HIST 287 - University of Montana

I. ASCRC General Education Form Group VI: Historical and Cultural Studies; X: Indigenous and Global Perspectives Dept/Program HISTORY Course # 287 Course Title Prerequisite

MODERN LATIN AMERICA None Credits

3

II. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office Please type / print name Signature

Date 9/11/08

Instructor JODY PAVILACK Phone / Email 2234; [email protected] Program Chair Richard Drake Dean Jerry Fetz III. Description and purpose of the course: General Education courses must be introductory and foundational. They must emphasize breadth, context, and connectedness; and relate course content to students’ future lives: See Preamble: http://www.umt.edu/facultysenate/gened/GEPreamble_final.htm

This course surveys the political, economic, social, and cultural history of Central and South America and the Caribbean from the wars for independence from Spain and Portugal at the beginning of the 19th century through the present. Topics include competing visions of the nation and paths toward development; changing social and cultural relations among different ethnicities, races, genders, and classes; and how indigenous, Afro-American, and mixed race popular majorities have often been marginalized from economic and political power, and how they have organized to challenge structures and practices of exclusion and oppression. The course situates this history of Latin America in the broader global context, highlighting Latin America’s neocolonial relations with European powers in the 19th century and the rise of U.S. hegemony in the 20th century. Students will gain basic knowledge of significant people, places, events, and processes of change across two continents over two centuries, which will be assessed with a map quiz, a mid-term, and a final exam. Students’ abilities to critically read primary and secondary sources, to think like historians, and to write persuasive analysis will be developed through required readings, group discussions, and weekly essays. This set of skills and knowledge is foundational for taking upper-division courses related to Latin America and world history, and more generally provides students a deeper understanding of the larger historical context of the Americas in which they are situated. IV. Criteria: Briefly explain how this course meets the criteria for the group. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm

Criteria for Group VI: Historical and Cultural Studies

Criteria for Group X: Indigenous and Global Perspectives

Students will gain broad knowledge of people, places, events, and processes of change in Modern Latin American history, which covers two continents over two centuries. By reading both primary sources and significant historians’ interpretations, discussing them in class, and writing short essays about them, students learn to analyze historical documents in their social, cultural, and political contexts. Students will gain broad knowledge of the modern history of indigenous, AfroAmerican, and mixed race populations of Central and South America and the Caribbean. The course also addresses relations between Latin American republics and the rest of the world, highlighting neocolonial economic relations with Europe in the 19th century and U.S. and Soviet Union battles for influence in the 20th century. Critical understanding of Latin America’s modern history will provide students a new perspective on their place in the Americas and the world.

V. Student Learning Goals: Briefly explain how this course will meet the applicable learning goals. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm By reading, discussing, and writing about Learning Goals for Group VI: Historical and Cultural Studies both primary texts and significant secondary interpretations, students will learn to analyze historical documents in their social, cultural, and political contexts. Lectures, readings, and discussions fundamentally focus on human behavior, ideas, and institutions in Modern Latin America, working to understand the causes and consequences of change over time. Learning Goals for Group X: Indigenous and Students will gain critical understanding of Global Perspectives the history of indigenous, Afro-American, and mixed race populations of the southern hemisphere over two centuries. Students will also gain critical understanding of the complexity of Modern Latin America’s interactions with the rest of world—from dependence and collaboration to defiance and conflict.

VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation see: http://teaching.berkeley.edu/bgd/syllabus.html

HIST 287.01: Modern Latin American History The University of Montana, Spring 2007 T, Th, 12:40-2 pm; SC 423 Professor Jody Pavilack [email protected]

