GEOG195 Paradise Reclaimed: The Modern Day Colony of Puerto Rico and the De-Militarization of Vieques May 20-31, 2013
The Caribbean island of Puerto Rico has been a lynchpin of the world’s geo- political balance since the Spanish colonization of the New World in the 1500s. A U.S. possession since 1898, today, Puerto Rico provides a fascinating case-study of the cultural and economic effects of 500 years of colonialism and military occupation. This course gives students the opportunity to volunteer and study in rural communities, learning first-hand about the Puerto Rican struggle for self-determination, cultural autonomy, and environmental and economic sustainability. The cultural identity of Puerto Rico is constantly evolving and is the product of Latino, Indigenous, African and American popular cultures. This course studies the history, political economy, ecology, and land use patterns of Puerto Rico to form a geographic survey of this modern day colony.
In an attempt to better understand the effects of the colonial process the largest part of the trip will be spent on the island of Vieques, just off the coast of the main island. Until 2003, Vieques was --not only a tropical paradise-- but a U.S. Navy bombing range and weapons-testing site. The Navy abandoned Vieques after sustained popular protest and civilian occupation of the bombing range effectively stopped military exercises. This was the first time in world history that a non-violent, solidarity based political movement succeeded in ousting a U.S. military operation. On Vieques, we will learn from the activists, students, grandmothers, and fishermen responsible for the movement’s success, as well as scientists currently working to quantify the effects of military-toxins on public health.
Other activities and topics include:
The Puerto Rican independence movement
Food Security and Agro-ecology. See what rural communities are doing to reinvigorate agricultural sustainability
Tropical Ecology and Forest Management at Casa de la Selva, a tropical rain forest reserve
Volunteer Work in the community of Patillas
Viejo San Juan. The oldest part of Puerto Rico’s capital has a village atmosphere in an urban setting. Here students can explore one of the first Spanish forts in the New World, visit a multitude of art and culture museums, giggle at the hordes of cruise-ship tourists, and see world class Latin music.
El Yunque. This mountainous, unlogged tract of rainforest is the only tropical land managed by the U.S. Park Service and the setting for our hike deep into the forest.
Course Learning Goals To become familiar with the diverse natural and human ecology of Puerto Rico To learn about environmental, conservation and food security issues facing Puerto Rico To become familiar with Puerto Rico’s history and contemporary popular culture To understand the economic, social, and military dynamic between Puerto Rico and the United States To understand the environmental consequences of military operations To use Puerto Rico as a case-study through which to view global socio-political and economic issues
Academic Format and Requirements Students are graded on the following:
Participation 30% Pre-Trip and In-Trip Writing Assignments 30% Post-trip Research Paper 40% Required Readings The Disenchanted Island, by Ronald Fernandez, Greenwood , 1996. Islands of Resistance, by Mario Murillo, Seven Stories Press, 2001. The Line of the Sun, by Judith Ortiz Cofer, University of Georgia Press, 1991
In addition students will: Complete assigned readings prior to, and during, their time in Puerto Rico Complete a Final Research Paper Complete several short writing assignments prior to, and during, the trip (see below)
Pre-trip Analytical Writing Assignments Students are expected to complete the assigned text for this course before arriving in Puerto Rico. Students will submit five 2-3 page analytical papers based on the following study questions and the course text: The Disenchanted Island, by Ronald Fernandez, Greenwood , 1996.
These five questions all refer to information found in Ronald Fernandez’s The Disenchanted Island. You should cite examples from the book to help illustrate your answers, citing the page number where the cited information is found. Each essay should be 2-3 pages, 12 point double-spaced.
Students should attempt to answer the assigned study questions through logic, illustrative examples from assigned readings, and personal analysis. Each essay will (1) use at least five cited references from the text, (2) refer to and outline the main ideas and arguments of the text, and (3) be followed by questions, commentary, analysis, protests, opinions, or any combination of these.
1. How was Puerto Rico made an American possession after the Spanish-American War? Be sure to refer to both economic and political tactics. What was the Shout of Lares and how did it relateto U.S. colonialism? (Chapters 1 & 2).
2. Discuss the plantation economy of the early 1900s. How did it work? Who was Pedro Albizu Campos? How did he organize against U.S. economic controls? (3- 5)
3. How did Puerto Rico’s economy transform from an agricultural to an industrial one? Why was the U.S. pushing this transformation? (4-7)
4. Discuss the situation on Vieques island in the context of U.S. foreign policy in the Caribbean and Latin America. (6-9)
5. Outline the arguments for independence, statehood, and continued commonwealth status for Puerto Rico. Your analysis should include quotes from, Luis Muñoz Marín, Pedro Albizu Campos, Millard Tydings, and Joseph Foraker. In-Trip Writing Assignments- to be completed during your time in Puerto Rico
Answer each of the following three questions in 2-3 pages of 12 point, or 4-6 pages of legible, hand written, double-spaced work.
1. Drawing on your reading, conversations, and observations, make a concise argument for, or against, Puerto Rican independence. Back-up your argument with at least four examples from the readings.
2. Discuss the role of agriculture in Puerto Rico; economically, historically, and culturally.
3. In The Line of the Sun, Judith Ortiz intensely describes the Santaria religion that she experienced living in a Puerto Rican neighborhood in Paterson, New Jersey. First, compare and contrast Ortiz’s description with what you have personally learned about contemporary Santaria. (The climactic scene of the novel takes place at a Santaria ceremony). Second, describe what happens, and –most importantly— what is the symbolic significance of this scene in regards to Puerto Rican culture in the USA? Use examples from the novel to illustrate how Puerto Rican culture has both changed and remained the same in the U.S.
4. Choose a piece of art that communicates a historical or political theme. Write about it, being sure to provide historical context for your description.
5. In your first few days on the island come up with a question you would like answered. Interview at least 5 people. Write down the answers you receive. Then, in 2-3 pages, analyze the information you have collected. How do people’s answers differ? Why?
Final Research Paper The Final Research Paper should explore some aspect of The Modern Day Colony of Puerto Rico and the De-Militarization of Vieques, a very broad and malleable theme. Exactly what the final product will look like will be tailored to fit your needs and interests. While the research project option can be designed to give you an opportunity to express your learning through new and creative ways (different from traditional research papers), this option also requires a written research paper.
The research paper should follow commonly accepted rules of academic scholarship and be at least 8-10 pages. This paper will be due two weeks after your return from Puerto Rico. Late work is not accepted. Itinerary Day 1- Arrive in San Juan late; go to hotel in Viejo San Juan; orientation meeting
2- am: walking tour of Viejo San Juan including El Morro and the Cultural Heritage Museum; lunch; pm: Lecture- History of Puerto Rico and current events. pm: Santaria drumming and dance seminar
3- To Casa de la Selva, a sustainable forestry and tropical ecology research station in the rain forest outside of Patillas in the island’s southeast corner. This is our base for the next three days; Walking tour and talk on tropical ecosystems and sustainable forestry. Lecture- Puerto Rico, the Spanish Conquest of the Americas, and the birth of Globalization.
4- Volunteer Work Day in Patillas helping a local family huricane-proof their home. Lecture- The 20th Century: Manufacturing and the Fall of Agriculture
5- Volunteer Work Day in Patillas Lecture- Independence or Statehood? Discussing Puerto Rico’s Political Status
6- Volunteer Work Day in Patillas; last night noche cultural
7- am- Forest hike in Patillas pm: drive to Fajardo; ferry to Vieques Lecture- the role of Puerto Rico in U.S. Military Planning
8- am- free time; pm: talk with Bob Rabin and Carmen Valencia- The Navy and Popular Protest in Vieques
9- Vieques work project; pm: visit the Phosphorescent Bay
10- Vieques work project; pm: beach time
11- am- Return to the main island and drive to El Yunque National Park; hike El Yunque mountain; lunch. pm- to our Hotel on the beach in Luquillo; closing dinner.
12- Last day. Free time in the morning to shop, relax, or go to the beach. Fly Home.