1. Hendrickson, Brett. The Healing Power of the Santuario de Chimayó: America s Miraculous Church. New York: NYU Press, 2017.
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1 1 HIST 3397 New Mexico: The History of Religion, Spirituality, and the Counterculture in the Land of Enchantment KNW, PRIE (Philosophical and Religious Inquiry and Ethics), Historical Contexts Breadth Credit: 3hrs Instructor: Jennifer Koshatka Seman, PhD REQUIRED TEXTS* 1. Hendrickson, Brett. The Healing Power of the Santuario de Chimayó: America s Miraculous Church. New York: NYU Press, Smith, Sherry. Hippies, Indians, and the Fight for Red Power. Oxford: Oxford University Press, Weber, David, and others. What Caused the Pueblo Revolt of 1680? New York: Bedford/St. Martin s, *The instructor will provide additional articles and readings. COURSE DESCRIPTION This interdisciplinary course will explore the history of New Mexico, focusing on the religions, spiritual practices, and counterculture movements that in many ways define it. We will briefly survey the colonial period, when New Mexico was part New Spain s northern frontier, the Mexican period ( ) when New Mexico was part of Mexico, and finally we will look more closely at the nineteenth and twentieth centuries when New Mexico became part of the United States. Throughout the course we will pay special attention to the categories of race and gender as we explore religion, spirituality, counterculture movements and the complex relations among the variety of people European, Native, Mexican, Anglo in New Mexico. COURSE OBJECTIVES 1. Students will gain an understanding of the history of New Mexico within the larger contexts of the American Southwest, Native American history, Spanish colonial history, the history of Mexico s northern frontier, and the U.S. West. 2. Students will gain an appreciation of the spiritual and cultural diversity that in some ways defines New Mexico and become familiarized with some of the historical and cultural forces that created it. 3. Students will become familiar with the ways in which religion, race, and gender operated in New Mexico, and see that the region we call the Southwest today is the result of earlier encounters both loving and violent between diverse groups of people.
2 2 LEARNING OUTCOMES 1. Students will be able to explain in their own prose the relationships between historical, spiritual, cultural, and intellectual currents that have shaped the southwestern region of the United States and contributed to making it a distinctive region within the larger United States and Mexico. 2. Students will be able to express the differences between and among Native American, Hispanic, and Anglo cultures in New Mexico, and articulate how these differences have affected the interaction among these groups. 3. Students will demonstrate the ability to use multi-disciplinary approaches analysis of literature, artifacts, and textual primary sources in understanding these complex issues. COURSE REQUIREMENTS AND GRADING Four Response Papers, two-pages minimum: 20% Research Paper (for SMU-in-Taos students, utilizing sources at the Fort Burgwin Library), 8-page minimum. 40% Discussion (participation and leading): 20% Final: 20% NOTE: In a shortened semester, attendance and participation in every class meeting and field trip is required. In the event that a situation arises in which you miss class or arrive late, you will have to make up the work missed, as per the instructor s direction. ACADEMIC HONESTY Students must share the responsibility for creating and maintaining an atmosphere of honor and integrity. Failing to properly cite sources, permitting others to prepare their work, using published or unpublished summaries as a substitute for studying required materials, or giving or receiving unauthorized assistance in the preparation of work to be submitted are directly contrary to the honest process of learning. Please refer to the honor code in the Student Handbook for a complete explanation of the code and a description of acts considered punishable under the code (Student Handbook pp ). NO ELECTRONIC DEVICES (including computers) are to be used during class, field trips, or with guest lecturers. Please turn off all electronic devices before class begins. There may be opportunities to take pictures with your phones or cameras during field trips, and in some cases I encourage this. We will discuss this on a case-by-case basis.
3 3 DISABILITY ACCOMODATIONS: Students needing academic accommodations for a disability must first contact the Coordinator of Student Services for Students with Disabilities ( to establish eligibility. Such students will then need to contact SMU-in-Taos office ( ) and the instructor (jseman@smu.edu) to make appropriate arrangements. RESPECT Some of the ideas and practices we will encounter in our readings, field trips and guest lectures may seem different, odd, or strange to you. As a representative of SMU, you are required to behave in a way that reflects positively on the university, which means treating the material, people, and places we encounter with the utmost respect even reverence when required. SCHEDULE This schedule is subject to change due to the availability of guest lecturers and field trips. Unit One: The History of New Mexico as an Indian and Spanish Region Class One Class Two Introduction to Course Lecture on the long history of the Southwest Introduction to Pueblo Revolt, explanation of discussion assignment. Reading: Weber, What Caused the Pueblo Revolt, vii-viii and 3-18 Field Trip: Taos Pueblo/Pot Creek Pueblo Pueblo Visits Discussion of Pueblo visit experience and Weber, What Caused the Pueblo Revolt Class Three What Caused the Pueblo Revolt? Presentations: Weber, What Caused the Pueblo Revolt? DUE: Taos Pueblo response essay DUE: Research paper bibliography and outline
4 4 Unit Two: Spirituality in the New Mexico Class Four Guest Lecture: Curandera Tonita Gonzales Class Five Class Six Spirituality in the Southwest, cont. Discussion of Tonita and curanderismo Chimayó readings and Brett Hendrickson, The Healing Power of the Santuario de Chimayó Chimayó Film (partial) DUE: Tonita Gonzales response essay Field Trip: Santuario de Chimayó Departure TBA Discussion: Chimayó, Sacred Spaces and Commercialization Unit Three: New Mexico and the Hippie Counterculture Class Seven Hippies and Indians in the New Mexico Counterculture Scene Lecture: New Mexico as a Mecca for the Counterculture Reading: Sherry Smith, Hippies, Indians, and the Fight for Red Power. DUE: Chimayó response essay Class Eight Field Trip: New Buffalo, Earth Ships, Dr. Ubelaker s Solar- Powered House Departure: TBA DUE: Hippies and Indians response essay Class Nine Guest Lecture: Dr. Michael Seman, A monumental shift: Urban symbology in the modern Southwest Film: The Last Conquistador THIRD AND FINAL DISCUSSION
5 5 Class Ten Class Eleven Class Research Presentations FINAL CLASS MEETING Final questions and comments; review for final. Urban Symbology Response Paper Due Class Twelve FINAL EXAM
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