En la presente actividad formularás preguntas para indagar información específica de diversos acontecimientos del pasado. El pasado simple se utiliza para hablar de una situación que ocurrió en el pasado y que ya concluyó.
This document provides an overview of economic journalism in Brazil. It discusses how Brazilian media systems compare to those in Southern Europe, and how journalism developed in Brazil from the dictatorship era to today. The document also examines the role of markets and state influence on journalism, compares political communication research in Latin America, and outlines the history and development of Brazilian journalism over time as it has blended influences from other models.
This document outlines the fifth grade social studies curriculum standards for the unit on culture in Tennessee. It includes four content standards: culture, economics, geography, and governance and civics. For each standard, it lists learning expectations and accomplishments/objectives for students, along with performance indicators assessed by the state and teachers. The overall summary is that this document defines the key concepts fifth graders in Tennessee are expected to understand about culture, economics, geography, and civics through specific learning goals and assessment benchmarks.
This document provides an overview and analysis of three labor organizing efforts involving Hispanic workers: the United Farm Workers and Farm Labor Organizing Committee in the 1960s-1970s, and contemporary efforts by the United Food and Commercial Workers to organize Guatemalan immigrant workers at a poultry plant in Ohio. It examines how the demographic, political, and economic context has both remained the same and evolved over time, shaping the nature and success of unionization efforts. The author analyzes key differences such as workforce permanence and immigration status that impact modern organizing compared to the unique farm labor movements of the 20th century. The goal is a historical comparison of how the American labor movement has engaged Hispanic workers across different eras.
The document provides the Texas Essential Knowledge and Skills (TEKS) for teaching 8th grade United States history from early colonial period through Reconstruction. It outlines 19 key strands including history, geography, economics, government, and citizenship. Students are expected to understand events, documents, individuals, economic and political systems during this period in American history.
This document summarizes and analyzes a scholarly article about the Mexican experience in the United States during the Great Depression era. It discusses two key topics: 1) How the Mexican community in Los Angeles ("Mexico de Afuera") reacted to increasing anti-Mexican policies and sentiments in the U.S. that encouraged repatriation back to Mexico. 2) How Mexico de Afuera responded to the Mexican government's employment of nationalist rhetoric and empty promises through repatriation programs. The document analyzes articles from the periodical La Opinión to understand how the community navigated these pressures and challenges.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a 5th grade social studies curriculum. It covers topics including United States history from colonization to present day, geography, economics, government, citizenship, and culture. The curriculum is designed to teach students about important people, events, ideas and principles in US history through an integrated study of social studies disciplines.
The document summarizes the history of Latin America from ancient civilizations like the Mayans and Aztecs, European exploration and conquest in the 15th-16th centuries, independence movements in the 18th-19th centuries, and political developments in the 20th century. It discusses the rise and fall of major pre-Columbian empires, Spanish conquistadors like Cortes and Pizarro, independence leaders like Bolivar, the influence of the US in the 1900s, and the Cuban Revolution under Castro.
En la presente actividad formularás preguntas para indagar información específica de diversos acontecimientos del pasado. El pasado simple se utiliza para hablar de una situación que ocurrió en el pasado y que ya concluyó.
This document provides an overview of economic journalism in Brazil. It discusses how Brazilian media systems compare to those in Southern Europe, and how journalism developed in Brazil from the dictatorship era to today. The document also examines the role of markets and state influence on journalism, compares political communication research in Latin America, and outlines the history and development of Brazilian journalism over time as it has blended influences from other models.
This document outlines the fifth grade social studies curriculum standards for the unit on culture in Tennessee. It includes four content standards: culture, economics, geography, and governance and civics. For each standard, it lists learning expectations and accomplishments/objectives for students, along with performance indicators assessed by the state and teachers. The overall summary is that this document defines the key concepts fifth graders in Tennessee are expected to understand about culture, economics, geography, and civics through specific learning goals and assessment benchmarks.
This document provides an overview and analysis of three labor organizing efforts involving Hispanic workers: the United Farm Workers and Farm Labor Organizing Committee in the 1960s-1970s, and contemporary efforts by the United Food and Commercial Workers to organize Guatemalan immigrant workers at a poultry plant in Ohio. It examines how the demographic, political, and economic context has both remained the same and evolved over time, shaping the nature and success of unionization efforts. The author analyzes key differences such as workforce permanence and immigration status that impact modern organizing compared to the unique farm labor movements of the 20th century. The goal is a historical comparison of how the American labor movement has engaged Hispanic workers across different eras.
The document provides the Texas Essential Knowledge and Skills (TEKS) for teaching 8th grade United States history from early colonial period through Reconstruction. It outlines 19 key strands including history, geography, economics, government, and citizenship. Students are expected to understand events, documents, individuals, economic and political systems during this period in American history.
This document summarizes and analyzes a scholarly article about the Mexican experience in the United States during the Great Depression era. It discusses two key topics: 1) How the Mexican community in Los Angeles ("Mexico de Afuera") reacted to increasing anti-Mexican policies and sentiments in the U.S. that encouraged repatriation back to Mexico. 2) How Mexico de Afuera responded to the Mexican government's employment of nationalist rhetoric and empty promises through repatriation programs. The document analyzes articles from the periodical La Opinión to understand how the community navigated these pressures and challenges.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a 5th grade social studies curriculum. It covers topics including United States history from colonization to present day, geography, economics, government, citizenship, and culture. The curriculum is designed to teach students about important people, events, ideas and principles in US history through an integrated study of social studies disciplines.
The document summarizes the history of Latin America from ancient civilizations like the Mayans and Aztecs, European exploration and conquest in the 15th-16th centuries, independence movements in the 18th-19th centuries, and political developments in the 20th century. It discusses the rise and fall of major pre-Columbian empires, Spanish conquistadors like Cortes and Pizarro, independence leaders like Bolivar, the influence of the US in the 1900s, and the Cuban Revolution under Castro.
1) The document provides an overview of the geography, history, culture, and economies of Latin America, stretching from Mexico to South America.
2) Key regions include Mexico/Central America, the Caribbean islands, and South America, which are characterized by different climates, landforms, and colonial influences from Spain, Portugal, and other European powers.
3) Latin America has experienced independence movements against European colonizers, but many nations still struggle with poverty, corruption, and dependence on agricultural or resource exports.
The document discusses Latin America's wars of independence in the 19th century. It describes how the wars began as struggles between social classes and races, with the Haitian war of independence becoming a race war. It also discusses how the wars were driven by political, economic, and social frustrations under colonial rule. Specifically, it notes the lack of political opportunities for those born in Latin America. After independence was achieved between 1791-1824, boundary disputes between the newly independent nations led to further wars throughout the century.
During the period of 1750-1914, Latin America transitioned from Spanish colonial rule to independent nations. There was political instability during the early consolidation period from 1825-1850 as countries debated forms of government and liberals clashed with conservatives. From 1850 onward, Latin America established institutions like legal codes and infrastructure. Caudillo rule by strongman dictators from the 1870s-1900s brought economic development but also repression. Foreign investment increased, especially from the US and Europe, influencing exports of cash crops and minerals.
The document discusses modern Latin America and the migration of farmers to cities in Mexico in the early 20th century. As farmers moved to cities like Mexico City due to land redistribution, small towns became deserted leaving only cemeteries. In cities, a new middle class emerged and foreign companies moved in, providing jobs. However, as populations increased, opportunities decreased and many started small businesses or migrated to other cities or countries for work. Currently, border towns are growing fast and women often work in factories. While some cities are developing, an estimated 60 million people in Latin America still live in poverty.
1. The document discusses imperialism in the Americas from the perspectives of a Cuban laborer under Spanish rule and a U.S. Senator. It describes the oppressive conditions Cuban workers faced on sugar plantations and mines under Spanish colonial rule.
2. Yellow journalism in the U.S. helped escalate tensions and justify the Spanish-American War in 1898. Although Cuba gained nominal independence, the U.S. maintained significant political and economic influence over the country.
3. The U.S. victory expanded its empire in the Americas, acquiring Puerto Rico, Guam, and the Philippines from Spain. It also intervened in Panama to gain land for an important canal connecting the Atlantic and Pacific oceans
Latin American revolutionary movements in the early 19th century were led by creoles seeking independence from European colonial powers like Spain and Portugal. By the 1820s and 1830s, most Latin American states had gained independence, though political instability and authoritarian rule by military dictators were common. Independence did little to improve the conditions of indigenous and slave populations. Throughout the late 1800s, new revolutionary movements emerged seeking land reform, secular rule, and greater political participation as Latin American nations struggled with foreign economic domination and conflicts over land and resources with native groups.
The document is a quiz about Latin American geography and history. It contains multiple choice questions about topics such as the major rivers and oceans surrounding Latin America, the population groups that developed from European colonization, influential figures like Francisco Pizarro and Simon Bolivar, civilizations like the Aztecs and Incas, and independence movements that led countries to revolt against European rule.
The document discusses how colonization led to cultural blending in Latin America and the Caribbean. When Europeans colonized the region, they conquered the native civilizations and forced many indigenous people into slavery or poverty. This led to the blending of European, African, and Native American ethnic groups and cultures over time through intermarriage between the groups. While Latin American culture today is proud of its diverse heritage, there are still some social inequalities that exist along ethnic lines.
Britain had economic and political interests in Latin America starting in the 19th century, establishing trade relationships and treaties first with Brazil. Throughout the 20th century, Latin American nations struggled with internal conflicts and unstable governments as the U.S. and other foreign powers increasingly influenced regional economies. By the late 20th century, many countries faced issues like poverty, inequality, corruption, and violence exacerbated by foreign economic interventions.
