LS 307 Fútbol, pasión de multitudes Boston University - Fall 2020 - Fall ...
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LS 307 Fútbol, pasión de multitudes
Boston University - Fall 2020
Instructor: María Datel Email: datel@bu.edu
Office Hours: TR 8-9:20 M 8-10 and by appointment
Office: 718 Commonwealth Ave. #203
Maria Datel is inviting you to a scheduled Zoom meeting.
Topic: LS 307 Fútbol Fall 2020
Join Zoom Meeting
https://bostonu.zoom.us/j/93305988489?pwd=ZUFRbHAzZ0JhSTFjakZ2ZFBNV25DUT09
Meeting ID: 933 0598 8489
Passcode: 077294
Course description
This course is designed to help language students progress towards and within the advanced
proficiency level in speaking and writing Spanish according to the ACTFL guidelines (see link
below). It is a writing intensive course characterized by a number of diverse writing projects that
are based on authentic models and are subject to extensive revision. Emphasis is also placed
on oral production. The readings are addressed from both language and cultural perspectives.
Grammar is addressed in context and as it arises, and each student will be expected to pursue
additional grammar practice independently according to their needs.
ACTFL Standards and Expectations for Students’ Proficiency
http://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012_FINAL.pdf
This multifaceted course in Spanish conversation and composition will explore in depth how
soccer ("fútbol") has become deeply ingrained in Latin American identities and cultures, and
how the game is a stage on which to observe not only socio-political events, but also the
evolution of the struggle for human rights and social justice. Students will have the opportunity
to explore what soccer represented in Latin America during the 70s’ dictatorships, and how
today, national teams participate in human rights groups’ campaigns—such as those of the
Grandmothers of Plaza de Mayo in Argentina—that are still fighting to identify the babies (now
adults) stolen during the "dirty war". They will discuss the campaigns addressing racism in the
game, women’s struggles to play on organized teams and gain recognition in an activity
considered "for men", as well as the LGBTQ+ community’s struggles to be openly represented
in the game.
Eligibility
Prerequisite: CAS LS 212. You are also eligible to take these courses with 1) a score of 4 or 5
on the AP Spanish language exam; (2) a Spanish SAT II test score of 560 or higher; or (3) a
Placement Test score of 511 or above.
Only two LS 300-level Spanish language courses can be taken for credit.
Student learning outcomes/goals
Includes BU HUB Global Citizenship & Intercultural Literacy (GCIL), Oral and/or Signed
Communication (OSC).
Through collaboration, discussions, and timely completion of assigned written, oral, and media
activities, you will be able to:
● Decode messages and cultural expressions through the understanding of historical
backgrounds and socioeconomic events.
● Produce well-structured and considered arguments – both in writing and orally – in
Spanish with the purpose of substantiating your interpretation of the short stories and
other materials covered in class.
● Clearly and coherently analyze, synthesize, and produce on historical, cultural, political,
and scientific topics as they relate to the materials involved.
Students must be prepared to read literary and scientific works critically and analytically, and be
able to express these ideas both orally and in written form. This is a writing intensive course.
There will be a written assignment due for every class. Major assignments will be subject to
extensive revision and peer editing.
Students will be provided with a useful, guided review of specific grammar and vocabulary
throughout the semester. Additional grammar topics will be addressed according to students’
individual needs. Students will be expected to pursue extra review on their own in order to
advance their linguistic proficiency.
Instructional Framework and Pedagogical Approach
This is a multifaceted course in Spanish conversation and composition that will focus both on
content – learning to analyze and think critically about media in the target language – and
linguistic progress. Students will develop effective strategies for reading, writing, and analyzing
visual and auditory information in a second language. Individual and group assignments ensure,
through peer review and multiple drafts, that students will gain a deeper understanding of
genre-specific writing. Collaborative assignments and peer assessment will help students
combine knowledge, synthesize ideas, and consider diverse viewpoints. As they develop their
linguistic ability throughout the semester, class discussions and writing assignments will
increase their knowledge about the target culture and language through analysis and
intercultural comparisons. Students will rely on each other’s linguistic resources to form
coherent arguments and learn to substantiate their statements. Through discussions,
presentations, and the creation of original media, they will learn to shape, organize, and
communicate their ideas to an audience and incorporate feedback as they refine their message
while becoming more critical readers.
