This course outline and bibliography on Peru during the middle years of the nineteenth century includes general works in English and Spanish. Entries are organized chronologically and focus on a variety of topics, including efforts to modernize society, the large unassimilated Indian population, geographic isolation, economic problems, militarism,…

A broad, hemispheric approach to American history, called the Bolton thesis or a history of the Americas, can contribute something unique to a college curriculum formerly dependent on the more traditional surveys. It also poses some extraordinary challenges. Guidelines for teaching such a course are presented. (RM)

Presents a bibliographic review essay on the topic of colonial Peru organized according to the following topics: Pre-Columbian Peru, 5500 B.C.- 1532; the conquest of Peru, 1532-1572; Peru under the Hapsburgs, 1516-1700; Bourbon Peru, 1700-1808; and the coming of independence, 1808-1821. The essay is based on a bibliography composed largely of…

Discusses the use of novels in a Latin American history course. Provides a theoretical basis for the course. Outlines course format, class assignments, and reading lists. Points out the value of the novel to students in understanding the history of Latin America. (RW)

Presents a bibliographic review essay on Latin American families. The essay is presented in three major categories: (1) the family and enterprise; (2) the family--different regions, time periods, and socioeconomic conditions and (3) family networks. Entries include historical literature and articles in the English language, films, and novels. (DB)

Describes important issues for understanding Latin American women. Concluded that while Latin American women were not equal to men, their inferiority was tempered by power resources available to them: relatives, ownership of property, participation in the labor force, and the church and courts. A course syllabus is included. (Author/DB)

Describes three methods of active learning for an undergraduate history class: (1) debates over differing historical interpretations; (2) demonstrations of change and continuity between past and present in an historical issue; and (3) simulations of real or imaginary events. Includes instructions, evaluation information, and a course description.…