june 21- comprehension

Comprehension is a vital component of reading, and one that is very important for teachers to understand so they can accomplish teaching it to students successfully. Comprehension is a complex process that has been understood and explained in a number of ways, the RAND Reading Study Group said that comprehension is “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language”. However, a more common definition is a process in which readers construct meaning by interacting with a text through the combination of prior knowledge and previous experience, information in the text, and the stance the reader takes in relationship to the text. Comprehension happens in the transaction between the reader and the text, which seems like an obvious statement, but it is important to consider. It is also important to understand that the more background knowledge a reader has that connects with the text being read, the more likely the reader will be able to make sense of what is being read. This background knowledge is called the schema, and simply means what you already know. Schema theory involves the storage of various kinds of information in long-term memory. When a student reads, the information needed goes to the short term memory, which shifts information, by keeping what is immediately pertinent and allowing less pertinent information to slip back into the long term memory. There are so many factors that effect a readers ability to comprehend a text, including the readers skills, knowledge, cognitive development, culture, and purpose. While it is hard for a teacher to control these things, teachers can control the motivation, which can influence the interest, purpose, emotion, or persistence with which a reader engages with the text.
     In order to become a successful comprehension teacher, there are several things to focus on. As a teacher you must teach decoding skills, providing students with phonemic awareness instruction at all times, help students build fluency by engaging in repeated readings, read out loud daily, build and activate prior knowledge before reading so that information connected with concepts in the text are more easily accessible, teach vocabulary words, that are necessary for making meaning with the text, engage students in personal responses to text through writing and during student-led discussions. Teachers have to provide the framework for the text, including the genre, vocabulary, language, and even the specific word choices are all important to students comprehension success. Teachers must also understand that readers interact with a text in ways that are unique to the place, situation, and purpose for reading. Because all of the information for teaching student comprehension is very complex, the Comprehension Matrix, can help teachers to apply their knowledge of the various factors that effect comprehension to design pre-reading, during-reading, and post-reading activities to help students comprehend and learn to use a variety of comprehension strategies. There are some theories that are important for a teacher to understand, including the transactional theory that says because each reader brings different experiences to a reading, each reader will take away a different meaning. A constructivist theory of learning suggests that learners actively construct their own knowledge. It suggests that readers construct meaning by making connections between the text and their prior knowledge.
    All of this information is significant to teachers understanding of how to teach comprehension, but it is also important to have an understanding of how to relate to children what they are being taught. The Velcro Theory is a way to explain to young elementary school children the process of making connections. As a teacher you would say, it is easier to remember something if we can stick it onto something else that is already in our heads; making this connection helps us to understand what we are reading. Another suggestion to explaining and relating visualization is “mind movies” where you encourage students to explain, draw, and think about what is in their heads when they are read something. This is an important strategy for students as they move from picture books to chapter books, and encourages imagination and a realization of that. The “I wonders” is also great, it allows students to participate by asking questions, before, during and after. Expert readers ask questions at all three stages, and this helps students to develop this skill. Many teachers right down the questions as they come, to display them to the children. Then at the end they go back and answer them, if they cannot answer them based of the knowledge of the text, they must use inference skills. This activity is great because it works on two parts of comprehension at once. Comprehension is such a vital part of reading, and developing good readers in the classroom. It is a complex topic, and one that can be very overwhelming to teachers, these articles provide a breakdown of the topic, and the Comprehension Matrix allows you, as the teacher, to take the process step by step, just as you will have your students do.

june 21- comprehension

            Comprehension is a vital component of reading, and one that is very important for teachers to understand so they can accomplish teaching it to students successfully. Comprehension is a complex process that has been understood and explained in a number of ways, the RAND Reading Study Group said that comprehension is “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language”. However, a more common definition is a process in which readers construct meaning by interacting with a text through the combination of prior knowledge and previous experience, information in the text, and the stance the reader takes in relationship to the text. Comprehension happens in the transaction between the reader and the text, which seems like an obvious statement, but it is important to consider. It is also important to understand that the more background knowledge a reader has that connects with the text being read, the more likely the reader will be able to make sense of what is being read. This background knowledge is called the schema, and simply means what you already know. Schema theory involves the storage of various kinds of information in long-term memory. When a student reads, the information needed goes to the short term memory, which shifts information, by keeping what is immediately pertinent and allowing less pertinent information to slip back into the long term memory. There are so many factors that effect a readers ability to comprehend a text, including the readers skills, knowledge, cognitive development, culture, and purpose. While it is hard for a teacher to control these things, teachers can control the motivation, which can influence the interest, purpose, emotion, or persistence with which a reader engages with the text.
       In order to become a successful comprehension teacher, there are several things to focus on. As a teacher you must teach decoding skills, providing students with phonemic awareness instruction at all times, help students build fluency by engaging in repeated readings, read out loud daily, build and activate prior knowledge before reading so that information connected with concepts in the text are more easily accessible, teach vocabulary words, that are necessary for making meaning with the text, engage students in personal responses to text through writing and during student-led discussions. Teachers have to provide the framework for the text, including the genre, vocabulary, language, and even the specific word choices are all important to students comprehension success. Teachers must also understand that readers interact with a text in ways that are unique to the place, situation, and purpose for reading. Because all of the information for teaching student comprehension is very complex, the Comprehension Matrix, can help teachers to apply their knowledge of the various factors that effect comprehension to design pre-reading, during-reading, and post-reading activities to help students comprehend and learn to use a variety of comprehension strategies. There are some theories that are important for a teacher to understand, including the transactional theory that says because each reader brings different experiences to a reading, each reader will take away a different meaning. A constructivist theory of learning suggests that learners actively construct their own knowledge. It suggests that readers construct meaning by making connections between the text and their prior knowledge.
      All of this information is significant to teachers understanding of how to teach comprehension, but it is also important to have an understanding of how to relate to children what they are being taught. The Velcro Theory is a way to explain to young elementary school children the process of making connections. As a teacher you would say, it is easier to remember something if we can stick it onto something else that is already in our heads; making this connection helps us to understand what we are reading. Another suggestion to explaining and relating visualization is “mind movies” where you encourage students to explain, draw, and think about what is in their heads when they are read something. This is an important strategy for students as they move from picture books to chapter books, and encourages imagination and a realization of that. The “I wonders” is also great, it allows students to participate by asking questions, before, during and after. Expert readers ask questions at all three stages, and this helps students to develop this skill. Many teachers right down the questions as they come, to display them to the children. Then at the end they go back and answer them, if they cannot answer them based of the knowledge of the text, they must use inference skills. This activity is great because it works on two parts of comprehension at once. Comprehension is such a vital part of reading, and developing good readers in the classroom. It is a complex topic, and one that can be very overwhelming to teachers, these articles provide a breakdown of the topic, and the Comprehension Matrix allows you, as the teacher, to take the process step by step, just as you will have your students do.

Week 12- Our Brand is Crisis

The film Our Brand is Crisis follows members of the political consulting company GCS who travel to Bolivia. They have been hired by the presidential candidate Gonzalo “Goni” Sanchez de Lozada. Throughout the film, these consultants employ a series of manipulating tactics in an attempt to get Goni reelected to the presidency. When the consultants come in Goni is significantly behind, and the process to try to bring his numbers up is expressed. Through focus groups and polls they test slogans, responses to policies Goni supports, and general responses to his campaign. The business of campaigning is depicted as a cut-throat meticulous dance to connivence the public that Goni is a better candidate than the others. The backdrop of this election takes place in Bolivia, a country at an extreme crossroads in its history. The political and economic instability there has caused people to be pushed to the edge, and they are desperately trying to cling to any representation of hope. The political consultants, including James Carville, Tad Devine and Stanley Greenberg use this to their advantage and portray Goni as someone they can put their trust in. On election day, Goni wins the presidency with only 21 percent of the popular vote. Once in office, Goni is informed his honeymoon stage will be extremely brief, and the people begin demanding change immediately. In Bolivia’s history, they have been a poor country and have become increasingly more so. “Increasing poverty, stagnant or falling real wages, and a further and steady widening of the distribution of income in virtually every nation has also become the omnipresent and largely ignored social context of the neoliberal era.” (Cypher 47). The major problems facing Bolivia have brought it to a crucial place where change is necessary. One of the main complaints by the people expressed in the film is lack of jobs, and is something they are not willing to let go. During the beginning of Goni’s second term as president, it became clear that the necessary changes were not happening. People started to take to the streets and riots became a normal occurrence. In October 2003 Goni resigned, and Carlos Mesa took his place. The film depicts the manipulating ways of the consultants, as they attempt to get a very unpopular man elected to the Presidency for the second time, and once he was elected nothing positive was done. The political instability continued after Goni, Carlos Mesa remained president until 2005, followed by Eduardo Rodriguez who was president for a year, and finally Evo Morales was elected in 2006. Evo Morales was the force behind many of the revolts and riots, and it was obvious the support the people had for him. 

In Confessions of an Economic Hitman by John Perkins he describes his job and duties working for a company called MAIN. “ I was to justify huge international loans that would funnel money back to MAIN and other U.S. companies (Such as Bechtel, Halliburton, Stone & Webster, and Brown & Root) through massive engineering and construction projects. Second I would work to bankrupt the countries that received those loans (after they had paid MAIN and the other U.S. contractors, of course) so that they would be forever beholden to their creditors, and so they would present easy targets when we needed favors, including military bases, UN votes, or access to oil and other natural resources” (Perkins 18). This shows the problems that exist with South American countries from an external view. The problems that face countries like Bolivia exist somewhat outside their control. Companies like MAIN keep these South American companies in debt and therefore they stay poor, and the cycle continues. The film Our Band is Crisis and the reading definitely show themes that represent the poverty and problems facing these South American countries. 

Week 11- La viren de los sicaro

The film La Virgen de los Sicaro tells the story of Fernando a Colombian author who comes back to Medellin after a long absence. He is a very unhappy person, he feels he has lived all the life he can stand. However, he meets a young gay named Alexis whom he develops a relationship with. The context of this relationship is the violent atmosphere caused by the drug cartel warfare occurring in Colombia. Colombian society seems to be in shambles and Fernando provides memories from a different time. Colombia had a rich history in the drug trafficking, and it has caused major societal problems throughout the twentieth century. From 1946-1957 there was a time period called La Violencia. This was a time of civil conflict in the Colombian countryside between supporters of the Colombian Liberal party and the Colombian Conservative Party. The conflict led to guerrilla units being formed, and a period of intense violence in Columbia. La Violencia was a mix of “official terror, partisan sectarianism, an scorched earth policy that resulted from the crisis of the coffee republic, the weakness of the central state, and the contest over property rights”, according to Forrest Hylton’s Evil hour in Colombia (Hylton 39). 

