Purpose and Goals of Course:
History 110 investigates the construction of independent Latin American nations in the nineteenth century and their evolution into the twentieth. Above all, this class examines how states and their citizens arise from colonial territories and how nations, national identities, and national communities are constructed. It also focuses on questions of democratic representation, the ideologies of modernism and revolutionary change, the integration of Latin America into larger (“modern”) world economies, the struggles by many sectors for political, social, and economic inclusion, and the ways in which these struggles have succeeded or been repressed, accommodated, absorbed, or ignored. Finally, it will suggest ways in which an appreciation of the region’s history can help our understanding of current developments in Latin America and the Caribbean.
This course has been designed to help you:
1. Better understand Latin American history;
2. Come to a clearer sense of what “history” is and how historians work;
3. Think more deeply about why the study of history can be important.
Understanding Latin America History:
This course is designed around five “problems” in Latin American history in the post-independence period:
1. The role of the citizen within a new political structure: What did it mean for the various emerging Latin American countries to shift from a set of colonial assumptions to a set of national assumptions, particularly what that suggested about the changing relationship of the individual to the state and the emergent meaning of citizenship.
2. The role of the newly independent countries within a world community, particularly how they articulated their economies to fit into a set of realities which they neither controlled nor which favored their interests;
3. How emerging economic sectors were both fashioned by and helped fashion new leaders, new sets of interests and new actors, and how these newly created sectors increasingly demanded their place in the political and economic structures of the state.
4. The way in which political leaders and their followers disputed the role of the state and the shape of its institutional, juridical, and political structures, including who would be allowed a voice in political decision making, and whose interests would be favored when decisions were made.
5. Why military institutions and charismatic leaders have played a large role in the political life of many Latin American countries.
History 110 investigates the construction of independent Latin American nations in the nineteenth century and their evolution into the twentieth. Above all, this class examines how states and their citizens arise from colonial territories and how nations, national identities, and national communities are constructed. It also focuses on questions of democratic representation, the ideologies of modernism and revolutionary change, the integration of Latin America into larger (“modern”) world economies, the struggles by many sectors for political, social, and economic inclusion, and the ways in which these struggles have succeeded or been repressed, accommodated, absorbed, or ignored. Finally, it will suggest ways in which an appreciation of the region’s history can help our understanding of current developments in Latin America and the Caribbean.
This course has been designed to help you:
1. Better understand Latin American history;
2. Come to a clearer sense of what “history” is and how historians work;
3. Think more deeply about why the study of history can be important.
Understanding Latin America History:
This course is designed around five “problems” in Latin American history in the post-independence period:
1. The role of the citizen within a new political structure: What did it mean for the various emerging Latin American countries to shift from a set of colonial assumptions to a set of national assumptions, particularly what that suggested about the changing relationship of the individual to the state and the emergent meaning of citizenship.
2. The role of the newly independent countries within a world community, particularly how they articulated their economies to fit into a set of realities which they neither controlled nor which favored their interests;
3. How emerging economic sectors were both fashioned by and helped fashion new leaders, new sets of interests and new actors, and how these newly created sectors increasingly demanded their place in the political and economic structures of the state.
4. The way in which political leaders and their followers disputed the role of the state and the shape of its institutional, juridical, and political structures, including who would be allowed a voice in political decision making, and whose interests would be favored when decisions were made.
5. Why military institutions and charismatic leaders have played a large role in the political life of many Latin American countries.
Understanding what “history” is and how historians work, particularly the ability to use the multiple sources which make up the contemporary "archive" of historians, including:
▪ Primary written sources (authorship, purpose, context).
▪ Secondary sources (historiography, reliability, argument).
▪ Non-written sources (“reading” images and artifacts).
To be conscious of whose voices are likely to be absent from these sources:
▪ How to listen for the voice of the voiceless, how to hear silences, how to read "across the grain."
To understand that among the critical tasks of the historian are asking productive questions, determining how to go about answering them, being able to construct (and evaluating) an argument based on evidence, employing logic, and working through a narrative structure, and, finally, determining how to ask new questions based on the answers you arrived at.
Finally, to think about what the role of history is other than knowing more about the past.
▪ While the "past is a foreign country," it is intimately connected to the present through the work of the historian. By the end of the class, you should have a better sense of why one studies history.
▪ Primary written sources (authorship, purpose, context).
▪ Secondary sources (historiography, reliability, argument).
▪ Non-written sources (“reading” images and artifacts).
To be conscious of whose voices are likely to be absent from these sources:
▪ How to listen for the voice of the voiceless, how to hear silences, how to read "across the grain."
To understand that among the critical tasks of the historian are asking productive questions, determining how to go about answering them, being able to construct (and evaluating) an argument based on evidence, employing logic, and working through a narrative structure, and, finally, determining how to ask new questions based on the answers you arrived at.
Finally, to think about what the role of history is other than knowing more about the past.
▪ While the "past is a foreign country," it is intimately connected to the present through the work of the historian. By the end of the class, you should have a better sense of why one studies history.
COURSE ORGANIZATION: VideoCasts and Discussions
After many years of offering this class via lectures, reserving student discussion to one session a week, I reorganized it to foreground student involvement. There are many reasons for this (and we will discuss them in class), but the central one is that this is your class and you need to take ownership of it, which you can’t do if I am the only one speaking. I have recorded most of my lectures and have uploaded them to the web (via Vimeo). You are expected to watch the assigned lectures on the weekends before the linked class. There are usually two VideoCasts per week, from 30-40 minutes each. Further, each week has some background reading from a textbook which is to be completed at the start of the week, as well as specific, often primary source, readings for each class, which, often, will be the basis of the discussion for each class. In summary, this class is not designed for those who want to sit quietly in the back of the class listening (or not) to a lecture while you update your Facebook status. This is your class.
To get the most out of the readings (and the class), I urge you to form your own reading-study groups. These groups will allow you to share your insights with others and to get the most out of the readings.
While the aim of this course is to provide a survey of Latin American history in the post-independence period, it is impossible to explore with any adequacy more than 50 political entities (nations and colonies) that make up the modern Latin American and Caribbean region. Rather than attempt such a project, we will concentrate our examination on Spanish America (with only modest coverage of Brazil), and on just a few countries (Mexico, Cuba, Argentina, Chile).
After many years of offering this class via lectures, reserving student discussion to one session a week, I reorganized it to foreground student involvement. There are many reasons for this (and we will discuss them in class), but the central one is that this is your class and you need to take ownership of it, which you can’t do if I am the only one speaking. I have recorded most of my lectures and have uploaded them to the web (via Vimeo). You are expected to watch the assigned lectures on the weekends before the linked class. There are usually two VideoCasts per week, from 30-40 minutes each. Further, each week has some background reading from a textbook which is to be completed at the start of the week, as well as specific, often primary source, readings for each class, which, often, will be the basis of the discussion for each class. In summary, this class is not designed for those who want to sit quietly in the back of the class listening (or not) to a lecture while you update your Facebook status. This is your class.
