History
3 years ago 10
SecondarySourceEssayPaulino.docx
ReadingsCitations.pdf
SecondarySourceEssayPaulino.docx
HIST119 – Introduction to Latin American History
Secondary Reading Paper
In Edward Paulino’s Dividing Hispaniola: The Dominican Republic’s Border Campaign Against Haiti, 1930-1961, the author seeks to challenge the widely accepted view that Haitians and Dominicans, particularly in communities living along the border between the two countries, were always in conflict. From the moments of tension under the Rafael Trujillo dictatorship to the 1937 Haitian Massacre and its aftermath, Haitians have been perceived, through government propaganda and education, as a threat to Dominican identity and nationhood. This book is a great example of the argument-based scholarship historians produce.
Considering all we have read and discussed this semester, particular the focus on how race and national identity have been intensely linked throughout Latin American history, what do you make of Paulino’s argument?
· If we are to believe that Haitians and Dominicans were not always in conflict, then how does Paulino build his argument? What evidence and examples does he use to support his thesis?
· How did the Trujillo dictatorship justify its narrative that Haitians were culturally and racially inferior to Dominicans?
· Why is Paulino’s work important for understanding the history of Haiti and the Dominican Republic?
You are to write a 2-4 page essay using these questions and a guide. Do not simply copy the questions and write a short answer for each of them. You may use other readings from class that are relevant to the themes covered in this book (for example, the James Sweet article). Your paper will be evaluated upon the strength of your argument and your use of evidence (the textbook, course readings, library research, etc.). Additionally, grammar, mechanics, and writing style will also shape your final grade. Finally, as an evidence-based paper, you must cite your research using an APA style. Citations must be used for direct quotations and when you paraphrase information.
ReadingsCitations.pdf
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.
SecondarySourceEssayPaulino.docx
HIST119 – Introduction to Latin American History
Secondary Reading Paper
In Edward Paulino’s Dividing Hispaniola: The Dominican Republic’s Border Campaign Against Haiti, 1930-1961, the author seeks to challenge the widely accepted view that Haitians and Dominicans, particularly in communities living along the border between the two countries, were always in conflict. From the moments of tension under the Rafael Trujillo dictatorship to the 1937 Haitian Massacre and its aftermath, Haitians have been perceived, through government propaganda and education, as a threat to Dominican identity and nationhood. This book is a great example of the argument-based scholarship historians produce.
Considering all we have read and discussed this semester, particular the focus on how race and national identity have been intensely linked throughout Latin American history, what do you make of Paulino’s argument?
· If we are to believe that Haitians and Dominicans were not always in conflict, then how does Paulino build his argument? What evidence and examples does he use to support his thesis?
· How did the Trujillo dictatorship justify its narrative that Haitians were culturally and racially inferior to Dominicans?
· Why is Paulino’s work important for understanding the history of Haiti and the Dominican Republic?
You are to write a 2-4 page essay using these questions and a guide. Do not simply copy the questions and write a short answer for each of them. You may use other readings from class that are relevant to the themes covered in this book (for example, the James Sweet article). Your paper will be evaluated upon the strength of your argument and your use of evidence (the textbook, course readings, library research, etc.). Additionally, grammar, mechanics, and writing style will also shape your final grade. Finally, as an evidence-based paper, you must cite your research using an APA style. Citations must be used for direct quotations and when you paraphrase information.
ReadingsCitations.pdf
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.
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