Name: __________________________WHAP 101Mediterranean, Persia and the Americas - 2.2 – Classical Civilizations

Standard 4.0 3.5 Not a 3.5 yetKey Concept 2.2 The Development of States and Empires

55 –50 points

49- 40 points Less than 40 points

Take complete notes of the packet _______/10 pointsFill out graphic organizer for SAQs ______/5 points Short Answer Question (SAQ) Test ______/ 40 points

1. Summarize the following into 2-3 sentences below

As the early states and empires grew in number, size, and population, they frequently competed for resources and came into conflict with one another. In quest of land, wealth, and security, some empires expanded dramatically. In doing so, they built powerful military machines and administrative institutions that were capable of organizing human activities over long distances, and they created new groups of military and political elites to manage their affairs. As these empires expanded their boundaries, they also faced the need to develop policies and procedures to govern their relationships with ethnically and culturally diverse populations: sometimes to integrate them within an imperial society and sometimes to exclude them. In some cases, these empires became victims of their own successes. By expanding their boundaries too far, they created political, cultural, and administrative difficulties that they could not manage. They also experienced environmental, social, and economic problems when they overexploited their lands and subjects and permitted excessive wealth to be concentrated in the hands of privileged classes. 

Context of 2.2- Classical Civilizations

Part I- The Greeks and the Persians Go to the following Website, that is linked to Mr. Wood’s website- Freemanpedia – Persian Empire- http://www.freeman-pedia.com/persian-empire

Label the following Persian Empires on the map on the next page with the area that they conquered (one point each)

ACHAEMENID (550-330 BCE)PARTHIAN (247 BCE-224 CE)SASSANID (224-651 CE)

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- Also labelThe Royal Road (one point)Greece (one Point)

Step one – in a group of three use your phone(s) to look up the following word and write a definition in your own words.

Tough Test Terms Administrative ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Legitimize ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

General History TermsCoerced ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Commodity ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Exploited ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Greece and the Mediterranean Vocabulary – Greece

1. ALPHABET Def-

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2. HOMER Def-

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3. ATHENS Def-

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4. SPARTA Def-

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5. MACEDONIA Def-

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6. ALEXANDER the GREAT Def-

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Watch and take notes on the video that is linked to Mr. Wood’s website - History of the Phoenicians- https://www.youtube.com/watch?v=ojiOLBt7q_YWatch from 1:50 – 4:55, 8:25 – 12:35 Focus your notes on- Trade and goods, alphabet, statues (their role in trade), where they traded

Watch and take notes on the video that is linked to Mr. Wood’s website - Greek Colonization- https://www.youtube.com/watch?v=pCt_0EjK0l8

Colonization and the Growth of Trade

Why might a polis want to establish a colony?

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How did colonization affect Greek culture, Politics and economics?1.

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2.

Trade in Ancient Greece http://www.ancient.eu/article/115/Trade was a fundamental aspect of the ancient Greek world and following territorial expansion, an increase in population movements, and innovations in transport, goods could be bought, sold, and exchanged in one part of the Mediterranean which had their origin in a completely different and far distant region. Food, raw materials, and manufactured goods were not only made available to Greeks for the first time but the export of such classics as wine, olives, and pottery helped to spread Greek culture to the wider world.

TRADED GOODS

Goods which were traded within Greece between different city-states included cereals, wine, olives, figs, pulses, eels, cheese, honey, meat (especially from sheep and goats), tools (e.g.: knives), perfumes, and fine pottery, especially Attic and Corinthian wares.

THE MOST IMPORTANT TRADE EXPORTS WERE WINE AND OLIVES, WHILE CEREALS, SPICES, & PRECIOUS METALS WERE IMPORTED.

Fine Greek pottery was also in great demand abroad and examples have been found as far afield as the Atlantic coast of Africa. Other Greek exports included wine, especially from Aegean islands like Mende and Kos, bronze work, olives and olive oil (transported, like wine, in amphorae), emery from Delos, hides from Euboea, marble from Athens and Naxos, and ruddle (a type of waterproofing material for ships) from Keos.

The goods available at the market places (agorai) of major urban centres which were imported from outside Greece included wheat and slaves from Egypt, grain from the Black Sea (especially via Byzantium), salt fish from the Black Sea, wood (especially for shipbuilding) from Macedonia and Thrace, papyrus, textiles, luxury food such as spices (e.g.: pepper), glass, and metals such as iron, copper, tin, gold and silver.

Take notes here

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Watch and take notes on the video that is linked to Mr. Wood’s website Engineering an Empire – Greece https://www.youtube.com/watch?v=5d2-BmEa_YI&t=2356s

- Take 15 – 20 notes, focusing on the following areas-

10:50 – 13:40 – Mycenaean, Agamemnon, Homer- Iliad and Odyssey 7:10 – 9:10, - Persian War 27:05 – 30:25 - Pericles – “Golden Age of Athens”41:05 - 44:14 – End of Pericles + Peloponnesian War

Part II- Persian Empires and Alexander the GreatVocab Words:

1. Achaemenid Empire (550–330 BCE)Def.

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2. Parthian Empire (247 BCE–224 CE). Def.

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3. Sassanid Empire, or Neo-Persian Empire (224–651 CE)Def.

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4.  Zoarastrianism.Def.

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5. Edict of Toleration Restoration Def.

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6. Cyrus the GreatDef.

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7. Darius the GreatDef.

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8. The Royal Road- Def.

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9. Battle of Marathon- Def.

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10. Alexander the Great – Def.

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HS. Go to the website APWorldipedia 2.2- Key Concept 2.2 The Development of States and Empires - http://apworldipedia.com/index.php?title=Key_Concept_2.2_The_Development_of_States_and_Empires

The Persian Empire is even more complex as it went through several permutations. The first Persian Empire was

the Achaemenid Empire (550–330 BCE) which reached its height under Cyrus the Great. At its peak it

encompassed present day Iraq and Iran, Syria, Israel, Anatolia, parts of Egypt, the Arabian peninsula, much of

Central Asia, and Macedonia to the north of classical Greece. The antagonism between the Persians and Greek

civilization would provoke the wrath of Alexander the Great, whose conquest of Persia ended the Achaemenid

Empire. 

Much smaller than its predecessor was the Parthian Empire (247 BCE–224 CE). The Partians were the arch rivals

of the Roman Empire and defeated them in Rome's early attempts at eastward expansion. This conflict evoked the

most famous political propaganda in Roman history, the Augustus of Prima Porta (on the left). Brazened on the

breastplate of Augustus is the Parthian general returning the battle standards lost to the Romans in earlier defeats,

a great diplomatic triumph for Caesar Augustus.

The last of the Persian Empires was the Sassanid Empire, or Neo-Persian Empire (224–651 CE). The collapse of

the Sassanid Empire in 651 C.E. was one of the primary factors in the rapid spread of Islam in the next unit of study.

One result of these Persian Empires was the diffusion of religious ideas associated with Zoarastrianism. 

Watch and take notes on the video that is linked to Mr. Wood’s website – Engineering an Empire – The Persians https://www.youtube.com/watch?v=k6cmvM5oj3Q

Focus on the following as you watch the video: 10:00- 11:35 – Cyrus the Great of the Achaemenid Empire

The Royal Road – 19:44- 22:20 – This road was built by Darius The Great of the Achamenid Empire

26:05- 29:43, 33:20-36:10, 41:10- 44:30- Battle of Marathon – Persian Wars- This is where Persia was trying to take over Greece-Xerxes Alexander the Great – what was his effect on the Persian Empire

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Look at the Freemanpedia reading handout about Persia, you may highlight the reading or take notes below:

Read the following handouts that Mr. Wood gives you and do the SCAP steps

Reading #1 – Reading from Herodotus

S- Speaker

What’s the speaker’s POV?

C- Context

Does this fit in an “age” or an “era”?

A- Audience

Who is the speaker writing for? Does the audience “side” with the speaker?

P- Purpose

Can you summarize in one sentence, the main idea, argument, or persuasion in the doc?

Alexander the GreatFrom Wikipedia, the free encyclopedia

This article is about the ancient king of Macedonia. For other uses, see Alexander the Great (disambiguation).

Alexander III of Macedon (20/21 July 356 BC – 10/11 June 323 BC), commonly known as Alexander the Great (Greek: Ἀλέξανδρος ὁ Μέγας, Aléxandros ho Mégas Koine Greek: [a.lék.san.dros ho mé.gas]), was a king (basileus) of the Ancient Greek kingdom of Macedon [a]  and a member of the Argead dynasty. He was born in Pella in 356 BC and succeeded his father Philip II to the throne at the age of twenty. He spent most of his ruling years on an unprecedented military campaign through Asia and northeast Africa, and he created one of the largest empires of the ancient world by the age of thirty, stretching from Greece to northwestern India.[1][2] He was undefeated in battle and is widely considered one of history's most successful military commanders. [3]

During his youth, Alexander was tutored by Aristotle until age 16. After Philip's assassination in 336 BC, he succeeded his father to the throne and inherited a strong kingdom and an experienced army. Alexander was

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awarded the generalship of Greece and used this authority to launch his father's Panhellenic project to lead the Greeks in the conquest of Persia.[4][5] In 334 BC, he invaded the Achaemenid Empire (Persian Empire) and began a series of campaigns that lasted ten years. Following the conquest of Anatolia, Alexander broke the power of Persia in a series of decisive battles, most notably the battles of Issus and Gaugamela. He subsequently overthrew Persian King Darius III and conquered the Achaemenid Empire in its entirety.[b] At that point, his empire stretched from the Adriatic Sea to the Indus River.

He endeavored to reach the "ends of the world and the Great Outer Sea" and invaded India in 326 BC, winning an important victory over the Pauravas at the Battle of the Hydaspes. He eventually turned back at the demand of his homesick troops. Alexander died in Babylon in 323 BC, the city that he planned to establish as his capital, without executing a series of planned campaigns that would have begun with an invasion of Arabia. In the years following his death, a series of civil wars tore his empire apart, resulting in the establishment of several states ruled by the Diadochi, Alexander's surviving generals and heirs.

Alexander's legacy includes the cultural diffusion and syncretism which his conquests engendered, such as Greco-Buddhism. He founded some twenty cities that bore his name, most notably Alexandria in Egypt. Alexander's settlement of Greek colonists and the resulting spread of Greek culture in the east resulted in a new Hellenistic civilization, aspects of which were still evident in the traditions of the Byzantine Empire in the mid-15th century AD and the presence of Greek speakers in central and far eastern Anatoliauntil the 1920s. Alexander became legendary as a classical hero in the mold of Achilles, and he features prominently in the history and mythic traditions of both Greek and non-Greek cultures. He became the measure against which military leaders compared themselves, and military academies throughout the world still teach his tactics.[6][c] He is often ranked among the most influential people in human history.[7]

Watch and take notes on the video that is linked to Mr. Wood’s website -Engineering an Empire –- Alexander that Great https://www.youtube.com/watch?v=GdpYtF7V5Eg&t=2s

- Take 15 – 20 notes, focusing on the following areas3:10- 4:45, 8:00 – 9:27 – King Phillip 16:30- 21:05, 28:35 – 30:25 Alexander The Great

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Part III- Civilizations of the Americas

Go to the following Website, that is linked to Mr. Wood’s website- Freemanpedia- China - http://www.freeman-pedia.com/persian-empire-4

Map #1 – Label the following areas on the Map,

- Maya area- Olmec Area- Tikal- Chichen Itza- Teotihuacan

Label the following on the map on the next Page ½ point each - Moche culture area- Sipan- Huaca Cao Viejo- El Brujo

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Vocabulary1. Teotihuacan –

Def.