This period of time resembled the one expressed in the film in terms of violence. According to Ricardo Vargas, author of State, Esprit Mafioso, and Armed Conflict in Colombia, the worst part of this Violencia was the polarization of the entire countryside, where civilians were considered on one side or the other. There was no in between, and therefore everyone was a target. In the film, Alexis is eager to kill anyone who crosses his path, and everyone is a target as well.(Vargas 125) This characteristic of an energetic target-seeking youth is also represented by Wilmar later in the film. The drug trafficking is not explicitly seen in the film, however the repercussions of it are. The “hit-men” involved in the industry have constant enemies, and therefore the business is a part of everyone’s lives. 

While the film seems to deal with those inside the industry, there is another side of the issue. The opinion of the Colombian people is not explicitly covered by the film, however Ricardo Vargas provides an explanation of the values Colombia people have. Most Colombians condemn the drug traffic. However, he says that when a trafficker tries to legitimize himself, he is accepted as long as he attempts to show support to those appearing to promote “order”. This public appearance is purely for economic gain. As long as the traffickers keep the local government on their side they will not face repercussions. “The large profits generated by the global trade in drugs have contributed to a new regional economic dynamic, creating employment and income without the need for government-directed development” (Vargas 126). The film, La Virgen de los Sicaro is a testimony to the effects the drug cartel has on the youth of Colombian society, and indirectly on the older generation, even through unconventional methods. 

cocaine cowboys

week 10 blog

The cocaine industry in the United States began in the 1970s, and was a result of the drug trafficking that had begun involving marijuana. In the beginning cocaine was not brought into the United States in large quantity, however it quickly gained popularity and the trafficking of cocaine grew to extreme rates. The cocaine came from Latin America, and specifically Columbia. There was a specific path that the cocaine followed after being produced in these Columbian farms. For those producing the cocaine, it was just a way to make a living and represented a very different value than it did for those selling and buying it. The cocaine was transported to Cuba after production, and Cuba seemed to be the intermediate between Columbia and the United States. From there the cocaine was smuggled into the United States around Miami. People in this industry soon realized the increased monetary value from cutting out Cuba, and getting involved in the transportation aspect of cocaine. During this time the restrictions on drug smuggling were extremely relaxed, and it took years before the government and police force were able to become an actual threat to the drug trade. The film, Cocaine Cowboys, depicts the transformation the cocaine industry had during the 1970s and 1980s. In the early years of cocaine importation into their was little violence, and money was flowing everywhere in Miami. Miami banks had excess cash of up to 600 million dollars, and it became increasingly obvious this was due to the drug trade. Jon Roberts makes the comment in the film, “everyone had their price, with few exceptions”. Throughout the latter part of the 1970s the United States saw an increase in violence in Miami directly revolved to the drug industry. It has corrupted and further weakened local governments, judiciaries, and police forces and rends the social fabric” (Coletta 126). The role that Griselda Blanco played in the drug business significantly increased the violence in Miami. She was nicknamed the “Miami Godmother” and was a significant power figure and violent homicidal maniac for this industry, and was feared by many in the industry. When she was arrested, estimates were that she had killed around two hundred people. The drug industry in Miami was  major part of the economy and activity that occurred in Miami throughout later part of this century. There were more people involved than could have been imagined. It was an international business that involved many Latin American countries especially Columbia and Cuba. However this business was not limited to these countries. the Panamanian leader manuel Noriega collaborated with Columbian drug traffickers. In an article published in the New York Times, reporter Seymore Hersh said of Noriega, “is extensively involved in illicit money laundering and drug activities”. This was an international business, however when the U.S. government began to really crack down on the traffic within its borders. As the cocaine business began to be shut down, the economy was hit extremely hard and banks, night clubs, jewelry shops, and many other merchandise stores were forced to close. While the drug traffic had repercussions on the economy, it also put Miami on the map in many ways, which allowed its economy to be revitalized after the cocaine industry was shut down. 

Bus 174- Week 9

          The film, Bus 174 focuses on the issue of street kids and particularly one street kid that involved himself in a hostage situation on Bus 174. The issue of street kids in Latin American cities is a social problem that has significant effects on future generations of children. There are many reasons these children revert to living on the street. Either they have no one to care for them, something happens to their family caregivers, or they do not get along with their families. For these children the only viable option is to turn to the streets to live and beg for money and food. The children have no other options, and become a liability to the future of the cities they occupy. The treatment of these children is obscure, instead of trying to reform these street kids to better the future of these countries like Brazil, the government and policy beat and kill these children. The children represent a meek existence that further prevents them from being rehabilitated into society. They are desperate for a social existence and their invisibility is what hinders them. This invisibility is thrust upon them from the social stigma society places on their existence. It is a harsh reality to be faced with, and one that children shouldn’t have to embrace. The invisibility they feel is unbearable and leads to behaviors that are an attempt to cope with the desperation they feel. These children revert to drug use, through the film we see street kids mention the use of marijuana and cocaine especially. They also use glue sniffing as a means to get high, this proves to be a inexpensive means to escape from the realities they face. The repercussion of the lives street children have not only effects them, but the rest of society as well. The street children must beg and steal in order to survive, and this has negative effects for surrounding people. It creates a very dangerous type of city, where there is a constant threat of robbery that must invoke fear amongst civilians. The “Drive-By Victim” in Citizens of Fear: Urban Violence in Latin America is an example of the kind of fear that occurs in these Latin American cities and the types of violence that occur. The man is simply trying to take a taxi home, however the driver turns out to be part of the hold-up along with two other men. They take the code to his savings account, and make him give his address to invoke further fear that if he talks to police they will come hurt his family. The  interesting part of the story is the reaction the man has after being let go. He says, “And I thought that we were so screwed in this country that the only option left to us in the end is thanking the thieves” (Ramos 4). This statement shows that the crime and violence that takes place occurs and is so bad that the only thing the victims can do is thank the thieves for not taking their lives. The way Latin American cities are viewed today has not always been the way the operated historically. “Latin Americans have historically imagined the city in positive ways, that is, they have recognized it as a locus of a particular type of civilization that endows its members with a more comprehensive existence” (Szuchman 24). Through the existence that street kids have in society, it is evident that Latin American cities do not hold the same type of positivism that they previously had. “The weight and power of municipal authorities have been weakened significantly in cities where crime and overcrowding have made human life a cheap-and disposable- commodity” (Szuchman 24). 

Che Part 1: The Argentine

         Che, Part 1: The Argentine follows the Cuban Revolution from the beginning of fighting market by Castro and Guevara’s presence in Cuba through the guerrilla warfare that led the revolutionary forces of the July 26th movement to prevail through winning Santa Clara and ultimately taking down Fulgencio Batista. The film focuses on the actions the July 26th movement took, and gives an extra emphasis on the roles Fidel Castro and Che Guevara played in bringing victory to that movement. Through their actions they were able to bring the different revolutionary forces together and unite them under a common cause. The film is important for the way it follows the events, using an overall timeline of the events that occurred during the Cuban Revolution with intersected moments of Fidel Castro’s involvement against American imperialism. 

The beginning of the film find the leaders and important figures of the revolution together in Mexico City. This is where Guevara meets Fidel Castro and agrees to join him in the fight. The film does not included the impact that the beginning of this movement starting in Mexico had on many Mexican people. However the reading demonstrates that there was a definite effect on the Mexican people. “For Mexican youth, in contrast, pride in the fact that Mexico had served as a final staging ground for the Cuban Revolutionary movement and was the place where the mythic due of ‘Fidel and Che’ joined forces helped forge a special connection with Guevara as a revolutionary icon, one whose feats seemed equal to heroic- if not more so- and held greater resonance than the feats of Mexico’s earlier, long-buried revolutionary heroes” (Zolov 247). Before the fighting had even begun Che was already becoming the an important icon for people as a revolutionary symbol, and especially for Mexican people during this time. Once the plan was solidified Fidel, Che, and the other revolutionary characters moved to Cuba in the Sierra Maestra Mountains where the engaged the enemy and gained soldiers. The film specifically focuses on this segment of the fighting, and gives detailed accounts of the events that occurred for the guerrilla forces during this time. Finally, they decided to bring their cause down from the mountains and the fighting was brought to Las Villas. They won this battle, and then moved on to the most significant battle included in the film. The Battle of Santa clara shows the fighting that took place as the revolutionaries tried to take the town of Santa Clara. Through street-to-street fighting they were able to secure the town and received information that Batista had fled the country. As Che is walking into the town center, one of the soldiers approaches him and asks if he can go home since they have won, Che responds by saying, “we have won the war, the Revolution starts now”. This statement marks a pivotal moment in the Cuban Revolution, where they have gained the high ground and will now move on the keep that ground secure.  

            The Cuban Revolution was significant for the way people across the world understood Revolutions in the 20th century. “We consider that the Cuban Revolution made three fundamental contributions to the laws of the revolutionary movement in the current situation in America. First, people’s forces can win a war against an enemy. Second, it is not always necessary to wait for all conditions favorable for a revolution to be present; the insurrection itself can create them. Third, in the underdeveloped parts of America, the battle ground for armed struggle should be in the main be the countryside” (Che Guevara 1). 

Motorcycle Diaries

         Ernesto Che Guevara became an important historical figure for his involvement in the Cuban Revolution. However, before he was became second in command there were events from his life that formed him into the person he was. During his travels across South America he was exposed to the realities many different types of people faced, these encounters solidified his beliefs and led him to ultimately playing a pivotal role in the Cuban Revolution and overthrowing the Batista regime. 

The film, The Motorcycle Diaries follows Guevara’s travels throughout South America and gives a depiction of the situations and people he met along the way, that all played a role in shaping him into the person he would become. The trip is extremely significant for the role it played in shaping Guevara’s life, because without those experiences he would probably not have formed the beliefs and opinions about society that he did. “There are a number of obstacles to examining Guevara and his travels in this manner one relies by necessity on a critical reading of Guevara’s own writings, yet they reflect the priorities of a youth seeking adventure in foreign lands, rather than meditations on his homeland” (Elena 23). This statement is very interesting because it brings to light the idea that Guevara was just a normal guy in his twenties, and it was simply through restlessness and adventure seeking that he was thrown into a life changing experience. The film focuses specific encounters he and his fellow traveling companion Alberto Granado had. “ Guevara took pains to distinguish himself from his contemporaries and embraced a different paradigm of travel, shaped by readings of explorer accounts, conversations with political refugees, and youthful adventures on a shoestring budget” (Elena 24). The film depicts the two as funny, spontaneous, and full of energy. However, at the same time the viewers get a sense of a deeper level of compassion that the two share for humanity. They are both troubled, especially Guevara, by the examples of poverty and despair they witness. 

After his travels were over and he became involved in his political and revolutionist career, we see examples that show how important his travels were to his ideology. “While critical of the attitudes of many of the leaders of the new Bolivian government toward the country’s indigenous majority, he himself tended to see Indians as long suffering and impervious to contemporary political realities” (Zulawski 192). This is a perfect example of the kind of observation Guevara possessed, one that is shown through the film. This opinion about the suffering of the Bolivian poor, stemmed from the knowledge he gained during his travels and the film shows a foreshadowing of future opinions Guevara would have of people across South America. The film shows an important segment of Guevara’s life that is essential to who he became as a revolutionist, and gives an understanding of the experiences that led him to his ideology and beliefs. As an important historical figure in South American history in the 1950’s it is crucial to understand his background, and the reasons that drew him to such extreme measures and involvement in the Cuban Revolution. 

Week 6- Soy Cuba

          The film, Soy Cuba takes a poetic look at Cuban culture in the post-revolutionary period of society. The film outlines four segments of Cuban culture beginning with a story line of a young girl, Maria,  who through poverty and despair is forced into prostitution, something she is very ashamed of. The next section of the film focuses on the rural countryside and the life of a sugar cane farmer, Pedro. When the farmer finally gets a good crop, he is informed he will not profit from it, and ends up burning it to the ground, and dying. The next segment involves university students who rebel against the police, focusing on the role of one student named Enrique . The final part shows how Mariano, a typical farmer, ends up joining the rebels in the Sierra Maestra Mountains, ultimately leading to triumphal march into Havana to proclaim the revolution.

The film is influential for the notions of the post revolutionary Cuban culture it portrays. “This, the revolution transformed the domestic class structure, and it ushered into power a government more committed to economic expansion and diversification than the one it displaced” (Eckstein 504). This film explains these different class structures, and gives an accurate portrayal of Cuban culture during this time period. There are also notions of Cuban economics, and the effects it had on the Cuban people is displayed throughout the film. The film outlines Cuban people from different class structures, and shows what they deemed necessary for survival. 

Through these different people in Cuban culture, the issue of race is also brought  forward. There are the white Cubans and the Afro-Cubans, and they are seen throughout this film. The understanding of the differences these races had is also seen in the film. The nationalist discourse surrounding the racial differences was seen to have multiple purposes and was interpreted differently. “It could be used by those who advocated silencing racial issues as a threat to Cubanness and national integrity, but it also provided a set of legitimate principles and goals for those who sought to turn the ideal into a tangible reality” (Fuente 45). 

The main goal of the film is to display the differences in the Cuban culture, in this post revolutionary society. The film has American notions throughout the film, and the American presence is viewed as somewhat corrupt. It the first segment the clientele are all Americans, and have a powerful yet somewhat cruel air about them. In the second segment, the company buying Pedro’s land is American, even though it is done through the Cuban landowner. In the third story, the American sailors harass a innocent Cuban teenager, also seen as cruel and unnecessary. The last segment really has little American presence except for some of the weapons that are used. The use of including American imagery throughout the film aims to pin the Americans as somewhat cruel, but basically they aim to act as if Americans don’t have that much of an impact on Cuban culture. 

Viva Mexico- Week 6

The film Que Viva Mexico gives a depiction of Mexico in the rawest form. There are no actors, and the script is extremely basic. The film shows life from the perspective of the Mexican people and does an accurate job in portraying mexican culture. The film was shot during the Depression, this combined with the fact that it was an independent film left its creators Eisenstein and Upton Sinclair be extremely creative, and really give a portrayal of Mexican culture, and the conditions of the pre-revolutionary Mexico. 

The film is divided up into episodes, each identifying different aspects of the culture, combined they give a look into what the Mexican people’s lives were like. The first episode is the prologue which showed images of Mexican landscape and and structures like the Mayan pyramids. The images of the Mayan pyramids is an ancient image, and throughout the segment images of the past are intermingled with images of the present to pose the question: are the images of ancient and past Mexican culture separate from the images if the present or are the two combined and engrained in Mexican culture? The next episode shows how weddings and relationships develop in Mexican society. The indigenous nature of Mexico is a very matriarchal, where the women work until they are about sixteen to eighteen years old. They do this in order to save the gold coins they earn to make a necklace. Then they pick a husband. This episode deals with the indigenous part of Mexican culture. While the next episode shows the conquest, or stations of the cross. This exemplifies the triumph of the Spanish segment over the indigenous people. The scene that follows is the bull killing in honor of the virgin. This is also showing an aspect of the Spanish part of Mexican culture. After these two episodes on the Spanish influences in Mexico, the film switches back to a more indigenous aspect. The men cut open these gigantic mexican cactus plants, in a very intricate and detailed way. They do so in order to reach the center where there is a drink that they extract. The next episode shows where a man must bring his bride before the patron to get his permission to marry her. However, the patron takes the woman for himself. This causes somewhat of a rebellion. This tension gives a forshadowing to the unfinished episode of the film which surrounds the Mexican Revolutions. The main tension of the film surrounds the division between the indigenous Mexican culture and the Spanish Mexican culture, and the difference between the two.  

The film helps to show the way in which Mexican people lived their lives, and thew way that the two cultures mixed together to form one culture. It is very interesting to note the different practices, compared to American culture, and to get a grasp of the way Mexican life was before the Mexican revolution. 

Gabriela- Week 5

          The film, Gabriela is a film focused around the sexual and emotional relationships between men and women in Brazil, and specifically the relationship of Gabriela and Mr. Nacib. The film is very interesting for the way it portrays the act of adultery in Brazilian society. In Brazil the custom was that if a husband discovered his wife’s infidelity, then he had to right to kill both her and her lover. However, in the early 1900s this was banned with a law. Unfortunately, the law did little to prevent these murders as they were happening. “The number of women killed by men in Brazil, they declared, rose form one in every twelve hours in 1919 to one on every half-hour in 1924” (Besse 653). We see this issue present from the start of the film, there is a murder of a women and her lover by the women’s husband, that Mr. Nacib discovers after he buys Gabriela as his slave. Throughout the film the issue of crimes of passion is revealed through information about the case against the husband since it was no longer legal to commit such an act. Through the side characters like these, the issue is brought to light however, the true depiction of crimes of passion in the film is only revealed when Mr. Nacib discovers that Gabriela is having an affair. He storms in the room with a gun, only to rough the two up with minor injuries. After this scene Mr. Nacib says he will have to leave town, because he will be ridiculed for not killing the pair. The fact that Mr. Nacib does not kill his wife and her lover (also his best friend) is extremely interesting and sends a message much different that the information coming from the readings. Based on the statistic, these murders happened in all cases of infidelity. Therefore the choice Mr. Nacib makes to not kill his wife and adulterer seems unusual. There is some foreshadowing present to confuse the audience of his decision further. In the bar that he owns, Mr Nacib says, “a women who deceives her husband is a tramp, a whore”. This statement gives the implication that he would be very unforgiving if ever caught in the situation of his wife having extra-marital activities.

After he makes his decision not to kill them, he turns instead to an annulment, which will somehow prevent him from being publicly ridiculed. With his newfound freedom, he seems to be carefree and enjoys a long night of dancing with multiple women and heavy drinking. During the time he is enjoying his freedom, Gabriela is seen sneaking back into the house, and laying on the bed, and later watching him from the wall behind the house. When finally, Mr. Nacib sees her, he does not react the way you would think. Instead, he just stares at her, and she comes to him. Then the once married couple engage in sexual escapades. This is where the film ends, leaving the audience completely perplexed by the actions of Gabriela and definitely by Mr. Nacib. He strayed from what historical evidence of that time period in Brazil says a husband would do if confronted in his situation. However, his actions show that this was not the only way to respond to adultery. The ending is still ever bizarre, for why would a man take a women back who cheated on him? The film goes against social norms and is a testimony to the fact that society does not act as one, but as individuals who all make different choices. 

history 475-week 4

The film, Camila follows the story of an Argentina upper class girl named Camila who subsequently falls in love with the new priest. The story takes place in the tumultuous time in Argentinean history when Juan Manuel de Rosas was the leader of the country as a federalist dictator from 1829-1852. The film’s romantic element is the predominant element of the film, while the historic events that were taking place and the patriarchal nature of Argentinian society provides context for how live was in Argentina during this time period. 

There are elements of power displayed throughout the film coming from the family, church, and the state. The climax of the story unfolds when these three elements meet at a cross section to decide the fate of these transgressors. The elements of government at state go deeper than would be expected because of the political activity occurring in Argentina during the time. The federalist dictator Juan Manuel de Rosas was against any Unitarian activity in the country, and was very much trying to keep the people loyal to him. This is displayed throughout the film by the red ribbons the characters wear displaying their obedience to Juan Manuel de Rosas. “Rosas restored the red emblem as a ‘sign of fidelity to the cause and order, tranquility and well-being among the people of this land under the federal system, as a proof and public acknowledgement of the triumph of this sacred cause in the whole republic and a mark of confraternity between Argentines” (Stevens 97). This historic fact is incorporated in the film to show the tension in society and the ways in which this dictator was attempting to control his people. 

Along with the historical elements incorporated into this film, we see the patriarchal system within the family at play. Camila’s father is very much the head of the household, and it is evident that his authority is supreme. Camila is somewhat of a free spirit, who wants to speak her mind about her opinions. However, during a scene where the family is eating, Camila makes a comment about Rosas, that her father does not like. Her mother quickly tells her to keep quiet and listen. This comment is an example of the role women were to have in society. In another scene her father says there are only two choices for her: to become a nun or get married. The attitude her father has towards women in society combined with the way he treats the women in his family is an evident display of this patriarchal element in Argentinean society during this time. 

Along with this patriarchal element in society, there is also the element surrounding the climax of the film. When Camila and Ladislao run away, it doesn’t take too long for them to be discovered. Once they are taken into custody, the dilemma surrounds the moral implications of their actions. “During the long nineteenth century, Latin American states moved on a number of fronts to normalize elite, predominantly male, ideals of femininity and masculinity, especially in areas of health, education, employment, and charity-social work. This normalization provided the opportunity for nation, regional, and local officials to exert pressure on men and women to conform to what the elite regarded as ‘proper’ behavior” (Dore 5). From this standard, the actions taken by Ladislao and Camila were not “proper behavior”, and therefore their actions were punished with the upmost severity. The were meant to warn others of this immoral behavior and encourage submission to the patriarchal structure of Argentinean society. 

history 475- week 3

The film, La última Cena focuses on slavery in a Havana sugar mill and portrays the interactions between the slaves and their overseers. The dynamics of these relationships is interesting, and based on historical evidence the film shows accurate depictions of these slave and master relationships. While some slaves, like Sebastian, rebel and act upon their desire to be free, others accept their fate and play into the Count’s explanation that slavery can bring about happiness. While one of the main goals of the film was to convey an accurate depiction of the way slaves and their masters interacted on a daily basis, on a deeper level it aimed to show the submissive attitude some slaves had towards their situations. 

There are various elements at play throughout the film that aid in depicting these relationships. John Mraz stated: “critical reflection on classical historical portrayal in cinema also takes place in relation to various elemental issues: the relative importance of individuals and classes, and of religion and law in specific historical circumstances” (Mraz 108). We see these issues at play in the film, and they are critical to the historical significance of the film. The class divide between the slaves and the overseers is the most obvious issue at play. Through this class divide, individuals rise. Sebastian represents the unrest slaves had, through his constant rebellious nature he stands somewhat apart from the other submissive slaves. The Count also represents an individualistic nature, he aims to treat his slaves as “Christ-like”as possible and wants to bring Christ to them. However, the good nature he appears to possess diminishes by the end of the film, and he begins to treat the slaves the same way Don Manuel had. 

Religion and law is a vital element in understanding the film in its historical context. After the recreation of the last supper with the Count, he rewards the slaves by telling them they will not have to work on Good Friday. Through the Count’s religiously based generosity, he had aimed at giving them a break while actually having a higher purpose. Through that generosity he wanted to reiterate that the slaves could know happiness, and thereby reinstate the slave-master relationship at the sugar mill. Unfortunately, this act of kindness is undermined by Don Manuel. Don Manuel’s action brings about the slave revolt,and ultimately his death in an ironic sense.

       Don Manuel represents the law in the sugar mill while Don Gasper represents religion and in a subtle way takes the side of the slaves, as does the Count through the religious experiences he pursues. John Mraz’s critical analysis of La última Cena recognizes the importance religion had in the film. “Religion is a central element in The Last Supper. This film lacks the formal complexity of The Other Francisco, but it too uses a historical document as its catalyst” (Mraz 113). The film uses the “washing of the feet” and “the last supper” to foreshadow events taking place in the film. The film is very straight-forward and it is not hard to decipher through the relationships between the various characters and understand the differences in the social classes. 

Histoyr 475- Week 2 blog

The film, The Mission dealt exclusively with eighteenth century Latin America and the issues that plagued the time. The film was successful in communicating historical facts and interpretations, from both sides of the issue. The audience was able to relate and understand the perspective of the Jesuit's and the indigenous people, but at the same time the perspective of the conquestors of Spain and Portugal were also understood. The film surrounds the struggle between the Jesuits, who wished to turn the indigenous people into Christians and keep them free; and the Spanish and Portuguese who did not understand them, and therefore wished to capture them and turn them into slaves. 

The film did a sufficient job in separating the two groups being represented. “Winners and losers. Rich and poor. Conquerors and conquered. Masters and slaves. That is the old, old conflict at the heart of Latin American history” (Chasteen 19). This distinction between the indigenous people and those who came to conquer them made the issues between them easier to understand. Through the lack of understanding of the other, both groups experienced natural human reactions to the other. Their interactions represented differences and unfamiliarness, and that led the people to act accordingly. From a socially historic standpoint, this film captured the facts and gave accurate interpretations about human interactions. People react to foreign ideas and behaviors in different ways. For the indigenous people their reaction was categorized more as fear and rejection, and the colonizers reaction was one of domination. Another interesting fact to note is that the perceptions of the indigenous people are expressed indirectly through the actions of the Jesuits, unlike those of the Spanish. 

While there was a clear distinction to be drawn between the local inhabitants of the area and the colonizers, the role the Jesuits played in history was more complex and one that was conveyed through the film. They were Europeans, and therefore were under the scrutiny and authority of the Spanish Crown as well as the Catholic Church. However, they were also compassionate and accepting of the indigenous people and culture. The climax of the film concerns the issue of whether the Jesuits can continue their mission there, or not. Through the action of the film the emotions of the characters are understood, and give a deeper look into the real life conflict that effected these people. 

Through this film the effects of colonization are evident, and it gives a historical perspective of the conquest that is a very real part of Latin American history. “For Latin America, conquest and colonization by the Spanish and Portuguese created patterns of social domination that became eternal givens, like the deep and lasting marks of an original sin” (Chasteen 29). The film’s goal was to explain the issue surrounding the Jesuit’s mission in Latin America, and the decision to stop that mission. This goal, of expressing the events and the effects this decision had on the differing perspectives was achieved throughout the course of the film. The audience was able to understand the differing views, and grasp the effect during and after the mission in Latin America. 

history 475-The Mission

The film, The Mission dealt exclusively with eighteenth century Latin America and the issues that plagued the time. The film was successful in communicating historical facts and interpretations, from both sides of the issue. The audience was able to relate and understand the perspective of the Jesuit's and the indigenous people, but at the same time the perspective of the conquestors of Spain and Portugal were also understood. The film surrounds the struggle between the Jesuits, who wished to turn the indigenous people into Christians and keep them free; and the Spanish and Portuguese who did not understand them, and therefore wished to capture them and turn them into slaves.  The film did a sufficient job in separating the two groups being represented. “Winners and losers. Rich and poor. Conquerors and conquered. Masters and slaves. That is the old, old conflict at the heart of Latin American history” (Chasteen 19). This distinction between the indigenous people and those who came to conquer them made the issues between them easier to understand. Through the lack of understanding of the other, both groups experienced natural human reactions to the other. Their interactions represented differences and unfamiliarness, and that led the people to act accordingly. From a socially historic standpoint, this film captured the facts and gave accurate interpretations about human interactions. People react to foreign ideas and behaviors in different ways. For the indigenous people their reaction was categorized more as fear and rejection, and the colonizers reaction was one of domination. Another interesting fact to note is that the perceptions of the indigenous people are expressed indirectly through the actions of the Jesuits, unlike those of the Spanish.  While there was a clear distinction to be drawn between the local inhabitants of the area and the colonizers, the role the Jesuits played in history was more complex and one that was conveyed through the film. They were Europeans, and therefore were under the scrutiny and authority of the Spanish Crown as well as the Catholic Church. However, they were also compassionate and accepting of the indigenous people and culture. The climax of the film concerns the issue of whether the Jesuits can continue their mission there, or not. Through the action of the film the emotions of the characters are understood, and give a deeper look into the real life conflict that effected these people.  Through this film the effects of colonization are evident, and it gives a historical perspective of the conquest that is a very real part of Latin American history. “For Latin America, conquest and colonization by the Spanish and Portuguese created patterns of social domination that became eternal givens, like the deep and lasting marks of an original sin” (Chasteen 29). The film’s goal was to explain the issue surrounding the Jesuit’s mission in Latin America, and the decision to stop that mission. This goal, of expressing the events and the effects this decision had on the differing perspectives was achieved throughout the course of the film. The audience was able to understand the differing views, and grasp the effect during and after the mission in Latin America. 

hisotry 475- post for week 2

The film, The Mission dealt exclusively with eighteenth century Latin America and the issues that plagued the time. The film was successful in communicating historical facts and interpretations, from both sides of the issue. The audience was able to relate and understand the perspective of the Jesuit's and the indigenous people, but at the same time the perspective of the conquestors of Spain and Portugal were also understood. The film surrounds the struggle between the Jesuits, who wished to turn the indigenous people into Christians and keep them free; and the Spanish and Portuguese who did not understand them, and therefore wished to capture them and turn them into slaves. 

The film did a sufficient job in separating the two groups being represented. “Winners and losers. Rich and poor. Conquerors and conquered. Masters and slaves. That is the old, old conflict at the heart of Latin American history” (Chasteen 19). This distinction between the indigenous people and those who came to conquer them made the issues between them easier to understand. Through the lack of understanding of the other, both groups experienced natural human reactions to the other. Their interactions represented differences and unfamiliarness, and that led the people to act accordingly. From a socially historic standpoint, this film captured the facts and gave accurate interpretations about human interactions. People react to foreign ideas and behaviors in different ways. For the indigenous people their reaction was categorized more as fear and rejection, and the colonizers reaction was one of domination. Another interesting fact to note is that the perceptions of the indigenous people are expressed indirectly through the actions of the Jesuits, unlike those of the Spanish. 

While there was a clear distinction to be drawn between the local inhabitants of the area and the colonizers, the role the Jesuits played in history was more complex and one that was conveyed through the film. They were Europeans, and therefore were under the scrutiny and authority of the Spanish Crown as well as the Catholic Church. However, they were also compassionate and accepting of the indigenous people and culture. The climax of the film concerns the issue of whether the Jesuits can continue their mission there, or not. Through the action of the film the emotions of the characters are understood, and give a deeper look into the real life conflict that effected these people. 

Through this film the effects of colonization are evident, and it gives a historical perspective of the conquest that is a very real part of Latin American history. “For Latin America, conquest and colonization by the Spanish and Portuguese created patterns of social domination that became eternal givens, like the deep and lasting marks of an original sin” (Chasteen 29). The film’s goal was to explain the issue surrounding the Jesuit’s mission in Latin America, and the decision to stop that mission. This goal, of expressing the events and the effects this decision had on the differing perspectives was achieved throughout the course of the film. The audience was able to understand the differing views, and grasp the effect during and after the mission in Latin America.