State University of New York
College at Oneonta
Department of Foreign Languages and Literatures
Spring Semester 2018
Español 205
-Sección 01
Civilización y Cultura de
Hispanoamérica
Lunes, miércoles y viernes 12 -12:50 pm
Schumacher 203
Profesor: Gustavo Arango
Correo electrónico: gustavo.arango@oneonta.edu
Teléfono: 436-3444 Oficina: Schumacher 302A.
Horas de oficina: Lunes y miércoles 1- 2 pm; martes y jueves 1:30 - 2:30
pm.
Descripción del curso: Selected readings introduce important figures in the history and culture of the Spanish-speaking countries of the Americas, and present their regional diversity and rich culture. The course will be conducted in Spanish and will include attention to improving language skills. SPAN 204 and 205 may be taken in any order, and may profitably be taken with SPAN 202 or SPAN 203. Offered Spring only. LA. Prerequisite(s): SPAN 104 or equivalent proficiency.-
Este curso se propone ofrecer una visión
panorámica de los principales aspectos de la historia y la cultura de
Hispanoamérica. El estudio de aspectos representativos de su arte,
cultura y filosofía, busca crear las bases para entender la diversidad, la
evolución de las instituciones y costumbres en América Latina.
Texto: • Un buen diccionario bilingüe
•
Las lecturas obligatorias van a estar en Blackboard en formato .pdf y .doc
Objetivos del curso:
1.
Obtener un conocimiento básico de la geografía política y física de
Latinoamérica;
2. Obtener un conocimiento de las
épocas principales de la historia de Latinoamérica, con algunos de los eventos
históricos, personas, obras culturales, y tendencias sociales en cada época;
3. Demostrar la habilidad de
analizar eventos, tendencias o conflictos históricos, reconociendo los motivos,
las ventajas/desventajas, las consecuencias y las interconexiones de los
diferentes lados o perspectivas;
4. Desarrollar una sensibilidad
hacia culturas distintas y demostrar la habilidad de colaborar en un contexto
intercultural;
• Y hacerlo todo en español al
nivel apropiado al curso.
Actividades y calificación:
Porcentajes: |
Grados: |
Asistencia y participación: 15% Tareas y ejercicios en clase: 20% Quizes:
25% Exámenes (4): 40%
|
A = 95-100. B =
84-86. C- = 70-73. D+ = 67-69. D = 64-66. D- = 60-63. F = 59 o menos.
|
Calendario:
CALENDARIO:
fecha |
en clase |
tarea escrita para próxima clase |
semana 1 |
||
miércoles, 17 enero |
Introducción
a la clase; Seleccionar países; Geografía física y política de
Hispanoamérica; mapas de las culturas antiguas de las Américas |
|
viernes, 19 enero |
Pre-Colón:
los mayas, los glifos mayas [2-mayas
+ quiz; (formas del pretérito)] |
|
semana 2 |
||
lunes, 22 enero |
El
concepto de contacto cultural; Pre-Colón: los aztecas, Tenochtitlán [4-contacto
(no quiz); 6-aztecas + quiz; (voz pasiva)] |
|
miércoles, 24 enero |
Pre-Colón:
los incas, Machu Picchu [8-incas
+ quiz; (formas del imperfecto)] |
•
Escribe 250 palabras
desde la perspectiva de un español que conoce la cultura maya, inca o azteca
por primera vez en el siglo XVI. Usa la primera persona e incluye detalles
culturales e históricos apropiados. |
viernes, 26 enero |
Pre-Colón:
los indígenas caribeños [10-indigenas
caribenos + quiz; (pero, sino,
sino que)] |
|
semana 3 |
||
lunes, 29 enero |
1492, el
año que cambió el mundo hispano. [12-1492
