HISTORY 101: WESTERN CIVILIZATION TO 1500
Professor Martha Carlin
University of Wisconsin-Milwaukee
Copyright 2021, all rights reserved
Grader: Elizabeth Jackson
Virtual office hours (via email): Tuesdays 1-2 PM and Thursdays 2-3 PM, and by appointment
Course description: This course surveys the extraordinary arc of early Western civilization over 4,500 years, from about 3000 BCE to 1500 CE. We will trace such landmarks as the birth of governments, massive building projects, and writing in the ancient Near East and Egypt, the soaring intellectual and cultural achievements of the classical world, and the dramatic political, religious, technological, and artistic developments of the European Middle Ages and the early Renaissance. We will also look in depth at some individual careers and events that had long-term effects on Western history. To do all this, we will read a textbook written by a modern scholar who has distilled generations of scholarly work in constructing an overview of the ancient, classical, and medieval past. We will also read a sourcebook containing a wide range of original texts written by people of those cultures who described their own world as they saw it. In addition, we will examine non-textual sources, including examples of the art, architecture, and material cultures of ancient, classical, and medieval Western civilization.
Course objectives: This course should provide you with a good overview of Western Civilization between 3000 BCE and 1500 CE and enable you to understand the significance of broad and long-term historical patterns, and also of some outstanding individual careers and events. It should also enable you to develop important skills in:
* reading and evaluating sources carefully and critically
* analyzing a wide variety of types of evidence
* using such evidence to reconstruct and interpret the past
* combining careful reading and analysis with thoughtful writing to produce clear, original, and persuasive arguments
There are two required textbooks, both available through UWM’s Virtual Bookstore at https://uwm.ecampus.com/shop-by-course:
Clifford A. Backman, Cultures of the West: A History, vol. 1: To 1750 (3rd edition, New York: Oxford University Press, 2020)
Clifford A. Backman and Christine Axen, editors, Sources for Cultures of the West, vol. 1: To 1750 (3rd edition, New York: Oxford University Press, 2020)
There may also be required online readings (listed below under Topics and Readings).
Email and Internet access: You will require an email account and access to the Internet for this class. All UWM students receive a free UWM email account, and the History Department regularly contacts students via their assigned UWM email addresses. If you routinely use another email service provider (e.g., Gmail or Yahoo!) instead of your assigned UWM email, please go immediately into your UWM email account and put a “forward” command on it, to forward all incoming email messages to the account that you routinely use. This is your responsibility; the History Department reflectors use UWM e-addresses only. (To put a forward command on your UWM email account: enter your Office 365 account and click on “?” to open the Help app. Type “forward mail” and then follow the directions to forward email to your desired account.)
Papers: There are seven required mini-papers (described at the end of this syllabus), each worth 10% of your final grade. You are welcome to write more than seven of these mini-papers, in which case your seven best paper grades will be used for your final grade (10% each, for 70% of final grade).
Exams: There will be no midterm exam or final exam, but there will be in-class quizzes, which will count towards the class participation portion of your final grade.
Attendance and participation: This class is a “live” (synchronous) lecture class, and your regular “live” attendance and participation are essential. Students who fail to attend class or to contact me during the first week of classes may be dropped administratively. The participation portion of your grade will be based on in-class work, such as quizzes or other activities. Together, your attendance and participation are worth 30% of your final grade.
Grading and deadlines: Your final grade will be based on your seven (or seven best) mini-papers (10% each, for 70% of final grade), and your attendance and participation in class (30%). The mini-papers are due on the dates specified at the end of the syllabus. Late work will not be accepted, except in cases of major illness or emergency (it is your responsibility to contact me immediately in such a case).
We will use Collaborate Ultra as our online class platform; you will access it from the course Canvas page. (Collaborate Ultra works best with Chrome as the browser.) All classes will be “live” (synchronous). Our course Grader, Elizabeth Jackson, will be assisting me during class in taking attendance, fielding questions, etc.
Protocols for attending our online class:
- During class, please be in a quiet room, with all other devices silenced.
- Between 9:30 and 9:45 AM, enter the course Canvas page
- Click on Collaborate Ultra in the left sidebar
- Select the session (such as, “Week 1 – Thursday lecture”) and click on “Join Session” (each session will be open by 9:15 AM)
- Follow the prompts to complete your audio and video checks
- Click on the lavender tab (lower right) to open the Chat sidebar
- Class will begin at 9:45 AM, and end at 11:00 AM (some classes may finish early). Attendance will be taken at multiple points during each class so, to get credit for attending and participating, please do not log in late or leave early.
