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MAYVILLE STATE UNIVERSITY
WESTERN CIVILIZATION II
HISTORY 102
SPRING 2018
Instructor: Dalton E. McMahon D.A. Meeting Time: MWF 8:00
CB 103/04
Office #: 110 CLSRM. BLD Credits: THREE HOURS Office Hours: 10:30-12:000 MWF, 2:00-3:00 MF;
7:30-9:00 & 10:30-12:00 TTH & 1:00-3:00 TH OR BY APPT.
Office ext.: 34808/(701)
788-4808
e-mail: dalton.mcmahon@mayvillestate.edu
Course Description:
This course emphasizes the study of early modern Europe; the Dynastic and Thirty Years War, late 17th Century Europe, 18th Century Europe, the French Revolution, Napoleon, the rise of Germany & Italy, World War I, World War II, and Modern
Europe
Purpose of the Course:
History 102 is designed to provide students with a basic knowledge of Western Civilization from the Dynastic and Thirty Years War through Modern Times. The areas to be covered are: Religious Wars, Rise of Absolutism, Enlightenment and Exploration, France v Britain for world power, French Revolution and Napoleon, Germany and Italy become nations, the World Wars, the years between the World
Wars, and Modern Europe. (INTASC 1 & 7
Objectives: (INTASC 1 & 7)
1. To stimulate enthusiasm in the students for the study of history.
2. The students will understand that the so called Religious Wars had many
other causes.
3. The students will understand the development of absolute monarchy and
how these rulers changed the societies of Europe.
4. The students will understand the Enlightenment and Exploration period and
the effects they had then and now.
5. The students will understand the underlying causes of the British and
French struggle for power and the results of that struggle.
6. The students will understand what the origins of the French Revolution
were, and how it changed European Civilization.
7. The students will understand the rise of Napoleon and how his wars and
rule brought major changes to Europe.
8. The students will understand how the unification of Germany and Italy
changed Europe.
9. The students will understand the causes that brought on World War I and
the results of the war.
10. The students will understand the causes of the Bolshevik Revolution and rule
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11. The students will understand how the Nazis and Hitler rose to power and
the causes of World War II.
12. The students will understand how World War II affected the rest of the 20th
Century.
Program Outcomes
If you are completing a History B.S.Ed., Social Science B.S.Ed. or a Social Science B.A. degree you are expected to achieve the student learning outcomes, which can be found under MSU Academic Student Learning Outcomes, at the top of the Moodle page. This course contributes to the goals by emphasizing the following: Student Learning Outcome #2 Graduates will possess content knowledge. $V SMUP RI 0M\YLOOH 6PMPH 8QLYHUVLP\·V (VVHQPLMO 6PXGLHV ŃXUULŃXOXP POLV Ńourse seeks to prepare students for twenty-first century challenges by gaining: 1. Knowledge of human cultures; 2. Intellectual and practical skills; 3. Personal and social responsibility; 4. Integrative and applied learning. This semester the course will assess ELO #4, Integrative learning, including synthesis and advanced accomplishment across general and specialized studies demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems. A research paper will be used for this assessment. This information is also found at the top of the Moodle page under Essential Studies
ELOs.
Course improvements based on most recent assessment findings; To assist students in writing essays and identification questions which will appear on all exams, they will be provided with a sample of both in order to help them understand what is expected in an essay and identification. Students also are provided with a list of topics for their paper, information on the use of MLA, documentation of a paper and a sample paper which shows the proper methods for putting a paper together.
Requirements:
The Western Heritage, Donald Kagan, Steven Ozmet, Frank Turner
Instructional Strategies:
Direct Instruction Group Discussion AV & Computers Power Point Slides Quizzes Exams Learning experience: Students will read the chapter assigned for that week and define the terms that are provided with each reading assignment. This will help you be prepared for a quiz on the Friday of weeks which do not have unit exams, a total of eight for the semester. It is strongly recommended that students prepare for exams by writing out the four essay questions that can be found at the bottom of the Moodle home page for this course. This will also help study for the identifications since some of them come from the essays not placed on the exam.
Grading:
100 - 90 = A: 89 - 80 = B; 79 - 70 = C: 69 - 60 = D: 59 - 0 = F
There will be two (2) exams during the semester; the APPROXIMATE dates are OLVPHG RLPO POH UHMGLQJ MVVLJQPHQPVB KRX RLOO UHŃHLYH MP OHMVP VHYHQ GM\V· QRPLŃH RI the date of the exam. These exams will consist of fill-in-the-blanks, identification, and essays. There will also be a final exam given during finals week at the end of the semester. All students are required to purchase Blue Books for the exam and all exams will be written in pen. The fill-in-the-blanks will be done on the test paper the identification and essay will be done in the Blue Book. There will be eight (8) quizzes given during the semester with the top six (6) counting towards your final grade. The chapter to be covered by the quiz will be that week's reading assignment, and will be given at the start of class on Friday. There will be NO make-up test or quizzes given unless I have been contacted prior to the day of the quiz or exam with a valid excuse. All quizzes will be returned the following Monday and exams will be returned within three class periods, depending on other exams I have given during the same time period. Students in Western Civilization II, will write a four-page research paper (4 full pages) on a topic they will pick from a list provided by the instructor. The paper will have minimal requirements in relationship to sources to be used, print, electronic, documentaries, use of the writing lab etc. These requirements are listed at the top of the Moodle home page. After covering the topic, they have chosen, the student will end the paper by reflecting on how the topic they researched affected the events of the time and how it related to the past history of the area being studied and how it affected future events. An outline for the paper will be due Monday 5 March and the paper will be due Monday 23 April, both via email.
Instructor/Student Communication:
Students are accountable for all academic communications sent to their
Mayville State e-mail address.
The best ways to communicate with me are either e-mail, which I will respond to ASAP or face-to face. All quizzes and exams will be handed back in a timely manner; quizzes on Mondays and exams in no more than three class periods. Phones: No cell phones will be allowed out during the class period. This means they must be placed in your back pack or in your pocket during class time. Violation of this requirement will result in one warning and the second time the student will be asked to leave the classroom.
Attendance:
Attendance at all classes during the semester is required. Attendance will be taken every day and any student with FOUR (4) unexcused absences during the semester can have his or her grade reduced one (1) letter grade starting with the fifth (5) absence and each succeeding absence.
Final Grade:
Exams = 40%: Quizzes = 25%: Final Exam = 20 %: Paper = 15%
Schedule:
Date Notes
January 8 Introduction
January 15 Chapter 12
January 22 Chapter 13
January 29 Chapter 16
February 5 Chapter 17
February 12 Catch up week (Exam)
February 19 Chapter 18
February 26 Chapter 19
March 5 Catch Week
March 12 SPRING BREAK
March 19 Chapter 20 Chapter 21 pages 531-537
March 26 Chapter 22(Exam)
April 2 Chapter 26
April 9 Chapter 27
April 16 Chapters 28
April 23 Chapter 29
April 30 Chapter 30
May 10 FINAL EXAM 8:00 A.M.
INTASC PRINCIPLES
1. The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
2. The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to meet high standards
3. The teacher works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
4. The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
5. The teacher understands how to connect concepts and use differing perspectives to
engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6. The teacher understands and uses multiple methods of assessment to engage learners in
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7. The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context..
8. The teacher understands and uses a variety of instructional strategies to encourage
learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
9. The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
10. The teacher seeks appropriate leadership roles and opportunities to take responsibility
for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Important Student Information can be found in your Moodle course shell. English Proficiency and other Academic Concerns; Students with Disabilities; Academic Honest; Emergency Notification; Continuity of Academic Instruction for a Pandemic or Emergency; Family Education Rights and Privacy Act of 1974 (FERPA)
Bibliography:
Briton, Crane, John Christopher, Robert L.Wolf, Robert W. Winks. History of Civilization (Vol II). Prenatice Hall;, Boston 1995. Cannistraro, Phillip V. and John Reich. The Western Perspective (A History of Civilization in the West). Wadsworth, US 2004. Kegan, Donald, Steven Ozment, Frank M. Turner. The Western Heritage. Prentice Hall,
Boston 2012.
.LVOOMQVN\ 0MUN 3MPULŃN *HMU\ 3MPULŃLM 2·%PLHQB Unfinished Legacy. Longman, NY 2002. Spielvogel, Jackson J. Western Civilization. Wadsworth, US 2006. Stayer, Joseph R., Gaatzke Hans W.The Mainstream of Civilization. Harcourt Brace
Jovanovich; San Diego, 1984.
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