Model Cuaderno for Nicaragua

8/9/2019 Model Cuaderno for Nicaragua

1/75

1

CONEXIONES 2010TO BE REVISED

INSERT PAGES FROM THE BACK OF YOUR CUADERNO TO ANSWER QUESTIONS

pginasI INTRODUCCIONA. USANDO EL CUADERNO 3B. FILOSOFIA DEL PROGRAMA 3 - 4C. PREGUNTAS, CUESTIONES, MISTERIOS, ENIGMAS, 5

ADIVINANZAS

II EL CHOQUE CULTURALA. COMO IDENTIFICARLO 6B. TECNICAS DE APOYO 6C. EXPLORACION 7

III LA CULTURA MEXICANA

A. EXPLORANDO ESTEREOTIPOS 8B. CARTOGRAFA 9C. LENGUA Y CULTURA POPULAR 10-17D. GASTRONOMIA 18- 20E. LOS MEDIOS Y LA CULTURA POP 20- 21F. EL ARTE Y LA CULTURA EXPRESIVA 22

IV LA SOCIEDAD MEXICANAA. INSTITUCIONES SOCIALES 25B. LA FAMILIA 27C. LOS HIJOS 28D. LOS ESTUDIANTES 28E. GRUPOS SOCIALES 29F. LA ECONOMIA Y EL MERCADO 31

CONTAMINACION Y EL AMBIENTE 35G. HISTORIA, POLITICA Y GOBIERNO 36

OPINIONES 41H. ELECCIONES 44

V CONVERSACIONES 48VI VIAJES Y TRABAJO DE CAMPO

A. EXPLORANDO GRANADA 53REGIONAL CENTERS 54

B. PTZCUARO 55C. URUAPAN 58D. GUANAJUATO 61E. GUADALAJARA 64

F. CIUDAD DE MXICO 69G. PUEBLOS RURALES, FIESTAS POPULARES 72

VI MUSICA / EL CD DE CONEXIONES 75


2/75

2

Assignments to be completed:(it may be helpful to use this space to keep a checklist for yourself regarding which assignments havebeen completed)


3/75

3

I. INTRODUCCIN:

A. USANDO EL CUADERNO

Approach:

Students as guided by the culture study faculty will use the Conexiones Cuadernomodel as the basis of their inquiries. Since there is, as yet, no Conexiones Cuadernospecific to Nicaragua, the students will generate a cuaderno as the product of theirendeavors. Copies of model cuadernos from previous Conexiones programs will beavailable to students and will provide the template or structure. Students will explore,discovering the Nicaraguan content which they will adapt to generate a ConexionesCuaderno that will incorporate the collective knowledge that the students gain onNicaraguan culture. Culture study faculty will divide students into teams. Each team,with faculty guidance, will address given aspects of Nicaraguan culture. The modelcuadernos from past programs will provide the list of aspects students will be assignedto cover.

Activities:

Some of the activities students will undertake include:1) Engagement with the physical setting of Nicaraguan culture2) Inquiry into the pre-history, prehispanic history, colonial history, history of theNicaraguan Republic, and revolutionary history of Nicaragua. Nicaragua as a centralAmerican country and the international dimension of the Nicaraguan state.3) Exploration of the City of Granada mapping, transportation, government, spacialcharacteristics, etc.4) Exploration of the economic fundamentals of the country, and of the city of Granada.5) Inquiries into the social structure of Nicaraguan culture

6) Inquiries into the national and regional cuisine of Nicaragua.7) Exploration of the ways Nicaraguans conceive of and us time.8) Inquiries into the religious and spiritual aspects of Nicaraguan culture.9) Explorations of the expressive dimensions of Nicaragua life , literature, music, andthe plastic arts.10) Inquiries into Nicaraguan politics and the political dimension of life at the variouslevels of Nicaraguan society.11) Explorations of particular locales, so as to appreciate the comparisons andcontrasts afforded by a diverse society.12) Exploration of the mores of social engagement in Nicaragua.13) Exploration of the life cycles of Nicaraguan individuals. The trajectory of

development from birth to childhood to adolescence to adulthood to the phenomenon ofagain and, finally, to death.14) Exploration of Nicaraguan popular culture (including tourism).15) Exploration of language as Nicaraguans use it.Most important: Use the Cuaderno to your advantage, have fun with it, and make ityour own.


4/75

4

B. FILOSOFIA DEL PROGRAMAIt is our purpose as educators to encourage speculation and theory building. For

most questions of genuine interest to human beings there is no one correct answer.Existence exceeds our ability to comprehend. Individually, we labor under the limitations ofour intelligence, perspectives, and access to information. Collectively, although we havevast data banks and libraries that hold and order the knowledge weve accumulated, that

knowledge barely scratches the mysteries of the universe we live in. We still do notunderstand, for example how a cell works or how the brain functions in languageacquisition.

Despite the unknown and mysterious nature of our existence, education proceeds asthough there are right answers, set facts that students can simply learn on the basis ofauthority. Speculative and theorizing skills are ignored and people proceed through theiruniversity studies with an impoverished reflective, speculative capacity. As you engage thisworkbook on the field trip, your natural approach will lead you to seek the right answersto questions. This is not our focus as educators. We want to encourage you to think, tochallenge conventional wisdom. The most fundamental question one can face in engaginganother culture is this: What am I seeing (sensing)? The next question is: What does it

mean in context? If you answer too quickly, you will experience distortions. What looks likea parade, for example, may turn out to be a funeral, a holy procession, or a postal workersstrike. One of the main purposes of this workbook is to encourage you to considersituations and perspectives youd not ordinarily consider. Cross-cultural experience shouldexpand consciousness. We guarantee that engaging the questions and exercisessuggested in this cuaderno will provide you with experience and perspectives youd nothave attained if you simply followed your own agenda. Please dont worry yourselvesabout the right answers. The right answer is the quest, the engagement with amysterious world that yields up its secrets reluctantly. We encourage you to speculate.Instead of assuming there is an answer the instructors are looking for on every question;imagine that your discoveries and insights are valuable. Instead of assuming there is a

correct, causal explanation, think of as many alternative explanations as possible,speculate, think. Too often, answering a question halts inquiry. Our aim is to encourage,not limit, inquiry.


5/75

5

C. PREGUNTAS, CUESTIONES, MISTERIOS, ENIGMAS, ADVINANZASI. In the following space, make a list of five questions, situations or topics of personalinterest that you would like to explore, clarify or answer during the trip. How can youfind the information youre looking for? There will be opportunity to discuss this withprofessors and other students. Document your findings. (Reminder: use and insert theblank pages from the back for elaboration!)


6/75

6

II. EL CHOQUE CULTURAL:

Everyone entering another culture, experiences culture shock. Culture shock is aresponse to another way of life. It can be subtle or intense. You will experience cultureshock. Everyone does, even those who do not recognize it or deny it. Weve found that

culture shock is a powerful tool. It creates discomfort and motivation to learn. Eachculture is a complete information system. One learns about culture by surviving cultureshock and integrating the new perspective. Eventually a person begins to develop inter-cultural skills. At the same time, he or she comes to appreciate CULTURE and how itworks for all humans.

Emotionally, culture shock is transformed through support. One aggravatingdimension of culture shock is that we are away from our usual sources of emotionalsupport. In CONEXIONES we recognize that students need substitutes for their usualsupport systems. We form student support groups. Generally, the groups meet fourtimes, once during the orientation classes at UNM, twice during the field session, andonce during the final seminar session at UNM. The purpose of the groups is to provide

a place for students to discuss their feelings in a safe, setting. Support allows studentsto retain emotional equilibrium. Here are some tips on support and how to give it.

A. COMO IDENTIFICAR EL CHOQUE CULTURAL:As you encounter Nicaraguan culture you can expect to experience culture

shock. You will assess situations incorrectly and behave in inappropriate ways.Nicaraguans will react (laughter is a common reaction). As you recognize your mistake,youll feel amusement, shame, discomfort, frustration, sadness, or even anger. Themagnitude of the feeling varies greatly and is not necessarily predictable. Some of thefeelings may be uncomfortable.

People deal with these feelings in different ways. Defensive reactions are

common and include (1) Denial (2) Escape (often to English or alcohol) (3) Blamingothers - peers, authority figures, Nicaragua, etc. (4) Projection, thinking others areuncomfortable. (5) Justifying the feelings. (6) Identification with the other culture andone-sided criticism of ones own culture.

So, if you notice feelings that seem extreme, if you find yourself conducting aninner dialogue of denial, blame, evasion, etc., or if you find yourself acting out suchfeelings, you are probably experiencing culture shock. If a fellow student is having anemotional response that seems inappropriate, then that person may be experiencingculture shock.

B. TCNICAS DE APOYO:When people are undergoing culture shock, what can be done? How can one

person be helpful to another? The answer is simple. It is most helpful when oneperson is able to listen closely, without judgment, while someone else shares his or herfeelings. Other support skills that are mentioned below are secondary to the deeplistening that is the heart of the matter.

The attitude you have, however, towards a person that needs support canencourage that person to share. Expressions of willingness include such things asoffering (Do you want to talk about it?), accepting (as in simple assent yeah, I know.),encouraging (Tell me about it.), observing (You seem tense.), exploring (What led


7/75

7

up to this?), reflecting (So then you felt X.), clarifying (Lets see if I have it straight.),and summarizing (So far youve told me X.), etc. Such expressions signal a willingnessto listen. Avoid judgments and dont try to solve the persons problem.

SUPPORT GROUPSencourage people to accept and understand the feelingsthat go with culture contact. We are not encouraging people to become

dependent on the group, far from it. We feel that support allows people to feeltheir courage and engage Nicaraguan people and Nicaraguan culture in a clearand complete way. Support allows people to overcome emotional distress andlearn Spanish more successfully. Attendance at support group meetings isabsolutely required.

C. EXPLORACIN:Write a few paragraphs that tell the story of THREE of your key culture shock

experiences. Describe the situation (when, where, who present, what circumstances).Describe your feelings. Explain how you recognized your reaction as culture shock.Describe how you coped with the situation and feelings. Elaborate with drawings and

photos if possible. (attach)

[OPTIONALEXPERIMENT - an experiment in social perception:In pairs, walk around the busiest area in Granada in your most glaringly U.S. outfitpossible. Don the White Sox cap, UNM tee, short shorts, and Nikes. At the exactsame time the next day, do the same; yet try to dress as traditionally Nicaraguan aspossible. Report on how you felt, how you were treated, why you were reacted to in theway that you were, etc.]


8/75

8

III. LA CULTURA NICARAGENSAA. EXPLORANDO ESTEREOTIPOS

1. Make a list of American stereotypes about Nicaragua and Nicaragenses. Usethe following areas as guidance, and add more if you can: immigration, politics,

gender roles, family life, media, physical appearance, the Border

2. After 2 weeks in Nicaragua, what have you found about the stereotypes above?What stereotypes do Nicaraguans have about Americans? If you feelcomfortable doing so, ask your host family what they think.


9/75

9

B. CARTOGRAFA

ADD MAPS OF NICARAGUA AND GRANADA (attach your drawings/findings)

1. First orientation to Granada. Write a short description of how to get to schoolfrom your house. If you would prefer, you can draw a map instead.

2. Obtain maps of Nicaragua and Granada and get to know them. Check thepapeleras: maps made with kids in mind can be especially helpful.

Choose 2 of the following:3. Choose a bus route (what are the buses called?) and take it to its end and then

back to where you started. Where did you end up? Can you makegeneralizations about who takes this bus line (school kids, working people)?Write, draw, or take pictures.

4. Make a map of your familys house (ex. floor plan). Draw or include photos.

5. Map of your neighborhood. Draw or include photos.

6. Go to the Mercado (traditional market). Draw the layout or include photos.

7. Make a map of the plaza. During colonial times, las Leyes de Indias determinedthe design of many public places. Draw or include photos.

C. LENGUA Y CULTURA POPULAR

T Y USTED (answer at least 2)The use of t or usted is very important because it indicates the social

relationship between two people. The use of t may indicate familiarity, intimacy, aninteraction between two people of the same age, or social position of the speakers. Theuse of usted indicates formality, courtesy, that two people dont know each other,deference, or interaction between members of different social classes.

1. Which form do you use when speaking to God or a saint, as if in a sentence?

2. Why at times do parents use the usted form with their kids?


10/75

10

3. In your family, how do the kids address their parents?

4. Make a list of 3 situations in which you have observed someone talking in the tform with another person.

5. Make a list of 3 situations in which you have heard the usted form used.

OPTIONAL

6. The transition between t and usted in a relationship is very significant. Give twoexamples of this transition, noting when, where, who was present, and what washappening. (ex. How do store clerks address you? Your host family? Friendsyouve met in Granada?)

a.

b.


11/75

11

7. What does it mean to echar flores or dar un piropo? What do you notice aboutmale-female interactions, especially on the streets?

Give examples of common piropos and/or the accompanying hand gestures.

PIROPO SIGNIFICADO CONOTACIN

GESTO DE LA MANO SIGNIFICADO CONOTACIN


12/75

12

REFRANES (DICHOS) Y ADIVINANZAS

CHOOSE EITHER #1 OR #2

1. Collect five to ten refranes from your family. (ex. A rolling stone gathers nomoss) Indicate how each is used and in what situations. Also, pay attention to

who says them and to whom they are told. Which are used in dailyconversation?

2. Ask a child to answer at least four of the following advinanzas. Also, ask thechild if they can think of any more to add to your Cuaderno.

. RESPUESTASa. Una viejita con solo un diente

llama a toda la gente.

b. Agua pasa por mi casacate de mi coraznel que no me adivinees un burro cabezn.

RESPUESTASc. Alto, alto, como un pino

pero pesa menos que un comino.

d. Qu cosa es

que cuando ms grande esmenos se ve?

e. Si los amarro se vansi los suelto se quedanque sern?

f. En alto vive, en alto moraen alto teje la tejedora.


13/75

13

BRINDIS (cheers, mate, clink your glasses)Make a list of at least three traditional brindis:

VOCABULARY:1. Keep a list of words that are new to you. Look them up later and try to use them

throughout your day. This works really well if you keep a small notebook(cuadernito) in your pocket.

2. Nuhuatl (Azteca) and Purpecha (Tarasca) are very important indigenouslanguages in the region.

Make a list of 8 words in Spanish that have Nahuatl origins:1) 5)2) 6)3) 7)4) 8)

Make a list of 8 Spanish words with origins in Purpecha and explain theirsignificance.

1) 5)2) 6)3) 7)4) 8)

LEMAS (attach)Look for, take pictures of or draw 5 different lemas written or painted on walls

throughout the city (graffiti). What are the origins of the lemas and what do they mean?(ex. political?) Are they meant to be a denouncement or criticism of something?

CARTELES (attach)Different posters can be found in many public places around the city. Find and

describe three, either through photos, drawings, or written analysis. If possible, take theposter. Si es posible, rbese un cartel.


14/75

14

PRODUCTOSFind and analyze ten different brands. Are the brands imported from the US with

different names, or are they Nicaraguan products?

Globalization, corporatization- What surprised you? Do you see more Americanproducts/stores/brands than you thought you would? What is their connotation?

Regarding large corporate stores: have you seen anything that surprised you? Storesyou hadnt thought would be in Nicaragua?


15/75

15

EL LENGUAGE DE LOS NIOSIf there are young children in your family, try to observe how they learn Spanish.

Make a list of common word slips, baby talk. Kid talk varies according to region. Forexample, what is yaya in New Mexico? In Granada? Also include a list of nicknamesthat are based on the mispronunciation of kids.

Observe los nios aprendiendo el espaol y haga una lista de las palabras quedicen, baby talk. Usualmente estas palabras son repeticiones de slabas sencillas. Elhabla de los nios vara en los diferentes lugares donde se habla el espaol. Porejemplo, qu es una yaya en Nuevo Mxico? Cmo se dice en Granada? Tambinhaga una lista de apodos (nombres cortas de la gente) basados en la pronunciacinincorrecta de los nios.


16/75

16

NARRATIVOS ORALES:CHISTES (Jokes)

1. Chistes sobre Gringos.

2. Chistes de la poltica.


17/75

17

HISTORIA ORALChoose at least two of the following and answer on a blank page

1. Collect a narrative from your family about the Sandanista Revolution.

2. Collect a story about migration from Nicaragua to the United States.

3. Collect a funny story about one of your family's members.

4. Collect information about your family's history. Are they from Granada? For howmany generations? What did their grandparents do?


18/75

18

D. GASTRONOMIA:1. Define and taste as many (at least 5) of the regional cuisines listed below as

possible. Ask your family about other traditional foods of Michoacn.

uchepos

tamales

chocolate de metate

charanda, charape

blanco de ptzcuaro

charales

acmaraolla podrida

sopa tarasca

ates y Granadanas

chongos zamoranos

otros (describa)

2. Observe the preparation of two main dishes (comidas fuertes) in your familyskitchen and write the recipes. Possibility to include photos.


19/75

19

EL CHILEMake a list of at least 4 different types of chiles. Describe their uses and how they areserved.

NOMBRES USOS1.2.

3.4.5.6.7.8.9.10.

LA SALSADescribe the uses and ingredients of 3 different salsas. Try to participate in the

preparation of a salsa in your home.Una salsa verde

Una salsa roja

Un mole


20/75

20

E. LOS MEDIOS Y LA CULTURA POP (attach answers)Compare and contrast the role of the media and pop culture in the United States

and Nicaragua. Choose and complete two of the following sections: PERIODISMO, LATELEVISIN, FOTONOVELAS Y CARICATURAS, EL CINE, LA MUSICA

PERIODISMO

1. Identify the newspapers that your family reads and what type of coverage theyoffer. (regional, local)

2. Identify the main newspapers in the country and try to describe why they areconsidered so important.

3. Critique of magazines - Choose 3 magazines and complete the following:a. What is the intended audience of each one?

b. How does the magazine relate to:i. advertisement?ii. Social positions?iii. The political system?

c. Do the women in the magazines reflect the reality of Nicaraguan culture?How does their depiction affect the image of beauty that Nicaraguanshave?

d. Briefly describe the content of the magazine.

LA TELEVISINChoose a telenovela and watch every episode for one week. What characteristics(physical and personality) do the victims display? The villains?

1. Compare the two largest television companies in Mexico, Televisa and TVAzteca:

a. How many stations does each have?b. Are there differences in the type of shows each company puts on the air?

Pay special attention to differences in the telenovelas.c. Ask your family what their favorite channels/programs are and why.

2. Compare the commercials in Mexico and the US. What are the differences?


21/75

21

FOTONOVELAS1. Read a fotonovela and critique it.

a. What values are assumed/ presumed?b. Characterize the protagonists: (sex, class, work, age, appearance, life

circumstances)c. c. Identify evidence of social inclinations, institutions, and problems.

EL CINE1. Go to a Mexican movie and a movie from the US and critique them.

a. What values are assumed/ presumed?b. Characterize the protagonists: (sex, class, work, age, appearance, life

circumstances)c. Identify evidence of social inclinations, institutions, and problems.

LA MUSICA1. Learn about different types of music in Mexico. (Complete 4 of the questions)

a. What music does your family like?b. Describe the different styles of music in Mexico and explain theirdifferences in terms of content, themes, and language.

c. Transcribe two songs from the radio or from a CD.d. Make a list of English-language songs that are popular in Mexico.e. Listen to and transcribe the chorus of a song in Purpecha.


22/75

22

F. EL ARTE Y LA CULTURA EXPRESIVABecome familiar with the work, life, and setting of a Mexican rtist, sculptor, poet,

musician, or other person devoted to aesthetic expression. Learn as much as possibleabout the place of art and expressive culture in Mexican prehistory, history, and society,to learn as much as possible about what art means and has meant to Mexicans.(Record notes on the following tasks on blank cuaderno sheets)

TAREAS:1. Visit a local artists studio. (Or sculptor, musician, poet, etc.)a. Describe the studio, how space is usedb. Describe his/her work (media, content, style)c. Interview the artist

-biography-training-inspiration-resume (shows, exhibits etc.)-philosophy of art/life-political beliefs (incorporated into art?)

-economics-What kind of a living does the artist make?-Is he/she living from proceeds of sales?-How much does the work sell for?-What is the artists view of the importance of art?-Have the artist speak about a particular piece.

-How it was conceived-What it means to him/her-How he/she hopes audiences will respond-describe the process of producing the piece-Is the artist satisfied, if not, why?

d. If you or anyone in your group buys a piece (book of poems, tape, etc.) from theartist, describe how the interaction is transformed.

2. Attend a public expressive arts event of one kind or another (poetry reading, galleryor museum exhibition opening, concert, etc.)

a. Who attended (what kind of people)?b. What do people like about the work?c. Whats the format?d. What subjects do the works address?e. What media does the artist use?f. What style does the artist employee?

g. How does the artist fit into the Mexican Art world?h. How does the situation compare and contrast to similar events in US culture.i. Characterize your emotions as you respond to the work.

3. Visit the museum of Colonial arta. Characterize colonial art (in your own words).


23/75

23

b. Note the reactions of other museum patrons to the art.

c. Ask someone about the importance of colonial art in Nicaraguan history andculture.

4. Name some muralists and give a brief history of muralism.

5. Who do people name as the most important Nicaraguan artists?

6. What criteria are used to determine importance of an artist?

7. Characterize the work of these important artists.

8. Alfredo Zalce is a well-known local muralist. See and describe some of his work.


24/75

24

9. Interview a Nicaraguan about beauty.a. What constitutes beauty?b. What makes something beautiful?c. How important is beauty to life?d. Does art by nature express the beauty of the world?e. What constitutes ugliness?

f. How does the person express his/her aesthetic sense?g. Whats the most beautiful thing the person has ever experienced?h. Make lists of beautiful things, ugly things, as characterized by the person

interviewed. Also make your own list.


25/75

25

IV. LA SOCIEDAD NICARAGENSEA. INSTITUCIONES SOCIALES:

Learn something about the roles and functions of the following social institutions.How are they perceived by the Mexicans you talk to? How do they differ from the same

institutions in the US?

Choose at least 8 of the following :

EL GOBIERNONacional, Estatal, y Municipal (National, State, and Local)Oficiales, sus papeles y responsabilidades (Officials, their roles and responsibilities)Impuestos (taxes) , Legislation

EL SEGURO SOCIAL

LAS PROFESIONES (mdico, abogado, profesor, etc.)

LA PRENSA (THE PRESS)

LA LOTERA

LAS FUERZAS ARMADAS

LA EDUCACINKinder, Primaria, Secundaria/ Prepatoria (Prepa), Universitaria, Tecnolgico,Estudiantes y maestros: papeles, relaciones (Roles and relationships between teachersand students)


26/75

26

LA IGLESIA (choose 5)Parroquia, Capilla, Catedral, Cofrada, Altares exteriores (en calles o carreteras)Sacerdotes y MonjasVeneracin de los Santos, Devocin a la Virgen de GuadalupeOraciones y promesasProtestantismo, Espiritualismo y New Age

EL SISTEMA PENAL

EL SISTEMA AGRICOLA

LOS PARTIDOS POLTICOS

LOS SINDICATOS (WORKERS UNIONS)

PEMEX

EL CORREO

EL SISTEMA DE SALUD

BELLAS ARTES ( FINE ARTS)

EL EJIDO (COMMON LAND)

LA FRONTERA


27/75

27

LA POLICAFederal, Municipal, Judicial, Aduanas

DEPORTES NACIONALES

Boxeo, Lucha Libre, Ftbol, Los Toros

ANY OTHERS?

B. LA FAMILIA Y LA SOCIALIZACIN:GOAL: To accurately characterize your host family. Try to learn as much as youcan about your family, their traditions, origins, division of labor, history, opinions, worldview, etc. Attach blank pages to answer at least 3 of the following:

1. Observe what your family talks about at meals. Note topics, who speaks, and howthe members of the family interact. Do the subjects vary?

2. Are there other times throughout the day that they have extended conversations?What about?

3. Ask your family about their traditions, religion, opinions, world view, etc. What dothey have to say?

4. Regarding division of labor: what chores do the daughters and sons have? Do themom and dad share the housework?

5. Jot down your thoughts on comparisons to US families.

6. Draw the physical layout of your host familys house. (include pictures?)


28/75

28

C. LOS HIJOSGOAL: To identify and understand relationships between children and people

significant to their upbringing. (answer 2)

1. What are your observations about how children learn socialization skills in

Nicaragua?

2. If there are children in your family, how are they reprimanded or praised?

3. What are your thoughts on comparisons with the US?

D. LOS ESTUDIANTES (answer at least 4)

1. What are the academic options for students in Mexico after la prepa?

2. How does the Mexican University system function? (classes, careers, tuition)

3. What universities are in Morelia ?

4. Ask a Mexican student about their college experience (what they study, their goals,social life, etc.). Compare their answers with your own college experience.

5. Investigate UNAM (Universidad Nacional Autnoma de Mxico). Explain what it is,how it is organized, and what it means today and historically.

6. Ask your host family and other Mexicans about the UNAM student strikes in 1968.What do they think?

7. What happened on the night of Tlateloco, October 2nd, 1968?

8. Investigate more recent strikes at UNAM. How did they start and end?

9. Ask a student for their opinion on student strikes.


29/75

29

E. GRUPOS Y CLASES SOCIALES (y sus apodos)

Chilangos

Nacos

Chicanos

Ilegales

La Gente de Razn

Fresas

Bohemios

Pelados

Campesinos

Norteo


30/75

30

F. LA ECONOMA Y EL MERCADO:


31/75

31

1. Usted ya ha dibujado el arreglo de un mercado. Ahora, visite un sper mercadolocal. Haga una lista de las diferencias entre un sper mercado y un mercadotradicional.

You have already drawn the layout of a market. Now, visit a local super Mercado.Make a list of the differences between a super mercado and a traditional market.

2. Fije en donde su familia va de compras cada semana. Cuntas veces va al spervs. mercado tradicional?

Think about where your family goes to shop each week. How many times and for whatdo they go to the super vs. the traditional market?

3. Haga una lista de las comidas ms importantes.Make a list of the most important/basic foods that your family eats.

4. Escoja una comida e investguela desde su produccin original hasta su venta yconsuncin.Choose a food and investigate it from production to consumption. (where is it grown?

How is it prepared?)


32/75

32

5. Cuntas marcas de los Estados Unidos ha encontrado? Pregunte por cuntotiempo han tenido productos. Son populares?

How many US brands have you seen here in Nicaragua? Ask how long those productshave been available. Are they popular?

6. El Regateo: Cundo, dnde y en cules circunstancias regatean los Nicaragesespara productos y servicios? En cules circunstancias no es adecuadoregatear?

Bargaining: When, where and in what situations do Nicaraguans bargain for productsand services? In what circumstances is it inappropriate to bargain?

7. Comparacin de los precios. Colecte precios para los siguientes artculos

Comparing prices. Collect prices for the following items. (choose at least 3 from eachcategory)


33/75

33

precio EE.UU. precio NicaraguaCOMIDAStortillasfrijoles

pan

lechet

cafrefrescoscarne

res

puercoaves

pescado

frutasnaranjas

manzanaspltanospiassandasfruta tropical

EE.UU. precio NicaraguaSALARIOSmano de obra

salario mnimocampesinos

profesionistasmaestrosprofesoresmdicosabogadosdentistaspsiclogos


34/75

34

VIVIENDA precio EE.UU. precio Nicaraguacasas -pequeasgrandesrentas: casas,

departamentosSERVICIOSgasolinaelectricidadgastelfonolarga distanciaagua

MERCANCIA EE.UU. Nicaragua

Ford LTDMercedes/BMWVW Bug, RabbitDatsunvehculos usados

refrigeradora

lavadoraestufatelevisinradioVCR/ DVDcomputadoras

FINANZAS EE.UU. Nicaragua

Tarjetas de crdito/inters

Prstamos para la casaPrstamos para el cochePrstamos agriculturalesFondos mutualesAcciones (stocks)Inters/ cuenta de ahorrosCertificado de depsito


35/75

35

DESPERDICIOS Y CONTAMINACIN: (answer at least one)

1. Cules cosas tiran a la basura los Nicaragesess De qu consiste labasura? Cules artculos estn tirados que no tiramos en los Estados Unidos.Cules artculos estn tirados en los Estados Unidos que no tiran en Nicaragua?Cmo colectan la basura? A dnde llevan la basura?

What things are thrown away in Nicaragua? What does trash consist of? What isthrown away in Nicaragua that is not thrown away in the US? Vice Versa? How is thetrash collected? Where is it taken?

2. Cules formas de contaminacin son las peores en Nicaragua? Cmo laresuelvan? Cules problemas tiene los Estados Unidos con la contaminacin queNicaragua no tiene? Cmo es el movimiento ambiental en Nicargua? Cules son lasorganizaciones principales y sus agendas?

What forms of pollution are the worst in Nicaragua? How are they resolved/combated? What environmental problems does the US have that Nicaragua doesnt, if

any? What presence does the environmental movement have in Nicaragua? What arethe principal environmental organizations and their agendas?


36/75

36

G. HISTORY, POLITICS, AND GOVERNMENT (answer at least 2)Goals: Attain familiarity with the stages, personalities and trends in Mexican History. Togain understanding of how the Mexican present is grounded in the Mexican past, and toattain a basic understanding of the workings of the Mexican government and politicalsystem. To gain an appreciation of Mexican perspectives on history, politics, andgovernment.

.-Record notes on blank cuaderno sheets and take advantage of notes from theconversation topics section above.

HISTORIA (answer at least 2)1. Write a brief biographical sketch of Tata Vasco de Quiroga, preferably gathered.

2. Write a brief biographical sketch of Lzaro Crdenas.

3. What is the Mexican government doing to fight drug trafficking?


37/75

37

4. Summarize the controversy presently surrounding proposed changes in USimmigration law

Compile biographical data on at least one of the following personages in history:

Gral. Antonio Lpez de Santa Anna, Francisco Villa, Frida Kahlo, Los Hermanos Flores-Magn, Emiliano Zapata, V. Carranza, Miguel Hidalgo, Maximiliano, Leon Trotsky,Miguel Alemn, Gral. Calles, Alvaro Obregn, Porfirio Daz, Benito Jurez, La Malinche,Francisco Madero, Jos Mara Morelos, Sor. Juana Ins de la Cruz, Alexander vonHumboldt.


38/75

38

POLITICA (answer at least 8)

1. Describe the political leanings of your family.

2. What opinions do Mexicans have on the political impact of the Zapatista Rebellion inChiapas.

3. Who is Subcomandante Marcos and how do Mexicans you talk with view him?

4. What are the economic and political connections between Mexico and Cuba.

What economic and political connections does Mexico have with other Latin AmericanNations (Venezuela, Brazil) ? European Nations? Nations in the Far East andMiddle East

6. The peasantry of Michoacn is identical in many ways to the Chiapas peasantry thatprovides the backbone of the Zapatista movement. What are the politics of peasantMichoacn vs. urban Morelia?

7. Is there anything comparable to the Zapatista Movement in Michoacn?

8. How do Mexicans feel about the opening of Mexico to US trade and influence thatculminated in the TLC (NAFTA)? Ask people in different social sectors.


39/75

39

9. What do people fear in the politics they oppose?

10. Find party officers and talk to party functionaries about party policies, plans, andideology.

11. What images are the various parties trying to portray ?

12. What US and world leaders are admired by (1) Mexican politicians (2) Mexicans ofvarious kinds and classes?

13. What newspapers back which parties and government officials? The importantnewspapers for national politics are national newspapers based in Mexico City.Name these newspapers and analyze their political slant.

14. When did women achieve suffrage? Describe the role(s) of women in national

politics.

15. Describe political discussions you overhear rather than initiate. Do people in thecombi you ride discuss politics? Do taxi drivers share their opinions with alacrity?Where do you hear politics being discussed.

16. Ask people about electoral fraud. What are their opinions as to the existence andextent of fraud? How does it occur? Is it likely to be a factor in the coming election?


40/75

40

17. Learn something about Fidel Velsquez and the Mexican union movement.

18. Why was the PRI such a powerful and pervasive institution? Get opinions on this.

19. Since 1988 the PRI , PAN, and PRD both encountered and promoted hard ballpolitics in Michoacn and DF, what are some examples?

20. What do the Mexicans you talk to think are the most important social and politicalissues What issues do the media (TV and newspapers) seem to emphasize?

21. How is president Calderon being portrayed in the media? What do people think ofhis presidency?

22. What are some issues and personalities in local races in Morelia and Michoacn.

23. What was the Bracero Program and how did it affect the State of Michoacn?

24. Consult with instructors on the possibility of broadening inquiry and formulating aStudent-generated Seminar or panel on the topic of the election or any of the aboveitems that particularly captures your interest.


41/75

41

OPINIONES (Complete at least 3, gathering 3 or more opinions for each. ATTACHYOUR ANSWERS)1. Make a list of opinions you have heard or solicited about the government.

2. Make a list of opinions you have heard or solicited about former president Fox andcurrent president Calderon.

3. Make a list of opinions you have heard or solicited about the PRI, the PAN, and the

PRD.


42/75

42

4. Make a list of opinions you have heard or solicited about the impact of the 9/11terrorist attack and the subsequent wars on US-Mexican relations.

5. Make a list of five opinions you have heard or solicited about the TLC and Mexicans

working in the US?


43/75

43

6. Make a list of opinions you have heard or solicited about the murders of women inCd. Juarez,

7. What is the future of Mexico? (Do an extensive interview with family member orfriend).


44/75

44

H. ELECCINES (answer at least 8)(Each year, there is some process or event that more or less defines CONEXIONES thatyear in terms of the intellectual and/or emotional center. 1991, for example was El AoDel Eclipse - Michoacn and CONEXIONES were in the path of a total eclipse of thesun. 1989 was El Ao De la Piedra, so named after a rock on the Mexican City highwaydisabled the UNM vehicle. 1994 was El Ao Del Hidalgo or El Ao De la Campana

because of the presidential election. Students will have the opportunity to see theMexican national political process this year as well, 2000 was El Ao de Fox. 2006 wasEl Ao del Copa Mundial y Cardenas. Mexican politics is at a unique, exciting momentin Mexican history, with the PAN in control of the Presidency, the PRD gaining and thePRI still in play. CONEXIONES students often get caught up in the political excitementof the times and do some memorable work. In Morelia you will enjoy one of the finestsituations for watching the process unfold. All national issues are on the table in Morelia.All political factions have powerful impact in Michoacn, and Michoacn has a tradition

of leadership in national politics. The following tasks and questions are designed toproduce a torrent of information about Mexican politics.

1. Who holds power in the various state and local offices and what parties do theyrepresent?

2. What are the current political issues and what are the positions of the (PRI, PAN, PRD)on these issues?

3. What is the TLC (NAFTA) and how does it factor into elections and the political life of thecountry?

4. How are the votes in the election counted and by whom? What happened to the votecount in the 88 election.


45/75

45

5. If possible, attend a campaign/political rally. Describe the event and summarize anyspeeches given.

6. Interview at least three different people about their political views, write down andanalyze their opinions.

7. Ask your family and at least two other people their opinions regarding how the country

was affected by the 2006 Presidential election.

8. Collect political literature and paraphernalia.

9. What kinds of people support the PRI, PAN, PRD?

10. What role does the media play in the election process? Compare with the US.


46/75

46

11. Watch, describe, and analyze a television campaign ad.

12. Collect jokes about candidates and parties, derisive nicknames, etc. and havepeople explain what makes the jokes funny.

13. What is the impact of the sexenio in Mexican national life? (ask) Havesomeone explain what the Ao de Hidalgo is.

14. Compare election propaganda in the Mexico and the U.S.

15. Ask about the changes that Cardenas and the PAN (the currentadministration) have brought to Mexico and Mexican politics?


47/75

47


48/75

48

V. CONVERSACIONES (pura pltica):

Todas las conversaciones y platicas se pueden ver como entrevistasinformales. Las conversaciones usualmente tienen varios puntos y metas. Unosde estos incluyen placer, compaerismo, lograr comodidad y confianza,

intercambio de informacin, revelacin de s mismo y movimientos haca laintimidad. Entonces, las conversaciones siempre tienen agendas y metas, unosson obvias otros no tan obvias. Usted va a participar en muchasconversaciones, y a veces la pregunta de qu hablamos? surgir. Le puedeayudar mucho tener una lista de preguntas sobre temas que a los mexicanos lesgustan hablar y que tambin le ayudar a profundizar su entendimiento de lacultura mexicana. Aqu les tenemos una lista de temas de conversacin que soninteresantes para la mayora de los michoacanos y gringos. La mayora estnrelacionados con otras partes del Cuaderno y tendr mucha suerte si por teneruna buena conversacin puede tambin cumplir una tarea del Cuaderno. Si esopasa, escribe la hora, lugar y personas involucradas en la conversacin.

Every conversation and chat can be seen as an informal interview.Conversations usually have various points and goals. Some of these includepleasure, friendship, to gain comfort and confidence, interchange of information,revelations about oneself, and movements towards closer friendship. So,conversations always have agendas and goals, some obvious and others not soobvious. You will practice in many conversations and at times the questionWhat do we talk about? will arise. It can be very helpful to have list ofquestions covering themes that Mexicans like to talk about and questions that willhelp you deepen your understanding of Mexican culture. The majority of thefollowing questions have to do with other parts of the Cuaderno and their

answers will be very helpful in completing those other parts. Que chido to havea good conversation and get work done at the same time?! Write down time,place, and people involved in the conversation.

TEMAS DE CONVERSACIN Y PREGUNTAS (complete at least 8)

1. Qu fue la Rebelin Cristera? What was the Christian Rebellion?

2. Qu es el IVA? What is the IVA?

3. Qu es el Conasupo y cmo funciona? What is el Conasupo and how doesit work?

4. Qu fue la causa de la Crisis (econmica)? What was the cause of theeconomic Crisis?


49/75

49

5. Qu es el sistema del compadrazgo y cmo funciona? What is thecompadrazgo system and how does it function?

6. Por qu es el pasado indgena tan importante en Mxico? Why is itsindigenous past so important in Mexico?

7. Qu pas en Michoacn durante la Revolucin? What happened inMichoacn during the Mexican Revolution?

8. Qu importancia tiene la Iglesia y el Papa en Mxico?What importance de the Church and the Pope have in Mexico?

9. Cmo se sienten los mexicanos en cuanto a la compaas de los EstadosUnidos que tienen inversiones en Mxico? How do Mexicans feel about

US companies that have investments in Mexico?


50/75

50

10. Qu tipos de trabajos tienen las mujeres mexicanas? Conforman alestereotipo de los trabajos femeninos? What types of jobs do Mexican womenhave? Do they conform to stereotypes of womens work?

11. Qu es el TLC y cmo se siente la gente en cuanto al TLC? What is the TLC

(Tratado de Libre Comercio, NAFTA) and how do people feel about it?

12. Piensan los mexicanos que armas nucleares son buenas? Qu piensan dela energa nuclear? Do Mexicans think that nuclear weapons are a goodthing? What do they think about nuclear energy?

13. Cules son los escritores, artistas y msicos ms importantes en Mxico?Cules son sus obras y por qu son importantes?

Who are the most important writers, artists and musicians (past/ present, both?) in

Mexico? Which of their works and why?

14. Por qu tradicionalmente el gobierno mexicano no ha estado de acuerdo conla poltica de los Estados Unidos en otros pases, especialmente Cuba yCentro Amrica? Why has the Mexican government traditionally not agreedwith the policies of the US in other countries, especially Cuba and CentralAmerican countries?

15. Cules son las actitudes de los mexicanos en cuanto a la gente indgena que

vive en las afueras? What are the attitudes of Mexicans regardingindigenous peoples that live in the afueras?

16. ( If your family has servants or maids) Es difcil tener criados? Cmo sedebe tratar a los criados? Is it difficult to have servants? How should youtreat them?

17. Cmo deben estar enseados y disciplinados los nios? How are childrentaught and disciplined?

18. Qu opinan los mexicanos en cuanto a la poltica de los Estados Unidos?Que piensan los mexicanos sobre Bush y las guerra de Afganistn e Irak?What do Mexicans think of the politics of the US? What do they think aboutBush and the wars in Afghanistan and Iraq?

19. Hay leyes que prohben el aborto en Mxico? Cmo se sienten los


51/75

51

mexicanos en cuanto al aborto? Are there laws that prohibit abortion inMexico? How do Mexicans feel about abortion?

20. En los Estados Unidos se dice que algunos gobiernos estatales de Mxico, lapolica y el ejrcito estn involucrados en el comercio del contrabando

(drogas). Es cierto?In the US, they say that some state governments of Mexico, the police, and thearmy are involved in drug trafficking. Is it true?

21. Qu son Fayuqueros?


52/75

52

22. Qu pas en Tlatelolco en 1968?

23. Por qu hay tantas huelgas estudiantiles en Mxico y opina la gente en cuantoa las huelgas? Why are there so many student strikes in Mexico and whatdo people think about the strikes?

24. Cul es la cosa ms importante que puede lograr un hombre mexicano? Unamujer mexicana? What is the most important thing a Mexican man couldgain? A Mexican woman?

25. Cul es la punta de vista mexicana en cuanto a los chicanos y los mexicanosdel otro lado?

What is the Mexican point of view regarding Chicanos and Mexicans in the US?

26. Cmo debe Mxico resolver su problema con la deuda nacional?How can Mexico solve its problem of national doubt?

27. Las alegaciones de fraude han surgido en elecciones recientes en Mxico.Cuales, y Son ciertas?

Allegations of fraud have been made regarding recent Mexican elections. Which,and are the allegations true?

28. Quines son las figuras de los deportes ms celebradas en Mxico? En losmedios y cultura popular? Qu se opinan los mexicanos en cuanto a lasmujeres en los deportes?

Who are the most celebrated sports figures in Mexico? In media and pop culture?What do Mexicans think of women in sports?

29. Cules personas asisten a una corrida de toros? Partidos de ftbol? Whogoes to bullfights? To soccer games?

30. Qu opinan los mexicanos de la controversia reciente entre los inmigrantes

ilegales y los rancheros de Arizona y Texas en la frontera?What do Mexicans think about the controversy between illegal immigrants and

ranchers in Arizona and Texas ( Minutemen)?


53/75

53

VI. VIAJES Y TRABAJO DE CAMPO

A. EXPLORANDO MORELIAFind, describe, and identify the historical importance of the following sites:Casa Natal de Morelos

La Catedral

El lugar donde fusilaron a Mariano Morelos

Palacio Clavijero

Colegio de San Nicols

Las Tarascas

El Acueducto de Morelia


54/75

54

REGIONAL CENTERS

You will be expected to visit one of the regional centers. If you go to Uruapan,you should probably plan to spend at least one night, perhaps two, particularly if you

are going to use the city as a base from which to visit one or more rural villages.Ptzcuaro can be visited on a commuter basis from Granada. These trips shouldbe undertaken in small groups.

As regional centers of dynamic cultural and natural areas, both Ptzcuaroand Uruapan attract a considerable number of tourists. It is important to rememberthat you are expected to maintain a focus that is different from that of a tourist. Youare attempting to come to a deeper understanding of culture and society.

To do this, use the worksheets that follow. Evaluation will be based on thebreadth and depth of the work you do in completing the exercises suggested on theworksheets. Some students will elect to focus on certain topics or exercises indepth. Others will take a more global approach, giving the entire assignment equal

attention. Either approach is okay. Your assignment sheets and supplementarymaterial should reflect the energy you bring to bear in completing the assignment.The CONEXIONES van will be making trips to allow you to complete these

Cuaderno sections. Not all students will be able to travel extensively and completeall Cuaderno sections. Not all students will want to make overnight trips that willinvolve the extra expense of lodging and meals away from Granada. Note that youcan meet requirements by making day trips to Ptzcuaro and villages such asCapula, Quiroga, Santa Fe de la Laguna and San Jos de Los Torres. Weekendtrips with the van offer students an opportunity to extend their experience andexpertise. CONEXIONES is often able to help students save money by gettingspecial rates on hotel rooms. Bethzi will help to arrange accommodations.


55/75

55

PTZCUARO: A REGIONAL CENTER

Goal: Enlightened exploration of the city of Ptzcuaro. An increasedunderstanding of Michoacn regional geography, history, culture, and architecture.Comparisons and contrasts with Granada, on the one hand, and rural villages, onthe other.

Ptzcuaro (place of stones, or place of temple building-blocks) is a pre-hispanic city founded at the beginning of the 14th century by Curatamo. Along withTzintzuntzan and Ihuatzio, Ptzcuaro formed a triple alliance of Tarascan cities.The Tarascan league successfully repulsed invasion attempts from centralNicaragua on several occasions. When the Spanish came, the sovereignTangajoan Tzintzicha submitted to Hernn Corts and converted to Christianity.Later, the infamous Nuo Beltrn de Guzmn occupied Michoacn and perpetratedso many atrocities that Ptzcuaro was abandoned. By 1540, however, repopulationwas underway thanks to the efforts of Don Vasco de Quiroga, the first bishop ofMichoacn, who established Ptzcuaro as capital of Michoacn. After Quirogasdeath political ascendancy returned to the Europeanized city of Granada. Ptzcuaro

is known for the lake, the strength of indigenous culture in the lacustrine region,regional crafts, and a unique architectural melding of styles.

Travel to Ptzcuaro is best by bus unless the program van is going. Ticketsare available at the Central Camionera. There are many bus lines, and you cangenerally count on getting on a bus within an hour of arriving at the station. Apossibly preferable approach is to go to the Central Camionera a couple of daysbefore your trip and reserve a seat on a first-class bus. Tres Estrellas de Oro(tel. 2-1186) or Autotransportes Galeana (tel. 2-5558) are first class carriers. FlechaAmarilla and Transportes Del Pacfico are reputedly speedier options, but you maynot be able to make reservations.

There are quite a number of hotels in Ptzcuaro. These include (from most toleast expensive) Posada de San Rafael, (on the Plaza Principal tel. 2-0770),Mansin Iturbide (on the Plaza Principal tel. 2-0368) Hotel Los Escudos (also on theplaza ppl. tel 2-1290), Hotel Valmen (Llereda 34 tel. 2-1161) and Posada de la Rosa(on the Plaza San Agustn tel.2-0811). There is also a Casa de Huspedes whichwe have not checked out but is probably inexpensive, perhaps understandably so. Itis Casa de Huspedes Ptzcuaro (Ramos 9 tel.2-0807).

Market Days: Tues, Thurs, Fri, Sun.

Fiestas: Sagrado Corazn June 19, in the Ibarra neighborhoodFiesta de San Pedro/Pablo celebrated June 29 at San Pedro Pareo,Jaracuaro, and Tzurumtaro (within 10km of Ptzcuaro)

Fiesta de San Juan Bautisa - June 24 Several villages climb a hill andlisten for the explosions of cuetes and the sounds of bands. Then go to thevillages with the action


56/75

56

WORKSHEET: PATZCUARO1. Orientation: attach a map of Ptzcuaro. Either hand drawn or attained. List the

places you visit and locate them on the map (develop a number or colorcode).

2. Identify the following and indicate its importance in Ptzcuaro.A. MuelleB. LacasC. Don Vasco de QuirogaD. Virgn De SaludE. CREFALF. Da de Los MuertosG. Los BalconesH. El EstriboI. La Fuente de Don Vasco (Transcribe the dedication)

3. Visit the Market and do one or more of the following tasks:A. Make a rough map of the market indicating directions streets, and

sections (i.e. produce section, pottery section, etc)B. Interview a person selling in the market. Find out at least the following

minimal information: what is his/her name? Where is he/she from?What are the products being sold? Who produces them? What isthe price? How does the price vary? (is it seasonal?) How is itproduced? Does the seller have any other source of livelihood?

C. Take photos for a photo essay. Note each shot, suggest a sequence

and explain the reasoning behind your sequencing.D. Find and identify ten unfamiliar items (give the name in Spanish andexplain what it is and what it does).

E. Find out how the administration of the market is accomplished.F. Ask about other markets, specifically the pottery market. Where is it

and whats its schedule?

4. Visit the Baslica de Nuestra Seora de la Salud and do one or more of thefollowing tasks:

A. Collect a story of a miracle accomplished by the virgin.B. Collect data on the Cathedral itself (history, arch. style.C. Collect data on the virgin herself (the statue)D. Interview a person involved in some way with this church (priests,

members of lay orders, sellers of religious paraphernalia, groundskeepers etc.)

E. What are milagros and ex-votos; explain beliefs surrounding theseitems.


57/75

57

5. Visit El Museo de Arte Popular and describe at least one item of particularinterest to you on exhibit there.

6. Locate and describe the famous mural by Juan OGorman.

7. Visit El Museo del Agrarista and describe an exhibit

8. Visit El Cue Mayor and collect a narrative based on Prehispanic Ptzcuaro

9. Visit and briefly characterize the following:A. Casa de los Once Patios

B. Plaza De San AgustnC. Plaza Principal

D. Colegio de San Nicols/ Museo de Artes Populares

10. Name some birds that can be seen from the muelle (in Spanish, get help!)

11. Gather data on the architecture that predominates in Ptzcuaro. What is itcalled? What are the constituents? How would you describe it? Is there abuilding code protecting it?

12. Gather a story about the city of Ptzcuaro or the Lake.


58/75

58

URUAPAN: A DISTINCTIVE REGIONAL CENTER

Goals: (Enlightened exploration of the city of Uruapan. An increasedunderstanding of the economic bases of the state of Michoacn. An increasedunderstanding of the geography and ecology of Mesoamerica. An introduction tothe Sierra Tarasca area of Michoacn. Comparisons and contrasts with Granada

and Ptzcuaro.)Uruapan was founded by Fray Juan de San Miguel, a Franciscan, in 1532.

It was laid out on a chessboard plan which is still quite evident. Since itsfounding, Uruapan has been an important market center. The early marketswere held on the vast square that forms the plaza principal. It has always beenmost important as a center of trade and activity for the Tarascans from thenumerous surrounding villages. Its distinctive ambience is imparted by the waythat it serves as a place where people and things are brought together.

Travel to Uruapan is best by bus unless the program van is going. Tickets

are available at the Central Camionera. There are many bus lines, and you cangenerally count on getting on a bus within an hour of arriving at the station. Apossibly preferable approach is to go to the Central Camionera a couple of daysbefore your trip and reserve a seat on a first-class bus. Tres Estrella de Oro(tel. 2-1186) or Autotransportes Galeana (tel. 2-5558) are first class carriers.Flecha Amarilla and Transportes Del Pacfico are reputedly speedier options, butyou may not be able to make reservations.

There are quite a number of hotels in Uruapan. These include (from mostto least expensive) El Tarasco (Independencia 2 tel. 2-1680), Villa de LasFlores (Carraza 22 tel. 2-0184), Hotel Regis (on the plaza ppl. Tel 3-5844), Hotel

Hernndez (on the pza. ppl. tel. 2-1600). A budget choice is Hotel Mirador (onthe pza. ppl. tel. 2-0473).

Market Days: Sat., Sun.

Fiestas: Fiesta de San Pedro y Pablo June 29. This fiesta is alsocelebrated at nearby Paracho and not so nearby Ocumicho.

The Fiesta of San Juan is celebrated at nearby San Juan Nuevo andCapacuaro on June 24.


59/75

59

WORKSHEET: URUAPAN1. Orientation: attach a map of Uruapan. Either hand drawn or attained. List

the places you visit and locate them on the map (develop a number orcolor code).

2. Identify the following and indicate its importance in Uruapan.A. AguacatesB. LacasC. Fray Juan de San MiguelD. Domingo de RamosE. CafF. Charanda

3. Visit the Market and do one or more of the followingtasks:

A. Make a rough map of the market indicating directions streets, and sections(i.e. produce section, pottery section, etc)

B. Interview a person selling in the market. Find out at least the followingminimal information: what is his/her name? Where is he/she from? Whatare the products being sold? Who produces them? What is the price?How does the price vary? (is it seasonal?) How is it produced? Does theseller have any other source of livelihood?

C. Take photos for a photo essay. Note each shot, suggest a sequence and

explain the reasoning behind your sequencing.D. Find and identify ten unfamiliar items (give the name in Spanish and explain

what it is and what it does).

E. Find out how the administration of the market is accomplished.

4. Visit the Church on the Plaza Principal and do one or more of the followingtasks:

A. Collect a story of a miracle accomplished by the Patron Saint.B. Collect data on the Church itself (history, arch. style).

C. Collect data on the saints statues.

D. Interview a person involved in some way with this church (priests, membersof lay orders, sellers of religious paraphernalia, grounds keepers etc.)


60/75

60

5. Visit and briefly characterize the following:A. Guatapera

B. Parque Nacional Cupatizio

C. Plaza PrincipalD. Cascada Tzararacua

E. Name some birds that can be seen an the Cascada or the Parque Nacional

6. Gather data on the agricultural basis of the Uruapan area. What crops aregrown? How many crops a year are taken? How long is the growingseason? Etc.

7. Gather a story about the city of Uruapan, the Rio Cupatizio, the CascadaTzararacua, The volcano Paricutn, or The Rodilla del Diablo.


61/75

61

GUANAJUATO: a city steeped in historyGoal: Enlightened exploration of the city of Guanajuato. An increased

understanding of Mexican history, art, and architecture. Comparisons andcontrasts with Granada and the milieu of Michoacn.

In pre-hispanic times the region of Guanajuato was inhabited by OtomiIndians under the dominion of the Tarascans. The Tarascan overlords called this

place Cuanaxhuato (hill of the frogs). The region was conquered in 1529 byNuo Beltrn de Guzmn. Silver mines in the area were worked beginning in1548, and Guanajuato became the center of silver mining in Mexico. The silverfrom the Veta Madre mine, established in 1760 provided a quarter of Mexicossilver production until the late 19th century.

Shortly after the proclamation of Independence by Miguel Hidalgo atDolores (Sept. 10, 1810) Ignacio de Allende, a leader of the Independencemovement, established himself as a leader in Guanajuato. Defense of the townwas strategically untenable and Allende retreated before the Royalist generalCalleja. Guerilla warfare continued in the area until 1817. In 1811 the leaders ofthe Independence movement were captured by the Gachupines (royalists) and

executed in Chihuahua. Royalists considerately shipped the now quite portableheads of Hidalgo, Allende, Jimnez, and Aldama where they were preserved andfixed on hooks to the walls of the Alhndiga de Granaditas. There they stayed ina remarkable state of preservation through 1821. the year that General Iturbideentered and took command of the city. Iturbide authored the Iguala plan. In1858 Guanajuato was briefly the capital of Mexico under Jurez after the coup byComonfort.

Guanajuato is the capital of the state of Guanajuato. The city ischaracterized by Carlos Fuentes as the most Mexican of Mexican cities.Guanajuato is known for its preservation of large numbers of colonial buildings,and for its unusual, multi-level labyrinth of cobbled lanes and underground

streets. It is a university town famed for its drama festival, The EntremesesCervantinos. Artists and musicians are attracted to the city and live there inhoards. Guanajuato is also home to the infamous Momias de Guanajuato thathave figured so prominently in Nicaraguan horror films

Travel to Guanajuato is best by bus unless the program van is going.Tickets are available at the Central Camionera. There are many bus lines, andyou can generally count on getting on a bus within an hour of arriving at thestation. A possibly preferable approach is to go to the Central Camionera acouple of days before your trip and reserve a seat on a first-class bus. Autobusesdel Bajo (tel. 2-0077) or Transportes Chihuahuenses are first class carriers.Flecha Amarilla (tel. 2-1552) and Estrella Blanca (tel 2-2989) are reputedly

speedier options, but you may not be able to make reservations.There are quite a number of hotels in Guanajuato, and lodging in thispopular city is fairly expensive. Hotels include (from most to least expensive)Posada de Santa Fe, (facing the Jardn Unin, tel. 2-0084), Hotel El InsurgenteAllende (near the bus station, tel. 2-2294), Hotel San Diego (facing the JardnUnion, tel. 2-1300), Hotel Reforma (Av. Jurez 113 - a few blocks from the busstation, tel. 2-0469) Hotel Central (next to the Hotel Reforma tel. 2-0080 - aneconomy option.


62/75

62

WORKSHEET: GUANAJUATO1. Orientation: attach a map of Guanajuato. Either hand drawn or attained. List

the places you visit and locate them on the map (develop a number orcolor code).

2. Identify the following and indicate its importance

A. Monumento PpilaB. Callejn del BesoC. Muerte a los GachupinesD. PantenE. Teatro JurezF. Estatua de Don QuijoteG. Alhndiga de GranaditasH. Presa de OllaI. Teatro del PuebloJ. Universidad de Guanajuato

K. Iglesia de la Compaa de JessL. Castillo de Santa CeciliaM. Mineral de RayaN. Templo de San AugustnO. El BajoP. Entremeses CervantinosQ. Nuestra Seora De GuanajuatoR. La Valenciana (Pueblo, Mina, Iglesia)S. Baron Alexander Von HumboldtT. Santa Fe De GuanajuatoU. Cerro de Cubilete

V. Silver3. Visit the Mercado Hidalgo and do one or more of the following tasks:

(Record notes on blank cuaderno sheets)

A. Make a rough map of the market indicating directions streets, andsections.

B. Interview a person selling in the market. Find out at least the followingminimal information: what is his/her name? Where is he/shefrom? What are the products being sold? Who producesthem? What is the price? How does the price vary? (Is it

seasonal?) How is it produced? Does the seller have anyother source of livelihood?C. Take photos for a photo essay. Note each shot, suggest a sequence

and explain the reasoning behind your sequencing.D. Find and identify ten unfamiliar items (give the name in Spanish and

explain what it is and what it does).E. Find out how the administration of the market is accomplished.


63/75

63

4. Visit the Panten and do one or more of the following tasks:

A. Collect a story of the Panten or circumstances surrounding thePanten.

B. Interview a person involved in some way with the Panten (guides, taxidrivers, people selling momia recuerdos, grounds keepers

etc.).C. Jot down your thoughts on comparisons with the U.S.D. Note your own reactions, emotional, intellectual, and physical.

5. Name some birds that can be seen from the Monumento Ppila (in Spanish -get help!)

6. Gather data on the architecture that predominates in Guanajuato. What is itcalled? What are the constituents? How would you describe it? Is therea building code protecting it?

7. Gather a story about the city of Guanajuato.


64/75

64

GUADALAJARA, JALISCOGuadalajara is the second most populated city of Mexico with an

estimated 6 million people and is the capital of the state of Jalisco (known as laperla de occidente). The state is well known for many things that are veryMexican like its charros, jaripeos, palenques, mariachis, and the ever presenttequila. The city is commonly known as la ciudad de las rosas and it was founded

in the 16th

century in a location that now belongs to the state of Zacatecas.During the prehispanic times, the region of the state of Jalisco was under decontrol of the Toltecas first, and later the Chichimecas who were finallyconquered by the Spaniards in the process of establishing the Provincia deNueva Galicia. As the importance and size of the city grew, a push to have itsown university began early in the 18th century resulting in the foundation of thesecond university in Mexico, the Universidad de Guadalajara, late in that samecentury.

In the last few decades the city of Guadalajara has grown at an incrediblerate, and as such the infrastructure that supported the smaller population hasbeen stretched beyond its original design. However the government has made

great efforts to provide the necessary services to its growing population. UnlikeMexico, D.F., the subway system (SITEUR) is still in the early developmentstages and most of the travel is best done in city buses. However, like in Mexico,D.F., the size of the city requires careful planning before arrival in order to makethe most out of the available time.

Every one should visit the Catedral, Teatro Degollado, Instituto CulturalCabaas, and the Mercado San Juan de Dios on the first day. This itineraryallows you to visit the main centers that will allow you to complete the cuadernoand still give you time to see other areas near by. On the second day perhapsthe best thing to do is to travel to Tlaquepaque to admire the arts and crafts ofthis well know artisan center which range from pottery and blown glass, to upper

scale papier-mach. This walk can always be finished at el Paran whereabundant food and Mariachis are available. The advantage of this itinerary is thatTlaquepaque is located near the bus station, making for a logical progression outof the city.


65/75

65

SURVIVAL - The essentials:

1. A Map of Guadalajara.

2. A copy of your tourist card left with CONEXIONES staff.

3. Vigilance - pick pocketing is endemic in some spots, the SITEUR, buses, theMercado San Juan de Dios, etc. Stay alert. Its no worse than New YorkCity (but better than Nicaragua, D.F.!)

4. Sense of humor. Dont get stuck in the present. All things, even this, willpass.

5. Money - more of it than you need in Morelia.

6. Discretion, humility, good sense, and attention - more of these than you needin Albuquerque.

WORKSHEET: GUADALAJARA

1. Orientation: attach a map of downtown Guadalajara. Either hand drawn orattained. List the places you visit and locate them on the map (develop anumber or color code).

2. Identify the following and indicate its importance in Guadalajara.

A. Catedral.B. Rotonda de los hombres ilustres.

C. Teatro Degollado.D. Instituto Cultural Cabaas.E. Palacio de Gobierno.F. Palacio de JusticiaG. Plaza de la Liberacin.H. Plaza de Armas.I. Museo Regional de Guadalajara.J. Plaza de los Mariachis (o Plaza Pepe Guzar)K. Mercado San Juan de Dios (o Mercado Libertad)L. Iglesia de Santa Mara de Gracia.M. Plaza Tapata.

3. Visit the Market and do one or more of the following tasks:

A. Make a rough map of the market indicating direction streets, andsections (i.e., produce section, pottery section, clothing section, etc)B. Interview a person selling in the market. Find out at least the followingminimal information: what is his/her name? Where is he/she from? Whatare the products being sold? Who produces them? What is the price?How does the price vary? (is it seasonal?) How is it produced? Does the


66/75

66

seller have any other source of livelihood.C. Take photos for a photo essay. Note each shot, suggest a sequenceand explain the reasoning behind your sequencing.D. Find and identify ten unfamiliar items (give the name in Spanish andexplain what it is and what it does).E. Find out how the administration of the market is accomplished.

4. Visit the Instituto Cultural Cabaas and do one or more of the following tasks:

A. Describe the history of the building.B. Visit the murals by Jos Clemente Orozco and describe the overallmeaning of them, when where they painted, etc.C. Select a mural and write in detail what you find most interesting aboutit.D. Visit some of the other galleries (temporary exhibits) and find out whothe artist(s) is/are, what it the main theme of the exhibit, etc


67/75

67

5. Visit the Catedral and do one or more of the following tasks:

A. Collect a story of a miracle accomplished by the virgin.B. Collect data on the Cathedral itself (history, arch. style.C. Collect data on the virgin herself (the statue)D. Interview a person involved in some way with this church (priests,

members of lay orders, sellers of religious paraphernalia, etc.)E. What are milagros and ex-votos, explain beliefs surrounding theseitems.

6. Locate and describe the murals and sculptures at the Palacio de Gobierno,Palacio de Justicia, the Teatro Degollado and la Biblioteca IberoamericanaOctavio Paz.

7. Visit the Museo Regional and describe an exhibit.8. Visit La Rotonda de los Hombres Ilustres and note the names of some of the

people buried there. Why are they important to the history of Jalisco andGuadalajara, etc.

9. Gather the history of Guadalajara.10. Gather data on the architecture that predominates in the downtown area ofGuadalajara. What is it called? What are the constituents? How wouldyou describe it? Is there a building code protecting it? Ask around and findout if there was any controversy when the Plaza Tapata was first built.


68/75

68

WORKSHEET: TLAQUEPAQUE

1. Orientation: attach a map of the commercial area of Tlaquepaque. Either handdrawn or attained. List the places you visit and locate them on the map(develop a number or color code).

2. Identify the following and indicate its importance in Tlaquepaque.

A. El ParinB. Museo de la CermicaC. Santuario de la Soledad

3. Visit the Museo de la Cermica and gather information on the history of theceramic styles displayed there.

4. Interview a person selling art in the street or in a store. Find out at least thefollowing minimal information: what is his/her name? Where is he/shefrom? What are the products being sold? Who produces them? Where

are they produced? How is it produced? What is the price?5. Gather data on the architecture that predominates in Tlaquepaque. What is itcalled? What are the constituents? How would you describe it? Is there abuilding code protecting it?

6. Visit the Santuario de la Soledad and la Parroquia de San Pedro and try togather some historical information on these two buildings.


69/75

69

LA CIUDAD DE MEXICOGoals: Enlightened exploration of the city of Mexico City. An

understanding of the overwhelming importance of Mexico City to the nation as awhole. Comparisons and contrasts with Morelia and the milieu of Michoacn.Encounter with the worlds largest urban center.

Writing about a phenomenon as vast as Mexico City is a staggering

chore. The population numbers around 20 million. There are 60,000 factories. Itis one of the most savage and highly cultured places in the world. It is a labyrinthand seemingly infinite set of human worlds, tragic, comic, violent, ecstatic,tedious, and exciting. It is a capital city like no other, although the analogy ofancient Rome comes to mind. The city dominates the economic, political, social,artistic, and intellectual life of the country. It is the center of communication,transportation and government. In Mexico all major movements have their mostvital expressions in Mexico City. The city has the largest Indian languagespeaking population in the world (at least 1,000,000 monolingual speakers ofIndian languages). It harbors the largest concentration of homeless people onearth. It has an automobile population larger than the human population of New

York. The facts about the city could be list in this manner ad nauseam. Themost important fact to remember is the importance and dominance of the city inall things Mexican.

Travel to Mexico City is best by bus, though students may well want toconsider flying. For flight schedules, information, reservations, and fares callAero Mexico (tel. 3-6533). Bus service to Mexico City is frequent (a bus leavesGranada for Mexico City every 15 minutes), but often crowded. Buying ticketsearly is a good idea. Be sure to take a bus that goes the va corta. Avoid thebuses that route through Zitcuaro unless you like mountain scenery and haveplenty of time. There are several bus lines running schedules to Mexico City.These include, Tres Estrellas de Oro (tel. 2-1186), Transportes del Pacfico (tel.

2-0285), Autotransportes Galeana (tel. 2-5588), Flecha Amarilla (tel. 2-1552),and Estrella Blanca (tel. 2-2989). If you take the bus you will arrive at the CentralNorte station in Mexico City. When you arrive is often a good time to purchaseyour return trip tickets. Another option is the train. There may be a comfortableovernight train, El Purpecha that leaves Morelia for Mexico City each evening.See Bethzi for tips and help with train, plane, or bus reservations.


70/75

70

SURVIVAL - The essentials:1. A Map of Mexico City2. A copy of your tourist card left with CONEXIONES staff.3. Vigilance - pickpocketing is endemic in some spots, the Metro, The Zona

Rosa, The Basilica of the Virgin of Guadalupe, the Merced Market, etc.Stay alert. Its no worse than New York City.

4. Sense of humor. Dont get stuck in the present. All things, even this, willpass.5. Money - more of it than you need in Morelia6. Discretion, humility, good sense, and attention - more of these than you need

in Albuquerque.7. The Metro. It is the fastest way to traverse great distances. There are three

intersecting lines with stops being 4-8 blocks apart. Use it. there aremetro stops near all of the important sites.

8. A reasonable itinerary planned in advance of what you are going to see anddo in D.F.


71/75

71

WORKSHEET: MEXICO, D.F.(Note. It is absurd and probably futile to try to characterize what should beseen and experienced in Mexico City. Much depends on your interests andpredilections. Meet with one of the instructors, and well help you develop anagenda and plan for the time you spend in the city. Everyone should visit theMuseum of Anthropology, planning a minimum of 4 hours for the visit. In addition

to this assigned excursion, there are archaeological sites (Cuicuilco, Tenayuca,Teotihuacn, Tula, and the Templo Mayor). There are numerous theaters,markets, parks, churches and historical sites. Explore your inclinations early,before you go, with a guidebook and map to work out your itinerary. The tasksassigned below are general and can be accomplished regardless of theparticulars of your visit.1. Orientation: attach a map of the city. Either hand drawn or attained. List the

places you visit and locate them on the map (develop a number or colorcode).

2. Collect a story (about the earthquake, about the Virgin of Guadalupe, aboutthe building of the metro, about the excavation of the Templo Mayor, etc.Mexican love stories. Often these stories, though rendered as fact, aremythic or apocryphal.

3. Focusing on an edifice at an archaeological site (Tenayuca, Tenochtitln,Cuicuilco, or Tula, write about its relation to the site as a whole. (Make adrawing to illustrate)

4. Describe in narrative form the behavior of people participating in some largeevent. (Seeing the pyramids, for example, picnicking in Chapultepec

Park, waiting for the Metro, etc.)5. Ask at least 5 Mexican people in DF where theyre from and how they came to

live in la gran ciudad.

6. Write an essay on the experience that for you captured the essence of the cityand/or life in the city.

7. Interview a Mexican at either the museum of anthropology or the pyramidsand ask them about the importance of the ancient Indian heritage in theirlife and in the life of Mexico as a whole.

8. Self generated assignment


72/75

72

RURAL VILLAGES

(Introduce and define rural villages in preparation for field study.)

You will be required to visit at least one rural village while in Nicaragua.

You should visit rural village in small groups (2-4 people that stick together) andyou should have a reason for being in the village. Reasons to visit a villageinclude:

1. Visiting an important local archaeological, historical, architectural, orrenowned natural site in or near the village. Examples: Santa Fe de LaLaguna - Historical HospitalTzintzuntzan - Ycatas (Archae.) and church

Janitzio - Tourist trap - no excuse neededQuiroga - Angahuan - Paricutn Volcano

2. Attending a Fiesta:Santa Fe de La Laguna - June 24 - San Juan BautistaSan Juan Nuevo - June 24 - San JuanCapacuaro

Purapeo Tarerio Chavindo Jarcuaro June 29 - San Pedro y PabloTzurumtaro San Pedro Pareo

Paracho Ocumicho Acmbaro July 4 - Virgin del RefugioQuiroga July 6 - Da de la Sangre Preciosa

3. Visiting a Craftsman or artist:Santa Fe de La Laguna - Jose Dimas - MusicianTcuaro - Juan Horta - Mask MakerSanta Clara de Cobre - artisans in copperParacho - makers of musical instruments

The list goes endlessly on. in face it might be a good idea to learn the craftspecialties of as many villages as you can. If you visit a village to explore thecrafts, be prepared to buy some examples out of courtesy.

4. Accepting an invitation to visit someone.

5. Visiting the village on Market day - example: Sunday Eronguarcuaro etc.


73/75

73

WORKSHEET ON VISITING RURAL VILLAGES:

1. List impressions of the village. Do this at least three times during the day.

2. Draw a rough map of the village or a section of the village, depending on size.

3. What is the economic base(s) that the community depends upon?

4. How integrated into the Mexican national society and economy is the village?List evidence that indicates significant integration. Similarly list evidence

of independence or isolation from the national economy.

5. If the village has a craft specialty, find and interview an artisan on his or hercraft. You can allow the interview to be open-ended, or you can focus iton some aspect of the craft (ie. the economics of the craft - how much ismade, is the work seasonal.


74/75

74

WORKSHEET ON VILLAGE FIESTASBACKGROUND: Readings TBAGOALS:

- To develop a deeper understanding of the articulation between ritual,dance, humor, ecstatic excess, and social communion in Nicaragensesociety.

- To contrast village ceremonialism with urban religion.- To expose students to an extreme cultural difference.)

TASKS:

1. Attend a village fiesta

2. Note on an hourly basis what events have transpired, who was involved andwhat was done.

3. Describe the interaction of villagers with you.

4. Talk to as many people as you can. Ask questions about the fiesta and theevents. Make notes on these conversations.

5. Notice your responses to the fiesta. What sort of play of emotions did youexperience

6. Make a photo essay of the fiesta.7. Find out the complete agenda of the fiesta

8. If there is dancing, describe the choreography and find out what thesignificance of the dance is

9. Note and describe ephemeral art

10. Speculate on the place of alcohol consumption during the fiesta

11. Summarize your observations in a 1-2-page paper on the fiesta

12. Consult with instructors on the possibility of broadening your inquiry andformulating a student-generated seminar

13. Talk with students who attended fiestas at other villages. What were thesimilarities and differences?

14. Speculate on fiestas, what are they, what are they for, what do they do forand to people, why do relatively poor villagers make such expenditure ineffort and resources on such an ephemeral event?


75/75

75

VI. MUSICA - LETRAS Y PREGUNTASThe Conexiones CD is a survey of recorded Mexican Music from severaldecades. All of the songs have been commercially successful (meaning thatmany people value the music and the message). Music provides a specialpathway into the sometimes elusive truths of culture. Listen to as much music as

you can especially live music.

Copied song selections are provided to no more than twenty students in thiscourse. This set of selections functions as a sampler. Students are given bothwritten and oral information on the sources of the selections, the authors andmusicians responsible for those selections, and sources for purchase of theoriginal, works from which the selections are taken. This serves to promote andsupport the artists and publishers who provide the public with the opportunity tobuy the works from which these modest selections are excerpted. The instructorof this class and the University of New Mexico in no way wish to violate the spiritof protection of artistic and intellectual property on which copyright regulations

Model Cuaderno for Nicaragua

Documents

Transcript of Model Cuaderno for Nicaragua