Main Content
Syllabus
SPAN 131: Ibero-American Civilization (3): Spanish American and Brazilian life from the Conquest to the present; literature, art, the indigenous heritage, and contemporary problems.
Overview
Spanish 131 is based on a general education course on Ibero-American culture and civilization at Penn State University. The course is designed to expose students to the full range of Ibero-American history and diversity. Since we are covering centuries of history, many countries (including the United States), and thousands of other variables (linguistic, artistic, ethnic, religious, political, economic, geographic, biologic, etc.), this tour will of necessity be pretty rudimentary. Hopefully, though, you will find things that pique your interests and you will be motivated to continue your exploration of the vast cultural and geographic expanse that covers much of North America, all of South and Central America, and islands in the Caribbean.
The goal of this course is to provide the student with a broad, general introduction to the lands, peoples, history, and cultures of the area known as Latin America; to inform the student about the region’s ethnic diversity, cultural heritages, and problems of development; to investigate vital symbols, myths, figures, icons, superstitions, faiths; to foster critical thinking and associative skills; to suggest continuity and draw parallels between past and present; and to allow for a framework for undertaking further study. This course will survey the history and civilizations of the lands known as Ibero—or Latin—America. We will get an overview of the main historical events that make up this rich and complex history.
This course is designed to be completely coordinated by the instructor, but it is also student-driven in many key ways. First, students will read the text and use the accompanying Reading Comprehension Questions that have been created to help them navigate through the information in the primary text. Whenever possible, images and videos will supplement the readings and will serve to provide a more accurate visual picture of the time periods under analysis. Canvas-based assessments will gauge their comprehension of the primary material. Second, students will react to select readings and videos in writing as they reflect on and explore certain aspects of Ibero-American society. Third, students will be asked to find articles on current events at various times throughout the semester. Ideally, this will help them to connect what they are learning about the past to what is happening in Latin America today. Finally, students will propose a topic for individual research and submit a final project that is tailored to their professional, academic, or personal interests. This will allow them to build bridges between their own personal preferences and the region we are examining.
There are no prerequisites for the course. You are not required or expected to know how to communicate in Spanish, though you will be asked to learn many common terms used in Spanish. This will be the case especially when the Spanish term is preferred over an English equivalent, or when there is no adequate English term (e.g., encomienda – a system of labor used in colonial Latin America). Students will communicate mainly with the instructor, but they will have access to their fellow students' projects and can comment on them directly.
Expectations for Each Student
You will not be required to be “in class” (online) at specific times during the semester. However, this is not simply a “work at your own pace” type of course. There are deadlines that must be met in order to successfully complete the course. There are also a few collaborative activities that you will complete and therefore you will be responsible for checking in regularly. Failure to read emails or other course correspondence in a timely manner can potentially have a negative impact on your grade.
Spanish 131 is a three-credit course. If you were to take it at one of the Penn State campuses, you would spend 150 minutes each week in class (we round it off to three hours to allow for talking with the instructor before and after class, etc.) and roughly two hours of outside work for each hour in class. In other words, you would be expected to devote about nine hours per week to the course for a total of 16 weeks. You should plan to spend about that same amount of time— eight to ten hours —on this course. If you are regularly spending significantly more, there is probably something wrong. You need to examine your study habits, reassess your readiness for the course, and discuss your situation with your instructor. If you spend significantly less time on the course, you may find that your grade suffers.
Course Objectives
By taking this course you can expect to:
- gain familiarity with and gain a basic understanding of the vast region known as Ibero-America.
- become conversant with such issues as Ibero-American history, culture, religion, politics, language, and economics.
- recognize similarities and become aware of differences between the United States and the nations of Ibero-America.
- become sensitive to the many differences among the nations and peoples of Ibero-America.
- be able to identify the main people, places, events, and things that help define Latin American civilization.
Required Course Materials
Important Note: Check out the Reading Comprehension Questions folder via Activities link. It is recommended that you print these out and have them handy as you read the chapters.
Using the Library
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You can view the Online Students' Library Guide for more information.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and services. Once you have a Penn State account, you will automatically be registered with the library within 24–48 hours. If you would like to determine whether your registration has been completed, visit the Libraries home page and select My Account.
