University Course Description 

This class will rely on archaeological, ethnohistorical, and ethnographic sources to analyze the history of Peru through the processes that contributed to the rise of the Inca Empire and its legacy in current times. 

 

The first part of this class is devoted to understanding the Pre-Inca societies and the different responses and adaptations that took place in history. In the second section, we will discuss the origins of sociocultural complexity, the Andean policies, rituals, sociopolitical life, the rise of states and empires, conquest and colonialism, among other relevant topics. 

An additional component of the class is the creation of a capstone project that helps to promote the Inca culture in modern times, all aligned with UN sustainable development goals. 

 

 

 

Course Prerequisites 

There are no requirements for this class. 

 

Course Purpose  

Through history, we can learn how past societies, systems, ideologies, governments, cultures and technologies were built, how they operated, and how they have changed. The rich history of the world helps us to paint a detailed picture of where we stand today. 

Developing your knowledge of Incan history means developing your knowledge of all these different aspects of life.  All this knowledge makes them more rounded people who are better prepared to learn in all their academic subjects. 

 

How to Succeed in this Course 

 

All students take the midterm exam, final exam, and final paper or Capstone project. All students should consider the following points: 

 

Stay connected, take an active role in your learning and stay connected by logging into Schoology regularly. Use the online environment to interact, collaborate and engage with your instructor and classmates. 

Interact with your classmates, the best predictors of success in this course is a student’s level of engagement. Student-to-student interactions — like engaging in group work and using the course’s discussion forum to explore topics or questions that contribute to the learning process. 

Stay disciplined, set a schedule for course work – doing readings, viewing lectures, working on projects and assignments, studying for tests, etc. – and stick to it. Make a list of all the assignments and exams you must finish and their deadlines, and do not procrastinate. 

Reach out, contact your instructor if you have any questions or need to clarify something. Your instructor can offer ideas or solutions if you need additional considerations because of factors (e.g. family needs, slow/low internet capabilities) that impact your ability to complete your work, so be sure to reach out well in advance. 

 

Course Objectives 

Discuss and understand primary and secondary sources that shed light upon any aspect of Incan history. 

Demonstrate a comprehensive understanding of the origins of complex societies, and the roles that their rituals and economic life had on the pre-Hispanic Andes. 

Develop an argument about a not well-known archeological site in the Cusco region and discuss its history, academic potential and its possible impacts on tourism. 

 

Student Learning Outcomes 

 

By the end of this course, students will be able to: 

Understanding of the origins of complex societies, and the roles that their rituals and economic life had on the pre-Hispanic Andes. 

Comprehend synchronism of Pre-Colonial societies in the Cusco region. 

Understand the potential and its possible impacts on tourism 

 

Required Texts and/or Readings and Course Materials 

All reading materials will be distributed electronically in Cusco. No books are required for this class.  

 

Grading Scale 

 

Grading Scale (%) 

94-100 

A 

90 – 93 

A- 

87 – 89 

B+ 

84 – 86 

B 

80 – 83 

B- 

77 – 79 

C+ 

74 – 76 

C 

70 – 73  

C- 

67 – 69 

D+ 

64 – 66 

D 

60 – 63 

D- 

0 – 59 

F 

 

Grade Categories and Weights 

Evaluation will be ongoing and will take in consideration the issues established in the competencies and in their use by each student. The dates for the Midterm and Final Exam will be indicated by ISA. Readings, tasks, class work and written reports are evaluated. 

 

Assessment 

Percent of Final Grade 

Ongoing evaluation (homework, field trips reports, quizzes, written work, readings, research, projects, and presentations) 

50% 

Participation in Class (oral participation, discussion, and attitude in class) 

10% 

Capstone project  

20% 

Midterm 

10% 

Final Exam 

10% 

 

 

Essay and Project Assignments  

 

CAPSTONE PROJECT: Students must create a capstone project focused on a pre-Columbian archaeological complex. This document can be based on projects developed by students from previous semesters, or it can be a new and innovative proposal. The final project must be to follow the UN sustainable development goals. 

 

FINAL EXAM: The final exam will be administered during class time on the date noted in the class schedule. The exam will review the entire course. The exam will be graded out of 100%. Rescheduling of exams will not be accepted except in cases of documented unforeseeable emergencies. Traveling and fieldwork do not qualify as such; so please, plan accordingly. 

 

FINAL PRESENTATION: The final presentation will be based on the capstone project and should focus on the analysis of their research. The students can use PowerPoint, or any other media approved by the professor. The presentation will not exceed 15 minutes and will not be shorter than 10 minutes. 

 

LATE PAPER POLICY: Late papers will not be accepted except in cases of unforeseeable emergencies. The same policy applies for granting extensions. Traveling and fieldwork do not qualify as such. The syllabus schedule will be held to; please plan accordingly. 

Provide students with a primer on how to perform well in this course specifically. Given the subject matter, are there certain study strategies you suggest? Many students may benefit from an overall introduction to effective study techniques. Consider also listing what students need to know as they begin this course, including specific knowledge or content that should have been mastered in previous courses. It can be very beneficial to provide them with links to learn more if they need to get up to speed with particular skills or knowledge sets. 

 

Course Schedule 

COURSE SCHEDULE 

Week  

Chapter 

Learning Procedure 

Content 

1 

Introduction 

Class explanation, methodology explanation, class agreements. 

