| Lane Community College |
Social Science Department |
| 4000 East 30th Avenue |
Winter Term 2002 |
| Eugene OR 97405 |
HISTORY OF WESTERN CIVILIZATION - HST 101
Telecourse Syllabus
| Greg Delf |
747-4501, ext. 2833 |
| Office: CEN 406 |
E-mail: delfg@lanecc.edu |
| Office Hours: By appointment |
Fax: 744-4160 |
"An age of change and a period of incessant apprehension of war do not form a favorable environment. There is temptation to welcome change for its own sake, to sink our minds in some desperate philosophy of action . . . . Contempt for the past and even ignorance of it, is on the increase, and many are ready for the unlimited experiment. We cannot effect intelligent change unless we hold fast to the permanent essentials; and a clear understanding of what we should hold fast to, and what abandon, should make us all the better prepared to carry out the changes that are needed. Thus, we can look back upon the past without regret, and to the future without fear. --T. S. Eliot
Those who understand and appreciate our cultural roots are in a position to make intelligent decisions concerning the future direction of civilization. The History of Western Civilization is designed to help students achieve that goal.
History 101 is a study of the ancient and medieval world. Much of what is basic in the modern West can be traced to these ancient Mediterranean sources. We will deal with prehistoric man and his development of agriculture, the birth of urban societies in the ancient near-East, the Greeks and the birth of the West, the expansion and collapse of the Romans, the rise of Christianity, and the European world in the wake of the fall of Rome, the High Middle Ages and the Age of Renaissance and Discovery.
I. COURSE GOALS & OBJECTIVES: (What we are trying to accomplish and how we will know if we have been successful)
The purpose of this survey course is to provide students with an overview of the vast drama that is Western Civilization. To cover dozens of peoples and nationalities over a period of several thousand years, we will have to skate rapidly over the surface -- pausing to examine a point of special interest or importance and then push rapidly on. This necessary pell-mell pace may frustrate some students whose interest is sparked by a particular subject or period, but this arrested interest is actually a planned benefit of a survey course. A student fascinated by our brief exposure to Greek mythology or to Tudor England, for example, will be a better informed student consumer. He or she may choose to write a paper on this new-found interest in Writing 123 or might enroll in courses on Greek Mythology or Tudor England as an upperclassman.
Western Civilization in its totality is arguably the most magnificent and resplendent creation in the history of humanity. The Greek axiom "know thyself" is wonderfully good advice that is devilishly difficult to follow, but follow it we must. Before we can understand and empathize with other civilizations and peoples, we must know ourselves. The size, the longevity, and the complexity of Western Civilization ensures that no one really knows and understands it all; but the quest, the pursuit of knowledge about ourselves and our culture is worthy. Welcome to the great adventure.
A. Goal 1. Mastery of course content
Students will demonstrate mastery of subject matter content through testing.
B. Goal 2. Increase students' "cultural literacy"
Students will demonstrate through testing that they know what selected terms mean within the context of our culture. An example of enhanced understanding through cultural literacy is the term "Panglossian," which students will understand more fully after having read and discussed Voltaire.
C. Goal 3. Increase students' vocabulary
One hallmark of an educated person is a larger working vocabulary. Students will demonstrate through testing the mastery of new vocabulary.
D. Goal 4. Provide students with access to a broad array of quality cultural experiences
This course will encourage students to broaden their cultural awareness by rewarding with extra credit those who attend selected plays, operas, ballets, concerts, and film classics and also those students who memorize certain selections from the great works of the English language. Each term about half of those enrolled participate in this option. It is difficult to quantify the benefit of these experiences, but the benefits are real and self-evident. Can one really memorize Hamlet's soliloquy or go to the opera for the first time without growing as a cultured and informed member of society.
II. REQUIRED BOOKS:
Texts available from LCC Bookstore. A copy is also on 2-hr reserve in the LCC Library.
The Western Heritage, by Kagen/Ozment/Turner, (Prentice Hall, Seventh Edition)
1066: The Year of the Conquest, by David Howarth (Penguin)Available online at http://teach.lanecc.edu/delfg and on 1-hr reserve in the LCC Library (NOT available in Bookstore).
Study Guides for Hst101, G. Delf
III. OPTIONAL BOOK: (Available from LCC Bookstore)
The King Must Die, by Mary Renault (Vintage) (Cornell) (Bantam)--The King Must Die may be read and tested over for extra credit (50 points possible).
IV. CLASS WEBSITE: http://teach.lanecc.edu/delfg
The class website is the source for a great deal of vital information about the course. Included on the website are study guides for the textbook and the paperbacks. These study guides are essential in preparing for exams. Also on the website you will find a list of churches, synagogues, and mosques that can be attended for extra credit. If you don't have Internet access, there is a copy of study guides on 1-hour reserve in the LCC Library.
