Sylabus Hum/100
College of Arts and Sciences
Course Design Guide
HUM/100 Version 2
Introduction to Humanities: The Ancient World to Medieval Times
Updated Aug. 2009
Copyright
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Edited in accordance with University of Phoenix® editorial standards and practices. Course Design Guide
Course Title: HUM/100 Introduction to the Humanities – The Ancient World to Medieval Times
Course Schedule: 03/02/11 – 03/30/11
Credits 3
Course Location/Times/Newsgroup: Site: Puerto Rico Main Campus
Days: Wednesdays
Time: 6:00 – 10:00
Required Text: Fiero, G. K. (2007). The humanistic tradition. (5th. ed. Combo), Books 1 & 2. New York: McGraw Hill.
Electronic Resources: http://www.apollolibrary.com/srpadmin/login.asp
User Name: uphoenix
Password: p3kate
Instructor’s Name: David Rodriguez Sanfiorenzo
Telephone: (787) 249 - 3135
UOP E-mail Address: DJRS@email.phoenix.edu
Alternative E-mail Address: drsanfiorenzo@gmail.com
Availability: For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to my personal email address. In the event a third party needs to contact me, please direct them to my contact information listed under "facilitator information." No third party should use your login credentials to gain access to the classroom.
Welcome!
Welcome to Hum/100. I thank you for choosing Phoenix University for your career and educational growth. During the next five weeks we are going to work as a team. I will support you during this course. Please feel free to contact me if you have a question or want to share your comments
Instructor Bio
Dr. Rodriguez specializes in higher education with a concentration in history. He obtained a BA in History from King’s College in Wilkes-Barre, Pennsylvania. In 2005 he completed his MAED with a specialty in History from the University of Puerto Rico in Rio Piedras. In 2009 he completed the requirements for a Doctorate in the same field. He has taught high school history classes at S.E.S.O and has made educational presentations for Pearson Education.
Course Description
This course provides an introduction to the arts through their expression in dominant themes of Western culture. Concepts of nature and the individual in society are examined in the artistic works from the ancient world to medieval times. The course provides a framework for understanding and evaluating contemporary artistic endeavors.
Course Topics & Objectives
Week One: Defining the Humanities
• Differentiate between the humanities and various other modes of human inquiry and expression.
• Identify examples of art, music, architecture, philosophy, and literature that reflect developments in politics, socioeconomic status, and technology for a given time period.
Week Two: Ancient Civilizations
• Identify key examples from the humanities that reflect developments in world events and cultural patterns in ancient civilizations.
Greece and Rome
• Identify key examples from the humanities that reflect developments in world events and cultural patterns within the early Greek and Roman civilizations.
Week Three: Judaism and Early Christianity
• Identify key examples from the humanities that reflect developments in world events and cultural patterns within Judaism and early Christianity.
• Explore how Judaism and Christianity reflect humanity 's concepts of nature and the role of the individual in relationship to the world and deity.
Week Four: Byzantium and Islam
• Identify key examples from the humanities that reflect developments in world events and cultural patterns in the Byzantium and Islamic traditions.
Week Five: The Early, High, and Late Middle Ages
• Identify key examples from the humanities that reflect developments in world events and cultural patterns in the Early, High, and Late Middle Ages.
Course Materials
Fiero, G. K. (2007). The humanistic tradition (5th. ed., Books 1 & 2). New York: McGraw Hill.
All electronic materials are available on your student Web site.
ASSIGNMENTS DUE POINTS
Individual (70%)
Class Participation (-2 tardy, -3 absent) *tardy= 120 minutes after class begins or after assigned break) All 15
Paper on a Cultural Event W1 15
Artistic Themes from Ancient Cultures: Greece and Rome W2 20
Early Civilizations Matrix W4 20
Learning Team (30%)
Learning Team Art Commission Statement W3 10
Learning Team Final Paper W5 12 Learning Team Final Presentation W5 8
Total 100
Course Changes
Please note that the instructor’s assignments may vary from the original syllabus you received from the student web page. Assignments in this document take priority. While the reading assignments and learning objectives remain the same, some of the assignments in this syllabus have been customized for this particular section.
Weekly Schedule
The class begins when the first class meeting begins. Weekly assignments are due at the start of each week’s class meeting.
Participation
Participation is assessed by the faculty member and is part of a student/learner’s final grade. Participation requires student/learners to be actively engaged in the weekly classroom activities and discussion. Discussion should be relevant to the course objectives and add value to previously presented material. The best contributions reflect excellent preparation, good listening, and interpretative and integrative skills. Consistently showing up late for class or leaving early will negatively impact the participation grade. An absence from a workshop results in zero participation points for that workshop.
Attendance
If the student/learner misses more than the allowed absences in a course in consecutive or non-consecutive weeks, the student/learner will automatically be withdrawn (Autodrop) from the course and will not be eligible to earn a grade. Sending assignments to the instructor by email, fax, mail or other means does not make up for missed attendance. Faculty cannot excuse absences. Any questions about this policy should be directed to an admissions or academic counselor.
Length of Course Absences Allowed Absences Resulting in Autodrop
5-9 weeks 1 2
Most on-campus group study classes meet four hours per week, usually in the evening. Student/learners are in attendance at the on-campus workshops if they physically attend the on-campus workshop meeting during the scheduled class hours and sign the attendance roster. Attendance at the scheduled campus class meetings is mandatory.
Second Absence Procedure
Any student who must miss a second class meeting must initiate a written request to the campus Director of Academic Affairs who may grant an "E" excused absence upon verification with the faculty that the student is in good academic standing and is going to meet all course requirements. The request should be initiated prior to missing the second class and within 7 days of missing the class if prior notice is not possible.
Excused absences should only be granted for one of the following reasons and with the appropriate supporting documentation:
• Military deployment
1. Documentation can consist of military orders.
• Serious illness or hospitalization of student or family member
1. Family members for hospitalization or serious illness include: mother, father, spouse, and child.
2. Documentation can include a note from the Doctor, release from the hospital. The documentation does not need to contain specifics of the medical condition and/or injury, etc.
• Death of immediate family member
1. Immediate family members include: father, mother, spouse, child, grandparent, brother, sister, aunt, uncle, father-in-law, mother-in-law, brother-in-law, and sister-in-law.
2. Supporting documentation can consist of a copy of the decease’s obituary.
• Jury Duty
1. Supporting documents can consist of a copy of the subpoena
2. Natural disaster or inclement weather that requires campus to cancel classes. Campus should first attempt to schedule a make-up session. If students are not able to attend the make-up session, campus may choose to issue an “E” for that particular workshop for the entire class.
Incomplete Grade
At the faculty member 's discretion, a grade of Incomplete may be granted during the last week of a course provided all of the following criteria are met:
1. The faculty member determines that an Incomplete grade is appropriate under the circumstances.
2. Attendance requirements have been met for the course, and the student/learner is therefore eligible for a grade.
3. Student/learner is earning a passing grade in the course on the submitted assignments and participation at the time the Incomplete is requested.
4. Student/learner requests, in writing to the Individual Forum, a grade of Incomplete during the last week of class, prior to the course end date.
5. Student/learner and faculty enter into a written agreement posted in the student/learner’s Individual Forum containing:
a) A course completion plan;
b) A clearly identified extended course deadline not to exceed five (5) weeks from the original course end date; and
c) An acknowledgment that the final course grade will be reduced one (1) full letter grade in exchange for the extra time allowed to complete the coursework, regardless of the circumstances. Possible exceptions to the maximum time period for completion of an incomplete or to the letter grade reduction requirement are set forth in the Student/learner Catalog.
Unless the faculty and student/learner have entered into an Incomplete grade agreement before the course ends, assignments submitted after the last day of class will not be accepted.
Late assignments
Any late assignments will receive a penalty of 10%. This work will only be received one workshop late, any longer, it will not be accepted. No work will be accepted after the final class.
Attachments
Please post formal assignments in the Individual Forum as attachments—Microsoft® Word documents or Microsoft® PowerPoint® slides, as required by each assignment. Attachments should not be used for discussion question responses, class participation, or weekly summaries (if required by instructor).
Copyright Guidelines
Student/learners and faculty must honor copyrights and not make unauthorized hard copies or post any copyright-protected text, graphics, or other material in any classroom forum without the express prior written permission of the copyright owner.
Academic Integrity
By virtue of membership in the University’s academic community, student/learners accept a responsibility to abide by the Student Code of Academic Integrity, which is part of the Student/learner Code of Conduct which includes statements on plagiarism and appropriate behavior. A link to the Code can be found on the Center for Writing Excellence web site or by logging into eCampus.
Confidentiality and Proprietary Information
One of the cornerstones of the University of Phoenix learning model is the practical application of theoretical concepts. Student/learners and faculty members may appropriately choose to illustrate lessons from personal experience without identifying specific employers or individuals by name. It is the University 's policy that student/learners and faculty members must not share present or past employer information that would be considered proprietary, confidential, company-sensitive, or contain protected trade secrets. Student/learners are encouraged to examine an organization 's limitations on sharing information externally before presenting any information regarding the organization in the classroom. In order to assure free and open discussion in which student/learners may elect to discuss a company and its policies and procedures as they apply to the course material, expectations are that each person will respect the confidentiality regarding what fellow classmates are willing to share. At the same time, each student/learner should exercise good judgment in what is chosen to share, avoiding non-public or competitively sensitive information. In addition, students and faculty must avoid forwarding information shared in class with anyone not currently enrolled in that same course section.
Academic Resources
Coursework must uphold the high standards of academic integrity established by University of Phoenix. Consequently, the majority of research conducted by student/learners must be peer-reviewed academic journals, such as those in the University Library, or the additional readings on the course materials page for each course. Internet searches often lead to nonacademic information resources, such as Wikipedia.org, Ask.com, Encarta.msn.com, Infoplease.com, etc. These sources are not to be used as they are not academic in nature. The student/learner is responsible for the accuracy of any facts presented in assignments.
How Points and Percentages Equate to Grades
100-95 A 76-74 C
94-90 A- 73-70 C-
89-87 B+ 69-67 D+
86-84 B 66-64 D
83-80 B- 63-60 D-
79-77 C+ 59 or < F
Grade Definitions and Criteria
A= Clearly stands out as an excellent performer. Has unusually sharp insight into material and initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes logically and clearly. Integrates ideas previously learned from this and other disciplines; anticipates next steps in progression of ideas. Example: “A” work should be of such a nature that it could be put on reserve for all students to review and emulate. The “A” student is, in fact, an example for others to follow. B= Grasps subject matter at a level considered to be good to very good. Participates actively in class discussion. Writes well. In On-Campus environments, speaks well. Accomplishes more than the minimum requirements. Produces high quality work. Example: “B” work indicates a high quality of performance and is given in recognition for solid work; a “B” should be considered a high grade.
C= Demonstrates a satisfactory comprehension of the subject matter. Accomplishes only the minimum requirements, and displays little or no initiative. Communicates orally (on-campus environment) and in writing at an acceptable level for a college student. Has an acceptable understanding of all basic concepts. Example: “C” work represents average work. A student receiving a “C” has met the requirements, including deadlines, of the course.
D= Quality and quantity of work is below average and barely acceptable. Example: “D” work is passing by a slim margin.
F= Quality and quantity of work is unacceptable. Academic credit is not earned for an F. Example: “F” work does not qualify the student to progress to a more advanced level of course work.
Other Grades
I and IX= Incomplete. Most work for the course has been submitted. Through prior arrangement with the faculty member, the student has agreed to submit the remaining work within a specified period, not to exceed the amount of time prescribed in University policy.
W= Withdrawal. The student must repeat the entire course.
All written work will be graded according to APA guidelines, as appropriate for the program. A percent of the grade will be based on style, content and format including such items as clarity of communication, sentence and paragraph construction, punctuation, spelling, and grammar.
Extra Credit
The curriculum is carefully designed to fit the number of course weeks. In order to uphold academic rigor and integrity, student/learner grades must be based on the degree to which the course requirements listed in the syllabus are fulfilled. Extra credit assignments are not allowed.
APA Format Please use the APA format in your individual papers and Learning Team Assignments. You can access the APA Guidelines and Tutorial by visiting the Center for Writing Excellence located under Services on the University of Phoenix Student Page http://mycampus.phoenix.edu
Learning Teams
The University’s use of Learning Teams is a primary means to foster student competence in the ability to collaborate, one of the five basic Learning Goals of the Institution. UoPHX students are expected to work collaboratively and effectively in diverse groups and teams to achieve tasks. Students should respect human diversity and behave in a tolerant manner toward colleagues and peers. Some of the assignments in this class will be completed in Learning Teams of three to five students. Learning Teams are required to meet weekly, between on-campus workshops. Teams will be allowed to meet in-person, via teleconference, chat, e-mails, fax, telephone conversation, or any other electronic means. Learning Team Log: The log is required every week; it may be completed on the Web and printed for submission.
Learning Team Charter: In order to create structure for the Learning Team, students will complete a Charter to be submitted during Week Two. Note: This exercise will help the team plan for effective achievement of tasks, establish ground rules, and minimize conflict. The LT Charter form may be completed on the course’s rEsource site and printed for submission to the instructor.
Learning Team Peer Evaluation: Students will be asked to complete a “Peer Evaluation” every week, to assess the contribution of each member of the Learning Team. Faculty will take these Peer Evaluations into account when assessing individual participation and contribution to the Learning Team projects.
Because Learning Team projects are outcome-based, all members will generally earn the same grade. However, Faculty reserve the right to report different grades for Learning Team members if there is a substantial imbalance in individual contribution. Faculty will use the results of the LT Peer Evaluation for grading purposes. A student cannot receive any team point allocation if he/she does not have a substantial contribution to the group assignments.
Standards for Learning Teams Work The following represents UoPHX standards for Learning Team work.
1. Members develop perspective and goals for the Team as a whole.
2. Members develop effective work plans, meeting schedules, and assignments.
3. Members are clear about goals for work projects.
4. Members effectively manage conflict within the Team and resolve problems.
5. Members share workload equally.
6. Members build consensus and effectively share in decision making.
7. Products of the Team process, including presentations and papers, are cohesive and present an image of a single product rather than a collection of individual ones. 8. Tasks are completed on time and meet established
Class Rules
Cell Phone Use: The cell phone ringers must be put on the vibrate mode. All calls must be attended to outside the classroom. Texting is not allowed in the classroom.
Laptop Use: Instructor will state when computer use is appropriate. It is strictly prohibited to visit a social network, chat, and/or send personal emails in class.
No children are permitted in the class or on campus.
References
Abos, A.L. (1993). Diccionario de términos básicos para la historia. Madrid: Editorial Alambra.
Bois, G. (1991). La revolución del año mil. Barcelona: Editorial Crítica.
Braudel, F. (1991). Escritos sobre la historia. Madrid: Editorial Alianza.
Cimmino, F. (1991). Vida cotidiana de los egipcios. Madrid: Editorial Edaf.
Dawson, C. (1991). Los orígenes de Europa. Madrid: Editorial Rialp.
Durand, G. (1999). Ciencia del hombre y tradición: El nuevo espíritu antropológico. Barcelona: Paidós.
Encyclopaedia Britannica Almanac 2003. (2003). Chicago, Il.: Enciclopedia Británica.
Etienne, R. (1992). La vida cotidiana en Pompeya. Madrid: Editorial Temas de Historia.
Fernández, A. (1996). Occidente: Historia de las civilizaciones. Editorial Vicéns-Vives.
Giardina, F. (1991). El hombre romano. Madrid: Editorial Alianza.
Grimal, P. (1999). La civilización romana: vida, costumbres, leyes, artes. Barcelona: Paidós.
Guia mundial almanaque anual 2003. (2003). N.I.: Editora Cinco.
Harrison, J. B. (1997). Estudio de las civilizaciones occidentales. (7ma. ed.). México: McGraw-Hill.
Le Goff, J. (1990). El hombre medieval. Madrid: Editorial Alianza.
Le Goff, J. (1999). La civilización del occidente medieval. Barcelona: Paidós.
Mc Neill, W. H. (2000). La civilización de occidente. (6ta. ed.). San Juan, P.R.: Editorial de la Universidad de Puerto Rico.
Payne, M. (n.d.) Diccionario de teoría crítica y estudios culturales. Buenos Aires: Paidós.
Reynal, V. (1997). Civilizaciones de occidente. San Juan, P.R.: Editorial Plaza Mayor.
Spielvogel, J. J. (1997). Civilizaciones de occidente. (3ra. ed.). Mexico: International Thompson .
Vernant, J.. (1992). Los orígenes del pensamiento griego. Barcelona: Paidós.
Treadgold, W.. (2001). Breve historia de Bizancio. Barcelona: Ediciones Paidós.
Aries, P., & Duby, G.. (1991). La alta edad media. En Historia, la vida privada. (Vol. 2). Madrid: Taurus.
Baynes, N. H. (1996). El imperio bizantino. México: Fondo de Cultura Económica.
Caballo, G. (1992). El hombre bizantino. Madrid: Alianza Editorial.
