Assignment<\/strong><\/p>\n Select 1\u20132 primary sources created before 1800 and produced in the Andes during the Inca Empire or Spanish colonial period. Your source(s) should be drawn from the following categories: a) Inca clothing or objects, b) religious artwork, c) colonial oil portraiture, or d) colonial chronicles. From what you have learned about the dynamics of empire, how does the primary source reflect power differentials in the Andean context? Whose cultural perspectives are being represented in the source(s) and how do those perspectives differ? If your analysis of the primary source(s) indicates that change has happened over time, who or what is responsible for this change and how can it be characterized?<\/strong><\/p>\n Your essay should situate and contextualize the primary source(s) using academic reference sources. You will also be required to integrate two scholarly, peer-reviewed articles or books into your essay. You need not conduct independent research for this assignment; please see the Historical Analysis Source Guide<\/a> for an extensive annotated bibliography of primary and secondary sources.<\/strong><\/p>\n Your final paper will be between 5\u20136 pages in length (no more than 7) and will be worth 35% of your writing grade.<\/strong><\/p>\n <\/p>\n <\/i> Learning Goals<\/strong><\/p>\n <\/i> Required Reading<\/strong><\/p>\n Before you begin brainstorming for this assignment, make sure you have read the following:<\/p>\n <\/i> The Writing Process<\/strong><\/p>\n This essay will be an exercise in historical analysis, a method that evaluates primary sources to understand change over time and the perspectives assumed by individuals and communities towards one another and events. In effect, historians are interested in the question of who did what to whom<\/b> and why<\/b>. Rachel O\u2019Toole\u2019s\u00a0Writer\u2019s Handbook<\/i>\u00a0chapter, \u201cWhat Historians Do and Why We Do It,\u201d demonstrates that primary sources are anything but one-sided. Rather, historians interpret primary sources in various ways, with some interpretations refining, extending, challenging, or contradicting others. History is not an objective, neutral summary of events. Rather, history is a perspectival practice of generating interpretations backed by evidence.<\/p>\n Selecting Primary Artifacts for Analysis and Posing Historical Research Questions<\/b><\/strong><\/p>\n First, you must choose a primary source that interests you. <\/b>O\u2019Toole has assembled a selection of primary sources from this context and grouped them into four categories: a) Inca clothing or objects, b) religious artwork, c) colonial oil portraiture, or d) colonial chronicles. \u00a0As you peruse the Historical Analysis Source Guide<\/a>, think also about the topics from lecture and readings about the Andes that have captured your attention this quarter. If you decide to write about two primary sources, we suggest that you select sources of the same general type (e.g., two uncus<\/i>, two oil portraits, etc.), but which each represent a different perspective, location, or period of time. It may be helpful to begin by asking research questions of one primary source and then explore a second primary source once you have begun exploring historians\u2019 interpretations of the first.<\/p>\n You should begin by analyzing the form and intended purpose of the primary source you have chosen. If you are investigating an article of Inca clothing or an object, you should pose questions about its materiality, style, craftsmanship, utility, and intended function. If you are analyzing a religious artwork or oil portrait, you should pose questions of composition, iconography, and art historical context (e.g., to what school, movement, or style did the artist belong?). If you are examining a colonial chronicle, you should pose questions about rhetorical posture, use of diction and figurative language, and the intended audience and reception history of the text. Regardless of the medium of the primary source you have chosen, you will need to try to understand the perspective of the object\u2019s maker, as well as his or her likely objectives in creating the artifact.<\/p>\n Take, for example, O\u2019Toole\u2019s explication of the two kero<\/i> images in \u201cWhat Historians Do and Why We Do It.