Revised Research Idea

I have revised my research idea to encompass the general history of yerba maté in colonial Latin America, rather than just in Argentina because I think that might have been too specific (I was struggling to find good sources). It seems to be something that was adopted by the colonizers and I think that will lead to interesting accounts and findings on the role of maté in colonial society.

Primary source:

I can not find the actual letter, but according to Adalberto López, in “The Economics of Yerba Mate in Seventeenth-Century South America”,

Alonso de la Madrid to Governor Hernandarias, Asuncion, 10 February 1596, cited by Aguirre, Diario, 2: pt. 2, p. 359.

had written a letter about mate (a written account of mate in colonial Latin America).

If you could give me some guidance on how to find primary sources that would be really helpful; I tried for a while with no luck.

Secondary Sources:

Folch, Christine. “Stimulating Consumption: Yerba Mate Myths, Markets, and Meanings from Conquest to Present.” Comparative Studies in Society and History52, no. 1 (2009): 6–36. https://doi.org/10.1017/s0010417509990314.

Joyce, T. A. “Use and Origin of Yerba Maté.” Nature134, no. 3394 (1934): 760–62. https://doi.org/10.1038/134760a0.

López, Adalberto. “The Economics of Yerba Mate in Seventeenth-Century South America.” Agricultural History 48, no. 4 (1974): 493-509. http://www.jstor.org/stable/3741386.

Rodríguez‐Alegría, Enrique. “Eating Like an Indian.” Current Anthropology46, no. 4 (2005): 551–73. https://doi.org/10.1086/431526.

 

The Truth of the Aztec Religion

Often when reading the Europeans reports of the Aztecs, they are betrayed as kind people. Until the idea of religion is brought in to play, where the Aztecs are viewed as “horrible and abominable” people. Often the view of what truly happened is lost about the new world, with the Europeans reports. I am interested in researching the Aztec religion and how they worshiped their gods or god. I think it is very fascinating learning more about the religions of the indigenous group’s religion and how it compares to modern-day catholicism. With bringing the idea of sacrificial practices and the idea of cannibalism can’t help but spark my entrance.

Primary Source:
An Image of human sacrifice from the Aztec codex, 16th century from Victors and Vanquished

Secondary Source:
Bošković, Aleksandar. “In the Age of the Fifth Sun: Jacques Soustelle’s Studies of Aztec Religion.” Anthropos, vol. 87, no. 4/6, 1992, pp. 533–537. JSTOR, www.jstor.org/stable/40462662.Read, Kay A. “The Fleeting Moment: Cosmogony,

Eschatology, and Ethics in Aztec Religion and Society.” The Journal of Religious Ethics, vol. 14, no. 1, 1986, pp. 113–138. JSTOR, www.jstor.org/stable/40015027.

Brumfiel, Elizabeth M. “Aztec Religion and Warfare: Past and Present Perspectives.” Latin American Research Review, vol. 25, no. 2, 1990, pp. 248–259. JSTOR, www.jstor.org/stable/2503790.

HIGGINS, LILY. “Sculpting Nature: An Aztec Rattlesnake in Stone.” Yale University Art Gallery Bulletin, 2017, pp. 78–83. JSTOR, www.jstor.org/stable/26378752.

BARRERA, JOEL ANDRÉS. “Aztec Civilization: Second Prize, Adler Book Collecting Contest, 1985.” The Princeton University Library Chronicle, vol. 47, no. 1, 1985, pp. 79–80. JSTOR, www.jstor.org/stable/26404243.

Sanders, William T. American Antiquity, vol. 31, no. 5, 1966, pp. 759–760. JSTOR, www.jstor.org/stable/2694518.

Research: Christopher Columbus effects on the New World and a comparison of how he was depicted then versus now

I would like to study Christopher Columbus as a person, his effects on Latin America, and how he is portrayed today. I think that it would be fascinating to delve into him as a person, which would illustrate the views of Spanish explorers and conquistadors at that time period. I think that it would also be especially interesting to compare how he is celebrated in America versus what his actions were and how he affected these civilizations. Christopher Columbus’s importance is well known, as he opened up the New World to Europe, and researching him as a person would bring a greater understanding to both sides of the world at this time period.

Primary Source

Columbus’ Coat of Arms in Christopher Columbus, His Book of Privileges, https://www.loc.gov/exhibits/1492/columbus.html

Secondary Sources

https://www.loc.gov/exhibits/1492/columbus.html (Library of Congress exhibit on Christopher Columbus

The Worlds of Christopher Columbus By William D. Phillips

North American Hero? Christopher Columbus 1702-2002 By John P. Larner

Discovering Christopher Columbus: How History is Invented By Kathy Pelta

Revised Research Idea: Independence movements and Simon Bolivar

My research will focus on the independence movements in the viceroyalties of New Granada and Peru leading up to, during and following the Napoleonic Wars and the invasion of Spain in Europe. I want to mostly focus on the movements led by Simon Bolivar that resulted in the creation of Gran Colombia, and examine what caused his independence movements to be so successful, at least in their goal of separating these regions from the authority of the Spanish crown. I plan to examine the cultural background of the area that would soon become Venezuela, Colombia, Ecuador, Bolivia and Peru, explore the revolutionary sentiment that arose there, and discuss Bolivar’s role and motivation in leading those goals of independence to fruition.

Primary source:

https://archive.org/details/memoirssimonbol00holsgoog/page/n77

‘Memoirs of Simon Bolivar, President Liberator of the Republic of Colombia’ by H.L.V. Ducoudray Holstein.

Secondary sources:

LYNCH, JOHN. Simón Bolívar (Simon Bolivar): A Life. Yale University Press, 2006. http://www.jstor.org/stable/j.ctt1npnhh.

Simon, Joshua. “SIMÓN BOLÍVAR’S REPUBLICAN IMPERIALISM: ANOTHER IDEOLOGY OF AMERICAN REVOLUTION.” History of Political Thought 33, no. 2 (2012): 280-304. http://www.jstor.org/stable/26225770.

Roberts, W. Adolphe. “Great Men of the Caribbean 2. Simón Bolívar.” Caribbean Quarterly 1, no. 3 (1949): 4-8. http://www.jstor.org/stable/40652462.

Bushnell, David. “The Gran Colombian Experiment (1819–1830).” In The Making of Modern Colombia: A Nation in Spite of Itself, 50-73. University of California Press, 1993. http://www.jstor.org/stable/10.1525/j.ctt4cgf7g.6.

Revised research idea: Aztec midwifery and birth

For my research, I think I would like to research Aztec birth and midwifery. This is a topic that has fascinated me for a long time and something that I think will be interesting as well as being something more in-depth in their culture. I hope to learn about what their traditions were at birth and their reasoning behind their practices. I also hope to learn how the colonization may have changed their practices. I would also like to learn about how European women gave birth and were helped early on where there were not many women in the new world from Europe.

Primary source: http://chnm.gmu.edu/cyh/primary-sources/305 this primary source is an image from the Codex Mendoza. It depicts birth rituals, in particular, the bathing and the naming ceremonies.

Secondary sources:

https://www.nationalgeographic.com/archaeology-and-history/magazine/2017/01-02/aztec-midwife-practical-pregnancy-care/   This is a good overview of Aztec midwifery by the National Geographic.

https://www.eiu.edu/historia/Thoele.pdf This is a nice article on how Aztec children were birthed and treated.

https://www.cambridge.org/core/journals/cambridge-archaeological-journal/article/nourishing-gods-birth-and-personhood-in-highland-mexican-codices/D66156688021248E8F99BA45CC9A5FCE This looks like it will offer a great insight into th relationship between birthing and children to the gods.

https://www.researchgate.net/publication/325493181_Aztec_Pregnancy_Archaeological_and_Cultural_Foundations_for_Motherhood_and_Childbearing_in_Ancient_Mesoamerica This article offers a look at rituals, the roles of people, and complications during birth.

Analyzing “The End of Atau Wallpa”

My research will explore the ways in which historical events are recorded, and how the Indigenous peoples in Latin America performed colonialism in the form of conquest dramas. I will be analyzing the play The End of Atau Wallpa and comparing it to European documents about the fall of Atahualpa in Peru. The significance of this is two-fold: providing another source to Latin American theatre scholarship, and addressing the way historians marginalize the arts as valid sources.

I am considering utilizing the following secondary sources:

Theatre and Cartographies of Power: Repositioning the Latina/o Americas by Jimmy A. Noriega and Analola Santana.

Stages of Conflict: A Critical Anthology of Latin American Theatre and Performance edited by Diana Taylor and Sarah J. Townsend.

Performing Conquest: Five Centuries of Theatre, History, and Identity in Tlaxcala, Mexico by Patricia A. Ybarra.

The essay “Colonial Literature and Social Reality in Brazil and the Viceroyalty of Peru: The Satirical Poetry of Gregorio de Matos and Juan del Valle y Caviedes.” By Lucia Helena S. Costigan, in the book Coded Encounters: Writing, Gender, and Ethnicity in Colonial Latin America.

A painting, Pizzaro Sizing the Inca of Peru (1846) by John Everett Millais.
History’s Peru: The Poetics of Colonial and Postcolonial Historiography by Mark Thurner

Research: Tenochtitlan as the center of commerce

Previously I was interested in trade connections between Aztec and Mayan society. However, my main focus has now changed to investigating the city of Tenochtitlan and how it became the center of commerce and an important symbol in prehispanic Mesoamerica. Sticking with a comparative study, I want to understand why it is impossible to understand Mesoamerican trade without Tenochtitlan. To do this, I will also look at other Aztec cities, such as Chiconaulta, for comparisons. The Mesoamerican metropolis established in the minds of the Europeans that the Aztecs were sophisticated people who shared many of the same societal qualities seen in Europe. From Tenochtitlan, the Aztecs were able to spread their influence across Mesoamerica by inviting outside tribes and ethnic groups to sell their products, creating a multicultural center of commerce.

Primary Source: https://www.historians.org/teaching-and-learning/teaching-resources-for-historians/teaching-and-learning-in-the-digital-age/the-history-of-the-americas/the-conquest-of-mexico/letters-from-hernan-cortes/cortes-describes-tenochtitlan

Secondary Sources:

Nichols, Deborah L., Christina Elson, Leslie G. Cecil, Nina Neivens de Estrada, Michael D. Glascock, and Paula Mikkelsen. “Chiconaulta, Mexico: A Crossroads of Aztec Trade and Politics.” Latin American Antiquity 20, no. 3 (2009): 443–72.
Drennan, Robert D. “Long-Distance Movement of Goods in the Mesoamerican Formative and Classic.” American Antiquity 49, no. 1 (1984): 27–43. https://doi.org/10.2307/280510.
Minc, Leah D. “Style and Substance: Evidence for Regionalism within the Aztec Market System.” Latin American Antiquity 20, no. 2 (2009): 343–74.
Hirth, Kenneth G. The Aztec Economic World: Merchants and Markets in Ancient Mesoamerica. New York: Cambridge University Press, 2016.
The American Southwest and Mesoamerica: Systems of Prehistoric Exchange. Edited by Jonathan E. Ericson and Timothy G. Baugh. New York: Plenum Press, 1993

 

Revised Research Idea

For my revised research topic, I plan to analyze the cosmological ideas of late medieval Europeans and the Inca pre-contact, focusing on how these peoples interpreted the universe. This subject is important because it highlights the ways in which people from different parts of the globe attempted to order the universe, demonstrating that all humans—even those whom Europeans considered to be different and separate from their own society—contemplate about the universe and their place within it. No matter their culture, the universe was something that many people thought about, yet Europeans considered their own perspectives and modes of understanding to be superior to those of the Inca. This demonstrates the Eurocentric worldview of Europeans both pre- and post-contact

Primary sources:

  1. Bernabe Cobo’s History of the Inca Empire, translated by Roland Hamilton. This is a Spanish Jesuit’s perspective on Incan culture from the seventeenth century, which therefore reflects a colonial point of view.
  2. Artistotle’s On the Heavens, a text that was written around 350 BC. Aristotle’s ideas about the universe provided an extensive foundation for later medieval European cosmology.

Secondary sources:

  1. Clive Ruggels – Ancient Astronomy: An Encyclopedia of Cosmologies and Myth
  2. Bryan E. Penprase – The Power of Stars
  3. Edward Grant – “The Medieval Cosmos: Its Structure and Operation”
  4. Susan Elizabeth – To Feed and Be Fed: The Cosmological Bases of Authority and Identity in the Andes
  5. Johan Reinhard – Machu Picchu: Exploring an Ancient Sacred Center
  6. Anthony F. Aveni – Stairways to the Stars: Skywatching in Three Great Ancient Cultures

Class Notes 9/18/19

The class discussion for 9/18 was focused on early colonial perspectives as the two groups we have been studying up to this point, the Iberians and the indigenous peoples of Latin America had recently met. The historical questions for today were 1. How do Spanish and Portuguese “ceremonies of possessions” and approaches to colonialism differ from those of other ‘European powers’? and 2. How can we apply to Bauer’s ideas about ‘contact goods’ to understand colonial power structures and hierarchies of differences? We began this discussion with a book report from Christian who presented on Puritan Conquistadors: Iberianizing the Atlantic by Jorge Cañizares- Esguerra which discusses the similarities between the Purtians and the conquistadors and their colonization of the Americas. He discovered that the motivations and justification by both groups were very similar. The main justifications given by both parties were that this land and conquering it was their “god given right” and that the natives who had been occupying the land were the “devil’s creation” or “allies of the devil”. The colonizing of the two Americas took place centuries apart but they both used the same reasoning based in religion to take over the lands. The takeaways given by Christian were 1. History repeated itself with American Colonization and 2. History should be studied by regions.

The book report presented led us to a discussion of different types of colonization and using comparison as  Cañizares- Esguerra did as a historical tool. Comparison can help us to understand the differences in two situations as well as highlighting the similarities. We then turned the conversation to Shoemaker and the motivations of colonizers. Shoemaker came up with many different types of colonizing but we focused on 4 that are most relevant to our class content. We discussed “settler colonialism”, “planter colonialism”, “extractive coloinialism” and “trade colonialism” which will all be defined below in the key terms section.  Professor Holt then prompted us to brainstorm which of these types of colonialism were used in North America. We decided that the colonizing of N. America had used aspects of all four types discussed:

Settler: creation of colonies and pushing the Native Americans out of their land

Planter: the mass production of tabacco and sugar both collected with forced labor of others

Trade: the French were fur trappers in the north, the triangle trade regarding the import of African slaves and restrictions placed on certain goods.

Regarding south America, we decided that the above examples can also apply in addition to the extractive colonialism since the conquistadors took gold and trees in brazil from South America.

We then turned to the readings and discussed “The Requirement” reading by Patricia Seed who is a historian at UC Irvine and a major pioneer in digital history. We determined with a little bit more background provided by Professor Holt that “The Requirement” was an excuse by the Spanish to conquer the native peoples and force them to convert. This was a legal loophole for the Spanish and pushed the blame onto the indigenous peoples if they refused to their “terms”. The language makes it seem like this is a reasonable request to make of the natives and that it is truly up to them whether they agree, though they are threatened by the Spanish if they don’t. This aggressive decree is a further example of the idea of European and in this case Spanish superiority and sets up the idea that only Christians really deserve freedom. The threat to wage war if the native tribes did not obey their orders were seen as almost too harsh by other European powers but the Spanish had used their own personal experience with the Islamic Jihad which had used similar tactics of forceful conversions. We also discussed the comparing of evidence which was explained in Victors and Vanquished and the role that bias may play. When evaluating evidence at this time we need to think carefully about what is real and what may be embellished. Using other sorts of evidence to use such as material objects to get more data and information about the time period it was used in.

Key Terms:

  • Settler colonialism: large numbers of settlers claim land and become the majority
  • Planter colonialism: a small minority of colonizers institute mass production (raw materials) using African slaves or indentured labor.
  • Extractive colonialism: raw material export
  • Trade colonialism: mercantile capitalism with raw materials from the colony traded for manufactured goods from Europe.

Links to Related Sources

This Article expands on the discussion surrounding types of colonialism by providing us with the other types given by Shoemaker: https://www.historians.org/publications-and-directories/perspectives-on-history/october-2015/a-typology-of-colonialism

This site gives a Native Perspective of the requirement and connects to some of the points made in class. It especially mentions that the Natives did not understand Spanish and thus were unable to agree or disagree: https://www.nlm.nih.gov/nativevoices/timeline/178.html

This site shows ways of looking at bias in primary source documents which is a growing concern now that the natives and the Iberians have met and most of our surviving documents were written by the Spanish: https://canvas.uw.edu/courses/910043/pages/warning-watch-for-bias-in-primary-sources?module_item_id=5869047

Potential Exam Questions:

  1. Think of another “type of colonialism” that you believe should be created when looking at the Iberians? what is it? And how do the Iberians use it?
  2. What was the primary purpose of “The Requirement”? What Spanish and Christian ideals are clearly shown in the document, provide specific examples?
  3. What are some strategies to determine bias in Primary sources? Think of one of the primary sources we have looked at thus far, what bias do they show and how can we deal with this in our evaluation of them?

Lecture: Maya Archaeology Thursday 9/26 @7:30

I write to share an announcement from Dr. Navarro-Farr about her upcoming research presentation “Archaeology Beyond our Imagining: Sustainable Practices inside the Maya Biosphere Reserve” on Thursday, September 26 @7: 30pm.  It promises to be a fascinating evening, and I hope to see you there!

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Dear colleagues and OLAS students,

I write to cordially invite you to a forthcoming lecture which will be part of the Archaeology Student Colloquium’s (ASC) annual lecture series. Our speakers will be offering a discussion on the intersections of archaeological research in the present as our team conducts investigations inside the second largest area of tropical rainforest left north of the Amazon. This talk will be a fluid and dual (English and Spanish) language conversation about the challenges and opportunities associated with doing community-centered and collaborative archaeology inside a protected area of high canopy rainforest. I am reaching out to you because this conversation promises to be multidisciplinary and intersectional and I hope you can join us.

Archaeology Beyond our Imagining: Sustainable Practices inside the Maya Biosphere Reserve 

Griselda Pérez Robles – Director of Conservation Proyecto Arqueológico Waka’ (PAW)

Juan Carlos Pérez Calderon – Director Proyecto Arqueológico Waka’ (PAW)

Olivia C. Navarro-Farr – Director Proyecto Arqueológico Waka’ (PAW) & Professor of Anthropology and Archaeology at the College of Wooster

Archaeological research is generally seen as an academic or scientific activity that, after long field or laboratory seasons, provides historical data on the past societies under study. However, archeology goes beyond what we think or imagine; It goes beyond our carefully excavated and registered excavations, vessels or maps. Archaeological research plays an important role in governance, access to decent work, inclusion, conservation and protection of natural and cultural areas. The work carried out by the Proyecto Arqueológico Waka’ (PAW) researchers within the Laguna del Tigre National Park, in the Maya Biosphere Reserve of Petén, Guatemala is academic and scientific. It is also fundamental to the sustained presence of this protected biosphere and the communities which exist in close proximity. The PAW cooperates with other actors in the area to protect the integrity of the natural landscape and to rewrite the ancient history of Guatemalans today.

Date: Thursday, September 26, 2019, 7:30 p.m.

Location: Scovel Hall Room 105