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and recycling might be other activities in which students could become involved

with their own community. This will assist the global community at large.

Día 11-La comunidad ecuatoriana

New York City hosts the largest community of Ecuadorians in the United

States. My students have the wonderful opportunity to explore the Ecuadorian

community in Queens, New York. Traveling to Queens for lunch and exploration of

the neighborhood will allow students to communicate in the target language with

“locals,” as well as connecting with Ecuadorians.

Here are some local activities dealing with the local Ecuadorian community:

Danbury, CT, Local Community:

http://www.ci.danbury.ct.us/content/39/75/3256.aspx

“Don’t Call me Puerto Rican” Feature Story:

http://www.youthcomm.org/NYC%20Features/March2004/NYC-2004-03-09.htm

Ecuadorians in NYC: http://www.tqnyc.org/NYC030493/ECUADOR.html

Día 12-La música tradicional

One facet of South America is its love of music. This aspect defines many

countries as well as the traditional Latin sounds, rhythms and instruments. One

traditional song from Esmeraldas, one of the northwestern most regions of Ecuador,

is Chocolate. This region has been heavily influenced by the Caribbean, including

its music. La quena and la zampoña are two instruments with which students can

accompany the music, while they sing. This song is particularly fun for students, as

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