SYLLABUS AND SCHEDULE
History, Culture and Politics of Cuba
A semester-long, 16-credit study abroad program in Cuba
The “History, Culture and Politics of Cuba” is a study abroad program offered by the Martin Luther King Jr Memorial Center in Havana, Cuba, and the
Autonomous University of Social Movements (AUSM). AUSM Executive Director Thomas Hansen (PhD) has 25 years of experience working in Cuba. The Martin
Luther King Jr Memorial Center is Cuba’s preeminent non-governmental organization with a 26 year history of international educational programs and popular
education work.
Social justice framework
US students will encounter a reality in Cuba unlike anything they have experienced. The total absence of commercial advertisements, the existence of mass
organizations structured by the State, free universal health care and education, lack of ready access to many consumer goods - all these things, and many
more, will quickly turn students' worlds upside down. The social, political and historical realities of Cuba generate many questions, challenge pre-conceived
notions, and quickly move students outside their comfort zones, providing the perfect conditions for a unique and rewarding educational experience.
In this context, a social justice framework provides students with a set of paradigmatic questions that are familiar enough to generate energetic questioning,
while the Cuban context moves students outside of the debate parameters and political/social discourses that generally mark their experiences in the US.
Among the key social justice questions students confront in Cuba are:
- Decision-making processes and citizenship rights – participatory democracy vs representative democracy, democratic centralism vs representative
democracy, bureaucracy vs autonomy, role of mass organizations, formal elections vs popular consultations, collective rights vs individual rights, role
and meaning of community, roles of leadership with particular focus on hierarchy vs broad-based leadership formation. What does democracy mean?
What constitutes genuine political participation? How do political and economic systems impact the integrity of community?
- Social justice vs wealth production – rights vs responsibilities, market mechanisms vs socialization, material vs moral incentives. Is wealth creation
more important than equity? What are proper incentives for labor? Is it possible to build a social consensus around labor norms that are not based
solely on wage levels?
- Race, class, gender and sexual orientation – legal vs cultural rights, inter-relationships among race, class, gender and sexual orientation. Does the
State have the final, or even most important, say on questions of gender and racial equity? What is the impact of historical legacy on current social
relations? Are race and gender inequalities automatically overcome in a classless society? Is Cuban society classless? What is Cuba’s history
regarding issues of sexual orientation and AIDS treatment?
These questions and contradictions are not simple abstractions. They manifest themselves in discussions at the market, at family dinners, in the mainstream
media, and in government discourses. They unfold in a particular historical context impacted by an often contentious relationship with the US government
and grounded in nationalism built on foundations of sovereignty, equity and Cuba’s particular brand of Marxism.
Core program
The core program consists of four classes integrated in a modular system that utilizes an interdisciplinary pedagogy combining theoretical classes with
workshops and experiential learning. Instruction focuses on a distinct theme each week. Reading materials are drawn from sociology, political science,
anthropology, economics, history, literature, and other relevant disciplines. Students meet for 15 hours of formal academic classes each week organized
around discussion of assigned readings and lectures by some of Cuba’s leading academics. Workshops or meetings each week (3 to 6 hours) allow students to
1
work directly with Cuban academics, political leaders and social actors. Experiential learning encounters each week (3 to 6 hours) enable students to connect
theory with practice. Experiential workshops may include visits to public schools, medical centers, cooperatives, NGOs, and popular organizations. Students
participate in one or two cultural events each week, including Cuba’s world-renowned cinema, dance, music, theater, sports events, etc. Once a week,
students participate in a three-hour internship with the National Pedagogical Institute where public school English teachers learn their profession. Students
interact in a lively bilingual exchange with second and third year English language students. The interactions often result in lasting friendships, or at the very
least, opportunities for social exchanges.
Students prepare five 7-10 page research projects, with topics determined in consultation with professors, and a final project that connects knowledge gained
during the semester and student lives in the US. The final project may be a written piece, or may be a public presentation on Cuba, a class syllabus on some
aspect of Cuba, a work of art, etc. All projects are presented in a colloquium with 5 minutes for presentation and 15 minutes for class discussion.
In addition to spending 12 weeks in and around Havana, students spend a week in central Cuba, including Cienfuegos, Trinidad and Santa Clara, visiting
museums, cultural centers, a cigar factory, historical sites, etc., and a weekend at Varadero Beach, where students can witness the impact of extensive foreign
investment in the tourism sector.
Housing
Students live with families in Marianao, an historic Black working class barrio located on the southwest side of Havana, about 20 minutes from the city center.
Families are carefully screened by the Martin Luther King Jr. Memorial Center, perhaps Cuba’s most important non-governmental organization with a 25 year
history of work in Marianao and throughout the island. Home stays provide students with a unique opportunity to learn firsthand from Cuban families while
also improving their Spanish. Most students think the homestays are the highlight of the trip.
Courses
Grading rubric (0 to 10 point system):
Class Participation – 25%
Reading summaries and questions – 25%
Bi-weekly 7 to 10 page investigations – 30%
Final Project – 20%
Grading criteria for class participation:
Students are allowed no more than one unexcused absence. An unexcused absence, other than for illness, must be approved in advance by the class professor
or program coordinator. Unexcused absences receive a zero for the day. Students who use internet or sleep during class receive a zero for the day. Class
participation includes punctuality, completing assignments on time, coming to class prepared and on time, participating in all class activities with enthusiasm,
and active collaboration with the instructor and other students. Students are expected to read all assigned readings and prepare short summaries along with
pertinent questions for discussion. Two or three students will be randomly chosen to make formal presentations on readings during each discussion period.
Each student may pass once a semester when chosen to make a formal presentation. Professors grade each student for each class period on a 0-10 scale, and
grades are accessible every Friday for student review. Grades for class participation are based on:
- Active participation in class discussions
- Questions pertinent to materials under study
- Quality of presentation of summaries of reading material
2
-
Attendance
Grading criteria for reading summaries and questions
Reading summaries can consist of notes taken during the reading of each text, and should include questions to generate discussion during class. Reading
summaries and questions are due each Friday and are submitted on a USB port provided by the professor. It is the student’s responsibility to insure the files
are not corrupted by virus and are accessible and readable in Word 97-2003 document format. Late summaries will not be accepted for any reason, however,
students may skip three days of summaries during the semester. Grades for reading summaries are based on:
- Depth of summary
- Depth of questions and pertinence to class discussions
- Extra credit for students who enter into debate with the authors
Grading criteria for investigations:
Students are allowed to submit one late investigation, subject to pre-approval of the due date in advance by the class professor or program coordinator.
Otherwise, late investigations will not be accepted and will receive a grade of zero, with very rare exceptions, for example, the death of a family member
requiring a short return to the US. Exceptions will never be made for computer failures or lack of electricity. Investigations are submitted on a USB port
provided by the professor. It is the student’s responsibility to insure the files are not corrupted by virus and are accessible and readable in Word 97-2003
document format. The subject of investigations is negotiable. If a student prefers a subject different than the assigned subject, it is the responsibility of the
student to open a negotiation with the professor or program coordinator with sufficient advance time to complete the investigation. Grades for investigations
are based on:
- Depth of investigation
- Coherence of arguments
- Quality of composition
- Creativity
Grading criteria for final project:
The intent of the final project is to connect knowledge gained during the semester with student lives in the US. The final project may be a written piece, or
may be a public presentation on Cuba, a class syllabus on some aspect of Cuba, a work of art, etc. Works of art or other projects that are not written must
include a written theoretical justification for the project. Final projects may be individual or collective. With collective projects, all participants receive the
same grade. All final projects are presented in a colloquium with 10 minutes for presentation and 15-20 minutes for class discussion. Late final projects will
receive a grade of zero – there are no exceptions. Final grades are calculated 50% on presentation and 50% on written work. Final project grades are based
on:
- Coherence of arguments
- Quality of written and verbal presentation
- Consistency between verbal and written presentations
- Creativity
- Depth of project
373-573 (Pol Sci) Cuban Politics, 60 hours, 4 credits: Analysis of the Cuban State, how it is organized, how it functions, and the role of the Cuban Communist
Party, including a critical discussion of the role of Cuban society in politics and decision-making. The course covers a theoretical and practical introduction to
3
Marxism and how Marxism plays out in Cuban reality. The course also covers current US-Cuba relations. Workshops with social actors and academics
compliment formal classes.
Course goals:
- Understand the ebbs and flows of US-Cuba relations, particularly as they relate to worldwide and regional political trends.
- Understand US policy initiatives toward Cuba and their impact on bilateral relations, including the embargo, the Torricelli Act, the Helms-Burton Law,
TV and Radio Marti, and changes in travel restrictions, as well as the role of the Cuban-American community.
- Understand the context and impact of the October Crisis (aka, the Cuban Missile Crisis).
- Understand Cuba’s international relations, with special focus on Latin America and Africa.
- Understand the structure and decision-making processes of the Cuban state, with special emphasis on the Cuban Communist Party and the various
mass organizations (Federation of Cuban Women, Federation of Cuban Labor, Committees for the Defense of the Revolution, etc)
- Understand the basic Marxist analytical categories, including class, exploitation, value and crisis.
- Understand the dialectic method and historical materialism.
- Understand and evaluate the real life application of Marxism in Cuba.
Professors:
- Dr. Juan Valdez Paz, professor of political science at the University of Havana
- Dr. Alfredo Prieto, specialist in US-Cuba relations and editor of the journal Temas
- Dr. Thomas Hansen, Autonomous University of Social Movements (AUSM)
- Llanisca Lugo, Director of international solidarity at the Martin Luther King, Jr. Memorial Center
Bibliography:
- Smith, Wayne S, The Closest of Enemies: A Personal and Diplomatic Account of US-Cuba Relations since 1957
- Harris, Richard L, “Cuban internationalism, Che Guevara, and the survival of Cuba’s socialist regime”
- Olson, Gary, “Cuban internationalism as engaged empathy”
- Angotti, Tom, “Fifty years of rectification”
- LeoGrande, William, “The Cuban Communist Party and electoral politics: Adaption, succession and transition”
- Evenson, Debra, “Opening paths to renewed popular participation”
- Hernandez, Dilla, Dugan Abbassi, Diaz, “Political culture and popular participation in Cuba”
- Perez-Stable, Marifeli, The United States and Cuba: Intimate Enemies
- Tulchin, et al: Bobes, Velia Cecilia, “Citizenship and Rights in Cuba: Evolution and Current Situation”
- Heinrich, Michael, An Introduction to the Three Volumes of Karl Marx’s Capital
- Callinicos, Alex, The Revolutionary Ideas of Karl Marx
- Heilbronner, Robert, Marxism: For and Against
- Ollman, Bertell, Dance of the Dialectic
- Ollman, Bertell, “Teaching Marxism”
- Ollman, Bertell, “What is Marxism”
- Lenin, V., “What is to be Done”
- Coben,Diana, Radical Heroes: Gramsci, Freire and the Politics of Adult Education
- Azicri, Max, Cuba Today and Tomorrow: Reinventing Socialism
- Gray, Alexander I, “Cuban-European NGO collaboration: international cooperation with the island during the Special Period”
4
-
Scheper-Hughes, Nancy, “AIDS, public health and human rights in Cuba”
Human Rights Watch, “Universal Periodic Review: HRW Submission on Cuba”
Supplementary readings:
- LeoGrande, William, “The Communist Party of Cuba faces the future,” in A Contemporary Cuban Reader
- Harvey, David, Limits to Capital
- Benjamin, Jules R, The United States and the Origins of the Cuban Revolution
- Reese, Erlich, Dateline Havana: The real story of US policy and the future of Cuba
- Krook, Daniel, “Cuban internationalism in Angola, 1975-1991”
- Wolff and Resnick, Economics: Marxian vs Neoclassical
- Mesa-Lago, Carmelo and Jorge F Perez-Lopez, Cuba’s Aborted Reform: Socioeconomic Effects, International Comparisons and Transition Politics
- Ritter, Archibald RM, “Economic Illegalities and the Underground Economy in Cuba”
- Berman, Marshall, “Todo lo solido en el aire”
- Chomsky: Medea Benjamin, Joseph Collins and Michael Scott, “How the poor got more”
- Chomsky: Margaret Randall, “Women in the swamps”
- Chomksy: Juan Antonio Blanco and Medea Benjamin, “From utopianism to institutionalization”
- Torres, Rebecca Maria, Velvet Nelson, Janet Henshall Momsen, Debbie Niemeier, “Experiment or transition? Revisiting food distribution in Cuban
agromercados from the special period”
- Packenham, Robert A, “Capitalist dependency and socialist dependency: the case of Cuba”
- Kapur, Teddy and Alistair Smith, “Housing policy in Castro’s Cuba”
- Roberg, Jeffrey L. and Alyson Kuttruff, “Cuba: Ideological Success or Ideological Failure?”
371-571 (Hist) History of Cuba, 60 hours, 4 credits: Overview of Cuban history, including colonization, independence struggles, the 1959 revolution, the social
impacts of the revolution, and the special period, with particular emphasis on US-Cuba relations as they developed through the centuries. Students will be
able to situate an analysis of contemporary Cuba within an historical context. Workshops, meetings and museum visits compliment formal academic classes.
Course objectives:
- Understand the impact of colonization and slavery.
- Understand the historic cultural/political influence of the US.
- Understand the development and meaning of nationalism.
- Understand the dynamics and impact of the 1959 revolution.
- Understand the stages of development of the revolution, with special focus on the economic, social and cultural changes.
- Understand the development and impact of the “special period.”
- Understand and evaluate the economic and social changes announced during the Sixth Congress of the Communist Party.
Professor:
- Dr. Fernando Martínez Heredia: Author, political analyst and President of the Instituto de Investigaciones Culturales Juan Marinello
- Dra. Gladys Hernández: economist and researcher at the Centro de Investigacion de la Economia Mundial (CIEM)
- Dr. Alfredo Prieto, specialist in US-Cuba relations and editor of the journal Temas
5
Bibliography:
- Gott, Richard, Cuba: A New History
- Perez, Jr., Louis A, On Becoming Cuban: Identity, Nationality and Culture
- Fidel Castro Reader, ed. David Deutschmann and Deborah Shnookal
- Chomsky, Aviva, Barry Carter and Pamela Maria Smorkaloff (eds), The Cuba Reader: History, Culture, Politics
- Tulchin, et al, “Changes in Cuban Society since the Nineties: Espina Prieto, “Structural changes since the 90s and new research topics on Cuban
society”
- Fernandes, Sujatha, Cuba Presente: Cuban Arts, State Power and the Making of New Revolutionary Cultures
- Guevara, Che, “Socialism and man in Cuba”
- O’Connor, James, “On Cuban political economy”
- Aponte-Garcia, Maribel, “Foreign Investment and Trade in Cuban Development: A 50-Year Reassessment with Emphasis on the Post-1990 Period”
- Canler, Ed, “The miracle of the Cuban economy in the 1990’s”
- Dominguez, Jorge I, et al, The Cuban Economy at the Start of the 21st Century
- Tulchin: Juan Valdez Paz, “Cuba in the special period: from equality to equity:
- Alzugaray Treto, Carlos, “Continuity and change in Cuba at 50: The revolution at a crossroads”
- Castro, Raul, “Central Report to the Sixth Congress of the Communist Party of Cuba”
- Perez Villanueva, Omar Everleny, “The Cuban economy: A current evaluation and proposals for necessary policy changes”
- Tsokhas, Kosmas, “The political economy of Cuban dependence on the Soviet Union”
Supplementary readings:
- Thomas, Hugh, Cuba: A History
- Sweig, Julia E, Cuba: What Everyone Needs to Know
- Cluster, Dick and Rafael Hernandez, The History of Havana
- Morales Dominguez, Esteban, United States-Cuba Relations: A Critical History
372-572 (Soc) Cuba Today, 60 hours, 4 credits: Investigation of Cuban society today, including race and gender dynamics, youth, the arts, non-governmental
organizations, and state-organized federations. Students develop a complex analysis of the various institutions, identities and relationships that form Cuban
society, situating their analysis in a rich web of government institutions, state-organized mass organizations, cultures, beliefs and practices. Special attention is
given to the intersection of race, gender and class in contemporary Cuban society.
Course goals:
- Understand the historic development of race and gender relations in Cuba, including a critical evaluation of the impact of State-sponsored measures
to alter race and gender dynamics after the revolution.
- Understand the historic development of Cuban nationalism.
- Understand the impact of the Cuban revolution on second and third generation post-revolutionary Cubans.
- Understand the role, scope of action and impacts of non-governmental organizations.
- Critical evaluation of Gramsci’s “cultural revolution” as it manifests itself in Cuba today.
6
Professors:
- Dr. Tomas Fernandez Robaina, specialist in race and ethnic studies, Director of the Biblioteca Nacional
- Dra. Isabel Moya, Director of the magazine Mujeres, President of the Cátedra de Género y Comunicación del Instituto Internacional de Periodismo
José Martí, specialist in gender studies, journalist, author
- Rev. Raul Suarez, founder of the Cuban Council of Churches, member of the National Assembly of People’s Power, and founder of the Martin Luther
King, Jr., Memorial Center
- Joel Suarez, Executive Director of the Martin Luther King Jr. Memorial Center
- Dra. Lesbia Canova, President of the Asociación de Pedagogos de Cuba
Bibliography:
- Tulchin: Acanda Gonzalez, Jorge Luis, “Changes in Cuban society and their reflections in Cuban thought from the nineties to the present”
- Tulchin: Alonso, Aurelio, “Relations between the Catholic church and the Cuban government as of 2003”
- Huish, Robert and John M Kirk, “Cuban medical internationalism and the development of the Latin American School of Medicine”
- Nayeri and Lopez-Pardo, “Economic crisis and access to care: Cuba’s health care system since the collapse of the Soviet Union”
- Gasperini, Lavinia, “The Cuban education system: Lessons and dilemmas”
- De la Fuente, Alejandro, A Nation for All: Race, Inequality and Politics in Twentieth Century Cuba
- Luciak, Ilja, “Gender and democracy in Cuba”
- Muphy, Schutte, Slagter, Lopez, “Feminism in Cuba: Report from the 3rd conference of North American and Cuban philosophers”
- Grunig. Larissa A., “The Cuban Women’s Federation: Organization of a feminist revolution”
- Chomsky: Randall, “The family code”
- Fernandes, Sujatha, Cuba Presente: Cuban Arts, State Power and the Making of New Revolutionary Cultures
- Friedman, Douglas, “Centro Memorial Martin Luther King Jr.: Cuban Civil society and Popular Education”
- Cluster, Dick, “Northamericans looking at Cubans, Cubanos mirando a los yumas”
- Royce, Frederick, Agricultural Production Cooperatives: The “Future of Cuban Agriculture?”
- Font, Mauricio (ed), Cuba today: Continuity and change since the ‘periodo especial’
- Tulchin, et al: Crahan, Margaret E, “Civil society and religion in Cuba: Past, present and future”
- Tulchin, et al: Garcia Franco, Raimundo, “Notes on the Role of Religious Organizations in Community Work and Service Provision in Cuba After 1990”
- Kirk, Emily, “Setting the agenda for Cuban sexuality: the role of Cuba's CENESEX”
- Kapcia, Antoni, “Educational revolution and revolutionary morality in Cuba: the ‘New Man’, youth and the new ‘Battleof Ideas’”
- Crahan, Margaret E, “Does civil society exist in Cuba?”
Supplementary readings:
- Henthorne, George, Williams, “The evolving service culture of Cuban tourism: A case study”
- Tulchin: Menendez, Lazara, “In order to wake up tomorrow, you have to sleep tonight”
- Casal, Lourdes, “Revolution and Race: Blacks in Contemporary Cuba”
Spanish language courses
7
Three levels of Spanish language courses are offered – beginning, intermediate and advanced. All students take a written and oral placement exam upon
arrival in Havana. Class placement will depend on the results of the exam. Students who are quick learners or who are not challenged in one class may move
up a class, depending on the approval of the Spanish professor and the program coordinator. Changes in classes are evaluated and negotiated on Fridays. The
placement exam serves as a way for Spanish instructors to determine students’ strengths and weaknesses. Instructors: 1) tailor some of the class sessions to
address problem areas; 2) recommend special tutoring for students who are behind others in the class; and 3) may divide the group into smaller classes or subgroups when there are more than eight students registered for the same course and where there are wide differences in identified weaknesses.
Grading rubric:
25%: Active class participation.
25%: Homework assignments
25%: Mid-term exam.
25%: Final Exam
Grading Criteria for Class Participation:
Students are allowed no more than one unexcused absence for reasons other than illness. An unexcused absence must be approved in advance by the class
professor or program coordinator. Class participation includes punctuality, speaking only Spanish in class, completing assignments on time, coming to class
prepared and on time, participating in all class activities with enthusiasm and interest, collaboration with the instructor and other students (as applicable), and
demonstrated effort at improving Spanish abilities.
Grading Criteria for Compositions:
- Grammar
- Vocabulary
- Spelling
- Punctuation
Beginning Spanish, 60 hours, 4 credits: This course is intended for students with limited capacity to understand Spanish. Students develop the four basic skills:
understanding, speaking, reading, and writing of elementary Spanish. The instructors use popular education methodologies and emphasize oral competency.
Throughout the course students will learn about various aspects of life and culture in Cuba. In addition to formal classes, the experience of living with local host
families provides hours of language practice, and topics related to the home stay will be addressed in class.
Prerequisites: None
Primary Text and Required Materials:
Cuban texts and reading materials drawn from daily interaction with the Cuban culture.
Learning Objectives:
- Build upon any previous Spanish knowledge through speaking and listening.
- Develop basic vocabulary.
- Effectively communicate basic concepts in Spanish.
8
-
Read elementary Spanish texts.
Effective expression in written Spanish.
Master the following basic Spanish vocabulary and grammatical structures:
o Greetings
o Numbers
o Spanish alphabet
o Time and dates
o Use of tú and Usted
o Subject pronouns
o Negation
o Gender
o Plural Forms
o Adjective-noun agreement
o Possessive adjectives
o Adjectives of nationality
o Question formation
o Telling time
o Expressing existence: hay
o Sequencing: ordinal adjectives
o Describing the weather
o Making suggestions: Let’s
o Referring to actions in progress: present progressive
o Ordering events: infinitives after prepositions
o Talking about habitual actions: present tense of regular –ar, -er, and -ir verbs
o Verbs llamarse and traer
o Verbs ser and estar
o Expressing possession: verbs tener and ser de
o Expressing age: verb tener
o Expressing likes and dislikes: gustar + infinitive
o Expressing future plans: ir + a + infinitive
o Stating preferences and desires: preferir and querer + infinitive
o Talking about location: estar + en, ir + al / a la
o Using irregular verbs: hacer, salir, jugar
o Describing origin and location: ser de and estar en
o Verbs with stem-vowel changes (ie, ue) in the present tense
o Irregular verbs
o Reflexive verbs
o Describing states: estar + adjective
o Describing states: tener + noun
9
Intermediate Spanish, 60 hours, 4 credits: This course is intended for students who have completed a year of college-level Spanish and already demonstrate a
basic competency with the Spanish language. The purpose of this course is to help students review and master the basic structures of Spanish and build
conversational skills through discussion of selected texts that stimulate intellectual growth and promote cultural understanding. Instructors use popular
education methodologies and emphasize oral communication. Students will be expected to review the grammar at home and use it in class. Throughout the
course, students will learn about various aspects of life and culture in Cuba. In addition to the formal classes, the experience of living with local host families
provides hours of language practice. Topics related to the home stay will be addressed in class.
Prerequisite: one year college Spanish or equivalent, or adequate score on placement exam
Primary Texts and Required Materials
Cuban texts and reading materials drawn from daily interaction with the Cuban culture.
Learning Objectives:
- Build upon previous Spanish knowledge through reading, writing, speaking, and listening.
- Strengthen conversational ability.
- Improve understanding of written Spanish.
- Effective expression in written Spanish.
- Master the following basic Spanish grammar structures:
o Direct object pronouns
o Indirect object pronouns
o Prepositional object pronouns
o Two object pronouns; position of object pronouns
o Commands with object pronouns
o Gustar, faltar, and similar verbs
o Affirmatives and negatives
o Use of the subjunctive in descriptions of the unknown or indefinite
o Use of the subjunctive with certain adverbial conjunctions
o Reflexive with command
o Reciprocal reflexive
o Impersonal se; the se for passive
o Imperfect subjunctive
o “If” clauses
o Adverbs
o Infinitives
o Verb acabar
o Past participles as adjective
o Perfect indicative tenses
o Present perfect and past perfect subjunctive
o Verb haber; expressing obligation
10
o
o
o
o
o
o
o
Passive voice
Sequence of tenses with the subjunctive
Conjunction
Por versus para
Present participle and the progressive forms
Relative pronouns; the neuter lo, lo que
Diminutives
Advanced Spanish, 60 hours, 4 credits: This course is designed for native or fluent/near fluent Spanish speakers. The course focuses on Cuban literature,
poetry, film and other expressions of Cuban culture.
Prerequisite:
Exhibit fluency or new fluency in speaking, writing and reading Spanish.
Primary Texts and Required Materials:
Texts and resources are drawn from Cuban classics as well as modern-day political and social documents. The selection of materials will depend on the
previous experiences of students, with an effort made not to repeat texts with which students are already familiar.
Texts and resource materials may include the following:
- Cuban literary authors:
o Heredia, Jose Maria
o Villaverde, Cirilo
o Morejon, Nancy
o Carpentier, Alejo
o Alonso, Fernando
- Cuban political and social figures
o Marti, Jose
o Castro, Fidel
o Guevara, Che
- Cuban films
o Lista de Espera
o Fresa y Chocolate
o Muerte de un Burócrata
o Memorias de Subdesarrollo
o Hasta Cierto Punto
o La Vida es Silbar
11
Learning Objectives:
Students will read and analyze classic and modern Cuban literature, poetry, significant political and social documents, films and other cultural expressions.
Subject matter and raw materials are coordinated with subject matter from other academic courses. The class provides a broad overview of cultural
production combined with an analysis of the social, historical and political importance of cultural expressions. To the extent that new Spanish words, phrases
and meanings are encountered, they will be incorporated into the working language of the students through discussion and short written assignments
summarizing the cultural work under study.
Spanish Professors:
- Olga Lidia Rodríguez Medina, Master in Didáctica de Español como lengua extranjera en el ISPEJV, 31 years of experience teaching Spanish as a second
language
- Marianela Morán Canto, Master in Educational Psychology, 31 years of experience teaching Spanish as a second language.
- Reina Luisa Peña Castro, Licenciatura in Education from Instituto Superior Pedagógico de Lenguas Extranjeras ISPLE, 34 years of experience teaching
Spanish as a second language.
12
13-Week Academic Program: Fall, 2014
(Arrive in Havana Monday, September 8, 2014. Depart from Havana Thursday, December 4, 2014)
1
Weekly theme
Monday, Sept. 8
Tuesday, Sept. 9
Orientation &
beginning of classes
Afternoon:
Arrive in Havana
Lodging in
CMMLK (Centro
Memorial Martin
Luther King Jr.)
08:00 Breakfast
Group-formation,
stereotypes & group
norms, cultural
orientation,
introduction to
CMMLK, academic
program, staff,
families, Marianao
&Pogolotti barrio, &
intro to Cuban history
9:00-10:20 Welcome and
introduction to history
and work of the CMMLK
with Rev. Raul Suarez and
Leonel Gonzalez
10:30-12:2 0 Group
dynamics, personal
presentations, initial
meeting with CMMLK
staff.
12:30 Lunch
2:00-4:00, Health and
safety orientation,
program logistics, money
changing, orientation on
cultural options, city
maps.
4:30-6:00 Introduction to
Cuban families,
expectations for home
stays
6:30 Dinner
Wednesday, Sept.
10
08:00 Breakfast
Thursday, Sept. 11
Friday, Sept. 12
Saturd
08:00 Breakfast
08:00 Breakfast
9 Santa
Mar Be
9:00-10:15, Spanish
placement exam
9:00-11:00, Group
workshop “River of Life”
with students and staff
members, sharing
personal histories, likes
and dislikes, habits, etc.
9:00-12:00, Popular economy,
visit to peso and CUC markets
with typical family budget in
mind. Mercado de Marianao
(Plaza), organopónico “Las
Margaritas”, vegetable
market in front of CMLK.
12:00 Lunch
12:30 Lunch
2:00-6:00 Time to
discover the city (A
report of this first
impression of the city
must be included as a
part of the first paper).
1:30-3:30, Visit Pedagogic
Institute, explanation of
community service.
10:30-11:30
Pedagogy and
logistics, program
overview, objectives
and expectations,
introduction to
Cuban professors.
11:30-12:30, Tour of
CMMLK, explanation
of programs
12:30 Lunch
1:30-2:30, Workshop
on culture,
stereotypes, history,
music, customs with
youth
3:00-6:00 Tour in Old
Havana
6:30 Dinner
4:00-6:00, Group workshop,
construction of rules and
norms with staff proposals
and student input. Workshop
includes staff, students and
home stay families.
6:30, Distribution to home
stays
7:30, Dinner with families
6:30 Dinner
13
2
Weekly theme
History: Colonial
period 19th century
Cuba today:
Education and
Health
HISTORY
Project/Paper
Have the last three
weeks modified or
confirmed your
primary background
on Cuba? Is Cuba
understandable?
Paper due at lunch on
the following
Monday.
Monday, Sept. 15
9:00-10:45 HISTORY:
Colonial period with
Fernando Martinez
Heredia (FMH)
Gott, ch 2
11:00 – 12:00:
Discussion
12:00 Lunch
2:00-Visit to José
Martí Memorial
4:30 2:00 Cuban
Cinema: José Martí,
el ojo del Canario
6:30 Dinner at CMLK
Tuesday, Sept. 16
9:00 -10:50: SPANISH
11:00-12:15 POL SCI,
Intro to Marxism &
why it’s essential to
understand within
Cuban political history
Callinicos, Intro, Ch 1,
2
Wednesday, Sept. 17
9:00-10:45 HISTORY:
Independence wars
with FMH
Thursday, Sept. 18
9:00 -11:00: SPANISH
01:00 Lunch
11-12:00: Discussion
Gott, Ch. 3
2:15 Lunch
11:00-12:00: Discussion
3:00: SOC, Cuban health
system, workshop with
family doctor, visit to
barrio clinic
1:30-3:30: SPANISH
12:15 Lunch
6:30 Dinner at CMLK
2:00-4:30 pm: Visit to
the Museum of the
Revolution
Friday, Sept. 19
9:00-10:45 HISTORY: The
Republic with FMH
Gott, Ch 4
Huish and Kirk
Nayeri
12:00 Lunch
2:00 -4:00 PM: Cuban
Cinema: Clandestinos
(Clandestines).
4:30: Group Discussion
Session
6:30 Dinner at CMLK
14
Saturda
Free
3
Weekly theme
History: 2nd half of
20th century, 1952 to
1990
Monday, Sept. 22
9:00-10:30 HISTORY,
Liberation struggles
1952-1958 with FMH
Gott, ch 5
Fidel Castro, “History
will absolve me”
11:00-12:00 Discussion
12:00 Lunch
2:00-4:30 Student
presentation of
projects
6:30 PM Dinner at
CMLK with students
from Pedagogical
Institute
Tuesday, Sept. 23
9:00 -10:50 SPANISH
Wednesday, Sept. 24
9:00-10:45 HISTORY,
Triumph of the
11-12:15 Education in revolution and the
Cuba by Prof. Lesbia
socialist option with
Cánovas.
FMH
12:15 Lunch
2:00PM: Visit to the
Museum of the
Literacy Campaign
along with the
students of the
Pedagogic Institute.
Gott, ch 6
Fidel Castro, “Bay of
Pigs invasion”
Thursday, Sept. 25
9:00-10:15 Rev. Raul
Suarez on life before the
Revolution, what they
gained from the
Revolution, & what
happened after the fall of
capitalism.
Friday, Sept. 26
9:00-10:45 POL SCI,
Revolution & formation
of social consciousness.
Cuban social
organizations with FMH
10:30 -12:30 SPANISH
11-12:00 POL SCI,
Discussion
11:00-1200 Discussion
12:30 Lunch
12:00 Lunch
2:00 PM: Visit Hermanos
Montalvo primary school
Che Guevara
12:00: Lunch
PM: Group Discussion
1:30-3:30 PM: SPANISH
6:30 Dinner at CMLK
6:30 Dinner at CMLK
7:30 Cuban Cinema: El
Brigadista
15
Satur
Varad
(Sat &
4
Weekly theme
History: Nationalism
HISTORY
Project/Paper: Does
nationalism have
different meanings for
different generations?
How did the special
period impact
nationalism? How is
Cuban nationalism
constructed? (Paper or
project due t lunch on
the following Monday)
Monday, Sept. 29
9:00-10:45 HISTORY,
Revolutionary ideology
and the fall of
socialism in Europe
with FMH
Gott, Ch 7, 8
11-12:00: Discussion
12:00 Lunch
Tuesday, Oct. 30
Wednesday, Oct. 1
10:00-12:00 SPANISH 9:00-10:45
Construction of
12:00 Lunch
socialism & relations in
the socialist camp by
1:30-4:30 pm
Prof. Gladys Hernández
Community Service at (GH)
Pedagogical Institute
Fidel Castro:
“Proclamation of
socialist character of
revolution”
2:00 Cuban Cinema: La
vida es silbar (Life is
Whistling)
11:00-12:00 Discussion
6:30 Dinner at CMLK
1:30-3:30 PM: SPANISH
Thursday, Oct. 2
10:00 -12:00 SPANISH
12:00 Lunch
2:00 PM: Workshop at
Pogolotti community
center
Friday, Oct. 3
9:00-10:45 Special period
& economic reforms with
GH
Aponte-Garcia
11:00-12:00 Discussion
12:00 Lunch
1:00: Group Discussion
6:30 Dinner at CMLK
12:00 Lunch
6:30 Dinner at CMLK
16
Satur
Free
5
History: Social
consciousness and
community
organizing
Monday, Oct. 6
Tuesday, Oct. 7
Wednesday, Oct. 8
Thursday, Oct. 9
Friday, Oct. 10
9:00-10:45 HISTORY,
Changing economic
policies thru the 90s
and 00s (GH)
10:00 -12:00
SPANISH
10:00-12:00 SPANISH
Cuban Holiday
12:00 Lunch
Depart for Vinales
1:30-4:30:
Community Service
1:00PM: Group
Discussion
Return Sunday afternoon
Canler
9:00-10:45 HISTORY,
Current economic
policies, recent
changes, Lineamientos
(Guidelines) and the
future of the Cuban
economy with GH
12:00 Lunch
11:00-12:00 Discussion
Dominguez
12:00 Lunch
11:00-12:00 Discussion
2:00 – 4:15 Student
presentation of
projects
12:00 Lunch
1:30-3:30 PM: SPANISH
4:30 Cuban Cinema:
Madagascar
6:30 Dinner at CMLK
6:30 Dinner at CMLK
17
Satur
6
Weekly theme
Cuba’s international
relations
POL SCI Project: What
is the social and
economic impact of
the US embargo?
How does Cuba
confront the
embargo? Is the
embargo “effective”
from the viewpoint of
the US? (Paper or
project is due at lunch
on the following
Monday)
Monday, Oct. 13
9:00-10:45 POL SCI,
Cuba-US relations, the
embargo by Prof.
Alfredo Prieto (AP)
Smith, ch 4, 6, 7, 8, 9
Tuesday, Oct. 14
10:00 -12:00 SPANISH
12:00 Lunch
1:30 PM: Community
Service at Pedagogical
Institute
Wednesday, Oct. 15
9:00-10:45 HISTORY,
International relations
from 60s to 80s, the
USSR & socialist camp
with AP
Tsokhas
11:00-12:00 Discussion
12:00 Lunch
2:30 Visit to ISRI
(Foreign Relations
Institute)
Thursday, Oct. 16
10:00 -12:00 SPANISH
12:00 Lunch
2:00 PM Visit to ELAM
(International School of
Medicine)
Friday, Oct. 17
9:00-10:45 HISTORY,
Cuba in Africa and Latin
America with AP
Harris
Smith, Ch 5
11:00-12:00 Discussion
11:00-12:00:
Discussion
12:00 Lunch
2:00 Visit to US
Interest Section
12:00 Lunch
2:00 Cuban Cinema:
Kangamba
4:30 Group Discussion
6:30 Dinner at CMLK
6:30 Dinner at CMLK
6:30 Dinner at CMLK
18
Satu
Free
7
Weekly theme
Visit to central Cuba
Life & History of
Cuba outside
Havana
Project: Journal
entries relating trip to
the provinces with
class materials. Due
following Monday by
lunch.
Monday, Oct. 20
08:00 Depart for
Cienfuegos
Visit Bay of Pigs
museum (Matanzas
Province)
Evening: Arrive to
Cienfuegos City (1819)
Tuesday, Oct. 21
Cienfuegos
9:00 Botanical garden.
PM: Tour the city
Evening: Free Time
Wednesday, Oct. 22
08:30 Depart to
Trinidad (1514)
PM: Visit to Museum
of Under Cover
Operations (Old
Convent of Santo
Domingo) and Tour
the old city
Evening: Free Time
Thursday, Oct. 23
AM: Beach
PM: Visit to a cooperative
and Valle de los Ingenios
Evening: Free time
Friday, Oct. 24
AM Depart for Santa
Clara (1689)
And Visit Che Memorial
Evening: Visit to El
Mejunje, socio-cultural
project
19
Satu
Retu
8
Weekly theme
State and Party.
Human Rights
Monday, Oct. 27
9:00-10:45 POL SCI,
State, Party and
Constitution by Prof.
Juan Valdez Paz (JVP)
Angotti
LeoGrande
11:00-12:00 Discussion
Tuesday, Oct. 28
10:00 -12:00 SPANISH
12:00 Lunch
1:30-4:30 pm
Community Service at
Pedagogical Institute
Wednesday, Oct. 29
9:00-10:45 POL SCI,
Democracy, elections
& civil participation
with JVP
Evenson
Hernandez, et al
11:00-12:00
Discussion
12:00 Lunch
Thursday, Oct. 30
10:00-12:00 SPANISH
12:00 Lunch
Friday, Oct. 31
9:00-10:45 POL SCI,
Human rights in Cuba
with JVP
2:30 PM Visit to the
National Assembly of the
People´s Power.
Tulchin: Bobes
Human Rights Watch
Scheper-Hughes
11-12:00 Discussion
12:00 Lunch
12:15 Lunch
1:30-3:30 Student
presentation of projects
PM Group Discussion
1:30-3:30 SPANISH
6:30 Dinner at CMLK
4:00 Cuban Cinema:
Hasta cierto punto.
6:30 Dinner at CMLK
6:30 Dinner at CMLK
20
Satu
9
Weekly theme
Religion and civil
society
POL SCI Project:
Explain Cuba’s
concept of
democracy. Does it
work? What is the
role of mass
organizations? What
is the role of religion?
(Paper or project due
at lunch on the
following Monday)
Monday, Nov. 3
9-10:45 AM: SOC,
History of religion in
Cuba with
Pastor Raquel Suárez
Tulchin: Crahan
Tuesday, Nov. 4
10:00 -12:00 SPANISH
12:00 Lunch
2:00 Cuban Cinema:
María Antonia
Wednesday, Nov. 5
9:00-10:30 SOC,
Religion in Cuba today
with Kirenia Criado
Thursday, Nov. 6
10:00-12:00 SPANISH
Friday, Nov. 7
10:00 -12:00 SPANISH
12:00 Lunch
12:00 Lunch
Tulchin: Garcia Franco
2:00 PM Community
workshop at CP
Balcón de Arimao
2:00 Group Discussion
11:00-12:00 Discussion
11:00-12:00
Discussion
12:00 Lunch
12:00 Lunch
2:00-4:00 Talk with Dra.
Lázara Menéndez on
racism & Afro-Cuban
religions (she is a
Santera)
2:00 PM Visit to
Museo de
Guanabacoa.
6:30 Dinner at CMLK
6:30 Dinner at CMLK
6:30 Dinner at CMLK
21
Satu
10
Weekly theme
Cuba today: race,
gender and sexual
orientation
Monday,Nov. 10
9:00-10:45 SOC, Racial
dynamics with Tomas
Fernandez Robaina
Tuesday,Nov. 11
10:00 -12:00 SPANISH
De la Fuente
1:30-4:30 Community
Service at Pedagogical
Institute
11:00-12:00 Discussion
12:00 Lunch
1:30- 3:30: Student
presentations of
projects
6:30 Dinner at CMLK
12:00 Lunch
Wednesday, Nov. 12
9-12: SOC, Gender
dynamics &
Federation of Cuban
Women by Prof. Isabel
Moya
Luciak
Murphy, et al
Grunig
Chomsky: Randall,
p399-405
Thursday, Nov. 13
10:00 -12:00: SPANISH
12:00 Lunch
Friday, Nov. 14
9-12:00 SOC, Sexual
orientation & diversity
Workshop with CENESEX
PM: Free time
Font: Larson
Kirk
12:30 Lunch
12:00 Lunch
2:00 PM: Cuban Cinema:
Fresa y Chocolate
(Strawberry and
Chocolate)
1:30-3:30 SPANISH
6:30 Dinner at CMLK
6:30 Dinner at CMLK
22
Satu
Base
(opti
11
Weekly theme
Cuba today: Cuban
culture
SOC Project: How do
racism, sexism, &/or
heterosexism
manifest themselves
in Cuban society?
How has Cuba
confronted these
issues? What is the
future of racism,
sexism, &/or
heterosexism in
Cuba? (Paper or
project due at lunch
on the following
Monday)
Monday, Nov. 17
9:00-10:45 SOC,
Revolution and culture
with Tomás Fernández
Robaina
Fernandes, Ch. intro, 2
Tuesday, Nov. 18
10:00 -12:00 SPANISH
12:00 Lunch
1:30-4:30 Community
Service at Pedagogical
Institute
Wednesday, Nov. 19
9:00-12:00 SOC,
System of artistic
education, visit to
Facultad de Medios
Audiovisuales del ISA
(University of Arts)
Thursday, Nov. 20
10:00 -12:00: SPANISH
12:00 Lunch
2:00 PM: Visit to
ExpoCuba
Friday, Nov. 21
9:00-12:00 POL SCI, visit
to agricultural
cooperative and urban
agriculture
Royce
11-12:00 Discussion
12:00 Lunch
12:30 Lunch
12:15 Lunch
1:30-3:30 SPANISH
PM: Group Discussion
6:30 Dinner at CMLK
6:30 Dinner at CMLK
6:30 Dinner at CMLK
23
Satu
Free
12
Weekly theme
Social movements
and civil society
Monday, Nov. 24
9:00-10:45 POL SCI,
Social Movements in
Latin America with
Llanisca Lugo
Gray
11:00-12:00 Discussion
Tuesday, Nov. 25
10:00-12:00 SPANISH
12:30 Lunch
Wednesday, Nov. 26
9:00-10:45 SOC, Civil
society in Cuba today
with Joel Suarez (JS)
PM: Free time
Tulchin: Acanda
Gonzalez
Friday, Nov. 28
10:00-12:00 Spanish
Final exam
12:00 Lunch
12:00 Lunch
11:00-12:00
Discussion
12:00 Lunch
1:30- 3:30 Student
presentations of
projects
Thursday, Nov. 27
10:00-12:00 SPANISH
PM: Final Evaluation or
Group Discussion Session
Written evaluation forms
6:30 Dinner at CMLK
12:00 Lunch
2:00 Time to study
6:30 Dinner at CMLK
6:30 Dinner at CMLK
24
Satu
13
Weekly theme
Final week
Final Project:
Student choice in
consultation with
professors
Monday, Dec. 1
All day: Study and
preparation of final
project
Tuesday, Dec. 2
Study and preparation
of final project
Wednesday, Dec. 3
Presentation of final
projects
Thursday, Dec. 4
Depart for US
Lunch
Evening:
Fiesta
Lista de películas:
1.
José Martí, el ojo del Canario
2.
Clandestinos
3.
El Brigadista
4.
La vida es silbar
5.
Madagascar
6.
Kangamba
7.
Hasta cierto punto.
8.
María Antonia
9.
Fresa y Chocolate
25