COURSE SYLLABUS Revised August 18, 2016

Transcription

1 RIO HONDO COLLEGE - DIVISION OF BEHAVIORAL & SOCIAL SCIENCES Humanities 110: Survey of the Humanities (3 units) Fall 2016, 16-Week Track / Wednesdays 06:00pm 09:10pm South Whittier Education Center / CRN / 45 COURSE SYLLABUS Revised August 18, 2016 INSTRUCTOR INFORMATION Santiago Andres Garcia, M.A. / sgarcia@riohondo.edu / Office Hours: By appointment only / Skype ID: avian_serpent / URL: COURSE DESCRIPTION (3 UNITS) Humanities 110: Survey of the Humanities (CRN-74498) provides students with a comprehensive survey of the most vital artistic, literary, religious, economical, and political accomplishments of the Western European, Middle-Eastern, Asian, and Mesoamerican traditions, before the 1500s. Students enrolled in this course shall benefit from bi-weekly lectures, classroom exercises, and discussion, in a cohesive effort to better understand the major contributions of each particular region of the world. Each of the mentioned regions influenced the development of culture and society, and in turn humanity as a whole. STUDENT LEARNING OUTCOMES By the end of this class, students which have completed all assignments, completed all tests, and partaken in classroom discussions should able to (1) articulate the importance of the fertile crescent in the devolvement of Mesopotamia in the Middle East (2) articulate the importance of the Nile River Valley in the development Egyptian society in Northern Africa, (3) describe the beginnings of culture and society in Early Greece and how this gave way to the Roman Empire, (4) describe major Roman art, economics, and political power, (5) identify the major contributions of Indian and Asian culture to the world, (6) identify and think critically about the major characteristics that made the Olmec and Teotihuacano s of Mesoamerica so revered and complex, and finally, (7) write about the philosophical, and political events that inspired the Middle Ages, and Gothic art. TEST, FINAL EXAM POLICY, AND HOMEWORK All tests take place on their scheduled date. In the case of an absence, a student should turn in the one extra credit assignment allowed, to make up for the missing test points. The final exam may not be taken before or after its scheduled date and time. If you know before hand that you will not be present to take the final exam, please turn in all of your assignments and extra credits. I DO NOT ACCEPT LATE WORKSHEETS OR SUMMARIES FOR ANY REASON. I offer random extra credit! DO IT! ATTENDANCE & PARTICIPATION In order to comprehend the course lecture and materials students must attend EVERY class meeting and participate in all classroom discussions and activities. This practice I base on an honor system. ROLE WILL NOT BE TAKEN DAILY. STUDENT LOGIN To view the syllabus online and download any required class readings visit the following website and click on the "Rio Hondo Student Page. REQUIRED TEXTBOOK Arts and Culture: An Introduction to the Humanities by Janetta Rebold Benton and Robert DiYanni Volume 1, Fourth Edition. ISBN: , Publisher: Pearson REQUIRED WORKBOOK Garcia Survey of the Humanities Workbook 1 st Ed. by Santiago Andres Garcia, 2016 Trinity Worldwide Reprographics. Available through Rio Hondo College Book Store $27.91 IMPORTANT NOTE: This workbook consisting of fifteen worksheets is required the first week of class, it is a part of the classroom exercises and discussion, and will serve as a study guide. It is a requirement. SYLLABUS KEY Reading assignment; Workbook assignment; Major exam CHEATING, PLAGIARISM, & SEXUAL HARASSMENT See Rio Hondo College catalog. 1

2 WEEK 1 COURSE SCHEDULE & TOPICS 08/24/2016 Wednesday Introduction to Humanities 110 (Syllabus, book, adds, and drops) WEEK 2 Introduction and Starter Kit (Benton and DiYanni), and Worksheet 1: Intro and Starter Kit (20 pts.) 08/31/2016 Wednesday WEEK 3 09/07/2016 Wednesday WEEK 4 Lecture on Chapter 1: Prehistoric Period and Mesopotamia Worksheet 2: Prehistoric Period and Mesopotamia (20 pts.) Lecture on Chapter 1: Egyptian Civilizations of the Nile Worksheet 3: Egyptian Civilizations of the Nile (20 pts.) 09/14/2016 Wednesday YouTube Video 1: Egypt's Ten Greatest Discoveries (1:27 min.) Classroom Project 1: The Faces of Egypt s Pharaohs and Gods (40 pts.). (Bring to class one multicolor construction paper packet [minimum 12 sheets], glue stick, black sharpie, and scissors). WEEK 5 09/21/2016 Wednesday Test 1: Introduction, Starter Kit, Prehistoric, Mesopotamia, Egypt (30 pts.). (No Scantron required). Lecture on Chapter 2: Aegean Culture & Early Greece Lecture on Chapter 3: Classical and Hellenistic Greece Worksheet 4: Aegean and Early Greek Culture (20 pts.) WEEK 6 09/28/2016 Wednesday WEEK 7 Lecture on Chapter 4: Roman Civilization Worksheet 5: Roman Civilization (20 pts.) 10/05/2016 Wednesday YouTube Video 2: The rise and fall of the Roman Empire w/worksheet. Test 2: Chapters 2, 3, & 4 (35 pts.) WEEK 8 10/12/2016 Wednesday Lecture on Chapter 5: Judaism, Early Christianity, and Byzantine Civilization Worksheet 6: The Passion of the Christ (the life of Jesus) (40 pts.) WEEK 9 10/19/2016 Wednesday Lecture on Chapter 6: Islamic Civilization Worksheet 7: The Islamic Religion (20 pts.) 2

3 WEEK 10 10/26/2016 Wednesday Lecture on Chapter 7: Indian Civilization Worksheet 8: The Life of the Buddha (20 pts.) Test 3: Chapters 5, 6, 7, and the Buddha (30 pts.) WEEK 11 11/02/2016 Wednesday Lecture on Chapter 8: Early Chinese civilization Lecture on Chapter 9: Early Japanese civilization WEEK 12 11/09/2016 Wednesday Lecture on Chapter 10: Early Civilizations of the Americas, The Olmec YouTube Video 3: Secrets of the Ancients, Olmec Colossal Heads Worksheet 9: The Gulf Coast Olmec (20 pts.) WEEK 13 11/16/2016 Wednesday Lecture on Teotihuacan The city of the Gods. YouTube Video 4: The Teotihuacano s Test 4: Chapters 8, 9, 10, the Olmec, and Teotihuacan (30 pts.) WEEK 14 (Thanksgiving Holiday Week, Class WILL MEET!) 11/23/2016 Wednesday Lecture on Chapter 11: Early Middle Ages and the Romanesque WEEK 15 11/30/2016 Wednesday Extra Credit Paper Due Lecture on Chapter 12: Gothic and Late Middle Ages Video 5: The Gothic Period Worksheet 10: The Gothic Period (20 pts.) WEEK 16 Finals Week 12/07/2016 Wednesday Final Exam (100 pts.). Bring one Scantron! Name on both sides! Be prompt! COURSE GRADING SCALE & POINTS BREAKDOWN Learning Tasks Possible Points Classroom worksheets (10) x Faces of Egypt (1) x40 40 Test s (4) x Final Exam (1) x Total Class Points 460 EXTRA CREDIT Museum visit-write-up (3 pages of text minimum, insert pictures, double-spaced, informative and/or critical paper) 40 points possible. You may visit the LACMA, the MOCA, Bowers, Natural History, or the Autry. Save your ticket stub as proof of visit, staple to your write-up. Extra Credit due 11/30/2016 3

4 Critical Dates for Humanities 110: Survey of the Humanities CRN #74498 Term: Fall 2016 Last day to add class: 31-AUG-2016 Last day to drop with a refund: 31-AUG-2016 Last day to drop without a "W": 11-SEP-2016 Last day to drop with a "W": 25-OCT-2016 CLASSROOM ETIQUETTE 1. Engage your classmates through dialogue and intellectual conversations; though be respectful and mindful of people s gendered identities, age, and physical disabilities. Do not use verbal profanity in any academic setting. Please also inform me of any appropriate LGBTQ pronouns. 2. Please have all of your electronic devices on vibrate mode. It is recommended that you keep your valuable gadgets out of public view theft does occur. Do not walk into class late with your headphones on and the music turned up; this is a major distraction. If late, walk in quietly, books in hand, and prepared to learn. 3. ABSOLUTELY NO TEXTING DURING CLASS, ON OR AFTER EXAMS. You will be asked to put your phones away during class if this behavior is observed. Please do this during breaks only. 4. When asking a question raise your hand. No shouting or talking out loud. Refer to the instructor as "Instructor Garcia," Mr. Garcia, "Professor Garcia," or "Profe," is fine also. 5. When ing ANY instructor, myself included, be professional and clear in your message. "Hey what's up professor?" will not get you a timely response. PLEASE DO NOT ask me to print out your homework, as the college does not pay me for ink. All work is to be turned-in during scheduled classes or please place in my department box in the Division and Behavioral Sciences offices before class and before due date. 6. For this class, laptops for taking notes will not be allowed. THEY ARE a distraction for everyone, including the instructor. As an alternative, lectures can be voice recorded. 7. Assert yourself politely in class. Greet your classmates with "Good evening, how are you? Give yourself time throughout the day to eat healthy, complete homework, and prepare for class. 8. Practice good hygiene; remember that the classroom is a shared space of learning. Arriving to class under the influence of drugs or alcohol is prohibited; REMAIN home, for your own safety and the safety of others. 9. HOMEWORK POLICY: I do not accept late summaries since these are scheduled and you are aware of their due date. Worksheets too are passed out only once on the scheduled day and are due during the next class meeting. In lieu of late work, all students may turn in one extra credit assignment that is to be announced. What do you as a student receive in return? A passionate instructor knowledgeable in the disciplines of Mexican culture and history, Mexican-American history, and the four-fields of Anthropology. You will learn in my class, you will be challenged to think beyond the norm, and you will do so with new material. My goal is to aid your learning, teach you, bring out the best in you, and prepare you for what is a long but rewarding educational experience. See my Teaching Philosophy (Page 5). 4

5 Teaching Philosophy I bring with me into the classroom professionalism, vast academic familiarity, cultural awareness, and creative methods of instruction. I strive to introduce new topics within the humanities and the social sciences, while recognizing the contributions of students. My primary purpose is to help students to achieve their academic and career goals in order to enrich their lives. I do so through teaching and lecturing, aided by the use of music, visuals, websites, and multimedia technology. My style in the classroom bridges astute organization, preparation, and I possess the skills necessary to deliver well thought out lesson plans. Well groomed and well dressed, I speak in a confident voice, lecture enthusiastically, and build rapport with my students almost immediately. I am sensitive to the age differences, gender, and diverse social and ethnic identities sitting before me. I advise, teach, and mentor all students that come before me, regardless of their social, religious, political, and sexual orientation. I encourage and challenge all students to: (1) recognize the historical and personal events that have shaped their thinking; (2) read, write, create, and learn beyond the given; and (3) pursue their academic and career goals relentlessly until one day they will achieve their dreams. A first generation Mexican-American, I am culturally diverse, identifying with two national identities, and I am conversant in the history of both Mexico and the United States. This background allows me to relate well to a diverse group of students. In the classroom, I not only respond to the academic needs of the student body, but also understand further the social barriers that can impede their personal development. Violence, hardship, disease, and illness are not only national dilemmas, but also human conditions that require solutions through education, counseling, and modern medicine, and not solely by force, aggression, or political tampering between people, groups, and nations. An anthropologist by training, I am invested in studying the human experience in its most unique context. I am familiar with the underlining social, religious, economic, and political themes that define complex cultures both ancient and modern. To ask questions and arrive at solutions I pull from my knowledge of the human body and its environment, the interpretation of cultural remains (artifacts), the use of language, and the observation of people s behavior. In the classroom, my lectures, activities, tests, and presentations challenge students to think critically about society, and encourage the student to describe their personal histories as contributions. Within teaching, I strongly believe that teachers who actively research topics within their discipline benefit by developing new ideas and teaching material. As an active researcher, I strive to include new information within my lesson plans, in addition to fundamental concepts and historical facts. This allows me to learn from my students, and, in the process, allows students a teaching space of their own. My research is concerned with the social identities, religious, and economic activities of the non-elite, primarily during Mesoamerica's Formative period ( BC), an ancient Middle American period of the New World. In turn, I compare and contrast the human experience of yesterday with today, to help solve contemporary problems within our society. My teaching philosophy ultimately stems from a desire to impact the lives of students and their families. Subsequently, my Mexican-American background allows me to identify with the struggles, victories, and passions of a diverse student body. Coupled with my research experiences, I strive to introduce new teaching materials and creative methods of learning every time I enter a classroom setting. I am an educator first, a researcher second, and an academic administrator third. Thereby, I invest my energy in the classroom, for the students, and for the academic and career goals set by the students themselves. Santiago Andres Garcia, M.A. Created October 25, 2011 Visit for an updated teaching philosophy and curriculum vitae. 5