HIST 223 HISTORIA CONTEMPORANEA CONTEMPORARY HISTORY 223 DL… · 3. Crear una visión universal y...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

HIST 223

HISTORIA CONTEMPORANEA

CONTEMPORARY HISTORY

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved

HIST 223 CONTEMPORARY HISTORY 2

Prep. January 11, 2010. Ivette Pérez, Esq. (EPM/MPS)

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

PRONTUARIO ............................................................................................................................. 3

STUDY GUIDE ........................................................................................................................... 15

WORKSHOP ONE ..................................................................................................................... 26

TALLER DOS ............................................................................................................................. 30

WORKSHOP THREE................................................................................................................ 34

TALLER CUATRO .................................................................................................................... 38

WORKSHOP FIVE/TALLER CINCO .................................................................................... 41

ANEJO A/APPENDIX A ........................................................................................................... 46

ANEJO B/APPENDIX B ............................................................................................................ 48

ANEJO C/APPENDIX C ........................................................................................................... 51

ANEJO D/APPENDIX D ........................................................................................................... 52

ANEJO E/APPENDIX E ............................................................................................................ 53

ANEJO F/APPENDIX F ............................................................................................................ 54

ANEJO G/APPENDIX G ........................................................................................................... 56

ANEJO H/APPENDIX H ........................................................................................................... 57

ANEJO I/APPENDIX I .............................................................................................................. 58

ANEJO J/APPENDIX J ............................................................................................................. 59

ANEJO K/APPENDIX K ........................................................................................................... 60

ANEJO L/APPENDIX L ............................................................................................................ 62

ANEJO M/APPENDIX M .......................................................................................................... 64

ANEJO N/APPENDIX N ........................................................................................................... 66



PRONTUARIO

Título del Curso: Historia Contemporánea

Codificación: HIST 223

Duración: 5 semanas

Prerrequisito: Ninguno

Descripción

Este curso cubre de manera breve e introductoria los principales acontecimientos históricos de la

historia contemporánea desde la Revolución Francesa (1789) al presente. El curso analiza las

ideologías y los movimientos más importantes de los siglos dieciocho, diecinueve y veinte,

acentuando el estudio de los hechos históricos básicos a nuestra civilización contemporánea.

Objetivos Generales

1. Analizar los procesos históricos del mundo moderno a través de una bibliografía selecta y

recursos que incluyen la más reciente investigación en el área.

2. Demonstrar aprecio por el movimiento hacia la libertad de ideas y de opiniones.

3. Crear una visión universal y diversa del mundo, demostrando la comprensión y la

aceptación de diferentes ideologías políticas, culturales y religiosas.

4. Motivar a los estudiantes para aplicar conceptos aprendidos y métodos para el manejo de

conflicto en el análisis de situaciones en su ambiente.

5. Entender las causas y los efectos de situaciones, de controversias y de problemas

peculiares de la globalización en el mundo moderno.

Textos y Recursos

Duiker W. J. (2009). Contemporary World History. (5th ed.). Wadsworth Publishing

ISBN-13: 978-0495572718



Palmer R.R. (2009). A History of the Modern World. (10th ed.).

ISBN-13: 9780073255002

Spielvogel, J. (2005). World History – Modern Times. McGraw Hill Grencoe

ISBN 0-07-8607051-1

Little, M. (2005). World History – Patterns of Interaction. ISBN 0-618-37771-9

Holt, et.al. (2005). World History – The Human Journey. ISBN 0-03-038128-2

Brummett, et. al. (2003). Civilization – Past and Present. Volume II ISBN 0-321-09098-5

Pérez Pino, A. (2010). Historia General. Firmas Press. (e-book). ISBN: 9781449222468

Evaluación

La evaluación del curso consiste en medir el grado de aprovechamiento que el estudiante haya

obtenido del mismo. Dicha evaluación consistirá de las puntuaciones que resulten de las

siguientes actividades:

Asistencia y Participación en Clase 20%

Asignaciones 25%

Presentaciones Orales y Trabajos en Grupo 25%

Examen Final 25%

Portafolio 5%

TOTAL 100%

Nota: La puntuación final obtenida será la suma de la puntuación obtenida en todas las

actividades desarrolladas. La sumatoria final será de 100 puntos con curva estándar. Las rúbricas

a utilizarse para la evaluación del estudiante se incluyen al final del módulo. El estudiante será



evaluado en términos del dominio del conocimiento adquirido a través del curso y de su dominio

del idioma, tanto del inglés como del español.

Descripción de la evaluación

1. Asistencia y Participación: La asistencia es mandataria y la puntualidad representa ética

profesional. El Facilitador llevará un registro de las mismas para cada taller y, al

finalizar el curso, utilizará el Anejo J para evaluar a cada estudiante. Se espera que todo

estudiante asista a clases preparado para discutir los temas del día (lecturas, preguntas

asignadas, diario actualizado) y que participe activamente. El Facilitador evaluará la

participación de cada estudiante en cada taller y tomará en cuenta el grado de

participación, si ésta demuestra que el estudiante se preparó para la clase y su

contribución al desarrollo de la misma. La participación en clase a través del curso debe

darse utilizando el idioma del taller correspondiente. El Facilitador evaluará la

participación y contribución de cada estudiante al finalizar el curso utilizando el Anejo J.

En adición a la asistencia mandataria al salón de clase y participación durante la misma,

el estudiante deberá cumplir veinte (20) horas de ejercicio en el laboratorio de idiomas.

