Professional Documents
Culture Documents
páginas
I INTRODUCCION
A. USANDO EL CUADERNO 3
B. FILOSOFIA DEL PROGRAMA 3-4
C. PREGUNTAS, CUESTIONES, MISTERIOS, ENIGMAS, 5
ADIVINANZAS
II EL CHOQUE CULTURAL
A. COMO IDENTIFICARLO 6
B. TECNICAS DE APOYO 6
C. EXPLORACION 7
IV LA SOCIEDAD MEXICANA
A. INSTITUCIONES SOCIALES 25
B. LA FAMILIA 27
C. LOS HIJOS 28
D. LOS ESTUDIANTES 28
E. GRUPOS SOCIALES 29
F. LA ECONOMIA Y EL MERCADO 31
CONTAMINACION Y EL AMBIENTE 35
G. HISTORIA, POLITICA Y GOBIERNO 36
OPINIONES 41
H. ELECCIONES 44
V CONVERSACIONES 48
VI VIAJES Y TRABAJO DE CAMPO
A. EXPLORANDO GRANADA 53
REGIONAL CENTERS 54
B. PÁTZCUARO 55
C. URUAPAN 58
D. GUANAJUATO 61
E. GUADALAJARA 64
F. CIUDAD DE MÉXICO 69
G. PUEBLOS RURALES, FIESTAS POPULARES 72
VI MUSICA / EL CD DE CONEXIONES 75
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Assignments to be completed:
(it may be helpful to use this space to keep a checklist for yourself regarding which assignments have
been completed)
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I. INTRODUCCIÓN:
A. USANDO EL CUADERNO
Approach:
Students as guided by the culture study faculty will use the Conexiones Cuaderno
model as the basis of their inquiries. Since there is, as yet, no Conexiones Cuaderno
specific to Nicaragua, the students will generate a cuaderno as the product of their
endeavors. Copies of model cuadernos from previous Conexiones programs will be
available to students and will provide the template or structure. Students will explore,
discovering the Nicaraguan content which they will adapt to generate a Conexiones
Cuaderno that will incorporate the collective knowledge that the students gain on
Nicaraguan culture. Culture study faculty will divide students into teams. Each team,
with faculty guidance, will address given aspects of Nicaraguan culture. The model
cuadernos from past programs will provide the list of aspects students will be assigned
to cover.
Activities:
B. TÉCNICAS 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 one
person is able to listen closely, without judgment, while someone else shares his or her
feelings. Other support skills that are mentioned below are secondary to the deep
listening that is the heart of the matter.
The attitude you have, however, towards a person that needs support can
encourage that person to share. Expressions of willingness include such things as
offering (“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
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up to this?”), reflecting (“So then you felt X.”), clarifying (“Let’s see if I have it straight.”),
and summarizing (So far you’ve told me X.”), etc. Such expressions signal a willingness
to listen. Avoid judgments and don’t try to solve the person’s problem.
C. EXPLORACIÓN:
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)
2. After 2 weeks in Nicaragua, what have you found about the stereotypes above?
What stereotypes do Nicaraguans have about Americans? If you feel
comfortable doing so, ask your host family what they think.
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B. CARTOGRAFÍA
2. Obtain maps of Nicaragua and Granada and get to know them. Check the
papelerías: maps made with kids in mind can be especially helpful.
4. Make a map of your family’s house (ex. floor plan). Draw or include photos.
7. Make a map of the plaza. During colonial times, las Leyes de Indias determined
the design of many public places. Draw or include photos.
2. Why at times do parents use the usted form with their kids?
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4. Make a list of 3 situations in which you have observed someone talking in the tú
form with another person.
5. Make a list of 3 situations in which you have heard the usted form used.
OPTIONAL
6. The transition between tú and usted in a relationship is very significant. Give two
examples of this transition, noting when, where, who was present, and what was
happening. (ex. How do store clerks address you? Your host family? Friends
you’ve met in Granada?)
a.
b.
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7. What does it mean to “echar flores” or “dar un piropo?” What do you notice about
male-female interactions, especially on the streets?
