Course Syllabus

 HUMANITIES 001: CULTURAL PATTERNS OF WESTERN CIVILIZATION

Section Number: 20498

Course Logistics

Instructor Name: Jah'Shams Abdul-Mu'min

Instructor Office: On-line and by appointment

Instructor Mobile Phone number: 657/238-8141

Instructor Email: abdulmj@lattc.edu

School Website: www.lattc.edu 

Course Website: Canvas LMS https://ilearn.laccd.edu/courses/137336

Term: Spring 2021

Dates: February 8, 2021, to June 7, 2021

Class Meeting Day: Tuesday 

Class Meeting Time: 04:35 PM to 07:45 PM

Class Location: Fully Online via Zoom Video Conferencing format 

Important Note: Download the Syllabus. This syllabus is regarded as a contract. It is designed to acquaint you with campus policies, resources, and the scope of the course and its requirements. The confidentiality of the material shared in class shall be a high priority and will be maintained. Finally, the instructor reserves the right to change the syllabus to facilitate better learning.

Course Overview

Humanities 001: Cultural Patterns of Western Civilization introduces students to the predominant cultural patterns of Western Civilization. You may already know that the humanities are an academic discipline that includes history, archaeology, anthropology, law and linguistics, literature, philosophy, religion, and visual and performing arts. In studying the humanities, we use primary or speculative methods and teach us how people have created their world and offer interpretations of human culture, depicted through diverse peoples' eyes. This course pays special attention to some of humanity's fundamental issues that include knowledge and reality, the foundations of truth, logic, science, technology, the concept of culture, and the formation of a civilization.

Online Class Requirements

This semester due to COVID-19, this course will be taught fully online via Zoom video conferencing format. That means we will make extensive use of the Canvas the LATTC’s learning management system. This online system differs from a traditional face-to-face setting in several ways. First, your success in this class depends entirely on your ability to keep up with the required readings and complete the assignments on time. Second, this class requires that your work be submitted through the Canvas system. I will provide PowerPoint presentations, videos, documentaries, readings assignments, and supplemental learning materials are delivered using Canvas. This means that you must have a basic understanding of how to complete online assignments and how to upload your work onto Canvas. 

Important Note: Here is a link to a Complete set of Canvas Guides that you can use as a starting place; it is imperative that you watch the videos. If you have technical issues with Canvas, you can request assistance from the DE Coordinator via email: DelzeiLD@lattc.edu or email: LATTCStudentSupport@laccd.edu Phone: 213 763-5341.

Course Catalog Description

Humanities 001-Cultural Patterns of Western Civilization introduces the general concepts of the Humanities in the framework of the predominant cultural patterns of the Western tradition from the earliest civilizations, such as the Sumerians and the Egyptians, the classical heritage of Greece and Rome, the Medieval period, or Middle Ages, and possibly continuing through the Renaissance and the Reformation. Mythology, music, history, philosophy, painting, drama, sculpture, and architecture are studied and compared to their background, medium, organization, and style. Emphasis is placed upon the awareness of cultural heritage, values, and perspectives as revealed in the arts.

Course Description

Humanities 001-Cultural Patterns of Western Civilization introduces students to Western civilizations' predominant cultural patterns that are shaped by the development of social, cultural, intellectual, philosophy, religious, art, architecture, literature, political and economic history from the Paleolithic era through the Medieval period. The course traces the evolution and creative achievements of Homo sapiens (i.e., population, movements, the domestication of animals, agriculture, myths, legends, rituals, and religion, writing, the establishment of city-states, kingdoms, and empires) to the beginning of agricultural and pastoral societies, the earliest civilizations of the Ancient Near East (the birthplace of the wheel, the plow, writing, the creation of myths, legends, and ritual centers, beer, political system, class divisions, and the establishment of city-states, kingdoms, and empires), up to the medieval period. Students will learn about some of the critical political, economic, social, intellectual, cultural, religious, and technological advances that shaped the development of modern times.

Instructor

Associate Professor Jah’Shams Abdul-Mu’min, Department of Arts and Humanities, Email: Use Send Email in Canvas. Office hours are synchronous (virtual) drop-in or scheduled virtual sessions using Zoom video conferencing. Meeting students outside of class will also occur via the electronic modes of telephone calls (657/238-8141) or Zoom meetings. Students should email or call the instructor to set up a virtual face-to-face, one-on-one conference to discuss questions related to course assignments and other academic issues. 

Important Note: The instructor designs all course content, chooses assigned readings, creates and designs lectures, writing assignments, quizzes, discussion assignments, and prepares grading rubrics.

Overview and Expectations

Humanities 001-Cultural Patterns of Western Civilization is a Spring semester 16-week course. We have a limited amount of time and lots of material to cover. The course lectures present historical contexts and focus on selected civilizations. We will spend a lot of time in this course examining great works of art, literature, architecture, music, drama, philosophy, and historical writings that characterize early ancient times. The instructors will present a series of lectures supported by primary and secondary historical materials, handouts, thematic videos, documentaries, and other media to dive into the core concepts and provide learning scaffolding to enhance understanding of the materials.

Important Note: The course materials are for Los Angeles Trade Technical College students who have paid their tuition and fees to attend this course. Materials that are affected include, but are not limited to, text, still images, audio recordings, video recordings, simulations, animations, diagrams, charts, and graphs. The course webpage and virtual library contain copyrighted material the copyright owner has not always authorized. The use of course materials constitutes 'fair use' as provided in Section 107 of the U.S. Copyright Law. Per Title 17 U.S.C. Section 107, the materials are distributed on the course webpage without profit. Download, revision, or distribution of course material with anyone other than registered classmates and the instructor is strictly prohibited.

Course Prerequisites

This course will not require you to have previous experience in any particular area. Your life experiences in families, schools, employment, and life, in general, are sufficient preparation for this course. However, students must be able to read at a high school level, write informative, be prepared to research topics competently, and correctly document source material. A student with weak skills will receive assistance.

General Education

This course fulfills the General Education program requirement at Los Angeles Trade Technical College to teach the information and skills required by the discipline and develop vital workplace skills and teach strategies and skills for life-long learning.

Course Credits 

This course meets the Intersegmental General Education Transfer Curriculum (IGETC-3B CSU-C2) 3-UNITS series of classes prospective transfer students may complete satisfying the lower-division general education requirements at both the University of California (U.C.) and the California State University (C.S.U.). Many independent/private and out-of-state colleges and universities will also accept the IGETC. This course counts toward your general education (GE) graduation requirements. In order to meet these requirements, you must achieve a grade of C or better!

Textbooks

  

• Thomas C. Patterson. Inventing Western Civilization. New York: Monthly Review Press,1997. ISBN:978-0853459606.
• John Chuchiak and Walter Kirchner. Western Civilization to 1500. HarperCollins Publishers, 2011. ISBN: 978006/115119

The Los Angeles Trade-Technical College Bookstore offers a direct purchase link for e-textbooks. You can purchase them directly from RedShelf using this link: https://www.redshelf.com/  or through any available online retailer. If you choose to make your purchase via RedShelf you will have to use a credit or debit card. For any questions about using RedShelf, visit RedShelf Solve.

Important Note: The content of the textbook represents the views and ideas of the author, editors, and publisher. The college does not endorse the texts nor vouch for their accuracy. You may use either the e-book or a hard copy of the book.

Supplemental (Optional) Reading Materials

Additional readings are available in PDF format on the Canvas course website or via direct links:

• Epic of Gilgamesh, Sumerian/Mesopotamian/Akkadian. (2100 BCE).
• Cowie, Kat. The Rape Lucretia. (2017).
• Henley, William Ernest. "Invictus". (1875)
• Lakoff, George. Don't Think of an Elephant! Know Your Values and Frame the Debate - The Essential Guide for Progressives. (2004)
• Newcomb, Steven T. Five Hundred Years of Injustice: The Legacy of Fifteenth Century Religious Prejudice. (1992)
• Plato's Allegory of the Cave. (514–520 BCE)
• Oedipus the King. (429 BCE)
• Thomas, Dylan. Do not go gentle into that good night. (1953)
• Whitman, Walt. "O, Captain! My Captain!" Thomas Bigg Harned Walt Whitman Collection. Ms. Div., Lib. of Congress.

Glossary of Terms

Students will find the following “Humanities Glossary of Terms” useful throughout this course. Take time to peruse this glossary, but you do not need to read this entire glossary straight through.  Instead, it will be useful to consult throughout the semester.

Course Goals

The course's primary goal is to help the student develop an appreciation and understanding of how past cultures laid the foundations of modern cultures and influenced us today. The course reviews a basic chronology of Western civilization's creation while focusing on significant human development events from prehistoric times to the 1500s and the modern world. This course charts the development of early civilizations with a thematic focus on cultural patterns and interactions between different societies.

Student Learning Outcomes (SLO)

The course student learning outcomes are a reasonable expectation for students who participate in all classroom activities and complete the assignments. At the end of the course, students will:

• Demonstrate familiarity with several early world civilizations.
• Compare and contrast world religions.
• Assess how visual art and literature reflect social, political, and religious traits of the society that produced them.

Additional Student Learning Objectives (ASLO)

• Compose a persuasive narrative that analyzes the history of Western Civilization in response to an analytical question (Written Communication).
• Become more experienced in understanding, critically analyze, and evaluating conflicting voices and historical interpretations of early Western Civilization (Critical Thinking). 
• Learn about and be able to explain some of the political, economic, social, and cultural patterns and other key developments in ancient civilizations (Content/Discipline Knowledge).
• Learn and apply techniques of writing a persuasive, thesis-driven, and evidence-based paper and deliver an oral presentation. (Written and Oral Communication).

 Instructional Methodology

As the instructor, my teaching methodology incorporates (social constructivism) learning as a collaborative activity to elicit participation and communication to strengthen critical thinking and improve communication skills. Learning in this way best occurs when the learning is meaningful, situated in context, rooted in one's cultural background, and expands their knowledge. My role is to facilitate a safe, positive, respectful, and open learning environment -- one that provokes critical thinking through asking questions, soliciting responses, and facilitating meaningful discussions that produce multiple interpretations and perspectives supported by facts and evidence. In this class, I am going to introduce views on various historical events that may seem controversial and conflicting, but the facts and evidence presented are not to confuse you but agitate your unconsciousness.

Instructional Format

The instructional format of the course consists of academic instruction and experiential learning exercises. This course includes lectures, class discussions (planned and spontaneous), reading and writing assignments, and oral presentations, homework, and quizzes to facilitate and evaluate the students' learning. The instructor presents lectures supported by primary and secondary historical materials that include documentaries and thematic videos. The learning materials provide rich sources, evidence, and information that is tangential, some that are speculation. The historical documentaries and thematic videos take students on a visual journey to places they would never be able to go and bring to life the textbook's history.

Communication

Canvas is the primary communication portal and learning management system for Los Angeles Trade Technical College. We use Canvas to engage in online discussion posting, submission of assignments, and other learning activities. I check my Email regularly, though not outside of regular business hours (Monday to Friday, 09:00 AM to 08:00 PM), and will reply to students within 48 hours. When emailing the instructor, place the course title and section and the topic in the Email subject line (Humanities 001 – Section #20498). This procedure will help the instructor in locating and responding to your Email promptly.

Students are encouraged to communicate regularly with the instructor and discuss related topics; asking questions about the course requirements that may arise and impacting their progress in the course. If you need to reach me urgently, as in the event of an emergency. In that case, you can leave a voice message at 657-238-8141 or send an email message and specify 'emergency' in the subject line: but you should only be used in a dire situation, not for issues such as a last-minute query the night before your assignment is due.

Important Note: Communication, either in person or electronically deemed abusive, threatening, or harassing in nature, will not be tolerated.

Participation

Your participation is mandatory and will help me evaluate your overall performance. Participation requires students to be active, critical, and creative in both written and spoken assignments. It is essential that you read all the assigned reading materials and watch the videos, documentaries before class and contribute actively to the discussion forum. There are many ways of participating, such as answering and asking questions and offering comments related to the course materials, listening carefully to others, making a thoughtful assessment of the readings, and viewing documents, and engaging in discussions with classmates.

The quality of your participation is more important than quantity. When grading participation, I ask myself, “is the student actively listening to other students, raising questions, offering answers, making a thoughtful assessment on the readings and documentaries, engaging in discussions with classmates, and has his/her responses advanced the conversation of the group as a whole?” Factors that will give concerns about your participation include frequent absences or late arrival, early departures, or excuses for the failure to complete assignments.

Assessments

Assessments promote learning and hold students accountable; they also encourage students to produce higher quality work and make connections between course content, each other, and the real-world.

Reading Assignments

Critical to your success in this class is your commitment to reading. It would be best if you were engaged with and discuss assigned reading materials. The course relies mainly on the textbook and supplemental readings. Students must read in advance to more easily follow the lectures and participate in the discussions.

Discussion Forum

Students are responsible for completing all online discussion forums for this class. The Discussion Forum is open on Tuesday, posts are due on Saturdays by 11:59 PM and replies are due by Sundays at 11:59 PM. Late Discussion Assignments will not be graded. The purpose of the discussions is to discuss the issues and concepts raised by the lectures and course materials. Discussions are an important part of this class. Every week you will be presented with a topic and a question that you will answer using evidence from your readings, class discussion, posted materials, or other sources.

Discussions begin with a focus question or questions posed by the instructor. Students are encouraged to refer to the grading rubric for the expectations for depth and breadth of discussion. Each student will respond to a focus question(s) and then reply to their classmates. Read another student's post and respond to their statement. Each student must respond to at least one other student’s initial response. The task requires a minimum of two (2) posting per discussion. It is recommended that you complete your post two days before the final due date in order to allow other students to reply to your post. I will be monitoring and occasionally contributing to the discussions. Your participation will be graded based on the quality and timeliness of your posts. Discussion forums have several advantages:

• You do not have to compete for the ability to speak or deal with being interrupted.
• You have time to consult your resources.
• You can reflect more deeply on the course assignments.
• You can frame your contribution and your replies to others with careful thought and deliberation.

During the semester, each student is assigned a discussion group. As a group, students are responsible for working as a team to discuss course material and focus questions posed, encourage one another, and generate an insightful and meaningful dialogue. The more you participate, the more knowledge is shared, and the more everyone learns.

Important Note: The discussion forum is owned and operated by a publicly funded post-secondary education institution that values creativity, open discussion, and inclusion but does not tolerate sexist, bigoted racist, or demeaning content. Your instructor can and will censor or remove a post if it violates institution guidelines or community standards.

Writing Assignments

Students are required to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. Each student will complete a written narrative and deliver an oral presentation about their cultural identity. The narrative academic writing that expresses the feeling of belonging to a particular culture attributed to growing up and becoming a separate person with a distinct personality, nationality, customs, patterns, and traditions. In addition, students will work in small groups, to complete a written narrative that demonstrates their understanding and answer to the question: Who Put the West in Western Civilization?

Students are responsible for a series of informal reflective essays and two (2) formal essay assignments. These writing assignments become more challenging as the semester progresses and you become a stronger writer.  All writing assignments are designed to improve reading and writing skills, and augment the testing process:

• Reflective Papers: The reflective writing essay assignments focus on the student’s ability to identify facts and evidence, note their personal feelings, interpretations (opinions, attitudes, ideas, impressions, and reactions) of a topic, theme, or question presented for analysis. Students will complete a one and a half to two-page essay (a minimum of 250-500 words page typed, double-spaced, legible 12 pt. font) analyzing a topic, theme, individual(s), or historical event. Reflective papers are written in an active first-person voice, contain organized facts and evidence, and interpret information and ideas based on information presented in the learning materials. Students must submit their essays via Canvas.
• Cultural Autobiography Paper: The narrative essay assignment consists of two (2) parts worth 100 points. Part one: Students will write a cultural autobiography that explores their family history and extended family. The essay is an experiential account and uses a first-person point-of-view. The paper requires a beginning, middle, and end; each paragraph represents a “chapter” in the story that conveys a coherent narrative about various aspects of your life that have come together to bring you to where you are right now. The narrative essay must be two to five pages (a minimum of 500-1000 words page typed, double-spaced, in legible 12 pt. font) and submitted via Canvas. Part two: Students must complete and deliver an oral presentation between two to five minutes in length that summarizes their experiences through a cultural-historical lens. For specific instructions related to this assignment, please refer to the individual assignment.
• Capstone Research Paper: The persuasive essay assignment consists of two (2) parts worth 100 points. In part one, students are divided into small groups and will write a compelling analysis of the question: "Who Put the West in Western Civilization"? Working collaboratively, students must build a case using facts and logic and examples, expert opinion, and sound reasoning to interpret the past. In your paper, you must present different sides of the argument and communicate and without equivocation why certain positions are correct. Your paper must provide substantial evidence to support your thesis. The essay must include an introduction, a thesis statement, body paragraphs that feature a counterargument and data to back up your central idea, and a conclusion. The research paper must be five to seven pages (a minimum of 1000 -1500 words double-spaced text, legible 12 pt. font). This assignment will demonstrate your ability to write a persuasive paper collaboratively. The essay requires either APA/MLA style for citations submitted via Canvas. Part two: Each group must complete and deliver an oral presentation between five to eight minutes summarizing their research. For specific instructions related to this assignment, please refer to the individual assignment.

Writing Format

• All students should open each week's module at the beginning of the week (Monday), complete the assigned reading and media content, and then complete any assignments listed by the end of the week (Sunday). Deliver written assignments via the submission process in Canvas. When submitting documents, name each file with your first initial and last name and the assignment name (e.g., kalvarez_learningstyle.docx). And, make sure that your name is on the first page of the document. For all written assignments, please use Microsoft Word or Google Docs. Use the M.L.A. style manual for including your citations. The University of Purdue Online Writing Lab (O.W.L.) offers excellent resources for answering any questions about formatting in-text citations, including critical information and resources on creating in-text citations using both M.L.A. and A.P.A. formats: https://owl.purdue.edu/.

Oral Presentation

All students are required to complete and deliver two oral presentations designed as an informative overview, a persuasive, interpretive, or reflective monologue based on their cultural autobiography and capstone research assignments. Students are required to present two (2) oral presentations in class:

• Cultural Autobiography Oral Presentation: This is an individual oral presentation based on their cultural autobiography. The oral presentation must be about your cultural-historical experiences. Each student will have a minimum of two (2) minutes and a maximum of five (5) minutes, and not exceed the five (5) minute limit. The oral presentation can include visual aids. PowerPoint is highly encouraged, but students may use other visual aids that contain elements such as art, pictures, animations, songs, and video. Ideally, the presentation should incorporate multiple slides (between three (3) and five (5) slides) to enhance the research, easy readability, and aesthetically pleasing.
• Capstone Research Paper Oral Presentation: This is a group assignment that requires students to complete and deliver an oral presentation of their capstone research paper. The group oral presentation can include visual aids. PowerPoint is highly encouraged, but students may use other visual aids that contain elements such as art, pictures, animations, songs, and video. Ideally, the presentation should incorporate multiple slides (between 5 to 10 slides) to enhance the research, easy readability, and aesthetically pleasing to involve classmates in some manner. The oral presentation must be between eight (8) and 10 minutes and not exceed the 10-minute limit. Each group should organize and practice their presentation to flow smoothly from one speaker to the next while not exceeding the time limit. I strongly suggest using visuals, such as slides, pictures, drawings, maps in a PowerPoint or Prezi format. 

Personal Self-Assessments

Self-assessment is the process of looking at oneself to assess aspects that are important to one's identity. Self-assessments allow students to evaluate their performance and to use their energy more efficiently. Self-Assessment provides a framework for metacognition (thinking about our thoughts) and helps students clarify, critique, and develop self-reflection. The more you know about yourself, the more confidence you will have in your decisions.

Quiz

Quizzes address materials from the course lectures, assigned readings, videos, and other learning materials. Quizzes vary from short answer essays to multiple-choice, true and false, and matching/ordering. All quizzes will be posted online on Canvas and students must complete the quiz prior to the due date. There are no exceptions and no make-ups! In order to encourage consistency, all quizzes will be due on Sundays by the end of the day (11:59 pm).

Assignment Submission

In the course Navigation, click the Assignments link. Select assignment by clicking the title of the assignment. In the description of the assignment, you will find the directions to complete the work. You can submit online assignments in Canvas using several submission types. The instruction will explain what kind of online submissions is required. Once completed, the assignment is submitted via Canvas using the assignment submission format. Upload your file as directed or provide an attached word document (.doc or .docx) format only.

Late Assignments

Unless expressly noted, all assignments are due by 11:59 PM on the due date. Any late assignments will receive a five (5) point penalty per day that it is turned in late, up to 20% late penalty. Submissions more than five (5) days late are not accepted without prior arrangement. Late writing assignments will not be accepted more than one week after the assignment deadline unless I grant an extension. There are no make-ups allowed for quizzes or discussion posts. Canvas records the date and time of assignment submission. During the last week of the semester, students cannot submit late assignments. If you have any questions regarding the assignment, email the instructor.

Evaluation and Grade Distribution

The course employs both formative and summative assessments to monitor the learning progress throughout the semester. Formative assessments provide practice opportunities and receive feedback. Summative Assessments measure levels of student learning and understanding.

Grading Scale 

Assignments are graded according to a student’s ability to follow directions, the accuracy of the information, organization, and clarity of writing, coherence of their argument, and adequate explanation of historical context to support it. The evaluation and grades use a point-based system. General grading guidelines are as follows:

• A (90-100%): The student can critically research, analyze, synthesize, and present knowledge and insights into different situations in a highly innovative manner.
• B (80-89%): The student's work demonstrates a clear understanding of the course material, and their work reflects an accurate grasp of central concepts, theories, and general knowledge. 
• C (70-79%): The student has an average level of understanding of the course concepts and issues, approached assignments from that perspective.
• D (60-69%): The student has demonstrated a below-average level of achievement. The student appears to have a below-average level of understanding of assignments and the methodology associated with each task. 
• F (below 60%): The student's work is unsatisfactory and incomplete. Most assignments contain severe flaws. Students do not earn course credit and must repeat the course.
• I (Incomplete): Course incompletes are reserved solely for emergencies or other extenuating life or work circumstance that makes it impossible for a student to complete the required coursework during a semester. If you are experiencing challenges in completing the work, make sure to speak with your instructor sooner rather than later to discuss options. It is the discretion of the instructor to give an Incomplete (I) grade. Students have up to one year (three semesters) to complete course requirements or have an "F" recorded on their transcript.

Grade Percentage

The course uses a point-based system to evaluate student performance. You can access your scores at any time within the Canvas grade book. The following scale provides a visual representation of the points for each assignment.

 Assignment Point Breakdown 

  

Important Note: Instructors cannot discuss grades with students through Email or telephone under the Family Educational Rights and Privacy Act (FERPA).

Comportment

Comportment has to do with your demeanor, how you conduct and present yourself. It is an unconscious outward expression of self-esteem, consideration for others, and mental and spiritual well-being. Classroom comportment is to elucidate the dimension of learning that fosters cooperation, collaboration, and effective communication. There are several fundamentals of comportment: paying attention, participation, etiquette, and open-mindedness. Comportment helps maintain a positive learning environment, increases learning, and enhances academic continuity, thereby facilitating students' achievement of the course objectives and student learning outcomes.

The course covers sensitive topics and sometimes graphic reading material, documentary film, and thematic video content. Some of the students enrolled in this course are likely victims, perpetrators, or witnesses of disruptive behavior, violence, and trauma. The course materials are not meant to cause any distress to you, yet it may tap into our individual histories. The classroom is not a forum for discussion of students' personal traumatic experiences. There will be an emphasis on creating a safe atmosphere, including respect for diverse perspectives and experiences, confidentiality, and thoughtful pacing of the traumatic material. Please note some particular guidelines:

• Withholding: Do not feel obligated to reveal your own experiences. Reveal what is comfortable for you.
• Confidentiality: Any revelations made in this course to the professor are held in confidence.
• Respect: We should respect victims and their decisions, even if we disagree with those decisions. We should also recognize perpetrators and consider their victimization while still acknowledging their responsibility for their actions.
• Disagreements: Disagreements are handled through constructive dialogue. If we must disagree, let's disagree without being disagreeable.
• Activism: It is easy to get depressed and to despair about this subject. Keep in mind that the situation is better today than ten years ago because activists have worked for change. Things will be better ten years from now if we keep insisting on it.