The document discusses several causes of war in Latin America following independence from Spain in the early 19th century. These included racial tensions from the Haitian revolution, the struggle between centralist and federalist political factions, boundary disputes between newly independent nations, conflicts over resources like nitrates in the War of the Pacific, the actions of authoritarian leaders known as caudillos who sought to consolidate power, and religious conflicts. European interventions were also a source of war as colonial powers sought to protect their commercial interests in the region.
Indigenous Revolts in Chiapas and the Andean HighlandsMarcos Luk'aña
This document summarizes an academic seminar that took place in 1994 to discuss historical precedents of indigenous rebellions in Chiapas, Mexico and comparable movements in the Andes region of South America. The seminar aimed to examine specific cases of revolt in their historical contexts in order to move beyond conventional paradigms for understanding indigenous resistance. Papers presented spanned over 470 years of history in Chiapas and the Andean countries. They highlighted the idiosyncrasies of different revolts and challenged popular perceptions. The diversity of experiences raised analytical challenges to generalizing about indigenous resistance. The volume provided comparative perspectives on the forms and causes of indigenous rebellions across time and regions in Latin America.
This document summarizes an article that argues for the continued importance of national history writing even in an age of globalization. It makes two main points: 1) Nationalism and national identities are vital to liberal democratic societies as they ensure the social bonds needed for citizens to sacrifice personal interests for the common good. 2) Recent historical work has shown that nations are as real as other historical groups and rejecting national history would require rejecting the history of all groups. The article contends that national history remains a legitimate lens for understanding the past within the discipline of history.
This is a review of "The Journal of Social History" which I wrote for my Introduction to Historical Methods class at MSUM. Red marks courtesy of Prof. Nathan Clarke.
Mattie 1American ConsciousnessKing, Thomas. The Truth Abou.docxalfredacavx97
Mattie 1
American Consciousness
King, Thomas. The Truth About Stories: A Native Narrative. Minneapolis: University of Minnesota Press, 2003.
In "Truth about Stories," Thomas King explores different stories of the Native American people culture and his own experience as an Indian. King gives a perspective on the relationship, culture, and social history of the Native Americans. He uses storytelling and gears it to current issues that are affecting American society and even the world. He digs deep into how racism, oppression, and discrimination have affected the Indian populations living in America.
Lopez, Lori Kido. “Fan Activists and the Politics of Race in The Last Airbender.” International Journal of Cultural Studies, vol. 15, no. 5, Sept. 2016, pp. 431–445,
The authors focus on the American consciousness in terms of the country being a multiracial community. They begin the journal by explaining how the set up of the United States is based on the majority and minority communities in the country. The consideration of the factors leads to the broader understanding of how specific process needs to be followed to ensure that equality is maintained in different classes. The representation of the minority communities through the media is a critical activity that takes place in the paper. This is key in highlighting how most films depict the actual set up of the country. A look at the aspect through the film the last air-bender explains the existing differences that the media is critical at depicted. The multicultural context is clearly represented in the paper, which gives a perfect understanding of how the process is supposed to take place to ensure that equality is promoted.
Del Río, Esteban. “Accentuate the Positive: Americanos and the Articulation of Latina/o Life in the United States.” Journal of Communication Inquiry, vol. 36, no. 3, July 2015, pp. 179–201,
The author explains the literary context of American society. This takes place through a broader explanation of the American consciousness in a unique manner that facilitates a general understanding of the author's central message. The approach of the topic through the Latino communities perfectly explains the situation. It is evident that the Latinos are a minority community in the country. The fact that they are part of American society is a crucial issue that cannot be ignored. The surrounding of the country explains the reason behind the existence of the minority communities in the country. Its depiction in the media films reveals the influences that the community has in the country. The fact that they make up a significant part of the American society is a critical issue that the author addresses uniquely that one can clearly understand what his intention highlighting the question of American consciousness in the multicultural country was.
Barabas, Jason, and Jennifer Jerit. “Redistricting Principles and Racial Representation.” State Politics & Policy Quarterly, vol. 4, no. .
This document discusses cultural analyses of organizational models in Latin America. It begins by introducing the concepts of culture and modernity and their relationship to understanding Latin America. The document then analyzes some key issues in Latin America's modernization process and its relationship to culture. Finally, it discusses organizational models, focusing on their social construction, transfer, and re-appropriation to question their cultural relevance and contribution to organizational and social development in Latin America.
This article analyzes how the American Civil War advanced Enlightenment ideals and transformed moral perceptions of slavery. It discusses how the war was a social revolution that fundamentally changed longstanding institutions and decided core ethical issues. The war grew out of conflicts between Northern and Southern civil societies that embraced different visions of modernization, with the South defending the institution of slavery and its economic advantages. Religion played a major role in how people understood the war and justified violence. The outcome advanced Enlightenment values of equality and natural rights by ending slavery, though it had taken unprecedented bloodshed to resolve the contradictions between these ideals and the racist practices of the slave system.
703The Journal of American HistoryDecember 2010Why Mass In.docxevonnehoggarth79783
703The Journal of American HistoryDecember 2010
Why Mass Incarceration Matters:
Rethinking Crisis, Decline, and
Transformation in Postwar
American History
Heather Ann Thompson
As the twentieth century came to a close and the twenty-first began, something occurred
in the United States that was without international parallel or historical precedent. Be-
tween 1970 and 2010 more people were incarcerated in the United States than were
imprisoned in any other country, and at no other point in its past had the nation’s eco-
nomic, social, and political institutions become so bound up with the practice of punish-
ment. By 2006 more than 7.3 million Americans had become entangled in the criminal
justice system. The American prison population had by that year increased more rapidly
than had the resident population as a whole, and one in every thirty-one U.S. residents
was under some form of correctional supervision, such as in prison or jail, or on proba-
tion or parole. As importantly, the incarcerated and supervised population of the United
States was, overwhelmingly, a population of color. African American men experienced
the highest imprisonment rate of all racial groups, male or female. It was 6.5 times the
rate of white males and 2.5 times that of Hispanic males. By the middle of 2006 one in
fifteen black men over the age of eighteen were behind bars as were one in nine black men
aged twenty to thirty-four. The imprisonment rate of African American women looked
little better. It was almost double that of Hispanic women and three times the rate of
white women.1
Despite the fact that ten times more Americans were imprisoned in the last decade of
the twentieth century than were killed during the Vietnam War (591,298 versus 58,228),
and even though a greater number of African Americans had ended up in penal institu-
tions than in institutions of higher learning by the new millennium (188,500 more), his-
torians have largely ignored the mass incarceration of the late twentieth century and have
not yet begun to sort out its impact on the social, economic, and political evolution of
the postwar period. That one can learn a great deal about a historical moment by more
Heather Ann Thompson is associate professor of history in the Department of African American Studies and the
Department of History at Temple University.
Readers may contact Thompson at [email protected]
1 “Table 6.1.2006: Adults on Probation, in Jail or Prison, and on Parole,” Sourcebook of Criminal Justice Statistics
Online, http://www.albany.edu/sourcebook/pdf/t612006.pdf. “1 in 31: The Long Reach of American Corrections,”
March 2009, Pew Center on the States, http://www.pewcenteronthestates.org/uploadedFiles/PSPP_1in31_report_
FINAL_WEB_3-26-09.pdf; Heather West and William J. Sabol, “Prisoners in 2007,” Bureau of Justice Statistics
Bulletin, (Dec. 2008), http://bjs.ojp.usdoj.gov/content/pub/pdf/p07.pdf; “One in Every 31 U.S. Adults Were in
Prison or J.
Name
Professor
Class
Date
assignment
Newcomb, John Timberman. Would Poetry Disappear? American Verse and the Crisis
of Modernity. Columbus: The Ohio State University Press, 2004.
In the United States, American poetry has undergone cultural modernity, which was a fatal crisis between 1890 and 1910. Poets, publishers, editors, and readers had two choices to make from the developing crisis and were either to reimagine uses of poetry in a culture of nickelodeons, dime novels, and vaudeville halls. The other option was for them to watch it disappear (15). The author admits that the book had to undergo a phase of disillusionment, anxiety, and futility in order for American poetry in the United States to become modern. It is evident in the book that both elite and mass-marketed texts have their uses, particular strengths and virtues, and limitations, which are notable. Newcomb defines literary work and goes further to provide the importance of value-history under this study (16). Part one of the book looks at the Fireside poets through tracing construction of national poetic ideology. Part two concerns analysis and gave an integrative framework for part three. The book has been able to show the productive relation of American poetry to history and politics and several writings has been considered like use of realist or romantic texts (20). The author also notes the poems that excluded modernism. His work is similar to that of McGann, Richard Brodhead because they both take the same direction in understanding surrounding discourses with integral value to both function and literary texts (25). Nelson Cary’s book Anthology of Modern American Poetry contrasts this book since it only presents the canonical poetry over hundred years.
Barabasch, Antje and Rauner, Felix (editors). Work and Education in America: The
Art of Integration. New York: Springer, 2011.
This volume talks about technical and career education or vocational education and training (VET) in the United States and insights into this field of research are highlighted. Critical analysis on the history, philosophy, governance, legislation, and organizational structures are provided to give a reader an overview of issues presented in VET. This book looks at various aspects that include education and qualification; localization versus globalization in governance, higher education vocationalism, U.S, apprenticeships among other issues. The book covers so many things on education in America and gives readers the need to have both technical and career education in this changing world. Barabasch and Rauner give a detailed analysis on how work and education are integrated in America and presents ways that students have benefitted with use of technical and career education in the modern setting. VET, a new way of dealing with globalization, has resulted in the creation of many institutions fostering and promoting the lives of people in the society through the creation of opportunities tha.
Rev. William F. Hartigan Medal - Essay SubmissionAnthony V. John
1. Hispanic/Latino parishes emerged in the late 1960s as Catholic migrants mobilized to integrate into American society and address challenges like undocumented migration and lack of political representation.
2. U.S. foreign policy in Latin America, including military interventions and support for authoritarian regimes, contributed to economic instability and violence that drove Latin American migration to the U.S. in large numbers starting in the 1980s.
3. Hispanic/Latino parishes have created faith-based movements advocating for immigration reform, greater political influence, and social justice, drawing on Catholic social teaching and grassroots organizing models.
This discussion is based on the primary source documents found in Ch.docxjwilliam16
This discussion is based on the primary source documents found in Chapters 10 and 11 of the
Constructing the American Past
textbook (linked in the left hand menu), which explore the Great Depression and Second World War. The 1930s and 1940s were a difficult time in America, and these documents provide insight into the experiences of everyday Americans and how they viewed theses crises. Chapter 10 provides first-hand accounts in the form of letters to political leaders (Documents 1 and 11) as well as images, interviews, and memoirs that reveal the differing experiences of the working class, women, and African Americans. Through careful reading of these documents you begin to gain insight into how Americans viewed and sought to survive the Depression. Similarly, Chapter 11 exposes the contradictions in the United States' war efforts. The documents reflect the lofty idealism of America's conceptualization of the Second World War as "Good War" fought to preserve freedom and democracy and the limitations of that freedom for minorities on the home front. Indeed, Documents 1 and 2 present a much different picture of America than Documents 5, 6, 8, 9 and 11. In both chapters, the documents help to reveal how one's race, class, and gender impacts their daily life, particularly during a time of crisis. As you make your posts, it is important that you refer to specific documents from Chapter 10 and 11 of
Constructing the American Past
(citing document numbers and authors) to help support and explain your views. The most successful discussion posts engage with the perspectives provided by these historical authors as a foundation for critical analysis of the past.
Discussion Prompts (choose one of the following)
What effects did the Great Depression have on people's daily lives? Consider the differences in how it affected women and African Americans compared to others. What do the letters written to Franklin and Eleanor Roosevelt reveal about the Depression and how Americans viewed the crisis? Do you see evidence that it affected women or African Americans different from other groups of people? You must include specific examples from the documents as evidence to support your views.
Documents 1, 2 and 4 in Chapter 11 of
Constructing the American Past
suggest that the Second World War was fought to preserve freedom and democracy around the world, however, many Americans lacked freedom and equality at home. How do you reconcile Roosevelt and Churchill's rhetoric and the glossy images produced by Norman Rockwell that extol the Second World War as a "good war" to preserve the "Four Freedoms" with the lived reality of American minorities during the war? What arguments did Americans make to justify Japanese Internment? Do you consider the limitations of freedoms minorities experienced on the home front a necessary evil? You must include specific examples from the documents as evidence to support your views.
What do the documents in Chapter 10 an.
1 History 161 Latin American History Final exam stu.docxjoyjonna282
1
History 161: Latin American History
Final exam: study questions
Friday, December 13, 10:15-12:15
Format of the exam: bring at least one blue book. You are allowed to bring an outline for the long essay.
Each outline for each question should be no longer than one page: one side only and one outline per
page. During the exam, only the outline of the question chosen will be allowed so make sure you
prepare them in separate sheets. Read the instructions carefully and make sure to ask all the pertinent
questions before the day of the exam. Feel free to email me any questions about the exam. I am happy to look
at drafts of the outlines. Your deadline to submit a draft is Thursday, December 12 at noon.
The final exam will consist of three main parts:
Section A: long essay, worth 40 points
Section B: short essay, worth 25 points
Section C: multiple choice, worth 35 points
Section A: long essay, worth 40 points. Two of the following six questions will appear on the exam. You will
have to choose only ONE. Plan to allocate around 45/60 minutes to respond to this question. Write the
outline at home, read it several times to make sure it discusses all the relevant material and become very
familiar with it. Try to use examples from the sources discussed in class, the readings, and the lectures.
1- “The course of events in the Western Hemisphere over the centuries following contact demonstrates
that the Iberian factor in early Latin America was uniform and the result of long term processes. The
native peoples and the resources of their lands were the primary determinants of differentiation.”
In an integrated essay, discuss this statement with special emphasis on the long term processes, “uniformity”
of the Iberian experience, the “diversity” of native peoples, the reasons for the conquest success and its
consequences. In order to prepare for this essay you may want to consider at least (but not only) the
following questions: Why did the Iberians come to Latin America? What did they find in Latin America?
How did the Latin American circumstances shape the conquest? How and where did the Iberians develop a
“conquest strategy?” What explains the conquest success? What were the consequences of the conquest?
2- “After the conquest epoch, the Spanish Indies experienced a long time of relative stability and slow
evolution. During this period, the conditions created by the conquest had entered into certain
equilibrium with some rather uniform hallmarks such as a centralized political and economic
administration and a distinctive and hierarchical social structure. The eighteenth century altered this
pattern profoundly.”
Critically analyze the statement focusing on the stability of political and economic institutions, the ethnic
hierarchy, and the changes that resulted from the Bourbon reforms. In order to prepare for this essay you may
want to consider at least (but not only) the ...
httpwww.jstor.orgWomen in Revolutionary Movements in La.docxwellesleyterresa
http://www.jstor.org
Women in Revolutionary Movements in Latin America
Author(s): Jane S. Jaquette
Source: Journal of Marriage and the Family, Vol. 35, No. 2, Special Sections: Moving and the
Wife, Women in Latin America, (May, 1973), pp. 344-354
Published by: National Council on Family Relations
Stable URL: http://www.jstor.org/stable/350664
Accessed: 28/04/2008 06:32
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Women in Revolutionary Movements
in Latin America
JANE S. JAQUETTE
Department of Political Science,
Occidental College
The image of the female revolutionary, dressed
in fatigues and carrying a gun, stands in stark
contrast to our North American view of the
passive, "oppressed" Latin American woman.
For that reason alone it would be interesting to
explore the role of the female guerrillera as a
significant aspect of the Latin American revolu-
tionary experience. Yet the implications of
female participation should be spelled out more
clearly. First, the act of taking up a gun and
entering a guerrilla band implies a new relation-
ship of equality with men and a consequent
change in patterns of role differentiation by
sex. Second, there is the effect of the inter-
national feminist movement today on the
development of new role models and institu-
tions. From the example of the Vietnamese
women to Bernadette Devlin and Angela Davis,
the female revolutionary has become a shared
symbol, one which transcends national differ-
ences. As Chris Camarano (1971:48) wrote in
her article on Cuban women:
... I have come to feel... the need for inter-
nationalism in the women's movement, as in all
revoluntionary movements. Most especially, it is
important for us to try to u ...
1) The document provides an overview of the geography, history, culture, and economies of Latin America, stretching from Mexico to South America.
2) Key regions include Mexico/Central America, the Caribbean islands, and South America, which are characterized by different climates, landforms, and colonial influences from Spain, Portugal, and other European powers.
3) Latin America has experienced independence movements against European colonizers, but many nations still struggle with poverty, corruption, and dependence on agricultural or resource exports.
The document discusses Latin America's wars of independence in the 19th century. It describes how the wars began as struggles between social classes and races, with the Haitian war of independence becoming a race war. It also discusses how the wars were driven by political, economic, and social frustrations under colonial rule. Specifically, it notes the lack of political opportunities for those born in Latin America. After independence was achieved between 1791-1824, boundary disputes between the newly independent nations led to further wars throughout the century.
During the period of 1750-1914, Latin America transitioned from Spanish colonial rule to independent nations. There was political instability during the early consolidation period from 1825-1850 as countries debated forms of government and liberals clashed with conservatives. From 1850 onward, Latin America established institutions like legal codes and infrastructure. Caudillo rule by strongman dictators from the 1870s-1900s brought economic development but also repression. Foreign investment increased, especially from the US and Europe, influencing exports of cash crops and minerals.
The document discusses modern Latin America and the migration of farmers to cities in Mexico in the early 20th century. As farmers moved to cities like Mexico City due to land redistribution, small towns became deserted leaving only cemeteries. In cities, a new middle class emerged and foreign companies moved in, providing jobs. However, as populations increased, opportunities decreased and many started small businesses or migrated to other cities or countries for work. Currently, border towns are growing fast and women often work in factories. While some cities are developing, an estimated 60 million people in Latin America still live in poverty.
1. The document discusses imperialism in the Americas from the perspectives of a Cuban laborer under Spanish rule and a U.S. Senator. It describes the oppressive conditions Cuban workers faced on sugar plantations and mines under Spanish colonial rule.
2. Yellow journalism in the U.S. helped escalate tensions and justify the Spanish-American War in 1898. Although Cuba gained nominal independence, the U.S. maintained significant political and economic influence over the country.
3. The U.S. victory expanded its empire in the Americas, acquiring Puerto Rico, Guam, and the Philippines from Spain. It also intervened in Panama to gain land for an important canal connecting the Atlantic and Pacific oceans
Latin American revolutionary movements in the early 19th century were led by creoles seeking independence from European colonial powers like Spain and Portugal. By the 1820s and 1830s, most Latin American states had gained independence, though political instability and authoritarian rule by military dictators were common. Independence did little to improve the conditions of indigenous and slave populations. Throughout the late 1800s, new revolutionary movements emerged seeking land reform, secular rule, and greater political participation as Latin American nations struggled with foreign economic domination and conflicts over land and resources with native groups.
The document is a quiz about Latin American geography and history. It contains multiple choice questions about topics such as the major rivers and oceans surrounding Latin America, the population groups that developed from European colonization, influential figures like Francisco Pizarro and Simon Bolivar, civilizations like the Aztecs and Incas, and independence movements that led countries to revolt against European rule.
The document discusses how colonization led to cultural blending in Latin America and the Caribbean. When Europeans colonized the region, they conquered the native civilizations and forced many indigenous people into slavery or poverty. This led to the blending of European, African, and Native American ethnic groups and cultures over time through intermarriage between the groups. While Latin American culture today is proud of its diverse heritage, there are still some social inequalities that exist along ethnic lines.
Britain had economic and political interests in Latin America starting in the 19th century, establishing trade relationships and treaties first with Brazil. Throughout the 20th century, Latin American nations struggled with internal conflicts and unstable governments as the U.S. and other foreign powers increasingly influenced regional economies. By the late 20th century, many countries faced issues like poverty, inequality, corruption, and violence exacerbated by foreign economic interventions.
The document discusses several causes of war in Latin America following independence from Spain in the early 19th century. These included racial tensions from the Haitian revolution, the struggle between centralist and federalist political factions, boundary disputes between newly independent nations, conflicts over resources like nitrates in the War of the Pacific, the actions of authoritarian leaders known as caudillos who sought to consolidate power, and religious conflicts. European interventions were also a source of war as colonial powers sought to protect their commercial interests in the region.
Indigenous Revolts in Chiapas and the Andean HighlandsMarcos Luk'aña
This document summarizes an academic seminar that took place in 1994 to discuss historical precedents of indigenous rebellions in Chiapas, Mexico and comparable movements in the Andes region of South America. The seminar aimed to examine specific cases of revolt in their historical contexts in order to move beyond conventional paradigms for understanding indigenous resistance. Papers presented spanned over 470 years of history in Chiapas and the Andean countries. They highlighted the idiosyncrasies of different revolts and challenged popular perceptions. The diversity of experiences raised analytical challenges to generalizing about indigenous resistance. The volume provided comparative perspectives on the forms and causes of indigenous rebellions across time and regions in Latin America.
This document summarizes an article that argues for the continued importance of national history writing even in an age of globalization. It makes two main points: 1) Nationalism and national identities are vital to liberal democratic societies as they ensure the social bonds needed for citizens to sacrifice personal interests for the common good. 2) Recent historical work has shown that nations are as real as other historical groups and rejecting national history would require rejecting the history of all groups. The article contends that national history remains a legitimate lens for understanding the past within the discipline of history.
This is a review of "The Journal of Social History" which I wrote for my Introduction to Historical Methods class at MSUM. Red marks courtesy of Prof. Nathan Clarke.
Mattie 1American ConsciousnessKing, Thomas. The Truth Abou.docxalfredacavx97
Mattie 1
American Consciousness
King, Thomas. The Truth About Stories: A Native Narrative. Minneapolis: University of Minnesota Press, 2003.
In "Truth about Stories," Thomas King explores different stories of the Native American people culture and his own experience as an Indian. King gives a perspective on the relationship, culture, and social history of the Native Americans. He uses storytelling and gears it to current issues that are affecting American society and even the world. He digs deep into how racism, oppression, and discrimination have affected the Indian populations living in America.
Lopez, Lori Kido. “Fan Activists and the Politics of Race in The Last Airbender.” International Journal of Cultural Studies, vol. 15, no. 5, Sept. 2016, pp. 431–445,
The authors focus on the American consciousness in terms of the country being a multiracial community. They begin the journal by explaining how the set up of the United States is based on the majority and minority communities in the country. The consideration of the factors leads to the broader understanding of how specific process needs to be followed to ensure that equality is maintained in different classes. The representation of the minority communities through the media is a critical activity that takes place in the paper. This is key in highlighting how most films depict the actual set up of the country. A look at the aspect through the film the last air-bender explains the existing differences that the media is critical at depicted. The multicultural context is clearly represented in the paper, which gives a perfect understanding of how the process is supposed to take place to ensure that equality is promoted.
Del Río, Esteban. “Accentuate the Positive: Americanos and the Articulation of Latina/o Life in the United States.” Journal of Communication Inquiry, vol. 36, no. 3, July 2015, pp. 179–201,
The author explains the literary context of American society. This takes place through a broader explanation of the American consciousness in a unique manner that facilitates a general understanding of the author's central message. The approach of the topic through the Latino communities perfectly explains the situation. It is evident that the Latinos are a minority community in the country. The fact that they are part of American society is a crucial issue that cannot be ignored. The surrounding of the country explains the reason behind the existence of the minority communities in the country. Its depiction in the media films reveals the influences that the community has in the country. The fact that they make up a significant part of the American society is a critical issue that the author addresses uniquely that one can clearly understand what his intention highlighting the question of American consciousness in the multicultural country was.
Barabas, Jason, and Jennifer Jerit. “Redistricting Principles and Racial Representation.” State Politics & Policy Quarterly, vol. 4, no. .
This document discusses cultural analyses of organizational models in Latin America. It begins by introducing the concepts of culture and modernity and their relationship to understanding Latin America. The document then analyzes some key issues in Latin America's modernization process and its relationship to culture. Finally, it discusses organizational models, focusing on their social construction, transfer, and re-appropriation to question their cultural relevance and contribution to organizational and social development in Latin America.
This article analyzes how the American Civil War advanced Enlightenment ideals and transformed moral perceptions of slavery. It discusses how the war was a social revolution that fundamentally changed longstanding institutions and decided core ethical issues. The war grew out of conflicts between Northern and Southern civil societies that embraced different visions of modernization, with the South defending the institution of slavery and its economic advantages. Religion played a major role in how people understood the war and justified violence. The outcome advanced Enlightenment values of equality and natural rights by ending slavery, though it had taken unprecedented bloodshed to resolve the contradictions between these ideals and the racist practices of the slave system.
703The Journal of American HistoryDecember 2010Why Mass In.docxevonnehoggarth79783
703The Journal of American HistoryDecember 2010
Why Mass Incarceration Matters:
Rethinking Crisis, Decline, and
Transformation in Postwar
American History
Heather Ann Thompson
As the twentieth century came to a close and the twenty-first began, something occurred
in the United States that was without international parallel or historical precedent. Be-
tween 1970 and 2010 more people were incarcerated in the United States than were
imprisoned in any other country, and at no other point in its past had the nation’s eco-
nomic, social, and political institutions become so bound up with the practice of punish-
ment. By 2006 more than 7.3 million Americans had become entangled in the criminal
justice system. The American prison population had by that year increased more rapidly
than had the resident population as a whole, and one in every thirty-one U.S. residents
was under some form of correctional supervision, such as in prison or jail, or on proba-
tion or parole. As importantly, the incarcerated and supervised population of the United
States was, overwhelmingly, a population of color. African American men experienced
the highest imprisonment rate of all racial groups, male or female. It was 6.5 times the
rate of white males and 2.5 times that of Hispanic males. By the middle of 2006 one in
fifteen black men over the age of eighteen were behind bars as were one in nine black men
aged twenty to thirty-four. The imprisonment rate of African American women looked
little better. It was almost double that of Hispanic women and three times the rate of
white women.1
Despite the fact that ten times more Americans were imprisoned in the last decade of
the twentieth century than were killed during the Vietnam War (591,298 versus 58,228),
and even though a greater number of African Americans had ended up in penal institu-
tions than in institutions of higher learning by the new millennium (188,500 more), his-
torians have largely ignored the mass incarceration of the late twentieth century and have
not yet begun to sort out its impact on the social, economic, and political evolution of
the postwar period. That one can learn a great deal about a historical moment by more
Heather Ann Thompson is associate professor of history in the Department of African American Studies and the
Department of History at Temple University.
Readers may contact Thompson at [email protected]
1 “Table 6.1.2006: Adults on Probation, in Jail or Prison, and on Parole,” Sourcebook of Criminal Justice Statistics
Online, http://www.albany.edu/sourcebook/pdf/t612006.pdf. “1 in 31: The Long Reach of American Corrections,”
March 2009, Pew Center on the States, http://www.pewcenteronthestates.org/uploadedFiles/PSPP_1in31_report_
FINAL_WEB_3-26-09.pdf; Heather West and William J. Sabol, “Prisoners in 2007,” Bureau of Justice Statistics
Bulletin, (Dec. 2008), http://bjs.ojp.usdoj.gov/content/pub/pdf/p07.pdf; “One in Every 31 U.S. Adults Were in
Prison or J.
Name
Professor
Class
Date
assignment
Newcomb, John Timberman. Would Poetry Disappear? American Verse and the Crisis
of Modernity. Columbus: The Ohio State University Press, 2004.
In the United States, American poetry has undergone cultural modernity, which was a fatal crisis between 1890 and 1910. Poets, publishers, editors, and readers had two choices to make from the developing crisis and were either to reimagine uses of poetry in a culture of nickelodeons, dime novels, and vaudeville halls. The other option was for them to watch it disappear (15). The author admits that the book had to undergo a phase of disillusionment, anxiety, and futility in order for American poetry in the United States to become modern. It is evident in the book that both elite and mass-marketed texts have their uses, particular strengths and virtues, and limitations, which are notable. Newcomb defines literary work and goes further to provide the importance of value-history under this study (16). Part one of the book looks at the Fireside poets through tracing construction of national poetic ideology. Part two concerns analysis and gave an integrative framework for part three. The book has been able to show the productive relation of American poetry to history and politics and several writings has been considered like use of realist or romantic texts (20). The author also notes the poems that excluded modernism. His work is similar to that of McGann, Richard Brodhead because they both take the same direction in understanding surrounding discourses with integral value to both function and literary texts (25). Nelson Cary’s book Anthology of Modern American Poetry contrasts this book since it only presents the canonical poetry over hundred years.
Barabasch, Antje and Rauner, Felix (editors). Work and Education in America: The
Art of Integration. New York: Springer, 2011.
This volume talks about technical and career education or vocational education and training (VET) in the United States and insights into this field of research are highlighted. Critical analysis on the history, philosophy, governance, legislation, and organizational structures are provided to give a reader an overview of issues presented in VET. This book looks at various aspects that include education and qualification; localization versus globalization in governance, higher education vocationalism, U.S, apprenticeships among other issues. The book covers so many things on education in America and gives readers the need to have both technical and career education in this changing world. Barabasch and Rauner give a detailed analysis on how work and education are integrated in America and presents ways that students have benefitted with use of technical and career education in the modern setting. VET, a new way of dealing with globalization, has resulted in the creation of many institutions fostering and promoting the lives of people in the society through the creation of opportunities tha.
Rev. William F. Hartigan Medal - Essay SubmissionAnthony V. John
1. Hispanic/Latino parishes emerged in the late 1960s as Catholic migrants mobilized to integrate into American society and address challenges like undocumented migration and lack of political representation.
2. U.S. foreign policy in Latin America, including military interventions and support for authoritarian regimes, contributed to economic instability and violence that drove Latin American migration to the U.S. in large numbers starting in the 1980s.
3. Hispanic/Latino parishes have created faith-based movements advocating for immigration reform, greater political influence, and social justice, drawing on Catholic social teaching and grassroots organizing models.
This discussion is based on the primary source documents found in Ch.docxjwilliam16
This discussion is based on the primary source documents found in Chapters 10 and 11 of the
Constructing the American Past
textbook (linked in the left hand menu), which explore the Great Depression and Second World War. The 1930s and 1940s were a difficult time in America, and these documents provide insight into the experiences of everyday Americans and how they viewed theses crises. Chapter 10 provides first-hand accounts in the form of letters to political leaders (Documents 1 and 11) as well as images, interviews, and memoirs that reveal the differing experiences of the working class, women, and African Americans. Through careful reading of these documents you begin to gain insight into how Americans viewed and sought to survive the Depression. Similarly, Chapter 11 exposes the contradictions in the United States' war efforts. The documents reflect the lofty idealism of America's conceptualization of the Second World War as "Good War" fought to preserve freedom and democracy and the limitations of that freedom for minorities on the home front. Indeed, Documents 1 and 2 present a much different picture of America than Documents 5, 6, 8, 9 and 11. In both chapters, the documents help to reveal how one's race, class, and gender impacts their daily life, particularly during a time of crisis. As you make your posts, it is important that you refer to specific documents from Chapter 10 and 11 of
Constructing the American Past
(citing document numbers and authors) to help support and explain your views. The most successful discussion posts engage with the perspectives provided by these historical authors as a foundation for critical analysis of the past.
Discussion Prompts (choose one of the following)
What effects did the Great Depression have on people's daily lives? Consider the differences in how it affected women and African Americans compared to others. What do the letters written to Franklin and Eleanor Roosevelt reveal about the Depression and how Americans viewed the crisis? Do you see evidence that it affected women or African Americans different from other groups of people? You must include specific examples from the documents as evidence to support your views.
Documents 1, 2 and 4 in Chapter 11 of
Constructing the American Past
suggest that the Second World War was fought to preserve freedom and democracy around the world, however, many Americans lacked freedom and equality at home. How do you reconcile Roosevelt and Churchill's rhetoric and the glossy images produced by Norman Rockwell that extol the Second World War as a "good war" to preserve the "Four Freedoms" with the lived reality of American minorities during the war? What arguments did Americans make to justify Japanese Internment? Do you consider the limitations of freedoms minorities experienced on the home front a necessary evil? You must include specific examples from the documents as evidence to support your views.
What do the documents in Chapter 10 an.
1 History 161 Latin American History Final exam stu.docxjoyjonna282
1
History 161: Latin American History
Final exam: study questions
Friday, December 13, 10:15-12:15
Format of the exam: bring at least one blue book. You are allowed to bring an outline for the long essay.
Each outline for each question should be no longer than one page: one side only and one outline per
page. During the exam, only the outline of the question chosen will be allowed so make sure you
prepare them in separate sheets. Read the instructions carefully and make sure to ask all the pertinent
questions before the day of the exam. Feel free to email me any questions about the exam. I am happy to look
at drafts of the outlines. Your deadline to submit a draft is Thursday, December 12 at noon.
The final exam will consist of three main parts:
Section A: long essay, worth 40 points
Section B: short essay, worth 25 points
Section C: multiple choice, worth 35 points
Section A: long essay, worth 40 points. Two of the following six questions will appear on the exam. You will
have to choose only ONE. Plan to allocate around 45/60 minutes to respond to this question. Write the
outline at home, read it several times to make sure it discusses all the relevant material and become very
familiar with it. Try to use examples from the sources discussed in class, the readings, and the lectures.
1- “The course of events in the Western Hemisphere over the centuries following contact demonstrates
that the Iberian factor in early Latin America was uniform and the result of long term processes. The
native peoples and the resources of their lands were the primary determinants of differentiation.”
In an integrated essay, discuss this statement with special emphasis on the long term processes, “uniformity”
of the Iberian experience, the “diversity” of native peoples, the reasons for the conquest success and its
consequences. In order to prepare for this essay you may want to consider at least (but not only) the
following questions: Why did the Iberians come to Latin America? What did they find in Latin America?
How did the Latin American circumstances shape the conquest? How and where did the Iberians develop a
“conquest strategy?” What explains the conquest success? What were the consequences of the conquest?
2- “After the conquest epoch, the Spanish Indies experienced a long time of relative stability and slow
evolution. During this period, the conditions created by the conquest had entered into certain
equilibrium with some rather uniform hallmarks such as a centralized political and economic
administration and a distinctive and hierarchical social structure. The eighteenth century altered this
pattern profoundly.”
Critically analyze the statement focusing on the stability of political and economic institutions, the ethnic
hierarchy, and the changes that resulted from the Bourbon reforms. In order to prepare for this essay you may
want to consider at least (but not only) the ...
httpwww.jstor.orgWomen in Revolutionary Movements in La.docxwellesleyterresa
http://www.jstor.org
Women in Revolutionary Movements in Latin America
Author(s): Jane S. Jaquette
Source: Journal of Marriage and the Family, Vol. 35, No. 2, Special Sections: Moving and the
Wife, Women in Latin America, (May, 1973), pp. 344-354
Published by: National Council on Family Relations
Stable URL: http://www.jstor.org/stable/350664
Accessed: 28/04/2008 06:32
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Women in Revolutionary Movements
in Latin America
JANE S. JAQUETTE
Department of Political Science,
Occidental College
The image of the female revolutionary, dressed
in fatigues and carrying a gun, stands in stark
contrast to our North American view of the
passive, "oppressed" Latin American woman.
For that reason alone it would be interesting to
explore the role of the female guerrillera as a
significant aspect of the Latin American revolu-
tionary experience. Yet the implications of
female participation should be spelled out more
clearly. First, the act of taking up a gun and
entering a guerrilla band implies a new relation-
ship of equality with men and a consequent
change in patterns of role differentiation by
sex. Second, there is the effect of the inter-
national feminist movement today on the
development of new role models and institu-
tions. From the example of the Vietnamese
women to Bernadette Devlin and Angela Davis,
the female revolutionary has become a shared
symbol, one which transcends national differ-
ences. As Chris Camarano (1971:48) wrote in
her article on Cuban women:
... I have come to feel... the need for inter-
nationalism in the women's movement, as in all
revoluntionary movements. Most especially, it is
important for us to try to u ...
This document provides an overview of a presentation on Americanization in the modern world. It begins with an abstract that states the presentation will investigate the origins and context of Americanization, and examine whether it is a negative occurrence. The introduction defines Americanization and its relationship to globalization. The background section explores the origins of Americanization and its spread since the 20th century, and discusses both positive and negative perceptions of it. The following sections provide examples of Americanization's influence in cultural, social, political and economic spheres around the world.
H ist ory 2 0 F inal S t udy G uide Please bring w it h.docxwhittemorelucilla
This document is a study guide for a History 20 final that requires students to bring specific materials to the exam. It outlines one long essay question analyzing a passage about competing political visions in early 19th century America and their differing views on slavery, reform, and the nation's future development. Students must also choose two short essay questions to answer from a list of topics covering figures like Hamilton, Jefferson, Jackson, and issues such as the Second Great Awakening, slavery's regional entrenchment, and John Brown's raid on Harpers Ferry.
Taylor Block’s Discussion Aiko Herzig-Yoshinaga’s rec.docxrhetttrevannion
Taylor Block’s Discussion
Aiko Herzig-Yoshinaga’s recollection of Japanese internment camps was an eye-opening interview that detailed her experience as a second-generation Japanese immigrant in America during World War II. Internment camps, at the time, were intended to protect national security and were born from a place of fear and xenophobia. Internment camps were a place of incarceration for anyone living in America of Japanese descent, following the bombing of Pearl Harbor. This interview is significant because it expresses American government flaws that we still have not completely corrected today. As recently as 2020, and Trump’s presidential campaign, America and it’s people in power have xenophobic tendencies, referring to COVID-19 as the “Chinese Virus.” Granted, nobody put anyone in internment camps, but these comments and the fearful and ignorant sentiments behind them influenced a lot of hate towards the Chinese-American community. This document is important because there needs to be acknowledgement for the moral wrongs that the government has made, accountability, and change. Herzig-Yoshinaga states, “And I think that that’s one of the most painful experiences, the feelings about the entire wartime experience. That we were judged, not on our own character as people and persons, but simply because of our ethnicity, something that I think goes against the grain of democracy, of the Constitution and every right and privilege that we’re supposed to enjoy as American citizens. It was very difficult to accept being non-Caucasian at the, at the time” (Herzig-Yoshinaga, Japanese Internment).
James Thompson’s “Letter to the Pittsburgh Courier,” a black-owned organization, is a document that outlines Thompson’s sentiments regarding World War II. He, an African American, of course supports the efforts towards victory for America. But, he asks, what for? Thompson writes, “Being an American of dark complexion and some 26 years, these questions flash through my mind: ‘Should I sacrifice my life to live half American?’ ‘Will things be better for the next generation in the peace to follow?’ ‘Would it be demanding too much to demand full citizenship rights in exchange for the sacrificing of my life? Is the kind of America I know worth defending? Will America be a true and pure democracy after this war? Will Colored Americans suffer still the indignities that have been heaped upon them in the past? These and other questions need answering; I want to know, and I believe every colored American, who is thinking, wants to know” (Thompson, Pittsburgh Courier). This document is one that will, like Herzig-Yoshinaga’s, hold significance for as long as we have racial inequality and discrimination in America. This document is important for the same sad reasons that the first one is: There still exists systemic racism in our government. Thompson uses the external issue of war, to remind America that there are still very pressing internal problem.
· Identify the question number, but do not write the questions. Yo.docxodiliagilby
The document summarizes the origins and development of slavery in colonial America in three key points:
1) Slavery developed gradually over decades as a solution to the labor needs of the emerging plantation system and a stable workforce. Early Africans were treated as indentured servants but their status became formalized as slaves over time.
2) The declining supply of indentured servants from Europe and the difficulty of exploiting American Indians for labor led colonists to import slaves from Africa to fill the need. Africans were seen as the most cost effective source of stable, long-term labor.
3) Theories of the "contact situation" and group competition help explain why Africans specifically were targeted for slavery. Their
Central America and the United States Overlooked Foreign.docxaryan532920
Central America and the United States: Overlooked Foreign Policy Objectives
Author(s): Thomas M. Leonard
Source: The Americas, Vol. 50, No. 1 (Jun., 1993), pp. 1-30
Published by: Cambridge University Press
Stable URL: http://www.jstor.org/stable/1007262
Accessed: 25-03-2017 03:32 UTC
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the Americas
L(1), July 1993, 1-30
Copyright by the Academy of American
Franciscan History
CENTRAL AMERICA AND THE UNITED STATES:
OVERLOOKED FOREIGN POLICY OBJECTIVES
Since the fall of Nicaragua's Somoza dynasty in 1979, nearly 900
books dealing with Central America have appeared. They repeat the
themes of imperialism, paternalism, and security that traditionally
have characterized studies about Central America and its relations with the
U.S. The imperialist theme is pursued by Walter LaFeber's Inevitable Rev-
olutions and Karl Berman's Under the Big Stick. They assert that the United
States economically exploited and politically controlled Central America in
general and Nicaragua in particular. A sense of moral righteousness is found
in Tom Buckley's Violent Neighbors and Richard Alan White's The Morass
while the security theme is pursued by John Findling in his Close Neighbors,
Distant Friends. Histories about Central America reinforce these themes.
For example, the Dean of the U.S. Central Americanists Ralph Lee Wood-
ward, Jr., and Costa Ricans Edelberto Torres-Rivas and Hector P6rez-
Brignoli, and Honduran Mario Argueta demonstrate that the American busi-
nessmen capitalized upon the ignorance of region's elite for their own eco-
nomic gain.' Despite their diversity, all of these volumes demonstrate that
the United States dominated the relationship and criticize it for so doing.
Walter LaFeber, Inevitable Revolutions: The United States in Central America (New York: W.W.
Norton and Co., 1986); Karl Berman, Under the Big Stick: Nicaragua and the United States Since 1848
(Boston: South End Press, 1986); Tom Buckley, Violent Neighbors: El Salvador, Central America and
the United States (New York: Times Books, 1984); Richard Allen White, The Morass: The United States
Intervention in Central America (New York: Harper, 1984); John Findling, Close Neighbors, Distant
Friends: United States-Central American Relations (New York ...
Rape without Women Print Culture and the Politicization of Ra.docxmakdul
Rape without Women: Print Culture and the Politicization of Rape, 1765-1815
Author(s): Sharon Block
Reviewed work(s):
Source: The Journal of American History, Vol. 89, No. 3 (Dec., 2002), pp. 849-868
Published by: Organization of American Historians
Stable URL: http://www.jstor.org/stable/3092343 .
Accessed: 14/10/2012 17:48
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.
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content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
Organization of American Historians is collaborating with JSTOR to digitize, preserve and extend access to
The Journal of American History.
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Rape without Women:
Print Culture and the Politicization
of Rape, 1765-1815
Sharon Block
In 1815 a legal manual added a commentary to its recital of the proper treatment of
rape. The author noted that "the material facts requisite to be given" in a trial for rape
"are highly improper to be publicly discussed, except only in a court of justice." This
sentence unintentionally pointed to a central paradox of rape: while the classification
of a given sexual interaction as a criminal and morally reprehensible act of rape
depended on specific details, those details were not fit for public exposition. Yet
Americans regularly published remarks on rape in virtually every form of print: news-
papers and almanacs, broadsides and pamphlets, novels and plays. We are accus-
tomed to historians' viewing rape within its legal setting, but there was a print world
of rape outside court proceedings and their accompanying publications. That print
world transformed rape from an intimate sexual act into a public symbol that could
define national and social boundaries.1
Sharon Block is an assistant professor in the history department at the University of California, Irvine.
I owe thanks to Jim Egan, Alice Fahs, Kirsten Fischer, Karen Merrill, Martha Umphrey, and Michael Wilson
for their comments on earlier drafts of this essay. Versions of this paper were presented at the Newberry Library
Seminar in Early American History and the University of Kansas Seminar in Early Modern History. I am espe-
cially grateful to the anonymous reviewers for the JAH and to Nina Dayton for their thoughtful readers' reports.
Readers may contact Block at <[email protected]>.
' John A. Dunlap, The New-York Justice; or, A Digest of the Law Relative to Justices of the Peace in the State of
New-York (New York, 181 ...
Background When the First World War ended, Americans welcomed wha.docxwilcockiris
The decades from 1920 to 1940 transformed American society more than any other time period. During these decades, there was a struggle over how to define American national identity as groups like the KKK fought to define it in terms of white Protestantism against others seeking more secular and inclusive definitions. The Great Depression led to the New Deal which dramatically expanded the federal government's role in peoples' lives in ways that many felt violated the Constitution, while others felt did not go far enough. Taken together, these decades brought revolutionary changes to America.
Assignment DetailsIn 1908, playwright Israel Zangwill referred to .docxfaithxdunce63732
Assignment Details
In 1908, playwright Israel Zangwill referred to America as a
melting pot
. Zangwill’s concept of the United States as a country where people of all cultures and nations are free to come and contribute to a common American culture remains a popular concept—even more than a century after its introduction.
More recently, the concept of the American mosaic asserts that American society consist not of melting pot in which people and cultures mix together to form a larger American culture, but as a mosaic in which ethnic groups come to the United States and coexist with other groups but maintain significant cultural and social distinctions among themselves.
Post a discussion that explores these themes by demonstrating how various cultures and ethnicities have contributed to modern American history and culture. Select 1 ethnic group, and include the following in your discussion:
Part 1
Explain a specific contribution that this group made to American society or culture.
Part 2
Evaluate the concepts of the melting pot and the American mosaic.
Which concept more accurately reflects the experiences of the ethnic group you chose? Support your assertion.
____________________________________________________________________________________
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Topics that
need
to be researched include but are not limited to:
Describing what is known of the tribe’s pre-Columbian history, including settlement dates and any known cultural details.
Describing the cultural and religious beliefs of the chosen tribe.
Describing the tribe’s history after contact, including major events and armed conflicts that may have been important to the history of the tribe in the present day.
Explaining the history of at least one historical figure of the chosen tribe and events surrounding that individual’s life
.
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Tutorial: Modern Latin American History
1. The following is a guide for undergraduate
students to explore resources in Latin
American studies through the Rebecca Crown
Library.
2.
Our institution has an undergraduate population of
2,000 students.
While there is no academic program for Latin
American studies at this time, students pursing a
degree in history and international studies in
particular may be interested in the area of modern
Latin American history.
Dominican University
3.
This guide provides a listing of materials to delve into
the topic and understand the socio-political and
cultural nuances of Latin America in the twentieth
century. The following sources have been chosen to
cover a variety of topics in the modern history of
various Latin American countries to meet diverse
interests and research needs.
Objective:
5.
The following monographs vary in topic and scope,
ranging from the modern social history of one country
to a comparative account of figures across Latin
America.
Monographs:
6. Adams, J. R. (2010). Liberators, patriots, and leaders of Latin America: 32
biographies. Jefferson, NC: McFarald and Co.
This is an updated version of the 1991 work with new additions to
reflect changes on the Latin American political scene. It contains
biographies of Chilean liberator Bernardo O’Higgins, Cuban Jose
Mati, Mexico’s Pancho Villa, Nicaraguan president Daniel
Ortega, Venezuela’s Hugo Chavez, and Chilean president Salvador
Allende, among others (Book News, 2010). The book details military
strategies, along with an overlooked aspect of Latin American
history, women’s participation in political campaigns (Leonard, 1991).
This work provides an comparative account of liberators and leaders
from a wide geographical span of Latin America and will help gain an
overview of Latin American politics through the lens of individual
lives.
7. Cullather, N. (2006). Secret history: The CIA’s classified account of its
operations in Guatemala, 1952-1954. Stanford, CA: Stanford
University Press.
Secret History is one of the standards in Latin American history; it
uncovers the CIA’s operations in Guatemala in the 1950s to overthrow
a popularly elected leader, Jacabo Arbenz. This book was
groundbreaking as Cullather uncovered CIA involvement leading to
disastrous results for Guatemalan history using classified CIA records
in 1994 (Domínguez, 2000, p. 314). The 2006 edition of the book
contains documents that were released after its first publication (Book
News, 2007). The later edition of the book will help better understand
how U.S. actions shaped the political history of Latin America through
an in-depth case study of Guatemala. Secret History makes for a
fascinating read that will make you reconsider your view of modern
Latin America.
8. Soto Laveaga, G. (2009). Jungle laboratories: Mexican peasants, national
projects, and the making of the pill. Durham, NC: Duke
University Press.
This monograph is a fine and unique work in the field of medical and
social history. Set in Mexico, the work examines the development of
the contraceptive pill from a native Mexican plant, barbasco, into a
drug sold worldwide and its eventual decline on the world market.
Soto Laveaga uncovers the affects of U.S. interest in barbasco on the
Mexican countryside from 1941 to 1989 (Hall, 2012, p. 342-343). The
author successfully reveals “the political and social consequences of
commodity extraction on the local community” (Hall, 2012, p. 343). It
not only focuses on the history of rural southern Mexico, but also
provides an international perspective, highlighting the contribution of
Mexico to the globalized science of birth control (Agostoni, 2011, p.
494).
9. Stern, S. J. (2006). Remembering Pinochet’s Chile: On the eve of London
1998. Durham, NC: Duke University Press.
This volume is the second part of a trilogy that attempts to reconstruct
the history of Chile during autocratic rule. Stern examines the different
memories of the military rule of Augusto Pinochet in the second-half
of the twentieth century. For this, Stern relies on new primary sources
and neglected archives, making his work methodologically successful
(Collins, 2011, p. 287). The second volume is recommended for its
insight on the social history of Pinochet’s Chile, as well as for
providing greater details on the political atmosphere than the other
two volumes (Collins, 2011, p. 286-287). Stern contributes to Latin
American studies by highlighting the affects of the Cold War on Chile
and delineating the relatively recent controversies on the Chilean
political scene (Tinsman, 2009, p. 479).
10.
These works are great to read articles on various
aspects of modern Latin American history. Each
anthology covers a certain area or topic and includes
articles by renowned historians and scholars
specializing in that area of Latin American history.
Anthologies:
11. Arias, E. D. & Goldstein, D.M. (Eds.). (2010). Violent democracies in Latin
America. Durham, NC: Duke University Press.
This anthology examines the continuance of violence in a number of
Latin American nations during decades of post-authoritarian rule. The
editors argue that Latin American democracies suffer from violent
pluralism, as various parties use violence to develop their visions of
society (Chauvin, 2011, p. 384). The work presents a nuanced view of
the social and political environment in Latin America (Chauvin, 2011,
p. 385). This multi-disciplinary work brings together a dialogue
between political scientists, sociologists, and historians on the
destructive nature of democracy (Gledhill, 2011, p. 675). This
anthology will help understand the recent history of Colombia,
Argentina, and Brazil in particular.
12. Branche, J. (Ed.). (2008). Race, colonialism, and social transformation in Latin
America and the Caribbean. Gainesville, FL: University of Florida Press.
This edited volume is a subaltern history of African-diasporic and indigenous
groups in Latin America (Beckett, 2010, p. 386). The first part of the book looks
at the continual of colonial racist ideologies in Uruguay, Brazil, Haiti, and
Puerto Rico. Other chapters examine indigenous movements in Mexico and
Bolivia, along with social movements in Ecuador, Guadeloupe, Martinique,
and Colombia (Beckett, 2010, p. 386). This collection of essays provides an
essential, in-depth look into race-relations in modern Latin America and a
social history from below. It covers a wide region, shedding light on areas
neglected by other Latin American studies (Earle, 2010, p. 578).
Joseph, G. M. & Spenser D. (Eds.). (2008). In from the cold: Latin America’s new
encounter with the Cold War. Durham, NC: Duke University Press.
This anthology proves that a pivotal role was played by Latin American
nations in the Cold War conflict between the Soviet Union and the United
States. The volume explores Cuba and Argentina’s military participation in the
Cold War, along with the culture of propaganda in other countries, primarily
Mexico and Brazil (Navarro, 2009, p. 563). In From the Cold transforms a
military and political history topic into a cultural one. The work is important as
the authors utilize newly available Latin American archives to reveal stories
not examined before (Loveman, 2009, p. 190).
13. Rosen, F. (Ed.). (2008). Empire and dissent: The United States and Latin
America. Durham, NC: Duke University Press.
This anthology consists of nine essays that reveal the impact of United
States and British imperialism on the political and economic
development of Mexico, Bolivia, Brazil, Argentina, and Venezuela
(Jaede, 2011, p. 612). The collection thus examines a wide scope of Latin
American history over the twentieth and twenty-first centuries. This
work will help understand the various Latin American countries’
resistance, from above by the state and below in the form of populist
movements, to imperialist policies (Jaede, 2011, p. 613). Empire and
Dissent will help gain a comparative view of the history from both
international and local perspectives (Fornes, 2011, p. 96).
14.
Bensimon, G. (2011). Crossing our borders [Motion picture]. USA:
Landmark Media.
This video examines the political scene of Venezuela in the 1990s, along
with dictatorships in other countries, including Peru, Cuba, Argentina,
and Chile. Not limiting itself to history, the film also touches on the
current state of a number of Latin American countries that continue to fall
under dictatorship (Falato, 2011). The main purpose of the film is to reveal
the brutal and violent nature of dictatorial governments by focusing on
Hugo Chavez’s presidency in Venezuela (Hall, 2012). The work will
provide not only insight on the political history, but also on economic
history (Hall, 2012). Although the film has a clear political agenda, I
recommend it for its look into the more current state of Latin American
financial conditions leading to the continual of dictatorships in the area.
Videos:
15. Pilger, J. & Martin, C. (Directors). (2010). The war on democracy [Motion
picture]. England: Enhance TV.
This movie uncovers the reality behind U.S. relations with Latin
America, along with the social history of Latin American countries and
the rise of popular democracy. The main case study is, as in Crossing
our Borders, Venezuela, but Pilger provides a nuanced view by
revealing the positives of Hugo Chavez’s rule. The movie shows U.S.
involvement in a failed 2002 attempt to overthrow Chavez, and draws
in U.S. involvement in coup attempts in other Latin American nations
like Guatemala, Chile, Nicaragua, and El Salvador (Wadland, 2008).
The film provides viewers with “firsthand narratives of human rights
violations” and reveals brewing conditions of grass root revolutions,
arguing that Latin American poor resent U.S. involvement in their
countries that only benefit the elite (Coffta, 2008).
16.
These include encyclopedias, dictionaries, and atlases
that will help you start your research in Latin American
studies. In most cases, these can be utilized on library
premises as they are non-circulating materials.
Reference Books:
17. Figueredo, D.H. (2007). Latino chronology: Chronologies of the American
mosaic. Westport, CT: Greenwood Press.
Figueredo provides a chronology of the Americas from prehistory to 2006.
The volume covers forty-four subject areas from
economics, education, religion to arts and crafts (Slattery, 2008). It is unique
in that it covers Latino life and accomplishments in the U.S. (Slattery, 2008).
The book is well-written and readable for undergraduate students, and can
be utilized as a fast and reliable source for information (American Library
Association, 2008-).
Kline, H. F. (2012). Historical dictionary of Colombia. Lanham, MD:
Scarecrow Press.
This dictionary contains various topics from Colombian history, covering
political, economic, cultural, and social areas. The volume contains over one
thousand entries, a chronology, list of abbreviations and acronyms, and an
extensive bibliography (Slattery, 2013). The volume is comprehensive and
simple, appropriate to use as a starting guide on Latin America
(Webb, 2012). There are historical dictionaries on other Latin American
countries, but this is one of the latest resources from Scarecrow Press’s
Historical Dictionaries of the Americas series. Some of the older historical
dictionaries in this collection may be outdated by now.
18. Larosa, M. J. & Mejia, G. R. (2007). An atlas and survey of Latin American
history. Farmington Hills, MI: Gale Virtual Reference Library.
This resource is one of the latest printed atlases in this field of study. The atlas
contains text analyzing the social, cultural, and political events in Latin
American history, with maps to illustrate these developments (Slattery, 2007).
The work is informative, even as the maps are “line-drawn with gray-scale
shading” (Book News, 2007). An online version of the book will makes it
easier to access the material from off-campus and print maps as necessary.
Leonard, T. M. (Ed.). (2010). Encyclopedia of Latin America. New York:
Facts on File.
This resource is a four-volume encyclopedia with the economic, political, and
cultural history of Latin America. The four volumes cover Latin American
history from prehistoric times to the present and highlight the development of
modern Latin American nations. The work includes contributions from “a
notable group of more than 60 contributors,” helping it provide an expansive
coverage of the area (Sutton, 2010). The entries range from a paragraph to
several pages, depending on the topic (Sutton, 2010). The resource is
recommended as a starting point for research on topics pertaining to Latin
American cultures and history (Hall, 2011). The articles included are
comprehensible and the resource contains a bibliography to consult for
further research (Hall, 2011).
19. Smith, J. (2007). Historical dictionary of United States-Latin American
relations. Lanham, MD: Scarecrow Press.
This dictionary provides an overview of U.S. and Latin American
diplomatic relations from the 18th century to the present. It is a
helpful introduction on the topic with a chronology of events and
bibliography to guide users (American Library Association, 2008-).
Other features include a regional map, section on abbreviations and
acronyms, and a dictionary of areas where political interaction
occurred (Ockerman, 2007). This work is an important supplement
to the circulating monographs and edited volumes available at the
library.
20.
There are a number of websites that review and
organize Latin American resources. Consulting these
indexes will help guide you to in-depth primary and
secondary resources for your research.
Online Indexes &
Directories:
21. Abraham, T. Repositories of primary sources. Retrieved
fromhttp://www.uiweb.uidaho.edu/special-
collections/Other.Repositories.html.
Repositories of Primary Sources is a website that indexes over 5000 online
resources, covering manuscripts, archives, and primary sources for regions
worldwide. There is a section on Latin America and islands in the Caribbean
that is further divided by country, covering twenty-five Central and South
American countries. Abraham maintains the site up-to-date, testing resources
for correctness and appropriateness (Abraham). The site is authoritative as
Abraham is a renowned professor and former head of Special Collection and
Archives at the University of Idaho Library (American Library Association,
2008-).
LANIC: Latin American Network and Information Center. Retrieved
from http://lanic.utexas.edu.
The website for the Latin American Network and Information Center provides a
directory of online resources relating to Latin America. The site can be arranged
by countries or topics, and covers topics ranging from economy, social sciences,
environment, art, and culture (American Library Association, 2008-). This
extensive and well-designed resource will help you begin their research
endeavors (Jacoby, 2008). The online site is current, updated daily, and provides
free, quality information (Jacoby, 2008).
22. Library of Congress. HLAS online: Handbook of Latin American
cultures. Retrieved from http://lcweb2.loc.gov/hlas.
HLAS indexes journal articles, books, papers, and other online resources
for Latin American history and current studies. The bibliography
contains over 5000 works, chosen by 130 academics each year (Library of
Congress). The site is updated on a weekly basis, and provides users
with “rapid, comprehensive access to future, current, and retrospective
volumes of the Handbook” (Library of Congress). This resource can be
freely accessed online; it is authoritative as it maintained by the Library
of Congress (American Library Association, 2008-). The website will
help you conduct further research into any topic in Latin American
history, being a great supplement to the texts in the curriculum.
23.
There are a number of journals on Latin America
available for you to utilize, many of these are indexed
by the websites listed above. The following are just two
of the open-access resources to examine.
Online Journals:
24. Dawes, G. (Ed.). (2003-). A Contracorriente: A Journal of Social History and
Literature in Latin America. Retrieved from
http://www.ncsu.edu/acontracorriente.
A Contracorriente is an open access journal that will be advantageous for you to
explore. It is published three times a year, since 2003, covering the subjects of
Latin American literature, culture, history, and theory (MLA Directory of
Periodicals). The journal publishes essays, reviews, and interviews pertaining to
modern Latin American social and cultural history from 1950s onwards (MLA
Directory of Periodicals). The resource is authoritative as it is maintained by the
North Carolina State University.
The Economist. Retrieved from http://www.economist.com/topics.
The Economist is a British journal and parts of this can be accessed freely online.
The journal provides users with features such as country profiles, economic
forecasts and statistics, and political outlook for a number of Latin American
countries (American Library Association, 2008-). While part of site can be
accessed for free, other areas require membership or can be purchased on an
individual basis (Field, 2003). The site is current, as the information is kept up-
to-date with the print version’s weekly publication. The option to search by
topic is useful, and topics for the region include economy, politics, and markets
that will be useful for a more contemporary look into Latin American studies.
25. Agostoni, C. (2011). [Review of the book: Jungle laboratories: Mexican peasants, national
projects, and the making of the pill]. American Historical Review, 116(2), 493-494.
Retrieved from http://web.ebscohost.com.
American Library Association. (2008-). Guide to Reference. Retrieved from
http://guidetoreference.org.
Beckett, G. (2010). [Review of the book: Race, colonialism, and social transformation in Latin
America and the Caribbean]. Bulletin of Latin American Research, 29(3), 385-387.
Retrieved from http://web.ebscohost.com.
Book News. (2007). [Review of the book: An atlas and survey of Latin American history].
Reference and Research Book News. Retrieved from http://web.ebscohost.com.
Book News. (2007). [Review of the book: Secret history, the CIA’s classified account of its
operations in Guatemala, 1952-1954]. Reference and Research Book News. Retrieved
from http://web.ebscohost.com.
Book News. (2010). [Review of the book: Liberators, patriots, and leaders of Latin America: 32
biographies]. Reference and Research Book News. Retrieved from
http://web.ebscohost.com.
Bibliography
26. Chauvin, I. D. (2011). [Review of the book: Violent democracies in Latin America].
Hispanic American Historical Review, 91(2), 383-385. Retrieved from
http://www.ebscohost.com.
Coffta, M. (2008). [Review of: The war on democracy]. Educational Media Reviews
Online. Retrieved from
http://emro.lib.buffalo.edu/emro/emroDetail.asp?Number=3296.
Collins, C. (2011). [Review of the book: Remembering Pinochet’s Chile: On the eve of
London 1998]. Journal of Latin American Studies, 43(2), 392-394. Retrieved
from http://web.ebscohost.com.
Dominican University. Retrieved from http:///www.dom.edu/academics.
Domínguez, J. I. (2000). [Review of the book: Secret history]. Journal of
Interdisciplinary History, 31(2), 314-315. Retrieved from
http://www.ebscohost.com.
Earle, R. (2010). [Review of the book: Race, colonialism, and social transformation in
Latin America and the Caribbean]. Hispanic American Historical Review, 90(3),
578-579. Retrieved from http://web.ebscohost.com.
Falato, B. (2011). [Review of: Crossing our borders]. Educational Media Reviews Online.
Retrieved from
http://emro.lib.buffalo.edu/emro/emroDetail.asp?Number=4559.
Field, J.J. (2003). Economist country briefings [Review of economist.com/countries].
ARBAonline. Retrieved from http://arba.lu.com.
Fornes, G. (2011). [Review of the book: Empire and dissent: The United States and
Latin America]. Bulletin of Latin American Research, 30(1), 96-97. Retrieved
from http://web.ebscohost.com.
27. Gledhill, J. (2011). [Review of the book: Violent democracies in Latin America]. Journal
of the Royal Anthropological Institute 17(3), 675-676. Retrieved from
http://web.ebscohost.com.
Hall, M. R. (2012). [Review of the book: Jungle laboratories: Mexican peasants, national
projects, and the making of the pill]. Journal of Third World Studies, 29(1), 342-
344. Retrieved from http://web.ebscohost.com.
Hall, P. (2011). [Review of the book: Encyclopedia of Latin America]. ARBAonline.
Retrieved from http://arba.lu.com.
Hall, P. (2012). [Review of: Crossing our borders]. Video Librarian Plus. Retrieved
from http://www.videolibrarian.com.
Jacoby, J. (2008). [Review of: LANIC: Latin American Network and Information
Site]. ARBAonline. Retrieved from http://arba.lu.com.
Jaede, M. (2011). [Review of the book: Empire and dissent: The United States and Latin
America]. Journal of World History, 22(3), 612-615. Retrieved from
http://web.ebscohost.com.
Leonard, L. (1991). [Review of the book: Liberators and patriots of Latin America:
biographies of 23 leaders from Dona Marina (1505-1530) to Bishop Romero
(1917-1980)]. Library Journal. Retrieved from http://web.ebscohost.com.
Loveman, B. (2009). [Review of the book: In from the cold: Latin America’s new
encounter with the Cold War]. Journal of Cold War Studies, 12(3), 190-193.
Retrieved from http://web.ebscohost.com.
28. MLA Directory of Periodicals. Retrieved from http://web.ebscohost.com.
Navarro, A. W. (2009). [Review of the book: In from the cold: Latin America’s New
Encounter with the Cold War]. Bulletin of Latin American Research, 28(4), 562-
564. Retrieved from http://web.ebscohost.com.
Ockerman, H.W. (2007). [Review of the book: Historical dictionary of the United
States-Latin American relations]. ARBAonline. Retrieved from
http://arba.lu.com.
Slattery, K. S. (2007). [Review of the book: An atlas and survey of Latin American
history]. ARBAonline. Retrieved from http://arba.lu.com.
Slattery, K. S. (2008). [Review of the book: Latino chronology]. ARBAonline.
Retrieved from http://arba.lu.com.
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