Faculty: Dr. K. Russell “Rusty” Shekha
Class Location: Barney Davis 113
Class Time: Monday & Wednesday 130-250PM
Office Hours: Monday 11AM-12PM, Thursday 1-2PM or by appointment
Email address: shekhar@denison.edu
Phone: x8553
COURSE INTRODUCTION
“Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human
family is the foundation of freedom, justice and peace in the world.”
-
Article 1, United Nations Declaration of Human
Rights
“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with
certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness”
-
The Declaration of Independence
“…the dignity and worth of the human person, the entitlement of all persons to the fundamental rights and freedoms
of the individual…”
-
Preamble, Antigua and Barbuda 1981 Constitution
The world is full of indignities, inequities, and atrocities found within, and against, our own. Yet,
humans have responded to these challenges in innovative and inspiring ways. While democracy
and economic development are often seen as hallmarks of societies looking to improve the basic
human condition, in contemporary times human rights have entered the framework of what an
advanced society should aspire to and do. More incredibly, while diverse societies define these
rights based on their own cultural perspectives, histories, and contexts, all contemporary nationstates, whether liberal democracies or authoritarian dictatorships, participate in negotiating what
a set of universal human rights are and should be.
This class focuses on social, cultural, political, economic, environmental, and identity based
inequalities and how they are addressed by human rights in Latin America. The Latin American
and Caribbean regions are filled with diverse and unique societies and cultures that share a
common history of colonization by the Western world (also known as the global North), that
share similar trajectories towards contemporary understandings of human rights, and that have
made exciting contributions to an international system of universal human rights through their
own struggles and interactions with other countries. In this course we use an interdisciplinary
strategy grounded in sociology, anthropology and Latin American and Caribbean studies to learn
about human rights in the Americas, including the United States, and ask the following
questions:
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1. What are human rights? What are the different types of human rights? Who defines them
and how? What is inequality and what are its different forms?
2. How did the vast and diverse region of Latin America come to a discourse of universal
human rights? What unique impacts have Latin American nations and peoples had on
international discussions and developments of human rights?
3. What are the movements that have mobilized for human rights in the region? Who has
been most affected by them? How have understandings of rights in Latin America
changed since periods of military dictatorships? What are the contemporary struggles
surrounding social, economic, and cultural rights and how have these had a continuing
impact on those most vulnerable in these countries?
4. How have Latin American countries made human rights central to their political, social,
and cultural identities? How does the institutionalization of human rights, from adopting
international treaties to constitutionalizing specific rights, compare to their actual level of
commitment in contemporary times.
5. How does commitment to human rights in Latin American nations compare to that of the
United States? What lessons may we pull from this comparison?
More specifically we will examine:
1. The definitions of universal human rights and inequalities. What the sociology and
anthropology of human rights is and what the distinct tradition of human rights in Latin
America is.
2. The historical trajectories of cultures and societies in Central and South American and the
Caribbean towards nationhood, post-colonialism, progress, modernization, dependence,
democracy, development, and universal human rights from the time of independence and
national liberation to today.
3. The impact of military dictatorships and violence on the need for Civil and Political
Rights in Latin American nations, and the continuing turn to Economic, Social, and
Cultural Rights as democratic transitions have matured.
4. The condition of human rights in Latin American countries in contemporary times.
5. The institutionalization of human rights in these countries through the implementation of
international laws at the national level and the implications for this important trend.
6. The constitutions of each country, their commitment to human rights, and how they
compare to the United States of America’s Declaration of Independence, Bill of Rights,
and Constitution.
COURSE GOALS
1. To learn how to think, write, questions, construct knowledge about Latin America and
human rights using sociological and anthropological perspectives.
2. To gain and build new understandings of your own interests in Latin American societies
and cultures, universal human rights, and engage your classmates and the outside world
in a conversation about universal human rights, inequalities, and the Americas.
3. To apply your new understandings to historical and contemporary human rights
movements, challenges, and successes in Latin America.
4. To make comparisons between commitment to human rights and their effectiveness in
Latin American countries and in the United States.
5. To critique and analyze human rights situations in Latin America.
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6. To begin building understandings of Latin American societies through their historical
advancement. To begin building understandings of human rights and inequalities through
sociological and anthropological concepts and ideas.
TEACHING PHILOSOPHY
In designing and implementing courses in various domains of sociology and anthropology, I
follow four guidelines. First, I conceptualize the classroom as a learning community.
Accordingly, I foster cooperation among students not only by carefully moderating class
discussions to maximize inclusiveness, but also by designing small group exercises to maximize
collegiality. Second, I treat students as sociologists and anthropologists. I encourage you not only
to take your own ideas seriously (irrespective of disciplinary backgrounds or previous
experiences), but also to approach problems with socio-cultural rigor and curiosity. Third, I
believe that one of the most important aspects of teaching consists in the cultivation of criticalthinking skills. I design class activities and assignments with this goal in mind. I encourage
relentless questioning in every course-related endeavor. Fourth, I believe that the purpose of
social science is to interrogate the contemporary period within the context of personal and
societal values and beliefs. It is my hope that students will come to think of themselves as active
participants in the global public sphere. Fifth, I believe that the classroom is a space for safely
sharing our ideas and attitudes about the social and cultural world. We are all here to learn about
each other and ourselves and so we should always do our best to respect each other’s views and
beliefs.
COURSE REQUIREMENTS
REQUIRED READINGS
Available in Denison bookstore:
John Charles Chasteen. Born in Blood and Fire: A Concise History of Latin America. 2011.
3rd Edition. WW Norton.
John Charles Chasteen. Born in Blood and Fire: Latin American Voices. 2011. WW
Norton.
Eckstein, Susan Eva and Timonty P. Wickham-Crowley. 2003/2011. Struggles for Social
Rights in Latin America. New York: Routledge
Cleary, Edward L. Mobilizing for Human Rights in Latin America. 2007. Colorado :
Kumarian Press. (This title will be available later in the semester at the DU bookstore –
unfortunately it was a free E-book from the DU library and the subscription was dropped on
1/1/15 – When needed I will provide scans of specific chapters)
Available through Denison Library as an E-book:
Sieder, Rachel (ed.). Multiculturalism in Latin America: Indigenous Rights, Diversity and
Democracy.2002. New York: Palgrave.
*All other readings available online through Denison Library and linked via
Announcements on Blackboard in Weekly Readings folders*
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Blackboard: This course makes consistent and good use of the Blackboard system. I post
regular announcements & updates, the syllabus/schedule, and assignment details there. You can
find my contact information and office hours there. I will also ask you to submit your written
assignments there, which allows for systematic grading and quality feedback, as well as an easy
and secure way for you to submit your work. You should check Blackboard weekly for updates
and announcements.
ASSIGNMENTS
Attendance (10%): Showing up, on time and prepared, to class is crucial. I will send around a
sign in sheet or call out roll each class session. One unexcused absence throughout the semester
will be allowed without penalty. You are also allowed two instances of tardy attendance without
penalty. Beginning with your second unexcused absence I deduct 10 points from your
attendance grade. Beginning with your third late entry to class I will deduct 3 points from
your attendance grade. Excused absences include documented illnesses/injuries/medical
emergencies with a doctor’s excuse and immediate family medical emergencies (hospitalization
and/or death of an immediate family member). Excused absences also include your active
participation in Denison events with documentation. It will be your responsibility to provide
documentation; I will not ask you. The overall Attendance grade is posted on Blackboard once at
the midterm and then it is updated at the end of the semester, thus giving you an opportunity to
work to keep this grade up over the semester.
Participation (10%): Regular and consistent participation in class is also crucial. This means
you should thoroughly read all assigned material prior to class discussions. Bring assigned texts
with you on the days the texts are scheduled for discussion. In the case of electronic readings,
you are required to print out the reading and bring a copy to class to engage actively in
discussion about the text. This course is designed to be interactive. Participation also includes
active and constructive engagement with class/group discussions and activities, free and guided
writing sessions, portions of the Constitutional Convention project below, and/or other in-class
assignments. Class sessions will move back and forth between free and guided writing, group
activities and discussions, and lecture/class discussions and will also include days with films,
other visual media, and guest speakers. Most days you are required to type and print out answers
to several questions about the readings meant to generate thoughtful and critical discussion with
your name on it to be handed in at the end of class. These questions will be posted on the
Blackboard course website in the Readings/Reading Questions section at least one week ahead of
class. I grade reading questions and participation activities using a check system. A check minus
is the equivalent of a D-, a check to a B or B+, and a check plus to an A or A+. Your
Participation grade is calculated based on your active engagement in class and group discussions,
participation activities turned in during class, your daily reading questions, and portions of the
Constitutional Convention Project. For example, 20% of your overall Participation grade comes
from the activities during Human Rights Reports days, 20% from the activities during the
Current Event Debates, and 10% of if it comes from your selection of an issue and the paragraph
you must write about it. Further details for each of these are posted below and will be discussed
in class and posted on Blackboard. The overall Participation grade is posted on Blackboard once
at the midterm and then it is updated at the end of the semester, thus giving you an opportunity to
4
improve your overall course Participation grade. If you have an unexcused absence you cannot
make up participation activities or reading questions.
