Course Syllabus
German 2313 Section 001 CRN 51492
Northern Myths and Legends
Spring 2016
Basic Information
1.
Instructor: Dr. Charles A. Grair
E-mail: charles.grair@ttu.edu
Office: FL 260
Phone: 834-7921
Office Hours: Monday 12-2, Wednesday 12-2, and by appointment.
2. Course Description
This course will be conducted primarily in English.
TTU Catalog Description:
Introduction to Germanic myths, epics, sagas, legends, and fairy tales.
Selected readings in translation with lectures and discussion conducted in English.
Additional Description:
Students will learn to explain the pre-history and early history of various ethnic groups in
northern Europe, to outline the linguistic, cultural and religious changes which these peoples
have undergone over the past 2000 years, to describe the literary developments that took place
in the transformation from oral to literate cultures, and to identify and describe adaptations of
legend and myth in recent and contemporary culture.
Core Curriculum Statement:
This course satisfies the Texas Tech University core curriculum requirement in Language,
Philosophy, and Culture.”
Core Curriculum Objective Statement:
Courses in this category focus on how ideas, values, beliefs, and other aspects of culture
reflect and affect human experience. Courses involve the exploration of ideas that foster
aesthetic and intellectual creation in order to understand the human condition across cultures.
3. Expected Learning Outcomes & Their Assessments
Most outcomes will be evaluated using the VALUE rubrics produced by the American
Association of Colleges and Universities (AACU). These rubrics can be downloaded at
http://www.aacu.org/value/rubrics. The rubrics measures outcomes on a scale of 0-4 where 1
is the benchmark, 2 and 3 are milestones, and 4 is the capstone. All students should achieve
the benchmarks for all outcomes and most of them will reach the milestones or the capstones.
On average students will achieve at least a 2.5 on the scale for each rubric. The descriptions of
the rubrics below are paraphrases or direct borrowings from Rhodes, Terrel, ed. 2010.
Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics.
Washington, DC: Association of American Colleges and Universities.
Texas Higher Education Coordinating Board Learning (THECB) Objectives
Critical Thinking Skills: to include creative thinking, innovation, inquiry, and analysis,
evaluation and synthesis of information
Assessment: Students' written work will be evaluated using the AACU's VALUE rubric for
critical thinking. This rubric measures students' ability to do the following.
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Explain issues
Analyse data and arguments collected and made by others
Understand and appreciate the context of an argument, whether it is another's or their
own
Express clearly their position on an issue, while revealing an understanding of its
complexities
Draw convincing conclusions tied to a range of information, including opposing
viewpoints
Anticipate and describe the consequences and implications of their argument
Communication Skills: to include effective development, interpretation and expression of
ideas through written, oral and visual communication.
Assessment: Students' written work will be evaluated using the AACU's VALUE rubric for
written communication. This rubric measures the students' ability to do the following:
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Recognize the context and purpose of the written assignment
Develop content in an appropriate, relevant, and compelling manner
Follow the appropriate conventions for the genre and discipline of the assignment
Cite credible and relevant sources
Exhibit proficiency in using proper syntax and language mechanics
Students' oral assignments will be evaluated using the AACU's VALUE rubric for oral
communication. This rubric measures the students’ organization, language, and delivery, as
well as the quality and appropriateness of the supporting materials. It also measures the extent
to which the central message of the presentation is clear and compelling.
Students' visual communication will be evaluated according to its relevance and their ability
to cite sources correctly and accurately.
Personal Responsibility: to include the ability to connect choices, actions and consequences
to ethical decision-making
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Assessment: Students' written work will be evaluated using the AACU's VALUE rubric for
ethical reasoning. This rubric measures the students' ethical self-awareness, understanding of
different ethical concepts and perspectives, and recognition of ethical issues. It also takes into
account their ability to evaluate and apply various ethical concepts and perspectives.
Social Responsibility: to include intercultural competence, knowledge of civic responsibility,
and the ability to engage effectively in regional, national, and global communities.
Assessment: Students' written work and group project will be evaluated using the AACU's
VALUE rubrics for civic engagement and for intercultural knowledge and competence.
The rubric for civic engagement measures the following:
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Recognition of and appreciation for the diversity of communities and cultures
Ability to analyse knowledge and extend field specific knowledge to civic engagement
Civic identity and commitment
Ability to communicate in a civic context
Potential for civic action as reflected in teamwork and leadership skills
The ability to work within community context and structures
The rubric for intercultural knowledge and competence measures the following:
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Cultural self- awareness
Knowledge of cultural worldview frameworks
Empathy
Verbal and nonverbal communication
Curiosity
Openness
TTU Student Learning Objective
Outcome 1: Identify methodologies of historical, literary, philosophical, and/or aesthetic
research and recognize their applicability to everyday life.
Assessment 1: Students written and oral assignments will be evaluated using a humanities rubric
developed by the University of Tennessee, Chattanooga
(http://www.utc.edu/Administration/GeneralEducation/Assessment/HFARubric.pdf). This rubric
evaluates the following:
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Knowledge of significant developments and achievements in the humanities, particularly in
the study of the narratives of myth and legend.
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Knowledge of the historical context of significant developments and achievements in
the humanities.
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Knowledge of the relationship between creative expression and human experience and
its evolution over time.
Knowledge of value and belief systems and their ramifications for humanistic inquiry
and expression.
Knowledge of disciplinary methods in the humanities.
This rubric employs a five point scale and the desired outcome for this class is that the students
average 3.5 or higher in all areas.
Outcome 2: Develop analytical arguments in written and/or oral forms.
Assessment 2: This outcome will be assessed in the same manner as the Texas Higher Education
Coordinating Board’s learning objective outcome 2 above.
Outcome 3: Evaluate events, ideas, and artistic expressions in terms of multiple cultural contexts and
value systems.
Assessment 3: This outcome will be assessed in the same manner as the Texas Higher Education
Coordinating Board’s learning objective outcome 4 above.
Outcome 4: Demonstrate ways in which the humanities are fundamental to the health and survival of
any society.
Assessment 4: The final exam will include an essay that asks students to discuss the importance of the
humanities to the study of the oral literatures of myth and legend and to compare the role of the
humanities in these societies to the role of the humanities in their own society. This essay will be
evaluated on a four point scale with the desired average level of performance equal to 2.5.
College-Level Competency Objective
Outcome: Students graduating from Texas Tech University should be able to think critically and to
evaluate possible multiple interpretations, cultural contexts, and values.
Assessment: This outcome will be assessed using the AACU's VALUE rubrics for critical
thinking (described under THECB assessment 1 above) and intercultural knowledge and
competence (described under THECB assessment 4 above).
4. Prerequisites: There are no prerequisites for this course.
5. Class Meeting Time(s) & Location(s):
M W F, 11:00 p.m. - 11:50 a.m.; Room 105 Foreign Language Building
6. Texts & Other Materials
Required Materials (available in local bookstores):
The Elder Edda. Trans. Andy Orchard
Snorri Sturluson. Edda. Trans. Anthony Faulkes
The Nibelungenlied. Transl. A. T. Hatto
Penguin Classics
Tuttle
Penguin
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Njal’s Saga. Trans. R. Cook.
Penguin
Saga of the Volsungs
Penguin
Saga of King Hrolf Kraki
Penguin
Christopher Marlowe. Doctor Faustus
Penguin
The Original Folk and Fairy Tales of the Brothers Grimm:
The Complete First Edition. Tr. and ed. by Jack Zipes.
Stanford UP.
Subscription to the Tophat Student Response System (www.tophat.com)
In addition to these texts, several shorter texts will be available through electronic Course
Reserve on the University Library website. The instructor will also supply additional texts in
class. Students are responsible for acquiring and reading all of these materials. Please contact
the professor directly if you miss a class and do not have one of the texts.
Course Requirements & Policies
7. Course Requirements
There will be daily reading assignments and reading quizzes, online homework assignments, a
short research paper, and a midterm and a final exam. Specific details on reading assignments
can be found on the Course Plan.
This course provides a general introduction to Germanic myth and legend from the early
middle ages to the romantic era. Although we will concentrate on literary works from
"high" culture, we will also examine texts from "folk" culture and discuss the ways in which
folklore (stories, songs, beliefs, customs, folk craft and folk art) has been adapted to other,
more contemporary genres, such as film and opera. Students should gain an understanding
of Germanic cultural history and folk traditions as well as familiarity with literary terms and
theories used in discussing and evaluating texts from oral and traditional cultures. This class
will be taught in English. No knowledge of German is necessary.
