Course Snapshot for HIS111 - The World: Antiquity-1500
The information listed below is subject to change. Please review the course syllabus within your online course at the start of class.
Course Competencies
The competencies you will demonstrate in this course are as follows:
- Identify the major trends, individuals, groups, and events involved with the rise of early civilizations around the world.
- Explain the development of early religious thoughts such as Hinduism, Buddhism, Christianity, and Islam, and examine early dynasties in regions such as India, China, Classical Greece, Macedonia, and the Roman Republic.
- Compare African and Latin American religions and cultures to other world religions and cultures.
- Describe the Germanic tribes, the importance of Christianity, feudalism, the importance of agriculture, and trade.
- Explore the impact of the Silk Road, the eastward expansion of Islam, and the economy and daily life in India, Mongolia, and China.
- Question why religions became popular in some world regions, but not in others.
- Describe the rise of the Japanese state, the economic and social structures, and religion and culture, comparing them to other world religions and cultures.
- Describe the European economic and social crisis, the onset of political instability, the decline of the church, and the effect of the Renaissance on all of the above.
- Four general goals integrate history with workplace skills:
A. Acquire information from many sources.
B. Break complex and multiple sources of information down into parts to create clearer understanding.
C. Understand the impact of time and space on perspective.
D. Develop narrative structures and arguments based on evidence.
- Throughout the course, students should be introduced to course content, practice using course content, and demonstrate they can:
A. Describe how peoples, groups, cultures, and institutions covered in this course change over time
B. Understand the events covered in the course in historical context and recognize how social, cultural, gender, race, religion, nationality and other identities affect historical perspective
C. Communicate orally and in writing about the subject of the course and select and apply contemporary forms of technology to solve problems and compile information
D. Use different resources for historical research, including libraries, databases, bibliographies and archives
E. Analyze secondary sources and recognize differences in historical interpretation
F. Identify types of primary sources, the point of view and purpose of their author or creator
G. Create substantive writing samples which employ critical analysis of primary and secondary sources, and document those sources correctly
H. Construct knowledge in the discipline and synthesize historical narratives and timelines from primary and secondary sources, maps, and/or artifacts and critically analyze, interpret and evaluate many different points of view to construct historical arguments.
Module Outcomes Mapped to Competencies
Module 1 Learning Outcomes |
Mapped to Course Competencies (above) |
| Review Course syllabus and schedule. | 9a |
| Familiarize self with online course layout and content. | 9a |
| Introduce self to peers and instructor and discuss the definition of civilization. | 1 |
| Identify the origins of humankind. | 1 |
| Chronicle the discoveries of Mesopotamia and Egypt that led them to be the first urbanized civilizations. | 1, 2 |
| Examine the semi-nomadic societies and the monotheistic religious traditions they established. | 2 |
| Explore the first Chinese and Indian societies, their collapse, and the emergence of more unified civilizations. | 1, 2 |
| Build research and writing skills by tracing familial migration and finding at least 10 sources about the history of that culture. | 1, 2, 9a, 9b, 10b, 10d, 10e, 10f |
Module 2 Learning Outcomes |
Mapped to Course Competencies (above) |
| Examine how the Greek victory over Persia allowed for great political and cultural production. | 1, 10a |
| Analyze the impact of Greek internal war on Greece and how they became easy prey for Macedonia. | 1, 2, 10a, 10b |
| Identify the Roman attributes that helped them explain their power abroad. | 2, 10b |
| Analyze the various factors that contributed to the rise, decline, and fall of the Roman Republic and the Western Roman Empire. | 2, 10a, 10b |
| Identify and evaluate the successes/failures of key personalities to political, social/cultural, and economic developments in Roman civilization. | 2, 10a, 10b |
