ANTH 140g, NATIVE PEOPLES OF MEXICO & CENTRAL AMERICA
Dr. G. Alexander Moore
Lecture: 10603R
Spring 2010
MW 12:00-1:50 pm
MRF 340
Office: GFS 120, hrs.: W 3:00-5:00,
or by appointment: 740-0519
e-mail: almoore@usc.edu
This course fulfills a general education requirement in
Category II. Global Cultures and Traditions
Courses in this category introduce students to cultures and civilizations
associated with . . ., Latin America, [among others]. Each course examines
distinctive qualities of the cultures studied and seeks to engage and explain those
characteristics on their own terms. Students learn to understand the impact of
historical development on cultures that interact in the contemporary geopolitical
scene and to articulate the role that cultural differences play in those interactions.
As a result, they are better prepared to participate actively in an increasingly
global cultural and political landscape. Courses in this category are distinguished
by their breadth of perspective over a substantial period of time. Comparative
insights may also be offered between these cultures and those studied in Category
I [that is, roughly, Western Cultures, G.A.M.] (excerpt from USC’s catalogue).
OBJECTIVES & DESCRIPTION OF THE COURSE
This course introduces the student to the nature and contributions of one
New World area of high civilization, Mesoamerica, while contrasting it to a
neighboring culture area that was never civilized, the Tropical Forest.
Thus, we will be looking at the concept of culture area as well as the
distinctive features of these two culture areas. We will also examine the
nature of civilization and urbanism. We will use two kind of sources: those
of archaeology---excavations in the earth---and those of ethnography—the
detailed records of someone who has been there, in the field, among living
people.
We shall study Mesoamerica through several epochs, (pre-classic,
classic, and post-classic) before 1519, and Hispanic-dominated thereafter.
We next want to grasp the nature of the local indigenous cultures as they
have endured since the Spanish conquest. How do contemporary highland
Maya and the Tarascans compare as they continue to survive, shaping their
lives around peasant cultivations, town crafts, markets, rituals, and armed
Anthropology 140g, Dr. G. Alexander Moore, Spring 2010, 2
revolt? In contrast the Kuna, a “civilized tribe,” have never been conquered,
and adjust to the modern world in very different ways.
These native peoples of the original culture areas are now citizens of
nation-states. In this course there are three nation-states that concern us
most: Mexico, Guatemala, and Panama. (The other nation-states of the
shared region: Honduras, El Salvador, Nicaragua, and Costa Rica are certain
to be mentioned in this course; research projects dealing with these
countries are welcome). All nation-states today are subject to processes of
globalization.
COURSE REQUIREMENTS:
This course is designed to be both a survey and an undergraduate
seminar. That is, we shall attempt to combine a basic and intensive survey
of Mesoamerican civilization and its folk cultures with individual student
research projects. Starting the week of April 5, discussion sections are
given over mainly to student oral research reports. There are two exams--one midterm and one take-home final---covering the readings and class
meetings. Research proposals are due in lecture on March 8. Final research
papers (8-10 pp., double spaced) are due at 1:00 p.m. on Friday, May 7.
RESEARCH PROPOSALS:
consist of a statement of the research topic, a tentative outline, and a
proposed research bibliography. They may be re-written for a better grade
one time, no more.
CLASS REPORTS:
Given from notes, class reports should not be read. At that time
students may circulate first drafts of their paper to the teaching assistant and
other students for comments before writing a final draft. Students are
encouraged to pick a topic early, but, within reason, they may change a
topic early too.
RESOURCES:
Barbara Robinson, the Latin American Studies Librarian at the
Boekmann Center, has prepared “Research Helps and Tips,” posted under
Assigments on our site on the Blackboard. This is a particularly useful guide
to using online resources. Doheny Library has a respectable collection of
Mesoamerican materials, including numerous site reports and the many
Anthropology 140g, Dr. G. Alexander Moore, Spring 2010, 3
volumes of the Handbook of Middle American Indians. The Library’s
Boeckmann Center is another major research resource.
POTENTIAL STUDENT RESEARCH PROJECTS:
Ideally students ought to make use of their own intellectual
background and strengths (e.g. an architecture student looks at
Mesoamerican architecture), and indulge some personal curiosity (e.g. just
who and what were my particular ancestors, if from Mexico?). Students may
examine contemporary indigenous groups time did not permit us to cover
(e.g., the Otomí of Central Mexico, direct competitors of the Aztecs) or they
may take more topical approaches (e.g. the ongoing struggles over land
reform in Mexico and Guatemala from the 19th Century to today). The
important thing is to pick a topic you can commit to and discuss it with the
TA early on.
MULTIMEDIA OPTION
We encourage students who want to turn in a video, rather than simply a
printed paper, to sign up for a Multimedia Lab by taking two credits of
MDA140, offered in the Institute for Multimedia Literacy. There you may
opt to take on a project as a team, searching various visual archives and
doing actual field research on the topic your team choses. Consult with the
instructor and the TAs about this option. It promises to be a rewarding one!
ATTENDANCE AND PARTICIPATION:
We shall take attendance in both lecture and sections. Feel free to ask
questions or make comments during the lectures. Discussion sections are
just that: devoted to discussion. Attendance counts; commenting on the
texts in class counts more; informed intelligent commentary counts better
yet.
GRADING:
Class reports = 5%; research proposals = 5%; research paper = 25%;
midterm examination = 25%; final exam = 30%; attendance and
participation = 10%.
THE BLACKBOARD:
This course has a site on the Blackboard, USC’s online learning portal:
https://blackboard.usc.edu/. It is important to make use of this resource. The
syllabus is posted there. One required text will be posted under Content for
downloading and reading. In addition, from time to time the professor will
also post notes and comments on the lectures under Content. We will post
guidelines for the term paper, as well as the take-home final, under
Anthropology 140g, Dr. G. Alexander Moore, Spring 2010, 4
Assignments. Moreover, we will post your grades in the Grade Center,
where you can read your scores confidentially, and learn exactly how you
are doing.
READINGS
Wolf, Eric, SONS OF THE SHAKING EARTH. Chicago. A classic, famous,
well-written work by an anthropologist.
Tice, Karen, KUNA CRAFTS, GENDER, AND THE GLOBAL
ECONOMY, an ethnographic study of a heretofore highly successful
indigenous group, representing the Tropical Forest culture area.
Herndon, Julia A. & Rosemary A. Joyce, MESOAMERICAN
ARCHAEOLOGY, Blackwell. A current and up-to-date collection of
articles on scientific archaeology of the area.
Tedlock, Dennis, POPOL VUH, rev. ed. Touchstone. A justly acclaimed
translation of a surviving Maya book of mythology and history.
Moore, Alexander, LIFE CYCLES IN ALOTENANGO,: selected chapters
will be posted online on the Blackboard. Your instructor’s own ethnography
in highland Guatemala.
Friedrich, Paul, THE PRINCES OF NARANJA, (excerpts) Course Reader,
A look at the results of the Mexican revolution in the Tarascan area.
COURSE TOPICS, READINGS, & CALENDAR, SPRING 2010:
Please note that this calendar is only a blueprint, and like all maps of the
future, it can never coincide 100% with the reality that actually happens.
UNIT ONE: Ancient cultures and their archaeology.
The concept of culture area---Mesoamerica and its neighbors; central
Mexico, the Gulf Coast, Maya lowlands---hearths of civilization; contacts,
competition, diverse cultures within a common civilization.
Readings: Wolf, Sons of the Shaking Earth, Chapters I, II, III, IV. Herndon
& Joyce, Mesoamerican Archaeology, Chapters 1, 2, 3, 4, 5.
M, Jan. 11
Anthropology 140g, Dr. G. Alexander Moore, Spring 2010, 5
W, Jan. 13
M, Jan. 18 MLK, Jr. DAY, UNIVERSITY HOLIDAY
W, Jan. 20
M, Jan. 25
W, Jan. 37
UNIT TWO: Comparative interlude: the Tropical Forest culture area and
one ethnographic study. Readings: Tice, Kuna Crafts, Gender, And The
Global Economy, Chs. 1-7, 10-11. We will also schedule a talk by the
anthropology and the Latin American collection librarians on library
research.
M, Feb. 1
W, Feb. 3
M, Feb. 8
W, Feb. 10
UNIT THREE: One major high civilization, the Maya. A classic surviving
text from their literature. Reading, Popul Vuh, Introduction, Parts One, Two,
&Three; Mesoamerican Archaeology, Chapters 6, 7.
M, Feb. 15 PRESIDENTS DAY, UNIVERSITY HOLIDAY
W, Feb. 17
M, Feb. 22
W, Feb. 24
M, Mar. 1
W, Mar. 4: MIDTERM
UNIT FOUR, Attempts at empire, the post-classic. Readings, Wolf, Sons of
the Shaking Earth, Chapters VI, VII. Mesoamerican Archaeology, Chapters
10, 1l.
M, Mar. 8: RESEARCH PROPOSALS DUE!
W, Mar. 10
(Mar. 15-20, SPRING RECESS, Enjoy and READ!)
M, MAR. 22
UNIT FIVE, Native peoples engulfed in European culture, polity, and
economy. Readings, Wolf, Sons of the Shaking Earth, Chapters VIII-X.
Anthropology 140g, Dr. G. Alexander Moore, Spring 2010, 6
W, MAR. 24
M, Mar. 29
W, Mar. 31
UNIT SIX, The Indian and the mestizo, Readings, Moore, Life Cycles in
Alotenango (posted online on the Blackboard).
M, Apr. 5
(This week in discussion sections:
Oral class reports start.)
W, Apr. 7
M, Apr. 12
W, Apr. 14
UNIT SEVEN, Revolution and micro-politics. Reading, Friedrich, Princes
of Naranja.; Wolf, Sons of the Shaking Earth, Chapter XI,,
M, Apr. 19
W, Apr. 21
M, Apr. 26
W, Apr. 28: Last Lecture.
May 1-4, Study Days.
Friday, May 7, 1:00 p.m.: RESEARCH PAPERS DUE in Turnitin on
the Blackboard.
Tuesday, May 11, 2:00 p.m.: TAKE-HOME FINAL DUE! in the Digital
Drop Box on the Blackboard.