V. REGISTRATION:
It is the student's responsibility to see that he or she is properly registered. Any student not properly registered by the beginning of the third week will not be allowed to take tests.
VI. WITHDRAWING OR DROPPING CLASS:
It is the student's responsibility to go through the required procedure if he/she wishes to drop the class. No grade option changes or schedule changes (drops) are allowed after the eighth week of the session. Students who take a few quizzes and then disappear without formally dropping the course will receive an NC (no credit).
VII. DISABILITY SERVICES:
If you need support or assistance because of a disability, you may be eligible for academic accommodations through Disability Services. For more information contact Disability Services at 747-4501, ext. 2150, or TTY 741-3079, or stop by Building 1, room 218.
VIII. ENVIRONMENT FOR VIEWING:
Taking a telecourse requires a disciplined and controlled environment. Watching each program will demand your undivided attention.
Three 30-minute lessons will be cablecast on AT&T Cable 12 each week. (See attached viewing schedule.) If you have any technical difficulties viewing cable 12, please call the Distance Learning Department, 747-4501, ext. 2319.
If you miss a lesson at home, any one of them may be viewed in the LCC Library on the main campus. Library hours are Monday through Thursday, 8 a.m. to 6 p.m.; Friday, 8 a.m. to 12 noon; closed Saturday and Sunday. There is a limited number of complete sets of videotapes available for check out from the library. Each tape has four lessons recorded on it and only one tape may be checked out at a time for a 2-day limit. These tapes are provided for those who are unable to receive the cable signal. A Student Body Card or photo ID is required to view or check materials out of the library. When requesting to view or check out a tape in the library, please identify this telecourse by the number MV #2104.
Videotapes of the lessons may also be viewed at the LCC Downtown Center Computer Lab Room #232 (Monday through Thursday, 9 a.m. to 5:45 p.m; closed after Thursday, August 16); and at the Community Learning Centers located at Churchill, Elmira, McKenzie, Oakridge, Thurston, and Willamette High Schools during their regular operating hours.
IX. EXAMINATIONS:
There will be four required tests. All tests are computerized and will be taken online. All four tests will consist of 30 multiple choice questions. There will also be one optional extra credit test over The King Must Die. All tests can be taken only once. They cannot be repeated in an attempt to improve the grade.
Tests are to be taken at a Community Learning Center located at Churchill, Elmira, Junction City, McKenzie, Oakridge, Thurston, and Willamette High Schools during their regular operating hours (see page 14).
Exam Schedule: All exams will be available from Monday of week #2 through Wednesday of Finals Week. However, as an inducement to apportion the study demands reasonably over the course of the term, a 50 point bonus will be awarded for taking the four required tests in a timely manner as listed in the following Exam Schedule. One requirement for earning the 50 bonus points is: all tests must be completed by Monday of Finals Week.
|
EXAM SCHEDULE |
||
|
Test # |
Readings and Videos on which the test is based |
All tests must be completed by the following deadlines to earn the 50 bonus points. |
|
1st Test |
Chapters 1-3 (pp. 1-111) of Kagan plus the
following videos: 1. The Dawn of History 2. The Ancient Egyptians 3. Mesopotamia 4. From Bronze to Iron 5. The Rise of Greek Civilization 6. Greek Thought 7. Alexander the Great 8. The Hellenistic Age |
Friday of Week #4 |
|
2nd Test |
Chapters 4 & 5 (pp. 112-199) of Kagan plus
the following videos: 9. The Rise of Rome 10. The Roman Empire 11. Early Christianity 12. The Rise of the Church 13. The Decline of Rome 14. The Fall of Rome |
Friday of Week #6 |
|
3rd Test |
Chapters 6, 7 & 8 (pp. 200-303) of Kagan
plus the following videos: 15. The Byzantine Empire 16. The Fall of Byzantium 17. The Dark Ages 18. The Age of Charlemagne 19. The Middle Ages 20. The Feudal Order 21. Common Life in the Middle Ages |
Friday of Week #8 |
|
4th Test |
Chapters 9 & 10 (pp. 304-367) of Kagan
plus 1066: The Year of the Conquest, by
David Howarth plus the following videos: 22. Cities and Cathedrals of the Middle Ages 23. The Late Middle Ages 24. The National Monarchies 25. The Renaissance and the Age of Discovery 26. The Renaissance and the New World |
Monday of Finals Week |
|
Extra Credit test over The King Must Die |
In addition to the four required tests, students who choose to may read The King Must Die, by Mary Renault. students should read the study guide, the author's note, the note about the author, and the synopsis of the legend of Theseus before they read the novel. Students who have not read the complete book and have not carefully used the study guide should not take the test. Grading is weighted to discourage guessing by the uninformed. Students who write a perfect test will earn 50 points and students who write a credible test will get proportionate credit. |
This "extra credit" test can be taken anytime from Monday of Week #2 through Monday of Finals Week. |
IMPORTANT - Warning: All tests will be removed from the computers at 6 p.m. Wednesday of Finals Week. Do not wait until the last minute to take your last test. To earn your bonus points, you must have completed all tests by Monday of Finals Week.
