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General Information

Course ID (CB01A and CB01B)
HIST D003A
Course Title (CB02)
World History from Prehistory to 750 CE
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
Starting from the late prehistoric times and covering to 750 Common Era (CE), students will explore the world's history of ancient peoples, cultures, and civilizations. This course provides an interdisciplinary, multi-perspective view of world history, using a thematic approach and offering a balanced, representative and inclusive sampling of the world's cultures from Africa, the Americas, Asia, Europe, and Oceania.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course introduces students to the chronological sequencing of world history from prehistoric to 750 CE. This course also contributes to the fulfillment of major requirements for the Associate of Arts degree for Transfer in History. In addition, this course meets a general education (G.E.) requirement for ý, CSU GE, and IGETC and is UC and CSU transferable.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
ý GEArea(s)StatusDetails
2GC2ý GE Area C2 - HumanitiesApproved
2GDXý GE Area D - Social and Behavioral SciencesApproved
CSU GEArea(s)StatusDetails
CGC2CSU GE Area C2 - HumanitiesApproved
CGDYCSU GE Area D - Social SciencesApproved
IGETCArea(s)StatusDetails
IG3BIGETC Area 3B - HumanitiesApproved
IG4XIGETC Area 4 - Social and Behavioral SciencesApproved
C-IDArea(s)StatusDetails
HISTHistoryApprovedHIST D003A & HIST D003B required for C-ID HIST 150

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

(Not open to students with credit in the Honors Program related course.)

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

In-class or take-home essays

Collaborative learning and small group exercises: written or oral

Quiz and examination review performed in class

Map Assignments

In-class exploration of internet sites

Homework and extended projects

Guest speakers

Other: Film / documentary / or other media

Assignments

  1. Regular Reading Assignments: Assigned readings from a college-level text(s), primary historical documents, and secondary interpretation(s), from which students will gain and demonstrate, evaluate, synthesize, and critique knowledge of political, economic, social, and cultural events of the historical era for this course.
  2. Regular Writing Assignments: Selected from a combination of assignments such as: research papers, reading and viewing responses; in-class or take-home essays in exam format including the final exam; book review(s); and other analytic assignments that synthesize, critique and evaluate primary and secondary sources and demonstrate an understanding of the historical era for this course. Students will write a minimum of 1700 words during the quarter, including at least one individually typed paper of at least 750 words with proper citations.
  3. Group or individual participation in oral or written, analytical expression, such as: class discussions, debates, or assessments of texts, including primary historical documents or secondary interpretations in world history.
  4. Objective evaluation through assignments such as: quizzes, map identifications, or objective sections of in-class midterm(s) or the final examination in which students demonstrate the ability to critically evaluate, analyze, contextualize, synthesize or critique primary and secondary historical sources in world history.
  5. View assigned media shown in class or in the lab. Each viewing assignment is accompanied with specific written or oral questions or prompts to assess, contextualize, synthesize or critique.

Methods of Evaluation

  1. Oral analysis: participation in and contribution toward classroom discussions, debates, or specified group project(s) in which students demonstrate analysis, synthesis, critique and critical thinking skills, such as clarity of argument and the use of evidence to support arguments, in oral interpretations of sources, including primary historical documents.
  2. Writing Assignments: Students will write a total of 1700 words in a variety of combinations that include at least one individually written paper of at least 750 words with proper citations, such as: an essay(s) exam, workbook(s), video review form(s), Power-point presentation(s), journal(s), book review(s), or other analytical project(s) in which students demonstrate the ability to critically analyze or synthesize thematic questions, primary historical documents, and secondary source interpretations of world history.
  3. Objective evaluation through assignments, such as: quizzes, map identifications, objective sections of in-class exams, or other analytical projects, in which students demonstrate, assess, synthesize or critique the knowledge of college-level secondary source readings and primary source documents in the era of history for this course.