The Constitutional Convention Project:
Throughout the duration of the semester we will be investigating the level of commitment to
universal human rights of Latin American and Caribbean nations, discussing and debating
contemporary human rights issues in these countries, and using these discoveries to compare and
contrast to the human rights situation in the United States through its Bill of Rights. At the
beginning of the semester each student will be randomly assigned a Latin American or Caribbean
nation that they will be responsible for and represent throughout the semester. This project
includes multiple segments or portions that allows you to build your understanding the country’s
society or culture, the state of human rights conditions, and their level of commitment to human
rights through international and national laws, treaties, and their own constitutions. Over the
course of the semester you will work individually, in small groups, and as an entire classroom
community to achieve the Course Goals stated above. Segments of this semester-long project
include a Human Rights Report of each country, Current Event Debates between representatives
of specific countries, and the final class-wide Constitutional Convention. Each segment includes
written, verbal and/or presentation portions. Each segment is detailed more below and will be
supplemented further with discussions and handouts made available in-class on Blackboard
throughout the semester.
1. Human Rights Report (20% of final course grade): Beginning the fourth week of the
semester each class period will present a short 6-8 minute “news” brief of human rights
conditions in one country. You will base your critique on the most current Amnesty
International Annual Reports and US Department of State Country Reports on Human Rights
Practices. Your analysis should also include some comparison to the country’s commitment
to universal human rights constitution (English versions here www.constituteproject.org).
Other reports or updates by Amnesty International and the US Dept. of State, reports by other
human rights organizations and commissions, news and social media sources, and other news
or academic sources may be used to construct your report and presentation. Your
presentation will also be assessed on style, creativity, and integration of multi-media
including video clips, sound bytes, art, pictures, etc. A 2-3 page, double-spaced and 12pt
Times New Roman font, essay that you use to build your news brief will be due 48 hours
before your presentation. This assignment includes written, presentation, and verbal portions
and more details will be discussed in class and posted on Blackboard. Audience members
watching the report will be expected to participate by writing three questions during the
presentation that shows completion and understanding of the day’s readings. After the report
is completed a Question & Answer session will follow and those posing questions will be
awarded additional Participation points for the day, and all participants will turn in their
questions at the end of class to be assessed for Participation.
2. Current Event Debates (15% of your final course grade): Beginning the fifth week of the
semester we will have structured debates surrounding current human rights issues related to
that session’s readings. Each debate will consist of representatives from three countries.
Participants will be given a list of questions to respond to two weeks ahead of the debate, will
be expected to meet outside of class once to discuss their country’s positions before the
5
debate, and will be given a specific amount of time to respond to each question, and pose
rebuttals. You should have done enough individual and collaborative research on the topic to
develop you’re a cohesive debate, answer each other’s points and questions, and be ready to
respond to questions or critiques from the audience after the debate. The debaters will be
assessed on preparedness and commitment to the process, compelling arguments based on
empirical data (information) ability to effectively respond in the debate and to the audience,
clear evidence of collaboration with your fellow debaters, connection to daily or weekly topic
and readings, and use of information relevant to the country you represent. You should use
the day’s readings, information from your assigned country’s constitutions, human rights
reports, and other scholarly readings to develop your position and responses. A 2-3 page
double-spaced essay that you use to build your debate, including answers to the initial
questions, will be due 48 hours before your scheduled debate. This assignment includes
written and verbal portions and more details will be discussed in class and posted on
Blackboard. The audience will be responsible for paying careful attention to the debate and
scoring each side, developing and writing critically engaged questions for debaters based on
clear evidence of completing assigned readings. After the debate is complete you will have
five minutes to write who “won” the debate and why. All audience members will submit their
scores, questions, and who “won” at the end of class to be assessed for Participation.
3. Constitutional Convention (% for each section included below): During the last two days
of the semester we will hold our very own Inter-American Commission on Human Rights
Constitutional Convention in which we will debate, discuss, and draft a document of
recommendations to the United States to revise its Bill of Rights to reflect a stronger
commitment to universal human rights. This is an exercise that will allow us to bring our
knowledge construction performed throughout the semester in various activities and
assignments together into one cohesive document. Each section below builds to this final
outcome and will be elaborated on more in-class through handouts and all documents will be
posted on the Blackboard.
a. Choosing an issue for your country (part of your overall Participation & Attendance
grade): Within our Constitutional Convention there will be a set of issues that will be
central to our overall discussions, critiques, and final recommendations. These may
include topics such as Women/Gender, Sexualities, Children, the Indigenous, the
Environment, Sustainable Development, Labor and Work, Police and Military
Repression, Torture, Terrorism, and more. As a representative of your country you will
sign up to address one of these issues in sub-committees of 2-4. Details will be provided
in-class and posted on Blackboard.
b. Abstract (5% of final course grade): You will write a one page double-spaced Abstract
discussing the issue you chose and why from the perspective of your country. You should
use your country’s constitution to help you develop your position. Details will be
provided in-class and posted on Blackboard.
c. Rough Draft (10% of final course grade): You will write a 3-4 page double-spaced paper
discussing your country’s position on the issue you have chosen to represent at the
Constitutional Convention. You will turn this in to me via Blackboard and I will return it
to you with comments. Details will be provided in-class and posted on Blackboard.
d. Constitutional Convention Participation (10% of final course grade): This is our two-day
convention where we will discuss and debate the issues selected above by comparing
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your country’s commitment to human rights to that of the United States, primarily
through its Bill of Rights. Each country’s representative will have a chance to verbally
contribute to the process, and each sub-committee will contribute to the process. The first
day will be dedicated to discussions and note-taking, and the second day (last day of
class) will be dedicated to final agreements and a draft of recommendations to submit to
the United States. Details will be provided in-class and posted on Blackboard.
e. Final Paper (20% of final course grade): On the day that this class would normally have
a final exam (TBA) you will instead turn in your final paper. This 6-7 page doublespaced paper will include corrections and improvements in depth and quality of analysis
and critique that are based on the comments I have made on your rough draft, and will
add a section reflecting on the Constitutional Convention. Details will be provided inclass and posted on Blackboard.
A Note on the Constitutional Convention: This is an inter-university activity. Nearly 20
classes from across universities will be working on projects in which they will be looking at the
United States Constitution and/or Bill of Rights through a critical lens. We will learn and discuss
early in the semester why this is a valuable endeavor, and we will meet, via Skype, with other
scholars and/or classes involved in this project. I will post a list on the Blackboard of the other
classes participating in this activity. Our class is constructing knowledge about Latin American
& Caribbean constitutions and human rights and using this to compare, contrast, critique, and
analyze the US Bills of Rights through the lens of universal human rights. At the end of the
semester we will hold our own Constitutional Convention in which we, as representatives of
Latin American & Caribbean nations, draft a document advising the United States on how to
more effectively show commitment to universal human rights through updates to the Bill of
Rights and Constitution. Our document will be shared with other class’s final products on a
website, and this will provide the basis for a session at the 2015 American Sociological
Association’s Annual Meeting in Chicago, Illinois. Exemplary final papers (below) from our
class will have the opportunity to be posted to the website and also used in the annual meeting’s
session. If you would like to attend the session in Chicago as a student member of the American
Sociological Association we can work with various university resources to make that happen. I
would welcome your attendance and participation!
GRADING KEY:
Attendance:
Participation:
Human Rights Reports
Current Event Debates
Constitutional Convention
Choose Issue for Country:
Abstract:
Rough Draft:
Constitutional Convention:
Final Paper:
Total
10%
10%
20%
15%
Participation grade
5%
10%
10%
20%
100%
7
A+= 97-100
A =94-96
A- =90-93
B+ =87-89
B=84-86
B- =80-83
C+ = 77-79
C=74-76
C- =70-73
D+=67-69
D=64-66
D- =60-63
F=<60
GRADING RUBRIC
In evaluating your written presentations I use the following grading rubric. All papers begin at
the Satisfactory stage. You must have at least 5 “Yes” answers to move up to the next category.
If you have 4 “No” answer in the Satisfactory stage you move down to the Unacceptable
category. A Superior is an A- to A+, a Good is a B- to B+, a Satisfactory is a C- to C+, and an
Unacceptable/Unsatisfactory ranges from an F to D+. I use a separate rubric for assessing
group presentations, which I will make available ahead of time.
Superior:
Does the paper/presentation have a clear topic and thesis statement (argument)?
Is the thesis supported by data using class and outside scholarly readings?
Is the evidence relevant, reliable, and presented in a clear manner?
Is the paper organized to flow in a consistent manner with topic sentences and transitions
between sub-topics?
 Is the paper well edited and proofed? (one error in grammar, punctuation, and spelling)
 Are all sources appropriately cited both in the text and in a citations page?




Good:
Does the paper make a clear argument linked to the topics?
Does the paper make use of evidence (no personal opinions)?
Does the paper attempt to explain the evidence in a logical manner? Is the evidence relevant
to the argument?
 Does the paper make sense in its flow from argument, to evidence, to conclusion?
 Is the paper edited and proofed? (two errors in grammar, punctuation, and spelling)
 Are all sources appropriately cited both in the text and in a citations page?



Satisfactory:
Does the paper/presentation attempt to make an argument?
Does the paper make use of evidence?
Does the paper attempt to discuss the evidence at all?
Is the paper easy to follow from beginning to end?
Is the paper edited and proofed? (three errors in grammar, punctuation, and spelling)
Are all sources appropriately cited both in the text and in a citations page? (no more than 2
errors each in text and in citations page)






Unacceptable/Unsatisfactory:
Does the paper/presentation fail to make an argument?
Does the paper rely on personal opinions or use irrelevant evidence to support argument?
Does the paper make no attempt to explain the evidence used?
Is the paper disorganized and not flow from topic to topic?
Is the paper edited and proofed? (Four or more errors in grammar, punctuation, and
spelling)?





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
Is the paper missing citations in the text and/or missing a citations page?
CITATIONS AND STYLE GUIDE
When you are writing your papers I require that you consistently cite your sources both in-text
and in the bibliography using the American Sociological Association style guide. I have attached
it at the end of this syllabus for your use. You may also seek guidance from Denison’s Social
Science Reference Library, Roger Kosson (http://libguides.denison.edu/profile/Roger_Kosson).
ACADEMIC ACCOMODATION
Any student who believes he or she may need an accommodation based on the impact of a
disability should contact me privately as soon as possible to discuss your specific needs. You
will also need to contact the Office of Academic Support in 102 Doane to establish and/or verify
the need for accommodation. Please see me if you have any questions about this process.
ACADEMIC INTEGRITY
“The students and faculty of Denison University and the Department of
(Sociology/Anthropology) are committed to academic integrity and will not tolerate any
violation of this principle. Academic honesty, the cornerstone of teaching and learning, lays the
foundation for lifelong integrity.
Academic dishonesty is, in most cases, intellectual theft. It includes, but is not limited to,
providing or receiving assistance in a manner not authorized by the instructor in the creation of
work to be submitted for evaluation. This standard applies to all work ranging from daily
homework assignments to major exams. Students must clearly cite any sources consulted - not
only for quoted phrases but also for ideas and information that are not common knowledge.
Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism. It is the
student's responsibility to follow the appropriate format for citations.”
http://www.denison.edu/academics/integrity/
http://www.denison.edu/academics/integrity/ducode_acad_integrity_111511.pdf
http://www.denison.edu/offices/standards/denison%20code%20of%20student%20conduct
_2011-2012.pdf
The Importance of the Code of Academic Integrity
The Code provides a means of assuring that values essential to learning—trust, responsibility,
and ethics—are promoted and maintained by all members of the Denison community. It enriches
the community’s awareness of the importance of integrity and provides structures for collecting
and disseminating information about academic honesty at Denison. The Code encourages the
development of educational materials that promote effective and honest use of research, and it
designates responsibility and provides procedures for maintaining both high standards of conduct
and due process in cases of violations.
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The collective efforts of students, staff, and faculty—in action and as expressed by the Code of
Academic Integrity—add to the quality the Denison experience, to the development of character,
and to the value of a Denison University degree.
Classroom Courtesy
Classroom courtesy is necessary to ensure that all students have the opportunity to learn without
distractions. This means no cell phones, talking during lectures (unless recognized by the
professor or discussion leader), reading newspapers, etc. during class. We also must recognize
that sociology and anthropology engages with contentious subject matter that inspires a real
diversity in observations, beliefs, opinions, and views. We must always strive to respect each
other’s viewpoints and treat each other with the same level of respect we all desire!
Communication & Office Hours
The best way to contact me is through email at shekhar@denison.edu. However, I reserve the
right to respond within 24 hours Monday-Friday, and I do not respond to emails on the
weekends. I highly encourage you to come to my office hours to discuss questions about
readings and assignments, progress in the class, sociology and anthropology, or life here at
Denison. If these times conflict with your schedule, I am more than willing to try and arrange
another time during to meet.
Syllabus Policy
This syllabus is subject to change. I reserve the right to change the course as is necessary, and
will notify everyone immediately of any changes I make through email, Blackboard
Announcements, and in class.
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COURSE SCHEDULE (SUBJECT TO CHANGES)
Session Date
Readings
Current Event Debates
DEFINING HUMAN RIGHTS
1 19-Jan Introductions - UN Declaration of Human Rights; ICESCR; ICCPR
2 21-Jan McFarland; Frezzo; McLeary Ch. 1
26-Jan MLK OBSERVATION: NO CLASS
3 28-Jan Carozza 2003 (on Bb); Sellers (on Bb)
POST-COLONIAL LATIN AMERICA
4 2-Feb Chasteen Ch. 3 Indepdence
Ch. 3 Visting the New Naitons
5 4-Feb Chasteen Ch. 4 Postcolonial Blues Ch. 4 Inventing National Ethnicities
6 9-Feb Chasteen Ch. 5 Progress
Ch. 5 The Perils of Progress
7 11-Feb Chasteen Ch. 6 Neocolonialism Ch. 6 Reactions Against Neocolonialism
8 16-Feb Chasteen Ch. 7 Nationalism
Ch. 7 Cultivating Non-European Roots
CIVIL AND POLITICAL RIGHTS AND REPRESSION
9 18-Feb Cleary 6 & 7
Current Event Debates
TURN IN ISSUE CHOICE - 1 PARAGRAPH - FRIDAY 2/20/15 @ 5PM EST ON BLACKBOARD
10 23-Feb Film: Hidden in Plain Sight
Gill Ch. 3 (On Bb)
11 25-Feb Film: Hidden in Plain Sight
Gill Ch. 8 (On Bb)
12 2-Mar Truth Commissions (On Bb)
Current Event Debates
ECONOMIC, SOCIAL AND CULTURAL RIGHTS
13 4-Mar Eckstein Ch. 2 & 3
TURN IN ABSTRACT FRIDAY MARCH 3/6/15 @ 5PM EST ON BLACKBOARD
14 9-Mar Eckstein Ch.5 & 6
Current Event Debates
15 11-Mar Eckstein Ch. 8 & 11
Dr. Judith Blau Skype Discussion
16 23-Mar Cleary Ch. 2
Current Event Debates
17 25-Mar Cleary Ch. 3 & 5
INDIGENOUS RIGHTS & CONSTITUTIONALIZATION
18 30-Mar Seider Ch. 1 & 8
Current Event Debates
19 1-Apr Seider Ch. 3
Guest: Jon Luna via Skype
20 6-Apr Film: Stolen land
21 8-Apr Seider Ch. 2
TURN IN ROUGH DRAFT FRIDAY 4/10/15 @ 5PM EST ON BLACKBOARD
22 13-Apr Seider Ch. 9 & 10
Current Event Debates
INTERNATIONAL LAWS & TREATIES & CONSTITUTIONS
23 15-Apr Treaties (See Bb)
24 20-Apr Institutions (See Bb)
25 22-Apr Constitutions (See Bb)
Current Event Debates
26 27-Apr PREPARE FOR CONVENTION - MEET WITH SUBCOMMITTEE IN-CLASS
27 29-Apr CONSTITUTIONAL CONVENTION
28 4-May CONSTITUTIONAL CONVENTION Dr. Blau Skype visitor
TURN IN FINAL PAPER ON EXAM DAY (DATE TBA) @ 5 PM EST ON BLACKBOARD
Human Rights Reports
In-class Constitutional
Constitute
Constitute
Mexico
Honduras
Paraguay
El Salvador
Jamaica
Cuba
Guatemala
Nicaragua
Costa Rica
Panama
Brazil
Peru
Ecuador
Colombia
Venezuela
Uruguay
Constitute
Constiute
Constitute
Constitute
Dominican Rep
Argentina
Bolivia
Chile
Constitute
Constitute
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