(to download - content follows)
Ecuador Field School 2013


cuadernito de junio - ecuador.jpg





Introduction:
The primary tool that Ecuador Field School uses to introduce students to Ecuadorian culture is the Field School Cuaderno. Basically the Cuaderno provides a medium students can use to document the process of learning Ecuadorian culture. The Cuaderno is based on ethnographic field methods, the methods anthropologists use to learn a new culture from scratch.
But we do not have to start from scratch. Ecuador is a nation. As a nation, Ecuador has been the subject matter of much study. Anyone can learn about the geography, history, ecology, art, literature, and language(s) of Ecuador by locating and examining books, films, websites, etc.
We are aware, however, that few Field School students know much about Ecuador. We also know that the more our students know to begin with, the more they will benefit from the program. We have therefore designed the following “Cuadernito de Junio” and ask students to engage and complete the readings and exercises before the Orientation Sessions start on July 1. It is of utmost importance that students read prior to the July 7 trip so that we can aprovechar a hands-on experience in Ecuador.
Creating this Cuadernito, we understand several things. First, we know that students are resistant to do work that professors assign prior to the first day of class. Second, we know that students have agendas and priorities during the month of June that limit the time they can spend on academic preparation for the Field School program. Finally, we know that we cannot expect students to learn any more than they must to complete the requirement.
This means that, as educators, we must have limited goals and make limited requests. So we are asking you to complete this Cudernito using the Ecuador Reader, songs and movies, all of which will be available online. All you need to do is read the readings and then briefly provide the information we ask for. We are also asking that you draw or trace three maps. We will be certain that all you all have the Cuadernito information as a baseline.
*All readings and activities in the Cuadernito will be in English. However, higher level students are expected to answer in Spanish. Advanced students will begin by re-phrasing or translating the question for starters.*






Use the Wikepedia entry on Ecuador to answer the following questions:
http://en.wikipedia.org/wiki/Ecuador
  • How many languages are spoken in Ecuador?
    • o 14

  • What is the name of the variety of Quechua spoken by roughly 2.5 million people in Ecuador, Colombia and Peru?
    • o Kichwa
    • What are the three largest cities in Ecuador?
      • o Quito
      • o Guayaquil
      • o Cuenca
      • In 2008, the new constitution of Ecuador was the first in the world to do what?
        • o Recognition of the Rights of Nature
        • Characterize the government of Ecuador.
          • o Constitutional Democracy

  • What is the “national genre of music” in Ecuador?
    • o Pasillo
    • Ecuador has the most _ per square kilometer of any county in the world.

  1. a. People
  2. b. Silver
  3. c. Biodiversity
  4. d. Corn fields




Timeline: Create your own timelines for the following periods. Please indicate important leaders, political and economic changes and movements, as well as additional findings you find pertinent to Ecuador’s historical events.

Pre-Colombian Era




1500s – 1700s



1800s



1900s



2000s




Especially for music and literature lovers…One of the best ways to learn more about a culture is to listen to the music and read the literature produced by its people. In this section you will be introduced to a couple of the most famous artists from Ecuador. Do the activities and answer the questions that follow.
Julio Jaramillo is one of the most famous singers from Ecuador. Do a google search on him. What kind(s) of music did he sing?





Look up Julio Jaramillo on Spotify or Youtube. Listen to his music. Do you enjoy it? Why do you think he is one of the most popular singersof Ecuador?






Do a google search for Jorge Icaza. Who is he? Why does he have international recognition?






As noted in the introduction, you will be doing cuaderno work in Ecuador using methods and an outlook borrowed from ethnography.

  • Read the booklet “Folklife and Fieldwork: An Introduction to Fieldwork Techniques” available in both Spanish and English to download: http://www.loc.gov/folklife/fieldwork/
  • Describe a method that you think is valuable and, for you, useable in learning about Ecuadorian culture:




Draw or trace a map of South America including the following features:
  • o The Pacific and the Atlantic Oceans
  • o All countries
  • o The Amazon River
  • o The Andes






On the map of Ecuador, draw thefollowing features:


  • o The Provinces
  • o Important cities
  • o Geographical regions
  • o Important mountains and rivers
  • o Where are we going? Trace our trip on the map.
Study the following map. Locate these indigenous groups: Otavaleños, Saraguros, Kañaris, Salasakas, and Azuay. After you locate them on this map, look for an image of each group on the internet. Describe them, specifically their clothes and hats.






Activities for Week 1

Semana 1: Lectura: Pages 1–154, Ecuador Reader: Preguntitas
  • (may be answered on separate paper)

  • Introduction
  • What has been the defining feature of the country’s twentieth-century social, political, and economic landscape? Explain.



  • What are Ecuador’s principle exports?

  • What is CONAIE and what was its purpose?
  • Are they the only group of this sort? (Representing indigenous movement)



  • Conquest and Colonial Rule
  • T/F: Incas were the only dominant indigenous group that ruled in the area of what is now Ecuador.
  • T/F: The Inca Empire was dominant in Ecuador for only 50 years.

  • List 5 of the Indigenous populations prior to the arrival of the Incas.




  • Ecuador’s Pre-Columbian Past
  • Explain the significance of the Spondylus Shell.




  • Ancestors, Grave Robbers, and the Possible Antecedents of Cañari “Inca-ism”
  • Why was it and currently can still be common for Non-Inca tribes to identify themselves as Inca?




  • José Jaime Ortiz, Quito Architect
  • Who was José Jaime Ortiz and what are 5 of the buildings he is accredited to?
  • Explain the term Creole and how Ortiz was subject to their manipulation.




  • Finding Freedom: Slavery in Colonial Ecuador
  • Give a brief summary of slavery in Ecuador, what were slaves capable/not capable of and at what cost?




  • T/F: The slavery struggle in Ecuador was meant to overthrow the system of slavery rather than attain individual freedom and autonomy.

  • A Battle of Wills: Inventing Chiefly Legitimacy in the Colonial North Andes
  • What is the importance of legitimacy during the 1600’s in Ecuador?




  • State, Missionaries, and Natives in the Upper Amazon
  • How were indigenous tribes treated on the political realm from 1857-1895?



  • Were all Ecuadorians in favor of the way they were treated during this time period?




  • Four Years Among the Ecuadorians
  • What do you find most interesting about the Afro-Ecuadorians during the 1800s based on Hassaurek’s writings?




  • Railway and Nation in Liberal Ecuador
  • Briefly summarize the importance of the railway in Ecuador in the late 1800s.




  • Guayaquil and Coastal Ecuador during the Cacao Era
  • What was Guayaquil’s historical significance in the late 1800s-early 1900s?



Semana 1: Película

En el nombre de la hija


  • Vocabulario:
  • Pay attention to new words that you hear and write them down here as well as what they mean.



  • A few words unique to Ecuador that you will notice include:

  • Longo: Young indian(not very nice term)
  • Guagua: kid, chico/a
  • Ñaño: hermano/a
  • Guambra: young woman, chavala


  • The importance of names and identifying people in the movie.

  • Below are a list of some of the main characters and their names.
  • For as many characters as possible, list the symbolic representations of their names.
  • Are they referred to any historical figures, if so, who and why?

  • Camilo:

  • Manuela (Alicia):

  • Manuel Agustín:
  • Dolores:

  • Pepe (Piojo):

  • María Paz:

  • Representations of Ecuadorian Culture:
  • (think of customs, variations of addressing people…etc.)

  • What did you learn about Ecuadorian culture through the película?


  • Did you notice any cultural elements that are different from those of the United States?
  • What cultural elements struck you as unique to possibly only Ecuador?



  • Additionalthoughts/curiousities/pensamientos de la película En el nombre de la hija: