Sylabus Hum/100 Essay
Sorry, but copying text is forbidden on this website!
Availability:For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to my personal email address. In the event a third party needs to contact me, please direct them to my contact information listed under “facilitator information. ” No third party should use your login credentials to gain access to the classroom. Welcome! Welcome to Hum/100. I thank you for choosing Phoenix University for your career and educational growth. During the next five weeks we are going to work as a team.
I will support you during this course. Please feel free to contact me if you have a question or want to share your comments Instructor Bio Dr. Rodriguez specializes in higher education with a concentration in history. He obtained a BA in History from King’s College in Wilkes-Barre, Pennsylvania. In 2005 he completed his MAED with a specialty in History from the University of Puerto Rico in Rio Piedras.
In 2009 he completed the requirements for a Doctorate in the same field. He has taught high school history classes at S. E. S.
O and has made educational presentations for Pearson Education. Course Description This course provides an introduction to the arts through their expression in dominant themes of Western culture. Concepts of nature and the individual in society are examined in the artistic works from the ancient world to medieval times. The course provides a framework for understanding and evaluating contemporary artistic endeavors. Course Topics & Objectives Week One: Defining the Humanities •Differentiate between the humanities and various other modes of human inquiry and expression.
•Identify examples of art, music, architecture, philosophy, and literature that reflect developments in politics, socioeconomic status, and technology for a given time period. Week Two: Ancient Civilizations •Identify key examples from the humanities that reflect developments in world events and cultural patterns in ancient civilizations. Greece and Rome •Identify key examples from the humanities that reflect developments in world events and cultural patterns within the early Greek and Roman civilizations.
Week Three: Judaism and Early Christianity •Identify key examples from the humanities that reflect developments in world events and cultural patterns within Judaism and early Christianity. •Explore how Judaism and Christianity reflect humanity’s concepts of nature and the role of the individual in relationship to the world and deity. Week Four: Byzantium and Islam •Identify key examples from the humanities that reflect developments in world events and cultural patterns in the Byzantium and Islamic traditions.
Week Five: The Early, High, and Late Middle Ages •Identify key examples from the humanities that reflect developments in world events and cultural patterns in the Early, High, and Late Middle Ages. Course Materials Fiero, G. K. (2007). The humanistic tradition (5th. ed. , Books 1 & 2). New York: McGraw Hill. All electronic materials are available on your student Web site. ASSIGNMENTSDUEPOINTS Individual (70%) Class Participation (-2 tardy, -3 absent) *tardy= 120 minutes after class begins or after assigned break) All15 Paper on a Cultural Event W115.
Artistic Themes from Ancient Cultures: Greece and RomeW220 Early Civilizations MatrixW420 Learning Team (30%) Learning Team Art Commission Statement W310 Learning Team Final Paper W512 Learning Team Final PresentationW58 Total100 Course Changes Please note that the instructor’s assignments may vary from the original syllabus you received from the student web page. Assignments in this document take priority. While the reading assignments and learning objectives remain the same, some of the assignments in this syllabus have been customized for this particular section.
Weekly Schedule The class begins when the first class meeting begins. Weekly assignments are due at the start of each week’s class meeting. Participation Participation is assessed by the faculty member and is part of a student/learner’s final grade. Participation requires student/learners to be actively engaged in the weekly classroom activities and discussion. Discussion should be relevant to the course objectives and add value to previously presented material. The best contributions reflect excellent preparation, good listening, and interpretative and integrative skills.
Consistently showing up late for class or leaving early will negatively impact the participation grade. An absence from a workshop results in zero participation points for that workshop. Attendance If the student/learner misses more than the allowed absences in a course in consecutive or non-consecutive weeks, the student/learner will automatically be withdrawn (Autodrop) from the course and will not be eligible to earn a grade. Sending assignments to the instructor by email, fax, mail or other means does not make up for missed attendance.
Faculty cannot excuse absences. Any questions about this policy should be directed to an admissions or academic counselor. Length of CourseAbsences AllowedAbsences Resulting in Autodrop 5-9 weeks12 Most on-campus group study classes meet four hours per week, usually in the evening. Student/learners are in attendance at the on-campus workshops if they physically attend the on-campus workshop meeting during the scheduled class hours and sign the attendance roster.
