Civilization to 1914
Dr. Nicole Mares
Instructor: Assistant Professor Nicole
Office: Hafey-Marian 308
Phone: (570) 208-5900 ext. 5489
Sections: (A) MWF, 8 AM
(B) MWF, 9 AM
TR, 2 PM
Office Hours: Tues, Wed, 11-1; Fri 10-11
(Available for purchase from the Bookstore):
B. A. Pavlac,
A Concise Survey of
Western Civilization: Supremacies and Diversities
Procopius, The Secret History
Penguin 2007 ISBN: 978-0-140-45528-1
Christine de Pizan, The Book of the City
of Ladies Persea Books 1982 ISBN: 978-0-892-55230-6
Gluckel of Hameln, The Memoirs of Gluckel
of Hameln Schocken Books 1977 ISBN: 0-8052-0572-1
Olaudah Equiano, The Interesting
Narrative of the Life of Olaudah Equiano Bedford/St.
Martin's, 2007 ISBN: 978-0-312-44203-3
Friedrich Engels, The Condition of the Working Class in
England Oxford, 2009 ISBN: 978-0-19-955588-8
Where did our culture come from? This course on Western
Civilization can help answer that question. We will survey the
main stages of Western Civilization, with an emphasis on
concepts, forces, ideas, events and people that have shaped
parts of western
society through the 19th century. In other words, we will
examine, through lectures and discussion of readings, how
westerners 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.
In this brisk, one-semester survey of western societies we will
focus on some cultural constants: conflict, inequality,
"progress," oppression, and corruption. We'll investigate
the things that link people today to the cultures of the past.
We'll also seek out the voices of resistance and revolution.
Sometimes the experiences of "outsiders" give us the best
insights into the historical past.
A. Mission Statement:
This Core Curriculum requirement is a course in the Civilization
Studying humanity's past, its hopes and frustrations, failures
and triumphs, helps us both to understand our complex world and
to take responsibility for shaping its future. Vital to the
education of professional men and women of the 21st century,
historical literacy and methodology improve our ability to judge
and decide both private and public issues in a context of
respect for our own and other peoples' traditions. Only through
a critical examination of human experience can we hope to avoid
repeating mistakes and to build on successes, or assign meaning
to our condition. These courses will develop critical thinking
skills in an historical context, help students reflect on their
own historical heritage, and build the cultural knowledge that
unites many other areas of the Core.
In addition to the more content-related objectives described
above, successful completion of this course will improve your
To organize and synthesize data.
To differentiate between facts, opinions, and inferences.
To frame questions and formulate theses about problems.
To compare, contrast, and evaluate the relative merits of
arguments and interpretations.
To organize and communicate thoughts effectively in verbal and
History tells us who we are. This 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.
These everyday tools of the historian, which build
historical mindedness or literacy, will also serve students well
in any field they choose to enter.
After taking this course students should be able to:
To be familiar with the main stages of history within cultures
and their particular forms of political, social, economic, and
To identify and understand major events, persons, and ideas that
have changed or reflected the history of civilization.
To engage critically with historical thinking and methodologies
whose concepts and theories give meaning and order to the raw
material of our recorded past.
To evaluate actively a variety of sources while placing them in
III. General Requirements
We are all responsible for the success of this course.
It is my responsibility to
guide you in learning the objectives of the course, to give clear
presentations and encourage your participation, to explain assignments
and grade them appropriately, to return assignments in a timely fashion
and to make myself available to you.
It is your responsibility to
read the material, reflect on it, and be prepared to ask critical
questions. Being familiar with the class policies and schedule,
reading, doing the homework, actively taking notes, and listening to the
ideas of others are your contributions to the success of this class.
In order to adapt to our classroom’s needs and schedule, this syllabus
will remain subject to change. Assignments may be changed, added,
or deleted over the course of the semester.
I will always let you know when I make changes to the syllabus.
Assignments are to be
completed by the date listed on the syllabus.
Students are required to purchase or rent the texts listed above.
