History of Civilization Fall 2017 Syllabus

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HURRICANE IRMA REVISED SYLLABUS 9.21.17History of
Civilization I—FALL 2017—3 Credits
WOH 2012 (17844) WF 11:00-11:50 AM NU113
Instruct.Eric J. Hanne, Assoc. Prof of History
Graduate Student Teaching Assistants:Office: AL 152 Phone:
297-3847
Mr. Hunter Altschul ([email protected]) Mr. Colton Babbit
E-Mail: [email protected]
([email protected]) Ms. Nayida Ocasio ([email protected]) Ms.
Vanessa Ramsey
([email protected]) Mr. Brad Salzman
([email protected])Hanne’s Office Hrs: W & F 3:30-5:00 p.m.
T.A. Office: AH 2019 Phone:TBA T.A. Office Hours: TBA
COURSE GOALS AND OUTCOMES:
Students taking this course will be introduced not only to the
history of a variety of world civilizations dating from the
earliest known societies up until the rise of Europe in the
sixteenth century, but to the nature of our understanding of said
civilizations. The main themes running throughout the lectures
will be Cultural Syncretism—the borrowing over time and space
between various civilizations and cultures—and Humanity’s
Relationship with “the Divine,”—the ways in which humans
often have expressed their understanding of the universe around
them and their roles in it. Lectures are on Wednesdays and
Fridays; the topics for each are found in the attached schedule
of class meetings. MondayDiscussion Sections will be led by
the Graduate Student Teaching Assistants who have been

trained to facilitate discussions of the readings, organize
activities related to the topics covered, and work with students
on research, writing, and revision. Students successfully
completing this course will have: 1) gained a better
understanding of the nature and progress of civilizations and
cultures over the millennia; 2) learned more about the
“historian’s task” regarding historical inquiry, research, and
writing; 3) and honed their research and writing skills through
completing a series of small projects, culminating in the
production of an original piece of historical research.
COURSE REQUIREMENTS:
This course is a Writing Across the Curriculum (W.A.C.)
course, and each student will be required to produce 6000 words
of written work. The goal of these assignments is to give
students the opportunity to work on their writing skills and
improve their critical thinking and critical writing abilities. To
achieve this goal, students will produce a research paper
throughout the term. See the end of the syllabus for a complete
breakdown of the project. There will be three non-cumulative
exams at set points throughout the term. The last exam will be
administered during Finals week (i.e. December 13 10:30-1:00
PM). Finally, students will be graded on their attendance,
activities, and participation in their Discussion sections. To
receive W.A.C. credit for this course, students must achieve a
grade of “C” or better. Assignments, due dates, and percentages
of final grade are as follows:
ITEMDUEPERCENT OF GRADE
Document Analysis Paper 1
Monday, September 18
5% NEW DATE
Document Analysis Paper 2
Monday, October 2

5% NEW DATE
Exam I
Wednesday, October 4
10% NEW DATE
Secondary Analysis Paper
Monday, October 9
5%
Introduction
Monday, October 23
5%
Exam II
Wednesday, November 1
10% NEW DATE
First Draft
Monday, October 30
20%
Final Draft

Monday, November 27
20%
Exam III
Wednesday, December 13
10%
Discussion Section
Throughout term
10%
TOTAL 100%COURSE GUIDELINES
Grading Scale:
100-93 = A; 92-90 = A-; 88-89 = B+; 83-87 = B; 82-80 = B-;
79-78 = C+; 73-77 = C; 72-70 = C-; 68-68 = D+; 63-67 = D;

62-60 = D-; 59-0 = F
Attendance: Attendance at lectures is mandatory and essential.
Although we do not have assigned seating for lectures please
note that a) the vast majority of the exam questions will
originate from the lectures, which do not come straight from the
text, b) missing lectures also means missing important
announcements, and c) Instructor and GSTAs will not provide
notes or Power Point presentations to students. The Power
Point presentations are only available on the Blackboard site the
day they are addressed in lecture. Attendance in Discussion
sections is also mandatory— attendance for sections willbe
taken. Absences due to medical/family emergencies require
documentation and will be approved on a case-by-case basis.
FAU POLICIES AND PROCEDURES (SAS, ACADEMIC
INTEGRITY):
SAS policy:In compliance with the Americans with Disabilities
Act Amendments Act (ADAAA), students who require
reasonable accommodations due to a disability to properly
execute coursework must register with Student Accessibility
Services (SAS)—in Boca Raton, SU 133 (561-297-3880); in
Davie, LA 203 (954-236-1222); or in Jupiter, SR 110 (561-799-
8585) —and follow all SAS procedures. For more information,
go to http://fau.edu/sas/Code of Academic Integrity:Students at
Florida Atlantic University are expected to maintain the highest
ethical standards. Academic dishonesty is considered a serious
breach of these ethical standards, because it interferes with the
University mission to provide a high quality education in which
no student enjoys an unfair advantage over any other. Academic
dishonesty is also destructive of the University community,

which is grounded in a system of mutual trust and places high
value on personal integrity and individual responsibility. Harsh
penalties are associated with academic dishonesty. For more
information, see the Code of Academic Integrity in the
University Regulations:
http://www.fau.edu/regulations/chapter4/4.001_Code_of_Acade
mic_Integrity.pdf
RELATED TO ACADEMIC INTEGRITY:
The instructor asserts his right to the intellectual property of the
lectures, the content of which may not be sold, disseminated, or
otherwise distributed without his consent.
Conduct in Lecture: Students are required to arrive on time and
prepared for lectures. Latecomers are instructed to enter from
the rearof the lecture hall in an unobtrusive manner. Make sure
Pagers (do people still use these? Hello? The 80s are
calling),Cellular Phones, etc. are turned off during lecture as
they will distract others. This last rule is in accordance with
FAU policy concerning electronic devices in class. Those who
create a disturbance in class will be ordered to leave. As this is
an unusually large course (~200 students), let us work together.
Taping Lectures: Taping lectures is allowed as long as the
student obtains permission from the instructor first. Use of a
taped lecture is restricted to the student who taped it. Use of
taped lectures/other materials from the class for profit is a
breach of ethical standards and is treated as a form of academic
dishonesty (see above). Attendance is required as well,
regardless of whether or not one is taping the lecture.
Make-Up Exams: Dates for the exams are located on the
syllabus. For unforeseen emergencies, it is the student’s
responsibility to contact the instructor as soon as possible to re-
schedule the exam. Documentation of said emergency is
required. Students failing to do so will forfeit their right to
make up an exam. Make-up exams will take the form of
Identification and Essay question exams for the materials

covered.
Late Papers: Due dates for the paper assignments are located in
the syllabus. Late papers will not be accepted. In the case of
medical/family emergencies, proper documentation is required
in order for the paper to be accepted for grading.
Computer/Printing problems are not emergencies. (By the way,
other invalid excuses include: Rickets*, Scurvy*, losing that
loving feeling, attendance at the “Red Wedding,” Zombie
apocalypse, failure to SWERLK, UFO abduction, out-of-body
experiences, circuit parties that just won’t quit, having been to
Paradise, but never to yourself, the doldrums, ennui, too much
time spent searching for that artisanal bespoke grilled cheese,
incapacitating Hipsterism, not giving a frog’s fat butt, failure to
remain “on fleek,” or exhaustion from living life in the fast
lane.) *unless you can provide JAMA-based case study of self.
How to Succeed in Lecture: Some Tips on Taking Notes
http://www.dartmouth.edu/~acskills/success/notes.html
Online Writing Guide:
Reading, Writing, and Researching for History: A Guide for
College Students
https://courses.bowdoin.edu/writing-guides/
COURSE MATERIALS: (REQUIRED)
Textbook: Spodek, Howard. The World’s History Volume I
Fifth Edition ISBN 9781323339039 (Spodek)
Research Materials: Materials from JSTOR
(http://www.fau.edu/library/ecollect/dbj.php), Google Scholar
(www.scholar.google.com) may be used to search for Secondary

Sources. For Primary Sources, consult MyHistoryLab and the
Internet History Sourcebook
(http://www.fordham.edu/Halsall/index.asp) and use in
consultation with the instructor and the GSTAs.
Online Materials:
URLs in Syllabus.
Intellectual Foundations Program Statement of Goals and
Assessment Methods
IFP Course Goals:Students completing any IFP course will gain
the following: The ability to think critically; the ability to
communicate effectively; an appreciation for how knowledge is
discovered, challenged, and transformed as it advances; and an
understanding of ethics and ethical behavior. This section of
WOH 2012 addresses these goals in the lecture and reading
content and in the writing assignments that each student must
complete. An assessment of each student’s outcome is made
throughout the term in the form of period exams and individual
grades for each writing assignment.
IFP Global Citizenship course goals:Students completing the
Global Citizenship requirement will demonstrate an
understanding of: Different individual, cultural, and national
identities; the economic, political, environmental, and/or social
processes that influence human action/interaction. This section
of WOH 2012 addresses these goals in the lecture and reading
content and in the writing assignments that each student must
complete. An assessment of each student’s outcome is made
throughout the term in the form of period exams and individual
grades for each writing assignment.
SCHEDULE OF CLASS MEETINGS
Monday, August 21:
Discussion Section—Introduction of GSTAs, Course
Wednesday, August 23:

Topic: Introduction of Course, Procedures, Writing History
Friday, August 25:
Topic: Footprints: From Pre-History to History
Readings: Spodek, Introduction, Chapter 1, “The Dry Bones
Speak”
Monday, August 28:
Discussion Section—Engaging the Sources
Wednesday, August 30:
Topic: Reason vs. Revelation: Who “wins”?
Readings “The Scopes Monkey Trial”
http://www.law.umkc.edu/faculty/projects/ftrials/scopes/scopes.
htm
Friday, September 1:
Topic: From Islands to Civilizations

Readings: Spodek, Chapter 2, “From Village Community to
City-State”
Monday, September 4:
LABOR DAY HOLIDAY—NO CLASSSES
Wednesday September 6 --
HURRICANE IRMA—FAU CLOSED
Friday September 15
Discussion Section—First DAP DUE in Section NEW DATE
Wednesday, September 20:
Topic: It’s a Mesopotamian World
Readings: Spodek, Chapter 2, “From Village Community to
City-State”
Topic: “Way down upon the ________ River”
Readings: Spodek, Chapter 3, “River Valley Civilizations: The
Nile and the
Indus”
Discussion Section: First DAP Returned in Section

WATER=LIFE MAKEUP LECTURE POSTED TO CANVAS
Wednesday, September 27:
Topic: Beyond the Pale
Readings: Spodek, Chapter 4, “A Polycentric World: Cities and
States in
East Asia, the Americas, and West Africa”
Topic: Beyond the Pale continued
Readings: Spodek, Chapter 4, “A Polycentric World: Cities and
States in
East Asia, the Americas, and West Africa
Monday, October 2:
Discussion Section—Second DAP Due in Section
Wednesday, October 4:
EXAM I (Blue Scantron, NU 113)
Friday, October 6:
Topic: “If I ruled the world”

Readings: Spodek: Chapter 5, “Dawn of Empires: Empire
Building in
North Africa West Asia, and the Mediterranean”
Monday, October 9:
Discussion Section— SAP Due in Section
Second DAP Returned in Section
Topic: “It’s all Greek (or Persian, or ?!?) to me!”
Readings: Spodek, Chapter 5, “Dawn of Empires: Empire
Building in North
Africa, West Asia, and the Mediterranean”
Friday, October 13:
Topic: “All roads lead to . . .”
Readings: Spodek, Chapter 6, “Rome and the Barbarians: The
Rise and
Dismemberment of Empire”
Monday, October 16:
Discussion Section—SAP Returned in Section

Topic: “What goes up . . . “
Readings: Spodek, Chapter 6, “Rome and the Barbarians: The
Rise and
Dismemberment of Empire”
Friday, October 20:
Topic: China, a world unto itself.
Readings: Spodek, Chapter 7, “China: Fracture and Unification:
The Qin,
Han, Sui, and Tang Dynasties”
Monday, October 23:
Discussion Section--INTRODUCTION Due in Section
A SOLDIER AND A PHILOSOPHER WALK INTO A BAR
MAKE UP LECTURE
POSTED TO CANVAS
Topic: Empires for everyone!
Readings: Spodek, Chapter 8, “Indian Empires: Cultural
Cohesion in a
Divided Subcontinent”
Friday, October 27:

Topic: Define the Universe and Give Two example
Readings: Spodek, Chapter 9, “Hinduism and Buddhism: The
Sacred
Subcontinent: The Spread of Religion in India and Beyond”
Monday, October 30:
Discussion Section—FIRST DRAFT Due in Section—
INTRODUCTION
Returned
Wednesday, November 1:
EXAM II (Blue Scantron, NU 113)
Friday, November 3:
Topic: “We believe in one . . .” Monotheisms
Readings: Spodek, Chapter 10, “Judaism and Chrisitanity:
Peoples of the
Bible God’s Evolution in West Asia and Europe”
Monday, November 6:
Discussion Section—Peer Review of First Draft in Section
Topic: Recite! The Completion of the Message

