BORDERS
& FRONTIERS
in modern Latin American History
NEED HELP? !
Professor Ángeles Picone, Ph.D.
Office: Stokes S367
E-mail: angeles.picone@bc.edu
Phone: 617-552-1196
We meet TTh at 1.30pm in Stokes Hall 113S
Office hours W 9-12 – My doors are always
open to students during these hours. I
welcome your visit. If you class at this time, e-
mail me so we can arrange another meeting
time.
Friendship Bridge between Brazil and Paraguay.
(Source: Wikipedia Commons)
WHAT IS THIS COURSE ABOUT? 🧐
This course examines the history of border
regions in Latin America and the Caribbean.
You will learn how borderlines are more
imagined lines than rigid barriers and how
several social actors used them, crossed
them, and changed them. This course asks
how border regions are constructed and
reflects on how scholars have examined
them. It ultimately seeks to challenge a
state-centric approach to border regions
through the exploration of colonialism,
spatial history, race, and other topics.
REQUIRED BIBLIOGRAPHY 📚
📖 Chesterton, Bridget María, ed. The Chaco War:
Environment, Ethnicity, and Nationalism. London;
Oxford; New York: Bloomsbury Academic, 2016.
📖 Hecht, Susanna. The Scramble for the Amazon
and the “Lost Paradise” of Euclides Da Cunha.
Chicago: University of Chicago Press, 2013.
📖 González, Gabriela. Redeeming La Raza:
Transborder Modernity, Race, Respectability, and
Rights. New York, NY: Oxford University Press, 2018.
Recommended text: 📖 Mary Lynn Rampolla, A Pocket Guide
to Writing in History (any of the 7th, 8th, or 9th editions)
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LEARNING OUTCOMES
In terms of historical knowledge, by the end of the semester you will:
🏆 Identify major changes and continuities in the history of Modern Latin America, especially in border
regions.
🏆 Describe and explain the impact of colonialism in border regions throughout the period.
🏆 Describe and comparatively explain instances of imperial breakdown and state formation in Latin
America.
🏆 Describe, compare, contrast, and explain how historians and other scholars have examined the
notions of borders, frontiers, and margins in the Latin American history.
🏆 Collect, summarize, and synthesize information about border conflicts in the Americas.
🏆 Summarize, synthesize, and assess literature on border regions of Latin America.
🏆 Provide historical analysis of border regions in light of capitalism, race, and power.

In terms of historical skills, by the end of the semester you will:

🏆 Identify and describe major events in the history of a country (and explain why they are ‘major’).
🏆 Locate events in time and space.
🏆 Identify, describe, contextualize, and analyze historical sources.
🏆 Read texts with purpose.
🏆 Explain events and outcomes through multiple causation.
🏆 Describe and explain events at multiple geographical scales.
🏆 Communicate more effectively in written and oral forms.
🏆 Provide primary or secondary evidence for your arguments, including citing appropriately.
🏆 Build a calendar and plan your assignments.
🏆 Design and carry out group projects.
🏆 Design and create a website as a research paper.

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HOW TO LEARN IN THIS CLASS

Come to class

• Our meetings provide unique learning opportunities. It's important that you are present to discuss, ask
questions, and present your work. You are allowed two absences without penalty. Communicate your
inattedances with me as promptly as possible.
• Phones must be off/silent and put away (not in your pocket, in your bag).
• You can bring laptops and tablets for note-taking and reading but I strongly suggest you use notebooks.

Engage

• Participation is fundamental for learning. This means not only providing insights or asking questions in
class, but also taking part in group and online discussions. For examples on participation, see page 7.

Read

• A key component of historical critical thinking is engaging with what others have said.
• Reading assignments are obligatory.

Write

• Taking notes, posting to Canvas, and submitting your assignments will help you better distill your ideas.
• In this course you will learn how to engage with others' work. Citing properly and giving credit to the work
of others compounds to academic integrity. For more on this see page 13.

Take care

• Your academic success depends, above all, on your health. Maintaining a healthy lifestyle can sometimes
be hard during the semester. Remember that BC has numerous resources across campus to help you care
for yourself (see page 13).
• Accommodations: I am happy to accommodate your needs so that you are successful in this course. If you
have a disability and will be requesting accommodations for this course, please register with either Dr.
Kathy Duggan (dugganka@bc.edu), Associate Director, Connors Family Learning Center (learning
disabilities or AHD) or Dean Rory Stein, (rory.stein@bc.edu), Assistant Dean for students with disabilities,
(all other disabilities). Advance notice and appropriate documentation are required for accommodations.

Ask

• Last but not least, asking questions is at the center of history as a discipline and of liberal arts education
more broadly. Raising questions is as important as trying to answer them, so don't hesitate!
• I hold "Student Hours" for you to come to my office and ask questions or voice concerns. If you have other
classes during my office hours, you are welcome to e-mail me to set up an appointment on a different day.

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ASSIGNMENTS
WEIGHED ASSIGNMENTS
Participation
Non-graded assignments
Presentation & Summary
Weekly commentaries
Collab I (Mid-Term)
Book Analysis
Collab II (Final project)
FORMATTING WRITTEN WORK
✅ Always be formal, unless otherwise stated.
✅ For written assignments, use 12pt Times New
15% Roman for the main body, double spaced, and 1-inch
10% margins. Include page numbers and your name on all
10% pages except the first one. On the first page, write
10% your name, course, and title of the assignment.
20% Footnotes should be in 10pt font.
15% ✅ ALWAYS cite the sources, bibliography, artwork,
20% etc. that you use. In history, we tend to employ
Chicago Manual of Style.

WEEKLY COMMENTARIES UNGRADED ASSIGNMENTS

✅ Everyone except group presenter has to post a
250-word reaction to the weekly readings and a
question. Include a title, which should also stand
for our class discussion that day.
✅ Post your commentaries to Canvas by noon
the day before class.
✅ Depending when we have a presenter, this
means you need to post Monday or Wednesday.
We will try not to have two commentaries on the
same week, but some weeks that might be the
case.
Ungraded assignments do not carry a grade per se,
but they are obligatory. These include, for example:
✅ Map quizzes.
✅ In-class activities.
✅ Reading the syllabus.
✅ Attending a WordPress and a Zotero workshop
with our librarian (unless you can prove you are
familiar with these tools).
✅ Coming to office hours at least twice in the
semester (one before and one after Spring Break).

ORAL PRESENTATION
✅ Once during the semester, you will deliver an
oral presentation about one of the readings.
✅ Presentations should be 5-7 minutes long.
✅ You should provide the historical context to
understand the reading and discuss the main
arguments.
✅ Presentations should include some reference
to weekly commentaries from your peers. You
summarize them or choose to focus on one or
two.
✅ Finally, the presentation should make
connections to other themes/readings from the
syllabus.
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CLASS SUMMARY
✅ On the day’ you present on the readings, you
will be in charge of taking class notes.
✅ After class, you will write a blog post
summarizing the readings, synthesizing the
weekly commentaries to the readings (which you
should have also done for the presentation), and
providing additional resources that you think the
rest of the class might find useful.
✅ Take advantage of digital tools, such
hyperlinks, to make your post as rich as possible.
✅ If you used a slide in your presentation, feel
free to share it here.
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COLLABORATIVE PROJECT 1: BOLIVIAN-PARAGUAYAN BORDER PROJECT

