Eric Van Young



		HILD 14 \| HILA 100 \| HILA 113 \| HILA 167/267 \| HILA 171/271 \|HIGR 245A HILD 14: Film and History in Latin America, Spring, 2007 Tuesdays, 5-7:50 p.m., Pepper Canyon 109 Dr. Eric Van Young Office: Muir Humanities and Social Science 5073; office hours: Monday, 1-3 p.m., and by appointment Phones: direct—(858) 534-6891; messages: x41996 e-mail: evanyoung@ucsd.edu Scope of the course: The course is meant as an introduction both to films made in Latin America (for the most part), by Latin American film-makers (with two exceptions), about Latin America, and also to the history of the region. The films range over a large span of Latin American history (at least since the area arguably became “Latin America,” from the time of the European invasion beginning in 1492), the earliest set at the time of the Spanish conquest of the Aztecs and Incas in the 16th century, the later films in the late 20th century. Most of the films are works of fiction concerned with past historical eras, but often relating to real events or figures; that is, they are cinematic attempts to represent or recreate the past. One of the central themes in the class discussions and in your writing should be about how well this attempt at recreation comes off in the films, or if it is even possible, and to what degree. We will want to talk about the history being represented in the films, certainly, but also about how film does this—what narrative and visual techniques are employed, how “real” the films are meant to be, how well the actors are cast in their roles, and so forth. In other words, look at the films not only for the story, but for the technique—the way that story is told. Course format: We will watch a film every week and have a discussion about it. I (or one of the guest presenters) will make some preliminary remarks for a few minutes before the film, and discussion will follow. The course has no discussion sections, so the talking that gets done about the films will need to be done in class. There will be a graduate student reader for the class. N.B.: Since some of the films are borrowed from other units in the UC system through inter-library loan, and therefore do not belong to the UCSD film library, they may not be available for viewing in the Film and Video Library after they have been shown in class, although several of the films do belong to us and can be viewed in this manner. So you should plan to attend class regularly. Course requirements: There will be two short papers (3-4 pages each) and one longer paper (about 10 pages) required of each student. One short paper will be due in class in week 3, the second in week 7. The papers should be submitted in Times New Roman, 12-point font; should have proper bibliographic references of the author-title-page style (i.e., Tut, My Pyramid, 33); and should be accompanied by a bibliography. Lateness in submission of the papers will be penalized. The topics of the short papers have yet to be decided. The long essay will need to be submitted at the end of the last class session, in week 10, and is likely to relate to the general issue of cinematic representations of history. There will also be at least 3 quizzes, in class, about 5-10 minutes each, relating either to the reading, or the films, or both. There will be no final examination. Each of the quizzes is likely to count 5% of the total grade, the short essays 15% each, the long essay 50%, and a fudge factor for class participation 5%, at the discretion of the instructor. A note about in-class discussion: It is essential that all students try to participate in class discussions, not only because it may affect your grade, but also because the appreciation of film is such a subjective process that discussion, and the statement of different opinions, are most likely to bring out aspects of the film that one may not necessarily have noticed. Readings: All the following books are required, all of them will be on reserve in the Geisel Library, and all except Reed, Insurgent Mexico (which is out of print), will be on sale at Groundwork Books: 1) John King, Magical Reels: A History of Cinema in Latin America, 2nd ed. (Verso, 2000), paperback. 2) Chon A. Noriega, ed., Visible Nations: Latin American Cinema and Video (University of Minnesota Press, 2000), paperback. 3) John Reed, Insurgent Mexico (International Publishers, 1988) (out of print). 4) John Charles Chasteen, Born in Blood and Fire: A Concise History of Latin America, 2nd ed. (Norton, 2006), hardback. A note about the readings: Although the Chasteen text is a hardback book, and therefore somewhat expensive, I felt justified in assigning it since there are only three books assigned for the course in total. Since there is no “textbook” in the usual sense of the word, Chasteen is meant to provide general context by giving an overview of Latin American history, and should be read that way. Since his treatment does not correspond to any of the films specifically, it should be read in chunks, as indicated in the reading assignment calendar. Nor is there necessarily any direct correspondence between the other texts and the film being shown in any given week, although there often is. So students will need to do much of the intellectual work of integrating the readings with their experience of the films—that is, in part, what the course is about. The size of the weekly reading assignments is quite variable, so it would be a good policy to keep up with them and not get backed up. Course calendar and readings: Week 1: 3 April FILM: “Viva Zapata!” (“Long Live Zapata!”), directed by Elia Kazan (U.S., 1952; 112 mins.) READING: Noriega, Visible Nations, chapter 4 by Seth Fein on Mexico (pp. 82-111) Week 2: 10 April FILM: “La otra conquista” (“The Other