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North Idaho College • Coeur d'Alene • Social & Behavioral Sciences • History

History of Civilization to 1500 HIST-101

  • Fall 2012

  • Sections 02, 04

  • 3.0 Credits

  • 08/27/2012 to 12/20/2012

  • Modified 11/09/2012

Contact Information

Instructor: Prof. Paul D. Brasil

Office: LKH 218D
Phone: (208) 769-3397

Office Hours: MW 1:00-2:30

Online Office Hour: M 3:00-4:00;  F 1:00-5:00

Meeting Times

Sec. 02 meets Monday  Wednesday 10:30-11:45 AM in Lee/Kildow Hall, Room 241

Sec. 04 meets Tuesday & Thursday 1:00-2:15 PM in Lee/Kildow Hall, Room 241

Final Exam Schedule will be available after the start of the term. For Final Exam date and time Check the NIC webpage under the "Current Students" information tab.


History 101 explores important chapters of the human past from the earliest civilizations through the 15th century. The course considers how people, environment, social movements, religion, political ideologies, and philosophical ideas have shaped human society. This course is recommended for students seeking a broad background of general knowledge, whether as the foundation of a liberal arts education, out of curiosity, or to be well informed. It develops critical thinking skills essential in every career. It meets a social science requirement for A.A. and A.S. degrees. Lecture: 3 hours per week Recommended: ENGL 101 and good reading skills


Required Texts:

Bentley et al, History of World Civilizations to 1500, v.1

N. K. Saunders, ed., Epic of Gilgamesh

Winthrop L. Adams, Alexander the Great

Ruth W. Dunnell, Genghis Khan. World Conqueror

Articles and Documents—Look for a file labeled ARTICLES or DOCUMENT inside the topic files under the lessons tab.



Mary Lynn Rampolla, A Pocket Guide to Writing in History, 6th ed.


Diana Hacker at



North Idaho College has identified certain general education abilities necessary to foster student success upon completion of the A.A. and A.S. degrees. Listed below are those abilities that this particular course addresses, along with the specific objectives of HIST 101 that are pertinent to those abilities.


• Demonstrate a basic understanding of key ideas, diverse cultural views, and events associated with World History.
• Demonstrate an understanding that the behaviors of people reflect the options that a particular society allows for satisfying their basic physical and psychological needs.
• Demonstrate the ability to evaluate the relative strength of a generality concerning World History in terms of the amount of evidence substantiating the statement.
• Indicate some of the important ways in which World History has influenced and changed American society, politics, and culture.
• Predict the possible consequences of cross-cultural encounters between Americans and members of other cultures around the world based on historical and cultural differences.
• Analyze and evaluate information and arguments, and construct a well-supported argument with regard to World History.


• Recognize and appreciate the many different forms of cultural expression throughout the world as it relates to the historical circumstances that caused such expression to evolve.
• Recognize the contributions of prominent historical figures and their impact on the society in which they lived.


• Understand that the diversity of religious, environmental, philosophical and social beliefs of all cultures is a reflection of their cultural and historical complexity.
• Be familiar with the religious and philosophical trends throughout early World History and the amount of influence they have had on contemporary society and lifestyles.
• Examine historical customs and recognize how they reflect each culture's belief system.


• Demonstrate skills needed to locate and organize historical information from texts, mass media, people and personal observation.


• Show awareness of and respect for the great impact history has had on social, private, and public institutions throughout the world.


Assignments: This is a Web Enhanced Course--All written assignments are submitted online

Map Quizzes; Attendance – 50 Points

Discussion Boards – 650 Points (See Course Web Page for due dates)

Essay Projects – 300 Points (See Course Web Page for due dates)

There is no in-class Midterm. There will be a Final Exam.

Course Policies

Instructor reserves the right to make changes due to Unforeseen Circumstances.


1. FIRST WEEK PARTICIPATION: See Welcome Page of Blackboard for Introductions assignment. It is required of all students during the first week.