Essential Student Materials/Essential College Facilities

Essential Student Materials:
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Bentley, Jerry H. and Herbert F. Ziegler. Traditions and Encounters: A Global Perspective on the Past. 6th edition. McGraw Hill, 2015.
Dunn, Ross E. and Laura Mitchell. Panorama: A World History. McGraw Hill, 2014.
Harman, Chris. A People's History of the World: From the Stone Age to the New Millennium. London: Verso, 2017.
Strayer, Robert W. and Eric W. Nelson. Ways of the World: A Brief Global History: Combined Volume Third Edition. Bedford/St. Martin, 2015.
Tignor, Robert, Jeremy Adelman, Peter Brown, Benjamin Elman, Xinru Liu, Holly Pittman and Brent Shaw. Worlds Together, Worlds Apart, Volume 1: Beginnings through the Fifteenth Century. W.W. Norton & Company, Inc. 2018.

Examples of Supporting Texts and References

AuthorTitlePublisher
Freeman, C., Egypt. Greece and Rome: Civilizations of the Ancient Mediterranean. Oxford University Press. 2004.
Diamond, Jared. Guns, Germs and Steel. W.W. Norton and Co., 1999.
McNeil, William. Plagues and Peoples. Anchor, 1977.
Gilbert, Erik and Jonathan T. Reynolds. Africa in World History: From Prehistory to the Present. 3rd ed. Pearson-Prentice Hall. 2011.
Wiesner-Hanks, Merry E. Gender in History: Global Perspectives. 2nd ed. Malden, MA: Wiley-Blackwell, 2011.
Coe, Michael D. The Maya: Ancient Peoples and Places. London: Thames & Hudson, 2011.
Coe, Michael D. Mexico: From the Olmecs to the Aztecs. London: Thames & Hudson, 2013.
Cornford, Francis M. Before and After Socrates. Cambridge: Cambridge University Press. 1932.
Cornford, Francis M. From Religion to Philosophy: A Study in the Origins of Western Speculation, Mythos: Princeton/Bollingen Series in World Mythology. Princeton: Princeton University Press. 1991.
Tanner, Harold. China: A History: From Neolithic Cultures through the Great Qing Empire, (10,000 BCE - 1799 CE). Hackett Publishing Co. 2010.
Farrington, Benjamin. Greek Science. London: Spokesman Books. 2000.
Hansen, Valerie, The Open Empire: A History of China Through 1600. W. W. Norton & Company. 2000.
Franfort, Henri. The Birth of Civilization in the Near East. New York: Ernest Benn. Barnes & Noble. 1949.
Avari, Burjor. India: The Ancient Past: A History of the Indian Sub-Continent from c. 7000 BC to AD 1200. Routledge. 2007.
Asher, Catherine. India before Europe. Cambridge University Press. 2006.
Bellwood, Peter. First Farmers: The Origins of Agricultural Societies. Wiley-Blackwell, 2005.
Liu, Xinru. The Silk Road in World History. Oxford University Press. 2010.
Millard, Anne. Atlas of Ancient Worlds: A Pictorial Atlas of Past Civilization. D. K. Publishing. 2001.
Foltz, Richard. Religions of the Silk Road: Premodern Patterns of Globalization. Palgrave Macmillan. 2010.
Oliver, Roland. African Experience: From Olduvai Gorge to the 21st Century. New York: Harper Collins. 2000.
Hopfe, Lewis M. Religions of the World. 13th ed. Pearson. 2015.
Meltzer, Milton. Slavery: A World History. Da Capo Press. 1993.
Strathern, Andrew J. Oceania: An Introduction to the Cultures and Identities of Pacific Islanders. Carolina Academic Press. 2002.
Stearns, Peter. World History in Brief: Major Patterns of Change and Continuity. 8th ed. Pearson. 2012.
Stearns, Peter. World History in Documents: A Comparative Reader. 2nd ed. Pearson. 2008.

Learning Outcomes and Objectives

Course Objectives

  • Develop a critical understanding of the historical method in the context of world history, compare and contrast different perspectives in order to evaluate, explain, or defend and critique informed study with respect to world history through the use of primary and secondary sources.
  • Use primary and secondary sources from a diverse range of authors to contribute to an understanding of significant themes in the development of world history, while also fostering recognition and appreciation of the contributions of its diverse peoples: analyzing broad patterns of change on both an inter-regional scale and within complex societies; and, explain, interpret, or evaluate the historical, social, political, philosophical, literary, artistic and aesthetic developments across the boundaries of civilizations, regions, and cultures.
  • Demonstrate knowledge of various geographical regions over time and examine and assess the role of geography in shaping or influencing human societies throughout world history.
  • Use primary and secondary sources from multicultural, different methodologies, or perspectives to interpret and analyze historical evidence in order to: develop critical thinking skills, formulate multicultural, complex assessments, or diverse interpretations of historical issues and problems, including the impact on ordinary persons within world history, and to understand the chronology of the stages of development in the world from prehistory to 750 CE.

CSLOs

  • Demonstrate and apply knowledge of the earliest World history through 750 CE to construct defensible statements of meaning and evaluation about this period's developments.

  • Identify, critically evaluate, and interpret primary documents from the earliest World history through 750 CE to construct historical analysis.

Outline

  1. Develop a critical understanding of the historical method in the context of world history, compare and contrast different perspectives in order to evaluate, explain, or defend and critique informed study with respect to world history through the use of primary and secondary sources.
    1. The study of history as it relates to world history, particularly:
      1. History defined; history as different from myth
      2. World history as having multiple cultural perspectives
      3. The practical importance of the study of history, and in particular, world history, for global citizenry
      4. Historical research methodologies appropriate to the study of an integrated approach to world history
      5. Frameworks used to analyze historical processes, phenomena, and events from a global perspective
    2. Sources in the study of civilizations and cultures in world history, from prehistory to 750 CE, particularly:
      1. Defining historical sources: primary and secondary
      2. Critical analysis of historical evidence; awareness of diverse approaches; construction of arguments
      3. Objectivity and perspective; interpretation and critical reflection; validity and impact; proper citation of sources
      4. Historiography and its relationship to the development of world history as a field
  2. Use primary and secondary sources from a diverse range of authors to contribute to an understanding of significant themes in the development of world history, while also fostering recognition and appreciation of the contributions of its diverse peoples: analyzing broad patterns of change on both an inter-regional scale and within complex societies; and, explain, interpret, or evaluate the historical, social, political, philosophical, literary, artistic and aesthetic developments across the boundaries of civilizations, regions, and cultures.
    1. Examine major themes in World History to 750 CE, including:
      1. Political: Analyze, compare, and contrast distinctive forms of political organization in early world history and their impact, including forms of governance, state-building, empires, expansion, conflict, and inter-state relations
      2. Economic: Explain various forms of economic organization in early world history and their global impact,including agricultural and pastoral production, trade and commerce, labor systems, and networks of exchange
      3. Social: Analyze the development and transformation of social structures in early world history, including gender roles and relations, family and kinship, racial and ethnic constructions, and social and economic classes
      4. Cultural: Explain the historical significance of cultural developments in religions, belief systems, philosophies, literature, ideologies, science and technology, arts, aesthetics, and architecture in early world history
      5. Environmental: Analyze the ways in which the world’s physical and natural environment has affected and been affected by developments in human history, including demography and disease, migration, patterns of settlement, biological exchange, and technology
    2. Recognize the contributions of diverse peoples in the development of world history, including:
      1. The impact of ethnic and racial diversity
      2. The roles and experiences of women and men
      3. The experiences of the working classes and the issue of slavery
      4. The role of human sexuality and the issue of sexual orientation
      5. The role of dissent with regard to belief systems
  3. Demonstrate knowledge of various geographical regions over time and examine and assess the role of geography in shaping or influencing human societies throughout world history.
    1. Knowledge of geography in world history, including continents, civilizations, cultural areas
    2. Understanding the extent of human knowledge of geographical space in various historical time periods
    3. Ability to assess the relationship of geography to historical events over time
    4. Political, economic, social, demographic, and environmental factors related to geographic influences
  4. Use primary and secondary sources from multicultural, different methodologies, or perspectives to interpret and analyze historical evidence in order to: develop critical thinking skills, formulate multicultural, complex assessments, or diverse interpretations of historical issues and problems, including the impact on ordinary persons within world history, and to understand the chronology of the stages of development in the world from prehistory to 750 CE.