X. MAKEUPS AND INCOMPLETES:
Because each test will be available in the Social Science Testing Lab for the entire term, no "makeups" are necessary and no "incompletes" will be given.
XI. GRADING:
Grades will be based on points earned through testing and extra credit.
Test #1 30 questions 5 pts each = 150 points
Test #2 30 questions 5 pts each = 150 points
Test #3 30 questions 5 pts each = 150 points
Test #4 30 questions 5 pts each = 150 points
Total possible earned points 600 points
PLUS
Test over King Must Die 15 questions - first five correct answers earn zero points. Each correct answer beyond the minimum of 5 earns 5 points each. 50 points possible
PLUS ALL OTHER EXTRA CREDIT OPTIONS.
Keep a written record of your test scores so that you will know exactly where you stand throughout the term.
96% = A+ = 576 points
92% = A = 552 points
88% = A- = 528 points80% = B = 480 points 66% = C = 396 points 50% = D = 300 points F = fewer than 300 points Target an "A" or "B" for yourself and start from day one to build points toward your goal. Take charge of your performance! Choose to earn an "A" and then take all of the small steps that need to be taken to get you to your goal.
Finding out your grade--students can learn what grade they earned in the course by calling the Student Information Line or by using the computer information kiosk in the Center Building.
XII. OFFICE HOURS:
My office is Room 406, Center Building; 1-2 p.m. Monday, Wednesday, and Friday. Telephone is 747-4501, ext. 2833; Fax: 744-4160; e-mail: delfg@lanecc.edu. Please leave a phone message with your phone number clearly and slowly stated and I will get back to you.
XIII. STUDY TIPS:
The time honored rule of thumb is that a student should spend two hours of outside study for each hour spent in the classroom. Students who spend an honest 90 hours studying assigned readings and videos should have no trouble doing well in this course. The secret is to put in the time and genuine effort following these suggestions.
1. Skim through the assigned reading so that you will know what it is you are to study. 2. Read the text carefully. Do not forget that many important ideas are presented in graphs, diagrams or maps. 3. As you read, stop now and then and recite to yourself, in your own words, the important ideas in what you have just read. 4. Make brief notes in the margin. These will serve as cues for subsequent self-recitation. 5. Mark important or key passages for later review. Use a hi-liter. 6. Review the material at least once between the first time you study the assignment and study for exams. Make use of your marginal notes as cues for self-recitation. 7. Remember that a little relearning is necessary each time you wish to use what you have learned for an examination, a related course, or for independent study. If you use the author's headings, marked passages, and brief notes for cues, it will help you relearn easily. 8. Coordinate what you read with what you learn from the videotapes. Keep well-organized notes. Notes that are legible and accurate will, like your textbook, serve in the years to come as quick and inexpensive keys to the knowledge that you are acquiring. All of the above are important, but the admonition to put in adequate time of real, concentrated effort if probably most important. Applying this traditional rule of thumb to this course, students should study 22-1/2 hours for each test. A few students may be able to do very well studying only 10 or 12 hours per test; some students will need to study 30 or more hours. Try 22 hours on your first test and see how the rule fits you. WARNING: The biggest challenge in self-paced study is self-discipline. Set goals for yourself with specific deadlines and then stick to your plan. Remember you need to complete all four tests to earn a grade and that all testing must be completed by Wednesday of Finals Week
XIV. EXTRA CREDIT:
Last quarter, l/3 of the people in this course raised their grades through participation in the extra credit program. Earning 10, 20, or 30 points of extra credit can raise a borderline grade.
NOTE: There is no upper limit on the number of extra credit points a student can earn per se; however, no student's grade will be raised more than two steps as a result of extra credit. For example, a student who earns a "D" through testing might raise his/her grade to a "C" or "B" with extra credit, but not to an "A" which is three steps from his/her original grade.
The easiest extra credit available is listed under IX. Examinations. This is literally "a free lunch." Students are rewarded with 50 bonus points for doing what they are required to do, but doing it in a timely manner.
Extra Credit Plays, Concerts, Films, Museums, Religions, etc.--Students can earn extra credit points for each of the selected cultural events attended. Hand in a short, typed (one or two page) review/reaction with the name of the production, your name and section number, and your ticket stub stapled to the review. Selected productions will be announced. Each off-campus play or film is worth 10 points. Visits to churches and synagogues are worth 5 points. To receive full credit, students must hand in review, ticket stubs, etc., within one week of seeing a production or service. No extra credit will be accepted after 6:00 p.m. on Monday of Finals Week. Extra credit films viewed at home are worth 10 points each.
Students may also earn up to 50 points for reading The King Must Die.
Students who choose to participate can also earn 50 or more points of extra credit by going to selected synagogues, churches and mosques. (See list on class website)
Films for Extra Credit:
The following films are selected classics from one of Western Civilization's richest areas of achievement--the performing arts.
Rent any of the following videos, watch the entire film, write a one or two-page review of the film, attach your rental receipt to your review and mail it in or put it in the box on my office door. All reviews should be typewritten and none will be returned. If you want a copy, save it on your hard drive or print one. These reviews do not need to be highly polished papers but they must include enough specific information and details from your experience to be credible. Inadequate papers will earn half credit or no credit.
To receive credit, you must watch the specific movie listed. For instance if Robin Hood (1938) is on the list, you cannot watch Robin Hood: Men in Tights or Robin Hood: Prince of Thieves for credit. A few musicals and other films are included to provide some variety. A few of the listed films are also used for Hst102 or Hst103. Please do not view any videos you have watched for extra credit in another history course. All videos are worth 10 points.
Cultural Events Approved for Extra Credit - (10 points each) After attending
an approved cultural event, students must write a short (one or two page) review.
All reviews MUST BE TYPEWRITTEN. These reviews will not be returned--if
you want a copy, save it on your computer or make a hard copy. To receive full
credit, your essay must have support materials attached (i.e., ticket stubs, programs,
church bulletins, etc.) and must be sent in within one week of the event.
These reviews do not need to be highly polished papers but they must include enough
specific information and details from your experience to be credible. Inadequate
papers will earn half credit or no credit.
Always ask if there is a student discount and have your ID card ready. Also, look in Entertainment and other coupon books if you have them. A two-for-one coupon can make for a wonderfully cheap date.
| 1. | Lane County Historical Museum (682-4242): |
| Located on the Lane County Fairgrounds (720 West 13th Avenue). To receive credit a student should spend at least one hour in the museum. Take notes on the exhibits, then type up a one-two page paper describing what you learned at the museum. Open 10 a.m.-4 p.m., Wednesday-Friday and 12 noon-4 p.m., Saturday. Admission $2 | |
| 2. |
Hult Center for the Performing Arts (682-5000): NOTE: Two-for-One Tuesday is the first Tuesday of each month. The Hult puts selected shows on a two-for-one sale. You can't find out in advance what they will be and you must purchase your tickets that Tuesday. Still it's a real bargain. Call and find out if any of the shows listed for extra credit are on sale. Any performance during the term by any of the following
Hult Center Resident Companies qualified for extra credit. Check the Ticket
section of the Friday Register Guard or look on the Internet for performance information.
Eugene Symphony Orchestra |
| 3. | Oregon Shakespeare festival, Ashland, Oregon (541) 482-4331: |
| Any play during the term qualifies for extra credit. |
|
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Students are encouraged to write out short outlines in response to the review
questions found at the end of each textbook chapter. Students should write short
(who, what, when, significance) answers to the identification questions in the study
guide. Some people write these notes out on separate sheets of paper, but most students
just write kind of small and keep it all on the study guide. Writing out these brief
responses and then studying them is a proven effective study technique. Making short
notes and then studying them is a proven study techniqueit works. These notes are
important study aids in preparing for the chapter quizzes and paperback tests. After
reading the chapter and writing responses to the study, many students find it helpful
to get together in groups of two or three to discuss the material. If arranging a
common meeting time and place is a problem, try to pair off with someone for a telephone
session. Read all the primary documents included in the chapters. I will try to have
some questions based on primary documents in each quiz. Pay special attention to
picture captions and the "Beige Box" chronological tables. If you think
the textbook gives you too little information on some of the identification terms.
feel free to use an encyclopedia or some other reference source to round out your
knowledge. Although the quiz questions will be based on the text and videos, you
may need to use dictionaries, previous chapters, encyclopedias, etc. to help you
understand the meaning of certain terms and ideas. Students are responsible for knowing
the meaning of terms used in the textbook whether or not the terms are defined in
the text.
PAPERBACKS:
To do well on the paperback quizzes students should read the ENTIRE book and USE
the study guide. Many, but not all, of the questions over the paperbacks are taken
from the study guide.
USE OF STUDY GUIDE
A bit of advice about this study guide and how to study : There is a temptation to
use this study guide instead of reading the chapter. That. though tempting., is a
bad idea. First read the chapter, then use the study guide. It might be smart to
read the study guide through a couple of times before you read the chapter that
should give you some guidance on what to HI-LITE or underline. A student once told
me she read the chapters Fall term but didnt work on the study guide she got a
C. Winter term she used the study guide but didnt read the chapters -- she got a
C. Spring term she read the chapters and used the study guide she earned an A.
HISTORY OF WESTERN CIVILIZATION
HST 101 TELECOURSE Chapter 1 Study Guide
The Foundations of Western Civilization in the Ancient World
Define and/or identify and explain the significance of the following:
Abraham
Alexander the Great
Amunhotep IV Akhenaten
Amun-Re
Anubis
Asia Minor
Assyrians
Aton
Babylonian Captivity
Book of the Dead
Bronze Age
Canaanites
Code of Hammurabi
cuneiform
Epic of Gilgamish
Euphrates
Hammurabi
Herodotus
hieroglyph
Hippocrates
Hittites
Homo sapiens
Hyksos
King David (1000-961 B.C.)
