World History I
2008-2009
Dr. Brown
429-2300, ext. 321
Introductory Description:
In this introduction to ancient, pre-modern world history, students will explore as individual units a number of the most significant “building blocks” that shaped ancient civilizations. By the end of the course, students should have a clear understanding of those various “blocks,” like religious orders, forms of governance, social and cultural codes and institutions, the impact of geographical setting, and so forth. To form that understanding, students will read an array of primary and secondary sources, run student-led projects like web quests and a moot court, write a good number of individual essays, and produce a research paper. Working individually or in groups, students will devise answers to questions such as: What is geography and how does it shape a civilization? What is culture and how does it evolve and develop? What is the basis of religion and why do people celebrate different faiths? How do people govern themselves? How do they entertain themselves? And how do they support themselves economically? Ultimately, the class is thematic, not chronological. Hence, to make sense of these building blocks, we will examine societies from across the geographic spectrum and throughout the pre-modern period.
Expectations:
This course has two purposes: (1) to explore the pre-modern world through analysis of many sources in order to make sense of the building blocks alluded to above; (2) to enhance and hone skills including formal essay writing, gathering data, formulating conclusions, and presenting information orally in front of your peers. To emphasize, this is a student-centered approach to the study of the past, though a combination of lecture and discussion will be important. If the student is serious in this endeavor, the class will be an overwhelming success. To that end, allow me to emphasize a few class-based necessities: do not forget to bring your textbook and/or collateral reading materials, a pen or pencil, a notebook if you wish to use one, and your laptop to class each day. Without them, you will only be doing yourself a disservice. Lastly, bring an open mind and a decent disposition: I will not tolerate an abusive or offensive student. Those so inclined to act inappropriately will be asked to leave the classroom and subsequently disciplined. This, I hope, will not happen. And if it does not, expect an enjoyable learning experience.
Evaluation:
A number of assessments go into evaluating a student’s performance each trimester. First, students will complete three (3) unit exams each trimester. Each exam will include two essays of varying lengths (occasionally, there will even be an essay based on reading comprehension). We will review as a class before each exam, and there will be no surprises or tricks on the tests. Second, students will complete three (3) outside essays per trimester. Typically, students are given approximately two weeks to complete these assignments, with one week devoted to an opportunity to hand in a formal draft for review and critique. Try and take advantage of this policy for (1) it will only help to make you a better writer and (2) historically speaking, those who produce drafts tend to earn higher grades. The only exception to this scenario occurs at the end of the second trimester when students produce a more substantial research paper. Third, students will complete anywhere from ten (10) to fifteen (15) homework paragraph assignments per trimester. Each assignment is worth a total of five (5) points. Based on reading from the night before, students compose paragraph responses that each will submit electronically. For every school day a student fails to submit a homework paragraph, that student will lose 1 full point. These points can add up quickly, so get your work in on time. Fourth, students will complete two (2) web quest projects per trimester. Working in groups, students will create web-based projects, including brochures and diaries, which relate to certain periods, individuals, or areas. There will also be one major group project per trimester, like the Moot Court mentioned above. Lastly, each student will receive a participation grade based on the quality of a student’s responses, questions, and interest during class. These six components comprise each student’s grade for each trimester.
Grades Per Trimester:
30% Papers, including the Research Paper
25% Tests
15% Homework Paragraph Assignments
10% Group Projects
10% Web Quest Projects
10% Participation