The Humanities Citizenship Initiative (HCI) at Ashland University encourages students to develop a passion for pursuing a college education. Working from the assumption that high school students are eager to consider and discuss great ideas, Ashland University’s HCI attempts to energize students to love learning by generating interest in the great works of the ancient and modern Western tradition. Building on the success of a similar high school initiative at Columbia University, Ashland’s program hosts a two-week series of seminars on campus, where students will have opportunities to read and discuss books that introduce students to great ideas. In addition, students will work with faculty and tutors to improve their writing and to develop the study skills necessary for succeeding in college. In addition, the HCI provides meals and transportation during the duration of the program. Moreover, students will take regular field trips to concerts, performances, and museums. In short, the HCI hopes to generate excitement among students by exposing them to great books that discuss great ideas. Each day, students participate in three sessions: 9:00 – 10:30am, 10:45 – 12:00pm, and 1:30 – 3:00pm. The reading assignments are divided across the three daily sessions. WEEK ONE Day 1

• The Epic of Gilgamesh, trans. Andrew George, pages 1-8; 12-22
• The Epic of Gilgamesh, trans. Andrew George, pages 88-99
• NRSV Bible, 1-8

Day 2

• NRSV Bible, 10-14
• The Iliad of Homer, trans. Richmond Lattimore, pages 75-83; 92-99
• The Landmark Herodotus: The Histories, pages 3-6, 16-22
• Evening Activity: Agamemnon (Film)

Day 3

• The Landmark Herodotus: The Histories, pages 49-50
• Plato: Five Dialogues: Euthyphro, pages 51-54
• Plato: Five Dialogues: Euthyphro, pages 54-57
• Evening Activity: Art & Architecture Lecture

Day 4

• Field Trip

Day 5

• Aristotle Physics, trans. Waterfield, pages 38-41
• Lucretius: On the Nature of the Universe. trans. Melville, 3-11
• Lucretius: On the Nature of the Universe. trans. Melville, 3-11; 24-35
• Evening Activity: Maltese Falcon (Film)

Day 6

• Livy The Rise of Rome. trans. Luce, pages 3-16
• Livy The Rise of Rome. trans. Luce, 16-29
• Polybius: The Histories. trans. Waterfield, 371-379

Day 7

• Declaration of Independence
• Special activities for the Fourth of July

WEEK TWO Day 1

• Augustine: Confessions
• Shakespeare: Richard III. Folger, 2004. ISBN: 0743482840
• Shakespeare: Richard III. Folger, 2004. ISBN: 0743482840
• Evening Activity: College Admissions/Financial Aid Session

Day 2

• Shakespeare: Richard III. Folger, 2004. ISBN: 0743482840
• Douglass: Autobiographies. Library of America, “What to the Slave is the Fourth of July?”
• Douglass: Autobiographies. Library of America, “What to the Slave is the Fourth of July?”

Day 3

• DuBois: The Souls of Black Folk, pages 1-4
• DuBois: The Souls of Black Folk, pages 37-45
• DuBois: The Souls of Black Folk, pages 67-78
• Evening Activity: Ran (Film)

Day 4

• Field Trip

Day 5

• Wrap-up: What is College?
• Evening Activity: Rashomon (Film)

Day 6

• Student departures