SUMMARY OF DUE DATES:
(all assignments due at midnight on the day specified)
Classes start: May 7, 2018
Week1: (History & Art History)
May 14 (Monday). Turnitin Essay #1.
Week2: (Cultural Anthropology)
May 15 (Tues): Scholarly Introduction Email
May 17 (Thursday). Discussion Board #1.
May 20 (Sunday). Response to DB#1.
Week3: (Literature and Sociology)
May 27 (Sunday): Turnitin Essay #2.
Week4: (Music)
May 31 (Thursday). Discussion Board #2.
June 3 (Sunday). Responses to DB #2.
Week5: (Art)
June 10 (Sunday). Turnitin Essay #3.
Week 6: (Political Science, Journalism)
June 14 (Thursday): Discussion Board #3.
June 17 (Sunday): Responses to DB #3
Grades should be available for you to see around Thursday, June 21.
(all assignments due at midnight on the day specified)
Classes start: May 7, 2018
Week1: (History & Art History)
May 14 (Monday). Turnitin Essay #1.
Week2: (Cultural Anthropology)
May 15 (Tues): Scholarly Introduction Email
May 17 (Thursday). Discussion Board #1.
May 20 (Sunday). Response to DB#1.
Week3: (Literature and Sociology)
May 27 (Sunday): Turnitin Essay #2.
Week4: (Music)
May 31 (Thursday). Discussion Board #2.
June 3 (Sunday). Responses to DB #2.
Week5: (Art)
June 10 (Sunday). Turnitin Essay #3.
Week 6: (Political Science, Journalism)
June 14 (Thursday): Discussion Board #3.
June 17 (Sunday): Responses to DB #3
Grades should be available for you to see around Thursday, June 21.
Schedule & Instructions
Week 1: May 7-11
TIME: 1500s PLACE: Lima, Capital of the Viceroyalty of Peru
WAYS OF KNOWING (Disciplines): History and Art History
Required Readings:
Welcome to class! Your first responsibility is to explore. Make sure to read the syllabus carefully. Then look around at the rest of this website. Once you have done that, go back to Canvas and make sure you understand how to access the "TurnitIn Assignment Folders," the "Discussion Board," and "Inbox" tools. Your contribution through Turnitin Essays and Discussion Boards is how I will assess you this semester; that is where your grade comes from. The Message feature is the equivalent of email for our class-- this is how you communicate with me when you have questions or concerns. I check email every weekday, but not on weekends. Plan accordingly. Then, everything you need for class (PDF readings, instructions, art, and music) is all right here on the ILAS website (or on Canvas, it is the same material, but I find this website more aesthetically pleasing). Just scroll down further on this page and you will see instructions for each of the six weeks we are together.
This first week is the toughest in terms of reading and assignments. I have assigned four PDF readings! So get started right away. If you can make it through the reading and writing this week, the rest of the semester should be easy. This week we have two goals. Each comes with readings and an assignment. Here they are:
Goal 1): Reflect on your current reading skills.
Your first job is to read Bartholomae's "Ways of Reading" (PDF link is above) and to read it carefully. Take notes. Think. Maybe read it a second time. You will notice throughout this semester that many of the PDFs, including this one, have underlinings and marks in the margins. Most of these are mine. They are here to show you how I read. I highlight important parts of the text, and I use the margins of every book I read in order to either summarize the paragraph or to ask questions.. I encourage you to do the same. Make your own comments on these texts. Be like the scholar in Bartholomae's essay who actually dialogues with the texts. When the author stops speaking, start speaking yourself. Interrupt, even, when your own reactions spill forth.
After you finish the reading, take some time to do some journaling about the text. What did you learn? Can you summarize Bartholomae's main points? Can you go in depth on one of the more complex parts of the text? Where do you stack up in terms of reading skills? Which of Bartholomae's strategies would you like to begin practicing? Doing this journaling is important, because it will prepare you to actively engage every reading we have this semester.
When you have done the reading and reflection, go to your Canvas email and write me a "Scholarly Introduction Email."
TIME: 1500s PLACE: Lima, Capital of the Viceroyalty of Peru
WAYS OF KNOWING (Disciplines): History and Art History
Required Readings:
- Bartholomae, "Ways of Reading": bartholomae___petrosky_ways_of_reading.pdf
- Winn: "Latin America?" www.dropbox.com/s/5qjbhji18k21lhc/Winn%2C%20Legacies.pdf?dl=0
- Burkholder, "Colonial Life" www.dropbox.com/s/9hj3x3efai1x3fy/Burkholder%2C%20Daily%20Life.pdf?dl=0
- Bagneris "Reimagining Race, Class, Identity in the New World" bagneris_essay.pdf
Welcome to class! Your first responsibility is to explore. Make sure to read the syllabus carefully. Then look around at the rest of this website. Once you have done that, go back to Canvas and make sure you understand how to access the "TurnitIn Assignment Folders," the "Discussion Board," and "Inbox" tools. Your contribution through Turnitin Essays and Discussion Boards is how I will assess you this semester; that is where your grade comes from. The Message feature is the equivalent of email for our class-- this is how you communicate with me when you have questions or concerns. I check email every weekday, but not on weekends. Plan accordingly. Then, everything you need for class (PDF readings, instructions, art, and music) is all right here on the ILAS website (or on Canvas, it is the same material, but I find this website more aesthetically pleasing). Just scroll down further on this page and you will see instructions for each of the six weeks we are together.
This first week is the toughest in terms of reading and assignments. I have assigned four PDF readings! So get started right away. If you can make it through the reading and writing this week, the rest of the semester should be easy. This week we have two goals. Each comes with readings and an assignment. Here they are:
Goal 1): Reflect on your current reading skills.
Your first job is to read Bartholomae's "Ways of Reading" (PDF link is above) and to read it carefully. Take notes. Think. Maybe read it a second time. You will notice throughout this semester that many of the PDFs, including this one, have underlinings and marks in the margins. Most of these are mine. They are here to show you how I read. I highlight important parts of the text, and I use the margins of every book I read in order to either summarize the paragraph or to ask questions.. I encourage you to do the same. Make your own comments on these texts. Be like the scholar in Bartholomae's essay who actually dialogues with the texts. When the author stops speaking, start speaking yourself. Interrupt, even, when your own reactions spill forth.
After you finish the reading, take some time to do some journaling about the text. What did you learn? Can you summarize Bartholomae's main points? Can you go in depth on one of the more complex parts of the text? Where do you stack up in terms of reading skills? Which of Bartholomae's strategies would you like to begin practicing? Doing this journaling is important, because it will prepare you to actively engage every reading we have this semester.
When you have done the reading and reflection, go to your Canvas email and write me a "Scholarly Introduction Email."
Scholarly Introduction Email (10%): (Due Tues, May 15)
Write me a scholarly introductory email, practicing the scholarly language and formality outlined in "Instructions for Writing." The email will include:
Write me a scholarly introductory email, practicing the scholarly language and formality outlined in "Instructions for Writing." The email will include:
- (1 paragraph) an introduction of who you are, your major, and any professional goals.
- (1 paragraph ) a summary of the first reading (Bartholomae "Ways of Reading)
- (1 paragraph), a deeper engagement with one specific aspect of the Bartholomae piece
- (1 paragraph), a self-reflection on where your reading skills are currently (in light of the Bartholomae piece)
Goal 2): Read & Write about Latin American Colonial (and Art) History
This week provides you an introduction to the disciplines of History and Art History. These are sister disciplines. As siblings, they look similar but have diverging interests. Historians work with writing, usually old documents stacked in boxes in special libraries called archives. Art historians instead work with visuals: paintings, maps, sketches, and (more recently) photographs. Since the sources used are different, so too is the information that they provide us. History, as it comes from documents, provides us with an exterior description of society: labor, daily routines, lawsuits, and business transactions. Historians use these descriptions to learn about society, economics, politics. More than anything, historians are asking about change over time: how did one generation do things differently than the next? What changes occurred, and how did they come about? Historians always want to know what caused the change. Like biologists, we are always searching for the stimulus that caused a reaction. We use terms like “causal event” or metaphors like “the engine" that "drives history" to talk about those stimuli.
Art historians often have different interests. Paintings and maps teach us how people visualize the world. Often, painters and mapmakers drew their world not as it actually was, but as they wanted it to be. As such, art provides us a medium to understand not only the written past, but also unwritten ideals. Paintings can provide scholars an understanding of political theory (the “ideals” of politics) and religious beliefs (ideals of moral engagements and imaginations of the afterlife). Unwritten ideals are very important; they structure interactions on a daily basis. As you will find out in the Bagneris piece, the system of racial division known as the “castas" system in colonial Latin America was an unwritten idea, but one with very real consequences on daily social interactions. Here, art historians give us a wider understanding of Latin America’s colonial racial hierarchies than traditional historians can.
There is another part of the story here: in colonial Latin America, the majority of the population was illiterate (even in urban areas, illiteracy usually pushed 95%). As a result, colonial political leaders and missionaries used art as a way to teach the community. They painted life lessons and Bible stories on church altars, mission walls, and court ceilings in order to teach proper conduct to everyone that walked by them. So art also serves not only as a record of colonial “ideals” but also of the colonial "ideology," the integrated set of ideas that explained and justified the colonial social and political project.
Your job now is to read the Winn, Burkholder, and Bagneris articles. Then write your reactions into an essay – 3 pgs, double-spaced, 12pt, Times New Roman font. Specific pieces of information and quotations should be followed with a parenthetical citation such as (Winn 46). You will upload this to Turnitin through the Canvas link in the Week1 module (or by clicking the "Assignments" ).
This essay will be a formal review of three different texts. As such, it does not need to have a strong unifying thesis. But I do expect you to make connections between the readings. Answer these three questions:
This week provides you an introduction to the disciplines of History and Art History. These are sister disciplines. As siblings, they look similar but have diverging interests. Historians work with writing, usually old documents stacked in boxes in special libraries called archives. Art historians instead work with visuals: paintings, maps, sketches, and (more recently) photographs. Since the sources used are different, so too is the information that they provide us. History, as it comes from documents, provides us with an exterior description of society: labor, daily routines, lawsuits, and business transactions. Historians use these descriptions to learn about society, economics, politics. More than anything, historians are asking about change over time: how did one generation do things differently than the next? What changes occurred, and how did they come about? Historians always want to know what caused the change. Like biologists, we are always searching for the stimulus that caused a reaction. We use terms like “causal event” or metaphors like “the engine" that "drives history" to talk about those stimuli.
Art historians often have different interests. Paintings and maps teach us how people visualize the world. Often, painters and mapmakers drew their world not as it actually was, but as they wanted it to be. As such, art provides us a medium to understand not only the written past, but also unwritten ideals. Paintings can provide scholars an understanding of political theory (the “ideals” of politics) and religious beliefs (ideals of moral engagements and imaginations of the afterlife). Unwritten ideals are very important; they structure interactions on a daily basis. As you will find out in the Bagneris piece, the system of racial division known as the “castas" system in colonial Latin America was an unwritten idea, but one with very real consequences on daily social interactions. Here, art historians give us a wider understanding of Latin America’s colonial racial hierarchies than traditional historians can.
There is another part of the story here: in colonial Latin America, the majority of the population was illiterate (even in urban areas, illiteracy usually pushed 95%). As a result, colonial political leaders and missionaries used art as a way to teach the community. They painted life lessons and Bible stories on church altars, mission walls, and court ceilings in order to teach proper conduct to everyone that walked by them. So art also serves not only as a record of colonial “ideals” but also of the colonial "ideology," the integrated set of ideas that explained and justified the colonial social and political project.
Your job now is to read the Winn, Burkholder, and Bagneris articles. Then write your reactions into an essay – 3 pgs, double-spaced, 12pt, Times New Roman font. Specific pieces of information and quotations should be followed with a parenthetical citation such as (Winn 46). You will upload this to Turnitin through the Canvas link in the Week1 module (or by clicking the "Assignments" ).
This essay will be a formal review of three different texts. As such, it does not need to have a strong unifying thesis. But I do expect you to make connections between the readings. Answer these three questions:
- Winn titles his essay “Legacies of Empire.” Pick one of those legacies (such as Patriarchy or Land Inequality) and summarize the historical institutions that created that legacy.
- Take two paragraphs to describe daily life in the colonies as described by Burkholder and Bagneris. Answer questions such as: How did people dress in early colonial Lima? What forms did racial prejudice take? Why was fashion important in the period? How did "racial passing" function in colonial Latin America? What was the relationship between the castas system of racial hierarchy and daily life in the colonies?
- Pick two of the caste paintings in this week's "Art Gallery" (available on the "Art and Music" tab of the ILASonline website). Write 3-4 paragraphs that put into practice the “Reading strategies for Art" listed at the beginning of the “Art and Music" tab.