Hill College 112 Lamar Drive Hillsboro, Texas 76645
COURSE SYLLABUS
Course Prefix and Number Course Title
HUMA 1301 Section: Semester: Introduction to Humanities I
Instructor:
Contact: Phone: E-mail:
ACGM Description:
HUMA 1301
This stand-alone course is an interdisciplinary survey of cultures focusing on the philosophical and aesthetic factors in human values with an emphasis on the historical development of the individual and society and the need to create. 3 Semester Credit Hours
Catalog Description: This stand-alone course is an interdisciplinary survey of cultures focusing on the philosophical and aesthetic factors in human values with an emphasis on the historical development of the individual and society and the need to create.
Lecture Hours: 3 Lab Hours: 0 Semester Hours: 3
Prerequisite: None. Humanities courses can be taken in any order.
Introduction and Purpose: Humanities I introduces students to the study of human life by examining its creations, including the art, architecture, literature, music and philosophy that has been developed throughout history. The course begins the artifacts of Paleolithic life, progressing through the societies of Egypt, Greece, and Rome. Students examine the medieval world, including Western and non- Western history, art, and culture. Exploration of the Reformation and Renaissance round out the course. Students will read the text in conjunction with primary readings providing insight into life and scholarship of each era. Experiential learning, including a visit to a museum, dance performance, poetry reading, or musical concert, may also be incorporated into the coursework to provide students with the opportunity for interactions with items created during the eras under study.
Instructional Materials:
Textbook:
Required book varies by instructor. Check with your instructor before making your purchase. A) Leadership Development Studies, 5th Edition by Phi Beta Kappa; or B) REVEL for The Humanities, Volume 1 -- 3rd Edition by Henry M. Sayre Supplies & Materials: Paper, pens, or pencils, and other learning material as required by the instructor. These may include MS office or other computing capabilities.
Objectives/Student Learning Outcomes:
At the completion of this course, students should be able to: 1. Demonstrate awareness of the scope and variety of works in the arts and humanities. 2. Articulate how these works express the values of the individual and society within an historical and social context. 3. Articulate an informed personal response and critically analyze works in the arts and humanities. 4. Demonstrate knowledge and understanding of the influence of literature, philosophy, and the arts on cultural experiences. 5. Demonstrate an awareness of the creative process and why humans create. Source: Texas Higher Ed Coordinating Board (2016). Academic Course Guide Manual
Description of Institutional Core Objectives (ICO’s)
Given the rapid evolution of necessary knowledge and skills and the need to take into account global, national, state, and local cultures, the core curriculum must ensure that students will develop the essential knowledge and skills they need to be successful in college, in a career, in their communities, and in life. Therefore, with the assistance of the Undergraduate Education Advisory Committee, the Coordinating Board approved a 42-semester credit hour core curriculum for all undergraduate students in Texas, including a statement of purpose, six core objectives, and common component areas.
Statement of Purpose
Through the Texas Core Curriculum, students will gain as foundation of knowledge of human cultures and the physical and natural world, develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and practical skills that are essential for all learning. Hill College faculty periodically evaluate the objectives included in the Foundational Component Area of Social and Behavioral Sciences.
Core Objective College SLO Course General Learning Activities Assessment SLO Critical Thinking CT1: Generate and 3, 5, 7 Students will develop a clearly defined Rubric, exam Skills communicate ideas by problem statement on a topic out of the text, or embedded combining, changing generate multiple solutions, demonstrate assessment or reapplying existing implementation of the best solution(s), and information evaluate the quality of solution(s) and revise as needed. Communication CS1: Develop, 1, 2, 7 Students will be given class writing Rubric, exam Skills interpret, and express assignments concerning aspects of their or embedded Use Any ideas through written assigned readings and the movies that are assessment communication part of the curriculum. Communication CS2: Develop, 3, 4 Students will select concepts presented in the Rubric, exam Skills interpret, and express text or from assigned videos and give an oral or embedded Use Any ideas through oral presentation of these concepts. assessment communication Communication CS3: Develop, 1, 6, 8 Through use of pictures, charts, graphs, or Rubric, exam Skills interpret, and express videos students will develop ideas and or embedded Use Any ideas through visual demonstrate a basic knowledge of the way a assessment communication humanities approach enhances leadership. Social Responsibility SR1: Demonstrate 4, 6, 9 Students will participate in activities in Rubric, exam Use Any intercultural discussions of concepts concerning the or embedded competence. relationship between the humanities and assessment leadership. Social Responsibility SR2: Identify civic 5, 8 Students will participate in activities such as Rubric, exam Use Any responsibility role playing to demonstrate their or embedded understanding of conflict resolution. assessment Social Responsibility SR3: Engage in 2, 8, 9 Throughout the course students will engage Rubric, exam Use Any regional, national and in discussion of the way the or embedded global communities humanities approach to leadership is used at assessment all levels of societies. Personal PR1: Evaluate choices5,7 Students will be given in class activities Rubric, exam Responsibility and actions and relate which will help them to better understand the or embedded consequences to consequences of choices and how to evaluate assessment decision-making those consequences.