A course website and/or a paper Course Plan will list the reading assignments for each day of
lecture. Students will be quizzed over the material listed for each day during the class period.
An unexcused absence during a class period will result in a quiz grade of 0%.
The course website is: http://www.depts.ttu.edu/classic_modern/german/germ2313.php
Note that the Course Website is currently under revision. The Syllabus and Reading Assignments are
up to date, but the other links will be revised in the course of the semester. Please consult regularly for
updates.
Daily reading quizzes and online homework assignments will be given using the Tophat
Student Engagement System, which allows students to respond to quiz questions
electronically using a computer or cell phone. Students will be registered automatically for the
service ($20). If a student does not have access to an electronic device, the fee can be used to
purchase a basic cell phone with texting features.
8. Grading Policies
The course grade will be determined as follows:
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A: Daily Quizzes and Homework
B: Midterm Exam
C: Final Exam
20%
40%
40%
Extra Credit Policy:
Films will be presented on a regular basis throughout the semester. Students may view and
discuss the films during the scheduled showings, or view the films privately and write up a
one-page commentary for credit.
Whenever extra-credit opportunities involve attending a scheduled event, there will always be
an announced alternative not tied to a specific time and place. Specific information on
alternatives will be made available prior to each event.
Extra-credit work will affect your course grade in the following manner: Students will receive
points toward their Daily Reading Quiz Grade, varying in amount according to their
individual participation in class discussions (or quality of written work for alternate extra
credit option).
9. Class Attendance & Preparation
Regular attendance, prompt arrival, preparation for, and participation in class are expected.
Class attendance and preparation are assessed by the Daily Reading Quizzes, so students are
strongly encouraged to keep up with the scheduled reading assignments.
Attendance
See the policy regarding attendance in the Course Requirements section (Section 7) above.
Reasonable excuses for missing class include, but are not limited to:
Illness:
As stated above, verifiable documentation will be needed for absences due to illness.
Religious Observance:
A student who intends to observe a religious holy day should make that intention known in
writing to the instructor prior to the absence. A student who is absent from classes for the
observance of a religious holy day shall be allowed to take an examination or complete an
assignment scheduled for that day within a reasonable time after the absence.
University Approved Trips:
Department chairpersons, directors, or others responsible for a student representing the
university on officially approved trips should notify the student’s instructors of the departure
and return schedules in advance of the trip. The instructor so notified must not penalize the
student, although the student is responsible for material missed.
Students absent because of university business must be given the same privileges as other
students (e.g., if other students are given the choice of dropping one of four tests, then
students with excused absences must be given the same privilege).
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Effects of Absences on Grades:
Only students with excused absences will be allowed to make up missed quizzes. The daily
quiz grade is 20% of the final grade, so repeated absences will have a direct and profoundly
negative effect on the final grade.
10. Preparation
Students are expected to spend approximately two hours in preparation for each hour of
lecture. Because the length of reading assignments varies, students can sometimes expect to
spend up to four hours of preparation for individual lectures; other lectures will require
significantly less time.
11. Participation in Class
Because this is a lecture class, students are not required to participate directly in class.
There will be numerous opportunities, however, for students to pose questions and make
comments, and I encourage students to avail themselves of these opportunities.
12. Make-up Policy
Only students with excused absences will be allowed to make up missed quizzes or exams.
Any material missed will be made up within one week of the student returning to class, at a
time agreed upon by the students and the instructor. It is the responsibility of the student to
contact the instructor to make arrangements for making up missed quizzes or exams. All
make-up exams will be essay only.
13. Civility in the Classroom
Students are expected to assist in maintaining a classroom environment that is conducive to
learning. Students are also expected to respect and uphold the TTU Code of Student Conduct
at all times.
Help maintain a positive learning environment by arriving on time, turning off cellular phones
before arriving in class, and avoiding distracting behaviors. Any student whose behavior
disturbs our learning environment may be asked to leave.
For more details, please see the official TTU public information on the Code of Student
Conduct, found at http://www.depts.ttu.edu/studentjudicialprograms/conductcode.php.
14. Student Use of Personal Technology
The use of a notebook computer or similar electronic or digital device in class is subject to the
approval of the instructor. No personal electronic device should be used during quizzes,
examinations or other testing or assessment situations without the authorization of the
instructor. Authorized devices meant to be adaptive or assistive in nature, and which are
incorporated as part of a documented disability or medical condition, are exempt from this
policy.
15. Students with Disabilities
Any student who, because of a disability, may require special arrangements in order to meet
the course requirements should contact the instructor as soon as possible to make any
necessary arrangements. Students should present appropriate verification from Student
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Disability Services during the instructor’s office hours. Please note: instructors are not
allowed to provide classroom accommodations to a student until appropriate verification from
Student Disability Services has been provided. For additional information, you may contact
the Student Disability Services office in 335 West Hall or 806-742-2405.
16. Academic Honesty
It is the aim of the faculty of Texas Tech University to foster a spirit of complete honesty and
a high standard of integrity. The attempt of students to present as their own any work that they
have not honestly performed is regarded by the faculty and administration as a serious offense
and renders the offenders liable to serious consequences, possibly suspension.
“Scholastic dishonesty” includes, but is not limited to, cheating, plagiarism, collusion,
falsifying academic records, misrepresenting facts, and any act designed to give unfair
academic advantage to the student (such as, but not limited to, submission of essentially the
same written assignment for two courses without the prior permission of the instructor) or the
attempt to commit such an act.
17. Course Plan Spring 2016
N.B. The reading assignments listed will be discussed on that day in class. Changes to the reading assignments will be
announced in class and in email.
22 Jan. Introduction. Early history and language of the Indo-Europeans and the Northern tribes.
25 Jan. Pre-history and early history of Northern Europe during the Roman Empire. Recommended: Tacitus: Germania
(www.unrv.com/tacitus/tacitusgermania.php).
27 Jan. The Great Migration and the Christianization of the Germanic tribes.
Reading: “Merseburg magic spells” (Handout).
29 Jan. The Culture of the Germanic tribes.
Reading: “The Lay of Hildebrand” (Handout).
1 Feb.
3 Feb.
5 Feb.
Norse history and the early medieval period. Germanic mythology and Norse myths.
Reading: Snorri, Edda Introduction and 1-21. "The Prophecy of the Seeress" (Völuspá), Elder Edda 5-14.
*Tophat Homework Assignment due: Germanic Legacy.
Norse Mythology. Norse gods, creation myths, and origin stories.
Reading: Snorri, Edda 22-48. "List of Rig" (Rígsthula): Elder Edda 241-247.
Norse Mythology. The Wisdom of Odin I.
Reading: "Sayings of the High One" (Hávamál). Elder Edda 15-39.
*Tophat Homework Assignment due: Sámi Myth and Legend.
8 Feb.
Norse Mythology. The Wisdom of Odin II.
Reading: "Vafthrudnir’s Sayings" (Vafthrúdnismál), "Grimnir’s Sayings" (Grímnismál). Elder Edda 39-59.
10 Feb. Norse Mythology. Adventures of Thor I.
Reading: "Grey-beard’s Poem" (Hárbardsljód), "Hymir’s Poem" (Hymiskvida). Elder Edda 67-82.
12 Feb. Norse Mythology. Adventures of Thor II.
Reading: "Thrym’s Poem" (Thrymskvida), "Lay of All-Wise" (Alvíssmál). Elder Edda 97-101 & 109-113.
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15 Feb. Norse Mythology. Freyr, Freja, and other gods and goddesses.
Reading: "Skirnir’s Journey" (För Skírnis), "Song of Hyndla" (Hyndluliod). Elder Edda 59-67 & 253-259.
17 Feb. Norse Mythology. Ragnarok.
Reading: Snorri, Edda 48-58, "Baldr’s Dreams” (Baldrs draumar). Elder Edda 247-249.
19 Feb. Ragnarok continued. Icelandic Legendary Sagas: Beowulf and Hrolf Kraki’s Saga (Hrolfs saga kraka).
Reading: "Loki’s Quarrel" (Lokasenna), Elder Edda 82-96.
*Tophat Homework Assignment due: Runes
22 Feb. The Saga of King Hrolf Kraki and modern versions of the Beowulf Legend. Ibn Fadlan and Michael
Crighton's Eaters of the Dead (“The Thirteenth Warrior”).
Reading: Saga of King Hrolf Kraki 1-41.
