Lesson 17 Home

Logo: cartoon - emerging U.S.
This is Lesson 17

If you would like to change languages, click here: SPANISH (Sorry, this is still under construction. Come back next semester, when we expect to have a fully bi-lingual web site to accompany our projected offering of the course in both Spanish and English)

If you would like to see the full text of the Lesson in English, click here.

If you would like to read the Spanish side-by-side with the English, click here (note: this is an excellent language learning technique).

Multiple choice questions for the Lesson (click on the correct answer; if you are wrong, nothing happens; if you are right you will get a confirmation):

MC-1 (page 161/2) The Cuban poet José Martí

a. is rejected by the Cuban government

b. is considered a traitor by those who oppose Castro

c. is seen by Cubans as too inclined to accept US domination

d. is revered by all Cubans, regardless of politics

MC-2 ( page 166/2) According to Rodó, the US contribution is:

Short-answer questions for the Lesson. Instructions: If you are not sure about the answer and would like a hint, click on the figure labeled "Hint".

Note: In later versions of this web site we plan to make it possible for you to type your answer directly on the web site and send it back to the instructor electronically. For the moment you might want to type your answers in a word processing program and let the instructor have them for extra credit (on paper or electronically via email to jchild@american.edu). We may also be discussing these questions orally in class, and similar questions will appear in unannounced quizzes.

HINT SA 1: Q1 159/4 Explain the French Intervention in Mexico during the US Civil War.

HINT SA 2: Q2 160/1 What influence did Admiral Mahan have on US-Latin American relations?

HINT SA 3: Q3 160/4 & 161/2 What do we know of Martí's life?

HINT SA 4: Q4 163/1 to 5 How does paternal love appear in Martí's poetry?

HINT SA 5: Q5 164/1 & 165/1 Explain the symbolism of Prospero, Ariel, and Caliban.

HINT SA 6: Q6 166/1 & 164/3 What did Rodó's "Ariel" mean by "nordomania", and what are its attractions and dangers?

SORRY, N HINT SA 7: What would Rodó say if he were analyzing the United States today?

HINT SA 8: Q8 159/2 In what situations in the 19th Century could the Monroe Doctrine have been applied, and what happened?

HINT SA 9: Q9 159/5 What were the implications of US manifest destiny for Latin America?

HINT SA 10: Q10 160/3 What impact did photography and the cartoon have on art?

HINT SA 11: Q11 160/5 How did Martí see the United States?

HINT SA 12: Q12 161/ poem What was your reaction to Martí's "Simple Verses"?

HINT SA 13: Q13 163/7 What characteristic of the United States, according to Martí, represents a threat for Latin America? Do you agree with him?

HINT SA 14: Q14 164/2 Going beyond the simplistic interpretation of Rodó's "Ariel", what is a more complete vision?

HINT SA 15: Q15 166/5 Do you think Rodó was right when he said that the US has "not been able to acquire the carefully selected note of good taste"?

Logo: cartoon - emerging U.S.
This is Lesson 17

If you would like to change languages, click here: SPANISH (Sorry, this is still under construction. Come back next semester, when we expect to have a fully bi-lingual web site to accompany our projected offering of the course in both Spanish and English)

If you would like to see the full text of the Lesson in English, click here.

If you would like to read the Spanish side-by-side with the English, click here (note: this is an excellent language learning technique).

Multiple choice questions for the Lesson (click on the correct answer; if you are wrong, nothing happens; if you are right you will get a confirmation):

MC-1 (page 161/2) The Cuban poet José Martí

a. is rejected by the Cuban government

b. is considered a traitor by those who oppose Castro

c. is seen by Cubans as too inclined to accept US domination

d. is revered by all Cubans, regardless of politics

MC-2 ( page 166/2) According to Rodó, the US contribution is:

a. emotion and sentiment

b. culture and good taste

c. utilitarianism and liberty

d. democracy and emotion

Short-answer questions for the Lesson. Instructions: If you are not sure about the answer and would like a hint, click on the figure labeled "Hint".

HINT SA 1: Q1 159/4 Explain the French Intervention in Mexico during the US Civil War.

HINT SA 2: Q2 160/1 What influence did Admiral Mahan have on US-Latin American relations?

HINT SA 3: Q3 160/4 & 161/2 What do we know of Martí's life?

HINT SA 4: Q4 163/1 to 5 How does paternal love appear in Martí's poetry?

HINT SA 5: Q5 164/1 & 165/1 Explain the symbolism of Prospero, Ariel, and Caliban.

HINT SA 6: Q6 166/1 & 164/3 What did Rodó's "Ariel" mean by "nordomania", and what are its attractions and dangers?

SORRY, N HINT SA 7: What would Rodó say if he were analyzing the United States today?

HINT SA 8: Q8 159/2 In what situations in the 19th Century could the Monroe Doctrine have been applied, and what happened?

HINT SA 9: Q9 159/5 What were the implications of US manifest destiny for Latin America?

HINT SA 10: Q10 160/3 What impact did photography and the cartoon have on art?

HINT SA 11: Q11 160/5 How did Martí see the United States?

HINT SA 12: Q12 161/ poem What was your reaction to Martí's "Simple Verses"?

HINT SA 13: Q13 163/7 What characteristic of the United States, according to Martí, represents a threat for Latin America? Do you agree with him?

HINT SA 14: Q14 164/2 Going beyond the simplistic interpretation of Rodó's "Ariel", what is a more complete vision?

HINT SA 15: Q15 166/5 Do you think Rodó was right when he said that the US has "not been able to acquire the carefully selected note of good taste"?

Logo: cartoon - emerging U.S.This is Lesson 17

If you would like to change languages, click here: SPANISH (Sorry, this is still under construction. Come back next semester, when we expect to have a fully bi-lingual web site to accompany our projected offering of the course in both Spanish and English)

Multiple choice questions for the Lesson (click on the correct answer; if you are wrong, nothing happens; if you are right you will get a confirmation):

MC-1 (page 161/2) The Cuban poet José Martí

MC-2 ( page 166/2) According to Rodó, the US contribution is:

Short-answer questions for the Lesson. Instructions: If you are not sure about the answer and would like a hint, click on the figure labeled "Hint".

HINT SA 1: Q1 159/4 Explain the French Intervention in Mexico during the US Civil War.

HINT SA 2: Q2 160/1 What influence did Admiral Mahan have on US-Latin American relations?

HINT SA 3: Q3 160/4 & 161/2 What do we know of Martí's life?

HINT SA 4: Q4 163/1 to 5 How does paternal love appear in Martí's poetry?

HINT SA 5: Q5 164/1 & 165/1 Explain the symbolism of Prospero, Ariel, and Caliban.

HINT SA 6: Q6 166/1 & 164/3 What did Rodó's "Ariel" mean by "nordomania", and what are its attractions and dangers?

SORRY, N HINT SA 7: What would Rodó say if he were analyzing the United States today?

HINT SA 8: Q8 159/2 In what situations in the 19th Century could the Monroe Doctrine have been applied, and what happened?

HINT SA 9: Q9 159/5 What were the implications of US manifest destiny for Latin America?

HINT SA 10: Q10 160/3 What impact did photography and the cartoon have on art?

HINT SA 11: Q11 160/5 How did Martí see the United States?

HINT SA 12: Q12 161/ poem What was your reaction to Martí's "Simple Verses"?

HINT SA 13: Q13 163/7 What characteristic of the United States, according to Martí, represents a threat for Latin America? Do you agree with him?

HINT SA 14: Q14 164/2 Going beyond the simplistic interpretation of Rodó's "Ariel", what is a more complete vision?

HINT SA 15: Q15 166/5 Do you think Rodó was right when he said that the US has "not been able to acquire the carefully selected note of good taste"?

Logo: cartoon - emerging U.S.
This is Lesson 17