Humanities 1301: Introduction to the Humanities Professor: Linda Graham Office Phone Number: 713 522-3021 (if you call, please speak slowly and distinctly in leaving your

message with a phone number that you also leave slowly and distinctly for me to return your call. Let me

know what class you are in, as I teach History and Humanities. Thank you.)

Please contact me through our online class. If the system goes down, my contact info. is

linda.graham@hccs.edu

HUMA 1301 -0014 CRN: 13993. (5 week course) June 2- July 6, 2014

Drop Date: June 23rd, by Noon.

Learning Web: http://learning.hccs.edu/faculty/linda.graham

Office Hours: Online Sun. 7:30-10 p.m., Mon. 9-11 p.m., Tues-Wed. 7:30-10 p.m., Thurs. 9:45-11 p.m. and throughout the day.

CATALOG DESCRIPTION:

Prerequisite: ENGL 1301 Credit: 3 (3 lecture)

An introduction to the arts and humanities, the course investigates connections between individual human

lives and a broad range of culture, aesthetics, and philosophy.

Core Curriculum Course.

COURSE PURPOSE To develop student thinking, seeing, reading, writing, and listening skills and expand student knowledge

of the human condition, as portrayed in works of the human imagination and intellect.

DESCRIPTION OF COURSE CONTENT Students focus on the connections between their own lives, ideas and values as expressed in works of

human imagination and thought. Through inquiry into selected literature, philosophy, as well as the visual

and performing arts, students will engage in critical thinking, form aesthetic judgments, and develop an

appreciation of the arts and humanities while learning about their pivotal role in the health and survival of

any society. Students will attend and respond to museum and gallery exhibitions and performances (live

theater and film). They will be introduced to readings in several genres from a variety of cultures.

Students will respond to the work they study in a variety of ways including: presentations, formal written

assignments, and informal journal responses.

TEXTBOOKS Sayre, Henry. The Humanities: Culture, Continuity and Change, Vol. 1, Pearson, Prentice Hall

Student Learning Objectives: 1. Describe representative themes and developments in the humanities.

2. Interpret representative terms, works, figures, and artists in philosophy, literature, and the visual and

performing arts.

3. Compare and contrast representative terms, works, figures, and artists in philosophy, literature and the

visual and performing arts

4. Evaluate cultural creations in the humanities.

HCCS Humanities in the Core Curriculum:

Humanities 1301 may be taken to fulfill the core curriculum requirement for 3 semester hours in

Cross/Multicultural Studies. Humanities 1301 helps students attain the following:

1. Establish broad and multiple perspectives on individuals in relationship to the larger society and world

in which they live and understand the responsibilities of living in a culturally and ethnically diversified

world;

2. Stimulate a capacity to discuss and reflect upon individual, political, economic, and social aspects of

life in order to understand ways in which to be a responsible member of society;

3. Develop personal values for ethical behavior;

4. Develop the ability to make aesthetic judgments; and

5. Integrate knowledge and understanding of the interrelationships of the scholarly disciplines.

The objective of the humanities and visual and performing arts in a core curriculum is to expand

students’ knowledge of the human condition and human cultures, especially in relation to behaviors,

ideas, and values expressed in works of human imagination and thought. Through study in disciplines,

such as literature and the visual and performing arts, students will engage in critical analysis, form

aesthetic judgments, and develop an appreciation of the arts and humanities, as fundamental to the health

and survival of any society. Students should have experiences in both the arts and humanities.

The objective of the cross/multicultural component of the core curriculum is to introduce students to

areas of study, which enlarges their knowledge and appreciation of the multicultural and multiracial world

in which they live.

Graded Work: I. Exams. The Midterm covers the chapters 1-4 and the Final covers 5-8. Multiple-choice tests will be

provided in order to identify important terms, works, figures, and artists in philosophy, literature, and the

visual and performing arts. Each exam is worth 25% of your final grade. (SLO 1, 2)

II. Assignments: Essays: What are Assignment Questions? Assignment questions are found within

the assignment at the end of each unit, which require the student to read and think about the material,

sometimes in a different way from the text, and formulate an answer. Assignment question answers

require critical thinking which means that the student may not find the exact answer written in the

text. Students should therefore digest the text information and formulate an answer supported by

what they have read. IMPORTANT: Students are not permitted to copy from any source; copying

will result in a 0 for a grade on Assignment Question. HINT: Read the Assignment Question before

you read the text. This will help you key in on aspects of the chapters that will aid you in answering

the questions. Where do I find the Assignment Questions? Click on the buttons within the

assignment to find the questions. When are they due? Consult the Course Calendar for due dates.

What do I write? Select on assignment question from the topics below. Write a two to three page

essay on the topic in MLA format, double spaced, size 11-12 font. Recommended fonts are Times

New Roman. Cite all sources to avoid plagiarism. How do I submit my answers? Submit your

essays in the following file types (doc., docx., and rtf.) through the assignment function of

Blackboard. Save your essay as "last name_ # of assignment". For instance, if your last name is

"Smith" and this is the first assignment, then you'll save your file as "Smith_1". (Please note you do

not need to save the file with quotation marks.) Will I receive feedback? Yes, and as we review each

cultural group from chapter 1 - 3, think about a theme important to that culture. Then, write an essay

discussing how 2 works (art, literature, architecture, or philosophy) produced by two different groups that

represent the same theme. Draft 750 word (minimum) essays examining the major characteristics of

the different cultures that we have studied. You may choose the topics you will write about under the

assignment pages. 12 font, TNR, 1” margins and cite in accordance with MLA or APA included a

Works Cited page. Upload your essays in the EO classroom as Word files. You are required to use

evidence from the assigned textbook and assigned lectures. Students who do not use evidence from

both sources will receive a grade less than C. Students who submit their work in any other format

will receive a zero. Each Culture Assignment is worth 25% of your final grade each (SLO1, 3, 4).

Participation: Participation is required if you want to succeed (i.e., pass): Remember, you have

something due each week, not everything is graded. Points can be added on to your grade for

quality participation.

Grades:

90-100 – A

80-89 – B

70-79 – C

60-69 – D

Under 60 – F HCC Policy Statements:

1. ADA: STUDENTS WITH DISABILITIES - any student with a documented disability, (i.e. physical,

learning, psychiatric, visual, hearing, etc.) who needs to arrange reasonable accommodations must contact

the disability services office at the respective college at the beginning of each semester. Faculty is

authorized to provide only the accommodations requested by the disability services office. The counselor

for Southeast College can be reached at 713-718-7218.

2. Academic Dishonesty: includes, but is not limited to, cheating on a test, plagiarism, and collusion.

Cheating on a test includes: copying from another students’ test paper; using materials not authorized by

the person giving the test, collaborating with another student during a test without authorization;

knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the content of a test

that has not been administered; and/or bringing another person to obtain a test that is to be administered.

Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of that work

in one’s own written work offered for credit. In an essay, it means copying word by word what authors

have written without giving credit (more than two words per sentence) or quoting.

Collusion means the unauthorized collaboration with another person in preparing written work offered for

credit.

Possible punishments for academic dishonesty include a grade of O or F, failure in the course, and/or

recommendation for probation or dismissal from the college system.

3. Student Attendance: You are expected to attend all assigned lectures (and labs if applicable)

regularly. You are responsible for materials covered during your absences. Notify your instructor by

phone or email, but it is your responsibility to contact him/her. Class attendance is checked daily. If you

are absent more than 6 hrs. without an acceptable excuse, you may be dropped by your instructor.

Although it is your responsibility to drop the course for nonattendance, the instructor has the authority to

drop you for excessive absences. If you do not drop, but stop attending, you may receive a grade of F at

the end of the semester.

4. HCC Course Withdrawal Policy - Beginning fall 2007, the State of Texas imposes penalties on students who drop courses excessively.

Students are limited to no more than SIX total course withdrawals throughout their educational career at a

Texas public college or university.

5. Incomplete Policy (example) A student who at the end of the semester has an emergency can obtain an incomplete only when he/she is

missing only 1 assignment (which could be the final test). An acceptable excuse must be turned in to the

instructor.

