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History 365: Conquest!: Latin America, 1492-1600 Spring 2014 MW 11:00-12:15 pm Arter 213 Professor Kalé Haywood Office: Arter 214 Office Hours: MW 1:20-3:20, T 3:00-4:00, F 11:00-12:00, and by appointment Office Phone: 814-332-4306 E-mail: khaywood@allegheny.edu

Course Description: This course first offers an examination of the physical, military conquest of Latin America and then analyzes the social, cultural conquest that occurred in the ensuing decades. We begin with the Spanish experience and discuss the development of the nation’s expansionist ideology and drive to move beyond the Iberian Peninsula. We then turn to Christopher Columbus and investigate early efforts to explore, settle, and exploit the Caribbean. Finally, we take an in-depth look at Spain’s assault on the Aztec, Inca, and Maya peoples. We adopt a comparative approach to conquest and contrast the rapid, cataclysmic defeat of great centers of Indigenous population with small-scale, drawn-out attempts to defeat peoples of the periphery. Once the chronological arc of conquest has been established, we take a thematic approach to the blending of Spanish and Indigenous cultures. Subjects considered include the debate over the humanity and legal standing of Indigenous peoples, the rise of the Mestizo population, the effect of disease on the Native population, Catholic efforts to convert Indigenous peoples, the incorporation of Indigenous peoples into the Spanish economy, the role of women in the early colonial world, and the creation of a “civil society” governed by the Spanish crown. Finally, our interpretation extends to the cinemagraphic level, students are given the opportunity to view a series of documentaries and feature-length films concerning Latin America before 1600. As the course progresses, students will complete a historiographical essay based on individually selected texts which speak to a similar theme. The seminar paper may address any topic covered in class, and the proposal will be developed in consultation with me. To aid you in the research process, throughout our study of conquest we will practice evaluating, questioning, and analyzing evidence, and we will discuss the mechanics of writing a research-based essay. For an in-depth discussion of criteria used in assessing the historiographical essay see page 11 of the syllabus.

Required Texts: Camilla Townsend, Malintzin’s Choices: An Indian Woman in the Conquest of Mexico. Garcilaso de la Vega, The Royal Commentaries of the Incas and General History of Peru. Inga Clendinnen, Ambivalent Conquests: Maya and Spaniard in Yucatan, 1517-1570. Andrés Reséndez, A Land So Strange: The Epic Journey of Cabeza de Vaca. Alonso de Sandoval, Treatise on Slavery. Kate L. Turabian, et. al., A Manual for Writers of Research Papers, Theses, and Dissertations, 7th edition Course Reader (available for purchase in the Allegheny College bookstore).

FINAL PAPER DUE: Tuesday, 6 May, 12 noon; Arter 214 (my office)

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Course Requirements and Grading: Assignments (the entire course is worth 1000 points): Exam #1 (200 points) - 20% Exam #2 (200 points) - 20% Annotated bibliography and analysis of the topic selected (70 points) - 7% Presentation of the research topic (70 points) - 7% Research paper (15 pages, including text, footnotes and bibliography; 250 points) - 25% Weekly one-page response to class readings (10 assigned; film analyses may be substituted for 2 of the

weekly responses; 50 points total) - 5% Preparation for and participation in class discussions (160 points) - 16.0%

Grade Calculation: You may determine your current course grade at any point during the semester using the printed “How to Calculate Your Grade in an Instant” table located on page 12 of this syllabus. I would also be happy to calculate your mathematical course grade for you, and/or discuss your academic progress with you, at any time.

Extra Credit Events During the course of the semester there will be several opportunities to earn extra credit points by attending Latin American-related events held on the Allegheny campus or in the city of Meadville. These events may include lectures given by, or discussions led by, guest speakers, Latin American films or films about Latin America, performances of Latin American music or by Latino/a artists, art exhibits with Latin American influences, etc. These opportunities will be announced in class as the semester progresses.

Course Organization: The first 25 minutes of each class period primarily follow a lecture format, adding in discussion as needed. The remaining 50 minutes of the session emphasize historiographical interpretation via group discussion. These discussions will integrate your analyses of particular readings (see the course outline below), the major problems outlined in lectures, and your own questions about the materials.

Reading and Discussion Requirements: As discussion is a central part of the learning process in this course, it is essential that you be prepared to both analyze the content and examine the methodology of the readings assigned and that you be prepared to actively engage in class discussion. For an in-depth assessment of class participation, please see page 10 of this syllabus.

Weekly Responses: Each topic has a corresponding reading list (see below), and a page-length response (300 words, double spaced, 12 point type, Times New Roman font) to the readings and accompanying lecture topic will be submitted each week. The responses should include questions about, comments on, and/or critiques of the material to be covered in class that day. Please note that students are assigned either to Group A or Group B. Analyses of suggested feature-length films may be substituted for two of the weekly responses. Late and emailed weekly responses are not accepted, and all responses, including film analyses, must be submitted by the last day of class.

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Policy Guidelines: Attendance: Attendance is definitely expected but not absolutely mandatory, given that emergencies do sometimes occur. However, as we learn from one another by listening to opposing ideas and engaging in community debate, being absent more than two times during the course of the semester will have a deleterious effect on your grade. One percent (10 points) will be subtracted from your final course grade for each absence beyond the allotted two. Please understand that the two allowed absences include ALL reasons for missing class (i.e. both personal and professional, scheduled and unscheduled).

Late Work: Under emergency circumstances you may take makeup exams or turn in late papers. If such a situation does occur, please contact me as quickly as possible and provide official documentation explaining your inability to submit work in accordance with the course outline below. Outside an emergency situation, the general penalty for late submission is 10% of the assignment’s total point value (one full letter grade) for every day it is overdue. Weekend days are included in this calculation. Exceptions to all above policies will be made if a student faces exceptionally adverse conditions. Such exceptions need to be worked out in consultation with me.

The Honor Code: All work submitted in this course must adhere to the Allegheny College Honor Code, and you are expected to be familiar with Honor Code policy. For example, don’t forget to sign all papers and exams, recognize that you are allowed to move about a building during an exam, and understand that absolutely no plagiarism will be tolerated. For a detailed discussion of Honor Code policy, consult pages 111-115 of The Compass (2013-2014 edition). It is also posted online at: http://sites.allegheny.edu/deanofstudents/student-conduct-system/academic-conduct/honor-code. Regarding plagiarism: be aware that unless you include a professional citation when quoting directly or when an outside source substantively informs your argument, submitting work from a published/printed source, an internet website, or a fellow student is considered plagiarism. Remember that your own ideas, theories, and words are extraordinarily important and should dominate your written work. Never believe that someone else’s voice should be heard above your own.

Disability Resources: Any student who feels the need for an accommodation based on a documented disability should let me know as soon as possible. Also, please contact John Mangine in the Learning Commons (john.mangine@allegheny.edu, 332-2898) so that the appropriate arrangements can be made. The Learning Commons arranges reasonable accommodations for all students with documented disabilities.

Religious Observance: If you need to miss class due to a religious observance, please speak with me in advance to make arrangements to cover material from that day. For further information, see http://sites.allegheny.edu/religiouslife/religious-holy-days/.

Practical Data (Hopefully Obvious):

Make sure that the ringer on your cell phone is turned OFF for the duration of class. No texting and no surfing the web during class!!!

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Academic Learning Outcomes Students will master the major events and themes in colonial Latin American history as presented within

the historical framework of “Conquest.” Students will understand the impact of the conquest and early colonial period on present-day Latin

America. Students will be able to evaluate primary and secondary sources that define the study of Latin America’s

physical conquest and resulting social syncretism, and they will be able to distinguish between the variety of historical interpretations presented in class.

Students will conduct historiographical research and develop their own written interpretation of an event or issue concerning Latin America between 1492 and 1600.

Students will present and defend their work before a critical audience of their peers.

Course Outline Weekly Response Groups: Group A Group B

1 Thomas Alvarez Paul Cancilla

2 Danielle Frank Luis Guillén

3 Kalyssa King Jacob Landau

4 Bryn Philibert Tyler Triolo

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** books available for purchase in the Allegheny College bookstore

Week 1 M January 13 Topic: Introduction: Conquest Chronology and Thematic Outline Reading: None.

W January 15 Weekly Response #1 due (Group A) Topic: Spain: Conquest Experience and Identity Reading: Hugh Thomas, Rivers of Gold, pp. 1-44. Miguel Angel Ladero Quesada, “Spain, Circa 1492: Social Values and Structures,” pp. 96-109.

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Week 2 M January 20 Martin Luther King Day - no class

W January 22 Weekly Response #1 due (Group B) Topic: Spain: The Enterprise of Leaving Land Reading: Lawrence A. Clayton, “The Iberian Advantage,” pp. 211-235. J. H. Parry, The Age of Reconnaissance, pp. 38-52 and 69-82.

Week 3 M January 27 Weekly Response #2 due (Group A) Topic: Christopher Columbus and the Caribbean Phase Reading: Carl Ortwin Sauer, The Early Spanish Main, pp. 12-36. “1493. Columbus’ letter to Santángel,” in New Iberian World, pp. 58-62. Mario Vargas Llosa, “Questions of Conquest: What Columbus Wrought, and What He Did Not,” pp. 45-52.

W January 29 Weekly Response #2 due (Group B) Topic: Aztec Society Reading: “Durán on Aztec Sacrifices,” in New Iberian World, pp. 69; 110-113. Inga Clendinnen, “The Cost of Courage in Aztec Society,” pp. 61-78. ** Camilla Townsend, Malintzin’s Choices: An Indian Woman in the Conquest of Mexico, pp. 1-29.

Week 4 M February 3 Weekly Response #3 due (Group A) Topic: The Conquest of the Aztecs Reading: Francis J. Brooks, “Motecuzoma Xocoyotl, Hernán Cortés, and Bernal Díaz del Castillo: The Construction of an

Arrest,” pp. 149-183. ** Camilla Townsend, Malintzin’s Choices: An Indian Woman in the Conquest of Mexico, (read any two of chapters

2-5).

W February 5 Prof. Haywood is attending an INL/CAP meeting - No class

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Week 5 M February 10 Weekly Response #3 due (Group B) Topic: Inca Society Reading: ** Garcilaso de la Vega, Royal Commentaries of the Incas and General History of Peru, pp. xi-xxx (skim); 1-98

(select 40 pages). Irene Silverblatt, Moon, Sun, and Witches: Gender Ideologies and Class in Inca and Colonial Peru, pp. 40-66.

W February 12 Weekly Response #4 due (Group A) Topic: The Conquest of the Inca Reading: ** Garcilaso de la Vega, Royal Commentaries of the Incas and General History of Peru, pp. 99-148. “Pedro Cieza de León,” in New Iberian World, p. 18. Pedro de Cieza de León, The Discovery and Conquest of Peru: Chronicles of the New World Encounter, pp. 194-218.

Week 6 M February 17 Weekly Response #4 due (Group B) Topic: The Conquest of the Maya #1 Reading: Four reviews of Inga Clendinnen’s Ambivalent Conquests. ** Inga Clendinnen, Ambivalent Conquests: Maya and Spaniard in Yucatan, 1517-1570, chapters 1-4.

W February 19 Weekly Response #5 due (Group A) Topic: The Conquest of the Maya #2 Reading: ** Inga Clendinnen, Ambivalent Conquests: Maya and Spaniard in Yucatan, 1517-1570, chapters 6, 7, and 12; skim

both epilogues and the appendix.

Week 7 Set up a meeting with Prof. Haywood to discuss sources for your historiographical essay; note that the

annotated bibliography and topic analysis is due M 3/31.

M February 24 Discussion of the historiographic essay, and review for exam #1.

W February 26 Exam #1

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Week 8 M March 3 Weekly Response #5 due (Group B) Topic: Northern Expeditions #1 Reading: Andrés eséndez, A Land so Strange: The Epic Journey of Cabeza De Vaca: the Extraordinary Tale of a

Shipwrecked Spaniard Who Walked Across America in the Sixteenth Century, introduction and chapters 1-5.

W March 5 Weekly Response #6 due (Group A) Topic: Northern Expeditions #2 Reading: Andrés eséndez, A Land so Strange: The Epic Journey of Cabeza De Vaca: the Extraordinary Tale of a

Shipwrecked Spaniard Who Walked Across America in the Sixteenth Century, chapter 5-9 and epilogue.

Week 9 M March 10 Weekly Response #6 due (Group B) Topic: Spain Considers the Americas and the Americans Reading: J. H. Elliott, Spain and its World, 1500-1600, pp. 42-64. “1511. The Advent sermons of Fray Antonio Montesinos,” reprinted in New Iberian World, pp. 307-313. Lewis Hanke, The Spanish Struggle for Justice in the Conquest of America, pp. 23-25 and 91-95. Kenneth J. Andrien, “Spaniards, Andeans, and the Early Colonial State in Peru,” pp. 121-148.

W March 12 Work on your annotated bibliography and topic analysis. Don’t forget that it’s due shortly after Spring Break! Weekly Response #7 due (Group A) Topic: The New Landscape Reading: ** Camilla Townsend, Malintzin’s Choices: An Indian Woman in the Conquest of Mexico, pp. 148-213. olena Adorno, “Felipe Guaman Poma de Ayala: Native Writer and Litigant in Early Colonial Peru,” pp. 140-163. Felipe Guamán Poma de Ayala, The First New Chronicle and Good Government, pp. 288-332 (read 10 pages of your

choice). http://www.kb.dk/permalink/2006/poma/info/en/frontpage.htm - take a look at the images from Guamán

Poma’s manuscript.

Week 10 (March 17 and 19) Spring Break - No Class

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Week 11 M March 24 Weekly Response #7 due (Group B) Topic: Disease Reading: Suzanne Austin Alchon, A Pest in the Land: New World Epidemics in a Global Perspective, pp. 60-82. Charles Siebert, “Smallpox is Dead, Long Live Smallpox,” New York Times via ProQuest Historical Newspapers, 21

Aug. 1994, pp. SM30-SM55. Christopher Wills, Yellow Fever, Black Goddess: The Coevolution of People and Plagues, pp. 186-211.

W March 26 Weekly Response #8 due (Group A) Topic: Alterations to the Indigenous World Reading: Karen Spalding, “Social Climbers: Changing Patterns of Mobility among the Indians of Colonial Peru,” pp. 645-664. Teresa C. Vergara, “Growing Up Indian: Migration, Labor, and Life in Lima (1570-1640),” pp. 75-97. Lisa Sousa, “Tying the Knot: Nahua Nuptials in Colonial Central Mexico,” pp. 33-45.

Week 12 Annotated bibliography and topic analysis due.

M March 31 Weekly Response #8 due (Group B) Topic: Assessing Slavery Reading: ** Alonso de Sandoval, Treatise on Slavery: Selections from De instauranda Aethiopum salute, pp. ix-xxxi (skim);

49-80 (all); 99-168 (select 40 pages).

W April 2 Weekly Response #9 due (Group A) Topic: Sustaining the Faith Reading: Stuart B. Schwartz, All Can Be Saved: Religious Tolerance and Salvation in the Iberian Atlantic World, pp. 17-42. Irene Silverblatt, Modern Inquisitions: Peru and the Colonial Origins of the Civilized World, pp. 57-75. María Elena Martínez, “Interrogating Blood Lines: ‘Purity of Blood,’ the Inquisition, and Casta Categories,” pp.

196-217.

Week 13 M April 7 Weekly Response #9 due (Group B) Topic: Economics: Silver, Agriculture, and Trade Reading (over):

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“The ‘Mountain of Silver’ and the Mita System,” 142-146. James Lockhart and Enrique Otte, eds., Letters and People of the Spanish Indies, Sixteenth Century, pp. 83-86. Eugene Lyon, Search for the Mother Lode of the Atocha, pp. 34-68. Amy Butler Greenfield, A Perfect Red: Empire, Espionage and the Quest for the Color of Desire, pp. 1-4, 34-44, and

69-86.

W April 9 Weekly Response #10 due (Group A) Weekly Response #10 due (Group B) Women and Society Reading: Kathryn Burns, “Gender and the Politics of Mestizaje: The Convento of Santa Clara in Cuzco, Peru,” pp. 5-44. Jorge ojas Flores, “Ursula: The Life and Times of an Aristocratic Girl in Santiago, Chile (1666-1678),” pp. 107-136. Nancy van Deusen, “‘Wife of My Soul and Heart, and All My Solace’”: Annulment Suit Between Diego Andrés de

Arenas and Ysabel Allay Suyu,” pp. 130-140.

Week 14 M April 14 Exam #2

W April 16 Prof. Haywood is attending the annual SSSA meeting - No class Use the time to work on the historiographical essay.

Week 15 M April 21 Presentations of student research.

W April 23 Presentations of student research.

Week 16 M April 28 Presentations of student research.

FINAL PAPER DUE: Tuesday, 6 May 2014, 12 noon; Arter 214 (my office!)

Suggested Films: Aguirre, the Wrath of God (German with English subtitles; re megalomaniac Lope de Aguirre’s trip down the

Amazon River in search of the golden city of El Dorado) The Search for the Atocha (Documentary; re the hunt to find the Nuestra Señora de Atocha, which sank in a

hurricane off the Florida coast in 1622 while carrying 400 million dollars in gold) I, the Worst of All (Spanish with English subtitles; feminist interpretation of Sor Juana de la Cruz, brilliant Mexican

thinker, scientist, and poetess) NOTE: the list is NOT all-inclusive, and Pelletier Library does not possess all titles listed - we can acquire most films

you’re interested in, but let me know in advance, as we may need some time to do so.

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Grading Criteria for Class Participation (adapted from Ben Slote, Department of English) While it is difficult to quantify the success of a student’s contribution to class discussion (at our best we all contribute differently), here are the general standards I use to grade participation:

A range: Participation at this level is marked by its active nature, its consistency, and its quality. When A participants read an assignment, they prepare to participate in a class discussion; they read the assignments fully, carefully and critically enough to be ready not only to respond to the instructor’s questions but to initiate discussion with comments and questions of their own. Such participants also come to class ready to make and argue assertions about the reading and to think out loud about a text’s relation to its contexts; they attend to the comments of others in class, agree, elaborate or civilly disagree with them, bring out attention to passages from the reading to make their point and at times connect such thinking with earlier readings or previous class discussions. An A participant does not try to substitute quantity of participation for quality; participation without having done the reading will offer little to the class, and being consistent is not the same thing as dominating a discussion. An A participant makes the course itself a lot better: they make it possible for others to think deeply and in turn participate productively. Therefore, students who are consistently engaged, persistently conscientious, and thoughtfully inquiring will receive and A for their efforts.

B range: A B discussant is less consistent than an A participant in initiating discussion but is still active in responding to questions or problems posed by the professor and by other students. A B participant has almost always done all the reading, thoughtfully considered its implications, and consistently responds to the questions of others in a way that demonstrates their command of the texts. To get a B in participation, you will need to be in class and talk regularly - more, certainly, than once during a class session once a week.

C range: A C participant usually does most of the reading most of the time, but not well enough to demonstrate ongoing engagement with the texts. A C discussant contributes in an average way to the discussion. Their contribution is less frequent than those of the B participant or reveals a lack of preparation or perception. Moreover, a C participant may, in some say, be interfering with a good discussion by, for example, dominating the conversation and failing to engage others in dialogue. In short, a C participant is not altogether silent, absent, or uninvolved, but their involvement does not work consistently to make the class a productive learning experience. D range: A D discussant has entered automatic pilot mode. A D participant physically attends class, and maybe even pipes up three or four times during the semester, but nothing more. A D participation grade is a minimal passing grade.

F: An F participation grade implies a complete failure to speak during class discussions, or it implies a lack of class attendance.

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Grading Criteria for Historiographical Essay: (adapted from Ben Slote, Department of English)

A paper in the A range is founded on an original, logical, and coherently organized set of ideas. It makes a clear and persuasive argument (even if the reader disagrees with its argument. Its thinking is, at each turn, absolutely clearly articulated: words carry thought, they don’t obscure it. Its sentences use only the words their ideas require, not any more. Its paragraphs have distinct though related roles in the essay’s larger argument, each holding one thoroughly asserted idea (not two competing ideas or one idea half-asserted). Where appropriate, it accurately and thoughtfully draws from other sources. Its sentences are without the grammatical, spelling, or typographical mistakes that exacting proofreading would catch. All this takes a GREAT deal of hard work. If it is all very nearly accomplished, the essay usually earns an A-.

A paper in the B range is a very good paper, founded on solid, persuasive thinking, the writing of which is clearly and effectively executed. What usually prevents an “A” is a lack of originality, thorough thinking, or careful proofreading. If two of these virtues are absent, the essay will usually earn a B-.

A paper usually enters the C range due to some conspicuous flaw. Its argument is really underdeveloped, it is disorganized, its diction is consistently inarticulate, it is in dire need of proofreading, or it fails to answer the question posed.

A D paper either contains more than one of the large problems cited in the “C” description, or it finds another way to convince the reader that the author has not spent nearly enough time thinking about the topic or actually writing the essay.

An F paper misses on all the criteria (originality, articulateness, persuasiveness, organization, the absence of writing mistakes), or it is handed in very late.

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History 365: Conquest!: Latin America, 1492-1600 How to calculate your grade in an instant:

Assignment Possible points on this assignment

Your grade on this assignment

Total number of points you have accumulated thus far:

Total number of points possible thus far:

Your grade thus far:

Weekly Response #1 5 5

Weekly Response #2 5 10

Weekly Response #3 5 15

Weekly Response #4 5 20

Weekly Response #5 5 25

Exam #1 200 225

Weekly Response #6 5 230

Weekly Response #7 5 235

Weekly Response #8 5 240

Annotated bibliography and hist. analysis

70 310

Weekly Response #9 5 315

Weekly Response #10 5 320

Exam #2 200 520

Presentation of the research topic

70 590

Historiographical Essay 250 840

Participation/Preparation 160 1000

Absence subtraction -0 1000

To calculate your grade: divide the “total number of points you have accumulated thus far” by the “total number of points possible thus far” and match the result to the scale below. Grade Scale: 93 - 100% A 87 - 89% B+ 77 - 79% C+ 67 - 69% D+ 90 - 92% A- 83 - 86% B 73 - 76% C 63 - 66% D 80 - 82% B- 70 - 72% C- below 63% F

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Conquest!: Latin America, 1492-1600 Student Data Sheet Name:__________________________________________ What do you prefer to be called? __________________________ SO/JR/SR? _____________________________ Major _____________________________ Advisor _____________________________ Hometown and State:___________________________ What do you know about Spain’s conquest of Latin America? Have you studied the military conquest or the early blending of Spanish and Indigenous societies in previous courses? If so, what was emphasized in this discussion? Do you perhaps have firsthand experience in Latin America; have you visited conquest/colonial sites or had a conversation about Latinos’ views of Spanish colonialism or Latin America’s Indigenous population today? Are there any topics or issues that you are particularly interested in and would like to discuss in this course? Do you have a topic/idea in mind for your historiographical essay? What academic field will you complete your comp in? Are you currently comping? If not, have you begun to consider possible comp topics? How might this course help you in defining a comp topic or providing factual/analytical information useful in the comp process? What would you like me to know about you as a student, scholar, citizen? Any other comments, questions, concerns?