Topics
1. Introductions and course logistics
2. Discussion of
3. Presentation:
Required reading / viewing / listening
Plato, Apology
Homework due
Short paper 1
The Apology is a description of the defense that Socrates makes at his trial. We know the outcome: He loses. In the scene as Plato writes it, does Socrates make the type of defense that you (or his Athenian audience) would expect someone on trial to make? What do you think Socrates is trying to do here?
Briefly (in 250 to 400 words) explain what you think Socrates is trying to do with his defense. Be sure to refer specifically to the text.
Written assessment
None.
02 July 2009
Week 2 (5 Oct - 9 Oct)
Topics
short paper techniques
Required reading / viewing / listening
Horace, Odes (selections)
Homework due
Short paper 2
Written assessment
Quiz 1
short paper techniques
Required reading / viewing / listening
Horace, Odes (selections)
Homework due
Short paper 2
Written assessment
Quiz 1
Week 3 (12 Oct - 16 Oct)
Topics
quiz-taking techniques
Required reading / viewing / listening
Machiavelli, The Prince
Homework due
Short paper 3
Although Machiavelli notes different types of princes (for example, those that inherit a new realm, and those that are popularly chosen to lead a realm), his primary concern is with the "new prince" - the person who, through their own efforts, has assumed power. Machiavelli sees this as a precarious position to be in; his book tries to educate the new prince on how to gain, and retain, this sort of power.
According to Machiavelli, what separates a successful new prince from others? From other, less successful princes, and from those who are not princes, but rather lesser nobles, or part of the "mass" of a realm's population.
Briefly describe (in 250 to 400 words) the characteristics of the new prince as Machiavelli understands them. Remember to make specific reference to the text.
Written assessment
Quiz 2
quiz-taking techniques
Required reading / viewing / listening
Machiavelli, The Prince
Homework due
Short paper 3
Although Machiavelli notes different types of princes (for example, those that inherit a new realm, and those that are popularly chosen to lead a realm), his primary concern is with the "new prince" - the person who, through their own efforts, has assumed power. Machiavelli sees this as a precarious position to be in; his book tries to educate the new prince on how to gain, and retain, this sort of power.
According to Machiavelli, what separates a successful new prince from others? From other, less successful princes, and from those who are not princes, but rather lesser nobles, or part of the "mass" of a realm's population.
Briefly describe (in 250 to 400 words) the characteristics of the new prince as Machiavelli understands them. Remember to make specific reference to the text.
Written assessment
Quiz 2
Week 4 (19 Oct - 23 Oct)
Topics
Sign up for next week's individual meetings.
Required reading / viewing / listening
Montaige, Essais (selections)
Homework due
Short paper 4
Montaigne writes like your English Composition teachers tell you not to: he uses the word "I"; he does not appear to follow a structured outline in developing his text; and he often lacks a single clearly stated claim - what your Composition teachers often call a "thesis." What does his way of writing let him do? What does it not let him do?
Briefly (in 250 to 400 words), describe Montaigne's method of writing, and what it lets him do (or not do). Remember to use specific examples from Montaigne's writing.
Written assessment
Quiz 3
Sign up for next week's individual meetings.
Required reading / viewing / listening
Montaige, Essais (selections)
Homework due
Short paper 4
Montaigne writes like your English Composition teachers tell you not to: he uses the word "I"; he does not appear to follow a structured outline in developing his text; and he often lacks a single clearly stated claim - what your Composition teachers often call a "thesis." What does his way of writing let him do? What does it not let him do?
Briefly (in 250 to 400 words), describe Montaigne's method of writing, and what it lets him do (or not do). Remember to use specific examples from Montaigne's writing.
Written assessment
Quiz 3
Week 5 (26 Oct - 30 Oct)
No class meeting; individual meetings in my office on the 3rd floor (L72).
Topics
1. Review of grades and participation thus far.
2. Discussion of Essay 1.
Required reading / viewing / listening
None.
Homework due
Essay 1 due.
Written assessment
None.
Topics
1. Review of grades and participation thus far.
2. Discussion of Essay 1.
Required reading / viewing / listening
None.
Homework due
Essay 1 due.
Written assessment
None.
Week 6 (2 Nov - 6 Nov)
Topics
Required reading / viewing / listening
Shakespeare, King Lear
Homework due
Short paper 5
Written assessment
Quiz 4
Required reading / viewing / listening
Shakespeare, King Lear
Homework due
Short paper 5
Written assessment
Quiz 4
Week 7 (9 Nov - 13 Nov)
Topics
Required reading / viewing / listening
Smith, Wealth of Nations (selections)
Homework due
Short paper 6
Adam Smith claims that a natural human "propensity to truck, barter, and exchange one thing for another" leads to the division of labor, and eventually to extensive "markets." What, according to Adam Smith, is a market? What does Adam Smith see as the advantages of extensive markets and the division of labor? What disadvantages does he see?
Briefly (in 250 to 400 words) define markets and their advantages and disadvantages as Adam Smith describes them. Remember to use specific examples from the text to support your claims.
Written assessment
Quiz 5
Required reading / viewing / listening
Smith, Wealth of Nations (selections)
Homework due
Short paper 6
Adam Smith claims that a natural human "propensity to truck, barter, and exchange one thing for another" leads to the division of labor, and eventually to extensive "markets." What, according to Adam Smith, is a market? What does Adam Smith see as the advantages of extensive markets and the division of labor? What disadvantages does he see?
Briefly (in 250 to 400 words) define markets and their advantages and disadvantages as Adam Smith describes them. Remember to use specific examples from the text to support your claims.
Written assessment
Quiz 5
Week 8 (16 Nov - 20 Nov)
Topics
Required reading / viewing / listening
Austin, Pride and Prejudice
Homework due
Short paper 7
Written assessment
Quiz 6
Required reading / viewing / listening
Austin, Pride and Prejudice
Homework due
Short paper 7
Written assessment
Quiz 6
Week 9 (23 Nov - 27 Nov)
Topics
Sign up for individual meetings next week.
Required reading / viewing / listening
Tocqueville, Democracy in America (selections)
Homework due
Short paper 8
In a surprising passage, Tocqueville writes that "I know of no other country where, in general, less independence of mind and genuine freedom of discussion reign than in America." This is surprising because freedom of speech had been built into political institutions of the United States. What does Tocqueville mean by this? What does he say has created this situation?
Briefly (in 250 to 400 words) summarize Tocqueville's point of view, making use of specific passages from the text.
Written assessment
Quiz 7
Sign up for individual meetings next week.
Required reading / viewing / listening
Tocqueville, Democracy in America (selections)
Homework due
Short paper 8
In a surprising passage, Tocqueville writes that "I know of no other country where, in general, less independence of mind and genuine freedom of discussion reign than in America." This is surprising because freedom of speech had been built into political institutions of the United States. What does Tocqueville mean by this? What does he say has created this situation?
Briefly (in 250 to 400 words) summarize Tocqueville's point of view, making use of specific passages from the text.
Written assessment
Quiz 7
Week 10 (30 Nov - 4 Dec)
No class meeting; individual meetings in my office on the 3rd floor (L72).
Topics
1. Review of grades and participation thus far
2. Discussion of Essay 2
Required reading / viewing / listening
None.
Homework due
Essay 2
Written assessment
None.
Topics
1. Review of grades and participation thus far
2. Discussion of Essay 2
Required reading / viewing / listening
None.
Homework due
Essay 2
Written assessment
None.
Week 11 (7 Dec - 11 Dec)
Topics
Required reading / viewing / listening
Whitman, Song of Myself
Homework due
Short paper 9
Written assessment
Quiz 8
Required reading / viewing / listening
Whitman, Song of Myself
Homework due
Short paper 9
Written assessment
Quiz 8
Week 12 (14 Dec - 18 Dec)
Topics
Required reading / viewing / listening
Freud, Civilization and Its Discontents
Homework due
Short paper 10
Written assessment
Quiz 9
Required reading / viewing / listening
Freud, Civilization and Its Discontents
Homework due
Short paper 10
Written assessment
Quiz 9
Week 13 (4 Jan 2009 - 8 Jan)
Topics
Required reading / viewing / listening
McLuhan, Understanding Media
Homework due
Short paper 11
Written assessment
Quiz 10
Required reading / viewing / listening
McLuhan, Understanding Media
Homework due
Short paper 11
Written assessment
Quiz 10
Week 14 (11 Jan - 15 Jan)
Topics
Sign up for next week's individual meetings.
Required reading / viewing / listening
Pynchon, The Crying of Lot 49
Homework due
Short paper 12
Written assessment
Quiz 11
Sign up for next week's individual meetings.
Required reading / viewing / listening
Pynchon, The Crying of Lot 49
Homework due
Short paper 12
Written assessment
Quiz 11
Week 15 (18 Jan - 22 Jan)
No class meeting; individual meetings in my office on the 3rd floor (L72).
Topics
1. Discussion of Essay 3
2. Review of course grades
Required reading / viewing / listening
None.
Homework due
Essay 3 due
Written assessment
None.
Topics
1. Discussion of Essay 3
2. Review of course grades
Required reading / viewing / listening
None.
Homework due
Essay 3 due
Written assessment
None.
Essay 1 assignment
Paper requirements
All essays must:
* be word processed;
* use a 12-point font;
* be double-spaced;
* have numbered pages;
* include your name and a title on the first page;
* use APA citation format;
* use correct spelling, grammar, and punctuation.
Electronic file format: Rich Text Format (.rtf) or Microsoft Word (.doc or .docx).
This assignment meets or partially meets these learning outcomes:
* understand the requirements and characteristics of scholarly work;
* develop coherent, sustained arguments or interpretations in writing, supported by appropriate examples;
* manage self and time to successfully meet course requirements, including preparation (homework and studying), attendance, active participation, and the timely submission of assignments.
Grading criteria
An “A” paper:
This paper is exceptional. It takes some intellectual risks, and carries out its project with an impressive sophistication of thought and style. The main idea or thesis is clearly communicated. While significant and worthy of being developed, it is also limited enough to be manageable. The paper shows an awareness of some complexity in the thesis: it may discuss possible contradictions or qualifications of the thesis and their implications. The paper’s terms and keywords are clearly defined and all sources are critically examined. The structure of the paper is clear, whether it is a “logical” structure or a more “associational” organization. The paper is generally free from grammatical and spelling errors.
A “B” paper:
This paper does more than fulfill the assignment. It carries out its project with a noticeable degree of skill and competence. It has a clearly stated thesis and organization. It touches on the complexity of the thesis and shows careful reading of the sources. All relevant terms are defined. The paragraphs are unified and relate to the thesis. It has not major distracting errors in usage or mechanics (grammar and spelling), and no major lapses in diction or organization.
A “C” paper:
This paper acceptably fulfills the assignment, though in a routine way. There is a thesis, though it may be rather general. The complexity of the thesis may be touched upon but is not really addressed. The paper’s terms and keywords tend to show a similar generality. The paper’s concepts and thesis are clear enough, but their generality is often a way for the writer to avoid engaging the issues in any real depth. The paper may use sources and cite counter-arguments, but does not critically engage them. The paper has a structure that the reader can discern, though it may be interrupted at times by random or unclear paragraphs and sentences. There may be errors in usage or mechanics.
A “D” paper:
This paper does not have a clearly defined and meaningful thesis, or shows a lack of engagement on the part of the writer. The paper may lack a meaningful purpose: that purpose could be so vague that the reader is unsure why the writer is writing the essay, or the purpose could be so specific that the reader is uncertain why he or she is reading the essay. The paper does not have a coherent structure, uses few or inappropriate transitions and lacks coherent paragraph structure. Specific and relevant evidence is often missing to support the paper’s assertions. There are enough mechanical errors to make it difficult for the reader to understand the writer’s point clearly and quickly. Typically, this paper will have problems such as vague diction, ambiguous phrasings, awkward sentences, undefined terms, unexamined sources, or no sources at all.
An “F” paper:
This paper does not respond to the assignment, or has no main idea or thesis and uses no sources. There is no clearly discernable organization or structure to the paper. There is no relevant supporting evidence. The amount of mechanical errors makes it difficult to follow the sequence of ideas. A stylistically adequate paper that does not respond to the assignment is an “F” paper, as is a paper that is not turned in on time.
All essays must:
* be word processed;
* use a 12-point font;
* be double-spaced;
* have numbered pages;
* include your name and a title on the first page;
* use APA citation format;
* use correct spelling, grammar, and punctuation.
Electronic file format: Rich Text Format (.rtf) or Microsoft Word (.doc or .docx).
This assignment meets or partially meets these learning outcomes:
* understand the requirements and characteristics of scholarly work;
* develop coherent, sustained arguments or interpretations in writing, supported by appropriate examples;
* manage self and time to successfully meet course requirements, including preparation (homework and studying), attendance, active participation, and the timely submission of assignments.
Grading criteria
An “A” paper:
This paper is exceptional. It takes some intellectual risks, and carries out its project with an impressive sophistication of thought and style. The main idea or thesis is clearly communicated. While significant and worthy of being developed, it is also limited enough to be manageable. The paper shows an awareness of some complexity in the thesis: it may discuss possible contradictions or qualifications of the thesis and their implications. The paper’s terms and keywords are clearly defined and all sources are critically examined. The structure of the paper is clear, whether it is a “logical” structure or a more “associational” organization. The paper is generally free from grammatical and spelling errors.
A “B” paper:
This paper does more than fulfill the assignment. It carries out its project with a noticeable degree of skill and competence. It has a clearly stated thesis and organization. It touches on the complexity of the thesis and shows careful reading of the sources. All relevant terms are defined. The paragraphs are unified and relate to the thesis. It has not major distracting errors in usage or mechanics (grammar and spelling), and no major lapses in diction or organization.
A “C” paper:
This paper acceptably fulfills the assignment, though in a routine way. There is a thesis, though it may be rather general. The complexity of the thesis may be touched upon but is not really addressed. The paper’s terms and keywords tend to show a similar generality. The paper’s concepts and thesis are clear enough, but their generality is often a way for the writer to avoid engaging the issues in any real depth. The paper may use sources and cite counter-arguments, but does not critically engage them. The paper has a structure that the reader can discern, though it may be interrupted at times by random or unclear paragraphs and sentences. There may be errors in usage or mechanics.
A “D” paper:
This paper does not have a clearly defined and meaningful thesis, or shows a lack of engagement on the part of the writer. The paper may lack a meaningful purpose: that purpose could be so vague that the reader is unsure why the writer is writing the essay, or the purpose could be so specific that the reader is uncertain why he or she is reading the essay. The paper does not have a coherent structure, uses few or inappropriate transitions and lacks coherent paragraph structure. Specific and relevant evidence is often missing to support the paper’s assertions. There are enough mechanical errors to make it difficult for the reader to understand the writer’s point clearly and quickly. Typically, this paper will have problems such as vague diction, ambiguous phrasings, awkward sentences, undefined terms, unexamined sources, or no sources at all.
An “F” paper:
This paper does not respond to the assignment, or has no main idea or thesis and uses no sources. There is no clearly discernable organization or structure to the paper. There is no relevant supporting evidence. The amount of mechanical errors makes it difficult to follow the sequence of ideas. A stylistically adequate paper that does not respond to the assignment is an “F” paper, as is a paper that is not turned in on time.
Essay 2 assignment
Paper requirements
All essays must:
* be word processed;
* use a 12-point font;
* be double-spaced;
* have numbered pages;
* include your name and a title on the first page;
* use APA citation format;
* use correct spelling, grammar, and punctuation.
Electronic file format: Rich Text Format (.rtf) or Microsoft Word (.doc or .docx)
This assignment meets or partially meets these learning outcomes:
* understand the requirements and characteristics of scholarly work;
* develop coherent, sustained arguments or interpretations in writing, supported by appropriate examples;
* manage self and time to successfully meet course requirements, including preparation (homework and studying), attendance, active participation, and the timely submission of assignments.
Grading criteria
An “A” paper:
This paper is exceptional. It takes some intellectual risks, and carries out its project with an impressive sophistication of thought and style. The main idea or thesis is clearly communicated. While significant and worthy of being developed, it is also limited enough to be manageable. The paper shows an awareness of some complexity in the thesis: it may discuss possible contradictions or qualifications of the thesis and their implications. The paper’s terms and keywords are clearly defined and all sources are critically examined. The structure of the paper is clear, whether it is a “logical” structure or a more “associational” organization. The paper is generally free from grammatical and spelling errors.
A “B” paper:
This paper does more than fulfill the assignment. It carries out its project with a noticeable degree of skill and competence. It has a clearly stated thesis and organization. It touches on the complexity of the thesis and shows careful reading of the sources. All relevant terms are defined. The paragraphs are unified and relate to the thesis. It has not major distracting errors in usage or mechanics (grammar and spelling), and no major lapses in diction or organization.
A “C” paper:
This paper acceptably fulfills the assignment, though in a routine way. There is a thesis, though it may be rather general. The complexity of the thesis may be touched upon but is not really addressed. The paper’s terms and keywords tend to show a similar generality. The paper’s concepts and thesis are clear enough, but their generality is often a way for the writer to avoid engaging the issues in any real depth. The paper may use sources and cite counter-arguments, but does not critically engage them. The paper has a structure that the reader can discern, though it may be interrupted at times by random or unclear paragraphs and sentences. There may be errors in usage or mechanics.
A “D” paper:
This paper does not have a clearly defined and meaningful thesis, or shows a lack of engagement on the part of the writer. The paper may lack a meaningful purpose: that purpose could be so vague that the reader is unsure why the writer is writing the essay, or the purpose could be so specific that the reader is uncertain why he or she is reading the essay. The paper does not have a coherent structure, uses few or inappropriate transitions and lacks coherent paragraph structure. Specific and relevant evidence is often missing to support the paper’s assertions. There are enough mechanical errors to make it difficult for the reader to understand the writer’s point clearly and quickly. Typically, this paper will have problems such as vague diction, ambiguous phrasings, awkward sentences, undefined terms, unexamined sources, or no sources at all.
An “F” paper:
This paper does not respond to the assignment, or has no main idea or thesis and uses no sources. There is no clearly discernable organization or structure to the paper. There is no relevant supporting evidence. The amount of mechanical errors makes it difficult to follow the sequence of ideas. A stylistically adequate paper that does not respond to the assignment is an “F” paper, as is a paper that is not turned in on time.
Essay 3 assignment
Paper requirements
All essays must:
* be word processed;
* use a 12-point font;
* be double-spaced;
* have numbered pages;
* include your name and a title on the first page;
* use APA citation format;
* use correct spelling, grammar, and punctuation.
Electronic file format: Rich Text Format (.rtf) or Microsoft Word (.doc or .docx).
This assignment meets or partially meets these learning outcomes:
*
* understand the requirements and characteristics of scholarly work;
* develop coherent, sustained arguments or interpretations in writing, supported by appropriate examples;
* manage self and time to successfully meet course requirements, including preparation (homework and studying), attendance, active participation, and the timely submission of assignments.
Grading criteria
An “A” paper:
This paper is exceptional. It takes some intellectual risks, and carries out its project with an impressive sophistication of thought and style. The main idea or thesis is clearly communicated. While significant and worthy of being developed, it is also limited enough to be manageable. The paper shows an awareness of some complexity in the thesis: it may discuss possible contradictions or qualifications of the thesis and their implications. The paper’s terms and keywords are clearly defined and all sources are critically examined. The structure of the paper is clear, whether it is a “logical” structure or a more “associational” organization. The paper is generally free from grammatical and spelling errors.
A “B” paper:
This paper does more than fulfill the assignment. It carries out its project with a noticeable degree of skill and competence. It has a clearly stated thesis and organization. It touches on the complexity of the thesis and shows careful reading of the sources. All relevant terms are defined. The paragraphs are unified and relate to the thesis. It has not major distracting errors in usage or mechanics (grammar and spelling), and no major lapses in diction or organization.
A “C” paper:
This paper acceptably fulfills the assignment, though in a routine way. There is a thesis, though it may be rather general. The complexity of the thesis may be touched upon but is not really addressed. The paper’s terms and keywords tend to show a similar generality. The paper’s concepts and thesis are clear enough, but their generality is often a way for the writer to avoid engaging the issues in any real depth. The paper may use sources and cite counter-arguments, but does not critically engage them. The paper has a structure that the reader can discern, though it may be interrupted at times by random or unclear paragraphs and sentences. There may be errors in usage or mechanics.
A “D” paper:
This paper does not have a clearly defined and meaningful thesis, or shows a lack of engagement on the part of the writer. The paper may lack a meaningful purpose: that purpose could be so vague that the reader is unsure why the writer is writing the essay, or the purpose could be so specific that the reader is uncertain why he or she is reading the essay. The paper does not have a coherent structure, uses few or inappropriate transitions and lacks coherent paragraph structure. Specific and relevant evidence is often missing to support the paper’s assertions. There are enough mechanical errors to make it difficult for the reader to understand the writer’s point clearly and quickly. Typically, this paper will have problems such as vague diction, ambiguous phrasings, awkward sentences, undefined terms, unexamined sources, or no sources at all.
An “F” paper:
This paper does not respond to the assignment, or has no main idea or thesis and uses no sources. There is no clearly discernable organization or structure to the paper. There is no relevant supporting evidence. The amount of mechanical errors makes it difficult to follow the sequence of ideas. A stylistically adequate paper that does not respond to the assignment is an “F” paper, as is a paper that is not turned in on time.
Course Outline
Course: UNYP 41210 Great Books: Western
Credits: 3 semester credits / 6 ECTS
Length: 1 semester (15 weeks)
In-class contact hours: 45
Language of Instruction: English
Level: Lower-level course in a bachelor's degree program
Pre-requisites: C- or better in English Composition 1
Teaching methods: Lectures, readings, discussion
Class times, rooms
Tuesdays 12:00 - 15:00, Room 22
Instructor
Catalog Description
Examination of great books which have shaped cultures and values, or represent ways of life in the western tradition in classical, medieval, and modern times such as the Illiad, Aeneid, Bible, Divine Comedy, The Prince, Don Quixote, Faust.
Learning outcomes
Upon completion of this course, students should be able to:
* describe in outline the intellectual history of the West;
* understand the requirements and characteristics of scholarly work;
* critically interpret and evaluate the major themes of the course readings;
* relate those themes to a social and historical context.
To successfully complete the course, students will:
* develop coherent, sustained arguments or interpretations in writing, supported by appropriate examples;
* use research skills to discover material relevant for course work;
* articulate ideas, and respond to the ideas of others, in the context of group discussions;
* manage self and time to successfully meet course requirements, including preparation (homework and studying), attendance, active participation, and the timely submission of assignments.
General Education Requirements
A grade of C- or better in this course satisfies the General Education requirements in the following categories:
Western Civilization
Students will:
* demonstrate knowledge of the development of the distinctive features of the history, institutions, economy, society, culture, etc., of Western civilization; and
* relate the development of Western civilization to that of other regions of the world.
Humanities
Students will demonstrate:
* knowledge of the conventions and methods of at least one of the humanities in addition to those encompassed by other knowledge areas required by the general education program.
The competencies of Critical Thinking / Reasoning and Information Management are infused throughout this course.
Critical Thinking / Reasoning
Students will:
* identify, analyze, and evaluate arguments as they occur in their own or others' work; and
* develop well-reasoned arguments.
Information Management
Students will:
* perform the basic operations of personal computer use;
* understand and use basic research techniques; and
* locate, evaluate and synthesize information from a variety of sources.
Required Readings, Viewings, Listenings
Chronological listing:
Plato, Apology (c. 399 - 387 BCE); orig. Attic Greek
Horace, Odes (selections) (23 BCE; 13 BCE); orig. Latin
Niccolo Machiavelli, The Prince (1532); orig. Italian
Michel de Montaigne, Essais (selections) (1580; 1588; 1595); orig. French
William Shakespeare, King Lear (c. 1603)
Adam Smith, Wealth of Nations (selections) (1776)
Jane Austin, Pride and Prejudice (1813)
Alexis de Tocqueville, Democracy in America (selections) (1835, 1840); orig. French
Walt Whitman, Song of Myself (1855)
Sigmund Freud, Civilization and Its Discontents (1930); orig. German
Marshall McLuhan, Understanding Media (1964)
Thomas Pynchon, The Crying of Lot 49 (1966)
All readings are available on reserve in paper format in the UNYP library, and in electronic format on NetLearn (login and password required).
Course Requirements, with estimated workloads
* Quizzes (best 9 out of 11) - 1 hour of preparation per quiz, 9 hours total
* Homework (best 10 out of 12) - 1 hour preparation per short paper, 10 hours total
* Essays (3) - 10 hours preparation, writing, and revising per essay - 30 hours total
* Active participation in class meetings, individual meetings - 3 hours per week in class plus individual consultations, 37 hours total
* Weekly readings / viewings / listenings - 7 hours per reading week, 84 hours total
Total estimated workload for the semester: 170 hours
Criteria for Determination of Grade, including evaluation methods
* 15 % Quizzes
* 15 % Homework
* 15 % Participation
* 15 % Essay 1
* 20 % Essay 2
* 20 % Essay 3
Criteria for evaluating specific assignments are included with the assignment.
General Requirements
* All course work is governed by the UNYP Honor Code, and students are expected to maintain the highest standards of honesty and academic integrity in their work. All students are expected to be familiar with the UNYP Honor Code.
* All readings / viewings / listenings should be completed before that week's class meeting; they form the basis of that week's work in class.
* Students should have a copy (paper or electronic) of the week's readings at each class meeting.
* Mobile phones should be on silent; no calling or texting during class meetings (wait until the breaks).
* All media and communication devices, including computers, may not be used in ways that distract you or other students from our work during class meetings.
* Unless otherwise specified, papers / essays are due by email.
* Late work is not accepted.
* Missed work / assignments / assessments may not be made up.
Students with disabilities
Students with disabilities are encouraged to contact their teacher as soon as possible to discuss reasonable accommodation.
Grading scale
A: Outstanding work
B: Good work, distinctly above average
C: Acceptable work
D: Work that is significantly below average
F: Work that does not meet minimum standards for passing the course
Specific grading criteria are included with each assignment.
Technology Expectations
* Regular use of word processing software
* Regular use of internet
* Regular use of online databases
* Regular use of UNYP NetLearn
* Regular use of email.
Please note that this course makes substantial use of a course blog and electronic communciation via email. Regular checking of the course blog and the email address listed for you in UNYP's database is required.
Credits: 3 semester credits / 6 ECTS
Length: 1 semester (15 weeks)
In-class contact hours: 45
Language of Instruction: English
Level: Lower-level course in a bachelor's degree program
Pre-requisites: C- or better in English Composition 1
Teaching methods: Lectures, readings, discussion
Class times, rooms
Tuesdays 12:00 - 15:00, Room 22
Instructor
Catalog Description
Examination of great books which have shaped cultures and values, or represent ways of life in the western tradition in classical, medieval, and modern times such as the Illiad, Aeneid, Bible, Divine Comedy, The Prince, Don Quixote, Faust.
Learning outcomes
Upon completion of this course, students should be able to:
* describe in outline the intellectual history of the West;
* understand the requirements and characteristics of scholarly work;
* critically interpret and evaluate the major themes of the course readings;
* relate those themes to a social and historical context.
To successfully complete the course, students will:
* develop coherent, sustained arguments or interpretations in writing, supported by appropriate examples;
* use research skills to discover material relevant for course work;
* articulate ideas, and respond to the ideas of others, in the context of group discussions;
* manage self and time to successfully meet course requirements, including preparation (homework and studying), attendance, active participation, and the timely submission of assignments.
General Education Requirements
A grade of C- or better in this course satisfies the General Education requirements in the following categories:
Western Civilization
Students will:
* demonstrate knowledge of the development of the distinctive features of the history, institutions, economy, society, culture, etc., of Western civilization; and
* relate the development of Western civilization to that of other regions of the world.
Humanities
Students will demonstrate:
* knowledge of the conventions and methods of at least one of the humanities in addition to those encompassed by other knowledge areas required by the general education program.
The competencies of Critical Thinking / Reasoning and Information Management are infused throughout this course.
Critical Thinking / Reasoning
Students will:
* identify, analyze, and evaluate arguments as they occur in their own or others' work; and
* develop well-reasoned arguments.
Information Management
Students will:
* perform the basic operations of personal computer use;
* understand and use basic research techniques; and
* locate, evaluate and synthesize information from a variety of sources.
Required Readings, Viewings, Listenings
Chronological listing:
Plato, Apology (c. 399 - 387 BCE); orig. Attic Greek
Horace, Odes (selections) (23 BCE; 13 BCE); orig. Latin
Niccolo Machiavelli, The Prince (1532); orig. Italian
Michel de Montaigne, Essais (selections) (1580; 1588; 1595); orig. French
William Shakespeare, King Lear (c. 1603)
Adam Smith, Wealth of Nations (selections) (1776)
Jane Austin, Pride and Prejudice (1813)
Alexis de Tocqueville, Democracy in America (selections) (1835, 1840); orig. French
Walt Whitman, Song of Myself (1855)
Sigmund Freud, Civilization and Its Discontents (1930); orig. German
Marshall McLuhan, Understanding Media (1964)
Thomas Pynchon, The Crying of Lot 49 (1966)
All readings are available on reserve in paper format in the UNYP library, and in electronic format on NetLearn (login and password required).
Course Requirements, with estimated workloads
* Quizzes (best 9 out of 11) - 1 hour of preparation per quiz, 9 hours total
* Homework (best 10 out of 12) - 1 hour preparation per short paper, 10 hours total
* Essays (3) - 10 hours preparation, writing, and revising per essay - 30 hours total
* Active participation in class meetings, individual meetings - 3 hours per week in class plus individual consultations, 37 hours total
* Weekly readings / viewings / listenings - 7 hours per reading week, 84 hours total
Total estimated workload for the semester: 170 hours
Criteria for Determination of Grade, including evaluation methods
* 15 % Quizzes
* 15 % Homework
* 15 % Participation
* 15 % Essay 1
* 20 % Essay 2
* 20 % Essay 3
Criteria for evaluating specific assignments are included with the assignment.
General Requirements
* All course work is governed by the UNYP Honor Code, and students are expected to maintain the highest standards of honesty and academic integrity in their work. All students are expected to be familiar with the UNYP Honor Code.
* All readings / viewings / listenings should be completed before that week's class meeting; they form the basis of that week's work in class.
* Students should have a copy (paper or electronic) of the week's readings at each class meeting.
* Mobile phones should be on silent; no calling or texting during class meetings (wait until the breaks).
* All media and communication devices, including computers, may not be used in ways that distract you or other students from our work during class meetings.
* Unless otherwise specified, papers / essays are due by email.
* Late work is not accepted.
* Missed work / assignments / assessments may not be made up.
Students with disabilities
Students with disabilities are encouraged to contact their teacher as soon as possible to discuss reasonable accommodation.
Grading scale
A: Outstanding work
B: Good work, distinctly above average
C: Acceptable work
D: Work that is significantly below average
F: Work that does not meet minimum standards for passing the course
Specific grading criteria are included with each assignment.
Technology Expectations
* Regular use of word processing software
* Regular use of internet
* Regular use of online databases
* Regular use of UNYP NetLearn
* Regular use of email.
Please note that this course makes substantial use of a course blog and electronic communciation via email. Regular checking of the course blog and the email address listed for you in UNYP's database is required.
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