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  • And Che Guevara
  • Cultural Identity
  • José Martí
  • Simón Bolívar
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    Spanish American Thought and Culture: Addendum

    Overview

    These materials are for teaching the class Creating Spanish America alongside the book Anthology of Spanish American Thought and Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    General Introduction

    Contact the authors for Question key.

    Download slides for General Introduction:  CreatingSpanAm_General-Intro_Slides_DNntd1t.pptx 

    The supplementary materials in this section correspond to the General Introduction of the Anthonology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions

    1. How do the authors view the relationship of “ideas” and language or thinking andexpression?
    2. What does it mean that ideas both persist and regenerate themselves?
    3. How do the explain the interaction between the new and old ideas?
    4. How is the Conquest viewed from the above perspective?
    5. How did the Baroque become disseminated in Spanish America?
    6. What isthe Baroque perspective and how did it work towards conversion of natives?
    7. What was one main idea in the 19thcentury and how did it regenerate in the SpanishAmerica?
    8. Who are some of the major writers and thinkers of the 20thcentury?
    9. What are some major events that shaped this century?

    1.1 The Pre-Hispanic Period - Mesoamerica

    Download slides for Popl Vuh:  CreatingSpanAm_Pop-Vuh_slides.pptx 

    The supplementary materials in this section correspond to Chapter 1, part 1, The Pre-Hispanic Period - Mesoamerica from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions for Introduction to Mesoamerica:

    1. What are the two distinctive features of pre-Hispanic cultures that differ from the Western World?
    2. Why are the different geographical factors of pre-Hispanic cultures important?
    3. What is the significance of the God Quetzalcoatl for the newly arrived Spaniards?
    4. What is “providential evolution”?
    5. How is human sacrifice explained according to Mesoamerican mythology?
    6. How does the notion of “work” differ from our culture?
    7. How were masks used by the Gods?

    Questions for Creation and Metamorphosis of the Mayan World: The Popol Vuh:

    The hero twins, Hunahpu and Xbalanque, were not defeated during the tests they were subjected to undergo by the Xibalbans. In an effort to defeat the Xibalbans, they call seers, readers, knowers named: Xulu and Pucam. With their help they plan their own death in a stone oven. They rehearse what the seers will tell the Xibalbans.

    1. Think about what these forms of burial or disposing of the dead could mean?
    2. How do the hero twins confront the trick to jump in the oven?
    3. How does social cohesion and knowledge work, by Xulu and Pacam “keeping their word," as the text explains?
    4. Think about the process of transformation the bones undergo? Describe this creation or resuscitation and explain a possible view of “matter.”
    5. What are some of the acts they perform and what are the “reasons” behind these?
    6. How do the hero twins “act” in front of the Lords of Xibalba?
    7. Why is knowledge of one’s identity important in the context of the conflict of the text you read? The question of “Where do you come from?” is repeated in the text.
    8. According to the Lords of Xibalba, why is it important to perform for them? And what does this entail? Why do they dance?

    Discussion of Popol Vuh:

    1. What are some of the main actions performed by Hunahpu and Xbalanque in the effort to defeat the Lords of Xibalba?
    2. Read the last paragraph of p. 27 and summarize this exposition of Maya ethics.
    3. One of the actions is planning their own death and coming back. What does the form they adopt, say about them and about how the Xibalbans are?

    The video The Maya: Blood of Kings:

    1. What turned a new page in the understanding of Maya culture?
    2. What role did Kings play in Maya culture?
    3. Why is blood offering so important?

    Regardless of the destruction of many Maya books, there are 4 codices (books) that survived. However, the problem for researchers was how to break the code and how to read many texts written in the many stone monuments left.

    1. What do we know about their mathematical and astronomical knowledge?
    2. Another problem was how to interpret the role and importance of Maya Kings: a. What is the main belief that kept these Mayan societies together for so long? b. What is the meaning of blood sacrifice of the King? c. How is the power of the King sustained? d. What is the idea of debt?
    3. We saw some monuments, like Pakal’s tomb. Can you link it to the reading about the Temple of Inscriptions and the Maya Cosmos: The World Tree?
    4. What is the role of the king, of blood sacrifice and the temple / pyramid?

    Questions for Kings as Gods, Gods as Kings: The Temple of the Inscriptions:

    In the essay about The Temple of Inscriptions, we write that King Pakal’s sarcophagus, discovered in 1952 by Alberto Ruz, replicates the “cosmic mountain and the World Tree”.

    1. How do sacred spaces relate to creation and to the King himself?
    2. What is the role of myth in terms of its repetition such as the passage of the hero twins in the Popol Vuh and Pakal’s journey to the other world?

    Questions for The Mayan Cosmos: The World Tree:

    1. How does the Venus cycle confirm the importance of spatial continuity of the levels of the world?
    2. How is man’s duality as creator and destroyer seen as a process, as is the case, in the Popol Vuh and in Pakal’s tomb?

    Questions for Aztec Cosmogony and Templo Mayor:

    1. Describe the characteristics of the Fifth World.
    2. What notions are so important for the myth of Huitzilopochtli?
    3. What is the meaning of conflict and how is this portrayed in Aztec myths?
    4. Why do you think the notion of “duality” is so important?
    5. Why are pyramids so important for the Aztecs?
    6. Describe the Coatlicue.
    7. How and where is the birth of Huitzilopochtli?

    Questions for The Aztec Sun Stone Calendar:

    1. How do the Nahuas and Aztecs, as part of this culture, see time? How can you relate to other notions of time?
    2. Why is the number 5 so important in this stone? Can you relate to other Mesoamerican cultures in terms of their view of time?
    3. How do the Four Sun’s represent previous eras and how does it differ from the Fifth Sun?
    4. How can we relate the meaning of the outer circle of the 2 serpents to the movement of Venus? How is it similar or different from the Maya World Tree?

     

    1.2 The Pre-Hispanic Period - The Andes

    Download Andes presentation notes:  The_AndesIntroPresentation.docx 

    Download photos of The Andes: Andes_Photos.zip

    Download slides for The Andes, Introduction: Andes_Intro.pptx

    Quiz for Introduction to the Andes

    1. The Gateway of the Sun 

    a.    Means “rock of lead”
    b.    Is in the center of the lake
    c.    Is in the city of Tiwanaku
    d.    Is in Cuzco

    2. Tiwanaku

    a.    Is the God on top of the Akapana pyramid
    b.    Is the God of the Aztecs
    c.    Is an ancient city near lake Titicaca
    d.    None of the above

    3.     Akapana Pyramid

    a.    Was the cosmic mountain
    b.    There was water moving in and out of this structure
    c.    It was surrounded by water
    d.    All of the above

    4.     The Estella Bennett

    a.    Consisted of many stones cemented together
    b.    Was discovered by Wendell C. Bennett, an arqueologist
    c.    Was 5 feet high
    d.    Was the God of rain

    5.    Wiraqocha

    a.    was in the Estella Bennet
    b.    was at the center of the Gateway to the Sun
    c.    was a conquered deity
    d.    Was the coca god

    The supplementary materials in this section correspond to Chapter 1, part 2, The Pre-Hispanic Period - The Andes from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions for the reading on Tiawanaku and the Huarochiri manuscript

    1. How can we interpret the relationship between the stars and human destiny according to the people of Tiahuanaco and the myth of the flood from the Huarochiri manuscript?
    2. What is the perception of time according to the Andean people? What does this say about their view of the world? Why is time and the interpretation of the stars so important for this people?
    3. In the myth of the flood selected in the Anthology, we see the importance of the Villca Coto mountain in astrological terms, how else is the llama important in this story? What does this say about the relationship of man and llama?
    4. Also, in this story, we see that it is told not by a person recalling the event, but by reporting validation according to the translators and editors of this text.  Can you think of what this could mean?
    5. According to “What happened to the Indians in Ancient Times When the Ocean Overflowed”, how do they viewed a world ending? Do they see causes? Who knows that it is going to end?
    6. What does human salvation depend on? How can we interpret the view of animals?
    7. How can we read this story again after reading the last lines which brings up a Christian interpretation of the flood?

