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Project GLADMESOAMERICAN and INCAN CIVILIZATIONSWritten by Jody Bader and Melissa DeLeeuw

Level 6/7

IDEA PAGES

UNIT THEME- Social Systems and Interactions; Technological Specialzation Focus on Maya, Toltec, Aztec, and Inca civilizations The consequences of European Explorations and Colonization

FOCUS/MOTIVATION CCD Observation Charts Inquiry Charts Chants Big Book Awards

CLOSURE Home-School Connections Processing Charts Student made tests Classroom based assessment Student made big books

CONCEPTS Great civilizations were formed in the Americas. These civilizations were able to develop technological specializations

because of agronomy. Their food supply was constant. The environment affected what specializations developed, and the

people affected the sustainability of their environment. These civilizations were being developed and influenced by ideas,

beliefs, key people, and interactions such as trade and war.

Mesoamerican and Incan Civilizations, Level 6/7, WA 1Jody Bader, Melissa DeLeeuw - Project G.L.A.D (2007)

STANDARDS

Social Studies

EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

1.2.3 Understands a variety of forms of government and their effects on the lives of people in the past or present.

1.3.1 Analyzes how societies have interacted with one another in the past or present.

EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.

2.3.1 Understands the role of government in the world’s economies through the creation of money, taxation, and spending in the past or present.

2.4.1 Understands the distribution of wealth and sustainability of resources in the world in the past or present.

EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

3.1.1 Constructs and analyzes maps using scale, direction, symbols, legends and projections to gather information. Analyzes maps and charts from a specific time period to analyze an issue or event.

3.1.2 Indentifies the location of places and regions in the world and understands their physical and cultural characteristics. Understands how human spatial patterns have emerged from natural processes and human activities in the past or present.

3.2.1 Understands and analyzes how the environment has affected people and how people have affected the environment in the past or present.


3.2.2 Understands the characteristics of cultures in the world from the past or in the present. Understands examples of cultural diffusion in the world from the past or in the present. 3.2.3 Understands the geographic factors that influence the movement of groups of people in the past or present.

3.3.1 Understands that learning about the geography of the world helps us understand the global issue of sustainability.

EALR 4: HISTORY The student understands and applies knowledge is historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

4.1.1 Analyzes different cultural measurement of time. Analyzes a major historical even and how it is represented on timelines from different cultural perspectives.

4.1.2 Understands how the rise of civilizations defines eras in ancient history by: Explaining and comparing the rise of civilizations from 8000 BCE to 200 CE on two or more continents. Explaining and comparing the rise of civilization from 200 CE to 600 CE on two or more continents. Understands how the development of major societies defines world history from 600 to 1450 by: Explaining and comparing the development of societies during this era two or more regions.

4.2.2 Understands and analyzes how cultures and cultural groups in ancient civilizations contributed to world history.

4.2.3 Understands and analyzes how technology and ideas from ancient civilizations have impacted world history.

4.3.1 Analyzes and interprets historical materials from a variety of perspectives in ancient history.

4.3.2 Analyzes multiple causal factors that shape major events in ancient history.

EALR 5: SOCIAL STUDIES SKILLS The student understand and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

5.1.1 Understands positions on an issue or event.


5.2.1 Creates and uses research questions to guide inquiry on an historical event.

5.2.2 Analyzes the validity, reliability, and credibility of information from a variety of primary and secondary sources while researching an issue or event.

5.4.2 Understands and demonstrates the ethical responsibility one has in using and citing sources and the rules related to plagiarism and copyrighting.

READING

EALR 1: The student understands and uses different skills and strategies to read.1.2 Use vocabulary (word meaning) strategies to comprehend text.1.2 Build vocabulary through wide reading. 1.4 Apply word recognition skills and strategies to read fluently. EALR 2: The student understands the meaning of what is read.2.1 Demonstrate evidence of reading comprehension. 2.2 Understand and apply knowledge of text components to comprehend text. 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

EALR 3: The student reads different materials for a variety of purposes.3.1 Read to learn new information3.2 Read to perform a task.3.3 Read for a literary experience in a variety of genres.

EALR 4: The student sets goals and evaluates progress to improve reading.4.1 Assess reading strengths and needs for improvement.4.2 Develop interests and share reading experiences.

WRITING


1. The student understands and uses a writing process.

To meet this standard, the student:

1.1. Prewrites to generate ideas and plan writing.

1.2. Produces draft(s).

1.3. Revises to improve text.

1.4. Edits text.

1.5. Publishes text to share with audience.

1.6. Adjusts writing process as necessary.

2. The student writes in a variety of forms for different audiences and purposes.

To meet this standard, the student:

2.1. Adapts writing for a variety of audiences.

2.2. Writes for different purposes.

2.3. Writes in a variety of forms/genres.

2.4. Writes for career applications.

3. The student writes clearly and effectively.

To meet this standard, the student will:

3.1. Develops ideas and organizes writing.

3.2. Uses appropriate style.

3.3. Knows and applies appropriate grade level writing conventions.

4. The student analyzes and evaluates the effectiveness of written work.

To meet this standard, the student will:

4.1. Analyzes and evaluates others’ and own writing.

4.2. Sets goals for improvement.


ELD STANDARDSIdentifying a student’s proficiency level is the first step in using the Washington State English Language Development Standards to design effective instruction so that all students can access content. There are five proficiency levels (beginning, advanced beginning, intermediate, advanced, transitional) in each of the four language domains (listening, speaking, reading, writing). A fifth domain, Comprehension, is embedded within the four domains and is part of the Washington Language Proficiency Test.

WASHINGTON STATE ELD LISTENING/SPEAKING STANDARDS

Beginning – Very limited understanding of English Learns to distinguish and produce English phonemes Uses words, gestures, and actions Practices repetitive social greetings Imitates verbalizations of others to communicate:

o Basic needso Participate in discussions and activitieso Respond to simple directions

Advanced Beginning - Uses words and/or phrases Uses appropriate social greetings Participates in social discussions on familiar topics and in

academic discussions Develops correct word order in phrases Begins to use content-related vocabulary Retells simple stories and identifies the main points

Intermediate - Uses simple sentences with inconsistent use of syntax, tense,

plurals, and subject/verb agreement Tells a story, informs, explains, entertains, and participates in

social and academic discussions Begins to use root words, affixes, and cognates to determine the

meaning of new wordsAdvanced -

Uses descriptive sentences with common grammatical forms with some errors

Participates in academic and social discussions using appropriate ways of speaking based on audience and subject matter

Tells a story, informs, explains, entertains, and persuades Uses simple figurative language and idiomatic expressions in

discussions


Uses root words, affixes, and cognates to determine the meaning of new words

Transitional - Speaks clearly and comprehensibly using standard English

grammatical forms with random errors Applies content-related vocabulary in a variety of contexts and

situations Gives oral presentations

ELD Reading Standards – Washington StateBeginning –

Expresses self using words, drawings, gestures, and actions: Sequences simple text Answers literal questions Makes simple predictions Aware of familiar sounds Recognizes and produces rhyming words containing familiar

sounds Uses and comprehends highly contextualized vocabulary Follows simple written directions (e.g., color, cut, glue) Reads sight words Begins to understand concepts of print

Advanced Beginning – Expresses self using words and/or phrases to identify:

o Characterso Settingo Main idea and detailso Compare and contrasto Cause and effect

Aware of familiar and unfamiliar sounds Employs word-meaning strategies Applies inflectional endings to words Increases sight-word and content-area vocabulary Distinguishes between genres Reads highly contextualized text composed of simple sentences Applies concepts of print

Intermediate – Expresses self using simple sentences Produces unfamiliar sounds Decodes word patterns Employs word-meaning strategies Begins to read familiar text fluently Increases vocabulary through reading across content areas Uses text features to:

o Gain meaning


o Monitor for comprehensiono Describe images from texto Connects text to prior knowledge

Distinguishes between: o Fiction/non-fictiono Fact/opiniono Fantasy/reality

Infers and makes generalizations from text Reads text at student’s reading level across content areas

Advanced – Expresses self using descriptive sentences

o Identifies themeo Recognizes literary deviceso Compares and contrasts

Uses a variety of strategies to monitor comprehension Recognizes phonemes within multi-syllabic words Uses word parts to determine word meanings Reads with increasing fluency Independently confirms word meanings Uses a variety of resources for research Follows multi-step written directions Text increases in length and complexity

Transitional – Adjusts reading rate as needed Uses specialized vocabulary, uses multiple meaning words

appropriately Analyzes literary elements Uses comprehension and questioning strategies, summarizes text,

analyzes and applies persuasive devices Explains cause and effect, citing evidence from text Develops research skills Follows increasingly complex written directions Comprehends grade level text

ELD Writing Standards – Washington StateBeginning –

Draws, labels Writes familiar words and sight words Writes to name, describe, or complete a list Begins to use invented spelling, capital letters, participates in

group editing Audience may be self, teacher, or known person Sequences pictures to assist with organization Uses graphic organizers to convey main ideas and details


Participates in group writing processAdvanced Beginning –

Writes unfamiliar words and phrases Begins to write based on a model or frame Demonstrates inconsistent use of:

o Capitalso Punctuationo Correct spelling

Participates in group brainstorming Writes rough draft and revises

Intermediate – Writes simple sentences Demonstrates increasing control of:

o Capitalso Punctuationo Correct spellingo Word ordero Subject/verb agreement

Develops own voice in writing Distinguishes between writing for different audiences and

purposes Uses basic transitions Writes individually and in a group process Writes rough draft independently

Advanced – Uses descriptive sentences Writes for a variety of audiences and purposes Uses grade level conventions inconsistently Refines voice in writing Uses a topic sentence and supporting details Follows the five step writing process (with assistance in editing and

revising)

Transitional – Uses specialized vocabulary across content areas Uses standard grammar and conventions with lapses characteristic

of ELL students


VOCABULARY

agronomyagricultureancientanthropologyaqueductarchaeologyarchitectureartifactastronomicalastronomybotanycalculatecalendarcalpulliscausewayschasquischinampascivilizationcodecodexcodicescommercecommonersconquestcultivateculturedefeateddomesticated

domesticationdyeempireengineerexcavategeometryglyphherbalist hierarchyindigenousinstrumentirrigationloomlunarmarketplacemasonry

mathematicianmeasurementmedicinalmetallurgymigratemortarnoblesobservatory

orbitplanetsplazaplunderedpriestQuechuaquipureservoirruinssacrificeserfsslavessolarspecializesurplussymboltechnologytempleterracetextiletraditiontransportationtributeYucatan


RESOURCES

Non- FictionArnold, Caroline, Mexico's Ancient City of Teotihuacan Baquedano, Elizabeth, Aztec, Inca, and MayaBenitez, Fernando, In the Footsteps of CortesBerdan, Frances, F., The AztecsBierhorst, John, The Hungry Woman: Myths and Legends of the Aztecs Burland, C.A., Magic Books from MexicoCalderon de la Barca, Frances. E., Life in Mexico Clare, John D., Aztec LifeCollis, Maurice, Cortes and Montezuma.Drew, David, Inca LifeEnciso, Jorge, Design Motifs of Ancient Mexico Farquhar, Margaret, The Indians of MexicoGreen, John, Life in Ancient Mexico: Coloring Book Gresham, Elizabeth, The World of the AztecsHarvey, Bob and Diane, A Journey of Hope/Una Jornada de Esperanza Hicks, Peter, The AztecsHeinrichs, Ann, Mexico: A Time BookKalman, Bobbie, Mexico: The CultureLarsen, Linda J., Thematic Unit: Mayans, Aztecs and IncasLet's Learn About the Maya Gods, Produccion Editorial, Dante PressMeyer, Carolyn and Gallenkamp, Charles, The Mystery of the Ancient Maya McKissack, Patricia C., The MayaMacdonald, Fiona, Bergin, Mark, How Would You Survive as an Aztec? Macdonald, Fiona and Bergin, Mark, Inca Town Morgan, Nina, Technology in the Time of the Aztecs McKissack, Patricia, The IncaMcKissack, Patricia, The AztecMacdonald, Fiona, Find Out About the Aztecs and MayaSola, Michele. Angela Weaves a DreamSantiago, Federico, Great Works of Maya Art/Grandes obras del Arte May a Spinden, Herbert, J., Ancient Civilizations of Mexico and Central America Tanaka, Shelly, Lost Temple of the AztecsUnstead, R.J., An Aztec Town

Teacher ResourcesThe World Around Us: Latin America and Canada. Macmillian/McGraw-Hill School Publishing company. New York, Chicago, Columbus. 1978Across the Centuries. Houghton-Mifflin

WebsitesAztbase http://www.rnavalords.gor/aztecfldr/aztecbase.htm l

Aztec Calendar http:/iwww.public.iastate.edu/-rjsalvad/scmfaq/calendar.html

Aztec Calendar hnp:/lwww.ancientscripts.com/aztec.html

Aztec Mythologyhttpi/xvww .sneaker.net.au/docs/encyclo/D6.f[TM

End of an Empire: The Spanish Conquest of Mexico http://ww r w.tcr.oru/mexico.html

Origins of Mexico http://wtivw.azteca.net/aztec/nahuatl/origins.htm l

http://wtivw.azteca.net/aztec/nahuatl/origins.html

PLANNING PAGES

FOCUS/MOTIVATION Observation charts Inquiry charts Teacher made Big book: The Important Thing about Agronomy Chants Cognitive Content Dictionary – signal words Picture File Sort Awards Read Aloud – Westlandia Three behavior standards

INPUT World Map: migration, culture locations, Spanish arrival Comparative Pictorial: agronomy of Mesoamerican cultures Pictorial: Maya (first row of process grid) Timeline: cultures 10/2 lecture with primary language Narrative: Legend of the Founding of Tenochtitlan

GUIDED ORAL PRACTICE Chants Sentence Patterning Chart Expert Groups Team Tasks T-graph for social skills Exploration Report Poetry/ Chants Personal Interactions Process Grid

