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E. The World since 1900 · The World since 1900

Latin America since 1900: Revolution, Dictatorship and Democracy

E2 E1 E3 E3.2 A1.3 A1.4About 75 minutes
Learning goals
  • I can describe U.S. influence in Latin America and how Latin Americans responded.
  • I can explain how the Cold War shaped revolutions and dictatorships in the region.
  • I can analyse the goals and methods of human rights and Indigenous movements.
  • I can handle conflicting figures in sources.

Words to know

intervention
When a country uses force or pressure in another country's affairs.
populism
Politics that claims to speak for ordinary people against elites, often led by a charismatic leader.
coup
A sudden, illegal seizure of power, usually by the military.
disappeared
People secretly kidnapped and killed by state forces, whose fate was hidden.
import substitution
A policy of protecting local industry so it can replace imports.
neoliberalism
Policies favouring free markets, privatization and reduced government spending.
plurinational state
A state that officially recognizes several nations, including Indigenous nations, within it.

Independent, but not always free to choose

Most Latin American countries had been independent since the 1820s, as you learned in The World, 1789–1900. Yet in the twentieth century they faced powerful outside influence, especially from the United States, deep inequality between landowners and peasants, and long struggles between reformers, revolutionaries and military rulers. By the end of the century, almost every country in the region had elected governments, and Indigenous and human rights movements had changed politics.

The "big stick" era

After defeating Spain in 1898, the U.S. became the dominant power in the Caribbean. It helped Panama break away from Colombia in 1903 so it could build the Panama Canal (opened 1914), and it sent troops into several countries to protect American investments and enforce debt payments. In Nicaragua, Augusto Sandino fought U.S. Marines from 1927 to 1933; he was killed in 1934 by the National Guard of Anastasio Somoza, whose family then ruled Nicaragua until 1979.

The United States in the Caribbean and Central America, 1898–1934CubaSpanish-AmericanWar 1898; PlattAmendment letsthe U.S. intervene(1901–1934)PanamaU.S. backsindependence fromColombia (1903);canal opens1914NicaraguaU.S. Marines1912–1933;Augusto Sandinoleads guerrillaresistanceHaitiU.S. occupation1915–1934Dominican Rep.U.S. occupation1916–1924In 1933 President Franklin Roosevelt announced a "Good Neighbor" policy of non-intervention.
U.S. military interventions were frequent before the 1930s. Notice that many occupations lasted for decades.
Just for fun

A map puzzle that is true: the Panama Canal runs from the Atlantic side in the north-west to the Pacific side in the south-east, because of the way the isthmus curves. A ship sailing from the Atlantic to the Pacific through the canal actually ends up east of where it started.

Populism and national development

The Depression hit Latin American exporters hard. New leaders promised to modernize, build national industry and include workers in politics:

  • Getúlio Vargas ruled Brazil (1930–1945, and again 1951–1954), building state industries and labour laws, but also ruling as a dictator from 1937.
  • Juan Perón (Argentina, 1946–1955) and his wife Eva Perón won enormous support from workers with wage increases and social programs. Women in Argentina won the vote in 1947.
  • Lázaro Cárdenas in Mexico nationalized oil in 1938, as you saw in Revolutions in Mexico, Russia and China.

Many governments followed import substitution industrialization: protecting new local factories with tariffs so they could replace imported goods.

Revolution and the Cold War

  • Guatemala, 1954: President Jacobo Árbenz, elected in 1950, gave unused land to peasants, including land owned by the U.S.-based United Fruit Company. The U.S. called him a communist threat, and a CIA-backed invasion forced him out in 1954. A civil war from 1960 to 1996 followed. About 200 000 people were killed or disappeared, most of them Maya. A UN-backed truth commission (1999) concluded that state forces had committed acts of genocide against Maya communities. The K'iche' Maya activist Rigoberta Menchú won the Nobel Peace Prize in 1992 for her work for Indigenous rights.
  • Cuba, 1959: Fidel Castro's revolution expanded literacy (a 1961 campaign sent young volunteers to teach in the countryside) and health care, but it created a one-party state that jailed opponents. Hundreds of thousands of Cubans left. Cuba's example inspired guerrilla movements, and alarmed the U.S. and Latin American elites.
  • Chile, 1973: Salvador Allende, a Marxist elected president in 1970, nationalized copper mines and banks. The U.S. worked to destabilize his government. On September 11, 1973, the military under General Augusto Pinochet seized power; Allende died during the coup. Thousands were killed or disappeared, and tens of thousands were tortured. Many Chileans fled, and several thousand came to Canada.
  • Argentina, 1976–1983: the military regime waged what it called a "Dirty War" against suspected leftists. Human rights groups estimate that up to 30 000 people were "disappeared": kidnapped and secretly killed. The Mothers of the Plaza de Mayo began marching silently in front of the presidential palace in 1977, wearing white headscarves, to demand to know where their children were. The Grandmothers have since helped identify more than 130 children who were stolen from detained parents and raised by other families.
  • Central America, 1980s: in Nicaragua, the Sandinistas overthrew the Somoza dictatorship in 1979; the U.S. armed the opposing Contras. In El Salvador, a civil war (1980–1992) killed about 75 000 people. Archbishop Óscar Romero, who spoke out against killings by the army, was assassinated while saying Mass on March 24, 1980.
A pattern seen in several Cold War coups (Guatemala 1954, Brazil 1964, Chile 1973)Reform governmentland reform, nationalization or redistributionElites, military and U.S. officials fear communismeconomic pressure, propaganda, covert support for opponentsMilitary coupelected government overthrownRepressionarrests, torture, "disappearances", censorshipResistance and transitionhuman rights groups, protests, elections, truth commissions
This pattern fits several countries, but not all; Mexico, for example, had a stable single-party system. Use it to compare, then check the details.

Debt, democracy and new movements

  • The debt crisis: in the 1970s, governments borrowed heavily. When interest rates rose, Mexico announced in August 1982 it could not pay, and crisis spread. The 1980s became the "lost decade": incomes fell, and lenders demanded cuts to spending and the sale of state companies (often called neoliberal reforms).
  • Return to democracy: Argentina (1983), Brazil (1985), Uruguay (1985) and Chile (1990, after voters rejected Pinochet in a 1988 plebiscite) returned to civilian rule. Truth commissions documented crimes, and some military leaders were later tried.
  • Indigenous movements: on January 1, 1994, the day the North American Free Trade Agreement took effect, the mainly Maya Zapatista Army of National Liberation rose up in Chiapas, Mexico, demanding land, autonomy and dignity. In Bolivia, Evo Morales, an Aymara leader, became the country's first Indigenous president in 2006, and a 2009 constitution renamed the country a "Plurinational State".
  • The twenty-first century: left-wing governments won elections in many countries in the 2000s (the "pink tide"), followed by swings back and forth. Venezuela's political and economic crisis led millions of people to leave the country after 2015.
Latin America since 1900: some turning points (not to scale)1910MexicanRevolution1954Coup inGuatemala1959CubanRevolution1973Coup inChile1976–83Argentina'smilitary regime1982Debtcrisis1990Chile returnsto democracy1994Zapatistauprising
Notice the swing from revolution and dictatorship in the middle of the century to democracy and new movements at the end.
Worked example

Modelled example: Using a human rights group as evidence (A1.3, A1.4)

The Mothers of the Plaza de Mayo said tens of thousands were disappeared; Argentina's official 1984 truth commission (CONADEP) documented almost 9000 cases. How should a historian handle two different numbers?

  1. Understand each source's purpose and method: CONADEP recorded cases that families and witnesses reported to it in 1984. Human rights groups estimate a larger total, arguing that many families were too afraid to report, or entire families disappeared.
  2. Consider who had information: the military destroyed many records, so no source has a complete list.
  3. Do not choose just one number: a careful historian reports both: the commission documented almost 9000 cases; human rights organizations estimate up to 30 000.
  4. Draw a conclusion that does not depend on the exact total: both sources show a deliberate, systematic campaign of disappearance by the state.

Report the range and explain why the figures differ; the conclusion about state terror is strong regardless of the exact number.

Hands-on activity

Interview or research: a Canadian connection

You need: a device with internet access or a willing interviewee, and a notebook.

  1. Many Canadians have roots in Latin America, including people who came as refugees from Chile in the 1970s, from Central America in the 1980s, or more recently. Find one story: an interview with a family member or neighbour (with permission), or a published account from a source such as Pier 21 (the Canadian Museum of Immigration) or the CBC Archives.
  2. Record: where the person came from, when, and why they left.
  3. Connect the story to one event in this lesson.
  4. Write a paragraph: How did events in Latin America shape communities in Canada?

What to look for: a cited source, an accurate connection to a historical event, and a respectful summary.

Your turn

1

Why did the U.S. support Panama's independence in 1903?

2

What was import substitution industrialization?

3

Why was Jacobo Árbenz overthrown in 1954?

4

What happened in Chile on September 11, 1973?

5

Who were the Mothers of the Plaza de Mayo?

6

What was the "lost decade"?

7

Why did the Zapatistas rise up on January 1, 1994?

More practice: warm-up

1

Who led the Cuban Revolution?

2

Who won the Nobel Peace Prize in 1992 for Indigenous rights work?

3

Which archbishop was assassinated in El Salvador in 1980?

4

Who became Bolivia's first Indigenous president?

5

When did the Panama Canal open?

More practice: on your own

1

Why did many Latin American governments become military dictatorships in the 1960s and 1970s?

2

What does "disappeared" mean in the context of Argentina and Chile?

3

How did the debt crisis change Latin American economies?

4

Why are truth commissions important?

5

How did Indigenous movements change Latin American politics after 1990?

Challenge

1

Evaluate the role of the United States in Latin America during the Cold War.

2

Compare the Cuban and Mexican revolutions. Which brought more lasting change to ordinary people?

3

Why is the Guatemala truth commission's finding of genocide against Maya communities significant for understanding Indigenous history in the Americas?

Check your understanding

Quiz

1.

Which U.S. company's land was affected by Guatemala's 1952 land reform?

2.

What did the Mothers of the Plaza de Mayo demand?

3.

Which event began on January 1, 1994, in Chiapas, Mexico?

4.

Who led the 1973 coup in Chile?

5.

What was the main idea of import substitution industrialization?

6.

Which leader resisted U.S. Marines in Nicaragua from 1927 to 1933?

For parents and teachers

Big idea: Latin America since 1900: outside intervention, revolution and dictatorship (E2), economic policies (E1), and human rights and Indigenous movements (E3.2, E3). Skills: weighing conflicting figures and sources (A1.3, A1.4).

How to help: Many Canadian families have Latin American roots. If yours does, a family story connects directly to this lesson. Ask your teen why two sources might give different numbers for the same event.

Sensitive content: The lesson mentions torture, disappearances and the Guatemalan genocide, without graphic detail.

Common difficulties:

  • Treating Latin America as one country; ask for specific examples.
  • Seeing outside powers as the only actors and forgetting local choices.
  • Mixing up Allende and Pinochet, or Sandino and Somoza.