HIST 1413 C1 Global History before 1500

Fall 2013

Mother goddess from Çatal Hüyük, c. 6000 BCE Museum of Anatolian Civilization, Ankara

Slot 10: Tuesday and Thursday, 12:00 to 1:30, BAC 241

Dr. Stephen Henderson BAC 405, ph. 585-1283 [email protected]

Office hours: Tuesdays, 10:30 to 11:30 and 1:30 to 3:00 Wednesdays, 11:00 to 1:30 Thursdays, 10:00-11:30 and 1:30-2:30

Course description This course uses a thematic and comparative approach to explore major issues in world history. Students will examine different cultural zones and historical eras, from the inception of the agricultural revolution to the emergence of Europe as a dominant region of the globe. Themes include trade, environment, cities, patriarchy, technology, and political systems.

Readings There are two required texts for the course:  Peter von Sivers, Charles A. Desnoyers, and George B. Stow, Patterns of World History, Brief Edition: Vol. I: To 1600 (Toronto: Oxford University Press, 2012).  Candace R. Gregory, Carey Roberts, and H. Michael Tarver, eds., Sources in Patterns of World History, Vol. I: To 1600 (Toronto: Oxford University Press, 2012). Evaluation Assignment Due date Value Group activities/participation Throughout the term 10% Article summary October 3 10% 2 tests October 1 and 31 30% Research paper November 29 25% Final exam TBA 25%

Group activities and participation There are six group activities related to primary source analysis (see class schedule). All members of a group receive the same mark on each activity, and your four best results comprise your participation mark. Students who participate in all six activities will earn a bonus point.

Article summary Students will select an article from the journal History Today – choose an article in bold from the list attached – which is available in electronic and print form in the library. The assignment is to summarize the article’s narrative and the author’s thesis in 200 words or less. The assignment is due in the ACORN assignment folder by midnight on October 3rd.

Research paper Students will write a 1500-word essay on a topic covered in this course based on four articles from History Today (list provided). Students must use Turabian footnotes and include a Turabian-style bibliography. The assignment is due in the ACORN assignment folder by midnight on November 29th.

Deadlines and Academic Integrity Test and assignment due dates are indicated in the syllabus. Make-up tests and extensions will be granted only for illness or family emergencies. In all cases, documentation will be required and should be presented to the Registrar’s office. The penalty for late submissions is 5% per day, every day. Computer failure is not an acceptable excuse for lateness or loss of material. Copying someone's ideas or words without acknowledging their source constitutes academic dishonesty and can result in severe penalties, including failure of the course. Severe penalties will also be incurred in cases where work is purchased, “shared,” or submitted to more than one instructor. To learn more about plagiarism, please take the “You Quote It, You Note It” tutorial on the library website. You may also consult pp. 33-34 of the Acadia Calendar for more details, or ask me if you have any questions.

Students with Disabilities If you are a student with a documented disability who anticipates needing accommodations in this course, please inform me after you meet Jill Davies (902-585-1127) or Kathy O’Rourke (902-585-1823) in Disability Access Services, Student Resource Centre, lower floor of the Old SUB (Old Student Union Building). Class Schedule

September 5 – Intro – succeeding in university

September 10 – Human Evolution; group activity on secondary source  Susan Walker, “Cleopatra: From History to Myth,” History Today, 51.4 (2001): 6-7. September 12 – Agriculture  Chapter 1, Peter von Sivers, et al., Patterns of World History, Brief Edition: Vol. 1: to 1600 (Toronto: Oxford University Press, 2012)

September 17 – Mesopotamian Civilizations  Chapter 2 of Patterns September 19 – ; group activity on primary sources  Primary sources, from Candace R. Gregory, et al., eds., Sources in Patterns of World History, Vol. 1: To 1600 (Toronto: Oxford University Press, 2012) o 2.2 “A Mesopotamian Creation Myth” o 2.3 “Law Codes of Hammurabi”

September 24 – India to 600 BCE  Chapter 3 of Patterns September 26 – to 500 BCE; group activity on primary sources  Chapter 4 of Patterns  Primary sources, from Sources: o 4.1 “Shang Oracle Bones” o 4.2 “Ancestor Worship and Human Sacrifice from the Shi Jing”

October 1 – Test #1 October 3 – The Americas; article summary due  Chapter 5 and second part of 6, from Patterns

October 8 – African chiefdoms and social structures  Chapter 6 (first part) October 10 – Religions of Salvation

October 15 – Persia, Greece and Rome  Chapter 7 of Patterns October 17 – Persia, Greece and Rome, cont; group activity on primary sources  Primary source, from Sources: o 7.1 “Darius of Persia: The Behistan Inscription” o 7.5 “Eusebius on Constantine the Great”

October 22 – India  Chapter 8 of Patterns October 24 – China  Chapter 9 of Patterns

October 29 – China, cont; group activity on primary sources  Primary sources, from Sources: o 9.1 Han Fei-tzu, “Selections on Legalism” o 9.2 Confucius, Selections from the Analects October 31 – Test #2

November 5 – Islam and Byzantium  Chapter 10 of Patterns November 7 – Study Day; no class

November 12 – Medieval Europe  Chapter 11 of Patterns November 14 – Crusades, Plagues and Kingdoms; group activity on primary sources  Primary source, from Sources: o 11.5 Marchione di Coppio Stefani on the Black Death in Florence

November 19 – China (Song, Tang and Yuan/Mongol)  Chapter 12 November 21 – India (Delhi and Mughal); group activity on primary sources  Primary sources, from Sources: o 12.3 Two poems by Li Bo o 12.5 Marco Polo describes China under Mongol rule

November 26 – State Formation in Africa  Chapter 14 November 28 – Empires in the Americas; exam review  Chapter 15

Research Topics and Readings for HIST 1413 C1

Ancient Trade

Raoul McLaughlin, “The Lure of the Orient,” HT 60.8 (2010): 10-17. The article presents a description of the ancient merchant fleets which were based in Egypt and conducted international trade throughout the Indian Ocean. Provides a brief overview of Egyptian history from the 6th century B.C.E. to the Roman period, highlighting different dynasties and their support of trade with the civilizations to the East. Particular focus is given to the Roman Empire's management of trade during the first centuries of the Common Era.

Raoul McLaughlin, “Silk Ties: The Links between Ancient Rome and China,” HT 58.1 (2008): 34- 41. The article discusses how trade provided the primary form of contact between the Roman and Chinese Han empires. Geographic factors and the presence of the Parthian kingdom may have prevented contact between Rome and China. Roman literature discusses the Seres, a group of people who traded in silk, who some theorize to have been the Han empire. Increased maritime trade resulted in the importation of Chinese silk in the Roman empire.

Richard Hodges, “Charlemagne’s Elephant,” HT 50.12 (2000): 21-27. Deals with the relations between the Mediterranean and northern Europe in the age of Charlemagne which puzzled archaeologist and historians. Evidence for long-distance trade in the empire of Charlemagne; Artifacts found by archaeologist Haljmar Stolpe during his excavations in the Swedish island port at Birka in 1870; Connections between the Arabs, Latin Christendom and the Vikings

Stephen Halliday, “The First Common Market?” HT 59.7 (2009): 31-37. The article discusses the Hanseatic League, which was a trading block in northern Europe that was formed in the 13th century. The Hanseatic League's network of alliances covered nearly 200 cities and protected its interests from despots and rival traders through the use of a powerful fleet that was financed by its members. The group's eventual demise is chronicled.

Children

Lesley Beaumont, “Child’s Play in Classical Athens,” HT 44.8 (1994): 30-35. Focuses on the significance of toys and games to learning and good citizenship in Athens, Greece in the 5th century. Learning according to Plato and Aristotle; Nature of specific toys and games; Pets; Storytelling; Education of children; Knucklebones; Morra; Bronze fly; Ball games; Team games; Board games; Musical games.

Ray Laurence, “Childhood in the Roman Empire, HT 55.10 (2005): 21-27. The article considers how children were seen in ancient Rome and looks at some of the harsher aspects of childhood such as sickness, violence and endless work. One fact that supposedly supports the Romans' indifference to emotional pain with regard to children is the practice of exposure of unwanted newborns. Many Roman women avoided breastfeeding if they could, because it was believed to advance the ageing process and also slowed down a woman's ability to have additional children. The status of children was reflected in the way they were dressed in public.

Keith Hopkins, “Everyday Life for a Roman Schoolboy,” HT 43.10 (1993): 25-30. Looks at excerpts from tests revised over several centuries from the third century BC to the fourth century AD which hint at what life was like for a Roman schoolboy. The beginning of Roman schools at dawn; Attendance of boys and girls at the same primary school from ages seven to eleven; The tutor as the boy's guardian; Encouragement for corporal punishment.

Nicholas Orme, “Child’s Play in Medieval England,” HT 51.10 (2001): 49-55. Investigates the toys, games and childhood life in the Middle Ages of Great Britain. Argument of French historian Phillipe Aries about childhood in the Middle Ages; Toy industry in medieval England; Information on the ability of children to make their own toys and play with one another.

Women in the Classical World

Robert Garland, “Mother and Child in the Greek World,” HT 36.3 (1986): 40-46. Discusses the role of women in Ancient Greece. Information on the treatise ascribed by Greek physician Hippocrates; Predominance of male over female in the Greek society; Advice from the Hippocratic writings regarding obstetrics.

Mary Beard, “The Classic Woman?” HT 43.7 (1993): 29-35. Examines the new ways of thinking about what life was like for women in Greece and Rome. `Goddesses, Whores, Wives and Slaves,' by Sarah Pomeroy; almost nothing survives from antiquity that was written by women; Ancient literature as a series of representations of women, by men; Recent stress on representation rather than social reality.

Michael Scott, “The Rise of Women in Ancient Greece,” HT 59.11 (2009): 34-40. The article focuses on the history of women and women's roles in ancient Greece during the fourth century BC. The author argues that the losses suffered by the city-state of Athens as a result of the Peloponnesian War had a longterm impact on women's roles, education, and status. Some of the historical information considered includes women characters in the plays of comic playwright Aristophanes, the writings on curse tablets uncovered at the archaeological excavation at Dodona, Greece; and accounts of the 4th century women of Sparta, known for their athletic ability and patriotism.

Susan Cole, “Women and Politics in Democratic Athens,” HT 44.3 (1994): 32-37. Examines how women were visible through the cracks in Athenian society, even though they were formally excluded from the democratic process. Discussion of marriage, property rights and the dowry; The invisibility of women as individuals; Differences of naming practices for men and women.

Muslim-Christian Relations

Jonathan Harris, “The Best of Enemies,” HT 63.2 (2013): 17-24. The article discusses the relationship between the Christian Byzantine Empire, or Byzantium, and the Muslim Abbasid caliphate, focusing on the period of about 750 to 1050. It comments on warfare and its religious justifications. The author also considers factors that mitigated hostilities, including diplomatic and commercial relationships. He particularly reflects on trade, the redemption and exchange of prisoners, and a shared admiration for the intellectual and literary legacy of ancient Greece.

David Abulafia, “Propelled by Faith,” HT 61.8 (2011): 10-16. The author examines the religious aspects of 12th century voyages in the carried out by both Christian and Muslim travelers. Emphasis is given to the maritime experiences of religious pilgrims during this time period. The author recounts the travels of Spanish Muslim prince Muhammad ibn Ahmad ibn Jubayr, son of an Almohad caliph. Ibn Jubayr's impressions of Acre (in modern-day ) and Christians in general are detailed, as are his thoughts on shipboard life.

