Aztec Society - Social Studies Chapter 8 - PDF

AZTEC SOCIETY Social Studies – Chapter 8  For the Good of the People How does a society’s way of looking at the world influence its customs, choices, and decisions? Which elements of worldview do you think we will be discussing in this chapter? For the...

AZTEC SOCIETY Social Studies – Chapter 8  For the Good of the People How does a society’s way of looking at the world influence its customs, choices, and decisions? Which elements of worldview do you think we will be discussing in this chapter? For the Good of the People 3 Topics - 3 Sections: The Aztec Social Hierarchy Aztec Education Contributing to Society For the Good of the People For the Good of the People The Aztecs had a strong belief in fate - that life was destined to follow a certain path. How might a belief in fate affect the action an emperor might take? What details of this image reflect Aztec thinking about religion?  Opener Activities Identify some common superstitions and how they might influence a person’s actions. Why might some cultures or communities have stronger beliefs in omens and superstitions than others? What does the structure of Aztec society tell us what was important to them? What do we value as Canadians???  Old Navy The Gap How do we perceive these retail stores? Why? Where do you want to purchase your clothing? Why?  High End Vehicles What would you want to drive? Where Do You Want To Live? 1 3 2 4 Chapter 8: Section 1 – Aztec Social Hierarchy Section Inquiry: How did the structure of the Aztec society tell us what was important to the Aztec people? A) The Role of the Emperor Commander of the Army Head of State B) Family Clans Merchants Farmers Artisans C) Signs of Status Moving up in Society Aztec Social Structure Aztec society was built upon a hierarchy. Typically you were born into a particular class and that determined what you did in life. Some examples of people moving up through the ranks by their own efforts. Aztec Social Structure Omens were very important and interpreted by the emperor. Usually stayed where born but could move through hard work. Aztec Social Hierarchy Compare the Aztec social hierarchy with the system that existed in the feudal system of Western Europe Feudal Aztec Hierarchy Hierarchy Draw a picture of the Feudal Hierarchy in your notes to compare The Medieval Hierarchy What similarities or differences do you notice? A) The Role of the Emperor Was at the very top of hierarchy. Called “Great Speaker” A) The Role of the Emperor Treated like a god, never questioned, given all the luxuries. Carried on screened platform draped with ocelot skins. Had many responsibilities too. Commander of the Army Had to be a skilled warrior. Had to know many military strategies. Also had to know how to lead others. Head of State Before making important decisions he would consult his council of priests and nobles for advice. Ultimate decision was his as he was the “chief priest”. Good of the entire empire rested on his shoulders. B) Family Clans - Calpolli Aztec society was organized into units called calpolli. Members of the same calpolli lived in the same area and worshiped at the same temple. They were based on the same work or close family ties. B) Family Clans - Calpolli Calpolli owned the land its members lived on and had a captain and council that were elected by the calpolli. Council assigned land/houses, collected taxes, kept neighbourhood clean. Electing local leaders gave some political power to commoners.  Calpolli Emperor Merchants Artisans Farmers Top of the Aztec Richest of the Provided Skilled hunters hierarchy Calpolli fashionable and fishers clothes and works of art Treated like a “God” Prized Goods Goldsmiths, Grew crops for and acted as Feather Workers everyone/gave spies and Mask up a share in the makers most form of taxes respected Commanded the Army Valuable for Feathers worn Donate hours of plotting only by nobility labour to work attacks on state projects Head of State (Priests/ Taxes used to Quetzel feathers Nobles enrich the used to honor Aztec State Quetzalcoatl Merchants Were the richest calpolli. Brought back goods and information from their travels. Valuable during war planning because had spied on other cities. The taxes paid on profits enriched Aztec state. Farmers Were skilled hunters and fishers. Sold goods to increase family’s wealth. Gave up a share of produce to taxes. Didn’t grow crops just for selves, also gave to the larger group. Donated hours to labour projects for the state. Artisans Craft workers were kept busy with the demand for luxury goods. Mask-makers, goldsmiths, and feather workers were most respected. Feather creations were most valued – Quetzal bird  C) Signs of Status In Aztec society, the three most important ways of indicating your position in society were expressed