Early Western Civilization midterm exam
The following is a midterm exam that I gave to my Early Western Civilization students several years ago. How would you have performed on it?
1. What date does Susan Wise Bauer give as the approximate date for the origin of written history?
a. 300 AD
b. 300 BC
c. 3000 BC
d. 3300 BC
e. 8,000 BC
2. True or False: According to Bauer, when the Sumerian flood story was first translated, most historians assumed that the Genesis account was derived from it, but further study of the differences between the two stories suggests that they are far more likely to have arisen separately from the same source event.
3. True or False: Mesopotamia means the land “between the rivers.”
4. True or False: Mesopotamia is the cradle of western civilization.
5. True or False: Ionia is the cradle of western philosophy.
6. Which of the following was NOT an Egyptian king?
A. Scorpion King
b. Raging Catfish
c. Noche
7. The Rosetta Stone played a role in (select one)
a. David slaying Goliath
b. Proving the large extent of the Hittite kingdom
c. God inscribing the Ten Commandments
d. Deciphering Egyptian hieroglyphs
e. Preservation of the Epic of Gilgamesh
8. Place the following empires in the correct order
a. Greek
b. Medes & Persians
c. Babylon
d. Roman
9. Match the following with the most appropriate location of origin. Each answer will be used only once.
a. Epic of Gilgamesh
b. Code of Hammurabi
c. Homeric Poems
[possible answers: Babylon, Ionia, Sumer]
10. Match the definitions with the best choice of terms from the list below
a. The practice of a king assuming the identity of his predecessor
b. Refers to the name which God gives to himself
c. Using names familiar to contemporary readers rather than names in use during the historical past.
d. A human figure with the face of a bull and imprisoned in the Labyrinth
e. A foot soldier
f. Philosophy of the “living stuff”
[List of possible answers: 1. Positional succession, 2. Hoplite, 3. Anachronism, 4. Minotaur, 5. Hylozoism, 6. Tetragrammaton]
11. True of False: It would have been impossible for the Egyptians to have built the pyramids given their technological abilities. The only reasonable answer is that aliens came through a Stargate and used an energy coil called the “Caduceus Coil” to tap into the planetary energy grid in order to levitate the blocks into place.
12. Place the following in correct order, earliest to latest.
a. David
b. Sargon
c. Nebuchadnezzar
13. The birth story of which of the following is very similar to that of Moses’?
a. Sargon
b. Khufu
c. Herodotus
d. Horus
e. Terah
14. Place the following in the correct order
a. Adam
b. Eve
c. Seth
d. Noah
e. Tower of Babylon
f. Abraham
g. Period of the Judges
h. David
i. Divided Kingdom
j. Babylonian captivity
15. True of False: The Hyksos once ruled in Persia.
16. True or False: The legend of the Minotaur is an example of one of the Greek myths which has been proven to be a very precise description of an actual event.
17. True of False: The exodus of the Hebrews shows up nowhere in the Egyptian records.
18. True or false: The Egyptians did not write.
19. True or false: The Philistines kept the Israelites in a position of military inferiority by forbidding them to manufacture any sort of iron tools.
20. True or False: There was no country called Phoenicia.
21. True or False: Jeroboam was Solomon’s son.
22. True or False: Around 721 BC Sargon II wiped the political state of Israel off the map, and removed large numbers of Israelites from their homeland all the way over to the territory of the Medes. This resulted in the despised mix of peoples that the Jews later called Samaritans.
23. Match the following leaders with the location of their rule.
a. Sennacherib
b. Sheshonq
c. Rehoboam
d. Nebuchadnezzar
e. Cyrus the Great
[Possible answers: Babylon, Medes & Persians, Judah, Egypt, Assyria]
24. Match the following gods (God) with their followers.
a. Marduk
b. Horus
c. YHWH
[Possible answers: Egypt, Babylon, Hebrews]
25. True or False: The Great Pyramid of Giza and the Hanging Gardens of Babylon are two of the Seven Wonders of the World.
26. True or False: The war between the Greeks and Persians was central to the life of the Greeks, but receives barely a mention in Persian histories.
27. True or False: The Delian League and the Peloponnesian League were manifestations of the rivalry between Athens and Sparta.