CHOOSE EITHER #1 OR #2
1. Collect five to ten refranes from your family. (ex. “A rolling stone gathers no
moss”) 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 daily
conversation?
2. Ask a child to answer at least four of the following advinanzas. Also, ask the
child if they can think of any more to add to your Cuaderno.
. RESPUESTAS
a. Una viejita con solo un diente
llama a toda la gente.
RESPUESTAS
c. Alto, alto, como un pino
pero pesa menos que un comino.
d. ¿Qué cosa es
que cuando más grande es
menos se ve?
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.
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 the
poster. Si es posible, róbese un cartel.
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PRODUCTOS
Find and analyze ten different brands. Are the brands imported from the US with
different names, or are they Nicaraguan products?
Regarding large corporate stores: have you seen anything that surprised you? Stores
you hadn’t thought would be in Nicaragua?
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Observe los niños aprendiendo el español y haga una lista de las palabras que
dicen, “baby talk.” Usualmente estas palabras son repeticiones de sílabas sencillas. El
habla de los niños varía en los diferentes lugares donde se habla el español. Por
ejemplo, ¿qué es una yaya en Nuevo México? ¿Cómo se dice en Granada? También
haga una lista de apodos (nombres cortas de la gente) basados en la pronunciación
incorrecta de los niños.
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NARRATIVOS ORALES:
CHISTES (Jokes)
2. Chistes de la política.
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HISTORIA ORAL
Choose at least two of the following and answer on a blank page
4. Collect information about your family's history. Are they from Granada? For how
many generations? What did their grandparents do?
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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 Michoacán.
uchepos
tamales
chocolate de metate
charanda, charape
blanco de pátzcuaro
charales
acúmara
olla podrida
sopa tarasca
ates y Granadanas
chongos zamoranos
otros (describa)
2. Observe the preparation of two main dishes (comidas fuertes) in your family’s
kitchen and write the recipes. Possibility to include photos.
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EL CHILE
Make a list of at least 4 different types of chiles. Describe their uses and how they are
served.
NOMBRES USOS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
LA SALSA
Describe the uses and ingredients of 3 different salsas. Try to participate in the
preparation of a salsa in your home.
Un mole
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PERIODISMO
1. Identify the newspapers that your family reads and what type of coverage they
offer. (regional, local)
2. Identify the main newspapers in the country and try to describe why they are
considered so important.
LA TELEVISIÓN
Choose a telenovela and watch every episode for one week. What characteristics
(physical and personality) do the victims display? The villains?
2. Compare the commercials in Mexico and the US. What are the differences?
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FOTONOVELAS
1. 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 CINE
1. 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 MUSICA
1. 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 their
differences 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 Purépecha.
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2. Attend a public expressive arts event of one kind or another (poetry reading, gallery
or museum exhibition opening, concert, etc.)
a. Who attended (what kind of people)?
b. What do people like about the work?
c. What’s 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.
c. Ask someone about the importance of colonial art in Nicaraguan history and
culture.
8. Alfredo Zalce is a well-known local muralist. See and describe some of his work.
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EL GOBIERNO
Nacional, Estatal, y Municipal (National, State, and Local)
Oficiales, sus papeles y responsabilidades (Officials, their roles and responsibilities)
Impuestos (taxes) , Legislation
EL SEGURO SOCIAL
LA LOTERÍA
LA EDUCACIÓN
Kinder, Primaria, Secundaria/ Prepatoria (Prepa), Universitaria, Tecnológico,
Estudiantes y maestros: papeles, relaciones (Roles and relationships between teachers
and students)
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LA IGLESIA (choose 5)
Parroquia, Capilla, Catedral, Cofradía, Altares exteriores (en calles o carreteras)
Sacerdotes y Monjas
Veneración de los Santos, Devoción a la Virgen de Guadalupe
Oraciones y promesas
Protestantismo, Espiritualismo y “New Age”
EL SISTEMA PENAL
EL SISTEMA AGRICOLA
PEMEX
EL CORREO
EL SISTEMA DE SALUD
LA FRONTERA
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LA POLICÍA
Federal, Municipal, Judicial, Aduanas
DEPORTES NACIONALES
Boxeo, Lucha Libre, Fútbol, Los Toros
ANY OTHERS?
