Queens College Department of Hispanic Languages and Literatures SPAN 45

Queens College Department of Hispanic Languages and Literatures SPAN 45. Peru, from the Incas to today: Culture, History, Arts, and Media Winter Session The course is taught in English

Professor: Beatriz Carolina Peña, Ph.D. E-mail: [email protected]

I. Course Description This course fulfills Perspectives Goals in the Area of Culture and Values and the Queens College Core Area of World Cultures and Global Issues (WCGI). Students will explore the questions of how historical and philosophical discourses, the arts, and media function in society, transmitting and/or questioning cultural and social values and ideals. The role of a liberal arts education in shaping such values has been a key battleground in the US culture wars of the past two decades. Three of the most prominent developments have been a reconsideration of the definitions and uses of truth in the humanities and social sciences, an emphasis on the ideological implications of studying cultures and values, and the role that race, ethnicity, class, gender, language, sexual orientation, belief, play in shaping social values. This course will employ the new model of cultural studies as it introduces students to the pre-colonial, colonial, and modern cultures of the southern Andean region, with emphasis on Colonial Peru. European, Latin American, and indigenous American perspectives are presented through primary and secondary material, allowing students to examine the formation and evolution of cultural and political institutions in Peru within international and global contexts. Through class discussions, a travel diary, and a final short essay, students will demonstrate their understanding of historical, economic, and social factors influencing this relationship. Travel has a way of stretching the mind. The stretch II. Course Length and Number of Hours: comes not from travel's immediate rewards, the inevitable 3 weeks / 45 hours myriad new sights, smells and sounds, but with experiencing firsthand how others do differently what we believed to be the right and only way. III. Learning Goals: Ralph Crawshaw 1. To introduce students to the history and culture of Peru. 2. To allow students to personally experience Lima and Cuzco by visiting many of these cities’ important sites, museums, and public spaces. 3. To guide the students toward an understanding of Peru as a Latin American country. 4. To encourage students to engage creatively and personally with the cities by asking them to keep a travel diary during their time in Lima and Cuzco. They will later have the opportunity to share select entries with each other and with me. 5. To help students to develop their interests in particular art forms and cultural / historical phenomena by asking them to select, at the end of the course, a specific historical, literary, artistic, or musical figure from Peru’s past and to discuss this individual’s life and contribution to Peruvian (and Latin American) culture in a final paper

Syllabus Spanish 45 Perú Winter 2017 Peña 2

IV. Course Requirements and Criteria for Grading: 1. Regular attendance and active participation 50% 2. Travel diary 30% 3. Final paper (5-7 pages) 20%

1. Attendance and Class participation Attendance and active participation in all scheduled site visits is an issue of utmost importance. Please note that just attending the visits is not considered evidence of “good participation”, rather it is a prerequisite. You must be attentive and engaged, and must write faithfully in your travel diary. You must be willing, finally, to share your experiences and observations with your peers and with me at the end of the trip. 2. Travel diary You are required to keep a travel diary during our time in Peru. The purpose of this diary is to not only record each day’s events but to make notes of particular impressions, ideas, and things that you have learned. What to write about? You could write about the history and description of a place; overheard dialogues; descriptions of a person or group of people, details of food, clothing, gesture, posture, dialogue; a detailed portrait of people you meet and perhaps interview; descriptions of towns, include history and details of places, personal observations, and short narratives; myths or histories, and discuss themes, plots, connections to ancient lives and contemporary relevance; a story about something that happened while traveling; comparisons of cultures; compare and contrast experiences, opinions, ideas; weave in feelings, emotions, etc. Places to write: your room, a café, on the plane, on a train… Literary output varies, of course, but I would assume that at least two pages a day would be fitting. On Monday, January 23, 2014, the official final day of our course (although nor of our trip), we will visit a cafe and, over coffee and delicious Peruvian delicatessen, students will share with the group selections from their travel diaries. Also, later I will check diaries for thoroughness and conduct the final evaluation of journal.

"The journey not the arrival matters." -- T. S. Eliot

3. Final Paper Your final paper will explore a Peruvian historical, literary, artistic, or musical figure of your choice, and will examine this individual’s life and contribution. It is important to place this figure within his / her historical and cultural context and to engage with the qualities of this person that make him / her both unique and significant to the Peruvian culture, and if possible, to the larger Latin American context. This final paper will ideally also possess a personal dimension in that you will use it as a vehicle to learn more about an art form or cultural / historical event that interests you. § The paper must be typed, double-spaced, and use Time New Roman 12-point font. It must include page numbers, a title, and your name, and course number. Please use a minimum of 4 sources (two may be trustworthy websites) and follow MLA citation style. § I will meet individually with students on Saturday, January 21, 2017 to discuss specific research topics, to provide feedback on students’ progress, and to talk in general about their final papers. § The paper will be due by midnight, Sunday, January 29, 2017. Please send it to me attached to an e- mail. It is of the utmost importance to keep this date since the grade roster would more likely be opened on or about January 23rd and closes on or about January 30th. § The paper will be given a grade based on thoughtfulness and depth of content, overall organization and coherence.

