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.

Give students your unique course URL https://app.perusall.com/join/mayhall-6zr8j.



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.)


 

Class Participation ideas.docx
Charles C. Mann - "1491," from The Atlantic Monthly, March 2002.

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.


Mesoamerican intro.pdf
Olmec.pdf

Don't forget to look at the slide lecture tab for the Olmec slide lecture, if you have time.

F. Kent Reilly-ShamanTransformationPose-1989.pdf

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?


Benjamin Marquebielle

@BMarquebielle

Once again: why context matters (thanks @jens2go)


Week 4: 25 September

Teotihuacan

And this: https://smarthistory.org/teotihuacan-2/  (there's a video with this one)

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:



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

 

 

04_Slides_Precolumbian-Cities teotihuacan.pptx

ASU Teotihuacan Lab

@asuteolab

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:

https://www.science.org/content/article/astounding-new-finds-suggest-ancient-empire-may-be-hiding-plain-sight

What kinds of imagery do we see in these two art forms? Are they linked?

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.


Mesoamerica's First World City.pdf

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:

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.

roleofshaman.pdf

1) Lost Kingdoms of the Maya

2) Dawn of the Maya

3) Cracking the Maya Code  



Voicethread on bloodletting: https://voicethread.com/share/13864028/

There are a couple of slide lectures on Palenque and Tikal under the slide lectures tab, if you're interested.


Archaeo - Histories

@archeohistories


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! 


Aztec info.docx

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 


Cost of courage in Aztec society.pdf

Presentations: Cameron on the Popol Vuh

Cole on bloodletting and the Maya


Carl Churchill

@Cchurchili

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

Aztec Spanish conquest.pdf
Aztec art and architecture.pdf
Aztec info.docx

Presentations: Nicole on greenstone/jade in Mesoamerica


 6 November

Intro to the Andes, and Chavin

Please read this - an introduction to a book on Andean art over there,

<----------------------------------------

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.


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

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)


I have copied the entire Inca chapter from the book on Andean art and put it on the schedule for next week; many of the topics mentioned above are covered in it, but not all. If you're doing religion and astronomy, child sacrifice or stonework, in particular, please consult me for further resources.

Presentations: 

Dazly on the Taino

Adriana on the royal tombs of Sipan

Sierra on khipu

Kathryn on capac cocha and the Inka

Jerry on gold and the Inka

Victoria on Inka astronomy


There's a lot more on the smarthistory page - they've added articles since I last revised the website. You can see all of them on the left when you visit here: https://smarthistory.org/inka-intro2/


Week 15:  11 December

Inka    

Group-led discussions of topics decided on last week.

Inca chapter part 2.pdf

Inca chapter part 2: Beyond Cuzco - Ollantaytambo, Machu Picchu, Huanuco, khipu, textiles, metalwork, ceramics, featherwork, wood, and THE END

Inca chapter part 1.pdf

Inca chapter part 1 - introduction, history, empire and art, stonework, architecture, Cuzco

Week 16: 18 December 

Finale