2. Attendance & Participation are expected, and are necessary for good performance.

3. Do all Required Readings from the textbook and other sources listed on the course Schedule bellow.

4. It is your responsibility to turn in all assignments

5. Failure to complete all exams and/or writing assignments may result in failure of the course.

6. Good Writing & Reading Skills. History courses are writing and reading intensive courses.  It is recommended that students have good writing and reading skills in order to succeed in history courses.


1. Texting & Computer non-Academic use during lectures — Not allowed

Consequence: 1200 word essay on topic to be determined by instructor.

2. Any Cell Phone disturbances during class—cookies or other assorted desserts for everybody.


Lecture Classes: If you are going to be absent from class because of sports, your coach needs to send me a memo listing the names of students and the date of absences at least a week in advance. Otherwise the absence will NOT be excused.

Lecture & Internet Classes: Remember that if you are going to be way because of sports or other reasons on a day when an assignment is due, you must to turn it in BEFORE the due date.


All papers MUST be double spaced and printed in black ink with 12 point Courier or TNR font.

Papers should be printed into .pdf format you may do this from Word 2007 or for older versions with a freeware program called PrimoPDF.

Late papers will be penalized. No papers are accepted after the graded papers have been returned to the students. Papers must have a bibliography and source citations for every quote and paragraph.

For technical reasons a student can submit the paper by e-mail within 48 hours of due date. Assignments must then be reposted to appropriate drop box or Discussion Board as soon as possible.

Here is a list of what I look for when I grade major essay assignments:

1) Is there an INTRODUCTION? How well does it tell the reader what the paper is about?

2) Is there a CONCLUSION? How well does it sum up the paper?

3) Did the student answer questions assigned? Did the student address all the points asked for?

4) CONTENT: Did the student give examples? Facts Correct? How much detail did the student go into?

5) QUALITY OF ANALYSIS: Does the student make good use of evidence? Are the arguments coherent?

6) EVIDENCE: did the student read all the assigned reading? Does the paper provide support based on PRIMARY sources.

7) Did the student CITE THE SOURCE for each paragraph and quote in correct format?

8) Is there a BIBLIOGRAPHY in correct format?

9) QUALITY OF WRITING: Spelling! Grammar! Is the paper well organized?



All Discussion Board & Short Answer Assignments must be done in essay format. Each assignment must have a bibliography and source citations for every quote and paragraph.

Any assignment submitted by email for technical reasons MUST then be reposted to appropriate Assignment location as soon as it is operational.

Short Answer Assignments & Discussion Board Assignments Grading Expectations: Here is what I generally look for:

1) Did the student answer question assigned?

2) Did the student address all the points asked for?

3) How much detail did the student go into? Did the student give examples? Are facts correct?

4) Is there evidence that the student read all the assigned reading?

5) Did the student cite the source for each paragraph and quote in correct format?

6) Is there a bibliography in correct format?


The following websites will not be accepted in any assignments for this course.

For the purposes of accurate research, and more effective learning and research, The following websites are not accepted within any assignment submitted to this course.





These websites are not websites that have any proof of articles or research that are nor “peer reviewed” and academically accepted as accurate and factual.

For use of these Points will be deducted and will significantly reduce, by more than 25%, your grade on the assignment.

If you wish, I am more than happy to be of guidance and assistance to you as to sites, which will greatly guide and direct to earning the highest, and desired, grade possible.

Wikipedia is not an acceptable independent academic source for written assignments.

Wikipedia is not validated by expert academic peer review authorities, and is by Wikipedia’s own admission not frequently reviewed for factual validity and currency.

Wikipedia can be used as a portal to gain deeper access to specific topics from valid sources, but cannot be listed as a source on research-based papers.

Supporting Statements: The following Wikipedia Statements directly quoted from the web site to emphasize the question of validity of Wikipedia information and support this campus academic affairs policy:


"Please be advised that nothing found here has necessarily been reviewed by people with the expertise required to provide you with complete, accurate or reliable information...Wikipedia cannot guarantee the validity of the information found here", and "Wikipedia is not uniformly peer reviewed".