Readings: Spodek, Chapter 11, “Islam: Submission to Allah
Muslim
Civilization Bridges the World”
Friday, November 10:
Veteran’s Day Observed—NO CLASSES
Monday, November 13:
Discussion Section—FIRST DRAFT RETURNED IN SECTION
Topic: Muslim Empire (?)
Readings: Spodek, Chapter 11, “Islam: Submission to Allah
Muslim
Civilization Bridges the World”
Friday, November 17:
Topic: The Rise of Europe
Readings: Spodek, review pertinent sections
Discussion Section—Global Revision
Topic: Europe in its Adolescence

Friday, November 24
THANKSGIVING BREAK—NO CLASSES
Discussion Section:
FINAL DRAFT Due in Section
Topic: “So many heretics, so little time . . .”
Friday, December 1:
Topic: “Ashes, ashes, we all fall down!”
Readings: Spodek, Chapter 12, “The Opening of the Atlantic
and the

Pacific Economic Growth, Religion and Renaissance, Global
Connections
Monday, December 4:
MAKE UP Discussion Section—REVIEW
Wednesday, December 6:
MAKE UP LECTURE Topic: The Phoenix from the Ashes: The
Renaissance
Readings: Spodek, Chapter 12, “The Opening of the Atlantic
and the
Pacific Economic Grown, Religion and Renaissance, Global
Connections”
Wednesday, December 13
EXAM 3 (Final) 10:30-1:00 p.m. (NU 113)—FINAL DRAFT
RETURNED
Paper Writing Process/Assignments
Writing Across the Curriculum (W.A.C.) Statement: This
writing intensive course serves as one of two "Gordon Rule"
classes at the 2000-4000 level that must be taken after
completing ENC 1101 and 1102 or their equivalents. You must
achieve a grade of "C" (not C-minus) or better to receive
credit. Furthermore, this class meets the University-wide
Writing Across the Curriculum (WAC) criteria, which expect
you to improve your writing over the course of the term. The
University’s WAC program promotes the teaching of writing

across all levels and all disciplines. Writing-to-learn activities
have proven effective in developing critical thinking skills,
learning discipline-specific content, and understanding and
building competence in the modes of inquiry and writing for
various disciplines and professions. If this class is selected to
participate in the university-wide WAC assessment program,
you will be required to access the online assessment server,
complete the consent form and survey, and submit electronically
a first and final draft of a near-end-of-term-paper.
GENERAL PAPER GUIDELINES
The following guidelines are applicable for all writing
assignments. Failure to comply with these guidelines will result
in grade penalties above and beyond the normal grading
procedures.
1. PLACE YOUR TA’S NAME ON THE FIRST PAGE.
INCLUDE FINAL WORD COUNT FOR MAIN BODY OF
TEXT. PLACE YOUR NAME ON THE BACK OF THE LAST
PAGE.
2. Papers must be typed (i.e., word-processed), double-spaced
on 8 ½ x 11" paper.
3. A 1" border (no more, no less) for the top, bottom, right,
and left margins.
4. Typeface shall be no larger than 12 point. Fonts should be
either Times New Roman or New Century Schoolbook.
5. Paper length is measured by the number of words in the
main body of the text--not footnotes/endnotes as well.
6. In writing their papers, students must use the Chicago
Manual of Style method for Citations, Bibliographies, as well as
other matters.
7. Plagiarism will be dealt with severely following the FAU
guidelines for dealing with Academic Integrity. (Consult your
UG Catalogue/syllabus for the procedures). Use these as your
guidelines and let it be known now that we have unfortunately
had to deal with this is the past—an unpleasant but necessary
duty that we take quite seriously.

RESEARCH PAPER—“Putting it together . . .”
A Few Words Before We Begin . . .
Many believe that we study history by interpreting the past in
order to understand the present in preparation for confronting
the future. Is it a simple task of remembering names and dates
only to pass them on to the next generation? In a word—no. In
two words—Hell no! Students in this course will be introduced
to the nature of historical inquiry to aid them in attempting a bit
of it on their own. As one of the more important aspects of
“history” is the writing of it, the instructor and the graduate
student teaching assistants will assist students each step of the
way. Near the end of the term, you will turn in the final draft
of your research paper; this version, however, will be the
culmination of a series of writing assignments geared to train
the student in critical reading, critical thinking, critical writing,
and, of equal importance, revision of writing. Do not focus
solely on the end result of the project (i.e., “the final
version”)—think, rather, of the journey toward this goal. In
other words, think about the answer to the age-old question,
“How does one eat an elephant?”
Answer: One forkful at a time.
As the old scholarly adage goes “There are three kinds of
history: What actually happened; what we are told happened;
and what we come to believe happened.” Unless we each have a
time machine and the ability to read minds, we will never know
exactly what happened at any given time in the past or why it
happened. We historians depend on primary and secondary
sources to help decipher what happened in the past, when it
occurred, who was involved, where it took place, how an event
“played itself out,” and—of course—the most interesting and
elusive of questions—why something happened. The primary

