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EL CUADERNO: CONEXIONES/NICARAGUA/2012
MICHAEL THOMAS, PhD. and ENRIQUE LAMADRID, PhD.
INSERT PAGES AS NEEDED TO ANSWER QUESTIONS
páginas
I INTRODUCCION
A. USANDO EL CUADERNO
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B. FILOSOFIA DEL PROGRAMA
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C. PREGUNTAS, CUESTIONES, MISTERIOS, ENIGMAS,
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ADIVINANZAS
II EL CHOQUE CULTURAL
A. COMO IDENTIFICARLO
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B. TECNICAS DE APOYO
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C. EXPLORACION
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III LA CULTURA NICARAGÜENSE
A. EXPLORANDO ESTEREOTIPOS
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B. CARTOGRAFÍA
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C. IDIOMA Y CULTURA POPULAR
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D. GASTRONOMIA
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E. LOS MEDIOS Y LA CULTURA POP
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F. EL ARTE Y LA CULTURA EXPRESIVA
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IV LA SOCIEDAD NICARAGUANA
A. INSTITUCIONES SOCIALES
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B. LA FAMILIA
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C. LOS HIJOS
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D. LOS ESTUDIANTES
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E. GRUPOS SOCIALES
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F. LA ECONOMIA Y EL MERCADO
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G. CONTAMINACION Y EL AMBIENTE
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H. HISTORIA, POLITICA Y GOBIERNO
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I. OPINIONES
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V CONVERSACIONES
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VI VIAJES Y TRABAJO DE CAMPO
A. EXPLORANDO GRANADA
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B. LAS ISLETAS.
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C. VOLCANES MOMBACHO Y MASAYA
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D. LOS PUEBLOS BLANCOS
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E
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LA ISLA DE OMETEPE.
F. OCOTAL
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G PUEBLOS RURALES, FIESTAS POPULARES.
H. CIUDAD DE MANAGUA
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TBA
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. INTRODUCCION:
A. USANDO EL CUADERNO
Completion of the tasks assigned in this workbook is essential to your success as a
CONEXIONES student. Documenting a learned fact or experience solidifies that learning
and showcases that experience in memory. Writing in the Cuaderno is a way of
announcing to ourselves that we have learned something and reminding ourselves that what
we have learned is important: worth knowing and remembering. Each Cuaderno will be
examined on a weekly basis. Suggestions will be given at that time. The Cuaderno is also
a CONEXIONES final project, to be turned in at the completion of the program. Many
students find that they can make alterations to include “scrapbook” pages, mounted photo
pages, and additional narrative pages. They then rebind the Cuaderno to hand in. This is
fine, we encourage you to customize, to make your work reflect your personality, your
needs and your interests. Collaboration is encouraged, but your Cuaderno should bear the
stamp of your individual style.
We understand that students are different and have different goals and priorities.
These emerge from the many differences in major fields of study, interests, values, and
physical capacities that characterize our students. Some students will focus on breadth and
do as much of all sections of the Cuaderno as possible. Many students, however, will focus
more attention on some sections and less attention on others. What we expect is
documentation of consistent engagement. If we note that coverage in some sections of
your Cuaderno is “thin” then we will expect to find other sections with coverage in
extraordinary depth. Culture Study Faculty will be making assignments for all students and
Spanish Instructors may make Cuaderno assignments that will be required of students in
their particular classes. Beyond the assigned sections we expect students to complete as
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much of the Cuaderno as they possibly can. We realize, too, that there is a certain amount
of redundancy in the Cuaderno. This is because the various sorts of information emerge
and are relevant in multiple contexts. We decided to tolerate the redundancy because it is
easier for students to record the information that way. You need not fill in the same
information twice. What is crucial is that you become familiar with your Cuaderno. Look it
over carefully so as to know where to record the things you learn.
Your Cuaderno will be returned to you after final scrutiny and can provide a rich,
enduring record of your experiences and growth. We also note that a few learners struggle
with the cuaderno approach. If you find yourself simply unable to use the Cuaderno, you
must formulate a proposal for an alternative documentation of your learning. The proposal
and a copy must be presented to the director of Culture Study to sign as approved, or
return with suggestions. Your “alternative” must have a scope that matches the Cuaderno.
Most important: Use the Cuaderno to your advantage, have fun with it, and make it
your own.
The Digital Dimension – This Cuaderno, traditionally a “hard copy” workbook is also
available to students as a MS Word file. Students may use the file to create their digital
cuadernos complete with links, attached or embedded photos, photo essay, videos and or
audio recording or collections. Similarly, students can use the wiki for collaborative work.
Students should also feel free to upload work onto created wiki pages or sites such as
flickr, tumblr, YouTube. Simply include a thumb drive with the cuaderno file plus additional
files, links to uploads, etc.
NOTA: As the general level of Spanish language skills has increased, a larger section of
this year’s Cuaderno is in Spanish. If beginning students have any doubts about
information or field assignments, they should clarify them in Spanish class or with a
compañero who can help them decipher.
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B. FILOSOFIA DEL PROGRAMA
It 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 of
our intelligence, perspectives, and access to information. Collectively, although we have
vast data banks and libraries that hold and order the knowledge we’ve accumulated, that
knowledge barely scratches the mysteries of the universe we live in. We still do not
understand, for example how a cell works or how the brain functions in language
acquisition.
Despite the unknown and mysterious nature of our existence, education proceeds as
though there are right answers, set facts that students can simply learn on the basis of
authority. Speculative and theorizing skills are ignored and people often proceed through
their university studies with an impoverished reflective, speculative capacity. As you engage
this workbook on the field trip, your “natural” approach will lead you to seek the “right”
answers to questions. This is not our focus as educators. We want to encourage you to
think critically, to challenge conventional wisdom. The most fundamental question one can
face in engaging another 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 like a parade, for example, may turn out to be a funeral, a holy
procession. or a postal workers’ strike.
One of the main purposes of this workbook, therefore, is to encourage you to
consider situations and perspectives you’d not ordinarily consider. Cross-cultural experience
should expand consciousness. We guarantee that engaging the questions and exercises
suggested in this cuaderno will provide you with experience and perspectives you’d not
have attained if you simply followed your own agenda. Please don’t worry yourselves
about the “right” answers. The “right” answer is the quest, the engagement with a
mysterious 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. An eternal question, for example,
is “Why is it so hard to get change in Nicaragua?” Instead of assuming there is a correct,
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causal explanation, think of as many alternative explanations as possible, speculate, think.
Too often, answering a question too quickly halts inquiry. Our aim is to encourage, not
limit, inquiry.
C. PREGUNTAS, CUESTIONES, MISTERIOS, ENIGMAS, ADVINANZAS
I. In the following space, make a list of five questions, situations or topics of personal
interest that you would like to explore, clarify or answer during the trip. How can you find
the information you’re looking for?
There will be opportunity to discuss this with professors
and other students. Document your findings.
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II. EL CHOQUE CULTURAL: - Read the wiki pages on culture shock
and ethical
tourism:
http://conexionesnicaragua.wikispaces.com/Culture+Shock
http://conexionesnicaragua.wikispaces.com/Ethical+Tourism
Everyone entering another culture experiences culture shock. Culture shock is a
response to another way of life. It can be subtle or intense. You will experience culture
shock. Everyone does, even those who do not recognize it or deny it. We’ve found that
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culture shock is a powerful tool. It creates discomfort and motivation to learn. Each culture
is a complete information system. One learns about culture by surviving culture shock 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 it works for all
humans.
Emotionally, culture shock is transformed through support. One aggravating
dimension of culture shock is that we are away from our usual sources of emotional
support. In CONEXIONES we recognize that students need substitutes for their usual
support systems. We form student support groups. Generally, the groups meet four times,
once during the orientation classes at UNM, twice during the field session, and once 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 students to retain
emotional equilibrium. Here are some tips on support and how to give it.
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, you’ll feel amusement,
shame, discomfort, frustration, sadness, or even anger. The magnitude of the feeling varies
greatly and is not necessarily predictable. Some of the feelings 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) Blaming others -
peers, authority figures, Nicaragua and Nicaraguan culture, etc. (4) Projection, thinking
others are uncomfortable. (5) Justifying the feelings. (6) Identification with the other
culture and one-sided criticism of one’s own culture.
So, if you notice feelings that seem extreme, if you find yourself conducting an inner
dialogue of denial, blame, evasion, etc., or if you find yourself acting out such feelings, you
are probably experiencing culture shock. If a fellow student is having an emotional
response that seems inappropriate, then that person may be experiencing culture shock.
TECNICAS DE APOYO:
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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 judgement, while someone else shares his or her feelings.
Other support skills 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 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
judgements and don’t try to solve the person’s problem.
SUPPORT GROUPS encourage people to accept and understand the feelings that 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 feel their courage and engage
Nicaraguan people and Nicaraguan culture in a clear and complete way. Support allows
people to overcome emotional distress and learn Spanish more successfully. Attendance at
support group meetings is absolutely required.
EXPLORACIÓN:
Write a few paragraphs that tell the story of THREE key your 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.
[OPTIONAL EXPERIMENT - an experiment in social perception:
In pairs, walk around the busiest area in Granada in your most glaringly U.S. outfit possible.
At the exact same time the next day, do the same, yet try to dress as traditionally Nica
as possible. Report on how you felt, how you were treated, why you were reacted to in the
way that you were, etc.]
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III. LA CULTURA NICARAGÜENSE