To get the most out of the readings (and the class), I urge you to form your own reading-study groups. These groups will allow you to share your insights with others and to get the most out of the readings.
While the aim of this course is to provide a survey of Latin American history in the post-independence period, it is impossible to explore with any adequacy more than 50 political entities (nations and colonies) that make up the modern Latin American and Caribbean region. Rather than attempt such a project, we will concentrate our examination on Spanish America (with only modest coverage of Brazil), and on just a few countries (Mexico, Cuba, Argentina, Chile).
REQUIREMENTS AND GRADING POLICY
OK – total disclosure! I have one basic teaching philosophy: the person who is doing the work is the person who is learning. There is a considerable amount of work in this class, but it’s all there to help you scaffold your learning. If you ever wonder why a certain assignment has been given, just ask. Besides keeping up with the VideoCasts and the reading, there are four graded assignments. You will receive more specific directions for each of these:
1. A map quiz (in class on Feb. 20). The countries of Latin America and the major islands of the Caribbean. Middle school stuff, but it’s embarrassing and just bad form if you don’t know where the countries are!
2. Reading Responses and Reflections: On the syllabus, you will notice that for each week one or more of the readings is labeled “READING RESPONSE.” You will be responsible for writing five RESPONSES over the course of the semester. You also must write five REFLECTIONS.
RESPONSES: These have to be written and posted before the class for which they are assigned. If the reading carries over for more than one class session, it can be turned in before the latest date that it is assigned. I will provide more details on this in class, but these are intended to help you read secondary sources, to locate the author’s main argument, to help you raise central questions of the text, to inform your classroom discussions and to keep you on track with the readings. I will give you further directions on how to turn in these responses. Usually, these should be about 2-pages in length. For tips on preparing your reading responses, click here. You need to turn in (at least) two responses in the first half of the semester and the remainder in the second half. Each response will count 5% of the total grade (all of them together count 20% of your grade). The reading responses are my way of seeing that you are keeping up with the reading. You can ONLY write your response to the items that are marked: READING RESPONSE and please, since the purpose of this is to have you keep up with the reading, don't do all your responses in the same week.
REFLECTIONS: In your first REFLECTION, you will set out your learning goals for the semester; what you expect to learn beyond the content of the course. In your last REFLECTION, you will reflect on the learning that has gone on. You can pick any three additional times during the semester to reflect on your own learning, "light bulb" moments, how what we’re studying connects to other areas you are studying or how it relates to issues in the contemporary world. These will be graded with a √+, √, or √- and will count [5%] of your final grade. I will give further information about reflections, but they will usually be 1-2 paragraphs long. You might want to the three additional (beyond the first and the last weeks) along with your reading responses.
3. A 3-5 page paper on “the Liberal state” (due March 16 at the start of class);
4. A 6-8 page synthetic essay based on a question of your own design (due no later than Thursday, May 14 at 11 AM). Note: you will be graded on both on the question and the answer; your question is due on Monday, April 27 at the start of class.
Your final grade will be determined on the following basis:
· Map quiz: 10%
· Reading Responses: 25% (5% per response)
· Reflections: 5% (combined total)
· The Liberal State: 25%
· Final Essay: 35% (Question: 5%; Essay: 30%)
Grades are based on your final GPA in the course. To get the letter grade, you must average above the posted GPA:
A+ = 4.165; A = 3.85; A- = 3.50; B+ = 3.165; B = 2.835; B- = 2.50; C+ = 2.165; C = 1.835; C- = 1.50
Assignments are to be turned in on the day noted in the syllabus. Late papers turned in without prior permission — you must request an extension before the due date of the paper — will be reduced by one grade-step for each day that an assignment is late. For example, a paper due on Monday, March 5 turned in on March 6 will get a “B-” instead of the “B” that it merited; if it is turned in on March 7, it will get a “C+”, etc.
You may request an Incomplete ONLY for the final paper. To be counted, all other work must be turned in by 4:30 PM on the last day of the Reading Period, May 12.
Attendance, Tardiness, Class Behavior, Accommodations
I take attendance every day – this is my best way of learning your names. I expect that you will attend class regularly because you want to, because you understand that you can’t learn if you’re not there, and because something interesting is going on. And so, I don’t have a specific policy on absences (i.e., only “x” number of absences are allowed). On the other hand, I do reserve the right to factor excessive absence from class into the final grade.
As for coming in late, using cell phones, laptop use, slurping your morning oatmeal, going out in the middle of class, etc., I have only one rule: be considerate to those around you and to me. If you would rather use class time to post on Instagram, that’s your loss. But if what you do on your laptop is distracting to those around you, it’s their loss, so don’t do it.
Finally, if you have a documented disability and wish to discuss academic accommodations, please contact me as soon as possible.
A NOTE ON ACCESSING READINGS AND VIDEOCASTS
All books that are recommended for purchase are on reserve in the library. These books can be purchased at the Oberlin Bookstore as well as at various on-line booksellers (where they may be available in used, cheaper, editions), and can be found at OHIO Link. Some are also available digitally via the library - they are linked on the syllabus. Other readings can either be accessed on Blackboard or, if on the internet, by clicking the link on this syllabus. Just send me an email if you cannot locate a reading that has been assigned.
All videocasts are available via Vimeo and are directly linked on this syllabus. You might need to wait a few minutes for it to fully buffer.
Contacting me:
My contact information is at the top of the page. I normally stop answering emails around 9am.
OK – total disclosure! I have one basic teaching philosophy: the person who is doing the work is the person who is learning. There is a considerable amount of work in this class, but it’s all there to help you scaffold your learning. If you ever wonder why a certain assignment has been given, just ask. Besides keeping up with the VideoCasts and the reading, there are four graded assignments. You will receive more specific directions for each of these:
1. A map quiz (in class on Feb. 20). The countries of Latin America and the major islands of the Caribbean. Middle school stuff, but it’s embarrassing and just bad form if you don’t know where the countries are!
2. Reading Responses and Reflections: On the syllabus, you will notice that for each week one or more of the readings is labeled “READING RESPONSE.” You will be responsible for writing five RESPONSES over the course of the semester. You also must write five REFLECTIONS.
RESPONSES: These have to be written and posted before the class for which they are assigned. If the reading carries over for more than one class session, it can be turned in before the latest date that it is assigned. I will provide more details on this in class, but these are intended to help you read secondary sources, to locate the author’s main argument, to help you raise central questions of the text, to inform your classroom discussions and to keep you on track with the readings. I will give you further directions on how to turn in these responses. Usually, these should be about 2-pages in length. For tips on preparing your reading responses, click here. You need to turn in (at least) two responses in the first half of the semester and the remainder in the second half. Each response will count 5% of the total grade (all of them together count 20% of your grade). The reading responses are my way of seeing that you are keeping up with the reading. You can ONLY write your response to the items that are marked: READING RESPONSE and please, since the purpose of this is to have you keep up with the reading, don't do all your responses in the same week.
