Course Syllabus – Fall 2008
Course Number and Title:
		Name: Charlie Hukill Dr. Robert Pace
		Contact Information: Contact Information: Office: Ryan SW 100C Office: M205 Phone: 793-3839 Phone: 793-3865 Email: chukill@mcm.edu Email: rpace@mcm.edu
		Office Hours: Office Hours: Mondays: 9-11 a.m., 2:30-4:30 p.m. Mondays: 2:30-3:30 Tuesday: 9-9:30 a.m., 1:30-3:30 p.m. Tuesdays: 10:00-12:00, 1:30-3:30 Wednesdays: 9-11 a.m., 2:30-3:30 p.m. Wednesdays: 2:30-3:30 Thursdays: 9-9:30 a.m., 1:30-3:30 p.m. Thursdays: 10:00-12:00 Fridays: 9-11 a.m. OR BY APPOINTMENT
Course Overview		Catalog Description: The course examines the interaction between individuals, groups and societies in the forming of individuals and cultures, with emphasis on the ancient roots and present-day encounters of contemporary societies in the world community.
		Course Overview: This is a study of past and present cultures, emphasizing their unities and differences in a multi-cultural perspective. It is an interdisciplinary, team-taught course using a comparative approach and original (primary) sources. The central focus is on the question of how individuals and societies have defined their identity and how, given that identity, they have encountered and dealt with other societies holding different (and often clashing) values. While any number of social groupings might be chosen for examination, the course this semester will look at the following cultures and their responses to outside challenges: the Western civilization as an assimilation of Judeo-Christian and Greco-Roman cultures; Islam as an assimilation of Judeo-Christian ideas with a Middle Eastern cultural identity; the Aztecs of Mexico and the impact of Spain; and Japan’s origins and response to the West. While some of these interchanges may have all taken place in the past, they all have obvious contemporary relevance for Americans living in a multi-cultural world and having to deal with it.
		Pre-requisites: None
Course Objectives/Student Learning Outcomes: □ Students will understand the interpretations of varying world cultures of common issues through study of primary sources documents of those cultures. □ Students will be able to explain how selected world cultures have defined what it means to be an individual human as well as being part of a larger group. □ By examining the clash of different cultures, students will be able to evaluate their comparative virtues and shortcomings. To achieve these three major outcomes, the student will: □ Study the historical and intellectual foundations of several cultures that have affected and continue to affect our own Western culture. □ Examine analytically different value structures and their application in society. □ Investigate the ways in which art, literature, music, and urban life express cultural values. □ Explore how religion fits within a culture and connects with the mysteries of life: birth, death, interpersonal relationships, etc. □ Think critically about contacts and conflicts between different cultures of various periods. □ Examine distinctive characteristics of what it means to be human (a person) and how humans relate to each other.
	Required Course Materials: Meridians: Sources in World History The Bible
	Optional or Recommended Course Materials:
	AEC and Other Educational Support Resources:
Course Policies:
	Attendance: Attendance is required. An excess of three unexcused absences will result in grade reduction.
	Grade Determination: 1. Both for discussion purposes and with regard to exam preparation, you should consider the following general issues when reading the texts: a. What are the essential questions raised for human beings in the text (life, death, immortality, ethics)? What does it mean to be a person in the context of the work? Is individual behavior more rational or irrational? What are the respective roles of men and women? b. How is one to understand the cosmos, the world in the text? What is the understanding of the supernatural and the relationship of such a concept to human existence? How omnipotent is the supernatural? What is the nature of good and evil? c. To what extent does the text depict the nature of community and social relationships? What is suggested about inter-community interaction? How are outsiders or enemies determined and treated? What can be inferred about values concerning war and expansion? 2. There will be three in-class unit examinations which will require multiple choice, short answer, and essay responses. 3. Attendance is required. An excess of three unexcused absences will result in grade reduction. 4. Participation and discussion will be expected, both in the lecture and seminar portions of this course. 5. There will be quizzes given in discussion sections over the assigned reading material. 15% for each unit exam for a total of 45% 20% for discussion participation in Seminar 25% Reading Quizzes 10% Attendance (NOTE: More than 3 unexcused absences will result in 0%)
	Make-up Work: Make-up work will be accepted in the case of conflicts due to university related absences (athletic events, departmental field trips, etc.) and absences related to illness. If you have been ill, it will be necessary to obtain documentation from the office of the Dean of Students to validate the absence.
	+/- Grade System: 94-100=A; 90-93=A-; 88-89=B+; 84-87=B; 80-83=B-; 78-79=C+; 74-77=C; 70-73=C-; 68-69=D+; 64-67=D; 60-63=D-; below 60=F
	Academic Dishonesty: You are expected to do original work. Plagiarism of any kind will not be tolerated and will result in an F for the particular assignment in question and possible expulsion from the class.
	Special Needs: McMurry University abides by Section 504 of the Rehabilitation Act of 1973, which stipulates that no otherwise qualified student shall be denied the benefits of an education “solely by reason of a handicap”. If you have a documented disability that may impact your performance in this class and for which you may be requesting accommodation, you must be registered with and provide documentation of your disability to the Disability Services Office, located in Old Main Room 102. Arrangements will be made for students needing special accommodations.
Major Projects, Required Activities, and Assignments:
	In addition to the Unit Examinations, you will be asked to write in-class responses during discussion sessions to the assigned readings based on discussion questions following each reading. These questions will be randomly selected at the beginning of the discussion session. Each discussion question following the readings will be covered during the discussion session and you should be prepared to respond when called on in class.

