Note: This Special Focus document was developed prior to the course changes in 2011-12. While these materials are still relevant to teaching the revised AP® World History Curriculum Framework, teachers should be aware of the differences. connect to college success™ www.com The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,000 schools, colleges, universities, and other educational organizations.
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Page 15: Rodney Winston “Garvey (lyrics).” © 1975, Burning Spear/Burning Spear Music/Palm Pictures. Page 17: James Van Der Zee. Marcus Garvey in Car. © Bettmann/CORBIS; Marcus Garvey, full-length, seated at desk.
Silver gelatin photographic print. Library of Congress, Prints & Photographs Division [LC-USZ61-1854]. Page 25: Marcus Garvey. “Declaration of Rights of the Negro Peoples of the World” from a 1920 convention.
© 1920 The Universal Negro Improvement Association www.com/unia_ldc or www. Reprinted with permission. Page 32: Marcus Garvey. “Explanation of the Objects of the Universal Negro Improvement radio broadcast.
© Universal Negro Improvement Association Papers Project at UCLA, 1921. Page 33: “A Dialogue: What’s the Difference” by Marcus Garvey from Marcus Garvey, Life and Lessons, edited by Robert A. Hill and Barbara Bair © 1987 by The University of California Press. Reprinted with permission.
Page 41: “Liberation Theology and Beyond: The Contextual Ethics of Desmond Tutu” by L. Hulley from the Anglican Theological Review, Volume 79, no. © Anglican Theological Review. Page 51: “The Basic Question: How to be Christians in a World of Destitution” by Leonardo Boff and Clodovis Boff from Introducing Liberation Theology, June, 1987: 1–9.
Reprinted with permission. Page 68: “Khrhuschev Tells the West to Keep Hands Off Congo” by Seymour Topping from The New York Times, July 16, 1960. © 1960 by The New York Times Co. Reprinted with permission.
Page 70: Troops Capturing Patrice Lumumba. December 6, 1960 © Bettmann/CORBIS. Page 72: Salvador Allende Leaving Building. September 11, 1973 © Dmitri Baltermants/The Dmitri Baltermants Collection/CORBIS.
Page 74: First published in “Early Cinema and Modernity in Latin America,” by Ana M. Lopez, from Cinema Journal 40:1, p. Copyright © 2000 by the University of Texas Press. All rights reserved.
Reprinted with permission. Page 75: “The Latin American Film, Realism, and the Historian” by Bradford E. Burns from The History Teacher, Volume 6, no. © 1973 The Society for History Education.
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AP Potential and connect to college success are trademarks owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www. ii Table of Contents Special Focus: Teaching About Twentieth Century Latin America and Africa in World History Introduction Sharon Cohen .3 Why Bother With Africa and Latin America? John McNeil .7 Marcus Garvey Sharon Cohen and Judy Miller .11 Black Theology and Liberation Theology Rob Plunkett.40 Teaching Approaches for Including Africa and Latin America in Teaching the Cold War Sándor John .56 Film in Latin America and Africa Miki Goral.73 1 Introduction Introduction Sharon Cohen Springbrook High School Silver Spring, Maryland I wasn’t sure what to expect when the instructions for a regional Model United Nations conference arrived for the school club I sponsor.
The first step involved getting students to select countries to represent. Since we were registering late, most of the countries in Europe, North America, Asia, and the Middle East were already claimed. I was struck by the apparent lack of interest in Latin America and Africa by students in other school districts, but guessed that many of their world history teachers gave less attention to examples from those regions when they reached twentieth-century topics. I hope this Special Focus publication can help teachers integrate the histories of Latin America and Africa into their approaches to the histories of the twentieth century, so they can inspire their students to gain a more global perspective.
Why This Focus Book? Secondary school teachers often question the importance of Latin America and Africa in teaching about the twentieth century when the stories of the Western powers seem so much more compelling to them. This question can have several answers. The first response is that the population of the United States, according to the United States Census Bureau, will increasingly include a greater percentage of peoples with links to Latin America and Africa, and their children will want to see stories in the world history curriculum that reflect their heritage. Second, teachers who have less diverse classrooms can use world history models to emphasize how peoples in Latin America and Africa proved essential to twentieth century developments.
For example, world history students can learn that in the first half of the twentieth century, Latin Americans and Africans produced many items key to industrial development, such as copper, bauxite, oil, and fertilizers. They also could be taught that consumer products, such as tropical fruits, beef, coffee, chocolate, and sugar, were part of commodity chains that linked the modern economies in the Atlantic world. Moreover, teachers can reveal that African and Caribbean soldiers fought in both world wars for their colonial governments, helping to win the conflicts and giving the British and French continued dominance over world political bodies. Perhaps the most compelling argument for including Latin America and Africa in twentieth-century world history is what gets our students’ attention.
The pervasive globalization evident at the end of the twentieth century can be partially explained by analyzing the global spread of mass culture that has its technological roots in the West but its cultural influences in Latin America and Africa. The way we teach twentieth-century history should explain why most of our students listen to the musical results of those cross-cultural interactions and not to the nineteenth-century classical music produced in Europe. Many more answers to this question can be found in the additional readings I suggest at the end of this introduction. 3 Special Focus: Twentieth Century Latin America and Africa Highlights of the Contributions I recruited contributions for this publication from teachers at the secondary and university levels to share what works at their institutions when they address Latin America and Africa during the twentieth century.
The articles and lessons in this Special Focus book cover the whole twentieth century, from Marcus Garvey’s movement in the 1920s to the films produced in the last decades. Two of the chapters address the issues of the Cold War and the movements associated with social justice in Latin America and South Africa. Overall, the goal of this Special Focus book is to enhance what is taught about the twentieth century in the AP® World History course. The introductory essay by John R.
McNeill broadens our view of how Africa and Latin America fit into the whole story of world history. Judy Miller’s clearly written biographical essay on Marcus Garvey and the lessons associated with it personalizes the perspectives of people of African heritage in the Atlantic world of the early twentieth century. Sándor’s approach to the Cold War gives us a new set of examples for our students to analyze the effects of the competition between the NATO and Soviet blocs. Rob Plunkett also created a remarkable innovation in comparing social justice issues and approaches in Central America and South Africa in the decades after World War II.
Finally, Miki Goral’s insights into the history of film in Latin America and Africa provide teachers with new and better informed choices for exploring the development of this global form of popular culture. Value For AP World History Teachers This Special Focus book intends to help the novice and experienced teacher alike. Many teachers did not experience a world history course in their undergraduate education, and even fewer probably took a course on Latin American or African history, so it’s to be expected that lacunae in knowledge exist. Many of us also feel somewhat uncomfortable teaching about topics we know less well and are not sure how they fit into the narrative of progress that often shapes how the twentieth century gets taught.
Connections to AP World History Habits of Mind As with any materials produced for the AP World History course, these lessons and resources intend to help students develop the AP World History Habits of Mind. Most obviously, the Garvey and Cold War lessons contain primary sources that explicitly offer students practice with analyzing point of view, context, and bias. The Garvey lesson also offers an opportunity to trace changes over time in the struggle for civil rights as well as comparing the diversity of interpretations in the African Diaspora about the best methods for that pursuit. Comparison is also the main approach in the Plunkett piece as well, and he even gives an operational rubric for assessing the essays students would be asked to write.
The number of possible examples from the history of Latin America and Africa in the twentieth century exceeds what could be covered in this small publication. Teachers might 4 Introduction consider creating lessons on some of the following additional topics that fit well with the AP World History course description’s content for the course: Additional Topics on Twentieth Century Latin America and Africa A. Political topics: Effects of the Cold War and Decolonization a. Comparing revolutionary rhetoric in Cuba and Angola b.
Comparing the effects of decolonization in the Caribbean and Africa on educational opportunities B. Social topics: Changes and Continuities in Migration Patterns a. Tracing migrations from rural to urban areas b. Identifying the creation of mega cities and their effects on the environment c.
Tracing migrations from Caribbean islands to Central America and North America, e., Jamaicans to Costa Rica, Puerto Ricans to New York City, Portuguese Azoreans to Rhode Island d. Analyzing responses to the AIDS pandemic in South Africa, Uganda, Haiti, and the Dominican Republic e. Comparing the development of public health systems in Cuba and South Africa f. The role of Cuban health care workers in developing public health systems in African countries C.
Cultural topics: Internationalization of Culture a. Identifying developments in twentieth-century popular culture in Latin America and Africa—film, music, murals, literature, and/or television b. Identifying how popular culture in Latin America and Africa affected the internationalization of culture in the twentieth century D. Economic topics: Globalization a.
Analyzing the spread of consumerism through products (detergents, textiles, oil) in Trinidad, Mexico, Nigeria, and Venezuela b. Analyzing the effect of the flow of Western capital to Africa and Latin America on migration patterns E. Environmental topics: Deforestation and Energy Use a. Compare the deforestation in tropical areas of Latin America and Africa b.
Compare the petroleum industries in Venezuela, Mexico, Nigeria, and Libya The list above, of course, could continue on almost indefinitely. No doubt, world history teachers will create other interesting comparisons for their students to analyze.