King Solomon (961-922 B.C.)
Menes
Mesopotamia
Messiah
monotheism
Moses
Nebuchadnezzar II
Nefertiti
Neolithic Revolution
Osiris
Paleolithic Age
Phoenicians
Sargon
Semitic
Sumerians
The Middle Kingdom (2052-1786 B.C.)
The New Kingdom The Empire (1575-1087 B.C.)
The Old Kingdom (2700-2200 B.C.)
the Second Isaiah
Tigris
Tutankhamen (d. 1323 B.C.)
Xenophanes of Colophon
ziggurat
HISTORY OF WESTERN CIVILIZATION
HST 101 TELECOURSE Chapter 2 Study Guide
The Rise of Greek Civilization
Define and/or identify and explain the significance of the following:
"Trojan Horse"
Achilles
Agamemnon
Aphrodite
Apollo
Ares
arete
Aristagoras
Athena
Attica
Chapter 2 Study Guide
Clisthenes
Cnossus
Cyrus the Great (559-530 B.C.)
Dionysus
Dorians
Draconian
Helots
Hera
Hermes
Herodotus
Hesiod
Homer
Homeric values
hubris
Ionia Rebellion
Laconia
Leonidas
Marathon (490 B.C.)
Miltiades
Minoan
Mycenaeans
Odysseus
Penelope
Pisistratus
Plataea (479 B.C.)
polis
Poseidon
Salamis (480 B.C.)
Sappho the Poet
Solon
The Hoplite Phalanx
The Iliad
Themistocles
Thermopylae Pass (480 B.C.)
Troy
Xerxes (485-465 B.C.)
Zeus
HISTORY OF WESTERN CIVILIZATION
HST 101 TELECOURSE Chapter 3 Study Guide
Classical and Hellenistic Greece
Define and/or identify and explain the significance of the following:
Alcibiades
Alexander the Great
Antigonid Dynasty
Archimedes of Syracuse (287-212 B.C.)
Aristophanes (450-385 B.C.)
Aristotle (384-322 B.C.)
Attic
Battle of Granicus River
Chaeronea (338 B.C.)
Cimon
Cleon
Cynics
Delian League
Demosthenes (384-322 B.C.)
Diogenes (400-325 B.C.)
drachma
Epaminondas
Eratosthenes of Alexandria(275-195B.C.)
Euclid
Euripides (485-406 B.C.)
Gaugamela
Hellenistic
Herodotus
Hypocratic School
Lysander
Parthenon
Pericles
Philip II of Macedon (359-336 B.C.)
Plato (429-347 B.C.)
polis
Ptolemies
Roxane
Seleucid dynasty
Socrates (469-399 B.C.)
Sophists
Stoics
The Academy
The Acropolis
The Hellespont
The Lyceum
The Macedonian Army
The Sicily Expedition (415 B.C.)
Three Orders of Greed Architecture
Thucydides
Xenophon
Zeno (335-263 B.C.)
HISTORY OF WESTERN CIVILIZATION
HST 101 TELECOURSE Chapter 4 Study Guide
Rome: From Republic to Empire
1. "Crossing the Rubicon" What does this phrase mean in modern English
usage and to whom and what does it refer to in Roman history?
Define and/or identify and explain the significance of the following:
"Carthage must be destroyed"
"Pyrrhic Victory"
a Roman "Triumph"
Augustus
Battle of Actium (31 B.C.)
Brutus (d. 44 B.C.)
Cannae (216 B.C.)
Cato the Censor or the Elder
Celts
Cicero
Cleopatra
clientage
consul
Crassus
Etruscans
First Triumvirate
Gauls
Hannibal
Julius Caesar
Latium
manumission
Marc Antony
Marius
Octavian
patrician
Philip V of Macedon
plebian
Plutarch
Pompey the Great
Quintus Fabius Maximus
Samnites
Scipio Aemilianus
Scipio Africanus (237-183 B.C.)
Spartacus -
Struggle of the Orders
Sulla
the Apennines
The GRACCHI
the Punic Wars
Twelve Tables
Zama
HISTORY OF WESTERN CIVILIZATION
HST 101 TELECOURSE Chapter 5 Study Guide
The Roman Empire and Ancient Warfare
1. In recent years, a number of persons have said that they see in the United
States and the modern West the same forces at work that caused the decline of the
Roman Empire. Do you find this idea convincing? What parallels, if any, do you see
between the modern West and the Roman Empire? Was the decline of Rome inevitable?
