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Homework For Division II B *Daily homework is required in writing, hardcopy, handed-in at the start of class. NO credit is given to homework handed in after the day it is due. |
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REVIEW OF 2006-7 TRIMESTER 2 , November 13 - February 7 Tuesday, November 14 - DISCOVER MEXICO A country study of Mexico from the Library of Congress Mexico for Kids is a site created by the office of the President of Mexico to teach children about the country and culture. 1. What is the full name of Mexico? 2. What is the capital of Mexico? 3. Which countries border Mexico? 4. What is the area of Mexico? (compared to what?) 5. What is the population of Mexico? (birthrate?) 6. What is the currency of Mexico? (compared to dollar?) 7. Name three languages spoken in Mexico. 8. Name the states in Mexico. 9. What state is Compass travelling to, what is the capital? 10. What type of government exisits in Mexico? 11. Who is the president? 12. What is the literacy rate in Mexico? 13. What are the primary industries? (for export?) 14. What products does Mexico import? (dollar value?) 15. Name a major mountain range and volcanoes in Mexico. 16. Name the major rivers in Mexico. 17. What religions are practiced in Mexico? 18. What is education like in Mexico? 19. What percent of the labor force is engaged in agriculture? 20. What are the major crops grown in Mexico? HOMEWORK FOR THURSDAY Complete all 20 questions Read handout on El Origin del Nopal
Thursday, November 16 - MEXICAN FLAG 1. Research and give an oral explanation of the symbols, colors and design of thethe Mexican and American flags Resources: A color image of the Mexican flag with a close-up of the coat of arms. A thorough discussion of the symbolism of the Mexican flag and its coat of arms. A fascinating look at the evolution of the Mexican flag and its incarnations. Suitable for high school students. A very thorough list of flag terminology. Suitable for high school students. HOMEWORK FOR MONDAY Write 10 interview questions in spanish for immigrants Monday, November 20 - NATIONAL ANTHEMS 1. Review the words to "The Star Spangled Banner." What is the purpose of a national anthem? How do you feel when you hear the "Star Spangled Banner"? What do you know of its history? What conclusions could someone unfamiliar with the United States draw based on "The Star Spangled Banner"? Would those conclusions be accurate? Why or why not? 2. Review the words of the Mexican national anthem, "Himno Nacional Mexicano." What do the lyrics mean? What qualities or values do the lyrics highlight about Mexico? What conclusions could we draw about Mexico from its anthem? Do you think these conclusions are accurate? If not, why include these ideas and values in the anthem? Do you see any similarities between the anthems of Mexico and the US? 3. Re-write the Mexican & American national anthems into your own words * illustrate the Mexican national anthem * create a comic strip based on the Mexcian National anthem Resources: Side by side lyrics of the Mexican National Anthem in Spanish and English. www.inside-mexico.com/anthem.htm Audio link to the Mexican National Anthem and lyrics in both Spanish and English. www.copcity.com/anthems/mexico.html Short history of the Mexican National Anthem www.mexican-embassy.org.yu/MexicanSignsHimno.html Lyrics to "The Star Spangled Banner" to use for comparison www.nps.gov/fomc/tguide/Lesson10a.htm
HOMEWORK: Prepare homework for Tuesday after vacation
Tuesday, November 28 -NATIONAL ANTHEMS Practice on Ser y Estar. Discussion on National Anthems of Mexico and US. HOMEWORK: Finish Ser y Estar grammar. Also, translate one of the recipes below: Translation Exercise: Translate one of the following dishes Platos Principales (Main Dishes) Enchiladas Verdes de Jocoque (Green Chile, Sour Cream Enchiladas) Yield: 3 servings Heating time: Approximately Temperature: Medium-high 15 minutes Medium, 350°F 3 cups chicken broth 9 Corn Tortillas** 3 tablespoons flour 2 cups grated sharp cheddar 1 cup cooked chicken cheese 1 cup chopped green chile* 1 medium onion, chopped 1/2 teaspoon garlic salt 2 cups sour cream Shortening 1. Combine 1 cup of broth with the flour in a medium-sized saucepan. Add the remaining broth and cook on medium heat until thickened. 2. Stir the chicken, chile, and garlic salt into broth and set aside. 3. Heat 1/2 inch of shortening in a heavy pan at medium-high heat. 4. Quickly dip each tortilla into the shortening to soften. Drain on absorbent towels. 5. Combine 1 cup cheese, onion, and sour cream in a medium-sized mixing bowl. 6. Assemble the enchiladas by placing 1/4 cup of sauce on each dinner plate, followed by a tortilla, 1/4 cup of sauce, and 1/3 cup of sour cream mixture. Top with remaining sauce and cheese. 7. Place in a 350°F oven for 15 minutes, or until cheese melts.