Attendance

Registered students' attendance is mandatory and expected to be punctual. Attendance will be noted during each class and recorded on an attendance sign-in sheet. Arriving late or leaving early by more than 15 minutes will count as an absence. We have centuries of history to cover in sixteen (16) weeks. The limited-time requires us to move assertively with focus and intent towards achieving student learning outcomes. Class attendance is your obligation. The class begins promptly at 04:35 PM and ends at 07:45 PM. Log in to Zoom on time to avoid disrupting the class and missing important content.

Remote Classroom Etiquette

Class meeting this semester entails instruction facilitated via Zoom video conferencing. The class is scheduled for Tuesdays from 04:35 PM to 07:45 PM. If a class cannot be held (due to bad weather, illness of the instructor, or some other event beyond control), check your Email or "Announcement" in Canvas for direction for the day's assignment.

Respect is the foundation of classroom etiquette. We each bring valuable knowledge, resources, and experiences into the class. We each want our ideas to be heard and respected, so, too, we must be willing to listen to others. We will follow the same policies, rules, and norms as in a physical classroom help to minimize disruptions. Keep in mind the following policies for our time together:

• You will be learning in a virtual classroom and vibrant learning community. The classroom is a professional environment. Adopt the same norms (wear appropriate clothing, etc.) as in a physical classroom.
• Actively listen to others as they are speaking, be respectful of your classmates’, the instructors', and any other participants' ideas and perspectives, and avoid doing anything that might distract the attention of others.
• Take notes. For many people taking notes during the class helps with focus and engagement.
• No sleeping or doing outside work.
• Silence/mute computer apps (messages, calendar, etc.) while you are in class.
• Turn off your camera or mute your speaker if you need to move around or leave the room.

Students will receive an invitation that includes the date, time, and passcode to enter the Zoom videoconferencing. To log in to our class meetings on Zoom, use the link and passcode provided inside our Canvas course or via an email invitation. Once logged on to the Zoom videoconferencing class, students are expected to minimize distractions and background noise. Before turning on your webcam:

• Make sure that you are in a quiet location, close windows, and doors.
• Tell people you are in class.
• Turn off notifications on devices.
• Close browser tabs not required for participating in class; this will speed up your computer and help you focus on classwork.
• If something is distracting happening behind you shut off the webcam and turn it back on when the distractions cease.
• Use the “Chat” function on the Zoom taskbar to ask questions, share your responses and comments. You can also 'Raise your hand' by clicking 'Participants' on the Zoom taskbar and selecting that option if you would like to speak aloud.
• Before you speak, look into the camera, not your screen. Introduce yourself each time you start talking. There may be a short delay in transmitting your voice, so pause not to interrupt other speakers.
• Mute your microphone when you are not actively talking. Use the chat feature to ask questions. I strongly encourage you to turn on your camera and mute their microphones during each class meeting on Zoom. By doing so, our time together will feel more like a face-to-face meeting, and it will help us cultivate a sense of community. If you cannot use your webcam or do not have one, please message or email to let me know. 

Zoom's polling feature allows your instructor to survey students during the class session using single choice or multiple-choice polling questions during class. With a single option, question students can only choose one answer. With a multiple-choice question, a student can choose multiple answers. Students that do not respond to the periodic polling system, or when called upon, or who disappear from the room will be marked absent.

Important Note: Some students are reluctant to turn their cameras because they do not want to show their personal space. Students can apply a virtual background that will cover their area. Zoom provides virtual background templates, or you can use your own background image/picture. You can use their own background image/picture. If you decide to create your background, make sure to use .png or .jpeg formats. Do not use a background image/picture that has motion embedded. The video provides instruction on accessing the virtual background feature in Zoom. Students are expected to keep their webcam on when they are in class; this helps the instructor gauge their attention; things like nodding, confused looks, sleep, and visible laughter are feedback. The recording of classes is the intellectual property of the instructor.

Recording Class

At the beginning of the class session, the instructor will notify students of a scheduled recording of their class session. The instructor will post in the Canvas' announcement' or send an email announcing a class's recording. Under Education Code section 78907, recording in a classroom without the instructor's prior consent is prohibited. It is the instructor who decides whether a recording is appropriate. The only exception is recording to provide appropriate auxiliary aids and academic adjustments for students with disabilities. In these cases, the disability services on your campus define accommodations.

Many students are uncomfortable sharing their living spaces with the instructor and student peers. There may be others in the household sharing the learning space, which may cause some students' sensitivity. The Zoom application has a recording indicator on screen that notifies participants that the class session is being recorded. There can be no guarantee that all classes are recorded. Video conferencing provides an unintended glimpse into each other's home environments.

All students are encouraged to use a virtual background during all class sessions. Students can upload an image or use one of the virtual backgrounds provided and in the Zoom application. Video conferencing also can present awareness of unfortunate situations that cannot be unseen. Under the Child Abuse Neglect and Reporting Act, an instructor is a mandated reporter. In their professional capacity (e.g., while teaching a course), instructors become aware of or reasonably suspect abuse of a minor. They are obligated to make a report to law enforcement or the Los Angeles County Department of Children and Family Services.

Important Note: Los Angeles Trade Technical College (LATTC) is committed to maintaining an environment where every member of the campus community feels welcome to participate, free from harassment of any kind and discrimination. We value our different backgrounds at LATTC. Students, faculty, staff members, and administrators treat one another with dignity and respect will not be tolerated, nor will disruptive behavior. http://college.lattc.edu/compliance/discrimination-policy-summary

Netiquette

"Netiquette" is network etiquette using good manners in online communication such as Email, forums, blogs, and social networking sites. It is essential to use netiquette because communication online is non-verbal. Online discussions generally consist of reading something someone else has typed. This type of communication does not allow each person to see facial expressions, body language, or hear intonation. In this class, please practice professionalism in online communication. When sending an email, please use your LATTC account. Include your full name; a subject in the "subject" line; a greeting, an indication of the course; and your name at the end of the message. Use appropriate grammar (avoiding "texts speak") and spell-check the email message. The following are network etiquette (netiquette) guidelines:

• Be factually correct; your post should help your classmates and yourself learn the material.
• Be specific when you address the questions and comments. Stay focused.
• Use Standard English and full sentences; check spelling, grammar, and punctuation, and avoid "SHOUTING" by not using all capital letters.
• Do not use abbreviated text-language or slang.
• Ensure tone and intention are straightforward; do not use abbreviations – O.M.G., acronyms, emoticons, jokes, or humor because they often do not translate well to a written format.
• Before you click the button to post, review your post to ensure it accurately conveys your intention.

Important Note: Students are expected to notify the instructor when illness prevents them from attending class and arrange to complete missed assignments. Notification may be done by calling or sending an email to the instructor. The instructor may drop students who fail to attend the first class meeting. Students have a limit of three (3) unexcused absences and may be dropped after the third unexcused absence. In general, acceptable reasons for missing class include illness, family emergency, court-imposed legal responsibilities (e.g., jury duty or subpoena), special curricular requirements (e.g., school-related activities or trips, and professional conferences), military obligation, severe weather conditions, and religious holidays. If you have an acceptable reason that causes you to miss an assignment due date, please provide proper documentation. If you must miss class due to emergent circumstances outside of your control, please contact me.

A student missing classwork because of religious holidays observance shall be given an opportunity during that semester to make up missed work. The make-up will apply to a religious holiday, with some exceptions. It shall be the student's responsibility to notify the instructor no later than the end of the first two weeks of classes of his or her intention to participate in religious holidays that do not fall on state holidays or periods of class recess. An instructor may exclude a student absent for more hours than the class meets per week or 20% of the total class hours. An instructor may equate three or more late arrivals to or early departures as an absence for class attendance purposes. The U.S. Department of Education requires that all higher education institutions receiving Federal Financial Aid Funds verify that students attend all the courses for which they receive federal funding.

Dropping and Withdrawing

Dropping: Since this may be your first college course, you need to know that each student is responsible for understanding the policies and procedures for dropping a course. If a student no longer wants to be enrolled in the class, stop attending a class, or wish to drop a class, that student must officially drop the class. The student's responsibility is to drop or withdraw from the course before the deadlines stated in the class schedule this class. Failure to drop a course properly may result in a grade of "F" in a class. 

Withdrawal: If a student decides to withdraw/drop from the class, he/she must file the appropriate forms. Students are responsible for removing themselves from their courses and may do so until the semester Student Withdrawal date (see your student handbook for information or speak with a counselor).

No Penalty Drop Date: A student must drop the course the day before the Census report. If you do not drop the class by that date, you will be assigned a 'W" for the class. 'W's count against your total courses attempted. You can only try a class three times. That includes withdrawals, incomplete, and substandard grades. A Withdrawal is worth zero (0) points and does not calculate into the Grade Point Average (G.P.A.). Please refer to the Student Handbook for more details on this policy. If a student drops or withdraws from a course, be sure to use the Student Information System and keep the confirmation code. Pay attention to the drop dates in the Schedule of Classes.

Important Notes: Anytime a student feels that she/he is behind in the coursework or having problems with the coursework, please see the instructor before taking any action. If, in the instructor's judgment, there is an insufficient basis for assigning a grade based on performance. In that case, the student should receive a "W." Academic work reflects the student has withdrawn from a course and has not submitted a petition for an Incomplete Grade Form. The U.S. Department of Education requires that all higher education institutions receiving Federal Financial Aid funds verify that students began attending all the courses for which they received federal funding. If you have an acceptable reason that causes you to miss an assignment due date, please provide proper documentation.

• Student Rights and Academic Integrity

All students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the College. Participating in behavior that violates academic integrity (e.g., unauthorized collaboration, multiple submissions, cheating on examinations, fabricating information, helping another person cheat, altering or destroying the work of others, and fraudulently altering academic records). Violating academic integrity involves plagiarism (e.g., using material from readings without citing or copying another student's paper). Plagiarism is the unacknowledged use of another person's work, in the form of original ideas, strategies, research, or writing, in sentences, phrases, and innovative terminology. Students who are determined to have cheated or committed plagiarism will face disciplinary action identified within If you have any questions about what constitutes academic dishonesty or plagiarism, please contact the instructor or refer to the LACCD student code of conduct as it relates to student dishonesty (Board Rule 9803.28).

Important Note: All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Los Angeles Trade Technical College's academic policies and Student Handbook.

Rights and Responsibilities

Students who register in Los Angeles Trade Technical College classes have the rights accorded by the U.S. Constitution to freedom of speech, peaceable assembly, petition, and association. These rights carry the responsibility to grant the same rights to others and not interfere with or disrupt the educational process. A student's continued registration in this course means that they agree to follow the Los Angeles Trade Technical College's terms and policies. As willing partners in learning, students must comply with college rules and procedures. Violation of the Los Angeles Trade Technical College Student Conduct Standards is the basis for referral to the Vice President of Student Services or dismissal from a class or the college. Students should be aware that there are severe consequences for violations of academic ethical conduct.

A student enrolling in one of the Los Angeles Community Colleges may rightfully expect that the faculty and administrators of the colleges will maintain an environment where there is the freedom to learn. Any student may initiate a grievance procedure who reasonably believes he/she/they have been subject to unjust action or denied rights involving their status or privileges as students. You are encouraged to speak to officials of the institution to make formal reports of incidents (deans, vice presidents, or other administrators, faculty, staff, campus security officers, and human resources).

Sexual assault is a crime of violence. It is a hostile act. In California, any form of sexual conduct carried out upon a person against that person's will is a crime. Any sexual penetration, however slight, is sufficient to complete the crime of rape.

Members of the LATTC community (guests and visitors included) have the right to be free from sexual misconduct and any other form of gender discrimination and violence. LATTC does not tolerate sexual misconduct in Los Angeles school district procedures and board policy Senate. You have the right and can expect to have incidents of sexual misconduct to be investigated by the institution when formally reported.

