HIST 1111HThis is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours 3
Course Title Survey Of World History To Early Modern Times (1500) (Honors)
Prerequisite(s) Exit or exemption from Learning Support reading or all ESL requirements except ENSL 0091 and acceptance into the Honors Program
Corequisite(s) None Specified
This course surveys the intellectual, cultural, scientific, political, and social contributions of the civilizations of the world, and the evolution of these civilizations during the period from the prehistoric era to 1500 A.D/C.E.This course is HIST 1111 for Honors students.
Expected Educational Results
As a result of completing this course the student will be able to:
1. Discuss the types of history, the sources of historical knowledge, and explain the meaning and the uses of history.
2. Have a general understanding of the major interpretive problems of world history to 1500 A.D./C.E.
3. Describe the process by which humans were transformed from food hunters and gatherers to food producers and be able to explain the impact of this transformation on the development of civilization.
4. Discuss the intellectual, cultural, social, and political contributions of the ancient Middle East (Mesopotamia, Assyria, Persia, Israel, Judah).
5. Discuss the evolution of the ancient Nilotic African kingdoms.
6. Discuss the intellectual, cultural, social and political contributions of Chinese society from the prehistoric period through the Han dynasty, including Confucius, Lao t’zu and the Legalists.
7. Discuss the intellectual, cultural, social and political contributions of India from the Indus River Valley Civilization through the Gupta period, including Hinduism, Buddhism and Jainism.
8. Discuss the principal intellectual, cultural social and political evolution of the Greeks from the Minoan period through the Macedonian takeover.
9. Discuss the evolution of political structures in Greece, including monarchy, oligarchy, tyranny and democracy.
10. Discuss Alexander the Great’s conquest of the Persian Empire and the creation of the Hellenistic kingdoms.
11. Trace the political evolution of Rome from the Republican period through the transition to empire, taking care to explain the distinction between Empire and Republic.
12. Discuss various theories concerning the collapse of the Western Roman Empire and Rome’s legacy to the West.
13. Discuss the evolution of Christianity from Jesus and Paul of Tarsus through the establishment of the early Church and the theology of the early Church Fathers.
14. Describe the principal features of Byzantine civilization from the reign of Justinian through the Turkish takeover on Constantinople in 1453.
15. Discuss the major features and contributions of Chinese civilization during the Tang, Yuan and Ming.
16. Discuss the evolution and spread of Islam (beginning with the career of Mohammed) and the major political, social, scientific and cultural contributions of the Islamic world through 1453.
17. Discuss the development of the medieval African monarchies, the social and political structures of these societies, and main cultural contributions as found in folktales, art, and historic accounts.
18. Discuss the development and the political and social structures of the Aztec, Maya, and Inca Empires through 1500 A.D./C.E.
19. Analyze the impact of the Germanic Migrations on the collapse of Roman civilization and the development of early Germanic society.
20. Discuss the major intellectual and cultural contributions of the Middle Ages with special attention to the origins and evolution of Christian monasticism, Patristic Theology, Romanesque and Gothic architecture, the Carolingian Renaissance, the Twelfth Century Renaissance, Chivalry and Scholasticism.
21. Discuss the major social and political developments of the medieval world, including feudalism and the evolution of a relationship between Church and state.
22. Discuss the important political and social events of the fourteenth century, and explain the factors which led to the waning of the medieval period and the rise of the Renaissance.
23. Discuss the European and Northern Renaissances, 1350-1600.
24. Discuss the evolution of Japan from the prehistoric period through the decline of the Ashikaga Shogunate, including the major intellectual, cultural, social, and political contributions.
25. Be able to identify the locations of the world’s major civilizations on a map.
General Education Outcomes
I. This course addresses the general education outcome relating to communications as follows:
A. Students develop their reading comprehension skills by reading the textbook and outside readings.
B. Students develop their listening skills through lecture and group problem solving.
C. Students develop their writing skills through papers and essays on exams.
D. Students develop their speaking skills through class discussions and oral reports.
II. This course addresses the general education outcomes of developing effective individual and group problem solving and critical thinking skills as follows:
A. Students will develop their ability to problem-solve and think critically by applying their knowledge of historical principals to historical events and developments.
B. Students will develop their ability to think critically through writing essays that require analysis of contemporary and historical problems.
III. This course addresses the general educational outcome relating to global economic, political, historical, and geographic forces through lectures, analytical essays and essay questions on tests.
1. The Prehistoric Era from Neanderthal through Cro-Magnon Man
2. The Ancient Middle East
3. Ancient North Africa and the Nilotic Kingdoms; Africa during the European Middle Ages
4. Ancient China and the “Golden Age” of East Asia
5. Ancient and Medieval India
6. Ancient Greece and the Hellenistic Period
7. Ancient Rome
8. Europe During the Middle Ages, 476-1450
9. The Italian and Northern Renaissances
10. The Western Hemisphere before the Arrival of the Europeans
11. Japan from Prehistory through the European Middle Ages
12. The Islamic World from Mohammed through the Fall of Constantinople, 1453
Assessment of Outcome Objectives
Assessment of Honors students will place an emphasis on high-level critical thinking, problem solving, and communication skills.
I. COURSE GRADE
A. Examinations: Exams, including a final exam, prepared by individual instructors will be used to determine part of the course grade. Each exam and the final will contain questions requiring the student to demonstrate higher order thinking and reasoning skills and will contain both essay and objective questions.
B. Written Assignments: Written assignments requiring critical analysis will be required of each student in addition to the essay portions of the exams. These assignments will be graded on the basis of both content and the quality of the composition.
II. DEPARTMENT ASSESSMENT
This course will be assessed in the fall semester every three years. Every student in every section will be required to complete objective questions designed by History instructors, college-wide, as part of the final exam. The exam will be constructed by faculty who have taught this course, and will require students to demonstrate a knowledge of history and the ability to apply major historical principles. Each instructor is responsible for reviewing and tabulating the results of these outcome assessment questions and transmitting them to the course or curriculum committee responsible for this course. Individual instructors should use feedback from assessment to review and evaluate their own teaching practices
III. USE OF ASSESSMENT FINDINGS
The results of this assessment instrument will be summarized by the chair of the world civilization curriculum committee. The chair will then meet with all World Civilization faculty to analyze these results and determine implications for the curriculum. The faculty may make changes to the desired educational outcomes, their own teaching practices or the assessment instrument, as appropriate.
Last Revised: Aug. 08, 2011Return to all courses