Syllabus  HIS 111 A  Survey of Western Civilization  Fall 1999
Dr. Daniel Hoffman, Assistant Professor of History

Office: 103, History and Political Science Center Office hours: 10-11 AM, 2-3:30 PM (M/W/F); 9-10:30 AM (T/Th) Other times by appointment. Office phone: 614-8351 Home phone:  339-3209   E-Mail:  dhoffman@leeuniversity.edu  or dlh39@aol.com Course web site: www.leeu.edu/~dhoffman/his111a

TEXT: 
Kagan, Donald, Ozment, Steven, and Turner, Frank M. The Western Heritage. 6th ed. Englewood Cliffs: Prentice Hall, 1998.
[This text is cited by chapter as Kagan in the reading assignments below.]

SUPPLEMENT: 
Schaeffer, Francis A.  How Should We Then Live?  Old Tappan: Revell, 1976.  [Abbreviated "Schaeffer" on the course outline below; I will show videos that summarize this text so that you will not need to buy this book.]

INSTITUTIONAL STATEMENT OF MISSION
Lee University seeks to provide education that integrates biblical truth as revealed in the Holy Scriptures with the truth discovered through the study of the arts and sciences and in the practice of various professions.  A personal commitment to Jesus Christ as Lord and Savior is the controlling perspective from which the educational enterprise is undertaken. The foundational purpose of all educational programs is to develop within its students the knowledge, appreciation, understanding, ability, and skills which will prepare them for responsible living in the modern world.

CATALOG DESCRIPTION                                Three credit hours      A study of human history from the Greeks through 1660 A.D.  A general survey of economic, religious, cultural, and political development of western civilizations.

I.  PURPOSE
This course is intended to acquaint students with the people, events, and ideas that shaped the development of western civilization in order to provide a background for other studies, a better understanding of changing world conditions, and a greater awareness of the work of God in history.

II.  OBJECTIVES OF THE COURSE

A.  General Learning Objectives
This course seeks to:
1.  demonstrate historical developments in the political,
     economicand cultural institutions of western civilization.
2.  survey the influence of geographic characteristics (including
     climate, physical features, and natural resources), on western
     societies and cultures.
3.  place current events within the context of past ideas and
     international events in the history of western civilization.
4.  demonstrate interrelationships between social studies and the
     humanities.
5.  integrate into the curriculum appropriate use of maps, graphs,
     and charts.
6.  explore the concept of change over time by relating the past to
     the present.
7.  survey major events and movements in western history or key
     turning points in the development of western civilization
     development.
8.  present the techniques of historical interpretation including the
     use of written and nonwritten sources.
9.  show how the interaction among people of different races and
     cultures has shaped western civilization.
10.  demonstrate that God has been active and interested in the
       development of the world and show that this relationship gives
       meaning and purpose to history. 

       B.  Specific Behavioral Objectives

As a result of the activities and study in this course, students should be able to do the following:
1.  describe the major geographic, political, economic, & cultural
     characteristics that marked each nation or group being studied,
     and give some reasons for the growth and decline of each 
     civilization based on these characteristics and on biblical
     principles.
2   identify the key sites on maps associated with the Near Eastern,
     Mediter-ranean, and early modern European nations and
     groups being studied.
3.  use literary sources and nonliterary archaeological evidence in a
     consistent, logical, and integrated way in support of historical
     conclusions.
4.  identify current political, economic, and cultural behaviors which
     derive from Mediterranean or early modern European
     civilizations.
5.  define those key terms associated with the ideas and events
     discussed.
6.  evaluate the actions and views of major political and social
     leaders from this era of western civilization.
7.  act as a better informed and responsible citizen.
8.  pursue future studies in the arts and sciences within a proper
     historical framework.
9.  describe Medieval and early modern (Reformation) church
     teachings and practices.
10.describe chronologically key historical, social, and cultural
     events in western civilization from the Greeks to c. 1660.
11.integrate art, music, drama, literature, and history in the analysis
     of events, people, and ideas of western civilization.

