Monday, December 2, 2013

Final Exam Study Guide


World History Final Exam Study Guide

For the final exam, you should be able to reconstruct our timeline by putting the major eras, and the four bullet points that describe each era, in their proper order. A full summary is copied below.

You should also be able to write 2-3 paragraph discussions on the following questions or statements:

1) The Mongols should be given more credit for the role they played in Eurasian history. Discuss.

2) What was the caste system and how did Buddhism challenge it?
  
3) Was Socrates a humanist? Explain.

4) Briefly discuss the rise, fall & lasting significance of Byzantium.

5) From a world historical point of view, the period from 500 AD to 1500 AD was not a "post"-Classical period but simply a continuation of the Classical period. The experience of Islamic and Chinese civilizations during this period illustrates why. Discuss.

6) The "kelp highway" theory makes a convincing argument for the existence of a coastal route that led to human settlement in the Americas during the late Paleolithic era. Discuss.

7) The "Polynesian thesis" makes a convincing argument for the existence of oceanic routes from the South Pacific that led to human settlement in the Americas during the Ancient and/or Classical eras. Discuss.
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Paleolithic
1) We evolved as Homo sapiens
2) We used basic (old) stone tools (lithic = stone)
3) Socially, we formed ourselves into moving bands of gatherer-hunters
4) We migrated out of Africa to other continents

Neolithic
1) We outcompeted all other species of Homo
2) We used advanced (new) stone tools for more complex purposes
3) We formed ourselves into small, settled agricultural communities
4) All continents except Antarctica inhabited by Homo sapiens

Ancient
1) Homo sapiens competed with each other for wealth, power, status à social hierarchy
2) We developed more sophisticated technologies, including writing
3) Agricultural surpluses à specialization à civilizations & city-states
4) Interaction between humans from different continents increases due to trade

Classical
1) Competition for dominance between civilizations
2) Unique thinkers develop the seminal ideas that still define us as peoples
3) Formation of complex Empires & cosmopolitan urban centers
4) Political units arise which straddle more than one continent

Modern
1) Capitalism intensifies competition within and among peoples
2) Industrial Revolution multiplies human productivity and output
3) Development of Colonial Empires and relationships
4) Western European civilization asserts superiority over all others

Post-Modern?
1) Regulation of capitalism & cooperation among peoples
2) Environmental sustainability becomes a critical goal of technology
3) Government is increasingly global with emphasis on cooperation
4) Western European civilization recognizes co-equality of other peoples

Wednesday, November 13, 2013

Things to think about while reading the documents on Islam


1.) Students can think about how they would feel if they were to follow the Quran.
 
 2.) Students can think about what jihad means to them.
 
3.) Students can think about what impression they get of Islam and Muhammed and how do these impressions compare to feelings they get when they see religious paintings of Jesus or Buddha.

Wednesday, November 6, 2013

Additional Extra Credit Opportunity this Friday

Students, extra credit will also be awarded to students who attend and write up a summary of this talk:

On Friday, November 8 from 2-4:30, you are invited to join Professor Miriam Zimmerman’s Holocaust Class to meet Holocaust Survivor Annemarie Yellin.  She will talk of her experience of Krystallnacht, the Night of Broken Glass, which occurred on November 9 and 10, 1938, 75 years ago.  Hear of her escape from Germany and rescue by nuns in a convent school in Belgium.  This is a unique opportunity to meet one of the last living survivors of the Holocaust and to hear her story.  Meet at the Province center of the Sisters of Notre Dame de Namur at 1502 Ralston Avenue (lower campus, opposite Ralston Hall).

Monday, November 4, 2013

Guiding questions for Wednesday's documents reading



1. In the documents of the men; what motivated them to travel so far? 
2. What similarities or differences did they see compared to their own and the ones they visited?
3. What can we take from these documents about the men (travelers) who wrote them?
4. Looking at the visual sources what can you identify that was most prominent during the Silk Road Trading?

