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This document provides examples of how different online tools can be used to meet various student learning objectives related to oral presentations, listening comprehension, reading comprehension, and identifying new information from texts. It lists several online tools such as Voki, Animoto, QR codes, and QRvoice and pairs them with specific student learning objectives involving illustrating main ideas, paraphrasing what is heard, paraphrasing and summarizing texts, and brainstorming new information gained from readings. The document serves as a guide for how technology can enhance learning and help students meet objectives.
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602 presentation
Caryn Hatley is an ODU graduate student who provides examples of using various technologies like Voki, Animoto, QR codes, and QRvoice to help illustrate main ideas, paraphrase information heard or read, and brainstorm new information to meet different SOL objectives for oral presentations, listening comprehension, reading comprehension, and identifying information gained from nonfiction texts. The examples are meant to provide a deeper understanding for students.
602 presentation
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602 presentation
This document provides examples of using various digital tools to meet educational standards. It lists several multimedia tools like Flickr, Voki and Animoto that can be used to illustrate main ideas, paraphrase what is heard, and create book trailers. It also mentions using QR codes to share information and gain new understanding, as well as brainstorming activities. The examples are intended to demonstrate how these tools support meeting objectives for oral presentations, listening comprehension, reading comprehension, and identifying new information from nonfiction texts.
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Caryn Hatley is an ODU graduate student who provides examples of using various technologies like Voki, Animoto, QR codes, and QRvoice to help illustrate main ideas, paraphrase information heard or read, and brainstorm new information to meet different SOL objectives for oral presentations, listening comprehension, reading comprehension, and identifying information gained from nonfiction texts. The examples are meant to provide a deeper understanding for students.
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This document provides examples of using various digital tools to meet educational standards. It lists several multimedia tools like Flickr, Voki and Animoto that can be used to illustrate main ideas, paraphrase what is heard, and create book trailers. It also mentions using QR codes to share information and gain new understanding, as well as brainstorming activities. The examples are intended to demonstrate how these tools support meeting objectives for oral presentations, listening comprehension, reading comprehension, and identifying new information from nonfiction texts.
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Course Syllabus
HIEU 201
History of Western Civilization I
Course Description
A survey of the major currents in Western civilization from its beginnings in the ancient Near East to 1648.
Rationale
The History Department offers courses in the study of humanity so that students can understand their own traditions as well as world cultures. HIEU 201 is taught with a distinctively Christian worldview for the purpose of preparing students to be good citizens and effective Christians.
History of Western Civilization I
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I.
Prerequisites
None
II.
Required Resource Purchase
Perry, Marvin, et al. eds.
Western Civilization: Ideas, Politics, and Society
. 10th ed. Boston: Wadsworth, Cengage Learning, 2013. ISBN: 9781111831707.
Disclaimer:
The above resource provides information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in this resource.
III.
Additional Materials for Learning
A.
Computer with basic audio/video output equipment
B.
Internet access (broadband recommended)
C.
Microsoft Word
IV.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
A.
Identify major figures and events in Western Civilization from earliest civilizations to 1648.
B.
Describe the stages of development of Western Civilization from earliest civilizations to 1648.
C.
Explain how political, economic, military, religious, and cultural factors influenced the development of Western Civilization from earliest civilizations to 1648.
D.
Evaluate interpretive and historiographical approaches to Western Civilization from earliest civilizations to 1648.
E.
Apply biblical principles to the problems and issues of Western Civilization from earliest civilizations to 1648.
V.
Core Competency Outcomes
Upon successful completion of this course, the student will be able to:
A.
Apply Reading Comprehension strategies including interpreting, evaluating, and analyzing written content.
B.
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C.
Integrate sources accurately and effectively.
VI.
Course Requirements and Assignments
A.
Textbook readings, lecture presentations, videos, and articles
B.
Course Requirements Checklist
After reading the Course Syllabus and
Student Expectations
, the student will complete the related checklist found in Module/Week 1.
C.
