Hist 151: Modern Latin American History
Jessica Stites Mor
University of British Columbia - Okanagan
Winter Session I 2013
Course Times: M, W, F 10:30-11:20, FIP 121
WebVista: www.elearning.ubc.ca/connect
Office: ART 242
Contact: jessica.stites-mor@ubc.ca
Calendar description:
Survey of major economic, political and social currents in Latin America from independence to the
present. [3-0-0]
Detail:
This course is a basic survey of the national period of Latin American history, from independence to
the present. It examines in broad strokes the major themes of the field, beginning with construction
of the nation-state, social movements, revolution, the rise of populism, military dictatorships,
economic globalization, and the influence of foreign powers on the region. In addition to learning
more about Latin America, this course serves as an introduction to the discipline of history. As such,
it will make use of a variety of sources that form part of the historical record of this period for the
region. One of the key objectives of the course will be for students to evaluate these sources,
understand how to consider their value in constructing historical arguments, and begin to think
critically about them. This course will focus on controversial histories, contested ideas about the
past, histories that may include important silences or conflicting accounts. This method of focusing
on events that are contested will enable students to begin to train their own historical imaginations
and hone their skills in evaluating evidence and a variety of historical perspectives.
Required Books and Readings:
Beezley, William and Colin H. MacLaughlan. Mexicans in Revolution, 1910-1946. Lincoln: University of
Nebraska, 2009.
Eloy Martínez, Tomás. Santa Evita. Transl. Helen Lane. New York: Vintage, 1997.
Feitlowitz, Marguerite. A Lexicon of Terror: Argentina and the Legacies of Torture. Oxford: Oxford
University Press, 1999.
Rodriguez, Spain. Che: A Graphic Biography. London: Verso, 2005.
Skidmore, Thomas, Peter Smith and James N. Green. Modern Latin America. Oxford: Oxford
University Press, 2009. Editions 5, 6 or 7. Alternative textbooks may also be used.
Course Objectives:
Active participation
Build history-writing skills through written assignments
Distinguish between historical approaches and modes of analysis
Think critically about historical arguments, theory, and sources
Learn how to analyze contemporary events based on historical records.
Assignments and Grading:
3 Exams: 10%, 15%, 25% (50%)
Map Quiz: 5%
First paper: 10%, 5-6 pages
Second paper: 10%, 5-6 pages
Final paper: 25%, 10-15 pages
Examinations:
Each examination is designed to test the student’s apprehension of the material under review. The
exam consists of a short knowledge testing section, long answer identifications (4-5 sentences), and
an essay. The first section tests for student’s ability to quickly identify and correctly connect basic
ideas, concepts, and people from the lecture material and the readings. Although this section will
involve connecting words with definitions or synonyms, some of the terms will match with closely
related terms and ideas or abbreviated descriptions. The long answer identification questions, the
second part of the exam, tests the student’s ability to assess historical significance within the
relevant context of a particular historical subject, movement, or idea. The student will provide a
short description of the term in question –noting any important dates, places or other signifiers that
place the event within the broader context of the course– and then will make an argument for the
item’s historical significance, for instance, its place within the wider Latin American experience or its
relevance to larger issues of Western civilization and European or U.S. imperial expansion. For
students with difficulty taking notes or who would like additional preparation notes for exams, the
Skidmore and Smith Modern Latin America textbook from Oxford University Press is a useful study
aid. The last section of the exam is the essay section, for which the student will draw upon the
reading material of the course. All exams are OPEN BOOK, though books are subject to the
professor’s or teaching assistant’s visual examination. Students can bring in an outline of their essay,
as well, on one sheet of paper. The essay section of the exam tests the student’s ability to express
themselves in an historical argument, using support from a secondary source in a critical fashion, and
is the most heavily weighted part of the exam.
Writing assignments:
This course has three writing assignments. The first is a critical analysis paper of the text Santa Evita
by Tomás Eloy Martínez. For this paper, the student will read the novel/facto-fiction history of Eva
Duarte Perón’s corpse (and life), and write a paper about the work as a source of historical
knowledge. Students are encouraged to draw on critical literature to enhance their own thinking,
such as Carlos Fuentes’ review article of the work or other treatments of the subject of Eva Perón,
Peronism, or history making in Argentina. The paper should be formulated as a thesis-based
argument either for or against the validity of Eloy Martínez’s work as a work of historical research.