III.  TOPICS                             

Dates Reading\Quiz\Assignment A.  Introduction 8/26 & 8/31 Kagan ch. 1 (omit "prehistory") B.  Early Greeks 9/1-9/9 Kagan ch. 2 Quiz 1 - 9/9 -Thurs. C. Classical / Hellenistic Greeks 9/14-9/21 Kagan ch. 3 Picture/visit by 9/14 Exam 1 -- September 23 -- Thursday   D.  Roman Republic 9/28-10/7 Kagan ch. 4 [Schaeffer video 10/7] E.  Roman Empire 10/12-11/2 Kagan ch. 5 Bios. Due 10/14 Thur. Quiz 2 10/19 -Tues. Exam 2 November 4 -- Thursday   F.  Early Middle Ages 11/9-11/11 Kagan ch. 6 G.  High Middle Ages 11/16-11/18 Kagan ch. 7 Quiz 3-11/18-Thur H.  The Later Middle Ages 11/23 Kagan ch. 9 [Schaeffer video 11/23] I.  Renaissance 11/30-12/2 Kagan ch. 10 J.  Reformation 12/7-12/9 Kagan ch. 11 [Schaeffer video 12/7] FINAL EXAM  Dec. 10 -- Friday 1-3 PM (in our regular classroom)

IV.  INSTRUCTIONAL PROCEDURES

A.  Lectures and discussion
B.  Overhead transparencies and handouts (for outlines, notes & key
      terms)
C.  Videos, films (with handouts of the narration)
D.  Special resource speakers (if available, TBA)
E.   Review sheets and out of class reviews before exams

V.  RESPONSIBILITIES OF STUDENTS

A. Class attendance

(1)    Unexcused absences from a test or quiz will result in an automatic 40 points penalty so that the maximum would become 60%.  A doctor's note specifying serious illness is the only excused absence from a test or quiz, but the test or quiz should be made up as soon as possible.  If  you miss for an unexcused reason, you should still see me as soon as possible, since you may be able to take a makeup test or quiz for partial credit rather than a zero.  No make-up quizzes will be given after the date for the unit test on the same material.     

(2)     One quiz score may be replaced with a 100% by watching a historical video that you get from the education building video library (covering the time period of this course) and writing a short (one paragraph) report on it.  There are hundreds of possibilities!  This video replacement option is available whether the low quiz score was the result of an absence or anything else, but only one quiz can be replaced by watching a video.  The photo/visit (see below) counts just like a quiz.

(3)     All absences from any class sessions for any reason will be counted.  Students with 3 total absences (the equivalent of one week) or less will be given an extra 2% bonus on their final grade average.  Students will be allowed up to 6 absences for any reason (the equivalent of two weeks) with no specific grade penalty except those noted above for missed tests or quizzes, but they would not receive the 2% bonus.  For each absence after 6, for whatever reason, students will lose 2% from their final grade average (e.g. 7 absences = 2%, 8 = 4%, etc.).  However, the maximum amount deductible for absences (not counting missed tests or quizzes) is one letter grade.

B.      Text reading according to the above schedule.  The quizzes and exams may include some questions covering material discussed only in the assigned reading, but nearly all information will come from class material (including videos).

C.  A biographical assignment 

 By October 14  (Thursday), each student needs to type (doublespace) a 3+ page biographical report on any person mentioned in the assigned text reading or in class who lived from the time of  the Greeks to c. 1660.  However, I would prefer that you select a person who is not already well      known to you (i.e. not Jesus or Paul, and perhaps not even Alexander the Great or Julius Caesar). For a high score you need at least one recent source (i.e. 19901999) that is not a textbook, encyclopedia, or Internet source, and at least 3 sources overall.  You also need to follow normal rules for grammar, style, source citations, and bibliographical entries.  You must cite the sources for your information and direct quotes properly in the text (using either the parenthesis method of citiation or the  footnote/endnote method) and include a separate bibliography . 

