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History 330-101-DW Section 18 Winter 2023

Western Civilization Pondération

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Class days and time: Mon 1:00-2:30/TH 10:00-11:30 Room: 4P.25

Main Course Platform is Moodle
Teacher: Rachele Caux History/Classics Department

Teacher Accessibility: Tu/TH 1:00-2:30 or by appointment (Mio me)

Office: 5D.12 Tel: 514-931-8731, ext. 4485

e-mail: use MIO A response is usually given in a timely manner (within 1-2 days)

STATEMENT OF THE COMPETENCY (022L)

To recognize, from a historical perspective, the fundamental characteristics

of Western Civilization.

ELEMENTS OF THE COMPETENCY

Students who successfully complete the Western Civilization course in History should be
able to:

1. recall the significant contributions of civilizations that are at the origin of the Western
world;
2. retrace the evolution of Western Civilization in time and space;
3. show the importance of documents in the development of historical knowledge;
4. analyze the main transformations of Western Civilization;
5. identify different viewpoints on historical events.

COURSE OBJECTIVES
This course is designed to promote an appreciation of the historical events and forces that
have shaped the Western world and to help students to develop some of the basic skills
they need to study the social sciences. The specific competencies to be acquired by the
student on successful completion of the course include: knowledge of the origins and
development of Western Civilization; application of the basic concepts used in the
discipline of history; interpretation of at least one primary document; detailed analysis of
at least one key event or individual in relation to Western Civilization; recognition of
different historical interpretations of at least one specific historical event; and
communication of historical knowledge through rational argumentation. In addition,
students will have completed assignments which develop their ability to take notes, to use
a textbook, and to understand the main points of a text in French.
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COURSE CONTENT
This course traces the growth of Western Civilization from its roots in the Judeo-Christian
and Greco-Roman traditions to the 20th century. Among the major themes covered are the
emergence and influence of key intellectual currents, social and political revolution, the
development of industrial society, the birth of the nation state, imperialism, totalitarianism,
and war in the 20th century. Students are introduced to basic concepts such as historical
cause and social change, ethnicity, class, religion, and gender, as well as to the major
political ideologies.

STANDARDS FOR SUCCESSFUL COMPLETION OF THE COURSE

Students will be evaluated on their attainment of all the competencies outlined in the
Elements of the Competency above. To pass the course students must complete all its
components, i.e. tests, quizzes and assignments, and have a total grade of at least 60 per
cent. Notwithstanding the grade distribution, in order to assure that students have
met the required competencies for the course, students must achieve an overall
average of at least 60% for the midterm and the final test (summative assessment) . Any
student who fails to achieve an overall average of at least 60% for these two (2) types of
evaluation will receive a maximum final grade of 55% and will thus fail the course.
Assignments and tests are designed to develop students' study habits and intellectual skills
and to measure achievement of the course objectives, hence the importance of completing
every component of the course.

ASSESSMENT ACTIVITIES
Type of Evaluation Tool % of Final Mark Tentative Due Date
Skills Learning assignments 5% Feb.2 & Feb. 13 (2.5% each)
Reflection Questions 5% Jan. 30 & Feb. 20
Test 1 20 % March 9
Workshop Vikings 10 % March 30
Essay 15 % April 17
Imperialism/World Wars Project 15% 27 April
Final Test 20 % 11 May
Class participation 10 % throughout the semester

It is impossible for students to change or reschedule the date of their assignments,

workshops, essay or tests unless previously approved by the instructor.
When students are absent, it is their responsibility to know what was missed and to get
the class notes from other students.

Late assignments are penalized by 5% of the assignment’s value per calendar day.
Lateness starts at the end of the class the assignment is due.

REQUIRED TEXT(S)
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All readings are accessible through Moodle.

TEACHING METHODS
Lectures, workshops and discussions will take place in class. Readings, recorded lectures, h5p
activities and/or assignments could also be used and will be accessible through MOODLE. Please
note that some workshop activities could also be posted in Miro for students to access and/or
assess their peers’ work. All assignments will be distributed, corrected and returned to students in
person or through moodle. The complete course slides are not posted. It is the student’s
responsibility to take good notes every class and/or for every recorded lectures posted on
moodle.

COLLEGE and COURSE POLICIES:

ISEP
The Institutional Student Evaluation Policy (ISEP) is designed to promote equitable and
effective evaluation of student learning and is therefore a crucial policy to read and
understand. The policy describes the rights and obligations of students, faculty, departments,
programs, and the College administration with regard to evaluation in all your courses,
including grade reviews and resolution of academic grievance. The ISEP is available on the
Dawson website.

DEPARTMENT LITERACY POLICY

The History/Classics Department requires that its students do a significant amount of
reading and that a large percentage of their final mark be based on written work.
Students are responsible for ensuring that their work is written in proper English. Writing
style, including grammar, is taken into account in the grading of all work. Students with
literacy problems should go to the Academic Skills Centre (Rm. 6D.2) for assistance.

ACADEMIC INTEGRITY
Students are expected to familiarize themselves with the Dawson College policy on
Cheating and Plagiarism which is contained in the Institutional Student Evaluation Policy
(ISEP). This policy is also found on the Dawson website. According to ISEP, the teacher is
required to report to the Sector Dean all cases of cheating and plagiarism affecting a
student's grade. (ISEP Section V-C) Plagiarism is the deliberate or accidental submission of
someone else’s work as your own without acknowledging the author. Cheating and
plagiarism are serious offenses and may result in a grade of zero for the piece of work in
question, or a grade of zero in the course if circumstances warrant. Every instance of cheating
or plagiarism leading to a resolution that impacts a student’s grade must be reported, with
explanation, in writing, to the appropriate Dean. (ISEP Section V-A)

Plagiarism includes but is not limited to:

 copying, downloading, or including a phrase, a sentence, or a longer passage from a
source and submitting it as your own;
 changing words or phrases but keeping the rest of the sentence;
 summarizing or paraphrasing someone else’s ideas without a proper citation;
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 submitting as your own work any material that was bought, copied or written by
someone else.

Cheating includes but is not limited to:

 allowing another student to copy your work;
 copying another student’s work;
 unauthorized use of notes during tests;
 falsifying references.

To encourage a better understanding of academic integrity, Turnitin, will be used in this

course. Please note that Turnitin, an internet-based plagiarism prevention tool may keep a
copy of the work submitted but does not claim ownership of the work. If you have concerns
about Turnitin being used, please see the instructor within the first two weeks of the
semester in order t make alternate arrangements.

STUDENT CONDUCT
Everyone has the right to a safe and non-violent environment. Students are obliged to
conduct themselves as stated in the Student Code of Conduct and in the ISEP section on the
roles and responsibilities of students. (ISEP Section II-D)      

ATTENDANCE AND PARTICIPATION REQUIREMENTS

Attendance will be taken in all classes. It is important to arrive in class on time and to attend
all classes. It is also important to remain in class until the official period has finished.
Participation in class discussions and activities is encouraged and expected. Students should
refer to the Institutional Student Evaluation Policy (Section IV-C) regarding attendance.

INTENSIVE COURSE CONFLICTS

If a student is attending an intensive course, the student must inform the teacher in
writing, within the first two (2) weeks of class, of the specific dates of any anticipated
absences.      

POLICY ON RELIGIOUS OBSERVANCES

Students observing religious holidays must inform their teachers, in writing, as prescribed in the
ISEP Policy on Religious Observances, no later than the end of the second week of the impacted
semester or term so that alternative arrangements convenient to both the student and the
teacher can be made at the earliest opportunity. This applies both to the semester or term, as
well as to any final examination period. (ISEP Section IV-D).

WOMEN’S/GENDER STUDIES CERTIFICATE: 

This course is offered as part of Women's/Gender Studies and can be used for credit
towards a certificate to be rewarded at the end of your studies. 
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More about this special area of study: Dawson students in any year or program may take
Women’s /Gender Studies courses as core, program, option or complementary choices, as
available. Upon completion of five Women’s/Gender Studies courses, students will be
awarded certificates attesting to their studies in the field.  Students may also be required
to participate in Women’s/Gender Studies events, screenings and lectures being offered
by the Dawson community. Students working towards certificates in Women’s/Gender
Studies will have the opportunity in each course offered under this rubric to produce at
least one significant assignment directly addressing feminist, women’s, queer, or gender
issues. If you are interested in enrolling please see me to officially sign-up. Students can
enrol at any time at this link: 
http://www.dawsoncollege.qc.ca/womens-gender-studies/be-a-part-of-it/
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Tentative Schedule W22 Sect. 18 Mon 1-2:30/Th.10-11:30-4pm 4P.25 (Readings on Moodle)

Week 1 01/19 Intro : Class organization / Time line 01/23 Sparta

Peter Brand, Athens & Sparta. 2019,
https://www.academia.edu/35160865/Athens_and_Sparta_Democra
cy_vs._Dictatorship, pp. 1-16.
Wk 2 01/26 Sparta 01/30 Sparta/Athens
Peter Brand, Athens & Sparta… …,2019, Elaine Fantham, et al.  “Spartan Women : Women in a Warrior
https://www.academia.edu/35160865/Athens_and_Sparta_Democracy_vs. Society.” Women in the Classical World : Image and Text. Oxford
_Dictatorship, pp. 1-16. University Press, 1994, pp. 56-67. 
Myke Cole, “The Sparta Fetish Is a Cultural Cancer” Peter Brand, Athens & Sparta…,2019, pp. 16-36;
https://newrepublic.com/article/154563/sparta-myth-rise-fascism-
trumpism, Aug. 1, 2019, 16 p.
Wk 3 02/02 Athens Learning Learning Skills Assignment (2.5%) 02/06 Persian/Peloponnesian Wars/Hellenistic World
McKay et al., Understanding Western Society: A History, Kagan, et al. The Western Heritage: Combined Brief Edition(3rd
Bedford/St.Martin's, 2015, pp.69-85. Edition), 2001, pp. 53-59.

Wk 4 02/09 Rome : The Republic 02/13 Roman People & Society

“The Roman Republic”, Khan Academy Learning Skills Assignment on Kagan (2.5%)
https://www.khanacademy.org/humanities/world-history/ancient- Kagan, The Western Heritage: Combined Brief
medieval/roman-empire/a/roman-republic (accessed Aug. 2021)
Edition(3rd Edition), 2001, pp.61-73;

Wk 5 02/16 Roman People & Society 02/20 Principate // The Roman World
Ingrid de Haas, World History for Us All (2017) link in moodle; “Roman Army.” www.knowtheromans.com/roman-army/. 10 p. (acc.
Elaine Fantham, et al.  “Women in the Roman World” Women in the May 2021); Garland, Robert. "Challenging Life of a Roman Soldier"
Classical World : Image and Text. Oxford University Press, 1994, 207-215.
From The Lecture Series: The Other Side of History: Daily Life In The
Ancient World. https://www.thegreatcoursesdaily.com/challenging-
life-of-a-roman-soldier/. December 31,2020.  
Wk 6 02/23 Late Antiquity 02/27 Late Antiquity/ Middle Ages
8 Reasons why Rome fell (link in Moodle) D. Sherman & J. Salisbury, The West in the World: A History of
B. Ward-Perkins, “The End of the Roman Empire”, History Today, 55, 6, June Western Civilization, McGraw Hill, 2014, pp. 154-161. Print.
2005, pp. 12-16. .
Wk 7 03/02 Carolingians 03/06 Carolingians
Spielvogel, Jackson J. Western Civilization: Comprehensive Volume. Girod, Gary. “Carolingian Women: The Other Half of the
Belmont, CA: Thomson/Wadsworth, 2003, pp.210-217. Print Empire.” Episode. 61, Oct. 22, 2021
https://www.thefrenchhistorypodcast.com/podcast/61-
carolingian-women-the-other-half-of-the-empire/
Wk 8 03/09 Test 1 (20%) 03/14 Study Break

03/16 Study Break 03/20 Vikings (Norse)

Read the mandatory texts for the workshop (Moodle)
Wk 9 03/23 Vikings (Norse) 03/27 Workshop on the Vikings (Norse)
Read the mandatory texts for the workshop (Moodle)
Wk 10 03/30 End Middle Ages 04/03 End Middle Ages/ Renaissance
Workshop is due 10% // Presentation in Miro “The Renaissance.”
https://courses.lumenlearning.com/boundless-worldhistory/c
hapter/the-renaissance/
Wk 11 04/06 Rise of the Atlantic World & Modern Era 04/13 American/French/ Haitian Revolution
Society and Culture. Hidden Killers. The Tudor Home. Hunt, L. et al., " The Cataclysm of Revolution". The Making
Directed by Suzanne Phillips, performance by Suzannah Lipscomb. of the West: Peoples and Cultures, Bedford/St.Martin's, 2019,
BBC, 2015. https://www.bbc.co.uk/programmes/b050d700 647- 670.
Wk 12 04/17 Industrial Rev. Essay is due 15% 04/20 Industrial Rev./ Slavery in the Americas (19 th
Easton, Mark et al., “The Industrial Revolution” Oxford Big Ideas c. )
Geography/History 9 Australian Curriculum, Oxford UP, 2013:269- Easton, Mark et al., “The Industrial Revolution” Oxford Big
313. Instructions for World Wars Project Ideas Geography/History 9 Australian Curriculum, Oxford UP,
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2013:269-313.

Wk 13 04/24 Imperialism & Wars 04/27 WWI & WWII

William Mulligan, “The Origins of WWI”, History Review, R. Evans, “The Coming of the Third Reich” History Review,
Mar 2011: 12-17. Dec. 2004: 12-17. “Hitler’s Dictatorship”, History Review,
March 2005: 20-25. (World Wars Project is due 15%)
Wk 14 05/01 WWI & WWII 05/04 The Cold War and after
Levack, Brian P., et al. The West: Encounters &
Transformations. Pearson, 2017: 861; 864-883.
Wk 15 05/08 Students’ Presentation of their project (Miro) 05/11 Final test (20%)
final lecture