REFLECTIONS: In your first REFLECTION, you will set out your learning goals for the semester; what you expect to learn beyond the content of the course. In your last REFLECTION, you will reflect on the learning that has gone on. You can pick any three additional times during the semester to reflect on your own learning, "light bulb" moments, how what we’re studying connects to other areas you are studying or how it relates to issues in the contemporary world. These will be graded with a √+, √, or √- and will count [5%] of your final grade. I will give further information about reflections, but they will usually be 1-2 paragraphs long. You might want to the three additional (beyond the first and the last weeks) along with your reading responses.
3. A 3-5 page paper on “the Liberal state” (due March 16 at the start of class);
4. A 6-8 page synthetic essay based on a question of your own design (due no later than Thursday, May 14 at 11 AM). Note: you will be graded on both on the question and the answer; your question is due on Monday, April 27 at the start of class.
Your final grade will be determined on the following basis:
· Map quiz: 10%
· Reading Responses: 25% (5% per response)
· Reflections: 5% (combined total)
· The Liberal State: 25%
· Final Essay: 35% (Question: 5%; Essay: 30%)
Grades are based on your final GPA in the course. To get the letter grade, you must average above the posted GPA:
A+ = 4.165; A = 3.85; A- = 3.50; B+ = 3.165; B = 2.835; B- = 2.50; C+ = 2.165; C = 1.835; C- = 1.50
Assignments are to be turned in on the day noted in the syllabus. Late papers turned in without prior permission — you must request an extension before the due date of the paper — will be reduced by one grade-step for each day that an assignment is late. For example, a paper due on Monday, March 5 turned in on March 6 will get a “B-” instead of the “B” that it merited; if it is turned in on March 7, it will get a “C+”, etc.
You may request an Incomplete ONLY for the final paper. To be counted, all other work must be turned in by 4:30 PM on the last day of the Reading Period, May 12.
Attendance, Tardiness, Class Behavior, Accommodations
I take attendance every day – this is my best way of learning your names. I expect that you will attend class regularly because you want to, because you understand that you can’t learn if you’re not there, and because something interesting is going on. And so, I don’t have a specific policy on absences (i.e., only “x” number of absences are allowed). On the other hand, I do reserve the right to factor excessive absence from class into the final grade.
As for coming in late, using cell phones, laptop use, slurping your morning oatmeal, going out in the middle of class, etc., I have only one rule: be considerate to those around you and to me. If you would rather use class time to post on Instagram, that’s your loss. But if what you do on your laptop is distracting to those around you, it’s their loss, so don’t do it.
Finally, if you have a documented disability and wish to discuss academic accommodations, please contact me as soon as possible.
A NOTE ON ACCESSING READINGS AND VIDEOCASTS
All books that are recommended for purchase are on reserve in the library. These books can be purchased at the Oberlin Bookstore as well as at various on-line booksellers (where they may be available in used, cheaper, editions), and can be found at OHIO Link. Some are also available digitally via the library - they are linked on the syllabus. Other readings can either be accessed on Blackboard or, if on the internet, by clicking the link on this syllabus. Just send me an email if you cannot locate a reading that has been assigned.
All videocasts are available via Vimeo and are directly linked on this syllabus. You might need to wait a few minutes for it to fully buffer.
Contacting me:
My contact information is at the top of the page. I normally stop answering emails around 9am.
Books Recommended for Purchase:
Aviva Chomsky, A History of the Cuban Revolution (Wiley-Blackwell), 2011.
Steve Ellner, ed., Latin America's Radical Left: Challenges and Complexities of Political Power in the Twenty-first Century (Rowman & Littlefield), 2014.
Sandra Lauderdale Graham, Caetana Says No: Women's Stories from a Brazilian Slave Society (New York: Cambridge University Press), 2002.
Daniel James, Doña María's Story: Life History, Memory, and Political Identity (Durham: Duke University Press), 2000.
James E. Sanders, The Vanguard of the Atlantic World. Creating Modernity, Nation, and Democracy in 19th Century Latin America (Durham: Duke) 2014.
Domingo F. Sarmiento, Facundo: Or, Civilization and Barbarism (New York: Penguin Classics), 1998.
Peter Winn, Weavers of Revolution: The Yarur Workers and Chile's Road to Socialism (New York: Oxford University Press), 1989.
Aviva Chomsky, A History of the Cuban Revolution (Wiley-Blackwell), 2011.
Steve Ellner, ed., Latin America's Radical Left: Challenges and Complexities of Political Power in the Twenty-first Century (Rowman & Littlefield), 2014.
Sandra Lauderdale Graham, Caetana Says No: Women's Stories from a Brazilian Slave Society (New York: Cambridge University Press), 2002.
Daniel James, Doña María's Story: Life History, Memory, and Political Identity (Durham: Duke University Press), 2000.
James E. Sanders, The Vanguard of the Atlantic World. Creating Modernity, Nation, and Democracy in 19th Century Latin America (Durham: Duke) 2014.
Domingo F. Sarmiento, Facundo: Or, Civilization and Barbarism (New York: Penguin Classics), 1998.
Peter Winn, Weavers of Revolution: The Yarur Workers and Chile's Road to Socialism (New York: Oxford University Press), 1989.
Syllabus
Background reading if you haven’t taken HIST-109 or you want to review
Teresa A. Meade, A History of Modern Latin America 1800 to the Present (Malden, MA and Oxford: Wiley-Blackwell, 2010), Chapter 2 (Latin America in 1790), pp. 23-47.
PART I: THE NATURE OF HISTORICAL INQUIRY AND THE NATURE OF LEARNING
FEB. 2, 4, 6: The Work of History, the Work of Historians, Your Work
Feb. 2: Introduction to the Course
Feb. 4: Historical Inquiry
Peter N. Sterns, “Why Study History,” American Historical Association, “Why Study History,” by Burke Atkerson (which is scrolling right below), and James Baldwin, “White Man’s Guilt,” Ebony, August 1965.
Think about why one studies history at: "The History Guide" .
Teresa A. Meade, A History of Modern Latin America 1800 to the Present (Malden, MA and Oxford: Wiley-Blackwell, 2010), Chapter 2 (Latin America in 1790), pp. 23-47.
PART I: THE NATURE OF HISTORICAL INQUIRY AND THE NATURE OF LEARNING
FEB. 2, 4, 6: The Work of History, the Work of Historians, Your Work
Feb. 2: Introduction to the Course
Feb. 4: Historical Inquiry
Peter N. Sterns, “Why Study History,” American Historical Association, “Why Study History,” by Burke Atkerson (which is scrolling right below), and James Baldwin, “White Man’s Guilt,” Ebony, August 1965.
Think about why one studies history at: "The History Guide" .
