History 110 reflects a global emphasis in its representation of major civilizations and their contributions to the human experience. Civilizations studied include those of the ancient Middle and Near East; India and the Far East (China and Japan); the classical civilizations of Greece and Rome; the later civilizations of Europe, Central Asia, Africa, and the Americas.

The course emphasizes the social history of civilizations through the ages and around the world, recreating the everyday life of ordinary people in the context of their economic, political, intellectual, cultural, religious, and geographic environment. 

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 In accordance with the University's Teacher Education Conceptual Framework which is aligned with NCATE Standards, upon completion of this course, the prospective facilitator of learning will:

Knowledge:

     --Demonstrate understanding of the subject matter, how it relates to other disciplines, and to their individual lives.

     --Demonstrate in-depth knowledge of World History and how it relates to the social studies in general and history specifically.

Technology:

     --Apply new technologies to teaching, learning, and research

Reflection:

     ---Reflect upon his/her knowledge of the history of the World to 1600 and demonstrate a commitment to ongoing professional development by keeping abreast of current affairs in the region and how it relates to its past..

STUDENT OUTCOMES:  Upon completion of this course students should be able to demonstrate a familiarity with the work of historians and scientists in re-creating the human story:

1. Describe the work of anthropologists, archaeologists, geologists and biologists in uncovering the past (DPI 1.5).
2. Compare and contrast the methods and techniques these scientists use to uncover the roots of human existence (DPI 1.5).
3. Describe the methods and techniques the historian uses to re-create the human story (DPI 1.5).
4. Identify the criteria by which the work of historians is evaluated  (DPI 1.3, 1.5).

1. Describe the motivating ideals of the world's major civilizations (DPI 1.1, 1.2, 1.3, 1.4).
2. Explain the various ways in which different religions shaped the life of various societies (DPI 1.2, 1.3).
3. Analyze the interaction of economics and political systems in various civilizations (DPI 1.1, 1.2, 1.3, 1.4).
4. Evaluate the role of the arts and intellectual life in early civilizations (DPI 1.1, 1.2, 1.3, 1.4).

*Please see University Attendance Policy for details about how this grade affects your GPA.

1. EXAMS: Unless the absence is excused with proper documentation, the make-up exam grade with be reduced by one letter grade as a penalty for absence. Make-up exams are at the sole discretion of the instructor. Missed exams caused by an excused absence must be made up WITHIN ONE WEEK unless illness or emergency necessitates a longer absence from school. 
2. Missed due date of the assignment. This applies to writing assignments--SUBTRACT ONE LETTER GRADE. 
3. No make-up work will be accepted the last week of classes. 

c. EXTRA CREDIT  may be earned through cultural reaction papers turned in with the exam.  GUIDE

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Wow! A superior or excellent essay (A, B) 

Area 1:     Content, Ideas, Analysis, Interpretation: 
 1.    Focuses on what the question asks. Does specifically what the question
        requires: Fulfills the demand of the action verb: compare, synthesize,
        critique, evaluate, etc. 
  2.    Explains about people in the past (individuals and groups) and what they            did.  Incorporates the actual words of historical actors (primary sources) into
        your essay. 
3.    Attempts to explain (interpret) the key historical issues involved, such as
        causation, comparisons, 
4.    Briefly identifies the people mentioned and defines specialized or Spanish
        terms. 
5.    Optional: Incorporates and cites additional research beyond the assigned
        readings. 

Area 2:     Use and Citation of Historical Evidence 
1.    Supports all thesis statements (explanations, interpretations) with specific
        evidence (examples, illustrations, concrete historical actions). 
2.    Draws evidence (supporting examples) from ALL the required readings. 
3.    Appropriate inclusion of primary source (firsthand) direct quotations.
        Persons quoted clearly identified. 
4.    Includes statistical evidence (raw numbers, percentages, charts, graphs)
        when appropriate. 
5.    (Research paper only): All sources cited properly with end or footnotes and
        complete bibliography. 

Area 3:     Organization and Logic 
1.    Organizes ideas and themes into logical sequences and subtopics
        appropriate to the question. 
2.    Includes a brief, clear introduction that aptly summarizes the paper's major
        focus, most important points, and guides the reader on what to expect in the
        body? 
3.    Includes a final, logical summation or conclusion. This section may also point
        to important issues and questions that would require further research. 
4.    Each paragraph focuses on and supports a single idea; one topic per
        paragraph. Logical transitions between paragraphs create a clear flow from
        point to point through the essay. 
5.    Makes as complete an argument (analysis) as space permits. 

Area 4:     Writing Clarity and Correctness 
1.    Phrases ideas in direct, clear, concise sentences? Avoids unduly long,
        complicated sentences (25 words plus). 
2.    Expresses ideas in the active voice. 
3.    Exhibits strong sentence fluency--the language flows cleanly and clearly, like
        a good speech. 
4.    Employs strong, vigorous action verbs (in the simple past tense that show
        specifically what people did. 
5.    Includes correct spelling, grammar, and punctuation 

A     Competent, Developing Essay-on track- but aways to go (C) 

1.    Simply narrates events or tells a story, rather than explaining and
        interpreting. 
2.    Strays from the question; includes information, people, and events not
        directly related to what the question asks. 
3.    Fails to make a logical argument. Information is simply spewed forth in no
        particular order. 
4.    Fails to provide specific supporting evidence for every general statement. 
5.    Includes some evidence that is not relevant and/or factually correct 
6.    Does not show knowledge of ALL assigned readings? 
7.    Often expresses ideas in the passive voice. 

A draft or emerging essay- not yet there -needs
hard work (D, F) 

1.    Does not focus on nor answer the question asked. 
2.    Shows little knowledge or understanding of the assigned readings. 
3.    Most paragraphs lack historical specifics; few or no primary source
        quotations and/or overuse of quotations from secondary sources 
4.    Many simple assertions that lack relevant evidence or illustrations. 
5.    Entire essay overly general; no specific supporting examples; little evidence
        from the required readings; inadequate and/or incomplete citations. 
6.    Exhibits poor writing, such as typos, sentence fragments, subject-verb
        disagreements, considerable overuse of the passive voice, grammatical and
        word use errors. 
7.    Mixes past and present tenses. Write history in the simple past tense. 
8.    Often appears hastily written, as a first draft, with careless errors and little
        evidence of careful thought. 
http://social.chass.ncsu.edu/slatta/rubrics/rub4a.htm

Students are expected to observe normal courtesy in class. They are expected to pay attention to the instructor, to take detailed notes, to refrain from personal conversations, and to avoid any other behavior which is disruptive and disturbing to others. A student who does not observe these courtesies may be asked to leave the room.

This course is designed to help improve your proficiency in note-taking, library skills, logical and analytical thinking and writing, and critical evaluation.
 

• Bennett, Norman R. Africa and Europe: From Roman Times to National Independence, 2nd Edition, New York: Africana Publishing, 1982. 
• Brophy, James M, Steven Epstein, Cat Nilan, John Robertson, and Thomas Max Safley. Perspectives from the Past: Primary Sources in Western Civilizations, Volumes I & II. New York: W.W. Norton 1998. 
• Collins, Robert O., James McDonald Burns, and Erik Kristofer Ching. Problems in African History: Pre-Colonial Centuries. New York: Markus Wiener Publishing, 1994. 
• Crosby, A. The Columbian Exchange. Westport, CT: Greenwood Press, 1972. CLASSIC  
• Curtin, P. Cross-Cultural Trade in World History. New Rochelle, NY: Cambridge University Press, 1984.
• Curtin, Philip, Steven Feierman, Leonard Thompson, and Jan Vansina. African History: From Earliest Times to Independence. Second Edition, London: Longman, 1995
• Garnet, J. Daily Life in China on the Eve of the Mongol Invasions. Stanford, CA: Stanford University Press, 1962.
• Hansberry, William Leo. Africa and Africans as seen by Classical Writers. Volume II, Washington, DC: Howard University Press, 1981.
• Hilliard, Constance B. Intellectual Traditions of Pre-Colonial Africa. Boston: McGraw Hill, 1998.
• Hodgson, Marshall G.S. Rethinking World History: Essays on Europe, Islam, and World History. Cambridge: Cambridge University Press, 1996.
• McNeill, William H. A History of the Human Community. 2nd ed. Englewood Cliffs, NJ: Prentice Hall, 1987.
• Northrup, David. The Atlantic Slave Trade. Lexington, MA: D.C. Heath and Co., 1994
• Smith, H. The Religions of Man. New York: Harper and Row, 1965.
• Stavrianos, L. S. A Global History. 4th ed. Englewood Cliffs, NJ: Prentice Hall, 1988. 
• Tracy, James D. The Rise of Merchant Empires: Long-Distance Trade in the Early Modern World 1350-1750. Cambridge: Cambridge University Press, 1990.
• Wiesner, Merry E., Julius R. Ruff, and William Bruce Wheeler. Discovering the Western Past: A Look at the Evidence. Second Edition. Boston: Houghton Mifflin Company, 1978. DOCUMENTS READER
• Willis, F. Roy. World Civilizations. 3rd ed. Lexington, MA: D. C. Heath and Co., 1987.