Friday, October 25, 2013

Reading for Monday

Students:

Your assignment for Monday indicates that you should choose either an Africa or Americas focus. This means that you should choose a focus area - either Africa or the Americas - and read carefully the sections in the chapter that pertain to that focus area. Skim the sections of the chapter that do not pertain to your focus area.

Please feel free to comment on this post if you have questions about the homework.

PA

Friday, October 11, 2013

Take-Home Midterm due Monday, October 14, 8:50 am


World History Fall 2013
Take-home Midterm


Please respond to five (5) of the following questions. Spend approximately ten minutes on each question. If you finish early, spend the extra time going back and revising / improving your answers. You have a total of 50 minutes to complete the exam.

Please type your responses and email them to me (in the body of the email, please, not an attachment… email to me at pandrews@ndnu.edu) no later than 8:50 am on Monday, October 14.

Because this is a take-home midterm, our class will not meet in person on Monday 10/14.

The “non-written” portion of the midterm will take place on Wednesday, October 16 and will be based on your written responses.


1) What was the significance of the development of agriculture?

2) Why was early agriculture less widespread in the Americas that it was in Afro-Eurasia?

3) Discuss the evidence that Paleolithic societies were more egalitarian than later societies. Is this evidence convincing? Why or why not?

4) What did it mean to be civilized to the Mesopotamians who created the Gilgamesh story?

5) Please list the four eras we have discussed so far, along with their date ranges. How much can you recall of the four comparative bullet points that go with each era?

6) Is subjugation inevitable in human societies? Cite examples that might make you more confident in your answer.

7) Strayer changes the term “hunter-gatherer” to the term “gatherer-hunter.” In what way is this change consistent with the values of the Sisters of Notre Dame de Namur as expressed in the Hallmarks? Should other scholars who write textbooks on World History adopt this change?

8) Please discuss the ideas and impact of two of the “seminal thinkers” we have studied so far.

Thursday, October 3, 2013

Reading for Friday, October 4


The Superior Man (chün-tzu)

from The Analects of Confucius

XX.3: The Master said, "Without recognizing the ordinances of Heaven, it is impossible to be a superior man (chün tzu)."
XV.17: The Master said, "The superior man in everything considers righteousness to be essential. He performs it according to the rules of propriety (li ). He brings it forth in humility. He completes it with sincerity. This is indeed a superior man."
XV.31: The Master said, "The object of the superior man is truth, not food. . . . The superior man is anxious lest he should not get truth; he is not anxious lest poverty should come upon him."
IV.16: The Master said, "The mind of the superior man is conversant with virtue; the mind of the base man is conversant with gain."
IV.5: The Master said, "Riches and honors are what men desire. If they cannot be obtained in the proper way, they should not be held. Poverty and baseness are what men dislike. If they cannot be avoided in the proper way, they should not be avoided. . . . The superior man does not, even for the space of a single meal, act contrary to virtue. In moments of haste, he cleaves to it. In seasons of danger, he cleaves to it."
XV.20: The Master said, "What the superior man seeks, is in himself. What the mean man seeks, is in others."
XII.4: Ssu-ma Niu asked about the superior man. The Master said, "The superior man has neither anxiety nor fear." "Being without anxiety or fear!" said Ssu-ma, "does this constitute what we call the superior man?" The Master said, "When internal examination discovers nothing wrong, what is there to be anxious about, what is there to fear?"
XIV.24: The Master said, "The progress of the superior man is upwards; the progress of the mean man is downwards."
XVI.8: Confucius said, "There are three things of which the superior man stand in awe. He stands in awe of the ordinances of Heaven. He stands in awe of great men. He stands in awe of the words of the sages. The mean man does not know the ordinances of Heaven, and consequently does not stand in awe of them. He is disrespectful to great men. He makes sport of the words of the sages."
XIV.29: The Master said, "The superior man is modest in his speech, but exceeds in his actions."
XV.18: The Master said, "The superior man is distressed by his want of ability. He is not distressed by men not knowing of him."
XV.21: The Master said, "The superior man is dignified, but does not wrangle. He is sociable, but not partisan."
XVII.24: Tzu-kung asked, "Has the superior man his hatreds also?" The Master said, "He has his hatreds. He hates those who proclaim the evil of others. He hates the man who, being in a low station, slanders his superiors. He hates those who have valor merely, and are unobservant of propriety (li ). He hates those who are forward and determined, and, at the same time, of contracted understanding."
XVI.10: Confucius said, "The superior man has nine things which are subjects with him of thoughtful consideration. In regard to the use of his eyes, he is anxious to see clearly. In regard to the use of his ears, he is anxious to hear distinctly. In regard to his countenance, he is anxious that it should be benign. In regard to his speech, he is anxious that it should be sincere. In regard to his doing of business, he is anxious that it should be reverently careful. In regard to what he doubts about, he is anxious to question others. When he is angry, he thinks of the difficulties his anger may involve him in. When he sees gain to be got, he thinks of righteousness."
XIX.9: Tzu-hsia said, "The superior man undergoes three changes. Looked at from a distance, he appears stern; when approached, he is mild; when he is heard to speak, his language is firm and decided."
XV.36: The superior man is correctly firm, and not merely firm.

