PERU

CUZC

Susan Meiselas Photo

Cuzco Fiesta (1930), by internationally renowned Cuzco photographer

Martn Chambi.

HIS 189 (Cross-Listed as HIS 360, POL 73, HIS 599)

When: January 1-16, 2016
Where: Cuzco, Peru
Professor: Willie Hiatt (Ph.D., University of California,
Davis)
Office Hours: TBA
Email: willie.hiatt@liu.edu

ANDEAN
HISTORY,
CULTURE,
AND POLITICS

WINTER 2016

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_______________________________________________________
OVERVIEW
Welcome to Cuzco! This study-abroad course introduces you to important themes and concepts in
Andean history, with a particular emphasis on the pre-Colombian world (1470-1530), European
contact and indigenous resistance (1530-70),
and contemporary Cuzco (the rediscovery of Machu Picchu
in 1911 to today).
The CLASSROOM COMPONENT challenges you to critically read and understand diverse
primary sources, including the vast archaeological record that we will visit in and around Cuzco,
contact narratives from indigenous and European viewpoints, historical accounts, fiction, and
film. Discussions and excursions will help you understand the role of context, worldviews, and
historical representation before the Spanish arrived and in the complex cultural interactions
between Europeans and Indians in the Early Modern and post-Enlightenment worlds.
Equally important are CULTURAL EXCURSIONS to pre-Inca and Inca archaeological sites,
Spanish colonial churches, museums, and other notable attractions in the Cuzco area. A highlight
of the course is a two-day trip to Machu Picchu, the celebrated lost city of the Incas. You will
read about how the Incas constructed and used this important site, how Yale explorer Hiram
Bingham unearthed the city in 1911, and how it has developed into one of the most important
tourist destinations in the world today.
The course begins with an intensive study of how the Incas engaged and imagined their natural
Andean environment and organized society before the Spanish arrived. The contact period
explores how Andeans and Europeans came to understand themselves and the other at a
transformative moment when European culture and early capitalism began to transform the
world. Particularly important in this period is how Andeans and Europeans understood and
employed history as a narrative strategy to justify or contest Spanish colonial power. As such, the
course helps you understand history-making as a mediated process of selection and silencing. The
colonial period emphasizes the process of resistance and accommodationeconomic, religious,
social, and culturalthat led to readjustments and rethinking in the Spanish and indigenous
worlds in the face of dramatic power imbalances. The nineteenth and twentieth centuries
underscore how enduring colonial structures shaped nation-building.
More broadly, the course heightens understanding of the unique currents that illuminate Latin
American society today.

TRAVEL AND COURSE ITINERARY

Friday (January 1): Departure from New York-JFK Airport
Saturday (January 2): Arrival in Cuzco, Class Orientation
Sunday (January 3): Afternoon Class
Monday (January 4): Morning Group Project, Afternoon Class
Tuesday (January 5): Morning Class, Afternoon Excursion

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Wednesday (January 6): Afternoon Class, Class Dinner
Thursday (January 7): Morning Class, Afternoon Excursion
Friday (January 8): Morning Class, Film Night
Saturday (January 9): Departure for Machu Picchu
Sunday (January 10): All-Day Excursion to Machu Picchu
Monday (January 11): Departure for Cuzco
Tuesday (January 12): Morning Class, Afternoon Class
Wednesday (January 13): All-Day Excursion, Film Night
Thursday (January 14): Morning Class
Friday (January 15): Morning Class, Afternoon Class; Farewell Banquet
Saturday (January 16): LIU Post and Brooklyn Students Depart for United States;
LIU Global Students Depart for Costa Rica
STUDENT LEARNING GOALS
As a result of taking this course, you will:
Become skilled in the interpretation of primary sources.
Develop writing skills that allow you to respond to historical questions in a clear and
effective manner.
Identify secondary sources relevant to a particular topic of historical research.
Understand the complexity of cultural encounters and the process of resistance and
accommodation that results in hybrid identities.
Develop a viable and valuable research question autonomously.

OUTCOMES
At the end of the course, you will be able to:
Read a variety of primary sources and developed skills necessary to produce your own
interpretations.
Connect relevant secondary scholarship to illuminate primary sources.
Write polished, interpretive essays based on the critical analysis of primary sources and
informal writing exercises that hone your critical thinking and interpretive skills.
Develop on your own an essay topic, demonstrating its viability and importance as a
focus of historical study.

OUTCOMES MEASURES

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Skills will be measured by:
Meaningful participation in classroom discussion reflecting careful reading of and
reflection on the course material.
Successful contribution to a substantive group project, which includes oral and written
components.
Written assignments, both formal and informal, that require you to produce coherent
and well-reasoned analyses of historical problems.

