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Political Structure and Cultural Changes
Political Structure and Cultural Changes
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Political Structure and Cultural Changes
HY 1010, Western Civilization I 1
UNIT IV STUDY GUIDE Christianity, End of the Roman Empire, and the Rise of Islam, Byzantine, and the Medieval Period
Learning Objectives Upon completion of this unit, students should be able to:
- Discuss and define the rise of Christianity and the new political structure and cultural changes it brought in the late Roman Empire and distinguish between emperors who persecuted Christians and those who embraced Christianity and the changes that Christianity brought.
- Examine encounters between the various Germanic tribes and the Roman Empire.
- Summarize the rise of Byzantine and discuss examples of Byzantine literature, historians, and scientists.
- Discuss the evolution of the Roman Catholic Church and the role of the pope and how these evolved over time.
- Differentiate between the Eastern and Western churches including iconography, doctrine and affect of geography on the rise of the Byzantine Empire and religious practices such as pilgrimage.
- Discuss the development of Islam and define its tenets and what impact Islam had on the boundaries and borders of the Middle East and Europe.
- Evaluate the changes in the late Roman Empire in terms of political, economic, and social factors.
- Examine the development of the eastern and western halves of the Roman Empire and define the influences on each.
- Discuss important emperors from late antiquity and the impact they had on law, religion, and other aspects of social, political, and economic development.
- Define the characteristics of the middle ages and the three civilizations this involved.
Written Lecture Unit IV covers Chapters 7 and 8 and begins with the late antiquity period of the Roman Empire. The Roman Empire shifted in terms of its political structure from imperialism to a tetrarchy. Growth of Christianity was first met with resistance by Roman emperors, who persecuted the Christians. Later emperors, such as Constantine and Justinian, embraced Christianity and even converted to it. Christianity began to develop its own infrastructure, including the use of bishops, development of the papacy, and rise of monasticism. Religious relics encouraged the Christian practice of taking pilgrimages. As Christianity spread, new communities developed with their own distinct practices, languages, and interpretations of church doctrine. Communities such as the Ascetic, Monophysites, Chalcedonians, and Arians are a few examples of these new groups. Rapid growth in the eastern Roman Empire demanded a second capital city to govern this region. The new eastern capital, named Constantinople, later grew into Byzantium. While Latin continued as the dominant language in the Western
Reading Assignment Chapter 7: Late Antiquity: The Age of New Boundaries, 250-600 Chapter 8: Medieval Empires and Borderlands: Byzantium and Islam
Supplemental Reading See information below.
Key Terms 1. Digenes Akritas 2. Dirham 3. Exarchates 4. Jizya 5. Late Antiquity 6. Macedonian
Renaissance 7. Metropolitan 8. Monastic movement 9. Neoplatonism 10. Vulgate
HY 1010, Western Civilization I 2
half of the empire, Greek became the dominant language of Byzantium, and Byzantium Christianity became known as Orthodox Christianity. While Constantinople grew and expanded in the east, the Western Roman Empire experienced more attacks on its borders by various peoples, including the Germanic tribes .These attacks gradually eroded the borders and resulted in the downfall of the Roman Empire. Chapter 8 examines the rise of the medieval or Middle Ages. The term “middle ages” defined this period as being between the ancient and modern periods. This period saw the continued growth of Byzantium and the birth of Islam. Byzantium would encounter other peoples as it experienced attacks along its borders. These people included the Lombards, Avars, Bulgars, Rus, and Muslims. The growth of Byzantine caused a re-structuring of the military system, including the creation of military districts known as themes to replace the provinces of the old Roman system. The chapter also discusses how Orthodox Christianity further distinguished itself from the eastern Catholic Church with the issue of iconoclasm. In Eastern Europe, religion became a cause of disunity just as language and ethnicity had been in the past. In Byzantine, a recurring theme emerged regarding the political idea of divine monarchy. Next, Chapter 8 examines the rise of Islam and the experiences of Muhammad, the Qur’an and the five pillars which define this religion. The chapter also discusses the relationship between Christians, Jews, and Muslims. Trade and commerce grew along with Islam in the east and the Muslims excluded the Byzantines from trade. Chapter 8 also examines the Islamic leadership known as the caliphate and the various dynasties such as the Umayyad and Abbasid. Pakistan, India, Nubia, and others fell to Islamic armies. Islam developed a new professional bureaucracy and administrative system. Islamic culture centered on the mosque and consequently Greco-Roman culture disappeared.
Supplemental Reading 1. Go to http://www.jstor.org/ and search for the four articles dealing with the
Arch of Constantine. These articles are written by A.L. Frothingham and they can provide some interesting information into this large structure in Rome. The author examines the origins of the arch and who built it, using the clues supplied in the decorations adorning the arch itself. Frothingham, A.L. (1912). Who built the arch of Constantine? Its history from Domitian to Constantine. American Journal of Archaeology, 16, 3, 368-386. Retrieved from http://www.jstor.org/ Frothingham, A.L. (1913). Who built the arch of Constantine? II: The frieze. American Journal of Archaeology, 17, 4, 487-503. Retrieved from http://www.jstor.org/ Frothingham, A.L. (1915). Who built the arch of Constantine? III. The attic. American Journal of Archaeology, 19, 1, 1-12. Retrieved from http://www.jstor.org/ Frothingham, A.L. (1915). Who built the arch of Constantine? IV. The eight medallions of Domitian. American Journal of Archaeology, 19, 4, 367-384. Retrieved from http://www.jstor.org/
- Go to http://www.jstor.org/ and search for the article The Edict of Diocletian Fixing Maximum Prices by Roland Kent. Look at how the Emperor Diocletian
HY 1010, Western Civilization I 3
instituted an order that set the prices of various goods throughout the empire. Think of whether this would work today, and why this may or may not have worked back then. Kent, R.G. (1920). The edict of Diocletian fixing maximum prices. Unniversity of Pennsylvania Law Review and American Law Register, 69, 1, 35-47. Retrieved from http://www.jstor.org/
- Go to http://www.jstor.org and search for the article “Do Prophets Come with a Sword?” Conquest, Empire, and Historical Narrative in the Early Islamic World by Thomas Sizgorich. It is an interesting look at the Early Islamic World from the perspective of a Christian apologist during the 9
th Century
C.E. (A.D.). Sizgorich, T. (2007). “Do prophets come with a sword?” Conquest, empire, and historical narrative in the early Islamic world. The American Historical Review, 112, 4, 993-1015. Retrieved from http://www.jstor.org/
- Click here to access a PDF of the Chapter 7 Presentation.
- Click here to access a PDF of the Chapter 8 Presentation.
Political Structure and Cultural Changes
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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