History 280: Colonial Latin America
Fall 2010
John Lear
Wyatt 136
Telephone: 879-2792
email: lear@ups.edu
Office Hours: Monday, 11-12 and Tuesday and Thursday, 2-3 or by appointment.
Course web site (for readings, discussion board and handouts): http://moodle.ups.edu/
This course is a survey of the early period of Latin American history, covering the
Spanish and Portuguese colonial systems from their initial founding after 1492 to their
dissolution by 1826. An initial premise is that in spite of the region's tremendous
diversity, there is a shared "Latin American" colonial experience that in turn has shaped
contemporary Latin America. We begin with an overview of the European background
and the major indigenous civilizations in what became known as the “New World.” A
central focus of the course will be the encounter of peoples of Amerindian, African and
Iberian cultures. While this process inevitably involved a degree of military “conquest,”
the term “encounter” acknowledges the resistance and mutual transformation that ensued
over the next three centuries. We will also consider the social and economic structures
and institutions of the mature colonies, the divergent settlement patterns in some regions
of plantation economies using slave labor from Africa, and the evolving relationship of
Spanish and Portuguese America to Europe, culminating in independence.
Chronologically, the course is divided roughly into three parts: the initial century of
“conquest,” the middle centuries of colonial consolidation, and the late 18th-century
reforms and crises that culminated in the wars for independence in the early 19th century.
History 280 is an introductory course that assumes no prior knowledge of Latin
America or the discipline of history. The course is broadly comparative, stressing
similarities throughout the hemisphere while considering patterns of variation among and
within different colonies. In keeping with the Humanistic Approaches core, the central
focus is the 300-year transformative "encounter" between native peoples, Africans and
Europeans and their descendents that culminates in the formation of independent nations
with distinct cultures. Identities and experiences of “nation,” class, race, ethnicity and
gender are examined at the level of broad social groups and ordinary and exceptional
individuals. In keeping with History Department goals for surveys, the course introduces
students to a major region of the world during a significant time period. A major goal is
the acquisition of a conceptual understanding of history as a scholarly discipline. Reading
assignments expose students to a variety of different kinds of historical sources, and class
discussions, presentations and writing assignments ask students to examine historical
evidence and the arguments of historians in order to arrive at their own understanding of
the past. Finally, the course aims to encourage both an appreciation for the uniqueness of
the past and an understanding of the ways that the present has emerged from the past.
Required Books available for purchase in the bookstore:
 Edwin Williamson, The Penguin History of Latin America (2009 edition)
 Bernal Díaz, The True History of the Conquest of New Spain (Penguin Classics).

Required documents and shorter readings posted to Moodle.
Readings: This is a fairly intensive reading course, with virtually all discussion, writing
and exams grounded in close, critical readings of primary and secondary sources. I expect
students will do about three hours of preparation for most class periods, not including
time devoted to papers and exams. Most readings were chosen first to consider a specific
issue and second to provide insights into the experience of a particular region or time
period. The textbook, Edwin Williamson's The Penguin History of Latin America, will
help provide students with basic historical and institutional background needed to
understand additional readings. Many of the principal readings are primary sources,
documents and narratives from the colonial period. Others are scholarly secondary
sources derived from traditional historical methodologies as well as newer types of
history. Several readings are by historians and writers from Latin America. The intention
in assigning these readings is to encourage students to relate historical change to
individual lives, and emphasize the subjectivity of historical viewpoints.
Participation: This class will be organized primarily and fundamentally around
discussions. Students should come to every class on time, read and be prepared with
questions and thoughts about the assigned readings, and participate fully in the
discussions. Students will often be asked to make short presentations on readings,
individually and in groups. During the middle weeks of the semester, students in groups
will lead discussion of short biographical readings. During the last two classes, students
in groups will make oral presentations based on basic library research on some aspect of
race or ethnicity in contemporary Latin America. Interaction among students and with the
instructor is vital to the over-all success of the course as well as to receiving a good final
grade. In addition, students will occasionally be required to use the “forum” feature of
Moodle (see below) to post a question or comment on readings. Class participation,
including group presentations and blackboard discussion, is 15 percent of the grade. A
student who receives an "A" for her participation in discussion typically comes to every
class with questions about the readings already in mind, engages other students and the
instructor in discussion of their ideas as well as hers, and respects the opinions of others. I
reserve the right to withdraw or withdraw-fail any students who misses more than four
classes during the semester.
Forum Discussions and Group Led Presentations: For selected readings, students will
be asked to sign up ahead of time to take the lead in discussion. In the first half of the
semester, everyone will sign up to take the lead in discussion on the Moodle forum and in
class on a particular reading. This will not require group collaboration. Those not signed
up on a particular day will still have to participate in three out of four required forum
discussions. For the second half of the semester, groups of five will be in charge of
leading class discussion on a particular reading. This will involve meeting once outside of
class.
Exams: There will be short quizzes, a mid-term, and a final exam. During the second
week there will be a map quiz, and throughout the semester there will be short-answer
quizzes requiring primarily objective answers, based on all class discussions and readings
since the previous quiz and including that day's reading. The lowest quiz score will be
dropped. If you need to miss a class session with a quiz, I can provide an alternative
assignment only if you contact me to request an alternative before the class where the
quiz is given. The mid-term and final exams will consist primarily of longer analytical
essay questions that will require students to refer directly to the course readings and
synthesize broader course themes. Note the exam dates now and make travel and other
plans accordingly. No make-up exams will be given.
Writing: Students will write one short paper and two essays designed to encourage them
to examine primary and secondary sources closely, recognize and formulate arguments,
analyze how they are put together, distinguish differing viewpoints, and react to the ideas
and realities conveyed in the readings. The short essay will examine a primary source.
The first longer essay will be based on primary sources and will be an extension of the
first short paper. The second essay will be on a choice from three topics based on primary
and secondary readings. Further guidelines will be handed out and discussed in class. I
encourage you to talk to me about your ideas for papers, and to consider getting help with
drafts from the Center for Writing, Learning and Teaching. All papers and essays can be
turned in as late as 5:00pm. The grade on late papers will be dropped five percentage
points for each working day the papers are late, except in the case of medical or family
emergencies that are communicated to me before the paper is due. After five working
days, late papers will not be accepted. In addition, students may periodically be given
short written assignments based on the readings that will count either as quizzes or
towards their participation grade.
To avoid improperly copying or paraphrasing the work of others, students should
become familiar with guidelines for correct citations and disciplinary procedures for
plagiarism in “Academic Integrity" in the University of Puget Sound Academic Handbook
(http://www.pugetsound.edu/student-life/student-resources/student-handbook/academichandbook/academic-integrity/), as well as the library resource
(http://alacarte.pugetsound.edu/subject-guide/6-Academic-Integrity-Puget-Sound).
Grading Guidelines: The instructor will grade written work (exams as well as papers)
according to the following scheme (paraphrased from the similar guidelines of History
Department colleagues):
An "A" paper is one that is good enough to be read aloud in class. A typical "A"
paper is of course clearly written and well-organized, but most importantly it
contains a perceptive, original, central argument supported by a well-chosen
variety of specific examples. It demonstrates that the student has grappled with
the issues raised in the course, synthesized the readings, discussions, and lectures,
and formulated a compelling, independent argument. A typical "B" paper is a
solid work containing insights that demonstrate that the student has wrestled with
some of the issues in the course. Yet a typical "B" paper mainly provides a
summary of ideas and information already covered. Other "B" papers give
evidence of independent thought, but the argument is not presented clearly or
convincingly. A typical "C" paper has a good grasp on the course material but
provides a less thorough defense of an independent analysis. A paper that receives
a grade lower than "C" typically does not respond adequately to the assignment, is
marred by frequent errors, unclear writing, poor organization, or some
combination of these problems.
Evaluation:
Map test and quizzes
One short paper (5%)
Two longer essays (15, 15%)
Mid-term exam
Final exam
Participation (including oral presentations)
Total:
15%
5%
30%
15%
20%
15%
100%
Getting Help: If you are having any problem with the class (doing the reading, taking
reading or class notes, understanding discussion or presentations, writing papers) or
simply would like to meet to talk about course content, I strongly encourage you to come
see me during my office hours, or make an appointment. It is much better to come see me
with doubts early and well before deadlines or exam dates.
Our Virtual Classroom: We will make extensive use of a course website to post
readings and assignments, turn in papers, and communicate outside of class. The course
site is organized using Moodle software on a UPS-server. You can access the Moodle site
(http://moodle.pugetsound.edu/) using the same ID and password you use for your email.
As part of your first homework assignment, take a look at the site. Key features are:



in the center of the page, the “Weekly Outline,” which lists the daily themes, links
to readings (in .pdf or .doc format), questions and keywords to guide your
readings, and links to the written exercises. In essence, the Outline is the
official syllabus for the course.
in the left-hand column, links to assignments (the prompts for the written
exercises), forums (our occasional discussion boards), and grades.
in the right-hand column, links to news articles and upcoming events.
By class on Thursday, September 2, you should have:
1. Visited Moodle.
2. Printed out the Restall chapter assigned for September 7 (be sure to
always bring printouts of Moodle readings to class on the date they are
assigned). Try this right away, so that if there is any problem, we can
figure it out well before you need to do the reading
3. Written a short introductory paragraph about yourself for the instructor.
Tell me anything you want to share about yourself, your background, your
summer, or your interest in Latin America or history.
COURSE SCHEDULE
All readings not listed above as “required books” are available on Moodle and
should printed, read and brought to class on the day they are assigned.
PART I: CONQUEST, RESISTANCE, AND ACCOMMODATION
Week One
Lay of the Land/Indigenous Civilizations
8/31: Introduction
9/2: Read and Discuss:
 Edwin Williamson, The Penguin History of Latin America, pp. 37-54
 Handout: William Breitenbach, “Reading a Primary Source”
Do map worksheet
WRITE AN INTRODUCTION, ANYTHING YOU WOULD LIKE TO SHARE WITH YOUR
PROFESSOR, AND BRING IT TO CLASS.
PREP QUESTIONS: What were the key characteristics of the Aztecs and Incas?
What role did religion play in their societies? What other types of indigenous
peoples existed in 1492? How united or divided were indigenous peoples?
TERMS TO KNOW: Aztec-Mexica, Mayan, Toltec, cacique, calpulli,
Tenochtítlan, Triple Alliance, Tlaxcala, chinampas, Quetzalcoatl, ayllu, curacas,
vertical archipelago, Tupi, Guerra Florida.
Week Two Iberian Civilizations/Caribbean Prelude
9/7 (MAP QUIZ) Read and Discuss:
 Williamson, The Penguin History of Latin America, pp. 55-76
 Matthew Restall, Ch. 1, “A Handful of Adventurers: The Myth of Exceptional Men,”
in Seven Myths of the Spanish Conquest (Oxford), pp. 1-26. (Blackboard)
PREP: What three key events occurred in Spain in 1492? What were the
characteristics of Iberian society on the eve of 1492? How might these
characteristics have shaped the colonization of the “New World”? What is the
“Myth of Exceptional Men?” When does it emerge? Why is it a problem for
Restall? Does Restall provide any hints about alternative explanations for the
conquest?
TERMS: Reconquest; Catholic Monarchs, Charles V, Philip II, Patronato Real;
Inquisition; Limpieza de Sangre (Purity of Blood). Probanza
9/9 (Practice QUIZ) Read and Discuss
 Williamson, The Penguin History of Latin America, ch. 1, 3-17.
 Excerpts from Christopher Columbus' Log.
 Michele de Cuneo’s Letter on the Second Voyage of Columbus, 28 October 1495
 “The Requierement”
 Bernal Díaz, The True History of the Conquest of New Spain, Intro, “Preliminary
note” by Díaz, and 15-26, 44-56.
 HANDOUT: SHORT PAPER: SOURCE ANALYSIS OF BERNAL DÍAZ
PREP: For this and each of the next six classes, select and be ready to discuss two
passages you feel are particularly interesting in Díaz (and/or Leon-Portilla). You
may want to choose your passages around a question or theme that you can
develop in your short paper and/or first essay. Consider: What understanding can
we get of Mesoamerican indigenous societies (and of the Spaniards themselves)
from Bernal Díaz? What might be some limitations to his point of view? Ask
related questions of the “Aztec Account” in Broken Spears.
PREP: What was the Requerimiento/Requirement? What were Columbus’s
accomplishments and final fate? What characterized the first encounters of
European and indigenous peoples in the Caribbean? In Mexico? How did their
views of gold differ? Why do you think Bernal Díaz wrote his history? Who was
Cortes and what was his relation to Governor Velazquez?
TERMS: Encomienda, Laws of Burgos, Bartolomé de las Casas, Requirement
Week Three: Mesoamerican Encounters
9/14 Read and Discuss
 Díaz, The True History, 57-118.
 Forum Discussion: Restall, Ch. 2, “Neither Paid Nor Forced: The Myth of the King’s
Army,” in Seven Myths, pp. 27-43.
 Song, Amparo Ochoa, “The Curse of Malinche” (1960s)
 “Malinche,” Poem by Rosario Castellanos
PREP: Who was Doña Marina and what role does she play? How did Cortes use
his horses and cannon in his first encounters in Mexico? What divisions did
Cortes discover among indigenous groups? What divisions occurred among his
own men? Why did Cortes found Veracruz? Why did he destroy his own ships?
What is the “Myth of the King’s Army”? What were the typical origins and
identities of the Spanish conquerors?
9/16 Read and discuss:
 Díaz, The True History, 119-181, 210-215.
 Excerpt from the Second Letter of Cortes to Charles V
SHORT PAPER DUE IN CLASS: SOURCE ANALYSIS OF BERNAL DÍAZ
PREP: What was the relation of the Tlaxcalans to the Mexicans? How did the
Spanish and Tlaxcalans become allies and how was the alliance consolidated?
What were the Spanish strategies for religious conversion? What led to the
massacre at Cholula?
Week Four
The World Turned Upside Down
9/21: Read and discuss:
 Bernal Díaz, The True History, 216-284.
 Miguel Leon-Portilla, editor, The Broken Spears, the Aztec Account of the Conquest
of Mexico, 62—69.
NOTE: Broken Spears is a collection of indigenous oral histories of the conquest,
collected by friars in the 16th century and edited in the 20th century by Miguel LeonPortilla
PREP: What can we learn about Mexica society from the Díaz account of life in
Tenochtítlan? Compare the Spanish and Aztec accounts of the Spanish occupation
in Tenochtítlan. Why do the Spaniards capture Montezuma? Which of the
following seems most central to Spanish motivations in their encounters with
indigenous groups: religious beliefs, desire for riches, and desire for power. How
does Díaz portray Cortes? Compare the leadership qualities of Montezuma and
Cortes. With different leadership might the encounter of Spanish and Mexica been
different? Compare the Spanish and Aztec version of the massacre in the temple.
9/23: (QUIZ) Read and discuss:
 Bernal Díaz, The True History, 284-311, 326-332
 Leon-Portilla, Broken Spears, 70-90
.
 Forum Discussion: Restall, Ch. 3, “Invisible Warriors: The Myth of the White
Conquistador” in Seven Myths, 44-54.
PREP: What was the “Myth of the White Conquistador”? Who were the key allies of
the white conquistador?
Week Five
The Fall of Tenochtítlan the Counter-Narrative of Conquest
9/28: Read and discuss:
 Bernal Díaz, The True History, 352-413.
 Leon-Portilla, Broken Spears, 91-126.
PREP: How could a few hundred Spaniards conquer the entire Aztec empire? In the
account of Bernal Díaz, what are the immediate goals and actions of the Spaniards
after the fall of Tenochtítlan?
9/30: Read and discuss:
 Forum Discussion: Restall, ch.7 and epilogue in Seven Myths, 131-157.
 Alvar Nuñez Cabeza de Vaca, Castaways, excerpts.
Week Six
The Great Debate: The Status of the Indian
(10/4 FIRST ESSAY DUE BY 5PM ONLINE: CONQUEST/ENCOUNTERS)
10/5: (QUIZ) Read and discuss:
 Williamson, The Penguin History of Latin America, ch. 1, 22-36; ch. 3, 77-91.
 Forum Discussion: Jorge Klor de Alva, "Martín Ocelotl: Clandestine Cult Leader,"
ch. 7 in David
Sweet and Gary Nash, editors, Struggle and Survival in Colonial
Latin America.
 Donald Chipman, "Isabel Moctezuma: Pioneer of Mestizaje," ch. 11 in Sweet/Nash.
PREP: In what ways did the conquest of Peru differ from that of Mexico? What
motivated the expansion of Spanish settlement beyond the Aztec and Inca
empires? Why and to what extent did the indigenous population decline after the
conquest? What were some of the discontinuities and continuities of indigenous
life after the conquest? What are the origins of the main characters of the
biographies? How do their lives change with the conquest? Describe their
relations with Spaniards and with other Indians. Compare their responses to
Spanish domination. What is the argument of each author? Can you find a thesis
statement?
TERMS: Pizarro, Almagro, Toledo, Neo-Inca state, Tupac Amaru, El Dorado,
adelantado, encomienda, hacienda, Taqui Onqoy, Mita.
HANDOUT: Preparation for class-organized reenactment of “the Great Debate
10/7: Read and discuss:
 Williamson, The Penguin History of Latin America, ch. 3, 91-115.
 Documents: Excerpts from writings of Bartolomé de las Casas and Juan Ginés de
Sepúlveda
In-class Reenactment: The Great Debate
PREP: How and over what issues might the interests of the Crown, colonists, and
church have diverged? What is the significance of the term “I obey but do not
comply”? What social and political contradictions does it suggest existed in
Spanish colonial society?
TERMS: Council of the Indies, Viceroy, Audiencia, Corregidor, Cabildo, Quinto,
Patronato Real, secular clergy, religious orders, Inquisition, fleet system,
consulado, Republic of Indians, Republic of Spaniards, New Laws
Week Seven Spiritual Conflicts
10/12: Read and Discuss:
 Thomas H. Holloway, “Whose Conquest Is this, Anyway? Aguirre, the Wrath of
God,” in Based on a True Story: Latin American History at the Movies, edited by
Donald F.Stevens.
 “Lope de Aguirre’s Letter to King Philip II of Spain, September 1561,” in Based on a
True Story: Latin American History at the Movies, edited by Donald F.Stevens.
 Excerpts from Felipe Guaman Poma de Ayala, Nueva corónica y buen gobierno.
 HANDOUT: Song for Columbus Day/Dia de la Raza: Ruben Blades,
“Conmemorando/Commemorating”
PREP: Who was Lope de Aguirre? What did he see as problematic in postcolonial Peru, and what would he like to have changed? Was he simply a
madman? What do his words, attitudes and actions reveal about the broader and
deeper conflicts within post-Conquest colonial society? Who was Guaman Poma
de Ayala? What was his view of colonial society? How was it similar or different
from Lope de Aguirre’s? What changes would he like to have seen?
10/14: (QUIZ) Read and discuss:
 Williamson, The Penguin History of Latin America, ch 5, 167-174.
 Mary Butler, “African Slavery in Brazil,” 69in Problems in Modern Latin
American History
 Excerpts from Juan Francisco Manzano [Cuba], Autobiography of a Slave, pp. 45-81,
129-135.
PREP: What were the bases of Brazil’s economy? How did economic
organization shape social divisions? What would a “social pyramid” of Brazil
look like? What divided and what united slaves? How and why might slaves
accommodate their masters? How and why might they resist their masters? What
is the Tannenbaum thesis? Consider where Manzano fits in the social pyramid of
Cuba, his treatment, and his response to his mistress and slavery in general.
TERMS: mulatto, quilombos, manumission,
Week Eight Brazil and Cuba: Plantation Economies and Slavery
10/19: MIDTERM BREAK NO CLASS
10/21:
Read and discuss:
Group presentations
 GL (Group-led)- Mary Karasch, “Zumbi of Palmares: Challenging the Portuguese
Colonial Order,” in The Human Tradition in Colonial Latin America, edited by
Kenneth Andrien, 104-120.
 GL-Solange Alberro, "Juan de Morga and Gertrudis de Escobar: Rebellious Slaves,"
ch. 9 in Sweet/Nash.
 GL-Solange Alberro, "Beatriz de Padilla: Mistress and Mother," ch. 13 in
Sweet/Nash
PART II: THE MATURE COLONIES
Week Nine
10/26: MIDTERM
10/28: Special Guest, David Paly, “Indigenous and Spaniard in colonial weavings”
Read:
 Williamson, ch. 4, 116-141.
PREP: What do Williamson/Lynch mean by “the first emancipation of Spanish
America”? What were the key economic activities and institutions of the Spanish
American colonies? How was work organized? What were the functions of the
church in the mature Spanish colonies? What does Williamson see as the
“bedrock of cultural identity for the Spanish Indies”? What does he mean by
“double colonialism?
TERMS: Creole, peninsular, guild, cofradia, hacienda, repartimiento/mita, debt
peonage, obrajes, consulado, Republic of Spaniards, Republic of Indians,
compadrazgo,
Week Ten The Indigenous Villages
11/2: (QUIZ) Read and discuss:
 Williamson, pp. 144-147, 165-166.
 William B. Taylor, "Drinking," from William Taylor, Drinking, Homicide, and
Rebellion in Colonial Mexican Villages, ch. 2, 28-72.
PREP: What does Williamson mean by the patriarchal colonialism of the Catholic
Monarchy? And “double colonialism”? What are the patterns of drinking that Taylor
describes in colonial villages? What can they tell us about colonial society?
11/4: Read and discuss:
 William B. Taylor, "Patterns and Variety in Mexican Village Uprisings," in John
Kicza, editor, The Indian in Latin American History, 109-140.
 “As for the Spaniards, their time is up,” (1742,1752), in Colonial Latin America: A
Documentary History, edited by Kenneth Mills, William Taylor, Sandra Lauderdale
Graham, pp. 299-308.
PREP: Where were Indian rebellions most likely to occur? What took place during a
rebellion? What were the usual causes of rebellions? What were the usual goals of
rebellions? What were the usual results? What sources does Taylor use? How does
the Peruvian rebellion of Juan Santos compare to those described by Taylor in
Mexico?
Week Eleven Honor, Marriage and Family/ The Crisis of the Colonial Order
(11/8: ESSAY TWO DUE, OPTION 1: SLAVERY)
11/9: (QUIZ) Read and discuss:
 Mark Burkholder and Lyman Johnson, “The family and Society,” Colonial Latin
America, (Oxford: Oxford University Press, 2008), pp. 226-247.
 GL-Susan Soeiro, "Catrina de Monte Sinay: Nun and Entrepreneur," ch. 14 in
Sweet/Nash.
 GL-Edith Couturier, "Micaela Angela Carrillo: Widow and Pulque Dealer," ch. 20 in
Sweet/Nash.
What role did marriage play in maintaining colonial society? What’s love got to
do with it (marriage)? What was the role of the church in marriage? How was the
concept of honor used to organize colonial society? How did the role of women
vary by race and class?
11/11: Read and discuss:
 Dorothy Schons, "Some Obscure Points in the Life of Sor Juana Inés de la Cruz," in
Stephanie Merrim, editor, Feminist Perspectives on Sor Juana Inés de la Cruz
 Excerpts from Sor Juana Inés de la Cruz’s Letter to Sor Filotea, from Colonial
Spanish America: A Documentary History, eds. Kenneth Mills and William Taylor.
 Poem: Sor Juana Inés de la Cruz, "In a Lighter Vein"
PREP: Who was Sor Juana? Why did she join a convent? What did she write?
Why did she renounce books and writing? How does she defend her studies and
writing in her letter to Sor Filotea? What can her life and work tell us about the
position of women in Colonial Spanish America?
PART III REFORM, CRISIS, AND INDEPENDENCE
Week Twelve Hollywood and the End of the Mission
(11/15: ESSAY TWO DUE, OPTION 2: THE INDIGENOUS VILLAGE)
11/16: (QUIZ) Read and discuss:
 Williamson, The Penguin History of Latin America, 195-205.

Excerpts from Catalina Erauso, Lieutenant Nun Memoir of a Basque Tranvestite in
the New World
PREP: Why did the Bourbon Reforms come about? What were they? What does
John Lynch mean by “the Second Conquest of America”? What effect did they
have in the Spanish American colonies?
TERMS: Charles III, intendants, subdelegates, comercio libre, Tupac Amaru II,
Jesuit Expulsion
11/18: Read and discuss:
 John Hemming, Red Gold, ch. 21, “The Expulsion of the Jesuits.”
 “The Mission,” directed by Roland Joffé, with Robert DeNiro and Jeremy Irons—
view through link on Moodle.
 Read and discuss: James Schofield Saeger "The Mission and Historical Missions,"
The Americas, 51:3 (Jan 1995), 393-415.
Check out this site related to the movie:
http://www.personal.psu.edu/users/s/a/sam50/cinergia/mf/mission.htm
PREP: Who were the Jesuits? Describe key aspects of their Paraguayan missions. Why
and how were the “Seven Peoples” missions forced to move? Why were the Jesuits
expelled, and what effect did the expulsion have on the mission population?
Is the movie “The Mission” good history? Make a list of the key problems of fact and
interpretation noted by Saeger in the movie “The Mission.” Do you find his critique
valid? What does the movie do well?
Turn in note identifying groups and topics for final oral presentations.
Week Thirteen Freedom at Last?
11/23: (QUIZ) Read and discuss:
 Williamson, 210-220
 David Geggus, "The Haitian Revolution," in Franklin Knight and Colin Palmer, eds.,
The Modern Caribbean.
 “José María Morelos’s “Sentiments of the Nation,”Chilpancingo, Mexico,” from
Colonial Spanish America: A Documentary History, eds. Kenneth Mills and William
Taylor.
TERMS: Napoleon, Ferdinand, Cortes of Cadiz, Hidalgo, Morelos, Bolivar
(ESSAY TWO OPTION 3: COLONIAL WOMEN, DUE BEFORE BREAK)
11/25: THANKSGIVING
Week Fourteen
Colonial Legacies
11/30: (QUIZ) Read and discuss:
 Williamson, 220-232
 Document: Agustín Iturbide, “Plan of Iguala” (Feb. 24, 1821).
 GL-Camilla Townsend, “Angela Batallas: A Fight for Freedom in Guayaquil,” in The
Human Tradition in Colonial Latin America, edited by Kenneth Andrien, 293-306.
PREP: How were independence movements in Spanish America and Brazil
different from Haiti? How and why did the paths toward independence differ
within these colonies? Which colonies were the first to achieve independence and
which were the last? Imagine you were an Indian, a mestizo, a slave, a creole, or a
peninsular in Spanish America and consider what your likely response would be
to the events that led to independence.
TERMS: San Martin, Plan of Iguala, Iturbide, Dom Pedro
12/2: ORAL PRESENTATIONS I
Week Fifteen
PRESENTATIONS
12/7: ORAL PRESENTATIONS II.
Final Exam: Thursday, 12-2pm, December 16
Lear, History 280 MAP EXERCISE AND QUIZ
The maps in the back of the Williamson text will help you locate most of these items.
Map assignments. Do worksheet on your own, which will be the basis for a
somewhat simpler map quiz September 7.
IDENTIFY THE FOLLOWING ON MAP #1.
Geography
Mountains:
Andes
Sierra Madre Occidental
Sierra Madre Oriental
Sierra Madre del Sur
Brazilian highlands
Rivers:
Amazon and tributaries
Grande (or Bravo)
Orinoco
La Plata and tributaries
Plains:
Chaco
LLanos
Pampas
Lakes:
Nicaragua
Titicaca
POLITICAL DIVISIONS
LATE COLONIAL DIVISIONS (around 1800) AND VICEREGAL CAPITALS:
Viceroyalty of New Spain
Captaincy-General of Guatemala
Captaincy-General of Cuba
Viceroyalty of New Granada
Captaincy-General of Venezuela
Viceroyalty of Peru
Captaincy-General of Chile
Viceroyalty of Rio de la Plata
Viceroyalty of Brazil
INDICATE ON MAP #2 THE FOLLOWING CONTEMPORARY
CITIES.
Dominican Republic
Argentina
Haiti
Bolivia
Jamaica
Paraguay
Puerto Rico
Uruguay
Mexico
Brazil
Guatemala
Chile
El Salvador
Peru
Honduras
Ecuador
Nicaragua
Panama
Costa Rica
Venezuela
Cuba
Colombia
NATIONS AND THEIR CAPITALS