COURSE READINGS
You should purchase and take with you to Cuzco the following books:
Adams, Mark. Turn Right at Machu Picchu: Rediscovering the Lost City One Step at a
Time. New York: Plume, 2012.
Matto de Turner, Clorinda. Torn from the Nest. Oxford: Oxford University Press, 1999.
McCarthy, Carolyn. Lonely Planet: Peru. Oakland, Calif.: Lonely Planet, 2013.
I have included the following readings in a course packet and PDFs in the course Dropbox folder:
Malpass, Michael A. Daily Life in the Inca Empire. Indianapolis: Hackett Publishing
Company, Inc., 1996.
DAltroy, Terence N. The Incas. Malden, Mass.: Blackwell Publishing, 2003.
Selections from Inca Garcilaso de la Vega, Royal Commentaries of the Incas and
General History of Peru. Austin: University of Texas Press, 1966.
Selections from Guaman Poma de Ayala. The First New Chronicle and Good
Government. Selected, Translated, and Annotated by David Frye. Austin, Texas:
University of Texas Press, 2006.
Selections from Dean, Carolyn. A Culture of Stone: Inka Perspectives on Rock.
Durham, N.C.: Duke University Press, 2010.
Selections from The Poetry of Pablo Neruda. Edited by Ilan Stavans. New York:
Farrar, Straus and Giroux, 2003.
Guevara, Ernesto Che. The Motorcycle Diaries: Notes on a Latin American Journey.
New York: Ocean Press, 2003.
Mara Arguedas, Jos. The Pongos Dream. In The Peru Reader: History, Culture,
Politics. Edited by Orin Starn, Carlos Ivn Degregori, and Robin Kirk, 259-263.
Durham, N.C.: Duke University Press, 1995.
Selections from Hatun Willakuy: Abbreviated Version of the Final Report of the Truth
and Reconciliation Commission. Lima, Peru: Transfer Commission of the Truth and
Reconciliation Commission, 2004.
Valderrama Fernndez, Ricardo, and Carmen Escalante Gutirrez. Andean Lives:
Gregorio Condori Mamani and Asunta Quispe Huamn. Translated by Paul H. Gelles
and Gabriela Martnez EscobarAustin: University of Texas Press, 1996.

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We will view the following films together as class (either on movie nights or in the classroom
using the PowerPoint projector):

The Motorcycle Diaries (2004, Dir. Walter Salles)

Boca del Lobo (Lions Den, 1988, Dir. Francisco Lombardi)
The Secret of the Incas (1954, Dir. Jerry Hopper)

OUTSIDE RESOURCES
NEVER incorporate material, cited or uncited, from the Internet (i.e. Wikipedia) into class
assignments. You may include outside sources ONLY with my prior authorization.

ABSENCE POLICY
I expect you to attend every class. However, you are permitted one unexcused absence. More than
that will adversely affect your final grade. I mark students late if they arrive more than five
minutes after the scheduled start of class. Two lates equals one absence. Nonetheless, I
understand that illness, emergencies, and unexpected problems happen. In that case, please
communicate with me and we will work together on a reasonable solution.

ASSIGNMENTS AND GRADING

You must complete ALL assignments to pass the course. You final grade will be determined by:

Attendance and Participation

Reading Responses
Group Presentations (Wednesday, May 28)
Essay #1 (Due Friday, January xx)
Essay #2 (Due Wednesday, January xx)

20%
10%
20%
25%
25%

Reading Responses: For many class texts, you are required to answer questions that I
provide in advance. The purpose is to enhance your analytical reading and foster class discussion.
You will turn these in at the end of class. I record that you have completed the work.
Group Presentation: Each student is required to participate in one group presentation for
The Layering of History assignment. I will divide you into teams and provide the prompt the
first day of class.
Essays: You are required to write two five-page essays that synthesize lectures, readings, class
discussions, and excursions. You are expected to formulate an original argument; structure a
formal, academic paper with an introduction and conclusion; and support assertions using

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substantial and specific evidence. Essays must argue a specific point of view that forces the
reader to agree or disagree. Papers should be double-spaced in Times New Roman font with oneinch margins. I am a challenging but fair grader and provide substantial feedback. I strongly
encourage you to visit me during office hours to discuss paper topics in advance. I will provide a
detailed essay prompt well before the due date.
Extra Credit: As an AMATEUR photographer/videographer, I plan to conduct interviews about
your travel experiences. Participation is voluntary, but extra credit is available for those who wish
to reflect thoughtfully and intellectually on the course.
Submitting Assignments: All assignments are due at the beginning of class (or otherwise
instructed) on the due date.
Late Policy: I will deduct three points for each day papers are late, INCLUDING weekend
days. A paper is considered late if I do not have it at the beginning of class on the due date. There
will be NO EXCEPTIONS.

