Introduction to Humanities 1020-22227 Spring 2015
Instructor: Alexandra Nicole Hill
Class Meeting Times: M/W 10-11:15am
Office Hours: 3-132; T/TH 10-1
Online: M/W 11:30-12:30pm;
F 9am-1pm
E-mail: nhill9@valenciacollege.edu
Class Location: 1-115
Telephone: 407-582-2791
Welcome!
This course will provide a basic introduction to the humanities of western civilization. It focuses on
central concepts and specific moments or events in the history of ideas, as well as in philosophy and the
musical, visual, and performance arts. In the course of the semester we will examine and discuss
architecture, philosophy, politics, music, technology, art, religion, and history, and will discuss their
relationship to contemporary American culture. No prerequisites necessary for this course.
Course Outcomes
By the end of the course, the student will be able to:
- to critically consider the development of ideas and the arts in the context of human history.
- to identify, and interpret relevant key historical and artistic developments throughout the course
of human civilization.
- to analyze, interpret, and present material pertaining to a work of art, literature, philosophy or
religion
- to show sensitivity toward different cultural perspectives.
- to articulate the connections between the humanities and life.
These objectives support and reinforce Valencia Core Competencies:Think, Value, Communicate, and Act.
Required Text:
Fiero, Gloria. Landmarks in Humanities, Third Edition ISBN: 9780073376646
GradingScale
A = 100-90%
B = 89-80%
C = 79-70%
D = 69-60%
F = 59-0%
Course Evaluation
Exam 1 = 10%
Exam 2 = 10%
Exam 3 = 10%
Exam 4 = 10%
Classroom Assignments = 40%
Student Presentations = 10%
Student Participation = 10%
Course Schedule
The course schedule includes information on assigned readings, exams, and due dates for essays,
projects, and presentations, as well as information on what we will cover throughout the course. Plan
ahead and schedule your reading and writing accordingly. This itinerary may be modified; any changes
will be announced.
Attendance, Excused Absences, Withdrawals
Regular attendance is critical to success in this course. Arriving late —or leaving early—is
unacceptable and disruptive to the entire class. Being more than 10 minutes late or leaving early will
result in an unexcused absence for that class. Documentation must be provided in order for an absence
to be counted as excused. Excused absences will not lower your participation grade; however, if you
have more than three excused absences, you should consider withdrawing. Unexcused absences will
significantly impact your grade. The Instructor’s records, not the student’s recollections, will be the
determining factor in resolving disputes concerning tardiness or absences.
Please inform me if you will be absent for an excused event such as a college sanctioned activity, or
jury, or military duty. If absent, review the syllabus to see what you missed. Please note: your
assignments are due whether you attend or not. If there are changes to the schedule regarding tests
or assignments, you are responsible for the information.
I will not withdraw you for excessive absences. If you decide to drop the class, do not stop attending
and assume I will withdraw you. You must withdraw yourself or risk receiving the grade your work
merits at the end of the grading period. If prolonged absences are due to jury duty, military service, or
an unexpected but serious medical issue, you may contact the Dean of Humanities for guidance
regarding withdrawal. You will be notified if you are in danger of failing the course, before the
withdrawal date
Course Participation and Participation Grading Policies
This class depends on active, thoughtful, prepared discussion. All readings are due each class, every
week. In addition, my lectures do not cover all of the reading material; they are meant to enhance what
you read in your textbooks. We will also engage in class activities that require a little courage, a lot of
enthusiasm, a good sense of humor, and thorough familiarity with all the assigned readings.
Discussions will be in both small groups and with the class at large. I hope you will ask questions of
me, your fellow students, and of the material we cover.
Ordinarily, the participation grade is the easiest ‘A’ you can earn in this class. The grade is based on a
mathematical calculation of attendance and a record of your active class engagement in lectures, small
group and general class discussion. I do not calculate your final participation grade until after the final
exam. While a poor participation grade will not cause you to fail the course, it can significantly lower
your final grade because you are not available to discuss the material with your classmates. Conversely,
excellent participation improves your final grade, in part, because it prepares you for essays and exams.
The following behaviors will result in a high participation grade:
Perfect or near-perfect, prompt attendance; Attentive and prepared in class; Volunteers for class
activities, discussions, and reading passages out loud; Initiates discussion based on class material; Asks
questions related to class discussion, readings, and lectures; Treats classmates with dignity and respect.
The following behaviors will result in a low participation grade and may result in your being asked to
leave the classroom if you are disturbing the learning environment:
Absences; Regularly late to class; Comes and goes repeatedly during class with no explanation to the
professor of the reason; Interrupts others; Private conversations with fellow classmates; Monopolizes
discussions; Sarcastic or negative remarks; Is disrespectful to others; Clearly inattentive (texting/talking
on cellphone, using the computer for non-class-related reasons, sleeping, working on anything not
related to class).
Use of Blackboard
This course is web-enhanced and aligns with Blackboard. Some links, for readings and videos, are
available only on Blackboard. To access your account, use the following steps:
Go t: https://learn.valenciacollege.edu/ Use your Atlas name and password to log in. Click on the
correct class from the course menu on the right entitled ‘My Courses.’ Click ‘Content’ from the menu
on the left side of the screen to see all class-related material including rubrics, PowerPoint lectures,
readings, video links, and helpful tips for writing, exams, and presentations. Click on ‘Syllabus’ from
the menu on the left side of the screen to access the syllabus.
The syllabus should be consulted regularly to determine what is due for the week. It is your
responsibility to complete all work. Do not come to class unprepared and say that you could not find the
reading or assignments on Blackboard. All of the materials are there. If you can’t find something, you
must contact me before the due date for assistance. If you have difficulties with Blackboard, contact
tech support at: http://bbcrm.edusupportcenter.com/ics/support/default.asp?deptID=8191.
Student Presentations
In small groups, students will prepare a short analytical presentation and lead class discussion on one of
the concepts included in each chapter. The topics are highlighted on the syllabus and will be chosen by
the students at the discretion of the instructor. Presentations must interpret and explain the concept, and
will include one cultural example and at least 2 discussion questions posed to the class.
In pairs or individually, students will also give a final presentation at the end of the semester of their
analysis of a modern example of cultural work (literary, artistic, musical, theatrical, or operatic) which
reflects one of the concepts discussed during the semester. Topics are at the discretion of the professor.
Examples of appropriate final projects might be how a contemporary tv show reflects the ancient
concept of Greek kalos kagathos, or how a modern building reflects Classical influences.
The purpose of both presentations is to encourage you to be alert and thoughtful scholars and readers,
and to become accustomed to public speaking. This is a chance for you to have fun with humanities;
choose topics and sources that interest you.
Tests There are three exams in this course; see your class schedule for dates.
Essays/ Assignments
Students will complete five short assignments in this course, in response to questions provided by the
instructor. Analyze the subject matter and respond to the questions thoughtfully and critically. When
quoting or summarizing sources, you should cite them in the body of your essay. No outside sources are
allowed unless I have clearly indicated otherwise. Use only those sources provided in class, on our
Blackboard site, and in your textbook. All work is due in class; I do not accept submissions by e-mail.
Class Policy Regarding Exam, Essay, and Presentation Due Dates
Students must take exams on the scheduled dates. If you have a personal emergency that prevents you
from coming to class on test day, you must provide me with documentation in order to reschedule your
exam for full credit. If you miss an exam but do not have documentation of an emergency, you may
make up the test but will receive an automatic 20% reduction in your exam grade. All make up exams
must be taken within one week of the original test date and will be in essay format. Failure to
complete the test within the week will result in a ‘0’ for that exam grade. Final exams cannot be made
up without documentation of a personal emergency. If you know ahead of time that you will need to
miss an exam, you may arrange with me to take it in advance.
It is your responsibility to turn all required work in on time. All essays are due at the start of class; I
will not accept submissions by e-mail. If you have a personal emergency that prevents you from
coming to class to turn in an essay, you must provide me with documentation in order for me to accept
your paper late for full credit. In the case of a documented emergency, you will have an extra 24 hours
to submit your work. Late work will not be accepted for full credit without documentation. No
exceptions.
All other essays will be accepted up to one week later than the assigned due date with a 10% grade
deduction. After this late paper date, I will accept a paper, but the grade will be an automatic 25% or
less. The last chance to submit all late work is by Valencia’s withdrawal date for classes. Any work not
submitted by that time will earn a ‘0%.’
What Constitutes ‘Documentation of a Personal Emergency’?
For all missed work (except the final exam), the following will be accepted as ‘documentation of a
personal emergency’: legitimate doctors’ notes, proof of hospitalization of you or an immediate family
member, receipt for mechanical repairs to your car dating within 24 hours of the missed class or
assignment, or receipt for over- the-counter treatments for illness (acetaminophen, tissues, cough drops,
Pepto Bismol, etc) dating within 24 hours of the missed class or assignment. Documentation of an
emergency for a final exam requires a legitimate formal notice from your doctor, lawyer, or
commanding officer, a hospital, or member of law enforcement that you were unable to show up for the
test. Unacceptable documentation includes notes from your parents, friends, significant others, spouses,
roommates, or classmates. Conflicts with work, such as scheduled hours, training sessions, or overtime
do not constitute a personal emergency.
Plagiarism, Cheating, and Academic Dishonesty
As scholars, we study and respect the artistic and intellectual works of others. Plagiarism and cheating –
using unauthorized material, or presenting another’s ideas, words, or images as your own, without
properly citing the sources - contradict the educational value of scholarship and violate its integrity.
You must properly cite any sources consulted. All work for this class also must be your own, and
written exclusively for this class.
Plagiarism and cheating on an exam, essay, or assignment will result in an “F” for that grade and
possibly the course, prompts a student’s referral to the Dean of Humanities or Office of Student
Conduct, and may result in expulsion. For more information regarding plagiarism, refer to:
http://www.plagiarism.org/
I assume you will adhere to Valencia’s Code of Conduct and will maintain the highest standards of
academic integrity. I also adhere to the highest standards of academic integrity and will not change your
grade illegitimately, or otherwise violate the terms of this syllabus or Valencia’s Code.
Valencia Policy Concerning Classroom Behavior
Writing, class discussions, and class activities require students to take risks. In this course, we will
always respect each other’s courage sharing opinions, participating in discussions and group projects,
and presenting work that is thoughtful and thought provoking. Please use constructive criticism ONLY.
A positive learning experience for all my students, regardless of sex, race, religion, sexual orientation,
social class, or any other feature of personal identification is vitally important to me. Therefore, sexist,
racist, prejudicial, homophobic, or other derogatory remarks will not be tolerated. Any conduct that
violates these rules should be reported to me. I will take appropriate action.
Valencia Community College is dedicated to promoting honorable personal and social conduct. By
enrolling at Valencia, a student assumes the responsibility for knowing and abiding by the rules
articulated in the Student Code of Conduct (6Hx28:10-03). In addition to dismissing a student from a
class session, I may also refer students who engage in disruptive behaviors to the Deans of Students and
Humanities for disciplinary action.
Electronics, Computers, and Cell Phones
Mute your cell phone during class. Laptops for class work are permitted only after consulting with me.
Disability Accommodations
Students with disabilities who need accommodations must first register with OSD. No accommodations
will be provided until the student has met with the professor and registered with OSD. For more
information contact: http://valenciacollege.edu/osd/
And Finally!
Valencia College strives to provide a drug-free learning environment for all involved in the academic
experience. Our policy is as follows: In compliance with the provisions of the Federal Drug-Free Schools and
Communities Act of 1989, Valencia College will take such steps as are necessary in order to adopt and implement
a program to prevent the unlawful possession, use, or distribution of illicit drugs and alcohol by Valencia College
students or employees on college premises or as part of any college activity.
Important Dates and Links
Drop/Refund Deadline – 1/20
Withdrawal Deadline for ‘W’ – 3/27
Valencia College Catalog ‘14-‘15 http://catalog.valenciacollege.edu/
Valencia Student Handbook http://issuu.com/valenciacollege/docs/lifemap-handbook/1?e=0
Valencia College Policy Manual
http://valenciacollege.edu/generalcounsel/default.cfm
1020 – 14532 Class Schedule Fall 2013
UNIT 1 Age of Empires: Greece, Rome, China
Concepts and Terms to Consider
Herodotus’s History
Homeric Hero
Polis
Classical style
Socratic Virtue
Kouros
Parthenon
Archaic Style
Red and Black Figure Olympian Gods
Pax Romana
Kalos Kagathos
Platonic Idealism
Aristotelian Thought Drama/Tragedy
Allegory of the Cave
Philosophy
Stoicism
Roman Classicism
Republic/Empire
Roman Law
Utilitarianism
Roman Pragmatism/Practicality
Mos Maiorum
Patria Potesta
Confucian Thought
Arete
Questions to consider:
What were the characteristics of the ideal Homeric hero?
What did the Homeric Hero reveal about ancient Greek values and society?
What role did fate/the gods play in a Greek’s life?
What were the benefits and limitations of the polis?
Where did the individual’s rights end and the community’s security begin in Periclean Athens?
Who was the better citizen: the gadfly or the martyr?
Why were naturalism, proportion, balance, and order so important to the Classical Greeks?
How did the concepts of Kalos Kagathos and Arete reflect Classical ideals?
What was the Allegory of the Cave and why was it such a threat to democratic Athens?
How did Socrates understand the relationship between true knowledge and ethical behavior?
How was Herodotus’s account of the Persian Wars different from accounts of the Trojan War in the Iliad
and the Odyssey?
Why is the chair you are sitting on not a ‘real’ chair? (Theory of Forms)
How did the play Antigone reflect Classical culture?
How did the Parthenon, Discobolus, Aphrodite of Knidos, and the statue of Zeus reflect Classical ideals?
How did Rome’s Republic compare to Athenian Democracy?
How was Roman architecture different from Classical Greek architecture?
How was the Roman worldview different from that of Classical Greece?
Why did Stoicism appeal to Romans?
Who was the ideal ancient Roman?
Week 1 – The Heroic Age of Ancient Greece
Reading - Ch 2: 33-36; Iliad and Odyssey (all on Blackboard)
1/12- Introduction to the course
Homework Assignment 1: Complete and turn in to me during office hours. NOTE: This
assignment must be completed by January 26 for a pass/fail grade.
1/14- Lecture: Heroes, Gods, and Arete
Week 2 - The Heroic Age
Reading –Herodotus’s The Persian Wars (on Blackboard)
1/19 – No School MLK Day
1/21 – Class Discussion of Iliad, Odyssey, and The Persian Wars
*No-Show students will be dropped from the class by January 20 if they fail to attend AND fail to
notify the professor the reason for their continued absence from the course.
Week 3 Classical Greece
Reading - Chapter 2: Classicism 36-40; Thucydides’s Funeral Oration of Pericles; Antigone
(http://classics.mit.edu/Sophocles/antigone.html) (also on Blackboard)
1/26– Lecture: Classical Culture, Thought, and Society
Discuss Homework Assignment 3 Individuals in the Greek City-State: gadfly vs. warrior
1/28 – Class Discussion of Antigone – Assignment 2: Bring in your completed copy of “Antigone
Reading Questions” to share in class
Week 4 Arts and Philosophy of Classical Greece
Reading: Ch 2: 41-57, 59-62 Greek Philosophy and Classicism; Allegory of the Cave (on Blackboard)
2/2 - Lecture: the Parthenon, Discobolus, and Aphrodite of Knidos, How did Classical Art and
Architecture reflect Classical Ideals?
2/4 – Class Discussion: Allegory of the Cave and its modern implications. We will examine a recent oped article on how this ancient Greek concept remains relevant today. The article is posted on Blackboard.
Week 5 Ancient Rome
Reading: Chapter 3- Empire 65-83
2/9 – Lecture: Rome, Republic to Empire
Assignment 3 Due
2/11 – Lecture/ Class Discussion: China and Rome
Class Discussion – Stoicism, republicanism, and the nature of reality
Week 6 Ancient Greece, Rome, and China
2/16 – Student Presentations on Greek and Roman Concepts
2/18 - Exam 1 on Chapter 2 and 3
UNIT 2 - The Renaissance World: What Does it Mean to be Human?
Concepts to Consider
Chiaroscuro
Social Realism
Allegory
Black Death
The Great Schism
The Hundred Years’ War
Neoclassicism
Scientific Naturalism
Printing Press
Sonnet
Humanism
Linear Perspective
Proportion
Contrapposto
Individualism
Sprezzatura
Neo-Platonism
Questions to consider:
Why did individualism become important at the end of the Middle Ages?
How did Petrarch’s sonnets express Renaissance individualism and medieval worldviews?
What was the difference between medieval and Renaissance views of human nature?
What role did cities and the elite play in the spread of Renaissance ideas and culture?
What was the relationship between the Classical past and the Renaissance?
How did art and architecture reflect Renaissance Humanist ideals?
How were Castiglione’s courtier and Machiavelli’s prince similar, and in what ways were they different?
What was Neoplatonism and how did it reflect Humanist ideals?
What was the difference between Leonardo da Vinci’s art and that of Michelangelo?
What was the difference between the early Renaissance and the High Renaissance?
Week 7 The Early Renaissance and Humanism
Reading: Chapter 7 Rebirth 173-184; Pico della Mirandola 184-185
2/23– Lecture: Renaissance Culture and Humanism
2/25 – Class Discussion: What does it mean to be human? Are we individuals or a part of humanity?
Discussion of Assignment 4: The Petrarchan sonnet and contemporary music. See Blackboard
for more information and directions.
Week 8 The Arts of the Early Renaissance: Brunelleschi, Donatello, Ghiberti
Reading: Chapter 7 188-196
3/2 – Lecture: Early Renaissance Art and Architecture
3/4 - Class Discussion: How did Renaissance art and architecture reflect Humanist ideals?
Assignment 4 due.
Discussion of Assignment 5: Summaries of Castiglione and Machiavelli
Student Presentations of Renaissance Concepts
Week 9 The High Renaissance: da Vinci, Palladio, Raphael, Michelangelo
Reading: Chapter 7 184-188; 197-206; Castiglione 186; Machiavelli 188
3/16– Lecture: High Renaissance Art and Society:
3/18 – Class Discussion: Castiglione, Pico della Mirandola, Macchiavelli, and David: Ideal Men and
Women or, what does a Renaissance Humanist hero look like?
Assignment 5 Summaries Due
Exam on Chapter 7
UNIT 3 The Age of Reason and Discovery
Concepts to Consider
Natural Law
Cartesian Dualism
Scientific Revolution Rationalism
Human Progress
Enlightenment
Rococo
Empiricism
Philosophes
18th Century Genre Painting
Human Nature
Questions to Consider
Why was rationalism so important to thinkers in the 17th and 18th centuries?
What did philosophes and others hope to accomplish with their work?
Is rationalism critical to gaining real knowledge, or can one learn through intuition, tradition, or faith?
What is a more valuable way of attaining knowledge: by experience or by logic and books?
Why did people embrace these intellectual revolutions?
What consequences did the Scientific Revolution and the Enlightenment have on European society?
Week 10 The Scientific Revolution and the Enlightenment
Reading: Chapter 11- Enlightenment 293-307; Locke, Essay Concerning Human Understanding;
Descartes, Discourse on Method (On Blackboard)
3/30– Lecture: The Scientific Revolution
Assignment 6 Descartes Reading Questions Due
4/1 – Lecture: The Enlightenment
Week 11 The Arts of the Scientific Revolution and the Enlightenment: Rococo, Genre Painting,
Neoclassicism
Reading: Chapter 11 308-316
3/23 – Class Discussion: How did the arts reflect ideals of the Scientific Revolution and the
Enlightenment?
3/25- Assignment 7 Voltaire and Vienna Fingers: A Salon Discussion. This assignment will be
completed in class
UNIT 4 Power, Reason, and Human Nature
Concepts to Consider
Abstract/Realism
Modernism
Romantic Landscape Romantic Music
Emotionalism
Human Nature
Neoclassicism
Bauhaus
Romanticism
Idealism
Existentialism
Imagist Poetry
Cubism
Surrealism
Sublime
Transcendentalism
Nature
Romantic Hero
Freudian Revolution
Harlem Renaissance
Questions to consider this week
Why did people begin to reject rationalism and embrace emotion as a way of attaining knowledge?
How important was Nature and what could it teach, according to the Romantics?
How did music and art reflect Romantic ideals?
Why did so many people turn away from tradition and the past after World War I?
What was the relationship between Freudian psychology and Surrealism?
In what ways did abstract art reflect reality more than realistic art?
What did Modernism offer western society during the 20th century?
How did art, architecture, and literature reflect Modernist ideas?
Week 12 Romanticism
Reading: Chapter 12 Romanticism 325-348
4/6 –Lecture: “Feeling is All”
4/8- Class Discussion: How did Romantic art and music reflect Romantic ideals?
Assignment 8 Due
Week 13 Modernism
Reading: Ch 14 Modernism 383-393; T. S. Eliot Wasteland (On Blackboard)
4/13 – Lecture: Finding Meaning When the World No Longer Makes Sense
4/15- Class Discussion: How did Modernist art reflect Modernist ideas?
Student Presentations of Romantic and Modernist concepts
Week 14 15 Final Presentations Due
4/20- Final Presentations of Class Projects
4/22 - Final Presentations of Class Projects
Week 15 Final Exam Monday, 4/27 10:00am-12:30pm
*Please be advised, this schedule is subject to change. I will notify you in class if we need make any
necessary changes to your assignments.