EXPLORANDO ESTEREOTIPOS
Make a list of American stereotypes about Nicaragua and Nicas. Use the
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following areas as guidance, and add more if you can: immigration, politics,
gender roles, family life, media, physical appearance, religion, standard of living,
etc.

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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CARTOGRAFÍA & GETTING AROUND

First orientation to Granada. Write a short description of how to get to Casa Xalteva
from your house. If you would prefer, you can draw a map instead.

Obtain maps of Nicaragua, and Granada and get to know them. Check the
papelerías: maps made with kids in mind can be especially helpful. Compare the
maps you are able to find with internet maps (ie google maps).
Different maps
focus on different features. Maps of Nicaragua may focus on natural features
(volcanos, lakes, forests, mountains, beaches (especially surfing beaches) , harbors,
rivers, etc.). Other Maps may focus on political divisions (states, municipal entitities
etc), population centers (villages towns and cities), or transportation (highways,
harbors, ferrles, riverine transport, etc.). Other maps may focus on natural
resources, agricultural produce, industries, etc. Collect and study maps, they are a
terrific source of information, particularly for students who learn more readily from
images than from text.

Here are some Granada landmarks, you should locate on your maps. You’ll need to
know where they are –
o La iglesia Xalteva,
o La iglesia Maria Auxiliadora,
o La Pólvora,
o El parque central,
o El lago Cocibola,
o La Merced,
o El catedral,
o San Francisco/ el museo,
o Guadalupe,
o El mercado
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
Explore the local public transportation service. One way to do so is to simply pick a
bus, hop on and take it to its end and then back to where you started. How much
did it cost? Where did you end up? Can you make generalizations about who
takes this bus line (school kids, working people…)? Write, draw, or take pictures.
Ask people in your family about public transportation. Talk to bus drivers. Is there
a printed schedule or route map?

Make a map of your family’s house (ex. floor plan).
Draw or include photos.

Map of your neighborhood. Draw or include photos.

Go to the Mercado (traditional market). Draw the layout or include photos.

Make a map of the plaza. During colonial times, las Leyes de Indias determined the
design of many public places. Draw or include photos.
Community Mapping, A Small Group Activity (Instructor Michael Wood)
This activity should be completed during the first days in Granada, Nicaragua. We must
initiate by exploring the community in which we will be residing. Creating a community map
is a participatory process of creating a map or visual representation of the community. In
the case of Conexiones, the aim of the mapping project is to get students familiar with their
new community, as well as to have them map out what they think the most important
places for the might be during their stay in Nicaragua (where their peers reside, stores,
internet cafes, museums, etc. The mapping project also allows students to gain an insider
perspective of the community as well as to get bring the learning space out of the
classroom and into Nicaraguan society.
To create a community map:
 Students will be divided into groups of 3
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 Among themselves will negotiate what they are going to document/look for and how
they are going to divide up the part of the city in which they live.
 While they are walking around documenting important places, etc. they will also have
a list of questions developed by the instructor
 Students will be given more or less 2 hours to complete this project.
 Upon returning to Casa Xalteva or the meeting point, all student groups will meet
and construct a community map.
o This map will be created on a large sheet of butcher paper to be kept at the
main learning space/building y
o The students would be also responsible for creating an 8x11 map for which
the instructors will make copies for the students.
Transportación, las diferencias – Differences in Transportation
Los modos de transportación en Nicaragua son distintos a los que estamos acostumbrados
a ver en los Estado Unidos.
The means of transportation in Nicaragua are different from
those we usually see in the US.

Cuenta todos los caballos que veas que no sean usados como taxis para
turistas. Count the horses you see that are not used on tourist taxis

¿Cuántas personas has visto subidos en una sola bicicleta?
How many people
have you seen riding on one bicycle

¿Cómo llega tu familia al mercado, trabajo, etc.? How does your family get to the
places they need to go, like the market, work, etc.

¿Has notado alguna diferencia entre los Estados y Nicaragua en la importancia de la
seguridad en los modos de transporte? Ejemplo: el uso del cinturón de seguridad,
cascos, etc.
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
Explica la diferencia en la seguridad que se usa entre los Estados Unidos y
Nicaragua, en carros, autobuses, bicicletas etc. – Address the difference in the
standards of driver and passenger safety between the US and Nicaragua vis a vis
cars, buses, bicycles, etc.
C. IDIOMA Y CULTURA ( attach photos, drawings, and notes as appropriate)
VOS, TÚ, Y USTED (answer at least 2)
The use of vos or usted is very important because it indicates the social relationship
between two people. In Central and South American Millions of speakers use vos. In some
places such as Nicaragua in roughly replaces the Tú form of address. It is also distinct from
vosotros, which is only used in Spain and is roughly the plural form of tú. In all most all of
the Spanish speaking world ustedes is the only second person plural form. in spite of the
fact that, many more people use vos than vosotros, vosotros appears in many more
textbooks and is taught in many more classrooms.
Your family, friends and others you meet may address you as tú. However, among each
other in familiar situations it is much more likely they will use vos. The reason for the
difference in use of terms of address with foreigners and locals is due to the Nicas
awareness in the variation that exists between their country's Spanish, and “Standard
Spanish”. The use of vos may indicate familiarity, intimacy, an interaction between two
people of the same age, or social position of the speakers. The use of usted indicates
formality, courtesy, that two people don’t know each other, deference, or differences in
social class.

Which form do you use when speaking to God or a saint, as if in a sentence?
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
Why at times do parents use the usted form with their kids?

In your family, how do the kids address their parents?

Make a list of 3 situations in which you have observed someone talking in the vos
form with another person.

Make a list of 3 situations in which you have heard the usted form used.
OPTIONAL

The transition between vos 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?)
o
o

An important part of studying aboard is attempting to immerse yourself in the culture.
In a situation, in which you would generally use tú try using vos, if you have
questions about the conjugation check with your instructor on its use.
o How did the individual react?
o How do they address you now?
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o If your family currently uses tú with you, ask them to use vos.

What does it mean to “echar flores” or “dar un piropo?” What do you notice about
male-female interactions, especially on the streets?
Give examples of common piropos and/or the accompanying hand gestures.

PIROPO/GESTO DE LA MANO
o SIGNIFICADO
o CONOTACIÓN

PIROPO/GESTO
o SIGNIFICADO
o CONOTACIÓN

PIROPO/GESTO
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o SIGNIFICADO
o CONOTACIÓN
REFRANES (DICHOS) Y ADIVINANZAS
Instructor Directed Activity (Carmella Scorcia): Dichos!

“Ando con el tigre”
While living with your families, listen for common expressions that are used. For example,
“ando con el tigre,” which translates to I walk with the tiger. Very funny, right? Maybe
you’re even thinking, well we are in Nicaragua, I guess you never know. However, this is
used figuratively to mean there is a tiger in their stomach, and it’s growling, hence the
common American expression, my stomach is growling.
What additional common expressions are used?
Make a list of a minimum of 10 different expressions.
List their significance both as a translation and the significance which is implied.
When are they used?
Among whom?
Is the expression used in all settings? Explain.
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
“El loro viejo nunca aprende”
Nicaragüenses are wonderful at relating an experience in the form of a metaphor, or dicho
to refer to something which is treated in an indirect manner. For example, if someone is
older and stuck in their ways, it is common to hear the saying, el loro viejo nunca aprende,
which translates to, the old parrot never learns.
As with the common expressions, follow the directions below to record your favorite
Nicaraguan dichos!!
Make a list of a minimum of 5 of your favorite Nicaraguan dichos.
List their significance both as a translation and the significance which is implied.
When are they used?
Among whom?
Is the expression used in all settings? Explain.
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
Going Deeper
Rather than simply asking people for common expressions, keep your ear attuned, for a
dicho might come out and surprise you.
In this case, record the scenario:
Who was talking to whom?
What was being said?
Recreate the scenario and explain its significance.

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.
o Una viejita con solo un diente - llama a toda la gente.
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o Agua pasa por mi casa - cate de mi corazón. El que no me adivine es un
burro cabezón.
o Alto, alto, como un pino - pero pesa menos que un comino.
o ¿Qué cosa es que cuando más grande es menos se ve?
o Si los amarro se van si los suelto se quedan ¿que serán?
o En alto vive, en alto mora en alto teje la tejedora
.
BRINDIS (“cheers, mate, clink your glasses”)
Make a list of at least three traditional brindis:
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VOCABULARY:

Keep a list of vocabulary words that are new to you. This works really well if you
keep a small notebook (cuadernito) in your pocket.

Nahuatl (Azteca) is a very important indigenous heritage language in Central
America.
Make a list of 8 words in Spanish that have Nahuatl origins:
o
o
o
o
o
o
o
o
LEMAS
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?
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CARTELES
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.
PRODUCTOS

Find 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 American
products/stores/brands than you thought you would? What is their connotation? Do
they represent cultural imperialism? Sincretism?

Regarding large corporate enterprises: have you seen anything that surprised you?
Stores you hadn’t thought would be in Nicaragua?
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
Ask locals the following: Which stores and commercial brands that you see today the
same ones that existed ten or twenty years ago? Which are new?

Why have the new stores and brands arrived? What has been their impact? Have
they changed Nicaraguan culture and Nicaraguan people? Or is Nicaraguan culture
fundamentally the same as before?
EL HABLA DE LOS NIÑOS

If 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.
For example, what is yaya in New Mexico? Does it mean anything In Granada?
Also include a list of nicknames that are based on the mispronunciation of kids.

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 Mexico? ¿Existe en Granada,se dice?
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)

Chistes sobre gente de otros lugares, gringos, ticos, etc.

Chistes de la política.
HISTORIA ORAL
Choose at least one or two of the following and answer on a blank/added page

Collect a narrative from your family about the Nicaraguan Revolution or the Contra
Wars
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
Collect a story about rural migration from Nicaragua to the United States.

Collect a funny story about one of your family's relatives.

Collect information about your family's history. Are they from Granada? For how
many generations? What did their grandparents do?
D. GASTRONOMIA:
Define and taste as many (at least 5) of the regional cuisines listed below as possible.
Ask your family about other traditional foods.

Requesón

Güirila

Nacatamales

Maduros Horneado con Cuajada

Vigorón

Salpicón

Carne en Baho
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
Garroba

Tostones

Tiste

Collolitos

Sopa de Mondongo (What village is known for this dish?)

Guapote

otros (describa)
Observe the preparation of two main dishes in your family’s kitchen and write the recipes.
(include photos if possible on an added page or jpg. File included with the cuaderno as a
cd., thumbdrive, etc.)
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FRUTAS TROPICALES
Describe (and, optionally photograph) and taste as many (at least 8) of the following fruits
as you can. Also note how they are eaten (ie, peeled, cut, sectioned, seed(s) removed,
swallowed or spit out, etc.) Not listed are tropical fruits familiar to American students –
Oranges (Naranjos), Pineapples (pinas), bananas (platanos), limes (limónes),

Soncoya

Pitaya

Pejibay

Caimito

Sapote

Cojolitos

Hocotes o Jocotes

Nispero

Canistel

Guanábana

Guayaba
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
Banano

Mango

Papaya

Tamarindo

Fruta de Pan

Calala

Marañón

Mamón

Mamey

Sapodilla
Las comidas del dí a.
¿Cuales son los características tipicio – preparaciones, formalidad, convivencia, etc. ¿Qué
comida comen y en que manera? ¿Cuáles cosas son lo mismo y Cuales puede cambiar.
Meals. What are the typical features in terms of preparation, formality, social value, etc.
What food are eaten and how. Which things are always the same and which can change.
Note that none of the names of meals translat es exactly to an English counterpart.

El desayuno:

El almuerzo:
31

La cena:

Otras comidas (¿Hay Meriendas?
LOS MEDIOS Y LA CULTURA POP Compare and contrast the role of the media and pop
cultura in the United States and Nicaragua. Choose and complete two of the following
sections: PERIODISMO, LA TELEVISIÓN, FOTONOVELAS Y CARICATURAS, EL CINE,
LA MUSICA

PERIODISMO
o Identify the newspapers that your family reads and what type of coverage
they offer. (regional, local)
o Identify the main newspapers in the country and try to describe why they are
considered so important. Ask your host family their opinions of those
newspapers.
o Critique of magazines -Choose 3 magazines and complete the following:

Briefly describe the content of the magazine.

What is the intended audience of each one?

What kinds of advertisements are in the magazine?
32

What products are being advertised and how?

Why those products?

How are social positions depicted?

What are the social positions of the people in the magazines?

How does the magazine depict the political system? If it doesn't
discuss politics, how might it reflect the political system?

Do the women in the magazines reflect the reality of Nicaraguan
culture? How might their depiction affect the concepts of beauty that
Nicaraguans have?
LA TELEVISIÓN

Choose a telenovela and watch every episode for one week. What characteristics
(physical and personality) do the victims display? The villans?

How many television companies serve Nicaragua
o How many stations does each have?
o Are there differences in the type of shows each company puts on the air?
33
o Pay special attention to differences in the telenovelas.
o

Ask your family what their favorite channels/programs are and why.
Compare the commercials in Nicaragua and the US. What are the differences?
FOTONOVELAS

Read a fotonovela and critique it.
o What values are assumed/ presumed?
o Characterize the protagonists: (sex, class, work, age, appearance, life
circumstances…)
o Identify evidence of social inclinations, institutions, and problems.
EL CINE

Go to a Nicaraguan Cine
o What sorts of films are playing and scheduled
o What values are assumed/ presumed?
o Characterize the protagonists: (sex, class, work, age, appearance, life
circumstances…)
34
o Identify evidence of social inclinations, institutions, and problems.
o How does the audience react to the plot, including the humor, in the film? Is
it similar to the way you would imagine a US audience reacting to it?.
LA MUSICA

What music does your family like? Que tipo de musica escucha tu familia

Describe the different styles of music in Nicaragua and explain their differences in
terms of content, themes, and language. Also make a list of the artists/bands
Describe los tipos diferentes de musica en Nicaragua - temas, lenguaje, y sujetos.
Tambien haz un lista de los artistas/conjuntos.

Transcribe two songs from the radio or from a CD.
35

Make a list of English-language songs that are popular in Nicaragua.

where do people go to hear the various kind of music¿Dónde escuchan los
diferentes tipos de musica en Nicaragua?

Write about your personal favorite songs in Nicaragua Escribe sobre sus canciones
favoritas que escuchas en Nicaragua.

Talk to several people and ask them what kind of music they like, which artista
they like and why. Habla con varios personas y pregúntales qué tipo de música
les gusta, cuáles artistas les gustan, y ¿por qué?

If you can, talk to a musician. Record and transcribe or otherwise document the
interview (via notes and photographs, for example) Si puedes, habla con un músico.
Documenta la entrevista. (use a blank/added page)
Instructor Directed Activity (Carmella Scorcia): Music of Nicaragua!

Make a list of all the places and occasions you hear local music played.
o Who plays the music?
36
o Identify the differences between popular and folkloric music.
o How are folkloric elements mixed within the popular music?

What does the mirimba represent for Nicaraguans? Speak with a minimum of 5
people of various ages and in a conversation, find out the following information:
o Who in Nicaragua plays the mirimba?
o Who teaches them to play?
o When do they play the mirimba?
o How has the mirimba played an important role in Nicaragua’s history?
o Who are some well-known Nicaraguan mirimba players?

What does the guitar represent for Nicaraguans? Speak with a minimum of 5 people
of various ages and in a conversation, find out the following information:
o Who in Nicaragua plays the guitar?
37
o Who teaches them to play?
o When do they play the guitar?
o How has the guitar played an important role in Nicaragua’s history?
o Who are some well-known Nicaraguan guitar players?
F. EL ARTE Y LA CULTURA EXPRESIVA

Become familiar with the work, life, and setting of a Nicaraguan artist, sculptor, poet,
musician, or other person devoted to aesthetic expression. Learn as much as
possible about the place of art and expressive culture in Nicaraguan prehistory,
history, and society, to learn as much as possible about what art means and has
meant to Nicaraguans.
Note: Granada has a number of artists, plenty to qualify as having an “art scene” Name
some of the local galleries and artists. Consider doing a photo essay that you could post
on a wiki page or flickr.

The Pueblos Blancos are villages with significant craft industries. Identify the crafts
associated with the following villages (again attach photos or create a cooresponding
series of photos in a jpg file or internet photo site)
o
Santa Catarina
38
o
San Juan del Oriente
o
Masaya
o
Diría
o
Diriomo
o
Niquinohomo
o
What Nicaraguan leader was born in Niquimohomo
o
Masatepe
o
San Marcos
o
What Nicaraguan leader was born in San Marcos?
o
San Marcos features the campus of what University?
(Record notes on the following tasks on blank cuaderno sheets or insert sheets into the
cuaderno)

Tareas:
o Visit a local artist’s studio. (Or sculptor, musician, poet, etc.)
39

Describe the studio, how space is used

Describe his/her work (media, content, style)

Interview the artist (record on a separate sheet)
 -biography
 -training
 -inspiration
 -resume (shows, exhibits etc.)
 -philosophy of art/life
 -political beliefs (incorporated into art?)
 -economics
o -What kind of a living does the artist make?
o -Is he/she living from proceeds of sales?
-How much does the work sell for?
 -What is the artist’s view of the importance of art?
 -Have the artist speak about a particular piece.
o -How it was conceived
o -What it means to him/her
o -How he/she hopes audiences will respond
o -describe the process of producing the piece
o -Is the artist satisfied, if not, why?

If you or anyone in your group buys a piece (book of poems, tape,
etc.) from the artist, describe how the interaction.
40
o Attend a public expressive arts event of one kind or another (poetry reading,
gallery or museum exhibition opening, concert, etc.)

Who attended (what kind of people)?

What do people like about the work?

What’s the format?

What subjects do the works address?

What media does the artist use?

What style does the artist employee?

How does the artist fit into the Nicaraguan Art world?

How does the situation compare to similar events in US culture

Characterize your emotions as you respond to the work.
41
o
Visit El Museo del Convento de San Francisco, and/or a couple of
Granada’s Galleries

Characterize the art (in your own words).

Note the reactions of other patrons to the art.

Ask someone about the importance of art in Nicaraguan history
and culture.
o Give a brief history of muralism indicating the importance of muralism in Nicaragua
and in Latin America in general.
Who do people name as the most important Nicaraguan artists? Muralists?
o Provide a brief bio. of artist Alejandro Canales
o What criteria are used to determine “importance” of an artist?
o Characterize the work of these “important artists.”
42
o Interview a Nicaraguan about beauty. (use a separate page)

What constitutes beauty?

What makes something beautiful?

How important is beauty to life?

Does art by nature express the beauty of the world?

What constitutes ugliness?

How does the person express his/her aesthetic sense?

What’s the most beautiful thing the person has ever experienced?

Ask the person to name a number of beautiful things, ugly things,

Also make your own list
43
Instructor Directed Activity (Carmella
Scorcia): Un poco de folklore
1. Who is this figure all dressed up?
2. What does she represent?
3. What is her cultural significance?
4. Can anyone portray her?
44
5. Are there other forms of dressing up like this in Nicaragua and doing such dances?
6. What are the origins of this act?
7.
What do local
Nicaragüenses think of this?
III. LA SOCIEDAD DE NICARAGUA
INSTITUCIONES SOCIALES:
Learn something about the roles and functions of the following social institutions. How are
they perceived by the Nicaraguans you talk to? How do they differ from the same
institutions in the US?
45

EL GOBIERNO
o Nacional
o Estatal
o Municipal
o Oficiales, sus papeles y responsabilidades (Officials, their roles and
responsibilities)
o Impuestos (taxes) , Legislation

EL SEGURO SOCIAL

LAS PROFESIONES
o Médico
o
Abogado
46
o
Profesor
o otros

LA PRENSA (THE PRESS)
o Local
o National

LAS FUERZAS ARMADAS

LA EDUCACIÓN
o Kinder,
o
Primaria,
o Secundaria
o Prepatoria (Prepa),
o Universitaria
47
o Tecnológico
o Estudiantes y maestros: papeles, relaciones (Roles and relationships between
teachers and students)

LA IGLESIA
o Parroquia
o Capilla
o Catedral
o Cofradía
o Altares exteriores (en calles o carreteras)
o Sacerdotes y Monjas
o Veneración de los Santos
o Oraciones y promesas
o Teología de la liberación
o Protestantismo,
o Espiritualismo y “New Age”
o Cardenal Miguel Obando y Bravo
48
o Obispo Bernardo Hombach

EL SISTEMA PENAL

EL SISTEMA AGRICOLA
What was the Agricultural Reform Law of 1881 and what did it do?

LOS PARTIDOS POLÍTICOS

LOS SINDICATOS (WORKERS UNIONS) – Frente de Trabajadores Nacionales
(FTN)

NEGOCIOS EXTRANJEROS

EL CORREO – En que manera viene las cartas, los paquetes, los cuentos, etc. En
49
Granada las casas no tiene direcciones por numero

EL SISTEMA DE SALUD

BELLAS ARTES PUBLICOS Y PRIVADOS ( FINE ARTS – PUBLIC AND PRIVATE
)

NGOs

EJEMPLOS PARTICULARES:
o Una Escuela
o Una clínica
o Un Servicio para niños: (CASA XALTEVA por ejemplo)
o Los Maestros y otros que trabajan aquí

¿Cuales son sus historias?
50

¿Por qué trabajan en Casa Xalteva?
o Los niños

¿De dónde son?


¿Cuáles son sus historias?
LAS FRONTERAS
o Honduras
o Costa Rica

LA POLICÍA
o Federal
o Municipal
51

DEPORTES NACIONALES
o Béisbol
o Fútbol
o Hípicos y Deportes Equestres
o OTROS? (Preguntas a tú familia)
LA FAMILIA Y LA SOCIALIZACIÓN:
THE FAMILY AND SOCIALIZATION
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)
 Observe what your family talks about at meals. Note topics, who speaks, and how
the members of the family interact. Do the subjects vary?
 Are there other times throughout the day that they have extended conversations?
What about?
 Ask your family about their traditions, religion, opinions, world view, etc. What do
they have to say?
52
 Regarding division of labor: what chores do the daughters and sons have? Do the
mom and dad share the housework?
 Jot down your thoughts on comparisons to US families.
 Draw the physical layout of your host family’s house. ( see intro. include pictures?)
LOS HIJOS

What are your observations about how children learn socialization skills in
Nicaragua?

If there are children in your family, how are they reprimanded or praised?

What are your thoughts on comparisons with the US?
LOS ESTUDIANTES

What are the academic options for students in Nicaragua?
53

How does the Nicaraguan University system function? (classes, careers, tuition…)

What university opportunities exist for students from Granada?

Ask a Nicaraguan student about their college experience (what they study, their
goals, social life, etc.). Compare their answers with your own college experience.

Investigate La Universidad Nacional Autonoma de Nicaragua). Explain what it is,
how it is organized, and what it means today and historically.

Ask your host family and other Nicaraguans about the UNAN. What do they think?

What was The Nicaraguan Literacy Campaign of 1980?
o Who were the Citizens Literacy Promotors
o Who made up the Popular Literacy Army

Investigate recent controversies and issues at UNAM. How did they start and end?

Ask a student for his/her opinion on student issues.
54

Assess the private and public university systems.
o Which is older?
o More Prestigious?
o What is the socioeconomic background of those who go to private universities vs.
those who go to public ones?
o Do Nicaraguans see differences in the two systems?
GRUPOS Y CLASES SOCIALES (y sus apodos)
LA ECONOMÍA Y EL MERCADO:

Usted ya ha dibujado el arreglo de un mercado. Ahora, visite un super mercado
local. Haga una lista de las diferencias entre un super mercado y un mercado
tradicional.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.
55

Fije en donde su familia va de compras cada semana. ¿Cuántas veces va al super
vs. mercado tradicional?Think about where your family goes to shop each week.
How many times and for what do they go to the super vs. the traditional market?

Haga una lista de las comidas más importantes – las que come su familia. Make a
list of the most important/basic foods that your family eats.

Escoja una comida y investíguela desde su producción original hasta su venta y
consunción. Choose a food and investigate it from prodction to consumption. (where
is it grown? How is it prepared?)
56

¿Cuántas marcas de los Estados Unidos ha encontrado? Pregunte
otiempo han tenido productos. ¿Son populares?
por cuánt
¿Hay marcas de otras
países?How many US brands have you seen here in Nicaragua? Ask how long
those product shave been available. Are they popular?

El Regateo: ¿Cuándo, dónde y en cuáles circunstancias regatean los Nicas para
productos y servicios? ¿En cuáles circunstancias no es adecuado regatear?
Bargaining: When, where and in what situations do Nicaraguans bargain for products
and services? In what circumstances is it inappropriate to bargain?
Comparación de los precios. Colecte precios para los siguientes artículos
Comparing prices. Collect prices for the following ítems.
precio EE.UU.
precio Nicaragua

COMIDAS
57
o tortillas
o frijoles
o pan
o
o leche
o café
o refrescos
o té
o carne
o res
o puerco
o aves
o pescado
o frutas
o naranjas
o manzanas
o plátanos
o piñas
o sandías
o fruta tropical
EE.UU.

SALARIOS
o mano de obra
o salario mínimo
precio Nicaragua
58
o campesinos
o profesionistas
o maestros
o profesores
o médicos
o
o abogados
o dentistas
o psicólogos
precio EE.UU.
 VIVIENDA
o casas o pequeñas
o grandes
o rentas: casas,
o departamentos
 SERVICIOS
o gasolina
o electricidad
o gas
o teléfono
o larga distancia
o agua
precio Nicaragua
59
EE.UU.
 MERCANCIA
o Vehículos nuevo - Marcas







o vehículos usados
o refrigeradora
o lavadora
o estufa
o televisión
o radio
o computadoras

Laptop

I-pad
Nicaragua
60
o Celular (Teléfonos, servicios, cargas)
o Teléfono Normal
o Teléfono inteligente
o i-pod/media player
FINANZAS
EE.UU.
Nicaragua
o Tarjetas de crédito/interés
o Préstamos para la casa
o Préstamos para el coche
o Préstamos agriculturales
o Fondos mutuales
o Acciones (stocks)
o Interés/ cuenta de ahorros
o Certificado de deposito
VISITE UNA FABRICA O UN NEGOCIO que vende sus productos fuera del país. Visit a
factory or business that sells products abroad.

Describe el producto (s) Describe the product(s)
o En su estado natural – In its unprocessed state
61
o Procesado para exportar – as a finished export product

Describe el proceso de produción y los preparaciónes para exportar Describe the
production process and how the product is prepared for export

Describe el organicacción de los trabajadores. How the workers are organized.

Describe los detalles fiscos (Capital, duedas, etc) Describe the fiscal details (assets,
debts, etc.)

Hace entrevistas (add pages)
o Con el dueño del negocio. With the owner of the enterprise
o Con uno de los directores.
With a manager
o Con un de cada clase de trabajador. With each sort of worker

Describe las condiciones del mercado del producto. Describe market conditions
o Los gastos Costs

Materiales - Materials

Labor - Labor

Planta física – Physical Plant

Exportación – Shipping

Impuestos - Taxes

Avisos – advertising

Cuentos – accounting
62

Interés en prestamos Loan Interest
o Los ingresos - Income

Describe los detalles del marcadeando. Describe the details of Marketing
o Clientes. The clients
o Communicación - Communication (ie. Taking orders)
o Avisos - Advertising
o Competidores – Competitors
o Colecición – Collection

Describe las relaciónes con otro negocios o organizaciónes civiles.
Describe
relations with other businesses (ie suppliers) or civil entities (ie regulators)
¿Quales son los aspectos mejores y peores del negocio

Para el comerciante

Para los trabajadores

Para los clients

Para la comunidad, la sociedad
63
Desperdicios y Contaminación:
 ¿Cuáles cosas tiran a la basura los Nicas? ¿De qué consiste la basura? ¿Cuáles artículos
están tirados que no tiramos en los Estados Unidos. ¿Cuáles artículos están tirados en los
Estados Unidos que no tiran en Nicaragua? ¿Cómo colectan la basura? ¿A dónde llevan
la basura? What things are thrown away in Nicaragua? What does trash consist of? What
is thrown away in Nicaragua that is not thrown away in the US? Vice Versa? How is the
trash collected? Where is it taken?
 ¿Cuáles formas de contaminación son las peores en Nicaragua? ¿Cómo la resuelvan?
¿Cuáles problemas tiene los Estados Unidos con la contaminación que Nicaragua no
tiene? ¿Cómo es el movimiento ambiental en Nicaragua? ¿Cuáles son las
organizaciones 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 doesn’t, if any? What presence does the environmental movement
have in Nicaragua? What are the principal environmental organizations and their
agendas?
64
65
IV HISTORY, POLITICS, AND GOVERNMENT
Goals: Attain familiarity with the stages, personalities and trends in Nicaraguan History. To
gain understanding of how the Nicaraguan present is grounded in the Nicaraguan past, and
to attain a basic understanding of the workings of the Nicaraguan government and political
system. To gain an appreciation of Nicaraguan perspectives on history, politics, and
government.
-Record notes on blank cuaderno sheets and take advantage of notes from the
conversation topics section.
HISTORIA

Write a brief biographical sketch of several of the following (preferably gathered
through discussions with the host family or your Nicaraguan associates.)
o Francisco Hernández de Córdoba
o General Agustin de Iturbide
o William Walker
o Jose Santos Zelaya
66
o Augusto Sandino
o Ernesto Cardonal
o Daniel Ortega
o Edén Pastora
o Violeta Chamorro
o Ronald Reagan
o Arnoldo Alemán
o Enrique Bolaños
o Bianca Jagger
67
o La Familia Somoza

Anastasio Somoza García

Anastasio Somoza Debayle

Luis Somoza Debayle

Anastasio Somoza Portocarrero
o Cornelius Vandebilt
o Rubén Darío

Give a brief description/characterization of the role(s) of the following in Nicaraguan
History
68
o The Central American Federation
o Liberal/Conservative conflicts and wars – Leon vs Granada
o US incursions and occupations (list and characterize)
o The Nicaraguan Canal era and the long occupation (1912-1933)
o Natural Disasters


Earthquakes

1929

1972
Hurricanes

Mitch
69

Joan

Felix
o The Nicaraguan Long Leaf Pine Company (NIPCO)
o The Organization of American States (OAS)
o Sandinista National Liberation Front (FSLN)
o The murders of Pedro Chamorra and ABC reporter Bill Stewart
o La revolución – The Sandinista Revolution
70
o la guerra de los ochenta - The Contra Wars

Los contra (The Contras)

The CIA mining of Nicaraguan Harbors

The Boland Amendment and Iran/Contra

Costa Rican Mediation and the Sapoa Ceasefire
71
POLITICA

Describe the political leanings of your family.

What opinions do Nicaraguans have on the political situation in Honduras

Who is and how do Nicaraguans you talk with view him?

What are the economic and political connections between Nicaragua and Cuba.

What economic and political connections does Nicaragua have with other Latin
American Nations (Venezuela, Brazil) ? European Nations? Nations in the Far
East and Middle East

What sort of relationship exists between Nicaragua and Costa Rica? What
stereotypes do Nicaraguans hold of Costa Rican and visa versa?
72

What is at the root of the Conflict between the indigenous Miskitu people and
mestizo settlers in Eastern Nicaragua. What do people in Granada think of the
issues facing the provinces of Eastern Nicaragua
 How do Nicaraguans feel about opening Nicaragua to US trade and influence.
73
 What do people fear in the politics they oppose?
 Find party officers and talk to party functionaries about party policies, plans, and
ideology.
 What images are the various parties trying to portray?
 What US and world leaders are admired by (1) Nicaraguan politicians (2)
Nicaraguans of various kinds and classes?
 What newspapers back which parties and government officials? The important
newspapers for national politics are national newspapers based in Managua. Name
these newspapers and analyze their political slant.
 Describe the role(s) of women in national politics.
74
 Describe political discussions you overhear rather than initiate. Do people in
restaurants and coffee shops discuss politics? Do taxi drivers share their opinions
with alacrity? Where do you hear politics being discussed.
 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?
 Identify CAFTA and ALBA. How do they Compare? What opinions do people have
about these consortiums
75
 Learn something about organized labor and Nicaraguan unions.
 What is COSEP and why is it such a powerful and pervasive institution? Get
opinions on this.
 Why is the price of oil and gasoline such a sore point with many Nicaraguans.

What do the Nicaraguans you talk to think are the most important social and
political issues What issues do the media (TV and newspapers) seem to
emphasize?

How is president Ortega portrayed in the media? What do people think of his
presidency.

Nicaragua is a small country. Describe the nation’s vulnerability to the whims of
powerful entities outside of its borders (donor nations, trading partners, competitor
nations, political allies, allies of allies, enemies or allies, etc.
76

What impact do the contra wars of the 1980s have on Nicaraguans’ view(s) of the
United States and US citizens?


What was/is the maiz blanco issue.
Consult with instructors on the possibility of broadening inquiry and formulating a
Student-generated Seminar or panel on any of the above items,
77
OPINIONES

Make a list of opinions you have heard or solicited about the government.

Make a list of opinions you have heard or solicited about former presidents
Chamorra and Alemán and current president Ortega.

Make a list of the Nicaraguan political parties and a list of opinions you have heard
or solicited about them.
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
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-Nicaraguan relations.

What controversies surrounded the Nov 6, 2011 Election?

Make a list of opinions you have heard or solicited about CAFTA and ALBA
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
Make a list of opinions you have heard or solicited about Nicaraguans working in the
US.

Make a list of opinions you have heard or solicited about Nicaraguans working in
Costa Rica
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
Make a list of opinions you have heard or solicited about American, Cuban,
and Nicaraguan Baseball

Collect jokes about political candidates, officials, and parties, derisive
nicknames, etc. and have people explain what makes the jokes funny.

What is the Asamblea Nacional (AN), what is the “super majority” and what
controversies are current as regards these?

Who holds power in the various state and local offices and what parties do
they represent?
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
What is the future of Nicaragua? (Do an extensive interview with family
member or friend)
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V. CONVERSACIONES (pura plática):
Todas las conversaciones y platicas se pueden ver como entrevistas
informales. Las conversaciones usualmente tienen varios puntos y metas. Unos de
estos incluyen placer, compañerismo, lograr comodidad y confianza, intercambio de
información, revelación de sí mismo y movimientos hacía la intimidad. Entonces,
las conversaciones siempre tienen agendas y metas, unos son obvias otros no tan
obvias. Usted va a participar en muchas conversaciones, y a veces la pregunta
“¿de qué hablamos?” surgirá. Le puede ayudar mucho tener una lista de preguntas
sobre temas que a Nicas les gustan hablar y que también le ayudará a profundizar
su entendimiento de la cultura Nicaragüense. Aquí les tenemos una lista de temas
de conversación que son interesantes para la mayoría de los Nicas y gringos. La
mayoría están relacionados con otras partes del Cuaderno y tendrá mucha suerte si
por tener una buena conversación puede también cumplir una tarea del Cuaderno.
Si eso pasa, escribe la hora, lugar y personas involucradas en la conversación.
Every conversation and chat can be seen as an informal interview.
Conversations usually have various points and goals. Some of these include
pleasure, 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 so
obvious. You will practice in many conversations and at times the question
“What do we talk about?” will arise. It can be very helpful to have list of questions
covering themes that Nicaraguans like to talk about and questions that will help you
deepen your understanding of Nicaraguan culture. The majority of the following
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 have a good
conversation and get work done at the same time?! Write down time, place, and
people involved in the conversation.
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TEMAS DE CONVERSACIÓN Y PREGUNTAS (Use added pages to document
these conversations – also much info. That emerges is likely to be relevant
elsewhere in the cuaderno))

¿Es verdad que la economia Nicaragua es muy dependiente en Venezuela?
¿En quales maneras? ¿Hay problemas potentiales en esto? Is it true that
the economy of Nicaragua is very dependent on Venezuela? In what ways?
Art there problems with this?

¿Se dice que el gobierno de Daniel Ortega es Cristiana y Socialista, que
significa esto? It’s said that the government of Daniel Ortega is Christian
and Socialist, what does this mean?

¿Qué es la posición de la mujer en la sociedad de Nicaragua? ¿Es
diferente en el campo? What is the role of women in Nicaraguan society?
Is it different in the countryside?

¿Qué fue “La Piñata” del gobierno de los Sandinistas en 1989?

¿Qué es el sistema del compadrazgo y cómo funciona? What is the
compadrazgo system and how does it function?

¿Es el pasado indígena importante en Nicaragua? Is the indigenous past
important in Nicaragua?
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
¿Qué pasó en Granada durante la Revolución? What happened in Granada
during the Nicaraguan Revolution?

¿Qué importancia tiene La Teología de la liberación en Nicaragua?
What
is importance of Liberation Theology in Nicaragua?

¿Cómo se sienten los Nicas en cuanto a la compañías de los Estados
Unidos que tienen inversiones en Nicaragua? How do Nicaraguans feel
about CAFTA and US companies that have investments in Nicaragua?

¿Qué tipos de trabajos tienen las mujeres Nicaraguanas? ¿Conforman al
estereotipo de los “trabajos femeninos”? What types of jobs de Nicaraguan
women have? Do they conform to stereotypes of “womens’ work”?

¿Qué tipo de impacto tiene el huracán Mitch (1998) en Granada? ¿En
Nicaragua como nación? What was the impact of hurricane Mitch in
Granada? In Nicaragua as a nation?

¿Cuales son los actitudes de la gente de Granada en cuanto a la gente de
la costa Atlantica? What do the people of Granada think about the people
of theAtlantic coast?

¿Cuáles son los escritores, artistas y músicos más importantes en
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Nicaragua? ¿Cuáles son sus obras y importantes y porque ? Who are the
most important writers, artists and musicians (past/ present, both?) in
Nicaragua?

Which of their Works are important and why?
¿Por qué es el gobierno Nicaraguano no es de acuerdo con las políticas de
los Estados Unidos a otros países, especialmente Cuba, Venezuela, y
Bolivia?
Why has the Nicaraguan government traditionally not agreed with
the policies of the US towards other countries, especially Cuba, Venezuela
and Bolivia?

¿ Que peinsa la gente de Granada sobre la cultura indígena de Nicaragua?
What are the attitudes of the people of Granada regarding indigenous
people of Nicaragua?

( 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?

¿Cómo deben estar enseñados y disciplinados los niños? How are children
taught and disciplined?

¿Qué opinan los Nicas en cuanto a la política de los Estados Unidos?
¿Que piensan los Nicas sobre Bush. Obama y las guerras de Afghanistan y
Irak? What do Nicaraguans think of the politics of the US? What do they
think about Bush and the wars in Afghanistan and Iraq?
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
¿Hay leyes que prohíben el aborto en Nicaragua? ¿Cómo se sienten los
Nicas en cuanto al aborto? Are there laws that prohibit abortion in
Nicaragua? How do Nicaraguans feel about abortion?

¿Cuál es la cosa más importante que puede lograr un hombre Nicaraguano?
¿Una mujer Nicaraguana? What is the most important thing a Nicaraguan
man could gain? A Nicaraguan woman?

¿Cuál es la punta de vista Nicaraguana en cuanto a los chicanos y los
Nicas “del otro lado”? What is the Nicaraguan point of view regarding
Chicanos and Nicaraguans in the US?

Cómo debe Nicaragua resolver su problema con la deuda nacional? How
can Nicaragua solve its problema of national doubt?

Las alegaciones de fraude han surgido en eleciones recientes en Nicaragua.
Cuales, y¿Son ciertas? Allegations of fraud have been made regarding
recent Nicaraguan elections. Which, and are the allegations true?

¿Quiénes son las figuras de los deportes más celebradas en Nicaragua?
¿En los medios y cultura popular? ¿Qué se opinan los en cuanto a las
mujeres en los deportes? Who are the most celebrated sports figures in
Nicaragua? In media and pop culture? What do Nicaraguans think of
women in sports?
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
¿Cuáles personas asisten juegos de beisból? ¿Partidos de fútbol?
¿Hipicos?
Who goes to baseball games? To soccer games? To
equestrian events?

¿Qué opinan los Nicas de la controversia reciente entre Nicaragua y Costa
Rica sobre el Rio San Juan? What do Nicaraguans think about the recent
controversy between Nicaragua and Costa Rica over the Rio San Juan?
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VI VIAJES Y TRABAJO DE CAMPO
EXPLORANDO GRANADA
Find, describe, and identify the historical importance of the following sites (this is
also covered in the introduction

La iglesia Xalteva,

La iglesia Maria Auxiliadora,

La Pólvora,

El parque central,

El lago Cocibola, Puerto Asese

La Merced,

El catedral,

San Francisco/ el museo,
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
Guadalupe,

El mercado

La Reserva de Mariposas
Exploration Destinations:
You will be expected to explore Nicaragua outside of Granada as Well.
Destinations will include sites with archaological, geographical, ecological, political,
and cultural significance. Worksheets follow. Evaluation will be based on the breadth
and depth of the work you do in completing the exercises suggested on the
worksheets. Not all students will be able to go on every field trip and explore every
destination. Different students will, therefore, focus on different field trips, giving
much attention to some and little or no attention to others. What the instructors
expect is evidence of effort and competent documentation of the field sites and
cuaderno sections that the student chooses to emphasize.
Your assignment sheets and supplementary material should reflect the
energy you bring to bear in completing the assignment.
The CONEXIONES Culture study faculty will help to arrange trips that allow
you to complete these Cuaderno sections. Not all students will be able to travel
extensively and complete all Cuaderno sections. Add in sheets as needed.
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Explorando Las Isletas:
Goal: Enlightened exploration. An increased understanding of Nicaraguan regional
geography, ecology history and culture,

Create a map of El Lago Cocibolca showing the location of Las Isletas in
relation to Granada and other Lacustrine features.

What was the Genesis of the Islands
o How did they form?
o How many islands are there?
o How do they compare to the large Island of Zapatera

Describe the Lacustrine/Island ecosystem
o Animals, native to the islands

Birds

Mammals
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
Amphibians

Fish
o Plants, native to the islands
o Invasive Species
o Can you assess the environmental condition of the islands? What
would you have to do to do so.

How do humans use the islands, what is their economic importance. How
has that changed through history?

Where is the fort of San Pablo and what is its history.

Collect a story from the pirate era and the era of the colonial wars.

What is the history of land ownership and land title vis a vis the islands.
o Prior to the Somoza era of dictatorships?
o In the early Sandinsta Period?
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o After the election of 1990?
o At present?

What finally happened to the people who lived a simple lifestyle on the
islands prior to the Somoza family’s confiscations?
Explorando Volcánes (Monbacho, Masaya near Granada;
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
Why does Nicaragua have so many volcanos ?

Explain the orientation of Nicaragua’s Volcanoes?

What is a cloud forest? Which of Nicaragua’s volcanoes have cloud
forests?

What is a dwarf forest (Bosque Enano)?

Explain why biologists find similarities between volcanoes and islands

Create a list of vocabulary words for features of volcanoes.
Words in
English include eruption, crater, fumerol, gas vent, lava, lichen, tunnel,
avalanche, collapse scarps, cinder cone, edifice collapse, debris collapse,
Stratovolcano, Shield volcano, caldera, pit craters.
Volcán Mombacho

What sort of agricultural produce is grown on the sides of the Mombacho
volcano?

What is the connection between the Mombacho Volcano and the Islets in
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Lake Cocibolca near Granada?

The Mombacho Volcano is known for the diversity of microenvironments and
specie that exist in the reserve.

o Create a vocabulary list of the plants and animals of Mombacho. –
birds, mammals, reptiles, amphibians, trees, flowering plants, ferns
o Describe the differences in the specie present at different altitudes
and in different situations (dry areas, the cloud forest, the rainy side,
etc.).

What is the utility of canopy study stations for biologists?
For tourists?
95
What specie of plants and animals do you see on the canopy tour that you
cannot see by simply walking through the forest? (list, comment)

Draw a map showing the orientation of the Mombacho Volcano to Granada,
Lake Cocibolca, lago Apoyo.

Collect a story or legend of the Mombacho Volcano (use a separate sheet)
The Masaya Volcano National Park

Features (identify, describe):
o La Cruz de Bobadilla
o La Boca del Infierno
o Tzinaconostoc Cave
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o Craters
o Tunnels
o The new crater opening (2006)
o Lava streams
o Bats – Murciélagos (list specie, explain ecology)
o Green Parakeets - chocoyos (describe lifestyle, daily cycle)
o Sulfur Dioxide gas
o Santiago pit crater
o Nindiri crater

Create a vocabulary list of the plants and animals of Volcan Masaya. –
birds, mammals, reptiles, amphibians, trees, flowering plants, ferns
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
Give a brief history of the volcanoes eruptions – 1670, 1773,1852, 1999,
2001, 2003.

Collect a story or legend of the Masaya Volcano.

How did dictator Anastacio Somoza allegedly enjoy the Masaya Volcano?

Visit the Laguna de Apoyo
o What is the geologic history of the lake
o Describe the ecology of the sides of the caldera
o Characterize the tourism and the economic importance of the Lake to
Sta. Catarina and other nearby villages
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Explorando Masaya (la cd.) y los Pueblos Blancos:

Characterize the meseta region of Nicaragua in terms of climate and
agricultura

Masaya has a reputation in Nicaragua for independence and the willingness
to resist oppression. What are some historical events that have imparted
that reputation?

Masaya is known as la cuna de artesania in Nicaragua. Crafts manufacture
is important to the city of Masaya, but the city is also the center of crafts
retail and wholesale commerce. Villages surrounding Masaya, most notably
the Pueblos, Blancos have crafts traditions that are both recent and date
back to pre-Columbian times.
o What was the pre-Columbian center and which Native Americans
inhabited the area before the coming of the Spanish?

What artifacts remain from the original inhabitants?

What was the language and lifestyle of the Prehispanic
people?
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o Visit the “Mercado Viejo and describe it in terms of layout and
products.
o Interview someone selling products in the market. You can take the
interview in a number of directions. It can be economic, focusing on
the products, the market, the profits, overhead etc.
history, asking the person for biographical info.
It can be a life
It can use the “pura
plactica” section of the cuaderno and address one of the issues there,
it can be historical asking for stories of the historical resistance in
Masaya to the Somoza Regime, etc. (add a sheet)
o Do a “product biography” on an item for sale in the market
o Attend a “Jueves Verbenas” event and use participant observation
methods to describe and examine the event.
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
What are the Pueblos Blancos and what is the particular feature that is the
source of the fame or reputation of that village?

What happened in the Monimbó neighborhood of Masaya in 1977?

Visit the Coyotepe Museum.
o Describe and characterize the castle.
o Focus on a given room or exhibit and provide a description.
o What is the history of the castle? How has it been used, what
battles have been fought, etc?
o What is the story of the death of General Benjamín Celedón and how
did his death affect Augusto C Sandino and his compatriots?

Get to know something of the regional cuisine – i.e, Nacatamal, Vaho, yucca,
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and vigaron… And drinks like linaza, chía, or maracuyá. Taste, characterize
(when taken) and describe.

List some notable Nicaraguan personalities from Masaya and/or the Pueblos
Blancos

Visit one of the Pueblos Blancos, learn something of the locale, and
interview (chat with) a person living there. Write a short descriptive essay
based on what you learn.

What is the Carazo area and how does it compare and contrast to the
Pueblos Blancos
Explorando Ometepe, Island of twin volcanos
Ometepe is a large island (20 miles long –NE to SW- and 2-6 miles wide) in the westcentral area of Lago Cocibolca, Near the city of Rivas. The island is very rich and complex
– ecologically, historically, socially, and economically. This section will focus on the aspects
of the island that will be accessible to Conexiones students based on our limited time on
the island and the location(s) of our lodging.
 Orientation: attach a map of the island, either hand drawn or attained. List the
places you visit and locate them on the map.
 Explore the ferry. How is the ferry administered? What are the fares? What is the
schedule? Are there other Ferries? Where do they go, what are their schedules,
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and what are the fares? Talk to another passenger – why are they on the ferry?
 The Charco Verde (Xistleteotl) area
o Locate Charco Verde (Xistleteotl) on your map
o Locate by sight and on your map the following:
 Isla de Quiste
 Volcan Concepción
 Volcan Maderas
 Punta Jesus Maria
 El Mirador del Diablo
 The forest of Sinacapa
o What is the reasoning behind the creation of the Charco Verde Ecological
Reserve?
o Learn the names and characteristics of as many of the plants and animals of
the Charco Verde area as possible.
o If possible visit the La Ceiba Museum. Note the great antiquity of human
habitation and seeming veneration of Charco Verde
o Create a themed photo essay based in the Charco Verde area
o Xistleteotl, the indigenous name of Charco Verde is a Nauhuatl (Aztec)
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word, as is Ometepe and many other place names in Nicaragua.
 Why so many Nahuatl place names?
 What does Xistleteotl mean in Nahuatl
o Collect a version of
 the legend of Chico Largo
 the legend of El Encanto
 The Playa Santo Domingo Area
o Locate Playa Santo Domingo on your map & also…
o Rio Istián
o Istmo Istián
o Volcan Maderas
o Volcan Concepción
o Canopy Sendero de los Monos
o Punta Gorda
o Balgue, Finca Magdalena
 What is a finca?
 Describe coffee cultivation
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 How does Ometepe figure in the various eras of Nicaraguan history?
 Starbucks buys a lot of Nicaraguan coffee. Research Starbucks practices as
regards sustainability and workers rights. How much does starbucks pay
Nicaraguan farmer? And how much do US consumers pay?
 What are the agricultural products of the island?
 Ometepe is famous for prehispanic artifacts and ruins. Photograph and/or describe
the petroglyphs and other archaeological sites and artifacts found on the island.
 Do a descriptive narrative of a hike or exploration, Optionally Include photos or
drawings
 Finca Tilque is also known as Finca Ojo de Agua. Ojo de agua is a natural springfed pool of cool wáter. There is some development to stabilze the pool and a few
amenities, tables etc.
o How do people use this resource?
o Collect some stories from others using the pools.
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106
Explorando Ocotal: A REGIONAL CENTER
 Orientation: Attach a map of Ocotal. Either hand drawn or attained. List
the places you visit and locate them on the map (develop a number or color
code).
 Characterize the setting of Ocotal
 Characterize the architecture of the town
 What are the economic bases of Ocotal?
 Identify the following and indicate its importance
o La Casa Cultural
o La Forteleza
o La Sierra de Dipilto
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o La Ciudad Antigua
o Los Rios, Somoto, Dipilto, Coco
o Henry Morgan
o Augusto Sandino
o Gruta de la Virgen de Guadalupe
o El Cerro Mogotón

A Conexiones contact in Ocotal is Dochyta Falcon. A nurse, Doychta has
been important in expanding health care services in Nvo. Segovia. Several
UNM students have had internships with Dochyta. We will be spending some
time with Doychta and visiting a place or places where she works.
Document what you learn during the time we spend.
o How does the health care system work in remote and rural areas
o What are the positive aspects of the medical facilities you see?
o What are the needs?
o How does Dochyta’s personal story inform her work as a health care
provider and activist?
108
 Visit the Market Municipal and do one or more of the following tasks (add in
sheets)
A. Make a rough map of the market indicating directions streets, and
sections.
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. Collect an story or explanation of the controversies surrounding the
market.
E. How is the marker organized and managed.

Ocotal is known as the city of the donkeys. Why?
What is El Desfile de
Burros Ataviados?

Collect a version of the story of the origin of Ocotal.

Collect a story on the 1927 battle between the troops of Augusto Sandino
and the US Marines.
.
109

Collect a story of the Somoza era repression and the Sandinista Revolution
in Nvo. Segovia.


Collect a story of the Contra wars in Nvo. Segovia.
Write an impressionistic description of the central plaza of Ocotal. (Don’t
forget the plants and animals)
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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 villages in small groups and you should have a “reason” for being
in the village. “Reasons” to visit a village include:
1. Visiting an important local archaeological, historical, architectural, or renowned
natural site in or near the village.
2. Attending a Fiesta.
3. Visiting a Craftsman or artist: 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.
4. Accepting an invitation to visit someone.
5. Visiting the village on market day.
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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 Nicaraguan national society and economy is the village?
List evidence that indicates significant integration. Similarly list evidence of
independence or isolation from the national economy.
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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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WORKSHEET ON VILLAGE FIESTAS
TASKS:
(Use appended sheets)
1. Attend a village fiesta.
2. Note on an hourly basis what events have transpired, who was involved and
what 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 the
events. Make notes on these conversations.
5. Notice your responses to the fiesta. What sort of play of emotions did you
experience.
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 the significance
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.
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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 an expenditure in effort
and resources on such an ephemeral event?