guide to Footnotes

Note:  There are a few formatting differences here due to Blogger.  Your document won't look exactly like this and that's ok.  Follow the directions here and you'll be fine.

Now, on to footnotes . . .

What is a footnote, and when do you use them?

A footnote is a method for citing a source in the text of a research paper.  The footnote appears as a small number in the text—usually at the end of a quotation or a sentence, like this.[1]  You should use a footnote anytime you do any of the following with a source:

·         Quote directly from it

·         Summarize it using your own words

How do I insert a footnote?

If you are using Word, then you put the cursor where you want the little number in the text to be. Then you click on “References” at the top of the screen and select “Insert Footnote.”  Word will automatically insert the appropriate number in the text, and then allow you to type the footnote itself at the bottom of the page.

What is the proper format for typing a footnote?

A footnote contains information similar to a bibliography, with some additional information (such as page numbers) as well.  Here’s and example footnote citing something from the first 2 pages of the book The Military Revolution:  Military Innovation and the Rise of the West, 1500-1800 by Geoffrey Parker.[2]

Basically, the format is:

·         Author’s name—first, then last

·         Title

·         Place of publication, publisher, publication date, all in parenthesis

·         The page number of the citation

Do I have to type out all that information every time I cite that source?

No.  You only type out a full citation for each source once.  If I were to cite that same book again, let’s say this time something from page 20, I would just have to type this (the author’s last name and the page number).[3]  If you use more than one book by the same author, then give the author’s last name and part of the title, followed by the page numbers, in order not to confuse your readers.

What’s the format for a magazine or journal?

It looks like this.[4]  Basically, it’s the author’s name, the title of the article, the title of the magazine or journal, the volume and issue numbers, the year, and the page number(s)

What about an internet source?

Here it is.[5]  Again, you need an author (if there is one), a title, the url, the date the website was last updated (if there is one) and the date you last accessed it.

---

[1] The footnote itself is at the bottom of the page, like this (that’s why it’s called a footnote).  The footnote here at the bottom of the page corresponds with the number of the footnote in the text.  Make sense?

[2] Geoffrey Parker, The Military Revolution:  Military Innovation and the Rise of the West, 1500-1800 (Cambridge:  Cambridge University Press, 1988), 1-2.

[3] Parker, 20.

[4] James Burke, “The New Model Army and the Problems of Siege Warfare, 1648-51” Irish Historical Studies, vol. 27, issue 105 (1990), 8.

[5] Code of Hammurabi, L.W. King, translator.  http://www.fordham.edu/halsall/ancient/hamcode.html , n.d., last accessed November 26, 2012.