Important Note: A campus Ombudsperson is the facilitator of the grievance process and not an advocate for either the Grievant(s) or Respondent(s). The Ombudsperson provides information to Grievant(s) and Respondent(s) concerning the grievance procedures at any stage in the grievance process. The Ombudsperson coordinates the Grievance Hearing and ensures that the grievance process is conducted in an orderly, fair, and respectful manner. Should a student have a grievance, the campus Ombudsperson will investigate the matter and forward the complaint to the Title IX Coordinator for immediate action.

Free Speech Area

The college has two Free Speech Areas on the campus with unlimited accessibility. Both areas are highlighted on the campus. The Free Speech areas are open to anyone that wishes to freely express themselves, distribute literature, and obtain signatures for petitions, referendums, recalls, and initiatives.

Copyright

Los Angeles Trade Technical College's online educational environment provides opportunities for students to reflect, explore new ideas, post opinions, and interpretations openly, and have the freedom to change those opinions or interpretations over time. Students enrolled in, and instructors working in online courses are the authors of the works they create in the learning environment. As authors, they own the copyright in their works subject only to the college's right to use those works for educational purposes. Students may not copy, reproduce or post to any other outlet (e.g., YouTube, Facebook, or other open media sources or websites) any work in which they are not the sole or joint author or have not obtained the permission of the author(s).

Student Services and Resources

Disabled Student Services/Academic Accommodations: The Americans with Disabilities Act (A.D.A.) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. If you have a verified need as described by the Americans with Disabilities Act of 1990 (A.D.A.), the Rehabilitation Act of 1973, elements of Title 5, and other related federal and state legislation. In that case, you may be eligible to receive accommodations to assist in programmatic and physical accessibility. If you have any disability but have not documented it with the Disabled Students Programs & Services (DSPS) office, you must do so to be eligible for accommodation.

The Disabled Students Programs & Services (DSPS) office is located in Mariposa Hall (M.A.), Room 110. You can contact DSPS by telephone call 213/673-3773, Fax 213/763-5391, Video Phone: 213/843-8671, or the DSPS webpage. Please refer to LACCD Administrative Regulation E-100 ("Criteria for Serving Students with Disabilities"). Information regarding any disability will be kept confidential. 

Accommodations: If you foresee any possible problem meeting any of the requirements of this course—including attendance and prompt submission of assignments—please see me as soon as possible. It is easier for everyone to address an issue before it becomes a problem. Even if you do not need accommodation, it is highly recommended that students let the instructor know if they have a disability that might affect their performance.

Title IX, Education Amendments of 1972 (Title 20 U.S.C. Sections 1681-1688): Los Angeles Trade-Technical College is committed to providing an environment free of all discrimination sexual harassment, including sexual assault, domestic violence, dating violence, and stalking. If you (or someone you know) have experienced or experiences any of these incidents, know that you are not alone. All LACCD faculty members are required by the state of California to report any known or suspected instances of child abuse or child neglect. Any student reporting any sexual harassment, sexual assault, dating violence, domestic violence, or stalking must be made aware their complaint goes directly to the Title IX Coordinator at 213/763-7076 or the Deputy Title IX Coordinator at 213/763-7207. Students seeking accommodations based on pregnancy, parenting, or related conditions should contact Counseling Services regarding the process of documenting pregnancy-related issues and being approved for accommodations, including pregnancy-related absences under Title IX at Phone: 213/763-7354. 

Academic Connections: Offers self-help resources and free one-on-one English as Second Language (E.S.L.) classes, Basic Skills classes, G.E.D. Preparation classes and tutoring support. Request an appointment online or contact Academic Connections at Phone: 213/763-3754.

Library Services: Librarians are available to teach classes on topics related to library research and LATTC's academic and C.T.E. curriculum. The library has an extensive collection of books, magazines, audio-visual, and other electronic materials that support the college's courses. For more information, contact the library at 213/763-3958.

Tutoring Center: The Tutoring Center is an excellent resource that all students should use. Free tutoring by trained individuals is available both by appointment and on a walk-in basis. Tutors will read rough drafts of your writing assignments and provide you with critical feedback to revise your assignment. While you are not required to get feedback from a tutor before submitting your formal writing assignments, I highly suggest that you make use of this service as it will help you improve your writing and the readability of your paper.

NetTutor: A free comprehensive web-based online tutoring service accessible from the course site in Canvas, 24 hours a day, and seven (7) days a week to all currently enrolled students. Get help in subjects such as Math, English, Science, Social Science, Writing. 

Associated Student Organization (A.S.O.): The student government organization serves to benefit the student body of Los Angeles Trade-Tech College by supporting academic achievement, public activism, and social service.

Mental Health and Wellbeing

To be successful as a student, you must take care of yourself. There are campus, and community resources available to you. Visit our Student Health Center located in Mariposa Hall, Room 102, or call 213/763-3764.

The global pandemic has changed our daily lives in unprecedented ways. It is understandable for us to experience fear and concern when facing immense change and adversity. To look for ways to cultivate calm and a clear perspective amidst the chaos, check out the Guide to Well-Being During Coronavirus.

If you are interested in seeking support from a mental health professional, contact the Student Health Center or speak with your instructor, staff, or administrator. Know that we are all connected, so let's prioritize supporting each other as humans, finding simple solutions that make sense, sharing resources, and communicating clearly.

Do not forget to take breaks while working on assignments and studying. Taking a break while going over the course material is essential; it gives your brain time to rest and recover, which leads to boosts in everything from your productivity to your well-being.

Important Note: If you are a survivor of any form of violence and any assigned reading materials or assignments cause you discomfort, please contact me ASAP, either in class or via phone or Email. I strongly encourage you to speak to a professional at the Los Angeles Trade Technical College Student Health Center on our campus. 

How to Succeed and What Else Students Need to Know

• You will succeed in this course by regularly logging-on to Canvas, participating early and often in discussions, and referring to the syllabus frequently for assignment information. I am available to help you succeed. Do not hesitate to contact me via Canvas email or phone: 657-238-8141.
• You are expected to log in frequently to the Canvas site to engage with the materials, discussion, and assignments for each module.
• Be sure to adjust your Canvas course settings (Notification) so that announcements will arrive in your inbox.
• Weekly lectures and discussions begin Tuesday mornings from 04:35 PM to 07:45 PM. The instructional modules will become available as the assignment or activity date draws near.
• Complete the assigned readings before each lecture. Reserve a special time in your weekly schedule for the readings.
• Reserve time just for writing the essays for this class. If you plan your time in this fashion, you will be able to avoid rushing at the last minute.
• Keep track of assignment due dates (which might change from what is listed on the syllabus). Do not wait until the last minute to submit assignments.
• If you encounter difficulty accessing the Canvas site or maneuvering through it, you can contact me or call the college helpline at 213-763-3733 or email DelzeiL@lattc.edu. I find them to be very helpful.
• There is a Frequently Asked Questions (F.A.Q.) discussion forum in the course for general questions about the course and requirements. Often, several students will have the same question, so it helps to answer one centralized area. If you question that other students may also be curious about, post it under this section, and I will answer it, so all students have access to the information.
• I will post in the “Announcements” tab on Canvas notifications when necessary. Remember to set your Canvas Notification Preferences.
• Always use your LATTC email address or Email through Canvas. Please Do NOT communicate via your email address. When you email me, you will usually get a response within 48 hours. If you have not received a response within that time, please resend.
• If you need to improve your writing skills? The LATTC Academic Connection Writing Center is a free service that will help you improve your skills. It is an excellent service; take advantage of it! Call 213-763-3754 or search http://www.lattc.edu/services/academic/academic-connections for information.
• Personal Information: Include your full name, student identification number, the dates, and the course section number on all assignments. Protect your identity by Never write your Social Security Number on any assignment or email message.
• Time in and out of class: As with any college course, the amount of time a student puts into it directly affects what they ultimately get out of. This course requires 2.5 hours a week of classroom instruction. The often-cited rule of thumb a student should devote to a three (3) unit course in addition to the 2.5 hours of classroom instruction is an additional three (3) hours per unit per week of work outside of class.
• Find a dedicated quiet space where you can study or work. The college can provide you with resources or access if you have internet connectivity, access a computer, or a space to study.

 Recommended Hardware and Software: 

• A reliable Windows/Mac computer/tablet.
• A secure, high-speed broadband internet access.
• Word Processing software Google Doc or ability to open Microsoft Office files and document (.doc, ‘ppt, etc.).
• Ability/permission to install plug-in or software (e.g., Adobe Reader or Flash).
• A Flash Drive
• Ability to download and save files and documents to a computer
• Be safe and back up your work on a personal external memory drive!

Note Taking: It is beneficial that you take notes during every class meeting.

Extra-Credit Work: The idea of "extra" credit is an oxymoron. There is no extra-credit work.

Canceled Class: If an instructor's emergency causes the cancellation of a class, a notice is placed in the Announcement section of Canvas or on the classroom door.

Pass‐No Pass (P/NP): Students may enroll in a class Pass-No Pass (P/NP), but check with a counselor to be sure. You must decide before the deadline, and add the option online or file the P/NP form with Admissions and Records. With a grade of C or better, you will receive a Pass grade. Once you decide to go for P/NP, you cannot change back to a letter grade.

Important Notes: It is the student's responsibility to drop the course. Check with the Admissions office for the last day to drop this course without penalty. There is a limit on how many times a student may enroll in and repeat a class. A student may attempt to take or repeat a course with no more than three (3) opportunities within any community college district. See Title 5 California Code of Regulations sections 55040, 55041, 58161. Students are expected to have read, understand, and follow the terms and policies contained herein. If a student has a question, please talk with the instructor right away.

Lecture Themes and Topics

"No man can reveal to you aught but that which already lies half-asleep in the dawning of your knowledge […] the wise teacher does not bid you enter the house of wisdom but rather leads you to the threshold of your own mind."

― Gibran Kahlil (from ‘The Prophet’)

This course will attempt to understand ancient peoples' cultural, social, political, economic, religious, and military patterns worldwide. We will also look at various evidence relating to the cultures we study and consider using that evidence to develop meaningful assessments of the relationship between people and their natural environment and how this interaction shaped their various civilizations. This course focuses on recurring themes, topics, ideas, and concepts. These ideas or concepts appear to keep a student from feeling lost and lead to places of rest and reassure that the course is not a pathless forest.

Themes and Topics

The following are some of the themes and topics that will help a student navigate a historical path into the Cultural Patterns of Western Civilization:

• Prehistory and Early Human origins c.25,000 - 10,000 BCE
  • Paleolithic - Gathering Culture
  • The appearance of Homo Sapiens
  • Neolithic - Agricultural Culture
• First civilizations to include Africa/Egypt, Mesopotamia, the Hittites, Canaanites, Phoenicians, Hebrews, Mycenaeans, and other peoples of the pre-Bronze Age and Bronze Age (3000BCE to 1200 BCE)
• The Ancient Persians, Greeks, and Romans, and a wide variety of subjects from political to military, social, and cultural history (approximately 1200 BCE to 400 BCE).
• The Middle Ages include Feudal Europe (lifestyles, economics, and politics), the Medieval Church (religious orders, politics, society, and the Papacy).
• Judaism, Christianity, Byzantium, and Islam. A close look at the rise and spread of the primary religions.
• The beginnings of secular power include the rise of monarchies in Spain, England, and France; the Christian Crusades against Islam, the fall of Constantinople, and the influences of Ottoman Turkey.
• The Protestant Reformation include the Catholic bloody ravages of the Inquisition.; and the Doctrine of Discovery and brutal conquest of the New Worlds in the 1500s and 1600s.

MODULE I: COURSE INTRODUCTION AND ORIENTATION

In this module, students and the instructor will share what they want to get out of the course. The module will provide an overview of the course content, logistics, methods of instructions, detailed information about the goals, learning objectives, instructional activities, assessments, grades, text and reading materials, classroom etiquette, and performance expectations. The learning activities begin with students accessing prior knowledge and acknowledge understanding of civilizations and time periods they will be studying during this course. The module will conclude with an examination of topics critical to our sense of civilization, the concept of civilization itself, its historical roots, and its current prominence in geopolitical thinking and policymaking. 

LECTURE 1: COURSE ORIENTATION

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Understand the course expectations.
• Be aware of the requirements outlined in the course syllabus.
• Explain what are student learning outcomes.

