How did the Aztec and Spanish Way of reflect their worldviews?

January 28, 2018 | Author: Anonymous | Category: History, World History, Aztec
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HOW DID THE AZTEC AND SPANISH WAY OF LIFE REFLECT THEIR WORLDVIEWS? A look at how their societies are set up!

FOCUSING ON…. 

Social Systems



Economic Systems



Political Systems



Culture

AZTECS SOCIAL SYSTEM A look at how their society is set up!

NOTES ON AZTEC SOCIETY

Who does this sort of sound like…?



Highly structured



Based on agriculture and trade but guided by religion 

Religion was part of everyday life



Aztec cities dominated by pyramids topped with temples where human sacrifices were done



Had three social classes (upper, middle, lower)



A person was born into their class and usually stayed there

LET’S PLAY A GAME!!!! Pick the rich person out of the pictures!!!! See who has the highest status!

WHO DO YOU THINK HAS THE HIGHEST STATUS?

AZTEC SIGNS OF STATUS 

Clothing Higher the class, better quality of cloth and patterns  Common people weren’t allowed to wear cotton under pain of death  Warriors uniform changed as rank changed (loin cloth up to jaguar uniform) 



Jewelry  



Facial piercings showed rank (nose/lip mostly) Headdresses, jewelry, and shields were elaborate

Size/location of your house  

Only nobleman and chieftains could build a house with a second story (killed if went against) Higher rank had best location

LOOK FOR SIGNS OF STATUS IN THIS CLIP…. http://www.youtube.com/watch?v=d56HvpPmg8o

THREE CLASSES NAMES (YOU MIGHT WANT TO REMEMBER THESE…) 

Upper class – Pipiltin **hint to remember** Upper class has two “P’s”, pipiltin starts with P and has two Ps!!!  Made up of nobles, high-ranking warriors, high-ranking priests 

THE OTHER TWO CLASSES ARE BOTH CONSIDERED COMMONERS…  Middle Class – Macehualtin **hint to remember** 



Middle class people can afford mace (macehualtin)

Peasants – Mayeques **hint to remember** 

Peasants would like a cheque (mayeques)



Commoners provided labour and made up most of the military



There are subgroups in each class as well

THE NOBILITY - PIPILTIN – THE UPPER CLASS 

Were the ruling class



Held the top positions in government, army, and priesthood 



Emperor was the top nobelman 



Were punished more harshly if committed a crime

The more powerful, the more land you owned 



Given the name of huey tlatoani which means great speaker

Followed a strict code of behaviour and were expected to be role models for the commoners 



Administrators, judges, clerks,warriors (Eagle and Jaguar Knights)

They lived separated in large elaborate homes with servants

Similar to those of the samurai in Japan

COMMONERS (IN ORDER OF IMPORTANCE) 

Macehualtin were the middle class 

 

Warriors next in social status to the nobility 



Able to improve their status by gaining military recognition, becoming priests, merchants, artisans, or pochteca (long-distance traders) Could eventually purchase their own land Shows how much they are valued in society

Artisans were important in the macehualtin class Would often live in their own calpulli (community)  Similar to a core family unit 



Slaves Tlacotin were the lowest class of people  

  

No one was born into it Would be sent there if they couldn’t pay debts/committed crime Could buy back freedom Were not owned, just worked for people If they had children, they were free

PRIESTS 

Top-ranking positions were reserved for the pipiltin



The priests would advise the emperor and oversee religious functions



Most important job was to offer sacrifices

This video has graphic content… Shows a Mayan sacrifice (very similar) http://www.youtube.com/watch?v=O_99mcINufQ&fea ture=related 

ROLES OF MEN AND WOMEN 

Women were expected to care for the household/children 

Some became fine artisans

Men did physical and military work  Education was free for boys and girls 

Were taught religious rituals, singing, dancing, and music  Separate schools for nobles (school called calmecac) and macehualtin (school called telpochalli)  Boys were taught mostly military skills, girls taught managing households  Were no books (oral history and codices) 

SPANISH SOCIAL SYSTEM How did the Spanish social system reflect their worldview?

SOCIAL SYSTEM 

Feudal system remained in place longer than most European countries



1486, replaced with a seigneurial system



Nobles given land by monarch and became self sufficient estates



Nobles owned most amount of land but made up of the smallest portion of population

SPANISH NOBILITY 

Ruled their estates like monarchs



If land not taken back by monarchy, it was passed to eldest son



Many studied to be in the clergy or gain honour as a conquistador



Spanish Grande was given to highest nobility class



Lesser nobles were known as don



Minor nobles were known as hidalgo (not the horse)

COMMONERS 

Make up 90% of the population



Farmers had the lowest status



Middle class grew out of the commoners



Share same lifestyle as nobility (strove to be them)



Priests were more educated and came from wealthier families of nobility or commoners



Commoners just had to work and try and earn money

MEN AND WOMEN IN SPAIN 

Women were similar to Renaissance Europe 

Women take care of household



Men expected to do the hard labour



Only men could hold government positions and run businesses

EDUCATION 

Jews and Muslims served Spain well by providing an active commercial and education elite 

If… they hid themselves well



Respected highly educated sons of nobility



Roman Catholic Church is now tightly linked with education in Spain

POLITICAL/ECONOMIC SITUATION OF THE AZTECS How did the political and economic systems reflect the Aztec worldview?

MOCTEZUMA II (1480-1520) 

Became emperor in 1502



Best known of the Aztec rulers 

We will go over him in great detail… messed up very bad…



Strengthened power of nobility by choosing advisors from aristocracy



Couldn’t look at him during religious festivals or you would be put to death



Believed that the physical earth was completely dependant on the gods



Ruled with absolute power (didn’t establish relationships with leaders of other city-states)

I am going to decimate your people…

I am all powerful… The Gods will make me win! Winning!!!

ECONOMICS 

System based on agriculture   



Had great technology including irrigation and dike systems Did not have large domestic animals like horses to help Used a system called Chinampas

Made money from tribute as well Created steady flow of goods  Could be luxury or food  Continued under Spanish rule 



Moved products to allies and around the town



Developed a strong cottage industry

CHINAMPAS

POCHTECA 

Held high positions in society



Were spying merchants



Since there were no animals, they would transport goods for trade



Used porters to carry things



Would report back to the emperor about the other territories



Prized goods included rare feathers, pelts of jungle animals, gemstones, precious metals, and cloth

TLATELOLCO MARKET 

Developed in Tenochtitlan



Became one of the largest markets in the world Could hold 60000 people  25000 people would visit per day 



Fabric, clothing, weapons, pottery, jewelry, and food was found here



Ran by the barter system



Was also a social place, catch up on news of town



Cacao beans were used as currency

MARKET POLICE FORCE 

The market had its own police force and judges



Thieves and unfair vendors would be taken to the judges



Would be sold into slavery if they committed crimes

What could you buy at the Tlatelolco market? Item

Price

Cotton cloak

100 cacao beans

Dugout canoe

1 cotton cloak or 100 cacao beans

A load of red dye

Two cotton cloaks

A slave

30 cotton cloaks

A slave who could sing and dance

40 cotton cloaks

SPAIN Political and Economic Systems

POLITICS 

King and Queen were highest political power



Spanish parliament was the cortes



Power of cortes was reduced so that the King and Queen could pass any legislation



Power of Church/Pope was reduced so that the Church couldn’t interfere with decisions

ECONOMICS 

Barcelona and Valencia were major sea ports for importing/exporting goods



Many industries remained as cottage industries



Imported more than exported



Manual labour looked down upon so nobility would never do it



Left farmland uncultivated



Nobility eventually became involved with overseas trading



Brought in lots of gold/silver which made Spain very rich



Created massive inflation in Spain

AZTEC CULTURE How did the culture of the Aztecs affect their worldview?

AZTEC CULTURE 

Evolved without prior knowledge of other societies living in the world



Humans played a small role in the world 

Served their gods



Would represent their gods in festivals, art, music… basically everywhere/thing



Human sacrifice was practiced and this is what collided the most with the Spanish

CULTURE CONTINUED 

Medicine consisted of religion, magic, and actual medicine



They made codices (records) but had no written language… everything was drawn



Only elite were taught how to read codices



Temples were largest buildings



Feathers more important than gold because they were more rare and colourful

AZTEC TIME 

Had two calendars



Had a 365 solar year calendar called xiuhtlapohualli 18 monts of 20 days with 5 useless days at the end of the year  Each month named for a god and had a religious festival for that god 



Had a ritual calendar called tonalpohualli based on a 260 day cycle     

Had 13 numbers and 20 signs that represented an anmial,element, or abstract idea Made 260 named days which would name a person/give them their fate The day you were born affected your destiny Ex. 3 rabbit Determined when religious rituals/sacrifices would take place

CALENDAR CONTINUED 

Xiuhtlapohualli and the tonalpohualli combined to form the xiuhnolpilli, the third calendar Had a 52 year cycle (that’s how long it took both calendars to go through their complete cycles and for them to reset)  Was considered and end of an era  The gods could destroy their world at this time  Had to perform certain sacrifices/rituals to make sure this did not happen 

Fires put out, statues made of stone/wood thrown in water, houses cleaned, people would then stand on their rooftops  Priests would light a new flame on a freshly sacrificed heart, would take this flame and light fires in everyone's’ house 

SPANISH CULTURE A look at how Spanish culture affected their worldview

SPANISH CULTURE 

Influenced by the Moors



Became one of the most cultures/educated cultures in Europe



Many were Roman Catholic



Latin was used by scholars and the clergy



Each kingdom had its own vernacular



Troubadours (travelling singer/musician) became important



Also had influence of the Renaissance

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