Latin American Politics

Transcription

Course Handbook
Paul Dosh
Macalester College
PS/LAS 245
9/6/11
Course Handbook
Humanities 213, Tuesdays & Thursdays 9:40-11:10, Fall 2011
Instructor: Paul Dosh
Email: [email protected]
Office: x6776
Home/cell: 651-641-0416
Office: Carnegie 203H (x6776)
Office hours: Sign up via GoogleDocs
Course Resources Web Page: www.macalester.edu/las/pauldosh
Contents
COURSE OVERVIEW
Study Cycles
Expectations
Readings
The MAX Center
Observers in Class
Videotaping of Lectures
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3
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ASSIGNMENTS
General Notes on Assignments
Summary of Assignments and Due Dates
Descriptions of Assignments
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ASSESSMENT
Overview of System of Assessment
Assessment Criteria and Rubrics
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SYLLABUS
Study Cycle I: Argentina
Study Cycle II: Brazil
Study Cycle III: Guatemala
Study Cycle IV: Venezuela
Study Cycle V: Mexico
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Cover illustration by Mari Mejia (2008).
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COURSE OVERVIEW
¡Bienvenidos! Welcome to Latin American Politics!
The year 2011: what a time to be studying Latin American politics! A glance at the headlines
reveals fascinating stories not only in our five principal case studies—Argentina, Brazil,
Guatemala, Venezuela, and Mexico—but also in Bolivia, Ecuador, Colombia, Honduras, and
Nicaragua, all cases you might choose to explore in your research paper. In these countries, we
find exciting stories of political struggles for land, justice, and survival. The peoples of Latin
America care passionately about politics because their volatile history has been a mix of crushing
disaster and renewed optimism.
Political changes in Latin America affect us, often in ways we do not easily notice. Each of us is
interested in learning more about these changes for different reasons. Some of us want to be
more informed about how the world works; some of us want to learn about a new country or
region; others are planning careers related to Latin America that will directly affect and be
affected by the issues engaged in this course.
These diverse motivations, combined with our varied experiences (sophomores through seniors),
makes for a promising group for learning about political movements and regional and economic
trends connected to these political changes. Learning about the region’s political institutions and
history enables us to grapple with how our lives as consumers, voters, tourists, investors, and
active citizens in Minnesota are interconnected with the ebb and flow of politics in Latin
America.
Study Cycles
Our course is divided into five “Study Cycles.” Each study cycle includes five class days that
explore a set of issues through a specific country case. Each cycle includes historical
background, theoretic approaches to political change, and analysis of contemporary politics. A
cycle begins with an Opening Reading day, continues with three days of Core Readings, and
concludes on the fifth day with a Simulation.
Opening Readings
Each study cycle begins with an emotionally intense reading assignment that plunges us into the
cycle and gets us excited about the subject matter. Because we’re “jumping ahead” at the
beginning of each cycle, you shouldn’t worry if there are some concepts or references you don’t
yet understand. The point of each Opening Reading is to capture your imagination.
You should take fewer notes on Opening Readings than on regular texts. Instead, try to immerse
yourself in these readings and let the pages turn themselves. If you get bogged down, skim
ahead and keep going. The reading as a whole is more important than specific details.
Core Readings
On the subsequent days of each study cycle, reading assignments typically include about 3
substantial articles per day, or several shorter articles. I will provide guidance on which sections
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of readings are most important. We will analyze, discuss, and present these readings in a variety
of formats, usually involving student leadership.
Simulations
There are no reading assignments for the last day of a study cycle, when we process what we
have learned through a simulation. The first simulation is about neoliberalism in Argentina and
is created/directed by Paul. The second simulation focuses on electoral politics in Brazil and will
be created/directed by Paul and two students. The third, fourth, and fifth simulations (on
Guatemala, Venezuela, and Mexico) will each be created/directed by a team of three students.
For each simulation, the class is split between approximately 15 Participants and 10 Observers.
Each participant will prepare for her or his role in the simulation. Observers watch the exercise,
possibly playing a small role (e.g., casting ballots or asking questions) and then discuss it and
provide feedback. You will be a participant in three of the five expositions. Participants are
evaluated in writing, but are not graded; only student co-directors (see below) are graded for
their work on a simulation.
Expectations
To get the most out of our diverse class, we will need to be respectful of the views others have to
offer, and of the fact that each of us has something to teach the rest of the class. Everyone’s full
engagement is needed.
I expect you to make this class a top priority. Especially these first couple weeks, I need you to
leap into the readings with enthusiasm! When everyone does that, we will have set an excellent
tone for the semester.
In addition to readings, every class period will require you to spend some non-reading time
preparing for class. Create a habit of setting aside non-reading time to prepare your ideas.
You can expect me to be tirelessly enthusiastic and to work hard for you, both this semester and
in future semesters when you need advising and reference letters. I will hand back work
promptly, I will make time for you, and I will provide constructive and encouraging feedback.
I expect you to arrive on time and prepared to engage. You are entitled to a day or two where
you are dead tired and need to be left alone--just let me know. But the norm is for you to arrive a
few minutes early, ready to engage. If you can’t make it to class, let me know in advance.
This course requires a lot from you, but you receive a lot as well, from me and your classmates—
we have an unusually good mix of students enrolled in class, so expect a lot from your peers.
We are going to work very hard this semester and I hope that the energy and enthusiasm we each
contribute will make this class one of the best you take at Macalester.
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Readings
Most readings are on Moodle, but there are also four required texts at the bookstore and on
reserve:
•Vanden, Harry, and Gary Prevost (eds.). 2012. Politics of Latin America: The Power Game,
4th edition. New York: Oxford.
•Timerman, Jacobo. 2002. Prisoner without a Name, Cell without a Number. Madison:
University of Wisconsin Press. Older/out-of-print editions are fine.
•da Silva, Benedita. 1997. Benedita da Silva: An Afro-Brazilian Woman’s Story of
Politics and Love. Food First.
•Guevara, Aleida. 2005. Chávez, Venezuela and the New Latin America: An Interview with
Hugo Chávez. New York: Ocean Press.
The MAX Center
The Macalester Academic Excellence (MAX) Center, located in Kagin Commons, has peer
tutors available for assisting students in all stages of their writing. Hours are 9:00 am– 4:30 pm
Mon-Fri and 7-10 pm Sun-Thur. Becky Graham and Jake Mohan also provide writing assistance
to students during the daytime hours, Mon-Fri. You may drop in for help or call x6121 (day) or
x6193 (evening) to schedule an appointment.
Observers in Class
We will often have an observer (e.g., prospective student, interested professor, visiting parent)
present for approximately the first half of the class period. We’ll usually reserve the seat next to
the door for this observer, so they can slip out halfway through class without disturbing the flow
of things. If you are seated next to an observer, please introduce yourself and act as a host,
filling them in on what’s going on and making them feel welcome. Thanks.
Videotaping of Lectures
Most days there will be a video photographer present for the first part of class, to tape my
opening 10-minute lectures. These will be edited and published online as a resource for you and
for people not enrolled in our class. You won’t appear in these videos (if the camera
inadvertently films you, that part will be edited out). The photographer will leave after taping
the opening lecture, so he or she won’t be present for the bulk of our class periods. If you have
any questions or concerns about the presence of a photographer, please talk to me. When the
first of these short videos appears online, I will invite your input on how to make future taped
lectures more effective.
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ASSIGNMENTS
General Notes on Assignments
Language options for written assignments: English or Spanish
Courses Resources Web Page
Sample work can be accessed at www.macalester.edu/las/pauldosh.
On-Time Work Policy
Setting and meeting deadlines is an important professional skill. The syllabus provides “default”
deadlines for assignments. I expect you to either meet these deadlines or set alternative
deadlines with me in advance. College is an important time to develop a reputation as someone
who gets things done and gets things done on time. If you cannot meet a deadline, it is your
responsibility to communicate with me about when the work will be complete.
Students with Special Needs
I am committed to providing assistance to help you be successful in this course. Students seeking
accommodations based on disabilities should meet with Lisa Landreman, Associate Dean of
Students. Call x6220 for an appointment. Students are encouraged to address any special needs
or accommodations with me as soon as you become aware of your needs. More info at
macalester.edu/studentaffairs/disabilityservices.
Summary of Assignments and Due Dates
Written Assignments
First Freewrite
Additional Freewrites (x3)
Single Point Papers (x3)
Analytic Paper #1 (Argentina/Brazil)
Analytic Paper #2 (Guatemala or Venezuela)
Research Paper Topic
Research Paper Rough Draft
Research Paper Final Draft
Other Assignments
Classroom Leadership Role
-option #1: Partisan Narrative
-option #2: 9:59 Lecture
-option #3: Co-Direct a Simulation
Class Engagement
Simulation Participation (x3)
Presentation of Creative Work
Latin Dance
Due Date
done in class
9/29, 10/18, 11/8
varies
10/14
11/7 or 11/23
11/10
12/9
12/16
Percentage of Grade
part of Class Engagement
15%
15%
5%
30%
varies
Percentage of Grade
15%
every day!
varies
12/17
every day…
20%
99% (just kidding)
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Descriptions of Assignments
Fourteen Minute Freewrite
Summary: A 14-minute freewrite in which you keep writing without letting your pen stop
moving.
Type of assessment: None
Criteria for assessment: None
Sample available on course resources web page?: No
Collaboration options: None have ever been tried.
Office hours consultation: No
As soon as you finish an Opening Reading, you should immediately* pick up a pen and complete
a Fourteen Minute Freewrite. Time yourself. For 14 minutes, let your thoughts flow on to the
page without any editing. Don’t let your pen (or keyboard) stop moving. No erasing; keep
moving forward. Write in the language in which you are most comfortable thinking.
When you’re done, look back over your writing and highlight ideas you want to bring to our
class discussion. We will only glance over your freewrites, so mark any specific areas you
would like us to read.
*EXCEPTION: The first week we will do the freewrite in class, on Tuesday, Sept. 12.
You will complete a freewrite for the first four study cycles.
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Single Point Paper
Summary: A two-page reaction paper that supports a single argumentative claim with evidence.
Type of assessment: Written feedback
Criteria for assessment: Argumentation, evidence, written communication (and occasionally
visual communication if you create a table or figure).
Sample available on course resources web page?: Yes
Collaboration options: A three-page paper can be co-authored with a classmate
Office hours consultation: Always welcome
During three of the first four study cycles (you choose which three), you must write a Single
Point Paper (2 pages) in response to a reading or set of readings of your choice. As you read and
take notes, think about what key ideas are emerging. Formulate one key assertion. The assertion
may be substantive, analytic, methodological, theoretic, or any combination of these.
Here are three examples of Single Point Paper topic sentences: 1) “In her analysis of
Guatemala’s peace process, Jonas sets too high a standard for success and overlooks the
important gains that were made”; 2) “O’Donnell’s concept of delegative democracy helps us
understand the collapse of the party system and Venezuela”; and 3) “Chalmers breaks new
ground with his approach to representation, but the evidence doesn’t support his theory.”
Don’t be afraid to be overly bold with your topic sentence. The goal is to raise an interesting
point; don’t feel you have to be able to definitively prove it. Following your topic sentence,
spend 2 pages (double-spaced) discussing evidence both for and against your assertion. Single
Point Papers are due in class on the day we discuss the readings you analyze. They may not be
turned in late.
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Analytic Paper
Summary: A 5-6 page paper that goes out of its way to “show off” your knowledge of specific
course themes, readings, lectures, and discussions.
Type of assessment: Written feedback with summary mark/letter grade.
Criteria for assessment: Argumentation, evidence, written communication (and sometimes
visual communication if you create a table, figure, timeline, or other visual aid).
Collaboration options: A 7-8 page paper can be co-authored with a classmate
You will write two Analytic Papers (5-6 pages each), one at the end of the first two study cycles
(Argentina and Brazil) and one at the end of either Study Cycle III or IV (Guatemala or
Venezuela). The principal objective of each Analytic Paper is to creatively demonstrate mastery
of course readings, discussions, lectures, student presentations, and films.
You are encouraged to build upon ideas developed in Single Point Papers and/or to experiment
with ideas that may contribute to your Research Paper. A handout with possible topics will be
distributed one week in advance, but your own topics are also welcome, so long as they follow
the parameters described on the handout.
Citation of ideas that are not yours should be parenthetical with author’s last name, year, and
page number only. For example, (Chaffee 2004: 261). Your paper should include a list of
references on a separate page.
Try and demonstrate your knowledge of the readings and lectures through thoughtful application
of ideas, not via the number of times you mention an author’s name. In other words, there’s no
need to excessively cite every sentence or paragraph, but give credit where it is due. I do not
expect you to given equal attention to all readings. Let the argument of your paper drive your
decision of which readings to make use of to what degree you use them.
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Research Topic Statement, Rough Draft, and Research Paper
Summary: A three-stage research project that includes a topic statement, a peer-reviewed rough
draft, and a final 18-20 page paper.
Criteria for assessment: Argumentation, evidence, written communication, visual
communication.
Collaboration options: Two students may co-author a 25-30 page paper. One such
collaboration (by two sophomores) was published in Berkeley’s Politica journal.
Analyzing two country cases, these two students each became an expert on one of the
countries in order to write an especially strong paper.
Civic engagement option: I have not yet fully articulated this option, but want to mention it as
an invitation for you to consider designing a research project whose findings are written
up not (only) for an academic audience, but also for a community audience, perhaps with
a community presentation of your findings. Such an approach might especially viable if
done by two students working in collaboration.
Office hours consultation: Required
You will choose a case (usually a country or pair of countries), learn about it through research,
and discuss it in light of one or more theories from the course. You have three formal due dates
for this project:
1) a 1-2 page description of your research topic is due November 10;
2) two copies of your 15+ page Rough Draft are due anytime up until December 9 (one
copy will be peer-reviewed);
3) a Final Draft (18-20 pages) is due December 16.
However, you are encouraged to seek additional guidance at each stage of this project through
office hours visits, conversations about your project, or submitting outlines/sketches of your
argument for feedback.
Research Paper Topic
Your initial research topic statement is intended to help you get started. It is not graded. I will
ask you to submit a second version if your first attempt doesn’t quite work.
Begin with a research question that interests you. It can also be a set of related questions. Spend
1-2 pages describing the topic and how you plan to go about studying it. If you are interested in
a country or issue that we are going to study later in the term, spend some time looking at the
appropriate readings in order to gather ideas to incorporate into your prospectus. You are
welcome to study countries not covered in our course.
