CORE 2002
HUMANITIES II
Instructor: Mitchell Turner
Phone: 706-880-8015
E-Mail: [email protected]
Class Website: http://home.lagrange.edu/mturner/hum2/hum2.htm
Office: CEB Rm. 111
Office Hours:.MW 9-9:30 TTH 8:30-9:30
Class Time: MW 1:40-3:10
Mission Statement: LaGrange College challenges the minds and inspires the souls of its students. Founded in 1831 and
committed to its relationship with the United Methodist Church and its Wesleyan and liberal arts traditions, the college supports
students in their search for truth. An ethical and caring community valuing civility, diversity, service and excellence, LaGrange
College prepares students to become successful, responsible citizens who aspire to lives of integrity and moral courage.
CORE Outcomes: The curriculum of LaGrange College supports this mission through a design intended to improve students’
creative, critical, and communicative abilities, as evidenced by the following outcomes:
(1) Students will demonstrate creativity by approaching complex problems with innovation and from diverse perspectives.
(2) Students will demonstrate critical thinking by acquiring, interpreting, synthesizing, and evaluating information to reason out
conclusions appropriately.
(3) Students will demonstrate proficiency in communication skills that are applicable to any field of study
Course Description: This course focuses on our cultural heritage with an emphasis on the impact of the Judeo-Christian tradition
as it relates to all knowledge. The course balances the instructor‘s selected academic theme with a common set of assignments
and academic skill sets. The period from 1660 to the present is covered in this course. Students confront primary and secondary
source materials in order to gain a historical consciousness
Students will show upon the successful completion of this course:
SLO1 - An enhanced understanding of the themes of beauty and transcendence as well as the individual and society
within their interdisciplinary Western cultural context (IO 1 and 2)
➢ to identify the motifs of beauty and transcendence and the individual in society, as they recur in texts, music, art,
drama, and other art forms
➢ to experience these concepts through the dialectical and Socratic methods
➢ to develop an understanding of the cultural framework within which these motifs emerged
➢ to trace the effects of these motifs on subsequent cultural endeavors
➢ to analyze the significance of these motifs and their influence upon modern aesthetics
SLO II - An enhanced ability to think critically, respond creatively, and communicate effectively within a scholarly
research context (IO 2 and 3)
➢ develop, and expand research skills (especially library skills)
➢ strengthen analytical and critical thinking skills
➢ strengthen communication skills
➢ strengthen computer and computer application skills
Goal: Through focused close readings, discussions and observations of selected texts, films, musical compositions, and works of
art, students will learn the importance of concepts of beauty, divinity, and the relationship between the individual and society to
the western intellectual tradition.
Texts:
1) Shakespeare. The Merchant of Venice (Folger Shakespeare Library) Simon & Schuster; Updated edition.
2010. ISBN 978-1439191163
2) Jane Austin. Pride and Prejudice. Penguin Classics, 2002. ISBN 978-0141439518
3) Dostoyevsky. Crime and Punishment. Penguin Classics, Revised edition 2002. ISBN 978-0140449136
4) Rachel Seiffert. Lore. Vintage International, 2013. ISBN 978-0345806697
General Methodology
The course will emphasize critical reading, lecture, and discussion, use of library materials, select websites and writing, writing,
writing.
COURSE REQUIREMENTS:
1.
Regular attendance at lectures and discussions:
a) You are expected to attend every class meeting listed on this syllabus.
b) The only excused absences (i.e., absences that incur no penalty) are absences due to participation in official LaGrange
College activities (conferences, field trips for other classes, athletic events, and so on), documented illness or verifiable
personal emergency.
c) I will check attendance at the beginning of each class, so if you come in late, make sure before you leave that you have
been marked “present.” Please note that two tardies = one unexcused absence.
d) You are permitted two (2) unexcused absences. Each unexcused absence beyond those results in an automatic two-point
reduction in your final average for this course.
e) Failure to attend all contact programs, et al special events will result in a one letter grade reduction of your final
grade for EACH missed event. Only a fully DOCUMENTED emergency will suffice for an absence without penalty.
2.
Readings: This is a reading intensive course. You must stay current on the reading assignments. Readings will include the
required texts, electronic sources and reference pieces in the library. The readings will provide you with the framework
necessary to profit from this class. Some of the material in the lectures will not be in the text and vice-versa. Material from all
readings, along with lectures and discussions will be on the examinations.
NB: I reserve the right to give unannounced reading quizzes. These will be based upon the assigned readings that were given in
advance. These quiz grades will be averaged and a percentage incorporated into your participation grade. These quizzes are
NOT subject to make up.
3.
Order in the classroom: It is imperative that students respect one another and the instructor by refraining from talking, sleeping,
eating or reading newspapers during the class. If you cannot maintain decorum in the classroom you will be asked to leave.
Turn off all electronic devices when you enter the classroom. Text messaging is strictly forbidden in class. If you are
caught ‘texting’ you will be asked to leave the class. Also, please remember that the use of Tobacco is STRICTLY
PROHIBITED.
4.
Special Events attendance: You are required to attend several contact programs, field trip, et al events over the course of the
semester. These will be announced in class.
5.
EXAMINATIONS (SLO I, II) - There will be four essay examinations. The first three will be non-cumulative exams, based
upon the lectures, films, readings, discussions, and the textbook, consisting of term identifications, slide identifications, and
essay. On the identifications you will organize your answers around the following: WHO or WHAT, WHEN, WHERE, HOW,
and WHY IMPORTANT. You must present this information in a coherent, logical and WELL WRITTEN unit (usually one or
two paragraphs). The essays will require you to completely answer every aspect of the question in an organized and logical
fashion. For these exams you are required to use examination books (also known as "Blue" books - available at the college
bookstore). The fourth exam will be given during the final exam period for this class and will contain a comprehensive
component.
PLEASE NOTE: Analysis, synthesis and communication are key skills being developed in this class. To that end grading
of exams will be based upon the degree to which you have analyzed and synthesized data from ALL sources examined as
part of the class. In other words, in order to earn an “A” on any component of the exam (and thus on the exam itself) you
MUST incorporate lecture, discussion, text, and source material when appropriate. You will be expected to not only
master the material, but be able to communicate said mastery in an effective way.
6.
RESEARCH ESSAYS (SLO I and II) – Over the course of the semester you must submit THREE researched and documented
essays. Topics for essays are TBA.
Each essay must conform to the standard rules of academic paper preparation and presentation (typed, double-spaced, one inch
margins, stapled, etc.) and meet the following requirements.
Basic Requirements
a.
b.
c.
d.
e.
1000 words of narrative and it must have a bibliography
typed, double spaced
Researched – with a minimum of five sources. The sources may include: reference items (from the reference section of
Banks Library), monographs, and journal articles. It may also include up to one internet/web based source. (See guidelines
for use of electronic sources below)
The essays must include correctly formatted citations and a bibliography
Wikipedia – While you may consult Wikipedia at the beginning of a research project you MAY NOT use it as a
quoted/cited source in your papers.
f.
g.
These essays must argue a THESIS! Failure to state and argue one automatically results in a failing grade on the
assignment.
See the Grading Rubric for additional information.
NB: I will gladly meet with you to assist you develop these essays. DO NOT HESITATE to contact me if you have
questions or require assistance with this.
Electronic Sources - The library recommends that LaGrange College Humanities students use electronic sources available
through GALILEO or the library’s Online Catalog when conducting research for papers required by LC faculty. Those sources
include but may not be limited to: (1) e-books accessed via the Online Catalog; (2) JSTOR; (3) Project Muse; (4) Academic
Search Premier; (5) Research Library (at ProQuest); (6) Wilson OmniFile: Full Text Select Edition; (7) Grove Art Online; (8)
Literature Resource Center (GALE); and (9) the Oxford Reference Online: Premium Collection.
The reliability and legality of sources accessed via the Internet through GOOGLE, YAHOO, etc. may be questionable. In
contrast the sources listed above include articles of a scholarly nature and are provided for LC students through library
subscriptions or purchases. Although there may be legitimate and trustworthy sites available (e.g. government sites, university
sponsored sites, etc.) many Internet sites are not substantiated by a level of scholarship appropriate for undergraduate research.
(Prepared by Loren L. Pinkerman, Library Director)
7.
WEEKLY ASSIGNMENTS (SLO I and II): Each week over the course of the term you will be required to complete assignments
and submit them either on paper or via mentor. The assignments will consist primarily of reflective and analytical essays/
analyses of documents/reading assignments. Specific details on these assignments will be given on a case by case basis. In any
case, these submissions must be a minimum of 225 words in length. Grades will be based upon the essay rubric provided along
with this syllabus. Occasionally you will also be assigned electronic assignments which will be submitted to our mentor
dropbox. Details of these will be given on a case by case basis
Evaluation Methods:
4 Exams
3 Essays
Homework
Grading Scale:
A+
= 95-100
A
= 90-94
B+
= 85-89
B
= 80-84
100 points each (400 total)
100 points each (300 total)
100 points
C+
C
D+
D
= 75-79
= 70-74
= 65-69
= 60-64
Final Average calculated by:
Total_Points_Earned / Total_Points_Possible
F
= 59 and below
LATE WORK AND MAKE-UPS: It is your responsibility to know the due dates of exams and papers. Make up exams are strongly
discouraged. The only valid excuses to miss an exam or turn in a paper late are official college activities, illness requiring medical care
or extreme and verifiable personal emergency. You must notify the professor and present documentation verifying the emergency as
soon as possible.
INCOMPLETES: A grade of Incomplete is appropriate only to a student who is doing satisfactory work but for some reason beyond
the student’s control has been unable to complete the work during the quarter
CODE OF ACADEMIC HONOR: According to the LaGrange College Bulletin, p. 53: “As a member of the student body of
LaGrange College, I confirm my commitment to the ideals of civility, diversity, service, and excellence. Recognizing the significance
of personal integrity in establishing these ideals within our community, I pledge that I will not lie, cheat, steal, nor tolerate these
unethical behaviors in others.” In this course neither cheating on an exam nor plagiarism on written assignments will be tolerated.
More specifically, keep the following in mind:
•
•
Exams - Exams in this class are to be taken without consulting books, notes, outlines or fellow students. Study groups can be
very effective in preparing for your exam but once the exam begins, all collaboration must cease. Further, the use of electronic
devices during an exam/quiz is expressly prohibited.
Essays/written assignments - Like preparing for an exam, exchanging ideas and interpretations as you prepare to write is
perfectly acceptable. Remember, however, that you MUST cite and document any ideas used in your writing which are not your
own, whether or not those ideas have been written down somewhere.
ADA: In compliance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, LaGrange College will
provide reasonable accommodation of all medically documented disabilities. If you have a disability and would like the College
to provide reasonable accommodations of the disability during this course, please notify Ms. Pamela Tremblay, Director,
Counseling and Career Development Center, located in Smith Hall (X8313).
Humanities Essay Grading Sheet
The Superior Paper
(A/A-)
The Good Paper
(B+/B)
The Borderline
Paper (B-/C+)
The "Needs Help"
Paper (C/C-)
The Failing
Paper
Thesis
Easily identifiable,
plausible, novel,
sophisticated, insightful,
crystal clear and strong.
Promising, but may
be slightly unclear,
or lacking in insight
or originality.
May be unclear
(contain many vague
terms), appear
unoriginal, or offer
relatively little that is
new; provides little
around which to
structure the paper.
Difficult to identify
at all, may be bland
restatement of
obvious point.
Has no
identifiable thesis,
or utterly
incompetent
thesis.
Structure
Evident, understandable,
appropriate for thesis.
Excellent transitions
from point to point.
Paragraphs support solid
topic sentences.
Generally clear and
appropriate, though
may wander
occasionally. May
have a few unclear
transitions, or a few
paragraphs without
strong topic
sentences.
Generally unclear,
often wanders or
jumps around. Few or
weak transitions,
many paragraphs
without topic
sentences.
Unclear, often
because thesis is
weak or nonexistent.
Transitions
confusing and
unclear. Few topic
sentences.
Very difficult to
understand owing
to major problems
with mechanics,
structure, and
analysis.
Use of Evidence
Primary source
information used to
buttress every point with
at least one example.
Demonstrates thorough
research. Examples
support mini-thesis and
fit within paragraph.
Excellent integration of
quoted material into
sentences.
Examples used to
support most points.
Some evidence
does not support
point, or may
appear where
inappropriate.
Quotes well
integrated into
sentences.
Examples used to
support some points.
Points often lack
supporting evidence,
or evidence used
where inappropriate
(often because there
may be no clear
point). Quotes may be
poorly integrated into
sentences.
Very few or very
weak examples.
General failure to
support statements,
or evidence seems
to support no
statement. Quotes
not integrated into
sentences;
"plopped in" in
improper manner.
Shows obviously
minimal lack of
effort or
comprehension of
the assignment.
Analysis
Author clearly relates
evidence to "minithesis" (topic sentence);
analysis is fresh and
exciting, posing new
ways to think of the
material.
Evidence often
related to minithesis, though links
perhaps not very
clear.
