Suffolk County Community College - College Curriculum Committee
Letter of Intent to Campus Dean(s)
Proposer__Lois P. Mignone_____________
(name)
Department/Area____Foreign Language__
Telephone__ext. 4587______________
Campus: A__xx__
E____
W___
E-mail___mignonl@sunysuffolk.edu______
Attach a brief description of the course or curriculum being proposed with rationale for
adding this course/curriculum. Demonstrate the need for this course/curriculum as it
relates to existing courses/curriculum. Attachment must be in electronic format (ex. MS
Word.)
Associate Dean to fill out information below this line
************************************************************************
Type of Curriculum/Course Proposal/Revision
Course
New_X (Convert Special Topics to Regular Course Offering.)
Revised______________________________________________
Adoption_____________________________________________
Curriculum
New______________________________
Revised_____________________________
A.A._____ A.S. _____ A.A.S _____
Certificate
Adoption____________________________
Recommendations:
This proposal requires the following approval(s)
Campus __X___
College_____
*SEE LETTER OF SUPPORT FORM (NEXT PAGE) FOR VERIFICATION OF
APPROVAL*
copies to:
Proposer
Chairs of Campus Curriculum Committees
Academic Chairs of affected Departments
Campus Deans
Chair of College Curriculum Committee
Associate Dean for Curriculum and Assessment
Vice President for Academic and Student Affairs
Associate Dean of Library Services
ALL OF THESE FORMS MUST BE SUBMITTED ELECTRONICALLY
To:
From:
Date:
Re:
Dr. Allen Jacobs, Associate Dean of Curriculum and Assessment
Dr. Lois P. Mignone, Academic Chairperson Foreign Language/ESL/Reading
September 21, 2005
New Course Proposal
The Foreign Language/ESL/Reading Department proposes a new course, SP65:
Culture and Civilization of Latin America. This course had previously been approved as
a Foreign Language Special Topics Course, FL45A.
Course Description:
Overview of culture and civilization of Latin America through examination of
literature, history and art forms, including film, music and mass media given in Spanish.
Prerequisite:
SP 52 or fulfillment of equivalent high school placement requirement.
Rationale for Course:
*This course would complete the parallel track already in place with modern Spanish
(Peninsular) Literature (SP62) and Spanish Culture and Civilization (SP61). This new
course would complement the already approved Modern Latin American Literature (SP
66).
*This course would give student of Spanish the opportunity to put to use their knowledge
of the target language at an advanced level in reading and writing about authentic,
primary source materials dealing with various aspects of culture and civilization of
Spanish American countries. This course will be taught entirely in the target language.
Suffolk County Community College - College Curriculum Committee
Letter of Support from Campus Dean(s)
TO:
Dr. Lois P. Mignone, Academic Chair
FROM:
William F. Connors, Jr.. Executive Dean
DATE:
October 5, 2005
I support your proposal for a new course offering, SP 65: Culture and
Civilization of Latin America. Considering the popularity of Spanish course
offerings, this would be a welcome addition to the upper level courses already in
place. I also applaud your intent to teach the course entirely in Spanish.
Copies to:
Proposer
Chairs of Campus Curriculum Committees
Academic Chairs of affected Departments
Campus Deans
Chair of College Curriculum Committee
Associate Dean for Curriculum and Assessment
Vice President for Academic and Student Affairs
Associate Dean of Library Services
ALL OF THESE FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 9/2004
FORMAT FOR NEW COURSE/CURRICULUM PROPOSALS
OR COURSE/CURRICULUM MODIFICATION
ORIGINATING CAMPUS: (xx ) Ammerman
( ) Eastern
( ) Western
To meet the ideals of Suffolk County Community College, new
courses/curriculum should, if appropriate, consider issues arising from
elements of cultural diversity. Among the areas in which this can be realized
are: textbook choice, selection of library and audio-visual materials, and
teaching methodology.
Guidelines:
Not every item in this format is applicable to every course proposal.
Responses of NOT APPLICABLE are acceptable in such instances. The
Counseling Office and Library of each campus have materials that can help
locate answers about transferability (II d.) and other colleges that offer
similar courses (VI a. and b.).
Information about offerings at other colleges does not require complete
listings where such offerings are numerous. A summary or sampling will
suffice.
I.
Votes and Recommendation Checklist
(xx) Electronic Letter of Intent
(xx) Electronic Letter of Support from Campus Dean(s)
(xx ) Vote of Department:
Name of Affected Department: FL/ESL/Reading_____________
For: __13__
Against: __0___ Abstentions: _____
Date of Vote: __9/29/2005___
Proposer's Initials: _LPM___
Circle One: APPROVED
Name of Affected Department:
_______________________________
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
Proposer's Initials: _____
Circle One: APPROVED
Name of Affected Department:
_______________________________
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
Proposer's Initials: _____
Circle One: APPROVED
( )
Vote of Distance Education Committee (if applicable)
Circle One: APPROVED
Date of Vote: _______
(Proposer needs to fill out to this line before sending to the Curriculum Committee Chair)
-------------------------------------------------------------------------------------ALL OF THESE FORMS MUST BE SUBMITTED ELECTRONICALLY
cc: Vice President for Academic and Campus Affairs
Associate Vice President for Curriculum and Instruction
Campus Deans
Chairs of Curriculum Committees
Academic Chairs of affected Departments
Associate Dean of Library Services
( )
Vote of Curriculum Committee
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
CCC Initials: _____
Circle One: APPROVED
( )
Vote of Full Faculty Senate/Assembly/Congress
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
CCC Initials: _____
Circle One: APPROVED
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
CCC Initials: _____
Circle One: APPROVED
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
CCC Initials: _____
Circle One: APPROVED
ALL OF THESE FORMS MUST BE SUBMITTED ELECTRONICALLY
AREA/DIVISION:
Language
DEPARTMENT: Foreign
TITLE: SP 65 Culture and Civilization of Latin America
CATALOG DESCRIPTION:
Overview of culture and civilization of Latin
America through examination of literature, history and art forms, including film,
music and mass media. Given in Spanish. Prerequisite: SP 52 or fulfillment of
equivalent high school placement requirement.
I.
STATEMENT OF OBJECTIVES (should be stated in the form of precise,
measurable learning outcomes, e.g. “Upon successful completion of
this course, students will be able to: ”)
At the end of this course students will be able to:
 understand more clearly the differences in the diversity of the unique
cultures of Spanish American countries.
 understand more clearly the unifying elements of Spanish American
cultures
 examine their own culture in a different light
 strengthen their knowledge of the target language
 be able to understand more empathetically the Hispanic groups living
in the local community as well as in other areas of the United States.
II.
RELATIONSHIP TO STUDENTS
A. Credits/Contact Hours
This is a 3 credit course
B. Required/Elective
This upper level course can be used to fulfill the Foreign Language
requirement for the Liberal Arts and Sciences degree or it can serve as a
Liberal Arts or free elective.
C. Transferability
This course can be transferred as an upper-level Spanish course or as a
Liberal Arts elective.
D. Proposed cycle for offering (e.g. Fall, Spring, and Summer)
Fall or Spring
E. Estimate of student enrollment 25 (approximately)
F. Prerequisites and/or corequisites
SP 52 or fulfillment of equivalent high school placement requirement or
departmental permission
III.
RELATIONSHIP TO FACULTY
A. Number of current faculty available to teach proposed course and
number of additional faculty required.
There are four current faculty available to teach this course. No
additional faculty will be needed.
B. Number of other staff positions required. None
C. Discipline(s) required and/or minimum preparation in order to
teach the course.
Masters in Spanish required, Ph.D. in Spanish or in Romance Languages
preferred.
IV.
RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
A. If this is a general education course, how does it incorporate the
SUNY infused competencies of critical thinking and information
management?
*The ten SUNY knowledge and skill areas are: Mathematics, Natural
Sciences, Social Sciences, American History, Western Civilization, Other
World Civilizations, Humanities, The Arts, Foreign Language, Basic
Communication.
Through the various reading selections for this course students will be
able to analyze, discuss and evaluate historic events, artistic movements
political and social issues. They will be able to develop and defend their
own ideas and opinions with supporting evidence.
An equally important area for critical thinking lies in the role that
language has in a given culture. Because language is the primary vehicle
for expressing cultural perspectives and for participating in social
practices, the study of a language provides opportunities for students to
develop insights in a culture that are available in no other way. Thus,
this culture course, taught in the target language, serves to help students
not only to expect differences but to analyze observed differences and put
them into perspective within the framework of the target culture.
As far as information management is concerned, students will be able to
use research techniques to find information pertinent to required
assignments. Using Internet sites, students can carry out research
directly from sites originating in countries of the target language culture.
B. If this is a general education course, what are its assessment
measures, i.e. instruments to measure the attainment of student
learning outcomes?
Short answer and essay exams. Critical analyses and/or term papers.
V.
RELATIONSHIP TO OTHER COLLEGES AND/OR CAREER GOALS
A. List other colleges that offer this course.
The following institutions constitute a sampling of schools that offer this
course:
Universities: All SUNY University centers and most private universities
Colleges: Purchase, New Paltz, Hunter, Queens, Brooklyn, Baruch,
Dowling, Molloy, C.W. Post
Community College: LaGuardia, Borough of Manhattan, Rockland
VI.
ADDITIONAL COSTS None
List additional costs and space requirements that have not already
been recorded in the document.
VII.
COURSE OUTLINE
Include electronic course outline following prescribed format from the
Faculty Handbook. (See Attachment I)
ALL OF THESE FORMS MUST BE SUBMITTED ELECTRONICALLY
ATTACHMENT I
COURSE OUTLINE (see Appendix D of Faculty Handbook for details)
CATALOG NUMBER: SP 65
COURSE TITLE: Culture and Civilization of Latin America
INSTRUCTOR: TBA
SEMESTER: TBA
YEAR: TBA
1. OBJECTIVES OF THE COURSE:
At the end of this course students will be able to:
 understand more clearly the differences in the diversity of the unique
cultures of Spanish American countries.
 understand more clearly the unifying elements of Spanish American
cultures
 examine their own culture in a different light
 strengthen their knowledge of the target language
 be able to understand more empathetically the Hispanic groups living
in the local community as well as in other areas of the United States.
2. PROCEDURES FOR ACCOMPLISHING THESE OBJECTIVES:
The course materials are extremely diverse given the fascinating but evolving
nature of cultural studies. In addition to actually listening to, seeing, and
touching actual artifacts of culture, we will read about their evolution and
significance.
The reading component of the course consists of excerpts from various readers
on Latin American culture, articles about different forms of expression, several
short stories, poems and essays, online articles from journals and newspapers
from the countries we will study. This course is organized principally into
several sections which cover the different countries in each geographical region.
The first three weeks of class will be dedicated to the Hispanic culture in the
USA.
Concepts which unite our studies in the diverse Latin American countries
include ideas about national identity (how it is formed, who feels it most, how
does it evolve, does it include everyone (factors of gender, race, class), syncretic
cultural expressions (for instance, what happens when the Indigenous meet
Hispanic); the role of popular vs. high culture (how do Tango music and soccer
contribute to Argentinianness? Are spoken, sung or sketched expressions any
less valuable than printed materials in the Andes?), and of course, we will reflect
upon our own position as external and alien observers to these phenomena.
Genres studied will include music, film, novel, painting, as well as some other
hard to explain artifacts.
3. STUDENT REQUIREMENTS FOR COMPLETION OF THE COURSE:
Students are required:
 to come to class prepared with all assigned homework completed
 to participate in all class activities
 to pass all evaluations
 to complete a 5-7 page research paper
 to keep a current events journal on Latin America
4. GRADING PRACTICES:




5.
Quizzes. There will be 5 multiple choice and/or short answer quizzes given
throughout the semester (10 min). You may miss one or I will drop the lowest
if you take all. 20%
Current Events. You will keep a current events journal on Latin America
documenting 4 interesting articles you have read online. 20%
Final Project. You will write a 5-7 page research paper on a topic of your
choice dealing with a cultural aspect of a country or region studied in class.
Paper will be handed in two classes before the end of the semester. 30%
Class participation. Class meets twice a week. Class discussions and
activities will be based on previously assigned readings. You will be expected
to come to class prepared and ready to participate fully in class discussions
and activities. All discussions and video presentations will be conducted in
Spanish. 30%
RULES CONCERNING STUDENT ABSENCE AND LATENESS:
You are expected to come to each class prepared and ready to participate fully
in class discussions and activities. After 2 unexcused absences you may be asked to
withdraw from the course. Two days of tardiness will be equivalent to a day’s
absence. It is your responsibility to find out missed work/assignments.
6. TEXTBOOK: Fabián A. Samaniego, Nelson Rojas, Maricarmen Ohara &
Francisco X. Alarcón, Mundo 21, Boston, New York: Houghton Mifflin, 2001.
7. WEEKLY OUTLINE TOPICS TO BE COVERED:
Week 1
Hispanics in the USA: Chicano, Puerto Ricans & Cubans
Day 1
Topic: Chicanos. Three centuries of presence in the USA.
Reading: Sabine R. Ulibarri, “Adolfo Miller”
Day 2
Topic: Chicano cinema: from Cantinflas and Dolores del Río to
el Mariachi by Roberto Rodríquez.
Video: Selena. A documentary on the life and death of popular
Chicano artist Selena.
Week 2
Hispanics in the USA: Chicanos, Puerto Ricans & Cubans
Day 1
Topic: Puerto Ricans in the USA: Continental “Borinquen.”
New York: Puerto Rican Parade.
Reading: Esmeralda Santiago, “Cuando era puertoriqueña”
Day 2
Topic: Puerto Rican Celebrities: Rita Moreno, Tito Puente &
Rosie Pérez
Video: La joven poesía. A segment of the popular talk show
Cristina featuring a young Hispanic poet.
Week 3
Hispanics in the USA: Chicanos, Puerto Ricans & Cubans
Day 1
Topic: Cuban Americans. Achieving success in exile.
Reading: Cristina García , “Soñar en cubano”
Day 2
Topic: Cuban artists in the USA: Gloria Estefan, Andy García &
Desi Arnaz.
Video: ¡Hoy es possible! A Spanish talk show highlighting Jon
Secada and his music.
Week 4
Mexico, Guatemala & El Salvador
Day 1
Topic: Mexico. Land of Contrasts.
Reading: Guillermo Samperio, “Tiempo libre.”
Day 2
Topic: Mexican art: Diego Rivera & Frida Kahlo
Video: Carlos Fuentes y la vitalidad cultural. A visual definition
of Hispanic culture by the Mexican writer Carlos Fuentes.
Week 5
Mexico, Guatemala & El Salvador
Day 1
Topics: Guatemala: from the Past to the Present.
The Popol Vuh: the sacred maya-quiché book.
Human rights in Guatemala.
Reading: Rigoberta Menchú, “Me llamo Rigoberta Menchú y así
nació la conciencia.”
Day 2
Topic: El Salvador: in Search for Peace. Isaías Mata: an Artist
for Peace.
Reading: Manlio Argueta, “Los perros mágicos de los volcanes.”
Week 6
The Spanish Caribbean: Cuba, Puerto Rico & the Dominican
Republic
Day 1
Topic: Cuba: from the Past to the Present.
The Cuban Revolution.
Reading: José Martín, “Versos libres.” Nicolás Guillén, “La
canción de Bongó
Day 2
Video: Azúcar amarga: la realidad de la Revolución Cubana. A
preview of the film by the exiled Cuban León Ichaso.
Topic: The Dominican Republic: Birthplace of America.
Week 7
The Spanish Caribbean: Cuba, Puerto Rico & the Dominican
Republic
Day 1
Topic: Baseball and other Sports in the Caribbean.
Sammy Sosa and other Famous Baseball players.
Reading: Virgilio Díaz Grullón, “El diario inconcluso.”
Day 2
Topic: Puerto Rico: Political Status.
Felisa Rincón de Gautier: an Outstanding Female Mayor.
Video: Puerto Rico: un encuentro con la historia. An overview
of Puerto Rican history while strolling through the streets of
charming Old San Juan.
Week 8
Day 1
Nicaragua, Honduras & Costa Rica. Between Conflict and Peace.
Topic: Nicaragua: Land of Poets.
Reading: Rubén Dario, “A Margarita Debayle.”
Video: Nicaragua: bajo las cenizas del volcán. A quick visit to
the city of Managua and then to León, the city where the poet
Rubén Dario spent his formative years.
Day 2
Week 9
Topics: Honduras: a Country in Development.
The impact of Multinational Companies and the Global Economy.
Video: La exhuberancia ecológica de Costa Rica. A chairlift ride
though the canopy of a rain forest in one of Costa Rica’s many
national parks.
Costa Rica & Panamá
Day 1
Topic: Costa Rica. An American Utopia?
Ecology and or Planet.
Reading: Oscar Arias Sánchez, “La paz no tiene fronteras.”
Day 2
Topic: Panamá: a Bridge Connecting the Americas.
The Panamá Channel.
The Cunas: an Indigenous Tribe.
Week 10
Columbia & Venezuala. Challenging Modernity
Day 1
Topic: Columbia: the Emerald of the Continent.
La Gran Colombia: Simón Bolívar’s Dream
Reading: Gabriel García Márquez, “Un día de estos.”
Day 2
Topic: “El plan Colombia” A Fight Against Drugs
Fernando Botero: An Artist of Exaggerated Dimensions.
Video: Medellín: el paraíso colombiano recuperado. A fresh
look at Medellín, a city that had previously been identified soley
with the drug-trafficking cartel.
Week 11
Columbia & Venezuela. Challenging Modernity
Perú, Ecuador & Bolivia. The Andean Region.
Day 1
Topic: Venezuela. From the Past to the Present.
Carolina Herrera.
Venezuelan Beauties in Miss Universe.
Video: La abundante naturalez Venezolana. An overview of
some of Venezuela’s natural resources.
Day 2
Topic: Perú. Birthplace of Ancient Civilizations.
The Incan Heritage in Peruvian Cusine.
Communications in the Incan Empire.
Video: Cuzco & Pisac: formidables legados incas. A quick
visit to Cuzco, the ancient capital of the Incas, and to Pisac, the
Peruvian colonial city that is home to many skilled artisans.
Week 12
Perú, Ecuador & Bolivia. The Andean Region.
Day 1
Topic: Ecuador: The Heartland of America.
Ecology: The Galapago Islands
Religious Festivals: Latacunga
Reading: José Antonio Campos, “Los tres cuervos”.
Day 2
Topic: Bolivia: The Andes
Andean Music: El charango.
The Andean Attire.
Video: La maravillosa geografía musical boliviana. A survey of
Bolivia’s highlands along with some of the most popular musical
instruments of the Andes.
Week 13
Argentina, Uruguay, Paraguay & Chile: aspirations and contrasts.
Day 1
Topic: Argentina: A Vast Country of New Beginnings.
Argentinean Women: Evita Perón, Alfonzina Storni, Mercedes
Sosa, María Luisa Bemberg & Luisa Valenzuela. Futbol,
Balompié, Soccer. A National Sport.
Reading: Jorge Luis Borges, “Continuidad de los Parques”.
Day 2
Video: Buenos Aires: cuna del Tango. A casual stroll through
the cosmopolitan Buenos Aires with Tango background music.
Topic: Uruguay. America’s Economic Paradise.
The Uruguayan Tamboril.
Week 14
Argentina, Uruguay, Paraguay & Chile: aspirations and contrasts.
Day 1
Topic: Paraguay: Towards a Modern Guaraní Nation.
The “Hispano Guaraní”
Reading: Eduardo Galdeano, “El derecho al delirio”.
Day 2
Topic: Chile. Land of sand, water and wine.
Reading: Pablo Neruda, “La United Fruit Co.”
Video: Chile, tierra de arena, agua y vino. A quick visit to the
dessert of Atacama and the fertile central valley where the best
Chilean wine is produced.
Week 15
Conclusions
Day 1
Topic: The Nobel Prize: Hispanic Recipients in the 20th Century.
Day 2
Review.
AUDIO-VISUAL MATERIALS TO BE USED:
8. LIST OF SUPPLEMENTAL READINGS:
Included in the weekly outline topics.
9. LIST OF SUPPLEMENTAL READINGS.
Carlos Fuentes. El espejo enterrado. Cuidad México: Fondo de Cultura
Económica, 1997.
Carlos A. Lopret. Iberoamérica: Historia de su civilización y cultura. London:
Prentice Hall, 2001.
Sergio Guerra Vilaby. Historia y revolución en Ameríca Latina. La Habana:
Editorial de Ciencias sociales, 1989.
ALL OF THESE FORMS MUST BE SUBMITTED ELECTRONICALLY