The Incas and their Ancestors History 3320

Course Description Prof. Bradley J. Parker Department of History

Carolyn Tanner Irish Humanities Building 215 S. Central Campus Dr. Rm. 310

Salt Lake City, UT 84112 Lab: +(801) 867-6135/Office:+(801) 867-6135

Fax: +(801) 585-0580 Email: Bradley.J.Parker@utah.edu

This course focuses on the civilizations of the ancient Andes. Beginning with an overview of the earliest settlements on the Peruvian coast, this class traces the development of the earliest societies in the Andes paying special attention to major transitions such as the maritime foundations of Andean civilization, the advent and spread of agriculture in the Andes, the construction and use of monumental architecture, the formation of states, and the implementation of imperialism. Cultures covered include the Moche, Chimu, Wari, Twanaku and Inca, among others. The last two weeks of the class will focus on the Spanish conquest of the Inca Empire and the implementation of colonial rule. Since no indigenous writing systems were developed in the Andes before the Colonial Period, this class utilizes primarily archaeological data, although for the later periods ethnohistorical sources and Spanish colonial sources are also utilized and discussed. Learning Outcomes Students will gain an intimate knowledge of the history and archaeology of the ancient Andes from approximately 5000 BCE until about 1650 CE. In addition, they will learn many skills utilized by archaeologists and historians such as dealing with and interpreting archaeological remains and other primary source material and critiquing scholarly publications. CLAC add-on Class Student who are enrolled in History 3320 are also eligible to take a one-unit one hour per week parallel discussion class that will be held in Spanish. Contact your inscrutor for details. Format About three quarters of the class will be in lecture format. The remaining quarter is discussion. Lectures will be arranged chronologically and are illustrated using PowerPoint. Discussions will focus on particular articles or book chapters which will be on e-reserve. Requirements There will be two exams and two short papers (ca. 5 pgs. each). Note: 1) Students will also be required to post at least four relevant comments in response to any questions posted in the “Question of the Day” section of the discussion board on the class’s Canvas site. Students who post more than 10 comments on Canvas over the course of the semester will receive extra credit.

2) Students will be required to turn in least three questions/topics for each discussion. Attendance Attendance and participation count for 10% of your final grade.

Readings Copies of all of the reading materials will be on reserve in the Marriot Library and I will put as many as I can on electronic reserve. Nevertheless, students are encouraged to buy the three textbooks. The textbooks for this class are: Moseley, Michael (2001). The Incas and Their Ancestors: The Archaeology of Peru (Revised Edition). London: Thomas and Hudson D'Altroy, T. N. (2002). The Incas. Oxford: Blackwell Publishers. MacQuarrie, K. (2007). The Last Days of the Incas. New York: Simon and Schuster.

Discussion Days Eight class sessions during the semester will be dedicated to the discussion of articles or book chapters pertaining to the topic at hand. Students must come to class prepared to discuss this material.

NOTE: Students must prepare a typed page with at least three questions/topics for discussion. Questions will be due at the beginning of class so if you want to refer your questions/topics then make two copies.

Students can also access course reserves by selecting the course reserves tab in the Marriott Library catalog, http://search.library.utah.edu. Additional information on using course reserves can be found in our Course Reserve “How to Guide.” It provides a walkthrough that will explain searching courses, filtering courses and finally how to access copyrighted material from off campus. Canvas The Canvas site for this class will contain lecture notes, images, study questions and other helpful information. All students are required to have access to the Canvas site. In the discussion section of the Canvas site I will post study questions entitled “Question of the Day.” Each Student is required to post at least four relevant comments in response to those questions during the course of the semester. Students who post ten or more comments on the discussion board during the course of the semester will receive extra credit. NOTE: Essay questions on the midterm and the final will come from the questions posted on the discussion board of the Canvas site. Focus Points: In the “Modules” section of the Canvas site I will post “Focus Points.” Focus points are particularly significant images that illustrate important points. NOTE: The focus points on the midterm and final will come from the Focus Points discussed in class and posted on Canvas.

Exams The midterm and final exams can include any or all of the following formats: 1) Identification Questions: This will consist of a word or phrase. Students are expected to write what it is, when it dates to, where it is from, and why it is important. You must be concise and limit your answer to one paragraph. 2) Focus Points: Exams may include images. Students will be required identify the image explain what it is, when it dates to, where it is from, and why it is important. Be concise. Limit your answer to one paragraph. 4) Matching: You will potentially be given two columns of terms or phrases (Columns A and B). You must choose an item from Column A and find one or more items in Column B with which you think your choice from Column A has some significant historical connections. You must then explain the connections in four or five sentences that describe the items, situate them in time and place, and define the importance of the connection. 5) Short Answer Questions: You may be allowed to choose from a list thematic short answer questions. You must then write one or two paragraphs answering to the question. 6) Essays: You will be allowed to choose from a list thematic essay questions. You must then write a three to four page answer to the question. Essay questions on the midterm and the final will come from the questions posted on the discussion board of the WebCT site. Writing Assignments The writing assignments consist of a critique of an article or chapter. Papers should be approximately 5 pages in length (1.5 spaced). Treat each paper as a mini-research paper. Look up sources other than those I give you. Always have a bibliography. For the article critiques: Students must clearly address the following issues:

1) What is the author’s thesis? 2) What data did the author use to construct his or her thesis? 3) Is the hypothesis supported by the archaeological data?

Make sure that your papers clearly address these issues. The writing assignments are meant to foster critical thinking. To help you focus on critical analysis keep these questions in mind while you are reading scholarly works for this, or any, class:

1) What is the author trying to do? 2) What is the issue or question that the author is trying to address? 3) What is the author’s methodology? 4) Does the conclusion follow from the evidence? 5) Is the argument articulated clearly?

6) Are there alternative theories that could be argued from the same data?

These writing assignments should be treated as mini research papers. Always use references and always include a bibliography. Find other articles or book sections to support your position. Use them and include them in your bibliography. Blue Cards In spite of the fact that the papers are short, I expect students to treat these as serious writing assignments. Consider your logic carefully and write your papers in a clear and organized fashion. Papers that have serious conceptual or grammatical problems will be given a “blue card.” In order to receive a grade, students must rewrite the paper, and turn it into me (with the original version) no longer that two weeks after receiving the blue card.

Academic Misconduct Any form of cheating -- including plagiarizing -- will not be tolerated. If you cheat you automatically fail my class. In addition, the College of Humanities requires professors to enter information about academic misconduct into a university database.

Equal Access The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in alternative format with prior notification to the Center for Disability Services. Office Hours My office hours are: 11:00 – 12:00 in CTIHB 209, or by appointment. Grading

Discussions, Participation and Attendance = 10% Discussion Summaries: 10%

First Paper = 15% Midterm = 20%

Second Paper = 20% Final = 25%

Interested in the Incas and other cultures of the ancient Andes?

Want to work on your

Spanish language skills?

Sign up for The Incas and their Ancestors (History 3320)

And you will also have the option of taking a 1-

unit add-on class where we will discuss the content of the class in Spanish (CLAC 4920 002)

CLAC (Culture and Language Across the Curriculum)

For more information on CLAC (=Cultures & Languages Across the Curriculum)

please go to this website http://l2trec.utah.edu/language-services/clac.php or contact Bradley Parker at Bradley.J.Parker@Utah.edu

Hablaremos de los temas importantes de la classe principal. Esta será una manera buena para preparar los exámenes y al mismo tiempo practicar su español.