Archaeology of Mesomerica George Washington University Course Anth 185.10 Spring, 2008 Dr. J. Blomster e-mail: blomster@gwu.edu, phone, ext. 44880 Class Meets: Tues & Thur, 3:45 5:00, 1957 E St., Rm. 211 Office Hours: Thursday, 11:00-1:00, HAH Rm. 301 The cultural region referred to as Mesoamerica encompassing modern day Mexico, Belize, Guatemala, Honduras, and El Salvador was the cradle of early and spectacular civilizations in the New World. This course will apply an anthropological perspective to the rich cultural traditions of Mesoamerica, focusing on the unique character of Mesoamerican civilization and its contributions to the world. No prerequisites are required. The structure of the course follows the chronological sequence of Mesoamerican cultures. After examining the peopling of the New World and the initial hunting/gathering lifestyle, the focus is on the development of agriculture, pottery, and the first permanent villages. We will examine the replacement of egalitarian societies by complex chiefdoms, states and even empires. Emphasis will be placed on the development of Mesoamerica s first civilization the Olmec and the features first synthesized by the Olmecs that resonate in subsequent Mesoamerican civilizations. Different approaches to complex society and political organization will be examined by comparing the cities and states of Teotihuacán, Monte Albán, and various Maya polities. The course will conclude with a brief examination of the final prehispanic empire in Mesoamerica the Aztec. The goals of the course are to both introduce the student to the varied achievements of ancient Native Americans in Mesoamerica and to place these developments in a larger anthropological perspective. Issues such as the development of agriculture, the concept and creation of elites, the foundation of cities, the emergence of administrative governments, the institution of organized religion, gender relations, and the collapse of societies have significance beyond Mesoamerica. We will explore these issues as well as how archaeologists can study them. This semester we will focus particularly on sacred space and power in Mesoamerican landscape as unifying themes. The class will incorporate both lectures and discussions. Students should arrive ready to participate in an informed and open discussion of the assigned readings each day, particularly those on electronic reserve and chapters from the non-coe textbooks. Articles that will be discussed are clearly marked. Participation in class will comprise a portion of the final grade. Students with extra challenges: If you are a student with a documented disability at George Washington University and wish to request a reasonable accommodation for this class, please see me immediately. Keep in mind that reasonable accommodations are not provided retroactively. Ethics: All students will work individually on all assignments unless otherwise instructed and they will adhere to the GW code of academic integrity http://www.gwu.edu/~ntegrity/code.html. Textbooks (available at the bookstore): 1
Required: Mexico: From the Olmecs to the Aztecs (5 th edition), M. Coe and R. Koontz, 2002. The Maya (7 th edition), M. Coe, 2005. The Ancient Civilizations of Mesoamerica: A Reader, M.Smith and M. Masson (eds.), 2000. Landscape and Power in Ancient Mesoamerica, R. Koontz, K. Reese-Taylor, and A. Headrick (eds.), 2001. Recommended: Reading the Maya Glyphs (2 nd edition), M. Coe and M Van Stone, 2005. Lecture/Discussion Schedule: Note: S&M = Smith and Masson; C&K = Coe and Koontz; Coe = Maya; KRH = Koontz, Reese-Taylor and Headrick; C&VS = Coe and Van Stone (also on reserve at Gelman); ER = articles on Blackboard. Date Topics, Readings, and Assignments T, 1/15 Introduction to the Class and Defining Mesoamerica: Land and People. Read: S&M, Introduction; C&K, Chap. 1; Coe, Chap. 1. Th, 1/17 The Earliest Occupants of Mesoamerica: Beringia, Paleoindian, and Early Archaic. Read: C&K, Chap. 2; Coe, pp. 41-47. T, 1/22 The Origins of Agriculture and an Agricultural Economy: Tehuacan and Guila Naquitz. Read: C&K, Chap. 3. Discussion: Transition to Agriculture. Read: ER - Archaeological Systems Theory and Early Mesoamerica, K. Flannery, 1972. Discussion: Earliest Ritual Space in Mesoamerica? Read: ER The Co-evolution of Ritual and Society: New 14 C Dates from Ancient Mexico, J. Marcus and K. Flannery, 2004. ER The Oldest Ritual? A. Lawler, 2005. Th, 1/24 Settled Life and Pottery: Early Formative Villages. Read: S&M, Chap.1; C&K, Chap. 4. Discussion: Gender and Social Identity Figurines. Read: ER - Figurines and Social Identities in Early Sedentary Societies of Coastal Chiapas, Mexico, 1550-800 b.c., R. Lesure, 1997. T, 1/29 The Emergence of Social Complexity: Soconusco and the Mokaya. Read: Coe, pp. 47-57. Discussion: The Power of Prestige: Public Space and Status. Read: S&M, Chap. 12. Assignment: Maps Due. Th, 1/31 Mesoamerica s First Civilization: the Gulf Coast Olmec. Read: C&K, pp. 61-68 Discussion: From Whence Came the Olmecs? Read: ER - African-Egyptian Presence in Ancient America, I. Van Sertima, 1976. ER - Robbing Native American Cultures: Van Sertima s Afrocentricity and the Olmecs (with CA comment), G. Haslip-Viera, B. Ortiz de Montellano, and W. Barbour, 1997. 2
T, 2/05 Olmec Social Organization and Urban Space: San Lorenzo and La Venta. Read: C&K, pp. 68-77. Discussion: Power and Sacred Landscape in Formative Mesoamerica. Read: KRH, pp. 1-13 and Chap. 6. Th, 2/07 Olmec Ideology, Politics and Ritual: El Azuzul and El Manatí. Read: S&M, Chap.18. Discussion Topic: The Olmecs - chiefdom or state? Prestige goods as power? Read: ER - The Arts of Government in Early Mesoamerica, J. Clark, 1997. T, 2/12 The Olmecs and Their Early Formative Neighbors. Discussion: Sourcing Wars and the Mother of all Problems. Read: ER Olmec Pottery Production and Export in Ancient Mexico Determined through Elemental Analysis, J. Blomster, H. Neff, and M. Glascock, 2005. ER Implications of New Petrographic Analysis for the Olmec Mother culture Model, K. Flannery et al., 2005 Th, 2/14 La Venta Horizon Interaction Read: C&K, pp. 79-91. Discussion: Studying Interaction and Its Impact on Social Complexity. Read: ER Acquisitional Polities, M. Helms, 1993. T, 2/19 Emergence of the State: Monte Albán and the Valley of Oaxaca. Read: C&K, pp. 91-98. Discussion: The Founding of Monte Albán and Sacred Space. Read: ER - The Origins of Monte Albán, R. Blanton, 1976. KRH, Chap. 3. Th, 2/21 Expansion of the Monte Albán State and Classic Centers in the Mixteca Alta: Writing, State Architecture, and Politics. Read: C&K, pp. 124-130. Discussion: How Can Archaeologists Study Ancient Zapotec Religion? Read: S&M, Chap.19. T, 2/26 Urbanism in Central Mexico: Teotihuacan. Read: C&K, pp. 101-120. Discussion: Apartment Life, Politics and Economics at Teotihuacan Read: S&M, Chap. 4; KRH, Chap. 7. Th, 2/28 Expansion and Interregional Interaction of the Teotihuacan State. Reciprocal Relationships: The Ball Game at El Tajín. Read: S&M, Chap. 15; C&K, pp. 122-124, KRH, pp. 13-21. Discussion: Teotihuacan: An Expansionistic Economic Empire? Read: S&M, Chap. 8. T, 3/04 MIDTERM! Th, 3/06 Origin and Precursors to Maya Civilization: Izapa, the Long Count, and Creation of the Maya Universe. Read: Coe, Chap. 3; C&K, pp. 77-79, 98-100. Discussion: Sacred Geography at Izapa. Read: KRH, Chap. 4. 3
T, 3/11 Maya Cosmology and Religion. Film: The Popol Vuh. Read: Coe, pp. 211-229 Th, 3/13 Maya Quotidian Life: Cerén. Guest Lecturer: Dr. L. Brown. Read: ER Introduction and The Cerén Site: Household 1, P. Sheets, 2006. 3/18-3/20 Spring Recess T, 3/25 The Emergence of Kings: the Late Formative to Early Classic Maya. Read: Coe, Chap. 4. Discussion: The Concept of Kingship among the Late Formative Maya. Read: S&M, Chap. 20. Th, 3/27 Maya Politics and Superpowers: Tikal and its Rivals. Read: Coe, Chap. 5. Discussion: Class and Hierarchy Among the Maya. Read: S&M, Chap. 2. Assignment: Paper Topics Due!! T, 4/01 Principles of Maya Writing. Read: Coe, pp. 229-241; S&M, Chap. 13; C&VS, Chap. 2 (on reserve and Blackboard). Discussion: Maya Queens? Classic Gender Narratives. Read: ER Women-Men (and Men-Women): Classic Maya Rulers and the Third Gender, M. Looper, 2002. Th, 4/03 Sacred Cities and Divine Kings: Palenque and Copán. Discussion: How were Maya Societies Organized? Read: KRH, Chap. 8. ER Rethinking Ancient Maya Social Organization: Replacing Lineage with House, S. Gillespie, 2000. T, 4/08 The Changing Politics of the Late and Terminal Classic: Bonampak, the Puuc Florescence, and Collapse. Read: Coe, Chap. 6. Discussion: Collapse and Galactic Polities. Read: S&M, Chap. 14. Discussion: Apocalypto and Gibson s Vision of the Maya? Extra Credit (see below) must be posted 24 hours before class. Th, 4/10 Migration, Socio-cultural Transformation, Reconstitution and Conflict: the Epiclassic Xochicalco and Cacaxtla. Read: C&K, Chap. 7; S&M, Chap. 16. Discussion: Cholula as Sacred Landscape. Read: KRH, Chap. 11. T, 4/15 Militarism and the Toltecs: Tula and Chichén Itzá. Read: C&K, Chap. 8; Coe, Chap. 7. Discussion: Rethinking Chichén Itzá. Read: KRH, Chap. 12. Th, 4/17 Alliances and City States in Southern Mexico: the Postclassic Mixtecs. Read: C&K, Chap. 9; S&M, Chap. 17. Discussion: Gender Roles in Postclassic Oaxaca. Read: ER - Engendering Tomb 7 at Monte Albán: Respinning an Old Yarn (with CA comment), S. McCafferty and G. McCafferty, 1994. ER - The Perils of Politically Correct Anthropology, K. Flannery and J. Marcus, 1994. T, 4/22 Aztec Society and the Capital of Tenochtitlán: Propaganda, Politics and The Triple 4
Alliance. Read: S&M, Chap. 9; C&K, Chap. 10. Discussion: The origin of Snake Mountain. Read: KRH, Chap. 2. Th, 4/24 Blood and Flowers: The Aztecs in 1519. The Spanish Conquest and the Legacy of Mesoamerica. Read: Coe, Chaps. 8 and 10; C&K, Epilogue. Assignment: Research Paper Due! Final Exam to be scheduled by the University Course Requirements: -Attendance, Participation, and Assignments It is critical that students attend class; part of the course grade will be comprised of the student s informed participation in discussions. If a class is missed, the assignment must be submitted unless there has been a prior agreement made with the instructor. Late assignments turned in without prior arrangements will lose a third of a letter grade for each day past the due date. Double jeopardy. If you are scheduled to present an article or site on the same day that another assignment is due, this is double jeopardy thus, you have an automatic extension until the next class for that other assignment, allowing you to focus on the article and site presentations. -Article Critique or Site Presentation Article presentation/critique For the majority of articles to be discussed in class, a student will be assigned the role of presenter/prime discussant of the article. Students will select from 25 articles, and will provide a brief summary/critique of that article lasting about 5 minutes and will pose one question to their fellow students. The student will post their question on Blackboard 24 hours before class. On the same day, the student will submit a 3-4 page essay. The essay will summarize the article, especially providing a critique that assesses its weakest and strongest points. The student will be expected to determine how successfully the author(s) made his/her argument. Site presentation Alternatively, the student may present an archaeological site, and will provide a 5 minute overview of it. Students will choose from 15 sites. For the site summary, the student will provide the location of the site, a chronology of when and by whom it was occupied, the major excavators/researchers involved with the site, an object or structure from the site, and its significance. Students should provide one image of the object/structure they discuss, as well as an image of the site (especially a map of the site). These can be scanned or acquired via the internet. The images can be e-mailed to me before class, and I will include them on that day s powerpoint. On the same day, the student will submit a 3-4 page essay on the site. The essay will contain a summary of the site, covering all the points noted above. The site summary must include a bibliography with a minimum of 3 sources examined, only one of which can be from the textbooks. These sources can include non-academic journals, such as Archaeology and National Geographic. Susan Evans book, Ancient Mexico and Central America, is on reserve at Gelman and is a good starting point. The site summary will be e-mailed to me before or after class and will be placed on Blackboard as a reference for your fellow students. 5
-Map Exercise The first assignment is to make a map of Mesoamerica, including all of Mexico (not just that part included in the boundaries of Mesoamerica). You may make your map any size, although I suggest you do it larger than a standard piece of paper. You may trace the entire map from whatever source you use; this is not intended as an artistic experience. Most of the information can be found in your textbooks, such as the maps in S&M, Coe, and C&K, as well as the map on reserve at Gelman (although note that these maps omit Mexican states not included within Mesoamerica). You may have to consult additional sources to identify the Mexican states. 1. This map is to include all of the following countries: Mexico (with states drawn and named), Guatemala, Belize, Honduras, and El Salvador 2. Draw the boundaries of Mesoamerica in red pen or pencil. 3. The following geographic features are to be indicated: Rivers and lakes: R. Pánuco; R. Santiago-Lerma; R. Mezcala-Balsas; R. Papaloapan; R. Coatzacoalcos; R. Usumacinta; R. Pasión; R. Motagua; R. Atoyac/Verde; L. Chapala; L. Pátzcuaro; L. Texcoco; L. Atitlán; L. Izabel Geographical Areas: Tehuacán Valley Isthmus of Tehuantepec Valley of Oaxaca Yucatan Peninsula Valley of Mexico Sierra Madre Occidental Petén Sierra Madre Oriental Soconusco Sierra Madre del Sur 4. Locate the following archaeological sites: Teotihuacan, Tenochtitlán (the Aztec capital), San Lorenzo, Cerén, Chichen Itzá, Monte Albán, Tula, Copán, Caracol, Tikal, Palenque, La Venta. 5. Lightly shade (preferably with a brown pencil) all land over 1000 meters/3,000 feet. -Examinations There will be two examinations: a midterm and a final. These exams will require knowledge of the material from class lectures, discussions, and readings. The final will be cumulative, but will focus on material since the midterm. The instructor must be notified BEFORE the exam if a student will not be able to take it at the scheduled time. -Research Paper Students will write an 8 12 page research paper (not including bibliography, illustrations and title page) on any topic related to Mesoamerica, exploring an issue in depth. The student is encouraged to develop his or her own topic, and should consult with the instructor during any point in this process. A brief outline (a few paragraphs) and preliminary bibliography (at least 6 sources not including the textbooks) must be submitted on March 27 th and approved. The paper must be an original, solo-produced work with normal margins, and should not rely on undocumented internet sources. You may use on-line journals, but using random, anonymous websites (Maya astronauts, for example) is not appropriate. I have no preference for which style you use in the bibliography and within-text references/citations, as long as you are consistent. Anthropologists use a format for within text citations that include the author s last name, date of publication, and page number for example (Smith 2005:55). For chapters from edited books, make sure you cite the author of the specific chapter! It is critical that you include appropriate citations within the text for anything that is not your own thoughts or commonly accepted data; otherwise, you run the risk of plagiarism/academic dishonesty. Your final paper should have a minimum of 10 sources that are actively cited within the text; class textbooks can comprise only one-third of your total sources. 6
Research papers are due on the last day of class (April 29 th ). I will be pleased to comment and critique drafts of your paper that are turned in at least one week before the due date. -Extra Credit There are 2 ways to obtain extra credit points for this class. Students may do both! 1. Throughout the semester, discoveries and controversies involving Mesoamerica will certainly occur. Simply bring in a copy of the article, from a newspaper or magazine (the article must be at least 3 paragraphs long). Links to websites are not acceptable. You may do this twice 2 points. 2. On April 10 th, we will have a brief discussion in class on the controversial Mel Gibson movie, Apocalypto. If you have not seen the movie, please do so it is too long to show in class. Write a 3 to 4 paragraph review of it, and specifically address elements that you think are accurate and/or inaccurate. This must be posted on Blackboard 24 hours before class on the 10 th. I hope students will read each other s posts so we can have a lively debate on this in class. Students who post their review will receive 2 points. Grading for the Course Grades will be calculated based upon the following weighted distribution: Map - 10% Article Review or Site Presentation 10% Midterm 20% Research Paper - 30% Final Exam 25% Participation 5% Important Dates: 1/29 Map Exercise 3/04 Midterm 3/27 Paper Topics due 4/29 Research paper TBA Final Exam (to be announced by the University) 7