Is the decline of the West inevitable?
Define and/or identify and explain the significance of the following:
"bread & circuses"
"five good emperors"
"mystery" religions
Aeneid
Apollo
Arianism
Augustine of Hippo (354-430 B.C.)
Augustus
Catacombs
Catullus (84-54 B.C.)
Cicero (106-43 B.C.)
Claudius (A.D. 41-54)
Constantine
Constantinople
Council of Nicaea (325 A.D.)
Diocletian
Gospel of Mark
Hadrian (117-138 A.D.)
Horace (65-8 B.C.)
Huns
Jews
Julian "the Apostate"
Juvenal
Latifundia
Livy (59 B.C.- 17A.D.)
Marcus Aurelius
Nero (A.D. 54-68)
orthodox
Ovid (43 B.C.-18 A.D.)
Pantheon
Parthians
Paul of Tarsus
Petrine doctrine
Pompeii (A.D.79)
Praetorian Guard
Sermon on the Mount
Slavery in the Ancient World
Tacitus
The Bar-Kochba Rebellion (132-135 A.D.)
The City of God
The Julio-Claudian dynasty
the Messiah
The Nicene Creed
The Satyricon by Petronius
the Vulgate
Trajan
Vergil (70-19 B.C.)
Vespasian (A.D. 69-79)
Visigoths
HISTORY OF WESTERN CIVILIZATION
HST 101 TELECOURSE Chapter 6 Study Guide
The Early Middle Ages
Define and/or identify and explain the significance of the following:
"Carolingian Renaissance"
"Papal primacy"
Alcuin of York (735-804 A.D.)
Arianism
Attila the Hun
Barbarian migrations
Battle of Adrianople (378 A.D)
Carolingians
Charlemagne (768-814 A.D.)
Charles Martel
Clovis (466-511 A.D.)
concubine
Constantine the Great (306-337 A.D.)
Donation of Constantine
Emperor Justinian
Empress Theodora
fief
Franks
Gospel of Matthew 16:18
Hagia Sophia
iconoclast
Islam
Koran or Quran
Lombards
Lorenzo Valla
Louis the Pious (814-840 A.D.)
Magyars
Mecca
Merovingians
missi dominici
monasticism
Monophysitism
Muhammad (570-632 A.D.)
Muslim
Ostrogoths
Pepin III the Short (d.768)
Saint Boniface (680-754 A.D.)
St. Augustine (354-430 A.D.)
St. Benedict of Nursia (480-547 A.D.)
the Kaba
the Papal States
Treaty of Verdun (843 A.D.)
Vandals
Vikings
Visigoths
HISTORY OF WESTERN CIVILIZATION
HST 101 TELECOURSE Chapter 7 Study Guide
The High Middle Ages (1000-1300 A.D.)
Define and/or identify and explain the significance of the following:
"Peace of God"
Abbot Sugar
Albigensians
Battle of Hastings (1066)
Battle of Lechfeld (955 A.D.)
Canute, the Dane (r. 1016-1035)
Capetian dynasty
Cluny reforms
College of Cardinals
Concordat of Worms (1122)
Domesday Book
Eleanor of Acquitane (1122-1204)
Fourth Crusade
Frederick Barbarossa
Frederick II
Harold Godwinsson
Henry II of England (1154-1189)
Hohenstaufen Empire (1152-1272)
humiliation at Canossa
Innocent III (1198-1216)
King John (1199-1216)
Knights Templars (1119)
lay investiture
Magna Carta (1215)
Otto I the Great (r. A.D. 936-973)
Phillip II Augustus
Plantagenet dynasty
Pope John XII (955-964)
Pyrrhic victory
Richard the Lion-Hearted (1189-1199)
Saint Louis - Louis IX (1226-1270)
Saladin (1138-1193)
simony
St. Dominic (1170-1221)
St. Francis of Assisi (1182-1226)
stigmata
The Eucharist
The First Crusade (1097-1099)
The Third Crusade (1189-1192)
Thomas a Becket (1118-1170)
Truce of God
Urban II (1088-1099)
William the Conqueror
HISTORY OF WESTERN CIVILIZATION
HST 101 TELECOURSE Chapter 8 Study Guide
The High Middle Ages (1000-1300 A.D.)