Attendance at the scheduled campus class meetings is mandatory. Second Absence Procedure Any student who must miss a second class meeting must initiate a written request to the campus Director of Academic Affairs who may grant an “E” excused absence upon verification with the faculty that the student is in good academic standing and is going to meet all course requirements. The request should be initiated prior to missing the second class and within 7 days of missing the class if prior notice is not possible.
Excused absences should only be granted for one of the following reasons and with the appropriate supporting documentation: •Military deployment 1. Documentation can consist of military orders. •Serious illness or hospitalization of student or family member 1. Family members for hospitalization or serious illness include: mother, father, spouse, and child. 2. Documentation can include a note from the Doctor, release from the hospital. The documentation does not need to contain specifics of the medical condition and/or injury, etc. •Death of immediate family member 1.
Immediate family members include: father, mother, spouse, child, grandparent, brother, sister, aunt, uncle, father-in-law, mother-in-law, brother-in-law, and sister-in-law. 2. Supporting documentation can consist of a copy of the decease’s obituary. •Jury Duty 1. Supporting documents can consist of a copy of the subpoena 2. Natural disaster or inclement weather that requires campus to cancel classes. Campus should first attempt to schedule a make-up session. If students are not able to attend the make-up session, campus may choose to issue an “E” for that particular workshop for the entire class.
Incomplete Grade At the faculty member’s discretion, a grade of Incomplete may be granted during the last week of a course provided all of the following criteria are met: 1. The faculty member determines that an Incomplete grade is appropriate under the circumstances. 2. Attendance requirements have been met for the course, and the student/learner is therefore eligible for a grade. 3. Student/learner is earning a passing grade in the course on the submitted assignments and participation at the time the Incomplete is requested. 4.
Student/learner requests, in writing to the Individual Forum, a grade of Incomplete during the last week of class, prior to the course end date. 5. Student/learner and faculty enter into a written agreement posted in the student/learner’s Individual Forum containing: a) A course completion plan; b) A clearly identified extended course deadline not to exceed five (5) weeks from the original course end date; and c) An acknowledgment that the final course grade will be reduced one (1) full letter grade in exchange for the extra time allowed to complete the coursework, regardless of the circumstances.
Possible exceptions to the maximum time period for completion of an incomplete or to the letter grade reduction requirement are set forth in the Student/learner Catalog. Unless the faculty and student/learner have entered into an Incomplete grade agreement before the course ends, assignments submitted after the last day of class will not be accepted. Late assignments Any late assignments will receive a penalty of 10%. This work will only be received one workshop late, any longer, it will not be accepted. No work will be accepted after the final class.
Please post formal assignments in the Individual Forum as attachments—Microsoft® Word documents or Microsoft® PowerPoint® slides, as required by each assignment. Attachments should not be used for discussion question responses, class participation, or weekly summaries (if required by instructor). Copyright Guidelines Student/learners and faculty must honor copyrights and not make unauthorized hard copies or post any copyright-protected text, graphics, or other material in any classroom forum without the express prior written permission of the copyright owner.
Academic Integrity By virtue of membership in the University’s academic community, student/learners accept a responsibility to abide by the Student Code of Academic Integrity, which is part of the Student/learner Code of Conduct which includes statements on plagiarism and appropriate behavior. A link to the Code can be found on the Center for Writing Excellence web site or by logging into eCampus. Confidentiality and Proprietary Information One of the cornerstones of the University of Phoenix learning model is the practical application of theoretical concepts.
Student/learners and faculty members may appropriately choose to illustrate lessons from personal experience without identifying specific employers or individuals by name. It is the University’s policy that student/learners and faculty members must not share present or past employer information that would be considered proprietary, confidential, company-sensitive, or contain protected trade secrets. Student/learners are encouraged to examine an organization’s limitations on sharing information externally before presenting any information regarding the organization in the classroom.
In order to assure free and open discussion in which student/learners may elect to discuss a company and its policies and procedures as they apply to the course material, expectations are that each person will respect the confidentiality regarding what fellow classmates are willing to share. At the same time, each student/learner should exercise good judgment in what is chosen to share, avoiding non-public or competitively sensitive information. In addition, students and faculty must avoid forwarding information shared in class with anyone not currently enrolled in that same course section.
