History 1100 Extended Syllabus

History 1100

Extended Syllabus

Foundations of Western Civilization, Ancient and Medieval

UTAH STATE UNIVERSITY

Dr. Robert J. Mueller Fall Semester 2017 1

TABLE OF CONTENTS

SECTION A: General Course Information 1. Required Reading ...... 3 2. Course Content & Outcomes ...... 3-4 3. Course Organization ...... 4 4. Discussion Grade...... 4 5. Quizzes ...... 4-5 6. Writing Assignments ...... 5-6 7. Grade Breakdown ...... 6-7 8. Office Hours ...... 7 9. Academic Dishonesty ...... 7 10. Sexual Harassment ...... 7-8 11. Students with Disabilities ...... 8 12. Reading Assignments & Schedule ...... 8-9

SECTION B: Advice for Writing 1. The Essay ...... 11-15 2. Mueller’s Pet Peeves ...... 16 3. Proper Footnoting ...... 17-18 4. Plagiarism ...... 19

SECTION C: Unit Outlines and Word Lists Weeks 1 to 15 ...... 21-35

SECTION D: Maps 1. Suggestions for Map Identifications ...... 37

History 1100 Extended Syllabus

Section A

General Course Information

UTAH STATE UNIVERSITY HISTORY 1100: FOUNDATIONS OF WESTERN CIVILIZATION: ANCIENT TO MEDIEVAL Fall Semester 2017 Wednesdays, 5:15-7:45PM

INSTRUCTOR: Dr. Bob Mueller OFFICE: USU, Tooele Regional Campus – Office 180 OFFICE PHONE & VOICE MAIL: (435) 797-9929 OFFICE HOURS: Tuesdays & Wednesdays, 3:00-5:00PM and by appointment. E-MAIL ADDRESS: [email protected] (This is the best way to get hold of me.)

------1. REQUIRED READING: McKay, Hill, Buckler, Crowston, Wiesner-Hanks, Western Society: A Brief History, (Bedford/St. Martin’s, 2010). [ISBN 978-0-312-68732-8] The History 1100 Reader (found on Canvas under “Course Materials”)

2. COURSE CONTENT & OUTCOMES: History 1100 is an introduction to the history of Western Civilization from the first appearance of urban settlements on the Eurasian continent to the upheavals of famine, plague and war in the Late Middle Ages. It covers the creation of a unique civilization -- one that combined traditions of the Near East, the Mediterranean and Northern Europe -- from the birth of those traditions, through their combination and to the beginning of their transportation to the Americas, Asia and Africa. This course also emphasizes the examination of primary sources as a method of developing the important skill of analysis. In discussion, in papers and on your quizzes, you will be asked to reach general conclusions through careful use of specific evidence. The lectures, readings and discussions for each week will concentrate on a particular society or societies designated in the syllabus, with an emphasis on comparing political, religious and social institutions to those of societies previously examined. By comparing and contrasting the same aspects of each society, you should be able to trace the development and transformation of ideas and institutions which we have come to identify as "Western," as well as to demonstrate a sound understanding of the fundamentally unique characteristics of each society you study. There will be four main outcomes when you finish this course: 1) You will become a stronger writer. I do not use midterms and finals to test how well you understand the lectures and readings. Instead I ask you to write a series of three term papers and take short quizzes. In Section B of this syllabus there is a detailed discussion about writing strong papers. 2) You will become a more critical thinker. The papers and terminology quizzes require you to use and develop the skill of analysis. Analysis is the ability to reach into a mass of material and pull out only what is relevant for a certain project or assignment. You will learn to have informed opinions backed up by evidence. 3) You will understand important facts about the civilizations of the Ancient Near East, Greeks, Romans and Europeans which will show why they are considered to be the foundation cultures of western civilization. 4) You will understand how societies change over a period of time. Western customs, religion, government, warfare, art and civil society changed dramatically between the time of the Mesopotamians and that of the Europeans. 3

3. COURSE ORGANIZATION: This course is a mixture of lecture and discussion. It is vitally important that you have the material assigned for the week done by our class meeting. Always bring your course reader, the History 1100 Reader, to class each week, because I will lead a discussion of certain primary source documents during the lecture. This is also a writing-intensive class; you will have to demonstrate the analytical skills you practice in the discussions on your writing assignments and your terminology quizzes. Remember that this is an Interactive Video Conferencing (IVC) course. We handle discussion a bit differently in such a class. I will ask questions of different sites during the lecture. Yes, this means I will occasionally ask you to talk, but I’m such a fun (and humble) guy that this should always be a distinct pleasure. If you are not at the site that is being questioned, please hold off answering unless I throw open the question to the whole class. Don’t worry, I’ll give all sites the chance to participate. Likewise, if you have a question during the lecture, I want you to ask it. But please wait for a pause in my lecture (I stop a lot to sip my coffee) and then ask away. Always remember to announce the following things when you address me or the class: 1) Your name 2) Your site This way I can keep track of who is talking and it gives our video technology time to turn on and focus on you. Yes, a camera will be on you when you speak in class. In this way I can see who is talking.

4. DISCUSSION GRADE: Ten percent (10%) of your grade will be based on your participation in the discussions in this class. That does not mean simply asking a question or two. I expect you to answer questions and make substantive comments in our weekly discussions, most of which will be based on the readings we do. I keep track of all the substantive comments you make on a control sheet, so make sure you clearly state your name and site before you make your comment. That will give me time to find your name and mark it. If you contribute regularly, you will earn a good discussion grade. If you do not contribute, you could lower your overall grade by as much as an entire grade level (meaning that a B+ grade on the rest of the course assignments could become a C+). The take-away message here is to take part in the discussions. To be able to do this effectively you need to keep up on the readings, especially the primary sources in the History 1100 Reader.

5. QUIZZES: There are seven quizzes worth a total of 300 points (or 30% of your total grade): two map quizzes and five terminology quizzes. Each map quiz is worth 25 points and each terminology quiz 50 points. The purpose of the quizzes is to see how well you are studying the course materials. I expect you to rely on your memory alone when taking these quizzes. You may not use any books, class notes or external websites when taking the quizzes. If you are found using any of these to assist you in taking a quiz you will be guilty of cheating and could fail the course. The two (2) map quizzes will be given in class. On each quiz I will give you a blank map of Europe and the Mediterranean Sea and ask you to find ten locations. Why do I do this? It is because maps are crucial to understanding the history of the ancient and medieval worlds. I want you to learn the location of two kinds of places. First, you need to know basic geographical features (such as, major rivers, mountains, islands, bodies of water and regions). Second, I want you to know how to locate important kingdoms, cities, regions and other political units. Maps of these geographical features and 4 places can be found in the textbook. A list of the possible locations I might ask on these quizzes is at the end of this syllabus. Check the “Grade Breakdown” section of this syllabus for the dates of the map quizzes. The five (5) terminology quizzes will focus on important terms taken from the lecture outlines/word lists in Section C of this syllabus. The quizzes are taken on Canvas and are each timed for 15 minutes, so make sure you do your studying before the quiz. You may take the quizzes any time over a particular one or two day period but you only get one chance to take the quiz. I will not grant any extensions or do-overs for any reason. Please consult the “Grade Breakdown” section below for the days on which each quiz may be taken. Quizzes are computerized and cannot be made up, so please make sure you take them on the days they are available. Remember that quizzes are supposed to be done from memory. Do not make use of any course materials or internet web sites when taking the quizzes. And you may not cut and paste into the quiz answers which you may have written before the quiz began.

6. WRITING ASSIGNMENTS: There are three (3) term papers required for this course. Each of the papers will be worth 200 points (20% of your overall grade) and must be on the respective topics below. For each paper you will be expected to write an essay of no less than 1500 words (about 5-6 full pages). You may write more (to a maximum of 2250 words), but papers of less than 1500 words will adversely affect your grade. I will expect formal footnotes for this paper. Please see “Proper Footnoting” on pages 17-18 of this syllabus for more information on how to do footnotes correctly. Make sure your papers are: 1) typed using the MSWord word processing program 2) double-spaced 3) page numbered 4) in a 12 point font 5) footnoted 6) and have 1" margins all around. Please be aware that papers must use the MSWord word processing program, or else they will not upload properly on Canvas. The Logan campus, USU regional campuses and USU education centers all have computer labs loaded with this program. Do not use MSWorks, since my computer will not open papers written with this program. Only submit papers which have a file suffix of “.doc” or “.docx” (the ones used by MSWord). I cannot read files which end in “.rft” or “.odt” or any other suffix. Please consult Section B of this extended syllabus which is called “Advice for Writing” before writing your papers. It contains suggestions on how to write a strong essay and reveals the grammatical and other errors I will penalize you for on your paper. Please consult “Mueller’s Pet Peeves” (on page 16) before you write each of your papers. It will give you an idea of the things I look for (or hate to see) in a well-written paper. Here is a hint. One of my biggest pet peeves is a poorly proofread paper. I grade off for errors in spelling, punctuation and grammar -- and typos too. In this age of computers with spelling and grammar checkers there is no excuse for a sloppy paper. Have a friend or family member proofread your paper for you. They can often find errors that you might not see. Finally, since these are such short papers please DO NOT include any long quotations (meaning anything over one line across the paper in length). Never quote or cite from an introduction to a document or from the textbook. I want to see how you make use of primary sources as evidence. 5

All of your papers should be submitted on Canvas. If you have problems posting your paper, please contact the helpdesk. After I have read and graded your papers, please review the comments that I will write on them in Canvas. I try to offer suggestions on how to improve your writing and analytical skills. You can get your paper comments by reviewing your paper while in Canvas. Please do not use any outside books, articles or websites for the papers. I expect you to only make use of course materials. You may use the textbook and lectures for some background material for your argument, but you should concentrate on making extensive use of examples and short quotations from the primary sources in the History 1100 Reader. The point of these papers is to see how well you are able to use a limited set of sources as evidence for your views. The best papers will make the most use of primary source evidence and they will receive the highest scores.

TOPIC for PAPER #1 (The Gods Paper): Using mainly documents from the first five weeks readings from the History 1100 Reader as evidence, please compare and contrast the relationship between human beings and the gods (or god) of the Mesopotamian, Hebrew and Greek civilizations. Why do the gods (or god) interact with human beings? What expectations of behavior do the gods (or god) have for humans? How do these cultures explain the existence of good and evil? Remember to show the similarities and differences between the three civilizations. DUE DATE: Saturday, September 30 by midnight (submitted in Canvas).

TOPIC for PAPER #2 (The Rise of Europe Paper): Using mainly documents from weeks six through eleven what are the most important ideas or concepts which each of these societies contributed to Western civilization: the Romans, the Christians, the Germanic tribes and the medieval Europeans? How did earlier societies influence the later ones? DUE DATE: Saturday, November 11 by midnight (submitted in Canvas).

TOPIC for PAPER #3 (Towns vs. Black Death Paper): Using mainly documents from weeks twelve through fifteen, write an essay which answers the following question: which changed the lives of Western Europeans more during the Middle Ages, the rise of towns or the Black Death? You will have to talk about both to be convincing. Please be specific about what changed. DUE DATE: Saturday, December 09 by midnight (submitted in Canvas).

Remember, I would like you to use formal footnotes in all of the papers. Microsoft Word has a footnoting feature which is very easy to learn. Please practice using it before you submit your first paper. For more help on how to write the citations which appear in footnotes, please see Section B (“Proper Footnoting”) for assistance.

7. GRADE BREAKDOWN:

Discussion 100 pts Map Quiz #1 25 pts September 20 (in class) Map Quiz #2 25 pts November 29 (in class) Terminology Quiz #1 50 pts Take on Canvas on September 14 or 15 (Weeks 1-3) Terminology Quiz #2 50 pts Take on Canvas on October 05 or 06 (Weeks 4-6) Terminology Quiz #3 50 pts Take on Canvas on October 26 or 27 (Weeks 8-9) Terminology Quiz #4 50 pts Take on Canvas on November 16 or 17 (Weeks 10-12) Terminology Quiz #5 50 pts Take on Canvas on December 07, 08 or 09 (Weeks 14-15)

Paper #1 200 pts Saturday, September 30 by midnight (submitted on Canvas) Paper #2 200 pts Saturday, November 11 by midnight (submitted on Canvas) Paper #3 200 pts Saturday, December 09 by midnight (submitted on Canvas)

Your scores for the three papers and the final course grade will be calculated based as follows:

Paper Scores Course Grade A+ 194-200 none A 186-193 930-1000 pts A- 180-185 900-929 ------B+ 174-179 870-899 B 166-173 830-869 B- 160-165 800-829 ------C+ 154-159 770-799 C 146-153 730-769 C- 140-145 700-729 ------D+ 134-139 670-699 D 126-133 630-669 D- 120-125 none ------F 000-119 000-629

8. OFFICE HOURS: The purpose of office hours is to provide you with the time to meet with or call me to discuss any aspect of the course, whether it be advice on the papers or quizzes or questions about the readings or my lectures. Please take advantage of my office hours by calling me, writing me by e-mail or showing up in person. I work for you. And remember, you can always send me e-mails at any time with your questions or comments. I can give you a quick response this way.

9. ACADEMIC DISHONESTY: It is a sad commentary on our times but it must be said in advance, I expect you to do your own work. Please read the section on plagiarism in Section B of this extended syllabus. You are responsible for correctly citing your sources in your four papers. If you are caught cheating on a quiz (using outside sources or websites) or turning in work which is not your own, you may fail the course. You may also be reported to the Judicial Officer on the Logan campus of USU and may be expelled from the university. Face it, it's just not worth the risk to your future.

10. SEXUAL HARASSMENT Sexual Harassment is defined by the Affirmative Action/Equal Employment Opportunity Commission as any “unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature.” If you feel you are a victim of sexual harassment, you may talk

7 to or file a complaint with the Affirmative Action/Equal Opportunity Office, located in Old Main, room 161, or call the office at (435) 797-1266.

11. STUDENTS WITH DISABILITIES The Americans with Disabilities Act states: “Reasonable accommodation will be provided for all persons with disabilities in order to ensure equal participation within the program. If a student has a disability that will likely require some accommodation by the instructor, the student must contact the instructor and document the disability through the Disability Resource Center, preferably during the first week of the course. Any request for special consideration relating to attendance, pedagogy, taking of examinations, etc., must be discussed with and approved by the instructor. In cooperation with the Disability Resource Center, course materials can be provided in alternative format, large print, audio, diskette, or Braille.”

12. LECTURES AND READING ASSIGNMENTS: Listed below are the reading assignments for the course. Please have all the reading done before our weekly class meeting. I will plan discussions based on this material.

WEEK ONE: Aug 30 Introduction & Neolithic Revolution Reading: None

WEEK TWO: Sep 06 Mesopotamian Civilization Reading: McKay, Chapter 1; Reader, Week Two Readings.

WEEK THREE: Sep 13 Hebrews, Assyrians & Persians Reading: McKay, Chapter 2; Reader, Week Three Readings. TERMINOLOGY QUIZ #1 on September 14 and 15 (On Weeks 1- 3 terms)

WEEK FOUR: Sep 20 Archaic Greece Reading: McKay, Chapter 3 (pp. 38-50); Reader, Week Four Readings. MAP QUIZ #1 in class.

WEEK FIVE: Sep 27 Classical & Hellenistic Greece Reading: McKay, Chapter 3 (pp.50-64) & Chapter 4; Reader, Week Five Readings. PAPER #1 DUE Saturday, September 30 by midnight (submitted in Canvas).

WEEK SIX: Oct 04 Roman Republic Reading: McKay, Chapter 5; Reader, Week Six Readings. TERMINOLOGY QUIZ #2 on October 05 or 06 (On Weeks 4-6 terms)

WEEK SEVEN: Oct 11 Roman Empire Reading: McKay, Chapter 6; Reader, Week Seven Readings.

WEEK EIGHT: Oct 18 Rise of Christianity Reading: McKay, Chapter 7 (pp. 134-149); Reader, Week Eight Readings.

WEEK NINE: Oct 25 Germanic Society & Carolingian Empire Reading: McKay, pp. 149-160, and 171-191; Reader, Week Nine Readings. TERMINOLOGY QUIZ #3 on October 25 or 27 (On Weeks 7-9 terms)

WEEK TEN: Nov 01 High Middle Ages: Feudalism & Manorialism Reading: McKay, pp.194-202, 221-228, 234-238); Reader, Week Ten Readings.