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2. Tikal Def.

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3. Ball Game Def.

HS. 4. Maya

Def.

HS. 5. Moche

Def.

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6. Grand ChacoDef.

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7. Anasazi Def.

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8. CahokiaDef.

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Teotihuacan – Civilization of the Americas

Read and take notes from the following website

Teotihuacan- http://www.ancient.eu/Teotihuacan/

by Mark Cartwright published on 17 February 2015

Teotihuacan, located in the Basin of Central Mexico, was the largest, most influential, and certainly most revered city in the history of the New World, and it flourished in Mesoamerica's Golden Age, the Classic Period of the first millennium CE. Dominated by two gigantic pyramids and a huge sacred avenue, the city, its architecture, art, and religion would influence all subsequent Mesoamerican cultures, and it remains today the most visited ancient site in Mexico.

HISTORICAL OVERVIEWIn relation to other Mesoamerican cultures Teotihuacan was contemporary with the early Classic Maya (250 - 900 CE) but earlier than the Toltec civilization (900-1150 CE). Located in the valley of the same name, the city first formed between 150 BCE and 200 CE and benefitted from a plentiful supply of spring water which was channelled through irrigation. The largest structures at the site were completed before the 3rd century CE, and the city reached its peak in the 4th century CE with a population as high as 200,000. Teotihuacan is actually the Aztec name for the city, meaning "Place of the Gods"; unfortunately, the original name is yet to be deciphered from surviving name glyphs at the site.

The city's prosperity was in part based on the control of the valuable obsidian deposits at nearby Pachuca, which were used to manufacture vast quantities of spear and dart heads and which were also a basis of trade. Other goods flowing in and out of the city would have included cotton, salt, cacao to make chocolate, exotic feathers, and shells. Irrigation and the natural attributes of local soil and climate resulted in the cultivation of crops such as corn, beans, squash,

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tomato, amaranth, avocado, prickly pear cactus, and chili peppers. These crops were typically cultivated via the chinampa system of raised, flooded fields which would later be used so effectively by the Aztecs. Turkey and dogs were for food, and wild game included deer, rabbits, and peccaries, whilst wild plants, insects, frogs, and fish also supplemented a diverse diet. In addition, the city displays evidence of textile manufacturing and crafts production. Teotihuacan also had its own writing system which was similar to, but more rudimentary than, the Maya system and generally limited in use to dates and names, at least in terms of surviving examples.

At its peak between 375 and 500 CE, the city controlled a large area of the central highlands of Mexico and probably exacted tribute from conquered territories via the threat of military attack. Teotihuacan's fearsome warriors, as depicted on murals, carry atlatl dart-throwers and rectangular shields, and they wear impressive costumes of feather headdresses, shell goggles, and mirrors on their backs. Evidence of cultural contact in the form of Teotihuacan pottery and luxury goods is found in elite burials across Mexico and even as far south as the contemporary Maya centres of Tikal and Copan.

Mysteriously, around 600 CE, the major buildings of Teotihuacan were deliberately destroyed by fire, and artworks and religious sculptures were smashed in what must have been a complete changing of the ruling elite. The destroyers may have been from the rising city of Xochicalco or from within in an uprising motivated by a scarcity in resources, perhaps acerbated by extensive deforestation (wood was desperately needed to burn huge quantities of lime for use in plaster and stucco), soil erosion, and drought. Whatever the reason, after this climatic event, the wider city remained populated for another two centuries but its regional dominance became only a memory.

