History 508:262
Modern
Spring 2008
Outlines of class sessions
Below are broad
outlines for class sessions of Modern Latin America. Outlines will appear on
this site a day or two before each class session; they will remain on the site
for the semester. I intend for these very broad outlines to help you begin
thinking about the issues that we will cover in class. (Or, if you miss class,
give you some indication of what you miss.) You should not rely on these
outlines as exhaustive descriptions for classes. And you should, especially,
not rely on them as a substitute for class attendance. Depending on how any
class session actually progresses, we may not cover the issues in the order
that they appear; and we may use different words and phrases to cover the
concepts.
Everyday Lives
End of 20th Century
30 April
Migration
Transnational lives
·
Mexican Lives
Final essays
24 April
Discussion of Chapter 15, the
film Two Weeks in the Slums and N. Scheper-Hughes; Death Without Weeping.
If your last name begins A-L, you should
meet in our regular classroom.
If your last name begins M-Z, you should
meet in CIL212 (the same building and room as the last discussion group.)
For Monday, read selections from J.
Hellerman (ed.) Mexican
Lives
21April:
Film: Santa Marta: Weeks in a Slum
For Thursday, in addition to
Chapter 15 of the text, you should also read the selection from N. Scheper-Hughes; Death Without Weeping.
The due date for the final
book review 24 April.
Recovery
from terror
The
“lost decade”
City
& country
Poverty
Community
Revolution,
Reaction, Democracy, 1959-Present
10 & 14
April
Note
these changes:
·
On Monday, we all meet in the normal classroom,
rather than in discussion groups (as I had indicated earlier.)
·
Please read this article
from the New York Times, 13April2008
Late 20th
Century
Economic
reality [finishing from 3 April]
Democratization
& Globalization
7 April
The
novel Dreaming in Cuban and an
article from the New York Times at
the time of Castro’s resignation speech – click here
For Thursday 10April, you should have
read he last part of Chapter 14 (pp. 448-458) and the insert on “On the Streets
of Nuevo Laredo.”
3 April
Late 20th
Century
For Monday, read the novel Dreaming in Cuban and an article from
the New York Times at the time of
Castro’s resignation speech – click here
Political
trends
Economic
reality
31 March
Cuban
Revolution
Think
about: What might have been some of the “good” and “bad” features of the Cuban
Revolution?
Background
Chronology
of the “Revolution”
Effect on
Cuba/Cubans
Ideology vs
nationalism
Material circumstances
Political
authoritarianism
Cold War
Aftermath
Between Revolutions (continued)
24 March
We will break
into groups to discuss changing dynamics of gender and the family in the middle
of the 20th century. For this class you should read from Restructuring
Patriarchy and review the chapters from Dulcinea in the Factory.
If your last name begins A-L, you should
meet in our regular classroom.
If your last name begins M-Z, you should
meet in CIL201 (the same building and room as the last discussion group.)
Class
will not meet on Thursday.
For
the following week, you should read Chapter 14. Especially focus on the section
on the Cuban Revolution (up to page 430) for Monday’s class (31 March); for
Thursday (3 April) read the rest of the chapter, especially focusing on the
sections on
13 March
Discussion of Midterm Essays
You
will have as much time as you need to ask any questions you have.
Immediately
after Spring Break
(Monday 24 March) for this class:
·
Midterm
essay
·
Discussion
sections: you should be prepared to discuss the new reading from Restructuring
Patriarchy and the reading Dulcinea in the Factory, which you
should review
·
Optional: Book review on the entire book Dulcinea in the Factory. See the questions on
the syllabus. (Remember: If you do have not submitted a book review by 24
March, you will need to review Revolutionizing
Motherhood – due 21April. You are responsible for obtaining a copy of the
book on your own – through the library, book stores (probably on-line) or your
local library.)
Between Revolutions, 1920-1959
28 February – 6 March
Reading
schedule:
28
February: Martin & Wasserman, Chapter 12
Be
sure to read the selection (p. 382-382) on the Semana
Trágica
3 March:
Selections from Levine & Crocetti (eds.) The Brazil Reader
selected readings on Getúlio Vargas
6 March:
Farnsworth-Alvear; Dulcinea in the Factory; Chapters 1 and 2
Note
Change:
Read only Chapters 1 & 2 of Dulcinea (Skip to those chapters in the file; it is page 21
of the pdf file, or page 39 of the hard-copy book.)
Going to the
Factory
What
industrialization does to people
What did industrialization mean for
the town of
Medellín
Work
Behavior
The strike
Brazil gets
BIG – the Vargas Regime
Why
was Getúlio Vargas important, and how did he affect the lives of Brazilians?
The “Corporatist
State”
Define
Effects
Nationalism
The
International Setting
Between
Revolutions
Coming out of
Revolution
Global crises
Economic change
The “social
question”
Political
participation
Modernization, 1880-1920
18-25 February
18 & 21 February: We will consider
Chapter 11 of the text. On 21 February, please be prepared for a discussion
(not a lecture) about the issues raised in the readings from Judas at the Jockey Club.
25 February: We will break into
discussion groups that will consider both the previous readings and the novel The Underdog. Available on-line, through
the Rutgers University Library system.
If you are going to write a review on The City of Mexico in the Age of Díaz, you should submit the paper through your Sakai dropbox before the beginning of class on 25 February.
Economic
modernization
Politics
Modernization
& social change
Modernization
& resistance
General resistance
Mexican Revolution
Summary chronology
Everyday Life
during the 19th Century
14 February
Group
discussion
Your discussions will cover: the text
readings (Chapters 9 and 10), the supplemental reading on Caudillos, the
material and issues raised in class from 31 January to 11 February, and the
film Camila.
If
you are in Jahaira’s section (last name beginning A – L),
go to the regular classroom.
If
you are in Professor Triner’s
section (last name beginning M – Z) go to:
CIL
212
School of
Communication, Information & Library Studies
NOTE: We will begin the next section of the
syllabus (Economic Modernization 1880-1920; you should be reading Chapter 11,
the selections from Judas at the Jockey
Club for next week’s classes, and the novel The Underdogs (available on-line) for the following class.
11 February
Map
quiz
Short
discussion of book reviews
·
Race-Class-Gender
·
Countryside vs City
o
Home
o
Work
·
Uncertainty - crime
7 February
Film:
Camila
At the beginning of class on 11 February,
you should hand in a short response to the following:
Camila is the story (loosely based on a
historical episode) of a young woman from an elite family in mid-nineteenth
century Argentina eloping with a Jesuit priest. Summarize this story,
identifying the ways in which the elopement of Camila
and Ladislao became intertwined with political events
of the day.
Remember
that your first chance to pass the map quiz will occur at the beginning of
class on 11 February.
I
will also discuss the book reviews and paper writing on Monday.
31 January
& 4 February
Regionalism,
War & Reconstruction
4
February
The case of
·
Wars; militarized government
·
Consolidation of “Argentina”
o
Boundaries
o
Liberalism
·
Caudillos
·
Economy
31
January
What were the major challenges facing the
“new nations” of Latin America in the 19th century?
Nation-building
Building
an economy
28 January
Independence
in
What
were the important local and international factors that combined to feed the
Wars of Independence throughout Latin America?
Wars of
Causes
Outcome
24 January
Introduction
Modern Latin America: What is it?
The course: