CORE 131
Western Civilization to 1914

(3 credits)

Fall 2017


Prof. Pavlac
Office: Hafey-Marian 307
  Office Hours: Wednesdays 9:00am-Noon;
2:00-4:00pm, and by appointment.
Tel: (570) 208-5900, ext. 5748

Section C: MWF, 1-1:50 pm

Hafey-Marian 301



Requirements | Exams | Maps | Moodle

Written Assignments | Grades | Grading Policy | Paper Presentation

General History Links | CLASS SCHEDULE with links to WebSOURCES | How to read Primary Sources

I. Description:

Where did our culture come from and how does it matter? This course on Western Civilization can help answer those questions. We will survey the main stages of Western Civilization, with an emphasis on concepts, forces, ideas, events, and people that have shaped our society up through the 19th century. In other words, we will examine, through lectures and discussion of readings, how our ancestors and the creators of our culture handled nature, ordered government, structured society, produced wealth, expressed ideas in word and form, and conceived the ultimate meaning of life, the universe, and everything.  

II. Purpose:

A. Mission Statement:

This Core Curriculum requirement is a course in the Civilization category.

This class is an important part of your education!  Civilization courses are designed to explore in some depth the complex dimensions of our world and the cumulative experience of the past, to provide an understanding of how yesterday influences today and the outlook for tomorrow. We study the major developments of Western peoples until the 20th century because most of the problems and institutions of contemporary society have distinguishable roots in the historical past. Moreover, because of the physical and material expansion of the West in the modern period, many of these forms  (capitalist industrial manufacturing, the nation-state system, etc.) have become global in nature.

We offer this course as part of your general education requirements because it is important for educated citizens to be familiar with the main stages of Western Civilization and recognize it as an expanding force which produced important forms of political, social, and economic organization. You should understand that most of the structures within which we order our lives are products of this evolution. Historians believe that past human behavior can be studied scientifically and that social scientists can improve our understanding of people in the present.

Further, whatever your major or career goals may be, throughout your lives you will be deluged with information, opinion, and interpretations about events which you should be able to evaluate critically. Answering questions and solving problems by critical analysis -- not just memorization of data -- is a basic goal of education. Information is just the raw material in this process and, though rational analysis must be based on factual data, memorizing tidbits of information is not an end in itself. Our real goal is to develop concepts which give order and meaning to the raw material of our recorded past. Doing this requires comprehension beyond minimal factual details of past events. Major emphasis will be on patterns, themes, and concepts against which the factual data must be understood.

We hope that upon successful completion of this course you will have improved your understanding of world civilizations and become a more perceptive judge of the data, opinions, interpretations, and explanations continuously offered to you. This process, indeed, should last your whole life, since (paraphrasing the observation of the distinguished professional historian Carl L. Becker from 1931) "Ultimately, every person is their own historian."

B. CART goal:

The Civilizations category of the Core develops critical thinking skills in an historical context, helps students reflect on their own heritage, and constructs the cultural knowledge that unites many other areas of the Core.

C. Objectives for the student:

Student Learning Outcomes

D. General Learning Outcomes as part of the CORE for the student:

In addition, this course has some general liberal-learning goals. It is expected that successful completion of this course will help you improve:

III. Requirements

A. Academic Integrity:

Review the academic honesty policy concerning cheating and plagiarism, differing levels of violations, and your moral, ethical, and legal obligation only to submit work completed by you yourself. (click here for more information from the Student Handbook <>).  Also see <Help stop Plagiarism!>.

B. Reading:

The readings are intended to provide you with important factual and background information before class, a basis for discussion during class, and to be used as review and reference works afterwards.

1. Please obtain the following textbook:
Pavlac, Brian A., A Concise Survey of Western Civilization: Supremacies and Diversities throughout  History. Combined Volume. Second Edition. Rowman & Littlefield Publishers, Inc.; ISBN-13: 978-144223767-4.  
See the website for study guides and other learning aids:

Before class, you will read the text according to the schedule, below. In all of your classes, you should prudently mark up, underline, highlight, and otherwise annotate your texts as you study. For this class, you are required to do so.  Thus it would be best if you purchased/rented/leased a clean un-marked-up copy of the text (whether new or used).
You should critique the textbook as you study. While you are reading, use one or more highlighters or pens to mark up portions of the text. You might use marks similar to those used by the professor in his assessment of your own assignments, found here.  You might consider different colors for (a) historical facts, terms, dates, (b) important points or details, or (c) key explanatory phrases and sentences (d) significant quotes or lines. You might write comments in the margins about the following points:

Be sure to answer the review question at the end of each section in the Concise Western Civ text by writing in your book (or on a removeable note).
Carefully reading and noting texts is so important that the instructor applies two methods of evaluation:
First, quizzes will be given. Quizzes are open book, so you may copy your answers from your notes onto the quiz sheet. Use your own words: language similar to the text may be plagiarism.
Second, you are required to turn in your textbook at each exam; then the instructor will evaluate how well you have marked it up and answered review questions.
Bring your Concise Survey textbook to every class. Ask questions about your text. We will discuss it. After class, regularly through the semester, you should review your class notes and compare them with the text.
If you have a used textbook that has already been marked up, or an electronic version of the textbook, or you have some other problem with obtaining a textbook, see the instructor within the first two weeks of classes so that solutions can be found for your use of the textbook and subsequent evaluation.

2. Reading Primary Sources:

You will read modern versions of primary sources, or WebSOURCES, acessible on the internet.  Before class, you will PRINT OUT and read the sources according to the schedule, below

  1. Obtain the sources and their questions either in the textbook for the Primary Source Projects or for online sources by clicking on the link according to the schedule, below.  A new tab or page should open on the site with the appropriate link of the title for the WebSOURCE followed by suggested questions
  2. Click on that link and PRINT OUT each WebSOURCE.  (You might do all of them ahead of time to save yourself from last minute problems).
  3. Read any introductory comments and the primary source itself, MARK IT UP or take careful notes in the margins or on a separate sheet.  Be sure to consider the question given below the source name on the schedule, below.  You might also answer the suggested questions from the page, or those general ones below here (writing perhaps in the margins or on the back of the page).  You might do more research on your own.
  4.  Bring to class the marked-up printout of each WebSOURCE  (and note sheet, if applicable) for discussion.  You may be required to turn in for credit your printout and/or answer a relevant question in a quiz.

As you read each WebSOURCE and mark it, you may want to answer the following questions:

For more on sources, see <>.

C. Class Participation & Attendance Policy:

Participation and attendance are necessary because lecture and discussion provide the essentials for achieving class goals and objectives. Thus a portion of your grade (about 10%) will depend on your in-class performance, aside from graded quizzes, exams, and papers. You are required to attend each class, arrive on time, remain attentive, maintain proper classroom decorum, respond to questions, and participate in discussion and small-group activities.

You are encouraged to take notes and ask questions. Since mature engagement with our society's past and present problems and controversies requires knowledge of current events, students are expected to be informed about significant current events.

During class, electronic devices may only be used for tasks and information relevant to the classroom activity and may not distract you or other students. Only with the instructor's permission may class be recorded, only to be used for your own study, and the recordings must be erased after the final exam.

Any student who has a learning disability, physical handicap, and/or any other possible impediment to class participation and requirements (whether vetted by the Academic Skills Center or not) should meet with the instructor within the first two weeks of classes to establish available accommodations.

If, at some point during the semester, you must discontinue the course, whether due to poor performance, illness, or some other cause, be sure to follow proper procedures for withdrawal through the Registrar.

D. Absence Policy:

Since participation and class attendance are necessary, if you miss a class you must complete an Absentee Assignment (see below).
If you arrive at class late, after attendance is taken, you must personally request that the absence be turned into a tardy mark; otherwise an Absentee Assignment (see below) may be required. Students who need to leave a class early, except for an emergency, should notify the instructor before class begins.
Missing a class falls into two categories, excused or unexcused, either of which requires submission of an Absentee Assignment (see below).

1. Excused absences are due to college activities, an emergency, or extended illness. They require a notification by the appropriate College official (coach, director, etc.). If you know in advance, you should consult with the instructor about making up/turning in missed work; otherwise contact the instructor as soon as possible after your return. They should have no negative impact upon your grade.

2. All other absences, for whatever reasons, are unexcused, but do not require any written documentation. More than a few will lower the class participation portion of your grade.

After any absence, you are also responsible for requesting any hand-outs and already-returned assignments from the professor or borrowing notes from other students.

