Search Results

Catalog Description Hours: 90 (36 lecture, 54 laboratory) Description: Introduction to the concepts, applications, and historical and contemporary references related to two-dimensional art and composition, including the study of the basic principles and elements of line, shape, texture, value, color, proportion, and spatial illusion. Students develop a visual vocabulary for creative expression through lecture presentations, studio projects, problem-solving, and written assignments. (C-ID ARTS 100) (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply proper material handling, use, storage and clean up safety standards in the classroom. CSLO #2: Critique two-dimensional art using the appropriate vocabulary and terminology pertaining to the basic elements and organizing principles of two-dimensional art. CSLO #3: Demonstrate a working knowledge and understanding of the basic elements of a two-dimensional artwork, including line, shape, texture, value, color and spatial illusion. CSLO #4: Examine, compare and analyze historical and contemporary examples of two-dimensional art within a global context. CSLO #5: Explain individual aesthetic decisions and judgments related to own artwork. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Identify and describe the basic elements of a two-dimensional art, including line, shape, texture, value, color and spatial illusion in two-dimensional art; 2. Identify and describe the organizing principles of two-dimensional art, including balance, proportion, repetition, contrast, harmony, unity, point of emphasis, and visual movement in two-dimensional art; 3. Explain individual aesthetic decisions and judgments related to own artwork; 4. Discuss and write a critical evaluation of two-dimensional art using the appropriate vocabulary and terminology pertaining to the basic elements and organizing principles of two-dimensional art; 5. Examine, compare, and analyze historical and contemporary examples of two-dimensional art within a global context. Laboratory Objectives: 1. Independently produce visual compositions and problem-solving projects that successfully incorporate the basic elements and organizing principles of two-dimensional art; 2. Justify individual aesthetic decisions and judgments related to own artwork; 3. Demonstrate use of a variety of artistic materials, techniques, and tools; 4. Formulate and translate ideas and visual experience into images using both formal and conceptual approaches; 5. Discuss, critique, and evaluate own two-dimensional compositions, as well as those of classmates; 6. Examine, compare, and analyze historical and contemporary examples of two-dimensional art, within a global context. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Objective Examinations Example: Student work will be evaluated in formal critiques and through handouts previously provided covering the elements of art and the principles of composition. Projects Example: Students will be evaluated on a combination of their participation in classroom discussions and formal critiques, their presentation of their project artworks, their participation in group activities and classroom discussions, and ability to choose the appropriate techniques and materials to create and complete artworks of their concepts. Reports Example: Through written reports after attending an art exhibit or viewing art examples in class, students' papers will be graded according to: their understanding of the use of the elements of art, principles of design, content of the artistic composition, and basic structure of grammar, spelling, formatting, and written clarity. Other Example: The student will submit a portfolio of 5-10 artworks that apply and demonstrate working knowledge of the elements of art and principles of design. For example, one of the projects in the portfolio could be a project demonstrating and emphasizing line (element) and rhythm (principle). Another project could demonstrate and emphasize the use of shape (element) and variety (principle). Etc. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will demonstrate, through lecture and discussion, the creation of a 2-D composition as a study of balance, movement, harmony, variety, dominance and proportion. Students will then be guided through laboratory and/or activity and in project work to evaluate and integrate concept, design and proper use of drawing materials. Instructor will present the criteria and evaluate students' ability to synthesize data from a variety of sources and formulate a hypothesis for their project work. Lecture: In a visual lecture presentation, the instructor will present as an example three works from a current exhibition in terms of the use of media, composition (using appropriate terminology), and relationship to art history. Distance Learning Visually oriented lecture demonstrating the creation of a 2-D composition to study of one of the basic elements of a two-dimensional art such as texture. Video examples of contemporary artists using texture (implied and actual) in their artworks. Students will then be guided through laboratory project work to create a collage using implied and actual texture. Students submit progress to the instructor for feedback. Completed projects are posted to the discussion board and critiqued through written format using appropriate vocabulary and terminology pertaining to the basic elements and organizing principles of two-dimensional art. Active and relevant participation includes students responding to each others’ comments on the discussion board. Typical Out of Class Assignments Reading Assignments 1. Read the assigned text on Carmen Herrera's Whitney Museum exhibition "Lines of Sight". Discuss Carmen Herrera's use of SHAPE in her paintings using appropriate terminology, including the principles of organization that apply. 2. Read, analyze and apply the techniques of Line Quality based upon reading the assigned text. Writing, Problem Solving or Performance 1. Evaluate, in a written paper, three works from a current exhibit in terms of use of media, composition (using appropriate terminology), and relationship to art history. 2. Be able to discuss, in writing, three non-objective works in terms of media and composition (using appropriate terminology), placing these works in historical context. Compose a self-evaluation outlining their personal progress toward the understanding of design. 3. In a two-page, typed, double-spaced essay, discuss the meaning of the phrase "form follows function." Provide an example of work illustrated in the text that exemplifies this concept and discuss the work's origin. Other (Term projects, research papers, portfolios, etc.) I. Alter a Masterwork: Select a work of art from your text. Using tracing paper draw a line version of the work. Manipulate the shapes that are interesting to you (change their size, repeat major angles, combine adjacent shapes to form new ones, etc.) The resulting image should still resemble the original but be creatively altered. Transfer the most interesting, best balanced composition to 9"x12" hotpress paper with HB pencil. Draw over the light pencil line of the drawing with pen and ink, or a thin chisel-point black pen. Think of "line quality" here, rather than mindlessly, emotionlessly going over a line that already exists. The pencil line is only a guide. Be expressive, or deliberate, but not stilted and uptight. Reread pertinent sections of chapter 3: Line Quality. II. Invent a Shape: A. With pencil, or torn/cut shapes invent what will be the major (dominant) shape for a composition. CONSIDER: any shape expresses an idea/ emotion. All aspects of its form influence its message: size, placement, edge character, direction of implied motion, value changes, etc. Submit these choices before proceeding. B. Place the most significant choice (from above prelims) in various positions within (4) 4-1/2 x 6" rectangles in relationship to another shape (supporting, or antagonistic) which either i. echoes it in some way, or ii. fights with it Submit these choices before proceeding. C. Add to the chosen prelim other shapes which act as minor directionals, repetitions/echoes, spatial cues, etc. CONSIDER: i. SPATIAL references: what will represent foreground, background, middle ground? How? ii. NEGATIVE SPACE weight, interest, balance iii. VALUE SYSTEM (light/dark pattern). D. Choose the strongest composition in terms of applicable Principles of Organization. Transfer onto the 18x24" paper (w/border) lightly in pencil, or work directly with chosen medium. Required Materials Design Principles and Problems Author: Paul Zelanski and Mary Pat Fisher Publisher: Wadsworth Publishing Publication Date: 2007 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Art Fundamentals: Theory and Practice Author: Otto Ocvirk, Robert Stinson, Philip Wigg Publisher: McGraw-Hill Publication Date: 2012 Text Edition: 12th Classic Textbook?: No OER Link: OER: Introduction to Design Author: Alan Pipes Publisher: Pearson Publication Date: 2008 Text Edition: 2nd Classic Textbook?: No OER Link: OER: A Design Manual Author: Shirley Brainard Publisher: Pearson Publication Date: 2005 Text Edition: 4th Classic Textbook?: No OER Link: OER: An Illustrated Field Guide to the Elements and Principles of Art + Design Author: Joshua Field Publisher: Hot Iron Press Publication Date: 2018 Text Edition: 1st Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Materials fee will be charged to cover assigned art supplies.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: Introduction to the western cultural tradition through a survey of its religion, art, philosophy, literature, music, and architecture; covers the Renaissance through the modern world. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe diverse cultural artifacts and values from the Renaissance through the Modern eras. CSLO #2: Analyze and explain diverse cultural artifacts and values from the Renaissance through the Modern eras. CSLO #3: Compare and contrast diverse cultural artifacts and values within and/or across cultures from the Renaissance through the Modern eras. CSLO #4: Communicate effectively orally or in writing on a topic in the humanities from the Renaissance through the Modern eras. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Students will, through oral and written work, 1. Describe the Art, Architecture, literature, music and philosophy from the Renaissance, the Age of Enlightenment and the Modern Era; 2. Chart figures, movements and themes on a timeline from the the Renaissance, the Age of Enlightenment, and the Modern Era; 3. Describe themes, styles and techniques of Art in the Renaissance, the Age of Enlightenment, and the Modern Era; 4. Compare and contrast themes, styles and techniques of Art in the Renaissance, the Age of Enlightenment, and the Modern Era; 5. Describe architecture in each of the aforementioned worlds and compare these architectural trends and styles with the trends and styles in Art; 6. Compare and contrast architectural styles between the major relevant eras; 7. List and describe the literature created in the ancient, the Renaissance, the Age of Enlightenment, and the Modern Era; 8. Compare and contrast the literature created in the various eras; 9. List and describe notable composers and their compositions in the Renaissance, the Age of Enlightenment, and the Modern Era; 10. Compare and contrast the musical styles utilized in the various eras; 11. List major philosophers from each era, describe their philosophical systems and compare and contrast the philosophical trends through the various eras; 12. Discuss underlying themes in art, architecture, history, literature, music, and philosophy during the Renaissance, the Age of Enlightenment, and the Modern Era. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After learning about the political theories of Machiavelli and John Locke, students will be prompted to compare and contrast these two political philosophies, and based on these discussions, students will write a short paragraph identifying which political philosophy they would prefer to live under, and explain their choice. Submitted paragraphs will be evaluated by whether they include relevant concepts and coherent reasoning. Essay Examinations Example: In a short essay, describe the Baroque period identifying its defining characteristics. Use different examples from architecture, art, and music to support your ideas. Objective Examinations Example: A. Students will take a multiple-choice examination that asks students to identify major figures and themes from the Renaissance. For example: Linear Perspective was first developed in the Renaissance by (A) Michelangelo; (B) Brunelleschi; (C) Da Vinci; (D) Raphael. Projects Example: Create a poster board that presents the art, architecture, literature, music and/or philosophy from the Renaissance, the Age of Enlightenment, and the Modern Era. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using a slide-presentation for an on-ground lecture format, the instructor will present various works of art and model how to identify and describe themes, styles, and techniques of art from the Renaissance. Through an interactive discussion, students will be presented with new and different images and invited to identify and describe themes, styles, and techniques of art from the Renaissance. Distance Learning In an online modality, students will watch a video of the instructor presenting various works of architecture modelling how to identify, and compare and contrast styles between different eras in the Renaissance, the Age of Enlightenment, and the Modern Eras. In a discussion board assignment, students will be presented with two images from different eras and asked to identify and describe its themes, and compare and contrast their styles. Typical Out of Class Assignments Reading Assignments 1. Read Pico della Mirandola's "Oration on the Dignity of Man," and be prepared to discuss where humanity’s place is on the “chain of being.” 2. Read "What is Enlightenment?" by Immanuel Kant, and be prepared to discuss what Kant means by "self-caused immaturity." Writing, Problem Solving or Performance 1. In a three page paper, compare and contrast the architectural structure of Brunelleschi's dome with that of the Pantheon. Describe the difficulties faced by Brunelleschi in completing the dome in the church of Florence. How did he overcome those challenges? Explain the role of Classical Architecture in his resolution. 2. After reading chapter five in your text, choose an artwork, from either the Romantic movement or the Realist movement and in a three-page, typed, double-spaced paper, thoroughly describe the artwork as well as various interpretations of its meaning and significance. 3. Pick an artist from the 20th century and write a 6-8 page research paper describing his or her life and major works, investigating why he or she has come to be considered a great artist. Other (Term projects, research papers, portfolios, etc.) Required Materials Humanities: Culture, Continuity & Change, Vol. 2 Author: Henry M. Sayre Publisher: Pearson Publication Date: 2014 Text Edition: 3rd Classic Textbook?: OER Link: OER: Culture and Values: A Survey of the Humanities, Vol. 2 Author: Lawrence S. Cunningham, John J. Reich, and Lois Fichner-Rathus Publisher: Cengage Publication Date: 2017 Text Edition: 9th Classic Textbook?: OER Link: OER: Arts and Culture: An Introduction to the Humanities, Volume II Author: Janetta Rebold Benton and Robert DiYanni Publisher: Prentice Hall Publication Date: 2005 Text Edition: 2nd Classic Textbook?: OER Link: OER: The Future of an Illusion Author: Sigmund Freud Publisher: WW Norton & Co. Publication Date: 1989 Text Edition: Reprint Classic Textbook?: OER Link: OER: 1984 Author: George Orwell Publisher: Signet Classic Publication Date: 1961 Text Edition: Reprint Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Hours: 54 lecture Description: Foundational course recommended for all students seeking an understanding and enjoyment of music through listening, analysis, and evaluation. Discussion of musical elements, repertoire, genres, and instruments from music traditions across time and space. Study of the many roles of music in human life. Attendance at concerts and listening to a variety of music may be required. (C-ID MUS 100) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe the main properties of musical sound including pitch, dynamics, tone color and duration (rhythm). CSLO #2: Explain the evolution of style in European music in terms of instrumentation, style, and genre, and identify at least one representative composer from each of the four eras: Baroque, Classical, Romantic, Contemporary. CSLO #3: Analyze the various purposes music has in human life and society in a variety of different eras and music-cultures. Effective Term Spring 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Students will be able to: 1. Analyze music in terms of its specific purpose in social life (ceremonial, protest, art music, recreational). 2. Aurally recognize instrument families in the modern orchestra. 3. Aurally recognize musical examples from different style periods in European and American music history. 4. Aurally recognize and analyze the stylistic features and cultural contexts of a variety of non-western musical examples. 5.  Evaluate musical recordings and performances through critical listening for musical elements such as melody, harmony, rhythm, orchestration and genre. 6. A nalyze style characteristics and key genres of each European musical era and identify at least one representative composer from each of the four eras: Baroque, Classical, Romantic, Contemporary. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 3A - Arts IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3A Arts Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: As a class, listen to a song, and through class discussion, create a detailed list of musical elements heard in the recording. Then, discuss the ways in which the specified musical elements come together to make the song representative of its genre (Course objectives 4-5). Essay Examinations Example: 1. Write a brief essay after viewing a video of Hildegard of Bingen addressing various prompts. 2. Write a short essay comparing and contrasting the musical, lyrical, and orchestral elements of related genres from different times and places (ie: European opera and Beijing opera; Schubert's Romantic-era song cycles and Beyonce's song cycle "Lemonade") 3. Write a short essay after viewing a documentary on the connections between Mambo and Hip Hop music-cultures in the Bronx, New York during the 20th century, addressing various prompts. Objective Examinations Example: Listen to four examples of art music studied in this course and categorize the style periods, probable composer, and genres. Projects Example: Create a multimedia project on a Music Icon whose music and career has had a positive impact on society (any place, within the last 75 years). Discuss the artist's training, compositional style, and cultural impact. Provide detailed analyses of 2+ specific pieces by the artist, and analyze the music within its appropriate historical, cultural, and musical context. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will present characteristics of three different compositions in class and include style period, genre and composer. Instructor will then present three different compositions for the students to listen and correctly identify their style period, genre, and possible composer. Distance Learning Instructor will assign a series of songs by Beyonce's album "Lemonade," which are discussed in the textbook. Students will listen to the songs, watch the music videos, and read the relevant pages in the textbook to gain a deeper understanding of the symbolism embedded in music, lyrics, and imagery. Then, students will write a response that demonstrates their understanding of these song, plus an original analysis of an additional song from the album. Typical Out of Class Assignments Reading Assignments 1. Read about the art songs of Franz Schubert in the textbook and listen to assigned pieces. Answer analytical questions about how Schubert uses word painting and creates a narrative through text and music in this song cycle. 2. Read an article and watch a short video about the concepts of musical borrowing and musical stealing, and write a response to the material. Then, research a recent US court case regarding intellectual property rights in popular music. Summarize the court case and provide an opinion on the ruling. Writing, Problem Solving or Performance 1. Listen to/watch a recording of classical Hindustani music. Write a response about the listening experience, and the ways that Hindustani musical aesthetics and performance practices differ from American/European classical music aesthetics and performance practices. 2. After viewing a video about Hildegard of Bingen in class, write a 1-2 page reaction paper answering four questions given at the beginning of class. Other (Term projects, research papers, portfolios, etc.) 1. Write an extended concert report type written, double spaced, three to five pages which includes detailed research on the composer and work(s) selected. 2. Write a Repertoire Project of 5 full pages which includes both research and listening critically to three compositions, each chosen from a different time period, e.g. Baroque, Classical, 20th C. to compare and contrast stylistic features based on terms and concepts explored in class. Required Materials The Enjoyment of Music Author: Machlis, Joseph; Forney, Kristine Publisher: W. W. Norton & Co. Publication Date: 2021 Text Edition: 14th Classic Textbook?: No OER Link: OER: Resonances: Engaging Music in its Cultural Context Author: Esther Morgan-Ellis Publisher: University of North Georgia Press Publication Date: 2020 Text Edition: 1st Classic Textbook?: No OER Link: OER: Yes Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of ENGL C1000 with grade of "C" or better Hours: 54 lecture Description: Study of structure of English grammar, both descriptive and prescriptive. Introduction to terminology and structure of traditional grammar; analysis of standard rules for agreement, punctuation, pronoun reference, etc.; introduction to varied methods of language acquisition among culturally diverse populations. For students who plan to teach or who are particularly interested in grammar as it relates to writing. Intended to meet CSU requirement for Liberal Studies major. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze traditional grammar by recognizing and describing parts of speech, parts of sentences, sentence types, verb forms, verb tenses, phrases, clauses, and verb complements. CSLO #2: Analyze, describe, and correct major usage problems including but not limited to apostrophe errors, sentence fragments, run-on sentences, comma splices, subject-verb agreement errors, and pronoun errors. CSLO #3: Analyze the methods of language acquisition, including acquisition of English among culturally diverse populations, and recognize and demonstrate the differences between standard and non-standard usage. CSLO #4: Illustrate correct sentence punctuation and illustrate how punctuation can affect meaning. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Through exams, written essays, and class participation: 1. analyze the structure of English, the methods of language acquisition, including acquisition of English among culturally diverse populations; 2. analyze traditional grammar, recognize and describe parts of speech, sentence types, verb forms, verb tenses, helping verbs, phrases, clauses, and verb complements; 3. recognize, describe, and correct major usage problems including but not limited to apostrophe errors, sentence fragments, run-on sentences, comma splices, subject-verb agreement errors, and pronoun errors; 4. recognize and demonstrate the differences between standard & non-standard usage; 5. punctuate sentences correctly and illustrate how punctuation can affect meaning; and 6. write a minimum of 2000 words of clear, correct college level prose, dealing with usage issues, controversy revolving around the teaching of grammar, or other topics related to the study of the structure of English and the teaching of traditional grammar. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: 1. Students will work in small groups and as a whole class to discuss concepts presented in the lecture and the texts. Example Question: In a small group, discuss the concept of form verses function and how this affects the teaching of grammar. Be prepared to present your discussion to the class. Essay Examinations Example: 1. Students will take tests that require short answers (paragraphs) explaining concepts, defining terms, etc. Example Question: Explain the difference between form and function. 2. Students will be asked to write sentences illustrating concepts covered in the class. Example Question: Write four original sentences: a simple sentence, a compound sentence, a complex sentence, a compound-complex sentence. Objective Examinations Example: Students will take a series of tests asking them to do the following: 1. Analyze sentences to determine whether the sentence is simple, compound, complex, or compound-complex. Example question: What type of sentence is "After Jack became a teacher, he realized that teaching was very hard work. 2. Analyze sentences to determine sentence patterns, for example subjects/predicates/objects or complements. This requires determining whether the verb is transitive, intransitive, or linking. Example question: Identify the subject, predicate, and any objects or complements in this sentence: After Jack became a teacher, he realized that teaching was very hard work. Example Question: Jack became a teacher, he realized that teaching was very hard work. Problem Solving Examinations Example: 1. Identify comma splices and fused/run-ons in the following sentence. If the sentence is correct, place a C at the end. Projects Example: 1. Students will work in small groups to discuss and present assigned topics. Example Assignment: As a group, explain the difference between transitive and intransitive verbs and create and lead the class through an exercise to illustrate these concepts. Reports Example: 1. Students will work in small groups throughout the class, researching and studying various topics (i.e. Teaching English Language Learners, Teaching Students with Learning Disabilities, The History of the English Language, etc. They will write a research paper, and the group will also present their findings to the class as a whole. Example Question: Essay Assignment, Research Essay, Group research project Choose a topic from the following list. In groups, research the topic and present the findings both in a presentation and in writing. The presentation will be a group effort, but the research essay may either be done individually, as a group, or with a partner in your group. Write a brief evaluation of the group process and the members' efforts. Topics to choose from: English Dialects, Methods of Grammar/Language Arts Instruction, Issues in Grammar Instruction, Teaching Grammar to English Language Learners, Teaching Grammar to Students with Learning Disabilities, Language Acquisition. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will ask students to do exercises at the end of each chapter in the text, self-correct the exercises, and write an analysis explaining the student's level of understanding of the concepts being studied. Students will compare answers in small groups, and the instructor then will lead the class through an analysis of these exercises. Students will read the chapter in the text about grammar, usage, and composition, as well as consult grammar handbooks. They will also read for the research project. They will apply what they've learned from the reading to group exercises, discussions, and presentations. Students will write a reflective journal, a reflective essay, and an essay requiring research. Students will complete a series of tests illustrating the students' understanding of basic grammar and usage. The instructor will assist students in correcting any errors on the test as part of the testing process. The instructor will have students 'deconstruct' sentences and identify the functions of the parts to identify and understand the structure of English. Distance Learning Students will read or listen to a lecture, read a chapter in the text book, and participate in a guided discussion of the concepts covered. Students will take a series of reading quizzes, chapter quizzes, and tests online. Typical Out of Class Assignments Reading Assignments 1. Read the chapter in the text on "The Simple Sentence" and do the exercises analyzing verb types. 2. Read the chapter in the text on "Grammar and the Writing Process" and write a summary analyzing the challenges grammar poses for beginning writers. Writing, Problem Solving or Performance 1. Write a reflective essay analyzing your personal experiences studying grammar and the place that grammar instruction should have in elementary and high school English instruction. 2. In groups, analyze and 'teach' a lesson to the class on a portion of a chapter in the Grammar text, including leading the class through exercises and activities. 3. Working with other students, review and correct tests to be resubmitted with completely correct answers. Other (Term projects, research papers, portfolios, etc.) 1. Complete an English 2 journal in which you do the assigned exercises from the text. Include also your questions and comments on the material; any feelings, or perceptions, or insights you have as you work through the exercises; and any problems you are having with the exercises, readings, and/or essay assignments. 2. With other members of the class, complete a research project on one of the following topics: English Dialects, Methods of Grammar/Language Arts Instruction, Issues in Grammar Instruction, Teaching Grammar to English Language Learners, Teaching Grammar to Students with Learning Disabilities, Language Acquisition, the Reading/Writing Connection. Research findings will be presented both as a research paper and as a group presentation to the class. Required Materials Grammar for Language Arts Teachers Author: Calderonello, Martin, Blair Publisher: Longman Publication Date: 2003 Text Edition: 1st Classic Textbook?: OER Link: OER: Rules for Writers Author: Hacker, Diana Publisher: Bedford Publication Date: 2016 Text Edition: 8th Classic Textbook?: OER Link: OER: Analyzing English Grammar Author: Klammer, Schulz, Volpe Publisher: Allyn & Bacon Publication Date: 2013 Text Edition: 7th Classic Textbook?: OER Link: OER: Understanding English Grammar Author: Kolln, Martha Publisher: Longman Publication Date: 2016 Text Edition: 10th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Hours: 54 lecture Description: Introduction to the study of human culture and cultural diversity. Examination of the nature of culture as well as its profound and diverse influences upon our perspectives, practices, and experiences. Learn and practice cultural anthropological methods for studying culture with a focus on cultivating cultural humility and intercultural engagement. Explores culturally specific ways of knowing, being, and belonging. Uses cross cultural cases to examine holistic interconnections between languages, worldviews, religions, families, economies, ecologies, politics, and other key aspects of our and others’ lives. (C-ID ANTH 120) (CSU, UC) Course Student Learning Outcomes CSLO #1: Define anthropology, compare the subfields, and apply anthropological approaches to the study of culture. CSLO #2: Explain culture, examine how it works, and describe how and why the concept of culture is important to studies of the human experience. CSLO #3: Describe and analyze examples, both at home and abroad, of how people perceive the world around them, how we learn, become, interact, organize, and live in different ways. CSLO #4: Explain and evaluate culture change and intercultural interactions, both locally and globally. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Define anthropology, compare the subfields, and apply anthropological approaches to examine relevant topics and issues Explain culture, discuss why it matters, describe how anthropologists study it, and examine cross-cultural as well as personal examples. Discuss interconnections between languages, cognition, cultures, and realities, then apply those perspectives to examine cross-cultural examples. Cultivate cultural humility by exploring manifestations of ethnocentrisms and relativisms in intercultural relations as well as assessing examples of engaged and humanitarian anthropology. Use cross-cultural cases to explore ethnopsychologies and discuss the importance of examining cultural influences upon intersectional identities. Discuss the anthropological and pragmatic relevance of research into culturally diverse marriages, families, kinship systems, and sexualities. Explain interconnections between culture, power, control, resistance, and change by discussing cross-cultural cases of power relations, political systems, institutions, social orders, and social movements. Explore diverse cases and current issues to discuss the cultural dynamics of economic systems as well as ecological interactions and impacts. Use cultural anthropological studies to discuss the interconnectedness of economic, political, and sociocultural forces of globalization amongst diverse cultural groups. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Social Sciences AA/AS - Social and Behavioral Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D1 Anthro/Archaeology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4A Anthro Archaeology Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: The instructor assigns an article, chapter, documentary, or podcast for student scholars to read in preparation for an in-class reading discussion about cross cultural gender systems and identities, for example. Student scholars bring reading notes about content highlights (ex. key ideas, stories, information, quotes, etc.) from the assigned material as well as thoughts and questions to inform class conversations and discussion. The instructor helps student scholars form small groups and then directs them to use their notes to begin conversing about the assigned material. Student scholars are then asked to collaboratively identify ways in which the assigned reading pertains to the main ideas and key concepts within the current learning unit. Groups identify a spokesperson who will share out the highlights of their case study and thoughts about how it pertains to the current learning to initiate broader class discussion about the case study. Each student will complete a written paragraph or activity organizer which addresses the key content, their own thoughts about how it connects with the current unit, as well as what they gained from collaborating with peers. Assignments will be evaluated based on the accuracy of content addressed as well as comprehension of course concepts within the current learning unit. Essay Examinations Example: Student scholars will reflect upon their unit learning about the distinctions and culturally specific dynamics of race and ethnicity, for example. Students will engage with additional learning resources (ex. an ethnographic article or book segment) to develop deeper understanding and then explain their key learning takeaway from the unit. Students scholars will then share their thoughts about possible real-world applications of their cultural anthropological learning about race and ethnicity. Student scholars will draw upon empirical evidence and reference anthropological studies from the learning unit to support the importance and applicability of their learning. Objective Examinations Example: Student scholars will take scripted answer exams (ex. LMS quizzes) to assess basic comprehension of cultural anthropological concepts, approaches and information about cross-cultural political systems. Evaluation will be assessed based upon accuracy of answers. One possible example would asking students to match the phrase "Gaining as much knowledge and experience as possible to be able to understand people's perspectives and practices in their culturally specific contexts" with the concept of "cultural relativism." Projects Example: Throughout the semester, student scholars will plan, conduct and present their own cultural anthropological capstone projects. Students will choose between various course specific topics such as culturally specific wedding practices, particular linguistic practices, local educational dynamics/issues, a culturally specific art form, a particular community's experiences of injustice and unfairness, etc. Student scholars will demonstrate their understanding of basic cultural anthropological approaches and methods within the design phase of their project. They will engage with anthropological methods to gather empirical data and grow their understanding of their topics via a combination of primary (ex. participant-observation, interviews, etc.) and secondary sources (via library online databases). Scholars will then apply course concepts (such as cultural relativism, cultural constructivism, power/resistance, language as social action, etc.) to examine their research findings, compile their work into a final version (ex. paper, brief video, podcast, presentation, etc.), and share with the class. Student scholars are encouraged to examine cultural anthropological topics which will advance their personal, academic and/or professional interests. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Professor lectures in order to define, explain and offer examples of ethnocentrism, cultural relativism and engaged/humanitarian anthropology. The professor then directs student scholars to discuss in small groups the key points of assigned readings which highlight the problems with ethnocentrism as well as the complex tensions between cultural relativism and humanitarian anthropology. Student scholars brainstorm questions which are addressed by the professor. Instructor then shows brief videos which reveal provocative examples of cross-cultural practices. Student scholars are then directed to form new small groups and develop their own thoughts about the examples by applying the key concepts of ethnocentrism, relativism and applied/humanitarian anthropology. Instructor assigns reading about the relationships between language, cognition, and culture. During the class session, the instructor directs students to form small groups to discuss the article or book chapter. Towards the end of the discussion, the instructor will hand out an in-class activity or exercise which requires student scholars to apply the ideas and information in the reading to a particular example which may involve screening a brief video. Students engage in the activity/exercise and work collaboratively to fill out the information and respond to critical thinking prompts. At the appropriate time, the instructor calls the groups together to share their findings and reflections on the assignment in a general class discussion. Professor lectures about language as sociocultural action and the power of language use to shape perspectives and actions, student scholars conduct a minor version of a digital ethnography upon their social media feeds. They look for patterns of language use and key instances of meaning making, framing, and powerful discourses. Scholars record digital ethnographic fieldnotes to bring to class and collaborate in groups and as a class to analyze the data in a cultural anthropological way. At the end, student scholars submit a brief report about their fieldwork experiences, findings, and relevance. Distance Learning Within the module where an introduction to the concept of culture is the focus, the instructor will provide several key learning resources such as an originally produced overview video, assigned textbook chapter and/or pages, a case study article and/or video. Student scholars will engage with the learning resources provided and demonstrate their learning in stages throughout the module. That can occur by responding to prompts, images, or sections of the instructor's lecture video about the idea of culture, and each other, via mulit-media forum or discussion board assignment with relevant prompts. Scholars may also be asked to demonstrate their understanding of the concept of culture as addressed in the textbook chapter by taking a LMS quiz or discussing what they found to be intriguing ideas/examples about culture in the textbook via a LMS discussion board assignment. Students should also respond to the case study article and/or video by sharing their thoughts about the key content, how it pertains to the idea of culture and its key elements, then discussing how the approach and case might pertain to aspects of their own lives. Typical Out of Class Assignments Reading Assignments 1. Student scholars read the assigned pages from the textbook or lecture notes on the topic of marriage, family and kinship. They will take notes and/or pre-assess their knowledge (ex. LMS quiz), then come to the next class session prepared to ask questions and discuss the material. 2. Student scholars read an ethnographic article or book chapter pertaining to sustainable ecological knowledges. They will take notes and answer a reflection question about the assigned reading in preparation for an in-class discussion activity. At the end, students submit their notes, reflection responses, and discussion takeaways for credit. Writing, Problem Solving or Performance 1. Students read an article about unfamiliar marriage and family dynamics. Students bring notes for a class discussion. Afterwards, students write down answers to questions about how the article relates to key anthropological approaches and concepts for studying and understanding culturally specific family and kinship systems. 2. After a lecture about anthropological approaches to relativism students are presented with a case study to discuss in groups. Students hypothetically apply various approaches to the example. Then students write down their thoughts about which most resonates with their own views. 3. Students learn about ethnographic methodologies, view an example, and then engage in their own ethnographic interviews somewhere on campus or in a comfortable community context. Students record fieldnotes to bring to class for discussion and collaborative analysis of the data. They then produce a brief report regarding the benefits, challenges, and relevance of their research experiences and findings. Other (Term projects, research papers, portfolios, etc.) Course Capstone Project (also mentioned above) Throughout the semester, student scholars will plan, conduct and present their own cultural anthropological capstone projects. Students will choose between various course specific topics such as culturally specific wedding practices, particular linguistic practices, local educational dynamics/issues, a culturally specific art form, a particular community's experiences of injustice and unfairness, etc. Student scholars will demonstrate their understanding of basic cultural anthropological approaches and methods within the design phase of their project. They will engage with anthropological methods to gather empirical data and grow their understanding of their topics via a combination of primary (ex. participant-observation, interviews, etc.) and secondary sources (via library online databases). Scholars will then apply course concepts (such as cultural relativism, cultural constructivism, power/resistance, language as social action, etc.) to examine their research findings, compile their work into a final version (ex. paper, brief video, podcast, presentation, etc.), and share with the class. Student scholars are encouraged to examine cultural anthropological topics which will advance their personal, academic and/or professional interests. Required Materials Perspectives: An Open Invitation to Cultural Anthropology Author: American Anthropological Association Publisher: Publication Date: 2020 Text Edition: 2nd Classic Textbook?: OER Link: OER: https://perspectives.americananthro.org/ Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of GER 1 or two years of high school German with grade(s) of "C" or better Hours: 72 lecture Description: Designed for those who have had previous training in the German language. Continuation of GER 1. Emphasis on speaking, listening, linguistic and grammatical structure, reading, writing. Further study of learning pronunciation and intonation patterns, together with continued discussion of unique cultural characteristics of the German-speaking peoples. Students continue to memorize dialogues, become knowledgeable of utilizing a substantial vocabulary, and conduct translations of culturally meaningful reading selections. (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary German that is spoken in present perfect and/or simple past tense at moderate conversational speed. CSLO #2: Formulate and create intelligible pronunciation with grammatically correct sentences in present perfect and/or simple past tense conversations with native or non-native speakers of German. CSLO #3: Recognize and explain what is read in present perfect and/or simple past tense from any elementary reading passage. CSLO #4: Formulate and write short sentences and paragraphs using appropriate syntax in the construction of sentences in simple perfect and/or simple past tense. CSLO #5: Compare and contrast cultural perspectives based on reading, discussions and videos. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives Through oral and written exercises, activities, and assignments, students will: I. a. Identify spaces within a house, common furniture items, and types of dwellings b. Inquire into the availability, quality and price of apartments and dorm spaces c. Employ the two-way spatial prepositions to describe both the static of the location of an item using dative case and the directional goal of a moving item using the accusative case d. Use common prepositional contractions e. Distinguish between “WO” and “WOHIN” f. Use positional “N-verbs” (“HÄNGEN, LIEGEN, SITZEN, STEHEN”) and placement “T-verbs” (“HÄNGEN, LEGEN, SETZEN, STELLEN”) g. Produce imperative statements h. Distinguish between the knowledge verbs “WISSEN” and “KENNEN” i. Discuss common architectural styles of German houses and distinguish between English “1st-floor” vs German “ground-floor” descriptions of building stories j. Identify characteristics of the works of Austrian painter Friedrich Hundertwasser k. Discuss the differences and similarities between American and German public transportation systems l. Identify the difference between standard Hochdeutsch and the various German dialects II. a. Identify common vocabulary used in banks and hotels b. Conduct basic banking business and exchange currencies c. Inquire into the availability and price of hotel rooms. d. Identify and decline the DER-word determiners (ALLE, DER/DIE/DAS, DIES-, JED-, MANCH-, SOLCH-, WELCH-) e. Identify and decline the EIN-word determiners (EIN-, KEIN-, and the possessive articles) f. Name common separable prefix verbs g. Identify the core meaning of separable verbal prefixes h. Produce declarative sentences with the finite verb in second-position and the verbal prefix in final position i. Identify and use pragmatic flavoring particles j. Identify the differences between American and German banking establishments k. Discuss the common conventions in German hotel names l. Discuss features of the German youth hostel system m. Discuss basic facts about Luxembourg III. a. Identify common vocabulary used in post offices and train stations b. Conduct common business at the post office c. Inquire about the price of train tickets, departure and arrival times of trains, and purchase tickets d. Decline nouns in the genitive case using the correct definite article, indefinite article, negative article, and possessive articles e. Decline masculine, neuter, n-stem nouns, and proper names for genitive case using the appropriate endings f. Use common genitive prepositions g. Command a vocabulary of common time expressions h. Express definite points in time using accusative noun phrases i. Express indefinite points in time using dative noun phrases j. Produce complex clauses with adverbs arranged in the Time-Manner-Place sequence k. Discuss differences and similarities between phoning and postal services available in the United States and Germany l. Discuss differences and similarities between train travel options in the United States and Germany m. Discuss differences and similarities between car travel in the United States and Germany n. Discuss famous mountains and alpine cities in Switzerland o. Discuss the various languages in Switzerland including Schwyzerdüütsch, French, Italian, and Romansh IV. a. Describe common maladies, injuries, and medical emergencies b. Identify body parts c. Command a vocabulary of common sports and leisure activities d. Inflect adjectives preceded by DER-words and adjectives preceded by EIN-words e. Identify the reflexive and reciprocal use of reflexive pronouns f. Produce accusative and dative reflexive pronouns g. Identify common verbs that are always reflexive h. Command a vocabulary of verbs used in grooming i. Command a vocabulary of verbs used to describe medical conditions j. Use reflexive verbs with dative reflexive pronouns to describe actions involving body parts and clothing items k. Identify syntactic situations which require the usage of an infinitive with “ZU” l. Use the “UM…ZU” infinitive construction to express the purpose of an action m. Discuss differences and similarities between American and German attitudes towards vacationing n. Produce common polite phrases used for talking on the phone o. Identify several common idiomatic expressions in German V. a. Command a vocabulary of nouns and adjectives relevant to discussing film, theater, and music b. Command a vocabulary of common verbs which are accompanied by prepositional objects c. Contract prepositional expressions using “DA-compounds” and “WO-compounds” d. Inflect unpreceded adjectives e Discuss the importance of theater in German cultural life f. Discuss the importance of classical music in German cultural life g. Discuss elements of the historical and modern German art scene VI. a. Command a vocabulary of nouns and adjectives relevant to discussing personality traits, relationships, marriage, and divorce b. Command a vocabulary of common pets c. Conjugate weak and strong verbs in the simple past tense d. Identify the usage difference between the simple past tense and the perfect tense in German e. Use the conjunction “ALS” to head a subordinate clause in the past tense to describe a single event in the past f. Use the conjunction “WENN” to head a subordinate clause in the past tense to describe habitual actions in the past g. Conjugate weak and strong verbs in the past perfect tense h. Use the conjunctions “NACHDEM” and “BEVOR” in past perfect sentences i. Discuss differences and similarities between American and German wedding customs j. Discuss the history and linguistic makeup of Liechtenstein k. Discuss the cultural importance of the Grimms’ Fairy Tales. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: 1. Students will be graded for conducting exercises during class with their partners and offering an answer to the exercise when called upon by the instructor. Failure to do so will result in lost participation points. No points will be docked for responding with incorrect grammar, vocabulary, or pronunciation during practice exercises, although the instructor will provide grammatical, lexical, and phonetic critiques to the student’s response for the benefit of the class. 2. Students will be graded for their presence at lecture. Failure to come to lecture will result in lost participation points unless the student provides the instructor with a doctor’s note accounting for a student’s medical absence. Skill Demonstrations Example: 1. Students will be asked to write German translations of English sentences. Graded based upon the grammatical accuracy of the response. Ex: Translate the following sentence(s) to German: “The chairs stand between the table and the lamp” “Which key do you need? This key, or that key?” “Four years ago I visited the home village of my grandparents” 2. Students will be asked a set of questions in German by the instructor and must respond with a logical and intelligible answer in German. Graded upon the grammatical accuracy and pronunciation of the response. Ex: (A = Instructor questions): A: “Warst du schon mal in der Schweiz?” B: ________________________________________ A: “Was wolltest du werden, als du ein Kind warst?” B: ________________________________________ A: “Warum hast du diesen Sprachkurs gemacht?” B: ________________________________________ A: “Was ziehst du dir an, wenn es draußen kalt ist?” B: ________________________________________ A: “Wann stehst du normalerweise auf?” B: ________________________________________ 3. Students will be asked to read a passage in German and write a paraphrase of its content. Graded upon the grammatical accuracy and suitability of the response. Ex: Provide a 3-4 sentence paraphrase in German of the following conversation. Anne: Wann fährt der nächste Zug nach Interlaken? Frau: In 10 Minuten. Abfahrt um 11.28, Gleis 2. Anne: Ach du meine Güte! Und wann kommt er dort an? Frau: Ankunft in Interlaken um 14.16 Uhr. Anne: Muß ich umsteigen? Frau: Ja, in Bern, aber Sie haben Anschluss zum InterCity mit nur 24 Minuten Aufenthalt. Anne: Gut. Geben Sie mir bitte eine Hin- und Rückfahrkarte nach Interlaken. Frau: Erster oder zweiter Klasse? Anne: Zweiter Klasse. 4. Students will be asked to read a passage in German and then respond to a set of questions in German regarding the passage. Graded based on the grammatical accuracy and suitability of the response. Ex (partial text): Frau Lorenz: Die Viersprachigkeit der Schweiz fasziniert uns. Unsere Reise hat in Lausanne begonnen, wo wir Französisch gesprochen haben. Jetzt sind wir hier in Saas-Fee bei Freunden. Mit uns sprechen sie Hochdeutsch, aber mit der Familie Schwyzerdütsch. Saas-Fee ist nur ein Dorf, aber wunderschön. Es ist autofrei und in den Bergen kann mann überall wandern und bergsteigen gehen. Wegen der Höhenlage gibt es viele Alpenblumen und Gämsen und oben auf den Gletschern kann man sogar während des Sommers immer noch Ski laufen gehen. Übermorgen fahren wir weiter nach St. Moritz, wo man viel Rätoromansch hört. Am Ende der Reise wollen wir noch nach Lugano, wo das Wetter fast immer schön sein soll und die Leute Italienisch sprechen. Vier Sprachen in einem Land, das ist schon toll. 1. Was fasziniert die Familie Lorenz in der Schweiz? 2. Welche Sprache haben sie in Lausanne gesprochen? Was sprechen ihre Freunde in Saas-Fee mit ihnen? 3. In St. Moritz hört man nicht nur Deutsch, sondern auch welche Sprache? Was spricht man in Lugano? 5. Students will listen to audio material in German and respond in German to a set of questions about the audio material. Graded based on the grammatical accuracy and suitability of the response. Ex: Listen to the audio and answer in German using a complete sentence. 1. Wo hat Nico Schmerzen? 2. Was soll Nico tun, so daß er besser wird? 3. Warum ist Lisa spät ins Krankenhaus gekommen? Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Grammar points will be discussed conceptually in class with detailed comparisons between how the grammatical construction is expressed in English and then in German. The instructor will present glossed sentences on the board and on handouts, producing grammar tables on the board and on handouts, and cuing students to relevant examples in the textbook. (Objective: I e,h) Cultural material will be presented by the instructor using reading passages from the textbook as well as videos, reading material, and visual aids selected by the instructor. Example: Students will read about Oktoberfest and prepare a brief report on their findings to present to the class. (Objective: II k,l) Oral drills: Students will be asked to read an interview regarding fitness and health. Based on the interview, students will be directed to complete a table with the answers given by the person in the interview as well as reacting with their own personal answers. The instructor will model how to begin filling in the table. Instructor will monitor groups of students as they discuss, compare and analyze how they reacted to the questions, and summarize the group' answers. Instructor will bring the whole class back together and have groups present the results of their discussion to the class. Distance Learning Spatial prepositions The instructor will curate a video (power point with commentary overlaid and captioning) showing visualizations of sentences like “the man goes into the store”, with German at the top of the screen and an English gloss at the bottom of the screen. The phrase is then suddenly switch to “the man is in the store”, with an accompanying, highlighted switch in the German gloss from accusative to dative. The accusative-dative alternation of these prepositions is then highlighted in the video. Students are then lead to a Canvas “practice quiz” for which they are to translate sentences with the spatial prepositions from German to English to improve receptive competency in the subject. Finally, students move onto a Canvas “conversation page”, where they are guided to pick a practical goal (such as sending a letter, or buying a pint of milk), and then pick pre-fabricated statements to say, such as “I go into the office. I mail a letter in the post office” (Ich gehe auf die Post. Ich schicke einen Brief auf der Post). Objective: I-c Teaching the geography of Switzerland This will be completely done in a content page, as a mixture of text and images. Important “take-aways” are summarized at the top, and repeated again at the bottom (ex. Switzerland has 26 Cantons, 70% of Swiss citizens speak German, while the rest speak French and Italian, the Swiss read standard German but speak a German dialect). The page will be broken up by subject with header statements such as “The Geography of Switzerland”, “The linguistic landscape in Switzerland”, “Folk culture in Switzerland”, etc. Images of maps, pictures of folk dress and local food, etc, will posted where relevant, with appropriate alt text. YouTube videos on Swiss folk sports, Swiss cuisine, and examples of Swiss dialect will be embedded. After viewing the page, students will complete a multiple choice “practice canvas quiz” on the subject, and practice using Swiss greetings in a simple standard German conversation (Grüezi, wie geht’s dir? Ach, mersi fürs Geschenk, etc). Typical Out of Class Assignments Reading Assignments A. Reading Assignments: Students will be asked to read short stories at home, render a translation of it into English, and answer basic questions about the story Ex A: Zwei Freunde gehen durch einen Wald. Auf einmal kommt ein Bär. Der erste fürchtet sich sehr, läuft fort und steigt auf einen Baum. Der zweite kann den Bären nicht allein töten. Er legt sich schnell wie tot auf die Erde, denn man hat ihm gesagt, daß ein Bär keinen toten Menschen frißt. durch (+acc): through Wald (m): forest auf einmal: all the sudden Bär (m): bear der erste: the first (friend) “sich fürchten”: “to take fright” “fort.laufen”: “to run away” “steigen”: “to ascend, climb” der zweite: the second (friend) allein: alone “töten”: “to kill” “sich legen”: “to lay down” wie tot: as if dead Erde (f): ground, earth hat…gesagt: has said Mensch (m): human, man “frißt” < “fressen”: “to gobble” daß ein Bär keinen toten Mensche frißt: that a bear doesn’t eat a dead man … 1) Worauf steigt der erste Freund? ____________________ 2) Warum legt sich der zweite auf die Erde? ____________________ ...etc… Students will be asked to read a short story from the textbook, render a translation of it into English, and answer basic questions about the story Ex B: Ein König reitet auf die Jagd. Auf der Jagd verliert sein Pferd ein Huseisen. Der König reitet langsam durch Wald und Feld, bis er in ein kleines Dorf kommt. Er sucht einen Schmied und findet endlich einen. „Ich wünsche ein neues Hufeisen für mein Pferd,“ sagt er zu dem Schmied. König (m): king reiten: to ride Jagd (f): hunt verlieren: „to lose“ sein: his Pferd (n): horse Huseisen (n): horse shoe langsam: slowly durch+acc: through Wald (m): forest Feld (n): field bis: until... Dorf (n): village bis er in ein kleines Dorf kommt: until he comes into a small village suchen: „to seek, look for“ Schmied (m): smith einen (m.acc): (one, ie. A smith) wünschen: „to wish“ neu: new für: for sagen: „to say“ zu dem Schmied: to the smith 1) Was verliert der König auf der Jagd? ______________________________ 2) Was wünscht sich der König vom Schmied? ______________________________ ...etc... Writing, Problem Solving or Performance Example A: Short Story writing Students will write a short story in German according to the given prompt. Students satisfy the requirements of the essay by including certain grammatical, lexical, and pragmatic features in their essay, as specified in the essay directions. After submitting a first draft, students will receive detailed feedback on grammatical and lexical usage mistakes. Students are to submit a second, corrected draft using this feedback from the instructor. Example of Short Story prompt: “You own a massive castle in the Black Forest. Describe 2 different rooms and what is located in those rooms using two-way spatial prepositions and positional (N-) verbs.” Example B: Grammar Drill worksheets Students will regularly receive worksheets focused on producing German articles and verbs in their correct forms. These will include “fill-in-the-blank”, “translate into English”, and “translate into German” drills. Examples of Grammar Drill worksheet problems A) Fill in the article as directed _________ Name (m) __________ Vater__ (m) war Wilhelm the (Nom.) my (Gen.) B) Translate into English “Vor zwei Jahren bin ich mit meiner Familie nach Österreich gereist” ____________________________________________________________ C) Translate into German “I studied German at university because I want to travel to Germany” ______________________________________ Other (Term projects, research papers, portfolios, etc.) Select a city from a given list where German is the primary language. Using the internet and/or library, research at least the following, write a report (may be in English) including at least the following information: 1 Year the city was established 2 Population 3 Commerce and trade 4 Transportation 5 Attractions 6 Holidays and cultural festivals 7 Historical facts 8 Famous authors, artists, composers, etc. that may have had an impact on the city 9 Why or why not would you recommend the city as worthwhile place to visit B. After you have completed your paper, write a brief summary in German covering the highlights and present it to the class. Required Materials Wie Geht's Author: Sevin - Sevin Publisher: Cengage Learning Publication Date: 2015 Text Edition: 10th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of SPAN 1 or two years of high school Spanish with grade(s) of "C" or better Hours: 90 lecture Description: Second of two semesters of Elementary Spanish. Provides further practice in speaking, understanding, reading and writing Spanish, along with exploration of cultural aspects of the Spanish-speaking world. (C-ID SPAN 110) (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary Spanish spoken in simple past tense at moderate conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Novice High level conversations. CSLO #3: Recognize and explain what is read in simple past tense from any elementary reading passage. CSLO #4: Write short sentences and paragraphs using appropriate syntax in the construction of sentences in simple past tense. CSLO #5: Compare and contrast cultural perspectives based on readings, discussions, and videos. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 180 Total Student Learning Hours 270 Course Objectives The content of this course will be taught within a cultural context with authentic language. Upon successful completion of the course, students will be able to: - Understand cultural nuances of everyday life in the Spanish-speaking world; - Communicate orally and in writing in a variety of meaningful real-life activities moving toward the intermediate high level of proficiency on the ACTFL scale (American Council on the Teaching of Foreign Languages) CULTURAL CONTENTS: 1. Continued study of the location and cultures of the Spanish-speaking countries around the world as well as those of the major Spanish-speaking populations in the United States. 2. Compare and contrast cultural aspects, both of high culture and low culture, of the U.S. Hispanic-American, Latin-American, and Peninsular cultures, including but not limited to geography, population, languages, foods, history, traditions and customs, current events, daily life and music. VOCABULARY DEVELOPMENT: 1. Correctly spell learned vocabulary words and expressions. 2. Apply words, construct phrases and discuss in written or oral expressions about given topics such as food, travel, leisure time, holidays, health, domestic chores, and emotions. PHONETIC DEVELOPMENT: 1. Continue to compare and contrast English and Spanish sounds and intonations. 2. Use correct pronunciation while speaking elementary level Spanish at moderate conversational speed in the present and past tenses. STRUCTURE DEVELOPMENT: 1. Compare and contrast grammatical structures in Spanish and English. 2. Influence friends and others by utilizing informal and formal commands. 3. Prepare and extend invitations. 4. Ask for and give directions. 5. Narrate and describe past real-life events from several perspectives using the preterit and imperfect. 6. Compare and contrast nuances of everyday life in the Hispanic world with those of the English-speaking U.S by applying grammar rules of comparisons and of superlatives to express extremes. 7. Talk about health issues, including accidents and stressful events, using culturally and linguistically appropriate inflections. 8. Use the subjunctive to influence others by understanding cultural aspects when using commands. 9. Express some personal attitudes towards events using the subjunctive. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After reading an article and viewing a video about “El patio central” and common home styles of the Spanish-speaking world, the class is asked to compare and contrast what they learned with common home styles in their own culture. The instructor might have them speak in small groups before conducting a larger discussion among the whole class. Essay Examinations Example: Instructor prepares a writing prompt to elicit proper use of the imperfect and preterit aspects of the past tense (separately in this case). Example (prompt will be presented in Spanish): In ten to twelve sentences explain what you were like as a child (creative/mischievous/cautious), what you used to do on the weekends, how you and your family used to celebrate birthdays or another holiday, and who was responsible for which household chores. Finally, what happened on the best or worst day of your childhood? Objective Examinations Example: Instructor will play a recording about a patient’s visit to the doctor. After listening to the recording, students will answer short questions about the patient/doctor conversation. Then students will write a brief paragraph recounting the visit using the Preterit and the Imperfect past aspects. Projects Example: Students will prepare a 3-4-minute oral presentation (in Spanish) that includes visuals to teach the class about a famous native speaker of Spanish (living or historical). Students will also create a follow-up activity to check class comprehension. Students are encouraged to include any visual or auditory examples that they can (music samples from musicians, art from artists, video clips, maps of the places where a statesman served, etc...). Reports Example: To help students prepare the oral presentation mentioned in D above, they will be required to research and write a biography of a famous native speaker of Spanish (living or historical). They must include a minimum of three scholarly sources and document their research in a bibliography. Skill Demonstrations Example: Instructor provides written prompts and asks students to work in pairs to role-play, in Spanish, setting up an appointment with the doctor. Example: You have not been feeling well and decide to see your doctor. Call your doctor’s office and speak to the receptionist (played by your partner). The receptionist will ask you about your symptoms, and how long you have been feeling poorly. Explain, using vocabulary from the chapter, how you have been feeling and arrange for an appointment as soon as possible. The receptionist may also have some advice for you until you are able to see the doctor. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Course Objective: Apply words, construct phrases and create expressions to meet and greet others appropriately, and compare and contrast formal and informal situations, and discuss likes, dislikes and preferences. To introduce vocabulary related to the human body and health habits the instructor projects images on a screen to demonstrate body parts, healthy activities such as the different forms of exercise, and other issues related to health such as eating habits. As the vocabulary is introduced the instructor checks student comprehension by asking a series of questions such as "¿Quién hace yoga?" ("Who practices yoga?") and waiting for a show of hands. Students then stand up to repeat the vocabulary while touching their own corresponding body part. Finally, in pairs or small groups they discuss in Spanish whether or not they lead a healthy lifestyle. Course Objective: Influence friends and others by utilizing informal and formal commands; Prepare and extend invitations. After students have acquired vocabulary about traveling they will be asked to work in pairs to plan an enticing travel brochure to the Spanish-speaking city or region of their choice. With the help of the internet and any other appropriate resources they will investigate what mode of travel they will use (air/train/boat/car), choose housing accommodations, design an itinerary for the duration of the trip, and finally, establish a budget. They will submit a creative and inviting brochure or video outlaying all the details, including cost. The brochure must include the subjunctive to influence the reader and/or formal commands. Distance Learning This activity can be adapted for the online environment with an introductory presentation of the body and health vocabulary in the target language. After viewing the presentation, students will be asked to complete two assignments. First, they will be asked to correctly label the parts of the body on an image, and second, they will read about the habits and health symptoms of three different people and then describe the general health of those same people. This activity can be adapted for the online environment by asking the students to post their enticing travel video to a discussion board. They would be required to view the videos of three other students and post comments or questions to the corresponding students. Typical Out of Class Assignments Reading Assignments 1. Students will complete several pre-reading activities before reading the Lifestyles section of a Spanish-language newspaper. Then they will be asked to scan the announcements for a wedding, a baptism, a funeral, and a quiceñera (15th birthday celebration of young women). After scanning the articles, they will complete a quick True/False basic comprehension activity. Finally, they will be encouraged to read the articles again more deeply before answering the following questions in complete sentences. 1. ¿Quién murió el 28 de junio? 2. ¿Dónde tuvo lugar el funeral? 3. ¿Dónde fue la fiesta de bautismo de José María? 4. ¿Qué hicieron los recién casados y sus invitados después de la ceremonia? 5. ¿Quién estuvo a cargo de la música en la fiesta de quince años de Ana Ester? 2. To begin students' exposure to literature of the Spanish-speaking world, the students will be given El viaje, a short story by the Uruguayan author Cristina Peri Rossi. First, they will do several pre-reading activities, then they will read the one-page story and answer the following short answer comprehension questions: 1. La persona que narra el cuento, ¿es hombre o mujer? 2. El regalo, la felicidad, ¿fue fácil o difícil de conseguir? 3. ¿Dónde compró la persona la felicidad, en la calle o en una tienda? 4. Según la persona que la dio, ¿esta felicidad es de mejor o de peor calidad que la que tenía de joven? 5. Según ella, ¿hay mucho o poco riesgo (risk) de perder la felicidad? 6. ¿Por qué no puede abrir la caja la narradora? 7. Al final, ¿qué hace la narradora con la felicidad? The students could also be asked to write a reaction to the short story, or they could answer a series of analysis questions. Writing, Problem Solving or Performance 1. Instructions would be in Spanish – Try to remember a typical summer in your childhood. Write a paragraph of eight to ten sentences about what you used to do in your free time, how much time you spent with your grandparents, whom you used to play with, what chores you were responsible for, etc... 2. Instructions would be in Spanish – Read the email from your friend Tomás where he explains all the problems he is dealing with, then respond to him in eight to ten sentences with recommendations for how he should take care of himself and solve his problems. Remember to include the command forms as well as the subjunctive mood for any recommendations or reactions you have. Other (Term projects, research papers, portfolios, etc.) Students are asked to select a famous Hispanic person (artist, politician, athlete, etc...), living or dead, for a 3-5-minute oral presentation for the class. The students may have visuals, but their information must be expressed orally. They must also have a follow-up comprehension activity for their classmates. When designing their oral presentation, they are asked to keep the following questions in mind while including any additional facts or demonstrations related to their famous person. 1. ¿Quién es? 2. ¿De dónde es? 3. ¿Cómo era su niñez? 4. ¿Por qué es una persona famosa? 5. ¿Qué influencia tiene (o tenía) en su época Required Materials Aventuras Author: Blanco and Donley Publisher: Vista Higher Learning Publication Date: 2018 Text Edition: 5th Classic Textbook?: OER Link: OER: En familia: An Introduction to Spanish Author: Lazzara Publisher: Fountainhead Press Publication Date: 2017 Text Edition: 1st Classic Textbook?: OER Link: OER: Tu mundo: español sin fronteras Author: Andrade, Egasse, Muñoz, and Cabrera Puche Publisher: McGraw-Hill Publication Date: 2019 Text Edition: 2nd Classic Textbook?: OER Link: OER: ¡Anda! Author: Cowell, Heining-Boynton Publisher: Pearson Publication Date: 2016 Text Edition: 3rd Classic Textbook?: OER Link: OER: Entornos: Primer cursos de lengua española Author: Bembire, Cabeza, et al Publisher: Cambridge University Press Publication Date: 2016 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of DFST 1 with grade of "C" or better Hours: 72 lecture Description: Continuation of American Sign Language I (ASL I). Designed for students who wish to enhance their proficiency in ASL usage and stresses continued development of basic conversational skills with emphasis on vocabulary and expressive skills. (CSU, UC) Course Student Learning Outcomes CSLO #1: Prepare complex dialogues that demonstrate receptive and expressive competencies of targeted lexical items from situations or narratives that occur in daily life activities. CSLO #2: Formulate targeted syntactical forms in ASL dialogues. CSLO #3: Select appropriate vocabulary and communicative strategies in imitating, conducting and terminating dialogues. CSLO #4: Compare and contrast social customs and cultural interaction in the Deaf and hearing communities. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives 1. Prepare complex dialogues that demonstrate receptive and expressive competencies of targeted lexical items from situations or narratives that occur in daily life activities; 2. Formulate targeted syntactical forms in ASL in dialogues; 3. Select appropriate vocabulary and communicative strategies in initiating, conducting and terminating dialogues; and 4. Compare and contrast social customs and cultural interaction in the Deaf and hearing communities. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: 1. Students will actively participate signing with peers and instructor. Objective Examinations Example: 1. Students will be tested on signs and their meanings in oral and written contexts. For example, the instructor will show a picture of the ASL sign and the students will write the corresponding English word. 2. The student will video-record a signed presentation about a topic assigned by the instructor. Teacher will assess using a rubric. Projects Example: Using vocabulary learned from the class demonstrations and grammar rules, the student will perform a song, a short story, or a skit to demonstrate to the class their knowledge of storytelling/performing. The instructor will use a rubric to assess this presentation. Reports Example: 1. Students will write reports on Deaf culture topics and events. The reports will be assessed with a rubric. Skill Demonstrations Example: 1. Students will create and perform ASL dialogues in pairs and groups. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will create lecture slideshows for each Unit with embedded YouTube videos using the target language of American Sign Language. The students will utilize the signed lecture to learn the concept and vocabulary for each lesson. Students will also have access to the instructor’s vocabulary video/list for an enhanced 3-D learning experience. For example, Unit 7:1 – Identifying Present People – students are encouraged to learn all vocabulary from the vocabulary list and videos, such as describing people’s heights, body types, facial features, hair types, and patterns of clothes. After that, they watch the lecture slideshow on Identifying People where the instructor has embedded videos of her signing the concept and correct sequences for one to describe how a person looks and/or what the person’s clothing looks like. The instructor will create a discussion board forum for the online PBS two-hour video, “Through Deaf Eyes,” with a video link and critical thinking question prompts. Students will watch the video, write a minimum 200-word post about their reflections - structured by the prompts - then respond to the posts of at least two other peers. Examples of questions include 1) Describe something of your experience that the film reflects 2) What did you learn about the Deaf culture, community, and history that you previously did not know? 3) Describe anything in the film that you feel might have been left unsaid. The instructor will engage with students by responding to their questions and thoughts. The instructor will create multiple practice quizzes for students to practice their receptive skills (understanding by seeing) based on content they have learned. Questions are drawn from a question bank, so students receive different questions each attempt, with no limit to attempts undertaken. For example, in Unit 7:2, students learn how to fingerspell clothing-related words such as plastic, nylon, silk, wool, etc. However, developing receptive skills with fingerspelling practice is important, so the instructor has a practice quiz set up with 10 questions each quiz attempt. Students watch the video for each question, then type the word they saw fingerspelled, and at the conclusion of the quiz they are able to see the correct answers. The instructor sets up individual video assignments for students to record and submit at the completion of specific unit lessons. Students are given guidelines and a rubric outlining the expectations of the assignment. For example, in Unit 11:2 – Numbers Review – students watch a video lecture lesson over number types using numbers 1-15 for cardinal (counting), age, clock, money, year, and lengths of time. When finished with the lesson, within the quiz itself, the student will video record themselves signing 10 different types of numbers and categories from a list that the instructor provides. Distance Learning The instructor will create discussion board forums featuring online videos showcasing Deaf culture and norms, and provide critical thinking prompts for students. Students will watch the videos and draw on their prior/new knowledge to post a response to the prompts. They will also pose question(s) for their peers/instructor to respond to. An example is to show a video from the British Sign Language Zone, “Found at the Deaf Club,” which spotlights the journey that Deaf individuals go through experiencing oppression, audism, and loneliness, to feeling like they found their home, community, and common language at the Deaf Club. Students will have to apply their real-life experiences as members of the hearing community to compare and contrast the similarities and differences between the Deaf and hearing communities. The instructor will create discussion board forums featuring a complex detailed dialogue script and/or dialogue guidelines for two partners to work together utilizing Zoom synchronous recording, then converting to a YouTube unlisted video for posting in the discussion forum. The instructor also includes a dialogue video example. For example, Unit 7:4 teaches about describing personal items such as clothing, purses, sunglasses, hats, and scarves. Students will watch the 7:4 lecture slideshow/videos, learn the vocabulary by watching the vocabulary videos in the instructor’s 7:4 vocabulary list, and work with a partner to choose an item and phrases of situations of how one got the item, i.e. as a birthday gift, took it from a sibling, or found it at a yard sale. Partner A will start the dialogue with Partner B asking questions either strictly from the script/or loosely based; then Partner B will start a new dialogue with Partner A asking questions. Typical Out of Class Assignments Reading Assignments Students will be assigned reading material of no less than one chapter per week from the text, including handouts. Examples: 1. Differentiate between the way the Deaf culture and the Hearing culture handle social interactions through reading Units 7-12 in the text. 2. Read two articles on a subject related to Deaf culture. Compare and contrast the two articles in a paper or class presentation. Writing, Problem Solving or Performance Writing assignments include (but are not limited to): 1 research paper on a related topic in the field of deafness or Sign Language; 2-3 assigned reaction papers to handouts given by the instructor, guest speakers, or visited Deaf cultural events; and/or observation papers on viewed DVD's in the Media Center or online. Sample Assignments: 1. Relate what you have learned in class through a research paper about the Deaf community and sign language. 2. Sign a class presentation describing in a short narrative one of your daily routines. Other (Term projects, research papers, portfolios, etc.) Students will be required to attend at least one Deaf cultural event where members of the Deaf community are present. Sample Assignment: Compose a one page analysis of a Deaf cultural event and describe your dialogue upon meeting a Deaf ASL user. Required Materials Signing Naturally - Level One Units 7-12 Author: Lentz, Mikos, and Smith Publisher: Dawn Sign Press Publication Date: 2014 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of ITAL 1 or two years of high school Italian with grade(s) of "C" or better Hours: 72 lecture Description: Intensive basic grammar, greater emphasis on speaking and writing. Emphasis on culture and events of the areas where Italian is spoken. (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary Italian spoken in simple past tense at moderate conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Novice High level conversations. CSLO #3: Recognize and explain what is read in simple past tense from any elementary reading passage. CSLO #4: Write short sentences and paragraphs using appropriate syntax in the construction of sentences in simple past tense. CSLO #5: Compare and contrast cultural perspectives based on reading, discussions and videos. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives Through oral and written exercises, activities and assignments, students will: I. a.Conjugate and appropriately use verbs in the PASSATO PROSSIMO. b.Distinguish between verbs that require ESSERE and verbs that require AVERE. c.Recall and use direct object pronouns with PASSATO PROSSIMO. d.Recall indirect object pronouns and use them appropriately. e.Describe personal and other people's likes and dislikes. f.Describe a typical Italian meal and compare differences in Italian and American eating habits. II. a.Conjugate reflexive verbs in the present tense and use them to describe daily routines. b.Apply the reflexive constructions to non-reflexive verbs to express mutual actions. c.Recall adverbs and properly construct sentences to describe usual activities, using simple adverbs and adverbs ending in -mente. d.Recall numbers past 100 and solve simple math problems using large numbers. e.Describe past events using reflexive verbs and/ or reciprocal construction in PASSATO PROSSIMO. III. a.Conjugate verbs in IMPERFETTO and use IMPERFETTO for description of people, places, and events in the past. b.Evaluate when past events should be narrated using the PASSATO PROSSIMO and when using the IMPERFETTO. c.Conjugate verbs in TRAPASSATO PROSSIMO and use this tense to describe an action that took place prior to another action in the past. d.Identify meaning of nouns and adjectives with added suffixes. e.Discuss the role of the family in Italy and in the United States and the advantages and disadvantages of traditional versus nontraditional family units. IV. a.Apply grammar rules to express comparisons between two items or two people or between two qualities. b.Identify and use superlatives adjectives. c.Recall and use vocabulary related to hobbies and sports. d.Discuss issues related to sports and other physical activities. e.Conjugate verbs in future tenses and use future tenses to describe events and formulate questions about future events. f.Recall and apply rules to use future tense to express the probability of an event in the present. g.Recall and use impersonal SI to express present events. h.Discuss and appraise distinction between American and Italian holidays. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: In groups, answer the following questions orally then report back to the class and be ready to compare. 1.Ti piace il vino rosso? 2.Hai mai assaggiato il tiramisu? 3.Sei stato/a in Italia 4.Sai cucinare gli spaghetti? Objective Examinations Example: A. Use the proper direct object and answer the questions using a past tense. 1. Diana, hai offerto il gelato? _____________________ 2. Piero e Paolo hanno pulito la casa?___________________ 3. Luisa ti ha salutato? _________________________ 4. Mamma, hai comprato la torta? ___________________ 5. Ferdinando ha lavato i piatti? ______________ B. Choose your answers. 1. Capuccetto Rosso ha incontrato il lupo? Sì, lo/mi/le/la/ ____ ha incontrat___ O/A/I/E? 2. Il lupo ha parlato a Capuccetto Rosso?Sì, Gli/lo/le/mi/la/____ ha parlat ___a/o/i/e 3. Avete telefonato agli amici di Carlo? No, non li/lo/ci/gli/ abbiamo telefonat____o/a/e/i 4. Il lupo ha mangiato la nonna? Si lo/la/le/ ____ha mangiat____ o/a/i/e C. Complete the story using the pronouns LO/LA/LI/LE/GLI/LE: Quando va al supermercato Maria compra il pane e ___ mette nel carrello poi compra lo zucchero e gli spaghetti e ___ mette nel carrello. Poi va al banco del pesce e compra tre belle trote fresche e ___ mette nel carrello. Poi prende il prosciutto e il gelato e ___ mette nel carrello. Finalmente va alla cassa , paga e mette tutto in macchina e va a casa. A casa parla a suo marito e ___ dice : Sono stanca e adesso devo cucinare. Il marito ___ dice : Non ti preoccupare cucino io. Evaluation based on right or wrong answers. Projects Example: In pairs, research a region of Italy and present it to the class using visual support. The class will take notes and ask one question on the presentation. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Students will be asked to look at different pictures showing individuals in different contexts (for example a boy crying, a man happily looking at a picture of a family, a man in a kitchen); in pairs, the students will have to create a short explanation of what previously happened to these individuals that explains how they look or what they are doing now. The instructor will be monitoring students and guiding them as needed. Students will look at Italian magazines' pictures. They will explain the events presented in the pictures. Cultural explanation regarding the pictures will then be given by the teacher. The instructor will be monitoring students and guiding them as needed. Distance Learning The instructor will create discussion board forums featuring online videos showcasing past tense verbs in natural Italian conversation. Students will watch the videos and draw on their prior/new knowledge to post a response to the prompts. For example, when studying the past tense, students will record themselves talking about past events in their life in Italian. Objectives: I a, b The instructor will create discussion board forums featuring detailed dialogue guidelines for two partners to work together utilizing Zoom synchronous recording for posting in the discussion forum. The instructor also includes a dialogue video example. For example, Unit 5 Lesson 5A teaches about past tense usage. Students will watch the textbook video and learn the vocabulary and work with a partner to talk about some past events in Italian. Typical Out of Class Assignments Reading Assignments 1. With a partner, read and summarize the following text: Gino è avvocato. Lavora tutto il giorno e mangia spesso in buoni ristoranti con i clienti. Gli piace il vino italiano, come antipasto gli piacciono i crostini, ma non gli piacciono i salumi. Dopo cena, gli piace fumare una sigaretta. Nel week end quando non deve lavorare gli piace stare a casa, leggere libri ed ascoltare musica. Gina invece è artista e musicista. Ha gusti semplici. La mattina le piace bere un caffelatte e mangiare una brioche. Le piacciono molto i panini al prosciutto. La sera le piace cenare al lume di candela e poi giocare a carte. Nel week end le piace giocare a tennis e pattinare. 2. With a partner, read the following dialogue, and identify its components such as verbs and their tenses, subject pronouns, adverbs, prepositions...: Giovanni: Rocco, vieni al cinema con noi domani sera? Rocco: Non ci vengo, preferisco stare a casa a leggere un libro. Giovanni: Ma domenica esci con noi vero? Rocco: No, domenica devo vedere i miei zii e poi sono uscito la scorsa settimana con voi. Giovanni: Scusa Rocco, ma che cosa succede, ti sei forse arrabiato per qualcosa? Rocco: Certo! Non l'avevi capito, sono molto infastidito perchè ti sei fidanzato con Gabriella e lo sai bene che io ero innamorato di lei. Writing, Problem Solving or Performance Example 1: ESERCIZI A. Cosa farò? Restate each paragraph with the italicized verbs in the future tense 1. Io passo un sabato molto tranquillo. Mi alzo tardi, faccio una bella colazione, ed esco per fare le spese (shopping). il pomeriggio prendo l''autobus e vado a trovare la nonna. Mangiamo insieme in una trattoria, vicino a casa sua; se abbiamo tempo, andiamo a vedere un bel film o facciamo una passeggiata nel parco. 2. La sera, gli amici mi vengono a trovare. Portano qualcosa da mangiare (something to eat): fanno dei panini o comprano una pizza. Pino porta dei dischi nuovi e Maurizio suona la chitarra. Forse Anna vuole giocare a carte; se no, stiamo tutti intorno al camino (fireplace) e prepariamo un itinerario per le prossime vacanze. Finalmente una serata piacevole e rilassante. B. Cosa avete fatto in vacanza? Working with a partner, prepare questions and answer them ESEMPIO: mangiare sempre in trattoria - S1: Io ho mangiato sempre in trattoria. E voi ? S2: Anche noi abbiamo mangiato sempre in trattoria. 1. fare un giro dell''Italia (tu) 2. noleggiare una macchina (i suoi cugini) 3. andare al mare quest''estate (la tua famiglia) 4. Cinzia/passare un mese in Germania 5. i miei genitori/restare a casa, purtroppo 6. io e Franco/stare in un albergo economico (Objective: IV e) Example 2: ESERCIZI A. Probabilmente... Restate each sentence, using the future to express probability. ESEMPIO: Devono essere le undici. Saranno le undici. 1. Devono essere ancora all''estero. 2. Deve essere affollato quell''albergo. 3. Dovete avere degli splendidi progetti per le vacanze! 4. Quell'ottima guida deve ricevere molti complimenti. 5. Dovete aver gia prenotato il posto in albergo. 6. Deve essere contento di visitare la Calabria. Other (Term projects, research papers, portfolios, etc.) 1. Together with a classmate prepare a dialogue related to the topic of one of the lessons, have it checked by your teacher and then learn it by heart for the following class. You will be asked to perform it for your classmates and if necessary you will be asked to provide them with a translation of it. Required Materials Sentieri Author: Cozzarelli Publisher: Vista Higher Learning Publication Date: 2019 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.