ARCHITECTURAL LAYOUT & FEATURESThe city, covering over 20 square kilometres, has a precise grid layout oriented 15.5 degrees east of true north. The city is dominated by the wide Avenue of the Dead (or Miccaotli as the Aztecs called it) which is 40 metres wide and 3.2 km long. The avenue begins in agricultural fields and passes the Great Compound or market place, Citadel, the Pyramid of the Sun, many other lesser temples and ceremonial precincts, and, culminating at the Pyramid of the Moon, points towards the sacred mountain Cerro Gordo…

PYRAMIDS OF THE SUN & MOONThe five-level Pyramid of the Sun was actually built over a much earlier sacred tunnel-cave and natural spring. The structure, constructed c. 100 CE, has six platforms and measures 215 metres along the sides and towers 60 metres high, which made it one of the biggest structures ever built in the ancient Americas. The present exterior, which would have once had a facing of smooth lime plaster, covers a slightly smaller earlier pyramid built over a massive mud-brick and rubble interior. The top once had a small temple structure, reached by a flight of stone stairs climbing the entire pyramid and which split and rejoined higher up. Inside the pyramid is a 100 metre-long tunnel which leads from beneath the outside staircase to a four-winged chamber, unfortunately, looted in antiquity but probably once a burial chamber or shrine.The Pyramid of the Moon is very similar to, albeit slightly smaller than, it’s neighbour the Pyramid of the Sun. The present exterior covers six progressively smaller pyramids. Constructed c. 150 CE there is no inner chamber as in the Sun pyramid, but the foundations did contain many dedicatory offerings such as obsidian and greenstone felines and eagles and a

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single person. Offerings were also buried at each subsequent construction stage. And three males were buried just beneath the summit; the accompanying precious jade objects suggest they were important Maya nobles. There are also the remains of sacrificed animals including pumas, rattlesnakes, and birds of prey.

Take notes and Watch the following video linked to Mr. Wood’s website - Pyramids of Death: Teotihuacan, Mexico- https://www.youtube.com/watch?v=Y-zSNSny9aE

Watch from 2:00 – 4:50, 5:30 – 6:05, 9:00 – 11:35, 12:40 – 13:55 Remember that Teotihuacan was built many years before the Aztecs had their empire! Teotihuacan was a city built in the Classical Era, The Aztecs had their empire in the Post-Classical and Early Modern Empire

The Pyramid of the Sun (top) is the largest structure in the ancient city of Teotihuacan, Mexico, and one of the largest buildings of its kind on the Western Hemisphere. http://www.nationalgeographic.com/archaeology-and-history/archaeology/teotihuacan/

Overview Look at the entire visual image- write 2-3 details that explains what is in this image. This is “big picture,” and not a small detail in part of the image.

Parts Focus on the parts of the visual (read labels, look for symbols, study the details). Write 2-3 details about what the individual parts/symbols mean or represent?

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Title Write the title and 2-3 details about what the title tells you about the image.

I learned that Name 2-3 major ideas or concepts that you learned from this map

Context Use the clues in the visual image to establish when the document was created. Provide 2-3 examples that show this (if the year is listed that counts as one).

The Maya– Civilization of the Americas

GO TO THE FOLLOWING WEBSITE LINKED TO MR. WOOD’S WEBSITE MAYA- HTTP://WWW.HISTORY.COM/TOPICS/MAYAStep one- Watch the video and take notes – this is on top of the website

Step two- take notes on the reading from the same website above

MAYAThe Maya Empire, centered in the tropical lowlands of what is now Guatemala, reached the peak of its power

and influence around the sixth century A.D. The Maya excelled at agriculture, pottery, hieroglyph writing,

calendar-making and mathematics, and left behind an astonishing amount of impressive architecture and

symbolic artwork. Most of the great stone cities of the Maya were abandoned by A.D. 900, however, and since

the 19th century scholars have debated what might have caused this dramatic decline.

LOCATING THE MAYAThe Maya civilization was one of the most dominant indigenous societies of Mesoamerica (a term used to describe Mexico and Central America before the 16th century Spanish conquest). Unlike other scattered indigenous populations of Mesoamerica, the Maya were centered in one geographical block covering all of the Yucatan Peninsula and modern-day Guatemala; Belize and parts of the Mexican states of Tabasco and Chiapas; and the western part of Honduras and El Salvador. This concentration showed that the Maya remained relatively secure from invasion by other Mesoamerican peoples.Among the earliest Maya a single language existed, but by the Preclassic Period a great linguistic diversity developed among the various Maya peoples. In modern-day Mexico and Central America, around 5 million people speak some 70 Maya languages; most of them are bilingual in Spanish.

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…the Maya of the southern lowland region reached their peak during the Classic Period of Maya civilization (A.D. 250 to 900), and built the great stone cities and monuments that have fascinated explorers and scholars of the region.

CITIES OF STONE: THE CLASSIC MAYA, A.D. 250-900The Classic Period, which began around A.D. 250, was the golden age of the Maya Empire. Classic Maya civilization grew to some 40 cities, including Tikal, Uaxactún, Copán, Bonampak, Dos Pilas, Calakmul, Palenque and Río Bec; each city held a population of between 5,000 and 50,000 people. At its peak, the Maya population may have reached 2,000,000.Excavations of Maya sites have unearthed plazas, palaces, temples and pyramids, as well as courts for playing the ball games that were ritually and politically significant to Maya culture. Maya cities were surrounded and supported by a large population of farmers. Though the Maya practiced a primitive type of “slash-and-burn” agriculture, they also displayed evidence of more advanced farming methods, such as irrigation and terracing.

The Maya were deeply religious, and worshiped various gods related to nature, including the gods of the sun, the moon, rain and corn. At the top of Maya society were the kings, or “kuhul ajaw” (holy lords), who claimed to be related to gods and followed a hereditary succession. They were thought to serve as mediators between the gods and people on earth, and performed the elaborate religious ceremonies and rituals so important to the Maya culture.

The Classic Maya built many of their temples and palaces in a stepped pyramid shape, decorating them with elaborate reliefs and inscriptions. These structures have earned the Maya their reputation as the great artists of Mesoamerica. Guided by their religious ritual, the Maya also made significant advances in mathematics and astronomy, including the use of the zero and the development of a complex calendar system based on 365 days. Though early researchers concluded that the Maya were a peaceful society of priests and scribes, later evidence–including a thorough examination of the artwork and inscriptions on their temple walls–showed the less peaceful side of Maya culture, including the war between rival Mayan city-states and the importance of torture and human sacrifice to their religious ritual.Serious exploration of Classic Maya sites began in the 1830s. By the early to mid-20th century, a small portion of their system of hieroglyph writing had been deciphered, and more about their history and culture became known. Most of what historians know about the Maya comes from what remains of their architecture and art, including stone carvings and inscriptions on their buildings and monuments. The Maya also made paper from tree bark and wrote in books made from this paper, known as codices; four of these codices are known to have survived.

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LIFE IN THE RAINFORESTOne of the many intriguing things about the Maya was their ability to build a great civilization in a tropical rainforest climate. Traditionally, ancient peoples had flourished in drier climates, where the centralized management of water resources (through irrigation and other techniques) formed the basis of society. (This was the case for the Teotihuacan of highland Mexico, contemporaries of the Classic Maya.) In the southern Maya lowlands, however, there were few navigable rivers for trade and transport, as well as no obvious need for an irrigation system….

MYSTERIOUS DECLINE OF THE MAYAFrom the late eighth through the end of the ninth century, something unknown happened to shake the Maya civilization to its foundations. One by one, the Classic cities in the southern lowlands were abandoned, and by A.D. 900, Maya civilization in that region had collapsed. The reason for this mysterious decline is unknown, though scholars have developed several competing theories.

Some believe that by the ninth century the Maya had exhausted the environment around them to the point that it could no longer sustain a very large population. Other Maya scholars argue that constant warfare among competing city-states led the complicated military, family (by marriage) and trade alliances between them to break down, along with the traditional system of dynastic power. As the stature of the holy lords diminished, their complex traditions of rituals and ceremonies dissolved into chaos. Finally, some catastrophic environmental change–like an extremely long, intense period of drought–may have wiped out the Classic Maya civilization. Drought would have hit cities like Tikal–where rainwater was necessary for drinking as well as for crop irrigation–especially hard.

All three of these factors–overpopulation and overuse of the land, endemic warfare and drought–may have played a part in the downfall of the Maya in the southern lowlands. In the highlands of the Yucatan, a few Maya cities–such as Chichén Itzá, Uxmal and Mayapán–continued to flourish in the Post-Classic Period (A.D. 900-1500). By the time the Spanish invaders arrived, however, most Maya were living in agricultural villages, their great cities buried under a layer of rainforest green.

Moche – Civilization of the Americas

Read and take notes from the following website linked to Mr. Wood’s website: The Moche Culture - Beginner's Guide to History and Archaeology - http://archaeology.about.com/od/mterms/qt/moche.htm

by K. Kris HirstUpdated February 12, 2017

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The Moche culture (ca. AD 100-750) was a South American society, with cities, temples, canals and farmsteads located along the arid coast in a narrow strip between the Pacific Ocean and the Andes mountains of Peru. The Moche or Mochica are perhaps best known for their ceramic art: their pots include life-sized portrait heads of individuals and three-dimensional representations of animals and people.

Many of these pots, looted long ago from Moche sites, can be found in museums throughout the world: not much more about the context from where they were stolen is known.

Moche art is also reflected in polychrome and/or three-dimensional murals made of plastered clay on their public buildings, some of which are open to visitors. These murals depict a wide range of figures and themes, including warriors and their prisoners, priests and supernatural beings. Studied in detail, the murals and decorated ceramics reveal much about the ritual behaviors of the Moche, such as the Warrior Narrative.

MOCHE POLITICS AND ECONOMY

The Moche were a stratified society with a powerful elite and an elaborate, well-codified ritual process.

The political economy was based on the presence of large civic-ceremonial centers that produced a wide range of goods which were marketed to rural agrarian villages. The villages, in turn, supported the city centers by producing a wide range of cultivated crops. Prestige goods created in the urban centers were distributed to rural leaders to support their power and control over those parts of society.

During the Middle Moche period (ca AD 300-400), the Moche polity was split into two autonomous spheres divided by the Paijan Desert. The Northern Moche capital was at Sipan; the southern at the Huacas de Moche, where the Huaca de la Luna and Huaca del Sol are the anchor pyramids.

The ability to control water, particularly in the face of droughts and extreme rainfall and flooding resulting from the El Niño Southern Oscillation drove much of the Moche economics and political strategies. The Moche built an extensive network of canals to increase agricultural productivity in their regions. Corn, beans, squash, avocado, guavas, chili peppers, and beans were grown by the Moche people; they domesticated llamas, guinea pigs and ducks. They also fished and hunted plants and animals in the region, and traded lapis lazuli and spondylus shell objects from long distances.

The Moche were expert weavers, and metallurgists used lost wax casting and cold hammering techniques to work gold, silver, and copper.

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While the Moche did not leave a written record (they may have used the quipu recording technique that we have yet to decipher), the Moche ritual contexts and their daily lives are known because of excavations and detailed study of their ceramic, sculptural and mural art.

MOCHE ARCHITECTURE

In addition to the canals and aqueducts, architectural elements of Moche society included large monumental pyramid-shaped architecture called huacas which were apparently partly temples, palaces, administrative centers, and ritual meeting places. The huacas were large platform mounds, built of thousands of adobe bricks, and some of them towered hundreds of feet above the valley floor.

On top of the tallest platforms were large patios, rooms and corridors, and a high bench for the seat of the ruler.

Most of the Moche centers had two huacas, one larger than the other. Between the two huacas could be found the Moche cities, including cemeteries, residential compounds, storage facilities and craft workshops. Some planning of the centers is evident, since the layout of the Moche centers are very similar, and organized along streets.

Ordinary people at Moche sites lived in rectangular adobe-brick compounds, where several families resided. Within the compounds were rooms used for living and sleeping, craft workshops, and storage facilities. Houses at Moche sites are generally made of well-standardized adobe brick. Some case of shaped stone foundations are known in hill slope locations: these shaped stone structures may be of higher status individuals, although more work needs to be completed.

MOCHE BURIALS

A wide range of burial types are evidenced in Moche society, roughly based on the social rank of the deceased. Several elite burials have been found at Moche sites, such as Sipán, San José de Moro, Dos Cabezas, La Mina and Ucupe in the Zana Valley. These elaborate burials include a considerable quantity of grave goods and are often highly

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stylized. Often copper artifacts are found in the mouth, hands and under the feet of the interred individual.

Generally, the corpse was prepared and placed in a coffin made of canes. The body is buried lying on its back in a fully-extended position, head to the south, upper limbs extended. Burial chambers range from an underground room made of adobe brick, a simple pit burial or a "boot tomb. Grave goods are always present, including personal artifacts.

Other mortuary practices include delayed burials, grave reopenings and secondary offerings of human remains.

MOCHE VIOLENCE

Evidence that violence was a significant part of Moche society was first identified in ceramic and mural art. Images of warriors in battle, decapitations, and sacrifices were originally believed to have been ritual enactments, at least in part, but recent archaeological investigations have revealed that some of the scenes were realistic portrayals of events in Moche society.

In particular, bodies of victims have been found at Huaca de la Luna, some of which were dismembered or decapitated and some were clearly sacrificed during episodes of torrential rains. Genetic data supports the identification of these individuals as enemy combatants.

Take notes and Watch the following video linked to Mr. Wood’s website: On the Trail of Moche Gold- https://www.youtube.com/watch?v=xpOtlEQfcbU

Watch from 3:30 – 6:30Were was the Moche culture?

What can be learned about the Moche culture through their art?

Take notes on the lecture by the brilliant teacher - Fall of the Moche- https://www.youtube.com/watch?v=g29we6fbhtI&t=5s

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The Anasazi and Chaco Canyon – Civilization of the Americas Take notes and Watch the following video linked to Mr. Wood’s website: MYSTERY OF THE ANASAZI - Discovery History Science (full documentary) - https://www.youtube.com/watch?v=F8pdWThfcKM

Watch from 0:45 – 3:00, 5:25- 6:55Take notes on the Anasazi and Grand Chaco (where they lived in the cliffs)

Overview Look at the entire visual image- write 2-3 details that explains what is in this image. This is “big picture,” and not a small detail in part of the image.

Parts Focus on the parts of the visual (read labels, look for symbols, study the details). Write 2-3 details about what the individual parts/symbols mean or represent?

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Title Write the title and 2-3 details about what the title tells you about the image.

I learned that Name 2-3 major ideas or concepts that you learned from this map

Context Use the clues in the visual image to establish when the document was created. Provide 2-3 examples that show this (if the year is listed that counts as one).

Take notes and Watch the following video linked to Mr. Wood’s website: Cahokia - City of the Sun - https://www.youtube.com/watch?v=GAXBA2Pt9wE Watch from 1:05 – 8:15

Overview Look at the entire visual image- write 2-3 details that explains what is in this image. This is “big picture,” and not a small detail in part of the image.

Parts Focus on the parts of the visual (read labels, look for symbols, study the details). Write 2-3 details about

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what the individual parts/symbols mean or represent?

Title Write the title and 2-3 details about what the title tells you about the image.

I learned that Name 2-3 major ideas or concepts that you learned from this map

Context Use the clues in the visual image to establish when the document was created. Provide 2-3 examples that show this (if the year is listed that counts as one).

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