If you miss any quizzes and/or class projects due to an excused absence, you may make them up with the explicit permission of the instructor, who may require any equivalent assignment; otherwise you will get an average of the other student grades, if you turn in an absentee assignment. 
If you miss an exam, you do not need to complete an Absentee Assignment, but contact the instructor as soon as possible to schedule a make-up for the exam. You may take a missed exam only at the discretion of the instructor.

A few unexcused absences or a make-up exam should not significantly affect your grade.  Always, your health is your first priority. If you are sick, stay away from class, and seek proper treatment and rest before returning to class.

E. Absentee Assignment:

Since participation and class attendance are necessary, if you miss a class you must complete an Absentee Assignment so that the instructor may evaluate whether some learning has taken place.
For an Absentee Assignment, you are to write a no more than one page essay (in proper presentation format--the title on the cover page should be "Absentee Assignment" followed on the next line by the date of the class missed) answering the Big Question for that day's textbook reading AND showing how that day's Primary Source applies to the reading (for a missed review or library class, write an outline of an exam question from that part of the course). 
These papers are ungraded, without points, and not returned; yet failure to complete Absentee Assignments will significantly lower your grade, perhaps resulting in failure of the course. 
: The assignment(s) should be turned in to the instructor at the beginning of the next class after you return.

F. Regular Quizzes

1. Written Quizzes:  The instructor will give quizzes to test your reading and comprehension and to review (worth between 5 and 20 points).  The quizzes will be open book/note and will usually be one of these types: 

  1. In one short paragraph, sum up the answer to the BIG Question of the day or answer the review question at the end of a section from the textbook. 
  2. For each of three people or events you choose from that day's textbook reading, write one sentence for each describing why each is important in history.  
  3. The instructor may just collect your WebSOURCE, which should be marked up with underlined, commented on, or with questions answered to earn credit.
  4. In one short paragraph, answer the question(s) tied to that day's WebSOURCE; or answer other relevant question(s) based on your reading of those primary sources. 
  5. In-class project in which you will work through part of the textbook, a WebSOURCE, or another source as assigned by the instructor, in pairs or small groups and then provide written answers to a problem or set of questions to be turned in after the time set by the instructor.  Each member of the pair or group will receive the same grade.

2. Quizzes on Moodle:  You may take the quizzes on Moodle any time after they become active, before their respective due dates and times (before 11 am).  If you miss taking one, you cannot take a replacement.  For help with computer issues on Moodle, contact Ms. Bonnie Scutch at (570) 208-5900, telephone extension 6036, or email at

About the Map Quizzes:  Unless you know where things are, you cannot understand how they are related to each other.  Therefore portions of exams and quizzes of this course require knowledge about historical geography:  how peoples and countries develop significant spatial relations over time. Each exam will have a map portion, but you will also take a map quiz by computer using Moodle.

You are responsible at all times for the general topography of Europe, but as we move through history some geographic locations become newly significant.  For each exam, covering each part of the course, the new locations are listed, but you are still responsible for the earlier ones. 

For study and practice, use the map at <>.  Also go to Moodle for study paths, self-tests, the quizzes, and a list of all required specific locations to know. 
Maps are also available on the ConciseWesternCiv site: under the "Extras" link.

G. Exams

In class, you will take two major exams as scheduled during the term and one more during finals week, for a total of three exams.  The exams are comprehensive: exams cover material since the beginning of the course (although most of each exam will focus on the portion most recently covered).   All exams will consist of both objective questions testing recall based on historical geography and maps and essays demanding your understanding of the course material through logical argument of facts and explanation of historical trends.  Only paper from the instructor is to be used.  Please write legibly, in blue/black ink (no pencils).  
To study for the exams you should regularly, at least once a week, review your class notes, and refer to the study questions linked below. You should also compare and contrast these notes with your textbook and with the issues and trends emphasized in the class description.  To avoid common exam errors, check this page.  

Study Questions for Exam 1Study Questions for Exam 2Study Questions for Final Exam

I. Major Written Assignment:

Outside of the classroom you will research and write a major written assignment, SORTING THE TRUTH, culminating in a three-to-four page essay which evaluates different views presented by sources concerning an event in Western Civilization. 

Sources often present different, even conflicting, views about people and events in history. Examining various source problems will assist you in distinguishing facts from opinions. You will manage information, evaluate different historical opinions, analyze arguments, organize your thoughts and present them in a clear written form in order to better understand an historical process.

To properly guide you through the research process, the assignment is divided into several parts, as follows.

