| Fall-2007 |
Winter-2008
|
Spring-2008 |
| Before the trip to Peru: The 4 questions The philosophy and psychology of the program; what is the Family program? What is a student-centered educational environment? How ideas from Paulo Freire, William Glasser, Howard Gardner, Howard Zinn apply to our program. The covenant, who writes it? how do I make my voice be heard? Latin America and Latin Americans "One Hundred Years of Solitude" Native Americans in South America, Spanish: read everything 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. Health: READ PLEASE |
In Peru: Daily Spanish lessons - Learning by cultural immersion. Weekly seminar/conference? (up to participants) Peru and Peruvians: Before 1492. Field trips to pre-Inca sites: Moro, Farfan, Huacas in the Jequetepeque Valley. Pakatnamu and "The Pakatnamu Papers". Chan Chan, Sipan, the pre-Incas and the Incas: "The Royal Commentaries of the Incas"by Garcilaso de la Vega, the Chronicles of Guaman Poma de Ayala. Field trip to Cajamarca: Atahuallpa and Pizarro, the "conquest" of the Incas. Was Carlos Castañeda born in Peru? The Catholic church and its influence. "Broad and Alien is the World"by Ciro Alegria and "One Hundred Years of Solitude" by Gabriel Garcia Marquez Is it possible to have a student-centered program in Peru? |
Back in the US: In preparation for students presentations: 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? |
| Freire's pedagogy and US
Education "Pedagogy of the Oppressed" "A Peoples History of the U.S." Bloom's Taxonomy. "Superlearning", can we learn a foreign language in a few weeks? |
Freire's pedagogy and
Education in Peru: Colonial Peru, field trips to colonial and pre-incan sites in Trujillo and Lambayeque. A discussion on Bartolome de las Casas. Reading materials: "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. |
Independent 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 Latin America. TV and channels in Spanish. Immigration and immigrants. |
| Study
Abroad Reunion Visitors: Mason Co. Literacy Program, International Studies Dean, Financial Aid and Academic Study Abroad Advisors. The Peru Group DTF |
Peru Today, volunteer
work in local institutions, your host family and new friends.
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 and 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. |
| Passport, shots, visa,
paperwork, reserve tickets. Who is going? Building a digital portfolio using the program list or the web crossing discussion site. |
Plans for week 6 and
after. Is the "conquest"still happening? Independent travel, a possibility to visit Mariankari Bajo; the Peruvian Amazonian indigenous populations. Lima and the coast: 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. RETURN |
Evaluations Possible questions for the Peru experience What is it like being an American in South
America? |