History of the Americas Unit 2 Latin America

History of the Americas – Unit 2: Latin America and the Great Depression

Unit 2 Essential Questions: 1. What were the Latin American responses to the Great Depression? 2. What were the political impacts of Getulio Vargas and Juan Peron on Brazilian and Argentine societies? 3. What effect did nationalism and populism have on Latin America in the 1930 s and 1940 s?

Important Unit 2 Vocabulary: Ü Coup d’etat: Sudden, violent overthrow of the government. Ü Populism: A political ideology dedicated to the interests of ordinary people. Ü Junta: A military or political group that rules a country through force.

Important Unit 2 Vocabulary: Ü Corporatism: Control of the government by large groups with similar interests, e. g. military, church, big business. Ü Nationalization: Transfer from private (or foreign) ownership to state/national ownership.

Nationalization:

Nationalization: Other examples include: • Banks, • Railroads, • Power Plants, • Mining, • Telephone Companies Advantages? … Disadvantages?

Case Studies: Brazil & Argentina Ü You and your new group will start to unpack the differences and similarities between Brazil and Argentina in regard to how they dealt with the Great Depression. Ü Keep in mind you are researching to find out the following: Ü What were the (P)olitical changes that occur? Ü What are the (E)conomic changes that occur? Ü What are the (S)ocial changes that occur? Ü What (Other) interesting/notable things happen during this time? Ü … also, what similarities/differences do you see between these nations and the U. S. ?

Important Key Terms: Argentina Brazil Ü Valorization Ü YPF Ü Sao Paolo Institute Ü Hipolito Yrigoyen Ü Julio Prestes Ü Jose Felix Uriburu Ü Getulio Vargas Ü Agustin Justo Ü Constitution of 1934 Ü Concordancia Ü Estado Novo Ü Roca-Runciman Pact

Agenda: 10/14/14 Homework Discussion: Born in Blood and Fire, pp. 1 -9 DBQ Activity: What is a “caudillo”? Homework: Finish Questions #1 & #2 for tomorrow. Be prepared to discuss! Announcement: Last Friday’s Quiz makeup tomorrow after school. Room 220!

Homework Discussion: In your groups, find a quotation from Born in Blood and Fire and respond to one of them in your groups: 1. “People in the U. S. regard nationalism … as negative. But Latin American nationalism has often provided … self-defense against imperialism” (6). What do you think this quote means? Why is nationalism negative here and positive there? 2. “[Everywhere in Latin America], wealthier people still have lighter skin and poorer people still have darker skin” (6). Do you agree with this statement? If so, why do you think it is true?

Important Unit 2 Vocabulary: Ü Nationalism: An ideology based on strong ties to one’s homeland is often based off of civic (citizenship) or ethnic (cultural or racial) identities. Ex. Civic: Ethnic:

Civic vs. Ethnic Nationalism: Civic: What ideas are being expressed here?

Civic vs. Ethnic Nationalism: Ethnic: What ideas are being expressed here?

Important Unit 2 Vocabulary: Ü Nationalism: An ideology based on strong ties to one’s homeland is often based off of civic (citizenship) or ethnic (cultural or racial) identities. Ü Caudillo: A Latin American military or political leader, usually authoritarian.

Was Getulio Vargas a caudillo? 1. What are the dominant characteristics? Charismatic, Powerful, Authoritarian 2. What do they want? Power! Expand their abilities (patronage). 3. What do they dislike? Opposition! Political, legal, or otherwise. 4. What “pre-conditions” need to exist before they can come into power? Economic Problems, Political “Disarray” (Disorganization), Popular Support (of the Caudillo)

Getulio Vargas Notes: (10/20/14) Ü Starts as governor of Rio Grande do Sul, a non-coffee producing region of Brazil. Has massive popular support there. Ü In 1930, he runs against Julio Prestes, the candidate backed by the paulistas – they represent Sao Paulo, the capital, and coffee money. Ü Dispute with the election results – Revolution of 1930. Military steps in, removes president and installs Vargas.