B. LA FAMILIA Y LA SOCIALIZACIÓN:
GOAL: To accurately characterize your host family. Try to learn as much as you
can about your family, their traditions, origins, division of labor, history, opinions, world
view, 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 how
the 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 do
they have to say?
4. Regarding division of labor: what chores do the daughters and sons have? Do the
mom and dad share the housework?
6. Draw the physical layout of your host family’s house. (include pictures?)
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C. LOS HIJOS
GOAL: 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?
1. What are the academic options for students in Mexico after la prepa?
2. How does the Mexican University system function? (classes, careers, tuition…)
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.
6. Ask your host family and other Mexicans about the UNAM student strikes in 1968.
What do they think?
8. Investigate more recent strikes at UNAM. How did they start and end?
Chilangos
Nacos
Chicanos
Ilegales
La Gente de Razón
Fresas
Bohemios
Pelados
Campesinos
Norteño
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F. LA ECONOMÍA Y EL MERCADO:
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Comparing prices. Collect prices for the following items. (choose at least 3 from each
category)
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pan
leche
té
café
refrescos
carne
res
puerco
aves
pescado
frutas
naranjas
manzanas
plátanos
piñas
sandías
fruta tropical
EE.UU. precio Nicaragua
SALARIOS
mano de obra
salario mínimo
campesinos
profesionistas
maestros
profesores
médicos
abogados
dentistas
psicólogos
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Ford LTD
Mercedes/BMW
VW Bug, Rabbit
Datsun
vehículos usados
refrigeradora
lavadora
estufa
televisión
radio
VCR/ DVD
computadoras
Tarjetas de crédito/interés
Préstamos para la casa
Préstamos para el coche
Préstamos agriculturales
Fondos mutuales
Acciones (stocks)
Interés/ cuenta de ahorros
Certificado de depósito
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-Record notes on blank cuaderno sheets and take advantage of notes from the
conversation topics section above.
2. What opinions do Mexicans have on the political impact of the Zapatista Rebellion in
Chiapas.
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 American
Nations (Venezuela, Brazil) ? European Nations? Nations in the Far East and
Middle East
6. The peasantry of Michoacán is identical in many ways to the Chiapas peasantry that
provides the backbone of the Zapatista movement. What are the politics of peasant
Michoacán vs. urban Morelia?
8. How do Mexicans feel about the opening of Mexico to US trade and influence that
culminated in the TLC (NAFTA)? Ask people in different social sectors.
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10. Find party officers and talk to party functionaries about party policies, plans, and
ideology.
12. What US and world leaders are admired by (1) Mexican politicians (2) Mexicans of
various kinds and classes?
13. What newspapers back which parties and government officials? The important
newspapers 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 the
combi 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 and
extent of fraud? How does it occur? Is it likely to be a factor in the coming election?
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17. Learn something about Fidel Velásquez 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 ball”
politics in Michoacán and DF, what are some examples?
20. What do the Mexicans you talk to think are the most important social and political
issues 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 of
his presidency?
22. What are some issues and personalities in local races in Morelia and Michoacán.
23. What was the Bracero Program and how did it affect the State of Michoacán?
24. Consult with instructors on the possibility of broadening inquiry and formulating a
Student-generated Seminar or panel on the topic of the election or any of the above
items that particularly captures your interest.
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2. Make a list of opinions you have heard or solicited about former president Fox and
current president Calderon.
3. Make a list of opinions you have heard or solicited about the PRI, the PAN, and the
PRD.
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4. Make a list of opinions you have heard or solicited about the impact of the 9/11
terrorist 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?
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6. Make a list of opinions you have heard or solicited about the murders of women in
Cd. Juarez,
7. What is the future of Mexico? (Do an extensive interview with family member or
friend).
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1. Who holds power in the various state and local offices and what parties do they
represent?
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 the
country?
4. How are the votes in the election counted and by whom? What happened to the vote
count in the ‘88 election.
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5. If possible, attend a campaign/political rally. Describe the event and summarize any
speeches given.
6. Interview at least three different people about their political views, write down and
analyze 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.
