History

8

Missed classes may be rescheduled and/or may result in alternative assignments to achieve the

learning goals of the class. Faculty may utilize a variety of options for making up lost class time

that include but are not limited to:

1. Online options, including synchronous or asynchronous activities, meeting through

Blackboard Collaborate, assignments via Blackboard, and/or the course Blackboard

discussion forum;

2. Alternative assignments (including special outside-of-the-classroom experiences, library

and field experiences, library and field experiences, group work, the collection and

analysis of data, and preparation of reports or other products);

3. Classroom time rescheduled with student input.

Student’s Responsibility for Cancelled and Missed Class Sessions

Students are responsible for completing any academic work missed due to lost class time. In the

case of a college cancellation of classes due to weather or other circumstances, students are

responsible for making up the class work based on instructions from the faculty member. Unless

otherwise indicated by the faculty member, lost class make-up instructions will be included in

the course syllabus/outline and posted on Blackboard for the course.

SYLLABUS CHANGE POLICY: Except for changes that affect implementation of the

evaluation (grading) statement, this syllabus is a guide for the course and is subject to change

with advance notice. The instructor reserves the right to make changes to this syllabus, including

the schedule of topics, lectures, and the selected readings.

Course Outline and Topics

Important Dates

Oct. 27th: Primary Source Paper Due

Dec 8th: Secondary Source Paper Due

Dec 22nd: Final Exam Due via Blackboard

Week 1. (Sept. 7) – Introductions and administrative matters

Questions for reflection and discussion: Why study history? What is history for?

In class reading

o Daniel Immerwahr, “History Isn’t Just for Patriots,” The Washington Post, 23

December 2020, https://www.washingtonpost.com/outlook/2020/12/23/teach-

history-american-patriotism/.

Week 2. (Sept. 14) – Two Worlds: Worlds Apart

Readings:

• John Charles Chasteen, Born in Blood and Fire…, ch. 1 (Welcome to Latin

America)

9

Week 3. (Sept. 21) – Contact: Two Worlds Collide

Readings:

• Primary Document: “Chistopher Columbus’s Account of His First Voyage,

October 11, 1492 to January 2, 1493,” in Erin E. O’Connor and Leo J.

Garofalo, eds., Documenting Latin America: Gender, Race, and Empire, vol.

1 (Boston: Prentice Hall, 2011), 9-15. (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 2 (Encounter).

Week 4. (Sept. 28) – Colonial Politics, Religion, and Society

Readings:

• Primary Document: “Las Casas’s Views on Indigenous Slavery, Defense of

the Indians, by the Most Reverend Fray Bartolomé de Las Casas,” in Erin E.

O’Connor and Jeo J. Garofalo, eds., Documenting Latin America: Gender,

Race, and Empire, vol. 1 (Boston: Prentice Hall, 2011), 60-68. (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 3 (Colonial Crucible).

Week 5. (Oct. 5) – Race, Culture, and the Rise of Nationalism

Readings:

• Primary Document: “Seventeen-Century Quilombo of Palmares: A Chronicle

of War and Peace in Brazil,” in Erin E. O’Connor and Leo J. Garofalo, eds.,

Documenting Latin America: Gender, Race, and Empire, vol. 1 (Boston:

Prentice Hall, 2011), 48-52. (Blackboard)

• James H. Sweet, “The Iberian Roots of American Racist Thought,” The

William and Mary Quarterly LIV:1 (January 1997), pp. 143-166.

(Blackboard)

Week 6. (Oct. 12) – The Age of Revolution: Latin America’s Wars of Independence

Readings:

• Primary Document: José María Morelos, “Sentiments of the Nation,” in Erin

E. O’Connor and Leo J. Garofalo, eds., Documenting Latin America: Gender,

Race, and Empire, vol. 1 (Boston: Prentice Hall, 2011), 230-232.

(Blackboard)

• Simón Bolívar’s “Message to the Congress in Bolivia,” in Erin E. O’Connor

and Leo J. Garofalo, eds., Documenting Latin America: Gender, Race, and

Empire, vol. 1 (Boston: Prentice Hall, 2011), 236-239 (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 4 (Independence).

Supplemental Reading:

• Greg Grandin, The Empire of Necessity: Slavery, Freedom, and Deception in

the New World, Chapters 9-10 (New York: Metropolitan Books, 2014), pp.

97-111. (Blackboard)

• Laurent Dubois, “Atlantic Freedoms: Why Haiti Should Be at the Centre of

the Age of Revolution,” AEON (7 November 2016),

https://aeon.co/essays/why-haiti-should-be-at-the-centre-of-the-age-of-

revolution (Blackboard) Note: You may click on a link on the website to

10

listen to the article being read, if you like listening to things playing in the

background.)

Week 7. (Oct. 19) – Fragmented Nationalisms and (Internal) Disorder

Readings:

• Primary Document: “Declaration of Loyalty by Havana’s Pardo and Moreno

Militiamen, 1823,” in Erin E. O’Connor and Leo J. Garofalo, eds.,

Documenting Latin America: Gender, Race, and Empire, vol. 1 (Boston:

Prentice Hall, 2011), 260-264.

• John Charles Chasteen, Born in Blood and Fire…, ch. 5 & 6 (Postcolonial

Blues & Progress).

Week 8. (Oct. 26) – Neocolonialism and the New Age of Imperialism

Readings:

• Primary Documents: Albert J. Beveridge, “The March of the Flag” (16

September 1898) (Blackboard)

• “José Martí on Race and Nation,” in Erin E. O’Connor and Leo J. Garofalo,

eds., Documenting Latin America: Gender, Race, and Nation, vol. 2 (Boston:

Prentice Hall, 2011), 123-130. (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 7 (Neocolonialism).

Primary Source Essay due Friday, Oct. 27th

Week 9. (Nov. 2) – New Nationalisms and Populisms, part 1: The Mexican Revolution

Readings:

• Anita Brenner and George R. Leighton, The Wind That Swept Mexico: The

History of the Mexican Revolution 1910-1942 (Austin: University of Texas

Press, 1971), chapter 2, pp. 7-36. (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 8 (Nationalism).

Week 10. (Nov. 9) – New Nationalisms and Populisms, part 2: Puerto Rico and the Caribbean

Readings:

• Primary Document: Luis Muñoz Marín, “The Sad Case of Porto Rico,” The

American Mercury XVI: 2 (February 1929); reprinted in Kal Wagenheim and

Olga Jiménez de Wagenheim, The Puerto Ricans: A Documentary History

(Princeton: Markus Wiener Publishers, 1999), pp. 153-161. (Blackboard)

• Robert Whitney, “The Architect of the Cuban State: Fulgencio Batista and

Populism in Cuba, 1937-1940,” Journal of Latin American Studies 32 (2000),

435-459. (Blackboard)

Week 11. (Nov. 16) – Twentieth-Century Nationhood, Race, and Borders

Readings:

• Edward Paulino, Dividing Hispaniola: The Dominican Republic’s Border

Campaign Against Haiti, 1930-1961, Introduction – chapter 3, pp. 1-83.

11

PLEASE BRING THE BOOK TO CLASS FOR DISCUSSION

Nov. 23 – NO CLASS - THANKSGIVING

Week 12. (Nov. 30) – Twentieth-Century Nationhood, Race, and Borders (continued).

Readings:

• Edward Paulino, Dividing Hispaniola: The Dominican Republic’s Border

Campaign Against Haiti, 1930-1961, chapter 4 – epilogue, pp. 84-168.

PLEASE BRING THE BOOK TO CLASS FOR DISCUSSION.

Week 13. (Dec. 7) – The Cuban Revolution: Upstaging the Cold War

Readings:

• Primary Document: “Fourteen Cuban Women Speak,” in Erin E. O’Connor

and Leo J. Garofalo, eds., Documenting Latin America: Gender, Race, and

Nation, vol. 2 (Boston: Prentice Hall, 2011), 186-192.

• Louis A. Pérez, Jr., “Fear and Loathing of Fidel Castro: Sources of U.S.

Policy Toward Cuba,” Journal of Latin American Studies 34 (2002), pp. 227-

254. (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 9 (Revolution).

Week 14. (Dec. 14) – Pathways to Reform and Counterrevolution: Anticommunism and Rising

Military Dictatorships

Readings:

• John Charles Chasteen, Born in Blood and Fire…, ch. 10 (Reaction)

• Alexei Barrionuevo, “Daughter of ‘Dirty War,’ Raised by Man Who Killed

Her Parents,” The New York Times, 8 October 2011.

http://www.nytimes.com/2011/10/09/world/americas/argentinas-daughter-of-

dirty-war-raised-by-man-who-killed-her-parents.html?_r=0

• Federico Finchelstein, “An Argentine Dictator’s Legacy,” The New York

Times, 27 May 2013. http://www.nytimes.com/2013/05/28/opinion/global/an-

argentine-dictators-legacy.html

• John Charles Chasteen, Born in Blood and Fire…, ch. 10 (Reaction).

Secondary Source Essay due Friday, Dec. 8th

Week 15. (Dec. 21) – The Lost Decade, Neoliberalism, and Alternatives

Readings:

• Primary Document: “The Slow March toward an Alternative Economy,” in

Understanding the Venezuelan Revolution: Hugo Chávez Talks to Marta

Harnecker, trans. by Chesa Baudin (New York: Monthly Review Press,

2005), pp. 105-117. (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 11 (Neoliberalism and

Beyond).

FINAL EXAM DUE FRIDAY, DECEMBER 22ND AT 11:59PM.

8

Missed classes may be rescheduled and/or may result in alternative assignments to achieve the

learning goals of the class. Faculty may utilize a variety of options for making up lost class time

that include but are not limited to:

1. Online options, including synchronous or asynchronous activities, meeting through

Blackboard Collaborate, assignments via Blackboard, and/or the course Blackboard

discussion forum;

2. Alternative assignments (including special outside-of-the-classroom experiences, library

and field experiences, library and field experiences, group work, the collection and

analysis of data, and preparation of reports or other products);

3. Classroom time rescheduled with student input.

Student’s Responsibility for Cancelled and Missed Class Sessions

Students are responsible for completing any academic work missed due to lost class time. In the

case of a college cancellation of classes due to weather or other circumstances, students are

responsible for making up the class work based on instructions from the faculty member. Unless

otherwise indicated by the faculty member, lost class make-up instructions will be included in

the course syllabus/outline and posted on Blackboard for the course.

SYLLABUS CHANGE POLICY: Except for changes that affect implementation of the

evaluation (grading) statement, this syllabus is a guide for the course and is subject to change

with advance notice. The instructor reserves the right to make changes to this syllabus, including

the schedule of topics, lectures, and the selected readings.

Course Outline and Topics

Important Dates

Oct. 27th: Primary Source Paper Due

Dec 8th: Secondary Source Paper Due

Dec 22nd: Final Exam Due via Blackboard

Week 1. (Sept. 7) – Introductions and administrative matters

Questions for reflection and discussion: Why study history? What is history for?

In class reading

o Daniel Immerwahr, “History Isn’t Just for Patriots,” The Washington Post, 23

December 2020, https://www.washingtonpost.com/outlook/2020/12/23/teach-

history-american-patriotism/.

Week 2. (Sept. 14) – Two Worlds: Worlds Apart

Readings:

• John Charles Chasteen, Born in Blood and Fire…, ch. 1 (Welcome to Latin

America)

9

Week 3. (Sept. 21) – Contact: Two Worlds Collide

Readings:

• Primary Document: “Chistopher Columbus’s Account of His First Voyage,

October 11, 1492 to January 2, 1493,” in Erin E. O’Connor and Leo J.

