Viewing: HI 216 : Latin America Since 1826

Last approved: Sat, 17 Nov 2018 09:00:49 GMT

Last edit: Thu, 11 Oct 2018 19:49:00 GMT

Changes proposed by: kimler
Change Type
Major
HI (History)
216
011449
Dual-Level Course
Cross-listed Course
No
Latin America Since 1826
Latin America Since 1826
College of Humanities and Social Sciences
History (16HI)
54.0101
History, General.
Term Offering
Fall and Spring
Offered Every Year
Fall 2018
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)
Distance Education (DELTA)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Frederico Freitas
Assistant Professor of History

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture7070No
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC3535No


Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16INTSTLATInternational Studies: Latin AmericaElective
16INTSTGCSInternational Studies: Global CulturalElective
16INTSTBAInternational Studies-BAElective
16ABY 2097 GRP501History IElective
16HISTBAHistory BAElective
16HISTBSHistory BSElective
16HIMHistory MinorElective
Analysis of the last two centuries of social, political, economic, and intellectual life in Latin America and the Caribbean. Course readings include primary sources, declassified CIA documents, and Latin American literature. Course themes include social and political conflicts, changing gender relations, human rights abuses, the effect of the US and global economic forces, and the impact of the growing Latino population in the U.S.

No revisions. GEP Humanities review required.


No

Is this a GEP Course?
Yes
GEP Categories
Global Knowledge
Humanities
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 
Examine different societies and cultures of Latin America, identifying their differences and
commonalities, and understanding the causes behind those differences
 
 
Exam essays. Sample question: Beginning in 1964, the armed forces of different Latin American countries moved to overthrow their democratically elected governments, and in the following decades, military juntas became the dominant force in the political landscape of the region. By 1990, however, most countries had already transitioned to democracy. Explain the differences and similarities between the military dictatorships of Argentina, Brazil, and Chile in this period. Include in your analysis a discussion of the different processes leading to military coups in each country, and an assessment of the impact on the population caused by years of military regime.
 
 
Survey and analyze the process through which historians interpret different societies,
how they make use of fragmentary and interpretative evidence to make claims about the past, and how other scholars use similar humanistic methods to challenge those claims
 
 
Exam essays. Sample question: Compare and contrast the texts “Essence of Guerrilla Warfare,” and “Cuba’s Revolutionary Literacy Campaign” (Problems in Modern Latin American History, p. 177-185). Each text introduces a different aspect of the Cuban regime. You should address these differences and contextualize the texts with what you know about Cuban history from lectures and other readings.
 
 
Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the discipline of history.
 
 
Exam essays. Sample question: In 1978, Argentina hosted the FIFA World Cup, the international men’s soccer competition that is held every four years in a different country. In Europe, artists and activists initiated a campaign calling European national teams and tourists to boycott the competition (see poster on the left). Based on the course material, explain the political situation in Argentina in 1978 and how it could have led to a call for boycotting the World Cup in 1978. Make sure you illustrate your point with examples from the primary sources read for this course.
Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 
Examine the society, culture, and economy of a diverse set of Latin American nations, and of groups—determined by class, race, gender, occupation, and age—within those nations
 
 
Analytical essay. Sample prompt: Close to the end of the semester, students who choose the book review will turn in an analysis of Child of the Dark. The review will have between 1500 and 2100 words. In it, students will show an understanding of the principal argument and main points of Child of the Dark. Why did Carolina Maria de Jesus write her memoir and for what purpose? What does her book review about the life of working-class Afro-Brazilians in mid twentieth-century Brazil? The book review may also discuss the style and way in which the author chose to write the memoir and how these choices affect the meanings that can be drawn from the text.
 
Please complete at least 1 of the following student objectives.
 

 
 

 
 
Use the concepts of nation-building and inequality to contrast different Latin American societies through time and space
 
 
Exam Sample question: Explain in a single paragraph the main differences between the independence of Portuguese and Spanish South America (i.e. not North or Central America). For each of the two cases, briefly discuss the political processes leading to the independence of these colonies and their different outcomes.
 
 
Assess the role of other powerful nations (e.g. Britain, United States) in influencing, pressuring, and intervening in countries in Latin America
 
 
Exam essays. Sample question: In June 2017 Puerto Ricans chose between statehood within the United Sates or independence from it. Puerto Rico’s current status as an “unincorporated U.S. territory” is a legacy of the past engagement of the United States in Central America and the Caribbean. Use this space to explain the nature of this engagement in the late nineteenth and early twentieth centuries. Include details about the case of Puerto Rico, Cuba, Panama or any other country in the region (choose ONE country).
US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
100
 
a. If seats are restricted, describe the restrictions being applied.
 
n/a
 
b. Is this restriction listed in the course catalog description for the course?
 
n/a
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
None
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
None
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
See syllabus
 
Major topics to be covered and required readings including laboratory and studio topics.
 
See syllabus
 
List any required field trips, out of class activities, and/or guest speakers.
 
See syllabus
No change in standard rotation of offering.

  1. In this course we will explore the history of the Latin American nations, from the time of their independence from Spain and Portugal in the 1820s to the present day. The course focuses primarily on Mexico, Argentina, and Brazil (my home country), but we will also visit the Andean, Central American, and Spanish Caribbean regions.

  2. We will examine the history of a very diverse group of countries with the help of two recurrent themes: 1) nation-building, or what kind of countries Latin Americans attempted to create in the nineteenth and twentieth centuries; 2) inequality, meaning who gained access to the economic, social, cultural, and political life of these countries.

  3. We will also have the opportunity to hear a broad range of historical figures speaking for themselves through the reading of historical documents, maps, and works of art (images, music, and film).


Student Learning Outcomes

GEP suffices.


Evaluation MethodWeighting/Points for EachDetails
Quizzes21Weekly quizzes
Midterm21 Midterm exam
Written Assignment30 3 written essays
Final Exam28 Final exam
TopicTime Devoted to Each TopicActivity
see syllabussee syllabus

Key: 2990
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