WEEK ELEVEN: Nov 08 High Middle Ages: Rise of Towns Reading: McKay, Chapter 11; Reader, Week Eleven Readings. PAPER #2 DUE Saturday, November 11 by midnight (submitted in Canvas).

WEEK TWELVE: Nov 15 High Middle Ages: State Formation in England Reading: McKay, Chapter xx; Reader, Week Twelve Readings TERMINOLOGY QUIZ #4 on November 16 or 17 (On Weeks 10-12 terms)

WEEK THIRTEEN: Nov 22 THANKSGIVING HOLIDAY – No class. Reading: None.

WEEK FOURTEEN: Nov 29 Late Middle Ages: The Black Death Reading: McKay, Chapter 12 (pp.277-286); Reader, Week Thirteen Readings. MAP QUIZ #2 in class.

WEEK FIFTEEN: Dec 06 Late Middle Ages: The Hundred Years War Reading: McKay, Chapter 12 (pp.287-305); Reader, Week Fifteen Readings. TERMINOLOGY QUIZ #5 on December 07, 08 or 9 (On Weeks 14-15 terms) PAPER #3 DUE Saturday, December 09 by midnight (submitted in Canvas).

History 1100 Extended Syllabus

Section B

Advice for Writing

Advice for Writing Good Essays

The Essay

An essay is a formal piece of writing that has some specific rules, just as haiku poetry has rules as to the number of lines and syllables per line. If you do not follow the rules then you are not writing an essay. The first thing to remember is that at its core an essay is an argument. It is supposed to prove something. An essay is not just an excuse to repeat a lot of the stuff you’ve been reading in the course materials or hearing in the lectures. A good essay is analytical, meaning it argues a point. You should avoid writing a narrative, which merely retells a story. In the writing assignments, I’m not testing your memory, but rather I’m seeing how well you are learning the skill of analysis.

Formal essays have a simple but definite three-part structure. First, they begin with an introductory paragraph which introduces the reader to a problem or topic. It also tells the reader exactly what the writer intends to prove. The second part is the body of the essay, where the writer presents his or her evidence in an organized fashion. The final part of an essay is the conclusion. In a conclusion the writer does not present any new evidence or interpretations of evidence. Instead he or she sums up the argument they have just presented in the body.

To write a good essay you must be selective about what you discuss. Focus on the topic question(s) which you were given. They are your roadmap to constructing a good argument. Make sure you answer each of the questions and answer them fully. Do not go off on tangents and talk about things not covered in the topic question(s). Bringing in irrelevant information detracts from the core of your argument and distracts the reader. It does not earn you any extra points, so it just wastes your (and your instructor’s) time. Make sure you know exactly what topic you are supposed to write on. A good general rule of thumb is to read the topic question(s) three times in succession before you start writing. Even if you think you know what the instructor wants after the first reading, make yourself read them three times.

PART ONE: The Introductory Paragraph

As the term suggests the introductory paragraph is the first paragraph of your essay. Many students have difficulties in composing an introductory paragraph, usually because they do not know the purpose of the introduction to an essay. On this we should be clear. The purpose of the introduction is tell the reader what you intend to prove in the essay. It explains briefly how you intend to answer the topic question(s). It contains specific information. How do you write an introductory paragraph that is both strong and effective? Let us examine this systematically.

Structure

There is no one way to construct an introductory paragraph. But let me suggest a simple two- part structure that will work for most history essays. 11

1) Background: First, give a small amount of background information so the reader will understand the context of the problem or issue you are exploring. How much you write will vary with the complexity of the issue or questions with which you are dealing. If you are answering a question on one topic, you may not need much background information. However, a longer series of questions may call for more information. The key is to provide the minimum amount of background that your reader will need to understand your argument. For example, if you are asked to explain why Lucretia, the legendary ideal of Roman womanhood, was so important as a role model to early Romans, your introduction might begin with a very short description of how the Romans of the 6th century B.C. were ruled not by their own leaders but by Etruscan kings. You might also mention that Lucretia’s story helps explain why the Romans overthrew the monarchy and instituted a new form of government called the republic. This background material will make your core argument more understandable to the reader. 2) Thesis: Second, tell the reader exactly what you intend to prove in the essay. This is delivered in a thesis statement, a clear and concise declarative sentence (or set of sentences) which outlines the general argument that will be made.

The Thesis Statement

The thesis statement is considered by many to be the single most important part of an essay. Many students come to the university thinking they know how to write a thesis statement because they follow a simple rule they learned in high school. That rule is to take any question asked and turn it into a statement. For example, you are asked, “why was Lucretia considered such an important role model to early Roman women?” The typical high school strategy would be to turn this question into a statement like, “Lucretia was considered to be an important role model to early Roman women.” But look at how weak a statement this is. It tells the reader nothing. The question asked you to explain why Lucretia was a role model. Your reader is expecting you to give some specific reasons. For a thesis statement to be effective you need to give some specific examples which help answer the question(s) asked. These examples do not need to be long or drawn out or include anything from the actual documents you intend to use as evidence – that is the purpose of the body of the essay. But you do need to provide some short specific examples.

Another common mistake made by some students is to tell the reader what they will do in the essay, instead of what they will prove. For example, they might include a statement which says, “In this essay I will show why Lucretia was considered to be such an important role model for early Roman women,” or “By examining documents from the sourcebook it will be shown why Lucretia was a role model for Romans.” The problem with both of these statements is the same as the one mentioned in the paragraph above; they do not say anything specific. You need to provide some actual specific examples. Let’s look at some possible thesis statements and judge their strengths and weaknesses.

