HIST 109: Latin American History

The Colonial Experience: Encounter, Conquest, Interaction

 

Fall 2009
Mr. Volk

Monday, Wednesday, Friday 9:00-9:50 AM (King 337)

Office: Rice 309
Office Phone: 58522
Email: Steven.Volk@oberlin.edu
Office Hours: Mondays 10-11; Tuesdays 11-12; Wednesdays 2-3

On Line Syllabus: http://sites.google.com/a/oberlin.edu/hist109f09/syllabus

HISP 109 is the Spanish-language section of HIST 109. It is open to any student enrolled in HIST 109 and meets on Wednesdays, 3:30-4:20, King 339. You can find the syllabus for that section by looking under "Syllabus" in the column to the left.

ACCESSING THE COURSE: All course materials can be found on the Blackboard system.

 

 

 

Purpose and Learning Goals of Course:

This semester's course will concentrate on the pre-Columbian background of the Americas, the conquest period, and the three centuries of Spanish and (to a much more limited extent) Portuguese colonial rule. It will also focus on enabling students to achieve a better understanding of historical approaches and historical methodologies, as well as gaining skills in information literacy, writing, image analysis, critical thinking, and the ability to work collaboratively. Among the specific learning goals are the following:

To introduce students to some important chronologies, geographies, terms, and dynamics of pre-Columbian and colonial Spanish (and to a lesser extent) Portuguese and Caribbean America.

To enable students to think critically and imaginatively about a number of conceptual issues through which one can approach the history of this region:

·         Culture, power, encounter, exchange.

·         The basic frameworks of “Hispanic” culture, as well as some organizing principles of various Mesoamerican and Andean cultures.

·         The material frameworks of conquest and colonization, including the organization of labor systems, the nature of material production and consumption, and the structures of mercantile capitalism.

·         Spanish, Mesoamerican, Andean, and (later) mestizo ideologies, including religion and spiritual beliefs, patriarchy, hierarchy, community, language, race and ethnicity.

·         The affective experiences which shape individual and community identity and which give rise to ideologies of difference

·         The functioning of systems of power as seen through the perspectives of Iberian logic and subaltern resistance, including colonial political organization, structures of colonial power, and an understanding of accommodation, reform, resistance, and rebellion.

To help students understand how historians work, and to become more familiar with the basic parameters of historical approaches, including:

• How to identify, closely read, and analyze primary sources.
• How to work with and evaluate useful secondary sources, specifically identifying and evaluating their central arguments.
• How to work with non-written sources (including images and artifacts).
• How to craft interpretations in the absence of sources: how to listen for the voice of the voiceless, how to hear silences, how to read "across the grain."
• How to put arguments in their appropriate historical frameworks.
• To understand and appreciate ambiguity in historical argument and presentation.
• To appreciate that while the "past is a foreign country," it is intimately connected to the present through the work of the historian. Your task is to understand that the past is not the same as the present, but that the work of historians means that the questions we now ask of the past will be different than those asked by previous generations, for a variety of reasons.

To help students pose productive questions:

·         All good historical work begins with good questions. Without good questions, there is no serious intellectual engagement.

To further students’ abilities to work collaboratively in shaping and answering questions and in solving problems.

To understand the rich complexity of human lives by appreciating how others have lived, and how humans share a series of common objectives and desires even though these have been mediated by unequal access to material goods and systems of power.

Course Organization:

I have reorganized the course to be more discussion-intensive and interactive. To accomplish this objective, you will be required to complete the required readings before each class, and well as some general reading for the week that will cover the basic “facts” that you need to know (what happened, when, where, etc.). I have also prepared more traditional lectures (with PowerPoint slides) as podcasts/video lectures which you will be expected to view before the appropriate class discussions. Be forewarned: this is not a class where you can sit quietly in the back of the class listening (or not) to a lecture. Here, you will view the lecture before class and share in a learning process in few hours we have together.

Accessing Course Materials:

You can access the course texts in a variety of ways: (1) Required texts are on sale at the bookstore (or can be purchased on-line). (2) All required articles are on Blackboard under “Readings.” (3) You can find all the required texts plus one copy of the required articles on Print Reserve in the library. (4) Texts can also be obtained through OHIO LINK. (5) Finally, some articles are available in full-text editions via JSTOR, an impressive electronic collection of major history journals. Please let me know if you are having any difficulties accessing any materials. Required podcast/video lectures are all accessed via Blackboard>Video Lectures.

