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instructor version
weekend classes
HUMN 250
Contemporary World
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
HUMN 250
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Contemporary World
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
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about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
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course
overview
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Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
Contemporary World | HUMN 250
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
Contemporary World | HUMN 250
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
Contemporary World | HUMN 250
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Contemporary World | HUMN 250
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
home
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course
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Contemporary World | HUMN 250
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
Contemporary World | HUMN 250
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
Contemporary World | HUMN 250
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Other Resources
Contemporary World | HUMN 250
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
Contemporary World | HUMN 250
Faculty Weekend Course Overview
Course Description and Page Navigation
Drawing upon the resources of the Catholic and Benedictine traditions, this course examines a variety of
interpretations of the current world situation in light of the theme “person in community.” Have the notions of person
and community changed, or are they being changed through current political, economic, cultural and technological
challenges?
3 semester hours. Writing Intensive
Course Materials
Required Textbook and Materials
Cunningham, Lawrence S. (2009) Culture and Values: A Survey of the Humanities. (7 th ed.)
ISBN 9780495570660
Suggested Course Materials
Weekly news article from scholarly or other accredited source.
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
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To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
Contemporary World | HUMN 250
Faculty Weekend Course Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
Points
analyze the relationship between the classical world and how its
history, literature, and culture provide a means for us to
understand ourselves
Developing Course Materials:
Humanities in the News
•
defend clear understanding of the value of a liberal arts course in
the context of a business/management/leadership program
Discussion Question(s)
Response Post(s)
•
survey the foundations of our thoughts, history, and politics as
practiced in everyday personal and professional interactions
Chapter Summaries/Outlines
•
compare and contrast specific themes in the humanities by
identifying works that have singular beauty making them stand
out in history and culture
Film Analysis (Paper)
100 pts
•
identify major commonalities and differences among the ages
Book Report (Paper)
100 pts
•
explore the worldviews of the major eras of the last half
millennium
What are the Humanities?
•
define “world culture” from prehistory to the contemporary era
Case Analysis
150 pts
•
diagram what is a worldview and how it can drive decision
making as individuals and as societies
Utopian/Dystopian World
150 pts
•
create, debate, differentiate and reflect on the uniqueness of
cultures in a given place and time
class participation in online
and F2F activities
•
prove works that are universally important and demonstrate
themes, motifs and key topics in one of the various time periods
studied (15th century through 21st century)
Universal Themes in
Humanities Presentation
•
5 pts ea/wk
5 pts ea/wk
Presenter's Outline (outline of
the individual’s component of
the group presentation)
Total Points for course
about Bloom’s Taxonomy
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10 pts ea/wk
20 pts ea/wk
20 pts
50 pts
200 pts
30 pts
1000 pts
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
12
Learning Outcomes
Contemporary World | HUMN 250
Faculty Weekend Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Defining the Humanities and
the Contemporary World
•
•
•
•
Review suggested PBS sites – D2L
Review selected source (ie. Hum in the News)
Summarize reading from website – D2L
Study Group Essay – Questions 1 – 4 - D2L
01 B
F2F
The Renaissance and the
Baroque
•
•
•
•
Read Chap 13 – 15
Selected Case Analysis Paper
Internet Search Landmark Idea
Understanding the Baroque - instructor led
02 A
online
The Enlightenment
•
•
•
•
•
Read Chap 16
Review selected source (ie. Hum in the News)
Summary of Chap 16
Group discussion on the Enlightenment
Video: John Adams
02 B
online
Romanticism, Realism and
Materialism
•
•
•
•
•
Read Chap 18
Review selected source (ie. Hum in the News)
Summary Chap 18
Connecting persons of the past to today
Review Violence and Beauty – Goya paintings
03 A
F2F
The Worlds Beyond the West :
The Near East and the East
•
•
•
•
Read Chap 19
Review selected source (ie. Hum in the News)
Summary Chap 19
Connecting Darwin to Romanticism activity
03 B
F2F
The Worlds Beyond the West :
The Kingdoms of Africa
•
•
•
•
Read Chap 20
Book Report
Online Presentation of Book Report
Creating an online gallery or museum
04 A
online
Modernism
•
•
•
•
Read Chap 21
Review selected source (ie. Hum in the News)