and secondary sources go a long way in helping us in these
endeavors, but like any good detective will tell you, we need to
know what to look for, and how to interpret what we find
correctly.
Now, to the topics . . .
THEMES FOR RESEARCH PROJECTS (Choose ONE from the
list below)
Theme I:
“It’s the Law!”: Ancient and Medieval Legal SystemsAlmost
from the rise of civilization, humans have sought to control
society through some form of a legal system. The foundations
for these legal systems have varied from era to era and region to
region. Who created the laws? How did they enforce them?
Were legal systems organic in that they changed with the times,
or were they “written in stone” for all time? Your task is to
research the answers to these questions, looking at anywhere
from two to three different cultures/civilizations/belief systems.
From that initial research, come up with a thesis that analyzes
the larger themes inherent in the answers found.
Theme II:
“Missing from history?”: Women in the Ancient and Medieval
WorldSome modern scholars argue that the history of the
ancient and medieval world is only half-written as half the
population has often been ignored or “written out” of history.
Over the last few generations, much has been done to correct
this gap in our collective knowledge of the past; women clearly
played essential roles throughout ancient and medieval
societies. Your task is to research what roles women played
and how their presence was conceptualized and addressed in
anywhere from two to three different cultures/civilizations and
to determine the scope of these roles and the ways in which
women of all ages were portrayed and/or portrayed themselves.
From this research, devise a thesis that will address your
findings and better explain the “missing half” of our past.

Theme III:
“War…what is it good for?”: Ancient and Medieval Military
History
War is defined as many things—the failure of politics; the
opposite of peace; a necessary evil. Over the years,
civilizations have approached the nature of warfare, its main
participants (the armies), and the role of the Divine in the
process in different ways. Your task is to research how war is
defined and/or talked about in anywhere from two to three
different culture/civilizations and to determine whether there is
a “universal understanding” of what it is “to fight” and how this
process is realized. From this research, devise a thesis that will
address your findings and help answer the age-old questions
regarding this most human of practices.
Theme IV:
“It’s good to be the king.”: Rulership in the Ancient and
Medieval World“Who should rule?” is a key question asked
throughout the ancient and medieval world in every culture and
civilization. Does might make right? Is the ruler divinely
ordained or inspired? These are just a few of the issues rulers,
philosophers, scholars, and the masses debated, sometimes in
words, and sometimes at the point of sword. Your task is to
study how rule was conceived and manifested in anywhere from
two to three different cultures/civilizations and to ascertain the
foundation for later developments in political thought and
action. From this research, devise a thesis that will address
your findings and help us better understand why “uneasy is the
head that wears the crown.”
Theme V:
“We’re No. 1!!”: The “Other” in the Ancient and Medieval
World
The concept of the “other” is as old as humanity itself; the way
in which many defined themselves was often in distinction to
others around them (e.g., animals, kinship groups/non-kin,
foreigners, “barbarians”, etc.) Over the centuries and in myriad
cultures/civilizations, the “other” has been the object of

curiosity, derision, fear, and even admiration. Your task is to
research how the “other” was depicted/discussed in two to three
different cultures and to determine the ways in which this
depiction/discussion influenced how given cultures viewed
themselves and those around them. From this research, devise a
thesis that will address your findings and attempt to tackle this
most basic of human psychological traits.
Theme VI:
“First, do no harm!”: Medicine in the Ancient and Medieval
World
With all the obstacles we have faced over the millennia, it is
amazing we have lasted this long as a species. One factor that
has aided humanity over the eons has been the development of
medical techniques and care. Each civilization/culture has had
a different approach to the practice of medicine with varying
results. Your task is to research at least two but no more than
three cultures/civilizations/belief systems in terms of how they
have treated their ill and infirm. What methods were used?
What is the nature of medical knowledge? From this initial
research, come up with a thesis that addresses how
cultures/civilizations/belief systems have addressed the issue of
“healing themselves.”Theme VII:
A Few Inconvenient Truths: Humanity and Its Environment
In the ancient and medieval worlds, Nature was both the
greatest benefactor and the greatest threat to humanity. Over
the centuries, civilizations and cultures have had to learn to live
within their environmental and topographical means; to do
otherwise was to court extinction. Your task is to research how
the environment was conceptualized and dealt with by at least
two but no more than three cultures/civilizations and develop
your topic. From this, come up with a thesis that addresses the
larger ideas surrounding humanity’s relationship with the
natural world.
WRITING ASSIGNMENTS/WORD COUNTS/DUE
DATES/PERCENTAGE OF GRADE
1) Document Analysis Paper 1 Length: 500 words Due: Monday,