Part ONE: Written Assignment Quiz (20 points)
As preparation for writing, you must take a quiz on Moodle about your writing assignments.  The links below should provide you with all the information necessary to answer the quiz questions.

Part TWO:  Choice of Topic (10 points)
1. Choose a Primary Source Project from chapters 2 through 11 of your Concise Survey of Western Civilization textbook  (see also the linked pages from “List of Primary Source Projects” <>. [You may choose two other sources not in the text with written permission of the professor]. Before committing yourself to your selection particular primary sources, you should learn something about them through tertiary sources such as the textbook, pages on the web, and a required Wikipedia and Encyclopedia Britannica Online search.  If you cannot find an entry on the exact source (usually named in the title of the source AND/OR the citation at the end), search the author, or the subject of the source.  (For PSP 4 and 5, which use only one source, also research the author for this assignment).
2. Submit your assignment at the beginning of class on the date listed in the schedule, in the proper presentation format (page number location, margin size, Times Roman 12-point font throughout (except for note number size), footnote location, indentations, italicizing, line spacing, commas, etc.) with (1) a title page; followed by (2) a page numbered #1 with the names of the primary source(s) and author; (3-6) followed by identification copies, namely the first pages of the Wikipedia and Encyclopedia Britannica Online articles on both sources.  
Use the checklist at <> to review your presentation before you turn in your paper. Click here for an example.

Part THREE:  Tertiary Source Verification (15 points)
1. Study the relevant articles for one of your sources from both Wikipedia and Encyclopedia Britannica Online from the previous assignment.
2. Compare and contrast the information about ONE (1) source from both encyclopedias. In particular, for that ONE (1) source or its author, select at least three (3) facts verified by both the Encyclopedia Britannica and Wikipedia of information that is important to understanding.  Each selection should be between five (5) and thirty (30) words long.  For more information, see the page on sources.
3.  Write each fact clearly in you own words followed by a clearly labeled direct quotation (using "quotation" marks!) from both the Encyclopedia Britannica and Wikipedia. For a sample of how it should look, click here.
This assignment will be evaluated on how well you select relevant facts and substantiate those with information from the tertiary sources. 
4. Submit your assignment at the beginning of class on the date listed in the schedule, in the proper presentation format of of (1) a title page followed by (2) your three numbered paraphrases and direct quotes, and (3) printouts of only those pages from the Encyclopedia Britannica and from Wikipedia showing the three chosen passages (clearly identified by underlining, boxing, or highlighting).   

Part FOUR:  Secondary Source Research (25 points)
1. Find at least six relevant peer-reviewed books and scholarly articles, relevant to the source(s), the author(s), or the event(s) covered by the source(s). These secondary sources must be from printed books and journals, namely scholarly, biographical, detailed works, written by professional historians and which closely examine the rulers or their times). [Journal articles may be full-text versions from an appropriate database, such as Academic Search Premiere/EBSCOhost.  N.B. make sure you use full articles, not abstracts or book reviews.]
2. Make identification copies of your sources to be handed in (you may/should also make fuller copies for your own research purposes).  For books, use the title page; for journal articles, the first page of text with the article's author and title. 
3.  With the information you have researched, fill out the Form for Primary Source Evaluations for your source(s).
4.  Create a pre-bibliography listing each of your sources, in proper presentation format, with the appropriate sources you have collected so far listed under the following subheadings:  "Tertiary Sources," "Secondary Sources," and  "Primary Sources." You will get some extra credit for having more than the required minimum sources, (four tertiary, six secondary, your two primary), depending on their quality.  The tertiary sources from your previous assignment should be part of the "Tertiary Sources." You should also use any sources (including a full edition of your source(s) if any) on the pages linked from <>.
This assignment will be evaluated both on the quality of references and the accuracy of bibliographic formatting.  Use the checklist here <> to make sure you have followed the instructions.
4. Submit your assignment at the beginning of class on the date listed in the schedule in the proper presentation format of (1) a title page followed by (2) your completed Primary Source Evaluation Forms (3) the pre-bibliography, and then (4) the identification copies (title pages of books or first pages of articles) of only the secondary sources in the same order as listed in the pre-bibliography. 

