Document r: syllabus

Download 38.88 Kb.
Size38.88 Kb.

  1. Date Prepared: January 2012

  1. Prepared by: Amarilis Hidalgo de Jesus

  1. Department: Languages and Cultures

  1. Course Number: SPANISH 212

  1. Course Title: Spanish American Culture and Civilization

  1. Credit Hours: 3

Goal 4 - Cultures and Diversity

2 GEPs

Goal 7 – Arts and Humanities


  1. Prerequisites: No prerequisites.

  1. Catalog Description:

Presents the history of Spanish American culture and civilization from its beginnings to the present, with emphasis on art, literature, ideas, historical events, and cultural exchanges. Intended for students seeking an introductory course on Spanish American culture. Students gain insights in the cultural history of Spanish America, including geography, society, politics, philosophy, art, literature, and the sciences. Course is taught in English through lectures, projects, discussions, readings, and audio-visual media. SPANISH 212 partially fulfills the requirements for the Spanish Minor. Course is offered in alternating semesters.

  1. Content Outline:

Selections of readings and media illustrate the history of Spain and its culture, with emphasis on minority and gender issues. Required course content addresses cultural topics as they develop over time, especially the Spanish language, the arts, humanities, science and technology, geography, major historical events, and social and political structures and traditions. A course plan may include, but is not limited to the following:




Conquest and Colonization

  • Articles on pre-colonial and colonial Latin America

  • Colonial Writers (Excerpts of conquerors’ letters, Christopher Columbus Diary, Las Casas’ History of the West Indies, Popohl Vuh, Sor Juana Ines de la Cruz, Inca Garcilaso de la Vega, Epic poetry (Alonso de Ercilla), and other colonial writer)

  • Colonial Baroque Art (Latin American colonies)

  • Archaeology: Tainos, Aztecs, Mayas, Incas, and other pre-Columbian societies

  • Emergence of Latin American National Identity;

  • Women in Early Colonial Latin America

  • Pre-Colonial and Colonial Society

  • Slavery System

  • The Encomienda System

19th century: Wars of Independence

1898: Spanish American War

New Latin American Nations

  • 19th century readings on societies: Argentinian and Chilean economic development, women’s rights, indigenous’ social problems, post-emancipation problems

  • Excerpts Women of San Juan

  • Excerpts of Simon Bolivar’s letters (Venezuela)

  • Excerpts from Sarmiento (Argentina)

  • Romanticism/Realism: Excerpts of Echevarría (Argentina)

  • Romanticism: Excerpts of Isaacs (Colombia)/Gomez de Avellaneda (Cuba)

  • Realism: Excerpts Matos Turner (Ecuador)

  • Naturalism: Cambaceres (Argentina)

  • 19th century Art: Campeche and Oller (Puerto Rico), Blanes (Uruguay), Michelena (Venezuela), Tovar y Tovar (Venezuela), Palacios (Venezuela), Cabrera (Mexico), and other selected art.

  • 19th century music composers: Morel Campos (Puerto Rico) and others

  • Folkloric music

  • Emergence of Class Society

  • National Identity

  • The Plantation System

  • Race: Creoles, Blacks, Indians, Mestizos, Mulattos, Sambos, and Other Ethnic Groups

  • Abolition of Slavery

  • 19th Century Women

  • Landlord System

  • Gaucho/Llanero

  • Economic Development

  • US First Interventions in Latin America: Monroe Doctrine

  • Immigration to the US

20th Century: First Part

  • 20th century readings on society: women’s rights, revolutions, poverty

  • Excerpts from Vasconcelos (Mexico), Marti (Cuba), Pietri (Venezuela), and others

  • Excerpts Modernism: Dario (Nicaragua)

  • Excerpts from the Mexican Revolution: Azuela, Villas, Diaz

  • Excerpts from Regionalism: Gallegos (Venezuela), Bosh (Dominican Republic), Quiroga (Uruguay), Rulfo (Mexico), and others

  • Excerpts Avant Garde: Bombal (Chile), Borges (Argentina), Cortazar (Argentina), Vallejos (Perú), Huidobro (Argentina), Guillen (Cuba), Pales Matos (Puerto Rico), de Burgos (Puerto Rico), Castellanos (Mexico), and others

  • Nobel Prizes; Asturias (Guatemala), Neruda (Chile), Mistral (Chile)

  • Music: Casals (Puerto Rico/Spain)

  • Pop Music: Tango, cha-cha, bolero, Perez Prado (Cuba), Mexican Rancheras

  • Art: Mexican artists (Siqueiros, Orozco, Kahlo, Rivera), Lam (Cuba), Guasamasin (Ecuador), Reveron (Venezuela), and others

  • Mexican Cinema (Golden Age of the Mexican cinema)

  • Industrialization and International Presence

  • Science and Society

  • Society Music, Art, and Cinema

  • Society and Pop music

  • Nobel Prizes (literature)

  • Immigration to the USA

20th Century: Second Part

  • Readings on Civil Wars and Revolutions (Salvador Allende and the Chilean military coup d’etat; the Salvadoran and Guatemalan Civil Wars; the Cuban and Nicaraguan Revolutions;

  • Readings on US military intervention in Latin America

  • Readings on Cuba and the Soviet Union

  • Excerpts from the Boom (Garcia Marquez (Colombia), Puig (Argentina), Cortazar (Argentina), Vargas Llosa (Peru), Allende (Chile), Paz (Mexico)

  • Excerpts from the post-boom : Sanchez (Puerto Rico), Sarduy (Cuba), Lezama Lima (Cuba), Morejon (Cuba), Garmendia (Venezuela), Allende (Chile)

  • Nobel Prizes (peace and literature): Paz (Mexico), Arias (Costa Rica), Garcia Marquez (Colombia), Menchu (Guatemala)

  • Pop music: Salsa, reggaeton, merengue, bachata, Mexican regional music

  • Mexican, Argentinean and revolutionary Cuban cinema

  • Mexican, Colombian, Peruvian, and Venezuelan Soap Operas

  • Civil Wars and Revolutions

  • Industrialization and International Presence

  • Science and Society

  • Society Music, Art, and Cinema

  • Society and Pop Music

  • Nobel Prizes (literature and peace)

  • Immigration to the USA and Europe

  • Middle-Class Alienation

  • Social Experimentation

  • The “New Cuban Men”

21st century

Future of Latin America

  • Readings on Hugo Chavez and the Bolivarian Revolution (Venezuela); the Kirchner’s dynasty (Argentina); the new Latin American lefties movements; the decolonization process of Puerto Rico; among other topics

  • Readings on the future of US and Latin American politics

  • Mexican, Argentinean, Cuban, Venezuelan, and Puerto Rican cinema

  • Mexican, Colombian, Peruvian, and Venezuelan Soap Operas

  • Mass Destruction

  • The “New Woman”

  • Berlin: Flourishing Culture

  • New Politics

  • Futurism and Youth Culture

  • Immigration to the USA and Europe

  1. Methods:

Course is taught in English and includes a combination of lecture and discussion. Class size is limited to 40 students in order to facilitate discussion and manage complex material. Students work on projects, take tests and quizzes, and participate in class discussions. Written assignments and oral presentations investigate specific topics. Activities outside class, such as participation in informal conversation groups or film viewings, may be assigned. Alternate assignments may be provided in lieu of out-of-class or co-curricular activities. Access to electronic resources such as the Internet is required. SPANISH 212 is offered in alternating semesters.

  1. Student Learning Objectives:

Student Learning Objective

Gen. Ed. Goal associated with GEPS

Related VALUE Rubric Elements

11a. Compare and contrast historical, social, political, geographical, intellectual and aesthetic features that shape the traditional Spanish society with one’s own society.

Cultures and Diversity

RUBRIC: Intercultural knowledge and Competence


Knowledge—Cultural self- awareness

11b. Communicate basic information pertaining to the cultures of traditional Spain and compare those cultures with one’s own during the historical times.

Cultures and Diversity

RUBRIC: Intercultural knowledge and Competence

ELEMENT: Knowledge—Knowledge of cultural worldview frameworks

11c. Identify biases held personally and by one’s own culture and apply critical reflection on those biases.

Cultures and Diversity

RUBRIC: Intercultural knowledge and Competence

ELEMENT: Attitudes—openness


11d. Apply approaches and methods of cultural inquiry, particularly, from historical and philosophical perspectives toward a grasp of another world view.

Arts and Humanities

RUBRIC: Critical Thinking

ELEMENT: Explanation of Issues

11e. Analyze critically the historical, ethical, political, cultural, environmental, circumstantial settings and conditions that influence ideas in Spanish literature and culture.

Arts and Humanities

RUBRIC: Critical Thinking

ELEMENT: Evidence—Selecting and using information to investigate a point of view or conclusion

SPANISH 212 is designed both to support the department’s established program goals, and to enhance the university’s General Education program. Cultural traditions and cultural interpretations of historical experience play a central role in general education. Cultural history examines the records and narrative descriptions of past knowledge, customs, and arts of a group of people, constituting a continuum of events leading from the past to the present and into the future. Because studies in culture and civilization records and interprets past events involving human beings through the social, cultural, and political settings, SPANISH 212 fulfills 2 GEPs for Goal 4 - Cultures and Diversity. Culture and civilization is inextricably integrated with Arts and Humanities and therefore a significant portion of historical study includes creative, philosophical, literary, and performative works. Hence SPANISH 212 fulfills 1 GEP for Goal 7 – Arts and Humanities.

  1. Student Assessment:

Assessment instruments may include the following:

  1. 11a: Tests and the final exam include sections that specifically address Spanish American cultural history. Possible individualized and collaborative projects may focus on one or more specific selected cultural topics. On-line and in-class discussions also indicate the specific knowledge acquired regarding Spanish American cultural history.

  2. 11b: Tests and the final exam include sections that specifically address the relevance of Latin American cultural history to basic general issues of race, gender and class, including to those problems that arise in the students’ own world. Possible individualized and collaborative projects may focus on one or more specific selected issue of general relevance, as will on-line and in-class discussions.

  3. 11c: Guided written and oral presentations are structured according to approaches and methods of cultural inquiry.

  4. 11d: Guided written and oral presentations are structured to reflect the level critical understanding of intercultural awareness.

  5. 11e: Independent projects and prepared discussions based on readings from Hispanic literatures and cultures, including cultural artifacts from various media (film, etc.) are devoted to the critical confrontation with the products of Hispanic cultures in their historical and social contexts.

  1. Evaluation of Individual Student Performance:

Evaluation of student performance may include but is not limited to projects, tests and quizzes, discussions during class, written assignments and oral presentations which investigate specific topics, activities outside class, such as participation in informal conversation groups or film viewings, and alternate assignments completed through co-curricular activities. Other measures of evaluation may be integrated as appropriate or necessary.

  1. Course Assessment:

Specific course assessment will take place as imbedded test questions on final exams or embedded material on final exam projects. Additional assessment data may be gathered using independent projects and writing assignments. The assessment data gathered, as well as the tools used to gather the data, will be reviewed at appropriate intervals both by the department Assessment Committee and by the department General Education Committee to verify the extent to which student learning outcomes are being achieved. Modifications to the course will be made accordingly. Assessment data will be reported to the Office of Planning and Assessment.

The study of cultures and civilizations necessarily entail VALUE rubrics regarding cultural self- awareness and cultural worldview frameworks, and thus foster curiosity, empathy and openness to other peoples and nations. To this end, students need to explain issues, select and use information to investigate cultural points of view in comparison. Because cultural history necessarily involves the arts and humanistic achievements of a culture, student should select and use information to investigate critically points of view and conclusions.

  1. Supporting Materials and References:

(All Items marked with an asterisk are available in the Andruss Library.)
*Alegría, Fernando. Novelista contemporáneos hispanoamericanos. Boston: Heath, 1964.

*Allen, Paula Smith. 1951 Metamorphosis and the Emergence of the Feminine: A Motif of "Difference" in Women’s Writing. New York: Lang, 1999. Print.

Bethel, Leslie. Ed. A Cultural History of Latin America: Literature, Music and the Visual Arts in the 19th and 20th Centuries. Cambridge, Cambridge UP, 2010. Print.

Dosman, Edgar J. The life and times of Raúl Prebisch, 1901-1986. Montreal : McGill-Queen’s University Press, 2008. Print.

*Fojas, Camila. Cosmopolitanism in the Americas. West Lafayette, Ind.: Purdue University Press, 2005. Print.

Hernández-Rodríguez, Maria T. Pao, Rafael Agítese. Bien!: A New Look at the Hispanic Avant-Gardes. Newark: Juan de la Cuesta, 2002. Print.

Ihrie, Maureen. Ed. World Literature in Spanish: An Encyclopedia. 3 Vol. Santa Barbara: ABC Clio, 2011. Print.

Jaffe, Catherine M. and Franklin Lewis Elizabeth. Eve’s Enlightenment: Women’s Experience in Spain and Spanish America, 1726-1839. Baton Rouge: Louisiana State UP, 2009. Print.

*Legras, Horacio. Literature and Subjection: The Economy of Writing and Marginality in Latin America. Pittsburgh: University of Pittsburgh Press, 2008. Print.

*Stavans, Ilan. Art and Anger: Essays on Politics and the Imagination. Albuquerque: University of New Mexico Press, 1996. Print.

*Van Delden, Maarten and Grenier, Yvon. Gunshots at the Fiesta: Literature and Politics in Latin America. Nashville: Vanderbilt UP, 2009. Print.

16. Prototype Text:

Goodman, Paul. Global Studies Latin America and the Caribbean. New York: McGraw-Hill, 2010. Print.

Guardiola Rivera, Oscar. What if Latin America Ruled the World? How the South will take the north through the 21st century. New York: Bloomsbury, 2011. Selected Primary readings. Print.

Download 38.88 Kb.

Share with your friends:

The database is protected by copyright © 2023
send message

    Main page