ENGL 0033. Introduction to Shakespeare (The Drama)
Units: 3
Prerequisite: Eligibility for ENGL 1A
Hours: 54 lecture
Reading and discussion of selected plays of Shakespeare; includes discussion of the historical context and contemporary critical views. (CSU, UC)
ENGL 0033 - Introduction to Shakespeare (The Drama)
http://catalog.sierracollege.edu/course-outlines/engl-0033/
Catalog Description Prerequisite: Eligibility for ENGL 1A Hours: 54 lecture Description: Reading and discussion of selected plays of Shakespeare; includes discussion of the historical context and contemporary critical views. (CSU, UC) Course Student Learning Outcomes CSLO #1: Demonstrate appropriate logical and analytic strategies to interpret Shakespeare's plays. CSLO #2: Construct focused, developed and organized essays that analyze Shakespeare's plays. CSLO #3: Locate, evaluate, and utilize secondary sources related to the study of Shakespeare's works. CSLO #4: Compare/contrast themes among Shakespeare's plays of the same and different genres. CSLO #5: Analyze the historical contexts that influence Shakespeare's writing. Effective Term Fall 2017 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify themes specific to Shakespeare's plays. 2. Compare and contrast those themes among plays of the same and different genres (comedy, tragedy, history, romance). 3. Identify and describe the various genres of Shakespeare's plays. 4. Compare and contrast themes within a single genre of Shakespeare's plays. 5. Analyze single plays (for theme, character, etc.). 6. Describe some of the historical contexts that influence Shakespeare's writing. General Education Information Approved College Associate Degree GE Applicability 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 - 3B Humanities Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: 1) Each group will discuss one of the following issues that relates to the play King Lear and present its findings to the rest of the class. Make sure that you provide specific examples to substantiate your points and provide a comprehensive analysis of the issue: a) Discuss how King Lear exhibits the parallel tragedies of two families whose fates are closely linked. b) Discuss how blindness, sight and insight are paradoxically portrayed in the play. c) Discuss how disguise, illusion and reality are paradoxically portrayed in the play. d) Discuss how the play involves paradoxical meanings of “natural” and “unnatural as they apply to human relationships and behavior. e) Discuss how the language of King Lear is wide ranging and complex. Explain how different characters use different forms of language. 2)In this group activity, each group should develop a dramatic representation of Act I. Your version must not include witches, battles, and kings and aristocrats, but it must convey all of the ideas and most significant action of each of the seven scenes. Your play should also be set in a different time. When acted out your play should be no longer than five minutes in length. Include all group members in the presentation. You may reduce the number of characters in the action so as to simplify your version of the play. Essay Examinations Example: 1) Midterm question: Please respond to 2 of the 3 passages below. Tell me what play each is from, who is speaking, and how the passage is thematically important to the play as a whole. Paragraph length answers should be comprehensive and well developed. Rubric Grading. A) Thus answer I in name of [a character], But hear these ill news with the ears of [another character]. Tis certain so, the prince woos for himself. Friendship is constant is all other things Save in the office and affairs of love; Therefore all hearts in love use their own tongues . . . . This is an accident of hourly proof Which I mistrusted not. B) I know you all, and will a while uphold The unyok’d humor of your idleness, Yet herein will I imitate the sun Who doth permit the base contagious clouds To smother up his beauty from the world, That when he please again to be himself, Being wanted, he may be more wond’red at By breaking through the foul and ugly mists Of vapors that did seem to strangle him. C) [character1] Nay, but hear me. Pardon this fault, and by my soul I swear I never more will break an oath with thee. [character 2] I once did lend my body for his wealth, Which but for him that had your husband’s ring Had quite miscarried. I dare be bound again, My soul upon the forfeit, that your lord Will never more break faith advisedly. 2) (Final exam question) You have one hour to respond to the following question. Focus on having a clear thesis, well-developed paragraphs and specific examples from the text: The Merchant of Venice, Hamlet, Twelfth Night, and The Tempest all involve themes of revenge. Do they present a consistent vision of what it means to want or get revenge? Does this vision develop over the years? Or is there any pattern at all? Use all of the plays to support your thesis. Objective Examinations Example: Sample questions during objective exams may include examples such as the following: 1) Describe and show how the following characters died in Act V. Use one appropriate quote for each to show how each death occurred. Regan— Goneril— Edmund— Cordelia— King Lear— 2) List and briefly describe all the deaths directly brought about by the Macbeths in the play. Reports Example: 1) After discussing any two of the following issues in class, each group will present their findings to the rest of the class in a 10 minute presentation. Make sure each group member takes part in the presentation of the two issues. Rubric Grading. a) Are Macbeth and Lady Macbeth overly ambitious or narcissistic? b) Describe the nature of the relationship between Macbeth and Lady Macbeth. c) In some productions of the play, Lady Macbeth plays one of the three witches or a fourth or even a single witch that tempts Macbeth. What merit do you see in this characterization? d) What do you believe to be the fatal flaws of Macbeth and Lady Macbeth? e) It has been argued that Macbeth “is human in his deliberations, inhumane in his actions.” Discuss. f) To what degree does the play simply exhibit the age old prejudice that powerful women are often viewed as unnatural and evil? g) The meaning of the term “shard-borne” (carried aloft on wings) in the following quote (3.2.42) is the subject of some controversy partly because some early versions of the play use “shard-born” (born in dung). Which interpretation do you favor? “The shard-borne beetle, with his drowsie hums/Hath rung night’s yawning Peale…” h) Despite the blood and gore (there are more references to blood than in any other Shakespeare play) and the mainly depressing nature of the play, the Porter scene (2.3.1-40 is considered to be humorous. Discuss why it is comedic. 2) Each group should address one of the following sections that includes the character Falstaff from Henry the IV Part I and present its findings in a 10 minute report to the rest of the class: -- Examine the longer set of lines making sure you understand what’s going on in that section and practice reading the lines as your group will be reading these lines out in the presentation. In the presentation each group should provide a brief overview of what’s going on in the lines before reading them out. --Next, you should paraphrase in modern English (rewrite in your own words in roughly the same number of words) the shorter section of lines. Do this without referring to any sources that will aid you in the task. Make sure you introduce the shorter section of lines and provide some background to it before providing your paraphrase. These will then be read out by the group members during the presentation. Choose one of the following two sets of lines: 1) 2.2.1-108 2.2.10-29 2) 2.4.112-222 2.4.251-277 3) 3.3.1-104 3.3.29-51 4) 4.2.1-80 4.2.11-47 5) 5.4.75-162 5.4.111-128 Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using a PowerPoint presentation, the instructor will lecture on Shakespeare's use of stagecraft as it relates to the following areas: i) The importance of rapid exposition. --Provides all necessary information for audience to understand play. --Brief but exciting. ii) How Shakespeare lets us know who the characters are. --Names the characters as often and unobtrusively as possible. iii) Handling entrances and exits. --Characters appear and disappear naturally to advance plot. iv) Making the most of the Elizabethan stage. --Place means less than action—words, action, costumes dictate setting. v) How Shakespeare sews together the action, varies tempo, combines comedy and tragedy and mixes the profound with the mundane. --Each plot needs to be interwoven with the others. --Change tempo regularly during 2 1/2-4 hours or 4000 lines of a play. --Ease up on the torture rack. This keeps the audience off balance. --Ordinary juxtaposed with serious and significant (Gravediggers scene in Hamlet). vi) Shakespeare's use of metadrama. --The ways in which the plays comment upon the nature of drama itself. --The line between stage action and real life is nonexistent. --What happens on stage is synecdochic (one thing stands for the whole) for life itself ("All the world's a stage"). The instructor will then explain the following group activity that students will engage in during class time: In this activity each group will develop a version of A Midsummer Night's Dream that uses a completely different setting than Shakespeare intended. You may set the drama in any location/environment and time you wish to bearing in mind you will need to explain the "new" setting in relation to the following four concurrent plots: i) The courtship and marriage of Duke Theseus and Hippolyta. ii) The tribulations of the young lovers Hermia and Lysander, and Helena and Demetrius. iii) The hilarious attempts of the working men to present the play about Pyramus and Thisbe for Theseus' wedding. iv) The magical and mischievous world of the fairies. --Provide a brief overview of your new setting for the play outlining and listing its various attributes. --Describe how the concurrent plots of the play would be set/staged in your version. You may adapt the characters' roles/titles/identities when necessary and reasonable to fit the stage setting you have in mind. You may also change the tone of the various plots if it will assist in developing your version. --Finally, each group will than explain their new staging of the play to the class in a brief presentation. The instructor will present a lecture on the ways that Shakespeare establishes and develops relationships between characters in the play Hamlet. After the lecture students will partake in the following group activity: In groups of three, discuss the relationship between one of the following pairs of characters in Hamlet by addressing the questions and statements listed below. 