History 440/540
Dale T. Graden
Spring 1998
Admin 326
T, Th at 12:30
Office: Administration 305 A
Office Hours: Tuesday 8-9:30 or by appointment
Office Telephone: 885-8956
Email:
Graden@uidaho.edu
The purpose of this course is to offer an overview of revolutionary movements and outcomes in Central America and the Caribbean in the twentieth century. Emphasis is placed on United States relations with these regions. Through readings, discussion, lectures and films, we shall study some of the personalities and historical forces that have made revolutions, in the words of Walter LaFeber, "inevitable."
It is imperative that you attend the class meetings, and that you do the readings. When it is noted discussion, please come prepared to discuss. The quality of the discourse in the classroom depends upon your preparation and commitment. Do not hesitate to ask questions at any time. Please, feel free to challenge my interpretations of history and culture or share with other members of the section your own insights. My days are enhanced significantly when I learn about new ideas and your perspectives. My goal is for this to be one of the great learning experiences in your journey through life.
I reserve the right to determine a grade based on attendance and participation. If you miss more than six class meetings during the semester, your final grade will drop by a grade. If you cannot attend a class for health or other reasons, please leave a note in my mailbox in the department of history (Admin 315) or send a message via email to let me know. I pay close attention to attendance. I emphasize to you that your involvement makes a class of this nature a worthwhile endeavor for everyone.
There will be four (4) short papers of three to four (3-4) typed pages required. Everyone is required to write on Paterson, Contesting Castro; this critique is due in class on Thursday, February 5th. The other three papers are chosen from six other choices noted on the syllabus. If there is another book that you would prefer to read, please communicate the title to me and we can consider it as an alternative. Each paper is worth twenty-five (25) points, and your participation is worth ten (10) points, for a total of 110 points.
The four critiques of 3-4 pages are assigned to help you to learn how to write effectively and to ensure that you come to the specific discussion meeting prepared to talk about your ideas and interpretations. These essays should address some theme(s) which you consider relevant from the assigned reading. The short paper is not a "book report." Rather, it is a critique of the book that you have read. I want to read about your ideas and observations and critical analysis, and not an overview of what the author has written. Show me that you have read and thought about the book. According to the law of effective writing, the paper should begin with an introduction, and the last sentence of the introductory paragraph should inform the reader (me) of the central theme or focus of the critique. Then construct coherent paragraphs that analyze in a logical manner the topic. Finally, finish with a conclusion.
Please, write the paper a few days before the due date, so that you can return to the computer at least once before you hand it to me. This will enable you to make corrections and refinements. I have read hundreds of these short papers, and know when someone has scribbled down a bunch of ideas the night before and when the assignment has been approached seriously. I believe that these short papers are among the most important exercises that you can do as a student at a university. And you have asked why?!! Because the majority of students graduate from universities and colleges across the land unable to write 3-4 coherent pages on a specific topic or reading. I hope that you find the readings challenging and stimulating. In other words, I hope that the assigned readings make you feel like you want to take pen (computer) in hand to write down your ideas. The discussion offers a great opportunity for you to share with the class your ideas, impressions, sentiments, worldview, etc. I am convinced that we all have much to gain by engaging in a reasoned and critical dialogue with each other, no matter how much you might agree or disagree with the viewpoint of other persons. Late papers will not be accepted. You are welcome to write as many papers as you like, and such initiatives will be considered in my final evaluation of your work and involvement in this course. Also, I encourage you to take advantage of the great opportunities that are available to you at the UI writing center.
I would like to note that The New York Times is available at a very reduced rate for UI students during this spring semester. This newspaper provides useful domestic and international coverage of stories and themes related to revolution. I encourage you to subscribe and read or skim this newspaper (and others!) every day.
The following books are available at the UI bookstore and are on reserve at the library:
John H. Coatsworth, Central America and the United States: The Clients
and
the Colossus
Piero Gleijeses, Shattered Hope: The Guatemalan Revolution and the
United
States
Jennifer Harbury, Bridge of Courage: Life Stories of the Guatemalan
Companeros and Companeras
Craribel Alegria and Darwin Flakoll, Ashes of Izalco
Jose Ignacio Lopez Vigil, Rebel Radio: The Story of El Salvador's
Radio
Venceremos
Thomas G. Paterson, Contesting Castro: The United States and the
Triumph
of the Cuban Revolution
Jorge G. Castaneda, Companero: The Life and Death of Che
Guevara
Week one: Mexico and its revolutionary tradition
Reading: Zapatista communique of December 26, 1997
Jan
13 Introduction
15 Who are the Zapatistas and who is Subcomandante Marcos?
Week two: A bit of background
Reading: begin Coatsworth, Central America and the United
States,
1-121
Jan
20
20th, Tuesday evening: At 6 p.m. there will be a candlelight march
that
leaves from SUB main entrance, followed by a keynote address at 7 p.m. by
Dr. Lee Jones at the Student Union Ballroom. I encourage you to attend.
22
Week three: Fidel Castro and the Cuban Revolution
Reading: begin Paterson, Contesting Castro
Jan
27
29
Week four: Post-revolutionary Cuba
Reading: conclude Paterson, Contesting Castro
Feb
3
5 discussion and required critique number one due based on Paterson
Week five: La Matanza of 1932 in El Salvador
Reading: begin Alegria and Flakoll, Ashes of Izalco
Feb
10
12
Week six: Why revolution in El Salvador?
Reading: conclude Alegria and Flakoll, Ashes of Izalco; begin
Vigil, Rebel
Radio
Feb
17 discussion and optional critique number two due based on
Alegria
and Flakoll
19
Week seven: El Salvador, the FMLN and the United States
Reading: conclude Vigil, Rebel Radio
Feb
24
26 discussion and optional critique number three due based on Vigil
Week eight: Reform in Guatemala and the military coup of 1954
Reading: begin Gleijeses, Shattered Hope
March
3
5
Week nine: Guatemala
Reading: conclude Gleijeses, Shattered Hope
March
10
12 discussion and optional critique number four due based on
Gleijeses
spring break
Week ten: Jennifer Harbury inside and outside Guatemala
Reading: begin Harbury, Bridge of Courage
March
24
26
Week eleven: The guerrilla
Reading: conclude Harbury, Bridge of Courage
March
31 discussion and optional critique number five due based on
Harbury
April
2
Week twelve: Response
Reading: Coatsworth, Central America and the United States, 122-221
April
7
9 discussion and optional critique number six due based on Coatsworth
Week thirteen: Che's early years
Reading: begin Castaqeda, Compaqero
April
14
16
Week fourteen: Revolutionary Cuba
Reading: continue with Castaqeda, Compaqero
April
21
23 no class, at a conference
Week fifteen: Spreading revolution to the mainland
Reading: finish Castaqeda, Compaqero
April
28
30
Week sixteen: Che as symbol
May
5 discussion and optional critique number seven due based on
Castaqeda
7 conclusions