office: LA 265; phone: 243-2234 office hrs: Tu, Th, 2-3 pm

“Cuba’s Freedom is Not Far Off,” Thomas May, Detroit Journal, 1907

COURSE DESCRIPTION: This course provides an introduction to the history of modern Latin America. We move chronologically through major economic, political, social, and cultural transformations in the region, tracing how the legacy of colonialism played out after independence was achieved in the 1810s-20s. Our study of Latin America in the 19th and 20th centuries is organized around three major thematic lines. First, we look at different visions of the nation and models for development that emerged in different places and times and competed for national ascendance. Second, we study the structures and practices of social relations at the local, national, and international levels that were engendered by these different development projects. How have groups with certain racial, gender, political, and other characteristics gained and maintained the power to dominate their nations? Why have majorities often been marginalized from economic and political power? Third, we explore a diversity of collective movements that have challenged structures and practices of exclusion and oppression. How have different groups in Latin America in particular historical contexts mobilized in efforts to transform their societies? On this question, we highlight key cases, such as the Mexican Revolution, the “Guatemalan Spring” of the 1940s-50s, and the Popular Unity government in Chile. We consider both domestic and international factors in the outcome of these projects for change. We end with a look at current political and social movements in the era of neo-liberal global capitalism. LEARNING OBJECTIVES & ASSESSMENT: Students who successfully complete this course will gain a basic knowledge of significant people, places, events, and dynamics in 19th and 20th century Latin American history. This will be assessed with a map quiz, a midterm, and a final exam. Students will improve critical thinking skills by working through historical questions in readings and group discussions. Students’ writing skills will improve through weekly thesis-driven essays. Required reading for this course averages 50-80 pages per week. Required essay writing (not including exams) is between 12-16 pages. ** This course counts for History majors and minors, the Latin American Studies minor, the International Development Studies minor, and the General Education H requirement.**

REQUIRED READINGS: Chasteen, John Charles. Born in Blood and Fire: A Concise History of Latin America (W.W. Norton & Company, 2001). Trimble, John R. Writing with Style: Conversations on the Art of Writing, 2nd edition (Prentice Hall, 2000). Articles and book selections. The bibliography of required reading in addition to the textbook appears at the end of this syllabus. This material is on E-RESERVES. The password for the e-reserves page is HIST287. REQUIREMENTS AND GRADE COMPOSITION Map Quiz (Tu, 2/20) Writing/Trimble Quiz (Tu, 4/3) Midterm (Tu, 3/14) Final (W, 5/10)

50 pts 50 pts 200 pts 250 pts

5% 5% 20% 25%

Essays (8/13 x 25 pts each) 2 Graded Essays (50 pts each) Attendance + Participation TOTAL

200 pts 100 pts 150 pts 1000 pts

2 1 1 10

GRADING SCALE: Final Grades (converted from 1000 points possible) B+ 91-89 C+ 81-79 D+ 71-69 A 100-95 B 88-85 C 78-75 D 68-65 A- 94-92 B- 84-82 C- 74-72 D64-62 F 61 & lower DROP/ADD DEADLINES 2/9: drop/adds & changes, online w/ refund 2/10-3/5: drop/adds & changes, with form & fee 3/6-5/4: drop/adds & changes by petition; granted only for legitimate, serious, and documented reasons. ATTENDANCE & PARTICIPATION

It is essential for success in this course that you demonstrate ongoing, active engagement with all relevant information, themes, questions, and assignments. There are a number of ways to demonstrate your interest and preparation. Foremost, I will assess the frequency and quality of your contributions in class discussions and group activities. This is a subjective assessment on my part, worth up to 50 points. If speaking up in public is particularly difficult for you, I suggest coming by my office hours periodically to talk about course material. To keep track of attendance, at the beginning of each class, I will pass around a sheet to be signed. It is your responsibility to make sure you sign the sheet. If your name is not on it, I will assume you were not there. Excused absences require either official documentation or prior approval by me. One unexcused absence is allowed with no penalty. After that, each absence will be 7 points off the 100 points given for attendance. Missing class will also affect my subjective assessment of your overall participation. QUIZZES & EXAMS

Separate handouts and/or class discussions will be provided for these requirements.

