SPANISH AND THE AZTECS. Worldview's in conflict

Transcription

1 SPANISH AND THE AZTECS Worldview's in conflict

2 Gathering Information about the Aztec Worldview WHAT YOU WILL NEED: - 6 PIECES OF LINE PAPER - INCLUDE A TITLE AZTEC WORLDVIEW RETRIEVAL CHARTS. - CREATE A T-CHART WITH TWO COLUMNS. - LABEL ONE SIDE KEY ELEMENTS OF AZTEC LIFE AND THE OTHER EVIDENCE TO PROVE IT S A KEY ELEMENT. - YOU WILL CREATE 12 CHARTS IN TOTAL LABEL THEM: 1. GEOGRAPHY 2. RELIGION 3. TIME 4. EXPANDING THOUGH TRADE AND WAR 5. HIERARCHY 6. EDUCATION 7. CITIZENSHIP 8. LAWS 9. WEALTH 10. CORTEZ 11. MILITARY STRATEGY AND WEAPONS 12. DISEASE

3 Example: Aztec Worldview Retrieval Charts Format your charts like this! It will be the easiest to use when completing your Assignment! 1. Geography 2. Religion 3. Time 4. Expanding through trade and war 5. Hierarchy 6. Education 7. Citizenship 8. Laws 9. Wealth 10. Cortez 11. Military strategy and weapons 12. Disease

4 IN THIS UNIT YOU WILL INVESTIGATE THE FOLLOWING QUESTIONS: I N WH A T WA YS DI D I NTERCULTURAL CONTA CT B ETWEEN TH E AZTECS A ND TH E SPANISH A FFECT EACH SOCI ETIES WORLDVI EW? DI D TH EI R DI FFERENT WORLDVI EWS MEAN TH A T CONFLI CT WA S I NEVI TA BLE B ETWEEN TH E AZTECS A ND TH E SPANISH? WH A T FACTORS CONTRI B UTED TO TH E DOMI NANCE OF TH E SPANISH OVER THE AZTECS? TO WH A T EXTENT DOES PRESENT DAY MEXI CO REFLECT TH E EXPERI ENCE OF SPANISH -AZTEC CONTA CT?

5 WHO WERE THE AZTECS??? NINETEENTH-CENTURY HISTORIANS CREATED THE TERM AZTEC. THEY WERE REFERRING TO THE CIVILIZATION CREATED BY A NOMADIC TRIBE THE MEXICA DURING THE 15TH CENTURY. AZTEC MAY BE DERIVED FROM AZTLAN, THE PLACE FROM WHICH THE MEXICA BELIEVE THEY SET OUT TO FIND THEIR NEW HOME IN TENOCHTITLAN.

6 The Aztec s Legendary Trek Journal Entries. - THE TREK TO FIND THEIR PROMISED LAND HAD A SIGNIFICANT IMPACT ON THE AZTEC WORLDVIEW. - YOUR JOB IS TO PRETEND THAT YOU ARE AN AZTEC WHO IS ON THIS JOURNEY AND HAS KEPT A JOURNAL OF THEIR EXPERIENCES ALONG THEIR JOURNEY. - RECREATE A JOURNAL ENTRY EXPLAINING HOW THEIR WORLDVIEW IS CHANGING IN REGARDS TO GEOGRAPHY, TIME, AND BELIEFS.

7 WHERE DID THE AZTECS LIVE??? When the Spanish arrived in 1519, the area of present-day Mexico was home to many Indigenous groups.

8 CHAPTER 7: THE PEOPLE OF THE SUN In what ways do a group s collective beliefs and experiences contribute to shaping a unique identity?

9 WHAT WE WILL COVER The Aztec s Legendary Trek The land and religious beliefs The Power of the Mountains. An Island Home A Changing Geography

10 THE PEOPLE OF THE SUN - For the Aztecs their 150 year trek to find their new home land is important to understand the Aztec connection to the land.

