Ecuador-Peru Border War (1941) and Banana Boom

Ecuador-Peru Border War (1941) 

Ecuador and Peru share a long border made up largely of jungle and high mountains. As is the case with many such borders around the world, disputes arise, and conflict breaks out. In this century, these Latin American neighbors have fought three times, (1941, 1981 and 1995), over the area known as the Cordillera del Condor region. After much bloodshed and, since 1995, much negotiating, these Andean nations signed a peace accord on October 26, 1998.

DATES OF CONFLICT:

BEGAN: July 5, 1941

ENDED: July 31, 1941

CAUSES OF CONFLICT:

The territorial dispute between Ecuador and Peru originated in Spanish Colonial times. Upon independence, Ecuador joined what is now known as"Great Colombia", comprised of the territories of Venezuela, Ecuador, Colombia and Panama (then a part of Colombia). In 1829, the Treaty of Peace and Limits of Guayaquil was signed. Subsequently, in 1830, Pedemonte-Mosquera Protocol was signed. They established the Marañon-Amazon River as the border between Peru and Ecuador; however, Peru has contested these agreements. Between 1936 and 1938, representatives from Ecuador and Peru attempted to negotiate a treaty in Washington, D.C., consequently, the Peruvians withdrew from the negotiations. A series of border clashes were fought in the years between 1938 and 1940. Peru decided to settle the matter by force after a border clash in July 1941.

DESCRIPTION OF CONFLICT:

Ecuador was unprepared to meet the July 5 Peruvian invasion. The much larger Peruvian army of 13,000 men, supported by a battalion of armor, together with artillery and air support (known as Group of the North or agrupamiento del Norte commanded by General Eloy G. Ureta), moved quickly into the southern coastal province of El Oro, threatening Guayaquil. The fewer than 1,800 Ecuadorian troops in the area lacked air cover and could offer only limited resistance. The Ecuadorian president's fear of being left unprotected from his political opponents led him to keep the nation's best fighting forces in Quito. Peruvian forces also moved into the disputed Amazonian territory without significant opposition. Peruvian troops continuously attacked the nation's southern and eastern provinces until a ceasefire went into effect on July 31. After a campaign lasting only three weeks, an armistice was arranged. 

The 1941 war with Ecuador was a major success for Peruvian forces. By theend of the month, when military actions ceased, Peru held Ecuador's southernmost province of El Oro and much of the disputed eastern jungle territory that had been part of Ecuador since the 1830s.

CONSEQUENCES OF CONFLICT:

The Rio Protocol of February 1942 awarded to Peru some 205,000 square kilometers of previously disputed Amazon territory. The subsequent Protocol of Peace, Friendship, and Boundaries (Rio Protocol) imposed on Ecuador acceptance of Peru's claims in the Amazonian region in return for Peruvian withdrawal from Ecuador's coastal provinces.

CASUALTY FIGURES:

Ecuador: Up to 400-500 killed

Peru: 107 members of Air Force, Army, and Guarda Civil killed

Taken from: http://www.historyguy.com/Ecuador-Peru_War_of_1941.html#.VtORCpzhDIV

Banana Boom

Dear students: 

a) Watch the video and complete the sentences. 

https://www.youtube.com/watch?v=EV6XM-Z7l7Q

1. At the end of the 1940's (1948-1972) the _______________ and ________________ of banana icreased.

2. The causes of the Banana Boom were: Multinational _________________ in our country, great ______________ impact, ______________ from the highlands to the coast, urban _______________ and social impact.

3. Ecuador became the first banana _______________ in the world in___________.

4. The initial expansión process lasted until the latest _______'s.

5. The plage and ________________ that devastated ______________ and _________________ helped to increased the Ecuadorian banana production.

b) Watch the second video and write notes (5 ideas) about the problems of banana production and its consequences on workers. 

https://www.youtube.com/watch?v=o9-KQepO3t8

Social Studies: July Revolution

Dear Students: Wathc the video, and answer the questions. Print the information you will find at the end, too.

Video about the July revolution: https://www.youtube.com/watch?v=i3gmcBgI_uE

Questions:

1. What was the July revolution?
2. Why it happened?
3. When it happened?
4. What did the July revolution look for?
5. Why did the Kemmerer misión come to Ecuador?

Years of political turmoil

• Cacao exportation crisis was the beginning of a long recession period that last until 1940.
• Ecuador linked its economy with the international market through the cacao exportations. Our country was dependant of this product and when prices and production decrease, an economic crisis began.
• Public work stopped and salary ceased, but prices and inflation rose.
• Land lords and burgueses got weak. The Highlands was the least affected region.
• Country's laws change, specially is aspects related to social protection and right for workers.
• Economy in our country diversified. 
• Industrial expansion began in the highlands with a wider textil growing.
• Straw hats industry had a big growth.
• Government took steps to recover and stabilize the economy and reduced the external debt.
• Other agricultural products replaced cacao, such as coffee which was easier to export.
• There were many protest for reclaiming the land. Cacao farmers became tenants.
• In 1931 a indigenous movement motivated by the liberals started.
• In 1938 the "Ley de Comunas", or Law of Communes, was adopted.
• Also in this year, artisans created the CEDOC (Confederación ecuatoriana de obreros católicos) an organization formed by catholic workers and artisans.
• In 1934 a new working organization appeared.
• In the 1940's the first labour union congress took place. Our country experience a diversification of the economy and in the society, appearing new social and labour actors.

Reading comprehension:

Complete the sentences with the correct information:

1. Our country was dependant of the _______________, when it production and price decrease, an _____________________ began.

2. The industrial expansión began with ___________________ growing, specially in the highlands.

3. The _____________ was an easier product to export, so it replaced cacao.

4. The ______________ is the organization formed by ______________ workers and artisans.

5. New ____________ and _____________ actors appeared in our country in the 1940's, because of a diversification of the society. 

Language Arts - Flyers (print)

Image taken from the book Fun for flyers from the Cambridge University page.

DCD´s Block 4

Language Arts: What do different cultures give to the world?-Why are mountains important?–(Unit 10, 11, 12)

Unit 10

DCD1

To understand vocabulary for descriptive adjectives by identifying words in context activating the students existing knowledge about food and recipes.

DCD2

To demonstrate understanding of a story by discussing given questions and describing pictures to tell the story.

DCD3

To request information to describe places, pictures or situations and respond using short answers to follow a conversation.

Unit 11

DCD4

To talk about different landscapes throughout applying the new vocabulary and their existing knowledge about geography.

DCD5

To give a simple description of an action and focus the attention in the action, understanding that it is not important or not known; however, who or what is performing the action.

DCD6

To read, understand and discuss an informational text to give reasons for why things happened and what happened applying reading strategies.

Unit 12

DCD7

To describe different landscapes and mountains throughout applying the new vocabulary and their existing knowledge about geography.

DCD8

To read, understand and discuss a fictional narrative text; to apply a reading strategy to write a descriptive essay.

DCD9

To give a simple description of an action and focus the attention in the action, understanding that it is not important or not known; however, who or what is performing the action in the past.

Science:  Climate, an ever-changing air.

DCD1

To relate the characteristics of the climate in the forested regions with the characteristics of the flora and fauna of the region, from observation, description and interpretation of the aspects observed.  (Reinforcement Spanish Class)

DCD2

To differentiate the characteristics and composition of the atmospheric layers, from observation and interpretation of graphics and the description of each layer.  (Reinforcement Spanish Class)

DCD3

To analyze the information provided by weather stations for the weather forecast, from the experimental data acquisition, data interpretation and bibliographic information.

DCD4

To explain the impact that climate zones have on the forest biomes with observation and audiovisual interpretation, bibliographic research and comparative analysis of the characteristics and peculiarities of the mangroves on the coast, Andean cloud forests and Ecuadorian Amazon jungle.

DCD 5

To describe the main characteristics learn in the block by explaining the weather changes in a weather forecast.

Social Studies:  Hectic and Struggling years.

1. To analyse and describe the period from 1925 to 1947, the presidential periods during this period of time and the social, political and economic facts which cause social fights of and organized people to value the artistic expressions committed to a social changes that includes an examination of the way of living and women’s participation in the society.

(Reinforce for Spanish class)

2. To establish causes and consequences that origin the Peruvian invasion and the territorial division of Ecuador, popular reactions from a multi-causal analysis.

3. To characterize the social stability from 1948 to 1960, with the banana boom, the middle class up growth and the development of communication routes.

4. To value the development of political and social rights product of the civil Ecuadorian society fight for an increasing democracy.

5. To describe the main facts and changes that occurred in Ecuador from 1920 to 1940.

Fotos de proyectos

Por favor recuerden imprimir las imágenes de la publicación Proyectos!! también.
Nota: La imagenes no son de libre uso. Pertenecen al Colegio APCH y a los estudiantes que aparecen en ellas.

Proyectos!!

  Portada.

Proyecto 2: Periódico Escolar

¿qué es el periódico escolar?

es un medio de comunicación que regularmente se elabora por los propios estudiantes con la guía del docente y emplea una temática variada. aunque por lo general, se utiliza para dar a conocer efemérides, las potencialidades del mismo abarcan otros tópicos, como la promoción de tradiciones y costumbres, del arte, la cultura y los valores, artículos de opinión, deportivos, sociales, ciencia y tecnología, entre otros.

 es un proyecto educativo que desarrolla objetivos dediferentes áreas: lengua, sociales, biología, matemática,deporte, entre otras asignaturas; permitiendo trabajar interdisciplinariamente, incentivando la comunicación y el intercambio entre sus pares. el periódico se puede convertir en un auxiliar pedagógico  efectivo, no sólo para la actualización de los conocimientos, sino para la transmisión de conocimientos no contenidos en los libros.

¿qué es el periódico escolar?

 es un medio de comunicación que regularmente se elabora por los propios estudiantes con la guía del docente y emplea una temática variada. aunque por lo general, se utiliza para dar a conocer efemérides, las potencialidades del mismo abarcan otros tópicos, como la promoción de tradiciones y costumbres, del arte, la cultura y los valores, artículos de opinión, deportivos, sociales, ciencia y tecnología, entre otros.

 es un proyecto educativo que desarrolla objetivos dediferentes áreas: lengua, sociales, biología, matemática,deporte, entre otras asignaturas; permitiendo trabajar interdisciplinariamente, incentivando la comunicación y el intercambio entre sus pares. el periódico se puede convertir en un auxiliar pedagógico  efectivo, no sólo para la actualización de los conocimientos, sino para la transmisión de conocimientos no contenidos en los libros.

Tomado de: http://periodismoescolarbatalladetaguanes.bligoo.es/que-es-el-periodico-escolar#.VqfqQhXhDIU

Leonidas Plaza Gutiérrez (1865-1832)

During his second presidential period (1912-1916), Plaza Gutiérrez had to confront the uprising guerrilla of Colonel Carlos Concha in Esmeraldas, who sought to claim the name of Eloy Alfaro, dramatically lynched in Quito on January 28, 1912. While it is true that place responsibility in the death of the general could not be verified (precisely that day was in Manabí), yes it's true that he turned out to be the most benefited. Another difficulty that had to deal with was the great economic crisis, caused by the collapse of the cocoa market and the effects of the first world war. Square, in this second period, broke into the arms of the bourgeois commercial and banking sector. In fact, State, that had been freed of the Church, became dependent on the banking. If square was the axis politician that called plutocratic period (1912-1925), Guayaquil banker Francisco Urvina Jado became the financial axis. The war against the "Conchista revolution" absorbed nearly the attention of the ruler during the four years and badly harmed the economy and politics of the country. During this second tenure he also insisted on education, however, now supported the Minister Luis Napoleón Dillon and the German educational mission; He promoted the education of women with the founding of the Rita Lecumberri Normal School in Guayaquil, and the Liceo Fernández Madrid in Quito; even improved economic benefits to teachers.

International politics defined the limits with Brazil by the Treaty Tobar-Rio Branco (1904), and by the Muñoz Vernaza-Suárez Treaty with Colombia (1915). To succeed the revolution of 1925 Juliana, Plaza had to seek asylum in the Embassy of argentina, then out to a volunteer in the United States exile, until in 1929 the Government of Isidro Ayora authorized their return to the country. Three years later he died in a bank from the railway station of Huigra, victim perhaps of a heart attack, as he traveled to Guayaquil in search of relief for his broken health.

Alfredo Baquerizo Moreno (1859-1951)

Politician, lawyer and Ecuadorian writer, born in Guayaquil in 1859, and died in New York in 1951, who was President of the Republic during the period 1916-1920. He learned latin and languages, and acquired a deep love of literature, which cultivated throughout his life. He took the Presidency of the Republic on four occasions; the longer period was from March 23 to June 12, 1905. Finally, he was elected President for the period 1916-1920.

The country was ruined by the armed struggle in Esmeraldas and divided after the murder of Eloy Alfaro. Under the rule of Baquerizo, the press enjoyed freedom and the country lived in relative tranquility, after was granted amnesty to shell and yours. In the labour field, it established the day of eight hours a day. Also, and for the benefit of the Indians, he sanctioned the Abolition Act of the concertaje by the removal of the personal urgency for debts. However, he could not weather the economic situation very impaired as a result of the first world war and the terrible plagues that struck the cocoa, virtually the only Ecuadorian export product.

In the international field, the Treaty Muñoz Vernaza-Suárez, which defined the limits with Colombia was signed during this Government. As President, Baquerizo Moreno visited the Galapagos Islands and founded the city that bears his name and which today is the capital of the province.  Plagued by illness, he was taken to New York, where he died after a delicate operation.

José Luis Tamayo

Lawyer and politician, was born in Chabduy, in 29 de julio de 1858. his administration developed under the guardianship of certain economic group who controled the political parties in our country.
During his presidential period the social unrest increased and the mayority of the people fought back against the plutocratic dominio.  The presidentwrote and approved a new law to regulate the working hour, overtime payment, and indemnification agreement, but the low economic situation caused riots all over the country. In 1922 the economic crisis was increasing due to the drop in cacao exportations. A general riot started in Guayaquil  on November 15th, the streets were empty and people went to the streets to protest against the govermemt. cabe destacar a este respecto la huelga del 15 de noviembre de 1922 en Guayaquil, the ecuadorian army had orders to kill the people to stop the riot. More than 500 people died and their corpses were thown to the Guayas river. The opposition took advantage of this event and with the news in the newspapers, opposition parties could end his goverment. During this period of time the lower clases increased.

Gonzalo Segundo Córdova y Rivera 

July 15, 1863 – April 13, 1928. He  was President of Ecuador from 1924-1925. Like his immediate predecessors in the Liberal Party, he was considered to be a part of "La Argolla" ("the ring"), a plutocracy group of coastal agricultural and banking interests whose axis was the Commercial and Agricultural Bank of Guayaquil led by Francisco Urbina Jado.

Popular unrest, together with an ongoing economic crisis and a sickly president, laid the foundations for a bloodless coup against Córdova in July 1925. Unlike previous coups in Ecuador, the 1925 coup was in the name of a collective grouping, the League of Young Officers, rather than a particular caudillo.