DOCUMENT PFSUME
ED 039 167 SO 000 023 AUTHOR Gill, Clark C.; Conroy, William B. TITLE Senior Elective Course on Contemporary Latin America. Units I -VTI. TrsmITUTTor Texas Univ., Austin. pons AGENCY Office of Education (DHIPW), Washington, D.C. Bureau of Research. RUPvAU NO BR-6-11R3 D UF DATE [6R1 CONTRACT 0EC-4-6-061193 -1216 NOT7 2q1p.
PnPS PRICE EDPS Price MF-$1.2c HC-$14.75 T)E9rPIPT0RS American History, *Area Studies, Cross Cultural Studies, Discucsion (Teaching Technique), Economic Development, Fine Arts, Foreign Relations, Grade 12, *Inquiry Training, Instructional Materials, Interdisciplinary Approach, *Latin American Culture, Political Science, *Secondary Grades, Sequential Approach, Social problems, *Social Studies Units, Sociocultural Patterns, Teaching Guides TIDENTIFIPIRS *Latin American Curriculum Project
APSmPACT This semester course has been designed as a capstone to previous sequential units developed by the Latin American Curriculum Project. It originally consisted of five units, however, two formerly optional units are now included in the packet. The development of understanding of contemporary Latin America-its history and culture, its contemporary problems, and its prospects for t he future, is considered as the overall course objective. The units included are: Geographic Setting and Historical Background; Contemporary Society and Selected Institutions; Government and politics; Economic Development; Contemporary Inter-American Relations; Selected Contemporary Problems of Latin America: Population and Urbanization. Land Reform; Latin American Creative Expressions. This is a multidisciplinary approach through which students are expected to gain experience in: reading, analysis, research technique, critical thinking, and, in opinion formation and articulation. lain ideas, activities, readings, and materials are suggested as guides for the teacher to allow flexibility© Recommended t exts and references are listed, for each unit. Related reports are: ED 036 679, SO 000 019, SO 000 020, SO 000 021, SO 000 022. (SRE) Senior Elective Course on UNIT I HISTORICAL BACKGROUNDGEOGRAPHIC SETTING AND Contemporary Latin America I c,0 c- cioow) t, o4P 0 U w LL 0W Z w0 m wo11.DZwil 11. CL. wxLiiW°rc Ii__00W Z 0 Z 0--LL- 4usuaDco0..Pt.L.'5:.,1...., 4uaw 4...co 2 ,.. 1-<
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His con- he holds, is book noelabeling on the area t S6.nchez to they right. ) inIndianthemthingmanymestizos, the area inandasLatin commona Iberian;doandunit. not Negroes, haveand and the Americans feel that they have some- Latinmillions origins of people - worldforIndians, livingexample, tends to Yet consider GEOGRAPHIC SETTING AND HISTORICAL BACKGROUND OVERVIEW America.LatinstudentsIdeasSincecourses, Americanwhichit isLargeshould thisassumed should unit amounts understandlife. presen's thatserve studentsof as materials howonly the thefocusahave brief geography have had for review beenfrequentinstrIction. andcondensedof the historyexposure geographyThrough ofand tothe synthesizedLatina areaandstudy Americahistoryaffect of this intocontemporary of inunit, MainLatin previous basisAlthoughclass of room: readings other textsand somemay serveactivities. equally They well, should the following be available Ewing,texts in are multiple Ethel used E., throughout copies Latin inAmerican the as the Culture. Chicago: Rand McNally, 1963. $L 28 each. Kingsbury,Stavrianos,Peterson, HaroldRobert Leften C.F. S. and Bacon,Newand Schneider, Blanksten, York: 1967. Praeger, Ronald George 1965. M. I. $1. 32 each. , Latin America. New York: Macmillan, 1966. $1. 95 each. , , Latin America.An Atlas Boston: of Latin Allyn American and Affairs. $2.28 each. Note:A valuable The research supplementary reported source herein is: was written pursuant to a Pendcontract le, George,with the A United History States of Latin America. Baltimore: Penguin Books, 1963. Department of Health, Education and Welfare, Office of Education, Washington, D. C. vi GEOGRAPHIC SETTING I,Main Ideas Latin Americacenters is an andarea trade of great routes. physical diversity, relatively isolated from world population B.A. Geographically,Most of Latin America LatinAmericaHor America and lies isalmost includes southeastin theextends directly low the of latitudes.from Caribbean the south the ofsouthern theIslands, east coast but the of greatNorth United States with the west coast of South concentration borderof landAmerica. ofin theLatin U. S. to Cape D.C. Commonly used regional subdivisionsWhile of Latin cultural Latinbackground (exceptAmerica the includes (seeUnited Introduction), States)the nations and includes ofpolitical Spanish, Cuba. Latin America refers to America are Mexico, Middle or Central Portuguese and French OAS members E. There is great variability in the size of the Latin whichAndeanAmerica,Central makes countries American South up America,47% and nations. of the the Plataand continent the region. Cr,ribbean of South area America or West vis aIndies. vis scme American countries, e. g. Brazil Also used are the of the tiny 1 Suggested Activities Explanatory Notes belowbove.beThethe made readingreadings. Theare to based questionsdevelop assignments on thesethe and Main Mainactivitiesto the Ideas Ideas right cited a-listed andshould StavrianosKingsbury,Peterson, pp.andChapters 6-16Blanksten,pp. 37-39.and 1, pp. pp. 95-108. 6-10 and 5, 7, 8, and 9. A. 1.2. Initiatory DiscussionAmerica? QuestionsWhatWhere is included is Latin in Americageographic in Latinrelation to The#1.Refer purpose to Main of thisIdea question IA and utilize and the transparency accom- thetomilesmuchas(Latin Unitedthe`bur away.ofsoutheast, neighbors Americans the States regionAlso and notto South isare the toto several othertheoften America south continents?referredthousand of lies to south" whereas North Seeandmentalpanyingcontinents Mainits populationimage activities Idea and ofIB. populatio2 the iscenters locationto develop relative centers of Latina correct toin theotherAmerica world. America)byHavestringactuallyother air thefrom andworld classmeasure Latina globe. citiesfirst American distances estimate withFor example:a graduated bycitiesand water then to and See map on p. 3 of Kingsbury. b.a.c. Buenos AiresLondon. Rotterdam.to New York; to CaracasRio de Janeiro to Houston; to New to York;London. to ActivitiestiestheOnlyareCaracas misconceptionbetween fostered parts (a) (see ofandSouth by northern activity (b)close thatAmerica are trade Southintended(c) toand and Americathe the friendship toleft) Unitedcorrect are proximity to one another. such as relatively States II. Mountains,A.thehalf size of ofLatin tropical the America'sUnited rainforests, States). nearly and eight deserts million Mountains,or squaresemi-arid miles particularly regions (about account two the andAndes and including the mountains of Mexico and Central one-half times for more than C.B. MountainsHigh elevations are obstacles makeAmerica, life to comfortableare transportation Latin America's in otherwise and trade,most inhospitable prominentinter-American topographic tropical cooperation, regions. features. III. in theMuch United of States. Latin America) is unsuited to agriculture. andconnect even nationalnations orunity. inland cities. Railroads and roads tend to lead to ports rather than to (There is less good, arable land than IV. A.widely SomeWith distributed, desert few exceptions areas but contain there (Uruguay, isimportant significant Paraguay, minerals lack andof but coal. Central mining America),in appears the Andean to mineral region. resources are be most important V. The four major river systems (Amazon, LaB. Plata, Orinoco, and Magdalena, all of Latinwhich America's mineralmaterialsexploited resources butgrows. such have activities not been can comprehensively be expected to increase surveyed as orthe demand for raw unitingempty into areas the and Caribbean peoples Sea but oroffer the considerableAtlantic Ocean) potential have not for pi hydroelectric ovided power. 3 efficient transportation Suggested A ctivities d. paredChile. to Mexico City to JantiagoMexico City, to Houston com- ExplanatoryEurope,greatsoutheasternclose distance to its the Notes major coastUnited from tradingof both Sates.South the partners. TheAmerica is a United States and populous Activity e. Rotterdam,cisco; Valparaiso Seattle. to Sydney,Lima to Tokyo; to San Fran- Activitythatpeoplecountriescoast(d) unity is nationssuggestedis(e) among fostered pointsis handicapped of Latin Southout toby correct proximitythatAmerican America trade by the great between misconceptionto nationsand one west distances. other another. and 3. What are the dimensionsAmerica? ofa. Latin range inHave latitude the class of discover the great Latin America by nauticalOnethemilescomputing southern degree from milesmile). northernmost of thetip (6,latitude ofdistance 000 South feet equals in America. Mexicoequal nautical 1 to Students could also 60 The distance saved through use of the Panama America.bethanFranciscodetermineship used traveling traveling on A viathe agraduated globe distancetheall from thePanama for Newway string thissaved Yorkaround Canalpurpose. could by to a ratherLatinSan beGulftheirCanal pointed Coastsea by trade west outports withwith coast of atheEurope globe.South United Americanand States the Atlantic-nationscould in also b. terminousBraziltheStates.size size of isLatin Haveof slightly Unitedthe Americathe United classlargerStates. States andcompare than the and the the con- relative Latin America is 2 1/2 times United See Stavrianos, p. 8. Suggested A ctivities c. Latin America?In what latitude range Note should be made is most of ItExplanatoryabsent should in also Latin Notes be Americanoted that extremes of heatexcept are for parts of thatwintersAmericamountainouslowThis the latitudes isbulk as becauseexperiences does of areas,Latin much the no part (0-30o). only part ofAmerica Latinextremely liesof Anglo in Exceptcold America. for of Latin northernworld.tina.andcordedareas Asouth have commonMexico, in daylightof the tropical misconceptionParaguay hours areas. in Highest temperatures are highest temperatures in the desert andareas northern northThis Argen- is in large is that tropical actually re- Americajacentandered its southernwater in climate higher bodies. segment is latitudes moderated by ad- of South America is the tap- partAires,aHave cities:cooling due the and tocoverMexico classthe Rio lowerin suggestde City,desert Janeiro. aareas. effect on the climate of the humidityBogota, andLima, lack Buenos of cloud factor that would have following 4. Americaligionp.along 6). and with Whathave language exceptions unifyingas a cultural features Characteristics and problems should be noted,(see Kingsbury,does Latin area? Re- 5. typicalAmericavancedmade of hereWhatarea a diverse? technologically thatmight factors in beTheLatin tend point to make cited also. America, as lessLatin ad- should be withprosperitypresent.is much most more large of nations, diversity cultural etc. (ethnic groups, size and than uniformityregions, there ) AsB.Suggested geographicMapan introduccion Exercises. A ctivities features of Latin and review of the basic America, the ExplanatorytoTransparency make ditto Notes mapMasters masters #2, 3 as and 4 can be usedwell as trans- linestudents maps. could prepare the 1. dle AmericaPolitical and divisions South and following out- America.capitals-Mid- Corn- parencies. 2 parecountries relativeA simplified (see Stavrianos, population p. sizes of Latin American density map for 20). providePeople tend a living to settle for themselves in areas where they can and their families nucleationLatinimplicationsmapa"islands". reason Americain Stavrianos, forand Have this doesshowingisolation the this p. students haveof suggest nucleation. 44.) Whathigh degree of populationfor unity in (See theAintheless characteristicagriculture, primate European advanced city. colonial region of a nation such as manufacturing, or other activities.The primate city developed period of the nation and is in a technologicallyLatin America is in theLatinCaracas,Riopopulation: followingMontevideo. de America? Janeiro, Lima, cities Buenos MexicoAlsoHavana, of overAires, City, Sao locate and label Bogota, and1 million Santiago, Paulo, thefarLatinnation.its largereconomic, great America Which thansize politicalitany of areis theotherthe primate cited focal point ofand and cultural dominates life of citythe in the nation.urban centerscities? of With Astotinent.most canSuggestdlebe located beAmericaof seenSouth some nearby isAmerica's reasons theconcentrated the However, the population of populationedgesfor of this the map, difference. con- population tends in the interior. Mid- Explanatory Notes Suggested Activities mentInoncountry. Brazil the into theretheHave unsettled is one building of the new capital currently a move-pupil do a report interior of the of pp.Brazil,NewSuggestedThe 120-121, western references York: frontier Time are area Inc. Life Worldof BrazilSeries, today can , and Kingsbury, gettingtotheBrazil,foodfrom other following people anda populationBrasilia.nearby manufactured to move hinterland, He problems: centers in Brazil, there,should support considerproducts, dif- transportationprice of westernbe compared United to States.the 19th century frontier in the 3. A simplified ethnic mapficultiesancestry),showing(b) mestizo in areas developing (c) (mixed Europeanpredominantly Indian and industry. of Latin Americaand European (d) Negro(a) Indian, beoriginallynon-tropical areas(Many(Peterson,suggested as Europeans brought p.for climatic 19). these into preferred areas; slaves; and Indians are What reasons can tropicaldistributions? plantation to settle Negroesin were today pre- 4. bydominant ofEuropeans,South the more America Preparein areas)prominent including: aleast map on which are physical featuresdesired ofhistorically labeled some AltiplanoAndesBrazilianGuianaPampas Mountain Highlands Highlands System Suggested Activities AmazonPatagonia River Basin Explanatory Notes AtacamaGranTierraOrinocoParanaMagdalena Chaco del River DesertRiver Fuego River whatConsider,unityinter-AmericanCompare effects of the using tomountains Latin the specific cooperation geography American cciries? have had on trade,examples, and and national Cory of AndesSeetravel28ff,excellent Main Anin presented EcuadorIdeas illustrationexample IIA, byis of B, giventhe theof the Andesand C above,in Boliviapolitical An is effects of thein Stavrianosdifficulties on p. of road North America. level.whichdevelopment,otherseenexample. inexamples) shows Peterson, areas etc., of p.the overin Central (Consult p, 3 in Kingsbury 9, effects of mountains on5,000Ask ft. students above sea to find America for for a map America?UruguayOrinoco,Havesystems pupils the riverimportant reportMagdalena, systems. on to the the WhypeopleandAmazon, arethe of theseParana- Latin the See Peterson, pp, 14-15 and other texts. 5. Howmountainousagriculture.ulationshowing doesHave map? areasthis theareas, map Why generally students (3) is agriculture prepare an Include (1) desert areas, help to explain the pop- Amazon Basin.inhospitable for outline map difficult (2) Suggested Activities Explanatory Notes neededBasin,above?inorThe each leach heavy theoffor outthe soilcrop rains three is growth. generallythat environments fall A here common (In the case of the Amazon valuable soil nutrients infertile. dissolve cited mis- C. Other Questions andbecauseconception ActivitiesStudy they theis support that map tropical of thick mineral soils resources are rainforests. ) richin L tin America has substantial mineral resources LatinWhymajorproduceactuallyMake America are uses a each solistused offew ofon resource.eachin the pageof manufacturing these majorof 15 these ofWhatresources countries Kingsbury. resources? are in theLatin that theseforConsider in reso the ca ustrial development. However, many rces are produced in just a se of petroleum, for example. few nations. of AmericathisPauloareaMonterrey,advantages industry?between are itself? major Mexico do these steel and locations producers. Volta Redonda have What for Rio de Janeiro and Sao AmericaConsider must proximity import to some iron coalore andfor to steel making. )coal. (Lab. 2. likelyproductsCiteagricultural theto Studyimport? majorwould products the producers theWhat map United innationsof Latin major of States each. wouldAmerica. commercial be Which most See the map in Kingsbury, p. 19. petethe United with in States agricultural be most production? likely to com- 9 Suggested A ctivities 3. contributeHow to doeseconomic dependence and political on one product ChaptersSeeExplanatory Peterson, 7 and Notes pp. 8. 98, 100-104, and Kingsbury, (Teacher may wish to save 4. Chile.theinstability? casesHow of HaveVenezuela, does students altitude Bolivia, reportaffect and theon raising of Seefora more the Kingsbury,also laterdetailed transparency unit p. discussionon 41. economic #5. of development.economic issues ) 5. 1,peraturecrops 000 feet Whatin decreases Latin increase effect America? aboutwouldin elevation. 3 the Note: lack tem-of land suited °F for every Refer to Peterson, pp. 95-100, "Land and Food" 6. LatintoraiseMiddle agriculture America? theThe West same Humid have and Onproducts. GreatonPampas population the Plains development How of Argentina distribution?of does the theU. of andS. the Seeand Kingsbury, Chapter 8 inp. Kingsbury.96. 7. graphythisgeographyculture similarity ofCompare Chilethe of peoplethese in with theeconomic areas economicandthat thehelpof activity?the physical to and west explain physical coast geo- See Kingsbury, p. 93. 8. America,orandof Magdalenathe differences WhichUnited the Amazon, ofStates.would arethe therefour beWhatParana, of majorand most similarities why?Orinoco rivers use to of South mittedinpotentialLatinelectric the America nearonly ,Awere future?apower limited to if beits can (Consider morehydroelectric distance. be fullyefficiently the )developed factpower trans- that 10 Suggested Activities 9. base,opment?the greatest whatConsidering Which nations potential have of Latintheir the physical resource for economic devel- least? America have Explanatory Notes 10. Americafiveofdepth the groups, on region:as oneAfter a whole,each of discussing the to dividefollowing prepare the a geography subdivisions report classin intoof Latin b.c.a.d. Islands Uruguay,CentralMexicoThe Andean America Paraguay Countries and and the ArgentinaCaribbean Eachareaandreport cultural groupand describing its should geographic theprepare ane. Brazil problems and prospects. physical, economicfeatures of their illustrated theseandThereports. otherteacher areas visualA is shouldsource Kingsbury, aids encourage of in the pp. geographic information on presentation of these the use26-122. of maps PRE-COLUMBIAN AND COLONIAL PERIODS HISTORICAL BACKGROUND I.Main Ideas The stage ofmigratorycivilizations. lowland development of the tribes and villages various Indian to the more populations ranged from sophisticated, authoritarian the primitive semi- highland A. TheB. The less three more aseed-gathering primitive nomads developed groups type of agriculture advanced highland who roamed theextended from the in communities Indian groups attained plains of Argentina, food collectors, such as scattered across the high levels of to those who continent.the huntirg andcivilization practiced based1. on differing The Mayas,The Aztecs, located locatedin the arts and value systems: sciences. in Meso-America,in present-day were Mexico, developed a outstanding in their well-trained army accomplishments and 3. The Incas, wellstate organized and their state located in the Andean building projects. and court systems. highlands, were noted for their Latin America, well-organized affixed II. TheA.a Spaniards, pe:, Motives manent for tocentury gain commercial (medieval; imprint upon the who carvedSpanish out exploration, Spanish societyadvantages and for Spain, region.the largest of the conquest, and included a desire to and tocolonial convert empires more in colonization reflected dominate other peoples, souls for the Catholic late 15th and 16th Church. 12 WhatSuggestedof the theory Indian Activities is in used the toWestern explain Hemisphere? the existence How ExplanatorySee Peterson, Notes pp. 27-28. WhatofWhydidsocieties the the kinds did Indian more some ofthan groupingscivilizationsprimitive groups others? develop Indiansof Cite ofpeople Mesothe more make achievementswere and their complex Andean formed? living? ofonHave thep. 29students three which civilizations study locates the map discussed. found in Have Peterson the the approximate areas Americainterestedoralzations.Mayas,(If timereports that How studentstheand give toAztecs referencesdo the evidence their do class. andin-depth contributions aretheof) advanced available,Incas, study and on thepresent differ? have civili- togreatMayascivilizationsstudents find river out can rriake whyvalleysthe also and Greeks thecomparisons be the ofMayas compared Africaearlyof the are civilizations New andbetween oftenwith Asia.World". thecalled these Greeks in the The WhatdevelopzationandCompare conquestkind of in theofthe the society eastern motives withNew theWorld?did seaboard formotives the Spanish Spanish of for North explorationthe intend coloni- America. to AskWhatmapfollowed students on characteristics p. the613 to various inrecall Ewing. oftheroutes the conquistadores ad-ranced illustrated on who the Indian Consider the conquest of Peru. Pizarro in conquest?civilizations made them vulnerable #o Spanish byListnumbered1532sources.defeated the on with pupils the an 10250,000. blackboard Indianand foot compare soldiersHow army the was which withreasonsand this 62 authenticprobably possible? horsemen suggested B. The clash of Spanish and were shattered and those imposed by Spanish conquerors Indian cultures was disastrous for the tended to exploit him. Indian as his institutions Spanish C. Spanish colonial administration1.wascontrol a wealthy, was reinforcedwas by the activitiesAdministrators, from viceroys to conservative influence. highly centralized and authoritarian,corregidors and were appointedof the byChurch the king which, and under royal patronage, 2. Mercantilist economicopportunitycharacter.ruled policies in his strictly for name; self-government, at the local level, but in the regulated mining and tradepractice but could hadcabildo littlenot power (town council)or democratic offered some 4.3. A The hierarchical colonial Church social orderexercised emerged several Indiansprevent andsmuggling performance and increasing of religious foreign competition.with the Indian at thefunctions bottomduties., in addition to conversion of the (except for the III. Guiana),Portugal and Holland (in Brazil), (in Dutch England Guiana) (in Jamaica eagerly European),slave),Spanish no descent) placeand the for andcreoles the Spanish mestizo (people dominant (person born in overof mixed and British Guiana), France (in Haiti tried to establish themselves in Latin Americathe of lower European, groups. usually of blood, usually Indian and and French Ewing,Reading pp. Assignment: 606-628. America to gain a share in the colonial wealth being reaped by Spain. Stavrianos,Peterson, pp. pp. 27-41. 14-17, pp. 21-25. 14 InSuggested what ways Activities did the king regulate trade and ExplanatoryMercantilism Notes (See Main Idea II., C., 2.) as a theandShowofindustrysequently, wealthEurope? the how rest in of thethe serveofthe sayings, Europecolonies? Indies as a channeldrank"Spainpassed Why the kept intodidthrough milk" Spain,the cow rest andwhich con- withtheiteconomicmothercommercial strongercolonies the meanscountry power thanwas policyof toby itswealthfor supply meansneighbors. emphasizedpolitical theof building purposesmother The protection function countryup and a nation'smaking of of the gold and silver or precedingSpainreceives, was question. is"a neversieve, thewhich, fuller, whatever " apply it to the countriesmanufacturingoutside.requirementsmotherconvertible country because raw for compared undertook materials of its failure to to needednorthern meet to implement all from European colonial the the However, Spain developed slowly in and, in theory, the individualIncolonial what way fromgovernmen did building the king t to his preventseek own to power? organizeanother unableideas of to the fulfill Industrial even its Revolution. own domestic requirements. In fact, it was HowcolonialchurchHow were was in kingdoms? peoplethecarrying king placed assured out his in cooperationplanscertain for classes Spain's by the ment,NorthwithincolonialCompare government,America.the society socialSpanish Considerstructure?on colonial civil the eastern liberties, areassociety seaboard of religion,with settle- British of ExplainFrenchInterested and why students Dutch the following colonial might also statementsocieties. do research is true: on "In economics, and social structure. 15 ofupthecountry; the toEnglish meet country but the colonies in grewneeds the Spanishto ofof meet Americathe inhabitants thecolonies needs the town the of of thepopulation thegrew town. " Suggested Activities Explanatory Notes Consider the difference between the Portuguese colony of Brazil and Spanish colonial holdings. The following topics could be analyzed: salable products, fear of foreign intervention, labor supply, feeling of nationalism, control and regulation of life by the mother country,pre- dominance of the city, and population growth.
16 THEMain WINNING Ideas OF INDEPENDENCE FOR LATIN AMERICA, 1800-1825 I. The wars forA.also independence civil wars. in Spanish America hadInternal unrest resulted from dissatisfaction with Spain's complex causes and in some areas were discriminatory trade and tax B. External influences,American-bornsuccessrivalries.regulations, including of the the increased Spaniards. Americanideas of centralizationthe and Enlightenment French of political and the authority, and rEvolutions, affected a few of the upper class creole-peninsulare examples of II. TheC. military The immediate campaigns impetus were long for rebellion and expensive, came in and .1808 feats with movements.andNapoleon's usurpation conquest of the throne, thus providing a legal rationalization of courage and heroism were for independence of Spain A.B.manifest. MexicoHaiti, which and thebroke smallerwas away the Central from first countryFrance American in to 1804 become countries under led the by leadership Miguel Hidalgo of free. Toussaint L'Ouverture, and Jose C. Struggles for independencebeginningthewhichMorelos leadership succeeded. in wereswept 1820, of unsuccessful throughSim the moreOn Spanish Bolivar, conservative during South who the wasAmerica firstMexicans largely stage from ledofresponsible 1816-1825their an independence fight for from the 1808 movement to establishment 1815, but, under andof republics liberated in the the southern north, and half San of the Martin, continent. whose forces defeated Spanish armies 17 WhatSuggestedcolonists were Activities hadthe complaintsagainst their Latin mother American countries? Explanatory Notes ticularWhatmovementsComparerebellion. ideas group withand ofin eventsBritishLatinpeople America?inspired didcolonies' these the Inmotivesimpressions independence which forpar- ofinThe itsConfederation, liberal Declaration ideas generated andof Independence, its Constitution by the United its of Articles 1789 States predominate? writersofand(seedomMan, independence. by Peterson,wereof inspiredFrance the also eighteenth in ambitiousp.strongly itsThese 43), Declaration Montesquieu, century, ideasinfluenced creoles of ofasindividual with the Rousseauby Voltaire, RightsFrenchdreams free- of Have pupils present reports to the class on journals.andcreolescapitals Diderot, whoof New and orgaized Spainwere spreadby literary the idealisticthroughout societies young theand 1.fiedthe2. struggles by the following for independence Latin American as Toussaintexempli- heroes:Miguel L'Ouverture Hidalgo 4.6.5.3.7. BernardoJoseAgustinSimOn deMorelos SanIturbideBolivar O'Higgins Martin 8. Dom Pedro I 18 D. Brazil gained independencewhenPedro the proclaimed Portuguese Brazil a king-in-exile returned to his native rapidly and quiteconstitutional peacefully by monarchy. simply country, his son Dom declaring it, for, ReadingEwing,Stavrianos,Peterson, Assignment:pp. 628-633.pp. pp. 42-46. 17-18.
19 THEMain FIRST Ideas CENTURY OF INDEPENDENCE: THE NATIONAL PERIOD, 1825-1914 I. The cohesiontoandfromofproblems; obscuritycommunicationessential the the personal mother the for in mountain apolitical countrieslargeambitions and one.transportation unificationand which of jungle individual precipitated barrierswas facilities absent leaders separating the amongdue who development to preferredcertain theone regions; region ofprominence separatist fromthe centuries in a insurmountableanother; the lack traditions; smallof isolation state II. In A.spite No of political democratic doctrine ideals was and widely constitutions, accepted theand tradition experiencedparticipatedlacking;governing political most themselves,in ofsolving the people public for ofthe problems Latin masses America beyond were poorwere the levelandill-prepared largely of their illiterate toown assume communities. of authoritarian rule prevailed. leadership was and had never roles in B.C. The The influence new republican of the militarygovernments increased were as unable the army to maintain wasmaintaining theforcedchurch. order only to groupand surrender order. to the landowning oligarchy supported by the military stability and were capable of and the 1.2. WhileForce the symbols became ofa fundamental representativethanin the party hands political government or of issue one instrument oriented.man, remained, the as caudillo, it waspower the and was only politics effective were meanshighly personalized concentrated rather of preserving order or of changing government officials. 20 Suggested Activities Explanatory Notes WhyinofintoWhy Peterson, Latin is18 did Bolivar smaller America. the pp. eight considered 44-45,political ")Spanish "Political units? tocolonies be less Evolution separate of a (Note map NoteLatinbarriersUse from aAmerica. wall to the political mapmap tohow illustrateand the cultural Viceroyalty geographic unity ofin preventedBesideshero in Perugeography, political than in unification whatother other countries? after problems the wars forBolivarPeru that was fragmentation.was broken considered up after partially Independence. responsible duringauthoritarianWhatforcontributed Independence political, the 19th totradition ( economic, theentury? in riseLatin in and Latin America?and spread socialAmerica of factors the See Main Idea II above. ismothese("strongcharacteristicsSantaHave (personalpupils fourAnna, men") groups to Rosas, concentrateprowess andof eachof how pupilsFrancia andof they theseon magnetism)give gained andthe caudillosreports personal-Diaz. and onAsk important?havecaudillosmaintained the class have? their consider Why power. werethe After following these1. the characteristics reports, questior,: What common characteristics did these III. There was little social revolution accompanying separating rich and poor. independence, and society continued to be A.hierarchicalB. The creoles with and great some distance Before the end of largelythe century, through the military. mestizos gained socio-economic Negro slavery was abolished and political power, the latter and the Indians were freed IV. The disorganized C. Emigrants from Europe fromas Argentina,many restrictions which nature of the independenceBrazil, Chile, and Uruguay. added their numbers to growing they had incurred during movements and the disunity middle Europeangroups in suchrule. countries which followed hindered cooperationA.B. New Agricultural Latin among nations had settling such problems as (hacienda) interests were dominant to contendthe withnew othernations and contributed boundary disputes, sometimes at recently independent Latin thus hindering commercial to economic chaos. the risk of war. countries in and industrial C. The political instability money,stabilityduringdevelopment the mainly during period as wellthe immediately latter as social part change. from Britain and the United States. of Latin nations also hampered followingof the nineteenth the wars centuryfor independence, the growth of economicincreased investment of foreign but some greater prosperity Reading Assignment: D. The United States using force to protect their formulated the Monroe Doctrine interests. (1823) to prevent non-Americans from Ewing,Stavrianos,Peterson, pp. pp.636-645. pp. 46-51. 18; 25-28. 22 Explanatory Notes positionsSuggestedin Latin ofAmerica Activities power? during the 19th century?3.2. Why didn'twere theystrong able deomocracies to achieve their develop boundariesHowUsecaused the had War disagreements. thebetween ofhacienda the PacificLatin first American to evolved? note how countries Why vague theSpanishrelationsleftSee outcome BoliviaEwing, settlersbetween of p.landlocked the642. contrived WarBolivia of still the andways causesPacific Chile. of persuading strained which Students should note that weremaintain the owners their haciendas of large estatesafter independence? able to landowners,holdingsimposedmerelydebtIndian peonage. familiesremovedand by simplyofthe Thekeeping motherto the settlewinningrepresented restraints them country on oftheir by independence of aand, agriculturalrecognitionsystem imperialism to the of large mannerinIllustrate Latin inAmerica the which investment capitalby diagramming wasof foreign used. the capital typical Seeofcontrol. the paragraph position theyin Ewing, had claimed p. 642 forunder information. Spanish ofissuancetheUsingexplain its historical use American ofitsduring the various background Monroe thehistory nineteenthparts, Doctrine. source for and the stateand material, United early examples States' give Define and totwentieth fear United centuries States which imperialism. led Latin Anne ricans 23 Suggested Activities Explanatory Notes Using Peterson, pp. 50-51 as a guide, discuss See also Main Idea III. economic and social growth in Latin America during the latter part of the nineteenth century. Consider the following questions: What positive and negative effects did the Industrial Revolution have on the economic development of Latin America? What changes in the social structure were caused by the economic changes taking place? What effects did immigration from Europe have on the social structure?