- To ask a question during class, EITHER type the question in the chat box and press “Return,” OR click on the “Raised Hand” icon and wait for Elizabeth or me to call on you. When we call on you, please UNMUTE your microphone to speak, and then MUTE it again ASAP.
- If possible, please have your VIDEO ON during class so that we can all see one another, as in a face-to-face class.
Disabilities: If you have a disability, it is essential that you contact me early in the semester to discuss any help or accommodation you may need.
Academic Advising in History: All L&S students have to declare and complete an academic major to graduate. If you have earned in excess of 45 credits and have not yet declared a major, you are encouraged to do so. If you are interested in declaring a major or minor in History, or require academic advising in History, please visit the Department of History’s undergraduate program web page, at: http://uwm.edu/history/undergraduate/.
Academic integrity at UWM: UWM and I expect each student to be honest in academic performance. Failure to do so may result in discipline under rules published by the Board of Regents (UWS 14). The penalties for academic misconduct such as cheating or plagiarism can include a grade of “F” for the course and expulsion from the University. For UWM’s policies on academic integrity, see https://uwm.edu/academicaffairs/facultystaff/policies/academic-misconduct/
UWM policies on course-related matters: See the website of the Secretary of the University, at: https://uwm.edu/secu/wp-content/uploads/sites/122/2016/12/Syllabus-Links.pdf
Topics and Readings
(Each day’s assigned readings are to be done before class. In-class quizzes will be based on both the lectures and the assigned readings.)
Week 1: Introduction; Water and Soil, Stone and Metal: The First Civilizations, c. 10,000-3000 BCE
26 Jan. Introduction to course
28 Jan. Cultures, pp. xxviii-xxxiv (Note on Dates; Prologue), 3-20 (The First Civilizations)
Sources, pp. xiii-xiv (How to Read a Primary Source), 1-4 (Shamash Hymn, Poem of the Righteous Sufferer)
Week 2: Mesopotamia and Egypt, c. 3000-1200 BCE
2 Feb. Cultures, pp. 20-44 (Sumer to Old Babylon; Egypt)
4 Feb. Cultures, pp. 44-53 (The Indo-European Irruption; The Age of Iron Begins)
Sources, pp. 5-27 (Tale of Sinuhe, Epic of Gilgamesh, Laws of Hammurabi, Loyalist Teaching, Book of the Dead, Hymn to the Aton)
Week 2 mini-paper due in Canvas by 4:59 PM
Week 3: The Monotheists: Jews and Persians, 1200-550 BCE
9 Feb. Cultures, pp. 55-78 (The Jews)
11 Feb. Cultures, pp. 78-87 The Persians)
Sources, pp. 28-46 (Genesis 1-8; Exodus 7, 11-12, 14; Jeremiah, 7-8; I Kings 6-8; Jonah; Cyrus Cylinder)
Week 3 mini-paper due in Canvas by 4:59 PM
Week 4: The Ancient Greeks: From Arrival to Glory, 2000-479 BCE
16 Feb. Cultures, pp. 89-108 (The first Greeks; Archaic Greece; colonists, hoplites, and citizenship; masculinity; poetry; Sparta)
18 Feb. Cultures, pp.108-117 (Miletus and the birth of philosophy; Athens and democracy; the Persian Wars)
Sources, pp. 47-62 (Hesiod, Works and Days; Homer, The Iliad; Herodotus, The Persian Wars and Histories; Thucydides, The Peloponnesian War)
Week 4 mini-paper due in Canvas by 4:59 PM
Week 5: The Classical and Hellenistic Age, 479-30 BCE
23 Feb. Cultures, pp. 119-145 (Athens; the polis; women, children, and slaves; drama; the Peloponnesian War; historical inquiry; medicine; philosophy)
25 Feb. Cultures, pp. 146-163 (Alexander the Great’s conquests; the Hellenistic world; revolt and religion in Judaea)
Sources, pp. 63-77 (Aeschylus, Prometheus Bound; Plato, Symposium; Aristotle, “The Elements of Tragedy;” Diogenes Laërtius, Life of Zeno of Citium; Book of Ezra)
Week 5 mini-paper due in Canvas by 4:59 PM
Week 6: Romans and Republicans, 753-27 BCE
2 March Cultures, pp. 163-187 (Italy and the rise of Rome; from monarchy to republic; the republic of virtue; size matters)