ESSAYS

Up to 8 times in the semester, you may submit a short essay (1 ½-2 pp.) based on that week’s reading, each of which is worth 25 points. (Only one per week). You can skip this written exercise for any 5 weeks you choose, but you are still responsible to do the reading for those weeks and to come to class prepared to discuss it. Be aware that the 13 possible essay submissions include the days of the map quiz, the Trimble quiz, and the midterm exam, so carefully choose which weeks you will and will not submit essays. Get started on the essays right away. Not completing the essays will severely affect your grade. To receive any credit for these essays, you must follow all of the criteria on the separate Essay Guidelines handout, reproduced in condensed form below. To receive 25 points, essays must, at a minimum, meet these criteria: (1) Be double-spaced, typed, and about 1 ½-2 pages. 1 ½ is minimum for credit. (2) Have a page number on all pages after the first. (Page number on the first page is optional). (3) Have a creative title that catches your readers’ attention, together with a subtitle that tells your readers more specifically what the essay will be about (who, what, where, when, or whichever of these factors is important for us to know). (4) Be drawn from the reading for that week, and answer one of the questions presented about it, unless your own choice of topic was given as an option. (5) Have a clearly worded thesis statement or question somewhere near the beginning of the essay. Make sure the essay stays focused on this key angle or argument. (6) Be broken into paragraphs, each with a clear theme that relates to your overall argument. (7) Include a minimum of 2 citations to the reading for the week, both paraphrased ideas and direct quotes. You may also cite lecture notes or any sources beyond the material fo this course, but such references must be in addition to, not a substitution for, the minimum 2 citations to the week’s reading. If you cite lecture notes, give the date. (8) Indicate your sources with the page numbers in the text, either with footnotes or MLA style citation – (Marti, 360). Only if you add something from a source not on the syllabus do you need to give full citation information. (9) Follow additional rules and guidelines in Trimble and class discussions as they are presented. (10) Be carefully proofread. Misspellings or blatant typos will result in a 0. OTHER COURSE POLICIES

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In the first weeks of the semester, I will ask you to sign a course contract, which reads: My signature below signifies that I have carefully read the following course documents: Syllabus; Key Terms & Questions 1; Essay Guidelines; and Map Quiz Guidelines. I have asked the professor or otherwise clarified points of confusion and believe that I understand the content, requirements, and expectations presented in these course handouts. If you do not wish to sign this agreement by 3/5, the last day to change registration withou

petition, you should drop the course. •

Keep all of your graded written work until the end of the semester (essays, exams).

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Get and use a umontana email account. Or, CIS will help you forward your umontana email to another program you prefer to use. I may send out group or individual messages during the semester with changes or information for which you are responsible.

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Many of the course readings are on E-Reserves. The password is HIST287. A hard copy of the reading is also on reserve. I strongly suggest that you download or copy the readings well in advance of their due dates, perhaps all in 1 or 2 sessions. Inability to get online or access the reading the night or hours before class is not an acceptable excuse for not reading.

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No late assignments or make-up work will be accepted without prior approval from me or appropriate university documentation.

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Notify me of any relevant disabilities or athletic or other commitments as early as possible. Have appropriate documentation and arrange a meeting with me to discuss how I can accommodate your needs to help you get the most out of the class.

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This course involves a considerable amount of formal writing. If you are having difficulty with your writing, seek assistance at the University Writing Center [102 Soc Sci Bldg; 243-2266; [email protected]; www.umt.edu/writingcenter] .

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You are responsible for understanding and adhering to the university’s Student Conduct Code, which is available at http://ordway.umt.edu/sa/VPSA/index.cfm/page/1321. Ethical academic conduct strictly prohibits any form of plagiarism. If you have questions about how to avoid plagiarism, please see me, and/or consult the Mansfield Library’s webpage on plagiarism, at www.lib.umt.edu/services/plagiarism/index.htm.

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If you wish to discuss a grade that you receive during the semester, I request that you: (1) schedule an appointment to do so only 12+ hours after receiving the grade and (2) submit a written statement explaining your questions or doubts about the grade.

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It is your responsibility to keep track of your own performance. I am always willing to meet with you during the semester to help you get the most out of this course and to improve your participation in it. The end of the semester is not the appropriate time to meet with me about your work or grade.

SCHEDULE: 1) Tu, 1/23: Course Introduction 2) Th, 1/25: The Origins of Latin America RDG: Chasteen, Introduction & Ch. 1, “Encounter,” pp. 15-57. [42 pp.] Trimble, Ch. 1, “Thinking Well,” pp. 3-12. [9 pp.] 3) Tu, 1/30: Three Centuries of Iberian Colonial Rule RDG: Chasteen, Ch. 2, “Colonial Crucible,” pp. 59-89. [30 pp.] Trimble, Ch. 2, “Getting Launched,” pp. 13-24. [11 pp.]