Tentative Course Schedule:

Course Number and Title CORE 2300 Persons and Communities

Instructor Names: Dr. Robert Pace, Mr. Charlie Hukill

Fall 2007

UNIT I: LEGACY OF THE FERTILE CRESCENT

Aug. 25-Course introduction

27-The Barbarian West

29-Discussion: Pp. 1-21

Sept. 1-Foundations of the West: Mesopotamia

3-Foundations of the West: Judeo-Christianity

5-Foundations of the West: Judeo-Christianity

8-Discussion: Pp. 22-25; The Bible, Genesis: Ch.12: 1-5, Ch.15, Ch.16, Ch. 21: 1-21, Ch. 22:

1-18;

10-Foundations of the West: Greco-Roman

12-Foundations of the West: Greco-Roman

15-Discussion: Pp. 26-43

17- Introduction to Islam

19-The Koran: the word of Allah

22-Discussion: Pp. 44-64

24-The spread of Islam

26-Islamic society and culture

29-Muslims: Terrorists or Sufis? The Roots of 9/11

Oct. 1-Discussion: Pp. 65-88; review for Unit I Exam

3-Unit I Exam

UNIT II: CORTES AND MONTEZUMA

6-Precolumbian civilizations in the Americas

8-Aztec civilization

10-Discussion: Lecture material

13-Catholicism, Islam, and Judaism in Spain

15-Return of the Plumed Serpent/Conquest of Tenochtitlan

17-Discussion: Pp. 89-128

20-From Aztecs to Mexicans

22-Mexico since Cortes

24-HOMECOMING: No Discussion Sections!!!

27-Discussion: Pp. 129-152

29- Contemporary Issues

31-Unit II Exam

UNIT III: THE SWORD AND THE CHRYSANTHEMUM

Nov. 3-Electronic Tribe

5-Origins of Japan: Shinto

7-Buddhism in Japan

10-Discussion: Pp. 150-164 and 182-184

12-Japanese Aesthetics

14-Buddhism, Confucianism, Taoism, and Shinto

17-Discussion: Pp. 165-181

19-Courtesans, Samurai, and the Barbarians

21-Transformation of Japan

24-Discussion: Pp. 185-206

26-28-THANKSGIVING HOLIDAY!!!

Dec. 1-Japan in WW II

3-Modern Japan

5-Discussion: Pp. 207-227

8-FINAL EXAMS (10:30)

Course Objectives/Student Learning Outcomes

and their Linkage to

Program and University Goals and Outcomes.

Course Number and Title:

HIST 2300 Persons and Communities

McMurry Curricular Goals and Standards for this General Education category.	Desired Student Learning Outcomes for this course	Linked to which departmental program goal(s)	Linked to which institutional goal(s)?	Types of evidence that might be used to demonstrate student achievement of objectives & goals
Critically evaluate global, regional, and/or trans-boundary issues.	Students will understand the interpretations of varying world cultures of common issues through study of primary sources documents of those cultures.	Possess general knowledge of American and World History, with emphasis on skills for historical research and interpretation. Possess requisite knowledge and skills to teach history at the elementary and secondary levels, or possess requisite knowledge and skills to begin work in post-secondary levels education or related fields.	3, 6, 7, & 8	Students will take a test at the start of the semester, repeated at the end, comprising questions covering this category. 100% of students who pass the course will show improvement, demonstrating increased knowledge of the major world cultural traditions and establishing a benchmark for comparison and improvement in future offerings of the course.
Recognize the evolution and/or role of varying world views in the construction of identity and the individual’s place in the global community.	Students will be able to explain how selected world cultures have defined what it means to be an individual human as well as being part of a larger group.	Possess general knowledge of American and World History, with emphasis on skills for historical research and interpretation. Possess requisite knowledge and skills to teach history at the elementary and secondary levels, or possess requisite knowledge and skills to begin work in post-secondary levels education or related fields.	3, 6, 7, & 8	Students will take a test at the start of the semester, repeated at the end, comprising questions covering this category. 100% of students who pass the course will show improvement, demonstrating increased knowledge of the major world cultural traditions and establishing a benchmark for comparison and improvement in future offerings of the course.
Critically evaluate the development, advances, and the limitations of varied world cultures.	By examining the clash of different cultures, students will be able to evaluate their comparative virtues and shortcomings.	Possess general knowledge of American and World History, with emphasis on skills for historical research and interpretation. Possess requisite knowledge and skills to teach history at the elementary and secondary levels, or possess requisite knowledge and skills to begin work in post-secondary levels education or related fields.	3, 6, 7, & 8	Students will take a test at the start of the semester, repeated at the end, comprising questions covering this category. 100% of students who pass the course will show improvement, demonstrating increased knowledge of the major world cultural traditions and establishing a benchmark for comparison and improvement in future offerings of the course.

McMURRY UNIVERSITY INSTITUTIONAL GOALS

Education (aligned with Core Values 1 & 3)

1. Students acquire an education shaped by Christian values.

2. Students are equipped for successful careers and post-graduate education.

3. Students acquire an enthusiasm for lifelong learning through expanded intellectual and cultural experiences.

Development (aligned with Core Values 1, 2, 3, & 5)

4. Students, in a community where leadership is cultivated, acquire a solid basis for future lives of leadership.

5. Students, in a community that demonstrates a commitment to service, acquire a solid basis for future lives of service.

6. In a community where spiritual, emotional, moral, intellectual, and physical qualities are nurtured, students will grow as whole persons. 

7. Students acquire a sense of personal integrity, moral and spiritual identity, and an informed appreciation for the perspectives of others while in a community where these qualities are modeled.

Excellence (aligned with Core Value 4)

8. The institution will engage in an ongoing pursuit of excellence in curricula, programs, and policies.

9. All members of the campus community will engage in the ongoing pursuit of excellence in job performance, achievement, and character.

10. The institution will provide the necessary physical, financial, and personnel resources to engage in the ongoing pursuit of excellence.

McMurry University's Core Values (as referenced above)

1. Christian Faith as the foundation of life,
2. Personal Relationships as the catalyst for life,
3. Learning as the journey of life,
4. Excellence as the goal of life, and
5. Service as the measure of life.