main text for this class, Chodorow's Mainstream of Civilization, will
a different perspective on the figures and events discussed in class
as an excellent supplement to your lecture notes as you prepare for
midterm and final exams.You will
probably find the maps, charts, and time lines in the Chodorow book
helpful.You do not need to bring the
Chodorow book to class, and it doesn't really matter whether you do the
Chodorow readings before or after the associated lectures. It is
you *do* read the Chodorow chapters. Never get your history from
source—no matter how good that source! Without multiple perspectives,
very likely to stumble.
other readings (The Epic of Gilgamesh, etc.) must be done before class
on the day
assigned.We will be discussing these
works in class, and you will be lost and confused if you haven't done
reading. In addition, there are often surprise quizzes on these
are online versions of many of the assigned texts.If you have any difficulty with online
readings, please buy the “hard copy” versions of these books available
OF CLASSES AND READINGS:
1/10 Old Kingdom Egypt (Mainstream, p. 15-23)
1/12 Middle Kingdom Egypt
1/15 *** Martin Luther King, Jr. Day—No Class ***
1/17 New Kingdom Egypt
1/19 Mesopotamia I—Sumer (Mainstream, p. 10-14, 26-30)
1/22 Mesopotamia II—the Babylonians (The Epic of Gilgamesh)
1/24 Mesopotamia III--Assyrians and Chaldaeans
1/26 Ancient Israel I (Mainstream, p. 25-26)
1/29 Ancient Israel II (Gen. 1-3; Deut. 5-6; Isaiah 1, 53;
1/31 Ancient Israel III (Daniel 1-7, 12)
2/2 Ancient India I (Mainstream, p. 145-155)
2/5 Ancient India II
2/7 Ancient China (Mainstream, p. 155-166)
2/9 **** MIDTERM I ****
2/12 Ancient Greece I (Mainstream, Ch. 2)
2/14 Ancient Greece II
2/16 Greek Drama I (Antigone)
2/19 *** President's Day: No Class ***
2/21 Greek Drama II (The Trojan Women)
2/23 Philosophy (The Last Days of Socrates: The Apology)
2/26 Philosophy (The Last Days of Socrates: Euthyphro)
2/28 The Roman Republic (Mainstream, Ch. 3)
3/2 The Roman Revolution
*** Spring Break: No Class ***
3/12 Imperial Rome I (Mainstream, Ch. 4)
3/14 Imperial Rome II
3/16 Christianity in the Roman Empire
3/19 Christianity in the Roman Empire (The Gospel of Matthew
3/21 Christianity in the Roman Empire (The Gospel of John)
3/23 ******* MIDTERM II *********
3/26 Byzantium (Mainstream, Ch. 7)
3/28 Islam I (Mainstream, Ch. 8)
3/30 **** Good Friday: No Class ****
4/2 Islam II
4/4 Western Europe in the Early Middle Ages
(Mainstream, Ch. 9)
4/6 The High Middle Ages (Mainstream, Ch. 14)
4/9 The High Middle Ages II
4/11 The Late Middle Ages I
4/13 The Late Middle Ages II
4/16 The Renaissance (Mainstream, Ch. 16)
4/18 The Renaissance (The Prince)
4/20 The Renaissance
4/23 The Reformation I (Mainstream, Ch. 17)
4/25 The Reformation II
4/27 The Exciting Conclusion to this Course!
All Sections: Tuesday, May 1, 4:30-6:30 P.M., JFAC 117 (Red Room)
grade for this course will be based primarily on your midterm and final
each of which will count approximately 25% when I determine your final
grade.In addition, I will take into
account attendance, participation, and quiz scores.
grading method allows from improvement, and I frequently have students
the first exam who nevertheless end up earning "A" or "B"
grades in the course. Please note, though, that I factor
"improvement" into your course grade *only* if you demonstrate your
commitment to the course through good attendance and other evidence of
order to make sure students are keeping up with the readings (and to
encourage students to come to class!) I give quite a few surprise
quizzes during the semester. Often, these surprise quizzes
involve short essays on the reading assigned for that day. Very
frequently, I use one of the "primary source" study questions as the
surprise quiz question. If you keep up with the readings, and
(especially) if you are prepared to answer the study guide questions,
you should do well on these quizzes. Remember that “A”
students in my class are *always* prepared for a surprise quiz at any
are online notes available for all the lectures. However, you should be
take good notes for yourself. You almost certainly will not remember
material if you don’t take extensive notes. You will also find that the
goes much more quickly if are taking notes rather than just sitting and
a good student will have about four pages of notes for each
It is a good idea to record the title and
date of each lecture. Also, it is a good idea to review and annotate
soon after each lecture while the material is still fresh in your mind.
make sure all electronic devices are turned off and put away before
begins.Cell phones, laptop computers,
MP3 players, and similar devices are all distracting to other students.I do *not* allow the use of electronic
dictionaries during exams.
and Final exam--8 ID's, 1 essay
will be selected from the terms put on the board at the beginning of
lecture.You will be asked not only to
identify the terms, but also to explain their historical significance.
impressed when students can include plenty of detailed information, but
even more impressed when students can show how the ID terms relate to
themes discussed in this class.
questions will deal with major themes discussed in the lectures.Most often, the exam question will be a
generalization I have made in class with the additional word,
student who studies hard and does the required reading should have
say in response to each of these questions. You will be given 50
each midterm and two hours for the final exam. Most students will need
time to do a good job.
a good job?I tell students over and
over again that a good essay consists of a series of good
on the exam question and backed up with specific support from the
the readings.I am particularly
impressed when students include in their essays references to primary
FOR MARMORSTEIN EXAMS: 1. Think! Do not just memorize facts. 2. Prepare the essay questions
first. 3. Come up with a fairly
detailed outline for each essay. 4. Think of good topic
sentences for each paragraph of your
essay. 5. Use the key words of the
exam question in your topic sentences. 6. Choose good supporting
evidence for your topic sentences. 7. Use the appropriate ID terms
in your essays. 8. Learn the ID's in
context. Do not use a "flash card"
approach. 9. Do not wait until the last
minute to study. 10. Do spend extra time studying the
week of the exam. 11. Do not just memorize
EXAM DAY INSTRUCTIONS:
a blue book. Make sure there are no pages torn out.
pen—blue or black ink preferred.
sit by anyone with whom you studied.
on spending the full time writing your exam.
do the ID terms first.
you run out of time on the essay, include an outline of the material
you would have covered.
you have extra time (very unlikely), go back and add extra info to your
ID and essay responses.
sure to discuss the significance of each ID term. Why is the
figure/term important? How does that figure tie in to major
themes discussed in class?
not put all your essay information into one long paragraph. Shorter
paragraphs with good topic sentences work best.
ACADEMIC INTEGRITY STATEMENT
Cheating and other forms of academic dishonesty and misconduct run
contrary to the purposes of higher education. Cheating
use of any notes during the midterm or final exam. Please place
marks of any kind on or in your blue book before I give the signal to
begin taking the exam. All exams must be taken on blank
at least one exam, bluebooks will be checked before the exam.
Bluebooks that have not been checked, have missing pages, or pages with
large erasures will not be accepted.
It is not cheating to study with another student, to share notes, or to
prepare essays or ID's together. However, if you do study with another
student, be sure you do not sit next to each other during the exam.
Please be especially careful to observe academic integrity standards on
the take-home quizzes. The quizzes are intended to make sure you have
done the primary source readings, and your comments should be based on
your own observations, not someone else’s ideas. Plagiarism (e.g.
copying material from the internet or recycling work done by another
student) is not allowed. I do sometimes allow “group work” on
but unless I have specifically indicated that you are allowed to work
with other students, make sure your quiz comments are entirely your
Northern State University's official policy and procedures on cheating
and academic dishonesty as outlined in the Northern State University
Student Handbook applies to this course. Students caught cheating will
receive a zero for the assignment, and, since zeros are worse than
F[‘s, they are likely to fail the course as a whole.
NSU DISABILITY POLICY:
Northern State University recognizes its responsibility for creating an
institutional climate in which students with disabilities can
If you have any type of disability for which you require
accommodations, please contact Karen Gerety at the NSU Office of
Disability Services (626-2371, Student Center 217) as soon as possible
to discuss your particular needs.
BOARD OF REGENTS ACADEMIC FREEDOM POLICY:
Under Board of Regents and University policy student academic
performance may be evaluated solely on an academic basis, not on
opinions or conduct in matters unrelated to academic standards.
Students should be free to take reasoned exception to the data or views
offered in any course of study and to reserve judgment about matters of
opinion, but they are responsible for learning the content of any
course of study for which they are enrolled. Students who believe that
an academic evaluation reflects prejudiced or capricious consideration
of student opinions or conduct unrelated to academic standards should
contact the academic dean administratively in charge of the class to
initiate a review of the evaluation.
NORTHERN STATE UNIVERSITY DIVERSITY STATEMENT:
Northern State University strives to build an academic community of
people from diverse backgrounds and experiences who are committed to
sharing diverse ideas in a mutually respectful environment. We value
open discourse and consideration of multiple perspectives on issues of
regional, national, and international importance, in which individuals
are free to express their points of view. Our goal is a diverse
learning community with equal opportunity for all.