Readings and Activities
(and grades)
For this class, we'll use something called 'ungrading.' What that means is that I will assign no grades for anything you do in this class until the end, which takes some getting used to, I know. What we'll do is create a portfolio for you that you can use to track your work, and your progress, through the semester. You'll have short presentations, readings on Perusall if we decide to use it, class discussions and group work, and short reflections at mid-semester and at the end. Each of you will meet with me at the end of the semester to discuss how the semester went for you and what grade you think you earned, we'll go over your portfolio, and we'll talk about it.
We'll decide as a class how best to go about this, and each of you will be responsible for coming up with at least one major content learning objective, and one 'process' objective.
Content objectives are related to the subjects we learn about in class - whether it's a specific culture, like the Aztecs, or a theme, like the role of the gods in Mesoamerica. One way you could demonstrate your work on a content objective is to give a short presentation, or write a short research paper, on that subject.
'Process' objectives are related to various skills you might want to work on during the semester - presentation skills, research skills, reading skills.
Readings and activities are usually listed on the day they're due - the one exception is the first week. I've included the reading and video for week 2 in week 1's listing.
Perusall info: Get students enrolled by telling them to create a Perusall account and enter your course code:
Give students your unique course code MAYHALL-6ZR8J; students will be prompted to enter the course code after creating an account.
Kerr Number: K638
Comments: War scene. A procession of warriors with naked captive. He will be decapitated, Note the paper garment and the decapitation instrument
Week 1: 4 September
Introductions - y'all, me, the class, this site (no Canvas!)
How the class will work, and what's different about the study of Pre-columbian art history
What do you think of when you hear these?
What do you want to learn? Content and process learning objectives, and Skills Inventory and Superpowers
How we'll track your progress - portfolios? Google docs?
Exit and Entry tickets - what are they, and how will you turn them in?
Perusall?
Map quiz time!
For next week: read the article, “1491,” in The Atlantic Monthly and take notes, please,
and watch this video (see video to the right)
and come with your entry ticket – what stuck with you from reading the article and watching the video? Did you learn something that surprised you?
Things to consider: How does Charles Mann’s summary of recent research on the Americas change how we might think about Pre-columbian peoples? Why are people so opposed to the new ideas he outlines in the article? (You should know that he wrote an entire book that expands on the topics he introduces in the article. I have it should you want to read it.)
Week 2: 11 September
check on how we'll track people's work/portfolios etc. Let's talk about ungrading so you feel comfortable about it.
Map quiz
Entry ticket – what stuck with you from what you did for today? Discussion of Mann's article and the video.
Ecology might be a topic someone does for a short presentation, also farming and water use in the Americas
What other topics from the article and/or video could you suggest for short presentations?
Another video
Information literacy and making judgments
What is history, anyway?
Exit ticket - what about information literacy do you want to get better at?
Entry ticket for next week: Write out your answer to one of the questions outlined below for 6 February.
Don't forget to look at the slide lecture tab for the Olmec slide lecture, if you have time.
Week 3: 18 September
Don't forget your entry ticket for today! See below.
Mesoamerica, and the Olmec
Read 1)Mary Ellen Miller, The Art of Mesoamerica: from Olmec to Aztec, introduction and 2) chapter 1, and 3) “The Shaman in Transformation pose: At Study of the Theme of Rulership in Olmec Art,” F. Ken Reilly, III, Record of the Art Museum, Princeton U, vol. 48, no. 2 (1989), 4-21.
You can also listen to this short podcast about Olmec heads and Olmec culture from the BBC series A History of the World in 100 Objects.
Questions to think about for discussion (and your answer to one of them is your entry ticket for today) :
1) The introduction discusses a lot of background for all of Mesoamerica, including some of the issues that have made it difficult for us to get a full picture of these cultures. Find as many of these as you can in the introduction – they may be physical, historical, or ideological. I found six! How many can you find?
2) Who were the Olmec, according to recent scholarship? Where did they live, and when?
3) What kind of art are they most famous for?
4) What did early archaeologists and explorers think about them and their art?
5) What cultural traits did they share with other early Mesoamerican cultures?
6) In their most famous and monumental art, what do most scholars believe they are depicting?
7) What seems to be the basis of Olmec religion?
8) Who is the Olmec Transformation Figure? What significance does it have for our understanding of Olmec religion?
Week 4: 25 September
Teotihuacan
And watch this video: https://www.youtube.com/watch?v=kWhj1qKXA6o - it's over there ------------------------------------------------------------------------------------------>
In class, we will be doing a couple of activities involving these sites and others:
https://shesc.asu.edu/centers/teotihuacan-research-laboratory/about
http://www.bu.edu/research/articles/archaeology-teotihuacan-mexico/
https://www.theguardian.com/world/2015/apr/24/liquid-mercury-mexican-pyramid-teotihuacan
Exit ticket - write a short description linking at least two of the topics listed to the right, based on discussion in class today. Also, did you learn anything intriguing in the discussion today?
Agenda for today:
First 30 minutes, 11 to 11:30
Overview of Teotihuacan, from your readings and the video
11:30-12:15 and 12:30-12:45
Group research on one of four topics
12:45-1:45
Either groups report out to entire class, or,
Jigsaw
Visual reconstruction of the palacio de quetzalpapálotl (palace if the butterflies) in Teotihuacan. #Teotihuacan #architecture #Cultura #archaeology
Topics:
These two go together in interesting ways:
Apartment compounds - where are they located, how are they organized, who lived there, and what can they tell us about the city?
Who ruled Teotihuacan? What are the two hypotheses, and how do the scholars on each side of the debate support their theory?
What kinds of imagery do we see in these two art forms? Are they linked?
Mural paintings at Teotihuacan - what are the most famous ones, where are they, and what do they show us? Interpretations?
Ceramics at Teotihuacan - what are the most famous (or most numerous) kinds of ceramics found at the site? What do they tell us about Teotihuacano life and religion?
Also - very cool site with links and videos associated with a big exhibition at the Phoenix Museum of Art:
Don't forget to look at the slide lecture tab for a couple of lectures on Teotihuacan, if you have time.
Teotihuacan Pyramid in Mexico City in 1900 and in 2022. The 1900 view must have looked like a random mountain, until the excavations and clean-up began.
Week 5: 2 October
Maya
Let's do something different! We will be discussing what you learned from these two things - you will watch a video (your choice) and read the following article. In class, we will sketch a broad outline of Maya culture, geography, and beliefs from these, and then break into groups.
As you watch whatever film you choose, take notes on important dates, sites, names, and concepts and bring them to class as your ENTRY TICKET. I will only put the article on Perusall this week - it won't let me do the 3rd film or the Voicethread.
Everyone watches one of the films linked to the right (you can choose)
and reads "The Role of Shamanism in Mesoamerican Art: A Reassessment."
In class, you'll choose a group of people to work with on one of the following topics to be presented next week:
- shamanism and the vision quest and their relation with kingship
- Classic Maya beliefs about the underworld and the afterlife
- Mesoamerican calendars, numbers, and how they were used in ritual - you'll have have to watch Cracking the Maya Code as part of your research
- Maya ideas of the universe and the gods, and the earth and the gods
- Mesoamerican agriculture and its role in their cosmology
For all of these you'll need to do outside research. I have LOTS of books and recommendations - just ask. Also check the 'other resources' page on this website.
You should find examples of artworks that pertain to your topic as well - again, I can help. Types of objects that you can use range from vases, sculpture, and paintings, to entire sites and buildings.
Your group may want to start a google doc or sheet so you can work on this throughout the week no matter where you all are. You should include the resources you used, and the ones that were the most useful. You can find some resources on the Other Resources page on this website.
1) Lost Kingdoms of the Maya
2) Dawn of the Maya
There are a couple of slide lectures on Palenque and Tikal under the slide lectures tab, if you're interested.