24 CONTEMPORARYfessorSince thisWarren period Dean is emphasizedHISTORY (Since of the University in later units, 1914) of Texas ha.- only a brief sketch summarized this from his summary are will be given here. period in Bulletin found in Pro-No. 3 of thestudying pagesLatin the reading 1. Americanimmediately Curriculum following. assignment, discussion Project. These may be Several excerpts might center on the industrializationduplicated in Latin for class following questions: distribution. After America? Explain 2. Why is the How did the two howof changenationalism the desire of government in Mexican Revolution World Wars speed up for more rapid Latin American leaders? of 1910 called a industrialization ties in countries. "true" revolution rather with the growing than a mere feeling 3. Was Woodrow revolution?vention? What do you Wilson justified in think the Mexican his intervention dependent on the reaction was to in Mexico during United States in the United States inter- the period of its 1920's. 4.5. Why would Explain how Latin interventionofanswer the "Good to restored some Latin Americans oppose this question Neighbor" policy,America is still became so should help explain order and efficiency United States considered a great why F. D. intervention even thoughin their national Roosevelt, the author hero in Latin affairs? that America. ) (The 6. Why did the latingof(In political later about units and this on now. economic depression economic factors governmentare and ) of the 1930's cause so economic development emphasized, but many students can begin specu-the interrelationshipsgovernment changes? 7. Explain why the success Americanimplementation governments of the of the CastroAlliance revolution for Progress. infearful of taking a firm Why werestand so many againstCuba Latin may Castro? have hastened the 8. Why9. would you What policy should the AmericanLatinregimes? American countries countries than expect more government United States follow in in more developedwhich have achieved power participation in the economy recognizing new governmentscountries? by overthrowing existing in Latin in ReadingDean,Stavrianos,Peterson, Excerpts Assignment: pp.pp. 59-62. 31-36.from riculum Project, pp. "Latin American History",64-76. Bulletin No. 3 (1967) Latin American Cur- Bulletin No. 3 (1967) Latin American "LATIN AMERICAN HISTORY" by Warren Dean Excerpts from Curriculum Project ofPowers, the Latin and American all experienced countries severe took economicup arms, For the Latin Americans the First World World War I Period dislocationsseveralWar because declared was aof crucial shortages war against event. of importsthe Central of intervention in the Caribbean Although none theandsocial Panamaworkingbought revolution theCanal. capital. Virgin in Mexico. Islands, partly The most extraordinary occurrence of The United States accelerated its policy It began in 1911 with the because of a heightened concern for the security these years was the outbreak of a shattering overthrow of the dictator Porfirio of with1914.Diazagainstwasout another,byamplified the thethe decade reformerland but by theofexpropriations, the violence, demand Francisco ofthe theMadero; debt In its first stages it was a movement peasant soldiers of the rebel armies into a United States influenced, or tried to middle class for servitude,honest government and repression and of the Diaz regime.however, it entered designedits really simplyviolent to replace one circle of deafening roar of outrage influence, the course of free elections phase in politiciansThrough- Huerta.punitiveenemiesevents. Woodrow An withexpedition American arms Wilson and crossed ambassador countenanced was the so border insistent the in on conspired against Madero and supported his successor Unitedsearch States of occupation the legendary of Vera Pancho Cruz. Villa. the overthrow of Huerta that he supplied hundreds of thousands of lives hau been In 1916 a his lostagrarian and an reform, entire class and tradeof hacendados unionism had By the time the revolution had run its course had been swept aside. New doctrines27been addedof to the liberal goals of constitutionalism nationalism, Alvaromentand anticlericalism. that Obrego'n, actively the sought most The the country'sviolent Indian phase heritage of the revolution wassupport glorified was of by theover.... a masses.The 1920'sBy 1920, and with1930's the coming to power of revolutionary govern- tofinance,Inevitablydid asrevive itsa trading demand afterand the the partner.Versailles.area for rapid becameraw development materials more dependentand of on Meanwhile, the rest of Latin. America became The emergence of New York in the It no longer generated funds foodstuffsUnited grow States as productive fast as Latin capacity America's during the United States as a source for preoccupied with the failure of Europe for investmenttwenties in Latin as a America, center of norinternational the war hadcapital andpopulation. betterinarrangementruined 1926. fitted theThe the Chilean inventionwas United a poor trade States of substitute anin naturalto The prices of agricultural products inexpensive process to draw nitrogenplay an enlarged role in hemisphericnitrates.for the multilateralism of the turn of sagged alarmingly in 1920 and began Thea United States market crash practically ex- from the air had by 1925 trade; yet the new the century. steady decline portstinguishedandministrations, 1931, fell to Latinand a third byand America's 1935 wholeor afifteen quarter constitutional foreign of the Not only income suffered. The of the average duringcountries the trade;decade had within experienced a single at year leastcollapse the temporary value of trade pulledregimes. down There with itwere twelve successful coups of the twenties. of each country's ex-presidents, ad- military in 1930 non-intervention,behindcontrol....army, newwhich democratic quickly was paradoxically institutions, butinaugurated It should also be noticed that assumed power. The Good Neighbor American occupation forces in the instead only one effectively functioning during a wave of authoritarianism in Policy, in essence a commitment to Caribbean had not left organization, the Latin America. 28 declinevene in of the the ecoi. export trade, and indeed by the The governments of Latin America were -iy to a far greater extent than ever before....example of impelledthe industrialized by the severe countries problems to inter- caused by the Alliedoncesses the sides Powers.... of the of Axisthe and the American diplomacy succeeded in aligning almost all allies within a few months of Pearl Harbor, in spite preferences of some within governing circles for the defeat of World War II of the Latin American governments of the military suc- the materials.izationlishedvention,dizing, in was neverthelessandthe created Caribbeanintelligence for the theand Latinactivities purpose on theAmericans Brazilian wereof stimulating carried willingly and out. The prosecution of American war aims In return special priority was accorded the import involved a reversal of the policyPacific of non-inter- coasts, andthe blacklisting,production of propagan- a longcollaborated. list ofA critical large technical raw and commercial organ- requirements of the Latin American Military bases were estab- made1944severalcountries. andto countries. democratic 1948, Both and Mexico informs. all andthe othersBrazil thatcontributed were still troopsAs the war drew to a close, significant political .. . In nine countries moderately liberal governments .. ruled by dictators some concessions wererealignmentsto theatres beganof war. to take place in took power between authoritarian politics to conservative military regimes....AllBy theof the early Latin fifties American there appeared governments, a shift whether from civilian or The 1950's reformist democratic and demagogic military, faced crucial ofnoandeconomic thelonger although underdeveloped expect problems. international the export Although countries.... trade thealso post-war revived strongly,economics sector to generate enough income to elevate them 29 neverthelessof the industrialized the Latin Americans countries could expanded, from the ranks of political figures Since the late fifties who wished to create a the military has been following among the urban challenged in several countries working class, and even by a resurgence thrownmoreLatinordinaryamong the America,just the dictatorsignificance society,peasantry. for honest This continuinggovernment, including the "cult of Batista by grasping certainby the Cuban Revolution personality,struggle, " anti-Americanism, however, had and for economic of 1959. revolutionary currents that were the support of the middle Fidel Castro, its leader, development. Thenbeen hischarged with an extra- the yearning for a class and the traditionalhad over-in revolutionary UnitedgovernmenttheCommunistandare samemanaged, as States. yet sort became party, ofits and its highly polemical. It was transformedrevolutionparty all structure over Latin at leastmuch more radical, alienating foreign policy aligned with Castro's opponents insist by 1961 into a Communist partlyAmerica. controlled The by interpretations the the Soviet Union andthat he had always been a state, its economy pre-revolutionary Cuban put upon committedthis to spreading state-owned Communist transformation noandStates choice, that andhe had for all the Nevertheless the Cuban but was driven to an betrayed a liberal middle-class politicalLatin American situation. governments. example has providedalliance a with the East by The United States government movement; his sympathizers Their reactionsprofound to Cuban object lesson forthe truculence of the United accepted the proposition insist that he hadCommunism have the United States.... thatfurtherlargestthesocialBrazil's otherLatin redefinedand of defections American Presidenttheseeconomic inthe scope Kubitschek,countries that development,committedfrom had beenits sphereloans, and overoftherefore influence a period of ten yearsand cost was the Alliance unsuccessfully promoting for as the United States to ait hurriedlycould adopted only be a preventedfor Progress, by originally a and also called for greater expenditure of series longof proposals as a decade. that The correlative socialfostering and rapidconception of funds, mainlyincreasedadministrativeand many in the prestige young form reforms politiciansof because on the Within each Latin American courtedof Castro's mass followings success. part of the Latin American country the most radical Continental revolution withseemed a more at extreme governments....political sectors at first style than they would because the Cuban least possible,enjoyed militia,exampleotherwisesent their it had wouldhave profits demonstrated attempted. also disband to abroad, since Kennedy's The army officers werethemthe that army a revolutionary and perhaps 30 Alliance seemed as executeoutraged its at officers.this display, government would not revolutionary to them as Castro, The rich increasingly merely arm a andhome even offices the local sent out as branches of U. S. new investments.... The 1960's firms began to send back more dollars in profits than the bepoliticalinstitutionsor reluctant incorrigibly crises to in Latinin ... in South America's relinquishcorrupt.... it to On civilians the whole,1964 and 1965 by takingAmerica appear at this two largest countries, whom they increasinglythedirect prospects power; theyfor moment to be rather Brazil and Argentina, the developmenthave provedof up to this tend to regarduncertain. as the military resolved stable political incompetent writing to
31 I
f 1;2 '"alr 80° NORTH AMERICA ma ANGLO- AMERICA r AMERICAMIDDLE 1 EQUATOR CENTRAL AMERICA =MIR 111 SOUTH AMERICA S I [AMERICA LATIN The AMERICAS scale in miles 1000 2000
SOUTH AMERICA
0 400 800 Miles
LATIN AMERICAN EXPORTS: Depending on One or Two Export Products (1964)1 BoliviaBrazil I_ TinCoffee 72.2% 53 % Costa Rica Colombia Chile CopperCoffee 59 % 4273 % To IBananas 26 % Dominican RepublicEcuador BananasSugar 52 % 57 a 1 Coffee 17 To Coffee 15 % El SalvadorGuatemala Haiti I Coffee 495148 % Sisal 10 CottonI 18 % Cotton 20 % NicaraguaHonduras Panama BananasBananasCotton 44 3451 % Coffee 18 ul Coffee 18 % Petroleum 30 Venezuela Uruguay 1 MeatsPetroleum 42 % 93 % I Wool 38 % 1 Latin rican Center. % 20 Statistical Abstract of Latin America30 1965 (Los Angeles: University 40 50 60 70 80 of California, 196C), 100 be to experimental *For 78712 Texas, DirectorsPROJECT Austin, ConroyCURRICULUM Texas, B of University Willi AMERICAN and TheGi1.1 LATIN Hall,C. Clark Sutton 403
ac 0 .17: co toCD CI. CC CC NI. . zi L)CD UJ CD LU CD otni-- Note: The research reported Department of Health, Education herein was written pursuant to a and Welfare, Office of Education,iv contract with the United States Washington, D. C. Main Ideas Latin American populations are CONTEMPORARYracially mixed, and SOCIETY although reliable statistics on racial with similar population A.characteristicscomposition More than arehalf may impossible the be to originand Caribbean compared nations, to less populationsidentified. of Brazil, Chile, obtain,Bolivia,than and ten Paraguay. percent of the everal groups of countries Uruguay, and Argentinapopulations is of most Central of European American B.C. InIndians Haiti, theand Dominican mestizos constitute atheParaguay, people is Bolivia, of Negro Peru, Republic, Cuba, Brazil,origin. and Ecuador, and Colombia. majority of the population in Venezuela, at least one-third Mexico, Central America, of II. Relations among theA.tends many Socio-economic to be less overt and racial culturalethnic characteristicsgroups vary from are nation discrimination and hostility than usually most important in to nation, and, in in the United States."white" by adopting the general, there determining 1.speech, education,race"; for dress, example, an Indians,Indian may however,andinferior; a source were but inofand, apride. few to a nations, as and occupation of another group. become mestizolesser orMexico, extent, thecontinue Indian to heritage be considered is now respected 2. A large proportion of mobilitypoor in someis almost non-existent countries. the Negro population is still because of1 the wide distance in the lower classes, and separating rich and SuggestedWhat are Activitiesthe major ethnic groups in Latin AsExplanatory an initiatory Notes activity read the introductory America?locations?valenceWhat"A richare of In the Negrothese what historic groups is areas white reasons and a poor in their respectivedo they predominate? for the pre- white is a Groups,examinestatementCharles " foundthe Wagley.on map.page on page 16an in "Latin American EthnicAmerican anthropologist, Peterson.19 of the Then same text. flectingNegro,tofeaturesrelations that " theperson's is of atendencyin apopular personLatin America tosaying social position. Compare race which do not correspond overlook those physical and the Unitedin Brazil re- theanalyzestends,article,race Americas. and make "Onthe the differences theuse " North Concept of ancestry effects of these differences Americans, he incon-and attitudesof who Social is toward white, Race in almost exclusively in an ceptStates.Compareconcept?and of Latin How"race" social America,does differ mobility the fromCan thean IndianUnitedLatin in American'sStates' the con- in the United States whilefordedWagculturalin defining mostley the traitsbelieves Latin Indianwho and isAmericans thatand Negrophysical the appearance greater mobility is af- Negro in Latin consider socio- byUnitedoccupation adopting States, theof for thatspeech, group? instance, become education, and "white" AmericaonemestizoStatescaste-likeancestry of them. withbecauseor alone white societies little theyin groups mobility race canare However, he argues, using definition, two createdalmostand, inin effect,the betweenUnited becomeadopt them. the traits of byJustifysocietyin John Latin whether Gunther in American the United or on not the States: society couLd also apply to the followingadvancement statement beingemerging_ made out of the "Because of ed- middlelowerucationsoon andbecome classes,more entering people uppers. if they the are Themiddle position becomeclass, is gradually and rich the enough, 2 B. Regardless of their acts in reality,races, Latin ratherAmericans than "racialideally regardpurity, theTraditionally. mergingassumein society;of the the the mixedtoday characteristics theirbloods mobility of a dependsgroup considered upon their more own initiative and ability to " as the standard for their society. mestizos and mulattos elite. had no fixed place III. Upper andA. lowerbe identified. sectors of societ-cr, which have moreIn mobility the work within or lower than sector,between total them,upper wealth may sector is very prestige small symbols. and insufficient for access to B.C. The A middle upper sectorclass, placesmore closely a negative associated value on with manual the upper labor, than and thewhile lower wealthandone group, tofamily may gain is enablearegrowing,prestige necessary symbols, as is wealth the power alone to is influence not enough; other people. "correct" speech, behavior; IV. Various socio-economicandlaborers, business-oriented, urban groups working may urban class, be moreupper urban specifically class. unemployed, identified urban asmiddle peasants class. and landed ruralinit isthe also uppercities prestige whereclass, oriented educational and anddisdains economic manual opportunities labor, and areits mobilitymost available. is greatest A.B. The urban poor, the workingmen, and thePeasants unemployed and rural who laborers inhabit tend the poortownslevel), slumsto be and illiterate,andsurroundingand are, shackprovincial consequently, poor major (usuallyin outlook. cities restless living are more andat a subsistencepotentialaware of howsupporters others oflive extremist than the rural leaders. societybeingSuggested reached depends Activities where on his a achievement,man's position not in Explanatory Notes different?orMexicoComparemerely Ecuador. on or the familyAreGuatemala Why Indian's the and aredifferences positionsocialtheirwith thatpositions status, in principallyin the Bolivia. " society Peru: of widely theIndianIfreadings available Indians, in Bolivia,might in" inthe beStavrianos, sel-ool" helpfulIn 'Janke library, and "Assimilating Thethe followingIndian "The Place of the cultural or racial? GuatemalalesstoOverviewProblem (Seeupward in Mexicosupplementary ofToday"mobility the this revolutionaryand unit. and ingreatest )"The societysources Uprooted, in governments for Peru.suggested the Indian " in in Keen.of theare Note that the barriers In onemoreativelycountries,into1944-54 onthe than a restrictivenational madelatifundio however,likely efforts politicalhis life,(landed positionthe to his integrateIndian scene. expectationsestate) is aleads theas a Indiana wage rel- limited; Insemi-feudal the Andean TheWhatsymbols phrase does of the"socio-economic prestige word "class" are associated mean group"? to withstudents? What the laborerof society, and culturally separate from the rest theyHaveinupper thegeneral value students Unitedand most. middlecategories? makeStates? Can classes a thelist Are answersof by the theythe ten lower primarilybe things grouped groups In Latin America? C. The urban middle class includes growing numbers of white-collar workers, government D. Wealth and "family" characterize theinterestsandpeople;employees, traditional industry this and militarygroup havefew landowning if produced isany officers,materially ties upper awith more political comfortable,classthe cosmopolitan, Church. while leaders, business literate, small wealthy andbusinessmen, grouppolitically with and differentactive. professional TheStavrianos,ReadingPeterson, following Assignment: HaroldLeften readings S.,F., andLatin may Blanksten, beAmerica, used for George pp. supplementary 16-19. I. assignments if available in the school library. Latin America, pp. 10-12. Hanke, Lewis, Contemporary NostrandLatin America: Co. A Short History. "The"Modern ColombianCulture Latin of American Poverty,Upper Class "Culture, pp. 355-357. " pp. 336-338. , Inc. , 1968. White, Privileged, Competent, " Princeton: D. Van pp. 398-400. Keen, Benjamin, Readings in Latin-American Civilization: 1492 to the Present."Race"The New Place and York: Classof the inIndian Brazil, in Bolivia," " pp. 410-411. , pp. 447-449, Stavrianos, Leften S., ReadingsHoughton in World Mifflin History. Co. "Social."The IndianUprooted, Attitude Problem " Towardpp. Today,457-460. Labor, " pp. " pp.381-385. 495-496. 1967. Boston: Allyn and Bacon, Inc., 1967. "Assimilating the Indians, " pp. 500-504, 5 UnitedorLatinmaterialisticSuggested would American States they Activities or placetend non-materialistic?students totoo think much make that emphasis studentssimilar Would onlists, in the Explanatory Notes termtheHavematerialin phraseLatin relatedstudents things? America? "gentleman to speculate the strong complex. about sense the "of meaningHow social is theclass of mansensitiveWag"face" wholey than believes ofmakes their North. a Latin"pride" point Americans. Americans of and forgetting more The to conscious "high-placed"behis more social of feelNorth"professionalindicationmanualposition that America. an laborby individual'sof showing hisormen, Latin menialsocial executives, thatAmericans, work class, tasks he, istoo, is an and admired canimportanthowever, technicians perform in Consequently, Fortheiraresider carefulthe position,status to historical be notand those " tomightfor backgroundperformof "to subordinates causedo so tasks themwould on that this and,to endanger losethey attitude face,con- " . , below Whysideringclasses, would someAdams' some two, contenddistinction, in Latin that where America?there arewould three Con- the inertclimbedWaginsee the "Social leymass" Stavrianos sociallyclaims Attitudeare thatthe and readings. newthose Towardeconomically groups "people Labor, that who out " form a haveof selection the a middle class in Latin America fall? goalswithpologist,Richardvalues"middle the and and aristocracy, N. means identifiesclass". imitatingAdams, to They attaintwo anadopting aristocratic tendAmerican sectors them. to aristocratic identify withThe behavior, social upperregard themselves anthro- to Suggested Activities Explanatory Notes holdsforisitssector the goals,achieving wealth manipulation holds and as a it.the itsvariety goalmeans of ofwithpower. toprestige achievework The the lower these only means symbols as sectorgoals AmericanvariousIdentifyChild of groupsthe society. the socio-economic Dark. by reading What aspectsthe groups of in Begin the study of these selections from life among Latin favelamarriedofSee this Main (slum,unit Negro Idea ) shackIV, with city) three of children, Sao Paulo lived collecting in a Carolina Maria de Jesus, an un- Use Reading #1 (see Appendixgarbage cans to provide herprejudicedthePaulo?sheclass thoughtsurban feel structureWhat that poor toward about racialevidence are does peopleprejudice revealed? prejudice occur does of in othershein Isexists the Brazil? thegive races?favela in that Does author SaoCould be forpaperlife.ofshereporter herthe recorded and family.encounters ransacking who her persuaded fight2nd impressions for her survival to let ofhim her take daily one Her writings were discovered by a young In a notebook found in the trash glimpses Afterjudiceurbanslumscompared the contribute poorin study the with in United bothof those to Carolina's theareas? States? of restlessness persons work,How inhabiting does have of the pre- UsewhenHerandof herlaterdiaryReading published. twenty-six to became Brazil's #2 as notebooks thea largest basis literary for weekly to thissensation his newspapermagazine. exercise and of Brazil livesstudents of other write socio-economic diaries exemplifying groups. the daily inCompetent,ColombianCulture,suchany the additional as Lewis the" Upper selections" Hanke and material "RaceClass reading and book.Class inNote The Culture of Poverty, " "Modern Latinin the American school library White, Privileged, Brazil""The that the toillustrationsThegroups,apply beclass madeFamily to family, butall about in typestheyin Reading Latinan them. ao withinurban enable America, #2 thepoor do some various not family, an necessarily urban and a rural In the section of this unit. generalizations socio-economic middle Suggested Activities poorExplanatorysocio-and familyprovide economic Notesare even groups. better views studied more thoroughly of the various SELECTED CONTEMPORARY INSTITUTIONS' THE FAMILY I,Main Ideas The family in Latin Americantended society kindred relationships and friendship alliances. cannot be considered an independent unit apart from ex- A.B. The The importance system of compadrazgo assigned to family,and godparents contrasts as strikingly well as the with child its and kinship(godparenthood) in Latin America_ creates as evidenced strong relationships by the between parents significance in the United States,his sponsors in Latin America. extended D.C. The average Latin American tends toCofradfas and irmandades (religiousto shipsclass brotherhoods) andexisting occupational in Latin Americanpeers society. and an even greater extentlimit of the his personal social relations to a few persons indicate strong feelings of loyalty relation- II. Variations in the basicA.dependent To household a large relatives extent kin group the position of the hombres de confianza are found in Latin whom he knows and trusts. husband andAmerica. the father currently depends upona married couple, their children, and any his C.B. The woman-headedrelationship between household brothers is very common orability short-termed to support the family economically, residence wizen the moiner is the dominant and sisters is usually one of responsibility at where males are few or in areas of poverty provider. all levels of society in Latin America. 9 theusedDefineSuggested followingterm by the students, "extended Activitiesword questions: "family" family, How as it are is commonly city dwelling Explain the meaning of " and then consider sideredInExplanatory"conjugalin the Latin United to America be pair'', Notes aStates man their the anda family familyoffspring: his wife is consists usually and and their aof con-widely the children: wouldextendedarelativesposition reason members toforhelpfulbeforefamily grant keeping of of others?economicto the equal their upper Whyimportancerural orclass politicaliskin? inheritance place to favors,the family ties? Is the If in a CharlesparentssecondTheparents,extended term andmayWag cousins, group"cousin" third beley ofcalled indegree, nephews,kin mayone "aunt"of he and his used nieces, anthropologicaltheor for cousins thoseand ofin aunts, uncles, grand- "uncle". in-laws. one'sthe thelimitinggrowingand extendedmiddle nipper ofmiddle theclass? classes: family size classes of to families)be as de-emphasized it is tomight the lowercause by What factors (as the whichhelackpressedstudiesdesirability said, of iskinsmen: ofby a kinship'beauty'an of informant a111I large patterns(beleza) am extended complainingenvious in Brazil of family relatesabout as ex-his the that one has a parentada (kinship group) I think almost a Sebastra'..o ' hundred.theamongaWag commercialfamily family ley relatives alsoaffair, rather notes houses and or than that because managers are for apt their to bemanagerial selected from rr "industrial enterprise is of their loyalty to of factories and skills" AmericaimportantDefineparecity middlemanthe compadrazgo. and purposesto athe politician? United for ruralHow States, How suppliers?is compadrazgo to a town Com- or of this custom in Latin baptismalfunctions.politicalItskinshipCompadrazgo purposes relationship" thansponsorship" have itsis anoriginal become "old according setting pattern socialmore up oftoeconomicand a CharlesRoman religious CatholicWag Richard N. Adams, a social anthro- "psuedo- and ley. 10 isticpologist,"has relationship provided states thata methodthat the exists compadrazgo for between formalizing system the paternal- members of Latin AmericaA.ships Men is among and boys individuals continue are to developing.have formal social groups. experiencing a general social transformation in considerable freedom outside the home in clubs and in- which new forms of relation- B.C. The Although traditional the relationsposition ofbetween women the sexes are ternsacquire of abehavior formal education persist, especially and begin amongparticipating has been undergoing a fundamental change as they changing, the traditional valuesthe "elite-oriented. and pat- " in public life. Ewin'ReadingPeterson, Ethel Assignment: Harold E. F. , Latin American Culture, pp., 659-660. Latin America, pp. 20-26. Adams,Another Richard reference N. for this section is: America.and"Family, Kinship New Marriage, in York: Argentina" Randomand Divorce by Arnold House, in Brazil"Strickon, 1965. Theby pp. Thales de Azevedo, pp. , and Heath, Dwight B. , (eds. ), Contemporary Cultures and Societies of Latin following324-342. readings in this source are 288-311, and "Class Suggested Activities Explanatory Notes thewhopurposes,specificemployees', wealthier need kina specificemploying bonds" and " He continues by stating.. that the it has been used to strengthen bond for economic or political sectorto relateand their individuals"no matter what other theytoterizedfeaturescompadresFor whom arefurther as propertheyone persons (godparents), informationshows may people manifest,of respeto, and on are special deference because knowBureaucracy.compadrazgo, how to behave. insee that is, personsusually charac- Arethat Latin North Americans Americans the ferventare? Can "joiners" the cofradiras theReadingdoClubs,Politics. Appendix not #6, flourishlodges, De of Armondthe inand unit Latin other onon America as they doassociations in generallyGovernment and andsociations irmandades found be in the United compared with any as- States? thethroughoutwhichcitizensThose Unitedprincipal are devoted ofStates. important the sometypes region. to Spanish-Indianof particular in Latin Religious brotherhoods arefraternal organizationsIn Guatemala all male saints are foundAmerican society, communities honoringpeasantbothoperativeautomaticallycooperative male villages saintscommunityand units. joinfemale andto cofradfas organize to tasks. serve as members exist in Brazilian responsibleannualIrmandades festivals for co- with community AreExplainStates? similar the meaningpractices of popular hombres in the United de confianza. 12 personalTheinterests,a part practice of acquaintance and of goals.limiting having the Latin tendency to social relations may be mutual understandings,identify with a Suggested Activities UseExplanatory Reading Notes #3 to illustrate the attitude of Afterfromastitudesquestions:in the reading those Explanatorychief regarding How existingbreadwinner the dosuggested the Notes, Latinin role North American playeddiscuss selections America? by the socialthe foundfollowing male at- of a household differ Does thetomanysecond#4 be professions relates played Latin selection the Americansby current womenand with civic Readingparticipationtowardin aaffairs. household. the #5 economic taken of women from the in Compare this Reading role HowhermaleWhatLatin.a wife's spouse's are relatives? concernAmerican's technologicalworking position is shownin attitude the as changes head working toward of affecting the girlsworking family? by the their women? United States diminish persistingIncitizenryanaautf-biography former herardent writings, citizen upon middlein Latin ofher ofnote Elizabethclass marriagesociety.the the Unitedsupporter social Borton to a traditions Mexican de Trevino, doctor.still States who became of the Mexican leadtheAskstayask dating theathe at "sheltered" home. girlboys life students ifof they Latin life ifbelieve and Americanthey that could that women girlsgirls. adjust should to Then Usedating the arrangementstwo selections in in Latin Reading America,. #6 to exemplify AssignAccordingstudents)families.(concerning the existsfourto Sabra part-time readings in Mexico? Trevino, workon Latin whatfor highAmerican attitude school Students should be prepared to dis- IntheInsteadattitude Reading families ofin #7havingMexico (Readings Elizabeth all toward students #8-#11), de Trevinopart-time read the_ express-6- the teacherjobs essays for may youth.the on fatherreading:cuss the and following the rest ofquestions the family? in regard to 1.2. CouldWhat the family is the relationshipbe called "extended?" between the each libraryAmerica.familyprefercould to onmaterialserve assign Thea panel as questions guidesonfour discussion the students subjectsfor in athe panelabout toSuggested is represent adequate.,moderator.life in LatinActivities each further if theandin urbanthe middle household and class rural and families. families outside and the inhousehold the poor in 3. Compare the position of the women 13 lifetheadditionalcomparisons Unitedamong States thestudents of urban familycan to bepoor, compile lifemade thein by Latin urbanreports assigning America middle on family four and Suggested Activities Explanatory Notes betweentofamily? poor boysfamilies and in girls Latin and America? the rest 4.5. DoesWhat livingkind of in relationship the city offer exists hope of the class,class thein the rural United poor, States. and the rural middle essays?ofrecreation, urban and and rural clothing life are related 6.7. WhatCompare advantages the homes, and disadvantages religion, of the four families. in the 14 Main Ideas RELIGION I. The near universal adoptionSpaincause of Catholicism of the fervor among with Latin which American their Ma.ss religious conversion amongbination the natives of Roman resultedspread Catholic in the Indian faith. beliefs and early pagan faiths. mother countries France, Portugal, and especially nations has occurred be- worship being a com- B.C. Widespread educational activities initiatedSpanish largely religious institutions alreadyhelpedprovementsorganization existing to keep to withinsocietyall Europe levels its unchangingarchbishoprics, of society. in the dioceses, colonies. and parishes by monastic orders brought im- a pattern of hier,,..rchical and the Inquisition- II. The Roman CatholicA.and TheChurch political, role has of theasplayed wellRoman anas importantthe Catholic religious, Churchpart lifein the inof Latin AmericaAmerica. is more secular. cultural, social, economic,changing as society becomes 1.2. ChurchIn some supportby,but nations formany is example,strongest the Latin Roman Americans opposingamong Catholic women, dictatorshipare Church only the nominally has upper and become favoring class, Catholic. a and land in rural areas, reform.progressive force Suggested Activities Explanatory Notes HowwastheorderTheby church followingtheCatholicism was to Spanish? initiate Catholicism during questions a Whythediscussion colonialimposed were might the of on brought to Latin America? period:be asked How Spaniardsin theso role of the Indians livesNoteselections,deities,Readingexemplified ofthe the remnants#12:and Indians students insacraments. Reading of of paganismshould Latin #12. Americaseek the as edifice, incense, braziers, (In all of the readingVocab.,:lary for evident in the meanings theporated?Indiansuccessfulversion? Indian paganism Howculture? in establishing thorough and How Catholicism werewas Christian thetwo Indian values con- religions incor- in mayfromthemofExplanatorycontexts words decide attemptthe notcapabilities in whether which intoNotes theirdiscover the can active of words be hisdefinitions omittedvocabularies; class, are used. the or the suggested words in Tile fromif thead- teacherJudging have intheditionaloccasion.confoundedavailable, his Friars" receiving words inuse the Keen'sneed the ofIndian thetoarticle, readings be friarschiefs included. summoned book; ) for "The Coming of Cortes' humility If it noticeis that the tasksorganizationReviewChurch'sChurch were the in role assignedrolethe and colonial inplayed the education. tomain bythe period the pointsChurch WhatRoman by of the recalling its additionalin the Catholic Useapogee,pedantic,ReadingCatholic Reading petrified,Church#13: ecclesiastics, #13 apostolic, toin showNew Spain.theequilibrium,rapacious, role and profundity. Vocabulary forof the Roman Octavioprelates, decadence, New World? CityparagraphRomanreadingeditor,Paz, in the 1914, andCatholicexprk..ss author in diplomat. is particular aof Church poet,his Reading feelings essayist,The isin openNew passages#13, about Spain. toborn playwright,considerablethe role of the in thein Mexico The last 16 education,dispute. see Reading #14. For a basis of discussion on Vocabulary for colonial The Romantwentiethchurch-statesupported Catholic centuries. the conflictsChurch status quo began and toheld divide (with the landowning elite and the substantial political power; however, several nations in the nineteenth military) earlier andbitter B. The Roman Catholic andsuffersoftenconservatives it is anticlericalfrom sometimes a shortagewho in hamperedare their usuallyof views.priests; considered Church is currently confronted with a by the discord existing among it must face the problem of loyal to the Church and liberals variety of problems; it political groups -- financing itself; who are III.Reading Assignment: The Catholicreligious Church has groups which greatly become much more tolerant of the influence the religious life of the people African, Protestant, and other in some countries. Ewing,availableTheStavrianosPeterson, following Ethel in Harold and theE. readings , Blanksten,school F., Latin library:texts Latin may Latin American Culture, pp. 618, America, pp. 67-73. America, pp.be 12-14, used for58. supplementary reading 658-659. assignments if they are TheStavrianos, section entitledThe Leften Coming S., Readings of the Friars, in America:1492"The to Church theA ShortPresent. and History. Education'", New York: pp. 491-495 "The Churches and Change, " Hanke, Lewis, " Keen, Benjamin, (ed. ), Readings in Princeton:World D. History. Van Nostrand Co., Inc., Houghton Mifflin Company, 1967, pp. Boston: Allyn and Bacon, Inc. , ContemporaryLatin-American Latin Civilization: 1968, pp. 309-322.139-140. 1967. "The Role of the Teache-", pp. 505-507. 17 Suggested Activities Explanatory Notes book.ofmationanthropology.Reading"The the Teacher"Church may #14: be hispanicized,and attainedfound Education" in from Stavrianos' superficial, the and selections, The readings Role and If available, additional infor- priesttheWhydominatedWorld? Inquisition, was asserted, t!-, Referring period, a"In nineteenth tothoughtthe the colonial, consequences wascentury a Church- slave Argentine and of not Inquisition brought to the New heresy,NewutilizationInrevocation, Reading World. necromancy, of #15 Vocabularytheedict, see Inquisition anand explanationcaliber, Huguenots. for byReading dissidents,Spain for Do #15: inthe theyou DefendsecurityquisitionintellectualInquisitioneven the or system soulbeensupport tendedinquiry. of fairly thein this torelation citizen appraised suppressstatement was to thecuriosity as that aspirit the andof Finally, has the In- his own." "national thethinkpracticesis justifiable,Spanish the author's of institution religious especially appraisal with intoleration? his Englishof comparison the Inquisition and French of LatinDiscusstheCatholics age"? America. the and extent why? What of Roman groups Catholicismtend to be active in toinSeecussion ReadingPeterson, the introduction on #16 nominalpage which 67, to Catholicism. describes asthe a chapterbasis the for on attitudeAlso, the religion dis- refer towardOscarasMexicoone-storya resident the religionbasisLewis, City. slumfor of overan expressedan tenement anthropologist, in-depth twenty byin yearsstudy Jestisthe heart in Sanchez, his of in- Jes Us Snchezi family served madeof a large by 18 vestigation of lower class Mexican life. Howofchangf.ngSuggested twentieth is the ChurchtoActivities centurykeep abreastin Latinsociety? of America the demands AreUseExplanatorylustratedcommunity thereReading any in Notes which#17this comparable toreading correspondaid in answeringselection?examples to the inthis theme your question. il- HowthereWhatmorecandescribing is be moreprogressivedoesthe applied? Roman theappropriate a countryterm Catholic in "backward" Latin orexpressions itsChurch institution? imply becoming which when Are America today? temporaryVocabularyforhistoricalReadingsanguinary, Reading #18 viewopposition for#18:provides and on Reading militant.hierarchy,the to topic,examples dictator #19: use ostentatious, manifesto, ofs.Reading Catholic #19.unilateral, For a more con- Vocabulary Unitedterminsultingotherdescriptiveand "backward".criteria. countriesStates and words anddowngrading.Have and itsThis tostudents theirestablishments replace tendency institutions think the torather of compareis morewith somewhat negative the suitably "Less developed" tribution,InReadingattitudeplicableand addition, "newly onandapply#20: additional developing" manyless papal, Reading offensive. of encyclicals,the reforms, #20. areselections usually Vocabulary as and land inmore exhortg.tion.the dis- ap-sectionfor For the Church's twentiethWhatstate wasconflicts centuries?the background in the nineteenth for the andchurch- Ibero-,UseHanke'sentitledcussion. Reading unedifying, readings "The Vocabulary #21 Churches asbook anda foundation arefor tithe.and adaptable.Reading Change" for #21: this in Lewisdis- chronic, WhatgroupsChurch are oftoday?the unequal problems Divide size, facing the reserving class the Catholicinto three the 19 UseVocabulary#23: Readings subsidy; for #20, andReading and Reading #22-26 #22: #26: vocations;for corporate.this activity. Reading Suggested Activities Explanatory Notes willlargestflictsfinancialmainof church-statebe problemsgroupgroupconcerned difficulties. mightfor conflicts.the with subdivide, continuing the Church's each discussion subdivisionother two the shortage of priests and The church-state con- The smaller groups KalmanUruguayHonduras,legallyLatinChile, American separatingSilvert,Cuba, -- Mexico,and Ecuador, (2)acountries political church those Nicaragua, El where andaccordingly: scientist,Salvador, state thePanama, Church classifies Guatemala, and is (1) those whichuse.Colombia,extentsrepresenting ) typifies of church-stateand a a single Mexicocertain Latin degreeareconflicts. goodAmerican in examplesthe varying country to (Chile, InPeru,Rica,existsestabilished,categorization, the andthelatter DominicanVenezuela. group that " is, theSilvert whereRepublic, degree notes no of legal Haiti,thatcontrol theseparation Paraguay, varies. Argentina, Bolivia, Colombia, Costa But within this "legal "active trastspersecution"onseparationsameColombia. the with range Church the exists And ofof strongly theinattitude he Mexico, Church likewise impressiveoccurs toin contendsVenezuela Church that con- the from "the past bitter attacks the comfortablewhere legal in activeTo what in extentLatin America?are other religious groups Ecuador".Americans.non-CatholicUseadjustment Readings in Vocabulary groups#27Chile, and toon #28 Church thefor to livesReading show ascendancy of the Latin #29: in- in effect of AfricantheandYankeeWitnesses,digenous, Four #27 voodooism Squaretoimperialism. fundamentalist showand theGospel how assimilatedSeventh-day both Compare Church, Indiansects Catholic (theReadings theAdventists),paganism Jehovah'sPentecostals, rites. #12and and Suggested Activities ExplanatoryConclusions Notes reached as a result of this aebate AmericaAsCatholiconedebateinfluence. a culminatingof thethe will Church... truestatement, be the in order barometers of change inactivity, Latin have two teams transformation of the"In the final analysis to maintain its students'limitationsshouldconsequently be information. considered of the to thematerial restrictedtentative scope presented and due to the of the 21 EDUCATION I.II. EducationAt thefor theuniversity elite with level,Am emphasis erica. inadequate on the facilities humanities and continuedand law has emphasis a long tradition on the humanities in Latin with A.personnelrelative neglect necessary of technical, for socio-economic scientific, andChildrenprogress. related from subjects wealthier do not families, providepublicadvantage who the schools.usuallytrained in reachingattend private and completing schools, have higher a greater grade levels than those who have attended 1.2. ClassLess differences thanineducation. theirone percent education.are thus of accentuated all children to of some Latin extent America by differentialreach the university access to level III. Although primaryB. education (equivalent to grades 1-6) tends officially,aiversities to be free are and often compulsory,extremistfuture centers leaders, spokesmenof political meeting toactivity, placespresent servingfor their those platforms. as committed training grounds to reform, for and sites for A.themultipledividual elementary languages, motivation grades. poverty,result in onlyrigid about curriculums,Deficiencies ten percent and of arelack all more schoolof facilities, acute age inchildren isolatedteachers,significant completing and and rural in-progress areas, in although decreasing Mexico illiteracy has made and providing education in such regions. AsdisagreecussSuggested74 an oftheintroductory the statementwith ActivitiesPeterson his ideas? activity by text. Why Do have theyor students why agree not? dis-or William Benton on page thatInExplanatoryinfor his Latin "educationalProgress book, America, TheNotes and Twilight investment the William Politics Struggle: D.is of oneRogers Development Theof the concludesAlliance most theAmericamake.ofprofitable goalthe very of lack thecapital few, theAlliance. socohesion expenditures long will which the any nationsis nationessential of can Latin to . . . As long as learning is the privilege Without access to AmericaHowregions? does compare the educational with that situationof other worldin Latin Referpoliticalschooling to Reading and there economic #29.can be noprocesses.... access to the" social, betweenHowilliteracy?education can theone Latinand account the American actuality for the vastidealsof extensive discrepancy of universal thelacketc.spoken,StudentsSee attitudes ofMain funds theshould Ideas of scarcityand parents, I consider andmaterials, IIIof the teachers,and population poverty thealso different Reading low of growth, families,salaries, languages the #29. toinAgedStudyfied thePeterson. by10 Unitedthe ArgentinaYears chart, CompareStates. and "Literacy Over,and theHaiti " foundinextremes andPopulation oncompare page exempli- 78 both Also,Unit see IV Transparency on Economic #9 Development. which accompanies DoesChile.ment?democratic a highConsider levelgovernment? theof literacy cases Economic of guarantee Argentina develop- and 23 Haveafter studentsfurther study form inhypotheses the units tothat be follow. tested B. With wide variations among nations than eighty percent in Haiti approximately one-third-- from to one-half less than of ten the percent adult in Argentina to more pop- D.C. Long-range programs, usually under centralRapidly government increasing management, populations increaseeducationalulation theof Latin alreadyopportunities. America formidable is illiterate. task of providing are hindered by adequate V.IV, There is an urgent need for increased quantity Inand spite quality ofto educational inachieve education development deficiencies, goals. percentages of illiteracy political instability and lack of financial resources. are decreasing. at all levels in order Peterson,Reading Assignment: Harold F. , Latin America, pp. 74-81. Keen,Hanke,Additional Benjamin, Lewis, readings (ed. (ed. ), concerning), Contemporary education Latin in America. Latin America Princeton:Company,1968. D, The 1967.section A on reading education, entitled pp. "Teachers 266-283, tohas the several South" good by Carlos articles. Readings in Latin-American Civilization. New York: Houghton Mifflin can be found in the following sources: Van Nostrand Company, Inc. Cueto, pp. 480-484, , Veliz,Star rianos, Claudio, Leften (ed. S.,), Latin (ed. ), America Readings and in theWorld Caribbean. History.1968."Theis included. Role of the Teacher" by J. Jesus Vallejo The section on education, pp. 712-720, may alsoCamargo be of value. is found on pages 505-507. Boston:New Allyn York: and FrederickBacon, Inc., A. 1967. Praeger, 24 Suggested Activities Explanatory Notes AmericanDepartmentReadbyand Francisco and Achievements discuss Union, of S.Educational thein hisof article Cespedes, Director of the Educationfollowing in statementLatin Affairs of the Pan in "Challenges NoteinsteadshouldthatToday's thatthe beof relativelyLatinRobert usedchancing America, for J. Alexanderscarcetraining that adult states the in newthat many knowledgeteaching toresources read students will his book: generations feel teachingAmerica"realizationunit):intoenough, broader"...there them (see that that tobibliography programsliteracy isjustread a strongmaking and should atand beginning of adult education write--is not peoplebe integrated literate- growing of andretain write. their newly gained HowWhatthewhich,suggestion? development areare in thetheturn, problemsdifficulties should program ofbe in educationofclosely the in Latincountries. related carryingto" out his Refer to Reading #29 and to the Peterson text. AmericaIn what wayssimilar are to they those in the different? United States? AchievementsisbyTheproblemsat also Robertothe following pertinent:University of Koch ofAnglo- excerpt Education Flores, of SanAmerica from in Latin may "Today the educational Marcos in Lima,Professor Peru, of Education"Challenges and be considered America" theoperation.asqualifiedand opment.problems educational refinement "mainlyThose of systems of ofas the Latinproblems educational toward America improvement, readjustments, of orientation of national devel- systems in could be populationanWhyeducation elite does group Latin iswhile excluded? America the great majority enjoying the benefits of higher have the problem of of the 25 political,Seeconsidered Reading and #30.in economic forming anfactors answer. Historic, cultural, social, should be haveHaveinuniversitySuggested the theystudents news heard Activitiesstudents media? discuss or read in their Latinabout impression America. these students What of universityReferExplanatory to Reading students Notes #31 in concerning Latin America. the image of HowTowithpoliticalHave what university arestudents invclvementdevelopmentdegree discussstudents are they ofand the instudents.similar? educationreasonsthe United Comparefor related? States. the Different? thisUseProfessor topic.Reading Montavon #32 for background also points information out, however, on factormation):inConsiderMontavon "ViewpointsLatin in America"economic the of statement Notreon Education (seeand Dame socialbibliographical by Professorin and developmentan Socialarticle Paul found "Thus (education) becomes a crucial infor-Change theAmericathatisdevelopmenta changing,development socialthere to wasinvestment regard butand of of stillthe theperhaps the whole presentspurpose individual is society). a oftendencyone education(rather obstacle inthan Latin asto as which contributes to the This attitude andwell-beingment,itsake,that can ofshould butmake ofsociety socialalso... not beto generally.soughttheonly change, because whole of not individuals of "ofprocessmerely material the contribution forof but andits of own countries develop- cultural IVdevelopment(point of this #5), course the in LatinPetersonfor further America. text, information. and See Units Reading III and #29 husbandry1 inenrolled"Itpercentemploys Latinis especially Americanofin despitefrom secondarythe field 45interesting the tocountries. of fact80 school agriculture percent that to students "noteagriculture Can of and thatthe students are animallabor only force theAccordingrollmentForceMontavon'sschools following concerning inpatternto Latin article),Gabrielsituation was:America:education BetancourtChairman existed Industrial "Inin in Latinof 1960Mejiasecondary thestudies, America,theOAS (in en- 9 Task mentspeculate by Professor about the Montavon? significance of this state- 26 percent;2and percent;... animal commercial, husbandry, and general 15 I percent;percent; studies, agriculturehome 63 percent. economics, " Suggested Activities Explanatory Notes America?rrindtheWhatcontribute? problem forsuggestions theHow of developmentWhat cantechnical can variousfactors students education of mustaid a satisfactorymakeprograms be in kept regardingLatin in toimportationitProfessor the seems United highly it Montavon'sof mayStates technology unlikely be to helpful see statement thatmighthow to these we bringbe concerning dohelpful. same somethings, things foreign butthe leaders Howinandaid past program?doesneglect years emphasis of fit technical in with on the what and arts scientificstudents and humanities havesubjects bybecauseNoteexactlycan churchmen bethat done mostthe philosophy same in universitiesprincipally the way." underdeveloped and theology forwere training originally were country members stressed set in up personality?learned in previous sections about the Latin languagesbeenPetersonexercisesteadof the altered ofclergy. to fortext.and theto the contemporarygive classics. course more and attention pages arts and 83-84to modernletters in the in- The humanities curriculum has See also the introductory Johncountriesconcerningarticlecomments J. TePaske suggests is following education the of changingthat Ohio the Professorand State most underdevelopedof attitudes Universitydifficult Montavon's and problem in becausebookkeepingAdultdelegatedsuch studentscareers these to techniques the areasaseager fooduneducated" of to preparationwork learn but reluctant were-traditionallymanagement is an and example to service consider and of whichlogicalasvalueseducation ods,being will attitudes worthwhile.... make is necessary and it easier a new to social createaccept framework newnew psycho-meth- programs, and institutions? Are improved to gain acceptance of innovation " What kind of the need to create new attitudes. answers?literacy rates Why and not? advanced technology the only 27 Sugg ested Activities Explanatory Notes programstheyHaveinIndianSuppose order were students village towouldtothe developchange classconsider in they the was thethe highlandstry the educationalassignedcommunity. to following institute? of to Peru asystem problem: What smallWhat where Amongownerportation,insteadconsiderin the Peruviantheand of are aspectsSpanish, existinghis the peons), highlands following! of sociallack life traditional ofin whichstructure anroadsIndian Indian students andreligious dialect (hacienda village trans- should spoken wouldproblemstechniquesstacles they to would change andattempt methods they would to encounter? change would they meetthese they What and attitudes?use? ob-how What Hualcan:life,studentsfatalismindustry primitive Aandcouldexcept Community submission,agricultural read for handicrafts,from in Stein, theetc.techniques, Highlands Williamattitudes lack of F. Peru, of If available, of, If the reference book, Socio-Economic Pro- No.NewSocio-EconomicLatinfurther 4, York: KeyAmerica information. IdeasCornell Curriculum About Progress University Latin in Project. Latin Press, America 1961, for rii.soA see page 8 in Bulletin America, of the lowingthreeonandingress Chile their Mexicostudents questions:in research(pp.Latin (pp. 96-97),to America, read 213-214).by consideringCostathe sections is Rica Askavailable, them(pp. theon education125-126),fol- to ask report Economicshould be availableDevelopment in multiple Unit of copiesthis course. for the nicalthesethecountries field education, countries of haveeducation? teacher inmade the outstandingareas training, of literacy, higher progress tech- in 1.2. WhyWhat can itmeasures be said thathave these been three taken in ofmentsfactorseducation, education? of have these etc?contributed three countries to the highin the achieve- field 3. What political, social, and economic 28 Suggested Activities Explanatory Notes thecountriesof programseducational havelearn enacted difficultyprogress?from bythese these inWhy outstandingtrying countries? might to 4. What can other Latin American implementother examples AmericaAsthestudentsence a ministriesculminating on the participate topic of activity education as holdrepresentatives from a several Challenges for the Future." Have "Education in Latin mock confer- from whetherindividuallyStudentsor"outside'' the United adviceshould sources, can Nations, and considerattack aidsuch itsmust whetheras own the be problems Unitedsought each nation fromStates or Could a combined LatinlationsiderStates.areas,erials, American are growth, Among alow lack lack enrollment of ofhighcountriesthe educational problems illiteracy particularlyand fundsthey rates, should and in mat- rural con- qualified teachers, popu- from the United emphasis America,with?HowtheFelipeeffort Universitymight of Herrera's "all onthe Latin pages forcein thearticle, American 279-282of Development nationalism "The ofcountries theFunction Lewisofbe Latindealt succeed? of (If available, students should read Drafttechnicaldiscussed.programsroleon the aof statementhumanities the knowledge for university, the of resolutionin conclusions and traditional materials, and attitudes, the curriculums, lack of of the problems suggested political etc. AmericaHankemuchincountries, the readingsof article.) isthe the educational responsibility book. He development adopts of the the individual view of Latin His views are stated quite forcefully that 29 A PPENDIX QUOTES FROM THE READINGS ON PAGES 30-69 HAVE BEEN DELETED TO ADHERE TO COPYRIGHT LAWS TABLE OF CONTENTS FOR READINGS CONTEMPORARY SOCIETY Reading # 1 - How the Urban Poor Live in Sgo Paulo. Reading # 2 Alexander,1962.Selections Robert from Jesus,J., Today's Carolina Latin Maria America. de, Child of the - Socio -Economic Groups In Latin America New York: Dark. Doubleday and Co., Inc., 1962. New York: E.P. Dutton and Co., THE FAMILY Reading # 3 Adams, Richard Newbold, The Second Sowing: - Household Economics in Latin America Power and Secondary Development in Latin Reading # 4 America.pp.Alexander, Robert J., Today's Latin America. 119-120.- Changes inSan the Francisco: Status of Working Women Chandler Publishing Co., 1967, pp. 154-155. New York: Doubleday & Co., Inc., 1962, ReadingReading # #5 6 1962,De Trevino, pp. 65-66. Elizabeth Borton, Where the - DatingWorking Arrangements Women in Mexico in Latin America Heart Is. New York: Doubleday & Co., Inc., Reading 1/ 7 Wagley,DeLatin Trevino, AmericanCharles, Elizabeth Culture.The Latin Borton, American Where Tradition: the - The Availability of Part-Time Jobs in Mexico New York: Columbia University Press, 1968, pp. 73-74.Heart Is. Essays on the Unity and the DiversityNew York: of Doubleday & Co., Inc., 1962. Reading #10# 98 pp. 220. - A Rural An Urban PoorMiddle Family Class of Family Argentina in Venezuela Middle Class Family of Chile RELIGION ReadingReading #11 #12 Alexander, Robert J., Today's Latin America. - A Rural Paganism of the Indians Poor Family of Peru New York: Doubleday & Co., Inc., 1962, Reading #13 Paz,pp.1961, 229-230.Octavio, pp. 101-105. The L.,..hyrinth of Solitude, - The Roman Catholic Church in New Spain Life and Thought in Mexico. New York: Grove, TABLE OF CONTENTS... RELIGION (Cont.) Re ading #14 d'Eca, Raul, and Wilgus, A., Latin American History. - Colonial Education in Latin America New York: Barnes & Noble, Inc., Reading #15 BookDozer,1963, Co, Donald 74: 1962, Marquand, pp. 112-115. Latin America: pp.- 103-104. The Inquisition in Latin America An Interpretive History. New York: McGraw-Hill ReadingReading #16 #17 VintageLewis, Oscar,Books, The1961, Children p.484. of Sanchez, Autobiography of a - AttitudeThe Ch-IngigChurch Toward Religion in Venezuela As Expressed By Jesus Sanchez Mexican Family. New York: Reading #18 Alexander,4,Conde, 1967. Carlos, Robert "This J., Father'sLatin-American Mass Has Politics a - Catholic Opposition to Dictators Beat". and Government. San Diego: Copley News Service,New October York: Harper & Row, Reading #19 Lernoux,1965,Service, pp. Penny, 113-114.September "Clergy 6, 1967.Is Lone Voice - The Church's Stand Against Dictatorship Against Stroessner". in Paraguay San Diego: Copley News Reading #20#21 Pike,tic Relations.Fredrick B., The Conflict - Mecham,The Roots J. ofLloyd, Conflict Church Between. and State in Latin Chapel Hill: University of North CarolinaBetween ChurchPress, and1964, State pp. in Church and State in Latin America America, A History of Politico-Ecclesias Latin America. New222-223. York: Reading #22 AlfredService,Conde, A. Carlos,Knopf, November 1966,"Priest 3, pp.1967. Shortage 8-10, - The Shortage of Priests in Venezuela Cripples 20-21.Catholic Church," San Diego: Copley News Reading #24#23 NewsCochrane, Service, R.S., January "Church-State 23, 1968. - TheChurch-State Church in RelationsColombia in Colombia Relations Have Changed in Colombia". San Diego: Copley Reading #25 BookDozer,Gunther, Co., Donald John,Inc., Marquand, Inside1962, p.South Latin513. America. - The Church in Mexico America: New York: an Interpretive Harper and Row, 1967, p. 457. History. New York: McGraw-Hill RELIGION (Cont.) TABLE OF CONTENTS... Reading #26#27 Henke,p. 246. Lewis, Mexico and the Caribbean. -- Paganism in Church-State Conflict in Mexico Latin America Princeton: D. Van Nostrand Co., Inc., 1967, Reading #28 Inc.,Service,St. Clair, 1962, August David,pp. 5,233-235. "Inflation1967. Has Hit the Voodoo - Alexander, Robert J., Today's Latin America. - - -Business". -. New York: San Diego: Doubleday & Co., Copley News EDUCATION - General Aspects of Education in Latin America Reading #29 'on, Union, Department Regional"Challenges"The Contemporary Conference and Achievements Educational Comparative of Scene EducationEducation in Latin in Latin America: of Educational Affairs, 1964, pp. 42-43. Society." America," by Francisco S. Washington, D.C.: Report of theCespedes. EasternPan American Reading #30 "Challenges"Education in and the Achievements Americas: of Education in Latin America:- A Comparison of the Historical Development of Education A Comparative Historical Review," by Roberto Koch Society." Washington, D.C.: Report of the Eastern in the Americas Pan American Flores. Reading #31 Union,RegionalSilvert, Department Conference Kalman ofH., ComparativeEducational The Conflict EducationAffairs, Society: - The Image of Latin American Students in the United States 1964, pp. 32Reaetion and 34. and Revolution in Latin America. Reading #32 Newpp.Gomez, York: 46-47. - University Students'American Participation Universities in Politics Fieft.dGovernment Staff, and Inc.,Politics 1966, in pp. Latin America, New York: 125-126. Random House, 1965, UNIT III CONTEMPORARYSenior LATIN Elective AMERICAN Course on Contemporary GOVERNMENT AND POLITICS* Latin America 2O w0OuloOc Cu-ca0 z u)r-1..... 0 )-- Lil w u- *20OOUS cc0 ccal-u, 13-wn 00 cna_ Z 0 z i__ tl Z LaOCCUI'-0"-17_ M-I__ 0 0 4 =CCOusus0cricctii--0-1'''LLIOw--011-I-- U4 tt ttA:3= Lji AL2(20r) i E ri)QT-0ca 1 - - 0 0 cc f43,u)--0cc 0 OZ,,zcn_ir- 4062ul cc MOZZZ 0 ..- °Lao ul t:cccc 2 0.US*2 )---- NM C:i Cii. 00V"-010 04400-,-ccc_...<4(1) ._Li10>u)C-)Cic Z 0 S -CC.-+ 0 C- *For experimental use, not 403 Sutton Hall, The University Clark C. Gill and LATINWilliam AMERICAN to be duplicated CURRICULUM PROJECT of Texas, Austin,B. Conroy,Texas, Directors 78712 CONTEMPORARY LATIN AMERICAN GOVERNMENT OVERVIEW AND POLITICS inbureaucracy,Thisgovernment ratherthe unit light than focuses of systemsandrevolution,descriptively.the politics:historyon the and characteristics,and thepoliticalnationalism, culturer az- of Latin Since it is difficult to generalize about an area so 7, interestalopment groups, andareauthoritarianism. also included. personalism,These topicsforces, constitutionalare and problems inadequacy, which distinguish LatinAmerica American and are approached problematically political parties. large and diverseSections on examined patternsMainasreportsstudents Latin Ideas America,ofand who politicsare to are included express given in Latin ampletheiras guides America ideas opportunity for to to the those to doin specific cases are cited throughout the unit as class. teacher.Teacher and students should compare the individual researchthe United projects, States. to present oralActivities and readings are suggested for examples of topics examined. inThe the following classroom texts for are student recommended use: to the teacher Peterson,Stavrianos, Harold Leften F., S.Latinbacon, and America,Blanksten, 1967. New George York: I., Latin and should be available in multiple copiesMacmillan, 1966. America. Boston: Allyn and AlsoOther two readings booklets are prepared provided by in the the Committee Appendix. on Survey of the Alliance for Progress, The Latin Political Aspects.Foreign Relations, United States Senate: American Military. The following supplementary sources are Alexander,Gomez, R. Robert A. , Government J. , Latin-Americanand Row, 1965. and Politics in Latin America. useful for the teacher and the Politics and Government. New York: Random House, students:New York: Harper Veliz,Hanke,Tannenbaum,Schmitt,Pendle, Claudio Lewis, George, Karl Contemporary(ed.M.Frank, A and ), History Latin Ten Burks, Keys America of 19631965.David Latin to and Latin America. Princeton: D. Latin America. NewAmerica.D., EvolutionYork: Baltimore: or Chaos. Penguin New the Caribbean. New York: VanVintage, Nostrand, 1962. 1968. York: Praeger,Books, 1963. Praeger, 1968. written pursuant to a contract with the United States Note: TheDepartment research reported of Health, herein Education was and ii Welfare, Office of Education, Washington, D. C. government and politics and Among the various forceswhichA present problems. to Nationalism which characterize Latin Americanthe development of the area are the following- 1.Main Ideas Regionalism,intra-national cultural divisions, integration and and the formation of one-America.historic development have frustrated 2.3. Nationalism,Forces ofwhilepolitical modernization economicin ideologythe fullest nationalism haveof sense the twentieth is strong century. caused nationalism to be theof nationhood is still rare in Latin in most countries. predominant Americas ReadingReadings Assignment: #1, #2, and thepp. Senate 13-14. Foreign Relations Committee booklet, The Political Aspects, 1 AccordingAsusingSuggested th to Activities De Armond, whyk the did class national to define the term nationalism e readings for reference. patriotism,ItExplanatory might be helpfulnationalism, Notes to distinguish and chauvinism. among toUnitedperiods?unitycountry? thedevelop indevelopment Statesmany Compare during Latinhistory. the of withAmerican colonial nationalWhat the samefactors andcountri.esunity nationalperiods incontributed this fail in hoodIXWhatrise Armond offullyare nationalism some developed. lists of Mexico the in factorsTo the as what twentieth an influencing example does thecentury? ofauthor the nation- CommitteeR See booklet,pp. 13-14efer to Reading #2 from Alexander. in the Senate Foreign Relations The Political Aspects. ExplainLatinMexico'saidof the and American booklet, your investmentpositive answer countryThe nationalism? from Politicalin termsnot another welcome Aspectsof Why nationalism. country? mighteconomic attribute a AfterMexicodevelopingshouldcountries further attempt has. haveconstructive study to not explain in succeeded this nationalism unitwhy students otherso fully Latinas in 2 B. Authoritarianism 1.Main Ideas Despite regionalisminpermit large partlocal in Latin because governments the to Spanish mona Ame exercise any re ican colonial times, rch, through his viceroys, etc. , al power. authoritarianism prevailed did not 2.3. AuthoritarianismEven afterpolitical independence chaos today allowed is seen the in most executive, the existence of democracy did not really caudillo to emerge. of thecentralized Latin American government nations' systems, flouris h because economic and reliance and ReadingPeterson, Assignment: p. 53. theon prevalence a strong of dictatorships. 3 AskSuggested the class Activities to describe how authoritarian ExplanatoryPeriods discussed Notes should include the pre- betweenInAmericanandgovernment each discuss period authority history. eachwas there encouraged ofand existedthese those relationships. a governed.throughout List Latin relationship nationalColumbian, periods. colonial, independence, and andExplaincentralization culture why v7ould an inauthoritarian today'sallow for Latin dictatorship tradition America. in history and theOnefunctionpoliticalof yearsexperience suggested haseffectively.systems created explanationin democratic which a power allows might self-governmentvacuum abe dictator that in to over lack Latin C. Personalism 1.Main Ideas Latin Americanare individualismthe core of means life. that the person and his personal relationships 2.3. AlthoughPersonalism,ofdictatorships. lessa strong predominant also class inherited system today, from in the Latinthe America, personalist political parties,"strongcolonial man" period, or personalist has encouraged type leadership the andexistence ReadingsReading Assignment: #3, #4 and Peterson, pp, still exists in many countries and 53-55. within certain political parties. 5 Suggested Activities Explanatory Notes HowWhysonalism?an doindividual would the authors a Latin American rather than an institution? define and explain per- tend to trust andtheOneStudent culture. relationship cultural response explanation between should emphasizethemight patrOn be history traced and his to Insonalism datawhat in ways your related? are answer. Use authoritarianism and per- historical and cultural thanpedns, a companythe patron or being an a human organization. being rather WhatListcaudilloscaudillos andsimilarities contrast does mentioned the and the historian, examplesin the differences among the readings. Rippy, describe? of individual See Peterson, P. 54. AccordingthesehisWhatcaudillo power? methods?methods maintain toCould Peterson, did Why aTrujillo hisU. or howpower? use S. Presidentwhy not? use does tie modernHowin maintainingdoes this See Reading #4. toWhommethod Castro,"modernreport doesdiffer on and caudillos"?thePeterson from Venezuela's Argentine that list Assignof as Perez groups formerJuan Per caudillos? On, Cuba'sexampl:?, of Jimenez. of students totheirandHave those authoritarian methods the of students Trujillo, of gaining traitsconcentrate an of on old-style dictator.and maintaining powerthese men and compare personalist 6 Suggested Activities Explanatorystudents:The following Notes references will be useful to the Tannenbaum,Pendle, George, NewFrank,Baltimore: A York: History Ten Vintage, Keys Penguin of Latinto 1962. Latin Books, America. America. 1963. D . Constitutional Inadequacy 1.Main Ideas Also contributingof the lawsto the of maintenance the Latin American republics. of dictatorship is an inadequate institutionalization 3.2. AllConstitutions Latinofsociety American the inconstitution rather Latin constitutions thanAmerica in reflecting cases to grant a of nationalthe reality emergency marked degree state the long-runthe aspirations chief executives powers ofto the political systems. of one kind or other. suspend parts of 4.5. AlthoughIn recentfrequency.stitutions several years Latin countries for longconstitutions haveperiods of time, the experienced much stabilityhave in maintainingbeen less prone their to con- copy foreign majority have changed them with extreme models and Reading Assignment:#5 and Peterson, pp. 55-56. have reflected more the realities of their individual situations. Suggested Activities Explanatory Notes HowsoWhypurposes?and well dothe is most itUnitedfor that Inus, Latin whatour Statesbut ConstitutionAmerican ways constitution are they has similar? when copied by Latin constitutions differ inworked formerConsider president the statement of Argentina: by Dr. Arturo "Latin Illia,America AmericanListassatisfactory? examplesthe several countries of countries the results Alexander have been less governmental stability and gives beganitimitating created to imitate whatunstable was other governments.not governments. its own; consequently, " It was firmAssigngovernmenttrieschanged constitutional have a report constitutionshad stability? constitutional comparing government. Which with the extremestability nations constitutionsWhich frequency? andhave coun- not cussionChile.of Venezuela Use of such the or thereportpoints Dominican as:as a basis1. Republig:. for dis- withconstitutional changesWhat ? are the disadvantages of frequent Refer to the Alexander reading (#5) 2.3. Why shouldthan constitutionschanged? others? How arebe often? ablechanged Whatto How be more reason easily? frequently can be given for why some constitutionexecutives"Latin. American the in casepower constitutions.of to national suspend emergency. grantparts theirof the chief 9 Suggested Activities Explanatory Notes What freedoms can a president abridge if he feels it necessary? Under what type circumstances could he suspend? (Discuss the two examples given in Reading #5) Do you think suspension might be justified under extreme circumstances? In your opinion, was President Betancourt justified in the Venezuelan example? Could a U. S. President ever legally suspend any individual freedoms in the case of a national emergency? E. Bureaucracy Main Ideas 1.2. UniversallyBureaucratic grosslyassailed ineffectiveness inadequate as a major nature of government and businessthroughout Latin America complicatescontemporary problem in Latin bureaucracy. America is the the estab- 4.3. A few Latin American The patr6n-pe6nlishmentaccount ofin and stableprimary the government. degree countries have establishedcompadrazgo a relationships reinforcefor the inadequacy of public formal civil service system, administration. each other and ReadingsReading Assignment: #6 and 7. but the spoils system of appointment generally prevails in most countries. 11 Suggested(The teacher Activities may think it necessary to re- Explanatory Notes Discussmeritview thecompadrazgosystem, patrOn-pecinterms and bureaucracy, spoils and relationship. compare system, civil it etc. service,to god- ) (Not mentioned in the readings, but important wardWhatStates.parent-godchildrencratic hisobligations post godchild in business does with relationships a respectgodparentor government to in a have bureau-the Unitedinto- providehisbureaucracytoportunityof the children.a higherrelationship economic for socialis his that childrenbetweensecurity positionthe godparent byandcompadrazgo than choosing future the is parentusually job a andop- and Thus, the parent hopes to 1883ServiceHavehaveLatin under similaraAmerica? studentsystem the obligations? Pendleton give establishedWould a brief aACt. U. reportin S. the godparent onU. theS. in Civil Aprovidewealthier high school adequate and government more data. influential or history godparent) text should LatinappointmentWhy wouldAmerican a be merit difficultculture? system to operatefor government in a lationshipsLatintoItcompadrazgo wouldhelp individualism his conflict godchild above and with job theand which qualifications.the obligations would cultural places conflict traditionpersonalof a wi godfather th ofre-the F. RevolutionMain Ideas 1.2. Revolution,Most politicalis or very fundamental movesrare in born Latin changes of America. force in inthe Latin social, America economic, are coups and political de e'tat structure,and not 3. Causes ofareappreciableforrevolutions; the thecultural military frequency changeand that in historical: ofpolitics, is, incoups there society risingwithis personalist a or poweraccompanying government.and unfulfilled shift and from violence economicone group in Latin expectations, to another America with and no authoritarian tendencies, the tradition Reading #8Assignm'nt: and Stavrianos and Blanksten,dictatorship, pp. 28-33. to name a few. 13 Suggested Activities Explanatory Notes Askwhichexamples the theclass term of to each pointrevolution type. out the threeis used ways and in to give andSeeincludedstudentsde Readingtruee'tat, or revolutiontoin genuine #8.listthe somereading. or examples Students should name couprevolution. Encouragelong- range revolution, which are not theDiscussrevolution.ofMexico term a country the means is connotations listed Reviewwhich to Latinin hasthe briefly articleexperienced as an example a trueAmericans.of the word and what the course of the See Stavrianos and Blanksten, pp. 31-33. whatWhathood"aMexican relationship was arein calledRevolutionreadings the characteristics on of nationalism?1910. between this Revolution"self-confidence" and and "nation- Mightof there a true be revolution? EcuadorDiscuss briefly1944 as the the technique example. of coup, using NewGovernmentinterestedSeeon York:theStavrianos, Coup student Random and Politicspp. might House, 28-31. referin to de E'tat. LatinThe1965, America, teacher pp. 60-68 or an Gomez, R. A. , DistinguishWhatandcoups the might genuine in between Latin be the revolution causesthis type America? for the frequencydiscussed previously.of political move LatinonThe previous teacher American should i ,vernment elicit discussions of characteristics student response based and politics. Itof 14 heldshouldcould(Compare in bea be given pointed encouraged to country,U. out S. broad-basedthat to it power. reach Mainwhen Idea power #3 above.is narrowlyis easily toppled. ) Students G. MilitaryMain Ideas 1.2. MilitaryThe prowess formativethisclash tradition and of period military professionalism being of thecaudillos. carried Latin havetoAmerican colonial and indep always rankednations high in the Iberian culture, endence times in Latin America.was characterized by the 4.3. InToday, onlypolitical single-handedlyvaryingaas few in other of influence degrees.the young, more control inundeveloped underdeveloped almost the every government, countries country countries, ine. g. Paraguay Latin Americ does the militar the armedand forces Nica exercisea, but in widely obviouslyragua. and 5.6. The primarymilitarylargegovernmentinternal degree functionin severalorder, nonpolitical,changes ofbut countries the this militaryin function1968 e.has g. in become Costa Peru,Latinhas deep Rica,Panama, political implications as evidenceAmericaMexico,highly is the Uruguay professionalized preservation andand oth Brazil. and to aers. of d by Reading Assignment: 7. The militarytheirvelopmentsocio-economic role of Latinin ofLatin democraticAmerica issues,society, disagree and governmentwhether there among isit littlesupports or whether unanimity it suppresses themselves onevolutionary many political reform and and the de- of opinion with respect to it. Senate Foreign Relations Committee booklet, The 15 Latin American Military and Reading #9. Suggested Activities Explanatory Notes Assignthe-InilitaryBriey"Political threereview Role groupsin with Latin of theof American students Militaryclass the to politics.Today", historyreport onpp. of let,askIn(See Theconcluding the Main Latinstudents Ideas American the to 1reports compareand 2Military. andthe the pp.teacher groups 1-7) inshould of the book- taryaindirectgroup 7-15secondthird, establishments. intaking: C.military Thegroup, LatinA. B.influence American" Assign on anotherMilitary, group one "Countries with non-political mili- "The Military Regimes"; "Countries with heavy politics"; and to becountries.clusionsrolecountries encouraged of the bewith military. reached? to respect do further Interestedto development study onstudents individual and should the Can any definite con- Reviewthetemssummarize booklet. with ) andthe classcompare the functions the three oftypes the of sys-. (Their reference would be pp. 13-15 in Refer to pp. 15-20 in The Latin American Discussmilitarymilitary.socialon the and reformrole in What compareLatin of theinis America?theLatin two main America: contrasting function how viewsof doesthe military in relation to TheStudentsSeeMilitary. Latin Reading shouldAmerican #9 andbe encouraged Military.pp. 20-21 in to the draw their booklet, agreeauthorFather or ofBonpane's disagree the booklet's? andview why? differWith whichfrom the do you thattremelywouldsocialownrevolution, although conclusions. serviceprobably unjust theeven functionsas nevermilitary inif Guatemala.the support status indoes several aperformquo genuine werecountries, various popularex- It might be suggested, however, it andparticularly,Howrelate Revolution? does to thethis Nationalism, previous discussion sections of Authoritarianism, the inmilitary this unit, 16 I/ Suggested Activities Explanatory Notes What evidences of an increased tendency toward military dictatorship in Latin America within the past year can studentsfind in the news media? Havethem review back issues of the weekly news magazines for articles concerning the government changes in Peru, Panama and Brazil. 17 H. Interest Groups 1.Main Ideas Organized labor,influence the governmentCatholic Church, and politics students, in Latin America, with varying degrees in and other pressure groups also 2. Differentforce.lobbying,governments:different groups countries. usecorruption, different the principal economic methods ones topressure,are bring participation pressure diplomatic on Latin American in political parties, influence and military ReadingReference Assignment: books. 18 Suggested Activities Explanatory Notes Assignon the severalfollowing: groups "The"The"Church Political Students and StateRole in ofin Latin Politics" of students to report Organized Labor" America" Alexander.Ifexcellent: available theRobert following1965,and J. ,Government, pp. 97-127. New Latin-AmericanYork: Harper Politicsreferences and Row, would be nessmen.be(Other rural groupslandlords, which might ) the peasantry, and busi- be included would Veliz,Schmitt, Claudio Karl 115-149.M. Caribbean,or(ed. Chaos,and ), Latin New New York: York: Praeger, 1963, pp. Burka, David D. , Praeger, 1968, pp. America and the Evolution AmericaIffoundficient these inbooksinformation could the school are be379-395 derivednot onor and pp. 712-743. publicinterestavailable, libraries. groups perhaps in Latin suf- from other sources andStudentsanycountriesdevelopment methods conclusions should should of of includepressure the be groups, cited drawn should probably be general historicused,in the but reports specific and general attitudes, tentativegroupsStageetc.role ofa indebate ones.a onebusinessman, country.among the various interestpriest,Have military students general, play the I. Political Parties 1.Main Ideas Most of the a.categories:political "Personalist" parties which are parties of Latin America can merely organized around a be divided into three particular principal b.c. "Traditionalist""Modern" parties parties whichpoliticalfrom which are the leader of haveevents relative cometo and foster problems his own political ambitions or of the twentieth century. recent origin and whichdown from the nineteenth political regime. have arisen century. 