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General Information

Course ID (CB01A and CB01B)
ICSD037.
Course Title (CB02)
Ancient Peoples of Mesoamerica
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This is an introductory survey of the development of pre-contact Mesoamerican indigenous cultures, concluding with the Spanish invasion, conquest, and colonization of the Aztecs, Maya, and Zapotec peoples. The course commences with the earliest known evidence of human occupation in Mesoamerica, progressing through the development of agriculturally-based societies.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course meets a general education requirement for °®¶¹´«Ã½, CSU GE, and IGETC and is CSU/UC transferable. It belongs on the Global Studies A.A. Degree. It was developed to provide students with an archaeological and anthropological overview of indigenous civilizations of Mesoamerica.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GDX°®¶¹´«Ã½ GE Area D - Social and Behavioral SciencesApproved
CSU GEArea(s)StatusDetails
CGDYCSU GE Area D - Social SciencesApproved
IGETCArea(s)StatusDetails
IG4XIGETC Area 4 - Social and Behavioral SciencesApproved

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Guest speakers

Collaborative projects

Discussion of assigned reading

Discussion and problem solving performed in class

Quiz and examination review performed in class

Homework and extended projects

Collaborative learning and small group exercises

Assignments

  1. Reading
    1. Assigned readings from texts, secondary works, and primary sources
    2. Supplementary readings for research projects
  2. Writing
    1. Critical analysis essay answers based on class materials, discussions, and readings for emphasis of synthesis and interrelating concepts
    2. Guided research project utilizing in-class materials and outside research achieved through immersion in subject materials such as: primary sources, secondary works, audio and visual references, and ethnographic data
  3. Collaborative group work and presentation where student ability to critically analyze and synthesize concepts, events and issues discussed in readings and class discussion related to Ancient Mesoamerica.

Methods of Evaluation

  1. Midterm and final examination with comprehensive essay questions requiring formulation of conceptual relationships to relate information, issues and themes discussed in class materials.
  2. Research project demonstrating student's ability to synthesize, evaluate, and critically analyze data, involving collaborative learning and development of research skills; oral presentation and written paper of five to six pages with bibliographic information.
  3. Create,develop and prepare individual or group oral presentation which demonstrates student abilities to evaluate and interpret a major issue or event relate to ancient mesoamerica.
  4. Participation and contribution in classroom activities and discussions in which student abilities to interpret and process information will be applied

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Carrasco, David. Religions of Mesoamerica, 2nd edition. Waveland Press, 2014.
Michael E. Smith (Editor), Marilyn A. Masson (Editor). The Ancient Civilizations of Mesoamerica: A Reader. NY: Wiley-Blackwell Inc., 2000
Coe, Michael D. and Koontz, Rex. Mexico: From the Olmecs to the Aztecs. 8th edition. Thames and Hudson Ltd., London, 2019.
Bowles, David. Flower, Song, Dance: Aztec and Mayan Poetry. Lamar University Press, 2013.
Philips, Lathrop Jacqueline. Ancient Mexico: Cultural Traditions in the Land of the Feathered Serpent. 11th edition. Kendall/Hunt Publishing Co., Dubuque, Iowa, 2016.

