NORTH SOUTH UNIVERSITY

DEPARTMENT OF HISTORY AND PHILOSOPHY

COURSE: HIS 102

INTRODUCTION TO WORLD CIVILIZATION

SPRING SEMESTER 2017

COURSE TUTOR: ELEONOR MARCUSSEN

Eleonor Marcussen
PhD (submitted), South Asian History,
Heidelberg University, Germany
Master of Asian Studies, Lund University,
Sweden
BA Hindi, Uppsala University, Sweden

PhD dissertation on historical natural

disasters and their social impacts: Relief and
rehabilitation after the 1934 Bihar-Nepal
earthquake.

Junior Fellow, Nalanda University (New Delhi/

Rajgir)
 Practical Information
Google Classroom Code 7w4zkm
Faculty Resources : DHP - EIM
All information and updates will be
uploaded on these two platforms.

Office NAC 1040

ST & MW: 08:30 AM - 09:30 AM;
R: 09:00 AM – 01:00 PM
 COURSE PLAN
Programme Title / Themes of Discussion
• Lecture 1 Introduction and Course Overview
• Lecture 2 Concepts: What is History? The Sources of
History Writing. What is
“Civilization”?
• Lecture 3 Human Evolution: Early Humans and
Settlements
• Lecture 4 The Beginning of Civilization: the
Mesopotamians I
• Lecture 5 The Beginning of Civilization: the
Mesopotamians II
• Lecture 6 The Early Egyptian Civilization I
• Lecture 7 The Early Egyptian Civilization II
• Lecture 8 Mid-Term Examination One
• Lecture 9 The Indus Valley Civilization
• Lecture 10 Civilizations in the Americas: Mayans, Aztecs,
Incas
Quiz
• Lecture 11 Anatolia and Greece: From Bronze to Iron
Age
• Lecture 12 The Archaic and Classical Greek Civilization
 COURSE PLAN (cont.)

 Lecture 13 Roman Civilization I

 Lecture 14 Roman Civilization II
 Lecture 15 Mid-Term Examination Two
 Lecture 16 African Nomadic Empires
 Lecture 17 The Silk Route: Connected Histories and Civilizations
 Lecture 18 Feudalism in Medieval Europe I
 Lecture 19 Feudalism in Medieval Europe II
 Lecture 20 Documentary Film on World Civilization and Discussion

 Lecture 21 From Early Modern Civilization to Modern Civilization:

Science, Reason and Enlightenment
 Lecture 22 The Age of Capital: Industrial Society
 Lecture 23 Seminar and Presentation
 Lecture 24 Globalization: The Three Waves and their Impact
 Lecture 25 Final Examination (date to be announced later)
 MARKS DISTRIBUTION
Attendance and Participation: 05
Mid-Term Examination One: 20
Mid-Term Examination Two: 20
Seminar/Debate and Written Assignment:
15
Documentary Film Review and
Discussion: 05
Quiz: 05
Final Exam: 30
 Why Do We Study History?
 To connect the past and the present in order
to understand the future.
 To understand people and societies, politics,
culture and heritage.
 To understand changes. It is an extensive
evidential base for the contemplation and
analysis of how societies function and their
contemporary issues.
 Only through studying history can we grasp
how things change; only through history can
we begin to comprehend the factors that
cause change; and only through history can
we understand what elements of an
institution or a society persist despite change.
 History also provides a terrain for moral contemplation.
Studying the stories of individuals and situations in the
past allows a student of history to test his or her own
moral sense.
 History also helps provide identity, and this is
unquestionably one of the reasons all modern nations
encourage its teaching in some form. Historical data
include evidence about how families, groups,
institutions and whole countries were formed and
about how they have evolved while retaining cohesion.
 A study of history is essential for good citizenship. It
offers evidence also about how nations have interacted
with other societies, providing international and
comparative perspectives essential for responsible
citizenship. Further, studying history helps us
understand how recent, current, and prospective
changes that affect the lives of citizens are emerging or
may emerge and what causes are involved.
What Skills Does the Study of History Develop?

 The ability to assess evidence.

 The ability to assess conflicting interpretations.
 Experience in assessing past examples of change.