At this point most of you will not know what kind of “theoretical hook” you’re going to hang
your paper on, but take your best shot at describing what kinds of theoretical argument(s) you are
interested in challenging/reinforcing/nuancing. If you already have a specific author in mind,
that’s great, but don’t let the lack of a specific author inhibit you.
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Sample Past Research Paper Topics
“Enduring Resistance: Forty Years of FARC Activity and Growth”
“The Paradox of Democracy in Venezuela: The Punto Fijo Model”
“Colombia: Criteria for Crisis and Prospects for Peace”
“Of Buttresses and Bedrock: The Need for Mass Support in the Founding of Foco Revolutions in
Guatemala and Bolivia”
“Church Responses to Military Dictatorship: The Influence of Progressive Forces in Brazil and
Argentina”
“Decentralization in Brazil: How the States Won the Constitution”
“Associationalism and Political Parties: A Study of Colombia and Venezuela”
“A Culture of Favors?: An Analysis of Political Corruption in the Face of Democratic
Consolidation in Paraguay”
Evaluation of Rough Drafts
Your Rough Draft will earn a letter grade based on three simple criteria: 1) Quantity of writing
(do you have 15 pages written?); 2) Presence of an argument (do you have a clear argument and
do you state in clearly in your introduction?); and 3) Evidence of research (do you have a
bibliography with a variety of sources?). Your rough draft may be full of errors, arrows,
reminders to yourself and may be a bit chaotic. The point is to get it all out on the page.
We will also coordinate peer review of rough drafts. Paul will read over your rough draft, but
such a reading will necessarily be cursory and intended primarily to head off major errors. I will
not be able to line-edit your draft. Having one of your classmates read your rough draft will help
you clarify your ideas and provide you with useful feedback that you can choose to incorporate
into your final draft.
Research and Writing of Final Paper
This paper is an opportunity to apply a set of theoretical assumptions to an empirical case (or
cases), and thus gain a better understanding of one or more political science issues with respect
to that case. This, in turn, will position you to make an assessment of how well that theory or set
of theories explains causal processes particular to your case. You may find that a theory does a
great job or a poor job explaining the events that interest you. In either case, you should use this
case study both to understand your case and to make some comment about how your study sheds
light on the utility of the theory in question.
Your paper must have an argument. Thus, it should be more than a story about what is
happening in a particular country, it should analyze why events are happening or happened in a
certain way.
This is crucial, so please talk to me if this is unclear. This argument should be mentioned in your
introduction, steadily developed throughout the body of your paper, and stated clearly in your
conclusion. This is important both for communicating to the reader and because forcing yourself
to state your argument will help clarify your thinking about the objective of your paper.
Your paper should include citations of your sources, as well as a bibliography.
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Creative Writing/Art Assignment
Summary: An open invitation to share your creative talents via an artistic rendering of an aspect
of Latin American Politics. Creative projects are presented during our final meeting.
Type of assessment: None
Criteria for assessment: None
Collaboration options: Collaboration is welcome and has been successful in the past.
You will complete some creative work that engages a theme, organization, country, or individual
from the course. Examples of past student work include a short story, a set of short poems or
one longer poem, a song, a dance performance, a drawing, a painting, a collaborative skit, a
collage, and a photo essay, but other possibilities exist. Our final meeting will be devoted to
ungraded and celebratory presentations of student work.
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Partisan Narrative
Summary: A 5-10 minute first-person narrative told in the persona of an important political
figure, followed by 5-15 minutes of Q&A, during which you answer questions while
staying in character.
Criteria for assessment: Oral communication, evidence, visual communication (and often
argumentation if your character uses his/her speech to advance an argument).
Collaboration options: May choose a pair of antagonists to be portrayed in dialogue by you and
another student (e.g., Mexico’s Felipe Calderón and Andrés Manuel López Obrador).
Office hours consultation: Full start-to-finish rehearsal required. Should occur at least two days
prior to your scheduled presentation in case a second rehearsal is required.
Partisan Narratives are concise 5-10 minute speeches delivered in the role of important political
and historical figures. Narrators then answer questions while maintaining their role. Your
narrative will both convey biographical information about this figure and will teach about her or
his political era--but from a biased and partisan perspective. Hence you have a two-fold task to
both 1) teach us about your character; and 2) make some argumentative claim. One preliminary
step that can help you focus in on an argument is to decide who your audience is and when your
character is speaking. Here are two examples:
•A student gave a Daniel Ortega narrative in which President Ortega was addressing his
Sandinista supporters in 1989, on the eve of Nicaragua’s presidential election. In his speech,
Ortega argued that listeners should vote for him and he supported this claim with
heartwarming tales of his life as well as policy arguments.
•A student gave an Otto Reich narrative, in which this Bush appointee addressed a class of
Macalester students in 2005. In his speech, Reich argued for a coup d’etat against
Venezuelan President Hugo Chávez, and used anecdotes from his own career to explain why
Mac students should abandon their bleeding heart values and support what is best for the
United States.
•Tip: Anticipate likely questions and prepare rough answers to them in advance.
Preparation and delivery of a Partisan Narrative typically involves:
1) Checking in with Paul at the beginning of your preparation. At this time you should also
make an appointment to rehearse your presentation with me in my office.
2) Writing and revising your presentation, which typically involves a small amount of outside
research.
3) Rehearsing your completed presentation from start to finish with a peer, who can time you.
4) Your final rehearsal is with Paul, typically 1-2 days before your presentation date. You
should come to this presentation with a complete and rehearsed presentation ready to go.
5) Your class presentation, which typically includes up to 10 minutes of prepared remarks
followed by 5-15 minutes of Q&A.
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9:59 Lecture
Summary: A class lecture that occupies 20-25 minutes of class time, but your initial formal
remarks last 9 minutes and 59 seconds or less, leaving you 10-15 minutes to share the rest
of your knowledge in dialogue with your audience.
Criteria for assessment: Oral communication, argumentation, evidence, visual communication.
Collaboration options: Collaborative proposals welcome
Office hours consultation: Full start-to-finish rehearsal required. Should occur at least two days
prior to your scheduled presentation in case a second rehearsal is required.
9:59 Lectures are tight, well-prepared 10-minute lectures on assigned and student-created topics.
As with a written paper, your lecture should have an engaging introduction that grabs the
audience’s attention and communicates your central claim, as well as some information about
how the presentation will proceed. The lecture’s organization should be driven by the argument
and should not be only a chronological retelling of key historical events. Your conclusion should
be crafted in order to provoke a lively Q&A session.
•Tip: Anticipate likely questions and prepare rough answers to them in advance.
Preparation and delivery of a 9:59 Lecture typically involves:
1) Checking in with Paul at the beginning of your preparation. At this time you should also
make an appointment to rehearse your presentation with me in my office.
2) Writing and revising your presentation, which typically involves a small amount of outside
research.
3) Rehearsing your completed presentation from start to finish with a peer, who can time you.
4) Your final rehearsal is with Paul, typically 1-2 days before your presentation date. You
should come to this presentation with a complete and rehearsed presentation ready to go.
5) Your class presentation, which typically includes up to 10 minutes of prepared remarks
followed by 5-15 minutes of Q&A.
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Co-Directing a Simulation
Summary: A team of three students co-design and co-direct an original role-played simulation.
Criteria for assessment: Facilitation, written communication, visual communication, evidence
(and occasionally oral communication if facilitators have significant spoken roles during
the simulation).
Collaboration options: Collaboration with team of two other students required.
Office hours consultation: Required (usually includes an initial consultation to discuss ideas
and a second consultation once preparation of simulation is underway).
Our third, fourth, and fifth expositions will each be designed and facilitated by a team of three
students. Past student-led Expositions have focused on topics such as Zapatista peace talks,
immigration on the Mexico-U.S. border, Mexico’s national elections, prosecuting Guatemalan
generals for human rights abuses, and debating the Rigoberta Menchú controversy. This option
tends to be the most work and the most rewarding. The student co-directors work with each
other and with the instructor and preceptor, so you do not need prior debate or Model UN
experience to choose this option.
Additional details forthcoming.
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Class Engagement
Summary: An on-going “assignment” that expects you to energetically engage your classmates
and the course materials.
Criteria for assessment: Non-standard
Collaboration options: None
Office hours consultation: You are welcome to consult with Paul to solicit feedback on your
class engagement. I will also informally share feedback with you when you come to
office hours. If your class engagement is problematic, we will need to meet to create a
plan to get you back on track and re-engaged.
To get the most out of our diverse class, we will need to be respectful of the views others have to
offer, and of the fact that each of us has something to teach the rest of the class. Everyone’s full
engagement is needed to get the most out of the course.
You will earn a letter grade in Class Engagement based on: attendance, careful reading of
assigned texts, participation in three Simulations, four Freewrites, three Single Point Papers,
Research Paper Topic, Creative Art/Writing assignment, and your engagement of course
materials and your classmates.
Different people have different ways in which they best engage course materials and classmates.
Some of these methods of engagement include active listening, thoughtful preparation for class,
sharing a well-formulated idea with reference to another person's ideas, off-the-top-of-your-head
reactions to new ideas, helping a classmate understand a difficult concept, coming to office
hours, bringing relevant news articles to class to share, and creative completion of assignments.
You get the picture: different people have different learning styles. Some are listeners, some are
more visual, some need to speak or write things down to understand them. I are always open to
suggestions as to how we can make our class a better environment for you to learn and teach.
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ASSESSMENT
Assessment Overview
Major assignments are assessed with written feedback as well as a summary mark/letter grade.
For example, a Research Paper might receive detailed comments and a mark of “Very good/B+.”
In addition, major assignments are assessed with respect to various criteria, such as
“Argumentation: Fairly good” or “Evidence: Excellent,” with accompanying written comments
and suggestions for further improvement. Minor assignments are assessed with written feedback
that informally comment on specific criteria, but these assignments are not given a summary
mark/letter grade.
Summary Marks (corresponding grades)
Not yet passing (less than a C-)*
Barely passing (C-)
Passing (C)
Fair (C+)
Fairly good (B-)
Good (B)
Very good (B+)
Excellent (A-)
Outstanding (A)**
* Work that is not yet passing does not yet meet minimum standards. Consultation with instructor is typically
required, sometimes followed by a re-write and sometimes followed by a whole new assignment.
** Work marked as outstanding is excellent with respect to all relevant criteria and also exhibits a superlative
quality that distinguishes it as outstanding. For an introductory course, “outstanding” signals that an assignment
could be posted on the course resources web page as a model for future students. For an intermediate course,
“outstanding” denotes work that could be assigned in a course at Macalester. For an advanced course,
“outstanding” indicates work of publishable quality.
Assessment Criteria and Rubrics
Each assignment is assessed in terms of one or more of six criteria. Individual assignment
descriptions specify which criteria are used for evaluation, with the most important criteria listed
first. The six criteria are described here, and a rubric is provided for each.
Criteria descriptors are cumulative, so each successive descriptor also assumes the elements of
those listed above it. All rubrics are illustrative and provide a guide to the skills you should
focus on developing. They are not rigid assessment tools, since a given paper or presentation
might include more advanced elements while omitting more basic elements and/or might fulfill
the expected elements with varying degrees of quality.
Argumentation (papers and presentations)
Passing. Paper or presentation advances an argument in order to answer a specific question. Argument is organized
logically with a clear introduction, a “roadmap” or other set of cues to guide the reader/audience, and a
conclusion.
Fair. Analysis of evidence supports the argument.
Fairly good. Paper or presentation acknowledges evidence that runs counter to the argument in order to boost
author’s credibility by showing that she is aware of other perspectives.
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Good. Contrary evidence is not only acknowledged, but is also either refuted or framed in such a way that such
evidence bolsters argument, rather than undermining it. The entire paper or presentation revolves around
the central argument.
Very good. The argument is shown to be relevant to broader scholarly, theoretical, conceptual, and/or civic debates,
with reference to specific authors or theoretical perspectives.
Excellent. The paper or presentation makes an original contribution to one or more of those debates.
Evidence (papers, presentations, and simulations)
Note: In this course, the following assignments require outside research: Partisan Narratives, 9:59 Lectures,
Simulations, and Research Papers. For other assignments, use of sources not on the syllabus is welcome, but not
expected.
Passing. Paper or presentation makes ample use of specific readings and authors. Papers correctly cite sources.
Analytic Papers and Research Papers include a properly formatted bibliography.
Fair. Use of evidence identifies key ideas and interesting details and demonstrates a deeper reading of sources.
Fairly good. Specific concepts and theories are not only identified but are presented in a way to concisely inform
the reader/audience of their important elements. For Analytic Papers and Research Papers, bibliography
reflects a diverse array of sources.
Good. Evidence is organized around the key components of the argument. For example, an argument-driven
organization is often (but not always) more effective than a strictly chronological organization of evidence.
For simulations, preparatory handouts reflects good knowledge of issues
Very good. Skillful weeding out of evidence that is perhaps interesting, but unnecessary and/or not relevant to
argument. For presentations, in-depth reading and preparation permits concise answers to questions
Excellent. For research papers, bibliography reflects an extensive effort to gather sources of data. For
presentations, great familiarity with the material enhances ability to connect with the whole audience. For
simulations, preparatory handouts reflect sufficient knowledge of issues and characters to anticipate and
engineer interesting conflicts among participants that will provide opportunities for learning.
Written Communication (papers and simulations)
Passing. A lack of obvious erors makes it klear that the the final hard copy version was carerefully proof-read
before it being turned it in.
Fair. Clear structure allows reader to know what paper is saying and when. Each topic sentence reflects the content
of its corresponding paragraph.
Fairly good. Paragraph breaks are effective. Manuscript vernacular evades obstruse obfuscation.
Good. Section headings say a lot with few words. If no section headings are used, clear and effective transitions
guide reader from one section to the next. The paper is the correct length given what you have to say.
Very good. Paper has good flow from one section to the next. Some topic sentences are imaginative and
memorable. Excessive repetition of the same word(s) is avoided.
Excellent. Without sacrificing rigor, the text overcomes the rigidity that often characterizes academic writing,
making the paper a pleasure to read. The reader is able to focus entirely on the ideas of your paper, without
ever being distracted by problems with the writing. Final presentation is tight and polished. If this “book is
judged by its cover,” it will be judged “perfect.”
Oral Communication (presentations)
Passing. The orderliness of your notes and your respect for the time limit makes it obvious that you have done a
start-to-finish rehearsal of your talk.
Fair. You always face the audience when you speak (and not the board). For Partisan Narratives, presenters stay in
character during entire narrative and during Q&A.
Fairly good. You like, totally, avoid, um, verbal crutches, or whatever, y’know? During the first minute of your
presentation, you make an effort to connect with your audience.
Good. Very well rehearsed. Notes are effectively prepared for minimal disruption. Strong beginning and strong
finish. Pace of delivery allows you to cover a lot of ground without losing audience. You enunciate
clearly.
17
Note: For Partisan Narratives and 9:59 Lectures, “good” oral communication is the minimum standard to be
allowed to present in class. If at your office hours rehearsal it appears you are not yet ready to give at least a
“good” presentation, you will be required to do a second (and occasionally a third) rehearsal before you “go on
stage.” The rationale for this is two-fold. First, public speaking can be intimidating and we want you to be
successful. There’s no shame in needing more preparation before you are ready to present to your peers.
Second, our class time is valuable and I want the 15-25 minutes that you are in the driver’s seat to be valuable for
everyone. Insisting on a high standard for student presentations helps sustain peer enthusiasm for this use of
class time. I am eager to work with you on improving your oral communication – I know it can be intimidating!
Very good. Tightly rehearsed. Minimal use of notes. Engaging style of delivery. Dynamic variation in tone and
volume of delivery. Q&A is at least as strong as your initial remarks.
Excellent. Presentation is so well rehearsed that parts of it are practically memorized, even if you still have notes in
your hand. Superlative preparation permits you to focus almost entirely on the audience as you hardly need
to think about your talk.
Visual Communication (presentations, simulations, and some papers)
Passing. Professional appearance communicates to audience that presentation is a significant opportunity for them
to learn.
Fair. Any visuals you show your audience (e.g. slides or a handout) are projected at a speed or distributed in a way
that allows people an appropriate amount of time to absorb the visual information without losing track of
what you are saying.
Fairly good. Slides and/or handouts are crisp and not cluttered with too much text or too many images.
Good. You make eye contact with your audience and you do not stare at a single individual or section of the room.
Use of handouts or the board helps students engage the material. Graphs, charts, and tables are generally
re-drawn by you so as to include only the visual information that is essential to your presentation or paper,
leaving out other data or elements. Any slides that are projected enhance and supplement the presentation
without “stealing the show” from you, the presenter.
Very good. Body language enhances presentation and movement is purposeful and not due to nervousness (though
it’s okay to be nervous!). For simulations, all elements of physical classroom environment (e.g. chair and
table set-up, nametags and/or name placards, removal of excess furniture from room, info on board,
distribution of handouts carefully planned) are thoughtfully prepared and/or arranged to reinforce the
exercise. For papers, visuals relate directly to the argument.
Excellent. Partisan narrators create lasting and memorable impressions, perhaps accenting their personas with props
or a costume. For papers, an original figure or table captures the core argument and helps communicate its
substance to the reader.
Facilitation (simulations)
Passing. Facilitation of class period provides a useful forum for the class to process the major themes of the course.
Fair. Simulation directors work well as a team.
Fairly good. Knowledge of subject matter allows facilitators to keep the simulation moving at all times.
Good. Exercise engages all the participants and manages to cover multiple topics in a way that is organized but not
forced. Knowledge of subject matter allows directors to keep things moving and keep all participants
included.
Very good. Strong preparation and careful study of texts allows facilitators to focus entirely on the needs of the
class. Facilitators know when to intervene and when to “stay out.” When things go wrong, facilitators are
able to react quickly and smoothly to either keep the simulation on track or to guide it in an expected, but
productive new direction; participants do not realize that something went “wrong.”
Excellent. Participants will remember this exercise after they graduate! Excellent preparation of all materials and
careful study of all texts allows directors to focus entirely on the needs of the class. The different parts of
the class period engage all participants and engage key concepts or theories from course materials.
18
SYLLABUS
—Thursday, September 8—
Course Introduction
Assignment: Read the syllabus!
•Dosh, Paul. 2002. “Expecting More while Pressuring Less: Deep Assessment, Standards
without Stratification, and Classroom Egalitarianism.” The Political Science Educator,
Vol. 8, No. 2, pp. 5-6. [Handout]
STUDY CYCLE I
Authoritarianism, Neoliberalism, and Social Movements: Argentina
In 2011, it is hard to believe that Buenos Aires once rivaled New York City for the title of
“Capital of the Western Hemisphere.” A century of failed and aborted economic policies and an
interminable series of military coups and periods of dictatorships has left the Southern Cone
powerhouse a debilitated shadow of its former glory. Following the repression of the so-called
“Dirty War” (1976-83), Argentina seemed to be climbing back to political and economic
respectability, but the gains of President Carlos Menem (1989-99) proved fleeting, and 2001 saw
middle-class Argentines bankrupted and waves of new social movements mobilizing in the
streets. What turns will Argentina’s tumultuous journey take next?
—Tuesday, September 13—
Opening Reading #1: Torture and Argentina’s “Dirty War”
In-class activity: Freewrite #1
•Timerman, Jacobo. 2002. Prisoner without a Name, Cell without a Number. Madison:
University of Wisconsin Press. Older/out-of-print editions are fine (read entire book).
Core Readings: Overview of Latin American Politics (lecture by Paul Dosh, Rebecca Jackson,
Diego Melo Ascensio, and Carly Silva)
•Galeano, Eduardo. 1973. Open Veins of Latin America: Five Centuries of the Pillage of a
Continent. New York: Monthly Review, pp. 11-18.
or read the original Spanish: Galeano, Eduardo. 1971. Las venas abiertas de América
Latina. Mexico City: Siglo XXI, pp. 15-23.
•Vanden, Harry, and Gary Prevost (eds.). 2012. Politics of Latin America: The Power Game,
4th edition. New York: Oxford. “Introduction to 21st Century Latin America,” (Ch. 1).
Skim pp. xvi-xxi, 1-12. Read pp. 12-16.
•Vanden & Prevost, “Democracy and Dictators” (Ch. 3). Skim pp. 42-54. Read pp. 54-70.
Glance over Timeline on pp. 71-77.
•Vanden & Prevost, “Political Economy of Latin America” (Ch. 7). Skim pp. 151-157. Read
pp. 157-180 carefully.
19
Core Readings: Neoliberalism in Argentina
Film: “The Take,” by Avi Lewis and Naomi Klein (first 40 minutes)
•Vacs, Aldo, “Argentina,” in Vanden & Prevost (Ch. 16).
•Levitsky, Steven. 2000. “The Normalization of Argentine Politics.” Journal of Democracy,
Vol. 11, No. 2, pp. 56-69.
•Colombo, Pamela, and Tomás Bril Mascarenhas. 2003. “We’re Nothing, We Want to be
Everything: A Tale of Self-Management.” In We Are Everywhere, edited by Notes from
Nowhere. London: Verso, pp. 458-463.
Core Readings: Social Movements in Argentina
Film (continued): “The Take” (last 45 minutes)
•Vanden & Prevost, “Argentine Manifestation,” pp. 264-266.
•Jordan, Joh, and Jennifer Whitney. 2003. Que Se Vayan Todos: Argentina’s Popular
Rebellion. Montreal: Kersplebedeb, pp. 1-36 (Part 1).
•Benclowicz, José Daniel. 2011. “Continuities, Scope, and Limitations of the Argentine
Piquetero Movement: The Cases of Tartagal and Mosconi.” Latin American
Perspectives, Vol. 38, No. 1 (January): 74-87.
•Sikkink, Kathryn. 2008. “From Pariah State to Global Protagonist: Argentina and the Struggle
for International Human Rights.” Latin American Politics and Society, Vol. 50, No. 1
(Spring): 1-30.
—Sunday, September 25, 3:30-6:45 pm—
“Ticket to Brazil” concert at Como Park Lakeside Pavilion
•The concert starts at 4 pm, so we’ll depart from Weyerhaeuser at 3:30 pm, returning at about
6:45 pm. Music is a mix of bossa nova, Latin jazz, and samba.
Simulation #1 (directed by Paul)
Topic: “The Future of Neoliberalism in Argentina.” Once viewed as the poster-child of
neoliberalism, Argentina’s economic collapse in 2001 challenged the integrity of this
economic model. With inflation rising, farmers and politicians protesting in the streets
and rampant poverty, it is obvious that the many of the societal wounds created by the
collapse remain untreated. Can neoliberalism solve Argentina’s existing woes? Or do the
economic troubles of Argentina require a new solution? In this debate, President Cristina
Fernández de Kirchner brings together a number of advisors and critics that disagree on
the future of Argentine economic policy and offer competing advice to the incumbent
president.
20
STUDY CYCLE II
Democratic Transition, Labor, and Race: Brazil
Brazil endured the longest period of “bureaucratic-authoritarian” rule in South America—21
years, from 1964 to 1985—yet looks remarkably democratic in 2011. Two decades of free and
fair elections at the national, state, and local levels have made Brazil the envy of many with
respect to its democratic institutions, yet the nation remains the most economically unequal and
racially stratified in the region. After multiple failed bids for the presidency, “Lula” da Silva
finally won in 2002, served two terms, and was succeeded by his Workers’ Party (PT) protégé
Dilma Rousseff. Will Brazilians continue to be satisfied for the center-left policies of Rousseff
and the PT or will they demand the more radical policies of neighbors like Venezuela and
Bolivia?
Opening Reading #2: Benedita da Silva, Brazil’s First Black Woman Senator
*DUE: Freewrite #2*
Film excerpt: “City of God” (5 minutes)
Small and Large Group Discussion
•da Silva, Benedita. 1997. Benedita da Silva: An Afro-Brazilian Woman’s Story of
Politics and Love. Food First (entire book).
—Monday, October 3 (time/place TBA)—
Railroaded by CAFTA/NAFTA: The Perilous Journey from Central America to the States
•Witness for Peace invited speaker Nancy Garcia, from Oaxaca, Mexico. If you attend this
event, you can write a Single Point Paper about it.
—Tuesday, October 4—
Core Readings: Race and Politics in Brazil
Film excerpt: “Capital Sins” (10 minutes)
Comparative Analysis Activity
•Chaffee, Wilber, “Brazil,” in Vanden & Prevost (Ch. 15).
•Feres Júnior, João, Verônica Toste Daflon, and Luiz Augusto Campos. 2011. “Lula’s
Approach to Affirmative Action and Race.” NACLA Report on the Americas, Vol. 44,
No. 2 (Mar/Apr): 34-37.
•Mitchell, Gladys. 2009. “Campaign Strategies of Afro-Brazilian Politicians: A Preliminary
Analysis.” Latin American Politics and Society, Vol. 51, No. 3 (Fall): 111-142.
•Bailey, Stanley. 2009. “Public Opinion on Nonwhite Underrepresentation and Racial Identity
Politics in Brazil.” Latin American Politics and Society, Vol. 51, No. 4 (Winter): 69-100.
21
—Thursday, October 6—
Core Readings: The Landless Rural Workers Movement (MST)
Speech excerpt from 1999 MST protests: “Together We Start a Struggle” (read aloud by
Paul)
9:59 Lecture: The MST Today in Brazil (by Student)
Comparing Argentine and Brazilian Social Movements
•Vanden & Prevost, “New Social Movements and New Politics: the MST,” pp. 268-271.
•Branford, Sue, and Jan Rocha. 2003. “Cutting the Wire: The Landless Movement of Brazil.”
In We Are Everywhere, edited by Notes from Nowhere. London: Verso, pp. 122-133.
•Ondetti, Gabriel. 2006. “Repression, Opportunity, and Protest: Explaining the Takeoff of
Brazil’s Landless Movement.” Latin American Politics & Society, Vol. 48, No. 2
(Summer): 61-90.
Core Readings: Lula, Dilma, and the Workers Party (PT)
*REMINDER: Last opportunity to turn in first Single Point Paper *
Partisan Narrative: Dilma Rousseff (by Student).
•Ansell, Aaron. 2011. “Brazil’s Social Safety Net Under Lula.” NACLA Report on the
Americas, Vol. 44, No. 2 (Mar/Apr): 23-26.
•Bernardino-Costa, Joaze. 2011. “Destabilizing the National Hegemonic Narrative: The
Decolonized Thought of Brazil’s Domestic Workers’ Unions.” Latin American
Perspectives, Vol. 38, No. 5 (September): 33-45.
•Boito, Armando, and Paula Marcelino. 2011. “Decline in Unionism? An Analysis of the New
Wave of Strikes in Brazil.” Latin American Perspectives, Vol. 38, No. 5 (September):
62-73.
•Leindecker, Silvia, and Michael Fox. 2011. “After Lula: The Brazilian Workers’ Party in
Transition.” NACLA Report on the Americas, Vol. 44, No. 2 (Mar/Apr): 13-18.
•Sader, Emir. 2011. “Dilma as Lula’s Successor: The First 100 Days.” NACLA Report on the
Americas, Vol. 44, No. 2 (Mar/Apr): 31-33.
Simulation #2 (directed by Paul and 2 Students)
Topic: Electoral Politics in Brazil
—Friday, October 14, 3:00 pm—
*DUE: Analytic Paper #1*
22
STUDY CYCLE III
Revolution, Terror, and a Questionable Peace: Guatemala
In 1959, the Cuban Revolution caught the eye of the world. In the decades that followed, Cuba
inspired guerrilla movements across Latin America. Guided by Cold War thinking, the Reagan
Administration sponsored a regime of state terror in Guatemala aimed at destroying leftist
movements that drew inspiration from Fidel Castro. With the fall of the Berlin Wall, however,
this bloody conflict gave way to a peace process in Guatemala tarnished by continued violence
and amnesty for human rights offenders. Can terror give way to both peace and justice or do we
have to choose?
Opening Reading #3: Rigoberta Menchú
*DUE: Freewrite #3*
Film: “Rigoberta Menchú: Cassandra and Crusader” (1999; 28 minutes)
•Menchú, Rigoberta. 1984. I, Rigoberta Menchú: An Indian Woman in Guatemala (New York:
Verso), pp. xi-xxi, 1-6, 102-116, 141-149, 172-182.
•Stoll, David. 2001. Excerpts from The Rigoberta Menchú Controversy, ed. Arturo Arias
(Minneapolis: University of Minnesota), pp. 66-69, 118-120, 392-409.