Overview: The lecture and discussion focus on students and the instructor introducing themselves, sharing what they want to get out of the course. The lecture provides a brief overview and an introduction to the discipline that includes the course content, logistics, methods of instructions, detailed information about the course objectives, student learning outcomes, learning activities, assessments, grades, text and reading materials, classroom etiquette, and performance expectations. The overview and introduction will provide the framework for the course, which will trace the history of human cultures, from the earliest stone tools in Africa to complex societies in the Middle Age.  

LECTURE 2: WHY THE HUMANITIES MATTER?

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Analyze and explain why the humanities matter.
• Become better critical thinkers by identifying facts and evidence; clarify important ideas, and present coherent interpretation.
• Describe how the humanities are necessary to understand and evaluate the current cultures.

Overview: The lecture and discussion will examine the relevance of why the humanities matter. To do this, we will discuss the importance of critical thinking and why it demonstrates multiple creative thinking techniques. Most people are not in charge of their ideas and thinking, people are more focused on rationalizing or justifying immature or egocentric drives. Most of their views have come into their minds without having thought about them. They unconsciously pick-up what people around them, promoted by media sources or ideas absorbed from family and friends. They are not aware of or did not choose. They reflect those forces without understanding them. Becoming a critical thinker means reversing this process by learning to practice skills that enable one to start to take charge of the ideas influencing one's life. Think consciously and deliberately and skillfully in ways that allow an individual to take charge of their thinking, feelings, reflections, and decision-making processes.

LECTURE 3: CULTURE AND CIVILIZATION

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Identify the eight characteristics of civilization.
• Identify the meaning and nature of “Civilization.”
• Understand the nature of the world's first civilizations and the potency of their contemporary legacy.

Overview: The lecture and discussion will survey the earliest evidence of human social existence, then investigate the emergence of the first civilizations and their contributions to the foundation of Western Civilization. Civilization describes a sophisticated way of life characterized by urban areas, shared methods of communication, administrative infrastructure, and division of labor. The lecture and discussion will examine the spread of ancient "civilizations", including the development of so-called "city-states", and empires.

The Oxford English Dictionary (OED) defines civilization as "the action or process of civilizing or of being civilized; a developed or advanced state of human society." The OED refers to "civilize" as "out of a state of barbarism; to instruct in the arts of life; to enlighten; to refine and polish." Such a definition is problematic because it contains an overt value judgment that civilization is better, more advanced, and superior to other forms of social organization. European people, whose manners and morality are "refined, polished, and cultured" and superior to others -- indigenous peoples. The lecture and discussion will conclude with a focus on the notion of a "savage people"; and how Christianity and the scientific pretexts for racism -- Eurocentrism became constant elements of Western civilization ideology to validated cultural and economic exploitation as a func­tion of the survival of the fittest.

MODULE II: PREHISTORY

In this module, students will examine the prehistoric period during which humans used stone tools. The period lasted roughly 2.5 million years and ended between 8700 BCE and 2000 BCE with the advent of metallurgy. Prehistory is the longest and most unknown period in Human History. Since the first hominin produced a stone tool until the first writing stamped in clay, almost three million years of human history has been recorded only in the archaeological record. This module will conclude with an assessment of why humans began to migrate out of Africa and gradually gave up their nomadic lifestyle, build permanent houses, and cultivate animals and crops throughout the prehistoric world.

LECTURE 4: PALEOLITHIC (OLD STONE) AGE

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Describe the chronology, geographical location, and meaning of the processes that shaped the prehistoric world.
• Describe the relationship between geographical features of the earth and the adaptation of prehistoric Homo sapiens.

Overview: The lecture and discussion will survey the prehistory period known as the Paleolithic (Old Stone Age – before 10,000 BCE). The Paleolithic Age is the earliest period of human development. The discovery of fossil remains and stone tools from about 3.5 to 4.5 million years ago highlight patterned living of a species anthropologist labeled Homo habilis, or “handyman.” During much of this period, the earth was in an Ice Age - a period of colder global temperatures and glacial expansion. Humans co-existed with mastodons, saber-toothed cats, giant ground sloths that roamed the earth. When the world entered a warming period, many of the large Ice Age animals went extinct. About 60,000 years ago, our Stone Age ancestors hunted large mammals, including woolly mammoths, giant bison, and deer. They used stone tools to cut, pound, and crush to extract the meat and other nutrients from animals and plants. The lecture will also identify and describe historical evidence, theoretical concepts, and controversies surrounding human origins.

LECTURE 5: CRADLE OF HUMANKIND

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Assess the role of Nomadic societies in the development of early agricultural civilizations.
• Discuss the diversity of humans based on homo sapiens migration out of Africa. 
• Identify the cultural origins of the earliest homo sapiens and their impact on the world population.

Overview: The lecture and discussion will survey the late Pleistocene human cultural adaptations, which formed the basis for the subsequent development of agricultural and pastoral based economies and urbanization, which are the hallmarks of human societies. Geography is the mother of ancient history – it has influenced cultures and civilizations without written words. Geography made the continent of African the cradle of humankind and the place of origin of many civilizations and cultures. Four major areas of civilization emerged in early Africa: the grasslands south of the Sahara, western Africa, the northern desert regions, and eastern Africa. Other major rivers that feed African civilization include the Niger and Senegal Rivers in West Africa, the Congo River in Central Africa, and the Zambezi River in Southeast Africa.  Each area was unique. Changes in climate caused Homo sapiens to move around Africa and to spread out to every corner of this earth.

In Africa proto-humans, 2.5 million years ago, discovered how to cultivate fire, fracture stone, and create sharp-edged tools. AFRICA is the only continent where we can study a complete record of Stone Age materials from the beginnings of stone technology. With this initial technological discovery, the trail of our ancestors begins to mark their footsteps over the earth. Archaeological evidence and the ‘Out of Africa” theory have established that Homo sapiens evolved in Africa and then spread around the world 200,000 years ago. The implication of this argument is that all modern people are of African descent. It is likely that settlement took place over thousands of years perhaps moving north from the Rift Valley of Eastern Africa, the so-called 'Cradle of Humankind', where it is widely believed that human life began. By about 3,000 years BCE the fertile sediments left by the annual flooding of the Nile left a long strip of land supporting an estimated 1.8 million people.

Before the scientific discoveries of fossils records, in the theological world, the first book of the Bible stated that God had created all life during six days of creation, and this is known as the theory of creationism. According to creationism, biological similarities and differences originated at the Creation. Characteristics of life forms were seen as absolute; they could not change. Through calculations based on genealogies in the Bible, the biblical scholars James Ussher and John Lightfoot even claimed to trace the creation to time: October 23, 4004 BCE, at 9 AM.

Fossil discoveries during the 18th and 19th centuries raised doubts about creationism. The archaeological and biological evidence for the origin and evolution of Homo sapiens indicate that from the heart of Africa, Homo sapiens spread across the continents. We will discuss the genus Homo and follow the human pedigree to the period of human dispersal around the world and the increasing reliance on culture as the primary means of adapting to the environment. By at least 40,000 years ago, our ancestors completed the transition and had become a cultural species. The lecture will conclude with an examination of the emergence of highly varied African civilizations. 

LECTURE 6: AFRICA AND THE GREAT MIGRATION

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Describe the environmental conditions that compelled the earliest humans to leave Africa.
• Describe how early humans adapted as they migrated to different environmental conditions.
• Describe the cultural origins of early Africa.

Overview: The lecture and discussion will focus on the oldest human DNA evidence discovered in Africa who lived millions of years ago. The lecture and analysis provide a context for exploring the concept of early homo sapiens migration out of Africa, the continuous movement of people across the ancient world. We will discuss critical ideas such as "What is migration?" and "Why did our ancestors migrate out of Africa?" Archeological finds suggest that Africa is the cradle of humankind. Homo sapiens, the first modern humans, evolved from their early hominid predecessors between 200,000 and 300,000 years ago. The earliest human migrations and expansions of modern humans out of Africa began 2 million years ago with the migration of Homo erectus.

The migration of other pre-modern humans and eventually homo sapiens followed. The first modern humans began moving outside of Africa and went first to Asia between 80,000 and 60,000 BCE. By 45,000 BCE, humans had settled in Indonesia, Papua New Guinea, and Australia. Humans entered Europe around 40,000 BCE. By 35,000 BCE, humans migrated around the world, and they learned to adapt to new environments. People migrated out of Africa as the earth's climates. As migration patterns increased, and trade developed from human interaction, bringing cross-cultural contact to an entirely new level resulting in the advancement of technological knowledge and the spread of civilizations. Ancient civilization refers specifically to the first settled and stable communities that became states, nations, and empires.

MODULE III: HOMO SAPIENS CULTURE

In this module, students will survey when Homo sapiens developed sophisticated tools and shelters and eventually learned to cultivate fire. Homo sapiens were able to cooperate, hunt in groups, and resolve issues. Having language enabled Homo sapiens to form stronger relationships, interact with other groups, and create culture. Every person alive today belongs to the Homo sapiens species. Prehistoric humans made one of the most important discoveries that humans have ever made: that every plant has the ability to reproduce itself. When the function of the seed was learned, humans became farmers. As humans increased their contact and developed cultural systems based on beliefs and the bonds among people that allowed them to create codes to live by. This module will conclude with a survey of the agricultural revolution that led to one of the most fascinating transformations in human history – sedentary agriculture.

LECTURE 7: HOMO SAPIENS

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Identify the cultural origins of early African civilizations.
• Discuss the significance of Africa in the development of human societies.
• Discuss the development of African societies during the Paleolithic and Neolithic periods.

Overview: The lecture and discussion will examine the Neolithic Age, often called the Agricultural Revolution (9300 – 4000 BCE in the Middle East) and the Urban Revolution, the development of the first cities that took place in the New Stone Age. Before the Ice Age, in the Pliocene Era, there were ape-like hominoids using weapons to kill prey in Africa. It is in the anthropological digs in Tanganyika's Olduvai Gorge that one finds the possible origin of man a million or more years ago. Some cutting tools there are dated at 3,000,000 BCE Human habitation in Egypt goes back at least 200,000 years, and there are stone tools in Zambia dating to 700,000 to 500,000 BCE.

About 110,000 years ago, there was a significant change in world climate (probably from eccentricity in the earth's orbit), which gave rise to the Ice Age in northern latitudes and marked precipitation changes, both of distribution and amount, on the African continent. Homo erectus disappeared, and Homo sapiens, with middle Stone Age tool technology, appeared. The large game animals (mastodons and mammoths) began to leave Africa some 50,000 to 40,000 years ago, and the number of human hunters may have decreased.

LECTURE 8: MESOLITHIC AGE AND NEOLITHIC AGE

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Assess the importance of plant and animal domestication.
• Describe the development of human societies during the Mesolithic period.
• Describe the different ways in which ancient Homo sapiens have perceived their world through myths, legends, folktales, and religion.

Overview: The lecture will highlight pastoralism and agriculture as the stables of the earliest agricultural-based settlements. During the Mesolithic Age, early humans began to figure out how to farm and domesticate animals, and they experimented with building small, permanent communities. The Mesolithic began at different times around the world; however, it coincided with the end of the Ice Age in each area, ranging from roughly 20,000 - 10,000 BCE.

LECTURE 9: AGRICULTURE REVOLUTION

Upon successful completion of this lecture, students will be able to:

• Describe the evolution of Neolithic societies.
• Discuss the beginning and the significance of food production and animal domestication.
• Assess the significance of agriculture and identify the major characteristics of agricultural societies.

Overview: The lecture and discussion will examine the early stages of culture that emerged from the transition of hunter-gatherers to sedentary agricultural communities during the Neolithic Age. The history of agriculture is the story of how humans developed unique, symbiotic relationships with particular plants and animals to transform them into food, clothing, and other necessities. The Neolithic Age was one of the first great transformations of human society.

 MODULE IV: CULTURAL ADAPTATION

This module will analyze factors that lead to the creation of social stratification and economic specialization and large permanent settlements. About 10,000 years ago, the Neolithic Revolution led to the development of new and more complex economic and social systems. The spread of myths and beliefs created new levels of social stratification. The elite would begin to use myths, beliefs, and religion to rule the people, along with force, to justify their rule and ensure its continuation. Students will trace the evolution of urbanization and explore similarities and differences in urban life across a collection of early civilizations. Culture is heterogeneous, systemic, and changing patterns of activity mediated by both individual and group processes. This module will conclude by surveying the impacts of cultural diffusion and the evolution of the Bronze Age which marked the first time humans started to work with metal.