Syllabus Spanish 45 Perú Winter 2017 Peña 3

Grading Scale:

97-100 A+ 4.0 Excellent 77-79 C+ 2.3 93-96 A 4.0 73-76 C 2.0 Satisfactory 90-92 A- 3.7 70-72 C- 1.7 87-89 B+ 3.3 Good 67-69 D+ 1.3 83-86 B 3.0 60-66 D 1.0 Lowest Passing 80-82 B- 2.7 0-59 F, WF, 0.0 FailureGrades or WU "All journeys have secret destinations of which the traveler is unaware." -- Martin Buber

4. Disability Statement The Office of Special Services for Students with Disabilities has been designated by the College as the primary office to guide, counsel, and assist students with disabilities. If you receive services through that office and require accommodations for this class, please make an appointment with me as soon as possible to discuss your approved accommodation needs. Bring your accommodation letter with you to the appointment. I will hold any information you share with me in the strictest confidence unless you give me permission to do otherwise.

5. Ground Rules for Behavior on the trip Always: • Attend visits. • Be punctual. • Wear appropriate clothes for visits. • Bring pens, notepaper. • Be aware that you represent not only yourself on this trip but also Queens College and the U.S. Never: • Leave the group or hotel unless dismissed. • Behave inappropriately (engage in screaming, shouting, violent behavior). • Use your cell phone or engage in a personal conversation while visiting a museum or memorial site.

Violation of these rules may lead to a poor participation grade.

“If you reject the food, ignore the customs, fear the religion and avoid the people, you might better stay at home.” -- James Michener

Syllabus Spanish 45 Perú Winter 2017 Peña 4 Preliminary Itinerary

W E E K 1 Location: LIMA PREINCA AND PREHISPANIC NORTH COASTAL CULTURES: Chavin, Moche, Nazca, Wari, Chimu, Chincha, Chanka TOPICS READINGS VISITS Introduction. Eeckhout, Peter. “Change and Visit: The Larco Museum: a privately Permanency on the Coast of Ancient owned museum of pre-Columbian art, -Cultural Periods of the Peru: the Religious Site of Pachacamac” located in the Pueblo Libre, district of Andean Region: Chavin, World Archaeology, Volume 45, Issue 1 Lima, Peru. The museum is housed in (2013): 137-160. Moche, Nazca, Wari, an 18th-century vice-royal building built Chimu, Chincha, Chanka. Ramirez, Susan E. “Don Melchor over a 7th-century pre-Columbian - Pre-Columbian Caruarayco: A Kuraka of Cajamarca in pyramid. The museum offers a varied metallurgy; Sixteenth-Century Peru”. Ed. Kenneth collection of 3,000 years of ceramic, - Royal tombs of Sipán, J. Andrien. Colonial Latin America: The textile and precious metal artifacts. Peru; Human Tradition, 33-45. There are also mummies that show off - Sheet technique; - Mochica Indians; the different ways ancient cultures, - Archaeological thefts; including the Incas, preserved their - Excavations dead. (Archaeology) Visit: Temple of Pachacamac Archaeological site located 40 km southeast of Lima, Peru in the Valley of the Lurin River. The site comprises pyramidal temples and enclosures built by successive pre-Colombian civilizations and finally the Incas. Highlights include the Temple of Pachacamac, the Sun God shrine, and the Palace of the Chosen Women or Virgins of the Sun. At the site museum there is an idol of the deity, Pachacamac, which could not be seen by the profane, and was reserved for the high priests who kept, revered and interpreted the divine oracle in the old times.

Visit: The Gold Museum. Originally from a private collection, the museum houses numerous gold, silver and copper artifacts from several pre- Hispanic cultures (Mochica, Chimú, and

Syllabus Spanish 45 Perú Winter 2017 Peña 5 Vicus). The most precious piece in the collection is the solid gold Tumi (ceremonial knife) belonging to the Chiclayo culture (350AD).

