Social Education 71(4), pp 187–190 ©2007 National Council for the Social Studies Teaching Modern Latin America in the Social Science Curriculum: An Interdisciplinary Approach Adriana Novoa One of the most frequent challenges faced by those who teach Latin America at any level is how to provide a sense of the diversity of the region. The risks range Below: A visitor looks at a mural by from simplifying and reducing the multiplicity of experience through the study David Alfaro Siqueiros in one of the 16 of dominant cultures and cultural forms, on the one hand, to including too much rooms which underwent restoration at the Museum of Chapultepec Castle, information or too many groups and overwhelming students in the process, on the January 28, 2004, in Mexico City. other hand. The selection of appropriate methodologies and relevant materials is crucial to avoiding these two extremes. An interdisciplinary approach helps to (AP Photo/Jose Luis Magana) solve these problems. M AY /J UNE 2 0 0 7 187 The first question that comes to mind Methodology • Conflict and Violence: revolution- in deciding how to teach Latin America These are some examples of thematic ary wars did not stop with the end of is, what are the defining elements of a units with which to teach Modern Latin colonial rule. Inequalities and politi- Latin American identity? It is not easy America: cal instability continued within the to find an answer since, as Susana new republics, which created a revo- Nuccetelli reminds us, we need to • Race/ethnicity: Racial and eth- lutionary cycle that continues to this remember that even though “some Latin nic differences have been crucial to day in countries such as Colombia. Americans have European background understanding the cultural and social Creating a unit that presents the rea- (which may or may not be Iberian), foundation of many Latin American sons for these conflicts helps students others are of Indian, African, Middle countries. Introducing these themes to understand how racial discrimi- Eastern, or East Asian descent. Some and concepts allows the teacher nation or conceptions of progress speak European languages, mainly but to explain a source of conflict that affected the development of the not uniquely Spanish and Portuguese, remains relevant to this day. In Cuba selected country.5 In teaching Peru, others Indian ones such as Quechua and and Mexico, for example, race and for example, teachers should identify Guaraní.” In order to find a common ethnicity have played a crucial role the roots of indigenous rebellions thread among the different cultures and in defining the historical development and look for conflicts that clearly countries, we need to remember that the of these nations. In the case of Cuba, show students the nature of this thinkers of this region have often noted students need to understand how slav- violence and how it has developed that “in spite of their diversity, these ery influenced the history of the nine- over time. Readings about the Tupac people share a common past marked teenth century. In introducing Mexico, Amaru rebellion together with writ- by the world-changing encounter of teachers should explain the existence ings by José Carlos Mariátegui could 1492.” 1 of different indigenous cultures that be a good choice.6 Unlike the case of the United States, are usually grouped under the label where the independence process failed “Indians.” Students need to recognize • Migrations: a unit on migrations to launch any discussion of a common that by the end of the fifteenth century, would link all the previous units by identity shared with the other members more than 300 languages and cultures integrating them into one that explains of the British colonial world, the iden- flourished in this area, and some of certain outcomes. Populations have tity of post-colonial Latin America was them are still alive in the country been forced to migrate due to eco- tied up with the discussion of a common today.2 It is important to connect this nomic conditions, changes in the project that unified the continent against unit with the historical experience of sources of labor, forced exile, or any form of colonial domination. The other countries that, even if not part racist conceptions that facilitated idea of a continental emancipation that of Latin America, went through the exploitation—all of which could be transcends the geographical limits of same kinds of conflict.3 explored in prior units. This unit nations is still raised by such contem- could also offer an opportunity to porary political figures as the president • Progress and Civilization: these link migratory movements from Latin of Venezuela, Hugo Chávez. And it is concepts determined the political America to the teaching of United precisely here, in the process of identity organization of the first republics, States history.7 formation, that we can find a good way and also were essential in establish- to incorporate Latin American content ing who and what should be included Materials and Examples into the teaching of the social studies in or excluded. The exclusive association Below are some suggestions on how to a way that it will facilitate for students of these ideas with European culture incorporate the teaching of the previ- to grasp the material and for teachers determined that the majority of the ously mentioned areas of content in ways to organize it. new nations followed a path in which that follow curriculum requirements It is important to use the diversity their new identity only recognized and engage students. The incorporation of Latin America as a good example of those who could be assimilated, and of materials from several disciplines is the very diverse reality surrounding discarded the rest. Since progress and essential to providing students with the students in this country. Organizing civilization were viewed as universal multiplicity of views required in teach- thematic units that help students make forces of assimilation that would link ing the social studies.8 Each unit could connections among different areas cov- Latin America with the most advanced be organized in the following way: ered by the social studies is the most nations, everything not related to important strategy for teaching about Western culture was considered irrel- • Race and Ethnicity: The main chal- this region successfully. evant, and was disregarded (a source lenge in teaching historical processes of important conflicts in countries like in which different participants are not Mexico and Peru).4 equally represented, is finding texts S OCIAL E DUCATION 188 that reflect the different perspectives • Conflict and Violence: there are of those who were displaced in search of a conflict. The use of testimoni- many sources that can be used to teach of work. The influence of the French- als can be very important, in this students about the recurrent violence Haitian workers in the eastern part sense, not only because many reflect that has affected many of the countries of the island can be heard in the underrepresented populations, but in the region. In teaching Mexico’s Bantú and Dahomeyan aspect in the also because women have written the most important modern conflict, the music, for example. Moreover, Cuban majority of them.9 Personal diaries, Mexican Revolution, art provides music had a tremendous impact on letters, and even court documents an excellent venue for explaining U.S. Latino communities. Teaching can all provide rich context from a to students the different historical about migrations through the paths variety of points of view. In order to actors, the source of the conflict, and along which music traveled is very teach about the European/Indian its eventual resolution.14 Examining accessible to students. It also pro- conflict through the experience of the works of "the three greats"—José vides teachers with the opportunity Guatemala or Bolivia, for example, Clemente Orozco, Diego Rivera, and to create a link between the teaching the inclusion of readings that depict David Alfaro Siqueiros—provides an of Latin American and United States the Indian perspective is critical. excellent medium for also exploring history since the class readings can be Those interested in testimonials have the connections between the United a good introduction to the culture of used the works of Domitila Barrios States and Mexico, because the work Latin Americans living in this coun- de Chungara (Bolivia) and Rigoberta of these muralists was very influen- try. 18 A comparative study of musical Menchú (Guatemala), extensively.10 tial to some artists in this country.15 migrations in Argentina can also be If Brazil is the subject of study, for Analyzing these murals together with effective in teaching about the cultural example, the use of African music novels that describe this period is very formation of this country. Through as an expression of those who had effective in teaching students to learn the study of the tango as danceable been displaced and exploited can from different media. The novels of music students can trace the influence provide students with a different way the Mexican Revolution can be com- of the Congo culture in Latin America to analyze music as a text. Caetano bined with the teaching of the art made and the United States, and learn about Veloso’s recent book Tropical Truth by the muralists.16 Contemporary how this form migrated from Africa to is a good source for understanding novels about this subject can also be Cuba before reaching its final