I have taken time to select readings that represent a variety of eras
and genres so that you as students are exposed to many different types
of primary sources (the essential tool of the historian). Whether
a primary source is a biography, political treatise, or work of fiction,
it informs us about who historical actors were and what their society
thought was important or noteworthy. No matter the genre, we'll
experience these works as historians would--as a way to better
understand the historical past.
Many of our shorter primary-source readings will come from the
Sourcebook (http://www.fordham.edu/Halsall/index.asp). I highly
recommend you bookmark this page, as it will not only make it easier to
find our assigned readings, but it will also be invaluable to you as you
conduct research for your short essay assignment.
Our Classroom Environment:
Please arrive on time and conduct yourself in the classroom as you would
in any professional environment. If you use a laptop to take
notes, please stay on task and only takes notes. Do not text
during class. I will ask you
to leave the class for the day and your attendance will be recorded as
an unexcused absence.
Finally, make sure the ringers on your phones are off.
There are no bad questions. Always ask if you have a question. If you are not
comfortable asking in class, you may always ask me after class or during
office hours. Or you may email me questions.
We must respect each other and our differences while in the classroom.
This class is an open forum, a place where every member of the class has
the opportunity and should feel comfortable raising questions, voicing
opinions, and engaging in debate. Disrespect will not be
tolerated. You are encouraged to voice your disagreement with my
interpretations or with the views of your classmates as long as you do
so in a scholarly, respectful and informed fashion.
We are all adults and I expect that we will all behave as such.
While I hope that we are able to engage in lively conversations about
the course topics and readings, please keep conversations focused on the
class. Please respect the
people with whom you share the class and be open to their ideas and
opinions. If you’re not
comfortable with a topic, or talking in class, please come talk to me at
my office. Finally,
remember this is a classroom; we are all here to learn.
In order to learn, we all need to be able to focus on the course
materials and the lecture or discussion.
Attendance and Participation:
Attendance is mandatory. Please arrive to class on time out of respect for your
classmates and myself. If you arrive more than 10 minutes late,
your attendance for the day will be recorded as an unexcused absence.
Excused absences, according to the instructor’s discretion, fall
into the category of severe illness, family emergency, or official
school events that conflict with our meeting time.
All other absences will be considered unexcused, except in
special circumstances. If
you know you will have to miss a class, be sure to speak with me.
After one unexcused absence, your participation grade will be reduced by
1% for each subsequent unexcused absence. Likewise, if you are not
in class you are unable to submit work or participate in group
discussions and exercises.
If at any point in the semester you feel you need extra help, more
explanation, etc., do not hesitate to ask me.
There are many great resources on campus, too, that can help.
The Academic Skills Center and the Writing Center are available
For students with diagnosed, documented learning disabilities, please be
sure to check in with the Academic Skills Center.
They can help you establish “appropriate plans to meet your
educational needs” here at King’s College.
The Center is located on the lobby floor of Mulligan.
If you are not in class the date an assignment is due, I strongly
encourage you to turn in the assignment as soon as possible.
If your absence is considered excused, you may turn in your
assignment at the next class meeting without penalty.
If your absence is unexcused, you must turn in a paper copy of
the assignment. Every day
the assignment is late, the letter grade will be reduced by one-third.
For example, if the assignment earns an 87%, but is three days
late the final grade will be an 80%.
Do not e-mail assignments to me unless you have previously
arranged to do so.
Late assignments will be accepted up to 1 week after the assignment’s
original due date, but not after, except in specific,
Exams must be made up within one week of the original exam date.
In order to maintain academic integrity the History Department has
created the following guidelines.
Cheating on exams is a serious breach of expected academic
honesty. You cheat when, instead of learning the information on your
own, you use improper means in taking exams.
Cheating takes many forms, including but not limited to:
- obtaining or attempting to obtain a copy of the exam in advance
of the test period.
- using practice answers written outside of class during the exam.
- copying from another student's paper during the exam, or
allowing another student to copy from yours.