4 March Cultures, pp. 187-193 (Can the republic be saved?)
Sources, pp. 78-95 (Livy, “The Battle of Cannae;” The land law of Tiberius Gracchus; Virgil, The Aeneid; “In praise of Turia”)
Week 6 mini-paper due in Canvas by 4:59 PM
Week 7: Rome’s Empire, 27 BCE – 305 CE
9 March Cultures, pp. 195-210 (Rome’s golden age: the Augustan era; the sea; Roman lives and values)
11 March Cultures, pp. 210-221 (The height of the “Pax Romana”)
Sources, pp. 96-105 (Epictetus, Enchiridion; Tacitus, Histories; Suetonius, lives of Caligula and Claudius; Marcus Aurelius, Meditations; 3rd cent. imperial-succession crisis)
Week 7 mini-paper due in Canvas by 4:59 PM
Week 8: The Rise of Christianity in a Roman World, 40 BCE – 300 CE
16 March Cultures, pp. 223-243 (The vitality of Roman religion; the Jesus mystery; a crisis in tradition; ministry and movement; what happened to his disciples?)
18 March Cultures, pp. 243-253 (Christianities everywhere; Romans in pursuit; philosophical foundations: Stoicism and Neoplatonism)
Sources, pp. 106-118 (Josephus, The Jewish War; Pliny the Younger, Letters; Celsus, “Against the Christians,” and Origen, “Against Celsus;” the Nicene Creed; Minucius Felix, refutations of charge that Christians are cannibals; the Gnostic Gospel of Thomas; St. Augustine of Hippo, on the Gospel of John)
Week 8 mini-paper due in Canvas by 4:59 PM
21-28 March SPRING BREAK (no classes)
Week 9: Late Antiquity and the Early Middle Ages, 300-750
30 March Cultures, pp. 259-280 (Imperial decline; a Christian emperor and a Christian church; the Byzantine Empire; barbarian kings and warlords; divided estates and kingdoms)
1 April Cultures, pp. 280-289 (Germanic law; Christian paganism; Christian monasticism)
Sources, pp.119-137 (Procopius, The Secret History; Gildas, On the Ruin and Conquest of Britain; Gregory of Tours, History of the Franks; Pope Gregory the Great, Life of St. Benedict; Bede, Ecclesiastical History of the English People; Dhuoda, Handbook for William)
Week 9 mini-paper due in Canvas by 4:59 PM
Week 10: The Expansive Realm of Islam, to 900 CE
6 April Cultures, pp. 291-311 (The Arabian background; the Qur’an and history; from preacher to conqueror; the Islamic empire; Sunnis and Shi’a)
8 April Cultures, pp. 311-321 (Islam and the classical traditions; women and Islam)
Sources, pp. 138-163 (the Qur’an; Ibn Ishaq, Life of Muhammad; al-Ghazali, The Deliverer from Error; One Thousand and One Nights; Maimonides, Letter to Yemen; Usamah ibn Munqidh, Memoirs; Ibn Rushd, On the Harmony of Religious Law and Philosophy; Maimonides, Guide for the Perplexed)
Week 10 mini-paper due in Canvas by 4:59 PM
Week 11: Carolingian Europe; The Splintering of the Caliphate, 750 – c. 1000 CE
13 April Cultures, pp. 323-331 (Two palace coups: Abbasid and Carolingian; the Carolingian ascent; Charlemagne; imperial coronation)
15 April Cultures, pp. 331-338 (Carolingian collapse; the splintering of the Caliphate; the reinvention of Western Europe and manorialism)
Sources, pp. 163-165 (Einhard, Life of Charlemagne)
Week 11 mini-paper due in Canvas by 4:59 PM
Week 12: The Reinvention of Western Europe and the Islamic World, c. 1000-1258 CE
20 April Cultures, pp. 338-353 (Mediterranean cities; the reinvention of the Church; the reinvention of the Islamic world; the call for Crusades; the Crusades; Turkish power and Byzantine decline)
22 April Cultures, pp. 353-361 (Judaism reformed, renewed, and reviled; the emergence of the Slavs)
Sources, pp. 165-189 (Pope Gregory VII, Letters; Guibert de Nogent, Gesta Dei (God’s Deeds: the 1st Crusade); Peter Abelard, Sic et Non (Yes and No); Otto of Freising, The Two Cities; the “Song of Roland;” Trotula of Salerno, Handbook on the Maladies of Women; Ibn Fadlan, Risala)
Week 12 mini-paper due in Canvas by 4:59 PM
Week 13: Late Medieval European Culture, 1258-1453
27 April Cultures, pp. 363-372 (Late medieval Europe; scholasticism; mysticism)
29 April Cultures, pp. 372-383 (The guild system; the mendicant orders; early representative government; the weakening of the papacy; noble privilege and popular rebellion; the Hundred Years’ War)
Sources, pp. 190-194 (Dante Alighieri, The Divine Comedy)
Week 13 mini-paper due in Canvas by 4:59 PM
Week 14: Worlds Brought Down, 1258-1453
4 May Cultures, pp. 383-394 (The plague; the Mongol takeover; in the wake of the Mongols)
6 May Cultures, pp. 394-405 (Persia under the Il-Khans; a new center for Islam; the Ottoman Turks)
Sources, pp. 194-202 (Boccaccio, “The Great Plague;” Julian of Norwich, Revelations of Divine Love; Froissart, “On Flagellants;” Jakob Twinger, Chronicle)
Week 14 mini-paper due in Canvas by 4:59 PM
Week 15: Renaissances; Review
11 May Cultures, pp. 407-421 (Rebirth or culmination?; the political and economic matrix; the Renaissance achievement)
Sources, pp. 203-211 (Petrarca, “Letter to posterity;” Ariosto, “Orlando Furioso;” Machiavelli, “Discourses on Livy”)
13 May Review: Attendance is OPTIONAL
Elizabeth and I will hold an open session in Collaborate Ultra during our usual class time for anyone who wishes to talk about anything to do with History 101, or about history in general. Feel free to drop in – we’d love to see you!
Week 15 mini-paper due in Canvas by 4:59 PM
Mini-Papers for History 101
Each paper must be 1-2 double-spaced pages long, in a 12-pt font. (The minimum length is one full page of text.) It must be submitted as a Word document (.doc or .docx) via the course Canvas page.
Your paper must be based entirely on that week’s assigned readings and my online lectures and lecture outlines. No other sources are allowed, including Wikipedia. The point of the papers is to challenge you to read the assigned readings carefully, and to attend and take part in the lectures thoughtfully, and to hone your analytical and writing skills.
Your papers must address the assigned topic, and be written to a college-level standard, with good grammar, spelling, punctuation, and phrasing. Fill your papers with solid factual content, not “padding,” and avoid vague or unclear writing. Put everything in your own words; do not include any quotations at all.
Your papers must be entirely your own work. You may not copy or adapt them from someone else’s work, and you may not collaborate on them with anyone else.
At the end of your paper, list every source that you have used, including, when possible, the specific page numbers. (Do not simply list the full range of pages in that week’s reading assignments – list only the pages from which you actually took ideas or information.) If you have used material from my lectures or lecture outlines, say so, and give the dates (e.g., “Carlin, Week 4, Thursday lecture outline”). If your text fills two pages, your list of sources may go on p. 3.
You must submit a minimum of seven mini-papers. You are welcome to submit more than seven; if you do, your seven best paper grades will be used for your final grade. Your seven (or seven best) mini-papers are worth 70% of your final grade (10% each).
All papers are due in Canvas on THURSDAYS by 4:59 PM. Late papers (including paper topics from an earlier week) will not be accepted.
PAPER TOPICS (choose at least seven):
WEEK 2: Drawing on materials from this week’s lectures and assigned readings in both textbooks, identify three major ways in which the cultures of Mesopotamia and Egypt were similar, and three major ways in which they were different. Don’t forget to list your sources at the end (see Paper Requirements, above).
WEEK 3: In Chapter 1 of Cultures of the West, Clifford Backman says (pp. 8-9) that most early Western societies were led by kings, whose main function was to serve as military commanders, and priests, whose main function was to appease the gods and protect society from them; sometimes these two functions were merged in one ruler. Drawing on this week’s lectures and assigned readings, discuss whether the societies of the Jews and the Persians followed this pattern, or whether they did not. Don’t forget to list your sources at the end (see Paper Requirements, above).
WEEK 4: Sparta and Athens were the dominant city-states of the Greek mainland. Imagine that you are a Spartan who has just returned home after visiting Athens for the first time. Describe your impressions of Athens and compare it with Sparta. Identify ways in which the two were similar, and also ways in which they were different. Consider not only the physical appearance of the two cities, but also their respective priorities, cultures, and systems of government. Fill your paper with concrete factual information drawn from this week’s lectures and assigned readings, not with vague generalizations.