RELIABILITY OF WIKIPEDIA (2007), retrieved from:

"It (Wikipedia) provides a good starting point for research, and that articles are, in general, reasonably sound. However, it does suffer from omissions and inaccuracies and sometimes these can be serious."


A Range = Outstanding. All assignment sections are turned in. Projects reflect thoughtful, analytical thinking and a thorough understanding of historical events and trends. Course participation and professionalism are exceptional. Misses less than 10% classes.

B Range = All assignments are turned in above average, but not outstanding work. Demonstrates understanding of historical events, but the analytical thinking is weaker than that for an “A”. Misses less than 20% classes

C Range = Average. All assignments are turned in, but indicates an average understanding of historical events. Work tends to be narrative rather than analytical. There is a need for improvement AND/OR written work is "fair." Course participation or professionalism may need improvement, AND/OR misses less than 30% classes.

D Range = Below average. All assignment sections turned in, but writing is purely narrative, there is no analysis and barely answers the question assigned AND/OR assignments are incomplete, course participation and professionalism need substantial improvement. Misses less than 50%.

F Range = Fail: Assignments are not turned in or are “late without the instructor approval” and/or are substantially below average and fails to answer question AND/OR participation and professionalism need substantial improvement. Plagiarizing of course work or other unprofessional behavior will result in disciplinary action.

Grade Scale (Based on percentages)


87-89 = B+

77-79 = C+

67-69 = D+

0-59 = F

93+ = A

83-86 = B

73-76 = C

63-66 = D


90-92 = A-

80-82 = B-

70-72 = C-

60-62 = D-




Assignment Due Dates will be listed on the calendar in Blackboard

Required Reading Items labeled ARTICLE or DOCUMENT are found in blackboard.


TOPIC I: Mesopotamia


Tradition: Mesopotamian polytheism


Required Reading:

Bentley et al, History of World Civilizations to 1500, ch. 1

Saunders, Epic of Gilgamesh, pp. 61-119 [See Additonal Items bellow for Study Guide]

ARTICLE: Charles C. Mann, “The Birth of Religion,” National Geographic, 219:6 (June 2011) 34-59.

DOCUMENT: Code of Hammurabi

DOCUMENT: Ashur-Nasir-Pal II, “Third Campaign Against Zamua”


Recommended Reading:

Erika Bleibtreu, “Grisly Assyrian Record of Torture and Death,” Biblical Archaeology Review, Jan./Feb. 1991

Steven A. LeBlanc, “Prehistory of Warfare,” Archaeology, 56:3 May/June 2003

“Ashurnasirpal II and Ninth-Century Assyria,” History Today December 1977

Erika Bleibtreu, “Five Waysto Conquer a City,” Biblical Archaeology Review, (May/June 1990)

Heather Pringle. “The Cradle of Cash,” Discover.19:10 (Oct 1998) 52


Recommended Video:

Heritage: Civilization and the Jews pt. 1 (covers also topic II)


Assignment Type: Short Answer

Deliverable Length: 3-4 Paragraphs

Points Possible: 75 

Assignment Question: See Blackboard Course Site under Lessons Tab


TOPIC II: Egypt, Hebrews & Persia


Tradition: Zoroastrianism, Hinduism, Buddhism


Required Reading:

Bentley et al, History of World Civilizations to 1500, pp. 28-41, ch. 5

DOCUMENT: Negative Confession

ARTICLE: H. E. Wulff, “The Qanats of Iran,” Scientific American (April 1968) 94-105

ARTICLE: John Baines, "Time and the River: Life in Ancient Egypt Was Geared to the Annual Nile Flood." Unesco Courier, 9 (Sept. 1988) 4-??


