DOCUMENT RESUME

7!D 039 166 95 SO 000 022

AUTHOR Gillr Clark C. mITLF Contemporary Inter - American 'Por Senior High School American History.

TMSmTTUTIOF .Txas Univ., Austin. SPOmS AGENCY Office of Education (DTPW), Washington, D.C. Bureau of PesParch. PPPORT NO IU-2 PUPP,AU NO PR--11P1 PUP DAm72 FR COmTRACm OFC-4-g-OF1183-121 NOmP 60p.

EnP9 PFTrE EDRS Price MF-$0.90 FC-1'1.10 D7SCPIPTORS *American History, Cross Cultural Studies,

Discussion (Teaching Technique) , Foreign Policy, Foreign Relations, Grade 11, Grade 12, Inductive Methods, *Inquiry Training, Instructional materials, *Latin American Culture, *Political Science, *Secondary Grades, Sequential Approach, Social Studies Units, Teaching Guides TDr.NTIFIERS *Latin American Curriculum Project

ARSIrPACT This two week unit has attempted to alleviate two deficiencies normally found in instructional materials: superficial treatment or neglect of developments since World War II; and, the overemphasis on Conflict. Topics have been selected for in-depth discussion, and emphasize the Organization of American States, the Alliance for Progress, and the settlement of the El Chamizal Dispute. The goal achieved is4bP'rter balance between conflict and cooperation in the discussions of united Stated foreign policy specifically, and inter-American relations in general. Content objectives are indicated for each topic. The "Suaqested Activities" have attempted to provide opportunities for students to develop critical thinking skills leading to the formulation of generalizations or hypotheses. Teacher-guided discussion of open-ended questions is used. Supplementary activities are suggested for further exploration of the topics. Units are designed to be used independently, and flexibly depending on the classroom situation. A variety of materials are recommended since most of the topics are of a controversial nature. Readings, sources of materials, and transparency masters are provided in the appendix. Related reports are: ED 036 679, SO 000 019, SO 000 020, SO 000 021, SO 000 023.(SPE) CONTEMPORARY INTER-AMERICAN (For Senior High School American History) RELATIONS* lor

Instructional Unit No. 2 (1968) S For experimental use, not to be duplicated 403 Sutton Hall, The University LATIN AMERICAN CURRICULUM Clark C. Gill, Director of Texas, Austin, Texas, 78712 PROJECT U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE PriN0%r-il VIEWTHISORGANIZATIONEXACTLY DOCUMENTOR OPINIONS AS RECEIVED HAS STATED BEEN FROM DO REPRODUCED THENOT PERSON NIECES- OR OFFICE OF EDUCATION IT POINTS OF LLICD CATIONSARILY REPRESENTPOSITION OR OFFICIAL POLICY OFFICE OF EDU- CONTEMPORARY INTER-AMERICAN RELATIONS Note: DepartmentThe research of reported Health, herein was Education and Welfare, Office written pursuant to a contract with of Education, Washington, D. C. the FOREWORD theExaminationtopicsdeficienciesdevelopments unitsizing forseeks the in-depth of thatOAS,to currentsinceachieve this theconsideration, Worldunit instructionalAlliance a better aims War tobalance forII; alleviate:an andProgress,materials attempt (2)between overemphasis (1) isandon superficialmade conflictinter-American the to on treatment or settlement of the El Chamizal dispute, avoid superficiality.and By cooperation. empha-conflict. By selecting specific relations reveals two neglect of the InteacherTexasChiefly 1967 atforshe responsible McCallum American attended anHighteirHistory IDEA the School preparation teachers Institute in Austin, whoin ofLatin needed thisTexas American unit andto is learn aMrs. about Catherine member of Historyour project at the staff. University of Latin America. Cornbleth, a former 111.111111111111111101111.11111111111111111mMinimmenmenomim. CONTEMPORARY INTER-A MERICAN RELATIONS is a two-week unit for a senior high Overview school theAmericanOnlyfocusProgress) 20th aon smallcentury thehistory and period fraction withconflict course. since an of emphasis (using the1945 possible andCuba, on topics Panama, al Part I provides examinea general overview of inter-American S. foreign policy in Latin America. Partandboth II available cooperation (through the OAS and Allianced , and Mexico as materials have been included in an effort relations in and Part IIIexamples). for importanttoLatinbealmost explorationmake used America the allindependently ideas theunit of topicsin and practicalseveral the representative Secondaryare if topics. desired.forcontroversial. School inclusion inAdditional an American sources history of information Supplementaryare found inillustrations. Te activities A and variety materials of ma ar Au AnnotatedThis unit Guide has tobeen Instructional_Res.ource designed to course and to select the most erials is recommended as allow specific sections to e suggested for further aching About s. Austin, forareTexas:haveContent studentprovided been Latin objectives use.prepared inAmerican the The are "Suggestedas Curriculumindicatedmasters which for Project, each can topic as Appendix to the unit or in the separate book of readings. Activities" attempt to provide opportunities for students to be used with an overhead projector1967. or be duplicated "Main Ideas. " Items listed under "Materials" Transparencies flexibilityinter-AmericanTheview,developand emphasis materials making such to adapt critical isinferences will relationson them teacher-guidedbe thinking suitable to fromdefies their skills statisticalfor individualeasy everydiscussion as answers. identifying group situations. data, and formulating generalizations or hypotheses.ofof open-ended students and questions. thatIt isteachers expected The willcomplexity that findmain not sufficient all ideas the andsuggested trends, activities comparing points of of CONTEMPORARY INTER-AMERICAN RELATIONS II. I. RegionalB.A. ConflictingWhyIntroduction study cooperation: inter-Americanviews of the U.S. Organization policy relations'? of American States 41 ITI. B.A.andConflict ElCuba, the Chamizal: Alliance Castro,of interests conflictfor and Progress the resolvedU S 1812 8 Appendix D.Teacher'sC. Dominican Panama Notes and crisis the to Accompany1965Panama Canal Organization of Americas States Transparency 292321 Teacher'sReferences:Teacher's Notes Notes CubaThe to to OAS Accompany AccompanyAcco.awany anc the Alliance AllianceStages Transparencies of for for the Progress Progress Castro on Education Revolution Transparency in Latin America 3733303531 TransparencyReferences: Dominican Masters Republic AllianceMapOrganization of Westernfor Progress of AmericanHemisphere States 4140 MapEducation:Map of of El Canal Chamizal GovernmentHigherElementaryLiteracy Zone Education (wilayover)and EducationSpending Panama onCompleted Education I. Introduction A. Why study inter-American Main Idea relations? LatinMaterialsandMap 3ulturally.America of the Western and the HemisphereU. S. are important to each other politically economically, whyAskSuggestedinterested studentsLatin ActivitiesAmerica in for inter-American reasons and the U.S. are why they should be relations; or, GeographicThe list might and include cultural: the natural following items: mutuallyimportant dependent. to each other; or, how they are tionneighborspublicSocio-economic:exchanges considerations, investment, as includingMexico, U.S. trade,tourism, border Hernisfair. private and Alliance for and immigra-cultural Progress,Politico-military:anddefense,obligations aid. Peace U. asS. 0.A.Corps.military international S. , installationshemispheric Suggested Activities Showofspheresuggest the transparency U. to S.answersindicate and Latin maptothe the Americarelative and locationstointroductoryof western hemi- ANoteand wall-sizeeconomic conflictthat there chartinterdependence of areinterests. illustrating areas of of the the cooperation WhatlistEncouragequestions.Why them supportdo onyou a the variety thinkis board.there this of for isresponses, your Asktrue? students: Is it opinion? and theAmericasWashington, GAS Face may EconomicD.be C.:found Pan in: American How Does Problems? Union. bothpossibleforToothers)? sometrue, guide that wholly areas students contradictory or or groups toward but partially (i. e., valid organizing opinions are not for informationpolitico-military,theyamongaskcultural? if be there thegrouped responsesin are logically relationshipsinto socio-economic, categories related or they have given. Can between or suchcategories, as AssignHavePolicy,reference. students reading, " before note continuing. their responses "Conflicting Views of U.S. for later 2 ReadSupplementary and discuss: Activities AmericaBlanksten,Chapter to 1, theG. "America I.,U.Laid TheS. law, United and 1966. the States' Americas, Role "in pp. Latin 2-6, America. explores Riverthe importance Forest, Illinois: of Latin ($0.60) , mutual dependence, and diversity within Latin America. worldU.WhatcommunistChapter complicatedS. policy is-wide the 5, basisand"Thechallenges.anti-colonial inter-American Latin forColossus Latin American ) movement, American of therelations attitudes North, suspicionrevolutions in "change thepp. period 28-34,and ofin hostilitytherising sincereviews 1930'5? expectations, World toward inter-American What War the new II?U.S.the problems cold ? Howrelations. war did haveand (Consider the

