HIST-366 Empires and the Greater Middle East, 1500-2005 | 2010-2011 Course Catalog | Georgetown University. HIST 374 Classical Greece and Rome Syllabus. Final Exam Questions | Written Assignments | Class Schedule I. Description War, slaughter, order, peace. This course will examine empire building, empire-maintaining and empire-collapsing in the cultures of Classical Greece and Rome. II. This is a History Major, European Sequence course. Objectives for the student: To identify the major events, persons and ideas of the history of classical antiquity. Goals for the student: To develop a wider perspective which recognizes the political, economic and cultural interdependence of differing societies and people, and which encourages a more inclusive view of the human experience.
General Learning Outcomes for the student: In addition to the more content related objectives described above, this course has some general liberal learning goals. To manage information, which involves sorting data, ranking data for significance, synthesizing facts, concepts and principles. III. 1. Bailkey and Lim various handouts 2. 3. IV. V. A. 4. VI. C. E. F. VII. Islamic World Studies Courses at Lake Forest College. ISLM 220: Islam and Pop Culture In recent decades the global Islamic revival has produced a new generation of Muslim film stars and fashion models, Sufi self-help gurus, Muslim comic book heroes, romance novel writers, calligraphy artists, and even Barbie dolls.
This course explores the pop sensations, market niches, and even celebrity scandals of 'Popular Islam' within the broader context of religious identity, experience, and authority in Islamic traditions. Balancing textual depth with geographic breadth, the course includes several case studies: Egypt, Indonesia, Iran, Mali, Turkey, and North America. Students will learn about how religious trends are created -- and debated -- on pop culture's public stage. We will reflect critically on both primary materials and inter-disciplinary scholarly writings about the relationships between pop culture, religious identities, devotional practices, and political projects.
No pre-requisites. Cross-listed as: RELG 220, ASIA 220. AST/GST 217 (Ancient Empires: China and Rome) Chapter 12 - European Empires. European Encounters Classical understanding of the earth: Ptolemy: spherical world, distorted distances Educated people did not understand the earth as flat despite common mythology and common sense logic Reasons for increased European Encounters with the rest of the world: Technological advances (permissive cause)Ottoman expansion (Mehmed II and fall of Constantinople) threatened to cut off Europe’s access to Eastern goodsSpices and Eastern goods were in high demand at all levels of societyfood preservative & deodorizerLooming financial crisis in Western Europe West needed Eastern goods (Spice, silk & cotton), but the East had no need of Western goods (metals & weapons) Result: Outflow of capital place Western gold reserves in a dangerously low position, exploration was as much a search for precious metal as it was new trade routes Portugal: Strong seafaring tradition, weak domestic economy, frozen out of the Mediterranean trade Goal: find direct route to Asia Results: Spain Spanish Exploration.
THE BRONZE AGE EMPIRE. Ancient Empires before Alexander. Individual Empires: Course Outlines. Early Afro-Eurasian Empires as Culturally Diverse Entities. Abstract Note: Please be advised that these teaching units were created prior to the course revisions implemented in the 2011-12 academic year. However, the units still address topics central to the revised course.
This unit explores three early empires: Persia under the Achaemenid dynasty (ca. 550-331 B.C.E.); Rome in the era of the Pax Romana (27 B.C.E.-180 C.E.); and China under the Tang dynasty (618-907). The unit documents the cultural diversity of each of the empires, and leads students through analysis of how the leaders of empires coped with the diversity within their realm. Classroom activities include analysis of maps, discussion of texts revealing state policy toward religions, debate on the benefits of imperial dominance, discussion of the phenomenon of syncretism in religion, and the students' creation of pseudo primary sources. The lesson includes an appendix with suggested responses to discussion questions. Main Points of the Unit Big Questions Lesson 2. Lesson 3. Lesson 4. HIST 259 India in the Age of Empire: Course Requirements. Chapter 21 - The Muslim Empires.
HIST-143 Spain, Portugal, and their Empires | 2010-2011 Course Catalog | Georgetown University. Human Legacy Course/Fertile Crescent Empires. Human Legacy Course I Fertile Crescent Empires LECTURER: Mr. Blair Previous Lecture / Course Page / Take The Quiz / Next Lecture Hello and welcome to Lecture 2 of Week 2. In today's lecture, we will be looking at the Fertile Crescent Empires. Our first question of the day is: Why did the once mighty city of Babylon fall? In celebration, the victorious Hittites looted Babylon of its wealth. The Hittites[edit] As the Babylonian Empire declined, other civilizations prospered in and around the Fertile Crescent. Indo-Europeans[edit] The tribes who invaded Mesopotamia included the Indo-Europeans, several tribes who spoke related languages. Hittite Military Might[edit] The Hittites, a warlike Indo-European tribe, developed in Southwest Asia.
The Hittites’ success came largely through their use of the horse-drawn war chariot. With these advantages, the Hittites expanded their empire beyond Asia Minor. Hittite Culture[edit] The Assyrians and the Chaldeans[edit] The Assyrians[edit] Assyrian Rule[edit] HIST 113: History of the Gunpowder Empires — Course Request Form Management System. Major Empires. Empire Discussion Network. The Library ~ All Empires.