A través de los cinco talleres el estudiante deberá recopilar evidencia de su trabajo para

ser entregada al facilitador en el quito taller.

2. Asignaciones: Las tareas asignadas semanalmente son parte integral de la participación

en clase. Los estudiantes completarán las mismas en el idioma del taller y deberán

entregarlas al finalizar cada taller. El Facilitador devolverá las tareas con las correcciones

sugeridas durante el siguiente taller. Los estudiantes deberán revisar, corregir y mejorar

esas tareas en función de los comentarios del Facilitador y lo aprendido en clase.



3. Presentaciones Orales y Trabajos en Grupo: Los estudiantes deberán experimentar el

trabajo en grupo de manera que puedan compartir ideas, conceptos aprendidos y

experiencias previas. Durante este curso tendrán la oportunidad de así hacerlo en varias

ocasiones, algunas en grupos y otras en parejas, dependiendo del tamaño de la clase.

También podrán presentar su trabajo de manera individual en otras ocasiones. Todas las

presentaciones serán evaluadas en base a lenguaje y contenido y siguiendo el Anejo M.

Las presentaciones deberán cumplir con los requisitos del Anejo en relación a

instrucciones especiales como límite de tiempo.

4. Examen Final: El Facilitador determinará e informará a los estudiantes acerca el

formato, estilo y detalles específicos para el examen final durante el primer taller.

5. Portafolio: Cada estudiante deberá preparar un portafolio del curso (carpeta blanca de 2”

– 3” con portada) donde reflexionará sobre los temas del curso y cómo éste se va

desarrollando. Es importante que cada estudiante trabaje este portafolio a partir de la

primera semana de clases, lo mantenga actualizado y lo traiga a clases cada semana para

que lo pueda utilizar y el Facilitador lo pueda revisar. El Portafolio será evaluado

utilizando los Anejos A-I y debe incluir las siguientes partes:

a. Portada

b. Tabla de Contenido

c. Introducción

d. Asignaciones y Trabajos Escritos

e. Conclusión

f. Referencias



Nota: El portafolio de curso deberá entregarse durante el último taller del curso, Taller

Cinco. Sin embargo, el estudiante debe ir preparando el mismo según progresa el curso para

no acumular trabajo innecesariamente. La presentación es importante, preparado y

organizado profesionalmente. Debe incluir cada una de las secciones debidamente

organizadas y rotuladas. El Facilitador evaluará el mismo utilizando los Anejos A-I.

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del

Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado

en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser

conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en

cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.

Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien

puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador

deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una

excepción a las reglas pues es importante que los estudiantes utilicen el idioma

designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el

idioma propio todo en inglés o todo en español según aplique.



2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen

antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)

horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller

deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la

ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser

necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el

trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El

facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la

nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos

por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee una

excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar

que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes

del lenguaje como la presentación oral o actividad a ser repuesta.



6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero

recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se

debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y

citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.

Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.

El servicio de SafeAssign TM de Blackboard será utilizado por los facilitadores para

verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del

estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,

deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,

refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto implica que

TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía. No se tolerará el plagio y, en

caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben

observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y

trabajos.

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar

copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.



10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,

deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de

clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,

no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la

búsqueda de la información deseada. Entre ellas están:

• www.google.com

• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

• http://www.chegg.com/ (alquiler)

• http://www.bookswim.com/ (alquiler)

• http://www.allbookstores.com/ (compra)

• http://www.alibris.com/ (compra)

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.



El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser

necesario.

Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración de

cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de

Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de

Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la

certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health

Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act

(RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la Oficina

de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936



Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración de

cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de

Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de

Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la

certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health

Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act

(RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la Oficina

de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa



Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es

una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de

nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que

vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como

facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo

entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza

a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar

con situaciones en las cuales los estudiantes estén buscando activamente construir un

significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos

primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para

percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo

memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la

educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el



aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo

provea a los estudiantes con la información sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples

perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



STUDY GUIDE

Course Title: Contemporary History

Code: HIST 223

Time Length: 5 weeks

Pre-requisite: None

Description

This introductory course briefly covers the main historical events of modern history from French

Revolution (1789) to the present. The course analyzes the most important movements and

ideologies of the eighteen, nineteenth, and twentieth centuries. This course emphasizes the study

of historical facts basic to our contemporary civilization.

General Objectives

1. Analyze the historical processes of the modern world through a selected bibliography and

resources that includes the latest research in the area.

2. Demonstrate appreciation for the movement toward freedom and liberty of ideas and

views.

3. Create a universal and diverse vision of the world, demonstrating understanding and

acceptance of different political, cultural and religious ideologies.

4. Motivate students to apply learned concepts and conflict handling methods to the analysis

of situations in their environment.

5. Understand the causes and effects of situations, controversies and peculiar problems of

globalization in modern world.



Texts and Resources

Duiker W. J. (2009). Contemporary World History. (5th ed.). Wadsworth Publishing

ISBN-13: 978-0495572718

Palmer R.R. (2009). A History of the Modern World. (10th ed.).

ISBN-13: 9780073255002

Spielvogel, J. (2005). World History – Modern Times. McGraw Hill Grencoe

ISBN 0-07-8607051-1

Little, M. (2005). World History – Patterns of Interaction. ISBN 0-618-37771-9

Holt, et.al. (2005). World History – The Human Journey. ISBN 0-03-038128-2

Brummett, et. al. (2003). Civilization – Past and Present. Volume II ISBN 0-321-09098-5

Pérez Pino, A. (2010). Historia General. Firmas Press . (e-book). ISBN: 9781449222468

Evaluation

The evaluation of the course will consist in measuring the benefits you received from same. Said

evaluation consists of the percentage points achieved from the following activities:

Attendance and Class Participation 20%

Assignments 25%

Oral Presentation and Group Projects 25%

Final Exam 25%

Portfolio 5%

TOTAL 100%



Note: The final grade will be the sum of all individual activities. The final grade will be based

on a standard 100 points curve. The rubrics to be used for these evaluations are included at the

end of the module. The student will be evaluated in terms of their dominion of the content of the

course and, also the dominion of the languages both English and Spanish.

Evaluation’s description

1. Attendance and Participation: Attendance is mandatory, and being punctual reflects a

professional ethic. The Facilitator will register the student’s performance for both in

every workshop. At the end of the course, the Facilitator will evaluate each student with

the rubric in Appendix J. All students are expected to attend class prepared to discuss

workshop topics (readings, assigned questions, etc.) and, to actively participate in class.

The Facilitator will evaluate the students’ participation in each workshop, taking into

consideration the degree of participation, if it demonstrates that the student prepared for

class and how much this participation contributed to the class’ development. Class

participation throughout the course should be in the language of the workshop. At the

end of the course, the Facilitator will evaluate each student with the rubric in Appendix J.

In addition to the mandatory attendance and class participation the student shall complete

twenty (20) hours of language laboratory. Through each week the student shall keep

evidence of his/her work in order to turn in at the fifth workshop.

2. Assignments: Assignments before every workshop are a fundamental component of class

participation. The students will complete these assignments in the language of the

workshop, and turn them in at the end of it. The Facilitator will return the assignments



on the next workshop with the suggested corrections. The students should revise, correct

and improve these assignments, based upon the Facilitator’s comments.

3. Oral Presentations and Group Projects: Students shall experience work in groups in

order to share ideas, learned concepts and experiences. During this course they will have

the opportunity to do so in various instances, some in larger groups and other in pairs, it

all will depend on the size of the class. There are other instances in where the student

shall present their work in an individual format. Every oral presentation will be

evaluated subject to language and content following Appendix M. The presentations

shall follow the appendix guidelines regarding special instructions and or time

limitations.

4. Final Exam: The facilitator will determine and inform the students the format and exact

timing for the final examination during the Workshop One.

5. Portfolio: Students should prepare a course portfolio (2” – 3” white binder with front

cover) where they would reflect upon course topics and development. It is important that

all students work on the portfolio from the first week of class, keep it up to date and,

bring it to class for discussion and Facilitator’s revision. The Portfolio should include the

following sections:

a. Cover Page

b. Table of Content

c. Introduction

d. Written Assignments

e. Assessments

f. Conclusion



g. References

Note: The Course Portfolio should be handed in, during the last week of class, Workshop

Five. However, the students should begin preparing the portfolio as the course develops,

to avoid accumulating last minute work. Presentation is important; it should be well

organized and professionally prepared. It should include each one of the sections

explained above, appropriately labeled. The Facilitator will evaluate the portfolio using

Appendixes A-I.

Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a Dual

Language Professional. Workshops will be facilitated in English and Spanish, strictly using

the 50/50 model. This means that each workshop will be conducted entirely in the language

specified. The language used in the workshops will alternate to insure that 50% of the course

will be conducted in English and 50% in Spanish. To maintain this balance, the course

module may specify that both languages will be used during the fifth workshop, dividing that

workshop’s time and activities between the two languages. If students have difficulty with

asking a question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This should only be

an exception as it is important for students to use the assigned language. The 50/50 model



does not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires an

average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must

present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is

justified and decide how the student will make up the missing work, if applicable. The

facilitator will decide on the following: allow the student to make up the work, or allow the

student to make up the work and assign extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the assigned

date. The facilitator may decide to adjust the grade given for late assignments and make-up

work.

4. If a student is absent to more than one workshop the facilitator will have the following

options:

a. If a student misses two workshops, the facilitator may lower one grade based on

the students existing grade.

b. If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class activities are

extremely important as it is not possible to assure that they can be made up. If the student

provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation

activity if he/she understands that an equivalent activity is possible. This activity must



include the same content and language components as the oral presentation or special activity

that was missed.

6. In cooperative activities the group will be assessed for their final work. However, each

member will have to collaborate to assure the success of the group and the assessment will be

done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted or

paraphrased material must be properly cited, with credit given to its author or publisher. It

should be noted that plagiarized writings are easily detectable and students should not risk

losing credit for material that is clearly not their own. SafeAssignTM, a Blackboard

plagiarism deterrent service, will be used by the facilitators to verify students’ ownership of

written assignments. It is the student’s responsibility to read the university’s plagiarism

policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong

to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This means

that ALL papers submitted by the student must be original work and that all references used

will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,

in case of detecting an incidence, the student will obtain a zero in the assignment or activity

and could be referred to the Discipline Committee.

8. If the Facilitator makes changes to the study guide, such changes should be discussed with

and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email address,

phone number, hours to be contacted and days.



10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must

be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to the

classrooms.

12. All students are subject to the policies regarding behavior in the university community

established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, do not stop your

investigation. There are many search engines and other links you can use to search for

information. These are some examples:

• www.google.com

• www.ask.com






• www.google.com

• www.ask.com








• http://www.apastyle.org/

To buy or rent new or used textbooks or references you can visit:

• http://www.chegg.com/ (rent)

• http://www.bookswim.com/ (rent)

• http://www.allbookstores.com/ (buy)

• http://www.alibris.com/ (buy)

The facilitator may make changes or add additional web resources if deemed necessary.

Note: If the facilitator or the student is required or wants to perform a research or needs to

administer a questionnaire or an interview, he/she will need to refer to the norms and procedures

of the Institutional Review Board Office (IRB) and ask for authorization. To access the forms

from the IRB Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional Review

Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for

Research Act (RCR).

If you have any question, please contact the following Institutional Coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126



Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense of

our experiences. Learning, therefore, is simply the process of adjusting our mental models to

accommodate new experiences. As teachers, our focus is on making connections between facts

and fostering new understanding in students. We will also attempt to tailor our teaching

strategies to student responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues around which

students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be understood in the

context of wholes. Therefore, the learning process focuses on primary concepts, not isolated

facts.

3. In order to teach well, we must understand the mental models that students use to perceive

the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and regurgitate someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is to make the



assessment part of the learning process, ensuring it provides students with information on the

quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives of the

world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One

Specific Objectives:

At the end of this workshop, the student will:

1. Conceptualize the historical background of the transition of the eighteen and nineteen

centuries (1800’s).

2. Identify the French Revolution as the starting and defining point of contemporary history.

3. Identify movements and historical characters towards the search of independence in

different countries in Latin America.

Language Objectives:

Students will be able to:

1. Express themselves orally and in written using English as the language of

communication.

2. Research, read, and understand the assigned material in order to develop written papers

virtually free of grammatical errors and oral presentation with clear and easily understood

pronunciation with correct use of grammar and verb usage

3. Listen, analyze and share in group the assigned material and homework.

Electronic Links (URLs):

Virtual Library UNE

http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html

Virtual Library UMET

http://www.suagm.edu/suagm/umet/biblioteca.aspx

Virtual Library Turabo

http://bibliotecavirtualut.suagm.edu/



French Revolution

http://www.encyclopedia.com/topic/French_Revolution.aspx

http://www.history.com/encyclopedia.do?articleId=209830

http://www.newworldencyclopedia.org/entry/French_Revolution

Napoleon Bonaparte

http://www.napoleonguide.com/leaders_napoleon.htm

http://www.newworldencyclopedia.org/entry/Napoleon_Bonaparte

Simon Bolivar

http://www.simon-bolivar.org/index.html

http://www.embavenez-us.org/kids.venezuela/simon.bolivar.htm

http://www.bolivarmo.com/history.htm

Assignments before Workshop One:

1. Read the HIST 223 module carefully and come to class prepared with questions or

comments regarding the module, manual, the evaluation or the assignments if necessary.

2. Write an introduction, to be included in the portfolio, discussing their expectations for the

course and their performance during the next five (5) weeks.

3. Write an APA style essay regarding the French Revolution.

4. Write a comparative APA style essay regarding Napoleon Bonaparte and Simon Bolivar

biographies, their personalities and relevancy to the era historic development; be ready to

share your work with the rest of the class.

5. Spanish/Latin America War of Independence – select at least two (2) of the following

countries and briefly describe the independence process. You shall include, dates, key

players, important events, etc.



a. Argentina

b. Bolivia

c. Chile

d. Colombia

e. Ecuador

f. Haiti

g. Mexico

h. Paraguay

i. Peru

j. Uruguay

k. Venezuela

6. Start working towards the twenty (20) hours of language laboratory.

Activities:

1. The facilitator will introduce himself to the group and will use an icebreaker activity of

his/her choice the students will present themselves.

2. The facilitator will explain the course, assignments, evaluation techniques and module to

the group, will answer possible questions from the students and hand out changes or

amendments to the module if necessary.

3. A student representative will be selected and the facilitator will explain his/her role.

4. The facilitator will lead a class discussion on the French Revolution, students will share

their essays.

5. The facilitator will chose two (2) or three (3) students depending on the size of the class

to present their written biographies of Napoleon Bonaparte.



6. The facilitator will present a brief introduction on the Spanish/Latin America War of

Independence in order for the students to present their countries.

7. The facilitator will chose two (2) or three (3) students depending on the size of the class

to present their biographies of Simon Bolivar.

8. The facilitator will review the material covered and answer any question or doubts, in

addition he/she will discuss next week assignments.

9. The class will be divided in sub-groups for next week oral presentation on World War I.

Assessment:

To be completed in class or submitted via Blackboard.

1. After today’s class, and based on your research and classmates interaction do you identify

yourself with Napoleon Bonaparte, Simon Bolivar or any other character? Why?

2. Revolutions and Independence wars – why do you think is important for a nation to be

independent? Does a nation/person need to be independent in order to be considered

free?



Taller Dos

Objetivos Específicos:

Al finalizar el taller el estudiante:

1. Conceptualizará el trasfondo histórico a nivel mundial de los años 1900’s hasta los años

1930’s.

2. Identificará la importancia acerca la Primera Guerra Mundial y sus implicaciones a nivel

geográfico.

3. Conocerá sobre la revolución rusa y personajes históricos tales como Vladimir Lenin y

Joseph Stalin.

4. Comparará y criticara la época de la gran depresión (años treinta) y la economía actual.

5. Definirá el propósito y objetivo de organizaciones tales como Liga de las Naciones.

Objetivos del Lenguaje:

Los estudiantes podrán:

1. Comunicarse efectivamente tanto oral como de manera escrita utilizando el español como

lenguaje asignado.

2. Leer y resumir el material asignado en español libre de errores ortográficos y de manera

clara y concisa.

3. Escuchar, analizar y aportar en grupo la materia y tareas asignadas.

Enlaces Electrónicos:

Biblioteca Virtual UNE


Biblioteca Virtual UMET




Biblioteca Virtual Turabo


Primera Guerra Mundial

http://www.vidasdefuego.com/primera_guerra_mundial.htm

http://www.historiasiglo20.org/IGM/guerra.htm

http://www.firstworldwar.com/

Revolución Rusa

http://www.claseshistoria.com/revolucionrusa/esquema.htm

http://www.portalplanetasedna.com.ar/rusa.htm


Liga de las Naciones


Gran Depresión

http://www.english.illinois.edu/maps/depression/about.htm

http://www.grandepresion.com/

Asignaciones antes del Taller Dos:

1. Los estudiantes se reunirán en grupos para completar la presentación oral y trabajo de

acuerdo a las instrucciones del facilitador. Tema: Primera Guerra Mundial; áreas a

incluir: fechas, países, causas, consecuencias, etc.

2. Leer y estudiar acerca de la Revolución Rusa del 1917, estar listo para participar

activamente en clase y contestar preguntas por parte del facilitador.

3. Resumir en tus propias palabras, y por escrito, la biografía de Vladimir Lenin.



4. Desarrollar un ensayo narrativo estilo APA acerca la Liga de las Naciones (League of

Nations). Asegura incluir visión y misión de la organización fechas relevantes y

personajes importantes.

5. Desarrollar un ensayo comparativo estilo APA acerca la Gran Depresión y la economía

actual y el mercado de bienes raíces.

6. Continuar trabajando en las veinte (20) horas del laboratorio de idiomas.

Actividades:

1. El facilitador contestará posibles dudas o preguntas del taller anterior.

2. Los estudiantes completaran sus presentaciones orales acerca la Primera Guerra Mundial.

3. Al terminar las presentaciones el facilitador se asegurara que los datos más importantes

fueron cubiertos.

4. El facilitador guiara una discusión plenaria acerca la Revolución Rusa y los personajes

históricos de Vladimir Lenin y Joseph Stalin.

5. El facilitador guiara una serie de preguntas y respuestas acerca la Liga de las Naciones.

6. El grupo será sub-dividido en dos un grupo representará el gobierno y poderes políticos;

mientras la otra mitad el pueblo y ciudadanos en general. Una vez dividido la clase

debatirá en forma comparativa la depresión de los años 30’s y el estado económico de la

época. El gobierno deberá culpar al pueblo, mientras el pueblo culpa al gobierno de la

situación actual. Durante la discusión el facilitador servirá de moderador mientras los

estudiantes presentarán y analizarán ambos panoramas históricos.

7. Para finalizar el facilitador discutirá las asignaciones para el próximo taller

Avalúo

A ser completado en clase o enviado a través de Blackboard.



1. Reconociendo que la próxima semana se discutirá en clase la Segunda Guerra Mundial,

¿consideras acaso que la Primera Guerra Mundial fue inconclusa? ¿Qué del tratado de

Versalles – incompleto? ¿Por qué?



Workshop Three

Specific Objectives:

At the end of this workshop, the student will:

1. Conceptualize the historical background of the mid 1930’s through the 1950’s.

2. Summarize the causes and effects of Spanish Civil War in the world’s contemporary

history.

3. Identify the importance of World War Two and its global effects in terms of political

ideologies and views.

4. Explain and defend the effects of the Cold War from both the United States’ point of

view and Soviet Union’s.

Language Objectives:


1. Express themselves orally and in written using English as the language of

communication.



pronunciation with correct use of grammar and verb usage.

3. Listen, analyze and share in group the assigned material and homework


Virtual Library UNE








Spanish Civil War

http://www.newworldencyclopedia.org/entry/Spanish_Civil_War

http://www.donquijote.org/culture/spain/history/civilwar.asp

http://history-world.org/spanish_civil_war.htm

World War Two

http://worldwartwo.freebase.com/


http://www.worldwar-2.net/

Cold War

http://www.coldwar.org/

http://www.nps.gov/archive/elro/glossary/cold-war.htm


NATO

http://www.nato.int/cps/en/natolive/index.htm

http://www.state.gov/p/eur/rt/nato/

Assignments before Workshop Three:

1. Write an APA style descriptive essay about the Spanish Civil War

2. Identify one of the countries with major role in World War Two and write a descriptive

essay of their participation. Make sure to include the country’s history, reasons to get

involved, major role, key player, and major consequences after the conflict.



3. Complete your group oral presentation and written report on the Cold War. Come

prepare to discuss in class the topic from the perspective of the United States and from

the Soviet Union’s.

4. Read and study the North Atlantic Treaty Organization (NATO). Be ready to share your

work with the rest of the class and actively participate in any related activity.

5. Continue working towards the twenty (20) hours of language laboratory.

Activities:

1. The facilitator will answer any possible doubt or question from last week material.

2. The facilitator will divide the class in at least three (3) sub groups, of no more than five

(5) students, taking into consideration the size of the class. Each group shall create one

or two (1-2) original questions regarding Spanish Civil War. The groups will share their

questions in order for the other group to answer – i.e. group A to group B; group B to

group C; and group C to group A. The group who created the question will determine if

the answer is correct or not. In the event the answer is not correct, they shall answer the

question. After all questions are answered correctly the facilitator will briefly summarize

major points regarding Spanish Civil War.

3. The facilitator will lead a presentation regarding World War Two. The students will

participate introducing the countries’ participation and roles.

4. The students will complete their oral presentations regarding the Cold War.

5. The facilitator will lead a question and answer session regarding the NATO, its benefits,

strengths, weaknesses and challenges for the future.

6. To finalize, the facilitator will review and answer any question or doubts, in addition to

discuss next week assignments.



Assessment:

To be completed in class or submitted via Blackboard.

1. World War I, Spanish Civil War, World War II, Cold War – and we still have a few to

discuss the next two weeks – have we learned anything from these conflicts? How do

you think world leaders can avoid situations like these? Treaties, League of Nations,

United Nations, agreements – what would it take?



Taller Cuatro

Objetivos Específicos:

Al finalizar el taller el estudiante:

1. Conceptualizará el trasfondo histórico mundial de los años 1960’s hasta los años 1990’s.

2. Comprenderá el rol que jugó los Estados Unidos en la crisis de misiles en Cuba.

3. Identificará las causas y efectos de la guerra entre Irán e Iraq.

4. Analizará la importancia y fuerza de la democracia en eventos tales como el derrumbe del

muro de Berlín y la disolución de la Unión de Repúblicas Socialistas Soviéticas (USSR).

Objetivos del Lenguaje:

Los estudiantes podrán:

1. Comunicarse efectivamente tanto oral como de manera escrita utilizando el español como

lenguaje asignado.

2. Leer y resumir el material asignado en español libre de errores ortográficos y de manera

clara y concisa.

3. Escuchar, analizar y aportar en grupo la materia y tareas asignadas.

Enlaces Electrónicos:

Biblioteca Virtual UNE


Biblioteca Virtual UMET


Biblioteca Virtual Turabo


Crisis de Misiles en Cuba



http://www.answers.com/topic/cuban-missile-crisis

http://www.history.com/this-day-in-history.do?action=VideoArticle&id=7058

Guerra entre Irán e Iraq

http://www.globalsecurity.org/military/world/war/iran-iraq.htm

http://www.jewishvirtuallibrary.org/jsource/arabs/iraniraq.html

Muro de Berlín

http://www.berlin.de/mauer/index.es.html

http://www.dailysoft.com/berlinwall/history/index.htm

Unión de Repúblicas Socialistas Soviéticas (USSR)

http://www.state.gov/r/pa/ho/time/pcw/108229.htm

Asignaciones antes del Taller Cuatro:

1. Estudiar para examen escrito – el cual cubrirá Taller 1-4.

2. Desarrollar un ensayo analítico y crítico, estilo APA, acerca la crisis de misiles en Cuba y

el rol y desempeño de los Estados Unidos.

3. Completar la presentación oral y trabajo en grupo acerca la guerra entre Irán e Iraq 1980-

1988.

4. Completar una representación artística o visual acerca el muro de Berlín y su derrumbe

en 1989.

5. Estudiar la disolución de la Unión de Repúblicas Socialistas Soviéticas (USSR) en 1991;

estar listo para compartir sus hallazgos en clase.

6. Continuar trabajando en las veinte (20) horas del laboratorio de idiomas.



Actividades:

1. El facilitador contestará posibles dudas o preguntas de la clase pasada.

2. El facilitador identificará al menos tres (3) estudiantes que presenten al grupo de manera

breve y concreta la crisis de misiles cubana. El facilitador se asegurará de cubrir las áreas

más importantes y contestar cualquier duda o pregunta.

3. Los estudiantes completarán sus presentaciones orales y trabajos en grupo acerca de la

guerra entre Irán e Iraq.

4. Cada estudiante presentará su representación artística y/o visual acerca el muro de Berlín

y su derrumbe. La clase compartirá historias de tener alguna y/o reacciones ante su

significancia.

5. El facilitador guiará una discusión plenaria acerca de la USSR y su disolución.

6. Para finalizar el facilitador contestará cualquier duda o pregunta a la vez que discute las

instrucciones del examen escrito.

7. El facilitador cubrirá las asignaciones para la próxima semana.

Avalúo

1. El examen escrito servirá de avalúo.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea

y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student should use

the language assigned for each homework

and activity.

Specifics Objectives:

At the end of this workshop, the student will

1. Conceptualize the historical background of the years 1990’s to present days.

2. Identify the causes and effects of The Persian Gulf War – both domestically in United

States and for the rest of world.

3. Evaluate and discuss intercontinental free trade agreements such like NAFTA.

4. Analyze the War against Terrorism and its global effects.

5. Identify new socioeconomic and political issues and challenges of the contemporary and

modern world.

Language Objectives


1. Express themselves orally and in written using English and Spanish as the languages of

communication.



pronunciation with correct use of grammar and verb usage.

3. Listen, analyze and share in group the assigned material and homework




Virtual Library UNE






Persian Gulf War

http://www.history.com/encyclopedia.do?vendorId=FWNE.fw..pe054500.a

http://www.historyguy.com/GulfWar.html

http://education.yahoo.com/reference/encyclopedia/entry/PersGWar

NAFTA and other commerce agreements

http://www.nafta-sec-alena.org/

http://www.fas.usda.gov/itp/Policy/NAFTA/nafta.asp

http://www.cfr.org/publication/15790/

http://www.ustr.gov/trade-agreements

http://www.ustr.gov/trade-agreements/free-trade-agreements

War against Terrorism

http://www.cnn.com/SPECIALS/2001/trade.center/

http://www.un.org/terrorism/

http://www.defense.gov/



Assignments before Workshop Five:

1. Have completed the Academic Portfolio

2. Write an APA style critical essay regarding the Persian Gulf War. If possible include an

interview of a veteran and his/her reaction and comments (in Spanish).

3. Read and study the North American Free Trade Agreement. Be ready to share your

findings with the rest of the class and actively participate in its discussion – effects in US

economy, the organizations responsible for developing these agreements, etc.

4. Write an APA style critical and analytical essay regarding the war against Terrorism.

What is your position? Do you believe it is necessary? Include your position regarding

monetary investment vs. domestic economic situation (in English).

5. Complete your individual oral presentation regarding the current and future challenges

for the modern world. Choose one of the following the topics: globalization, weather

catastrophes, over population, global currency, etc.

6. Complete the twenty (20) hours in the language laboratory – present evidence as part of

the academic portfolio.

Activities:

1. The facilitator will clarify any questions or doubts from last week’s material in Spanish.

2. The class will discuss the Persian Gulf War and the students’ essays. This activity is to

be completed in Spanish.

3. The facilitator will explain and discuss the NAFTA. The students will have the

opportunity of sharing their views and positions about this type of agreements. Do they

benefit or hurt economy? Why limited to only three (3) nations? This activity is to be

completed in English.



4. The facilitator will moderate a debate regarding the war against terrorism. Each student

will defend his/her position and present their views and opinions on the topic. This

activity is to be completed in English.

5. The students will complete their oral presentations in English. After each presentation

the facilitator and classmates will have the opportunity to share their opinions and ideas

in how to deal with each challenge.

6. The students will submit their Academic Portfolio.

7. The student representative will administer and the class will complete the end of course

and facilitator evaluation.

Assessment:

1. The students will present their academic final conclusion as part of their portfolios.



Anejos/Appendixes



Anejo A/Appendix A

Academic Portfolio

As a requirement of this course all students must complete a portfolio which should be turn-in at

the beginning of workshop five and it shall include ALL of the following:

1. Cover page with title, student name, course and class section

2. Table of content

3. Introduction

4. All written assignments

5. Assessments (5) one for each Workshop

6. Conclusion

7. References

Storage: Portfolio samples will be safely stored for a six-month term on campus. Students will

sign an official document empowering Ana G. Mendez University System with rights to use their

portfolios with educational or accreditation purposes during this term (Appendix N). After this

term and with the students’ authorization Ana G. Mendez University System will discard their

portfolios or return them directly to each student (Appendix O).



Portafolio Académico

Como requisito de este curso los estudiantes deberán completar un portafolio que será entregado

al inicio de quinto taller y deberá incluir TODO lo siguiente:

1. Portada con titulo, nombre del estudiante curso y sección

2. Tabla de contenido

3. Introducción

4. Todas las asignaciones y trabajos escritos

5. Avaluó (5) uno por cada Taller

6. Conclusión

7. Referencias

Almacenaje: Los portafolios serán almacenados de manera segura en el recinto por un periodo

de seis meses. Los estudiantes firmaran un documento oficial autorizando al Sistema

Universitario Ana G. Méndez a utilizar sus portafolios con propósitos educativos y/o de

acreditación por dicho término (Anejo N). Luego de este periodo de tiempo y con la

autorización de los estudiantes el Sistema desechara y descartara los portafolios o se le devolverá

directamente al estudiante según sea el caso (Anejo O).



Anejo B/Appendix B

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or reaction

papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within workshops.

Workshops will be separated from one another using construction paper or paper of different

colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).



• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be placed

at the beginning of the portfolio.

• The entire portfolio will follow APA style: Courier or Times New Roman font, size

12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth

Edition”

• A log of entries that can be expanded with each new entry properly numbered. The

table, which should be located at the beginning, should include a brief description,

date produced, date submitted, and date evaluated (Appendix J).

• Introduction and conclusion of the income and outcome of the portfolio.

• A list of references and appendixes of all assignments included will be added to the

end of the portfolio.

• The Portfolio Informational Sheet will be placed in the transparent front pocket of the

binder for identification purposes (Appendix I).

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or school life,

is sharing feedback with each student to review the contents, student reflections, and your

evaluations of individual items and all of the work together as related to learning targets

(Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios (Appendix

M ). Facilitators will focus their attention on showing students what is possible and their

progress rather than what is wrong; however, this does not mean that facilitators will not



cover weaknesses and areas for improvement during the conference. Facilitators will send

this feedback template upon completion of workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and write their

own comments and/or ideas of how to improve the quality of their portfolios, and how to

become better metacognitive learners on the feedback template. Students will e-mail the

template with their comments back to the facilitator after every workshop.

6. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez University

System with rights to use their portfolios with educational or accreditation purposes

during this term (Appendix N).

• After this term, and if their authors authorize Ana G. Mendez University System to

discard their portfolios by signing an official document, portfolio samples will be

destroyed; otherwise, they will be returned to their original authors (Appendix O).



Anejo C/Appendix C

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo Check one: � Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo D/Appendix D

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo E/Appendix E

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make valid

judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student learning?

Does the portfolio include students’ self-evaluations and reflections on

what was learned?

Does the portfolio enable one to determine learning progress and current

level of learning?

Does the portfolio provide clear evidence of learning to users of the

portfolio?

Does the portfolio provide for student participation and responsibility?

Does the portfolio present entries in a well-organized and useful manner?

Does the portfolio include assessments based on clearly stated criteria of

successful performance?

Does the portfolio provide for greater interaction between instruction and

assessment?

Adapted from:

Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education,

Inc.



Anejo F/Appendix F Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional?

Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and



group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus



Anejo G/Appendix G

Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments


Prep. January 11, 2010. Ivette Pérez, Esq.

Anejo H/Appendix H

Use and Return of Portfolio



I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo I/Appendix I

Use and Discard of Portfolio



I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a

copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo J/Appendix J

Rubric to Evaluate Class Attendance and Participation Student’s Name: ______________________ Total ________ Attendance _______ 0 pts = Absent in four or more workshops or absent in three workshops and was late in two workshops. 1 pts = Absent in three workshops or absent in two workshops and was late in three or more workshops 2 pts = Absent in two workshops or absent in one workshop and was late in three or more workshops 3 pts = Absent in one workshop or attended all workshop but was late in three or more workshops 4 pts = Attended all workshops but was late in one or two workshops 5 pts = Perfect attendance Class Participation _______ 0 1 2 3 4 5 Contributes frequently to class discussion.

Demonstrate interest in class discussion.

Answers questions made by the facilitator and classmates.

Ask questions pertinent to the class subjects.

Arrived prepared to class.

Present arguments based on class lecture, work and assignments.

Demonstrate attention and opening towards arguments.

Demonstrate initiative and creativity in class activities.

0-Poor 1-Deficient 2-Average 3-Good 4-Very Good 5-Excellent



Anejo K/Appendix K

Rubric to Evaluate Written Essay

Student’s Name: ______________________

Criteria Value Points Student Score

Content

Introductory statement is

clear and well stated.

10

Major or relevant details are

exposed in essay.

10

Present a thesis, supporting

it in a persuasive and

sophisticated way, providing

precise and relevant

examples.

10

Sentences are cohesive and

ideas flow as the essay is

read.

10

Establish a writer’s

relationship with the subject,

providing a clear perspective

of the subject matter and

engaging the audience’s

attention.

10

Draw conclusions that

reflect the relationships or

10



significant outcomes of the

discussion.

Demonstrate a

comprehensive grasp of

significant ideas, using them

appropriately to reach a

higher level of

understanding in an

organized manner.

10

Language

Demonstrate a command of

standard English or Spanish

(vocabulary used, syntax

and flow of ideas).

10

Uses grammar

appropriately and correctly.

10

Manages and uses verbs

appropriately and correctly.

10

TOTAL POINTS 100 (70 content + 30

language)

Student’s TOTAL SCORE

__________

Student’s Signature: _______________________

Facilitator Signature: _______________________

Date: _________________



Anejo L/Appendix L

Rúbrica para evaluar Ensayos Escritos

Nombre de Estudiante: ______________________

Criterio Puntos Puntos del estudiante

Contenido

Introducción clara y bien

establecida.

10

Detalles principales y

relevantes son expuestos en

el ensayo.

10

Presenta la idea y la sustenta

de manera persuasiva y

sofisticada proveyendo

ejemplos precisos y

relevantes.

10

Oraciones son coherentes y

las ideas fluyen sin dificultad

al leer el ensayo.

10

Establece una relación con el

tema de manera que provee

una perspectiva clara y atrae

la atención de la audiencia.

10

Establece conclusiones

claras que reflejan la

10



discusión.

Demuestra la comprensión

de ideas significativas las

cuales utiliza

apropiadamente para

alcanzar un nivel más alto de

entendimiento.

10

Lenguaje

Demuestra un dominio del

Español (vocabulario,

sintaxis y flujo de ideas).

10

Utiliza la gramática de

manera apropiada y

correcta.

10

Maneja y utiliza verbos de

manera apropiada y

correcta.

10

TOTAL DE PUNTOS 100 (70 contenido +

30 lenguaje)

TOTAL del estudiante

__________

Firma del Estudiante: _______________________

Firma del Facilitador: _______________________

Fecha: _________________



Anejo M/Appendix M

Rubric to Evaluate Oral Presentation

Student’s Name: ______________________

Criteria Value Points Student Score

Content

The speaker provides a

variety of types of content

appropriate for the task, such

as generalizations, details,

examples and various forms

of evidence.

10

The speaker takes into

account the specific

knowledge and experience

of the listener.

10

The speaker uses arguments

which are adapted to the

values and motivation of the

specific listener.

10

The speaker uses delivery to

emphasize and enhance the

meaning of the message.

10

The speaker delivers the

message in a lively and

enthusiastic fashion.

10



The volume varies to add

emphasis and interest.

10

Pronunciation and

enunciation are very clear.

The speaker exhibits very

little disfluency such as

(“ahs”, “uhms” or “you

knows”.

10

Language

Student pronounces words

in a clear and correct

manner so as to make

language understood to

others.

10

Correct use of grammar

and verb conjugation.

10

Use of correct use of

vocabulary words to

express message.

10

TOTAL POINTS 100 (70 content + 30

language)

Student’s TOTAL SCORE

__________

Student’s Signature: _______________________

Facilitator Signature: _______________________

Date: _________________



Anejo N/Appendix N

Students Weekly Progress Record Sheet Student Name: ______________________________

Criteria

Week One

Week Two

Week Three

Week Four

Week Five

Attendance

Class Participation

Assignments

Activities during class

Assessment



Workshop One

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________

Student’s Signature: ______________ Facilitator Signature: ______________

Workshop Two

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________


Workshop Three

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________


Workshop Four

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________


Workshop Five

Comments:



________________________________________________________________________

________________________________________________________________________

________________________________________________


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