September 18 in Section (5%)
Analyze one of the primary sources you will be using for your
paper. Using the P.A.P.E.R. technique as well as guidelines
provided by your instructors, discuss how and why your chosen
primary source is important to your topic of study. Be sure to
address the larger historiographical issues associated with your
chosen source.
This will be returned to you on Monday, September 25, 2017 in
Section
2) Document Analysis Paper 2 Length: 500 words Due: Monday,
October 2 in Section (5%)
Analyze one of the primary sources you will be using for your
paper. Using the P.A.P.E.R. technique as well as guidelines
provided by your instructors, discuss how and why your chosen
primary source is important to your topic of study. Be sure to
address the larger historiographical issues associated with your
chosen source.
This will be returned to you on Monday, October 9, 2017
3) Secondary Analysis Paper Length: 500 words Due: Monday,
Analyze one of the secondary sources you will be using for your
paper. Using the S.T.A.M.P. technique as well as guidelines
provided by your instructors, assess the strength of the author’s
thesis and whether or not the author proved this thesis. Also
address the sources used by the author. Make sure to clarify
how this source will fit into your larger study.
This will be returned to you on Monday, October 16, 2017 in
Section
4) Introductory Section Length: 500 words Due: Monday,

By now, you should have a clearer idea about the nature of your
topic and the argument you are going to make in your paper. In
this assignment, provide a clear introduction to your paper,
addressing your topic and clearly stating your thesis. In
addition, you should delineate how you intend to prove this
thesis, discussing the various sources your will be using.
This will be returned to you, Monday, October 30, 2017
5) First Draft
Length: 2000 words Due: Monday, October 30 in Section
(20%)
Produce a first draft of your paper. Use your initial writing
assignments with additional sources as needed to prove your
thesis. This paper must be a well-formed piece of historical
research including proper citations and a bibliography. You
will have an opportunity to have your draft peer-reviewed
during the April 4, 2015 Discussion Section.
This will be returned to you on Monday, November 13, 2017
6) Final Draft Length: 2000 words Due:
Monday, November 27 in Section (20%)
This is your revised final version of the paper, addressing the
comments, corrections received on the first draft in addition to
your own continued work on the project. The First Draft MUST
BE turned in with the Final Draft. The Final papers will be
returned on Wednesday, December 13, 2017 (after Exam)
FAU Writing Across the Curriculum Student Writing
Assessment Class Rubric: 4-Point Primary Traits
Please mark the appropriate number following each primary
trait.
PURPOSE: This rubric evaluates substantial, argument-driven,

out-of-class papers. Typically such papers develop a thesis in
which students build a case for a particular analysis,
interpretation, or evaluation of data/readings that leads to
recommendations or specific conclusions.
NOT READY FOR GRADING: If the paper does either of the
following, then it would be deemed NOT READY FOR
GRADING: a) does not respond to the assignment; b) is so
fraught with sentence-level error that it impairs comprehension.
ADDITIONAL TRAITS: You may choose to add additional
traits, depending on the requirements of each of your
assignments.
OPENING:
A) thesis/purpose/argument: primary argument
B) organizational statement:description of how the argument
will proceed
C) Assignment fulfillment
4. Extremely Effective
3. Effective
2. Adequate
1. Inadequate
A) thesis/ purpose/ argument
Fully and completely articulates primary argument in its context
at the beginning of the paper.
Generally articulates primary argument in its context at the
beginning of the paper.
Vaguely or partially articulates primary argument with minimal
context in the paper.
May not articulate primary argument or provide
contextanywhere in the paper.
B) organizational statement
Presents a clear and direct statement located in the beginning of