Getulio Vargas Notes: (10/20/14) Ü Reasons for Vargas’ military coup: Economic & Political Ü Economic Issues: Ü Failure of coffee valorization. Ü Onset of Great Depression Ü Political Issues: . Ü Prior to Vargas, Brazil has a history of political overthrows. Ü Tenentes constantly agitating for political change. Ü Mass movements gaining power: Integralists (Fascists), ALN (Communists/Socialists)

Getulio Vargas Notes: (10/21/14) Ü Once Vargas takes, power, replaces all state governors so they are loyal to him. Ü In 1932, battles back a paulista rebellion. Eventually defeated – strengthens Vargas’ support. Ü To gain political support, Vargas backs the Constitution of 1934: Ü New laws limit local power, restrict foreign ownership of land. Ü After, Congress nominates Vargas leader officially.

Getulio Vargas Notes: (10/21/14) Ü Political Problems: (1935 – 1937) Ü Constant fighting between factions: ALN (Communists) and Integralists (Fascists). Ü Major Question: How to handle these groups?

Ü Mid-1935, Fighting in streets: ALN & Integralists. Gov’t moves against ALN. Ü ALN (Comm) stage an uprising. Fails. Ü V. uses to revoke constitutional protections. Ü Integralists (Fascists) think they will gain power w/ Vargas. Wrong. Vargas announces Estado Novo in 1937. Move towards dictatorship. Ü Question: Will Integ. be part of government? No! Ü Integralists frustrated, move against Vargas – 1938, shoot-out at the presidential palace. Remaining Integralists jailed. Ü W/ no more pol. opposition, Vargas appoints himself another term.

Notecard Creation: In your groups of (4), start to collaborate on gathering information from your readings and notes on the following key terms: Brazil: Key Unit Ideas: ISI 1. Valorization 9. 2. Sao Paolo Institute 10. Nationalism 3. Getúlio Vargas 11. Populism 4. Julio Prestes 12. Corporatism 5. Constitution of 1934 13. Coup d’etat 6. Integralists 14. Caudillo 7. ALN 8. Estado Novo

Research Overview: Ü Estado Novo Economic Features? Ü ISI – Import Substitution Industrialization Ü Helped create and support labor unions Ü Set wages and other workers rights Ü Darker Side? Ü Censorship of the press Ü Torture and oppression of political opponents Ü Why did Vargas leave office? Ü By the end of WWII, Vargas loses pop. support. Ü Military intervenes – removes Vargas. Ü Reelected in 1950 but w/o powers of Estado Novo. Failure. Commits suicide in 1954!

Getulio Vargas: Hero or Dictator?

Getulio Vargas: Hero or Dictator?

Notecard Creation: In your groups of (4), start to collaborate on gathering information from your readings and notes on the following key terms:

Agenda: 10/27/14 Ü Quiz! Take out a piece of loose-leaf paper. Put your name, period, date, and quiz title “Unit 2 Quiz #2” at the top of the page. Ü Intro to Argentina: Ü What is the background to G. D. Argentina? Ü What were the problems of the “Infamous Decade”? Homework: Read annotate pp. 12 -14 in “Juan Peron” for tomorrow. Start at “Origins and nature of …”

Video Discussion: At your table, have a quick discussion regarding the following questions: 1) What different groups of people are shown in the clip? 2) What is Evita’s plan for solving the problems of Argentina? 3) Do you already see evidence of caudillismo?

Reading Notes: “Juan Peron”, pp. 10 -12 (10/27/14) Instructions: On your own, read pp. 10 -12 (stop at “Origins and Nature …” heading on page 12. Look for (P)olitical, (E)conomic, (S)ocial problems & changes. Try to come up with 2+ for each in your groups. Political : Economic : Social: Yrigoyen overthrown – coup in 1930 Arg. economy first based on agriculture (beef/wheat/wool) Massive immigration from Europe Concordancia takes power (Gen. Uriburu & other mil. officers) G. D. affects exports greatly – loses 50% of price! Large gaps between rich and poor “Infamous Decade” begins: (1930 -1943) – coups/fraud in elections, political oppression Gov’t starts ISI Many disappointed w/ “Infamous Decade” – turn away from democracy, toward Fascism

Which part is most important?

Which part is most important?

Which part is most important?

Peron’s Labor Reforms: Ü Improvements in Labor Law – Labor courts! Ü Regulations against unfair firing Ü Paid holidays Ü Regulations regarding child apprenticeships Ü Retirement benefits Ü New “syndicates” (unions) Ü Commissions of workers and employees formed to negotiate working conditions & pay. Ü Wages increased Ü Peasant Statute: Rural workers unionized Ü Freezing rent paid on fields and stopping evictions

Reading Notes: “Juan Peron”, pp. 15 -16 (10/29/14) Instructions: On your own, look over your notes in pp. 15 -16. Look for (P)olitical, (E)conomic, (S)ocial problems & changes. Try to come up with 2+ for each in your groups. *LEAVE SPACE TO ADDITIONAL INFO. * Political: (2) Economic : (2) Social: (2) GOU political coup in 1943. (Peron part of. ) Peron labor reforms: improved everything (p. 15), wages/rights/etc. Massive internal migration – people moving from country to city Labor unions work w/ gov’t – Ex. CGT 1 Slums formed by unemployed workers outside of cities. Peron made Sec. of Labor – passed labor reforms, listened to workers

Homework Discussion: 1. What were the (2) ways Peron’s role as Secretary of Labor helped strengthen his support? 2. What new impacts did Peron make as Minister of War? 3. What were the (3) roles that Peron filled by 1944? 4. With your group, do you think it’s a good idea for one person to fill multiple political offices? What are some positives and negatives to someone doing so?

Peron Speech Analysis: 1. Read annotate the list of “truths” from Peron’s 1950 speech. 2. With your group, analyze your quote. Be able to explain: a. What you think it means b. What is something positive about it? c. What is something potentially negative about it? Glossary: Oligarch – Wealthy ruler or businessperson Capital – Privately owned forms of wealth that can be used to help build or improve the economy Justicialism = Peronism (synonyms) – Juan Peron’s personal political philosophy

Unit 2 Quiz #2 Review 3) Briefly explain the connection between Getulio Vargas, Julio Prestes, and the “Revolution of 1930. ” Vargas + Prestes Revolution of 1930 4) Provide the following regarding Vargas’ Estado Novo: a) the year it was established b) (2) positive economic features: c) (2) negative features:

Unit 2 Quiz #2 Review 5) In a few words, briefly describe each of the following factions in Brazilian society: *Review Berliner pp. a) Paulistas b) Tenentes c) Integralists d) ALN 6) Briefly explain the (3) preconditions necessary for a caudillo to come to power. Ü Ü Ü

What is “Peronism”? : 10/30/14 Introduction: 1. On a separate piece of paper, write the title above. 2. Open your “Juan Peron” packet to p. 18. 3. Read “Source E” on your own. 4. Write 2 -3 sentences that summarize what you think his (2) key ideas are and whether or not you agree with them.

Peronism Jigsaw Activity: On pp. 17 – 21 it outlines the (somewhat confusing) mix of ideas that is called “Peronism. ” You will be an “expert” on one of these four areas. Your job will be to find (3) others. A. Military & Religion: Ü What was the influence of the army on Peron’s ideas? Ü What was the influence of Catholicism? B. Contemporary Ideologies: * Ü What was the “Third Position”? Ü What “contemporary” ideas did it combine? C. Social Justice: Ü What is social justice? Ü What was the Peronist plan to pursue it? D. Political Sovereignty & Economic Independence: * Ü How did Peron change the “role” of the state? Ü What were the roles of nationalism and protectionism?

What is “Peronism”? : 10/30/14 Summary: 1. Now that you’ve read and explained the sources of Juan Peron’s ideas, try to summarize them in 1 -2 paragraphs. 2. Use your own words to explain how each of these categories fits into his ideology.

Peronism Jigsaw Activity: On pp. 17 – 21 it outlines the (somewhat confusing) mix of ideas that is called “Peronism. ” You will be an “expert” on one of these four areas. Your job will be to find (3) others. A. Military & Religion: Ü What was the influence of the army on Peron’s ideas? Ü What was the influence of Catholicism? B. Contemporary Ideologies: Ü What was the “Third Position”? Ü What “contemporary” ideas did it combine? C. Social Justice: Ü What is social justice? Ü What was the Peronist plan to pursue it? D. Political Sovereignty & Economic Independence: Ü How did Peron change the “role” of the state? Ü What were the roles of nationalization and protectionism?

What is “Peronism”? Ü A. Ü B. Ü C. Ü D.

What is “Peronism”? Summary: 1. Now that you’ve read and explained the sources of Juan Peron’s ideas, try to summarize them into one strong paragraph. Leave room to additional ideas. 2. Use your own words to explain how each of these categories fits into his ideology.

Born in Blood and Fire Discussion 1. How did populist leaders maintain their support? Which groups did they most want to win over? (pp. 255 -256) 2. Why did ISI end after WWII? (pp. 256 -257) 3. What did US economists/business suggest L. A. turn to instead? (pp. 256 -257) 4. How did Peron’s policies try to change Argentine society? (pp. 258 -259) 5. According to the text, why did Peron eventually have to leave power? (p. 259)

The End of Peron: (11/3/14) Positives: Ü Democratically elected into office – 1946 Ü Strong popular support: workers & middle class Ü Reformed economic system as Secretary of Labor* Ü Utilized ISI and improved Argentine industry – nationalized foreign investments, e. g. railroads Negatives: Ü Utilized Fascist ideology – i. e. centered power on himself & the “State” Ü Reforms too expensive – eventually caused another economic crisis! Ü Censored press & limited political opposition Ü Eventually removed from power by the military in 1955 – exiled

Essay Planner: As a review for your unit exam, you will complete an essay planner on one of the following questions. Use your unit vocabulary lists and your unit notecards to supply 1. Which leader do you consider most successful: Vargas or Juan Peron? Why? Getulio 2. Compare the Economic and Political Responses of the Great Depression in the U. S. and one Latin American country. 3. Evaluate the following statement: “The Concept of the Caudillo is both common and unique to Latin American societies. ”

Agenda: 11/4/14 Ü Unit Exam: Part A Ü Notecard Check Ü Work on Essay Planners Homework: Finish your essay planners for tomorrow. Announcement: Don’t forget to study for tomorrow’s exam!

ACT Reading Strategies: What doesn’t? What works? Ü Ü Ü

ACT Revisions: Ü Question #3: Change line # to 40 Ü Question #4: Change line # to 60 Ü Question #6: Change line # to 89 Ü Question #7: Change line # to 79 Ü Question #8: Change line # to 98 Ü Question #9: Change line # to 26 -28

Agenda: 11/5/14 Ü Unit Exam: Part B Homework: None. Announcement: Good luck on your other unit exams!

Agenda: 11/6/14 Ü Unit 2 Exam: Part A Review – Distractor Analysis Activity Ü In-class Work on Caudillo Reading #1 Homework: Read & Annotate Caudillo Reading #1 & #2. Be prepared for a discussion on Monday! Focus Questions: How has caudillismo changed? Why does it keep occurring? Announcement: Have a great day off tomorrow! (I won’t. )

Answer Key: Part A Answers: 1. B 6. A 2. B 7. B 3. A 8. B 4. A 9. B 5. C 10. D Scoring Information: Take your raw score and multiply it by 2. The total is out of 20. Write down that score for Part A. If you scored below a 5/10, round to 5 (minimum score is 10/20).

