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 Course Title:   World Civilizations I: D

 Title Abbreviation:   WORLD CIVILIZATNS I: D

 Department:    HIST&

 Course #:    126

 Credits:    5

 Variable:     No

 IUs:    5

 CIP:    540101

 EPC:    n/a

 REV:    2017

 Course Description  

A study of human achievements from prehistoric times through the Middle Ages. Includes the culture and institutions of Mesopotamia, Egypt, India, China, Greece, Rome, and medieval Europe.


Prerequisite: Appropriate placement or grade of 2.0 or higher in ENGL 099.

Additional Course Details

Contact Hours (based on 11 week quarter)

Lecture: 55

Lab: 0

Other: 0

Systems: 0

Clinical: 0

Intent: Distribution Requirement(s) Status:  

Academic Social Sciences  

Equivalencies At Other Institutions

Other Institution Equivalencies Table
Institution Course # Remarks
U of W HIST111

Learning Outcomes

After completing this course, the student will be able to:

  1. Become familiar with the major developments of world history up through 1200 CE.
  2. Recognize the basic movements, forces, groups and individuals that have shaped human history in the ancient world.
  3. Consider how contemporary issues have been shaped by earlier events.
  4. Understand the origins, the similarities, and significant differences between major world religious traditions, including Confucianism, Buddhism, Judaism, Christianity and Islam.
  5. Understand the origins and diversity of social arrangements in ancient civilizations, including systems of caste, slavery, and patriarchy.

General Education Learning Values & Outcomes

Revised August 2008 and affects outlines for 2008 year 1 and later.

2. Critical Thinking

Definition: The ability to think critically about the nature of knowledge within a discipline and about the ways in which that knowledge is constructed and validated and to be sensitive to the ways these processes often vary among disciplines.

Outcomes: Students will be able to . . .
2.1 Identify and express concepts, terms, and facts related to a specific discipline.
2.3 Identify, interpret, and evaluate pertinent data and previous experience to reach conclusions.

4. Community & Cultural Diversity

Definition: Recognizing the value of human communities and cultures from multiple perspectives through a critical understanding of their similarities and differences.

Outcomes: Students will be able to . . .
4.1 Identify and express concepts, terms, and issues associated with the diverse perspectives of race, social class, gender, sexual orientation, disabilities, and culture.
4.2 Understand, value and respect human differences and commonalities as they relate to issues of race, social class, gender, sexual orientation, disabilities and culture.
4.3 Understand the historically and socially constructed nature of—and the meanings attributed to—human differences.

7. Aesthetics & Creativity

Definition: Interpreting human experience through engagement with creative processes and aesthetic principles.

Outcomes: Students will be able to . . .
7.4 Demonstrate an understanding of the role of arts and creative expression in societies.

Course Contents

  1. The neo-lithic revolution and the early civilizations
  2. The civilizations of China and India
  3. Greek civilizations
  4. Roman civilizations
  5. Byzantine civilizations
  6. Arab (Muslim) civilizations
  7. European civilizations after the collapse of Roman Empire
  8. Feudal Europe
  9. The Crusades
  10. Students are asked to ponder similarities between historic and current events/situations; and both actual and potential social responses to those situations.
  11. Students are introduced to the need to question the source(s) of historical information; and to become conscious of the difference between historical data and historical interpretation (theory); and to become aware of history as propaganda, as legend, as myth?and to seek reasons why.
  12. Students are encouraged in these through processes through in-class, verbal questioning, and through carefully worded test questions that cannot be answered via simple memorization.
  13. Students are asked to ask who, what, when, where (as historical data); and then to think their way as to why and so what (as theory and interpretation)?especially as they search for causation.