DE Classes: To help you avoid having to drop/withdraw from any class, contact your DE professor

regarding your academic performance. You may also want to contact your DE counselor to learn about

helpful HCC resources (e.g. online tutoring, child care, financial aid, job placement, etc.). HCC has

instituted an Early Alert process by which your professor may “alert” you and DE counselors that you

might fail a class because of excessive absences and/or poor academic performance.

Students should check HCC’s Academic Calendar by Term for drop/withdrawal dates and deadlines.

If a student decides to drop or withdraw from a class upon careful review of other options, the student can

drop online prior to the deadline through their HCC Student Service Center:

https://hccsaweb.hccs.edu:8080/psp/csprd/?cmd=login&languageCd=ENG

Classes of other duration (mini-term, flex-entry, 8-weeks, etc.) may have different final withdrawal

deadlines. Please contact the HCC Registrar’s Office at 713.718.8500 if you need more information.

INTERNATIONAL STUDENTS: Receiving a “W” in a course may affect the status of your student

Visa. Once a W is given for the course, it will not be changed to an F because of the visa consideration.

Since January 1, 2003, International Students are restricted in the number of distance education courses

that they may take during each semester. ONLY ONE online/distance education class may be counted

towards the enrollment requirement for International Students per semester. Please contact the

International Student Office at 713-718-8520 if you have any questions about your visa status and other

transfer issues.

Student Course Reinstatement Policy: Students have a responsibility to arrange payment for their

classes when they register, either through cash, credit card, financial aid, or the installment plan. Faculty

members have a responsibility to check their class rolls regularly, especially during the early weeks of a

term, and reconcile the official class roll to ensure that no one is attending class whose name does not

appear on the rolls. Students who are dropped from their courses for non-payment of tuition and fees, who

request reinstatement after the official date of record (OE date), can be reinstated by making payment in

full and paying an additional $75 per course reinstatement fee. A student requesting reinstatement should

present the registrar with a completed Enrollment Authorization Form with the signature of the instructor,

the department chair, or the dean, who should verify that the student has been regularly attending class.

Students who are reinstated are responsible for all course policies and procedures, including attendance

requirements. A dean may waive the reinstatement fee upon determination that the student was dropped

because of a college error. The dean should note the nature of the error in a memo to the registrar with the

appropriate documentation.

Other Policies: Please check the Student Handbook for other policies “This syllabus is meant as a guide and is subject to change at the discretion of the instructor. If there are

any changes made, the student will be notified in a timely manner.”

HUMANITIES 1301 - WEEKLY CALENDAR

Important Dates: June 2: classes begin

June 23rd by Noon

July 4th Holiday

July 3/4 Final Exam

July 6 semester ends

WEEK MATERIAL TO BE COVERED – Week of June 2 Introduction to course: read Chapter 1 Rise of Culture: From Forest to Farm

& Chapter 2, - Mesopotamia: Power and Social Order in Early Middle East

Chapter 3, Stability of Ancient Egypt: Flood and sun

- Week of June 2 Chapter 7 Other Empires: Urban Life in China, India and Japan: literature, art,

philosophy and music

***Essay as described in the syllabus Huma 1301 and at the end of the unit.

Chapter 4 The Aegean World and the Rise of Greece: Trade War and Victory

***-Week of June 9 Exam chpts. 1-4.

& Chapter 5 The Golden Age of Athens and the Hellenic World

- Week of June 9 Chapter 6: Rome: Urban Life and Imperial Majesty.

Chapter 8: The Flowering of Christianity

***Essay as described in the syllabus Huma 1301 and at the end of the unit..

– Week of June 16 Chapter 9: The Rise and Spread of Islam

*** Exam chpts. 5-9

Chapter 10 Byzantine Empire and Fiefdom to Monastery

– Week of June 23 Chapter 11Romanesque Tradition

Chapters 12 &13 Gothic Style, Siena and Florence

*** Exam chpts. 10-13

- Week of June 30 Chpts. 14 -16 Renaissance, chpt. 17 The Reformation, chpt. 18 Encounter and

Confrontation

*** - Week of June 30 Exam chpts. 14-18

What are Assignment Questions? For each of the three Assignments, Assignment questions

require the student to read and think about the material, sometimes in a different way from the

text, and formulate an answer. Assignment question answers require critical thinking, which

means that the student may not find the exact answer written in the text. Students should,

therefore, digest the text information and formulate an answer supported by what they have read.