10. What role does the media play in the election process? Compare with the US.
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12. Collect jokes about candidates and parties, derisive nicknames, etc. and have
people explain what makes the jokes funny.
13. What is the impact of the sexenio in Mexican national life? (ask) Have
someone explain what the Año de Hidalgo is.
15. Ask about the changes that Cardenas and the PAN (the current
administration) have brought to Mexico and Mexican politics?
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4. ¿Qué fue la causa de la Crisis (económica)? What was the cause of the
economic Crisis?
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11. ¿Qué es el TLC y cómo 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? ¿Qué piensan de
la energía nuclear? Do Mexicans think that nuclear weapons are a good
thing? What do they think about nuclear energy?
13. ¿Cuáles son los escritores, artistas y músicos más importantes en México?
¿Cuáles son sus obras y por qué son importantes?
Who are the most important writers, artists and musicians (past/ present, both?) in
Mexico? Which of their works and why?
15. ¿Cuáles son las actitudes de los mexicanos en cuanto a la gente indígena que
vive en las “afueras”? What are the attitudes of Mexicans regarding
indigenous peoples that live in the “afueras”?
16. ( If your family has servants or maids) ¿Es difícil tener criados? ¿Cómo se
debe tratar a los criados? Is it difficult to have servants? How should you
treat them?
17. ¿Cómo deben estar enseñados y disciplinados los niños? How are children
taught and disciplined?
18. ¿Qué opinan los mexicanos en cuanto a la política de los Estados Unidos?
¿Que piensan los mexicanos sobre Bush y las guerra de Afganistán e Irak?
What do Mexicans think of the politics of the US? What do they think about
Bush and the wars in Afghanistan and Iraq?
19. ¿Hay leyes que prohíben el aborto en México? ¿Cómo se sienten los
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20. En los Estados Unidos se dice que algunos gobiernos estatales de México, la
policía y el ejército están involucrados en el comercio del contrabando
(drogas). ¿Es cierto?
In the US, they say that some state governments of Mexico, the police, and the
army are involved in drug trafficking. Is it true?
23. ¿Por qué hay tantas huelgas estudiantiles en México y opina la gente en cuanto
a las huelgas? Why are there so many student strikes in Mexico and what
do people think about the strikes?
24. ¿Cuál es la cosa más importante que puede lograr un hombre mexicano? ¿Una
mujer mexicana? What is the most important thing a Mexican man could
gain? A Mexican woman?
25. ¿Cuál es la punta de vista mexicana en cuanto a los chicanos y los mexicanos
“del otro lado”?
What is the Mexican point of view regarding Chicanos and Mexicans in the US?
28. ¿Quiénes son las figuras de los deportes más celebradas en México? ¿En los
medios y cultura popular? ¿Qué se opinan los mexicanos en cuanto a las
mujeres 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. ¿Cuáles personas asisten a una corrida de toros? ¿Partidos de fútbol? Who
goes to bullfights? To soccer games?
30. ¿Qué 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)?
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A. EXPLORANDO MORELIA
Find, describe, and identify the historical importance of the following sites:
Casa Natal de Morelos
La Catedral
Palacio Clavijero
Las Tarascas
El Acueducto de Morelia
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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.
Pátzcuaro can be visited on a “commuter” basis from Granada. These trips should
be undertaken in small groups.
As regional centers of dynamic cultural and natural areas, both Pátzcuaro
and Uruapan attract a considerable number of tourists. It is important to remember
that you are expected to maintain a focus that is different from that of a tourist. You
are attempting to come to a deeper understanding of culture and society.
To do this, use the worksheets that follow. Evaluation will be based on the
breadth and depth of the work you do in completing the exercises suggested on the
worksheets. Some students will elect to focus on certain topics or exercises in
depth. Others will take a more global approach, giving the entire assignment equal
attention. Either approach is okay. Your assignment sheets and supplementary
material 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 complete
all Cuaderno sections. Not all students will want to make overnight trips that will
involve the extra expense of lodging and meals away from Granada. Note that you
can meet requirements by making day trips to Pátzcuaro and villages such as
Capula, Quiroga, Santa Fe de la Laguna and San José de Los Torres. Weekend
trips with the van offer students an opportunity to extend their experience and
expertise. CONEXIONES is often able to help students save money by getting
special rates on hotel rooms. Bethzi will help to arrange accommodations.
