NC State University, Department of Sociology & Anthropology

There is a long history of archaeological and ethnographic research in the Andes mountains region of South America. The famous Inca civilization (1428-1532 AD) is considered to have been one of the world's outstanding cultural achievements, although there have been many other outstanding Andean cultures, such as the Chavin, Wari, Mochica, Chimu and Tiawanaku. Along with Mexico, Peru was Spain's most important colony in the New World, and gold and silver from the Andes supplied Spanish soldiers during many European wars of the 16^th & 17^th centuries.

The character and flavor of Latin American culture developed out of the interaction between native societies, like the Andean peoples, and the Spanish. Much of our knowledge of peasant societies has come from research carried out by anthropologists and other social scientists working in the Andes. NCSU scientists also have had an almost continuous involvement in either Peru, Ecuador or Bolivia at least since the 1960's. We in the USA often take South America countries for granted as stable political allies, yet we know very little about them.

In this course, you will learn about the cultural geography, culture history, archaeological background, and general life of the region and peoples of the Andean region, including the countries of: Peru, Ecuador, Bolivia, Colombia, Chile and (Northern) Argentina ( and to a lesser extent: Venezuela). As the instructor of this course for over two decades, I have rarely found many students intimately familiar neither with the Andes in particular nor with South America in general. Consequently, the early part of this course will be devoted to extensive coverage of the geography and demography of the South American continent, with special attention being paid to the Andean region, which is defined both geographically and culturally. Geographically, it includes the countries through which the Andes Mts. runs (Peru, Ecuador, Colombia, Venezuela, Bolivia, Chile, Argentina), and culturally defined by the fullest extent of the Incan Empire (from Northern Argentina to Southern Colombia). So, even though this course is ostensibly about just the Andean countries, we will try to put a face on the whole continent. Nevertheless, the course focuses mainly on the cultural (and archaeological) history of the Andean and western Pacific coast people and their descendants.

The tremendous amount of material we do cover does not, unfortunately, include the contemporary Amazonian peoples (such as the Yanomamo, Akwe-Shavante, Kreen-Akrore, Mehinaku, etc.) to any significant extent. There is simply too little time in one course to cover an entire continent. Finally, within our study of the Andes, we will be focusing mainly on the Central Andes (Peru, Bolivia and Ecuador). This is where the bulk of research in pre-Columbian Andean peoples has occurred and where the instructor has done the most fieldwork.

As part of the course you will come to be able to:

1. describe the cultural changes that have occurred in Andean South America from pre-historic times through the present;

2. describe South America's principal geographic and demographic features;

3. learn the consequences of Columbus' discovery of America for the Andean region's native peoples (as well as for the Western Hemisphere in general);

4. examine the various attempts made during this century at modernization and economic development in order to discover what have been the cultural constraints to economic development in these countries;

5. describe the nature of the concepts of race, class and ethnicity and the socio-economic role these factors have played in the Andean countries;

6. understand the society and culture of Andean peoples;

7. describe the nature of the relationship between the small, rural communities and the urban power centers in the region's cultural history;

8. understand the principal political issues affecting contemporary South American politics;

9. and, learn why the Andean countries are the largest producers of illegal cocaine in the world and why the guerrilla movement, "Shining Path" became so successful.

Required Texts

• Find and/or download from the Internet a decent topographical map or South America and a political map of South America. Use the Internet to acquire copies of country maps. Bring them to class everyday until you are familiar with South America and its national borders and capitals.
  
  Texts in the bookstore:
• Lynn A. Meisch, Andean Entrepreneurs: Otavalo Merchants & Musicians in the Global Arena. Austin, TX: University of Texas Press, 2002. ($19.95)
• Gordan McEwan, The Incas: New Perspectives. N.Y.: W.W. Norton, 2006. ($27.45)
• Hugh Thomson, The White Rock: An Exploration of the Inca Heartland. Woodstock, NY: The Overlook Press. ($16.95)
• Laura L. Minelli, The Inca World: The Development of Pre-Columbian Peru, A.D. 1000-1534. Norman, OK: University of Oklahoma Press, 1999. ($27.45) (Skim for photos, maps, figures and ideas)
• Jorge Icaza, The Villagers (Huasipungo). Carbondale, Il: Southern Illinois, 1973. ($24.50)

Powerpoint and Other Notes Available through this course website.

• Maps of Pre-Columbian eras
• Stages of Pre-Columbian Development: Overview Sheet
• Ppt: Why Study Latin America and the Andes?
• Ppt: Cultural Geography of South America
• Ppt: The Cultural Geography of SA Countries
• Ppt: Race, Class, Gender and Ethnicity
• Ppt: The Peopling of South America
• Ppt: Central Andean Development
• Ppt: Tawantinsuyo
• Ppt: The Conquest of Peru
• Ppt: Popular Religion

COURSE OUTLINE

Topic 1. Introduction to the course and to Latin America:

• Course objectives and requirements
• Why we should study Latin American culture and society.
• Latin America and South America
• The Andean Countries:  Ecuador, Bolivia, Peru, Colombia, Venezuela, Chile (and Argentina)
• Why a focus on the Andean countries of South America
• Multidisciplinary contributions (From archaeologists, ethnohistorians, ethnologists, cultural anthropologists to historians, sociologists and political scientists)
• What anthropology has to offer
• Archaeology and archeologists' contributions
• Ethnography and the ethnographic perspective
• Ethnography in the Andes

Readings: Henry Sanabria, ch. 1, Why Study Latin America?; Tim Wallace (Electronic Reserve - Under ANT252); Thomson (The White Rock), pp. 3-68; Minelli (The Inca World) 7-34.

Homework Assignment No. 1 (HW1): Write a brief (2p, double-spaced) essay on your initial impressions of the Andes based on the initial readings by Thomson and Minelli.  When you think of the Andes what do you think about, now that you have read the readings? Email your essay to tmwallace@ncsu.edu by the due date listed in the chart above.

Topic 2. Physical Geography of South America - Principal Characteristics of South American Geography, with specific comparative focus on the Andean region.

• Location of South America relative to the rest of the world
• Relationships with Central and North America
• Major geographic and climatic features of South America (Mountains, rivers, lakes, islands, deserts, etc.)
• Regions and political divisions and alliances
• Natural and economic resources

Readings: Sanabria, ch. 2, Introducing Latin America; David J. Wilson: Chap. 3, Indigenous South America -An Overview of South American Environments (Electronic Reserves); Thomson: 69-134

Homework Assignment No. 2  See link for details. In this one you will select your favorite country in Andean South America (Argentina, Chile, Bolivia, Peru, Ecuador, Colombia or Venezuela) locate various "country facts" about it. See the link for details.

Topic 3. The Socio-political Landscape of the South American nations with a focus on the Andean countries

• The key political issues among the countries of South America
• Population and cities
• Economic indicators and poverty
• Social indicators
• Development issues
• Security and violence
• Linguistic, ethnic, racial and class tapestry of Latin America and in the Andes

Readings: Sanabria, ch. 10, pp.281-289; Randall Hansis, Latin Americans: Weaving an Ethnic Tapestry, ch. 3:63-85; Thomson, pp. 135-169

Topic 4. Family, Gender and Transnationalism in South America

• Family and marriage  Family in Latin America Handout
• Family and sex and children
• Machismo and marianismo
• Kinship and compadrazgo
• International migration and globalization

Readings:  R. Hansis, Latin Americans, The World of Family ch. 4

Homework Assignment No. 3. Pick one of the following Andean countries and write a three page summary of recent events in that country. Make sure the time frame you discuss covers at least 2003-2008. The countries are: Argentina, Venezuela, Colombia, Ecuador, Peru, Bolivia, Chile.  The events you should cover must be primarily political and economic.  For example: Presidential elections and politics, political parties, inflation, currency fluctuations, international trade agreements, natural disasters and their effects, political problems with neighboring countries, their relationship with the USA, etc.  You must identify the President and major political parties for the country you choose. (Min. 3 pp.)

Topic 5. The Rise of Andean Civilizations: the Initial Period, Early Horizon (Chavín) & Early Intermediate (Moche and Nazca)

• Archaeology and development chronologies for the Andes
• The peopling of South America
• Where do the American indigenous civilizations come from?
• First urban centers and the rise of agriculture
• Chavin: empire
• the Mochica
• Paracas and Nazca - textiles and the Nazca lines

Readings: Marc K. Stengel, Diffusionists Have Landed; ,  Mann, ch. 5, pp. 151-192; Mann, ch. 6, pp. 193-212; Gordon McEwan (textbook): Introduction, ch. 2, 3

Homework Assignment No. 4. Investigate the origins (location and age of domestication) of the following basic commodities that are widely raised as subsistence crops in South America: maize (differentiate between yellow and white), potatoes, cotton, sugar, rice, bananas. Note that there are various varieties for each and you must discuss these as well. Finally, discuss how these commodities have spread from their place of origin to places where they are grown today. (min. 3 pp)

Topic 6. The Middle Horizon, (Wari, Tiawanaku), Late Intermediate, and Late Horizon Periods (Chimú and Incas)

• Wari and Tiawanaku
• Chimu Empire
• Rise of the Incas

Readings:  L. Minelli (textbook), pp.35-139 (Skim for photos, maps, figures and ideas); McEwan, ch. 4; Charles C. Mann, ch. 7, pp. 251-270

Topic 7. The Incas

• Social organization
• Political organization
• Economic organization
• Major achievements
• Other indigenous cultures of South America

Readings: McEwan, ch. 5-11 Thomson, pp. 161-176, pp. 278-281; Minelli, pp. 143-222 (Skim for photos, maps, figures and ideas);

Homework Assignment No. 5. Describe how the main two Middle Horizon sites, the key Late Intermediate sites and primary Late Horizon sites are inter-connected culturally and politically. In other words, what cultural and political continuity is there between Middle Horizon cultures and the Incas? Discuss how the Incas built on the scaffolding of previous cultures to develop their own unique genius of cultural and political organization. (2-3 pages.)

Topic 8. Spain, the Incas and the Men of Cajamarca: Andean Transformations and the Early Colonial Period

• Pizarro and his "merry" band
• Spanish context for the "men of Cajamarca"
• The beginnings of mestizaje and the end of the local indigenous power
• The co-opting of the kurakas into the Spanish colonial system
• Civil War in the Andes and the Toledan Reforms
• Peninsulares, criollos, merchants and mestizos
• Mitas, encomiendas and repartimientos: The control of labor

Readings: McEwan, ch. 11; Thomson: pp: 178-200; James Lockhart: Men of Cajamarca (in My Course Reserves), ch. 2, Men of Cajamarca, ch. 3 (in My Course Reserves)

Homework No. 6.  Explain in 2-3 pages why Thomson, Lockhart and others think the Incas were defeated and conquered by the small group of Spaniards led by Pizarro and his immediate successors. (Optional: Mann, ch. 3 on why the Incas lost)

Topic 9. Spanish Colonies, Independence and New Republics:

• The Toledan Reforms and the end of the Encomienda
• From Conquest to Consolidation and Administration
• Co-opting the Inca ruling class into the Spanish World
• Haciendas and merchants, repartimiento
• The Plantation and export economy of the Spanish colonies
• The corporate peasant community: peasant society in the Andes
• Caste, class, and rebellions
• Gender and Andean peasant society
• Independence and liberalism and its effect on Andean societies
• Industrialization and economic conditions and relationships

Readings: Steve Stern, Peru's Indian Peoples and the Challenge of Spanish Conquest, ch.6, The Political Economy of Dependence; Thomson, pp. 201-277

Optional Readings: Stern: Ch. 4 (The Political Economy of Colonialism); ch. 7 (The Tragedy of Success)

Topic 10. Modernization, Development and Social Change in the mid-20th Century

• Icaza and Huasipungos
• The Cornell-Peru Vicos Project and efforts at agrarian reform
• Fidel, Ché and the seeds of revolution in the Central Andes
• "La Violencia" and guerrillas in Colombia
• Allende and Pinochet in Chile
• Tupamaros and urban rebellion in Argentina and Brazil
• The Shining Path of Peru

Readings: Icaza, The Villagers (entire book), Paul L. Doughty, Ending Serfdom in Peru (in My Course Reserves under ANT412); Meisch (textbook), ch. 1-2

Homework No. 7. Explain how the concepts of racism, indigenismo, class, family, mestizaje, and gender are expressed in Icaza's book. Describe briefly how each concept is drawn by Icaza. How do the insights gained from Icaza's novel and Stern's book help us to understand the contemporary phenomenon of the rise of democratically elected indigenous political leaders in the Andes? How likely might there be such a leader emerging in Peru? (min. 3 pp.)

Topic 11. Modernization in the Early 21st Century and the Politics of Race, Class and Ethnicity in the Andes

• Language diversity and nationalism
• Indigenous South Americans and Mestizaje
• Immigrants: Africans, Arabs, Asians, Europeans and Jews (among others)
• Politics of race, class, identity and ethnicity
• The Boliviarian Republic and the rise of Chavez, Morales and Correa
• The Reaction in the US
• Drugs and Security in the Andes
• Identity and change in a global village
• Global politics and change from below

Readings: Guss on Bolivian Festivals and indigenismo; N. Whitten on Ecuador in the current period; Robert Albro on Chavez; Meisch, ch. 3-4

Homework No. 8. Identify the following individuals and discuss the pros and cons of how they are affecting the course of South American political and/or economic development: Hugo Chavez, Evo Morales, Rafael Correa, Michelle Bachelet, Alan García, Kristina Fernández de Kirchner, Alvaro Uribe. (2-3 pages).

Topic 12.  Religion and Popular Culture and Globalization among Modern South Americans

• Traditional religions
• Catholicism
• Evangelism and Protestantism
• Religion and healing
• Food and culture
• Food and ritual
• Sports and food
• Music and dance
• Television and telenovelas
• Coping with Globalization

Readings: Meisch, ch. 5-8

II. 10% 3. Latin American potluck - Latin American potluck will be a 6 page report on the foodways of a Hispanic, Latin American country (excluding the English, French and Dutch Caribbean). You will be required to prepare a recipe from your country (though, if you can't find someone from that country, you may choose any Latin American (Spanish or Portuguese-speaking) country's dish, prepare it and bring it with your informant (if you can) to my home (2208 Tyson St, Raleigh, 27612) on November 16 at 5:00PM.

Protocol:

• Find someone to interview. Have them help you find a recipe from their country and make plans to make it before the potluck dinner night. (Include a separate ingredients list and instructions how to cook it, which counts as one of the report pages.) Suggest/invite your informant to come to the dinner at the same time you do. 
• Interview yourself and your informant. Ask yourself (alone) the following questions. Record them for comparison later.  Then ask your informant the same questions.
You will include a narrative about the answers in your paper.

a. What was your favorite food prepared for you as a child? How was it prepared and by whom?

b. What foods were fished, hunted and/or gathered by you?

c. What ethnic or regional foods are there in your land and where do they come from?

e. What typical foods did you eat in high school and where did you eat them?

f. What foods do you eat when you are sad, lonely, stressed or depressed?

g. What foods do you celebrate with on special occasions?

h. What foods do you eat that are good for you and why are they good for you?

i. What foods do you avoid because they are bad for you?

j. What foods do you like to prepare; with whom?

h. What foods do you eat when you are sick? What foods do you avoid when you are sick?

• Based on the answers to these questions add to your knowledge by doing some research (in the library) on the cuisine and foodways of your informant. You must have at least five references, three of which must be non-Internet articles or book references.  (One good resource starting point is a travel and tourism guidebook.)
• Prepare the meal (with your informant, if possible). Suggest/invite your informant to come to the dinner at the same time you do.
• Bring your dish and serving utensils on the evening of the meal, but email the final, clean copy of your report, typed, double spaced, on 81/2 X 11 paper to the instructor and TA the week following the dinner.
• At the food feast, you will be expected to introduce your dish to fellow diners (what was involved in fixing it, how to eat it or how it is eaten in the culture, on what occasions this food is served and anything else you feel like sharing).
• The assignment report/paper is due  the week following the dinner. In your report discuss the foodways/cuisine/table customs of the country/culture you have researched for the assignment. Make sure you state the name of the recipe and the country & region it is from, giving the name and a brief personal history of your informant/collaborator. Make sure you also include the answers to the questions you and your informant gave above and analyze the answers in your paper. Discuss who eats this dish (social class, ethnic group, region), what time of the year (Christmas, Easter, anytime, breakfast), in what type of situation (primarily at weddings or funerals), and what the food differences tell us about the culture of the person you interviewed.  The paper should have a references cited page at the end. The paper must be at least 6 pages long (including the page with the recipe, but not including the references page).
• The assignment report/paper is due  the week following the dinner. In your report discuss the foodways/cuisine/table customs of the country/culture you have researched for the assignment. Make sure you state the name of the recipe and the country & region it is from, giving the name and a brief personal history of your informant/collaborator. Make sure you also include the answers to the questions you and your informant gave above and analyze the answers in your paper. Discuss who eats this dish (social class, ethnic group, region), what time of the year (Christmas, Easter, anytime, breakfast), in what type of situation (primarily at weddings or funerals), and what the food differences tell us about the culture of the person you interviewed.  The paper should have a references cited page at the end. The paper must be at least 6 pages long (including the page with the recipe, but not including the references page).
• If you need assistance making contact with a willing foreigner, call me, the Director of International Programs on campus, or officers of foreign students' organizations. Foreign visitors to the U.S. are often eager to talk with the "natives," to learn about your culture and share their way of life, just as you would be if you were living in another country. We are all just people, different, alike and very interesting. This is another opportunity to visit, eat each other's food, and make a friend. Bring them to the food feast, and get them to share with the group. You may also bring one additional guest.