LECTURE 10: CULTURAL DIFFUSION

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Analyze the origin of ancient myths and trace the diffusion of religion.
• Analyze the role of ancient technology in human cultural development.
• Describe the basic elements of culture and the importance of language and communication.

Overview: The lecture and discussion will examine the transition from hunter-gatherers to sedentary agricultural communities, survey the influence of "mythic (oral) culture,"; and highlight the mythology and cultural beliefs of ancient societies. Codification is the process of standardizing and developing a norm.

Mythology is the study and interpretation of tales or fables of a culture. "Myths' tell the stories of ancestors and the origin of humans and the world, the Gods, supernatural beings with God-given powers. Myths are used to standardize and develop cultural norms using a story based on tradition or legend, which has a broad symbolic meaning. Legend is a semi-true story, which has been passed on from person-to-person and has essential meaning or symbolism for the culture in which it originates and articulates cultural norms. Cultural diffusion is the spread of cultural beliefs, traits, and social activities (clothing, language, religion, types of food) from one group of people to another. The mixing of world cultures through different ethnicities, religions, and nationalities supports innovation with advanced communication, transportation, and technology.

LECTURE 11: ANCIENT URBANISM

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Analyze how the “built environment” of human settlements (villages, towns, and cities) reflects the social, political, and economic structure of ancient urbanization.
• Identify and describe the historical timeline and the physical components of ancient urbanization.
• Explain the motivations for people to adopt urban life in different parts of the ancient civilizations during different periods.

Overview: The lecture and discussion will trace the evolution of urbanization and explore similarities and differences in urban life across a collection of early civilizations with significant emphasis on two well-known cities of early civilizations. Next to the development of agriculture, urbanization was a significant development of human culture. Urbanization requires specialization of labor, agriculture surpluses, both to provide the builders of the village, town, city, etc., as well as the authority and leadership necessary for organizing the people and the warriors for defense. Urbanization and specialization of labor co-evolved since further specialization can occur in an urban setting due to the higher density of population to the urban center and further specialization produces further economic opportunities.

Villages, towns, cities, and urban centers probably developed for a number of reasons. Contributing factors might be the collection and storage of food and defense of surplus food or as a trading place. Around 10,000 BCE, about 12,000 years ago, certain conditions convinced humans that producing food was preferable to the hunting-gathering life that they had been following for millennia. The response was to domesticate plants and animals that enabled humans to live in large groups and create social and cultural activities; people with specialized skills supported these settlements. The other possible reasons for urbanization were trade, fabrication and large workforces, producers, and traders to promote innovation and learning, and public space, such as religious temples.

Around 9600 BCE, one of the earliest urban settlements ever found by archaeologists, is Jericho located in the Palestinian Territories near the Jordan River. Jericho had formidable fortifications, living in a walled community surrounded by 10,000 tons of rock construct as a wall with a stone tower suggesting that it had accumulated wealth and may have had more than 1500 inhabitants. Described as the "early agricultural village," Jericho had a diversified economy and trade routes. The second earliest urban settlement found by archaeologists is Çatal Hüyük located in southern Turkey is one of the oldest towns ever found by archaeologists, dating back more than 7100 years. Çatal Hüyük was far more varied and productive agriculturally than Jericho. At its height, it contained perhaps as many as 5000 inhabitants. Çatal Hüyük had a large number of houses and shrines made of clay brick and an occasional piece of lumber. The city itself looked like a honeycomb. The religious practice was the dominant force in the economy; offerings to the 2400 Gods doubled as payments to the priests who managed the temple enterprises.

 LECTURE 12: BRONZE AGE

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Trace the development of commerce, cities, and political institutions during the Bronze Age.
• Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in early Bronze Age civilizations.

Overview: The lecture and discussion will survey the evolution of the bronze age and the accumulation of wealth among ancient civilizations used to develop fine art and architecture, monuments, powerful administrations, and state-sponsored armies. The invention of bronze led to more durable axes, knives, and other devices and weapons, as well as the development of new skills in processing and refining gold, silver, and other metals used to decorate the palaces of Kings and Queens. The Bronze Age was marked by the rise of city-states or kingdoms where large-scale societies joined under a central government by a powerful ruler. Several features that distinguish the Bronze Age from the other ancient ages are urban civilization, utilization of bronze, proto-writing, trade, warfare, migration, and the spread of ideas. Ancient Bronze Age civilizations either produced their own bronze or traded in it. Bronze is more durable and harder than some of the other metals that are available.

MODULE V: ANCIENT INNOVATIONS AND TECHNOLOGY

In this module, students will survey some important inventions of early civilizations. Our focus will be on the ingenuity of the ancient mind in order to understand the relationship between technology and human values, giving specific attention to the ways in which innovations and technology shape society.  Human inventions and technology have existed since before history. An invention is a new device or process created for a specific reason. Technology is simply using knowledge for practical purposes and to make a task easier. The word technology is traceable to the ancient Greek root teckhne (meaning art), it did not enter the English language until the 17th century, and did not acquire its current meaning until after World War I. Humans in ancient times created the first 3-D image in the history of humankind was created 34,000 years ago on the rock ceiling of a cave in Italy. About 12,000 years ago, hafted tools contributed to the discovery of farming, allowing ancient people to invent more effective farming tools. It was about 10,000 years ago, when Mesolithic people created hyper-microliths (extremely small stone tools) with skills comparable to present-day diamond cutters, except without a microscope.  It is estimated that 3500 years ago, a circular block of a hard and durable material at whose center was bored a hole through which an axle was attached is called a wheel. Students will survey the evolution of the bronze age and the accumulation of wealth among ancient civilizations used to develop fine art and architecture, monuments, powerful administrations, and state-sponsored armies. The first major civilizations in the world developed around major river systems. These river systems produced fertile soil and a very pleasant climate which encouraged settled agriculture dating back to roughly 6000 BCE. Mesopotamia (Sumer) developed along the rivers known today as the Tigris and Euphrates Rivers. Egypt is located along the Nile River, the longest river in the world that flows across most of eastern Africa. The module will conclude with a survey of the emergence and historical development of cultural patterns in the ‘Cradle of Civilizations.’ Egypt and Mesopotamia were uniquely situated to become two of the great empires of the ancient world. The lecture and discussion will conclude with an examination of how tribes and villages transformed into towns, cities, and urban centers, that laid the foundation for sophisticated innovations and technological advancements.

 LECTURE 13: EGYPTIAN CIVILIZATION

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Identify the cultural origins of early Egyptian civilizations.
• Describe Egyptian mythology and the religious elite.
• Describe the impact of geographical features in the formation and evolution of early Egyptian civilizations

Overview: The lecture and discussion will survey the history, geography, society, literature, culture, politics, religion, and technological achievements of ancient Egypt. Ancient Egyptian history begins around 5000 BCE. The Egyptians initially began as hunter-gathers who slowly turned to grow crops and domesticating animals; in small villages, people coordinated their labor. By 3500 BCE, Egyptians could survive comfortably through agriculture and heading. Trade along the Nile River resulted in a shared culture and way of life as towns grew into small kingdoms whose rulers warred with one another. The king stood above the priests and was the only individual who had direct contact with the gods. The economy was a royal monopoly. Under the king was a carefully graded hierarchy of officials, ranging from the governors of provinces down through local mayors and tax collectors. The entire system prospered from the work of slaves, peasants, and artisans. The lives of the peasants and artisans were carefully regulated: their movement was limited, and they were taxed heavily. The priests were an influential body within the ruling caste. The priests were an important group within the ruling caste, were a social force working on modifying the king's supremacy.

Ancient Egyptians were one of the first civilizations to practice the scientific arts. The Egyptians excelled in medicine and applied mathematics, engineering, astronomy, and administration. The Egyptians were also responsible for developing the ramp and lever and geometry for purposes of construction, advances in mathematics, and improvements in irrigation and agriculture, shipbuilding, and aerodynamics. In the social pyramid of ancient Egypt, the pharaoh and those associated with divinity were at the top, and servants and slaves made up the bottom. The king stood above the priests and was the only individual who had direct contact with the gods. The economy was a royal monopoly. No early civilization lasted longer than ancient Egypt’s five thousand years. No other early civilization is associated with so many achievements (such as writing; the study of astronomy, geometry, and geography; a 365-day calendar; irrigation systems; architecture; sculpture; beds and chairs; and wigs). Egypt has a position that is the crossroads between Africa, Asia, and Europe. The Egyptian Empire had contact with the Mesopotamians, Assyrians, Babylonians, Persians, Greeks, and Romans. There is evidence that the ancient Greek civilization, the primary basis for European civilization, was influenced by the ancient Egyptians.

LECTURE 14: MESOPOTAMIA CIVILIZATIONS

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Identify the cultural origins of the Mesopotamian civilization.
• Trace the accomplishments of the Mesopotamian peopled, commerce, religion, and political institutions.
• Describe the development of Mesopotamian commerce, cities, religious and political institutions.

Overview: The lecture and discussion will survey the social structure and culture practices of Mesopotamia, with a focus on the Sumerians, and their contributions to the invention of writing, mathematics, the clock, and the circle, the concept of law, innovations in agriculture, and domestication of animals, science, and astronomy. The Sumerians formed the earliest civilization in world history. Located between the Tigris and Euphrates Rivers in the Middle East, this land is called the "Cradle of Civilization." The Sumerian villages grew into large cities governed by a high priest who performed rituals and sacrifices. The Sumerians formed developed a theocratic city-state government, where each Sumerian city worshiped a separate god and had an independent governor, all paid tribute to a single King. Each city-state also had a temple to the city god called a ziggurat that looked like a pyramid with a flat top. Massive walls surrounded the city with the farmland outside the walls. The Sumerians who invented the concept of government are credited to the; government officials who organized city-building projects and maintained laws. The lecture and discussion will conclude with a review of Sumerian inventions such as the first form of writing, its number system, the first wheeled vehicles, sun-dried bricks, irrigation for farming, their use of science, and astronomy.

LECTURE 15: WRITING CAPTURES HISTORY

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Identify the relationship between technological and social change during the advent of ancient writing.
• Explain how the development of written language transformed all aspects of life in the ancient river valley civilizations.
• Describe the significance of writing as a cultural practice and the societal implications.

Overview: The lecture and discussion will survey several ancient writing systems; their historical evolution, spread, and diversification. Writing is one of the most critical technologies ever invented by humankind. Writing is a system of graphic marks representing the units of a specific language. Humans had been speaking for a couple hundred thousand years before they created the technology of writing. The development of writing was a key technology for collecting, manipulating, storing, retrieving, communicating, and disseminating information. To understand the history of communication, we must go by the written records that date as far back as ancient Egypt and Mesopotamia. The art of writing developed independently in ancient Egypt, Mesopotamia, China, and Mesoamerica. Writing may have been formalized in the Mesopotamia city of Uruk in about 3100 BCE. The first writing -- cuneiform script involved etching symbolling (pictograms) into clay tablets, with a unique symbol for each object. Writing may have been invented by temple priests and first used to keep track of temple business and the inflows and outflows of the city's grain and animal stores. In the Sumerian language, the words “priests” and “accountant” are used to refer to the same people. The entire ancient world had writing schemes that vastly improved the efficiency of economies, the accountability of governments, and, maybe most importantly, to us, our understanding of the past. The lecture and discussion will conclude with an examination of how the development of social technologies (language, customs, and laws) shaped early human successful evolution and sustainability.

MODULE VI: TRADE AND COMMERCE

In this module, students will explore diverse theories about ancient trade, exchange and warfare inform us about the sociopolitical and economic systems of ancient civilizations. Trade and commerce are the ways peoples have at different times undertaken to provide for their needs. Ancient Trade and commerce were carried on chiefly upon the shores of the Mediterranean Sea. Caravans of camels laden with goods crossed the desert into in exchange Egypt furnished large quantities of wheat, barley, rice, cotton, and flax from the fertile valley of the Nile. The module will provide an overview of the connections between warfare in the ancient world and the formation of political and social organization, and cultural developments.