Class Introductions
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HUM SyllabusHumanities Project Instructions.pdfAHumaniti.docx
HUM Syllabus/Humanities Project Instructions.pdf
A Humanities Project
For your Humanities Project, you will create a Power Point to showcase a themed study of our
course in review. Your assignment will cover each chapter that we’ve studied on its own
separate page. If you want to do more, that’s fine. Just make sure that each chapter is
represented by at least one full page of its own.
Requirements:
• minimum of 1 content page per chapter
• separate title page
• college level research beyond the textbook (online encyclopedias are NOT college level
research – use scholarly sources)
• citations of all of your sources including photo credits for images borrowed online
(separate Works Cited page/slide)
Content:
1. PICK A THEME that connects the chapters.
2. DO RESEARCH to add information or insight into your understanding or appreciation
of each topic.
• Background information (historical, cultural, etc.)
• An image or photo that complements the topic or relates to it in some way.
• Audio or video related to the topic (YouTube, TED Talks, etc.).
Objectives of the Scrapbook Project:
• To showcase a collection of topics and related resources inspired by each chapter.
• Select some online resources, which add to your understanding of the topics.
• Create an electronic scrapbook using one of the following to present your theme and
related sources.
• Document your sources accurately in MLA format.
Evaluation (Grading)
• Requirements met
• Content
• Originality
• Design
• Sources
• Mechanics
No late work for these assignments will be accepted at all.
HUM Syllabus/Humanities Project Rubric.pdf
HUM Syllabus/HUMN 2203 Syllabus .pdf
Oklahoma State University-Oklahoma City
HUM 2203- Western Humanities
Fall 2016 Syllabus
Instructor: Dani Harris-Brunet
Office: not applicable
E-mail: [email protected]
Credit: 3 hours
Please note: Please use email as our primary channel of communication. I typically respond to
emails within 24-48 hours. Emails received on Friday will be answered the following
Monday.
REQUIRED TEXT AND MATERIALS
Humanistic Tradition, Fiero, Gloria, McGraw-Hill, 7th Edition, vol 2, ISBN 978-1259351686
COURSE DESCRIPTION
Key ideas and values of modern cultures, as discovered through an integrated and thematic
study of literature and the fine arts, as seen in their historical and philosophical contexts.
GENERAL EDUCATION GOALS
Upon completion of General Education Curriculum, students should be proficient in
demonstrating the following competencies:
Goal #1: Critical Thinking
Critical thinking skills include, but are not limited to, the ability to comprehend complex ideas,
data, and concepts; to make inferences based on careful observation; to make judgments
based on specific and appropriate criteria; to solve problems using specific processes and
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2) Gretchen led a project with her 7th graders where they researched topics related to a novel study and presented their findings through different genres.
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1) Develop an argument about the central meanings and commentary on the human condition communicated through the film's style and narrative.
2) Write an essay that analyzes a screened film using research, critical analysis, and close examination of techniques to support a thesis.
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Course Syllabus
HIEU 201
History of Western Civilization I
Course Description
A survey of the major currents in Western civilization from its beginnings in the ancient Near East to 1648.
Rationale
The History Department offers courses in the study of humanity so that students can understand their own traditions as well as world cultures. HIEU 201 is taught with a distinctively Christian worldview for the purpose of preparing students to be good citizens and effective Christians.
History of Western Civilization I
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I.
Prerequisites
None
II.
Required Resource Purchase
Perry, Marvin, et al. eds.
Western Civilization: Ideas, Politics, and Society
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Disclaimer:
The above resource provides information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in this resource.
III.
Additional Materials for Learning
A.
Computer with basic audio/video output equipment
B.
Internet access (broadband recommended)
C.
Microsoft Word
IV.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
A.
Identify major figures and events in Western Civilization from earliest civilizations to 1648.
B.
Describe the stages of development of Western Civilization from earliest civilizations to 1648.
C.
Explain how political, economic, military, religious, and cultural factors influenced the development of Western Civilization from earliest civilizations to 1648.
D.
Evaluate interpretive and historiographical approaches to Western Civilization from earliest civilizations to 1648.
E.
Apply biblical principles to the problems and issues of Western Civilization from earliest civilizations to 1648.
V.