Summary Chap 21
Universal Themes in Humn. Presentation
04 B
online
The Contemporary World
•
•
•
•
Review suggested Nat Geo site – D2L
Utopian/Dystopian World Essay
Exploring the Nat Geo society
Online presentation of Utopian/Dyst. World
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Course Schedule
Contemporary World | HUMN 250
Faculty Weekend Session 1A
Learning Objectives
1. Define the humanities and discuss the value of studying the humanities.
2. Explain what a worldview is and appreciate how it influences our decisions and interactions, both
as individuals and societies.
3. Appreciate the holistic and interdisciplinary nature of the study of the humanities.
Activities, Assignments and Agenda
Reading: View PBS Website Feature for discussion
in class. Suggested sites:
•
Jared Diamond’s Guns, Germs and Steel
•
http://www.pbs.org/gunsgermssteel/
•
Alan Alda’s Human Spark
•
http://www.pbs.org/wnet/humanspark/
Individual Assignments
Study Group Assignments
Study Group Assignment: (suggested activity) What
are the humanities? As a group complete this
worksheet prior to Class One. Bring a hard copy with
you to class, as it will be the basis for an in-class
discussion. Provide at least 50 word responses to
each of the questions below. Please type this in an
essay format and use the questions as headings.
Address these questions:
Humanities in the News: Each week select a source to
share with the class that connects somehow to this
week’s readings. Bring a sample of this source to class.
Be prepared to summarize and share the information
with the class, leading an informal discussion.
1. What are the humanities to you? Look up the
definition in the textbook and online and reflect on
those definitions.
Chapter Summary: List key ideas or key phrases,
outlining the chapter readings. Include questions,
comments and personal connections to the material. Be
prepared to share these points in class discussion.
3. Think about the things you believe—the core
values you hold. Describe one of those core
values.
2. Why do you think we study the humanities? What
is in it for you?
4. Now, think about how you acquired this core
value and discuss from where it came.
5. Reflect on to what degree you think this core
value may be unique to Western culture or is a
universal human value.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
14
Session 1A
Contemporary World | HUMN 250
Faculty Weekend Session 1B
Learning Objectives
1. Define the humanities and discuss the value of studying the humanities.
2. Explain what a worldview is and appreciate how it influences our decisions and interactions, both
as individuals and societies.
3. Appreciate the holistic and interdisciplinary nature of the study of the humanities.
4. Identify what factors accelerated European outreach and the Age of Exploration
5. Discuss the global consequences of cross-cultural encounter—European to African culture and
European to South American culture
6. Recognize the most distinctive landmarks of African and South American cultures prior to
colonization
7. Identify the key cultural landmarks of the Age of the Baroque
8. Recognize the dynamic tension between the Baroque era's emphasis on religiosity and rising
secularity
Activities, Assignments and Agenda
Study Group and Online Activities
Reading: Cunningham Chap 13 – 15
The Progression of a Landmark Idea: (suggested
activity) Students should do an internet search for:
Individual Assignments
1. Donatello’s David (1440s?)
Museo Nazionale del Bargello
Discussion Question(s): Why is studying the
humanities important? How does studying the
humanities help you think more creatively and
develop critical thinking skills? How does studying the
humanities offer new insight into history and culture?
Case Analysis Paper: This Case Analysis involves
describing, analyzing, interpreting and judging
materials, ideas, and/or techniques. To complete a
Case Study, the student should choose a “landmark”
from this week’s reading. This “landmark” can be a
canonical achievement: an artwork, a musical
composition or a written work. The student should:
describe the work and its significance, analyze how
the work was completed by the artist, interpret the
work’s meaning and significance to our culture and
judge the work’s worth, success and success.
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2. Michaelangelo’s David (1504)
Galleria dell'Accademia, Florence
3. Gianlorenzo Bernini’s David (1623)
Galleria Borghese, Rome
Have the students compare and contrast the styles and
positions. Then students should explore the
controverseries surrounding each of these peices. How
do these artists treat the exact same subject matter in
vastly different ways?
Understanding the Baroque: Have students view
Bernini’s Ecstasy of Saint Teresa (1652), Santa Maria
della Vittoria, Rome. Search a YouTube clip or online
gallery. Have them explore the controversial depiciton of
a Saint in such a sexual pose.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Session 1B
Contemporary World | HUMN 250
Faculty Weekend Session 2A
Learning Objectives
1. Recognize the most distinctive landmarks of African and South American cultures prior to
colonization
2. Identify the key cultural landmarks of the Age of the Baroque
3. Recognize the dynamic tension between the Baroque era's emphasis on religiosity and rising
secularity
4. Discuss the key ideas and contributions of the most influential figures of the era
5. Identify the key Enlightenment landmarks that have worked to shape modern Western culture
Activities, Assignments and Agenda
Study Group and In Class Assignments
Reading: Cunningham Chap 16
In Class Discussion: (suggested activity) Explore
the relationships between:
Individual Assignments
•
John Milton (1608–1674), English poet
Humanities in the News: Each week select a source to
share with the class that connects somehow to this
week’s readings. Bring a sample of this source to class.
Be prepared to summarize and share the information
with the class, leading an informal discussion.
•
Sir Isaac Newton (1643 – 1727), English physicist,
mathematician, astronomer, and alchemist
•
William Blake (1757 –1827), English poet, and
printmaker
Chapter Summary: List key ideas or key phrases,
outlining the chapter readings. Include questions,
comments and personal connections to the material. Be
prepared to share these points in class discussion.
Reminder: Film Analysis paper due at the end of week
2 (Session 2B).
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How does the new invention of science change
everything from theology to poetry?
In Class Video: (suggested activity) View selected
episodes or segments of HBO’s John Adams.
Discuss how “America” is an “experiment.” Discuss
how the American experiment relates to the
Enlightenment context. Complete a preliminary, in
class example of a Film Analysis.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 2A
Contemporary World | HUMN 250
Faculty Weekend Session 2B
Learning Objectives
1. Recognize the most distinctive landmarks of African and South American cultures prior to
colonization
2. Identify the key cultural landmarks of the Age of the Baroque
3. Recognize the dynamic tension between the Baroque era's emphasis on religiosity and rising
secularity
4. Discuss the key ideas and contributions of the most influential figures of the era
5. Identify the key Enlightenment landmarks that have worked to shape modern Western culture
Activities, Assignments and Agenda
Reading: Cunningham Chap 18
Individual Assignments
Discussion Question(s): Connect persons of the past to
today: which person or persons could you see being
successful in today’s culture? Would these people have
the same impact today? Can you draw parallels
between a person of history and a person of today?
What events and/or moments led directly to our current
situation? If you were to go back in time and change
history, which moment or person, if removed, would
have the most incredible effect on today?
Study Group and In Class Assignments
Film Analysis Paper: In small groups, students will
view a film which addresses important cultural aspects
of one of the time periods covered in this course. Then
the students will perform a Case Analysis of this film
(describe, analyze, interpret and judge). In the paper
students should cover these key concepts: 1) connect
the film to course text through historical, cultural and
philosophical context, 2) a summary and analysis of the
plot, 3) descriptions of the main characters, 4) narrative
conflicts of protagonists and antagonists, 5) deeper
themes, motifs and symbols, and 6) cultural and artistic
merit.
In Class Discussion: (suggested activity) Study the
violence and beauty of Francisco Goya. Romanticism
was dichotomous: bitter or sweet? terrible or wonderful?
passionate or violent? Spanish culture (and some
African cultures) often depicts beauty mixed with
violence – why? How does war change reality? Goya
was plagued by demons as depicted in some of his
most famous works – how is this romantic?
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course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 2B
Contemporary World | HUMN 250
Faculty Weekend Session 3A
Learning Objectives
1. Be conversant with the basic Romantic archetypes of hero and visionary
2. Recognize the landmarks of the 19th century that typify the Romantic sensibility
3. Outline the key ideas and contributions of the most influential figures of the era
4. Recognize in what ways expanding Western industrialism and technology lead to the decline of
Romanticism and rise of Materialism
5. Identify the landmarks of the Materialism of the late 19th century that have worked to influence or
shape present-day American culture
Activities, Assignments and Agenda
Study Group and In Class Assignments
Reading: Cunningham Chap 19
In Class Discussion: (suggested activity) Connect
Darwin and Romanticism to this week’s readings
concerning the Near East and the East. Dennis Dutton’s
The Art Instinct: Beauty, Pleasure, and Human
Evolution (2008), explores the idea that humans are
genetically predispositioned to appreciate landscapes.
The “Savannah Hypothesis”: humans have a fondness
for certain land types as they tend to support human life
– which describe the African savannahs that our
ancestors most likely evolved in these lands should
include: “open spaces of low (or mown) grasses,
interspersed with thickets of bushes and groupings of
trees; presence of water directly in view, or evidence of
water nearby or in the distance; an opening-up in at
least one direction to an unimpeded vantage on the
horizon; evidence of animal and bird life; and diversity of
greenery, including flowering and fruiting plant” (Dutton,
p 40).
Individual Assignments
Humanities in the News: Each week select a source to
share with the class that connects somehow to this
week’s readings. Bring a sample of this source to class.
Be prepared to summarize and share the information
with the class, leading an informal discussion.
Chapter Summary: List key ideas or key phrases,
outlining the chapter readings. Include questions,
comments and personal connections to the material. Be
prepared to share these points in class discussion.
Reminder: Book Report due at the end of Week 3
(Session 3B)
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about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 3A
Contemporary World | HUMN 250
Faculty Weekend Session 3B
Learning Objectives
1. Be conversant with the basic Romantic archetypes of hero and visionary
2. Recognize the landmarks of the 19th century that typify the Romantic sensibility
3. Outline the key ideas and contributions of the most influential figures of the era
4. Recognize in what ways expanding Western industrialism and technology lead to the decline of
Romanticism and rise of Materialism
5. Identify the landmarks of the Materialism of the late 19th century that have worked to influence or
shape present-day American culture
Activities, Assignments and Agenda
Study Group and Online Assignments
Reading: Cunningham Chap 20
Online Presentation: (suggested activity) Using a
online resource such as Zoho Show, Prezentit, Prezi,
Sliderocket or Slideshare, students should create a
presentation reflecting the work done in their book
reports. Have students invite others to view the
presentation and have them reflect on the experience
in the Discussion Forum.
Individual Assignments
Discussion Question(s): Research the art of African
peoples: the kente cloths of the Akan, the ceremonial
masks of the Bambara, the blackwood carvings of the
Makondea, or other traditional artwork. How do these
artworks reflect the respective culture(s)? What is the
artwork’s significance in the culture?
Book Report: Students will write a three page (900 –
1200 word) book report. This book should connect to
themes covered in this course. The book report
should include: 1) the author and his/her biography,
2) the title and its meaning, 3) descriptions of the
main characters, 4) a summary and analysis of the
plot, 5) historical, philosophical and cultural context,
and 6) key ideas, conclusions, impact and
implications of the work (5 & 6 should comprise the
bulk of the report).