Conquest”), directed by Salvador Carrasco (Mexico, 1999; 112 mins.) READING: King, Magical Reels, Introduction and first three chapters; and chapter 6, on Mexico (pp. 1-77) Chasteen, begin reading Born in Blood and Fire, introduction, and chapters 1 and 2 (pp. 15-89)—finish reading it by week 5; Noriega, Visible Reels, Introduction and chapters 1 and 2 (pp. xi-50) Instructions for first short essay will be given during class Week 3: 17 April FILM: “Aguirre, Wrath of God” (“Aguirre, Wrath of God” [a little joke]), directed by Werner Herzog (Germany, 1973; 94 mins. ) READING: None First short essay due in class Week 4: 24 April FILM: “Quilombo,” directed by Carlos Diegues (Brazil, 1984; 114 mins.) READING: King, Magical Reels, chapter 5 (pp. 105-128) Week 5: 1 May FILM: “Tupac Amaru,” directed by Federico García Hurtado (Peru, 1984; 93 mins.); guest presenter: Prof. Christine Hunefeldt, Department of History READING: King, Magical Reels, chapter 9 (pp. 189-206) Chasteen, Born in Blood and Fire, chapter 3 (pp. 91-116) Week 6: 8 May FILM: “Camila,” directed by María Luisa Bemberg (Argentina, 1984; 105 mins.) READING: King, Magical Reels, chapter 4 (pp. 79-103) Chasteen, Born in Blood and Fire, chapters 4, 5, 6 (pp. 119-214) Instructions for second short essay will be given during class Week 7: 15 May FILM: “Reed: México insurgente” (“Reed: Insurgent Mexico”), directed by Paul Leduc (Mexico, 1973; 110 mins.); guest presenter: Prof. Ev Meade, Department of History READING: Reed, Insurgent Mexico, entire Chasteen, Born in Blood and Fire, chapters 7 and 8 (pp. 217-246) Second short essay due in classWeek 8: 22 May FILM: “Memorias del subdesarrollo” (“Memories of Underdevelopment”), directed by Tomás Gutiérrez Alea (Cuba, 1968; 104 mins.); possible guess presenter READING: King, Magical Reels, chapter 7 (pp. 145-167) Noriega, Visible Nations, chapters 7, 8, 9 (pp. 143-216) Chasteen, Born in Blood and Fire, chapter 8 (pp. 249-277) Week 9: 29 May FILM: “La ley de Herodes” (“Herod’s Law”), directed by Luis Estrada (Mexico, 2003; 122 mins.) READING: King, Magical Reels, conclusion and afterword (pp. 245-297) Noriega, Visible Nations, chapters 10, 11, 12, 13 (pp. 219-301) Chasteen, Born in Blood and Fire, chapters 9, 10 (pp. 279-329) Week 10: 5 June FILM: “Lista de espera” (“The Waiting List”), directed by Juan Carlos Tabio (Cuba, 2000; 102 mins.) READING: No new reading; but finish up what you have not done yet Longer essay due in class HILA (History) 100, Fall, 2003 MWF 2-2:50 p.m., Center Hall 113 Latin America: Iberian Empires and Colonial Frustrations (A survey of colonial Latin American history) Instructor: Dr. Eric Van Young Office hours: Monday, 3-5 p.m, and by appointment Office: Muir HSS 5072 Phone: x43612 (and voice mail) E-mail: evanyoung@ucsd.edu (Please use this sparingly) Scope of the course: The course is a survey of the early period of Latin American history, from 1492 to about 1800 or so, including the European background and the major New World indigenous civilizations. HILA 100 is part of an entire year-long sequence surveying the history of Latin America up to the present, and is followed by HILA 101 and HILA 102. Course format: Three hours of lecture per week; discussion as appropriate; a film; section meetings. The dates on the calendar, especially of the lecture topics, are only approximate, and subject to adjustment as the professor lags behind his own outline. Course requirements: Final exam: Essay and short answer, in class, 2-3 hours in length; 45% of grade. Mid-term exam: Essay and short answer, in class, 50 minutes long; 10% of grade. Research paper: A research paper of at least ten (10) pages in length, on some topic of the student’s choice; 45% of grade; see attached guide sheet for details. N.B.: All the course requirements must be fulfilled if the student expects to get a passing grade, even if the course is taken on a pass/not pass option. Teaching assistant and section discussions: Edward Wright-Rios is the Teaching Assistant. Two section meetings will be set up during the first week of class, time and place TBA; TA office hours also TBA. Attendance at section meetings is not mandatory, since this is an upper-division course, but is strongly recommended; content at discretion of TA. At a minimum, readings will be discussed and lecture material expanded upon in the discussion sections. Required readings (in order of their use): Kirkpatrick Sale, The Conquest of Paradise Kenneth Mills and William B. Taylor, eds., Colonial Spanish America: A Documentary History Kathryn Burns, Colonial Habits Karen Racine, Francisco de Miranda: A Transatlantic Life All the required texts are available in paperback at the UCSD Bookstore, and all have been placed on reserve in the Humanities and Social Sciences Library. This is a substantial amount of reading, but is by no means excessive. A fifth text has not been assigned because students are expected to do considerable reading for their research papers. N.B.: Students should read the relevant sections from the Mills and Taylor book as indicated in the lecture/thematic outline of the course. Beyond this, the instructor will indicate from time to time, with at least a day’s notice, which selections from the book will be discussed briefly in class the following class meeting. There are fifty such selections (admittedly, some of them are images analyzed by the editors), so we cannot discuss them all, only selected ones. There are also some interesting on-line collections of sources on the colonial period–with lists of additional readings, maps, chronologies, etc.