through: clothing jewelry size and location of your house List some examples of status symbols in our society. Social Mobility Main way to move up was battlefield success. Wanted prisoners to sacrifice. Taking four prisoners was automatic eligibility for membership in a higher social status and became jaguar warrior. Commoners could become nobles this way. Clothing & Homes Commoners = clothing of cactus fibre, one story house Nobles = cotton clothing, two story house Aztec Social Structure ❑ The Aztec social hierarchy included 2 main classes: nobles Emperor commoners. Nobility & Priests Merchants, ❑ Each rank in society had Artisans, Soldiers its own responsibilities Farmers, Fishers & Women and contributed to the good of the Aztec Empire. Slaves The Division of Clans: Pipiltin Priests, Warriors & Nobles Commoners Macehualtin & Mayeques Nobility (Pipiltin) The ruling class Top positions in government, army and priesthood Emperor was #1 Nobility Expected to conduct themselves exemplary way. Punished more severely if they were disobedient. Priests Boys from all classes could study to become priests Top Ranking positions reserved for The Pipiltin. Most important job is to offer Human Sacrifice to the Gods Priests Men in priesthood did not marry Women Priests received specific jobs worshiping goddesses Commoners Middle Class (Macehualtin) Could improve status by gaining recognition in the military, becoming a priest, merchant, artisans or trader. Warriors were seen as equals to the Nobility Commoners Peasants (Mayeques) Worked land of the nobles Built and maintained temples Paid taxes and tribute. They could keep what was left over. Commoners Tlacotin (Slaves) Lowest of the Low Nobody born a slave – sold self if they could not afford to pay debts Owners only owned the work they did Slaves could buy back freedom Zoom In: the Tlatelolco market Tlatelolco market was held every day and a source of Aztec pride. Could hold 60,000 people and 25,000 came daily. Had its own police and judges. All levels of people could mingle here. Ran on barter system, cacao beans were used like money. Video: History of Chocolate Learn about the importance of the cacao beans in history  Reflect: How was Status determined in Aztec Society? Why do you think it was important for the Aztecs to distinguish nobles from commoners Why do you think the nobles might be the only ones able to add height to their homes? Section 2 – Aztec Education Section Inquiry: How are a society’s social structure and its educational system related? A) Schools for Nobles Reading, Writing, and Counting B) Military Training C) Education for Commoners D) Educating Aztec Women Aztec Childhood Aztec children were educated at home before they started school It is estimated they started school between the ages 10 and 15 Children were pampered until they were three, then they were supposed to be hard-working and obedient Aztec Childhood If children were disobedient, they were punished. Turn them into citizens with “a stone heart and a stone face” What does it mean? How does this fit with citizenship? Video: Growing up Aztec Learn about the what is was like to be an Aztec kid Education Education was highly valued in Aztec society Schooling was free Every child went to school, this is called universal education Education Taught religious rituals, singing, dancing and music Passed traditions from one generation to the next Most information passed through stories Education Two kinds of schools Calmecac (call-MEH-cakh) Telpochcalli (tell-poach-CALL-lee) A) Schools for Nobles The calmecac was the school for children born into the nobility located in the neighbourhood where nobles lived and it was often attached to a temple studied codices to learn about their society Religion was also an important part of their education Schools for Nobles What they studied What they trained to be Astronomy/Astrology Generals in the Army Mathematics Judges Reading Priests Writing Scribes Music High government officials Law Diplomats The Calendar Teachers Reading, Writing and Counting All higher education was based on the ability to read and write using glyphs instead of letters Only nobles would learn how to read and write Commoners received their education through the spoken word How does this reinforce the social hierarchy? Reading, Writing, and Counting What is our counting system based on? The Aztec counting system was based on the number 20 Counted fingers and toes It took on a sacred meaning Each month had 20 days The picture below (right side) shows some numbers recorded in the Aztecs way. Can you work out what the numbers are in the box on the left? Try it for fun! B) Military Training All Boys trained as warriors After completing training they would serve as a soldier's servant and follow the army to observe At 15 years old, boys would become