Examples of Thesis Statements

1) Below Average Thesis. “Lucretia was seen as a role model because she was a good housewife and because she killed herself after being violated by a man.”

This is a below average thesis because it is so vague. While it does give two reasons why Lucretia was a role model, it does not explain them or give any specific details. It begs more questions than it answers. Why was being a good housewife important? What made her a good housewife? Why was her death significant?

2) Average Thesis. “Lucretia was seen as a role model because she let herself be raped to protect her family honor. This led her husband and his friend to use her as a reason why the Romans should overthrow the king.” This is an average thesis because it is limited and a bit vague. It gives one reason why Lucretia was seen as a role model, but only one. It also does not include much detail for the reader about why honor might be significant. Nothing at all is said about Lucretia’s importance as an example of duty towards the family.

3) Above Average Thesis. “Lucretia became a role model for Roman women because of her concern for duty and honor. She was hardworking in the home, weaving clothes and maintaining the customs of hospitality. She was willing to die rather than let the king’s son sleep with her, and let him violate her in order to prevent him from dishonoring her family.” This is a good thesis because it provides two clear reasons, but it is still vague about the linkages between duty and hard work in the home and between honor and the rape.

4) Excellent thesis. “The story of Lucretia, although a myth, gave the Romans a role model for ideal female behavior. She showed the importance of duty to the family through her careful attention to household management. Lucretia also exemplified the importance of the Roman virtue of honor by submitting herself to rape at the hands of the king’s son rather than see her family dishonored. She also maintained her own honor by killing herself after the rape so her example could not be used as an excuse by women of loose morals to justify their own infidelities.” This is an excellent thesis because it offers specific reasons why Lucretia was seen as a role model and provides many specific details.

A strong, clear thesis is essential in any essay. It tells the reader exactly what you intend to prove. Your reader will judge your entire essay by how well or how poorly you defend this thesis. The defense of your thesis is done in the next section of your paper – the body.

PART TWO: The Body

The second part of an essay is the body, where you support the argument laid out in your thesis by presenting evidence in an organized fashion. This is by far the longest part of the paper. Here you methodically prove your thesis, not just by making general statements, but by presenting specific evidence from various sources. What exactly do I mean by evidence? Well, if you make a statement about a person, idea or event and do not back it up with some form of proof, then you are simply expressing a personal opinion. It may be right or it may be wrong. Without evidence your reader cannot tell the difference. And frankly, opinions are a dime a dozen in our world today -- just look at the huge number of talk shows or news programs with pundits expressing their often contradictory views. Any uninformed person can have an opinion. One purpose of a college essay is to help you 13

develop informed opinions. What makes an opinion informed? It is when it is based on an analysis of evidence. You perform this analysis in the body of the paper. How do you organize this section? Again, there are many ways to do so, but let me offer some suggestions. First, focus on the topic question(s) and let them guide the organization of your essay. Think about what the instructor is asking you to prove. In most college courses there is not just one correct answer to the topic question(s). There are often different approaches to the same question(s). For a history essay most instructors want to see how well you use evidence to back up or support an argument. There are two kinds of evidence. a. Primary source evidence involves documents (letters, government papers, books, paintings and illustrations, etc.) from the time you are studying. It is the strongest form of evidence because it involves the thoughts, ideas and interpretations of people from the time you are studying. b. Secondary source evidence includes the writings of people who came well after the time you are studying. They are usually written by scholars who use primary source documents to form an interpretation of people and events from the past. Textbooks are a good example of a secondary source. So are the introductions to the documents found in most sourcebooks and document readers. They are considered inferior to primary sources because they involve a certain degree of guesswork by the scholar. Two different scholars can look at the exact same documents and sometimes reach widely different interpretations of what they mean or how significant they are. That is why you should always rely on primary sources first when you are arguing your thesis. Do not just rely on what some other person has said. When grading your use of evidence I give most credit for your use of primary source documents and very little for use of secondary sources, like the textbook or the introductions to documents. For the essays required in this course secondary source information is considered so weak that you should avoid making much use of it. And never, ever, for any reason, should secondary sources be quoted in your papers.

Before you write the body of your paper it is a good idea to make an outline of the main points of your argument. Consider the evidence you want to use to support these points. Remember to focus on primary source evidence. Try to make the best use possible of your documents. Some students seem to think that a document is only good for one specific example. This is not true. In fact, some documents, especially lengthier ones, are filled with multiple examples which will support your argument. Use them. This may be through presentation of direct quotations. If you do quote, keep your quotations short. Do not include quotations over one line in length. They do not have to include a whole sentence. You may quote just certain phrases or short sections of a sentence. When you quote please remember that the quotation must be set off with quotation marks. You will sometimes encounter specific examples that are too long to quote, in which case you need to briefly paraphrase the example, meaning summarize it in your own words. Be careful in how you paraphrase. Just changing a few words in a quotation is not paraphrasing. Most paraphrases sum up and condense a long example into a sentence or two.

