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History 4359

Cuban Revolution

Spring 2018
Reading Analysis Suggestions

Week 3

January 22 (Quiz #1)

Reserve Reading #1 (Gray)

Cuba Reader:

Wurdeman, “A Physician’s Notes on Cuba” (39-43)

Manzano, “Autobiography of a Slave” (49-57)

Placido, “An Afro-Cuban Poet” (110-112)

Marti, “Our America” (122-127)

• What is Richard Gray’s main argument in the article on José Martí? What does he mean when he talks about the “Cuban Revolution?” To whom does Gray compare Martí? Are those valid comparisons?
• What qualities did Martí favor in his writings on revolution? What types of reforms did he call for? How did he define patriotism? What were his concerns regarding the United States?
• What relationship does Gray outline between Castro’s Revolution and Martí’s Revolution? What relationship can you identify?
• Who was John Wurdemann and what is the nature of his document? When was it written and what appears to be the purpose? How does he describe the sugar estates? How does he describe sugar production? The treatment of slaves? How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?
• Who was Juan Francisco Manzano and what is the nature of his account? How does he describe the life of slaves in colonial Cuba? How does his account compare to that of Wurdemann? How does his describe his relationship with the mistress? His relationship with his mother/family? How does he describe the punishments on the plantation? Why is his account unique? How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?
• Who was Plácido and what is the nature of his document? What themes does he express in The Pineapple Flower poem? What do you think the pineapple flower represents? What themes are prominent in the To a Comet poem? What do you think the comet represents? How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?
• What is the nature of the José Martí document? How does he talk about governing in the document? How does he talk about the United States and Europe? What do you think he means by “Our America?” How does this excerpt compare to the arguments made by Gray in the reserve reading? How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?

Week 4

January 29 (Quiz #2)

Reserve Reading #2 (Deere)

Cuba Reader:

New York Journal, “Explosion of the Maine” (130-134)

Johnson, “U.S. Cartoonists Portray Cuba” (135-138)

Roosevelt, “The Platt Amendment” (147-149)

· What is Carmen Deere’s main argument about the U.S. colony in Cuba in the early decades of the twentieth century? What were the U.S. colonies and what role did they play?

· How does Deere trace the history of U.S. annexation attempts? How does she explain the expansion of U.S. capital and economic interest in Cuba after the conclusion of the War of 1898? How did land companies attract investors and migrants into American colonies?

· How did the existence of American colonies affect the relations between the United States and Cuba? How does Deere describe life in Cuba for the American colonists? How did the management of large agricultural estates work? What eventually brought the demise of the American colonies in Cuba? What happened to the eastern regions of the island as U.S. colonists pulled out? How does this essay on American colonies help you understand the larger context of U.S. involvement in Cuba in the early 20^th century?

· What is the nature of the “Explosion of the Maine” documents? How did U.S. newspapers portray the incident? What kind of language appears in the stories to sway public opinion in favor of military action? How does this document help to illustrate “yellow journalism?” How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?

· What is the nature of the documents in the section “U.S. Cartoonists Portray Cuba?” How is the United States portrayed in the images? How are Cuba and other former colonial areas portrayed? What kind of visual message does the contrast send? How might the images influence popular opinion in the United States toward Cuba? How might Cubans react? How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?

· What is the nature of the “Platt Amendment” document? Who wrote it and for what purpose? What kinds of restrictions does the amendment place on the newly-independent nation of Cuba? What kinds of rights does it grant the United States? How does the Platt Amendment within your understanding of the writings of Jose Marti? How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?

Week 5

February 5 (Quiz #3)

Reserve Reading #3 (Dur and Gilcrease)

Reserve Reading #4 (Whitney)

Cuba Reader:

Loveira, “Generals and Doctors” (186-188)

Mella, “Where is Cuba Headed?” (265-269)

Phillips, “The Fall of Machado” (274-280)

· What is Dur and Gilcrease’s main argument about the fall of the Machado regime? What evidence does he provide that U.S. diplomats intentionally interfered to bring about the downfall of Machado? How did economic relations appear to play into Sumner Welles’s strategy?