Robert Irwin, “Muslim Responses to the Crusades,” HT 47.4 (1997): 43-49. Discusses how the Islam responded to Christian invaders. Political power exercised by the Seljuk Turkish sultan; Barkiyaruq's perspective about Christian invaders; Rift between Sunni and Shi'i Muslims; Reason why satirical poet Ibn al-Qaysrani recommends to his fellow muslims to attend churches on days of Christian festival; Muslim writers who ignored the presence of Christian invaders; Native Christians who suffered under Muslim rule; Muslim arts during the invasion.

Malcolm Barber, “How the West saw Medieval Islam,” HT 47.5 (1997): 44-50. Focuses on how Western Christians viewed their Muslim adversaries. Several accounts of different authors and participants on the first crusade; Treatment on Islam; How Urban II presented the Turks.

Monarchs and the Church in Britain

Simon Andrew Stirling, “Arthur and the Church,” HT 62.8 (2012): 11-16. The article discusses the relationship between the legendary figure King Arthur and the Church in Great Britain. It comments on twelfth century tales of Arthur and reflects on methods by which the Church reclaimed Arthur as a Christian prince, noting the alleged excavation of the grave of Arthur and his wife Guenevere in Glastonbury, England in 1191. The author also reflects on the first recorded Arthur, a sixth century Scottish prince and contemporary of Saint Columba, discussing religion in Great Britain at this time and Arthur's death in battle.

Barbara Yorke, “The Most Perfect Man in History?” HT 49.10 (1999): 8-14. Considers the role of historians in the reputation of King Alfred the Great of Wessex, England and the enduring cult around his life and legend. How Bishop Asser of Wales presented Alfred; Written works on him by historians; Discussion on Anglo-Saxonism and Alfredism; Reasons Alfred's statue at Wantage, England was unveiled by Lord Rosebery.

David Crouch, “God and the Normans,” HT 52.10 (2002): 11-17. Focuses on the moral and spiritual foundations of the Norman dynasty in England. Involvement of William the Conqueror in religious activities; Details on William's family and household; Relationship of William Rufus with religion.

Debbi Codling, “Henry IV and Personal Piety,” HT 57.1 (2007): 23-29. The author discusses what she views as an overlooked aspect of King Henry IV's reign: his personal sense of piety. She attempts to define his usurpation of Richard II through a combination of princely traits such as ambition and manipulation. However, during the later period of his reign, he was a man searching for forgiveness by way of his attempts to launch a Crusade. He took his responsibility to God as an anointed ruler very seriously and went beyond the public displays expected by the King.

Architecture

Anthony Aveni, “Bringing the Sky down to Earth,” HT 58.6 (2008): 14-21. The article discusses historic examples of building and architecture designed to create harmony or alignment with celestial markers. Stonehenge, found on Salisbury Plain in England, has been found to mark celestial events such as solstices and full moons. The Aztec city of Teotihuacan, located northeast of Mexico City, was said to be the birthplace of the gods. In Beijing, China, the historic city's layout is aligned to important astrological markers.

Thomas S. Garlinghouse, “Revisiting the Mound-builders Controversy,” HT 51.9 (2001): 38-44. Focuses on the controversy regarding the mound-builders that serve as archaeological evidence for sophisticated civilization in pre-Columbian North America. How newspaper publisher Ignatius Donnelly described mound-builders; What the mounds reveal; Proponents of the lost race theory

Aubrey Burl, “Stonehenge,” HT 51.3 (2001): 19-25. Explains how the myth of the Stonehenge's transport from South Wales to Salisbury Plain, England arose. Fallacies on the Stonehenge's transportation; Role of glaciation in the appearance of the stones in Salisbury Plain; Kinds of stones that consist the Stonehenge.

Neil Ritchie, “The Nuraghi of Sardinia,” HT 28.10 (1978): 659-63. Presents information on the towers built by the Sardinians between 1500 and 500 B.C. Purpose of the towers; Description of the towers; Structure of the society of the Sardinians.