Transcript the Aztec - history-b

WORLD HISTORY
UNIT SIX – PEOPLE & EMPIRES IN THE
AMERICAS, 600-1600 AD
UNIT 6, LESSON 1
 Do Now – Unit 6 Work Packets in your binders!!
 Lecture – “North American Societies”
 Note Check
 Honors and Warnings
 HW: Read Chapter 16, Section 1 and complete Guided
Reading Worksheet, Section 1
North American Societies
 Background
 North American peoples come from Asia between 40,000 and
12,000 BC, but spread and adapt
 Complex Societies in the West
 Unlike Mesoamerica, North Americans never created great
empires
 They did build magnificent buildings and long-distance trade
routes
North American Societies
 Complex Societies in the West
 People of the Pacific Northwest
 Culture of abundance
 Resources
 The sea
 Whales for hunting in large canoes
 Coastal forests
 Showed their wealth with a ceremony called the potlatch
North American Societies
 Complex Societies of the West
 People of the Southwest – Accomplished Builders
 People of the Southwest face a harsh environment
 Had contact with people from Mesoamerica
 Use of pottery rather than baskets
 Anasazi
 Built impressive cliff dwellings and pueblos
o Village of large houses on top of flat hills
o Showed impressive organization and inventiveness
o Made of stone and adobe
o Largest – Pueblo Bonito – had 600 rooms
North American Societies
 Where?
North American Societies
 Mound Builders
 East of the Mississippi River in the woodlands
 Around 700 BC the “Mound-Builders” begin to build large
mounds of earth to bury their dead
 The Mississippian Culture lasted until the 1500s AD
 Villages based on farming and trade
 Cahokia – around 1,000 AD, a city of 30,000 people, near present-day
St. Louis
North American Societies
 Tribes of the Northeast
 Woodlands peoples clashed over land
 The Iroquois
 Upstate New York
 Political alliance or league to promote defense and cooperation
 Most connections were economic (trade), religious or cultural
 Religion
 Most tribes believe in some kind of nature spirits, as well as rituals to
promote peace and harmony
 Totems
Honors & Warnings Questions
 Did I do all my homework?
 Did Mr. Middleton need to remind me to do my hw?
 How did I do on quizzes 5.1 & 5.2?
 What is my attitude like in class?
 Do I participate in class in a positive way?
 Do I help other students out in this class?
HONORS & WARNINGS
 From last time:
 Luis –W
 Joey –W
 Nick –W
 William – H
 David – H
 Imani
 Tao
HONORS & WARNINGS
 New:
 Luis – T
 Joey – T
 Nick –W
 William – H
 David – H
 Imani – H
 Tao- H
HONORS & WARNINGS
 From last time:
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Ciaran –W
Susanna – H
Jacob –W
Kiefer – H
OG Max – H
Austin – T
Jailene – T
Alexi – H
MZT – H
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Gigi
Judah
Jeremia
Hang
HONORS & WARNINGS
 New:
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
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Ciaran –W
Susanna – H
Jacob –W
Kiefer – H
OG Max – H
Austin – H
Jailene – H
Alexi – T
MZT – H
 New:
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Gigi – H
Judah –W
Jeremia – H
Hang – T
UNIT 6, LESSON 2
 Do Now
 HW Review
 Free Write
 HW: Reteaching Activity Worksheet – Section 1
Do Now
 1. What was the most important resource for the peoples of
the Northwest? Why?
 2. For what purpose did the Mound Builder cultures use
earthen mounds?
 3. Why did the tribes of upper New York form a political
alliance?
Free Write
 What kinds of interactions
did North American
societies have with each
other?
 What evidence do we have of
this?
Free Write
 What kinds of interactions
did North American
societies have with each
other?
 What evidence do we have of
this?
 Artifacts
 Burial Sites
 Trade
 Ruins
 Political Alliances
 Legends
UNIT 6, LESSON 3
 Do Now – Notecard activity (terms from section 1)
 HW Review
 Lecture – Maya Kings and Cities
 Note Check
 HW: Binder check, Read Chapter 16, Section 2 and
complete Guided Reading Worksheet – Section 2
Do Now – Terms from Section 1
 Potlach
 Anasazi
 Pueblo
 Mississippian
 Iroquois
 Totem
Maya Kings and Cities
 Maya Create City-States
 Mesoamerica
 Yucatan Peninsula
 Both dry forest and dense jungles
 Classic Period
 250 to 900 AD
 Tikal
 Large city in Northern Guatemala
 Center for religious ceremonies and trade
 Other cities
 Over 50 other cities and sites
 Each city was an independent city-state, ruled by a god-king
 Site of pyramids, temples, palaces, and tens of thousands of people
Maya Kings and Cities
 Temple IV – Tikal
 212 Feet Tall
 Tallest building in Pre-Columbian North America
Maya Kings and Cities
 Maya Create City-States
 Agriculture & Trade
 City-states linked through alliances and trade
 Farmed maize, beans, and squash
 Traded goods
 Salt, feathers, shells, honey
 Traded crafts
 Cotton textiles and jade jewelry
 Cacao Beans – sort of currency
Maya Kings and Cities
 Maya Create City-States
 Dynasties
 Successful farming leads to accumulation of wealth and division of classes
 1. Maya King
 A holy figure
 Hereditary position
 2. Noble class
 Priests and Warriors
 3. Merchants and specialized workers
 4. Peasants
 Majority
Maya Kings and Cities
 Maya Religion
 Polytheistic
 Practices
 Desired to keep the world in balance
 Made offerings to the gods
 Food, flower, incense, piercings, their own blood, human sacrifice
 Math and Religion
 Each day was the burden of a particular god
 Important to know which god was in charge each day, to predict behavior
 260-day religious calendar, as well as a 365-day solar calendar
 Told the best time to plant crops, to attack enemies, to crown rulers, etc.
 Very accurate
Maya Kings and Cities
 Written Language
 Preserves History
 Most advanced in the ancient Americas
 800 glyphs
 Some are words, others syllables
 Recorded in bark-paper book called a codex (only 3 exist)
 Popol Vuh – book written after arrival of the Spanish about
creation
Maya Kings and Cities
 Mysterious Decline
 Around 800, they abandon many of their cities
 Invaders from the north move into the lands, but the “high
civilization” disappears
 Theories
 Warfare between city-states disrupts trade
 Population growth and over-farming damages the environment – famine
 Spanish arrive in the 1500s – Maya were already diminished
UNIT 6, LESSON 4
 Do Now
 Binder Check
 HW Review
 Independent Work: Reteaching Activity, Section 2
 Pop Review – Main Ideas Questions
 HW: Study for quiz on Sections 1-2 (focus on Main Ideas
Questions in text book)
Do Now
 Define these terms:
 Tikal
 Glyph
 Codex
 PopolVuh
BINDER CHECK
 Check plus – your binder has four sections (class notes, handouts,
homework, old quizzes & tests), and has these three things:
 UNIT 6 WORK PACKET, NOTES FROM YESTERDAY &
QUIZ 5.2
 Check – your binder doesn’t have sections, but has everything
required
 Check minus – your binder is disorganized and you can’t find what
you need
 Zero – you have no binder
MAIN IDEAS
 What was the basis of Maya life?
 Why was the calendar important for the Maya religion?
 What three explanations have been given for the collapse of
the Maya civilization?
UNIT 6, LESSON 5
 Take Quiz (26 Minutes)
 Maya Architecture (quiz each other with questions)
 HW: Catch-Up, Honors Packet Work
UNIT 6, LESSON 6
 Do Now
 Lecture – “The Aztecs Control Central Mexico”
 Note Check
 HW: Quiz Corrections (if under a 90%)
 Must be on a separate sheet of paper, stapled to old quiz
Do Now
 What have we learned about Mexican history so far?
The Aztecs Control Central Mexico
 The Valley of Mexico
 Today’s Mexico City
 Site of the greatest empire of Mesoamerica – the Aztec
 Advantages:
 Fertile Soil
 Accessible resources
 Large lakes
 Obsidian – green or black
volcanic glass, used to make
sharp edges
The Aztecs Control Central Mexico
 The Valley of Mexico
 Before the Aztec…
 Teotihuacan – large city-state
 200,000 people
 Giant Pyramid of the Sun – “Avenue of the Dead”
 Did not try to create an empire
 The Toltecs
 Like other civilizations (pyramids, temples, etc.)
 Legend of Quetzalcoatl and Topiltzin
o Leads to exile of followers, legend become relevant later
The Aztecs Control Central Mexico
 Quetzalcoatl
•
Pyramid of the Sun
Avenue of the Dead
The Aztecs Control Central Mexico
 The Aztec Empire
 Aztecs arrive in the Valley of Mexico around AD 1200.
 (Also called the Mexica)
 Originally a nomadic people from the harsh deserts of
Northern Mexico
 How might this have affected them??
 Aztec founding legend
 God of sun and warfare said to look for an eagle on a
cactus, holding a snake in its mouth
 They found this place on an island
 Here they founded the city of Tenochtitlan
The Aztecs Control Central Mexico
 Mexican Coat of Arms
The Aztecs Control Central Mexico
 Aztecs Grow Stronger
 In 1428, they joined with two other city-states to form the
Triple Alliance
 Gained control over the neighboring areas
 Empire (definition: ___________________ )
 Atlantic to Pacific
 5-15 million people
 Aztec Rule
 Take tribute from people they conquered
 But allow local rulers to govern in their own way
The Aztecs Control Central Mexico
 Nobles Rule Aztec Society
 Emperor
 Nobody looked him in the eye or wore shoes in his presence
 Nobles own vast estates, which they ruled like lords
 Priests and military leaders, as well as gov’t officials
 Commoners
 Merchants, artisans, soldiers, farmers
 Slaves
 Captives
The Aztecs Control Central Mexico
 Tenochtitlan
 Pop of 200,000-400,000 people by 1500
 Bigger than London or Madrid
 Causeways connect the island to the mainland
 Canoes were used to bring goods to the huge market at the city
center
 Center of the city
 Massive, walled complex with palaces, gov’t buildlings and the Great
Temple
The Aztecs Control Central Mexico
 Group Read
 Religion Rules Aztec Life
 Problems in the Aztec Empire
UNIT 6, LESSON 7
 Do Now – Questions and Terms
 Individual Work: Guided Reading Section 3
 Review
 HW: Reteaching Activity, Section 3
The Aztecs Control Central Mexico
 DO NOW QUESTIONS:
 1. On what was Teotihuacan’s power and wealth based??
 2. How did the Aztecs rule their empire?
 3. Who or what is… ?
 Obsidian
 Quetzalcoatl
 Triple Alliance
 Montezuma II
UNIT 6, LESSON 8
 Do Now
 HW Review – Reteaching Activity, Section 3
 Lecture – “The Inca Create a Mountain Empire”
 Note check
 HW: Read Section 4 & Complete “Guided Reading, Sect 4”
DO NOW
 What do you remember about the history of Peru??
The Inca Create a Mountain Empire
 Aztecs ruled the Valley of Mexico, while…
 A new people create an equally powerful state in South
America
 The Inca
 Build an empire tat stretched from Ecuador to Chile
 Larges to ever exist in the Americas
 Built on the cultural foundations of the Chavin, Moche, and Nazca
The Inca Create a Mountain Empire
 Inca Beginnings
 Nomads from the highlands of Peru
 Eventually settle in the Valley of Cuzco
 Develop their own small kingdom by the AD 1200s
 Pachacuti Builds an Empire
 Pachacuti takes the throne in 1438
 Under his leadership, the Inca conquer all of Peru
 Empire grew to 16 million people and 80 provinces
 How?
 Diplomacy – before attacking they offered an honorable surrender, after an
attack they tried to gain the loyalty of the defeated people
 Military force – used their powerful force only when necesssary
The Inca Create a Mountain Empire
The Inca Create a Mountain Empire
 Incan Government – how did they do it?
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Rulers divided territory into small units
Central bureaucracy
Road system ties it together
Imposed a single official language
 Quechua
 Government and Incan Cities
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To gain control, the Inca built cities in all conquered areas
Architecture of gov’t buildings was uniform everywhere
All roads led to Cuzco – what is this similar to??
Built huge and grand buildings without iron tools or the wheel
The Inca Create a Mountain Empire
 Total control over economic/social life
 Regulated the production and trade of goods (unlike the Maya
or Aztecs)
 Compare to the modern welfare state
 Ayllu – extended family group
 Took on big tasks, like irrigation or food storage
 Ayllu groups were divided into 10s, 100s, 1,000s, and 10,000s with a
chief at each level –”chain of command”
 Tribute
 Incan subjects were made to pay, usually in labor (called mita)
The Inca Create a Mountain Empire
 Religion of the Inca
 Reinforced the power of the state
 Practices
 Priests led sun-worship services along with unmarried nuns
 The Kind was considered a descendent of the sun-god
 Sacrifice of llamas and other gifts offered to the gods
 Great Cities
 Temple of the Sun in Cuzco
 Covered in gold – “The Sweat of the Sun”
 Machu Picchu
 Discovered in 1912
 Isolated and mysterious religious center, OR
 An estate of Pachucuti, OR
 A retreat for rulers or nobility
 Inti – the Sun God
 Llama
The Inca Create a Mountain Empire
 Discord in the Empire
 Height of glory is the early 1500s
 Afterwards a powerful ruler – Huayna Capac – died of smallpox
or other disease
 The empire was split in two between his sons
 They were jealous of each other and fell into civil war
 The Spanish arrived at the end of this war, and took advantage
of it to conquer the whole empire
The Inca Create a Mountain Empire
 Machu Picchu
UNIT 6, LESSON 9
 Do Now
 HW Review – Guided Reading, Section 4
 Classwork Questions
 HW: Study for quiz on Chapter 16, Sections 3-4
Do Now – Write a Caption!!
The Inca Create a Mountain Empire
 CLASSWORK QUESTIONS:
 1. How were the Inca able to conquer such a vast empire??
 2. What methods did the Inca use to create unity among the diverse
peoples in their empire?
 3. What role did the Mita play in building the Inca Empire?
 3. Who or what is… ?
 Pachacuti
 Ayllu
 Mita
 Quipu
UNIT 6, LESSON 10
 Take Quiz (26 Minutes)
 Work on “Building Vocabulary” Worksheet (finish for HW)
UNIT 6, LESSON 11
 Do Now – Binder Check
 HW Review
 Classtime – Catch-Up Day
 Work Packets (test grade) and Honors Packets are due next day
of class
 If finished, Word Search for Extra Credit
 HW: Quiz Corrections (if under a 90%)
 Must be on a separate sheet of paper, stapled to old quiz
BINDER CHECK
 Check plus – your binder has four sections (class notes, handouts,
homework, old quizzes & tests), and has these three things:
 UNIT 6 WORK PACKET, QUIZ 6.1, QUIZ 6.2, LECTURE
NOTES
 Check – your binder doesn’t have sections, but has everything
required
 Check minus – your binder is disorganized and you can’t find what
you need
 Zero – you have no binder
UNIT 6, LESSON 12
 Collect all HW
 Watch movie
 Fill out “What? So What? Worksheet”
 HW: Make-up all owed HW.
WORLD HISTORY
UNIT SEVEN –