✅ In lieu of a mid-term exam, you will re-enact the border negotiations between Bolivia and Paraguay in
the aftermath of the Chaco War (1932-1935).
✅ The class will be divided into groups representing Bolivia and Paraguay. Each group should carry out the
research to represent their country in the border negotiations. Each group will have four types of officers:
💼 Diplomats: In charge of crafting the negotiations. They are experts in their country’s history,
interests, and geopolitics. As good diplomats, they are well-versed in the other country’s history
and interests.
💼 Press corps: They are responsible for gathering information and communicating effectively. They
are the ones communicating with me. Likewise, like every good political negotiation, they will
undertake a social media campaign.
💼 Historians: They are in charge of providing diplomats with accurate information about the
neighboring countries that might have an interest in the Bolivian-Paraguayan conflict: Chile, Brazil,
and Argentina.
💼 Geographers: Although they may have not gone to the actual Chaco area, they can make a case
to authorities as to where the borderline should be drawn. They know about resources,
demography, and the opportunities that Chaco represents for their countries.
✅ Each group will submit a 10-15-page paper on Monday, February 24 outlining where the border should
be drawn and providing supporting evidence. Evidence should illustrate historical and geographical
knowledge, geopolitical insights on to the region, perceptions of the negotiations in the hemisphere,
possible contingencies/reactions from other countries.
✅ On Tuesday, February 25, groups will give a 10-minute presentation. In addition, each group will see each
other’s report and prepare a response.
✅ On Thursday, February 27, groups will finish the responses to the other party and share them. Be ready
to upload responses in class and to present them in class. Reports and presentations should show evidence
of collaborative work. I will play the mediator and decide where we draw the borderline. This means that
when you present, I can ask a question to anyone.
✅ Be aware! Something will happen on February 27 that will disrupt the negotiations. You should be
prepared to react accordingly. A historically-sound and well-argued reaction will earn the winning group half
grade point in either the book review assignment.
✅ Each group member will also submit a two-page essay outlining their role in their group and explaining
how they contributed to the project. Due on February 28 (to give you time to add anything from the week).

INDIVIDUAL PROJECT: BOOK ANALYSIS

✅ 5-page discussion of Redeeming La Raza in light of our class conversations and another monograph of
your choice.
✅ You should analyze the book through the lens of a topic. DO NOT summarize what the author discusses.
Rather, synthesize her argument in relation to questions we explore in class.
✅ Put the book in conversation with another book. For instance, you can pair it with a book that examines
modernity in another Latin American border region or a book that unpacks how two nation-states
transformed the cultural landscape in a border region.
✅ Use this as an opportunity to build your research towards your final project. Due April 2.

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COLLABORATIVE PROJECT 2: FRONTIERS OF LATIN AMERICA

✅ Research project on a border region of Latin America. The final output will be a WordPress website
pinned to class Google Map.
✅ This is a history research project, remember to think historically. I.e.: though present-day headlines might
attract you to a border region, this is a paper on historical implications of border-making and nations in the
past 200 years across a continent.
✅ This project works like a final exam. It should bring together discussions, questions, and literature that
we have tackled in class and expand them with your own research interests.
✅ Submissions: website, group essay explaining the rationale of the website (five pages), and individual essay
explaining the development of the project and your role in it (three pages).
Important Dates:
Submission of main topic: March 17.
Preliminary bibliography and at least two sources: April 2 (build on your book review and the syllabus!).
First draft (up to five pages): April 9.
Meeting with Prof. Picone: no later than April 16.
Oral presentation: April 30.
Group and individual essays: April 30 before class.
Final version: May 5, 9am.

POSSIBLE AREAS
POSSIBLE THEMES
✅ Bolivia’s access to the ocean (this is a long-
✅ Border-crossing and migration.
standing issue) (Peru-Chile-Bolivia).
✅ Militarization and border security.
✅ The Beagle Channel (Chile-Argentina).
✅ Border negotiations.
✅ The US-Mexico border.
✅ Capitalism, extractivism, and environmental
✅ The Ecuadoran Amazon (Ecuador-Brazil).
justice.
✅ Lake Titicaca and the surrounding cities (Bolivia-
✅ Gender and labor.
Peru)
✅ Indigeneity and social justice.
✅ Internal frontiers (Eg: southern Chile, the
Amazon, etc.) ✅ Islands as frontiers (think piracy, border
crossing, etc.)
✅ Caribbean as border region.

