Political�Geography Part�1:�Political�Independence� &�Making�Nations Map�of� Independence� Movements Becoming�States � PostͲindependence�Latin�American�states� suffered�from�social�polarization�– a�legacy�of� landownership�and�economic�practices� established�during�the�colonial�period � Independence�struggles�were�not�class� struggles�but�antiͲcolonial�struggles�– began�life� with�internal�contradictions�and�destabilizing� internal�politics � Oppressed,�illiterate�masses�illͲprepared�for� civic�responsibility;�elites�opposed�to�any� form�of�power�sharing � Independence�did�not�mark�a�break�with�the� exploitative�colonial�attitudes�and�structures�– emergence�of�new�elites � Contradictory�political�environment�– constitutions�with�eloquent�guarantees�of� personal�civil�liberties�that�have�been� widely�violated�since�independence Caudillismo � After�independence,�the�economic�elite�became� somewhat�autonomous�and�left�politics�to�the�military� figures�from�the�revolutions � Caudillismo�– arbitrary�rule�by�a�military�or�political� strongman�or�chief;�rule�enforced�by�violent�means� (early):�political�assassination�or�an�army�revolt,�and� nonͲviolent�means�later:�election�rigging,�intimidation� – one�candidate,�continuismo�(rewriting�constitution,� or�rigging�election�for�handpicked�successor) � Caudillos�had�regional�power�bases�and�exerted�power� over�localized�areas�– a�symptom�of�the�disunity�within� large�states � Some�caudillos�were�able�to�take�over�the�whole� state�– Juan�Manuel�de�Rosas�(Argentina),�Antonio� Lopez�de�Santa�Anna�(Mexico)�– but�most�ruled� their�regional�enclaves � Caudillismo�and�the�support�bases�established�around� them�gave�rise�to�the�cult�of�the�individual�that�we�see� later�in�populism�– associated�influences�of� paternalism,�clientelism�and�authoritarianism 5RVDV 6DQWD�$QQD Elites�in�Power � PostͲindependence�caudillo�period�dissipated�around�1850s�as� elites�reemerged�from�seclusion � States�became�more�unified�– facilitated�by�rail�and�road� infrastructure�development�– as�foreign�investment�capital� flowed�into�the�region � During�this�period,�politics�was�the�territory�of�the�rich�– either� directly�or�through�dictators�– Porfirio�Diaz�in�Mexico � Key�political�issues�were�between�two�factions�– liberals�and� conservatives � Conservatives�– proͲChurch,�centralized�government� favoring�big�cities � Liberals�– separation�of�church�and�state,�federalist�(power� base�in�outlying�regions),�egalitarian�political�philosophies � In�19th century�Colombia,�there�were�8�national�civil�wars,�14� regional�civil�wars,�and�many�other�local�disputes�between�the� two�parties � Found�ways�to�ensure�elite�rule�was�maintained�– ballotͲbox� stuffing,�voteͲbuying,�literacy�laws�– illiterate�people�could�not� vote�in�Peru�until�1979 'LD] Case�Study:�The�Mexican�Revolution and�Developing�Nationalism Why�Revolution? � Mexico�under�Porfirio�Diaz � He�encouraged�foreign�and�national�investment�in�o ...

1. Political�Geography
Part�1:�Political�Independence�
&�Making�Nations
Map�of�
Independence�
Movements
Becoming�States
� PostͲindependence�Latin�American�states�
suffered�from�social�polarization�– a�legacy�of�
landownership�and�economic�practices�
established�during�the�colonial�period
� Independence�struggles�were�not�class�
struggles�but�antiͲcolonial�struggles�– began�life�
with�internal�contradictions�and�destabilizing�
internal�politics
� Oppressed,�illiterate�masses�illͲprepared�for�
civic�responsibility;�elites�opposed�to�any�
form�of�power�sharing
� Independence�did�not�mark�a�break�with�the�
exploitative�colonial�attitudes�and�structures�–
emergence�of�new�elites

2. � Contradictory�political�environment�–
constitutions�with�eloquent�guarantees�of�
personal�civil�liberties�that�have�been�
widely�violated�since�independence
Caudillismo
� After�independence,�the�economic�elite�became�
somewhat�autonomous�and�left�politics�to�the�military�
figures�from�the�revolutions
� Caudillismo�–
arbitrary�rule�by�a�military�or�political�
strongman�or�chief;�rule�enforced�by�violent�means�
(early):�political�assassination�or�an�army�revolt,�and�
nonͲviolent�means�later:�election�rigging,�intimidation�
– one�candidate,�continuismo�(rewriting�constitution,�
or�rigging�election�for�handpicked�successor)
�
Caudillos�had�regional�power�bases�and�exerted�power�
over�localized�areas�–
a�symptom�of�the�disunity�within�
large�states
� Some�caudillos�were�able�to�take�over�the�whole�
state�– Juan�Manuel�de�Rosas�(Argentina),�Antonio�
Lopez�de�Santa�Anna�(Mexico)�– but�most�ruled�
their�regional�enclaves
� Caudillismo�and�the�support�bases�established�around�
them�gave�rise�to�the�cult�of�the�individual�that�we�
see�

3. later�in�populism�– associated�influences�of�
paternalism,�clientelism�and�authoritarianism
5RVDV
6DQWD�$QQD
Elites�in�Power
�
PostͲindependence�caudillo�period�dissipated�around�1850
s�as�
elites�reemerged�from�seclusion
� States�became�more�unified�–
facilitated�by�rail�and�road�
infrastructure�development�–
as�foreign�investment�capital�
flowed�into�the�region
�
During�this�period,�politics�was�the�territory�of�the�ric
h�– either�
directly�or�through�dictators�– Porfirio�Diaz�in�Mexico
� Key�political�issues�were�between�two�factions�–
liberals�and�
conservatives
� Conservatives�– proͲChurch,�centralized�government�
favoring�big�cities
� Liberals�–
separation�of�church�and�state,�federalist�(power�

4. base�in�outlying�regions),�egalitarian�political�philosophi
es
� In�19th
century�Colombia,�there�were�8�national�civil�wars,�14
�
regional�civil�wars,�and�many�other�local�disputes�betw
een�the�
two�parties
� Found�ways�to�ensure�elite�rule�was�maintained�–
ballotͲbox�
stuffing,�voteͲbuying,�literacy�laws�–
illiterate�people�could�not�
vote�in�Peru�until�1979
'LD]
Case�Study:�The�Mexican�Revolution
and�Developing�Nationalism
Why�Revolution?
� Mexico�under�Porfirio�Diaz
�
He�encouraged�foreign�and�national�investment�in�oil,�r
ailroads,�and�land�
development�–
trackage�increased�from�723�miles�in�1881�to�9029�mi
les�
in�1900

5. � Expanded�haciendas�–
peasants�lost�their�last�remnants�land�and�became�
like�property�of�the�hacienda
�
By�1910,�98%�of�arable�land�was�owned�by�haciendas
;�90%�of�
peasants�were�landless
�
Terrazas�hacienda�larger�than�Belgium�&�the�Netherland
s�combined�
�
Vast�amounts�of�property�were�under�foreign�control�–
by�1910,�US�held�
100M�acres�(22%�of�Mexico’s�land�surface)
�
Thousands�were�transformed�into�agrarian�and�industrial
�workers�–
indebted�to�company�store,�substandard�living�conditions,
�rigidly�
controlled,�violently�suppressed�if�they�tried�to�unionize
� Results
�
Strong�land�owning�class,�weak�middle�class,�exploited
�peasants�and�
workers
� The�disaffected�coalesced�into�revolutionary�force
Two�Revolutions
� MiddleͲclass�professionals,�intellectuals,�ranchers�

6. and�merchants�who�wanted�a�modern,�
democratic,�progressive�state�with�a�strong�
centralized�national�government
� 1908�– Madero�publishes�The�Presidential�
Succession�in�1910�that�called�for�free�
elections
� Madero�was�imprisoned�– Diaz�reͲelected�
himself
� Peasants�who�wanted�land�reform�and�social�
justice�based�on�local�selfͲrule
� Two�fronts�– North�led�by�Pancho�Villa,�and�
the�South�led�by�Emiliano�Zapata�
� Villa�and�Zapata’s�peasant�armies�defeated�the�
Federal�Army�in�1911�and�Madero�became�
president
0DGHUR
9LOOD
=DSDWD
Revolution�– Part�1
� Madero’s�Rule
� Established�free�press,�independent�Congress�with�
power�over�executive,�enable�formation�of�political�
parties

7. � But…old�bureaucracy�remained,�haciendas�were�
untouched,�peasants�did�not�recover�their�land
� Battles�between�police�and�unions�&�peasant�
invasions�in�rural�areas
� Results
� Denounced�as�a�traitor�by�Zapata
� Conspiracy�instigated�by�US�ambassador�led�to�
murder�of�Madero�by�General�Victoriano�Huerta
� Huerta�was�an�incompetent�tyrant�– rebel�factions�
united�under�Venustiano�Carranza�(representing�
middle�and�upper�classes�– businessmen,�
professionals,�small�landowners);�Villa�and�Zapata�
also�attacked�Huerta’s�forces�
+XHUWD
&DUUDQ]D
Revolution�– Part�2
� Huerta�was�defeated�in�1914�– then�the�
revolution�turned�in�on�itself�– goals�of�Villa�and�
Zapata�were�at�odds�with�Carranza�and�
Obregon
� Carranza�was�briefly�pushed�out�of�Mexico�City�
by�Villa�and�Zapata�– but�they�did�not�seize�
power�– they�went�back�to�the�countryside

8. � Zapata�redistributed�land�according�to�each�
village�and�the�villages�ruled�themselves�
according�to�their�customs�(1914Ͳ1915)
� Local�autonomy�was�at�odds�with�the�vision�of�a�
national�Mexican�state�by�Carranza�and�
Obregon
� Alvaro�Obregon�defeats�Villa�in�1915
� Carranza�set�up�Zapata�to�be�assassinated�in�
1919�– many�of�Zapata’s�followers�still�don’t�
believe�he�died
9LOOD� �=DSDWD�LQ�')
2EUHJRQ
Revolution�– Part�3
� Obregon�became�the�leader�in�1920�after�
Carranza�was�mysteriously�assassinated
� He�implemented�the�revolutionary�Constitution�of�
1917,�which�included�land�reform�(to�win�over�the�
Zapatismo�forces)�and�radical�laws�on�land�
ownership�and�exploitation�of�subsoil�resources
� He�also�established�a�comprehensive�national�
education�plan�– led�by�Jose�Vasconcelos
� In�1910,�rural�masses�equaled�80%�of�the�
population�and�all�but�10%�of�them�were�
illiterate�

9. 9DVFRQFHORV
Creating�Nations
�
Nation:�A�group�of�people�who�share�particular�histori
calͲ
cultural�characteristics�or�imagine�themselves�to�do�so
�
Nationalism:�Strong�identification�with�the�nation�to�wh
ich�a�
person�feels�they�belong;�encapsulates�a�set�of�beliefs
�and�
practices�which�people�come�to�accept�as�‘natural’
� ‘imagined�communities’—provide�feeling�of�belonging,�
solidarity�and�commonality�among�people�who�have�nev
er�met�
and,�in�most�cases,�never�will�(Benedict�Anderson�199
1)
Creating�Mexico�&�Mexicans
� Vasconcelos�helped�to�created�a�new�nation�–
that�represented�all�its�
parts�and�history�– Indian,�Spanish,�Mestizo�– through…
� Education�Reform�&�the�Cultural�Revolution�–
Mexican�muralists�
helped�to�“write”�the�history�of�Mexico�–

10. to�bring�everyone�into�the�
story
&RUWHV� �³/D�0DOLQFKH´
Assignment: Individual Reflection: Blueprint for Professional
and Personal Growth
Reflect on the process of creating goals for the BPPG in the
previous courses of this program. Think about how you
employed creativity to create this plan: you had to consider
your currently existing leadership and professional skills,
imagine a future version of yourself who has grown and
developed in exciting ways, and generate innovative plans to
overcome any challenges you might face in the course of your
personal and professional development.
As in previous courses, you will now add to your Blueprint for
Professional and Personal Growth. You should develop your
BPPG from your learning in this course and design it to help
you become a leader who knows how to demonstrate creativity,
support creativity within your team, and use foresight to foster
creativity and innovation.
Consider the following as you complete this Individual
Reflection:
· What can you do now to integrate the experiences and insights
you had in this course with your personal and professional
development goals?
· What are the most important things you are taking from this
course that will shape your future and enable you to make a
positive difference?
All components of the Individual Reflection should be turned in
as one document:
1. The Executive Summary: Write an Executive Summary of the
course to date (2–3 paragraphs) that addresses the following
questions:
· Which content and assignments in this course have had the

11. biggest impact on your ability to foster a culture of innovation
within an organization?
· How have the content and assignments changed the way you
think of the role of innovation within the organization and the
way you will engage in the creative process?
· How can the knowledge you gained in this course enable you
to make a positive difference?
· In what ways do you think innovation and creativity can
influence positive social change within an organization,
community, or more broadly?
· How have the content and assignments continued to shape
your goals?
2. After considering what you have learned in the course, create
a focused and succinct strategy for your personal and
professional life that will enable you to be the innovation leader
you described in your Week 7 Individual Reflection. As part of
your strategy, be sure to include responses to the following:
· List three areas you could focus on for your innovation
strategy relative to your own organization, an organization for
which you would aspire to work, or your personal life. Describe
the importance of each of the focus areas chosen and provide
examples with support from the resources.
· Describe how you will measure progress toward your success.
· Describe how being an innovation leader could potentially
enable you to foster positive social change. To what extent do
you think innovation can contribute to positive social change?
Provide an example to support your position.
3. Your action plan: Write a detailed action plan for one new
goal for professional and personal development (you will
continue to build on the list of goals you started in your
previous course). These action plans should include the
following:
· Your specific goal for professional and personal development
with an explanation as to why you selected it. Be sure to
provide concrete and specific examples of why the goal is
important, the extent to which this goal enables you to be an

12. agent for positive social change, the personal or professional
value you expect from achieving the goal, and how the goal
relates to the resources you reviewed in the course.
· Hint: If you want to expand upon a plan or initiative you have
already proposed in a previous week, feel free to do so.
· At least two objectives for the goal you have identified.
Provide a rationale that explains how your objectives will help
you to achieve your goal.
Blueprint for Professional and Personal Growth (BPPG): A
Potential for Self-Plagiarism
When developing your Blueprint for Professional and Personal
Growth (BPPG) for this course, you may find that you are
utilizing some information that you presented in the discussions
or assignments in this course or information that you have
presented in previous courses, including previous BPPG
submissions. Walden recognizes this situation with the caveat
that you may use only small portions of your previously
submitted work as background or foundational material for
additional development in a subsequent assignment or research
project Refer to Section 3 of the Student Handbook, Academic
Integrity section in the Code of Conduct: found
at: http://catalog.waldenu.edu/content.php?catoid=155&navoid=
51011. However, when doing so, you must be careful not to
commit a form of academic integrity known as self-
plagiarism. If you reuse sections of your previously submitted
work without providing the proper citation and reference, you
are committing self-plagiarism. This is a violation of Academic
Integrity as defined in the Student Code of Conduct.
To ensure that you follow the Academic Integrity standards you
must take care to properly cite and reference any reused
sections of previously submitted work. For example, if Johana
Smithe reuses a section of their BPPG from the previous class,
they would cite this section as a quotation: (Smithe, 20xx, p.y)
and provide a reference in the Reference page: Smithe, J.
(20xx). Blue print for professional growth for WMBA60xx.
Unpublished manuscript, Walden University. Please take some

13. time to review the information at the Writing Center concerning
self-plagiarism and how to properly cite yourself.
Link to the Writing Center on Citing
Yourself https://academicguides.waldenu.edu/writingcenter/apa/
citations/citingyourself.
By Day 7
Submit your Assignment.
Guidance on Assignment Length: Your BPPG, including the
Executive Summary (which should be 2–3 paragraphs in length
and no more than one page single spaced or two double-spaced
pages), strategy for your personal and professional life that will
enable you to be an innovation leader, and your action plan
should be 3–6 pages total (1.5–3 pages total if single spaced).
Refer to the Week 8 Individual Reflection rubric (BPPG Rubric)
for grading elements and criteria. Your instructor will use the
rubric to assess your work.
Submission and Grading Information
To submit your completed Assignment for review and grading,
do the following:
· Please save your Assignment using the naming convention
“WK8Assgn+last name+first initial.(extension)” as the name.
· Click the Week 8 Assignment Rubric to review the Grading
Criteria for the Assignment.
· Click the Week 8 Assignment link. You will also be able to
“View Rubric” for grading criteria from this area.
· Next, from the Attach File area, click on the Browse My
Computer button. Find the document you saved as
“WK8Assgn+last name+first initial.(extension)” and
click Open.
· If applicable: From the Plagiarism Tools area, click the
checkbox for I agree to submit my paper(s) to the Global
Reference Database.
· Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:

14. Week 8 Individual Reflection Rubric