1) Hamlet and Ophelia 2) Hamlet and Gertrude 3) Hamlet and Claudius 4) Hamlet and Rosencrantz/Guildenstern 5) Hamlet and Polonius 6) Hamlet and Horatio 7) Hamlet and Laertes 8) Polonius and Ophelia 9) Polonius and Laertes 10) Claudius and Gertrude In your group discuss the following issues comprehensively and thoroughly: i) Explain the nature of the relationship between the characters (who are they to each other and how do they relate to each other?). ii) List and outline the main interactions between the characters throughout the play. iii) Discuss and explain any aspects of the relationship that you find to be dysfunctional and problematic. iv) Discuss what you consider to be the root causes of the problems between the two characters. What character flaws or attributes lead to the problems between the characters? v) Read two different pieces of dialogue that epitomize the characters' problematic relationship. Distance Learning The instructor will post an academic journal article on Canvas and have students read the article and then post their reactions to it and discuss it on Discussion Boards. For example, the instructor will post the article, "What Do Women Want: The Merry Wives of Windsor" by Jonathan Goldberg, and students will react to it and interact with other students on Discussion Boards by posting at least four comments on the observations of other students in the class. Students will reflect upon an issue discussed in class and continue that discussion on Canvas through the use of Discussion Boards. For example, in class we briefly discussed a range of potential flaws that the character Hamlet exhibited and tried to determine, according to Aristotle's theory, what we felt his fatal flaw may have been. Before next week's class, students will now continue that discussion by interacting on Canvas Discussion Boards on at least three different occasions during the week. Students should spend a minimum of 30 minutes interacting with their classmates in discussion on canvas. Typical Out of Class Assignments Reading Assignments 1. Read Shakespeare's Hamlet, including the introduction in The Riverside Shakespeare. Be prepared to discuss and analyze the work in class writing assignments and discussions. 2. In the class reader, read the excerpts from Carolyn Heilbrun's "The Character of Hamlet's Mother" and G Wilson Knight's "The Embassy of Death." Provide a short definition of the excerpt. Writing, Problem Solving or Performance 1. Write a 5-7 page paper in which you address the following questions: Falstaff is used as a foil in the Henry plays. How does Shakespeare use Falstaff to reveal Hal's character in Henry IV and Henry V? 2. Before coming to class, answer the following questions about The Taming of the Shrew in a short paragraph each: a)What do you make of Petruchio? Are his motives in marrying Kate purely mercenary, or is there more to it? What about his methods of "taming" Kate? Is he cruel, is he doing it for her own good, or something else? b) Some have argued that the subplot (Bianca and her "tutors") is inferior to the main plot—even that it was written by a different person. What do you think? Other (Term projects, research papers, portfolios, etc.) Required Materials The Riverside Shakespeare Author: William Shakespeare Publisher: Houghton Mifflin Company Publication Date: 1997 Text Edition: 2nd Classic Textbook?: OER Link: OER: The Oxford Shakespeare: The Complete Works Author: William Shakespeare Publisher: Oxford University Press Publication Date: 2005 Text Edition: 2nd Classic Textbook?: OER Link: OER: Shakespeare Author: Bill Bryson Publisher: Harper Publication Date: 2009 Text Edition: Classic Textbook?: OER Link: OER: Arden Shakespeare: Complete works Author: William Shakespeare Publisher: Bloomsbury Arden Shakespeare Publication Date: 2011 Text Edition: 2nd Classic Textbook?: OER Link: OER: Single copy plays-- Hamlet, king Lear, Macbeth, The Merry wives of Windsor, Henry IV Part I, Double Falsehood Author: William Shakespeare Publisher: Arden Publishing Company Publication Date: 2016 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
BIOL 0033 - Introduction to Zoology
http://catalog.sierracollege.edu/course-outlines/biol-0033/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 108 (54 lecture, 54 laboratory) Description: A survey of the animal kingdom emphasizing the evolution, structure, function, ecology, and natural history of major groups of animals. Designed for nonscience majors. (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Evaluate the similarities and differences between single- and multi-cellular organisms. CSLO #2: Compare and contrast the basic protostome, deuterostome, coelomate, pseudocoelomate, and acoelomate animal body plans. CSLO #3: Evaluate the key evolutionary adaptations exhibited by the major animal phyla. CSLO #4: Analyze the ways in which humans and other animals interact with each other and their environment. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 108 Total Student Learning Hours 216 Course Objectives Course objectives for lecture and lab are linked to items listed in the lecture and lab course content outline, respectively (in parentheses). Lecture Objectives 1. Outline general steps of scientific discovery; distinguish between hypothesis, prediction, and theory. (#1) 2. Identify the general properties of living organisms, such as reproduction, evolution, etc. (#1, #2, #3) 3. Identify and describe the major developmental patterns of animals, such as protostomes vs. deuterostomes, diploblasty vs. triploblasty, and acoelomate vs. pseudocoelomate vs. coelomate body plans. (#3, #4, #5) 4. Explain that the classification of organisms is based on shared features, including developmental, genetic, physiological, and structural features. (#1, #3, #4, #5) 5. List and/or describe the key characteristics of the major taxa of animals. (#7 - #18) 6. Formulate hypotheses that explain the conditions that likely led to major evolutionary adaptations, such as multicellularity, segmentation, jaws, terrestriality, and flight. (#6, #7, #11, #15-#18) 7. Describe the impacts that animals have on humans, distinguishing between positive, neutral, and detrimental interactions such as parasitism, pollination, diseases vectors, etc. (#7-#20) 8. Investigate the impacts that humans have on other animal species, such as predation, habitat loss, climate change, domestication, etc. (#7-#20) 9. Evaluate the content of textbook chapters and/or articles about a zoological topic, synthesize and/or critique that information in a short paper, essay, or exam question. (#1-#20) Laboratory Objectives 1. Use basic laboratory techniques to investigate the response of animals to various environmental stimuli and to dissect specimens to better understand their physiological and structural adaptations. (#1, #8-#12, #22) 2. Identify and/or diagram the major reproductive and developmental patterns of animals, such as acoelomate vs. pseudocoelomate vs. coelomate body plans, etc. (#4, #9) 3. Compare/contrast the general features of the major animal phyla. (#5-#16) 4. Evaluate the impact of microevolutionary processes on populations. (#3) 5. Investigate the adaptations that animals have to aquatic environments. (#6-#8, #13-#17) 6. Investigate the adaptations that animals have to terrestrial (and aerial) environments. (#11-#14, #16, #18-#21) 7. Analyze the biodiversity of an ecosystem, describe the interactions that occur in ecosystems and evaluate the stability of different systems. (#1-#2, #22) General Education Information Approved College Associate Degree GE Applicability AA/AS - Life Sciences AS - Life Science Lab CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B2 Life Science CSUGE - B3 Lab Activity Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5B Biological Science IGETC - 5C Laboratory Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: To assess lecture course objective #6, "Formulate hypotheses that explain the conditions that likely led to major evolutionary adaptations, such as multicellularity, segmentation, jaws, terrestriality, and flight", students might participate in a classroom discussion about the two major hypotheses explaining the evolution of multicelled animals. Students could be evaluated based on participation, accuracy of information, and completeness of information. Essay Examinations Example: To assess lecture course objective #6, "Formulate hypotheses that explain the conditions that likely led to major evolutionary adaptations, such as multicellularity, segmentation, jaws, terrestriality, and flight", students might answer an essay exam question that asks them to differentiate between the two major hypotheses explaining the evolution of multicelled animals. Students could be evaluated based on accuracy and completeness of their answer. Objective Examinations Example: To assess lab course objective #3, "Identify and describe the general features of the major animal phyla", students might answer an objective quiz or exam question asking them to identify the correct phylum of a specimen given the presence of a particular set of diagnostic features. Students could be evaluated based on accuracy of answer. Problem Solving Examinations Example: To assess lab course objective #3, "Compare/contrast the general features of the major animal phyla", students might be given an unknown specimen and asked to identify the correct phylum of that specimen and to describe (either verbally or in writing) the diagnostic features that warrant that taxonomic designation. Students could be evaluated based on their accuracy and completeness in identifying the diagnostic characteristics and their accuracy in using those characteristics to correctly identify the taxon. Projects Example: To assess lab course objective #4, "Evaluate the impact of microevolutionary processes on populations," students might complete a project, either individually or in groups, that includes the collection and analysis of data from an activity that simulates the impacts of natural selection, genetic drift, and mutation, the compilation of this information in written or graphical form that documents that data and evaluates the relative contributions of these various microevolutionary mechanisms, and the sharing of this information in an oral classroom presentation. Students could be evaluated based on the completeness of the project, participation in all aspects of the project, accuracy of information presented, and overall quality of the project. Reports Example: To assess lab course objective #4, "Evaluate the impact of microevolutionary processes on populations," students might collect and analyze data in an activity that simulates the impacts of natural selection, genetic drift, and mutation and document this information in a written report that evaluates relative contributions of these various microevolutionary mechanisms. Students could be evaluated based on quality of writing, accuracy and completeness of information. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: To address the lab course objective #3, "Compare/contrast the general features of the major animal phyla", the instructor might explain the process needed to dissect roundworm and annelid specimens to compare their internal and external anatomy. Students will then be able to successfully dissect laboratory specimens enabling them to compare and contrast anatomical structures. To address lab course objective #1, "Use basic laboratory techniques to investigate the response of animals to various environmental stimuli and to dissect specimens to better understand their physiological and structural adaptations", the instructor ask students to develop, either individually or in groups, a zoology experiment based in the hypothetico-deductive scientific method. Lecture: To address the lecture course objective #3, "Identify and describe the major developmental patterns of animals, such as protostomes vs. deuterostomes, diploblasty vs. triploblasty, and acoelomate vs. pseudocoelomate vs. coelomate body plans", the instructor might prepare a lecture that explains the process of embryonic development and how it follows one of several basic developmental pathways; the lecture could include examples of animals with these various body plans, supplemented by images and/or videos where appropriate. Students would then be able to successfully answer a homework or exam question about the similarities and differences between the various animal developmental pathways. To address lecture course objective #8, "Investigate the impacts that humans have on other animal species, such as predation, habitat loss, climate change, domestication, etc.", the instructor might lead an in-class discussion about these impacts. Distance Learning To address lecture course objective #4, "Explain that the classification of organisms is based on shared features, including developmental, genetic, physiological, and structural features.", the instructor might prepare a lecture to post online that explains the tenets of the taxonomic classification system, providing examples. This online lecture might include text, audio (with transcript), and/or captioned video presentation of information. The students will be listening and/or watching this lecture, taking notes, asking clarifying questions (via chat, video conferencing, email, etc.), making connections to previous lecture topics and/or material learned in previous classes, and applying this information to answer questions in homework assignments and/or lab activities that ask them to think critically about analogous and homologous features and their impact on classification. A student can demonstrate mastery of this objective in multiple ways. One example is to successfully answer an online multiple choice or essay exam question that asks the student to identify the various types of features that can be used in organismal classification. Another example is to provide students with images of a group of hypothetical organisms, such as Caminalcules, and ask students to correctly classify them into genera based on homologous features. Students could use the LMS collaboration or discussion board features to work together to describe the homologous features found in various organisms and determine how they would be classified. To address lecture course objective #7, "Describe the impacts that animals have on humans, distinguishing between positive, neutral, and detrimental interactions such as parasitism, pollination, diseases vectors, etc.", the instructor might guide students in an online discussion of the various forms of symbiotic interactions and disease transmissions, asking students to consider specific examples of species and their adaptations. Typical Out of Class Assignments Reading Assignments 1. Read the section on cnidarians in the textbook and compare their general body plan with that of poriferans. 2. Read a published scientific paper or article about a zoological topic, such as function of the echinoderm water vascular system, and be prepared to discuss the topic in class. Writing, Problem Solving or Performance 1. Write a 2-4 page paper about a zoological topic, such as the similarities and differences between Mullerian and Batesian mimicry. 2. Answer an essay question on an exam about a topic covered in class, such as distinguishing between the various reproductive strategies exhibited by mammals and the advantages and disadvantages of each. Other (Term projects, research papers, portfolios, etc.) Required Materials Zoology Author: Miller and Tupper Publisher: McGraw-Hill Publication Date: 2019 Text Edition: 11th Classic Textbook?: OER Link: OER: Animal Diversity Author: Hickman, Keen, Larson, Eisenhour Publisher: McGraw-Hill Publication Date: 2018 Text Edition: 8th Classic Textbook?: OER Link: OER: Biology 33 Lab Manual Author: Carroll and Skillen Publisher: Sierra Publishing Publication Date: 2019 Text Edition: 8th Classic Textbook?: OER Link: OER: Laboratory Studies for Animal Diversity Author: Hickman and Kats Publisher: McGraw-Hill Publication Date: 2018 Text Edition: 8th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...Present ENGL 0032 Introduction to Poetry ENGL 0033 Introduction to Shakespeare (The Drama) ENGL 0034...
Course Identification Numbering System (C-ID)
...0010 ENGL 100 ENGL 0001A ENGL 105 ENGL...0031 MATH 910S MATH 0033 MUS 100 MUS...
