PS/LAS 245 9/3/13

Latin American Politics

Course Handbook

Humanities 213, Tuesdays & Thursdays 9:40-11:10, Fall 2013 Instructor: Paul Dosh Preceptor: Jeanne StuartEmail: dosh@macalester.edu Email: jstuart@macalester.eduOffice: x6776 Office hours: Wednesdays 9:30-11:30 amCell: 651-641-0416 Office hours location: Campus Center 2nd FloorOffice: Carnegie 203H (x6776) Office hours: Sign up via GoogleDocsCourse Resources: www.macalester.edu/academics/las/facultystaff/pauldosh/courseresources

Contents

COURSE OVERVIEWSkills Focus 2Study Cycles 3Expectations 4Readings 5The MAX Center 5Students with Special Needs 6Students in Crisis 6

ASSIGNMENTSGeneral Notes on Assignments 7Summary of Assignments and Due Dates 7Descriptions of Assignments 8

ASSESSMENTOverview of System of Assessment 23Assessment Criteria and Rubrics 24

SYLLABUSStudy Cycle I: Argentina 28Study Cycle II: Brazil 30Study Cycle III: Guatemala 31Study Cycle IV: Venezuela 34Study Cycle V: Mexico 36

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COURSE OVERVIEW ¡Bienvenidos! Welcome to Latin American Politics! The year 2013: what a time to be studying Latin American politics! A glance at the headlines reveals fascinating stories not only in our five principal case studies—Argentina, Brazil, Guatemala, Venezuela, and Mexico—but also in Bolivia, Chile, Colombia, and Ecuador, all cases you might choose to explore in your research paper. In these countries, we find exciting stories of political struggles for land, justice, and survival. The peoples of Latin America care passionately about politics because their volatile history has been a mix of crushing disaster and renewed optimism. Political changes in Latin America affect us, often in ways we do not easily notice. Each of us is interested in learning more about these changes for different reasons. Some of us want to be more informed about how the world works; some of us want to learn about a new country or region; others are planning careers related to Latin America that will directly affect and be affected by the issues engaged in this course. These diverse motivations, combined with our varied experiences, makes for a promising group for learning about political movements and regional and economic trends connected to these political changes. Learning about the region’s political institutions and history enables us to grapple with how our lives as consumers, voters, tourists, investors, and active citizens in Minnesota are interconnected with the ebb and flow of politics in Latin America.

Skills FocusOur course provides opportunities to develop your academic skills. To help you make significant gains, you will identify two skills to focus on this semester. One of these two skills must be writing.

Your second skill focus can be visual communication, oral communication (lecturing, oral summaries of readings, speaking roles in simulations), or facilitation (lesson planning, leading discussion, co-designing a simulation).

Writing. All LAP students will further develop their writing skills in terms of argumentation, use of evidence, and style and organization. There are three major writing assignments and several minor written assignments. You can expect to receive feedback from Paul and Jeanne on the substance of your ideas as well as the skill with which you communicate those ideas.

Visual Communication. If you choose visual communications as your skills focus, you will develop your ability to create effective timelines, charts, figures, tables, and slides, including the use of photographs and other images. In most of your papers, you will include visual aids. The work you will invest in creating excellent visual aids will reduce the amount of time you have to write, so your papers will typically have a shorter word count (typically, one good table or chart or timeline replaces one page of text). If you give a 9:59 Lecture or Partisan Narrative, you will

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invest time in visual aids to your lecture, such as slides, handouts, or a costume. If you co-direct a simulation, you will likely take charge of visual elements of your simulation. If you wish to include audio or video elements in some of your work, this is encouraged as well.

Oral Communication. If you choose oral communications as your skills focus, you will develop your abilities in public speaking, including giving a formal lecture, giving informal summaries of readings, taking on a major speaking role in a simulation, and learning to prepare a written agenda for impromptu speaking during large and small group discussion. For your two Analytic Papers, you will complete one in writing, but may complete the second in the form of an oral argument. We will videotape your final 9:59 Lecture or Partisan Narrative, so that you can include it in your portfolio in digital form.

Facilitation. If you choose facilitation as your skills focus, you will develop your ability to help a group get the most out of its collective knowledge and abilities. You will help prepare and lead parts of class lesson plans, co-design and co-direct a simulation, take on the role of small group facilitation for some class discussions. You will work on higher level discussion participation skills, such as framing your discussion comments in ways that invite others into the discussion and shaping your own discussion comments so that you not only share your ideas, but also help move the discussion in productive directions.

Portfolio. All students will complete a final portfolio that includes revised versions of their best four pieces of work, including their research paper. If you give a 9:59 Lecture or a Partisan Narrative, the text of that presentation can count as one of these four items. If you co-design a simulation, the written elements of the simulation can also count as one of these four items. See the Assessment section for more details on the Portfolio requirement.

This class asks a lot of you, but don’t be intimidated—high expectations don’t have to mean high pressure, because you will get a lot of support and flexibility from us and from your peers. We’re excited for this course and delighted that you’re here!

Study CyclesOur course is divided into five Study Cycles. Each study cycle includes about five class days that explore a set of issues through a specific country case. Each cycle includes historical background, theoretic approaches to political change, and analysis of contemporary politics. A cycle typically begins with an Opening Reading day, continues with three days of Core Readings, and often concludes with a Simulation. Opening Readings and Skills WorkshopsEach study cycle begins with an emotionally intense reading assignment that plunges us into the cycle and provokes excitement about the subject matter. Because we’re “jumping ahead,” you shouldn’t worry if there are some concepts or references you don’t yet understand. The point of each Opening Reading is to capture your imagination. You should take fewer notes on Opening Readings than on regular texts. Instead, immerse yourself and let the pages turn. If you get bogged down, skim ahead and keep going.

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Each Opening Reading day concludes with a 10-15 minute Skills Workshop focused on an element of writing or public speaking.

Note that for the first (Argentina) study cycle, we begin with a textbook reading for the first day, and complete the Timerman opening reading for the second day. This gives you the weekend to read the full Timerman book. Core ReadingsOn the subsequent days of each study cycle, reading assignments typically include about three substantial articles per day, or several shorter articles. We will provide guidance on which sections of readings are most important. We will analyze, discuss, and present these readings in a variety of formats, usually involving student leadership. SimulationsThere are no reading assignments for the three simulation days. The first simulation focuses on Argentina and Brazil and is written/directed by Paul, Jeanne, and two student co-directors. The second and third simulations (on Guatemala and Venezuela) will each be created/directed by a team of three students. You will have a role to play in each of the three simulations, but your level of responsibilities will vary from being a central character who does a lot of speaking to playing a peripheral support role. Both the participants and the students that direct a simulation are evaluated in writing.

On simulation days, class runs 20 minutes later than usual, ending at 11:30 am.

ExpectationsTo get the most out of our diverse class, we will need to be respectful of the views others have to offer, and of the fact that each of us has something to teach the rest of the class. Everyone’s full engagement is needed. We expect you to make this class a top priority. Especially these first couple weeks, we need you to leap into the readings with enthusiasm! When everyone does that, we will have set an excellent tone for the semester. In addition to readings, every class period will require you to spend some non-reading time preparing for class. Create a habit of setting aside non-reading time to prepare your ideas. You can expect us to be tirelessly enthusiastic and to work hard for you, both this semester and in future semesters when you need advising and reference letters from Paul. We will hand back work promptly, we will make time for you, and we will provide constructive and encouraging feedback.

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We expect you to arrive on time and prepared to engage. You are entitled to a day or two where you are dead tired and need to be left alone--just let us know. But the norm is for you to arrive a few minutes early, ready to engage. If you can’t make it to class, let us know in advance. This course requires a lot from you, but you receive a lot as well, from Paul, Jeanne, and your classmates—we have an unusually good mix of students enrolled in class, so expect a lot from your peers. We are going to work very hard this semester and we hope that the energy and enthusiasm we each contribute will make this class one of the best you take at Macalester.

ReadingsMost readings are on Moodle, but there are also three required texts at the bookstore and on reserve at the library:

•Vanden, Harry, and Gary Prevost (eds.). 2012. Politics of Latin America: The Power Game, 4th edition. New York: Oxford.

•Timerman, Jacobo. 2002. Prisoner without a Name, Cell without a Number. Madison: University of Wisconsin Press. Older/out-of-print editions are fine.

•da Silva, Benedita. 1997. Benedita da Silva: An Afro-Brazilian Woman’s Story of Politics and Love. Food First.

The MAX CenterThe Macalester Academic Excellence (MAX) Center, located in Kagin Commons, has peer tutors available for assisting students in all stages of their writing. Hours are 9:00 am– 4:30 pm Mon-Fri and 7-10 pm Sun-Thur. Becky Graham and Jake Mohan also provide writing assistance to students during the daytime hours, Mon-Fri. You may drop in for help or call x6121 (day) or x6193 (evening) to schedule an appointment.

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Students with Special NeedsI am committed to providing assistance to help you be successful in this course. Students seeking accommodations based on disabilities should meet with Lisa Landreman, Associate Dean of Students. Call x6220 for an appointment. Students are encouraged to address any special needs or accommodations with me as soon as you become aware of your needs. More info at www.macalester.edu/studentaffairs/disabilityservices.

Students Experiencing Challenge or CrisisMacalester College is fortunate to have a full complement of professionally trained staff to support students that are experiencing a challenge or crisis in their lives. When a personal challenge or crisis occurs, it often has an academic impact and may require flexibility around course responsibilities. In such situations, also talking to a trusted professor can be helpful. It can be difficult to approach a faculty member about personal issues, but if I can be of help, please don't hesitate to come and talk to me.

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ASSIGNMENTS

Clearly identify your work: At the top of each draft/paper you submit, note your name, date, assignment (e.g., “SPP #2”), draft (“2nd draft”). If it’s a revision, indicate who read the previous draft (“1st draft read by Jeanne”), as the same person will read your revised draft.

Language options for written assignments: English or Spanish Courses Resources Web PageSample work can be accessed at www.macalester.edu/academics/las/facultystaff/pauldosh/courseresources.

On-Time Work PolicySetting and meeting deadlines is an important professional skill. The syllabus provides “default” deadlines for assignments. We expect you to either meet these deadlines or set alternative deadlines in advance. College is an important time to develop a reputation as someone who gets things done and gets things done on time. If you cannot meet a deadline, it is your responsibility to communicate with me about when the work will be complete.

Summary of Assignments and Due Dates Assignments Due DateFirst Freewrite done in classAdditional Freewrites (x3) Sept 24, Oct 10, Oct 31Single Point Papers #1 no later than Oct 3Single Point Papers #2 no later than Oct 17Single Point Papers #3 no later than Nov 12Analytic Paper #1 (Argentina/Brazil) Oct 9Analytic Paper #2 (Guatemala or Venezuela) Oct 30 or Nov 15Research Paper Topic Oct 31Research Paper Rough Draft Nov 24Research Paper Dec 9Final Portfolio (hard copy) Dec 16 (or earlier if you leave campus early for winter break)

Other Assignments Due Date Classroom Leadership Role varies

-option #1: Partisan Narrative-option #2: 9:59 Lecture-option #3: Co-Direct a Simulation

Class Engagement ongoingSimulation Participation varies Presentation of Creative Work Dec 5

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Descriptions of Assignments

Fourteen-Minute Freewrite Summary: A 14-minute freewrite in which you keep writing without letting your pen stop moving. Criteria for assessment: NoneSample available on course resources web page?: NoCollaboration options: None have ever been tried. Office hours consultation: No

As soon as you finish an Opening Reading, you should immediately* pick up a pen and complete a Fourteen Minute Freewrite. Time yourself. For 14 minutes, let your thoughts flow on to the page without any editing. Don’t let your pen (or keyboard) stop moving. No erasing; keep moving forward. Write in the language in which you are most comfortable thinking. When you’re done, look back over your writing and highlight ideas you want to bring to our class discussion. We will only glance over your freewrites, so mark any specific areas you would like us to read. *EXCEPTION: The second week we will do the freewrite in class. You will complete a freewrite for the first four study cycles.

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Single Point Paper Summary: A two-page reaction paper that supports a single argumentative claim with evidence. Criteria for assessment: Argumentation, evidence, written communication (and visual

communication if you create a table or figure)Sample available on course resources web page?: YesCollaboration options: A three-page paper can be co-authored with a classmate Office hours consultation: Always welcome

During three of the first four study cycles (you choose which three), you must write a Single Point Paper (2 pages) in response to a reading or set of readings of your choice. As you read and take notes, think about what key ideas are emerging. Formulate one key assertion. The assertion may be substantive, analytic, methodological, theoretic, or any combination of these. Here are three examples of Single Point Paper topic sentences: 1) “In her analysis of Guatemala’s peace process, Jonas sets too high a standard for success and overlooks the important gains that were made”; 2) “O’Donnell’s concept of delegative democracy helps us understand the collapse of the party system and Venezuela”; and 3) “Chalmers breaks new ground with his approach to representation, but the evidence doesn’t support his theory.” Don’t be afraid to be overly bold with your topic sentence. The goal is to raise an interesting point; don’t feel you have to be able to definitively prove it. Following your topic sentence, spend 2 pages (double-spaced) discussing evidence both for and against your assertion. Single Point Papers are due in class on the day we discuss the readings you analyze. They may not be turned in late.

Remember to give your paper a title.

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Analytic Paper Summary: A 5-6 page paper that goes out of its way to “show off” your knowledge of specific

course themes, readings, lectures, and discussions. Criteria for assessment: Argumentation, evidence, written communication (and visual

communication if you create a table, figure, timeline, or other visual aid)Sample available on course resources web page?: YesCollaboration options: A 7-8 page paper can be co-authored with a classmateOffice hours consultation: Always welcome You will write two Analytic Papers (5-6 pages each), one at the end of the first two study cycles (Argentina and Brazil) and one at the end of either Study Cycle III or IV (Guatemala or Venezuela). The principal objective of each Analytic Paper is to creatively demonstrate mastery of course readings, discussions, lectures, student presentations, and films. You are encouraged to build upon ideas developed in Single Point Papers and/or to experiment with ideas that may contribute to your Research Paper. A handout with possible topics will be distributed one week in advance, but your own topics are also welcome, so long as they follow the parameters described on the handout. Citation of ideas that are not yours should be parenthetical with author’s last name, year, and page number only. For example, (Chaffee 2004: 261). Your paper should include a list of references on a separate page. Try and demonstrate your knowledge of the readings and lectures through thoughtful application of ideas, not via the number of times you mention an author’s name. In other words, there’s no need to excessively cite every sentence or paragraph, but give credit where it is due. I do not expect you to given equal attention to all readings. Let the argument of your paper drive your decision of which readings to make use of to what degree you use them.

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Research Topic Statement, Rough Draft, and Research Paper

Summary: A 15-20 page research paper that you build toward with a topic statement, a peer-reviewed rough draft, and one or more full drafts.

Type of assessment: Written feedback with summary mark. Criteria for assessment: Argumentation, evidence, written communication, and visual

communication (all student should include some visual element, such as tables, figures, timeline, or photos)

Sample available on course resources web page?: YesCollaboration options: Two students may co-author a 25-30 page paper. One such

collaboration (by two sophomores) was published in Berkeley’s Politica journal. Analyzing two country cases, these two students each became an expert on one of the countries in order to write an especially strong paper.

Civic engagement option: I have not yet fully articulated this option, but want to mention it as an invitation for you to consider designing a research project whose findings are written up not (only) for an academic audience, but also for a community audience, perhaps with a community presentation of your findings. Such an approach might especially viable if done by two students working in collaboration.

Office hours consultation: Required

You will choose a case (usually a country or pair of countries), learn about it through research, and discuss it in light of one or more theories from the course. You have three formal due dates for this project:

1) a 1-2 page Research Paper Topic statement;2) a 15+ page Rough Draft;3) a 15-20 pages Research Paper

However, you are encouraged to seek additional guidance at each stage of this project through office hours visits, conversations about your project, or submitting outlines/sketches of your argument for feedback.

Research Paper TopicYour initial research topic statement is intended to help you get started. It is not graded. I will ask you to submit a second version if your first attempt doesn’t quite work. Begin with a research question that interests you. It can also be a set of related questions. Spend 1-2 pages describing the topic and how you plan to go about studying it. If you are interested in a country or issue that we are going to study later in the term, spend some time looking at the appropriate readings in order to gather ideas to incorporate into your prospectus. You are welcome to study countries not covered in our course. At this point most of you will not know what kind of “theoretical hook” you’re going to hang your paper on, but take your best shot at describing what kinds of theoretical argument(s) you are

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interested in challenging/reinforcing/nuancing. If you already have a specific author in mind, that’s great, but don’t let the lack of a specific author inhibit you.

Sample Past Research Paper Topics“Enduring Resistance: Forty Years of FARC Activity and Growth”“The Paradox of Democracy in Venezuela: The Punto Fijo Model”“Colombia: Criteria for Crisis and Prospects for Peace”“Of Buttresses and Bedrock: The Need for Mass Support in the Founding of Foco Revolutions in

Guatemala and Bolivia”“Church Responses to Military Dictatorship: The Influence of Progressive Forces in Brazil and

Argentina”“Decentralization in Brazil: How the States Won the Constitution”“Associationalism and Political Parties: A Study of Colombia and Venezuela”“A Culture of Favors?: An Analysis of Political Corruption in the Face of Democratic

Consolidation in Paraguay” Evaluation of Rough DraftsYour Rough Draft will earn a letter grade based on three simple criteria: 1) Quantity of writing (do you have 15 pages written?); 2) Presence of an argument (do you have a clear argument and do you state in clearly in your introduction?); and 3) Evidence of research (do you have a bibliography with a variety of sources?). Your rough draft may be full of errors, arrows, reminders to yourself and may be a bit chaotic. The point is to get it all out on the page. We will also coordinate peer review of rough drafts. I will read over your rough draft, but such a reading will necessarily be cursory and intended primarily to head off major errors. I will not be able to line-edit your draft. Having one of your classmates read your rough draft will help you clarify your ideas and provide you with useful feedback that you can choose to incorporate into your final draft. Research and Writing of Final PaperThis paper is an opportunity to apply a set of theoretical assumptions to an empirical case (or cases), and thus gain a better understanding of one or more political science issues with respect to that case. This, in turn, will position you to make an assessment of how well that theory or set of theories explains causal processes particular to your case. You may find that a theory does a great job or a poor job explaining the events that interest you. In either case, you should use this case study both to understand your case and to make some comment about how your study sheds light on the utility of the theory in question. Your paper must have an argument. Thus, it should be more than a story about what is happening in a particular country, it should analyze why events are happening or happened in a certain way. This is crucial, so please talk to me if this is unclear. This argument should be mentioned in your introduction, steadily developed throughout the body of your paper, and stated clearly in

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your conclusion. This is important both for communicating to the reader and because forcing yourself to state your argument will help clarify your thinking about the objective of your paper. Your paper should include citations of your sources, as well as a bibliography. It should also have a visual element, such as one or more figures, tables, a timeline, photos, graphs, etc.

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Creative Writing/Art Assignment

Summary: An open invitation to share your creative talents via an artistic rendering of an aspect of Latin American Politics. Creative projects are presented during our final meeting.

Criteria for assessment: NoneSample available on course resources web page?: NoCollaboration options: Collaboration is welcome and has been successful in the past. Office hours consultation: Always welcome

You will complete some creative work that engages a theme, organization, country, or individual from the course. Examples of past student work include a short story, a set of short poems or one longer poem, a song, a dance performance, a drawing, a painting, a collaborative skit, a collage, and a photo essay, but other possibilities exist. Our final meeting will be devoted to ungraded and celebratory presentations of student work.

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Partisan Narrative

Summary: A 5-10 minute first-person narrative told in the persona of an important political figure, followed by 5-15 minutes of Q&A, during which you answer questions while staying in character.

Criteria for assessment: Oral communication, evidence, and visual communication. Sample available on course resources web page?: NoCollaboration options: May choose a pair of antagonists to be portrayed in dialogue by you

and another student (e.g., Mexico’s Felipe Calderón and Andrés Manuel López Obrador).Office hours consultation: Full start-to-finish rehearsal required. Should occur at least two

days prior to your scheduled presentation in case a second rehearsal is required.

Partisan Narratives are concise 5-10 minute speeches delivered in the role of important political and historical figures. Narrators then answer questions while maintaining their role. Your narrative will both convey biographical information about this figure and will teach about her or his political era--but from a biased and partisan perspective. Hence you have a two-fold task to both 1) teach us about your character; and 2) make some argumentative claim. One preliminary step that can help you focus in on an argument is to decide who your audience is and when your character is speaking. Here are two examples:

•A student gave a Daniel Ortega narrative in which President Ortega was addressing his Sandinista supporters in 1989, on the eve of Nicaragua’s presidential election. In his speech, Ortega argued that listeners should vote for him and he supported this claim with heartwarming tales of his life as well as policy arguments.

•A student gave an Otto Reich narrative, in which this Bush appointee addressed a class of Macalester students in 2005. In his speech, Reich argued for a coup d’etat against Venezuelan President Hugo Chávez, and used anecdotes from his own career to explain why Mac students should abandon their bleeding heart values and support what is best for the United States.

•Tip: Anticipate likely questions and prepare rough answers to them in advance. Preparation and delivery of a Partisan Narrative typically involves:1) Checking in with Paul or Jeanne at the beginning of your preparation. At this time you should

also make an appointment to rehearse your presentation with me in my office. 2) Writing and revising your presentation, which typically involves a small amount of outside

research. 3) Rehearsing your completed presentation from start to finish with a peer, who can time you. 4) Your final rehearsal is with Paul or Jeanne, typically 1-2 days before your presentation date.

You should come to this presentation with a complete and rehearsed presentation ready to go.

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5) Your class presentation, which typically includes up to 10 minutes of prepared remarks followed by 5-15 minutes of Q&A.

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9:59 Lecture

Summary: A class lecture that occupies 20-25 minutes of class time, but your initial formal remarks last 9 minutes and 59 seconds or less, leaving you 10-15 minutes to share the rest of your knowledge in dialogue with your audience.

Criteria for assessment: Oral communication, argumentation, evidence, and visual communication.

Sample available on course resources web page?: YesCollaboration options: Collaborative proposals welcome Office hours consultation: Full start-to-finish rehearsal required. Should occur at least two

days prior to your scheduled presentation in case a second rehearsal is required. 9:59 Lectures are tight, well-prepared 10-minute lectures on assigned and student-created topics. As with a written paper, your lecture should have an engaging introduction that grabs the audience’s attention and communicates your central claim, as well as some information about how the presentation will proceed. The lecture’s organization should be driven by the argument and should not be only a chronological retelling of key historical events. Your conclusion should be crafted in order to provoke a lively Q&A session. •Tip: Anticipate likely questions and prepare rough answers to them in advance. Preparation and delivery of a 9:59 Lecture typically involves:1) Checking in with Paul or Jeanne at the beginning of your preparation. At this time you should

also make an appointment to rehearse your presentation with me in my office. 2) Writing and revising your presentation, which typically involves a small amount of outside

research. 3) Rehearsing your completed presentation from start to finish with a peer, who can time you. 4) Your final rehearsal is with Paul or Jeanne, typically 1-2 days before your presentation date.

You should come to this presentation with a complete and rehearsed presentation ready to go.

5) Your class presentation, which typically includes up to 10 minutes of prepared remarks followed by 5-15 minutes of Q&A.

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Co-Directing a Simulation

Summary: A team of three students co-design and co-direct an original role-played simulation. Criteria for assessment: Facilitation, written communication, visual communication, and

evidence. Sample available on course resources web page?: YesCollaboration options: Collaboration with team of two other students required. Office hours consultation: Required (usually includes an initial consultation to discuss ideas

and a second consultation once preparation of simulation is underway).

Our second and third simulations will each be designed and facilitated by a team of three students. Past student-led simulations have focused on topics such as Zapatista peace talks, immigration on the Mexico-U.S. border, Mexico’s national elections, prosecuting Guatemalan generals for human rights abuses, and debating the Rigoberta Menchú controversy. This option tends to be the most work and the most rewarding. The student co-directors work with each other and with the instructor and preceptor, so you do not need prior debate or Model UN experience to choose this option. Steps in Process

1) Well in advance, decide if you will use our regular classroom or reserve an alternate space (e.g., Weyerhaeuser Boardroom, 4th Old Main lounge, Harmon Room), in which case you should reserve it as soon as possible.

2) Early in the Guatemala or Venezuela study cycle, the three student co-directors meet to brainstorm.

3) Student co-directors meet with Paul or Jeanne well in advance of simulation date. Additional consultations encouraged throughout process.

4) Design simulation and cast of characters. When assigning roles, consider: who you can count on to successfully play pivotal roles; who seems ready for a role that is at their limit of ability such that they will be challenged and have to step up to a higher level; who has already played key roles in previous simulations and thus, perhaps, should be given a smaller role.

5) All preparatory materials (general handout; individual character dossiers) fully drafted one day before class preceding simulation, allowing time for Paul or Jeanne to email final comments before handouts are distributed in class preceding simulation day. Once these handouts are distributed, simulation co-directors can continue to prepare all other aspects of simulation, up until day of simulation; thus, the handouts for participants should be your initial priority, so you can get these to participants early enough for them to have time to prepare.

6) Arrive early on day of simulation to prepare the environment. Don’t let people into the room until you are ready for them. Consider what elements of physical environment will be conducive to a successful simulation, such as table/chair arrangement, name placards (almost always needed), nametags (only needed if participants will be mingling away from

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their seats), visuals to be projected during simulation (can be completed in advance, ready to show; or can be drafted in advance, but with some elements left subject to change, so that visuals reflect action in simulation).

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Final Portfolio

Summary: A beautiful polished portfolio that includes revised versions of your best work.Criteria for assessment: Argumentation, Evidence, Written Communication, Visual

Communication (Note: Visual Communication is assessed for all portfolios, not just those of students with a skills focus on visual communication)

Sample available on course resources web page?: YesCollaboration options: Creative proposals welcomeOffice hours consultation: Always welcome

You will revise and assemble your best four pieces of writing into a final portfolio. If you gave a Partisan Narrative or 9:59 Lecture, you may choose to revise the text of your presentation and count this as one of the four portfolio elements. The guiding principle behind your completion of this portfolio is that it should be a professional document that is ready to be read not only by the instructor and preceptor, but by some other audience as well. Make it a finished product that you are proud of and that shows off your very best work. All items in it should be revised and polished.

You must turn in a hard copy (no electronic submission allowed).

Portfolio ComponentsCover page. Should include standard cover page info unless it is an artistic cover, in which case include whatever you like (title and your name at a minimum), and include the standard info at the top of the Table of Contents page.

Optional page with opening quote, poem, or dedication. Such pages typically have a smaller number of words and a lot of blank space to draw emphasis to the words.

Table of Contents. List all entries and their corresponding starting page number. Use a “right tab arrow” to line up the right-hand side of each numeral with a single “tab,” rather than “tabbing” across the page and “manually” lining up the left-hand side of the numbers, which requires readjustment every time you edit the entries in the Contents.

Introduction. One page or less (single-spaced) statement that describes portfolio as a whole and introduces each component briefly. At your option, may include text of a personal nature communicating your own connection to or experience in Latin America.

Chapters 1-4. Each chapter will most likely consist of a separate assignment. You need not specify that the chapter was originally a particular type of assignment (e.g., Diagnostic Paper). Other format possibilities exist, but a standard chapter title might take the form of “Chapter 2: The Power of Maternalism in Chile.” Remove extra info like the original date of the assignment, your name, and course title. Start a new page with each chapter. Everything should be single-spaced. Either indent each paragraph OR don’t indent but skip a line between each paragraph.

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Visual Element. This could be a table or figure already in one of your pieces of writing. It could be a photo or image on the cover or some other page. It could be a piece of your own artwork on the cover. It could be a new visual aid you add to one of the pieces of writing. If you include a Table, use the Insert Table function from the Table pull-down menu on the toolbar (or any other computer program or Word function for making visuals--just don’t “manually” create your table by using the “Tab” key and underlining the top line).

Unified Bibliography. A single alphabetized list of all sources used in the portfolio. Single-spaced with “hanging indents” (don’t use the Tab key to “manually” create the indents; instead use the margin arrows on the Ruler so that the first line of each entry is not indented while subsequent lines of that same entry are indented).

Other Formatting GuidelinesNote: These are guidelines, not rules. You may deviate from them if you have an approach that works better for your portfolio.

•Entire document should be single-spaced. Double-spacing is for drafts. This is a finished document.

•One set of page numbers, from start to finish. Cover should not have a page number. Table of Contents should be page 1 (unless you have something before the Contents, like an opening quote, poem, dedication). Assuming your cover page is a computer-generated page, don’t print it as a separate document. Instead, make it your first page, but set the page numbers to begin at “0” (zero) and unclick the box for showing the page number on the first page. Of course we won’t know if you’ve done it this way, since you’ll turn in a hard copy, but if you don’t know how to do this already, take this opportunity to learn so that when you need to email a document you can have it arrive as a single unified professional file.

•Dare to be different. You’re the author here. Improve on this basic template to make your portfolio distinct.

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Class Engagement Summary: An on-going “assignment” that expects you to energetically engage your classmates

and the course materials. Criteria for assessment: Non-standardSample available on course resources web page?: NoCollaboration options: NoneOffice hours consultation: You are welcome to consult with Paul to solicit feedback on your

class engagement. I will also informally share feedback with you when you come to office hours. If your class engagement is problematic, we will need to meet to create a plan to get you back on track and re-engaged.

To get the most out of our diverse class, we will need to be respectful of the views others have to offer, and of the fact that each of us has something to teach the rest of the class. Everyone’s full engagement is needed to get the most out of the course. You will earn a letter grade in Class Engagement based on: attendance, careful reading of assigned texts, participation in three Simulations, four Freewrites, three Single Point Papers, Research Paper Topic, Creative Art/Writing assignment, and your engagement of course materials and your classmates. Different people have different ways in which they best engage course materials and classmates. Some of these methods of engagement include active listening, thoughtful preparation for class, sharing a well-formulated idea with reference to another person's ideas, off-the-top-of-your-head reactions to new ideas, helping a classmate understand a difficult concept, coming to office hours, bringing relevant news articles to class to share, and creative completion of assignments. You get the picture: different people have different learning styles. Some are listeners, some are more visual, some need to speak or write things down to understand them. I are always open to suggestions as to how we can make our class a better environment for you to learn and teach.

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ASSESSMENT

Overview of Qualitative System of AssessmentMost assignments are assessed with written feedback and a summary mark. For example, an Analytic Paper might receive detailed comments and a mark of “Revise & Resubmit.” In addition, assignments are assessed with respect to various criteria, such as “Argumentation: Fairly good” or “Evidence: Excellent,” with accompanying written comments and suggestions for further improvement.

This feedback will guide you through the process of revising and publishing your best four pieces of writing in a Final Portfolio. If you give a Partisan Narrative or a 9:59 Lecture, you may be allowed to revise the text of your presentation and count this as one of the four portfolio elements.

Summary MarksThis is an ungraded class. No letter grades are given for either individual assignments or your overall performance in the course. Instead, all work is evaluated through written feedback intended to affirm strengths, identify weaknesses, and suggest strategies for improvement. Written assignments, as well as your Classroom Leadership assignment, will also receive one of the following summary evaluations:

Not Passing (repeat of assignment required). A mark of Not Passing signifies either that the assignment was not turned in, or that the work turned in does not appear to be a serious effort at completing the assignment. Receiving a mark of Not Passing on any assignment requires a prompt meeting with the instructor, in order to get back on a path of making satisfactory progress toward passing the class. The assignment must be repeated again from scratch, or made up in some other way agreed upon with the instructor.

Developing (revision required). Developing work exhibits signs of a serious effort to complete the assignment, but the quality of the work is not yet of sufficient caliber to warrant moving on to the next assignment. Instead, the assignment must be revised and improved. It is important to understand that this mark is neither a criticism of your intelligence or ability nor a judgment of how hard you are working; it simply reflects our judgment that you have more to learn from this assignment before moving on. Revisions are due one week after your work is returned to you with feedback.

Satisfactory. A mark of Satisfactory indicates professional completion of the assignment with respect to all the criteria of the particular assignment, such as rigorous argumentation in a paper or articulate delivery of a speech. You have done good work and moved ahead in your learning. The assignment was a worthwhile exercise, but its usefulness to your learning has been exhausted, and you are ready to move on to the next assignment. Well done!

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Revise and Resubmit (“R&R”). A mark of Revise and Resubmit is a suggestion that you revise the assignment and resubmit it for possible publication in your Final Portfolio. Hence, your paper or other assignment not only exhibits professional completion of all relevant criteria, but also has the potential to be refined into an excellent piece of polished work. Revisions are due one week after your work is returned to you with feedback.

Publish. A mark of Publish denotes an excellent piece of work that requires no further revision. Congratulations, you are one step closer to completing your final portfolio!

Final Semester EvaluationAt the end of the semester, you will receive a summary written evaluation of your work (including your Final Portfolio and Class Engagement), as well as one of three possible marks that will go on your transcript: S (Satisfactory), SD, or N (No Credit). None of these marks will affect your GPA. In order to earn a Satisfactory mark, you must complete all assignments with a mark of Satisfactory, R&R, or Publish, and at least four assignments must receive a mark of Publish in order to complete your portfolio. Your written evaluation will be submitted to the Registrar, allowing you to request that it accompany your official transcript.

Assessment Criteria and RubricsEach assignment is assessed in terms of one or more of six criteria. Individual assignment descriptions specify which criteria are used for evaluation. The six criteria are described here, and a rubric is provided for each.

Criteria descriptors are cumulative, so each successive descriptor assumes the elements of those listed above it. Rubrics are illustrative and provide a guide to the skills you should focus on developing. They are not rigid assessment tools, since a given paper or presentation might include more advanced elements while omitting more basic elements, or might fulfill the expected elements with varying degrees of quality.

Argumentation (papers and presentations)Passing. Paper or presentation advances an argument in order to answer a specific question. Argument

is organized logically with a clear introduction, a “roadmap” or other set of cues to guide the reader/audience, and a conclusion.

Fair. Analysis of evidence supports the argument.Fairly good. Paper or presentation acknowledges evidence that runs counter to the argument in order to

boost author’s credibility by showing that she is aware of other perspectives.Good. Contrary evidence is not only acknowledged, but is also either refuted or framed in such a way

that such evidence bolsters argument, rather than undermining it. The entire paper or presentation revolves around the central argument.

Very good. The argument is shown to be relevant to broader scholarly, theoretical, conceptual, and/or civic debates, with reference to specific authors or theoretical perspectives.

Excellent. The paper or presentation makes an original contribution to one or more of those debates.

Evidence (papers, presentations, and simulations)

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Note: In this course, the following assignments require outside research: Partisan Narratives, 9:59 Lectures, Simulations, and Research Papers. For other assignments, use of sources not on the syllabus is welcome, but not expected.

Passing. Paper or presentation makes ample use of specific readings and authors. Papers correctly cite sources. Analytic Papers and Research Papers include a properly formatted bibliography.

Fair. Use of evidence identifies key ideas and interesting details and demonstrates a deeper reading of sources.

Fairly good. Specific concepts and theories are not only identified but are presented in a way to concisely inform the reader/audience of their important elements. For Analytic Papers and Research Papers, bibliography reflects a diverse array of sources.

Good. Evidence is organized around the key components of the argument. For example, an argument-driven organization is often (but not always) more effective than a strictly chronological organization of evidence. For simulations, preparatory handouts reflects good knowledge of issues

Very good. Skillful weeding out of evidence that is perhaps interesting, but unnecessary and/or not relevant to argument. For presentations, in-depth reading and preparation permits concise answers to questions

Excellent. For research papers, bibliography reflects an extensive effort to gather sources of data. For presentations, great familiarity with the material enhances ability to connect with the whole audience. For simulations, preparatory handouts reflect sufficient knowledge of issues and characters to anticipate and engineer interesting conflicts among participants that will provide opportunities for learning.

Written Communication (papers and simulations)Passing. A lack of obvious erors makes it klear that the the final hard copy version was carerefully proof-

read before it being turned it in.Fair. Clear structure allows reader to know what paper is saying and when. Each topic sentence reflects

the content of its corresponding paragraph.Fairly good. Paragraph breaks are effective. Manuscript vernacular evades obstruse obfuscation.Good. Section headings say a lot with few words. If no section headings are used, clear and effective

transitions guide reader from one section to the next. The paper is the correct length given what you have to say.

Very good. Paper has good flow from one section to the next. Some topic sentences are imaginative and memorable. Excessive repetition of the same word(s) is avoided.

Excellent. Without sacrificing rigor, the text overcomes the rigidity that often characterizes academic writing, making the paper a pleasure to read. The reader is able to focus entirely on the ideas of your paper, without ever being distracted by problems with the writing. Final presentation is tight and polished. If this “book is judged by its cover,” it will be judged “perfect.”

Oral Communication (presentations)Passing. The orderliness of your notes and your respect for the time limit makes it obvious that you have

done a start-to-finish rehearsal of your talk.Fair. You always face the audience when you speak (and not the board). For Partisan Narratives,

presenters stay in character during entire narrative and during Q&A.Fairly good. You like, totally, avoid, um, verbal crutches, or whatever, y’know? During the first minute of

your presentation, you make an effort to connect with your audience.

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Good. Very well rehearsed. Notes are effectively prepared for minimal disruption. Strong beginning and strong finish. Pace of delivery allows you to cover a lot of ground without losing audience. You enunciate clearly.

Note: For Partisan Narratives and 9:59 Lectures, “good” oral communication is the minimum standard to be allowed to present in class. If at your office hours rehearsal it appears you are not yet ready to give at least a “good” presentation, you will be required to do a second (and occasionally a third) rehearsal before you “go on stage.” The rationale for this is two-fold. First, public speaking can be intimidating and we want you to be successful. There’s no shame in needing more preparation before you are ready to present to your peers. Second, our class time is valuable and we want the 15-25 minutes that you are in the driver’s seat to be valuable for everyone. Insisting on a high standard for student presentations helps sustain peer enthusiasm for this use of class time. We are eager to work with you on improving your oral communication – we know it can be scary!

Very good. Tightly rehearsed. Minimal use of notes. Engaging style of delivery. Dynamic variation in tone and volume of delivery. Q&A is at least as strong as your initial remarks.

Excellent. Presentation is so well rehearsed that parts of it are practically memorized, even if you still have notes in your hand. Superlative preparation permits you to focus almost entirely on the audience as you hardly need to think about your talk.

Visual Communication (presentations, simulations, and some papers)Passing. Professional appearance communicates to audience that presentation is a significant

opportunity for them to learn.Fair. Any visuals you show your audience (e.g. slides or a handout) are projected at a speed or

distributed in a way that allows people an appropriate amount of time to absorb the visual information without losing track of what you are saying.

Fairly good. Slides and/or handouts are crisp and not cluttered with too much text or too many images.Good. You make eye contact with your audience and you do not stare at a single individual or section of

the room. Use of handouts or the board helps students engage the material. Graphs, charts, and tables are generally re-drawn by you so as to include only the visual information that is essential to your presentation or paper, leaving out other data or elements. Any slides that are projected enhance and supplement the presentation without “stealing the show” from you, the presenter.

Very good. Body language enhances presentation and movement is purposeful and not due to nervousness (though it’s okay to be nervous!). For simulations, all elements of physical classroom environment (e.g. chair and table set-up, nametags and/or name placards, removal of excess furniture from room, info on board, distribution of handouts carefully planned) are thoughtfully prepared and/or arranged to reinforce the exercise. For papers, visuals relate directly to the argument.

Excellent. Partisan narrators create lasting and memorable impressions, perhaps accenting their personas with props or a costume. For papers, an original figure or table captures the core argument and helps communicate its substance to the reader.

Facilitation (simulations)Passing. Facilitation of class period provides a useful forum for the class to process the major themes of

the course.Fair. Simulation directors work well as a team.Fairly good. Knowledge of subject matter allows facilitators to keep the simulation moving at all times.Good. Exercise engages all the participants and manages to cover multiple topics in a way that is

organized but not forced. Knowledge of subject matter allows directors to keep things moving and keep all participants included.

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Very good. Strong preparation and careful study of texts allows facilitators to focus entirely on the needs of the class. Facilitators know when to intervene and when to “stay out.” When things go wrong, facilitators are able to react quickly and smoothly to either keep the simulation on track or to guide it in an expected, but productive new direction; participants do not realize that something went “wrong.”

Excellent. Participants will remember this exercise after they graduate! Excellent preparation of all materials and careful study of all texts allows directors to focus entirely on the needs of the class. The different parts of the class period engage all participants and engage key concepts or theories from course materials.

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SYLLABUS

—Tuesday, September 3—Course IntroductionAssignment: Begin to read the syllabus. •Dershowitz, Alan (interview by Mike Wallace). 2002. “Torture? Using Torture as a Means to

Get Terrorists and Other Criminals to Talk.” 60 Minutes, CBS News Transcripts (September 22).

—Thursday, September 5—Core Readings: Overview of Latin American Politics•Timerman, Jacobo. 2002. Prisoner without a Name, Cell without a Number. Madison:

University of Wisconsin Press. Older/out-of-print editions are fine (read Chapter 1).•Galeano, Eduardo. 1973. Open Veins of Latin America: Five Centuries of the Pillage of a

Continent. New York: Monthly Review, pp. 11-18. or read the original Spanish: Galeano, Eduardo. 1971. Las venas abiertas de América

Latina. Mexico City: Siglo XXI, pp. 15-23. •Vanden, Harry, and Gary Prevost (eds.). 2012. Politics of Latin America: The Power Game,

4th edition. New York: Oxford. “Introduction to 21st Century Latin America,” (Ch. 1). Skim pp. 1-12. Read pp. 12-16.

•Vanden & Prevost, “Democracy and Dictators” (Ch. 3). Skim pp. 42-54. Read pp. 54-70. Glance over Timeline on pp. 71-77.

•Vanden & Prevost, “Political Economy of Latin America” (Ch. 7). Skim pp. 151-157. Read pp. 157-180 carefully.

—Sunday, September 8, 3:45-7:15 pm—Field trip to “Ticket to Brazil” concert at Como Park•Meet outside Weyerhaeuser at 3:45 pm. Bus returns to campus at 7:15 pm. You will receive

$5 cash to defray the cost of food at the show.

STUDY CYCLE IAuthoritarianism, Neoliberalism, and Social Movements: Argentina

In 2013, it is hard to believe that Buenos Aires once rivaled New York City for the title of “Capital of the Western Hemisphere.” A century of failed and aborted economic policies and an interminable series of military coups and periods of dictatorships has left the Southern Cone powerhouse a debilitated shadow of its former glory. Following the repression of the so-called “Dirty War” (1976-83), Argentina seemed to be climbing back to political and economic respectability, but the gains of President Carlos Menem (1989-99) proved fleeting, and 2001

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saw middle-class Argentines bankrupted and waves of new social movements mobilizing in the streets. What turns will Argentina’s tumultuous journey take next?

—Tuesday, September 10—Opening Reading #1: Torture and Argentina’s “Dirty War”In-class activity: Freewrite #1Skills Workshop: Argumentation•Timerman, Jacobo. 2002. Prisoner without a Name, Cell without a Number. Madison:

University of Wisconsin Press. Older/out-of-print editions are fine (read entire book).

—Thursday, September 12—Core Readings: Perón and Peronism •Vanden & Prevost, pp. 184-187, 206-207, 216-234 (key concepts: personalism, caudillo,

corporatism, clientelismo, middle sectors, organized labor, populist parties, reform parties, left reform parties, revolutionary parties, mass organizations).

•Vacs, Aldo, “Argentina,” in Vanden & Prevost (Ch. 16).

—Tuesday, September 17—Core Readings: Neoliberalism in ArgentinaFilm: “The Take,” by Avi Lewis and Naomi Klein (first 40 minutes)•Levitsky, Steven. 2000. “The Normalization of Argentine Politics.” Journal of Democracy, Vol.

11, No. 2, pp. 56-69. •Montes Cató, Juan, and Patricia Ventrici. 2011. “Labor Union Renewal in Argentina:

Democratic Revitalization from the Base.” Latin American Perspectives, Vol. 38, No. 6 (November): 38-51. •Hirtz, Natalia, and Marta Giacone. 2013. “The Recovered Companies Workers’ Struggle in Argentina: Between Autonomy and New Forms of Control. Latin American Perspectives, Vol. 40, No. 4 (July): 88-100.

—Thursday, September 19, —

Core Readings: Social Movements in ArgentinaFilm (continued): “The Take” (last 45 minutes)•Vanden & Prevost, “Argentine Manifestation,” pp. 264-266. •Colombo, Pamela, and Tomás Bril Mascarenhas. 2003. “We’re Nothing, We Want to be

Everything: A Tale of Self-Management.” In We Are Everywhere, edited by Notes from Nowhere. London: Verso, pp. 458-463.

•Jordan, Joh, and Jennifer Whitney. 2003. Que Se Vayan Todos: Argentina’s Popular Rebellion. Montreal: Kersplebedeb, pp. 1-36 (Part 1).

•Benclowicz, José Daniel. 2011. “Continuities, Scope, and Limitations of the Argentine Piquetero Movement: The Cases of Tartagal and Mosconi.” Latin American Perspectives, Vol. 38, No. 1 (January): 74-87.

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STUDY CYCLE IIDemocratic Transition, Labor, and Race: Brazil

Brazil endured the longest period of “bureaucratic-authoritarian” rule in South America—21 years, from 1964 to 1985—yet looks remarkably democratic in 2012. Two decades of free and fair elections at the national, state, and local levels have made Brazil the envy of many with respect to its democratic institutions, yet the nation remains the most economically unequal and racially stratified in the region. After multiple failed bids for the presidency, “Lula” da Silva finally won in 2002, served two terms, and was succeeded by his Workers’ Party (PT) protégé Dilma Rousseff. Will Brazilians continue to be satisfied for the center-left policies of Rousseff and the PT or will they demand the more radical policies of neighbors like Venezuela and Bolivia?

—Tuesday, September 24—

Opening Reading #2: Benedita da Silva, Brazil’s First Black Woman Senator*DUE: Freewrite #2*Film excerpt: “City of God” (5 minutes)Small and Large Group DiscussionSkills Workshop: Public Speaking•da Silva, Benedita. 1997. Benedita da Silva: An Afro-Brazilian Woman’s Story of Politics and

Love. Food First (entire book).

—Thursday, September 26—

Core Readings: Race and Politics in BrazilFilm excerpt: “Capital Sins” (10 minutes)Comparative Analysis Activity•Chaffee, Wilber, “Brazil,” in Vanden & Prevost (Ch. 15). •Feres Júnior, João, Verônica Toste Daflon, and Luiz Augusto Campos. 2011. “Lula’s

Approach to Affirmative Action and Race.” NACLA Report on the Americas, Vol. 44, No. 2 (Mar/Apr): 34-37.

•Mitchell, Gladys. 2009. “Campaign Strategies of Afro-Brazilian Politicians: A Preliminary Analysis.” Latin American Politics and Society, Vol. 51, No. 3 (Fall): 111-142.

•Bailey, Stanley. 2009. “Public Opinion on Nonwhite Underrepresentation and Racial Identity Politics in Brazil.” Latin American Politics and Society, Vol. 51, No. 4 (Winter): 69-100.

—Sunday, September 29, 5-7 pm—

Dinner at home of Paul Dosh & Andrea Galdames, 1622 Hague Ave.

—Tuesday, October 1—Core Readings: The Landless Rural Workers Movement (MST)

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9:59 Lecture: Consciousness-Raising in Brazil: The Settlements of the Brazilian Landless Workers (by Student)

Comparing Argentine and Brazilian Social Movements•Vanden & Prevost, “New Social Movements and New Politics: the MST,” pp. 268-271. •Ondetti, Gabriel. 2006. “Repression, Opportunity, and Protest: Explaining the Takeoff of

Brazil’s Landless Movement.” Latin American Politics & Society, Vol. 48, No. 2 (Summer): 61-90.

•Sales Diniz, Aldiva, and Bruce Gilbert. 2013. “Socialist Values and Cooperation in Brazil’s Landless Rural Workers’ Movement.” Latin American Perspectives, Vol. 40, No. 4 (July): 19-34.

—Thursday, October 3—Core Readings: Lula, Dilma, and the Workers Party (PT)*REMINDER: Last opportunity to turn in first Single Point Paper *Partisan Narrative: Dilma Rousseff (by Student).•Kliass, Paulo. 2012. “Beyond GDP: Dissecting Brazil’s Economic Success.” NACLA Report

on the Americas, Vol. 45, No. 2 (Summer): 26-27. •Bohn, Simone. 2011. “Social Policy and Vote in Brazil: Bolsa Família and the Shifts in Lula’s

Electoral Base.” Latin American Research Review, Vol. 46, No. 1: 54-79. •Zucco, Cesar, and Timothy Power. 2013. “Bolsa Familia and the Shift in Lula’s Electoral Base,

2002-2006: A Reply to Bohn.” Latin American Research Review, Vol. 48, No. 2: 3-24. •Bohn, Simone. 2013. “The Electoral Behavior of the Poor in Brazil: A Research Agenda.”

Latin American Research Review, Vol. 48, No. 2: 25-31.

—Tuesday, October 8, class ends at 11:30 am—Simulation #1 (directed by Paul and Jeanne and 2 Students) (in HUM 213 and HUM 228)Topic: TBA (focused on both Argentina and Brazil)

—Wednesday, October 9, 3:00 pm—*DUE: Analytic Paper #1*

STUDY CYCLE IIIRevolution, Terror, and a Questionable Peace: Guatemala

In 1959, the Cuban Revolution caught the eye of the world. In the decades that followed, Cuba inspired guerrilla movements across Latin America. Guided by Cold War thinking, the Reagan Administration sponsored a regime of state terror in Guatemala aimed at destroying leftist movements that drew inspiration from Fidel Castro. With the fall of the Berlin Wall, however, this bloody conflict gave way to a peace process in Guatemala tarnished by continued violence

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and amnesty for human rights offenders. Can terror give way to both peace and justice or do we have to choose?

—Thursday, October 10—Opening Reading #3: Rigoberta Menchú*DUE: Freewrite #3*Film: “Rigoberta Menchú: Cassandra and Crusader” (1999) (excerpt)Skills Workshop: Charts, Tables, Timelines•Menchú, Rigoberta. 1984. I, Rigoberta Menchú: An Indian Woman in Guatemala (New York:

Verso), pp. xi-xxi, 1-6, 102-116, 141-149, 172-182. •Stoll, David. 2001. Excerpts from The Rigoberta Menchú Controversy, ed. Arturo Arias

(Minneapolis: University of Minnesota), pp. 66-69, 118-120, 392-409.

—Sunday, October 13, 5-7 pm, Carnegie 304—Film Screening with Dinner•“Romero” (directed by John Duigan, 1989) (102 minutes). If you cannot attend, the film will be on reserve at Media Services.

—Tuesday, October 15—Core Readings: State Terror and the School of the AmericasFilm: “Killing in the Name of…—Economic Imperialism and the School of the Americas”

(produced and directed by Layne Mullett and Bahiyyih Comeau, 15 minutes)Joint Partisan Narratives: Rigoberta Menchú and Efraín Ríos Montt (by 2 Students)•Vanden & Prevost, “Struggling for Change: Guatemala” (pp. 257-259). •Jonas, Susanne, “Guatemala,” in Vanden & Prevost (Ch. 12). •Nelson-Pallmeyer, Jack. 2001. School of Assassins: Guns, Greed, and Globalization. New

York: Orbis, pp. vii-xix, 32-44 (Forward, Introduction, Preface, and Ch. 4). •Willis, G.E. 1997. “School of the Americas: Is the Controversial Training Center Past its

Prime?” Army Times (21 April): 12-14. •Urschel, Augustus. 2011. “School of the Americas: The Spirited Campaign Against the SOA-

WHINSEC Continues with Critics and Advocates to be Heard.” Council on Hemispheric Affairs (April 22). Available at: www.coha.org/school-of-the-americas-the-spirited-campaign-against-the-soa-

whinsec-continues-with-critics-and-advocates-to-be-heard.

—Thursday, October 17—

Core Readings: Religion in Latin America and Guatemala’s Peace Process*REMINDER: Last opportunity to turn in Single Point Paper #2*9:59 Lecture: From John XXIII to Pope Francis: Liberation Theology and Revolution in Latin

America (by Student)•Vanden & Prevost, “Religion in Latin America” (skim Ch. 6, but read pp. 139-144 carefully). •Jonas, Susanne, “Guatemala,” in Vanden & Prevost (Ch. 11, pp. 284-288).

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•Jonas, Susanne. 2000. “Can Peace Bring Democracy or Social Justice?” Of Centaurs and Doves: Guatemala's Peace Process (Boulder: Westview), pp. 93-113 (Ch. 4).

•Tran, Rebecca. 2011. “Guatemala’s Crippled Peace Process: A Look Back on the 1996 Peace Accords.” Council on Hemispheric Affairs (May 10). Available at: www.coha.org/guatemala%E2%80%99s-crippled-peace-process-a-look-back-on-the-1996-peace-accords.

•Azpuru, Dinorah. 2013. “The Gender Gap in Politics in Guatemala: 20 Years of Advances and Setbacks.” AmericasBarometer Insights: 2013, No. 95. Note: Also available in Spanish on Moodle.

—Monday, October 21, 4:45-6 pm, Olin-Rice 250—Lecture by visiting author Nancy Stout, “One Day in December - Celia Sanchez and the

Cuban Revolution.”

—Tuesday, October 22—Core Readings: Continuing Conflict in Guatemala Today

•Afflitto, Frank, and Paul Jesilow. 2007. The Quiet Revolutionaries: Seeking Justice in Guatemala. Austin: University of Texas Press (Ch. 5; pp. 100-128).

•Stuart, Jeanne. 2011. “The Testimony of a People: Identity Politics in Guatemala and Brazil.” Analytic paper for Latin American Politics, Macalester College (November 5).

•McAdams, Megan. 2011. “Bloodshed in Guatemala as Cartels and Street Gangs Wage War.” Council on Hemispheric Affairs (March 7). Available at: www.coha.org/bloodshed-in-guatemala-as-

cartels-and-street-gangs-wage-war. •O’Grady, Mary Anastasia. 2013. “The Left’s Cold War Revenge in Guatemala.” Wall Street Journal (May 19). Available at: http://online.wsj.com/article/SB10001424127887324767004578489000861712698.html.

•Burt, Jo-Marie. 2013. “Historic Verdict in Guatemala’s Genocide Case Overturned by Forces of Impunity.” NACLA Report on the Americas, Vol. 46, No. 2 (Summer): 1-3.

—MIDTERM BREAK—

—Sunday, October 27, 2013—Legislative Elections in Argentina•Check the news for the results.

—Tuesday, October 29, class ends at 11:30 am—Simulation #2 (co-directed by 3 students)Sample past topic: “Prosecuting the Guatemalan Generals.” The Guatemalan peace accords

of 1996 brought great hope to the region, but the 1998 assassination of Truth Commission leader Archbishop Juan Gerardi made clear that peace in Guatemala is

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tenuous at best. Determined to bring the genocidal Guatemalan generals to justice, Nobel Peace Laureate Rigoberta Menchú continues to pursue legal justice in the courts of Spain, but fearful allies in Guatemala urge her to desist, arguing that her righteous crusade risks plunging Guatemala back into a state of daily terror. Can Guatemalans achieve both peace and justice, or must they choose?

—Wednesday, October 30, 3:00 pm—*DUE: Analytic Paper #2: Guatemala Option*

STUDY CYCLE IVParty System Collapse and Crisis: Venezuela

In 1998, after a half-century of two-party rule, Venezuelans rejected the establishment political parties and elected the failed coup leader and “neopopulist” Hugo Chávez. Over the next eight years Chávez and his “Bolivarian Revolution” have written a new constitution, implemented leftist economic policies, and acted as a voice for the poor in the halls of government. Chavistas have come to the president’s aid several times as his policies and his presidency have been put to the test at the ballot box and through general strikes and a 2002 coup that forced him from Venezuela for 48 hours until his supporters forcefully took back the presidential palace. As the president consolidates power to achieve his domestic agenda and uses fiery rhetoric to lambast those who oppose him, how far will Chávez’s “revolution” go?

—Thursday, October 31—Opening Reading #3: An Interview with Hugo Chávez*DUE: Freewrite #4**DUE: Research Topic*Skills Workshop: Outstanding Writing Through Revision•Guevara, Aleida. 2005. Chávez, Venezuela and the New Latin America: An Interview with

Hugo Chávez. New York: Ocean Press (pp. 5-61).

—Tuesday, November 5—

Core Readings: “Partyarchy” and the Pact of Punto Fijo in VenezuelaFilm Excerpt: “Venezuela Bolivariana: People and Struggle of the 4th World War” (10 min.)9:59 Lecture: I Am Not a Tyrant: Analyzing O’Donnell’s “Delegative Democracy” (by Student). •Hellinger, Daniel, “Venezuela,” in Vanden & Prevost (Ch. 18). •Motta, Sara. 2011. “Populism’s Achilles’ Heel: Popular Democracy beyond the Liberal State

and the Market Economy in Venezuela.” Latin American Perspectives, Vol. 38, No. 1 (January): 28-46.

•O’Donnell, Guillermo. 1994. “Delegative Democracy.” Journal of Democracy, Vol. 5, No. 1, pp. 55-69.

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—Thursday, November 7—Core Readings: U.S. Policy and Chávez’s VenezuelaJoint Partisan Narratives: Hugo Chávez and Elliot Abrams (by 2 Students)•Coronil, Fernando. 2011. “Venezuela’s Wounded Bodies: Nation and Imagination During the

2002 Coup.” NACLA Report on the Americas, Vol. 44, No. 1 (Jan/Feb): 33-39. •Bigwood, Jeremy. 2010. “Full Disclosure: Buying Venezuela’s Press with U.S. Tax Dollars.”

NACLA Report on the Americas, Vol. 43, No. 5 (Sept/Oct): 6-10. •Hellinger, Daniel. 2011. “Obama and the Bolivarian Agenda for the Americas.” Latin

American Perspectives, Vol. 38, No. 4 (July): 46-62. •Ellner, Steve. 2012. “The Distinguishing Features of Latin America’s New Left in Power: The

Chávez, Morales, and Correa Governments.” Latin American Perspectives, Vol. 39, No. 1 (January): 96-114.

—Tuesday, November 12—Core Readings: Chavismo After Chávez*REMINDER: Last opportunity to turn in Single Point Paper #3*9:59 Lecture: “BURN HIM!!” Domestic Opposition to the Chávez Administration (by Student)•Azzellini, Dario. 2013. “The Communal State: Communal Councils, Communes, and

Workplace Democracy.” NACLA Report on the Americas, Vol. 46, No. 2 (Summer): 25-30.

•Fox, Michael. 2013. “Women and Chavismo: An Interview with Yanahir Reyes.” NACLA Report on the Americas, Vol. 46, No. 2 (Summer): 35-39.

•Pearce, Stephanie. 2013. “Chávez in the Americas: Increasing Autonomy in Latin America and the Caribbean.” NACLA Report on the Americas, Vol. 46, No. 2 (Summer): 40-44.

•Ellner, Steve. 2013. “Just How Radical is President Nicolás Maduro?” NACLA Report on the Americas, Vol. 46, No. 2 (Summer): 45-49.

•Motta, Sara. 2013. “‘We Are the Ones We Have Been Waiting For’: The Feminization of Resistance in Venezuela.” Latin American Perspectives, Vol. 40, No. 4 (July): 35-54.

—Thursday, November 14, class ends at 11:30 am—Simulation #3 (co-directed by 3 students)Sample past topic: “Venezuela: The Nuclear Age?” It is November 2006 and Chávez’s power

seems to be at an all time high. The continued energy crisis has sustained exorbitantly high oil prices and strong leftist political victories in neighboring countries have boosted the prospects for a vibrant ALBA (Alternativa Bolivariana para las Americas), Venezuela’s alternative to the Bush Administration’s Free Trade Agreement of the Americas. At a South American Summit, Presidents Kirchner of Argentina, Morales of Bolivia, Lula of Brazil, Bachelet of Chile, and Uribe of Colombia, have just heard a proposal by President Chávez of Venezuela to create and expand a South American power grid. With an eye toward exporting more oil and with the support of his friend, President Ahmadinejad of Iran, Chávez easily sways President Morales, but must convince left-leaning moderate Kirchner, Lula, and Bachelet, as Uribe rallies international opposition.

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—Friday, November 15, 3:00 pm—*DUE: Analytic Paper #2: Venezuela Option*

—Sunday, November 17—Presidential Elections in Chile•Check the news for the results. If none of the candidates secure an absolute majority, a runoff

election is to be held on December 15.

STUDY CYCLE V

Indigenous Resistance, Immigration, and Globalization: Mexico In 2000, after seven decades of one-party rule, Mexicans elected their first democratic president, Vicente Fox. Fox promised great results, including the resolution of the Zapatista rebellion in Chiapas. In 2001, George W. Bush and Vicente Fox were moving toward normalization of the status of millions of undocumented Mexican immigrants in the United States, but the Bush Administration’s post-9/11 national security state proved incompatible with Fox’s ambitious goals. In 2012, with drug cartel-fueled violence de-stabilizing new regions, will Mexico’s tenuous moves toward a less corrupt and more democratic society be derailed?

—Tuesday, November 19—

Opening Reading #5: Women’s Voices from ChiapasFilm: “Zapatista,” featuring narration by Daryl Hannah and Mumia Abu-Jamal, and music by

Rage Against the Machine, Neil Young & Crazy Horse, Ozomatli, and Silvio Rodriguez (excerpts).

Skills Workshop: Theoretical Framework•Ortiz, Teresa. 2001. Never Again a World Without Us. Washington D.C.: EPICA, pp. 99-131,

147-159, 184-195.

—Thursday, November 21—Core Readings: Seven Decades of PRI DominationNotes on Final Portfolio Assignment9:59 Lecture: Fraud, Thugs, and Political Dinosaurs: The Decline of the PRI in Mexico (by

Student)•Hamilton, Nora, “Mexico,” in Vanden & Prevost (Ch. 13).•Holzner, Claudio. 2007. “The Poverty of Democracy: Neoliberal Reforms and Political

Participation of the Poor in Mexico.” Latin American Politics and Society, Vol. 49, No. 2 (Summer): 87-117.

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—Sunday, November 24—*DUE: Rough Draft (email to Paul and your peer review partner)*

—Tuesday, November 26—Core Readings: The ZapatistasSlide Show: “Zapa-Tour 2001” (photographs by James Lerager)Partisan Narrative: Subcommandante Marcos (by Student). Comparing Argentina, Brazilian, and Mexican Social Movements•Vanden & Prevost, “Contemporary Struggle of the Indigenous People: Mexico,” pp. 97-101. •Stahler-Sholk, Richard. 2007. “Resisting Neoliberal Homogenization: The Zapatista Autonomy

Movement.” Latin American Perspectives, Vol. 34, No. 2 (March): 48-63. •Starr, Amory, María Elena Martínez-Torres, and Peter Rosset. 2011. “Participatory

Democracy in Action: Practices of the Zapatistas and the Movimento Sem Terra.” Latin American Perspectives, Vol. 38, No. 1 (January): 102-119.

—THANKSGIVING BREAK—

—Tuesday, December 3—

Core Readings: Felipe Calderón, Mexico’s Drug Crisis, and the Return of the PRIPartisan Narrative: Felipe Calderón (by Student)9:59 Lecture: Crosses on the Border: Femicide in Mexico (by Student)•Campbell, Howard. 2011. “No End in Sight: Violence in Ciudad Juárez.” NACLA Report on

the Americas, Vol. 44, No. 3 (May/Jun): 19-22. •Carey, Elaine, and José Carlos Cisneros Guzmán. 2011. “The Daughters of La Nacha:

Profiles of Women Traffickers.” NACLA Report on the Americas, Vol. 44, No. 3 (May/Jun): 23-24.

•Stephen, Lynn. 2011. “Testimony and Human Rights Violations in Oaxaca.” Latin American Perspectives, Vol. 38, No. 6 (November): 52-68.

•Hesketh, Chris. 2013. “The Clash of Spatializations: Geopolitics and Class Struggles in Southern Mexico.” Latin American Perspectives, Vol. 40, No. 4 (July): 70-87.

•Cypher, James. 2013. “Mexico: Prosperous, Competitive, Undergoing an Economic Renaissance.” NACLA Report on the Americas, Vol. 46, No. 2 (Summer): 16-21.

—Thursday, December 5—*DUE: Creative Writing/Art Assignment*Student Presentations of Creative Work Course Evaluations

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—Monday, December 9, 3:00 pm—*DUE: Research Paper* (due in Paul’s Poli Sci mailbox)

—Monday, December 16, 3:00 pm—*DUE: Final Portfolio (due in Paul’s Poli Sci mailbox; you are required to submit a hard copy

before you leave campus for winter break; if you leave for winter break early, you must turn in your portfolio early)*

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