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PARTICIPATION & ENGAGEMENT

Participation might look different to different people. We are all motivated by different things and we engage
with readings and assignments in a variety of ways. Participation in this class means to engage with the
literature, the discussions, and the class. Here are some examples on how you can do this:

🗣 Ask a question or make a comment to a fellow student showing you listened attentively.
🗣 Make a comment that brings two other views together.
🗣 Use body language to show you are listening to what others have to say.
🗣 Ask a question that summarizes differing views and moves the conversation forward.
🗣 Post a comment to your peers’ work on Canvas.
🗣 Ask a question or make a comment that brings into the conversation previous readings.
🗣 Bring to class a resource (news article, website, twitter thread, book, movie clip, etc.) that is not on the
syllabus but that contributes to our learning.
🗣 Make a comment on why you found somebody else’s ideas compelling.
🗣 Contribute something that builds on, or springs from, what someone else has said. Be explicit about the
way you are building on the other person's thoughts – this can be done online.
🗣 Ask a cause and effect question - for example, "can you explain why you think it's true that if these things
are in place such and such a thing will occur?"
🗣 Find a way to express appreciation for the enlightenment you have gained from the discussion. Try to be
specific about what it was that helped you understand something better. Again, this can be done online if
this suits you better.
🗣 Compare other people’s point of view.
🗣 Explain how somebody else’s ideas move you to think further about a topic.

Source of this idea and some bullet points: Stephen D. Brookfield

READING FOR CLASS

History courses tend to be reading-heavy. This sometimes requires you go through a lot of information in very
little time. In order to be prepared for class, I’d recommend:
✅ Read for understanding, don’t try to remember everything.
✅ Take notes of key points and examples that illustrate these points.
✅ Build your own timeline/mind map.
✅ Jot down some questions. Bring these questions to class
✅ Try to paraphrase the main points.
✅ Make connections with other topics discussed in class.
✅ Think about how the readings intersect with the main themes of this class.

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CALENDAR
Tuesday, January 14 – Introduction

• Introduction

Thursday, January 16

• Read: Jackiewicz, Edward, and Fernando J. Bosco. “The Making of a Region: Five Hundred Years of
Change from Within and Without.” In Placing Latin America: Contemporary Themes in Human
Geography, edited by Edward Jackiewicz and Fernando J. Bosco, 25–37. Lanham, Md.: Rowman &
Littlefield, 2008.
• One of the following:
o Aiton, Arthur S. “Latin-American Frontiers.” In Where Cultures Meet: Frontiers in Latin
American History, edited by David J. Weber and Jane M. Rausch, 19–25. Jaguar Books on
Latin America ; No. 6. Wilmington, Del.: SR Books, 1994.
o Belaúnde, Víctor Andrés. “The Frontier in Hispanic America.” In Where Cultures Meet:
Frontiers in Latin American History, edited by David J. Weber and Jane M. Rausch, 33–42.
Jaguar Books on Latin America ; No. 6. Wilmington, Del.: SR Books, 1994.
o Sarmiento, Domingo Faustino. “Frontier Barbarism.” In Where Cultures Meet: Frontiers in
Latin American History, edited by David J. Weber and Jane M. Rausch, 26–32. Jaguar
Books on Latin America ; No. 6. Wilmington, Del.: SR Books, 1994.
o Turner, Frederick Jackson. “The Significance of the Frontier in American History.” In
Where Cultures Meet: Frontiers in Latin American History, edited by David J. Weber and
Jane M. Rausch, 1–18. Jaguar Books on Latin America ; No. 6. Wilmington, Del.: SR Books,
1994.
o Zavala, Silvio. “The Frontier in Hispanic America.” In Where Cultures Meet: Frontiers in
Latin American History, edited by David J. Weber and Jane M. Rausch, 42–50. Jaguar
Books on Latin America ; No. 6. Wilmington, Del.: SR Books, 1994.
Tuesday, January 21 – No class

Thursday, January 23

Read:
• Yaremko, Jason M. “‘Frontier Indians’: ‘Indios Mansos,’’Indios Bravos,’and the Layers of
Indigenous Existence in the Caribbean Borderlands.” In Borderlands in World History, 1700-1914,
edited by Paul Readman, Cynthia Radding, and Chad Bryant, 217–36. Basingstoke: Palgrave
Macmillan, 2014.
• Langfur, Hal. “Native Informants and the Limits of Portuguese Dominion in Late-Colonial Brazil.”
The [Oxford] Handbook of Borderlands of the Iberian World, 2019.
• Readman, Paul, Cynthia Radding, and Chad Bryant, eds. “Environment, Territory, and Landscape
Changes in Northern Mexico during the Era of Independence.” In Borderlands in World History,
1700-1914, 65–82. Basingstoke: Palgrave Macmillan, 2014.
• Fernández, Pablo Azócar, and Zenobio Saldivia Maldonado. “Maps, Power, and the Pacification of
La Araucanía-Chile, 1850–1900.” Oxford Research Encyclopedia of Latin American History,
September 30, 2019.

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Presenter:

Tuesday, January 28

Read:
• Chesterton, Bridget María, ed. The Chaco War: Environment, Ethnicity, and Nationalism. London ;
Oxford ; New York: Bloomsbury Academic, 2016. Introduction.
Presenter:
Thursday, January 30

Read:
• Hecht, Susanna. The Scramble for the Amazon and the “Lost Paradise” of Euclides Da Cunha.
Chicago: University of Chicago Press, 2013. Part 1.
Presenter:
Tuesday, February 4

Read:
• Beckman, Ericka. “The Creolization of Imperial Reason: Chilean State Racism in the War of the
Pacific.” Journal of Latin American Cultural Studies 18, no. 1 (March 1, 2009): 73–90.
Presenter:
Thursday, February 6

Read:
• Chesterton, Bridget María, ed. The Chaco War: Environment, Ethnicity, and Nationalism. London ;
Oxford ; New York: Bloomsbury Academic, 2016. Chapter 2.
Presenter:

Tuesday, February 11

Read:
• Chesterton, Bridget María, ed. The Chaco War: Environment, Ethnicity, and Nationalism.
London ; Oxford ; New York: Bloomsbury Academic, 2016. Chapters 3-5.
Presenter:

Thursday, February 13

Read:
• Chesterton, Bridget María, ed. The Chaco War: Environment, Ethnicity, and Nationalism.
London ; Oxford ; New York: Bloomsbury Academic, 2016. Chapters 7-9.
Presenter:

Tuesday, February 18

Read:
• Appelbaum, Nancy P. Mapping the Country of Regions: The Chorographic Commission of
Nineteenth-Century Colombia. Reprint edition. Chapel Hill: The University of North Carolina Press,
2016. Chapter 6 or 7. (I suggest everyone reads the introduction to the book).

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Presenter:

Thursday, February 20

Read:
• Hecht, Susanna. The Scramble for the Amazon and the “Lost Paradise” of Euclides Da Cunha.
Chicago: University of Chicago Press, 2013. Part 2.
Presenter:

Tuesday, February 25

Mid-Term I
Groups will see each other’s report and prepare a response. You will submit a two-page response at the
end of class.

Thursday, February 27

Mid-Term II
Groups will finish the responses to the other party and share them

Tuesday, March 3 – No Class

Thursday, March 5 – No Class

Tuesday, March 10

Read:
• Redeeming La Raza: Transborder Modernity, Race, Respectability, and Rights. Oxford, New York:
Oxford University Press, 2018. Introduction and Part I.
Presenter:

Thursday, March 12

No reading assignment.

Tuesday, March 17

Read:
• Redeeming La Raza: Transborder Modernity, Race, Respectability, and Rights. Oxford, New York:
Oxford University Press, 2018. Introduction and Part II.
Presenter:
Submit topic of final project before class.

Thursday, March 19

No reading assignment.

Tuesday, March 24

Read:
• MacDonald, Katherine. “‘No Trespassing’: Changing and Contested Rights to Land in the Guyanese
Amazon.” Journal of Latin American Geography 15, no. 1 (March 31, 2016): 59–82.
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• Luna-Firebaugh, Eileen. “The Border Crossed Us: Border Crossing Issues of the Indigenous Peoples
of the Americas.” Wicazo Sa Review 17, no. 1 (2002): 159–181.
Presenter:

Thursday, March 26

Read:
• Chesterton, Bridget María, ed. The Chaco War: Environment, Ethnicity, and Nationalism. London ;
Oxford ; New York: Bloomsbury Academic, 2016. Chapter 6.
Presenter:
Tuesday, March 31

