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Ch. 6.4: Nation Building in Latin America

Ch. 6.4: Nation Building in Latin America. Latin America: Mexico, Central America, South America, Caribbean. I. Causes of Revolutions:. Ideals of the Enlightenment American Revolution – showed that rebels could defeat European gov. French Revolution Nationalism*** Social class divisions.

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Ch. 6.4: Nation Building in Latin America

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  1. Ch. 6.4: Nation Building in Latin America

  2. Latin America: Mexico, Central America, South America, Caribbean

  3. I. Causes of Revolutions: • Ideals of the Enlightenment • American Revolution – showed that rebels could defeat European gov. • French Revolution • Nationalism*** • Social class divisions

  4. A. Social Class Divisions Upper Class – Aristocracy (20% population) • Peninsulares • Born in Spain/Portugal, in the colonies temporarily for political/economic gain – held highest offices in gov./church; aristocratic • Creoles • Born in & resided in Latin America, but of European ancestry; wealthy landowners & merchants; educated in Europe & Enlightenment ideals

  5. Middle-to-Lower Classes – “common man” (80%) • Mestizos • Of mixed European & Indian ancestry; owned/rented small farms/businesses • Mulattos • Of mixed European & African ancestry; owned/rented small farms/businesses • Africans • Mainly plantation slaves; some freed • Indians • Indigenous population; legally free, but treated like slaves

  6. II. Nationalist Revolts • Haiti (formerly Saint Domingue) • First colony to revolt (1791 – during French Rev.) • Slaves & mulattos led revolt under Toussaint L’Ouverture (1794-1803) • 1804 became independent nation of Haiti, after Napoleon’s failure to re-conquer

  7. B. Creoles Led Other Revolutions • Resented peninsulares positions • Spain controlled trade & required merchants only to trade w/ Spain • Lack of loyalty to Spanish crown after Napoleon places brother on throne • Enlightenment ideas

  8. C. South America • Simon Bolivar, creole • Venezuela (Spanish owned) declared independent 1811; won it 1821 • educated in Europe, Enlightenment ideas of Rousseau, Montesquieu, Voltaire • Wanted to establish a republic • 1819 – Bolivar made president of Greater Colombia (Colombia, Venezuela, Ecuador, Panama); later helped free Peru • At Guayaquil, met w/ San Martin, who offered to serve under Bolivar – rejected offer b/c San Martin a threat to Bolivar, but combined forces to defeat Spanish • 1828 declared himself emperor of the new republic of Panama; almost assassinated the next night • Died poor & hated, yet soon became hero of independence

  9. Jose de San Martin, creole • Fought Napoleon in Spain, returned to Argentina to establish ind. monarchy • Argentina (Spanish) declared ind. 1816 • To keep Argentina ind. also had to liberate Chile (1817) & Peru (1824 – with army under Bolivar’s command) • “In the space of 24 hours we have crossed the highest mountain range in the world, overthrown the tyrants and given liberty to Chile.” • Elected as head of state (Chile), but declines position • Steps down for the cause of ind., leaves for Europe in self-imposed exile living in proud poverty after his wife died in Buenos Aires (1825) • Died in 1850 in Europe

  10. Brazil (Portugese owned) • Peaceful revolution • 1807 w/ Napoleon’s invasion of Portugal royal family fled to Brazil; returned after Napoleon’s defeat, but left the prince as regent • 1822 prince proclaimed independence – Emperor Dom Pedro I • Only monarchy in S. America

  11. D. Mexico (Spanish) • 1810 rev. led by Indians & mestizos under leadership of Padre Miguel Hidalgo (Guanajuato) • Believed in ideals of French Rev. • Got Indian peasants to revolt “Grito de Dolores” – Sept. 16 (Independence Day) • Declared an end to slavery & created social reforms • Captured & killed by creole army, 1811

