WORLD CIVILIZATION AND LITERATURE |1

 
FAR EASTERN UNIVERSITY 
INSTITUTE OF ARTS AND SCIENCES 
 
COURSE INFORMATION BOOKLET 
FIRST SEMESTER 
A.Y. 2021-2022 
 
WORLD CIVILIZATION AND LITERATURE (WRLD CVL)

Facilitator Information
Facilitator : Mr. Jules Gerard V. Arceo
E-mail Address : [email protected]
Consultation Hours : Mondays, 4:30-6:00 p.m.

Course Overview and Description

This is a three-unit course focusing on the history and development of human
civilization. It provides an overview of Western and Eastern civilizations and the
diverse set of literary works from these civilizations. It also explores the dynamism
that arose from changing historical contexts that has shaped the present-day
civilization. It highlights notable historical and literary milieus, trends, and legacies to
foster appreciation of the advancement of world civilization.

Credits: 3 units
Total Learning Time: 54 hours (18 weeks) 
Course Status: General Education Course 
Pre-requisite(s): None

Course Purposes and Goals

It is the objective of this course to feature the different Western and Eastern
civilizations from a historical perspective. In addition, this course will help students
identify, understand, and analyze literary works from various historical periods. By
employing both the historical and literary lenses, this course aims to provide students
with a holistic picture of how the present-day civilization has transformed to what it is.

Course Expected Learning Outcomes (CELO)

At the end of this course, the learner will be able to:

1. Exhibit a general, sound knowledge of the intellectual and literary history

of Western and Eastern civilizations
2. Develop a comprehensive understanding of the value of historical
appreciation and literature in human civilization
3. Analyze historical events and literary works from diverse civilizations and
time periods
4. Relate literary works to the principal historical trends of their times
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5. Argue how historical and literary legacies have shaped the present-day
world civilization

FEU’s Core Competencies

In addition to the Course Learning Outcomes, students are also expected to
demonstrate and develop the following FEU Competencies. 
1. Persuasive Communication 
2. Critical Thinking 
3. Problem Solving 
4. Intellectual Curiosity 
5. Digital Citizenship 
6. Professionalism 
7. Professional Citizenship

Online Learning Environment and Delivery Methods

Total Hours: 54 hours / 18 weeks
Delivery Methods: Canvas, E-mail, Microsoft Teams, or Zoom

In reference to the FEU’s Teaching and Learning Philosophy, the following are the
acceptable instructional methods which can be adapted for this course: 

The DLECCT Framework 

A conceptual understanding on how teaching, assessment, and classroom dynamics
must be approached in FEU. It banks on the University’s aspiration for adaptive
excellence:  digital literacy, effective communication, and critical thinking.  These are
the core competencies that every FEU student must manifest after completing their
academics in the University.    
 
Outcomes-based Learning 
This allows the students to be owners and constructors of their own learning by
creating artifacts that solve pressing problems in their respective communities and
disciplines. 

Inquiry and Collaborative Learning 

To instill the value of scholastic independence, cooperative and cooperative learning
must be part of the class dynamics. Tasks done inside and outside the classroom
promote collaboration and collaboration. 
 
Authentic Assessment and Learning 
FEU prioritizes non-traditional assessment approaches such as alternative
assessment, performance-based, and authentic assessment in observing and
monitoring students’ performance.   With non-traditional assessment, the FEU
students also participate in monitoring their learning progress.  

Independent Study 
This allows the students the needed time and space to read, write, and complete
major tasks. 
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Course Requirements
Attendance: The students are strongly encouraged to attend the synchronous
sessions and use asynchronous sessions in accomplishing the course assessments.

Major Examinations, Quizzes, Recitations, Assignments and Reaction Papers: The

passing grade is 60%.

Grading System
The evaluation and grading system along with the grade point equivalent are shown
below:

Evaluation and Grading System Grade Point Equivalent

Class Standing (CS) = Transmuted Decimal Literal
Class Participation/Recitation: Grade Equivalent Equivalent
30% 95 – 100 4.00 A
Quizzes: 50% 89 – 94 3.50 B+
Assignment/Homework/Research:
83 – 88 3.00 B
20%
Prelim Grade = 77 – 82 2.50 C+
[2(CS) + Prelim Exam]/3
Class Average (CA) = [2(CS) + 71 – 76 2.00 C
Midterm Exam]/3
Midterm Grade = 65 – 70 1.50 D+
[2(CA) + Prelim Grade]/3
60 – 64 1.00 D
CA = [2(CS) + Final Exam]/3
Final Grade =
59 – below F
[2(CA) + Midterm Grade]/3

Learning Content and Activities

Students who enrolled in the Fully Guided Study (FGS) learning mode are
expected to attend the synchronous sessions on the scheduled date and time of the
course. The synchronous engagement will be done in Microsoft Teams, unless noted
otherwise by the facilitator. Delivery methods will include Canvas, e-mail, Facebook
messenger, or Zoom.
Students who enrolled via the Independent Study (AOL) learning mode are
given the liberty to work independently without much guidance from the facilitator.
Synchronous sessions will be conducted in Microsoft Teams, while discussion
thread(s) will be done via Canvas.
Students who enrolled via the Requested Periodic Guidance (RPG) learning
mode are expected to synchronously meet with the facilitator only four (4) times
during the semester where the facilitator and the student will discuss the
assessments given and the deadlines. Workplan and readings are given at the start
of the semester through Canvas.
Students are required to actively participate during workshops, discussions,
activities, discussions, lectures, and consultations. Assessments posted in Canvas
must be accomplished on time. Failure to do so will result in a 5-point deduction for
each day of late submission.
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FEU Policy on Academic Integrity

Anchored on the core values of Fortitude, Excellence, and Uprightness, the
Far Eastern University believes that its students, administration, faculty, and staff
should demonstrate academic integrity at all times. Academic integrity means that
the members of the entire academic community adhere to the fundamental values of
honesty, hard work, originality, respect, and responsibility. FEU students are
expected to always adhere to the highest standards of academic excellence.
FEU students are expected to demonstrate beliefs, attitudes, and behaviors
associated with academic honesty. Thus, all acts of academic dishonesty in FEU are
not tolerated. Academic dishonesty comes largely in 2 forms: cheating and
plagiarism. It is considered a major offense subject to disciplinary actions if students
cheat or plagiarize their work.
Cheating is broadly defined as getting unauthorized help on an assignment,
quiz, or examination. The following are considered as acts of cheating:
 Copying from another student during a test or examination, with or without
his/her knowledge;
 Allowing another student to copy your work;
 Using unpermitted notes during a test or examination;
 Having in one’s possession written notes or electronic devices during a test or
examination;
 Getting questions or answers from someone else who has already taken the
test or examination;
 Talking to another student during a test or examination;
 Turning in work done by someone else;
 Taking a test or examination for another student;
 Writing or providing an assignment for another student;
 Repeating someone else’s words without acknowledgement;
 Presenting someone else’s ideas without acknowledgement;
 Paraphrasing, translating, or summarizing someone else’s ideas without
acknowledgement;
 Improperly acknowledging of sources, as with incomplete/imprecise
documentation;
 Having one’s work done by someone else or having one’s work substantially
revised by someone else.

NOTE:
Outputs that are submitted through Canvas must be scanned using Turnitin. The
similarity index should not exceed 20%. Outputs with a similarity index higher than
20% automatically warrants a zero mark. Students who submitted a plagiarized
output will not be given a chance to resubmit the output.
Students are required to properly cite references they consulted using APA or
Chicago-style citation.

Course Outline
Module 1: History and the Birth of Human Civilization
Module 2: The Mesopotamian and Egyptian Civilizations
Module 3: The Greek and Roman Civilization
Module 4: The Heirs of the Roman Empire
Module 5: The Asian Civilizations of India and China
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Module 6: The African and American Civilizations

Module 1: History and the Birth of Human Civilization

Primary readings: Supplementary readings:

Craig, A., Graham, W., Kagan, D., Head, T. (2017). World History 101: From
Ozment, S., & Turner, F. (2012). The Ancient Mesopotamia and the Viking
Heritage of World Civilizations (5th Conquests to NATO and WikiLeaks, an
ed.). Prentice Hall. Essential Primer on World History. Adams
Media.
Read “The Birth of Civilization,” pp.
80-87. Read “Humanity Before History: What the
Bones Said,” pp. 9-12.
Quigley, C. (1979). The Evolution of
Civilizations: An Introduction to D’haen, T. (2012). The Routledge
Historical Analysis. Liberty Fund, Inc. Concise History of World Literature.
Routledge.
Read “Historical Change in
Civilizations,” pp. 126-166. Read “Naming world literature,” pp. 5-26.

Harlan, D. (1989). Intellectual History

and the Return of Literature. The
American Historical Review, 94(3),
581-609.
https://doi.org/10.2307/469088.

Module 2: The Mesopotamian and Egyptian Civilization

Primary readings: Supplementary readings:

Carnine, D., Cortes, C., Curtis, K., & Roberts, J., & Westad, O. (2013). The
Robinson, A. (2006). World History: History of the World (6th ed.). Oxford
Ancient Civilizations. McDougal University Press.
Littell. Read “Ancient Mesopotamia,” pp. 51-67
Read "Chapter 3: Ancient and “Ancient Egypt,” pp. 68-87.
Mesopotamia," pp. 78-107 and
"Chapter 5: Ancient Egypt," pp. 142- Voth, G. (2007). The History of World
183. Literature. The Teaching Company.

Applebee, A., Bermudez, A., Blau, S., Read “Lecture Two: The Epic of
Caplan, R., Elbow, P., Hynds, S., Gilgamesh,” pp. 5-7.
Langer, J., & Marshall, J. (2008).
World Literature. McDougal Litell.

Read, “Mesopotamian, Egyptian, and

Hebrew Literature,” pp. 16-33.

Module 3: The Greek and Roman Civilization

Primary readings: Supplementary readings:

Spielvogel, J. (2011). Western Carnine, D., Cortes, C., Curtis, K., &
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Civilization: A Brief History (7th ed). Robinson, A. (2006). World History:

Wadsworth Publishing. Ancient Civilizations. McDougal Littell.

Read “The Civilization of the Greeks,” Read “Ancient Greece,” pp. 350-387,
pp. 44-65 and “The Roman Empire,” “Classical Greece,” pp. 388-421, “The
pp. 108-129. Rise of Rome,” pp. 426-461, and “Rome’s
Decline and Legacy,” pp. 490-523.
Voth, G. (2007). The History of World
Literature. The Teaching Company. Applebee, A., Bermudez, A., Blau, S.,
Caplan, R., Elbow, P., Hynds, S., Langer,
Read “Lecture Eight: Virgil’s Aeneid,” J., & Marshall, J. (2008). World Literature.
pp. 19-21. McDougal Litell.

Read “The Heroic Tradition: Literature of

Ancient Greece,” pp. 162-177 and “The
Tradition Continues: Literature of Ancient
Rome,” pp. 344-355.

Module 4: The Heirs of the Roman Empire

Primary readings: Supplementary readings:

Spielvogel, J. J. (2011). Western Bloom, R., Crapster B., & Dunkerberger,

Civilization: A Brief History. H. (1958). The Heirs of the Roman
Wadsworth. Empire: Byzantium, Islam, and Medieval
Europe. Pt II: Medieval, Political, and
Read “Late Antiquity and the Economic Development: Feudalism and
Emergence of the Medieval World,” Manorialism. In Ideas and Institution of
pp. 130-154. Western Man, 1-6. Gettysburg College.

Voth, G. (2007). The History of World

Literature. The Teaching Company. Applebee, A., Bermudez, A., Blau, S.,
Caplan, R., Elbow, P., Hynds, S., Langer,
Read “Lecture Sixteen: Inferno,” from J., & Marshall, J. (2008). World Literature.
Dante’s Divine Comedy,” pp. 19-21. McDougal Litell.

Read “Heroic Quests: Literature of the

Middle Ages,” pp. 686-695.

Module 5: The Asian Civilizations of India and China

Primary readings: Supplementary readings:

Carnine, D., Cortes, C., Curtis, K., & Roberts, J., & Westad, O. (2013). The
Robinson, A. (2006). World History: History of the World (6th ed.). Oxford
Ancient Civilizations. McDougal University Press.
Littell.
Read “Classical India,” pp. 300-310, and
Read “Ancient India,” pp. 214-249 “Classical China,” pp. 311-324.
and “Ancient China,” pp. 248-283.
Chimni, B. (2011). Asian Civilizations and
Voth, G. (2007). The History of World International Law: Some Reflections.
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Literature. The Teaching Company. Asian Journal of International Law, 1(1),

39-42. doi:10.1017/S2044251310000305.
Read “Lecture Six: Chinese Classical
Literature,” pp. 14-15 and “Lecture
Nine” Bhagavad Gita,” pp. 22-24.

Module 6: The African and American Civilization

Primary readings: Supplementary readings:

Carnine, D., Cortes, C., Curtis, K., & Trigger, B. (1976). Kerma: The Rise of an
Robinson, A. (2006). World History: African Civilization. The International
Ancient Civilizations. McDougal Journal of African Historical Studies, 9(1),
Littell. 1-21. https://doi.org/10.2307/217388.

Read “Kush and Other African Eisenstadt, S. (2002). The Civilizations of

Kingdoms,” pp. 184-209 and “Ancient the Americas: The Crystallization of
America,” pp. 284-315. Distinct Modernities. Comparative
Sociology, 1(1), 43-61.
Applebee, A., Bermudez, A., Blau, S., https://doi.org/10.1163/156913202317346746.
Caplan, R., Elbow, P., Hynds, S.,
Langer, J., & Marshall, J. (2008).
World Literature. McDougal Litell.

Read “How The World was Created

from a Drop of Milk,” pp. 624-626.