\u201d<\/p>\n The first kero<\/i><\/a> (left) was produced prior to the Spanish conquest in 1530; the second kero<\/i><\/a> (right) was made after 1550. While these two objects are of the same type of artifact, they exhibit clear formal differences: the first features geometric carving and the second painted representational images of an Incan victory. Some of these formal divergences might be attributable to the difference in time in which each kero <\/i>was produced. As O\u2019Toole argues, these cups can represent how Andeans adapted (or did not adapt) to Spanish colonialism, as attitudes towards the memory of the Inca empire shifted and came to signify the possibility of indigenous resistance. Using these two primary sources\u2014along with other evidence\u2014a historian could conjecture that \u201cthe continued use of the same type of ritual vessel with a narrative of Inca military victory suggests that the Inca political elite were still alive and kicking, even after the Spanish conquest\u201d (O\u2019Toole 121).<\/p>\n This example requires the contrast between two primary sources to demonstrate ideological change over time. The assignment, however, allows for you to focus on one or two primary sources for your essay. If you choose to focus on a single primary source, the following questions may be useful in articulating your claims:<\/p>\n If you select two primary sources (ideally of the same medium or type), the following questions may be useful in articulating your claims:<\/p>\n To answer these preliminary questions and to generate more nuanced questions about your specific primary source, you will need to locate relevant scholarly secondary sources that respond to the same, or similar, research questions.<\/p>\n As you know from course readings, one secondary source that helps contextualize this image is Thomas Cummins\u2019s \u201cWe Are the Other: Peruvian Portraits of Colonial Kurakakuna<\/i>.\u201d Cummins argues that these kuraka<\/i> portraits \u201cpermitted Peruvians to celebrate their \u2018otherness\u2019 as it were, their Indian heritage in such a way as to inculcate passive acquiescence to Spanish rule and relentless economic exploitation\u201d (208). He doesn\u2019t analyze this particular portrait or evaluate its formal features; but his essay is an excellent starting point through which to find other sources.<\/p>\n You can use Cummins\u2019s essay in a number of ways. First, you can scan his bibliographical information to see what other essays he cites, some of which might be more in tune with your own questions. Second, you can refer to the Library of Congress terms on the copyright page of this book. These terms appear on the second page of the pdf and include the terms: \u201cIndians of South America,\u201d \u201cAndes Region,\u201d and \u201cPeru-History-Conquest.\u201d Using these, you can extend your search using Library Search<\/a>, Academic Search Complete<\/a>, Google Scholar<\/a>, or the discipline-specific database Historical Abstracts<\/a>. You will find other useful digital resources on the Winter Quarter page of the UCI Humanities Core Course Library Guide<\/a>, as well as the UCI Library History<\/a> Subject Guide.<\/p>\n\n
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\n![\"Incan](\"https:\/\/core.humanities.uci.edu\/wp-content\/uploads\/2018\/11\/incan-kero-1-e1543630528691.jpeg\")
\n\t\t\t<\/div><\/figure>![\"Colonial](\"https:\/\/core.humanities.uci.edu\/wp-content\/uploads\/2018\/09\/colonial-inka-style-kero.png\")
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Locating and Assessing Scholarly Secondary Sources<\/b><\/h4>\n
![\"Portrait](\"https:\/\/core.humanities.uci.edu\/wp-content\/uploads\/2016\/05\/Unknown-Portrait-Nusta-200x300.jpg\")
O\u2019Toole has compiled a number of primary and secondary sources in the Historical Analysis Source Guide<\/a> and has assigned invaluable secondary sources as a part of your course reading. Your task is to move beyond the arguments presented in lecture. For this assignment, you may rely on the Historical Analysis Source Guide or choose to expand your search to other scholarly sources. Either way, you will be required to integrate two scholarly secondary sources into your essay, one of which may be an assigned course reading. These texts will help you to situate your primary sources in context, as well as to elucidate the scholarly conversation among historians about your given topic. Suppose, for example, that you have chosen to write your essay about a colonial oil portrait, the Portrait of a \u00d1usta <\/i>(1730-50) housed at the Museo Inka in Cusco, Peru (left).<\/p>\n