· Who was Cosme de la Torriente? How did Sumner Welles use him to oppose Machado? How did U.S. diplomats circumvent the Good Neighbor Policy? How do the authors describe the “coalition of opposition?” What do you think of their use of the term “terrorist?”

· How did Welles try to convince Machado to resign? How do the authors explain the growing unrest in Cuba? How do they explain the mixed signals coming out of Washington? How did Welles devise a plan that allowed Machado to resign and pick his successor while adhering to the constitution?

· What is Robert Whitney’s main argument about the populist policies of Fulgencio Batista in the late 1930s? How does he define populism? How does he describe the “reformist impulse” that existed in Cuba after 1933? How did the Constitution of 1940 become an expression of that reformist agenda?

· What evidence does Whitney provide to indicate that Batista was successful in achieving order in Cuba? What messages did Batista emphasize to rally support and achieve a sense of national unity? What were some of the populist measures introduced by Batista in his Three Year Plan? What were the strengths and weaknesses of the plan? How does Whitney explain the Sugar Coordination Law? How was that a populist strategy?

· How does Whitney describe Batista’s relationship with the Communist Party and labor confederations? How does the author explain the unlikely alliances? How does Whitney explain Batista’s decision to run for president in 1940? How did the United States react to Batista? Overall, what is your opinion of the author’s arguments?

· What is the nature of the “Generals and Doctors” document? Why does the protagonist describe the first-class car as a symbol? How does he describe the various characters on the train? When does the novel take place? How does the excerpt fit in the historical context of the time? How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?

· What is the nature of the “Where Is Cuba Headed” document? How does Mella describe the political situation? How does he explain the economic situation in Cuba? What is his opinion of the United States? What solutions does he prescribe for Cuba? How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?

· Who was Ruby Hart Phillips and what is the nature of his document on the fall of Machado? (**Porristas = supporters of Machado) How did people react to the news of Machado’s resignation? Who are the terrorists he describes? How does he talk of “terrorism” versus “civilization?” How does the document help you to understand the period of chaos that followed Machado’s downfall in Cuba? How does Phillips describe Cubans? How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?

Week 6

February 12 (Quiz #4)

Reserve Reading #5 (Ameringer)

Cuba Reader:

Chibas, “The Last Call” (298-299)

Franqui, “Three Comandantes Talk It Over” (302-305)

Castro, “History Will Absolve Me” (306-314)

· What is Charles Ameringer’s main argument about the Autentico Party in Cuba in the 1950s? Why does he consider traditional historical coverage of the period to be unbalanced? What was the Autentico Party (PRCA) and what was its connection to the Revolution of 1933? What was the CEN and what was its role in Cuban politics? How did the members of the Autentico Party and the CEN react to Batista’s coup in 1952?

· How did the Autenticos attempt to establish alliances with other political parties? What obstacles did they encounter? How and why did political factions begin to unite against Batista? What non-violent means did the group use to oppose the regime? What was the “abstentionist” strategy?

· How and why did Batista begin to crack down on the group? What evidence does Ameringer present to suggest that the Autenticos’ strategy was having some effect by 1956? How did Autentico leaders respond to increasing violence? Was there any relationship between the Autenticos and Castro’s insurrection? Ultimately, what does Amerigner consider the greatest contribution of the Autenticos to be?

· Who was Eduardo Chibás and what is the nature of his “The Last Call” document? How does he describe the corruption in Cuba’s political system? Whom does he name as the greatest corrupting influences in Cuba? Why does he refer to Batista as the “fake opposition?” How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?

· Who was Carlos Franqui and what is the nature of his document? What is an oral history? How should you use such a document? How do the oral histories explain how and why young people became involved in the armed opposition to Batista? How do the oral histories describe Fidel Castro? How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?

· What is the nature of the “History Will Absolve Me” document? What are the grievances that Castro lays out in his address? How does he use those grievances as justification for his revolt? What are his five revolutionary laws? What is his stance on the constitution? What is his position on Cuba’s relationship with other American nations? What kinds of social reforms does he propose? How does he use Martí in his address and how does that compare to the readings on Martí from earlier in the semester? How can this document be used to understand the issues being discussed in class? What kind of historical analysis can you make with this document?

