Video Description: A team of architects and engineers investigate mysteries of the Parthenon. How did the ancient Greeks design and build their masterpiece so quickly with precision and perfection without modern tools and architectural aids?
]]>COURSE SYLLABUS
COURSE: WOH2012 World Civilizations I ( to 1500 CE )
TERM: FALL 2010
TERM: FALL 2010
Instructor: Mr. Michael Deliz
Email: mdeliz@mail.ucf.edu (See Procedures Section below before emailing me)
Phone: 407-385-0016 (text msg or voice-mail only) Website: www.michaeldeliz.com
Office: Colbourn Hall rm 540
Office Hours: MWF4pm – 5pm (and by appointment when possible)
Email: mdeliz@mail.ucf.edu (See Procedures Section below before emailing me)
Phone: 407-385-0016 (text msg or voice-mail only) Website: www.michaeldeliz.com
Office: Colbourn Hall rm 540
Office Hours: MWF
TEXTBOOK:
Edward Judge, et al. Connections: A World History, Volume 1, VangoBooks
Prentice Hall. 2008.
Edward Judge, et al. Connections: A World History, Volume 1, VangoBooks
Prentice Hall. 2008. ABOUT THIS COURSE: World Civilizations I is the first of two courses designed to familiarize students with the history of the world. This course will span the time period from ancient times to 1500 C.E. and will focus upon the basic historical foundations behind civilizations across the globe, their development and inter-connectivity. The goal of this course is for each student to master the following sets of skills:
Historic: Students must be able to identify and interpret the different events, personalities, and ideas that contributed to the development and history of the world.
Geographic: Students must understand the relationship between geography and the development of civilizations across the world.
Cultural/Societal: Students must understand the dynamic nature of human society as it is continuously evolving. Emphasis will be on mass migrations, international relations, religious conflict, and ideological conflicts, which all greatly contributed to the history of the modern world.
Geographic: Students must understand the relationship between geography and the development of civilizations across the world.
Cultural/Societal: Students must understand the dynamic nature of human society as it is continuously evolving. Emphasis will be on mass migrations, international relations, religious conflict, and ideological conflicts, which all greatly contributed to the history of the modern world.
Scope and limits of this course: This course, like many others in the field of History, draws extensively from other fields in the Social Sciences, including Religious Studies, Sociology, Political Science, Geography, Cultural/Ethnic Studies, Anthropology, and Linguistics. The course, despite its breath, is however limited by the time allotted in the semester. Due to this limitation students may find that further reading, beyond the assigned text, will be advantageous to acquiring a greater depth of understanding.
Success in this course: Students are expected to demonstrate a depth of understanding at the collegiate level. Success in this course will be determined by the student’s analysis and interpretation of historical topics, not memorization. If you are not willing to read the assigned chapters, attend class, and follow class discussions, you most certainly will fail this course.
Expectations: Students are expected to come prepared for class with a notebook and a pen or pencil, or other means of note-taking. On Exam days, students will be required to come prepared with whatever material is requested for the exam such as scantrons, blue books or other material. Students are expected to have all assignments including reading assignments completed by the beginning of each class.
Gordon Rule: WOH2012 is designated as a Gordon Rule course under the General Education Program (GEP) of UCF, as are all History courses at UCF. This means that under the requirements of Florida State Rule 6A-10.30, students enrolled in this course will be also evaluated on their ability to write at the collegiate level by way of essay assignments.
College-Level Writing: The University of Central Florida
1. The writing will have a clearly defined central idea or thesis.
2. It will provide adequate support for that idea.
3. It will be organized clearly and logically.
4. It will show awareness of the conventions of standard written English.
5. It will be formatted or presented in an appropriate way.
Gordon Rule Assignments: Each of the following Gordon Rule Assignments are designed to fulfill the student’s requirement to the Gordon Rule. Failure to complete any of these assignments automatically makes it impossible for the student to pass the course with a grade of ‘C’ or better.
Assignment One: Essay Exam #1 – Narrative In-Class Essay-
Students will be presented with a question that must be answered in a manner that details the sequence and causality of an overarching aspect of the covered material. For full credit, students must demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Students will be presented with a question that must be answered in a manner that details the sequence and causality of an overarching aspect of the covered material. For full credit, students must demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Assignment Two: Essay Exam #2 – Comparison In-Class Essay-
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to analyze complex ideas by comparing two excerpts from selected historical sources. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to analyze complex ideas by comparing two excerpts from selected historical sources. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Assignment Three: Research Paper – Historiographic Analysis Essay-
In consultation with the professor, students will first choose a historical event, personality, or idea to research. Students will then research how their chosen topic has been approached and researched by historians over time and reach a conclusive analysis. For full credit, students must also demonstrate a respect for proper research techniques, judgment in source selection, and a command of the formatting standards for writing in the field of History. Essay Length: 6 pages – Typed
In consultation with the professor, students will first choose a historical event, personality, or idea to research. Students will then research how their chosen topic has been approached and researched by historians over time and reach a conclusive analysis. For full credit, students must also demonstrate a respect for proper research techniques, judgment in source selection, and a command of the formatting standards for writing in the field of History. Essay Length: 6 pages – Typed
Assignment Four: Essay Exam#3 – Argumentative In-Class Essay-
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to formulate and maintain an argument, support that argument with evidence drawing from the historical record, and arrive at an unambiguous conclusion. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the argument. Essay Length: 1,500 words
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to formulate and maintain an argument, support that argument with evidence drawing from the historical record, and arrive at an unambiguous conclusion. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the argument. Essay Length: 1,500 words
Grade Policy: Grades are determined by points earned in three exams, six quizzes, and one Research Project.