Course Materials
(Available on Blackboard as links or PDFs)
Readings
● “¿El opio de los pueblos?”, “El hincha”, “El mejor negocio del planeta”, “El fútbol criollo”,
El fútbol a sol y a sombra y otros escritos, Eduardo Galeano, Ediciones La Cueva,
Buenos Aires, 2006
● “Fútbol”, Carlos Drumont de Andrade, Brasil
● “La selección de Colombia demuestra que el baile potencia el fútbol”, El Espectador,
Colombia, 2016
● “Los nombres”, Roberto Fontanarrosa, Puro fútbol, Editorial Planeta, Buenos Aires, 2013
● "Un héroe apoyado contra la pared”, Jorge Valdano, Fútbol: el juego infinito, Editorial
Conecta, México, 2016
● “Historias de las voces del futbol” by Pablo Vande Ruste and Roger Sabates, El País,
España, 2019
● "Barrilete cósmico”, Juan Villoro, Balón dividido, Editorial Planeta, México, 2014
● “El fútbol acusó los golpes de Estado en América Latina”, Eduardo Lopez, Diario AS,
México, 2019
● "Argentina 78, el fútbol como coartada de la dictadura”, Ezequiel Fernandez Moores,
NYtimes, 2018
● “El Mundial y la patria”, Sandra Lorenzano, Las dueñas de la pelota: Cuentos de fútbol
escritos por mujeres, Editorial El Ateneo, Buenos Aires, 2014
● “Los desaparecidos de Racing”, Argentina, 2020
● “El agua y el pez”, Kurt Lutman, Argentina,
● “Futbol y mujeres: el partido pendiente”, Andrea Ortega, Banco Interamericano de
Desarrollo, 2017
● “Fútbol era el de antes”, Ana Maria Shua, Las dueñas de la pelota: Cuentos de fútbol
escritos por mujeres, Editorial El Ateneo, Buenos Aires, 2014
● “Fútbol, xenofobia, racismo, discriminación y algunas manchas más del tigre”, Pablo
Alabarces, Nueva Sociedad, 2018
● Buscan ‘Jornada gay’ en Liga MX porque ‘erradicar grito no es apoyo a comunidad
LGBT”, Carlos Salas, Mediotiempo, México, 2020Films and videos
● Video “El fútbol segun Eduardo Galeano” https://youtu.be/1eOwrZunW04
● Video “El fútbol es… “ https://youtu.be/sKmpGWAg4YM
● Video “El gol del siglo, narrado por Victor Hugo Morales” https://youtu.be/O8G9ytZg-bM
https://youtu.be/jOz2uGMTA2w
● Video “La parábola de Dios, narrado por Lluís Flaquer” https://youtu.be/15I-jJ2Wewk
● Video “Cristiano bajo del cielo” https://youtu.be/IU7efcVwAwY
● Video “Primer concurso de cortos sobre fútbol y derechos humanos”
https://youtu.be/6dGruU4EOGo
● Documental “Los otros''. Futbol y racismo” https://youtu.be/8whWGDVNTf4
● Video “Dani Alves y la banana” https://youtu.be/vqcCEwt1-y8
● Video “Marta Scarpato leyendo un fragmento del libro “Los desaparecidos de Racing”
https://www.facebook.com/watch/?v=818873328598972&extid=KsWDtrxyCJYp9dtS
Blackboard Learn Course Site
The majority of the resources, materials, and links related to this course are available via our
Blackboard site. Administrative items such as guides for projects, rubrics, and grades are
accessible there.
Grammar
http://www.studyspanish.com/tutorial.htm
http://www.bowdoin.edu/edu/~eyepes/newgr/ats/
Course Expectations and Assessments
This is a four credit course with the equivalent of three contact hours per week. Students are
expected to complete a significant amount of reading, writing, and short research assignments
outside the class each week. They have to be prepared to fully contribute in-class discussions.
