Credit hours: 3Instructor: Larissa Nemoianu

E-Mail: Larissa_Nemoianu@jackson.cc.mi.us

With the year 2000 there is great anticipation of a "new era," a new beginning. However, the future is inescapably tied to the past and questions our society is facing and will face in the future are rooted in our past. Our attitudes on such issues as political democracy, social justice, economic opportunity, equality and the environment have all been shaped by our society's previous experiences. In this course we will study how these attitudes and beliefs evolved from prehistory to the fifth century AD. History in large part, is a study and an attempt to understand those links from what we "were" to what we "are" and to what we "hope to be."

History is not one-dimensional; instead, it has ties along both chronological and societal lines. A particular historical event is not only influenced by those events that happen concurrently, but also by those which precede it. The Civil Rights Movement, for example, was not only molded by the atmosphere of America in the 1950s and 1960s, but also by other movements among African-Americans which predated it.

Ancient History is attempting to answer questions as "Where and how did it all begin? Were the early civilizations similar to one another? What are the differences between one another? How did the early humans change from food gatherers into food producers? How did they move from small villages to create big towns? What made these changes possible? What was the role of religion in human history? etc."

This course has two major objectives:

A. First, we will study history as a process through which our society, our country came to be as it is today. Our society in 1997 is the product of a diverse and complex past and a fuller understanding of that past will give us greater insight and perspective into the historical roots to the problems that challenges us.

B. The second objective of this course is to challenge you to develop your critical reading and writing skills. We will introduce you to sets of complex historical problems and ask you to order, assess, analyze and conceptualize the material in order to gain greater understanding of the particular problem with all of its ramifications.

1. Identify and understand historical terminology and concepts related to environmental, economic, social, political, religious, cultural, intellectual life, and to be able to analyze historical events or processes from the above points of view

2. Be familiar with important events and personalities from the ancient world and see them as the roots of today's civilization, realize that history is a product of the actions and behavior of groups, nations, or groups of nations

3. Realize that the study of history is part of understanding ourselves, our culture, and the relationship between cultures, for all human have been shaped by institutions and values inherited from the past.

4. Possess the knowledge and the skills to analyze, evaluate, interpret and synthesize information from primary or secondary sources

5. Develop practical skills such as using technology in research, writing and communicating.

6. Develop such skills as working in groups, responsibility for their own learning, objective evaluation their own and their partners participation in group and class discussion

I hope that through this course I will have whetted your appetite for knowledge and will have offered you the tools with which you, I hope, will continue to enjoy and to prize learning throughout your life.

In addition to my lectures, you should participate in class discussion. The discussions are an important and critical element of History 231. For the discussion to be successful and for you to get the most out of the course you must have finished the assigned reading before you come to class and be prepared to discuss the material. As a general rule it is a good idea to bring the books each week to class. It is quite possible that I will read a paragraph from the material and have you comment on it. In addition you might have questions of your own from the readings that you want to discuss.

Since class attendance (lectures and discussion) is essential for your successful completion of the course, attendance checks will be made each class meeting. You are responsible for all material presented in class, including announcements about course procedures. Part of your grade is class participation. Also, exams, quizzes, and homework often include questions on material presented only in class, so your attendance directly affects your performance. After 3 absences the student will be dropped at the instructor's request.

Evaluation:

Students can accumulate 1000 points:

500 hundred from the exams

200 from the research project

200 from quizzes

100 points from class participation

1. Withdraw and audit -"W" and "Y"- are permanent transcripted grades and will not be change

2. No awarded grade appearing on the transcript will be changed to either Withdraw or Audit

3. Change of awarded grade to Incomplete must be accompanied by detailed explanation and documentation. Final approval is based on the judgment of the Dean of Faculty and registrar

4. The Incomplete is awarded only when student work is deemed to be sufficient in quality but lacking in quantity. Written agreement between the student and Instructor as to work needed to be completed as well as completion date is required. An "I" not changed by the next full-length Fall or Winter semester will remain a permanently transcripted grade unless the course is not offered, for example, in the next full-length semester (Any "I" not changed at the end of one year will remain a permanently transcripted grade)

5. An Incomplete that is transcripted may be changed to a grade by the instructor of record only.

Examinations:

3 partial exams are worth 300 points (100 each)

The final exam is worth 200 points and covers the entire material studied over the semester.

The partial exams are made up of multiple choice, essay, primary sources and true/false questions from the textbook, from class discussion, supplementary readings and primary sources.

Exam I: Lesson.1-8 (including 8)

Exam II: Lesson 9-15 (including 15)

Exam 3: Lesson 16-27

The Final Exam will place considerable emphasis on your ability to analyze, synthesize your critical thinking and communicate in writing your conclusions of the course material.

The Final exam is made up of 40 multiple choice questions (worth 80 points) map exercise (worth 20 points), a primary source interpretation (20 points), and 4 essay questions (worth 80 points).

 

You will work in assigned groups of 3-4 students. The instructor will establish the role of each individual in the group. The instructor will also do this for exams. The ideal group will be composed of equally prepared students, but, if one student misses class, or acts disinterested towards the well being of his or her colleagues, this student will be removed from the group.

Again, the instructor decides the composition of groups for each exam.

Each student will take the quizzes and first exam alone, not with their group.

Partial exam 2 and 3 and Final Exam are group exams. Again, the instructor decides the composition of groups each exam.

No exam can be retaken and no make-up for quizzes.

If for any family, medical, or personal emergency you find it necessary to miss a midterm or final exam, you must contact the course instructor before the examination. If unable to contact the instructor, leave a message with the building secretary (787-0800, ext. 8152). Medical excuses will require a note from a doctor. A death in the family will require a copy of the death certificate or an obituary. Reasonable accommodation will be made in genuine cases of extenuating circumstances.

Assignments:

You will be required to do a research project, worth 200 points.

I sincerely hope that the research project will not be an exercise in futility or simply be regarded as busy work assignment. In addition I hope that the project will engage your interests and encourage your imagination and creativity.

If you choose a written research project, this must be typed, double-spaced, no shorter than 5 pages, and no longer than 8 (the best will be 5 pages long). The project, as well as the essay questions on the midterm and final exam has been designed to sharpen analytical, conceptual and critical skills.

In addition you must have a bibliography page and notes (if you use Internet sources you should present a hard copy of your source.)

The written research project will be graded as following:

1. On historical knowledge of the period: 75 points

2. Ability to analyze, synthesize, compare and contrast different historical events: 100 points

3. Style, vocabulary, and grammar: 25 points

As far as style is concerned, I will accept footnote, endnote or parenthetical format, but ALL references MUST be documented and all sources included in a bibliography at the end of the essay.

A research project (written or any other form) should have at least four sources, not including the textbook.

For a written project: you will be ask to critically evaluate one or two personalities, situations, events, or articles written by professional historians. For each of them you should have in mind the following plan:

1. Introduction

Note which articles (personalities, events, etc.) you plan to analyze and explain briefly the topic.

2. Summary of First Article (personality, event)

If it is on two articles: identify the author and summarize the main points of the first article. Note any weaknesses in the article, including insufficient evidence, unclear reasoning or writing style. You may want to consult professional reviews of the original source of the article or works by other authors.

3. Summary of Second Article (event, personality)

If it is on two articles: identify the author and summarize the main points of the second article. Note any weaknesses in the article, including insufficient evidence, unclear reasoning or writing style. You may want to consult professional reviews of the original source of the article or works by other authors.

4. Comparison of Articles (personalities, events)

If it is on two articles compare and contrast the articles. How do they reflect different perspectives on the issue? Can these different views be attributed to any personal biases of the authors? Which of the articles do you find more convincing, and why (or are they both lacking)? This is the meat of your paper, so be sure to explain your criticisms clearly.

5. Conclusion

Summarize your main points and state again which article you find more persuasive.

As far as style is concerned, I will accept footnote, endnotes or parenthetical format, but ALL references MUST be documented and all sources included in a bibliography at the end of the essay.

4.0: 940 -1000

3.5: 870 - 899

3.0: 800 - 869

2.5: 700 - 799

2.0: 650 - 699

1.5: 550 - 649

1.0: 500 - 549

Below 500 - 0.0

Textbook: The Ancient World, A social and Cultural History, Fourth Edition, D. Brendan Nagle, Prentice Hall, Upper Saddle River, New Jersey, 1999

Sources: The Ancient World, Readings in Social and Cultural History, D. Brendan Nagle, Stanley M. Burstein, Prentice Hall, Englewood Cliffs, New Jersey, 1995

It is important that you record the names and phone numbers of at least two other class members. I strongly recommend that you study for exam in-groups.

In order to succeed in this course it is absolutely necessary for you to attend the class, to participate in discussions, to read the assigned material and, if you have problems, to contact the instructor immediately. I will be willing to help organize study groups, assign a tutor, or work one on one with each of you. Do not forget: my office is next door and I am here for you during my office hours or, by appointment, at your convenient time.

Stop in my office even if you do not have problems so that we can learn more about each other.

 

Again -GOOD LUCK