  12. "...... with three such men as Jose Morelos, I could conquer the world."---Napoleon Bonaparte • Jose Maria Morelos • Took over rev. after Hidalgo killed; controlled most of Mexico by 1813, except cities • Goals: set up democracy, tax rich, re-distribute land to peasants • Killed (1815) by creole leader, Agustin de Iturbide • By 1820, creoles & peninsulares join forces to overthrow Spanish rule to ensure preserving their own power • 1821 wins independence; Iturbide is declared Emperor, but is forced to abdicate in 1822. Mexico becomes republic in 1823. Iturbide is executed in 1824. Iturbide

  13. E. Monroe Doctrine • By the early 1820s only threat to independence of L.A. was Concert of Europe & principle of intervention • Britain & U.S. favored ind. due to economic interests, including trade • 1823, U.S. President James Monroe declared the Americas were no longer subject to colonization by any European powers

  14. The Monroe Doctrine Positive effects: • L.A. independence protected • Free trade • After 1900, increase in exports leads to growth of middle class; though still only 5-10% pop. – not a true “middle class”

  15. The Monroe Doctrine Negative effects: • Economically dependent on & politically influenced by U.S. & G.B. • Trade imbalance: • Exporting raw materials –wheat, tobacco, wool, sugar, coffee, hides • Importing finished goods (textiles)

  16. III. Difficulties of Nation Building – Mexico 1833-1920 • Rule of the Caudillos • Military strong men, supported by landed elites; often acted as dictators • Antonio Lopez de Santa Anna • Became president in 1833 & elected to office 4 times until 1855; corrupt • Lost Texas in 1835 • Defeated in Mexican-American War (1846-48) losing ½ territory to U.S. in the Treaty of Guadalupe Hidalgo, including California & the Southwest • Fell from power in 1855 & went into exile for 20 years

  17. B. Benito Juarez & La Reforma, 1861 - 1872 • A poor, orphaned Zapotec Indian rises to power • Went to a state-run university & earned a law degree in 1831 • His clients were poor people who could not have afforded legal representation. • He built a reputation for honesty, integrity, & hard work • He was elected to city gov. & later governor of Oaxaca, where he worked to make liberal reforms: “La Reforma” • Land redistribution • Separation of church & state • Educational opportunities • After a 3-year Civil War in which conservative land-owners & supporters of Santa Anna fought against liberal reformers, Juarez was elected president in 1861 & re-elected in 1867 • Promoted foreign trade, infrastructure building, communication networks & a national education system separate from the Church

  18. C. Porfirio Diaz & “Order & Progress”, 1876-1910 • An Indian who rose to power in the army fighting the French • Supported by army, foreign capitalists, large landowners, Catholic Church • Diaz controlled political elections & offered land, power, or political favors for support • Terrorized, jailed, or beat any opposition • Political slogan “Order & Progress,” but used strong-arm tactics & remained in power for 25 years • Progress: RR expanded, banks built, currency stabilized, foreign investment grew • Downside: wealthy owned more land, food costs rose, 95% of population remained poor farmers, unions illegal, low wages

  19. D. Mexican Revolution, 1910-1920 • 1911, Diaz forced out of power by Francisco Madero, promoter of democracy, educated in US & France • Emiliano Zapata, fought for Madero in S. Mexico • Focused onagrarian reform: with support of masses of landless peasants, he seized estates of wealthy landowners • Pancho Villa fought in the North • Madero was assassinated in 1913 by Porfirioista, General Huerta & the bloodiest period of the Revolution/Civil War lasted from 1913-1917 • Zapatistas & Villa fought against Huerta & supported Venustiano Carranza in his political aims • Huerta was overthrown in 1915 & Carranza became president

  20. E. Constitution of 1917 • Carranza took over the gov & turned on Villa & Zapata • Carranza revised the Constitution, & established a presidential system of gov. • Land redistribution • Gov control of oil • State seized Church land • Minimum wage, right to strike, labor unions • Equal pay for equal work • Limited women’s rights • Carranza overthrown (he did not support the reforms) by General Alvaro Obregon (a Zapatista) in 1920 • Obregon encouraged reforms, promoted public ed & nationalism “To unite Mexicans by means of a generous and broad political policy which will give guarantees to the peasant and to the worker as well as to the merchant, the industrialist and the businessman; to grant facilities to all who wish to improve their future and open wider horizons for those who today lack it; to promote the establishment of new industries, of great centers of production, of powerful manufacturies [sic] which will emancipate the country from the economic domination of the foreigner... “ (Zapata)

  21. Role of Women in the Mexican Revolution • Intellectuals • Intellectual contributions by women during the Mexican Revolution were generally by schoolteachers, or otherwise educated and enlightened women, and, therefore, of a more privileged class than many other revolutionaries. They often endured hostility, imprisonment, and death threats in order to express feminist and revolutionary perspectives. Juana Belen Gutierrez de Mendoza, Journalist, “passionately opposed social injustice, … also attacked the clergy and stereotypes traditionally assigned to women…” Dolores Jimenez y Muro, Schoolteacher, writer: “called for the political enfranchisement of Mexican women in their "economic, physical, intellectual and moral struggles." Hermila Galindo, Secretary to Carranza: “early supporter of many radical feminist issues such as sex education in the schools, women's suffrage, and divorce. She was one of the first feminists to bluntly state that the Catholic Church was the main obstacle to the advancement of feminism in Mexico.” Source: http://www.actlab.utexas.edu/~geneve/zapwomen/goetze/paper.html

  22. 2. Soldaderas: Although they occasionally fought in battle, these women generally traveled with the revolutionary armies to forage for food, cook meals, nurse the wounded, wash clothes, and other services not provided by the military • 3. Female Soldier: • the smaller population of female soldiers had a very different role than the larger group of Soldaderas, camp followers, or women otherwise providing support services to the troops. Female soldiers, in many cases, virtually gave up their identities as women to become combatants Source: http://www.actlab.utexas.edu/~geneve/zapwomen/goetze/paper.html

  23. F. New Imperialism • Social Inequality Persists • Society dominated by landed elites • Land is the basis for wealth, social prestige, political power • System of cheap labor & growth of cash crops (specialized crops for export) • Masses remained in poverty – no land to grow food crops

  24. IV. Political Changes (in L.A.) • U.S. in Latin America • Spanish-American War (1898): Cuba became a protectorate; Puerto Rico annexed • Panama (1903) • U.S. supported rebellion in which Panama became ind. from Colombia • In exchange, U.S. granted control of land that will become Panama Canal by 1914 • Business investments in L.A. protected by military – sent to Cuba, Mexico, Guatemala, Honduras, Nicaragua, Panama, Colombia, Haiti, Dominican Republic – led to resentment & anti-Americanism

  25. Revolutionary Art: Diego Rivera The Indigenous World, 1929-35 (Mural) “I know now that he who hopes to be universal in his art must plant in his own soil. Great art is like a tree which grows in a particular place and has a trunk, leaves, blossoms, boughs, fruit, and roots of its own. The more native art is, the more it belongs to the entire world, because taste is rooted in nature. When art is true, it is one with nature. This is the secret of primitive art and also of the art of the masters -- Michelangelo, Cezanne, Seurat, and Renoir. The secret of my best work is that it is Mexican” The Flower Carrier, 1935

  26. Frida Kahlo Las Dos Fridas, 1939. Diego and I, 1949. Self-Portrait with Monkey, 1938. "...I paint my own reality, The only thing I know is that I paint because I need to, and I paint whatever passes through my head without any consideration...“ –Frida Kahlo

  27. Diego Rivera, Dream of a Sunday Afternoon in Alameda Park, 1947-48, Mexico City. (Mural) David Alfaro Siqueiros, Echo of a Scream, 1937, MoMA, NY. “art must no longer be the expression of individual satisfaction (which) it is today, but should aim to become a fighting educative art for all…” -Siqueiros

  28. Jose Orozco, Father Hidalgo, 1937, Jose Guadalupe Posada, Catrina Guadalajara. Calavera, 1910.

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