In this page students will find all the due dates for their homework and some links where the answers can be found (our on-line book).
If you click here you will find the page where all the homework for Spring 2014 is located.
If you click here you will have access to our on-line book.
USEFUL TOOLS:
(Last updated Dec. 27th, 2014)
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WEEKLY WORK SCHEDULE FOR FALL 2013
Work Schedule 2012
(Subject to change as necessary)
| WEEK#1: Ancient Cultures |
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| WEEK#2: Popol Vuh |
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| WEEK#3: |
| WEEK#4: |
| WEEK#5: |
| WEEK#6: |
| WEEK#7: |
| WEEK#8: Oct. 18 & 20 |
(Day 15) Student presentations: Class discussion of socialism and the Arts until p.191.
| Homework 12: Read “Post-World War II Struggles for Sovereignty.” pp.213-227. |
(Day 16) Class is meeting at the Santa Fe Library (main entrance – left wing of the building). Bring your research project (books and/or aticles).
| WEEK #9: Oct. 25 & 27 |
Social & Political Struggles
Movies about Cuba/Movies made in Cuba. In order to have a broad view of Cuba and its current situation, you can go to “Cuba absolutely” and find the best movies (based on history and creativity) on Cuba and its social and political issues.
(Day 17) Student presentations: Bring your abstact (300 words). In your abstract you will formulate the research question of your poster and summarize the main conclusions of your research. Create a rough draft of your poster using Power Point.
(Day 18) Student presentations: Presentation of posters (a rough draft) using power point.
| Homework 13: Read “Cuba: Guerrillas Take Power.”237-249. Watch movie “Diarios de un motociclista.” “Cuba: Guerrillas Take Power.” (pp.235-249) |
| WEEK #10: Nov. 1 & 3 |
Social Movements
(Day 19) Student presentations: Class discussion.
| Homework 14: “Progress and Reaction.” (pp. 251-262) |
(Day 20)Student presentations: Class discussion.
| WEEK #11: |
Nov. (1 & 3)
Immigration
Mass Media
(Day 21)Student presentations: Class discussion of Revolution (pp.288-303).
| Homework 15: Read “Movements for Revolutionary Change: Peru.” (pp. 269-275). Homework 16:Read “Revolution and Its Alternatives.” (pp.277-303). |
Homework 17: Read “The Latin Americanization of the United States.” (pp. 322-334).
European Immigration: 1880-1920
Between 1880 and 1920, a time of rapid industrialization and urbanization, America received more than 20 million immigrants. Beginning in the 1890s, the majority of arrivals were from Central, Eastern and Southern Europe. In that decade alone, some 600,000 Italians migrated to America, and by 1920 more than 4 million had entered the United States. Jews from Eastern Europe fleeing religious persecution also arrived in large numbers; over 2 million entered the United States between 1880 and 1920.
The peak year for admission of new immigrants was 1907, when approximately 1.3 million people entered the country legally. Within a decade, the outbreak of World War I (1914-1918) caused a decline in immigration. In 1917, Congress enacted legislation requiring immigrants over 16 to pass a literacy test, and in the early 1920s immigration quotas were established. The Immigration Act of 1924 created a quota system that restricted entry to 2 percent of the total number of people of each nationality in America as of the 1890 national census–a system that favored immigrants from Western Europe–and prohibited immigrants from Asia.
Unlike the European Immigration, The Great Migration refers to the widespread migration of African Americans in the 20th century from rural communities in the South to large cities in the North and West. At the turn of the 20th century, the vast majority of black Americans lived in the Southern states. From 1916 to 1970, during this Great Migration, it is estimated that some 6 million black Southerners relocated to urban areas in the North and West. African Americans moved north to escape the rural poverty and racial prejudice of the Jim Crow South, and to find better work opportunities in northern industrial cities like Chicago, Detroit and New York City.