Recommended Reading:

DOCUMENT: Genesis, Hebrew laws and Institution of the Monarchy

DOCUMENT: Anonymous, “Advice to Ambitious Young Egyptians: Rise Above the Masses, Become a Scribe!”

Christiane Desroches Noblecourt, “Daily life in the land of the Pharaohs,” The Unesco Courier; XLI:9 (Sept. 1988)

Joyce Tydesley, “Marriage and Motherhood in Ancient Egypt,” History Today, 44:4 (April 1994) 20-26


Assignment Type: Short Answer

Deliverable Length: 3-4 Paragraphs

Points Possible: 75

Assignment Question: See Blackboard Course Site under Lessons Tab



State/Society:IndusValley, Vedic-AryanIndia, Mauryan Empire

Tradition: Hinduism, Buddhism


Required Reading:

Bentley et al, History of World Civilizations to 1500, pp. 48-55 and ch. 7

DOCUMENT: The Buddha’s Basic Teachings @

DOCUMENT: Bhagavad Gita [Experts] @

DOCUMENT: Kautilya: The Arthashastra [Exeprts]


Recommended Reading:

Shanti Menon, “Indus Valley, Inc.,” Discover, (December 1998), pp. 66-71

Sudeshna Guha, “The IndusCivilization,” History Today 57:10 (Oct. 2007) 50-57

Halder, Debarati, and K. Jaishankar. "Property Rights of Hindu Women: A Feminist Review Of Succession Laws Of Ancient, Medieval, And Modern India." Journal of Law & Religion 24.2 (2008): 663-687.


Recommended Video:

Story of India (Disk 1)

Hinduism: 330 Million Gods (Long Search Vol. 2)


Assignment Type: Short Answer

Deliverable Length: 2-3 Paragraphs

Points Possible: 75

Assignment Question: See Blackboard Course Site under Lessons Tab



State/Society: Xia, Shang, Zhou, Qin and HanChina

Tradition: Ancestral Worship, Daoism, Confucianism Legalism


Required Reading:

Bentley et al, History of World Civilizations to 1500, pp. 56-64 and ch. 6

DOCUMENT: Confucius, Analects [Exerpts]

DOCUMENT: Lao Tzu: Tao Te Ching [Exerpts]

DOCUMENT: Ban Zhao: Lessons for Women [Excerpts]

DOCUMENT: Han Fei-tzu: Legalist Views on Good Government [Excerpts]


Recommended Reading:

Jonathan D. Spence, “Confucius,” Wilson Quarterly, 17:4 (Autumn93) 30-38

Loewe Michael, “China’s First Empire,” History Today, 57:9 (Sept. 2007), p12-19.

Olivia Milburn, "Gender, Sexuality, And Power In Early China: The Changing Biographies Of Lord Ling Of Wei And Lady Nanzi." NAN NU -- Men, Women & Gender In Early & Imperial China 12.1 (2010): 1-29.


Recommended Video:

Biography - Confucius: Words of Wisdom (A&E DVD) [also available on – search for Confucius: Words of Wisdom (Biography)]


Assignment Type: Short Answer

Deliverable Length: 3-4 Paragraphs

Points Possible: 75

Assignment Question: See Blackboard Course Site under Lessons Tab


TOPIC V: The Greeks

State/Society: Bronze Age, Archaic and ClassicalGreece

Tradition: Greek Myths, Socrates


Required Reading:

Bentley et al, History of World Civilizations to 1500, pp. 140-152

Winthrop L. Adams, Alexander the Great


Recommended Reading:

Robin Waterfield, “The Historical Socrates,” History Today 59:1 (Jan 2009) 24-28

Karen Wright. “Empires in the Dust, Discover. 19:3 (Mar 1998) 94-99

Ian Worthington ‘Alexander, Philip, and the Macedonian Background’, in J. Roisman (ed.), Brill’s companion to Alexander the Great (Leiden, Brill: 2003) 69-98

Ian Worthington “How "Great" Was Alexander? The Ancient History Bulletin 13:2 (1999) 39-55. [Re-printed in Ian Worthington, ed., Alexander the Great: A Reader. (London & New York, Routledge: 2003) pp. 303-318].


