| 授業科目名 | 年度 | 学期 | 開講曜日・時限 | 学部・研究科 | 全担当教員 | 単位数 |
|---|---|---|---|---|---|---|
| 14826:IR18‐BA103 English for International StudiesⅢ (Theme‐based)(RH) § 14827:IR-BAR103 英語Ⅲ(H) | 2023 | 秋セメスター | 月4,木1 | 国際関係学部 | 渡辺 紀子 | 2 |
キャンパス
授業施設
授業で利用する言語
授業の概要と方法
Where it is relevant, we will use novels and films as well as other history textbooks. This course encourages students to ‘read’ these texts critically rather than simply understanding them. In ‘reading’ these texts, the three main questions to be asked are: 1) What is the purpose of the text? 2) Who wrote them for whom? 3) Which memories are included and which excluded? Which events are remembered and which forgotten? In order to demonstrate their understanding and analysis of texts, students will produce three short film reviews or response papers and one 1,000-word critique/review of the history textbook.
Note that this is a course for intermediate-level students. Viewing reading as an integral part of academic study, the textbook written in relatively plain English will be used. Thus, this is NOT a course for those who are keen on advanced-level English readings.
英語中級レベル対象の授業です。上級レベル向きではないので注意。
受講生の到達目標
1. be able to ‘read’ texts efficiently, effectively and critically, identifying language features specific to such genres as textbooks, news articles, statistics, visual documents, book and film reviews;
2. have a good understanding of Britain from a historical perspective;
3. gain an insight into issues of memory in a contemporary society, especially in a multicultural or international context, with an awareness of different views of the past;
4. be able to present a summary and critical analysis of texts with their views and opinions in both oral and written forms;
5. develop communication skills to collaborate with others to complete group assignments.
事前に履修しておくことが望まれる科目
授業スケジュール
| 授業回数/ 担当教員（複数担当の場合） |
テーマ |
|---|---|
| キーワード・文献・補足事項等 | |
| 1 (W1) | Introduction to the course |
four nations, welfare state, parliamentary democracy, EU, pro-European, Eurosceptic, migration |
|
| 2 (W2-1) | Medieval medicine |
Medieval medicine, Christianity, Islam |
|
| 3 (W2-2) | Public health in the medieval period |
public health, the Black Death |
|
| 4 (W3-1) | The impact of Renaissance on Britain |
Renaissance, science, hospitals |
|
| 5 (W3-2) | Dealing with disease |
new medicines, the Great Plague, hospital booms |
|
| 6 (W4-1) | Improvements in public health |
public health, cholera, the Great Stink
|
|
| 7 (W4-2) | Modern public health |
world wars, public health, welfare state, NHS, alternative medicine
|
|
| 8 (W5-1) | Review & in-class preparation for group presentation |
Medieval medicine, Islam, Renaissance |
|
| 9 (W5-2) | Poster presentation |
Medieval medicine, Islam, Renaissance
|
|
| 10 (W5-3) | Film viewing 1: The Physician |
medieval Europe, Christianity, Islam, the Other |
|
| 11 (W6-1) | Looking west 1 |
explorers, piracy, slave trade
|
|
| 12 | Looking west 2 |
the slave trade, the anti-slave movement
|
|
| 13 | Film viewing 2 |
the anti-slave movement |
|
| 14 | People's movement into, out of, and around Britain 1 |
earlier immigrants, Huguenots, Jewish people
|
|
| 15 | People's movement into, out of, and around Britain 2 |
the ulster plantations, the HIghland Clearances, Irish people, voluntary migration
|
|
| 16 | The British Empire and migration 1 |
imperial propaganda, forced migration, emigration, internal migration, world wars, independence
|
|
| 17 | The British Empire and migration 2 |
Commonwealth, Empire Windrush, the Caribbean migrants, EU, pro-European, Eurosceptic
|
|
| 18 | Review & In-class preparation for group presentation |
the British Empire, North America, India, Africa
|
|
| 19 | Group presentation 1 |
the British Empire, North America, India, Africa
|
|
| 20 | Group presentation 2 |
the British Empire, North America, India, Africa |
|
| 21 | Challenging authority and feudalism |
Magna Carta, king, parliament
|
|
| 22 | The Peasants' Revolt of 1381 |
the Black Death, the Peasants' Revolt, Wat Tyler
|
|
| 23 | English Reformation |
Henry VIII, Pilgrimage of Grace, rebellion
|
|
| 24 | Give us the vote! |
representation, the Great Reform Act, the working class, the middle class, Chartism
|
|
| 25 | Trade Unionism |
strike, working class
|
|
| 26 | Film viewing 3 |
Suffragettes or refugees |
|
| 27 | Women's suffrage |
suffrage, Suffragettes
|
|
| 28 | Immigrants' protests and riots |
Black immigration, Noting Hill
|
|
| 29 | Review & in-class preparation for group project |
British history, time travel
|
|
| 30 | Group presentation |
British history, time travel |
授業実施形態
During the suspension period of BCP, classes will be as described in BCP levels 0-2.
The class Format for each class will be announced on manaba+R’s course news. Also, the class format for the first class will be notified on manaba+R’s course news before the first class(*).
For “Special Consideration”, please check manaba+R’s College of IR Student Page and the “Study Support Site”.
College of IR Student Page：https://ct.ritsumei.ac.jp/ct/course_1728150
Study Support Site：https://www.ritsumei.ac.jp/pathways-future/eng/
(*)To check the class format for the first class of the course, you will need to apply for the “early use request function.” Refer to the Registration Guidebook AY 2023 for details. Please be careful that applying for the early use request does not sign you up for the course. You will need to register for courses during the designated period separately.
授業外学習の指示
成績評価方法
| 種別 | 割合(%) | 評価基準等 |
|---|---|---|
| 定期試験（筆記） | 0 | |
| レポート試験 （統一締切日を締切とするレポート） |
0 | |
| 上記以外の試験・レポート、平常点評価 （日常的な授業における取組状況の評価） |
100 | - Attendance, participation, preparation (including homework assignments) (23%)
|
成績評価方法(備考)
受講および研究に関するアドバイス
教科書
| 書名 | 著者 | 出版社 | ISBNコード | 備考 |
|---|---|---|---|---|
| Oxford AQA GCSE History Thematic Studies c790-Present Day | Aaron Wilkes et.al. | Oxford University Press | 978-0-19-837013-0 |
教科書(使用頻度、その他補足)
参考書
参考書(使用頻度、その他補足)
参考になるwwwページ
授業内外における学生・教員間のコミュニケーションの方法
備考
URL:https://secure.ritsumei.ac.jp/students/pathways-future/course/curriculum.html/