-4" B. ConflictingMain Ideas Views of U. S, Policy AmericanVarioustheirBoth criticismsU. representative S. relations citizens often inand the conflict.authors Latin 20th centurT Americans have been criticaldisagree of U. S. regarding policy, the major features of inter- and Suggested Activities Reading,Materials "Conflicting Views of U. S. Policy. " lations,ofAfterideas several reading of ask each. observers students the excerpts toof identify from the inter-American re- mainwritings towardClasstoSchneider: the discussion GoodLatin FromNeighborAmerica. should 19th policy note:century of the 193013 1) paternalismU. S. policy collective thisU.topointsCompare century?questionsS. policy policy of view? fromand towardsuch contrast U. as: S.Latin and the Latin authors' answers 2) What are some criticisms of 3) What are the problems 1) What has been the America in the 20th American withnowthreatsassecurity cooperationa U. result S. to and policy Latin of the our during seemsAmericaOAS concern WWestablished and II, theto U.in inconsistent largely with communist S.1948; lations?Isor therechallenges general for agreement or future inter-American re- disagreement Hanke:tionthereform immediate for From socio-economic (e. g. concern post-war with developmentperiod to coopera- , Inter-American Development in indicatesand portantbetweendisagreement.suggestingthe"Why authors areto student each the possible of U. other?"theseForresponses S. andexample, reasons excerpts? andLatin tr; the thefor Americahave Discuss, the im- significantattitudesquestion, of students U.Yankeephobia.haveBank, andcraticS. desire revivedthe Alliance societies; Dominican to long-standingencourage for however, Progress) Republic prosperous Latinthe whichinterventions Bay American of Pigs demo- Suggested Activities thefluencedrelied authors? on bystereotypes, ethnocentric or haveattitudes? they Havebeen in- ingismOliver:2) anti-communistCriticismsin Latin U. S. America.policy of U. forces.has S. We policy:been have aiding been commun- bully- Westernmisunderstandings.andrecognizedSchneider: cultural Hemisphere Thediversity differences U. S.has within has been have not Latin resented ledsufficiently toAmerica, mutual and U. S. dominance of the Hanke:feared. Latin Americans feel that the U. S. J thehasaidedLatinquate U.neglected S.Americandictators.public cents)has intervened Latininvestment or, affairs obsessed America unnecessarilyor and approved with (e. trade g. fear agree- of of in and communism, Latin American hostility inade- Oliver:history,andis also strengthen The aculture, result U. S. anti-communistof and our desires. insensitivity forces to whiletheir , at least, should encourage isolateTannenbaum:ism.andconsidering occupation undemocratic the The as possible aU. defense governmentsS. should necessity against aftempt and ofcommun- invasion aidto theSchneider:democratic3) difficulties Problems Coldones. ofor inter-Americanwarchallenges tensions for will the relations. increase future: Suggested Activities withHanke:waranderations. the fearcontroversies Latin rate of unwantedof American development are involvement and in Will Latin Americans move the major consid-dissatisfaction reform cold towardpossibilityOliver:conspiracy.over byrevolution the of international Latin or America'sgradual progress? being taken The major problem is the communist forisTannenbaum:See to democracy. showalso: Wolfe,Latin The Americans W.major , task that for we the are U. S. "Images of the WhatStudentspoint, conclusions regarding should be caninter-American able be toreached draw tentativeat relations? this Journalismpp.U. S. 79-86. in the Quarterly, Latin American XLV, 1964, Press. " Askpresentedconclusionsinter-Americanshould students be in answered on theto thesuggest readings. relations basis in questions orderof since the to information Worldunderstand which War ferencesILinformationanalytical rationalStudentsAre questions of conclusions. shouldquestions,opinion they suggested needbe in encouraged tothe before decide excerpts? by they thewhat to dif-canask reach Suggested Activities Where,For other than Cuba, is there a com- example: An excellent source on communism in , Dominicanunilateralthreat?aWhatmunist guerrilla is threat Howthe intervention Republic?movement) form hasto Latin (e.the g. U.What Americainof S. Cubathe justifiedare communist andtheor the obstaclesthe U. S. ? , an organized party, Nostrand,theAmerica,Latin"The . AmericaAppeal "1967, in Hanke, ofPrinceton: pp.is: Communism Poppeno,168-170, L. D. Van R.in E.Latin , Mexico and toframeworkHowWhat socio-economic does progress Latin of U. has AmericaS. development beenpolicy? made fit into inand thethese reform? overall areas? America.LieuwselectedStudent(Frelations should aspects will berealize of considered inter-American thator a onlymore in this comprehensive unit. study, see: n, E. , U. S. Policy in Latin New York: Praeger, 1965_ II. RegionalMainingRelative concernIdeascooperation: neglect with ofandthe Latin efforts America Organization of American Statesto and alleviate the Latin America's in over-all U. S. foreign policy socio-economic development hasAlliance given way for toProgress increas- AmericanTheproblemsinter-Americandelicate wealth despiteas nations.and evidenced power pledgesaffairs. Far of by fromthe of establishmentnon-intervention of the AllianceUnited and respect States for makeforomnipotent, the regional the U. S. cannot and cooperative efforts extremelyProgress. shouldsovereignty not try to direct of the America'sAlthoughTheingrepresentative inter-Americaneducation many economic ofproblems governments. the developmentcooperation people remain and the training of competent leaders and reachingunsolved, Alliance slowly,and forefforts progress Progress to achieve is being social justice is essential to Latin goals. madeand toward effective improv- transparency,reading,Materials "Background: "Organization"Alliance Regional for of Progress, " with Teacher's NotesAmericanCooperation" States, " with Teacher's Notes Suggested Activities transparenciesreferences,supplementary "The on reading,educationOAS and thein LatinAlliance "Education in the U.S. and Latin America, with Teacher's Notesfor Progress" America" Assignthe following background activities reading are before planned. EisenhowerU.thistheTo S. supplement Supplementaryresponseunit.policy, from see of consideration ourtheChilean ActivitiesAmbassador,letter students to at of pre-1961President the end of noted inand AskSuggestedpurposes.specificgoals students of organizationsregional Activities to identify cooperative theestablished major, efforts general for and these the inDeclaresStudentsSee Hanke, also: Vice-Presidentof L"The San South MarcosFederation America. Nixonin Lima, of Princeton: UniversityUnwelcome, Peru, " theWith OASgoals the andaidand ofAllianceorganizational the transparencies, for Progress. framework discuss of D.Additionalnation. SeeVan "Teacher's Nostrand, background Notes"1967, informationpp. for 155-158. further and expla- ofmentThe one problems can of bethe illustrated Alliance of cooperation forby examinationPrcgress and develop- goals, inevaluations the references of the listed Alliance in the may Appendix. be found theary,andilliteracy,The obstaclesefforts anAlliancetechnical, increase beinga whichprimary calls and madein have theforhigher education tothefacilities been reach eliminationeducation. encountered. it, forfor and everyone,second- of AllianceWhyimportant? is education for Progress? a major Why concern is education of the U.Historicalation.See S. "Teacher'sand Latinbackground America Notes" on formay education further be found inexplan- thein mayAdditionaltheconditionsthe Appendix. besupplementary found information and in theproblems following:reading on educationalin provided Latin America in Suggested Activities Challenges and Achievements of Education PanEducationS.,inMorales-Carrion,Scene LatinAmerican"The in America.Contemporary LatinPlan Union, UnderAmerica, Washington, A.1964. the" Educational. The "Alliance pp. Ten-Year 42-49; D. forC.: Cespedes, F. Progress,D.Hanke, "SocialVan L.Nostrand, " Changepp. 62-66. 1967.and the University student, , South America. Princeton: Silvert, K. Peterson,America,York:Situationpp. 