The Maya 8th Ed. is currently available online from about $17.61 new / $14.99 used, with a "Buyback Price" of $9.10. (+ p/h, at amazon.com & eligible for FREE Super Saver Shipping on orders over $25). The Amazon Book Trade-In Program will buy it back (the current Amazon Buyback price is $7.09. Which means the Amazon Price After Buyback would be $7.09--a real bargain, even with p/h added). (24 August 2011)
Mexico 6th Ed. is currently available online from about $13.96 new / $9.25 used, with a "Buyback Price" of $9.10. (+ p/h, at amazon.com & eligible for FREE Super Saver Shipping on orders over $25). The Amazon Book Trade-In Program will buy it back (the current Amazon Buyback price is $6.50. Which means the Amazon Price After Buyback would be $2.75--a real bargain, even with p/h added). (24 August 2011)
A note on the slide formats: Since at this point we do not know what software you are using on your computer, we offer the slides in two formats. We recommend you first try "(.pdf)" , the “Portable Document Format” that is the open standard for document exchange. If you have problems with that format, please try "(.pptx)" , Office PowerPoint 2007. It is unlikely that you will have problems with both of them, but if you do, please let us know: troufs@d.umn.edu. When the materials are on your screen they should be running as a slide show. If you want or need to upgrade your software, you can download the latest PowerPoint viewer free, as well as download the latest Adobe .pdf Reader free.
Main Characteristics of Anthropology
slides: (.pptx)
(NOTE: This is a long slide set as it covers some very important background information that will be referred to often as we go through the semester. Please bear with it to the end. And it will take a little longer to load, so please bear with that also. There is no video presentation scheduled for this and next week as the base slide sets tend to be a little longer than "normal.")
[see note on slide formats] (NOTE: This is a long slide set as it covers more than 2000+ years. Please bear with it to the end. Please bear with it to the end. And it will take a little longer to load, so please bear with that also. There is no video presentation scheduled for this and next week as the base slide sets tend to be a little longer than "normal.")
and if you have any questions about the points
or about grading in general . . . ask
~
Orientation to Anthropology and to Mesoamerica (cont.)
Main Characteristics of Anthropology
slides: (.pptx)
(NOTE: This is a long slide set as it covers some very important background information that will be referred to often as we go through the semester. Please bear with it to the end. And it will take a little longer to load, so please bear with that also. There is no video presentation scheduled for this and next week as the base slide sets tend to be a little longer than "normal.")
[see note on slide formats] (NOTE: This is a long slide set as it covers more than 2000+ years. Please bear with it to the end. Please bear with it to the end. And it will take a little longer to load, so please bear with that also. There is no video presentation scheduled for this and next week as the base slide sets tend to be a little longer than "normal.")
~
Ethnographic Analogy:
Rural-Urban Patterns in Central Highland Mexico (introduction, as time permits)
—
Compound of the Nine Brothers, Nuevo Leon
slides (.pdf) (.pptx) (Detailed Nuevo Leon map)
Please note that not all of the materials on your Moodle screen are required.
Students in the past have commented that there is TOO MUCH INFORMATION available on the classand supporting WebSites. Yes, there is a lot of information, no doubt about it, and it can be confusing at first. It’s helpful when starting out to remember that the required information for the course is containedin the middle panel of your HomePage. The information in the sidebars and many of the links are just there should you find those interesting and/or helpful.
Your Gradebook information will be handy, and that will be found in the upper lefthand corner of Block 1 . . .
If you want you can minimize a sidebar section by clicking on the small tab as indicated below . . .
~
readings:
The Maya
"Preface,
pp. 7-10
The Maya
"Introduction," pp. 10-26
readings:
The Maya
"Introduction," pp. 26-40
Look over The Maya, "Further Readings,"
pp. 249-253
The informal statement can be very straightforward. It's a simple statement of . . .
"Here's what I'm interested in doing. . . .
Here's why I'm interested in that. . . .
Here's what I think will be useful for that project. . . .
This means that you should include three or four references to materials and activities (such as interviewing someone . . .) that you think would be helpful to your in working on your project. (No, you do not have to do an interview, that's just one possibility.)
If you include a reference to a source on the web, be sure to give its full reference (not just the URL). For a web page your full reference should look something like this (include as much of this material as is available for the site[s] you are looking at):
For this assignment you may turn in the sources information any way you like -- except that if you are using a web site include the name of the web site (and author, if it has an author) in addition to the URL. (That is, do not just cite the URL.)
"I'm thinking about doing a project on X or Y, but can't make up my mind.
Here's what I'm interested in, and why. . . .
Here are some things that look like they might be useful for the project. . . .
This means that you should include three or four references to materials and activities (such as interviewing someone . . .) that you think would be helpful to your in working on your project. (No, you do not have to do an interview, that's just one possibility.)
If you include a reference to a source on the web, be sure to give its full reference (not just the URL). For a web page your full reference should look something like this (include as much of this material as is available for the site[s] you are looking at):
The informal statement can be very straightforward. It's a simple statement of . . .
"Here's what I'm interested in doing. . . .
Here's why I'm interested in that. . . .
Here's what I think will be useful for that project. . . .
This means that you should include three or four references to materials and activities (such as interviewing someone . . .) that you think would be helpful to your in working on your project. (No, you do not have to do an interview, that's just one possibility.)
If you include a reference to a source on the web, be sure to give its full reference (not just the URL). For a web page your full reference should look something like this (include as much of this material as is available for the site[s] you are looking at):
For this assignment you may turn in the sources information any way you like -- except that if you are using a web site include the name of the web site (and author, if it has an author) in addition to the URL. (That is, do not just cite the URL.)
"I'm thinking about doing a project on X or Y, but can't make up my mind.
Here's what I'm interested in, and why. . . .
Here are some things that look like they might be useful for the project. . . .
This means that you should include three or four references to materials and activities (such as interviewing someone . . .) that you think would be helpful to your in working on your project. (No, you do not have to do an interview, that's just one possibility.)
If you include a reference to a source on the web, be sure to give its full reference (not just the URL). For a web page your full reference should look something like this (include as much of this material as is available for the site[s] you are looking at):
s2019 The MA Extra Credit due by the end of Week 13, by Saturday, 20 April 2019. AVISO: Late Extra Credit Papers will not be accepted unless (1) arrangements for an alternate date have been arranged in advance, or (2) medical emergencies or similar extraordinary unexpected circumstances make it unfeasible to turn in the assignment by the announced due date. Why?
The Maya
Ch. 5, "Classic
Splendor: the Late Period," pp. 131-160
~
readings:
The Maya
Ch. 6, "The Terminal Classic," pp. 161-184
Mexico
Ch. 7, "The Epiclassic Period," pp. 132-150
s2019 The MA Extra Credit due by the end of Week 13, by Saturday, 20 April 2019. AVISO: Late Extra Credit Papers will not be accepted unless (1) arrangements for an alternate date have been arranged in advance, or (2) medical emergencies or similar extraordinary unexpected circumstances make it unfeasible to turn in the assignment by the announced due date. Why?
s2019 The MA Case Study is due no later than the end of Week 13, Saturday, 20 April 2019
AVISO: Late Case Study papers will not be accepted unless (1) arrangements for an alternate date have been arranged in advance, or (2) medical emergencies or similar extraordinary unexpected circumstances make it unfeasible to turn in the assignment by the announced due date.
~
s2019 Wiki questions for the Ancient Middle America Final exam are due by the end of Week 14, Saturday, 27 April 2019
Mexico
"Reigning Monarchs of the Aztec State" on p. 237
For Week 13 Activities see
s2019 The MA Case Study is due no later than the end of Week 13, Saturday, 20 April 2019
AVISO: Late Case Study papers will not be accepted unless (1) arrangements for an alternate date have been arranged in advance, or (2) medical emergencies or similar extraordinary unexpected circumstances make it unfeasible to turn in the assignment by the announced due date.
~
s2019 Wiki questions for the Ancient Middle America Final exam are due by the end of Week 14, Saturday, 27 April 2019
s2019 The MA Extra Credit Term Paper Term Paper is due by the end of Week 13, by Saturday, 20 April 2019.
AVISO: Late Extra Credit Papers will not be accepted unless (1) arrangements for an alternate date have been arranged in advance, or (2) medical emergencies or similar extraordinary unexpected circumstances make it unfeasible to turn in the assignment by the announced due date. Why?
~
s2019 Wiki questions for the Ancient Middle America Final exam are due by the end of Week 14, Saturday, 27 April 2019
Week 14 — The Late Postclassic: Aztecs (Week 14 starts on Thursday) Week 14 Memo
Three major driving forces of early exploration and colonization of Middle and South America were . . . spices
"pagan" souls to be saved
gold
Sweat of the Sun is a comparative look at gold . . .
At the very end of the film note the similarities between some of these practices at Laguna de Guatavita (Columbia) and the offerings at the sacred cenote at Chichén Itzá
s2019 The MA Extra Credit Term Paper Term Paper is due by the end of Week 13, by Saturday, 20 April 2019.
AVISO: Late Extra Credit Papers will not be accepted unless (1) arrangements for an alternate date have been arranged in advance, or (2) medical emergencies or similar extraordinary unexpected circumstances make it unfeasible to turn in the assignment by the announced due date. Why?
~
s2019 Wiki questions for the Ancient Middle America Final exam are due by the end of Week 14, Saturday, 27 April 2019
At the very end of the film note the similarities between some of these practices at Laguna de Guatavita (Columbia) and the offerings at the sacred cenote at Chichén Itzá
Use of AI-content generators for assignments in this class
When I taught Advanced Writing for the Social Sciences here at UMD, for over twenty-five years, my rule of thumb advice to students was to plan to spend 60% or more of their time and effort revising drafts (for academic type writing).
In 2001 Wikipedia appeared on the scene and very quickly became a useful tool asa starting point for many academic projects even though as an open-source resource the Wikipedia entries are not checked and verified in the same manner as other traditional reference materials.
Spelling and grammar checkers arrived on the general scene and helped with spelling and grammar checking, but, as you no doubt have discovered, they continue to require human editing.
And, of course, before that we had a selection of excellent Encyclopedia offering good starting points for many projects, the most popular being The Encyclopedia Brittanica.
And long before that there were libraries--since at least the days of Alexandria in Egypt, in the third century B.C.
The bottom line . . .
Today the evolution of research resources and aids continues with the relatively rapid appearance of ChatGPT and other automated content generators.
As many folks have already found out, they can be very useful as starting points, much like their predecessors. But, from the academic point of view, they are still only starting points.
Professors nationwide are for the most part advised, and even encouraged, to experiment with the potentials of ChatGPT and similar apps.
In this class it is fine to experiment, with the caveat that all of your written academic work demonstrates that your personal efforts—including content development and revision—reflect your personal originality, exploration, analysis, explanation, integrating and synthesizing of ideas, organizational skills, evaluation, and overall learning and critical thinking efforts.
That is to say you may experiment with the AI tool to do tasks such as e.g, brainstorming, narrowing topics, writing first drafts, editing text, and the like. AI-generated works should in no case be more than that.
In the end you need to become familiar enough with the various subjects, peoples, and places discussed in this class to research a topic and problem-solve on your own, and carry on an intelligent conversation about them in modern-day society . . . a conversation that goes byond your voicing an unsupported opinion.
For the record, what follows is the official UMD Academic Integrity Policy. Note that "unless otherwise noted by the faculty
member" this is the default policy.
"UMD’s Academic Integrity policy covers any work done by automated content generators such as ChatGPT or other generative artificial intelligence tools unless otherwise noted by the faculty
member. These tools present new challenges and opportunities."
"Within the confines of this
class The use of AI-content generators is strictly prohibited for any stage of homework/assignment
(e.g., draft or final product). The primary purposes of college are developing your thinking skills,
being creative with ideas, and expanding your understanding on a wide variety of topics. Using
these content generating AI tools thwarts the goal of homework/assignments to provide
students opportunities to achieve these purposes. Please make the most of this time that you
have committed to a college education and learn these skills now, so that you can employ them
throughout your life." -- Jennifer Mencl, UMD Associate Vice Chancellor, Academic Affairs, 10 May 2023
. "Academic dishonesty
tarnishes UMD's reputation and discredits the accomplishments of
students. UMD is committed to providing students every possible
opportunity to grow in mind and spirit. This pledge can only be
redeemed in an environment of trust, honesty, and fairness. As a
result, academic dishonesty is regarded as a serious offense by all
members of the academic community. In keeping with this ideal, this
course will adhere to UMD's Student Academic Integrity Policy, which
can be found at [http://www.d.umn.edu/conduct/integrity/Academic_Integrity_Policy.htm].
This policy sanctions students engaging in academic dishonesty with
penalties up to and including expulsion from the university for repeat
offenders."
— UMD Educational Policy Committee, Jill Jensen, Chair
(08/16/2007)
The instructor will enforce and students are expected to follow the University's Student Conduct Code [http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html].
Appropriate classroom conduct promotes an environment of academic
achievement and integrity. Disruptive classroom behavior that
substantially or repeatedly interrupts either the instructor's ability
to teach, or student learning, is prohibited. Disruptive behavior
includes inappropriate use of technology in the classroom. Examples
include ringing cell phones, text-messaging, watching videos, playing
computer games, doing email, or surfing the Internet on your computer
instead of note-taking or other instructor-sanctioned activities."
— UMD Educational Policy Committee, Jill Jensen, Chair
(08/16/2007)
Failure to comply with the above
codes and standards when submitting an Extra Credit paper will result in
a penalty commensurate with the lapse, up to and including an F final grade for the course, and, at a minimum, a reduction in total
points no fewer than the points available for the Extra Credit project.
The penalty will not simply be a zero for the project, and the
incident will be reported to the UMD Academic Integrity Officer in the
Office of Student and Community Standards.
A Note on "Cutting and Pasting" without the Use of Quotation Marks (EVEN IF you have a citation to the source somewhere in your paper)
If you use others' words and/or works you MUST so indicate that with the use of quotation marks. Failure to use quotation marks to indicate that the materials are not of your authorship constitutes plagiarism—even if you have a citation to the source elsewhere in your paper/work.
Patterned failure to so indicate that the materials are not of your own authorship will result in an F grade for the course.
Other instances of improper attribution will result in a 0 (zero) for the assignment (or a reduction in points equal to the value of an Extra Credit paper), and a reduction of one grade in the final grade of the course.
All incidents will be reported to the UMD Academic Integrity Officer in the
Office of Student and Community Standards as is required by University Policy.
Students with disabilities:
It is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities. If there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirements – such as time limited exams, inaccessible web content, or the use of non-captioned videos – please notify the instructor as soon as possible. You are also encouraged to contact the Office of Disability Resources to discuss and arrange reasonable accommodations. Please call 218-726-6130 or visit the DR website at www.d.umn.edu/access for more information.
, the “Portable Document Format” that is the open standard for document exchange. If you have problems with that format, please try "(.pptx)" 
, Office PowerPoint 2007. It is unlikely that you will have problems with both of them, but if you do, please let us know: 
