Humanities 1301: Introduction to the Humanities Professor: Linda Graham Office Phone Number: 713 522-3021 (if you call, please speak slowly and distinctly in leaving your
message with a phone number that you also leave slowly and distinctly for me to return your call. Let me
know what class you are in, as I teach History and Humanities. Thank you.)
HUMA 1301 CRN: 72263
Learning Web: http://learning.hccs.edu/faculty/linda.graham
Office Hours: Online Sun. 7:30-10 p.m., Mon. 9-11 p.m., Tues-Wed. 7:30-10 p.m., Thurs. 10-11 p.m. and throughout the day. Please, feel free to contact me concerning any problems that you are experience in our course. Your performance in my class is very important to me. I am available to hear your concerns and to discuss course topics. Feel free to contact me during these hours. You do not need to wait until you receive a poor grade to contact me. CATALOG DESCRIPTION:
HUMA 1301 Introduction to Humanities I
Course Description: An introduction to the arts and humanities. The course investigates the
relationship between individual human lives and works of imagination and thought. Core
Curriculum Course
Course Semester: Credit: 3 (3 lecture)
Prerequisites: ENGL 1301
Must be placed into college-level reading (or take GUST 0342 as a co-requisite) and
Be placed into college-level writing (or take ENGL 0310/0349 as a co-requisite).
Humanities 1301 may be taken to fulfill the core curriculum requirement for 3 semester hours in
Cross/Multicultural Studies.
Given the rapid evolution of necessary knowledge and skills and the need to take into account
global, national, state, and local cultures, the core curriculum must ensure that students will
develop the essential knowledge and skills they need to be successful in college, in a career, in
their communities, and in life. Through the Texas Core Curriculum, students will gain a
foundation of knowledge of human cultures and the physical and natural world, develop
principles of personal and social responsibility for living in a diverse world, and advance
intellectual and practical skills that are essential for all learning.
Program Learning Outcomes: PSLO 1 Recognize a variety of works in the arts and humanities
PSLO 2 Evaluate how those works express individual and human values within a historical and
social context
PSLO 3 Develop an informed subjective response to works in the arts and humanities
PSLO 4 Critique works in the arts and humanities using systematic methods
Course Student Learning Outcomes: 1. Describe representative themes and developments in the humanities
2. Interpret representative terms, works, figures and artists in philosophy, literature and the visual
and performing arts
3. Compare and contrast representative terms, works, figures and artists in philosophy, literature
and the visual and performing arts
4. Evaluate cultural creations in the humanities
Learning Objectives: Describe representative themes and developments in the humanities
1. Complete and comprehend reading and viewing assignments Develop the ability to make
aesthetic judgments Express clearly and support convincingly an interpretation or analysis of a literary,
philosophical, or visual/performing artwork
Interpret representative terms, works, figures and artists in philosophy, literature and the
visual and performing arts 1. Participate in small group and/or class discussions in which assigned works are analyzed and
interpreted. Explain and illustrate stylistic characteristics of artists and writers included in the course
syllabus
Compare and contrast representative terms, works, figures and artists in philosophy,
literature and the visual and performing arts 1. Explore similarities and differences among artists and works studied.
Evaluate cultural creations in the humanities 1. Develop the ability to make aesthetic judgments Integrate knowledge and understanding of the
interrelationship of the scholarly disciplines.
From Core Curriculum Proposal: The four Core Objectives of critical thinking skills,
communication skills, teamwork, and social responsibility, are addressed by this course in a
variety of ways. For instance students have to analyze a variety of cultural artifacts and events in
the context of a specific culture and artistic period. Through an Artifact Project related to the
studied genres, they will be able to demonstrate competencies in the Core Components required.
Upon successful completion of this course, students will:
1. Demonstrate awareness of the scope and variety of works in the arts and humanities.
2. Articulate how these works express the values of the individual and society within an
historical and social context.
3. Articulate an informed personal response and critically analyze works in the arts and
humanities.
4. Demonstrate knowledge and understanding of the influence of literature, philosophy,
and the arts on cultural experiences.
5. Demonstrate an awareness of the creative process and why humans create.
Students focus on the connections between their own lives, ideas and values as expressed in works of
human imagination and thought. Through inquiry into selected literature, philosophy, as well as the visual
and performing arts, students will engage in critical thinking, form aesthetic judgments, and develop an
appreciation of the arts and humanities while learning about their pivotal role in the health and survival of
any society. Students will attend and respond to museum and gallery exhibitions and performances (live
theater and film). They will be introduced to readings in several genres from a variety of cultures.
Students will respond to the work they study in a variety of ways including: interaction with his peers
through discussions and formal written assignments responses.
COURSE GOAL To develop student thinking, seeing, reading, writing, and listening skills and expand student knowledge
of the human condition, as portrayed in works of the human imagination and intellect.
TEXTBOOKS Sayre, Henry. The Humanities: Culture, Continuity and Change, Vol. 1, Pearson, Prentice Hall
Students enrolled in this core curriculum course will complete assignments designed to cultivate
the following core objectives:
o Critical Thinking Skills (HUMA 1301 and HUMA 2319)—to include creative
thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
o Communication Skills (HUMA 1301 and HUMA 2319)—to include effective
development, interpretation and expression of ideas through written, oral and visual
communication
o Personal Responsibility (HUMA 2319)—to include the ability to connect choices,
actions and consequences to ethical decision-making
o Teamwork (HUMA 1301)—to include the ability to consider different points of view
and to work effectively with others to support a shared purpose or goal
o Social Responsibility (HUMA 1301 and HUMA 2319)—to include intercultural
competency, knowledge of civic responsibility, and the ability to engage effectively in
regional, national, and global communities
Humanities 1301 helps students attain the following:
1. Establish broad and multiple perspectives on individuals in relationship to the larger society and world
in which they live and understand the responsibilities of living in a culturally and ethnically diversified
world;
2. Stimulate a capacity to discuss and reflect upon individual, political, economic, and social aspects of
life in order to understand ways in which to be a responsible member of society;
3. Develop personal values for ethical behavior;
4. Develop the ability to make aesthetic judgments; and
5. Integrate knowledge and understanding of the interrelationships of the scholarly disciplines.
The Core Curriculum Statement:
The objective of the humanities and visual and performing arts in a core curriculum is to expand
students’ knowledge of the human condition and human cultures, especially in relation to behaviors,
ideas, and values expressed in works of human imagination and thought. Through study in disciplines,
such as literature and the visual and performing arts, students will engage in critical analysis, form
aesthetic judgments, and develop an appreciation of the arts and humanities, as fundamental to the health
and survival of any society. Students should have experiences in both the arts and humanities.
The objective of the cross/multicultural component of the core curriculum is to introduce students to
areas of study, which enlarges their knowledge and appreciation of the multicultural and multiracial world
in which they live.
HUMANITIES 1301 - WEEKLY CALENDAR
Important Dates:
Sept. 21: Classes begin
Nov. 9: Last Day for students to withdrawal by 4 p.m. HCCS time
Nov. 26/27: Thanksgiving Holiday
Dec. 7 : Final exams
Dec 14: grades available to students after noon
WEEK MATERIAL TO BE COVERED 1 Week of Sept. 21-26 Introduction to course: read Chapter 1 Rise of Culture: From Forest to Farm,
Chapter 2, - Ancient and Near,& Chapter 3, Stability of Ancient Egypt: Flood and Sun,
2 Week of Sept. 27- Oct. 3 Chapter 4 The Aegean World and the Rise of Greece: Trade War and
Victory, Chapter 5 The Golden Age of Athens and the Hellenic World, Chapter 6: Rome: Urban Life and