THE INCA PRESENCE IN PRE-COLOMBIAN LIMA - The Pacha Kamaq God Video: Pre-Hispanic Literature Visit: Huaca Pucllana and Huaca - Viracocha Presta, Ana María. “Doña Isabel Sisa: A Huallamarca, two ceremonial centers - Inti: The Sun God Sixteenth-Century Indian Woman located in the district of San Isidro. - The Incan Oracles Resisting Gender Inequalities”, Ed. - The Virgins of the Sun: Kenneth J. Andrien. Colonial Latin America: The Human Tradition, 47-61. rituals and art - Inca Textiles - The Inka's Tunics

W E E K 2 Location: LIMA LIMA IN COLONIAL TIMES - Old Worlds and the Time Titu Cusi Yupanqui. History of How the Visit: Lima Historical Center, the old of “Discoveries” Spaniards Arrived in Peru. Dual-Language side of the city and the capital of - The Coming of the Edition. Edited and Translated by the Viceroyalty of Peru. Catherine Julien, Indianapolis Conquistadores Places included: /Cambridge: Hackett Publishing - The Fall of Tawantinsuyu - The Cathedral where the - The Evangelization of Company, 2006 (Excerpts). Conquistador Francisco Pizarro’s Tomb Unbelievers Van Deusen, Nancy E. “Ursula de is located, - Viceroyalty of Peru (1542- Jesús: A Seventeenth-Century Afro- - the San Francisco Convent and its 1824) Peruvian Mystic”. Ed. Kenneth J. Catacombs, an architectonic jewel from - The Holy Office and Andrien. Colonial Latin America: The the 16th century, Human Tradition, 101-115. Tribunal of the - the Church of Santo Domingo, a place Peruvian Inquisition Video: The Great Inca Rebellion which holds the remains of two of the - Black Slavery in Lima and major saints of the colony: Santa Rosa the Viceroyalty of Peru Video: Black in Latin America: Mexico and de Lima and San Martin de Porres. Perú: The Black Grandma in the Closet - The Museum of Congress and Inquisition.

LIMA IN REPUBLICAN AND MODERN TIMES - The movements for the Kenneth J. Andrien. “Reform, Visit: The Main Square and the Independence Resistance, and Rebellion, 1740-1825”, Presidential and Municipal Palaces, - Revolutions 215-19. - Archbishop Palace and the Museum -Republican Era Green, Duncan. “The Left: Guerrillas of Religious Art.

Syllabus Spanish 45 Perú Winter 2017 Peña 6 - Military Regimes and and Social Movements”. Faces of Visit: The Literature House. Democracy Latin America. “Promised Land: Land Ownership, Power and Conflict”. Faces of Latin America W E E K 3 “Mean Streets: “MigrationLocation: andCUSCO Life in THEthe City”.ANDEAN Faces ofPEOPLE: Latin America PAST AND PRESENT - Monuments and cultural Silverblatt, Irene. “Peru: The Colonial Visit: The Main Square, the Cathedral, artifacts Andes.” En: Witchcraft and Sorcery of the and the Koricancha or Temple of the - Manifestations of the Inca American Native Peoples. Deward E. Sun in Cusco. Walker, Jr. ed. Preface by David culture Carrasco. Moscow, Idaho: University - Andean Religion of Idaho Press, 1989. 311-322. Visit: The Sacsayhuaman Fortress - Incas' Pantheistic overlooking the city of Cusco, an Inca Cosmology Lee, Vincent R. “The Building of architectural masterpiece; Sacsahuaman.” In: The Building of The three archaeological centers of Sacsahuaman and Other Papers. Berkeley, - The Mita System Qenko, Puca-Pucara, and California: Tawantinsuyu K’uzkiy Paqarichisqa, Institute of Andean Tambomachay: - The Cusco School of Art Studies-Instituto de Estudios Andinos, - Qenko, a rock sanctuary whose main 1990. 49-60. attraction is the monolithic altar representing a puma; Video: The Devil’s Miner - Puca-Pucara and Tambomachay, a beautiful fountain fed by a spring forming a series of basins.

Visit: The Sacred Valley - Full-day excursion to Urubamba, the Sacred Valley of the Incas, the village of Pisaq, founded during Colonial times. On Sundays, Tuesdays and Thursdays the locals barter their products, and artisans from all over the area sell their woven alpaca wool blankets and ponchos, engraved gourds, antique reproductions and jewelry. On Sundays, it is also the meeting place for the local Mayors of the region, who come dressed in their traditional costumes, to attend morning mass.

Syllabus Spanish 45 Perú Winter 2017 Peña 7 - Ollantaytambo, the only Inca town which is still inhabited. -The ruins above Ollantaytambo. - The town of Chinchero.

Visit: Moray, Maras and Salt mines Moray, the Inca agricultural greenhouse or laboratory. Four platforms amphitheater style with a depth of 150 meters, the overlapping concentric circular stone rings widen as they rise. It was an experimental place to study the adaptation of plants to new ecosystems. Maras / Salineras (Salt mines), at altitude of 3, 380 m is a small village and model of a miniature city. Famous for its salt mines exploited since Inca times as a means of economic exchange.

Visit: Machu Picchu This fabulous city contains houses, temples, warehouses, a large central square; and all connected by narrow roads and steps that are surrounded by terraces cut into the mountain side.

“We must get beyond textbooks, go out into the bypaths and untrodden depths of the wilderness and travel and explore and tell the world the glories of our journey.” --John Hope Franklin