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Travel to Pátzcuaro is best by bus unless the program van is going. Tickets
are available at the Central Camionera. There are many bus lines, and you can
generally count on getting on a bus within an hour of arriving at the station. A
possibly preferable approach is to go to the Central Camionera a couple of days
before 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. Flecha
Amarilla and Transportes Del Pacífico are reputedly speedier options, but you may
not be able to make reservations.
There are quite a number of hotels in Pátzcuaro. These include (from most to
least expensive) Posada de San Rafael, (on the Plaza Principal tel. 2-0770),
Mansión Iturbide (on the Plaza Principal tel. 2-0368) Hotel Los Escudos (also on the
plaza ppl. tel 2-1290), Hotel Valmen (Llereda 34 tel. 2-1161) and Posada de la Rosa
(on the Plaza San Agustín tel.2-0811). There is also a Casa de Huéspedes which
we have not checked out but is probably inexpensive, perhaps understandably so. It
is Casa de Huéspedes Pátzcuaro (Ramos 9 tel.2-0807).
Fiesta de San Juan Bautisa - June 24 Several villages – climb a hill and
listen for the explosions of cuetes and the sounds of bands. Then go to the
villages with the action
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WORKSHEET: PATZCUARO
1. Orientation: attach a map of Pátzcuaro. Either hand drawn or attained. List the
places you visit and locate them on the map (develop a number or color
code).
4. Visit the Basílica de Nuestra Señora de la Salud and do one or more of the
following tasks:
5. Visit El Museo de Arte Popular and describe at least one item of particular
interest to you on exhibit there.
10. Name some birds that can be seen from the muelle (in Spanish, get help!)
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 can
generally count on getting on a bus within an hour of arriving at the station. A
possibly preferable approach is to go to the Central Camionera a couple of days
before 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 Pacífico are reputedly speedier options, but
you may not be able to make reservations.
There are quite a number of hotels in Uruapan. These include (from most
to least expensive) El Tarasco (Independencia 2 tel. 2-1680), Villa de Las
Flores (Carraza 22 tel. 2-0184), Hotel Regis (on the plaza ppl. Tel 3-5844), Hotel
Hernández (on the pza. ppl. tel. 2-1600). A budget choice is Hotel Mirador (on
the pza. ppl. tel. 2-0473).
Fiestas: Fiesta de San Pedro y Pablo June 29. This fiesta is also
celebrated at nearby Paracho and not so nearby Ocumicho.
The Fiesta of San Juan is celebrated at nearby San Juan Nuevo and
Capacuaro on June 24.
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WORKSHEET: URUAPAN
1. 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 or
color code).
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 is the price?
How does the price vary? (is it seasonal?) How is it produced? 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 and explain
what it is and what it does).
4. Visit the Church on the Plaza Principal and do one or more of the following
tasks:
D. Interview a person involved in some way with this church (priests, members
of lay orders, sellers of religious paraphernalia, grounds keepers etc.)
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C. Plaza Principal
D. 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 are
grown? How many crops a year are taken? How long is the growing
season? Etc.
7. Gather a story about the city of Uruapan, the Rio Cupatizio, the Cascada
Tzararacua, The volcano Paricutín, or The Rodilla del Diablo.
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WORKSHEET: GUANAJUATO
1. 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 or
color code).
A. Monumento Pípila
B. Callejón del Beso
C. “Muerte a los Gachupines”
D. Panteón
E. Teatro Juárez
F. Estatua de Don Quijote
G. Alhóndiga de Granaditas
H. Presa de Olla
I. Teatro del Pueblo
J. Universidad de Guanajuato
K. Iglesia de la Compañía de Jesús
L. Castillo de Santa Cecilia
M. Mineral de Raya
N. Templo de San Augustín
O. El Bajío
P. Entremeses Cervantinos
Q. Nuestra Señora De Guanajuato
R. La Valenciana (Pueblo, Mina, Iglesia)
S. Baron Alexander Von Humboldt
T. Santa Fe De Guanajuato
U. Cerro de Cubilete
V. Silver
3. Visit the Mercado Hidalgo and do one or more of the following tasks:
(Record notes on blank cuaderno sheets)
5. Name some birds that can be seen from the Monumento Pípila (in Spanish -
get help!)
GUADALAJARA, JALISCO
Guadalajara 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 la
perla de occidente). The state is well known for many things that are “very
Mexican” like its charros, jaripeos, palenques, mariachis, and the ever present
tequila. 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 de
control of the Toltecas first, and later the Chichimecas who were finally
conquered by the Spaniards in the process of establishing the Provincia de
Nueva Galicia. As the importance and size of the city grew, a push to have its
own university began early in the 18th century resulting in the foundation of the
second university in Mexico, the Universidad de Guadalajara, late in that same
century.
In the last few decades the city of Guadalajara has grown at an incredible
rate, and as such the infrastructure that supported the smaller population has
been stretched beyond its original design. However the government has made
great efforts to provide the necessary services to its growing population. Unlike
Mexico, D.F., the subway system (SITEUR) is still in the early development
stages 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 make
the most out of the available time.
Every one should visit the Catedral, Teatro Degollado, Instituto Cultural
Cabañas, and the Mercado San Juan de Dios on the first day. This itinerary
allows you to visit the main centers that will allow you to complete the cuaderno
and still give you time to see other areas near by. On the second day perhaps
the best thing to do is to travel to Tlaquepaque to admire the arts and crafts of
this well know artisan center which range from pottery and blown glass, to upper
scale papier-maché. This walk can always be finished at el Parían where
abundant food and Mariachis are available. The advantage of this itinerary is that
Tlaquepaque is located near the bus station, making for a logical progression out
of the city.
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1. A Map of Guadalajara.
3. Vigilance - pick pocketing is endemic in some spots, the SITEUR, buses, the
Mercado San Juan de Dios, etc. Stay alert. It’s no worse than New York
City (but better than Nicaragua, D.F.!)
4. Sense of humor. Don’t get stuck in the present. All things, even this, will
pass.
6. Discretion, humility, good sense, and attention - more of these than you need
in Albuquerque.
WORKSHEET: GUADALAJARA
A. Catedral.
B. Rotonda de los hombres ilustres.
C. Teatro Degollado.
D. Instituto Cultural Cabañas.
E. Palacio de Gobierno.
F. Palacio de Justicia
G. Plaza de la Liberación.
H. Plaza de Armas.
I. Museo Regional de Guadalajara.
J. Plaza de los Mariachis (o Plaza Pepe Guízar)
K. Mercado San Juan de Dios (o Mercado Libertad)
L. Iglesia de Santa María de Gracia.
M. Plaza Tapatía.
4. Visit the Instituto Cultural Cabañas and do one or more of the following tasks:
6. Locate and describe the murals and sculptures at the Palacio de Gobierno,
Palacio de Justicia, the Teatro Degollado and la Biblioteca Iberoamericana
Octavio 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 and
Guadalajara, etc.
9. Gather the history of Guadalajara.
10. Gather data on the architecture that predominates in the downtown area of
Guadalajara. What is it called? What are the constituents? How would
you describe it? Is there a building code protecting it? Ask around and find
out if there was any controversy when the Plaza Tapatía was first built.
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WORKSHEET: TLAQUEPAQUE
A. El Parián
B. Museo de la Cerámica
C. Santuario de la Soledad
3. Visit the Museo de la Cerámica and gather information on the history of the
ceramic styles displayed there.
4. Interview a person selling art in the street or in a store. 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? Where
are they produced? How is it produced? What is the price?
5. Gather data on the architecture that predominates in Tlaquepaque. What is it
called? What are the constituents? How would you describe it? Is there a
building code protecting it?
6. Visit the Santuario de la Soledad and la Parroquia de San Pedro and try to
gather some historical information on these two buildings.
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LA CIUDAD DE MEXICO
Goals: Enlightened exploration of the city of Mexico City. An
understanding of the overwhelming importance of Mexico City to the nation as a
whole. Comparisons and contrasts with Morelia and the milieu of Michoacán.
Encounter with the world’s 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. It
is one of the most savage and highly cultured places in the world. It is a labyrinth
and seemingly infinite set of human worlds, tragic, comic, violent, ecstatic,
tedious, and exciting. It is a capital city like no other, although the analogy of
ancient 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 most
vital expressions in Mexico City. The city has the largest Indian language
speaking population in the world (at least 1,000,000 monolingual speakers of
Indian languages). It harbors the largest concentration of homeless people on
earth. 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. The
most important fact to remember is the importance and dominance of the city in
all things Mexican.
Travel to Mexico City is best by bus, though students may well want to
consider flying. For flight schedules, information, reservations, and fares call
Aero Mexico (tel. 3-6533). Bus service to Mexico City is frequent (a bus leaves
Granada for Mexico City every 15 minutes), but often crowded. Buying tickets
early is a good idea. Be sure to take a bus that goes the “vía corta.” Avoid the
buses that route through Zitácuaro unless you like mountain scenery and have
plenty of time. There are several bus lines running schedules to Mexico City.
These include, Tres Estrellas de Oro (tel. 2-1186), Transportes del Pacífico (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 Central
Norte station in Mexico City. When you arrive is often a good time to purchase
your return trip tickets. Another option is the train. There may be a comfortable
overnight train, El Purépecha that leaves Morelia for Mexico City each evening.
See Bethzi for tips and help with train, plane, or bus reservations.
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2. Collect a story (about the earthquake, about the Virgin of Guadalupe, about
the building of the metro, about the excavation of the Templo Mayor, etc.
Mexican love stories. Often these stories, though rendered as fact, are
mythic or apocryphal.
5. Ask at least 5 Mexican people in DF where they’re 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 city
and/or life in the city.
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) and
you should have a “reason” for being in the village. “Reasons” to visit a village
include:
2. Attending a Fiesta:
Santa Fe de La Laguna - June 24 - San Juan Bautista
San Juan Nuevo - June 24 - San Juan
Capacuaro “ “
Purapeo “ “
Tarerio “ “
Chavindo “ “
Jarácuaro June 29 - San Pedro y Pablo
Tzurumútaro “ “ “
San Pedro Pareo “ “ “
Paracho “ “ “
Ocumicho “ “ “
Acámbaro July 4 - Virgin del Refugio
Quiroga July 6 - Día de la Sangre Preciosa
The list goes endlessly on. in face it might be a good idea to learn the craft
specialties of as many villages as you can. If you visit a village to explore the
crafts, be prepared to buy some examples out of courtesy.
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.
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 her
craft. You can allow the interview to be open-ended, or you can focus it
on some aspect of the craft (ie. the economics of the craft - how much is
made, is the work seasonal.
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TASKS:
2. Note on an hourly basis what events have transpired, who was involved and
what was done.
4. Talk to as many people as you can. Ask questions about the fiesta and the
events. Make notes on these conversations.
5. Notice your responses to the fiesta. What sort of play of emotions did you
experience
8. If there is dancing, describe the choreography and find out what the
significance of the dance is
12. Consult with instructors on the possibility of broadening your inquiry and
formulating a student-generated seminar
13. Talk with students who attended fiestas at other villages. What were the
similarities and differences?
14. Speculate on fiestas, what are they, what are they for, what do they do for
and to people, why do relatively poor villagers make such expenditure in
effort and resources on such an ephemeral event?
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Copied song selections are provided to no more than twenty students in this
course. This set of selections functions as a sampler. Students are given both
written and oral information on the sources of the selections, the authors and
musicians responsible for those selections, and sources for purchase of the
original, works from which the selections are taken. This serves to promote and
support the artists and publishers who provide the public with the opportunity to
buy the works from which these modest selections are excerpted. The instructor
of this class and the University of New Mexico in no way wish to violate the spirit
of protection of artistic and intellectual property on which copyright regulations
are based. Use of these materials is likely to lead to enhanced rather than
diminished sales of the CDs from which the selections are drawn.
Notas: