Latin American and Caribbean Studies 101:
Introduction to Latin American and Caribbean Studies
Fall, 2013
Professor Ellen Mayock
MWF: 11:15-12:10 / Wilson 2010
Course description
A multi-disciplinary, introductory course designed to familiarize students with the pertinent issues that determine or affect the concept of identity in Latin American and Caribbean societies through a study of their geography, history, politics, economics, literature, and culture.
This course counts as a FDR in the HU category.
This course fulfills the introductory requirement for the Latin American and Caribbean Studies Minor. Students should consult the LACS website for more information about completing the Minor.
Objectives
The purpose of the course is to provide a framework or overview to enhance understanding in the students’ future courses in particular disciplines and specific areas of Latin American and Caribbean study. The course material is intended as a basis of understanding that will enable students to acquire more specific methodology and disciplinary-related skills in subsequent courses at the upper levels and to continue to make interdisciplinary connections as they approach the capstone experience. LACS 101 has as its objectives the following LACS Program objectives:
- Identify and explain characteristics of people and places within Latin America and the Caribbean—and, when appropriate, show how they are distinct from North America.
- Identify and explain regional variations within Latin America and the Caribbean.
- Develop writing and oral communication skills to treat issues related to Latin American and Caribbean Studies.
- Participate in a community of learning that promotes timely issues about Latin America and the Caribbean in and out of the classroom.
Methodology
- This course approaches the study of Latin America and the Caribbean through disciplinary and geographic breadth:
- We examine the diverse ways in which the relevant disciplines approach the study of Latin America and the Caribbean. Classes will entail discussions and lectures that reflect issues across the natural sciences, social sciences, and humanities, in such areas as history, literature and culture, biology, social organization, and political economy. In the first part of the course the readings and class organization build on the region’s historical context and its legacies. In the second part we apply these concepts to specific socio-cultural issues.
- The course aims to familiarize students with the principal geo-cultural regions: the Hispanophone sub-cultures of the Southern Cone, Mesoamerica, Andean Region, and the Antilles; the Lusophone culture of Brazil; the Francophone and Anglophone areas of the Caribbean; and the profound links between and among these regions, the United States, and the rest of the world.
- A written research project will serve to allow the student to explore her or his own interests and at the same time to bring together both our disciplinary and geographic approaches.
- This class requires active participation in class discussion and presentation of material by individuals and groups. Therefore, class attendance is mandatory. Students who miss an excessive number of classes can suffer a sharp decline in their final grade.
- Students are expected to complete reading assignments outside of class, write four journal entries/blogs, participate actively in class, do class presentations in groups, and complete a research paper, a midterm, and a final exam.
- LACS events (optional attendance) will be announced in class.
- Students are encouraged to work together to study, prepare group presentations, and view films. It is expected that all submitted written work is the students’ own, and students will be asked to pledge that this is so. Thorough instructions will be given for each type of assignment and assessment.
Reading List
Required texts:
Americas: The Changing Face of Latin America and the Caribbean. Winn, Peter. (UC Press, 2006; 3rd edition)
Americas: An Anthology, Rosenberg, Mark B., A. Douglas Kincaid (NY: 1992)
Texts on Reserve:
Americas Video Series (WGBH-Boston). On reserve in Leyburn and digitized in TMC
Black in Latin America (PBS). On reserve in Leyburn.
Films: Los diarios de motocicleta (“Motorcycle Diaries”); {City of God}; Bordertown; Yo, la peor de todas (“I, the Worst of All”); Quinceañera; También la lluvia
Other useful resources:
Latin America and the Caribbean. Clawson, David L. (Oxford UP, 2012, 5th Edition) *Extremely useful.
Latin America: The World Today Series. Buckman, Robert T. (Baltimore, 2006)
The Buried Mirror. [Text and Videos] Fuentes, Carlos. (Boston, 1992)
Understanding Contemporary Latin America. . Hillman, Richard S., ed. (Boulder, 2005)
Americas: New Interpretative Essays. Stepan, Alfred, ed. (Oxford, 1992)
Don’t Be Afraid Gringo: A Honduran Woman Speaks From The Heart: The Story of Elvia Alvarado. Benjamin, Medea. (Harper Perennial; 1989)
Assignments
Class Current Events Blog: http://lacs101.academic.wlu.edu/
- Students complete four journal entries on news from Latin America and the Caribbean. These journals are due (posted on the blog and then in class) on the assigned days (see course schedule). Deadlines are firm.
- Students consult reputable newspapers (English language or any language of LA/C in which the students are proficient; Prof. Barnett’s list of LA/C sources is available here) and select pertinent articles on politics, economics, science, arts, language, and/or literature of the LA/C region.
- For our LACS 101 blog, students must follow these instructions in order to share current events of LA/C:
- Find an article on the LA/C region from a reliable news source. Open a Word document and complete the following steps;
- Include the title of the article, its source (link), and a creative title for your post, and then summarize the article in 100-150 words;
- Write a critical reaction of no fewer than 150 words to the news piece. The critical reaction can be comparative (e.g. how does what has happened compare to situations in other areas of this particular country, or other areas of LA/C, or of the U.S.?), prescriptive (e.g. I understand the problem, and I offer solutions from other local/regional/national contexts here), and/or supplementary (e.g. this article is interesting, but it neglects to address X point, which I’m addressing here). The reaction should demonstrate increasing understanding of the complexities and nuances of LA/C;
- Include a word count. Print the word document, write out the FULL PLEDGE, and SIGN the pledge. Place the paper document in a two-pocket folder for submission to Prof. Mayock on the assigned day;
- Post your article write-up by 5:00 pm on the day before the class discussion;
- You must ALSO read and comment on the blog posts of two classmates. Comments must be posted before the start of class (11:15am) on the assigned day.
Group presentations:
- As assigned, groups of students present in class on specific regions of Latin America and the Caribbean. Groups must provide a one-page handout for students and the professor for all presentations. Groups must organize carefully the format, content, handout, and discussion questions (*what are the principal issues affecting this country/region, and why?) and must be prepared to answer questions from the class. Presentations should be 10-12 minutes in duration. Students should not read from their materials, but rather should present their ideas in a creative, lively, informative way.
GROUPS:
A: The Anglo and French Caribbean: Daniel, Evelyn, Meaghan
B: The Hispanic Caribbean: Ashley, David, Stephen
C: Mexico and Central America: Jack, Libby, Sarah
D: The Andean Region: Maggie, Nora, Taylor
E: The Southern Cone: Carson, Mary Claire, Mitchell
F: Brazil: Cindy, Matt, Noah, Wilson
Research paper:
- Students will select an individual research topic as the basis for a research paper. All topics must be approved by the professor. Sample topics include: “NAFTA, 20 Years Later,” “Left and Right in Latin America,” “Artistic Representations by and about Latinos in the United States,” “Presidential Politics in ____ Region,” “Place and Race in ___,” “Gender Politics in ___,” etc.
- Papers should be 8-9 pages in length (12 point, Times New Roman) and should be typed, double-spaced, and stapled. Use MLA Style. All work should be the student’s own work. Be careful with citation practices! If you are using a direct quote, make sure to include a parenthetical reference with the author’s last name and the page # of the source. If you are using someone else’s idea, also include a parenthetical reference with the author’s last name and the page number or numbers from which the idea came. Make sure to write out and sign the pledge at the end of your paper. If your paper is exceptional, I will help you to find appropriate presentation and/or publication venues for the paper.
- A written proposal (1-2 paragraphs; thesis (= WHAT will you examine and HOW [roadmap to your paper]) and possible sources) is due to the professor by October 4. Final research papers are due by Wednesday, November 13. *Papers submitted by Friday, November 1 will receive a bonus of 3 points.
Testing: Students will take the midterm exam at the Tucker Multimedia Center on the date indicated on the syllabus. TMC hours of operation are posted on the web site: http://tmc.wlu.edu . **All students new to the University should complete the online orientation for new users during the first week of classes. Students will find “Orientation” under the Student menu tab on the site.
Honor System: Unless otherwise indicated, all work submitted by a student to the professor should be the student’s own work (and not work copied from another student or copied/borrowed without citation from another source). The professor will give clear guidelines for each assignment and quiz/test.
Final Grade
| Class preparation and participation | 20% |
| Blog Entries | 10% |
| Group Presentation | 10% |
| Research Paper | 20% |
| Midterm Exam | 15% |
| Final Exam | 25% |
Grading Scale:
100-90 A
89-80 B
79-70 C
69-60 D
59-0 F
Accommodations
Washington and Lee University makes reasonable academic accommodations for qualified students with disabilities. All undergraduate accommodations must be approved through the Office of the Dean of the College. Students requesting accommodations for this course should present an official accommodation letter within the first two weeks of the (fall or winter) term and schedule a meeting outside of class time to discuss accommodations. It is the student’s responsibility to present this paperwork in a timely fashion and to follow up about accommodation arrangements. Accommodations for test-taking should be arranged with the professor at least a week before the date of the test or exam.