SOURCES ON LATIN AMERICA:

I have compiled a number of internet sources and resources on Latin America at Sources and Resources on Latin America. This resource, unfortunately now with too many broken links, includes a variety of materials from the history of Latin America to organizations and publications of interest to activists working on Latin American issues.

ASSIGNMENTS & GRADING POLICY

You will receive further instructions on each of the assignments outlined here.

First Paper (Sept. 14): Based on your reading of Phillips and Münkler, please discuss the categories which European voyagers in the late 15^th and early 16^th century would likely have in mind as they were poised on the edge of their explorations of the “New World” and Africa. What aspects of the “Other” would most likely capture their attention? What would be “strange” to these late Medieval Europeans? Click on link for a full description of the paper. (3-5 pages)

Second Paper (Oct. 7): Assessing Primary Sources in the Conquest of Mexico. Compare, evaluate and contrast at least three narratives presented in Stuart B. Schwartz, ed., Victors and Vanquished: Spanish and Nahua Views of the Conquest of Mexico (Boston: Bedrord/St. Martin's), 2000. Click on link for full assignment. (3-5 pages)

Third Paper (Nov. 20): Race thinking in colonial Spanish America (3-5 pages)

Final Paper (Dec. 15): Your final paper will require that you complete a substantial analysis and synthesis of the colonization process using both primary and secondary sources to discuss the (incomplete) process of colonization in Spanish America.

Assignments are to be turned in on (or before) the due date noted in the syllabus. Late papers turned in without prior permission - you must request an extension before the due date of the paper - will be reduced by one grade-step for each day that the assignment is late. For example, a paper due on Monday, September 14 which is turned in on September 15 will get a "B-" instead of the "B" that it merited; if it is turned in on September 16, it will get a "C+", etc.

Your first three assignments must be turned in by the last day of the Reading Period, December 14, or they won't be counted. I will not allow an "Incomplete" in the course to allow you to finish those assignments. Your final papers are due no later than 4:00 PM on December 15. No papers turned in after that time will be accepted unless you decide to take an "Incomplete" in the course; in which case you must talk to me and fill out the appropriate paper work.

Your final grade will be determined as follows:

 

First Paper: 20%           

Second Paper: 20%
Third Paper: 30%
Final Paper: 30%

 

Attendance: I take attendance every class as a way of getting to know your names, but there is no “participation” grade for this course. This is your education, and if you miss classes, you won’t learn as much. On the other hand, since group work is so important for the class, I will take into account excessive absence from the class when determining your final grade.

 

Plagiarism and the Honor Code: "The word plagiarism derives from Latin roots: plagiarius, an abductor, and plagiare, to steal. The expropriation of another author’s work, and the presentation of it as one’s own, constitutes plagiarism and is a serious violation of the ethics of scholarship." [American Historical Association, Statement on Standards of Professional Conduct]. Copying the work of others goes against everything that a liberal education is about. It is a serious affront to the other students in the course, to me as a member of the course, and to the plagiarizer him/herself. The college requires that students sign an “Honor Code” for all assignments. This pledge states that “I affirm that I have adhered to the Honor Code in this assignment.” For further information, see the student Honor Code which you can access via Blackboard>Lookup/Directories>Honor Code. If you have questions about what constitutes plagiarism, particularly in the context of joint or collaborative projects, please see me or raise it in class.

 

Students with Disabilities:

Appropriate accommodations will always be granted to students with documented disabilities. Any questions about the necessary process of documenting disabilities should be addressed to Jane Boomer, Coordinator of Services for Students with Disabilities (Peters G27-28; x5-5588). If you have a documented disability, please see me early in the semester.

Research help:

If you need help finding information or conducting library research, you may wish to schedule an appointment with a reference librarian.  Librarians can help you plan a research strategy, search databases effectively, and locate books, articles, quality web sites, data, and other resources for any type of research project.  Fill out the form on the library’s web site to get started.  Drop-in research assistance is also available in all campus libraries.

FINAL NOTE: If you are having problems with the readings, the lectures, or just want to discuss further any aspect of the course (from content to class dynamics), I strongly encourage you to see me during office hours or to make an appointment. Please don’t wait until late in the semester to express these concerns.

BOOKS RECOMMENDED FOR PURCHASE:

 

Mark A. Burkholder & Lyman Johnson, Colonial Latin America, 6th ed. (New York: Oxford), 2008.

 

Stuart B. Schwartz, Victors and Vanquished: Spanish and Nahua Views of the Conquest of Mexico(Boston: Bedford/St. Martins), 2000.

 

Ward Stavig, The World of Túpac Amaru: Conflict, Community, and Identity in Colonial Peru (Lincoln: University of Nebraska Press), 1999.

 

Irene Silverblatt, Modern Inquisitions. Peru and the Colonial Origins of the Civilized World (Durham: Duke), 2004. [NOTE: This text is available in an electronic edition as an ACLS Humanities E-Book. Click on the link.]

SYLLABUS

August 31: Introduction

           Podcast viewing for week: Lecture 1: "European Background" (45 min.)

Sept 2, 4: Imagining a World Without the Western Hemisphere

Mark A. Burkholder & Lyman L. Johnson, Colonial Latin America, 6th ed. (New York: Oxford University Press, 2008) [Hereafter CLA]: pp. 23-32.   

World Map: Donnus Nicolaus Germanus, Cosmographia, Claudius Ptolemaeus Ulm, 1482: http://www.loc.gov/exhibits/1492/images/gm004001.jpg          

Sept 2: Where Are We? Maps and Location

Seymour Phillips, "The Outer World of the European Middle Ages," in Stuart B. Schwartz, ed., Implicit Understandings (NY and Cambridge: Cambridge Univ. Press, 1994), pp. 23-42.

Sept 4: The Strangeness of Other People

Phillips, “The Outer World,” pp. 42-63.

Marina Münkler, “Experiencing Strangeness: Monstrous Peoples on the Edge of the Earth as Depicted on Medieval Mappae Mundi,” The Medieval History Journal Vol. 5:2 (2002): 195-222. [Blackboard and on line at: http://mhj.sagepub.com/cgi/content/abstract/5/2/195  - Click on “Full Text PDF” in right-hand column

Flickr: http://www.flickr.com/groups/1067049@N23/

Flickr: http://www.flickr.com/groups/573970@N23/pool/

CLA: pp. 1-18.

Podcast viewing for week: Lecture 2: "New World Pops." (15 min.), Lecture 3: "Pre-Columbian Mesoamerica" (31 min.), and Lecture 4: "The Rise of the Aztecs" (24 min.)

          Sept. 9: Texts: Reading Subaltern History

                       Jorge Luis Borges, "Averroes' Search," in The Aleph, Including the Prose Fictions from The Maker , Andrew Hurley, trans. (New York:                                  Penguin Books, 2004), pp. 69-78.

Gordon Brotherston, “Popol vuh,” in Book of the Fourth World: Reading the Native Americas through their Literature (NY: Cambridge University Press, 1992), pp. 215-237. [NOTE: A digital photographic copy of the oldest surviving transcription of the Popol vuh, dating from c.1701 by Francisco Ximénez, O.P., and held at the Newberry Library in Chicago, can be found on line via Ohio State University library system. It presents the manuscript in three different versions: K'iche', Spanish, and English.)

Selections from Gordon Brotherston, Image of the New World (London: Thames and Hudson), 1979.

“I.1. Annals of the valley of Mexico before and during the Spanish conquest (1516-25),” pp. 28-32.

          “III. 14. Maya worship of maize,” pp. 118-19.

          “V.1. The present and past ages of the world,” pp. 153-55.

“V. 2. Quetzalcoatl burns himself and becomes Venus,” pp. 155-56.

“V. 3. Quetzalcoatl brings bones from Dead Land and makes man,” pp. 157-59.

“V. 4. Quetzalcoatl appears as Venus and lifts up the sky,” pp. 159-62.

Images: Temple of Foliated Cross, Palenque       

Sept. 11: Understanding Distant Cultures

Inga Clendinnen, "The Costs of Courage in Aztec Society," Past & Present, no. 107 (May 1985): 44-89. [Blackboard and on-line at JSTOR].

                OPTIONAL: Jeffrey M. Pilcher, “The People of Corn: Native American Cuisine,” in ¡Que Vivan los Tamales! Food and the Making of Mexican Identity! (Albuquerque: University of New                     Mexico Press, 1998), pp. 7-24.

Stirrup-spout jar, Mochica style (northern Peru). Height 27 cm. Circa 600-400 B.C.E.  Museo  Arquelogico, Lima, Per

FIRST PAPER (“STRANGENESS”) DUE AT START OF CLASS, SEPT. 14

CLA: pp. 18-23.

                      Podcast viewing for the week: Lecture 5 (Andean Environment); and Lecture 6 (The Rise of the Incas, 41:30 min.)

Sept. 14: Background, Texts, Reading Subaltern Identity

Gordon Brotherston, “Tahuantinsuyu,” Book of the Fourth World. Reading the Native Americans Through Their Literature (New York: Cambridge University Press, 1992), pp. 193-211.

Ward Stavig, The World of Túpac Amaru: Conflict, Community, and Identity in Colonial Peru (Lincoln, NB: University of Nebraska Press, 1999), Introduction and Ch. 1 (xiii-xxxiv, 1-23).

Selections from Gordon Brotherston, Image of the New World (London: Thames and Hudson), 1979.

“V. 8. Solar eclipse and domesticity in the second world age,” pp. 170-71.

“V. 9. The cave-mouths at ‘Dawn Inn,’, whence the Inca emerged,” pp. 172-73.

Selections from Benjamín Keen, Latin American Civilization. History and Society, 1492 to the Present, 4th ed. rev. (Boulder: Westview), 2000.

Bernabé Cobo, ”How the Inca Formed a Nation,” Historia del Nuevo Mundo (Seville: 1800-1893): pp. 19-21.

Sept 16: The Material Landscape of Pre-Columbian America

Arnold J. Bauer, “The Material Landscape of Pre-Columbian America,” in Goods, Power, History: Latin America’s Material Culture (NY: Cambridge, 2001), pp. 15-45.

Sept. 18: Environment and History

Garcilaso de la Vega, el Inca, Royal Commentaries of the Incas and General History of Peru, trans. Harold V. Livermore (Austin: University of Texas Press, 1966), Part I, Book 5, Chapter I-XVI (pp. 241-276).

CLA: pp. 40-47.

Podcast viewing for the week: Lecture 7: Columbus Heads West (19 min, 20 sec);  Lecture 8: Hello Columbus! (29 min.)

Sept 21: Why Spain/Portugal? What Were They Looking For?

Overview lecture and questions

Sept 23 and 25: Reading Columbus

  The Journal of Christopher Columbus (During His First Voyage, 1492-93), and Documents Relating to the Voyages of John  Cabot and Gaspar Corte Real, trans. With notes and introduction by Clements R. Markham (London: Hakluyt Society), 1893.  [Blackboard and on-line]

Read Oct. 11-17 (p. 35-51); Oct 24-30 (p.57-63); Nov. 3-12 (67-76); Nov. 25-27 (p. 85-91); Dec. 16 (p. 111-114); Dec. 21 (p. 122-126); Dec. 26 (p. 135-39).

Margarita Zamora, “Christopher Columbus’s ‘Letter to the Sovereigns’: Announcing the Discovery,” in Stephen Greenblatt, ed., New World Encounters (Berkeley: University of California Press, 1993), pp. 1-11.

Palacios Rubios, "The Requirement" (Requerimiento):

          Spanish: http://www.ciudadseva.com/textos/otros/requeri.htm

English translation in Wikipedia: http://en.wikipedia.org/wiki/Requerimiento

“The Laughter of Doctor Palacios Rubios,” Gonzalo Fernández de Oviedo y Valdés, Historia general y natural de las Indias, selection from Benjamín Keen, Latin American Civilization. History and Society, 1492 to the Present, 4th ed. rev. (Boulder: Westview, 2000), pp. 64-65.

 

Spanish fight their way out of headquarters in Tenochtitlán, from El Lienza de Tlaxcala (Tlaxcalan)
(Notice "La Malinche" and Cortes' Tlaxcalan allies in the center)

CLA: Chapter 2 (pp. 52-92).