Ancient Maya once took enormous pride in their teeth. Long before Europeans were filling their cavities with gold, people in Mesoamerica were flashing grins bedazzled with jade, turquoise, gold, jet or hematite gems. Male or female, rich or poor, it appears many individuals visited the dentist as young adults to have their teeth drilled and filled with jewels, precious stones, or minerals. The inlays would have lasted a lifetime and likely had spiritual meaning. But dental bling at this time may not have been purely aesthetic. New research on the cement used to glue gems to Maya teeth has highlighted a few potential hygienic and therapeutic properties..Not only was sealant incredibly adhesive (holding the gem in place for more than a thousand years), its ingredients have the potential to fight tooth decay, and reduce inflammation and infection in the mouth. The rich blend of organic components has archaeologists thinking the cement-like substance was not merely used as a water-repelling glue. Instead, the attachment of small stones to incisors and canines during early adulthood might have been accompanied by some protection against cavities. The drilling to insert these gems into the tooth was done so expertly, it rarely impacted the pulp of nerves and blood vessels at the center. The ancient teeth analyzed in the study came from three Maya archaeological sites in Guatemala, Belize and Honduras, and the individuals the teeth belonged to did not appear to be from elite backgrounds. In the sealants used to attach gems to the teeth, researchers identified 150 organic molecules that are commonly found in plant resins. Depending on where the tooth came from on the Yucatan peninsula, each sealant blend had a slightly different ingredient list, but the main ingredients were largely the same. Most dental cements showed compounds associated with pine tree tar, thought to contain antibacterial-like properties. Two of the eight teeth held remnants of sclareolide, a plant compound with antibacterial and antifungal properties. It's also often used in the perfume industry, as it smells quite nice. Essential oils from plants in the mint family were also common in the sealants, suggesting potential anti-inflammatory effects. The findings are not entirely unexpected. There are many lines of evidence that suggest dental hygiene was taken seriously by the ancient Maya. People in this civilization regularly polished their teeth, and if decay set in, teeth appear to have been extracted. These more therapeutic practices to dentistry, however, have been historically overshadowed by the flashier decorations of the time. The edges of Maya teeth are often filed into pointy shapes, and then inlaid with gems. In the past, this has been pinned to ritual or aesthetic reasons only. Maya dentistry was clearly an art form, but the new findings suggest the extensive use of tooth modifications might have been about more than just beauty. The fact that lots of people were getting the treatment done also suggests it is not necessarily a reflection of the person's social status. "While the blends were both complex and effective in providing long-lasting dental obturations, the mortuary contexts of the individuals sampled indicate these were not elite individuals but that instead, a broad swathe of Maya society benefited from the expertise of the individuals who manufactured these cements," the authors write. : Mayan jeweled dental inlay... © José C. Jiménez López of National Geographic #archaeohistories
11:11 AM · Sep 14, 2024·55K Views
Week 6: 9 October
Maya
Group-led discussions of topics assigned last week.
See next week for entry ticket you need to bring to class next week.
Week 7: 16 October
Aztec
Entry ticket #1: after reading the scanned excerpts over there ->,
write out an idea of a topic you'd like to explore in greater detail for next week.
Another big and important culture, the Aztec. There's so much we know that we can only start learning about them, so we'll do an intro to a lot of topics, and then, like with the Maya, we'll open it up next week for you to do some group research on topics that interest you.
I'm going to put some scanned excerpts here for all of us to read for today, and we'll talk about possible topics for next week the second part of class.
I know this looks like a lot, but it will help for next week!
Take notes or make marginal notes as you read, and come to class (ENTRY TICKET #2) with an answer to one of these questions:
How is the layout of the Aztec universe similar to that of the Classic period Maya?
Why was Teotihuacan important to the Aztec? What happens there?
Who are the most important Aztec gods?
What kinds of sacrifice did the Aztec practice? Are there any of them that are similar to -->
sacrificial practices of the Maya? Which ones are different?
What is the significance of the opposition of fire and water? Where do you see it in Aztec myth, and in Aztec architecture?
What kinds of evidence do the authors use to counter the stereotype of the Aztecs as bloodthirsty savages?
Here's a list of words that you might want to define (we can divide these up):
Nahuatl
Aztlan
Huitzilopochtli
Chicomoztoc
Tenochtitlan
Flowery War
Triple Alliance
Motecuhzoma Xocoyotzin
Quetzalcoatl
Cortes
chinampa
Tzompantili
Xipe Totec
Coatepantli
Tlaloc
Tezcatlipoca - Black, and others
pochteca
pipiltin
Tlatoani
Mictlan
Tonalpohualli
codices
Coyolxauhqui
Presentations: Cameron on the Popol Vuh
Cole on bloodletting and the Maya
Here is the result of my #slowmapchallenge (@DanielPWWood). A fun project some people saw me start at #NACIS. It is a quick breakdown of the history of the #Aztec empire. I made it as I was learning it myself, and #Illustrator. I also have to thank @kbellamy_ for research help!
30 October
Aztec
Possible topics (or others??) - for each of these you should find artworks/images that relate to them:
Creation myths
City planning
Poetry
Art, architecture, sculpture
Death and the afterlife
The Conquest and its aftereffects
Presentations: Nicole on greenstone/jade in Mesoamerica
Here's another place to find some of the information - but the questions you need to answer won't all be found in it. Read both.
6 November
Intro to the Andes, and Chavin
Please read this - an introduction to a book on Andean art over there,
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which is a useful, but somewhat challenging piece to read. You can also look at the article on smarthistory below it.
We'll also do some activities in class that will make the concepts easier to understand.
Pay attention to the following topics in the introductions:
the environment and crops
the environment and its effects on Andean art and religion
vertical archipelago
shamanism
huaca
camay
ayni
tinku
pachakuti
ukhu
qumpi
Chavin culture - read this, please:
Make sure you check the 'other resources' tab above for more Andean resources - I'm adding to it all the time.
You can see the whole map bigger here: https://www.britannica.com/topic/pre-Columbian-civilizations/Andean-civilization
And this, if you have time:
Presentations
Christian on architecture at Teotihuacan
Maia on the Mesoamerican calendars
13 November
Paracas and Nazca
This week we'll do some looking at Smarthistory articles on Chavin and then Paracas and Nazca (Nazca has a lot to do with Chavin!), especially textiles, ceramics, contour rivalry and abstracted images, and symbolism.
Presentations
Gabriela on the Nazca lines
Kendra on Paracas/Nazca textiles
Hands down one of the best explainer websites on Andean textiles, a must-read:
"Nasca Lines - The monkey" by Christian Haugen is licensed under CC BY 2.0.
20 November
Moche
Choose a topic and bring in an entry ticket with some info on it to share in the class discussion
List of possible topics for investigation
Women in Moche society
New archaeological discoveries - Sipan, San Jose de Moro, Dos Cabezas, Ucupe, and others
Warfare and political organization
Irrigation (more interesting than you might think) and climate
Civic ceremonial centers - Huaca de la Luna, Huaca Cao Viejo
Ceramics - iconography, technology and techniques, and importance in establishing a chronology for the Moche
Religion - the Decapitator God, sacrificial ceremonies
Textiles, metal, shell, wood, bone
Other ones you come up with
Don't forget to check out the Andean resources page - there's a separate heading for the Moche, with lots of downloadable articles I've put there.
Everyone should read/watch these pieces on the Moche:
Presentations:
Adriana on the royal tombs of Sipan
27 November
No Class - Thanksgiving!
Optional - let's talk about this - we may want to go straight to the Inka
Tiwanaku and Wari
Start with the reading, to the right (it's also in Perusall) - choose a culture, Tiwanaku or Wari, and read about it the chapter. Then, if you want, you can watch the very short videos/read the smart history items here as well.
On your own, decide which object/site discussed in the reading best exemplifies the overall emphasis of the culture, and for your entry ticket, write out your reasons.
You may want to keep on the lookout for anything that references those Andean cultural ideas like ukhu, tinku, camay, etc.!
Wari textile
Christian will tell us about the Moche sites
Week 15: 4 December
Inka
For introductions to the Inka, read the sections included to the right. Next week you'll present on one of the following topics (in a group):
Creation myths
Inka empire - formation, structure, and maintenance through architecture, roads, textiles, and cultural practices
Inka view of landscape and architecture in marking the sacred
The importance of stone and stonework - how it was done, and what it meant
Art forms: textiles PLUS KHIPU
Metalwork and ceramics
Sacrifice, not including child sacrifice
Outside Cuzco - Ollantaytambo, Villcabamba, Machu Picchu
Religion and astronomy
The Conquest and its effects
Possible: modern politics and the Andes (Sendero Luminoso)