    Questions on Jalq’a and Inca textiles and El textil tridimensional, interview with Denise Arnold and Elvira Espejo

    1. What is the difference between Denise and Elvira’s answers to the question of how is the textile born? Their answers are registered on a video entitled The tridimensional textile. The Nature of textiles as object and subject. A conversation with the authors: Denise Arnold and Elvira Espejo Ayca by Josefa Salmón.
    2. How is the difference in their answers, correspond to a different view of our link with the world, in terms of weaving? In terms of producing a “subject”?
    3. In class, you saw Elvira ESpejo’s answer to the question of the title of their book (The Nature of textiles as object and subject).  What is the difference between ‘subject’ and ‘object’ in the Andean world?   How can you relate to Elvira’s point of view?

    2.1 From The Conquest To The Consolidation of Colonial Society, 1530-1640 - Introduction

    For Chapter 2.1, "From The Conquest To The Consolidation of Colonial Society, 1530-1640," you may also have students watch the film The Spanish Conquest of Mexico, (DVD 1208 at Loyola University).

    The supplementary materials in this section correspond to Chapter 2, part 1, From The Conquest To The Consolidation of Colonial Society, 1530-1640 - Introduction from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions on Introduction Part II From the Conquest to the Consolidation of Colonial Society, 1530-1640

    1. How can we claim that there is a “natural” essence of human beings?
    2. How is the above argument structured in the readings of Las Casas, El Inca Garcilaso, Guamán Poma de Ayala and Sahagún?  How do the Spanish establish their cultural hierarchy? Or their privileged point of view?
    3. With these readings in mind, how was the cultural, historical collision of cultures viewed by some of these authors?

    2.2 From The Conquest To The Consolidation of Colonial Society, 1530-1640 - Columbus

    Quiz for Introduction to The Conquest; Christopher Columbus

    Mark each statement as true (T) or false (F).

    ______1. The native population decreased by 50% all over Spanish America
    ______2.  Two instruments of the conquest were military campaigns and Christian conversion
    ______3.  Some causes for the decrease in native population were forced labor, epidemics, mass suicides, and military actions
    ______4.  Christopher Columbus made landfall in Mexico, October 12, 1492
    ______5.  According to the excerpt, he found all the men left from his first voyage dead

    The supplementary materials in this section correspond to Chapter 2, part 2, From The Conquest To The Consolidation of Colonial Society, 1530-1640 - Columbus from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions for Christopher Columbus (1451-1506)

    Biography: from Anthology and from presentations in class. 

    1. Who is Guacamari? And who are Caonabó and Mayreni?
    2. How is the encounter between Columbus and the natives narrated in this excerpt?
    3. How is native reception different from the first landing to the second one? 
    4. How are power relationships established?

    2.3 From The Conquest To The Consolidation of Colonial Society, 1530-1640 - Herzog's Aguirre

    For Chapter 2.3, "From The Conquest To The Consolidation of Colonial Society, 1530-1640," consult Tom Holloway's translation of Lope de Aguirre: Letter from to King Philip of Spain, 1561.

    Download Herzog's commentary on Aguirre HerzogCommentaryAguirre.docx 

    The supplementary materials in this section correspond to Chapter 2, part 3, From The Conquest To The Consolidation of Colonial Society, 1530-1640 - Herzog's Aguirre, The Wrath of God from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions for Werner Hertzog's Aguirre, The Wrath of God (1972)

    1.    Who is Hertzog?  Other films…Encounters at the end of the world, Cave of forgotten dreams (Chauvet Cave in France), Lessons of Darkness
    2.    The film and its content

    a.    the historical context of the film: The Conquest, Cortes, Aguirre, his letter etc.
    b.    historical context of the production of the film:  characters/actors, events of filming as part of film; the environment, the river, the forest..
    c.    What is the importance of the film?  

    a.    At the historical level? How does the director create the “realism” of this film? How is that a discourse of truth, what are its forms?
    b.    At the mythical level?  What is the quest for “El Dorado”? What did it mean then, at the time of the Conquest? And what does it mean now, the present of the film? What is the film saying about the possession of wealth? And its relationship to power? How is this related to the production, budget of the film?
    c.    What does it say about the Conquest? How is the conquered portrayed? What does the invisibility of the Indians imply?  Did they conquer anyone?
    d.    What does it say about man in general?  
    e.    How is Aguirre’s rebellion against the King viewed in the film?
    f.    What is the role of the Church, in this case Carvajal as a priest?
    g.    What are the power relations established? How does Guzman get “elected”? What is the meaning of justice and elections?

    2.4 From The Conquest To The Consolidation of Colonial Society, 1530-1640 - Cortes, Las Casas, Sahagun, Garcilaso

    Quiz 6: Cortez’ Letter and Illustrations

    True or False

    ______ 1. While facing the Aztecs, Cortez had to also fight Narváez troops.

    ______2. Cortez could single-handedly defeat the Aztecs without any help from natives

    ______3. The Aztec market, according to Cortez, was visited by more than sixty thousand people.

    ______4.  According to the caption for Templo Mayor, Cortez was right in building on top of other buildings to prevent flooding.

    ______5.  According to the caption “Mestizaje: The Serpent Head” it shows the use of stone specially fitting for serpent heads. 

    The supplementary materials in this section correspond to Chapter 2, part 4, From The Conquest To The Consolidation of Colonial Society, 1530-1640 - Cortes, Las Casas, Sahagun, Garcilaso from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions about Cortés

    1. Explain Hernán Cortés voyage towards Tenochtitlan.
    2. Who were two of Cortéz adversaries and why?
    3. Describe Cortés’ first encounter with Moctezuma.
    4. According to Cortés Letter to the King of Spain, how can you describe the market?  How is it organized?
    5. What do the judges at the market do?
    6. Looking at the photo of the Templo Mayor in what is now Mexico City, what can you say about how it was built and why?
    7. Looking at the photo of “Mestizaje: The Serpent Head”, what can you say about colonization?

    Questions for Bernardino de Sahagún

    1. How did the first and second wave of missionaries view the conversion of indigenous peoples to Christianity? 
    2. How would Christian conversion, as a primary rational for the Conquest, question Scripture?
    3. What were some of Sahagún’s accomplishments?
    4. According to the excerpt “Del Principio de los Dioses”, what are the necessary steps in the process of creation? How is it done?

    Questions for Fray Bartolomé de Las Casas “The Kingdom of Yucatán”

    1. According to the reading, why does Las Casas change from being an encomendero to a strong advocate for the natives of the Americas?
    2. What is the basic argument for defending the Indians?
    3. What is Las Casas major accomplishment?
    4. In the excerpt of “The Kingdom of Yucatán”, how does Las Casas portray the governor of the Kingdom of Yucatán (Francisco de Motejo)?
    5. How does he describe the people from Yucatán? 
    6. How can we explain, from an indigenous perspective, the title of Las Casas book and the events that he describes?

    Questions for El Inca Garcilaso de la Vega

    1. What were Inca Garcilaso’s initial reasons for writing The Royal Commentaries?
    2. What were some of the main ideas presented in this work?
    3. What was the importance of Inca civilization according to the excerpt from Inca Garcilaso’s work?
    4. How can you relate his assessment on the importance of Inca culture with earlier readings on Andean culture in this Anthology?
    5. How is his position as a mestizo and his status as part of Inca nobilty important for his writing?

    2.5 From The Conquest To The Consolidation of Colonial Society, 1530-1640 - Guamán Poma; The Mission film

    Download bookmarks for The MissionBookmarks_for_The_Mission.docx

    Download translation of the end of The Mission dialogue:  The_MissionDialogueAt_End.docx 

    The supplementary materials in this section correspond to Chapter 2, part 5, From The Conquest To The Consolidation of Colonial Society, 1530-1640 - Guamán Poma; The Mission film from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions for The Mission (1986) by Roland Joffé

    1. Who is Roland Joffé?  There is an interesting interview with the director by Bomb Magazine.

    a.    What are some of his concerns about film and its effect on viewers?
    b.    Other films by him?

    2.  How was The Mission filmed?  Who are some of the actors, advisors involved?

    3.  Film Content

    a.    What is the historical context of the film?
    b.    How are the Jesuits viewed?
    c.    How are the Spanish and Portuguese colonizers viewed?
    d.     How are the Indians portrayed?  Give examples from film

    4. How is nature viewed in its metaphorical sense and literally?

    5.  How are heroes transformed?  What is the Christian message?

    6.  How is “Indian innocence” viewed by the Jesuits and the Director?

    7.  What is the impact of the film in terms of social justice, ethics, profit, human dignity, cultural hierarchies?

    Questions for Felipe Guamán Poma de Ayala

    1.    Looking at Guamán Poma’s drawing, how could we see his positionas being between two worlds?

    2.    According to the excerpt, how does Guamán Poma criticize social injustice under Spanish rule?

    3.    What is his argument about land ownership or land rights?
     

    2.6 From The Conquest To The Consolidation of Colonial Society, 1530-1640 - Ercilla y Zúñiga

    Download La Araucana Araucana_Spanish.docx 

    The supplementary materials in this section correspond to Chapter 2, part 6, From The Conquest To The Consolidation of Colonial Society, 1530-1640 - Ercilla y Zúñiga from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions to start discussion of La Araucana by Alonso de Ercilla y Zúñiga

    1. How does Ercilla y Zúñiga portray the Araucanos in his poem? 
    2. How does he write it? 
    3. What kind of poetic form does he use and why is this important? I
    4. How does his portrayal of the Araucanos reflect the epic form he is trying to convey?
       

    3.1 Colonization and the Expulsion of the Jesuits, 1640-1767 - Baroque, Church Architecture

    Download slides for The Baroque: Baroque.pptx

    Download "Este que ves…" by Sor Juana: Éste_que_ves_Sor_Juana.docx

    Download notes on The Baroque in Spanish America:  NotesBaroque_in_Spanish_America.docx 

    The supplementary materials in this section correspond to Chapter 3, part 1, Colonization and the Expulsion of the Jesuits, 1640-1767 - Baroque, Church Architecture from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions for the Baroque

    1. Explain how the Baroque in Hispanic America is expressed in the different disciplines, such as architecture, painting, literature or the Missions. 
    2. What are some elements of the baroque that we studied in class. What kind of materials were used in Mexican architecture. 
    3. Explain how Sor Juana’s writing is part of this Baroque period.
       

     

    3.2 Colonization and the Expulsion of the Jesuits, 1640-1767 - Sigüenza & Sor Juana

    Quiz on I Worst of All

    1. Why does Sor Juana leave the convent for a few days?

    a. to meet her friend Sigüenza
    b. To go and meet the Medinacellis
    c. to see her mother
    d. none of the above

    2. What disease takes many lives at the convent?

    a. the flu
    b. small pox
    c. yellow fever
    d. the plague

    The supplementary materials in this section correspond to Chapter 3, part 2, Colonization and the Expulsion of the Jesuits, 1640-1767 - Sigüenza & Sor Juana from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions for Carlos de Zigüenza y Góngora

    1. Who is Zigüenza y Góngora? 

    2. How does he narrate the corn riot?  Who is at fault? How does it arise? Are they sound truths? 

    3. What are some of Zigüenza y Góngora’s accomplishments?

    4. From this excerpt, what are Zigüenza y Góngora’s fears?  What is the basis for this discourse of fear given in the text?  How can you relate it to a formation of “mob” thinking, following his explanation of how it arose? 

    Questions for I Worst of All (film about Sor Juana Inés de laCruz)

    1.    Who is Sor Juana according to the Introduction in the Anthology?  
    2.    What is the socio historical context of the time period in which she lived in New Spain (present day Mexico)? Ej. Who was the Viceroy? Church conflicts? 
    3.    Who is Maria Luisa Bamberg?
    4.    What are some possible topics that the film addresses?

    a.    the construction of gender (notions of woman? Vicereine/Sor Juana
    b.    patriarchal structures
    c.    the relationship between gender and knowledge
    d.    how is the body important or not important for love?

    5.    How does film technique reflect some of these issues?

    a.    the director’s comments that Sor Juana’s cell is a round prison (as her head) half jail/half refuge.  What does this mean?
    b.    What is the role of “seeing”/ What do you see and how do you see?
    c.    What is or what is not a male point of view?
    d.    How can one break the link between the pleasures of “seeing” and “knowing’?
    e.    How is that link related to “love”?

    6.    What are some forms of liberation in terms of gender that the film offers?

    3.3 Colonization and the Expulsion of the Jesuits, 1640-1767 - Images

    The supplementary materials in this section correspond to Chapter 3, part 3, Colonization and the Expulsion of the Jesuits, 1640-1767 - Images from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    4.1 The Wars of Independence, 1767-1824 - Introduction

    The supplementary materials in this section correspond to Chapter 4, part 1, The Wars of Independence, 1767-1824 - Introduction from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions for “Wars of Independence, 1767-1824” (143-146)

    1. What were some of the reasons that exacerbated the wars of independence according to the Introduction to this chapter of the Anthology?
    2. What was the role of the Jesuits in the movement for independence of the Spanish colonies?
    3. What was the role of the Church and its wealth and did this change with new policies from King Charles the IV?
       

    4.2 The Wars of Independence, 1767-1824 - Clavijero and Velaso

    The supplementary materials in this section correspond to Chapter 4, part 2, The Wars of Independence, 1767-1824 - Clavijero and Velaso from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions for Francisco Javier Clavijero

    1. What was the role of Jesuits like Clavijero in the formation of the new Spanish American nations?
    2. What was the situation as exiles for some of these Jesuits and how did it influence their work? 
    3. According to Clavijero, what is the most accomplished aspect of Toltec culture, and how does he characterize this culture in general terms?
    4. What are some of the political and educational reforms carried out by King Nezahualcoyotl?
    5. Looking at the above readings, and the course in general, what do you think were the major contributions of the Jesuits to Spanish America?

    Questions for the reading on Juan de Velasco (164-167)

    1. Where was Juan de Velasco from, what languages did he speak and why is this information important for his work?What is the scope of his opus magnum? 
    2. Why are the different volumes of his work important for his view of history, and how does this also reflect an Andean perspective?  Why is this important?
    3. Why is this work important for the construction of nation?
    4. What are the presuppositions for writing history according to Velasco in the excerpt from The History of the Kingdom of Quito?
    5. How does he decide to write the history? That is, what is his historical method as we would call it nowadays? 
    6. Finally, how does he regard the reader in general and the reader of the Inquisition?

    4.3 The Wars of Independence, 1767-1824 - Servando and Bolivar

    The supplementary materials in this section correspond to Chapter 4, part 3, The Wars of Independence, 1767-1824 - Servando and Bolivar from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    Questions on Simón Bolivar (181-185)

    1. Why was Simón Bolivar defeated ending the Second Republic of Venezuela?
    2. What were the major European conflicts after Napoleon’s downfall?
    3. What was the main objective of the “Letter from Jamaica”?
    4. What were two of Bolivar’s main complaints in the “Letter…’ according to the introduction?
    5. How does Bolivar see his right as a “creole”?
    6. How and why does he see the current state of America in terms of independence?

    Questions on Fray Servando Teresa de Mier

    1. According to the introduction to Fray Servando Teresa de Mier, why was he imprisoned and sent to Spain?
    2. How was Fray Servando connected to the independence movements of Spanish America?
    3. What are some of the reasons for independence mentioned in the excerpt of his work from the Anthology?
    4. Describe how he establishes himself upon arriving I Bayonne France according to the excerpt and what are the results?
    5. What kind of relationship did Fray Servando have with Simón Rodríguez?
       

    4.4 The Wars of Independence, 1767-1824 - Heredia and Art

    The supplementary materials in this section correspond to Chapter 4, part 4, The Wars of Independence, 1767-1824 - Heredia and Art from Antholology of Spanish American Thought And Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

    First Exam

    These materials are for the first exam.

    Second Exam

    These materials are for the second exam.