2.3. PersonalistThe traditionalisttheorganized name groupings might around parties arebe ideas, are misleading. philosophy,becoming and political less important as usually the Conservatives issues. other parties tendand to thebe Liberals, though 4.5. TheThese modern representationreform,"modern" parties labor parties have legislations,of the can middle been organized around beand grouped otherclass social into and two problems, working classes, such categoriesmodern issues -'parties as of economicand development, nationalism. agriculturalreform, 6. PoliticalbothCommunistsome party secular outstanding systems andin doctrine. religious; vary examples are a one-party Colombia, and a stable and radical revolutionarygreatly from country to country system in Mexico,multiparty a unique system in Chile. organizations, often in Latin America, two- ReadingsReading Assignment: #10, II, 12, 13, 14, 15 party arrangement in and the booklet, The 20 Political Aspects, pp. 17-20. Suggested Activities Explanatory Notes party?WhatListWhat some are Discussare the characteristicsthe characteristics three the example type parties of given.eachof a mentioned? personalisttype. SeeclassSee Reading Reading of the #11. reading#10. on the Trujillo Regime. ) (The teacher might remind the theWhatlessWhy Conservatives and arewere lessthese the important? personalisttwo and historic Liberals groups issues were becomingabout formed which Refer to Reading #12, IngroupsWhatin what the werenineteenth countries on these the respective issues?todaycentury? do Conservativestands of the twoor WhyLiberalover might the parties years? these persist? types of parties have faded didcenturyquiteReading not narrowly participateand #12 that suggests controlled the in majority theirthat in the struggles. the of parties thenineteenth people were In the broadlylogicallytobocklet,stabilitystates the degree ratheron The rather andp. 16 Political thatthangrowth thanthat thesenarrowly... "Thepersonalistically, isAspects, partieslikely cause to" are theof be politicalbasedauthor better and ideo- served theHave booklet. the students discuss this quote from 21 Suggested Activities SeeExplanatory Readings Notes#13 and 12'. DiscussWhycrganizations.partiesgroups has withof the modernreform the PRI class been andpolitical the radicalso aimssuccessful revolutionary of the two parties in the See pp. 17-18 in The Political Aspects. bringingTowithitgovernmental combine what the peace, demandsdoes the the transitionLatineconomic authorof modernAmerican to attributegrowth, Mexico? society? temperament and How Castro's orderly does See pp. 18-19 in The Political Aspects. traditionDiscussWhy"success" does Castroin Latinthe in Cuba Castro-Communistin American terms to date? politics. threat of the personalist See Peterson, pp. 59-62. InWhat,important?exist what elsewhere incountries general, in are arethe the theirhemisphere? Christian political views? Democrats Refer to p. 20 in The Political Aspects. hisWhattionaryHowgroup? assessment do are movements? theyWhy the differauthor's do of you the from agreeattitudesChristian the orradical disagreetoward Democrats? with revolu- this Howcontaining has Colombia political solved differences? the r_.oblem of 22 Aspects.Refer to p. 20 of the booklet, The Political Suggested Activities Explanatory Notes theWhatofCompareadvantages twoMexico have major beenthis discussed of parties type suchthe advantages arrangementan formerly.to arrangement? the one-party and between dis- systems multiparty#15ofcloselystableChile society. give offersmultiparty corresponding credit system? To the what for area's system, thedoes beststabilityto +11: awith particularexample author eachof Chile's party segment of Readingof a EuropeanChile,representation,Silvert consultmentions influence. Alexander, her her parliamentaryFor electoral further Robert laws, information system,J., Latin- on proportional and WhatpoliticalChile's are parties? thespectrum? various How groups do they represented stand on the in AmericanHarper and Government Row, 1965. and Politics, New York: sectionChilesystemspartiesCompare will toof discussed the thisbe ColombianChileandiscussed unit. previously. system more and Mexicanoffully political in the next 23 II. Government SystemsA. MainAccording Ideas to their constitutions, every Latin American country is a republic. However, C.B. Argentina, Brazil, Venezuela, and MexicoCostastablethe Rica, government democracies. Chile, Uruguay, forms differ and Mexico greatly from one country to another. are usually citedare as federalexamples republics, of relatively though the central E.D. Paraguay and the Central American countriesBolivia,sidegovernment theirColombia, political in eachEcuador, systems. is definitely and Peru more have powerful large numbers than the of state are the most prone to tolerate dictatorial or Indianslocal governments. who remain out- PetersonReading Assignment:text, pp. 57-59 and pp. 130-131. governments. 24 Suggested A ctivities Explanatory Notes Listinhighdemocratic.governments each? and level discuss type What are ofthe usuallydemocratic factors three cited account as quite countries whose development for the See Main Ideas and Peterson, p. 57. DiscussWhatWhatcurbing feature great Chile's the freedomstendencydid primary Uruguay towardare problem. enjoyeduse dictatorship?as a means by most of Refer to pp. 130-131 in Peterson. Chileans?section),respectComparestability, to historicChile politicaland democraticand development, theparties United traditions.(see States governmentprevious with mentsWhichStates? on countries the federal have principle organized of theirthe govern- United pp.andinreferSee the 20-21.Mainto the booklet,the class Ideasarticles toThe and the on Politicalp. articleBrazil 57 in on Peterson.andAspects, Venezuela p. Argentina on Also 19 information.aWhat high isschool federalism? ) government (Students can refer to text for adequate Alexander,findThe teacherthe following Robert or anand interesb.9.d usefulJ. Government, , Latin-American with studentregard New to York: Harper might and federalism:Row,Politics 25 1965, pp. 41-45. HasSuggestedcentralism?successful federalism Activities in curbing in Latin dictatorship America been and Explanatory Notes WhichWhatposetoin stableLatin thisofparticular Americathegovernment? is true?federally problem is probably organized Why do thedo the youfourcountries nearest sup- SeeonStudents Mexico. Main should Ideas andrefer Peterson, to the former pp. 57-58. readings pectsWhichAndeanposedictatorial for thiscountries republics change is governments? the seemincase?have? these prone What countries? Why to are toleratedo you sup- the pros- onPp. dictatorship 58-59 in Peterson and the and military. refer to the readings tailAssigna oncountriesfederal on a therelativelyfour governmentsrepublic, listedstudents stable in one Mainto of reporton eachIdeas a in group above:more of de- one democracy, one on country with theHanke,areThree political the excellentfollowing: Lewis, systems Princeton:Contemporary references of specific D. for Van Latin informationLatin Nostrand, America, countries on 1968, portedHavement.countrya large the onIndian with classwith apopulation, dictatorialrespectcompare to the formform systems ofof govern-govern- re- and one on a Veliz,Schmitt, Claudio, Karl NewM.pp.tion Latin and 175-239. York:or AmericaBurks,Chaos, Praeger, DavidNew and 1968. theYork: D., Caribbean, Evolu- Praeger, 1963, prospectsaboutment,can be theefficiency, drawn?for future the offuture.Can services, these reliable What countries stability conclusions be andmade? predictions 26 resourceIfcould these be books books used. arefound not in available, the perhaps other school library III. Political Development A.B.Main The Ideas goal of political development is thePolitical growththrough development of which stable people political usually carry means on their the political growth activities.of the institutions and systems in which processes C. The forms of a political system, the rolepoliticalthereorganizations,of of the theis electoral broaddevelopmentlegislative popular and process, bodies,the of participation. attitudesa giventhe political country. of the peoplesparties, allthe interest are important to the state of groups, the social the mechanics E.D. Two factors often apparent in politicallyIn underdeveloped Latinofpolitical authoritarian America development. there government is wide varianceand among the countries with respect a large percent of the population excluded from the areas are a strong tradition to Booklet,Reading The Assignment: Poli-Acal Aspects, pp, 15-19. political and economic systems of the country. 27 Suggested Activities Explanatory Notes AccordingTheisdevelopment"?sides included Political elections to thein author Whatand are its Aspects,"political" what is development be- parties? of the booklet, goals? What "political importantWhatDiscussdiscuss forms, each theto politicalprocesses,author's of the topics named.statement:development? "A pre- Briefly and institutions are requisiteprocess...peopleWhyin cooperative iswant of it inpoliticalimportant to the participate projects broader sense of takingthat people developmentrealize is that in the community. in the political they part" Basedthemostincan this leastchange developedon unit, yourand which why? study something? politically and why? Whichwould you say are theof individual countries WhyconsideredParaguay would Bolivia, underdeveloped?or Nicaragua? Ecuador, or Peru be Latin America is deeply Why would inter-relatedpoliticalStudents tounderdevelopment shouldeconomic reach the generalization development, a subjectin Main Idea E above. about coveredPolitical indevelopment the following in unit of this course. 28 Alexander, Robert J., Latin-American Politics and Government. New York:Row, Harper 1965. and BIBLIOGRAPHY AMENDMENTSAlexander, Robert TO J. THE OAS CHARTER, Hearing before the Committee onUnited1962. Foreign States Relations, Senate, U. S. Government Printing Office, Washington D. C. , 1968. , Today's Latin America. New York: Doubleday & Company, Inc. , Burns,Burks, JamesDavid MacGregorD., Survey of and the Peltason, Alliance Jack for Progress, Walter, Government Insurgency inby Latin the mitteePeople. Jersey:Office,America, on New WashingtonPrentice-Hall, Foreign Com- Relations, D. C.,Inc., 1968. United 1960. States Senate, U, S. Government Printing Hanke,Busey,Gomez, JamesLewis, R. A. L. Contemporary Latin America, Princeton: D. Van Nostrand Co. , Inc.: 1968. , Government, and Politics in LatinLatin America. America. New New York: York: Random Random House, House, 1965. 1965. Hubert,Holt, Pat Frank M. W. R. and Jones, Earl, (eds. ), An Introduction to SelectedD, LatinForeign C. American Relations, United States Senate, U. S. Government, Printing, Office,Survey Washington1967. of the Alliance for Progress, The Political Aspects, Committee on Cultures. College Station, Texas: Texas A & M University Press, 1967. 29 Lieuwen, Edwin, Survey of the Alliance for Progress, D.on ForeignC., 1967. Relations, United States Senate, U, S:The Government Latin American Panting Military, Office Committee Maier,Peterson,Pend le,Joseph George, Harold and AWeatherhead, F., History Latin ofAmerica. Richard New W. ,York: The New York: Praeger, 1964. ttin America. Baltimore: (eds. Politics of ChangeMacmillan in Latin Company, America. 1966. Penguin Books, 1965. Stavrianos,Silvert;Schmitt, Kalman Karl Leften M. H., and S. The Burks,and Conflict Blanksten, David Society. D. George , New I., Latin America: 1966. Evolution or Chaos. New York: Praeger, 1963. York: American Universities Field Staff, Inc. , A Culture Area in Perspective. Veliz,Tannenbaum, Claudio Frank, (ed. ), TenLatin Keys America to Latin and America. the Caribbean. New York: New Vintage,York: Praeger,Boston: Allyn and Bacon, 1967. 1962. 1968. 30 APPENDIX QUOTES FROM THE READINGS ON PAGES 31-48 HAVE BEEN DELETED TO ADHERE TO COPYRIGHT LAWS TABLE OF , CONTENTS FOR READINGS NATIONALISMReadings - Unit III Reading # 1 De Armond, Louis, "The History of Latin - Contemporary Latin American Government and America", in Hubert, Frank W.R. and Jones, Earl Politics Reading # 2 Alexander,Station,(eds.), Texas: RobertAn Introduction J., Latin-American to Selected Politics Latin American University Press, 1967, pp. 112-114. and Government. Cultures, Monograph No. 1, College New York: Harper and Row, PERSONALISM Reading # 3 De1965, (eds),Armond, pp. An139-141. Louis, Introduction "The History ,to Selected of Latin Latin American America". Cultures,Hubert, Monograph Frank No. W.R. 1. Collegeand Jones, Earl, THE TRUJILLO REGIME Reading # 4 Alexander,Station, Robert J., Today's Latin America. axas: Texas A. & M University Press, 1967, pp. New York: Doubleday &114-115. Company, 1962, pp. 140-142. CONSTITUTIONS Reading # 5 Alexander,and pp. 131-132. Robert J., Today's Latin America. Garden City: Doubleday, 1962, pp. 122-126 BUREAUCRACY Reading # 6 De (eds.),Armond, AnLouis, Introduction "The History to Selected of Latin Latin America". American Cultures, College Station, Texas: Hubert, Frank W.R. and Jones, Earl, Reading # 7 Texaspp.Alexander, 19-20.A & M UniversityRobert T. Press, Latin-American Politics and Government. 1967, pp. 118-119. New York: Harper and Row, 1965, REVOLUTION Reading # 8 pp.Gomez, 54-55. R.A., Governme-t and Politics and Latin America. New York: Random House, 1965, TABLE OF CONTENTS... A PRIEST ON GUATEMALA Reading # 9 - Committee on Foreign Relations, United States Senate, Amendments to the OAS P_ OLITICAL PARTIES": Reading #10 Alexander, Robert J., Today's Latin America. Charter, Washington: U.S. Government Printing Office, 1968, pp. 14-18. New York: Doubleday, 1962. pp. 146-147. TRADITIONALISTPERSONALIST PARTIES PARTIES Reading #11 Alexander, Robert, Today's Latin America. New York: Doubleday, 1962. pp. 147-148. PARTIES OF REFORM Reading #12#13 Alexander, Robert J., Today's Latin America. New York- Doubleday, 1962, pp. 148-151. RADICAL REVOLUTIONARY ORGANIZATIONS Reading #14 Schmitt, Karl M. and Burks, David D., Evolution or Chaos, New York: Praeger, 1965,Praeger, p. 159. 1965, p. 159. CRIT,EAN POLITICAL P p.Silvert, 27. Kalman H., Schmitt,The Conflict Karl Society.M., and Burks, David D., Evolution or Chaos, New York; g #15 New York: American Universities Fiedl Staff, Inc., 1966, Senior Elective Course( on Contemporary Latin America UNIT IV ECONOMIC DEVELOPMENT* 01 150 *For experimental use, not to be duplicated 403 Sutton Hall, The University of Texas, Austin, Texas, 78712Clark C. Gill and William B. Conroy,LATIN Directors AMERICAN CURRICULUM PROJECT ECONOMIC DEVELOPMENT aspectsandEconomic social although developmentfactors, the emphasis is a complex is economic process which cannot be considered apart from political In this unit, the word "development" is used broadly to include all three OVERVIEW ments.America,aredevelopmentandPart suggestedsome I presents the of pre-conditionsthe withwhich theeffects attention challenge involve of the forgiven case developmentof economic development studiesto agriculture, ofdevelopment process several and industry, includes nations' the and obstaclesa development survey financial of likely conditions policies. efforts to be andencountered in Latinachieve- Part II considers the nature of economic Activities thattermsat"to"Main by fitteachers (e. thetheir g.Ideas" students particular can are more on presented the class.adequately basis A as ofstandard generalizations theevaluate evidence economics student they to knowledge behave text supported shouldstudied, and be by plan available evidence this and foror similar toreference. be "arrived activities , GNP, capital, export dependence) will require explanation. but it is assumed It is expected that economic theThe classroom. following books should be accessible to the students, preferablyHanke,HankE_ Lewis,Lewis, in multiple SouthMexico copiesAmerica. and the in Caribbean. Princeton: D. Van Nostrand, 1967. Princeton: D. Van Nostrand, 1967. Also valuable are: Heilbroner,Socio-Economic Robert L.,Progress The Great inDevelopment Latin Ascent. America. NewBank, York: Washington,1968. Harper andD. C.: Row, Inter-American 1963. Veliz,Smith,Rostow, Claudio T. LynnWalt, (ed. (ed.The ), ),Stages Agrarian of1968. Economic Reform in Development. Latin America. Cambridge: New York: University Knopf, 1965. Press, 1960. Latin American and the Caribbean, A Handbook. New York: Praeger. Note: The research reported herein was written pursuant to a contract with the United States Department of Health, Education and Welfare, Office of Education, Washington, D. C. ii I. Thepolitical, naturein developing of social,underdevelopment nations. and economic forcesand and the thusrequirements create a potentially for development revolutionary situation represent opposing A.Maiir Ideas Measures of underdevelopmentagriculturehealth,acapita few primaryincome, and and educational little and extremelymodern facilities -- food products or industrial raw materials. include:industry; lowunequal a highGross distributiondegree National of export Productof wealth; low all of which reflect a lack of capital. and inadequate housing, dependence, usuallyproductivity (GNP), per 1.2. ThereThe is severalconsiderablerespect aspects to degree variability of of underdevelopment. among underdevelopment are interdependent. and within Latin American nations with Teacher'sTransparencies,Materials Notes to"Aspects accompany of Underdevelopmenttransparencies in Latin. America" 1 withinToSuggesteddevelopment illustrate Latin Activities theAmerican and complexity the variability nations, and among to suggest and of under- forExplanatoryseveralThe simplicity. data sources, for Notes these and graphs figures have have been been taken rounded from In many cases they are only underdevelopment,theseries interrelatedness of transparencies. presentof the several and discuss aspects the of parison.usedpreciseshoulddiscussedrough with be estimatesstatistics, someused specifically with confidence or cautionapproximations with for asthe theypurposes data are and on not ofliteracy.thus com- Source differences in definition are However, the data can be Additional,inmayofSee Latininformation Teacher'sbe obtained America. detailed, Notes presented from Washington, up-to-date for further in the information transparencies.explanationD. C. Socio-Economic Progress Inter- AfterprovidedfromStudents classshowing by should discussion the the transparencies. be transparencies, encouraged of the statistical to takeask students notesdata Amei-ican Development Bank, 1967, pp. 1-36. board.far.shoulddevelopmenttodevelopment, indicate How review theare interrelated? and aspectsvariousand summarize list ortheiraspects measures This responses activities of discussion under- of under- on thus the alsoIfspanforStatisticaldesired, additional chartexample, of development askgrowth Abstract comparisons several to indicatetrends, of instudents thethe from thewith U. patterns 1865 S. tothe consult U. to S.and1965, are the time They might B.Main Development Ideas is a social and politic al as well as an economicinstitutions.conditions process, of which are modification of traditional attitudes, habits, social structure, the first stages or pre and 1.2. SuchAdaptation far-reachinglikelypolitical of an social entireforces. reorientation society for developmentis dependent uponthreatens the mobilizationvested interests which are use their influence to oppose change. of dynamic ReadingMaterialsReadings #1, #2, "Underdevelopment 3, 4, 5, and 6, "The and Development Latin America" Challenge" 3 Suggested Activities Explanatory Notes AssignshouldOnandonly the social economic Readingrecognizebasis conditions. of #1,previous but that also underdevelopment adiscussion, reflection "Underdevelopment and of political students is not On pages 6-8 of The Conflict Society, Silvert theLatin reading.questions America, presented " and ask in students the introduction to to consider mayofableisticsdiscusses275-284. their beto to reachfoundprevious Latin the tentativeinrelevance America. study. conclusions of Students his ten on Silvert's last chapter, pp. Further background character-should be the basis ommendations,Howeachbeginreference does other's to develop?an laterunderdeveloped ideas. encouraging in Explore the Keep unit. a thethem list to question nation or regions student's rec-for further tackledandeconomic,Ifrialization necessary, that independently. interrelated and are remind socialnot synonymous problems studentssolutions Development thatcannot are as necessary industrialpolitical, and indust-be DevelopmentAssignwith background Readings Challenge" #2, information 3, 4, to5, provideand and 6, to studentsintroduce Economists,agriculturalasCampos,centers essential can and economy existtoPrebisch, Urquidi in the (e.g., see Roberts, midst government Sao of Paulo dea in development. They do not feel primitive Oliveira planning Brazil). topic.themaccomplished?development?political,questions to the economic. suchvariety How asIs oftherevolution is endpoints following:development social of inevitable?view aspects What onto be are Students might be asked to consider of this Are the thatinevitableisfyopmentFuentes, sustainedLatin popular to America andproceedin demands developmentcontrast, desirable. hashaphazardly, and the argues avoidtimeis thatto and Prebisch and Urquidi essential to sat- revolution. revolutionallow is devel-they recognize thesediscussed authors' earlier ideas in at class? all similar to those 4 aspectsindustrialization,economicemphasize of development. process,that development and not Urquidi merely is outlines a matter the politico-socio- of social InSuggested addition Activities to the excerpts provided in the HeilbronerExplanatory focuses Notes on the attitudes and in- Aikman,Appendix, D. students shouldWorldStavrianos, read: History. L, S, et al, "Economic Standstill", in Boston: Allyn and , Readings in leadership.servativecatesstitutions the needwhichattitudes for impede new among dynamic development all socio-economic point ;and cal indi- For further explanation of con- Alexander, Robert J.. GardenfromBacon.Today'sdescription the 1967. City: Latincolonial ofDoubleday, America.the period Latin toAmerican1962. World War economy II. ) pp. 459-468. (A brief pp. 57-83. UrquidiInopposite.thegroups another Smith, and considers section Stokes,resistance of theand his topolitical Veliz booknew technology readings(pages aspects 87-99), citedof see Behrendt, R. F., :NewIndian1967,Worldin Mood Stavrianos, pp. History.family in 475-480. Guatemala" to L. moving S, et al. from their isolated Boston: Allyn and Bacon, (The reaction of an > Readings in toalreadysired.laterdevelopmentdevelopment the but overcrowded widespread may which be progress included willcities,rural beas poverty; at andspecificall::-well this urban as point movementincrease problems. if discussed de- Population growth threatens to erase Cortes3 Albert B.AmericanAmerica'',town.community ) Civilization. in to Keen, a large B.. NewUnited Readings York: Fruit Houghtonin Company Latin , "The Crisis of Latin Peterson, Harold F.problems.pastYork:Mifflin, and Macmillan, present 1967, ) pp. economic 1966. 460-467, pp. conditions 93-116. and Latin America. New (Includes Powelson, J. P. Hanke,foreconomic(Attention Progress: L., development.South focuses Conflicts America, on various of) Opinion", pp. aspects186-193. in of , "The Meaning of the Alliance SuggestedSmith, T. Activities Lynn, Development, " "Obstaclesin to Hanke, Economic L., South Explanatory Notes Stavrianos, America,spective.I.pp. 37-54. pp. 182-184., Latin America, A Culture Boston:Leften S., Allyn and andBlanksten, Bacon, George Area in Per- 1964, Veliz,Stokes, Claudio, W. S, , "Some "ObstaclesDon't L.Latin Wantto Reform Technological in , Mexico and the Caribbean, pp. Change"American in Hanke, Leaders 172-174. Latin beAlthoughand encouraged Fuentes excerpts selections to read areAmerica", provided,the Caribbean,in moreHanke's in pp.Hanke, 174-178. L. Mexico and the completestudents Prebisch shouldSouth America landedandpanelmightStudents Mexico discussionaristocrat,be whoasked and undertake the to consideringmilitary playCaribbean. theadditional officer,roles the of a desirabilitypeasant,research etc., in a 1964.beEspeciallyin Johnson_ Latin Each America. valuable chapter J. J, (ed, forStanfordexamines such an a activity Continuity and Change University Press, specific group would bepanelheand encouraged represents, meansmember of wouldtosocio-economic and question thepresent rest the the panel views of the students woulddevelopment. Eachfor development members. of the group or sector of Latin American society. Discussionwilland thebe continuedobstacles of the requirements hinderingin the next more session. rapid progress 6 C.Main Ideas Popular demand forrelevantand rapid U. S. or examples acceptable of togradual, Latin America. development and strong nationalism suggest largely private industrialization may that the notEuropean be entirely L An2. increasing gap between expectationsfrustration, impatience, and violent expression and achievements"emotional nationalism" is likely to breedproduces a of discontent. 3. WhatStrong Robertoofdistorted centralof foreign development. de governmentsOliveira pride technology. in Campostradition may callsbewhich inhibits necessary.to control and direct the economic change and the introduction forces MaterialsReadingsReading #7, #8, "The 9, and Demands 10, of "Politics and Development" Change" AskfromofSuggested(Reading development students U, S. Activities #7)and to readwhich Westernin Latin "The indicates AmericaEuropeanDemands why will ofexperiences.the Change"differ process theyforcefullyfeelThereExplanatory didthat is things othera stated;tendency Notes people"our "our way". for would way" U, As S. bemay Carloscitizens better not Fuentes beoff to the if authorWhat major identify? problem or challenge does the 1963,LatinbestTheheRaul saidway GreatAmerica's pp.Prebisch that or123-126 Ascent.even "our expressed needs. suitable way"for New a discussionis York: innotsimilar other sufficient Harper feelingssituations.of the & forfallacy Row,when See Heilbroner, H. , mightIfstudentseconomic students be presentedto havedevelopment read undertaken"Exploding at this patterns, time. researchSome their Myths on findings U. About S. Or, ask Westernof comparison development. of underdeveloped nations with istheofForesman,32 especially"advanced IndustrialeconomicProblems 1964, relevant industrialdevelopmentRevolution",in World pp. 146-154.as societies".History, it outlines characteristicin Fenton, five E. stages of(ed.), The introductionChicago: Scott,What simil- In The Conflict Society, pages 277-279. Silvert thoseoraritiesextentditions economicWestern confronting and is during the differences Europe growth U. U, S. Latin S. faCeorand or Westernexist -kheAmerica? Westernproblems between present? European European Tosimilar the Didwhat con- exp-theto U.S. blindlyitHowever,itsnationdiscusses becomes, "functional anti-imperialistic.or nationalnationalism for importance" example, consciousness canin terms overlybe for self-defeating development.of andromantic loyalty emphasizes to orwhen the In Reflections on positiveWhydevelopmenterieace is Latin andrelevant aAmerican goals?negative for Latin nationalismfactor America in terms both today? of a Development.berefersandLatin deincreasing Oliveiraencouraging Americanto Walt socialCampos Cambridge:Rostow's Development, acceptance cohesion, shows (The University that Stages ofmobilizing pp. sacrifices. nationalism 5-6, of Press, Economic Roberto energies, He 1960) can Suggested Activities Explanatory Notes development.asizedThethediscussioncan people's negative create in the of awill "Maineffectsnationalismsense to achieve ofIdeas" of pride nationalism and asdevelopment and annotes strengthenobstacle arethat emph- itgoals. to tentative,ferentareIsLatinMany Latin Latin America businessmenroad? Americaand American Answersthis is 100questiondirectly andnations years should economists behindmight behindfollowing be consideredbe the thebelieve returned U.a U. S. S. thator dif- to(especiallydevelopmentTheunit, after political perhaps the next the and aspectsas sectionU. partthe S.) role of orare and summaryrequirements ofconsidered againdeveloped later activities. in ofnationsin the the LatinTomend recommend Ame-ica's authoritarianism a development major role or socialism.for is governmentnot to recomThere in is nextment". series of readings, "Politics of Develop- Neitherplanninga systemsexistsregulationsignificant purein and tendany and socialism differencegovernment nation.to absolute be differences nor between control.ownership, pure capitalism governmentof degree between or Differences among economic whenmixtureenterprisecompleted,establishedownership. construction of private has Atitsneither leastfirstexisted andof protectivesinceentirelythe public in National the1816 plapnin& free U. tariff when S. Roador andprivate theand was 1819 U. S. Suggested Activities Explanatory Notes takingandWhy?Whatsibility the inrole All appeal Latinof do._thesethree violent America'sof readings communism expressions authors development suggest see in ofgovernment underdeveloped thediscontent pos-efforts? previousinterpretationnations.developed Whatreadings. nations? with role Fuentes'is Comparerecommended comments Heilbroner's for in the the For additional information. see Survey of the AlbanonGovernmentForeignRepublicsprepared the ce importance Relationsfor for Affairs Progress.thePrinting Subcommittee of(Washington,of thepoliticalOffice, Political Senate 1967), onCommitteeAspects D. American C.which on development to U S. focuses 1967.inforW,achievement Latin D.Progress America. andof other theNew Politicsgoals. York: ofRandom Development House, The Twilight Struggle, The Alliance Also, Rogers; II. Varying degrees of progress toward development goals characterize Latin American nations, A.Mainand Agrarian future Ideas prospects reform, essentialare uncertain. lation as well as general development, is to providing an adequate food being given greater attention after supply for the growing popu- centuries 1.of2. Anneglect. effective agrarian reform programThe increasing demand for agrarian reform makes it arequires volatile morepolitical than issue redistribution of land. Transparency,Materials "Land Distribution dividing the traditional aristocracy and in Mexico and Venzuelau the rural masses. SuggestedOn the basis Activities of the introductory trans- ExplanatoryproximatelyStudent may Notes halfneed of to Latinbe reminded that ap- America's labor force youparenciesor problems?define and previous Latin America's agrarian readings, how would problem thusproducesisExtremeproductive. agricultural.rapidly, agriculture only ruralfood While one butproductionpoverty is -fifth thatpopulation of has the inefficient or relatively un- the agriculturalhas not kept sector pace. accelerated move- isarea's increasing bepopulation.ment Untilfluctuatingofmade a tosmall recently, availablethe Dependencenumbercities.incomes most to of which Latincrops upon New job o; portunitiesabsorb the must excess rural hinder Americandevelopment.has nations resulted in the export earnings 'Theizationhaveturalagrari.anapparent great neglected land. whichdispar inpopulation landholding is'ties agriculture considered in holdswealth 62% to are of the Dissatisfaction with the status patterns as lt?7,- of the in favor of industrial- be more prestigious. especially agricul- toproblemsquo Theeconomicseek is desire solutionsrising for reasons. and humanitarian, todemand and governments are long-standing agrarian for land ref-,rm (Re- political, and/or being forced Whatdistributionagrarian should reform be of the the goalsprogram land? of a Why?comprehensivein addition to re- (long-term,thaneffectiveattention,distribution)estates). the divisionlow-interest reform butFor have students example: of program probablythe provisions received shouldlatifundia realize (large that anloans), technicalrequires much more formost credit 12 newmustmarketingassistance methods. have orfacilities.access extension to and the desire toIndependent employ farmersservices, roads, WhatSuggestedout a obstacles comprehensive Activities do you agrarian reformanticipate program? i.n carrying InExplanatorypeopleowningskills addition and aristocracy to modifyingNotes inadequate and their way the opposition of the the difficultyfunds of reiocating and technical traditional land- of life should Where is land for the campesinos (farm farmers) to be ob- bePrinceton:in andSomenoted. Hanke public unproductive L. D. property Van Nostrand. landscan can See Lewis. 0. Mexico and the Caribbean, be distributed. "The Culture of Poverty"be reclaimed.1967, pp. 235-237. Or, tained?workerspropriation"eminent What or subsistencedomain"? and is thenationalization? difference between ex- What is thetolands.ablished.stateunderutilized, the U. owned governmentsS.The Soviet "social collective idle, style, function or to misused is interpreted to justify right of eminent domainfarms in could be est- include all agriculturalof property", similar private lands the taking of theby Reformofseecampesinosthe general Property", Orlandogovernment in Latin in in the Smith,forAmerica. welfare".Fals For fugBorda, Cher "The explanation. Social public interest or distribution to theT. L. (Ed. ). Agrarian New York: Knopf, "to promoteFunction Tosuggesteddesirablestanding provide theto tohistorical have agrarianthe right. students backgrounddilemma, it for may under- be read the article 1965.,1968inSolonCaribbean, Velez, pp. pp.Barraclough, 175-180. 487-500.C. (ed.A Handbook. ), New Latin"The America (especially,Agrarian and the Problem "The Problem York. Fraeger, 11 13 in Perspective, " pp. 487-489. ) legislationUTheSuggested ofS. 1785plantationLatin have similarAmericanActivities affectedmight to thehacienda be land U. compared. ownership and the How southernin Latin S.. Land Ordinance might Explanatory Notes AreTosituationditions, furtherrica? _everai exploreof migrant studenismight and workerscompare modernor investigate share-croppers cont.-- thLe, ASee WaySouth Crist of America. Life for Millions, " in Hanke L. R. E. Princeton., D. Van "TropicalNostrand, Agri culture Remains theinTo readthe agrarian summarize U. Joas S. Goncelvesreform and provideefforts de Souza, inan specific introduction "Problems countries, to of alsoMexico1967,studiedreform undertak:ng pp. and in166-170. programs_ the Venezuela next reform, sections. and have theirare instituted suggested efforts agrarianwifl as be Boli.va. and Chjle. NewAugustAgrarianB."Land York: 1960, Reform:Reform Houghton pp. 9-14; inIdeals Latin Mifflin, or and Oscar America'', Realities",1967,, Delgado, pp. Americas. 467-473. in Keen,Readings in Latin American Civilization. examples for further study and comparison. Main Ideas 3. The demandwhicha. forcontinues agrarian to reformhave far-reaching was a major Idlepolitical, factor lands in economic,werethe Mexican distributed and Revolution social to ejidos effects. (communities) where individual families b. Prior to the revolutionworknoton (1910-),received useown the and landland. anapproximately sale estimatedwhich designed is jointly 95% to150 protectof owned million the rural ejido by acres thepopulation members community,(one-fourth did ofsubject Mexico's to restrictions territory) While more than two and one-half million farmers have from exploitation. c. Public irrigation projects,morethroughscale,and technologicalgovernmentthan mechanized the the ejidos, ejidos agricultural improvements mostagriculture most of of the which credit,agriculturalwill have arebe extension possibletendedengaged land to when remainsbenefitservices, industrialization the in private landownersholdings, can in subsistence farming. Large- d. For a variety of reasons,efficientlyendados,absorb Mexico's surplus having what per farm remains.)capitalost population much agricultural of their and land, productionprovide have the been appearsnecessary forced tools.to utilize more (Many hac- e. Although Mexico's campesinosLatin1960tofor have employment itAmerica increaseddeclined have as greater during 46%aand whole. advancement,compared freedom,the early to income,period a theirworld of andposition averageagrarian opportunities remains of reform, 12% andmarginal but a during decline economically 1941- for Suggested Activities Explanatory Notes theinshouldTheMexico drasticMexico violence be accomplish methods emphasized.so ofexplosive? the ofMexican changesland Why By redistributi.on Revolutionwhat wasin land the means ownershipsituation and did Assign"Rural reading Development'', from oneInter-American Progressor in more Socio-Economic of in the Latin Developmentfollowing: America. Washington,Bank 1968, D. C. sector?andpatterns? what hasWhat been is the its placenature in of Mexico's the ejido, rural Segonia,Sanchez, Rafael,George "Mexico,I.Latin1966,pp. 214-216. "Americapp. in 58-63.Veliz, and C. (ed.the Caribbean; ) A Hand- , Mexico, Boston: Ginn, Smith, T. Lynn; (ed.166. RamonLatinandbook.) Agrarian its America.New progressFernandez ReformYork.: Nevi to YPraegerthe in Fernandez,York: present. 1968,Knopf, ) "The pp, 1966. 150- (especially pp. 154-159 on the revolution Survey of the AllianceDevelopments166;AccomplishmentsProgram,Mexican for Victor Progress, Agrarian" Manzanellapp. in 167-171.Problems Mexico's and Reform: Problems, Schaffer, Agrarian Backgrounds, "Recent Reform pp. 153- AmericanGovernmentstudyForeignof Agriculture. ofprepared Relations landRepublics Printing reform for Committeethe Office,:Affairs in Sub-committee Mexico, of1967. theincludes pp. Senate 19-22. on a case ) Washington; D. C,: U. S (This theruraland industrial socially. population. sector which as it grows, will provide However, increased rural purchasing power(An has ejido member cannot divide his land among his jobs for the excess stimulated f. The Mexican government continuesincreasedthroughexpanded,children; redistribution to credit,onlyincreasing work one forand can #awrovement populationrural of inherit land, schools settlementthe puts land. jn morean attemptof pressure new lands,to integrateon the land. the Also, because the ejido cannot be technical assistance,of rural conditions ) rural Reading #11, "Large U. S. Landholdings in the State sector into the national economy and society. of Coahuila Revealed" turalofItSuggestedoutside hasagrarian sector.been the Activities suggestedreform ejidoDo you or has even agree?that had Mexico'soutside its greatest the program agricul- impact developmentTheExplanatory interrelatedness Notes should be of noted the various again, aspects of Read.doagrarianIn youryou "Large consideropinion, reform U. ittobeenS. inadequate whatLandholdings successful? extent or has a inInmistake? Mexico's thewhat State ways See Appendix, Reading #11, "Large U. S. mightU.ininvolvedlicationsof S. thisCoahuila -Mexico be dispute. asked onfor a Revealed".Mexico's relations?wall to look map. for agrarian What further are reform developments the imp- and Several studentsIndicate the area Landholdings in the State of Coahuila Revealed". Agrarianandstudentsrevolution Bolivia.differences reform might in Bolivia, investigatewasthey alsoobserve 1952-1953. begun Bolivia's between following experience Mexicoreport to the class on the similarities Several forThe Mexico general also references contain recommended sections on Bolivia. above Main Ideas 4. Venezuela'sturalpublica.and servicespolitical Agrarianlands and havepressure, Reform expropriated been Acthas made peacefullyof privateavailable.1960, the Withholdings, brought result revenue aboutand froma oil exports, Venezuela has been able to theof distributionrural organizationwide of range of agricul- spend more b. Effective organization besthaveonofof agricultural land furthersbeen have provided. theirbeen developmentunions interestsdistributed to support thanhas to made the partycampesinos. orderly reform and more Mexico or Bolivia: thus, larger areas possible. services which 19 Suggested Activities Explanatory Notes America?beenexamplesuggestionsVenezuelaWhy inevitable has peacefulfor while might agrarian in Mexicoviolence reformbe derivedreform and been from appears to have elsewhereBolivia? inpossible WhatLatin in the Venezuelan madewithCompare those greater ofChile's Venezuela. progress? efforts and Why?Which nation has accomplishments landAnscarr.ItyespeciallyChile importantredistribution has of beenChile's good impetus strong efforts.agricultural Communist pressureto agrarian from reform the left, in The Romanland has Catholic hinderedParty. The ThetotheeffortsChurch dominate generalcampesinos. and has references Chilean hassupported distributed Large agriculture. listed government reformlandholdings continue some of its land to previously con- BrazilianimplementedWhy haven't study agrarianother suggests nations reform that planned or western in-programs? A andRefercussedzuelatain political information to and theearlier Chile. reluctancefactors. as well on agrarian reform in Vene- as otherto social, accept economic, change dis- andthistribal103,populationfluences integration a000 landsvalid Indians areand argumentundisturbed. ofdestroying recommends beIndian allowed Brazil's against agrarian reform communities? WouldDo youto agree? live on Is theirthat the remaining Indian inthis Peru, course Mexico, of action for inaction) or Bolivia? What has been be advisable 20 U,Suggested S. policy Activities with respect to our Indian Explanatory Notes America?affectHowformpopulation? isalso agrarian rapid a "civil Topopulation reform what rights" extent measures? growth issue is agrarianlikelyin Latin to re- thwartluded.programsmentsWhat Whatattemptsservices provide for difficulties migrant doto for introducethe farmers national workers might new in beand theshould farmingexpected stateU. S.be govern- ? inc- to0E0 AgencyAllianceInter-Americanorganizationsmethodsexample)? for for in International Progress LatinWhat or Development agencies Americaaid and is Development,being other (e. (on g.Bank, provided theinternational ejidos the the OAS)? by ft), the U, N. , U, S. ment?landowneragrarianinterestsHowcomprehensive might reform? from What you an attempt and isagrarian old the other aristocraticrelationship to convincereformaspects isfamilyof betweena in develop-large his that best andAssumeandredistributesundertake schools technical that agrarianare all land assistancebuilt.the and Latin reform provide American to programs all excellent farmers. nations which services Roads Production and standards At the sameAgrarianfurtherto"proper" Latin time, industrialization reformAmerica's effortsbalance is must not betweendevelopment abe completeand made these to achieveto problems.two answer major a S.problem,of living rise.one similar to that confrontingExplain. the U. Latin America still has an agrarian 21 productionhaveeconomysectors agricultural of is andthe relatively economy.a surplusproblems well farm While suchbalanced, population, theas over U. we S. do B.Main Ideas Raising living standardsinstitutions.sources,efforts to requires capital, industrialize industrializationmarkets, have planning, been hampered as welland the as by agrarianrigidity insufficient ofreform, traditional human but and attitudes natural and re- I.2. MostThe Latin developmentindustrialization dependentAmerican of uponnations human throughforeign areresources unable investment trade means toor accumulatedomestic and education aid. savings, sufficient and modification and capital thus they for of are 3. Efficientthetraditionalinternal industrializationCentral redistribution attitudes.Americancommon demands Commonmarkets" of wealth mass Market).such and markets aseconomic the Latinwhich integration America can be created Free Trade by Association or e. creation of 4. Financialtaineda. reform development. and administrative responsibilityTax reform are isnecessary a means wealth.fareforof increasingsus- and development government programs income as forwell social as effecting wel- a redistribution of b.c. EfficientInflation mustadministration be controlleddevelopmentlong-termrises must inin replacelivingorder development efforts tostandards) corruptionmaintain and projects. resourcesandpurchasing and encourage bureaucratic are power not much-needed to (and red be wasted.tape if investment in Suggested Activities Yr Explanatory Notes blueprintquestionsEachofgether,industrialization industrialization of thethe orwhich MainguideMain should IdeasIdeasforin inLatin studying bespecificsuggests may asked America. be the nations.about usedseveral progress To-as a wouldWhysufficientcommodityjnclustrialization?For example,are be earnings unnecessary? income prices B-1 from sosuggests:Wouldof thatmajor tradeWhy outsidestabilization exportsdon'tinadequateWhat, assistanceLatin isprovide capital? of for Americansinvestmentinvesttheyassistance?difficulties have their savemoney and moneyaccompanying (What andaid to elsewhere?) available?investareinvest? the their large-scaleargumentsDo What money? theyIs foreign areprefer outsidefor (Dothe andto Divide the class into several groups each America'sToeconomicagainst what extentnationalization resources?)interference has foreign andof foreigninvestment exploitation owned meant of industries Latin ? lished,WhenmodificationofMain which appropriate Ideasindividual will anddevelop elaboration.present studentsquestions questions them or have small to for thebeen one groups class estab-of the for Therecommended: following general references are strongly wouldindustrializationmightprioritiesinformationected benations. responsiblefollowed should and effortsquestions beby forestablished?class and researching discussionsuch progress as: What What theof thesel-role Individual or group presentations Hanke, Lewis, MexicoSouth America. D.andPrinceton: Van the Nostrand, Caribbean. D. Van 1967. Nostrand, 1967. Princeton: positiveshould the and government negative factors play? which What willare the 23 Socio-Economic ProgresselopmentWashington, in Latin Bank, America. D. 1968. C.: Inter-American Dev- nationsinfluencecanSuggested or shoulddo? the Activities What nations' the areU. development?S.the and prospects other developed Whatfor the Veliz,Explanatory Claudio Notes (ed. ), 1968.LatinCaribbean, America A Handbook.and the New York: Praeger. isreferenceOrfuture? insufficient these questions to Latin time America mightor materials be in discussed general for study if with there of AlsoBernstein, recommended Marvin are:D..York:in (ed. Latin ),Knopf, ForeignAmerica, 1966. Investment Cases and Attitudes. New withinindividual Latin nations:America however, should be the emphasized. diversity Campos,Brand, Donald Roberto D. de Oliveira.Shadow.(especially Reflections pp. 99-133) on Princeton: D, Van Nostrand, 1966, , Mexico, Land of Sunshine and Ewing, Ethel E.. Latinpp.Latin AmericanChicago-of 656-658)Texas American Press,Rand Culture. McNally, Development.1967. 1967. Austin: University (especially Kingsbury,Peterson, HaroldRobert C.F. andMacmillan,AnPraeger,1965. AtlasSchneider, of 1966. Latin Ronald (especiallyAmerican M. Affairs.pp. 93-104.105-116) New York: , Latin America. New York: , Silvert,Sanchez, K. George H, Chile, I. YesterdayYork:1966.(especially Holt, and Rinehart, pp. Today. 118-150) & New Winston, 1965. (especially pp. 64-68) , Mexico. Boston: Ginn, Suggested Activities Urquidi,Explanatory Victor Notes L.. The Challenge of Develop- Webb, Kempton E.19641964.ment (c. in 1962). Latin America. New York- Praeger, (especially pp. 51-76) Brazil. Boston; Ginn, 25 Teacher's Notes to Accompany Transparencies 1. POPULATION GROWTH RATES, TOTAL AND PER CAPITA INCREASES IN "Aspects of Underdevelopment in Latin America" GNP, AND COST- WhatworldOF-LIVINGThe yearlyisregion. the INCREASESsignificance percentage increaseof a rapidly in population increasing in population Latin in terms Within Latin America, there is considerable variation in growth rates. America is higher than in any other of development? DevelopmentinflationmakeSuperimposeSuperimpose progress considering gains the thein firstorder secondare theoverlayalmost to extent overlaymaintain nullified indicating of showingthe present riseby percentage rapid incost-of-Iving living per population capita standards. increases GNP? increases. growth. inDoes Latin total and per capita GNP.What is thethe effect U. S. of face such similar America must 2. GNP PER CAPITA: WORLD REGIONSWhilepartssituations? theof Asiaextremely are even low lower.figure forAlso, Latin the America cost-of-living is obvious, or survival is lower than in the U. S. ,the figures for Africa and 3. GNP PER CAPITA: LATIN AMERICA ANDperand INDIVIDUAL-apita many GNP people (transparency live outside the money economy. #1), the extremely low base figure should be remerered. In considering percentage increases in NATIONS Students might be asked toAgain,Later speculate transparenciesthe diversity on reasons among will for provide theLatin differences American some answers. indicated nations is as illustrated. well as 26 the generally low figures. Becausesepar income is unevenly ating upper and lower classes in most Latin distributed, per capita figures are misleading. American nations is very wide. The distance 4. DISTRIBUTION 0 The6%agricultural large of the proportion U. sector S. labor are of force thekeys labor was to anengaged in F THE LABOR FORCE AND PERCENTAGE force engagedexplanation in agriculture of underdevelopment. and the low agriculture and related fields while CONTRIBUTIONS TO GNP In contrast, in 1960 only productivity of the 32% was 5. LEADING EXPORTS Theclassified extent professional, to which Latin technical, American administrative,nations executive, depend on or a managerial.single exp ort which is vulnerable to byVenezuela'swideisonagricultural hermanufactured a pricesingle valuable fluctuations relativelyexport. products oil products resources. high oris anindustrial ratherper indicator capita raw GNP Note the slightly lower figure for the U. S. , Mexico hasthan the basic most commodities.balanced economy, being of economicmaterials imbalance. is also That indicative lea of under (transparency #3) is explained in large and that our leading export ding exports are development. least dep part endent 6. VALUE OF LEADING EXPORTS Latincategoriesmachinery America's combined.were "colonial" valued The at $6.economic value 4 million, of oil exports status is again illustrated.almost as much as Latin America's top further explains Venezuela's relatively In 1964, U. S. exports of four export favorable 7. DESTINATION OF ItandGNP should thus per also percapita. be capita noted GNP that statistics mask Oil accountedEXPORTS/SOURCES for 26% of theOF IMPORTStotal value Venezuela's oil income is not shared by a extreme variations in wealth. of Latin America's 1965 exports. large part of the population, informationThe economic from interdependence transparencies of #5 the and U. 27 #6 withS. and that Latin presented America here, is madestudents clear. should realizeCombining 8. MEDICAL FACILITIES AND LIFE EXPECTANCYthatout,goods. in and general The students relatively Latin might America small be asked percentage sells to raw suggest materials of intra-Latin to the explanations. American trade shouldU. S. be and pointed purchases manufactured U.ItTherecorrelation is S. interesting is no intent might to noteto be equate observed.that in the 1962 number Low there figures of were doctors and 13 variability, among fewer than in Argentina. doctors for andevery life 10,000 expectancy, people althoughin the some rough nations should be clear. 9. LITERACY U.N.literacyanother.These figures figuresdiffer, For are example,andshould based thus be on what inused 4-5 the is yearswith U,considered S. cautionof literacy schooling. literacyas isthey assumed arein onelikely tonation requireto may In Latin America it is estimated that one- be inflated. 6 years of education whilenot be accepted in Definitions of thereandInfigureshalf 1965-1966, 2.5wereof the estimatedmillion 13.2 people millionthere people, literacy15 were years people 5-19. 7.2at and more betweenmillion older than have primary5 95%.and less 19. and than secondary one year's In both countries, slightly more than half the school-age For Chile the figures are 1.7 million students students in Mexico,schooling. and in 1960 In 1952, U. S. children UruguayforSomeareconsider thosein school.discussion rankscountries. the relatively third. of the relativelyhigh number high of literacy doctors rates and lifein Argentina expectancy Argentina's GNPThe interrelatedness per capita is only of slightlythesefinds lower might than be Venezuela's. discussed briefly. and Uruguayfigures might (transparency also # 8) QUOTES FROM THE READINGS ON PAGES 29-43 HAVE BEEN DELETED TO ADHERE TO COPYRIGHT LAWS TABLE OF CONTENTS FOR READINGS THEUNDERDEVELOPMENT DEVELMENT CHALLENGE AND LATIN AMERICA Reading # 1 - NewSilvert, York: K.H., The Conflict Society, Reaction and Revolution in Latin America. American Universities Field Staff, Inc., 1966., pp. 3-5. Reading # 23 Urquidi,Nostrand,UnitedPrebisch, Nationas, Victor,1967,Raul, pp. TowardsL.,1963, 178-182. The pp. aChallenge Dynamic3-20, in Developmentof Hanke, Development L., PolicySouth in LatinAmerica.for Latin America. America. New York: New York: New York:D. Van ReadingReading # #5 4 Heilbroner,UniversityPraeger,Campos, 1964Roberto ofR.L., Texas(c. deThe1962), Press,Oliveira, Great pp. 1967,Ascent. ix, Reflections pp.x, 76-77,3,9. on81-82, Latin 86. American Development. New York: Harper and Row, 1963. Austin: THE DEMANDS OF CHANGES Reading # 6 L.,WhitherFuentes, Mexico Latin Carlos,and America?the "TheCaribbean. Argument of Latin America: New York: New York: -D. Van Nostrand, 1967, pp. 142-144.Monthly Review Press, 1963, pp. 9-24, in Hanke, Words for the North Americans," POLITICS AND DEVELOPMENT Reading # 7 NewSilvert, York: K.H., The Conflict Society, Reaction and Revolution in Latin America. American Universities Field Staff, Inc., 1966, pp. 276-277. ReadingReading # #9 8 Praeger,Urquidi,Silvert, 1964Victor K.H. (c. L., 1962), The Challengepp. 87-97. of Development in Latin America. The Conflict Society, Readtion and Revolution in Latin America. New York: New ReadingReading #10 #11 AprilHeilbroner,York:Gaona, 10, H., 1968, R.L.,"Large p. The 15-A.U.S. Great Landholdings Ascent. in the State of Coahuila Revealed,"American Excelsior. Universities Field Staff, Inc., 1966, pp. 282-287. New York: Harper and Row, 1963. 6%, POPULATION GROWTH RATES, 1966 5% 4% 2% 1% 111 AusN.W. Am. Eur. Africa L. Am. CostaRicaTRANSPARENCY #1 Mexico Brazil Chile Uruguay AVERAGEPER CAPITA ANNUAL GNP, 1961-1965INCREASE IN GNP TRANSPARENCY #1 - OVERLAY #1 COST OF LIVING INCREASE; 1967 over 1966 IM.M IS TRANSPARENCY #1 - OVERLAY #2 GNP PER CAPITA FOR WORLD REGIONS,1965 2500 2000 g1500 1-1 0 1000 500 N. Amer. L. Amer. Africa Wn. Eur. (excluding Aus. /N. Z. S. Africa) TRANSPARENCY #2 sfto ' R AN.. GNP PER CAPITA: LATIN AMERICA AND INDIVIDUAL NATIONS, 1965 800 600 500 00 300 200 100 L. Am. Ven. Chile Mexico: Brazil Haiti TRANSPARENCY #3 r-i% OF LABOR FORCE / J% OF GNP CONTRIBUTED DISTRIBUTION OF LABOR FORCE, 1960 Agriculture Trade, Mfg. Mining, Govt. Construction, Communi- Services cations, Public Utilities, Other TRANSPARENCY #4 oil LEADING EXPORTS, 1962-64 80 70 copper 60. coffee 50 Jf cotton/ 30 coffee machinery 20 10 Venezuela Chile Brazil Mexico U. S. TRANSPARENCY #5 LATIN AMERICA VALUE OF LEADING EXPORTS, 1965 U) g 41... 0 A cii Oil Grains Coffee Copper Meat Iron Ore Sugar Lead Bananas Zinc TRANSPARENCY #6 50 DESTINATIONSEXPORTS, OF 1965 IMPORTS,SOURCES 1965 OF 40 30 20 10 T Other W. Eur. U. S. U. S. W. Eur. Other L.nations Am. TRANSPARENCY #7 nationsL. Am. MEDICAL FACILITIES AND LIFE EXPECTANCY, 1965-66 EjLIFE EXPECTANCYDOCTORS PER 10, 000 PEOPLE 10 L. Amer. Uruguay Argentina TRANSPARENCY #8 Mexico Chile Brazil Honduras Haiti 77A LITERACY, 1965-66 Ar en. Mexico Brazil Haiti rug. Chile TRANSPARENCY #9 UNIT V CONTEMPORARYSenior Elective INTER-AMERICAN Course on Contemporary Latin America RELATIONS* SX==.(C< For experimental 403 Sutton Hall, The Clarkuse, C. not Gill to beand duplicated WilliamLATIN AMERICAN CURRICULUM University of Texas, Austin, Texas 78712 B. Conroy, Directors PROJECT CONTEMPORARY INTER - AMERICAN RELATIONS Note:The research reported herein waswritten pursuant to a contract with the UnitedStates Department of Health, Educationand Welfare, Office of Education, Washington, D.C. FOREWORD beenHistoryThisof theadequately unit courseoptional on Contemporary or covered units a senior for in this electivethe unit.American course on Inter-Americail Relations was designed to History course, the teacher may wish to Contemporary Latin America. fit a senior high American If the content has substitute one 1 thetopicsExaminationdevelopmentsdeficiencies OAS, for thein-depth Alofthat since currentli thisonce consideration, World unit forinstructional aimsProgress, War toII; an alleviate:and materialsandattempt the on settlementisinter-American made(2) overemphasis to ofavoid the relationsElsuperficiality. Chamizal on conflict. reveals (1) superficial treatment or neglect of the By selecting specific disputo, the unit By emphasizing two AmericanteacherChieflyseeks1967 toshe at responsible achieveHistory McCallumattended ateachers betteran for High NDEA the balance whoSchool preparation Institute in desired to learnbetween more conflict about Latin and cooperation.Austin,in Latin Texas American and a Historymember at of the ourof this unit is Mrs. Catherine America. UniversityCornbleth, of Texas a former for project staff. In Althoughfit the needs this unitof a isparticular planned forclass. approximately two weeks, the length of time can be modified to PartOverview I provides a general overview of inter-American OnlyandOASPartrelations Mexico andaII small and Alliance in asPart thefraction examples). 20thIII for focus ofcenturyProgress) the on possible the with andperiod an conflict topics emphasis since and (using 1945 availableon andCuba,IL S.examine foreignmaterialsPanama, both policy and have cooperation Dominican in been Latin included America. (through Republic, in the Latintopicsexplorationindependentlyandan effort representativeAmerica are controversial.to ofmake in ifseveral thedesired. the illustrations.Secondary unittopics. This practical unit School, A has variety for been Anthe Annotated ofdesignedtime materials limits to Guide andallowis recommended to to specificselect Instructional the sections most as Resources,almost important to be All used Austin,the ideas Supplementary activities and materials are suggestedAdditional for sourcesfurther of information are found in Teaching About haveforareContentTexas: studentprovidedbeen objectivesLatin prepared use. in America theThe as areAppendix "Suggested masters indicated Curriculum whichto theActivities"for Project,caneachunit be or topic used inattempt1967. the as with "Mainseparate to an provide overheadIdeas. book "opportunities ofItems projector readings. listed or Transparenciesunderfor be studentsduplicated "Materials" to activitiessufficientinter-AmericanTheofdevelop view, emphasis andsuchmaking flexibility materials critical is relations oninferences teacher-guidedto thinking willadapt defies be from them suitableskills easy statistical to discussion as theiranswers. foridentifying individualevery data, of group andopen-ended main situations. formulating of ideas students questions.and trends,generalizationsand that The comparing teachers complexity or willhypotheses.points findof It is expected that not R11 the suggested CONTEMPORARY INTER-AMERICAN RELATIONS I. B.A. ConflictingWhyIntroduction study viewsinter-American of U.S. policy relations' of American States 411 III. II. Regional cooperation: the OrganizationA.Conflictand Cuba, the Alliance Castro,of interests and for theProgress U. S 1812 8 Appendix D.B.Teacher's C.ElDominican PanamaChamizal: Nots and crisis toconflict the Accompany 1965 Panama resolved Canal Organization of American States Transparency 292321 References:Teacher'sReferences: Notes The Cuba toOASto AccompanyAccompany and the Alliance Stages TransparenciesAlliance offor thefor Progress- CastroProgress on Education Revolution Transparency in Latin America 3735333130 TransparencyReferences: Ibminican Masters Rept, laic AllianceMapOrganization of Cuba 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? MaterialsandLatinMap culturally. Americaof the Western and the Hemisphere U. S. are important to each other politically, economically, AskinterestedSuggested students Activitiesin for inter-American reasons why the U. S. are relations;they should or, be GeographicThe list might and include cultural: the natural following items: importantwhymutually Latin dependent.toAmerica each other; and or, how they are tionneighborspublicSocio-economic:exchanges considerations, investment, as including Mexico, U.S. trade,tourism, Hemisfair.border private and Alliance for and immigra-cultural Politico-military:Progress,anddefense,obligations aid. U.Peace asS. O.A.military Corps. international S. , hemispheric installations ofsphereShowSuggestedsuggest the transparencyU.S. to answersindicate Activities and Latin tothe map the America relative ofintroductory western locationsand to hemi- AandNote wall-size conflict that there chart of interests.are illustrating areas of cooperationthe WhyWhatlistEncouragequestions. them dosupport you on a thethinkvariety is thereboard. this of for isresponses,Ask yourtrue? opinion? Is it and students: Washington,theAmericaseconomic OAS Face may interdependence D. Economicbe C.: found Pan in:American Problems? How of the Does Union. bothforpossibleToothers)? some true,guide that whollyareas students contradictory or or groups toward partially but organizingopinions (i.e.,not for are valid theyinformationcultural?politico-military,amongask beif theregrouped the responsesin are logically intorelationships socio-economic, categories they related between suchcategories, asor or have given. Can Policy,AssignHavereference. students reading, note "Conflicting their responses Views of U.S. before continuing. for later ReadSupplementary and discuss: Activities AmericaBlanksten,Chapter to1, G.the I.,U.Laid The S., law,mutual United 1966. dependence, "America and the Americas, ($0.60) States' Role in Latin America. River Forest, " andpp. diversity 2-6, explores within Latin America. the importance of Latin Illinois: U.S.Whatworld-wideChaptercommunistcomplicated policy is the 5, andbasis anti-colonial challenges.) inter-American Latin for Latin American movement, American attitudes suspicionrevolutions change "The Colossus of the North, relations in the period since World War II? " pp. 28-34, and hostilityof toward inrising the 1930's?expectations,the U.S. What ? How thenew did cold problems war and havereviews inter-American relations. (Consider the B. MainConflicting Ideas Views of U. S. Policy theirBothAmericanVarious U.criticisms S.representative relationscitizens often andin the Latinauthors 20th century. ccnflict. Americans have been criticaldisagree of U. S. regarding the major features policy, and of inter- Suggested Activities Reading,Materials "Conflicting Views of U. S. Policy. " Afterlations,ideasofCompare several reading of ask each. observersstudents andthe excerptscontrast to of identify thefrom authors' the answers inter-American re- the main writings totowardClasswithSchneider: the discussionGoodcooperation Latin Neighbor FromAmerica. should during 19th policy centurynote: WW II, to of the 1930's 1) paternalismU. S. policy collective thisU.topointscentury? orquestionsS. policy challengespolicy of view? from towardsuch U. as: S.Latin and Latin 2) What are some criticisms of for future inter-American re-3) What are the problems 1) What has been the America in the 20th American Hanke:threatsasnowsecurity a resultU. toS.From and Latin policyof ourtheconcern America seems OASconcern withestablished and the U. in inconsistent largely with communistcummunism in S.1948; lations?betweenIs"Why there are generalstudent the U. agreementresponses S. and Latin to or the America im- disagreement attitudesquestion, of U.Bank,tionthecraticreform S.immediate for desire Alliance societies; socio-economic(e. g. to postencourage for however, -war,Progress) period prosperous the Bayto coopera- , Inter-American Development development and which indicates of Pigs demo- theportantdisagreement.suggesting authors to each of possible these other?"For excerpts?example, reasons and the for have Discuss,significant the students 4 haveYankeephobia.and revivedthe Dominican long-standing Republic Latin interventions American Suggestedfluencedrelied on Activitiesbystereotypes, ethnocentric or haveattitudes? they beenHave in- ismOliver: in Latin U. S. America.policy has We been have aiding been commun- bully- the authors? ingrecognizedSchneider:2) anti-communistCriticisms Thediversity of U. U. forces.S. S. within has policy: not Latin sufficiently America, Hanke:feared.Westernmisunderstandings.and cultural Latin Hemisphere Americansdifferences has feelhavebeen that ledresented theto mutualU. andS. U. S. dominance of the hasaidedLatinthements)quate neglected U. Americanpublicdictators. S. or, has obsessed investmentLatinintervened affairs America with or andunnecessarily fear approved (e.trade of g. communism, ,agree- inade- of andin Latin American hostility Oliver:history,isand also strengthen aThe culture,result U. S.of anti-communist and our desires.insensitivity forces to their while , at least, should encourage isolateTannenbaum:ism.andconsidering occupation undemocratic the The as possible aU. defense governmentsS. should necessity against attempt and ofcommun- invasionaid to theSchneider:3)democratic difficultiesProblems Cold ones. or of warchallenges inter-American tensions for will the relations. increase future: Suggested Activities Hanke:erations.warwithand controversies thefear Latin rate of unwanted Americanof development are involvement thedissatisfaction major and reform in cold Will Latin Americans move consid- towardconspiracy.overpossibilityOliver: by revolution the of international Latin or America'sgradual communist progress? being taken The major problem is the SeeforisTannenbaum: to democracy. also:show Wolfe, Latin The Americans W., major "Images task that for of we the are U.S. point,WhatStudents conclusionsregarding should inter-Americanbe can able be toreached draw tentativerelations?at this pp.JournalismU. S. 79-86. in the Quarterly,Latin American XLV, Press.1964, " Askpresentedinter-Americanshouldconclusions students be in answered the toon suggest readings.the relations basis in questionsorder of since the to informationWorldunderstand which War rationalinformationanalyticalStudentsferencesII. conclusions. ofshould questions, opinion they be need encouraged in to thebefore decide excerpts? they whatto ask can reachAce questions suggested by the dif- Suggested Activities Where,For example: other than Cuba, is there a com- An excellent source on communism in , threat?DominicanunilateralWhatamunist guerrilla isHow thethreat intervention Republic?hasmovement)form to the Latin(e. U. g., inWhat S. Americaofan Cubajustified theorganized are communistand theor the obstacles party, U. S. ? America,Nostrand,theLatin Caribbean. America " in1967,The Hanke, Appeal pp.is: Poppeno,168-170.L. of Communism R. E. in Latin Princeton: D. Van , Mexico and HowWhattoframework socio-economic does progress Latin of hasU.S. America developmentbeen policy? made fit into in and thethese reform?overall areas? America.Lieuwen,relationsStudent(Forselected a moreshould Newwill aspectsE., comprehensivebeU. York:realize consideredS. of Policy inter-American Praeger, that onlyin in study,Latin 1965.this unit. see: II. RegionalingRelativeMain concern Ideascooperation: neglect with ofand theLatin efforts Organization America to alleviate in of over-all American Latin U. America's S. States foreign and socio-economic policy the Alliance laas given fordevelopment Progressway to increas- inter-AmericanAmericanproblemsdelicateThe wealth despiteas nations. evidencedand affairs. powerpledges Far from byof of theestablishment non-interventionomnipotent, United States ofthe themake U.and Alliance S. respectregional cannot forfor andcooperative Progress.the should sovereignty not efforts try of toextremely the direct America'sAlthoughTheing inter-American education manyeconomic ofproblems the developmentcooperation people remain and andunsolved,theand training reachingefforts slowly, toof Alliance achievecompetent progress socialfor leadersProgress is justice being is goals.essentialmadeand effective toward to Latin improv- transparency,reading,Materialsrepresentative "Background: "Organization governments. Regional of American Cooperation" States, " with Teacher's Notes Suggested Activities transparenciestransparency,references,supplementary "The "Alliance on reading, educationOAS andfor "Education Progress,thein Latin Alliance America, in" withthe for U. Progress"Teacher's withS. and Teacher's Latin Notes America" Notes Assignthe following background activities reading are befor planned. thistheEisenhowerU.S.To unit. Supplementaryresponse supplement policy, from ofsee ourconsideration theChilean Activities Ambassador, letter students to at Presidentof the pre-1961 noted and end ofin AskspecificgoalsSuggested students of organizationsregional Activities to identify cooperative established the major, efforts generalfor and these the DeclaresStudentsSee also: Vice-President of"The San Federation Marcos Nixon in ofLima, UniversityUnwelcome, Peru, theWithpurposes. OASgoals the andaidand ofAllianceorganizational the transparencies, for Progress. framework discuss of nation.D.Seein Van Hanke, "Teacher's Nostrand, L South Notes" 1967, America. pp.for further155-158. Princeton: expla- ofmentThe one problems can of bethe illustrated Alliance of cooperation forby examinationPrcgress and develop- goals, Additionalinevaluations the references background of the listed Alliance information in the may Appendix. be and found ary,andtheilliteracy,The obstacles efforts antechnical, Alliance increase being a whichprimary callsand in made the higherhavefor educationfacilities theto been reacheducation. elimination encountered. for it,for andsecond- of everyone, important?AllianceWhy is education for Progress? a major Why concern is education of the U.Historicalation. SeeS. and "Teacher's Latin background America Notes" on may for education befurther found inexplan- in the mayAdditionalconditionsthe beAppendix.supplementary found information and in theproblems following:reading on educationalin provided Latin America in Suggested Activities Challenges and Achievements of Education : Progress,"EducationMorales-Carrion,SceneS.,Panin "The LatinAmerican in ContemporaryLatin pp.PlanAmerica. 62-66. Union, UnderAmerica, A. Washington, the1964." The Educational "Alliance pp. Ten-Year 42-49; D.for C. Cespedes, F. America,Situationpp.D."SocialHanke, Van 158-160; Nostrand, " ChangeL.,and pp. South RequirementsVera,163-165. and 1967. America. 0. the "The University inEducational Princeton: Latin silvert, K. student, With the aid of the transparencies, consider the Theica.Tannenbaum,York:Peterson, Newstatistical Macmillan, York: H. F., F.information Vintage, TenLatin 1966, Keys America. pp.1962, usedto 74-81. Latin in Newthese Amer- pp. 95-111. needs?arebasisaldimensions opportunities Latin of the America's ofinformation the in task Latin present of presented, America.improving educational Onwhat education- the comparisonconsideredroundedvarietysentation.charts ofand off sources, as graphsinrather approximationsorder thanandhas to simplify beenfiguresabsolute taken useful have the values. from beenfor All the statistics should be pre- a people'sDoHowresourcespopulation Latin does educational American Latin and affect willingnessAmerica's her governments needs? educational rapidly to meet have needs?growing their the oppositionConsider: from funds the and Church administrative and skills; upper on non- 10 technicalclasses; and the non-scientific traditional emphasis learning. AreSuggestededucationalsufficientassuming more physical Activities bothsolution needs? could facilities to beLatin provided, and America's a teachers, 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 PointBetweenjectsisskills. considered out under the 1962 need the andto Alliance forbe 1967, apeople necessary U.S. for with Progressaided 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 weyou data numerousteachers.andbuiltstudents.exchange trained approximately conferences ofapproximately information, 17, and 000 142, teachers, classrooms 300 and In addition, there have been considerable What,youlimiteddoregional it? set? Within resources, Why?your cooperation Latin opinion, America'swhat at is prioritiesthis the vasttime?direction needswould and of III. A.Conflict of Interests Cuba, Castro, and the U. S. nessCastro'sMainences and Ideas and revolution in the context should be viewed against "revolutions of rising expectations." of a world-wide movement toward greater the background of Cuba's past experi- national conscious- Thesphere_communistCastro'srespect U. S. revolutionto has Castro'snation, only partiallyCubahas Cuba. changed is asucceeded threat direction to the in since achievingsecurity its foreign and policystability objectives of the Western with Hemi- its beginning in 1956; as an aggressive Materialsmaptransparencyreading,reading, of Cuba "Background "Cuba, or handout, " from to thethe State Castro Department "Stages of the Castro Revolution, " with teacher's notes Revolution" White Paper AssignCastroSuggested the Revolution, firstActivities reading, " before these activities bibliography, "Cuba: References" "Background to the AskinCuba'sare the studentsplanned. reading. history to identifywhich are the stated major or trends implied in Avolution;foreign listcally; of majorpersonaldomination, corruption trends rule politicallyandshould or dictatorshipnon-progressive include: and economi- and re- themEncourage on the a board. variety of responses, and list 12 withgovernment; exploitation extreme of the sociallower stratificationclasses. AskSuggested students Activitiesto formulate two or three For example: Vested interests, both Cuban Ifrevolution.gardinggeneralizationsspecific students Cuba's passages disagree, history from in ask thetheir prior themreading responses, to to the pointto support re- Castro out generallydespitethusandformidableTraditions foreign,encourage a constitutionalconservative of areobstacles personalrevolutionary likely toto governmentframework,rule theoppose (dictatorshop), establishmentmovements. reform areand and theirof information. position or to refer to other sources nesslingofmovements.bedomination a to interestsarepresentative undertakemajor target(orand exploitation) liberala governmentofnative reform reforms. orby able revolutionaryforeign Economic and busi-wil- elite is likely to thattheUsingrevolution."Stages majorboth the continuity events,transparencyof the Castro and and ask Revolution,(orchange students ditto characterize to" explainnote handout), handoutsItparency"See may "Teacher's be (on formost furtherwhich noteseffective additional explanation. to accompany to prepare information studenttrans- can notedDiscusscouraged by aspects the tostudents. organize of continuity their andideas, change considering Students might be en- Continuitytransparencybeanda noteddictatorial Batista by may the are forform students)be dictatorsreference seen of in and althoughthe and usecontinuation clarity. an they use of government. Both Castro identical political,continuity economic, and change. and social factors of theirtuallyandCastro'sdependence powerfightingpersonal wearing revolution, for began freedomsin differentdown the in1890's, asthe the theare purposes.previous Sierra Cubanwasstill lacking.organizedMaestra, government. war for even- abroad,in- Political tionmainsEconomicindividualresemblingLand efforts dependentreform stagnation holdings.have the has beenpreviousupon meant also relatively sugar, state continuesestates and collective unsuccessful. ratherindustrializa- as Cuba than re- Foreign domination farms Su gested Activities prioracttryfluencedextentcontinues moreto to use Red1961 independentlyby one with Chinathe when against CubaSoviet and the dependent the Union, U.than U.othersS. wasS.exercised and upon possiblein to order aand lesserthe in-to Castro can micpowers.presencemajordencea source arrangements influence on of outside threeconflict on withaidinterested Cuba's among is the evidenced Soviet policies. the parties competing Union. by Theis econo- also Finally, Cuba's continued depen- improvementspartthezationChanges leveling a result of withinforeign ofof in socialmass Cubaeducation and emigration),class includedomestic distinctions,and the medical properties, nationali- and the (in Using the handout, "Cuba, " ask students ThetheandU.facilities. Soviet S.Castro Castro and Union otherrevolution attempts Latinexerts to beganAmerican significant export in oppositionrevolution. nations influence, as Cuba has become a threat to the positionthetofor point Cuban U. S. outon policy.revolution Castro'sthe changes Cuba. and in their the implicationsdirection of Identify the official U. S. guerrillaitsSincetocommunistdemocracy (Batista's)ideology 1959, warfare. by it anddictatorshiptyranny has means socio-economic become withof propaganda attempting anpromises aggressive, reform. andofto spread nations,tro'spaidinterestsAnattention aggressive tobrand Cubaespecially and must of thanthus revolution.Cuba also previously.thosemore isgo a to attentionvulnerablethreat Atother the to Latin samethemust to U. AmericanCas- betime, S. Increased Suggested Activities theanti-communistattitudes U. S. must toward recognize U.Castro S. policy. andLatin a negative,American tonationsCubaThedirectbe overthrow isolatedofficial poses interventionand the aU.or Castrothreat contained.U.S. position toappearswas other unsuccessful. is toLatin that have Castro's American been and this threat must (The 1961 attempt and theirPresentearlierstudents, answers. thereading and following suggest and notes questions that in they considering to refer the to AccordingLatinofabandoned.against Latin America America,a to broad) George are movement modernsymptoms Pend le revolutions towardin ofhis or History economicreactions in hadhave1.2. not been adopted presented communism by Castro's and WhatWould problems these problems for U. S. existforeign if Castro policy establishedCuba? nities,monopoliesownershipindependenceaccordingvancement. not contributions ofto have Anti-U.publicFrankand come social Tannenbaumutilities S. to justice.sentiment economicbe andseen industrial inas is Tenad-indig- natural, Keys Foreign nationsUsetieslocation withthe and transparency other in the relation communistU. S. to map other tonations? Latin indicate Cuba's American jealousytoinateCastrocommunismLatin Latin everythingAmerican apparentlyAmerica,of our is wealtha associatedmeansintellectuals, and felt isand itof in necessary defying power. largewith turning themeasure theFor toU. U. tosomeS. S. elim- them.theirWhenindividuallyofStudents individual answers, the studentsmay or and bethein groups givengroup orentire groups timework class haveto may shouldwork be in or a combination developed desirable. class,discuss heaas andorU.method anhas hisS. Chinaexpression notpresencecollaboration of been asconsolidating shown ableby of his to in expropriation completelythe 1962 missile erase Cubanwith nationalism the Soviet Unionand support. (However, policies crisis. ) the AfterforCastro's American students Cuba, have foreign ask identified them policy to presentedtheconsider problems possible by 19 position;ues,Ifsupporting the Castro U. S.if wehadwould democracy, had followed notopposed Tannenbauma positive Batista, we contin- would be in his present policy of Suggested Activities U.tionsand (e.S. g.isolation,responses has the U. acceptance S. , full-scale intervention, and their likely consequencestaken? At what and aid). non-recognition costs? What ac- notReferimplicationsdirection be associatedto discussion of Castro'sfor U. of S. policy. with tyranny. revolution changesand the in the With what results? nationalizationTheproperties.problemsvolution students would with should or haverespect expropriation been to (Reference might be made to realize that any re- likely torecognition produce and of foreign theoverdiscussionReference Mexicanbrief American summary Revolution tomay the provideof U. S. some oil properties. )introductory readings and andactions the "crisis" follows. answers. A Theinfromin1961,1960, 1959, U.April S.the unsuccessfullybroke cancelledrecognized 1961,OAS diplomatic inworked January, economic agreements inCastro'ssponsored government foran invasionCuba's expulsionrelations in January, 1962, won the LatindiplomaticbutremovalCastroeliminating has American been toof andmoderateSoviet unsuccessfulCastro's economic nations, his or missiles in October, influence in other position. boycott of inCuba, enforcing a encouraging Increased 1962, nationsaidpansionpeacefulforvention has Progress beenas, was in change.for providedthe a inexample, majorDominican an Fear attempt to promotefactor in U.to S.Latin inter- Americanof communist ex-Republicthrough Alliance in 1965. OnSuggestedCubanpolicies the basis and do Activities U. youof S.our suggest - Latinpast for Americanexperience, relations? what future U. S. 1.skthesemilitary,threatCastro'scombination? students threats?posed economic, disagreements to by Whatconsider What Castro's mightpolicies with ideological, or some theCuba. nature of the be the effectswould ofMoscow best meet and Is it political, thewithWhatPeking basis regard general on of his U.S.to conclusions "threatinter-American Cuban experiences? Askpotential"? might be formulated relations ontentative andFordirectbut canexample: the Latin influenceU. S. AmericanisThe not events U. omnipotent S. internalinis Latinvery and cannotaffairs orpowerfulAmerica, tativegeneralizations.fororanr3each specifichypotheses naturehypotheses.other's evide-ice of conclusions. the Encourage Note proposed to support for further discussion at the agreed-upon generalizations Emphasize the ten-studentsgeneralizations to challenge end foreignAnti-Americaninjectives the 1961policy. in the Bay 1962 sentimentof Pigs missile and nationalism (We succeeded in our ob- invasion.) crisis but not of this unit. theirleftistsareunderclaimsation effectively other of andstate and foreign objectives.communists broughtcontrol. properties )industries to gain both and exploited by Latin American (Castro's expropri- defiedsupport U. for S. land Non-communistU.pationfullyU.indirectly S. S. gainin withaided the U. encouragingpositionthe BatistaS. Colddictatorshipsaid becauseof untilWar, opposing revolution. thus of may our success-preoccu- March 1958. ) putting thereform and (The 17 ElMain SettlementChamizal: Ideas ofconflict the Chamizal resolved dispute indicates that meaningful agreements between improvements themapMaterialsin U.inter-American of S. U. and S. Latin Mexico border, disputed area, relationsAmerican are nations possible can if be the reached, and that furtherand settlementnations involved sincerely desire them. UsingSuggestedarea. the transparency,Activities show the disputed tweenThethe RioMexican Texas Grande and War. hasMexico Inbeen the since the1848mid-1800's boundary following thebe- landterritoryputtingment.wasriver's but the 600 course theboundary,in Texas.acresU. S.shifted ofstated Mexico formerly southward claimed at regardless of its move- that the Rio Grande Mexican El Paso the Afollowed. centurytoandrejected claim.international businesses of Texansthe "negotiation decision arbitration, incontinued the which andarea to In 1911, the dispute was while Mexicofavored butMexico'sbuild the homesU.S.recrimination" submitted promise?Why dodid you both Do suppose yousides agree appear the disputewith the unwilling to com- continued? opinion ElEl shops,criedChamizal, Paso "Yanqui run-downand nearCiudad downtown houses, Juarez, imperialism." stockyards, and is an areaEl Paso of between Whythatinquestion 1963? the do Chamizalyou of supposenational dispute agreementpride was than was "morereal aestate"? reached 18 asPresidentstandingsmall part factories.of Kennedydispute.his decided to settle general efforts to improve After hisThis trip toaction Mexico, may be viewed the long Suggested Activities inter-American relations. UsingMexico the boundary. overlay, indicate the new U. S. AfterApproximatelyIsland,Mexicoagreement several a in largely wasreturnmonths 600 reached uninhabited for acresof 193 negotiation, in were acres August Mexican ceded of 1963.Cordova formal to area Thelocatewillondisputesa newthe U.reimburse theEl S.concrete Pasooverand3, 750 Mexico the sideits channelresidents wanderingproperty of thewill ofsplit owners Chamizal.Rio the Grande" cost and ofre- "to prevent further river. The U. S. What,of the in settlement your opinion, of the is Chamizal the significance dispute? ElAccordingandhistory.greatest Excelsior, six new diplomatic" toSalvador bridges. Mexico'sChamizal triumphMendoza, leading represents in newspaper, aMexican professor "the -of Mexico,thejusticeatbetween the"El shadow LawChamizal, affirmswriting Mexico School of a andin doubt symbol Excelsior,andof consolidates the the National ofU.most friendship concludesS. outstandingand the University it relations is and beyond Salvador,fromFordiplomaticChamizal, an a Mexicananalysis "El gesture " Excelsior,Meto ofpoint theof y thelaofdispute MisticaMexico,view, century. andsee de D. "Mendoza,settlement El F. , fromrelevantForMexico,May further Editorial29, 1963.speechesS.A., information Periodistica 1963) and documents, and e theImpresora texts see of the de (available in pamphlet form Suggested Activities AugustDepartmentJanuarySeptemberOctober 5, 1963, 13, 19, 23, 1964, 1964,pp. 1963, pp. pp. pp. of State Bulletin, Vol. 49, 199-204; Vol. 49, 49-51;545-549. Vol. 51, 480-484; Vol. 50, C. MainPanama Ideas and the Panama Canal AntimakeThebetweenresentment focus U. S. ofPanama - U. ofPananri S.U. andS. sovereignty relationsthe U.S. extremely over the delicateCanal Zone and isof a great major interest sourceU. S. to of sentiments other in Panama and possible threats to the security of the Canal Panama relations is the Panama Canal; increasing Panamanian friction Materialsattack,ConsiderationLatin American to handle is nations. beingthe increasing given to thevolume construction of trade ofand a newlarger canal, ships. less vulnerable to Suggested Activities 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 UsingSuggested the transparencyActivities map, point out the PossibleWesection)pointsCitylocation stern and in alternative Hemispheremightof Colon),Latin the alsoCanal,America. and canalbe (used their thevaluable routes Themajor inrelation the map here. mightcitiesintroductory ofto other thebe(Panama togetherDiscussindicateintendedpointed theout.in conflicting to the readings identify Appendix. pointsmainand questions Theideas of view, questions and presentedand issues are JulytoF.For BuildB. 4, addional(Los 1968. New Angeles Canal," information, Times) Austin "Colombia see:Statesman, Kent, inattemptreadingsreferenceafterenable a broader considering students to on mightplace inter-Americanframework. toU.be thereach S.made evidence. their to the relations own introductoryAgain, conclusions in an Panama relations mockbesttoSome outline interests negotiations culminating a treaty of the which between activitiesU.S. they and U.S. thinkPanama;are: and 1) would Panamanianask 2) students satisfyhold the thebydebateclassconference""representatives, representativesthe students.members;to consider midway or face"one 3)and in holdofquestions theperhaps the anegotiations mocktreaties holdfrom congressional proposed aother "pressand have AlthoughMainDominican Ideas the U.Crisis S. repudiated 1965 intervention aggression),Theourinfluencing Cold wealth, War, hasand/orLatin with complicated American ourits threatworld affairstheof position. communistU. either S. position with respect to promises of directlyin the or19301s, indirectly this nationbyexpansion cannot avoid (through subversion our presence; or non- homepossibleInsuccessfully,intervention. 1961 and and communist abroad. 1965 to overthrowthe takeover),United StatesCastro) and acted and the as a result faced serious criticism both at unilaterally, intervening in CubaDominican (un- Republic (to prevent a tradition.TheMaterialsdevelopment, Dominican and crisis political illustrates stability the difficultyin a country with a conservative, authoritarian of achieving social reform, economic Suggested Activities bibliography,thereadings, Dominican "Background "Dominican Crisis, " "Implications to Crisis: Crisis, References" " "State for FutureDepartment Inter-American Summary, Relations" " "Opinions on indiscussiononeofThe the this for1965Dominican section Panama Dominican questions. which Republicwith isa"civil varietyorganized since war" of1961 isreadings the and focus and Consideration of events similarly to the the ofUnitedand aryexperiencesU.S.the evaluate relativeinter-American role States' will intervention recency andLatin provide alternatives American relationsof opportunities the inpolicy. as contempor- well as an aspect of the Dominican crisis, to summarizeas to view Because itsSuggestedof very several controversial Activities observers nature,that the and basic the crisis opinion has nicanstudy.onlyquestionsmadenot yet situationa to few been suggest posed. issues resolved, should definitiveThe might be complexity no emphasized be attempt answersselected ofhas to althoughforthe beenthe classDomi- withAskAssigncopefollowing studentswhich (e.g., "Background theactivities absence to Dominican identify areofto Crisis"democratictheplanned. Republic major before problems has political the to presentingIndicateplayedzationexperience, of inthe society)Dominicanquestions complexity economic such affairs development,of as:the prior 1965 to crisis 1961? polari- by . What role had the U. S. ADominican list of general Republic references is provided for the in the 2)political (Was1)Is communismWhat theinstability, was crisis the ina nature communistorLatin something ofAmerica the threat, 1965 else?) crisis? internal a threat to Appendix.nationalthreatConsider to interest. U.S.the difference security and between threats to U. S. a direct therethe3)the mostWas U. effective S.? unilateraldesirable alternatives choiceU. S. military of to action? unilateral intervention U. S. (Are inmation,discussionReference1965, Latin pp. seeAmerica. might107-110.of Lieuwen, Cuba. be New made For E. York:additional to the Praeger, previous infor- , U. S. Policy over,purposes4)theintervention? Did "necessary" providing intervention such asCould peacesteps stopping accomplish the toand dealOAS astability, communist with this democratic crisis?)take- or UN have taken its apparent Consider both short and long-run effects. Suggestedgovernment Activities and socio-economic progress? leaderstaincommunisttenddemocracy5) Did anto against theunjustsupport U. expansion,and S. statusleftist dictatorship,social support quo? rebels reform?and right-wing thus promising because (Does help militaryto wethe main- fearU. S. thementand6)7) DominicanDid Whatthuswhich U.S. indirectly are cost action someRepublic support aidarouseof the theand for problemsanti-Yankeecommunists? Latinour policies America facing senti-in nationsthebeorder8) U.S.Canconsidered that and thein i4s unilateral OASarious dealingsin bethe ethnic made future?U.S. with groups? moreaction smaller, effective will weakernot in discussionReference ofmight the OAS.be made to previous tionAssignmary,ductory given. reading" and questions ask of students the on "State the to basis Departmentanswer of the informa- Sum- the intro- DoAssignthebiasesamongCrisis." the authors answersreading might the What andauthors ofbeto the major"Opinions theexpected Statequoted? introductory differences Department? ofon Between thesethe Dominicanquestions aresources? any Whatthere of noted.flictingmakersThe difficulties orin assimilatingimcomplete facing ourreportssometimes foreign might policy con- be require revision on the basis of new evidence? 25 AfterSuggested consideration Activities of the several aspects For additional information see: , worldand/orU.policy.focusof theS. policyonpoliceman.Domii-lican the intervention current such as crisis,idea the as ofRoosevelt aattention featurethe U. S.of asU.S. a Reference could be made to earlier mightCo--ollary D.Hanke,rama.Schneider,1966, Van New pp.Nostrand,L., R.34-42. SouthYork: M. 1967,America.Foreign pp. 132-138.Princeton: Latin American Pano- Policy Assn. , nativesAmericanAssignfacing "Implicationsforthe Relations.nations, U.S.U. S. policy. andin and its" Latin forNote relationsthe Future availableAmerica,common withInter- problemsalter-problemsLatin America.answersReviewWhator mutual problems theto theimportanceintroductory question or areas readings of conflict and exist of the U.S. and Latinof the interdependence student in Quigg,ForPrinceton:in150. Hanke,additional P. W. L.,D. informationMexicoVan Nostrand, and see:the 1967,Caribbean. pp. 147- , "Advice for the U.S. , " tolationsWhatanswerscontemporary besuggestions done?steps for to mutualhave complex might inter-American been benefits? be taken made toWhat forimprove relations? more remains re-success- i.',1alizing that there are no simple problems, what practical fulSupplementarymightspecific inter-American be achieved.goals Activitiesand relations. the means by which they Consider AllynL."The S. et andU.S. al., Bacon, Readingsand Latin 1967, inAmerica, pp.World 448-453. History. " in Stavrianos, Boston: 26 Supplementary Activities nouncementTheAprilChileanMarch letter 1961 1961students to ofas andthe was was the the response President Eisenhower Alliance for ProgressBay of Pigs invasionwritten before the an- from the from the inin WhatAmericaU.S.by Ambassadortheaspects students?are praisedof U. to by S. policy towardare Chile. the Chilean students? criticized Latin HowAretowardresponda doesletterthe students'Latinthe toto theU.S. America students' the Chilean students objections toAmbassador U.S. policy to Chile valid today? Writecriticism? in which takingyouAmericanMexico "Sumnerrespond into and considerationRelations, Welles, the Caribbean. A Memorandum on to their praise 1933, " in Hanke, L. , events since 1961. and criticism,Princeton: D. Inter- VanappropriateinConsiderstate Nostrand,light of of inter-Americanthis events are1967, advice Welles' pp. to since 1933 and the present Presidentsuggestionsrelations. Roosevelt 140-141.How today? Cl APPENDIX 28 Teacher'sagencies_Therecommend Inter-American Notes annual to Accompany Conferencemeetings) to determine Organizationmeets of every American five yearsStates Transparency OAS policies and functions of the (proposed revisions of the OAS charter various administrative activities.TheTheappointsis Councilpublication Pan Americanan isAmbassador the of permanentOAS Union materials to is the the It often has considerable executive bodyCouncil. cf generaltheincluding OAS secretariat which the monthly carries of the magazine, OAS. authority in emergency situations.. AmongAmericas. its many responsibilities out policies and administersEach member of the OAS areSpecializedgenerallyMeetings separate ofthreats ConferencesConsultation to hemispheric dealof with governmental bodies established to carry out Ministers of Foreign Affairs are called to security_specific technical matters while the specific functions of common interest dealSpecialized with emergencies, Organizations AmericanUntilsuchplacedconcern asrecently theon Culturalfocused Paneducation, the American onCouncilInter-American scientific, hasHealth been and economic development. Since 1967, Organization.Economic and Socialtechnological Councilproposed received advances, to reflect thisand growingreorganization concern. however, additional emphasis has major emphasis as of the Inter- been Asahemisphericbetweenmaintaining a siderstanding regional the the OASmilitary organization, peacetwodefense in in and termsareas both the ofsuch thefrompeaceful its asrole public in force have been rejected. subversionOAS acts and independently attack has beenof the questioned. UN exceptsettlement of disputes.hemispheric However, defense. there ) health. The effectiveness of the OAS (The section on the Dominican Republic in matters relating to isProposals close cooperation to establishin providing for will con- Teacher's Notes to Accompany Alliance for Progress Transparency Alliance,mentInter-AmericanThe Inter-American goals. responsible The Economic (OAS) forCommittee coordinatingInter-American and Social on the and Council Alliance Cultural directing which for Council policy Progress reviews andwill (CLAP) progresssubject be playing tois toward thedecisions a greatermajor Alliance ofagency role the develop- in(OAS) ofAlliance the withagency,Thesuchefforts Inter-Americanpromoting as while inthe the Latin theareas the UN American economic Developmentof Economic education, Freeintegration Commissicn Tradescience,Bank (IDB)Associationof technology,Latin for is LatinAmericathe andmajor America and the (i. regionalculture. Centrale. , ladingAmerican and Commontechnical Market).assistance (ECLA) isestablishment primarily concerned of common markets amountproblemsTheoperativerange needAlliance planning of effortforare U. changevisible.forS. with aidand Progress canLatinrecognitionis urgent, solve Americanis not Latinbut ofmerely no the America'snations quick inter-relatedness a U. orsupplying S. easy"crisis. foreign solutions "most aidofThe Latin program. of Allianceto the Latin funds America'sis tryingfor development to development encourage projects. long- There is strong resistance to change from vested interest groups, and no America's problems. It is a multilateral, co- Teacher'sCastro's1956-1959 movementNotes to Accompany was not a typicalStages communistof the Castro revolution. Revolution His supporters came largely from theBatistaopposedtheregenerally non-communist was helped Batista. apatheticlittle toevidence defeat urbanand the himself thatmiddle-class, working Castro with class was a counter-terrorstudents, uninvolved.heading and toward intellectuals campaign communism. which while Othertriggered the peasantry groups an army also was activelyrevolt. Basic reforms were promised and expected; January-February.becameThe1959 U. S.a nationalaided Batista hero Castro anduntil doesgained March, not wide begin1958, popular tothen fulfill acceptedsupport. his earlier but was promises suspicious of political of Castro. reform. Al- Castro thatJune.thoughindependenceearly capitalism State undermany collective AmericansCastro's mustfrom alsothe farmsrule. U.S. sympathizedbe eliminated.are and established. that withCuban Castro's capitalists stated were aims, so U, closely S. associated with U.S. interests Castro feels that Cuban freedom requires economic Cuban relations deteriorated lessAeconomic,Cubanas large theimportant revolutiongroup,society and thancomposed andsocial moves theeliminates reforms belief underprimarily of muchto Sovietmost Cuba of of of professional guidance. withinCastro's his supporters a democraticopposition. This and mass thatmiddle-class theirframework.Whenemigration revolution Castro people, changes adopted would begins communismbring to leave political, Cuba is the structure of DeniedagrarianthatThose1960 conservative who U. reforms S. do markets, not and andbelieve nationalization moderateCastro that sought Castro opposition policiestrade was aagreements tocommunist pushed his reforms him with from toward and the the increasing Soviet beginningthe left Union. and U.S. (at the leasthostility Soviet in 1956) Union.toward feel his 1961 April.Sovietfulmanyeffortclear. defiance Much of toUnion However, whichliberate speculation of and the Cuba.his U.S.there admired Castro's willingness sponsoring of guerrilla is littleLittle Thissupport supportearlyand for bitternessenthusiasm for our surrounds has anotheractivitiesto U. experiment S. elsewhereintervention with in extremein Latinefforts was offered by the CIA directed,largely faded as Castro's unsuccessful,other Latin and American embarrassing nations solutionsCuba. AmericaTension and his betweenhas success- become dependence on the theLatinOctober.1962. U. S. America and The Cuba Soviet and the increases. military buildup in U.Cuba, S. Of the varior 3 alternatives te. gLL , including missile bases, demanded the removal of the invasion, attacking the threatened the security of missiles in bases, willingnessreturninaction),Latinmonstrateda militant forAmerican Presidenta toU. its negotiate S. determination governmentspromise Kennedy to communist, there is now greater specific disputes and facenot to invade Cuba. chose(e.g., a Mexico) quarantine view and Castroresist as acommunist advances. Latin American support Under firm presidential challenges realistically. At the samenationalist time, werevolutionary for the U.S. policy of leadership, the U. S. de- Although several indicated our rather than isolating Cuba.toCastrosince be 1963stagnating is in control of the although Castro promises most "state directed" communist cation. The great advances by 1970. There are greater opportunities Cuban economy appears foroftolerated.ismsis),policies thedissension arethe lower underChurch may Discontent classes, with control.be survives, disastrous. the or Cuban Communistsignificant advances PartyFreedom as have ofdisillusionment expression withthe position Castrosim of women mayThe and decisions of the (e. g.been made inpro-Moscow educationLatin American individuals Solidarity , non-whites has risen,speech, corruption press, assembly, be increasing. There is (with an ideologicalfeel empha- that Castro's presentwarfare,Organization appear (OLAS)to religion) is not andevidence gabgster- havemeetingJanuaryCastrostated lost theirisin supporters1P66, committedHavana, preference means August for to greater forcommunism, the Moscov:Castro. alliedrather Several with the Latin 1967, emphasizing armeddependence on the Soviet than the HavanaAmerican position. Communist parties Soviet Union (hisstruggle denunciation and guerrillaUnion), and advocating wars of have publically of China in liberation tAmericanthroughout policy Latin America.is to isolate rest of Latin America. He appears unalterablyCuba by means of economic 3 hostile to the U, S. and diplomatic sanctions, especially from Teacher's Notes to Accompany Transparencies on Education in Latin America Annationsfor educated socio-economic is in population the area development. ofis education, andessential this gap formay the be successful One of the widest gaps between operation of representativeincreasing, governments requires improvement and new emphases. Latin American and developed In addition to providing and degreesForgreateroflittleschools aexample, highly other opportunitiesin are law, thaninequitable traditionallyin philosophy, 1965 government for system two-thirds of Latin America'sacademic,education, and themost quality high schoolof educationandclerical other jobs.academic Some ofrather observers education" than is more important 71,000 university graduates earned graduates are unskilled, preparedfeeltechnical that forchanging fields. the than expanding physical Most secondary "fundamentals facilities. their AtAmerica,The andhighthe "dropout assumption1967 priority, a Punta1968 effect" and delmeetingof recognizingmajor Esteto ids of to the responsibilities formeeting Alliance of educationalthe American programs. Chiefsmaintain urban-ruralthe importance and of (OAS)education Inter-American in Cultural socio-economic differences. of Statc ;OAS), educationthe was overall given development Councilof Latin proposed reorganization youngerLatinalso1. significantAmerican persons nations differences as among InLiteracy. addition to the low literacy (20-25) are higher than those for older persons illustrated by the extreme examples regions within a single nation.rates, students should recognize of Argentina (60-65).and Haiti, Further, literacy rates for the great variation among There are theliteracyelementary19502. 1960 and figurefigures 1960, education is thepresented less percent than in most twoin of the Latin SomeElementary of the Educationdifficulties Completed in Honduras' populationpercent. completing Also,first thetransparency.using small statistics might Americanbe noted nations throws some If the U.N. 's definition of percentage of the population elementary schoolhere. doubled, For example,but betweendoubt on the validity of the literacy, the completing probablydary3.equivalent and be primary muchof a 4th lower. schools; or 5th grade HigherStudents Education should recognize the qualified leaders and administrators education is used, the literacy rate need for more highly trained in government and business.personnel:for teachers Latin America for secon- would from4.public several education sources, is considered a ItGovernment should be notedSpending that fortotal Education especially in the U.S. This may be national rather than a local expendituresmatter. are difficult to less true in Latin America where determine since public funds come Also, spending is per capita improvementsforbudgetinpersonnel,should theLatin population goesbe America stressed they for in education,education areas tripled. here. alikely whole, tonecessary remain poor. Poor nationsHowever,the central need although governmenttrained twenty leaders only percent spendsnot per student. The for development; without an educated Between 1955 and 1962, public interrelatedness of development problems but mayof not Mexico's be able centralto $6afford per government thecapita. vast spendingpopulation for educationan& skilled Alba, V., "The Alliance for Progress is Dead. J., "Latin America and the Alliance for Progress: A The OAS and the Alliance for Progress: References " The Reporter, September 5, 1964, pp. 17-18. Geographer's Appraisal, '1 Committment for Progress, The Americas Plan for a Decade DepartmentJournalandPresidents a statistical of Geography. of StateAmerica, appendix Publication November Punta on exonomic 8237, 1967, Inter-Americandevelopment) pp. 417-424. Series el Este, Uruguay, April, 1967). of Urgency (Declaration of the 93, 1967. (with photos Washington, D. C. : Hanke, L., Mexico and the Caribbean. ArgumentStokes,Two-Way174; Veliz, W. of Street, S. Latin C. "Some "Obstacles " America, pp. Latin 144-147; American to" pp.Reform Manger, 142-144; Leaders in LatinA. Briggs, Don't America, E.Want Technological Princeton: D. Van Nostrand, 1967. "Does the OAS Have a Future!' pp. 163 -16; ""The pp. 174-178.Good Neighbor Policy, A Fuentes, C. "The Change, " pp. 1 72- TheHunter,How Inter-American Does J. M.the "Latin OAS Face System:American Economic Its Integration Evolution Problems? andand RoleWashington,the Alliance, Today. Washington,pp. 257-262. (a general review of economic development) D.C." Current Pan American History, November Union, 1963. 1967, D.C. : Pan American Manger, W. (ed), The Two Americas, Dialogue on Progress and AmericanbyandUnion, U. Sons, S, 1963, andrelations. 1965. Latin (Includes American) a history authors of on inter-American political, economic, relations and by cultural the editor asp' cts of Problems. New York: P.J. Kenedy and essays inter- OAS:Matthews, The H.Pan L. American Story Since 1826. Washington, D. C.: Pan April(A 26, brief 1959. pamphlet, helpful in identifying various organizations. ) , "Lets Stop Taking Latin America for Granted. " New York Times(interesting Magazine. because of its pre-Alliance date) American Union, 1966. The"Optimi3m 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 "ThePowelson, Question J. P. of the Effectiveness of the Alliance for Progress, Pro and Digest,Hanke,Con, L.XLI, 1963, pp. 67-96. , ,"The Meaning of theSouth Alliance America. for Progress: Princeton: Conflicts D. Van ofNostrand, Opinion, 1967, " in pp. 186-193. " Congressional A freeStaetzer, catalogue 0. C. of -Pan American Union publications may be obtained from:Division, Sales and Office of Publication Services, Pan American Union, Washington, D. ,C. , The OAS, An Introduction, New York: Praeger, 1965. Promotion 20006. Cuba: References have attempted to sub- booksMuchton:furtherisstantiate too D. has citedemotional Vandiscussion beentheir here, Nostrand, writtenpreconceived and of anthe too close for objectiveabout1967, Castro pp. and 37-40. his Mostliteratureattempt of has on been Cuba, made see toHanke,notions rather than present a appraisal.revolution, A variety and many of viewpoints authors these books areindicate appropriate the point of view of L., Mexicobalanced and the account. Caribbean.Perhaps thefor thesubject abletheis student. foundauthors. in the For Prince- Burks,Castro, D.D. 14%, , Cuba"The PurposeUnder Series #165, $. 75) Castro.of theNew Revolution York: Foreign in Cuba,Hanke, L., Mexico and the " from Castro's 1960 addressPolicy Association, 1965.Caribbean. Princeton: D. Van Nostrand, (Headlinebefore the UN Cuba. Department of State General1967,(Excerpts pp. Assembly, 196-199. from this in publication are Publication 7171. provided in the Appendix. Washington: Government ) Printing Office, 1961. TheDraper, Cuban T. Crisis: A view that Castro betrayed , Castro's Revolution, Myths Documentary Record. New York: his liberal, democratic and Realities. New York: Foreign Policy Association,supporters) Praeger, 1962. (takes the 1963. Draper, T. Hanke,ideology "Theodore and actions by a , Castroism, Theory and 'Old Myths and New Realities Draper's articles and books writer thoroughly familiar Practice. New York: Praeger, of Cuba, " in Hanke, L. , have provided careful with the history of 1965. (According to Lewis Mexico and the analysis of Castro'scommunism.. . ") Goldenberg,Fulbright,Johnson, J.H., W.B., The ,The Bay Cuban of Caribbean. Princeton: D. Van Nostrand, Pigs. New York: Norton, Re volution and Latin 1967,America. pp. 208-210. New York: Praeger,1964. 1965. Mac Gaffey, W. and Revolution. Garden City: Barnett, C. R. , Doubleday, 1965. Twentieth-Century Cuba, The 37 Background of the Castro , 1963, May,Mills, E. R.C. W. "strident ,The American ForeignListen Yankee. New York:attack on U. S. policy . Policy. New York: Braziller, . Ballantine,. 1961. by the U. S. sociologist (According to Lewis Hanke, a . ") Smith,Seers, D.R. F. , et al, Cuba:, The RevolutionCuba Before Castro. New York: Within. Knopf, 1966. Chapel Hill: University of North Carolina Press, 1964. Smith,Smith, R. R. F. F. and University Press, , WhatThe U. Happened S. and Cuba, in Cuba. Business New 1960. York:and Diplomacy, Twayne, 1963. 1917-1960. (documents New andHaven: comments) College Thomas,Szulc, T. H.and Meyer, K. E. , The Ballantine, 1962. , "The Origin of the Cuban Revolution, Cuban Invasion. The Chronicle " in Hanke, L., Mexico and the Caribbean. of a Disaster. New York: U.S. Policy Toward Cuba. Princeton,Printing Office, D. Van 1964. Nostrand, Department of State Publication 1967, pp. 200-208, 7690. Munsell Publishers, 1961. Washington: Government Waldo,Williams, F., Cuba,W.A., PropheticThe U.S. , Waldo(According Frank to to Lewis write Hanke,Cuba, Island.Cuba, New and York: Castro. Marzani An Essay and on the Prophetic"Castro is Island.reported to have subsidized the . . ") Dynamics of Revolution and 1962. American Encounter,Periodicals July 1963 and August the Dissolution of Empire. 1964. New York: Monthly Review Press, (published in London) contains controversial articles and Gil,Mathews, F. G. T. replies) , "Antecedents, of the Cuban Revolution,"The Caribbean Kaleidoscope, " Current History, January 1965. " The Centennial Review, VI, 1962. Whitridge,Schneider,Politica, June R.A. M.,1960. "Cuba's Role in American History, "Five Years of the Cuban Revolution,(published in Caracas, Venezuela) " History Today, " Current History, January 1964. June 1961. Bosch, J. The Unfinished Dominican Republic:Experiment: References Democracy in the Dominican Republic. New York: CenterCommittee for Strategic on Foreign Relations, Washington,Praeger, 1964. D. C.: Georgetown Studies, Dominican Action -- U. S. Senate, Background University, 1966. 1965, Intervention or Information Relating to the Cooperation? Congressional Record (IncludesDominican the comments Republic.. of Senate. Friday, Octoberand the Dominican Republic.Washington, D. C.: U. S. Fulbright and others as well as a 22, 1965 (Vol. III, No. Government PrintingEnglewood Office, Cliffs, variety of newspaper 198-Part 2), pp.N. 1-25.J.: Prentice-Hall, July 1965. articles) Goodsell,Fagg, J.E. J. , N.Cuba, , Haiti, 302,1965. 309. (Vol. 53, No. "Balaguer's Dominican Republic, 315) " Current History, November York: Putnam, 1965. 1967, pp. 298- Kurzman,MaPer llin, lo, Victor,J.,D., Caribbean Santo Marines Domingo: in left viewpoint) Crisis. Garden City, N. Y. : Santo Domingo. New York: Revolt of the Damned. New Doubleday, 1965. New Outlook Publishers, 1965. (radical Thomas,Szulc, T. A, J. , Jr. and of(Background the Bar of the Paper City and, ProceedingsDominican Diary. New Thomas, A. V. W. , The of New York). Dobbs Ferry, York: Delacorte Press, of ti-e Ninth Hammarskjold Dominican Republic Crisis N.Y.: Oceana.1965. Publishers, Forum, Association of 1965. 1967. Varney,Veliz, C.H. (ed),L., The Latin Shameful pp.on Pan257-269. American America and the Caribbean, Policy, 1965. Dominican Story, America A Handbook. New York: Defeats Itself. New York: Praeger, 1968, Committee Transparency Masters The following pages were designed to be reproduced easily by the heat transfer process. The teacher may wish to make ditto masters and provide individual copies for the students, or make transparencies for use on an overhead projector. ORGAN1ZAnoN OF AMERICAN STATES INTER-AMERICAN CONFERENCE Meeting of Foreign AffairsConsultationMinisters of of COUNCIL J ConferencesSpecialized mmrcamirillIr SocialEconomicInter - American and Council Specialized CouncilInter-CulturalInter-American American of JuristsCouncil Pan- American Union Organizations I os9 46 tro 6473) QA 4-akto ctAry 10,0% 8090 80%91% LITERACY of Population 596070 1111 1965 /950 403020 .LATIN AMER /CA ARGENT/Nil HAITI ELEMENTARY EDUCATION COMPLETED SchoolsNumber of HIGHER NumberStudents of %Population of U. S. 2, 037 342 3, 700, 000 2. 0% (1961) ArgentinaChile 8 193, 00027, 000 3% (1962) 5 5, 800 .4% (1963)(1962) ElCosta Salvador Rica 3 3, 000 1% (1962) VenezuelaMexico 325 15,94, 000 000 . 3% (1960)(1961) 30% GOVERNMENT SPENDING FOR EDUCATION 28% 17% 17% 20% (a) 9% (b)(a) ArgentinaEducationCentral governlent Min: try spending spending only only Bolivia Chile Costa Rica El Salvador Mexico Venezuela Costa Rica Canal Zone /"=CANAL 75 milesZONE 814 VINO 13 OSVd - . . *41%, 11110 ....,. 3(114 ...., NI ....- .....g,0091-GIN---- ...... --- .. ,: . - - ...... -...... ,...... "*.tii 4,...... ,...... *"... .0. \. VA00b0 ...... " . . \ \ 0 . . \ . . \\ . . , 140 V IN I VZ 1 '. \ X N . . . \ . \ . - . \ ,tfisitecseo . \ N tor e3cy )3100i \ \ \ \\ \\ \ \ TS, UNIT VI Senior ElectiveSELECTED CourseIPOPULATION CONTEMPORARY on Contemporary AND PROBLEMSURBANIZATION, Latin America OF LATIN LAND AMERICA: REFORM* zOil: °Ac LL. ou ,th LLI 41O4.. 0.-,, CC0-Lij 0_ nJ 0- I- 0nzcn0CC ° WM 0 F- dr_-c- Z00o ILn- LI0 10,mcco 7 LatinSuggested America Activities weak, by preventing its Explanatory Notes highHowcorrectfoundationsnatural fertilityare theLatingrowth.... imbalance andis American this modern "reasoning Upon between nationslow what mortality?based? traditionally tryinghistorical to InsidepageSee 599Reading South in the America, #2 index in the of additionalAppendix John Gunther's ofinformation this book,unit. On Whychildren is a steadyin the populationincrease in ofthe Latin proportion America of highon"Incitedcan the fertility, allbe inpopulation offound, Reading the the Latin as proportion #2.explosionwell American as in inofthe individualcountries Population withcountries Bulletin persons under HowparencyStatesbirthcancea serious does and and of#1)? it death this by-productthecompare Unitedincreasing rates with ? Kingdomof What thedependencythose imbalance is of (seethe the signifi-Trans- Unitedload? between betweeneconomicallyinto15 31thenow percent countries economicallyranges inproductive from theof northern United43 nonproductive to components 51 States percentEurope. and and compared ofThe23 the percent relation June,beeducation]forWhenpopulation diverted agricultural 1967, the ratioto isp. more expressed57.) isand high, immediateAlso, industrial urgently as use a dependency Transparency needsexpansion needed [ as capital ratio.must .... " (Source: Population Bulletin, HowpopulatonmoreComparetell futuredoes meaningful Mexico'sTransparencies problemspyramids and population (seeillustrating why? #1Transparency Haveand pyramid #2.age students distribu- fore- #2)? make Which is theUseSee#1 populationinTransparencies Table the Appendix. #3 pyramids.for the #1 necessary and #2 for data this to activity. make forortionsimilarities Venezuela. Mexico. for the countries between Note the ofthese differencesArgentina, graphs and Costaand the Rica, 8one WhatSuggested implications A ctivities for Latin American ExplanatoryCompare the Notes economic and population growths inBlumenthal,expandedductionStateeconomic 1961, Department, while in 7% growththe an inpopulation areaofficial 1957, are [in Latin presentedslowed hisof increased theremark America Unitedto aboutby that byMichael ]States 4%close "pro- multiplyinggrowthEconomicTransparenciescountriesof Latin of Americathe Development.of population GNPLatin #1, by is#2,America laggingusing andand Note the #3the duein slow in that statisticsmost tothe thegrowth unitof per rapidlythe found on ofcapita on Austin:Reflectionsincreaseto(Source: 3% durirg1961...University in Campos,GNP on Latin was of Robertotherefore, AmericanonlyTexas about Press, de perDevelopment, 1Oliveira, %.... capita1967. " ?) more,isthesameeconomicdemographer, endangered GNP. W.order W.Jean and of Rostow or magnitude,demographicBourgeois-Pichat,explains "made in histhatimpossible. " book economic growthwhen The athe reach French " Stages developmentratesFurther- "the of of According to Preston E. James, Latin SeetoimposedEconomicPopulation "outrace the nap on Development the developingonBulletin, population June, economies refers densityincrease. 1967. often ) andby " to their distribution the needstrain (Source: atpopulationbyinhabitedAmericaof thethe the ratePopulation world's comprises areas ofof 20.South butpopulation. 4 Bulletin persons hasAmerica19 percentless of perAnd,than wasJune, ofsquare 7 distributedtheas 1967,percent stated world's mile the pointstributiononandpage page Populations 647out of11844 thatof Population of theof "aStavrianos' Peterson's Ewingofcountry the in Latin book; Latinmay text;work. American orbeAmerica, the theJohn'empty' map, chart, Gunther Nations, " in on "Areas that " "Dis- thisthetoStatesas Latincomparedrelatively suggestion andMiddle America's to tolow340.1 Atlantic appropriate?50. density 5personspopulation persons Seaboard. suggest on Why in theproblems? the Howa orUnited solutionUnited why does not? Is mythmoreReadingsettled,it can ofrather have underdeveloped ...but#3 inlargethan thisthe lessareasAppendix can difficult.... makelands.still untappedconcerning feeding " See itsand the citizens un- investmentWhySuggested is insufficient andActivities expansion capital in available Latin America? for ExplanatoryneededanThe example Population capital Notesof the forBulletin agricultural of June, development 1967, endless circle concerning provides in isforLatinproducingagriculturalment short education. America: requires in underdeveloped crop societies capital surpluses caninvestment benations.for obtained export. which only by Education takes"Improved money. landMoney usage calls Develop- But in Using reference material available in the TheSo,ofusage,crop Latinfollowing the surpluses especially circle farmers, statistics remains absolutely when 'tired' ofclosed. fromurban overuse cr fields are, in the languagerequire improved land " populations abuse. Cuba,threeschoolcomparedoes largest theMexico, library, largestin sizecities makePeru, withcity of and ainArgentina, chart each Venezuela. listingof the Chile, the the second and third countries How Argentina1960)may(given befor helpful inselected thousands for Latin for BuenosAmerican each cityAires countries proper, ca. this exercise:3, 845 Chile Santiago 839 ninetimeslargestcountry. times larger cities? theFor than sizeNote example, any of that Argentina'sother itBuenos iscity usually in many Aires is nearly secondthe Mexico COrdobaRosario 471566 Peru ConcepcionValparaiso 1 262274164 haveOnlyprimatecity. students two city countries--Brazil surmiseis characteristic whether and ofor Equador-- thenot Using a political map of Latin America, equal inregion. the Venezuela MonterreyGuadalajaraMexico City 2, 8001, 285 601734 Cuba, ca. 1965 ArequipaCallaoLima 983150 size.have their two largest cities nearly 10 BarquisimetoMaracaiboCaracas 203460 LaCamagueySantiago Habana de Cuba 241162 Suggested Activities ExplanatoryMexico,(Source Peruof Notes statistics and ior Venezuela: Lyle, Norris Argentina, Chile, B. , andForofYork: LatinCalifornia,Caiman, Cuba: United America, Demographic Richard Latin Nations, 1965. Los Angeles:Arre rican Center,A. 1966. 1968. ) , Yearbook,Statistical 1967. New Abstract University AccordingofPopulationProfessororso Texas, consistentlyfirst tocity of"no HarleyResearch Sociology other L. Center, and is many times larger the pattern in which major world region Browning, Associate Director of the The University than the secondthe primacy displays tolandcity.... varioussystemsasbe smallfound as Thesewell stages of in politicalasall situations onof economic countries; under very parts of Latinthe America, coast; in large asorder; and in countries of high primacy... are development. " different well in- of the Appendix. Why are UseMarch,of(Source: Political Table 1958, The and p. Annals Social114. #4, "Growth of Large ) of the AmericanScience, Volume 316, Metropolitan Academy theseStudysuchand/orprimateof Buenos nine Tablea largedeep-water cities? metropolitan #4 Aires, proportion in Which ports? areasones Why are Santiago, and Habana have of the national popu- considered did thealso cities capitals AmericaAreas,theinexceptions capitalthe " in richis the usuallyof beingcoastal Appendixeach Quitothe lowlandsof the countries of Ecuador of andlargest Brasilia. city as well,of this unit. Quito in the high- LatinGuayaquilNote that has the andlation Sao around Paulo 1900? have smaller proportionsWhy did Rio de Janeiro of 11 landcommercial region. Transfersupremacy over of Brazil's capital primatetheSuggestedreasonsany national other city? may A cities populationctivities be givenin the infor table? the the mid-1950's importanceWhat historical than of the fromExplanatoryablemadecompletely Rioto in build deApril, NotesJaneiromodern up 1960. their tocity superiorityThethe of recently primateBrasilia in constructed, citieswasnumbers officially were the[keybecause cities.acourt congenial consuladoinstitutions system "...the environment [1, Spanish consulateas the the cabildo viceroy, colonial 1, for the[ townthe thearchdiocese, system rise audienciacouncil of providedthese 1, Under a centralized government such becameculturalunquestionedcenter.and(Source: the the universitycenters Thefocus commercial, Annals ofwithin wereurban of theirall thedevelopment financial,located Americanrespective in andone andAcademy countries. urban the of With independence the capital cities thanaCompare country's several advantages having cities with a andprimate fairly disadvantages cityequal rather popu- of in1958,resourcesConsider:Political one pp. area, 114-115.) and aretheand Social ofsize whether greater of Science, the the value country, economy Volume if concentrated whether of316, the March, its lations. hindrancecapitalandofruralcountry the skilled population primate and requires to personnel,culturalthe city; growth whena numerous the activities, determining themonopolyof middle-sizedconcentration and and permanentof thea professionalpossible benefits cities of in 12 theaspects. country when evaluating the unfavorable WhySuggested is urbanization Activities sometimes used as an WithExplanatory the increasing Notes industrialization of a indicatorisof aa faircountry? ofevaluation? the Dodegree students of economic believe growththat this inonefromgroupscountryrelative that usually an ofof comesagrarian importancenon-agriculturalpeople involves the insociety tendency urban of agriculture toareas. activities. anto amassurban, aid Among largeindustrialized an increase "... a reduction of the The change thewherewhichis lowercountriescorresponding35 percent incomeagricultural than where $200of levels the contribution annualitactivity total areis difficult higherproduct, per contributes iscapita thantoseldom while find $500income one lessfoundamong the than to those in p.York:M.,exceed 36. (ed.), )International 25 Urbanizationpercent. " Documents in Latin Service, America. (Source: Hauser, Philip 1961, New states Whysensecountrieseconomic are that many consideredcity development? of growth the Latin "overurbanized" is American in the running ahead of NewEurope,thatandindustryPreston in Zealand,this "...the of E. "...ledwas Anglo-America, James urbanizedemployment the to firstinthe his multiplicationreason societies work, in and manufacturing for Latinof ofcityAustralia Western America,of growth.... service and and " Nationspolice.,increaseserviceemployment. ] etc.]Economicoccupations of jobsappeared But in Commissionin manufacturing.[ Latin-Americanprofessional first, before for people, Latin theThe cities the [ rapidUnited teachers,America.. , 13 overburdenedconcludes that with the services,turban population whose development appears Suggested Activities Explanatory Notes islessmanyfacturing apparently well of the servedactivities. out by cities of Latin America seem of proportion to existent manu-linesr of transportationIt is for this reason to bethatthan theinDefine Latin "push" the America. from rural "push-pull" theory of urbanization What factors provide areas? The "pull" Anglo-America.insocial,Considercities urban of and comparable areas.rural educational " land problems size opportunities availablein Western Europe or and the economic, Whytoadventure urban is the areas? move than formerly?to the city a less bold Accordingtovillageof the a new metropolis. has to road often Browning, which been The horizons.provides of direct the village transportationlessened by the existence"...the isolation of the ofaninformationareunusual;residence all,increasingly broadened the villagerothers does via radios nothe who hasfeel and by the wider literatedissemination population. knownhe havedecides is doingdone to itsomething transfer his reading material to But most beforeof HowLatinserious are America? severe problems housing for the urban areas of shortages creating him...."Usetemporaryand "TheReading also word review Society #4 favela in Reading in in its mndern usage the Appendix of this Latin America. #1 in the unit on Con- unit,was Define:ownand definitions then favela. compare Have them from the previous students formwith their the definition readings 14 Estatfsticadefined by as: the (a) Institute a minimum Brasileiro de Geografia e number of 50 Suggestedgiven by Athe ctivities Instituto Brasileiro de buildingsExplanatoryJf huts grouped and Notes barracks together; of a typical rustic ap- (b) predominance Geografia e Estatfstica. partiesandsheetspearance,in theuninspected oforgeneral similarunknownusually network buildings owners; on material;made (c) unlicensedof planks and telephones; (e) non-urbanizedof sewerage, running (d) notlands included of third galvanized Newwater,1961,feeingareaPhilip York: lacking p.lighting, or M.191. rating International ) proper and system. , (ed. ), Urbanization in division into streets, " Documents Service,(Source: Hauser, Latin America numbering, HaveReadfromofPearse Urbanization thestudents Reading infollowing his weigh paper,#4 in in the this statements by Andrewthe faults"Some (as learnedCity Characteristics of Rio de unit and Reading #1 Janeiro". theSomethatagriculturalfunction favela itauthorities "softens" duringperforms to urban, onthethe antransition Latinimpact America of arrival proclaim inindustrialinevitable environment and essential from a rural, the thatin ofvaluesinof thefactors a houseunit of the offseton was favela. worththe "...Thus the average declared Contemporary Society) and other? Whytwo orDoes whyto three one of the groups months' value not? theyurbanthegroupsexclusively "shock"were area. andthat in Theinhabitedtheof thecountry. big by communitiesthe immigrant are asis tightly shanty-towns are almost city. peasants whose kinshipIt is through these protected from knit as withoutimmigrantmentsalary,and hisof furtherand rent. family ahaving means as anbeen of The favela therefore responsibility for the pay- unbroken unit in theestablishing himselfbuilt, left its owner offered to the thosepossibleshortestconditions of possibleoutlay,his similarcountry in time, his and own a home. sometimes superior tond -wi th the least house, in 15 Suggested Activities ...What is significant however, and Explanatory Notes themselves,bythatwhatconditionscommentators their though is overlooked illegal are ofthe life rated initiative--havewhohouse-type INhich constantly weephigher theover isby favela by'rural', thethem the dwellers- secured for favelas, is city the in numbermostin(Source: Latinthe respects ruralof America. them Hauser, areas than have thefrom NewPhilip come. conditions whichYork: M. , the greater " (ed.195-196. ), Urbanization )International prevailing America?DocumentsWhatdiscontent are Aresome Service, among similar of the1961,the possiblefeelingsurban pp. poor sourcespresent in T.atin of WorkingDanielof new Pecaut urban Class, inworkers " andeclares article, always that gives rise to some "The Urban ". . the experience Statesamong ? this same group of people in the United accommodation,discontent:enteringcostandcontact aboveof living. with a entering hierarchyall the the lackproblems sometimes an andof urban facilities becoming of environment precariousfierce in vividly newrise inquarters, means Entering industry also means living the possiblealsoawarecracy(S3t.6.-ce: involves of and sourcessocial politicians' Veliz,confrontation distance. of Claudio, discontent.... with (ed. state), Latin bureau- canvassing. All these are Entering metropolises " America A. 16 Praeger,and the Caribbean. 1968, p. 676. New ) York: Frederick The marked imbalance economic growth suggests between the rate of Latin INTRODUCTIONLAND REFORM the need for swift and massive America's rapid population increase structual changes and La-::ininitsment:"the thesluggish solutionregion's America". rate of of theA agricultural agricultural policies. prominent Mexican economist, populationproblem of 199 cannot million be in separated1960, And, according to Albert Oscar Delgado, substantiates from the landholding Balta.patterns Corts,...Of this a Chilean total, Baltra's state- economist, of notare108LatindependentsMoreover, economically onlymillion America for orthemselves and, in 54had terms permore a cent of indirectly, the active.... These 28 but also directly for theirlive in ruralnational areas, economy, and they have to for the 91 million urban 1/2 million have to produce food 70of these1/2 million 28 1/2 million of themdwellers.produce -i8 a Delgado also proclaims haveinsufficientmillionsurplus too adult muchfor amount economic farmers--have land. of* land; 1. no that the constant and growingdevelopment. And yet, 63 per cent 9 million have enoughland land, at all. Some 5 1/2 million have an internal migration to the cities and 100, 000... rates in cannot wholetheLatinabsorbfourrise urban toAmerica. fromand,the forty-six population rural therefore,108 populationmillionFor, by the to 1970), it does(it is not estimated decrease thatalthcugh it the percentage this migration133 million makes also bynumber 1970. of actualexplosion and potential caused by the rising absolutely. the rural population decreaseof rural populationagricultural will birthworkers fall rates is and rTected falling death Hence, the rural population as a relativelyfrom to fifty- to 17 numberinproduction Latin of America people for Latin to today. acquire America's land. rapidly expanding populationConsequently, and will enable it theis hoped greatest that possible agrarian reform measures will provide the increased food This undertaking may be considered one of the most pressing *Keen, Benjamin, (ed. ), Readings in Latin-American Civilization:York: Houghton 1492 to theMifflin Present. Co. New , 1967, p. 467. I. When considering that for all of Latin America approximately 76. 3% of the agricultural pop- A.significantsessesulation 62. owns 2% and 4. of the5% the needof arable the for agricultural land, agrarian the Latin reformland,In AmericanLatinwhile becomes Americaanother landownership pressing. 1% landownership of the agrarian patterns is generallypopulace pos-concentrated in a few large, under- become 1.subsistenceutilized estates holdings (latifundia) (minifundia). alongLarge with millions estatesprograms,colonial and of overused, plantations era; these and, uneconomically large evenin the properties today, hands despiteof small stilla few predominatethe owners accomplishments existed in most during ofof theagrarian countries reform 2. In colonialholdingsown,accordingof Latin daysand ofAmerica.because there toinsufficient Spanish was their little inheritance landssize land to had supportleft to laws, for be thethemselvesdivided individuals poor equally to cultivate were among often as their left with land- children Suggested Activities Explanatory Notes inWhatreasons Latin disproportions America?which account Are in landownership there for these inequities? historical exist Haiti,America",TransparencyofpictureConsult almost which presentedI inall had the #3,Latin its Main Appendix,"Land by sweepingAmerican theIdeas Distribution transparency ofThe land countries this general section in isexcept true reform at Latin and whichBolivia,theoccurredCuba, time have where andof after itscarried Venezuela, independencemassive the outcountry's extensiveland three tenurestruggles; revolutionOAS countries reforms;reforms and Mexico,(1959). Historically,porters,revolutionsments,Worldcrowns awardedcreoleswho note inoriginally their who thatlarge backedtherespective grants Spanish to faithfulcountries and sup- re- Later, during the independence move- held the land in the New successful national Portuguese forlustratingHaveTable the students countries#5 the in theinequities make Appendix.of Latin bar in or America landownership pieFollow graphs il- the formatselected in Argentina,DistributionTransparencyofceived agricultural legal " and in confirmation#4, Brazil, Transparencylands "Land held" exemplify Distribution byof #5,theirthe minority andlandholdings.the percentages"Land in Appendix.mostusedWhat incountries landownership Transparencies of Latin patterns #4 and America? characterize #5 in the majoritystatementC.See Thiesenhusen Main groups Ideaprepared L of A.and the forof Marion agricultural this the section.U. R. S. Brown in aSenate population.William 19 aslandownershipCommittee follows: on patternsForeign inRelations Latin America (1) the latifundia, ", defined the , the traditional B. Domestic food requirements in the countries of Latin America fail topoorerthe beduction bettermet subsistence for commercial internal holdings' consumption. plantations low productivity are almost exclusively is not devoted to export and the geared to commercial pro- because II. The Alliance for A.Progresslongstandingmost Agrarian Latin has Americanreform made agrarian agrarianbegan countriesproblems. in reform a number have a majorhad of Latinless issue, than American ten years countries under as simple land reformfor laws excepting to remedy Mexico, B. Because mere land redistribution was not enough, agrarian reform policiesthreatstopandedredistribution do "social to to internal include justice" programs order. land to landless taxes,designed extension groups to satisfy who services, thewere land political agricultural hunger or of revolutionary thecredit, peasantry export or have ex- C. The Charter of the Alliance for Progress made land reform in throughnewpromotion,"international marketing financing, and matterstructures,public programs ofinvestment principle" etc. of farmer in to transportation educationwhich the andUnited and instruction, Statesstorage pledged facilities. help in its creating support Latin America an AdditionalStavrianos,Peterson,Reading Assignment Haroldreadings Leften F., onS., Latin agrarian and America, Blanksten, reform pp. inGeorge 50) Latin 95-97, AmericaI., Latin 106-109, America,may 113, be found 115. pp. in the 32, 45-46. following sources: 20 Suggested Activities Explanatory Notes typelaborwhichpenditures...unchangingroutine with arrangements. largely absenteemanagement, technology, characterized runs ownership, itself, traditional and and byminimum extensive hired organization low-grade cash ex- " (For information semi-feudal land use, toSetting agriculture"farmscourse.concerningpages 22andwhere ); and (2)Historical the takes "activelyplantations23 evolution in place the Development, managedunit, (butof theGeographical it hacienda,is large-scale noted of that and new commercial this refer lesssmallatfarms...and"these first workers. Brown,units appear.... apparently"are operated often"...Marion "); modern by andR., not large Survey(3) as and wellnumbers progressive of farmed the of as (Source: Thiesenhusen, William C., minifundia, the very Alliance for land- they AmericanForeignparedProgress,U.90th S. atCongress, Government RepublicsRelations,the Problems Request 1st AffairsUnited Printing Session. ofof theAgriculture, of StatesSubcommittee Office,the Committee Senate, a on on Washington, D. C. : 1967, pp. 11-12. ) Study Pre- 85-416, America?Why is available farmland limited in Latin graphyrainfall,exploitationMuch of (see soilLatin thebecause conditions, America unit, ofGeographical too is altitude not much suited orand too land Setting andfor agricultural little topo- ) 21 Historical Background, for further information. The"The"Agrarian section Mexican Reform entitled Land { "Land, inReform" Bolivia Agriculture, and 1" and"Land "Agrarian and Reform: Economics, Reform Ideals and"and pp.B.readings Realities,the 139-257Heath Peasant," book, and " in in Richard the pp.inBenjamin thereader137-138, Lewis N. editedAdams.Keen's 411-413.Hanke by readings, Dwight The"Land section Reform" on the inagrarian Stavrianos, problem Leften in the S., works Readings edited in Worldby ClaudioInc.pp. History. 360-362, Veliz, 467-473. pp. 487-501. , 1967, pp. 471-475. Boston: Allyn and Bacon, 22 Suggested Activities Explanatory Notes Too,overpricesagainst(1) Thiesenhusen bears labor.... are inflation; highsocial because prestige;(3) " and Brown notebrings that accompanying land is a commodity(2) acts as a hedge "land control which: himselfplightlessWhy of does ofhowin the athe statehard rural peasant ofhe poor sharecroppers, migrantworks? Howendless does poverty thein Latin regard- Americain the United States find hacendado)Workingafromselves portion being or at for aprevents able subsistence the toowner save the peasant of the limited available ofenough the hacienda capitallevel (the to purchase for either them- (or campesino)lands. Use laborers)AmericaofBecause(tenant Latin compareAmerica?farmers, isa growingcreating with a rural population in Latin situation wherethat more of the peasants Highlands,ReadingandPeru's Brazil's effort#5, " for attempt tothe colonize to areas examples to use. "Life of the Peon in the Peruvian comparison exercise. settle its interior Also, see Reading east of the Andes regions land,tomountsandeffortscolonization populate moremany of made people unusedcountries these ofby regions liveLatin on a sparsely-settledland. areas. haveAmerican attempted countries whichthe have largeCite somea- specificstatic amount of #3aredeveloped ofgood this unit lands for in further Latin America. information on un- suchWhatofWhatvoke the plans? difficulties conditions haciendaa violent inmightsocial prevailed within theMexico structure about 1914 to pro- uprising? arise in carrying out Use Reading #6 in the Appendix of this unit. CompareSuggestedMexico, theBolivia,A ctivities land reformand Venezuela experiences by con- of VenezuelaUseExplanatory the case found Notesstudies in Appendix of Mexico, I, pages Bolivia, and 19-26, of revolutionssidering the followingsimilar? Different? questions: 1.2. How were the Mexican and BolivianOf what advantage is accomplishing use.bethegressiveRevolution available Thiesenhusen middle (1915)in multiple andclass originated Brown andcopies later pmongstudy In question #1 note that the for classroombecame aMexican popu- whichthe pro- should agrariansuresmeasuresredistribution? rather reform taken? than from How effective were 3. What provisions were violent revolution? peaceful political pres- made for land the thethingwerelarbeganquickly, uprisingrevolution campesinoselse among onreforms in poorer inwhichthe Bolivia Indians of land, mostan agrarian ofand of the in a who demanded above every- "took place more the fightersCochabamba laternature"; era" and poor?expropriated and distributed among 4.5. Why Why were did variations all large exist landholdings not throughin the amountthe rural land.family)landinvalleys. the granted hands in Mexico. of to those each According whoejidatario to In question #5 consider Both revolutions placed the would redistribute the amount(head of of an ejido Preston E. government Americanmighthaveagrarianof land been these given reform governmentsprovided services to rurallaws? by beinhabitants the todifficult provide 6. What services for rural governments? Why for Latindevelopmentto rural beJames,twenty-fivetenof ejidoirrigated the acres, landvariationssize. laterthewere acres. maximum changed supposedly in the towas For instance, if "...the land If the land could be culti- potential productivity fifteen,weighed and in then determining first set at could andareas?measuresa period the marketing of were system 7. Why did agricultural adjustment after agrarian reform taken? have to go through production drop America,thewereminimumvatedJames, minimum toobut Prestondry was Newarea wasdependent York:was E.,2,000 set The at on 50Odyssey local acres. for anything but brush or agave, Introduction to Latin acres...." (Source: rainfall, the Press, Inc.,If the land 24 today.1964,otherranches p. irrigated 64.) in Comparethe farms,Great thesePlainswheat of relativefarms, sizes and thewithcattle United States inbriefHaveSuggestedfound one reporteach ofin the ChapterA student onctivities countries the T1, chooseagrarian pages of Latin and 109-598 reform prepare America situationof athe beEconomicExplanatoryofMultiple available this course. copiesProgress Notesfor the for unit,in classroom Latin Economic America use Development,of shouldSocio- shouldLandReport,reformSocio-EconomicSocial distribution be Progress1965,laws, considered. orand PartTrust orProgressgovernmental tenure II, Fund, pages insystems, FifthLatin 39-309 services Annual America. recent of gressWhy hasunder Latin agrarian American reform agricultural laws been pro- slow? toNotetheofmental take power, Socialthat hold shifts change income, Progressand in mature, humanin agricultureand Trust statusinstitutionsespecially Fund, aretends Fifth involved.when and to Annualbe distributionfunda- slow In arestructureeasyReport,(farm lackinglimited to sizes,assess1965, of andina countryland theiritprogress the is concluded titles,fewsignificance. when indicatorsin land the "quantitative that agriculturaluse However, itfrequently statistics) is not indices" used tightened,eliminated,ofinpatternit maythe pastsemi-feudalbe of andobserved the few the someagrarian publicyears, landthat irreversible someland structure"whileownership situation of thethe changeshas fundamentalworstare isnot beingbeing changed abusesare 25 newtakingeconomicnumber outlets place cf aspirations. areas,for in ruraltheir the socialpolitical ITcampesinos relations. interests are even and finding In a Suggested A ctivities Explanatory Notes Whyurgedfailagriculture dowhen uponmany exported developed theof therural to dwellers Latinin the United ideas to improve America and there? States thenationsstudiesConsiderprograms Thiesenhucenland, showingcould howwpter designed hamperthe supply,distribution lack theof etc. land ,of and forBrown the United report States,states that application of agricultural forclassification Latin Americansoil, slope of Also throughmeretheredeviseofconsider the shortageis Latin policiesanimproved the"... American needincreasing to technology.... increase for farmland of food, and consequently to redistributiontendency...food production to problemand think as one of " rather than to Asintourgent.of a culminating Latingroups, Direct America each activity,the one where groups agrarian tc selecting a country divide the class write an reform is theUseresearch extension classroom needed of governmental and on library this exercise. resources services, etc. for the agrarianbecriticallyWhentheircide adopted. respective whether the reform appraise reports or law Latin not areeach proposal the presented,national of proposal the to submitlawsgovernments. toand de- wouldhave likely the pupils APPENDIX READINGS TABLE OF CONTENTS FOR APPENDIX Page Reading #1#3#2#4 FactorsInadequateTheEfforts Myth Influencing to Controlof Housing Underdeveloped the Population Conditions Decline inLandsGrowthLatinin inDeath Latin Urban America.in Rates RatesLatinAmerica. Areas inAmerica. of 292827 TABLES Reading #6#5 TheLife Haciendaof the Peon in Mexicoin the Peruvian about Latin1910. Highlands America. 353231 Table #1#3#2 PopulationStatisticalBirth Rates Growth Data and inforDeath Selected the RatesVarious Latin in Mexico,Age American Groups 1930-1965. of Argentina,Countries (In Thousands). 393837 Table #5#4 DistributionGrowth of Largeof the MetropolitanAgricultural HoldingsAreas in Latinin LatinAmerica.Costa Rica, and Venezuela. 4140 TRANSPARENCIES Transparency #1 Varying Patterns of Age Distribution in Latin Page XVIII,Kingdom.America,Referent Number The- Bureau, United 6. Inc. States, and the United (Source: Population Bulletin, Volume Washington, D. C. : , October, 1962, p. 130.) Population 44 Transparency #2 November,ington,Population D. 1964, C.: Bulletin, Population p. 179, Volume ) Reference XX,Population Number Bureau, Pyramid 7. Inc.., for Mexico. (Source: Wash- 45 Transparency #3 deen(Source: Culturala America Delgado,EconOmica, Latina. Oscar, 1965, (ed.), Landp. 735. ReformasDistribution ) Agrarias in Latin America, 1960. Mexico-Buenos Aires: Fondo 46 Transparency #4 AmericaDelgado,Cultura Latina.Economica, Oscar, (ed. 1965,), Reformas P. Land740. Agrarias )Distribution en la in Argentina, 1960. Mexico-Buenos Aires: Fondo de (Source: 47 Transparency #5 AmericadeDelgado, Cultura Latina. Oscar, EconOmica, (ed. ), 1965,Reformas p.Land 735, Agrarias Distribution ) en la in Brazil, 1960. Mexico-Buenos Aires: Fondo (Source: 48 QUOTES FROM THE READINGS ON PAGES 27-35 HAVE BEEN DELETED TO ADHERE TO COPYRIGHT LAWS FACTORS INFLUENCING THE DECLINE IN DEATH RUES IN LATIN AMERICA TABLE OF CONTENTS FOR READINGS Reading # 1 - Populationpp.EconomicJames, 314-315. Prestonand Bulletin, Political E., IntroductionVolume Problems. XXIII, to Number Latin 3.America: New York: The OdysseyWashington, Press, Inc., D.C.: 1964, The Geographic Background of Population EFFORTS TO CONTROL POPULATION GROWTH RATES IN LATIN AMERICA Reference Bureau, Inc., June, 1967, pp. 72-73. TT THE MYTH OF UNDERDEVELOPED LANDS IN LATIN AMERICA Reading # 2 - ReferencePopulation Bureau, Bulletin, Inc., Volume June, XXIII, 1967, Numberpp. 79-80. 3, Washington, D.C.: Population INADECILJATE HOUSING CONDITIONS IN URBAN AREAS OF LATIN AMERICA Reading # 3 Refe-rencePopulation Bureau,Bulletin, Inc., Volume June, XXIII, 1967, Numberpp. 63 -64.3. Washington, D.C.: Population Reading # 5 4 - UniversityStein,ReferencePopulation William Bureau,Press,Bulletin, W., 1961,Inc.,Hualcan: Volume pp.June, 39-40,XXIII, 1967, 42-43.Number 3. Life in the Highlands of Peru. pp. 69-70. Washington, D.C.: Ithaca: Population Cornell THE HACIENDA IN MEXICO ABOUT 1910 Reading 1/ 6 - 1966,Smith, pp. T. 155-157.Lynn. (ed.), Agrarian Reform in Latin America. New York: Alfred A. Knopf, TABLE #1 POPULATION GROWTH IN SELECTED Lyle, Norris B. , and Ca Limn, Richard A. LATIN AMERICAN COUNTRIES (In Thousands) , Statistical Abstract of Latin America, 1965. Los Angeles: GROUPCountry I University of California, Latin American Center, 1(;66. 1930 1935 1940 1945 1950 1955 1960 1965 GROUP II ArgentinaUruguayBolivia 11, 8962, 3971, 83 7 13, 0442,0302, 540 14,169 2,1552, 690 15, 3902,2562, 850 17,119 2,4073, 012 18, 9722,6173, 225 20, 006 2,8273, 453 22, 352 2,7153, 702 GROUP III PeruMexicoColombiaBrazil 33,16, 568 589 6,7, 001425 37,15018, 0896,8, 484499 19,41,114 815 9,7, 094 033 22,46, 21557610,1527, 727 25, 82651, 9448,11, 521 334 30,60,18312, 015 657 9, 396 34,10,70,14,132 988 857967 40,17, 91381, 787 30111, 650 VenezuelaDominicanCosta Rica Republic 3,1, 082 256 499 3, 3001, 484 551 3, 7101, 674 619 4, 2831, 825 695 4,2,129 976 801 5,1503, 736 951 4,1567, 3651,171 8,4, 7226601, 433 37 TABLEStateman's #2 Yearbook. New York: BIRTH RATES AND DEATH RATES IN St. Martin's Press, 1930 1965 1930-1967/68. MEXICO 1930Year (per thousand)Birth Rates 49.5 (per thousand)Death Rates 23.26, 36 1945195019471940 45.545.45.044.5 1 16.19. 631 195319601958 44.945.544.8 12.15. 5411. 6 Note19681963about that 45 theper birththousand rate inhabitants born in Mexico has remained nearly constant 44.245.7annually. The death rate has been going down during the last twenty or more years- 10. 5 9. 5 steadily and rapidly anddue improvedto better medical diet. care, improved sanitation, campaigns to eliminate epidemics 38 and native diseases, Keyfitz,TABLE #3Nathan, University of Chicago and Flieger, Wilhelm,STATISTICAL DATA FOR THE ARGENTINA, COSTA RICA,Press, 1968. World Population: An Analysis VARIOUS AGE GROUPS OF AND VENEZUELA of Vital Data. Chicago: The Age Group malesArgentina, (percent) females1961 malesCosta Rica, 1960 (percent) females malesVenezuela, 1963 (percent) females 5-1- 9 4 0 10. 1 2.28.9. 3 3 10. 0 8.2.29. 2 4 11.714.16.0 2 5. 11.413.15.5 9 5.9 14.312.414. 9 3.8 14.12.14 2 72 3.8 25-2920-2435-3930-3415-1910 -14 8.8.8.5 246. 0 7 8.68.28.8. 57.0 1 7.8.9.4.6. 603 19 8.5.6.7.9. 3 541 6.7.89.5.7. 56 27 8.5.6.7.9. 1 803 40-4445-4955-5950-54 4.36.45.6.3. 04 3 4.5.6.5 913. 0 4.02.23. 601. 7 4.2.23. 13. 7 01. 7 4. 62.33. 091. 7 4.22.33. 071. 9 65-6980-8470-7460-6475-79 2.0. 50. 81. 41 3 2.40.1. 259 3 0.O.O. 8151.2 2 0.0. 51.2 820 0.1. 6241 1 0.0. 691. 24 3 85+ 39 GROWTH OF LARGE METROPOLITAN AREAS TABLEJames, #4 Preston E. , Latin America. NewIN LATIN York: The Odyssey Press, AMERICA 1959, p. 868. Year Population national populationProportion of Year Population national populationProportion of CityMexicoBuenos CityAires 18951900 767,541,744, 085 516 998 19. 04.4. 0 3 19551955 4,5,3, 617,005, 625, 300000 000 29. 413. 0 6. 2 SgoRioSantiago Paulode Janeiro 1900181907 99 239,308,332, 820 067724 10.19.6 3 1. 4 195319521955 3, 325,1,1, 387, 240, 000 600 400 22.21. 4 4 5. 7 LimaHabanaBogotaCaracas 192019051876 155,100, 118,486 000 312 4.2.5. 8 83 19551955 1, 169, 000 90 967,3, 200 200 16.12. 54 7.1 TABLEDelgado, #5 Oscar, (ed. ), Reformas DISTRIBUTION OF Agrarias en IN LATIN 740-744.THE AGRICULTURAL la AmericaAMERICA Latina. HOLDINGS Mexico-Buenos Aires: Fondo de LatinSizes America: of Holdings Cultura Econemica, Resume of the 1965, pp. 735, distribution of agricultural Holdings holdings by sizes of holdings, Land Area Percent circa 1960. in Hectares* 20 - 100- 20 7,1, Number595,500, 776127 Percent 76.16. 6. 325 177, 71,34, Hectares 426,453,018, 000000000 23. 4.9. 765 More than 1, 100 - 1, 000 Total: 000 9, 2. 471 acres634,829, 98, 448706057 100. 1 . 00 464,747, 694,591, 000000 100. 62. 20 Country Holdings*NOTE: one and Sizes of in Hectares hectare = NumberIn 1960 Holdings PercentIn 1960 NumberIn 1960 Land Area Percent In 1960 ARGENTINAMore than 1, 100 - 1, 00020 0 - 100 000 20 127,181,404121, 463 948 26, 358 27.39.726.7 9 5. 7 130, 349,35, 322,900 9007, 710,1, 759, 100 500 20L74. 2 4 1.04. 4 Total: 45 7,173 100. 0 41 175, 142, 400 100. 0 Country and Sizes of Holdings Land Area HoldingsBRAZIL in Hectares 0 20 2, 046, 381 NumberIn 1960 InPercent 1960 61. 2 13, 603, 541NumberIn 1960 PercentIn 1960 5.1 More than 1, 000 100 20 Total:1, 000 100 3, 342, 097 947,315, 712 11932, 885 100. 0 28. 4 1. 09. 4 125,265, 537,86, 450,40, 291,925 800 017, 939 395 100. 04 32.7.15.1 3 5 COLOMBIA 0 - 20 1, 039, 98 1 In 1960 In 1960 86. 0 3, 975,In 1960 700 In 1960 14. 6 More than 1, 000 100 20 - Total:1, OGO 100 1, 209, 671 126, 779 40, 151 2, 760 100. 0 10. 5 0.3. 23 27, 337,5, 8,800 39, 321,19, 721, 200 600 300 100. 0 30.35.19. 64 4 EL SALVADOR 20 0 100 20 In213, 1961 8, 845386 In 1961 95. 1 3. 9 In 1961 3 77,463, 000000 In 1961 24.29. 471 More than 1, 000 100 Total:1, 000 224, 1, 124289934 100.0 0.90.1 1, 2447 7,5,562, 000 100. 30.15. 08 Country and Sizes of Holdings Land Area HoldingsPERU in Hectares - 20 8 15, 456In 1961Number PercentIn 1961 95. 7 1, 934, 105In 1961Number PercentIn 1961 10. 4 More than 1, 000 100 - 20 - Total:1, 000 100 851, 95724, 628 2,9, 207 666 100.0 1.2. 10. 9 3 18,13, 604,000, 5005372, 689,800 980, 058 100. 0 6 9.14. 9 5 5.2 URUGUAY 0 - 100 20 In 19612 5,39, 205829 In 1961 45. 8 1, In 1961320,169, 000 In 1961 1.6. 9 9 More than 1, 000 100 20 - 1, 000 - Total: 1886, 3, , 809085928 100. 0 20.29.0 8 4. 4 16, 5,9, 825,674,988, 000000 100. 34.56. 093 43 TRANSPARENCY #1 VARYING PATTERNS OF AGE DISTRIBUTION IN LATIN AMERICA, THE UNITED STATES, AND THE UNITED KINGDOM Tropical TemperateUnited United Percent So. Amer. So. Amer. States KingdomAge Groups: 100 p y 65 and over n% / 17% .\ 20% 80 25% 45-64 33% 36% 32 rr0R33L5 10%\ 20-44 40 ?;,P . \ 9 \\ \ ,..% 7% ./ 7% 15-19 20' ,.' 20 WNW 19% (c.7. 5-14 /170/c vr7F; '" A.-, 13°A/ 90 80/ 0-4 0 W," The shaded areas show the dependent agegroups; the lighter areas, the sup- porting (working-age) groups.Tropical Latin America has about 8 to 10 percent more people in the dependent-age groups than the United States and the United Kingdom, respectively. Temperate South America has about thesame proportion of dependents as the United States, but has nearly 2 percentmore dependents porportionately than the United Kingdom. TRANSPARENCY #2 POPULATION PYRAMID FOR MEXICO Age Group: 854- 80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 20-24 15-19 10-14 5- 9 0- 4 10 9 5 4 3 4 5 6 10 male female Percent Why does Mexico's population pyramidforetell future problems? Withclose to half of its citizens undei: 15, Mexico hasa formidably large unproductive age group and a potentially highly fertile one whichmay threaten its progress in the years ahead. . 1. A IDA a 1111 IN I A A t A os a 4 a . I 4 TRANSPARENCY #4 LAND DISTRIBUTION IN ARGENTINA (1960) 43. 2% of the land holders hold I. 0% of the agricultural land. 5. '7% of the land holders hold 74. 4% of the agricultural land. TRANSPARENCY #5 LAND DISTRIBUTION IN BRAZIL (1960) 100 100 80 80 a) txo 60 60 CD cd C) ca 40 40 ot% ra 20 20 0 61. 2% of the landholders.... 1. 0% of the landholders... hold 5.1% of the agricultural land. hold 47. 3% of the agricultural land. Percentage of landholders Percentage of agricultural land 1 UNITSenior VII Elective Course on Contemporary Latin America LATIN AMERICAN CREATIVE EXPRESSIONS 4zOM ,0i-w11-wOOtaci0 cc ' en Z I I'OCCUji-o -, i- Oct-ctwO S-* 0- ota Z-CI 0U- >-- 0Z40Imigcocc_,.i-5:734CLIJUWLI,pt,'OX>FECOIOu.u.uJ41 let,-,(9 .6-C1 - in u,u..-'4 26 forInaspirations Latin family America, and can friends be musiccommunicated, to singis not together. reserved even When without for a music words. is IV. MODERN LATIN AMERICAN small group of serious musicians. experienced with others, feelings and MUSIC It is common activitiescommonenjoy,OurStudents own and groundmusicalwhenever must interpret experiencefor heritage possiblediscussion. their music.is the withso music,close availableNo to translatornot that just recordings. talk is necessary. It is recommended that the teacher supplement the sqggested of Latin America that it is possible for us to hear,about it. The use of recordings will create a music.TheMain suggested Ideas activities have been divided into two parts: folk and popular music, and symphonic II.I. African, VariationIndian,thegiven development Spanish Latinin the American relative(as ofwell Latin importanceas popular PortugueseAmerican and of music.folk theseand music other a distinctly influences from one region to the next has European)regional character.influences have affected IV.III. and Recently,combine this there old has and been traditional a great music effort withto recognize new Latin forms. America's musical heritage Nationalism is often a strong force in Latin American music. 27 A.Suggested Folk and Activities Popular Music ExplanatoryDaly,Background Carolyn, Notes material: "Music of the Americas," bibliographyposers,pp.records,emphasizingof 70-93.Latin performers, Americansongbooks, of types, books, music--country dances, and magazines, sheet instruments, music. pamphlets, by com- This material includes: outline and developments; country- AmericanAskments students in themusic. toExplanatory describe Then consider typical Notes. Latin the com- types,Therep.Daly,mosta part 70. showingiseach Carolyn,of no the "typical"from Old "Music its World own music. of area, the Americas,but countries of the Americas and characteristics. " "There are many equally Thereoforold"The thepre-Columbian and are immigrantsmusic new regional influences: is a blend differencesof Europe of the and old--thein the Indian cultures--with the influences Africa, plus blend of theIndiansalmostascases, idioms is the ofIndian intact, of caseParaguay the music, inpeoplebut inand others,of the today. Arawaks as the Ecuador, have been preserved instruments and dances, In some Guaran(and theof Jamaica, 28 newtheof old hasthe has predominated.Americas, been entirely " p. 70. obliterated " Daly, Carolyn, "Music Suggested References Berrien,Arciniegas, William, German, "Contemporary Latin America: Latin A AmericanCulturalPress,Papers- History. Music, 1940, read "New pp. atConcerning Byrdcliffe, 151-180. York: Alfred Latin Woodstock, A.American Knopf, New Culture,1966. York, 1939. New York: Columbia University Daly,Copeland, Carolyn, Aaron, "Music "Latin of theAmerican Americas, Music, " Jones,UniversityIntercultural " ShortHanke, Earl History. Lewis, (ed.Press, Education ), SomeContemporary1968, Series,Perspectivespp. 70-93. Monograph Latin on America: Inter-America, No. 4. A Princeton: D. Van Nostrand, 1968, pp. 340-350. College Station, Texas: Texas A & M Johnson,Henriquez-Urena, William Weber,Pedro, AThe Concise Andean History Republics:WorldA. of Praeger, Latin Bolivia, Library). American 1966. Chile, New Culture, Ecuador, York: Time,New and York:Peru. Inc. Frederick , 1965. (Life Milne,Picon-Salas,Pan American Jean, Fiesta Mariano, Union, Time Music A in Cultural Latin of Latin America. History America. of CaliforniaLos Spanish Washington, Angeles: Press,America. Ward D.1962. C., RitchieBerkeley: 1963 Press,(reprint University 1965. of 3rd of edition). , Mexico. (Life World Library). New York: Time, Inc. , 1966. Slonimsky,Seeger, Charles, Ni colas, Music Music in Latinof Latin America: America. Union,A BriefNew 1942. York:Survey. Thomas Y. Crowell Co. (Its Club and Study Series, No. 3). A second edition, 1945. Washington, D. C.: Pan American , 1945. (In- pp.cludes 295-325) dictionary of Latin American musicians, songs and dances, and musical instruments, 29 SuggestedStates.ofCompare Latin AmericaA and ctivities contrast with thatthe musicalof the United history Consider European, Negro, Indian ExplanatoryandThree"The South mainfirst America: Notesstep periods takes in place musical when history the Europeans of North influences. bringingthatknowledgehome.sionariescome they andwith found performedofsettle them Western in in thosethe the musicamusic newcountries.major theyamong role loved in the spreading atpeoples In Spanish America, the Catholic mis- colonial world, The situation thenmusicians,wasmostlycountry,century, quitean influx from differentwhere wearound ofEngland.had musiciansour a1848 great earliest Laterand wave from justmusicians on, of Italyafter during German andthat, came the many and 19th from that in our own theotherp.Copeland,ofa similar 341.;.-holemusicians countries. ideahappening: Aaron, from of Western "Latinabroad at Ametican musicalwho helped culture, Music, to establish In Latin America, we witness various periods the arrival " Howwithmusic? do that theHave of students Walker. them characterizecompare their description f6lk whichTheappealingsees"Folk folk comes it. music poet to from one's givesis, firstthe imagination. us roots ofthe all, simple of creativea people's picture expression life, as He lets action speak for itself, thus It is never he 30 andvague--never imaginative overdone, ideas. This musicalways gives full us of in repetition Walker,Stavrianos, Grace, Leften "Developing S., Latin America:an Approach A Culture toTexas: onBaconCreativity, Inter-America, Area TexasCo. in " APerspective.Jones, & M Intercultural EarlUniversity (ed. ), EducationSomePress, Perspectives1968, Series, pp, 50-60. Monograph No. 4, , 1967, p, 59. Boston: Allyn and College Station, AidsSeries,Recordings for MonographArt, English No Language Arts, Music, ThisSocial selection Studies is and based Spanish. on A Selected, Annotated Bibliography of Inter-American Teaching 2. College Station, Texas: Texas A & M University Press, 1967. Intercultural Education Argentina: ArgentinaCarnavalitos canta deEducationseveral asi. Argentina. artists. Agency. Edmundo 1759-45. P. Zaldivar, Twelve typicaland orchestra. songs of Argentina, 10 records, 32 min. each. Odeon C-86500. Folk and pop vocals and instrumentals, (Tape) Texas DiFolklore. Corvalan,Sarli, Carlos, Octavio, guitar.Music Argentine Hall 12016. Folk Songs. Philips 86000. , Music Hall 12017. Folk vocals with accompaniment, several artists, 2 PopTango vocal instrumental. with accompaniment. Folkways FW 6810. 32 min. Folk vocal with 31 min. Brazil: LosFolklore Fronterizos. para todos.folk,records,36 Los min vocal. grandes 70 min. 4xitos de los Fronterizos. 35 min. Philips P 13958L. Several artists, vocal and instrumental, Philips P 08276L. Pop, Almeida, Laurindofor Guitar & Concert and Small Arts Chamber Orchestra. Orchestra, (Villa-Lobos).31 Capitol SP 8638. (Stanley Wilson). Stereo. Concert Classic. Suggested Activities essenceExplanatory the lifeNotes itself. It is difficult to What festivals or contests do students know tosing,atsing least,Creativity, folk " Walker, a music part "of p.withoutGrace, the 54. people "Developing becoming, whose for music an the Approach momentwe Havenumeroussquarefestivals,of to one compare dance of inbarbershop theLatin festivals, with students America? the quartet folklore with ancompetition, festivalsinterest in so hootenanies) (jazz and blues NovapopularHavejazz, to reportstudents American music to reportofthe variousjazz--the class, briefly comparingcountries, origins on folk of andwith Bossaboth. an Sources for Reports: " andHaveinfluencesemphasis musicians. students onpresent. European, bring Which pictures Negro is ofpredominant? andinstruments Indian Johnson,Daly,Copeland, Carolyn, William Aaron, "Music Weber, "Latin of(Life ThetheAmerican WorldAmericas,pppp.Andean .71-91, 344 Music,Library), -345. Republics, pp. 65, 67, 70. 1 t Johnson, William Weber, Mexico.MexicoLibrary),Punctuatingand(pictures also(Life and a of p. Worldbrief varioustheits138. music)Andean article indigenous "ReligiousYear") instruments Festivals (article on the fiesta in Cardoso,Camargo,BlackBaez, Joan/5,Orpheus. Wander Ely, VanguardandLobos), Cam ley, instrumental. Oes0 "0bornVSD- deCangaceiro. minha 79160. terra, " Folk. Original sound track from film. Fontana SRF 67520. rapaz. SOM CLP 11505. Stereo. "Bachianas Basileiras" Chantecler CMG-2256. Folk vocal. Pop vocal with accompaniment. Classic, (Villa- Stereo. Vocal34 min. Mathis,Gonzaga,Carlos, Johnny, Roberto, Luis,"Bachianas Quadri vocalOle.33 Jovem min. Mercurywith lhas guarda.accompaniment.Brasileiras" e marchinhas SR 60988.CBS (Villa-Lobos). 37432. juninas. Pop 32 min. "Manha de Carnaval, " "Samba RCAvocal Victor with BBL-1342. accompaniment. Folk dance de Orfeu, 33 min. Pittman,Palmer,Mendes, Eliana,Maria Sergio,12.160. accompaniment.Toledo, E & preciso Macumba, Brasil A '66.novacantar. vocal A lei & SOM espirituMwith Records accompaniment. CLP 11493.Classic. Jesus a chave umbanda. SP 4116.30 min. Pop vocal with accompaniment.Stereo. Pop vocal with Continental PPL- Wanderley,Rodrigues,Rayol, Agnaldo, Walter, Jair,33accompaniment.31 A 0min. min.Sambamaissorriso bela so! do Liberty Jair. WP-1856. 34 min, voz do Brasil. SOM CLP 11.472. Philips P 765. 004 P. Instrumental. Vocal with accompaniment. Pop vocal with Ecuador: AlMarambio, ritmo de Blacio Willy,artists. Jr.La Orion trompeta LP-12-25067, magica. Onix Pop. 33 min. 33 min. Songs with stringLP instruments 5041. by several Instrumental, trumpet and Valencia Brothers.andseveral "Aguacate."Granja vocals. AR0-45-103. 6 min. 33 Duet with accompaniment. 2 songs, "Penal" Suggested Activities Stavrianos,Explanatory Leften Notes S. Culture Area in Perspective, p, 59. , Latin America: A HaveTango.similarities.citeWhile contrastsa studentreports betweenreportare given, on regions the ask origin students as wellof the toas 19thOriginally century, the "danza Tango habanera"comes from (dance a dance of Havana). of the AfricanTangoThisdance.especiallydance, was comesrhythm similarThe a creoleelegant sensual from was to form the thisadded,and cadence English danceharmoniousof producingthe of ofFrenchcountry Havana.the form Argentinean counter- dance. of areIf pictures available, of masks an interesting and carnaval display costumes might america.Winston,(Source: New Florit,1962, York: p. Eugenio, 226. Holt, ) RetratosRinehart, de and Hispano- HaveSpanishreligionsandbe made magicseveral magic of(Macumba, inthese. students Latin (mixture America: Candomb',report of Moorish, on African mysticism Voodoo); Jewish, Arciniegas,Source: Cultural History, pp. 523-548, Germ4.n, Latin America: A moon,ofsuperstition);gypsy, frogs, corn,Christian, lizards, theIndian eagle, witches,serpents, magic etc. and(regional ).sun, medieval water, gods 34 Guatemala: Betancourth,Raudales, Enrique, DomingoL.and P. folk 28. Ondas &instrumental. Marimba, azules, Ideal,valses Lindo Instrumental. 34 min. 34 min. selectos de compositores nacionales. Xelaj-U, Dideca LP-1218, Popular Tikal Paraguay: Kent,Fernandez, Alicia Emilianoy poserlosartist Tres AliciaR. Amambay Kent sings 311, 4 typical songs of Paraguay. Fernndez. 32 min. Prfncipes. Industrias Fonoel4ctricas Several groups perform the music of com- 12 min. Guaranca 403. Popular MusicaLarramendia,Musica Paraguaya. Paraguayas. AmambayRubito.various38 min Odeon Odeon ygroups. suXLD GranPR-1002. XLD 35993. Conjunto 36380. ATraditional group ParaguayanParaguayo. of 5 who sing with guitar 30 min. and popular music with harp and guitars,music with harp and Bajoguitar, el per- reino de las estrellas.and harp: traditional music. Peru: MachuFiesta folklOrica. Picchu.formedartists. by very popular group. 35 min. (tape) Texas Education Agencyv. 1288-30, 3. Virrey DV-485. Folk vocal with accompaniment, several 30 min. Typical Peruvian music featuring Venezuela: AlmaCantando lianera. ennative elVenezuelan campo. instruments. Gonzales, music. Odilio. Discos Montano, Rafael. ERNA-ER 505. Vocal with guitar 42 min. Sonus-MVLP-39. Solo and percussion. vocal, Entre brumas. boleros,guitarTrio Bocono,and merengues). percussion Vega. accompaniment,Trio with guitars, Songs of the 28 min. 35 Venezuelan countryside. traditional music (waltzes, 40 min. HowHavewithelementsSuggested doesathe student Roman carnaval(African, A ctivities report Catholic reflect Indian, on carnaval Church?a Spanish blending of these in Brazil,magic) ExplanatoryFiestaFor source Time Noteson in carnaval:Latin America, Milne, pp. Jean, 33-55. Americanfolksongs)BrazilStatesWhat examples? '66, influence Joan doBaez studentsin thesinging music see of (calypso, cha- cha- cha, bos s a nova, Latin Americanof Latin the United AssigninB.and class mood brief on theofindividual theirfollowing work): reports musicians to Symphonic Music be given (style Backgroundduringsymphonic the oral informationmusic reports for teacher whenon Latin The appropriate:to emphasize first Latin American orchestra was American modernmestizo Indian. realism. HeitorCarlosSilvestre Villa-LobosChavez Revueltas emphasis on the nationalistic,emphasis on AmericanfoundedCarreno,in Europe: in performing andCaracas the Cubanin artists 1750. violinists, hadBy the last half of the 19th the Venezuelan pianist, Teresa century, Latin gained fame Jose yetmusical universal; heritage discovery combined of with new Brazilian form-. whileWhiteMexicoof(Italian), Guatemala, inand churchesplayed Claudio Victoria Buenosconcerts oneBrindis (Spanish), heard Aires, of deHaydn Palestrini Salas,In Bach, the 19th and century, symphonic Bogotd, and and Mozart;orchestras 36 Handel.Winston,Source:america. Florit, 1962, New pp.Eugenio,York- 224-234. Retratos Holt, Rinehart and de Hispano- Los Trovadoresmental. en Venezuela. strings and Los reeds. Trovadores. Venezuelan Venevox-LP-957, and Latin favorites from pop to semiclassical Orchestral instru- MUsicaMario SuS.rez Margariten.Torrealba. cantaofferingvocalsstyle. a AsociaciclnwithJuan of popular guitarVincente and deand Torrealba. Fomentopercussion folk music y Turismoaccompaniment, of the Island de Margarita, of Margarita. Venezuelan Instrumental music composed34 min. by 34 min. Sud.rez, Mario, Venevox-BL-07. 40 min. Solo Venezuela.Mifsica Romero,instrumental42orchestraclassical min. Aldemaro arrangementto pop with favorites.& reeds, Orchestra. to commemoratestrings, RCA and Victor brass. the 400thLPM-1315, anniversary Orchestral ofen Villa el de jardin de Venezuela. Orquesta Tipica Nacional. 30 min. Venezuelan and other Latin, semi- Vega. Traditional Boconcf. Film Brazil: Land of Magic Music.Americana.Kedwell,of music Richard; inTexan Brazil; andMazwell, picture Brazilian C.of popular A.teenage and Jones, artists, disc jockeys Earl, composers, Programa present and the de the most country. important types 22 min. EducaciOn Inter- 37 Suggested Activities Explanatory Notes IfRevuefrom available,is used the ltas, asworks andlistenbasis Heitorof forto Carlos some Carlos Chavez (Mexico, 1899-). indigenousrecorded selectionsexpression Chavez,of his Silvestre works. He Folklore isasrepresentsincuatro anexemplified the especially United soles," a modern States, good Silvestre Revue ltas by"Sinfonia "El nuevo India. fuego, " (The last 1935-36.example, ) written while(Mexico, 1899-1940). " "Los Hisfrequently representative"Pianos"music is with (1934), the works. andlife and Villa-Lobos (Brazil, nationalistic, dealing most "Cuauhnahuac" are 1887-1959). l'nd of Mexico. Brazilian Hepoint.rhythmshugeandof emphasizedmusical dances choruses are educationcombinedin the theof publicchildren Villa-Lobos was appointed teaching of Brazilianin songsRio de Janeiro,with Bach counter-schools, and organizedwhich he conducted. director 1932. In reference to the reports, ask students: ExamplesWinston,america.Source: Florit, 1962,New of international pp. / York: Holt,Eugenio, Rinehart Retratos de 224-234. influence: andHispano- Howtheincombined techniquestheirhave work?these international 20thused, (International character of centurynationalistic composers use of and national influences 38 ArgentinaItaly,Music,Source: Spain " and Copeland,p. and341. Brazil especially by France. Aaron, "Latin Americanhave been influenced by Explanatory Notes Suggestedthemes)local instruments, Activities and at times local LatinUnitedabroadaround American Statesas1890-1910, a part also musicians of )had their this Thus the influence of the education. traditionallytrend, especially go (The AmericanandWagner,followingMusic,Source: Schoenburg. " Brahms,music: Copeland,Europeanp. 342. Mendelssohn, Debussy, musiciansAaron, appears "Latin AmericanRavel, Stravinsky, Schumann, in Latin 39C00ERCrai«(,)°03E1= t * For experimental use, not to be duplicated 403 Sutton Hall, The University of Texas, Austin, Texas 78712 Clark LATINC. Gill AMERICANand William CURRICULUM B. Conroy, Directors PROJECT unit,senior the elective teacher course should on have Contemporary a general familiarity Latin America. with Latin ToLatin achieve America's American optimum cultural Creative results contributions. Expressions is an optional two-or three--week unit for the OVERVIEW from this musictoSincecourses, a variety theand contentthe other of teacher audio-visual creative of this may unitexpressions well materials overlaps enlist suggestedwhich thetopics cooperation reflect covered in the the inunit cultural art, Theis music, an blendingvalues, indispensible Spanish goals, of variousand requirement_and Portuguese ideals elements of Latin America are illustrated in art, architecture, of teachers of those subjects. Access adaptedmaterialsand(Spanish, music_ to Portuguese,are the The likely time unit span to focuses African,be of more the unit.Indian) accessible and tomake the teacher,Latin American andThis the unit culturestudy contains of unique. these three forms parts: can 20th be century creative expressions of art, architecture, these three forms of creative expression becauseMany the necessary forms have not been covered. Literature, though mayavailableofa very a shortnot important be tolength availablethe teacher. andform atin of the certain creative interest school expression, level situations. of senior has However,highnot schoolSources since students and may materials not be forreadily one or more of the three parts (art, architecture, and music) been included because translations of works the same basic characteristics Explanatoryomittedof Latin ifAmerican necessary. Notes isculture found are at the Complete information on materials, emphasized in each of the threebeginning parts, oneof each or more part. references, and sources mentioned in the may be Note: The research reported Department of Health, Education and herein was written pursuant to a Welfare, Office of Education, Washington, contract with the United States D. C. I. INTRODUCTION ThisMainexpressionsas found unit Ideas isin not selected of anall exhaustiveLatin nations. America study are of difficult Latin American to form oncreative the basis expressions of specific but examples. a mere sampling One should caution that accurate generalizations about the creative II.I. CreativeBecause expressiontypesnumber of of wideofcreative forms.is notvariations limitedexpressions among to the as finenations typically arts. and Latin regions, American. it is impossible to characterize any It appears at all levels of life in an endless PanSuggested American Source Union lends packets of 21' by 2'1 color slides. Wide variety of subjects. Write for a list of themes: 19thWashington,Pan Street American and D. ConstitutionUnion, C. Sales Ave. and PromotionN. W. Division 20206 1 Suggested Activities Explanatory Notes examplesinclude?What does Help of the creative termthe class expression make a on creative expressions list of the board. Studentsthoughtscooking,Thearchitecture, list may andmovies, mention alsodreams.painting, includeadvertising, literature, sculpture, less obvious examples: vocation, speech, dance, drama,music, etc. disagree,thisexpressionsClarifycourage subject the anddiscussion. meaning fromby why? referring various and nature to sources. Do students agree, comments on of creative En- ForWalker,expression comments Grace, see- on creativity Creativity, " Jones, Earl "Developing an Approach to and creative (ed. ), Some Inter- Help crystallize thoughts by organizing UniversityCollegePerspectivescultural. Station, Education Press, on Inter-America,Texas: 1968, Series, Texaspp. Monograph No. 450-51. A & M Dothetheirvidualsexpressions. studentsclass views definitionare agree, withcreative? examples of Have disagree that all indi- creative expression. of people and them explain WhatthisLatinofcreativity the questionevidence AmericanUnited in the aboutdoesStates? studentindustry thethe How and United States?studentwould see respond of to do you think a manufacturing factories,pictures,Ifsteelcommercial possible and or computers, plasticshow merely signs, slides forms, mention:highway houses, in etc. fast sequence, complexes, machines,buildings, Suggested A ctivities ExplanatoryFrom the variety Notes of examples discussed, sionsCompare found the within diversity the U. in S.creative expres- numberSouth;Consider:existingcreative ofmusic forms. expressionsathomes all (jazz) levels in ofNew ofNewshould life England, Orleans, in be an considered endless homes music in(rock) asthe Theseinteendanceof theSan dancing students'of examplesFrancisco; the city programs, own may(ballroom rural circle help dancethe the of dancing);type friends.students(square of dance televised dance),to popular Whatcreative foreign expressions influence of can both be theseen U. in S. the and writing,ConsiderU.ofrecognize S. Latin and industry Europeclothing,America the diversity and combined). (aarchitecture, techniques, land of area creative greater painting,cuisine, expressions than etc. the HelpWhatformsLatin class America? areof creativethemake most a listexpressions significant of Latin formsAmericanon the ? board. styleTo point trends. to further examples, ask who sets painting,Duringexpressionsconsidered. this architecture, unit Whatare contemporary left important out? and music formsLatin will Americanof be creative thesetheofexhaustiveThe students'Latin purposethree American forms study,awareness of this does but creative question notis that only make considerationexpressions. isa brief toup strengthen an sampling of II. MODERN LATIN AMERICAN especially Mexican painting as an ART example of the teacherbroadTheMain focus topic mayIdeas of of want this modern partto Latin consider art formsof the and unit countries is on painting, American art If time permits and sources are not included in the suggested available, the activities. I. DefinitionIn andmodernA. criteria Latin for American Social injustice and the judging art varypainting: widely fromstruggle person for reform are common themes.to person. B.D.C. A focus on regional ThereStrong is conservativefrequently evidence and (Spain, France, Italy) life is often evident. traditional elements are present of the influence of the Latin Americanfollowing Indian. the European model. Arciniegas,Suggested References (See index of book on GermL, Latin America: A Cultural History. "art. ") New York: Alfred A. Knopf, 1967. "Art in Mexico, " Atlantic. 213:129-141. March 1964. 4 IntroductionSuggested Activities give their Explanatory Notes Havescriptions,Readexamples.own individualsdefinitions aloud, definitions from ofspontaneously a variety of of sources, art, clarifyingart. with de- apple,gamation"Life is God, both of thea physical storm, plow, a theand fevered paint mental, brush,word, an amal- a new the inbyThusofbicycle.graceful alltheseart. artlife, isToemanates pirouette, orto attempt attry least to from separate anto that awkwarddivorce life there andman artcan stumble;life from from any In fact, many insist that there is art be: isa enhanced living. the morningtelephoneBizetTajSource:a pleading Mahal, and newspaper. Jones,doodles;the anad Beatles; adobein Earl, the "house Whistler'ssonnets in Valentine, of Shakespeare, the personal column of the "America and Art, " 'Mother' or Texas; woodartMakeengraving, forms carving,a list mentioned on batik, weaving,the board ceramics, by students metalof the sculpture,work, basic (painting, etc. ). Thep.otherareart 62. ispracticalmore thatforms accessiblereproductions ofreason art. for this of limited than reproductions of paintings and murals view of Explainart.emphasized that painting in this study will beof theLatin form American 5 Bedregal, Yolanda, "Indian Folk Art in Bolivia,World History. Boston: Allyn and Bacon, Inc. , " Stavrianos, Leften S. (ed, ), Readings in 1967, pp. 485-488. Derr,Clissold,Chariot, Virginia Jean, Stephen, B. The LatinMexican America, Mural A Renaissance. Cultural Outline. New Haven:New York: Yale Harper University and Row, , "The Rise of a Middle Class Tradition in Mexican Art, " Journal of Inter- Press, 1963. 1965. Edwards,Ferguson, Emily, J. Halcro, Painted The Walls River of Plate Mexico, Republics, AmericanFromWorldUniversity PrehistoricArgentina, Library). Studies. of Texas TimesParaguayNew III, Press, No. York: Until 3, 1966.and 1961, Time,Today. Uruguay. pp. Inc., 385-409. 1965. Austin: (Life Franco,Fernandez,"From theJean, PampasJustin°, The Modern toMexican Fifth CultureAvenue, Art. of " NewLatinA. Republic. America: Praeger, 1967.Society and the Artist. New London: Spring Books, 1965. 154:33-34. June 25, 1966. York: Frederick James,Johnson, Concha John Romero,J. "Spanish American UniversityLiteratureCulture. andPress, Art, 1940, pp. 197-216. Papers read at Byrdcliffe, ,Woodstock, New York,"The Artist,1939. "New Continuity York: Columbia and Change in Latin Arne/ ica, " Concerning Latin American Stanford: Stanford Johnson,Jones, Earl, William "America Weber, and Mexico. Art, " Jones, EarlUniversityPress,cultural (ed. ), 1968, SomeEducation Press, pp. Perspectives 1964.62-68. Series, Monograph on Inter-America, No. 4. Inter- (Life World Library). New York: Time, Inc., 1966. College Station, Texas: Texas A & M University 6 Suggested Activities Explanatory Notes painting,Beforescene byconsidering the censidering teacher modern may wish Latin to set including the following topics: the historical background American the A.inThe Pre-Columbianthe teacher brief historicalmay want art. summaryto use Mexican1. as cited examples below: A.onB. thePre-Columbian subjeci, art. Colonial Art. 1.2, MestizoArt in artthe (handcrafts). churches. (Spanish, Arab, 2.3. TeotihuacanClassicOlmec (Tajin),Bonompak),sculpture,(religiousMaya (religious sculpture. center-Teotihuacan)painting. sculpture, centers-Palenque, painting. C. Romanticism, neo-classicism,vincial4.3. painting. and pro- AmericanEuropeanOriental, paintingpainting. and in America.American elements ). 4.7.6.5. Tarascan,ToltecMixtecMaya (religiousAlban,Toltec Zapotec sculpture (religiousMitla), (religiouscenter-Tula), in sculpture, clay. centers-Chichen centers-Monte sculpture. jewelry. Uxmal), sculpture, codices. D. Modernism (mirrors the occupation of Europe with exoticism ). aesthetic pre- B. 1.8. Colonial art. BaroqueAztec, sculpture, (cathedrals:jewelry,Guadalajara, codices.painting, Mexico, Morelia, featherwork, Puebla, Zacatecas). D.C. Modernism 2. Romanticism ChurrigueresqueparishofProvincial the kingschurches). (Gilded paintingin Mexico interiors: (Estrada, Cathedral, Altar Taxco. landscape painting (Velasco). Bustos). MexicanSource of Art,tie above pp. 20-21. outlines:1.2.3. PopularNationalismMural illustrations paintingSiqueiros, in painting from (Posada)> Tamayo). 1922 (Herran). lOrozco, Fernndez, Justino, Rivera, Kirstein,Lavide, Lincoln,Harold, CentralThe Latin America. American CollectionMuseum of the of Museum Modern Art,of Modern 1943, Art. New York: (reproductions(Life World of Library). all paintings New in York: the collection. Time, Inc, ) 1964. PanOrozco, American Jose Clemente, Union, Highlights of Latin Americanblackpp.in 505-508.Latin-American and Art, white. Civilization: 1492 to the Present. Sold by Pan American Union for $1. 75."The ) Mexican Artistic Renaissance, " Keen, Benjamin (ed. ), Readings (Large portfolioBoston: of Houghton 24 reproductions Mifflin Co. in , 1967, Reyes,Picem-Salas, V. M. Mariano, A Cultural History ofLeonard, Spanish AmericaIrving A. from (trans. Conquest ). to Independence. , "Twentieth Century Painting in Mexico, " Americas. Berkeley: University of California Press, 1966. 16:17-26. August 1964. Suro,Smith,Schmeckebier,"Thirty-five D., Robert "New Centuries C.,Laurence Pictorial "Brazilian of E.,Language, Mexican ModernArt, " Concerning Art, "Mexican Americas. " Time.University Art, Latin 82:78-80. AmericanPress, October 1940, Culture. pp. 25, 181-196. 1963. New York: Columbia 17:9-13. Minneapolis: University of Minnesota, 1939. September, 1965. NewAmericanSuggested305 York, East Library New45thSources YorkStreet Color of 10017 Materials Slide Co. 425EncyclopediaChicago, North MichiganIllinois Britannica Avenue Educational Corp. 60611 a Suggested A ctivities Explanatory Notes Arciniegas,Background German, reading "Thefor the Arts teacher:Colonies, in the Spanish " Latin America: A Cultural History, 1! Reyes,Fernandez, V. M., Justino, "Twentieth Mexican CenturyPP. Art,spiritshipMexico, pp.of Paintingis past shown7" -25.Americas. trends in in .,all to Augusteras.the present; ) 1964. the Mexican193-229. (Re12..tion- "Thirty-five Centuries of Mexicanlustrations.OctoberRivera,ancientof art Art, up 25, Siqueiros,art "to )1963.Time. formspresent; by Tamayo. demonstrates modern artists--Orozco, use of (Resume of 3, 000 5 color il- years Latin American Painting In ThePeriod. Modern The Example Of Mexico. worksofpaintingsSince the orreproductionsfollowing pictures are most suggested passed abundant, of Mexican around activities. Mexico muralsthe class is andthe or focus Slides of RefertheThe main teacher to Unitideas may I. behind desire the to Mexican briefly outlineRevolution. Thisthroughoutcussed.understandingshown activity with as anwill the ofopaque strengthen basisthe Mexican projectorfor all the discussion. muralists students'should be dis- used S;:lggested Activities Explanatory Notes onHaveOrozco.socialMexican Orozco, brief protests EncourageRevolution individualRivera, in the instudentsreports works the works ofgiven to Siqueiros illustrate of in Rivera, and Siqueiros: e. g. , the class and Arciniegas,Sources"Art in Mexico,for class " reports: Atlantic. March(EntireCultural 1964. issue History, devoted pp. 493-498.to Mexico. Two Geradn, Latin America: A theirmagazines. reports with pictures in books and Johnson,Schmeckebier, William Laurence Weber, Mexico. E., MexicanWorldinformationarticlesModern Library), on Art. art, about Color pp. artists. 123-128. plates. ) (Background analysis of Some (Life Thesediscussion.content reports of the can reports be the when springboard viewingplates.thestyle Mexican and ) slidesfor meaning class School. of Many Rivera, black Orozco, and white and Make frequent reference to the of murals.Show slides From or athe movie murals on theseen Mexican in class of theFilms:"Making works. of a Mural. " (11 min. , color). En- man,inthemesviolence,ofRivera's the society,Mexicanmurals do work, oppression, they ofand Revolution? whatsee? Orozco; science are hunger) thean epic class What history impressions other of (the Spanish conquest in Rivera's work;(the masses, Filmstrips:"The Artistic Revolution in Mexico.cyclopedia(One of " En-8 Britannicacolor filmstrips Education.Education Mexico Films. in Transition. social comment in Siqueiros' work) 10 presentationThe whole set of of a totallyfilmstrips agricultural is a visual country Suggested Activities Explanatoryeducationcontinuingstruggling and toNrevolution otesbecome art. ) industrializedin agriculture, industry, Shows SetsSlides: from American Library Color Slide Co. , paintersinWhat the formsmurals protesting? of shown social inprotest class? do What they aresee the (hunger, oppression, seenSpecificRivera,"Murals in many" examples "Muralsby Jose works, Orozco, byof andDavidsocial a " general "MuralsprotestAlfaro Siqueiros."movementcan by beDiego Spanishlack of Mexican conquest, identity, etc. ) cruelty of the early thoughtandinof"Thecan hisOrozco so also own Mexicantowardsenriching be maytraditional discussed. his helppainter anew own spark formsthe potentialitiesturnedThe cultureclass followinghis his discussion:true tosight whichfindingpersonality, quote and he his paintingpainting--perpetuallythebelonged,allsensibility... walls his passion that of by large canvirtue into be public neitherofthe on the paintings viewbuildings, strength bought to the executed norof intopeople, his sold, mural . It is well known that he has put own on hopes....worriesthinking,disturbscanwhich discover speaksher, whatTheher; what upshot, almostwhatMexico to allobsesses she whoexactly inloves fears fact, pass her, and whatand is by, hates;aand what Mexicocomplete...in what whatsheit you is Suggested Activities Explanatory Notes Mexicanexpressionrecognizedexamination painting ofthat of so conscience.the many is reason the different absolute why one attitudesfreedom finds thein which , . It must be Read aloud statements from different Mexican Art,muralSource:the"Art p.artist is32.painting, Orozco,knowledge has worked." in:Jose atFernAdez, Clementethe service Justino, on of modern emotion. Mexican " andWhileofartistscompare what descriptions the on art withstudents art. the of students' considerMexican ownvarious art, haveunderstanding examples them is? How do these statements ThealwaysartClemente."Behind Revolution an every idea producedneverauthentic a story. a work new " conception ofOrozco, art there Jose of is formconsider and changethe following the ideas questions- of large numbers of 4.1,3,2. How How can can muralsart art be be historical? ina politicalpublic buildings force?Can art be oblivious to the historical artbasedartists,Siqueiros,belongs"Art and onbelongs decryingdemanded to the the constructive mostIndianto outworn the "a violent people,newpeople." European. vitalityrevolutionary of just the of revolutionary ideas.Indian art " Davidas Alfaro Mexico masses,form,sideredpeople? since auntouched form the of mural propaganda? by printedreaches matter) (alarge superior illiterate 5. In what ways might murals be con- meant"AReinholdinSiqueiros, Latin mural to beAmerican Publishing read,Alfaro, Architecture. in: Corp., Damaz, 1963, Paul Newp. 52. F., York: Art a permanent discourse; it is Mural painting must ex- asSiqueiros artists? be called social reformers as well 6. Why may Orozco, Rivera, and 12 tragedy.press the " Siqueiros,conscience David of man, Alfaro, his drama and Explanatory Notes Suggested Activities isOnfrightened"And absolutelyadmitted the there contrary, becauseis as freeabsolutely a primeprecisely to the create subjectnecessity, no because areason thoroughly is so theto the essential. be artist subject plastic Justino,whatformabolishdo"Painting without ofthe art.Mexican history,rails it.by are" its not Art,tovery abecause locomotive.p. nature, 32, it always disdains He cannottends it to The subject is to the painterRivera, Diego, in: Fern.ndez, food.transcendspoet'sandpaintingbut becausemovements "words Paz, to historyits Octavio, itto reflectionstranscends theirwould although logical Labyrinth be likeofit. meaning.historicalit reducing is of its Solitude. necessary eventsthe To reduce Painting theWhat murals? evidence of Indian influence is seen in population,Newoflife"Though the ofYork: mestizosthe the country.Grovehe Indian plays and Press, isTheathe passivea whitespart 1961,active of role p, ofthegroup 51.the inMexican thecity. is thatactual It presence.theurbanasocialcan catalyst, city be soul influencewhite.said Thisbecause wh.,ch, that presence thehas their Indian been blood isnarrowed as has mixed to mere with But today his spiritual andwithout acting, causes has influenced the important as Suggested Activities Ramos,ofExplanatorycanreactions the escape Indian Samuel, by Notesit!"is its so El merepervasive, perfil presence. del nothing hombre The Mexican yinfluence la theseinmurals?What murals Spanishmurals (history by Orozco)giveinfluence of of the Corts?What canSpanish beimpressions Of seen conquestthe in Spanish the do Aires:cultura Espasa en Mexico. -Calpe, 1952, p, 97. (G. Dunn, trans. ) Buenos ['laveAztecs?influencesandsoldiers? atechnique) student onThe thereport Catholic Mexican briefly missionaries? muralists. on European The (style Arciniegas,Good sources GermL, Latin America:Cultural A History, pp. 494-495. Afterwards,Read aloud discusscomments "false of Samuel Europeanism, Ramos. " MexicanOrozco,"In the future Joseculture; Clemente, Mexico but it cannotwill "The no bedoubtinRenaissance,Mexican thoughtLatin have American Artistic of as " Keen, Civilization, Benjamin pp.(ed. 505-508. ), Readings a SiqueirosRelate"the illusion the to murals these of Mexicanism. oftwo Orozco, ideas. Though "Rivera, theyand madeBycapablean 'Mexican original our ofown, expressingculture,culture' a culture wedifferent our meanthat souls.. lives universalfrom with all others.us,culture , Bolivar theytenthave avoidedis used truly European unique "false Europeanism?"to techniques, Mexico. ) how (Con- have 14 abusedfirstwrote of of allthis the Europeans. fact new for world a century, that Americans imitating are Europe In Mexico they have innotofInSuggested whatscope.Mexicanism?" limited ways The toActivities do Mexico,historical they (Evidence escape but importance rather theis seen "illusion universal of of theme whim.Explanatoryculturalisarbitrarily, the Thelack seed original ofNote-with inmeans the no sin Americasother to of finu Mexicanrule or that thanselect couldEuropeanism individual the grow historicism?Mexicanism?HowSpain are is shown.these Byartists ) their limited realism? by their By their becauseperhapstowardthanpeculiarin our the souls allEurope. comesneeds.reality interest and from of Theproduce ourselves;and mistakea misconceptionattention fruit butof applicable imitatingwas this turned wasof 'culture,to ignored,Europe our That means could be no other Europeanism.tobyofas Such sustainidealizing Mexicanismif vital Mexicanism, the force toospirit... But andismuch, equallyat warmthanimatedWethe separating samemust as weredangerous, byavoidtime, a notit resentment fromthefalse necessary illusionas life false. of newculturalducedmomentusedforeign life until a on influence,identity picturesqueto now,completely negate asonly allpretendsif view itto history.different were elements of toMexico;possible remake basis with fromrelatingin Mexicana acomplete fixedthose its This has pro- Aires:falsenationalism.culturaRamos,and asthe Espasa the en chinaSamuel, Mexico.Spain But poblano, this ofEl the perfilMexico ofpandereta." the del ofquaint hombre the charroIndian y la is Calpe, 1952, p. 97. (G. Dunn, trans.) Buenos HaveSuggested a student Activities report on recent Latin TheExplanatory painter theNotes student chooses will depend on oneAmerican painter abstract or country, painting, (or if emphasizing time per- picturesthe availability he brings of can illustrated be projected materials. with theThe yr' - mits,country). cover more than one painter and Ferguson,Goodopaque. sources: J. Halcro, The Riverandpublics, Plate pictures (LifeRe- on World pp. 142-143. Library), p. 137 (expressionist Suro, D. AmericanSeptemberofpainters Latin Americanofpainting; 1965. Buenos black art)Aires, and now white the photo- center , "New Pictorial Language, " Americas. (general article on Latin abstractRead comments painting. in Explanatory Notes on Discuss in relationship by"Since most 1950,young the Latin acceptance American ofEcuador,artistsgraphs painters abstract ofof Uruguay)Argentina,contemporaryhas art Bolivia, works Colombia, featuring to the examples projected in class. paintingfluenceshadschools. the effect withand " Damaz, of contemporaryof integrating minimizing Paul F. Latin international local American native in- , Art in Latin AlsoAmericanPublishing see: Derr,Architecture. Corp., Virginia 1963, New B.p. 52. York: Reinhold , "The Rise of a 16 masses,MexicanaMiddle statement Class to art--from presenton Tradition the development Revolutionarymiddle in Mexican class of orientation) concern20th Art. century" (for for -III. MODERN LATIN AMERICAN ARCHITECTURE DamazOnlyarchitecture,ofexamples Mexico a andsmall of Henry-Russelland sampling modernconsult the city architecturethe ofof Hitchcock. suggestedLatinBrasilia. American are references singled architecture out listed for specialbelow, is treated attention:especially in this the theunit, National works Two of University Paul F. For a more general overview of modern Latin American famous I.Main Ideas There is great variety in Latin American architecture from one region to another. III.II. ModernEuropeisconcern evidenceThere Latin and for isAmerican infor frequently form, Latin a cultural color,American architecture an identity andintegration materialarchitecture ofis itscolonial of own.is art often of and toa stronggreatera architecture great desire extent.than any forin At Latin culturalconcern the sameAmerica. independence time Thethere aesthetic from for functionality. Arciniegas,"BrasiliaSuggested Neurosis,Germ References An, "Latin Newsweek, America: May A Cultural3, 1965.195-211. History. New York: Alfred A. Knopf, 1966, "Brazil: The Human Touch, " Newsweek, December 18, 1967, p. 62. 17 Haveclass.ofemphasizingSuggested which a student he A canctivities the report findstyle pictureson of colonialchurches to show architecture, and the homes (description of Spanish, Arab, Italian blue,laterDamascusExamples:Explanatory stuccoed pink, (kiln-bakedCartagena'sochre, Notes and white-washedor red or resemblance insun-dried Arab or style), paintedbrick, to influence) ArabSourcescities,jalousiesSevilleSpanish Mediterranean. cupolas for repeated orcities venetianstudent of in glazed inAmerica, reports:the blinds glazed tile on thelike thetiles designs those balconies of Americanof of the of Damaz,Stavrianos, Paul Leften F., Art S. in LatinArchitecture, CultureAmericancomment Area on pp. colonialin 35-41.Perspective, Spanish influencep. 58. (brief on , Latin America: A LifeArciniegas, World Library. German, Latin America:pp.LatinregionsCultural 47-53: American A History. pictures architecture) and comments on Spanish especially Central America, (volumes on various LatintoHave the aAmerica,class group of ofhomes using students andpictures planapartments athat presentation they of LifeSuggest World as Library. student source material:architecture)and Moorish influence in Latin American (volumes on various findSpanish to illustrate architecture the influence in present-day of colonial homes. 18 National Geographic Magazine.articlesregions) on various regions) rillustrated Damaz, Paul F, , Art in Latin American Architecture. New York: Reinhold Publishing Corp. , DeGoodwin,"Dream Sa, Hernan Come Philip, Tavares, True, Brazil " National 1960,1963, pp, 704-724. Builds:"Brasilia, Architecture " National New Geographic and Magazine, Geographic Magazine. May,Old, 1 960, 1652 pp, 705-706. 1942. New York: MuseumVol. of 117, No. 5, May, Hitchcock,Hanke,"Growing Lewis, Henry-Russell,Pains Mexico for a Frontier Capital, Modern Art, 1943. and the Caribbean.(Portuguese-English edition)Latin American Architecture " Business Week. April 20, Princeton: D. Van Nostrand, Since 1945. New York: The 1963. 1967, pp. 120-124. Museum Lavide,Johnson, Harold, William Central Weber, of Modern Art, 1955. America.Mexico. (Life World The Mexican House, Old and (Life World Library). New York: Library). New York: Time, Inc., New. New York: Architectural Time, Inc., 1964. 1966. Book Shipway,Stavrianos,S6.ubli,Smith, Clive VernaWilly, Leften Bamford, and Brasilia. S.Warren, , Builders New York: Pub. Co., [ c 1960] . Latin America: A Culture in the Sun. New York: Universe Books, 1965. Area in Perspective. Architectural Book Pub. Co., Boston: Allyn and 1967. AmericanSuggested Library Sources Color Slide Bacon, Inc., 1968. Co., 305 East 45th Street, New York, New York 10017. Modern Architecture: The University of Mexico (12 slides). 19 highlands,ai-chitecturalEmphasizeSuggested A thematerials ctivities style, temperate used regions, as well andas the Contrast life in the Shipway,Explanatory Vera Notes and Warren, TheOld Mexican and New, House, tropicalgeography?onRelate homes regions. these and The questions apartments: open patio to the is group not common report 1, How is the architecture related to latticedofThisorin Spanishcoldwooden depends windows)climates; influence? roofs; on materialsome others areas use available. tinuse or thatched red tile. 2. What evidence does the class see (patios, arches, and tile,Whatgrillwork,in flowers,the did architecture U. intricate gardens,S. architect, wood of painted these Frankcarving) homes? stucco, Lloyd (mosaic laceyWright, 3. What part do color and form play Architecture is to a large extent formed by the whichorInfollowsmean the aspect byarchitectureaesthetic? function?" saying is emphasized--the that Ask of ina students schoolarchitecture building, tofunctional give their "form function, by the necessity of the structure. schoolopinions building. and to refer especially to their 20 ProgramaPanInternational American de EducaciOnFilm Union, Bureau, Sales Inter-Americana, Inc.and Promotion BuildingDivision,Washington,Station, C,19th Texas Texas D.Street 77843.C, A and& M Constitution University, AvenueCollege N. W. 20206 , 332 S. Michigan Avenue, Chicago, Illinois 60604. Suggestedandarchitecture--theWhatexamples. organizational is emphasized A ctivities aesthetic aspects in most ?or U.Discuss functional S. specific ExplanatoryuniversitymentSpecific buildings, examples campuses,Notes hospitals, may churches include: office and buildings, stores, homes. apart- Relatealwaysarchitecturearchitecture. Wright's follow seenGive function. comment in evidence class to thatcolonial from form Vic Spanish colonial not America,Johnson,Examples:InWorld other Library),words,p. William 59Stavrianos, (picture form p. Weber, 19 follows ofLefteii aMexico. baroque the S. aesthetic., Latin(Life color plate of church). Have a student report on and show pictures TeacherpicturesTepotzotlanreport onshownmay colonial Convent supplement by student architecture. church. the in introductorypictures Also refer to found Onof Mexico.the the architecture basis of the of student the National report andUniversity bySlideMexico.Modern the Co.student Architecture:The withAmerican a set The of Library twelve University Color slides, of viewingGivefunctionalofstudents the examples National the say orslides, isthe Universityemphasizedof aesthetic? whichthe integration aspect of in Mexico- the would of architecture art -thethe and murals,architecture variety in the of architecturalUniversity. (mosaic form) 22 Suggested Activities Explanatory Notes integratedTomentinMention whatMexico. support extent thein Couldthe government of are United the artthe arts andlack States? insubsidy architecture ofthe this United of govern- the States arts MarblesubsidyFor further Palace of theinformation toarts: Anthropological Hanke, on the Lewis, government Museum, "From " Intecture?explain (inwhat contrast ways the lesser is to the the amountcampus slums, ofostentatious?for art example) in archi- TheMexicosomealso finery might would and of thebe thesay consideredCaribbean, Catholicthese churchesostentatious,pp. 120-124. in Mexico though sharp contrasts are inWhatimportance relationship would aof Mexican tofunctionality the artistic architect and aspects sayorganization of of the economicinsociety.representative"Functional poor countries conditions architecture of thesuch veryjustified as Mexico,natureappeared the ofmost where Mexicanto beef- useful architecture? buildingtoficientaestheticshelterof greater work use for tohours. possibilities;pleasure ofthe man natural mechanical and, produced resources by it doing also necessities by reducedandso, form deniedthe andof saving a all Functionalism opened the door the toprogress.F.,"Organizationcolor." be Art the in O'Gorman,best Latin organized, should American Juan, not but be Architecture, in: confusedants Damaz, and birdswith Paul p. Progressive countries are supposed 73. Suggested Activities longExplanatory ago achieved Notes operative perfection, and years.theyBuildersCandela, haven't inFelix, 1_2ogressedthe Sun,in: p, 107, at all in millions of Organization is conservative, static. Smith, Clive Bamford, 11 tectureHaveand economica ofstudent Brasilia, problemsreport emphasizing briefly it supposedly on thethe archi-social solved. "Growing"Dream"BrasiliaSources: Come Neurosis, Pains True, for " a" Newsweek. FrontierNational Magazine. Capital,Geographic May 3," May,1965. 1960, pp. 705-706, DiscusstheinRead class central the in of quoterelationship Brasilia.concern of Felix in todesigning Candela the pictures toBrasilia- the shown class. What must have been resultsterminalpublicity-seeking"Brasilia? of at the theA more pseudo-city New zeal. important York Citybuilt internationalBusiness airport!with scandalous, Week.The April 20, 1963. Brasilia! The TWA hu_mility?theproachedoverpopulationin humanstructure inelements, anda "spirit and form? slumsfunctionality, of Wassimplicity in thethis problem case orand beauty ap- of tomad,lamentfessioncompetitions competition?denounce tasteless, theas a abjectthe whole must SydneyParis impractical failure withfill is theOpera full shame!of juries theof projects House, exhibitionsSan Who and Sebastian or thehasfor to pro- citiesdared of cannotsibilitytoreproducedofcan thinkthe jump future, get ofof suchoffthe manyand and thechange giganticpraised, times theyground, ofare its whilst proportions.scale, photographed,height.The nobodyconsciousnessthe An impos- elephantA pauses flea Suggested Activities ExplanatoryofsimplicityProblems physical Notes mustlimitationsand humility. be approached must " Candela,be inculcated. in a spirit Felix, of Howover-populated would students cities? solve What the problems alternative of thatin:inSun,"What thisfour p. city?...109. storiesis the average Oneor six; and heighthouse a half moreof stories.... all thepeople, buildings MakeSmith, Clive Bamford, Builders in the whatthinkexists waysBrasilia to building is it is dead? a goodupwards? Alive? answer? Do Graceful? students Why? In Arewhichpresentthousandblocks,and we incidentally to prepared usmorewalk... people. with cells Wea give forWhy,twenty-hour of must so themtwenty automationmuch make more thousand workingleisure? more space soon super- week.Areorin will fifty BuilderstoweSupplementary(Mexican use improving, it gracefully?in architect),the inSun, Material: the p. in: 178. culturali fear sense, not. " so Pani, as Mario Smith, Clive Bamford, narrativeTheEducaniOnandSlides: ateacher Future. Brasilia:compose Inter-Americana. should Plannedthe use study the City unit.visual with aids a Presentas Ruth Cedillo. 30Programa slides and de 25 muchactuallyaround as specificpossible see. examplesand focus which the discussion the class can Suggested Activities ExplanatoryFilm: Brasilia. Notes to16of construction,mirT. plans 13 for min. building Steps Brasilia:in the International Film Bureau.Rental: BYU. development from planning