Core Readings: State Terror and the School of the Americas (class facilitated by Rushabh
Bhakta, Sarah Levy, Robert Strickling, and Tom Fendt)
Film: “Killing in the Name of…—Economic Imperialism and the School of the Americas”
(produced and directed by Layne Mullett and Bahiyyih Comeau, 15 minutes)
Partisan Narrative: José Efraín Ríos Montt (by Student)
•Jonas, Susanne, “Guatemala,” in Vanden & Prevost (Ch. 12).
•Vanden & Prevost, “Struggling for Change” (pp. 245-259).
•Gill, Lesley. 2004. The School of the Americas. Durham: Duke University Press, pp. 59-89
(Ch. 3).
•Willis, G.E. 1997. “School of the Americas: Is the Controversial Training Center Past its
Prime?” Army Times (21 April): 12-14.
•Nelson-Pallmeyer, Jack. 2001. School of Assassins: Guns, Greed, and Globalization. New
York: Orbis, pp. 32-44 (Ch. 4).
•Urschel, Augustus. 2011. “School of the Americas: The Spirited Campaign Against the SOAWHINSEC Continues with Critics and Advocates to be Heard.” Council on Hemispheric
Affairs (April 22). Available at: www.coha.org/school-of-the-americas-the-spirited-campaign-against-the-soawhinsec-continues-with-critics-and-advocates-to-be-heard.
—Sunday, October 23, 5:00-7:00 pm—
Dinner/Film Showing: “Romero” (Carnegie 304)
•Note: If you cannot attend, the film will on reserve at Media Services.
23
Core Readings: Religion in Latin America and Guatemala’s Peace Process
*REMINDER: Last opportunity to turn in second Single Point Paper*
Partisan Narrative: Archbishop Juan Gerardi (by Student)
9:59 Lecture: An Introduction to Liberation Theology (by Student)
•Vanden & Prevost, “Religion in Latin America” (skim Ch. 6, but read pp. 139-144 carefully).
•Jonas, Susanne, “Guatemala,” in Vanden & Prevost (Ch. 11, pp. 284-288).
•Jonas, Susanne. 2000. “Can Peace Bring Democracy or Social Justice?” Of Centaurs and
Doves: Guatemala's Peace Process (Boulder: Westview), pp. 93-113 (Ch. 4).
•Tran, Rebecca. 2011. “Guatemala’s Crippled Peace Process: A Look Back on the 1996 Peace
Accords.” Council on Hemispheric Affairs (May 10). Available at:
www.coha.org/guatemala%E2%80%99s-crippled-peace-process-a-look-back-on-the-1996-peace-accords.
—MIDTERM BREAK—
—Tuesday, November 1—
Core Readings: Continuing Conflict in Guatemala Today
•McAdams, Megan. 2011. “Bloodshed in Guatemala as Cartels and Street Gangs Wage War.”
Council on Hemispheric Affairs (March 7). Available at: www.coha.org/bloodshed-in-guatemala-ascartels-and-street-gangs-wage-war.
•Benson, Peter, Edward Fischer, and Kedron Thomas. 2008. “Neoliberalism, Accusation, and
the Sociopolitical Context of Guatemala’s New Violence.” Latin American Perspectives,
Vol. 35, No. 5 (September): 38-53.
•Afflitto, Frank, and Paul Jesilow. 2007. The Quiet Revolutionaries: Seeking Justice in
Guatemala. Austin: University of Texas Press (Ch. 5; pp. 100-128).
•Fulmer, Amanda, Angelina Snodgrass Godoy, and Philip Neff. 2008. “Indigenous Rights,
Resistance, and the Law: Lessons from a Guatemalan Mine.” Latin American Politics
and Society, Vol. 50, No. 4 (Winter): 91-122.
—Thursday, November 4—
Simulation #3 (co-directed by 3 students)
Sample past topic: “Prosecuting the Guatemalan Generals.” The Guatemalan peace accords of
1996 brought great hope to the region, but the 1998 assassination of Truth Commission
leader Archbishop Juan Gerardi made clear that peace in Guatemala is tenuous at best.
Determined to bring the genocidal Guatemalan generals to justice, Nobel Peace Laureate
Rigoberta Menchú continues to pursue legal justice in the courts of Spain, but fearful allies in
Guatemala urge her to desist, arguing that her righteous crusade risks plunging Guatemala
back into a state of daily terror. Can Guatemalans achieve both peace and justice, or must
they choose?
—Monday, November 7, 3:00 pm—
*DUE: Analytic Paper #2: Guatemala Option*
24
STUDY CYCLE IV
Party System Collapse and Crisis: Venezuela
In 1998, after a half-century of two-party rule, Venezuelans rejected the establishment political parties and elected
the failed coup leader and “neopopulist” Hugo Chávez. Over the next eight years Chávez and his “Bolivarian
Revolution” have written a new constitution, implemented leftist economic policies, and acted as a voice for the
poor in the halls of government. Chavistas have come to the president’s aid several times as his policies and his
presidency have been put to the test at the ballot box and through general strikes and a 2002 coup that forced him
from Venezuela for 48 hours until his supporters forcefully took back the presidential palace. As the president
consolidates power to achieve his domestic agenda and uses fiery rhetoric to lambast those who oppose him, how far
will Chávez’s “revolution” go?
Opening Reading #3: An Interview with Hugo Chávez
*DUE: Freewrite #4*
•Guevara, Aleida. 2005. Chávez, Venezuela and the New Latin America: An Interview with
Hugo Chávez. New York: Ocean Press (entire book).
Core Readings: “Partyarchy” and the Pact of Punto Fijo in Venezuela
*DUE: Research Topic*
Film Excerpt: “Venezuela Bolivariana: People and Struggle of the 4th World War” (10 min.)
9:59 Lecture: “The Collapse of the Venezuelan Party System” (by Student)
•Vanden & Prevost, pp. 184-187, 206-207, 216-234 (key concepts: personalism, caudillo,
corporatism, clientelismo, middle sectors, organized labor, populist parties, reform
parties, left reform parties, revolutionary parties, mass organizations).
•Hellinger, Daniel, “Venezuela,” in Vanden & Prevost (Ch. 18).
•Ellner, Steve. 2010. “Venezuela: Toward Socialism and Participatory Democracy?” Latin
American Perspectives, Vol. 37, No. 1 (January): 77-96.
•Motta, Sara. 2011. “Populism’s Achilles’ Heel: Popular Democracy beyond the Liberal State
and the Market Economy in Venezuela.” Latin American Perspectives, Vol. 38, No. 1
(January): 28-46.
Core Readings: Delegative Democracy and Chávez’s Venezuela
9:59 Lecture: Analyzing O’Donnell’s “Delegative Democracy” (by Student).
•O’Donnell, Guillermo. 1994. “Delegative Democracy.” Journal of Democracy, Vol. 5, No. 1,
pp. 55-69.
•Spanakos, Anthony Peter. 2011. “Citizen Chávez: The State, Social Movements, and Publics.”
Latin American Perspectives, Vol. 38, No. 1 (January): 14-27.
•Irazábal, Clara, and John Foley. 2010. “Reflections on the Venezuelan Transition from a
Capitalist Representative to a Socialist Participatory Democracy.” Latin American
•French, John. 2010. “Many Lefts, One Path? Chávez and Lula.” In Latin America’s Left
Turns: Politics, Policies & Trajectories of Change, edited by Maxwell Cameron & Eric
Hershberg. Boulder: Lynne Rienner, pp. 41-60.
25
Core Readings: U.S. Policy and Venezuela Under Chávez
*REMINDER: Last opportunity to turn in third Single Point Paper*
Partisan Narrative: Elliot Abrams (by Student)
9:59 Lecture: “Domestic Opposition to the Chávez Administration” (by Student)
•Coronil, Fernando. 2011. “Venezuela’s Wounded Bodies: Nation and Imagination During the
2002 Coup.” NACLA Report on the Americas, Vol. 44, No. 1 (Jan/Feb): 33-39.
•Bigwood, Jeremy. 2010. “Full Disclosure: Buying Venezuela’s Press with U.S. Tax Dollars.”
NACLA Report on the Americas, Vol. 43, No. 5 (Sept/Oct): 6-10.
•Hellinger, Daniel. 2011. “Obama and the Bolivarian Agenda for the Americas.” Latin
American Perspectives, Vol. 38, No. 4 (July): 46-62.
•Weisbrot, Mark. 2011. “Commentary: Obama’s Latin America Policy: Continuity without
Change.” Latin American Perspectives, Vol. 38, No. 4 (July): 63-72.
Sample past topic: “Venezuela: The Nuclear Age?” It is November 2006 and Chávez’s power
seems to be at an all time high. The continued energy crisis has sustained exorbitantly
high oil prices and strong leftist political victories in neighboring countries have boosted
the prospects for a vibrant ALBA (Alternativa Bolivariana para las Americas),
Venezuela’s alternative to the Bush Administration’s Free Trade Agreement of the
Americas. At a South American Summit, Presidents Kirchner of Argentina, Morales of
Bolivia, Lula of Brazil, Bachelet of Chile, and Uribe of Colombia, have just heard a
proposal by President Chávez of Venezuela to create and expand a South American
power grid. With an eye toward exporting more oil and with the support of his friend,
President Ahmadinejad of Iran, Chávez easily sways President Morales, but must
convince left-leaning moderate Kirchner, Lula, and Bachelet, as Uribe rallies
international opposition.
—Wednesday, November 23, 3:00 pm—
*DUE: Analytic Paper #2: Venezuela Option*
—THANKSGIVING BREAK—
26
STUDY CYCLE V
Indigenous Resistance, Immigration, and Globalization: Mexico
In 2000, after seven decades of one-party rule, Mexicans elected their first democratic president,
Vicente Fox. Fox promised great results, including the resolution of the Zapatista rebellion in
Chiapas. In 2001, George W. Bush and Vicente Fox were moving toward normalization of the
status of millions of undocumented Mexican immigrants in the United States, but the Bush
Administration’s post-9/11 national security state proved incompatible with Fox’s ambitious
goals. In 2011, with drug cartel-fueled violence de-stabilizing new regions, will Mexico’s
tenuous moves toward a less corrupt and more democratic society be derailed?
Opening Reading #5: Women’s Voices from Chiapas
Film: “Zapatista” (54 minutes), featuring narration by Daryl Hannah and Mumia Abu-Jamal, and
music by Rage Against the Machine, Neil Young & Crazy Horse, Ozomatli, and Silvio
Rodriguez.
•Ortiz, Teresa. 2001. Never Again a World Without Us. Washington D.C.: EPICA, pp. 99-131,
147-159, 184-195.
—Thursday, December 1—
Core Readings: Seven Decades of PRI Domination
9:59 Lecture: The Decline of the PRI in Mexico (by Student)
•Hamilton, Nora, “Mexico,” in Vanden & Prevost (Ch. 13).
•Holzner, Claudio. 2007. “The Poverty of Democracy: Neoliberal Reforms and Political
Participation of the Poor in Mexico.” Latin American Politics and Society, Vol. 49, No. 2
(Summer): 87-117.
—Tuesday, December 6—
Core Readings: The Zapatistas
Slide Show: “Zapa-Tour 2001” (photographs by James Lerager)
Partisan Narrative: Subcommandante Marcos (by Student).
Comparing Argentina, Brazilian, and Mexican Social Movements
•Vanden & Prevost, “Contemporary Struggle of the Indigenous People: Mexico,” pp. 97-101.
•Conant, Jeff. 2003. “Death of a Zapatista.” In We Are Everywhere, edited by Notes from
Nowhere. London: Verso, pp. 80-87.
•Citlalli, Afra. 2003. “Civil Emergency: Zapatistas Hit the Road.” In We Are Everywhere,
edited by Notes from Nowhere. London: Verso, pp. 320-325.
•Stahler-Sholk, Richard. 2007. “Resisting Neoliberal Homogenization: The Zapatista
Autonomy Movement.” Latin American Perspectives, Vol. 34, No. 2 (March): 48-63.
•Castellanos Laura. 2008. “Learning, Surviving: Marcos After the Rupture.” NACLA Report on
the Americas, Vol. 41, No. 3 (May/June): 34-39.
•Starr, Amory, María Elena Martínez-Torres, and Peter Rosset. 2011. “Participatory Democracy
in Action: Practices of the Zapatistas and the Movimento Sem Terra.” Latin American
27
—Thursday, December 8—
Core Readings: Felipe Calderón, Election 2006, and Mexico’s Drug Crisis
*DUE: Rough Draft*
Partisan Narrative: Felipe Calderón (by Student)
9:59 Lecture: Femicide in Mexico (by Student)
•Rodríguez Araujo, Octavio. 2010. “The Emergence and Entrenchment of a New Political
Regime.” Latin American Perspectives, Vol. 37, No. 1 (January): 35-61.
•Campbell, Howard. 2011. “No End in Sight: Violence in Ciudad Juárez.” NACLA Report on
the Americas, Vol. 44, No. 3 (May/Jun): 19-22.
•Carey, Elaine, and José Carlos Cisneros Guzmán. 2011. “The Daughters of La Nacha: Profiles
of Women Traffickers.” NACLA Report on the Americas, Vol. 44, No. 3 (May/Jun): 2324.
•Reguillo, Rossana. 2011. “’Dying Isn’t Enough’: A Young Hit Man in Michoacán.” NACLA
Report on the Americas, Vol. 44, No. 3 (May/Jun): 25-26.
•Mendoza Rockwell, Natalia. 2011. “Boots, Belt Buckles, and Sombreros: Narco-Culture in the
Altar Desert.” NACLA Report on the Americas, Vol. 44, No. 3 (May/Jun): 27-30.
—Friday, December 9—
*DUE: Rough Draft (email to Paul and your peer review partner)*
—Tuesday, December 13—
Sample past topic: “Mexico 2006: On the Brink of Chaos.” It has been six months since the
fraud-tainted election of President Calderón, and PRD candidate Lopez Obrador and his
followers still refuse to give up their bid for the presidency. Oaxaca City is a mess of
burning tires, riots, and police violence, and the Zapatistas have been hinting about a major
new phase of their “Otra Campaña.” With society and economy driven to a stand-still, can
an emergency negotiation session overseen by the Organization of American States (OAS)
keep Mexico from total collapse? Or will the disparate actors brought together reject
compromise and plunge Mexico into an even more uncertain future?
—Friday, December 16, 3:00 pm—
*DUE: Final Paper* (due in Political Science office; hard copy required)
—Saturday, December 17, 10:30 am-12:30 pm—
Student Presentations of Creative Work
Course Evaluations
28

Latin American Politics

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