Coursework must uphold the high standards of academic integrity established by University of Phoenix. Consequently, the majority of research conducted by student/learners must be peer-reviewed academic journals, such as those in the University Library, or the additional readings on the course materials page for each course. Internet searches often lead to nonacademic information resources, such as Wikipedia. org, Ask. com, Encarta. msn. com, Infoplease. com, etc. These sources are not to be used as they are not academic in nature. The student/learner is responsible for the accuracy of any facts presented in assignments.
How Points and Percentages Equate to Grades 100-95A76-74C 94-90A-73-70C- 89-87B+69-67D+ 86-84B66-64D 83-80B-63-60D- 79-77C+59 or <F Grade Definitions and Criteria A= Clearly stands out as an excellent performer. Has unusually sharp insight into material and initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes logically and clearly. Integrates ideas previously learned from this and other disciplines; anticipates next steps in progression of ideas. Example: “A” work should be of such a nature that it could be put on reserve for all students to review and emulate.
The “A” student is, in fact, an example for others to follow. B= Grasps subject matter at a level considered to be good to very good. Participates actively in class discussion. Writes well. In On-Campus environments, speaks well. Accomplishes more than the minimum requirements. Produces high quality work. Example: “B” work indicates a high quality of performance and is given in recognition for solid work; a “B” should be considered a high grade. C= Demonstrates a satisfactory comprehension of the subject matter. Accomplishes only the minimum requirements, and displays little or no initiative.
Communicates orally (on-campus environment) and in writing at an acceptable level for a college student. Has an acceptable understanding of all basic concepts. Example: “C” work represents average work. A student receiving a “C” has met the requirements, including deadlines, of the course. D= Quality and quantity of work is below average and barely acceptable. Example: “D” work is passing by a slim margin. F= Quality and quantity of work is unacceptable. Academic credit is not earned for an F. Example: “F” work does not qualify the student to progress to a more advanced level of course work. Other Grades.
I and IX= Incomplete. Most work for the course has been submitted. Through prior arrangement with the faculty member, the student has agreed to submit the remaining work within a specified period, not to exceed the amount of time prescribed in University policy. W=Withdrawal. The student must repeat the entire course. All written work will be graded according to APA guidelines, as appropriate for the program. A percent of the grade will be based on style, content and format including such items as clarity of communication, sentence and paragraph construction, punctuation, spelling, and grammar.
Extra Credit The curriculum is carefully designed to fit the number of course weeks. In order to uphold academic rigor and integrity, student/learner grades must be based on the degree to which the course requirements listed in the syllabus are fulfilled. Extra credit assignments are not allowed. APA Format Please use the APA format in your individual papers and Learning Team Assignments. You can access the APA Guidelines and Tutorial by visiting the Center for Writing Excellence located under Services on the University of Phoenix Student Page http://mycampus. phoenix.
Learning Teams The University’s use of Learning Teams is a primary means to foster student competence in the ability to collaborate, one of the five basic Learning Goals of the Institution. UoPHX students are expected to work collaboratively and effectively in diverse groups and teams to achieve tasks. Students should respect human diversity and behave in a tolerant manner toward colleagues and peers. Some of the assignments in this class will be completed in Learning Teams of three to five students. Learning Teams are required to meet weekly, between on-campus workshops.
Teams will be allowed to meet in-person, via teleconference, chat, e-mails, fax, telephone conversation, or any other electronic means. Learning Team Log: The log is required every week; it may be completed on the Web and printed for submission. Learning Team Charter: In order to create structure for the Learning Team, students will complete a Charter to be submitted during Week Two. Note: This exercise will help the team plan for effective achievement of tasks, establish ground rules, and minimize conflict. The LT Charter form may be completed on the course’s rEsource site and printed for submission to the instructor.
Learning Team Peer Evaluation: Students will be asked to complete a “Peer Evaluation” every week, to assess the contribution of each member of the Learning Team. Faculty will take these Peer Evaluations into account when assessing individual participation and contribution to the Learning Team projects. Because Learning Team projects are outcome-based, all members will generally earn the same grade. However, Faculty reserve the right to report different grades for Learning Team members if there is a substantial imbalance in individual contribution. Faculty will use the results of the LT Peer Evaluation for grading purposes.