11 THE LAND AND RELIGION The landscape was seen as both physical and sacred. Aztec s believed that the mountains brought them physically closer to God Temples were built in the shape of mountains. God commanded them to come to this place so they were determined to survive there. Geography

12 THE POWER OF THE MOUNTAINS The mountains has positive and negative consequences: It gave them security from invaders. However they were vulnerable to flooding. The Aztecs responded by building dams and aqueducts. Geography

13 AN ISLAND HOME The Island also provided safety. The Aztecs built three causeways to connect the island to the mainland. Causeways could be destroyed in case of an invasion. Geography

14 CHANGING THE GEOGRAPHY The Aztecs made changes to the physical geography because they were determined to survive on the land. One way that they changed the land way by Chinampas

15 CHANGING THE GEOGRAPHY - The Aztecs determination to live on the island forced them to change the physical geography by creating Chinampa s which were floating islands that were like gardens.

16 AN ISLAND HOME Geography - Provided the Aztecs with security. - Built causeways or bridges that to connect them to the mainland, and could be destroyed in case of an invasion. ***Importance of geography, as they adapted the land to make it more suitable****

17 SPANISH AND THE AZTEC'S AZTEC RELIGION: THE SACRED LANDSCAPE

18 Group Note-Taking Activity PERSON 1: USING PAGES PEOPLE CREATE NOTES FOR THE KEY ELEMENTS TIME AND RELIGION GEOGRAPHY. PERSON. PERSON 2: USING PAGES TWO PEOPLE CREATE NOTES FOR THE KEY ELEMENT EXPANDING THROUGH TRADE AND WAR SHARE YOUR NOTES WITH YOUR GROUP. YOU SHOULD HAVE ABOUT 6 PIECES OF KEY INFORMATION.

19 WHAT WE WILL COVER The Aztec s Legendary Trek The land and religious beliefs The Power of the Mountains. An Island Home A Changing Geography

20 WHAT WE WILL COVER Aztec Gods Aztec Calendars Human Sacrifice The New Fire Ceremony Being at the center of the world

21 WHY IS RELIGION IMPORTANT TO AZTEC WORLDVIEW? - Aztec religion impacts every part of their life. They had many Gods and believed that some Gods were more powerful than others.

22 AZTEC GODS Religion In groups of 4 read about FOUR of the Aztec Gods on page 159. As a group decide which God would you fear the most and why.

23 The Aztec calendar emphasized the close connection between gods and human beings, between the sacred and physical landscapes. AZTEC CALENDARS Time The Aztecs had two calendars the solar and the sacred. The sacred calendar was 260 days long. It took the sacred calendar exactly 52 years to catch up with the solar calendar. The sacred calendar told how the world began and how it will end.

24 AZTEC CALENDARS Time In the centre the Aztec calendar the god Tonatiuh has his tongue out to show he awaiting sacrificial blood. Aztecs believed that there were four eras before the present one. Each had previously been destroyed.

25 HUMAN SACRIFICE For the Aztecs, human sacrifice had a deeply religious significance.it was the strongest expression of their devotion to the gods, since they believed that the victims actually fed the Gods. Without it, the gods would grow sick and die. Religion

26 HUMAN SACRIFICE One of the reasons war was so important to the Aztecs was becauseit gave them the opportunity to capture new victims for sacrifice. Religion

27 AZTEC CEREMONIES Occurred every 52 years then the two calendars would catch up. Aztec religion was evident through the new fire ceremony. Aztecs would fast, and let their fires go out. Wait on their rooftops until the fire was lit by Tenochtitlan and brought a courier to relight their house fires. Religion or Time

28 TENOCHTITLAN AT THE CENTRE (PG 163) Religion Or Geography

29 TENOCHTITLAN AT THE CENTRE - The Aztecs believed that the world was a round and flat disc divided in to four sections. - Their capital city Tenochtitlan was at the centre. - They believed that they were in a special or location in the universe. Religion

30 TENOCHTITLAN AT THE CENTRE Right in the middle of the city was a large square, which contained a number of temples, including the Great Temple. To the Aztecs, Tenochtitlan was a model of the world, with the Great Temple at the very centre. Religion Or Geography

31 TENOCHTITLAN AT THE CENTRE Aztec priests sometimes built temples on mountain- tops, where they believed the physical and spiritual worlds met. As an urban or city-dwelling people, the Aztecs needed to create sacred places inside their cities. Religion Or Geography

32 TENOCHTITLAN AT THE CENTRE Temples were built in the shape of a pyramid to resemble a sacred mountain. The most magnificent of these was the Great Temple in Tenochtitlan, the physical and spiritual centre of the universe for the Aztec people. Religion Or Geography

33 EXPANDING THE EMPIRE The Aztecs formed trade and defense allies, The Aztecs took great pride in these two aspects of their character, the trader and the warrior. Trade and war were two important ways that the Aztecs expanded their empire.

34 EXPANDING THE EMPIRE Merchants would often travel with hundreds of slaves to carry back materials from the expedition which could take months at a time. Through Trade

35 EXPANDING THE EMPIRE Merchants also acted as spies for the Aztec army. They created maps that detailed which cities would be easily conquered. This was key information for Aztec leaders as they expanded their Empire. Through Trade

36 EXPANDING THE EMPIRE As soon as a baby boy was born his parents put a small bow and shield in his hands showing his commitment to his people. The Aztecs had a law that made every young man serve in the army. Through War

37 EXPANDING THE EMPIRE Aztecs profited from the conquered groups by collecting tributes in the forms of gifts, taxes. The Aztecs kept good records of what they received. Through War

38 Group Note-Taking Activity PERSON 1: USING PAGES PEOPLE CREATE NOTES FOR THE KEY ELEMENTS TIME AND RELIGION GEOGRAPHY. PERSON. PERSON 2: USING PAGES TWO PEOPLE CREATE NOTES FOR THE KEY ELEMENT EXPANDING THROUGH TRADE AND WAR SHARE YOUR NOTES WITH YOUR GROUP. YOU SHOULD HAVE ABOUT 6 PIECES OF KEY INFORMATION.

39 AZTEC SOCIAL HIERARCHY

40 Key Questions to Guide Your Research Pg What were the two main classes in the Aztec Social Hierarchy? Describe these roles. 2. What was the role of the Emperor? 3. How were family clans and society organized? Describe the characteristics of three calpolli. 4. How did Aztec s show their status in society? 5. How were people able to move upward in the Aztec social Hierarchy? AZTEC HIERARCHY

41 The Aztecs were divided into two main classes: Nobles Were a small percentage of the population which held most of the wealth. Many nobles became priests, government officials or teachers. Commoners: Anyone who was not a noble belonged to this class. Jobs for commoners included slaves farmers, or fishermen AZTEC HIERARCHY

42 The Emperor had many privileges and responsibilities: He was a human being but was treated like a God.

43 Society was organized in to units called Calpolli: Members lived in the same neighborhood and went to the same temple. Some calpolli were made up of people who did the same kind of job such as gold smiths or feather workers. Some were made up from close family ties. They elected council, owned land and collected taxes. AZTEC HIERARCHY SOCIETY

44 Society was organized in to units called Calpolli: Merchants: Richest Calpolli in Tenochtitlan. Provided knowledge about the geography and helped as advisors to generals. AZTEC HIERARCHY SOCIETY

45 Society was organized in to units called Calpolli: Farmers: Grew crops to feed the population. Were also skilled hunters and fishers, often sold what they caught. Paid taxes May have been asked to volunteer to work on projects for the state. AZTEC HIERARCHY SOCIETY

46 Society was organized in to units called Calpolli: Artisans: Were skilled crafts workers and made masks, gold smiths and feather workers were the most respect trades. The most-prized feather came from The Quetzal bird, which was associated with the feathered serpent.. AZTEC HIERARCHY SOCIETY

47 Signs of Status: Status was shown by the clothes and jewelry that the Aztec s wore and well as the size and location of their house. Moving up in Society The main way to move up in society was to have success on the battlefield. A warrior could move up from a commoner to nobility. AZTEC HIERARCHY SOCIETY