+ quiz; (realizar, darse cuenta)] |
|
miércoles, 31 enero |
Hernán
Cortés y la Conquista de México [13-Cortés
+ quiz; (pretérito vs. imperfecto)] |
•
Escribe 250
palabras: analiza objetivamente (¡sin
juzgar!) las motivaciones de Hernán Cortés y de Moctezuma durante la
Conquista de México:
¿Qué quería cada uno de la situación? ¿Cuál eran sus
estrategias para salir con lo suyo de la situación, y por qué eligieron esas
estrategias? |
viernes, 2 febrero |
Francisco
Pizarro y la Conquista de Sudamérica [15-Pizarro
+ quiz; (pretérito vs. imperfcto)] |
|
semana 4 |
||
lunes, 5 febrero |
Conexiones
y repaso para Examen #1 |
|
miércoles, 7 febrero |
Conexiones
y repaso para Examen #1 |
|
viernes, 9 febrero |
|
|
semana 5 |
||
lunes, 12 febrero |
EXAMEN
#1 (mapas, pre-Colón, 1492, Conquista) |
|
miércoles, 14 febrero |
Período
colonial: Alvar Núñez Cabeza de Vaca [18-C.deV. + quiz; ("se" pasivo o impersonal)] |
|
viernes, 16 febrero |
Período
colonial: la economía, mercantilismo y la Flota de Indias [20-flota
+ quiz; ("gustar" et al.)] |
|
semana 6 |
||
lunes, 19 febrero |
Período
colonial: la economía, encomienda y
hacienda [22-hacienda
+ quiz; (tiempo vs. vez)] |
•
Escribe 300
palabras: analizar desde la
perspectiva de un mercader criollo (¡no español!), ¿cuáles eran las ventajas
y las desventajas de la economía colonial para él? |
miércoles, 21 febrero |
Período
colonial: el debate de Valladolid sobre el tratamiento de indígenas;
Geografía colonial [24-artic-Phelan
+ quiz] |
|
viernes, 23 febrero |
Período
colonial: Sor Juana Inés de la Cruz;
el Barroco de Indias. [32-Sor Juana
+ quiz; (imperf subj)] |
|
semana 7 |
||
lunes, 26 febrero |
[34-barroco de Indias + quiz; (participio
pasado)] |
|
miércoles, 28 febrero |
Película:
Título por anunciar. |
•
Escribe 300
palabras: escoge una obra de arte, música
o literatura del Barroco de Indias; luego explica por qué las personas que
estudian la civilización latinoamericana deben conocer esa obra. |
viernes, 2 marzo |
Película
(cont.) |
|
descanso
de primavera semana
8 |
||
lunes, 12
marzo |
Película
(cont.) |
|
miércoles, 14 marzo |
Período
colonial: la sociedad, la religión [30-sociedad-religión
+ quiz; (pronombres relativos)] |
|
viernes, 16 marzo |
Período
colonial: incursiones de los ingleses
y holandeses [36-incursiones
+ quiz; (formación de sustantivos a base de verbos)] Repaso
para Examen 2 |
•
Escribe 300
palabras: explica los síntomas y las
causas de la debilidad del imperio español en el siglo XVIII. |
semana 9 |
||
lunes, 19 marzo |
EXAMEN #2 (Período
colonial) |
|
miércoles, 21 marzo |
XIX: Contexto y proceso de la Liberación de las
Américas [38-Liberación
+ quiz; (pretérito vs. imperfecto)] |
|
viernes, 23 marzo |
Presentación
sobre Colombia. |
|
semana 10 |
||
lunes, 26 marzo |
XIX: Simón Bolívar y José de San Martín [40-Bolívar
y San Martín + quiz; (pretérito vs. imperfecto)] |
|
miércoles, 28 marzo |
XIX: la
Independencia y la Revolución de México [42-Mx Indep + quiz; ("to become")] |
|
viernes, 30 marzo |
XIX: Urbanización y modernización; Emigración y
migración: de Europa a las Américas, y del campo a las ciudades [46-migración-modernización
+ quiz; (tiempo condicional)] |
|
semana 11 |
||
lunes, 2 abril |
XIX: la
frontera entre México y EEUU [44-frontera
EEUU Mx + quiz; ("to
be")] |
•
Escribe 350 palabras
desde la perspectiva de una persona latinoamericana que nació en el año 1800
y ahora celebra su cumpleaños en el año 1900: ¿qué ha visto en su vida? ¿cómo ha
cambiado su mundo? |
miércoles, 4 abril |
EXAMEN #3 (mapa;
siglo XIX) |
|
viernes, 6 abril |
XX: el Canal de Panamá y el intervencionismo de
EEUU [50-Canal
+ quiz; (leer años y números grandes)] |
|
semana 12 |
||
lunes, 9 abril |
XX: Arte moderno [52-ArteXX
+ quiz; (cómo traducir sustantivos compuestos del inglés)] |
|
miércoles, 11 abril |
XX: Fidel
Castro y la Revolución Cubana [54-Fidel
Castro + quiz; (subjuntivo] |
|
viernes, 13 abril |
XX: Salvador Allende y Augusto Pinochet en
Chile [56-Allende
y Pinochet + quiz; (pluscuamperfecto)] |
•
Escribe 400 palabras comparando
y contrastando los regímenes de Castro en Cuba y Pinochet en Chile. Da detalles concretos, y presta atención a
sus ideologías diferentes. |
semana 13 |
||
lunes, 16 abril |
XX: Literatura, el Boom; Gabriel García Márquez [64-Boom
+ quiz; (qué vs. que)] |
|
miércoles, 18 abril |
XX y
XXI: El narcotráfico [66-narcos
+ quiz; (por vs. para)] |
|
viernes, 20 abril |
XX y
XXI: Emigración/Inmigración de
hispanos a EEUU, I y II; [58-Dream
Act + quiz; (también vs. tampoco)] [60-economía
de inmig. (no quiz)] |
|
semana 14 |
||
lunes, 23 abril |
XX y
XXI: Panorama de música
latinoamericana [68-música
+ quiz; (reglas de acentuación)] Presentaciones
orales |
|
miércoles, 25 abril |
Presentaciones
orales |
|
viernes, 27 abril |
Presentaciones
orales |
|
semana 15 |
||
lunes, 29 abril |
ULTIMO
DIA DE ENTREGAR TAREAS
ESCRITAS (para 5 pm) Repaso
y Conexiones para examen #4 |
|
|
|
|
Lunes, 7 mayo 11am - 1:30pm |
(semana
de exámenes) EXAMEN
#4 (siglo XX y actualidad) |
|
CLASSROOM BEHAVIOR:
This class will be conducted entirely in Spanish. Students must come prepared to participate every day. Every university course, but particularly in the foreign languages, depends on the establishment of a friendly atmosphere of mutual trust and respect, so that all students will feel free to express themselves. All members of the classroom community must be civil, thoughtful, and respectful of the feelings of others. All must take measures to avoid disruptions, e.g. turn off cell phones, ask permission to leave the room, etc.
PARTICIPATION/ATTENDANCE:
Students are responsible for signing the attendance sheet every class meeting. Homework/participation/attendance grade will begin with the average grade of homework assignments (i.e. both online quizzes and weekly paragraphs) as well as any in-class exercises, and may also be reduced by poor preparation, excessive absences, disruptive behavior or persistent use of English in class. Lateness counts as 1/2 an absence. Unexcused absence on the day of a test or graded in-class assignment will mean a grade of zero for that work; for excused absences, we will either excuse or reschedule the work.
I understand that my students have many responsibilities in addition to this class; students anticipating an absence or conflict of any type should discuss the matter with me beforehand to arrange in writing an appropriate accommodation, BUT absences will only be excused with appropriate documentation. Students missing class due to appointments at the Health Center must authorize the Center to confirm the appointment when I call them.
HOMEWORK AND WRITTEN WORK:
Students must have read the readings on the day's topic(s) before coming to class, and after reading the pages, students must do any Blackboard quiz for the reading independently before coming to class. Students must be ready to ask questions about parts of the readings not understood-- after any in-class clarifications, students must be able to use the information in the activities of the day, some of which may be graded.
All written work must have a header containing the student's name, the date, the course number (SPAN205), and the assignment or title. Written assignments must be typed, double-spaced (i.e. line spacing = 2), and may be submitted as an attachment to an email (NOT typed into the body of an email), or shared with me via an online service such as OneDrive in our campus Office365. Absence does not excuse a student from any work, and does not automatically extend any deadline. Extensions of due dates will only be granted by prior arrangement with the professor.
Blackboard quizzes on the readings may be taken up to three times, with the highest grade counting; written homeworks will be counted late if received after 3 classes past the deadline (i.e. one-week grace period for written assignments). All late work will be penalized by 25 points subtracted from the calculated grade. Absolute deadline for handing in work: 5pm on Monday, 30 April.
ACADEMC EXPECTATIONS:
I expect my students to study all assigned pages before class, and to come prepared with specific questions about the parts not understood, and specific comments about the parts that seem interesting or significant. I'll assume perfect comprehension in the absence of questions.
I expect all students to attend every class and participate freely. It's your class, you should do the talking-- just having me lecture is boring for all of us.
I expect all students to bring their dictionary to every class; it is an indispensable tool for your learning. Also bring paper and something to write with.
I expect all students to do all assignments on time if possible, and to ask me for help without hesitation if not. Deadlines and requirements do not exist for their own sake, but as a means of focusing the learning experience-- and if they get in the way of your learning, it's my job to find an accommodation that still helps you meet the course goals in terms of skills and knowledge.
I expect all students to contact me as soon as possible should any problem arise with this course (assignments, attendance, classroom atmosphere, etc.). While your classes should be normally be your top priority, I understand that life is very complex. We are all adults, and we must agree that any issues can be resolved by timely and thoughtful communication.
ON HELP FROM TUTORS AND NATIVE SPEAKERS:
Students should take every opportunity to speak Spanish and get help in studying and preparing for class. But, any work that will receive a grade must be individual and independent work. Write out your own ideas in your own words! Any assistance received must be acknowledged in a footnote on the work itself; information sources must be mentioned in the body of the assignment as they are used (e.g. "According to xyz, ...").
Computer or automatic translation programs have gotten quite good these days-- don't use them! One goal of this class is to improve your language skills, and that can only be done through practice and feedback. Cases of copying, plagiarism or inappropriate help will receive a grade of zero and will be referred to the relevant campus authorities.
ON STUDENTS DIAGNOSED WITH A DISABILITY:
All individuals who are diagnosed with a disability are protected under the Americans with Disabilities Act, and Section 504 of the Rehabilitation Act of 1973. As such, you may be entitled to certain accommodations within this class. If you are diagnosed with a disability, please make an appointment to meet with Student Disability Services (SDS), 209 Alumni Hall, ext. 2137. All students with the necessary supporting documentation will be provided appropriate accommodations as determined by the SDS Office. It is entirely your responsibility to contact SDS and supply me with the accommodation plan that they prepare, which will inform me exactly what accommodations you are entitled to. You will only receive accommodations once you provide me with an SDS plan. Any grades recorded before you provide me with an SDS plan will not be changed.
* * * The professor will assume that students' continued attendance in this class after receipt of this syllabus signifies their acceptance of the policies described above. * * *
In the event of an emergency evacuation (i.e. fire or other emergency), this class will reassemble in the Hodgson IRC in front of lecture hall #2 so that all persons can be accounted for. Complete details of the College's emergency evacuation, shelter-in-place and other emergency procedures can be found at http://www.oneonta.edu/security.