Distractor Analysis: Ü Now that you know all of the correct answers, with a partner, analyze the following questions: 1, 3, 4, 5, 7, 9, 10 Goal: To deconstruct why the wrong answers are wrong. 1. Highlight the key words or ideas that “distract” you from the correct answer. 2. Also, label each wrong answer choice with the following: Ü DISTORTS (misreads or lies about) what the text says. Ü Is too BROAD (is too extreme in its description). Ü Is too NARROW (mentions too small a detail). Ü Is the OPPOSITE of the correct answer.

Sample Question: 1. The main purpose of this passage is: 1. Highlight the keywords that make each wrong. a) explain how the Great Depression negatively impacted U. S. society. 2. Label each of these either: b) discuss the experiences of women during the Great Depression. (DIST)ORTS (misreads or lies) what the text says. c) argue for greater historical focus on the role of women during the Depression. d) showcase the actions Eleanor Roosevelt and other women leaders during this time. Is too (BR)OAD (is too extreme in its description). Is too (NAR)ROW (mentions too small a detail). Is the (OPP)OSITE of the correct answer.

1. Highlight the keywords that make each wrong. 3. According to the paragraph beginning on line 40, men and women experienced the Depression differently because: 2. Label each of these either: a) women saw their roles enhanced. (DIST)ORTS (misreads or lies) what the text says. b) men needed to work more hours. Is too (BR)OAD (is too extreme in its description). c) women chose to work less. d) both had different expectations of work. Is too (NAR)ROW (mentions too small a detail). Is the (OPP)OSITE of the correct answer.

1. Highlight the keywords that make each wrong. 4. Which of the following best captures the main idea 2. Label each of these of the paragraph beginning on line 60? : either: a) women without husbands are seldom discussed. (DIST)ORTS (misreads or lies) what the text says. b) single men had a more difficult time than single women. Is too (BR)OAD (is too extreme in its description). c) women did not often use services such as breadlines. Is too (NAR)ROW (mentions too small a detail). d) women during this time received a great deal of attention. Is the (OPP)OSITE of the correct answer.

1. Highlight the keywords that make each wrong. 7. The main purpose of the paragraph beginning 2. Label each of these on line 79 is to: either: a) to argue that all women underwent the same problems. (DIST)ORTS (misreads or lies) what the text says. b) explain that there were many differences between women of the time. Is too (BR)OAD (is too extreme in its description). c) illustrate the major issues of farm families during this time. Is too (NAR)ROWS (mentions too small a detail). d) introduce the issues of the Dust Bowl to the reader. Is the (OPP)OSITE of the correct answer.

1. Highlight the keywords that make each wrong. 9. The quotation from Eleanor Roosevelt cited on lines 26 -28 serves which of the following purposes? : 2. Label each of these either: a) showcase how wealthy, important women felt about Depression. (DIST)ORTS (misreads or lies) what the text says. b) explain that nearly every woman understood their common financial situation. Is too (BR)OAD (is too extreme in its description). c) support the view that the wealthy lost more during this period. Is too (NAR)ROW (mentions too small a detail). d) provide evidence for Eleanor Roosevelt’s political importance. Is the (OPP)OSITE of the correct answer.

1. Highlight the keywords that make each wrong. 10. The main idea of this passage is that: a) women often had a different, but often easier time during the Great Depression. b) the roles and responsibilities of women changed drastically during this period. c) women should be included more often in the historical discussion of the Great Depression. d) women’s experiences and necessary contributions during the Great Depression are often overlooked. 2. Label each of these either: (DIST)ORTS (misreads or lies) what the text says. Is too (BR)OAD (is too extreme in its description). Is too (NAR)ROW (mentions too small a detail). Is the (OPP)OSITE of the correct answer.