ESSAY 1 4) Th, 2/1: The Bourbon Reforms and Late Colonial Rebellions RDG: Chasteen, Ch. 2, “Colonial Crucible,” (countercurrents), pp. 86-89. [3 pp.] Brown, Ch. 11, “Rebellion in the Andes,” pp. 339-50. [11 pp.] Trimble, Ch. 3, “Openers,” pp. 25-31. [6 pp.] 5) Tu, 2/6: Slavery and the Haitian Revolution RDG: Brown, Ch. 13, “The Haitian Social Revolution,” pp. 387-405. [18 pp.] Dubois, “Prologue,” pp. 1-7. [6 pp.] Trimble, Ch. 4, “Middles,” pp. 32-48. [16 pp.] ESSAY 2 6) Th, 2/8: Movements and Wars for Independence RDG: Chasteen, Ch. 3, “Independence,” pp. 91-116. [25 pp.] Trimble, Ch. 5, “Closers,” pp. 49-52. [3 pp.] 7) Tu, 2/13: Postcolonial Strife: Competing Visions of Nation-Building RDG: Chasteen, Ch. 4, “Postcolonial Blues,” pp. 119-147. [28 pp.] Trimble, Ch. 6, “Diction,” pp. 53-63. [10 pp.] ESSAY 3 8) Th, 2/15: Civilization vs Barbarism: The Case of Argentina RDG: Clayton & Conniff, “Search for Political Order,” pp. 72-81. [9 pp.] Hanke & Rausch, “The Age of Caudillos,” pp. 47-57. [10 pp.] Chasteen, “Making Sense of Caudillos,” in Chasteen & Tulchin, pp. 37-41, 61-64. Trimble, Ch. 7, “Readability,” pp. 64-81. [17 pp.] 9) Tu, 2/20: Centralism vs Federalism: The Mexican-American War and the Liberal Ascent RDG: Chasteen, Ch. 5, “Progress,” pp. 149-78. [29 pp.] Clayton & Conniff, “Mexico,” pp. 94-101. [7 pp.] ESSAY 4 MAP QUIZ 10) Th, 2/22: The Liberal Era and Neocolonial Export Capitalism RDG: Chasteen, Ch. 6, “Neocolonialism,” (1st half), pp. 181-198. [17 pp.] Rosenberg, Ch. 3, “Dilemmas of National Development,” pp. 48-59. [11 pp.] Trimble, Ch. 8, “Superstitions,” pp. 82-93. [11 pp.] 11) Tu, 2/27: The Spanish-American (-Cuban) War and the Advent of US Hegemony RDG: Chasteen, Ch. 6, “Neocolonialism,” (2nd half), pp. 199-214. [15 pp.] Clayton & Conniff, “Cuban-Spanish-American War,” pp. 218-223. [5 pp.] Clayton & Conniff, “Modernism,” pp. 202-204. [2 pp.] Marti, “Our America,” in Chasteen & Tulchin, pp. 182-85. [3 pp.] “The Platt Amendment,” in La Rosa & Mora, pp. 65-66. [2 pp.] Trimble, Ch. 9, “How to Write a Critical Analysis,” pp. 94-98. [15 pp.]

ESSAY 5 12) Th, 3/1: A Response to the Inequities of Neocolonialism: The Mexican Revolution I RDG: Chasteen, Ch. 7, “Nationalism,” (first half), pp. 217-229. [12 pp.] Flores Magon, Land & Liberty, Part 1, pp. 1-37. [36 pp.] Trimble, Ch. 10, “Revising,” & Ch. 11, “Proofreading,” pp. 99-101. [2 pp.] 13) Tu, 3/6: Consolidating a Nationalist Agenda: The Mexican Revolution II RDG: Burns & Charlip, Ch. 7, “The Mexican Explosion,” pp. 179-206. [21 pp.] Trimble, Ch. 12, “Punctuation,” (first half), pp. 105-117. [12 pp.] ESSAY 6 14) Th, 3/8: Democratic Openings and National Development Models (ISI) RDG: Chasteen, Ch. 7, “Nationalism,” (second half), pp. 229-246. [17 pp.] (reread) Rosenberg, Ch. 3, “Dilemmas of National Development,” pp. 48-53. Trimble, Ch. 12, “Punctuation,” (second half), pp. 117-132. [15 pp.] 15) Tu, 3/13: MIDTERM ESSAY 7 16) Th, 3/15: Making Sense of Populism: The Rise of Perón in Argentina RDG: Chasteen, Ch. 8, “Revolution,” (beginning), pp. 249-256. [8 pp.] James, “Perón and the People,” in The Argentina Reader, pp. 269-295. [26 pp.] Perón, “Evita and the People,” in Rosenberg, ed., pp. 67-69. [2 pp.] Trimble, Ch. 13, “Quoting,” (first half), pp. 133-140. [7 pp.] 17) Tu, 3/20: The Advent of the Cold War in Latin America RDG: Chasteen, Ch. 8, “Revolution,” (middle), pp. 257-264. [7 pp.] Kennan, “Latin America as a Problem,” in LaRosa & Mora, eds., pp. 123-134 [11 pp.] Dulles, “The U.S. & Latin America,” (Declaration of Caracas), in Chasteen & Tulchin, pp. 319-323. Trimble, Ch. 13, “Quoting,” (second half), pp. 141-148. [7 pp.] ESSAY 8 18) Th, 3/22: Democratic Reform in Guatemala and the U.S. Response RDG: Schlesinger & Kinzer, Bitter Fruit, in LaRosa & Mora, pp. 149-158. [9 pp.] Skidmore & Smith, “Guatemala,” pp. 337-343. [6 pp.] Trimble, Ch. 14, “Abbreviations,” Ch. 15, “Tips on Usage,” & Ch. 16, “Epilogue,” pp. 149-161. [12 pp.] [“Writers Talking Shop” is recommended, but not required]. [Tu, 3/27 & Th, 3/29: Spring Vacation] 20) Tu, 4/3: The Cuban Revolution RDG: Chasteen, Ch. 8, “Revolution,” (end), pp. 264-273. [9 pp.] Keen, ed., “Latin American Roads to Socialism,” selections, pp. 403-412. [17