A student cannot receive any team point allocation if he/she does not have a substantial contribution to the group assignments. Standards for Learning Teams Work The following represents UoPHX standards for Learning Team work. 1. Members develop perspective and goals for the Team as a whole. 2. Members develop effective work plans, meeting schedules, and assignments. 3. Members are clear about goals for work projects. 4. Members effectively manage conflict within the Team and resolve problems. 5. Members share workload equally. 6. Members build consensus and effectively share in decision making. 7.
Products of the Team process, including presentations and papers, are cohesive and present an image of a single product rather than a collection of individual ones. 8. Tasks are completed on time and meet established Class Rules Cell Phone Use: The cell phone ringers must be put on the vibrate mode. All calls must be attended to outside the classroom. Texting is not allowed in the classroom. Laptop Use: Instructor will state when computer use is appropriate. It is strictly prohibited to visit a social network, chat, and/or send personal emails in class. No children are permitted in the class or on campus. References Abos, A. L. (1993).
Diccionario de terminos basicos para la historia. Madrid: Editorial Alambra. Bois, G. (1991). La revolucion del ano mil. Barcelona: Editorial Critica. Braudel, F. (1991). Escritos sobre la historia. Madrid: Editorial Alianza. Cimmino, F. (1991). Vida cotidiana de los egipcios. Madrid: Editorial Edaf. Dawson, C. (1991). Los origenes de Europa. Madrid: Editorial Rialp. Durand, G. (1999). Ciencia del hombre y tradicion: El nuevo espiritu antropologico. Barcelona: Paidos. Encyclopaedia Britannica Almanac 2003. (2003). Chicago, Il. : Enciclopedia Britanica. Etienne, R. (1992). La vida cotidiana en Pompeya. Madrid: Editorial Temas de Historia.
Fernandez, A. (1996). Occidente: Historia de las civilizaciones. Editorial Vicens-Vives. Giardina, F. (1991). El hombre romano. Madrid: Editorial Alianza. Grimal, P. (1999). La civilizacion romana: vida, costumbres, leyes, artes. Barcelona: Paidos. Guia mundial almanaque anual 2003. (2003). N. I. : Editora Cinco. Harrison, J. B. (1997). Estudio de las civilizaciones occidentales. (7ma. ed. ). Mexico: McGraw-Hill. Le Goff, J. (1990). El hombre medieval. Madrid: Editorial Alianza. Le Goff, J. (1999). La civilizacion del occidente medieval. Barcelona: Paidos. Mc Neill, W. H. (2000). La civilizacion de occidente. (6ta. ed. ).
San Juan, P. R. : Editorial de la Universidad de Puerto Rico. Payne, M. (n. d. ) Diccionario de teoria critica y estudios culturales. Buenos Aires: Paidos. Reynal, V. (1997). Civilizaciones de occidente. San Juan, P. R. :Editorial Plaza Mayor. Spielvogel, J. J. (1997). Civilizaciones de occidente. (3ra. ed. ). Mexico: International Thompson . Vernant, J.. (1992). Los origenes del pensamiento griego. Barcelona: Paidos. Treadgold, W.. (2001). Breve historia de Bizancio. Barcelona: Ediciones Paidos. Aries, P. , & Duby, G.. (1991). La alta edad media. En Historia, la vida privada. (Vol. 2). Madrid: Taurus. Baynes, N. H. (1996).
El imperio bizantino. Mexico: Fondo de Cultura Economica. Caballo, G. (1992). El hombre bizantino. Madrid: Alianza Editorial. Cabrera, E.. (1998). Historia de Bizancio. Barcelona: Ariel. Puerto Rico En Breve http://www. preb. com/ Historia General de America Latina http://www. unesco. org/culture/latinamerica/ Culturas Indigenas de Puerto Rico. http://www. universia. pr/culturaindigena/ ARTEHISTORIA: LA Pagina del Arte y la Cultura http://www. artehistoria. jcyl. es/ Aspectos Fundamentos del Budismo http://www. budismo. net/ Historia Cristiana http://vicarte. tripod. com/reformadadoctrina/id11. html Las Raices Judias del Cristianismo.
http://www. formarse. com. ar/religiones/raices_judias. htm Medialismo http://www. medievalismo. org/ Bibliografia de Recursos de Espanol en el World Wide Web Gramatica y Ortografia Los 101 Modelos de Conjugacion en Espanol http://www. verbolog. com/conjuga. htm Acentuacion en Espanol http://mason. gmu. edu/~eromanme/acentos/acentfra. htm El Adjetivo http://roble. cnice. mecd. es/~msanto1/lengua/1adjetiv. htm Como Acentuar en Espanol http://dat. etsit. upm. es/~mmonjas/acentos. html Conjugador de Verbos http://protos. dis. ulpgc. es/investigacion/scogeme02/flexver. htm Cuadernos Cervantes http://www. cuadernoscervantes. com/.
CVC Cervantes: Uso de las Mayusculas http://cvc. cervantes. es/alhabla/museo_horrores/museo_011. htm Diccionarios de Espanol: Universidad de Oviedo http://tradu. scig. uniovi. es/busca. html Diccionarios de Espanol: Conjugador de Verbos http://tradu. scig. uniovi. es/conjuga. html Esquema General de los Sintagmas en Espanol http://www. asmadrid. org/spanish/gram/SS. htm Gramatica de la Lengua Castellana.
http://www. cervantesvirtual. com/servlet/SirveObras/57915175105571384100080/index. htm Gramatica, Fonologia, Linguistica http://dat. etsit. upm. es/~mmonjas/gram. html Gramatica y Ortografia http://www. indiana. edu/%7Ecall/lengua.
html Instituto de Verbologia Hispanica http://www. verbolog. com/entrada. htm La Lengua Espanola http://www. geocities. com/SiliconValley/Horizon/7428/ Linguistica http://www. amerschmad. org/spanish/gram/inicio. htm Morfologia Nominal http://www. santiagoapostol. net/latin/gramatica/ESQUEMAS/INDICE. htm La Ortografia http://roble. cnice. mecd. es/~msanto1/ortografia/ Pagina de la Lengua Espanola http://www. dat. etsit. upm. es/~mmonjas/espannol. html La Pagina del Idioma Espanol http://www. elcastellano. org/ Las Preposiciones http://www. apoyolingua. com/LASPREPOSICIONES. htm Real Academia Espanola http://www. rae. es.
Los Signos de Puntuacion http://www. bibliotecavirtual. com. do/Espanol/SignosdePuntuacion. htm Sintagma Nominal. Sintagma Verbal http://www. hiru. com/es/lengua_castellana/lengua_01500. html Sintaxis http://www. amerschmad. org/spanish/depto/ling/sint/sint. htm Spanish Kit—Learn Spanish Online (SSL) http://www. spanish-kit. net/ La Tercera Icarito: La Ortografia Espanola http://www. latercera. cl/icarito/enciclopedia/canal/canal/0,0,38035857_152308903,00. html Uso de Mayusculas y Ejercicios http://www. feriva. com/links/mayus. html WordReference: Conjugacion de Verbos en Espanol http://www. wordreference. com/conj/ESverbs. asp.
Redaccion y Ensayos American University of Puerto Rico: Tutoriales http://www. aupr. edu/tutoriales/tabla%20para%20Pagina%20Inicio. htm El Bosquejo http://www. aupr. edu/tutoriales/Presentaciones%20Biblioteca/Tutorial%20El%20Bosquejo_files/frame. htm La Argumentacion http://sapiens. ya. com/auladelengua/argumentacion. htm La Argumentacion http://roble. pntic. mec. es/~msanto1/lengua/-argumen. htm Argumentacion y Exposicion http://www. hiru. com/es/lengua_castellana/lengua_03100. html Centro Virtual de Redaccion del Tecnologico de Monterrey http://serviciosva. itesm. mx/cvr/redaccion/opcion3. htm (ensayo) http://serviciosva. itesm.
mx/cvr/formato_apa/index. htm (formato APA) Como Escribir un Ensayo http://www. plataforma. uchile. cl/fg/contenido/herramientas/textos/como_escribir. htm Como Finalizar un Ensayo http://mit. ocw. universia. net/21A-218JIdentity-and-DifferenceFall2002/NR/rdonlyres/Anthropology/21A-218JIdentity-and-DifferenceFall2002/664D1310-79C8-4CB1-A12F-780FC061F181/0/secondd3. pdf Como Redactar un Ensayo http://www. caribbean. edu/CU/Biblioteca/PRESENTACIONES/redacens. pdf Como se Elabora un Ensayo.
http://www. saber. ula. ve/db/ssaber/Edocs/pubelectronicas/accionpedagogica/vol13num1/documento2. pdf Composicion Proceso y Sintesis http://highered.
mcgraw-hill. com/sites/0072818891/student_view0/rincon_del_escritor/ Consideraciones Acerca del Ensayo http://www. uces. edu. ar/biblioteca/consideraciones_ensayo. php Discurso Literario y Discurso Academico http://macareo. pucp. edu. pe/~elejalde/ensayo/dlitdacad. html El Ensayo http://www. aupr. edu/tutoriales/Presentaciones%20Biblioteca/El%20Ensayo_files/frame. htm El Ensayo http://spanlang. stanford. edu/downloads/span3comp2. pdf Ensayo y Revision http://dieumsnh. qfb. umich. mx/gesinfo/ensayo. htm Escribir para el Cambio http://www. fahamu. org/WFCSpanish/sitemap. html Guia Metodologica para el Ensayo Escrito http://www. dartmouth.
edu/~span32/tarea. htm Guia para la Elaboracion de Ensayos de Investigacion http://www. razonypalabra. org. mx/anteriores/n41/vmendoza. html Guia Tecnica para Elaborar un Ensayo http://www. uaq. mx/filosofia/Gu%EDa%20t%E9cnica%20para%20elaborar%20ensayos. pdf El Manual de Estilo de APA y las Referencias http://www. aupr. edu/tutoriales/Citas%20de%20Ref%20WEbPage/Citas%20de%20Referencia.
htm Modalidades Textuales: Narracion, Descripcion, Exposicion y Argumentacion http://www. auladeletras. net/material/modtxt. PDF Modelos de Textos: Argumentacion http://mutis. upf. es/cr/casacd/argumcast. htm Oracion Simple y Compuesta http://www. hiru.
com/es/lengua_castellana/lengua_02100. html El Parrafo http://www. bibliotecavirtual. com. do/Espanol/parrafo. htm Week One Defining the Humanities •Differentiate between the humanities and various other modes of human inquiry and expression. •Identify examples of art, music, architecture, philosophy, and literature that reflect developments in politics, socioeconomic status, and technology for a given time period. Course Assignments 1. Readings •Read the preface, introduction, and Ch. 1 & 2 of The Humanistic Tradition. •Read this week’s Electronic Reserve Readings. 2. Discussion Questions (in class activity) •Why should we study humanities?
•What do we mean by culture? Art? Style? Genius? •How are art and culture reflective of our changing concepts of nature, society, and the individual? •What is the value of studying the humanities—art, culture, religion, and so on? •What factors can lead to the growth of a society or culture? •How can interaction with other cultures or societies influence and benefit a culture? 3. Individual Instructions: Early Civilizations Matrix •Resources: Early Civilizations Matrix •Begin working on the Early Civilizations Matrix, located on the student Web site. •Review the Individual Assignments in Week Four for a full description of this assignment.
The matrix should be updated throughout the course. If outside sources are used to complete the matrix, they must be cited using standard APA format. The final completed matrix is due in Week Four. 4. Individual Assignment: Paper on a Cultural Event •Prepare a 350- to 700-word paper describing a cultural event you have experienced, such as music, dance, theater, art, literature, or others, and your reaction to the event. •Explain how the event was an expression of what you know about the humanities, art, style, genius, and culture of the time period it represents. •Respond to the following questions in your paper:
oHow are the humanities distinguished from other modes of human inquiry and expression? oHow does the selected form of cultural expression compare with other forms you know about from the same time period? •Format your paper according to APA standards. •Prepare to discuss your paper in class. Papers will be assessed for content, organization, and structure. In addition, papers will be assessed on the student’s choice of event, description of activities, and the overall explanation of the event’s significance. 5. Learning Team Instructions: Learning Team Art Commission Statement.