Quotes appear often
without analysis
relating them to minithesis (or there is a
weak mini-thesis to
support), or analysis
offers nothing beyond
the quote.
Very little or very
weak attempt to
relate evidence to
argument; may be
no identifiable
argument, or no
evidence to relate it
to.
Very difficult to
understand owing
to major problems
with mechanics,
structure, and
analysis.
Logic and
Argumentation
All ideas in the paper
flow logically; the
argument is identifiable,
reasonable, and sound.
Author anticipates and
successfully defuses
counter-arguments;
makes novel
connections to outside
material (from other
parts of the class, or
other classes) which
illuminate thesis.
Argument of paper
is clear, usually
flows logically and
makes sense. Some
evidence that
counter-arguments
acknowledged,
though perhaps not
addressed.
Occasional
insightful
connections to
outside material
made.
Logic may often fail,
or argument may
often be unclear. May
not address counterarguments or make
any outside
connections.
Ideas do not flow
at all, usually
because there is no
argument to
support. Simplistic
view of topic; no
effort to grasp
possible alternative
views.
Shows obviously
minimal lack of
effort or
comprehension of
the assignment.
Mechanics
Sentence structure,
grammar, and diction
excellent; correct use of
punctuation and citation
style; minimal to no
spelling errors;
absolutely no run-on
sentences or comma
splices.
Sentence structure,
grammar, and diction
strong despite
occasional lapses;
punctuation and
citation style often
used correctly. Some
(minor) spelling
errors; may have one
run-on sentence or
comma splice.
Problems in sentence
structure, grammar,
and diction (usually
not major). Errors in
punctuation, citation
style, and spelling.
May have several runon sentences or
comma splices.
Big problems in
sentence structure,
grammar, and diction.
Frequent major errors
in citation style,
punctuation, and
spelling. May have
many run-on
sentences and comma
splices.
Very difficult to
understand owing
to major problems
with mechanics,
structure, and
analysis.
Humanities 2 Schedule: (This schedule is tentative and subject to change.)
Extra CE events are TBA and will be added to this course’s schedule.
+--------------------Aug
26
In class: Syllabus
Pico’s “On the Dignity of Man”
+--------------------31
In class: 1) Machiavelli “Whether it is better to be loved or feared” from The Prince
2) Aristotle Poetics
Sep
2
Read Shakespeare Merchant of Venice Act 1 (reading journal due)
+--------------------7
No Classes (Labor Day)
9
Read Shakespeare Merchant of Venice Act 2 (reading journal due)
+--------------------14
Read Shakespeare Merchant of Venice Act 3 (reading journal due)
16
Read Shakespeare Merchant of Venice Act 4 & 5 (reading journal due)
+--------------------21
Test #1 — Essay #1 Due
23
In class: Hume “Of the Standard of Taste”
+--------------------28
In class: Hume (cont.)
30
Read Jane Austen Pride and Prejudice Chapters 1-18 pp. 1-34 (reading journal due)
+--------------------Oct
5
Read Jane Austen Pride and Prejudice Chapters 19-34 pp. 34-60 (reading journal due)
7
Read Jane Austen Pride and Prejudice Chapters 35-49 pp. 60-89 (reading journal due)
+--------------------12
Read Jane Austen Pride and Prejudice Chapters 50-61 pp. 89-120 (reading journal due)
14
+--------------------19
Test #2 — Essay #2 Due
21
In class: Schiller “On Tragic Art”
+--------------------26
Read Dostoevsky Crime and Punishment Part I & Part II, pp. 5-232 (reading journal due)
28
Read Crime and Punishment Part III & Part IV, pp. 235-427 (reading journal due)
+--------------------Nov
2
Read Crime and Punishment Part V, Part VI, & Epilogue, pp. 431-656 (reading journal due)
4
Test #3 — Essay #3 Due
+--------------------9
Read Rachel Seiffert Lore Part I “Helmut” (pp. 3-50); (reading journal due)
begin watching The Downfall
11
cont. The Downfall
+--------------------16
cont. The Downfall
18
Read Rachel Seiffert Lore Part II “Lore” (pp. 51-156); (reading journal due)
begin watching Lore
+--------------------23-27
No Classes (Thanksgiving Break)
+--------------------30
finish watching Lore
Dec
2
Read Rachel Seiffert Lore Part III “Micha” (pp. 157-278); (reading journal due)
+--------------------FINAL EXAM PERIOD: Monday, December 7th at 11:30 (Test #4)