Distance Learning Department
Telecourse Student Handbook
History C180
Western Civilization 1
Video Series Title: “Western Tradition I”
The Distance Learning
Department recommends
purchase of the current
semester Student Handbook.
Students risk receiving no
credit for submitting course
work (assignments, quizzes,
etc.) from previous semester
handbooks.
FALL 2016 SEMESTER
Instructor: M. Najera
CRN #80130
Important Phone Numbers
Distance Learning Department
Monday - Thursday: 8:00 a.m. - 5:00 p.m.
Friday: 8:00 a.m. – Noon
(714) 241-6216
Email: [email protected]
Website: http://dl.coastline.edu
Distance Learning Fax: 24 hours
(714) 241-6287
(Not to be used for submitting quizzes)
Admissions & Records (Student Services)
Monday - Thursday: 8:00 a.m. - 5:00 p.m.
Friday: 8:00 a.m. - Noon
Assessment & Testing Center
(714) 241-6176
(714) 241-6285
Coastline Bookstore
Website: http://coastline.edu/bookstore
Student Success Center
Email: [email protected]
(714) 241-6101
(714) 241-6184, x17420
Counseling
(714) 241-6162
EOPS
(714) 241-6237
Financial Aid
(714) 241-6239
Bob Nash, Associate Dean
Distance Learning Department
(714) 241-6223
 Coastline Community College – Distance Learning Department
FAQ’s
Before you continue, be aware that this Student Handbook is associated with a telecourse,
cable, or independent study course.
1. Review the following zip codes to determine if you are a local/non-proctored or a proctored
student: 900XX, 901XX, 902XX, 903XX, 904XX, 905XX, 906XX, 907XX, 908XX, 910XX,
911XX, 912XX, 917XX, 918XX, 926XX, 927XX, 928XX
Local/Non-Proctored: Local/Non-proctored students are those who live within the areas of
the listed zip codes. You will be expected to complete your exam(s) with your instructor (if
the option is available) or schedule an alternate exam date and complete your required
exam(s) in person through the Coastline College Assessment Center. Refer to the Review
and Exam Information section of this student handbook for more information on how to
complete your exam.
Proctored: Proctored students are those who do not live within the areas of the listed zip
codes. Proctor Forms are located in the current college schedule or can be accessed online
at http://www.coastline.edu/students/distance-learning/proctor. For more information, please
call the Distance Learning Department at (714) 241-6216.
Students must determine eligibility as a proctored student and submit their proctor
agreement form before the end of the first week of an 8-week course and the end of the
second week of a 16-week course. Failure to meet this deadline will result in delays in
mailing exams, which may result in a penalty for completing exams late.
2. Telecourse, cable, and independent study courses do not offer an online option to complete
any assignment, quiz, or exam.
3. Students are responsible for completing course quizzes and assignments utilizing the
Student Handbook for the semester in which they are enrolled. Using a Student Handbook
from any other semester may result in submitting incorrect course requirements.
What is the difference between a Telecourse, Cable, and Independent Study course?
•
Telecourse/Cable Courses: Students watch professionally produced video lessons
made available through a variety of viewing methods, combined with a required
textbook, study guide, and current semester student handbook outlining the
requirements of the course and expectations of the instructor. Quizzes are submitted via
Scantron form. Coursework is submitted via U.S. mail, FAX, or in person. Exams are
completed in person, either onsite or through a pre-approved proctor.
•
Independent Study: Students enrolled in an Independent Study course follow
instructions according to the current semester Student Handbook. Quizzes are
submitted via Scantron. Coursework is submitted U.S. mail, FAX or in person. Exams
are completed in person, either onsite or through a pre-approved proctor.
Can I use a student handbook from a previous semester? It is the responsibility of the
student to purchase the student handbook associated with course and semester in which they
are enrolled. While the content in most student handbooks may appear to be the same
semester to semester, there are often changes that take place in regards to course content and
department procedures.
There is a risk of receiving No Credit for turning in quizzes and assignments using a student
handbook from any other semester than the one they are enrolled.
What is a proctor and do I need one? A proctor is a person who oversees the midterm and/or
final exam process. Refer to the Proctor Information section located within this Student
Handbook for more information.
My course offers an onsite exam with the instructor, but I can’t make it to my exam on
the date listed in the Review and Exam Schedule of the Student Handbook. What should
I do? Schedule an Alternate Exam Date with the Coastline College Assessment Center as
outlined within this student handbook.
How do I know what books to buy? How can I get my books if I am out of the area? Refer
to the Course Materials section in the Student Handbook to find out which materials will be used
for your course. Students may purchase their books online through the Coastline Bookstore
Website, http://coastline.edu/bookstore. The bookstore can be reached by telephone at (714)
241-6101, fax at (714) 241-6261, or e-mail at [email protected].
Are there penalties for turning in a quiz or an assignment after the due date? Late
coursework will be graded throughout the semester after on time coursework is graded. Late
work will cause a delay in grades. Depending on the instructor, you may have points deducted
for work received after the due date.
I submitted my quiz on a Scantron, how will I know my score? As long as the Scantron
form is filled out correctly and submitted to the Distance Learning Department by the due date,
students will receive correspondence in the mail with their total score. Keep in mind that this is a
timely process and you may not receive your quiz score for up to 2-3 weeks after submitting the
Scantron. It is recommended that you keep a copy of your quizzes for your records.
I mailed a letter to the Distance Learning Department or to my instructor. When will I
receive a response back? The Distance Learning Department receives hundreds of U.S. mail
on a daily basis, requiring specific processing as it is sorted and placed into department
mailboxes for instructor pick up. Students contacting their instructor through the United States
Postal Service should allow sufficient time for the instructor to retrieve incoming mail from the
Distance Learning Department, as well as time to respond back to each student. This method of
contact may delay immediate response; however the Distance Learning faculty and staff do
their best to respond as quickly as possible. Written requests regarding specific grades or
scores may require research within the department and could take longer to process a
response.
Table of Contents
Instructor Welcome Letter--------------------------------------------------------------------------------------- 1
Instructor Contact Information -------------------------------------------------------------------------------- 2
Fall 2016 Student Learning Contract------------------------------------------------------------------------- 3
Course Overview --------------------------------------------------------------------------------------------------- 5
Before You Begin ----------------------------------------------------------------------------------------------- 5
Video Lessons --------------------------------------------------------------------------------------------------- 6
Course Materials ------------------------------------------------------------------------------------------------ 6
Student Learning Outcomes -------------------------------------------------------------------------------- 7
About the Videolessons and Textbook ------------------------------------------------------------------ 7
Required Critical Essay --------------------------------------------------------------------------------------- 7
Charting Western Civilization ------------------------------------------------------------------------------- 7
Assignment Coverage ----------------------------------------------------------------------------------------- 8
Grade Scale ------------------------------------------------------------------------------------------------------- 8
Course Grade Point System Breakdown ---------------------------------------------------------------- 9
Fall 2016 Broadcast Schedule ------------------------------------------------------------------------------- 10
Video Lesson Viewing Options --------------------------------------------------------------------------- 10
Fall 2016 Review and Exam Information ------------------------------------------------------------------ 11
Midterm and Final Review ---------------------------------------------------------------------------------- 11
Midterm and Final Exam ------------------------------------------------------------------------------------ 11
Online Exams -------------------------------------------------------------------------------------------------- 11
Fall 2016 Midterm and Final Exam Schedule --------------------------------------------------------- 12
Do I need to Schedule an Exam Date? ----------------------------------------------------------------- 13
How to Schedule an Exam Date -------------------------------------------------------------------------- 13
Fall 2016 Semester Calendar --------------------------------------------------------------------------------- 14
Fall 2016 Assignment Section ------------------------------------------------------------------------------- 15
Required Critical Essay ---------------------------------------------------------------------------------------- 21
Criteria for Evaluation of Critical Essay --------------------------------------------------------------- 22
How to Submit Required Critical Essay --------------------------------------------------------------- 22
Charting Western Civilization Assignment -------------------------------------------------------------- 23
How to Submit Historical Chart -------------------------------------------------------------------------- 24
Extra Credit -------------------------------------------------------------------------------------------------------- 25
Critiques for Extra Credit ----------------------------------------------------------------------------------- 25
How to Submit Extra Credit -------------------------------------------------------------------------------- 26
Midterm Exam Review ------------------------------------------------------------------------------------------ 27
Midterm Essay Question ----------------------------------------------------------------------------------- 29
Midterm Content Coverage -------------------------------------------------------------------------------- 30
Midterm Grading Breakdown------------------------------------------------------------------------------ 30
Final Exam Review----------------------------------------------------------------------------------------------- 31
Final Content Coverage ------------------------------------------------------------------------------------- 33
Final Grading Breakdown ---------------------------------------------------------------------------------- 33
Quiz 1 ---------------------------------------------------------------------------------------------------------------- 35
Quiz 2 ---------------------------------------------------------------------------------------------------------------- 41
Quiz 3 ---------------------------------------------------------------------------------------------------------------- 47
Quiz 4 ---------------------------------------------------------------------------------------------------------------- 55
Distance Learning Department Procedures and Information -------------------------------------- 63
Contacting Distance Learning ---------------------------------------------------------------------------- 63
Online Resources --------------------------------------------------------------------------------------------- 64
Accessing the Student Handbook Online ------------------------------------------------------------- 64
Distance Learning Scantron Forms --------------------------------------------------------------------- 65
Scantron Instructions --------------------------------------------------------------------------------------- 65
How to Deliver your Distance Learning Scantron Form -------------------------------------------- 65
How do I receive the score for my quiz or assignment? ----------------------------------------- 66
Student Progress Reports --------------------------------------------------------------------------------- 66
Exam Review Methods -------------------------------------------------------------------------------------- 67
Midterm and Final Exams ---------------------------------------------------------------------------------- 67
Onsite Reviews and Exams -------------------------------------------------------------------------------- 68
Exam Procedures --------------------------------------------------------------------------------------------- 68
Proctor Information ------------------------------------------------------------------------------------------ 69
How to Schedule an Exam Date with Coastline’s Assessment Center ---------------------- 70
Academic Honesty Policy ---------------------------------------------------------------------------------- 71
MyCCC (Online Portal) -------------------------------------------------------------------------------------- 73
Dropping a Course ------------------------------------------------------------------------------------------- 74
Important Dates --------------------------------------------------------------------------------------------------- 75
Fall 2016 General Calendar Dates ----------------------------------------------------------------------- 75
Fall 2016 Holidays -------------------------------------------------------------------------------------------- 75
Pass/No Pass Deadlines ------------------------------------------------------------------------------------ 75
Withdrawal & Refund Deadlines ------------------------------------------------------------------------- 75
Video Lesson Options ------------------------------------------------------------------------------------------ 76
Distance Learning Viewing Centers ------------------------------------------------------------------------ 77
Coastline College Campus Locations --------------------------------------------------------------------- 78
Coastline Community College Virtual Library ---------------------------------------------------------- 79
Tips and Strategies for Student Success ---------------------------------------------------------------- 81
Student Handbook Feedback and Improvement Form ----------------------------------------------- 83
Instructor Welcome Letter
Subject:
WESTERN CIVILIZATION 1,
History 180
Dear Student:
Welcome to your Instructional Television course, WESTERN CIVILIZATION 1.
As your instructor, I will be assisting you throughout this course
I was born in Los Angeles and raised in the San Gabriel Valley. I obtained my B.A. in Social
Science with an emphasis in Comparative Cultures from U.C. Irvine in 1976. I received by
California Teaching Credential in 1977 also from U.C. Irvine. I have been teaching history in
Orange County for the past 31 years, mostly at Canyon High School in Anaheim. I obtained my
Masters Degree from the National University in 2001.
Sincerely,
Mike Najera, Instructor
-1-
HISTORY 180
Instructor Contact Information
If you would like to contact or arrange a meeting with your instructor(s) during the semester, you
may either leave a voicemail message or send an email. You should receive a response back
within the week.
When leaving a voicemail message or sending an email, be sure to include the following pieces
of information to help your instructor better assist you:
•
Full name
•
Student ID Number
•
Course name & Semester
•
Contact phone number and/or email address
•
Brief summary of your question and/or concern
VOICEMAIL
EXTENSION
FAX
EMAIL
(714) 241-6116
11578
(714) 241-6287
[email protected]
If you have questions regarding department policies and procedures, please contact the
Distance Learning Department at (714) 241-6216 or send an email to [email protected].
USING EMAIL TO CONTACT YOUR INSTRUCTOR
Students are required to use their college assigned email address when communicating
with their instructor via email. Haven’t heard from your instructor lately? Your instructor
may be trying to contact you using your College email address. Check your Coastline
email often!
USING USPS TO CONTACT YOUR INSTRUCTOR
The Distance Learning Department receives hundreds of U.S. mail on a daily basis,
requiring specific processing as it is sorted and placed into department mailboxes for
instructor pick up.
Students contacting their instructor through the United States Postal Service should
allow sufficient time for the instructor to retrieve incoming mail from the Distance
Learning Department, as well as time to respond back to each student. This method of
contact may delay immediate response; however the Distance Learning faculty and staff
do their best to respond as quickly as possible.
Written requests regarding specific grades or scores may require research within the
department and could take longer to process a response.
HISTORY 180
-2-
Fall 2016 Student Learning Contract
History 180 TELECOURSE
Western Civilization 1
Your first assignment is to read the Student Handbook and to complete and return this Student
Learning Contract to the Distance Learning Dept. within the first 2 weeks of the course. This is a
contract between you and your instructor.
I understand that:

I must purchase all required course materials before the beginning of the semester.

I will refer to the course Assignment Section in the CURRENT SEMESTER handbook, to ensure
that all dates and requirements for assignments, quizzes and exams are being met.

I must personally attend the midterm and final exams (when applicable). I have the option of
requesting an alternate exam date and that it is my responsibility to do so through the Coastline
Assessment Center. If I am eligible for a proctor, it is my responsibility to file a Proctor
Agreement form through the Distance Learning Department in advance.

Telecourse, cablecast, and independent study courses do not offer an online option to complete
any assignment, quiz, or exam.

All work submitted is my own. Cheating and/or plagiarism are not permitted.

Questions related to the coursework are directed to the instructor. Questions regarding
department policies and procedures are directed to the Distance Learning Department.

Internet access is not required for a telecourse, cable, or independent study course. However,
there are internet resources that I may access at my discretion.

Written coursework takes additional time to correct and post. It may take up to two weeks to
process written assignments and essay portions of exams.

If I have a verifiable disability, (e.g., physical, communication, learning, acquired brain injury,
psychological or other disability), it is my responsibility to request accommodations by contacting
Special Programs and Services for the Disabled at (714) 241-6214, ext. #17217.

I must PRINT LEGIBLY on assignments, quizzes, exams, letters or other communications: MY
NAME, STUDENT ID #, PROFESSOR’S NAME, COURSE NAME and COURSE REFERENCE
NUMBER (CRN). THIS INFORMATION MUST APPEAR ON ALL PAPERS SUBMITTED
DURING THE COURSE.
REQUIRED INFORMATION:
PRINT NAME:
Last Name
STUDENT ID #:
First Name
C
CRN (5 digits):
Course reference number
Signature:
Date:
By signing this document, I declare that I have carefully read each of the Student Learning Contract
statements and agree to all the terms of this course.
FILL OUT AND SUBMIT BOTH SIDES OF STUDENT LEARNING CONTRACT.
-3-
HISTORY 180
ADDITIONAL INFORMATION:
STUDENT INFORMATION: (Please print legibly)
DATE:
SEMESTER ENROLLED:
PRINT NAME:
Last Name
STUDENT ID #:
First Name
C
EMAIL ADDRESS (optional)
PHONE NUMBER (optional)
Choose One:  Home
 Work
 Cell
 Other

MAILING ADDRESS (required)
For those students without access to email or telephone communications, please list your
mailing address so I am able to assist you with the course throughout the semester.
Address:
City:
State:
Zip code:
How to Submit Course Student Learning Contract
(choose one method):
•
MAIL to: Coastline Community College - Distance Learning Department, 11460 Warner
Avenue, Fountain Valley, CA 92708-2597
•
FAX to (714) 241-6287
HISTORY 180
-4-
Course Overview
This course is a study of the development of present day Western culture from the earliest
beginnings to 1550 to the present; emphasis on the impact of philosophical, social, and
economic factors on Western Civilization.
Before You Begin
All of the course components - the videolessons, textbook, assignments, quizzes and exams have been carefully designed to help you achieve the course objectives. As you prepare to
begin your course, please be sure to do the following:
1. Purchase your books/materials from the Coastline Community College Bookstore. The
bookstore is located at 11460 Warner Avenue, Fountain Valley or you may order materials
online at http://coastline.edu/bookstore.
2. Review the viewing options available of the required telecourse video lessons as outlined
within this Student Handbook (if applicable).
3. Complete and return the Student Learning Contract.
4. Carefully read through the Student Handbook to ensure understanding of the course
objectives, requirements, assignments, due dates, policies and procedures.
5. Mail: When mailing assignments and quizzes:
Coastline Community College – Distance Learning Department
11460 Warner Ave.
Fountain Valley, CA 92708-2597
6. FAX: 714/241-6287. You may use the FAX to: Submit written assignments and Student
Learning Contract. Do NOT use the FAX to submit quizzes!! Only the official SCANTRON
form can be processed for grading the quizzes.
7. If your zip code does NOT start with one of the following numbers listed then you will need to complete
and return the Proctor Agreement Form. You may have your exam proctored by an appropriate
proctor at another College or University near you. It is each student’s responsibility to return the
completed proctor form to the Distance Learning Department by the end of the first week of the
course. Failure to mail the proctor form to the department by the due date will result in
students not being allowed to have the exam proctored away from Coastline Community
College.
900XX, 901XX, 902XX, 903XX, 904XX, 905XX, 906XX, 907XX, 908XX,
910XX, 911XX, 912XX, 917XX, 918XX, 926XX, 927XX, 928XX
The Proctor Form is available in the current Distance Learning Guide or can be accessed through
the Distance Learning Website (URL: http://dl.coastline.edu)
-5-
HISTORY 180
Video Lessons
1.
Dawn of History
14.
The Fall of Rome
2.
The Ancient Egyptians
15.
The Byzantium Empire
3.
Mesopotamia
16.
The Fall of Byzantium
4.
From Bronze to Iron
17.
The Dark Ages
5.
Rise of Greek Civilization
18.
The Age of Charlemagne
6.
Greek Thought
19.
The Middle Ages
7.
Alexander the Great
20.
The Feudal Order
8.
The Hellenistic Age
21.
Common Life in the Middle Ages
9.
The Rise of Rome
22.
Cities and Cathedrals in the Middle Ages
10.
The Roman Empire
23.
The Late Middle Ages
11.
Early Christianity
25.
The Renaissance and the Age of Discovery
12.
The Rise of the Church
27.
The Reformation
13.
The Decline of Rome
28.
The Rise of the Middle Class
Course Materials
Students may purchase course materials online or in person through the Coastline Bookstore,
http://coastline.edu/bookstore, (714) 241-6101. The current semester student handbook is also
available online. Go to Distance Learning, http://dl.coastline.edu.
(1)
The Western Experience, Volume I (10th Ed © 2010), by Chambers
(2)
Annual Editions: Western Civilization Volume 1 (Current Edition)
NOTE: Students can use previous editions to complete the required
Critical Essay assignment.
(3)
History 180 Telecourse Student Handbook – current semester.
(4)
Distance Learning Department Scantrons (orange) – Four (4)
required to submit quizzes. For more information refer to the Distance
Learning Policies and Procedures section of this handbook.
(5)
The Western Tradition I videos – Choose one of the following:
•
View lessons according to the Coastline Cable broadcast schedule.
•
Choose an alternate method as outlined in Video Lesson Viewing Options.
HISTORY 180
-6-
Student Learning Outcomes
After successful completion of the course, the student will be able to do the following:
1. Given a key economic, political, social, or cultural trend or event in the history of
Western Civilization before 1550, construct a well-organized argument, supported with
relevant evidence, which evaluates the causes and/or implications of this trend or event.
2. Given primary and/or secondary sources relating to the history of Western Civilization
before 1550, analyze their meaning and usefulness as evidence.
3. Given a key economic, political, social, or cultural trend or event in the history of
Western Civilization before 1550, evaluate the connections between this past trend or
event and current world society.
4. Given a key economic, political, social, or cultural trend or event in the history of
Western Civilization before 1550, evaluate how cultural diversity influenced this trend or
event.
About the Videolessons and Textbook
This telecourse was produced to bring the lectures of distinguished UCLA professor Dr. Eugene
Weber to students throughout the country. Professor Weber synthesizes centuries of western
civilization and presents his analysis in an amazingly understandable and interesting format. But
the sequence of Professor Weber's videolessons does not always coincide with the textbook
organization. For example, the topics of the videolessons for week 1 do not correspond with
topics of the textbook chapter. Frequently you will be reading about a topic the week before the
videolesson covers it.
Required Critical Essay
You must complete a 50-point essay based on articles in the Annual Editions reader.
Instructions are included in this handbook.
Charting Western Civilization
You must complete an historical chart worth 50 points. Instructions are in this Student
Handbook.
-7-
HISTORY 180
Assignment Coverage
ASSIGNMENT
COVERAGE
Quiz 1
Lessons 1 - 6
Quiz 2
Lessons 7 - 14
Critical Essay
Annual Editions
Historical Chart
See assignment
Quiz 3
Lessons 15 - 20
Extra Credit
See assignment
Quiz 4
Lessons 21 – 23, 25, 27, 28
Grade Scale
The final grade of History 180 - Western Civilization to 1550 will be based upon the number
of points you earn on the required quizzes, midterm and final exams, and any other course work
as outlined within this student handbook.
Letter Grade Option:
POINT RANGE
Pass/No Pass Option:
GRADE
PERCENTAGE
POINT RANGE
P/NP
599 - 665
A
90 - 100%
366 and above
Pass (P)
532 - 598
B
80 - 89%
365 and below
No Pass (NP)
432 - 531
C
65 - 79%
366 - 431
D
55 - 64%
365 and below
F
54% and less
The Family Rights and Privacy Act of 1974 restricts release of certain student information, such as grades. Therefore, please do not call the
Distance Learning Department for your final scores/grades. Grades can be obtained through MyCCC (URL: http://mycoast.cccd.edu)
HISTORY 180
-8-
Course Grade Point System Breakdown
COURSEWORK
POINTS POSSIBLE
Quiz 1
= 40 points
Quiz 2
= 35 points
Quiz 3
= 40 points
Quiz 4
= 50 points
YOUR SCORE
Midterm Exam
= 200 points
50 multiple-choice (2 points each)
2 essay questions (50 points)
Critical Essay
= 50 points
Chart
= 50 points
Final Exam
= 200 points
100 multiple-choice (2 points each)
TOTAL POSSIBLE
Extra Credit
= 665 points
= 35 points
-9-
HISTORY 180
Fall 2016 Broadcast Schedule
History 180 – Western Civilization 1
Video Series Title: Western Traditions I
Produced by Annenberg (URL: http://learner.org)
BROADCAST DAY BROADCAST TIME
Wednesday
11:00 am – Noon
Friday
5:00 – 6:00 pm
Video Lesson Viewing Options
1. BROADCAST SCHEDULE OPTION
•
•
•
Choose one of the above broadcast timelines.
You may either watch the broadcast according to the scheduled day/time or program
your VCR/DVR.
For specific individual lesson titles, refer to the Assignment Section.
o
CABLE: If you choose the CABLE channel option: you must subscribe to Time
Warner Cable and you must live in one of the following cities: Costa Mesa
(Channel 27); Fountain Valley, Garden Grove, Huntington Beach, Midway City,
Seal Beach, Stanton, and Westminster (Channel 95)
2. VIEWING CENTER OPTION: Viewing centers are available through the Coastline
Student Assessment Center, Garden Grove Center, Golden West College Library, LeJao Westminster Center, Mary Wilson Branch Library, and Orange Coast College
Library.
3. STREAMING MEDIA OPTION: Students who have access to the Internet may view
Western Traditions I videos as streaming media directly through the Annenberg
website (URL: http://learner.org)
• Click on View Programs
• Locate and click on the Western Traditions I link
• Locate and click on the Video on Demand icon next to the desired program you wish
to view.
4. PURCHASE OPTION: Students may purchase the Western Traditions 1 series directly
through Annenberg (URL: http://www.learner.org/resources/series58.html).
HISTORY 180
- 10 -
Fall 2016 Review and Exam Information
Midterm and Final Review
This course does not schedule onsite review sessions. Detailed review outlines for the midterm
and final are provided within this student handbook. Should you require additional assistance
with preparing for the midterm or final exam, please contact your instructor (refer to the
Instructor Contact Information).
Your instructor has created midterm and final review audio CD’s to help with exam preparation.
These are available for purchase in the Coastline College Bookstore or can be accessed online
through the course website.
Midterm and Final Exam
This course requires students to complete both a midterm and final exam. This course does
offer scheduled onsite exams administered by your instructor. Refer to the Review and Exam
Schedule on the following page for specific dates, locations and times. To complete the midterm
and final exam, first determine if you are a local/non-proctored student or a proctored student
and follow the instructions below:
Review the following zip codes: 900XX, 901XX, 902XX, 903XX, 904XX, 905XX, 906XX,
907XX, 908XX, 910XX, 911XX, 912XX, 917XX, 918XX, 926XX, 927XX, 928XX
Local/Non-Proctored: Local/Non-proctored students are those who live within the areas of the
listed zip codes. You will be expected to complete your exam(s) with your instructor (if the
option is available) or schedule an alternate exam date and complete your required exam(s) in
person through the Coastline College Assessment Center. Students scheduling an alternate
exam date must complete the exam on or before the end of the designated exam due date
week.
Proctored: Proctored students are those who do not live within the areas of the listed zip
codes. Proctored exams must be received in the Distance Learning Department on or before
the end of the designated exam due date week.
Students must determine eligibility as a proctored student and submit their proctor agreement
form before the end of the first week of their course. For more information, visit Proctor
Information (URL: http://www.coastline.edu/students/distance-learning/proctor) or call the
Distance Learning Department at (714) 241-6216.
EXAM DUE DATES
Course Length
Midterm Exam
Final Exam
8 Week
Due on or before end of Week 4
Due on or before end of Week 8
16 Week
Due on or before the end of Week 8.
Due on or before the end of Week 15
Online Exams
This course does not offer the option to complete exams online. Students must complete the
exam in person according to the options listed within this Student Handbook.
- 11 -
HISTORY 180
Fall 2016 Midterm and Final Exam Schedule
Effective Spring 2016, the Student Handbook will no longer provide specific Review and Exam Schedule
dates, times, and location. This information will be available online once the semester begins.
This course offers the following Live Onsite Sessions held by the instructor:
Exam
8-Week Session
16-Week Semester
Midterm Exam
Held Week 4
Held Week 8
Final Exam
Held Week 8
Held Week 15
To locate the specific dates, times, and locations of the scheduled reviews and exams:
•
Go to the Distance Learning Website http://dl.coastline.edu
•
Select the “Testing Times” link
If you are unable to attend the onsite midterm and/or final exam according to the schedule as
posted to the Testing Times link, it is recommended that you schedule an alternate testing
date as early as possible. Refer to the Schedule an Alternate Exam Date section for more
information.
HISTORY 180
- 12 -
Do I need to Schedule an Exam Date?
•
I am a local/non-proctored student and my course offers a scheduled onsite exam
session with the instructor; however I am not able to attend.
•
I am a local/non-proctored student and my course does not offer an onsite exam
session with the instructor.
If you answered yes to either question above, you need to schedule an exam date through the
Coastline College Assessment Center. Refer to the instructions below.
How to Schedule an Exam Date
Exam dates are made available through the Coastline College Assessment Center, located at
11460 Warner Avenue, Fountain Valley, CA 92708.
Students are able to schedule an exam date approximately 2-4 weeks prior to the week of the
course midterm and/or final. If you do not see a specific date listed on the Alternate Testing
Date website, please contact the Coastline College Assessment Center at (714) 241-6285,
Monday through Friday, 8:00 am – 5:00 pm.
1. Go to the Distance Learning Website http://dl.coastline.edu
2. Click on the “Schedule Exams”.
3. This will open up the Exam Scheduler.
4. Choose Click Here to Create a Reservation button.
5. Select a date and time and follow the directions.
If you are unable to access the “Schedule Exams” link, please call the Coastline College
Assessment Center at (714) 241-6285 to arrange alternate test time. If you have scheduled an
exam date online and wish to cancel your appointment, please call the Coastline College
Assessment Center at (714) 241-6285.
Exam dates for midterm and final exams should be arranged BEFORE your scheduled exam
date or exam due date. If this is not possible, there is a 7 day grace period allowed for the
midterm exam only, in which no penalty will be applied. After the 7 day grace period, students
risk incurring a 10% penalty. Students seeking to complete the final exam after the scheduled
exam date or exam due date must receive authorization from the instructor.
- 13 -
HISTORY 180
Fall 2016 Semester Calendar
Please use the following semester calendar to help determine due dates of course quizzes,
assignments, and exams.
WEEK
Monday
Tuesday
Friday
Saturday
Sunday
1
Aug. 29
Aug. 30
Aug. 31
Sept. 1
Sept. 2
Sept. 3
Sept. 4
2
Sept. 5
HOLIDAY
Sept. 6
Sept. 7
Sept. 8
Sept. 9
Sept. 10
Sept. 11
3
Sept. 12
Sept. 13
Sept. 14
Sept. 15
Sept. 16
Sept. 17
Sept. 18
4
Sept. 19
Sept. 20
Sept. 21
Sept. 22
Sept. 23
Sept. 24
Sept. 25
5
Sept. 26
Sept. 27
Sept. 28
Sept. 29
Sept. 30
Oct. 1
Oct. 2
6
Oct. 3
Oct. 4
Oct. 5
Oct. 6
Oct. 7
Oct. 8
Oct. 9
7
Oct. 10
Oct. 11
Oct. 12
Oct. 13
Oct. 14
Oct. 15
Oct. 16
8
Oct. 17
Oct. 18
Oct. 19
Oct. 20
Oct. 21
Oct. 22
Oct. 23
9
Oct. 24
Oct. 25
Oct. 26
Oct. 27
Oct. 28
Oct. 29
Oct. 30
10
Oct. 31
Nov. 1
Nov. 2
Nov. 3
Nov. 4
Nov. 5
Nov. 6
11
Nov. 7
Nov. 8
Nov. 9
Nov. 10
Nov. 11
Nov. 12
Nov. 13
12
Nov. 14
Nov. 15
Nov. 16
Nov. 17
Nov. 18
Nov. 19
Nov. 20
13
Nov. 21
Nov. 22
Nov. 23
Nov. 24
HOLIDAY
Nov. 25
HOLIDAY
Nov. 26
Nov. 27
14
Nov. 28
Nov. 29
Nov. 30
Dec. 1
Dec. 2
Dec. 3
Dec. 4
15
Dec. 5
Dec. 6
Dec. 7
Dec. 8
Dec. 9
Dec. 10
Dec. 11
16
Dec. 12
Dec. 13
Dec. 14
Dec. 15
Dec. 16
Dec. 17
Dec. 18
HISTORY 180
Wednesday Thursday
- 14 -
8/29 -9/4
9/5 -9/11
9/12 – 9/18
9/19 – 9/25
9/26 – 10/2
1
2
3
4
5
Alexander the Great
The Hellenistic Age
Rise of Greek Civilization
Greek Thought
Mesopotamia
From Bronze to Iron
Dawn of History
The Ancient Egyptians
9 The Rise of Rome
10 The Roman Empire
7
8
5
6
3
4
1
2
VIDEOLESSON NUMBER/TITLE
The First Civilizations
The First Civilizations in
Mesopotamia
Alexander the Great
The Hellenistic Age
Forming of Greek Civilizations
Classical and Hellenistic Greece
Ch. 4
The Roman Republic
Ch. 5 The Empire and Christianity
Ch. 4
Ch. 3
Ch. 2
Ch. 3
Ch. 1
Egypt
Ch. 1 Palestine
Ch. 1
Ch. 1
TEXT READINGS
- 15 -
COMMENTS
Quiz 1 covers lessons 1-6
Submit SCANTRON for Quiz #1 to
the Distance Learning Department on
or before Tuesday, Week 4.
Mail Proctor Agreement (if
applicable). Proctor Agreement form
is due in the Distance Learning Dept.
on or before the end of Week 1
during an 8 week course and Week 2
during a 16 week course.
Mail Student Learning Contract.
Student Learning Contract is due in
the Distance Learning Dept. on or
before the end of Week 1 during an 8
week course and Week 2 during a 16
week course.
HISTORY 180
Refer to Semester Calendar for the specific dates of each week as outlined in this Assignment Section.
DATES
WEEK
Fall 2016 Assignment Section
HISTORY 180 – WESTERN CIVILIZATION TO 1550
Students who are unable to take the scheduled midterm and/or final exam should schedule an alternate exam date as early as possible. Students may incur a 10%
penalty for completing a midterm exam more than seven days after their regularly scheduled exam date or exam due date as noted in the Course Assignment Section.
Students seeking to complete the final exam after the scheduled exam date or exam due date must receive authorization from the instructor.
10/10 -10/16
7
HISTORY 180
10/3 – 10/9
6
13 The Decline of Rome
14 The Fall of Rome
11 Early Christianity
12
The Rise of the Church
VIDEOLESSON NUMBER/TITLE
Ch. 5
The Period of Crisis
No Assigned Text Readings
Ch. 5
Christianity and It’s Early Rivals
No Assigned Text Readings
TEXT READINGS
Proctored exams due in Distance
Learning Office on or before
FRIDAY, NEXT WEEK.
If you are scheduling an exam date
with the Coastline Assessment
Center, be sure to do so before
FRIDAY, NEXT WEEK.
MIDTERM REVIEW
This course does not offer a
scheduled onsite review session.
Refer to the Review and Exam
Information page in this Student
Handbook for more details on how to
prepare for your exam.
Quiz 2 covers lessons 7-14 (NOTE:
There are no questions from videos
13 or 14).
Submit SCANTRON for Quiz #2 to
the Distance Learning Department on
or before Tuesday, Week 8.
COMMENTS
- 16 -
Refer to Semester Calendar for the specific dates of each week as outlined in this Assignment Section.
DATES
WEEK
Students who are unable to take the scheduled midterm and/or final exam should schedule an alternate exam date as early as possible. Students may incur a 10%
penalty for completing a midterm exam more than seven days after their regularly scheduled exam date or exam due date as noted in the Course Assignment Section.
Students seeking to complete the final exam after the scheduled exam date or exam due date must receive authorization from the instructor.
10/17 – 10/23
10/24 – 10/30
8
9
Rise of Greek Civilization
(repeat)
The Hellenistic Age (repeat)
15 The Byzantium Empire
16 The Fall of Byzantium
8
5
VIDEOLESSON NUMBER/TITLE
Ch. 6
Ch. 6
Ch. 7
The Making of Western Europe
The Early Byzantine Empire
The Byzantine Empire/ Decline
of the Empire
No Assigned Text Readings
No Assigned Text Readings
TEXT READINGS
- 17 -
COMMENTS
Select the “Testing Times”
link
•
Proctored exams due in Distance
Learning Office on or before
FRIDAY, THIS WEEK.
Students who are unable to attend
the onsite exam with the instructor
must schedule an Alternate Exam
Date before FRIDAY, THIS WEEK.
Go to Distance Learning
(URL: http://dl.coastline.edu)
•
This course offers an onsite review
and exam session administered by
the instructor. To locate the specific
dates, times, and locations of the
scheduled reviews and exams:
The midterm covers: Lessons 1 - 14
MIDTERM EXAMINATION
HISTORY 180
Refer to Semester Calendar for the specific dates of each week as outlined in this Assignment Section.
DATES
WEEK
Students who are unable to take the scheduled midterm and/or final exam should schedule an alternate exam date as early as possible. Students may incur a 10%
penalty for completing a midterm exam more than seven days after their regularly scheduled exam date or exam due date as noted in the Course Assignment Section.
Students seeking to complete the final exam after the scheduled exam date or exam due date must receive authorization from the instructor.
11/7 – 11/13
11/14 – 11/20
11/21 – 11/27
11
12
13
HISTORY 180
10/31 – 11/6
10
23 The Late Middle Ages
25 The Renaissance and the
Age of Discovery
21 Common Life in the Middle
Ages
22 Cities and Cathedrals in the
Middle Ages
19 The Middle Ages
20 The Feudal Order
17 The Dark Ages
18 The Age of Charlemagne
VIDEOLESSON NUMBER/TITLE
Ch. 12
Ch. 11
Ch. 10
Ch. 9
Ch. 8
Ch. 8
Ch. 7
Ch. 7
Breakdown and Renewal in an
Age of Plague
Tradition and Change in
European Culture
The Flowering of Medieval
Civilization
The Urban Economy and the
Consolidation of States
Restoration of an Ordered
Society
The Crusades
The Empires of the Early Middle
Ages
The Carolingian and Frankish
Empire
TEXT READINGS
HISTORICAL CHART is due in the
Distance Learning Department on or
before FRIDAY, THIS WEEK. (Week
12 during a 16 Week course; Week 6
during an 8 Week course)
Quiz 3 covers lessons 15-20
Submit SCANTRON for Quiz #3 to
the Distance Learning Department on
or before Tuesday, Week 12.
The REQUIRED CRITICAL ESSAY
is due in the Distance Learning
Department no later than FRIDAY,
THIS WEEK. (Week 10 during a 16
Week course; Week 5 during an 8
Week course)
COMMENTS
- 18 -
Refer to Semester Calendar for the specific dates of each week as outlined in this Assignment Section.
DATES
WEEK
Students who are unable to take the scheduled midterm and/or final exam should schedule an alternate exam date as early as possible. Students may incur a 10%
penalty for completing a midterm exam more than seven days after their regularly scheduled exam date or exam due date as noted in the Course Assignment Section.
Students seeking to complete the final exam after the scheduled exam date or exam due date must receive authorization from the instructor.
11/28 – 12/4
14
27 The Reformation
28 The Rise of the Middle
Class
VIDEOLESSON NUMBER/TITLE
Ch. 13
Ch. 14
Reformations in Religion
Economic Expansion and a New
Politics
TEXT READINGS
- 19 -
COMMENTS
Proctored exams due in Distance
Learning Office on or before
FRIDAY, NEXT WEEK.
If you are scheduling an alternate
exam date with the Coastline
Assessment Center, be sure to do so
before FRIDAY, NEXT WEEK
FINAL REVIEW
This course does not offer a
scheduled onsite review session.
Refer to the Review and Exam
Information page in this Student
Handbook for more details on how to
prepare for your exam.
Quiz 4 covers lessons 21-23, 25,27,
28
Submit SCANTRON for Quiz #4 to
the Distance Learning Department on
or before Tuesday, Week 15.
EXTRA CREDIT is in the Distance
Learning Department on or before
FRIDAY, THIS WEEK. (Week 14
during a 16 Week course; Week 7
during an 8 Week course)
HISTORY 180
Refer to Semester Calendar for the specific dates of each week as outlined in this Assignment Section.
DATES
WEEK
Students who are unable to take the scheduled midterm and/or final exam should schedule an alternate exam date as early as possible. Students may incur a 10%
penalty for completing a midterm exam more than seven days after their regularly scheduled exam date or exam due date as noted in the Course Assignment Section.
Students seeking to complete the final exam after the scheduled exam date or exam due date must receive authorization from the instructor.
12/12 – 12/18
16
HISTORY 180
12/5 – 12/11
15
3 Mesopotamia (repeat)
20 The Feudal Order (repeat)
27 The Reformation (repeat)
28 The Rise of the Middle Class
(repeat)
VIDEOLESSON NUMBER/TITLE
No Assigned Text Readings
No Assigned Text Readings
TEXT READINGS
Select the “Testing Times”
link
•
NOTE: Quizzes, assignments and
exams not received by the end of this
week will result in a delay of receiving
a final grade.
Proctored exams due in Distance
Learning Office on or before
FRIDAY, THIS WEEK.
Students who are unable to attend
the onsite exam with the instructor
must schedule an Alternate Exam
Date before FRIDAY, THIS WEEK.
Go to Distance Learning
(URL: http://dl.coastline.edu)
•
This course offers an onsite review
and exam session administered by
the instructor. To locate the specific
dates, times, and locations of the
scheduled reviews and exams:
The final covers: Lessons 15 - 23, 25,
27, & 28
FINAL EXAMINATION
COMMENTS
- 20 -
Refer to Semester Calendar for the specific dates of each week as outlined in this Assignment Section.
DATES
WEEK
Students who are unable to take the scheduled midterm and/or final exam should schedule an alternate exam date as early as possible. Students may incur a 10%
penalty for completing a midterm exam more than seven days after their regularly scheduled exam date or exam due date as noted in the Course Assignment Section.
Students seeking to complete the final exam after the scheduled exam date or exam due date must receive authorization from the instructor.
Required Critical Essay
Worth up to 50 points
Due Date: Refer to the Assignment Section for the specific due date.
This assignment must be completed in order to receive credit in this course.
This course presents the history of western civilization. It also presents a history of the
development of history. The introduction of the text has an excellent discussion of what history
is and the role of personal opinion in the interpretation of history. All history is interpretation.
Although historians must attempt to be thorough and objective in their evaluation of information,
they can never free themselves from the biases they bring to their work. These biases influence
the historians in the topics they choose to research, the types of evidence they choose to
gather, and the interpretations they make.
Annual Editions presents recent articles on western civilization that are based on recent
research. The articles may represent a new interpretation of long-debated issues or the
emergence of new issues. I want you to write an essay in which you assess how these articles
reflect late twentieth century biases in the choice of topics, research methods, and
interpretations.
Select 3-4 articles to use as examples. These articles may relate to one topic, such as women
in history, military history, or the history of religion; they may focus on one historical period; or
they may represent a variety of topics and time periods.
Consider the following questions as you develop your essay:

What is the basic interpretation (thesis) that each article presents?

Does it appear that the interpretation is based on solid evidence? What are the main
points?

What type of historical research has been used to produce the information discussed in
the articles?

What issues, values, and/or concerns appear to have motivated historians to pursue this
research and to write the articles?

Does the article appear to be driven by the author’s desire to improve the reader’s
understanding of the historical period or to convince the reader of the author’s position?
Your essay should include the following:
• An introductory paragraph that presents your thesis
• 3-5 body paragraphs that present the information that supports your thesis
• A concluding paragraph.
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HISTORY 180
Criteria for Evaluation of Critical Essay
1. Presents thesis statement clearly about the relation of articles selected and
contemporary issues.
2. Identifies the thesis of each article and the main points supporting the thesis.
3. Comments on factors that may have influenced author.
4. Comment on* apparent validity of the evidence presented.
*I am NOT asking you to do additional research to determine the validity.
5. Presents a well-organized, well-written essay.
Your essay should be word processed and double-spaced. It should be NO MORE THAN FIVE
pages. Be sure to attach a cover page with the following information:
•
•
•
•
•
Your Name (Your name should be on each page of the essay as well in case pages
get separated.)
Your Student ID Number
Date/Semester
Course Name: HIST C180, Western Civilization to 1550
Assignment Name: Critical Essay
Refer to the Course Assignment Section for the exact due date. It is recommended that you
keep a copy of your essay for your records.
How to Submit Required Critical Essay
You may choose to submit your Required Critical Essay one of the following ways:
Mail your assignment (or deliver in person) to:
Coastline College, Distance Learning Dept.
Attn: HIST C180 TV
11460 Warner Avenue
Fountain Valley, CA 92708
FAX your assignment to: (714) 241-6287
Be sure to include a cover letter with your NAME, STUDENT ID NUMBER, the
COURSE you are enrolled in, SEMESTER, and INSTRUCTOR NAME.
HISTORY 180
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Charting Western Civilization Assignment
50 Points
Due Date: Refer to the Assignment Section for the specific due date.
You are required to complete a chart of the years 1000 to 1500. The purpose of this
assignment is to help you "see" the relationship of the significant events and developments that
took place during this 500-year period.
You may select from either of the following options:
England
France
Spain
Holy Roman
Empire
Other country
of your choice
Political
Economic
Religious
Technological
Social
1000
1100
1200
1300
1400
1000
1100
1200
1300
1400
- 23 -
HISTORY 180
What should you include in the chart? Only include the most significant events or
developments. The assignment requires you to distinguish between more significant and less
significant. But there are no absolutely right or wrong items.
Only include events or developments that are presented in your textbook or the videolessons.
Do not do outside research for this project.
Use only single words or short phrases-no sentences or paragraphs. You do not have to
explain why you think an event is significant.
How should I make the chart? You may create this chart by hand or using a word processor.
The chart can be created using a single sheet of paper, 8 1/2 x 11 or larger (if the information
will fit)
Can I do this assignment with a partner? Yes, you may do this assignment in pairs and both
people will receive the same score. Both partners should be involved in deciding what to
include on the chart and in the production of the chart. You need to submit a statement signed
by both partners that you each contributed equally to the completion of the chart and you must
indicate what tasks each partner did.
When is this chart due? Refer to the Assignment Section for due date of this assignment.
How to Submit Historical Chart
Be sure to write your name, student ID number, and History 180 on the back of the chart. Keep
a copy or a rough draft of your chart. The charts will not be returned to you.
Mail your assignment (or deliver in person) to:
Coastline College, Distance Learning Dept.
Attn: HIST C180 TV – M. Najera
11460 Warner Avenue
Fountain Valley, CA 92708
FAX your assignment to: (714) 241-6287
Be sure to include a cover letter with your NAME, STUDENT ID NUMBER, the
COURSE you are enrolled in, SEMESTER, and INSTRUCTOR NAME.
HISTORY 180
- 24 -
Extra Credit
Due Date: Refer to the Assignment Section for the specific due date.
You can earn up to 35 points extra credit for participating in a field trip to a museum that
contains art or artifacts of the historical periods covered in the class.
For students who live in southern California I suggest one of the following:
1. Getty Museum
2. Los Angeles County Museum of Art
You are welcome to take your own field trip to these art museums or any others that have
appropriate art or artifacts.
You may also attend a musical performance of any medieval, Renaissance, or Baroque
composition.
If you know of other museums or special exhibits that would be appropriate, please let me know.
Here is how the extra credit will be allocated:
1.
Attending the field trip
Submit a dated receipt of admission or parking.
= 10 points
2.
Writing a report about the field trip
= Up to 25 points
In the report, identify where you went, what you saw or heard, and how that related to
information studied in the class.
Critiques for Extra Credit
For a Museum
•
Name of Museum or Presidential Library.
•
Location.
•
Purpose of Museum or Presidential Library.
•
Report should include your evaluation of
(1) The theme of the current exhibition;
(2) The effectiveness of presentation;
(3) and the broader social, economic or political implications.
•
Would you recommend this exhibition? Why or why not?
•
What improvement, if any, would you make in this exhibition?
•
All reports should be between 2 - 3 pages, double-spaced, and typewritten.
•
Please attach a copy of the brochure and dated receipt along with your report.
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HISTORY 180
Film Review
In an essay form, write an evaluation of the film to include the following items;
•
Name of the film
•
Why was this film produced?
•
Is the film fiction or non-fiction or a combination of both?
•
How accurate is historical material of this film?
•
What does the film tell you about the manners and mores of the historical period of this
film?
•
Identify the themes of the film.
•
Is the acting and the use of the camera effective?
•
How much is the film a reflection of the state of mind, the stereotyping, or the prejudice
of those portrayed in this film?
•
Would you recommend this film? Why or why not?
•
What changes, if any would you make in this film?
•
All reports should be about 2 pages in length (double spaced/ typed)
How to Submit Extra Credit
It is recommended that you retain a copy of your coursework for your own records.
Mail your assignment (or deliver in person) to:
Coastline College, Distance Learning Dept.
Attn: HIST C180 TV – M. Najera
11460 Warner Avenue
Fountain Valley, CA 92708
FAX your assignment to: (714) 241-6287
Be sure to include a cover letter with your NAME, STUDENT ID NUMBER, the
COURSE you are enrolled in, SEMESTER, and INSTRUCTOR NAME.
HISTORY 180
- 26 -
Midterm Exam Review
Midterm Review Outline
This list contains the topics that will be on the objective portion of the exam. They are taken
from the text and videolessons. Questions from quizzes 1 and 2 may appear on the exam.
Lesson 1 – Dawn of History
Location of the “fertile crescent”
Rise of agriculture/food production: when and why
Common characteristics of early civilizations
First cities
Lesson 2 – The Ancient Egyptians
Location of Egypt
Maat
Characteristics of Egyptian civilization: pharaohs, writing, slavery, women’s roles
Lesson 3 -- Mesopotamia
Location of Mesopotamia
Characteristics of Mesopotamian civilization: politics, money as a form of exchange,
mathematics, codified law (Hammurabi)
Lesson 4 – From Bronze to Iron
Locations of Palestine and the Near Eastern states
Israelites and their religion
Assyrian civilization and its accomplishments
Characteristics of religion and politics in the Persian Empire
Lesson 5 – Rise of Greek Civilization
Locations of Greece, Crete, Sparta, and Athens
Greek gods
The Iliad and The Odyssey
Greek architecture
Greek polis
Sparta – priorities of the Spartan state, mixed constitution
Athens – politics, comparisons to Sparta
Persian Wars – BASIC cause(s) and effect(s)
Peloponnesian War – BASIC cause(s) and effect(s)
Comparisons of Greek civilization to Egyptian and/or Near Eastern civilizations
Lesson 6 – Greek Thought
Note: Be able to identify the main themes of the following forms of Greek culture, as well as
specific individuals associated with Greek culture:
• Greek tragedy
• Greek history
• Greek comedy
• Athenian drama
• Women in Greece
• Aristotle
• Socrates
• Plato
- 27 -
HISTORY 180
Lesson 7 – Alexander the Great
Philip II
Alexander the Great – why so “great”?
Collapse of Alexander’s empire – cause(s) and effect(s)
Lesson 8 – The Hellenistic Age
Hellenization
Hellenistic civilization, compared to the earlier polis civilization
Intellectual life in the Hellenistic world
Stoicism
Lesson 9 – The Rise of Rome
Political system of the Roman Republic before the era of the civil wars
Comparisons between Greece and Rome
Expansions of the Roman Republic
Sulla and his reforms
Punic Wars
Membership and characteristics of the First Triumvirate
The role of the army in the Roman Republic and Revolution
Julius Caesar – achievements and reasons for popularity
Conflict between Second Triumvirate and the Senate
Octavian/Augustus
Lessons 10, 13, and 14 – Roman Empire: Rise, Decline and Fall
Note: It might be more helpful to approach Lesson 10’s readings alongside the readings from
Lessons 13 and 14. That way you are dealing with the rise and decline of the Roman Empire as
ONE subject, instead of separating it.
Octavian/Augustus
Roman Empire – unifying elements
Cities in the Roman Empire
Pax Romana
Roman literature
Slavery
Disintegration of Roman control in western Europe – cause(s) and effect(s)
Lessons 11 and 12 – Early Christianity and The Rise of the Church
Christianity in doctrine
Comparisons between Christianity and mystery religions of the Roman Empire
Treatment of Jews in the Roman Empire
Roles of Jesus and Paul
Women’s roles in early Christianity
Augustine of Hippo
Constantine’s Edict of Milan
Accomplishments of revolutionary government
HISTORY 180
- 28 -
Midterm Essay Question
You will be required to write TWO essays as part of your midterm examination. Each is worth a
possible 50 points. The first essay is mandatory, but you have a choice between three different
topics for the other essays. Both essays must be completed in order to receive credit for the
midterm examination.
ESSAY #1: MANDATORY. You must write on the following topic.
In “Western Civilization”, what is the West? More pointedly, how do your textbook and
Professor Weber (from the telecasts) define the West in this course? Does West refer to a
geographical location? Is it based on culture? Or ethnicity? How do YOU think the West
should be defined? Explain and give examples of the concept of the West.
ESSAY #2: CHOICE. You may choose ONE of the following topics for your second
essay.
1. Compare and contrast the ancient civilizations of the Egyptians and the Mesopotamians.
How have these civilizations contributed to the formation of Western Civilization?
2. “It is a mistake to be so admiring of the ancient Greeks. We think highly of their civilization
only because it resembles our own in some ways, and we overlook the fact that it was
based upon slave labor, the subjection of women, and almost perpetual warfare.” Do you
agree? Explain, using many examples of the advantages and disadvantages of ancient
Greek civilization and culture.
3. Discuss and analyze the evolutionary developments of the Roman Republic and identify the
reasons for its downfall.
Suggestions for Writing Your Essay
•
•
•
•
In the first paragraph, clearly state your thesis and present the main points you are going
to make.
Discuss at least THREE main ideas that directly support your thesis. Each main idea
should be discussed in a separate paragraph. Use specific examples of each main idea.
Always make sure that your main ideas directly relate to your thesis.
Before you conclude your essay, be absolutely certain that you have covered all
aspects of the essay topic.
Include a concluding paragraph in which you restate your thesis and consider the
broader significance of the topic of your essay.
NOTE: Progress reports sent out after exams containing a required essay often times will
not reflect a score for the essay portion. Please allow sufficient time for your
instructor to collect essays for grading.
- 29 -
HISTORY 180
Midterm Content Coverage
The required midterm exam will cover the following components:
Lessons
1 – 14
Midterm Grading Breakdown
•
The midterm exam will consist of 50 multiple-choice questions worth two points each for
a total of 100 points.
•
The exam will also consist of two essay questions.
•
You will be required to write on the essays question worth 50 points each.
•
In order to receive credit for the objective portion of the exam, you will be required
to write on the essay questions. The combined midterm exam points will be broken
down as follows:
50 Multiple Choice (worth 2 pts each)
2 Essay Questions (worth up to 50 pts)
Exam Total
= 100 points
= 100 points
= 200 points
The use of the textbook, notes or any materials during any exam is forbidden (unless otherwise
noted). If the instructor or proctor suspects cheating or plagiarism on any portion of the exam,
the student risks receiving no credit and possible disciplinary action.
HISTORY 180
- 30 -
Final Exam Review
Final Review Outline
This list contains topics that will be on the final exam. They are taken from the text and
videolessons. Questions from quizzes 3 and 4 may appear on the final.
Lesson 15 - The Byzantine Empire:
Beginning of Byzantine history
goals of Justinian’
 s re ign
force holding Byzantine society together
most significant difference between Eastern and Western Churches
vitality of Byzantine cities
preservation of classical Greek literature
schism between Eastern and Western Churches
chief obligation of Muslims
expansion of Islam
Islamic schism
contact of Jews and Western Christians with Islamic culture
Islamic development in mathematics
Lesson 16 - The Fall of Byzantium
Mansikert
Impact of fall of Constantinople
Ottoman sultan
Suleiman the Magnificent
The Golden Horde
Ivan III
Lesson 17 - The Dark Ages and Lesson 18-The Age of Charlemagne:
Reasons for Germanic penetration
Contributions of Clovis
King Arthur
Basis of Germanic law
development of single family farm
Merovengians
Donation of Pepin
Alfred the Great
Carolingian Renaissance
Vikings and the East Slavic state
Yaraslov the Wise - contributions to Kievan society
central event of Keivan cultural development
Lesson 19 - The Middle Ages and Lesson 20-The Feudal Order:
eleventh century expansion
cities leading the commercial revolution
manorialism
feudalism
social feature-relation of lord and vassal
political rights and obligations
vasalage
system of private justice
- 31 -
HISTORY 180
Norman Conquest of Europe
Henry II - royal justice
Frederick I
Pope Gregory VII
Scholasticism
Song of Roland
Romanesque churches
The First Crusade
role of upper classes
reasons for Christian success
Templars
Lesson 21 - Common Life in the Middle Ages and Lesson 22-Cities and Cathedrals in the
Middle Ages:
Medieval guilds
Thirteenth Century’s contributions to political traditions
Magna Carta
Thirteen Century’s English King's legal contributions
Ideals of St. Louis
Reconquista
Inquisition
procedures
weaknesses
Innocent III - goals
Fourteenth Lateran Council 1215
Political Challenge to Church
Common qualities in works of Aquinas, Dante, and architects of Gothic Cathedrals
Lesson 23 - The Late Middle Ages:
Black Death
Causes of famine
Hansetic League
Printing Press
Hundred years War -results
Developments toward national unity
Factors Contributing to national unity in France
Avignon Papacy
Lesson 25 - The Renaissance and the Age of Discovery:
Renaissance Italy
Results of High morality rate
Methods of stimulating population growth
Humanist education
The Decameron
Florentine Neoplationists
Masaccio, Donatello, Brunelleschi
Raphael, Michelangelo, Leonardo, Titian Professor Weber’s Comments about the portrait of the Arnolfinis
Technical advances in the arts
Leonardo da Vinci - range of his talents
Canterbury Tales
Differences in religious thought between fourteenth/fifteenth centuries and thirteenth century
Devotio moderna role of lay patrons of the arts
HISTORY 180
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Lesson 27 - The Reformation and Lesson 28 - The Rise of the Middle Class
Fundamental concern of 15/16TH Century Christians
Causes of popular dissatisfaction with Roman Catholic Church
Erasmus
Thomas More
Martin Luther-elements of his belief/how that differed from Catholicism
Why German princes supported Luther
Peasant revolt
Calvin
Predestination
Why his beliefs spread
Counter Reformation
Pope Paul III - how he attempted reform
Council of Trent
St. Theresa
Jesuits - characteristics
Final Content Coverage
Lessons
15 – 23 & 25, 27, & 28
Final Grading Breakdown
•
•
The final exam will consist of 100 multiple-choice questions worth two points each for a
total of 200 points.
The exam questions will be similar to the course quizzes.
100 Multiple Choice (worth 2 pts each)
Exam Total
= 200 points
= 200 points
The use of the textbook, notes or any materials during any exam is forbidden (unless otherwise
noted). If the instructor or proctor suspects cheating or plagiarism on any portion of the exam,
the student risks receiving no credit and possible disciplinary action.
- 33 -
HISTORY 180
HISTORY 180
- 34 -
Quiz 1
Lessons 1 – 6
Students risk receiving No Credit for turning in quizzes and assignments using a student
handbook from any other semester than the one they are enrolled in.
REV. 102
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
1. People turned from hunting and gathering to food producing around
a. 11,000 B.C.
b. 1000 B.C.
c. 35,000 B.C.
d. 1000 A.D.
e. 100,000 B.C.
2. The earliest known agricultural settlements are located in
a. the lower Tigris and Euphrates River area.
b. the Nile River delta.
c. southern Turkey and northern Iraq.
d. Palestine.
e. Lascaux.
3. The Mesopotamians’ advances in mathematics
a. were partly a product of their advanced commercial life.
b. used the number 60 as a main element.
c. included multiplication tables, exponents, and computations of interest.
d. laid the foundations for many conventional measurements today, such as the 60
minutes of an hour.
e. None of these answers is correct.
4. The Sumerians’ pessimistic view of the human dependence on divine intervention
derived from
a. the Epic of Gilgamesh.
b. the fertile soil and predictable rainfall of the plain between the Tigris and the
Euphrates rivers.
c. Sargon’s brutal rule.
d. the lack of certainty due to the threat of floods.
e. Semitic invasions.
5. Hammurabi’s law code favored women and children by
a. requiring widowed fathers to spend their deceased wives’ dowries on their sons.
b. requiring men to support their first wife, even if they remarried.
c. allowing women to keep their dowries if they left their husbands.
d. allowing widows to keep their dowries.
e. All these answers are correct.
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HISTORY 180
6. The Egyptian concept of maat
a. asserts that one should act correctly in order to go on to the afterlife.
b. asserts that a kind of cosmic harmonizing places all things in the right relationship.
c. argues that kings who disturb the natural order should be punished by their subjects.
d. was associated with the worship of Aton.
e. All these answers are correct.
7. When Akhnaton reformed Egyptian religious practices, Egyptians
a. ceased to worship the pharaoh.
b. were forced to worship Amon-Re.
c. became monotheistic.
d. continued to worship the pharaoh.
e. were encouraged to worship Aton.
8. The Phoenicians’ greatest contribution to Western culture was
a. the simplified alphabet.
b. purple cloth.
c. seafaring skills.
d. urban civilization.
e. monotheism.
9. Nebuchadnezzar is remembered for
a. destroying Jerusalem and the temple.
b. welcoming Jews fleeing the destruction of Jerusalem.
c. destroying the Hanging Gardens.
d. first recording the Indo-European language.
e. subduing the Neo-Babylonians.
10. The major accomplishment of the Assyrians was
a. monotheism.
b. the development of a law code.
c. the political unification of the ancient Near East.
d. the introduction of Semitic languages.
e. the establishment of patriarchy.
11. The Assyrians successfully administered their empires through the following methods
EXCEPT
a. militarism.
b. language.
c. art.
d. the deportation of troublesome peoples.
e. their brutality toward conquered peoples.
12. The principal feature of Zoroastrianism was
a. the divine authority of the Persian king.
b. monotheism.
c. sacrifice of animals.
d. the idea of conflict between a god of good and a god of evil.
e. the divinity of Zoroaster.
HISTORY 180
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13. The gods of the Greeks were
a. transcendent and remote.
b. anthropomorphic and potentially benevolent.
c. mortal.
d. ethical.
e. vindictive.
14. The Iliad
a. provides a historically accurate account of an actual Greek war against Troy.
b. is probably the work of a single author named Homer.
c. glorifies a warrior aristocracy.
d. emphasizes the role of the gods in human affairs.
e. dates from the time of the Trojan War.
15. Around 650 B.C., Greek poets
a. began to treat themes centered on personal experiences.
b. incorporated aspects of Indian mythology into their work.
c. rejected themes of love and beauty.
d. chronicled the Trojan War.
e. concentrated on military themes and the heroism of individual soldiers.
16. The basic means of livelihood for citizens of the Greek city-state was
a. the trades and crafts of the middle class.
b. industry and technology.
c. public works and warfare.
d. agriculture.
e. warfare.
17. The Spartan state
a. emphasized the role of women in political affairs.
b. was designed to favor the commercial class.
c. gave unprecedented personal freedom to male warriors.
d. subordinated the family to the state.
e. permitted helots to participate in politics.
18. Sparta’s “mixed constitution” included
a. kings, an oligarchic council, and a public assembly.
b. shared rule between elite citizens and the king.
c. elected kings responsible to a powerful citizen assembly.
d. a council of elders who chose citizens to serve as advisers for a year.
e. the elimination of the monarchy.
19. Which was NOT among the important reforms carried out by Solon in the 570s B.C.?
a. measures encouraging the cultivation and export of olive oil
b. canceling the enormous debts of poor farmers
c. allowing all male citizens to hold government office
d. reducing the political power of the wealthiest families
e. redistributing land to formerly enslaved farmers
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HISTORY 180
20. In the Athenian demokratia, most public offices were filled by
a. election.
b. the drawing of lots.
c. appointment by the archons.
d. rotation among the ten tribes.
e. appointment by the boulé.
21. The Persian king Darius decided to invade Greece in 490 B.C. because
a. Athens had aided Greek cities in Asia Minor in an attempted revolt against Persian
rule.
b. Persia wished to aid Sparta.
c. Persia wished to acquire the vast wealth of Athens.
d. Persia wished to destroy Athenian trade.
e. Sparta had aided Greek cities in an attempted revolt against Persian rule.
22. The Greek Dark Age was followed by
a. a sudden flowering of artistic and literary genius.
b. the defeat in battle of Athens’ great rival Sparta.
c. the Athenians’ decision to limit trade and create a self-sufficient economy.
d. the Athenians’ tendency to neglect the arts and concentrate on developing military
skills.
e. a loosening of their control over members of the Delian League.
23. Athens was ultimately defeated in the Peloponnesian War because
a. a plague killed thousands of her people.
b. a major expedition to Syracuse ended in failure.
c. her navy was defeated and she was unable to import food.
d. all her allies in the Delian League turned against her.
e. of Melian resistance.
24. Greek tragedies of the fifth century
a. questioned the relationship between humans and gods.
b. were concerned with showing the meaning in the common activities of daily life.
c. made the actions of women distinctly subordinate to those of men.
d. rejected previous concerns with the gods.
e. All these answers are correct.
25. The Sophists
a. preached adherence to social norms.
b. believed in knowledge for knowledge’s sake.
c. believed human laws were superior to natural ones.
d. challenged most accepted rules and morals.
e. believed in strict moral constraints.
26. The best historical sources for the Persian and Peloponnesian Wars are
a. Sophocles and Euripides.
b. Herodotus and Thucydides.
c. Aeschylus and Aristophanes.
d. Hesiod and Sappho.
e. Medea and Lysistrata.
HISTORY 180
- 38 -
27. In comparison with Socrates, Plato was
a. a greater believer in democracy.
b. less concerned with questions of moral conduct.
c. more interested in theories of matter.
d. less willing to believe that people could consult their consciences to discover what is
right.
e. a great believer in the individual conscience.
28. The work of Aristotle
a. involved fields of knowledge from physics, astronomy, and biology to politics and
ethics.
b. shared the assumption of Plato that order exists in the universe.
c. stressed moderation in human behavior and in politics.
d. both stressed moderation in human behavior and in politics and involved fields of
knowledge from physics, astronomy, and biology to politics and ethics.
e. All these answers are correct.
29. The Athenians’ defeat by Sparta in 404 B.C. was followed by
a. their permanent eclipse as a powerful city-state.
b. a period in which Sparta assumed the supremacy of the Greek world for fifty years.
c. the immediate destruction of all the city-states by Philip of Macedon.
d. decades of war between shifting alliances of city-states.
e. the decline of Thebes.
30. Alexander’s empire collapsed after his death because
a. he was murdered.
b. he had been an ineffective administrator.
c. he had murdered his closest allies.
d. his generals seized parts of his empire for themselves.
e. the upper classes of the empire challenged its unity.
FOR QUESTIONS 31-40, select the philosopher (A-D) most closely identified with each of the
statements or terms.
A. Sophists/Protagoras
B. Socrates
C. Plato
D. Aristotle
31.
Ultimate truth is found in ideal forms that exist outside our world and can only be
perceived through long training in philosophy.
32.
Each object of nature has a purpose as part of a grand design of the universe.
33.
In the absence of objective knowledge, the only recourse is to make your way
through life coolly exploiting to your advantage any situation you encounter.
34.
The Politics.
35.
“Examine your life in the pursuit of moral truth.”
36.
The Republic
37.
“Man is the measure of all things.”
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HISTORY 180
38.
He used a teaching method in which he engaged students in a dialogue of questions
and answers to refute, correct, and guide them.
39.
“The state will be ruled well when philosophers become kings and kings become
philosophers.”
40.
The chief aim of government is the good life for both the individual and the
community.
HISTORY 180
- 40 -
Quiz 2
Lessons 7 – 14
Students risk receiving No Credit for turning in quizzes and assignments using a student
handbook from any other semester than the one they are enrolled in.
Rev. 102
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
1. Which of the following best describes the political system of the Roman Republic before
the era of the civil wars?
a. It was a limited monarchy.
b. The military controlled the state.
c. It had three main components: the consuls, the Senate, and the Assemblies.
d. It had two main components: the Senate and the army.
e. It was modeled on Athenian democracy.
2. The Roman constitution was
a. a written document.
b. a set of procedures and customs.
c. a frequently appended document.
d. determined by the power of certain clans.
e. None of these answers is correct.
3. In comparison with the Greeks, the Romans in the fifth through the third centuries
a. demonstrated greater skill in dealing with internal and external political conflicts.
b. developed a political system in which common people had more power.
c. relied more on naval power.
d. were unwilling to adopt the phonetic alphabet.
e. placed less emphasis upon family.
4. In the Punic Wars, Rome defeated
a. Sicily.
b. Phoenicia.
c. Etruria.
d. Carthage.
e. the Gauls.
5. Hannibal’s goal in invading Italy during the Second Punic War was to
a. keep Roman forces from extending the war to Spain.
b. prove himself a greater general than Alexander the Great.
c. persuade Rome’s allies on the peninsula to switch allegiances.
d. destroy the Roman navy.
e. recover its empire in southern Spain.
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HISTORY 180
6. Polybius believed that Rome’s successes stemmed from
a. its constitution and mixed government.
b. conservative Roman values.
c. its geographical diversity.
d. Roman worship of Greek deities.
e. All these answers are correct.
7. Expansion into the eastern Mediterranean
a. inadvertently led to the decline of the Republic.
b. triggered policies of accommodation in Pergamum.
c. brought the Greeks under Roman control.
d. did all of these: brought the Greeks under Roman control; triggered policies of
accommodation in Pergamum; and inadvertently led to the decline of the Republic.
e. None of these answers is correct.
8. In the first century B.C. as Roman imperialism brought the state into further wars, the
political situation was dominated by
a. Repeated invasions of Germanic barbarians
b. Repeated rebellion of the Greek city-states
c. Continual warfare in Asia Minor
d. A series of plebeian revolts
e. None of these answers is correct
9. The crisis of the first century B.C. Italian War centered around
a. territorial ambition.
b. trade policies.
c. citizenship.
d. threat of Germanic invasion.
e. military obligation.
10. Which of the following is NOT a correct match?
a. Marius: first to allow landless citizens to become soldiers
b. Sulla: first general to seize Rome and name himself dictator without time limit
c. Pompey: member of the First Triumvirate
d. Cicero: led campaign against pirates in the Mediterranean
e. Julius Caesar: extended Roman rule to France and Belgium
11. Which was NOT one of the reforms of Julius Caesar?
a. reduced the power of the Senate by enlarging it
b. reduced the size of the army
c. allied with the Senate to defeat Pompey
d. established a new calendar
e. named himself dictator
12. Which of the following is NOT true? Caesar gained popularity by defending the rights of
a. tribunes.
b. slaves.
c. common citizens.
d. soldiers.
e. None of these answers is correct; all contributed to Caesar’s popularity.
HISTORY 180
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13. The Second Triumvirate of Mark Antony, Octavian, and Lepidus captured Rome by
challenging the authority of
a. the Assembly of Tribunes.
b. the army.
c. the Senate.
d. the Praetorian Guard.
e. Bologna.
14. Which of the following is NOT correct? Augustus’ legislation in favor of the Roman family
was designed to
a. repopulate Italy following the civil wars.
b. grant special privileges to families with more than three children.
c. legislate against adultery.
d. allow more legal freedoms to women within the family structure.
e. curb population growth.
15. Romans believed that their gods
a. could be appeased through sacrifices.
b. could not be satisfied.
c. behaved immorally.
d. would not protect them.
e. All these answers are correct.
16. The three unifying elements that allowed the Roman Empire to survive and work were
a. the Senate, the consuls, and the assemblies.
b. the emperor, the family, and the army.
c. the emperor, the Senate, and the army.
d. the emperor, the army, and civil servants and town councils.
e. the emperor, the army, and the assemblies.
17. Which of the following is NOT true of the military during the Julio-Claudian period?
a. The military interfered more and more with civil authority.
b. The military supported their own candidates for emperor.
c. The military became increasingly subject to the emperor’s wishes.
d. The military became increasingly subject to the dictates of the Senate.
e. The military played a part in the succession of emperors.
18. The period of the “five good emperors” was characterized by
a. dynastic succession within the royal line.
b. stability and prosperity.
c. the establishment of Christianity as the state religion.
d. more democratic institutions.
e. violent succession.
19. During the period of the Pax Romana,
a. agriculture in Italy was carried out on small peasant farms.
b. cities in the western part of the Empire were larger and wealthier than those in the
east.
c. Italian manufactures surpassed those of other provinces.
d. deforestation and over-grazing may have harmed the Italian economy.
e. the Empire experienced a recession.
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HISTORY 180
20. Which is NOT true of cities in the first centuries of the Roman Empire?
a. Many citizens lived in poor housing.
b. Good systems of water supply and waste disposal existed.
c. People could not rely on the protection of the law outside the urban areas.
d. Many cities also had suburbs.
e. Rome’s working classes did not have access to the system of aqueducts.
21. The Roman legal system
a. distinguished between citizens and non-citizens.
b. allowed subjects of the Empire to maintain their own customs.
c. served as a model for many subsequent law codes in Western Europe.
d. did all of these: distinguished between citizens and non-citizens; allowed subjects of
the Empire to maintain their own customs; and served as a model for many
subsequent law codes in Western Europe.
e. None of these answers is correct.
22. Which best describes Roman literature during the centuries of the Pax Romana?
a. It frequently used Greek works as models.
b. It seldom criticized politicians or people in authority.
c. It dealt with escapist themes rather than everyday life.
d. It was reluctant to study the era of the Roman Republic.
e. It was mostly consumed by Rome’s working class citizens.
23. The breakdown of the Pax Romana led to a shift in power favoring
a. the plebeians.
b. the Senate.
c. the patricians.
d. the emperor.
e. the consuls.
24. In the third century A.D., the Roman Empire suffered from
a. reluctance on the part of citizens to perform unpaid civic duties.
b. heavier defense costs.
c. a series of long-term and capable emperors.
d. both reluctance on the part of citizens to perform unpaid civic duties and heavier
defense costs.
e. All these answers are correct.
25. Slavery in the Roman Empire was
a. based on race.
b. unproductive in the long term because it gave little incentive for hard work.
c. a factor leading to technological innovation in agriculture, because slaves were so
expensive.
d. confined to workers in agriculture.
e. responsible for the overpopulation of the Empire.
HISTORY 180
- 44 -
26. Diocletian’s reforms included
a. the creation of the Tetrarchy.
b. the elimination of taxes on land.
c. the reduction of taxes on trade.
d. the elimination of the Tetrarchy.
e. the creation of a more democratic system.
27. Which factors did NOT contribute to the disintegration of Roman control in Western
Europe?
a. The area was less defensible.
b. The area was less populous.
c. The emperors opposed the explosion of Christianity in the West.
d. Local elites undermined the policies of the imperial administration.
e. All these answers are correct.
28. Which statement is NOT true of the Jewish experience under Roman rule?
a. The Jewish religion was outlawed by the Romans.
b. Some Jews believed in the coming of a Messiah.
c. Several Jewish rebellions against Roman rule soured relations between Jews and
Rome.
d. There were conflicts among the Jews over whether gentiles could convert to
Judaism.
e. A Jewish force came to the aid of Julius Caesar.
29. Regarding the issue of conversion, Paul advocated
a. circumcision as a condition of conversion.
b. conversion on the basis of personal faith.
c. conversion based on observation of Mosaic law.
d. conversion on the basis of ethnic identity.
e. violent resistance against Roman persecution.
30. At a conference held in Milan in 313 A.D., Constantine
a. made Christianity the official state religion.
b. legalized Christianity in Italy alone.
c. extended freedom of worship to Christians and ended the age of persecutions.
d. ordered all pagans to convert to Christianity and closed pagan temples.
e. ordered the confiscation of Christian property.
31. Christianity became the only religion tolerated in the Roman Empire by approximately
a. 100 A.D.
b. 200 A.D.
c. 300 A.D.
d. 400 A.D.
e. 500 A.D.
32. The Donatist heresy was repudiated when the Orthodox Church declared that
a. Jesus was of the same substance as God.
b. Jesus was the son of a virgin.
c. the sacraments confer grace regardless of the spiritual state of the priest
administering them.
d. any true believer may receive revelations from God.
e. all churches and sacred books must be destroyed.
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HISTORY 180
33. Women in early Christianity
a. were given ever-greater roles in church affairs over time.
b. were often viewed in a contradictory light.
c. played an important role in conversion.
d. All of these are correct: Women were often viewed in a contradictory light; they were
given ever-greater roles in church affairs over time; and they played an important
role in conversion.
e. None of these answers is correct.
34. Which of the following is NOT a correct match?
a. St. Paul: inclusion of gentiles in the Christian religion
b. St. Ambrose: assertion that emperors control the church
c. St. Jerome: translation of the Old and New Testaments into the Latin version of the
Bible called the Vulgate
d. St. Augustine: argument that humans are predestined to salvation or damnation
e. Eusebius: a history of the church
35. In his writings, Augustine of Hippo addressed issues of
a. sexual morality.
b. celibacy for all Christians.
c. the work of grace.
d. the nature of God and salvation.
e. All these answers are correct.
HISTORY 180
- 46 -
Quiz 3
Lessons 15 – 20
Students risk receiving No Credit for turning in quizzes and assignments using a student
handbook from any other semester than the one they are enrolled in.
REV. 102
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
1. Greeks and Romans called all foreigners “barbarians” because
a. they were not Christian.
b. they did not live in cities.
c. they did not reside in the Greek or Roman empires.
d. of their unintelligible languages and strange customs.
e. of their pagan religious beliefs.
2. Which characteristic best describes the Germanic tribes?
a. They all spoke the same language, the predecessor to modern German.
b. They all originated in the area of modern Germany.
c. Their egalitarian social structure.
d. They belonged to the same linguistic group.
e. Uniform culture and religious beliefs.
3. Many of the Germanic tribes entered the Roman Empire because
a. of pressure put on them by the westward migration of the Huns.
b. of conversion to Roman Christianity.
c. of defeat and enslavement by Roman armies.
d. of Viking invasions.
e. expansion of the Byzantine Empire forced them to migrate.
4. What dynamic best describes the “fall” of the Roman Empire to the Germanic tribes?
a. invasion, settlement, and intermarriage between 200-400 A.D.
b. migration/invasion, conquest, settlement, and intermarriage over several centuries
beginning around 300 A.D.
c. invasion and conquest in the sixth century
d. defeat of the Roman army by the Frankish army of Clovis in 406 A.D.
e. Justinian the Great’s conquest of Rome, Italy, and Spain
5. Why did Constantine move the capital of the Empire from Rome to New Rome
(Constantinople)?
a. the Visigothic invasion of Italy
b. the fact that the Patriarch of Constantinople had much higher prestige than the
Bishop of Rome
c. the wealth and larger population of the region
d. because of attacks by Attila the Hun
e. his conversion to Arian Christianity
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HISTORY 180
6. What is the most enduring accomplishment of the reign of Justinian the Great?
a. the separation of the Latin Christian Church from the Greek Orthodox Church
b. the unification of Gaul
c. the restoration of the Roman Empire
d. the systematic codification of Roman law
e. the emergence of the papacy
7. The Frankish king Clovis
a. unified the region of Gaul.
b. failed to unify the region of Gaul.
c. founded the Carolingian dynasty.
d. refused to convert to Christianity.
e. prohibited the custom of partible inheritance.
8. The group of kings responsible for weakening the kingdom of Clovis are known as
a. the Carolingian dynasty of Gaul.
b. the British kings in England, who were conquered by the Angles, Saxons, and Jutes.
c. Reccared and the Visigoths in Spain.
d. the Later Merovingians.
e. the late-Roman emperors.
9. Hagia Sophia (Holy Wisdom) refers to
a. classical and early Christian learning preserved in monasteries.
b. the writings of early Christian scholars, particularly Isidore of Seville, Bede the
Venerable, and Pope Gregory the Great.
c. a large church in Constantinople.
d. the Greek translation of Scripture.
e. the Rule of St. Benedict.
10. Which one of the following was NOT a reason for the emergence of the single-family
peasant farm as the basic unit of agricultural production in the Early Middle Ages?
a. The mounted soldier made warfare expensive, so many warriors became full-time
farmers.
b. The declining birthrate made it necessary for entire families to work in agricultural
production.
c. Horses made it easier, although more expensive, for farmers to support themselves.
d. It was more economically feasible for landowners to rent their land to farmers.
e. Villa owners could no longer purchase slaves.
11. The Council of Whitby in 663 determined that
a. all Christians in Gaul must practice Arian rather than Roman Christianity.
b. the Visigoths would give up all territory in Gaul after their defeat by Clovis.
c. all monasteries would follow the Rule of St. Benedict.
d. Arianism was a heretical belief.
e. Roman rather than Irish Christianity would be practiced in England.
HISTORY 180
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12. The Doctrine of Petrine Succession requires that
a. all Byzantine emperors submit to the Patriarch of Constantinople in religious matters.
b. the Latin Roman Church and the Greek Orthodox Church remain separate.
c. German kings practice partible inheritance.
d. the Apostle Peter was endowed by Jesus Christ with supreme responsibility of the
Roman Church and that the pope was the successor to Peter.
e. the Bishop of Rome be only “one bishop among all bishops.”
13. The Rule of St. Benedict is
a. a manual of converting pagans to Christianity.
b. Roman-papal law.
c. the codification of Roman law in Lombardy (Italy).
d. a description of the ascetic practices of hermits.
e. a guide to monastic life.
14. Gregory I (r. 590-604) provides an excellent example of
a. Germanic kingship.
b. the difficulties encountered by the Frankish custom of partible inheritance.
c. a successful missionary among pagans.
d. the growth of papal primacy in the West.
e. the decline of the Roman Empire in the West.