Students will be assessed through oral participation (in class discussions and several brief
informal presentations), group work (collaborative assignments, peer feedback on essays,
group oral presentations), a variety of writing assignments, and a final research paper and
presentation.
Assignments and Grading Criteria
Daily preparation and participation 10%
1 Exam 20%
3 Writing projects 30%
Brief presentations 10%
Oral presentation/video based on Research paper 10%
Research paper (final) 20%
100-93% A 89-87% B+ 79-77% C+ 69-67% D+ 59-0% F
92-90% A- 86-83% B 76-73% C 66-63% D82-80% B- 72-70% C- 62-60% D Exam: There will be one hourly exam and no final exam. The exam is essay-based. Students will have to demonstrate their understanding of the material while utilizing the grammar structures, new vocabulary, and idiomatic expressions presented in the course. Writing Writing Projects: Students will write three 500 word essays in which they will explore different types of narrative modes: descriptive, argumentative, and analytical. They will discuss the first draft with peers in order to improve it. The second draft will receive a generalized letter grade (A,B,C) and feedback from the instructor, and the third and final version will receive a percentage grade which takes into account the response to the feedback. In-class writing: Writing exercises, whether individually or in groups, will be done frequently in class, including dialogues and paragraphs using the grammar and idiomatic expressions covered. Research Paper and Oral presentation: Each student will give a 10 minute oral presentation on a topic related to the course content. The presentation will be based on a 4 page research paper on the selected topic. The paper is due on the last day of classes. Brief Video/Oral Presentation: Each student will give two to three brief oral presentations throughout the semester. Course Policies Attendance: Attendance is mandatory at all classes. Students should also make every effort to be on time, as tardiness disrupts in-class activities. If you need to miss class, you must come to the next one prepared and ready to participate actively in all classroom activities. The ethos of LfA is that students should be able to complete courses whether on campus or off, and whether they participate synchronously or asynchronously. Nevertheless, synchronous participation (i.e., conversation) is an essential element of any language class. While all language faculty have made significant changes to their courses to accommodate LfA in all its forms, and while we will make earnest efforts to facilitate every student’s active participation throughout the term, only those living and studying in significantly different time zones, and those who need special considerations due to health, should take this course asynchronously. Under these two circumstances, students should contact their instructor to make the necessary arrangements. Otherwise, synchronous participation is required. If you have questions about this, please do not hesitate to email your instructor. Phones and laptops: Phone use is NOT ALLOWED in class. Although smartphones can be a good resource at times, they are too distracting to be used in class. Chosen Name and Gender Pronouns. This course aims to be an inclusive learning community that supports students of all gender expressions and identities. While class rosters are provided to instructors with students’ legal names, please let me know if you would like to be addressed
by a different name than the one listed in the StudentLink. You are also invited to tell me early in
the semester which set of pronouns (she/her/hers, he/him/his, they/them/theirs, etc.) you feel
best fits your identity. If you have any questions or concerns, please do not hesitate to contact
me.
Title IX Policy. The Title IX Policy applies to the entire community, including students, faculty,
and staff of all gender identities. Please visit
http://www.bu.edu/safety/sexual-misconduct/reporting/ for a complete list of reporting options
and resources both on- and off-campus.
Cheating and plagiarism: As a member of a CAS course, it is essential that you read and
adhere to the CAS academic code. In particular, several types of plagiarism, i.e. any attempt to
represent the work of another as your own, are defined by this academic conduct code. Cases
of suspected academic misconduct will be referred to the Dean’s office. Academic Conduct
Code: https://www.bu.edu/academics/policies/academic-conduct-code/
Accommodations for Students with Documented Disabilities: If you are a student with a
disability or believe you might have a disability that requires accommodations, please contact
the Office for Disability Services (ODS) at (617) 353-3658 to coordinate any reasonable
accommodation requests. ODS is located at 19 Deerfield Street on the second floor.
Class Program
HW: Read “¿El opio de los pueblos?” by Eduado Galeano and complete the worksheet.
Week 1
9/3 Welcome to the class! Introduction to course (overview, materials, students’
introductions, and diagnostic paragraph).
Discussion of the reading “¿El opio de los pueblos?” by Eduado Galeano (OSC)
Homework assignment (HW): Read “El hincha” by Eduardo Galeano and complete the
worksheet. Watch the video “El fútbol según Eduardo Galeano” and complete the
worksheet (GCIL)
Week 2
9/8 What is soccer?
Discussion of the reading “El hincha” and the video “El fútbol según Eduardo Galeano”.
Video “El fútbol es...” (OSC)
HW: Write the first draft of the Writing Project 1 (essay and video script) “El fútbol es…”
and bring it to next class to discuss with peers. Read “El mejor negocio del planeta” and
“El fútbol criollo” by Galeano and complete the worksheet (GCIL)9/10 Discussion of “El mejor negocio del planeta” and “El fútbol criollo”.
Poem “Fútbol” by Carlos Drummond de Andrade.
Bring the first draft of Writing Project 1 “El fútbol es…” to discuss with peers (OSC)
HW: Read “La selección de Colombia demuestra que el baile potencia el fútbol” and
complete the worksheet (GCIL)
Week 3
9/15 Fútbol, Identity and belonging
Discussion of “La selección de Colombia demuestra que el baile potencia el fútbol”
Submit second draft of Writing Project 1 (essay and video script) “El fútbol es…”
(OSC)
HW: Read “Los nombres” by Roberto Fontanarrosa and complete the worksheet (GCIL)
9/17 Discussion of “Los nombres” by Fontanarrosa.
“¿Cómo se pronuncian los nombres de los jugadores hispanos?” (OSC)
HW: Write the final draft of the script “El fútbol es…” and film the short video (1-2 min).
Read “Messi, un héroe apoyado contra la pared” (I) by Jorge Valdano (GCIL)
Week 4
9/22 Discussion of “Messi, un héroe apoyado en la pared” (I) by Jorge Valdano (OSC)
Submit final version of Writing Project 1 (essay and short video): “El futbol es…”
HW: Read “Messi, un héroe apoyado contra la pared” (II) by Jorge Valdano.
9/24 Discussion of “Messi, un héroe apoyado en la pared” (II) by Jorge Valdano.
Video “This is Messi: Luis Flaquer narra “La parábola de Dios” (OSC)
HW: Read “La Rivalidad entre Argentina e Inglaterra: Civilización/barbarie.
Colonización. La Guerra de Malvinas” (GCIL)
Week 5
9/29 National Identities and Rivalries
Discussion of “La Rivalidad entre Argentina e Inglaterra: Civilización/barbarie.
Colonización. La Guerra de Malvinas”.
Video “Maradona. El mejor gol del siglo relatado por Victor Hugo Morales” (OSC)
HW: Read “Barrilete cósmico” by Juan Villoro and complete the worksheet (GCIL)
10/1 Discussion of “Barrilete cósmico” by Villoro (OSC)
HW: Watch the video “Cristiano bajó del cielo para dejar al Juventus rendido a sus pies”and complete the worksheet. Read the article “Historias de las voces del fútbol” by
Pablo Vande Rusten and complete the worksheet. Write the first draft of writing project
2 “El gol más importante ” and bring it to class to discuss with peers (GCIL and OSC)
Week 6
10/6 Discussion of the Video “Cristiano bajó del cielo…” and the article “Historias de las
voces del fútbol” (OSC).
First draft of Writing project 2, discussion with peers (OSC)
HW: Write the second draft of Writing Project 2. Read “El fútbol acusó los golpes de
Estado en América Latina” by Eduardo López (GCIL)
10/8 ¿El opio de los pueblos? Fútbol and dictatorships in Latin-America
Discussion of “El fútbol acusó los golpes de Estado en América Latina” by López
(OSC). Submit the second draft of Writing Project 2.
HW: Read “Argentina 78, el fútbol como coartada de la dictadura” by Ezequiel
Fernandez Moores. Research and prepare for brief presentations: Dictatorships in Latin
America (GCIL)
Week 7
10/12 Columbus Day
10/13 Substitute Monday class schedule
10/15 Presentations: Dictatorships in Latin America (OSC)
Discussion of “Argentina 78, el fútbol como coartada de la dictadura” by Fernandez
Mores.
HW: Read “¿Fue utilizado el fútbol chileno como herramienta política durante el régimen
de la dictadura de Augusto Pinochet?” by Sebastian Plata Navas and complete the
worksheet. Write the final version of Writing Project 2 (GCIL and OSC)
Week 8
10/20 Discussion of “¿Fue utilizado el fútbol chileno como herramienta política durante el
régimen de la dictadura de Augusto Pinochet?” (OSC)
Submit the final version of Writing Project 2.
HW: Watch the video “La pelota sí se mancha: El fútbol durante la dictadura de
Pinochet” and complete the worksheet (GCIL)
10/22 Discussion of the video “La pelota sí se mancha: El fútbol durante la dictadura de
Pinochet” (OSC)
HW: Read the short story “El Mundial y la patria” by Sandra Lorenzano and complete theWorksheet (GCIL)
Week 9
10/27 Discussion of “El Mundial y la patria” (OSC)
HW: Read selection from the book “Los desaparecidos de Racing” by Julian Scher and
complete the worksheet (GCIL)
10/29 Discussion of “Los desaparecidos de Racing” (OSC)
Video “Marta Scarpato leyendo un fragmento del libro “los desaparecidos de Racing”.
HW: Read “Madres y Abuelas de Plaza de Mayo” and complete the worksheet (GCIL)
Week 10
11/3 Resistance and Human Rights in Argentina
Discussion of “Madres y Abuelas de Plaza de Mayo” (OSC)
HW: Read the short story “El agua y el pez” by Kurt Lutman and complete the
Worksheet (GCIL)
11/5 Discussion of “El agua y el pez” by Lutman (OSC)
HW: Read the article “Futbol y mujeres: el partido pendiente” by Andrea Ortega (GCIL)
Week 11
11/10 Women’s Soccer: Fighting Gender Discrimination
Discussion of “Futbol y mujeres: el partido pendiente” (OSC)
HW:. Read the short story “Fútbol era el de antes” by Ana Maria Shua and complete the
Worksheet. Write the first draft of Writing Project 3 (the analytical essay) and bring it to
class to discuss with peers (GCIL)
11/12 Discussion of “Fútbol era el de antes” (OSC)
First draft of Writing Project 3. Discussion with peers (OSC)
HW: Write the second version of Writing Project 3.
Week 12
11/17 Fútbol era el de antes” (cont.). (OSC)
Submit the second draft of Writing Project 3.
HW: Read the article “Fútbol, xenofobia, racismo, discriminación y algunas manchas
más del tigre” by Pablo Alabarces. Write the first version of Writing Project 3 (GCIL)11/19 Soccer Against Racism
Discussion of the article “Fútbol, xenofobia, racismo, discriminación y algunas manchas
más del tigre” (OSC)
HW: Watch the documentary “Los otros. Fútbol y racismo” (GCIL)
Week 13
11/24 Discussion of the documentary “Los otros. Fútbol y racismo” (OSC)
Video “Dani Alves y la banana”. Campaña contra el racismo #somostodosmacacos.
Submit the final version of Writing Project 3.
HW: Read the article “Buscan ‘Jornada gay’ en Liga MX porque ‘erradicar grito no es
apoyo a la comunidad LGBT”. Write and submit research paper outline. (GCIL)
11/27 Thanksgiving Break
Week 14
12/1 Diversity and Inclusion
Discussion of “Buscan ‘Jornada gay’ en Liga MX porque ‘erradicar grito no es
apoyo a la comunidad LGBT” (OSC)
Review for Exam.
HW: Study for the exam.
12/3 Exam
HW: Prepare for oral presentations.
Week 15
12/8 Oral presentations (OSC)
12/10 Oral presentations (OSC)
Submit research paper.
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