History 216 Modern Latin America

Modern Latin America

Latin American history from the 1830s to the present. The course will emphasize the difficult problems encountered by Latin American nations forced to face the demands of the modern world with political, economic, and social institutions developed in a colonial past.

Wooster Degree Requirement Designations: HSS; Cultural Perspectives (C); Diversity, Power, & Privilege (D), Global Engagement (GE)

Spring 2023

M/W/F 12:00-12:50 in Kauke 244

Specifications Grading

This class follows an “ungrading” model called specifications grading.

Assignments are “bundled” into tiers that reflect the hierarchy of learning goals for the course, from basic content knowledge and skills that all students in the course should master to higher order critical and creative understanding that some students more engaged in the subject matter, or with more bandwidth available this semester, may wish to master. Final grades are assigned based on which bundles of assignments a student satisfactorily completes, and indicate which learning goals students demonstrate that they accomplished.

The advantage of this grading method is that each individual student decides how much work they wish to do for our class: if you complete your contracted work on time and meet all assignment criteria, you will receive the grade for which you contracted.

Most assignments will be assessed on a two-point scale as “Does not meet Criteria” or “Meets Criteria.” I’ll use a clear rubric to evaluate whether a student has demonstrated achievement the assignment’s stated learning goals and provide explicit feedback.

Achieving a “meets criteria” grade on an assessment will be earned when the submitted work meets the list of specifications (“specs”) for that assessment. If you don’t meet every requirement for any aspect of the assignment, you’ll earn a “Does not meet criteria.” However, I’ll provide clear feedback on what you need to improve, and there are opportunities built in for you to revise and resubmit your work for full credit using a token. 

Your final course grade will be determined by the successful completion (i.e. meeting all assessment specs) of the minimum indicated number of assessments, as described your grading contract. Any student that does not meet the minimum of the requirements for a C will receive a D or F.

Late Work

Tokens

 Each student gets three (3) tokens to start the semester. You are free to exchange your tokens for:   

• an opportunity to revise and re-submit an assignment that did not meet specifications. You have up to 1 week from the date I give you my feedback to revise and resubmit.
• to get a 48-hour extension on the Travelogue Project, Latin American in the News, Moodle Reading Quiz, Wikipedia Entry, or Prospectus.  (Because of the time-sensitive nature of other assignments, you can’t use tokens to get “no questions asked” extensions on Latin American Voices work, Film Critiques, rough drafts/peer review, or your final exam project.)   

You control your tokens and can decide when and how to use them. One token = one opportunity for revision. One token = one 48 hour extension with no questions asked.

Will some students need extensions? Absolutely. I’m hoping that we are all healthy. I’m hoping that our families are healthy. But things can be unpredictable. So go head and ask for an extension. It never hurts to ask. But remember, you have tokens. I might say to use one. We’ll figure out how to balance life and your success at Wooster.

You’ll have the opportunity to earn additional tokens by attending campus events related to course themes. I’ll announce these opportunities in class, and if you decide to attend, please just fill out the “Bonus Token” form explaining your participation.

Names,Pronouns, & Pronunciation

All people have the right to be addressed and referred to as they prefer. I will do my best to address and refer to all students by the names and pronouns that they share in class, regardless of what is listed on the roster, and I support classmates in doing so as well. I would like for you to refer to me as Dr. or Professor Holt. I use she/her/hers pronouns. Please share the name you prefer to be called and pronouns you wish to use in this class with me via classroom introductions or privately.  

I encourage everyone in this classroom to create a space of mutual respect and support by also giving each other some grace around pronouns, pronunciation of names, etc., if or when we make mistakes. This is not at all to absolve anyone of responsibility for using correct pronouns, names, and pronunciations. But I find it useful to acknowledge that even with the best of intentions, sometimes we can all still make mistakes.  

Trigger Warnings

As the list of topics suggests, some of the historical events we’re studying this semester are difficult and disturbing. I understand that this can – and indeed, should – be troubling to read and discuss. However, the practice of historical empathy and bearing witness to the lived experiences of others is key what we’re doing as historians, and thus participants in this course will not be able to avoid it. Please carefully review the syllabus, and come talk with me ASAP if you believe that the course material will be too difficult for you to work through.

Recording Class

The materials on this course and shared on the Moodle site are only for the use of students enrolled in this course for purposes associated with this course and may not be further distributed. 

I may record some of our discussions this semester: I will always notify everyone present if I am recording. 

Any video or audio recording and other course materials are to be used for educational purposes only and are meant only for students currently enrolled in the course.  No one may distribute recordings, screenshots, or other class material beyond class without the express permission of all involved in the recording. College classrooms are places to test out new ideas, challenge assumptions, and engage timely and sometimes sensitive issues. Students who enter this space should be able to do so with the assurance that their comments will not be shared beyond the classroom.    

No student may record or tape any classroom activity without my express written consent (and the notification of all students involved). 

Academic Planning

Do you want to talk with someone about your course selection, potential majors, or your educational goals? Would you like help with developing personalized strategies for enhancing your academic learning? Stop by the front desk in APEX or click on a link below to schedule an appointment with one of our APEX Advisors. And remember, drop in appointments are available during Walk-in-Wednesdays 1:30 – 4:00.

Use these links to schedule a meeting with Krista Martin or to schedule a meeting with Dr. Mark Graham.

Learning Accommodations

The Academic Resource Center (ARC) works to ensure that students with disabilities have access equal to that of other students across their collegiate experience. Toward this mission, we provide individual accommodations and services that are designed to build an accessible and inclusive campus community. In conjunction with Disability Support Services, the ARC staff supports all students in developing academic skills, learning about campus resources, and empowering students with ownership as they navigate their collegiate education. If you have inquiries regarding Disability Support Services, consult the Disability Support Services page of the ARC website for more information.

Peer Tutors

Peer Tutors can help you achieve your academic goals in a specific class. Peer Tutors can help you understand assignments, explain the key concepts of course materials, offer feedback and encouragement, and share appropriate resources. Tutoring sessions are individual, weekly, and one-hour long.

Peer Tutors have excelled in their coursework, been nominated by their professors, and have been trained through the Academic Resource Center’s Peer Tutor curriculum.