"We do not destroy your home. So why must you destroy ours?"
-- Moi quoted in Kane (1995:227)
| Professor Michael C. Ennis-McMillan | Tel. 580-5425 |
| Office: 220 Tisch Learning Center | E-mail: mennis@skidmore.edu |
| Office hours: Tuesday and Thursday 4:00-5:30 pm or by appointment | |
Course Content:
The course surveys indigenous peoples and cultures of Mexico, Central America,
and South America. Readings examine the persistence and change of indigenous
cultures as they have intersected with broader social forces since European
conquest and colonialism. Ethnographic studies focus on contemporary indigenous
movements and examine their influence on regional politics, economic development,
environmental change, nationalism, and the construction of racial, ethnic, and
gender identities.
The course is divided into three units. Unit I provides an overview of indigenous peoples and cultures in Latin America; Unit II focuses on South America; and Unit III focuses on Mexico and Central America. Course materials include four books, research articles, book chapters, handouts, and several films. The course allows students to receive a foundation in cultural anthropology as well as apply basic anthropological concepts that may have been introduced in earlier anthropology courses. The course also allows students to take a closer look at cultural issues in a particular area of the world. As such, the course allows students to enhance their abilities to research about and communicate scholarly ideas regarding Latin American indigenous peoples and cultures. (Designated a non-Western culture course; fulfills social sciences requirement; also counts toward the International Affairs minor and the Latin American Studies minor; students may also enroll in a Foreign Languages Across the Curriculum course and read additional material written in Spanish).
Course Objectives: The course is designed to enhance students'
abilities to:
|
·
|
understand and apply basic anthropological concepts for studying indigenous peoples and cultures in Latin America; |
|
·
|
identify basic information about Latin America as it relates to the study of cultural diversity. This information includes geography, history, political organization of Latin American countries; indigenous peoples' contacts with Europeans; and contemporary distribution of indigenous populations in each country. |
|
·
|
understand approaches for studying the diversity of peoples and cultures in Latin America in terms of economics, ecological adaptation, settlement patterns, politics, kinship, gender, ethnicity, and race, and religion. |
|
·
|
analyze ethnographic texts and other social science materials; |
|
·
|
communicate effectively (both orally and in writing) regarding social and cultural issues facing contemporary indigenous groups in Latin America. This includes being able to formulate and support assertions with evidence from scholarly materials; |
|
·
|
think critically about the cross-cultural issues, particularly by identifying and challenging assumptions embedded in Western and industrial ways of understanding indigenous cultures of Latin America. This process may include questioning personal values, ideas, and practices.
|
Philosophy of Teaching and Learning:
I use a student-centered and active-learning approach because I think students
learn best when they actively engage ideas raised in and by the course. In fact,
I think this approach is a good way to learn anthropology since discussions
and writing are basic activities anthropologists do when studying cultures.
I conduct classes with discussions each week, and I expect all students to be
prepared to discuss course materials during each class (whether a student volunteers
ideas or whether I call on a student). I may ask students to discuss course
materials in pairs, groups, or the entire class, and I may ask students to do
presentations of class materials. I require many written assignments, and I
include essay questions on the final exam. I also ask students to write in class
about ideas raised in and by the course. Overall, each student should expect
to demonstrate his or her ability to read and analyze anthropology texts, discuss
social and cultural issues, and write in a scholarly manner.
Required Texts:
Collier, George A. with Elizabeth Lowery Quaratiello
1999. Basta! Land and the Zapatista Rebellion in Chiapas. Revised Edition. Oakland,
CA: Food First Books.
Green, Linda
1999. Fear as a Way of Life: Mayan Widows in Rural Guatemala. New York: Columbia
University Press.
Kane, Joe
1995. Savages. New York: Knopf.
Skidmore Expository Writing Committee
1999. The Skidmore Guide to Writing. Saratoga Springs, NY: Skidmore College.
(Also online: http://hudson2.skidmore.edu/academics/english/ENGLISH_DEPT_HP/WG/WGFRAMES.html.)
Wearne, Phillip
1996. Return of the Indian: Conquest and Revival in the Americas. Philadelphia:
Temple University Press.
Required Readings:
Albert, Bruce
1994. Gold Miners and Yanomami Indians in the Brazilian Amazon: The Hashimu
Massacre. In Who Pays the Price? The Sociocultural Context of Environmental
Crisis. Barbara Rose Johnston, ed. Pp. 47-55. Washington DC: Island Press and
Society for Applied Anthropology, Committee on Human Rights and the Environment.
Burger, Julian
1998. Indians of Central and South America. In Native American Voices. S. Lobo
and S. Talbot, eds. Pp. 20-26. Longman.