Answer all of the questions for the topic you choose. Do not put the questions into your 2-3 page

paper. Write it as an essay, not just answering all of the questions, but as an actual essay.

IMPORTANT: Students are not permitted to copy from any source; copying will result in a 0

for a grade on Assignment Question.

HINT: Read the Assignment Question before you read the text. This will help you key in on

aspects of the chapters that will aid you in answering the questions.

Where do I find the Assignment Questions? Click on the buttons below to find the questions.

When are they due? Consult the Course Calendar for due dates.

What do I write? Select an assignment question from the topics below. Write a two to three

page essay answering the questions in the topic, in MLA format, double spaced, size 11-12 font,

within your essay. Recommended fonts are Times New Roman, Palentino Linotype or

Georgia.Cite all sources to avoid plagiarism.

How do I submit my answers? Submit your essay in the following file types (doc., docx., and

rtf.) through the assignment function of Blackboard. Save your essay as "last name_ # of

assignment". For instance if your last name is "Smith" and this is the first assignment then you'll

save your file as "Smith_1". (Please note you do not need to save the file with quotation marks.

Will I receive feedback? Your instructor will post exemplary answers for students to view after

grading all Assignments. This will demonstrate what an "A" Assignment contains and will help

you study the course material. By posting your assignment you agree for your instructor to post

your answer as an exemplary Assignment.

Are Assignment Questions accepted late? Late penalties of 15 points per day apply to postings

after midnight on the due date. After 3 days, late Assignments will no longer be accepted.

July 3 Final Exam

The Rise of Culture 1. What is the significance of the Paleolithic cave paintings? (Make reference to the discussion

on pp. 6-9 and images 1.2, 1.3, 1.4).

2. What are the characteristics of Neolithic Myth? What is the significance of the Zuni

emergence tale and the Japanese creation myth (Readings 1.1 and 1.2)?

Mesopotamia 1.What is the significance of the Code of Hammurabi?

2.What is the significance of the Epic of Gilgamesh? (Reading 2.3a-e)

3. What is the significance of Hebrew monotheism?

4. What is the significance of the Epic of Gilgamesh vs. the Hebrew Bible? What are the

prominent themes?

Ancient Egypt 1. How are the themes of balance and resolution of contradictions evidenced in Egyptian culture

and religion? In your answer make reference to at least three of the following: The Hymn to the

Sun, The Palette of Narmer, The Book of Going Forth by Day, and Figure 3.25 The Last

Judgment of Hunefer).

2. In what ways does Amenhotep IV transform traditional Egyptian religion and culture? How

are the arts affected by these changes? Make reference to the images on pages 83 & 85 (Fig. 3.20

and 3.21).

3. Examine the Giza complex consisting of the three great pyramids and compare this

arrangement to the temple constructs of Hathshepsut and the Great Temple of Amun and Karnak.

Explain in detail the reasons behind the choices to place particular features in particular places.

China and India

1. What is the significance of Daoism and Confucianism? How do they differ?

2. How does reading the Analects of Confucius demonstrate the principles of li, jen, and te?

3. Compare and contrast Dao, Buddhism, Hinduism, and Confucianism (make reference to the

readings in the chapter).

The Bronze Age: Aegean Culture and Rise of Greece

1. What is the relationship between the Minoan and Mycenaean civilizations?

2. What role do the Homeric epics play in Greek culture and self identity?

3. What is arête for the Greeks? Why is it important? How is it exemplified in Greek art and

literature of the Aegean period?

4. What do the readings tell about the Greek views on civilization?

Rise of Greek City-States-Rise of Greece to Golden Age of Athens

1. What effect does the uncertainty of Greek religion have on the intellectual culture of

Greece?

2. How did the polis arise in Greece? What is the significance of the polis?

3. How does democracy develop in Athens?

4. What is hubris? What does it show us about Greek culture? (Make reference to the readings

in your answer).

5. What can we learn about Greek culture from the excerpts from Hesiod (use the index to

help)?

Golden Age Athens

1. What is eudaimonia? What role does it play in the development of the polis during the

Golden Age of Greece?