pp.] Luxenberg, Alan, “Did Eisenhower Push Castro,” in LaRosa & Mora, eds., pp. 159-173. [14 pp.] Matthews, “Castro in the Sierra Maestra,” in Duncan & Goodsell, pp. 213-224 [11 ESSAY 9 TRIMBLE QUIZ 21) Th, 4/5: Guerrillas, Christians, and the U.S. Alliance for Progress: The 1960s-70s RDG: Clayton & Coniff, “Global Impact of the Cuban Revolution,” pp. 452-454. [2 pp.] Chasteen, Ch. 8, “Countercurrents: Liberation Theology,” pp. 274-277. [3 pp.] Berryman, Liberation Theology, pp. 15-24. [9 pp.] Guevara, “Guerrilla Warfare,”& OLAS, “General Declaration,” in Chasteen & Tulchin, pp. 250-54. [4 pp.] “The Alliance for Progress,” in Rosenberg, ed., pp. 78-82. [4 pp.] Kennedy, “The Lesson of Cuba,” in Chasteen & Tulchin, pp. 323-25.

22) Tu, 4/10: The Chilean Popular Unity RDG: Keen & Haynes, “The Chilean Way,” (1st half), pp. 342-356. [14 pp.] Burns & Charlip, “Chile,” pp. 250-52. [2 pp.] Allende, “Last Words Transmitted,” pp. 239-241. [2 pp.] ESSAY 10 23) Th, 4/12: Military Coups, Authoritarian Regimes, and State Violence in the Southern Cone RDG: Chasteen, Ch. 9, “Reaction,” (1st half), pp. 279-296. [17 pp.] Kornbluh, “Introduction” and “Pinochet in Power,” pp. xi-xx, 153-73. [29 pp.] 24) Tu, 4/17: Transitions to Democracy: Human Rights and Structural Adjustments RDG: Keen & Haynes, “The Chilean Way,” (2nd half), pp. 356-363. Oppenheim, Ch. 9, “The Long Transition Ends,” pp. 209-255. ESSAY 11 25) Th, 4/19: Civil War, Genocide, and Revolution in Central America RDG: Chasteen, Ch. 9, “Reaction,” (2nd half), pp. 296-309. [9 pp.] Martin and Wasserman, “Nicaragua, El Salvador, Guatemala,” pp. 413-16. [3 pp.] 26) Tu, 4/24: Neoliberalism and Its Critiques RDG: Chasteen, Ch. 10, “Neoliberalism,” pp. 311-329. [14 pp.] Burns & Charlip, “Neoliberalism and its Discontents,” pp. 288-291. [3 pp.] Betto, Neoliberalism, in Keen, pp. 450-454. [4 pp.] Karl, “The Vicious Cycle of Inequality,” pp. 133-157. [24 pp.] ESSAY 12 27) Th, 4/26: Resistance and Alternatives: NAFTA and the Zapatista Response RDG: Harris, “Resistance and Alternatives,” in LaRosa & Mora, pp. 303-317. [14 pp.]

Burns & Charlip, “NAFTA and the Zapatistas,” pp. 291-295. [4 pp.] internet work 28) Tu, 5/1: The Left in Power: Lula, Chávez and Friends? RDG: Burns & Charlip,” Latin America Swings Left,” pp. 296-309. [13 pp.] French and Fortes, “Another World Is Possible,” pp. 13-31. [18 pp.] Hellinger, “Political Overview,” pp. 27-53. [26 pp.] ESSAY 13 29) Th, 5/3: Review FINAL EXAM: W, 5/9, 1:10-3:10 pm

REQUIRED READINGS (in addition to the Chasteen & Trimble books) All of these items are on e-reserves and in hardcopy in a binder at the circulation desk. The items are listed in the order in which they appear in the above schedule. Brown, Jonathan C. “Rebellion in the Andes,” Ch. 11 in Latin America: A Social History of the Colonial Period. 2nd ed. (Belmont, CA: Thomson Wadsworth, 2000), pp. 339-50. Brown, Jonathan C. “The Haitian Social Revolution,” Ch. 13 in Latin America, pp. 387-405. Dubois, Laurent. “Prologue,” in Avengers of the New World: The Story of the Haitian Revolution (Harvard UP, 2004), pp. 1-7. Clayton, Lawrence A. and Michael L. Conniff. “The Search for Political Order: 1830s-1850s,” in A History of Modern Latin America. 2nd ed. (Belmont, CA: Thomson Wadsworth, 2005), pp. 72-81. Hanke, Lewis and Jane M. Rausch. “The Age of Caudillos—Juan Manuel de Rosas,” in People and Issues in Latin American History: Sources and Interpretations, from Indepedence to the Present (M. Wiener, 1990), pp. 47-57. Chasteen, John Charles, “Making Sense of Caudillos and ‘Revolutions’ in Nineteenth-century Latin America,” in John Charles Chasteen and Joseph Tulchin, eds. Problems in Modern Latin American History (Scholarly Resources, 1994), pp. 37-41. Clayton and Conniff. “Mexico,” in A History of Modern Latin America, pp. 94-101. Rosenberg, Mark, et. al., eds., “Dilemmas of National Development,” Ch. 3 in Americas: An Anthology (Oxford UP, 1992), pp. 48-59. Clayton and Conniff. “Modernism” and “Cuban-Spanish-American War” in A History of Modern Latin America, pp. 202-204, 218-223.

Martí, José, “Our America,” in Chasteen and Tulchin, eds. Problems in Modern Latin American History, pp. 182-185. “The Platt Amendment,” in Michael LaRosa and Frank O. Mora, eds. Neighborly Adversaries: Readings in U.S.-Latin America Relations, 2nd ed. (Rowman & Littlefield, 2007), pp. 65-66. Flores Magon, Ricardo. Tierra Y Libertad, Land & Liberty: Anarchist Influences in the Mexican Revolution (Over the Water, Sanday, Orkney: Cienfuegos P, 1977), pp. 1-37. Burns, E. Bradford and Julie A. Charlip, “The Mexican Explosion,” Ch. 7 in Latin America: An Interpretive History, 8th ed. (Pearson; Prentice Hall, 2007), pp. 179-206. James, Daniel. “Perón and the People,” in Gabriela Nouzeilles and Graciela Montaldo, eds., The Argentina Reader: History, Cutlure, Politics (Duke UP, 2002), pp. 269-295. Perón, Eva Duarte. “Evita and the People,” in Rosenberg, et. al. eds., Americas, pp. 67-69. Kennan, George. “Latin America as a Problem in U.S. Foreign Policy,” in LaRosa and Mora, eds., Neighborly Adversaries, pp. 123-134. Dulles, John Foster. “The United States and Latin America in the Cold War” (Declaration of Caracas), in Chasteen and Tulchin, eds., Problems in Modern Latin American History, pp. 319323. Schlesinger, Stephen and Stephen Kinzer. Bitter Fruit: The Untold Story of the American Coup in Guatemala, selections in LaRosa and Mora, eds. Neighborly Adversaries, pp. 149-158. Skidmore, Thomas E. and Peter H. Smith, “Guatemala: Reaction and Repression,” in Modern Latin America, 3rd ed. (Oxford UP, 1992), pp. 337-343. Keen, Benjamin, ed. “Latin American Roads to Socialism,” in Latin American Civilization: History & Society, 1492 to the Present, seventh ed. (Westview P, 2000), pp. 403-412. Luxenberg, Alan. “Did Eisenhower Push Castro into the Arms of the Soviets?” in La Rosa and Mora, eds., Neighborly Adversaries, pp. 159-173. Matthews, Herbert L. “Castro in the Sierra Maestra,” in W. Raymond Duncan and James Nelson Goodsell, eds. The Quest for Change in Latin America: Sources for a TwentiethCentury Analysis (Oxford UP, 1970), pp. 213-224. Clayton and Conniff. “Global Impact of the Cuban Revolution,” in A History of Modern Latin America, pp. 452-454. Berryman, Philip. Liberation Theology: The Essential Facts About the Revolutionary Movement in Latin America and Beyond (NY: Pantheon, 1987), pp. 15-24. Guevara, Ernesto “Che”, “General Principles of Guerrilla Fighting,” and OLAS, “General