158-160; Macmillan, " H.andpp. F., 163RequirementsVera, Latin -185. 1966, 0. America. pp. in74-81. Latin New "The Educational Withdimensions the aid of of the the transparencies, task of improving consider education- the ica.Tannenbaum,chartsThe New statistical and York: graphs F. Vintage,information Ten has Keys been 1962, to usedtaken Latin pp. in 95-111.from Amer-these a Howneeds?basisareal opportunities Latindoesof the LatinAmerica's information America's in Latin present presented, America.rapidly growing what On the educational varietycomparisonconsideredsentation.rounded of offsources, as ratherin approximations order and than to figures simplifyabsolute haveuseful thevalues. been pre- for All the statistics should be Dopeople'spopulationresources Latin Americaneducational affectand willingness her governments needs?educational to meet have needs? their the technicaloppositionConsider:classes; andthe fundsfrom traditionalnon-scientific theand Church administrative emphasis andlearning. upper on skills; non- AreeducationalsufficientassumingSuggested more physical bothsolutionActivities needs? could facilitiesto beLatin provided, America'sand teachers, a differences.ofSuggest motivation, the complicating language and factors cultural of lack WhatisIs theliteracy can U. theS. enough? experience Alliance do? to HowLatin relevant America's PointjectsBetweenisskills. considered out under the 1962 theneed to and Alliance be for 1967,a peoplenecessary forU.S. withProgress aided minimum. technical pro- In the U. S. a high school education Whatformighthaveproblems? the any remainsbe U. asked similarS. Do or to wetotheir be problems?locate have done? community. answers?educational How Students would Do data weyou numerousteachers.andbuiltstudents.exchange trained approximately conferences approximatelyof information, 17, and 000 142, teachers, classrooms 300 and In addition, there have been considerable What,youlimitedregionaldo it?set? in Withresources, Why?your cooperation Latin opinion, whatAmerica's at is prioritiesthis the time?direction vast wouldneeds of and Conflict of Interests A. MainCuba,Castro's Ideas Castro, revolution and the should U. S. be viewed against the background of Cuba's past experi- nessCastro'sencessphere.communist and and revolution in thenation, context has Cuba changed is a threat direction to the since security "revolutions of rising expectations. " of a world-wide movement toward greater national its beginning in 1956; as an aggressiveand stability of the Western Hemi- conscious- TheMaterialsrespect U. S. to has Castro's only partially Cuba. succeeded in achieving its foreign policy objectives with maptransparencyreading,bibliography,reading, of Cuba "Background "Cuba, or "Cuba: handout, " from toReferences" thethe State Castro Department "Stages of the Castro Revolution, " with teacher's notes Revolution" White Paper AssignareCastroSuggested planned. the Revolution, first Activities reading, " before these activities "Background to the AskthemEncourageinCuba's the students on reading. history the aboard.to variety identifywhich of are the responses, stated major or trends impliedand listin Awithvolution;foreign listgovernment;cally; ofexploitation majorpersonaldomination, corruption trendsextreme ruleof thepoliticallyandshould or social lower dictatorshipnon-progressive include: classes. and economi- and re- stratification AskSuggested students Activities to formulate two or three For example: Vested interests, both Cuban Ifgeneralizationsrevolution.garding studentsspecific Cuba's passagesdisagree, fromhistory in ask their the priorthem reading responses, toto thepoint to Castro support re- nut thusandformidablegenerallydespiteTraditions foreign,encourage a constitutionalconservative of obstaclesare personalrevolutionary likely toto rule government framework, theoppose (dictatorshop), establishmentmovements. reform areand and theirof information. position -- or to refer to other sources lingnessofmovements.bedomination a to a representativeinterests undertakemajor target(or and exploitation)liberal agovernmentof native reform reforms. orby able revolutionaryforeign Economic and busi-wil- elite is likely to therevolution.thatUsing"Stages major both the events,ofcontinuity transparency the Castro and and ask Revolution, (orchange students ditto characterize to" explainnote handout), Itparency"Seehandouts may "Teacher's be for most(on further which noteseffective explanation.additional to accompany to prepare information studenttrans- can notedDiscusscouraged by aspects the tostudents. organize of continuity their andideas, change considering Students might be en- transparencyandaContinuitybe dictatorial noted Batista by may are theforform dictatorsstudents)bereference ofseen in althoughand and use clarity. an they identical use government. Both Castro continuation of political,continuity economic, and change. and social factors of theirtuallyandanddependenceCastro's powerpersonal fighting wearing revolution, for freedomsin begandifferentdown the 1890's, inthe as the are purposes. previousthe Sierra.wasstill Cuban lacking.organized government. Maestra, war for abroad, even- in- Political tionEconomicindividualLandmainsresembling efforts reform dependent stagnation holdings_have thehas been previousuponmeant also relatively sugar, state continues estatet, andcollective rather as Cuba than re- Foreign domination unsuccessful.industrializa- farms Suggested Activities tryfluencedprioractextentcontinues to more useto Red by1961 one independentlywith theChina againstwhen SovietCuba and the dependentUnion, the U. upon the others in orderthan towas possibleU. S.S. exercised the and to a lesser Castro can and in- presencemajorpowers.a micdencesource influencearrangements on of of outsidethree on Cuba'said with is the Finally, Cuba's continuedconflict among the competing interested parties is also evidenced by econo- policies.Soviet The Union. depen- theimprovementspartzationChanges leveling a resultof withinforeign of of social in Cubamass andeducation include and domesticclassemigration), properties, distinctions, and (in the the nationali- medical ThetheU.facilities.and S.Soviet Castro Castroand otherUnion revolution attempts Latin exerts to export Cuba has become a threat American nationsbegan asin oppositionsignificant influence, revolution. to the Usingthetopositionfor point Cuban U.the S. outhandout, on policy.revolution the Castro's changes Cuba. Identify the official"Cuba, U. S." ask studentsand their implications in the direction of toguerrillaitscommunistSincedemocracy (Batista's) ideology 1959, warfare. and dictatorshipbytyrannyit has meanssocio-economic become an with promisesof propaganda of andattempting to spread aggressive, reform. Annations,paidintereststro'sattention aggressive to brand Cuba especiallyand must of thanthusCuba revolution. also more thoseis go a to previously. attentionthreat toother must thevulnerable LatinU. be S. American to Cas-At the same time, Increased Suggested Activities theTheanti-communistattitudes U. official S. must toward U. recognize S. U.Castro position S. policy. andLatin is a that negative, American Castro's nationsabandoned.tobeCubadirect overthrowisolated posesand intervention the or a Castro threatcontained.U. S. , toappears wasand other this Latinto have unsuccessful (Theand 1961 attempt threat must Americanbeen Presenttheirearlierstudents, answers. thereading and following suggest and notes questions that in they considering referto theto AccordingindependenceagainstLatinof Latin America a toAmerica, broad George and aremovement socialmodernPendsymptoms lejustice. towardin his History revolutions in of or reactions Foreigneconomic tieshadhave1.2. notwith been adopted other presented communist communism by WhatWould problems these problems for U. S. exist Castro's Cuba? nations? foreignand established policy if Castro nities,monopoliestovancement.ownershipaccording Latin not America, contributions ofhave to Anti-U. publicFrank come and utilitiesTannenbaumS. to issentimentto bein seen and as in economiclarge measure ad- industrial is natural,Ten Keys indig- nationslocationUse the and transparencyin relationthe U. S. to map other to indicate Cuba'sLatin American jealousyinateLatinCastrocommunism everythingAmerican of apparently our wealthis a intellectuals,associated means felt and it ofpower. necessary defying to of Cuban and with the U. S. turning to the U. S.For some elim- them.theirWhenofindividuallyStudents individual answers, the may students orand be inthe givengroup groups orentire groups time class to work may be desirable. or a combinationhave developedwork in class,should discuss asU.hea andoranmethod hasS. hisexpression Chinapresence not collaboration of been as shown by able his to inexpropriation the consolidating support. (However, with the completely erase the 1962 missile crisis. ) policies AfterforCastro's American students Cuba, haveforeign ask identified them policy to the considerpresented possible by problems 15 Ifposition; theues,supporting U. Castro S. if had we democracy, followed had opposed a Batista, we would would not be in his present Tannenbaum contin- positive policy of Suggested Activities WithtionsU.and (e.g.,S. isolation,whathasresponses full-scale the results? U.S. acceptance and intervention,taken? their likely Atand what aid). consequences non-recognition costs? What ac- implicationsnotdirectionRefer be associated to discussion of for Castro's U. with S. of policy.revolutiontyranny. changes in and the the properties.nationalizationproblemsvolutionThe students wouldwith shouldrespector have expropriation been realizeto recognition likely that of to any foreignproduce and re- (Reference might be made to Referencethebriefdiscussionover Mexican Americansummary to may Revolutionthe of introductoryoilprovide U. properties.) S. andactions some the readings answers."crisis"follows. and A frominThe1961,1960, April1959, U. the unsuccessfullybrokeS. 1961, cancelledOAS recognized diplomatic inworked January, economic Castro's forsponsored relations 1962,Cuba's agreements government won anexpulsion in invasion theJanuary, in LatinCastroeliminatingdiplomaticbutremoval has American tobeen of moderate and SovietCastro's unsuccessful economicnations, missiles his influence position.or boycott inencouraging in enforcing October, in ofother Cuba, a1962, Increased pansionpeacefulnationsventionforaid Progresshas as, was beeninchange. forthe a provided inmajorexample,Dominican an Fear attempt factor ofto through communistLatinRepublic into U.promote American AllianceS. in inter- 1965.ex- Suggested Activities AskpoliciesOnCuban the students basis anddo you U.S. ofto suggestourconsider past for experience, the future nature U. S. Latin American relations? of the what thesemilitary,threatPekingCastro'scombination? threats?posed oneconomic,disagreements his by What What"threatCastro's mightideological,policies withCuba. be Moscowwould the or somebest and meet potential"? Is it political, effects of thegeneralizations.forwithWhateach basis specific regard general other's of U.S. evidenceto conclusionsconclusions. inter-American Encourage to support might Emphasize students tentativebe to Cuban experiences? Ask relations on formulated the ten- challenge foreignForjectivesdirectbutand example: thecan policy.Latin U. influencein S. the AmericanisThe 1962not U.events omnipotent missileS. internalis in very Latin crisis andpowerful affairs America, butcannot notor (We succeeded in our ob- orandtativeof hypotheses thishypotheses. nature unit. of for the Note proposed agreed-upon generalizations further discussion at the end generalizations leftistsAnti-Americanintheirare. the effectively 1961other and communistsBay objectives. sentimentofexploited Pigs invasion.)to byand gain nationalism support for (Castro's expropri- Latin American Non-communistunderationfullyclaims of stategain foreignand U.control. brought S. properties dictatorshipsaid ) becauseindustries both of may defiedandour success-landpreoccu- U. S. U.U.indirectlypation S. S. in aided withthe encouragingposition Batistathe Cold untilof War, opposing revolution. March thus putting1958.reform (The the ) and B. ElMain SettlementChamizal: Ideas of the conflict resolved Chamizal dispute indicates reached,that meaningful and that agreements further improvements between inthemapMaterials inter-Americar U, of S. U. and S. Latin Mexico border, disputed area, relationsAmerican a2e nations possible can if be the nations involved and settlement sincerely desire them. Usingarea.Suggested the transparency, Activities show the disputed tweenThethe RioMexican Texas Grande and War. has In Mexico since 1848 following been the boundarythe be-mid-1800's the waslandterritoryputtingriver'sment. thebut course600 thein Texas.acresU. shifted S. ofstated boundary, regardless of its move- formerlyMexico Mexican claimed thesouthward at El Pasothat the Rio Grande Arejectedtofollowed. century international the of decision which In 1911, the dispute was"negotiation and recrimination"arbitration, but the U. S. to build homes favored Mexico's submitted Why do you suppose the dispute continued? unwilling to com- ElandElcriedclaim. Chamizal, Pasobusinesses "Yanqui Texans and Ciudad near inimperialism.continued the area downtownJuarez, El Paso is anbetween area of while Mexico" thatpromise?WhyinWhyquestion 1963? the did do Chamizal bothyou ofDo national supposeyousides disputeagree appear was prideagreement than real was reached with the opinion "more a estate"? Presidentshops,asstandingsmall part run-downfactories. of Kennedydispute. houses, decided his general efforts to After hisThis trip action to Mexico, may be stockyards, andto settle the long improve viewed Suggested Activities inter-American relations. UsingMexico the boundary. overlay, indicate the new U. S. ApproximatelyAfterIsland,agreementMexico several a largelyin was returnmonths 600 reached uninhabited acresfor of 193negotiation, in were Augustacres Mexican ceded of to area Cordova1963. formal Thewilldisputesalocateon new theU.reimburse S. concretetheEl overand Paso3, 750Mexico theits residentspropertywandering will split ofowners Rio Chamizal. the sidechannel of the river. "to prevent further Grande" The U.S. cost ofand re- What,of the in settlement your opinion, of the is Chamizal the significance dispute? ElAccordingandhistory."greatest Excelsior, six new diplomatic Salvadorto bridges. Mexico'sChamizal Mendoza,triumph leading represents in newspaper, a professor Mexican "the thejusticeofatbetween the"ElMexico, shadow LawChamizal, affirms Mexico School writingof a and doubt symbol ofand consolidatesin the Excelsior,thethe National of mostU.S. friendship and the it is and outstanding concludesUniversity relations beyond fromFordiplomaticChamizal,Salvador, an a analysisMexican gesture"El " Excelsior, Meto ofpoint theof y theof disputela Mexico, view,Iklisticacentury. and see D.de F.El , "settlementMendoza, Mexico,fromrelevantForMay further Editorial29, S.A. 1963.speeches information Periodistica and documents, and the texts see , 1963)(available in pamphlet form Impresora de of the Suggested Activities AugustJanuaryDepartmentOctoberSeptember 5, 13,1963, 19, of23,1964, 1964, Statepp. 1963, pp.199-204; pp. Bulletin, pp.49-51; 545-549. 480-484; Vol. Vol.Vol. 49, 49, 51,Vol. 50, MainPanama Ideas and the Panama Canal AntimakebetweenresentmentThe - U.focusG. S. Panama ofsentiments of1J. U.S. S. and sovereignty thein PanamaU. S. overand possiblethe Canal threats Zone tois athe major security source of theof friction Canal Panama relations extremely delicate and of great interest to other Panama relations is the Panama Canal; increasing Panamanian LatinMaterialsattack,Consideration American to handle isnations. beingthe increasing given to thevolume construction of trade ofand a largernew canal, ships. less vulnerable to Suggested mapreadingsreading, of Panama "Background:and discussion and the Panama thequestions, U.S., Canal Panama, "Issues andand Opinions"the Canal" AAssignparedisdiscussion brief planned. thestudentsquiz "Background" ofmight the are otherdetermine to consider readings reading how the andbefore well "issues" questions pre- Panamatreaties,themodernizingquestions.presented terms therelations, of in thecurrent thecanal 1903, readings and facilities.state 1936, the of andalternatives theand discussion U.1955 S. for Students should be familiar with Suggested Activities WepointslocationUsingCity stern andthein Hemisphereof Latin transparencyColon), the Canal,America. and (used the theirmap, The majorin relation thepoint map citiesintroductory outof to the (Panamatheother DiscussPossibletogetherpointedsection) theout.alternative in might readingsthe Appendix. also canal and be valuable questions routes The questions might here. presented be are F.For B. addionai (Los Angeles information, Times) see:"Colombia Kent, readingsreferenceafterenableindicateintended considering students conflicting toon might identify inter-American tobe thereach madepointsmain evidence. their toideas of the relationsview, own andintroductoryAgain, conclusions andissues in an Julyto Build 4, 1968. New Canal," Austin Statesman, Someinattempt a broader culminating to place framework. U. activitiesS. are: 1) ask students Panama relations mockbestto Itoutline interests negotiations a treaty of the whichbetween U. S. they .and U. think S.Panama; and would Panamanian 2) satisfyhold the TT bydebatetheclassconference" the representatives students.members;to considerrepresentatives, midway or one face3) in holdof thequestions the anegotiations mocktreaties from congressional proposed otherand have and perhaps hold a "press DominicanMain Ideas Crisis 1965 Althoughaggression),Theourinfluencing wealth,Cold the War, U. and/orLatin has S with complicated American our its worldthreat affairs position.theof communist U. either S. position directly expansion with or respectindirectly (through to promises bysubversion our presence of ornon- repudiated intervention in the 1930's, this nation cannot avoid homepossibleInsuccessfully,intervention. 1961 and and communist abroad. 1965 to overthrow the takeover),United Castro) States and acted andas a the resultunilaterally, Dominican faced seriousintervening Republic criticism (toin Cubaprevent both (un- ata tradition.Materialsdevelopment,The Dominican and crisis political illustrates stability the indifficulty a country of withachieving a conservative, social reform, authoritarian economic Suggested Activities bibliography,thereadings, Dominican "Background "Dominican Crisis, " "Implicationsto Crisis:Crisis, References"" "State for FutureDepartment Inter-American Summary, Relations"" "Opinions on indiscussiononeofThe thethis for1965 Dominican section Panama Dominican questions. which with Republic a"civilis variety organized since war" of 1961 isreadings similarlythe and focus theand to the Consideration of events ofUnitedandU.S.aryexperiences the evaluate roleinter-American relative States' will interventionand providerecencyLatin alternatives American relations opportunitiesof theas an Dominican in aspolicy.aspect contempor- well to of asBecausesummarize thecrisis,to view Suggestedofits severalvery controversial Activities observers thatnature, the andbasic the crisis opinion has nicannotonlyquestionsmadestudy. yet situationa to beenfew suggest posed. issuesresolved, should definitiveThe might be nocomplexity emphasized beattempt answers selected has of to although theforbeen the classDomi- AskAssignwithfollowing students which "Background activities the to identifyDominican areto Crisis"theplanned. Republicmajor before problems has the to Indicateplayedzationexperience,cope (e. ofin the society).g.Dominican complexity, economicabsence What affairsof development,of democraticrole the prior had 1965 theto crisis1961?political U.S.polari- by A list of general references for the politicalpresenting(Was1) Wbat the instability, questionscrisiswas the a communistnature orsuch something as:of the threat, 1965 else?) internalcrisis? threatAppendix.DominicannationalConsider to U. interest. the RepublicS. differencesecurity is providedand between threats in atothe direct U. S. therethe3)2) U.mostWasIs effectiveS.communism ? unilateraldesirable alternatives U.choicein S.Latin military of toAmerica action? unilateral intervention (Area threat U.S. to inmation,Reference1965,discussion Latin pp. seeAmerica. might107-110. Lieuwen,of Cuba. be New made ForE. York: toadditional the Praeger, previous infor- , U. S. Policy over,purposestheintervention?4) "necessary"Did providing intervention such Could as peacesteps stopping the accomplish toand OAS deal astability, communist or with UN its this haveapparentdemocratic crisis?)take- taken Consider both short and long-run effects. Suggestedgovernment Activities and socio-economic progress? leaderstendtaindemocracy5)communist Did to an againstsupport theunjust U. and expansion, leftist S.status social support dictatorship, because we quo? reform?rebelsand (Does promising thus the help U.S. to main-right-wing military fear thementand6) Dominican7)Did whichthus What U. indirectly S. costare action Republic some arouse of support for our aid the communists? the problems facing and Latin America anti-Yankee senti- policies in nationsthebeorder8) U.S. Canconsidered inandthat the i,t7s ariousunilateralOAS in bethe made U. more dealings with smaller, ethnic groups?future? S. action will not effective in weaker Referencediscussion might of the be OAS, made to previous AssignAssignmary,tionductory given. reading reading questions of of the on the and ask students to answer "Opinions on the Dominican "State Department Sum- basis of the informa- the intro- The difficulties facing our sometimes con- foreign policy Crisis."Dobiasestheamongrequire theauthors mighttheWhatanswers revision authors and bemajor thetoexpected on the differencesthe are quoted?State Between Department? any Whatintroductory questionsbasis of new evidence?of these sources? there of makersnoted.flicting in or assimilating imcomplete reports might be AfterSuggested consideration Activities of the several aspects For additional information see: Pano- focusworldand/orU.policy.of theS. on policypoliceman.Dominican the intervention current such ascrisis, idea theas aof the U. S. as a Reference could be made to Roosevelt Corollaryattention mightfeature of U.S. earlier D.Hanke,rama.Schneider,1966, Van New pp.L.Nostrand, 34-42. R.York: M., 1967,Latin Americanpp. , South America. Foreign Policy Assn. , 132-138.Princeton: AmericanAssignAmericanfacing "implicationsthethe Relations. U.nations,U. S.S. andin itsand" Latin forNote relations the Future common America, problemsavailable alter- with LatinInter- problems nativesRevieworanswers mutual for the U.S.to importanceintroductory the policy._ question of the interdependence of the U.S. and Latinreadings and student Quigg,Forin Hanke,additional P. W., L., "AdviceinformationMexico forand the see:the Caribbean.U. S. , " America.Whatlationscontemporary stepsproblems for have mutual inter-American orbeen areas benefits? taken to of conflict exist in What remainsimproverelations? re- Princeton:150. D. Van Nostrand, 1967, pp. 147- to mightfulsuggestionsanswersbespecific done?inter-American be to achieved. goalsRealizing complex might and be therelations. that made means for by more success- problems, what practical there are no simple Considerwhich they AllynL.Supplementary"The S. andet U.S. al., Bacon, Readingsand Activities Latin1967, inAmerica, pp. World " in Stavrianos, 448-453. History. Boston: Supplementar Activities The letter to President Eisenhower from the Chilean students was written before the an- nouncement of the Alliance for Progress in March 1961 and the in April 1961 as was the response from the U.S. Ambassador to Chile. What aspects of U. S. policy toward Latin America are praised by the Chilean students? What aspects of U. S. policy are criticized by the students? How does the U.S. Ambassador to Chile respond to the students' criticism? Are the students' objections to U. S. policy toward Latin America valid today? Write a letter to the Chilean students in which you respond to their praise and criticism, taking into consideration events since 1961. "Sumner Welles, A Memorandum on Inter- American Relations, 1933, " in Hanke, L., Mexico and the Caribbean.Princeton: D. Van Nostrand, 1967, pp. 140-141. Consider this advice to President Roosevelt in light of events since 1933 and the present state of inter-American relations. How appropriate are Welles' suggestions today?

27 APPENDIX

28 TheTeacher'sagencies.recommend Inter-American Notes annual to A meetings)Conferencecc ompany to Organization meetsdetermine every OAS of Americanfive years States (proposed Transparency revisionspolicies of the and OAS functions of the various administrative charter TheisTheappointsactivities. publication Council Pan Americanan isAmbassador theof OAS permanent Union materials to is the theexecutive Council. includinggeneral body It often has considerable authority in emergency secretariat ofthe the monthly OAS. Among magazine, its many Americas. of the OAS which carries out policies and situations. Each member of the OAS responsibilities administers generallyareSpecializedMeetings separate threats of Conferences Consultationgovernmental to hemispheric dealof Ministers with security. specific of technical bodies established to carry out specific functions Foreign Affairs are called to deal with emergencies, matters while the Specialized of common interest Organizations AmericanUntilplacedconcernsuch recently as on Culturalthefocused education, Pan the American onCouncilInter-American scientific, has Health been and proposed technological to economic development. Organization.Economic and Social Council received major emphasis as Since 1967, however, additional emphasis hasreflect been this growingadvances, concern._ and reorganization of the Inter- Asahemisphericbetweenmaintaining sider standinga regional the the OASmilitary peacetwoorganization,defense in in and termsareasforce both the ofsuch fromthepeaceful its OAS as rolesubversion public insettlementacts hemispheric health. and of have been rejected. independently of the UN except in matters relating to(Theattack section has onbeen the Thequestioned. Dominicandisputes. effectiveness RepublicHowever,defense. of the will ) thereOAS con- inis proclose :ding cooperation for Proposals to establish Teacher's Notes to Accompany Alliance for Progress Transparency Alliance,mentInter-AmericanThe Inter-American goals. responsible Economic Committeefor coordinating and Social on the Council and which The (OAS) Inter-American Cultural Council Alliance for Progress (CIAP) is the major agencydirecting policy and subject to decisions of the reviews progress toward Alliance develop- will be playing a greater role in Alliance of the (OAS) withagency,Theeffortssuch Inter-Americanpromoting as in while thethe Latin areasthe the UN Americaneconomic ofDevelopment Economic education, integrationFree science,Bank Commission forTrade Latin Association America (ECLA) and the is Central primarily American (IDB) is theof majorLatin Americaregional (i.lending e.technology, and technical and culture. assistance establishment of common markets Common Market). concerned problemsTherangeamountTheoperative Alliance need planning of areeffortfor U. for visible.changeS. and withaidProgress can LatinisThere urgent,solve is American notis Latin strongbut no nations resistance to recognition of the inter-relatedness of Latin merely a U.S. foreignAmerica's aid program. "crisis. " The Alliancequick or is easytrying solutions to encourage to Latin America's supplying most of the funds for development change from vested interest groups, and no America's problems. It is a multilateral, co- development projects. long- Teacher'sCastro's1956-1959 movementNotes to Accompany was not a typical communistStages revolution, of the Castro Revolution His supporters came largely from generallytheBatistaopposedthere non-communist was helped apatheticBatista. little to evidence defeat andurban the himself that working middle-class, students, and intellectualsCastro was heading towardwith communism. a counter-terror campaign class uninvolved. Basic reforms were promised which triggered an army revolt.while the peasantry was Other groups also actively and expected; TheJanuary-February.became1959 U. S. a aided national Batista hero Castro until and doesgained not March, 1958, then accepted but was wide popular support,begin to fulfill his earlier promises suspicious of Castro. of political reform. Al- Castro June.thoughthatindependenceearly capitalismState undermany collective AmericansCastro's from must the alsorule.farms U. S. andare that sympathized withbe eliminated. Castro's stated aims, established. Cuban capitalists were so closely Castro feels that Cuban freedom U. S. associated withCuban U.S. interestsrelations deteriorated requires economic Aless largeeconomic,Cubanas theimportant group, revolution society and composed than and social moves theeliminates reformsbelief primarily of much to most under Soviet guidance. This mass Cuba within a democraticof Castro's framework.of professional opposition. andWhenof middle-class his supporters that their emigration changes the structure revolutionCastro adopted would communism bring political, is people, begins to leave Cuba of DeniedagrarianthatThose conservative who U. reforms S.do markets, not and andbelieve nationalizationmoderate Castro that sought Castro was a communistopposition from the to his reforms and tradepolicies agreements pushed him with toward the Soviet the increasing U. S. hostility towardbeginning his (at least in 1956) feel left and the Soviet Union.Union. 1961 April.Sovietfulmanyclear,effort defiance Muchof Union toHowever, which liberate ofspeculation and the admired hisU.Cuba. there S.sponsoring andis little bitterness ofsupport guerrilla Castro's willingnessLittleThis supportearly to enthusiasm experiment for our efforts has with largely was extreme offered faded byas other forsurrounds another theU.S. CIA intervention directed, unsuccessful,in Cuba. Tensionactivities and elsewhere in Latin America has Castro's dependence on the solutions and his success-Latin American nations becomeembarrassingbetween inaction),October,theLatin1962. U.S. America andThe President Cuba Soviet and increases. theKennedy military U. S. buildupchose a quarantinein and Of the various alternatives (e.g., invasion, Cuba, including missile bases, threatened the demanded the removal of the missiles in attacking the bases, security of LatinwillingnessmonstratedreturnCuba.a militant American for a communist, toitsU. negotiate determinationS. governments promise specific not to to resistdisputes communist and there is now greater Latin American support (e. g. invade Cuba. Under, firm presidentialMexico) leadership, view Castro the as a nationalist revolutionary rather face challenges realistically. Although several.advances. At the same time, we indicated our for the U, S. policy of isolating U.S. de- than toismforCastro sis),sincebe the stagnatingare the 1963islower under inChurch control classes, althoughcontrol. survives, of significant the FreedomCastro most the position advancesof of women have and "statepromises directed" great communist advances nation. by 1970. The There Cubanexpression are economy greater (e.g., appears speech, press, assembly, been made in education (with an ideological non-whites has risen, corruption and gangster- religion) is not opportunities empha- havemeetingpoliciestolerated.ofstated dissension lost inmaytheir supporters Havana, be preferencewith disastrous. Augustthe for Cuban Castro. for 1967, The the Communist Moscowdecisionsemphasizing ratherParty of as Discontent or disillusionment with Castrosim may Several Latin American Communist parties have the Latinthanarmed Americanthe struggle Havana Solidarity andposition. guerrilla Organization warfare,pro-Moscow appear individualsto feel that Castro's present be increasing. There is evidence publically (OLAS) AmericanthroughoutJanuaryCastro is 1966, policycommitted Latin means is America.to isolateto greater communism, HeCuba dependence appears by meansallied unalterably on with the the of economic and diplomatic sanctions,Soviet especiallyUnion), and advocating warshostile ofSoviet liberation to the Union U, S. (his denunciation of China in from AnnationsforTeacher's educated socio-economic is Notesin population the areato Accompany development. of is education, essential Transparencies One forand theof this the successful gap widest onmay Education gaps beoperation increasing. between in of Latin Latinrepresentative America American governments and developed and In addition to providing oflittledegreesForgreaterschools a example,highly other opportunities in are law,thaninequitable traditionally in philosophy, government1965 for two-thirdssystem education, academic, andclerical of othereducation"of theLatin jobs.and academic quality most America'sSome is morehighof ratherobservers education school important71,000 than feelgraduates technicalrequiresuniversity than that expandingchanging improvement arefields. graduates unskilled, the physical "fundamentalsearned and prepared newfacilities. their emphases. for Most secondary America,AtandhighThe the assumption "dropout priority,1967 a 1968 Punta andeffect" meetingof del recognizing major Este tends of responsibilitiesmeeting theto maintain the(OAS) importanceof the Inter-American urban-rural American for Alliance of education Chiefs and Culturaleducational socio-economic of in State the Council overall (OAS),programs. proposed differences.development education reorganization was of given Latin youngeralsoLatin1. significant American persons differences (20-25)nations areas illustrated amonghigher thanregions by those the within extreme for oldera single examples persons nation. of(60-65). ArgentinaInLiteracy. addition and Haiti. to the low literacy rates, students shoufd recognize the great variation among Further, literacy rates for There are theliteracyelementary19502. 1960 and figurefigures 1960, education is thepresented less percent thanin most two inof theLatinHonduras' percent. first American transparency. Also, population thenations small completing throws percentage some elementary doubtof the Elementary onpopulationSome school the validityof doubled, the Educationcompleting difficulties of thebut Completed in using statistics might be noted here. For example, between If the U. N. 's definition of literacy, the dary3.probablyequivalent and beprimary of much a 4th schools;lower. or 5th grade qualified education leaders is and used, administrators the literacy rate in government for LatinHigherStudents America and Education business.should would recognize the need for more highly trained personnel: teachers for secon- 4.publicfrom several education sources, is considered especially a nationalin the U.S. rather This than may a belocal less matter. true in Also, LatinItGovernment should spending America be notedSpendingis where per thatcapita for total Education expenditures are difficult to determine since public funds come forbudgetinpersonnel,improvementsshould theLatin population begoes America stressedthey for in areeducation, education astripled. here.likely a whole, However,to thenecessary remain not central per poor.although student.for government development; Between twentyThe interrelatednessonly 1955 percent without spends and of1962, an$6 Mexico's educated perof public developmentcapita. central spending population government problems for and education skilled Poor nations need trained leaders but may not be able to afford the vast QUOTES FROM THE READINGS ON

PAGES 1-42 OF READINGS BOOKLET

HAVE BEEN DELETED TO ADHERE TO

COPYRIGHT LAWS ,anismonvo, READINGS # 1 - Conflicting Views of U.S. Policy R.M. Schneider, Latin American Panorama. TABLE OF CONTENTS FOR READINGS New York: Foreign Policy Association, Princeton:Hanke,Oliver,1966, L.,pp. R.P., Mexico3, 34-35. "An and introduction the Caribbean, to the Modern Contemporary Latin America, Con D. Van Nostrand, 1967, pp. 9-13. History of La tinent in Ferment. tin America," READINGS # 2 - Background: Regional Cooperation Carl''American T. Rowan, Opinion, "U.S. Volume and Latin IV, NumberAmerica 5, An May, Increased 1961, pp.Spirit 1-2. of Cooper ation", READINGS # 3 - Education Roberto"Education(American Koch Statesman, inFlores the Americas:(Professor Austin, Texas,of Education, Hall Syndicate, University 1968). in the U.S. and Latin America A Comparative Historical Review," of San Marcos,Challenges L ima, Peru), and READINGS # 4 - Stages of the Castro Revolution 1964.Achievements of Education in Latin America. pp. 32-41. Washington, D.C.: White Paper on Cuba), Cuba; Pan Americ an Union, READINGS # 5 -- Issues and D.M.DepartmentArthur Dozer M. Schlesinger,andof StateT.G.W. Publication Settle, Jr., (The Vice 7171. State Admiral, Department Opinions Washington; U.S.N. (Ret.), "Minority Government Printing Office, Report," Pan 1961. ama, J.1955,StrategicCanal Biesanz Issuespp. andStudies,178-181, andM. Biesanz,Treaty 1967,in Hanke, Talks. pp.The 73-78.L.People Mexico and Washington, D.C.: of Panama. the Caribbean. New York: Georgetown University Center fo Princeton: Columbia University Pre D. Van Nostran r ss, READINGS # 6 - dtate Department Summary Dominican1967,Government pp. Republic. 186-188. Printing Office, 1967. Department'of State Publication 7759. Washington, D.C.: U.S. TABLE OF CONTENTS... READINGS # 7 - Opinions on the Dominican Crisis Dominican"Conclusions Action of --the 1965, Committee, Intervention " Center or forCooperation? Strategic Studies. Washington, A.A.D.C.:ofThe the Berle,Dominican Ninth Jr., Hammarskjold Republic in Thomas, Crisis Forum,A.J., of Jr.Association1965 and (Background Thomas of A.V.W.,the Paper Bar ofand the Proceedings City ofGeorge town University, 1966, pp. vii-ix. NewJ.W.Speech York) Fulbright, .in the United"The Situation State Senate, in the September Dominican 15, Republic: 1965. Dobbs Ferry, N.Y.: Oceana Publishers, 1967. Revolt of the Damned. New York: Compliance with the Law," Putnam, 1965. L.C.T.TheD. Szulc,Kurzman, Meeker,Department Dominican "TheSanto of Dominican Domin:o:State Diary. Bulletin, Situation July in 12, the 1965. Perspective of International New York: Delacorte Press, 1965. Law," READINGS # 8 - Implications for Future Inter-American Relations142-144.PoliticsWilliam D.of Rogers,Development The Twilightin Latin Struggle,America. the Alliance for Progress and the New York: Random House, 1967, pp. 137-140, The OAS and the Alliance Alba, V. , "The Alliance for Progress is for Progress:Dead. References " The Reporter, September 5, 1964, pp. Appraisal, " 17-18. Augelli,Committment J., "Latin for Progress, JournalDepartmentPresidents of Geography. of StateAmerica, Publication America and the Alliance The Americas Plan forNovember a Punta 1967, del pp. Este, 417-424. Uruguay, 82'6'7, Inter-American Series for Progress: A Geographer's Decade of Urgency April, 1967). 93, 1967. (with photos Washington,(Declaration D. C. : of the Hanke, L., Mexico ArgumentTwo-Wayand a statistical of Street, Latin appendix America, on and the Caribbean. " pp. 144-147; Manger, A. " exonomicpp. 142-144; development) Briggs, E, Princeton: D. Van Nostrand, "Does the OAS Have a "The , A 1967, Future;' pp. 163-166;Fuentes, C. "The Change, " pp, 172- Hunter,How Does J. M.the OAS Face Stokes,174; Veliz, W, S. C. "Latin American Integration and the "Some Latin "ObstaclesAmerican Leadersto ReformEconomic in Latin Problems? America, Washington, D. C, : Pan Amer Alliance, " Current History,Don't Want Technological " pp. 174-178. ican Union, 1963. November 1967, The Inter-American pp,Union, 1963. 257-262. System: Its Evolution(a general and review of economic Role Today. Washington, development) D, C, : Pan American New York: P.J. Kenedy Manger,Matthews, W. (ed),H. L. Thes Two Americanbyand U. Sons, S. and 1965.relations. Latin ) "Lets Stop Taking Latin America (Includes a historyAmerican of inter-American authors onAmericas, political, Dialogue on Progressfor Granted. and Problems. " New York economic, and cultural aspects relations by the editor and essays Times Magazine, of inter- OAS: The Pan American April(A 26, brief 1959. pamphlet, helpful in (interestingStory Since because 1826. of its identifying various organizations. Washington, D. C.: Pan pre-Alliance date) American Union, 1966. ) The"Optimism OAS: What and It Obstacles. Is and How " Newsweek,It Works. Washington, April 24, 1967, D. C. pp. 42-43. Conference, U. S. policy, and Latin American problems) Pan American Union, 1959, (on the Punta del Este Powelson,"The Question J. P "The of the Meaning Effectiveness of the ofAlliance the Alliance for Progress: for Progress, Conflicts Pro andof Opinion, Digest,Hanke,Con, " CongressionalL.XLI, " in 1963, pp. 67-96. , South America. Princeton: D. Van Nostrand, 1967, pp. 186-193. AStaetzer, free catalogue 0. C. of Pan American Union publications may be obtained from:Division, Sales and Office Promotion of Publication Services, Pan American Union., Washington, D., C 20006. The OAS, An Introduction. New York: Praeger, 1965. isMuchstantiate too emotionalhas beentheir writtenpreconceived and too about Castro andclose his revolution, for objective appraisal. notions rather than present a Cuba: References A varietyand many of viewpoints authors have isbalanced account. Perhaps the attempted to sub- found in the subject ton:booksBurks,further D. cited Van discussionD.D., Nostrand,here, Cuba and of Under anthe Series #165, $. 75) 1967, pp. 37-40. literatureattempt has on been Cuba, made seeCastro. toHanke, New York: Foreign Most of these books are appropriate indicate the point of view of the Policy Association,L., Mexico 1965. and the Caribbean. for the able student. (Headlineauthors. For Prince- Castro,Cuba. DepartmentF., "The Purpose of State General1967,(Excerpts Assembly,pp. 196-199. from thisin Hanke, publication are of the RevolutionPublication in 7171. Cuba, Washington: L., Mexico and the provided in the Appendix. ) " from Castro's 1960 address before Caribbean. Government Printing Office, Princeton: D. Van Nostrand, 1961. the UN The Cuban Crisis: A , Documentary Record. New and Realities. New York: York: Foreign Policy Praeger, 1962. (takes theAssociation, 1963. Draper, T.T., Castroism, Hanke,viewideology that "Theodore Castro and actions betrayed Draper's by a writer Castro's Revolution, Myths Theory and Practice. New his liberal, democraticarticles and books have provided thoroughly familiar with the York: Praeger, 1965. supporters) history ofcareful communism... analysis of Castro's (According to Lewis ") Johnson,Goldenberg,Fulbright, H., J. W.,B.,The The"Old Bay Cuban Mythsof Pigs. Re Caribbean. Princeton. D. Van Nostrand, and New Realitiesvolution of Cuba, andNew Latin York: America. Norton, 1964. 1967, pp. 208-210. " in Hanke, L. New York: Praeger, , Mexico and the 1965. Mac Gaffey, W. and Barnett, Revolution. Garden City: C. R. Doubleday,, 1965. Twentieth-Century Cuba, The 'r7 Background of the Castro , Policy. New York: ler, 1963, May,Mills, E, R.C. W, "strident attack on U. S. policy . ,The American ForeignListen Yankee, New York: Ballantine, 1961. . , by the U.S. sociologist . (According to Lewis Hanke, a . ") Seers,Smith, D. R. F. , Cuba Before , et al, Cuba: The Castro, New York:Revolution Knopf, Within, Diplomacy,Chapel Hill: 1917-1960,University of New North 1966, Haven: College Carolina Press, 1964. Smith,Smith, R. R. F. F. , The U. S. and University Press, , What Happened in Cuba. and Cuba Business and 1960. New York: Twayne, 1963, (documents and comments) ir\rew York: Szuk,Thomas, T. and H., Meyer, "The Origin ICE. , Ballantine, 1962. of the , The Cuban Invasion, The 1967, pp. 200-208. " in Hanke, L. Chronicle of a Disaster. , Mexico and the Caribbean. U.Waldo, S. Policy F., TowardCuba, Prophetic PrintingPrinceton, Office, D. Van 1964. Nostrand, Cuba. Department of State Island. New York: Marzani Publication 7690, and Munsell Publishers, Washington: Government 1961, Williams, W.A., The U. theWaldo(According Dissolution Frank to to Lewisofwrite Empire. Hanke,Cuba, S, , Cuba, and Castro. An Essay on New York:Prophetic"Castro Monthly is Island.reported Review to have subsidized . . ") the DynamicsPress, of 1962, Revolution the American and Encounter,Periodicals July 1963 and replies) August 1964. (published in London, contains controversial articles and 1962, Gil,Mathews, F.G., T. "Antecedents, of the Cuban Revoluticn, The Caribbean Kaleidoscope, 38" Current History, January 1965. " The Centennial Review, VI, Whitridge,Schneider,Politica, June A.R,M,, 1960,"Cuba's "Five Role Years in of the (published in Caracas, Venezuela) American History, " History Today, , Cuban Revolution) " Current History, January 1964, Dominican Republic: References CenterBosch, forJ. Strategic Studies, Dominican Action Washington,Praeger, 1964. D. C.: Georgetown, University, 1966.The Unfinished Experiment: Democracy in the Dominican Republic. New York: 1965, Intervention or Cooperation? CongressionalCommittee on RecordForeign Relations, U. S. Senate, Background Information(Includes RelatingDominican the to comments the Republic. of Fulbright and others as well as a variety of newspaper articles) Senate. Friday, October 22, 1965 (Vol. III, No. 198-PartWashington, 2), pp. D.1-25. C.: U. S. Government Printing Office, . Goodsell,Fagg, J. E.J. N. 302,1965. 309. (Vol. 53, No. 315) , Cuba, Haiti, and the, Dominican Republic."Balaguerts Englewood Dominican Cliffs, N. Republic, J.: Prentice-Hall, " Current History, November 1967, pp. 298- Kurzman,Perlo,Ma llin, Victor, J.,D., Caribbean Santo Marines Domingo: Crisis.in Santo RevoltGarden Domingo. of City, the New Damned.N. Y.: York: Doubleday, New New York: Outlook 1965. Putnam, Publishers, 1965.left viewpoint) 1965. (radical Thomas,Szulc, T. A. J. of(Background the Bar of the Paper City and of, NewProceedings York). Dobbsof Dominicanthe NinthFerry, Hammarskjold N.Diary. Y.: Oceana New York: Forum, Publishers,, Delacorte Association 1967. Press, 1965.Jr. and Thomas, A. V. W., The Dominican Republic Crisis of 1965. Veliz,Varney, C. (ed),H. L. LatiLx America and the Caribbean, A Handbook. New York:pp.on Praeger, Pan257-269. American 1968, Policy, 1965. , The Shameful Dominican Story, America. Defeats Itself. New York: Committee Transparency Masters

The following pages were designed to bereproduced easily by the heat transfer process. The teacher may wish to makeditto masters and provide individual copies for the students, or maketransparencies for use on an overhead projector.

ORGANIZATION OF AMER /CAN STATES INTER AMERICAN CONFERENCE Foreign AffairsConsultationMinisters ofMeeting of of COUNCIL """1". ConferencesSpecialized SocialEconomicInter American and Council Specialized CouncilInterCulturalInterAmerican American of JuristsCouncil Pan American Union Organizations RELATIONSHIP OF ALLIANCEAND FOR OTHER REGIONAL ORGANIZATIONS PROGRESS INTER-AMERICAN COMMITTEE on the I ALLIANCE FOR PROGRESS00° goo (CLAP) I .00 goo./ ale' American States Organization of Development BankInter-American (IDB) Commission forLatin America Economic (ECLA) Economic and Social Inter-American Council Coordination SekILU mina 0,9 = II/ :9100S agog orivivyiNvas IDADN ifyiS 3 VW tflid3IS

VNVAP1-1 100% 91% LITERACY 809070 80% 1% of Population/ 1950 504060 1965 3020 20% 10 'LATIN AMER /CA ARGENTINA HAITI 10% ELEMENTARY EDUCATION COMPLETED 2 5 V)" 23. 7% X of population 19501960 9.8% .4 PANAMA VENEZUELA NumberSchools of HIGHER EDUCATION NumberStudents of Population% of U. S. 2, 037 342 3, 700, 000 193, 000 2. 0% (1962)(1961) Argentina 8 27, 000 . 3% (1962 ChileCosta Rica 5 5, 800 .4% (1963) El MexicoSalyndor 325 3 94, 0003, 000 . .3% 1% (1962)(1961) Venezuela 15, 000 . (1960) 30% GOVERNMENT SP ENDING FOR EDUCATION 28% 17% 17% 20% (a) 9% 15% (b) 9% Cd C1Cd Cd Cd as P.C.)Cd 1' C.)cd-r-1 C.)Cd rn C\1 -69-0T-1 -69- Q4 (b)(a) ArgentinaEducationCentral government Ministry spending spending only only Bolivia Chile El Salvador Mexico Venezuela V 4111 A11.

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