Conklin, Beth A. and Laura R. Graham
1995. The Shifting Middle Ground: Amazonian Indians and Eco-Politics. American
Anthropologist 97(4):695-710.
Loucky, James and Robert Carlsen
1991. Massacre in Santiago Atitlán: A Turning Point in the Maya Struggle?
Cultural Survival Quarterly (Summer):65-70.
Sponsel, Leslie E.
1994. The Yanomami Holocaust Continues. In Who Pays the Price? The Sociocultural
Context of Environmental Crisis. Barbara Rose Johnston, ed. Pp. 37-46. Washington
DC: Island Press and Society for Applied Anthropology, Committee on Human Rights
and the Environment.
Films:
The course includes a number of films including "Ya! Basta!," "Winds
of Memory," and "Contact". Students will be expected to use relevant
information in the films in written assignments, quizzes, and the final exam.
Attendance & Being on Time:
I expect students to attend and be on time for each class and avoid taking breaks
during class sessions. More than two unexcused absences and/or persistent tardiness
will result in the subtraction of at least 25 points from the total possible
points (in addition to receiving a 0 for the assignment due that day). Attendance
is required for receiving credit on some written assignments. Leaving the classroom
for breaks is an unnecessary disruption to classroom activities and is considered
a form of absence. Students who arrive late or take breaks during class may
be marked absent. I expect students to make an effort to be on time so that
there are few disruptions to the discussions, quizzes, and films, which often
start immediately at the beginning of the class period. The films are an integral
part of the course. Some films are generally not available for viewing outside
of the class and some unannounced films may be shown.
Assignments and Grading:
To receive full credit on all written assignments, students are responsible
for using relevant details, concepts, perspectives, and evidence from readings,
lectures, discussions, and films. In addition to using the "Skidmore Guide
to Writing," students will want to consult the "Writing Resources"
section of the Anthropology web site: http://hudson2.skidmore.edu/academics/anthropology/writing.html.
Students are also encouraged to use Skidmore's Writing Center, Ladd Hall, Room
320 (Tel. 4331): http://hudson2.skidmore.edu/academics/english/WritingCenter/index.htm.
Reading:
I expect each student to complete and be prepared to discuss all assigned readings,
whether or not the student turns in a written assignment regarding the reading.
| Assignments | Points | |
| 1. Participation | 75 | |
| 2. 10 one-page discussion notes, 10 points each | 100 | |
| 3. 5 quizzes, 15 points each | 75 | |
| 4. Research paper | 100 | |
| 5. Research process | 25 | |
| 6. Final exam | 125 | |
| ----- | ||
|
TOTAL
|
500 |
| Points | Percentage | Final Grade (see Student Academic Handbook) | ||
| 450 - 500 | 90-100% | = | A (Distinguished work) | |
| 400 - 449 | 80-89% | = | B (Superior work) | |
| 350 - 399 | 70-79% | = | C (Satisfactory work) | |
| 300 - 349 | 60-69% | = | D (Passing, poor-quality work) | |
| 0 - 299 | 0-59% | = | F (Failure, no credit earned) |
I assign "+" and "-" at the top and bottom of each set of final grades; for example, a student who earns 450 points will earn an A-. I do not curve grades. I may adjust a student's grade upward (for example, from a C+ to a B-) if the student has earned a grade that is a few points below the higher grade and there is evidence that the student has regularly participated in discussions with informed and thoughtful comments, has regularly turned in assignments, has few if any low grades on discussion notes, and has shown steady and unmistakable improvement in the written work. Thoughtful participation in discussions is essential for receiving a final grade at the higher end of the scale.
Students also should be aware of the conventional standards for grading and the guidelines for academic honesty outlined in Skidmore's Student Academic Handbook. Any form of cheating or dishonesty regarding an assignment will result in 0 points for the assignment.
Quizzes and Final Exam:
The quizzes and final exam require students to analyze course materials, including
ideas from films and discussions. Quizzes and the final exam will consist of
map questions, short answer questions, and essay questions, and the final exam
will be cumulative.
All students are expected to take the final exam during the regularly scheduled time. If you are unable to be present during the final exam, you should not sign up for the course. Students should review the College's policy on final exams (see Student Academic Handbook, p. 92), which in part states:
| The period of final examinations, which concludes the fall and spring semesters, is an important part of the student's academic commitment. When classes include exams scheduled through the Registrar, faculty policy requires instructors to adhere strictly to the published schedule of dates, times, and places. The faculty cannot make an exception unless the student has an exam schedule conflict; under no other circumstances should a student request, or a faculty member make, a change in the examination time. An "exam conflict" is defined as two exams scheduled for the same time slot or three exams in a single day. Transportation arrangements home, regardless of the home location, do not constitute a legitimate "conflict." Nor are other personal commitments or opportunities regarded as sufficient reason to change the time of an exam. |
Participation:
Student participation is essential to the course. This includes attending class
regularly, completing reading assignments, turning in written assignments on
time, following directions, listening respectfully to other students' comments,
and providing your own thoughtful and informed comments in class.
