"The past is not dead. It is not even past."
William Faulkner

RATIONALE:

There are various reasons for studying modern Latin America. The first is that Latin America is a fascinating area of the world and one which directly impacts us. It was in "our backyard" now it is a part of us.  The examples are everywhere from the conflict in Venezuela to the election of Luis Inacio Lula da Silva in Brazil, from the samba to salsa to the nature of popular religion, from the massive immigration which has happened to the tremendous infusion of Latin culture from Ricky Martin to Taco Bell. Second is that Latin America is undergoing dramatic changes which pit modernity with a resurgent traditionalism. x

Yesterday's news was filled with accounts of savage violence in El Salvador, uproar along Nicaragua's borders, the threat of Cuban expansionism, the invasion of Panama, as well as the democratization wave 'sweeping' through Argentina, Brazil, and Uruguay among other nations. Today, it the bloodbath in Colombia, the drugwar, the collapse of teh Argentine economy, the North American Free Trade Association and the political crisis in Venezuela. For most of us, our images of Latin America emerge through the media during periods of political transition. But as so often happens, the images we are presented with are one-dimensional and focus only on political crises. Hopefully, this course will leave you with a fuller understanding of the reality of contemporary Latin America today and of the processes by which that reality was formed.

A semester is too short a period to fully explore the post-independence history of such a large and diverse region so we are forced to focus on several major themes. The most important are those which revolve around a constellation of contradictions:

• the search for an identity by various conflicting groups with contrasting value systems;
• the tension between traditional hierarchical forces and those emphasizing egalitarian values;
• the fundamental continuity of Latin America's institutions and values despite the outward appearance of turmoil and revolution;
• the tension between class and gender and class and race as motors of historical change;
• the issue of national sovereignty within a sphere dominated by the United States;
• the effort to maintain national cultures in the face of packaged culture coming from the developed world;
• an on-going conversion about the meaning of Non-western and the degree to which it should applied to Latin America.

There is also flexibility to explore some of the issues which matter to you.

The success of the course as a learning experience depends, to a large degree, on you. While there will be adequate time for class discussions, you are encouraged to pursue issues of particular importance to you either through your research project or through class discussions. The need to cover a wide range of countries, each with its distinctive history, for a period of time rapidly approaching two centuries places a heavy burden on you and i. To ease the burden it is important that you do the readings on time.

But underlying these reasons is the centrality of history as a discipline. History is not simply the collective memory of society it is a discipline with its own methodology and principles. Thus beyond the focus on content (colonial Latin America), I am also concerned that we explore the study of history as a discipline with its broad range of methodologies and approaches. This course will emphasize just one of these approaches, social history, but we examine it within the context of other approaches.

Chronological Coverage: This course examines the evolution of Latin American history civilization from the winning of independence in the 1820s to the present. As is true with any type of historical periodization, this division is artificial in as much as it rests solely on a narrow definition derived from political criteria. It is, however, the most common and useful periodization and the one we will use.

   Clearly 1820-2004 is a very broad chronological block of time, especially given the extent and diversity of the geographical coverage --one too broad for a fifteen week course.  The material to be covered, therefore, must be very selective in nature. Everything can not be covered -- it never can, what is past is past and impossible to recover in the completeness it was experienced. As much as possible, I will try to present the material from a unified perspective, focusing on the broad trends which impacted the mainstream of modern society. Generally national histories will not consume much of our time except as examples of these broader trends. I will emphasize, as much as possible, the socio-economic and cultural aspects of modern Latin America in the belief that these have been the enduring facets of Latin American civilization. The central themes of the course can be found by clicking here.

Interpretative Framework: Historians have developed, over the years, many different ways of interpreting the past. Each brings understanding; perhaps none gives us the complete truth. My own view of history which guides my view of this course, relies heavily on Ferdinand Braudel's conceptualization of the past as the interlacing of three levels of periodizations:

• the long view, the essential baseline that sees many elements of history as only gradually changing -- attitudes as diverse as those relating to family, marriage, death and faith as well characteristics shaped by geography;
• middle term cycles such as occur in economics; and
• short effects where the role of individuals is decisive.

It is then a mixture of broader movements and individual actions. I do not see history as an inexorable march in any direction, the tragedies of the twentieth century make that hard to justify, but rather as an interplay between broad processes and people. I certainly do not see history as a collection of "facts" or "dates". These 'become' history only through interpretation.

This course is constructed as a series of four intertwining strands, much like Braudel's view of the past. In terms of historical content it is built as a complex piece of music might be:

• the base line is provided by the discussion of history as a discipline and not as a collection of 'facts' or as a synonym for 'time' or 'the past'
• this is complemented by a focus on skill development.
• the rhythm comes from the exploration of selected themes in the history of Latin America
• the melody will come from the primary sources we will examine in detail.

I also tend to see history as an interplay between the social sciences and the humanities. For the most part, in this course, i will emphasize the social science aspects of history - i will emphasize broad patterns in history and analysis rather than narrative or chronological narrative -- 'why' is more important to me than the 'what' of history. That is not to say that those approaches with which you may be more comfortable are not appropriate but only that in this course i am looking at broad issues in specific matters and that lends itself better to an analytic approach. During the first week we will read and discuss various articles (on electronic reserve) regarding the disciple of history and the field of social history. The issue is an important one so that you may expect that we will return to it throughout the semester.

Methods of Instruction:    This course is organized so as to have discussion periods often. In fact, I should note that I do not recognize clear boundaries between my lectures and discussions and we will move continuously between them. To a large extent this is due to the objectives which I have established for myself. We will be relying to a very large extent on primary sources, the very heart of history, so it is very important for you to stay current with your reading assignments. I expect that we will discuss the primary sources almost daily. Many of these sources will be posted on the course web page or accessed through CSU's Electronic Reserve. We will use the documents to sharpen and test the generalizations being discussed. We will explore historical theory and processes in our readings and in class lectures and discussions and then apply them to specific historical circumstances.

I encourage you to ask questions or raise issues at any time.   Discussion is a very important part of the learning process –  especially in a course such as this which deals with a culture area very different from that with which most students are acquainted.

My view of education and its role in society has been profoundly shaped by Paulo Freire who argued for a learner-centered educational community. For more information go to the following site: http://www.infed.org/thinkers/et-freir.htm We will be discussing Freire's ideas during the first week and throughout the course.

Note: This class requires your serious engagement with the material. I ask you to read and sign an Expectations Contract and return it to me electronically by January 30. Failure to do so will result in a loss of 20 overall points. To go to the Expectations page either click here or click on Expectations on the left (navigation) panel. This ensures that you are aware of your responsibilities in this learning process and of the time commitment needed to do well. You need to know what you are getting youself into with this course -- it is not aimed at passive learners.

Clarification and warning: This course is not an internet class -- one that can be done simply from a computer and an internet connection. It is an internet-supported class -- one which uses the internet to support and enrich the classroom experience and as a means of handling administrative matters. It assumes that you will attend classes on a regular basis. Class discussions are, therefore, an integral part of your learning in this class.

Class lectures and discussions will not provide the chronology for the course - that will come from the base text Burns and Charlip. Instead class discussion will explore, in greater depth, specific themes or issues. That places greater responsibility on you to use your text to provide the chronological structure. In other words, the text will provide the chronological underprining and class discussion will focus on specific aspects of that chronology. Together they should provide as much breadth and depth as is possible in a semester course. But that presumes that you are an active partner in the learning process.

GOALS FOR STUDENT LEARNING:

These goals are not listed in any order. They are all equally imporant to me:

• To leave you with a familiarity with the dominant themes, events, and developments of the period from about 1820 to 2005.

To leave you with an understanding of critical historical issues such as causation and interpretation.

To introduce you to Latin American culture and to leave you with an appreciation for a complex, powerfully vibrant and extremely diverse culture.

To emphasize the relevancy of developments in the past to those of the contemporary world by showing how contemporary situations are often reflections of the past.

To leave you with an understanding of the nature of history as a discipline as well as with some of the many methodological approaches used by historians.

To leave you better able to do analytical work, develop and support arguments more effectives and think more critically.

To permit you to work with primary sources in translation in order to better understand the work of the historian.

It is also my hope that you will end up sharing my love of a dynamic culture and a hospitable and congenial people.
 

OFFICE HOURS:
OFFICE: Rhodes Tower 1637, Telephone: 687-3925
The easiest way to contact me is by e-mail: d.ramos@csuohio.edu I check my e-mail frequently and you can expect a response within 24 hours.

OFFICE HOURS: Monday, Tuesday and Wednesday 11:00-11:45 am and Monday and Wednesday 1:30 - 2:00pm; and by appointment.
Please feel free to drop by and talk.

I expect that all work will be done well and with intellectual integrity.  Plagiarism or cheatingwill result, at a minimum, in a Zero for that particular work and could result in an F in the course. Please avoid the temptation.

Dates to Remember

Start of Classes: January 20
Drop date: January 30
Last Date to Withdraw: April 3
Last day of classes: May 8
Holidays:

Martin Luther King Jr. Day January 19
President's Day February 16
Spring Recess March 15-22

Final Exam: Monday, May 11 at 1:00-3:00

REQUIRED READINGS:
    My lectures are structured to parallel the readings without, hopefully, unduly repeating information contained in them. It is essential, therefore, that you attend the lectures and complete the required reading assignments as scheduled.   Generally speaking my lectures will provide one or more theoretical and conceptual structures into which the readings can be placed.  Both lectures and readings are needed to satisfactorily master the material. The Burns/Charlip text provides the basic architecture for the course around which class lectures, the other readings and discussions will build. It is essential that you have access to the required readings.
 You will be asked to read the following works which are available at the bookstore:

• E. Bradford Burns and Julie Charlip. Latin America: A Concise Interpretive History. 8th edition. Prentice-Hall, 2006.
• Gregory Wilpert. Changing Venezuela: The History and Policies of the Chavez Government. Verson, 2006.
• The final required reading is One Hundred Years of Solitude by Gabriel Garcia Marquez - a powerful exploration of history and fiction in Colombia and Latin America.
• These books can be obtained in a variety of ways and from a variety of sources, including Ohio Link. Copies have also been placed on Reserve.
• There will also be a series of readings available through Electronic Reserve. While these will be substantial, they replace the additional textbooks i would normally assign.
• Additional documents will be made available through the homepage for this course.
  

STUDENT REQUIREMENTS:
A. You are required to read and return the Expectations statement. Failure to do so in a timely fashion will cost you 20 points overall.
B.  Quizzes:   You will asked to do a number of short quizzes. Generally, the quizzes will be announced and will cover reading material assigned for that day. The quizzes will be either essay or short identification in nature.  They are intended to measure your progress and level of understanding of the reading material. Some of the quizzes will be based on the primary sources we are discussing in class. Some, most or all of the quizes will be take-homes.      
C. Minor quizzes. To facilitate learning there will be occasional short quizzes. These will be announced in class and each will be worth a maximum of 5 points.
D.  Map Assignments: You will be given a list of places to identify on maps of Central and South America. This map work must be handed on or before January 30. This work is required but you will not be graded on it. Failure to adequately complete the assignment, however, will result in the loss of 10 overall points.
E.   Mid-Term Examinations: There will be two examinations, tentatively scheduled for February 27 and April 6 and will be composed of one or two essays. They will probably both be take-home examinations. Please note that i may choose your paper (minus all identification to protect your identity) to discuss in class for educational purposes. Let me know if you prefer that i not use your paper.
F.  Final Examination.  The final examination is scheduled for Wednesday May 13 from 8:30 - 10:30. It will also probably be a take-home examination.
G.  Research Paper: A short 10 to 15 page research paper is required of all students and is due during the next to last week of classes. Normally the paper will be based on no fewer than five sources and will demonstrate an understanding of the normal apparatus of scholarly work (footnotes, bibliography, etc.). No research topic can be completed using only the resources found on the Web so about half of your sources must be published ones. I would like to meet with each student in order to help in the process of selecting a topic (always difficult in unfamiliar territory). Please retain your notes, as I reserve the right to ask for them as part of my evaluation of your work.
In order to assist you in organizing a quality research paper the following schedule should be adhered to:

• February 6 - hand in tentative topic and explanation of project.
• February 9 - hand in topic statement, general outline and bibliography
• March 9 - hand in final topic statement, introductory paragraphs, a detailed outline and bibliography. This material will be returned to you prior for the preparation of your final paper.
• May 1 - hand in paper and self-evaluation

NOTE: All work completed outside of class will be evaluated for writing as well as historical content.

Philosophy and a Warning: I like take-home examinations because they permit you to decide how much time, energy and creativity you wish to commit to each activity. I find the responses better and more completely thought out. I encourage you to work with fellow students to develop a better understanding of the material. However, you need to be very careful that the written work you submit is your own work. It is acceptable in this class to cooperate even to the point of developing a common outline but at that point you need to work alone. I take cheating very seriously and reserve the right to fail you in the course for submitting work which is not yours or which you have permitted others to submit as if it were their own. Study groups are very important ways of peer learning. It also reflects the reality of our lives - we generally work with others and not in isolation. Just be sure that the work you submit is your own.

HIS567
Students enrolled in HIS56 shall be required

• to produce asignificantly longer research papers, 20-35 pages
• to write an historiographical essay on the research topic and
•  to prepare an analysis of web-based resources.

In addition, depending on the number of graduate students enrolled, we may meet separately one hour a week as a group.   Student work in HIS567 will be evaluated, of course, by graduate standards.
 
 
GRADING:
The distribution of points is as follows:
Quizzes.............20 points each including document analysis
Mid-term..........50 points
Final.................50 points
Papers.............100 points
The mid-terms and quizes can be re-thought and re-submitted for a new grade – a maximum improvement to a letter grade of C+ is possible.  This is available to those whose grade is unsatisfactory, D, F or No Grade. 

Deductions:

• 20 points will be deducted for failing to submit an Expectations statement on time.
• 10 points will be deducted for failing to complete the map assignment successfully and on time.

Grading Scale:

A = 94% and over
A- = 90-93%
B+ = 87-89%
B = 84-86%
B- = 80-83%
C+ = 77-79%
C = 74-76%
C- = 70-73%
D = 60-69%
F = 59 and below

WRITING ACROSS THE CURRICULUM:
This course meets the following criteria for the Writing Across the Curriculum General Education:

1. Require students to write between 3,000 and 5,000 words (10-20 pages, double-spaced, in 12-point font, with 1” margins) in writing assignments (which may include drafts).
2. Final versions of at least one assignment should total at least 2,000 words (eight pages).
3. Teach students writing-to-learn strategies that foster students’ experiences in learning and writing-to-communicate strategies that foster students’ respect of readers’ experiences. Whenever possible, planning assignments (e.g. reading logs, pre-writing strategies) and peer reviews should be included.
4. Assign writing complex enough to require substantive revision for most students.  The instructor should give feedback to assist students in preparing subsequent papers or drafts of papers.  This feedback should not consist entirely of mechanical correction of punctuation and grammar.   
5. Provide instruction in discipline-appropriate forms of texts, arguments, evidence, style, audience, and citation.
6. Assign writing throughout the semester. 
7. Where appropriate, address the needs of students regarding library competency.
8. Assign writing in English unless the course is specifically geared to improving writing at the 300-level in another language. 
9. In order to receive a C or better in the course, students must write at a satisfactory skill level (C or better).  If the student’s writing is weak, but shows understanding of the course material, the student may be assigned a D, in which case WAC credit will not be received for the course.
10.  Maximum enrollment for this course is 35 or 45 with a graduate assistant.

ASSIGNMENTS: Electronic Resources in blue