Core Competency Outcomes
Upon successful completion of this course, the student will be able to:
A.
Apply Reading Comprehension strategies including interpreting, evaluating, and analyzing written content.
B.
Write a persuasive comparison/contrast essay on an historical topic, incorporating research skills and the communication of ideas through effective writing.
C.
Integrate sources accurately and effectively.
VI.
Course Requirements and Assignments
A.
Textbook readings, lecture presentations, videos, and articles
B.
Course Requirements Checklist
After reading the Course Syllabus and
Student Expectations
, the student will complete the related checklist found in Module/Week 1.
C.
Class Introductions
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This document discusses strategies for effective homework and studying. It recommends that teachers [1] teach students time management and prioritization, [2] provide note-taking frameworks like Cornell notes, and [3] emphasize vocabulary by having students research word origins. Examples of graphic organizers are provided to help students organize concepts. The use of technology like blogs and photo editing apps is also encouraged to motivate students. Overall, the document stresses making homework independently practice-focused to reinforce classroom learning.
Teach learning guide-heros
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2) Students will write a script, find an image of the character, research the character's history, and explain the character's purpose and importance to the story.
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This document outlines a lesson plan for teaching 7th grade students about Greek myths. The lesson will use a variety of methods including a Glogster poster, primary source readings of myths, YouTube videos, and a class blog. Students will read and discuss two myths to understand how Greeks explained natural phenomena. They will then write their own myth and post it to the class blog. The teacher will evaluate students through class discussion and their written myths to assess if instruction on myth structures was successful.
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A Humanities Project
For your Humanities Project, you will create a Power Point to showcase a themed study of our
course in review. Your assignment will cover each chapter that we’ve studied on its own
separate page. If you want to do more, that’s fine. Just make sure that each chapter is
represented by at least one full page of its own.
Requirements:
• minimum of 1 content page per chapter
• separate title page
• college level research beyond the textbook (online encyclopedias are NOT college level
research – use scholarly sources)
• citations of all of your sources including photo credits for images borrowed online
(separate Works Cited page/slide)
Content:
1. PICK A THEME that connects the chapters.
2. DO RESEARCH to add information or insight into your understanding or appreciation
of each topic.
• Background information (historical, cultural, etc.)
• An image or photo that complements the topic or relates to it in some way.
• Audio or video related to the topic (YouTube, TED Talks, etc.).
Objectives of the Scrapbook Project:
• To showcase a collection of topics and related resources inspired by each chapter.
• Select some online resources, which add to your understanding of the topics.
• Create an electronic scrapbook using one of the following to present your theme and
related sources.
• Document your sources accurately in MLA format.
Evaluation (Grading)
• Requirements met
• Content
• Originality
• Design
• Sources
• Mechanics
No late work for these assignments will be accepted at all.
HUM Syllabus/Humanities Project Rubric.pdf
HUM Syllabus/HUMN 2203 Syllabus .pdf
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HUM 2203- Western Humanities
Fall 2016 Syllabus
Instructor: Dani Harris-Brunet
Office: not applicable
E-mail: [email protected]
Credit: 3 hours
Please note: Please use email as our primary channel of communication. I typically respond to
emails within 24-48 hours. Emails received on Friday will be answered the following
Monday.
REQUIRED TEXT AND MATERIALS
Humanistic Tradition, Fiero, Gloria, McGraw-Hill, 7th Edition, vol 2, ISBN 978-1259351686
COURSE DESCRIPTION
Key ideas and values of modern cultures, as discovered through an integrated and thematic
study of literature and the fine arts, as seen in their historical and philosophical contexts.
GENERAL EDUCATION GOALS
Upon completion of General Education Curriculum, students should be proficient in
demonstrating the following competencies:
Goal #1: Critical Thinking
Critical thinking skills include, but are not limited to, the ability to comprehend complex ideas,
data, and concepts; to make inferences based on careful observation; to make judgments
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- 9. Voki Curriculum Example Image from: http://www.harpercollins.com/books/9780061992254 6.2 The student will listen critically and express opinions in oral presentations. d) Paraphrase what is heard
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