READING/WRITINGWhole Group Cooperative Strip paragraph Group Frame for ELD Poetry Frame and Flip chant Story Map of Narrative Listen and Sketch Found Poetry DRTA

Small group – anything modeled whole class Team Tasks Expert Groups

Ear-to-Ear reading Flexible groups: ELD review Leveled Reading Groups Focused Reading Cooperative Team Strip paragraph

Individual – anything practiced in teams Individual Tasks Memory Bank Interactive Journals Home\School Connection Learning Logs Sketch and Write Personal Inquiry Focused Reading Writer’s Workshop

o Mini lessono Writeo Author’s chairo Conferenceo Publishing

CLOSURE Portfolio Assessment Assess Learning Logs Process Charts Student made big book

SAMPLE DAILY LESSON PLANSDAY 1:FOCUS/MOTIVATION Three standards Archaeologist Awards Cognitive Content Dictionary with signal word - “Agronomy” Observation Chart Inquiry Chart Big Book Portfolios

INPUT World Map: Mesoamerican Civilizations

10/2 lecture – learning log –ELD review

FOCUS /MOTIVATION Poetry/chants

GUIDED ORAL PRACTICE T-Graph for social skills: “Cooperation” Picture File Card Sort Exploration Report

INPUT Timeline with picture cards

10/2 lecture, learning log and ELD review Comparative Pictorial: Agronomy

o 10/2, learning log and ELD review

GUIDED ORAL PRACTICE Chant

READING/WRITING Journal Writer’s Workshop

mini-lessonwriteAuthor’s chair

CLOSURE Home/School Connection

DAY 2:FOCUS/MOTIVATION Three Standards

Cognitive Content Dictionary with Signal Word Process Home/School Connections Awards Review Input with Word Cards Chants highlight, sketch, add picture file cards

INPUT Pictorial: Maya

10/2 lecture with L1Learning Log and ELD Review

Narrative Input – The Legend of the Founding of Tenochtitlan

GUIDED ORAL PRACTICE Process T-Graph Expert Groups Team Tasks

READING/WRITING Writer’s Workshop

Mini lesson – writeauthor’s chair

CLOSURE Home/School Connection Interactive Journal Process Charts

DAY 3:FOCUS/MOTIVATION Three Standards Cognitive Content Dictionary with Signal Word Process Home/School Connection Review Input with word cards Review Narrative with word cards and conversation bubbles Chants/Poetry – Highlight, sketch, add picture file cards

GUIDED ORAL PRACTICE Expert Groups Team Tasks Sentence Patterning Chart

Reading/Trading Game

Flip chant Mind Map Process Grid

READING/WRITING Cooperative Strip Paragraph

respondreviseedit

Writer’s WorkshopMini lessonWriteAuthor’s chair

CLOSURE Home/School Connection Read Aloud Process Inquiry

DAY 4:FOCUS/MOTIVATION Three Standards Cognitive Content Dictionary with student selected Signal Word Process Home/School Connection Awards Poetry/Chants- Highlight, sketch, add picture file cards Review Narrative with Story Map

READING/WRITING Listen and Sketch Memory Bank

GUIDED ORAL PRACTICE/READING/WRITING Flexible Reading Groups

Clunkers and Links (at or above reading level)Group Frame/ ELD Story Retell

Oral evaluation – T-graph Team Tasks Team Share

CLOSURE Process Inquiry Chart Interactive Journal Read Aloud

DAY 5:FOCUS/MOTIVATION Three Standards Cognitive Content Dictionary with Signal Word Process Home/School Connection Chants/Poetry- Highlight, Sketch, add picture file cards

READING/WRITING Flexible Group Reading

Coop Strip Paragraph with emergent/struggling readersTeam TasksWritten EvaluationsTeam Presentations

Found Poetry DRTA Focused Reading with personal CCD Ear to Ear Reading

CLOSURE Process Inquiry Chart Letter Home Evaluate Week

BIG BOOKThe Important Thing about Agronomy

By Jody Bader

The important thing about agronomy is that it enabled Mesoamerican civilizations to advance and to specialize in new technologies.

In the ancient past most groups of people were hunters and gatherers. Many were nomadic, moving from place to place in search of food and water.

Agronomy changed the way people live. Agronomy is the science of farming. All cultures perfect the type of

farming that is best for the environment in which they live. Being farmers meant that the people could now live in one place. They

no longer had to move following herds of animals. Agronomy meant that, for the first time, extra food could be stored and

used later. This meant that people no longer had to spend all their time looking for

their next meal. They had time to do other things. People had time for weaving, doing pottery, building roads, bridges,

and pyramids. People had time for religion, astronomy, and mathematics. They made beautiful art out of stone, metal, clay, and textiles. The people had time to specialize doing what they liked the best. Food was plentiful, the population flourished. This is how a civilization

is born.But, the important thing about agronomy is that it enabled Mesoamerican civilizations to advance and to specialize in new technologies.

The important thing about agronomy is that it enabled Mesoamerican civilizations to advance and to specialize in new technologies. The Mayas specialized in mathematics and astronomy.

Mayan astronomers were also priests. They used their knowledge of the sun, moon, and stars to make

calendars. The calendars were used for agricultural planting, religious rituals, and

building. Many Mayan temples were aligned based on the movement of the sun,

moon, stars, and planets. The Mayas also had a number system for counting and doing

mathematics. Their number system was based on 20 rather than 10 like our number

system. They were also the first culture to have the concept of zero in their

number system.

But, the important thing about agronomy is that it enabled the Mayan civilization to specialize in mathematics and astronomy.

The important thing about agronomy is that it enabled Mesoamerican civilizations to advance and to specialize in new technologies. The Toltecs specialized in building, metallurgy, and warfare.

In about AD 900 the Toltec people migrated to Mesoamerica, living first in central Mexico and then moving to the Yucatan.

The invading Toltecs mixed with people living in the valley of the present day state of Hidalgo and in AD 1000 the Toltec conquered the Maya.

The Toltecs were a military society. Warriors had great status among the people. Among the Toltecs, war took on a greater significance than it had for other cultures of the period.

Professional soldiers appeared in their great city of Tula, and were organized in sects or brotherhoods symbolized with an animal: eagle, jaguar, or coyote warriors.

Human sacrifice increased during this period, especially prisoners of war.

They built large cities with pyramids and large statues. Archaeologists only have clues as to what their cities looked like because the Aztecs lived in the same territory later and plundered the Toltec city for stones to build their own cities.

The Toltecs were also skilled at working with copper and gold. Their main god was Quetzalcoatl, the feathered serpent god. The

Aztecs adopted Quetzalcoatl for their religion 500 years later. But, the important thing about agronomy is that it enabled the Toltecs to specialize in building, metallurgy, and warfare.

The important thing about agronomy is that it enabled Mesoamerican civilizations to advance and specialize in new technologies. The Aztecs specialized in agricultural technologies and the domestication of crops.

Their main city of Tenochtitlan was built on a marshy island in the middle of Lake Texcoco. So, in order to feed their people the Aztec’s main specialization was agronomy, or the science of farming.

They built floating farm plots called chinampas. The Aztecs domesticated many crops that we still eat today, including:

corn, beans, tomatoes, peanuts, and squash. They also knew how to make medicines from over 300 different kinds

of plants. To irrigate their crops the Aztecs built aqueducts, reservoirs, and

causeways. They used the bark of fig trees to make paper. They produced over

500,000 sheets a paper a year.

But, the important thing about agronomy is that is enabled the Aztecs to specialize in agricultural technologies and the domestication of crops.

The important thing about agronomy is that it enabled Mesoamerican civilizations to advance and specialize in new technologies. The Incas specialized in architecture and engineering.

Architects worked in the central city of Cuzco designing roads, buildings, and irrigation ditches using clay models.

Their walls and buildings used stones that were cut so precisely that mortar was not needed to hold them together. Many are so earthquake resistant that they are still in use today.

14,000 miles of roads were built throughout the mountainous region. Every 25 miles shelters and storehouses were built for travelers.

Over the deep ravines and canyons suspension bridges were built.But, the important thing about agronomy is that it enabled the Incas to specialize in architecture and engineering.

The important thing about agronomy is that it enabled Mesoamerican civilizations to advance and specialize in new technologies. The Spanish conquistadors invaded the Americas. They specialized in advanced weapons.

The Spanish had two goals for coming to the Americas: to find gold, and to convert the Mesoamericans to Christianity.

They were able to conquer the Mesoamerican indigenous civilizations because their helmets, body armor, and weapons were made of steel.

They could shoot their guns from a distance and break up an enemy charge.

They also fought from horseback which gave them an advantage in warfare.

As more Spanish colonists moved to Mesoamerica the natives and Spanish shared their technologies with each other.

The Spanish taught the natives the Catholic religion, the Spanish Language, and European farming methods.

The natives taught the Spanish colonists their farming techniques, mining techniques, and shared their crops with them such as corn, squash, potatoes, tomatoes, and pumpkins.

But, the important thing about agronomy is that over time both native and Spanish ways became a part of a new Latin American way of life.

Background Information for World Map

MayaFrom about the year 500 BC to about AD 900, the Mayan civilization dominated a large part of what is today Mexico and Central America. The reason they were able to develop a great civilization is largely due to corn. The Mayas were able to grow enough corn to feed their people. This allowed some people to spend their time doing things other than growing food. They could make pottery, weave cloth, or study astronomy, and build. Cities were built by the Mayas throughout the Yucatan Peninsula from the Gulf of Mexico to the Pacific Ocean. Ruins of Mayan cities also have been found in northern Central America. About AD 900 they abandoned their cities. No one knows why.

ToltecBeginning around AD 950, a culture based in northern Mexico at Tula began to dominate Central America. These people were known as the Toltecs. They were a war-like people and expanded rapidly throughout Mexico, Guatemala, and the Yucatán peninsula. At the top of their society was a warrior aristocracy which attained mythical proportions in the eyes of Central Americans long after the demise of their power. Around 1200, their dominance over the region faded.

The Toltecs expanded the cult of Quetzalcoatl, the "Soveriegn Plumed Serpent," and created a mythology around the figure. In Toltec legend, Quetzalcoatl was the creator of humanity and a warrior-god that had been driven from Tula, but would return some day. The Toltecs also originated the Central American ball-game, which was played on a large stone court with a rubber ball. The game was primarily a religious ritual celebrating the victory of god-heroes over the gods of death; as a religious ritual, it involved the human sacrifice of the loser.

The Toltecs conquered large areas controlled by the Maya and settled in these areas; they migrated as far south as the Yucatán peninsula. The culture borne out of this fusion is called the Toltec-Maya, and its greatest center was Chichén Itzá— on the very tip of the Yucatan peninsula. Chichén Itzá was the last great center of Mayan civilization. The Toltec-Maya cultures greatly expanded the cultural diffusion of Mayan thought, religion, and art north into the Valley of Mexico.

AztecThe Aztecs/Mexicas were the native American people who dominated northern México at the time of the Spanish conquest led by Hernan

CORTES in the early 16th century. According to their own legends, they originated from a place called Aztlan, somewhere in north or northwest Mexico. At that time the Aztecs (who referred to themselves as the Mexica or Tenochca) were a small, nomadic, Nahuatl-speaking aggregation of tribal peoples living on the margins of civilized Mesoamerica. Sometime in the 12th century they embarked on a period of wandering and in the 13th century settled in the central basin of México. Continually dislodged by the small city-states that fought one another in shifting alliances, the Aztecs finally found refuge on small islands in Lake Texcoco where, in 1325, they founded the town of TENOCHTITLAN (modern-day Mexico City). The term Aztec, originally associated with the migrant Mexica, is today a collective term, applied to all the peoples linked by trade, custom, religion, and language to these founders.

Fearless warriors and pragmatic builders, the Aztecs created an empire during the 15th century that was surpassed in size in the Americas only by that of the Incas in Peru. As early texts and modern archaeology continue to reveal, beyond their conquests and many of their religious practices, there were many positive achievements:

o the formation of a highly specialized and stratified society and an imperial administration

o the expansion of a trading network as well as a tribute system o the development and maintenance of a sophisticated agricultural

economy, carefully adjusted to the land and o the cultivation of an intellectual and religious outlook that held

society to be an integral part of the cosmos.

Inca

The civilization of the Incas was not the first to develop in the Andes Mountains. People have been living and farming in the western part of South America for thousands of years. Early societies lived along the Pacific Coast and fought with each other for control of important food resources.

Several of these societies developed flourishing civilizations. By about 1450, however, the Incas became the dominant society. They created the last great Indian empire in the Western Hemisphere.

The Incan Empire stretched for about 2500 miles along the western part of South America. The Incas ruled an area that included what is today the countries of Ecuador, Peru, Bolivia, Chile, and Argentina. The Incas ruled more than 12 million people. They lived in environments

that varied from desert coastal lowlands to the rugged Andes Mountains.

Like the Aztecs, the Incas expanded by conquering neighboring Indian groups. As each group was conquered, a road was built connecting the newly conquered area with the rest of the Incan Empire. In fact, the Incas built thousands of miles of roads. Specially trained runners were stationed along these roads. They would relay messages throughout the empire. This efficient communication system was the fastest in the world at that time.

Spanish

By the early 1500’s the Aztec and the Incan peoples had built two huge empires in the Western Hemisphere. However, Columbus never knew about these empires. The first Spanish explorers in the Western Hemisphere stayed mainly in the islands of the Caribbean Sea. Soon, however, their desire for riches and adventure led them to explore the mainland. During their expeditions, the Spaniards conquered the Indian groups they met. Thus, they were called conquistadors, meaning “to conquer”.

The governor of Mexico had heard tales of Aztec wealth in Mexico. He decided to send an expedition led by Hernando Cortes to Mexico to search for the Aztec gold. His fleet of 11 vessels carried 508 soldiers, 2 priests, 16 horses, and a few small cannons.

The Aztecs worshipped the god, Quetzalcoatl. According to legend, Quetzalcoatl had vanished over the ocean, but promised to return one day. The Aztecs even predicted the year in which he would return. It was the same year in which Cortes and his soldiers arrived in Mexico. The Aztec ruler, Moctezuma, believed that Cortes was Quetzalcoatl. Moctezuma’s soldiers outnumbered the Spaniards and could have killed them easily. But Moctezuma was not sure of the Spaniards’ intentions. He sent ambassadors to Cortes’ settlement with gifts of gold in hopes that they would go away. The gold made Cortes want more. Moctezuma couldn’t decide if Cortes was the returning god, or an enemy to be crushed.

Cortes attacked Tenochtitlan and lost so many soldiers that they had to retreat. During the battle Moctezuma was killed. A year later he was able to conquer Tenochtitlan and defeat the Aztecs. The Spaniard won because of the help they received from other Indian groups who disliked the Aztecs, their superior weapons: iron muskets and cannons. Another reason was the diseases they unknowingly brought with them. These diseases swept through Aztec villages and cities.

The conquistador, Francisco Pizarro, heard about great wealth in gold in lands far to the south. He went in search of the Inca Empire. The Incan Empire was protected by the Andes Mountains. Pizarro made two failed attempts.

In 1530 he arrived with only 180 men and proceeded to dominate the Incas in military encounters due to the advantages of steel weapons, armor, and horses. Pizarro and his forces happened to arrive at a time when there was turmoil, epidemic disease, and civil war among the Inca with no dominating ruler. Pizarro deceived and captured the current Inca ruler named Atahualpa and demanded a huge ransom for his release. The Spanish after all had gone there not to settle or explore but to find gold and riches. After a room full of gold and silver was delivered to Pizarro, Atahualpa was still not released and was eventually executed.

The conquest of the Incas by a small group of Spanish soldiers was led by Francisco Pizarro. In order to gain the wealth of the Incas, Pizarro used both trickery and military means to defeat the Indians of the Andes.

NARRATIVE INPUT

The Heart of Copil, and the Eagle of Tenochtitlan Author: Unknown Source: www.worldtrek.org/odyssey/mexico/82998/mexstories.html

When the Aztecs traveled towards the south from their homeland of Aztlan, unsure where they would build their city, a woman traveled

among them called Malinalxochitl, ("mall-een-all-show-cheat-l"). She was beautiful, but wise in the magical arts. She could kill a person just

by looking at them, or eat a person's heart without that person even realizing it. Or with just a glance she could eat the muscle in a person's leg and they wouldn't even feel pain. Sometimes at night when people

were asleep, she would take a man outside the camp, and throw him in front of a poisonous snake. Because she was a witch she could transform

herself into any bird or animal she wished. With all these dangerous powers, she wanted to be treated like a goddess, and nothing less would

do.

The Aztecs allowed her to live among them because Malinalxochitl ("mall-een-all-show-cheat-l") was the sister of the God of War,

Huitzilopochtli ("wheat-seal-o-poached-lee"). But finally the priests complained in their prayers to Huitzilopochtli, who, as was his custom,

responded through their dreams.

"My sister is a grave threat to you. You should end all relationships with her and her witchcraft. Tomorrow night, when sleep first comes to

her, you should move quickly and silently, leaving her behind. My destiny is to govern not by witchcraft but by the strength of the arrow

and the shield.

The following night the entire Aztec people left in complete silence, moving on towards the south, leaving Malinalxochitl ("mall-een-all-show-cheat-l") in the forest alone with a few of her servants. When

morning arrived, she awoke, looked around herself, and cried out, "My brother has tricked us! He has gone without a trace with all of his awful people! What is he thinking? Where can they ever find peace? This land is full of people who do not know us and that have strong armies. They

will be destroyed."

Meanwhile the Aztecs continued on their way, resting along the way to plant and harvest some corn, but continuing always their march,

looking for a place to found their city. They arrived finally at the hill of Chapultepec, on the edge of the great lake later known as Lake Texacoco. However, there more than anywhere else they were

surrounded by strange people nations that watched them and only awaited the moment when they could attack them.

Over the years Malinalxochitl ("mall-een-all-show-cheat-l")gave birth to a baby which she named Copil. As Copil grew up she taught him her arts of witchcraft and she constantly told him of how her brother, the god, Huitzilopochtli ("wheat-seal-o-poached-lee") had turned against

her and how the Aztecs had abandoned her in the forest while she slept. Moved by the tears of his mother, Copil swore he would avenge his

mother using the evil arts she had taught him.

When he discovered that the Aztecs were camped in Chapultepec he went to the cities near there to turn the people against their new

neighbors. "Beware the Aztecs," he said. “They are here to conquer you and when they turn you into their slaves then you will learn of their

horrible customs which I have seen with my own eyes.” In just a short time, all the nations formed an alliance and marched against

Chapultepec. Copil climbed a nearby hill to watch with delight the destruction of the Aztecs.

But before the attack could begin, the god Huitzilopochtli ("wheat-seal-o-poached-lee"), who knows everything, warned his Aztec priests and

guided them to where Copil was hiding. They tied Copil up and immediately cut out his heart as Copil instructed. When they had done this they presented the heart to Huitzilopochtli ("wheat-seal-o-poached-

lee") who ordered them to take it to the lake and throw it as far as possible. Without delay one of the priests entered the waters of the lake and with all his might hurled the heart far into the water. He saw it land on an island. It is from Copil¹s heart that a nopal cactus plant grew that

would later mark the center of the great Aztec capital.

When they slept that night Huitzilopochtli ("wheat-seal-o-poached-lee") told them how they could sneak away from their enemies. He told them they would wander a long time in search of the place to build their city.

He told them what to look for and told them not to lose despair.

The people wandered. Some of the elders went towards the rushes in a place known as Rushes and Canes, looking for the place to build their

city. They saw many wonderful things there all of which had been foretold by their god. They saw that the trees were white, and the rushes were white, and the toads and the snakes and the fish were white. And

they began to cry. "This must be the place We have seen everything that we were told on that fateful day we would see. Let us return to the camp

and let him tell us what we are to so."

That night Huitzilopochtli ("wheat-seal-o-poached-lee") appeared to the

elder who had thrown Copil¹s heart into the lake, and he spoke to him. "You have seen all I told you you would see. But listen, there is one

thing you have not yet seen and you must go and look for it. It is a nopal cactus. Be happy for it grows from the heart of Copil. You threw that

heart deep into the marches when we were in Chapultepec and a cactus grew from it. On top of it you will see an eagle sunning itself and

happily eating a snake. That is where we will build our house and fort."

“Your heart is generous,” said the elder. The next day he went and he told the rest what he had seen and heard. And they went back to the

lake, and when they passed through the rushes they saw before them a nopal cactus. And perched in its nest at the top was an eagle eating a

snake very happily, its claws nailed into its prey. When it saw the Aztecs from the distance it turned towards them and bowed its head.

Their god spoke to them then. "This is the place." And all the Aztecs began to cry. The god sang to them, "This is Mexico! This is

Tenochtitlan, where the eagle extends its wings and eats, where the fish fly and the serpents whisper! This is Mexico. This is Tenochtitlan. And

many great things will be done here."

Poetry Booklet

Name________________________

Maya Here, Thereby Bader/ Correa, 2007

Maya here, Maya there, Maya, Maya everywhere!

Wealthy merchants trade greedilyBusy farmers cultivate tiredlyDomesticated crops grow seasonallyFresh water irrigates daily

Priest-kings on top of pyramidsHieroglyphs in codicesDots and dashes within their numbersPictures throughout their writing system

Maya here, Maya thereMaya, Maya everywhereMaya! Maya! Maya!

I KNOW AN ANCIENT CITYby Laura Curry and Laura Mannen-MartineAdapted by Jody Bader and Melissa Correa

I know an ancient city,An ancient Aztec city,An ancient Aztec cityBuilt in the middle of a lake. With canals for transportation,Aqueducts for drinking water,And agricultural chinampasSustaining nearly a million people!

I know an ancient city,An ancient Aztec city,An ancient Aztec cityThat ruled a vast and populous empire.

With towering sacred temples,Calpullis for social classes,And busy markets of commerceServing sixty thousand a day!

I know an ancient city,An ancient Aztec city,Built where an eagle on a cactusGave Tenochtitlán its name.

INCA SOUNDOFFby Jody Bader and Melissa Correa

We all know ‘cause we’ve been toldThe Inca Empire was rich with gold.They learned a lot of science too,And expertise in math it’s true!

Sound off: MetallurgistsSound off: ScientistsSound off: 1-2-3-4 Empire!

Their massive walls made of stone,No need for mortar, they stood alone. Their structures were an engineering feat,For earthquake resistance they’re hard to beat.

Sound off: ArchitectsSound off: Master buildersSound off: 1-2-3-4 Macchu Picchu!

Moving soil from down below,In terraced hillsides crops would grow.Cultivating peanuts, squash and potatoes too.Warehouses storing food was new.

Sound off: FarmersSound off: TambosSound off: 1-2-3-4 Surplussed food!

Through the Andes mountain passOver braided bridges made of grass.14,000 miles of road,The chasqui ran with his load.

Sound off: WeaversSound off: EngineersSound off: 1-2-3-4 still there today!

Llamas were a tasty treat,Inca raised them for wool and meat. Maneuvering hills and narrow roads,Llamas would haul very heavy loads.

Sound off: HeardsmenSound off: Woven fibersSound off: 1-2-3-4 beasts of burden!

Mesoamerica BugalooBy M. Correa

I’m an archaeologist and I’m here to say,I study ancient cultures everyday.Sometimes I dig an artifact, sometimes I read a book,But, usually I just go and take a look.

Maya, Aztec, Inca, too,Doing the Mesoamerica Bugaloo.

Calendars were developed with stars and math,up pyramid steps was the path.A number system based on twenty,time for specialization? Maya had plenty.

Glyphs, acordian books, calendars too,Doing the Mesoamerica Bugaloo.

Quetzalcoatl was their god,human sacrifice was not odd.Toltec artifacts can’t be found, Aztec plundering did abound.

Ball courts, statues, golden artifacts too,Doing the Mesoamercia Bugaloo.

The Aztec priest sent the people to a lake,floating gardens they did make.On paper made of fig tree bark,through heiroglyphics they left their mark.

Chinampas, causeways, codices, tooDoing the Mesoamerica Bugaloo.

Incan rulers were mummified,

brought out for ceremonies to be glorified.Quipucamayos recorded history,Leaving stories of Inca for you and me.

Burial sites, quipus, clay artifacts too,Doing the Mesoamerica Bugaloo.

Spaniards came on quests for gold,Conquering people showed they were bold. Missions came to convert indians to christ,their ancient customs they did not sacrifice.

Korikancha, Spanish, Catholicism too,Doing the Mesoamerica Bugaloo.

Doing the Mesoamerica Bugaloo.

Civilization Yes Ma’am

Is this a civilization Yes Ma’am

Is this a civilization Yes Ma’am

How do you know? Lived in one place

How do you know? Surplus of food

Give me some examples. Aztec and Maya

Give me some examples. Maize and potatoes

Is this a government system Yes Ma’am

Is this a government system Yes Ma’am

How do you know? Social hierarchy

How do you know? Large fierce armies

Give me some examples. Priests have power

Give me some examples. Brotherhoods of warriors

Is this a religious system Yes Ma’am

Is this a religious system Yes Ma’am

How do you know? Pyramid temples

How do you know? System of gods

Give me some examples. Chichen Itza

Give me some examples. Quetzalcoatl

Is this technology? Yes Ma’am

Is this technology? Yes Ma’am

How do you know? Architecture and engineering

How do you know? Astronomy and writing

Give me some examples. Aquaducts and causeways

Give me some examples. Calendars and glyphs

HOME-SCHOOL CONNECTION #1

This week we are learning about the ancient Aztec, Inca and Maya civilizations. Much of what we know about them has been learned through archaeology, studying the objects and buildings left by the people.

Imagine that an archaeologist 1000 years in the future is studying the objects in your home. Sketch and write about:

an object that would give clues to what kind of work the adults in your family do

an object that would give clues about a food your family eats frequently

an object that would give clues about your family’s important beliefs or traditions

Student Name__________________ Parent Signature________________

CONEXION FAMILIAR-ESCOLAR #1

Esta semana estamos estudiando las civilizaciones antiguas de los Aztecas, los Incas y los Mayas. Mucho de la información que tenemos sobre ellos ha sido entendido por modo de la arqueología, estudiando los edificios y objetos dejados por el pueblo.

Imagínate que un arqueólogo 1000 años en el futuro está estudiando los objetos en tu casa. Dibuja y escribe sobre:

un objeto que daría pistas del tipo de trabajo que hacen los adultos de tu familia

un objeto que daría pistas de una comida que tu familia come a menudo

un objeto que daría pistas sobre las creencias o tradiciones importantes en tu familia

Nombre del Estudiante_____________ Firma del Padre________________

HOME/SCHOOL CONNECTION #2

You have studied many things about the ancient civilizations Mesoamerica. Tell your parents or family members the 3 most interesting facts you learned today. Write any questions or comments they have in the space below.

Student Name__________________Parent Signature______________

Proyecto GLADUNIDAD: CIVILIZACIONES TEMPRANAS DE LAS AMERICAS

CONEXION #2 HOGAR/ESCUELA

Tu has estudiado muchas cosas sobre las antiguas civilizaciones de Mesoamerica. Dile a tus padres o miembros de la familia los 3 datos mas interesantes que hayas aprendido el dia de hoy. Escribe cualquier pregunta o comentario que ellos tengan en el espacio de abajo

Nombre del Estudiante_____________________Firma del Padre_______________

HOME/SCHOOL CONNECTION #3

Write or sketch three technologies that we use today that came from one of the civilizations that we are studying. Share this information with someone at home.

Student Name________________________ Parent Signature___________________

UNIDAD CIVILIZACIONES TEMPRANAS DE LAS AMERICAS

CONEXION #3 HOGAR/ESCUELA

Escribe o dibuja tres tecnologias que nosotros usamos hasta hoy, de una de las civilizaciones que estamos estudiando. Puedes compartir informatcion con alguna persona de tu casa.

Nombre del Estudiante_____________Firma del Padre_________

ToltecExpert Group

When/WhereThe Toltec people immigrated from the North to Central Mexico, and Guatemala. They eventually spread to the Yucatan peninsula where they conquered the Maya. Their capital city was called Tula. The Toltec civilization was at its height from AD 900- AD 1100.

TechnologyNot much is known about the Toltec civilization. The Aztecs plundered the city of Tula for bricks and stones to build their city of Tenochtitlan. Archaeologists do tell us that the word Toltec means “master builders”. Some scholars also think that it means “art and culture.” The Toltec were builders and craftsmen. They were experts at working with copper and gold, and they used large stones to carve gigantic statues. The walls of their buildings and temples were covered with art of skulls and snakes. Archaeologists also tell us that the Toltec knew a lot about astronomy. They had developed a 52 year calendar of 260 days a year.

Government The Toltec were a military society. The top class of the hierarchy was the warrior leaders. The soldiers were organized into brotherhoods. As a Toltec soldier you could be part of the eagle, jaguar, or coyote warriors. The Toltec started a ball game that later civilizations, like the Aztec, also played. It was played on a stone court with a rubber ball. Even though it was a game, it was also a religious ritual celebrating the victory of heroes. As part of the ritual the losing team was sacrificed.

ReligionBecause of the warrior society of the Toltec, human sacrifice played a large part in their religion. Those who were sacrificed were usually prisoners of war. Quetzalcoatl, the plumed serpent, was their chief god. He was though to be the god of learning and culture. His opposite was the god of war, Tezcatlipoca. The leaders were thought to be god-like.

AgricultureNot much is known about Toltec agriculture. Archaeologists do have some evidence, though, that they used irrigation for their crops in the form of small dams and canals.

AztecExpert Group

When/ WhereAccording to the Aztecs’ legends, the Aztec people came from a northern land called Aztlan. After migrating to the Valley of Mexico, the Aztecs wandered for about 200 years. When they stood on the shore of Lake Texcoco in 1325 their priests told them that this is where they would build their city. They named the island Tenochtitlan. The Aztec empire covered the southern 1/3 of Mexico into Guatemala. The Aztec civilization lasted about 200 years until they were defeated by the Spaniard Hernando Cortes in 1521.

TechnologyTenochtitlan became a great city with tall temples, broad open plazas, and large marketplaces. By the mid-1400’s, Tenochtitlan had a population of about 300,000. It was the largest city in the world at that time. Because Tenochtitlan was an island city in Lake Texcoco, the Aztecs used canals to travel by canoe to the city and to nearby islands. They also built causeways, or raised roads, to the mainland so they could travel on foot. They built reservoirs and aqueducts to bring irrigation to their crops.

The Aztecs are also known for their codices, or codes. A codex is a kind of book with pages made of fig tree bark paper. The pages open and close like folding screens and include brightly colored hieroglyphs. At one time there were hundreds of these books. But when the Spanish settlers came, they burned the codices or let them rot.

GovernmentAztec society was a hierarchy. Each social class lived in a settlement, like a neighborhood, called a calpullis. There were nobles, commoners, serfs, and slaves. Commoners made up the majority and they farmed the land for the nobles. They had to pay tribute to the government. It could be in the form of crops, jewelry, or clothing. Serfs could work on their own land, but could not own it. Slaves were the smallest group, and usually were captives of war. Merchants lived in separate calpullis. They traveled far beyond the empire to bring back things such as jade, colored feathers, and cocoa for the nobles. The merchants used slaves to carry the heavy loads. The goods they brought back were sold in markets, which were important centers in the Aztec cities.

To gain control of the Valley of Mexico, they had to have a huge army so they could keep expanding. In the calpulli schools, the boys learned to be ruthless fighters. Aztec warriors were violent and killed other soldiers and plundered homes. These men believed the more people they captured the higher their social rank would rise. It was also considered an honor to die during battle.

ReligionThe two most important gods were Huitzilopichtli, the god of the sun, and Tlaloc, the god of rain. The Aztecs offered sacrifices to ensure a good harvest. Human sacrifices were common. The people who were killed were usually captives of war. They believed that sacrificing an enemy warrior would please the gods. When the Temple of the Sun was built, as many as 10,000 people were sacrificed. One of the Aztec gods was the feathered serpent god Quetzalcoatl. It was believed that Quetzalcoatl would one day return to his people. When the Spanish arrived the Aztecs thought their leader, Cortes, was Quetzalcoatl. The Spanish were allowed to enter Tenochtitlan and the Aztecs were defeated.

AgricultureThe Aztecs found a way to increase the amount of land available for growing food. They did this by making chinampas, or floating gardens. Along the shores of the lakes that surrounded the city, Aztec farmers floated mats made of reeds woven together. They then covered the mats with soil and planted seeds in the soil. The chinampas yielded abundant crops. Vegetables such as chili peppers, squash, corn, tomatoes, and beans were grown.

IncaExpert Group

When/WhereBy 1450 the Incas became the last great Indian empire in the Western Hemisphere. The Incan Empire stretched for about 2,500 miles along the western part of South America. The Incas ruled an area that included what are today the countries of Ecuador, Peru, Bolivia, Chile, and Argentina. The Incas ruled more than 12 million people. The lived in an environment that varied from desert coastal lowlands to the rugged Andes Mountains. Their capital city was called Cuzco.

TechnologyJust like the Aztecs and Mayas, a surplus of food allowed the Incas to specialize. People could have jobs they were specially trained for. During the height of Incan civilization in the 1500’s, people worked as potters, goldsmiths, jewelers, architects, engineers, carpenters, and builders. Incan architects and builders created some of the most impressive buildings in the world. Many Incan buildings were made from huge stones. Incan engineers were able to cut the stones to fit together perfectly without the use of mortar or cement. Sheets of gold often covered the walls of important buildings.

The Inca built 14,000 miles of roads through the mountains connecting different regions of their territory. The roads were designed for carrying messages and transporting goods on foot or on llama. Special runners, called chasquis, would relay messages all through the empire. Chasqui could run as much as 150 miles per day. About every 25 miles along the trails were inns, or tambos, that provided shelter, food, and llama corrals for the chasquis and other travelers. Local villagers would also plant fruit trees along the trail, watered by irrigation ditches.

GovernmentThe Incan emperor ruled from the capital city of Cuzco. When he wanted to take over a piece of land he sent a scout to judge the fertility of a region and the strength of its armies. The Inca ruler would send an ambassador to the enemy tribe and ask them to join the Incas peacefully. Usually the tribes refused and the Incas attacked. They took the religious idols and local princes hostage and forced others to join their army. To control the conquered lands, the Inca placed soldiers throughout the empire. If tribes rebelled, they were relocated closer to the Inca rulers. If the tribes were peaceful, they were allowed to stay in power and celebrate their own customs. But Inca rulers made everyone study the Inca religion and to learn the Inca language called Quechua.The Inca had two classes – nobility and commoners. Most of the people were commoners. They lived in small adobe huts and worked the land. This work was their tribute to the government. The nobles lived off the tribute but also served as government officials. Commoners had little freedom. They could not travel and the government decided whom they married.

ReligionIn all the big cities, the Inca built temples for their gods. The most important god was Inti, the god of the sun. The priests prayed to the gods and performed sacrifices. They offered animal sacrifices and special food sacrifices. Only in times of great need, like a famine or flood, did the Inca sacrifice humans. After the sacrifice, the priests would then make predictions about the future by examining the remains of the sacrificed animals. They believed in life after death and that their rulers who died could decide the fate of the empire. When a ruler died, the body was mummified or preserved and stored in their palace. The family protected the mummy because they believed the mummy’s spirit would harm them if they didn’t. The mummy was brought out for important ceremonies.

AgricultureThe farmlands were located in the mountains and valleys. In the mountains they raised llamas and alpacas for wool and meat. The lowlands were used to grow maize, beans, and squash. The Inca had a surplus of food because they used terrace farming. They carried soil to the hillsides and formed terraces and systems for irrigations. The extra food was placed in a warehouse in case of emergencies.

SpanishExpert Group

When/WhereMany explorers from Spain came to the New World and conquered the Indian civilizations of Mesoamerica. These men were called conquistadors. This name comes from the Spanish word meaning “to conquer”. Spanish conquistador Hernando Cortes destroyed the Aztec civilization in 1521 by the use of superior weapons, contagious diseases, and the help of other Indian groups who were enemies of the Aztecs. Francisco Pizarro defeated the Incas in 1532 in order to gain their wealth and claim their territory. Many Spanish colonists came after them and destroyed many of the Indian civilizations from Mexico to the tip of South America.

TechnologyOne of the reasons the Spanish were able to conquer the Indian civilizations was because of superior weapon technology. Their helmets and body armor were made of steel and protected their vital organs from an enemy’s weapons. Their guns, cannons, cross bows, and swords were also made of steel and superior. Their guns and crossbows could be shot from far away and could break up an enemy charge. The Spanish also fought as an organized unit. The soldiers took orders from commanders. The Spanish brought horses with them. On horseback the conquistadors could charge their enemy.

GovernmentTo help him govern the Latin American colonies, the Spanish king divided them into political divisions called viceroyalties ruled by a viceroy. During the early 1500s there were two viceroyalties established in Latin America. One was the Viceroyalty of New Spain in North America. Its capital city was Mexico City. The other was the Viceroyalty of Peru in South America. Its capital was Lima. Under the viceroys were other government officials. There were also army troops stationed in the territories to keep down the natives.

Religion

The Spanish king had two goals in Latin America: to gain wealth from the colonies, and to convert the Indians to Christianity. To accomplish this, they sent missionaries to teach their religion to the Indians. The missionaries established missions on land granted to the Catholic Church. The missions were settlements than contained a working farm, living quarters, churches, schools, and workshops. The Indians were forced to live and work at the mission. There the missionaries taught the Indians the Catholic religion, the Spanish language, and European farming methods. Spanish soon became the major language of the colonies. But many Indians refused to convert to a new religion. Others practiced Catholicism their own way that included their own cultural celebrations. The Indians shared many of their skills with the Spanish. They taught the Spanish farming methods, mining techniques, and information about their environment. They also introduced crops such as corn, squash, potatoes, tomatoes, and pumpkins to the Spanish colonists. Over time both Indian and Spanish ways became part of a new Latin American way of life.

AgricultureTo gain wealth from the colonies the Spanish king used the encomienda system. An encomienda was a group of Indians granted to a colonist. Often an encomienda included more than 5,000 Indians. The Spanish rulers also granted control of land to friends and loyal subjects. In return for the grants, the colonists sent a part of their income from the land to the rulers in Spain. They also took responsibility for converting the Indians to the Christian religion. Most Spanish colonists did not live on the land that was worked by the Indians. They preferred to live near one another in cities. They visited their fields or mines occasionally to make sure that the land was being managed well. The colonists wanted to make as large a profit from their land grants and encomiendas as possible. Most colonists overworked the Indians the treated them as slaves.

Civilization When Where Central City

Technology Government Religion Agriculture

Maya

Toltec

Aztec

Inca

Spanish

Civilization When Where Central City

Technology Government Religion Agriculture

Maya 500 BC – AD 900

Mexico and Central America

Yucatan Peninsula

Tikal Astronomyo calendars Mathematicso number system

based on 20o concept of zero System of Writingo codex

Social hierarchyo kingo nobles/priestso commonerso serfso slaves Ruler also priest and

warrior

Sun god Rain god Sacrifices to

please the godso animalso foodo humans Pyramid/Temple

center of city

Terrace Farming Raised fields Irrigation Traded food for o featherso jade o cacao

Toltec AD 900-AD 1100

Central Mexico, Guatemala, Yucatan Peninsula

Toltec conquered Maya

Tula Builderso buildings/templeso gigantic statues Craftsmeno metallurgy –

copper and gold Astronomy calendar

Military Society Warrior leader Soldier

brotherhoodso eagleo jaguaro coyote Ball gameo losing team

sacrificed

Quetzalcoatlo chief god Tezcatlipocao god of war Human sacrificeo prisoners of war Leaders god-like

status

Irrigationo small damso canals

Aztec AD 1325- AD 1521

Southern 1/3 of Mexico into Guatemala

Valley of Mexico

Lake Texcoco

Tenochtitlan Aquaducts Reservoirs Causeways Canals Paper makingo fig tree barko codices

Social hierarchyo kingo nobles/priestso commonerso serfso slaves Calpullis

settlements for social classes

Large Army

Quetzalcoatl o feathered

serpent god Huitzilopochtlio sun god Tlaloco rain god Human Sacrificeo prisoners of war

Chinampas “floating gardens”

o corn o squasho pepperso beanso tomatoeso peanuts Markets important

Inca AD1450– AD 1532

Andes Mountains

o Ecuadoro Peruo Boliviao Argentinao Chile

Cuzco Architecture/ Engineering

14,000 miles roads suspension bridges rest stops,

storehouses Stone walls with no

mortar

Empire grew by conquering land

o they asked firsto new citizens

required to study Inca religion/ language

2 classeso nobles

Intio sun god Life after death Rulers

mummified Sacrificeso animals, foodo humans in time

of great need

Highland farmingo llamas, alpacas

for wool and meat

Lowland farmingo maizeo beanso squash Terrace farming

o commoners Predict futureo priest reads

animals remains

Irrigation Warehouses

Spanish 1521 Cortes conquers Aztecs

1532 Pizarro conquers Incas

Spanish colonists in Latin America 1500

Southern North America to tip of South America

Viceroyalty of Mexico

o Mexico City Viceroyalty of

Peruo Lima

Armor Weaponso gunso cannonso cross boyo swordo made of steel Navigationo astrolabeo compasso caravel (sailing

ship) Horses

King in Spain Viceroys in Latin

American colonies Indians as serfs and

slaves

Christian (Catholic)

o missionarieso missions to

convert Indians and teach them Spanish farming techniques

Encomiendaso Indians granted

to colonisto farm the lando Sp. colonist

lived in city, not on land

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