2. What are the fundamental principles of democracy? Make reference to the readings from

Thucydides in your answer.

3. Why won’t Socrates leave Athens? In your answer make use of the Crito reading.

4. What is the significance of Aeschylus’ Oresteia?

5. How do the philosophies of Plato and Aristotle constitute a rebuttal of the relativism of

Protagoras? (In your answer draw on the readings from Plato and Aristotle).

6. What is the relationship between the Parthenon and the Erechtheion?

Rome

1. What are the mythological accounts of the founding of Rome?

2. How does the Augustus of Primaport (fig. 6.13) demonstrate Augustus’ purported semi-

divine status?

3. What was the role of women in Roman life and culture?

4. What role did monumental architecture play in Imperial Rome? How was it made possible?

5. How did Rome maintain the stability of its vast empire?

6. Explore themes found in the poetry of Virgil and Horace.

The Late Roman Empire

1. Describe Roman decadence in the late empire.

2. Discuss the messianic and apocalyptic character of Pre-Christian Judaism.

3. Does Christianity constitute a radical break from Judaism (in your answer, reference

Matthew's gospel)?

4. What does St. Augustine mean by the "City of God"? (In your answer reference p. 262-263).

The Flowering of Christianity

1.What is the motivation and significance of iconoclasm?

2.What is at issue in the iconoclasm controversy?

3. What is the significance of Procopius' Secret History?

4. How did the Byzantine Empire understand the works of pagan art?

The Rise and Spread of Islam

1. How does the invention and use of paper affect the development of Islamic civilization?

2. What is the relationship between Judaism and Islam?

3. Is Islam a tolerant or an intolerant religion? In your answer reference the readings from the Qur'an

and the Hadith (11.1, 11.1a, 11.1b, 11.2).

Fiefdom and Monastery

1.Describe some of the prominent themes in Beowulf .

2.What is the significance of the Song of Roland? How does it demonstrate the chivalric code?

3.Discuss the significance of Hildegard of Bingen's Scivias (in your answer)..

Fiefdom, Monastery, Pilgrimage and Crusade, (The Romanesque Tradition)

1. Think about Eleanor of Aquitaine and the prominent role she played in the world politically,

as Queen of both England and France, and artistically, as the patron of the Courts of Love;

Compare these roles to any other women, both historically and in the present, in terms of

these diverse responsibilities.

2. Why do you think that old maps, of the period, showed the entire world circulating around

Jerusalem?

3. What might a pilgrim encounter on a trek, and what were the expected rewards of such an

undertaking?

4. What are the contrasts in purpose and design between castles and churches?

The Gothic Style

1. Assess the influence of Thomas Aquinas on Christian theology and philosophy.

2. In what ways are the standards of beauty of the era depicted in the Gothic cathedral?

3. What does the stained glass Jesse Tree image (12.7) refer to? In what way does this motif

reflect the general purpose of window decoration in the Gothic cathedral?

4. When comparing the sculpture of Virgin and Child from the Abbey Church of Saint-Denis

and the altarpiece detail Virgin and Child with Saint Dominic and Saint Aurea, what

similarities can be noted?

5. Discuss the building and maintenance of a cathedral. Explore the impact on the community

in terms of labor, fundraising, and support for the Church. Examine and discuss the variety of

craftsmen needed to complete the design and construction.

Siena and Florence, Florence and Early Renaissance, The High Renaissance in Rome and

Venice, Renaissance in the North, The Reformation, and Early Counter-Reformation and

Mannerism

1. Analyze the art of Duccio, Martini, Cimabue, and Giotto by focusing on the growth of

naturalism in their figures and the move away from Byzantine images.

2. Consider Bocaccio's Decameron and Chaucer's The Canterbury Tales and detail the

circumstances of their individual creations. Also examine the similarities and differences.

3. When examining Lorenzetti's fresco Allegory of Good Government in Siena's Palazzo

Pubblico, what aspects of civil life can be identified?

4. What is significant about Christine de Pizan's contribution to literature and society?

5. What elements of Cimabue's Madonna Enthroned with Angels and Prophets show his

Byzantine roots and which elements demonstrate more naturalism?