Every point you make in your argument should be supported by specific evidence. Look at the documents in your sourcebook or weekly readings for examples which illustrate the point you are trying to make. Be selective. Include strong examples which support your thesis. Don’t just include paraphrases. If there is a short quotation (nothing over one line in length) from a document that really expresses your point, put it in the essay. Very importantly, after you present your evidence, you must cite your source for it. This is called giving a citation. It does not matter whether you are giving a 14

quotation or just paraphrasing an author’s ideas. If you use an idea which is not your own, then you must cite where you got it from. There are three common forms of citation: a footnote (which appears at the bottom of a page), an endnote (which appears at the end of the essay) or a parenthetical note (which appears in parentheses directly after the evidence is presented). For this course I will ask you to include footnotes in all of your papers. Students often ask me how many citations they should have in a paper and if every paragraph has to have some citations. My answer is that I cannot say how many you will need. It is completely dependent upon how much evidence you present. The more specific examples you can show to support your argument, the more citations you will need. And since every paragraph (except for your introductory paragraph and concluding paragraph) is supposed to be presenting evidence, then each one must contain citations showing where your evidence comes from. In this way a reader can check out your sources if they so choose. If you do not cite your sources, then you are guilty of the academic crime of plagiarism, passing off someone else’s ideas as your own. See the final page of this section on writing for a more detailed explanation of plagiarism.

As I suggested earlier, take the time to outline your argument. The best way to organize the body of your essay is to use a wonderful device called the paragraph. Use a separate paragraph for each main point you wish to make. This does not mean that every single idea should have its own paragraph. Rather, all the ideas related to each main point should be organized in distinct paragraphs. Remember to include primary source evidence to support your point. Don’t be afraid of paragraphs which may be long, even a page in length. But avoid one and two sentence paragraphs. They usually show sloppy thinking or demonstrate that you have not fully developed that particular point.

PART THREE: The Conclusion

The conclusion is the last paragraph of your essay. Its purpose is to remind the reader of your thesis and how you proved it. You should not introduce any new evidence or information in the conclusion. Use it to sum up your argument. Explain the main points of your thesis and remind the reader briefly what your evidence for each point was. Because you are not introducing any new evidence, it is very uncommon to find a footnote in the conclusion.

As I mentioned above, this is not the only way to write an essay. Rather it is just one model, but one which has proven to be effective for many students. If you are unfamiliar with writing essays for a history course, I very much suggest you make use of this model. It will help you write an essay which is organized and focused on primary source evidence.

Mueller’s Pet Peeve’s

Before submitting your papers please proofread them. Use this checklist.

1) Make sure you have a strong thesis statement which says what you will prove in the essay.

2) Make sure you have a conclusion which sums up your argument.

3) Make sure your sources are cited properly after using a quotation or a paraphrase.

4) Do not use contractions.

5) Do not ask rhetorical questions.

6) Do not use colloquial phrases.

7) Beware of run-on sentences.

8) Beware of sentence fragments.

9) Spell out all numbers under 100.

10) No one or two sentence paragraphs.

11) Do not use quotations longer than one line across a page.

12) Never, ever quote from the textbook or the introduction to a document. 16

Proper Footnoting

First, let’s go over a little terminology. A footnote refers to a note in an essay or paper which appears at the bottom of a page. An endnote is a note which appears at the end of a paper. Because most word processing programs (such as Microsoft Word) make it easy to construct either kind of notes, and since footnotes are far easier to follow when reading a paper, I will ask you to include footnotes (and not endnotes) in your paper(s) for this class. Historians use a particular kind of footnoting, popularized by the University of Chicago in its Chicago Manual of Style. It is sometimes known as Turabian style, after Kate Turabian who wrote a famous book, A Manual for Writers of Term Papers, Theses, and Dissertations, which condensed the original 900+ page book into a mere 300 pages. My goal is to further condense these rules down to just a few pages, including only the most common rules for citation of sources.

There are two main kinds of footnotes: 1) Reference footnotes: These are used to identify one’s source for a quotation or idea used in a paper or to make cross-references. These are the most common kind of footnotes expected of college students. 2) Content footnotes: These are used to make less significant comments on the argument or on a particular source which are seen as important but might detract from the main argument if left in the text. They are also used to acknowledge individuals who have assisted the author in his or her research. You do not need to include these kinds of footnotes in your papers for this course.

REFERENCE FOOTNOTES

The basic rules of reference footnoting are relatively simple. A reference footnote should be used any time a writer uses a quotation from another author or a paraphrase (putting into one’s own words) of an idea, concept or story from another writer. In essence, whenever you use the intellectual property of someone else, either a quotation or a paraphrase, you should use a reference footnote immediately after the quotation or idea. This is known as giving a citation or “citing one’s sources.” There is a particular style for correctly giving a citation. The first time you make use of a source in a footnote you should give a full citation. This includes the author’s name, the title of the work, publication information and the page or pages on which the quotation or information is to be found. Every time afterwards when you cite this source you should give a short citation. This includes only the last name of the author and the page number, if this is the only work of that author which you are using in your paper. If you are using two or more works by the same author then you must distinguish between them by also including a short version of the title. Let’s look at a few examples of proper citation for sources from books and articles.

EXAMPLE #1: (for a book with multiple authors)

Full citation: John P. McKay, Bennett D. Hill, John Buckler, Clare Crowston & Merry Weisner-Hanks, Western Society: A Brief History (Boston & New York: Bedford/St. Martin’s, 2010), 203.

Short citation: McKay et al, 203.

[Nota bene: the term et al is short for the Latin phrase et alia, meaning “and others.”

EXAMPLE #2: (for a document by a known author in a document reader)

Full citation: Plato, The Republic (Allegory of the Cave) in Robert J. Mueller, ed., The History 1100 Reader (Logan, UT: Utah State University, 2017), 40.

Short citation: Mueller, 40.

EXAMPLE #3: (for an anonymous document in a document reader)

Full citation: “The Law Code of Hammurabi,” Robert J. Mueller, ed., The History 1100 Reader (Logan, UT: Utah State University, 2017), 16.

Short citation: Mueller, 16.

[Nota bene: Each time you make use of a new document from the reader, you need to give a full citation. After that you can give the short citation when you use that document.]

