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ProfessorOkeziT.OtovoFloridaInternationalUniversity
DepartmentofHistoryLAH4634:PoliticsofRaceandNationinBrazil
Fall2016
ClassMeetings:MondaysandWednesdays,5:00-6:15pm;LC110
Email:[email protected]:(305)348-6274
Office:DM350BOfficehours:M3:00-4:30pmandW3:00-4:30pm
CourseDescriptionandObjectivesFewsubjectshaveintriguedsocialandculturalhistoriansofBrazilmorethanrace:thediversityoftheBrazilianpopulation,theapparentlackofracialconflict,theseemingcontinuitiesofracialpolitics,andsocialrelationshipsbetweenBraziliansofvariousethnicandracialbackgrounds.ThiscoursewillexaminethiscomplexandoftencontradictorytopicwithparticularemphasisonstudyingtheoverlapbetweenconceptsofraceandconceptsofnationinBrazil.Thatis,wewillseektounderstandwhyideasaboutraceandideasaboutnationality,national“progress”andstate-buildingbecamesointertwinedattheturnofthe20thcentury.Howhasracebeenatthecenterofnationalidentitytheoryandstateprojects?Wewillalsotracechangesinracethinkingandnotionsaboutprogressduringtheperiodandanalyzethesocialandpoliticaloutcomesofthesechangingideas.AsBraziliansdevelopednewideasabouttheirhistoryandculture,howdidthesenewconceptsmanifestinsocietyandinvisionsofthefuture?Similarly,howdidnewsocialoreconomicconditionsencouragechangesinhowBraziliansunderstoodthecompositionoftheirsocietyandprospectsforthefutureoftheirnation?Majortopicsincludeculturalandscientificdebatesabout“race,”modernpoliticalprojectsandconflicts,laborrelations,familiesandthestate,immigrationpolicies,andeducationprograms.
Studentgoalsandskillobjectivesforthiscourseinclude:1) GainanintroductiontoBrazilianhistoriographyonrace(19thand20thcenturies)2) Improvereadingcomprehensionofscholarlytexts,includingdrawingcomparisonsacrosstexts3) Identifyandarticulatetherelevanthistoricalthemesandquestions4) Practiceandsharpencritical-thinkingskillsusingprimarysources5) Writecritical,well-craftedresponsestoaworkofhistory6) Practiceanalysisorallythroughclassdiscussion
GLOBALLEARNING&OUTCOMES• GlobalAwareness:StudentswillbeabletodemonstrateanunderstandingofraceasachanginghistoricalconstructandsocialrealityinmodernBrazil,includingcontextualizingsystemsofinequalityandprivilegethathistoricallyundergirdstructuresofpower.• GlobalPerspective:Studentswillbeabletoconductamulti-perspectiveanalysisofproblemsinBrazilianhistoryandacomparativeanalysisofraceinBrazilandtheUnitedStates.• GlobalEngagement:Studentswilldemonstrateawillingnesstoconceptualizeproblemsfrommultipleanglesandidentifyhowhistoriansapproachreconstructingsocialandpoliticalproblemsintheirtimeandcontext.
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PleasenotethatwewilluseBlackboardextensivelyinthiscourse,fiu.blackboard.com.Aftereachlecture,youcanaccessthecorrespondingpowerpointpresentationonourBlackboardsite.CertainreadingswillbemadeavailableonBlackboardasindicatedbelowintheclassschedule.YouwilluseBlackboardtoprepareforclassdiscussionsessionsbyreviewingandansweringthe“QuestionsforDiscussion.”ArticleresponseandessayassignmentscanbefoundonBlackboard,andyouwillalsosubmityourpapersthroughthatsystem.IfyouneedhelportrainingonhowtouseBlackboard,visitthislinkhttp://online.fiu.edu/.PleasemakesurethatyouarecomfortablewithusingBlackboardfromthebeginningofthesemestersoyouhavefullaccesstocoursecontentandassignments.RequiredReadingsThefollowingbooksareavailableforpurchaseinthebookstore.Allthreebooksarealsoavailableonreserveinthelibrary.SeeBlackboardforanyarticlesorchapterslistedinthecourseschedule.
§ JeffreyLesser,Immigration,Ethnicity,andNationalIdentityinBrazil,1808tothePresent(Cambridge:CambridgeUniversityPress,2013).
§ AnadeliaA.Romo,Brazil'sLivingMuseum:Race,Reform,andTraditioninBahia(ChapelHill:UniversityofNorthCarolinaPress,2010).
RecommendedTextonWriting
§ WilliamStrunk,Jr.andE.B.White,TheElementsofStyle(Anyyear,anyedition)AcademicHonestyFloridaInternationalUniversityisacommunitydedicatedtogeneratingandimpartingknowledgethroughexcellentteachingandresearch,therigorousandrespectfulexchangeofideas,andcommunityservice.Allstudentsshouldrespecttherightofotherstohaveanequitableopportunitytolearnandtohonestlydemonstratethequalityoftheirlearning.Therefore,allstudentsareexpectedtoadheretoastandardofacademicconduct,whichdemonstratesrespectforthemselves,theirfellowstudents,andtheeducationalmissionoftheUniversity.AllstudentsaredeemedbytheUniversitytounderstandthatiftheyarefoundresponsibleforacademicmisconduct,theywillbesubjecttotheAcademicMisconductproceduresandsanctions,asoutlinedintheStudentHandbook.ThiscourseusesTurnitin.comtodetectoccurrencesofplagiarismandcopying.AllassignmentssubmittedforthecoursemustbethesolecreationofthestudentinaccordancewiththeFIUStandardsofStudentConducthttp://www2.fiu.edu/~sccr/student_conduct_p.html.Violationsincludingplagiarism,cheating,oracademicdishonestyofanykindwillnotbetolerated.Plagiarism,cheating,andanytypeofacademicdishonestywillbeofficiallyreportedandlikelyresultinfailureofthecourse.WritingResourcesHistoryTutors:ThereareseveralstudentsworkingintheHistoryDepartmentmainoffice(DM390),whosejobistotutorstudentsinhistoryclasses.Theyareexperiencedupper-levelhistorymajorsandgraduatestudentswhocanhelpwithpapers,preparingforexams,orkeepingontopofclassingeneral.Tosetupanappointment,pleasevisittheirwebsite:http://history.fiu.edu/tutoring.CenterforExcellenceinWriting:FIUhasawritingcenterwhosemissionistohelpstudentsimprovetheirwriting.Iencourageallstudentstomakeuseofthisservice.TheCenterforExcellenceinWritingalsooffersindividualhelponyourcoursewritingassignments.Visithttp://writingcenter.fiu.edu.
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DisabilitiesIfyouhaveadisability-relatedneedformodificationsoraccommodations,pleasecontactandregisterwiththeDisabilityResourceCenter305-348-3532,GC190andhttp://drc.fiu.edu/.ElectronicDevicesOutofrespectfortheprofessorandfortheotherstudentsinthecourse,Irequirethatallcellphones,ipods,andotherwirelessdevicesbeturnedoffforthedurationofclass.Textingduringclassisdisrespectfulanddisruptive.Iexpectthatlaptopcomputersandtabletsbeusedforthepurposeoftakingnotes,notforsurfingtheweborcheckingemailduringclass.IwillaskstudentstoleaveclassifIfindthatyouarenotfollowingthesepolicies.AssignmentsandGradingClassParticipation,20%.Classattendanceismandatoryforthiscourseasisinformedandthoughtfulparticipationinourweeklydiscussions.Allassignedreadingshouldbecompletedpriortothedateofthecorrespondingdiscussion.Activeparticipationismorethanmereattendanceandisobligatoryforpassingthisclass.Studentswillbegradedonparticipationduringeverydiscussionsession.6ArticleResponses,30%.Inadditiontoin-classconversation,thereisawritingassignmentthataccompanieseachdiscussionsession.Beforeeachofthesesessions,youwillfindasetofquestionsonBlackboardinthe“DiscussionsandResponses”folder.Usethesequestionstoguideyourreading;theywillbethebasisofthein-classdiscussion.Then,writeashort1-2-pageresponsebasedonthequestionatthebottom.TheresponseswillalsobesubmittedthroughBlackboard.Eachresponsewillaccountfor5%ofthefinalgrade.Youhave8opportunitiestosubmit6responses.Thismeansyoucanskipsubmissionon2discussiondateswithoutpenalty,BUTyoumuststillreadandpreparefordiscussiononthosedates.NosubmissionsareavailableforeitherAugust24thorDecember7th(firstandlastdiscussionsofthesemester).Thequestionsareduebeforeclassandcannotbeturnedinlate.Absolutelynolatesubmissionsaccepted.