Research Papers (5-7 pages):
The research paper is due on Friday, December 13, 2002, by 4:00 pm at 220
Tisch Learning Center. NO LATE PAPERS -- NO EXCEPTIONS (I will only consider
very unusual circumstances and only if cleared with me well in advance). The
research paper is worth 100 points and the research process is worth 25 points.
In contrast to the discussion notes, you do not earn full credit for simply
following a procedure. Rather, the assignment requires you to write an informed
analysis with a well thought-out thesis, logically organized paragraphs, and
assertions supported with relevant evidence from course materials and outside
sources. The research for the paper is meant as an ongoing and integral part
of the course. The assignment is given out well before the due date to allow
you to reflect on and apply the ideas from the course and get feedback from
the instructor and other students about your ideas. I expect you to work
on papers well ahead of the due date and to revise your papers. Students
are required to keep copies of the papers and discussion notes (including a
backup copy on a computer disk). Consult "The Skidmore Guide to Writing"
(pages 37-38) for tips for "Writing on a Computer" including backing
up and saving your work, avoiding printing at the last minute, etc. It is your
responsibility to make sure your paper is turned in on time. If you ask someone
else to drop it off or put it in my mailbox and I don't receive it, it is your
responsibility.
For print and electronic sources, consult the Scribner Library's Resources for
Anthropology:
http://hudson2.skidmore.edu/library/subjects/anthropology.htm
This course also has a website as part of the Scribner Library's Resources for Anthropology papers on Indigenous peoples of Latin America: http://hudson2.skidmore.edu/library/courses/Indigenous/index.html
Discussion Notes - 1 page only!
I assign discussion notes each week so that students think about the materials
before participating in class discussions. A complete set of discussion notes
should be typed, one page, double-spaced, with 1-inch margins and readable
font (no smaller than about 10-11 point font). Include your name, AN243, and
the date. Discussion notes that do not follow these guidelines will be considered
incomplete and will not earn full credit. I will collect your discussion notes
at the end of class and return them to you the following class. Save your notes
for discussion and to prepare for papers and the final exam.
| Procedures: The purpose of the discussion notes is to demonstrate that you have reflected on the reading and that you are prepared to discuss the reading and not simply that you "did" the reading. The discussion notes should include: |
||
| 1. | What, to your mind, is the most interesting or important point raised in or by the assigned reading for that day's discussion, and why? You will not be given full credit for simply summarizing the reading. You need to reflect on and provide evidence to support your assertion that the point you choose is indeed important or interesting and worth discussing at this point in the course. Limit yourself to one point rather than listing several points; and make sure you state why this point is interesting and worthy of further discussion and reflection. | |
| 2. | What, to your mind, is the most interesting or important point raised in or by the class discussion prior to the day the discussion notes are due, and why? Again, you must provide evidence to support your assertion. For example, when you are assigned notes for Wednesday, you should comment on the interesting or important point in Wednesday's reading and an interesting or important point raised in the film or discussion from the prior class on Monday. This point might even relate to the point you comment on regarding the assigned reading. | |
| 3. | Include two interesting or important unanswered questions about the reading that would generate discussion in the class. | |
Students are required to complete 10 sets of discussion notes for a total of
100 points (20% of the grade). All students are required to complete the first
set of discussion notes and then 9 more of the 11 remaining sets. This gives
you 2 sets of notes to drop (due to an excused or unexcused absence, a low grade,
etc.). The discussion notes will be graded on the following criteria: 10 if
the procedures are followed; 10- if the procedures are followed but the writing
and analysis need to be improved; 5 if any part of the procedures is not followed
or the writing does not demonstrate that you have reflected on the reading or
prior class; and 0 for inadequate or missing notes. A grade of 0 will be given
to any set of discussion notes that is turned in by a student who arrives late,
leaves early, or is absent. If you miss class, even for an excused absence,
you will not receive credit for the discussion notes. If you do not turn in
a set of discussion notes during class, you will be given a 0; I will not give
credit for turning in notes before or after class. Class attendance is required
to receive credit for the discussion notes because they have two components:
first, you write a response to the reading, and second, you evaluate and perhaps
change your response during class discussions. Since students are able to
drop 2 sets of discussion notes, there will be no make-ups --- no exceptions!