| Analyze the transformation of the Roman world through the introduction and spread of Christianity. | 2, 4, 6, 10a, 10b |
| Discuss, using specific examples, the impact of geography, war/conquest, the struggle for individual freedoms, and religion on the rise, development, and fall of civilizations. | 1, 2, 4, 10a, 10b |
| Evaluate the development of the Byzantine Empire. | 2, 4, 6, 10a, 10b |
| Tour and report on a Virtual Museum. | 9a, b, c, d, 10a, b, c, d, e, f |
Module 3 Learning Outcomes |
Mapped to Course Competencies (above) |
| Examine the development of Islam. | 2, 10a, 10b |
| Evaluate the impact of Islamic Empires on culture, social, and political development in the East and West. | 2, 6, 10a, 10b |
| Describe the key characteristics of Islamic faith and compare/contrast those characteristics with other major belief systems around the world. | 2, 3, 6, 9b, 10a, 10b |
| Examine the development of civilization in Africa. Evaluate the impact of Islam on the African continent, culture and peoples. | 1, 3, 6, 10a, 10b |
| Compose a first person, historical narrative illustrating your knowledge of events, people and culture during this period. | 1, 2, 9a, b, c, d, 10a, b, c, d, g, h |
Module 4 Learning Outcomes |
Mapped to Course Competencies (above) |
| Describe the religious, political, social, and economic characteristics of the Carolingian Empire. | 4, 9a, 10a, 10b |
| Identify and evaluate the successes and failures of the major personalities of the Early Middle Ages in Europe. | 4, 9a, 10b |
| Evaluate the rebirth of commerce and urban society in Europe. | 4, 9a, 10b |
| Trace the development of medieval and new monarchies in Europe. Investigate and describe the transformation of the role of the monarch in the 15th century. | 8, 9a, 10b |
| Identify the Hundred Years’ War, Black Death and Great Schism. | 8, 9a, 10b |
| Identify the characteristics of life, the major artists, and ideals during the Italian Renaissance. Explain how these characteristics led to an age of exploration. | 8, 9a, 10b |
| Examine the rise and fall of peoples in the Americas, focusing on the large urban civilizations of Mesoamerica and South America. | 1, 3, 9a, 10b |
| Produce a complete well-researched draft of the Ancient Wonders of the World assignment. | 1, 4, 9a, c, c, d, 10a, b, c, d, g, h |
Module 5 Learning Outcomes |
Mapped to Course Competencies (above) |
| Explore the eastward expansion of Islam particularly on Southwest Asia (India). | 2, 3, 10b |
| Identify and examine the impact of the Silk Road. | 4, 5, 10b |
| Discuss the unification, culture, and peoples of China resulting in a rich imperial tradition. | 2, 5, 10b |
| Examine the impact of the Mongols on Asia and Europe. | 5, 10b |
| Evaluate and compare a Primary and a Secondary source on the same topic. | 9a, b, d, 10c, d, e, f, g, h |
| Review and evaluate the research skills of yourself and your peers through a peer review discussion. | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
Module 6 Learning Outcomes |
Mapped to Course Competencies (above) |
| Explore the peoples of Polynesia and Oceania. | 1, 2, 3, 4, 5 |
| Describe the rise of the Japanese state, particularly focusing on economic, religious, cultural, and social structures. | 1, 2, 3, 4, 5 |
| Examine the development of civilizations and peoples in Southeast Asia. | 1, 2, 3, 4, 5 |
| Analyze an Ancient Wonder of the World and compose an evidence-based, informative essay on this topic. | 1, 2, 3, 4, 5 |
Course Time Commitment and Expectations
For every credit hour, students should plan to spend an average of 2-3 hours per week for course-related activities in a 15-week course. For example, a 3 credit hour course would average an average 6-9 hours per week to read/listen to the online content, participate in discussion forums, complete assignments, and study the course material. For 10 and 6-week courses, the amount of time per week will be higher so all course competencies, module outcomes, and assignments will be covered.
Aside from typical reading assignments, this course has the following (Please Note: This list is subject to change based on the discretion of the instructor facilitating this course.):
| Assignment | Points |
|---|---|
| Unit Discussions (10 @ 10 points each) | 100 |
| WOW Discussions (6 @ 10 points each) | 60 |
| Unit Assignments (7 @ 100 points each) | 700 |
| Ancient Wonder of the World Assignment | 100 |
| Ancient Wonder of the World Presentation in discussion | 40 |
| TOTAL | 1000 |
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