THE junior year Core sequence constitutes an historical and empirical examination of human experience in response to some of the themes and issues raised in the first two years of the core. Drawing on a variety of methodologies from both the humanities and the social sciences, the course strives to reconstruct the histories of significant periods. The course will examine the ways in which significant moments have become essential parts of our historical consciousness, enshrined in myth, religion, tradition, culture, and institutions. Through careful analysis of current scholarship and original sources, students will be invited to consider the complex relationship between history, cultural traditions and the social and political institutions derived from them.

During this semester we will reexamine certain themes familiar from Narratives of the Self and Human Nature and the Social Order. In the first case, we will see how historians have chosen to portray real persons in real time. While the texts you read in Narratives were (with one or two exceptions) works of fiction, dealing with characters created by an author or authors, all of our texts deal with real people, or at least with people who the authors believed to be real. This means that the authors were confined to some extent by what was known about the figures about whom they wrote. It is here that we find one of the chief distinctions between history and fiction – the at time annoying autonomy of historical actors. At the same time, pre-modern historians, such as those we will read this semester, did tend to take great liberties in their portrayal of historical persons, inventing speeches or otherwise using their imaginations to fill in the gaps in their knowledge. At times, the historian’s invention bends the limits of credulity. One of our tasks will be to reconsider our conception of the self, based on the examination of historical people, keeping in mind the difficulties that attend to any attempt to resurrect the dead.

In the second case, the basic structure of this course will follow that of Human Nature, that is, we will consider the development of the ancient conception of political virtue (i.e., how the self should behave when stuck in a group with a bunch of other selves); its transformation in contact with Christianity in the Middle Ages, and the modern challenge to the medieval European synthesis of pagan and Christian ideals. Here again we will not be dealing with concepts in the abstract, but rather with concrete examples. The historical events may be considered test cases, where we can see just how the ideals play themselves out in the real world. Here again, however, we run in to the problem: just how accurate were the pre-modern historical accounts? To what extent did early historians frame their observations to reflect their own moral, religious, or political sensibilities?

Note that in both cases, whether in our reexamination of the self or the social order, it is necessary to find a way to distinguish historical reality from wishful thinking. That brings us to what is the central question of the course: what is history? The title of the course indicates that there is not simply one way of viewing the past. Historians – and here I would say that anyone who at anytime has contemplated anything that has to be discussed using past tense qualifies as an historian – view the past from any number of different perspectives. Thucydides witnessed many of the events that they describe. That could make them better authorities than a modern person looking back 2500 years. At the same time, we are in a better position to view the long-term implications of events. A modern scholar writing on Thucydides might assess the relative importance of events differently from these early commentators. Still, the modern scholar remains dependent on these very dead authors to understand what happened to whom when. Differing perspectives allow us to read the sources in different ways, to construct different narratives, to see more clearly things the authors were trying to show us, and to see things the authors were either not planning to reveal or, in some cases, deliberately trying to obscure. Throughout the course we will be wrestling with the question of history. What is history? What can we know about the past? How do we know what we know? And above all, what does the past tell us, about our selves and the society we live in?

Naturally, in one semester, we cannot possibly hope to deal with everything that has ever happened. And even though the temporal scope may seem extensive, it represents but a drop in the ocean. Keep in mind that civilization has been around for more than ten millennia. The earliest city we know of, Jericho, was constructed about 8,000 BC. That is five thousand years before the pyramids were begun. To put it another way, Jericho was as ancient to the Pharaohs as the Pharaohs are to us. Likewise, the pyramids were as ancient to Socrates as Socrates is to us. In the broadest sense, we are dealing with less than a fifth of the history of civilization in the West. Even then, we are looking a four fairly small slices of that history: 1100-900 BC; 750-400 BC; 300-650 AD; 1050-1400 AD. Within that narrow context, we will also be examining a finite set of issues. All of the works we are reading examine, at some level, one or more of the following: monarchy and popular government, cultural contact and conflict, reform and revolution. Although the context may (and ought to) seem foreign, the issues are timeless. Beyond that, examining such issues in the distant past allows us to adopt a valuable perspective, the opportunity to view significant issues in the context of other cultures, fundamentally different from our own, separated from us in space and time.

THE mission of the core curriculum is the academic embodiment of the mission of Oglethorpe University. Indeed, the section of the Oglethorpe University Bulletin devoted to the core curriculum states that Oglethorpe "is committed to providing a comprehensive liberal arts education for all of its students. We aim to produce graduates who are broadly educated in the fundamental fields of knowledge and who know how to integrate knowledge in meaningful ways. The University's core curriculum is the clearest expression of this commitment." The core mission statement proceeds to clarify that "as an interdisciplinary and common learning experience, the core curriculum provides for students throughout their academic careers a model for integrating information and gaining knowledge. The sequencing of the core courses means that all Oglethorpe students take the same core courses at the same point in their college careers, thereby providing and opportunity for students to discuss important ideas and texts both inside and outside the classroom. In this way, the core curriculum aims to create a community of learners ..."

As the primary objective of this course, students should demonstrate the ability to read, interpret, and analyze significant works of literature and philosophy central to understanding ourselves as individuals; primary texts in social and political philosophy essential to understanding ourselves as members of society; and important historical texts necessary for understanding historical modes of thought and methods.

In addition, we will be reading excerpts from various works, both primary sources and secondary literature. You may also access the chapters of my on-line textbook, Foundations of the West, from the web page if you would like to read the general narrative of the period under discussion.

GRADES will be assessed according to student performance on one short paper (10%), two longer papers (35 % ea.); presentations (10%); and general class participation (10%). Please note that all assignments are subject to the terms of the Oglethorpe Honor Code. Assignments will not be considered complete unless you have signed the pledge.

PAPERS: The papers will be on assigned topics and are intended to help students develop particular skills, including, but not restricted to, framing an historiographical argument, conducting detailed analysis of texts, comparing primary sources, using secondary works as tools for analyzing primary sources. There will be two kinds of papers: a short diagnostic paper at the beginning of the term and three longer papers.

All papers should be typed, double-spaced, and free from spelling and typographical errors. Sources should be cited using footnotes or endnotes (not APA style, in other words) according to standard practice. Consult the style sheet on the web for more detailed information on composition standards and grading. Papers must be turned in to me on the due date printed below in the syllabus. Late papers will be accepted at the discretion of the instructor.

Note well that I do not consider "computer trouble" to be a valid excuse for late papers. Before telling me that "a virus/the computer/the printer ate my paper," substitute "dog" for the first part of the sentence and think of how it sounds. Remember -- always back up your work, saving frequently, and keep hard copies. Allow ample time to print your work. The trick here is simple -- start early and plan to be done more than twelve hours before the paper is due. Then, if nothing else, you will be able to come to class clean and refreshed.

PRESENTATIONS: During the semester each student will be asked to give two five-minutes presentations, outlining the central argument of one of the secondary course readings. Presentations should include a brief summary of the article or book chapter along with two examples from the text which, in your view, provide the clearest support for the argument. You will also need to say something about how the secondary text opens up possible avenues for the interpretation of the main primary text we are reading for that week. After the presentation, you will be asked to turn in a typed, one to two page outline of the presentation.

GENERAL CLASS PARTICIPATION: Regarding this part of the grade, you should ask yourself the following question: What does it mean to participate? First of all, in order to participate in a class you must be present. Second, you must be awake. Third, you must be willing to take an active role in discussion ? posing questions, answering questions, debating with your classmates, etc. Fourth, in order to take an active role in a discussion in a meaningful way, you must have read and thought about the texts, otherwise all you will be able to offer are uniformed opinions. Participation, then, requires that you not only be present in class, but that you are fully engaged with the readings and the issues at hand. Keep in mind that as the semester progresses, a certain dialogue emerges between the members of the class. The dialogue tends to evolve throughout the semester according to the specific concerns of the various individuals in the class. If you are frequently absent, you miss out on that evolving dialogue and consequently, if you return to class after a long absence, you might well feel lost. In order to avoid that feeling, do the readings and come to class. It's that simple.

While I do not plan on taking daily attendance, it will be necessary to attend class in order to take part in discussion. Moreover, I do not give make-up exams for in-class assignments. If you have a valid reason for missing class, I will waive grades for missed in-class work. Keep in mind that medical excuses without doctor's notes, personal troubles, car trouble, family crises, boyfriend/girlfriend troubles, sick friends, broken alarm clocks, vacations, hangovers, etc., will not be considered valid excuses unless so treated by the university. Another excuse that will not be tolerated is this: "I couldn't come to class/complete the assignment because I had papers due in another class." I will leave it up to you to figure out why this is unacceptable as an excuse.

Students who wish to withdraw from the course must do so before October 31. After that point, any student who withdraws with a failing grade will receive a “WF.” Please note that by signing your registration form, you formally accepted responsibility for completing your courses or withdrawing within the time allotted in the official university academic calendar. Incompletes will only be given for medical reasons or in case of a serious family emergency. Accommodations will be made for students with disabilities, but only if these are documented and supported by an official letter of accommodation from the LRC.

SOME additional notes on student conduct. In recent years there has been an unfortunate increase in actions by some students which are disruptive to the classroom and show manifest disrespect to both the instructor and their peers. Consequently, I have found it necessary to lay down the following ground rules:

(1) I expect students to arrive on time, dressed, fed, rested, and relieved. Students who arrive more than 10 minutes after the official start time class will not be admitted. If you are a commuter student and faced with traffic delays, call my office phone and leave a message if you expect to be more than 10 minutes late, but do so before class is scheduled to begin.

(2) The use of cell phones, IPods, or other personal electronic devices, with the exception of personal computers or PDAs will not be permitted in class. The only exception will be for individuals who either have children or other dependents under their care. In such cases, phones should be set on vibe. Regarding the use of personal computers, I have no problem with individuals using these for the purpose of taking notes. If I find you are using them to play games, check email, or simply surf the web, you will lose the privilege.

(3) Sleeping in class or using class time for doing work for other classes will not be permitted. Merely being in a seat does not constitute attendance, and both actions are disruptive and disrespectful. Should you do either, you will be asked to leave.

It would seem to me that the previously stated rules ought to be a matter of simple common courtesy, but, just like "common sense," what was once common has now been forgotten. Pity.

Honor Code

PERSONS who come to Oglethorpe University for work and study join a community that is committed to high standards of academic honesty. The Honor Code contains the responsibilities we accept by becoming members of the community and the procedures we will follow should our commitment to honesty be broken.

The students and faculty of Oglethorpe University expect each other to be truthful in the academic endeavor they share. Members of the faculty assume that students complete work honestly and act toward them in ways consistent with that assumption. Students are expected to behave honorably in their academic work and are required to insist on honest behavior from their peers. Students who suspect that dishonorable conduct has occurred must report any suspected violations to the Honor Council. Failure to report a suspected Honor Code violation itself constitutes a violation of the Code of Student Conduct.

As a sign of their commitment to the ideals of the Honor Code, students pledge that they have completed assignments honestly by attaching the following statement to each test, quiz, paper, overnight assignment, in-class essay, or other work:

I pledge that I have neither given nor received any unauthorized aid on this assignment.

(Signed) ______________________________________________________

Failure to sign the pledge, or failure of an instructor to remind students to sign the pledge, in no way relieves either students or faculty members of their responsibilities under the Code.

The two primary concerns of the code are cheating and plagiarism. Cheating is defined as:

a. The unauthorized possession or use of notes, texts, or other such materials during an examination.

b. Copying another person's work or participation in such an effort.

c. An attempt or participation in an attempt to fulfill the requirements of a course with work other than one?s original work for that course.

Students have the responsibility of avoiding participation in cheating incidents by doing their own work, taking precautions against others copying their work, and in general not giving or receiving aid beyond what is authorized by the instructor.

Plagiarism includes representing someone else's words, ideas, data, or original research as one's own, and in general failing to footnote or otherwise acknowledge the source of such work. One has the responsibility of avoiding plagiarism by taking adequate notes on reference materials, including material taken off the internet or other electronic sources, used in the preparation of reports, papers, and other coursework.

Reading assignments should be completed by the dates given below. Readings other than those from the assigned books will be in pdf. format and can only be read with an Adobe Acrobat reader.

FOR each of the assignments in the course, you will need to submit both an electronic copy and a print copy of the final draft. The filename for the electronic copy should follow this format: your first initial, last name, paper number, semester, e.g. “dschwarzweiss106.doc.” That will ensure I don’t get 50 papers with the filename “paper1” (which has happened). A rough draft will be required of all students for the first major paper. Any student who receives less than 80 (B-) on the first paper will be required to turn in a rough draft of the second paper as well. Final drafts of all papers are due by 4:30 pm. Please turn them in to me personally during my office hours, placed them in the appropriately marked box outside my office, or deliver them to the Faculty Services office (H-205). Do not slide papers under my door. Imagine, if you will, forty to fifty papers under a door. Imagine opening, or trying to open that door. Also, imagine what the cleaning staff will think when they open my door to take out the garbage and see a pile of wadded up papers on the floor by the door next to the trash can. Be risk averse: turn the paper in to H-205.