- asking a student from a previous section about the exam before
you yourself take it in your section.
- using notes, books, any printed or electronic material during
the exam (unless given express permission, such as for on-line
- committing plagiarism (see below).
To help prevent cheating during in-class exams, books and bags should
be removed from easy sight, no recording or playing machines may be
used. Only paper from the instructor is to be used. For take-home
or online exams students should not consult with any other students or
use any sources, unless explicitly allowed to do so by the instructor.
Plagiarism is a form of cheating usually done on written
assignments, where, intentionally or not, a writer uses other people's
information without proper credit. Actually, other people's information
may be readily appropriated in other media environments. "Fair
use" is often allowed in some forms of writing (including this page),
but is not allowed in coursework for the History Department. Usually, in
our academic setting, information sources must be properly and precisely
credited. You should be aware of what constitutes plagiarism
and how to avoid it.
For more information and links to sites about plagiarism go to
information literacy, and read the guide
"Help stop plagiarism!"
Plagiarism takes many forms, including but not limited to:
- using a written assignment done by another person (this includes
hiring or paying someone to do all or part of a written assignment
for you (a form of ghostwriting), stealing a paper from another
student, or contracting with a paper mill or paper writing service).
- turning in an assignment done in whole or in part for one course
for an assignment in another course.
- making up fake sources.
- misleading by attributing information to an incorrect or fake
- copying and using any material from another student or source
without proper quotations AND citations -- more than 3 words of
another person's source is usually too many without marking it as a
quote (by placing "quotation marks" or formatting as single-spaced
and indented if longer than 3 lines).
- quoting without providing a source citation.
- insufficiently paraphrasing someone else's words, whether cited
- paraphrasing someone else's unique ideas, statistics, or other
information without acknowledgement or attribution through citations
(whether they have given their permission or not).
For more on citations, see the
Corgan Library Study Guide #11. and the
Essentials on Reading and Writing: Citations.
NOTE: Having other people read your unfinished paper and make
suggestions is not plagiarism, but rather should be encouraged as part
of the writing process.
use the Writing Center!
The most common form of plagiarism these days is to "cut and paste:"
namely a plagiarizer would copy words from some website or book and use
them in an essay as if the words were her own.
>If you use someone else's exact words, you
must indicate such, usually through applying "quotation marks" AND by
properly and precisely citing the source.
>If you use someone else's unique ideas or
information (which is not common knowledge), you must indicate such,
even if you use your own words (or paraphrasing), by properly and
precisely citing the source.
For the purposes of courses taught by History Department faculty, the
mere appearance of cheating or plagiarism, whether
intentional or unintentional, is a violation of academic integrity.
The instructor cannot determine whether students' original intent was to
cheat or if students were simply inattentive, careless, sloppy, hurried,
or whatever. If the instructor decides student coursework has
violated the academic integrity policy, the instructor may require the
student to redo the assignment, do an alternative assignment, and/or
assign a penalty as follows:
- If the instructor determines a low-level violation of cheating
or plagiarism, the student may receive reduced credit on that
particular exam or written assignment.
- If the instructor determines significant cheating (a mid-level
violation) has taken place on an exam, a student may earn no (zero)
credit for that exam.
- If the instructor determines significant plagiarism (a mid-level
violation) has been done on a written assignment, a student may earn
no (zero) credit for that assignment.
- A student making a high-level violation or more than one
violation of any level may result in a grade of F in the course.
All cases of violation of academic integrity will be formally
documented with the Academic Integrity Officer. Please see the
Academic Integrity Policy in the Studdent Handbook for more
information, including possible further sanctions.
Course-related penalties are at the discretion of the instructor of
record, but students may appeal according to the college's
Academic Integrity Policy in the Student Handbook.
Wikipedia and the
While the internet has become an invaluable research tool, there are
respectable, scholarly websites that one should use, and others that are
haphazardly constructed, or intended for elementary school students.
Be discerning when it comes to the web.
For instance, Wikipedia: don’t use it.