The students’ success in completing these objectives will be measured using a set of examinations and assignments described in detail under the section of this syllabus headed “Method of Evaluation”.
Annual assessment plan will be implemented each year to review course.
Method of Instruction:
This course will be taught face-to-face and by various distance learning delivery methods. Audio-visual materials and computer-based technology will be used when appropriate.
Methods of Evaluation:
The students’ success in completing the core objectives within the Foundational Component Area of Social and Behavioral Sciences will be measured using rubrics, exams, portfolios, or embedded assessments.
Grades in this course will be based on the following evaluative criteria:
Assignments - 60% Exams – 40% (approximate)
Letter grades for the course will be based on the following percentages:
90-100% A 80-89% B 70-79% C 60-69% D Below 60% F
Course Outline:
Course Policies:
Regular attendance at all class meetings is expected. Disruptions in class will not be tolerated.
Topic Outline:
Topic Outline will depend in part on the book required for the course, but may include the following:
1. The Rise of Culture: From forest to Farm 2. The Ancient Near East: Power and Social Order in the Early Middle East 3. The stability of Ancient Egypt: Flood and FDun 4. The Aegean World and the Rise of Greece 5. Golden Age Athens and the Hellenic World 6. Rome: Urban Life and Imperial Majesty 7. Emerging Empires in the East: Urban Life and Imperial Majesty in China and India 8. The Flowering of Christianity: Faith and the Power of Belief in the Early First Millennium 9. The Rise and Spread of Islam: A New Religion 10. Fiefdom and Monastery, Pilgrimage and Crusade : The EARLY Medieval World in Europe 11. Centers of Culture: Court and City in the Larger World 12. The Gothic Style: Faith and Knowledge in an Age of Inquiry 13. Siena and Florence in the Fourteenth Century: Toward a New Humanism 14. Florence and the Early Renaissance: Humanism in Italy 15. The High Renaissance in Rome and Venice: Papal Patronage and Civic Pride 16. The Renaissance in the North; Between Wealth and Want 17. The Reformation: A new Church and the Arts 18. Encounter and Confrontation: The Impact of Increasing Global Interaction 19. England in the Tudor Age: “This Other Eden” 20. The EARLY Counter-Reformation and Mannerism: Restraint and Invention
Disabilities/ADA
Reports of discrimination based on disability may be directed to the ADA/Section 504 coordinator. The College District designates the following person to coordinate its efforts to comply with Title II of the Americans with Disabilities Act of 1990, as amended, which incorporates and expands the requirements of Section 504 of the Rehabilitation Act of 1973, as amended: Name: Lizza Trenkle Position: Vice President Student Services Address: 112 Lamar Drive, Hillsboro, TX 76645 Telephone: (254) 659-7601 Students with qualified and documented disabilities may request accommodations which will enable them to participate in and benefit from educational programs and activities. Students should contact the Academic Advising and Student Success Center for more details at: 254 659 7650 for Hillsboro, 817 760 5650 for Cleburne, or 817 295-7392 for Burleson.
EEO Statement
Hill College is committed to the principle of equal opportunity in education and employment. The college does not discriminate against individuals on the basis of age, race, color, religion, sex, national origin, disability, genetic information, or veteran status in the administration of its educational programs, activities, or employment policies.
Instructor’s Class Content:
Specific instructor’s content begins on the following pages or in a separately distributed file: