PER THE INSTRUCTIONS BELOW PLEASE PROVIDE A TOPIC OF CHOICE.
ASSIGNMENT: Students will write a three-page (750 word) academic
research paper on a diverse, marginalized group of people in a Spanish-speaking
country.
Purpose:
The objective of this paper is to demonstrate
knowledge of a marginalized group in a heterogeneous Spanish-speaking country
by exploring the cultural aspects of the group that you choose, researching and
discussing its cultural contributions, experiences, values, histories, and
power struggles as a diverse group.
Audience: Your audience is your instructor and other members of the class,
representative of an adult academic audience.
Directions:
Guidance:
First, select a Spanish-speaking country that
you would like to research. This can include Spanish-speaking populations in
the United States. Then, research a marginalized group in that country that has
distinct cultural aspects that make them diverse and result in experiences of
marginalization. A group of people can be under-represented due to a variety of
factors such as their race, ethnicity, religion, gender, sex, sexual
orientation, disability, language, or class. Some examples of such groups are:
a.
the Quechua people in Peru
b.
the Jews in Argentina
c.
women in Mexico
d.
Basque speakers in Spain
Next,
write an academic research paper describing the experiences of this diverse
group living in a plural society. You should focus on the values and traditions
of the group you have selected with a particular emphasis on any one of the following:
a.
Political system
b.
Government
c.
Technological achievements
d.
Philosophy
e.
Religion
f.
Language (if this group speaks
a minoritized language in the country you have chosen)
g.
Literature
h.
Other cultural contributions
In your paper, as you discuss the experiences
of your group, be sure also to discuss what it means to be diverse in relation
to power, privilege and inequality in a society in which one is a member of a marginalized
group.
Write a 250-300 word composition en español describing 2 members of tu familia. Write two paragraphs, one per family member. Mom and Older Brother
1. Título (title) : the first word is capitalized as well as only proper nouns (e.g. Mi hermano Jim, el loco, Mis padres nos aman). Have an interesting title: i.e. avoid writing “Composición1 “Mi familia” as the title.
2. Use as much vocabulary from Chapters 1, 2 & 3 as possible to describe 2 family members.
3. Use a variety of verbs, adjectives, and adverbs to explain what they are like in personality & appearance, what they do, where they live, and the things they like.
4. Use gustar x3-4 times (no more than 4 times)
5. Use phrases that use Tener (Tener que, Tener prisa, Tener suerte, etc) x3-4 times (only)
6. Use Ser x4 times (only) or less
7.Use Ser+de x2 times (only) or less
8. Use Estar x2 times (only) or less
9. Use Tener by itself x4 or less
10. Use Haber x2 times or less
11. Use transition words like y (and), porque (because), pero (but), cuando (when), etc.
12. Grammar: You will be graded on all grammar. Include all accent marks and punctuation.
13. Vocabulary: You will be graded on proper use of all vocabulary.
14. Format: Word Doc, Double-Space, Times New Romans 12 Font, Word Count.
15. To avoid:
1. Avoid writing sentences with long lists (e.g. Mi tía Juana es amable, bonita, generosa y trabajadora.). Rather, describe your family member and then explain why you described her in that way: Mi tia Juana es trabajadora. Ella trabaja todos los dias en Starbucks y trabaja en AVC los fines de semana.).
2. Avoid introducing yourself or your essay in sentences like, “Hola, me llamo Freddy y voy a escribir sobre mi tía Lencha y mi hermana Mary.” It is redundant and unnecessary. Instead, focus on providing good and complete descriptions of each family member.
Warning: Using advanced grammar not covered as part of a beginning Spanish course will signal that you did not complete the assignment independently. Using above-level grammar will result in you being reported as a case of Academic Dishonesty and a 0% on the assignment.
VOC – vocabulary error
RED – redundant
SOF – vocabulary is too basic
V – insert a word or phrase
Circle – grammar error
Choose two different relatives and answer the questions below about those two relatives. Mom and Oldest Brother
You will answer in complete sentences using the vocabulary from this chapter & -AR, -ER, & -IR verbs we have studied.
You will answer using the format below.
Use correct grammar and vocabulary from the textbook: e.g., avoid advanced grammar & vocabulary, as well as popular forms like “mamá” (madre) and “flaco” (delgado).
Identify your relatives when giving their names: e.g., Mi hermana se llama Guadalupe y vive en San Francisco.
Mom
Pariente 1 (say “pariente uno”)
¿Cómo se llama y cuántos años tiene?
¿Qué es su pasatiempo favorito y cuando hace su pasatiempo?
¿Qué hace durante la semana? (2 actividades, pero no un pasatiempo)(cannot use “gustar”)
¿Qué le gusta comer? (must use “gustar” and “y” & must use two different foods)
Oldest Brother
Pariente 2 (say “pariente dos”)
¿Cómo se llama y cuántos años tiene?
¿Cómo es físicamente? (3 descripciones)
¿Qué le gusta hacer los fines de semana? (must use “gustar” & must differ from activities of Pariente 2)
¿Qué actividades no le gusta hacer? (2 actividades, must use “gustar” & porque)
Study Lesson 2: Spanish Regional Festivals: La Tomatina. Be sure to follow the instructions by reading the materials and viewing the videos. Then respond to the questions below.
What happens in La Tomatina festival?
What do you think about the festival? Would you like to experience it someday? Is there another regional Spanish festival that you would prefer to participate in instead?
Does this remind you in any way of a festival that you have participated in or know of? Compare/contrast to your personal experience or another regional Spanish festival.
*WATCH VIDEOS*
Then respond to at least two other students’ discussion topics to ask or guess who the people are that they have described, como, “¿Es Presidente Biden?” “Sí, es President Biden.”
Complete your essay in a Word document. Answer in 5 – 7 paragraphs at least, but you may write more. Your grade will be based on the completion of the essay in proper English, using convincing examples from the books (Dominicana and When the Spirits Dance Mambo) to support your conclusions, rich thought and detail, full development, coherent writing, and effective word choice.
Analyze, compare, and evaluate the female characters in both novels in an essay. Use at least one female character from each book.
1. Discuss the characters search for identity and why the search is problematic. Much of your work has to do with the culture expressed in the novels, which sometimes protects and sometimes hindered women.
2. What are some of the most important effects of Latina culture that you see in the novels?
3. Are there parallels between different characters?
4. Anything you wish to add is always welcome. However, that does not replace replying to the above questions.
Study Lesson 1: What’s in a Name? Hispanic, Latino/a/x, and/or Other Identity Terms from earlier in this Module. Be sure to follow the instructions by reading the materials and viewing the videos. Then respond to the questions below.
According to what you learned in Lesson 1, is there one unique or singular Hispanic/Latino/a/x identity? Why or why not?
Discuss the meaning and usage of one identity term from the readings or videos that was new for you.
Do you agree with the importance that Moya places on the term(s) that a person chooses to use for their identity? Why or why not?
How do you think you will be able to apply what you learned in Lesson 1this week in your own life?
*WATCH VIDEOS/DO READINGS.
READ THIS ———>
“[T]he search for a name, more than an act of classification, is actually
a process of historical imagination and a struggle over social meaning at
diverse levels of interpretation.”
Juan Flores, “The Latino Imaginary”
“In declaring that I am not Hispanic, I mean to be intentionally provocative. Moreover, I do so with the full knowledge that I run the serious risk of having the philosopher Jorge Gracia task me with being an ignorant and prejudicial purveyor of misinformation about my cultural and historical background. I run this risk not because Gracia is an unfriendly person, but because, according to the definition of the term that Gracia proposes in his recent book Hispanic/Latino Identity: A Philosophical Perspective, I am Hispanic; I fit easily into the group of people that he designates as Hispanic. According to Gracia, Hispanics are the “group of people comprised by the inhabitants of the countries of the Iberian peninsula after 1492 and what were to become the colonies of those countries after the encounter between Iberia and America took place, and by descendants of these people who live in other countries (e.g. the United States) but preserve some link to those people.” He goes on to note that his definition “excludes the population of the other countries in the world and the inhabitants of Iberia and Latin America before 1492 because, beginning in the year of the encounter, the Iberian countries and their colonies in America developed a web of historical connections which continues to this day and which separates these people from others” (48-49). Why, if I am willing to admit that I fit into Gracia’s definition, am I yet unwilling to claim the identity Hispanic? Am I simply being perverse?
“Elsewhere, I have demonstrated that how a person identifies herself has profound consequences for how she understands the world, and consequently, for how she chooses to act within it. Claiming or affirming an identity, under this view, is more than a simple act of self-determination-although it is that, too. Fundamentally, it is a struggle over social and historical meaning. Moreover, because identity labels are tags for conceptual categories, they are epistemically and politically significant in ways that Gracia clearly acknowledges in his introduction but fails to fully register in his argument in favor of Hispanic identity…
“The key to understanding my objection to Gracia’s argument has less to do with what I think is the “best” name for the group of people Gracia delineates, and more to do with the constitution of the group, as an identity group, in the first place. Gracia’s concept of Hispanic is not, properly speaking, an identity category. Identity categories, ethnic and otherwise, serve a particular social function-they help us to locate individuals (more and less accurately) in relation to social groups. As such, an identity category is most meaningful when it provides some substantive hints about the person who is designated as a member of that group. The concept of Hispanic ethnicity as Gracia defines it, however, is so capacious as to be contentless at a number of different levels. It provides no substantive hints regarding a person’s possible place of birth, nationality, economic or social status, sexuality, language, religion, political perspective, or even what century he or she belongs to…
“If we are going to reach back through 500+ years of history, with the only criteria being a historical one, there is little reason to suppose that I, for example, should privilege my Spanish ancestors rather than my Anglo ones. Why, since I have Cunninghams and Blacks in my genealogy, don’t I identify as Anglo? On what basis can I claim more affinity with the Bacas, the Martinezes and the Moyas in my particular family history? How, unless I know what I am looking for, am I to determine which branch to follow up my historical family tree?…
“Skin color, hair texture, and bone structure never even come up for serious discussion in Gracia’s book on Hispanic/Latino identity. And yet, the particular visible morphological characteristics we carry around on our bodies have a great deal to do with how we are treated, how we see and evaluate others, how we come to interpret the social world, and, ultimately, whom we identify with. Skin color, hair texture, and bone structure have no inherent biological or social meaning, but they do have historically constructed and highly sedimented social meanings that affect-in ways that can be described-how people sort themselves and others into racial and ethnic categories. I can imagine a future in which our physical characteristics will be irrelevant for how we identify. That future, however, is not yet here, and as long as skin color, for instance, can make such a difference in how a person experiences the world, theorists of identity cannot afford to ignore it as a factor in ethnic (or racial) group categorization…
“So, if I am not Hispanic, what ethnicity am I? This is a complicated question, and one that can be answered in a variety of ways. In some contexts I would describe myself as Mexican-American, in others as Chicana, and in still others as Latina. I use the term Mexican-American, usually with people who are not Mexican-American, as a way of helping them to locate me. The term, for me, is a descriptor that indicates that I am a U.S. citizen and that my cultural heritage is Mexican. If the person to whom I am speaking knows very much about the community of Mexicans in this country, they might be able to envision what foods I likely grew up with, what music I might have listened to as a child, what religion I was probably baptized into, and what languages I might have some familiarity with. Despite the fact that not all Mexican-Americans will share all aspects of this cultural identity, enough of us share enough of these aspects so that the people who can be so described constitute a fairly organic grouping. The cultural attributes that are generally associated with the concept of Mexican American provide a backdrop against which we can explore our individual differences…
“I use the term Chicana when I want to signal a particular kind of affiliation with other Mexican Americans who share an identifiable (although internally heterogenous) perspective on the world. In some ways, the term Chicana/o does the work of the term Mexican-American plus a little bit more. A Chicana/o identity is a politicized identity, and one that many Mexican-Americans do not claim. The fact that not all Mexican-Americans claim it is perfectly fine with me. There are many Mexican-Americans whose views about assimilation, for example, I do not share, and the use of the term Chicana/o is a convenient way to signal that.
“Finally, I use the term Latina when I want to signal an experiential, and to a lesser degree political and cultural, affiliation with a larger group of people living in the U.S. who themselves or whose ancestors have come to this country from Puerto Rico, Cuba, the Dominican Republic, Colombia, Ecuador, Nicaragua, El Salvador, etc. It refers to basically the same group of people that Gracia designates with the term Hispanic with a crucial difference. When I refer to Latina/os, I am not referring to people living in Latin America or Spain. This is not because I am a nationalist, or because I am biased against Latin Americans or Spaniards. Moreover, I acknowledge the important connections (economic, political, intellectual, familial, and cultural) that exist between Latina/os in the United States and Latin Americans and residents of the Iberian peninsula. But I believe that when it comes to assigning and describing social identities-especially when they are invoked for political or epistemic purposes-it is important to recognize the specificity of geopolitical space, and the experiential significance of being a ethnic minority citizen or resident of a country like the United States. I am in no way suggesting that being Latina/o is inherently better or worse than being Latin American or Spanish. I am, however, suggesting that it is different enough to be worth marking…”
—Moya, P. (2001). Why I am Not Hispanic: An Argument with Jorge Gracia. APA Newsletter, 00(2), 100-105.
Here are excerpts of a “taxonomy” from Mexica.net that breaks down some common terms further. Note: This list is not complete, and these definitions are subjective.
“Spanish people”
This term is used frequently in the United States to refer indiscriminately to any person that speaks Spanish. As such, it is imprecise and often inappropriate in that it includes people from more than two dozen countries, spanning all of the American continent, the Caribbean and Spain. The term does apply specifically, however, as the proper name for the native people of Spain, and for this reason it is as incorrect to use it to refer to any and all Spanish-speakers as the term “English” would be to refer to citizens of New Zealand, Australia or the United States.
Hispanics
This term is often used to refer collectively to all Spanish-speakers. However, it specifically connotes a lineage or cultural heritage related to Spain. As many millions of people who speak Spanish are not of true Spanish descent (e.g., native Americans), and millions more live in Latin America (cf., “Latino” below) yet do not speak Spanish or claim Spanish heritage (e.g., Brazilians)…
Latino
This term is used to refer to people originating from, or having a heritage related to, Latin America, in recognition of the fact that this set of people is actually a superset of many nationalities. Since the term “Latin” comes into use as the least common denominator for all peoples of Latin America in recognition of the fact that some romance language (Spanish, Portuguese, French) is the native tongue of the majority of Latin Americans, this term is widely accepted by most. However, the term is not appropriate for the millions of native Americans who inhabit the region.
Mexican
Specifically, the nationality of the inhabitants of Mexico. Therefore, the term is used appropriately for Mexican citizens who visit or work in the United States, but it is insufficient to designate those people who are citizens of the United States (they were born in the US or are naturalized citizens of the US) who are of Mexican ancestry.
Mexican-American
This term is commonly used to recognize US citizens who are descendants of Mexicans, following the pattern sometimes used to identify the extraction of other ethnic Americans (e.g., “African-American). This term is acceptable to many Mexican descendants, but for those who do not identify with a Mexican heritage, but rather with a Spanish heritage, it is unacceptable (cf., “Hispano,” below).
Hispano
This term is preferred by that subpopulation, located primarily in the US southwest, who identify with the Spanish settlers of the area, and not with the Mexican settlers (specifically, the Creole Spanish-Native American race). There is in fact an important number of these people located along the Rio Grande Valley of New Mexico and in the northern Sangre de Cristo mountain range of the same state.
Chicano
A relatively recent term that has been appropriated by many Mexican descendants as unique and therefore reflective of their unique culture… The most likely source of the word is traced to the 1930 and 40s period, when poor, rural Mexicans, often native Americans, were imported to the US to provide cheap field labor… The term was appropriated by Mexican-American activists who took part in the Brown Power movement of the 60s and 70s in the US southwest, and has now come into widespread usage. Among more “assimilated” Mexican-Americans, the term still retains an unsavory connotation, particularly because it is preferred by political activists and by those who seek to create a new and fresh identity for their culture rather than to subsume it blandly under the guise of any mainstream culture.
—Are Chicanos the same as Mexicans? (n.d.). Mexica.net. http://www.mexica.net/chicano.php
Using the material on moral compasses from weeks 1 and 2, write a paper of no less than 600 words that accomplishes the following:
Choose one of the four templates, Markkula- APA or MLA, or Brown – APA or MLA, and follow directions. The information below offers an elaboration on these directions.
In a section titled “Theories” identify between 1 and 3 moral theories you will use to build your compass (deontological, utilitarian, common good, virtue, etc.) along with a short, documented definition for each theory. The definition should be in your own words. As citations are NOT just for quotations, be sure to give your resources proper credit with citations.
In a section titled “Explanation” explain for each theory how it would help you make what you feel would be the right decision and in what situations (e.g. Using deontology at work to ensure the company’s policies are kept and its reputation is upheld; Using care ethics at home as a way to be equitable with the kids, etc.).
In a third section titled “Compass Applied” choose one topic from the Markkula Center for Applied Ethics (under “Ethics Spotlight”) or another pressing ethical situationyou or others you know are facing at the moment. It must be a legitimate moral conundrum like keeping a secret about a cheating spouse, cheating on a spouse or being an accessory to a crime. You can also pick a current event like the possibility of electing a convicted felon as president, busing illegal immigrants from Texas to other states without their permission, or passing laws that allow teens to work longer hours and in dangerous situations. Then using either Framework for Ethical Decision Making (Markkula or Brown), walk through the steps to make an ethical decision and justify what you decide is the moral action to take in this situation. USE the template and DO NOT delete the section headings.
Be sure to be clear on which of the two frameworks you are using (which is easy if you use a template). Be sure you are clear on what you are doing. Use the attached templates to address this assignment. The content is the same, but the formatting on each is different.
Note that all papers must be double-spaced and follow either APA or MLA formatting.