World History I -entire class

HY 101 WORLD HISTORY I SURVEY Fall Semester 2020

INSTRUCTOR AND CLASS INFORMATION

Instructor: Leah Vallely Office Location: N/A Office Hours: By appointment (phone) Email: Edvance e-

mail; this is the preferred and most efficient method of routine communication.

Course Number & Name: HY 101 World History I Survey Term: Fall Year: 2020 Credit: 3.0 Hours Class Meetings: Student’s schedule unless special instructions from instructor Room Location: Online (Edvance 360)

COURSE DESCRIPTION

HY 101 World History I (3 Credit Hours) traces the development of civilization from the earliest records of humanity to the sixteenth century.

The big focus for this course is to familiarize students with the development and interactions of peoples, cultures, societies, civilizations, states, regions and empires from pre-history up to 1500 CE.

In this semester length class we will cover about 5000 years of history! Some of the topics that will be examined include historical thinking, the concept of change and continuity over time, the significance of surplus agriculture, the concept of civilization, the rise and fall of major societies, social, cultural, political & economic institutions, technological innovation and its impact, the processes and consequences of cultural exchange and interaction, and other events and people that are part and parcel of our global history.

A specific framework guides us as we examine societies across place and time.

#1. The course emphasizes key time periods (Prehistory, Neolithic, ERVs, Classical Societies, Post- Classical Societies), defined in terms of place and the manner in which societies operated and changed over time. This approach allows us to bring the major civilizations together to compare what they share and how they differ.

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#2. The course framework requires paying attention to how and where major societies came into contact with one another and how societies are changed as a result of contact.

#3. The course framework emphasizes the emergence of broader forces that help define contacts and the experiences of individual civilizations (i.e. new trade patterns, new disease patterns, missionary efforts, etc.)

Bear in mind that HIS 121 is a general education course ( a course which covers so much time and space in such a limited period could not be anything but general); nonetheless, students should master specific historical and cultural information related to world history up to the year 1500, as well as aspects of historical method (techniques and guidelines by which historians use primary sources and

other evidence to research and write histories). In addition to the historical and cultural content, students will demonstrate increasing mastery of critical reading of primary and secondary sources in writing and discussion. “Critical” does not mean “attacking” but “analytical” or putting material in historical and cultural context, drawing appropriate inferences and deductions from the evidence of the text, and raising relevant questions for further inquiry.

Finally, I hope you will develop or add to your interest and respect for other world cultures.

COURSE OBJECTIVES

Upon successful completion of this course, the student should be able to demonstrate the following objectives:

1. Demonstrate an understanding of a general outline of world history to 1500 C.E. and its application to the Christian life and ministry.

2. Analyze and compare political, geographic, economic, social, cultural, religious and intellectual institutions, structures, technology / innovation, and processes across a range of historical periods and cultures to 1500 C.E.

3. Use historical thinking skills to read, analyze, and write about primary and secondary sources.

The following “micro” objectives are a useful guide to rely upon when studying each time period, culture, and civilization.

• Identify the geographic location and describe the topography of a given society

• Examine and conclude to what extent the geography / topography of a given area influenced the rise

and development of a given society

• Identify and describe the patterns of development of a given society

• Identify and describe political institutions of a given society

• Describe given societies in terms of class and gender

• Describe the nature and characteristics of religion and/or philosophy for a given society

• Identify and describe the important features of a given society’s culture (science, mathematics,

performing arts, philosophy, literature, visual arts, architecture)

• Identify evidence of technology / innovation in a given society

• Describe the expansion of a given society and identify what institutions connected conquered

territories

• Describe the contact of a given society with other societies / groups

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COURSE OUTLINE

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 Unit I

• Historical Thinking, Historiography, Citations & Annotations

• Prehistory

• Advent of Agriculture

• Civilization in the Middle East & North Africa

Exam #1 covers all of Unit 1

______________________________________________________________________________

Unit II

• Introduction to The Classical World

• Classical China

• Classical India

• The Mighty Persians

• The Greek Adventure

• The Roman World

• Decline of the Classical World

Exam #2 covers all of Unit II and may include some information from Unit 1

________________________________________________________________________________

Unit III

• Introduction to the Post Classical World

• The Rise of Islam

• African Kingdoms & Societies

• Byzantium and the Christian East

• Europe and the Christian West

• China

• India

• Mongols

Exam #3 covers all of Unit III and may include some information from Unit 1 and Unit 2 ____________________________________________________________________________________

Note: There is NO separate final exam. The course requires the above three exams.

Unit I “What do I need to know?”

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 Historical Thinking

 • Discriminate between BC / AD and BCE / CE

• Define “century” and determine which years fall into a given century

• Distinguish differences between primary and secondary sources

• Identify types of primary sources and types of secondary sources

• Discriminate among historical thinking skills (sourcing, contextualization, close reading, corroboration)

• Define historiography

Prehistory

• Contrast “prehistory” and history”

• Describe Paleolithic society (i.e. social and gender relationships, class distinctions, etc.)

• Describe patterns of movement among Paleolithic peoples

• Identify evidence of technology / innovation in Human Prehistory

• Know generalized information about Paleolithic cave art including locations / discoveries /

descriptions of paintings

• Using evidence, ponder and surmise, the greatest achievement of Paleolithic peoples

Advent of Agriculture – Neolithic Era

• Analyze and consider the impact of agriculture and agricultural surpluses upon humanity (positive and negative).

• Examine / and consider the emergence and impact of purposeful agriculture around the globe.

• Define “complex society” and describe elements that make up a complex society (i.e. large urban

area, social classes, etc.)

• Discuss definitions / descriptions of civilization over time

• Identify evidence of technology / innovation in the Neolithic era

• Examine and describe consequences of irrigation projects on early societies

Civilization in the Middle East & North Africa

• Explain how civilization is defined and has been historically defined

• Analyze the interpretation of the idea of civilization (by historians) over time

• Pinpoint the geographic locations of Early River Valley Civilizations (henceforth, “ERVs”) and the

significant geographic / topographic features of each

• Examine how geography influenced the course of development for ERVs

• List and describe the most significant ERVs

• Identify evidence of technology / innovation in the Neolithic Era

• List and categorize the defining / significant characteristics of ERVs

• Compare the ERVs to one another

• Describe the contact and interaction if any, among ERVs

• Identify and describe the rise of regional cultures within the more significant ERVs

• Identify reasons for the decline of ERVs and describe the lasting heritage of ERVs

• Describe the significant characteristics of Israelites

Unit II / The Classical World “What do I need to know?” Historical Literacy / Introduction to The Classical World

• Define and identify secondary and primary sources

• Recognize change and continuity over time

• Use multiple sources of evidence to substantiate claims

• Compare ERVs with Classical Societies

Classical China

• Describe ways (themes, formation of great traditions, achievements, durability) in which classical China meets the definition for a “classical society”

• Identify examples of change and continuity over time by comparing classical China to its ERV era

• Examine and explain the dynastic cycle in classical China

• Compare the various dynastic cycles

• Identify and describe the patterns of each of the dynastic cycles of classical China

• Name

• Dates of rule

• Significant leadership

• Political framework

• Territorial expansion

• Religion and Culture

• Values & Institutions that bound territories together

• Economy & Society

• Identify the Silk Roads and describe their significance relative to cultural exchange and interaction

• Describe the construction, purpose and consequences of the Great Wall of China – constructed

under Qin

• Identify evidence of technology / innovation in classical China

• Compare and contrast classical China with other classical civilizations

Classical India

• Describe how geography / topography increased links with other cultures and made Indian political unity difficult

• Describe how India's formative period influenced Indian civilization. Be specific (i.e. family structures, political organization, etc.)

• Identify the rise of the Indian caste system and the various classes included within it

• Define the following: Rig Veda, dharma, Upanishads, Brahmins, Buddhism, Hinduism

• Identify the end of Indian's formative phase and significant changes in Classical India by 600 BCE

• Explain why India’s political history is rather irregular

• Summarize Ashoka's leadership style and relationship with Buddhism

• Prove this statement: "Classical India alternated between widespread empires and a network of

smaller kingdoms"

• Identify evidence of technology / innovation in classical India

• Identify Classical India's most persistent political feature

• Prove this statement: "Classical India's political culture was not very elaborate"

• Summarize the key elements of Hinduism (i.e. its founder, religious traditions, major beliefs, etc.)

• Identify the role of Buddhism in classical India and its impact on other parts of Asia

• Identify the most distinctive and durable products of classical India.