Follow class announcements and check with me if you have questions about this assignment. 

D.  Picture/visit

With several relatively large classes, it is sometimes difficult for me to get to know you, but I  want to do my best.  So I have an assignment, not strictly related to the course content, that will help me to learn your name and some details about you.  By  Sept. 14, I want you to come by my      office for a brief visit so that I can met you more directly than is possible in class, see how things  are going in the course for you, and take your picture (via a digital/computer camera).  Then I will  periodically glance through the picture file to learn your name, pray for you, and try to remember  some of the information about your background from the cards you fill out on the first day of  class.  As an incentive to get you to do this assignment, you will get an automatic 100% on a quiz  just for stopping in and having your picture made.

E.  Tests and Quizzes

You need to study your notes, identify the items on the review sheet, practice possible essay answers, and come prepared to take the tests and quizzes according to the schedule above.

VI.  EVALUATION SYSTEM

A.  Evaluation Activities

1.  Exams: 

The exams are worth 25% (250 points) of the course grade each (75% total).  They will not be retrospective or cumulative.  They will have objective questions (e.g. multiple choice, true/false, completion or fill in the blank, and matching), plus several essay choices for you to select from in order to write one essay answer.  I will give you a review sheet before the exams with key items noted and all possible essay questions listed.  I will hold an out of class review session just before each test.

2.  Quizzes & Picture/visit: 

There will be 3 fairly long quizzes, over class material and readings, worth 5% of the course grade each.  The picture/visit is also worth 5% (50 points).  Remember that a missed or low quiz score (or the picture/visit) can be replaced with a 100% by watching and reporting on a historical video from the education building video collection (see above).  However, only one missed or low quiz (or the picture/visit) can be replaced.  Thus, the quizzes and the picture/visit contribute 20% total to the final course grade.  The quizzes are not cumulative but instead cover text and course material covered after the prior quiz or exam.

3.  Biographical assignment:

This paper is worth 5% of the final course grade.  It is due by October 14 (Thursday), before Fall break.  Late penalties accrue at 5% per day (up to a maximum of 50%).  If the assignment is not turned in at all, the grade will be a zero.  See the information above for details about the assignment itself.

B.  Grading scale: 

90%  to 100%  = A;
80%  to  89%   =  B; 
70%  to  79%   =  C; 
60%  to  69%   =  D;
59% and below = F

VII.   STUDENTS WITH DISABILITIES

Lee University is committed to the provisions of reasonable accommodations for students with disabilities, as defined in Section 504 of the Rehabilitation Act of 1973.  Students who think they may qualify for these accommodations should notify their instructor immediately.  Special services are provided through the Academic Support Program.

VIII.  READING LIST

Anderson, Bonnie and Zinsser, Judith. A History of Their Own:  Women in Europe from Prehistory to the Present.  New York: Harper & Row, 1988.

Bainton, Roland.  The Reformation of the Sixteenth Century.  Boston: Beacon Press, 1952.

________.  Here I Stand:  A Life of Martin Luther.  Nashville: Abingdon, 1950.

Barraclough, Geoffrey.  The Medieval Papacy.  New York: Norton, 1968.

Bouwsma, W.  John Calvin:  A Sixteenth Century Portrait.  Oxford: Oxford UP, 1988.Bowder, Diana.  The Age of Constantine and Julian.  New York: Barnes & Noble, 1979.

Brown, Peter.  Authority and the Sacred: Aspects of the Christianisation of the Roman World.  Cambridge: Cambridge UP, 1992.

________.  The World of Late Antiquity.  New York: Harcourt, 1971.

Burckhardt, Jacob.  The Civilization of the Renaissance in Italy.  2 vols.  New York: Harper, 1958.

Cahill, Thomas.  How the Irish Saved Civilization.  New York: Doubleday, 1995.

Cantor, Norman F.  The Civilization of the Middle Ages.  New York: HarperCollins, 1993.