Week 7

February 19 (Quiz #5)

Reserve Reading #6 (Boughton)

Reserve Reading #7 (Luxemberg)

Cuba Reader:

Guevara, “Reminiscences of the Cuban Revolutionary War” (315-320)

Matthews, “The Cuban Story in the New York Times” (326-332)

· What is George Boughton’s main argument about Cuban-Soviet relations between 1956 and 1960? According to the article, why was the Soviet Union so interested in establishing a relationship with Castro’s movement? What kinds of policies and positions did the Soviet government articulate toward Cuba and Castro?

· What courses of action did the Soviets and the P.S.P. recommend for Cuba? How did those recommendations compare to Castro’s statements in his “History Will Absolve Me” speech? How did they reflect the anxieties of many Cubans toward the United States? How did they reflect dissatisfaction with the Batista regime? How does the article describe the relationship between the P.S.P. and Castro?

· How did the Soviet Union react after Castro assumed power? According to the author, what led Castro to seek a closer relationship with the Soviets? How did the Soviets alter their position on Cuba after the establishment of the Soviet Cuban economic agreements? How would you compare the Soviet portrayal of Cuba’s symbolic importance in Latin America to the U.S. fears of “another Cuba?” What were the terms of the initial Soviet Cuban economic agreements? What were the larger implications of the agreements? How did Cuba’s overall foreign policy change?

· What do you think of the author’s repeated use of words like: presumably, apparently, etc.?

· What is Alan Luxenberg’s main argument about Eisenhower and Cuba? How does he position his argument between the “conservative” and “liberal” camps? What evidence and methodology does Luxenberg recommend to best analyze the role the U.S., and Eisenhower in particular, played in Castro’s eventual move toward the Soviet Union? How does Luxenberg describe early relations between the U.S. and Castro’s Cuba? How does he describe the relationship between Castro and communism?

· How does Luxenberg weigh the journalistic evidence of Szulc and Karol? How/why does he dispute the March 1959 date? How does he discuss the relationship between Nixon and Castro? How does he incorporate the issue of economic sanctions into his argument?

· Luxenberg’s sources seem concerned with distinguishing if Castro “was a communist” or “was influenced by communists” to various degrees. To what extent do you think this is important in our historical analysis of the era? What is Luxenberg’s assessment of Eisenhower’s relationship with the Batista regime? Why did U.S. leaders have such a hard time finding an “acceptable third force?” Overall, what is Luxenberg’s assessment of U.S. policy toward Latin America as reflected in the Cuba issue?

· What is the nature of Che Guevara’s document? How does he describe the peasants of the Sierra Maestra? How does he describe the revolutionaries’ treatment of the peasants? The Batista regime’s treatment of the peasants? How does he explain the decision of many peasants to join the revolutionaries?

· What is the nature of Herbert Matthew’s document? How does he describe Castro? How does he describe the Batista regime? How does he describe censorship in Cuba? How did Matthews gain access to Castro? How does he describe the conditions in which the revolutionaries were living and fighting? What does Matthews’s addendum in his 1961 book add to the portrayal? How would you imagine Americans and Cubans reacted to this story?

Week 10

March 19 (Quiz #6)

Reserve Reading #8 (Brenner)

Reserve Reading #9 (Gleijeses)

Cuba Reader:

Castro, “Castro Calls on Cubans to Resist the Counterrevolution” (536-539)

Desnoes, “Inconsolable Memories: A Cuban View of the Missile Crisis” (547-551)

Select Committee…., “The Assassination Plots” (552-556)

· What is Piero Gleijeses’s main argument about the decisions behind the failed Bay of Pigs invasion? What early measures did the United States take (under the Eisenhower administration) to destabilize Castro’s regime? According to the article, how did the CIA cooperate with Cuban dissidents in the early days of Castro’s revolution? How did the CIA model its activities on its earlier actions in Guatemala? How and why did the original plans for a small invasion force grow and change to a large amphibious attack? According to the article, what was Eisenhower’s role in the planning of the invasion?

· How does the article describe the transition of the planning from one administration to another? How did unrest in Guatemala affect the planning of covert action in Cuba? What disagreements surfaced among Kennedy’s advisers in the months and weeks leading up to the attempted invasion? How does the article describe Kennedy’s dilemma over what to do about Cuba after months of aggressive campaigning? Why was there such disagreement among the planners over “phase 2” of the invasion and the impact of psychological warfare?

· What is Philip Brenner’s main argument about Cuba’s role in the missile crisis of 1962? How did Cuba respond after the failed Bay of Pigs invasion? Why was Castro convinced that the United States was planning another major invasion? How does the article explain the Soviet and Cuban decision to place missiles in Cuba? What are Brenner’s theories regarding the relationship between Cuba and the Soviet Union leading up to the decision to place missiles in Cuba?

· How does Brenner describe Cuba’s preparation for war once the United States began the naval quarantine? What kind of communication was there between Castro and Khrushchev during the crisis? How does Brenner analyze this? What role did Cuba play in November 1962, after an agreement had been reached by Kennedy and Khrushchev to end the crisis? How did he try to involve the United Nations? How does Brenner describe the strained relations between Cuban and the Soviet Union? How does Brenner explain Castro’s anger? According to Brenner, what were the consequences of the missiles crisis for Cuba?

· What is the nature of Castro’s speech on resisting the counterrevolution? Whom does he blame for the opposition activity? How does he describe the “revolutionary government?” Why does he claim that foreign interests are rising up against the revolution? How does he use the word “communist?”

· What is the nature of Edmundo Desnoes’s “Inconsolable Memories?” How does he describe Cuba as a “modern country?” What is your impression of the vivid descriptions of mundane actions in the excerpt? How does he describe “revolutionaries?” What does he mean by “staying alive” and “go beyond words?”

· What is the nature of the assassination plots document? When did the plots take place? Why is that important? What is your impression of the attempts to destabilize the Cuban government and/or to assassinate Castro? Why was the report put together? How can you use this document as a historical source?

Week 11

March 26 (Quiz #7)

Reserve Reading #10 (Farber)

Cuba Reader:

Benjamin, “How the Poor Got More” (344-353)

Arenal, “Fish a la Grande Jardiniere (354-362)

· What is Samuel Farber’s main argument in the article on Cuban communism? Generally, how did Cuban Communists differ from “reformers?” How was the PSP positioned at the beginning of the Cold War? How did PSP members react to Castro’s successful revolution? How did the PSP’s policy positions compare to Castro’s in the earliest years of the revolution (1956-58)?

· How did the PSP define the Cuban Revolution? How did its members view the class struggle in Cuba? How and why did those views evolve over time? How does Farber explain the PSP’s stance on foreign policy? What was the “unity approach” and why does Farber consider it to be successful? According to Farber’s conclusions, what role did the PSP play in the emergence of communism in Castro’s revolution?

· What is the nature of the Benjamin document? Who was Medea Benjamin and what perspective does she offer on the Cuban Revolution? How does she describe the food problems initially faced by the revolutionary government? To what does she attribute the improvements made in income equality and food distribution? How does she explain the dwindling food supply? Logistically, how did the U.S. embargo affect Cuba’s food production and distribution industry? According to Benjamin, what is the problem with the “free market” solution to the food crisis? How does she justify the decisions to nationalize certain food industries and eventually to impose rationing measures?

· Who was Humberto Arenal and what is the nature of the “Fish a la Grande Jardiniere” document? What is the plot of the novel excerpt? What challenges does Julia face in trying to procure the necessary ingredients for dinner? Are there any underlying critiques the author is trying to make in the scene on the bus? Why is so important to Julia to prepare the fish recipe? How do her children discuss her exploits? Is it significant that the fish rots and Julia refuses to recognize it? How do you explain the appearance of her husband’s body in the refrigerator?