warriors themselves and take an active role in battle The eagle and jaguar were the most prestigious military orders Why do you think this is? Video: Army Rank & Promotion Learn about the what is was like to be an Aztec warrior Mandatory Military Service Mandatory military for Aztecs – conscription. Why would this have been important in their society? C) Education for Commoners Telpochcalli Learned through rote memorization. Taught history, religion, citizenship duties, flutes, drums, sacred dances. Boys did manual labour, all received trade training at home too. D) Educating Aztec Women Women had little power but received education. At 16 got married and moved in with husband and educated own children. Women went with the army as doctors and healers, some became priestesses, other matchmakers and midwives. Exploring Sources: an Aztec mother advises her daughter Mother tells daughter how to act in public. Similar to advice that would be given today.  Think About It When an Aztec girl was born, their umbilical cord was placed beneath the family fireplace When an Aztec boy was born, their umbilical cord was buried in a battlefield What do these actions tell us about gender roles? Gender Roles Women Cared for household and family Could not have a position of power Women Could do crafts, run business and control their own property Received legal protection from marital abuse If marriage ended women had automatic custody of children. Gender Roles Men Did physical work and were forced to join the army when soldiers were needed. Children Start work at roughly age 5 Girls married in mid-teens Boys married in late teens/early twenties Gender Roles in Education Boys and Girls were taught separately! Boys Learned Girls Learned Occupational skills To manage households for their spouses History Spinning and weaving Religious practices Morality Characteristics of good citizenship Religion Elements of warfare History How to be a warrior Traditions Contributing to Society Section Inquiry: How can society promote good citizenship? A) Aztec Citizenship The Ideal Aztec Citizen B) Laws and Lawmaking Slave Laws Contributing to Society Different societies express their worldviews in the way they expect their citizens to act. A) Aztec Citizenship Aztec society was focused on producing good citizens that would contribute to society. Students were given lessons on religion and good behavior. Also important to respect elders.  Exploring Sources: Lessons in Citizenship Students were given lessons on religion and good behavior. Also important to respect elders. What values do these lessons promote? Are these important values today? The Ideal Aztec Citizen Aztecs had a very clear notion of what this meant: B) Laws and Lawmaking Aztecs had their rights preserved in written laws Powerful for maintaining order because all expected to follow the laws. Nobles even more because were supposed to be an example. Law Courts Even had courts of appeal. Decisions based on evidence. Lesser crimes resulted in fines or slavery. No prisons so more serious crimes = death. Exploring Sources: Aztec Laws Montezuma set up code of common law for people that did not interfere with their restricted liberty. Slave Laws Slaves were so important to the economy that they had own laws. If beaten and died the noble that caused the death would be executed. If escaped and made it to emperor’s palace they would be freed. Slave Laws Slavery was considered bad luck not shameful. Was not considered a permanent condition. Could keep property, even own slaves, until debt paid, children born to slaves were free. Captives of war were slaves. Voices: What kind of justice? Retributive justice Restorative Justice Based on the belief that This was the system that an offender needs to the Aztecs used. repair the harm that they Based on the belief that have done. people who break the law Used in a lot of First should be punished. Nations communities. Also mainly what we use in Canada today. What type of justice was used in many First Nation communities? Think about a sentencing circle.  Retributive Justice This was the system that the Aztecs used. Based on the belief that people who break the law should be punished. Also mainly what we use in Canada today.  