    1. Prehistoric humans and their migrations (prehistory to c. 10,000 BCE) and analysis of developments, such as:
      1. Paleolithic cultures; social organization; roles of women and men; gathering and hunting
      2. Migration of homo sapiens out of Africa to the continents of the Americas, Asia, Europe, and Oceania
      3. Use of languages and advanced stone tools; controlled use of fire; practice of human spirituality
    2. Emergence of agrarian societies (c. 10,000 to 3500 BCE) and analysis of developments, such as:
      1. Neolithic cultures in various regions of the world, including the Fertile Crescent of Southwest Asia,sub-Saharan Africa, China, New Guinea, Mesoamerica, the Andes, and eastern North America
      2. Agricultural revolution and its impact; domestication of plants and animals in various cultures
      3. Cross-cultural analysis of the impact of settled agriculture; positive and negative factors
      4. Pastoral societies and nomads
      5. Chiefdoms and the issue of inequality in Neolithic cultures
    3. Early complex societies, the first civilizations and first cities (c. 3500 BCE to 500 BCE), and analysis of developments, such as:
      1. Theories regarding the origins of civilization; definition of “civilization” as a term, its historical complexity, and its various usages
      2. Examples of early civilizations, including Mesopotamia, Egypt, Nubia, Norte Chico/Peru, Indus Valley, China under Xia/Shang/Zhou dynasties, Oxus/Central Asia, Olmec/Mesoamerica
      3. The issue of hierarchies based on class, gender, and ethnicity in human civilizations; the issue of slavery
      4. Urban revolution in early human history and its impact; positive and negative factors
      5. Environmental and technological impact of early civilizations, including irrigation, the wheel, metal tools
      6. Rise of the state; development of law; role of kings and queens; conflict, warfare, and diplomacy
      7. Trade, inter-regional interaction, economic exchange, labor systems, and the use of money
      8. Writing, alphabets, and accounting; artistic and architectural achievements such as pyramids and statuary
      9. Polytheistic belief systems and usages; precursors to monotheism; cultural borrowing
      10. Examination of historically influential persons, such as King Hammurabi of Babylonia and his law code, Egyptian Pharaoh Akhenaten and monotheistic views, and Queen Hatshepsut and her role in Egypt
    4. Formation of classical era societies and their interactions (c. 500 BCE - 500 CE), analysis, comparison, and contrast of their forms of political and social organization, economic systems, technological, environmental, and cultural influences (including artistic, aesthetic, literary and architectural contributions), Religious and Philosophical Perspectives, historically influential persons, impact on ordinary persons, and analysis of developments, such as:
      1. Persian civilization and empire: monarchs Cyrus and Darius; Zarathustra and Zoroastrianism; Persian satraps; art and architecture
      2. Greek civilization: city-states, oligarchy, democracy, imperialism; leaders Cleisthenes,Pericles, and Alexander III of Macedon; writings of Herodotus; Sparta and Athens; aesthetics and mythology; monuments and libraries
      3. Roman civilization: republic and empire; military leader Julius Caesar and emperor Augustus; debt; art and architecture; Paganism and Christianity; historians; patriarchy and class
      4. Civilization and empire in Qin and Han China; Qin ruler Shihuangdi and Han emperor Wudi; writings of historians; Confucius and Confucianism; Legalism; Daoism; Han and Qin dynasty art and architecture
      5. Mauryan and Gupta civilizations, regional states, and intermittent empires in India; Hinduism; Siddhartha Gautama and Buddhism; Jainism; Asceticism; Mauryan art and architecture; emperor Ashoka; Kamasutra and caste
      6. African civilizations and kingdoms of Meroe, Axum, and Niger Valley; Bantu migration; Kushite ruler Piye; Persian influence; Art and architecture; Christianity; Cities without States
      7. Mayan civilizations and kingdoms; Teotihuacan social and political structure, art and architecture; Chavin as the formation of a religious movement; Moche pottery and political structure; Wari and Tiwanaku empires
    5. Social and economic structures, hierarchies, inequalities, and alternatives in classical era societies(c. 500 BCE - 500 CE), comparisons and contrasts, and analysis of developments, such as:
      1. Economic class systems, (e.g., landlords, peasants, and merchants in China; caste system in India; stratification among the Maya
      2. Slavery in various forms in the Americas, Africa, and Eurasia, and slave rebellions (e.g., slavery in the Roman Empire and rebellion of Spartacus; slavery in Meroe, Africa)
      3. Patriarchy in various societies; restrictions on women’s roles (e.g., political, economic, social); achievements of women (e.g., Meroe queens in Africa, Roman matrons, Spartan female athletes,writings of Ban Zhao in China)
      4. Treatment of homosexuality in various societies (e.g., examples in Greece and India)
      5. Alternatives to hierarchy and empire, such as West African urban centers, North American native

        cultures, Greek city-states, and small republics within India
      6. Various forms of kinship structures and gender relations in classical era societies
      7. Issue of access, or lack of access, to education in classical era societies
    6. Development, comparison, and contrast of major belief systems as well as artistic, scientific, and technological developments, and their influence and spread cross-culturally, the efforts to assert universal truths, the ongoing practice of earlier traditional belief systems alongside new and codified written belief systems in core civilizations, the role of historically influential persons and the impact on ordinary persons (c. 500 BCE- 700 CE), such as:
      1. Comparisons and contrasts of pre-classical era polytheistic, pantheistic, and Great Mother belief systems, ceremonies and rituals
      2. Chinese Legalism, Confucianism, and Daoism; impact of Confucius
      3. Buddhism and Hinduism in India; impact of Siddhartha Gautama, Jainism; Asceticism; Mauryan art and architecture; emperor Ashoka; Kamasutra and Caste
      4. Zoroastrianism, Judaism, and the rise of monotheism; impact of Zoroaster and the Hebrews
      5. Greek polytheism vs. Greek rationalism; impact of Socrates, Plato, Aristotle, Pythagoras, Aristarchus
      6. Early Christianity; impact of Jesus of Nazareth
      7. Origins of Islam; impact of Muhammad Ibn Abdullah
      8. Native African belief systems and spiritual views, such as those of Meroe
      9. Native American belief systems and spiritual views, such as those of the Maya
      10. Artistic, literary, scientific, and technological developments of the various cultures above, such as:invention of paper in China; zero and decimal place system in India; astronomical calculations among the Maya; iron manufacturing in Meroe, Africa; Greek theater and history; Buddhist imagery
      11. Gender issues and treatment of women in various belief systems
    7. The emergence, development, and interactions of post-classical era societies (c. 500 CE - 750 CE) and their political, economic, social, cultural, and environmental impact, as they challenge, replace, or serve as alternatives to classical era states, and the role of historically influential persons and cultures and their impact on ordinary persons, such as comparisons and contrasts of:
      1. Native American cultures such as the Moche of Peru, Ancestral Pueblo, and Mississippian
      2. Bantu cultures in sub-Saharan Africa, and African urban centers such as Jenne-jeno in Niger River area
      3. Early Islamic cultures and empires to 750 CE; impact of the Umayyad caliphate
      4. Early Byzantine empire; Germanic cultures of post-Roman empire
      5. Sui and early Tang dynasties and cultures in China; early Japanese, Korean, and Vietnamese cultures
      6. Nomadic influences and conquests, such as those of the Turkic cultures in Asia
    8. The acceleration of economic and cross-cultural interactions in early world history (to c. 750 CE), including new networks of trade, transportation, and communication, new developments in state formation and practices, diffusion of artistic and scientific traditions as well as biological exchanges and environmental impact, such as:
      1. The Silk Roads in Eurasia
      2. Sea routes in the Indian Ocean basin
      3. Trans-Saharan routes and other networks in Africa, such as the Red Sea
      4. Networks in the Americas and their contrast with Eastern Hemisphere; new trade routes of Mesoamerica
      5. View of these various exchanges as precursors to a more globalized context of exchange; examination of the geographic situation of these historical developments
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