Download Eastern Mediterranean University Luca Zavagno, Ph

Eastern Mediterranean University
Fall 2014 /15
T. H. Tu. 14.30-16.20; Thu. 11.30-12.20
[email protected]
Luca Zavagno, Ph.D.
Associate Professor
Department of Arts Humanities and Social Sciences
Office Hours: Wed. 13:30-11:20
Thu. 09.30-10.30
Web Site: http://lucazavagno.wordpress.com/
History of Civilizations to 1450 C.E.
(AHSS 101)
‘History is the Herodoteian narrative of an experimented diversity’
Italo Calvino
Course Description and Objectives
The goal of this course is to offer a survey of the historical developments laying at the basis
of each civilization from pre-history to 1500 A.D. The students will learn how to analyze the
cultural, social, political, economic and religious circumstances which accompany and succeed the
historical events. Moreover, they will be taught to put those circumstances under the peculiar
historical perspective and, broadening their horizons, to compare the specific cultural (in broader
sense) outcomes each civilizations produced. Comparing and appreciating the diversity and
peculiarities will be the final goal of this course. The role of the in-class debate, the analysis of
primary sources, the reading material, and the preparation to discussion by fulfilling the homeassessments and the first-hand knowledge gained through field trips will all be complementary to
teaching. First, the students will gain an appreciation for the political, economic, religious, social
and cultural development of the world from pre-history to 1500. Second, students will learn to write
effectively in an expository manner and in a historical context. Third, students will develop critical
thinking skills by learning to see historical connections over time and space, and by reading,
comprehending, and evaluating historical documents and arguments. Finally, students will
understand and appreciate the enormous diversity of experiences world history.
Assessment
Weekly assignments : readings should be completed BEFORE attending the lectures each
week. Each student is expected to keep up with the readings in the assigned text. Lectures in
class will supplement rather than repeat the material covered in the textbook. When combined, the readings,
the lectures, and the illustrations will provide a comprehensive overview of the development of world
civilizations to 1450.
Handbook:
P. Hall, The Pageant of World History (Needham,1994)
Week 1
Introduction: what does History of Civilizations mean? How we define a Civilization? How
to build a proper bibliography ? How to interpret primary sources? Prehistoric Culture
(Prehistory– 4.000 BC).
A. The Paleolithic and Neolithic Ages.
B. The Breakthrough to Civilization: Rivers, Resources and Civilizations
Suggestions for further reading:
McKay, Hill and Buckler, A History of World Societies, 3-17
Maisels, C.K., The emergence of civilization: from hunting and gathering to agriculture
(London-New York,1993)
Week 2
The Rise of Civilization in the Near East (4.000-300 B.C.).
A. Mesopotamian Civilization.
B. The Diffusion of Near Eastern Civilization, 1750-800 B.C.
C. The Assyrian and Persian (Iranian) Empires, 800-300 B.C.
D. Ancient Near Eastern Culture.
Readings: McKay, Hill and Buckler, A History of World Societies, 18-34; 48-60.
Code of Hamurrabi: http://www.fordham.edu/halsall/ancient/hamcode.html
Topics for discussion: Be able to answer Who? What? Where? Why?
and When? for each of the following terms; also indicate the historical importance of each.
Pre-History and History
Paleolithic Lifestyle
Characteristics of Civilization
Homo Sapiens & Culture
Neolithic (Agricultural) Revolution
Urban Revolution
Persian Empire (Model of Imperial Government)
Zoroaster & Zoroastrianism
Why the Code of Hamurrabi was so important? Who was Hamurrabi? How does it relate to the
contemporary social and cultural situation in Mesopotamia?
Suggestion for further reading:
Caubet, A., The ancient Near East: the origins of civilization (Paris,1998)
Oppenheim, A.L., Ancient Mesopotamia: portrait of a dead civilization (Chicago,1977)
Week 3
Egyptian Civilization and Israel.
