Universidad

del Rosario History Program Modern Latin American History (2012-2)

Course Professor E-mail Schedule Location Office Hours Courses Webblog Teachers Assistant (Monitor) TAs Email: Discussion Sections (Time and Location)

Modern Latin American History Beatriz E. Rodriguez Balanta bbalanta@gmail.com Wednesday, 10:00 am until 1:00 pm CASUR By appointment, Monday 3:00pm 4:00pm http://19thcenturylatinamerica.wordpress.com/

Description and Purpose of the Course: Historians usually point to the 19th-century in Latin America as time where contemporary socio-political formations and institutions began to germinate. The emergence of the nation-state is one of the most debated political processes of that period. In this course, we take an interdisciplinary approach to the analysis of the problem of citizenship in Latin America. For example, we read slave narratives alongside archival research to analyze two of the most important legacies of colonialism: the discourse

 of freedom and the consolidation of capitalism. Although this is intended as a survey of 18th and 19th century Latin American history, we will concentrate on two countries, Brazil and Cuba. There are two primary objectives for this course. The first is to focus students' exploration of the question of citizenship in Brazil and Cuba through the framework of race, class and gender. The second objective is to develop students' abilities within the historical discipline by designing assignments that focus on methods of historical research, such as analysis of primary sources (slave narratives, newspapers, etc.) and secondary sources (analytical essays). Taking theories and methodologies from sociology, literature, and cultural studies, the course seeks to foment critical thinking around issues that influenced the conceptualization and exercise of citizenship in these two countries. This approach exposes students to different questions and different routes of answering the most pressing issues of our present moment. It also ensures that students develop a critical understanding of the period and concepts discussed in class. Course Goals: Through a combination of lectures, readings, discussion, and written assignments, students should develop the following competencies: 1. Identify key developments in Latin American history from 1800 until 1910 2. Identify important events in the social and political history of Brazil and Cuba 3. Summarize key debates about citizenship and the emergence of the nation state in Latin America 4. Define how race, class, gender and citizenship are interrelated 5. Develop argumentative writing abilities 6. Strengthen written English language abilities Course Contents: 1. The Meaning of Freedom Freedom is one of the fundamental concepts in Western influenced societies. In Latin America, freedom defined the Wars of Independence and the imagining of the new nation-sates. However, the legacy of slavery defined the contours of freedom. In this section of the course, students will learn about the complexity of the ideals that drove the fight for independence in Latin America. 2. Imagining the Nation/Nation-Building In the section of the course, students will be exposed to the different theoretical and methodological approaches to the study of the nation-state in Latin America. The driving question of this section will be: How do the legacies of colonialism, such as race and gender, define and determine the socio-political and ideological building blocks of Latin American nations. 3. Brazil From Tropical Empire to Independent Nation Brazil is one of the case studies we will analyze in this course. The most important questions we will address will be: What are the fundamental historical differences and similarities between the process of nation-building in Brazil and the rest of Latin America? How did racial configurations influence the discourse of citizenship in Brazil? 4. Cuba: The Recalcitrant Colony Cuba was one of the most important colonial outposts of the Spanish empire. Of particular importance is the development of plantation economy. Some key questions are: What is the role of foodstuffs in the

 development of modern forms of capitalism? How did the rational organization of forced labor influence the ways in which the class system was developed in the post-independence period? Course Methodology: This is a required course and it is part of the professional cycle in the history program. It is also a reading and writing intensive class. This class will be conducted as a seminar, which means that it is a mixture of lecture and discussion. Therefore, students are expected to carefully engage all assigned materials and participate actively in all class discussions. We will also work on developing argumentative skills by working on various writing assignments including, blog entries, short analytical essays and take- home exams. All written work must be done in English. These expectations are the same for those students who take the course as an elective. Evaluation NO ELECTRONIC DEVISES (Cell phones, smart phones, ipads, computers) ARE ALLOWED IN CLASS. If I have to ask you 3 times to turn off any devise during the semester your participation grade will suffer.

3 Take Home Exams (15% each=45% total) Students MUST choose 2 texts from the Required Readings and 2 articles from the Recommended Readings to answer questions provided by the instructor or write short analytical papers (3-4 pages) where the student chooses the concepts to engage with. Students are expected to complete this assignment at the end of each section. 1 Final Paper (25%) At the end of the semester you will be required to write a 5-7 page paper in which you choose a social event, process, event, etc. as an explore to explore one of the theoretical approaches we reviewed in class. As we approach the end of the semester, I will provide you with a list of possible topics. ALL students must meet with me in order to discuss their final paper. The final paper is due NOVEMBER 22. Participation (30%)

This grade has three components: A. Attendance to discussion sections (monitoras): Students must attend at least 7 discussion sections with the monitor B. Conceptual Maps: Students must demonstrate they have done the reading by creating Conceptual Maps for 10 different weeks during the semester. Each Conceptual Map should be about 1 reading of the chosen week. C. Blogging: The blog is a space for lively and free discussion. You can use this space to reflect about the readings, to post and comment news and videos that you consider relevant to the class, to ask questions, make jokes, etc. Every student should participate 1 time per week.
If you have 3 unexcused absences your grade will drop one point. For example, if your final grade is 8.3 but you have 3 unexcused absences at the end of the semester, your final grade will be 7.3.

Rules for the presentation of ALL GRADED WRITTEN MATERIAL (Take-home exams and Final paper). All papers must be formatted in the following manner: Times New Roman, 12 point font, 1.5 space in between lines, and pages should be number. All papers must contain: Course title, professors name, students name, assignment (Take-home exam 1, final paper, etc.), papers title, and an academic bibliography. All citations in the text must be referenced. Bibliography Format All academic disciplines use particular bibliographical formats. Below, you will find my preference. It is not an official bibliographic style but it resembles accepted bibliographic formats. Citations in the text (Summary of an argument) Example: In Discipline and Publish, Michel Foucault argues that power is exercised in the body (1981: 82- 83).

Articles in a journal: Rule: Last, Name. Articles Title. Journal Title. Vol. Number (date): page numbers.

Example: Bourdieu, Pierre. Social Space and Symbolic Space: Introduction to a Japanese Reading of Distinction. Poetics Today 12.4 (1991): 627-238. Book by a single author: Rule: Last, Name. Books Title. City of publication: Publisher, year of publication, citation pages. Example: McClintock, Anne. Imperial Leather: Race, Gender, and Sexuality in the Colonial Contest. New York: Routledge, 1995, pp. 78. Article in a compilation or a book chapter: Rule: Last, Name. Articles Title. Book or Journal Title. Editors Last Names (eds.). City of publication: Publisher, year, article page range. Example: Alarcn, Norma. Traddutora, Traditora: A Paradigmatic Figure of Chicana Feminism. In: Dangerous Liaisons: Gender, Nation and Postcolonial Perspectives. McClintock, A., Mufti, A., and Shohat, E. (eds.). Minneapolis: University of Minnesota Press, 1997, pp. 278-298.

 Bibliography 1. Carvalho, Jos Murillo de. La formacin de las almas. El imaginario de la repblica en el Brasil. Buenos Aires: Universidad Nacional de Quilmes, 1997. 2. Geggus, David Patrick. The impact of the Haitian Revolution in the Atlantic World. University of South Carolina Press, 2001. 3. Meade, Teresa A. A Brief History of Brazil. New York, Infobase Publishing, 2010. 4. Peard, Julyan. Race, Place and Medicine: The Idea of the Tropics in Nineteenth Century Brazil. Durham: Duke University Press, 1999. 5. Prez, Louis A. Cuba Between Empires. Pittsburg: Pittsburg University Press, 1983. 6. Sabato, Hilda (Coord.). Ciudadana poltica y formacin de las naciones. Perspectivas histricas desde Amrica Latina. Mxico: FCE - El Colegio de Mxico, 1999. 7. Scott, Joan. Gender: A Useful Category of Historical Analysis. The American Historical Review 91.5 (1986): 1053-1075. 8. Sommer, Doris. Ficciones fundacionales: Las novelas nacionales de Amrica Latina. Mexico, D.F.: Fondo de Cultura Econmica, 2004. 9. Trouillot, Michel-Rolph. Silencing the past: power and the production of history. Boston: Beacon Press, 1995. 10. Schwarcz, Lilia Moritz. The spectacle of the races: scientists, institutions, and the race question in Brazil, 1870-1930. Hill and Wang, 1999. COURSE SCHEDULE Section 1: The Question and the Meaning of Freedom Week 1: August 1 Introduction to the course Week 2: August 8 1. Olaudah Equiano. The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African. Written by Himself. Project Guttenberg ebook: http://manybooks.net/titles/equianoo15391539915399-8.html READ: Volume I, pay particular attention to chapters 2, 3, 4, 5 (pages 1-45). Summary: http://docsouth.unc.edu/neh/equiano1/summary.html 2. Marren, Susan M. Between Slavery and Freedom: The Transgressive Self in Olaudah Equiano's Autobiography. PMLA, 108. 1 (1993): 94-105. Available online, library databases. Week 3: August 15 1. Davis, David B. Impact of the French and Haitian Revolutions. In: Geggus, D. (ed.), The impact of the Haitian Revolution in the Atlantic World. University of South Carolina Press, 2001. Pp. 3- 10. PDF. 2. Laurent Dubois, The Promise of Revolution: Saint-Domingue and the Struggle for Autonomy in Guadeloupe, 1797-1802, in Geggus, D. (ed.), The Impact of the Haitian Revolution in the Atlantic World, pp. 112-34. On reserve at the library, call number: 972.9403 I341. Recommended:

 1. Trouillot, Michel-Rolph. An Unthinkable History: The Haitian Revolution as a Non-Event In: Silencing the past: power and the production of history. Boston: Beacon Press, 1995, pp. 71-107. http://initialstateoflimbo.wikispaces.com/file/view/Trouillot+Untihinkable+English.pdf 2. Jenson, Deborah. Dessaliness American Proclamations of the Haitian Revolution. The Journal of Haitian Studies 15.1 (2009): 72-102. http://www.normangirvan.info/wp-content/uploads/2010/04/jenson_jhs_2010.pdf 3. Genovese, Eugene D. Slave Revolts in Hemispheric Perspective. In From Rebellion to Revolution. Afro-American Slave Revolts in the Making of the Modern World. Baton Rouge: Louisiana State University, pags. Xiii-50. TAKE-HOME EXAM DUE AUGUST 22 Section 2: Imagining the Nation/Nation Building Week 4: August 22 1. Guerra, Franois-Xavier. El soberano y su reino. Reflexiones sobre la gnesis del ciudadano en Amrica Latina. In: Sbato, H. (ed.), Ciudadana poltica y formacin de las naciones. Perspectivas histricas desde Amrica Latina. Mxico: FCE - El Colegio de Mxico, 1999, pp 33- 47. PDF. 2. Graham, Richard. Ciudadana y jerarqua en el Brasil esclavista. In: Sbato, H. (ed.), Ciudadana poltica y formacin de las naciones. Perspectivas histricas desde Amrica Latina. Mxico: FCE - El Colegio de Mxico, 1999, pp. 345-370. PDF. 3. Scott, Joan. Gender: A Useful Category of Historical Analysis. The American Historical Review 91.5 (1986): 1053-1075. Available in JSTOR. 4. Hand-in Take-home Exam Week 5: August 29 1. Carvalho, Jos Murillo de Carvalho. Utopas republicanas. IN: La formacin de las almas. El imaginario de la repblica en el Brasil. Buenos Aires: Universidad Nacional de Quilmes, 1997, pp. 2. Ferrer, Ada. Rustic Men, Civilized Nation: Race, Nation and Contention on the Eve of Cuban Independence. Hispanic American Historical Review. 78.4 (1998): 663-686. Week 6: September 5 1. Castro-Klarn, Sara. The Nation in Ruins: Archeology and the Rise of the Nation State. In: Castro-Klarn, Sara and Chasteen, Charles (eds). Beyond Imagined Communities: Reading and Writing the Nation in Nineteenth Century Latin America. Baltimore: John Hopkins University Press, 2003, pp. 161-195. PDF.

 2. Halpern-Donghi, Tulio. Argentine Counterpoint: Rise of the Nation, Rise of the State. In: Castro-Klarn, S. and Chasteen, C. (eds). Beyond Imagined Communities: Reading and Writing the Nation in Nineteenth Century Latin America. Baltimore: John Hopkins University Press, 2003, pp. 33-53. PDF. 3. Sommer, Doris. Amor y patria. In: Ficciones fundacionales: Las novelas nacionales de Amrica Latina. Mexico, D.F.: Fondo de Cultura Econmica, 2004, pp. 47-84. PDF. Recommended: 1. Carvalho, Jos Murillo de Carvalho. Repblica-mujer: entre Mara y Marianne. IN: La formacin de las almas. El imaginario de la repblica en el Brasil. Buenos Aires: Universidad Nacional de Quilmes, 1997, pp. 113-157. PDF. 2. Gonzalez-Stephan, Beatriz. Showcases of Consumption: Historical Panoramas and Universal Expositions. In: Castro-Klarn, Sara and Chasteen, Charles (eds). Beyond Imagined Communities: Reading and Writing the Nation in Nineteenth Century Latin America. Baltimore: John Hopkins University Press, 2003, pp. 225-239. PDF. 3. Sommer, Doris. Sab Cest Moi. In: Ficciones fundacionales: Las novelas nacionales de Amrica Latina. Mexico, D.F.: Fondo de Cultura Econmica, 2004, pp. 157-184. PDF. Take-home Exam DUE September 12 Section 3: Brazil: From Tropical Empire to Independent Nation Week 7: September 12 1. Meade, Teresa A. The Portuguese Colony (1530-1800). A Brief History of Brazil. New York, Infobase Publishing, 2010, pp. 18-45. PDF. 2. Maxwell, Kenneth. "Why Was Brazil Different?: The Contexts of Independence" in Naked Tropics: Essays on Empire and Other Rogues. New York: Routledge, 2003, pp. 145-170. Week 8: September 19 1. Meade, Teresa A. Society in Early Brazil: Slavery, Patriarchy and the Church (1530-1889). A Brief History of Brazil. New York, Infobase Publishing, 2010, pp. 45-86 2. Costa, Emilia Viotti da. Introduccin al estudio de la emancipacin poltica de Brasil, In Brasil: de la monarqua a la repblica. Mxico: Consejo Nacional para la Cultura y las Artes, 1995. 3. Carvalho, Jose Murilho de. Nacin imaginada: memoria, mitos y hroes In Gonzlez, E (ed). Reflexiones en torno a 500 aos de historia de Brasil. Madrid: Catriel, 2011. Pgs. 87-113. Week 9: September 26

 1. Schwarcz, Lilia Moritz. Ethnographic Museums in Brazil: Clams are Clans and Mollusks Are Men as Well. In: The spectacle of the races: scientists, institutions, and the race question in Brazil, 1870-1930. Hill and Wang, 1999, pp. 71-110. 2. Meade, Teresa A. Civilization In: Civilizing Rio: Reform and Resistance in a Brazilian City 1889- 1930, pp. 17-45. Week 10: October 3 1. Schwarcz, Lilia Moritz. Schools of Law or The Nations Chosen. In: The spectacle of the races: scientists, institutions, and the race question in Brazil, 1870-1930. New York: Hill and Wang, 1999, pp. 168-234. PDF. 2. Schwarcz, Lilia Moritz. Schools of Medicine, or How to Heal an Ailing Nation. In: The spectacle of the races: scientists, institutions, and the race question in Brazil, 1870-1930. New York: Hill and Wang, 1999, pp. 234-297. PDF. Recommended: 1. Meade, Teresa A. Constructing a Nation of Free Laborers in the Nineteenth and Early Twentieth Centuries. A Brief History of Brazil. New York, Infobase Publishing, 2010, pp. pp. 89-113. 2. Drescher, Seymour. 1988. Brazilian Abolition in Comparative Perspective. Hispanic American Historical Review 68.3. Available in JSTOR. 3. Rohrig Assunco, Matthias. 2001. El imperio bajo amenaza. La regencia y las revueltas regionales: Brasil, 1831-45. In Santos Prez, J (ed.). Acuarela de Brasil, 500 aos despus. Take-home exam DUE October 10 Section 4: Cuba: The Recalcitrant Colony Week 11: October 10 1. Prez, Louis A. Transformation and Transition In: Cuba Between Reform and Revolution. Oxford: Oxford University Press, 1995. Pp. 70-104. 2. Ferrer, Ada. Introduction. A Revolution the World Forgot. Insurgent Cuba: Race, Nation, and Revolution, 1868-1898. Hapel Hill: The University of North Carolina Press, 1999, pp. 1-15. 3. Ferrer, Ada. Slaves, Insurgents and Citizens: The Early Ten YearsWar, 1868-1870. Insurgent Cuba: Race, Nation, and Revolution, 1868-1898. Chapel Hill: The University of North Carolina Press, 1999, pp. 15-42. Week 12: October 17 1. Rebecca J. Scott, Race, Labor, and Citizenship in Cuba: A View from the Sugar District of Cienfuegos, 1886-1909. Hispanic American Historical Review 78: 4 (1998): 2. Montejo, Esteban. Esclavitud. In Biografa de un Cimarrn. Pp. 59-90. PDF.

 Week 13: October 24 RecesoSemana Rosarista Week 14: October 31 1. Martnez Heredia, Fernando and Scott, Rebecca. Espacios, silencios y los sentidos de la libertad: Cuba entre 1878 y 1912. La Habana: Ediciones Unin. 2. Montejo, Esteban. Abolicin de la esclavitud. In Biografa de un Cimarrn. Pp. Week 15: November 7 1. Jenson, Deborah. From the Kidnapping(s) of the Louvertures to the Alleged Kidnapping of Aristide: Legacies of Slavery in the Post/Colonial World. Yale French Studies 107, 2005: 162-186. 2. Snchez Gmez, Gonzalo. Ciudadana sin democracia o democracia virtual. A modo de conclusiones. In: Sbato, H. (ed.), Ciudadana poltica y formacin de las naciones. Perspectivas histricas desde Amrica Latina. Mxico: FCE - El Colegio de Mxico, 1999, pp. 431-444. Week 16: November 14 Research day. No readings. Week 17: November 21 FINAL PAPER DUE.