Garofalo, eds., Documenting Latin America: Gender, Race, and Empire, vol.

1 (Boston: Prentice Hall, 2011), 9-15. (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 2 (Encounter).

Week 4. (Sept. 28) – Colonial Politics, Religion, and Society

Readings:

• Primary Document: “Las Casas’s Views on Indigenous Slavery, Defense of

the Indians, by the Most Reverend Fray Bartolomé de Las Casas,” in Erin E.

O’Connor and Jeo J. Garofalo, eds., Documenting Latin America: Gender,

Race, and Empire, vol. 1 (Boston: Prentice Hall, 2011), 60-68. (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 3 (Colonial Crucible).

Week 5. (Oct. 5) – Race, Culture, and the Rise of Nationalism

Readings:

• Primary Document: “Seventeen-Century Quilombo of Palmares: A Chronicle

of War and Peace in Brazil,” in Erin E. O’Connor and Leo J. Garofalo, eds.,

Documenting Latin America: Gender, Race, and Empire, vol. 1 (Boston:

Prentice Hall, 2011), 48-52. (Blackboard)

• James H. Sweet, “The Iberian Roots of American Racist Thought,” The

William and Mary Quarterly LIV:1 (January 1997), pp. 143-166.

(Blackboard)

Week 6. (Oct. 12) – The Age of Revolution: Latin America’s Wars of Independence

Readings:

• Primary Document: José María Morelos, “Sentiments of the Nation,” in Erin

E. O’Connor and Leo J. Garofalo, eds., Documenting Latin America: Gender,

Race, and Empire, vol. 1 (Boston: Prentice Hall, 2011), 230-232.

(Blackboard)

• Simón Bolívar’s “Message to the Congress in Bolivia,” in Erin E. O’Connor

and Leo J. Garofalo, eds., Documenting Latin America: Gender, Race, and

Empire, vol. 1 (Boston: Prentice Hall, 2011), 236-239 (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 4 (Independence).

Supplemental Reading:

• Greg Grandin, The Empire of Necessity: Slavery, Freedom, and Deception in

the New World, Chapters 9-10 (New York: Metropolitan Books, 2014), pp.

97-111. (Blackboard)

• Laurent Dubois, “Atlantic Freedoms: Why Haiti Should Be at the Centre of

the Age of Revolution,” AEON (7 November 2016),

https://aeon.co/essays/why-haiti-should-be-at-the-centre-of-the-age-of-

revolution (Blackboard) Note: You may click on a link on the website to

10

listen to the article being read, if you like listening to things playing in the

background.)

Week 7. (Oct. 19) – Fragmented Nationalisms and (Internal) Disorder

Readings:

• Primary Document: “Declaration of Loyalty by Havana’s Pardo and Moreno

Militiamen, 1823,” in Erin E. O’Connor and Leo J. Garofalo, eds.,

Documenting Latin America: Gender, Race, and Empire, vol. 1 (Boston:

Prentice Hall, 2011), 260-264.

• John Charles Chasteen, Born in Blood and Fire…, ch. 5 & 6 (Postcolonial

Blues & Progress).

Week 8. (Oct. 26) – Neocolonialism and the New Age of Imperialism

Readings:

• Primary Documents: Albert J. Beveridge, “The March of the Flag” (16

September 1898) (Blackboard)

• “José Martí on Race and Nation,” in Erin E. O’Connor and Leo J. Garofalo,

eds., Documenting Latin America: Gender, Race, and Nation, vol. 2 (Boston:

Prentice Hall, 2011), 123-130. (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 7 (Neocolonialism).

Primary Source Essay due Friday, Oct. 27th

Week 9. (Nov. 2) – New Nationalisms and Populisms, part 1: The Mexican Revolution

Readings:

• Anita Brenner and George R. Leighton, The Wind That Swept Mexico: The

History of the Mexican Revolution 1910-1942 (Austin: University of Texas

Press, 1971), chapter 2, pp. 7-36. (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 8 (Nationalism).

Week 10. (Nov. 9) – New Nationalisms and Populisms, part 2: Puerto Rico and the Caribbean

Readings:

• Primary Document: Luis Muñoz Marín, “The Sad Case of Porto Rico,” The

American Mercury XVI: 2 (February 1929); reprinted in Kal Wagenheim and

Olga Jiménez de Wagenheim, The Puerto Ricans: A Documentary History

(Princeton: Markus Wiener Publishers, 1999), pp. 153-161. (Blackboard)

• Robert Whitney, “The Architect of the Cuban State: Fulgencio Batista and

Populism in Cuba, 1937-1940,” Journal of Latin American Studies 32 (2000),

435-459. (Blackboard)

Week 11. (Nov. 16) – Twentieth-Century Nationhood, Race, and Borders

Readings:

• Edward Paulino, Dividing Hispaniola: The Dominican Republic’s Border

Campaign Against Haiti, 1930-1961, Introduction – chapter 3, pp. 1-83.

11

PLEASE BRING THE BOOK TO CLASS FOR DISCUSSION

Nov. 23 – NO CLASS - THANKSGIVING

Week 12. (Nov. 30) – Twentieth-Century Nationhood, Race, and Borders (continued).

Readings:

• Edward Paulino, Dividing Hispaniola: The Dominican Republic’s Border

Campaign Against Haiti, 1930-1961, chapter 4 – epilogue, pp. 84-168.

PLEASE BRING THE BOOK TO CLASS FOR DISCUSSION.

Week 13. (Dec. 7) – The Cuban Revolution: Upstaging the Cold War

Readings:

• Primary Document: “Fourteen Cuban Women Speak,” in Erin E. O’Connor

and Leo J. Garofalo, eds., Documenting Latin America: Gender, Race, and

Nation, vol. 2 (Boston: Prentice Hall, 2011), 186-192.

• Louis A. Pérez, Jr., “Fear and Loathing of Fidel Castro: Sources of U.S.

Policy Toward Cuba,” Journal of Latin American Studies 34 (2002), pp. 227-

254. (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 9 (Revolution).

Week 14. (Dec. 14) – Pathways to Reform and Counterrevolution: Anticommunism and Rising

Military Dictatorships

Readings:

• John Charles Chasteen, Born in Blood and Fire…, ch. 10 (Reaction)

• Alexei Barrionuevo, “Daughter of ‘Dirty War,’ Raised by Man Who Killed

Her Parents,” The New York Times, 8 October 2011.

http://www.nytimes.com/2011/10/09/world/americas/argentinas-daughter-of-

dirty-war-raised-by-man-who-killed-her-parents.html?_r=0

• Federico Finchelstein, “An Argentine Dictator’s Legacy,” The New York

Times, 27 May 2013. http://www.nytimes.com/2013/05/28/opinion/global/an-

argentine-dictators-legacy.html

• John Charles Chasteen, Born in Blood and Fire…, ch. 10 (Reaction).

Secondary Source Essay due Friday, Dec. 8th

Week 15. (Dec. 21) – The Lost Decade, Neoliberalism, and Alternatives

Readings:

• Primary Document: “The Slow March toward an Alternative Economy,” in

Understanding the Venezuelan Revolution: Hugo Chávez Talks to Marta

Harnecker, trans. by Chesa Baudin (New York: Monthly Review Press,

2005), pp. 105-117. (Blackboard)

• John Charles Chasteen, Born in Blood and Fire…, ch. 11 (Neoliberalism and

Beyond).

FINAL EXAM DUE FRIDAY, DECEMBER 22ND AT 11:59PM.