professor okezi t. otovo - welcome | steven j. green...

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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

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:

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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


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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.


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.



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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.


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.


professor okezi t. otovo - welcome | steven j. green...

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