28. Which of the following are historians upon which Bauer relies for material. (Select all that apply)
a. Thucydides
b. Herodotus
c. Plutarch
29. True or false: One characteristic of Orphism is that by ritual purifications and an ascetic life they hoped to win release from the body and return to the company of the gods.
30. The logic of which philosopher was the starting-point for both Platonic dialectic and Aristotelian logic.
a. Parmenides
b. Heraclitus
c. Anaximander
d. Thales
e. Tyrannosaurus Rex
31. The Logos is most often associated with which of the following philosophers?
a. Parmenides
b. Heraclitus
c. Anaximander
d. Thales
e. Latissimus Dorsi
32. Complete the sentences by filling in the blank spaces with the correct answer from the list provided below.
a. __________ influenced Plato more than any other philosopher. Important elements passed into Plato’s thought from his predecessors which through him have influenced the later development of European philosophy.
b. From the __________ Plato derives much of his conception of the matter of the physical universe.
c. From the __________ comes the essence of Plato’s doctrine of the nature and destiny of the soul, his insistence on eternal form and order as the supremely important reality and proper object of the intellect, and the emphasis in his though on mathematics and astronomy.
d. From __________ he gits his vision of the transitorinesss of all sensible things and the flux of the material world.
e. __________ and the Eleatics leave him a clear though inadequate vision of eternal being, the beginnings of logical reasoning, and a logical problem to solve.
[Possible answers: 1. Heraclitus, 2. Parmenides, 3. Pythagoreans, 4. Milesians, 5. Socrates]
33. Match the following statements about “pleasure” with the school it most accurately depicts.
a. “As a humanist agnostic I enjoy pleasure when it is practical as part of a successful civilized human life.”
b. “I can’t really know if pleasure is good or bad, but I have an opinion about it.
c. “I enjoy my pleasure in public and could care less what you think about it.”
d. “It is our feelings of pain and pleasure which are the test by which we determine what is bad and good for us.”
e. “Pleasure? I am utterly indifferent to all external things. I am free from all passion, emotion, and affections.”
[Possible answers: 1. Stoicism, 2. Cynicism, 3. Sophism, 4. Skepticism, 5. Hedonism]
34. True or False: Socrates believed that the first and foremost business of man was care of the soul.
35. True or False: Plato was not very systematic and it is often difficult to find out his solution to the problem he raises.
36. True or False: Plato founded the Lyceum.
37. True or False: Aristotle believed that there exists a world of eternal realities, “Forms” or “Ideas” that are entirely separate from the world our senses perceive, and knowable only by pure intellect.
38. True or False: Plato did not believe in the soul’s pre-existence, but did believe that it could not be extinguished.
39. Place the following in chronological order;
a. John the Baptist
b. Socrates
c. David, son of Jesse
d. Aristotle
e. Alexander the Great
f. Thales
g. Plato
40. True or False: Aristotle rejected Plato’s Theory of Forms.
41. True or False: Aristotle denied the existence of universals.
42. True or False: Socrates wrote no philosophic treatise himself.
44. Which of the following had a more family-friendly political philosophy.
a. Aristotle
b. Plato
Spring 2017 Criswell College Chapel
Check out the great list of speakers for chapel this semester at Criswell College, and then come join us.
Tuesday, January 17 Dr. Barry Creamer, President, Criswell College (Convocation/Regalia)
Thursday, January 19 Dr. Dante Wright, Senior Pastor, Sweet Home Baptist Church, Round Rock, TX
Tuesday, January 24 Dr. Jeffrey Bingham, Dean of the School of Theology, SWBTS, Fort Worth, TX
Thursday, January 26 Dr. Christopher Graham, Assistant Professor of Theology, Criswell College
Tuesday, January 31 Sanctity of Life Panel Discussion (not all participants secured)
Leanne Jamieson, Director, Prestonwood Pregnancy Center, Richardson, TX
Ann Hettinger, former State Director, CWA Texas, Dallas, TX
TBD, Gladney Center for Adoption, Fort Worth, TX (waiting on confirmation)
Thursday, February 2 Jerry A. Johnson, President and CEO, National Religious Broadcasters, Washington, D.C.
Tuesday, February 7 Dr. Jeff Campbell, Assistant Professor of Preaching, Dean of Students, Criswell College
Thursday, February 9 Dr. Adam Greenway, Dean, Billy Graham School of Missions, Evangelism and Ministry, Vice President for Academic Services, Southern Seminary, Louisville, KY (SBTC Revitalization Conference)
Tuesday, February 14 Joshua Crutchfield, Senior Pastor, FBC Madisonville, TX
Thursday, February 16 Great Commission Chapel, Kenya Mission trip testimonies
Tuesday, February 21 Dr. Bruce Ashford, Provost and Dean of Faculty, Southeastern Baptist Theological Seminary, Wake Forest, NC
Thursday, February 23 Dr. Danny Akin, President, Southeastern Baptist Theological Seminary, Wake Forest, NC
Tuesday, February 28 JT Riley, Pastor, Providence Baptist Church, Providence Village, TX
Thursday, March 2 Aaron Scarbrough, Pastor, Graceview Baptist Church, Burleson, TX
Tuesday, March 7 Kevin Stilley, Chief Business Officer and Vice President of Finance, Criswell College
Thursday, March 9 Dr. Steve Hunter, Hope for the Heart Chair of Biblical Counseling and Professor of Counseling & Psychology, Criswell College
Tuesday, March 14 Spring Break
Thursday, March 16 Spring Break
Tuesday, March 21 Great Commission Week Chapel, Shane Pruitt, Director of Missions, Southern Baptists of Texas Convention
Thursday, March 23 Church Revitalization Chapel preacher TBD (Dr. Meraz will schedule)
Tuesday, March 28 Dr. Everett Berry, Professor of Theology, Criswell College
Thursday, March 30 Preaching Award Recipient (TBD)
Tuesday, April 4 Dr. Joseph Wooddell, Vice President of Academic Affairs, Criswell College
Thursday, April 6 Dr. Barry Creamer, President, Criswell College
Spring Textbooks
These are the textbooks I am using this Spring in classes I am teaching in The College at Southwestern.
HIS 1213 : Western Civilization II
The Penguin Atlas of World History: Volume 2: From the French Revolution to the Present, by Hermann Kinder and Werner Hilgemann — ISBN. 0141012625
Church History, Volume Two: From Pre-Reformation to the Present Day: The Rise and Growth of the Church in Its Cultural, Intellectual, and Political Context, by John Woodbridge and Frank James — ISBN. 0310257433
Literature and Science in the Nineteenth Century: An Anthology, by Laura Otis — ISBN. 019955465X
HIS 2203: Renaissance and Reformation History
Renaissance and Reformation, by William Estep — ISBN. 0802800505
The Protestant Reformation, by Hans Hillerbrand — ISBN. 0061148474
The Portable Renaissance Reader, by James Ross — ISBN. 0140150617
Foxe’s Book of Martyrs: Select Narratives, by John Foxe — ISBN. 0199236844
IDE 2203: Renaissance and Reformation Seminar
The Divine Comedy, by Dante Alighieri — ISBN. 0199535647
Institutes of the Christian Religion, by John Calvin — ISBN. 0801025249
Three Treatises, by Martin Luther — ISBN. 0800616391
Praise of Folly, by Erasmus –ISBN. 0140446087
On Divine Foreknowledge: Part IV of the Concordia, by Luis De Molina — ISBN. 0801489350
Utopia, by Thomas More — ISBN. 0140449108
The Prince, by Machiavelli — ISBN. 0199535698
The Scientific Revolution: A Brief History with Documents, by Margaret C. Jacob — ISBN. 0312653492
Hamlet, by William Shakespeare — ISBN. 0140714545
Julius Caesar, by William Shakespeare — ISBN. 0199536120
Grading Papers
I was sitting down to grade papers when I thought of the following dialogue from John Kennedy Toole’s Pullitzer Prize-Winning novel “A Confederacy of Dunces.” The main character, Ignatius explains why he was not cut out to be a college instructor.
“[My students formed] a committee to demand that I grade and return their accumulated essays and examinations. There was even a small demonstration outside the window of my office. It was rather dramatic. For being such simple, ignorant children, they managed it quite well. At the height of the demonstration I dumped all of the old papers — ungraded of course — out of the window and right onto the student’s heads. The college was too small to accept this act of defiance against the abyss of contemporary academia.”
“Ignatius, you never told me that.”
“I did not want to excite you at the time. I also told the students that, for the sake of humanity’s future, I hoped that they were all sterile.” Ignatius arranged the pillows around his head. “I could never have possibly read over the illiteracies and misconceptions burbling from the dark minds of those students.”
Oh well, back to grading papers… I’m making every effort to be more gracious than Ignatius, and the anonymous author of the following.
Syllabus – Late Twentieth Century to the Present
Course Syllabus – Fall 2014
Late Century to the Present
The College at Southwestern
HIS 4203-A T/Th 7:00-8:15 a.m. Room S-119
Instructor: Kevin Stilley
Office Hours: By Appointment
- (I keep office hours a few blocks from the college at Stadium Drive Baptist Church: 4717 Stadium Drive, Fort Worth, TX 76133)
Email: [email protected]
Website: http://kevinstilley.com
Twitter: http://www.twitter.com/kevinstilley
Facebook: http://www.facebook.com/kevin.stilley
Catalog Description
A study of social/political trends and philosophies from 1964 to the present.
Course Objectives
- To gain knowledge of the main events, ideas and persons that shaped western civilization during the late twentieth century to the present.
- Exploration of twentieth century trends, politics, and culture will help students place their experiences, interests, and information from other history courses into context.
Required Texts
- The Penguin History of the 20th Century, by J.M. Roberts (isbn. 9780140276312)
- Great Speeches of the Twentieth Century, by Bob Blaisdell (isbn. 0486474674)
- The Unlearned Lessons of the Twentieth Century, by Chantal Delsol (isbn. 1932236473)
- Postmodern Times, by Gene Edward Veith, Jr. (isbn. 0891077685)
(Please bring a Bible to class with you.)
Blackboard
Blackboard and SWBTS student email will be used for class communications. Students should check both Blackboard and student email dailyfor possible communications from the instructor.
Assignments
Grades will be determined based upon completion of two exams, a student presentation, an editorial exercise, and class participation.
- Midterm Exam (30%) – This exam will be conducted via Blackboard so please be sure to have a good internet connection available on the day of the exam. Mac users, I encourage you to NOT use the Safari web browser when taking this test or navigating the Blackboard interface.
- Final Exam: (20%) – The final exam will be a single essay question, asking you to distinguish between the concepts of “late modernity” (Chantal Delsol) & “postmodernity” (Gene Edward Veith), and to make an argument for the one that you think best describes the world in which we live.
- Student Presentation (20%): Each student will select one speech from the book Great Speeches of the Twentieth Century, explain the historical context of the speech, and share how and why it is culturally significant. All students will be reading the speeches in advance so group discussion will follow the presentation.
- Editorial Exercise (25%): Assume the role of an editorial assistant who has been tasked with revising the book Great Speeches of the 20th Century. Your assignment is to find one speech from the late 20th century that should be added to the book. In addition to the text of the speech, you need to present a point paper with adequate argumentation for its rhetorical qualities and its historical significance. Further, in order to add this speech to the text, you must select one speech to remove from the book and explain why you selected it. This assignment is to be submitted via Turnitin and is due no later than midnight on October 31. Late papers will receive a 50% reduction in grade.
- Participation (5%): All students are expected to attend class, be punctual, and participate appropriately in classroom discussion. To engage in classroom discussion of the assigned reading it is imperative that all reading assignments be conducted in a timely fashion.
- Attendance will be recorded at the beginning of all class sessions. Absences or tardiness will adversely affect your grade. Absences in excess of 25% result in an automatic failure of the class.
- Students are free to record the class.
- Guests are welcome, but please notify the instructor in advance.
- Laptops, iPhones, and similar devices may NOT be used during class as their usefulness is far outweighed by their ability to create a distraction and contribute to the cultural habit of inattentiveness.
- If you become drowsy you may stand at the back or the side of the room until you can resume your seat without falling asleep.
Grades
Grades will be determined by the following scale: 100-98 (A+); 97-93 = A; 92-90 (A-); 89-88(B+); 87-83 (B); 82-80 (B-); 79-78 (C+); 77-73 (C); 72-70 (C-); 69-68 (D+); 67-63 (D); 62-60 (D-); Below 60 = F.
Christian Education and Teaching Book Recommendations
Danny Akin, President of Southeastern Baptist Theological Seminary, has recommended the following books on Christian Education and Teaching. What would you add to his list
Anthony, Michael J., ed. Foundations of Ministry: An Introduction to Christian Education. Wheaton: Bridgeport, 1992.
Bertolini, Dewey. Back to the Heart of Youth Ministry. Colorado Springs: Sonflower, 1994.
Bigge, Morris L., and S. Samuel Shermis. Learning Theories for Teachers. 5th ed. New York: HarperCollins, 1992.
Burtchaell, James T. The Dying of the Light: The Disengagement of Colleges and Universities from Their Christian Churches. Grand Rapids: Eerdmans, 1998.
DeVries, Mark. Family Based Youth Ministry. Downers Grove: IVP, 1994.
Edge, Findley B. Teaching for Results. Revised ed. Nashville: Broadman & Holman, 1995.
Gangel, Kenneth O., and Howard G. Hendricks. The Christian Educator’s Handbook on Teaching. Wheaton: Victor, 1988.
Gangel, Kenneth O., and Warren S. Benson. Christian Education: Its History & Philosophy. Chicago: Moody, 1983.
Gibbs, Eugene, ed. A Reader in Christian Education: Foundations and Basic Perspectives. Grand Rapids: Baker, 1992.
*Hendricks, Howard. Teaching to Change Lives: Seven Proven Ways to Make Your Teaching Come Alive. Multnomah, 2003.
Holmes, Arthur F. The Idea of A Christian College. Revised. Grand Rapids: Eerdmans, 1987.
Huggins, Kevin. Parenting Adolescents. Colorado Springs: Navpress, 1989.
Knight, George R. Philosophy & Education: An Introduction in Christian Perspective. 3d ed. Berrien Springs, MI: Andrews University Press, 1998.
LeBar, Lois. E. Education that is Christian. Revised. Colorado Springs: Chariot Victor Publishing, 1995.
Marsden, George M. The Soul of the American University: From Protestant Establishment to Established Nonbelief. New York: Oxford, 1994.
Pazmino, Robert W. Basics of Teaching for Christians. Grand Rapids: Baker, 1998.
________. Foundational Issues in Christian Education. Grand Rapids: Baker, 1988.
________. Principles & Practices of Christian Education: An Evangelical Perspective. Grand Rapids: Baker, 1992.
Richards, Lawrence O., and Gary J. Bredfeldt. Creative Bible Teaching. Revised. Chicago: Moody, 1998.
Taylor, Bill L. 21 Truths, Traditions, & Trends: Propelling the Sunday School Into the 21st Century. Nashville: Convention, 1996.
Wilhoit, Jim. Christian Education & the Search for Meaning. Grand Rapids: Baker, 1986.
Wilhoit, James C., and John M. Dettoni, ed. Nurture That Is Christian: Developmental Perspectives on Christian Education. Wheaton: Bridgepoint, 1995.
Yount, William R. Created to Learn. Nashville: Broadman & Holman, 1996.
Zuck, Rob B. Teaching as Jesus Taught. Grand Rapids: Baker, 1995.
________. Teaching as Paul Taught. Grand Rapids: Baker, 1998.
Zuck, Roy B., and Robert E. Clark. Childhood Education in the Church. Chicago: Moody, 1975.
Syllabus – Church & Empires
Course Syllabus – Spring 2014
Church and Empires
The College at Southwestern
HIS 1203-A T/Th 1:00 – 2:15 p.m. Room S22
Instructor: Kevin Stilley
Office Hours: By Appointment
I keep office hours a few blocks from the college at Stadium Drive Baptist Church: 4717 Stadium Drive, Fort Worth, TX 76133, or can meet you by appointment in the Student Center.
Email: [email protected]
Website: http://kevinstilley.com
Twitter: http://www.twitter.com/kevinstilley
Facebook: http://www.facebook.com/kevin.stilley
Catalog Description
A study of the history and philosophy of western civilization from late antiquity to the late medieval period.
Course Objectives
- Appreciation of God’s providence in the overall pattern of history.
- To gain knowledge of the main events, ideas and persons that have shaped western civilization from the early Christian church to the dawn of the Reformation.
- To understand how Christianity and western civilization are related and be able to outline the relationship between church and state across time.
- Development of the skill of applying history to contemporary ideas and issues
Required Texts
- History of the Medieval World, by Susan Wise Bauer
- Ecclesiastical History of the English People, by Bede
- The Middle Ages, by Morris Bishop
- Christian History Made Easy, Timothy Paul Jones
(Please bring a Bible to class with you.)
Assignments
Grades will be determined based upon completion of three exams, a writing assignment, and class participation.