Monday, September 30, 2013

Questions to consider while reading for Wednesday


1. How to these document portray the governments within the Roman, Chinese, and Indian Empires?

2. How do these different forms of governments effect the lives of the citizens?

3. If you could live in any of these Empires which one would it be? And why?


Erika Gerards

Sunday, September 29, 2013

Does driving cause reproductive damage in women?

Remember this article next semester when you study the feminist movement... some people still use similar arguments as they did in the 18th century:

http://www.cnn.com/2013/09/29/world/meast/saudi-arabia-women-driving-cleric/index.html?hpt=hp_t2

Friday, September 20, 2013

Questions to consider while reading Chapter 2 sources

Students - here are the questions to consider while doing the reading for Monday. Please be sure to blog about the reading before coming to class on Monday. You do not necessarily have to answer these questions in your blog... rather, use them as a way to help focus your reading.

I hope you all have a nice weekend.
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How were the powerful viewed?
What were major beliefs in?
What is the lot of a man?
What is the greatest strength of having written laws as a primary source?
How can writing grant immortality?

Friday, September 6, 2013

Homework for September 9

Your schedule indicates that you should write a guided response/reflection on the primary source documents you will find at the end of Chapter 1. As you read these documents, and as you write your response, please keep this question in mind: Is there any indication in the documents that paleolithic peoples were more egalitarian than later peoples in wealth, status, power or gender? You should post your response/reflection to your blog before class on Monday.

Monday, September 2, 2013

Schedule of Readings & Assignments


World History / Andrews – Fall 2013                            Schedule of Activities & Assignments



August 28
Introductions. Syllabus. Definitions. FAQ.

August 30
Universe history. Early Homo. Evolution and spread of Homo sapiens.
DUE:   READ WW Prologue

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September 2 – Labor Day Holiday

September 4
Paleolithic migrations; Population of the planet.
DUE:   READ WW Introduction to Part One, and Chapter 1 (First Peoples), Sections: Out of Africa & The Ways We Were

September 6
The Neolithic revolution and the development of agriculture
DUE:   READ WW Chapter 1 (First Farmers), Sections: Agriculture to end of Chapter

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September 9
Primary Sources
DUE:   WW Chapter 1 READ Documents & WRITE guided response/reflection

September 11
Workshop: How to write an analytical paper, part 1
DUE:   WRITE further guided response to Chapter 1 documents

September 13
Workshop: How to write an analytical paper, part 2
DUE:   WRITE Draft of Analytical Paper

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September 16
The “civilizing” of human beings: Gilgamesh
DUE:   WRITE Analytical Paper