Imperial Majesty
3 Week of Oct. 4-10 Chapter 7 Emerging Empires Chapter 11 Centers of Culture
***Ocr. 9/10 Essay as described in the syllabus Huma 1301 and at the end of Topic 2.
4 - Week of Oct. 11-17 Chapter 8: The Flowering of Christianity and Byzantine World
*** Oct. 16/17 Exam chpts. 1-4, 7 and 11.
5 – Week of Oct. 18-24 Chapter 9: The Rise and Spread of Islam & Chapter 10 Fiefdom to Monastery
and the Romanesque Age
6- Week of Oct. 25-31 Chapter 12 The Gothic Style & Chapter 13 Siena and Florence in the
Fourteenth Century
***Oct. 30/31 Exam chpts. 5-10
***Nov. 1/2 Essay as described in the syllabus Huma 1301 and at the end of the Topic 3.
7 – Week of Nov. 1-7 Chapters 14: Florence and the Early Renaissance & Chapter 15: The High
Renaissance in Rome and Venice
*** Nov. 6/7 Exam chpts. 10-13
8 – Week of Nov. 8-14 Chapters 16 The Renaissance in the North and Chapter 17 The Reformation
9 –Week of Nov. 15-21 Chapter 18 Encounter and Confrontation and Chapter 19 England in the Tudor
Age
10- Week of Nov. 22 -28 Chapter 20 The Early Counter-Reformation and Mannerism
***Nov. 22/23 Essay as described in the syllabus Huma 1301 and at the end of the Topic 4.
11-Week of Nov. 29/30*** Exam chpts. 14-18
12 – Week of Dec. 6/7 Final Exam – this is comprehensive, which includes through chapter 20.
Instructional Methods:
As an instructor, I want my students to be successful. My responsibility is to provide you with
knowledge concerning the materials covered in our course, providing the learning opportunities for my
students through the different course materials, grading your written Book Assignments and monitoring
the “Artist’s Collection Corner” discussions. I will grade your papers and return them with comments on
them. Through these assignments, you will see how the humanities influence your life throughout the
world in this online course.
As a student, your responsibility is to sign into the class on a regular basis, read the textbook, study for
and take the tests, participate in the discussions and write the three written Assignments based upon your
understanding of the materials that we cover and you assimilate from our course. To be successful, you
should turn in assignments on time. You may turn in assignments early; however, late assignments are
not accepted. You are to answer ALL of the questions or comments under the topic that you pick from
each of the three written Assignments. I will have comments within your paper to guide you in each
paper to help you further develop your writing skills as you go through our course. Please, read these
comments in order to better for your other papers.
Graded Work:
I. Exams: there are several exams that cover the chapters 1-4, 7 and 11, 5-9, 10-13, 14-18 and the
comprehensive Final. Please note, you will have chpts. 19 & 20 on the final, which you are not
tested on prior to taking the final. Multiple-choice tests will be provided in order to identify important
terms, works, figures, and artists in philosophy, literature, and the visual and performing arts. All exams
are worth 25% of your final grade. (SLO 1, 2)
II. Assignments: Essays: What are Assignment Questions? Assignment topics are found within
the assignment at the end of each unit, which requires the students to answer each and every
question and comment on the materials within the topic that the student chooses while requiring
the student to read and think about the material, sometimes in a different way from the text, and
formulate an answer. Assignment question answers require critical thinking, which means that
the student may not find the exact answer written in the text. Students should therefore digest the
text information and formulate an answer supported by what they have read. Again, ALL of the
questions and statements are to be answered under your topic.
IMPORTANT: Students are not permitted to copy from any source; copying will result in a 0
for a grade on the Assignment. HINT: Read the Assignment Questions before you read the text.
This will help you key in on aspects of the chapters that will aid you in answering the questions.
Where do I find the Assignment Questions? Click on the buttons at the end of the unit to find
the assignment to find the questions. When are the assignments and tests due? Consult the
Course Calendar for due dates. What do I write? Select on assignment question from the
topics below, as well as at the end of the unit. Write a two to three page essay on the topic in
MLA format, double spaced, size 11-12 font. Recommended fonts are Times New Roman. Cite
all sources (from the book or notes) to avoid plagiarism. This is not a research paper. You do
not need to go beyond the text or the course materials. How do I submit my answers? Submit
your essays in the following file types (doc., docx., and rtf.) through the assignment function of
Blackboard. Save your essay as "last name_ # of assignment". For instance, if your last name is
"Jones" and this is the first assignment, then you'll save your file as "Jones_1". (Please note you
do not need to save the file with quotation marks.) Will I receive feedback? Yes, and as we
review each cultural group, for example from chapter 1 – 4, 7 and 11, think about a theme from the list
that is important to that culture. Then, write an essay for each of the different topics/units examining
the major characteristics of the different cultures that we have studied. You may choose the topics
you will write about under the assignment pages, but you must answer all of the questions under that
topic using 12 font, Times New Roman, 1” margins and cite in accordance with MLA or APA
included a Works Cited page. Upload your essays in the EO classroom as Word files. You are
required to use evidence from the assigned textbook and assigned lectures, not outside sources. I
want you to synthesize the materials and discuss them in your writing. This is about your thoughts
and not about your research. In order to receive a successful grade, students are to use your textbook
and class materials for references in your paper. Those who do not use evidence from both sources
will receive a grade less than C. Students who submit their work in any other format will receive a
zero. Each written Assignment is worth 25% of your final grade, and “The Artist’s Collection Corner”
can factor into your grade. (SLO1, 3, 4).
Participation: Participation is required if you want to succeed (i.e., pass): Remember, you have
something due each week, not everything is for a grade. Points can be added on to your grade
for quality participation. Grades:
90-100 – A
80-89 – B
70-79 – C
60-69 – D
Under 59 – F
To help you in your writing assignments, HCCS has a writing center to help you. These centers are
here to help you succeed. Here is more information about the writing centers:
The Houston Community College Writing Centers provide a student-centered environment where
professional tutors support student success for all HCC students. The primary goal of the Writing
Centers is to offer free, convenient, and personalized assistance to help students improve their
writing at any stage of the writing process required in any courses at HCC. Tutors will also assist
students with their job application letters, resumes, and scholarship/transfer essays.
Each session lasts about thirty minutes. Students should bring their professor's assignment/writing
prompt, any printed rough drafts, their textbooks, and (if necessary) a flash drive.
Consult Find-A-Tutor at http://ctle3.hccs.edu/alltutoring/index.php?-link=stu for Writing Center
locations and times.
At HCC Writing Centers, each tutoring session becomes a learning experience.
HCC Policy Statements:
1. ADA: STUDENTS WITH DISABILITIES - any student with a documented disability, (i.e. physical,
learning, psychiatric, visual, hearing, etc.) who needs to arrange reasonable accommodations must contact
the disability services office at the respective college at the beginning of each semester. Faculty is
authorized to provide only the accommodations requested by the disability services office. The counselors
are as follows:
HCC COLEMAN - HEALTH SCIENCE CENTER Ms. Micah Bell, MA, LPC Tel: 713/ 718-7082; Fax: 713/ 718-7171 [email protected] 1900 Pressler Street, Houston, TX 77030 HCC CENTRAL
Ms. Jette (Yetta) E. Lott, EdS, MA, LPC, CRC, NCC Tel: 713/ 718-6164; Fax: 713/ 718-6179 [email protected] 1300B Holman St., LHSB 106, Houston, TX 77004 Ms. Senta Eastern, MEd, LPC, NCC Tel: 713/ 718-2548; Fax: 713/ 718-6179 [email protected] 1300B Holman St., LHSB 106, Houston, TX 77004 HCC NORTHWEST
(Katy Campus) Dr. LaRonda Y. Ashford, EdD, LPC-Intern Tel. 713/ 718-5408; Fax: 713/ 718-5222 [email protected] Katy Campus - Rm 111, 1550 Foxlake Dr., Katy, TX 77084
(Spring Branch Campus) Ms. Lisa Parkinson, MEd, LPC, NCC Tel: 713/ 78-5422; Tel: 713/ 718-5667; Fax: 713/ 718-5430 [email protected] Spring Branch Campus - RC12, 1010 W. Sam Houston Parkway N., Houston, TX 77043 HCC NORTHEAST
Ms. Cynthia De los Santos, MA, LMFT Tel: 713/ 718-8322; Fax: 713/ 718-8101 [email protected] 555 Community College Dr., Learning Hub, Houston, TX 77013 HCC SOUTHEAST
Dr. Estelle J. Sit, EdD, LPC-S Tel: 713/ 718-7144; Fax: 713/ 718-7223 [email protected] 6815 Rustic St., Learning Hub, Bldg D, Ste. 113, Houston, TX 77087 HCC SOUTHWEST
Dr. Becky Hauri, PhD, Licensed Psychologist Tel: 713/ 718-7909; Fax: 713/ 718-7781 [email protected] 5601 West Loop South, Rm C-136, Houston, TX 77081
2. Academic Dishonesty: includes, but is not limited to, cheating on a test, plagiarism, and collusion.
Cheating on a test includes: copying from another students’ test paper; using materials not authorized by
the person giving the test, collaborating with another student during a test without authorization;
knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the content of a test
that has not been administered; and/or bringing another person to obtain a test that is to be administered.
Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of that work
in one’s own written work offered for credit. In an essay, it means copying word by word what authors
have written without giving credit (more than two words per sentence) or quoting.
Collusion means the unauthorized collaboration with another person in preparing written work offered for
credit.
Possible punishments for academic dishonesty include a grade of O or F, failure in the course, and/or
recommendation for probation or dismissal from the college system.
3. Student Attendance: You are expected to attend all assigned lectures (and labs if applicable)
regularly. You are responsible for materials covered during your absences. Notify your instructor by
phone or email, but it is your responsibility to contact him/her. Class attendance is checked daily. If you
are absent more than 6 hrs. without an acceptable excuse, you may be dropped by your instructor.
Although it is your responsibility to drop the course for nonattendance, the instructor has the authority to
drop you for excessive absences. If you do not drop, but stop attending, you may receive a grade of “F” at
the end of the semester.
4. HCC Course Withdrawal Policy -
Beginning fall 2007, the State of Texas imposes penalties on students who drop courses excessively.
Students are limited to no more than SIX total course withdrawals throughout their educational career at a
Texas public college or university.
5. Incomplete Policy (example) A student who at the end of the semester has an emergency can obtain an incomplete only when he/she is
missing only 1 assignment (which could be the final test). An acceptable excuse must be turned in to the
instructor.
DE Classes: To help you avoid having to drop/withdraw from any class, contact your DE professor
regarding your academic performance. You may also want to contact your DE counselor to learn about
helpful HCC resources (e.g. online tutoring, child care, financial aid, job placement, etc.). HCC has
instituted an Early Alert process by which your professor may “alert” you and DE counselors that you
might fail a class because of excessive absences and/or poor academic performance.
Students should check HCC’s Academic Calendar by Term for drop/withdrawal dates and deadlines.
If a student decides to drop or withdraw from a class upon careful review of other options, the student can
drop online prior to the deadline through their HCC Student Service Center:
https://hccsaweb.hccs.edu:8080/psp/csprd/?cmd=login&languageCd=ENG
Classes of other duration (mini-term, flex-entry, 8-weeks, etc.) may have different final withdrawal
deadlines. Please contact the HCC Registrar’s Office at 713.718.8500 if you need more information.
INTERNATIONAL STUDENTS: Receiving a W in a course may affect the status of your student Visa.
Once a W is given for the course, it will not be changed to an F because of the visa consideration. Since
January 1, 2003, International Students are restricted in the number of distance education courses that
they may take during each semester. International students must have full-time enrollment status of 12 or
more semester credit hours, and of these at least 9 semester credit hours must be face-to-face on-campus
courses. Please contact the International Student Office at 713-718-8521 or email
[email protected], if you have any questions about your visa status and other transfer issues.
Student Course Reinstatement Policy: Students have a responsibility to arrange payment for their
classes when they register, either through cash, credit card, financial aid, or the installment plan. Faculty
members have a responsibility to check their class rolls regularly, especially during the early weeks of a
term, and reconcile the official class roll to ensure that no one is attending class whose name does not
appear on the rolls. Students who are dropped from their courses for non-payment of tuition and fees, who
request reinstatement after the official date of record (OE date), can be reinstated by making payment in
full and paying an additional $75 per course reinstatement fee. A student requesting reinstatement should
present the registrar with a completed Enrollment Authorization Form with the signature of the instructor,
the department chair, or the dean, who should verify that the student has been regularly attending class.
Students who are reinstated are responsible for all course policies and procedures, including attendance
requirements. A dean may waive the reinstatement fee upon determination that the student was dropped
because of a college error. The dean should note the nature of the error in a memo to the registrar with the
appropriate documentation.
Other Policies: Please check the Student Handbook for other policies “This syllabus is meant as a guide and is subject to change at the discretion of the instructor. If there are
any changes made, the student will be notified in a timely manner.”
For the Culture Book Assignments, you are to pick one of the topics that are given within the assigned
Book Assignment from the divisions within the course. You are to write about the topic that you choose,
answering all of the questions under your topic into a paper. Add development into your paper. You are
to think about your answers and write out your answers into your paper. You are not to be researching
your answers. You are to think about your answers and write down what you think. These are some of
the topics you will have during the semester.
The Rise of Culture
1. What is the significance of the Paleolithic cave paintings?
2. What are the characteristics of Neolithic Myth? What is the significance of the Zuni
emergence tale and the Japanese creation myth?
Ancient and Near
1.What is the significance of the Code of Hammurabi?
2.What is the significance of the Epic of Gilgamesh? (Reading 2.3 a,b,c,d,e)
3. What is the significance of the Hebrew Monotheism?
Ancient Egypt
1. How are the themes of balance and resolution of contradictions evidenced in Egyptian
culture and religion? In your answer make reference to at least three of the following: The
Hymn to Aten, the Story of Isis and Osiris, the Palette of Narmer pp 78-79, and Figure 3.25
The Last Judgment of Hunefer).
2. In what ways does Amenhotep IV transform traditional Egyptian religion and culture? How
are the arts affected by these changes?
3. Examine the Giza complex consisting of the three great pyramids and compare this
arrangement to the temple constructs of Hathshepsut and the Great Temple of Amun and
Karnak. Explain in detail the reasons behind the choices to place particular features in
particular places.
Emerging Empires
1. What is the significance of Daoism and Confucianism? How do they differ?
2. How does reading 7.3 from the Analects of Confucius demonstrate the principles of li, jen,
and te?
3. Compare and contrast Dao, Buddhism, Hinduism, and Confucianism.
Aegean World & Rise of Greece
1. What is the relationship between the Minoan and Mycenaean civilizations?
2. What role do the Homeric epics play in Greek culture and self identity?
3. What is arête for the Greeks? Why is it important? How is it exemplified in Greek art and
literature of the Aegean period?
4. What were the Greek views on civilization?
Rise of Greek City-States
1. What effect does the uncertainty of Greek religion have on the intellectual culture of
Greece?
2. How did the polis arise in Greece? What is the significance of the polis?
3. How does democracy develop in Athens?
4. What is hubris? What does it show us about Greek culture?
5. What can we learn about Greek culture from the excerpts from Hesiod (Readings 4.3 and
4.4)?