Week 12

April 2 (Quiz #8)

Reserve Reading #11 (Ocasio)

Cuba Reader:

Randall, “The Family Code” (399-405)

Arenas, “Homosexuality, Creativity, Dissidence” (401-411)

Daniel, “Dance and Social Change” (466-474)

Zúñiga, “The Virgin of Charity of Cobre, Cuba’s Patron Saint” (490-497)

· What is Rafael Ocasio’s main argument in the article, “Gays and the Cuban Revolution?” Who was Reinaldo Arenas and what is the nature of his experiences in the Cuban Revolution? What is Ocasio’s argument about revolutionary policies toward homosexuality? What are the main sources he uses in his analysis? What episodes of homosexual repression does Ocasio cite?

· Why was Arenas’s literature considered “counterrevolutionary?” What other kinds of “counterrevolutionary” literature does Ocasio discuss? Why was Arenas arrested and what kinds of experiences did he have in prison? How does Ocasio discuss the film Improper Conduct? Why did conflict over the issue of homosexuality in the Cuban Revolution emerge in the exile community? What is the relationship between Arenas’s position on gay rights and his position on socialism? What is Ocasio’s impression of the “gay issue” in Cuba today?

· What is the nature of Margaret Randall’s excerpt on “The Family Code?” What are the stipulations in the code regarding divorce? What are its stipulations regarding the division of household labor? What is Randall’s assessment of the effectiveness of the code?

· What is the nature of Arenas’s excerpt, “Homosexuality, Sexuality, Dissidence?” How does he describe his homosexuality? How does he discuss the Cuban Revolution? How does his literature compare to the analysis provided in the Ocasio article?

· What is the nature of Yvonne Daniel’s document on “Dance and Social Change?” Why is rumba such an important national expression in Cuba? How does Daniel describe the rumba dances she witnessed? Why do you think the national government singled out the rumba as an important dance for expression Cuban identity?

· Who is Olga Portuondo Zúñiga and what is the nature of her document? Who is the Virgin of Charity of Cobre? How did the virgin become the patron saint of Cuba? What is Santeria and how did the Virgin of Charity of Cobre become a part of it? What other cults does Zúñiga discuss? Why do people claim to follow the Virgin?

Week 14

April 16 (Quiz #9)

Reserve Reading #12 (Walsh)

Reserve Reading #13 (Dominguez)

Cuba Reader:

Masud-Piloto, “From Welcomed Exiles to Illegal Immigrants” (561-565)

Fernandez, “Wrong Channel” (566-567)

Rodriguez, “The Special Period” (599-603)

· Who is Monsignor Bryan O. Walsh and what was his connection to the events of Operation Peter Pan? How does he describe Cubans’ decisions to send unaccompanied children to live in exile in the United States? How did Catholic agencies become involved in supporting Cuban refugees? How does Walsh describe welfare services available to Cuban children who had migrated to Miami?

· How did the process for removing children from Cuba work? How did the Catholic Welfare Bureau and the U.S. government cooperate in this process? What kinds of complications did the operation encounter? How did organizers overcome unforeseen obstacles? How and why did the operation begin to send children through Jamaica? What is your general impression of Operation Peter Pan?

· What is Jorge I Dominguez’s main argument in the article on U.S.-Cuban Relations? What is the “Thucydides hypothesis” and how does the U.S.-Cuba situation fit into that hypothesis? What are the explanations does Dominguez give for the continuation of the hardline U.S. policy toward Cuba and the Cuban policy toward the United States after 1990? What impact did the fall of the Soviet Union have on Cuban military activities abroad? How did Cuban foreign policy change?

· How does Dominguez discuss the Helms-Burton Act? What is his “ideological” explanation for this piece of legislation and the resulting policy changes in the mid 1990s? How does Dominguez discuss U.S.-Cuban relations within the context of domestic politics? How does Dominguez answer the question, “Why has the United States not yet invaded Cuba?” How have the two governments opened communication since the 1990s? How was the change in immigration policy in 1995 a part of more open communication? Why does Dominguez claim that the Cold War is now “colder” between the United States and Cuba?

· Who is Felix Roberto Masud-Piloto and what is the nature of his account of Cuban immigration? How does his account fit within the context of the various waves of migration discussed in class? What insight does he offer in describing Operation Peter Pan?

· Who is Roberto Fernandez and what is the nature of his literary excerpt? What is the setting of the excerpted scene? How does the excerpt illustrate the process of assimilation the many Cubans went through after migrating to the United States? What is the humor/satire in the excerpt intended to communicate?

· Who is Silvio Rodriguez and what is the nature of “The Special Period” document? According to his songs, what is the most significant challenge faced by Cubans in the Special Period? In “The Fool,” what is “foolishness” according to Rodriguez? What statements does he make about prostitution in “Flowers?”

Week 15

April 22 (Quiz #10)

Reserve Reading #14 (Leogrande)

Reserve Reading #15 (Castro Mariño)

Cuba Reader:

Anderson, “The Old Man and the Boy” (644-649)

Sánchez Santacruz, “A Dissident Speaks Out” (664-665)

Tamayo, “One More Assassination Plot” (666-670)

· What is William Leogrande’s main argument in the article/commentary on U.S. Policy after Helms Burton? How does Leogrande explain Castro’s decision to shoot down the Brothers to the Rescue planes? How does he explain the provisions in the Helms-Burton legislation? How did U.S. domestic politics affect President Clinton’s stance toward the Helms-Burton legislation? How did Cuban politics affect Castro’s position toward the United States and how did the passage of the tougher laws shape opinion among Cubans?

· What predictions does Leogrande make about the legislation? What does he consider to be the most important aspect of the Helms-Burton law? How does he see the new law affecting “calibrated response?” What conclusions does he draw about the nature of U.S. policy toward Cuba? What is Track II and what alternatives did it offer for U.S.-Cuban relations? What does Leogrande recommend for future relations between the two nations?

· What is Soraya M. Castro Mariño’s main argument in “U.S.-Cuban Relations During the Clinton Administration?” Why did she consider U.S. policy toward Cuba to be irrational in the 1990s? How does she explain the Toricelli Act? According to her arguments, why did the U.S. stance turn more hostile toward Cuba after 1989? How does she explain the “rafters’ crisis” and Track II? Why does Castro Mariño argue that Clinton’s policies toward Cuba are best explained by domestic politics?

· How did the American business community seem to view Cuba in the mid-1990s? Why did it appear that the “right-wing” was losing influence in policy toward Cuba throughout 1995? How does Castro Mariño explain the Clinton administration’s decision to support the Helms-Burton legislation later that year? What impact did the legislation have on U.S. relations with the rest of the world, such as the European Union? What impact did the visit by Pope John Paul II have on the U.S. position toward Cuba? How and why did the stance of some Cuban-Americans begin to shift in the late 1990s? What was the U.S. Defense Department’s assessment of Cuba in 1998? What are Castro Mariño’s general conclusions?

· Who is John Lee Anderson and what is the nature of his document “The Old Man and the Boy?” What perspective does Anderson offer to the situation in Cuba during the Elian Gonzalez crisis? How does he explain Cuban attitudes toward the “revolution” in the weeks and months leading up to Elian? Why does he insist that Castro will win, no matter the outcome? How did Castro involve children and to what effect? Overall, what is your impression of the impact of the Elian Gonzalez saga within Cuba?

· Who is Elizando Sánchez Santacruz and what is the nature of his document “A Dissident Speaks Out?” How does he describe the Cuban government? How does he describe the U.S. government? What is his attitude toward his own time in prison and the political repression he has experienced? Ultimately, why does he argue that the United States should lift travel, trade, and other restrictions?

· Who is Juan Tamayo and what is the nature of his document “One More Assassination Plot?” What are the sources for the article? How does the article describe the assassination plot against Castro in the Dominican Republic? How does the article describe Luis Posada Carriles? How does the information provided in this article compare to the information on Posada from the video 368 Ways to Kill Castro?