6. How does Dante comment on his sense of morality in his Divine Comedy?

China, India, Japan and Africa, Encounter and Confrontation

1. Introduce the Tang and Song dynasties of China by examining their central cities, Chang'an

and Hangzhou.

2. Examine the ascendance, regression, and merging of Buddhism and Shintoism in Japan.

3. Describe the talking drums of the African Yoruba and their use in call and response music.

Compare the drum voices to polyphonic or motet notation in Europe.

4. By examining Map 11.1, discuss the spread of Buddhism throughout Asia. Consider how

the religion moved from culture to culture and the way it took on the characteristics of the

locale.

5. Compare the grid system of city design in Teotihuacan in Mesoamerica and the Tang capital

Chang'an in China.

6. Discuss Mayan culture through an examination of the City of Palenque and the discovery of

the tomb of Lord Pacal.

Florence

1. What does the term sprezzatura mean to Castiglione's Courtier? Can this be related to some

example in contemporary society?

2. Compare Leonardo da Vinci and Lorenzo the Magnificent in relation to the term

"Renaissance Man."

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High Renaissance

1. Discuss Machiavelli's The Prince in terms of the separation of church and state.

2. Clarify the Biblical scheme chosen by Michelangelo for the Sistine Chapel ceiling.

3. Assess Raphael's The School of Athens in terms of Renaissance ideals. Within the fresco,

identify the elements that characterize the interests of the period.

4. Citing specific paintings or works of architecture, discuss the way that Popes and Cardinals

used the arts to emphasize their own power, wealth, and superiority.

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Venetian Renaissance

1. Compare Lucretia Marinella's views in The Nobility and Excellence of Women to those of

Laura Cereta.

2 Examine the storyline of Aristo's Orlando Furioso and identify the elements of chivalry and

courtly love.

3 What is mysterious about Giorgione's Tempest and Pastoral Concert?

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Renaissance in the North

1. Discuss the tension between material well-being and spiritual narrative as seen in the

paintings of Campin, van Eyck, and van der Weyden.

2. As a conversation piece, identify the various themes and enigmas found in Bosch's Garden

of Earthly Delights.

3. What are some of the symbolic elements present in Jan van Eyck's painting Giovanni

Arnolfini and His Wife Giovanna Cenami ?

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Reformation

1. Focusing on the Ninety-Five Theses, examine the specific challenges to the Catholic

Church made by Luther and the way the Church responded.

2. Examine Montaigne's essay Of Cannibals and identify the aspects of the piece that are

innovative and depart from more traditional forms of writing.

3. What is iconoclasm and what impact did this movement have on Reform churches?

4. Which artist was known for his cycle paintings and why were they popular in northern

homes?

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Counter-Reformation

1. Discuss the notion of the "other" in regard to the conquest of the Aztec and Incan cultures.

2. Introduce Mannerism by referencing Michelangelo's Last Judgment.

3. Relate the sense of inventiveness declared by Vasari to the prominence of women artists.

4. Evaluate the decisions made by the Council of Trent.

5. How did El Greco combine his early training in icon painting with the Mannerist style?

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The Age of Encounter

1. Relate the story of the Virgin of Guadalupe and explain why she became the patron saint of

New Spain.

2. In terms of the missionary movement in West Africa, explain why the Kongolese were

attracted to Christianity.

3. Compare and contrast the northern and southern schools of painting in China.

4. Examine the reasons why Japan sealed themselves off from foreign influence.

5. Discuss the dance mask and explain why it represents the center of West African culture.

6. Discuss noh drama and its relationship to Zen Buddhist attitudes and beliefs.

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Tudor Age England

1. Assess the detail work in portraits by Hans Holbein and relate these details to humanism.

2. Explain the relationship between Henry VIII's desire for a male heir and the Dissolution Act.

3. Discuss the character of Dr. Faustus from Marlowe's play and relate this character to

Elizabethan drama in general.

4. What sort of society is envisioned by Thomas More in Utopia?

5. Analyze Hamlet as a tragedy and as a study of a complex character.

6. How does Shakespeare use drama in his work, Hamlet, vs. Christopher Marlowe's The

Tragical History of Dr. Faustus?

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