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DOCUMENT RESUME ED 359 131 SO 023 158 TITLE Challenges of the 1990's: Economic Development, Social Equity, and Environmental Protection in Mexico and Guatemala. Fulbright-Hays Summer Seminars Abroad Program (November 14, 1992). INSTITUTION Institute of International Education, New York, N.Y. SPONS AGENCY Center for International Education (ED), Washington, DC PUB DATE 93 NOTE 241p.; Several reproducibility problemsare interspersed throughout the document. PUB TYPE Information Analyses (070) MRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Cultural Education; *Developing Nations; Economic Development; Educational Resources; Elementary Secondary Education; Foreign Countries; Foreign Culture; *Instructional Materials; *Teacher Developed Materials; Teaching Experience IDENTIFIERS *Guatemala; *Mexico ABSTRACT This collection of curriculum projectsconcern Guatemala and Mexico and were written by U.S. school teacherswho participated in the Summer 1992 Fulbright-Hays SeminarAbroad Program. The following are some titles of included curriculum projects: "Problems and Opportunities of Guatemala,A Developing Nation"; "Mexico: Integrated Activities for IntermediateStudents"; "Mexico: A Mixture of Cultures, A Multi-Visual Presentation";and "The Continuity of Mayan Culture: An EmpiricalAnalysis Resulting from a Fulbright-Hays Seminar in Guatemala and Mexico,1992." (DB) *********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. *********************************************************************** "Challenges of the 1990's: Economic Development, Social Equity, and Environmental Protection in Mexico and Guatemala" Summer 1992 Fulbright-Hays Summer Seminars Abroad Program Administered by the Institute of International Education for the U.S. Department of Education U.S. DEPARTMENT Of EDUCATION OfIrce of Educ.auonal Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) s document has been reproduced as awed from the person w organtzabon onginatmg st Minor Changes have been made to rmprove reproduction quallty PoIntsol mew or opinions stated rn twsdocu. mew do not heCeSSanly represent otfloat OE RI position or poky February, 1993 Institute of International Education 809 United Nations Plaza New York, NY 10017 212/984-5375 2 6,,..ST COPY AVAILABLE Fulbright-Hays Summer Seminar 1992 Challenges of the 1990's: Economic Development, Social Equity, and Environmental Protection in Mexico and Guatemala Contents Brahaney, Sarah J. Curriculum Project: Problems and opportunities of J.E.B. Stuart High School Guatemala; a developing nation Falls Church, Virginia Brown, Dihanne Curriculum Project: Guatemala & Mexico Harlan Elementary School Florence, Alabama Dahiquist, Kari L. Curriculum Project: Mexico: Integrated Activities Concord Elementary School for Intermediate Students Edina, Minnesota Duckworth, Elizabeth E. Fulbright-Hays Summer Seminar Fairfax County Public Schools Guatemala and Mexico 1992 Falls Church, Virginia Forgy, Anne N. Curriculum Project: Mexico West Boulevard Elementary Columbia, Missouri Glisson, Joan M. Curriculum Projects:1. Mexico: A Mixture of E. R. Dickson Elementary Cultures, A Multi-Visual Presentation; 2. Marketplace Mobile, Alabama at Chichicastenango; 3. Sensational Guatemalan People Kenny, Patricia A. Curriculum Project: Mexico and Guatemala Asa Adams Elementary School Tapestries of Past and Present Orono, Maine Lau, Eileen P. Curriculum Project: Mexico/Guatemala Bren Mar Park Elementary Alexandria, Virginia Contents Page 2 Olea, Mary E. The Continuity of Mayan Culture: An Empirical Pescadero High School Analysis Resulting from a Fulbright-Flays Seminar in Pescadero, California Guatemala and Mexico, 1992 Pickles, Jean I. Mexico and Guatemala: A Slide Presentation Falling Water Elementary School Chattanooga, Tennessee Wasserman, Susan H. Curriculum Project: The Biomes of Guatemala Shaw Avenue School Valley Stream, New York 4 FULBRIGHT PROJECT NOV.14,1992 SARAH JEANNINE BRAHANEY 5 Lesson Plan on problems and opportunitiesof Guatemala a developing nation. Divide the class into groups andhave each group answer the following questions. Have each grouppresent their findings to the class. Have each groupdefend their proposals. i.Using the socioeconomic data onGuatemala, list the major problems facing the country. 2.Using the information on importsand exports, tell whether Guatemala has an advantage ordisadvantage in the world market. Explain your answer. 3. You are a member of a departmentwhich is to decidde the funding of programs in Guatemala. Decidewhat percentage your budget will go to eachof the following agencies and how the money will be spent. Justifyand explain your decisions. A.Education B.Nutrition programs C.Medicine D.Tourism--Investigate the possibility of developing tourism as a major industry. Use pictures and slides as part of your investigation. E.Agriculture--If so manypeople are malnourished, would you continue to export food products? Why or why not? F.Industrial Development G.Specific programs to train doctors, technological experts, teachers. 6 SOME RELEVANT SOCIOECONOMIC DATA ON GUATEMALA Average monthly family income, year 1989 - Q360 s- $72 Average monthly income, year 1983, for worker. affiliated to social security vol Q302 t $60 Price increase of the basic food basket from 1983 to 1990 was 31% Ulmer layout rate year 1909 was 42.6% (7.2% copes unemployment, 33.4% underemployment) 90% et the families ;,It 96% of the national income, while 10% seta 44% of the income, the distribution fluid* this 10% is also very inegnitabit, for example 3% of the families 'erns, 20% of the National income 34% of the famillee live ender the line of extreme poverty (Iacono* lasufficient to buy a basic food basket) 65% of the famine, located In the lowest !scone level comma*: 29% of the available bread 30% of the available meat 22% of the available milk 39% of the fossilise dida't have hetes to any water distriloutioa system (year 1393) 41% of the families didn't have access to any toilet system (year 1990) Around 40% of the child*** primary school age didn't have access to school Illiteracy rate of popalation 13 years or more was 43%, year!M. on the other baud imams illiteracy is much higher , as is rural e:aas, also fanctiosal illiteracy is muck higher Of around 9.0 millioa people in year 1983: - 6 wallies didn't have access tohealth services - 3.6 million dids'i have access to Wahl* water - 0.3 million children were advancelymalnourished - 1.4 miIlioa children do rot go toprimary or secondary school - 2.4 saillios adults are illiterate - Amend 3 million people are considered extremely poor, of those 3 million live In rural areas BEST COPY to the ore to 1073 la 1*111 the percapita Income was similar The amass salaryla 1900 was the tom'la 20 pars oichange rats value Only is 1900 theQuetzal loose 46% of Its Of *my 100children that *Broils la firstgrade only 27 finish sixth grads(primary school) The deficit ineducational coraring is 73% lapre-primary, 39% In primary and70% Is secondary school PRINCIPAL EXPORTS (Annual FOB value, U.S. $ millions) 1989 1990 Green Coffee 373 323 Other Manufactured Goods 249 288 Non-Traditional Products 224 257 Sugar 86 120 Bananas 79 68 Cardamom 30 34 Meat 26 27 Raw Cotton 26 24 Petroleum 15 21 Total 1,108 1,162 PRINCIPAL EXPORTS 1990 (% e! total FOB export value) Meat 2 Petroleum 2 Raw Cotton 2 Cardamom 3 Bananas 6 Sugar 10 Non Traditional Products 22 Other Manufactured Goods 25 Green Coffee 28 0 5 10 15 20 25 30 (SOURCE: BANGUAT, 3 13 PRINCIPAL IMPORTS 1990 (Annual CIF value,U.S. $ millions) 1989 Raw Materials and 569 Intermediate products 542 297 Consumer Goods 365 301 Machinery, Equipmentand Tools 326 283 Fuels and Lubricants 229 182 Construction Material 172 20 17 Miscellaneous 1,649 Total 1,654 PRINCIPAL IMPORTS 1990 (% of total CIF Importvalue) miscellarceouS Ccnslruction rr,a.erl is Is and lubricants Cor,surr,e.r goOds 1-13.;.hInE-r;, t-qJir-^en; and r...altrIals and intErrrediate products 25 30 35 0 5 '0 15 20 (SOURCE: BANGUAT 14 BEST COPY ( IIORAS DETRABAJ0 A NIVEL DE SALARIO MINIM()NECESARIAS PARA AtQUIRig.ufqeOhnuNTo bt ALIMENTos PARA UNAFAMILIA DE CINCOMIEMBROS ARO HORAS DETRABAJO 1983 12.35 1984 12.10 1985 14.50 1986 19.85 1987 22.60 1988 15.30 1989 17.65 1990 21,15 1991 19.30 titi1101 litlttii, b&i, Weirkale. #stid. fieste *Was. 14441111 PARA HORAS DESALARIO MINIMONECESARIAS ADQUIR1R UNCO4JUf4TOO DEALIMENT0S lioitAS 11 if IIf il Nt', l.- 6'\',' liIf Op it-4 *6 Aw i # i Amur0 #0 \I 1; s 4.A A iii- a 1.0, 1...\\V 091 1991 A Oa 066 1917 i911 MO Ms 014 Athos SIMIPLAN, dite4ItINTIUS 4 1NB :g'Ireate744Yogre.s17447Z4:474geifslA74,1Z:47.7;4147.41ZeZi.$1.ip:MviZI, 4 P4 It I It. i ... \ I ,,,_ 4 i 4 .4 4 4 W 4 Fri 4 4 P4 4 p4 jostloi 4 41 p4 4 4 4 p4 P1 4 4 4 . , 4 .. : . P4 4 a . .. iefi4 4 r4 4 P4 O.4 p4 4 p4 4 P4 'fa. a,q7,6.4.1fh.task:..2.04X0X+rikOMPX+Wel'fav. vqh.OnatVi Last summer I was fortunate enough to travel "south of the border to the countries of Guatemala and Mexico. I did not expect these so called 'third world countries', to be so culturally rich, geographically beautiful, and historically great. I experienced many wonderful people, places, and events in these countries. I came home with numerous ideas, artifacts, visual aids, and literature, that will allow me to share my knowledge with not only the students and teachers in my s. -ol, but also with groups and churches in my community and state. In today's multicultural, multilingual American stew, the most common cultural heritage may be a global one. Lit- erature has been found to be a successful way of studying different cultures. It offers a voice that transcends temporal, historical, cultural, or geographical boundaries. This unit of study should help serve as as an introduction for primary students to the richness of literature in two diverse cultures. **OBJECTIVES** At the conclusion of this unit, students will be able to: *Express an understanding and appreciation forsome aspects of Guatemalan/Mexican culture, geography, and history.
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    NARRACIÓN TALLADA: LOS HERMANOS CHÁVEZ MORADO 14 de septiembre de 2017 – 3 de junio de 2017 Anne Rowe Página anterior Detalle de La gran tehuana, José Chávez Morado. Foto Lance Gerber, 2016 Esta página Detalle de Tehuana, Tomás Chávez Morado. Foto Lance Gerber, 2016 Índice de contenido Texto, diseño y todas las imágenes © The Annenberg Foundation Trust at Sunnylands 2017 En muchos casos, las imágenes han sido suministradas por los propietarios Los Annenberg y México Embajador David J. Lane página 6 o custodios de la obra. Es posible que las obras de arte individuales que aparecen aquí estén protegidas por derechos de autor en los Estados Unidos Una fuente para Sunnylands páginas 8 – 17 de América o en cualquier otro lugar, y no puedan ser reproducidas de ninguna manera sin el permiso de los titulares de los derechos. El arquitecto Pedro Ramírez Vázquez páginas 18 – 20 Para reproducir las imágenes contenidas en esta publicación, The Annenberg Los hermanos y su obra páginas 21 – 27 Foundation Trust at Sunnylands obtuvo, cuando fue posible, la autorización de los titulares de los derechos. En algunos casos, el Fideicomiso no pudo ubicar al titular de los derechos, a pesar de los esfuerzos de buena fe realizados. El José Chávez Morado páginas 28 – 31 Fideicomiso solicita que cualquier información de contacto referente a tales titulares de los derechos le sea remitida con el fin de contactarlos para futuras Tomás Chávez Morado páginas 32 – 35 ediciones. Publicado por primera vez en 2017 por The Annenberg Foundation Trust at Sunnylands, 37977 Bob Hope Drive, Rancho Mirage, CA 92270, Museo José y Tomás Chávez Morado página 36 Estados Unidos de América.
  • Federico Ibarra - a Case Study

    Federico Ibarra - a Case Study

    Western University Scholarship@Western Electronic Thesis and Dissertation Repository 4-29-2019 11:00 AM Contexts for Musical Modernism in Post-1945 Mexico: Federico Ibarra - A Case Study Francisco Eduardo Barradas Galván The University of Western Ontario Supervisor Ansari, Emily. The University of Western Ontario Co-Supervisor Wiebe, Thomas. The University of Western Ontario Graduate Program in Music A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Musical Arts © Francisco Eduardo Barradas Galván 2019 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Musicology Commons, and the Music Performance Commons Recommended Citation Barradas Galván, Francisco Eduardo, "Contexts for Musical Modernism in Post-1945 Mexico: Federico Ibarra - A Case Study" (2019). Electronic Thesis and Dissertation Repository. 6131. https://ir.lib.uwo.ca/etd/6131 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract This monograph examines the musical modernist era in Mexico between 1945 and the 1970s. It aims to provide a new understanding of the eclecticism achieved by Mexican composers during this era, using three different focal points. First, I examine the cultural and musical context of this period of Mexican music history. I scrutinize the major events, personalities, and projects that precipitated Mexican composers’ move away from government-promoted musical nationalism during this period toward an embrace of international trends. I then provide a case study through which to better understand this era, examining the early life, education, and formative influences of Mexican composer Federico Ibarra (b.1946), focusing particularly on the 1960s and 1970s.