- First Examination (25%) – This exam will be conducted via Blackboard so please be sure to have a good internet connection available on the day of the exam.
- Second Examination (25%) – This exam will be conducted via Blackboard so please be sure to have a good internet connection available on the day of the exam.
- Final Examination: (25%) – The date and time for the final exam may not coincide with normal class days and times. You must make yourself available to take the final exam at the scheduled time during finals week. No alternative times or venues for the exam will be offered.
- Essay/Response (15%): Each student will write a response to the op-ed piece “Does Christian Fundamentalism Endanger Our Republic?” by Carol V. Hamilton (http://hnn.us/articles/52479.html). The response should incorporate themes discussed in class regarding the interaction of Christianity, civilization, and Western culture. Essays should be approximately 1000 words long and will be graded in terms of grammar, composition, creativity, research, analysis, and relevance. Late papers will be subject to a five yard point per day penalty for delay of game.
- Participation (10%): All students are expected to attend class, be punctual, and participate appropriately in classroom discussion. To engage in classroom discussion of the assigned reading it is imperative that all reading assignments be conducted in a timely fashion.
- Attendance will be recorded at the beginning of all class sessions. Absences or tardiness will adversely affect your grade. Absences in excess of six will result in an automatic failure of the class.
- Students are free to record the class.
- Guests are welcome, but please notify the instructor in advance.
- Laptops, iPhones, and similar devices may NOT be used during class as their usefulness is far outweighed by their ability to create a distraction and contribute to the cultural habit of inattentiveness.
- If you become drowsy you may stand at the back or the side of the room until you can resume your seat without falling asleep.
Grades
Grades will be determined by the following scale: 100-98 (A+); 97-93 = A; 92-90 (A-); 89-88(B+); 87-83 (B); 82-80 (B-); 79-78 (C+); 77-73 (C); 72-70 (C-); 69-68 (D+); 67-63 (D); 62-60 (D-); Below 60 = F.
Blackboard
Blackboard and SWBTS student email will be used for class communications. Students should check both Blackboard and student email daily for possible communications from the instructor.
Tentative Schedule
| HIS 3203 | Topic | Assignment Due Today |
| January 23 | Introduction to Course -Discussion of Syllabus | Please print out and bring your syllabus to this class session. |
| January 28 | The First 1,000 Years of ChristianityReview for Final Exam | Read: Bishop, chapter 1 Bring Christian History Made Easy to class with you. |
| January 30 | External Pressures on the Church — Persecution: Apologetic and Martyrdom literature | Read: Jones, Introduction and chapter 1 |
| February 4 | Internal Pressures on the Church: Heresy, Creeds, & Councils | Read: Jones, chapters 2 & 3 |
| February 6 | The Age of Invasions | Read: Bauer, chapters 1, 4, 5, 6 & 8 |
| February 11 | Fall of the Roman Empire & Augustine | Read: Bauer, chapters 9, 10, 11 & 12 |
| February 13 | Boethius, Monasticism, Asceticism & Mysticism | Read: Bauer, chapters 13, 16, 17, 18 |
| February 18 | BritainThe Papacy | Read: Bede, book 1 |
| February 20 | Rise of the Franks / Charlemagne | Read: Bauer, chapters 19, 20, 21, 22, 25 |
| February 25 | Church and State: A historical perspective | Read: Bauer, chapters 27, 28, 29 |
| February 27 | Christ and Culture: Richard Niebuhr and D.A. Carson | Read: Bauer, chapters 33, 34, 35, & 36 |
| March 4 | Does Christian Fundamentalism Endanger Our Republic?” | Due: Submit your essay via Turnitin no later than the beginning of class time, and bring a paper copy to class for the instructor. |
| March 6 | Mid-Term Examination | Mid-Term Examination |
| March 11 | Spring Break | Spring Break |
| March 13 | Spring Break | Spring Break |
| March 18 | Mohammad | Read: Bauer, chapters 37, 39, 41 |
| March 20 | Expansion of Islam / Do Christians and Muslim’s Worship the Same God? | Read: Bauer, chapters 42, 45, 47, & 48 |
| March 25 | The Crusades | Read: Bauer, chapter 71Read: Bishop, chapter 3 |
| March 27 | The Crusades, War, Dr. Seuss & Christian Ethics | Read Bishop, chapter 4 |
| April 1 | The VikingsRussia | Read: Bauer, chapters 56, 69, 69, & 71 |
| April 3 | The Norman Conquest of England / The Hundred Years War / Henry V / Joan of Arc / Europe in the High Middle Ages – Feudalism/ The Black Death / Magna Carta, & Shakespeare’s Kings | Read: Bishop, chapter 2 |
| April 8 | The Scholastics (Anselm, Abelard, Aquinas, and other guys whose name does not start with an “A” like Ockam) | Read: Bishop, chapter 5 |
| April 10 | The University (Averroes, Maimonides, Siger of Brabant and other smart guys) | Read: Bishop, chapter 8 |
| April 15 | Literary, Political and Cultural Contributions of the Late Medieval Period | Read: Bishop, chapter 9 |
| April 17 | Examination #2 | Examination #2 |
| April 22 | The Church in the 14th Century | Review Christian History Made Easy |
| April 24 | Medieval Reformers | Review Christian History Made Easy |
| April 29 | The End of Byzantium | Review Christian History Made Easy |
| Final Examination | Final Examination In Class |
“When a man is busy at study, the Evil Impulse whispers to him: Why tarryest thou here. Go and join the men who flirt with pretty women.” – Talmud, Zohar, ii, 265b
Syllabus – 19th Century History
Course Syllabus – Spring 2014
The Nineteenth Century
The College at Southwestern
HIS 3203-B W/F 11:30-12:45 p.m. Room S12
Instructor: Kevin Stilley
Office Hours: By Appointment
(I keep office hours a few blocks from the college at Stadium Drive Baptist Church: 4717 Stadium Drive, Fort Worth, TX 76133, or I can meet you in the Student Center by appointment)
Email: [email protected]
Website: http://kevinstilley.com
Twitter: http://www.twitter.com/kevinstilley
Facebook: http://www.facebook.com/kevin.stilley
Catalog Description
A study of the history and philosophy of western civilization of the Nineteenth Century.
Course Objectives
- To gain knowledge of the main events, ideas and persons that shaped western civilization during the Nineteenth Century.
- To develop the skill of applying history to contemporary ideas and issues
- Appreciation of God’s providence in the overall pattern of history.
Required Texts
- Churches Revolutions & Empires: 1789-1914, by Ian Shaw
- The Men Who United the States: America’s Explorers, Inventors, Eccentrics, and Mavericks, and the Creation of One Nation, Indivisible, by Simon Winchester
- American Nations: A History of the Eleven Rival Regional Cultures of North America, by Steve Wilkins
- When I Was a Slave: Memoirs from the Slave Narrative Collection, edited by Norman Yetman
- Selected Stories from the 19th Century, collected by David Stuart Davies
(Please bring a Bible to class with you.)
Assignments
Grades will be determined based upon completion of two exams, an authorial summary and analysis, a student presentation and class participation.
- Examination #1 (30%): This exam will be conducted via Blackboard so please be sure to have a good internet connection available on the day of the exam. Mac users, I encourage you to NOT use the Safari web browser when taking this test or navigating the Blackboard interface.
- Final Exam: (30%): The date and time for the final exam may not coincide with normal class days and times. You must make yourself available to take the final exam at the scheduled time during finals week. No alternative times or venues for the exam will be offered.
- Authorial Summary & Analysis (15%): Select one of the short stories from Selected Stories from the 19th Century, collected by David Stuart Davies. Prepare a three-page report. A one page biographical summary of the author should be followed by a two-page historical analysis of the work read. How did this piece illustrate 19th century values? Did the characters face challenges that were unique to the 19th century? How might the plot differ if set in a different time period? How does this story compare to other works from the same author? How does the story compare with the work of other authors from the same time period?
- Student Presentation (15%): Each student will select one person from The Men Who United the States and make a ten-minute presentation to the class explaining how he or she influenced the developing nation during the nineteenth century. Your presentation should be organized with the goal of convincing your listeners that the contributions of this individual were significant. The material found in The Men Who United the States is your starting place, but additional research will be necessary. Creativity is greatly appreciated.
- Participation (15%): All students are expected to attend class, be punctual, and participate appropriately in classroom discussion. To engage in classroom discussion of the assigned reading it is imperative that all reading assignments be conducted in a timely fashion.
- Attendance will be recorded at the beginning of all class sessions. Absences or tardiness will adversely affect your grade. Absences in excess of six will result in an automatic failure of the class.
- Students are free to record the class.
- Guests are welcome, but please notify the instructor in advance.
- Laptops, iPhones, and similar devices may NOT be used during class as their usefulness is far outweighed by their ability to create a distraction and contribute to the cultural habit of inattentiveness.
- If you become drowsy you may stand at the back or the side of the room until you can resume your seat without falling asleep.
- Bonus points: Explore the Amon Carter Museum (free admission) and write a thoughtful essay on the 19th Century art in their collection.
Grades
Grades will be determined by the following scale: 100-98 (A+); 97-93 = A; 92-90 (A-); 89-88(B+); 87-83 (B); 82-80 (B-); 79-78 (C+); 77-73 (C); 72-70 (C-); 69-68 (D+); 67-63 (D); 62-60 (D-); Below 60 = F.
Blackboard
Blackboard and SWBTS student email will be used for class communications. Students should check both Blackboard and student email daily for possible communications from the instructor.
Tentative Schedule
| HIS 3203 | Topic | Assignment Due Today |
| January 24 | Introduction to Course -Discussion of Syllabus | Please print out and bring your syllabus to this class session. |
| January 29 | Legacy of the American Revolution (America at the beginning of the 19th century) | Read: Shaw chapter 1 |
| January 31 | Legacy of the French Revolution (Europe at the beginning of the 19th century) | Read: Shaw chapter 2 |
| February 5 | Industrial Revolution, Urbanization, & Immigration | Read: Shaw chapter 3 |
| February 7 | A Maturing Republic | Read: Woodard, chapters 10, 11, & 12 |
| February 12 | The Lone Star Republic and Western Expansion | Read: Woodard, chapters 19, 20 |
| February 14 | A Divided Nation | Read: Woodard, chapter 21 |
| February 19 | North Atlantic Slavery | Read: Shaw, chapter 5 |
| February 21 | War Between the States | Read: Selections from When I Was a Slave |
| February 26 | War Between the StatesWill the Real Abraham Lincoln Please Stand Up | Read: Shaw, chapter 11 |
| February 28 | Women in the 19th Century | Read: Woodard, chapter 24 |
| March 5 | Roads & Railroads | Read: Winchester, pages 240-280 |
| March 7 | Test #1 | Test #1 |
| March 12 | Spring Break | Spring Break |
| March 14 | Spring Break | Spring Break |
| March 19 | Urbanization & The Gilded Age | Read: Shaw chapter 14 |
| March 21 | Revivalism & Social Reform | Read: Shaw chapter 7 |
| March 26 | Karl Marx and Dialectical Materialism | Read: Shaw chapter 8 |
| March 28 | Science, Scientism, and Sciency Things | Shaw Chapter 10 |
| April 2 | Classic 19th Century Liberalism | Read: Shaw chapter 6 |
| April 4 | 19th Century Philosophy: Rebellion Against Rationality, Positivism, Pragmatism, and Utilitarianism | |
| April 9 | Around the World in 80 Days Minutes (less 5) | Read: Shaw, chapter 12 |
| April 11 | The Ottoman Empire [video) | Due Today: Written report on a nineteenth century author and historical analysis of a short story from Selected Stories from the 19th Century. To receive full credit it must be date and time-stamped by Turnitin prior to the time class begins. In addition, bring a paper copy to class if you want feedback on your work. |
| April 16 | Mission in the Age of Imperialism | Read: Shaw, chapter 13 |
| April 18 | Good Friday – No Classes | |
| April 23 | New Religious Movements: Mormonism, Adventism, New England Transcendentalism, etc | Read: Shaw chapter 15 |
| April 25 | Art & Culture in the 19th Century | |
| April 30 | Epilogue on a Century of Thought & Action | Read: Shaw chapter 16 |
| Final Examination | Final Examination In Class |
“When a man is busy at study, the Evil Impulse whispers to him: Why tarryest thou here. Go and join the men who flirt with pretty women.” – Talmud, Zohar, ii, 265b
My Prayer For Today
“O Holy Spirit, descend plentifully into my heart. Enlighten the dark corners of this neglected dwelling and scatter there Thy cheerful beams.”
~ Augustine of Hippo
“Give us clear vision that we may know where to stand and what to stand for, because unless we stand for something we shall fall for anything.”
~ Peter Marshall