LECTURE 16: ANCIENT TRADE AND COMMERCE

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Analyze ancient population dynamics and migration
• Compare trade, commerce, political systems of ancient culture.
• Identify the types and levels of economic activities in ancient societies.

Overview: The lecture and discussion will survey trade networks that existed near waterways like the Nile, the Tigris and the Euphrates, and the Yellow River. We will also examine commerce between city-states in Mesopotamia, Egypt, and neighboring societies. No group of people produces all that it needs to consume, owing to the physical peculiarities of the country, its lack of coal or wood, its climate. A portion of commerce is an interchange of products with other cities, states, or empires. Historians believe that the first long-distance trade occurred between Mesopotamia and the Indus Valley in Pakistan around 3000 BCE. Scarce commodities that were only available in specific locations, such as salt or spices, were the most significant driver of trade networks. Roads facilitated cultural exchange, including the spread of religion, ideas, knowledge, and sometimes even bacteria. It was not long after that trade networks crisscrossed the entire Eurasian continent, inextricably linking cultures for the first time in history. Throughout antiquity, individuals, groups, and states gained sovereignty over regions using war.

Since the monarch controlled the resources, they established a warrior class that was distributed throughout the kingdom and controlled local affairs in the name of the monarch. The monarch, for his part, controlled the commerce of the state with the aid of a professional civil bureaucracy that acted as a curb on local military officials. They also solidified the monarchy by regularizing the rules of succession, and by establishing elaborate state rituals that the monarch was not only chosen to rule by the gods but was a god himself. Independent tribes, each with its own warrior-king were dependent upon the monarch for weapon replacements and could not increase their power without the permission of the king. Warfare has been a part of the human condition throughout recorded history. The first recorded war in history is that between Sumer and Elam in Mesopotamia in 2700 BCE in which Sumer was victorious. The first peace treaty ever signed ending hostilities between nations was between the Empire of Egypt and the Hittite Empire in 1258 BCE. In both cases, a war resulted, and a treaty signed to resolve political and cultural conflicts. The lecture and discussion will conclude by examining the relationship between warrior class and citizen body as well as the memory of war and compare ancient and modern warfare.

LECTURE 17: AKKADIANS AND AMORITES CIVILIZATIONS

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Describe key characteristics of the Babylonian Empire.
• Describe the significance of the Code of Hammurabi.
• Describe the social, cultural, political characteristics of the Akkadian and Amorite Civilizations

Overview: The lecture and discussion will survey the legacy of the Akkadian and Amorite civilizations and how they dominated the history of Mesopotamia and Palestine from 2000 to 1600 BCE. The Akkadians were Semites, that is, they spoke a language drawn from a family of languages called Semitic languages. The Akkadians lived in northern Mesopotamia while the Sumerians lived in the south; they had a similar government and culture as the Sumerians but spoke a different language. The Akkadians came into increasing conflict with the Sumerian city-states, and around 2300 BCE, Sargon the Great rose to power when the Sumerian city of Uruk attacked his city, Akkad. The Akkadian empire turned Mesopotamian agriculture into a centralized, state-run operation, moving the people of smaller cities and towns into the larger cities. The Akkadians introduced a new unit of measurement in the empire that enabled officials to measure, record accurately, and control the production of the farms and the traffic of the markets. The Akkadian Empire government became the basis upon which succeeding empires followed.

The Amorites were Semitic people who seem to have emerged from western Mesopotamia (modern-day Syria). The Amorites were a Semitic people who emerged from western Mesopotamia before the 3rd millennium BCE. In Sumerian, they worshipped their pantheon of gods. The Amorites first appear in history as nomads who regularly made incursions from the west into established territories and kingdoms. Amorite attacks led to the weakening of Ur and Sumer, which encouraged the region of Elam to mount an invasion. The Amorites played a pivotal role in the development of world culture. The biblical Book of Genesis states that the patriarch Terah took his son Abram (later Abraham), daughter-in-law Sarai, and Lot, the son of Haran, from Ur to dwell in the land of Haran (11:31). Amorite king Sin-Muballit assumed the throne in Babylon in 1812 BCE; he was succeeded by his son Ammurapi better known by his Akkadian name Hammurabi (1792-1750 BCE). King Hammurabi expanded the old city of Babylon and engaged in successful diplomatic and military campaigns that made Babylon the largest city and the most powerful in the world at the time.

LECTURE 18: HEBREW CIVILIZATIONS

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Discuss the history and culture of the Hebrew civilization.
• Explain the historical development of the Hebrew culture.
• Analyze the historical evolution of the ancient Hebrew civilization and Israelite religion.

Overview: The lecture and discussion will survey the legacy of the Hebrew civilization and examine its influence on Western tradition. The Hebrew Bible is one of the cornerstones of Western Civilization; many people have little awareness of its contents or of the role it has played in the development of western culture. The Hebrews, a Semitic-speaking people, first appeared in Mesopotamia. Biblical scholars use the term Hebrews to designate the descendants of the patriarchs of the Hebrew Bible (Old Testament) Abraham, Isaac, and Jacob. Between 1900 and 1500 BCE, the Hebrews migrated from Mesopotamia to Canaan and then into Egypt. Abraham, the father of the Hebrews and his parents, were native to Sumer and worshipped multiple gods. During this time, a tribe of Hebrews began to call themselves Israelites ("soldiers of God"). The Egyptian pharaohs enslaved the Hebrews until 1250 BCE. Eventually, Moses, their new leader, led them on an exodus out of Egypt to the Sinai Peninsula. Moses persuaded his followers to worship Yahweh or Jehovah. Twelve Hebrew tribes united first under Saul and then his successor, David. By the 10th century, David and his son Solomon had created an Israelite kingdom. As the Hebrew people began to trade with neighboring states, their economic progress increased. Solomon, the Hebrew King, built the city of Jerusalem. Dwarfed by the empires of the Sumerians, Akkadians, Babylonians, and Egyptians were the Hebrews. The Hebrew people never possessed an empire or even a large population; they have always constituted a tiny minority, even in ancient times. During the first and second centuries BCE, the Hebrews lost near total independence under the Romans. The Old Testament represents an oral history of the Jews and was written, in Hebrew, between 1250 and 150 BCE. Religious devotees and historians wrote the Old Testament, and it contains factual errors, discrepancies, and imprecise statements. However, many of the 39 books of the Old Testament are also reliable as history. The monotheistic religious beliefs of the Hebrews are separate from the religious beliefs of Egypt or Mesopotamia. The Hebrews regard God as fully sovereign. Unlike Near Eastern gods, Jehovah - God is eternal and the source of all creation. There is only one God, and the Hebrews believed that the worship of idols would deprive people of the freedom God had given them.

LECTURE 19: ASSYRIAN AND PERSIAN CIVILIZATIONS

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Describe the cultural origins of the Assyrian Empire.
• Analyze the cultural traditions, belief systems, and social worlds of ancient Persia.
• Describe the social, cultural, political characteristics of the Assyrian and Persian civilizations

Overview: The lecture and discussion will survey the Assyrian and Persian civilizations, their political, economic, social, ideas of and cultural beliefs and rituals as well as their art, technology, administration, trade, and regional relations. The Assyrians were a significant regional power in the second millennium BCE; expanded into a vast empire, covering much of the Middle East. The Assyrian empire was an inheritor of Mesopotamia’s culture, and its people acted as a conduit of Mesopotamian social, intellectual, economic, political, religious, cultural, and technological accomplishments. The Assyrian Empire had a massive library in the capital city of Nineveh that contained over 30,000 clay tablets. The Greeks learned about Mesopotamian science and other knowledge from the Assyrian people, which had a significant impact on their thought. Assyria was a monarchy; the king was the divinely appointed, all-powerful ruler of the Assyrian people. The king of Assyria was the chief lawmaker, the chief administrator, and the commander-in-chief of the army.

The ancient Persians were Indo-European peoples who originated in the grassy plains of central Asia and eventually migrated to the Middle East. The Persian (Achaemenid) Empire is a series of imperial dynasties it was a global hub of culture, religion, science, art, and technology; it was the most significant empire the world had ever seen, surpassing the size of their Assyrian predecessors. Zoroastrianism shaped the first Persian Empire. Named after the Persian prophet Zoroaster (also known as Zarathustra), Zoroastrianism is arguably the world's first monotheistic religion and is still practiced today in parts of Iran and India. Through a combination of active military, skillful leadership, tolerance, and an efficient government King Cyrus the Great increase trade throughout the kingdom by dividing the empire into 20 provinces managed by governors and feudal lords. The Persian leadership utilized a strategy of religious and cultural toleration to develop an efficient administration model. It required cooperation, maintained standardized weights, developed official coinage, and implemented universal laws, imposed a 20 percent tax on all agriculture and manufacturing, taxed religious institutions. The lecture will explore how the Persian Empire expanded the significant impacts it had on the lives of the people within the Persian Empire and other early civilizations. The Persian Empire had hundreds of miles of roads, a postal service, a public works system, and introduced a standardized weights and measures system. The Persians were the first people in history to give men and women equal rights, abolish slavery, and write the very first human and animal bill of rights. Persians made essential contributions to algebra and chemistry and invented the wind-power machine. The Persian empire was the first to introduce the exchange of goods for coinage and developed a money economy.

MODULE VII: CHINA, INDIA, AND MESOAMERICA CIVILIZATIONS

In this module, students will survey the Huang He (Yellow) River Valley (China) and Indus (Harappan) River Valley (India) civilizations and their cultural achievements and impacts that had on the old world. The module will conclude with an examination of the Post-Columbian Mesoamerica civilizations. The Olmec, Maya, Inca, and Aztec people used their knowledge and resources to build thriving communities with ceremonial centers and made large trading networks that moved the raw materials that allowed them to change from a nomadic life into sedentary agricultural communities; these communities eventually set up a stable, central government.

LECTURE 20: HUANG HE AND INDUS RIVER VALLEY CIVILIZATIONS

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Assess the political, social, and cultural legacy of the Harappan civilization.
• Describe the political, social, and cultural legacy of the Indus Valley civilization.

Overview: The lecture and discussion will focus on the Huang He or Yellow River civilization that developed more than 6,000 years ago and has remained a viable society. Often called the "Cradle of Chinese Civilization," the Huang Valley people were unique because their culture developed in isolation. Chinese history began in the Huang He Valley where people learned to farm, and this led to the beginning of a strong central authority – government system. The control or authority over the people was by ruling families called dynasties. The lecture and discussion will include a survey of the Indus Valley civilization which covered the westernmost part of present-day India and parts of Afghanistan; it was as impressive as ancient Mesopotamia and Egypt. Indus Valley civilization is sometimes called Harappan civilization and is known as the first Urban Culture in India. Harappan people developed a written language and had sophisticated city planning; complete a robust central government, fortified city walls, well-laid roads, and two-storied houses built of burnt-bricks, complete with bathroom, kitchen, drainage systems, and technical knowledge.

LECTURE 21: MESOAMERICA CIVILIZATIONS

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Compare and contrast the Mayas, Aztecs, Incas, and Olmecs political, social, and religious characteristics.
• Describe the economic, political, cultural, and social history of Mesoamerican civilizations.

Overview: The lecture and discussion will survey the significant cultural and technological achievements of the Mesoamerican civilizations, most notably the Olmec, Maya, Inca, and Aztec societies. The indigenous people of the Americas were immigrants from Asia, who crossed over to America during the Ice Age, approximately 20, 000 years ago. Pre-Columbian American civilizations such as the Mayas, Aztecs, Incas, and Olmecs were socially stratified and technologically advanced. The Mesoamerican people developed sophisticated mathematics, a hieroglyphic writing system, art, and a solar calendar system. The people of Mesoamerican cultures-built canal systems, and stepped terraces for an agriculture farming system that consisted of varieties of foods (corn, beans, peppers, tomatoes, squash, sweet potatoes, and peanuts). Mesoamerican people built a network of stone roads and suspension bridges; knew how to extract metal from ore by heating and melting it and molding it into different shapes to make weapons and tools. The Mesoamericans had a governmental system based on a hierarchy based on castes—nobility, priesthood, military, merchants, artisans, peasants and indentured servants, and slaves.