Golden Age Athens
1. What is eudaimonia? What role does it play in the development of the polis during the
Golden Age of Greece?
2. What are the fundamental principles of democracy?
3. Why won’t Socrates leave Athens?
4. What is the significance of Aeschylus’ Oresteia?
5. How do the philosophies of Plato and Aristotle constitute a rebuttal of the relativism of
Protagoras?
6. What is the relationship between the Parthenon and the Erechtheion?
Rome
1. What are the mythological accounts of the founding of Rome?
2. How does the Augustus of Primaport demonstrate Augustus’ purported semi-divine status?
3. What was the role of women in Roman life and culture?
4. What role did monumental architecture play in Imperial Rome? How was it made possible?
5. How did Rome maintain the stability of its vast empire?
6. Explore themes found in the poetry of Virgil and Horace.
Flowering of Christianity
1. Describe Roman decadence in the late empire.
2. Discuss the messianic and apocalyptic character of Pre-Christian Judaism.
3. Does Christianity constitute a radical break from Judaism (in your answer, reference
Reading 8.3 from Matthew's gospel)?
4. What does St. Augustine mean by the "City of God"? (In your answer reference Reading
8.6a).
Flowering of Christianity-Byzantium
1.What is the motivation and significance of iconoclasm?
2.What is at issue in the iconoclasm controversy?
3. What is the significance of Procopius' views on Justinian’s buildings?
4. How did the Byzantine Empire understand works of pagan art?
Islam
1. How does the invention and use of paper affect the development of Islamic civilization?
2. What is the relationship between Judaism and Islam?
3. Is Islam a tolerant or an intolerant religion? Reference the readings from the Qur'an and the Hadith.
Fiefdom and Monastery
1.Describe some of the prominent themes in Beowulf .
2.What is the significance of the Song of Roland? How does it demonstrate the chivalric code?
3.Discuss the significance of Hildegard of Bingen's Scivias.
Fiefdom and Monastery-The Romanesque Tradition
1. Think about Eleanor of Aquitaine and the prominent role she played in the world
politically, as Queen of both England and France, and artistically, as the patron of the
Courts of Love; Compare these roles to any other women, both historically and in the
present, in terms of these diverse responsibilities.
2. Why would maps of the period show the entire world circulating around Jerusalem?
3. What might a pilgrim encounter on a trek and what were the expected rewards of such an
undertaking?
4. What are the contrasts in purpose and design between castles and churches?
The Gothic Style
1. Assess the influence of Thomas Aquinas on Christian theology and philosophy.
2. In what ways are the standards of beauty of the era depicted in the Gothic cathedral?
3. What does the stained glass Jesse Tree image refer to? In what way does this motif reflect
the general purpose of window decoration in the Gothic cathedral?
4. Comparing the use of stained class in the cathedrals and why pictures were important
during this era. Discuss various windows and the images used.
5. Examine the building and maintenance of a cathedral. What was the impact on the
community in terms of labor, fundraising, and support for the Church. Discuss the variety of
craftsmen needed to complete the design and construction.
Siena and Florence
1. Analyze the art of Duccio, Martini, Cimabue, and Giotto by focusing on the growth of
naturalism in their figures and the move away from Byzantine images.
2. Consider Bocaccio's Decameron and Chaucer's The Canterbury Tales and detail the
circumstances of their individual creations. Also examine the similarities and differences.
3. When examining Lorenzetti's fresco Allegory of Good Government in Siena's Palazzo
Pubblico, what aspects of civil life can be identified?
4. What is significant about Christine de Pizan's contribution to literature and society?
5. What elements of Cimabue's Madonna Enthroned with Angels and Prophets show his
Byzantine roots and which elements demonstrate more naturalism?
6. How does Dante comment on his sense of morality in his Divine Comedy?
Centers of Culture
1. Introduce the Tang and Song dynasties of China by examining their central cities, Chang'an
and Hangzhou.
2. Examine the ascendance, regression, and merging of Buddhism and Shintoism in Japan.
3. Describe the talking drums of the African Yoruba and their use in call and response music.
Compare the drum voices to polyphonic or motet notation in Europe.
4. By examining Map 11.1, discuss the spread of Buddhism throughout Asia. Consider how
the religion moved from culture to culture and the way it took on the characteristics of the
locale.
5. Compare the grid system of city design in Teotihuacan in Mesoamerica and the Tang
capital Chang'an in China.
6. Discuss Mayan culture through an examination of the City of Palenque and the discovery of
the tomb of Lord Pacal.
Florence
1. What does the term sprezzatura mean to Castiglione's Courtier? Can this be related to some
example in contemporary society?
2. Compare Leonardo da Vinci and Lorenzo the Magnificent in relation to the term
"Renaissance Man."
High Renaissance
1. Discuss Machiavelli's The Prince in terms of the separation of church and state.
2. Clarify the Biblical scheme chosen by Michelangelo for the Sistine Chapel ceiling.
3. Assess Raphael's The School of Athens in terms of Renaissance ideals. Within the fresco,
identify the elements that characterize the interests of the period.
4. Citing specific paintings or works of architecture, discuss the way that Popes and Cardinals
used the arts to emphasize their own power, wealth, and superiority.
Venetian Renaissance
1. Compare Lucretia Marinella's views in The Nobility and Excellence of Women to those of
Laura Cereta.
2 Examine the storyline of Ariosto's Orlando Furioso and identify the elements of chivalry and
courtly love.
3 What is mysterious about Giorgione's Tempest and Carpaccio’s Miracle at the Rialto?
Renaissance in the North
1. Discuss the tension between material well-being and spiritual narrative as seen in the
paintings of Campin, van Eyck, and van der Weyden.
2. As a conversation piece, identify the various themes and enigmas found in Bosch's Garden of
Earthly Delights.
3. What are some of the symbolic elements present in Jan van Eyck's painting Giovanni
Arnolfini and His Wife Giovanna Cenami ?
Reformation
1. Focusing on the Ninety-Five Theses, examine the specific challenges to the Catholic Church
made by Luther and the way the Church responded.
2. Examine Montaigne's essay Of Cannibals and identify the aspects of the piece that are
innovative and depart from more traditional forms of writing.
3. What is iconoclasm and what impact did this movement have on Reform churches?
4. Which artist was known for his cycle paintings and why were they popular in Northern
homes?
Counter-Reformation
1. Discuss the notion of the "other" in regard to the conquest of the Aztec and Incan cultures.
2. Introduce Mannerism by referencing Michelangelo's Last Judgment.
3. Relate the sense of inventiveness declared by Vasari to the prominence of women artists.
4. Evaluate the decisions made by the Council of Trent.
5. How did El Greco combine his early training in icon painting with the Mannerist style?
The Age of Encounter
1. Relate the story of the Aztec legend of Huitzilopochtli vs Cortes conquering of the Aztecs.
2. In terms of the missionary movement in West Africa, explain why the Kongolese were
attracted to Christianity.
3. Compare and contrast the northern and southern schools of painting in China.
4. Examine the reasons why Japan sealed themselves off from foreign influence.
5. Discuss the dance mask and explain why it represents the center of West African culture.
6. Discuss Noh drama and its relationship to Zen Buddhist attitudes and beliefs.
Tudor Age England
1. Assess the detail work in portraits by Hans Holbein and relate these details to humanism.
2. Explain the relationship between Henry VIII's desire for a male heir and the Dissolution Act.
3. Discuss the character of Dr. Faustus from Marlowe's play and relate this character to
Elizabethan drama in general.
4. What sort of society is envisioned by Thomas More in Utopia?
5. Analyze Hamlet as a tragedy and as a study of a complex character.
6. How does Shakespeare use irony in his Sonnet 130?
