This resource contains a series of sample assignments including: second-hand source excerpts about civilization with critical questions, instructions for a project about art traditions in Asia, instructions for a project about imperialism with a written and visual component, and instructions for a document-based essay about imperialism.

The purpose of this collection is to present Samuel P. Huntington’s ‘Clash of Civilizations’ thesis, and to appraise its validity and shortcomings 25 years after the publication of his landmark article.The notion of a ‘clash of civilizations’ is examined from a multidisciplinary perspective. First, the volume examines Huntington’s contribution from a theoretical perspective, focusing on his ideas about politics and the concept of civilization. Second, the individual articles also consider Huntington’s thesis in the light of recent events, including the conflict in Ukraine, the rise of ISIS, China–India relations, the electoral success of far-right movements in Europe, the refugee crisis in the Mediterranean and the activity of the International Criminal Court in Africa. In sum, this book offers a vibrant and multifaceted conversation among established and emerging scholars on one of the most important paradigms for the understanding of international politics.

Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?

As we read broadly from throughout the vast chronological period that is “Homer to Dante,” we will pepper our readings of individual ancient and medieval texts with broader questions like: what images, themes, and philosophical questions recur through the period; are there distinctly “classical” or “medieval” ways of depicting or addressing them; and what do terms like “Antiquity” or “the Middle Ages” even mean? (What are the Middle Ages in the “middle” of, for example?) Our texts will include adventure tales of travel and self-discovery (Homer’s Odyssey and Dante’s Inferno); courtroom dramas of vengeance and reconciliation (Aeschylus’s Oresteia and the Icelandic Njáls saga); short poems of love and transformation (Ovid’s Metamorphoses and the Lais of Marie de France); and epics of war, nation-construction, and empire (Homer’s Iliad, Virgil’s Aeneid, and the Anglo-Saxon Beowulf).

21G.301/351 offers an introduction to the French language and culture with an emphasis on the acquisition of vocabulary and grammatical concepts through active communication. The course is conducted entirely in French, and students interact in French with their classmates from the very beginning. They also receive exposure to the language via a variety of authentic sources such as the Internet, audio, video and printed materials which help them develop cultural awareness as well as linguistic proficiency. There is a coordinated language lab program.
This course is taught in rotation by the following instructors: Laura Ceia-Minjares, Cathy Culot, Gilberte Furstenberg, and Johann Sadock.

21G.302/352 is the second part of an introductory course to the French language and culture with an emphasis on the acquisition of vocabulary and grammatical concepts through active communication. The course is conducted entirely in French and students interact in French with their classmates from the very beginning. They also receive exposure to the language via a variety of authentic sources such as the Internet, audio, video and printed materials which help them develop cultural awareness as well as linguistic proficiency. There is a coordinated language lab program.
This course is taught in rotation by the following instructors: Laura Ceia-Minjares, Cathy Culot, Gilberte Furstenberg, and Johann Sadock.

The pupil acquires the knowledge of various planning of Harappa civilization in the lesson of ‘” The Harappa civilization”.The pupil develops the understanding of the structure of seals of Harappa civilization.The pupil applies his/her knowledge and understanding of the structure and facilities of Harappa civilization in new and unfamiliar situation.The pupil develops practical skill in the study of Harappa Civilization.

This class introduces the multidisciplinary nature of archaeology, both in theory and practice. Lectures provide a comparative examination of the origins of agriculture and the rise of early civilizations in the ancient Near East and Mesoamerica. The laboratory sessions provide practical experience in aspects of archaeological field methods and analytical techniques including the examination of stone, ceramic, and metal artifacts and bone materials. Lab sessions have occasional problem sets which are completed outside of class.

This course surveys Japanese history from the establishment of the Tokugawa shogunate in 1603 to the present and explores the local and global nature of modernity in Japan. It highlights key themes, including the emergence of a modern nation-state, the rise and fall of the Japanese Empire, the development of mass consumer culture and the middle class, and the continued importance of historical memory in Japan today.

As the story goes, in 1492 Christopher Columbus, an Italian sailor on hire for the Spanish, landed on the island of Hispanola and the world was never the same. While it is generally accepted that Columbus did not “discover America” (since there were already people living in the land that would become known as the Americas) it is generally accepted that his contact with the Native People of Hispanola and the later European movement brought technology and civilization to the Americas.

The Sioux were a proud people with a rich heritage. They were the masters of the North American plains and prairies, feared by other tribes from the great lakes to the Rockies.
Migrating west from Minnesota, the Sioux became nomads of the plains, taking advantage of horses which were originally brought to the Americas by the Spanish in the 1500s.

This course is a graduate reading seminar, in which historical and contemporary studies are used to explore the interaction of technology with social and political values. Emphasis is on how technological devices, structures, and systems influence the organization of society and the behavior of its members. Examples are drawn from the technologies of war, transportation, communication, production, and reproduction.

Today many people assume that technological change is the major factor in historical change and that it tends to lead to historical progress. This class turns these assumptions into a question—what is the role of technology in history?—by focusing on four key historical transitions: the human revolution (the emergence of humans as a history-making species), the Neolithic Revolution (the emergence of agriculture-based civilizations); the great leap in productivity (also known as the industrial revolution), and the great acceleration that has come with the rise of human empire on the planet. These topics are studied through a mix of textbook reading (David Christian’s “Maps of Time”), supplementary readings (ranging from Auel, “The Clan of the Cave Bear” to Hersey, “Hiroshima”), illustrated lectures, class discussions, guest lectures/discussions, short “problem paper” assignments, and a final project defined by the student.
Because MIT is celebrating its 150th anniversary in 2011, this version of the class will also focus on connections between MIT as an institution and technology in the history of the last 150 years.

The most comprehensive atlas of world history online!

A free atlas of world history with over 1,000 maps and articles to connect the history world into one navigable resources. Use it to navigate maps and summaries of world nations throughout their histories; see what was happening around the world at a specific point of history; or understand the connections between places and events. The TimeMap comes with teaching activities and lesson plans.

It also contains background essays on regions, time periods and civilizations, making it a great resources to understand the context of history.

Washington, D.C., is the capital city of the United States, located between Virginia and Maryland on the north bank of the Potomac River. The city is home to all three branches of the federal government, as well as the White House, the Supreme Court and the Capitol Building.

This open course for World Civilization I at Georgia Southern University (Armstrong) was created under a Round Eight ALG Textbook Transformation Grant. The course includes readings, films, research, writing guidelines, online resources, and publishing opportunities.