MODULE VIII: IRON AGE EMPIRES

In this module, students will survey ancient societies with a focus on how egalitarian social organizations gave rise to hierarchical political structures. A civilization is a complex culture in which large numbers of human beings share a number of common elements. Historians have identified the basic characteristics of civilizations. Six of the most important characteristics are cities, government, religion, social structure, writing, and art. The accumulation of wealth by ancient complex societies was used to develop fine art and architecture, monuments, powerful administrations, and state-sponsored armies. These first civilizations have been described as the point of origin for artistic achievement and the genesis of social struggle, a victory over nature, the root of social inequality, and the foundation for the rule of law. Students will also survey the origins, structures, and interactions of complex societies surrounding the ancient Eastern Mediterranean and focus on their achievements in art, religion, cultural, economic, philosophy, and political facets.  The module will conclude with an examination of how iron impacted changes in society and introduce a new power dynamic with ancient civilizations.

LECTURE 22: IRON AGE - HITTITE CIVILIZATION

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Describe the critical role iron played in the development of ancient civilizations.
• Identify key contributions made in social, economic, science, and technology during the medieval period.
• Describe the cultural characteristics of the Hittite civilizations and how they used iron to advance their culture and empire.

Overview: The lecture and discussion will survey the adoption of iron and how it impacted changes in society, affecting agricultural procedures and artistic expression, and also coincided with the spread of written language. The Iron Age is the third principal period in the classification of ancient societies. Iron is the most common element on Earth. Iron is softer than bronze and can be forged, making design move from rectilinear patterns to curvilinear, flowing designs.

The Hittite civilization had been smelting iron since at least 2000 BCE. For more than 800 years, ancient metallurgists preferred to work with bronze. Iron really reached dominance by about 1000 BCE as it was then being fashioned into large scale weapons. The adoption of iron directly impacted changes in society, affecting agricultural procedures and artistic expression, and also coincided with the spread of written language. The earliest preserved manuscripts are from the Iron Age; due to the introduction of alphabetic characters, which allowed literature to flourish and for societies to record historical texts. The Hittites are Indo-Europeans from the north, settled in Anatolia (also known as Asia Minor, modern-day Turkey), and developed a culture from the indigenous Hatti (and possibly the Hurrian) people before 1700 BCE. The Hittites were people who benefited from the cultural influences of Mesopotamia and Egypt, which enabled them to build a remarkable civilization. The Hittites engaged in a lucrative trade with neighboring lands and traded copper, silver, and iron in exchange for luxury textiles and jewelry. The Hittite kingdom became one of the largest and most influential in the Middle East, able to compete on more than equal terms with the other great powers of the region, Babylonia, Assyria, and Egypt.

LECTURE 23: PHOENICIAN AND GREEK CIVILIZATIONS

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Identify the cultural origins of Greek civilization in the Mediterranean basin.
• Analyze the political, social, and cultural legacies of Classical societies along the Mediterranean basin and their contribution to Western civilization.
• Assess the political, social, and cultural legacies of the Phoenician civilizations.

Overview: The lecture and discussion will also survey the unique cultural characteristics; and technological achievements of Greek civilization and how Greek art and culture merged with other Middle Eastern forms and had an influence spread throughout the world. Members of the Phoenician civilization included scribes, political leaders, merchants, ship makers, and slaves. The Phoenicians were people who occupied the coast of the eastern Mediterranean, who first emerged as urban entities around 1500 BCE and represented a confederation of maritime traders rather than a defined country. The name Phoenician is a Greek invention, perhaps a reference to their production of a highly prized purple dye called Tyrian. One of the most significant contributions of the Phoenicians was syllabic writing, developed in about 1000 BCE at Byblos. From this city's name come the Greek word Biblia (books) and the English word Bible. The Phoenicians spread this form of writing in their travels and influenced the Aramaic and Greek alphabets. Phoenicians achieved many things during their time. They were by far the best shipbuilders and sailors of Mesopotamia. Some of the Phoenician's accomplishments included making the first see-through glass and creating an alphabet that reads right to left later adopted by the Greeks. The Phoenicians also made many mathematical and scientific advancements; Pythagoras (the father of the Pythagorean Theorem) was a Phoenician. The lecture will survey the Phoenician civilization and their cultural contributions to modern Western civilization. The Greeks were an Indo-European people who took control of the Greek peninsula and had contacts with and influence from a vast Persian Empire and its descendants. Sparta and Athens came to be the two leading city-states. Sparta represented a robust military aristocracy, while Athens was a more diverse commercial state that had artistic and intellectual leadership. The lecture will survey the achievements of Greek civilization from its origins in the Bronze Age (2800 -1400 BCE) down to the conquest of the Greek world by the Romans. Greek civilization is the foundation of Western civilization. The intense intercity rivalries shaped political thought and required the consent of citizens and the rule of law.

MODULE IX: CHRISTIAN EMPIRE VS ISLAMIC CIVILIZATION

In this module, students will survey the political and cultural achievements of the Roman civilization, its political institutions, the conquest of the Mediterranean world, contributions to medicine, law, religion, government, and warfare, and the legacy of the Republic to the Western tradition. Students will discover the dominant civilizations after the fall of the Roman Empire. The module will examine how the Byzantine and Islamic civilizations gained control of Western Europe and Africa. This module will also highlight Medieval Time or The Middle Ages also referred to as the Dark Ages was a time in history from 400-1450 CE.  This is the period after the fall of the Roman Empire in 476 and lasted about 1,000 years. The module will conclude by examining the development of medieval culture and the changes within it that eventually pointed toward our modern world. 

LECTURE 24: ROMAN REPUBLIC AND EMPIRE

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Identify the origins of the Roman Republic and its expansion and dominance of the world.
• Evaluate the fall of the Roman Republic and the rise of the Roman Empire.

Overview: The lecture and discussion will also explore the Etruscan civilization located in a region in east-central Italy slightly north of present-day Rome. At a time when the Romans were just peasants living in small villages, the Etruscans were living in luxurious houses and inscribing documents and filling tombs with gold and silver and imported treasures. Ancient Rome grew from a small town in central Italy's Tiber River into an empire that, at its peak, encompassed most of continental Europe, Britain, much of western Asia, northern Africa, and the Mediterranean islands. Among the many legacies of Roman dominance is the widespread use of the Romance languages (Italian, French, Spanish, Portuguese, and Romanian) derived from Latin, the modern Western calendar, and the emergence of Christianity as a dominant world religion. Rome became an empire with Julius Caesar's rise and fall in the first century BCE. The empire declined and fell in the fifth century CE. The legend of Rome begins with its founders Romulus and Remus, twin sons of Mars, the god of war. They were left to drown in a basket by a king of nearby Alba Longa; a she-wolf rescued them. The twins grew up to and defeat that king and found their city on the river's banks in 753 BCE. After killing his brother, Romulus became the first king of Rome, which bears his name. During the early republic, the Roman state grew exponentially in both size and power. Rome's military conquests led directly to its cultural growth as a society, as the Romans benefited much from contact with such advanced cultures as the Greeks. The Romans suffered from a cycle of constant conflict, with a total of 22 emperors occupying the throne. The Roman Empire regained stability under Empire Constantine, and the eastern Roman Empire (the Byzantine Empire) remained mostly intact for centuries. The Roman Empire eventually collapsed under the weight of its distended empire. The lecture will conclude by exploring how the Romans borrowed from and improved upon those inventions or concepts they found among the indigenous populace of the regions they conquered.

LECTURE 25: BYZANTINE CIVILIZATION - CHRISTENDOM

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Describe the causes, main events, and consequences of the rise and fall of the Byzantine Empire.
• Assess the political, social, and cultural legacies of the Byzantine Empire and Christianity.
• Evaluate historical evidence related to the relationships between the Byzantine and Islamic civilizations.

Overview: The lecture and discussion will survey the origins of the Byzantine Empire (ca. 330-1453 CE). The lecture explores the Byzantine "epochal transformations" and their impact on the empire's culture, architecture, and engineering, economic, political, and military technology, which would rival those of their Greek and Roman ancestors. The territory that made up the Byzantine Empire included Italy, Greece, Sicily, North Africa, southern Spain, and Syria. Constantinople was the capital of this mighty empire located between the Black Sea and the entrance to the Mediterranean Sea. The lecture will examine the conversion of the empire to Christianity under Constantine I and the rapid economic development as a strategic region in international trade, which enhances the international prestige of the empire. The Byzantine Empire was an autocracy - the Emperor maintained complete control over all branches of government, finance and administration, the judiciary, and armed forces, as well as enormous influence over the Orthodox Church. Jesus Christ's teachings spread to Jewish communities across the empire. Those who followed Jesus took a more relaxed approach to ancient Jewish laws; this was a slap in the face of Jewish tradition, but it was also the central reason for the rapid spread of Christianity.  During its one thousand years of existence, Byzantine civilization experience unprecedented advances in arts and sciences, and witnessed fundamental changes in its political, cultural, and religious institutions, its power structure, and technological capabilities, which in turn gave rise to military conflicts with its neighbors, which eventually led to the decline of the empire. The lecture and discussion will conclude by examining the origins and development of the Christian faith. As the Christian movement moved further away from the strict rules imposed on Jews, it gradually became a new and separate religion. In 313 CE, Emperor Constantine issued the Edict of Milan, which proclaimed Christianity as the official religion of the Rome Empire. We will also examine the cultural transformations in the Byzantine Empire as reflected in its advances in arts and sciences, and fundamental changes in its political, cultural, and religious institutions, its power structure, and technological capabilities for the emerging modern mercantilist and capitalist global political economy, and the consequences of the wars with the Islamic civilization.

LECTURE 26: RISE OF ISLAMIC CIVILIZATION - MEDIEVAL CULTURE

Learning Outcomes

Upon successful completion of this lecture, students will be able to:

• Describe elements of Islamic civilization and main events during the Islamic expansion in Europe.
• Assess the religious, political, and social role of the Catholic Church the papacy in medieval society.
• Describe the cultural origins of early Islam and Islamic civilization.

Overview: The lecture and discussion will survey the genesis of the rise of Islam and will examine the significant cultural, religious, political, military, technological, and scientific achievements that shaped the world. The civilization that rose to prominence replacing the Byzantine Empire was the Islamic civilization—divided into two empires with a stable central government under caliphs, who held supreme civil, military, and religious power. Each ethnic group, which embraced Islam, made its contribution to the Islamic civilization; even non-Muslim people participated. Europeans recognized Muslim intellectual superiority and quickly began translating Muslim works from Arabic into Latin, Hebrew, and sometimes-vernacular languages to facilitate reading critical scientific works from the Islamic world. The highest intellectual achievements of the West comprised the imitation of Islamic learning. The Islamic civilization produced a new revival of culture, through its successes in the areas of medicine, pharmacy, chemistry, mathematics and physics, philosophy, astronomy, geography, and physics that the acceleration of the advent of the real renaissance took place.

There may have been competition among the people of the Nile to secure land; it is believed that the early settlers lived a relatively prosperous life. The Natufians were taking their first steps toward building permanent settlements, storing food, and similar basic activities. Before the Europeans arrived and took control of Africa, there were empires or kingdoms. The Kingdom of Axum developed an extensive trade route. The Kingdom of Ghana was a mighty nation. In the city of Timbuktu, they had high morals and established the center of Islamic Art. Egypt was the most impressive of the early civilizations.

FINALS WEEK

CAPSTONE RESEARCH PAPER

COURSE EVALUATION-STUDENT REFLECTIONS

Course Evaluation

During the last two weeks of the semester, students are asked to provide feedback on this course and the instructor. Your participation is an integral part of this course, and your feedback is vital to improving the curriculum. I strongly urge you to participate in the evaluation survey.

Learning Outcomes

Upon successful completion students will:

• Submit their capstone research paper and deliver an oral presentation with a clear central idea supported by evidence.
• Complete a course evaluation and student reflection questionnaire.

Important Note: It is imperative that you keep up to date with your coursework. If a student encounters an extraneous circumstance that makes it impossible to keep up with the coursework, please contact the instructor.

Disclaimer: This syllabus is only a guide, and as such, it is subject at any time to change by the instructor. Any changes are announced in class and post on the course Canvas page. It is your responsibility to be aware of all such changes.

Important Dates

  

HOLIDAYS