2ShortAnalyticalEssays:worth50%(25pointsforeach).Wewillwriteanessayafterreadingeachofourtwobooks.Ineachessay,youwillanalyzeasetofprimarysourcesinlightofthebookandthematerialwelearninourlectures.ThefullessayassignmentwithwritingguidelinesisonourBlackboardsitealongwiththeprimarysourcesyouneedtowriteeachpaper.4-5pageseach.
DUEDATES:Essay1onLesserOct.11th--Essay2onRomoonDec.6th
GRADINGSCALELETTER RANGE(%) LETTER RANGE(%) LETTER RANGE(%)
A 95orabove B 83-86 C 70-76
A- 90-94 B- 80-82 D 60-69
B+ 87-89 C+ 77-79 F 59orless
LatePolicyAllthreeofouressaysaredueviaBlackboardby7pmonthedateindicated.Latepaperswillbemarkeddownforeachdaylate.Forexample,aBpaperbecomesaB-afteronedaylateandaC+after2days.Exceptionswillbemadeonlyincasesofdocumentedmedicalorotheremergency.
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ClassScheduleWEEK18/22&8/24
Themes:Courseintroduction,Whatis“race?”Whyis“race”historical?InwhatwaysisracesignificanttoBrazilianhistory?
WednesdayDiscussion;CharlesHirschman,"TheOriginsandDemiseoftheConceptofRace,"PopulationandDevelopmentReview30no.3(2004):385-415ANDRichardGraham,"Introduction"toTheIdeaofRaceinLatinAmerica,1870-1940(Austin:UniversityofTexasPress,1990),1-5.
WEEK28/29&8/31
Themes:Brazil’s19thCenturyand19thCenturyIdeasaboutRace
WednesdayDiscussion;ThomasSkidmore,“RacialIdeasandSocialPolicyinBrazil,1870-1940”inTheIdeaofRaceinLatinAmerica,1870-1940,ed.RichardGraham(Austin:UniversityofTexasPress,1990),7-36.
WEEK39/5&9/7
LaborDayHoliday—noclass(9/5)
Themes:Slavery,Abolition,andEmpire
WEEK49/12&9/14
Themes:Race,Status,andFamilyLife
WednesdayDiscussion;CamilliaCowling,“DebatingWomanhood,DefiningFreedom:TheAbolitionofSlaveryin1880sRiodeJaneiro,”Gender&History22(2010):284–301ANDOkeziT.Otovo,“FromMãePretatoMãeDesamparada:MaternityandPublicHealthinPost-AbolitionBahia,”Luso-BrazilianReview48,no.2(2011):164-191.
WEEK59/19&9/21
Themes:ImmigrationandtheFirstRepublic
WednesdayDiscussion;Lesser,Chapters1-3WEEK69/26&9/28
MondayDiscussion;Lesser,Chapter4-Epilogue
Themes:IndiansandBrazil’s“CivilizingMissions”
WEEK710/3&10/5
Themes:Coastvs.Backlands
WednesdayDiscussion;ToddA.Diacon,“CândidoMarianodaSilvaRondonandthePoliticsofIndianProtectioninBrazil,”Past&Present177(2002):157-194.
WEEK810/10&10/12
Themes:RacialDemocracyandNationalIdentity
WednesdayDiscussion;EmiliaViottidaCosta,“MythofRacialDemocracy,ALegacyoftheEmpire”Chapter9inTheBrazilianEmpire:MythsandHistories(2ndedition,2000),234-246AND
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ErinO’Connor,“JoséMartíandGilbertoFreyreClaim‘RacelessNationalism’inCubaandBrazil,”Unpublishedessay,2009.
WEEK910/17&10/19
Themes:Science,Medicine,andPublicHealthWednesdayDiscussion;PaulinaAlberto,“OfSentiment,Science,andMyth:ChangingMetaphorsofRacialInclusioninTwentieth-CenturyBrazil,”SocialHistory37,no.3(2012):261-296.
Essay1onLesserdueOct.11thWEEK10/24&10/26
Themes:VargasandtheEstadoNovo
WednesdayDiscussion;SueannCaulfield,“InterracialCourtshipintheRiodeJaneiroCourts,1918-1940,”inRace&NationinModernLatinAmerica,ed.NancyAppelbaum,AnneMacpherson,andKarinAlejandraRosemblatt(ChapelHill:UniversityofNorthCarolinaPress,2003),163-186.NOTE:ThischapterissavedastwoseparatepdffilesonBlackboard.
WEEK10/31&11/2
Themes:IndigenousPoliticsandthe“MarchtotheWest”
WednesdayDiscussion;SethGarfield,“‘TheRootsofaPlantthatTodayIsBrazil:’IndiansandtheNation-StateundertheBrazilianEstadoNovo,”JournalofLatinAmericanStudies29,no.3(1997):747-768.
WEEK11/7&11/9
Themes:ReassessingRacialDemocracy
WednesdayDiscussion;Romo,Introduction–Chapter2.
WEEK11/14&11/16
Themes:Afro-BrazilianPolitics
WednesdayDiscussion;Romo,Chapter3–Conclusion.
WEEK11/21&11/23
Themes:ReturntoDemocracyandNewSocialMovements
WednesdayDiscussion;Keisha-KhanPerry,“SocialMemoryandBlackResistance:BlackWomenandNeighborhoodStrugglesinSalvador,Bahia,Brazil,”TheLatinAmericanist49,no.1(2005):811-831ANDSalesAugustodosSantos,“WhoIsBlackinBrazil?ATimelyoraFalseQuestioninBrazilianRaceRelationsintheEraofAffirmativeAction?”LatinAmericanPerspectives33,no.4(2006):30-48.
WEEK11/28&11/30
NOCLASSTHISWEEK,THANKSGIVING
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WEEK12/5&12/7
Themes:ContemporaryIssues
WednesdayDiscussion;GeorgeReidAndrews,"RacialInequalityinBrazilandtheUnitedStates,1990-2010,"JournalofSocialHistory47,no.4(2014):829-854.
Essay2onRomodueDec.6th
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Course Outcome Assessment for Global Learning Courses Faculty Name: Okezi T. Otovo Course: LAH 4634, Politics of Race and Nation in Brazil Academic Unit: History, SIPA Degree Program: BA History Semester Assessed:
1
Global Learning Student Learning Outcome Addressed
Assessment Method Assessment Results
Global Awareness: Students will be able to demonstrate knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems.
Assessment Activity/Artifact: One of four 2-page response papers
Evaluation Process: This learning outcome will be evaluated by means of a rubric that scores on a scale from 1-5.
Minimum Criteria for Success: The minimum criteria for success is an average score of 3 or higher on rubric.
Sample: All students will be assessed.
To be entered at end of course
Course Learning Outcome Students will be able to demonstrate an understanding of race as a changing historical construct and social reality in modern Brazil, including contextualizing systems of inequality and privilege that historically undergird structures of power.
Use of Results for Improving Student Learning To be entered at end of course
Course Outcome Assessment for Global Learning Courses Faculty Name: Okezi T. Otovo Course: LAH 4634, Politics of Race and Nation in Brazil Academic Unit: History, SIPA Degree Program: BA History Semester Assessed:
2
Global Learning Student Learning Outcome Addressed
Assessment Method Assessment Results
Global Perspective: Students will be able to conduct a multi-perspective analysis of local, global, international, and intercultural problems.
Assessment Activity/Artifact: One of three analytical essays. Evaluation Process: This learning outcome will be evaluated by means of a rubric that scores on a scale from 1-5. Minimum Criteria for Success: The minimum criteria for success is an average score of 3 or higher on rubric. Sample: All students will be assessed.
To be entered at end of course
Course Learning Outcome Students will be able to conduct a multi-perspective analysis of problems in Brazilian history and a comparative analysis of race in Brazil and the United States.
Use of Results for Improving Student Learning To be entered at end of course
Course Outcome Assessment for Global Learning Courses Faculty Name: Okezi T. Otovo Course: LAH 4634, Politics of Race and Nation in Brazil Academic Unit: History, SIPA Degree Program: BA History Semester Assessed:
3
Global Learning Student Learning Outcome Addressed
Assessment Method Assessment Results
Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving.
Assessment Activity/Artifact: One of three analytical essays.
Evaluation Process: This learning outcome will be evaluated by means of a rubric that scores on a scale from 1-5.
Minimum Criteria for Success: The minimum criteria for success is an average score of 3 or higher on rubric.
Sample: All students will be assessed.
To be entered at end of course
Course Learning Outcome Students will demonstrate a willingness to conceptualize problems from multiple angles and identify how historians approach reconstructing social and political problems in their time and context.
Use of Results for Improving Student Learning To be entered at end of course