The Immigration and Nationality Act of 1965
Immigration plummeted during the global depression of the 1930s and World War II (1939-1945). Between 1930 and 1950, America’s foreign-born population decreased from 14.2 to 10.3 million, or from 11.6 to 6.9 percent of the total population, according to the U.S. Census Bureau. After the war, Congress passed special legislation enabling refugees from Europe and the Soviet Union to enter the United States. Following the communist revolution in Cuba in 1959, hundreds of thousands of refugees from that island nation also gained admittance to the United States.
In 1965, Congress passed the Immigration and Nationality Act, which did away with quotas based on nationality and allowed Americans to sponsor relatives from their countries of origin. As a result of this act and subsequent legislation, the nation experienced a shift in immigration patterns. Today, the majority of U.S. immigrants come from Asia and Latin America rather than Europe.
Puerto Ricans in New York in the mid-19th century.
Puerto Ricans have both immigrated and migrated to New York. The first group of Puerto Ricans moved to New York in the mid-19th century when Puerto Rico was a Spanish Colony and its people Spanish subjects and therefore they were immigrants. The following wave of Puerto Ricans to move to New York did so after the Spanish-American War in 1898[1]. Puerto Ricans were no longer Spanish subjects and citizens of Spain, they were now Puerto Rican citizens of an American possession and needed passports to travel to the mainland of the United States. That was until 1917, when the United States Congress approved Jones-Shafroth Act which gave Puerto Ricans U.S. citizenship and pulled men 18 years and older from the island [2]into World War I[3]. It also allowed all Puerto Ricans to travel without the need of a passport between the island and the United States mainland, thereby becoming migrants. However, the largest wave of migration came about in the 1950s in what became known as “The Great Migration” with the advent of air travel.
Puerto Ricans in the United States in the mid-20th century.
The number of persons of Puerto Rican birth or origin residing in the United States has approached parity with the size of the island’s population. In 1940 only about 70,000 Puerto Ricans lived in the United States, with nine-tenths of them clustered in New York City. By 1960 the U.S.-based Puerto Rican population had increased to 887,000 (of which 615,000 were born in Puerto Rico and 272,000 in the United States) and had already begun to disperse throughout the country, although the largest group remained in New York City. By the late 1990s the number of Puerto Ricans in the United States had increased nearly fourfold over the 1960 level to more than 3,000,000, including some 1,200,000 born on the island. They were concentrated mainly in New York, New Jersey, Massachusetts, Illinois, Florida, and California. Puerto Ricans have carved out a place for themselves in North American society, occupying leading positions in government, business, education, and the arts. Since virtually every Puerto Rican residing in the United States has relatives on the island, there is frequent back-and-forth travel, particularly during summer and Christmas holidays.
(Day 22) Student presentations: Class discussion of Immigration, etc.
In-class reading of “Culture and Entertainment.” (pp. 12-21).
| Homework 18: “Latin American Cinema” and Latin American Literature. |
Mexican Writers:
Octavio Paz (writer: essays and poetry)
Carlos Fuentes (Mexico) (narrative) La muerte de Artemio Cruz and Aura (1962)
http://www.literalmagazine.com/es/archive-L23fuentes.php?section=hive&lang=arces
Argentinian Writers:
Julio Cortázar (Argentina) (narrative and poetry) Rayuela (1962) HOPSCOTCH
Mexican Artists:
http://www.smithsonianmag.com/arts-culture/kahlo.html
http://www.frida-kahlo-foundation.org/the-complete-works.html
http://arts.guardian.co.uk/pictures/0,8542,1424416,00.html
Cuban writers:
Severo Sarduy(1937–1993), neobaroque poet, author of Gestos (1963) Novel, and De donde son los cantantes (1967).
Virgilio Piñera (1912–1979), author, playwright, poet, short-story writer and essayist. Author of “La isla en peso” (1943), and “La gran puta” (1960).
José Lezama Lima (1910–1976), novelist and poet, author of Paradiso.
Alejo Carpentier (1904–1980), novelist, author of El reino de este mundo. Cervantes Prizewinner.
Guillermo Cabrera Infante (1929–2005), novelist, author of Tres tristes tigres. Cervantes Prize winner.
Cuban movies in NETFLIX: Nada, Cuba, Viva Cuba, I am Cuba, Che (2005), Chevolution, The Motorcycle Diaries, City Island, and Lost City.
WHE finished project due to instructor for inclusion in WHE.
| WEEK #12: |
Nov. (8 & 10)
Salsa Music
Rumberas Film
(Day 23) In-class reading of “Salsa and Its Origins.” and watch movie: “El Cantante”
(Day 24) Watch movie: Aventurera.
In-class reading of “Rumberas film”.
In-class movies Pecadora and Coqueta.
|
WEEK 13: Nov. 15 & 17 WHE |
WHE week: Judging of student projects. Write a reaction paper (300 words) |
(Day 25)We meet at Fine Arts Hall.
(Day 26) We meet at Fine Arts Hall.
| WEEK #14: |
Nov. (22)
(24) Thanksgiving
Mexican Cinema(Day 27) Class discussion of WHE reaction paper (5% out of 100%)
| Homework 19: Read http://en.wikipedia.org/wiki/Golden_age_of_the_cinema_of_Mexico |
(Day 28) Student presentations: Class discussion of Mexican cinema.
| Homework 20: Read assigned essays by Carlos Monsivais. |
| WEEK #15: |
Nov. 29th
Dec. 1st
Day 29)Student presentations: Class discussion of Carlos Monsivais’ essays.
| Final paper: Write an essay using all the material given in class (hard copies and on-line information [4 pages long/double space]. MLA format) [10% out of 100%] |
(Day 30)Student presentations: Class discussion of final paper.
| WEEK # 16: |
Dec. (6 & 8)(Day 31) Student presentations: Class discussion of what students learned in class. Conclusions.
(Day 32) End of class
| WEEK 17: |
Dec. (12-15)FINAL EXAM
Tuesday, Dec. 13th from 1 to 3pm.
Useful links:
http://findarticles.com/p/articles/mi_qa3818/is_200610/ai_n17196784/
READING LIST 2010
(Subject to change)
| WEEK #1: |
Aug. (23 & 25)
(Day 1)
| Homework 1: Read Mayas: Popol Vuh TextClick here for a nicer presentation of Popol Vuh.Read and print for class: (a) title page; (b) preamble; (c) all nine chapters of Part I only.Bring your printed pages of Popol Vuh to class: (a) title page; (b) preamble; (c) all nine chapters of Part I. |
(Day 2)
| WEEK #2: Popol Vuh Watch “Cracking The Maya Code“. You can also find this video in PBS. |
Aug. (30)
Sept. (1)
(Day 3)
(Day 4)
| Homework 2a: Watch movie CHAC[**]Homework 2b: Watch documentary “The Botany of Desire.” (related to POTATOS [the last 25 minutes])Homework 2c: Read “Introduction” by Michael Pollan’s book The Botany of Desire. pp. 13-25. |
| WEEK #3:Watch documentary “When Worlds Collide” PBS |
Sept. (6 &8)
(Day 5)
(Day 6)Student presentations:
| Homework 3: Read the following papers: “Nazca, the lines.”, “The Mysterious Nazca Lines.”, “Nazca Pottery.”, and “Machu Picchu.” |
[Sept. 9th Ramadan ends; Muslim holy month]
[Sept. 9thand 10th Rosh Hashanah begins at sunset: Jewish New Year 5770]
| WEEK #4: |
Sept. (13 & 15)
(Day 7)
| Homework 4: Read Incan empire and art. |
(Day 8)
| Homework 5: Read “Genocide at Cajamarca.” by Williams, and watch documentary: “Guns, germs, and steel.” (part 1, and part 2) by Diamond. |
[Sept. 16th Mexican Independence Day (from Spain)]
[Sept. 17th and 18th Yom Kippur begins at sunset: Jewish Day of Atonement]
| WEEK #5: |
Sept. (20 & 22)
(Day 9)
| Homework 6: Read “Latin America in 1790.” (pp.23-47) by Teresa Meade. |
(Day 10)
| Homework 7: Read “Alexander von Humboldt and the reinvention of America.” (pp. 111-142) |
World Humanities Expo (WHE) written project proposal due via email (The written proposal is worth 20 points of the 100 points [45%] of the entire project.)
| WEEK #6: |
Sept. (27 & 29)
(Day 11)
| Homework 8: Read “Latin America’s place in the commodity chain.” (pp.105-113) by Teresa Meade. . |
(Day 12)
| Homework 9: Read “Latin America’s place in the commodity chain.” (pp.117-133) by Teresa Meade. |
| WEEK #7: |
Oct. (4 & 6)
(Day 13)
| Homework 10: Read “The Left and the Socialist Alternative.” (pp. 173-182) by Teresa Meade. |
(Day 14)
| Homework 11: Read “The Left and the Socialist Alternative.” (pp. 182-191) by Teresa Meade. |
| WEEK #8: |
Oct. (11 & 13)
(Day 15)
| Homework 12: Read “Post-World War II Struggles for Sovereignty.” pp.213-227. |
(Day 16)
| Homework 13: Read “Cuba: Guerrillas Take Power.”237-249. Watch movie “Diarios de un motociclista.” |
| WEEK #9: Social & Political Struggles |
Movies about Cuba/Movies made in Cuba. In order to have a broad view of Cuba and its current situation, you can go to “Cuba absolutely” and find the best movies (based on history and creativity) on Cuba and its social and political issues.
“Cuba: Guerrillas Take Power.” (pp.235-249)
Oct. (18 & 20)
(Day 17)
| Homework 14: “Progress and Reaction.” (pp. 251-262) |
(Day 18)
| Homework 15: Read “Movements for Revolutionary Change: Peru.” (pp. 269-275). |
| WEEK #10: |
Oct. (25 & 27)
(Day 19)
| Homework 16:Read “Revolution and Its Alternatives.” (pp.277-303). |
(Day 20) Student presentations: Class discussion of Revolution… until p.288.
|
WEEK #11: Nov. (1 & 3)
|
(Day 21) |
| Homework 17: Read “The Latin Americanization of the United States.” (pp. 322-334). |
(Day 22)
| Homework 18: “Popular culture: Music, sports, and television in today’s Brazil.” (pp.193-219) |
WHE finished project due to instructor for inclusion in WHE.
|
WEEK #12: Nov. (8 & 10) |
(Day 23) In-class reading of “Salsa and Its Origins.” and watch movie: “El Cantante” |
(Day 24) Watch movie: Aventurera.
In-class reading of “Rumberas film”.
| WEEK # 13: |
Nov. (15 & 17)
WHE
(T-W-H)WHE week: Judging of student projects. Write a reaction paper (300 words)/(5% out of 100%)
| WEEK #14: |
Nov. (22)
(24) Thanksgiving
(Day 27) Class discussion of WHE reaction paper (5% out of 100%)
Homework 19: Read “Cinema of Mexico”
(Day 28)
| Homework 20: Read assigned essays written by Carlos Monsivais. |
| WEEK #15: |
Nov. 29th
Dec. 1st
(Day 29)Student presentations: Class discussion of Carlos Monsivais’ essays.
| Final paper: Write an essay using all the material given (hard copies and on-line information [4 pages long/double space] (MLA format) [10% out of 100%] |
(Day 30) Student presentations: Class discussion.
| WEEK # 16: Dec. (6 & 8) | (Day 31) Student presentations. Conclusions. |
(Day 32) End of class
| WEEK 17: Dec. 13 |
| FINAL EXAMTuesday, Dec. 13th from 1 to 3pm. |
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