Declaration,” in Chasteen and Tulchin, eds. Problems in Modern Latin American History, pp. 250-254. “The Alliance for Progress,” in Rosenberg, et. al., eds. Americas, pp. 78-82. Kennedy, John F. “The Lesson of Cuba, Address by President Kennedy,” in Chasteen & Tulchin, eds., Problems in Modern Latin American History, pp. 323-325. Keen, Benjamin and Keith Haynes. “The Chilean Way,” Ch. 14 in A History of Latin America, vol. 2, Independence to the Present, 7th ed. (Houghton Mifflin, 2004), pp. 342-363. Burns, E. Bradford and Julie A. Charlip, “Chile,” in Latin America, pp. 250-252. Allende, Salvador. “Last Words Transmitted by Radio Magallanes: September 11, 1973,” Ch. 20, in Chile’s Voice of Democracy: Salvador Allende, A Reader, ed. James Cockcroft (Ocean P, 2000), pp. 239-241. Kornbluh, Peter. “Introduction” and “Pinochet in Power,” in The Pinochet File: A Declassified Dossier on Atrocity and Accountability (NY: New Press, 2003), pp. xi-xx., 153-73. Oppenheim, Lois Hecht. “The Long Transition Ends: Democracy Consolidated,” Ch. 9 in Politics in Chile: Socialism, Authoritarianism, and Market Democracy, 3rd ed. (Westview P, 2007), pp. 209-255. Martin, Cheryl and Mark Wasserman, “Nicaragua, El Salvador, Guatemala,” in Latin America and Its People, Vol. II, 1800 to Present (Pearson/Longman, 2005), pp. 413-417. Burns and Charlip. “Neoliberalism and its Discontents,” in Latin America, pp. 288-291. Betto, Frei “Neoliberalism and Culture: A View from the Left,” in Keen, ed. Latin American Civilization, pp. 450-54. Karl, Terry Lynn. “The Vicious Cycle of Inequality in Latin America,” Ch. 5 in Susan Eva Eckstein and Timothy P. Wickham-Crowley, eds. What Justice? Whose Justice?: Fighting for Fairness in Latin America (U of California P, 2003), pp. 133-157. Harris, Richard L. “Resistance and Alternatives to Globalization in Latin America and the Caribbean,” in LaRosa and Mora, eds., Neighborly Adversaries, pp. 303-317. Burns and Charlip. “NAFTA and the Zapatistas,” in Latin America, pp. 291-295. Burns and Charlip. “Latin America Swings Left,” in Latin America, pp. 296-309. French, John D. and Alexandre Fortes. “Another World Is Possible: The Rise of the Brazilian Workers’ Party and the Prospects for Lula’s Government,” Labor: Studies in Working-Class History of the Americas, Vol. 2, Issue 3 (Fall 2005), pp. 13-31.

Hellinger, Daniel. “Political Overview: The Breakdown of Puntofijismo and the Rise of Chavismo,” Ch. 2 in Steve Ellner and Daniel Hellinger, eds., Venezuelan Politics in the Chávez Era: Class, Polarization, and Conflict (Lynne Rienner, 2003), pp. 27-53. *Please note: As an instructor of a general education course, you will be expected to provide sample assessment items and corresponding responses to the Assessment Advisory Committee.