Department of History
PROFESSOR
Office: CA 243B
Office Hours: T Th
Tel. (317) 278-9022
E-mail: sstoffer@iupui.edu
TEXTS
McKay, Hill, & Buckler, A History of Western Society, Vol. I (
Wiesner, Ruff, & Wheeler, Discovering
the Western Past: A Look at the Evidence, Vol. I (
Einhard and Notker the Stammerer, Two Lives of Charlemagne (London: Penguin, 1969)
COURSE GOALS
H113 is designed to introduce you to the history of Western Civilization from its earliest beginnings in the Ancient Near East to the dawn of the Early Modern era. The course will make use of lectures, textbook/source readings, films, and your own independent analysis of these materials to construct a historical view of the people and forces that gave shape to the civilization we know as the “West.” In doing so, it endeavors to sharpen your ability to think critically about the things you read, watch, hear, and subsequently discuss with your teacher and fellow students—an important skill which you will use throughout the rest of your life. The course is thus dedicated to helping you develop skills consistent with the Principles of Undergraduate Learning, as detailed at www.iupui.edu/~history/principlesundergradlearning.htm.
COURSE POLICIES and
EVALUATION CRITERIA
Policies
As a university student, you are an heir to the traditions and expectations of higher education dating back to the Middle Ages (and even beyond). You are entering into a unique relationship with your professor, not always easily defined. As both apprentice and partner, student and teacher, much is expected of you in this course by way of actively learning about the modern world. Class lectures, readings, assignments, films, and discussions are all meant to facilitate that learning process, but the crucial task of integrating the available knowledge into a coherent view of history ultimately resides with you. As your professor, it is my duty to help you reach that goal, and also, of course, to evaluate your level of success in this endeavor.
In accordance with departmental and university guidelines, regular attendance is mandatory for this course. Furthermore, because of the scheduling circumstances of this particular section (Thursdays only), missing any more than one day of class will result in the lowering of your course grade by 2%. Absences may be excused for medical or other dire personal reasons, but written documentation explaining the situation is required. It is possible to make up the first exam or receive a short extension on the paper, provided there is a good reason (usually medical) that the regular date or deadline was missed; otherwise, late work will be penalized at a rate of a quarter-grade per day.
You are hereby reminded that plagiarism (i.e., failing to give proper credit to sources of information and ideas, particularly in the paper) or cheating, if discovered, will beget disciplinary action consistent with the guidelines set forth by the university. For further details, consult the Code of Student Rights, Responsibilities, and Conduct at www.hoosiers.iupui.edu/studcode.
Exams
There will be two examinations, each worth 30% of the course grade. The first will be a take-home exam, which will in essence amount to a 5- to 6-page response to a broad, overarching question regarding the first half of the course. The second, a traditional in-class affair, will be comprised of a mixture of short-answer identification items and extended essay questions. Additional details will be provided as the semester progresses, and a review sheet will be distributed the week before the final exam.
Paper
There is one writing assignment for the course. Worth 10% of the course grade, this paper
will consist of your historical-minded response to the film, “The Name of the
Rose.” Specifically, in about 3
double-spaced pages, you should analyze this particular portrayal of the
Catholic Church’s struggles with dissent in the Late Middle Ages, identifying
the film’s major themes and assumptions.
Expert knowledge of ecclesiastical history is not expected; rather,
drawing on the context provided by the McKay textbook and in-class lectures,
you should be able to formulate some basic conclusions regarding the film’s
merit. Illustrate your arguments with
references to specific scenes and/or characters (a list of which will be made
available). This essay will be due in
class on April 22nd.
One important tip: if you would like help polishing your writing style,
the best resource on campus is the
Project / Paper
GROUP PROJECT OPTION: For this portion of the course grade, small groups (formed either of their own accord or by lot) will take up the challenge of actively “doing” history (or at least editing it). Specifically, each group will adopt one of the chapters to be discussed from Discovering the Western Past (either by general consent or, if contested, by lot) and ask the question, “What’s missing?” That is, “What one additional item would best round out the chapter, making it more representative of the age it purports to reflect?” You should envision yourself as a member of an editorial board, looking for ways to improve the quality of the book and its resonance with college readers. The best approach will be to think in terms of finding a “cultural artifact” that embodies a certain aspect of the era in question. Suffice it to say that the definition of “cultural artifact” is broad, and could include such diverse items as a book, play, song, work of art, film, letter, fairy tale, piece of technology, building, piece of clothing—the more creative the better. (Live performances would be especially welcome.) Each group will need to do some general research on the chapter’s time period, decide on a suitable artifact, and then justify in some detail why it deserves to be included in Discovering the Western Past. Ultimately each group will submit its artifact to the class in a presentation of about 15-20 minutes during the scheduled discussion of the chapter. Group-specific chatrooms will be set up on the OnCourse website to facilitate planning. While no formal paper will be required at the end, each group will need to submit two detailed written reports:
1. An initial 1- to 2-page, single-spaced proposal featuring the following information: the chapter under consideration; group members’ names; the chosen artifact; the potential resources to be used in gathering background information on it; and the specific roles of group members in bringing the project to fruition. Note that while the internet can provide a handy starting point (and in some cases a good deal of useful information), it cannot be the main resource for the project. Scholarly books, academic journal articles, and other such reliable sources should provide the lion’s share of information for the project. The helpful staff at the University Library will be able to point you in the right direction. Due February 5th.
2.
A detailed outline of the group’s class presentation, along with a
finalized list of sources. Additional
supporting documentation may also be submitted if the group so wishes. Due at the time of the
presentation (February 19th-April 29th, depending on the
chapter).
Consultation with the professor during office hours or via e-mail is advised and encouraged (though it would be best for each group to select one point-person to handle this correspondence). The presentation is worth 15% of the course grade; each student’s evaluation will be based on a combination of the presentation’s overall merit with an internal audit of fellow group members’ contributions.
INDEPENDENT PAPER OPTION:
Those who prefer to work independently may write a 6- to 7-page paper
(likewise worth 15% of the student’s course grade) comparing and contrasting
the portraits of Charlemagne presented by Einhard and Notker. In what significant ways were they
similar? On what points did their
portrayals diverge, and what might account for their differences? Above all, what was most important to each
author? How can you tell? Why might this have been the case? Due March 25th.
Participation
The level of participation in class discussions of Discovering the Western Past, the Two Lives of Charlemagne, and “The Name of the Rose,” along with the quality of responses to the occasional extemporaneous question about the day’s assigned textbook readings will account for 15% of your overall grade. (Specifically, each general class discussion will be worth 10 points, with attendance counting for 5, and the rest assigned according to the frequency and quality of contributions.) So be sure to read the material on time, and if you have questions, by all means, ask them. Those students who simply cannot bring themselves to speak in public may (with the professor’s consent) write a 2-page paper on the scheduled chapter, book, or film instead, due on the day of the relevant discussion. Those taking advantage of this alternative, however, are nevertheless expected to attend class discussions.
Thus, your grade will stem from the following composite: Exam I 30%
Exam II 30%
“Rose” Response 10%
Project or Paper 15%
Participation 15%
TOTAL 100%
“If we only do what is required of us, we are
slaves. The moment we do more, we are
free.” —
January 15 Orientation
Cradles of
Civilization
January 22 Near Eastern Empires
The Landscape of Ancient
Religion
TEXT: McKay 1-2
DISC: Wiesner 2
January 29 Rise of the
Greeks
The Greek Achievement
TEXT:
McKay 3-4
FILM: Aeschylus, “The Oresteia—Agamemnon”
February 5
The Roman Achievement
TEXT: McKay 5-6
FILM: “Roman Bath”
Project Proposal Due
February 12 The Jesus People
TEXT: McKay 7
FILM: “From Jesus to Christ: The First Christians”
February 19 First
First
DISC: Wiesner 4
February 26 First
TEXT: McKay 8
March 4 First
Charlemagne and History
DISC: Einhard and Notker
March 11 MIDTERM EXAM Due
Medieval Revolutions: In
Medieval Revolutions: On the Land and On the Road
TEXT: McKay 10
March 25 God Wills
It! The Crusades
TEXT: McKay 9
DISC: Wiesner 8
Independent Paper Due
April 1 New
Classrooms, New Cathedrals
TEXT: McKay 11
DISC: Wiesner 7
April 8 The Art of Courtly Love
Varieties of Faith
TEXT: McKay 12
April 15 FILM
& DISC: “The
Name of the Rose”
April 22 The Worst of Times:
The Calamitous 14th Century
“Rose” Response Paper Due
April 29 The Renaissance
TEXT: McKay 13
DISC: Wiesner 10
May 6 FINAL EXAM,