Part FIVE:  Paraphrasing and Citation Practice (25 points)
1. For one source, copy/print out one page of text from a relevant secondary source.
2. On that page, highlight a specific passage of information that you think contributes to understanding your topic.  Select a passage between twenty-five (25) and fifty (50) words long.
3.  On a separate page, rewrite each passage in your own words and properly properly cite with a Chicago/Turabian footnoteFor further help on paraphrasing, consult the linked page hereFor a sample assignment click here.
This assignment will be evaluated on the quality your choice of information to be used and your use of your own language. 
4. Submit your assignment at the beginning of class on the date listed in the schedule for each paper, in the proper presentation format of (1) a title page followed by (2) a page numbered "1" with your own paraphrasing of the selected passage and its citation as a footnote at the bottom of the page;  (3) a page numbered "2" (followed if necessary by more pages sequentially numbered) showing your current pre-bibliography; (4) a copy of the page from the selected secondary source with the original passage highlighted.     

Part SIX:  Pre-Writing (25 points)
1. Formulate a thesis for your topic.  Basically your thesis will state briefly your view on what the interepreted sources tell us about history.  For more on writing theses, click here
2. Formulate an outline for your paper (limited to one page). For more on outlines in general, click hereFor a sample of how the outline should look for this assignment, click hereSee also this page on Essay Structure.  Write out your thesis as one complete sentence only.  Outline points should reflect the main topics you have researched about your sources such as their authoriship, accuracy, contradictions, points-of-view, perspective on major historical and social issues (scientific and technological sophistication, distribtion of wealth, violence and power, social hierarchy, creativity, and belief systems). Your conclusion should clearly restate how these sources can contribute to our better understanding of certain historical issues.
3. Submit your assignment at the beginning of class on the date listed in the schedule for each paper, in the proper presentation format of (1) a title page, followed by (2) a page with your outline and thesis (page 1), then (3) your current pre-bibliography (page 2-etc.). (Do not include any photocopies from previous assignments).

Part SEVEN:  FINAL DRAFT (75 points)
1. Rest, then review and revise your written work repeatedly. You might use the Writing Center
This assignment will be evaluated on the quality and use of your research from your sources your thinking about how information can be rationalized.  Support all your assertions with proper reasoning and/or details drawn from your sources. Your citation of sources will substantially influence the evaluation of your essay.  Check out this information on "How to write Essays."
2. Submit your final draft at the beginning of class on the date listed in the schedule in the proper presentation format of (1) a title page followed by (2) your three-to-four pages of original text of your essay, (3) your revised and final bibliography, and (4) print out the checklist here <> fill it out to make sure you have formatted your paper correctly, and attach the checklist at the back of your assignment..  (Do not include any pages with thesis, outlines, or photocopies from previous assignments).


Completing assignments on time is an important aspect of your course work.  You yourself must hand in each written assignment at the beginning of class on the dates as listed in the schedule, or as soon as possible after an absence.
You may not earn credit for a part of a written assignment until the previous part(s) have been submitted.  The grade of any assignment you turn in late will lose at least 10% after the beginning of the first class, 20% after the second, and 35% after the third. No late assignments will be accepted after the last day of classes. 

IV. Grades:

You earn your grade through work done for this course.  You are responsible to understand why you have achieved a certain grade and what you can do to maintain or improve your grade.  You are encouraged to consult with the professor during office hours or by appointment both before and after exams and written assignments. 
Click here for a Grading Policy with more information on the parameters of evaluation and grading. For more information on grades, see your Student Handbook and the college catalog.

For your protection, in case of errors of recording, you should keep copies of all exams and assignments until you have received official notice of your final grade.  Any and all materials done for this course may become the property of the professor, who may use them for assessment, evaluative, scholarly, or research purposes. 

Your final grade will be based on a percentage (above 90%=A, 80-89%=B, etc.) of the sum of the assignments. Different assignments will be worth certain point values, as follows:

75 points for the first exam; 100 for the second exam; and 125 for the final exam;
10 points each (30 total) for three map quizzes; 20 each for syllabus and written assignment quizzes;
5-20 points each for any in-class quizzes or class project statements;
15 points for each textbook evaluation at each exam;
175 points for parts two-seven of your major written assignment;
200 points for your class attendance & participation.

V. Schedule of Class Topics and WebSOURCES::

Should the College cancel classes, still do work according to the schedule below, until otherwise instructed by the professor.

Should the College have a compressed or half-day schedule, still do the work according to the schedule below turning any required work in at the next class, until otherwise instructed by the professor.  Meeting time under a compressed schedule for the 1:00 pm class is 1:45-2:30 pm.