48 AZTEC EDUCATION

49 What do the Codices tell us about Aztec education??? Aztec Children were educated at home until they started school between ages How would starting school at the age of 15 affect your life? AZTEC EDUCATION

50 Aztec Children were pampered until the were about 3 years old. After that they were expected to be hard working and obedient. If they weren t they were harshly punished. The aim was to create citizens with A stone heart and a stone face AZTEC EDUCATION

51 Developing Questions for Inquiry Good questions are focused on and refer to only one topic. - They are written so that they cannot be answered using just one word. -They are written to help you understand a point of view, perspective or worldview. -Should be used to help you extend your understanding of a specific topic by making connections to familiar topics. INQUIRY PROCESS

52 Try it!!!! When you are about to buy something are you Torn between two brands? How do you end up making a decision? - Asking questions to weigh your options and evaluate preferences. - Asking questions to find out which products will best serve your purpose. Asking Questions????

53 Developing Questions for Inquiry Your topic: How are the Aztec social structure and education systems related? Individually write a series of 3 questions to help guide your research in understanding Aztec education. Share your ideas with the class. AZTEC EDUCATION

54 Sample Inquiry questions AZTEC EDUCATION Topic: How is Aztec social structure and education system related? 1. Did Aztec s value education? 2. Did everyone in Aztec society receive the same education? If yes what does this say about their society? If no how were people educated differently? (Define the types of schools and describe what people learned) 3. Did all Aztecs learn to read and write? Explain. 4. Were men and women educated differently?

55 Value of Education Education was valued in Aztec society because all school was free and every child went to school. AZTEC EDUCATION

56 The Aztecs Had Two Types of schools: Calmecac- was the schools for nobles located in their neighborhood, attached to the temple. Telpochcalli - was the school for commoners, they did not learn to read and write, everything was spoken and students learned through memorization. AZTEC EDUCATION

57 Nobles studied: (Take 3 samples) AZTEC EDUCATION

58 Commoners studied: Aztec history, religion, citizenship duties, music and dance for sacred ceremonies. Although most of their time was spent doing physical labour. Commoner Training: Most commoners were prepared at home for the family trade.. AZTEC EDUCATION

59 Aztecs Reading and Writing Reading and writing occurred using a system of glyphs Only Nobels learned to read and write. Commoners learned orally and through memorization and hands on work. AZTEC EDUCATION

60 Military Training in School At school boys trained to be warriors to defend the state. They were partnered and acted as soldier servants to learn how conduct themselves in battle. Boys became warriors at age fifteen. AZTEC EDUCATION

61 Aztec women and education Aztec s believed that women should be educated, and even though many women had to stop school when they had children some women would have jobs in the army, as doctors and healers because they had the most knowledge about medicinal herbs. AZTEC EDUCATION

62 Contributing to Society AZTEC CITIZENSHIP

63 Make The Connection! What do these men Have in Common???

64 Make The Connection! What do these men Have in Common??? Nelson Mandela

65 What do you think is the right information? Things to consider: How did the Aztecs promote good citizenship? What did the Aztecs believe were the characteristics of good a good citizen? AZTEC CITIZENSHIP

66 Based on this piece of text can you tell about AZTEC Citizenship? AZTEC CITIZENSHIP

67 Aztec Citizenship AZTEC SOCIETY FOCUSED ON PRODUCING CITIZENS WHO WOULD CONTRIBUTE TO THE COMMUNITY AND LESSONS FOR GOOD CITIZENSHIP WERE A PART OF CHILDREN'S EDUCATION.

68 In your opinion what are the most important characteristic of an idea Aztec citizen? AZTEC CITIZENSHIP

69 Contributing to Society AZTEC LAWS

70 Selecting the right information: Develop inquiry questions and answer them to select the right information to develop your understanding of how Aztec laws promoted good citizenship and protected the rights of all Aztec citizens. AZTEC LAWS

71 AZTEC LAWS Law is a key element of Aztec life because, peoples rights were protected by a system of written laws. The legal system was a powerful tool for maintaining order because it reminded citizens to be honest and obey the laws. All people no matter their class were bound by the law, however commoners were treated more harshly.