Chiles Rellenos Norte Nuevo Mexicanos (Northern New Mexico-style Stuffed Green Chiles) Yield: 4 servings Cooking Time: 20 minutes 1/2 pound lean ground beef 1/4 teaspoon cumin 1/4 cup finely chopped onion 1 cup chopped green chile* 2 tablespoons flour 4 eggs 1 1/2 cups beef bouillon 4 whole green chiles, stems 3/4 teaspoon salt removed 1/4 teaspoon garlic powder 1/4 pound sharp cheddar cheese 1/4 teaspoon oregano. 1. Fry ground beef and onion in a medium-sized skillet at medium heat unti beef is browned. Drain. 2. Stir in flour and add bouillon and seasonings. Stir and cook until sauce begins to thicken. Add chopped green chile and simmer at low heat for 15 minutes. 3. Prepare eggs as for scrambled eggs. 4. To assemble each relleno, place one-fourth of scrambled egg mixture on each plate. Top with 1 whole chile split in half, prepared sauce, and cheese. Tamales (Chile, Meat, Cornmeal-filled Corn Husks) Yield: 5-6 dozen Steaming Time: 45 minutes Freezes Well Corn Husks Masa* Water Chile con Carne para Tamales* 1. Rinse corn husks and soak in warm water until pliable. 2. Spread the center portion of each husk with 2 tablespoons of masa mixture. Top with 1 tablespoon* of chile-meat filling. 3. Fold the sides of the husk toward the center, the bottom of the husk up, and the top down. Tie each tamale with a corn husk strip. 4. Pour 2 inches of water into a large steamer. Arrange tamales on a rack in steamer above the water level. 5. Steam tamales for 45 minutes (Longer at high altitudes. May also be steamed in a pressure cooker for 20 minutes at 15 pounds pressure.) Posole (Hominy Stew) Yield: 8-12 servings Cooking Time: 6-7 hours* Temperature: High, Medium. Low Freezes Well 1 pound prepared posole corn, 1 medium onion, chopped thoroughly rinsed** 2 cloves garlic, minced 10 cups water 1/4 teaspoon oregano 1 pound pork or beef roast*** 1 teaspoon ground comino 5 cups water, approximately 3-6 dried red chile pods, 2 tablespoons salt rinsed and crumbled**** 1. Place posole and 10 cups water in large stewing pot. Bring mixture to a boil at high heat. 2. Reduce heat to low and simmer posole for 5 hours. 3. Approximately 1 hour before the completion of the simmering time, brown the pork in a large, heavy skillet on medium heat. 4. Add the pork to the stewing pot with 5 cups of water and continue to cook on low heat until tender. 5. Add the remaining ingredients to posole and simmer for an additional 1-2 hours. Adjust seasonings to suit taste. Guisado de Chile Verde (Green Chile Stew) Yield: 6 servings Cooking Time: Approximately Temperature: Medium, Low 1 hour Freezes Well 2 pounds pork or beef, cubed 3 cups tomatoes 1/4 cup flour 2 cups water 2 tablespoons shortening 1/2 teaspoon garlic powder 2 large onions, chopped 2 teaspoons salt 3 cups chopped green chile* 1. Dredge the meat in flour. Place the shortening in a heavy skillet and brown meat at medium heat. Place meat in a large stewing pot. 2. Sauté the onions in the remaining shortening and add to stewing pot. 3. Add all remaining ingredients to stewing pot and simmer at low heat for 1 hour.
Thursday, November 30 - DISCOVER MEXICO FOOD Discussion on Mexican Food. Homework: Write 100 words on Mexican Music in spanish. Some ideas on subject matter include: mexican music influences on american music, different styles of mexican music, what is mexican music?, what instruments are used in mexican music, origins of mexican music... extra credit: say.... un parangaracutirimicuarano queria parangaracutirimicuarar, y el que parangaracutirimicuare sera un parangaracutirimicuarizador Monday, December 4 - DISCOVER MEXICO MUSIC HOMEWORK - TRANSLATE THE FOLLOWING: Corazon Espinado Esa mujer me esta matando Me a espinado el corazon Por mas que trato de olvidarla Mi alma no da razon Mi corazon aplastado Herido y abandonado Aber aber tu sabes dime mi amor por favor Que dolor nos quedo Chorus: Ah ah ah corazon espinado Ah ah ah como me duele el amor Como duele como duele el corazon Cuando nostiene entregados Pero no olvides mujer que algun dia diras Hay ya yay como me duele el amor Como me duele el olvido Como duele el corazon Como me duele estar vivo Sin tenerte aun lado amor Corazon espinado EXTRA CREDIT - TRANSLATE La Llorona Todos me dicen el negro, llorona negro pero cariñoso (repitir) Yo soy como el chile verde, llorona picante pero sabroso. (repitir) Ay! de mi, llorona llorona de ayer y hoy (repitir) ayer maravilla fui, llorona y ahora ni sombra soy (repitir) Salias de el templo algun dia llorona Cuando al pasar yo te vi Hermoso huilpil llevabas llorona Que al virgen te crei Dicen que no tengo duelo, llorona porque no me ven llorar (repitir) Hay muertos que no hacen ruido, llorona y es mas grande su penar Ay! de mi, llorona llorona de azul celeste y aunque la vida me cuesta, llorona no dejare de quererte
Wednesday, December 6 - MEXICAN FIESTAS & FOLKLORE Culture exercise Define the American culture; write 20 words that define our culture: Define the Mexican culture; write 20 words that define the Mexican culture: What are the similarities? What are the differences? Why?
Homework Exercise- Mana song review. Mana
http://www.colby.edu/~bknelson/exercises/mana/index.html Review the song. Write a short composition/opinion piece on the similarities and differences bettween US and Mexican culture as expressed with this song. Friday, December 8- MEXICAN FIESTAS & FOLKLORE Virgin of Guadelupe Discussion/Debate Prepare for Review of Test by reviewing all material studied thus far. The only spanish needed for review is the Ser y Estar handout and your greetings. Tuessday, December 12 - MEXICAN FIESTAS & FOLKLORE Mexican Culture Discussion Homework: Prepare a presentation about the Ibanez Family D. La familia Ibañez / The Ibañez Family Tell students that they must decide if they think the family should stay in Mexico, go to the US or split up, with some staying and some going. To help them with their decision, they may refer to the list of key considerations. Each person will prepare a presentation to the class about their findings. La familia Ibañez Los Ibañez viven en un pueblo en Mexico. Para Alberto, Juana y sus tres niños (2, 6 y 12 años de edad), la vida es muy difícil. Viven en una comunidad agrícola, pero los Ibañez no tienen mucha tierra. Alberto trabaja en las fincas muy grandes, pero este trabajo no es permanente. Juana cultiva frijoles y chiles y lava la ropa para un hotel en el centro. Juana y Alberto no ganan mucho dinero. Sólamente pueden comprar lo básico para su familia. Los niños no pueden asistir a la escuela porque tendrán que trabajar tan pronto como sea posible. Quieren mejorar sus vidas. No quieren mudarse a una ciudad en Mexico porque no hay empleo alli. Piensan ir a los Estados Unidos para ganar más dinero. Tienen que decidir si deben quedarse en Mexico o ir a los Estados Unidos. Qué piensas tú? What should the Ibañez family do? You decide! Your job is to decide if the family should go north or stay. Or should Alberto or Juana go alone and leave the rest of the family in Mexico. Consider the following... 1. In the United States, Alberto could probably find a job in a factory. 2. In the U.S. Juana could probably find a job in a factory or in domestic service (cleaning lady, etc.). 3. Either one or both would earn dollars, which are worth more than pesos because of the exchange rate. 4. Their salaries would be higher in the US than in Mexico. 5. Their children could go to schools in the US for free. In Mexico they can't go to school. 6. Going to the US to work is illegal without a work permit. It is almost impossible to get a work permit. 7. To get into the US they would have to enter illegally. This sometimes costs a lot of money and sometimes is dangerous. 8. Since they would be working illegally, they could be caught and deported in a matter of a few hours and lose their jobs and their belongings. 9. If they work in the US they will not receive any of the rights and benefits of US workers. 10. They speak only Spanish. 11. Their families have lived in the same town for generations. If they go away they will miss their parents, grandpa 12. They are used to Mexican food, customs and lifestyle. They don't know how people in the US live and they are frightened by the unknown. 13. Their families are very close and traditional so the parents and grandparents are begging them not to go. The children like US music and television programs so they are very excited about the possibility of going. 14. The Mexican economy seems to be getting worse. There are fewer and fewer jobs. The US economy has some unemployment but is relatively strong. 15. The family has a very difficult life but is not starving and they have a small house and a plot of land. If they stay, they will remain the same or suffer more difficulties. If they emigrate, they can always return after several years as many Mexicans do. 16. Minimum Wages Reduce School Enrollment – consider the cost of working legally. Contrary to the rhetoric of those who favor raising the minimum wage, most people affected by the minimum wage are actually young workers. Individuals between the ages of 16 and 24 accounted for 53 percent of all minimum wage-earners in 2005.[2] When the minimum wage rises, it increases the incomes of teenagers with minimum-wage jobs, making entering the workforce more attractive. This, in turn, can be expected to cause some students to spend less time in school and more time working. While the overall number of minimum-wage jobs might decrease, if employers prefer to hire teenagers to low-skilled adults, the number of teenagers enrolled in school would drop. 17. Education levels of migrant workers Most illegal immigrants from Mexico and Central America have not completed high school, although education levels are rising. Harvard economist George Borjas found that in 2000, 63 percent of Mexican immigrants had not finished high school. 18. Mexican wage earners in US Take Martin Armenta, for example. The Phoenix resident takes home $380 a week after taxes from his job as a cook. Yet he sends more than a third of his paycheck to his wife and two children in Sonora. With some serious scrimping. Armenta, 31, shares a three-bedroom house with seven other immigrant men, watches TV for entertainment and never goes out to eat. Latino immigrants such as Armenta will send $45 billion home this year, up from $30 billion in 2004. Yet they tend to be poor by American standards, with the majority earning less than $30,000 a year, according to a survey by the Inter-American Development Bank. The majority of immigrants who send money home earn wages are considered working-poor or lower-middle-class by U.S. standards. About three-fifths earn less than $30,000 a year. A third earn less than $20,000, according to the survey, which was released in October. About half of Latino immigrants find a job within a month of arriving in the U.S., the survey said. The first jobs they find tend to pay low, about $900 a month. But on average that is six times the amount they were earning in their home country. In Mexico, incomes vary widely, but government information suggests that the vast majority of Mexican workers makes less than $21 a day. Roughly 10 percent of Mexico's population of about 107 million is now living in the United States, estimates show. About 15 percent of Mexico's labor force is working in the United States. One in every 7 Mexican workers migrates to the United States. Armenta said he sends money home to his wife and two children, ages 9and 3, every week to help them buy food, clothing and medicine. The family owns its home in Ciudad Obregón, the second-largest city in Sonora. His biggest expense is a $150-a-week car payment for the 1990 Ford pickup truck he bought shortly after arriving in Phoenix. The remainder of his $380 weekly paycheck goes to pay for auto insurance, gasoline, rent and food. Armenta's monthly share of the rent, split eight ways, is about $230, including utilities. The only furniture in the house he rents is a sofa and a few chairs. For entertainment, Armenta watches TV. He doesn't have cable. He also doesn't have a bed. He said he sleeps on the floor.
Thursday, December 14 - MEXICAN LANGUAGE Presentations in class Review of Materials Monday, December 18 - MEXICAN LANGUAGE EXAM - REVIEW OF ALL MATERIAL THUS FAR Wednesday, December 20- EXAM Thursday, January 03- Lesson on Greetings Following local greeting practices while in Mexico will save time and a lot of misunderstandings. Commentary by Ilya Adler © It is surprising how different norms on the proper greeting method in the business world affect people so strongly. This is especially true when we contrast U.S. and Mexican preferences. Some people will say "hi," others will take a few seconds and exchange polite talk, such as, "How are you doing today? How is you family?" Some insist on shaking hands, others prefer to greet quickly. What is a proper way of greeting? From a pragmatic view (which prevails in the U.S.) greetings should be courteous and quick—the work environment is about work, and greeting is a social act that should be minimized in terms of time. A quick "hello" is more than enough in most cases, and when you run into many people every day, greeting everyone is neither necessary nor preferred. When dealing with U.S./Mexican business interactions, this philosophy just doesn’t work. Mexicans often find it extremely distasteful when U.S. executives show up in Mexico, greet the one or two persons they came to see, and "ignore" everyone else. Furthermore, even the usual quick "hello" common in the U.S. is interpreted in Mexico as insufficient. As anyone living in Mexico knows, greetings here are much more formal and require more time. You should stop, shake hands, and exchange a couple of polite inquiries at the very least. But many executives who are spending only one or two working days in Mexico have very limited time on their hands and find this social requirement to be unrealistic and too demanding. "Sorry, I know they [Mexicans] don't like it, but I just don't have the time," says a U.S. executive with whom I have worked for a number of years. "If they had the tight schedule I have, they wouldn't spend so much time greeting people either!" This view is pragmatic and reasonable, right? So what if people don't like the way you greet them, the important thing is that you get your job done. And why should people be so sensitive about something that is not that important? Well, what is unimportant to one person is vital to another, and when it comes to greetings, different cultural traditions place a different degree of importance on proper greetings. In Mexico, greeting is extremely important, and no matter how much you would like them to understand that you don't have the time, you will always get strong negative reactions if you don't take the time to greet properly. Why? One of the reasons is that in a culture in which conflicts and anger are communicated indirectly, non-verbal cues are observed and interpreted. For example, if someone walks into the office in Mexico and does not greet everyone well, other people will "interpret" this behavior as meaning one or various of the following possible things: (a) the person is angry, (b) the person is depressed, (c) something happened in the family, (d) something nasty is about to happen. If the reason for not spending time greeting people is based on a time-conservation concern, the result will be exactly the opposite. In saving a couple of minutes, you have started off on the wrong foot and created a tense work environment. This will make dealings in the future rockier, which in the end will waste time. Not greeting properly is simply a violation of cultural norms, and one that will not go unnoticed in Mexico. You may think you are saving time by skipping this "formality," but you have inadvertently damaged a business relationship. Taking the time to greet properly will save you time and certainly a lot of aggravation. Greetings in Latin America, what to do? 1. Relatives and Friends - In general, friends and relatives greet each other in Latin America with a kiss or a hug. When a male greets a female or a female greets another female, they put their cheeks together, and make a light kissing sound. When a male greets another male, who is his relative or friend, it is customary for them just to approach each other and give each other a hug. 2. Casual Parties - When you are invited to someone's home you can generally expect to be treated as a friend or relative. Be prepared for a kiss or a hug! If you are unsure at all on what to do when you are in someone's home, the best thing to do is just follow the lead of your host. You can follow their body language and just do what they do. In some countries and regions you may also be kissed twice--once on one cheek and once on the other cheek. 3. Business - In most business situations and greetings, you can generally plan on shaking hands, unless they are a long-time acquaintance or relative. In this case, follow the "Relatives and Friends" guideline, but again, be sure to follow their lead. Tarea – develop a quiz of 5 questions, multiple choice. Use the following as an example. 1. Which greeting would you NOT use to say hello when meeting somebody? ¡hola! ¿cómo estás? mucho gusto ¿cómo le va? hasta luego 2. Translate the following: lo siento 3. Which phrase means be seeing you? hasta pronto nos vemos adiós hasta luego 4. What is the formal word for pardon me? 5. Which is a courtesy title usually used with a woman's first name? señora don señorita doña Spanish Greetings:
Vocabulary
Monday, January 8 Review synonyms Hand-in homework of finding 5 synonyms for emotions hand-out. Wednesday, January 10 Verbos: Level 1: Ser, Estar Level 2: Sentir, Parecer
Tuesday, January 16 Write 5 sentences using new synonyms and new verbs Thursday, January 18 Greetings and Interrogatives Monday, January 22 Present Noticias on Mexico Study Vocabulario from Noticias Finish any outstanding assignments Wednesday, January 24 Teams for Greetings and Interrogativos Finalize all trip preparations Friday, January 26 Team Prep Day
THIRD TRIMESTER Wednesday, March 7 Review with Victoria Friday, March 9 Review Reading assignment Debate format
Tuesday, March 13 Reading from Apocolypsis - answer questions 1-9 on Que Pasa? Review conversation questions about El Campo Friday, March 16 TEST ; PART 1: Open-book test on the first three readings (La Sala de Espera, La Carta a Dios, El Apocolypsis). Pay special attention to the "Que Pasa?" section) PART 2: Open sheet answer questions from the "El Campo" conversation page. Tuesday, March 20 Reading: La Leyenda de Borges Answer all 11 "Que Pasa? questions. Thursday, March 22 Write 2 tongue twisters (trabalenguas) one using your name, the other using the name Compass. They will be shared in class. Monday, March 26 Prepare a Noticias news story. Visit the following site: http://www.expreso.com.mx/ Select from any story. Choose 5 new vocabulary words to help guide you through your presentation of the story in front of the class. Wednesday, March 28 Leer - El Beso de la Patria Dar respuestas (answer questions) from ¿Qué Pasa? - those overwhelmed by the reading, answer the number of question sections you feel capable. Friday, March 30 PRUEBA - on Leyenda and Beso de la Patria readings, trabalenguas and poetry interpretation Tuesday, April 3 Song/Poetry project Thursday, April 5 Review project for Poetry/story presentation with music Monday, April 9 Quiz on Beso de la Patria Work on projects Wednesday, April 11 Presentation of songs & poetry/story Retake of quiz Monday, April 23 Overview presentation to Whitney Blake & Company of mexicot trip: Group organized for presentation as follows: 1. Intro video with Crossing Arizona intro. 2. Trip Preparation (Jake and Zoe) - Academic - Financial - Planning trip events 3. Issues concerning immigration (Ian and Graham) - Pro - Con 4. Homestays (Dagan and Asah) - cross cultural experience - connections made - sustainable relationships 5. Closing overview video The plan is to present from 8:30am to 9:00am to Sheldon Scott, President of Whitney Blake. I will confirm timing with you all on this. Wednesday, April 25 Presentation to Whitney Blake Friday, April 27 Website discussion Monday, April 30 - May 14 Juniors have Junior Projects Seniors have Senior Projects Monday May 14 Juniors prepare for project with WB (Whitney Blake Company Website) Seniors begin/continue writing process for introduction to spanish portfolio section in spanish Wednesday, May 16 Friday, May 18 Tuesday, May 22 Visit WB facility. Thursday, May 24 Monday, May 28 Wednesday, May 30 - END OF 3RD TRIMESTER Deliverables Due for WB
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Grammar: Preterit e Imperfect Conditional Imperative Present perfect Past participle (and passive voice) Indirect object pronoun Direct object pronouns Por vs. para “A” personal Degrees of comparison Apocopated adjectives (el buen libro, el primer señor, una gran mujer) Passive voice Expressions/Vocabulary: Daily Routine Expressions with ¡Que! based on books, projects, and themes that students and teachers choose to explore. Culture: Globalization issues in Hispanic world Latin American and Spanish Art By the end of Division II, students will be able to:
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