 Historical study, in short, is crucial to the promotion

of that elusive creature, the well-informed citizen. It
provides basic factual information about the
background of our political institutions and about the
values and problems that affect our social well-being.
It also contributes to our capacity to use evidence,
assess interpretations, and analyze change and
continuities.
 Sources of History Writing
Archaeological Sources
Archaeological remains and monuments:
Ancient ruins, remains and monuments recovered as
a result of excavation and explorations. These type of
sources are subjected to scientific examinations of
radio-carbon method for the dates. Archaeological
source gives us an idea of the life of ancient
civilization such as the Indus Valley Civilization,
Mohenjo Daro and Harappa.
Historical monuments like temples, stupas,
monasteries, forts, palaces and buildings – speak the
story of their time – society, polity and economy and
trade. The earliest history of world is mostly known
to us as a result of archaeological sources.
Carbon-14 is a radioactive isotope of
carbon with an atomic nucleus containing 6
protons and 8 neutrons. Its presence in
organic materials is the basis of the
radiocarbon dating method to date
archaeological, geological and
ARCHAEOLOGICAL REMAINS
B. Inscriptions: Inscriptions supply
valuable historical facts. Study of
writings on ancient inscriptions and
records is called paleography.
Inscriptions are seen on rocks, pillars,
stones, slabs, walls of ancient buildings.
These convey information about
administrative, religious, and societal
information and major decisions taken
during that time. Ideas of political,
administrative and religious matters are
gathered from these sources.
INSCRIPTIONS
C. Numismatics: The study of coins is
known as numismatics. This form another
source of historical information. Ancient coins
were mostly made of gold, silver, copper or
lead. Coins excavated from Indus, were also
at times made of burnt clay. Some coins
contain religious or legendary symbols that
throw light on the culture of that time. Coins
also contain figures of kings and gods, and at
time also of the local animals, indicating
where they originate from. Coins throw
significant light on economic life of ancient
societies. It also indicate trade and commerce
and help us to reconstruct history of that
period (links to other parts of the world).
 Ancient Coins from
Greece, Indus Valley and
Persia
D. Paintings and Figures/Artifacts:
Paintings are found in many ancient
Indian/Bengal sites. Some of the paintings
gives evidence of the existence of human
communities dating back to more than
10,000 BC (Bhimbedka Cave paintings in
Madhya Pradesh India). These throw
significant light on the social, cultural, and
economic life of the civilization. (dress,
occupation like hunting or farming, burial
ritual, war etc.) Similarly artifacts discovered
at many sites across the world throw light on
the similar aspects of the societies. (dress,
ornaments, customs etc.)
ANCIENT PAINTINGS
PAINTING AT BHIMBEDKA CAVE
ANCIENT EGYPTIAN PAINTINGS
ANCIENT EGYPTIAN PAINTINGS
Literary Sources
A. Religious Literatures: History is not just
about the records of rulers and kings. Many a
times it is also an account of people and their
living. The mental and social conditions of
people are known from these literary sources.
Religious literatures around the world is vast.
In the ancient times, it includes Vedas, the
Upanishads, and epics like Ramayana and
Mahabharata. Slightly later the religious
writings of Jains and Buddhists. These are
mines of information that throw light on
religious beliefs, social systems, people’s
manner and customs, ways of life, political
institutions and conditions of culture.
B. Secular Literatures: Apart from the religious
texts and literatures, there are also many kinds of
secular literatures. The law-books of ancient India
known as Dharmasutras and Smritis belong to this
group. These contain code of duties for kings,
administrators and people in general. They also
contain rules regarding property, and prescribe
punishments for murder, theft and other crimes.
Famous secular literature that is still considered
as the foundation of modern economics –
Kautilya’s (also known as Chanakya or )
Arthashastra. It not only speaks of the state and
polity but also of the socio-economic system.
Others like Panini wrote the grammar and also
described political events. Kalidasa and
Vishakhadutta provides us information about
people and society.
Accounts and Memoirs of Foreigners
From the ancient times onwards, foreigners
visited Indian subcontinent. Some left valuable
accounts of their travels and visits. Ancient
Greek and Roman historians also wrote about
India from their knowledge and information.
These provide important information of our
civilization that relates to the social, political,
economic and culture aspects from a different
perspective. Ptolemy’s Geography and Pliny’s
works gives us information about Bengal and
India’s ports and harbors and also of the trade
relations between Bengal/India and the world.
 Sources of Modern History
Government/Official Sources
These are primarily documents and official
correspondences and records that are kept and
maintained by the governments of individual countries. It
contains records and information related to society, polity
and economy – including land records, demographic
information, public service works, diplomatic relations
(Foreign Affairs) military and economic issues.
Newspapers/Periodicals
These sources provide indication of the nature of a
society, polity and economy and on specific aspects of its
culture. It also provides a daily record of events occurring
and analyses the reasons behind such developments. It
often provides an alternative view point that might be
missing out from the Government/official sources.
A GLIMPSE OF THE GOVERNMENT RECORDS IN THE
ARCHIVES
NEWSPAPER REPORTS ON LIBERATION WAR 1971
INDEPENDENCE OF INDIA, 15 AUGUST 1947
REPORTS ON
WORLD WAR II
Private Letters, Diaries and Memoirs
These sources provide an intimate glimpse
into the effects of historical events and the
lives of individuals experiencing them as eye-
witnesses.
Also, since these sources were never
intended to be read by a large audience, its
contents are more candid and revealing in
nature, often speaking about issues that the
government/official sources deny or neglect.
Private letters of M.K. Gandhi
(1869-1948)
Private letters and diary of Anne Frank (1929-
1945)
Oral Sources
Interviews and/or interactions with participants
in historical events.
It provides a means of learning about the past
from individual with first-hand knowledge of
historical events. It also provides important
historical evidence about people, especially
minority groups, who might have been excluded
from mainstream publications or did not leave
behind written primary sources. This is also
means of preserving details of historical legacies
that might not have been included in written
accounts.
 LIMITATIONS OF SOURCES
ANCIENT AND MEDIEVAL PERIOD

1. The major problem of constructing history of

ancient period is that the precise dates cannot
always be located, and can vary from a few years
to a few hundred centuries.
2. Not always the sources give us a complete history
of the period and as a result we may know quite a
lot about one aspect of the period, but not aware of
certain other aspects. Disjointed fragmented
history.
3. The authenticity of the sources can not always be
verified and as a result it leaves room for
interpretations.
4. Problem of generalization.
 LIMITATION OF SOURCES:
MODERN HISTORY
1. Many a times, the government or official records
are selected according to the needs of the situation
thereby omitting facts. This often lead to one-sided
interpretation of history.
2. If the disclosure of the government / official
documents were anticipated the facts could have been
manipulated, perhaps to conceal scandalous
happenings or illegal maneuverings, or to maintain the
image of the government concerned.
3. Newspapers and periodicals offer only a limited
perspective from a certain point of view. They often
tend to have political agendas and commercial
motives. Also, in a dictatorship, certain details might
be suppressed to preserve the authority of the
government in power-censorship. A newspaper might
be primarily an instrument of propaganda.
4. Private Letters, Diaries and Memoirs
1. Such personal documents are inherently
limited in their scope in that they present
only one viewpoint, one interpretation of what
happened. Inevitably biased- molded by the
opinions, prejudices, and cultural standpoint
of the author (must be read critically).
2. If the document is a result of recollections
many years after the period described, the
details might have become blurred with the
passing of time, certain aspects consciously
or subconsciously forgotten, and memoirs
molded to conform to views evolved since
then (i.e. benefit of hindsight). Selective by
nature.
5. Oral History Source
1. If the person being interviewed has aged significantly in
the period of time between the actual experience and the
interview, the physical and mental deterioration of the
subjects must be taken into account- e.g. memory loss,
emotional trauma.
2. If the story is being recounted a significant time after the
period of history under scrutiny, details might have
become confused over the passage of time or faded
entirely from memory, and traumatic experiences might
have been deliberately forgotten. Thus, accuracy must be
questioned.
3. Personal opinions, cultural backgrounds, must be taken
into account in interpreting the information conveyed, as
well as his/her motives in sharing memories- the
individual might feel more compelled to justify own
actions/inactions and perspectives than to paint an
entirely balanced and accurate account of events and
circumstances. Highly subjective.
 Writing History: Subjectivity and Sources

“Study the historian before you begin to study the facts.”

(…)
“The facts are really not at all like fish on the
fishmonger’s slab. They are like fish swimming about in a
vast and sometimes inaccessible ocean; and what the
historian catches will depend, partly on chance, but
mainly on what part of the ocean he chooses to fish in
and what tackle he chooses to use – these two factors
being, of course, determined by the kind of fish he wants
to catch. By and large, the historian will get the kind of
facts he wants. History means interpretation.”
E. H. Carr, What is History?, p. 23.
Summary
• Why do we study history?
• Historical Sources
1. Ancient sources: archeology, monuments,
numismatics, inscriptions, paintings, carvings,
figurines; religious and secular literature,
memoirs and foreign accounts.
2. Modern sources: Literary sources in the form of
official government records, newspapers,
journals, diaries, letters and memoirs, oral
sources, images.
• Source Criticism
How do historians use the sources and what are
their respective weaknesses?
 ‘Civilization’: Definition
1. A society with a high level of cultural and
technological development.
2. An organized culture of many communities.
3. A stage, or system, of social, political or technical
development.

 ‘Civilization’ entered the English language by the

mid-18th century with the meaning “the act or
process of bringing out of a savage or uneducated
state.”
 Root of the word from Latin civilis = ‘relating to a
citizen, relating to public life, befitting a citizen;
popular, affable, courteous.’
 From Subsistence Societies to
Civilizations
New Stone Age (Neolithic Age) 10,000 BC – 4500
BC
The so-called ‘Neolithic Revolution’ started by
11,000 BC and was revolutionary in the sense
that it was characterized by:
a) Polished stone tools and weapons;
b) cereal agriculture;
c) animal domestication.

Followed by the Metal Ages:

 Copper Age (Chalcolithic Age) & Bronze Age:
4000 BC – 1200 BC
 Iron Age: 1200 BC – 200 BC
 Changes Brought on in the Neolithic
Revolution
 In the Neolithic period it became possible for societies
and individuals to accumulate and store wealth on a
large scale.
 The transition from subsistence to food production and
surplus resulted in the rise of trade.
 Climate change: warmer climate more conducive to
agriculture.
 The emergence of specialization, status and rank.
 Civilizations have been distinguished by their means
of subsistence, types of livelihood, settlement
patterns, forms of government, social
stratification, economic systems, literacy, and
other cultural traits.