Recommended: Ibn Fadlan's Risala (https://www.library.cornell.edu/colldev/mideast/montgo1.pdf)
24 Feb. The Saga of King Hrolf Kraki.
Reading: Saga of King Hrolf Kraki 41-78.
26 Feb. Snorri, Edda. "Skaldskaparmal." The Mead of Poetry. Reading: Snorri, Edda 59-164.
* Tophat Homework Assignment due: Finnish epic, Kalevala.
29 Feb. Snorri, Edda. "Skaldskaparmal." Skaldic Poetry and other Myths. Reading: Snorri, Edda 59-164.
2 Mar. Snorri, Edda. "Skaldskaparmal." Kennings and the Language of Poetry. Reading: Snorri, Edda 59-164.
4 Mar. Icelandic Family Saga. "Saga of the Greenlanders." Reading: Vinland Sagas (on Electronic Reserve).
7 Mar. Icelandic Saga. "Saga of Eirik the Red." Reading: Vinland Sagas (on Electronic Reserve)
9 Mar. Midterm Exam.
11 Mar. Norse heritage in the United States; facts, findings and forgeries. Introduction to Njal’s saga.
14-18 March
Spring Break
21. Mar. Icelandic Family Saga. Reading: Njal’s Saga 1 – 72. (Chapters 1-20).
23 Mar. Icelandic Family Saga. Reading: Njal’s Saga 73 – 207. (Chapters 21-95).
25 Mar. Icelandic Family Saga. Reading: Njal’s Saga 207 – 279. (Chapters 96-133).
*Tophat Homework Assignment due: Holiday Customs.
28 Mar. No Class.
30 Mar. Icelandic Family Saga. Reading: Njal’s Saga 279 – 351. (Chapters 133-159).
1 Apr. Icelandic Legendary sagas. Reading: Saga of the Volsungs 1–55.
4 Apr.
6 Apr.
8 Apr.
Norse Legend. Sigurd. Reading: Saga of the Volsungs 55–66. Recommended: Elder Edda 117-238.
Recommended: The Heroic Poems of the Elder Edda 117-238.
Norse Legend. Gudrun. Reading: Saga of the Volsungs 67–109. Recommended: Elder Edda 117-238.
Germanic Epic. Introduction to the Nibelungenlied. Reading: Nibelungenlied 1– 99. (Chapters 1 – 11).
*Tophat Homework Assignment due: Celtic Myth and Legend.
11 Apr. Germanic Epic. Reading: Nibelungenlied 100 – 140 (Chapters 12 – 17).
13 Apr. Germanic Epic. Reading: Nibelungenlied 141 – 198 (Chapters 18 – 25).
15 Apr. Germanic Epic. Reading: Nibelungenlied 199 – 291 (Chapters 26 – 39).
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18 Apr. Germanic Epic and Richard Wagner's Ring Cycle Operas.
20 Apr. Early Modern Legends. Folk book. Renaissance and Reformation history in Germany
Reading: Doctor Faustus. 1 – 41. Recommended: "Source of Dr. Faustus" 92 – 145.
22 Apr. Early Modern Legends. Faust and Eulenspiegel. Reading: Doctor Faustus. 41 – 83.
*Tophat Homework Assignment due: Slavic Myth and Folklore.
25 Apr. Folk Tales in Germany. Fairy Tales. German Romanticism. Reading: Fairy Tales of the Brothers Grimm
(selections will be posted online and/or announced in class).
27 Apr. Fairy Tales. Reading: Fairy Tales of the Brothers Grimm
29 Apr. Fairy Tales and “Kunstmärchen.” Norwegian Fairy Tales. Children’s literature. Modern adaptations
Reading: Fairy Tales of the Brothers Grimm.
2 May
Modern Adaptations of Germanic Legend: William Morris and J.R.R. Tolkien.
Reading: Howard, "The Frost-Giant's Daughter" (electronic reserve).
4 May Modern Adaptations of Germanic Legend: Robert Howard.
Reading: Howard, "The Frost-Giant's Daughter" (electronic reserve).
6 May. Modern Adaptations. Reading: Butcher, "Heorot" (electronic reserve).
9 May
Modern Adaptations. Reading: Neil Gaiman, “Monarch of the Glen” (electronic reserve).
Review for Final Exam.
17 May. Final Exam according to TTU schedule (Tuesday 7:30 a.m.-10:00 a.m.) in regular classroom, FL 105.
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