Hierarchies, Towns, Universities, Families and The Invention of Printing in China
and Europe
Define and/or identify and explain the significance of the following:
"burgher king"
"first estate"
"flying" buttresses
Aristotle
Carthusians (founded 1084)
Cathedral schools
children & family life
Cistercians (founded 1098)
courtly love
Germanic law
Gothic style
guilds
Henry II of France
hunting and game
infanticide
Jews
knighthood
nunnery
Peter Abelard (1079-1142)
Peter Lombard (1100-1169)
Phillip II Augustus (r. 1180-1223)
regular clergy (regula)
Roman law
Romanesque
scholasticism
secular clergy (saeculum)
serfs
social mobility
sumptuary laws
the summa
Thomas Aquinas
three-field system
tournaments
University of Bologna
University of Paris
wergild
William of Ockham (1300-1349)
women in medieval society
HISTORY OF WESTERN CIVILIZATION
HST 101 TELECOURSE Chapter 9 Study Guide
The Late Middle Ages (1300-1527 A.D.)
Define and/or identify and explain the significance of the following:
Agincourt (1415)
Avignon papacy
Battle of Crecy (1346)
Battle of Poitiers (1356)
Boniface VIII (1294-1303)
bubonic plague
Burgundy
Calais
Council of Constance (1414)
Decameron (1309-1377)
Edward III (r. 1327-1377)
English longbow
English Peasants Revolt (1381)
Estates General
flagellants -
Ghengis Khan
Giovanni Boccaccio (1313-1375)
Golden Horde
Henry V of England (1413-1422)
Hussites
Jacquerie (1358)
Jan or John Huss (d. 1415)
John Ball
John Wycliffe (d. 1384)
King John the Good (1350-1364)
Lollards
Marsilius of Padua
Mongols
Phillip IV the Fair
pogroms
Saint Joan of Arc (1412-1431)
Tatar
the "third Rome"
the Black Death
the Great Schism (1378-1417)
Unam Sanctam (1302)
Wat Tyler
HISTORY OF WESTERN CIVILIZATION
HST 101 TELECOURSE Chapter 10 Study Guide
Renaissance and Discovery
Define and/or identify and explain the significance of the following:
Ann Boleyn
Aztecs
Boccaccio (1313-1375)
Book of the Courtier
Catherine of Aragon
Cesare Borgia
Charles VIII (1483-1498)
Court of the Star Chamber
Creoles -
Dante (1265-1321)
Donatello (1386-1466)
Donation of Constantine
Erasmus (1466-1536)
Ferdinand Magellam (1480-1521)
Ferdinand of Aragon (1476-1516)
Francisco Pizarro
Fuggers of Augsburg
Golden Bull of 1356
Hans Holbein the Younger
Henry VII (1485-1509)
Henry VIII
Hernando Cortez
Incas
Isabella of Castille (1474-1504)
Johann Gutenberg (d. 1468)
Leonardo da Vinci
Lorenzo de Medici
Lorenzo Valla (1406-1457)
Machiavellian
Mayan civilization
mercantilism
Michelangelo
Montaigne (1533-1592)
Montezuma
Niccolo Machiavelli (1469-1527)
Pandoras box
peninsularies
Petrarch (1304-1374)
Pope Alexander VI (1492-1503)
Pope Julius II (1503-1513)
Raphael (1478-1529)
Savonarola (1452-1498)
slavery in the Renaissance
The Divine Comedy
The Prince
Thomas More (1478-1535)
Tudor dynasty
Utopia
Vasari (1512-1574)
Vasco da Gama
War of Roses
HISTORY OF WESTERN CIVILIZATION - HST 101
Study Guide for Lysistrata, by Aristophanes
1. Who was Aristophanes? Where did he live? When? What did he write besides Lysistrata?
When was this play written? What was the political and social setting in which the
play was first performed?
2. Is Lysistrata realistic? Are we to believe there really was a sex-strike in Athens?
Is the author writing from a "feminist" point of view?
3. Is this play a "pacifist tract"?
In studying the following list, students should use the glossary in their copy of
Lysistrata. They should also try to take meaning from content within the play. Desktop
dictionaries, encyclopedias and the Dictionary of Classical Antiquity should be consulted.
A warning: Mr. Parker seems absolutely phobic about using a hard C. If you can't
find a word spelled with a K, look for it spelled with a C.
abstinence
Adonis
Aeschylus
Ajax
Akropolis
Amazons
anarchic
Aphrodite
Artemis
Athena
Bacchos
bereft
bibulous
Charon
citadel
coup d'etat
crone
debauch
decolletage
Demeter
depilatory
Dionysus
distaff
Eros
Euripides
gaffer
genteel
hedonistic
Helen
Hermes
incongruous
Korinth
Lakonia
Leonidas
matriarchy
Messinia
nihilistic
Pan
Panhellenism
pantheon
peignoirs
phallic
prissy
prurient
ribaldry
rococo
Salamis
Saxonism
scatology
supernumery
the Muses
Thebes
Thessaly
Thrace
transcendental
triad
HISTORY OF WESTERN CIVILIZATION
HST 101 TELECOURSE Study Guide
1066: The Year of the Conquest
by David Howarth
1. Describe village life in pre-Norman England. Discuss the social organization
of the village. How did the village fit into the social and political fabric of the
nation? Describe farming methods, village customs, village connections to the outside
world, the physical layout of the village, etc.