Podcast Viewing for the week: Lecture 9: By What Right? (24:51); and Lecture 10: Cortes and the Conquest of Mexico (25:53)

Sept. 30: Omens and Early Encounters

Stuart B. Schwartz, Victors and Vanquished: Spanish and Nahua Views of the Conquest of Mexico (Boston: Bedford/St. Martins, 2000), 29-126.

Oct. 2: Tenochtitlan to the Noche Triste

In class screening of the "La Otra Conquista" (The Other Conquest), David Carrasco, dir. (2000), first half.

Stuart B. Schwartz, Victors and Vanquished: Spanish and Nahua Views of the Conquest of Mexico (Boston: Bedford/St. Martins, 2000), 127-181.

SECOND PAPER (ASSESSING PRIMARY SOURCES: THE CONQUEST OF MEXICO) DUE AT START OF CLASS, OCT. 7

CLA: Chapter 3 (pp. 93-122).

Podcase Viewing for the week: Lecture 11: Columbian Exchange (1): Disease (25:03); and Lecture 12: Columbian Exchange (2): Animals & Plants (13:56)

          Oct. 5: Disease

Suzanne Austin Alchon, "New World Epidemics and European Colonialism," in A Pest in the Land: New World Epidemics in a Global Perspective (Albuquerque: University of New Mexico Press, 2003), pp. 109-145. Skim the "Appendix: The Demographic Debate," 147-177.

          Oct. 7: Food

Arnold J. Bauer, “Contact Goods,” in Goods, Power, History: Latin America’s Material Culture (NY: Cambridge, 2001), pp. 46-84.

Abel A. Alves, "Of Peanuts and Bread: Images of the Raw and the Refined in the Sixteenth-Century Conquest of New Spain," in Francisco Javier Cevallos-Candau, et. al., eds., Coded Encounters: Writing, Gender, and Ethnicity in Colonial Latin America (Amherst: University of Massachusetts Press, 1994), pp. 62-72.

          Oct. 9: Sex

Regina Harrison, “The Theology of Concupiscence: Spanish-Quechua confessional Manuals in the Andes,” in Francisco Javier Cevallos-Candau, Jeffrey A. Cole, Nina M. Scott, and Nicomedes Suárez-Araúz, eds., Coded Encounters: Writing, gender, and Ethnicity in Colonial Latin America (Amherst: University of Massachusetts Press, 1994), pp.135-150.

          Podcast Viewing for the week: Lecture 13: Spanish Interests in the New World (18:18); Lecture 14: Hapsburg Rule in Spain (11:28 min); Lecture 15: The Church, The Devil, and Evangelization in the Early Colony (31:01).

          Oct. 12: Evangelization

From Kenneth Mills, William B. Taylor and Sandra Lauderdale Graham, eds., Colonial Latin America: A Documentary History (Wilmington, DE: Scholarly Resources, 2002):

                   “8. Orders Given to ‘the Twelve’ (1523),” pp. 59-64;

“3. The Lords and Holy Men of Tenochtitlan Reply to the Franciscans, 1524 (1564),” pp. 19-22.

“9. Francisco de Vitoria, ‘On the Evangelization of Unbelievers,’ Salamanca, Spain (1534-35),” pp. 65-77;

“13. The Jesuit and the Bishop, Bahia, Brazil (1552-53),” pp. 93-103;

“14. Fray Pedro de Gante’s Letter de Charles V, Mexico City (1552),” pp. 104-112.

          Oct. 14: Sympathy for the Devil. Syncretism and the "Problem" of Evangelization in the New World.

Sabine MacCormack, "The Mind of the Missionary: José de Acosta on Accommodation and Extirpation, Circa 1590,” in Religion in the Andes: Vision and Imagination in Early Colonial Peru (Princeton: Princeton University Press, 1991), pp. 249-280.

Bartolomé de las Casas, “The Strange Sermon of Father Montesinos,” Historia de las Indias (Mexico: 1951), in Benjamín Keen, Latin American Civilization. History and Society, 1492 to the Present, 4th ed. rev. (Boulder: Westview, 2000), pp. 62-64.

Oct. 16: Discipline

          In class: Screening of the second half of "La Otra Conquista" (The Other Conquest)

Inga Clendinnen, "Disciplining the Indians: Franciscan Ideology and Missionary Violence in Sixteenth-Century Yucatán," Past and Present, no. 94 (February 1982): 27-48. [Blackboard and on-line at JSTOR.

 

        Podcast Viewing for the week: Lecture 16: How Spanish Rule Reaches the People: Obedezco pero no Cumplo (26:55); Lecture 17: Landed Systems in Colonial Spanish America (23:04)

         Oct. 26: Establishing Colonial Rule

Ward Stavig, The World of Túpac Amaru: Conflict, Community, and Identity in Colonial Peru (Lincoln: University of Nebraska Press, 1999), Introduction and Chs. 1 (pp. xiii-xxxiv, 1-23).

Lucas Alamán, “The Structure of Colonial Government” (1849-52), in Benjamín Keen, Latin American Civilization. History and Society, 1492 to the Present, 4th ed. rev. (Boulder: Westview, 2000), pp. 94-99.

            Oct. 28: Struggles over Land and its Production

NOTE: We’ll discuss holding class on Friday, Oct. 30 in my absence (I’ll be at a conference)

Stavig, The World of Túpac Amaru, Chs. 4-6 (84-161).

From Kenneth Mills, William B. Taylor and Sandra Lauderdale Graham, eds., Colonial Latin America: A Documentary History (Wilmington, DE: Scholarly Resources, 2002):

          “The Evils of Cochineal, Tlaxcala, Mexico (1553),” pp. 113-116.

From Richard Boyer and Geoffrey Spurling, eds., Colonial Lives: Documents on Latin American History, 1550-1850 (NY: Oxford University Press, 2000):

Karen Vieira Powers, “Land Concentration and Environmental Degradation: Town Council Records on Deforestation in Uyumbicho (Quito, 1553-96),” pp. 11-17.

CLA: Chapter 4 & 5 (pp. 123-194).

Podcast viewing for the week: Lecture 18: Labor Systems - The Encomienda (27:39); Lecture 19: Labor Systems - The M'ita (32:25)

Nov. 2: The Market Economy

Brooke Larson, “The Emergence of a Market Economy,” in Cochabamba, 1550-1900: Colonialism and Agrarian Transformation in Bolivia, expanded ed. (Durham: Duke University Press, 1998), pp. 51-91.

Nov. 4: The Mining Mita

Marquis of Varinas, “The Corregidor: Enemy of the People,” in Benjamín Keen, Latin American Civilization. History and Society, 1492 to the Present, 4th ed. rev. (Boulder: Westview, 2000), pp. 100-104.

José de Acosta, “The Potosí Mine,” Historia natural y moral de las Indias (1590), in Benjamín Keen, Latin American Civilization. History and Society, 1492 to the Present, 4th ed. rev. (Boulder: Westbiew, 2000), pp. 82-84.

Felipe Guaman Poma de Ayala, “The Mine Owners,” in The First New Chronicle and Good Government, abridged ed, David Frye, ed. (Indianapolis/Cambridge: Hackett Publishing Co., 2006), pp. 179-184.

From Ward Stavig and Ella Schmidt, eds., The Tupac Amaru and Catarista Rebellions: An Anthology of Sources (Indianapolis/Cambridge: Hackett Publishing Co., 2008):

No. 15. “Tupac Amaru Protests the Mita to the Audiencia of Lima” (pp. 20-24).

No. 16: “Three Documents Related to the Potosí Mita” (pp. 24-28).

No. 17: “A Communal Strategy to Maintain Compliance with the Mita and Other Demands” (pp. 28-30)

RECOMMENDED: Stavig, The World of Túpac Amaru, Chs. 7 (162-207).

Catherine J. Allen, "Coca and Cultural Identity in Andean Communities," in Deborah Pacini and Christine Franquemont, eds., Coca and Cocaine. Effects on People and Policy in Latin America (Peterborough, NH: Cultural Survival and LASP, 1986), pp. 35-48.

W. Golden Mortimer, “The History of Coca,” in William O. Walker III, Drugs in the Western Hemisphere: An Odyssey of Cultures in Conflict (Wilmington, DE: Scholarly Resources, 1996), pp. 2-8.

Joseph A. Gagliano, “The Coca Debate in Colonial Peru,” in Walker, Drugs in the Western Hemisphere, pp. 8-22.

CLA: Chapters 6 & 7 (pp. 195-248).

         Podcast Viewing for the week: Lecture 20: Colonial Dialogues (21:43); Lecture 21: New World Slavery (24:23)

          Nov. 9: An Early 17^th Century Snapshot: Guaman Poma de Ayala

Selections from Felipe Guaman Poma de Ayala, The First New Chronicle and Good Government, abridged ed., David Frye, ed. (Indianapolis/Cambridge: Hackett Publishing Co., 2006), pp. 186-203; 225-227; 231-239; 263-287.

          Nov. 11: “Race Thinking” and Colonial Identity

Irene Silverblatt, Modern Inquisitions. Peru and the Colonial Origins of the Civilized World (Durham: Duke, 2004), Prologue (pp. 3-27).

          Nov. 13: State and Identity

          Silverblatt, Modern Inquisitions, Chs. 1-3 (pp. 29-97).

        Podcast Viewing for the week: Lecture 22: Colonial Dialogues - Resistance (29: 44)

            Nov. 16: Magical Race Thinking: Making Spaniards

Silverblatt, Modern Inquisitions, Chs. 4-6 (pp. 101-160).

Nov. 18: Becoming Indian

Silverblatt, Modern Inquisitions, Chs. 7-8, Afterword (pp. 163-227).

THIRD PAPER  (Race Thinking in Colonial Spanish America) DUE NOV. 20, AT START OF CLASS

Nov. 20: Putting it Together: Casta Paintings

No readings.

       Podcast Viewing for the week: Lecture 23: The Construction of Hispanic Patriarchy (41:05)

Nov. 23: Lo Femenino/Lo Domestico

Asunción Lavrin, "Lo Feminino: Women in Colonial Historical Sources," in Coded Encounters, pp. 153-176. [Blackboard and regular reserve].

Nov. 25: Sor Juana Ines de la Cruz

Thomas A. Abercrombie, "Affairs of the Courtroom: Fernando de Medina Confesses to Killing His Wife (Charcas, 1595)," in Boyer and Spurling, eds., Colonial Lives, Chapter 6: pp. 54-75. [Blackboard and regular reserve]

Nancy van Deusen, "Wife of My Soul and Heart, and all My Solace: Annulment Suit Between Diego Andres de Arenas and Ysabel Allay Suyo (Huanuco, Peru, 1618)," in Boyer and Spurling, eds., Colonial Lives, Chapter 10: pp. 130-140. [Blackboard and regular reserve]

"Casta" Painting - Mexico, 18th Century ("A Spaniard and Indian Create a Mestizo")

CLA: Chapter 9 (pp. 298-356).

Nov. 30: Urban Rioting

R. Douglas Cope, “The Riot of 1692,” in The Limits of Racial Domination: Plebeian Society in Colonial Mexico City, 1660-1720 (Madison: University of Wisconsin Press, 1994), pp. 125-160. [Blackboard]

Dec. 2: Rebellion in Mexican Villages

William B. Taylor, “Rebellion,” in Drinking, Homicide and Rebellion in Colonial Mexican Villages (Stanford: Stanford University Press, 1979), pp. 113-150. [Blackboard]

Dec. 4: Andean Rebellions

From Kenneth Mills, William B. Taylor and Sandra Lauderdale Graham, eds., Colonial Latin America: A Documentary History (Wilmington, DE: Scholarly Resources, 2002): “ ‘As for the Spaniards, their time is up,’ Jauja, Peru (1742, 1752),” 299-308. [Blackboard]

          Dec. 7: Setting the Stage: Túpac Amaru

Stavig, The World of Túpac Amaru, Chs. 8-9 (pp. 207-262).

Dec. 9, 11: Displacing Discontent: Criollos and Independence

CLA: Chapter 10 (357-406).

From Benjamín Keen, Latin American Civilization. History and Society, 1492 to the Present, 4th ed. rev. (Boulder: Westview), 2000:

Lucas Alamán, “The Cleavage Within,” Historia de Méjico (1949-52), pp. 200-203.

Simón Bolívar, “The Vision of Bolívar,” The Selected Writings of Bolívar (1951), pp. 222-23.

“The Plan of Iguala,” from Lorenzo de Zavala, Ensayo histórico de los revoluciones de México (1918), pp. 226-233.

Reading period, Dec. 14-16

FINAL PAPER (The Process of Colonization) DUE NO LATER THAN TUESDAY, DECEMBER 15 AT 4:00 PM.