Plagiarism

One of the most common violations of academic honesty is plagiarism. Misunderstanding of this subject is especially apparent among undergraduates. The following statement should help clarify the matter.

A writer’s facts, ideas and phraseology should be regarded as his/her property. Any person who uses a writer’s facts, ideas or phraseology without giving due credit is guilty of plagiarism.

Information may be put in a paper without a footnote or other form of citation only if it meets all the following conditions: 1. It may be found in several books on the subject. 2. It is written in the words of the student. 3. It is not paraphrased from any particular source. 4. It therefore belongs to common knowledge.

Generally, if you write while looking at a source or even while looking at notes taken from a source, a citation should be given. Whenever any idea is taken from a specific work, even when you write the idea entirely in your own words, there must be a footnote giving credit to the author. Of course, methods of documentation vary, and it is possible to cite a source in the text itself or in an endnote instead of a footnote. The point is that you should give credit when due and that the credit be given in a manner specified by the instructor.

You are entirely responsible for knowing and following the principles of paraphrasing. You should never retain a sentence pattern and substitute synonyms for the original words nor retain the original words and alter the sentence pattern. In other words, paraphrasing means changing both the words and the sentence pattern. Frequently, a source should be cited even if no words are put in quotation marks.

All direct quotations should be footnoted. Even when you use only one unusual or key word from a passage, that word should be placed in quotation marks and cited. When using sources, remember that the very act of using a book or an article should be considered as a pledge that the material will be used according to the principles stated above.

History 1100 Extended Syllabus

Section C

Unit Outlines and Word Lists

Week #1: Neolithic Revolution

I. Introduction to the Course II. Paleolithic Society III. Neolithic Revolution

------lithos = stone Lascaux, France paleo = old New Stone Age neo = new systematic agriculture Old Stone Age planting season hunter-gatherer society harvest season homo sapiens irrigation Neanderthal man pottery homo sapiens sapiens garbage Cro-Magnon man city walls culture raiding flint knapping civis = city (in Latin) Venus of Willendorf civilization fertility symbol

Week #2: Mesopotamian Civilization

I. Kingship & Priesthood II. Sumerians III. Akkadians IV. Babylonians V. The Hittites

Tigris & Euphrates Gilgamesh propitiate The Great Flood Marduk vs. Tiamat Utna-Pishtim (Noah) shrine/temple nomads/nomadic priest/priestess Agade customs Sargon the Great traditions Hammurabi burnt offering stela libation law code prayer Shamash lugal seigniors ziggurat Anatolia (Asia Minor) Uruk Hattusha cuneiform bronze epic smelting

Week #3: The Hebrews, Assyrians & Persians

I. Cooperation & Fall of Empires in 1200BC II. The Region of Palestine III. Hebrews & their History IV. Hebrew Religion V. The Assyrians VI. The Persians

Battle of Kadesh (1274 BC) Saul/David/Solomon chariot Jerusalem Sea Peoples Israel - Judah Philistines prophets Semite/Semitic The Babylonian Exile Phoenicians King Tiglath-Pilezer Baal terrorism Garden of Eden Nineveh Yahweh/Jehovah multi-ethnic covenant Cyrus the Great sabbath Persepolis sin satrap/satrapy Ten Commandments assimilation

Week #4: Archaic Greece I. Minoan Civilization II. Mycenaean Civilization III. Archaic Greece A. The polis (city-state) IV. Sparta V. Athens

Minos/Minotaur acropolis myth agora Crete – Knossos Messenia interpretation helots Zeus Lycurgus The Iliad - Homer debt slavery Troy - Trojan War Solon Achilles land redistribution Agamemnon Peisistratus Ionia tyrant oikos = household Cleisthenes oikonomia = economy demes => villages phalanx democracy hoplon - hoplite

Week #5: Classical & Hellenistic Greece

I. Persian Wars (499-479BC) II. Peloponnesian War (431-404BC) III. Athenian Culture A. Drama & Philosophy IV. Alexander the Great V. The Hellenistic World

King Darius Plato Battle of Marathon (490BC) dialogue King Xerxes Socratic method Battle of Salamis (480BC) Forms => archetypes Delian League Allegory of the Cave Thucydides Aristotle Athenian Empire empirical evidence Pericles of Athens Philip of Macedon oratory/rhetoric Battle of Issus City Dionysia koine (common Greek) chorus Alexandria sophist megalopolis Socrates

Week #6: The Roman Republic

I. Early Roman Republic (509-133BC) A. Struggle of the Orders B. The Punic Wars II. The Late Republic A. Optimates vs. Populares B. Gaius Marius

Myth of Lucretia full citizenship The Tarquins partial citizenship consuls Carthage patricians vs. plebians Hannibal Senate - senators Battle of Cannae (216 BC) cursus honorum Scipio Africanus praetor/quaestor/aedile public land Twelve Tables latifundia Plebeian Assembly “great men” tribune of the people extraordinary command veto Lucius Cornelius Sulla paterfamilias dictator patrons & clients patronage

Week #7: The Roman Empire

I. Gaius Julius Caesar II. Octavian and Imperial Reorganization A. The Senate B. Religion C. Army III. The Roman Emperors IV. Crisis of the Third Century A. Reforms of Diocletian

Pompey the Great Pontifex Maximus Crassus legion/legionnaire First Triumvirate Praetorian Guard Marcus Tullius Cicero Virgil -- The Aeneid Gaul Emperor Claudius Marcus Antonius Five Good Emperors Battle of Actium (27BC) Commodus sestertius dominus Princeps Tetrarchy Augustus augustus & caesar Pax Romana

Week #8: Rise of Christianity

I. Roman Religion II. Rise of Christianity A. The Teachings of Jesus B. Constantine the Great II. The Church in Late Antiquity A. Organization & Petrine Theory B. Heresy C. Monasticism

mystery religions diocese/archdiocese afterlife/Heaven papa = pope Sermon on the Mount apostolic succession parable martyrs/martyrdom Celsus hermits polemic stylite Constantinople mono = one, alone Council of Nicaea (325) monks/monastery The Bible Benedict of Nursia Arian heresy The Rule The Trinity abbot bishop/archbishop

Week #9: Germanic Society & Carolingian Empire

I. Germanic Society II. Clovis and the Franks III. Merovingian Mayors of the Palace A. Charles Martel (“The Hammer”) IV. Charlemagne (“Charles the Great”) A. Carolingian Renaissance

gens vassal war leader/chief count comitatus = warband fealty oathbreaker Aachen wergeld gift-giving Burgundian Code missi dominici solidus = silver piece Einhard ordeal Charles the Bald seigneur -- manor Louis the German Battle of Tours (732) Oath of Strasbourg (842) heavy cavalry heathen stirrup/war saddle/bit Danegeld Pepin the Short cloister

Week #10: High Middle Ages: Feudalism & Manorialism I. Invasions of Ninth & Tenth Centuries II. Hierarchical Organization of Society A. Clergy ------Those Who Pray B. Nobility ------Those Who Fight C. Peasantry ---- Those Who Work III. Feudalism A. land <—> military service IV. Manorialism V. Economic Take-Off of Eleventh Century

Vikings/Magyars/Saracens free tenants longship villein motte and bailey castle cotter castellan labor service homage ceremony bailiff fief (Latin: feodum) manorial court castle ward heavy wheeled plow overlord = liege lord horse collar primogeniture three field system relief = inheritance tax legumes serfs

Week #11: High Middle Ages: The Rise of Towns

I. The Rise of Towns in Italy II. The Rise of Towns in Northern Europe A. Markets and fairs III. The Organization of Towns A. The guild system triangular trade route corporate identity luxury trade liberties The Silk Road limited self-government Mongol Empire master craftsman Marco Polo journeyman barter apprentice charter aldermen Exchequer mayor borough money economy burgher/burgess moneychangers reeve letter of credit shire reeve = sheriff banco = bench  bank justices = judges

Week #12: High Middle Ages: State Formation in England

I. Terms & Definitions II. Time Period A: Anglo-Saxon England III. Stepping-stones of Change A. The Norman Conquest B. Henry II & Common Law C. King John & Magna Carta D. Formation of Parliament IV. Time Period B: Edward I

------centralization eyre (circuit court) witan King Philip Augustus earls & barons scutage writ parlez = “to speak” seal parley Danegeld due process of law William the Conqueror statute law Battle of Hastings parliamentary act Domesday Book King-in-Parliament Angevin Empire House of Lords assize House of Commons jury shire knight 32

Week #13

No Class – Thankgiving Holiday.

Week #14: Late Middle Ages: The Black Death

I. Expansion at Maximum II. The First Calamity: Famine III. The Second Calamity: Plague IV. Consequences of the Calamities A. Psychological Effects B. Religious Effects C. Social Effects

seed yields Dance of Death monoculture memento mori demesne land cadaver tombs lease of three lifetimes flagellants leprosy - lepers Geoffrey Chaucer Trebizond The Canterbury Tales yersinia pestis The Great Schism bubonic plague lay piety pneumonic plague abatements carpe diem gentry Avignon gentleman/gentlewoman endemic Statute of Laborers (1351)

Week #15: Late Middle Ages The Hundred Years War

I. The Third Calamity: Warfare II. The Hundred Years War (1337-1453) A. Causes of Conflict B. The Course of the War C. Changes in Weapons & Armies III. Effect on England A. Development of Parliament IV. Effect on France A. Development of Absolutism

King Edward III ordinary revenue Philip, Count of Valois extraordinary revenue chivalry The Good Parliament tournament arquebus/arquebusier Battle of Crecy (1346) cannon Battle of Poitiers (1356) standing army The Black Prince regiment Battle of Agincourt (1415) colonel King Henry V gabelle = salt tax Joan of Arc taille = hearth tax

History 1100 Extended Syllabus

Section D

Map Section

SUGGESTIONS FOR HISTORY 1100 MAP IDENTIFICATIONS

SEAS Netherlands Adriatic Sea Persia RIVERS Aegean Sea Portugal Danube River Baltic Sea Scotland Elbe River Bay of Biscay Spain Euphrates River Black Sea Sumeria Nile River Caspian Sea Switzerland Po River Irish Sea Rhine River Mediterranean Sea CITIES Seine River North Sea Aachen Thames River Red Sea Alexandria Tigris River Tyrrhenian Sea Athens

Avignon MOUNTAINS ISLANDS Babylon Alps Mtns. Corsica Carthage Balkan Mtns. Crete Constantinople (Istanbul) Caucasus Mtns. Cyprus Damascus Pyrenees Mtns. Sardinia Jerusalem Taurus Mtns Sicily Knossos

London SPECIAL REGIONS POLITICAL UNITS Nineveh Anatolia (Asia Minor) Denmark Paris Arabian Peninsula Egypt Persepolis Fertile Crescent England Rome Iberian Peninsula France Sparta Ionia Gaul Trebizond Flanders Greece Tunis Palestine Holy Roman Empire Ur Syria Ireland Venice Macedonia