SP340G:
Prerequisites
Meeting Times, Location, & Course Delivery Details
Contact Information
Upon successful completion of this course…
1. The student will be able to explain Latin American culture from pre-Colombian civilizations to the
contemporary era.
2. The student will be able to discuss the dynamic of diversity and the struggle between change and
tradition in Latin American cultures.
3. The student will be able to demonstrate their conversational and composition skills using a variety of
authentic reading selections.
4. The student will be able to demonstrate the ability express themselves creatively orally and in writing.
Tradición y cambio. Tercera edición., Daly Heyck; McGrww Hill, 2005.
Subject to change
“Subject to change” means we may miss a class or fall behind, which means the dates won’t coincide with the material scheduled for that day. PLEASE UNDERSTAND if that occurs we will still cover all the material in this syllabus in the order that it appears but the dates will be off. The sooner you accept this fact, the happier everyone will be.
****SIEMPRE LEAN LA BIOGRAFIA DE CADA AUTOR QUE SE ENCUENTRA ANTES DE TODA LECTURA
CAPITULO UNO: INTRODUCCION
enero
13 Pre examen
Mapas
Formación de grupos para las revistas culturales
Ver en clase en YouTube: ¿Qué tanto sabes de América Latina?; Latinoamérica no existe! Te lo dice un Argentino #1; Latinoamérica no es todo lo mismo! lo dice un Argentino #2
Tarea para la próxima clase:
- Tradición y cambio: Lean 2-12 (no lean El brasil colonial)
- Vean en YouTube: Historia de América Latina en 10 minutos
15 Conversación sobre la lectura, pág. 2-12 y el video.
Tarea para la próxima clase:
- Tradición y cambio: Lean pág.13-20
- Lean Andrés Bello – Nuestro ideal: Creación de la cultura americana (fotocopia) y Autonomía cultural de América (fotocopia)
17 Conversación sobre las lecturas y sobre América Latina después de las guerras de independencia: el caudillo latinoamericano,su ideología, sus tácticas, los eventos históricos que formaban sus creencias, etc.
Tarea para la próxima clase:
- Investiguen a uno de los principales caudillos en América Latina: Juan Manuel de Rosas (Arg); José Antonio Paez (Ven); Antonio López de Santa Anna (Mex); Rafael Carrera (Guat) o investiguen otros. Ha habido MUCHOS a lo largo de los años.
22 Conversación sobre los caudillos
Escuchar en clase la canción Caudillo por Ricardo Arjona
Actividad A-B y Comparaciones pág p. 21-23
Tarea para la próxima clase:
- Actividades en la red p. 23
24 Repasar las tareas
Tarea para la próxima clase:
- Tradición y cambio: Lean pág. p. 28-33
Tradición y cambio: Lean Un hombre pasa con un pan al hombro p. 34-35
CAPITULO DOS: LAS CLASES SOCIALES
27 Conversación sobre las lecturas
Hagan ejercicios p. 35-36
Tarea para la próxima clase:
- Tradición y cambio: Lean pág. 49- 55 y 49-55
29 Repasen la lectura
Hagan Interpretación de la lectura, p. 56-57
Tarea para la próxima clase:
- Tradición y cambio: Lean pág. 75-80
31 Conversación sobre las lecturas
Hagan ejercicios p. 80-81
Tarea para la próxima clase:
- Lean Amor secreto (fotocopia)
- Lean Clases sociales en un cuento (fotocopia)
febrero
3 Conversación sobre las lecturas para la tarea
En clase, vean en YouTube La clase media
Tarea para la próxima clase:
- En parejas, Tradición y cambio: hagan actividades en la red p. 82 #4
5 Repasar la tarea
En clase vean en You Tube ¿Cuánto gana y cómo vive la ‘clase media’ en Colombia?
Revista Cultural #1 grupo 1
Tarea para la próxima clase:
- Tradición y cambio: Lean La etnicidad, pág. 86-91
- Tradición y cambio: Lean Ay, ay, ay de la grifa negra, pág. 91-92 y Balada de los dos abuelos p. 93-95
CAPITULO TRES: LA ETNICIDAD
7 Conversación y ejercicios sobre las lecturas
Escuchen en clase la canción Etnia del Grupo Niche
Tarea para la próxima clase:
- Tradición y cambio: Lean Juan Pérez Jolote (fragmento) p. 105-110
- Tradición y cambio: Lean Balún Canán p. 112-116.
10 Conversación sobre las lecturas
Hagan ejercicios p. 110-111 y 116-117
Tarea para la próxima clase:
- Vean en YouTube: La antología latinoamericana: mestizaje, identidad y proceso asuntivo
- Vean en YouTube: Composición étnica de Latinoamérica
12 Conversación sobre los videos
Revista Cultural #1 grupo 2
Tarea para la próxima clase:
- Lean Justicia india (fotocopia)
14 Repasen Justicia india
Hagan Comparaciones p. 117
Tarea para la proxima clase:
- Examen #1, capítulos 1-3
17 Examen #1
Tarea para la próxima clase:
- Tradición y cambio: Lean La urbanización p. 130-138
- Tradición y cambio: Lean Poema de amor en la ciudad de México p. 138-139
CAPITULO CUATRO: LA URBANIZACION
19 Conversación sobre las lecturas
Hagan ejercicios p. 139
Tarea para la próxima clase:
Tradición y cambio: Lean El cuatismo como relación diádica, pág. 148-153
21 Conversación sobre la lectura
Hagan ejercicios p. 153-154
En clase, ver en YouTube: La situación de las ciudades en América Latina
Tarea para la próxima clase:
- Tradición y cambio: Lean El migrante indígena en la ciudad de México, pág. 155-159
24 Repasen la tarea
Hagan ejercicios p. 159-161
Vean en You Tube: El migrante indígena en la ciudad de México
Tarea para la próxima clase:
- Tradición y cambio: hagan actividades en la red p. 161
26 Repasen la tarea
Revista Cultural #1 grupo 3
Tarea para la próxima clase:
- Tradición y cambio: Lean La familia p. 166-172
- Tradición y cambio: Lean Recuerdo de la madre ausente p. 172- 176
CAPITULO CINCO: LA FAMILIA
28 Conversación sobre las lecturas
Hagan ejercicios p. 176-177
Tarea para la próxima clase:
- Tradición y cambio: Lean Si me permiten hablar, pág. 177-181
marzo
3 Conversación sobre las lecturas
Hagan ejercicios p. 181-182
Tarea para la próxima clase:
- Tradición y cambio: Lean Valium 10, pág. 185-186
5 Repasen la lectura
Hagan actividades p. 187
Revista Cultural #2 grupo 1
Tarea para la próxima clase:
- Tradición y cambio: Lean Quinceañera, pág. 188-193
7 Repasen la lectura
Hagan ejercicios p. 194
Vean el video sobre la quinceañera http://www.youtube.com/watch?v=7pea4kEnMUQ
Tarea para la próxima clase:
- Examen #2
17 Examen #2
Tarea para la próxima clase:
- Tradición y cambio: Lean sobre la educación, pág. 198-203
- Escojan una universidad latinoamericana y visiten su página web para dar una presentación sobre la misión, plan de estudio y las carreras diferentes que se ofrecen y cómo todo lo anterior encaja con el destino del país.
CAPITULO SEIS: LA EDUCACION
19 Conversación sobre la lectura
Las presentaciones sobre las universidades latinoamericanas
Tarea para la próxoma clase:
- Prepárense para la mesa redonda. Tema: ¿Cómo son distintas / similares las universidades en Amércia Latina y EU? ¿Qué (no) te gusta de las universidades en América Latina? ¿Qué hacen bien / mal / mejor / peor que las universidades en EU? ¿Qué te gustaría pedirles prestado a estas universidades? Y la gran pregunta: ¿Por qué se debe estudiar filosofía, literatura, historia del arte, etc. en países latinos que sufren de tantos problemas sociales y económicos? ¿En realidad son valiosas estas carreras?
21 Mesa redonda
Tarea para la próxima clase:
- Tradición y cambio: Lean pág. 234-240
24 Conversación sobre la lectura
Hagan los ejercicios p. 240-242
Tarea para la próxima clase:
- Tradición y cambio: Lean pág. 240—247
26 Conversación sobre la lectura
Hagan los ejercicios p. 247
Revista Cultural #2 grupo #2
Tarea para la próxima clase:
- Tradición y cambio: Lean La nueva política educativa, pág. 249-252
- Tradición y cambio: Lean A siete años de la educación en la revolución, pág. 253-256
- Tradición y cambio: Lean Epílogo pág. 256-257
28 Repasen las lecturas
Hagan ejercicios pág. 258-260
Tarea para la próxima clase:
- Vean en YouTube: Transformar la educación en América Latina: Gloria Vidal
31 Conversación sobre el video
En clase lean La funesta manía de pensar (Miseria, pág. 253. Yo les doy la fotocopia)
Tarea para la próxima clase:
- Tradición y cambio: Lean La religión, pág. 270-275
abril
CAPITULO SIETE: LA RELIGION
2 Conversación sobre las lecturas
Empiecen a ver la película Romero. (Free on Tubi; Rent: Amazon Prime $1.99 or Apple TV 3.99)
Tarea para la próxima clase:
- Tradición y cambio: Lean ¿Comunismo en la iglesia? y Mensaje a los cristianos pág. 276-279
- Terminen la película Romero
4 Conversación sobre las lecturas y la película
Escuchar en clase la canción El padre Antonio y el monaguillo Andrés
Tarea para la próxima clase:
- Tradición y cambio: Lean Entrevista con Víctor Araya Guillén (I) y (II) pág. 290-301
7 Conversación sobre la lectura
Hagan ejercicios pág. 294-295, 301-302
Tarea para la próxima clase:
- Tradición y cambio: Lean El día de los muertos pág. 308-311
- Lean el artículo Lutero avanza en América Latina (yo les doy la fotocopia)
9 Conversación sobre las lecturas
Hagan actividades pág. 311-312
Vean en clase la película Salvador (Free on Pluto; with subscription on YouTube; Roku; MGM+; Sling; Amazon and Apple)
Tarea para la próxima clase:
- Terminen la película Salvador y piensen en los siguientes aspectos de ella: Romero, el militar, el papel de EU en El Salvador, la política de Reagan en El Salvador
- Vean en YouTube La caída de catolicismo en América Latina
- Vean en YouTube: Política y religión en América Latina
11 Conversaciones sobre los videos
Tarea para la próxima clase:
- Tradición y cambio: Lean La crítica cultura pág. 316-319
CAPITULO OCHO: LA CRITICA CULTURA
16 Conversación sobre La crítica cultura
Revista Cultural #3 grupo 3
Tarea para la próxima clase:
- Tradición y cambio: Lean El desarrollo económico y La justicia social en el Amazonas pág. 336-343
21 Conversaciones sobre la lectura
Hagan actividades pág. 343-344
Tarea para la próxima clase:
- Tradición y cambio: Lean Línea de fuego pág. 345-6 y Yo fui una vez una muchacha risueña pág. 346-7
- Tradición y cambio: Lean Los hijos de la Malinche pág. 348-351
23 Conversaciones sobre las lecturas
Hagan actividades pág. 347 y 351-352
Tarea para la próxima clase:
- Tradición y cambio: Lean Las buenas mujeres pág. 353-355
- Ver en You Tube: Episodio especial #45: Expresiones con chingar
25 Conversaciones sobre las lecturas y los ejercicios para tarea
Hagan actividades pág. 355
Vean en clase en YouTube: Encuesta a jóvenes de América Latina sobre violencia machista
Tarea para la próxima clase:
- Vean en YouTube: Violencia contra las mujeres en América Latina y el Caribe
- Vean en YouTube: ¿Cómo son las víctimas de violencia de género?
28 Conversación sobre el video Violencia contra las mujeres…
Lean en clase Presuntamente pág. 356
Hagan actividades pág. 357
Tarea para la próxima clase:
- Investiguen un aspecto de la cultura pop latinoamericana que realmente te gusta para explicárselo a todos. Los temas pueden abarcar la música, la comida, el cine, la farándula, un programa de televisión, día festivo, literatura, etc.
30 Las presentaciones sobre la cultura pop latinoamericana
mayo
2 Día de repaso
Presentar el posexamen
7 Examen final a la 1:00
Distribution of Grades:
2 Exámenes (see #7 below)
25%
7 Unannounced quizzes - lowest score dropped. (See #6 below) 20%
2 Revistas Culturales (see #8 below)
15%
Examen Final (see #7 below)
15% Class Participation/Attendance/Attitude (see directly below)
25%
You are expected not only to be in class, but also to be prepared and willing to use Spanish regardless of any mistakes made in the process. This grade will reflect your preparedness, frequency of speaking, accuracy in speech, relevance of response, attitude, etc.
In computing grades, the following numerical equivalents for the eleven letter grades will be used:
A 4.00 (94-100) B 3.00 (84-86) C 2.00 (74-76) D 1.00 (60-66)
A- 3.67 (90-93). B- 2.67 (80-83) C- 1.67 (70-73) F 00 (below 60)
B+ 3.33 (87-89) C+ 2.33 (77-79) D+ 1.33 (67-69)
6. Pop quizzes: 7 Short quizzes (50 points each) on textbook readings / videos / movies will be given periodically during the semester. These will not be announced. These will cover just factual questions, nothing analytical or interpretive.
7. Examenes: Two tests will be given on the days indicted in the syllabus. Tests will focus on material discussed in class, readings, videos or films as well as questions not discussed in class, which will allow students to think more critically about the material. There will be a comprehensive final exam on December 7 at 1:00 that will cover major themes discussed during the semester. See the current Student Handbook for the college’s Academic Integrity policies as they pertain to examinations, plagiarism, classroom behavior and the process for handling academic misconduct charges.
8. Revistas culturales: On selected days during the semester we will have a Revista Cultural. These are study group presentations on various topics pertaining to different Latin American countries. Students will split into small groups of 2-3 students. Each group will be responsible for informing the class about a particular country of their choice. Each group will do 2 presentations which may cover a variety of topics, but are not excluded to: current political/social events, history, geography, ethnic make-up, economics, cultural topics, pop culture plus a variety of other topics germane to a particular country (e.g. the peace process ending the guerrilla movements in Colombia, political turmoil in Venezuela or child immigrants from Guatemala, Honduras and El Salvador). Students are encouraged to be creative in their presentations, which may take the form of games, round-table discussions, power point presentations, dramatizations of texts or historical events, etc. Try to use any special talent members of your group may possess. For these Revistas Culturales you will be allowed one 3X5 index card with only data and specialized vocab written on it, no text. You are not to read nor memorize the material. Presentations should be “seamless.” By that I mean they should look and feel well-rehearsed and polished: no awkwardness or clumsiness; no long periods of silence; no indecision on the part of the presenters about who should be speaking next; no doubts about your knowledge or command of the subject matter that you are presenting. Failure to meet this criteria will lower grades significantly. Your Spanish abilities will not be graded in these presentations. However, if I cannot understand you due to poor language skills, your grade will suffer. Each student will receive two grades: one group grade (20%) reflecting the “seamlessness” of the presentation and one individual grade (80%) reflecting your organization, depth and breadth of knowledge and command of the material. Because your partners’ grades depend on your performance, BE PREPARED. DON’T LET YOUR GROUP DOWN. If one of you fails to show up for your presentation on the day indicated in the syllabus, the one who misses class will lose one full letter grade. The other members of the group who are in class will still present on the day indicated but will not be penalized. Presentations should be 30 minutes in length + questions and answers afterwards.
PARTICIPATION AND PREPARATION: You are expected not only to be in class, but also to be prepared and willing to participate meaningfully in Spanish regardless of any mistakes made in the process. Therefore, active participation in all class activities is expected and graded. Students should be aware that in this course, homework assignments may include a lot of reading or viewing of videos. On average, students should expect to spend 2 hours preparing for each class.
Instructor Course Policies
Classroom attendance is taken every day and is required. The Department allows three unexcused absences. For every absence over three, one point will be taken from your final average. Excessive absences may result in failure. Class will start at 1:50. Do not arrive late. 3 lates = one absence. See the current Student Handbook for the college’s attendance policy especially as it pertains to excused absences.
Make-up
There is no make-up work and late work will be penalized. You know exactly when assignments are due and when you need to be in class or hand something in, so plan vacation/plane trips/trips home and any social activities accordingly.
Classroom Rules/Etiquette:
A) You MUST buy all books for this class. For every day that you are registered for class without the books, one point will be taken from your final average.
B) Turn off your cell phones before entering class
C) Never leave a voice message for me telling me to call you back
D) Behavioral /attitude problems will adversely affect your final grade
E) NEVER tell me you didn’t do your homework or are not prepared for class because you missed the previous class.
F) See the current Student Handbook for the college’s Academic Integrity policies as they pertain to examinations, plagiarism, classroom behavior, and the process for handling academic misconduct charges.
G) Keep your sense of humor. Don’t take yourself so seriously in this class
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Academic Misconduct - Examples [10/24]
ACADEMIC CODE OF CONDUCT
This policy is directly related to the first Testimony, which is part of the Student Code of Conduct. “I will practice personal and academic integrity.” The initial responsibility for dealing with academic misconduct lies with the individual faculty member in whose classroom or course of study the offense occurs. The responsibility includes determination of the consequences for the offense. The goal is for faculty to confront cheating and plagiarism, to teach ethical behavior, and to provide an appropriate consequence based on the nature of the incident. Faculty are encouraged to explicitly address academic misconduct and its consequences in the course syllabus.
EXAMPLES OF ACADEMIC MISCONDUCT
A. Examination offenses include, but are not limited to, the following:
1.Taking unauthorized materials into or out of the examination room.
2.Leaving the examination room without authorization before completing an examination.
3.Talking in the examination room without authorization.
4.Discussing the examination outside the examination room during the course of the examination.
5.Attempting to observe the work of another student.
6.Taking an examination for another person or permitting someone else to do so.
7.Collaborating improperly by discussion, joint research, or joint effort in any way expressly prohibited by the instructor. This includes using a cell phone or other device to access information from another source or another student.
8.Improper knowledge of contents of an examination - No student shall knowingly acquire unauthorized knowledge of an examination or any part of an examination, or solicit, offer, or give information about any part of an examination.
B. Student work offenses include, but are not limited to, the following, which are expressly prohibited in the absence of prior written approval of the instructor or instructors involved:
1.Resubmission of work - Submitting work which has been previously submitted for credit.
2. Plagiarism - Submitting work done wholly or partly by another, including the unattributed copying of all or parts of a published work or internet document. Using generative Artificial Intelligence (AI) sources to produce work (when not expressly permitted) is also a form of plagiarism. Some instances of plagiarism are the result of ignorance rather than dishonesty. When plagiarism is encountered, the instructor should be sure that the student knows proper procedures for attributing content.
3.Prohibited sources - Consulting material or persons contrary to the directions of the instructor.
4.Improper collaboration - Engaging in any discussion, joint research, or joint effort of any kind expressly prohibited by the instructor.
5.Deception - Misrepresenting the authenticity of sources, citations, or principles in any written work.
6. Sharing work – Students who share their work with others are responsible for how that work is used. For example, if a student shares a paper with another student to help him or her understand an assignment, and that student submits the work as their own, the author of the paper shares responsibility for the plagiarism committed by the other student.
D. Other misconduct - Engaging in any other improper conduct as specified by the instructor.
E. Lying – deliberately providing false information relevant to academic matters, such as misrepresenting the inability to take an examination because of illness.
F. Disruptive or disrespectful classroom behavior – causing a disturbance in the classroom, interrupting instruction, speaking rudely or threatening students or faculty.
Class Attendance Policy |
ADA (Americans with Disabilities Act)
Students with Disabilities
In accordance with ADA (Americans with Disabilities Act Amendments Act of 2008 (ADA), Section 504 of the Rehabilitation Act of 1973), Wilmington College provides access through reasonable accommodations to students with documented physical and psychological disabilities.
Students who wish to access Services need to meet with the Director of Accessibility and Disability Services and provide verification of their disability. To register with Accessibility and Disability Services, students submit an Application for Services. In addition, the student must provide the Disability Verification form accompanied by current disability documentation from a licensed professional. For more information, contact the Director of Accessibility and Disability Services at accessibility@wilmington.edu or 937.481.2444, 114 Robinson Communcation Center.