• Provide examples of classical India's diverse and vibrant culture (i.e. literature, science, mathematics,

visual arts) and compare it to that of classical China

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• Describe social stratification, family life, and the role / position of women in classical India

• Describe the economy of India in the classical period and recognize how it is different from the

economy of classical China

• Compare and contrast classical India with other classical civilizations

Mighty Persia

• Describe ways in which the Persian empire be compared to and contrasted with classical china and classical India

• Explain the emergence, success and decline of the Persian (Achaemenid) Empire

• Provide specific evidence that "The Great" is an apt moniker for Cyrus

• Summarize what made Cyrus’ leadership remarkable

• Identify Cyrus’ Cylinder and its historical significance

• Explain which factors contributed making Persia an extraordinary successful empire

• Identify evidence of technology / innovation in classical Persia

• Summarize how did Persian leaders responded to the challenges of a large and diverse territory

• Identify, on a map, the location of Persia and compare & contrast its location, expansion & features to

Classical China and India

• Summarize the origins, outcomes and consequences of the Persian Wars

• Explain the fundamental characteristics & principles of Zoroastrianism

• Compare & contrast Zoroastrianism with religions found in Mesopotamia, Egypt, China & India

• Identify and discuss the decline of Persia and compare its decline to that of other classical

civilizations

• Explain Alexander the Great’s relationship to the Persian empire

• Compare and contrast classical Persia with other classical civilizations

The Greek Adventure

• Identify the geographic location of the Greek city states

• Examine and conclude if the geography of Greece influenced the creation of city states

• Describe the expansion of Classical Greece and identify what institutions connected the different

Greek territories

• Identify and describe the patterns of Greek history.

• Identify and describe the classical Greek political institutions

• Describe the nature and characteristics of Greek religion

• Describe the nature and characteristics of Greek philosophy

• Identify and describe the important features of Greek culture (science, mathematics, performing arts,

philosophy, literature, visual arts, architecture)

• Identify evidence of technology / innovation in classical Greece

• Describe the basis of the Greek economy (agriculture, trade, slavery)

• Describe the nature of Greek society (social stratification, gender, class)

• Compare and contrast classical Greece with other classical civilizations

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  The Roman World

• Identify Location of Rome / Geography / Topography

• Identify the origins of Rome (Legend vs Reality)

• Examine and note the patterns of Roman history

• Compare and contrast the Republic and the Empire

• Explain how Rome advanced Mediterranean civilization (extended its territory and created values /

institutions that tied territories together) - where, when, how, and to what extent? Focus on patterns of

Roman history through Augustus and era of Pax Romana

• Identify factors which help to assure stability and prosperity in the Pax Roman period

• Examine Roman political institutions

• Identify who participated in government and to what extent

• Describe Roman citizenship and its value

• Identify continuity and change relative to Roman political institutions

• Analyze Roman religion and culture

• Identify and describe the defining features of Roman religion

• Identify and describe contributions Rome made to science

• Identify and describe contributions Rome made to literature and the arts

• Examine the Roman economy during the classical era

• Describe to what extent the dominant economic activity in Rome became a source of tension

• Identify the role that commercial agriculture played in the Roman economy

• Recognize other features of the Roman economy during the classical era

• Examine Roman society during the classical era

• Describe the structure of the Roman family

• Identify roles and the place of women in classical Rome

• Examine Rome’s decline, the Empire’s political, social and economic chaos

• Describe the "fall of the Roman Empire"

Decline of the Classical World

• Identify the two dominant themes of the great classical civilizations

• Identify and discuss general causes of decline in Persia, China, India, Greece and Rome

• Identify and contemplate explanations for the rise of major world religions

• Summarize general features of the new religions share

• Identify elements of syncretism

• Describe the distinct features of the new religions

• Identify what made Christianity particularly successful compared to other world religions

• Discuss the doctrinal difficulties faced by the early Christian church and examine how they were

resolved

• Discuss to what extent did Christianity promote a new culture and preserve classical values /

institutions

Unit III / The Post Classical World “What do I need to know?” Historical Literacy and the Post Classical World

• Define and identify secondary and primary sources

• Recognize change and continuity over time

• Use contextualization to place events within the broader context of time and place

• Compare ERVs and Classical Societies to those of the Post Classical World

• Identify the postclassical period and describe its characteristics relative to its "beginning and "end"

• Identify how new trade routes increased convergence

• Evaluate cultural exchange in terms of how goods are traded, what is traded, the role of merchants,

currency, routes and the role of technological innovation.

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• Identify the dominant regions of the post classical world and describe the process by which they gained this position

Rise of Islam

• Examine the growth of post-classical civilization in the Middle East and North Africa and identify the factors stimulated this growth

• Identify the chronological time frame associated with the advent, apex, and decline of Middle Eastern civilization

• Compare and contrast Islam with Christianity, Judaism, Zoroastrianism, Hinduism, Buddhism, Confucianism, and polytheism

• Identify technological innovations that supported expansion of Islamic territory and trade

• Summarize the development of Islam

• Compare and contrast Sunni and Shiite factions

• Summarize the conquests of Arab armies

• Discuss the relationship between Arab governments, leaders, and conquered territories

• Describe the relationship between Islam and the state

• Summarize the rise and leadership of the Abbasid governments

• Explain the development and influence of Sharia

• Identify and describe the significant characteristics of Islamic / Middle Eastern culture

• Summarize the significant aspects of the post classical Middle Eastern economy, social order, and

position and role of women

• Identify and summarize factors leading to the decline and eventual collapse of the Islamic empire

• Discuss the connections between post classical Arab world the and the present

India in the Post Classical World

• Compare and contrast political development in northern and southern India

• Explain and summarize how the growth of Hinduism contributed to cultural unity in post classical India

- despite political differences

• Describe Hindi rejection of Islamic traditions

• Describe / explain the growth of Islam in post classical India

African Societies & Kingdoms

• Identify religious practices in Southeast Asia during the post classical period

• Identify the dominant regional systems found in post classical Southeast Asia

• Locate and identify sub-Saharan Africa

• Explain the impediments to understanding sub-Saharan African history prior to the modern era

• Identify the significance of the Bantu migration from west-central Africa

• Summarize the influence of trade on spread of civilization in sub-Saharan Africa and identify the two

principle trade routes / channels

• Explain the significance of Swahili

• Examine and describe the impact of trade upon the formation of Timbuktu

• Identify and describe The Great Kingdoms.

• Identify and describe the significant features of African civilization

China in the Post Classical World

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• Identify and describe the patterns of each of the dynastic cycles of post classical China

• Name

• Dates of rule

• Significant leadership

• Political framework

• Territorial expansion

• Religion and Culture

• Values & Institutions that bound territories together

• Economy & Society

• Identify the Silk Roads and describe their significance relative to cultural exchange and interaction

• Identify evidence of technology / innovation in post classical China

• Compare and contrast post classical China with other post classical civilizations

• Compare post classical China with its ERV and classical age

Byzantium and the Christian East

• Identify the geographic location of Byzantium and summarize its origins and founding (by whom, purpose, influence)

• Identify and describe Byzantium's significant characteristics (Greco-Roman heritage, religious influences / practices, notable leadership, culture, political institutions, economy, society, and decline)

• Identify the location of 6th century Slavic Europe, Eastern Europe, and 7th century Russia

• Describe the relationship and contact between Kievan Russia and the Byzantine empire

• Identify the geographic importance of Kiev relative to trade

• Explain the growth and course of Christianity in Kievan Russia

• Describe the identifying characteristics of Kievan Russia including religious influences / practices, notable leadership, culture, political institutions, economy, society, and decline

Europe: The Medieval World / Middle Ages and the Christian West

• Locate western Europe on a map

• Describe the geographical regions of western Europe

• Identify and describe the leading centers of activity in western Europe

• Explain the use of the term “medieval”

• Distinguish between the early, high and late middle ages (describe each in terms of dates, economy,

political institutions / leadership, religion, economy, society and culture)

• Describe the role of women and family life in medieval western Europe

• Compare western Europe with eastern Europe (political institutions, religion, economy, etc.)

• Identify the apogee of Medieval society and periods of stagnation & decline

• Explain the causes of Medieval stability, stagnation and decline

• Identify and describe the “enduring features” of western European civilization

• Identify and relate the major themes of post classical society found within western European

civilization

The Mongol Interlude

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    • Identify the Mongols and describe their society, culture, political leadership, religion, legacy and influence.