CELL PHONES, IPADS, AND LAPTOPS

You must PUT AWAY all technological devices when you enter the classroom, including cell
phones, iPads, iPods, and laptops.

PLAGIARISM
I will report ALL plagiarism, cheating, or other academic misconduct to the History Department
chair and the university dean. Violators will fail the assignment and possibly the course and face
possible suspension. According to the C.W. Post library Web page
(http://www2.cwpost.liu.edu/cwis/cwp/library/exhibits/plagstudent.htm), plagiarism is defined as:

Turning in another persons work as your own, including a paper from a free Web
site
Copying a paper, excerpt, paragraph, or line from a source without proper
acknowledgement (these can be from a print source, such as a book, journal,
monograph, map, chart, or pamphlet, or from a non-print source, such as the Web
and online databases)
Taking materials from a source and supplying proper documentation but leaving
out quotation marks
Paraphrasing materials from a source without documenting that source
Purchasing a paper from a research service or a commercial term paper service
Sharing or swapping from a local source (from student papers that were
previously submitted)
Creating invalid or fake citations

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LECTURES, DISCUSSIONS, AND READINGS

Below is the schedule for the course:

Friday (January 1): Departure from New York-JFK Airport

Saturday (January 2): Arrival in Cuzco

4:30-6:30 p.m., Brief Orientation Meeting / Cuzco City Tour

Sunday (January 3)
4:30-6:30 p.m., Class: Course Overview / The Incas and their Ancestors:
The Historical Record / Discussion of Arguedas / Group Introductions
Readings: Arguedas, Excerpt from Deep Rivers
Readings: Malpass, Daily Life in the Inca Empire (Intro-Chapter 2)

Monday (January 4)
9 a.m.-4 p.m.: Field Work for Group Projects
4:30-6:30 p.m., Class: Cuzco and the Inca Universe / Short Film: Inca Stoneworking
Theories (Nova)
Readings: DAltroy, The Incas (Chapters 6-7)

Tuesday (January 5)
10 a.m.-12 p.m., Class: The Incas and the Built Environment
1:30 p.m., Excursion: Sacayhuamn, Qenko, Tambomachay
Readings: Dean, A Culture of Stone (Intro-Chapter 1)

Wednesday (January 6)
10 a.m.-12 p.m., Class: Group Presentations
7 p.m., Class Dinner, El Molino Pizzara

Thursday (January 7)
8-10 a.m., Class: First Contact and Translating the Encounter
11 a.m., Excursion: Moray, Salinas de Maras (Salt Evaporation Pines)
Readings: Garcilaso de la Vega, Royal Commentaries of the Inca

Friday (January 8)
4:30-6:30 p.m., Class: Machu Picchu in the Popular Imagination
Essay #1 Due at Start of Class
In-Class Readings: Neruda, The Heights of Machu Picchu
and Che Guevara, Excerpt from The Motorcycle Diaries (Book)
8 p.m., Class Film Night: Watch The Motorcycle Diaries

Saturday (January 9)
TBA: Departure for Machu Picchu
Readings for the Train: Adams, Turn Right at Machu Picchu
1-5 p.m.: Hike to Mandor Waterfall and Hot Baths

Sunday (January 10)

TBA: Take Bus to Machu Picchu

All Day: Explore Huayna Picchu and Machu Picchu

Monday (January 11)

8 a.m.: Climb Putucusi (Optional)
2:30 p.m.: Departure for Cuzco
Readings for the Train: Matto de Turner, Torn from the Nest

Tuesday (January 12)

10 a.m.-Noon, Class: Life in Republican Cuzco
4-6 p.m.-Noon, Class: Discuss Torn from the Nest and The Pongo
Readings: Matto de Turner, Torn from the Nest; Arguedes, The Pongo

Wednesday (January 13)

8 a.m., Excursion: Pisac, Ollantaytambo, Chinchero
Lunch in Urubamba
8 p.m., Class Film Night: The Secret of the Incas

Thursday (January 14)

10 a.m.-Noon, Class: Shining Path Revolutionary Movement, 1980-2000
Readings: Excerpts from Hatun Willakuy

Friday (January 15)

10 a.m.-Noon, Class: Discussion of Andean Lives
2 p.m., Class Film: Boca del Lobo
TBA, Farewell Banquet in Cuzco Restaurant
Readings: Andean Lives

Saturday (January 16)

TBA, Departure for United States