72 AZTEC LAWS The legal system had an appeal system where if someone was unsatisfied with a judgment they could go to a higher court and even the emperor. Judges based decisions on the evidence that was presented to them. Sentences tended to be slavery or even death for serious crimes.

73 AZTEC LAWS Slave Laws: Laws protected slaves from being beaten Being a slave was not seen as shameful. It was seen more like bad luck because it was not seen as permanent. Slaves could keep property and even have their own slaves. If a slave escaped to the palace from the market they were free. Children born in to slavery were born free.

74 Do you agree with the YCJA? The Youth Criminal Justice Act is the law that governs Canada's youth justice system. It applies to youth who are at least 12 but under 18 years old, who are alleged to have committed criminal offences. AZTEC CITIZENSHIP

75 The Impact of the Youth Criminal Justice Act

76 The Impact of the Youth Criminal Justice Act

77 AZTEC WEALTH -It was a drive for wealth and gold that made Cortes want to go to the new world. -The drive for wealth was what caused Cortes to attack the Aztecs. -The want to become rich or have lots of resources (gold, silver) was something the Aztecs and the Spanish had in common. -Quality of clothing and its patterns were signs of wealth in Aztec society. -Jewelry and the size and location of a person s house was also a sign of wealth.

78 CORTES Cortez and the rest of the people that went on expeditions from Spain had a not-so-secret formula for how to conquer a new piece of land and the people in it. Cortez was greedy, he did not want land, he wanted gold. He believed that the Caribbean would be a good place to make his fortune. Set traps for great leaders and threatened their lives if their followers did not obey their orders.

79 NOT-SO-SECRET FORMULA ( PG. 218) Cortes and the Spanish has a not so secret formula which they regularly used to guide them as they conquered groups of people. Their formula was a series of 5 steps. Your Task: Create a 5 step plan that you think would put you in the best position to conquer a group of people. Share with the class. How did your plan compare to the Spanish formula?

80 NOT-SO-SECRET FORMULA ( PG. 218) How did your plan compare to the Spanish formula?

81 MILITARY STRATEGY AND WEAPONS -Both the Spanish and the Aztecs had powerful tools war but they were not evenly matched. -The Spanish brought with them new weapons (Muskets) that were unknown to Aztecs which completely took them by surprise. -The biggest advantage that the Spanish had in battle were horses. -Moctezuma chose to wait to see what the Spanish would do first, rather than just attack. -Cortes used the Aztec s neighbors to their advantage.

82 DISEASE European explorers, traders and settlers brought diseases such as small pox and measles. Small pox epidemic broke out in Tenochtitlan, killing a large number of Aztec people.

83 DISEASE Gave the Spanish the advantage because it made the army weak and unable to fight the incoming Spanish army in the second time the Spanish attacked Tenochtitlan. Took away the Aztecs ability to be a warrior society, which was very important to their citizenship.

84 Explain how the Aztecs religious beliefs influenced where they decided to settle. AZTEC WORLDVIEW REVIEW

85 Where the Aztecs chose to settle forced the to adapt their physical geography. Explain how the Aztecs responded to the challenges that the MOUNTAINS presented? AZTEC WORLDVIEW REVIEW

86 Where the Aztecs chose to settle forced them to adapt their physical geography. Explain how the Aztecs responded to the challenges that their ISLAND HOME presented? AZTEC WORLDVIEW REVIEW

87 Provide one example of an Aztec god and describe how they influenced the actions and decisions of Aztec society AZTEC WORLDVIEW REVIEW

88 List the two types of Aztec calendars and explain how one represented the importance of Aztec religion AZTEC WORLDVIEW REVIEW

89 Explain two reasons why TRADE was so important to Aztec society. AZTEC WORLDVIEW REVIEW

90 Aztecs believed that SOCIETY as a whole was more important than the INDIVIDUAL. In what two ways did the Aztecs show this was significant? AZTEC WORLDVIEW REVIEW

91 Explain how Aztecs profited through war. AZTEC WORLDVIEW REVIEW