ࡱ > U W T + bjbjVV 4H < < " I # # # # # 7 7 7 8 o L , 7 E( ( ( 7 7 7 ' ' ' ' ' ' ' $ ) , D ' # ' # # 7 7 ' \ \ \ # 7 # 7 ' \ ' \ \ r % T & 7 P</S 7 & ' ( 0 E( "& z , l Z , & & 8 , # & \ ' ' E( , : Dr. Barbara Ganson Office hours:
DW419 M,T, 1-4 and by appointment
LAH 4131 (3 credit hours) BGanson@fau.edu
Spring 2012 (954 235-1114)
Indians in Latin American History
In this course, we will analyze the complex processes by which Europeans came to dominate the indigenous peoples in Latin America and the Caribbean, and to a lesser extent, North America. We will emphasize how Amerindians shaped the encounter and maintained their own cultural integrity identity, and independence. We will also examine how the interactions between the Indians and the Europeans brought about significant transformations within the two cultures since 1492.
Many of the consequences of the invasion/encounter/discovery were tragic. The depopulation of the Native Americans appears to have been disastrous, as was the rise of economic systems based on forced Indian labor in encomiendas, debt peonage, and slave labor. Much has been written about the negative aspects of this encounter. Yet, without diminishing their importance, one of the central purposes of this course is to uncover the patterns of interactions, resistance, and accommodation that shaped the formation of New World societies.
Learning Outcomes:
Provide students with a thorough understanding of the nature of the cultural encounters in the New World, particularly the impact of colonialism on indigenous peoples.
Expose students to historiographical debates and recent research in the field of ethnohistory.
Develop students abilities to interpret and assess historical evidence.
Improve students writing skills and ability to give oral presentations.
Course Requirements:
Students will write two book reviews on a book having to do with the ethnohistory of the Americas. Reviews will be at least four to five pages in length, typed, double-spaced and due at the beginning of class. Students will write one longer essay of eight-to-ten pages in length on a topic having to do with ethnohistory related to the weekly readings which will be discussed in class; Students will also conduct an oral presentation on their longer essay to the class.
Course Evaluation:
The final grade will be made up of active class participation and attendance (10%), reviews (20% percent each for a total of 40%) and the longer essay (40% including presentation.) There will also be a Final Exam held during Finals week (10%) If you are absent for more than one week, your grade will be reduced by one letter grade for each additional absence, unless special arrangements have been made with the professor. Persistent lateness, as defined as late arrival (more than fifteen minutes) to class more than three classes will result in 1 full grade penalty.
Active participation means exactly that, ACTIVE. Evidence of active participation includes:
Posing thoughtful questions during lecture and discussions.
Making observations and/or arguments that demonstrate familiarity and engagement with the readings and lecture and other students comments.
Offering constructive debate based on readings and class discussions.
Being respectful of other students opinions and maintaining a positive civil space for discussion so that all students feel comfortable expressing their points of view.
Extra Credit:
You may earn five extra points by attending a session of the upcoming conference at the University of Miami and writing a one page essay about its significance: Florida at the Crossroads: Five Hundred Year of Encounters, Conflicts, and Exchanges, February 9-11, 2012. Registration is required HYPERLINK "http://humanities.miami.edu/symposia/florida500" http://humanities.miami.edu/symposia/florida500
Required Readings:
Ganson, Barbara. The Guarani Under Spanish Rule in the Rio de la Plata. (2003)
Metcalf, Alida. Go-Betweens and the Colonization of Brazil, 1500-1600. (2005)
Schwartz, Stuart, ed. Victors and Vanquished: Spanish and Nahua Views of the Conquest of Mexico(2000).
Assignment Instructions for First Review:
What are Go-Betweens? What roles did they play in the conquest and colonization of Brazil during the sixteenth century?
Assignment Instructions for Second Review:
Why did the Guarani rebel against Spain and Portugal in the mid-1750s. What were the causes of the protests or rebellions? Who participated in the rebellions, and what were their objectives? Did such protests indicate a crisis in colonial society and a threat to the state? If not, what did they represent?
Assignment for Third Paper: You can pick a topic of your own choice having to do with the subject of ethnohistory. You must prepare a working bibliography to share with the class.
Disability policy statement
In compliance with the Americans with Disabilities Act (ADA), students who require special accommodation due to a disability to properly execute course work must register with the Office for Students with Disabilities (OSD) -- in Boca Raton, SU 133 (561-297-3880); in Davie, MOD 1 (954-236-1222); in Jupiter, SR 117 (561-799-8585); or at the Treasure Coast, CO 128 (772-873-3305) and follow all OSD procedures.
Code of Academic Integrity policy statement
Students at Դɼ are expected to maintain the highest ethical standards. Academic dishonesty is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see the Code of Academic Integrity in the University Regulations at HYPERLINK "http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf"http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf.
Course Schedule:
January 11. Introduction. What is ethnohistory?
January 18. How do anthropologists, archaeologists, and historians approach the past? How did the
Aztec receive the Spaniards under Cortes?
Assigned Reading: Schwartz: pages 1-99. Be ready to answer questions on page 247 that correspond to these pages.
January 25. Structures of Pre-Columbian Societies and the Demographic Consequences of the Conquest. How have Europeans depicted Amerindians and their societies? What tactics did they use to subjugate the Amerindians? What methods did the Spaniards use to conquer the Aztecs in the Valley of Mexico? Assigned Reading: Schwartz, pages 100-211. Be ready to answer questions on page 247 that correspond to these pages.
Feb. 1. How have Amerindians perceived Europeans? What was the nature of the encounter in colonial Mexico? Assigned Reading: Schwartz, pages 214-240. Be ready to answer questions on page 247 that correspond to these pages.
Feb. 8. Amerindian Languages and Literature. What role did interpreters play in the conquest of the New World Assigned Reading: Metcalf, Go-Betweens. (entire book).
Feb. 15. How did the conquest of Mexico differ from that in Peru and other parts of Latin America? Labor systems: Indian slavery, encomienda, repartimiento, mita, and debt peonage.. First Book Review Due.
Feb. 22. The Spiritual Conquest. Roles of Missions and Missionaries. Spiritual Confrontations and Accommodations of Amerindians. Video Presentation: Black Robe. Assigned Reading: Ganson, The Guarani, Introduction, chapters 1-2.
Feb. 29. Women and Gender in Native American Postconquest Societies. Assigned Reading: Ganson, The Guarani, Chapter 3.
March 5-11 Spring Break
March 14. Native Rebellions. Postconquest Societies: Religious Adaptation, Politics, and Adaptation on the Frontier. Assigned Reading: Ganson, The Guarani, Chapters 4 and 5. Bring in a working bibliography for your research papers---six sources minimum.
March 21. Conflict, Violence, and Resistance on the Frontier. Assigned Reading: Ganson, The Guarani, Chapters 6-7. Second Book Review Due. Sign up for presentations.
March 28. The Continuing Struggle for Survival: Amerindians and the emergence of new nation states. Native Stereotypes in Film. Video Presentation: Ishi in Two Worlds.
April 4. Endangered Peoples: What issues do Amerindians face today?
April 11. Classroom debate about state policies affecting native peoples in Latin America in recent decades. One group will take the point of view of bureaucrats who work in the bureaus of native affairs. The other group will present the perspective of native peoples who are seeking more opportunities to be independent.
April 18. Presentations. Papers Due.
April 25. Presentations. Course Evaluations.
May 2. Final Examination
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