Cabrera, E.. (1998). Historia de Bizancio. Barcelona: Ariel. Puerto Rico En Breve http://www.preb.com/ Historia General de America Latina http://www.unesco.org/culture/latinamerica/ Culturas Indigenas de Puerto Rico. http://www.universia.pr/culturaindigena/ ARTEHISTORIA: LA Pagina del Arte y la Cultura http://www.artehistoria.jcyl.es/ Aspectos Fundamentos del Budismo http://www.budismo.net/ Historia Cristiana http://vicarte.tripod.com/reformadadoctrina/id11.html Las Raices Judias del Cristianismo http://www.formarse.com.ar/religiones/raices_judias.htm Medialismo http://www.medievalismo.org/
Bibliografía de Recursos de Español en el World Wide Web
Gramática y Ortografía
Los 101 Modelos de Conjugación en Español http://www.verbolog.com/conjuga.htm
Acentuación en Español http://mason.gmu.edu/~eromanme/acentos/acentfra.htm
El Adjetivo http://roble.cnice.mecd.es/~msanto1/lengua/1adjetiv.htm
Cómo Acentuar en Español 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 de las Mayúsculas http://cvc.cervantes.es/alhabla/museo_horrores/museo_011.htm
Diccionarios de Español: Universidad de Oviedo http://tradu.scig.uniovi.es/busca.html
Diccionarios de Español: Conjugador de Verbos http://tradu.scig.uniovi.es/conjuga.html
Esquema General de los Sintagmas en Español http://www.asmadrid.org/spanish/gram/SS.htm
Gramática de la Lengua Castellana http://www.cervantesvirtual.com/servlet/SirveObras/57915175105571384100080/index.htm Gramática, Fonología, Lingüística http://dat.etsit.upm.es/~mmonjas/gram.html
Gramática y Ortografía http://www.indiana.edu/%7Ecall/lengua.html
Instituto de Verbología Hispánica http://www.verbolog.com/entrada.htm
La Lengua Española http://www.geocities.com/SiliconValley/Horizon/7428/
Lingüística
http://www.amerschmad.org/spanish/gram/inicio.htm
Morfología Nominal http://www.santiagoapostol.net/latin/gramatica/ESQUEMAS/INDICE.htm
La Ortografía http://roble.cnice.mecd.es/~msanto1/ortografia/
Página de la Lengua Española http://www.dat.etsit.upm.es/~mmonjas/espannol.html
La Página del Idioma Español http://www.elcastellano.org/
Las Preposiciones http://www.apoyolingua.com/LASPREPOSICIONES.htm
Real Academia Española http://www.rae.es
Los Signos de Puntuación http://www.bibliotecavirtual.com.do/Espanol/SignosdePuntuacion.htm
Sintagma Nominal. Sintagma Verbal http://www.hiru.com/es/lengua_castellana/lengua_01500.html
Sintaxis
http://www.amerschmad.org/spanish/depto/ling/sint/sint.htm
Spanish Kit—Learn Spanish Online (SSL) http://www.spanish-kit.net/
La Tercera Icarito: La Ortografía Española http://www.latercera.cl/icarito/enciclopedia/canal/canal/0,0,38035857_152308903,00.html Uso de Mayúsculas y Ejercicios http://www.feriva.com/links/mayus.html
WordReference: Conjugación de Verbos en Español http://www.wordreference.com/conj/ESverbs.asp
Redacción y Ensayos
American University of Puerto Rico: Tutoriales http://www.aupr.edu/tutoriales/tabla%20para%20Pagina%20Inicio.htm
El Bosquejo http://www.aupr.edu/tutoriales/Presentaciones%20Biblioteca/Tutorial%20El%20Bosquejo_files/frame.htm La Argumentación http://sapiens.ya.com/auladelengua/argumentacion.htm
La Argumentación http://roble.pntic.mec.es/~msanto1/lengua/-argumen.htm
Argumentación y Exposición http://www.hiru.com/es/lengua_castellana/lengua_03100.html
Centro Virtual de Redacción del Tecnológico de Monterrey http://serviciosva.itesm.mx/cvr/redaccion/opcion3.htm (ensayo) http://serviciosva.itesm.mx/cvr/formato_apa/index.htm (formato APA)
Cómo Escribir un Ensayo http://www.plataforma.uchile.cl/fg/contenido/herramientas/textos/como_escribir.htm Como Finalizar un Ensayo http://mit.ocw.universia.net/21A-218JIdentity-and-DifferenceFall2002/NR/rdonlyres/Anthropology/21A-218JIdentity-and-DifferenceFall2002/664D1310-79C8-4CB1-A12F-780FC061F181/0/secondd3.pdf Cómo Redactar un Ensayo http://www.caribbean.edu/CU/Biblioteca/PRESENTACIONES/redacens.pdf
Cómo se Elabora un Ensayo http://www.saber.ula.ve/db/ssaber/Edocs/pubelectronicas/accionpedagogica/vol13num1/documento2.pdf Composición Proceso y Síntesis http://highered.mcgraw-hill.com/sites/0072818891/student_view0/rincon_del_escritor/ Consideraciones Acerca del Ensayo http://www.uces.edu.ar/biblioteca/consideraciones_ensayo.php
Discurso Literario y Discurso Académico http://macareo.pucp.edu.pe/~elejalde/ensayo/dlitdacad.html
El Ensayo http://www.aupr.edu/tutoriales/Presentaciones%20Biblioteca/El%20Ensayo_files/frame.htm El Ensayo http://spanlang.stanford.edu/downloads/span3comp2.pdf
Ensayo y Revisión http://dieumsnh.qfb.umich.mx/gesinfo/ensayo.htm
Escribir para el Cambio http://www.fahamu.org/WFCSpanish/sitemap.html
Guía Metodológica para el Ensayo Escrito http://www.dartmouth.edu/~span32/tarea.htm
Guía para la Elaboración de Ensayos de Investigación http://www.razonypalabra.org.mx/anteriores/n41/vmendoza.html
Guía Técnica para Elaborar un Ensayo http://www.uaq.mx/filosofia/Gu%EDa%20t%E9cnica%20para%20elaborar%20ensayos.pdf El Manual de Estilo de APA y las Referencias http://www.aupr.edu/tutoriales/Citas%20de%20Ref%20WEbPage/Citas%20de%20Referencia.htm Modalidades Textuales: Narración, Descripción, Exposición y Argumentación http://www.auladeletras.net/material/modtxt.PDF
Modelos de Textos: Argumentación http://mutis.upf.es/cr/casacd/argumcast.htm
Oración Simple y Compuesta http://www.hiru.com/es/lengua_castellana/lengua_02100.html
El Párrafo http://www.bibliotecavirtual.com.do/Espanol/parrafo.htm Week One
Defining the Humanities
• Differentiate between the humanities and various other modes of human inquiry and expression.
• Identify examples of art, music, architecture, philosophy, and literature that reflect developments in politics, socioeconomic status, and technology for a given time period.
Course Assignments
1. Readings
• Read the preface, introduction, and Ch. 1 & 2 of The Humanistic Tradition.
• Read this week’s Electronic Reserve Readings.
2. Discussion Questions (in class activity)
• Why should we study humanities?
• What do we mean by culture? Art? Style? Genius?
• How are art and culture reflective of our changing concepts of nature, society, and the individual?
• What is the value of studying the humanities—art, culture, religion, and so on?
• What factors can lead to the growth of a society or culture?
• How can interaction with other cultures or societies influence and benefit a culture?
3. Individual Instructions: Early Civilizations Matrix
• Resources: Early Civilizations Matrix
• Begin working on the Early Civilizations Matrix, located on the student Web site.
• Review the Individual Assignments in Week Four for a full description of this assignment. The matrix should be updated throughout the course. If outside sources are used to complete the matrix, they must be cited using standard APA format. The final completed matrix is due in Week Four.
4. Individual Assignment: Paper on a Cultural Event
• Prepare a 350- to 700-word paper describing a cultural event you have experienced, such as music, dance, theater, art, literature, or others, and your reaction to the event.
• Explain how the event was an expression of what you know about the humanities, art, style, genius, and culture of the time period it represents.
• Respond to the following questions in your paper:
o How are the humanities distinguished from other modes of human inquiry and expression?
o How does the selected form of cultural expression compare with other forms you know about from the same time period?
• Format your paper according to APA standards.
• Prepare to discuss your paper in class. Papers will be assessed for content, organization, and structure. In addition, papers will be assessed on the student’s choice of event, description of activities, and the overall explanation of the event’s significance.
5. Learning Team Instructions: Learning Team Art Commission Statement
• Begin discussing and preparing an outline of the commission statement for a painting, piece of sculpture, or other art installation. What kind of art will you display? How will it reflect world events or cultural patterns?
• Review the description of Week Three Learning Team Assignment: Learning Team Art Commission Statement.
• Collaborate with your team on this project which is due in Week Three.
• Review the objectives from Week One and discuss additional insights and questions that may have arisen.
REFERENCIAS ADDICIONALES:
Abos, A.L. (1993). Diccionario de términos básicos para la historia. Madrid: Editorial Alambra.
Cimmino, F. (1991). Vida cotidiana de los egipcios. Madrid: Editorial Edaf.
Durand, G. (1999). Ciencia del hombre y tradición: El nuevo espíritu antropológico. Barcelona: Paidós.
Culturas Indigenas de Puerto Rico. http://www.universia.pr/culturaindigena/ Week Two
Ancient Civilizations
• Identify key examples from the humanities that reflect developments in world events and cultural patterns in ancient civilizations
Greece and Rome
• Identify key examples from the humanities that reflect developments in world events and cultural patterns within the early Greek and Roman civilizations.
Course Assignments
1. Readings
• Read Ch. 4–6 of the text.
• Read this week’s Electronic Reserve Readings.
2. Discussion Questions (in class activity)
• What conditions allowed each of these cultures to grow and become dominant during their particular epochs?
• What outside influences may have contributed to either the growth or decline of these cultures?
• What interactions or influences may these cultures have had on each other?
• What influences did classical Greek philosophy have on later cultures? What influence does classical Greek philosophy have in the modern world?
• What influences of Roman law and culture are evident in the modern world?
• Why was the Roman character identified with militarism?
• What influences do Greco-Roman philosophy, art, and culture have on the modern world?
• How did the Greek and Roman cultures influence later societies in terms of the arts? Technology? Government?
3. Individual Assignment: Artistic Themes from Ancient Cultures: Greece and Rome
• Prepare a 1,050- to 1,400-word paper exploring a topic from one of the following themes as they relate to the ancient cultures through early Greek and Roman times as described in the course readings:
o The purpose of human life o Free will and destiny o Suffering o Striving for perfection o Gender roles o Religious expression o Love o Sex o Understanding of wealth o Work
• Determine how the theme is reflected in the cultural and world developments from each time period.
• Compare and contrast the development of the theme within each of the historical periods listed while relating past attitudes to modern ones.
• Format your paper according to APA standards.
• Prepare to discuss your paper in class.
4. Learning Team Instructions: Review Objectives
• Review the objectives from Week Two and discuss additional insights and questions that may have arisen.
ADDITIONAL REFERENCES:
ARTEHISTORIA: LA Pagina del Arte y la Cultura. http://www.artehistoria.jcyl.es/
Braudel, F. (1991). Escritos sobre la historia. Madrid: Editorial Alianza.
Etienne, R. (1992). La vida cotidiana en Pompeya. Madrid: Editorial Temas de Historia.
Grimal, P. (1999). La civilización romana: vida, costumbres, leyes, artes. Barcelona: Paidós.
Vernant, J.. (1992). Los orígenes del pensamiento griego. Barcelona: Paidós.
Week Three
Judaism and Early Christianity
• Identify key examples from the humanities that reflect developments in world events and cultural patterns within Judaism and early Christianity.
• Explore how Judaism and Christianity reflect humanity 's concepts of nature and the role of the individual in relationship to the world and deity.
Course Assignments
1. Readings
• Read Ch. 8 & 9 of the text.
• Read this week’s Electronic Reserve Readings.
2. Discussion Question (in class activity)
• What is the Torah? What makes Judiac law and theology different from other faiths of the period?
• What influences did Judaism have on the development of early Christianity?
• What major influences does Christianity still have in contemporary Western culture and society?
• Why is it important to understand how Judaism and Christianity have shaped Western thought?
3. Learning Team Instructions: Learning Team Final Paper and Presentation
• Begin preparing an outline of the final paper that can be used to start preparing the final PowerPoint® presentation.
• Review the description of Week Five Learning Team Assignment: Learning Team Final Paper and Presentation.
4. Learning Team Assignment: Learning Team Art Commission Statement
• Prepare a 1,050- to 1,400-word commission statement for a painting, piece of sculpture, or other art installation that is to be placed at the entrance, or in the lobby, of a new Christian and Jewish Interfaith Cultural and Historical Center. The commission statement must include the following:
o Explain how the piece will represent developments in world events and cultural patterns past and present in Judaism and Christianity and why it is appropriate for the proposed location.
o Discuss why the group believes that the commissioned piece will reflect the Jewish and Christian concepts of humanity 's relationship to nature and the individual’s relationship to the world and deity.
o Discuss the value of commissioning such a piece for this location, how the piece is expected to enhance the intellectual and physical environments, and how it represents some aspect or feature of the Cultural and Historical Center.
• Format your paper according to APA standards.
• Prepare to discuss the details of your statement in class.
ADDITIONAL REFERENCES:
Aspectos Fundamentos del Budismo http://www.budismo.net/
Historia Cristiana. http://vicarte.tripod.com/reformadadoctrina/id11.html
Las Raices Judias del Cristianismo http://www.formarse.com.ar/religiones/raices_judias.htm
Week Four
Byzantium and Islam
• Identify key examples from the humanities that reflect developments in world events and cultural patterns in the Byzantium and Islamic traditions.
Course Assignments
1. Readings
• Read Ch. 10 of the text.
• Read Early Civilizations Matrix
• Read this week’s Electronic Reserve Readings.
2. Discussion Questions (in class activity)
• How did the tenets of faith influence Islamic art and architecture?
• What are considered the basic precepts in the Islamic world?
• What is the significance of understanding the development of theater, music, dance, and art through the Byzantine and Islamic epochs?
• What philosophical, architectural, and literary ideals from Byzantium and Islamic tradition have influenced both the Eastern and Western world to the present day?
• Why did Byzantium produce such a unique and distinct approach to art?
• How has the history of Byzantium influenced Eastern Orthodoxy, Greek classicism, and intellectual developments in the West?
3. Individual Assignment: Early Civilizations Matrix
• Resources: Early Civilizations Matrix
• Note the details of key political, socioeconomic, technological, artistic, musical, architectural, philosophical, and literary developments for each civilization listed in the table, which were evidenced in the humanities.
• Provide names, titles, dates, brief descriptions of important events, and other details as necessary.
• Cite any outside sources using standard APA format.
4. Learning Team Assignment: Review Objectives
• Review the objectives from Week Four, and discuss additional insights and questions that may have arisen.
ADDITIONAL REFERENCES:
Baynes, N. H. (1996). El imperio bizantino. México: Fondo de Cultura Económica.
Caballo, G. (1992). El hombre bizantino. Madrid: Alianza Editorial.
Historia: Documentos: Islam http://www.mgar.net/var/islam.htm
Historia del Islam http://www.musulmanesandaluces.org/publicaciones/Historia%20del%20Islam/Historia_del_Islam-1%20epoca%20preislamica-yahilia-Muhammad.htm
La Espana Musulmana http://www.sispain.org/spanish/history/muslim.html Week Five
The Early, High, and Late Middle Ages
• Identify key examples from the humanities that reflect developments in world events and cultural patterns in the Early, High, and Late Middle Ages.
Course Assignments
1. Readings
• Read Ch. 11–13 of the text.
• Read this week’s Electronic Reserve Readings.
2. Discussion Questions (in class activity)
• What role did the Church play in the political and social structures of society in the early Middle Ages?
• What was the role of the individual in society under feudalism? How has that role changed in modern society?
• How did monasteries and convents keep learning alive?
• What influences did the Church have on the arts in Medieval culture?
• How were the conflicts between pagan art forms and the Church resolved?
• What was Charlemagne 's significance as both a political and cultural leader?
• Why did the Church support Charlemagne and his rule?
• How did Charlemagne 's actions lead to the beginning of economic and political stability for Europe?
• What was the relationship between Gothic architecture and spiritual vision?
• What effect did the secular influence have on the arts in general?
• What were the significant changes in economics, society, and government?
• What was the role of dance in Medieval life?
• What effects did the Black Plague have on art and life?
• What brought about a shift in the relationship between the secular and the sacred?
• What lasting effects were brought about by the Crusades?
• Are there still significant influences that Charlemagne 's rule has on Western culture? What are they?
• How have Medieval art forms influenced modern culture?
• What effects has Humanism had in the arts? Are these effects an influence today?
• What was the significance of the Crusades? How did the Crusades affect the political, cultural and economic development of Europe?
• What was the overall significance of the shift from the sacred to the secular? What influences has this shift had in modern Western culture?
3. Learning Team Assignment: Learning Team Final Paper and Presentation
• Write a 1,750- to 2,100-word paper that explores the ways in which the humanities reflect changing concepts of nature and the individual in different historical periods. Each team should focus on the Early, High, and Late Middle Ages.
• Give a brief summary for each period of the important developments in the humanities that characterized the period.
• Select specific works to illustrate your view of the changes that have occurred, and present an explanation of how and why the concepts evolved in the way they did.
• Make connections to at least three other eras discussed during the course and discuss the changes that are evident.
• Provide a minimum of five sources.
• Format your paper according to APA standards.
• Create 6- to 10-slide Microsoft® PowerPoint® Presentation that shows examples to support your paper.
• ADDITIONAL REFERENCES:
Aries, P., & Duby, G.. (1991). La alta edad media. En Historia, la vida privada. (Vol. 2). Madrid: Taurus.
Dawson, C. (1991). Los orígenes de Europa. Madrid: Editorial Rialp.
Le Goff, J. (1990). El hombre medieval. Madrid: Editorial Alianza.
Le Goff, J. (1999). La civilización del occidente medieval. Barcelona: Paidós.
Medialismo http://www.medievalismo.org/
Técnicas de Comunicación Oral http://www.grupoice.com/esp/cencon/pdf/desarrollo/tecnicas_comunicacion.pdf
Lengua Oral y Escrita http://roble.pntic.mec.es/~msanto1/lengua/oral.htm
Guía para la preparación de presentaciones orales http://www.optica.unican.es/Docencia/presentacionoral.pdf
Técnicas Básicas para las Presentaciones Orales http://ambiental.uaslp.mx/docs/LMNC-PP-0127-PrstOrals.pdf
Aprenda a Hablar en Público http://www.mailxmail.com/curso/empresa/hablarenpublico
Comunicación Verbal: Hablar y Gesticular http://www.protocolo.org/gest_web/proto_Seccion.pl?rfID=209&arefid=43
Como Hacer la Presentación Oral de un Trabajo http://www.pitt.edu/~super1/lecture/lec5551/index.htm
La Presentación Oral http://www.conocimientosweb.net/portal/article605.html
La Oratoria y la Comunicación Interpersonal http://www.gestiopolis.com/canales7/emp/la-oratoria-y-comunicaci%C3%B3n-interpersonal-como-herramienta.htm La Comunicación Interpersonal http://www.etnografo.com/comunicacion_interpersonal_indice.htm
¿Cómo hacer una buena presentación? http://www.diinf.usach.cl/~dmery/titula/presenta.htm
Las presentaciones orales en el español profesional http://cvc.cervantes.es/obref/ciefe/pdf/01/cvc_ciefe_01_0018.pdf
References: Abos, A.L. (1993). Diccionario de términos básicos para la historia. Madrid: Editorial Alambra. Bois, G Braudel, F. (1991). Escritos sobre la historia. Madrid: Editorial Alianza. Cimmino, F. (1991). Vida cotidiana de los egipcios. Madrid: Editorial Edaf. Dawson, C. (1991). Los orígenes de Europa. Madrid: Editorial Rialp. Durand, G. (1999). Ciencia del hombre y tradición: El nuevo espíritu antropológico. Barcelona: Paidós. Encyclopaedia Britannica Almanac 2003. (2003). Chicago, Il.: Enciclopedia Británica. Etienne, R. (1992). La vida cotidiana en Pompeya. Madrid: Editorial Temas de Historia. Fernández, A Giardina, F. (1991). El hombre romano. Madrid: Editorial Alianza. Grimal, P. (1999). La civilización romana: vida, costumbres, leyes, artes. Barcelona: Paidós. Guia mundial almanaque anual 2003. (2003). N.I.: Editora Cinco. Harrison, J. B. (1997). Estudio de las civilizaciones occidentales. (7ma. ed.). México: McGraw-Hill. Le Goff, J. (1990). El hombre medieval. Madrid: Editorial Alianza. Le Goff, J. (1999). La civilización del occidente medieval. Barcelona: Paidós. Mc Neill, W. H. (2000). La civilización de occidente. (6ta. ed.). San Juan, P.R.: Editorial de la Universidad de Puerto Rico. Reynal, V. (1997). Civilizaciones de occidente. San Juan, P.R.: Editorial Plaza Mayor. Spielvogel, J. J. (1997). Civilizaciones de occidente. (3ra. ed.). Mexico: International Thompson . Vernant, J.. (1992). Los orígenes del pensamiento griego. Barcelona: Paidós. Treadgold, W.. (2001). Breve historia de Bizancio. Barcelona: Ediciones Paidós. Aries, P., & Duby, G.. (1991). La alta edad media. En Historia, la vida privada. (Vol Baynes, N. H. (1996). El imperio bizantino. México: Fondo de Cultura Económica. Caballo, G Cabrera, E.. (1998). Historia de Bizancio. Barcelona: Ariel.
Course Design Guide
HUM/100 Version 2
Introduction to Humanities: The Ancient World to Medieval Times
Updated Aug. 2009
Copyright
Copyright © 2009, 2006, 2004, 2003, 2002, 2000, 1996, 1995, 1994, 1993 by University of Phoenix. All rights reserved.
University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.
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Edited in accordance with University of Phoenix® editorial standards and practices. Course Design Guide
Course Title: HUM/100 Introduction to the Humanities – The Ancient World to Medieval Times
Course Schedule: 03/02/11 – 03/30/11
Credits 3
Course Location/Times/Newsgroup: Site: Puerto Rico Main Campus
Days: Wednesdays
Time: 6:00 – 10:00
Required Text: Fiero, G. K. (2007). The humanistic tradition. (5th. ed. Combo), Books 1 & 2. New York: McGraw Hill.
Electronic Resources: http://www.apollolibrary.com/srpadmin/login.asp
User Name: uphoenix
Password: p3kate
Instructor’s Name: David Rodriguez Sanfiorenzo
Telephone: (787) 249 - 3135
UOP E-mail Address: DJRS@email.phoenix.edu
Alternative E-mail Address: drsanfiorenzo@gmail.com
Availability: For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to my personal email address. In the event a third party needs to contact me, please direct them to my contact information listed under "facilitator information." No third party should use your login credentials to gain access to the classroom.
Welcome!
Welcome to Hum/100. I thank you for choosing Phoenix University for your career and educational growth. During the next five weeks we are going to work as a team. I will support you during this course. Please feel free to contact me if you have a question or want to share your comments
Instructor Bio
Dr. Rodriguez specializes in higher education with a concentration in history. He obtained a BA in History from King’s College in Wilkes-Barre, Pennsylvania. In 2005 he completed his MAED with a specialty in History from the University of Puerto Rico in Rio Piedras. In 2009 he completed the requirements for a Doctorate in the same field. He has taught high school history classes at S.E.S.O and has made educational presentations for Pearson Education.
Course Description
This course provides an introduction to the arts through their expression in dominant themes of Western culture. Concepts of nature and the individual in society are examined in the artistic works from the ancient world to medieval times. The course provides a framework for understanding and evaluating contemporary artistic endeavors.
Course Topics & Objectives
Week One: Defining the Humanities
• Differentiate between the humanities and various other modes of human inquiry and expression.
• Identify examples of art, music, architecture, philosophy, and literature that reflect developments in politics, socioeconomic status, and technology for a given time period.
Week Two: Ancient Civilizations
• Identify key examples from the humanities that reflect developments in world events and cultural patterns in ancient civilizations.
Greece and Rome
• Identify key examples from the humanities that reflect developments in world events and cultural patterns within the early Greek and Roman civilizations.
Week Three: Judaism and Early Christianity
• Identify key examples from the humanities that reflect developments in world events and cultural patterns within Judaism and early Christianity.
• Explore how Judaism and Christianity reflect humanity 's concepts of nature and the role of the individual in relationship to the world and deity.
Week Four: Byzantium and Islam
• Identify key examples from the humanities that reflect developments in world events and cultural patterns in the Byzantium and Islamic traditions.
Week Five: The Early, High, and Late Middle Ages
• Identify key examples from the humanities that reflect developments in world events and cultural patterns in the Early, High, and Late Middle Ages.
Course Materials
Fiero, G. K. (2007). The humanistic tradition (5th. ed., Books 1 & 2). New York: McGraw Hill.
All electronic materials are available on your student Web site.
ASSIGNMENTS DUE POINTS
Individual (70%)
Class Participation (-2 tardy, -3 absent) *tardy= 120 minutes after class begins or after assigned break) All 15
Paper on a Cultural Event W1 15
Artistic Themes from Ancient Cultures: Greece and Rome W2 20
Early Civilizations Matrix W4 20
Learning Team (30%)
Learning Team Art Commission Statement W3 10
Learning Team Final Paper W5 12 Learning Team Final Presentation W5 8
Total 100
Course Changes
Please note that the instructor’s assignments may vary from the original syllabus you received from the student web page. Assignments in this document take priority. While the reading assignments and learning objectives remain the same, some of the assignments in this syllabus have been customized for this particular section.
Weekly Schedule
The class begins when the first class meeting begins. Weekly assignments are due at the start of each week’s class meeting.
Participation
Participation is assessed by the faculty member and is part of a student/learner’s final grade. Participation requires student/learners to be actively engaged in the weekly classroom activities and discussion. Discussion should be relevant to the course objectives and add value to previously presented material. The best contributions reflect excellent preparation, good listening, and interpretative and integrative skills. Consistently showing up late for class or leaving early will negatively impact the participation grade. An absence from a workshop results in zero participation points for that workshop.
Attendance
If the student/learner misses more than the allowed absences in a course in consecutive or non-consecutive weeks, the student/learner will automatically be withdrawn (Autodrop) from the course and will not be eligible to earn a grade. Sending assignments to the instructor by email, fax, mail or other means does not make up for missed attendance. Faculty cannot excuse absences. Any questions about this policy should be directed to an admissions or academic counselor.
Length of Course Absences Allowed Absences Resulting in Autodrop
5-9 weeks 1 2
Most on-campus group study classes meet four hours per week, usually in the evening. Student/learners are in attendance at the on-campus workshops if they physically attend the on-campus workshop meeting during the scheduled class hours and sign the attendance roster. Attendance at the scheduled campus class meetings is mandatory.
Second Absence Procedure
Any student who must miss a second class meeting must initiate a written request to the campus Director of Academic Affairs who may grant an "E" excused absence upon verification with the faculty that the student is in good academic standing and is going to meet all course requirements. The request should be initiated prior to missing the second class and within 7 days of missing the class if prior notice is not possible.
Excused absences should only be granted for one of the following reasons and with the appropriate supporting documentation:
• Military deployment
1. Documentation can consist of military orders.
• Serious illness or hospitalization of student or family member
1. Family members for hospitalization or serious illness include: mother, father, spouse, and child.
2. Documentation can include a note from the Doctor, release from the hospital. The documentation does not need to contain specifics of the medical condition and/or injury, etc.
• Death of immediate family member
1. Immediate family members include: father, mother, spouse, child, grandparent, brother, sister, aunt, uncle, father-in-law, mother-in-law, brother-in-law, and sister-in-law.
2. Supporting documentation can consist of a copy of the decease’s obituary.
• Jury Duty
1. Supporting documents can consist of a copy of the subpoena
2. Natural disaster or inclement weather that requires campus to cancel classes. Campus should first attempt to schedule a make-up session. If students are not able to attend the make-up session, campus may choose to issue an “E” for that particular workshop for the entire class.
Incomplete Grade
At the faculty member 's discretion, a grade of Incomplete may be granted during the last week of a course provided all of the following criteria are met:
1. The faculty member determines that an Incomplete grade is appropriate under the circumstances.
2. Attendance requirements have been met for the course, and the student/learner is therefore eligible for a grade.
3. Student/learner is earning a passing grade in the course on the submitted assignments and participation at the time the Incomplete is requested.
4. Student/learner requests, in writing to the Individual Forum, a grade of Incomplete during the last week of class, prior to the course end date.
5. Student/learner and faculty enter into a written agreement posted in the student/learner’s Individual Forum containing:
a) A course completion plan;
b) A clearly identified extended course deadline not to exceed five (5) weeks from the original course end date; and
c) An acknowledgment that the final course grade will be reduced one (1) full letter grade in exchange for the extra time allowed to complete the coursework, regardless of the circumstances. Possible exceptions to the maximum time period for completion of an incomplete or to the letter grade reduction requirement are set forth in the Student/learner Catalog.
Unless the faculty and student/learner have entered into an Incomplete grade agreement before the course ends, assignments submitted after the last day of class will not be accepted.
Late assignments
Any late assignments will receive a penalty of 10%. This work will only be received one workshop late, any longer, it will not be accepted. No work will be accepted after the final class.
Attachments
Please post formal assignments in the Individual Forum as attachments—Microsoft® Word documents or Microsoft® PowerPoint® slides, as required by each assignment. Attachments should not be used for discussion question responses, class participation, or weekly summaries (if required by instructor).
Copyright Guidelines
Student/learners and faculty must honor copyrights and not make unauthorized hard copies or post any copyright-protected text, graphics, or other material in any classroom forum without the express prior written permission of the copyright owner.
Academic Integrity
By virtue of membership in the University’s academic community, student/learners accept a responsibility to abide by the Student Code of Academic Integrity, which is part of the Student/learner Code of Conduct which includes statements on plagiarism and appropriate behavior. A link to the Code can be found on the Center for Writing Excellence web site or by logging into eCampus.
Confidentiality and Proprietary Information
One of the cornerstones of the University of Phoenix learning model is the practical application of theoretical concepts. Student/learners and faculty members may appropriately choose to illustrate lessons from personal experience without identifying specific employers or individuals by name. It is the University 's policy that student/learners and faculty members must not share present or past employer information that would be considered proprietary, confidential, company-sensitive, or contain protected trade secrets. Student/learners are encouraged to examine an organization 's limitations on sharing information externally before presenting any information regarding the organization in the classroom. In order to assure free and open discussion in which student/learners may elect to discuss a company and its policies and procedures as they apply to the course material, expectations are that each person will respect the confidentiality regarding what fellow classmates are willing to share. At the same time, each student/learner should exercise good judgment in what is chosen to share, avoiding non-public or competitively sensitive information. In addition, students and faculty must avoid forwarding information shared in class with anyone not currently enrolled in that same course section.
Academic Resources
Coursework must uphold the high standards of academic integrity established by University of Phoenix. Consequently, the majority of research conducted by student/learners must be peer-reviewed academic journals, such as those in the University Library, or the additional readings on the course materials page for each course. Internet searches often lead to nonacademic information resources, such as Wikipedia.org, Ask.com, Encarta.msn.com, Infoplease.com, etc. These sources are not to be used as they are not academic in nature. The student/learner is responsible for the accuracy of any facts presented in assignments.
How Points and Percentages Equate to Grades
100-95 A 76-74 C
94-90 A- 73-70 C-
89-87 B+ 69-67 D+
86-84 B 66-64 D
83-80 B- 63-60 D-
79-77 C+ 59 or < F
Grade Definitions and Criteria
A= Clearly stands out as an excellent performer. Has unusually sharp insight into material and initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes logically and clearly. Integrates ideas previously learned from this and other disciplines; anticipates next steps in progression of ideas. Example: “A” work should be of such a nature that it could be put on reserve for all students to review and emulate. The “A” student is, in fact, an example for others to follow. B= Grasps subject matter at a level considered to be good to very good. Participates actively in class discussion. Writes well. In On-Campus environments, speaks well. Accomplishes more than the minimum requirements. Produces high quality work. Example: “B” work indicates a high quality of performance and is given in recognition for solid work; a “B” should be considered a high grade.
C= Demonstrates a satisfactory comprehension of the subject matter. Accomplishes only the minimum requirements, and displays little or no initiative. Communicates orally (on-campus environment) and in writing at an acceptable level for a college student. Has an acceptable understanding of all basic concepts. Example: “C” work represents average work. A student receiving a “C” has met the requirements, including deadlines, of the course.
D= Quality and quantity of work is below average and barely acceptable. Example: “D” work is passing by a slim margin.
F= Quality and quantity of work is unacceptable. Academic credit is not earned for an F. Example: “F” work does not qualify the student to progress to a more advanced level of course work.
Other Grades
I and IX= Incomplete. Most work for the course has been submitted. Through prior arrangement with the faculty member, the student has agreed to submit the remaining work within a specified period, not to exceed the amount of time prescribed in University policy.
W= Withdrawal. The student must repeat the entire course.
All written work will be graded according to APA guidelines, as appropriate for the program. A percent of the grade will be based on style, content and format including such items as clarity of communication, sentence and paragraph construction, punctuation, spelling, and grammar.
Extra Credit
The curriculum is carefully designed to fit the number of course weeks. In order to uphold academic rigor and integrity, student/learner grades must be based on the degree to which the course requirements listed in the syllabus are fulfilled. Extra credit assignments are not allowed.
APA Format Please use the APA format in your individual papers and Learning Team Assignments. You can access the APA Guidelines and Tutorial by visiting the Center for Writing Excellence located under Services on the University of Phoenix Student Page http://mycampus.phoenix.edu
Learning Teams
The University’s use of Learning Teams is a primary means to foster student competence in the ability to collaborate, one of the five basic Learning Goals of the Institution. UoPHX students are expected to work collaboratively and effectively in diverse groups and teams to achieve tasks. Students should respect human diversity and behave in a tolerant manner toward colleagues and peers. Some of the assignments in this class will be completed in Learning Teams of three to five students. Learning Teams are required to meet weekly, between on-campus workshops. Teams will be allowed to meet in-person, via teleconference, chat, e-mails, fax, telephone conversation, or any other electronic means. Learning Team Log: The log is required every week; it may be completed on the Web and printed for submission.
Learning Team Charter: In order to create structure for the Learning Team, students will complete a Charter to be submitted during Week Two. Note: This exercise will help the team plan for effective achievement of tasks, establish ground rules, and minimize conflict. The LT Charter form may be completed on the course’s rEsource site and printed for submission to the instructor.
Learning Team Peer Evaluation: Students will be asked to complete a “Peer Evaluation” every week, to assess the contribution of each member of the Learning Team. Faculty will take these Peer Evaluations into account when assessing individual participation and contribution to the Learning Team projects.
Because Learning Team projects are outcome-based, all members will generally earn the same grade. However, Faculty reserve the right to report different grades for Learning Team members if there is a substantial imbalance in individual contribution. Faculty will use the results of the LT Peer Evaluation for grading purposes. A student cannot receive any team point allocation if he/she does not have a substantial contribution to the group assignments.
Standards for Learning Teams Work The following represents UoPHX standards for Learning Team work.
1. Members develop perspective and goals for the Team as a whole.
2. Members develop effective work plans, meeting schedules, and assignments.
3. Members are clear about goals for work projects.
4. Members effectively manage conflict within the Team and resolve problems.
5. Members share workload equally.
6. Members build consensus and effectively share in decision making.
7. Products of the Team process, including presentations and papers, are cohesive and present an image of a single product rather than a collection of individual ones. 8. Tasks are completed on time and meet established
Class Rules
Cell Phone Use: The cell phone ringers must be put on the vibrate mode. All calls must be attended to outside the classroom. Texting is not allowed in the classroom.
Laptop Use: Instructor will state when computer use is appropriate. It is strictly prohibited to visit a social network, chat, and/or send personal emails in class.
No children are permitted in the class or on campus.
References
Abos, A.L. (1993). Diccionario de términos básicos para la historia. Madrid: Editorial Alambra.
Bois, G. (1991). La revolución del año mil. Barcelona: Editorial Crítica.
Braudel, F. (1991). Escritos sobre la historia. Madrid: Editorial Alianza.
Cimmino, F. (1991). Vida cotidiana de los egipcios. Madrid: Editorial Edaf.
Dawson, C. (1991). Los orígenes de Europa. Madrid: Editorial Rialp.
Durand, G. (1999). Ciencia del hombre y tradición: El nuevo espíritu antropológico. Barcelona: Paidós.
Encyclopaedia Britannica Almanac 2003. (2003). Chicago, Il.: Enciclopedia Británica.
Etienne, R. (1992). La vida cotidiana en Pompeya. Madrid: Editorial Temas de Historia.
Fernández, A. (1996). Occidente: Historia de las civilizaciones. Editorial Vicéns-Vives.
Giardina, F. (1991). El hombre romano. Madrid: Editorial Alianza.
Grimal, P. (1999). La civilización romana: vida, costumbres, leyes, artes. Barcelona: Paidós.
Guia mundial almanaque anual 2003. (2003). N.I.: Editora Cinco.
Harrison, J. B. (1997). Estudio de las civilizaciones occidentales. (7ma. ed.). México: McGraw-Hill.
Le Goff, J. (1990). El hombre medieval. Madrid: Editorial Alianza.
Le Goff, J. (1999). La civilización del occidente medieval. Barcelona: Paidós.
Mc Neill, W. H. (2000). La civilización de occidente. (6ta. ed.). San Juan, P.R.: Editorial de la Universidad de Puerto Rico.
Payne, M. (n.d.) Diccionario de teoría crítica y estudios culturales. Buenos Aires: Paidós.
Reynal, V. (1997). Civilizaciones de occidente. San Juan, P.R.: Editorial Plaza Mayor.
Spielvogel, J. J. (1997). Civilizaciones de occidente. (3ra. ed.). Mexico: International Thompson .
Vernant, J.. (1992). Los orígenes del pensamiento griego. Barcelona: Paidós.
Treadgold, W.. (2001). Breve historia de Bizancio. Barcelona: Ediciones Paidós.
Aries, P., & Duby, G.. (1991). La alta edad media. En Historia, la vida privada. (Vol. 2). Madrid: Taurus.
Baynes, N. H. (1996). El imperio bizantino. México: Fondo de Cultura Económica.
Caballo, G. (1992). El hombre bizantino. Madrid: Alianza Editorial.
Cabrera, E.. (1998). Historia de Bizancio. Barcelona: Ariel. Puerto Rico En Breve http://www.preb.com/ Historia General de America Latina http://www.unesco.org/culture/latinamerica/ Culturas Indigenas de Puerto Rico. http://www.universia.pr/culturaindigena/ ARTEHISTORIA: LA Pagina del Arte y la Cultura http://www.artehistoria.jcyl.es/ Aspectos Fundamentos del Budismo http://www.budismo.net/ Historia Cristiana http://vicarte.tripod.com/reformadadoctrina/id11.html Las Raices Judias del Cristianismo http://www.formarse.com.ar/religiones/raices_judias.htm Medialismo http://www.medievalismo.org/
Bibliografía de Recursos de Español en el World Wide Web
Gramática y Ortografía
Los 101 Modelos de Conjugación en Español http://www.verbolog.com/conjuga.htm
Acentuación en Español http://mason.gmu.edu/~eromanme/acentos/acentfra.htm
El Adjetivo http://roble.cnice.mecd.es/~msanto1/lengua/1adjetiv.htm
Cómo Acentuar en Español 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 de las Mayúsculas http://cvc.cervantes.es/alhabla/museo_horrores/museo_011.htm
Diccionarios de Español: Universidad de Oviedo http://tradu.scig.uniovi.es/busca.html
Diccionarios de Español: Conjugador de Verbos http://tradu.scig.uniovi.es/conjuga.html
Esquema General de los Sintagmas en Español http://www.asmadrid.org/spanish/gram/SS.htm
Gramática de la Lengua Castellana http://www.cervantesvirtual.com/servlet/SirveObras/57915175105571384100080/index.htm Gramática, Fonología, Lingüística http://dat.etsit.upm.es/~mmonjas/gram.html
Gramática y Ortografía http://www.indiana.edu/%7Ecall/lengua.html
Instituto de Verbología Hispánica http://www.verbolog.com/entrada.htm
La Lengua Española http://www.geocities.com/SiliconValley/Horizon/7428/
Lingüística
http://www.amerschmad.org/spanish/gram/inicio.htm
Morfología Nominal http://www.santiagoapostol.net/latin/gramatica/ESQUEMAS/INDICE.htm
La Ortografía http://roble.cnice.mecd.es/~msanto1/ortografia/
Página de la Lengua Española http://www.dat.etsit.upm.es/~mmonjas/espannol.html
La Página del Idioma Español http://www.elcastellano.org/
Las Preposiciones http://www.apoyolingua.com/LASPREPOSICIONES.htm
Real Academia Española http://www.rae.es
Los Signos de Puntuación http://www.bibliotecavirtual.com.do/Espanol/SignosdePuntuacion.htm
Sintagma Nominal. Sintagma Verbal http://www.hiru.com/es/lengua_castellana/lengua_01500.html
Sintaxis
http://www.amerschmad.org/spanish/depto/ling/sint/sint.htm
Spanish Kit—Learn Spanish Online (SSL) http://www.spanish-kit.net/
La Tercera Icarito: La Ortografía Española http://www.latercera.cl/icarito/enciclopedia/canal/canal/0,0,38035857_152308903,00.html Uso de Mayúsculas y Ejercicios http://www.feriva.com/links/mayus.html
WordReference: Conjugación de Verbos en Español http://www.wordreference.com/conj/ESverbs.asp
Redacción y Ensayos
American University of Puerto Rico: Tutoriales http://www.aupr.edu/tutoriales/tabla%20para%20Pagina%20Inicio.htm
El Bosquejo http://www.aupr.edu/tutoriales/Presentaciones%20Biblioteca/Tutorial%20El%20Bosquejo_files/frame.htm La Argumentación http://sapiens.ya.com/auladelengua/argumentacion.htm
La Argumentación http://roble.pntic.mec.es/~msanto1/lengua/-argumen.htm
Argumentación y Exposición http://www.hiru.com/es/lengua_castellana/lengua_03100.html
Centro Virtual de Redacción del Tecnológico de Monterrey http://serviciosva.itesm.mx/cvr/redaccion/opcion3.htm (ensayo) http://serviciosva.itesm.mx/cvr/formato_apa/index.htm (formato APA)
Cómo Escribir un Ensayo http://www.plataforma.uchile.cl/fg/contenido/herramientas/textos/como_escribir.htm Como Finalizar un Ensayo http://mit.ocw.universia.net/21A-218JIdentity-and-DifferenceFall2002/NR/rdonlyres/Anthropology/21A-218JIdentity-and-DifferenceFall2002/664D1310-79C8-4CB1-A12F-780FC061F181/0/secondd3.pdf Cómo Redactar un Ensayo http://www.caribbean.edu/CU/Biblioteca/PRESENTACIONES/redacens.pdf
Cómo se Elabora un Ensayo http://www.saber.ula.ve/db/ssaber/Edocs/pubelectronicas/accionpedagogica/vol13num1/documento2.pdf Composición Proceso y Síntesis http://highered.mcgraw-hill.com/sites/0072818891/student_view0/rincon_del_escritor/ Consideraciones Acerca del Ensayo http://www.uces.edu.ar/biblioteca/consideraciones_ensayo.php
Discurso Literario y Discurso Académico http://macareo.pucp.edu.pe/~elejalde/ensayo/dlitdacad.html
El Ensayo http://www.aupr.edu/tutoriales/Presentaciones%20Biblioteca/El%20Ensayo_files/frame.htm El Ensayo http://spanlang.stanford.edu/downloads/span3comp2.pdf
Ensayo y Revisión http://dieumsnh.qfb.umich.mx/gesinfo/ensayo.htm
Escribir para el Cambio http://www.fahamu.org/WFCSpanish/sitemap.html
Guía Metodológica para el Ensayo Escrito http://www.dartmouth.edu/~span32/tarea.htm
Guía para la Elaboración de Ensayos de Investigación http://www.razonypalabra.org.mx/anteriores/n41/vmendoza.html
Guía Técnica para Elaborar un Ensayo http://www.uaq.mx/filosofia/Gu%EDa%20t%E9cnica%20para%20elaborar%20ensayos.pdf El Manual de Estilo de APA y las Referencias http://www.aupr.edu/tutoriales/Citas%20de%20Ref%20WEbPage/Citas%20de%20Referencia.htm Modalidades Textuales: Narración, Descripción, Exposición y Argumentación http://www.auladeletras.net/material/modtxt.PDF
Modelos de Textos: Argumentación http://mutis.upf.es/cr/casacd/argumcast.htm
Oración Simple y Compuesta http://www.hiru.com/es/lengua_castellana/lengua_02100.html
El Párrafo http://www.bibliotecavirtual.com.do/Espanol/parrafo.htm Week One
Defining the Humanities
• Differentiate between the humanities and various other modes of human inquiry and expression.
• Identify examples of art, music, architecture, philosophy, and literature that reflect developments in politics, socioeconomic status, and technology for a given time period.
Course Assignments
1. Readings
• Read the preface, introduction, and Ch. 1 & 2 of The Humanistic Tradition.
• Read this week’s Electronic Reserve Readings.
2. Discussion Questions (in class activity)
• Why should we study humanities?
• What do we mean by culture? Art? Style? Genius?
• How are art and culture reflective of our changing concepts of nature, society, and the individual?
• What is the value of studying the humanities—art, culture, religion, and so on?
• What factors can lead to the growth of a society or culture?
• How can interaction with other cultures or societies influence and benefit a culture?
3. Individual Instructions: Early Civilizations Matrix
• Resources: Early Civilizations Matrix
• Begin working on the Early Civilizations Matrix, located on the student Web site.
• Review the Individual Assignments in Week Four for a full description of this assignment. The matrix should be updated throughout the course. If outside sources are used to complete the matrix, they must be cited using standard APA format. The final completed matrix is due in Week Four.
4. Individual Assignment: Paper on a Cultural Event
• Prepare a 350- to 700-word paper describing a cultural event you have experienced, such as music, dance, theater, art, literature, or others, and your reaction to the event.
• Explain how the event was an expression of what you know about the humanities, art, style, genius, and culture of the time period it represents.
• Respond to the following questions in your paper:
o How are the humanities distinguished from other modes of human inquiry and expression?
o How does the selected form of cultural expression compare with other forms you know about from the same time period?
• Format your paper according to APA standards.
• Prepare to discuss your paper in class. Papers will be assessed for content, organization, and structure. In addition, papers will be assessed on the student’s choice of event, description of activities, and the overall explanation of the event’s significance.
5. Learning Team Instructions: Learning Team Art Commission Statement
• Begin discussing and preparing an outline of the commission statement for a painting, piece of sculpture, or other art installation. What kind of art will you display? How will it reflect world events or cultural patterns?
• Review the description of Week Three Learning Team Assignment: Learning Team Art Commission Statement.
• Collaborate with your team on this project which is due in Week Three.
• Review the objectives from Week One and discuss additional insights and questions that may have arisen.
REFERENCIAS ADDICIONALES:
Abos, A.L. (1993). Diccionario de términos básicos para la historia. Madrid: Editorial Alambra.
Cimmino, F. (1991). Vida cotidiana de los egipcios. Madrid: Editorial Edaf.
Durand, G. (1999). Ciencia del hombre y tradición: El nuevo espíritu antropológico. Barcelona: Paidós.
Culturas Indigenas de Puerto Rico. http://www.universia.pr/culturaindigena/ Week Two
Ancient Civilizations
• Identify key examples from the humanities that reflect developments in world events and cultural patterns in ancient civilizations
Greece and Rome
• Identify key examples from the humanities that reflect developments in world events and cultural patterns within the early Greek and Roman civilizations.
Course Assignments
1. Readings
• Read Ch. 4–6 of the text.
• Read this week’s Electronic Reserve Readings.
2. Discussion Questions (in class activity)
• What conditions allowed each of these cultures to grow and become dominant during their particular epochs?
• What outside influences may have contributed to either the growth or decline of these cultures?
• What interactions or influences may these cultures have had on each other?
• What influences did classical Greek philosophy have on later cultures? What influence does classical Greek philosophy have in the modern world?
• What influences of Roman law and culture are evident in the modern world?
• Why was the Roman character identified with militarism?
• What influences do Greco-Roman philosophy, art, and culture have on the modern world?
• How did the Greek and Roman cultures influence later societies in terms of the arts? Technology? Government?
3. Individual Assignment: Artistic Themes from Ancient Cultures: Greece and Rome
• Prepare a 1,050- to 1,400-word paper exploring a topic from one of the following themes as they relate to the ancient cultures through early Greek and Roman times as described in the course readings:
o The purpose of human life o Free will and destiny o Suffering o Striving for perfection o Gender roles o Religious expression o Love o Sex o Understanding of wealth o Work
• Determine how the theme is reflected in the cultural and world developments from each time period.
• Compare and contrast the development of the theme within each of the historical periods listed while relating past attitudes to modern ones.
• Format your paper according to APA standards.
• Prepare to discuss your paper in class.
4. Learning Team Instructions: Review Objectives
• Review the objectives from Week Two and discuss additional insights and questions that may have arisen.
ADDITIONAL REFERENCES:
ARTEHISTORIA: LA Pagina del Arte y la Cultura. http://www.artehistoria.jcyl.es/
Braudel, F. (1991). Escritos sobre la historia. Madrid: Editorial Alianza.
Etienne, R. (1992). La vida cotidiana en Pompeya. Madrid: Editorial Temas de Historia.
Grimal, P. (1999). La civilización romana: vida, costumbres, leyes, artes. Barcelona: Paidós.
Vernant, J.. (1992). Los orígenes del pensamiento griego. Barcelona: Paidós.
Week Three
Judaism and Early Christianity
• Identify key examples from the humanities that reflect developments in world events and cultural patterns within Judaism and early Christianity.
• Explore how Judaism and Christianity reflect humanity 's concepts of nature and the role of the individual in relationship to the world and deity.
Course Assignments
1. Readings
• Read Ch. 8 & 9 of the text.
• Read this week’s Electronic Reserve Readings.
2. Discussion Question (in class activity)
• What is the Torah? What makes Judiac law and theology different from other faiths of the period?
• What influences did Judaism have on the development of early Christianity?
• What major influences does Christianity still have in contemporary Western culture and society?
• Why is it important to understand how Judaism and Christianity have shaped Western thought?
3. Learning Team Instructions: Learning Team Final Paper and Presentation
• Begin preparing an outline of the final paper that can be used to start preparing the final PowerPoint® presentation.
• Review the description of Week Five Learning Team Assignment: Learning Team Final Paper and Presentation.
4. Learning Team Assignment: Learning Team Art Commission Statement
• Prepare a 1,050- to 1,400-word commission statement for a painting, piece of sculpture, or other art installation that is to be placed at the entrance, or in the lobby, of a new Christian and Jewish Interfaith Cultural and Historical Center. The commission statement must include the following:
o Explain how the piece will represent developments in world events and cultural patterns past and present in Judaism and Christianity and why it is appropriate for the proposed location.
o Discuss why the group believes that the commissioned piece will reflect the Jewish and Christian concepts of humanity 's relationship to nature and the individual’s relationship to the world and deity.
o Discuss the value of commissioning such a piece for this location, how the piece is expected to enhance the intellectual and physical environments, and how it represents some aspect or feature of the Cultural and Historical Center.
• Format your paper according to APA standards.
• Prepare to discuss the details of your statement in class.
ADDITIONAL REFERENCES:
Aspectos Fundamentos del Budismo http://www.budismo.net/
Historia Cristiana. http://vicarte.tripod.com/reformadadoctrina/id11.html
Las Raices Judias del Cristianismo http://www.formarse.com.ar/religiones/raices_judias.htm
Week Four
Byzantium and Islam
• Identify key examples from the humanities that reflect developments in world events and cultural patterns in the Byzantium and Islamic traditions.
Course Assignments
1. Readings
• Read Ch. 10 of the text.
• Read Early Civilizations Matrix
• Read this week’s Electronic Reserve Readings.
2. Discussion Questions (in class activity)
• How did the tenets of faith influence Islamic art and architecture?
• What are considered the basic precepts in the Islamic world?
• What is the significance of understanding the development of theater, music, dance, and art through the Byzantine and Islamic epochs?
• What philosophical, architectural, and literary ideals from Byzantium and Islamic tradition have influenced both the Eastern and Western world to the present day?
• Why did Byzantium produce such a unique and distinct approach to art?
• How has the history of Byzantium influenced Eastern Orthodoxy, Greek classicism, and intellectual developments in the West?
3. Individual Assignment: Early Civilizations Matrix
• Resources: Early Civilizations Matrix
• Note the details of key political, socioeconomic, technological, artistic, musical, architectural, philosophical, and literary developments for each civilization listed in the table, which were evidenced in the humanities.
• Provide names, titles, dates, brief descriptions of important events, and other details as necessary.
• Cite any outside sources using standard APA format.
4. Learning Team Assignment: Review Objectives
• Review the objectives from Week Four, and discuss additional insights and questions that may have arisen.
ADDITIONAL REFERENCES:
Baynes, N. H. (1996). El imperio bizantino. México: Fondo de Cultura Económica.
Caballo, G. (1992). El hombre bizantino. Madrid: Alianza Editorial.
Historia: Documentos: Islam http://www.mgar.net/var/islam.htm
Historia del Islam http://www.musulmanesandaluces.org/publicaciones/Historia%20del%20Islam/Historia_del_Islam-1%20epoca%20preislamica-yahilia-Muhammad.htm
La Espana Musulmana http://www.sispain.org/spanish/history/muslim.html Week Five
The Early, High, and Late Middle Ages
• Identify key examples from the humanities that reflect developments in world events and cultural patterns in the Early, High, and Late Middle Ages.
Course Assignments
1. Readings
• Read Ch. 11–13 of the text.
• Read this week’s Electronic Reserve Readings.
2. Discussion Questions (in class activity)
• What role did the Church play in the political and social structures of society in the early Middle Ages?
• What was the role of the individual in society under feudalism? How has that role changed in modern society?
• How did monasteries and convents keep learning alive?
• What influences did the Church have on the arts in Medieval culture?
• How were the conflicts between pagan art forms and the Church resolved?
• What was Charlemagne 's significance as both a political and cultural leader?
• Why did the Church support Charlemagne and his rule?
• How did Charlemagne 's actions lead to the beginning of economic and political stability for Europe?
• What was the relationship between Gothic architecture and spiritual vision?
• What effect did the secular influence have on the arts in general?
• What were the significant changes in economics, society, and government?
• What was the role of dance in Medieval life?
• What effects did the Black Plague have on art and life?
• What brought about a shift in the relationship between the secular and the sacred?
• What lasting effects were brought about by the Crusades?
• Are there still significant influences that Charlemagne 's rule has on Western culture? What are they?
• How have Medieval art forms influenced modern culture?
• What effects has Humanism had in the arts? Are these effects an influence today?
• What was the significance of the Crusades? How did the Crusades affect the political, cultural and economic development of Europe?
• What was the overall significance of the shift from the sacred to the secular? What influences has this shift had in modern Western culture?
3. Learning Team Assignment: Learning Team Final Paper and Presentation
• Write a 1,750- to 2,100-word paper that explores the ways in which the humanities reflect changing concepts of nature and the individual in different historical periods. Each team should focus on the Early, High, and Late Middle Ages.
• Give a brief summary for each period of the important developments in the humanities that characterized the period.
• Select specific works to illustrate your view of the changes that have occurred, and present an explanation of how and why the concepts evolved in the way they did.
• Make connections to at least three other eras discussed during the course and discuss the changes that are evident.
• Provide a minimum of five sources.
• Format your paper according to APA standards.
• Create 6- to 10-slide Microsoft® PowerPoint® Presentation that shows examples to support your paper.
• ADDITIONAL REFERENCES:
Aries, P., & Duby, G.. (1991). La alta edad media. En Historia, la vida privada. (Vol. 2). Madrid: Taurus.
Dawson, C. (1991). Los orígenes de Europa. Madrid: Editorial Rialp.
Le Goff, J. (1990). El hombre medieval. Madrid: Editorial Alianza.
Le Goff, J. (1999). La civilización del occidente medieval. Barcelona: Paidós.
Medialismo http://www.medievalismo.org/
Técnicas de Comunicación Oral http://www.grupoice.com/esp/cencon/pdf/desarrollo/tecnicas_comunicacion.pdf
Lengua Oral y Escrita http://roble.pntic.mec.es/~msanto1/lengua/oral.htm
Guía para la preparación de presentaciones orales http://www.optica.unican.es/Docencia/presentacionoral.pdf
Técnicas Básicas para las Presentaciones Orales http://ambiental.uaslp.mx/docs/LMNC-PP-0127-PrstOrals.pdf
Aprenda a Hablar en Público http://www.mailxmail.com/curso/empresa/hablarenpublico
Comunicación Verbal: Hablar y Gesticular http://www.protocolo.org/gest_web/proto_Seccion.pl?rfID=209&arefid=43
Como Hacer la Presentación Oral de un Trabajo http://www.pitt.edu/~super1/lecture/lec5551/index.htm
La Presentación Oral http://www.conocimientosweb.net/portal/article605.html
La Oratoria y la Comunicación Interpersonal http://www.gestiopolis.com/canales7/emp/la-oratoria-y-comunicaci%C3%B3n-interpersonal-como-herramienta.htm La Comunicación Interpersonal http://www.etnografo.com/comunicacion_interpersonal_indice.htm
¿Cómo hacer una buena presentación? http://www.diinf.usach.cl/~dmery/titula/presenta.htm
Las presentaciones orales en el español profesional http://cvc.cervantes.es/obref/ciefe/pdf/01/cvc_ciefe_01_0018.pdf
References: Abos, A.L. (1993). Diccionario de términos básicos para la historia. Madrid: Editorial Alambra. Bois, G Braudel, F. (1991). Escritos sobre la historia. Madrid: Editorial Alianza. Cimmino, F. (1991). Vida cotidiana de los egipcios. Madrid: Editorial Edaf. Dawson, C. (1991). Los orígenes de Europa. Madrid: Editorial Rialp. Durand, G. (1999). Ciencia del hombre y tradición: El nuevo espíritu antropológico. Barcelona: Paidós. Encyclopaedia Britannica Almanac 2003. (2003). Chicago, Il.: Enciclopedia Británica. Etienne, R. (1992). La vida cotidiana en Pompeya. Madrid: Editorial Temas de Historia. Fernández, A Giardina, F. (1991). El hombre romano. Madrid: Editorial Alianza. Grimal, P. (1999). La civilización romana: vida, costumbres, leyes, artes. Barcelona: Paidós. Guia mundial almanaque anual 2003. (2003). N.I.: Editora Cinco. Harrison, J. B. (1997). Estudio de las civilizaciones occidentales. (7ma. ed.). México: McGraw-Hill. Le Goff, J. (1990). El hombre medieval. Madrid: Editorial Alianza. Le Goff, J. (1999). La civilización del occidente medieval. Barcelona: Paidós. Mc Neill, W. H. (2000). La civilización de occidente. (6ta. ed.). San Juan, P.R.: Editorial de la Universidad de Puerto Rico. Reynal, V. (1997). Civilizaciones de occidente. San Juan, P.R.: Editorial Plaza Mayor. Spielvogel, J. J. (1997). Civilizaciones de occidente. (3ra. ed.). Mexico: International Thompson . Vernant, J.. (1992). Los orígenes del pensamiento griego. Barcelona: Paidós. Treadgold, W.. (2001). Breve historia de Bizancio. Barcelona: Ediciones Paidós. Aries, P., & Duby, G.. (1991). La alta edad media. En Historia, la vida privada. (Vol Baynes, N. H. (1996). El imperio bizantino. México: Fondo de Cultura Económica. Caballo, G Cabrera, E.. (1998). Historia de Bizancio. Barcelona: Ariel.
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