University of California – Los Angeles
Department of Anthropology
ANTH 114P: Ancient Civilizations of Mesoamerica
REVISED SYLLABUS – January 22, 2013
Winter Quarter, 2013
Time: MWF 1:00-1:50 pm
Room: Bunche 2209A
Course Webpage: www.anthro114P.wikispaces.com
Instructor: David Cheetham
email: cheetham01@gmail.com
Office Hours: immediately before class,
after class, or by mutual
arrangement/agreement
Course Description: The cultural region known as Mesoamerica—including the southern portion of
modern day Mexico and the counties of Belize, Guatemala, Honduras, and El Salvador—was a place of early
and spectacular civilizations in the New World. This course applies an anthropological perspective to the
cultural traditions of Mesoamerica, focusing on the unique character of Mesoamerican cultures and their
contributions to the world. No prerequisites are required.
The structure of the course follows the chronological sequence of Mesoamerican cultures. After examining
the peopling of the New World and the initial hunting/gathering lifestyle, we focus on the development of
agriculture, pottery, and the first permanent villages. We then examine the replacement of egalitarian societies
by complex chiefdoms, states and even empires. Emphasis is on the development of Mesoamerica’s first
civilization—the Olmec—and the features first synthesized by the Olmecs that occur in subsequent
Mesoamerican civilizations. Different approaches to complex society and political organization will be
examined by comparing the cities and states of Teotihuacán, Monte Albán, and various Maya polities. The
course concludes with a brief examination of the final prehispanic empire in Mesoamerica—the Aztec.
Learning Outcomes:
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to introduce the student to the varied achievements of ancient Mesoamericans;
to place these developments in a larger anthropological perspective, such as interregional interaction
and the rise of socio-politically complex societies;
understand the rise and implications of agriculture;
contrast attitudes about warfare, sacrifice, and violence;
explore the concept and creation of elites and rulers in Mesoamerica;
study the foundation and nature of urbanism, administrative governments, and organized religion in
Mesoamerica;
understand how archaeologists can study such anthropological phenomena;
Texts: Coe, M. D., and R. Koontz (2008). Mexico: from the Olmecs to the Aztecs (6th ed.). Thames & Hudson.
Coe, M. D. (2011). The Maya (8th edition). Thames & Hudson.
Readings: Readings are from the required textbooks (see immediately above) and other sources. The
textbooks can be purchased at the campus bookstore. If you decide to buy from a source other than the
bookstore, do it now and send it expedited or you will fall behind. I will also assign readings apart from the
textbook that will be available in pdf format through the course web page (see top of this page for url). You
can read them on line or print them and read them—whatever you choose. The date by which each reading
(textbook or on line) should be completed is listed on the course calendar at the end of this syllabus. Note
that all web-based readings are listed in the course calendar under “website.” Any changes to the readings
(omission, deletions) will be announced in advance in class.
Keep up with the readings. You will not do well in this class if you do not read! Questions based on the
readings and the lectures will appear on all tests. But also be aware that some material covered in class will not
appear in any of the assigned readings. Of course, if you regularly attend class, listen, and take notes this will
not present a problem. You should do the readings in advance of the class in which they will be discussed. If
not, the lectures will not be rewarding and not fully understandable, since I will always assume you have read
things in advance, as instructed. Doing so will enable you to digest the lecture information more readily and
contribute by asking questions. Also, this is the best way to prepare for exams and quizzes; if you do the
readings and attend class, a quick skim over the material will be all that is needed later on.
Contacting Me: I have no formal office hours, but I will meet with you before or after class or at some
other mutually convenient time should the need arise. The best way to contact me is by email
(cheetham01@gmail.com); I check that at least once a day.
Grading for the Course: Your grade will be based on several components: two tests; two assignments,
and quizzes. You can also add up to 5 percentage points to your overall score by participating during class
(asking questions, making comments, and so on…contributing).
Breakdown: Assignment
Exam 1
Assignment 1 – Map
Assignment 2 – Research Paper topic statement
Assignment 2 – Research Paper
Exam 2
bonus–participation/discussion
TOTAL
Proportion
30%
10%
5%
25%
30%
5%
105%
The UCLA system will be used to assign letter grades as follows: 97-100 A+; 94-96 A; 90-93 A-; 87-89 B+;
84-86 B; 80-83 B-; 77-79 C+; 74-76 C; 70-73 C-; 67-69 D+; 64-66 D; 60-63 D-; 59-below F
Course Requirements:
Attendance: There are no points awarded for coming to class, but I will notice if you do not attend regularly
and if that becomes an issue you will most likely do poorly in this course. If you have a legitimate reason for
missing classes, it is your responsibility to let me know this in advance (if possible).
Midterm & Final Test: The format for both evaluations is a combination of multiple choice, short answer,
visual prompts, and short essay and answer questions based on material presented in the required readings
and class lectures. The midterm will cover material up to that point; the final exam will cover material after
the midterm. You need to bring a Scantron sheet (Form No. 882-E) to each exam. If for some reason (a very
good one) you cannot take an exam on the scheduled date and you inform me BEFOREHAND, I will allow
you to take a make-up exam. Missed exams cannot be made up unless you have a serious medical or legal
excuse with appropriate documentation. This also applies to an Incomplete Grades; there must be a legitimate
and verifiable reason.
Assignments: There are two assignments due during the course. The first is a map, the other a research
paper. Both are briefly described below and in greater detail at a later date. Late assignments will be reduced
by 5 percentage points (1/2 letter grade) each class day they are late unless there is a valid reason (subject to
verification) for turning the assignment in late. No exceptions. Contact or see me in advance if you cannot
submit an assignment on time.
Map Exercise
The first assignment is basic but important. It is intended to give you a feel for the geography and
other cultural and natural features of Mesoamerica. During the first week of class, I will hand out
specific instructions regarding how to make your map and what to include on it.
Research Paper
Students will write a 6-8 page research paper (excluding bibliography, illustrations, and title page) on
any topic related to Mesoamerica, exploring an issue in depth. You are encouraged to develop your
own topic, and will present a topic statement (brief outline—a few paragraphs—and a preliminary
bibliography—2-3 sources not including our textbooks) to me early in the process. The paper must
be an original work, double-spaced, with normal margins and font size. Your final paper should have
a minimum of 5 sources that are actively cited within the text. This assignment is due on the last day
of class, but you may turn it in earlier if you wish. I also will be happy to briefly comment on a draft
of your paper if submitted at least a week before the due date. Details regarding this assignment will
be handed out and discussed in class during the first couple of weeks of the course.
The research paper will be graded based on its content, clarity, spelling, and grammar. The most
important things you will take away from your university experience are critical thinking skills and the
ability to clearly and concisely express yourself. These are reflected in everything you write and, once
mastered, will serve you well throughout life. One trick to writing clearly is to read your work aloud
(to yourself). If it doesn't make sense to you it will not make sense to others, including me! Having
someone unfamiliar with the topic read your work is also a great idea, since they will usually spot
things you missed, such as a logical step in the argument. This may sound a bit silly, but nearly all
scientists, authors, and other professionals who write for a living (including archaeologists) rely on
these and other methods so that their ideas are expressed logically and precisely.
Academic Integrity: Plagiarism is using the words and ideas of another person or persons without giving
them credit. It is a serious academic offense and one that I do not take lightly. If you are caught cheating (on
an exam) or plagiarizing on the written assignment you will experience consequences appropriate to the
offence…most likely an F.
Classroom Behavior:
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Turn your cell phone OFF before coming into class and put it away. If I see you holding a cell phone
in the room, whether or not you are using it, you will be asked to leave the class. No exceptions.
If you must use a laptop, use it for taking notes only. If I see that you are surfing the net (or
whatever), and I will if you do, you will not be allowed to use the laptop in subsequent classes and I
will ask you to leave the class.
COME TO CLASS ON TIME AND LEAVE ON TIME. If you do not, I will be annoyed and your
fellow students will be disrupted. If you cannot make it to class on time (a regular issue), please let
me know. If you are chronically late I will probably ask you to leave. Don’t let life slip through your
hands like so much sand.
Common courtesy is a guideline. Do not engage in behavior that interferes with my ability to teach
and student’s ability to learn. For example, do not talk in class unless you are participating in class
discussion. Students who repeatedly talk in class or engage in other annoying behaviors will leave.
Basically, I have a thin skin for nonsense, but an elephant’s skin for those who wish to learn and that are
involved and respectful. Note that I’m not big on more than one warning.
Academic Accommodation Statement: If you have a disability and will need accommodation, you are
encouraged to contact me as soon as possible and I will do my best to help. UCLA has facilities to meet your
special needs too.
And Finally....
PLEASE FEEL FREE TO ASK QUESTIONS AND
MAKE STATEMENTS DURING CLASS TIME!
I want you to enjoy this experience and the best way to do so is by
asking questions...BY PARTICIPATING!
If you do not understand something, wish me to expand on a certain
point, or simply provide an example don't hesitate...
SPEAK UP!
I will not be distracted or annoyed in any way.
I embrace distraction. As you all know, or should know, the best
(only?) way to learn is by asking questions. If I don’t have an answer,
I’ll bring one in to the next class!
Bottom line:
there is a bonus of 5% up for grabs, so why not take the points?
no participation = no points
Last Word: I reserve the right to alter any of the syllabus information as I see fit to meet the instructional
objectives and/or overall outcomes of the course. By remaining enrolled in this course you agree to the terms
of this syllabus.
"90 percent of success in life is showing up and doing what is asked of you. The rest is talent"
Paul Newman (dead actor)
Course Calendar
Note: C&K = Coe and Koontz “Mexico”; Coe = “Maya”; Web = articles posted on course website:
www.anthro114P.wikispaces.com
DATE
TOPIC
REQUIRED READING
January
7
M
Course Introduction
none
January
9
W
Defining Mesoamerica: Land
and People
C&K, Chap. 1: Introduction; Coe, Chap. 1: Introduction.
January
11
F
The Earliest Occupants of
Mesoamerica: Beringia,
Paleoindian, and Early Archaic
C&K, Chap. 2: Early Hunters; Coe, Chap, 2, pp. 41-48: Early
Hunters.
January
14
M
Earliest Occupants, Cont’d
None (see previous readings)
- map assign. distributed &
discussed
- research paper assign.
distributed & discussed
January
16
W
Archaic Period: Origins of
Agriculture and Agricultural
Economy: Tehuacan and Guila
Naquitz.
C&K, Chap. 3: The Archaic Period.
Discussion: Early Ritual Space in Mesoamerica? Read:
Web – “The Oldest Ritual?” A. Lawler, 2005.
January
18
F
Settled Life and Pottery: Early
Formative Villages
C&K, Chap. 4: The Preclassic Period, Early Villagers
January
21
M
no class – MLK Day
none
January
23
W
Early Village Life & The
Emergence of Social
Complexity: Soconusco Mokaya
(Pacific Coast) and Cunil Maya
(Tropical Lowlands)
Coe, Chap 2, pp. 48-59: Early Preclassic Villages; The Middle
Preclassic Expansion; The Maya Lowlands
The Rise of Inequality in Village Life: Public Space, Status,
and Long Distance Contact.
Read: Web – “The Power of Prestige: Competitive Generosity
and the Emergence of Rank Societies in Lowland
Mesoamerica,” J. Clark and M. Blake, 1994.
_ “Cunil: A Pre-Mamom Horizon in the Southern
Maya Lowlands,” D. Cheetham, 2005
January
25
F
Early Village Life & The
Emergence of Social
Complexity, Cont’d
Complete previous readings.
map assignment due
January
28
M
Mesoamerica’s First
Civilization: the Gulf Coast
Olmec
C&K, pp. 59-66: Background to Civilized Life; The Olmec
Civilization.
Discussion: From Whence Came the Olmecs? Read:
Web - “Robbing Native American Cultures: Van Sertima’s
Afrocentricity and the Olmecs” (with comment), G.
Haslip-Viera, B. Ortiz de Montellano, and W. Barbour,
1997.
January
30
W
Olmec Social Organization,
Urban Space and Ritual: San
Lorenzo and El Manatí
C&K, pp. 66-72: The San Lorenzo Olmecs.
Discussion Topic: Olmec Politics. Read:
Web - “The Arts of Government in Early Mesoamerica,” J. Clark,
1997.
February
1
F
The Olmecs and Their Early
Formative Neighbors
February
4
M
The La Venta Olmec and La
Venta Horizon Interaction
C&K, pp. 72-91: The Olmecs of La Venta; Tres Zapotes and the
Long Count Calendar; The Olmecs Beyond the Heartland.
Web – “La Venta: An Olmec Capitol,” R. González Lauck, 2006.
February
6
W
Monte Albán and the Valley of
Oaxaca
C&K, pp. 91-100; Early Zapotec Civilization; La Mojarra and the
Isthmian Script.
Discussion: The Founding and Politics of Monte Albán.
Read:
Web - “Ideology, Power, and Urban Society in Pre-Hispanic
Oaxaca” (with comments), A. Joyce and M. Winter, 1996.
February
8
F
Expansion of the Monte Albán
State: Writing, State
Architecture, and Politics
C&K, pp. 125-131; Classic Monte Alban; The Classic Downfall.
Discussion: t.b.a.
Web: t.b.a.
February
11
M
Urbanism in Central Mexico:
Teotihuacan
C&K, pp. 101-122: The Rise of Great Civilizations; The Urban
Civilization of Teotihuacan; The Great Pyramid of Cholula.
Discussion: Urban Life at Teotihuacan. Read:
Web – t.b.a.
Discussion: Sourcing Wars and Mother vs. Sister.
Web – “The Americas’ First Colony?” D. Cheetham, 2006.
– “Beyond the Family Feud,” Lawler, 2007.
Slide Show: San Lorenzo &
“Olmec Pottery Production and Export in Ancient Mexico
Excavations at Canton Corralito
Determined through Elemental Analysis,” J. Blomster, H.
Neff, and M. Glascock, 2005.
research paper topic
statement due
February
13
W
Expansion and Interregional
Interaction of the Teotihuacan
State.
Reciprocal Relationships: The
Ball Game at El Tajín and
Beyond
C&K, pp. 122-125; Cerro de las Mesas; The Classic Veracruz
Civilization.
Discussion: Teotihuacan: An Expansionistic Economic
Empire or Emulation by Distant States? Read:
Web – t.b.a.
February
15
F
EXAM #1
none