III. 10% 4. map quiz  (Sample map quiz1; sample map quiz 2)

The map quiz will be given after we have completed our cultural geographic survey of South America. See the website for copies of previous map quizzes.

IV. 25% 5. Mid term exam 

The mid-term and final exams will be multiple choice and a few short essays.

V. 25% 6. Final exam 

The final exam will emphasize material from the second half of the course and will consist of multiple choice questions a and few short essays. 

OTHER IMPORTANT INFORMATION

Missed tests: If you miss a test due to an excused absence, you will be given the opportunity to take a make-up test at a mutually convenient time. There will be no make-ups for unexcused absences. Grading Scale: A+ = 97.0 -100; A=95.9-93.0; A-=92.9-90.0; B+= 89.9-87.0; B=86.9-83.0; B-82.9-80.0; C+=79.9-77.0; C=76.9-73.0; C-=72.9-70.0; D+=69.9-67.0; D=66.9-63.0; D-=62.9-60.0; F= <60.0

Incompletes: Incompletes will only be given if the student meets the university requirements outlined in the following document: http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.13.php

Attendance. Attendance to every class is expected.  Roll will be taken each class and you are expected to be in class by the time roll is done. Leaving early without permission will result in a note that class was missed for that day. A perfect attendance record will be rewarded with 2 extra points added to the overall course average.  Excessive absences will be noted and could create a negative perception of your efforts during the course.

Academic Integrity Statement: Cheating will not be tolerated. Any form of cheating results in an automatic "F" for the test/assignment/homework with which it is connected. Violations of academic integrity may result in an F for the course. For a clear statement of NCSU’s Academic Integrity policy, please visit this website: http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php. Violations of the Student Honor Code will be reported to the appropriate person in your department/College (advisor, Dean, etc.). Everything turned in should be individual work. NCSU has a policy on academic integrity found in the Code of Student Conduct and you should consult it. Note that this policy includes an Honor Pledge. This means that on tests and other individual student assignments that the teacher expects that the student understands that she or he neither gave nor received unauthorized aid.

Students with Disabilities: Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disabilities Services Office of Students located at 1900 Student Health Center, Campus Box 7509, 919-515-7653 (http://www.ncsu.edu/dso/). Students desiring special assistance because of any permanent or temporary disability may be eligible for these services. See: http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php or http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.7.php.  Contact Disability Services Office at 513-7653, and consult the website: http://www.ncsu.edu/provost/offices/affirm_action/dss/.

 Anti-Discrimination Statement. The role of all employees and students is to create and maintain a supportive and harassment-free working environment for all members of the campus community. All faculty, staff and students are responsible for understanding and complying with harassment policies: these policies can be viewed at: http://www.ncsu.edu/equal_op.  Also, all faculty, staff and students are responsible for knowing where to obtain assistance for resolving concerns. Members of the campus community are encouraged and should feel free to seek assistance, information, and guidance from their department head, supervisor, the Office for Equal Opportunity (513-3148), Human Resources (515-4300) or the Office for Student Conduct (515-2963). All harassment of any person (either in the form of quid pro quo or creation of a hostile environment) based on race, color, religion, creed, sex, national origin, age, disability, veteran status or sexual orientation also is a violation of state, federal law and/or NC State University policy and will not be tolerated. Retaliation against any person who complains about discrimination is also prohibited. NC State‘s policies and regulations covering discrimination, harassment, and retaliation may be accessed at http://www.ncsu.edu/policies/campus_environ or http://ncsu.edu/equal_op. Any person who feels that he or she has been the subject of prohibited discrimination, harassment, or retaliation should contact the Office for Equal Opportunity (OEO) at 919-515-3148.