HIST 359Q: History of Latin American Popular Culture (3) Class Meetings: TBA Instructor: Dr. Shari Orisich Email: [email protected] Office Location: BRTH 366 Office Hours: TBA

Course Description HIST 359Q: History of Latin American Popular Culture (3). This course explores the history of popular culture in Latin America and provides students with insight into the culture, practices, and institutions that create national identities in Latin America. In this course students study popular culture within the frameworks of nationalism, state-building, revolution, and empire and analyze a range of primary and secondary sources from Latin America. F, S, May, and Su.

Q Designated Course

This course carries with it a “Q” designation that means your instructor has committed to implementing at least one of the planning, acting, or reflecting aspects of the experiential learning program at CCU. These courses specifically “link practice to theory,” and aim to provide students with a “heightened sense of value, relevance and advantage of their collegiate studies to life beyond the university.” 1

Instructor Objectives

• To introduce students to sources to the major debates about cultural history and the methods that utilize sources in popular culture for research • To provide a wide range of primary sources for English-speakers to build their confidence in understanding Latin American history from the perspective of people living in the region. • To have students recognize the complexity of the human experience • To have students make connections with people living in the past and recognize how popular culture shapes our national, regional, and local identities.

Student Learning Outcomes

• Demonstrate the importance of understanding culture and cultural attitudes, and how and why they change over time. • Demonstrate a working knowledge of Latin American popular culture and identify the political, economic, and social forces for cultural production. • Develop an awareness of the social and historical contexts in which manifestations of popular culture have developed in various regions of Latin America in the 20th century

1 See SACSCOC Accreditation for the Quality Enhancement Plan at CCU, stable URL: https://www.coastal.edu/sacs/qep/, access date 09/16/2017. • Improve their writing and research skills by working with primary sources for studying Latin American history. • Critically reflect on the relationship between and among experiential learning, their academic experience and the world in which they live (EL Goal 2); and • Reflect on the impact that Experiential Learning activities have had on their relationship to the world in which they live (SLO 2.3).

Required Resources Books John Charles Chasteen, Born in Blood and Fire: A Concise History of Latin America (New York: W.W. Norton and Company, 2011) 3 rd edition.

All readings will be supplied in a course packet available for purchase at the bookstore. The HIST 359Q Course Packet is required.

Assignments and Grading Policy Grading Scale A 920-1000 (92%-100%) B+ 880-919 (88%-91%) B 820-879 (82%-87%) C+ 780-819 (78%-81%) C 720-779 (72%-77%) D+ 680-719 (68%-71%) D 620-679 (62%-67%) F 619 and below (61% and below)

Grade Breakdown Class Participation 100 points “View from the South” responses (6@25points ea) 150 points Cultural Studies (3@100 points ea) 300 points Group Reflections (3@50 points ea) 150 points Exams (2@150 points ea.) 300 points Total 1,000 points

Class Participation =100 points Each week you will be asked to discuss the assigned readings and respond to a primary source handout in class. Sometimes we will do this in small groups or pairs, other times I will give a pop quiz. You can expect that there will be active, in-class participation at least once a week which may involve role-playing, interviewing another student, or another method of focused and reflective learning. You will get so much more out of these class activities by doing the assigned reading before coming to class.

“View from the South” Responses (6@25 points each)= 150 points Six times during the semester you will be asked to respond to a question about the weekly reading from the point of view of someone who lived at the time. This will require that you have a good understanding of the social and political climate of the period, and the ways that ethnicity, race, gender, class, and sexuality play a role in how popular culture was consumed and the sometimes uneasy relationship it had to national identity. Students have the choice of either presenting their response in a 9-10 minute presentation to the class, or in a 400-500 word essay. I will drop the lowest score. Students may only present once a semester. Students who want to present need to notify me 2 days before the due date. Instructions for both the oral presentation and for the written responses will be on Moodle. Written responses will be submitted via turnitin.

Cultural Studies (3@100 points ea) =300 points Three times during the semester, students will write a creative, historical analysis of an aspect of popular culture. All of these assignments will be 4-5 pages, use Chicago-style citation, and draw from the assigned readings from the course. There will be a list of instructions and questions (posted to Moodle) specific to each cultural study. You will be required to do a small amount of additional research using library databases. Each response will be submitted via turnitin.

Cultural Study #1: Cookbook Analysis Find a cookbook of national cuisine from an online bookseller, or go to a local public library to check one out for your study. Cookbooks can be in English or Spanish (be sure you can read and understand Spanish though—not Google translate!). Try to choose a cookbook with an introduction and commentaries about the recipes, as this may reveal more about the aim of the writer and how they have selected their recipes.

Cultural Study #2: Music Analysis Choose from a list of various musicians (see Moodle list) and discuss the historical problems or controversies of this musical genre/movement or specific work.

Cultural Study #3: Film Analysis Choose from a list of films (see Moodle list) and discuss one aspect of national culture that you find represented in the film, paying attention to the dialogue, imagery, and role it plays in the plot.

Group Reflections (3@50 points ea) =150 points After students have submitted their cultural studies, I will put you into groups of 3-5, according to the topics/themes you chose. In your groups, you will briefly discuss what cookbook/film/dance or music you chose, and what you learned in the process that made you understand the history of this particular form of popular cultural in a new way. Students will gather information from each student in their reflection worksheets they will complete in class during this activity.

Exams (2@150 points ea) =300 points The exams will be short (approx.100 word) answers with identifications/terms, drawn from readings, lectures, and class discussion. You will write two short comparative essays on topics we have covered in the course. Exams will follow this format, unless otherwise noted.

Course Policies

1. Attendance Class attendance is an important component to being successful in this course. I take attendance by roll call because I want to learn your names and would like classmates to take the time to know each other’s names and use them. While there is no grade for attendance to the course, you will not be able to earn participation points if you are absent. You will run the risk of losing half of your participation points if you have more than 2 unexcused absences. If you miss more than 25% of class meetings, regardless of your performance, you will receive an F in the course. This is a CCU policy option I utilize because I believe it is important you learn that the college experience is enriched for others by you being here, in the classroom. Examples of Unexcused Absences: These do not require documentation or email contact: Job interviews Busy with another class Overslept Sick (non-life threatening) Extended Vacation/Travel

Excused Absences: An absence will be excused for documented cases of: an incapacitating illness, official representation of CCU, (such as athletics or a CCU club) death of a relative, religious holidays.

These require proper documentation in a hard copy to be submitted in a timely manner to the instructor. Only with that can a student make arrangements for makeup work. University policy also states that “absences, excused or unexcused, do not absolve students from the responsibility of completing work promptly.” This means that for excused absences you are still held responsible for required reading or writing on the course schedule.

2. Make-Up Policy/Late Work Late work will be subject to a ten point penalty every 24 hours that it is late. An assignment is considered late if it is not turned in within the first 5 minutes of class. Unless you have spoken to me and I have given you prior approval, I do not accept work via email; it will be deleted. There is no late work accepted for work done in-class, unless you have an excused absence (see above), then we can make arrangements for make-up work. You are allowed to reschedule an exam only if it is an excused absence (see above) and you provide proper documentation.

3. Email Contact I am available for questions via email and will guarantee a response within 24 hours, Mon-Fri. If you have not heard from me within 24 hours, resend your initial email. Your email should always be addressed, “Dear Dr. Orisich,” or “Hello Dr. O” and should come from your school email account.

4. For Students Requiring Accommodations Coastal Carolina University is committed to providing appropriate accommodations for students with disabilities, defined broadly. Students seeking accommodations are required to register with the Office of Accessibility and Disability Services, located in the Indigo House. Please make an appointment (843-349-2341) or see www.coastal.edu/disabilityservices to obtain proper forms.

You need to meet with me in my office hours (not after class), or at another convenient time, so we are both clear on the accommodations that will be provided. I only provide accommodations after I have received paperwork and we have discussed it. Note: if you require accommodations for testing, I am happy to oblige, but you must make those arrangements on your time and let me know at least 48 hours in advance of where and when you plan to take your exam. Accommodations only apply to the work or exams that occur after the receipt of your forms, it cannot be applied retroactively.

5. Class Etiquette If you have an administrative question—that is a question about the grades, assignments, or absences—please check the syllabus and Moodle first . If you have not found your answer here or on our Moodle course page, you may come to my office hours, or ask me after class or via email. You should not ask questions about your grade or absences before class begins. In class, you should raise your hand to ask a question. I say this because students in the front row may respond to a question without seeing students behind them who are raising their hand to speak. Generally, we should aim to think of our classroom as an ideal society where everyone’s voice is heard, we do not interrupt one another, speak while others are talking, or engage in disruptive behavior. --Be on time : If you are more than 3 minutes late once, you are excused. After that, you are marked absent every two times you are late (2 times late= 1 absence). --Do not leave early: Once you are in class, you should plan on staying through the entire class period. If you think you may have to leave early for an emergency, please let me know in advance, and sit near the door and leave in a quiet fashion. This also goes for using the restroom or the phone. Do those things before you come to class so you don’t miss anything in the short time we have. If you leave during every class period for ‘breaks’ after two times, you will be marked absent. --Put away your cell phones : I mean away-away, not on your lap or next to you. If you are expecting a really important call (i.e., a sick family member, etc.), please alert the professor before class. If I observe you using your phone you will get a verbal warning one time, after that, you are marked absent. --Computer use : The act of writing—putting pen to paper—is critical to the learning process. Numerous studies show that students learn material, understand it, and remember it better when they write their notes on paper. For these reasons, the use of laptops, tablets, and other devices is COMPLETELY PROHIBITED without prior consultation with the professor during office hours. 6. Academic Integrity The Code of Student Conduct contains an Honor Pledge (Section II. C) that states, “the University expects the highest standards of honesty, integrity, and personal responsibility,” and concludes that, “from this day forward, my (typed for online courses) signature on any University document, including tests, papers, and other work submitted for a grade is a confirmation of this honor pledge.” Please see: www.coastal.edu/conduct/documents/codeofconduct.pdf By enrolling in this course, each student assumes the responsibilities of an active participant in the Coastal Carolina University’s scholarly community in which everyone’s academic work and behavior are held to the highest standards of honesty. Examples of plagiarism include, but are not limited to, the following: submitting another person’s work in place of his/her own; submitting work without proper acknowledgement from websites, organization’s files or other outside sources, or submitting a paper previously submitted in another class. Examples of cheating include, but are not limited to: using unauthorized material or assistance of any kind for an assignment, quiz, test, or final examination; knowingly aiding another student who is engaged in cheating. Academic misconduct could result in disciplinary action that may include, but is not limited to: earning a zero on an exam or assignment, receiving a grade of F in the class (this is typically my policy), and/or suspension from the university. 7. Inclement Weather/Campus Closing In the event of a weather emergency, stay informed with CCU alerts and email notification. If campus is closed, there is no class. You should be prepared to follow the instructions given by CCU on when we return to campus. I will send specific class information to you on how we will proceed, so be sure to check your CCU email account.

8. Disruptive Behavior Students are expected to come to class prepared to engage their peers and instructor in a respectful and courteous manner. Students who routinely are found using their cell phones, wearing headphones/earbuds during class, surfing the internet on their laptop, sleeping, or speaking aggressively and in a threatening manner, will be asked to leave the classroom and to meet with their instructor during office hours and possibly the Dean of Students, if warranted, to discuss their behavior. Course Schedule 2

Week 1: Introduction I: What is Culture? Questions for Consideration: What is the relationship between popular culture and national identity? How do we investigate popular culture? What are the approaches that historians use?
Raymond Williams, “Culture is Ordinary.” The Raymond Williams Reader , ed. John Higgins (Oxford: Blackwell, 2001), 10-24.
Holt N. Parker, “Towards a Definition of Popular Culture,” History and Theory 50:2 (May 2011): 147-170
In-class Library Tutorial on Research for Latin American History

Weeks 2 and 3: Religion and Ritual

Pamela Voekel, “Piety and Public Space: The Cemetery Campaign in Veracruz, 1789– 1810,”
Daniel H. Levine, “Popular Groups, Popular Culture, Popular Religion,” in Comparative Studies in Society and History, 718-764

2 The readings listed are a sample; only 2-3 of these will be used in the regular course syllabus.
Donald Ramos, “Gossip, Scandal, and Popular Culture in Golden Age Brazil,” in Journal of Social History, 887-912
Paul Vanderwood, selections from Juan Soldado: Rapist, Murderer, Martyr, Saint
Jeanette Favrot Peterson, “The Virgin of Guadalupe: Symbol of Conquest or Liberation?” in Art Journal 51:4 (Winter 1992), 39-47

Weeks 4 and 5: Cuisines of the People and the Nation

Richard Wilk, Home Cooking in the Global Village: Caribbean Food from Buccaneers to Ecotourists , New York: Berg, 2006
Jeffrey M. Pilcher, “Many Chefs in the National Kitchen: Cookbooks and Identity in Nineteenth-Century Mexico,” from LAPC
Jeffrey Pilcher, “The Globalization of Mexican Cuisine,” History Compass 6:2 (March 2008), 529-551
Arnold J. Bauer, Goods, Power, History: Latin America's Material Culture Cambridge: Cambridge University Press, 2001, Chapter 4
Sophie D. Coe, America's First Cuisines, chapters 12, 13, and 14 Weeks 6 and 7: Gender and Sports in the Nation

Cultural Study #1 Due Today/Group Reflections
Heather Levi, “Sport and Melodrama: The Case of Mexican Professional Wrestling,” in Social Text, 50:1 (Spring 1997): 57-68
Kerry Kegarty, “From Superhero to National Hero: The Populist Myth of El Santo,” Studies in Latin American Popular Culture 31 (2013): 3-27
Louis A. Pérez, Jr., “Between Baseball and Bullfighting: The Quest for Nationalism in Cuba, 1868-1898,” in Journal of American History, 81:2 (Sept. 1994); 493-517
Brenda Elsey, “The Indepedendent Republic of Futbol: The Politics of Neighborhood Clubs in Santiago, Chile, 1948-1960,” Journal of Social History, 42:3 (Spring 2009): 605-630
Alex Bellos, selection from Futbol: The Brazilian Way of Life . (London: Bloomsbury, 2003).
Midterm Exam

Week 8: Spring Break Weeks 9 and 10: Music as a Threat to the Nation

Eric Zolov, Refried Elvis: Rocanrol and the Rise of Mexican Counterculture [selections]
Eric Zolov and Deborah Pacini Hernandez, eds., Rockin’ Las Americas: The Global Politics of Rock in Latin/o America (University of Pittsburgh Press, 2004) [selections]
Janet Sturman, “Nostalgia for the Future: The New Song Movement in Nicaragua,” in LAPC
Explore Nuevo Canción: The New Song Movement in Latin America on Smithsonian Folkways website (recordings and site info)
“My Guitar is Not for the Rich’: The New Chilean Song Movement and the Politics of Culture,” in Journal of American Culture 20:2 (1997): 91-103
Helena Simonett, “Narcocorridos: An Emerging Micromusic of Nuevo L.A.” Ethnomusicology (Spring/Summer 2001), 315-337 Week 11 and 12: Race, Gender, and National Dance

Cultural Study #2 Due Today/Group Reflections
Graham E. L. Holton, “Oil, Race, and Calypso in Trinidad and Tobago, 1909–1990,” in LAPC
“Carnival and Black Identity” 128-38. In Memory and Modernity.
Tanya Katerí Hernández “The Buena Vista Social Club and the Racial Politics of Nostalgia” in Latino/a Popular Culture 61-72
Darién J. Davis, “Racial Parity and National Humor: Carmen Miranda's Samba Performances, 1930–1939,” in LAPC
Julio Cezar de Sousa Tavares, “Capoeira”
Lauren Derby, (on merengue in Dominican Republic) excerpts from The Dictator’s Seduction
John Charles Chasteen, “Black Kings, Blackface Carnival, and Nineteenth-Century Origins of the Tango,” in LAPC Weeks 13 and 14: Screening the Nation: Film and Television *Students should watch two of the films on the course list and two episodes of one telenovela ; links provided on Moodle/or films available on reserve.
B. Ruby Rich, “An/Other View of New Latin American Cinema” (pp. 273-282) in New Latin American Cinema
John King “Brazil: Cinema Novo to TV Globo”
Donald Fithian Stevens, ed. Based on a True Story: Latin American History at the Movies . (Wilmington, Del: SR Books, 1997) [selections]
Hippolyte Ortega, Nelson. “Big Snakes on the Street and Never Ending Stories: The Case of Venezuelan Telenovelas.”
André Dorcé, “Latin American Telenovelas: Affect, Citizenship and Interculturality,” in The Sage Handbook of Television Studies Week 15: Film Screening

Pick one of the films being screened this week (see schedule)
Your Cultural Study #3 Due Today/Group Reflection will review the film and how it addresses key aspects of popular culture discussed in the course. See handout and questions for this essay on Moodle

Week 16: Final Exam