Feb. 6: Communities of Practice
M. K. Smith, “Communities of Practice,” in The Encyclopedia of Informal Education (2003)
REFLECTION DUE: LEARNING GOALS. Your first reflection will be on your personal learning goals for this course: What goals do you have for this course? What do you want to learn (include both content but more broadly: skills, approaches, types of interactions). Try to be specific and detailed (not just “Latin American history”, for example). Include anything you plan to do to meet your goals (e.g. weekly goals; time schedules, periodic meetings with the teacher, etc.). 1-2 pages. [Bring your first reflection to class with you on Friday.]
PART II: SHAPING THE STATE AND FORMING THE NATION IN THE 19TH CENTURY
Feb. 9, 11, 13: From Colony to Nation
Videos for Week:
Lecture 1: Colonial Heritage: How Past Shapes Present (36:49);
Lecture 2: Shaping Independent Latin America (37:04)
Background Reading:
Meade, A History of Modern Latin America (hereafter: HMLA): Chapter 3 (Competing Notions of Freedom), pp. 49-79.
Thomas Holloway, "Latin America: What's in a Nam?" in A Companion to Latin American History (Waltham, MA: Wiley/Blackwell, 2008). [Blackboard]
Want more on the topic of "Latin America" and what is it? Try Walter Mignolo, The Idea of Latin America (Blackwell, 2005).
Feb. 9: Some Background: A Lecture on What Was Involved in Latin American Independence
Feb. 11: State and Nation in Latin American History: The Challenge of Modernity
James E. Sanders, The Vanguard of the Atlantic World [hereafter VAW], Introduction, p. 5-23. [READING RESPONSE]
Feb. 13: Constitutions and Ideology: Discussing Primary Sources
José María Morelos, “Sentiments of the Nation or Points Outlined by Morelos for the [Mexican] Constitution [1813],” in Nora E. Jaffary, Edward W. Osowski, and Susie S. Porter,” Mexican History: A Primary Source Reader (Boulder, CO: Westview Press, 2010), pp. 184-187.
José de San Martín, Document 69 (pp. 100-103); Documents 82, 83, 84, 85 (pp. 116-120), in Cristián García-Godoy, ed., The San Martín Papers, trans. Barbara Huntley and Pilar Liria (Washington DC: The San Martin Society), 1988.
Simón Bolívar, “Address to the Constituent Congress (Lima, 25 May 1826),” in El Libertador: Writings of Simón Bolívar, David Bushnell, ed., Frederick H. Fornoff, trans. (NY: Oxford University Press, 2003), pp. 54-64.
For those who can read Spanish: “José Artigas al gobernador de Corrientes, José de Silva, con instrucciones para el gobierno de los pueblos de indios y exclusion de los europeos de los empleos públicos,” from José Gervasio Artigas, Obra Selecta, Lucía Sala de Tourón, ed. (Caracas: Biblioteca Ayacucho, 2000), pp. 51-52. [NOTE: A very short – 7 paragraph – document in Spanish. I will ask those who have read it to summarize it in class.]
M. K. Smith, “Communities of Practice,” in The Encyclopedia of Informal Education (2003)
REFLECTION DUE: LEARNING GOALS. Your first reflection will be on your personal learning goals for this course: What goals do you have for this course? What do you want to learn (include both content but more broadly: skills, approaches, types of interactions). Try to be specific and detailed (not just “Latin American history”, for example). Include anything you plan to do to meet your goals (e.g. weekly goals; time schedules, periodic meetings with the teacher, etc.). 1-2 pages. [Bring your first reflection to class with you on Friday.]
PART II: SHAPING THE STATE AND FORMING THE NATION IN THE 19TH CENTURY
Feb. 9, 11, 13: From Colony to Nation
Videos for Week:
Lecture 1: Colonial Heritage: How Past Shapes Present (36:49);
Lecture 2: Shaping Independent Latin America (37:04)
Background Reading:
Meade, A History of Modern Latin America (hereafter: HMLA): Chapter 3 (Competing Notions of Freedom), pp. 49-79.
Thomas Holloway, "Latin America: What's in a Nam?" in A Companion to Latin American History (Waltham, MA: Wiley/Blackwell, 2008). [Blackboard]
Want more on the topic of "Latin America" and what is it? Try Walter Mignolo, The Idea of Latin America (Blackwell, 2005).
Feb. 9: Some Background: A Lecture on What Was Involved in Latin American Independence
Feb. 11: State and Nation in Latin American History: The Challenge of Modernity
James E. Sanders, The Vanguard of the Atlantic World [hereafter VAW], Introduction, p. 5-23. [READING RESPONSE]
Feb. 13: Constitutions and Ideology: Discussing Primary Sources
José María Morelos, “Sentiments of the Nation or Points Outlined by Morelos for the [Mexican] Constitution [1813],” in Nora E. Jaffary, Edward W. Osowski, and Susie S. Porter,” Mexican History: A Primary Source Reader (Boulder, CO: Westview Press, 2010), pp. 184-187.
José de San Martín, Document 69 (pp. 100-103); Documents 82, 83, 84, 85 (pp. 116-120), in Cristián García-Godoy, ed., The San Martín Papers, trans. Barbara Huntley and Pilar Liria (Washington DC: The San Martin Society), 1988.
Simón Bolívar, “Address to the Constituent Congress (Lima, 25 May 1826),” in El Libertador: Writings of Simón Bolívar, David Bushnell, ed., Frederick H. Fornoff, trans. (NY: Oxford University Press, 2003), pp. 54-64.
For those who can read Spanish: “José Artigas al gobernador de Corrientes, José de Silva, con instrucciones para el gobierno de los pueblos de indios y exclusion de los europeos de los empleos públicos,” from José Gervasio Artigas, Obra Selecta, Lucía Sala de Tourón, ed. (Caracas: Biblioteca Ayacucho, 2000), pp. 51-52. [NOTE: A very short – 7 paragraph – document in Spanish. I will ask those who have read it to summarize it in class.]
Feb. 16, 18, 20: The View from Below
Video for Week:
Lecture 3: View from Below: Indians in the New Independent Order (18:03)
Feb. 16: Getting at “Political History from Below”
Florencia Mallon, “Political History from Below: Hegemony, the State, and Nationalist Discourses,” in Peasant and Nation: The Making of Postcolonial Mexico and Peru (Berkeley: University of California Press, 1995), Ch. 1: pp. 1-20. [READING RESPONSE]
Feb. 18: The Post-Colonial Paradox: Indians as Citizens
Brooke Larson, “Introduction,” Trials of Nation Making. Liberalism, Race, and Ethnicity in the Andes, 1810-1910 (NY: Cambridge University Press, 2004), pp. 1-19. [Available on-line via OBIS] [READING RESPONSE]
David J. McCreery, “Atanasio Tzul, Lucas Aguilar, and the Indian Kingdom of Totonicapán,” in Judith Ewell and William H. Beezley, eds., The Human Tradition in the 19th Century (Wilmington, DE: Scholarly Resources, 1989), pp. 39-58.