It has been shown, time and again, that Wikipedia is a seriously
flawed, often incorrect online resource.
I encourage you to use real encyclopedias and other reference
materials in the place of Wikipedia.
Wikipedia should never be used as a source for any of your
If you are unsure of a websites credibility, email the link to me
and I’ll evaluate it.
If you find yourself
in need of assistance, clarification, or general dialogue about the
course please visit me during my office hours.
My office is Hafey-Marian 308.
If I am not available in my office, email me at
All communications regarding Core 131 will be sent through King’s email.
Make sure you check this email regularly—you do not want to miss
any announcements or assignments.
Use email as you would a letter; include a salutation other than “hey,”
and be clear and concise.
Note, however, that I may not be able to respond to your email
immediately, so do not procrastinate when it comes to getting in contact
with me. You should not
expect email responses after 9PM, so make sure you are clear on the
parameters of assignments well in advance of the due dates.
Facebook: I can’t be your friend while you are a student at King’s.
A (93% and
(59% or below)
Final Grades will be calculated
according to the following guideline:
Participation: Active, substantive
participation is 10% of your overall grade. Substantive participation
means that you are referencing the readings in your comments,
demonstrating a mastery of the reading, and connecting broader themes of
the course to the readings.
This can include asking questions.
If you are not in class, you cannot earn any participation points
for that day. Please see my attendance policy as noted above.
There will be five quizzes over the course of this class.
Some quizzes will consist of multiple-choice options, while
others will ask you to read a short primary text and answer questions
about the reading. The quizzes are
designed to keep readings fresh in your mind and to aid you in
preparation for the midterm exams. The
quizzes will be administered via Moodle on the dates noted in the
At the beginning of the semester students will be assigned to a
reading group. The reading
groups will often work together in class to discuss in-class readings
and assignments. Each group is additionally responsible for presenting
one the five major works to the rest of the class and facilitating
discussion for that day. The
group will distribute reading questions to the rest of the class the
class session before the scheduled discussion of the work.
They will raise additional questions during the class and lead
the class for that day. Each
member of the group must participate in the facilitation of discussion.
Groups must meet with me one week before their assigned
discussion day. The key goal for
each group is to integrate the primary sources into the broader course
topics and themes. After the
group’s discussion day, the group must formulate a one-page evaluation
of their discussion.
Since our exams will, in part, focus on these significant primary
sources, groups are responsible to the rest of the class for midterm
The Group Presentations are scheduled as follows:
Group 1: 4 February (Procopius Secret History)
Group 2: 25 February (Book of the City of Ladies)
Group 3: 15 March (Memoirs of Gluckel of Hameln)
Group 4: 27 March (The Condition of the Working Class in England)
Group 5: 15 April (Interesting Narrative of the Life of Olaudah
This course will have two midterm exams based on the textbook,
lectures, and major readings for the course. You will be asked to
analyze course themes and integrate readings with lectures as you do so.
The exams, ultimately, will help you bring together the major questions
surrounding the concept of Western Civilization. I will provide you
with study guides up to two weeks in
advance to aid your preparation. The exams may include short
answer, short essay, and long essay questions. Exams are scheduled
for 20 February and 20 March.
Part of the historian's work is the researching of and writing about a
disputed historical topic. You will be required to
compose a short
work of history, where you will conduct some outside research, formulate
an argument, and present that argument neatly and concisely in an essay
form. Your research will allow you to elaborate on a course theme,
where you will be able to do some additional research.
The Short Essay is due 22 April.
There will be a final exam for this class.
It will have a cumulative element, and like the midterms will ask
you to synthesize course material as you address questions focused on
course themes. It will occur at the time scheduled by the Registrar’s Office.
Specific assignments and requirements will be distributed to the class
well before the due date. At
times I will require hard copies of assignments.
In these instances, do not email
me the assignment if you cannot come to class. Please submit a
paper copy to my office ONLY if you have pre-arranged it with me.