The list of WebSOURCES and their questions required for each class are shown in the right hand column.   Clicking on a link on the schedule will take you a page at, where you can click on the appropriate link to get to online resources.

PART I The Study of History and the formation of the Ancient West


Big Questions/Assignments Due

Concise Western Civ pages to read

Links for WebSOURCES

1- M Aug 28

What's this course about?

- -

W Aug 30

How do historians study, divide up, and understand our past?

xvii-15 What is History?:
Which definition of history most resembles your own, and why?

F Sep 1

What important cultural survival techniques did our old-stone-age ancestors invent?

Syllabus Quiz Due on Moodle


Paleolithic Tools
[Just print and bring to class the first page that shows the basic tools; you should look at the linked pages with more pictures of tools.]
How are tools a combination of both form and function?


- - -

2- W Sep 6

What often-ignored problems did civilization create ?  27-32 Code of Hammurabi, select laws
What rights and crimes are important according to these laws?

F- Sep 8

What did various Middle Eastern civilizations contribute to the foundations of Western Culture? 32-54 Some Laws from Leviticus:
What rights and crimes are important according to these laws?

3- M Sep 11

How did the Greeks and later Hellenistic rulers succeed and fail in politics?

1. Written Assignment Quiz Due on Moodle

57-70 Funeral Oration of Pericles:
What are the special virtues of Athens and its citizens according to this speech?

W Sept 13

What Greco-Roman culture unified the Mediterranean, Western Europe and the Middle East?

71-79 Apology of Socrates
[from "Strange, indeed...[to] die many times.]":
What does Socrates say is his service to Athens?

F Sept 15

How did Rome grow from a city-state to an empire unifying the Mediterranean?

81-103 Augustus:
What are the most important accomplishments listed here and why?

4- M Sept 18

How did the new religion of Christianity begin and grow?

2. Choice of Topic for SORTING the TRUTH Due

105-114, 123-125 Matthew 18:
  What are the most important virtues expressed here, and why?

W Sept 20

How did the Roman Empire fall in the West, yet last another 1000 years in the East?

1st Map Quiz due on Moodle

114-122 Augustine's City of God, Chapter 21:
How important are states to God's plan?

F Sept 22

Review xvii-125 Study Questions for Exam 1
Take this survey for the library!

M Sept 25

FIRST EXAM-- Bring your noted Textbook! - -

PART IIa The Medieval West


Big Questions/Assignments Due

Concise Western Civ pages to read

Links for WebSOURCES

W Sept 27

How did the new civilization emerging in Western Europe at the begin of the Middle Ages combine the heritage of Romans and Germans?

127-133, 144-146 Conversion of Clovis 
[You need not consider "The Incident of the Vase at Soissons," although it is interesting]
What people and events factor into Clovis' conversion?

F Sept 29

Library Visit

- (You are not required to print this out, but
this linked page on essentials of research and writing may be helpful.)

6- M Oct 2

How did the Franks and the Carolingian family succeed briefly in uniting a Western European empire, but ultimately fail?


Life of Charlemagne, selection:
What details show Charlemagne's human character?

W Oct 4

How did the feudal politics and manorial economics help the West recover at the end of the Early Middle Ages?

3. Tertiary Source Verification Due

139-143 Oath of Homage and Fealty:
To whom does Bernard give homage and what specific acts does he promise to do for his new lord?

F Oct 6

How did more centralized governments form in Western Europe during the High Middle Ages?

147-154 William the Conqueror, selection:
What details show William's methods of rule?

7- M Oct 9

How did the reforms of monks lead to a reform of the wider Church and the creation of the medieval papacy?  

154-161 Life of St. Bernard
[You need not consider the selection from the first life, not the one beginning "From the Acta Sanctorum of Arnold...," although it is interesting]:
What words describe the monastic life and the Christian faith?


- - -

8 M Oct 16

How did the popes fight with kings and other religious movements?

162-171, 182-184 Peter Abelard, Sic et non:
What are some of the problems with reading scripture? 

W Oct 18

How did the revival of trade & towns change the West during the High and Late Middle Ages?

4. Secondary Source Research Due

172-181 The Black Death described by Boccaccio:
What are the four different reactions Boccaccio attributes to people in dealing with the plague?

PART IIb Early Modern Europe


Big Questions/Assignments Due

Concise Western Civ pages to read

Links for WebSOURCES

 F Oct 20

How did late-medieval and early-modern monarchs concentrate still more government power?


Trial of Joan of Arc, selection:
What did Joan do to change from a simple country girl to come before the King of France, and why?

8- M Oct 23

How did the Renaissance promote the West's transition into modernity? 193-198 Machiavelli's The Prince, Chapter XVIII:
How does Machiavelli use the comparison to beasts to apply virtue as a guide for political action?

W Oct 25

How did the Western Latin Church begin to split apart during the Reformation? 199-203 Luther against the Peasants
What are Luther's specific criticisms of the peasants?

F Oct 27

How did early-modern reforms in religion culminate in wars over religion?

5. Paraphrasing and Citation Practice Due

2nd Map Quiz due on Moodle

203-210, 220-223 Pope Pius V's Bull Against Elizabeth:
What are the pope's criticisms of Elizabeth?

9- M Oct 30

What new world politics did the "Voyages of Discovery" and colonial imperialism by Europeans create? 211-220

Brief Account of the Devastation of the Indies, selection:
What specific atrocities do the Spanish commit against the Indians?

W Nov 1



Study Questions for Exam 2

F Nov 3

Second Exam-- Bring your Textbook! xvii-223

Time Period Study Guide Chart

PART III The Modern World


Big Questions/Assignments Due

Concise Western Civ pages to read

Links for WebSOURCES

10- M Nov 6

How did the First Scientific Revolution overthrow conceptions about how the world works?

223-228 Recantation of Galileo:
To what does Galileo plead guilty and why?

W Nov 8

What improvements did Enlightenment thinkers propose for human society? 228-233 Voltaire on Tolerance:
What role does religion have in intolerance?

F Nov 10

How did absolutism gain ascendancy in Early Modern Europe?

6. Pre-Writing (Thesis and Outline) Due

233-241 The Behavior of Louis XIV:
What details show Louis human character?

11- M Nov 13

How did democratic forms of government spread in the West? 241-249

The Declaration of Independence:
What are the three most important reasons, in your opinion, for declaring independence?

W Nov 15

How did the revolutionaries in France execute political changes?   250-254, 260-262

Levée en masse:
How do these regulations affect the citizens?

F Nov 17

How did war alter the French Revolution and cause Napoleon's rise and fall?


Napoleon's Report on the Condition of France:
How does the emperor spin his rule?

12- M Nov 20

How did inventions and capitalism produce the Industrial Revolution?

7. Final Draft SORTING the TRUTH Due

263-273 Observations on the Loss of Woollen Spinning:
What miseries have spinning machines resulted in for women and children?


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13- M Nov 27

How did competing ideologies offer alternatives in the 19th Century?


Carlsbad Decrees:
How do the resolutions affect students and their choices?

W Nov 29

How did Socialists address problems manufactured by the Industrial Revolutions? 280-288, 293-295 Gotha Program (1875):
Which doctrines are actually in place today? Which should or should not be?

F Dec 1

How did naturalistic science generate new and unsettling knowledge in the 19th Century? 288-293 Darwin's The Descent of Man, selection:
How does the author apply his ideas to human culture?

14- M Nov 4

How did the Europeans come to dominate Asia and Africa?  297-306

The Crime of the Congo by Arthur Conan Doyle, selection :
What atrocities do the Europeans commit against the Africans?

W Nov 6

How did the United States of America become a world power? 306-310

Roosevelt Corollary to the Monroe Doctrine:
How does this policy reduce the sovereignty of Latin American nations?

F Nov 8

How did various nationalisms unify and divide Western nations?

3rd Map Quiz Due on Moodle


Report on the Plight of the Macedonian Muslims:
What specific atrocities do Christians commit against Muslims?

W May 3

FINAL EXAM (should take fifty minutes)-- Bring your Textbook! xvii-322

Study Questions for Final Exam

Map Questions on Moodle; Focused Essay;
and Comprehensive Essay


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Requirements | Exams | Maps | Moodle

Written Assignments | Grades | Grading Policy | Paper Presentation

General History Links | CLASS SCHEDULE with links to WebSOURCES| How to read Primary Sources

Although this syllabus presents the basic content and requirements of the course, the professor reserves the right to change anything (e.g. assignments, point values, topics, due dates, grading policy, etc.), at any time, at his discretion.

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