HS 101 - Western Civilization to 1500

1. Analyze secondary and primary sources from the Neolithic period to1500 CE in order to understand major themes of the origins and development of Western Civilization through multiple political, economic, social, and cultural perspectives. (GELO3)
2. Analyze scholarly primary and secondary sources in order to understand and articulate the commonalities and differences among diverse cultures and worldviews within Europe with regard to economic, social, cultural and political problems. (GELO3)
3. Comprehend how the changing historic context and social, political, economic and cultural conditions from the Neolithic period to 1500 CE impacted the behavior of individuals, the development and operation of societal institutions and governments and the perception of social and cultural institutions and phenomena. (GELO3)
4. Through a historical perspective, understand how past generations have labored to explain the world, explore the causation for diverse cultural traditions, and appreciate the diversity and complexities of the global community. (GELO3)
5. Through learning historical methods of analysis, students will be able to conduct primary and secondary research, analyze data, craft academic arguments about historical causation and social significance, and effectively present their findings. (GELO2)
6. Through selected primary and secondary readings, lectures, group discussions and documentary films, students will comprehend how the changing historic context and social, political, economic and cultural conditions from the Neolithic period to 1500 CE impacted the behavior of individuals, the development and operation of societal institutions and governments and the perception of social and cultural institutions and phenomena. (GELO3)
7. Explore questions and hypotheses related to political power and agency, racial, social and gender inequality through the use of primary and secondary sources and detailed analysis. (GELO3)
8. Analyze the complex relationship between the social construction of illness, biological disease, scientific racism, race and gender politics, while evaluating their impacts on politics, societies and cultures. (GELO3)
9. Students will effectively express and exchange ideas through listening, speaking, reading, writing, and other modes of interpersonal expression. (GELO2)
10. Students will be able to gather and synthesize relevant information, evaluate alternatives, and implement creative and effective solutions. (GELO2)

   a. Terminology

   b. Theory

   c. Components

II. The Greek Dark Ages and the Greek Renaissance

   a. Homer and Greek Identity

   b. Foundations of Greek Culture

III. Classical Greece: Similarities and DIfferences

   a. Athens, Sparta and Corinth

   b. Comparisons and contrasts

   c. Unity and Separation

IV. Alexander and the Hellenistic Age

   a. The Spread of the Greek Worldview

   b. Hellenistic culture

V. The Roman Republic

   a. Identity and culture

   b. Adaptation and Assimilation

   c. Political change and challenges

VI. The Roman Empire: The Cosmopolis

   a. Political, economic, cultural, and social change

   b. The roots of the decline

VII. The Rise of Christianity and Christianities

   a. Fundamentals

   b. Conflicts and Cohesion

VIII. Late Antiquity and Early Medieval Kingdoms: ‘Civilized Barbarians and Barbarous Romans’

   a. Barbarians: Mythology and Reality

   b. The Decline

IX. The Early Middle Ages: Charlemagne and the Carolingian Renaissance

   a. The foundations of European identity

   b. Viking conquest

X. The High Middle Ages: A ‘Dark’ Age?

   a. Mythology and terminology

   b. Foundations of Feudalism & Feudal Europe

   c. Power & the Crusades

XI. The Late Middle Ages & the ‘Calamitous Century’

   a. Medieval culture, politics, and society

   b. Scholasticism & Universities

   c. The Black Death and its Consequences

XII. The Renaissance: Change and Challenges

   a. Renaissance humanism

   b. Cultural and worldview shifts

XII. The ‘Orbus Novus’ and New Realities

   a. Cultural shifts

   b. Legacies

Discussion based on the secondary resources and primary sources: 20-50%
Mandatory Course Components:
Course components can be modified as long as student learning outcomes are being met for Humanities and Social Sciences and as long as they fall within the ranges below. Any major deviations from the suggested material must be vetted through the department.

Papers: 30-40%

Essay-based exams: 40-50%

Presentation and participation: 10-20%

Quizzes and Written Assessments: 10-20%
Equivalent Courses:
None