Crime and Punishment ▶ What consequences do you think people should face when they misbehave or break the rules? ▶ Read the behavior/crimes listed on the next slide and write down what you think the punishment should be. Behaviour Punishment Skipping class Smoking on school property Vandalizing the School Selling Drugs at School Shoplifting a video game from Wal-Mart Breaking Curfew Beating someone to death (the intention of not killing them)* Killing someone intentionally ** Taking advantage of children *** Stealing a vehicle and speeding down the highway Multimillion dollar break and enter followed by arson. Reflect What type of justice system do you think works best? Why? Write your answer in your notes and be prepared to share your ideas Aztec Laws Review 1. Rights protected by set of _____________ 2. _____ citizens had to follow laws 3. Nobles seen as role models- therefore ________ punishments 4. Court system –powerful tool for social __________ 5. Lesser crimes = fines or _____________ 6. Serious crimes = _____________ 7. Slave laws: a. protected rights because important source of _____________ b. could gain freedom if escaped to __________ from marketplace Video: Let’s Play Ball Try It! Chapter Review 1. Which of the following phrases describes a worldview which was not generally shared by members of the Aztec nation? a) A belief that the gods controlled all aspects of their world. b) A desire to conquer or control a greater amount of territory. c) The commitment to protect the state from enemies. d) The conviction that people should be able to choose any religion Answer D Chapter Review 2. Use the following features of Aztec society to answer Questions 1 and 2: a) Feature 1: Aztec society was set up in groups called calpolli, usually made up of people from the same families or occupations. b) Feature 2: The Aztec Emperor had clearly defined roles as the Head of State and leader of the army. c) Feature 3: The clothes worn by Aztecs gave a clear indication of their position in society. d) Feature 4: The children of nobles and commoners in Aztec society went to different schools. Chapter Review The features listed above could best be used to support the conclusion that Aztec society a) was based on a hierarchical social structure b) was highly organized and democratic c) valued the wants of the individual over the needs of the state d) encouraged the concept of equality among all citizens Answer A Chapter Review 3. Which statement could best be used to create a Feature 5, which would support the same position as the other four Features? a) The Aztec economy was based on a complicated system of trading and barter. b) Aztecs believed that obedience to superiors help preserve the social order. c) Slaves in Aztec society were often allowed to own property and have their rights protected. d) Punishment in Aztec courts was often the death sentence. Answer B Chapter Review 4. With which one of the aspects of Aztec society below would people in Canada today most likely agree? a) The Aztec use of slavery and human sacrifice. b) The belief in the god-like status of the leader, the Emperor. c) Laws which regulate the type of clothing worn by different social classes. d) Beliefs which value citizens who would contribute to the nation. Answer D Chapter Review 5. Which of the following facts about slavery in Aztec society could be used to defend the position that conditions for Aztec slaves were not as bad as in some other cultures? a) Slavery was used as a form of punishment for some crimes. b) Slaves were often used as human sacrifices to nourish the Aztec gods. c) Slaves had the chance to work their way out of slavery and become citizens. d) Slaves performed the jobs in society not considered fit for ordinary citizens. Answer C Chapter 8 Medieval society in Europe and the Aztec civilization in Mexico were most similar in that both societies a) believed that all citizens should receive education b) were centered around one major city c) gave the leader ultimate power in making decisions d) encouraged citizens to improve their social status Answer C Chapter Review 6. The main goal of education in Aztec society was to a) create loyal citizens to strengthen the state b) allow citizens to explore their interests and use their talents c) teach children about other cultures and civilizations d) encourage students to be independent, critical thinkers Answer A Chapter Review 7. Large scale Aztec projects such as the building of causeways, dykes and temples were most likely paid for by a) contributions made by the nobles and warriors b) selling farm goods and crafts in the marketplace c) profits made from the sale of slaves d) taxes paid by the merchants and farmers Answer D Chapter Review 8. Which of the following facts about the social classes in Aztec society describes a feature which applied only to the nobility? a) Education was considered an important preparation for citizenship for this class. b) Leaders such as priests and government officials came from this class. c) The legal system and the rights of others had to be respected. d) Obedience to superiors was enforced, to preserve social order Answer B Think-Pair-Share Discussion Topic: Comparing Aztec society to Medieval European society Think about: – How are they similar? – How are they different? – Which do you prefer? Why Talk about this with a partner Share with larger class in a discussion