WEEK 5: Drawing from this week’s lectures and assigned readings, identify six things in the extract from Plato’s Symposium (in Sources, pp. 65-71) that typify Athenian culture during its golden age between the Persian Wars and the Peloponnesian War.
WEEK 6: Under Roman law, free Roman women had the same legal status as children, and were entirely subject to their father or husband (or other senior male relative). Drawing on this week’s lectures and the readings in both books, give four reasons why these laws did not result in all free Roman women living their lives helpless and downtrodden.
WEEK 7: The Roman empire had a strongly urban culture. Imagine that you are a young provincial from a country estate who has been taken by an aunt and uncle on a visit to Rome. Write a letter home to your family describing what you have seen and done there. Pack your letter full of concrete factual details from the lectures and readings, not vague generalizations.
WEEK 8: In the three centuries following the crucifixion of Jesus, communities of Christians arose all around the Roman world despite periods of harsh persecution by the Roman authorities. Drawing from this week’s lectures and assigned readings, identify two major reasons why most Jews rejected Christianity, two major reasons why most Romans rejected Christianity, and three major reasons why Christianity nevertheless became widespread in this period.
WEEK 9: After Theodosius I divided the Roman Empire between his two sons in 395, the Eastern and Western empires went their separate ways. The Eastern (Byzantine) empire survived for a thousand years. The Western empire, much weaker and poorer than the East, crumbled and soon collapsed. However, the following centuries saw the rise of a new, powerful, Western European culture, based on the fusion of Roman culture, Germanic culture, and Western (Latin) Christianity. From this week’s readings and lectures, identify two major elements each from Roman culture, Germanic culture, and Latin Christianity that shaped the culture of medieval Europe.
WEEK10: Judaism, Christianity, and Islam share some beliefs and scriptures. In the medieval period, Muslim, Christian, and Jewish scholars drew on the intellectual and scientific legacy of the Greeks and Romans. Using this week’s lectures and the assigned readings in BOTH textbooks, identify three beliefs that are shared by Judaism, Christianity, and Islam; three that are distinct to Islam and are not shared by Judaism and Christianity; and two elements of Aristotelian philosophy that were investigated both by the Muslim scholar ibn Rushd (known in the medieval West as Averroes) and by his Jewish contemporary Moses Maimonides.
WEEK 11: The Abbasid and Carolingian empires both emerged in the 700s and soon fractured. Drawing on this week’s lectures and on the assigned readings in both textbooks, identify four major ways in which each empire, despite its political splintering, shaped its respective culture (European or Islamic) in the centuries that followed.
WEEK 12: The Crusades are the most widely-known example of religious warfare in the Middle Ages, but there were many sharp religious conflicts, both violent and non-violent, in the medieval period. Drawing on this week’s lectures and on the assigned readings in both textbooks, identify four OTHER examples of major religious conflict between c.1000 and c.1250 CE, and the main cause(s) of each conflict. (The conflicts may be within a single faith, or between different faiths.)
WEEK 13: European political developments in the period 1250-1450 included the emergence of nationalism, the use of law as a coercive tool by both secular rulers and the Church, the demand by working-class people for greater freedom and access to power, and a rise in the search for spiritual enlightenment individually (such as through mysticism or other personal religious practice), rather than only through the sacraments and instruction of priests. Drawing on this week’s lectures and on the assigned readings in both textbooks, identify one way in which each of these broad developments is reflected in the life and death of Joan of Arc.
WEEK 14: Between 1347 and 1350, “the pestilence” (now identified as bubonic plague) killed between one-third and one-half of the population of Europe, and the population did not begin to rise again until after 1500. Drawing on this week’s lectures and on the assigned readings in both textbooks, identify two major ways in which late medieval Europe was shaped by the plague, and two major ways in which it was not shaped by the plague. Support your arguments with concrete information, not vague generalities.
WEEK 15: Did the Renaissance’s celebration of classicism and humanism and its development of modern statecraft really represent a sharp break from medieval culture, or did it instead represent a culmination of medieval culture? Choose ONE of these interpretations, and give FOUR major reasons that support it. Support your arguments with concrete information drawn from this week’s lecture and from the assigned readings in both textbooks. Avoid vague generalities.