Essay Exams 100pts/ea x (3) = 300pts
Quizzes 25pts/ea x (6) = 150pts
Research 50pts/ea x (1) = 50pts
Total Points = 500pts
Grading Scale: This course will be scored using the 10 point grading scale as follows:
|
By Points
|
By Percentage
|
Letter Grade
|
|
450-500
|
90%-100%
|
A
|
|
400-449.9
|
89.9%-80%
|
B
|
|
350-399.9
|
79.9%-70%
|
C
|
|
300-349.9
|
69.9%-60%
|
D
|
|
Less than 300 pts
|
Less than 60%
|
F
|
PROCEDURES:
Email: 1) All emails should contain the class prefix/number on the subject line (ie: EUH2000,AMH 2010, WOH2012). 2) All emails must be signed with your first and last name. 3) Under no circumstances will any assignment be accepted by email.
Email: 1) All emails should contain the class prefix/number on the subject line (ie: EUH2000,
Attendance: Although attendance will not be regularly taken, it is mandatory and extremely important to your grade. Students who miss class for whatever reason will NOT be excused from assigned work and its due dates. Missed lectures are also the responsibility of the absent student.
Make-Up Work: There are no make-ups for quizzes. A missed quiz automatically earns ZERO points. If you should happen to miss an exam, a make-up exam can be scheduled with prior arrangement.
Extra Credit: From time to time an extra credit assignment may be extended to the class at the discretion of the professor. By policy, all extra credit assignments will be made available to the entire class, there will NOT be any extra credit given to individual students.
History Majors: Every student majoring in History is required to compile and hand-in a portfolio of their cumulative written works from of all their history classes before graduation. Therefore majors in History, and those who think they may later switch disciplines to History should take care to preserve their written graded work.
Academic Dishonesty: All forms of academic dishonesty are obviously prohibited at UCF. Academic dishonesty includes, but is not limited to, plagiarism, cheating, furnishing false information, forgery, alteration or misuse of documents, misconduct during a testing situation, and misuse of identification with intent to defraud or deceive. Students shall take special notice that the assignment of course grades is the responsibility of the professor. When the professor has reason to believe that an act of academic dishonesty has occurred, and before sanctions are imposed, the student shall be given informal notice and an opportunity to be heard by the professor. Any student determined by the professor to have been guilty of engaging in an act of academic dishonesty shall be subject to a range of academic penalties as determined by the professor. These penalties may include, but may not be limited to, one or more of the following:
–loss of credit for an assignment, examination, or project;
–reduction in the course grade;
–or a grade of “F” in the course.
Students guilty of engaging in a gross or flagrant act of academic dishonesty or repeated instances of academic dishonesty may also be subject to administrative and/or disciplinary penalties that may include a warning, probation, suspension, and/or expulsion from UCF and the State of Florida University System.
–loss of credit for an assignment, examination, or project;
–reduction in the course grade;
–or a grade of “F” in the course.
Students guilty of engaging in a gross or flagrant act of academic dishonesty or repeated instances of academic dishonesty may also be subject to administrative and/or disciplinary penalties that may include a warning, probation, suspension, and/or expulsion from UCF and the State of Florida University System.
Disclaimer: Changes to this syllabus may be made at the discretion of the professor.
]]>1. The development of human civilizations from hunter/gatherers.
2. Development of authority and labor specialization.
3. mt-DNA and Human migrations.
4. Mesopotamia, its empires, and its legacy in the modern world
5. Sargon’s influence in spreading the Sumerian writing system
6. The Phoenician connection with writing
7. You read the full text of Hammurabi’s Code of Law
8. Ancient Egypt and the Nile River
9. Nubian Civilization and its connection to Egyptian Civilization
10. Harrappan Civilization and the Indus Valley
11. Rise of Hinduism, Jainism, and Buddhism
12. Yellow River Civilization
13. The Rise of the Persian Empire
14. You read excerpts of the evidence of the Persian Empire
15. Proto-Greek Civilization of the Mycenaeans
16. Greco-Persian Wars
17. You read a chapter from the first history book ever written, Histories by Herodotus (Xerxes invasion)
18. Classical Greek Civilization
19. The Peloponnesian War
20. The Macedonian Invasion
21. Alexander the Great and the extent of the Hellenic Empire
22. The Greek and Roman Filter in history.
23. Early Rome to the Republic to the Empire
24. The Punic Wars
25. Roman Civilization and family life and politics
26. Discussed the interconnection among the Abrahamic Religions
27. The formation of Judaism
28. The emergence of Christianity
29. The rise of Islam
30. Unification of China (film ‘Hero’)
31. Amerindian Civilizations
32. You read the first 8 chapters of the Popol Vuh.
33. The deciphering of Mayan Writing (film ‘Cracking the Maya Code’)
34. The diversity of Amerindian civilizations
35. The impact of the Islamic Empires and the silk road
36. The rise of Spain
37. The voyages of Christopher Columbus
38. Historical Concepts: Sins of Omission and Sins of Commission
39. Historical Concepts: Historiography
40. Historical Concepts: Using Chicago Style
41. Historical Concepts: Research using J-STOR
42. Historical Concepts: Syncretism