We will get a full explanation about the class, field trips, and any other relevant dates.  

1 

Pre-Inca  

societies 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pre-Inca  

societies 

 

Class Introduction  

We will understand the geographical and historical context of Peru. 

Caral Supe 

We will discuss the oldest civilization in The Americas. 

Chavin 

We will understand why Chavin became an ancient shrine and a current legacy. 

2 

Paracas 

We will analyze the most relevant point of the Paracas Culture. 

Moche 

We will understand the legacy of Moche culture 

2 

Capstone project assessment 

The students will discuss the Capstone project 

Nazca 

We will analyze the most relevant points of the Nazca Culture. 

3 

Wari 

We will understand the importance of the Wari culture on the Inca empire. 

Tiwanaku 

We will understand the importance of the Tiwanaku culture on the Inca empire. 

3 

Field trip 1 

Visit an archeological sites or museum 

Chimu 

We will analyze the most relevant points of the Chimú Culture. 

4 

Chachapoyas 

We will understand the importance of the Chachapoyas culture on the Inca empire. 

Cusco region pre-Inca societies 

We will discuss archaic period   

Capstone project assessment 

The students will discuss the Capstone project 

5 

Origin of the Incas: Myths & Pachacuti 

We will analyze the myths related to the origins of the Inca empire and the real origin of the Inca empire 

Field trip 2 

Visit an archeological sites or museum 

6 

Mid-term exam 

NO 

NO 

The Inca Economy 

Labor, Agriculture and Livestock 

We will understand the labor system, the agriculture and the  Livestock in the Inca society and the develop 

 technology related to this topic 

Field trip 3 

Visit an archeological sites or museum 

7/8 

The Inca Economy 

Militarism 

We will understand the importance of the militarism in the Inca society 

Metallurgy 

We discuss the importance of metallurgy for religion and Inca society 

8/9 

The Quipus 

The importance of the Quipus as a taxation and quantification system 

Inca architecture 

The importance of Inca Architecture as engineering advances.  

Capstone project assessment 

The students will discuss the Capstone project 

9/10 

The Inca society  

Field trip 4 

Visit an archeological sites or museum 

Dualism and Cast system 

We will understand the meaning of Dualism un the Inca Society and the complex cast system in the Inca empire. 

Religion 

We will analyze the main Inca deities and gods. 

11/ 12 

Spanish conquest  

Capstone project assessment 

The students will discuss the Capstone project 

The fall of the empire and Spanish arrival and its aftermath 

We will understand the main events related to the collapse of Inca empire. 

13/14 

Final exam 

NO 

NO 

Final Presentation 

 

Capstone Presentation 

NO 

Capstone Presentation 

NO 

Capstone Presentation 

NO 

Capstone Presentation 

NO 

***SCHEDULE SUBJECT TO CHANGE*** 

 

Field trips: 

Wanakawri sacred mountain. 

Incan city of Maucallacta 

Incan city of Tipon and pre-Incan citadel of Pikillacta 

Saqsayhuaman and Qenqo 

Qorikancha (optional) 

Course Policies: Student Expectations 

 

Attendance and Punctuality: 

Attendance and punctuality are basic requirements for an effective discussion and team-based course. Beyond that, each person's frequency, and quality of contribution to the class discussion will be assessed and reflected in the class participation score. 

 

Five absences (excused or unexcused) lower the final course grade by five points (approximately a half letter grade). The final course grade will be lowered an additional five points for each class missed over and above the first three. If the student accumulates more than five unexcused absences, he/she will be placed on academic probation, and the home university will be notified. In the event of an emergency or illness, students should petition for an excused absence from the professor with the appropriate documentation within a week of the absence. 

 

Missing a reading/video session counts as 1.5 absences; missing a field trip counts as two absences. The third time a student is more than 10 minutes late to a class, it will be considered an unexcused absence. 

 

 

Late Work Policy: 

There are no makeups for assignments (presentations, leading reading sessions, and exams), unless the student demonstrates need in advance (and the Professor agrees) that a significant life-event prevents him/her from attending class, or if a documented emergency is provided. The following are not acceptable excuses: scheduled flights or trips, scheduled non-emergency doctor appointments, picking up relatives or friends at the airport, etc. If a student schedules something else during a class when is to give a presentation, lead a discussion session, or take an exam, the student will get a zero for that grade. 

 

In the event of an excused absence, students will be expected to confer with the professor regarding the possibility of making up any missed coursework, homework and/or exams. In the event of an unexcused absence, students are responsible for any missed coursework and notes, but late homework will not be accepted. 

 

Professionalism Policy: 

Bear in mind you are in a professional school and a member of a learning community. Thus, you are expected to comport yourself as a professional person. For instance, be on time for class, do not leave the class while it is in progress for other than emergencies -if you need to do so, make sure you ask the professor for permission-, turn off cell phones, and be respectful of others’ viewpoints even if you disagree with them, do not use improper language, do not put your feet up on your desk, raise your hand if you want to participate, and dress appropriately for professional activities. 

 

Food and Drink Policy: 

No food is allowed in the classroom. Your understanding of the necessity for this policy and cooperation will be greatly appreciated. This policy will be strictly enforced.