Readings
McKay, Hill and Buckler, A History of World Societies, 39-48.
The Priest Caste:
http://web.archive.org/web/20020124020546/www.anthro.mankato.msus.edu/prehistory/egypt/relig
ion/priest.html
Egyptian Book of the Dead: http://www.africa.upenn.edu/Books/Papyrus_Ani.html
Moses in the Exodus http://www.biblegateway.com/passage/?search=EXOD%201-15
Topics for Discussion
What was the importance of the Nile in the development of Egyptian economy and society? What
are the most significant sites of Egypt? What was the role of death in the Egyptian Religion? What
was the relationship between Pharaohs and Priests?
Working in little groups choose, discuss and present (5 minutes presentation) one of the following
topics:



gods, goddesses and cults: solar cult of Re, Osiris and the afterlife
myths and legends: Creation myth, Osiris myth
funerary customs, rituals and texts: afterlife concepts, mummification, funerals
Be able to answer Who? What? Where? Why? and When? for each of the following terms; also
indicate the historical importance of each.
Menes & Pharaoh
Old Kingdom & Pyramids
Amon-Ra
Hieroglyphics & Rosetta Stone
Tutankhamen (1352-1344 B.C.)
Akhenaton (1369-1353 B.C.)
Abraham and David
Pentateuch and Torah
"Chosen People" (The Hebrews)
Moses
Suggestions for further reading:
Manley, B., The Penguin Historical Atlas of Ancient Egypt (London and New York 1996)
Wilkinson, T. A. H., Genesis of the Pharaohs: dramatic new discoveries (London, 2003)
Week 4 The Rise and Spread of Civilization in China (2500 B.C.-A.D. 220).
A. The Early Dynasties: The Xia and the Shang.
B. The Development of Traditional Chinese Civilization: The Zhou, Qin, and Han Dynasties.
C. Chinese Thought: Confucianism, Taoism, Buddhism, Legalism, and Other Chinese Ideas.
D. Chinese Culture.
Readings:
McKay, Hill and Buckler, A History of World Societies, 90-114.
Teiser, S.F., ‘The Spirits of Chinese Religion’ in D.S. Lopez, Jr. , Religions of China in Practice,
(Princeton: Princeton University Press, 1996)
http://academic.brooklyn.cuny.edu/core9/phalsall/texts/lopez.html
Confucius Kongfuzi (c. 500 C.E.) ,The Analects, excerpts
http://academic.brooklyn.cuny.edu/core9/phalsall/texts/analects.html
Topics for discussion: The history of Chinese civilization has been remarkable for its resistance to
change. Identify, rank in order of importance, and discuss the major features that have provided
such stability for Chinese civilization
Identify the elements common to these religions and philosophies (Hinduism, Buddhism,
Confucianism, and Taoism). Explain why they appealed to large numbers of people in the past and
why they continue to appeal today. What specific questions does each of these religions or
philosophies try to answer?
Suggestion for further reading:
Schirokauer, C., A brief history of Chinese and Japanese civilizations (San Diego, 1989)
Week 5
The Rise of Civilization in India (2500 B.C.-A.D. 535). &
SPECIAL SEMINAR by Teaching Assistant Miss. Bilcan Bladanli
A. The Civilization of the Indus Valley, 2500-1500 B.C.
B. Aryan Civilization and the Vedic Age, 1500 BC-1000 B.C.
C. The Development of Hinduism and Budddhism.
D. The Rise and Fall of Empires: The Maurya and Gupta Empires, 322 B.C-A.D. 535.
E. Ancient India Civilization.
Readings
McKay, Hill and Buckler, A History of World Societies, 64-86.
The Buddha: Sermons and Teachings (6th century B.C.)
http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/bud-ser.html
The Four Noble Truths
http://www.buddhanet.net/4noble.html
Topics for Discussion
The migration of the Aryans into the Indian sub-continent brought major changes. Identify, rank in
order of importance, and describe the five most important. Which of them still influences the
culture of this sub-continent and how? What are the four Noble Truths? What is the eightfold path?
What is a "mudra?" Why did images of the Buddha not appear until about a century after his death?
Daily life during the Mauraya and Gupta empires was rich and varied. What distinguished India's
intellectual life? Diet? Sports? What is a dhoti? A sari?
Suggestions for further reading
Zimmer, H.R., Myths and symbols in Indian art and civilization (New York, 1946)
Visit the surveys and chronologies of the early history India at:
http://www.sscnet.ucla.edu/southasia/History/Ancient/ancient.html
http://www.itihaas.com/ancient/index.html
Week 6
Mediterranean Civilizations and the Origins of the Classical and Christian Traditions (2000
B.C.-A.D. 500).
A. Hellenic (Greek) Civilization, 2000-336 B.C.
1. The Origins and Failure of the City-state.
2. Greek Culture and Thought.
B. Hellenistic Civilization, 336-31 B.C.
Readings:
McKay, Hill and Buckler, A History of World Societies, 117; 120-143; 149-156
Homer, Iliad, Chapter 1
http://classics.mit.edu/Homer/iliad.1.i.html
Plato, Republic, Introduction
http://classics.mit.edu/Plato/republic.1.introduction.html
Aristotle, Politics, I, 1:
I
EVERY STATE is a community of some kind, and every community is
established with a view to some good; for mankind always act in
order to obtain that which they think good. But, if all communities
aim at some good, the state or political community, which is the
highest of all, and which embraces all the rest, aims at good in a
greater degree than any other, and at the highest good.
Some people think that the qualifications of a statesman, king,
householder, and master are the same, and that they differ, not in
kind, but only in the number of their subjects. For example, the ruler
over a few is called a master; over more, the manager of a
household; over a still larger number, a statesman or king, as if
there were no difference between a great household and a small
state. The distinction which is made between the king and the
statesman is as follows: When the government is personal, the ruler is
a king; when, according to the rules of the political science, the
citizens rule and are ruled in turn, then he is called a statesman.
But all this is a mistake; for governments differ in kind, as will
be evident to any one who considers the matter according to the method
which has hitherto guided us. As in other departments of science, so
in politics, the compound should always be resolved into the simple
elements or least parts of the whole. We must therefore look at the
elements of which the state is composed, in order that we may see in
what the different kinds of rule differ from one another, and
whether any scientific result can be attained about each one of them.
Topics for discussion:
What is the content of the Iliad? Did Homer really exist? What type of society it portrait?
What are the core elements of the tradition of Classical Civilization that developed in fifth-century
Athens? (Try to illustrate each of these elements with examples and illustrations drawn from your
readings)
Plato, and Aristotle brought about a revolution in: What are (using your text as well as the lecture
material) the core elements of this revolution? What the method of thinking advocated by each of
these thinkers? What are the unique features of each man's thought? What is politics for Aristotle?
What is a Republic according to Plato?
Who was Alexander? Do you reckon the world “crusade” used by your textbook is appropriate to
describe his achievements? Why? What was the major development of Hellenistic Kingdoms? Is
there any possible relationship with the world of the Iliad?
Suggestion for further reading:
Rhodes, P. J., The Greek city states :a source book (London-New York, 2007)
Dodge, T.A., Alexander: a history of the origin and growth of the art of war (New York,1996)
Ober, J., Fortress Attica :defence of the Athenian land frontier, 404-322 B.C. (Leiden,1985)
Week 7 Roman Civilization, 751 B.C.-A.D. 476.
1. The Rise of Rome and the Early Republic, 751 B.C-265 B.C.
2. Roman Expansion and the Failure of the Republic, 265-31 B.C.
3. The Pax Romana: The Early Empire, 31B.C.-A.D. 180.
4. The Crisis of the Roman Empire, A.D. 180-284.
Readings:
McKay, Hill and Buckler, A History of World Societies, 172-193.
Julius Caesar, De Bello Gallico (Gallic Wars), I
http://mcadams.posc.mu.edu/txt/ah/Caesar/CaesarGal01.html
Augustus, The Deeds of Divine Augusts
http://classics.mit.edu/Augustus/deeds.html
Topics for discussion:
Using your textbooks and the sources, make a comparison between Cesar and Augustus? Who
were they? Are they related? How did they change Roman History? How did they affect the
Roman juridical and political structure? What is a triumvirate? Who were Caesar and Augustus’s
main political rivals? Why Augustus survived and Cesar was killed? What was the future of
Rome after Augustus?
Suggestion for further reading:
Wilder, T., The ides of March (New York, 1948)
Wells, C. M, The Roman Empire (London,1992)
D'Ambra, E., Roman art in context :an anthology (Englewood Cliff, 1993
Clarke, J. R., Art in the lives of ordinary Romans (Berkeley, 2003)
Brown, P., Authority and the sacred: aspects of the Christianisation of the Roman (Cambridge
1995).
Clark, G., Christianity and Roman society (Cambridge, 2004)
Week 8-9 Mid Term Exams
Week 10: The World in Transition (A.D. 350- A.D. 900)
A. Late Antiquity and the Fall of the Roman Empire, A.D. 284-7th century.
1. The Rise and Triumph of Christianity.
2. Early Christian Art and Architecture.
3. The Growth of the Christian Church: attitudes towards Classical Culture
4. Monasticism
Readings:
McKay, Hill and Buckler, A History of World Societies, 194-7; 205-210; 214-228
Gospel of Mark
http://www.biblegateway.com/passage/?search=MARK%201
Jesus’ sermon on the Mountain
http://www.biblegateway.com/passage/?search=MATT%205-7
St.Augustine, The city of God
http://www.fordham.edu/halsall/source/aug-city2.html
Topics for discussion:
Why is the Life of Jesus important? What is a Gospel? Who did write the Gospels and Why?
What is the ethical importance of Jesus’sermon of the Mount? Which are the reasons for
Christianity's appeal during the late third century? (Indicate which three you think are the most
important, using specific historical examples) How Christianity was transformed following its
legalization and how it was able to both survive the collapse of the Roman Empire? Who was
St.Augustine? What were his main ideas? Which are the two “cities of God?
Week 11: The Rise and Spread of Islam+ PRESENTATIONS (Round 1)
1. The Origins and Character of Islam.
2. Islamic Civilization.
3. The Spread of Islam into India
Readings:
McKay, Hill and Buckler, A History of World Societies, 246-279
Ancient Accounts of Pre-Islamic Arabia
http://www.fordham.edu/halsall/ancient/arabia1.html
Ibn Ishaq (d. c. 773 CE), Selections from the Life of Muhammad
http://www.fordham.edu/halsall/source/muhammadi-sira.html
Al-Baladhuri, The Battle of Yarmuk and after
http://www.fordham.edu/halsall/source/yarmuk.html
The accounts on the battle of Poitiers (736 A.D.)
http://www.fordham.edu/halsall/source/732tours.html
Qur’an: The Women
http://web.archive.org/web/20000229204333/http://www.humanities.ccny.cuny.edu/history/reade
r/koranonwomen.html
Topics for Discussion
Why is the Life of Muhammad significant? Why does Muhammad call Jesus his brother? Was
there an Arabia before Muhammad? Who was Muhammad? Why his teachings were so
important? Who did the Arabs defeat at the Battle of Yarmuk? Why Islam was so successful in
spreading its civilization as far as Spain and India? Which were the essential characteristics of
Islam as a religion? What was the nature of the Islamic Empire created in the seventh and eighth
centuries? Why did it eventually collapse? Where is Poitiers located? Why it preserves such a big
importance? Who were the Franks? Which are the contributions made by Islam to world
civilization? What was the role of women in Classical Islamic Society?
Week 12: PRESENTATIONS (ROUND 2) and
Europe in the Modern Period (Renaissance, Enlightenment)
Readings:
The Renaissance
http://www.shsu.edu/%7Ehis_ncp/Renn.html
R.F.Betts, Europe in Retrospect
http://www.britannia.com/history/euro/1/1_4.html
Week 13: Revolutions!!!!: America and France
Readings:
R.F.Betts, Europe in Retrospect
http://www.britannia.com/history/euro/1/2_2.html
The Declaration of the Rights of Man
http://avalon.law.yale.edu/18th_century/rightsof.asp
Topics for Discussion: What was the impact of the French and American Revolutions on the
contemporary society? What their consequences?
Week 14: The Rise of Imperialism and the road to World War and Concluding Remarks
(How to be ready for the Final Exam!)
Readings:
R.F.Betts, Causes of Imperialism
http://www.britannia.com/history/euro/2/2_1.html
Toward World War
http://www.fsmitha.com/h2/ch01.htm
Course Organization:
Due to the peculiar schedule of this course, I will dedicate the first two hours to a detailed survey of
the topic of the week. Ideally this should allow you to gain more information and implement the
knowledge acquired through the readings and the assessments. The third hour will be entirely
dedicated both to class discussion (based on the analysis of primary sources when available), and
review of the assessments. If you come to class unprepared, I reserve the right to ask you to go and
complete your assignments and come back for the next class. You will be responsible for the
material covered in that particular class.
One special seminars delivered by the Teaching Assistant of the course , Miss. Bilcan
Bladanli, will also be part of the course; one in-class exam will be based upon these seminar
and will count for 15% of the total final grade. Dates and hours of the in-class exams will be
announced in due course.
Books and readings
You will find a copy of the weekly-assessed readings at the local copy-store. Photocopy it or do as
many copies as you want and pass them around.
Suggestions for further reading are all available at the Main Library.
Daily Handouts
For most lectures, I will distribute brief review sheets. These contain a list of items (events, ideas,
developments, persons, places, etc.) that will be covered that day
Method of Evaluation
In-class exam (on Miss Bladanli’ seminar)
15%
In class Presentation 15%
Presentations must be delivered in class and in groups of two people. They will last 15 minutes
max. and must be focus on one peculiar aspect of a civilization we have not dealt with in class.
Mid Term Exam
30%
Final Exam
40%
Grading Criteria
Assessment: (see attached criteria). Essays handed in without references and bibliographies will not
be marked – they do not even get on the starting grid for assessment. Deadline must be respected!
Work that is handed in without a bibliography and/or references will receive a mark of zero.
Course Policies:
Learning/Teaching Method
Seminar type
Academic Honesty
Cheating and/or plagiarism could completely ruin your college career. Do not do it. If you are found
guilty of cheating or plagiarism during the course, your grade for whatever assignment involved
will be the lowest. You will be reported to the appropriate authorities and possibly expelled from
the University.
Disruptive Behaviour
I expect mature and respectful behaviour from my students. No cell phones, no pagers, no personal
stereo systems, no wireless web-surfing or emailing allowed during class time. Talking while I am
lecturing, or while your fellow students are speaking, is unacceptable. Reading materials (i.e.
newspapers) other than those related to the class is unacceptable. No tobacco—chewing or
smoking. If you do not comply with these rules you will be asked to leave the classroom and you
will be responsible for the subject matter you’ve missed.
Office Hours:
I will be available for questions immediately after class, by appointment, by telephone, by e-mail
and – especially- during my office hours.
Office Hours:
Tuesday 10:30-12:20; 14:30-15:20
Thursday 11.30-12.20
Friday 8:30-9:20
You are free to knock on my door whenever you need!!!!
ANY CHANGES IN THE SYLLABUS WILL BE ANNOUNCED IN LECTURE AND POSTED
ON OUR WEBSITE.