2. What role did slavery play in pre-Norman England? What was the source of slaves?
Where would they most likely be found?
3. What was social life in the village like? What did people do for fun? Does there
seem to have been an unusual amount of bitterness and resentment based on class division?
4. Describe Edward the Confessor's boyhood experience. What was his family background?
How did he feel about his mother? How complete was his marriage? Was he a strong
man of steadfast and resolute decision?
5. What kind of man was Earl Godwin? What was his family background? What was his
relationship with the King like? How did Godwin die? How was he viewed after his
death by contemporary Englishmen? by Normans, a generation later?
6. "History is the story told by the winners." How does the author view
Norman accounts of pre-conquest and early Norman England? Are there other sources
available to us?
7. In what ways were the Normans and Normandy like the English and England? In what
ways were they different?
8. Describe chivalry in the eleventh century. What is the author's opinion of its
merits? In the mid-eleventh century was chivalry a productive institution? Where
had it taken firmest root? What were the consequences?
9. What was William the bastard's lineage? What kind of boyhood did he have? How
did he spend his young adulthood? Describe William at 38 years of age.
10. What does the author tell us of Matilda's physical appearance and personality?
11. The invasion of England was one of the great gambles of history. What does the
author say motivated Duke William? What risks did William face in his contemplated
invasion? Does the author portray this successful conquest as the product of a great
strategist who calculated risks to win a great objective?
12. What was the primary role of a navy in eleventh-century England and Normandy?
What challenges would a would-be admiral face because of limits imposed by poor seamanship,
crude naval technology, unreliable and slow communications, etc.
13. Describe life experiences of Harold Hardrada. What sort of man was he? How did
he die?
14. What role did Lanfranc play in this great enterprise? What was the position of
the papacy and why? Does the author believe this ecclesiastical meddling affected
the outcome? How or why?
15. What relationship does Tostig have to the King and to England? What role does
he play in this tragedy? How does the author explain Tostig's behavior?
16. Discuss the role of luck, coincidence or as the Normans might say "Divine
Providence" in the story of this fateful year.
17. Describe the Battle of Hastings. What was the terrain like? How many men fought
on each side? How were they armed? What were their tactics? What motivated the two
armies?
18. Describe what happened in England between October 15 and Christmas Day of 1066
A.D. How does the author explain the lack of resistance by a great nation to the
remnants of William's army?
19. How did William rule after he was crowned King of England? To whom did he delegate
power? Who reaped the rewards of the conquest? How did Englishmen, great and humble,
fare under his authority?
20. Identify and discuss the significance of the following:
"Danish wife"
Anglo-Saxon Chronicles
cottars
Domesday Book
earls
fyrd
gemot
hide
house-carls
hundred
thanes
villeins
witan
21. Vocabulary list--know the following terms: Take meaning from context and dictionaries.
arable
berserk
bestiality
canonization
euphemism
furlong
maraud
palisade
rapine
regalia
solace
wattle
HISTORY OF WESTERN CIVILIZATION
HST 101 TELECOURSE Study Guide
The King Must Die
by Mary Renault
1. In her novel, The King Must Die, Mary Renault described the lifestyles and
the beliefs of three peoples--the Hellenes, the Cretans (or Minoans), and the Shore
People (Earthlings, Minyans).
Compare and contrast these three societies. When answering this question, deal with
physical traits, religious beliefs and attitudes, physical environment (natural and
man-made), attitudes toward war and honor, relationship between the sexes, economics,
political power relationships between the societies, etc.
2. Mary Renault wove the title thread, "the king must die," through Troizen,
Eleusis, Athens, Crete, and Naxos. Describe the form the theme "the king must
die" took in each of these five books of the novel.
3. Compare and contrast the Theseus in The King Must Die by Mary Renault with the
Theseus of the original legend. Did the author alter the legend in her retelling
while still remaining true to the broad outlines and meaning of the story? Give examples.
(Read the author's note p. 397 and the synopsis of the legend on p. 400.)
4. Who is Mary Renault? Nationality ? Education ? What are her values? Of whom does
she approve? For whom does she show contempt? How do you think she would judge our
modern world?
5. Try to hang a date on the "historic" Theseus. Explain your choice.
6. Define and discuss the following terms or names (take definitions from context
and/or dictionaries and encyclopedias.
Aigeus
Aphrodite
Apollo
Ariadne
attic
Centaurs
chaste
citadel
Crete
Delos
diadem
Dionysos
Earth-Shaker
frieze
Herakles
Hyperborean
Kerkyon
King horse
Knossos
Labyrinth
lyre
maenad
Medea
Minotaur
Moira
Mycenae
Mycenaean
Phaia
Poseidon
tutelary