September 18
Gilgamesh brought to life
DUE:   Groupwork– PREPARE an oral interpretation of your segment of Gilgamesh

September 20
Ancient civilizations
DUE:   READ WW Chapter 2 (First Civilizations)

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September 23
Primary Sources (UD student-led option #1)
DUE:   WW Chapter 2 READ Documents & WRITE guided reflection

September 25
World History Library Session
DUE: COMPLETE the Information Literacy Tutorials located at:
http://www.ndnu.edu/academics/Library/Tutorials.aspx
Also, bring in your graded Analytical Paper along with any questions you have about using in-text citations or creating a Works Cited / Bibliography

September 27
Comparing Ancient civilizations
DUE:   Nothing!

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September 30
The Classical Era in Eurasia
DUE:   READ WW Introduction to Part Two, and Chapter 3 (State and Empire in Eurasia)

October 2
Primary Sources (UD student-led option #2)
DUE:   READ WW Chapter 3 Documents & WRITE guided reflection
AND:  Deadline for Revision of Analytical Paper

October 4
Confucian notions of leadership
DUE:   READ handout… excerpts from Confucius on leadership

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October 7
Eurasian cultural traditions
DUE:   READ WW Chapter 4 (Culture & Religion)

October 9
Primary Sources (UD student-led option #3)
DUE:   READ WW Chapter 4 Documents & WRITE guided reflection

October 11
Review session for Midterm Exam

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October 14
Midterm Exam – written portion

October 16
Midterm Exam – non-written portion

October 18 – Midterm Break

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October 21
One-on-one midterm status review. Primary Sources group work
DUE:   READ WW Chapter 5 Documents & WRITE guided reflection

October 23
Classical Era – Society & Inequality
DUE:   READ WW Chapter 5 (Society & Inequality in Eurasia)

October 25
Primary Sources discussion, Chapter 5
DUE: Nothing!

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October 28
Africa & the Americas
DUE:   READ WW Chapter 6 (Classical Era Variations) Choose Africa or Americas focus

October 30
Primary Sources (UD student-led option #4)
DUE:   READ WW Chapter 6 Documents & WRITE guided reflection

November 1
Writing Workshop for Research Project
DUE:   READ Handout on Polynesian Migrations

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November 4
Commerce & Culture: Silk Roads, Sand Roads & Sea Roads
DUE: READ WW Introduction to Part Three, & Chapter 7 (Commerce and Culture)

November 6
Primary Sources (UD student-led option #5)
DUE:   READ WW Chapter 7 Documents & WRITE guided reflection

November 8
The Golden Age of China
DUE:   READ WW Chapter 8 (China and the World).

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November 11
Christendom
DUE:   READ WW Chapter 10 (The Worlds of Christendom)

November 13
Islam
DUE:   READ WW Chapter 9 (The Worlds of Islam)

November 15
Islam… Primary Sources (UD student-led option #6)
DUE:   READ WW Chapter 9 Documents & WRITE guided reflection

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November 18
Peoples who leave no written record; Nomadic civilizations: The Mongols
DUE:   READ WW Chapter 11 (Pastoral Peoples on the Global Stage)
AND:  WRITE Annotated Bibliography

November 20
Mongols… Primary Sources (UD student-led option #7)
DUE:   READ WW Chapter 11 Documents & WRITE guided reflection

November 22
Debate: The Mongols got a bad rap from historians
DUE: PREPARE talking points for in-class debate

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November 25
The European Renaissance; early Modern thought world
DUE:   RESEARCH / WRITE Research Project

November 27
The Worlds of the 15th Century
DUE:   READ WW Chapter 12 (The Worlds of the Fifteenth Century)

November 29 – Thanksgiving Holiday

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December 2
Semester review and preparation for the Final Exam
DUE:   REVIEW all notes and readings

December 4
Final Exam

December 6
Reflection on the big picture… transition to the Modern world
DUE:   READ WW Introduction to Part Four