| Fall-2005 - In preparation | Winter-2006 - In Peru | Spring-2006 - After Peru |
| Internalize the
philosophy and
psychology of the Reconciliation program; what is the program about? What is a student-centered educational environment? Readings "Pedagogy of the Oppressed" "A Peoples History of the U.S." Attend workshop: Bloom's Taxonomy. Read using Spanish sounds, the five vowel sounds, how do children learn to speak? Frases equivalentes de uso diario: going to, have to, there is/are, terminaciones verbales. Review: "Superlearning" can we learn a foreign language in a few weeks? Health: READ PLEASE |
Daily Spanish lessons - Learning by cultural immersion. Weekly seminar/conference? Peru and Peruvians: Before 1492. Field trips to pre-Inca sites: Moro, Farfan, Huacas in the Jequetepeque Valley, Pakatnamu and Chan Chan, Sipan, Lambayeque Field trip to Cajamarca: Atahuallpa and Pizarro, the "conquest" of the Incas. Was Carlos Castañeda born in Peru? The Catholic church and its influence. Is it possible to have a student-centered program in Peru? |
Workshops on powerpoint, web page building, imovies (video editing). Discussions on US-Latin American relations. In which ways has your life been impacted by this experience? What did you learn that you couldn't have possibly learned without being in Peru? |
| Read: "One Hundred Years of Solitude" by Garcia Marquez; "The Pakatnamu Papers", "The Royal Commentaries of the Incas" by Garcilaso "The Chronicles of Guaman Poma de Ayala" "Broad and Alien is the World"by Ciro Alegria "The Daughters of the Conquistadors" Important authors: Galeano, De Soto, Vargas Llosa, Neruda, Vallejo, Gustavo Gutierrez, Gorritti, Jose C. Mariategui |
Possible Seminar topics: Freire's pedagogy and Education in Peru: Colonial Peru (colonial sites in Trujillo and Lambayeque) Letters from Bartolome de las Casas. "The Daughters of the Conquistadors", "Seven Essays of Peruvian Reality" by Jose Carlos Mariategui. Summer and the Southern hemisphere. The ancient Peruvians and the Inti: el Dios Sol, la diosa Luna, el Apu y Naylamp. |
Project
presentations start in week five. What is the most important aspect of your learning that you will share with your class? US news and LA TV in Spanish. |
| Study
Abroad Reunion Class Visitors: -Mason Co. Literacy Program, -International Studies Dean, -Financial Aid and -Academic Study Abroad Advisors. Organize the Peru Group: -The Peru Group DTF - The Covenant, who writes it? how do I make my voice be heard? |
Peru Today, volunteer
work in local institutions, your host family and newfriends. Community: the dynamics of community life. Traditional medicines and curanderos. The arts in ancient Peru. Ceramics and weaving. Dances and Music of Peru, the instruments, group dances. Recycling: the concept of "garbage", the environment. Peru's recent history, democracy and leadership. Your project and Peru - Our web crossing exchanges with co-learners on campus. Medio ambiente |
Suggestions for future
programs. - books for learning Spanish - books for Latin American studies. - what to take. |
| Find out about: Passport, shots, visa, paperwork, reserve tickets ahead of time. Who is going? Building a digital portfolio using the program list or the web crossing discussion site. |
Independent travel plans. Possibilities: Mariankari Bajo in the Peruvian Amazonia. Lima: the criollos and the westernized mestizos. Huancayo, Cusco: the indigenous and the mestizos. Quechua and Aymara, the indigenous languages, the people in the high Andean regions. The quechuan nations in the Altiplano (Southern Peru and Northern Bolivia), the Titicaca Lake and the Uros. |
Evaluations |