Discussion notes do not necessarily follow an "essay" format, but
instead require you to follow a procedure that focuses on developing well-organized
paragraphs with clear topic sentences supported by relevant evidence. Most students
receive full credit on the discussion notes and earn 100 points toward their
final grade. Students who complete these assignments are also better prepared
to write thoughtful papers. While the grading criteria for the discussion notes
is not difficult, you will find it necessary to put effort into constructing
well-written notes each week.
You must be present in class and on time to turn in the discussion notes.
Please do not ask another student to turn in notes for you when you are absent.
I consider that a form of academic dishonesty. I also do not accept notes emailed
to me or put in my mailbox or slipped under my door before or after class.
SCHEDULE: TOPICS, READINGS & ASSIGNMENTS
Unit I - Overview: Indigenous Peoples of Latin America
W SEP 4 Introduction to the Course
M SEP 9 Overview: Definitions and Diversity
Reading: Wearne - "Forward by Rigoberta Menchú Tum"(pp.xiii-xv)
and Chapter 1; and Burger 1998
Study: Appendix 1 - Political Map of the Americas (pp. 204-205); and Indigenous
Population Figures (pp. 206-215)
*REQUIRED: discussion notes
W SEP 11 A Day of Remembrance: A Latin American Perspective
Reading: TBA
M SEP 16 Yom Kippur - no classes
W SEP 18 Indigenous Settlement Patterns: Pre-historical roots
Reading: Wearne - Chapter 2; and "Indigenous Chronology: 7000 BC -1492
AD" (p. 194)
*discussion notes
Unit II - Return of the Indian: Focus on South America
M SEP 23 Conquest, Colonization, & Resistance
Reading: Wearne - Chapter 3; and "Indigenous Chronology: 1492 - 1820s"
(pp. 195-197)
*Quiz #1
W SEP 25 Living in the Andes
Reading: Starn 1994
*discussion notes
M SEP 30 Living in the Amazon
Reading: Sponsel 1994 and Albert 1994
W OCT 2 Land and Environment
Reading: Conklin and Graham 1995; Wearne - Chapter 4; and "Indigenous Chronology:
1820s - 1894" (pp. 197-198);
*discussion notes
*Preliminary Paper topic due
M OCT 7 Assimilation and Development
Reading: Wearne - Chapter 5; and "Indigenous Chronology: 1910 - 1988"
(pp. 199-201)
*Quiz 2
W OCT 9 Conducting Research on Indigenous Peoples
M OCT 14 Environmental issues in the Ecuadorian Amazon
Reading: Kane - Prologue and Part One: East (pp. 3-78)
W OCT 16 Environmental issues in the Ecuadorian Amazon, cont.
Reading: Kane - Part Two: West (pp. 81-161)
*discussion notes
M OCT 21 Environmental issues in the Ecuadorian Amazon, cont.
Reading: Kane - Part Three: Among the Cannibals; Epilogue; Postscript; &
Acknowledgements (pp. 165-258)
*Quiz #3
W OCT 23 Organization and Revival
Reading: Wearne - Chapter 6; and "Indigenous Chronology: 1988 - Present"
(pp. 202-203)
*discussion notes
Unit III - Indigenous Movements: Focus on Central America and Mexico
M OCT 28 Overview of Social Conflict in Guatemala
Reading: Green - Chapter 1; and Loucky and Carlsen 1991
*Paper topics due with references
W OCT 30 A History of Land, Labor, and Violence
Reading: Green - Chapter 2
*discussion notes
M NOV 4 Living with Fear
Reading: Green - Chapter 3
*Quiz 4
W NOV 6 From Wives to Widows
Reading: Green - Chapter 4
*discussion notes
M NOV 11 The Embodiment of Violence
Reading: Green - Chapters 5-6
W NOV 13 Shifting Affiliations
Reading: Green - Chapters 7-8
*discussion notes
M NOV 18 Overview of the Zapatista Rebellion in Chiapas, Mexico
Reading: Collier - Introduction
W NOV 20 Overview of the Zapatista Rebellion in Chiapas, Mexico, cont.
M NOV 25 A History of Land and Labor in Chiapas
Reading: Collier - Chapters 1-2
*discussion notes
W NOV 28 - SU DEC 1 Thanksgiving Break - No Classes
M DEC 2 Earlier Mobilizations
Reading: Collier - Chapter 3
W DEC 4 Economic Crisis and Poverty
Reading: Collier - Chapters 4-5
*discussion notes
M DEC 9 Political Transitions
Reading: Collier - Chapters 6-7
*Quiz 5
W DEC 11 Last Class: New Indigenous Movements
Reading: Collier - Epilogue
*discussion notes
F DEC 13 **Research Papers due by 4:00 pm at 220 Tisch Learning Center
W DEC 18 **Final Exam - 9:00 am-12 Noon
Room TBA