HS 120 - World History to 1500 CE

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)

I. Origins of Civilizations (West Asia, Africa, North America)

   a. Humankind Begins

   b. From Village to City State

   c. River Valley Civilzations

II. Small Kingdoms and Mighty Empires in Near East

   a. Dawn of Empires

   b. Early China

   c. Africa

III. Indian Society

   a. Cultural Cohesion

   b. Divided Subcontinent

   c. Hinduism

IV. China’s Classical Era

   a. Chinese Dynasties

   b. Technology and Trade

V. The Mediterranean World and the East

   a. Persian Empire

   b. Greek City States

   c. Rome and Empire

   d. Christianity and Judaism

VI. East Asia and Buddhism

   a. The Sangha

   b. Jainism

   c. The Silk Route

   d. Tang Dynasty

VII. The Islamic World

   a. The Prophet

   b. The Five Pillars

   c. Civil War and Cultural Flowering

   d. The Crusades

   e. Spain and North Africa

VIII. African Societies to 1450

   a. East Africa

   b. West Africa

   c. Southern Africa

   d. Africa Trade

IX. Mongol Era (300-1400)

   a. The Destruction of the Caliphate

   b. Ghenghis Khan

   c. Mongols and Europe

   d. The Mongol Legacy

X. Europe and the East

   a. World Trade Routes before Columbus

   b. Marco Polo

   c. Zheng He

   d. Ibn Battuta

XI. The Acceleration of Global Contact

   a. Early Exploration

   b. Crossing the Atlantic

   c. Columbian Era

Discussion based on secondary resources and primary sources: 20-50%

 
Mandatory Course Components:
Course components can be modified as long as the student learning outcomes are being met for hummanities and social sciences, and as long as they fall within the ranges listed below. Any major deviations from the sugggested material will have to be vetted through the department.  

Papers: 30-40%

Exams: 40-50%

Presentation and Participation: 10-20%

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