Examples of Supporting Texts and References

AuthorTitlePublisher
Aveni, Anthony F., E.E. Calnek and H. Oartung. "Myth, Environment, and the Orientation of the Templo Mayor of Tenochtitlan." American Antiquity. 53(2):287-309, 1988.
Boone, Elizabeth, ed. Ritual Human Sacrifice in Mesoamerica: A Conference at Dumbarton Oaks, October 13th and 14th, 1979. Dumbarton Oaks, Washington, 1984.
Broda, J., David Carrasco and Eduardo Matos Moctezuma. The Great Temple of Tenochtitlan. University of California Press, Berkeley, 1987.
Chan, Pina The Olmecs. Rizzoli, New York, 1989.
Clendenen, Inga. Aztec: An Intepretation. Cambridge Univ. Press, 1995.
Bernal, Ignacio The Olmec World. University of California Press, Berkeley, 1969.
Berrin, K. Feathered Serpents and Flowering Trees. Fine Arts Museum of San Francisco, 1988.
Coe, Michael. Breaking the Maya Code. Thomas and Hudson, 1992.
Davies, Nigel. The Aztec Empire: The Toltec Resurgence. University of Oklahoma Press, Norman, 1987.
Drucker, R. David "The Mexican ("Aztec") and Western Yucatec (Landa) Maya 365-Day Calendars: Perpetual Relation." American Antiquity. 52(4):816-819, 1987.
Fash, William L., Jr. and Barbara W. Fash. "Scribes, Warriors, and Kings: The Lives of the Copan Maya." Archaeology. 43(3):26-35, 1990.
Gillespie, S. The Aztec Kings. University of Arizona Press, Tucson, 1989.
Guthrie, Jill. editor. Olmec World: Ritual and Rulership. Princeton University Art, 1995.
Healan, Dan M., editor. Tula of the Toltecs: Excavations and Survey. University of Iowa Press, Iowa City, 1989.
Leon-Portilla, Miguel. Time and Reality in the Thought of the Maya. University of Oklahoma Press, Norman, 1988.
Lopez, Portillo Jose. Quetzalcoatl. Continuum Publishing Co., New York, 1982.
Mansfield, Victor N. "Mandalas and Mesoamerican Pecked Circles." Current Anthropology. 22(3):269-284, 1981.
McClary, Emily and Evelyn C. Ratty. Teotihuacan: Nuevos Datos, Nueva Sintesis, Nuevos Problemas. UPLAAP, 1994.
Schele, Linda and David Friedel. A Forest of Kings: The Untold Story of the Ancient Maya. William Morrow and Company, New York, 1990.
Sharer, Robert and David Grove, editors. Regional Perspectives on the Olmec. Cambridge University Press, Cambridge, 1989.
Soustelle, Jacques. The Olmecs. Doubleday and Company, Inc., New York, 1984.
Sugiyama, Saburo "Burials Dedicated to the Old Temple of Quetzalcoatl at Teotihuacan, Mexico." American Antiquity. 54(1):85-106, 1989.
Tedlock, Dennis, translator. Popol Vuh: The Mayan Book of the Dawn of Life. Simon and Schuster Inc., New York, 1985.
Wright, Ronald. Time Among the Maya. Weidenfeld and Nicolson, New York, 1989.

Learning Outcomes and Objectives

Course Objectives

  • Identify, assess and explore the nature of the Archeology and Anthropology and demonstrate the ability to apply methodology appropriate to these disciplines.
  • Examine historiography and Interdisciplinary Studies of the indigenous cultures of Mesoamerica
  • Examine the earliest known evidence of human occupation in the Americas, with special focus on Mesoamerica.
  • Define the geographical boundaries of the Mesoamerican cultural region in terms of cultural distribution.
  • Analyze the economic and agricultural diversity leading to the development of hierarchically structured societies and monumental architecture
  • Appraise the development of pre-contact Mesoamerican indigenous cultures: time periods and adaptations differ based on climatic and geographic environmental niches.
  • Compare and contrast the development of agriculturally-based societies and resultant economic systems of the Olmec, Aztec, Toltec, Tehuacanos, Maya, Zapotec, and Teotihuacanos civilizations
  • Evaluate the Spanish invasion and colonialization of the Aztecs and Maya

CSLOs

  • Distinguish and compare the diversity of cultures and the major sites, periods, and trends in the development of ancient Mexican civilizations.

  • Distinguish and compare major artistic styles, belief systems, and indigenous concepts characteristic of the ancient Mexican people.

  • Evaluate and critique current debates in the interpretation of ancient Mexican artistic, religious, and historical traditions.