Clouse, Robert G., Pierard, Richard V., and Yamauchi, Edwin M.  Two Kingdoms: The Church and Culture Through the Ages.  Chicago: Moody, 1993.

Dannenfeldt, Karl H. ed.  The Renaissance:  Basic Interpretation.  2d. ed.  New York: Heath, 1974.

Dickens, A. G. and Tonkin, John M.  The Reformation in Historical Thought. Cambridge:  Harvard UP, 1985.

Ferguson, W. K.  Europe in Transition, 13001520.  Boston: Houghton, Mifflin, 1962.

Finegan, Jack.  Myth and Mystery: An Introduction to the Pagan Religions of the Biblical World.  Grand Rapids: Baker, 1989.

Finley, M. I.  The Ancient Greeks.  New York. Penguin Books, 1963.

Frend, W. H. C.  The Archaeology of Early Christianity.  Minneapolis: Augsburg, 1996.

________.   The Rise of Christianity. Philadelphia: Fortress, 1984.

Furguson, Everett.  Backgrounds of Early Christianity.  2nd ed.  Grand Rapids: Eerdmans, 1993.

Gordan, Cyrus.  The Common Background of Greek and Hebrew Civilizations.  New York: Norton, 1965.

Grant, Michael.  Myths of the Greeks and Romans.  New York: Mentor, 1962.

Hoerth, Alfred J., Mattingly, Gerald L., and Yamauchi, Edwin M.  Peoples of the Old Testament World.  Grand Rapids: Baker, 1994.

Huppert, George.  After the Black Death: A Social History of Early Modern Europe.  Bloomington: Indian UP, 1986.

Irwin, J. L.  Womanhood in Radical Protestantism, 15251675.  Lewiston: Mellen, 1979.

Jones, Tom B.  From the Tigres to the Tiber: An Introduction to Ancient History.  4th ed.  Belmont: Wadsworth, 1989.

Lambert, Malcolm.  Medieval Heresy: Popular Movements from Bogomil to Hus.  New York: Basil Blackwell, 1992.

Mackenney, Richard.  Sixteenth Century Europe:  Expansion and Conflict.  New York:  St. Martin's, 1993.

Malherbe, Abraham.  Social Aspects of Early Christianity. Philadelphia: Fortress, 1983.

Nagle, D. Brendan.  The Ancient World.  2nd Ed. Englewood Cliffs: Prentice Hall, 1989.

Nash, Ronald H.  Christianity & the Hellenistic World.  Grand Rapids: Zondervan, 1984.

Nulle, Stebelton H.  Classics of Western Thought: The Ancient World. Vol. 1. 3rd ed. New York: Harcourt, 1980.

Oberman, H. A.  Luther:  Man Between God and the Devil.  New Haven:  Yale UP, 1989.

_______.  The Impact of the Reformation.  New Haven:  Yale UP, 1994.

Ozment, Steven.  The Age of Reform 1250-1550:  An Intellectual and Religious History of Late Medieval and Reformation Europe.  New Haven: Yale UP, 1980.

Peters, F. E.  The Harvest of Hellenism.  New York: Simon and Schuster, 1970.

Spitz, Lewis.  The Protestant Reformation 15171559.  New York: Harper, 1985.

Todd, John. Luther:  A Life.  New York: Crossroads, 1982.

Van Der Woude, A. S. gen. ed. The World of the Old Testament.  Grand Rapids: Eerdmans,  1989.

Yamauchi, Edwin M.  Foes From the Northern Frontier.  Grand Rapids: Baker, 1982.

________.  Harper's World of the New Testament.  San Francisco: Harper, 1981.

________.  Persia and the Bible.  Grand Rapids: Baker, 1990.

________.  The Stones and the Scriptures.  London: InterVarsity, 1973.

Zophy, Jonathan W.  A Short History of Renaissance and Reformation Europe:  Dances Over Fire and Water.  Upper Saddle River: Prentice, 1996.