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Online Gallery: (suggested activity) Using a online
resource such as Flickr, Yuntaa, Ourstory or
Photoshow, students should create an online gallery
or museum. Students should find images and
information online and build a exhibit showcasing
several pieces or artifacts from a particular era,
movement, culture or context. Have students invite
others to this exhibit and have them reflect on the
experience in the Discussion Forum.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 3B
Contemporary World | HUMN 250
Faculty Weekend Session 4A
Learning Objectives
1. Appreciate how modernism was consciously an assault on tradition
2. Recognize how this assault was reflected in virtually all fields of human endeavor
3. Be conversant with the key tenets of nihilism and existentialism and recognize them as two highly
influential philosophic threads in the 20th century
4. Outline the key ideas and contributions of the most influential figures of the era
5. Appreciate why the decades from the middle of the 20th century to the present are called the
information age, and identify the profound ways this phenomenon is changing lives
6. Recognize the major differences between the arts of the first half of the 20th century and those of
the last 60 years and how technology has affected these changes
7. Discuss how anti-colonialism and the quest for personal freedom have profoundly influenced the
humanistic landmarks of the second half of the 20th century
Activities, Assignments and Agenda
Study Group and In Class Assignments
Reading: Cunningham Chap 21
Study Group Assignment: Small groups will select a
Universal Topic in Humanities. These are topics which
are common in all eras and include: the hero, selfexpression, gender roles, race and class, ethics,
spirituality, and games. Choose a topic and specifically
narrow this topic down to an individual, a specific time
period and the cultural impact. Research this topic using
at least three additional sources to the textbook. Create
some sort of “creative presentation” to inform the class
of the group’s research. In this presentation, answer: 1)
how this theme is “universal”, 2) does this theme show
up throughout history?, 3) does this theme show up
across cultures?, and 4) how is it interpreted by different
people at different times?
Individual Assignments
Humanities in the News: Each week select a source to
share with the class that connects somehow to this
week’s readings. Bring a sample of this source to class.
Be prepared to summarize and share the information
with the class, leading an informal discussion.
Chapter Summary: List key ideas or key phrases,
outlining the chapter readings. Include questions,
comments and personal connections to the material. Be
prepared to share these points in class discussion.
Presenter’s Outline and Summary: Each group
member is responsible for a 3 – 5 minute speaking
segment during the presentation. The student should
summarize what s/he is said or will be said in a brief
synopsis. Include a bibliography of sources.
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Submit a bibliography to your instructor.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 4A
Contemporary World | HUMN 250
Faculty Weekend Session 4B
Learning Objectives
1. Recognize the two key challenges—environment and terrorism—that may define at least the early
years of the 21st century
2. At least speculatively discuss how these challenges or what other challenges may influence
human endeavors in this century. Draw conclusions concerning the origins and influences of the
Contemporary Era
3. Define the present and create a “big picture” concept of the contemporary world
4. Determine what works stand the test of time and what works will continue to persevere
Activities, Assignments and Agenda
Study Group and Online Assignments
Reading:
National Geographic: (suggested activity) Have
students explore the National Geographic Society
through their website or through their publications.
What does it mean to be a member of this society?
How does this publication support all the humanities?
View National Geographic
Feature for discussion in class.
Website
Individual Assignments
Discussion Question(s): How is “person in
community” related to worldview? How does western
culture emphasize self-interest? What is group
identity? How do Westerners adopt a group identity?
What of other world cultures or past peoples?
Utopian/Dystopian World Essay: Students will write a
three page (900 – 1200 word) essay. This essay
should: 1) compare and contrast groups and
communities from various cultures throughout the
modern world, 2) criticize, defend, and distinguish
between the various –isms and organizational
philosophies of societies across the world and
specifically in the Western culture and 3) design a
“Utopian” world and design a “Dystopian” world.
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Online Presentation: (suggested activity) Using an
online resource such as Zoho Show, Prezentit, Prezi,
Sliderocket or Slideshare, students should create a
presentation reflecting the work done in their
Utopian/Dystopian World Essay. Have students invite
others to view the presentation and have them reflect
on the experience in the Discussion Forum.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 4B