GH 101 60 - Survey of World History I

Welcome

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Meet Dr. Douglas

Hello everyone!

In addition to teaching, I also work with instructional design and professional development. My hobbies are spending time with my family, reading, true crime podcasts, traveling, visiting museums, and long walks with my dog, Hank. Hank enjoys naps, treats, sunshine, and walks so that he can explore (and chase squirrels).

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I am a first-generation college graduate. Education and life-long learning are important to me. This was instilled in me by my parents and something I have made my life's work. My academic background includes history, political science, and instructional design. In 2025, I completed my Doctorate in Education. I am currently pursuing a graduate certificate in English.

 

                           Dr. Douglas dog, Hank

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Syllabus File(s)

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  • WEEK 1: Asia in Ancient Times: Environment, Belief, and Early State Formation [unit]

    Focus: This week examines how geography and climate shaped early Asian settlement patterns, agriculture, political organization, and social hierarchies. Students compare land-based and maritime connectivity, including steppe mobility, exchange networks, monsoon-driven trade, and the movement of ideas and beliefs. The week also emphasizes how state-building and philosophical or religious traditions supported governance while recognizing the limits of environmental explanations for historical change.

     

    Required Reading:

    1. World History, Volume 1, Chapter 5: Asia in Ancient Times (Chapter 5 introduction; sections 5.1 through 5.4)
    2. Chapter 5 embedded primary sources (Analects selections; comparison excerpts from the Bhagavad Gita and Basic Teachings of the Buddha)
    3. Chapter 5 visuals used as evidence (timeline, locator maps, and figure sets tied to oracle bones, Mandate of Heaven, Qin projects, steppe mobility, early Korea, early Japan, and Ashoka)
    Name Description Status Source
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  • WEEK 2: Africa in Ancient Times: Environment, Farming, Kingdoms, and Exchange [unit]

    Focus: This week builds an evidence-based understanding of early African societies by linking environment to social organization, technology to demographic change and migration, political development to regional interaction, and trade networks to Mediterranean and trans-Saharan systems. Students practice making historically grounded claims supported by precise citations.

     

    Required Reading:

    1. World History, Volume 1, Chapter 9: Africa in Ancient Times (sections 9.1 through 9.4)
    Name Description Status Source
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  • WEEK 3: States and Societies in Sub-Saharan Africa [unit]

    Focus: This week examines how environments shaped settlement and subsistence, how farming and ironworking supported population growth and the emergence of new political forms, and how long-distance exchange and belief systems connected regions and strengthened states.

     

    Required Reading:

    1. World History, Volume 1, Chapter 15: States and Societies in Sub-Saharan Africa (sections 15.1, 15.2, and 15.3)
    Name Description Status Source
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  • WEEK 4: River Valley Civilizations Beyond Mesopotamia: Ancient Egypt and the Indus Valley [unit]

    Focus: This week compares how river systems shaped complex societies in Egypt and the Indus Valley, including political authority, religion, cities, monumental architecture, and writing or symbolic systems. Students practice distinguishing strong claims from speculation when sources are limited.

    Required Reading:

    1. World History, Volume 1, Chapter 3, Section 3.3: Ancient Egypt
    2. World History, Volume 1, Chapter 3, Section 3.4: The Indus Valley Civilization
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  • WEEK 5: Childhood, Age, and Social Class in the Greco-Roman World [unit]

    Focus: This week compares literary portrayals of elite childhood ideals with documentary evidence of poverty and family life, emphasizing careful source-based reasoning. Students practice describing evidence neutrally and evaluating ethical tension from a Christian worldview with academic care by naming evidence first and avoiding sensational language.

     

    Sensitive Content and Christian Worldview Disclaimer
    This week’s readings draw on ancient texts and documentary evidence that describe beliefs and practices that may be disturbing and may conflict with Christian ethical commitments and present-day social values. Some material reflects harsh realities of survival under poverty, and some reflects ancient social ideologies and power structures. These chapters are assigned as historical evidence, not as a moral narrative or endorsement. Your task is to read carefully, describe what the evidence shows, and think critically about what the sources can and cannot tell us. When you make value-based observations from a Christian worldview, do so with academic care: name the specific evidence first, then explain the ethical tension clearly, without sensational language.

     

    Required Reading:

    1. Age, Ages and Ageing in the Greco-Roman World, Chapter 4
    2. Age, Ages and Ageing in the Greco-Roman World, Chapter 6
    Name Description Status Source
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  • WEEK 6: From Ancient Greece to the Renaissance: Foundations and Reinventions of Western Civilization [unit]

    Focus: This week links Greek political and intellectual developments to Renaissance humanism and cultural transformation, then complicates a West-only narrative by examining Constantinople’s fall and the Ottoman world within a connected Mediterranean context. Students focus on argument-driven writing supported by citations.

     

    Required Reading:

    1. World History, Volume 1, Chapter 6, Section 6.2: Ancient Greece
    2. World History, Volume 1, Chapter 17: The Renaissance section
    3. World History, Volume 1, Chapter 17, Section 17.1: The Ottomans and the Mongols
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  • WEEK 7: Historical Thinking for Global Citizenship and Evidence-Based Interpretation [unit]

    Focus: This week emphasizes how historians build knowledge using primary sources, causation, and interpretation, and how bias and lenses shape historical claims. Students practice distinguishing evidence from interpretation and explaining why historical thinking matters beyond the classroom.

     

    Required Reading:

    1. World History, Volume 1, Chapter 1, sections 1.1 through 1.3
    Name Description Status Source
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  • Course Syllabus

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    Course Syllabus

    Please Read the Syllabus. If you have questions, please let me know.

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