–in which you might just want to browse for your own interest and to supplement the assigned readings. Three of these are: www.emory.edu/COLLEGE/CULPEPER/BAKEWELL; www.oberlin.edu/Õsvolk/latinam.htm; and (for a collection of links to various Latin America-related sites) www.skidmore.edu/Õjdym/Links-Colonial.htm. Instructor’s policies 1) No “Incompletes” will be given except for compelling personal/medical reasons. 2) Papers must be typed; handwritten papers will not be accepted; late papers will be penalized 2 points per day. 3) Exams must be taken in bluebooks, which the student is expected to provide. 4) Roll will not be taken, but regular class attendance is strong recommended; since there is no central textbook as such, the lectures form the spine of the course and missing lectures will seriously impair not only the student’s understanding of the material, but also her/his ability to do well on the exams. 5) Harassment of the instructor via electronic mail is likely to be counter-productive for the student (that is, it will irritate me, and attach a name to the irritation), so use this means of contact sparingly. If it’s worth asking a question about something, it’s probably worth talking to me after class or during office hours. Reading and Lecture Topics; Calendar Day/Date I. Backgrounds 26 Sept. Fri. Introduction 29 Sept. Mon. The Iberian background 1 Oct. Wed. The Iberian background (continued) Read pp. 27-33 in Mills and Taylor 3 Oct. Fri. The native cultures 6 Oct. Mon. The native cultures (continued) (This is Yom Kippur; observant Jewish students may wish to skip class, but are nonetheless responsible for the lecture material/discussion.) II. First Generations of the Conquest 8 Oct. Wed. No class–instructor out of town 10 Oct. Fri. No class–instructor out of town 13 Oct. Mon. European expansion and conquest; Columbus The Columbus business: discovery, encounter, or just a disaster? (Appropriately enough, Columbus Day [Dia de la Raza on the 12th.) 15 Oct. Wed. European expansion and conquest; Columbus (continued) Read all of Sale, Conquest of Paradise, and discuss briefly 17 Oct. Fri. Film: “First Contact” 20 Oct. Mon. Trans-Atlantic perceptions; discussion of film “First Contact” 22 Oct. Wed. Trans-Atlantic perceptions (continued) Students should have read/be reading pp. 1-152 of Mills and Taylor 24 Oct. Fri. Demographic collapse 27 Oct. Mon. Colonial adjustments to about 1600 29 Oct. Wed. Catch-up and review 31 Oct. Fri. Mid-term exam, in class 3 Nov. Mon. Sugar and society in Brazil 5 Nov. Wed. Sugar and society in Brazil (continued) III. The Mature Colonies Students should have read/be reading Mills and Taylor, pp. 153-262, for this entire unit 7 Nov. Fri. The sinews of empire: trade In the King’s name: colonial government 10 Nov. Mon. The fabled wealth of the Indies: silver 12 Nov. Wed. Silver (continued) People and the land: agriculture and the great estate 14 Nov. Fri. People and the land (continued) 17 Nov. Mon. Social stratification and race mixture 19 Nov. Wed. Colonial church, colonial culture Read Burns, Colonial Habits, and discuss briefly 21 Nov. Fri. Brazil in the 18th century 24 Nov. Mon. Brazil in the 18th century (continued) IV. The Beginning of the End Students should have read/be reading Mills and Taylor, pp. 263-346, for this entire unit 26 Nov. Wed. The Enlightenment and 18th-century reforms 28 Nov. Fri. No class–Thanksgiving holiday 1 Dec. Mon. The Enlightenment, etc. (continued) 3 Dec. Wed. Background to rebellion Read Racine, Francisco de Miranda, and discuss briefly 5 Dec. Fri. Catch-up and review as time allows Papers due by 5 p.m. RESEARCH PAPER GUIDELINES 1) The paper is meant to accomplish three things: a) it is an exercise in writing; b) it is an exercise in research–specifically in this case historical materials and literature; c) it is meant to provide the student an opportunity to explore some aspect of colonial Latin American history in greater depth than the overall course format allows. 2) It is strongly recommended that the student consult with the TA and/or instructor concerning the topic and sources for the essay, that topics be selected as early in the quarter as possible (say, by the second or third week), and that work on the research begin early to avoid difficulty with obtaining books in the library, etc. The instructor will be available to read and comment upon paper drafts, provided these are not submitted at the last minute. 3) The topic should be sufficiently broad so as to allow the student to do sufficient research–i.e., not so narrow or specialized that there is no historical or other writing on it--but not so broad as to be meaningless. Example of the former: “Columbus’s Bed-Wetting: Its Historical Influence” (well, if you could find sources, this might be interesting); example of the latter: “The Economy of Colonial Latin America.” 4) The essay may be devoted entirely to some relevant aspect of pre-conquest Iberian or pre-Columbian native American history. If the topic embraces the post-colonial period, however, the paper must have one foot firmly planted in the colonial era. 5) The essay should have a central idea, hypothesis, or argument–it should not just be a collection of odd facts thrown together. 6) The essay should reflect substantial thought and research in sources outside the course’s assigned texts, although these may also be used. At a minimum, “substantial” means at least six sources (books, documentary collections, journal articles, etc.) related to the topic. Those students interested in working in primary (i.e., original, unpublished) sources, in materials in languages other than English (e.g., Spanish, French, Portuguese, etc.), or on areas not covered in the course (e.g., the Caribbean) are welcome to do so, but should consult with the TA and/or instructor first. 7) The following are also important aspects of the essay: a) considerable attention should be paid to style, grammar, spelling, and so forth; and the final product should be proof-read carefully for errors; b) the essay should be at least ten pages in length, though anything up to about 25 pages or so will be read with interest; don’t try to fudge the length by manipulating the margins, please; c) the essay should have a title page, some consistent form of references (foot-notes, end- notes, or social science-style notes in the text), and a bibliography at the end; d) the paper should be typed, double-spaced. Top HILA 113 Lord and Peasant in Latin America (From Columbus to the Chiapas Zapatistas) Instructor: Dr. Eric Van Young Office Hours: Tuesdays, 11 a.m.-1 p.m.; H&SS 5073 Contact: office–x46891 (direct and voice mail), x41996 (message); e-mail: evanyoung@ucsd.edu Scope of the course: The course will focus on what is certainly one of the most important issues in the history of the Latin American region-the ongoing relationships between humans and the land, and the social and political arrangements which have grown out of those relationships and, in turn, influenced them. But it will take in more than just what might be called agrarian history-that is, the history of farming; it takes on something broader that might be called rural history-that is, not only farming, but other things that occur in rural areas. In contrast to the United States, for example, where in many areas of the country independent family farming came to dominate (although it is rapidly disappearing today), much of Latin America has seen the development of a hard-pressed peasant class on the one hand, and great privately owned estates (haciendas, ranchos, plantations) on the other. The reasons for this divergence will concern us in this course, as well as other aspects of man-land relationships, such as population change, technological innovation (or the lack of it), external dependency, political instability, and so on. The object of this approach is to show how fundamental the man-land relationship has been in the historical formation of Latin America, to look at the cultural as well as the economic dimension of rural life, and to demonstrate some of the ways in which these same relationships influence societies in general. Course format: 2 hours, 40 minutes of lecture weekly, with class discussion as appropriate; some guest lecturers; a film (if I can get it together). Course requirements: 1) Mid-term exam: in class, about 75 minutes long, consisting of an essay and several short identifications; 20% of final grade (a study guide will be made available several days in advance). 2) Final exam: during exam week, in class, about 2-1/2 hours long, mostly essay with some short identifications; 40% of final grade (study guide available in advance). 3) Book review essay; at least 8 pages in length (see attached paper guide); 40% of final grade. Instructor's policies: 1) All exams must be taken in blue books. 2) The book review essay must be typed. 3) No Incompletes will be given except for compelling personal and/or medical reasons. 4) No attendance will be taken, of course; but all things considered, you will not do well in the course unless you attend lectures regularly, especially since there is no central textbook. Required reading: The following books (in order of use) are all required reading for the course; all are available in paperback at Groundwork Books except Basta!, by Collier and Quaratiello, which for inscrutable reasons was ordered for the UCSD Bookstore, and is to be purchased there. The books are also to be found on reserve in the Humanities and Social Science Library. The indication of the authorís name in the lecture calendar below means that you should be reading the book concurrently with that unit of material, and that there is likely to be some class time devoted to discussion of the book during that unit of material. I cannot be more exact than that since, although these are the course texts, they are not textbooks in the conventional sense, but academic monographs, and each should be read as a whole. Elinor K. Melville, A Plague of Sheep: Environmental Consequences of the Conquest of Mexico (1997) Katia M. de Queiros Mattoso, To Be a Slave in Brazil, 1550-1888 (1989) Robert W. Patch, Maya Revolt and Revolution in the Eighteenth Century (2002) Ariel de la Fuente, Children of Facundo: Caudillo and Gaucho Insurgency during the Argentine State-Formation Process (La Rioja, 1853-1930) (2000) George A. Collier, with Elizabeth L. Quaratiello, Basta! Land and the Zapatista Rebellion in Chiapas, 3rd ed. (2005) Course Calendar (subject to change) Dates Lecture topics/readings Weeks 1-2 (4/6 April, 11/13 April) Introduction and overview The population problem Native societies of the Americas Weeks 3-4 (18/20 April, 25/27 April) The colonial period; read Melville and Patch (possible guest lecture) Weeks 5-6 (2/4 May, 9/11 May) Latin America and the world economy to 1929 Sugar in the New World: Brazil; read Mattoso Argentina; read de la Fuente mid-term exam in class Weeks 7-8 (16/18 May, 23/25 May) Political solutions, I: The Mexican Revolution Political solutions, II: The Cuban Revolution Weeks 9-10 (30 May/1 June, 6/8 June) Economic solutions and their consequences read Collier and Quaratiello catch-up-day papers due by 5 p.m., Thursday, 8 June Guidelines for Book Review Essay The object of this exercise is for the student to select a book of her/his choice (it may be in English or Spanish) which looks closely at some aspect of the rural or agrarian history of Latin America during the last 1000 years or so. Novels or works of literary criticism are not acceptable, travel accounts might be. In addition to the substantive learning (i.e., facts and generalizations) that such a close reading entails, the work should also be looked at from a critical point of view-that is, as a work of historical writing. Basic requirements: 1) The paper should be at least eight pages in length, though longer essays will be read with pleasure (standard margins, spacing, and fonts, please). 2) The paper must be typed. 3) Considerable attention should also be paid to matters of style, proof reading, and so forth. If the paper is badly or carelessly written, the grade will suffer accordingly. If you do not have confidence in your writing abilities, come see the instructor for help, or consult one of the tutorial writing help programs on campus. Complete drafts (i.e.,not just outlines or fragments of drafts) will be read by the instructor (and comments offered) if submitted in a timely fashion. 4) The book selection must be cleared with the instructor by the end of the eighth week of class (25 May). If this is not done, the essay will not be accepted-count on it. 5) Some suggestions about identifying interesting works to review: -consult bibliographies of course texts or other similar recent works -consult reviews and/or review articles in historical journals like Hispanic American Historical Review, Mexican Studies/Estudios Mexicanos, Journal of Latin American Studies, Latin American Research Review, etc. (all in UCSD library) -do thorough subject searches in on-line catalogs The paper should engage with the following points, though not necessarily in this order, and students are welcome to discuss other aspects, as well : 1) State the central idea or hypothesis of the book, if you can detect one. 2) Summarize the arguments or points the book makes to prove the central idea or hypothesis, but be relatively brief and concentrated in your summary-don't go on and on restating the argument or the evidence. 3) Describe the kinds of evidence the author uses to prove her/his points-e.g., is it quantitative (in the form of numbers), and if so, are the sources likely to be reliable?; is it contemporary testimony of historical participants or observers?; is it mostly drawn from modern (present-day) accounts by historians or other scholars (i.e., secondary sources)?; or is it a combination of these and/or other types of evidence? What kind of evidence do you find most convincing, and what are your reasons? 4) Discuss the logic of the arguments. Do the conclusions follow from the evidence? Is the reasoning clear? Do the arguments in fact prove the hypothesis, or not? Are the arguments convincing? If not, why not? Is the writing good? 5) Finally, state your opinion of the book. Did you like it? Do you think the book is original? Does it contradict any of what you have read elsewhere, or any ideas you may have held previously? Do any of the conclusions surprise you? (To help you situate the book in its field and develop a critical opinion of it, here is a tip: you might look up some reviews of it in scholarly journals, book review digests, newspaper book review supplements, etc., but be sure to cite the source if you quote from any of them; lengthy direct quotes from uncited sources will be treated as plagiarism if detected.) 6) You may not use any of the assigned books in the course for the central work of this assignment, although you may choose to draw upon them for criticism, ideas, etc. HILA 1671/HIGR 267—The Historical Literature of Colonial Latin America: An Introduction Spring, 2007 Mondays, 10 a.m.-12:50 p.m., HSS 6008 Instructor: Dr. Eric Van Young Muir Humanities and Social Science 5073 and office of the Dean of Arts and Humanities, 3410 Literature Building; office hours: Monday, 11-2 p.m., and by appointment Phones: direct—(858) 534-6891 (direct); messages: 534-6270 e-mail: evanyoung@ucsd.edu There is no reading assigned in advance of the first seminar meeting (Monday, 1 October) since there is no assurance of who or how many will be in the seminar, or how to get in touch with seminar members. Normally there would be a series of student essay/oral presentations during the last week or even two of the quarter, but since the first weekly meeting has no reading, I will be out of town on Monday, 5 November, and there is a university holiday on Monday, 12 November, there will only be seven actual seminar meetings. There will, therefore, be no student presentations of essays. Course requirements: The major written work of the seminar will be a historiographical essay of at least 20 pages in length from the graduate students, and 15 pages from the undergraduates (it may be longer, even a lot longer, but should in no case be shorter), surveying one of the themes in the seminar reading list, in the extensive supplementary bibliography, or another theme of equivalent breadth of the student's choice; the instructor should be consulted early regarding choice of theme and approach. An alternative approach would be to select a major colonialist scholar (Brazil and the Caribbean are also allowable here) and examine her/his work in depth. This essay will account for about 80% of the final grade, and is due without fail at the end of the day on Friday of exam week, 14 December 2007. No incompletes will be assigned except for serious medical or other compelling personal reasons. There will also be due, in week seven of the quarter, a prospectus for this essay of no less than three pages in length, with an appended bibliography of at least a dozen items that will be part of the final essay. This will be worth about 10% of the final grade. A full and active participation in seminar discussions is expected of all students; a "fudge factor" for this will be included in the final grade, amounting to about 10%. This participation will include making contributions on a consistent basis to seminar discussions, and presenting or co-presenting at least one book and accompanying article in the seminar. The lead presentation should consist of a deep analysis of the book being read, of at least 15-20 minutes in length; speculation is okay here once the substance of the book has been addressed, but rambling and lots of personal opinion are not. There will be more specific indications in seminar about what is expected in these presentations. Seminar members other than the presenter should bring to class some observations on the material under discussion, rather than sit passively by waiting for something interesting to turn up or hiding behind a column in the seminar room. These essaylets will be due each week at the time of the seminar, and should amount to at least a dense and thoughtful typed page. These will not be graded formally, but if they demonstrate writing problems I will correct them and hand them back with comments. Regarding the historiographical essay: Given the limited holdings of the Central Library and heavy use by undergraduates for research papers, it is strongly advised that you pick your books/articles out for this essay well ahead of time and check them out of the library. You will note that there are two meeting days when we will not be able to meet, one owing to my absence from San Diego (5 November), the second because of a university holiday (12 November). There will nonetheless be readings assigned for those days, which students are expected to do on their own. Given the virtual impossibility of our determining a day in common for a non-scheduled makeup seminar meeting, we will need to discuss three substantial books in the meeting of 19 November. You will notice from the reading schedule of the seminar that for some of the meetings there is an article or articles named, and in three cases (8 and 29 October, and 3 December) an article TBA (to be announced); these will be read in conjunction with the book of the week. For the specified articles the instructor will supply multiple copies of the essays; these will be placed in a box in the graduate lounge. The seminar members should coordinate use of these amongst themselves and may of course make copies for their own use. For the three remaining weekly meetings, one member of the seminar will volunteer well ahead of that week's meeting to identify a significant article bearing on the week's theme--a review essay, a historiographical or methodological article, a "think piece" by an established scholar, but in no case a monographic study--and make it available to the other seminar members in the usual fashion; more details on this in seminar. Readings: All the books are available for purchase in paperback at the UCSD Bookstore and will also be placed on reserve in the Humanities and Social Sciences Library. My advice is that students purchase all of these unless they feel purchase of the books presents an undue financial drain on them. I know the list leans too heavily toward Mexico; there are number of reasons for this, which we can discuss in the seminar. A general bibliography on colonial Latin America, compiled by the instructor, will be made available to all students. This list makes no claim to completeness, concentrates rather heavily on the Anglophone literature (as one graduate student pointed out rather uncharitably some years ago), tends to emphasize Mexico more than some other areas, and has only been sporadically updated over the years, most recently in 1999. Still, at least it is a starting point for the development of a reading list for the colonial Latin America minor field examination for non-colonialists among the graduate students, will help those concentrating in the colonial period, as well, and will perhaps serve to give some ideas for the final essay to undergraduates and non-Latin American history graduate students. N.B.: This is a combined graduate seminar/undergraduate colloquium. Undergraduate students are expected to keep up with the reading, participate in the discussions, and submit a final essay just the same as graduate students. Undergraduate students are, of course, welcome to talk with the instructor at any time about the class work. CALENDAR Meeting of Reading/discussion topics/calendar 1 October Introduction; no reading assigned (short session) 8 October Colonial historiography and European perception Jorge CaZizares-Esguerra, How to Write the History of the New World Article TBA 15 October Ethnohistory James Lockhart, The Nahuas After the Conquest Article by Matthew Restall from Latin American Research Review on native-language-based ethnohistory 29 October Gender, sexuality, the family Bianca Premo, Children of the Father King: Youth, Authority, and Legal Minority in Colonial Lima Article TBA 5 November Rural society Eric Van Young, Hacienda and Market in Eighteenth-Century Mexico (2nd ed.) No seminar meeting—Van Young out of town Article by Van Young on rural history from Oxford University Press collection; This book will be discussed along with the books by Voekel and Thomson in the seminar of 19 November 12 November Religious sensibility Pamela Voekel, Alone Before God: The Religious Origins of Modernity in Mexico; Article by Van Young on “The New Cultural History”; No seminar meeting–Veteran’s Day holiday 19 November Forms of resistance and rebellion Sinclair Thomson, We Alone Will Rule: Native Andean Politics in the Age of Insurgency; article by Van Young, “The Cuautla Lazarus”; also discussion of books by Van Young and Voekel; paper prospectus due in class 26 November Forms of resistance and rebellion, continued; Independence Eric Van Young, The Other Rebellion: Popular Violence, Ideology, and the Mexican Struggle for Independence, 1810-1821 Article by Alan Knight, response by Van Young, on “The Other Rebellion” 3 December Independence, continued Jaime Rodriguez, The Independence of Spanish America 14 December Papers due by 5 p.m. HILA 171/HIGR 271—Colloquium on The Mexican Revolution Spring, 2007 Mondays, 10 a.m.-12:50 p.m., HSS 6008 Instructor: Dr. Eric Van Young Muir Humanities and Social Science 5073; office hours: Monday, 1-3 p.m., and by appointment Phones: direct—(858) 534-6891; messages: x41996 e-mail: evanyoung@ucsd.edu Scope of the course: This is a graduate-level seminar-style course in which advanced undergraduates are very welcome. The seminar is intended to introduce students in Latin American history, Latin American Studies, and those with a thematic or area interest to the vast and rich historical literature on the era of the Mexican Revolution, broadly defined as encompassing the years 1876-1940, as well as to raise broader issues of historical method and theory. The readings are almost exclusively in English because of the problems of accessibility and cost in stocking books from Mexico. Course requirements: The formal work of the course will consist of a single 20-page essay for graduate students, and a 15-page essay for undergraduates (these are the minimum acceptable lengths—longer essays gladly accepted), on some aspect of the Mexican Revolution. The research may be done all or in part in Spanish if the student has the linguistic capability, but a reading knowledge of Spanish is not a requirement of the course. There will also be required of both groups a short prospectus for the paper (1-3 pages will suffice), along with a preliminary bibliography, due by the sixth week of the quarter without fail. What the instructor expects from the paper will be discussed in class. An important (if unquantifiable) part of the final grade with also depend upon students’ consistent engagement in seminar discussions. Course format: The standard format for such a course is three hours of seminar meeting weekly, with strong student participation in the form of discussion and occasional more formal presentations required of every student, size of the group permitting. There may be one or more guest discussion leaders during the quarter. Readings: The readings are listed below, more or less in the order in which they will be discussed in the seminar, although the order might change as circumstances dictate. All the books (except Barron) should be available at Groundwork Books and on reserve in the Geisel Library. The instructor will provide xeroxed copies of the book by Barrón to students at cost ($9.00). There may also be supplemental readings during some weeks in the form of copies of journal articles or book chapters; these will be provided by the instructor free to the students unless the cost becomes prohibitive. Calendar/Readings Meeting of: 2 April Introduction; brief discussion (It was not possible to schedule reading in advance of the first meeting since it was not clear how many students would be registered or what their names are.) 9 April Alan Knight, The Mexican Revolution, vol. 1: Porfirians, Liberals, and Peasants (University of Nebraska Press, reprint ed., 1990) 16 April Alan Knight, The Mexican Revolution, vol. 2 (University of Nebraska Press, reprint ed., 2007) 23 April Paul Garner, Porfirio Díaz (Longman, 2001) 30 April Theda Skocpol, Social Revolutions in the Modern World (Cambridge University Press, reprint ed., 2005) 7 May Allen Wells and Gilbert Joseph, Summer of Discontent, Seasons of Upheaval: Elite Politics and Rural Insurgency in Yucatán, 1876-1915 (Stanford University Press, 1996) paper prospectus and preliminary bibliography due in class 14 May John Womack, Zapata and the Mexican Revolution (Vintage, 1970) 21 May Jürgen Buchenau, Plutarco Elías Calles and the Mexican Revolution (Rowman and Littlefield, 2007) 28 May Memorial Day holiday—no class meeting Read for discussion on 4 June: Daniel Nugent, Spent Cartridges of Revolution: An Anthropological History of Namiquipa, Chihuahua (University of Chicago Press, 1993)4 June Mary Kay Vaughan and Steven Lewis, eds., The Eagle and the Virgin: Nation and Cultural Revolution in Mexico, 1920-1940 (Duke University Press, 2005); also discuss Nugent book N.B.: A supplemental reading, to be done alongside the others as the quarter progresses, but the earlier the better: Luis Barrón, La revolución mexicana (Mexico City, CIDE/Fondo de Cultura Económica, 2006); This is a very useful bibliographical essay, consisting of a commentary of reasonable length and a detailed list of book citations in several languages on the Mexican Revolution, that may be helpful for the paper assignment. HIGR 245A Monday, 9 a.m.-12 p.m., HSS 5086 Fall, 2003 THE HISTORICAL LITERATURE OF COLONIAL LATIN AMERICA: AN INTRODUCTION Instructor: Dr. Eric Van Young Office hours: Monday, 3-5 p.m., and by appointment; HSS 5073 Contact: office–x46891 (direct and voice mail), x41996 (message); e-mail: evanyoung@ucsd.edu N.B.: There is no reading assigned in advance of the first seminar meeting (Monday, 29 September) since the instructor was unsure who or how many would be in the seminar, or how to get in touch with seminar members. Normally there would be a series of student essay/oral presentations during the last week or even two of the quarter, but since the first weekly meeting has no reading, leaving only nine meetings, there will be no student presentations of essays. Course requirements: The major written work of the seminar will be an historiographical essay of at least 20 pages in length (it may be longer, even a lot longer, but should not be shorter) surveying one of the themes in the seminar reading list, in the extensive supplementary bibliography, or another theme of equivalent breadth of the student's choice; the instructor should be consulted early regarding choice of theme and approach. An alternative approach would be to select a major colonialist scholar (Brazil and the Caribbean are also allowable here) and examine her/his work in depth. This essay will account for about 90% of the final grade, and is due without fail on Friday of exam week, 12 December (auspicious day) 2003. No incompletes will be given except for medical or other compelling personal reasons. A full and active participation in seminar discussions is expected of all students; a "fudge factor" for this will be included in the final grade, amounting to about 10%. This participation will include leading at least one discussion in the seminar. The lead presentation should consist of a deep analysis of the book being read, of at least 15-20 minutes in length, and then actually leading the ensuing discussion (with instructor's interventions). Speculation is okay here once the substance has been addressed; rambling and lots of personal opinion are not. There will be more specific indications in seminar about what is expected in these presentations. Seminar members other than the presenter should bring to class some observations on the material under discussion, rather than sit passively by waiting for something interesting to turn up. For the week in which there is no common reading of a book–10 November, the theme the late colonial economy--seminar members are expected to distribute ahead of time to the other seminar members a short gloss of the book they have chosen to read that week, no more than 2-3 pages in length. Each seminar member will then be responsible for the normal presentation of the book they have chosen to read, consisting of a 15/20-minute oral presentation. One student member of the seminar should supply a xeroxed copy of an article to be read in common by all seminar members. These papers should summarize the substantive content of the book, make some mention of methodological and theoretical approaches, and if possible indicate where the book stands in relation to the colonial historiography. Given the limited holdings of the Central Library and heavy use by undergraduates for research papers, it is strongly advised that you pick your books out for this week well ahead of time and check them out of the library. You will notice from the reading schedule of the seminar that for some of the meetings there is an article TBA (to be announced), to be read in conjunction with the book of the week. For some weeks the instructor will supply multiple copies of the selected articles; these will be placed in a box in the graduate lounge. The seminar members should coordinate use of these amongst themselves and may of course make copies for their own use. For the remaining weekly meetings, one member of the seminar will volunteer well ahead of that week's meeting to identify a significant article bearing on the week's theme--a review essay, an historiographical or methodological article, a "think piece" by an established scholar, but in no case a monographic study--and make it available to the other seminar members in the usual fashion; more details on this in seminar. Readings: Eight of the books–CaZizares-Esguerra, Lockhart, Viqueira-Albán, Twinam, Hoberman and Socolow, Voekel, Van Young, and Uribe–are available for purchase at the UCSD Bookstore in the Price Center, and will also be placed on reserve. My advice is that students purchase all of these unless they feel purchase of the books presents an undue financial drain on them. N.B.: I know the list leans too heavily toward Mexico; there are number of reasons for this, which we can discuss in the seminar. A general bibliography on colonial Latin America will be made available to all students. This list makes no claim to completeness, concentrates rather heavily on the Anglophone literature (as one graduate student pointed out rather uncharitably some years ago), tends to emphasize Mexico more than some other areas, and has only been sporadically updated over the years, most recently in 1999. Still, at least it is a starting point for the development of a reading list for the colonial Latin America minor field examination for non-colonialists, and will help those concentrating in the colonial period, as well. Meeting of Reading/discussion topics/calendar 29 Sept. Introduction; no reading assigned (short session) 6 Oct. Colonial historiography and European perception Jorge CaZizares-Esguerra, How to Write the History of the New World Article TBA 13 Oct. Ethnohistory James Lockhart, The Nahuas After the Conquest Article by Matthew Restall from LARR on native-language-based ethnohistory 20 Oct. “Popular culture” and cultural history more generally Juan Pedro Viqueira Albán, Propriety and Permissiveness in Bourbon Mexico Van Young and Haber articles from HAHR issue on “The New Cultural History,” plus one other article from the same number of the HAHR; and Alan Knight’s article on NCH from LARR 27 Oct. Gender, sexuality, race Ann Twinam, Public Lives, Private Secrets: Gender, Honor, Sexuality... Article TBA 3 Nov. Rural society Hoberman and Socolow, The Countryside in Colonial Spanish America Article TBA 10 Nov. The late colonial economy Book of the student’s choice, article TBA, short papers due before seminar meeting and distributed to seminar members 17 Nov. Religious sensibility Pamela Voekel, Alone Before God: The Religious Origins of Modernity in Mexico Article TBA 24 Nov. Forms of resistance and rebellion Eric Van Young, The Other Rebellion: Popular Violence, Ideology...1810-1821 Article by Van Young, “The Cuautla Lazarus” 1 Dec. Age of Revolution, periodization Victor Uribe-Uran, ed., State and Society in Spanish America Closing discussion 12 Dec. Papers due by 5 p.m. Top UCSD \| History \| Eric Van Young Home