Students should be careful to use a variety of examples from the work to support their claim, but
should be cautioned that this is not a book review or a literary study of the text. Students should ask
for clarification if they are confused about the distinction. This assignment will focus on basic writing
skills in history, including learning how to correctly use footnotes and cite references in history
writing; learning how to write a solid thesis statement; and finding support for historical arguments.
The second writing assignment is a primary document paper, that engages the significance of Che
Guevara’s political ideology on the development of political life in a specific place (of the student’s
choosing) in Latin America, such as guerilla organization, peasant mobilization, leftist politics, foco
theory, resistance to U.S. imperialism, solidarity between Third World states, or agrarian reform,
among other options. Students might want to use the Spain Rodriquez graphic novel on Che’s
biography as a starting point to help them select an idea, an act, a speech, an event, or another
important moment in Ernesto “Che” Guevara’s political development and thinking, though there is a
great wealth of sources on the subject that would also be appropriate. Students should track down a
primary document that evidences the impact this aspect of Che’s ideology and write a short thesisbased essay that analyzes the primary document and fleshes out its historical context and the
relevance of that aspect of Guevarism to its historical meaning in a specific geographical and political
context. Primary documents can include speeches, policy memorandums, images or photographs,
journalism, political party literature (i.e. pamphlets, websites, and manifestoes), economic statistics,
etc. Students will make an argument regarding the interpretation of this document’s impact on
history, by further fleshing out their ideas with secondary sources. A minimum of 5 historical
monographs (single-author books) or journal articles must be used in order to complete the
minimum requirement for this research. The key goals of this paper are to introduce the student to
the methods of history research and writing; to foster the critical interpretation of causal
interpretation in history narratives; and to improve organizational skills in writing more generally.
The final writing assignment is a formal research paper, 10-15 pages, topics for the paper will be
discussed in class. The research paper should include at least 10 secondary sources and at least one
primary source. The prospectus for this paper is due early in the semester. It should include a topic
(3-5 sentences), a proposed thesis or a hypothesis statement, at least one primary source, and at
least three secondary sources. All sources should be listed in the bibliography in Chicago Manual of
Style format.
Course Policies:
Attendance at lectures, discussions, and film screenings is mandatory. Students will be responsible
for anything said in class, including any changes made to the syllabus.
All deadlines, either on the syllabus or announced in class, should be considered inflexible. Any
assignments turned in after the due date will be marked down accordingly. In general, papers are
deducted one letter grade for each day the assignment is late. Extensions will not be granted without
legitimate cause. If a student encounters a problem during the course of the semester which might
delay finishing written work, interfere with exam times, or hinder attendance, students should
communicate with the professor directly BEFORE the scheduled events. In the event of serious
illness, death in the family, or other legitimate concern, formal documentation may be required to
make an exception. Any work delivered to the department instead of in class will be time-certified
by the secretary.
Plagiarism is considered a very serious offense. Please see document “How not to plagiarize.” Fill
out, sign, and date the Academic Integrity Statement accompanying this syllabus. Detailed
information about UBC-O policy can be found through the following link:
http://web.ubc.ca/okanagan/faculties/resources/academicintegrity.html
The History faculty has adopted a guide to follow for the submission of all History papers. Students
are expected to submit all papers in lower level history courses in the format as defined in the style
guide. This guide is available for purchase in the Bookstore. Copies are also on reserve in the library.
This text is: Mary Lynn Rampolla, A Pocket Guide to Writing History (Bedford Books).
Drafts and Grade Disputes:
I am willing to look over paper drafts if I receive your draft (by email or hardcopy) at least 48 hours
before the assignment is due. Please feel free to also take your essays to the peer writing center for
additional assistance. I also welcome discussions about comments on graded papers, particularly if
you have a mind towards improvement. Such conversations will often help you improve on future
assignments. In the very rare cases where a student wishes to dispute the grade earned, I require a
written statement of at least one page outlining the specific reasons for reconsidering the grade
earned.
Marks:
A range (80% to 100%)
A+ (90% +)
A (85-89%)
A- (80-84%)
Exceptional performance.
Superior grasp of subject matter with sound critical evaluations.
Evidence of extensive knowledge of the literature.
Superior organization and use of evidence.
Persuasive composition. Reflects having benefited from revision.
B range (68% to 79%)
B+ (76-79%)
B (72-75%)
B- (68-71%)
Competent performance.
Clear grasp of the subject matter and appropriate use of evidence.
Some evidence of critical and analytical ability.
Demonstrated familiarity with the literature.
Clear composition.
C range (60 to 67%)
C+ (64-67%)
C (60-63%)
Satisfactory performance.
Basic understanding of the subject matter.
Demonstrated ability to develop solutions to basic problems with the issues and
material.
Acceptable but uninspired presentation that is not generally faulty but lacks style
and depth.
Generally flawed composition.
D to C- range (50-59%)
C- (55-59%)
D (50-54)
Minimal acceptable performance.
Familiarity with material and themes but no consistent analytical or expository
qualities.
Usually awkward, difficult composition and/or organization.
F range (0 to 49%)
Inadequate performance.
Little or no evidence of understanding of the subject matter or use of materials.
Weak critical and analytical quality.
Substandard composition and/or failure to meet the technical requirements for the
assignment.
Grammatical mistakes which exceed the accidental.
Making up lost points towards final mark:
There are several films to be screened in the course this semester. Writing a 2-page Film Critique can
improve your final mark, if the quality is sufficiently high. Each film will be worth up to a 2% overall
course grade improvement, and completing up to a maximum of 5% can significantly raise a
potentially sub-standard mark.
Equity, Human Rights, Discrimination and Harassment
UBC Okanagan is a place where every student, staff and faculty member should be able to study
and work in an environment that is free from human rights based discrimination and harassment. If
you require assistance related to an issue of equity, discrimination or harassment, please contact
the Equity Office, your administrative head of unit, and/or your unit’s equity representative.
UBC Okanagan Equity Advisor: ph. 250-807-9291; email equity.ubco@ubc.ca
Web: www.ubc.ca/okanagan/equity
Unit Equity Representatives:
http://www.ubc.ca/okanagan/equity/programs/equityreps/unitcontacts.html
Course Schedule and Weekly Readings:
1-Sept 4, 6
Introductions: Background – Colonial period, independence and 19th Century
Skidmore, et al., 1-42
2-Sept 9, 11, 13
Porfirio Díaz and the Mexican Revolution
Skidmore, et al., 45-81
Beezley, 1-78
Library visit SEPT 13, meet in LIB Classroom 111
3-Sept 16, 18, 20
Anarchists in Argentina and Cuba
Skidmore, et al., 82- 120
Beezley, 79-171
Map Quiz – SEPT 20
4-Sept 23, 25, 27
Caribbean Dictators
Skidmore, et al., 121-149
Eloy Martínez 3-166
Research Paper Topics Due – Sept 27
5-Sept 30, Oct 2, 4
La Violencia in Columbia
Skidmore, et al., 150-243
Eloy Martínez 167-260
*** First midterm exam, Oct 4
6-Oct 7, 9 (11)
Populism: Getulio Vargas and Juan Perón
Eloy Martínez, 261-end
Skidmore, et al., 244-348
Oct 14 – University Closed for Thanksgiving (Canadian)
7- Oct 16, 18
Revolutionary Ideology
Rodriguez, start
***First paper due October 18 in class: Critical Analysis of Santa Evita
8-Oct 21, 23, 25
The Cuban Revolution and the Cold War
Skidmore, et al., 351-375
Rodriguez, end
9-Oct 28, 30, Nov 1
U.S. Intervention in Central America
Feitlowitz 3-109
*** Second midterm exam, Nov 1
10-Nov 4, 6, 8
Resistance and Rebellion 1960s to 1980s
Skidmore, et al., 376-402
Nov 11-12 University closed for Remembrance Day and Mid-Term Break, No class
11-Nov 13, 15
Dictatorships in Brazil and the Southern Cone
Feitlowitz, 110-end
***Second Paper DUE Nov. 15
12-Nov 18, 20, 22
Transitions to Democracy and New Social Movements
Skidmore, et al., 403-437
Newspaper articles
13- Nov. 25, 27, 29
Writing/Review week
***Final Paper DUE TBA, ART 242
***Final Exam DATE, TIME and PLACE TBA
How not to plagiarize:
PLAGIARISM - As defined in the UBC Calendar:
Plagiarism occurs where an individual submits or presents the oral or written work of another person as
his or her own. Scholarship quite properly rests upon examining and referring to the thoughts and
writings of others. However, when another person’s words or ideas are used, the author must be
acknowledged in the text, in footnotes, in endnotes, or in another accepted form of academic citation.