paper that demonstrates how the argument will track the
fundamental, secondary, and implied problems/questions/issues.
Readers should be able toanticipate how the paper will proceed.
Presents a general statement located in the beginning of the
fundamental, secondary, and implied problems/questions/
issues. Readers should be able toanticipate how the argument
will proceed.
Presents a vague or partial statement located somewhere in the
fundamental, secondary, and implied problems/questions/issues.
Readers may have toinfer how the paper will proceed.
Presents no organizational statement. Readers are not able to
infer how the paper will proceed.
C) assignment fulfillment
Fully and completely fulfills the assignment.
Generally fulfills the assignment.
Vaguely or partially fulfills the assignment, missing some
elements or performing them in perfunctory ways.
Does not fulfill the assignment, missing substantial elements.
ARGUMENT:
D) reasoning: depth and complexity of thought
E) support: data/evidence/visuals
3. Effective
2. Adequate
1. Inadequate
D) reasoning
Exhibits substantial depth, fullness, and complexity of thought
supported by sophisticated ideas/analysis that support the
paper’s thesis.
Exhibits some depth, fullness, and complexity of thought though

reasoning and evidence may not be uniformly conclusive and
convincing.
Exhibits very little depth, fullness, and complexity of thought; a
reasoned response, but the reasoning and presentation of
evidence may be somewhat simplistic and/or repetitive.
Exhibits no depth, fullness, and complexity of thought; lacks
clear reasoning, and supporting ideas, or evidence may be
contradictory, repetitive, or
inadequately linked to the thesis.
E) evidence
Seamlessly incorporates and explains the accuracy and
relevance of data/evidence/ quotations/paraphrase/visuals;
offers evidence from a variety of sources, including
counterarguments/contrary evidence.
Incorporates and examines data/
evidence/quotations/paraphrase/ visuals; offers evidence from
some sources, includingsome counterarguments/ contrary
evidence.
Incorporates data/ evidence/quotations/ paraphrase/visuals
without much explanation, and offers limited evidence or
counterarguments/ contrary evidence.
Incorporates little or no data/evidence/quotations/
paraphrase/visuals nor corresponding explanation, and fails to
address counterarguments/ contrary evidence.
ORGANIZATION AND STRUCTURE:
F) rhetorical structure: transitions, headers, bullets, and other
structural indicators appropriate to the discipline
3. Effective
2. Adequate
1. Inadequate
F) rhetorical structure
The argument’s focus is abundantly clear to the reader and
paragraphs logically and coherently build upon each other

through the complete and fluent use of transitions and/or
headings.
The argument’s focus is generally clear to the reader and the
use of transitions lends a sense of progression and coherence.
The argument’s focus is unclear to the reader. Some, mostly
formulaic transitions are used, providing little or no sense of
direction.
Transitions and sense of progression are absent.
CONCLUSION:
G) implications and consequences: importance of claims and
future possibilities in conclusion
3. Effective
2. Adequate
1. Inadequate
G) implications and consequences
Identifies, discusses, and extends conclusions, implications,
consequences, and/or future research possibilities. Considers
context, assumptions, data, and evidence.
Identifies some implications, some consequences, and/or some
future research possibilities.
Simply restates argument with little or no reflection on
implications or consequences.
Fails to identify conclusions, implications or consequences.
DISCIPLINARY CONCERNS:
H) academic tone: specialized terms and concepts
I) disciplinary conventions: document format (not including
citations)
J) presentation and citation format: in-text citations, works
cited, bibliography, references

3. Effective
2. Adequate
1. Inadequate
H) academic tone
Tone is mature, consistent, and suitable for topic and audience.
Uses specialized terms accurately and consistently.
Tone is usually appropriate. Specialized terms usually used,
oftenconsistently.
Tone may have inconsistencies in tense and person and
maylapse at times to colloquial discourse. Specialized terms, if
present, are usedsuperficially.
Tone is superficial and stereotypical; oral rather than written
language patterns predominate.
I) disciplinary conventions
Fully adheres to disciplinary conventions genre, format
(including paragraphing, titles, identifying information),
document design, and presentation of graphs, tables, images,
and footnote/endnotes.
Generallyadheres to disciplinary conventions appropriate genre,
format (including paragraphing, titles, identifying information),
Attempted, but awkward and inappropriateadherence to
disciplinary genre, format (including paragraphing, titles,
identifying information), document design, and presentation of
graphs, tables, images, and footnote/endnotes.
Failsto adhere to disciplinary genre, format
(including paragraphing, titles, identifying information),

J) citation format
Cites and formats sources accuratelyand consistently and
provides appropriate and complete works cited/ bibliography/
references.
Cites and formats sources consistently and provides appropriate
works cited/ bibliography/ references. Some errors or flaws are
present.
Cites some sources but often inaccurately. May neglect to
include works cited page or to cite some sources altogether.
References typically present, but inaccurate.
Little or no use of citation formats.
GRAMMAR AND SYNTAX:
K) mechanics: sentence-level patterns of error (e.g. comma
splices, run-on sentences, subject/verb agreement)
L) clarity: in sentence structure
M) style: sentence variety
3. Effective
2. Adequate
1. Inadequate
K) mechanics
Contains virtually no sentence level errors.
Contains infrequent sentence level errors; one or two patterns of
error may be present.
Contains multiple errors, including several patterns that do not
impede comprehension.
Contains consistent error patterns that impede comprehension.
L) clarity
Sentences consistently communicate thoughts clearly.
Sentences usually communicate thoughts clearly.
Sentences may be wordy and contain unclear phrasing and

vocabulary.
Sentences are frequentlywordy and contain unclearphrasing and
vocabulary.
M) style
Sentences are varied, convincing, nuanced, and eloquent.
Sentences aregenerally varied and convincing. May, at times, be
nuanced and eloquent.
Sentences may not be varied or convincing.Language is not
nuanced or eloquent, but it does not generally interfere with
communication.
Sentences are not varied, convincing, nuanced or eloquent.
Sentences are frequentlyconfusing.
Document Analysis 1: Livy: The Roman Way of Declaring War,
c. 650 BCE.
By accessing the Internet History Sourcebook, I had looked up
the broad topic or “war”. After siphoning through a number of
documents regarding war, one of the documents I chose as a
primary source that will support my thesis was Livy: The
Roman Way of Declaring War, c. 650 BCE. The document was
written by William Stearns Davis and describes the
aforementioned. The document is from a collection of texts
focusing on Byzantine and medieval history. The purpose of this
document is to chronicle the steps the romans deemed necessary
to successfully declare war as well how the declaration
correlates to whether or not they are victorious. The author is
seeking to illustrate the Roman’s grandeur and the propriety
that their religion held in their society.
Not unlike the vast majority of wars of the ancient and
medieval times, religion was a major driving force in why
groups would go to war. As stated in the document, Romans
would declare their opponents as “unrighteous” and in turn
battle them into submission. Rome was the original super power
that absorbed cultures and civilizations into their own for the

sake of proving the power that their gods have endowed them
with. The king of Rome at the time, Ancus Marcius
implemented this method of declaration because he felt without
it, their opponents would win because the gods would favor
them rather than the Romans. The heralds were required to
publicize Rome’s decree of war all throughout the state, to the
first person they see and into the land of who they plan to go to
arms with. Jupiter, their god of war was to called upon in all of
the herald’s journey. Based on the era this pre-war ritual was
implemented, Marcius was the fourth king of Rome, a position
he attained through election waged war on the Latins in a
successful point in the Roman Empire. Known as a legendary
king, it was expected his leadership was crucial in the military's
success. Despite this document focusing solely on Rome, it
universally describes the way people of this era felt about war.
From Ancus’ perspective, his mandates were vital and the
pinnacle of ensuring successful warfare. As king he sought to
ensure their motives of war were syndicated not only to his
many people but to the gods. Medieval and ancient Europe was
in a near constant state of war and almost all had religious
motivations. This document aids in understanding man’s
relationship with the divine during this primal period where life
centered around religion. We understand war today as failure to
reasonably compromise but for Ancient Rome war was an
infallible occurrence that only ended in victory. The way war is
defined now is as a non-debilitating happening as nations can
occupy another as an act of war without being mutual
advisories. War in the ancient eras put nation's progress at a
standstill until a winner emerges with both countries’ finances
and population decline. Today war can be occurring and the
majority of the citizens are unaffected by the ongoing war. This
document successfully describes how the entire state had to be
made aware of the upcoming battle. The idea that heralding
through the empire was necessary to earn the god’s favor. Other
documents will probably aid this one in what war meant and
why it was vital all across the globe.

Word count: 561
Purpose of Assignment
The purpose of this assignment is to help you become familiar
with examining transactions and how it affects the balance
sheet.
Assignment Steps
Resources: Financial Accounting: Tools for Business Decision
Making
Write a minimum 150-word response to each of the following
scenarios from Exercise E3-1 in Financial Accounting (p. 132)
describing the effect of each transaction on assets, liabilities,
and stockholder's equity:
· Selected transactions for Thyme Advertising Company, Inc.
· Issued common stock to investors in exchange for cash
received from investors.
· Paid monthly rent.
· Received cash from customers when service was performed.
· Billed customers for services performed.
· Paid dividend to stockholders.
· Incurred advertising expense on account.
· Received cash from customers billed in (4).
· Purchased additional equipment for cash.
· Purchased equipment on account.
Use the Excel® spreadsheet to record your answers and submit
with your responses.

History of Civilization Fall 2017 Syllabus

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