Technical Requirements
For this course we recommend the minimum World Campus technical requirements listed below:
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements
In the News (5% of the course grade): The point of this current events portfolio is to have students keep an eye on Latin American affairs and current events throughout the semester (as it is reported in the news). Students will do one every other week for a total of five (5). You will be asked to summarize articles or news stories (video-based stories are perfectly acceptable) related to Latin America that were published or posted during the dates for that unit. You will post a link to the article and a brief summary of its contents. Links to common online sources and a link to the rubric for the assignment will be available. I will also post links to articles of interest on the Facebook page for this course. Finally, you will also find a best practices guide and a model assignment to assist in preparing these assignments.
Discussion Forums (6% of the course grade): At three times throughout the semester students will participate in an online (asynchronous) discussion with other members of the class. There will be two parts to each discussion: The first is an initial post in which students will express their thoughts on something that they read or saw in a video for that unit. The second is a follow up response to what their fellow classmates have posted. Students will not be required to be online at a specific time, but rather will post their initial thoughts and follow up responses by the dates indicated on the course calendar.
Reflection/Reaction Papers (6% of course grade): At two times throughout the semester, students will submit a written reaction to something that they have read in the text (or in a supplemental reading) or that they have seen in a supplemental video. These will allow the students to reflect on particular aspects of the course content and give their personal, yet informed views. This assignment will be submitted in Canvas. Grades will be given based on the quality of the student's response. Please take a look at the grading rubric to give you an idea of what you need to include in your paper.
Quizzes (36% of course grade): The thirteen (13) quizzes will be based on material that comes directly from the textbook and from any supplemental material designated by the instructor. There will be reading comprehension questions preloaded in Canvas that correspond to each chapter to assist the students in finding the most relevant information. Quizzes will be given weekly and the students will have one attempt. There is a one-hour time limit for the quizzes, unless otherwise specified. These are essentially "open book" activities that will test the more detailed information from the text. Most quizzes will be on two chapters at a time (as per the readings in the syllabus), but some will cover three chapters. With the exception of quiz 13, which is worth 50 points and has a slightly different format, and quiz 2, which is worth 20 points, quizzes will be worth 30 points: 10-15 questions will be pulled from a test bank created for each chapter under review that week. The quizzes will generally consist of true/false, matching, multiple choice, and multiple select questions, but the instructor reserves the right to add short answer questions as needed. NOTE: Your lowest quiz grade will be dropped automatically.
Spotlight on... (21% of course grade): You will be asked to do seven (7) independent mini-research projects using the Internet or the library on an aspect of Hispanic culture related to the course. Some assignments will ask you to watch short videos and then answer follow up questions in an assessment in Canvas. Others will be guided research assignments. (Note: If it is a researched-based assignment, a grading rubric will be used and the criteria should be understood before you begin your project. These will be added to an assignment dropbox in Canvas and some of these will be shared with all members of the class.)
Regional Profiles (21% of course grade): Every other week (7 total) we will look more in detail at a specific region of Latin America. We would all agree that Dallas, Texas is quite different from New York City, which in turn are both different when compared to Seattle, Washington. Latin America is even more diverse and we will explore several aspects of these regions, ranging from language to politics to geography, among other things. You might come into the class thinking Latin America is roughly the same wherever you go, but after completing these assignments you will leave with a greater appreciation of the diversity that can be found there.
Final Research Project (5% of course grade): During weeks 3-5, students will be asked to submit a proposal for an individual research topic. Ideally, the topic will be based on the student's area of academic or professional interest. Other possibilities are topics such as sports, food, African influence in Latin America, the situation of modern day indigenous groups, etc. which are related but fall outside of the scope of this course. The project will be similar in nature to the mini research projects, but the topics here will be broader and more varied. The students will include a greater amount of detail and information as compared to the mini research projects (which are essentially snapshots of important people, places, things). Once the student receives approval for his/her topic, s/he will begin to develop the project and work on it from week 3 to week 12. The students will create either a blog-type, Wiki-type, or Word document that contains the student's findings. A grading rubric will be used and the criteria should be understood before students begin their project.
OVERVIEW OF ASSIGNMENTS AND PURPOSE: If you look at the overview of the course requirements, you can see that these assignments both complement each other and help us to cover a great deal of what is essential when looking at a nation as a whole. Here is a brief description of what each assignment is designed to address:
- Quizzes cover the historical aspect of Latin America from ancient times to the present day. The readings serve as the historical foundation of the course.
- Spotlight on… assignments cover what often “falls between the cracks” in textbooks: Festivals, language, religion, pop culture, nightlife, food, etc., but also allow us to look in more detail at information presented in the lessons.
- Regional Profiles allow us to examine the diversity of each of the regions in Latin America. These will allow you to experience Latin America in a “real life” way, and not simply a textbook-based approach.