•Begin discussing and preparing an outline of the commission statement for a painting, piece of sculpture, or other art installation. What kind of art will you display? How will it reflect world events or cultural patterns? •Review the description of Week Three Learning Team Assignment: Learning Team Art Commission Statement. •Collaborate with your team on this project which is due in Week Three. •Review the objectives from Week One and discuss additional insights and questions that may have arisen. REFERENCIAS ADDICIONALES: Abos, A. L. (1993). Diccionario de terminos basicos para la historia. Madrid: Editorial Alambra.
Cimmino, F. (1991). Vida cotidiana de los egipcios. Madrid: Editorial Edaf. Durand, G. (1999). Ciencia del hombre y tradicion: El nuevo espiritu antropologico. Barcelona: Paidos. Culturas Indigenas de Puerto Rico. http://www. universia. pr/culturaindigena/ Week Two Ancient Civilizations •Identify key examples from the humanities that reflect developments in world events and cultural patterns in ancient civilizations Greece and Rome •Identify key examples from the humanities that reflect developments in world events and cultural patterns within the early Greek and Roman civilizations. Course Assignments 1. Readings.
•Read Ch. 4–6 of the text. •Read this week’s Electronic Reserve Readings. 2. Discussion Questions (in class activity) •What conditions allowed each of these cultures to grow and become dominant during their particular epochs? •What outside influences may have contributed to either the growth or decline of these cultures? •What interactions or influences may these cultures have had on each other? •What influences did classical Greek philosophy have on later cultures? What influence does classical Greek philosophy have in the modern world? •What influences of Roman law and culture are evident in the modern world?
•Why was the Roman character identified with militarism? •What influences do Greco-Roman philosophy, art, and culture have on the modern world? •How did the Greek and Roman cultures influence later societies in terms of the arts? Technology? Government? 3. Individual Assignment: Artistic Themes from Ancient Cultures: Greece and Rome •Prepare a 1,050- to 1,400-word paper exploring a topic from one of the following themes as they relate to the ancient cultures through early Greek and Roman times as described in the course readings: oThe purpose of human life oFree will and destiny oSuffering.
oStriving for perfection oGender roles oReligious expression oLove oSex oUnderstanding of wealth oWork •Determine how the theme is reflected in the cultural and world developments from each time period. •Compare and contrast the development of the theme within each of the historical periods listed while relating past attitudes to modern ones. •Format your paper according to APA standards. • Prepare to discuss your paper in class. 4. Learning Team Instructions: Review Objectives •Review the objectives from Week Two and discuss additional insights and questions that may have arisen. ADDITIONAL REFERENCES:
ARTEHISTORIA: LA Pagina del Arte y la Cultura. http://www. artehistoria. jcyl. es/ Braudel, F. (1991). Escritos sobre la historia. Madrid: Editorial Alianza. Etienne, R. (1992). La vida cotidiana en Pompeya. Madrid: Editorial Temas de Historia. Grimal, P. (1999). La civilizacion romana: vida, costumbres, leyes, artes. Barcelona: Paidos. Vernant, J.. (1992). Los origenes del pensamiento griego. Barcelona: Paidos. Week Three Judaism and Early Christianity •Identify key examples from the humanities that reflect developments in world events and cultural patterns within Judaism and early Christianity.
•Explore how Judaism and Christianity reflect humanity’s concepts of nature and the role of the individual in relationship to the world and deity. Course Assignments 1. Readings •Read Ch. 8 & 9 of the text. •Read this week’s Electronic Reserve Readings. 2. Discussion Question (in class activity) •What is the Torah? What makes Judiac law and theology different from other faiths of the period? •What influences did Judaism have on the development of early Christianity? •What major influences does Christianity still have in contemporary Western culture and society?
•Why is it important to understand how Judaism and Christianity have shaped Western thought? 3. Learning Team Instructions: Learning Team Final Paper and Presentation •Begin preparing an outline of the final paper that can be used to start preparing the final PowerPoint® presentation. •Review the description of Week Five Learning Team Assignment: Learning Team Final Paper and Presentation.