Conquest, Resistance, and Cultural Transformation in Mexico and Central America

ANTH 119A:

CONQUEST, RESISTANCE, AND CULTURAL TRANSFORMATION IN MEXICO AND CENTRAL AMERICA

Spring 2018, Tue/Thu 2:00 – 3:20 PM

Charles Golden: , 781-736-2217

Office Hours: Tue/Thu 1 – 2pm, Brown 206

The political conquest of the so-called New World by European empires was a transformative process for indigenous and European cultures alike. The Spanish empire, particularly, encountered new civilizations and urban societies that rivaled their own; attempts to dismantle, restructure, and incorporate these new colonial territories profoundly affected the Spanish state and Spanish culture. With the collapse of the empire, and the dissolution of Spain’s American colonies into independent republics, a new era of transformation began that built on colonial patterns, but also required new and innovative patterns of accommodation and conquest of native peoples. Indigenous peoples, for their part, did not passively accept colonial domination. Instead the history of Mexico and Central America since 1519, when Cortez marched on the Aztec capital of Tenochtitlan, has been marked by resistance and transformation of indigenous cultures and societies. Indigenous peoples did not disappear, and continue to work for their cultural, economic, and political rights within modern nation states.

This course examines the continuing negotiation between indigenous people and the state in Mexico and Central America from 1519 to the 2012; these negotiations of identity and power have been at the heart of tragedy and triumph for indigenous peoples and continue in the modern states of Mexico, Guatemala, Belize, and Honduras among others. We will explore the macro-histories of these struggles, as well as the micro-histories of local communities. We will read from texts written by the conquistadors as well as by indigenous peoples, and modern indigenous and non-indigenous scholars who have attempted to make sense of these complex processes. The goal of this class is to understand the specifics of conquest, resistance and cultural transformation in this part of the Americas, but also to understand the global scale and significance of these same processes at work around the world. Has the “Conquest” ended? Are indigenous movements of the 20th and 21st centuries merely the actions of state citizens and civil society within modern nation-states couched in the discourse of indigeneity? Or are these movements the continuation of a struggle ongoing since the 16th century?

·  This class counts toward a major or minor in Latin American Studies.

·  This class is Cross-listed in History.

·  This class is Writing Intensive (WI)

This course is a forum for discussion and proper preparation and engaged class participation are required. Different discussion formats will be used throughout the semester, some of which will require preparing brief written statements or sets of questions. Participation accounts for 10% of the final course grade. More than two unexcused absences will result in a deduction of one letter grade from participation for each additional date missed.

The remainder of the grade is made up of three papers and a paper proposal. All papers must be submitted electronically via LATTE:

1) A brief paper (5 pages) due 3/13 will explore the nature of the early period of Spanish Conquest. Much has been made in historical studies of the Conquest period about the inability of indigenous civilizations to deal with the arrival of the Spaniards. Some suggest that the Maya, Mexica, and other contemporary peoples viewed the conquistadors as gods, completely outside their experience. Based on the readings to this point (additional references are welcome, but not necessary) did the Conquest represent something fundamentally different for the indigenous peoples of Mexico and Central America? Or was it just one more cultural and social transformation in the long history of the cultural and societal change. 15%

2) A brief paper (5 pages) due 3/29 will explore the nature of transformations in indigenous societies and cultures during the late Colonial and early Republican periods in Mexico and Central America. How had the relationship between the state and indigenous peoples changed since the 16th century? What forms did resistance to colonial rule take among indigenous peoples during this period? What success did indigenous peoples have in achieving rights during this period? How did the establishment of independent republics benefit or harm indigenous communities? How did the expansion of the United States and its conflicts with Mexico affect indigenous peoples? 25%

3) A three-page proposal for your final paper (see below) is due on 4/10. 5%

4) A final paper will be an in depth study of conquest, resistance, and transformation in indigenous societies and cultures in Mexico and Central America. You can develop the subject from the readings covered in class, but you are encouraged to explore your own interests in the subject, and this need not include material addressed during the semester. This paper should be no fewer than 10 pages in length, and make use of no fewer than ten peer-reviewed resources. At least five of these peer-reviewed resources must be in addition to any previously assigned readings pertinent to the subject.

·  A complete draft of the paper is due 4/19 (15% of your final grade).

·  You will receive comments on the draft, and are expected to make revisions following these comments and discussion with me.

·  A final draft of the paper is due on 5/3 at 11:59pm (30% of the final grade).

The Brandeis Writing Center (extension 6-4885) on the first floor of the Goldfarb Library is available for consultation throughout the academic year.

Students are encouraged to meet with the instructor before and after each writing assignment. Students are required to meet with the instructor upon receiving comments on the final paper prior to completing revisions of that final paper. A class visit with a Writing Center consultant should be scheduled prior to the submission date of the first mid-term essay.

Please also consult:

http://writingcenter.unc.edu/handouts/anthropology/

http://www.bu.edu/archaeology/undergraduate/writing-guide-in-archaeology/

http://www.skidmore.edu/anthropology/writing/paper.php

Please Note:

Extensions on papers will only be given if I am notified ahead of time of an existing conflict, or you provide proof of an emergency precluding your taking the exam or submitting the paper. No extensions or make-ups will be given because of conflicts with assignments or exams in other classes.

I will grade papers using the following rubric:

Content: The essay has a well-developed thesis (relating to issues posed by the assignment) and is properly supported throughout the narrative of the essay view longer description

Full Marks: 20.0 pts

Integration of Sources: Thoughtfully integrated material from appropriate peer-reviewed literature.

Full Marks: 10.0 pts

Style/Proper use of citation style: Prepared a well-organized, thoughtful essay and correctly used the Chicago parenthetical citation style.

Full Marks: 10.0 pts

Spelling/Grammar/Formatting: Correct spelling and grammar; adherence to guidelines for paper writing in the syllabus; font size, margins, page length, etc.

Full Marks: 10.0 pts

A grade of “A” means “excellent” - the work is of superior quality on an exam and represents insightful, well-considered, and well-written/produced research & write-up. A grade of “A” typically represents a great deal of effort, but effort alone does not guarantee an “A.” A grade of “B” means “good” - the work fulfills all of the assignment instructions and adequately presents well-written, well-researched work. “C” means “average” - the work submitted fulfills the letter of the assignment, but lacks sufficient quality of research and/or presentation that would warrant a higher grade. A grade of “D” represents work that is unsatisfactory and has not fulfilled the stated goals of the assignment, while an “E” is a failing grade resulting from work that is incomplete, incoherent, or otherwise unacceptable given the guidelines for a given assignment.

If you are a student who needs academic accommodations because of a documented disability you should contact me, and present your letter of accommodation, as soon as possible. If you have questions about documenting a disability or requesting academic accommodations you should contact Undergraduate Academic Affairs at 6-3470. Letters of accommodations should be presented at the start of the semester to ensure provision of accommodations. Accommodations cannot be granted retroactively

Laptop & Phone Policy

Computers use in class, even to take notes, can be distracting to you, the students around you (and to me!). There is significant evidence that it can impede long-term learning in the classroom.

https://seii.mit.edu/research/study/the-impact-of-computer-usage-on-academic-performance-evidence-from-a-randomized-trial-at-the-united-states-military-academy/

http://www.sciencedirect.com/science/article/pii/S0360131512002254

http://journals.sagepub.com/doi/abs/10.1177/0956797614524581

If you feel that your personal learning needs require access to your laptop for note-taking or other legitimate purposes, please speak to me. Otherwise, keep your laptop and phone off desks and out of site during class.

Plagiarism Policy

Students are expected to follow community standards of behavior and of academic integrity detailed in the current Rights and Responsibilities Handbook: http://www.brandeis.edu/studentlife/srcs/index.html

The following texts are required readings and should be purchased or checked out from the reserve desk in the library:

Seven Myths of the Spanish Conquest, Matthew Restall, 2003, Oxford University Press.

ISBN 0-19-516077-0. (Also available via Ebrary as an electronic text)

Conquest of New Spain, Bernal Diaz del Castillo, 1963, Penguin Classics. ISBN 978-0140441239.

The Broken Spears: The Aztec Account of the Conquest of Mexico, Miguel Leon-Portillo, 2007, Beacon Press. ISBN 978-0807055007.

Invading Guatemala: Spanish, Nahua, and Maya Accounts of the Conquest Wars. Matthew Restall and Florine Asselbergs (eds), 2007, Penn State Press, University Park, PA. ISBN 978-0-271-02758-6.

I will post other readings to Latte.

Th 1/11 / Course Introduction
T 1/16 / ·  Seven Myths of the Spanish Conquest, Chaps. 1& 2 (pp. 1 -43; The Myth of Exceptional Men; The Myth of the King’s Army)
·  The Requirement – Requirimiento: Proclamation of Invading Captains upon Disembarking. https://nationalhumanitiescenter.org/pds/amerbegin/contact/text7/
requirement.pdf
Th 1/18 / ·  NO CLASS, BRANDEIS MON
T 1/23 / ·  Bernal Diaz, Conquest of New Spain (pp.1-43).
·  Diego de Landa “Captivity of Geronimo de Aguilar. Expedition of Hernandez de Cordoba and Grijalva to Yucatan.” (pp. 4-6)
·  Broken Spears (pp. 3-12).
Th 1/25 / ·  Seven Myths of the Spanish Conquest, Chap. 3 (pp. 44-63; The Myth of the White Conquistador)
·  Diego de Landa “Expedition of Cortes to Cozumel,” (Pp. 6-7).
·  “Cortés, Velasquez, and Charles V” in Letters from Mexico (pp.xi-xxxvii)
·  “Introduction” to Letters from Mexico (pp. xxxix – lxxx)
·  Cortes, “The First Letter” in Letters from Mexico (pp. 3-46).
T 1/30 / ·  Broken Spears (pp. 13-20).
·  Bernal Diaz, Conquest of New Spain (pp.44-87).
Th 2/1 / ·  Bernal Diaz, Conquest of New Spain “Events in Veracruz” through “Cortes in Difficulties” (pp.126-283).
·  Cortes, “The Second Letter” in Letters from Mexico (pp. 47-159).
T 2/6 / ·  Broken Spears (pp. 21-90)
·  Bernal Diaz, Conquest of New Spain “The Flight from Mexico” (pp.284-307).
Th 2/8 / ·  Bernal Diaz Conquest of New Spain “The Siege and Capture of Mexico” (pp. 353-413).
·  Broken Spears (pp. 91-126).
T 2/13 / ·  Cortes, “The Third Letter” in Letters from Mexico (pp. 160-281).
·  Broken Spears (pp. 127-149).
Th 2/15 / ·  “Invading Guatemala,” “Alvarado’s Letters to Cortes,” and “Other Spanish Accounts” in Invading Guatemala, (pp. 1-76).
·  “Nahua Accounts” and “Maya Accounts” in Invading Guatemala (pp. 79-118).
T 2/20 / ·  BREAK
Th 2/22 / ·  BREAK
T 2/27 / ·  PROF. GOLDEN IN MEXICO
Th 3/1 / ·  John Chuchiak 2005. IN SERVITIO DEI: Fray Diego de Landa, the Francsican Order, and the Return of the Extirpation of Idolotry in the Colonial Diocese of Yucatan, 1573-1579. The Americas 61(4): 611-646.
·  Myths of the Spanish Conquest, Chap. 6 (pp. 100 – 130; The Myth of Native Desolation)
·  “Political Life following Conquest,” Mesoamerican Voices (pp. 62-76).
T 3/6 / ·  Matthew Restall, “Maya Conquistadors”, “The Insinuated Conquest” “The Cruel Cycle” in Maya Conquistador (pp. 53-76, 104 - 143).
Th 3/8 / ·  Myths of the Spanish Conquest, Chap. 4 (pp. 64-76; The Myth of Completion)
·  Elizabeth Graham, 2011 “Maya Christians and their churches in sixteenth-century Belize” (Chaps. 4, 7-9; pp. 86-104, 167-262).
T 3/13 / ·  Bricker, Victoria “Colonial Rebellions” from The Indian Christ, The Indian King: The Historical Substrate of Maya Myth and Ritual (pp. 3-11, 55-84).
Th 3/15 / ·  Bricker, Victoria “Post-Colonial Caste Wars” from The Indian Christ, The Indian King: The Historical Substrate of Maya Myth and Ritual (pp. 87-121).
T 3/20 / ·  Bricker, Victoria “The Structure of Ethnic Conflict” from The Indian Christ, The Indian King: The Historical Substrate of Maya Myth and Ritual (pp. 127-182).
Th 3/22 / ·  Myths of the Spanish Conquest, Chap. 5 (pp. 77-100; The Myth of Miscommunication)
·  Paul Sullivan, Unfinished Conversations (part 1).
T 3/27 / ·  Paul Sullivan, Unfinished Conversations (part 2).
Th 3/29 / ·  Myths of the Spanish Conquest, Chap. 7 and Epilogue (pp. 101- 157; The Myth of Superiority)
·  Barbara Bocek. 2009. “Everyday Politics in a K'iche' Village of Totonicapan, Guatemala” in Mayas in Postwar Guatemala: Harvest of Violence Revisited, edited by W. E. Little and T. J. Smith, pp. 124-138. University of Alabama Press, Tuscaloosa.
T 4/3 / ·  BREAK
Th 4/5 / ·  BREAK
T 4/10 / ·  Susan Jonas “Dangerous Liaisons: The U.S. in Guatemala.” Foreign Policy 103: 144-160.
·  Jennifer Schirmer “Chapters 1 – 3” from The Guatemalan Military Project: A Violence Called Democracy. Philadelphia: University of Pennsylvania Press.
Th 4/12 / ·  NO CLASS, SAA
·  Video: “When the Mountains Tremble” on LATTE
T 4/17 / ·  NO CLASS, SAA
·  Video: “Granizo” on LATTE
Th 4/19 / ·  Restall, M. 2004. Maya Ethnogenesis. The Journal of Latin American Anthropology 9:64-89.
·  Charles D. Thompson, Jr. “Arrival 1927: The Formation of Ethno-Boundaries” in Maya Identities and the Violence of Place: Borders Bleed (pp. 64-76).
·  Watanabe, John M. 1995. Unimagining the Maya: Anthropologists, Others, and the Inescapable Hubris of Authorship. Bulletin of Latin American Research 14(1): 25-45.
T 4/24 / ·  Video: “Los Sin Voz”
·  Victor Montejo. 2002. "The Multiplicity of Mayan Voices: Mayan Leadership and the Politics of Self-Representation," in Indigenous Movements, Self-Representation, and the State in Latin America. Edited by K. B. Warren and J. E. Jackson, pp. 123-148. Austin: University of Texas Press.
·  Demetrio Cojti Cuxil. 1996. "The Politics of Maya Revindication," in Maya Cultural Activism in Guatemala. Edited by E. F. Fischer and R. M. Brown, pp. 19-50. Austin: University of Texas Press.
Th 4/26 / ·  Timothy Smith. 2009. “Democracy is Dissent” in Mayas in Postwar Guatemala: Harvest of Violence Revisited, edited by W. E. Little and T. J. Smith, pp. 16-29. University of Alabama Press, Tuscaloosa.
·  Gary H. Gossen “From Olmecs to Zapatistas: A Once and Future History of Maya Souls,” and “Maya Zapatistas Move to and Open Future” from Tzotzil Identities in Modern Mexico, (225 – 266).
·  Rosalva Aida Hernandez Castillo, “Between Civil Disobedience and Silent Rejection: Differing Responses by Mam Peasants to Zapatista Rebellion” from Mayan Lives, Mayan Utopias: The Indigenous Peoples of Chiapas and the Zapatista Rebellion edited by Jan Rus, et al. (pp. 63-84).

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