4/24/2024 6:36:51 PM	SPAN 4 Course Outline as of Fall 1998	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  SPAN 4	Title:  INTERMED SPAN-2
Full Title:  Intermediate Spanish - Part 2
Last Reviewed:11/25/2019

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	4.00	Lecture Scheduled	4.00		17.5 max.	Lecture Scheduled	70.00
Minimum	4.00	Lab Scheduled	0		6 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	4.00			Contact Total	70.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  140.00

Total Student Learning Hours: 210.00

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:

Spanish language skills improved through research compositions, analytical essays, readings, and critical discussions focusing on American cultures. Utilizing modern and classical Spanish language literature, students will explore at least three of the following groups in those areas of the United States most affected by Spanish and its literature: African American, Asian American, Chicano/Latino American, European American, Indigenous Peoples of the Americas, and Americans of Middle Eastern origin.

Prerequisites/Corequisites:
Completion of 4 years of high school Spanish or Span 3.

Recommended Preparation:
Completion of ENGL 100 or ESL 100 (including parallel course in a native language other than English).

Limits on Enrollment:

Schedule of Classes Information
Description:

Research compositions, analytical essays, reading & critical discussions in modern and classical Spanish focusing on American cultures. Students will explore issues of race, ethnicity, and gender in those areas in the United States where Spanish is commonly used.

(Grade or P/NP)
Prerequisites:Completion of 4 years of high school Spanish or Span 3.
Recommended:Completion of ENGL 100 or ESL 100 (including parallel course in a native language other than English).
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:	Spring 1982	Inactive:
Area:	E G	Humanities American Cultures/Ethnic Studies
CSU GE:	Transfer Area			Effective:	Inactive:
	C2	Humanities		Spring 1982
IGETC:	Transfer Area			Effective:	Inactive:
	3B	Humanities		Fall 1981
	6A	Language Other Than English
CSU Transfer:	Transferable	Effective:	Spring 1982	Inactive:
UC Transfer:	Transferable	Effective:	Spring 1982	Inactive:
C-ID:
CID Descriptor: SPAN 210	Intermediate Spanish II	SRJC Equivalent Course(s): SPAN4

Certificate/Major Applicable: Not Certificate/Major Applicable

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

  LISTENING: Demonstrate in Spanish an ability to understand virtually all

face to face discussions delivered with normal clarity and speed involving

the values, customs, and mores of diverse groups within the American

cultural experience. Demonstrate familiarity with many idiomatic

expressions and phrasal verbs; respond appropriately, verbally and non-

verbally, to various levels of politeness, formality, and register,

especially academic; identify and comprehend main ideas and most

supporting details in lectures and discussions; recognize verbal and non-

verbal signals of organization and importance in lectures; and understand

new vocabulary in context using guessing strategies.  Ability to recognize

and define critical but open-minded discourse relevant to understanding

the meaning of dynamic interactions between race, ethnicity, and gender in

those areas of the United States most affected by Spanish and its

literature. Demonstrate sensitivity to issues affecting diverse racial and

ethnic groups through the formulation of cogent questions and comments.

 SPEAKING: Demonstrate in Spanish an ability to express cogently and

critically an opinion to a variety of topics on American Cultures.  Use

Spanish for a variety of purposes:  questioning, paraphrasing, defining,

describing, narrating, arguing, commenting, criticizing, and persuading;

self monitor and peer evaluate for effective and open-minded discourse in

formal as well as informal interactions; use nonverbal communication

appropriately:  posture, gestures, facial expression, and eye contact;

speak in an integrative and comparative manner; maintain a conversation

and use many idiomatic expressions; demonstrate awareness of levels of

politeness, formality and register, including inappropriate language such

as racist or sexist terms; use discussion and conversational strategies

effectively; and use intonation, pitch, and pauses to enhance or emphasize

the message; to discuss clearly on major theoretical and analytical issues

relevant to understanding the meaning of and dynamic interactions between

race, ethnicity, and gender in those areas of the United States most

affected by Spanish and its literature. Students are encouraged to look at

their classroom settings and surrounding society as a language laboratory

where every student can use their Spanish language skills as a primary

tool in understanding how cultural responsiveness makes for a mutual

respect for all cultures and perspectives.

 READING: Spanish language learning will be defined to include not only

classical literature but also borderland (i.e., Chicano) literature.

Students will skim for main idea; scan for information; differentiate

between main idea and supporting points; take notes, summarize, and

paraphrase for various purposes; read between the lines for inference,

assumption, and presupposition; read critically; identify author's point

of view, tone, and purpose; recognize bias when it exists; demonstrate

significant library research skills; analyze rhetorical patterns,

discourse cues, and structural pointers to follow the development of the

author's ideas; increase reading speed; vary speed and methods according

to type of material and purpose for reading; use Spanish college level

dictionary effectively; guess word meanings by analyzing prefixes,

suffixes, and roots; infer meaning of unknown vocabulary by using

contextual clues; evaluate the relevance of textual material to particular

research goals and identify sources that support particular arguments; and

understand the organization of books, journals, newspapers, and essays

relevant to understanding the meaning of and dynamic interactions between

race, ethnicity, and gender in those areas of the United States most

affected by Spanish and its literature.

 COMPOSITION: Through theme and tasked based instruction students will

develop an awareness of the interactions of a variety of cultural

traditions that have shaped the American experience. Students will

demonstrate an ability to write cogently and critically in

Spanish on a variety of cultural topics on American Culture that includes

three or more of the following groups: European American, African

American, Asian American, Chicano/Latino American, Indigenous Peoples of

the Americas, and Americans of Middle Eastern origin.  Cogent and critical

writing skills require the development of skills as follows: formulating a

research question, revising for organization, style, and content; and

mastering the five paragraph essay to include thesis statement, adequate

paragraph development and conclusion.  Additionally, a student should be

able to develop and logically support a main idea in an expository essay;

consider audience and intention; support a focus statement with original

ideas and information from text, synthesize; employ essay examination

skills by: synthesizing relevant information from reading and lectures,

and writing under time pressure; write a short research paper summarizing

journal articles and other sources, avoiding plagiarism, documenting

sources with annotated bibliography, and using a variety of clause

patterns and subordination; and exhibit a sense of literary style.

 OVERALL OBJECTIVE: After participation in Spanish Four students should

be able to integrate critical thinking in all of the four Spanish language

skills: listening, speaking, reading and writing. Specific outcomes may

include but are not limited to the student's ability to: (1) identify and

describe in Spanish various factors that influence cultural diversity, (2)

understand and explain through examples how human behavior can hinder or

mitigate cultural responsiveness, (3) discuss how a variety of cultural

traditions and their interactions have shaped American experience, (4)

analyze the impact that certain cultural diversity issues have on their

community, (5) compare and contrast the various forces that affect

cultural diversity, (6) develop an appreciation for and describe the

contributions that a culturally diverse population has made to society,

and (7) form a critical opinion about specific themes or forces that

affect cultural diversity.

Topics and Scope

CONTENT:

AMERICAN CULTURES FOCUS

This course will consist of further developing student's listening,

speaking, reading, and writing skills in Spanish. Students will engage in

critical discussion based on information gathered by giving and listening

to prepared lectures, and by reading selected materials found in modern

and classical Spanish language literature that relates to American

Cultures.  All materials heard, discussed or read will serve as data to

write at least three compositions, one analytical essay, and one semester

project on a variety of viewpoints on American Cultures.  The class will

result in a balanced treatment of three or more of the following groups:

European American, African American, Asian American, Chicano/Latino

American, Indigenous Peoples of the Americas, and Americans of Middle

Eastern origin.  Issues relevant to understanding race, ethnicity and

gender through the study of designated groups will be structured in an

integrative and comparative manner focusing on these areas of the United

States most by Spanish and its literature: California, New Mexico,

Arizona, Texas, Colorado, New York and Florida.

 Listening: Standard sources used for Spanish listening practice and

development are as follows: traditional academic lectures by a single

speaker with ample opportunity for questions and discussion, panel

presentations and discussion, listening to recordings and announcements,

communicating by telephone, listening to radio and television broadcasts,

watching movies and plays, and face-to-face conversations.

 Reading & Writing: Standard sources used for Spanish reading and writing

practice and development are as follows: writing analytical compositions

and other papers based on research gathered from reading materials from

adapted and unadapted text such as academic materials, newspaper articles,

editorials, commentaries, technical reports, novels, short stories, drama,

and poetry.

 Grammar: Grammar content is more individual and specific in nature

rather than group structured.  It is analyzed and discussed in the context

of the assigned readings and written work produced by students.

SCOPE:

Scope of what is covered in Spanish 4 goes beyond what is normally taught

in the most advanced high school Spanish language course (Four years of

instruction is the maximum taught in most high schools). This course also

corresponds to an Intermediate, Part II Spanish college level text.

Assignments:

Spanish 4 instructors will use a variety of resources to encourage

students to develop Spanish language skills and to appropriately use them

to discuss and research issues and topics of interest in the area of

American cultures.  Available resources can include readings, writings,

lectures, student presentations, video tapes and other media.  The

majority of the assignments are intended to give students an American

cultures focus that follow American Cultures guidelines.  Among the

assignments under consideration are as follows:

1.  Actively participate in all class meetings and demonstrate that

readings or other materials assigned by instructor were appropriately

reviewed and studied.  Participation also means working cooperatively and

effectively with a partner or a group during time periods set aside by the

instructor to discuss specific issues or questions.

2.  Prepare and participate in at least one focussed oral presentation or

panel discussion on a topic negotiated with the instructor.  Students who

are in the audience and aren't directly involved in the presentation are

expected to listen critically and formulate questions about the

presentation.  The expectation is that questions are indicative of a

thoughtful, serious, curious and critical mind at work.  Subject to time

constraints, these questions can be used for a question & answer period

and/or collected by the instructor.

3.  Write at least three compositions on topics negotiated with the

instructor.  The instructor will provide students with a standard

guideline for writing compositions and will evaluate written work

according to those standards.

4.  Write three analytical essays on topics negotiated with the

instructor.  At lease one of the essays must be argumentative/persuasive

in style, structure, and purpose.  All other essays are intended to get

students to contrast, compare, describe or analyze some significant aspect

of one or more of the American cultures.

5.  Write one semester paper on a topic negotiated with the instructor.

The instructor will provide students with standard investigative

guidelines for writing a semester paper that includes an annotated

bibliography.  The papers will be evaluated according to those standards.

6.  Take a written or an oral final examination, or a final examination

consisting of both oral and written parts. The purpose of the final

examination is to determine to what degree a student can use Spanish

language skills to cogently express a point of view on some aspect of

American cultures.

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 20 - 60%
Written homework, Reading reports, Essay exams, Term papers
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 15 - 30%
correspond to American Cultures Requirement
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 15 - 30%
Class performances, Performance exams
Exams: All forms of formal testing, other than skill performance exams.		Exams 5 - 10%
Multiple choice, True/false, Matching items, Completion
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 5 - 10%
COMPLETION OF REQUIRED HOURS OF LANGUAGE LAB

Representative Textbooks and Materials:

Excerpts from:

  Aguirre Beltran, Gonzalo. OBRA ANTROPOLOGICA VII: ESBOZO ETNOGRAFICO DE

UN PUEBLO NEGRO, Jalapa, Mexico: Universidad Veracruzana Instituto

Nacional Indigenista, 1989.

  Alaman Lucas D., comp. HERNAN CORTES Y LA CONQUISTA DE MEXICO (TOMO

II). Mexico D.F.: Editorial Jus, 1985.

  Baroja, Julio Caro. LOS JUDIOS EN LA ESPANA MODERNA Y CONTEMPORANEA

(TOMO I-III). Madrid: Ediciones Ismo, 1978.

  Beltran, A., comp. VISION DE LOS VENCIDOS: RELACIONES INDIGENAS DE LA

CONQUISTA. Mexico D.F.: Universidad Nacional Autonoma De Mexico, 1992.

  Bravo Ugarte, Jose. HISTORIS SUCINTA DE MICHOACAN. Mexico D.F.:

Editorial Jus, 1963.

  Castillo Pedro G. & Antonio Rios Bustamante (Traduccion por Ana Rosa

Gonzalez Matute). MEXICO EN LOS ANGELES: UNA HISTORIA SOCIAL 6 CULTURAL,

1781-1985. Mexico, D.F.: Alianza Editorial Mexicana, 1989 (Primera edicion

en idioma espanol).

  Cruz Olivia, Oscar Rene, comp. AVENTURAS Y DESVENTURAS DEL PADRE KINO

EN LA PIMERIA ALTA. Mexico, D.F.: Asociacion Nacional de Libreros, 1986.

  Del Barco, Miguel. HISTORIA NATURAL Y CRONICA DE LA ANTIGUA

CALIFORNIA., Mexico D.F.: Universidad Nacional Autonoma de Mexico 1988.

  Esparza Sanchez, Cuauhtemoc, comp. ZACATECAS ANUARIO DE HISTORIA.

Zacatecas, Mexico: Universidad Autonoma de Zacatecas, 1979.

  Galaviz de Capdevielle, Maria Elena. REVELIONES INDIGENAS EN EL NORTE

DEL REINO DEL LA NUEVA ESPANA: SIGLO XVI-XVII. Mexico, D.F.: Editorial

Campesina, 1967.

  Gallegos, Jose Ignacio. HISTORIA DE LA IGLESIA EN DURANGO. Mexico D.F.:

Editorial Jus, 1969.

  Gerhard, Peter. SINTESIS E INDICE DE LOS MANDAMIENTOS VIRREINALES:

1448-1553. Mexico D.F.: Universidad Nacional Autonoma de Mexico, 1992.

  -----------LA FRONTERA NORTE DE LA NUEVA ESPANA. Mexico D.F.:

Universidad Nacional Autonoma de Mexico, 1996.

  Grimes, Ronald L., SIMBOLO Y CONQUISTA: RITUALES Y TEATRO EN SANTA FE,

NUEVO MEXICO. Micico D.F.: Fondo de Cultura Economica, 1981.

  Guerro Vazquez, Jose. comp. CATALOGO DE DOCUMENTOS DEL SIGLO XVI DEL

ARCHIVO GENERAL DEL ESTADO DE TLAXCALA (VOLUMEN 8). Mexico, D.F.: Archivo

General de la Nacion, 1988.

  Herrera Carrillo, Pablo, comp. FRAY JUNIPERO SERRA: CIVILIZADOR DE LAS

CALIFORNIAS. Mexico D.F.: Ediciones Xochitl, 1943.

  Icazbalceta Garia, Joaquin, comp.      DON TRAY JUAN DE ZUMARRAGA:

PRIMER OBISPO Y ARZABISPO DE MEXICO (TOMO I-III). Mexico, D.F.: Editorial

Porrua, 1988.

  Icaza, Francisco A. DICCIONARIO AUTOBIOGRAFICO DE CONQUISTADORES Y

POBLADORES DE NUEVA ESPANA (TOMO I & II). Madrid, 1923.

  Motolinia, Fray, Toribio. HISTORIA DE LOS INDIOS DE LAS NUEVA ESPANA.

Mexico D.F.: Editorial Salvador Chavez Hayhoe, 1941.

  Munoz Camargo, Diego. HISTORIA DE TLAXCALA. Mexico D.F.: Edicion

Chavero, 1892.

  Periz-Rocha, Emma. APORTACIONES A LA INVESTIGACION DE ARCHIVOS DEL

MEXICO COLONIAL Y A LA BIBLIOHEMEROGRAFIA AFROMEXICANISTA. Mexico D.F.:

Instituto Nacional de Antropologia e Historia, 1992.

  Porras Munos, Guillermo. EL GOBIERNO DE LA DIUDAD DE MEXICO EN EL SIGLO

XVI. Mexico D.F.: Universidad Nacional Autonoma de Mexico, 1982.

  Powell, Philip W. LA GUERRA CHICHIMECA (1550-1600). Mexico D.F.: Fondo

de Cultura Economica, 1992.

  Rubio Mane, Jose Ignacio, comp. DON LUIS DE VELASCO, EL VIRREY POPULAR.

Mexico D.F.: Ediciones Xochitl, 1946.

  Saravia, Atansio G. APUNTES PARA LA HISTORIA DE LA NUEVA VIZCAYA (OBRAS

I-IV). Mexico D.F.: Universidad Nacional Autonoma de Mexico, 1978.

-----------LOS MISIONEROS MUERTO EN EL NOTRE DE NUEVA ESPANA. Mexico D.F.:

Ediciones Botas, 1943.

  Swadesh, Frances Leon, LOS PRIMEROS POBLADORES: ANTECESORES DE LOS

CHICANO EN NUEVA MEXICO. Mexico D.F.: Fondo de Cultura Economica, 1977.

Yanez, Agustin, comp. FRAY BARTOLOME DE LAS CASAS: DOCTRINA. Mexico D.F.:

Universidad Nacional Autonoma de Mexico. 1982.

  Zavala, Silvio, LOS ESCLAVOS INDIOS EN NUEVA ESPANA. Mexico, D.F.: El

Colegio Nacional, 1994.

-----------ORDENANZAS DEL TRABAJO, SIGLO VVI Y XVII. Mixico, D.F.:

Editorial Elede, 1947.

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