Outline

  1. Identify, assess and explore the nature of the Archeology and Anthropology and demonstrate the ability to apply methodology appropriate to these disciplines.
    1. Identify and describe the differences between the two academic disciplines
    2. Identify and describe the use of investigative, data collection, and analytical techniques, comparative/contrastive study, and associated fieldwork used tools and methods use within the disciplines
      1. Glottochronology
      2. Dendrochronlogy
      3. Stratigraphy
  2. Examine historiography and Interdisciplinary Studies of the indigenous cultures of Mesoamerica
    1. Nature of historiography
      1. As written reconstructions of the past
      2. As the discipline reflects the interests, perspectives, gender and cultural bias of the historian
      3. Using Western and American Indian primary sources
    2. Western historical-interdisciplinary study of the indigenous cultures of Mesoamerica
      1. Development of Western historiography
      2. Development of Interdisciplinary Studies
      3. Major interdisciplinary approaches to the study of indigenous cultures of the Americas
    3. Indigenous centered study of cultures of the Americas
      1. Emic versus etic views of tribal cultures
      2. Diachronic and synchronic views of tribal cultures
      3. "Indigenous perspectives" of history
      4. Development of Native American/Indigenous Studies as an academic interdisciplinary study
  3. Examine the earliest known evidence of human occupation in the Americas, with special focus on Mesoamerica.
    1. Emergence/migration origin theories of human beings in Mesoamerica, including Mesoamerican Indigenous Peoples' Creation stories
    2. Archaeological evidence
      1. Paleo-Indian period concentrating on deconstructing theories and presenting information that is "Western" world view oriented: Beringia
      2. Site and artifact correlations
      3. Archaeological evidence for early occupation from the Siberian province southward through North, Meso- and South America
    3. Viewing all origin theories with equal validity
  4. Define the geographical boundaries of the Mesoamerican cultural region in terms of cultural distribution.
    1. Mesoamerican geography and climate and cultural area geographical boundaries
    2. Introduction to concepts, terms of course of study of indigenous cultures of Mesoamerica
    3. Development of agriculturally based civilizations as related to the geography and climate of Mesoamerica
  5. Analyze the economic and agricultural diversity leading to the development of hierarchically structured societies and monumental architecture
    1. Importance of agricultural techniques, cultigens and domestication of animals to Mesoamerica complexes
    2. Effect on population and settlement
    3. Major theories behind the development of maize and teosinte as base crops that are of worldwide importance today
      1. Tehuacan Valley and occupation dates
      2. MacNeish: theories and chronology of maize cultivation
      3. Mangelsdorf: theories of teosinte/popcorn/popcorn cross-pollination
      4. Beadle: theories of teosinte/popcorn/popcorn cross-pollination
      5. Flannery: theory of teosinte development of maize cultivation
    4. Valley of Oaxaca and occupation dates
  6. Appraise the development of pre-contact Mesoamerican indigenous cultures: time periods and adaptations differ based on climatic and geographic environmental niches.
    1. Paleo-Indian Period: characterized by hunting and gathering as primary economic base
    2. Archaic Period: beginning of primary sedentism, but dependence on hunting and gathering economic base continues
    3. Early Formative Period: defined by beginning of agricultural complex as economic base
  7. Compare and contrast the development of agriculturally-based societies and resultant economic systems of the Olmec, Aztec, Toltec, Tehuacanos, Maya, Zapotec, and Teotihuacanos civilizations
    1. Formative Period: distinct stages of culture development and agricultural techniques which allowed for village settlement and the later city-states
      1. Sedentism
      2. Olmec and Izapa connecting to the Maya
      3. Zapotec of Monte Alban
      4. Teotihuacan and the urban revolution in Mesoamerica
    2. Classic Period: fluorescence of culture, the Golden Age of Mexico: development of art, astronomy, agronomy, mathematics, literature, extensive trade routes and the large-scale architectural construction of temple complexes and cities
      1. Teotihuacan as the ancient world's greatest city
      2. Mayan achievements in science, art and literature
      3. Monumental architecture and temple complexes
    3. Post-Classic Period: militarism and migration between rival states become predominant aspects of life in Mesoamerica creating changes of political and military alliances and cultural traditions
      1. Immigration of Chichimec peoples into Mesoamerica
      2. Aggression between rival states
      3. Toltecs of Tula
      4. Zapotecs and Mixtec
      5. Beginning of the Aztec Empire
  8. Evaluate the Spanish invasion and colonialization of the Aztecs and Maya
    1. Quetzalcoatl and Cortes
    2. Spanish Invasion and Tenochtitlan City of the Aztecs
    3. Collapse of indigenous societal structure of city-states and governmental systems
    4. Spread of epidemic diseases (small pox, measles, syphilis, typhoid, cholera); population reduction from seventy million to five million in Mesoamerica
    5. Repercussions of Catholicism missionization and assimilation efforts
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