IV. Course Schedule
(Readings, Discussions, and Assignments)
Part I: Settling the “West”
The practice of history
The Ancient World,
Pavlac, Ch. 2; 39-47
Code of Hammurabi
Epic of Gilgamesh, "The
Thucydides, The Funeral
Oration of Pericles
Plato, The Apology of
(Quiz 1 on Moodle)
The Twelve Tables
Sallust, "Life in Rome in
the Late Republic"
Pliny the Elder, "The
Grandeur of Rome"
Rise of Christianity
Part II: The Formation of “Western” Institutions
Byzantium, Or the Eastern
Group 1 Presents
West “versus” East
Ibn Ishaq, Selections from
the Life of Muhammad
Defining the “Middle Ages”
The Conversion of Clovis, Two Accounts
(Quiz 2 on Moodle)
The First European Empire
Three Accounts of the Battle of Tours
Medieval Political and
Fiefs and Jurisdiction
Charter of Homage and
Gregory VII, On Lay
Henry IV, Letter to Gregory
Excommunication of Henry IV
(Quiz 3 on Moodle)
Part III: Movement Toward the Modern “West”
Boccaccio, The Decameron,
The Black Death and the
**EXAM 1 DUE**
Giorgio Vasari, “Life of
Leonardo da Vinci, 1550”
Christine de Pizan,
The Book of the City of
Group 2 Presents
Martin Luther, Letter to
the Archbishop of Mainz, 1517
Luther Against the Peasants
(Quiz 4 on Moodle)
Reformation, Henry VIII
Letter of Thomas Cranmer
Henry VIII, Act of
Ignatius Loyola, Spiritual
4, 6, 8 March --
extracts from journal
Hernan Cortes, Second
Letter to the Emperor Charles V, 1520
The Thirty Year’s War
Gluckel of Hameln,
The Memoirs of Gluckel of
Group 3 Presents
Part IV: The Age of Revolutions in the Modern Era
Nicolas Copernicus, The
Revolutions of the Heavenly Bodies, 1543 excerpt
The Crime of Galileo:
Indictment and Abjuration of 1633
Thomas Hobbes, Leviathan,
John Locke, Second Treatise on Government,
Jean Jacques Rousseau, The
Social Contract, excerpts
Enlightened Despots and New
Models of Government
Frederick II, Political
Description of the Empress Maria Theresa
Robert Owen, Observations
on the Effect of the Manufacturing System
EXAM 2 DUE
The Industrial State
The Condition of the Working Class in England
Group 4 Presents
29 March - Easter
French Revolution, The
Founding of a Republic
Abbe Sieyes, What is the
National Assembly, The
Declaration of the Rights of Man
French Revolution, The Establishment of the Terror
Maximilien Robespierre, The
Cult of the Supreme Being
Justification of the Use of Terror
Part V: The Modern “Western” State
The Napoleonic Code
The Liberal State
Pamphlet on Laissez-faire
(Quiz 5 on Moodle)
A New Kind of Imperial
Jefferson on slavery
Wesley, Thoughts on Slavery
The Humanitarian State
Group 4 Presents
Documents of the 1848 Revolutions in France
The National Song of Hungary, 1848
The Founding of New Nations
Joseph Mazzini, On the
Duties of Man, “Duties Towards Your Country”
Ernst Moritz Arndt, The
German Fatherland, 1813
Max Schneckenburger, The
Watch on the Rhine, 1870
Life in the Modern Era
**Short Essay Due**
Life in the Modern Era,
“The Murder in Whitechapel”
The Drive to Expand the
Rudyard Kipling, "White
British Missionary Letters:
Urging the Annexation of the South Sea Islands, 1883
William Henry Furness III,
Visit to a Head-hunter of Borneo, 1901
The Struggle to Control the
The Dual Alliance Between
Austria-Hungary and German, 1879
The Three Emperors League,
The Anglo-Russian Entente
The Young Turks,
Proclamation for the Ottoman Empire, 1908
World War I
To be announced.