Sylabus Hum/100 Essay

Availability: For emergencies, if you are not able to obtain messages within the Online Learning System (OLS), please mail a message to my personal email. In the event a third party needs to contact me, please direct them to my own contact information detailed under “facilitator information. ” No 3rd party should employ your login credentials to reach the classroom. Welcome! Everyone should be open to Hum/100.

I i want to thank choosing Phoenix, arizona University for your career and academic growth. During the next five weeks we will work as a team. I will support you during this training course. Please feel free to contact me for those who have a question or perhaps want to share your feedback Instructor Bio Dr . Rodriguez specializes in higher education with a attention in history.

He obtained a BA in History from King’s College in Wilkes-Barre, Pennsylvania. In 2005 he completed his MAED with a niche in History from your University of Puerto Rico in Rj Piedras. Last year he finished the requirements to get a Doctorate inside the same field.

He provides taught secondary school history classes at H. E. T. O and has made educational presentations pertaining to Pearson Education. Course Explanation This course provides an introduction to the arts through their very own expression in dominant topics of American culture. Concepts of character and the person in world are evaluated in the artsy works from the ancient world to old times. The course gives a framework for understanding and evaluating contemporary artistic undertakings.

Course Issues & Aims Week One: Defining the Humanities •Differentiate between the humanities and many other modes of human inquiry and appearance. •Identify examples of art, music, architecture, beliefs, and books that indicate developments in politics, socioeconomic status, and technology for the given time period. Week Two: Ancient Civilizations •Identify important examples through the humanities that reflect developments in world situations and social patterns in ancient cultures. Greece and Rome •Identify key illustrations from the humanities that echo developments on planet events and cultural habits within the early Greek and Roman cultures.

Week 3: Judaism and Early Christianity •Identify important examples through the humanities that reflect developments in world occasions and ethnic patterns within just Judaism and early Christianity. •Explore how Judaism and Christianity reflect humanity’s ideas of mother nature and the function of the individual in relationship towards the world and deity. Week Four: Byzantium and Islam •Identify important examples in the humanities that reflect improvements in world occasions and social patterns in the Byzantium and Islamic traditions. Week Five: The Early, Large, and Late Middle Ages •Identify key illustrations from the humanities that indicate developments on planet events and cultural habits in the Early on, High, and Late Dark ages.

Course Elements Fiero, G. K. (2007). The humanistic tradition (5th. ed., Books 1 & 2). New york city: McGraw Hill. All electronic digital materials are available on your college student Web site.

ASSIGNMENTSDUEPOINTS Individual (70%) Class Participation (-2 tardy, -3 absent) *tardy= a hundred and twenty minutes after class commences or after given break) All15 Paper over a Cultural Event W115. Artistic Themes via Ancient Civilizations: Greece and RomeW220 Early Civilizations MatrixW420 Learning Crew (30%) Learning Team Fine art Commission Affirmation W310 Learning Team Last Paper W512 Learning Group Final PresentationW58 Total100 Study course Changes Please note that the instructor’s assignments may vary from the first syllabus you received from your student website. Assignments with this document consider priority.

While the reading tasks and learning objectives continue to be the same, a number of the assignments through this syllabus have already been customized in this particular section. Weekly Schedule The class starts when the first class meeting starts. Weekly tasks are because of at the start of every week’s category meeting. Contribution Participation is assessed by faculty member and is part of a student/learner’s final grade.

Participation needs student/learners to become actively engaged in the every week classroom actions and discussion. Discussion needs to be relevant to the course objectives and add worth to recently presented material. The best input reflect superb preparation, very good listening, and interpretative and integrative expertise. Consistently coming out late intended for class or leaving early on will in a negative way impact the participation level.

An lack from a workshop ends in zero participation points for your workshop. Attendance If the student/learner misses more than allowed defaut in a training course in consecutive or nonconsecutive weeks, the student/learner can automatically become withdrawn (Autodrop) from the program and will not really be eligible to earn a grade. Mailing assignments to the instructor by email, fax, mail or other means does not make up for missed attendance. Faculty simply cannot excuse disette. Any questions about this plan should be directed to an acces or academics counselor.

Length of CourseAbsences AllowedAbsences Resulting in Autodrop 5-9 weeks12 Most on-campus group research classes meet four hours per week, generally in the evening. Student/learners are in attendance at the on-campus workshops if they physically attend the on-campus workshop getting together with during the slated class hours and signal the attendance roster. Attendance at the slated campus course meetings is definitely mandatory.

Second Absence Procedure Any college student who need to miss another class getting together with must trigger a drafted request to the campus Director of Academic Affairs who might grant an “E” excused absence after verification with the faculty the fact that student is good academics standing and is going to satisfy all course requirements. The request should be initiated prior to missing the 2nd class and within seven days of missing the class in the event that prior detect is impossible.

Excused defection should just be granted for starters of the subsequent reasons and with the appropriate assisting documentation: •Military deployment 1 ) Documentation may consist of army orders. •Serious illness or perhaps hospitalization of student or perhaps family member 1 . Family members for hospitalization or serious illness consist of: mother, dad, spouse, and child. 2 . Documentation range from a note in the Doctor, launch from the medical center. The documents does not need to have specifics from the medical condition and injury, etc . •Death of immediate member of the family 1 . Instant family members consist of: father, mother, spouse, child, grandparent, buddy, sister, cousin, uncle, father-in-law, mother-in-law, brother-in-law, and sister-in-law.

2 . Helping documentation can easily consist of a duplicate of the decease’s obituary. •Jury Duty 1 ) Supporting papers can contain a copy with the subpoena 2 . Natural catastrophe or severe weather that requires campus to end classes. Campus should initial attempt to plan a cosmetic makeup products session. In the event that students can no longer attend the make-up program, campus might want to issue a great “E” for that particular workshop for the entire school. Incomplete Level At the teachers member’s discernment, a class of Imperfect may be awarded during the last week of a study course provided all of the following conditions are met: 1 . The faculty affiliate determines that the Incomplete level is appropriate underneath the circumstances.

2 . Attendance requirements have been achieved for the course, and the student/learner is usually therefore qualified to receive a grade. 3. Student/learner is generating a completing grade in the course on the published assignments and participation at that time the Incomplete is usually requested. some. Student/learner requests, in writing for the Individual Forum, a class of Incomplete during the last week of class, prior to the course end date. your five.

Student/learner and faculty enter into a written agreement posted in the student/learner’s Individual Discussion board containing: a) A program completion strategy; b) A clearly determined extended program deadline never to exceed five (5) several weeks from the original course end date; and c) An acknowledgment that the final course grade will be reduced one (1) complete letter class in exchange for the extra time allowed to total the homework, regardless of the instances. Possible exclusions to the optimum time period to get completion of an incomplete in order to the letter grade reduction requirement are set forth in the Student/learner Directory.

Unless the faculty and student/learner have entered into an Incomplete level agreement ahead of the course ends, assignments posted after the previous day of class will not be recognized. Late projects Any past due assignments will receive a penalty of 10%. This kind of work only will be received one workshop late, any longer, it will not be acknowledged.

No job will be accepted after the final class. Make sure you post formal assignments in the Individual Discussion board as attachments—Microsoft® Word files or Microsoft® PowerPoint® slideshow, as required by every single assignment. Attachments should not be utilized for discussion problem responses, school participation, or perhaps weekly summaries (if needed by instructor).

Copyright Recommendations Student/learners and faculty must prize copyrights and not make unauthorized hard copies or post virtually any copyright-protected text message, graphics, or other material in any class room forum with no express before written authorization of the copyright owner. Academic Integrity Due to membership in the University’s academic community, student/learners accept a responsibility to abide by the Student Code of Academic Integrity, which can be part of the Student/learner Code of Conduct including statements in plagiarism and appropriate tendencies. A link to the Code can be found on the Centre for Writing Excellence site or by simply logging in to eCampus.

Confidentiality and Amazing Information One of the cornerstones with the University of Phoenix learning model may be the practical application of theoretical concepts. Student/learners and faculty members may well appropriately tend to illustrate lessons from personal experience devoid of identifying particular employers or individuals simply by name. Is it doesn’t University’s insurance plan that student/learners and faculty members must not reveal present or perhaps past company information that might be considered proprietary, confidential, company-sensitive, or contain protected operate secrets. Student/learners are encouraged to take a look at an organization’s limitations about sharing info externally ahead of presenting any information regarding the firm in the classroom.

To be able to assure totally free and open up discussion in which student/learners might elect to go over a company and its policies and procedures as they apply to the course material, objectives are that each person is going to respect the confidentiality relating to what many other classmates are prepared to share. Simultaneously, each student/learner should work out good wisdom in what is definitely chosen to reveal, avoiding non-public or competitively sensitive data. In addition , pupils and faculty need to avoid forwarding information distributed in class with anyone certainly not currently enrolled in that same course section.

Coursework must uphold the high specifications of academic honesty established by University or college of Phoenix, az. Consequently, almost all research carried out by student/learners must be peer-reviewed academic journals, such as individuals in the University or college Library, and also the additional readings on the study course materials web page for each study course. Internet queries often lead to nonacademic data resources, such as Wikipedia. org, Ask. com, Encarta. bing. com, Infoplease. com, etc . These options are not to provide as they are certainly not academic in nature. The student/learner is liable for the reliability of virtually any facts offered in assignments.

How Points and Proportions Equate to Levels 100-95A76-74C 94-90A-73-70C- 89-87B+69-67D+ 86-84B66-64D 83-80B-63-60D- 79-77C+59 or

Model: “A” operate should be of such a nature that this could be put on reserve for any students to examine and emulate. The “A” student is definitely, in fact , a good example for others to follow along with. B= Holds subject matter by a level regarded as good to very great. Participates positively in class discussion.

Writes very well. In On-Campus environments, addresses well. Accomplishes more than the lowest requirements. Makes high quality operate. Example: “B” work implies a high quality of performance which is given in identification for sound work; a “B” should be thought about a high level.

C= Demonstrates a satisfactory knowledge of the material. Accomplishes only the minimum requirements, and displays little or no project. Communicates orally (on-campus environment) and in publishing at an appropriate level for any college student. Has a acceptable knowledge of all fundamental concepts.

Case in point: “C” work represents typical work. Students receiving a “C” has met the requirements, which includes deadlines, from the course. D= Quality and quantity of operate is below average and barely acceptable.

Model: “D” work is transferring by a slender margin. F= Quality and quantity of work is undesirable. Academic credit is certainly not earned to get an Farreneheit. Example: “F” work would not qualify trainees to progress to a more advanced amount of course work.

Different Grades. We and IX= Incomplete. Most work for the course has become submitted.

Through prior arrangement with the faculty member, the student has opted for submit the remaining work within a specified period, not to go over the amount of period prescribed in University coverage. W=Withdrawal. Students must duplicate the entire training course. All drafted work will be graded relating to APA guidelines, as appropriate for this program. A percent of the grade will be based in style, content and file format including such items as clarity of communication, phrase and paragraph construction, punctuation, spelling, and grammar.

Extra Credit The curriculum is usually carefully created to fit the amount of course weeks. In order to uphold academic puritanismo and sincerity, student/learner degrees must be based upon the degree that the course requirements classified by the syllabus are fulfilled. Extra credit rating assignments aren’t allowed. APA Format You should use the APA format in your individual paperwork and Learning Team Assignments.

You can access the APA Guidelines and Tutorial at the Center for Writing Brilliance located below Services on the University of Phoenix College student Page http://mycampus. phoenix. Learning Teams The University’s utilization of Learning Clubs is a major means to promote student proficiency in the ability to collaborate, one of many five basic Learning Goals of the Establishment. UoPHX pupils are expected to work collaboratively and successfully in different groups and teams to obtain tasks.

Pupils should admiration human range and behave in a understanding manner toward colleagues and peers. A number of the assignments with this class will probably be completed in Learning Teams of three to five learners. Learning Groups are required to meet weekly, between on-campus training courses. Teams will probably be allowed to satisfy in-person, by way of teleconference, discussion, e-mails, fernkopie, telephone chat, or any additional electronic means. Learning Crew Log: The log is needed every week; it could be completed online and published for distribution.

Learning Crew Charter: To be able to create framework for the training Team, pupils will complete a Charter to get submitted during Week Two. Note: This exercise will assist the team arrange for effective achievements of tasks, establish rules, and lessen conflict. The LT Hire form can be completed within the course’s rEsource site and printed intended for submission to the instructor.

Learning Team Expert Evaluation: College students will be asked to develop a “Peer Evaluation” every week, to evaluate the contribution of each person in the Learning Staff. Faculty will need these Expert Evaluations into consideration when assessing individual participation and contribution to the Learning Team jobs. Because Learning Team assignments are outcome-based, all associates will generally earn the same grade. Nevertheless , Faculty hold the right to statement different levels for Learning Team members when there is a substantial imbalance in specific contribution. Teachers will use the results of the LT Peer Evaluation intended for grading purposes.

A student are not able to receive virtually any team level allocation in the event he/she does not have a substantial contribution to the group assignments. Criteria for Learning Teams Work The following represents UoPHX specifications for Learning Team work. 1 . People develop perspective and desired goals for the Team as a whole. 2 . Members develop effective function plans, conference schedules, and assignments. three or more.

Members happen to be clear regarding goals to get work jobs. 4. People effectively deal with conflict inside the Team and resolve complications. 5. People share workload equally. 6. Members build consensus and effectively reveal in decision making. 7. Goods of the Staff process, which include presentations and papers, happen to be cohesive and present an image of a single product rather than a collection of individual kinds.

8. Jobs are finished on time and meet set up Class Guidelines Cell Phone Use: The mobile phone ringers has to be put on the vibrate mode. All telephone calls must be taken care of outside the class. Texting can be not allowed in the classroom. Laptop Work with: Instructor can state when ever computer use is appropriate.

It is strictly restricted to visit a social network, chat, and/or send out personal e-mail in class. Simply no children are authorized in the course or in campus. Referrals Abos, A. L. (1993). Diccionario de terminos basicos para la historia.

This town: Editorial Alambra. Bois, G. (1991). La revolucion del ano mil. Barcelona: Content Critica. Braudel, F. (1991). Escritos sobre la historia. Madrid: Editorial Alianza. Cimmino, F. (1991). Vida todos los dias de los egipcios. Madrid: Content Edaf. Dawson, C. (1991). Los origenes de Europa. Madrid: Content Rialp. Durand, G. (1999). Ciencia del hombre con tradicion: Un nuevo animo antropologico. Barcelona: Paidos. Encyclopaedia Britannica Almanac 2003. (2003). Chicago, Il.: Enciclopedia Britanica. Etienne, Ur. (1992). La vida cotidiana en Pompeya. Madrid: Content Temas para Historia. Fernandez, A. (1996). Occidente: Enredo de todas las civilizaciones. Editorial Vicens-Vives. Giardina, F. (1991). El semejante romano. This town: Editorial Federacion. Grimal, G. (1999).

La civilizacion romana: vida, costumbres, leyes, artes. Barcelona: Paidos. Guia mundial almanaque anual 2003. (2003). N. We.: Editora Cinco. Harrison, M. B. (1997).

Estudio sobre las civilizaciones occidentales. (7ma. ed. ). Mexico: McGraw-Hill. Le Goff, J. (1990). El semejante medieval. This town: Editorial Sortija. Le Goff, J. (1999).

La civilizacion del occidente medieval. Barcelona: Paidos. Mc Neill, Watts. H. (2000). La progreso de poniente. (6ta. ed. ). San Juan, P. R.: Content de la Universidad de Muelle Rico.

Payne, M. (n. d. ) Diccionario de teoria critica y estudios culturales. Buenos Aires: Paidos. Reynal, V. (1997). Civilizaciones de ocaso. San Juan, P. Ur.: Editorial Plaza Mayor.

Spielvogel, J. J. (1997). Civilizaciones de poniente. (3ra. ed. ). South america: International Thompson. Vernant, L.. (1992). Mis origenes de pensamiento griego. Barcelona: Paidos.

Treadgold, T.. (2001). Breve historia para Bizancio. Barcelona: Ediciones Paidos. Aries, G., & Duby, G.. (1991). La adhesion edad media. En Enredo, la deseo privada. (Vol. 2). Madrid: Taurus. Baynes, N. H. (1996). Este imperio bizantino. Mexico: Dinero de Saggezza Economica. Corcel, G. (1992). El criatura bizantino. Madrid: Alianza Content. Cabrera, At the.. (1998). Relato de Bizancio. Barcelona: Ariel.

Puerto Rico En Breve http://www. preb. com/ Relato General sobre America Latino http://www. unesco. org/culture/latinamerica/ Culturas Indigenas sobre Puerto Lujoso. http://www. universia. pr/culturaindigena/ ARTEHISTORIA: LA Pagina del Ciencia y la Cultura http://www. artehistoria. jcyl. es/ Aspectos Fundamentos de Budismo http://www. budismo. net/ Historia Cristiana http://vicarte. tripod. com/reformadadoctrina/id11. code Las Raices Judias delete Cristianismo. http://www. formarse. com. ar/religiones/raices_judias. htm Medialismo http://www. medievalismo. org/ Bibliografia para Recursos para Espanol sobre el World Wide Web Gramatica con Ortografia Mis 101 Modelos de Conjugacion en Espanol http://www. verbolog. com/conjuga. htm Acentuacion sobre Espanol http://mason. gmu. edu/~eromanme/acentos/acentfra. htm El Adjetivo http://roble. cnice. mecd. es/~msanto1/lengua/1adjetiv. htm Como Mejorar en Espanol http://dat. etsit. upm. es/~mmonjas/acentos. html Conjugador de Verbos http://protos. dis. ulpgc. es/investigacion/scogeme02/flexver. htm Cuadernos Cervantes http://www. cuadernoscervantes. com/. CVC Cervantes: Uso para las Mayusculas http://cvc. cervantes. es/alhabla/museo_horrores/museo_011. htm Diccionarios para Espanol: Universidad de Oviedo http://tradu. scig. uniovi. es/busca. html Diccionarios de Espanol: Conjugador sobre Verbos http://tradu. scig. uniovi. es/conjuga. html Esquema Basic de los Sintagmas en Espanol http://www. asmadrid. org/spanish/gram/SS. htm Gramatica entre ma Lengua Castellana. http://www. cervantesvirtual. com/servlet/SirveObras/57915175105571384100080/index. htm Gramatica, Fonologia, Linguistica http://dat. etsit. upm. es/~mmonjas/gram. html Gramatica sumado a Ortografia http://www. indiana. edu/%7Ecall/lengua. html Instituto de Verbologia Hispanica http://www. verbolog. com/entrada. htm La Lengua Espanola http://www. geocities. com/SiliconValley/Horizon/7428/ Linguistica http://www. amerschmad. org/spanish/gram/inicio. htm Morfologia Nominal http://www. santiagoapostol. net/latin/gramatica/ESQUEMAS/INDICE. htm La Ortografia http://roble. cnice. mecd. es/~msanto1/ortografia/ Pagina de la Lengua Espanola http://www. dat. etsit. upm. es/~mmonjas/espannol. html La Pagina del Expresion Espanol http://www. elcastellano. org/ Las Preposiciones http://www. apoyolingua. com/LASPREPOSICIONES. htm Real Agrupacion Espanola http://www. rae. ha sido.

Los Signos sobre Puntuacion http://www. bibliotecavirtual. com. do/Espanol/SignosdePuntuacion. htm Sintagma Nominal. Sintagma Verbal http://www. hiru. com/es/lengua_castellana/lengua_01500. html code Sintaxis http://www. amerschmad. org/spanish/depto/ling/sint/sint. htm Spanish Kit—Learn The spanish language Online (SSL) http://www. spanish-kit. net/ La Tercera Icarito: La Ortografia Espanola http://www. latercera. cl/icarito/enciclopedia/canal/canal/0, 0, 38035857_152308903, 00. html Uso sobre Mayusculas y Ejercicios http://www. feriva. com/links/mayus. html WordReference: Conjugacion de Verbos sobre Espanol http://www. wordreference. com/conj/ESverbs. asp.

Redaccion y Ensayos American University or college of Malograr Rico: Tutoriales http://www. aupr. edu/tutoriales/tabla%20para%20Pagina%20Inicio. htm El Esbozo http://www. aupr. edu/tutoriales/Presentaciones%20Biblioteca/Tutorial%20El%20Bosquejo_files/frame. htm La Argumentacion http://sapiens. ya. com/auladelengua/argumentacion. htm La Argumentacion http://roble. pntic. mec. es/~msanto1/lengua/-argumen. htm Argumentacion y Imprudencia http://www. hiru. com/es/lengua_castellana/lengua_03100. html Centro Virtual de Redaccion del Tecnologico de Monterrey http://serviciosva. itesm. mx/cvr/redaccion/opcion3. htm (ensayo) http://serviciosva. itesm. mx/cvr/formato_apa/index. htm (formato APA) Asi como Escribir un Ensayo http://www. plataforma. uchile. cl/fg/contenido/herramientas/textos/como_escribir. htm Como Clausurar un Investigacion http://mit. ocw. universia. net/21A-218JIdentity-and-DifferenceFall2002/NR/rdonlyres/Anthropology/21A-218JIdentity-and-DifferenceFall2002/664D1310-79C8-4CB1-A12F-780FC061F181/0/secondd3. pdf Tais como Redactar el Ensayo http://www. caribbean. edu/CU/Biblioteca/PRESENTACIONES/redacens. pdf Asi como se Elabora un Investigacion. http://www. ter o conhecimento de. ula. ve/db/ssaber/Edocs/pubelectronicas/accionpedagogica/vol13num1/documento2. pdf Creacion Proceso con Sintesis http://highered. mcgraw-hill. com/sites/0072818891/student_view0/rincon_del_escritor/ Consideraciones De del Investigacion http://www. uces. edu. ar/biblioteca/consideraciones_ensayo. php Platica Literario con Discurso Culto http://macareo. pucp. edu. pe/~elejalde/ensayo/dlitdacad. html Este Ensayo http://www. aupr. edu/tutoriales/Presentaciones%20Biblioteca/El%20Ensayo_files/frame. htm El Ensayo http://spanlang. stanford. edu/downloads/span3comp2. pdf Entrenamiento y Revising http://dieumsnh. qfb. umich. mx/gesinfo/ensayo. htm Redactar para el Cambio http://www. fahamu. org/WFCSpanish/sitemap. html Guia Metodologica pra el Entrenamiento Escrito http://www. dartmouth. edu/~span32/tarea. htm Guia para la Elaboracion para Ensayos sobre Investigacion http://www. razonypalabra. org. mx/anteriores/n41/vmendoza. html code Guia Metodica para Confeccionar un Prueba http://www. uaq. mx/filosofia/Gu%EDa%20t%E9cnica%20para%20elaborar%20ensayos. pdf format El Manual de Moda de APA y las Referencias http://www. aupr. edu/tutoriales/Citas%20de%20Ref%20WEbPage/Citas%20de%20Referencia. htm Modalidades Textuales: Cuento, Descripcion, Imprudencia y Argumentacion http://www. auladeletras. net/material/modtxt. PDF Modelos sobre Textos: Argumentacion http://mutis. upf. es/cr/casacd/argumcast. htm Oracion Straightforward y Compuesta http://www. hiru. com/es/lengua_castellana/lengua_02100. code El Parrafo http://www. bibliotecavirtual. com. do/Espanol/parrafo. htm Week One Defining the Humanities •Differentiate involving the humanities and various other methods of man inquiry and expression. •Identify examples of artwork, music, buildings, philosophy, and literature that reflect innovations in politics, socioeconomic status, and technology for a given time period.

Training course Assignments 1 ) Readings •Read the preamble, introduction, and Ch. one particular & a couple of of The Humanistic Tradition. •Read this week’s Electronic Hold Readings. 2 . Discussion Concerns (in school activity) •Why should we study humanities? •What do we mean simply by culture? Skill? Style? Guru? •How will be art and culture reflecting of our changing concepts of nature, society, and the individual? •What may be the value of studying the humanities—art, culture, religion, etc? •What elements can lead to the expansion of a society or traditions? •How can easily interaction to cultures or societies influence and gain a traditions?

3. Person Instructions: Early Civilizations Matrix •Resources: Early Civilizations Matrix •Begin taking care of the Early Civilizations Matrix, located on the student Website. •Review the consumer Assignments in Week Four for a total description on this assignment. The matrix needs to be updated throughout the course. If outside options are used to full the matrix, they must be cited employing standard APA format. A final completed matrix is due in Week Four.

4. Person Assignment: Newspaper on a Social Event •Prepare a 350- to 700-word paper talking about a cultural event you may have experienced, just like music, move, theater, skill, literature, or perhaps others, and your reaction to the big event. •Explain how the event was an expression of what you learn about the humanities, art, design, genius, and culture of that time period period it represents. •Respond to the subsequent questions in the paper: oHow are the humanities distinguished from the other modes of human request and manifestation? oHow will the selected sort of cultural phrase compare with other designs you know about from the same time period? •Format your newspaper according to APA requirements. •Prepare to discuss your conventional paper in class. Paperwork will be examined for articles, organization, and structure.

Additionally , papers will probably be assessed on the student’s choice of event, explanation of activities, and the total explanation with the event’s value. 5. Learning Team Recommendations: Learning Group Art Commission payment Statement. •Begin discussing and preparing an outline of the commission payment statement for any painting, bit of sculpture, or perhaps other art installation. The type of skill will you display? How will this reflect world events or cultural habits? •Review the description of Week Three Learning Team Assignment: Learning Team Skill Commission Statement. •Collaborate along with your team on this project which is due in Week Three. •Review the objectives by Week One particular and talk about additional ideas and queries that may have got arisen.

REFERENCIAS ADDICIONALES: Abos, A. D. (1993). Diccionario de terminos basicos pra la cronica. Madrid: Editorial Alambra. Cimmino, F. (1991). Vida todos los dias de los egipcios. Madrid: Content Edaf. Durand, G. (1999). Ciencia del hombre sumado a tradicion: Este nuevo animo antropologico. Barcelona: Paidos. Culturas Indigenas sobre Puerto Rico. http://www. universia. pr/culturaindigena/ Week Two Historic Civilizations •Identify key cases from the humanities that echo developments in world events and cultural patterns in historical civilizations Greece and Rome •Identify key examples from the humanities that reflect improvements in world events and ethnic patterns within the early Ancient greek language and Both roman civilizations. Program Assignments 1 ) Readings. •Read Ch.

4–6 of the text message. •Read this kind of week’s Electronic Reserve Readings. 2 . Debate Questions (in class activity) •What circumstances allowed these cultures to grow and turn into dominant during their particular epochs? •What outdoors influences may possibly have written for either the expansion or decline of these civilizations? •What interactions or impacts may these cultures have gotten on each other? •What influences did classical Greek viewpoint have in later nationalities?

What affect does classical Greek idea have in the modern world? •What affects of Both roman law and culture will be evident in the modern day world? •Why was the Roman character discovered with militarism? •What impact on do Greco-Roman philosophy, skill, and culture have on the modern community? •How performed the Ancient greek language and Roman cultures effect later communities in terms of home repair? Technology? Government?

3. Individual Assignment: Artsy Themes via Ancient Nationalities: Greece and Rome •Prepare a 1, 050- to 1, 400-word paper checking out a topic from of the following themes as they relate to the ancient cultures through early on Greek and Roman moments as explained in the course blood pressure measurements: oThe reason for human your life oFree can and destiny oSuffering. oStriving for excellence oGender tasks oReligious phrase oLove oSex oUnderstanding of wealth oWork •Determine the way the theme is definitely reflected inside the cultural and world developments from whenever period. •Compare and contrast the development of the theme inside each of the historic periods shown while relating past behaviour to contemporary ones. •Format your daily news according to APA criteria. • Put together to discuss your paper in the lecture. 4. Learning Team Guidelines: Review Aims •Review the objectives from Week Two and talk about additional information and questions that may possess arisen.

FURTHER REFERENCES: ARTEHISTORIA: LA Web del Arte y la Cultura. http://www. artehistoria. jcyl. es/ Braudel, F. (1991). Escritos sobre la relato. Madrid: Editorial Alianza. Etienne, R. (1992). La deseo cotidiana sobre Pompeya.

This town: Editorial Temas de Enredo. Grimal, P. (1999). La civilizacion romana: vida, costumbres, leyes, artes. Barcelona: Paidos. Vernant, L.. (1992). Los origenes delete pensamiento helenico. Barcelona: Paidos. Week Three Judaism and Early Christianity •Identify key examples from the humanities that reflect developments in world situations and ethnic patterns inside Judaism and early Christianity. •Explore just how Judaism and Christianity reveal humanity’s ideas of mother nature and the position of the individual in relationship to the world and deity. Program Assignments 1 ) Readings •Read Ch. almost 8 & 9 of the text message. •Read this week’s Digital Reserve Readings. 2 . Dialogue Question (in class activity) •What may be the Torah?

The particular Judiac regulation and theology different from additional faiths from the period? •What influences would Judaism possess on the progress early Christianity? •What significant influences truly does Christianity still have in modern day Western lifestyle and culture? •Why can it be important to understand how Judaism and Christianity have got shaped Western thought? 3. Learning Staff Instructions: Learning Team Final Paper and Presentation •Begin preparing an outline of the final paper which can be used to start preparing the final PowerPoint® presentation. •Review the description of Week Five Learning Team Job: Learning Crew Final Paper and Business presentation.

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