- In the News are based on current events and connect you with articles of interest on what is happening today.
- Reflection/Reaction Papers encourage critical thought and expression on a particular topic.
- Discussion Forums allow you to share your thoughts on a particular topic with other students in the class.
- Final Research Project will allow you to explore a particular aspect of Latin America that is related to your profession or major/field of study.
Additional Notes on Grading: All work is due by the due dates listed on the course syllabus. Assignments are assigned well in advance of the deadlines for completion and therefore late work will not be accepted unless a valid reason is given before the due date arrives. Any make up work or late submissions must be approved in advance by the instructor.
IMPORTANT NOTE ON THE GRADE BOOK: We will use a “Percentage-Based” Grade Book and not a “Points-Based” system. This means that each assignment is weighted equally in the gradebook even if and when the point values are different for the same type of assignment. That means that whether you score 8/10 or 80/100, the percentage of that assignment is still 80%.
Overall Course Breakdown
Your final course grade will be based upon the following percentage breakdown. Your evaluation in each of the activities will be based upon the QUALITY of your participation and/or written submissions.
| Activity / Course Requirement | Points Per Assessment | Weight |
|---|---|---|
| Regional Profiles | 7 @ 3% (50 pts. each) | 21% |
| Current Events Portfolio ("In the News") | 5 @ 1% (10 pts. each) | 5% |
| Reflection/Reaction Papers | 2 @ 3% (50 pts. each) | 6% |
|
Quizzes (13 total; your lowest score will be dropped automatically and your grade will be taken from the grade on your 12 highest quiz scores.) Note: The final quiz (Quiz 13) is slightly different in format and will be worth 50 pts. |
12 @ 3% (30 pts. each) | 36% |
| Spotlight on... | 7 @ 3% (50 pts. each) | 21% |
| Discussion Forums | 3 @ 2% (50 pts. each) | 6% |
| Final Research Project | 1 @ 5% (50 pts.) | 5% |
| Total | 100% |
Information on Grading of Assignments
When? As a general guideline, I try to get assignments back to you as quickly as possible. Below, I have provided tentative policies regarding the return of assignments to you. This may vary depending on the number of students in the course or other matters that may arise during the course of our time together.
- Quiz grades are available immediately, but the correct answers will appear a few days after they close. The reason for this is before I release the correct answers, I check the grades to ensure that there were no problems with the quiz itself (such as incorrect coding). This also allows students with valid excuses to take the exam after the official deadline. These grades are percentages following the grading scale.
- Spotlight on... Projects, Reflection/Reaction Papers, Regional Profile Assessments, Discussion Forums and In the News assignments will be graded within 7 days. This gives me ample time to look over them carefully and give feedback. Requirements and grading criteria are available in the corresponding folder in Canvas.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
Unit 1: Introduction to the Course, Pre-and Post- Contact in Latin America
Unit 2: Building Societies and Empires in a New World
Unit 3: Forging a New Order into the 20th Century
Unit 4: The Second Half of the 20th Century and into the 21st Century
| Readings: | None |
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| Assignments: |
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Grading
The World Campus follows the same grading system as the Penn State resident program. The grades of A, B, C, D, and F indicate the following qualities of academic performance:
| Letter Grade | Grade Range |
|---|---|
| A | 95.0 - 100.0 |
| A- | 90.0 - 94.9 |
| B+ | 87.0 - 89.9 |
| B | 84.0 - 86.9 |
| B- | 80.0 - 83.9 |
| C+ | 76.0 -79.9 |
| C | 70.0 - 75.9 |
| D | 60.0 - 69.9 |
| F | 0.0 - 59.9 |
A / A- = (Excellent) Indicates exceptional achievement
B+ / B / B- = (Good) Indicates extensive achievement
C+ / C = (Satisfactory) Indicates acceptable achievement
D = (Poor) Indicates only minimal achievement
F = (Failure) Indicates inadequate achievement necessitating a repetition of the course in order to secure credit
Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Late Assignment Policy
It is important that you submit your assignments by the due date listed in the Course Schedule. Your instructor may impose penalties for late assignments. These penalties may include a lowered grade or a grade of zero for that assignment.
NOTE: In the event of an emergency that would prevent you from completing an assignment by the established due date, please notify your instructor as soon as possible.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Counseling and Psychological Services
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Veterans and Military Personnel
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Privacy Notice
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.Student Responsibilities and Conduct
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
Report Bias
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.