Read:
• Blanc, Jacob. “Itaipu’s Forgotten History: The 1965 Brazil–Paraguay Border Crisis and the New
Geopolitics of the Southern Cone.” Journal of Latin American Studies 50, no. 2 (May 2018): 383–
409.
• Freitas, Frederico. “Argentinizing the Border: Conservation and Colonization in the Iguazú National
Park, 1890-1950s.” In Big Water: The Making of the Borderlands between Brazil, Argentina, and
Paraguay, edited by Jacob Blanc and Frederico Freitas, 105–30. Book Collections on Project MUSE.
LCNAMES. Tucson, Arizona: The University of Arizona Press, 2018.
Presenter:
Thursday, April 2

No reading assignment.
Book analysis due today.
Final project’s preliminary bibliography and at least two sources

Tuesday, April 7

Read:
• Hecht, Susanna. The Scramble for the Amazon and the “Lost Paradise” of Euclides Da Cunha.
Chicago: University of Chicago Press, 2013.
No presenter

Thursday, April 9 – No Class

Submit draft of final project (in the form of a word document).

Tuesday, April 14

Read:
• Hevilla, Cristina, and Perla Zusman. “Borders Which Unite and Disunite: Mobilities and
Development of New Territorialities on the Chile - Argentina Frontier.” Journal of Borderlands
Studies 24, no. 3 (September 1, 2009): 83–96.
• Freeman, Cordélia. “Identity and the Militarized Border: Mi Mejor Enemigo (Chile, 2005).” Espaço
e Cultura 0, no. 33 (2013): 65–86.

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• Hurtado-Torres, Sebastián, and Joaquín Fermandois. “The War That Didn’t Break Out: Military
Rule and Regional Tensions in the Andes in the 1970s.” The International History Review 0, no. 0
(August 18, 2019): 1–20.
• Bowen, Alex. Mi Mejor Enemigo. Comedy, Drama. ALCE Producciones, Matanza Cine, Wanda
Visión S.A., 2005.
Presenter:

Thursday, April 16

No reading assignment.
•

Tuesday, April 21

Read:
• Berlinger, Joe, Michael Bonfiglio, Third Eye Motion Picture Company, and First-Run Features.
Crude. New York: First Run Features, 2009. (available to view online through BC Libraries).
• Sawyer, Suzana. “Fictions of Sovereignly: Of Prosthetic Petro-Capitalism, Neoliberal States, and
Phantom-Like Citizens in Ecuador.” Journal of Latin American Anthropology 6, no. 1 (March 1,
2001): 156–97. https://doi.org/10.1525/jlca.2001.6.1.156.
• https://amazonwatch.org
Presenter:

Thursday, April 23

Read:
• Soluri, John. Banana Cultures. Agriculture, Consumption & Environmental Change in Honduras &
the United States. 1st ed. Austin: University of Texas Press, 2005. Chapter 8.
• Nevins, Joseph. “How US Policy in Honduras Set the Stage for Today’s Migration.” The
Conversation. Accessed January 13, 2020. http://theconversation.com/how-us-policy-in-
honduras-set-the-stage-for-todays-migration-65935.
Presenter:

Tuesday, April 28

Read:
• “Hot or Not? Border Conflicts in the Americas.” Accessed January 13, 2020.
http://www.americasquarterly.org/charticles/border-conflicts-in-the-americas/.
No presenter

Thursday, April 30

Final project
• Oral presentations
• Essays due before class

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ADDITIONAL INFORMATION
LEARNING SUPPORT AT BC 📖
BC Libraries: This should be your go-to place
for studying and research. To schedule an
appointment with the History Library Liaison,
click here.
The Connors Family Learning Center:
especially for tutoring advice regarding
writing, time management, and reading skills.
The Bowman AHANA Intercultural Center: for
dedicated support to AHANA students.
Counselling Services: For professional mental
health services.
Learning to Learn: Dedicated support for first
generation students.
SH*T HAPPENS 💩
While we all hope our
semester unfolds smoothly,
life happens. Sometimes, it
brings good things and
sometimes it may bring things that require our full
attention. For these extenuating circumstances,
you have one Get Out of Jail Free Card to push a
due date three days, no questions asked/no
explanation needed. Invoke the clause via e-mail.
(It cannot be invoked for the final project).

E-MAIL EXPECTATIONS

When communicating by e-mail, err on

maintaining formality. Open your e-mail with a
salutation (such as Dear Dr. Picone or Dear
Professor Picone), kindly ask your
question/make your suggestion, and close. If
your e-mail includes several paragraphs,
consider the possibility of discussing the issue
in person. If you are writing to schedule an
appointment, kindly propose three meeting
Photo by Michael Dziedzic on Unsplash
times. I respond to e-mail between 9am and
5pm only on weekdays, though there are
exceptions.

ACADEMIC INTEGRITY
Academic integrity is a fundamental aspect of learning. I take academic integrity very seriously both
in my teaching and my research. Academic integrity means several things, from do not lie to do not
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 Picone – 14
claim you said something when you did not. In our classroom, it means that you can claim your work
is yours and nobody else’s. Boston College has a strong policy in place, which you can find here. I
have transcribed a portion of it from the Academic Integrity website:

“Policy and Procedures

The pursuit of knowledge can proceed only when scholars take responsibility and receive credit
for their own work. Recognition of individual contributions to knowledge and of the intellectual
property of others builds trust within the University and encourages the sharing of ideas that
is essential to scholarship. Similarly, the educational process requires that individuals present
their own ideas and insights for evaluation, critique, and eventual reformulation. Presentation
of others' work as one's own is not only intellectual dishonesty, but it also undermines the
educational process.
Standards
Academic integrity is violated by any dishonest act which is committed in an academic context
including, but not restricted to, the following:

Cheating is the fraudulent or dishonest presentation of work. Cheating includes but is not
limited to:
• the use or attempted use of unauthorized aids in examinations or other academic
exercises submitted for evaluation;
• fabrication, falsification, or misrepresentation of data, results, sources for papers or
reports, or in clinical practice, as in reporting experiments, measurements, statistical
analyses, tests, or other studies never performed; manipulating or altering data or
other manifestations of research to achieve a desired result; selective reporting,
including the deliberate suppression of conflicting or unwanted data;
• falsification of papers, official records, or reports;
• copying from another student's work;
• actions that destroy or alter the work of another student;
• unauthorized cooperation in completing assignments or during an examination;
• the use of purchased essays or term papers, or of purchased preparatory research for
such papers;
• submission of the same written work in more than one course without prior written
approval from the instructors involved;

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• dishonesty in requests for make-up exams, for extensions of deadlines for submitting
papers, and in any other matter relating to a course.

Plagiarism is the act of taking the words, ideas, data, illustrations, or statements of another
person or source, and presenting them as one's own. Each student is responsible for learning
and using proper methods of paraphrasing and footnoting, quotation, and other forms of
citation, to ensure that the original author, speaker, illustrator, or source of the material used
is clearly acknowledged.

Other breaches of academic integrity include:

• the misrepresentation of one's own or another's identity for academic purposes;
• the misrepresentation of material facts or circumstances in relation to examinations,
papers, or other evaluative activities;
• the sale of papers, essays, or research for fraudulent use;
• the alteration or falsification of official University records;
• the unauthorized use of University academic facilities or equipment, including
computer accounts and files;
• the unauthorized recording, sale, purchase, or use of academic lectures, academic
computer software, or other instructional materials;
• the expropriation or abuse of ideas and preliminary data obtained during the process
of editorial or peer review of work submitted to journals, or in proposals for funding by
agency panels or by internal University committees;
• the expropriation and/or inappropriate dissemination of personally-identifying human
subject data;
• the unauthorized removal, mutilation, or deliberate concealment of materials in
University libraries, media, or academic resource centers.

Collusion is defined as assistance or an attempt to assist another student in an act of academic dishonesty.
Collusion is distinct from collaborative learning, which may be a valuable component of students' scholarly
development. Acceptable levels of collaboration vary in different courses, and students are expected to
consult with their instructor if they are uncertain whether their cooperative activities are acceptable.”

Once you finish reading the syllabus, send me a text entry via Canvas with the country you want to
learn the most about and why (submission via Canvas). Due January 17.
Last revised January 12, 2020
 Picone – 16

Last revised January 12, 2020