15. Islam expanded rapidly in part because
a. the Greek Orthodox Church’s belief in Arianism had alienated many Christians.
b. Western Latin Christians opposed the Byzantine Empire.
c. conquests by Persians had softened up the Byzantines.
d. the reorganization of the themes and strategoi in Arabia made the Muslim army more
efficient.
e. their toleration for “People of the Book.”
16. Iconoclasm, the policy initiated by Emperor Leo III, required that
a. all icons be worshiped as true representations of God.
b. all soldiers (themes) live and fight as a collective unit (strategoi).
c. all religious texts be translated into Greek from Latin.
d. images of Jesus, Mary, and the saints be destroyed.
e. sacred and secular kingship be combined into one.
17. The result of Leo III’s policy of iconoclasm was
a. many Muslims converted to Greek Orthodox Christianity.
b. many Greek Christians converted to Islam.
c. a widening gulf between Latin Christianity and Greek Christianity.
d. the conversion of the pagans in Gaul slowed down tremendously.
e. many Arian Christians became Catholic Christians.
18. The use of vernacular languages in the Orthodox Church contributed to
a. the superiority of the patriarch of Constantinople over the pope.
b. the development of a centralized authority in the Eastern Churches.
c. the supremacy of the pope in determining religious dogma.
d. the unity of liturgical development.
e. the development of autonomous churches based on vernacular languages.
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HISTORY 180
19. Which best describes the position and status of women in the Byzantine Empire?
a. Divorced women and widows had full legal rights.
b. Byzantine nuns could perform charity work outside the monastery.
c. Dowries stayed with the husband’s family.
d. Life remained very much as it had in the ancient world.
e. Women took the lead in business and commerce because husbands were soldiers.
20. The schism between the Eastern and Western Churches was provoked by
a. papal claims of supremacy.
b. disagreement over whether priests could or could not marry.
c. the emergence of Rome as the most powerful city in the Mediterranean.
d. linguistic, theological, and cultural differences.
e. the founding of Constantinople.
21. Arabia had never been conquered by either the Byzantines or the Persians because
a. the Red Sea prevented an invasion.
b. Muslim fortifications made it militarily difficult.
c. of the Arabian Peninsula’s harsh environment.
d. United Arab tribes deterred invasions.
e. Arabs were “People of the Book.”
22. The hijra formed a turning point in Muhammad’s career because it
a. marked the beginning of Allah’s revelations.
b. began the siege and eventual defeat of Mecca.
c. became a fundamental duty of his (and Islamic) faith.
d. marked the completion of the compilation of the Koran.
e. provided him with a political and military base.
23. Sunnites believe that
a. only the descendants of Ali, Muhammad’s son-in-law, are legitimate rulers.
b. the Koran forms the only legitimate Islamic law.
c. only Arab Muslims can become religious teachers.
d. writings of companions of Muhammad regarding various problems are legitimate
laws.
e. all religious authority rests with the Umayyads.
24. The Umayyads were
a. caliphs who were the first line of hereditary rulers of the Arab empire.
b. a Muslim school of philosophers specializing in Aristotle.
c. successors to the Abbasid dynasty.
d. the Turkish tribe that defeated the Byzantine army at Manzikert.
e. the Frankish dynasty preceding the Carolingians.
25. One of the primary goals of Charlemagne was to
a. be crowned Emperor.
b. conquer Anglo-Saxon England.
c. encourage learning within his domains.
d. regain the Holy Land from the Muslims.
e. leave his domains to one heir to create what might have resembled a modern state.
HISTORY 180
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26. Missi dominici
a. were the chief magistrates of the imperial court.
b. was the imperial ideology stressing the sacredness of the emperor.
c. were collections of imperial edicts.
d. was the title of Einhard’s biography of Charlemagne.
e. were traveling imperial inspectors.
27. Which of the following best describes the Carolingian Renaissance?
a. a new and speculative philosophy regarding the relation between faith and reason
b. the re-establishment of Carolingian commerce using the denarius as standard specie
c. a revival of the Carolingian miniscule
d. a standardization of education, language, texts, and Church liturgy
e. also called the Northumbrian Renaissance because of where it took place
28. The Treaty of Verdun
a. divided the Carolingian Empire into three parts.
b. gave Normandy to the Viking king Rollo.
c. established the Danelaw.
d. formalized the schism between the Western and Eastern Churches.
e. marked the Carolingian emperor protector of the papacy.
29. One of the principle reasons for the Viking out-migrations from Scandinavia was
a. Magyar invasions and migrations forced them to seek lands to settle.
b. the Vikings wanted to trade more with the wealthy Rus.
c. arable land could not support the population expansion.
d. an invitation by the French king to protect his kingdom against Saracen invasion.
e. population decline of the Verangians, allowing settlement of the Vikings in sparsely
populated areas.
30. Which one of the following was primarily responsible for the decline of the Principality of
Kiev?
a. Viking invasions
b. conversion to Christianity
c. expansion of the Cumans under Yaroslav the Wise
d. internal struggles and external invaders
e. rebellion of the boyars
31. Feudalism describes
a. a patron/client relationship between two freemen.
b. the program of Church reform initiated by Pope Gregory VII.
c. the labor due from a serf to his lord.
d. the Church’s right to invest the clergy with the symbols of ecclesiastical office.
e. agricultural production on a manor.
32. Subinfeudation describes
a. the process in which a lord retains rights of wardship over a vassal’s children.
b. a re-granting of a portion of a fief to another vassal.
c. the feudal custom of liege loyalty to subordinates.
d. a process in which a fief is invested by the lord.
e. the inheritance of a fief by a woman without paying a fine.
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HISTORY 180
33. What promoted the formation of the feudal system?
a. overpopulation in Europe, requiring new means of government regulation
b. increased agricultural production
c. chaotic conditions and the need for security
d. the growing influence of the Church, promoting readjustment of political institutions
e. lawyers beginning to clarify, define, and regulate patron/client relationships
34. Towns during the High Middle Ages differed from towns before that time, in that after ca.
1000 towns became
a. administrative centers as well as centers of defense.
b. the primary residences of bishops and other high Church officials.
c. increasingly under the authority of feudal lords.
d. industrial and commercial centers.
e. ecclesiastical centers of administration.
35. The Domesday Book is
a. the record of the Gregorian reform of the Church.
b. the record of criminal punishments handed down by Henry I’s “justices in eyre.”
c. the chronicle of Robert of Normandy’s capture of Jerusalem by the crusaders.
d. a comprehensive survey of land in England compiled by William the Conqueror.
e. the Court of Exchequer’s record of debts owed to the Duke of Normandy.
36. Germany showed a pattern of development different than that of France or England
because
a. it kept a strong tradition of elective kingship.
b. Germany was far from a hostile frontier and could develop more peacefully.
c. authority in France and England was concentrated among territorial nobles.
d. English and French kings depended on their parliaments to govern effectively.
e. of the strong role of the curia regis in Germany.
37. Otto I used bishops and abbots to administrate his empire because
a. Germany had no concept of “liege lord” and therefore Otto had little authority over
vassals.
b. they had no hereditary claims to their fiefs.
c. he had few financial resources and therefore relied on the wealth of the Church and
its officials to govern.
d. with little education, Otto could intimidate Church officials with his authority and
power.
e. the “Ottonian Renaissance” promoted the Church in the governance of the empire.
38. An excellent example of the “Ottonian Renaissance” is
a. the Domesday Book.
b. the extension of German imperial authority during the second age of feudalism.
c. the victory of the German emperor over the Church in the Investiture Controversy.
d. Roswitha of Gandersheim.
e. Tancred de Hauteville.
HISTORY 180
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39. In promoting papal reform, Gregory VII (1073-1085) asserted that
a. the College of Cardinals should be abolished because it limited the authority of the
pope.
b. lay investiture should be legal.
c. the selection of the pope can only occur through simony.
d. all Christian princes must answer to the pope in spiritual matters.
e. emperors and kings should be involved in the election of the pope.
40. One of the reasons for the success of the First Crusade (1097-99) is
a. the Popular Crusade a year before had softened up the Muslims.
b. Muslim converts to Christianity diminished the ranks of the Muslim army.
c. the military tactics of Richard I of England and Philip II of France.
d. the Seljuk Turks had yet to consolidate their rule.
e. large-scale naval and logistic support from Italy and France.
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HISTORY 180
HISTORY 180
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Quiz 4
Lessons 21 – 23, 25, 27, & 28
Students risk receiving No Credit for turning in quizzes and assignments using a student
handbook from any other semester than the one they are enrolled in.
REV: 102
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
1. The emergence of universities came in response to
a. a decline in commerce that forced individuals to seek better educations in order to
find employment.
b. universities relaxing enrollment requirements to compensate for the decline in
population caused by the Black Death.
c. the increased demand for more educated men in bureaucratic, commercial, and legal
fields.
d. fewer educational opportunities in the Church; men therefore turned to universities
for education.
e. a decline in the number of monastic schools.
2. Scholasticism is the term used to describe
a. the curriculum taught at medieval universities.
b. the dominant guilds of Italian universities.
c. the application of logic to Christian dogma.
d. Anselm’s argument that “faith seeks to understand.”
e. the production of scholarly texts in monasteries.
3. The dialectic arguments in Sic et Non implied that
a. Christian dogma and law contained contradictions.
b. reason could not be reconciled to faith.
c. Aristotle’s philosophy was inappropriate to Scholasticism.
d. a systematic view of all truth could be found in Scholasticism.
e. emotional devotion to Christ and Mary would bring about a greater understanding of
God and faith.
4. Which of the following best describes the most prominent theme found in the troubadour
tradition of literature?
a. celebration of heroic epics such as The Song of Roland
b. moral tales using animals as the main characters
c. the pursuit of courtly love
d. brief romances of love and adventure, usually in the vernacular
e. miracle stories that emphasized religious devotion
5. The contents of the Magna Carta greatly resemble the provisions found in
a. the Great Charter of Stephen Langdon.
b. the U.S. Declaration of Independence.
c. English Common Law.
d. oaths of English kings Henry I, Henry II, and Richard.
e. the Siete Partidas.
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HISTORY 180
6. Under Philip II Augustus,
a. the central administration of France became more efficient and specialized.
b. the Kingdom of France expanded rapidly through conquest.
c. justices-in-eyre extended the king’s authority in the Île-de-France.
d. the Common Law became synonymous with the king’s law.
e. the French army suffered a humiliating defeat by John of England, ending French
claims to the English crown.
7. Which of the following best describes the Cortes of Spain?
a. a constitutional organization similar to that of the English Parliament
b. assemblies participating in the levying of taxes
c. the highest criminal and appeals court in Spain
d. a handbook of legal institutions and instructions
e. provinces recovered from the Muslims during the Reconquista
8. Which one of the following helped prevent the unification of the Holy Roman Empire
(Germany)?
a. the hereditary nature of German kingship
b. the hereditary nature of German kingship and the practice of partible inheritance
c. the establishment of independent German dukedoms
d. the strong duchies of Swabia and Burgundy
e. the sovereignty of Roman law
9. Frederick II Hohenstaufen
a. granted independence to the Kingdom of the Two Sicilies from Germany.
b. centralized Germany through the use of professional administrators, particularly
churchmen.
c. supported the king of Aragon during the War of the Sicilian Vespers.
d. centralized of the Kingdom of the Two Sicilies.
e. undermined the authority of German ecclesiastical princes and feudal lords.
10. Christians were forbidden to loan money at interest because
a. limited partnerships made it illegal.
b. maritime insurance rates already included profits from interest.
c. money could not make money.
d. according to canon law, only Italian banks, such as the Medici, could charge interest.
e. the Alfonsine Table included profits from interest on bills of exchange.
11. During the High Middle Ages, the bureaucracies of England and France became
increasingly staffed with
a. canon lawyers.
b. bishops.
c. Knights of the Shire.
d. merchants.
e. university-trained lawyers.
12. Meetings of the Great Councils during the reign of Henry III were known as
a. convocations.
b. the House of Lords.
c. parliaments.
d. king’s council (curia regis).
e. model councils.
HISTORY 180
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13. The Statutes of the Realm of Edward I changed law in England because
a. they were printed and marked the first written law in England.
b. they marked the precedent of changing law by legislation.
c. they were the first laws established by Parliament.
d. they represented law by declaration and administrative fiat.
e. they marked laws legislated separately by the House of Commons and the House of
Lords.
14. Philip IV called the Estates General during his reign in order to
a. inform the assemblies of his policies.
b. confiscate property from Jews.
c. vote in new taxes and revenues.
d. seek their approval to confiscate the property of the Knights Templars.
e. receive their advice regarding Boniface VIII and the Unam Sanctam.
15. The papacy remained in the city of Avignon for 68 years because
a. of pressure from the Holy Roman Emperor.
b. the College of Cardinals kept electing Frenchmen to the position of pope.
c. of the hostility of Roman nobles.
d. of the War of the Sicilian Vespers.
e. of the support of the Estates General.
16. The Golden Bull of Charles IV of the Holy Roman Empire
a. confirmed the independence of the Swiss Cantons.
b. splintered southeast Europe into small territories, a process often called
“Balkanization.”
c. set the number of electors of the emperor at seven.
d. invalidated Boniface VIII’s bull Clericos Laicos.
e. recognized the payment of tribute to Ghengis Khan and the Golden Horde.
17. The Mongol policy of rule in Russia entailed
a. removing Orthodox Christianity and replacing it with Roman Christianity.
b. imposition of Mongol culture and language.
c. resettlement of the Slavs in the Lithuanian “Mesopotamia” between the Loire and
Volga rivers.
d. self-rule as long as tribute was paid to the Khans.
e. assimilation.
18. Even before the demographic crisis caused by the Black Death, the population in Europe
had declined because of
a. the Hundred Years’ War.
b. a smallpox pandemic.
c. famine.
d. the War of the Roses.
e. the bubonic plague.
19. What best describes labor relations immediately following the Black Death?
a. Landlords imposed serfdom on more peasants to ensure a work force.
b. Most landlords sold off their demesne to peasants.
c. The Statute of Laborers ensured that little change occurred.
d. Peasants demanded, and received, higher wages.
e. With so many deaths, a high labor supply decreased wages.
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HISTORY 180
20. The most effective means of increasing productivity and overcoming economic crisis in
the Late Middle Ages came from
a. guild supervision and standards.
b. higher wages.
c. technological advances.
d. the Hanseatic League and similar trade associations.
e. the decline in guilds.
21. Why did the average life expectancy fall during the Black Death?
a. The plague affected mostly the elderly, especially women.
b. The principle victims were infants and young adults.
c. There was high infant and elderly mortality.
d. Women had higher resistance to the plague.
e. Young adults had better immunity to the plague.
22. One of the demands of the Peasants’ Revolt of 1381 was
a. reinstatement of the Statute of Laborers.
b. the execution of Wat Tyler and other ministers of the king.
c. a wool guild.
d. participation in communal government.
e. abolition of poll taxes.
23. Which of the following factors contributed to the instability of the nobility?
a. dynastic instability
b. livery
c. divisions within the nobility
d. loss of feudal privileges
e. expansion of papal authority
24. The Hundred Years’ War between England and France broke out because of which of
the following causes?
a. liege homage and the end of the Capetian dynasty
b. a dispute over the French royal succession
c. conflicts over French and English interests in Flanders
d. the status of Aquitaine and Ponthieu
e. All these answers are correct.
25. Which conflict decimated the ranks of the English nobility and established Henry Tudor
as King of England?
a. the Hundred Years’ War
b. the Peasants’ Revolt
c. the War of the Roses
d. the Yorkists’ War
e. the Henrican Revolt
26. The chief concern of humanist education was to
a. train people in Scholastic thought.
b. educate teachers and theologians.
c. teach people a trade.
d. help people to live moral lives.
e. eradicate beliefs in an afterlife.
HISTORY 180
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27. Which of the following was NOT characteristic of Renaissance Humanism?
a. liberal education
b. the use of classical languages and authors to train students in eloquence
c. the belief that education and study could improve human beings
d. a rejection of the importance of religion in daily life
e. a commitment to piety
28. In his search for a model of virtuous behavior, Petrarch turned to
a. the world around him.
b. the Church fathers.
c. Roman writers.
d. both the Church fathers and Roman writers
e. all of these: Roman writers, the Church fathers, and the world around him.
29. The Florentine Neoplatonists
a. believed that Platonic thought contradicted Christian thought.
b. believed that Platonic philosophy and Christian belief were reconcilable parts of a
single truth.
c. were encouraged by the papacy to continue their studies.
d. emphasized the equality of all beings in God’s universe.
e. rejected the pursuit of human perfection.
30. Masaccio, Donatello, and Brunelleschi, Florentines of the early Renaissance,
a. rejected works of the ancient world as models for the new art.
b. were unable to master the sculpting and engineering techniques of the Romans.
c. avoided depicting the naked human form.
d. stressed balance and harmony in design and the importance of the individual human
figure.
e. All these answers are correct.
31. Which of the following statements helps explain the fascination in northern Europe
during the fourteenth and fifteenth centuries with death, decay, and witchcraft?
a. the failure of the Church to provide consolation
b. the fact that mortality rates from the plague were much higher in northern Europe
than in southern Europe
c. the concern of urban elites with lower-class discontent
d. the rejection of materialism
e. All these answers are correct.
32. Which of the following is NOT true of Marsilius of Padua?
a. He advocated lay sovereignty within the Church.
b. He asserted that only coercive power gives meaning to law.
c. He claimed that the Church is entirely subject to the sovereign will of the state.
d. He defended papal authority against the rising power of laymen.
e. He claimed that Church laws are not binding because they are not supported by any
coercive power.
33. The devotio moderna was similar to Italian Humanism in that it
a. drew its chief inspiration from the works of antiquity.
b. reacted against the pomp and splendor of papal and other ecclesiastical courts.
c. addressed its message to lay people in order to help them lead a higher moral life.
d. drew its inspiration from pagan traditions.
e. All these answers are correct.
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HISTORY 180
34. The most fundamental question facing all Christians concerns
a. the proper relationship between a worshiper and the institutions of the Church.
b. how an individual can gain salvation.
c. whether the Bible should be read by a lay person.
d. whether believers should tolerate non-believers.
e. the reform of the Church.
35. Which of the following was NOT a cause of popular dissatisfaction with the Roman
Catholic Church in the early fifteenth century?
a. the fiscal practices of the papacy
b. the moral laxity of the clergy
c. the failure of the Church to meet spiritual needs
d. increasing austerity and the use of the vernacular within the Church
e. the papacy’s secular interests
36. Thomas More’s Utopia proposed
a. the abolition of private property.
b. the abolition of the traditional Church.
c. the rejection of papal authority.
d. the rejection of secular authority.
e. the rejection of human morality.
37. Desiderius Erasmus
a. opposed a break with Rome.
b. looked to Jesus’ own life as a guide to true piety.
c. was highly critical of the papacy and the clergy.
d. looked to Jesus’ own life as a guide to true piety, and was highly critical of the
papacy and the clergy, but opposed a break with Rome.
e. None of these answers is correct.
38. Which of the following was part of Luther’s mature theology?
a. that justification may be achieved by faith alone
b. that the Bible is the sole source of religious authority
c. that the seven sacraments were the only means of attaining salvation
d. the validity of baptism and the Eucharist
e. both that justification may be achieved by faith alone and the validity of baptism and
the Eucharist
39. Which of the following is NOT true of the German Peasant Revolt of 1524?
a. Luther sympathized with the peasants at first.
b. The peasants mixed social, economic, and religious demands.
c. Critics of Luther were able to blame the outbreak on him.
d. German princes turned to the Holy Roman Emperor for help in suppressing the
uprising.
e. Luther turned against peasant challenges to authority.
40. Many German princes found Lutheranism attractive because
a. it was organized in a way that provided order and authority.
b. their subjects were enthusiastic about it.
c. it enabled them to confiscate Church property.
d. it gave them greater independence from the emperor.
e. All these answers are correct.
HISTORY 180
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41. Predestination, a central doctrine of John Calvin’s theology, means that
a. the Church is fated to be reformed constantly because people are corrupt.
b. all Christians are assured of salvation.
c. those Christians who perform good works will be saved.
d. God has preordained the salvation or damnation of every human soul.
e. the damned can attain salvation through faith.
42. Which of the following probably contributed to the population increase that began in
Europe in the late fifteenth century?
a. eradication of the Black Plague
b. increased knowledge of the causes of disease
c. a warming climate that may have improved harvests
d. more intense cultivation, even though slightly less land was being farmed
e. the abandonment of marginal farmland
43. Inflation, which began around 1500, indicated
a. impending crisis for the European economy.
b. declining demand for goods.
c. an increase in demand.
d. an increase in people’s debts.
e. a decrease in the silver supply.
44. The Portuguese were able to break the Arab monopoly of trade in the Indian Ocean by
a. designing ships that were faster and more maneuverable than those of the Arabs.
b. allying with Spain against the Arabs.
c. fighting battles at sea with effective fire power.
d. both designing ships that were faster and more maneuverable than those of the
Arabs and fighting battles at sea with effective fire power.
e. All these answers are correct.
45. In the sixteenth century, Spain was able to extend its authority to the Americas
a. because with the conquest of the Muslims in Spain there were many experienced
soldiers looking for adventure.
b. because diseases brought by the conquistadors decimated the native population.
c. because the Spanish monarchy had developed an administrative apparatus that
could be transferred to the new territories.
d. both because diseases decimated the native population and because the Spanish
administrative apparatus could be transferred to the new territories.
e. All these answers are correct.
46. Hernando Cortès achieved a rapid victory over the Aztecs
a. because he was able to exploit their superstitions.
b. because his army was very large.
c. because he had overwhelming superiority in firearms.
d. because the use of horses gave the Spaniards an advantage.
e. both because he was able to exploit their superstitions and because the use of
horses gave the Spaniards an advantage.
47. Colonizing Europeans solved the labor shortage they faced in the New World by
a. kidnapping volunteers from their own countries.
b. relying extensively on forced labor.
c. transporting slaves from Africa to the Americas.
d. luring workers for seven-year contracts in exchange for promises of land.
e. All these answers are correct.
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HISTORY 180
48. Which of the following is NOT true of England in comparison with other European states
in the sixteenth century?
a. A smaller percent of the population was legally noble.
b. It relied less on the use of Roman law and more on precedents as interpreted by
jurists.
c. The king relied upon powerful noble families to administer the counties.
d. Its kings were more likely to consult the country’s wishes as expressed in a
parliament.
e. Public officials were recruited from the gentry.
49. Ferdinand and Isabella consolidated royal power in Spain by
a. creating a single political and governmental system for their kingdoms.
b. reducing the power and privileges of the great nobles.
c. obtaining from the papacy the right to make major ecclesiastical appointments in
Spain.
d. increasing revenue.
e. All these answers are correct.
50. In the empire controlled by Charles V in the sixteenth century,
a. France was the only major continental territory west of Poland that was not nominally
under his jurisdiction.
b. Charles made clear to the Spanish elites that Spain was the most important part of
the Empire.
c. Charles made clear to the princes of Germany that the Holy Roman Empire was the
most important part of his holdings.
d. Charles made no claims on the independent republics of Italy.
e. Charles maintained a Flemish administration.
HISTORY 180
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Distance Learning Department Procedures and Information
Contacting Distance Learning
While specific course content inquiries should be directed to your instructor, the Distance
Learning Department is available to help you with most questions and concerns regarding
department procedures.
The Distance Learning Department is located on the 3rd floor of the College Center, 11460
Warner Avenue, Room 318, Fountain Valley, CA, 92708.
Phone Number:
(714) 241-6216
Mailing Address:
11460 Warner Avenue
Fountain Valley, CA 92708
Email:
[email protected]
FAX Number:
(714) 241-6287
When leaving a voicemail message, sending
an email or faxing information, be sure to
include the following pieces of information to
help us better assist you:
•
•
•
•
•
Hours of
Operation:
Mon – Thu: 8 am – 5 pm
Friday: 8 am – Noon
•
Full name
Student ID Number
Specific course/semester/instructor
information
Contact phone number and/or email
address
Best time to return your call
Brief summary of your question
and/or concern
Please note that the following Distance Learning policies and procedures are subject to change.
If you discover any discrepancies from the information herein, please contact the Distance
Learning Department at the number and/or email listed above. Or fill out the “Student
Handbook Feedback and Improvement” document located on the final page of this handbook.
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HISTORY 180
Online Resources
While each Telecourse, Cable, and Independent Study course is primarily designed to be
completed without computer access there are select resources available online that students
with Internet access may find useful. Please note these online resources do not apply to all
courses.
At this time, Telecourse, cable, and independent study courses do not offer an option to
complete any assignment, quiz, or exam online. Exams must be completed in person through
an approved proctor or through the Coastline College Assessment Center.
Effective Summer 2016, Coastline’s new online learning management system will be Canvas.
While Canvas is primarily targeted for courses taught in a strictly online format, we will continue
to do our best to create online components for telecourse, cable and independent study for
those students who have Internet access.
The following online resources may be available through the associated course website (not
applicable to all courses):
•
Streaming Video Links of associated videolessons
•
Audio reviews (when available)
•
Grades
Accessing the Student Handbook Online
Students are able to access the current semester Student Handbook through the college
website. They are available as PDF documents (Adobe Reader required).
1. Go to the Coastline College Website www.coastline.edu
2. Choose the Distance Learning tab
3. Scroll towards the bottom and locate Distance Learning Documents.
4. Open the Telecourse Handbook folder.
5. Open the file of course you wish to view.
HISTORY 180
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Distance Learning Scantron Forms
Students risk receiving No Credit for turning in quizzes and assignments using a student
handbook from any other semester than the one they are enrolled in All telecourse, cable and
independent study quizzes and assignments are open book (unless otherwise indicated).
These Scantron forms are available for purchase through the Coastline Bookstore. These are
the ONLY Scantron forms that the Distance Learning Department will accept. All other forms will
not be processed and returned to the student.
Scantron Instructions
1.
Write your name on the Name Line
2.
Write the Course Name and Instructor Name on
the Subject Line
3.
Write the date you are completing the
quiz/assignment
4.
Write the Quiz or Assignment Number on the
Assignment Line
5.
Write and Bubble in your Student I.D. Number in
the I.D. Number section (numbers only)
Complete the quiz/assignment by filling in the bubble of
the chosen answer to each question. Be sure that you
have answered all the quiz/assignment questions before
submitting.
The Distance Learning Department recommends you prepare your quiz/assignment answers
before filling out the Scantron form. Keep a written record of you answers (make a photocopy or
write the answers in your current Student Handbook), so that if your quiz is lost, you can easily
resubmit.
How to Deliver your Distance Learning Scantron Form
1.
U.S. Mail Coastline Community College, Distance Learning Dept., 11460 Warner
Avenue, Fountain Valley, CA 92708
2.
Deliver in person to the Distance Learning Department, Room 318
3.
Drop Off in the Distance Learning Mailbox located in front of the Coastline College
Center (same address as above).
It is the students responsibility to make sure that quizzes arrive in the Distance Learning
Department on or before the quiz/assignment due date. Refer to the Assignment Section for
specific due date information.
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HISTORY 180
How do I receive the score for my quiz or assignment?
If you completed your quiz/assignment via Scantron form, a “test report” reflecting quiz scores
will be mailed to the address you have on file within the Coastline Community College system.
You should allow at least 10 - 14 business days after the quiz is due in the Distance Learning
Department to receive your test report (based on the quiz being received on or before the due
date).
NOTE: If you turn in any work late, the score posted will not reflect your true grade. Any late work is
not graded until after all other course work that is due has been graded.
Student Progress Reports
The Distance Learning Department mails out two progress reports for telecourses, cablecast
correspondence, and independent study courses (with the exception of Biology 100L).
• The first progress report will be sent after the scheduled midterm exam due date
• The second progress report will be sent after the scheduled final exam due date.
If the midterm and/or final exam have an essay question or short answer section you may
receive a progress report without scores for this portion of the exam as they take longer to
score.
Please allow time for the exam essay/short answer scores to be graded by your instructor and
then returned to the Distance Learning staff for uploading to the system.
NOTE: If you turn in any work late, the score posted will not reflect your true grade. Any late work is
not graded until after all other course work that is due has been graded.
HISTORY 180
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Exam Review Methods
Note: Not all of the following exam review methods are available for all telecourse, cable correspondence
and independent study courses. Please read through the Course Content Section for more
information on what is available for your specific course.
•
Exam Review Sessions - Your instructor may choose to schedule an onsite review
session prior to your midterm and/or final exam. To see if your course has a review
session scheduled, check the Review and Exam Information page. While you are not
required to attend, you are encouraged to do so as they can be extremely helpful.
•
Audio Reviews - Your instructor may have created an audio review to help you prepare
for your midterm and/or final exam. If an audio review has been created, it will be
available for purchase in the Coastline Bookstore, as well as posted online. To verify
audio review availability, refer to the Course Materials section. If an audio review
exists, it will be listed under “Optional” materials.
•
Review Outlines - Your instructor may have created a detailed review outline to help
you prepare for your midterm and/or final exam. If a review outline has been created, it
will be available within this Student Handbook. Refer to the Midterm Review Outline
and/or Final Review Outline sections.
Midterm and Final Exams
You are required to take both a midterm and a final exam to complete the course successfully
(unless otherwise noted in the course content section of this student handbook). Refer to the
Review and Exam Information page of this student handbook for specific information on how
to complete you course exam(s).
Telecourse, cable, correspondence and independent study courses do not offer an option to
complete exams online.
The use of the textbook, notes or any materials during any exam is forbidden (unless otherwise
noted). If the instructor or proctor suspects cheating or plagiarism on any portion of the exam,
the student risks receiving no credit and possible disciplinary action.
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HISTORY 180
Onsite Reviews and Exams
Not all courses provide a scheduled onsite review and/or exam session administered by the
instructor. Refer to the Review and Exam Information section located within this student
handbook to determine your course options. The most current information for Onsite Reviews
and Exams can be accessed online at the Distance Learning website.
1. Go to the Distance Learning Website, http://dl.coastline.edu
2. Select the “Testing Times” link
3. Enter in the class you want to locate
It is recommended that you check the Distance Learning website prior to your review and/or
exam to confirm the date, time and location information. In the event of a change, the Student
Handbook posted on the course website is also updated and reposted. If you have any
questions regarding your review or exam sessions, please contact the Distance Learning
Department at (714) 241-6216.
Exam Procedures
1. Have your driver's license or photographic identification ready to show the proctor at the
exam site. You will be unable to take your exam without proper identification.
2. If possible, be sure to bring a #2 pencil. Pencils may not always be provided.
3. An exam SCANTRON will be given to you at the exam.
4. Only registered students will be allowed in the exam room.
5. Make sure all electronic devices are off or set to silent.
6. Anyone caught cheating risks being asked to leave and having their exam taken away.
HISTORY 180
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Proctor Information
What is a proctor? A proctor is a person who oversees the midterm and/or final exam process.
Do I need a proctor? It depends.
• If you are a local student and your instructor holds a scheduled live onsite exam session,
you are expected to complete the exam at that time. If for any reason you are unable to
attend the scheduled onsite exam session, you have the option of scheduling an
alternate exam date through the Coastline Assessment Center (see next page).
• Courses that do not offer the scheduled onsite exam session with the instructor require
local students to schedule an alternate exam date to complete the exam through the
Coastline Assessment Center (see next page).
• If you are not a local student, it is your responsibility to select a proctor who meets the
appropriate requirements (see below).
Who qualifies as a proctor?
The proctor must be a teacher, librarian, an administrator from a community college, university,
elementary/secondary school, test administrator, OR an Educational Services Officer from the
U.S. Military.
The individual stated as the proctor cannot be a relative of the student, nor live at the same
address as the student as that would jeopardize or violate the academic honesty policy of
Coastline Community College. A proctor may not be a current student with Coastline
Community College, or a relative of a current student.
How do I determine if I need a proctor or not?
If you are a local resident and your zip code matches any of the areas listed below, you will be
expected to complete your midterm and final exam(s) in person on the day, time, and locations
listed in the Assignment Section of your Student Handbook.
900XX, 901XX, 902XX, 903XX, 904XX, 905XX, 906XX, 907XX, 908XX,
910XX, 911XX, 912XX, 917XX, 918XX, 926XX, 927XX, 928XX
If your zip code does not match any of the areas above, you will need to complete and return
the Proctor Agreement Form. Please follow all directions listed on the form when selecting a
proctor and keep in mind that some proctors may charge a fee for their services. Please clarify
fee information and availability with your chosen proctor; be sensitive to their time constraints.
Plan ahead!
The Student/Proctor Agreement Form is available in the current Distance Learning Guide or can
be accessed online Distance Learning website (http://www.coastline.edu/students/distancelearning).
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HISTORY 180
How to Schedule an Exam Date with Coastline’s Assessment Center
Exam dates are made available through the Coastline College Assessment Center, located at
11460 Warner Avenue, Fountain Valley, CA 92708.
Students are able to schedule an exam date approximately 2-4 weeks prior to the week of the
course midterm and/or final. If you do not see a specific date listed on the Schedule Exams
website, please contact the Coastline College Assessment Center at (714) 241-6285,
Monday through Friday, 8:00 am – 5:00 pm.
1. Go to the Distance Learning Website http://dl.coastline.edu
2. Click on the “Schedule Exams”
3. This will open up the Exam Scheduler
4. Choose Click Here to Create a Reservation button
5. Select a date and time and follow the directions
If you are unable to access the “Schedule Exams” link or wish to cancel an existing scheduled
exam date, please call the Coastline College Assessment Center at (714) 241-6285.
Alternate exam dates for midterm and final exams should be arranged BEFORE your scheduled
exam date or exam due date. If this is not possible, there is a 7 day grace period allowed for the
midterm exam only, in which no penalty will be applied. After the 7 day grace period, students
risk incurring a 10% penalty. Students seeking to complete the final exam after the scheduled
exam date or exam due date must receive authorization from the instructor.
HISTORY 180
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Academic Honesty Policy
Academic Honesty is a Joint Responsibility of the Individual Student and the College’s
Faculty and Staff
Coastline Community College’s institutional integrity is built in part upon the individual student’s
commitment to academic honesty. The College’s institutional integrity is also founded upon the
effective administration of academic honesty issues by the College’s faculty and staff.
Coastline Community College Faculty are responsible for ensuring that the student grades are
truly indicative of the student’s learned knowledge as exhibited in the classroom. Student acts of
academic dishonesty cause disruption of the educational process, weaken our College’s
institutional integrity, and present challenges for our faculty to fairly assess the student’s
academic performance.
Coastline Community College Faculty holds primary responsibility for ensuring that academic
honesty is maintained in their classes. Individual students also share in this responsibility.
Coastline students are required to refrain from all acts of academic dishonesty. The Coast
Community College District’s Student Code of Conduct and Disciplinary Procedures (BP-3902)
apply to students whose conduct violates this academic honesty procedure.
Procedures for Dealing with Violations of Academic Dishonesty
Actions Taken by Faculty Member
Any Coastline Faculty member who has evidence that a student has committed an act of
academic dishonesty, shall, after speaking with the student, take one or more of the following
disciplinary actions:
•
Issue an oral reprimand.
•
Give the student an "F" grade or zero points or a reduced number of points on all or part
of a particular paper, project or examination;
•
If the act of academic dishonesty results in a “F” grade or zero points being awarded to
the student for that particular paper, project, or examination, and this 2result affects the
student’s overall grade in the class, then the student shall be issued the proper grade, as
affected by the specific “F” or zero grade, by the faculty member.
For any incident of academic dishonesty resulting in the instructor’s issuance of an “F” or zero
points - the instructor shall assess the severity of the student’s misconduct and determine
whether the incident should be immediately reported to the College’s Student Discipline Officer
(presently the Dean of Counseling, Special Programs & Services) on the "Academic Dishonesty
Report" form.
Actions by the College Administration
The sanction imposed for an act of academic dishonesty depends on the severity of the alleged
improper conduct of the student. However, sanctions are generally imposed as follows:
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HISTORY 180
Upon receipt of a faculty-member completed first "Academic Dishonesty Report" form
concerning a student, (or) upon satisfactory investigation of allegations brought by other staff or
students about academic misconduct by a student, the Student Discipline Officer shall respond
in one of two ways:
1) By sending a Student Discipline Notification Letter to the student, inviting the student to
present a response to the allegations of academic dishonesty. The Student Discipline
Officer will inform the student that if a finding of academic dishonesty is sustained, the
student will be placed on disciplinary probation for a minimum of one year, with other
possible sanctions being imposed pursuant to the District’s Student Code of Conduct.
2) The Student Discipline Officer may also create an Academic Dishonesty Report file and
send no letter (the Student Disciplinary Officer will not take action, based on the request
of the individual instructor, who will handle the disciplinary action individually with his/her
own students). If the Student Discipline Officer notes that multiple Academic Dishonesty
Reports have been filed for particular students, from multiple instructors, however, then
the student will receive the Letter of Student Discipline Notification.
Upon receipt of a second or more "Academic Dishonesty Report" of academic misconduct
committed by a student, the Student Discipline Officer shall seek the suspension of the student
for one full calendar year.
If, upon this student’s return from the one year suspension, the Student Discipline Officer
receives any further reports of academic dishonesty concerning this student, the Student
Discipline Officer shall recommend the student be expelled from the District for a period of no
less than three years.
Depending on the severity of the student’s academic dishonesty, a student may be suspended
from the College on a first offense or be recommended for expulsion by the CCCD Board of
Trustees. The Student Discipline Officer shall keep the faculty member and Division Dean
reasonably informed of the status of the student discipline process and outcome.
Examples of Academic Dishonesty Conduct
Some examples of academic dishonesty conduct warranting the imposition of disciplinary
probation, suspension or expulsion include, but are not limited to, the following:
•
Taking an examination for another student or having someone else take an examination
for one-self.
•
Altering a graded examination/assignment and returning it for additional credit.
•
Having another person or a company do research and/or writing of a report.
•
Stealing or attempting to steal an examination or answer key.
•
Printing an online exam without the express authorization of the instructor.
•
Stealing or attempting to change official academic records.
•
Forging or altering grades.
HISTORY 180
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•
Obtaining answers from another student before or during an examination.
•
Falsely reporting or claiming to have experienced technical difficulties with online
instructional tests, quizzes, or assignments.
•
Knowingly allowing another student to copy one's work.
•
Using unauthorized materials, such as notebooks, calculators, or other items, without the
instructor’s consent during an examination or placement test. 4
•
Sharing answers for a take-home or on-line examination unless otherwise authorized by
the instructor.
•
Receiving help in creating a speech, essay, report, project or paper unless otherwise
authorized by the instructor.
•
Turning in a speech, essay, report, project or paper done for one class to another class
unless specifically authorized by the instructor of the second class.
•
Misreporting or altering the data in laboratory or research projects.
•
Offering another person's work as one's own: copying a speech, essay, report,
discussion board posting, project or paper from another person or from books, websites,
or other sources.
•
Using outside sources (books, or other written sources) without giving proper credit (by
naming the person and putting any exact words in quotation marks). • Intentionally
impairing the performance of other students and/or a faculty member.
•
Collusion - when any student knowingly or intentionally helps another student perform an
act of academic dishonesty. Collusion in an act of academic dishonesty will be
disciplined in the same manner as the act itself.
This information is located in the current Coastline Community College Catalog.
MyCCC (Online Portal)
With the MyCCC site, you are able to register for classes, submit payment with a credit or debit
card, and add or drop a class. When the semester is over, you can use MyCCC to easily print
out unofficial transcripts.
Go to MyCCC (URL: http://mycoast.cccd.edu) and for the following services:
•
•
•
•
•
Student Email
Registration (add/drop)
Course Websites
Financial Aid
Print Unofficial Transcripts
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HISTORY 180
Dropping a Course
A student who has officially registered assumes the responsibility for completing each course.
However, it is also the goal of the instructor to assist you with successfully completing your
course. If you are experiencing difficulty with your course please contact your instructor before
choosing to drop.
•
Failure to drop the course may result in an “F” or “NP” grade.
•
Your instructor reserves the right to drop you from your course due to lack of submitting
course assignments, quizzes, exams, participation, etc; however, this is not an
automatic policy, and you should not rely on this method to be withdrawn.
•
It is the responsibility of the student to officially drop.
Students have three options for dropping a course:
1. MyCCC website – (URL:http://mycoast.cccd.edu)
2. Mail a request to drop course
a. If submitting a drop request by mail, it must be postmarked by the U.S.
Postmaster on or before the deadline date (refer to the following Deadline Dates
page for more information)
3. In person – go directly to the Admissions & Records office located in Fountain Valley.
For more information, please contact Admissions and Records at (714) 241-6176.
HISTORY 180
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Important Dates
The deadlines set for refunds/fee cancellation, registration and withdrawal, and pass/no pass
varies. You will find specific deadline dates on the official “Student Schedule and bill” which can
be accessed through the MyCCC website, URL: http://mycoast.cccd.edu. If you do not have
access to MyCCC to review your Student Schedule and Bill, refer to the “Dates to Remember”
printed in the current class schedule or contact the Admissions and Records office at (714) 2416176.
Fall 2016 General Calendar Dates
August 28, 2016------------------------------------------------------------------------ Class instruction begins
December 18, 2016 ------------------------------------------------------------------------------ Semester Ends
Fall 2016 Holidays
September 5, 2016 (Monday) ------------------------------------------------------------------------- Labor Day
November 11, 2016 (Friday) --------------------------------------------------------------------- Veteran’s Day
November 24 – 27 (Thursday – Sunday) --------------------------------------------Thanksgiving Holiday
Pass/No Pass Deadlines
Students wishing to select the P/NP grading method in grade option must submit the form by
the same deadline date as the last day to drop without a “W”. The deadline date for each course
can be found on your MyCCC “Student Class Program (web schedule bill)” or on the
coastline.edu searchable schedule.
Students wishing to select the Pass/No Pass grading method in grade option courses must file
the P/NP form in the Admissions office. To download the form go to www.coastline.edu, click on
Admissions & Records, then click on forms.
Refund policy for enrollment, health, material, nonresident tuition and parking fees for short-term
classes is the refund cutoff date on which 10 percent of the class meeting has occurred. Refer
to your Student Schedule/Bill at MyCCC for exact refund date specifics; contact the Admissions
and Records office.
Withdrawal & Refund Deadlines
Deadlines for refunds/fee cancellation, registration and withdrawal are different for each course.
Refer to your MyCCC web bill for specific date information.
• Withdrawal to receive or cancel fees – Students must withdraw from a course prior to
10% of the course length
• Withdrawal without transcript entry – Students must withdraw prior to the first 30% of the
course.
• Deadline to withdraw with a “W” grade – Students must withdraw prior to 75% of the
course to receive a “W”
Note:
While the Distance Learning Department attempts to reflect accurate information regarding
deadline dates, please be aware that that these dates are subject to change. It is recommended
that you verify these dates with Admissions & Records at (714) 241-6176 before dropping a course
or requesting a Pass/No Pass grading option.
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HISTORY 180
Video Lesson Options
The following videos are available for purchase through the Coastline Bookstore - (714) 241-6101.
Select courses are also available online. Log into MyCCC and follow links to the course website.
Course Name
Videoseries Title (Producer)
Bookstore
View Online
ANTH C100
Our Diverse World (Coast)
DVD
Available Online
ANTH C185
The Evolving Human (Coast)
DVD
Available Online
BIOL C100
Cycles of Life (Coast)
DVD
Available Online
BUS C100
It’s Strictly Business (Dallas)
DVD
Available Online
BUS C110
Legal Environment of Business
DVD
Not Currently Available
BUS C120
Dollars and Sense (Coast)
DVD
Available Online
BUS C150
Concepts in Marketing (Coast)
DVD
Available Online
BUS C222
Introduction to Entrepreneurship
DVD
Not Currently Available
COUN C105
Mastering the College Experience (Coast)
DVD
Available Online
FN C170
Nutrition Pathways (Dallas)
DVD
Available Online
GEOL C105
Across the American Landscape (Coast)
DVD
Available Online
HLTH C100
Journey to Health (Dallas)
DVD
Available Online
HIST C170
Shaping America (Dallas)
DVD
Available Online
HIST C175
Transforming America (Dallas)
DVD
Available Online
MS C100
Taking the Lead (Intelecom)
DVD
Available Online
MRSC C100
The Endless Voyage (Intelecom)
DVD
Available Online
MATH C005
Beginning Mathematics (Pearson)
N/A
Available Online
MATH C008
Pre-Algebra (Pearson)
N/A
Available Online
MATH C010
Elementary Algebra (Pearson)
N/A
Available Online
MATH C030
Intermediate Algebra (Pearson)
N/A
Available Online
MATH C115
College Algebra (Pearson)
N/A
Available Online
MATH C120
Trigonometry (Pearson)
N/A
Available Online
MATH C160
Introduction to Statistics (Pearson)
N/A
Available Online
MATH C170
Precalculus (Pearson)
N/A
Available Online
MATH C180
Calculus 1 (Pearson)
N/A
Available Online
MATH C185
Calculus 2 (Pearson)
N/A
Available Online
PHIL C100
For the Love of Wisdom
DVD
Available Online
PHIL C115
Logic and Critical Thinking (CCC)
CD-ROM
Available Online
PSCI C180
Voices in Democracy (Dallas)
DVD
Available Online
PYSC C100
The Human Experience (Coast)
DVD
Available Online
PSYC C116
Stepping Stones (Coast)
DVD
Available Online
PSYC C118
Transitions Through the Life Span (Coast)
DVD
Available Online
SOC C100
Exploring Society (Dallas)
DVD
Available Online
SOC C110
Our Families, Ourselves (Intelecom)
DVD
Available Online
HISTORY 180
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The following videos are available as streaming media at the Annenberg Website
http://www.learner.org/resources
Course Name
Course Title
Videoseries Title
History C180
Western Civilization 1
Western Tradition I
History C185
Western Civilization 2
Western Tradition II
Philosophy C120
Ethics
Ethics in America
Sociology C120
Introduction to Gerontology
Growing Old in a New Age
Spanish C180
Elementary Spanish 1
Destinos (Lessons 1-11)
Spanish C185
Elementary Spanish 2
Destinos (Lessons 12-26)
Distance Learning Viewing Centers
Call each location for specific hours of operation.
Golden West College Library
Orange Coast College Library
(Located directly across from College Bookstore)
15744 Golden West Street, Huntington Beach, CA
92647
(714) 895-8741
(Fairview and Adams)
2701 Fairview Road, Costa Mesa, CA 92626
(714) 432-5885
Services: Full academic library; Video lesson viewing
area
Services: Full academic library; Video lesson viewing
area
Le-Jao (Westminster) Center
Garden Grove Center
(Beach/Westminster)
14120 All American Way, Westminster, CA 92683
(714) 241-6184, x17405
(Garden Grove Blvd/Euclid)
12901 Euclid Avenue, Garden Grove, CA 92840
(714) 241-6209
Services: Review/Exam/Workshop location; Video
lesson viewing area
Services: Review/Exam/Workshop location; Resource
Library; Video lesson viewing area
Coastline College – Assessment Center
(Warner/Newhope- 4th Floor)
11460 Warner Avenue, Fountain Valley, CA 92708
(714) 241-6285
Services: Placement Testing, Alternate Exam location, Video lesson viewing center
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HISTORY 180
Coastline College Campus Locations
HISTORY 180
- 78 -
Coastline Community College Virtual Library
About the Coastline Online Library
Welcome to the Online Library at Coastline College! Coastline has a Library for students and it
is 100% online so you can access it all the time. It is ALWAYS open! You access the online
Library through the Library webpage (URL: http://www.coastline.edu/library). Two services
students use the most are Ask a Librarian and Article Databases.
Ask a Librarian
Do you need research help? Ask a Librarian! They are research experts. There are multiple
ways to contact a Coastline Librarian:
•
Phone: 714.696.1573
•
Text: 714.696.1573
•
Email: [email protected]
•
Let’s Meet! Schedule a Research Consultation to meet at one of the college centers.
Online Request Form (URL: http://goo.gl/forms/JVzS6SdYpAqMEEQx1)
•
Mail: Librarian, Coastline Community College, 11460 Warner Ave., Fountain Valley, CA
92708
Using the Coastline Online Library eBooks and Article Databases
As a student you have access to over a hundred thousand ebooks, and thousands of magazine,
journal, and newspaper articles through the online Library at Coastline.
1. Go to the Library webpage (URL: http://www.coastline.edu/library) and CLICK eBooks
and Article Databases
2. Log in with your MyCCC username and password
3. The Article Databases are divided by subjects. Find a subject that works for you or use
my favorite databases under GENERAL ACADEMIC DATABASES and chose “ProQuest
Research Library” or “Academic Search Premier”.
a. Short videos under the Academic Databases show you how to search some of
the databases and you can view videos on the CoastlineLibrary YouTube
channel.
Research Tip: As you use the Article Databases think about KEYWORDS you could use in your
search. Come up with a few sets of Keywords and start your research. Notice other words and
phrases that are coming up as you browse through the articles you find and refine your search
and research topic based on these ideas and articles. Start your research early so you can see
what is available for your topic and change / modify it if you need too. Remember a Librarian is
always here to help you too!
GENERAL ACADEMIC DATABASE: (start here for article searches)
Academic Search Premier -this multi-disciplinary database provides full text for more than 4,600
journals, including full text for nearly 3,900 peer-reviewed titles. PDF backfiles to 1975 or further
are available for well over one hundred journals, and searchable cited references are provided
for more than 1,000 titles.
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HISTORY 180
Proquest Research Library - a collection of thousands of periodicals, including journals,
magazines, and five important national newspapers: New York Times, Los Angeles Times, Wall
Street Journal, Washington Post, and Christian Science Monitor.
SPECIALIZED DATABASES:
•
Access Science - a comprehensive science resource and reference library that includes
journal articles, research updates, news feeds, videos, images, and more.
•
Art Museum Image Gallery - offers access to thousands of high-quality art images and
related multimedia from museum collections and represents art from the cultures of
Africa, Asia, Europe, and the Americas, including Native American and Meso-America.
•
Business Source Elite - business database provides full text for over 1,000 business
publications. More than 10,100 substantial company profiles from Datamonitor are also
included.
•
Consumer Health Complete - a comprehensive resource for consumer-oriented health
content. It is designed to support patients' information needs and foster an overall
understanding of health-related topics.
•
Country Watch - a resource for country-specific information and up-to-date news on
each recognized countries in the world.
•
CQ Researcher - A compilation of single-themed 12,000 word reports that provide indepth, unbiased coverage, both pro and con, on important “issues in the news”. (Use for
Pro / Con issues!)
•
Credo Reference - a reference library providing access to encyclopedias, dictionaries
(including bilingual dictionaries), biographies, and quotations. (Use for Pro / Con
issues!)
•
Encyclopedia Britannica - the online version of the traditional encyclopedia with
additional features including streaming media, special reports, and more.
•
History Reference Center - offers full text from more than 1,620 reference books,
encyclopedias and non-fiction books
•
OED Online - the online Oxford English Dictionary which defines every word in the
English language, traces the origins of English words, and documents the evolution of
each word.
•
Psychology & Behavioral Sciences Collection - a comprehensive database covering
information concerning topics in emotional and behavioral characteristics, psychiatry &
psychology, mental processes, anthropology, and observational & experimental
methods.
•
Read It! (English Language Learner) - Customized content and practice tests in ELL
Reference Center are designed to support English-language proficiency and
comprehension
•
SIRS Knowledge Source - a portal to hand-selected full-text articles, multimedia, and
websites that span the curriculum. (Use for Pro / Con issues!)
HISTORY 180
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Tips and Strategies for Student Success
Coastline Community College’s Student Success Center:
Tips and Strategies for Student Success
Daniel S. Pittaway, M.S. Ed.
Student Success Coordinator
This one-page guide provides a general approach to help students achieve success in any
college-level class.
1. Read constantly.
Read the course syllabus. Read all course documents. Read these things multiple times.
Review and refer to them constantly to stay on top of deadlines and expectations. Get familiar
with the assignments (reading and writing) in your class. Read every day. Break up large
readings into smaller pieces that can be addressed each day. Review what you read.
2. Write often.
As you read, take notes in a notebook. If you own your reading material, make notes in the
margin. Record your thoughts as you read. The more we write, the more we will remember, and
the more deeply we think about what we read.
3. Make time.
Make time to study. Just as we need to make time for exercise, eating, and rest, it’s equally
important to make time for study (reading, writing, and reflection). Make a daily “to do” list, and
give yourself enough time to complete it. Spend less time thinking about what you need to do
and just do it.
4. Be organized.
Keep all your course documents and papers in the same binder or folder. Electronic resources
for a class should also be kept in the same folder for easy retrieval. Review deadlines and the
course calendar frequently. Know how to contact your instructor if you have questions about the
course.
5. Never give up.
Don’t get discouraged by a poor grade or a missed deadline. Communicate with your instructor,
put forth the best effort you can, and remember that the journey to completion may have some
obstacles and difficulties along the way. Just keep moving forward.
The Student Success Center provides study space and tutoring across disciplines to empower
students to dream, to be organized, to learn, to persist, to have a plan, to innovate, and to never
give up.
The Student Success Center is located at each of Coastline Community College’s four learning
centers.
For more information and for tutoring assistance, visit Student Success Center, (URL
coastline.edu/ssc), email us at [email protected], call us at 714-241-6184 x17420, or
write us at 14120 All American Way, Westminster, CA 92683.
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HISTORY 180
HISTORY 180
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Student Handbook Feedback and Improvement Form
Coastline Community College
Distance Learning Department
Your suggestions and comments are an important source of information for improving this
student handbook.
Name of Course:
Title of Handbook:
Semester Enrolled:
Please note any typos you found within this student handbook.
Please note any instructions in this handbook that you found unclear or confusing.
Please make any comments about how to improve this student handbook.
Please return this completed page to the Coastline’s Distance Learning Department, Attention:
Student Handbook Department.
1. U.S. Mail: Coastline Community College, Distance Learning Department , 11460 Warner
Ave. , Fountain Valley, CA 92708
2. FAX to (714) 241-6287, Attn: Student Handbook Department
3. Deliver to Distance Learning Department (Room 318) in person or Drop Off in Distance
Learning Mailbox conveniently located in front of the Coastline College Center.
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HISTORY 180
HISTORY 180
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