The U.S. in Latin America

History 392E THE U.S. IN LATIN AMERICA Spring 2019 T/Th 1 – 2:15pm Bartlett Hall, room 206 Professor Kevin A. Young Office hours: T 2:30-4:30, Th 11:30-12:30 [email protected] Herter 624 The histories of the United States and Latin America have been closely intertwined. Why has the U.S. government intervened in the region, and with what consequences? How have Latin Americans responded? This course examines U.S. motives and actions in Latin America, which for our purposes includes the Caribbean as well. We will assess the role of the U.S. government and military but also that of corporations, international financial institutions, non-governmental organizations, and the U.S. public. While these foreign actors have wielded tremendous power in the region, they have always operated within contexts partially defined by Latin Americans – themselves an incredibly diverse population including presidents, dictators, militaries, landlords, clergy, industrialists, the middle class, wage workers, slaves, peasant farmers, women community leaders, LGBTQ activists, shantytown dwellers, migrants, and hundreds of ethnic groups. U.S. experiences with Latin America have often helped to shape both U.S. society and its interactions with the rest of the world, making this history of vital importance for understanding much of global history. The course places a special focus on close readings of primary source documents, including declassified government memos, speeches, newspaper reports, political cartoons, and the voices of some of the people who have opposed U.S. policies. 1 Course Goals and Key Questions The study of history is not about memorizing facts or trivia; it involves learning from the past so that we can understand the present and help to shape the future. This undertaking is inescapably political in nature. Although certain basic facts about the past are beyond dispute, their meaning is always contested: that is, there is no single correct interpretation of why certain things happened, of whether those things were positive or negative, or of what life was like during a given era. Historians are not objective conveyors of history, but political actors whose “biases” – that is, our values, assumptions, material interests, and goals for the future – inevitably influence our perspectives. Likewise, the people whom we study all have their own values, assumptions, interests, and goals. Throughout the course we will examine how these factors have shaped life for diverse groups of people affected by U.S. policy in Latin America and the Caribbean. The following questions will be central to most of the lectures, discussions, and assignments. This list is not exhaustive, however: I strongly encourage you to formulate your own questions and comments about the topics we cover, and to raise them during class. 1. Why has the U.S. government intervened in Latin America and the Caribbean? Which people or groups have shaped U.S. policy? 2. How has the U.S. government’s rhetoric compared to reality? 3. What consequences has U.S. intervention in Latin America had? What factors or forces have bolstered or limited U.S. power? 4. How can we define intervention? What different forms has it taken? 5. To what extent has U.S. policy changed over time? Have different presidents and different eras brought fundamental changes, or simply cosmetic ones? 6. How have Latin American actors responded to U.S. intervention? Why have various groups opposed or supported that intervention? 7. How have members of the U.S. public perceived Latin America and U.S. policy in the region? How can we explain their views? 8. How have U.S. newspapers, television, movies, and books portrayed Latin America? Why? 9. How has this history shaped the present? 10. What’s at stake in how we remember the history of U.S.-Latin American relations? 2 Course Requirements Requirements include active class participation, six short quizzes, two essays of 4-5 pages each, and a final exam. Passing at least 5 of the 6 quizzes will excuse you from the final exam. Participation (20% of total grade) Participation includes attendance and active engagement in all class sessions. You are expected to read all of the assigned readings (including documents) prior to the start of class on the day for which they are assigned, and to come to class with comments and questions in mind. The lectures and class discussions will be partly, but not entirely, based on the readings – meaning that merely attending class is not a substitute for doing the readings, nor vice versa. If you must miss a class for valid reasons (health, religious holidays, family emergencies, etc.), please notify me by email, preferably in advance. More than one unexcused absence or multiple instances of tardiness will hurt your grade, with 3 percentage points deducted for each additional unexcused absence and 2 for every unexcused instance of lateness. If you do miss a class, I expect you to do the readings, obtain the notes from a classmate, and then see me if you have questions about what you missed. 6 Quizzes or Final Exam (40% of total grade; the first is worth 5%, the rest are 7% each) The 6 quizzes will be unannounced, but you may use your reading notes. They will consist of short answers and identifications designed to gauge your comprehension of the course material. If you take and pass at least 5 of the 6, you are exempt from the final exam. If you miss class on the day of a quiz, you may only make up the quiz if you provide written documentation justifying your absence. 2 Essays (20% and 20% of total) Each of the 4-5 page essays will require you to formulate an original argument and to support that argument with evidence from class readings and lectures. Due Friday, March 8 and Friday, April 26. Papers submitted late will lose points based on the following timeline: 1-12 hours late: 5 points 24-48 hours late: 15 points 12-24 hours late: 10 points 48+ hours late: 20 points No late papers will be accepted after 11:59pm on Tuesday, May 7. Other Rules Academic honesty. Since the integrity of the academic enterprise of any institution of higher education requires honesty in scholarship and research, academic honesty is required of all students at UMass Amherst. Academic dishonesty is prohibited in all programs of the 3 University. Academic dishonesty includes but is not limited to: cheating, fabrication, plagiarism, and facilitating dishonesty. Appropriate sanctions may be imposed on any student who has committed an act of academic dishonesty. Instructors should take reasonable steps to address academic misconduct. Any person who has reason to believe that a student has committed academic dishonesty should bring such information to the attention of the appropriate course instructor as soon as possible. Instances of academic dishonesty not related to a specific course should be brought to the attention of the appropriate department Head or Chair. Since students are expected to be familiar with this policy and the commonly accepted standards of academic integrity, ignorance of such standards is not normally sufficient evidence of lack of intent. Please see here for more information: http://www.umass.edu/dean_students/academic_policy. Accommodations. UMass is committed to providing an equal educational opportunity for all students. If you have a documented physical, psychological, or learning disability on file with Disability Services, you may be eligible for reasonable academic accommodations to help you succeed in this course. If you have a documented disability that requires an accommodation, please notify Disability Services (http://www.umass.edu/disability/) as soon as possible. Electronics. Please do not use laptops, recorders, cell phones, or other electronic devices in the classroom. There is an abundance of academic research on the ways that these devices impede classroom learning. The only exception to this rule will be at designated times when we are doing in-depth discussion of the readings, during which I will allow you to use a computer or phone to access the .pdf files. Names and Pronouns: Everyone has the right to be addressed and referred to by the name and pronouns that correspond to their gender identity, including the use of non-binary pronouns. Please try to avoid assuming another student’s pronouns based on their name, appearance, or behavior. I will make a habit of using neutral pronouns (“they/them/their”) in reference to everyone unless a student indicates a different preference, and I ask that students do the same when referring to their peers. Course Readings When doing a reading, focus on the main argument(s) and how the reading relates to the core themes and questions of the course. Think about the questions posed on page 2 of this syllabus and the others that I raise during class. Avoid focusing too much on the details. I am very happy to discuss reading strategies with you, particularly if you are new to UMass or to reading- intensive courses, so please come to my office hours or email me to set up an appointment if you find yourself struggling. The following 3 books are available for purchase from Amherst Books and at various online booksellers. Hard copies are also available on 3-hour Reserve at Du Bois library. 1. Lars Schoultz, Beneath the United States: A History of U.S. Policy toward Latin America (Cambridge, MA: Harvard University Press, 1998) 4 2. Greg Grandin, Empire’s Workshop: Latin America, the United States, and the Rise of the New Imperialism (New York: Metropolitan Books, 2006) 3. Mark Danner, The Massacre at El Mozote: A Parable of the Cold War (New York: Vintage, 1994) All other reading assignments and videos are available on the course Moodle page.

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