Feb. 20: MAP QUIZ (in class)
Further discussion of McCreery, "Atanasio Tzul"
Feb. 23, 25, 27: Making a Way in the World: Dreams of Modernity
Videos for the Week:
Lecture 4: Argentina: Desires of the Nation (11:48);
Lecture 5: Argentina: The Great Divide (32:10)
Feb. 23: The Modernist Desire and the Desire for Modernization
Sanders, VAW, Chs. 1, 2, 4 (pp. 24-63, 81-135. [READING RESPONSE: You may pick any chapter or all of them]
Juan Bautista Alberdi, “Foundations and Points of Departure for the Political Organization of the Republic of Argentina (1853),” in Janet Burke and Ted Humphrey, eds. and trans., Nineteenth-Century Nation Building and the Latin American Intellectual Tradition. A Reader (Indianapolis: Hackett Publishing Co., 2007), pp. 199-219.
Feb. 25: Sarmiento’s Argentina. The Land
Domingo Faustino Sarmiento, Facundo: Or, Civilization and Barbarism, eds. Mary Tyler Peabody Mann and Ilan Stavans (New York: Penguin Classics, 1998), Introduction and Chapters 1-7 (vii-xxxviii and 9-27). NOTE: You can read the perfectly fine University of California (2003) edition translated by Kathleen Ross on line via OBIS. [READING RESPONSE]
Feb. 27: Sarmiento’s Argentina. The People (and those left out)
Sarmiento, Facundo, Chapters 2-7 (pp. 28-122 in the Penguin ed). [READING RESPONSE]
Arlene J. Díaz, "Vicenta Ochoa, Dead Many Times: Gender, Politics, and a Death Sentence in Early Republican Caracas, Venezuela," in William E. French and Katherine Elaine Bliss, Gender, Sexuality, and Power in Latin America since Independence (Lanham, MD: Rowman & Littlefield Pubs., 2007), pp. 31-51. [READING RESPONSE]
Video for Week:
Lecture 3: View from Below: Indians in the New Independent Order (18:03)
Feb. 16: Getting at “Political History from Below”
Florencia Mallon, “Political History from Below: Hegemony, the State, and Nationalist Discourses,” in Peasant and Nation: The Making of Postcolonial Mexico and Peru (Berkeley: University of California Press, 1995), Ch. 1: pp. 1-20. [READING RESPONSE]
Feb. 18: The Post-Colonial Paradox: Indians as Citizens
Brooke Larson, “Introduction,” Trials of Nation Making. Liberalism, Race, and Ethnicity in the Andes, 1810-1910 (NY: Cambridge University Press, 2004), pp. 1-19. [Available on-line via OBIS] [READING RESPONSE]
David J. McCreery, “Atanasio Tzul, Lucas Aguilar, and the Indian Kingdom of Totonicapán,” in Judith Ewell and William H. Beezley, eds., The Human Tradition in the 19th Century (Wilmington, DE: Scholarly Resources, 1989), pp. 39-58.
Feb. 20: MAP QUIZ (in class)
Further discussion of McCreery, "Atanasio Tzul"
Feb. 23, 25, 27: Making a Way in the World: Dreams of Modernity
Videos for the Week:
Lecture 4: Argentina: Desires of the Nation (11:48);
Lecture 5: Argentina: The Great Divide (32:10)
Feb. 23: The Modernist Desire and the Desire for Modernization
Sanders, VAW, Chs. 1, 2, 4 (pp. 24-63, 81-135. [READING RESPONSE: You may pick any chapter or all of them]
Juan Bautista Alberdi, “Foundations and Points of Departure for the Political Organization of the Republic of Argentina (1853),” in Janet Burke and Ted Humphrey, eds. and trans., Nineteenth-Century Nation Building and the Latin American Intellectual Tradition. A Reader (Indianapolis: Hackett Publishing Co., 2007), pp. 199-219.
Feb. 25: Sarmiento’s Argentina. The Land
Domingo Faustino Sarmiento, Facundo: Or, Civilization and Barbarism, eds. Mary Tyler Peabody Mann and Ilan Stavans (New York: Penguin Classics, 1998), Introduction and Chapters 1-7 (vii-xxxviii and 9-27). NOTE: You can read the perfectly fine University of California (2003) edition translated by Kathleen Ross on line via OBIS. [READING RESPONSE]
Feb. 27: Sarmiento’s Argentina. The People (and those left out)
Sarmiento, Facundo, Chapters 2-7 (pp. 28-122 in the Penguin ed). [READING RESPONSE]
Arlene J. Díaz, "Vicenta Ochoa, Dead Many Times: Gender, Politics, and a Death Sentence in Early Republican Caracas, Venezuela," in William E. French and Katherine Elaine Bliss, Gender, Sexuality, and Power in Latin America since Independence (Lanham, MD: Rowman & Littlefield Pubs., 2007), pp. 31-51. [READING RESPONSE]
March 2, 4, 6: The Challenge of Citizenship in the 19th Century
Video for Week:
Lecture 6: Alternative Nationalisms: The Case of Artigas and Uruguay (20:51)
Lecture 7: Paraguay: Alternative Development (35:21)
Optional (not required):
Lecture 8: Women & the Nation - Amalia Considered (28:12);
Lecture 9: Women & the Nation: Law, Labor, Family (21:41)
Brooke Larson, “Andean Landscapes: Real and Imagined,” Trials of Nation Making. Liberalism, Race, and Ethnicity in the Andes, 1810-1910 (NY: Cambridge University Press, 2004), pp. 20-70. The class will be divided into three groups by last name, with each group in charge of discussing one country: Colombia, Peru, and Bolivia. You are encouraged, but not required, to read the sections that you are not assigned. See names by each week.
March 2: Indians and Citizenship (1): Colombia
Larson, Trials of Nation Making, Chapter 2 (Colombia), pp. 71-102. [READING RESPONSE] [Everyone from Aronson through Garvis]
March 4: Indians and Citizenship (2)
Larson, Trials of Nation Making, Chapter 4 (Peru), pp. 141-201. [READING RESPONSE] [Everyone from Gilbert-Merrill through Morris]
March 6: Indians and Citizenship (3)
Larson, Trials of Nation Making, Chapter 5 (Bolivia), pp. 202-245. [READING RESPONSE] [Everyone from Netter-Sweet through Wilson]
PART II: CONSOLIDATION OF THE LIBERAL STATE
March 9, 11, 13: Labor, Exports, and the Making of the Modern World
Videos for the Week:
Lecture 10: Brazil: From Independence to Order (27:10);
Lecture 11: Slavery & Empire in Brazil (19:53)
Background Reading:
David Bushnell & Neill Macaulay, The Emergence of Latin America in the Nineteenth Century, 2nd ed. (NY: Oxford University Press, 1994), Ch. 7: The Rise of the Brazilian Monarchy (1822-1850), pp. 146-179.
March 9: Coffee & Slavery in Brazil
Stanley J. Stein, “A Paraiba Plantation, 1850-1860,” [1951]
Sir Richard Francis Burton, “Slave Life at Morro Velho Mine,” [1867]
Thomas Ewbank, “Cruelty to Slaves,” [1856]. All of the above are from Robert M. Levine and John J. Crocitti, eds., The Brazil Reader: History, Culture, Politics (Durham: Duke University Press, 1999), pp. 76-86, 131-137, 138-142.
Rafael de Bivar Marquese, “African Diaspora, Slavery, and the Paraiba Valley Coffee Plantation Landscape: Nineteenth-Century Brazil,” Review (Fernand Braudel Center): 31: 2 (2008): 195-216. [READING RESPONSE]
March 11: Caetana
Sandra Lauderdale Graham, “The First Story,” in Caetana Says No: Women’s Stories from a Brazilian Slave Society (New York and Cambridge: Cambridge University Press, 2002): 1-74. [READING RESPONSE]
March 13: Guano & Forced Labor in Peru
Edward D. Melillo, “The First Green Revolution: Debt Peonage and the Making of the Nitrogen Fertilizer Trade, 1840–1930,” American Historical Review 117:4 (October 2012): 1028-1060. [READING RESPONSE]
March 16, 18: The Liberal State: Exports & State Building [NOTE: NO class on March 20]
March 16: Paper due on the “Liberal State” at the start of class
Background Reading: Sanders, VAW¸ Ch. 5 (136-160).
March 16: Coffee and State Building in Guatemala
David J. McCreery, “Coffee and Class: The Structure of Development in Liberal Guatemala,” Hispanic American Historical Review 56:3 (August 1976): 439-460. [READING RESPONSE]
March 18: Cattle and State Building in Argentina and Uruguay
David Rock, “State-Building and Political Systems in Nineteenth-Century Argentina and Uruguay,” Past & Present 167 (May 2000): 176-202. [READING RESPONSE]
SPRING BREAK
PART III: NEW ACTORS, NEW RESPONSES
March 9, 11, 13: Labor, Exports, and the Making of the Modern World
Videos for the Week:
Lecture 10: Brazil: From Independence to Order (27:10);
Lecture 11: Slavery & Empire in Brazil (19:53)
Background Reading:
David Bushnell & Neill Macaulay, The Emergence of Latin America in the Nineteenth Century, 2nd ed. (NY: Oxford University Press, 1994), Ch. 7: The Rise of the Brazilian Monarchy (1822-1850), pp. 146-179.
March 9: Coffee & Slavery in Brazil
Stanley J. Stein, “A Paraiba Plantation, 1850-1860,” [1951]
Sir Richard Francis Burton, “Slave Life at Morro Velho Mine,” [1867]
Thomas Ewbank, “Cruelty to Slaves,” [1856]. All of the above are from Robert M. Levine and John J. Crocitti, eds., The Brazil Reader: History, Culture, Politics (Durham: Duke University Press, 1999), pp. 76-86, 131-137, 138-142.
Rafael de Bivar Marquese, “African Diaspora, Slavery, and the Paraiba Valley Coffee Plantation Landscape: Nineteenth-Century Brazil,” Review (Fernand Braudel Center): 31: 2 (2008): 195-216. [READING RESPONSE]
March 11: Caetana
Sandra Lauderdale Graham, “The First Story,” in Caetana Says No: Women’s Stories from a Brazilian Slave Society (New York and Cambridge: Cambridge University Press, 2002): 1-74. [READING RESPONSE]
March 13: Guano & Forced Labor in Peru
Edward D. Melillo, “The First Green Revolution: Debt Peonage and the Making of the Nitrogen Fertilizer Trade, 1840–1930,” American Historical Review 117:4 (October 2012): 1028-1060. [READING RESPONSE]
March 16, 18: The Liberal State: Exports & State Building [NOTE: NO class on March 20]
March 16: Paper due on the “Liberal State” at the start of class
Background Reading: Sanders, VAW¸ Ch. 5 (136-160).
March 16: Coffee and State Building in Guatemala
David J. McCreery, “Coffee and Class: The Structure of Development in Liberal Guatemala,” Hispanic American Historical Review 56:3 (August 1976): 439-460. [READING RESPONSE]
March 18: Cattle and State Building in Argentina and Uruguay
David Rock, “State-Building and Political Systems in Nineteenth-Century Argentina and Uruguay,” Past & Present 167 (May 2000): 176-202. [READING RESPONSE]
SPRING BREAK
PART III: NEW ACTORS, NEW RESPONSES
March 30, April 1, 3: The Mexican Revolution
Videos for March 30 and April 1:
Lecture 12: Mexican Liberalism from Juárez to the Porfiriato (22:05);
Lecture 13: The Porfiriato (17:27)
Background Reading:
Meade, HMLA, Chapter 7 (Revolution from Countryside to City: Mexico), pp. 157-174.
March 30: Precursors – Why a Revolution?
“The Mayas Make their Caste War Demands (1850),” in Nora E. Jaffary, Edward W. Osowski, and Susie S. Porter,” Mexican History: A Primary Source Reader (Boulder, CO: Westview Press, 2010), pp. 228-232.
Terry Rugeley, “The Imponderable and the Permissible. Caste Wars, Culture Wars, and Porfirian Piety in the Yucatán Peninsula,” in William G. Acree Jr., and Juan Carlos González Espitia, eds., Building Nineteenth-Century Latin America. Re-Rooted Cultures, Identities, and Nations (Nashville: Vanderbilt University Press, 2009), pp. 177-201.
All the articles below are in Blackboard titled, “What Creates a Revolution – Mexican History (256-272):
“A Letter to Striking Workers (1892)” (pp. 256-59);
“Precursors to Revolution (1904, 1906)” (pp. 264-70);
“The Cananea Strike: Workers Demands (1906)” (pp. 270-272);
“Land and Society (1909)” (pp. 272-279).
April 1: Picturing the Revolution: Visit to AMAM
OPTIONAL: David Craven, Art and Revolution in Latin America, 1910-1990 (New Haven: Yale University Press, 2006), pp. 25-73.
April 3: You Say You Want a Revolution?
Video for April 3:
Lecture 14: The Five Mexican Revolutions (34:29)
All the articles below are in Blackboard under: “What Kind of Revolution? – Mexican History (295-312)":
“Francisco Madero’s Challenge to Porfirio Diaz (1910)” (pp. 295-300);
“Revolution in Morelos (1911)” (pp. 300-305);
“Land, Labor, and the Church in the Mexican Constitution (1917)” (305-312);
“The Catholic Church Hierarchy Protests (1917, 1926)” (pp. 318-19).
Videos for March 30 and April 1:
Lecture 12: Mexican Liberalism from Juárez to the Porfiriato (22:05);
Lecture 13: The Porfiriato (17:27)
Background Reading:
Meade, HMLA, Chapter 7 (Revolution from Countryside to City: Mexico), pp. 157-174.
March 30: Precursors – Why a Revolution?
“The Mayas Make their Caste War Demands (1850),” in Nora E. Jaffary, Edward W. Osowski, and Susie S. Porter,” Mexican History: A Primary Source Reader (Boulder, CO: Westview Press, 2010), pp. 228-232.
Terry Rugeley, “The Imponderable and the Permissible. Caste Wars, Culture Wars, and Porfirian Piety in the Yucatán Peninsula,” in William G. Acree Jr., and Juan Carlos González Espitia, eds., Building Nineteenth-Century Latin America. Re-Rooted Cultures, Identities, and Nations (Nashville: Vanderbilt University Press, 2009), pp. 177-201.
All the articles below are in Blackboard titled, “What Creates a Revolution – Mexican History (256-272):
“A Letter to Striking Workers (1892)” (pp. 256-59);
“Precursors to Revolution (1904, 1906)” (pp. 264-70);
“The Cananea Strike: Workers Demands (1906)” (pp. 270-272);
“Land and Society (1909)” (pp. 272-279).
April 1: Picturing the Revolution: Visit to AMAM
OPTIONAL: David Craven, Art and Revolution in Latin America, 1910-1990 (New Haven: Yale University Press, 2006), pp. 25-73.
April 3: You Say You Want a Revolution?
Video for April 3:
Lecture 14: The Five Mexican Revolutions (34:29)
All the articles below are in Blackboard under: “What Kind of Revolution? – Mexican History (295-312)":
“Francisco Madero’s Challenge to Porfirio Diaz (1910)” (pp. 295-300);
“Revolution in Morelos (1911)” (pp. 300-305);
“Land, Labor, and the Church in the Mexican Constitution (1917)” (305-312);
“The Catholic Church Hierarchy Protests (1917, 1926)” (pp. 318-19).
April 6, 8, 10: Organized Labor in Chile and Argentina – Two Models, Two Results
Videos for Week:
Lecture 16: Chile: Nitrate Mining and the Labor Movement (26:30)
Lecture 18: Argentina: Peronism's Rise and Fall (36:02)
Optional:
Lecture 15: Chile in the 19th Century (29:44)
Lecture 17: Argentina: The Oligarchic Era and the Middle Class Challenge, 1880-1916 (23:19)
Reading for the Week:
Meade, HMLA, Chapter 9 (Populism and the Struggle for Change), pp. 193-211.
April 6: Chile: Organizing from Below
Peter Winn, Weavers of Revolution: The Yarur Workers and Chile’s Road to Socialism (New York: Oxford University Press, 1989), Chapters 1-3 (13-63, only). [READING RESPONSE]
April 8: Argentina: Organizing from Above
Daniel James, Doña María's Story: Life History, Memory, and Political Identity (Durham: Duke University Press, 2000), Prologue and Transcript (pp. 3-116). [READING RESPONSE]
April 10: Working Class Men and Working Class Women
James, Doña Maria’s Story, pp. 213-243. [READING RESPONSE]
[OPTIONAL] Thomas Miller Klubock, “Morality and Good Habits: The Construction of Gender and Class in the Chilean Copper Mines, 1904-1951,” in John D. French and Daniel James, eds., The Gendered Worlds of Latin American Women Workers: From Household and Factory to the Union Hall and Ballot Box (Durham: Duke University Press, 1997), pp. 232-263. [NOTE: YOU CAN STILL DO A READING RESPONSE]
Videos for Week:
Lecture 16: Chile: Nitrate Mining and the Labor Movement (26:30)
Lecture 18: Argentina: Peronism's Rise and Fall (36:02)
Optional:
Lecture 15: Chile in the 19th Century (29:44)
Lecture 17: Argentina: The Oligarchic Era and the Middle Class Challenge, 1880-1916 (23:19)
Reading for the Week:
Meade, HMLA, Chapter 9 (Populism and the Struggle for Change), pp. 193-211.
April 6: Chile: Organizing from Below
Peter Winn, Weavers of Revolution: The Yarur Workers and Chile’s Road to Socialism (New York: Oxford University Press, 1989), Chapters 1-3 (13-63, only). [READING RESPONSE]
April 8: Argentina: Organizing from Above
Daniel James, Doña María's Story: Life History, Memory, and Political Identity (Durham: Duke University Press, 2000), Prologue and Transcript (pp. 3-116). [READING RESPONSE]
April 10: Working Class Men and Working Class Women
James, Doña Maria’s Story, pp. 213-243. [READING RESPONSE]
[OPTIONAL] Thomas Miller Klubock, “Morality and Good Habits: The Construction of Gender and Class in the Chilean Copper Mines, 1904-1951,” in John D. French and Daniel James, eds., The Gendered Worlds of Latin American Women Workers: From Household and Factory to the Union Hall and Ballot Box (Durham: Duke University Press, 1997), pp. 232-263. [NOTE: YOU CAN STILL DO A READING RESPONSE]
April 13, 15, 17: The Cuban Revolution: Beyond Populism
Videos for Week:
Lecture 19: From Populism to Revolution (18:41)
Lecture 20: The Roots of the Cuban Revolution (16:30)
April 13: Background to Revolution:
Aviva Chomsky, A History of the Cuban Revolution (Wiley-Blackwell, 2011), Introduction, Ch. 1 (pp. 1-43) [READING RESPONSE]
NOTE: One of the most complete sources of Fidel Castro's speeches (1959-1996) can be found here. For speeches and interviews in Spanish and other languages, click here.
Fidel Castro, “History Will Absolve Me” (Skim)
April 15: Cuban Socialism to 1986
Chomsky, History, Chs. 2-6 (pp. 44-152) [READING RESPONSE]
Ernesto (Che) Guevara, “Socialism and Man in Cuba”.
April 17: Cuba: Trying Again: 1986-Present [Film: “Mi Hermano Fidel”]
Chomsky, History, Chs. 7, 8, Conclusion (pp. 153-195). [READING RESPONSE]
Camila Piñeiro Harnecker, “Cuba’s New Socialism: Different Visions Shaping Current Changes,” in Steve Ellner, ed., Latin America's Radical Left: Challenges and Complexities of Political Power in the Twenty-first Century (Rowman & Littlefield, 2014), Ch. 8 (pp. 177-198). [READING RESPONSE]
April 20, 22, 24: Chile and the Peaceful Road to Socialism
Video for Week:
Lecture 21: Chile: The Roots of Labor and Left Militancy (1900-1930) (23:34)
April 20: The Election of Salvador Allende
Steven S. Volk, “Salvador Allende Gossens," in Oxford Research Encyclopedia of Latin American History (Oxford University Press, 2015).
Peter Winn, Weavers of Revolution: The Yarur Workers and Chile’s Road to Socialism (New York: Oxford University Press, 1989), Ch. 3-7 (pp. 53-119). [READING RESPONSE]
Salvador Allende, “Inaugural Address in the National Stadium (Nov. 5, 1970),” in James D. Cockcroft, ed., Salvador Allende Reader (Melbourne and New York: Ocean Press, 2000), pp. 52-63.
April 22: The Popular Unity Government: Year One
Winn, Weavers, Ch. 8-15 (pp. 120-205). [READING RESPONSE]
[Sections of “Battle of Chile” will be screened in class.]
April 24: The Popular Unity Government: Decline and Fall
Winn, Weavers, Ch. 16-18 (pp. 209-256). [READING RESPONSE]
Salvador Allende, “For Democracy and Revolution, Against Civil War. Third Annual Message to the National Congress, May 21, 1973,” in James D. Cockcroft, ed., Salvador Allende Reader (Melbourne and New York: Ocean Press, 2000), pp. 222-231.
Videos for Week:
Lecture 19: From Populism to Revolution (18:41)
Lecture 20: The Roots of the Cuban Revolution (16:30)
April 13: Background to Revolution:
Aviva Chomsky, A History of the Cuban Revolution (Wiley-Blackwell, 2011), Introduction, Ch. 1 (pp. 1-43) [READING RESPONSE]
NOTE: One of the most complete sources of Fidel Castro's speeches (1959-1996) can be found here. For speeches and interviews in Spanish and other languages, click here.
Fidel Castro, “History Will Absolve Me” (Skim)
April 15: Cuban Socialism to 1986
Chomsky, History, Chs. 2-6 (pp. 44-152) [READING RESPONSE]
Ernesto (Che) Guevara, “Socialism and Man in Cuba”.
April 17: Cuba: Trying Again: 1986-Present [Film: “Mi Hermano Fidel”]
Chomsky, History, Chs. 7, 8, Conclusion (pp. 153-195). [READING RESPONSE]
Camila Piñeiro Harnecker, “Cuba’s New Socialism: Different Visions Shaping Current Changes,” in Steve Ellner, ed., Latin America's Radical Left: Challenges and Complexities of Political Power in the Twenty-first Century (Rowman & Littlefield, 2014), Ch. 8 (pp. 177-198). [READING RESPONSE]
April 20, 22, 24: Chile and the Peaceful Road to Socialism
Video for Week:
Lecture 21: Chile: The Roots of Labor and Left Militancy (1900-1930) (23:34)
April 20: The Election of Salvador Allende
Steven S. Volk, “Salvador Allende Gossens," in Oxford Research Encyclopedia of Latin American History (Oxford University Press, 2015).
Peter Winn, Weavers of Revolution: The Yarur Workers and Chile’s Road to Socialism (New York: Oxford University Press, 1989), Ch. 3-7 (pp. 53-119). [READING RESPONSE]
Salvador Allende, “Inaugural Address in the National Stadium (Nov. 5, 1970),” in James D. Cockcroft, ed., Salvador Allende Reader (Melbourne and New York: Ocean Press, 2000), pp. 52-63.
April 22: The Popular Unity Government: Year One
Winn, Weavers, Ch. 8-15 (pp. 120-205). [READING RESPONSE]
[Sections of “Battle of Chile” will be screened in class.]
April 24: The Popular Unity Government: Decline and Fall
Winn, Weavers, Ch. 16-18 (pp. 209-256). [READING RESPONSE]
Salvador Allende, “For Democracy and Revolution, Against Civil War. Third Annual Message to the National Congress, May 21, 1973,” in James D. Cockcroft, ed., Salvador Allende Reader (Melbourne and New York: Ocean Press, 2000), pp. 222-231.
April 27: The question which you will answer for your final essay is due at the start of class.
April 27, 29, May 1: State Terrorism: Lessons of The Dirty Wars
Videos for the Week:
Lecture 22: The Chilean Coup (7:05)
April 27: Chile and the Pinochet Dictatorship
Thomas C. Wright, “Chile Under State Terrorism,” in State Terrorism in Latin America. Chile, Argentina, and International Human Rights (Lanham: Rowman & Littlefield Publishers, 2007), pp. 47-94. [READING RESPONSE]
April 29: The Dirty War in Argentina
Wright, “The Dirty War in Argentina,” State Terrorism, pp. 95-137. [READING RESPONSE]
May 1: Lessons of the Dirty Wars
Tina Rosenberg, “Dialectic,” in Children of Cain. Violence and the Violent in Latin America (NY: Penguin Books, 1991), pp. 145-215. [READING RESPONSE]
May 4, 6, 8: From Neoliberalism to the Pink Revolution
May 4: Neoliberalism and the Pink Revolution
Steve Ellner, ed., Latin America's Radical Left: Challenges and Complexities of Political Power in the Twenty-first Century (Rowman & Littlefield, 2014), Introduction, Chs. 1-2 (pp. 1-58). [READING RESPONSE]
May 6: Venezuela and Chavez
Crístobal Valencia Ramirez, “Venezuela’s Bolivarian Revolution: Who Are the Chavistas?” in Steve Ellner and Miguel Tinker Salas, eds., Hugo Chávez and the Decline of an “Exceptional Democracy” (Lanham, MD: Rowman & Littlefield, 2007), pp. 121-139. [READING RESPONSE]
Ellner, ed., Latin America’s Radical Left, Ch. 4 (pp. 79-102). [READING RESPONSE]
May 8: Bolivia and Morales
Ellner, ed., Latin America’s Radical Left, Ch. 5 (pp. 103-126). [READING RESPONSE]
Robert Albro, “Confounding Cultural Citizenship and Constitutional Reform in Bolivia,” Latin American Perspectives, Vol. 37: No. 3 (May 2010): 71-90. [READING RESPONSE]
FINAL REFLECTION PAPER: What have you learned from the class? Write a self-evaluation to examine how well you were able to meet the goals you set out in the first Reflection Paper. Did your goals change? Why? Did you meet the new goals? Try to be specific and detailed in terms of what you feel you accomplished in the course and how your own efforts played into that. Finally, if you were to give yourself a grade in the course, what would it be?
YOUR FINAL PROJECT, A 6-8 PAGE SYNTHETIC ESSAY BASED ON A QUESTION THAT YOU ASK AND ANSWER, IS DUE ON THURSDAY, MAY 14. IT MUST BE TURNED IN NO LATER THAN 11 AM. INSTRUCTIONS WILL BE GIVEN ON THIS LATER.
Please note that I will not accept the final project after the due date and time unless you have requested an official, signed incomplete in the course. Also note that the ONLY project that you can request an incomplete for is the FINAL PROJECT. All other projects must be turned in BY THE LAST DAY OF CLASS (May 11) if they are to be counted in your final grade.