Final Project
Facultad de Filosofía, Letras y Ciencias
Escuela de Lenguas y Lingüística
Class 2012 - American Literature
Who we are?
We are friends and classmates from the American Literature and since third course. We like working together and participating in every activity of this class. We are very dinamic and funny.We become friends because we had work in a group in third. The friendship started and in some cases we prefer working together.
Members of the group #8 :
Luisa Maria Herrera Macias.-
I am 24 years old, I'm from Vinces but I live in Guayaquil in "Mucho Lote" with my aunt and some cousins, I study in the University of Guayaquil. I like listening to music and sometimes reading some books especially cooking books because I like cooking for my family. My goals are to finish this career and get my degree. My objectives are to get a good work like as an english teacher and one plan in my life is travel to know places and different cultures to increase my knowledge.
Ernesto Orlando Ortiz Cevallos.-
I'm 26 years old, I'm Ecuadorian. I live in Guayaquil in the south of the city, with my father, grandfather and with my aunt. In my free time I like going to the gym and do "crossfit". When I finish this career I would like get a good work, but I have a different plans, I could travel to Peru because I want to become certified as a crossfiter in level 1, then I would like to visit my mother.
Miguel Antonio Lindao Ontaneda.-
I'm 23 years old. I'm Ecuadorian from Guayaquil, I live with my parents, my sister and my pet. I like playing soccer with my friends and in my free times
I prefer to read some Italian books to increase my knowledge and to have more experiences to teach. My short - term goal is finish this career and work on my final project but in Italian. One of my objectives is to became a good Italian teacher and travel to Italy and visit Rome I would like stay there and make a new life.
My City.
Guayaquil was founded on July 25, 1531 with
the name Muy Noble y Muy Leal Ciudad de Santiago de
Guayaquil by Conquistador Francisco de Orellana.
In 1600 Guayaquil had a population of about
2,000 people; by 1700 the city had a population of over
10,000. In 1687, Guayaquil was attacked and looted
by English and French pirates under George d'Hout (English)
and Picard and Groniet (Frenchmen).
.
A
good turistic place in our country is Malecon 2000 this is next to
River Guayas. In this place we can found differents places like stores,
souvernirs markets, restaurants and others interesting things to enjoy
it.
We also have Barrio Las Peñas, this
is at the end of the Malecon2000 and together make a funny place to
relax with some friends or in family.
My Classes.
In this course we survey selected American authors representing the major
authors,
literary movements and fragments of the most significant
works of literature
produced in the U.S. since its beginnings to the present
date. It also helps future
teachers to improve their reading,
communicative and critical thinking skills, letting
them express judgements and
comments about some chapters and creating a
greater cultural
awareness when exposed to essays, poetry, literary or film
adaptations of the
fragments.
Activity During the semester.
During this second partial we have studied some movements, in this case we are going to explain the abolitionist movement. "Abolitionist" was the word used in the 19th century for those who
worked to abolish the institution of slavery. Women were quite active
in the abolitionist movement, at a time when women were, in general, not
active in the public sphere. The presence of women in the abolitionist
movement was considered by many to be scandalous -- not just because of
the issue itself, which was not universally supported even in states
that had abolished slavery within their borders, but because these
activists were women, and the dominant expectation of the "proper" place
for women was in the domestic, not the public, sphere.
One of the most important women abolinist was Sojourner Truth.
Sojourner began
dictating her memories, she
spoke about anti-slavery and women´s right.
“The
Narrative of Sojourner Truth: A Northern Slave was published by Willian
Lloyd Garrison.
In 1864, Ohio Woman´s
Rights she gave her famous speech with the legendary phrase,
“Ain't I a Woman?”
"That man over there says that women need to be helped into
carriages, and lifted over ditches, and to have the best place everywhere.
Nobody ever helps me into carriages, or over mud-puddles, or gives me any best
place! And ain't I a woman? Look at
me! Look at my arm! I have ploughed and planted, and gathered into barns, and
no man could head me! And ain't I a woman? I could
work as much and eat as much as a man - when I could get it - and bear the lash
as well! And ain't I a woman? I have
borne thirteen children, and seen most all sold off to slavery, and when I
cried out with my mother's grief, none but Jesus heard me! And ain't I a woman? "
Source: Book American Literature 5th course MSc. Glenda Morales;http://www.feminist.com/resources/artspeech/genwom/sojour.htmhttp://womenshistory.about.com/od/slaveryto1863/a/abolitionists.htm Reflective Learning.
Thanks to our teacher Master Glenda Morales Ramirez de Duchicela we could expand our knowledge and students could interact with the world of american literature and exploring through pictures and presentations, doing questions and controversies.
As a result, students may be more more likely to remember concepts and
knowledge discovered.
We got some advantages:
Discovery Learning.
Discovery learning is a powerful instructional approach that guides
and motivates learners to explore information and concepts in order to
construct new ideas, identify new relationships and create new models of
thinking and behavior.
Well-designed discovery learning
educational sessions are highly experiential and interactive — using
stories, games, simulations, visual maps and other techniques to grab
attention, build interest and lead a journey of discovery toward new
thinking, actions and behaviors. They incorporate three key ideas:
Discovery
learning ensures learners' brains are engaged at all times.
Participants may be manipulating pieces on a game board, working with
others to make a decision, or gathering seemingly disconnected pieces of
information to solve a problem — but they're actually learning!
Discovery
learning simply accelerates the educational process and results in
higher levels of retention than more traditional learning approaches do.
Its benefits are well documented:
With
training time in short supply, and knowledge in great demand, discovery
learning can help organizations offer training that works quickly — and
very effectively
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