Where direct quotations are made, they must be clearly delineated (for example, within quotation
marks or separately indented). Plagiarism encompasses situations in which there is no recognition given
to the author for phrases, sentences, or ideas of the author incorporated in a work to situations in
which an entire work is copied from an author, or composed by another person, and presented as
original work. Plagiarism should not occur in submitted drafts or final works. A student who seeks
assistance from a tutor or other scholastic aids must ensure that the work submitted is the student’s
own. Students are responsible for ensuring that any work submitted does not constitute plagiarism.
Students who are in any doubt as to what constitutes plagiarism should consult their instructor before
handing in any assignments.
When writing an academic essay you must observe academic conventions concerning such matters
as notes, bibliography and scholarly abbreviations. An essay that does not conform to these
practices is not acceptable. For details consult any standard source such as M. L. Rampolla, A Pocket
Guide to Writing in History or Kate Turabian’s A Manual for Writers.
Plagiarism: This is a serious academic offence consisting of presenting as your own, work which in
fact is not your own. The university calendar contains an official statement on plagiarism. Here are
some guidelines:
1) If you quote directly a passage of any length, it must be clearly marked out as a quotation (most
usually by enclosing the passage in quotation marks) and fully footnoted. Any information, ideas or
paraphrase of a passage from your sources must also be acknowledged in a footnote. Two points are
important here. First, anything in quotation marks (or the equivalent) is assumed to be exactly as it
appeared in the original source. Second, anything not in quotation marks (or the equivalent) is
assumed to be your own work in your own words.
2) Slight modifications to a passage in a source, even if the source is acknowledged, presented as
being your own work in your own words only compounds theft with deception.
3) Note that the provision of a bibliography of all sources consulted, while necessary, is not a
substitute for specific acknowledgement.
4) If you use an essay, project, notes, etc. of another student or otherwise receive assistance in the
preparation of your paper, you must acknowledge, fully and clearly, the help you have received. If
information from a lecture or some similar source is used in your essay, it should be acknowledged in
a footnote.
5) Handing in the same, or substantially the same, essay in more than one course is an academic
offence that is the equivalent of plagiarism. This does not mean you cannot build upon work you
have done in another course. You must however acknowledge clearly that you are doing so and, in
cases of substantial overlap, receive prior permission from your professor(s).
Academic Integrity Statement
Dr. Jessica Stites Mor
Course #: HIST 151________ Title ________Modern Latin American History___________________
I, ___________________, the undersigned, have read and have understood the statement on “How
not to plagiarize” in the syllabus for this course. I understand the meaning of plagiarism and how it
applies to my work in this course. In accordance with university policy and the academic integrity
standards of Dr. Stites Mor’s class, in which I am an enrolled student, I agree not to plagiarize under
any circumstances. I agree that the definition of this activity will be made by the professor, in
consultation with the department, and will not be subject to interpretation, either by myself, my
representative, or any other legal party. I also understand that violation of this Academic Integrity
Statement may result in the harsh penalties established by the guidelines of the university on
academic integrity. I also understand that I may not withdraw from the course once a plagiarism
case has been initiated.
___________________________________________ Printed Name
___________________________________________ Signature ________________ Date
___________________________ Student Identification Number
Please submit this form no later than the second week of class. Any questions concerning rights and
responsibilities related to this statement and the document “How not to plagiarize” can be referred
to the legal counsel of the university.