MLO3: Secondary Culture
3.1 Students describe concepts of culture and use that understanding in their comparison of the target culture with the second culture.
3.2 Students will analyze and make connections among the ways of thinking and perspectives, behavioral practices and cultural products of a second culture.
Spanish 308: History/ Culture Aztlan SW US
This course, "SURVEYs" a broad period of history, examining culture, colonization, politics, land/labor disputes, immigration patterns, access to education, and finally achievements and contributions that Chicano's have made to the United States over a period of 500 years and then some. In a collaborative manner, the course participants investigate theories, concepts and interpretations of historical knowledge, to arrive at their own particular judgments, perspectives and interpretations. At the conclusion of this course one should come a way with a heightened awareness of the complexity of this particular population and should be able to recall, identify and explain facts, concepts and distinctive characteristics about Mexican-American history and culture.
Units:4
How this class reached the MLO requirements: DOC
3.1- Students describe concepts of culture; and use that understanding in their comparison of the target culture with secondary culture.
In this course I have read many chapters of Mexicanos by Gonzalez where it clearly explained the creation and expansion of all Spanish culture such as Mestizos, Mexican-Americans, Native Indians, and Spaniards. This book also foretold the many beautiful languages and dialects Spanish is spoken in such as Catalan, Castilian Spanish, and Galego. From this secondary culture course from my target culture course expresses similarities. Obviously, each culture had to fight harsh battles and endure sacrifices of their own people to either: defend their land or heritage, invade villages to gain power, advance technology or work, or just plain hostility among tribes. Spanish and Japanese people suffered through rough pasts.
3.2- Students will analyze and make connections between the perspectives, ways of thinking, behavioral practices, and cultural products of a secondary culture. I had to write weekly analysis reports about each chapter I read in Mexicanos. Therefore, I had to think and take notes about important, life changing events, significant leaders, and the leaders’ mentality on going about these important events. The behavioral practices of Spanish tribes were either cooperative or aggressive. Although the Spanish population was growing dramatically, the tribes or communities were not as advanced and rich as the Europeans. Therefore, many Spanish were enslaved or fought to defend their territory. However, there were many interesting facts about the early Spanish culture. It was the Spanish tribes who first understood the value of zero and can tell time by the location of the stars. It was very interesting. Religion was also a huge influence in preserving the heritages and traditions of the Spanish.
Evidence: HistoricalWritingAssignment: PDF
3.2 Students will analyze and make connections among the ways of thinking and perspectives, behavioral practices and cultural products of a second culture.
Spanish 308: History/ Culture Aztlan SW US
This course, "SURVEYs" a broad period of history, examining culture, colonization, politics, land/labor disputes, immigration patterns, access to education, and finally achievements and contributions that Chicano's have made to the United States over a period of 500 years and then some. In a collaborative manner, the course participants investigate theories, concepts and interpretations of historical knowledge, to arrive at their own particular judgments, perspectives and interpretations. At the conclusion of this course one should come a way with a heightened awareness of the complexity of this particular population and should be able to recall, identify and explain facts, concepts and distinctive characteristics about Mexican-American history and culture.
Units:4
How this class reached the MLO requirements: DOC
3.1- Students describe concepts of culture; and use that understanding in their comparison of the target culture with secondary culture.
In this course I have read many chapters of Mexicanos by Gonzalez where it clearly explained the creation and expansion of all Spanish culture such as Mestizos, Mexican-Americans, Native Indians, and Spaniards. This book also foretold the many beautiful languages and dialects Spanish is spoken in such as Catalan, Castilian Spanish, and Galego. From this secondary culture course from my target culture course expresses similarities. Obviously, each culture had to fight harsh battles and endure sacrifices of their own people to either: defend their land or heritage, invade villages to gain power, advance technology or work, or just plain hostility among tribes. Spanish and Japanese people suffered through rough pasts.
3.2- Students will analyze and make connections between the perspectives, ways of thinking, behavioral practices, and cultural products of a secondary culture. I had to write weekly analysis reports about each chapter I read in Mexicanos. Therefore, I had to think and take notes about important, life changing events, significant leaders, and the leaders’ mentality on going about these important events. The behavioral practices of Spanish tribes were either cooperative or aggressive. Although the Spanish population was growing dramatically, the tribes or communities were not as advanced and rich as the Europeans. Therefore, many Spanish were enslaved or fought to defend their territory. However, there were many interesting facts about the early Spanish culture. It was the Spanish tribes who first understood the value of zero and can tell time by the location of the stars. It was very interesting. Religion was also a huge influence in preserving the heritages and traditions of the Spanish.
Evidence: HistoricalWritingAssignment: PDF