Recommended Video:

The Greeks: Crucible of Civilization (PBS Empire’s Series)


Assignment Type: Essay Project

Deliverable Length: 3-4 Pages

Points Possible: 150

 Assignment Question: See Blackboard Course Site under Lessons Tab




Tradition: Roman Legal and Imperial Tradition


Required Reading:

Bentley et al, History of World Civilizations to 1500, pp. 153-164

DOCUMENT: Livy, Early History of Rome, Book 1, Sec. 1.1-1.18

DOCUMENT: Res Gestae Divi Augusti

DOCUMENT: Juvenal: On the City of Rome


Recommended Reading:

Ray Laurence, “Childhood in the Roman Empire,” History Today, 55:10 (Oct 2005) 21-27

Neil Faulkner, “Apocalypse: The Great Jewish Revolt Against Rome,” 66-73 CE,” 52:10 History Today, (October 2002) 47-53

McLaughlin, Raoul. “Silk Ties: The Links Between Ancient Rome and China,” History Today, 58:1 (Jan 2008) p34-41.


Recommended Video:

The Roman Empire in the First Century (PBS Empire’s Series)


Assignment Type: Short Answer

Deliverable Length: 3-4 Paragraphs

Points Possible: 75

Assignment Question: See Blackboard Course Site under Lessons Tab


TOPIC VII: Europe in Late Antiquity, 200-850

State/Society: Eastern Roman Empire [Byzantium]; Germanic Kingdoms

Tradition: Christianity


Required Reading:

Bentley et al, History of World Civilizations to 1500, pp.161-162, 171-174, 177-181 and ch. 10

DOCUMENT: Justin Martyr, “Description of Christian Church Services”

DOCUMENT: Epistles of Ignatius (59-68, 77-82, 91-97), & “The Didache” in Maxwell Staniford, ed., Early Christian Writings, pp. 185-199


Recommended Reading:

Bible: Matthew 4:17-25, 5-6,16:13-20, 19, 25:31-46, 26-27, Acts, 1, 6, 17-28, James 2:14-26

Sir James Marshall-Cornwall, “The Seven Churches of Asia: the spreading of Christianity in the first century AD,” History Today, (January 1979)

Sarah Searight, “St Simeon Stylites: Fifth-century ascetic” History Today, (April 1978)


Recommended Video:

Christianity: The First Thousand Years (Relevant Material up through Charlemagne)


Assignment Type: Short Answer

Deliverable Length: 3-4 Paragraphs

Points Possible: 75

Assignment Question: See Blackboard Course Site under Lessons Tab


TOPIC VIII: Medieval Asia: China, Japan & Central Asia

State/Society: Tang China; Mongol Empire

Tradition: Nomadic Pastoralism; Neo-Confucianism

Required Reading:

Bentley et al, History of World Civilizations to 1500, pp. 166-177 and ch. 12, ch. 14

Ruth W. Dunnell, Genghis Khan. World Conqueror

DOCUMENT: Secret History of the Mongols [Excerpts


Recommended Reading:

Nora C. Buckley, “Wu Chao: Woman-Emperor of China,” History Today (Sept. 1974) pp. 614-624.


Recommended Video:

Biography - Genghis Khan (A&E DVD)


Assignment Type: Essay Project

Deliverable Length: 3-4 Pages

Points Possible: 150

Assignment Question: See Blackboard Course Site under Lessons Tab


TOPIC IX: The Islamic World: Middle East 600-1250 C.E.


Tradition: Islam


Required Reading:

Bentley et al, History of World Civilizations to 1500, ch. 11

DOCUMENT: The Qur’an [Excerpts]

ARTICLE: Islamic Bulletin, “Islamic Beliefs and practices,” The Islamic Bulletin Homepage. Islamic Faith, Sept. 2009


Recommended Reading:

Hugh Kennedy, “The True Caliph of the Arabian Nights,” History Today, 54:9 (Sept. 2004) 31-36.

Robert Irwin,  "Muslim Responses to the Crusades." History Today 47 (April 1997): 43-49.

Jonathan Riley-Smith, "The Motives of the Earliest Crusaders and the Settlement of Latin Palestine, 1095-1100." English Historical Review 98 (Oct. 1983): 721-736.


Recommended Video:

Islam: Empire of Faith (PBS Empire’s Series)


Assignment Type: Short Answer

Deliverable Length: 1-2 Paragraphs

Points Possible: 75

Assignment Question: See Blackboard Course Site under Lessons Tab


TOPIC X: Africa

State/Society:Kush,Ethiopia,Ghana, Mali & Kongo

Tradition: African Social Traditions


Required Reading:

Bentley et al, History of World Civilizations to 1500, pp. 41-44 and ch. 15


Recommended Video:

Africa: The Story of a Continent v. 1--Different but Equal (also available on YouTube)


Task Type: Short Answer

Deliverable Length: 1-2 Paragraphs

Points Possible: 75

Assignment Question: See Blackboard Course Site under Lessons Tab


TOPIC XI: The Christian West: Europe, 850-1400

Tradition: Western [Latin] Christianity & Western Legal Tradition


Required Reading:

Bentley et al, History of World Civilizations to 1500, ch. 16

ARTICLE: Thomas Woods, Jr, "How the Catholic Church Built Western Civilization" ch. 10 (The Church and Western Law)

ARTICLE: Marius Ostrowski, “The Church in the Middle Ages,” History Review 56 (December 2006) 21-25


Recommended Reading:

Alan B. Cobban, “Students Power in the Middle Ages,” History Today 30:2 (February 1980) Page 7-10.

Jeffrey Burton Russell, “Varieties of Christian Experience,” in Richard L. DeMolen, ed., One Thousands Years. Western Europe in the Middle Ages. (Boston: Houghton Mifflin & Co, 1974) pp. 235-284


Assignment Type: Short Answer

Deliverable Length: 2-3 Paragraphs

Points Possible: 50

Assignment Question: See Blackboard Course Site under Lessons Tab


Additional Items

Study Guide for Gilgamesh


  1. What view(s) of the gods and of nature appear in the epic?
  2. What are the chief characteristics of a king in this story? How does Gilgamesh reflect the characteristics of a king?
  3. Do kings always behave positively? What role do the counselors play?
  4. How are the people who continue to live outside civilization (e.g. Enkidu) viewed? How does the description of Enkidu’s appearance and ways reflect attitudes toward those outside civilization?
  5. What is the role of the harlot in the story?
  6. What does the story of Gilgamesh’s encounter with Humbaba tells us about relations between the people’s ofMesopotamiaand those of the forest?
  7. How do the gods react to the killing of the Bull of Heaven?
  8. How is afterlife understood? Why does human kind loose the chance at everlasting life?
  9. Why do the Gods send the flood? What is Upnapishtim instructed to do? How does he find land after the flood?


    1. Grammar and Spelling must be at university level.
      1. Have someone else proofread your papers since you are likely to miss your own errors.  Use a spelling Checker.

      2. Poorly written papers will be returned ungraded and must be resubmitted with-in an agreed time or the Student will receive an "F" grade.

    2. All papers must be typed, double spaced and with one-inch margins.  Use Black Ink and 12 point times or courier font.  Also, use a ribbon which is not designed to accelerate your readers blindness.
    3. Writing Tips:
      1. In history you are talking about the past, therefore, you should use past tense.

      2. Introduction Make the purpose and organization of your paper clear to the reader immediately.

        1. Tell the reader in the introduction what your thesis is and how you will demonstrate it.

        2. Avoid the classic introduction that x and y civilizations have similarities and differences. (They probably do, but you should tell the reader what they are or why they exist as part of your thesis).

      3. Make sure you have a clear thesis and conclusion
        1. Structure and Argument.  Assume that you reader knows little about your topic.  Argue clearly, logically, and forcefully.  Always look at all sides of the issue.  Don’t leave room for the reader to question your argument.  Tell the reader why this event could not be different.  Make sure your argument is supported by factual examples
        2. Simplicity.  Write simple, standard English. Use definite, specific language.
          1. Do not strive for elegant, complicated and meaningless prose.
          1. Avoid clichés & Avoid jargon (that is sociological, psychological, theological, or any other kind of jargon).
      4. Evidence.  Use the assigned readings to illustrate your argument.

        1. The most persuasive evidence is that taken from primary sources.  But do not include quotations without relating them to your assignment.
        2. Avoid long quotes from secondary sources.  As a rule of thumb, quote primary sources (i.e. documents, eyewitness accounts) paraphrase secondary sources (i.e. monographs, articles).
      5. Factors to Consider:
        1. Be aware of changes over time.  What is true of Archaic Greece may not be true of Bronze age or Classical Greece.  What holds true for 19th c. Europe may not be true for 20th century Europe.
        2. Be aware of geographical variations.  What is true for Mesopotamia may not be true forRome, Western Europe orLatin America.  The way people live will vary depending on their environment.
        3. Ask how culture, tradition, geography, environment affect the way people act or react.
        4. Be aware of class and gender distinctions.  What is the class structure of this civilization? Who is telling the story? Who is it addressed to?  Is there an agenda behind this story?
        5. Most of all, remember history is the story of people like you.  There is no secret formula.
      6. Errors to Avoid:

        1. Avoid errors in chronology.
          1. ClassicalGreece could not have contributed to the development of Akkadian civilization since classicalGreece emerged 2500 years latter.
          2. A persons productivity always declines when they die.  However, their influence may grow.
        2. Avoid Plagiarism.
          1. Make sure your paper is well documented. Cite your sources!  (SEE Sample CitatiHandout
          2. You will likely have at least one citation per paragraph and in some cases you will have several.
          3. Make sure you have a bibliography with the citations in proper bibliographical format
      7. Presentation:

        1. Use white paper
        2. Use a title page.  INCLUDE: Title of paper, your name, your section time and the Professor’s name


Division Policies

For a complete explanation of the North Idaho College Statement on Academic Honesty & Academic Integrity please ferfer to Policy 5.06 & Procedure 5.06.01: 

Academic Dishonesty
Violations of academic integrity involve using or attempting to use any method that enables an individual to misrepresent the quality or integrity of his or her work at North Idaho College. These violations include the following:

Cheating: using or attempting to use unauthorized materials, information, or study in any academic exercise.
Fabrication: falsifying or inventing any information or citation in an academic exercise.
Plagiarism: knowingly representing the words or ideas of another as one’s own in an academic exercise.
Violation of Intellectual Property: stealing, altering, or destroying the academic work of other members of the community or the educational resources,materials, or official documents of the college. Facilitating Academic Dishonesty: knowingly helping another to attempt to violate any provisions of this policy.

Student Responsibility
As outlined in the Student Code of Conduct, all North Idaho College students have both rights and responsibilities: Please access www.nic.ferpa.StudentCode/index.htm for complete information that pertains to this subject.

North Idaho College, in compliance with the Americans with Disabilities Act of 1990 and Section 504/508 of the Rehabilitation Act of 1973, provides both services and accommodations to students who meet the guidelines provided in these acts.  For a complete description, please see:

Please contact the North Idaho College Center for Educational Access in Seiter Hall, Room 100 for assistance.  Phone:  208-769-5947

To withdraw from all courses a student must obtain a college withdrawal form from the Registrar's Office, secure the signatures of those persons indicated on the form, and return the form to the Registrar's office. No student may withdraw from the college after the final date of withdrawal from courses except for compelling and extraordinary reasons. In such circumstances a student must petition the Admissions and Academic Standards Committee for late withdrawal from college using the college withdrawal form available in the Registrar's Office.


For complete information regarding student withdrawals, please see the North Idaho College Policy 5.04.01: 

Institutional Policies

Student Code of Conduct

The Student Code of Conduct applies to any student enrolled at North Idaho College.  This includes, but is not limited to, face-to-face classes and Internet classes.

Student Responsibilities

As students undertake to fulfill the obligations and duties outlined in this document, the college community of which they are a part undertakes to respect the basic freedoms of students. In recognition of students’ rights and dignity as members of the college, North Idaho College is committed to the principles found in the NIC Student Handbook.

Center for Educational Access/Disability Support Services

In compliance with the Americans with Disabilities Act of 1990 and Section 504/508 of the Rehabilitation Act of 1973, North Idaho College provides accommodations to eligible students who experience barriers in the educational setting due to learning, emotional / mental, physical, visual, or hearing disabilities.  Instructors will provide accommodations to students only after having received a Letter of Accommodation from the Center for Educational Access. 

If a student would like to request accommodations, he or she must contact the Center for Educational Access so that a Letter of Accommodation may be sent to the instructor.  Students requesting accommodations must contact the Center for Educational Access at the beginning of each semester.


By registering at North Idaho College, you agree to provide payment by the due dates. You also understand that collection costs and legal fees will be added if the services of a collection agency are utilized.

If you are registered for a class and do not attend, you will still be liable for the tuition unless you drop the class.


Last day for students to withdraw from semester-length classes:

Instructor-Initiated Withdrawal: Instructors have the right to withdraw students for academic reasons up until the same date; in doing so, instructors must notify students through NIC e-mail within 48 hours of submitting documentation to the Registrar's office, and students have the right to appeal the instructor's decision. For more information, see the NIC Procedure:

Financial Aid Satisfactory Progress Policy: All withdrawals, whether for individual classes, total withdrawal from school, or instructor-initiated are not considered to be satisfactory progress for financial aid.  See the Financial Aid Satisfactory Progress Policy:

Additional withdrawal information:


An incomplete is assigned only if the student has been in attendance and has done satisfactory work to within three weeks of the end of the semester (or proportional length of time for a course of less than a semester in length).  Incompletes are issued only in cases of extenuating circumstances, such as severe illness or injury.  Incompletes are not issued in cases in which the student is simply unable to complete his/her work within the specified semester or session.  If a final grade of "I" is recorded, the instructor will indicate in writing to the Registrar what the student must do to make up the deficiency.  The instructor will indicate in the written statement what permanent grade should be entered if the Incomplete is not removed by the deadline.

All incomplete grades must be removed within six weeks after the first class day of the following term, excluding the summer session.  If the Incomplete is not removed by that date, the grade reverts to the grade indicated by the instructor's written statement authorizing the incomplete.

Discrimination and Harassment

North Idaho College has a zero tolerance policy for any acts of discrimination or harassment of any kind.  For more information, please see the NIC Student Handbook, Code of Conduct Article III and Article VIII. Compliance efforts with respect to these laws and regulations are the responsibility of each member of the campus community and are under the direction of the Dean of Students Office for Student Issues (2nd floor, Edminster Student Union Building, (208) 676-7156) and the Human Resources Office (Sherman Administration Building, (208) 769-3304) for employee issues.

Institutional Statement

DROP FOR NON-PAYMENT:  By registering at North Idaho College, you agree to provide payment by the due dates. You will be dropped from classes if payment is not received by  5 p.m. Pacific Time on the third day of the semester. Students on the waitlist will be given the option to register for classes after students are dropped for non-payment.

REMOVAL FROM CLASS FOR NON-ATTENDANCE:  Attendance is based on your participation in this class. Failure to attend may result in your being removed from this class and may result in your financial aid award being reduced. You are responsible for confirming the accuracy of your attendance record.