Agenda: 11/6/14 Ü Unit 2 Exam: Part A Review – Distractor Analysis Activity Ü In-class Work on Caudillo Reading #1 Homework: Read & Annotate Caudillo Reading #1 & #2. Be prepared for a discussion on Monday! Focus Questions: How has caudillismo changed? Why does it keep occurring? Announcement: Have a great day off tomorrow! (I won’t. )

Agenda: 11/10/14 Ü Class Discussion: Caudillismo and Its Discontents Homework: Finish discussion reflection (if not done in class). Due Wednesday. Focus Questions: How has caudillismo changed? Why does it keep occurring? Announcement: Have a great day off tomorrow! (And Thursday…)

Discussion Protocol: Focus Questions: How has caudillismo changed? Why does it keep occurring? Round 1: Groups of (4) Ü Sharing of main ideas and important points from readings. Round 2: Groups of (8) – Seminar Tables Ü Sharing of findings related to focus questions. Ü Discussion of other questions related to readings. Round 3: Whole class – Socratic Seminar Ü Sharing of group and individual findings. Ü Grade based on: participation, preparation, & use of textual evidence.

Caudillismo Discussion Reflection: 11/10/14 On a separate piece of paper, write the above title, your name, and date. In no more than a page, answer the following: 1. Explain in your own words the answers to the focus questions using evidence discussed. 2. Did you think the discussion was successful? Provide at least (1) piece of positive and (1) piece of critical feedback. Focus Questions: How has caudillismo changed? Why does it keep occurring?

Agenda: 11/12/14 Ü Class Discussion Homework Review Ü A Letter to a Young MELCON Writer Activity Homework: Finish letter if not done in class. Due Friday. Announcement: Have a great day off tomorrow! (Again…)

Caudillismo Discussion Reflection: 11/10/14 On a separate piece of paper, write the above title, your name, and date. In no more than a page, answer the following: 1. Explain in your own words the answers to the focus questions using evidence discussed. 2. Did you think the discussion was successful? Provide at least (1) piece of positive and (1) piece of critical feedback. Focus Questions: How has caudillismo changed? Why does it keep occurring?

Getulio Vargas was the ruler of Brazil from 1930 -1954. Yes, some people do consider him a great leader: a Brazilian political hero, others a ruthless dictator. From an excerpt of Getulio Vargas’ Obituary, it states “…Senhor Vargas seldom let rural Brazilians forget that he had been reared on a cattle ranch and had led the life of a guacho [cowboy]”. Vargas is relating to the people saying how he was once a normal man like the people. He is not the kind of guy to act all above everyone. “Senhor Vargas put his country’s meager resources at the disposal of the United States and its allies. Defense measures were taken to insure against a possible Axis invasion”. This proves he was a hero because Vargas was trying his best to keep his country safe by trying to fight with the allies and trying to prevent an invasion from his enemies. Last, “Counter-revolutions were put down and jails were filled”. Vargas was taking action and trying to clean the streets putting away all the criminals. This showed me that he was hero because cleaning the streets up was a way to show the people he wants his country to be safe. In summary, I believe that Getulio Vargas proved to the people of Brazil that he was a Leader, or a hero, who didn’t rule completely by oppression, though many people thought he did use that sometimes.

Vargas was also a dictator because he made sure that the people of Brazil couldn’t go against him. Vargas “set up strict control of the press and public assembly” (Getulio Vargas: A Life). Vargas, through the Estado Novo, had control of the information the public received or didn’t receive. Vargas censored the media, to ensure that the people didn’t get ideas to overthrow him. Vargas also took away the power of the people to protest against him and try to overthrow him. Even if Brazilians wanted to overthrow him, they couldn’t. It wasn’t allowed. So Vargas had control over the people and made sure they didn’t go against him.