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ED 039 164 95 SO 000 U20

A7mROR Gill, Clark C. ;Conroy, William R. 71-7L.p America:A cultural Reaion of the ; An Instructional Unit for Grades A,9, 10. Tm9TITr1mION Univ., Austin. spoNS AGP:ICY Office of Education (nNFw), , D.C. Pureau of Research. D7POPT NO ITT-4 mUPPAU NO BP-6-11R3 DAT7 FR r-crTmIRAcm nvc-U-F-061183-1216 ,7nmT. P7p. vi-)RS ppICS' EDT'S Price MF-$0.0 FC-$4.14 T7sCPIPTOR9 , American History, *Area Studies, Cross , Discussion (Teaching

Techniaue) , P, Grade 9, Grade 10, Inductive Methods, *Inquiry Training, Instructional Materials, Interdisciplinary Approach, *, , *Secondary Grades, Sequential Approach, *Social Studies Units, Sociocultural Patterrs, Teaching Guides 1.77ENTI7'IFPS *Latin American Curriculum Project

ARS"PACT This teaching package or unit is part of a seauence of materials developed by the Latin American Curriculum Project. Concepts, key ideas and facts introduced in earlier grades on socio-cultural patterns are reinforced by this multidisciplinary approach. The major topic emphasis is the history of the periods since the beginning of the Independence movements.A brief review of Dbysical geography, and a survey of Latin American are included. Contemporary problems cultural contributions are stressed in the last section. The sugaested activities stress inauiry and reflective thinking through class discussion questions; pupils are expected to reach valid generalizations. student abilities to handle independent reading, and to use the library are considered vital. The appendices contain these ipstructional materials: masters for transparencies, reading selections, charts to be reproduced for class discussion. Additional texts are suggested including one for the slow learner. Adaptations can be integrated into world history, world geography, or world culture courses. lelated reports are: ED 036 679, SO 000 019, SO 000 021, SO 000 022, 0 000 023. (SIR?) : A CULTURAL OF THE WORLD* (An Instructional Unit for Grades 8, 9, 10)

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0110.::441,01

Instructional Unit No. 4 (1968) LATIN AMERICAN CURRICULUM PROJECT 403 Sutton Hall, The of Texas, Austin, Texas, 78712 Clark C. Gill and William B. Conroy, Directors *For experimental use, not to be duplicated. C) THIS DOCUMENTU.S. DEPARTMENT HAS BEEN OF HEALTH, OFFICE OF EDUCATION & REPRODUCED EDUCATION r-A CATIONSARILYVIEWORGANIZATIONEXACTLY OR REPRESENTPOSITION OPINIONS AS RECEIVED ORIGINATING OR OFFICIALSTATED POLICY FROM OFFICEDO IT. THE NOTPOINTS PERSON OF NECES- EDU- OROF Latin America: A Cultural Region of the World Note: DepartmentThe research of Health,reported herein was written pursuant Education and Welfare, Office of Education, Washington, D. to a contract with the C. Foreword

This unit treats Latin America as a cultural region from amulti- discipline point of view and with adaptations can be fitted into courses like world history, world geography, or world culturescommonly of- fered at grades 8,9, or 10. The author of this unit is Stiles .. Seay, a member of theProject staff and a former junior high school teacher. During 1966, Mr.Seay attended an Inter-American Institute in ', , under provi- sions of the Fulbright-Hays Act.

Clark C. Gill and William B. Conroy Directors PRIMARY GRADES Individual lessons involve Latin AmericanThe University Curriculum of TexasInstructional Materials of comparative study of families, at Austin Project the MIDDLE GRADES areculture.ofmunities usedLatin to America'sbetween exemplify U. variousS, and items Attention is given to the "Latin America: physical geography and Latin America. contributionsits Land, of the Story Mayas, andof Peoples"content throughout history with half of the the unit. , and Incas, (8-12 weeks) containsunit devoted to contemporary schools, and com- and an overview SENIORGRADES HIGH 8, UNITED STATES SouthernLatinwithin America Latin . andAmerica its 9, 10 "Latin America: A Physicalin comparisonare geography the regions receives mainly used to Cultural Region of the World" to other world regions. a brief review. exemplify the content. (4-5 weeks) stresses History concentrates and the nations of the regions on tionplorersEnglish2.1. in U. America"and S. -Latin leaders. (2American weeks) This "Contemporary"Establishment of the Inter-American Relations" (2 weeks) Americanunit Nations: couldHISTORY beCe-_-::parisonemphasizes adapted for the systems and use in junior high American history. institutionspoints out rather areas thanof theconflict Colonial Periods individual ex- in Spanish and and coopera- SENIOR HIGH ELECTIVE nentcontributions.theProgress; Elpolitical, Chamizal relationships social dispute and with with Mexico."Contemporaryeconomic Latin problems America" , therelations Dominican since 1945. as well as Latin America's Republic, and ;Special and attention is given (one-semester course) outstanding cultural to the Alliancesettlement for of examines perti- Introduction world.fourgreaterConcepts, to Only five-weekemphasis key a brief ideas inperiod.review andlater facts seniorofThe physical introducedmain high geography in This unit is a part of a sequence of materials emphasis of thegrades, unit is are Latin introduced. America Theas a unitcultural is designed region of to the extend overearlier a grades are reinforced; a few key ideas, to receive is included, and Latin American regions are briefly for teaching about Latin America, grades 1-12. transparenciesofsurveyed.are the stressed Independence History in from the constitutes themovements. masters the included Problemslongest sectionin and the This teaching "package" includes items in last section. culturalAppendix. contributions Reading andof contemporary selections,concentrates mainly onLatin the by Americaperiods Latinaddition sinceAmeri- to thethe beginningunit. The teacher can make the theinforcans, classthe culminatingbasis each Appendix; appear sets for pupil, ofcomparing in Ethelactivity. theorit alsothey Appendix. E. could Ewing'scountriescould be be duplicated. paperback, readin discussions to the Latinclass. Schools participating in the "try out" of the unit should haveThe teacher could make ditto masters of these and run off enough The chart serves as a research exerciseAmerican inof Section contemporary Society I. , as(from Latin theA form textAmerica, byfor the the and same "Latin as author,the American basis for " chart is available partial copies Macmillan,ofOurStavrianos Harold Widening F. 1966. and Peterson's World, George A paperback,HistoryI. Blanksten of the Latin paperback America, text, Latin To show how other texts could be used for this unit, page World's Peoples, 2nd ed., New York: Rand McNally, Culture Regions of the World Series, New York:America, A Culture Area in Perspective, numbers appear for the Leften S. 1961) and LeftenbasicbackBoston: bytext S. GeorgeAllyn Stavrianoswhich & Pend theBacon, schoolbook, le, A1964, HistoryReadingshas. and ofare in Latin keyed World America, to History, the content : Films, filmstrips, tapes and recordings for use with Latin It would also be desirable to have available several Baltimore: Penguin, 1963, could supplement the outline. For the history section, the - Allyn & Bacon, 1967. American units are numerous. copies of the No attempt has been made to give specific recommendations iii for audio-visual materials, other than the terialtransparenciesmaterialabilities from to towhat use the in theis class.the available library teaching The and locally. their own academic Since the unit is designed for late junior "Suggested Activities" stress''package. inquiry " Theand reflectiveteacher will thinking want to through select additionalclass audio-visual ma- andhigh artistic or early talents senior to high present pupils, much it reliesof the oncontent pupils' TheOhio,theAmericandiscussiongeography Greater teacher 1967. questions.as andcould a cultural contemporary adapt Social region.this textScience problems For to the the slowof Latin This text was written for grade six, but no Pupils themselves should be able to reach valid Program pupil text: Areacontent Study presented 3, Latin America, in this unit and give greater emphasis tolearner, the teacherAmerica. may wish to have the school purchase grade-level designation appears in the book. generalizations about Latin Cleveland, the ofinparenciesencourage Latinthe most America. in pupilsexact the Appendix statistics, toAlso, question pupils reflect without should inaccuracies taking beware other as a Examination of sources appears in many of the the validity of authors' statements of opinion and of reaching sweepingfactors generalizations, into careful consideration. even onresult the ofbasis inadequate statistical-gathering techniques "Suggested Activities.'' Wherever possible of facts. Even the trans- iv Content Outline

Latin America: The Region A.Latin America: A Cultural Definition B.Latin American Physical Geography C.Latin American Regions II.Latin America: Its History A.Pre-Columbian Period B.Colonial Period C.Independence Period D.Early Nationhood to 1914 E.Latin Ain.erica since 1914 III. America A.Internal Problems B.International Problems C.Latin American Cultural Contributions A. I. Latin America: The Region America will be defined as those independent countries in the WesternForapart1. purposes from Hemisphere, the of Englishthis unit, south Latin inThe Brazil official and national Spanish in traditions of -America. and almostsoutheast all of the the remainder. United States, These of the Latin American countries are three Europeanwhose cultural lang_ages traditions are based set them French in , Portuguese 2. Approxima-.,elyisinpracticeson officially Brazil;Latin. persist;and given many95% Vodun as of Latin the the isLatin religion of mostAmericans people. are non-practicingpracticed in Haiti, Roman and other religionsAmericans are nominally Roman Catholics.Catholics. of African origins are found Yet, CatholicismIndian beliefs and 3. byRoman StatesNapoleon andlaw, Bonaparte'sCanada, as brought English to the common Code, is the basis for Latin American by the French,from Counter- Portuguese and provides the basis for their legal systems. In the United and Spanishlegal and systems. Portugalas modified influenced 4.5. LatinLiterarynomicLatincenturies. America America problems and artistic until is of a underdevelopmentFrench parttraditions of the and United States influencetechnically became less advanced nations of the with these nations. pronounced in the 19th and 20th world and shares eco- Suggested1. Activities Show the transparency The Americas. " Materials1. Ewing,StavrianosPeterson, Latin Latin and American Bianksten, America, pp. Society, pp. 605-06 Latin America, 63-66 America?do2. 3.you see between WhatWhy cultural do these differencesdifferences andLatin and similarities similarities America and Anglo- 2. Ewing,pp.645-46 10-12 Latin && 658-59 American 58 Society, pp. 618-19, 6 7- 73 beenwhichto4.exist? all differentof belonged the Western about to If Spain had been , what might whathave is Hemisphere,now Anglo-Ameri-able to exceptmaintain that her claim 3. pp.Peterson,StavrianosEwing, 12-14 Latin &Latin & Blanksten,Bianksten,American America, pp. 61-63 Society,Latin p. 605 America, p. 59 ca? 4. Ewing,pp.StavrianosPeterson,& 660-63 24, Latin 58 Latin&& American 68Blanksten, America, pp. Society,Latin pp. 624-25 America, 82-92

2 B. Physically,1. Latin America is a region of contrasts.Latinca. America as a region is located more to theMuch southeast of South than Americadirectly southis closer of physically and culturally to than to Anglo-Arrerica.Anglo-Ameri- 2.3. TheCanalLatinarable continental Americashortens land and thatwas Uniteda more distance.long Statesdiversified regarded is smaller as . a barrier in size to than Europe- Latin America, . but the former has more Today, the Panama b.a. difficult.LatinMountain America's ranges topography. with little level These land make for transportation and withinhighlands and between muchnations of - c. mineralsforforestsMuch construction of in Latinby the copious Amazon America of . rainfall basin is inAlso, andthe tropicshavetheCentral soils poor and America of potential has these lowlands areareas for difficult agriculture.are receiving heavily to clear heavy leached for rainfall. settlement of their or 4. NorthernaThe scalecomparableto South give America, Southern the theUnited SouthMato States GrossoAmerica in a DesertsBrazil large, andtemperate in northernthe in ArgentinaGran plain andChaco suited west-coastal prevent in Southernto food these Mexico, countries in fromcoastal utilizing Peru and fully their land Chile, areas. and in and Europe. Other plains, including the in production on South 5. America,interiorFourfutureParan6- major if of probablytransportation much of systems will(which South beand America.usedformdominate communication forthe intensiveRio South de laAmerica. facilities agriculturePlata estuary) Thecan and beAmazon, provide provided.population Orinoco,water settlement transportation Magdalena in the into the :.;nd 3 tions"Suggested1. Activities a.Show the transparencies ''Middle America, Surface Configura- Ewing,MaterialsPeterson, Latin Latin American America, Society, pp. 6-15pp. 605-06 and River Systems" b.e.d.c. "Population"Rainfall"Factors"South America, Influencing in LatinIslands" Surface America" !' Configurations ReadingStavrianos #2,#1, & "Effects"Portuguese Blanksten, of Geography" LatinSuccess America, in Brazil" pp. 6-10 incitiesshippingandclassroom,2. relation eastern of Brazil, distancesto have theAsia. UnitedUruguay, pupils Measure for goods States,locate with from LatinAfrica, a majorstring Americaand Europe porttheFrom maps and globes available in the thetoComparetheWesternChile say world major that to majorpopulationEurope Latinworld AmericaAmerica's populationand citiesand Asia. industrial isin location Would the.centers? United centers itrelative beExplain. States,correct to to "isolated" from Canalsandthe3. locationthe playedUnion of of inAustralia-New South world . trade? Zealand,How have theyWhat roles have the Suez and Panama of Africa and America4.Canal?Southovercome America?have Why? the benefited land Which barriers most countries from theof SouthPanamaBased on land area figures found in your nomicallyistextscaca? the as Why andUnited a whole? supplementary advancedis theStates United comparedcountry Statesmaterials, than to a moreLatinLatin how eco-Ameri- (Ask pupils to form hypotheses large 4 inwhichSuggested this theyunit. Activities can) Do test you in think light thisof subsequent will always be study Suggestedman9. adapts Activities to his physical (Continued) environment Based on Reading #1, cite examples of how in Latin mationlandforms,theHow5. case? do on these Explain.the rainfall transparency maps and help natural to explain vegetation. the Have pupils do maps of Latin America's "Population infor- youAmerica.drainingvironment10. make From ofWhyabout Readingthroughswamps does Latin mananduse#2, America's clearingofwhat try fertilizers, to generalizations change geography of jungles irrigation, his en-? can and ArepeopleIslands"?6. these live? the What onlyExplain. role factors does that accessibility affect where ?What examples show that physical geog- Readingsviewits11. effects Basedof physical 1on andon the what 2 geography,nations has you best haveof explained Latin which learned America? author the in relation- this from re- AndeanpotentialsparedsiderraphyChile overland toaffects Ecuadorand Uruguay for Brazil; ahydro-electric transportation nationand and scarcity Amazonian Argentinaand its of powerpeople? difficultiesrainfall Brazilon thein insouthern asPampas; thecom-in (Con- America? between Explain. geography and man in Latin Atacamarainsofcommittee7. Latin of southernDesert American make and Chile up Patagonia physical a crosswordand Amazonian andfeatures thepuzzle heavy for Brazil. of the namesTo rest review physical geography, have a AsksparselyHaveB.of theeach each class groupinhabited group to fillto decide"parachute" in. area ofhow Latin theyinto America. willa different surviveDivide the class into six or seven groups. totheirtheyuntil rescuers wishown they andto areif return theywhat rescued, haddirectionsto population short- how they centers wouldwill radios. travel ongive if 6 C. For convenience, the independent nations of Latin America can be divided into six regions with common1. physical and/or cultural characteristics.havetionsPanama)Mexico heavy live. and have rains, Central mountain and Americanot rangesmany (, peopleand highland live ,there. areas , in which , the majority Costa of the Rica popula- and Rainfall is light to moderate in the mountain and highland areas. The lowlands Indian populations are large except in Americannationslowlands,diversifyoneCosta or Ricaoftwo andthisnationsits exportwhose economy mestizosregion, are productscitizens poor,but and numerous become mulattoeshave areand largely havehigh lessIndian livedifficultiesilliteracy of dependent Europeanthroughout. languages rates starting on descent. (exceptareU. S.spokenindustries. imports. Somein Costa except Negroes Rica), in Costa liveare dependentRica.on the coastal on Spanish is the official of CentralMexico hasAmerica worked remains to Central 2. U.illiterate;sugarCuba,dependent S. production.the and Dominicanon U.the S. purchase Republic areof andits dependent products Haiti were onand oneonce supplying or prize two exportcolonialneeded products manufactured possessionsNegroes bought predominatebecause goods. mainly of by their inthe Haiti; mulattoes and some live throughout. The Today, the region is overpopulated; the majority of the people are poor and 3. historyNorthernPhysically,Frenchpeople of of and Southbeing the Creole.the Dominican Americain two the countries Viceroyalty ( Republic share of and New the ,Cuba llanos Granada are and Spanish-speaking; and excluding the of northern being ) liberated branches Haiti's is byunited ofpopulationSim the byOn ; a Bolivar. common speaks both liveVenezuela.present,heavyhaveMagdalena in southernhighlands rainfall, the About Magdalena in areas uplandsColombia near 78% drained the of iswith ColombiansCaribbean. andof bymorewet-dry the tributaries Orinoco economic liveseasons in ofin the Venezuelaimportancethe and Andean Amazon; arehighlands more highlands;drain to both Colombiahomogeneous, with large have temperate whereasareas areas than of of thewithmosteach .lowlands Orinoco mestizos Venezuelanscountry; The withis toat America"Suggested1. (tw Activities Sho w the transparencies "Regions of Latin o transparencies, "A" & "B"). OnlyappearMaterials a few below. of the many materials available 2. d)b)Dividec)a) the class into AndeanNorthernIslandsMexico Countries, of South and the CentralCaribbean, America, six committees: merica, Dame,Collier'sBritannica Latin , Book America, of the 1968 Year,1968 (booklet) 1968 thatorMexicocountry. moreinformation andpupils. Some Argentina, be large filled countries,could in be assigned such to twof)e) Brazil.Southern Ask South each America, pupil to chooseand Pass out to each pupil and ask on the assigned as Brazil, a Gunther,EncyclopediaEnc Inside South Am yclopaedia Britannica, 1968 Americana, 1965 erica thetionsthe detailsclasschartcountry committees about foundperiods about from their in meeteachthe of theregion, research "Latin Appendix. country.to formulate rather American in When theAfterthan generaliza-library, thetwoCountries" class have a recap of or three Hanke,1967)Hanke, Contemporary Latin America Mexico and the (paperback, toresearch, assigningalizationsmeetsuseeach at ascommitteeleast urgea reachedthewhole, three pupilswork, reportdifferent haveby priorto his onecite to group. to the spokesmantheir the class libraryWhen the from sources. The sources and gener- Inter-AmericanEconomicInter-AmericanHanke, South Progress Development AmericaDevelopment in Latin (paperback, BankAmerica, , Activities, Socio-1967) 1967 forcommitteeserve""3. each as of anchart reports:the example categories. of the information neededDiscuss these questions after the regional on Chile in the Appendix could LatinJames,1961-1966 America Latin (booklet) '67America (booklet) population,about figures , such as etc.per ?capita income, a. Did you find conflicting information 8 NationalRoberts, Observer Latin America, Newsbook, The 4. highlandThepredominatingare Andeandependent areas Countries thanandon one wetare (Peru, Colombianslowland areas who east are export: in Colombia and and ) are dominated by the of the Andes drainedwhites, by tributaries mestizos ofand the mulattoes. Both in Venezuela. Andes. They have economiesAmazon. whitesnationalIndianbeforetheThey populations wereand tothe language a mestizos Spanishpointonce are partof in nationalpurecame.rule eachof the theIndians nation,Unlike Inca but pride. Most ofIndian the peoples masses do who not till speak their or smallEmpire withholdings anda minority the muchMexico, Viceroyalty asof mestizos, Peru andof Peru.whites Ecuador Large and have some notretain raised their the traditional Indian tongues. Peru understand Spanish, the percentages of mulattoes. The status of theybeing didand Ecuador viewexports;accustomedmovereformscal position with Indians toPerusome avoid andto to hasaalarm beganlowland such a slightly the asocial revolution, 1952environment. more Bolivian sparsely-populated earn lowlands are slow because reforms. Peru is attempting political, economic diversified economy. Most of the peoples live in Ecuadorthe highlands,Revolution depends onwhich placed exports the Indian and Bolivia in a strong on the Indians are not and andefforts social to politi- 5 dominatedturally,physicallySouthernandcultural Uruguay, Southand withby physicalthe aretheAmerica Andes.stands Andeanlocated reasons. (Argentina, axone,The onCountires economicallythe but Culturally,plains Chile with belongs a temperate with Argentina climate. andThebelongsChile, physically Paraguay(except with andthat Argentina Uruguay)it does not andconstitute have an Andean a most important parts of Argentina, as Paran-Uruguay Uruguay. highland).Uruguay and region for in Paraguay Chile is Cul- tries,drainthehighChile,centers. official whilethiseducational Argentina plains Spanish, area. levelsand is buttheUruguay and Paraguaymost look are with is Paraguay is mostly Indian and ; and Cattle, , hides and wool are important Chilean product.European The majority with some mestizos,prideculturally are to their European. national capitals as Guarani is spoken more frequently thanimportant products of the three coun- Spanish-speaking,cosmopolitan have cultural of the peoples of Suggested Activities b. Why do you think that sometimes differ- TheMaterials Statesman's Year-book, 1967-1968 thefactofent geographic people suchsources as of areagive different setting? indifferent square racial figuresmiles, backgrounds. percentages for the same etc.d.c. ? WhatHow isexamples each of thecan regions you cite affected that man by V4liz,TheHandbc World Latin )k Almanac, America 1968 and the Caribbean, A Latinhasfromticscommittees? "changed" ofAmerica? the Latin information America his physical presentedthat environment can be by identified the regionalin e. What are some common characteris- Also,Readers' pupils Guide could to consult Periodical recent Literature. volumes of the Americaforcommonca yourinto country-by-country? differentcountry, to most whatregions?of Latin are someWhy notproblemsf.g. WhyFrom have the scholarsfacts which divided you haveLatin gathered Ameri- America? (Ask study Latin whereAmericaOnencepupils an formight outlineto intoSection make you just map a drawIll. twolist of ) ofortheLatin thesethree boundaries America, countries,for future ? draw Why? refer-h. If you were to consolidate Latin for4.thechoseand futureboundaries locate this reference. locationa capital of these forWhenfor two aeach. capital. discussingor Explainthree countries whycon- Askyou pupils to save their individual charts whichtemporarycharts to will make Latin give generalizations. Americapupils concrete in Section facts III., from these 10 6. Brazil, by virtue of its size and diversity, is considered a separate region of Latin America. workedtheTheBraziliansamountscountry northeastAmazon large was ofdiffer coffee,and sugarsettledis largely fromits plantations; by Spanish a lowlands dominate the northPortugal. scrubland and semi-desertand other plantation inthe that east they coast, speak eastIt isof the largest country products,and and have has few many people, mostly with a large Negrothe population Brazilian escarpment, in Latin America, and mineral resources. producesprimitive large Indians; is an area whichof once their land,yetmarriage.tropicaltryingfalling succeeded. minerals, toplantationexport financeAttempts industriesprices more to and Spiraling inflation, rapidagriculture; the central and governmentsettle services the plaguethe costly of startingand large cities. spai.sely-populated and Amazon rates, are raciallysouthern mixed uplands as contain a the Brazil today. industries, building a new rural-to-urban migration, most people, fertile basin havecapital notresult and of inter- Suggested5. Activities On a series of small outline maps of Latin Suggested Activities (Continued) f. From the transparency "Population theAmerica,and major highways havecities pupils connected sketch by only therivers railroadsthe major:b.a. RiversRailroads for transportationand highways and indicate accessibilityportationpopulationwhereIslands, they " routeswhy are?centers, to are good and population natural thetransportation location resources, centers of cities?were located trans- theg. What are the relationships between If locatedmajorareOncities alocated. fourth mineralandconnected label map,On resources another them.show by the whereFrom map, airand routes. thesetheindustriesshow mountains five where maps are thec. Air routes and indicate the major factorsdeterminingcities?can cities also Explain. located play factor, a partwhere why in are thethey major location are? Latin What of majorAmeri- other ,haveshortestPeruvian the Peru, class all-water port to consider:of the ? route Atlantic fromWhat than Iquitos would to the tobe Callao?Pacifictheb.a. Why is it easier to shipget products goods from from Trinidad,andPaz, highwaysto which neighboring Bolivia, is lessconnecting to than countries'the 200Atlantic cities miles cities? within than away? toa countryLad.c. WhichWhy are countries there so have few themajor most railroads wide- theimportantarecultspread resources the to shiprailroadtransportation in Latin mostof thenetwork? rawAmerica? Mato materialsneeds Grosso, Why? Whyfor byBrazil foris air? it Chile diffi- to What tape. Why has air transportation become toofregions, tap the the Gran forforest Chaco? Paraguay resources to tapof itsthe southern resources 12 II. Latin America: Its History A. andPre-Columbian gathering bands Ameica to was complex empires. inhabited by Indians who ranged in cultural development from of present- 1. Huntingtions,todayandseveral theand and thousand tribe.via the gatheringand the scarcity TheAlaska years. and to havepreoccupation with food gatheringIndians livedtoof inTierra a the stable Americas del food Fuego. supply Socialhelped organization was spread southward throughoutIndians are thougltto have dominated by the family,from the the northern-mostkeepprevented populations areas more sparse complex and on social themigrated Americas from over Asia , the band the move.organiza- 2 thehisgathermunitiesSome groups tribal Indians to supportedsupplementmovedcouncil groups on of byto in their corn corn crops. elders. North,other Central areas. andEven South while farming, () cultivation. When the land wore The social structure was America developed some these groups continued to organized around a chief andout from over-cultivation, agricultural com- hunt and 3 AndeanbuilttheturesinCivilizations the highlands religiousbegan fields; America. and hunting developedof centers thethrived A large and inin Andes and of Mexico. with , temples,gathering playedMeso-Americathe lowlandsapopulation minor role of(present-day livedMexico, on the Mexico stable Meso-American and Andean observatories and arenas , 1--eru and in their dieta.supply of corn and vegetables grown and Central America) and in Americansources. civilizationsThese Ecuador(in Meso-and in cul- AmericaAndeansonnel.incottonstrings. the handsonly);orcivilizations Meso-American wool ofexcelled textiles,the priestsonly in some Neither of the civilization areas developedcivilizationsto primitiveperpetuate pottery,developed record-keeping jewelry, religious pictographic statuary, painting and construction used the wheel for engineering or leaders and to provide copper-- metal working, systemswritingengineering and through mathematics. feats. use of administrative per- transportation Education was knotted purposes.harvestingdeveloped They and to explain threshing life methods. and appease utilized irrigation works and Grain was storedthe13 in gods the who controlled the fertilizers but used only religious centers; complex environment. primitive digging-stick, religions gatheringSuggested1. culturesActivities of pre-Columbian Compare the primitive Indian hunting America and Ewing,Materials1. & 2. Latin(of content) American Society, pp. 606-08 mythologies;food;toofConsider:and those women toclothing; theof pre-historicintools;aborigines marriagethe social society;sources organization; and ofman andcentralof the and family; ways ineducation the Near of East the today. religion and of gettingposition Stavrianos,Peterson,Pend le, A Latin History Readings America, of inLatin World pp. America, 17 History, & 28 pp. pp. 21-22 35-40 youngcangeneralizations2. you to befind members in theyou have made in 1. From Reading #3, what support for the lives of the primitive of the adult society. difficulties (above) ReadingStavrianosof Terra #3, del & "Physical Fuego"Blanksten, Adaptations Latin America, of the p. People 14 mendopeopleagriculture 3.primitive of ofa higher Tierra peoplesbe morelevel del haveFuego? complex when What in structureWhy would Indian based on some of civilization? Why? confronted by than 3. & 4. (of content) huntingsomeinIndiansorganization other agriculture andregions of comparable gatheringgathering? as of compared the cultures?world developmentWhat to today pre-Columbianis Whattheir heavily supplemented by dependlevels? on socialcultures Ewing,Peterson,Pend& 39-46 le, Latin A Latin History American America, of Latin Society, pp. America, 28-34 pp. pp. 608-12 22-27 fact4.and1500. that Africa " What than would they didbegan you in say Meso-earlier accounts and in for theb.Showa. the transparencies "Pre"Early -Columbian Civilizations" Civilizations, About AndeanAsia Stavrianos,Stavrianos16;78, 128-30,46-48, Readings & 56-58 406-23, Blanksten, & in 61-63430-31 World Latin & History, America,454-58 pp. pp. 42- 15- thereAmerica?and Andeanwas culturalWhat America? evidence interchange Do can you you think cite any that between Meso- 14 ColumbianReading #4, Civilizations" "The Importance of Corn in Pre- 4. The Incas in Andean America and the Aztecs in Meso-America united large empires. The RoadsestablishedfollowingvidedhighlyInca Empire socialandcentralized the bridges,an waswelfare lawsempire tied government andheavy from togetherin contribute the tribute,the highlands by cradleheaded the atheir central Quechuato ofby laborthe Mexico the administrationgrave" toInca, language, major and whoand held building required wasa -runneritand togetherconsidered priesthood-nobility projects. that bythe highway aconquest Aztecpeople god. The systemmilitary live and underIncas strictly alliances. and might pro-a a IncaAztecsuperiorSpaniardsofpriest-emperor being Empire. Empire. highlyto possessed. the Also Pizarro Indianunifiedcentralized the Spanish tookPlayingempires. the advantageandempire. had on lacking theguns, Both allies'of the cannon aempires fighttechnological discontent overand were horses the vulnerablewith positionintruments to Aztec make of torule, themofthe Spanish warfare IncaCortes technologically to conquest which conquerconquered the becausethe the SuggestedpossibilitieF Activities exist that cultural interchange Suggested8. Activities What might have happened to (Continued) the AndeantheAfricaIsMayanoccurred the"Greek andAmerica?identification religious betweenEurope city-states Explain.city-states andthe thosecivilizations valid? Explain. of the New World"? sometimesof called Meso-Why areand the of Asia, thecivilizations area? had the Europeans not discos :red ,hasonethosecivilizations5. studiedofYellow which the early in developedorof depth. IndusMeso- )River andin the Compare the achievements civilizations which the class Consider: why they Andean America toValleys.Tigris-Euphrates, of the Indian (Choose ture,handicrafts,theportationachievementsstartedzation; position in who anda ofparticular ruled commerce;inwomen; arts science, and and whoand buildings; their location; their agricul- mathematics,obeyed andeducation. trans- why; social organi- their intheirotherPre-Columbian6. Reading civilizationsfactors #4 aboutmay civilizations have asthe was been corn ? as Do you agree with Arciniegas'importance statements of corn to Explain.cultivation? importantWhat to Assyrian,AztecExplain7. Empires your Persian, suggestions. to those Alexandrian of the or Compare the structures of the Incan (Choose one of the em- Chinese, Roman and thepiresEmpires.andConsider: empires bywhich what thewerethe means; basesclass held and hasof powerwhy together; who ruled studied in depth. ) each eventually fell.of each; ways 16 B. Art,European1. architecture, models educationadapted to andAmer literature inandReformation.Spain pre-Columbian and Portugal Art and exploredinfluences. architecture and colonized followed the the can temperaments.In wealthy areas of Spanish Meso- Spanish and Portuguese colonial America esternBaroque Hemisphere during the Counter- styles with Roman, Moorish, Iberian and Andean America, followed poorerhadcraftsmenachievementsoutlineschurches, reached colony sent palaces,produced high untilfrom comparable levels the homesSpain, beautiful in theoverseentoof those the artsworks wealthy, before of by ofSpanish priestsart the paintings and America.and architecture 18th century when gold and diamonds added wealth, Spanish arrived. imported architects,and and done by were exe and their inIndian , , Cuzco, , Portuguese Brazil, being a didcuted not fromproduce sketchy Indians who theminingtectureJesuitsMexido18th-century city in builtdistrictofCity, what Ouro the colonial isof cathedralPreto. nowMinas and Argentina. Brazil Gerais,other in with colonial including the building cities. of churches at Cordoba, one of the few outstanding examples of colonialOutstanding archi- examples of Rococo architecture appeared in Congonhas do Campo and the historical monument,In the Viceroyalty of Rio de la Plata, the Salvador, and in the 2. Argentina,latterEducationUniversityordersSpanish was accompanied notstartedcrown, Franciscans,of Mexicoalready wishingearly the inpracticed. in Dominicans Mexicoconquistadores colonialto have City Throughan Latin and America.to theJesuits teach educated clergy and administration, established in 1551 the missions fromUniversity of Marcos southward in Lima. OthertoIndians Spanish Christianityspread Spanish and agriculture, culture andSpanish where technology. the priests Theand Catholic monastic Americanprintingcolonialofeducation the colonial presses period; priests concentrated period. began. noexcept books followed Theonfor were religious theBrazilian-Portuguese the Jesuitsprinted patterns scholasticism whountil established were Portuguese Brazil did not have a university set up 1808, three hundred years after Spanish American andexpelled became from aca.demically priestsBrazil inwere 1759 sterile not and as by wellfrom the educatedSpanishendby these two.as Spanish Secondary and university during its entire America in 1767. 17 Suggested1. Activities Show the transparency "Viceroyalties in Ewing,Materials Latin American Society, pp. 616-28 BaroquepupilsLatinchurches,2. America, adept church and at drawing 1800.some façades, "colonial make Rococo linehomes Brazilian drawings in LimaFor the art and architecture, have some of Peterson,&Pend 69-75 le, A Latin History America, of Latin pp. America, 36-41 & pp_ 82-92 56-63 tecture,turesthetheirpainting.or class.Mexico drawingsof somesculpture, On City. thecolonial and opaque sourcesdecorative Latin projector, of American information detail show topic- Consult the art teacher for sugges- Ask these pupils to explain and archi- Spain"Reading17,Stavrianos 22-25 #5, & & "The58-63 Blanksten, Roman LatinCatholic America, Church pp. in New16- wouldtionsandofand colonialarchitecture.of Andeanillustrate filmstrips Latin America colonial or America? motion play Latin picturesin Explain American the artistic which why? art lifea. What role did the Indians of Meso- Reading #6, "A Sonnet" Portugal,colonialLatinstyles America?the Latin onesto America which and predominated to Central that in Europe,Spain in colonial and andb.c. WhyCompare were the the art and architectureand Rococo of towhy Indiacolonialmedieval3. it duringbecame Latin scholasticism the aAmerica partperiod of higher 1500-1800.andwas itsin education influenceeducation in onandHave one pupil report to the class what LatinTexas,report American onParaguay Spanish education and missions Argentina today. in andHave give pupils California, 18 3 musicHowever,plays,ThereFor instance, wereuniqueespecially the no toEuropean Latinin Latin Spanish,Paraguay American America , and the colonial forJesuits music wereoombincd performed with for Indian the wealthywoodwinds andthe and common African people.rhythms, trained Guarani Indianscontributions to play of Baroque note in drama and music. for church functions. church music. European produced 4. wasIn"Laand(Naturalsuch literary one Araucana"colonial as of Garcilaso and fields,the MoralLatin is colonial thede America.History lamost Vega Latin famous of Latin the Indies of the colonial few female colonialholars and poetesses. (Royal Commentaries of the IncaAmericans made importantAmericans contributions. excelled Many in . Alonso de Ercilla y 1590) give us first-hand accounts of pre-colonial epic poems. She and her mathmetician-scholar Sister Juana Ines de la 1609)Cruz and Jose de Acosta chroniclers, Zufaigats thisfriend,colonialancenturyca theepiccentury. Donphilosophies did Brazilians Carlos colonial de inaugurated Brazil produce poetry as the poem) and Tomaz Antonio Gch- 'aga. (love and sciences of the early partSigrienza of the y Gongora, tried unsuccessfully to introduce to important literary figures: Basilio da Gama major Latin American literarypoems). endeavor As untilin Spanish colonial America, the Enlightenment. Not until the 18th Spanish Ameri-("Uruguay, " AssignandtiesinformationSuggested ofYale. anotherMexico AskActivities about report Citythe the classand comparing functions San to consider: Marcos of the missions. touniversi- Harvard youCity6.Suggest have or Boston? Activitiesrather lived: Explain. (Continued) , MexicoIf you had been alive in 1650, where would educationcolonialSpanish America?universities? did Brazil have? What schools for higherb.a. Why didn'twere universitiesPortuguese Brazilset up haveearly in 8.inthe 7.the Spanish, Western Portuguese, Hemisphere. French and EnglishDoCompare you agree the withcolonial the Pazaccomplishments interpretation ofin yourEnglishpeoplein colonial answers. in and colonial LatinFrench American Latin ? America? education? In Explain coloniald.c. WhatWhy weren'twas the women educational more levelprominent of most Newthatreviewviewpoint?ChurchReading Spain. Paz ofisin #5 givingtheNew of Church'sthe Spain? a role prejudiced, of Explain.activities the Roman anti-Catholic Do in colonialyouCatholic think If not,If so, cite cite examples examples of aof balanced the historyclassmodern-day4.. compare to report Latin the on theatertheAmerican colonial in colonial music. origins HaveLatin of Askthe a pupil interested in music or music whichChurch'sstatements.9. might colonizing counter and some missionary of the author's activitiesWhy was it that Sor Juana Ines de la Cruz thosetheAmerica5. attitudes of the to thatsouthernof New in English England English America. ascolonies. opposed Consider toIf you have some pupils taking advanced tualtosheexplain(Reading herlife used critics?only hera #6)poem in reasons aHowfelt convent? rather she does for could than intellectual Whyher pursuea work prosedo you reflecther activitiesletter think intellec- to America.literatureofsignificanceSpanishclass the Enlightenmentto fromorWhy read Portuguese, of Spanishdidin two the or failphilosophies threeand have to Portuguese examplespermeateand them explain bringand colonial ofcolonial sciences tothe the colonial literary patterns? Americas.duringofLatin the America?Counter-Reformation which Spain Consider and Portugal the intellectual strong settled influence thesetting 20 C. andCreole1. after Latin the NapoleonicAmericans Conditionsall colonial in administrative colonial Latin becameWars. dissatisfied with positionsAmerica were filled led with to dissatisfaction p.ople European rule and won their with the motherborn countries.in the mother country. independence during At first, Later, wealthythanofslaves.positions. coloniesthe belonging Enlightenment. creolesMany Wealthy served ofto theirthe as creoles an sons were (Europeans born in the Americas) mother countryexample andCreoles her of whatempire. began a colonial to feel more held vast lands worked by educated in Paris and brought people could do.boughtMexican, their Peruvian, way into lowerBrazilian or IndianThe and breakaway mestizo peonsof the back the revolutionary Thirteen Englishadministrativeand Negro Haitian doctrines 2 Brazil'sNapoleonBritain'sPortugueseandcontrol court independence Bonaparte navyof of Empire. Brazil.Portugal to assure Under from the conquered SpainInmoved, 1821,and Portugal onKing British John VIships, tothe success of the venture. Portugal in 1822influence and was of the teachings of sailed back to Lisbon leaving andRio set de up Janeiro puppet and rulers. made it crowned I, Emperor of Jose Bonifacio, Dom Pedro his son Dom Pedro in The rulingthe housecapital of the Brazil, with declared 3. 'stheFerdinandSpanishAmericaonce powers Napoleon America.actions VII,firmly at the Spanish was in inCongress LatinSpain the kingking's defeated and the king was American and creolesof andVienna incommitments exile, agreed whogrip. to promised supportto his Feeling betrayed, more creoles rightfully reinstated. themEuropean greater economic wars sparked and revolts Ferdinand's resolve topromised keep to remain loyal to King After Napoleonand some was Spanish defeated, Ameri- political freedoms in colonialSpanish 4. madeToussainthadcanscaptured to upsupported withdraw of L'Ouverture, mutinousand killed as aslaves inresult a1803, but a year the Independence movement Negro leader in Haiti,of theand soldiers' discontented being affranchis ill later, Haiti got its independence throughout Latin America. fought against French forces from tropical diseases. (part Negro and French). He was because French forces with an army 21 theSuggested1. Thirteen Activities English colonists have that LatinWhat experiences in self-government did Ewing,Materials Latin American Society, pp. 628-33 theseAmericaiicolonists'differences2. differences colonists independence between exist? did the not Thirteenstruggles have? Why English and didthose Explainof the significance of the time StavrianosPeterson,Pend124 le, A &Latin History Blanksten, America, of Latin Latin pp. America, America,42-46 pp, 17- pp. 84- Why?thephies3. Latin inspired American both colonists.independence What movements? philoso-What were the complaints Latin American 18 Granada,b)4. classcolonistsMexico on d) andgaining hadSouthern Central against independence South America, their America, mother c)in: New countries? and Have five pupils present reports to the a) Haiti, reports,area'stobattlese) give Brazil. independence anda have concise, Askplaces the these class clearto movement.the pupils consider:overview most to important, limit After of each the these buta. What similarities and differences do , independenceyoucolonies.ofstruggles? thesee Latinin these Explain. American to fivethose areas' for colonists' the independence Thirteen winning English theirb. Compare the reasons for the success mightpendence have movements been the results? had started in 1776, whatc. If broad-scale Latin American inde- 22 5. Granadacreoles,featedFrancisco1824. by including and thede freedMirandaSpanish, Sim Venezuela, Onbeganplanned Bolivar. resistance Colombia,to flee to to England, Ecuador,Spanish but rule Peru was in and Newbetrayed Bolivia Granada to during theBolivia in Spanish 1806. the split period He by from 1810- Peru with Bolivar's help. By 1830, Ecuador and Venezuela withdrew Bolivar took over the independence movement in New wassome de- 6. Mexicoinmovement.Fathersfrom 1821 Gran Miguelwhatand Colombia, Bothadopted Hidalgo Hidalgo were the and Bolivar'scaptured inname Morelos1810 United andcreation. had Josekilled Provinces started. Morelos by Spanish of inCentral 1811 forces. helpedAmerica. Augustin start the de Mexican Iturbide independence accomplished In 1823 Central America became independent of Internal frictions dissolved 7 withInthatseparate Southern union; the help countries. and South of by Bernardo America1838, Costa O'Higgins. San Rica, Martin Honduras, He freed marched Argentina Guatemala, northward and crossedEl to Salvador help the Bolivar's Andes and Nicaragua to forces free Chile, free were AsunciOn.leadershipdent.BrazilianRodriguezBolivia and domination..of de Peru.the Francia, South At a Americanmeetingsevered fromin independence Guayaquil Argentina with movement.in Bolivar1811 and in Paraguay, created1822, San under Martin Jose withdrew Gaspar from Also in 1811, Jose Gervosio Artigas fought to free Uruguay from Argentine and Finally in 1830, with Great Britain's help, Uruguay became indepen- a country whose capital was 8. Americans'StatesnavygrowingaimsGreat that wantedas Britain aassured influence fightingharassment independent gave the for ofencouragement continued Russiaindependenceto Napoleon Latin and independenceAmerican a resurgenceuntilto through French, 1814. nations some ofofSpanish After theSpanish with direct new 1814, whomand nations.helppower. PortugueseBritain theyand Great thecould was protection colonials' anxiousBritain trade freely. and toofindependence check the BritishUnited the Britain supported Latin Suggested Activities d. Compare the independence movements ofandinsupporting5. Anglo-Vienna Asia since andin Spain's1815 LatinWorld to continuedAmerica considerWar IT. Arrange a "mock" meeting of claimsto thosethe in inthequestion Africa Ameri- of the Congress AlexandermilitaryMartin.Talleyrandpupilcas. each duties Have I, to asFrederick assume toeachthe attend French pupil the William this doroles observer preliminary San Martin has taken out time meeting. Ask oneof von Metternich,III, Castlereagh, and Sanfrom his research Americaninroleviews 6. which expressed to independence present the United at realistically the States movement.meeting. Compare the role the British played in the Latin the individualplayed to the break:trysidercase7. after theup study. intogainingViceroyalty Whyseveral its separateof Rio de la Why did the former Spanish did Brazil remain one coun-independence? Why did countries? Con-viceroyaltiesPlata as a whichperiodtheincolonial UnitedSoutheast split1861-65 Statesunities?areasapart Asia, and failfrommaintain WhyIndiaafterward? to consolidated maintain didand its these unity their Africa of countries Citeformer examples untilformer theunity? 24 D. Fromestablish 1825-1914, Latin American nations perpetuatedd during the social,colonial political period. and economic patterns 1. theLatinMexicodedemocratic, traditionsRosas American exemplified in Argentina,writtenof countries'authoritarian constitutionsthe Jose Latin governments Gasparrule American preventedexisted, Rodriguez were dictators. their thein thedeprovisionsgrowth Franciahands of of viable infor "strong Paraguay, strong democracies. men" executive and leaders. Santa Juan powers Anna Manuel andin Brazil continued under the rule of two While 2 trolledSincerule.socialsuccessive agriculture theand great economic emperors, majority was lifethe Dom ofchief agriculturalthePedro means new I Latinand of lands, makingII, American until landowners a1889, living nations. when and continued since military the to dictatorscreole dominate landowners began the political,their con- Indians, Negroes, mulattoes, 3. goocbandLatinlowfarmlandmestizos, for American these and/ormanyraw majority materials countrieswhites worked peoplesand for as continued exportmostpeons in EuropeanLatin andfor their theon America. dependencethelarge and importation landowners.Asian onimmigrants the of manufacturedproductionEducational tilled ofsmall levels goods;a few plots remainedagr where of poor very icultural as, 4. vestedEntrepreneursductionGreatexports; Britain, heavily and Argentina export France, fromin Latin of andGreat manufacturedthe American Uruguay United Britain, States oneconomies. France, products.meat, and hides GermanyGermany ForThese and example, wool;investors and,developed andincreasingly, Brazil builtChile economies depended public on nitrates the transportation basedUnitedmainly and on copper.Stateson the coffee andpr in- 5. ThefinancedChile'scommunication United mineral largely States industries byfacilities invested Great Britain.and andheavily Argentina'sopened in Porfirio up more Diaz's industryareas Mexico, for profitedraw-material in Cuban greatly exploitive from plantations railroad-building industries. and in theferedother United countriesin the States, internal or disregarding dependencies affairs of severalthe bordering increasing Caribbean the distrust Caribbean. nations of mostor dependencies. Latin American nations, inter- 25 In part to protect these investments, Suggested1. Activities Show the transparency "Local Government Ewing,Materials Latin American Society, pp. 636-44 inprowessconcentrateRosas,2. Nineteenth-Century Francia and on the and personalismo Have four pupils give magnetism) characteristics of Diaz. Ask these pupilsLatin to America. " reports on Santa Anna, (personal Pendle,Peterson,85 A History Latin America, of Latin America,pp. pp. 46-51 & 52-56 125- theyfollowingoneachof Reading gainedthese of these caudillosquestions: and maintained have? a. What common characteristics#7, consider with the class ("strong men") and howWhy were these char-their power. Based thedid each Stavrianos,Stavrianos21, 25-28 & 50-51Blanksten, Latin pp. 532-42 Readings in World History, America, pp. 18- likepositionsacteristics Europe of hadimportant? power? would have b.c. DoWhy you were think they emperors able to or ruled better than achieve their example. monarchs ReadingMonroeReadingReading #7, Doctrine" #8, #9, Chevalier, "A , Latin "Britain andAmerican's Argentina" View of the"Roots of Personalismo" Defendthein 3.Latincaudillos? your America opinions. Use during Brazil as an d.Compare the ways most people Why didn't strong democracies the ? made a living develop agriculturalinvidedgovernments;ruralduring Latin extensionfor theAmerica the periodland majority educational holding; servicesto 1825-1914. those of people. providedagricultural opportunitiesbyin thethe United labor; pro- States Consider: becomeproductscentratingadvantages4. industrial ? onWhy of production a Latindid nations France American ofduring oneand or What are the economic advantages and dis- Germanycountry's con-the 19thtwo export 26 6 Inoperationearly a period as Sim andof growing6n as Bolivar a stay nationalism to in the 1826, growing a power Panin American ,union for Latin international American and leaders of the United States. Conferences, attended by a hemispheric co- suggested, as thelarlyUnionfewManycommerce, way nations, Argentina, wasnations for formed.international metinternational felt failedin the thePan Union nineteenthto Americancooperation. ratify was and law and control of yellow fever and dominatedresolutions by passed the United by the States, Panmeetings American discussed matters of commonearly twentiethconcern, centuries, . Some countries, particu- However,In the1910 Union the Pan pioneered American Union representatives. such as century?Suggested Why Activities did Latin American nations fail Suggestedcolonies playActivities in the (Continued) formation of the Pan AmericantoGive 5.industrialize specific nations examples during during that fromthe 19th Southern How did foreign investors century? help the Latin century? South. Explain.LatinAmericanof the American Pan Union American countriesin 1910? Union's refuse resolutions? to c. Why did Argentina and some other ratify many America?AmericainEuropeanof Chinaexcessiveforeign and during Explain. nations'investors Brazil.foreign the gaining Compare19th Whatininvestments Latin century, were America the in "spheres of influence" thy; influenceLatin to trio GreatanBritishsucceeds6.does Argentine Britainhe sphere incite proving todayplayedto of support influence? ithat ewin Argentina .Argentinahis point? What Howwas notDo a you think & article in Reading the investment role from 1890 toevidence might #9 of19thcan7.1939? the nations century?United begin States Give to duringspecific the examples latter partBased on Reading #8, why did Latin Ameri- resent the growing power and ex- of the movementplain8.Mexico, how Cuba,theup toUnited 1910. Central States America became and Aska. one pupil to report on the Pan AmericanWhy did Sim& Bolivar's ideas of a Have the class consider: involved in Venezuela. DoctrineinPan military American and power, desires union expansion for fail overseas in the of late the What roles did the United States' growth markets 1820's?andMonroe 28 E. World events since 1914 have forced La iii American nations to reexamine many of their institutions. 1. theseoftialneededUnitedWorld domestic industrialization countriesWars Statesto start investmentI and theirfrom WesternII, owngains.becoming particularly capital, industries. Europe. major and the Thisof latter,industrial large helped resulted internal nations.Latin inor American theexternal loss of marketscountries manufactured has realize prevented goods that they fromeven the However, lack of readily accessible for iron- industries, Brazil, Argentina, Chile and Mexico have made substan- 2 Argentina,onCastro'sofLatindiversified productsraw-material American Cuba Uruguay theyenough is countries exports.exported.trying and so thatVenezuela to realized overthrow Theymarket-price began stillhow sugar's depend dependentto fluctuations diversify supremacy. heavily, their their do as economies not economies.doThe completelymost economies Latin were Mexico upsetAmericanon of world Brazil, theirand marketPeru economies,economies. Chile, have prices 3 NationspansionUnitedduringandLatin most American toWorldStates' and offsetLatin the Waractions American theColdcountries II,power War inPeace the countrieshaveofdisturb DominicantheCorps participated "Colossus many improvedefforts LatinRepublic's andofactively withAmericans.the the North. theO.A.crisis in Goodthe "S.and LeagueRelations 's Neighbor attitudesAlliance of betweenNations Policy,towardfor Progress. theand somecommunist Unitedthe solidarity ButUnited States the ex- 4. NewnationsmostLatinLowerindividuals Zealand, LatinAmericans' mortality of Asia, American and Canada, Africa ratescommunities rising countriesand Japanand expectations. high Red or andfeelbirth theChina toSovieta rates greaterattack Governmentsthan haveUnion. to basiceconomic Western resulted sccial have affinity Europe,in problems. ahad population to the increasethe DueUnited underdeveloped explosion in theirpartStates, toservices alongsidetheseAustralia- new factors to Suggested1. Activities Have three pupils give reports to the class Ewing,Material Latin American Society, pp. 644-45 b)on ChileeffectsquestandBrazil's a) c)Chile's andthat Venezuela'sof Rubl. these Brazilthe reports booms and the and Nitrate Industry, Boom PetroleumIndustry, Boom Production. and Bust; stress the economic effects of petroleumbusts at the time on and Bust; Re- Peterson,227Pendle, A LatinHistory America, of Latin pp. America, pp, 186- History,57-62 & 117-41pp. 442- lightproductionproducts.II.country'sclusions ofD. these3. on onto dependence reports,advantages theVenezuela, question to on in one or and disadvantagesreexamine of aAsk their"Suggested the con- class, Activities" in two export Stavrianos,42Stavrianos53, & 459-68 51-53 Readings & & Blanksten, 481-84 in World Latin America, pp. 31- Readingunderdeveloped2.autonomous?show that #10? no nation'sWhat What economies examples economy does can What characteristics "unfavorable repercussions of Latin American is completelyUrquidi give in you give to Underdevelopment"ReadingMonroe #8,#10, Doctrine" "A "Latin Latin American American's View of the Economic internationalweremightonstabilizationcan other countriesto develop drop aspects ormarket? forin Chile their Whyifexport have problems gettingincreaseof a thegreat domestic deal on the the prim of copper will Latin Ameri-commodities? economy" price Explain.Economy;tiona)3. The Programs Effects and b)ofin AJuanthe Comparison Ask two pupils to report to 1950's on Argentina'sPeron's Industrializa- theof classthe Effects : ofon Industrializationthe Economies Efforts. of Chile, Brazil and Mexico 30 Suggested Activities thenationinthat4. the Western the internalto United prevent Hemisphere. affairsStates further ofhas acommunist theLatin Request that two teams debate: " right to intervene American gains"Resolved: in Readingsupportofeliminate5. the Monroeand #8? many toWhat counter Doctrine Latin solutions Quintilla'sAmericans' as itwould is you What examples since 1945 can you interpreted today? statementsresentment in offercite to to livingAsia,mortalityeconomic6.explosions Africaconditions rates,problems? and have Latinforhigh on their their WhatbirthAmerica peoples? efforts rateseffects andto What would the underdeveloped have as common improvedo lowernations of population //,' 32 A. Internal1. problems occupy and rule by much of the creativeIII. energy military juntas continueContemporary in Latin America- of and Latin America. Alfredo dictators who suppressed their governments. Stroessner, Juan 2. Uruguay,.PoliticalPeron and Chile,parties Perez Costa haveJimenez taken exemplify Brazil's Getulio Vargas ruled Rica and Mexico providethe rule, they have upset thesome initiative in educating the masses 20th-century Latin American with a more permissive examples of stable contemporary of the traditional hold to be more politicallyattitude aware. toward his critics. of the landed democracies. 3 butionaristocracyWhereandLatin better topAmericanfree andelectionsrural well-to-do governmentsand are the list. urbanGovernments housing, extension try to provide for businessmen. have pressing problems to services to farmers, extended better health and medical solve. Tax reforms and transportation andservices, more land redistri- 4. Largeofandcommunication heavy living percentages rural-to-urban in a technologically facilities, of public Latin American populationsmigration, are rapid population modern world. These goalsutilities are to rural and urban areas, growth rates andunder limited 15 years tax resources. of age, need difficult to realize in the face and education for literacy to be sup- 5. forportedManufacturinggreaterTo parents eliminate by yields elders and the providingfrom andindustries necessity need more receive existing farmland and open up new areas to be educated.of importing These foodstuffs, schools and teachers.encouragement to stop money factors necessitate findingLatin American or governments encourage for settlement whereverdrains to industrialized nations creating jobs possible. 6. topoliticalWesterninvestmentFor pay internal for Europeanpartiesmanufactured capital. development, and feelings to Wealthy nationalS invest their moneyimports. Latin Americancounteract countries inflationof national of their pride against wrestle withforeign the investmentproblem ofnational discourage currencies. Agitationin land and in United States securing foreignersand of onMuchSuggested information of the Activities following pupils discussion should be based found for their particular Ewing,Materials Latin American Society, pp. 645-60 oncountry1. One or for Two the Export"Latin American Show theb.a. transparencies "Population"Latin American Growth: Exports: Past Depending and Present" Products" Countries" chart. Peterson,Pendle,74-81227 & A 93-113 LatinHistory America, of Latin pp. America, 57-59, pp.72-73, 161- g.f.e.d.c. "Land"Literacy''"Occupation""Land"Li le DistributionExpectancy" Distribution in in Latin Argentina" America" 84,Stavrianos,32,Stavrianos 495-96 42-46 & Readings & 500-0751-52 Blanksten, In World Latin History, America, pp. pp. 459- 28- youLatingovernment2. researched American your have? countries. country has to that of otherWhath. kind of government does the country "Land Distribution it Brazil" Compare the type of America"ReadingPossible?" #9,#7,(all "ForeignArciniegas,three selections) Investment "Is a Caudilla in Latin didPerezoneach:3. Juan each Jimenez able and do toEvitaas getandleader and Getillio tokeep improve Vargas._ his power? his Whycountry? What wasHave four pupils give short oral reports Peron, Alfredo Stroessner, Explain.powertoEvita4. help PerOn unusual keep have,Juan in Latin basedPeron America onin yourpower? Reading Is her #7,What personalismo characteristics did for a woman? orcalelevating5. destroying parties Latin becoming their American power? powerful dictatorsWhy in are Latin to power America?What roles have political parties had in politi- 34 Americanpossibilitiesfrom starting Development of broad-scale foreign new dictationBank have on internal helped to operations in Latin policies.solve the problems of a America. The loan source free of the and the Inter-

35 have?Suggested6. What Activities are problems which are commonWhat pressing problems does your country doing country WhichLatinSuggested11. From America, do youActivities Reading think " contrast #9,is(Continued) the mostthe three accurate views. view "Foreign Investment in of tobution cultivation7.Latinsolve ofAmerica?its agricultural problems? help ease What landtheWhy is unemployment andyour more How would more industries, doesn't it do more? better distri- land under and Theinvestment?authorforeign least put investment accurate? forth his inExplain.particular Latin America Why view has on as each a whole? foreign tryurbanizationcountries?8. in comparison problemsLiteracy to that inrate? yourin Export country? What is the per capita income other Latin American Workof ofyour people? coun-products and individualdoneopment?tocountries12. be What througha factor andExplain.alternativeshave companyinthe to Latin Alliance foreignWhat doAmerican foreign hasLatin investments?for the Progress investmentsAmerican economicUnited WillStates cease and the devel- AmericanHowcountriesSao9. doesPaulo buying yourcountries industrial country those on area products?these?differ of Brazil. Have a pupil report to the class on from other Latin After the the Rio- byPeace Pafz Corpsin Reading to counter #9? the criticisms voiced portslation,ofindustrialadvantagesreport, foreign and naturalask foreign complex?, theand resources, classdisadvantages investments What to consider:concentration transportation,have inof been thethis area as an What are the growththe of rolesof popu- forthisca?centage10. other area? Explain. Why industrial Wouldof is Latin it significant this Americanscomplexes area thatprovide arein such Latin a a under 20 or large per- model Ameri- thisthe15 future,is years the case? ariseof age? for What a nation's difficulties now government when and in 36 B. UnitedInternational1920's, States direct problemstoward intervention; Latin receive America are of1930's-1940's, concern: 1820's-1880's, ;wide attention since in Latin America. The paternalistic; 1890's-latechanges in attitudes of theWorld War II, direct Americans.becauseinterventiontheJimenezcan selectionsuspicions it andis Unitedandwealthy, ofDr. renewednational Francois States powerful cooperative Duvalier of the United States. leaders. intervention in the Dominican crisis in and near; Red and the Soviet angeredAlso, Latin Unitedefforts. American States The liberals tacitUnited approval who States strive ofis often 1965 -6b reinforcedUnion Latin seem Ameri-far away to Latin distrusteddictators and disliked such as to democratize

37 policy1.Suggested since Activities 1945 toward Latin America?What changes do you see in United States Why Ewing,Materials Latin American Society, pp. 664-65 many,givinggreaterdiddid1945 Latin Latin tothan muchimportance 1960America Americans to more hemisphericthan aidbecomeitto previously theresentto a United formera theworld had UnitedStates enemy, area been. allies? Why might States' fromof WhyGer- Stavrianos,Peterson,53& 132-41& 507-12 Latin Readings America, in World pp. 59-62, History, 113-16 pp. 448- AmericantoLatin2.States' the Americaarea? efforts dictatorial besince suspicious 1960regimes, to ofpay suchthe more as theWhy did the United States support Latin United attention Stavrianos36 & 53 & Blanksten, Latin America, pp. 34- AmericanWillnewrecognizeJimenezrelations?1966-Argentine attitudeit help regimecountries a UnitednewExplain. on the indictatorship Venezuela,haveStates-Latincase?part of done Does until so,but thisAmerican as nowmost reflectin thedoesn't Latin a the United States? 38 C. Latin American cultural contributions reflect a rich heritage from pre-Columbian, colonial and immigrant1. sources. pology,earlyeraryPoetry mediumnational sociologystill dominates throughtraditions, and political whichthe social Latin Latin science. American continue literary toendeavors. excel in history, The novel economics, is Americans examine their culture. Political and diplomatic leaders are often "men of Following colonial and becoming a lit- anthro- Latinletters."sambacussions American and and bossa rhytams, music.music nova. representsIndian woodwinds the fusion and of the cultural European and guitarracial combineddiversity. to create a unique Its popularity has spread to other world regions with the rumba, African per- 3. ArttionalMexicanacclaimColumbian and and architecture for and beautiful.. and their Brazilian modern imaginative in contemporary architectsforms. use haveof color,Latin designed designAmerica modern, and receive expression innovative their inspirationof buildings national aspirations.fromwhich pre- are Mexico's painters and muralists have received world-wide func- Culturaltonancethatrecordings, influencesmost some in Latin the United home, motionfrom American States theprotection pictures, United culturalhearts. ofStates architecture influenceswomen enter Latin willdesigns breakAmerica and down novels. through extended Many popular family Latin music Americansties, and male fear and and respect for elders, cultural traits dear domi- 39 Suggestedture1, reflect Activities the From Readings 11-14, examples from each onefeelings of Latin how do art and litera- Americans? of the Ewing,MaterialsPeterson, Latin Latin American America, pp. Society, pp. 660-63 82-92 literatureGiveship?reading2. specific Explain. selections.should have Do a you Show pictures of modern Latin American wider world reader- think Latin American 88,Stavrianos,Stavrianos 491-94 & Readings& 497-500 Blanksten, in WorldLatin History, America, pp. 485-pp. 55- buildingsmodernpupilsandclass Mexico who buildingstheiron drawthe City.drawings opaque well in Rio Ask these pupils to and makeexplain line the drawings archi-projector.de Have Janeiro, some Brasilia show the of Reading69Revolution" #11, "Cultural"Selection Effects from Theof the Mexican Underdogs" tecturalforcontemporary3.current recordings uniqueness United and Latin States tapes songs Consult the music teacher of theseAmerican buildings. music. What which would exemplify and show in your school ReadingReadingReading #12, #13, #14, "A Chilean "A Guatemalan Poem" Poem" Latinmotion4.Haveexamples American one pictures pupilof 20th-century andexplain Consult the art teacher influence? color prints to show and show examples ,for filmstrips, pupils of teenagerthinkSuggested of sawthe Activities United this motion States? Would his (Continued)parents picture, what-would he Asksomehisinfluencesingssympathies thissympathies ofof pupilRivera, on toforhim pointforthe the of the poor 's paintings artist's politicalpre-Columbian views, art,out his evidenceideals of in the the Mexicanand the Indians, and and . paint- the mightthoseUnitedresentLatinsome movie the itAmericaStates ofif United ourthe (s)? behavior asStates a as films? Should films beArgentine teenager emulatedIf so, explain why. result of the popularity have a "bad" image inpresented in that or censored Why of popularRevolution.of5. life inmotion the United pictures Ask the class to one or States today. which portray aspects two recentIf an Argentine 40 beforearguments."good" they side leave of Unitedour States life? country to show only Explain your the Culminating Activities Have each pupil use the 1. theWriteisor facingadultsleftist) a campaign sowill for that hean youvoting.platform will You be for able mustone to "Latin American Countries"upcoming chartelection. which he filled out of yourwin country' aexplain free, honestpolitical theTake positions election partiesa stand your in on which partyeach ofis thetaking major on for Section(conservative, I. : democraticproblems your countrythe vast majority of each issue and 2 wantproposeeconomy,UnionYou tohave publication.presentsolutions beenpolitics aasked positiveso and Youthat to writeare picture. to a contemporary culture to explainall the your country. have onefive-paragraph paragraph each article for the about your.;'ople country who read for aor hear this platform physical geography, history, Rememberwill that understand you will it. Pan American Adams, Richard N. . Chandler, 1967 The Second Sowing, Power and Secondary Development IBLIOGRA PUY in Latin America Alexander,Alexander,Adams, Richard Robert Robert N J. J. States Policy. New York. Ihntage, 1960. , et al Latin-AmericanLatin America, Politics and Government. New YorkSocial Change in Latin America Today Revised edition. New York: Scholastic Book Services, 1967 Its Implications for United Harper & Row, 1965. Arciniegas,American Education German. Publications Latin America: Unit ABook. Cultural Changing History. Lat.n America. Columbus,Knopf,Center, 1967. Ohio.:19,66, 1967. Translated by Joan MacLean. New York Education Azuela,Bailey, Mariano. Melen M.. Los and de Nasatir,Abojo, NovelaAbraham de P.la Revolution Mexicana. Englewoodde Cultura Economica, Cliffs, N. J.: 1958. Prentice-Hall, 1960. Latin America, The Development of Its Civilization. Mexico-: Fondo Bernstein,Bailey,Berle, AdolfThomas Marvin A. A. D. The (ed. American ). Pageant, A History of the Republic, Book on Latin America. New York: Knopf-, 1966. Latin America--Diplomacy and Reality. New York: Harper & Row, 1962_ Foreign Investment in Latin America, Cases and Attitudes. A Borzoi Boston D. C. Heath, 1956. Bolton,Bolton Herbert Herbert E. E. New York: Macmillan, 1920, , .and Marshall, New Thomas edition. M. The of North America, 1492-1783 42 Boston: Ginn, 1935. Brandon, William. The American Heritage Book of Indians. New York: Dell, 1964. Delgado,Dame,Burns, HartleyE. OscarBradford F. (ed. (ed.). ). New York: Knopf, 1966. Latin America, 1968. Reformas Agrarias en la America Latina.A Documentary . A Borzoi Revised edition. Washington, D. C.: Stryker-Post, 1968. Mexico-Buenos Aires: Fondo de Book on Latin America. DepartmentDozer, Donald of Educational M. (ed. ). Affairs. Washington,Cultura EconOmica, D. C.: Pan 1965. American Union, The , Its Modern Significance. Challenges and Achievements of Education in Latin 1964. A Borzoi Book on Latin America. Ewing,Ferguson, Ethel Wallace E. Our WideningK., and Bruun, World, Geoffrey. A America.Rand McNally, New York: 1961. Knopf, 1965. A History of the World's Peoples. Survey of European Civilization. 2nd edition. New York: 3rd edition. Freyre,Fernandez, Gilberto. Justino. The Masters and the TranslatedTwo volumes. and Boston: abridged Houghton by Samuel Mifflin, Putnam. A . London: Spring Art Books, Slaves, A Study in the Development of Brazilian 1958. Borzoi Book on Latin America. New York: 1965. Civilization. Gage, Thomas. Thomas Gage's Travels Knopf,Norman: 1964. University of Oklahoma Press, Inside South America. New York: Harper & in the New World. Edited by J. Eric S. 1958. Row, 1966, 1967. Thompson. Hamill,Gunther, Hugh John. M., Jr. (ed. ). New York: Knopf, 1966. in Spanish America. A Borzoi 43 Book on Latin America. Hanke, Lewis. Contemporary 1968. Latin America, A Short History. Princeton, N. J.: Van Nostrand, Hanke,Hanke, Lewis. Lewis. Do Mexico the and Borzoi2nd edition. Book on Latin America. Princeton, N. J.: Americas Have a Common History? A the Caribbean, Modern Latin America: New VanYork: Nostrand, Knopf, 1964. 1967. Critique of the Bolton Theory. A in Ferment. Volume I. Hanke,Herring, Lewis. Hubert. A History Knopf,edition. 1961. SouthPrinceton, America, ModernN. J.: Van Latin Nostrand, of Latin America From the Beginnings to America: Continent in Ferment. Volume 1967. the Present. New York: II. 2nd Inter-AmericanImbert, Enrique DeveiJpment Anderson, and Bank. TrustHolt, RinehartFend, Seventh & Winston, Annual Report, Florit, Eugene (eds. ).1960. Socio-Economic Progress in Latin America, 1967. Washington, D. C.: IDB, 1968. Literatura Hispanoamericana. New Social Progress York: James,Inter-AmericanJones, PrestonEarl. Development E. Latin America. Bank Activities, "Miguel Angel Asturias, Guatemala 3rd edition. New York: Odyssey, 1961-1966. Washington, D. C.: IDB, n. d. for Literature, 1967, A Review 1959. of Kelemen,Latin America Pal. Baroque '67, The and Annual Rococo EducaciOnHis Life and Interamericana, Works with Preliminary 1967. Review of Latin American Business in Latin America. New York: (Mimeographed. ) . " College Station, Tex. : and Macmillan,Development. 1951. New York: Programa de Leonard, Irving A. Baroque Times Practices. Ann Arbor: University of n. d. in Old Mexico, Seventeenth-Century 44 Michigan Press, 1959. Persons, Places, and Leyburn,Leonard, JonathanJames G. N.,The and Haitian the Editors People. of Time-Life YaleSeries. University New York: Press, Time, 1966. Inc. , 1967. With a new introduction by Sidney W. Mintz. New Haven: Books. Ancient America. Great Ages of Man Lieuwen,Madden,McNickle, Edwin. Carl. D'Arcy. They Came Here First. New York: Lippincott, Scott, Foresman, 1963. Latin America, ReformU. or S. Revolution. Policy in Latin Curriculum America, Resources, A Short History. New York: 1949. Praeger,Inc. 1965. : Paz,Murphey,Pendle, Octavio. George. Rhoads. The ALabyrinthAn History Introduction ofof Solitude,Latin to Geography.America. Life and Baltimore: Thought Kemp. New York: Grove, 1961. Chicago: Rand McNally, 1961. .Penguin, Translated 1963. by Lysander Shepherd,Roberts,Peterson, Edwin HaroldWilliam A. F. R. Latin America. Silver Spring, Macmill In, 1966. Latin America.Historical Culture Atlas. Regions of the World Series. New York: 8th edition. New York: Barnes & Noble, 1956. Md. : Newsbook, The National Observer, 1964. Stavrianos,Silvert, K. H.Leiten S. (ed. ) . Chile, Yesterday and Today. New York: Holt, Rinehart, and Blanksten, George I. Readings in World History. Latin America, A Culture Area in Perspective. Boston: Allyn & Bacon, 1967. & Winston, 1965. Strahler,Stavrianos, Arthur Leften N. S. Physical Geography. 2nd edition. Boston: Allyn & Bacon, 1964. 45 New York: John Wiley, 1960. TheThe Editors Editors of of American Horizon Heritage, 1961. Magazine. The HorizonHeritage. Book The American. Heritage Book of Indians.of Lost . New York: New York: American American The NationalEditors of Geographic Life. Heritage,D. C.: The 1962. National The Epic of Man. New Society. Geographic Society, 1961. on Indians York: Time, Inc. 1961 of the Americas. Washington, Urquidi,Wagley,Veliz, Claudio Victor Charles. (ed.).L. The New York: Praeger, Latin AmericaLatin and American theChallenge Tradition, of Development in 1964. Caribbean, A Handbook. Essays on the Unity andLatin America. Translated New York: Praeger, the Diversity of Latin by M. M. Urquidi. 1968. Wilgus,Wilgus, A. A. Curtis, Curtis. and AmericanNew York: Culture. Barnes New & Historical Atlas of Latin d'Epa, Raul. Latin American Noble, 1963. York: Columbia University America: Political, Geographic, History. Press, 1968. 5th edition. College Outline Series.Economic, Cultural. Williams,Worcester, Joseph Donald E. E. NewHall, York: 1964. Cooper Square, Prentice-Hall WorldMakers Atlas. of Latin America. 1967. 2nd Newedition. York: Englewood Dutton, 1966. Cliffs, N. J.: Prentice- Teachingof the Latin about American Latin America Curriculum BulletinFor additional No. 2, bibliographies, 1967, 71 pp. in the Secondary School: An AnnotatedProject: the teacher and pupil should refer tb Guide to Instructional Resources, the following publication EDThisBulltnRegister Number bulletin #2: Company, ED-012-833 may be Boxordered 2206, Rockville, Maryland, 20852. The ED from the ERIC Document Reproduction Hard Copy $3.08 Service,number the andNational price Cashare: APPENDIX QUOTES FROM THE READINGS ON

PAGES 49-63 HAVE BEEN DELETED

TO ADHERE TO READING # 1 - Portuguese Success in Tropical Brazil TABLE OF CONTENTS FOR READINGS READING # 2 Effects of Geography mentRobertoGilberto of EducationalKochFreyre, Flores, The AffairsMasters"Education Challengesand inthe the Slaves andAmericas; (New York:A Comparative Achievements of Education in Latin America (Wash- Knopf, 1964), pp. 23-25. Historical Review, "Depart- READING # 3 Physical Adaptations of the People of TierraWinston,Georgeington, del F. 1964),D.C.:Fuego Carter, pp. Man322-23. and the Land, A Cultural Pan American Union, 1964), pp. 27-28. Geography (New York: Holt, Rinehart & READINGREADING # #4 5 The OctavioRomanGermanImportance CatholicArciniegas, Paz, of The Corn Church Latinin Pre-Columbianin America:New of SpainSolitude, Civilizations Life and Thought A Cultural History (New York: in Mexico, (New York: Knopf, 1967), p.Grove, 22. READING # 6 A Sonnet Literatura1961),Sor Juana pp. 101-05Hispanoamericana,In6's de la Cruz, "Soneto,"(New York: Enrique Holt, Rinehart and Winston, 1960), p. 130.Anderson Imbert and Eugene Florit (eds.), READING # 7 The (a) in Latin America inFrancoisGerman Spanish Arciniegas,Chevalier, America, (New"The"Is aYork:Poots Caudilla of POssible? Knopf, 1966), pp. 50-51.Personalismo," Hugh IL Hamill, Jr. (ed.) Dictatorship The Case of Evita Peron," Hamill, Dictatorship READING # 8 A Latin American's View of the Monroe Luisin SpanishQuintanilla, America, "Latin pp. American197-199. Speaks: Doctrine U.S. Against US," Donald M. Dozer (ed.), The READING # 9 Foreign Investment in Latin America H.S.Monroe Ferns Doctrine, "Britain Its and Modern Argentian: Significance Laissez-Faire imperialishi?', Marvin D. Bernstein, (New York: Knopf, 1965), pp. 158-159. Bernstein,Alfonsopp.Foreign 124-25. InvestmentBauer Foreign Paz "YanquiInvestmentin Latin Capital America, in Latin Works Cases America, in and pp. Central America (The Case ofAttitudes, Guatemala)" (New York: 251 & 253. Knopf, 1966, READING # 9 (Cont.) Mario Ramon Beteta, "Mexican Government Policy Towards Foreign Investors," Bernstein,Foreign TABLE OF CONTENTS (CONT.) READING #10 - Latin American Economic Underdevelopment1964),VictorInvestment pp.L. Urquidi,13-14 in Latin & 26-27.The America, Challenge p. of272. Development in Latin America, (New York: Praeger, READING #12#11 - SelectionCultural Effectsfrom The of Underdogs the Mexican RevolutionPaz, Labyrinth of Solitude, p. 153. READING #13 - A Chilean Poem MarianoGabrielaFondo tieAzuela, Mistral,Cultura Los EconeMica, "Meciendo,"de Abajo, 1958),Novela Imbert pp.de and la61-63. Florit,Revolucion Literatura Mexicana Hispanoamericana, (Mexico-Buenos Aires: p. 573. READING #14 - A Guatemalan Poem PreliminaryMiguel1967),Guatemala Angel pp. NobelTranslations," 9-10Asturias, &Prize 12. "Barefootfor (CollegeLiterature Meditations, Station, 1967, ATexas: "EarlReview Jones,"Miguel of H*gh Life Angeland Works Asturias, Programa de Educacion Interamericana, with LATIN AMERICAN COUNTRIES CHART (Sample) tance,LakeOUTSTANDINGAREA:COUNTRY: Region no 286, more 400in Chile south;than PHYSICAL sq, 250mi. Andes mi. FEATURES: dominateknown as throughout;the north-south "shoestring" distance,Atacama country 2,Desert 630POPULATION:REGION: mi. in north;; east-west Southern Central 8, 925, South Valley 000 America (1967 where estimate) most live. dis- wasCENTERSPEOPLE:260, rural; 000; Concepcion,OFIn 1960,POPULATION: 49, 195,5% was 000; Santiago, 20 , years or younger, port 68.2% urban. Technically white, but with large Indian capital, 2, 500, 000; Valparaiso, port in central Chile, in north, 110, 000: , 100,and 000, 4. 2% was 65 years or older. admixtures, some surviving pure In 1960, 31.8% EDUCATION:LANGUAGE:Indians.years of age; 70%Spanish, 83.6% of literacy a few Indian (1960) languages for all over spoken 6 years students in public schools and 30% in private schools at by a small minority of age; schooling free and compulsory, 7-15 primary and secondary teachers.levels;FAMILYcast-offfather two dominates children STRUCTURE:major universities caredin family for Family byunit; and Church life motherother among andinstitutions dominates governmentpoor is if homeinsecure is broken; because oflarge ofhigher ruralnumbers education; and urbanof orphansage-tcies. shortage poverty; of schools and and WORKsmallCHIEFmen, andminers, OF EXPORTS medium PEOPLE: skilled mines,AND 20%, or BUYERS: 14. white 6%. collar In 1961: or copper, unskilled workers or servants. In 1961: Europe, 47%; , professional; 33%, farmers or farm workers; 60. 6 %; nitrates and , 7. 7%; iron, 1. 5%; 23%; United States and 47%, - KingdomIMPORTSCanada, 13%; and AND WesternLatin IMPORTERS: America, Europe, 10%; Machinery,30%, rest other of world,worldcoal, areas 64 petroleum, , foodstuffs;7%. U. S., 50%, United and Latin America, 20% LEADINGChileCOLONIALPERCAPITA PERSONALITIES, STATUS: INCOME: Belonged $501 (1965)PAST to Spain; inAND the Viceroyalty PRESENT: of Pedro Peru; de under Valdivia, the set up captaincy-generalSpanishO'Higgins, power of helped in Galdames,freeChile;PRESENT Chile Alonso from historian;GOVERNMENT: de Spanish Ercilla Gabriela rule;y PRESENT POLITICAL LEADER: Zaiga, wrote epic poem, "La AraucanaJose Toribio "; BernardoMistral, Medina, poetess; historian; Pablo Francisco Neruda, Encina, poet. historian; , Christian Democrat Luis HOWMAJOR AND POLITICAL WHEN CAME PARTIES TO AND Conservatives,SocialistCommunistChristian Party,Democrats, Party, wealthy extremely revolutionary, alandowners coalition ofworks liberal POWER: By election in 1964 revolutionary, support from some urbanSOURCES workers and OF someSUPPORT: and businessmen, control a lot of congressional for rural and union urban supportCatholics and middle-of-the- Socialists votes oldcopperPROBLEMS: aristocracy prices onLand and extremereform; currencyleft; building more students international market; strengthening of servicesinflation; to the rural dependence and urban on copperdwellers; exports getting and revenue schools and providing more teachers; improving democratic processes in face of conservative fluctuations of fGr housing;SOURCESamountgovernment providingof money projects; morepaid disparity out government for imports. between income earned from taxes on exports & Row, 1966, 1967, and imports and Inter-AmericanHanke,Gunther, Lewis. John. ContemporaryDevelopment Bank. 1968. Inside South America. New York: Harper Latin America, A Short History. Socio-Economic Progress in Latin America, 196 I. Princeton, N. J.: Van Nostrand, Social Progress Silvert, K. H. Trust Fund, Seventh Annual Report, Chile, Yesterday and Toctay. New 65 York:Washington, Holt, Rinehart D. C.: & IDB, Winston, 1968. 1965. TRANSPARENCY MASTERS The Americas Middle America, Surface Configurations South America, Surface Configurations and Four River Systems Factors Influencing Climate Rainfall in Central and South America Population Middle America: Its Regions South America: Its Regions Early Civilizations Pre-Columbian Indian Civilizations (About 1500) Spanish Viceroyalties in the New World Local Government in Nineteenth-Century Latin America Latin American Exports Population Growth Occupation Literacy Land Distribution in Latin America Land Distribution in Argentina Land Distribution in Brazil

66 NORTH AMERICA ANGLO - AMERICA AMERICAMIDDLE I. r EQUATOR CENTRAL AMERICA AMERICA LATIN scale in miles SOUTH AMERICA The AMERICAS 0 ;000 8C, I=SurfaceMIDDLE Lowlands Configuration AMERICA Mountains and Highlands SOUTH AMERICA Surface Configuration and River Systems " " ?:; II 1 Lowlands ::::t. Low Highlands aMv, High Highlands Mountains Orinoco

.1.)4 Amazon

Rio de la Plata FACTORS INFLUENCING CLIMATE Pr evailing Winds Mountain Ranges C Arrents Nearness to bodies of water EAltitude Temperature and Latitude Climate Precipitation Vegetation J RAINFALL IN CENTRAL AND SOUTH AMERICA Rainfall Under 20" . 20" to 40" /A%40" to 80" Over 80" Areas of dense population C21 Relatively emptyareas

Central America (B) SOUTH AMERICA: ITS REGIONS Southern South America Andean Countries r

Northern South America Brazil EARLY CIVILIZATIONS1 UP1 614 6 (.5f:c1 6III fil6 6PI 6III <4ai e4m <4m <46 ® ®al LO CNI ®,==fLO 0®v=1 0LO 0LO 0..-1 0LOv=4 C90 0I4® 1 -4 to0CO ®0CO F.- N0 I o0 i 0 I 0 I 0 1 0 1 0 1 0 I 01...... 0 1 11117111111M11111111111113 Ti ris-Euphrates Valle Nile Valley Indus Valley 11111ac Valle Meso-America Andean America (Chinese) 1 The Editors of LIFE, The Epic of Man New York: Time, Inc. , 1961). Aztecs Mayas

Incas

Pre- Columbian INDIAN CIVILIZATIONS (About 1500) y; a. .0 ..,7143 ,r1sr-rercur, r,rww

Viceroyalty of

Viceroyalty of Viceroyalty Brazil of Peru

SPANISH VICEROYALTIES in THE NEW WORLD LOCAL GOVERNMENT IN NINETEENTH CENTURY LATIN AMERICA

Hacienda Peons yPeons

1Adaptedfrom Preston and Tottle, In Latin American Lands, p. 151. LATIN AMERICAN EXPORTS: Depending on One or Two Export Products (1964)1 BoliviaBrazil Coffee 53 Colombia Chile If CopperCoffee 59 % 73 % CostaDominican Rica RepublicEcuador IBananas 57 To Su. ar 52 Coffee 17 % I Coffee 15 % El SalvadorGuatemala I Coffee 51 To Cotton 20 % NicaraguaHonduras Haiti CottonBananasCoffee 48 44 °hi__34 % Coffee 18 '0 Coffee 18 % Sisal 10 Venezuela UruguayPanama BananasPeIroleumMeats 51 42 93 °10 0 Wool 38 Petroleum 30 Latin P inerican Center. P. 143. 20 Statistical Abstra-t of Latin America30 1965 40 50 60 (: University of California, 70 80 90 1966), 100 POPULATION GROWTH United States 1920 115 Past and Futurel Latin America I_ 80 1955 180 .1 Latin AmericaUnited States 1975 132 Latin AmericaUnited States I 286250 United States I_ 2000 380 Latin America I 100 I 200 I Millions300 of Persons I 400 I 500 600 700 Pan American Union, n. d. 1 Pan American Union, "How Does the OAS Face Economic Problems?" Washington, D. C. : Farmers, Fishermen, 'ranters, OCCUPATION: Loggers and Related Workers 1 United States 6 % in 1960 Latin America I 49 % Mexico 49 % Peru 10 20 30 40 50 60n 70 California, 1966), pp. 1 Latin American Center, 54-55. Statistical Abstract of Latin Percent of People Working America 1965 (Los Angeles: University of LIFE EXPECTANCY(1965)1

United States 70yeass

Latin America 57 years (OAS Members) Mexico I 60 years

Peru 55 years f 20 40 60 80

LITERACY (1960)2

United States 97.8 %

Latin America 66 % (OAS Members) Mexico 71 %

Peru I 61% 25 50 75 100

1United States Department of CommerceStatistical Abstract of the United States, 1967 (Washington, D. C.U. S. Government Printing Office, 1967) p. 54, p. 118. 2United States Department of State,Committment for Progress (Washington, D. C.U. S. Government Printing Office,1967), p. 31. D . 4k I

1.

I ,411 h 1 U

eo. s .. A* 41, X/

II 1 U I

I 4 , s' LAND DISTRIBUTION IN

ARGENTINA (1960)1

43.2 %® of the land holders hold 1.0% of the agricultural land.

5. 7% of the land holders hold 74.4% of the agricultural land.

'Ibid.,p. 740. LAND DISTRIBUTION IN

BRAZIL (1960)

61.2% of the land holders hold 5. 1% of the agricultural land.

1. 0% of the land holders hold 47. 3 %® of the agricultural land. lIbid.