List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1:
Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

• Identify significant Latin American, Spanish, and U.S. Hispanic films and directors, as well as with some Hollywood films that are relevant to the Hispanic world.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

• The Student Learning Outcomes listed above will be assessed using the following instruments: short essay exams, short in-class writing assignments, a research paper, and an in class presentation.
• Essay questions on exams, and the short and long papers, will be assessed by a rubric as “excellent”, “good”, “average”, “deficient”, or “very deficient”, according to the instructor’s subjective evaluation of the following categories: depth, relevance, and evidence of critical thinking in the written content; fluent and coherent organization of ideas; and appropriate use of Spanish grammatical structure and vocabulary.
• The oral presentation will be assessed using all of the above criteria, as well as an assessment of the students’ oral skills including enunciation, diction, loudness, and eye contact with audience.

Please complete at least 1 of the following student objectives.
List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2:
Obj. 2) Compare these distinguishing characteristics between the non-U.S. society and at least one other society.

Students will:
• reflect critically on the cinematic representations of cultural myths and stereotypes of the Hispanic World in U.S. films and viceversa
• explore how national identities are constructed and transformed through performance--not only through the performance of the actors on the screen but also through the shared practices and experiences of spectators across the continent and on both sides of the Atlantic
• look at the ways in which Hollywood genres and styles have influenced Spanish and Latin American cinema--either by prompting imitations, parodies, or rejections
• pay attention to the use of the documentary genre in the making and dissemination of cultural values and perspectives and in the establishment, consolidation, or critique of political ideas crucial to the relations between the United States, Latin America, and Spain
• analyze conflicting representations of immigration and exile and examine various border narratives
• approach the cinematic production of Hispanics in the U.S. and evaluate the impact of the growing Hispanic communities in the U.S. upon recent mainstream Hollywood production
• discuss the phenomenon of the "Latin movie star”--from Carmen Miranda to Antonio Banderas

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

• The Student Learning Outcomes listed above will be assessed using the following instruments: short essay exams, short in-class writing assignments, a research paper, and an in class presentation.
• Essay questions on exams, and the short and long papers, will be assessed by a rubric as “excellent”, “good”, “average”, “deficient”, or “very deficient”, according to the instructor’s subjective evaluation of the following categories: depth, relevance, and evidence of critical thinking in the written content; fluent and coherent organization of ideas; and appropriate use of Spanish grammatical structure and vocabulary.
• The oral presentation will be assessed using all of the above criteria, as well as an assessment of the students’ oral skills including enunciation, diction, loudness, and eye contact with audience.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3:
Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-U.S. society.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4:
Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-U.S. society.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.