Transcript How Did the Aztec and Spanish Ways of Life Reflect Their

Chapter 8
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Aztec society was highly structured, based on agriculture
and trade, and guided by a religion that was part of every
aspect of life.
They had a hierarchical system of authority that was divided
into three social classes: upper, middle and lower.
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•Pipiltin were the upper, ruling
class (government, army &
priests)
•Emperor- huey tlatoani (high
priest too)
•Land ownership based on
social class
•Pipiltin had to follow strict
behavior code (role models)
•Nobility kept all records and
gained honor
Macehualtin were the middle class (military, priests,
merchants, artisans, or long-distance traders)
 Warriors were next to nobility – very important, exemplary
leaders and judges of petty crimes
 Macehualtins became very wealthy usually through
trading
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Mayeques (peasants) worked for nobles and received land
and payed taxes.
Tlacotin another name for slaves and they could buy their
freedom
 Not born into slavery – choice/punishment
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UPPER
 Huey Tlatoni (Emperor)
 Pipiltin (Ruling class)
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MIDDLE
 Macehualtin
(Warriors, Priests,
Pochteca, Toltecah)
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LOWER
 Mayeques (Peasants)
 Tlacotin (Slaves)
Boys from all classes could study to become priests
Did not get married
Top rank reserved for pipiltin
They would advise the emperor and oversee
important religious functions
 Their most important job was to offer human
sacrifices
 Women could also serve as priestess for
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the goddesses
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Women cared for the household and family;
some did become artisans.
Men did all other physical work;
forced to join the army when soldiers were
needed.
 Children worked beside parents as early
as age 5.
 Girls marry by early teens; boys marry by
late teens/early twenties.
 In case of break-up, wife gets automatic
custody of kids
 Women enjoyed legal protections, along
with a high degree of freedom.
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Free for girls and boys
Taught religious rituals and structured
classes
 Singing, dancing, music
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Pass on traditions by dancing and singing
Long poems, stories, songs, histories
were important to memorize
 Oral Tradition
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Separate schools for upper and lower class
 Calmecac; Telpochcalli
Went to school until marriage
Boys and girls taught separately
Boys taught occupational skills, history,
religions & good citizenship
 Girls taught how to manage the house,
spinning & weaving
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Aztec Political System
The emperor, huey tlatoani, was elected by the council
of wise men
 The council men were elected by their calpullis (clans)
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 made up of the greatest warriors and the wisest priests
The huey tlatoani was the representative of
Huitzilopochtli, no one could disobey him.
 The council of wise men could dismiss the huey tlatoani
if they disagreed with him
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 his title/place was not heriditary.
Held highest position in royal
court – members of nobility.
 Emperor consulted them on
dreams and omens
 Priests decided the days that
were lucky to go to war and
hold sacrificial ceremonies.
 Responsible for providing
music and directing religious
ceremonies
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 TRIBUTE
 FARMING
 GOODS & SERVICE
 MARKETPLACE
 TRADE
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Tribute was an important factor –
payment to the Aztec emperor.
Ensured a steady flow of goods for
the Aztec and encouraged the
development of new businesses and
improved the economy.
Forms of tribute –
 FOOD: cacao beans
 NATURAL RESOURCES: cotton
\LUXURY ITEMS: precious metals
 MILITARY SERVICE
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Rulers benefited because many items
were redistributed as payment for
their allegiance to the emperor
Development of new businesses and
improved the economy.
Tribute system continued under
Spanish rule
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FARMING – backbone of the Aztec economy
Used for tribute or to pay taxes or trade
Technological innovations such as irrigation and dike
systems led to faster & more efficient farming.
 Farming was done
on floating gardens
called chiampas
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Marshland farmers worked full time but
inland farmers had to have other jobs
such as producing goods made from
raw materials or mining salt or stone.
Cottage industries supplied other object
such as ceramic pottery, blades, obsidian
tools and paper made from the inside
of bark
In the cities, there were services such as
barbers and herbalists and individuals
who sold “fast food” (prepared good and drinks)
Some people became artisans and made jewellery from precious
stones, gold and silver
The most valued artisans were the feather workers who crafted
vibrantly coloured capes, garments, and ceremonial
items made from tropical bird feathers.
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Good that weren’t used for tribute or taxes were
sent
to the MARKETPLACE
Market trade was based on barter or trade
Markets were divided
into streets and each
type of merchandise
was sold its own street
Trade outside the
marketplace was
forbidden
… twice as big as [a Spanish city] with arcades all around,
where more than sixty thousand people come...to buy and sell,
and where every kind of merchandise produced in these lands
is found; provisions, as well as ornaments of gold and silver,
lead, brass, copper, tin, stones, shells, bones and feathers.
They also sell lime, hewn and unhewn stone, adobe bricks, tiles
and cut and uncut woods of various kinds.
There is a street where they sell game and birds of every
species found in this land...They sell rabbits and hares and
small gelded dogs which they breed for eating.
There are streets for herbalists where all the medicinal herbs
and roots foundin the land are sold...
There are shops like barbers where they have their hair washed
and shaved and shops where they sell food and drink.
There are also men like porters to carry loads.
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Since the Aztec did not have oxen or
horses to transport goods, they transported
goods by canoe along the waterways that ran
down the Valley of Mexico.
Porters worked for the Pochteca
(long-distance merchants) and traded finished
goods and raw materials to make clothing and
jewellery for the nobility.
Were also called spying merchants because
they travelled to enemy territory & reported
back to the
Emperor
The pochteca held a high position of status in
the empire.
Aztec Religious Beliefs and
Practices
Rituals and sacrifices
Thought warrior hearts were the
best nourishment and that
sacrifice kept the world together.
 Believed that human blood was
above all else
 Sacrifices were large public
events that were performed at the
top of temples.
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Medicine Bundles
Sacred objects of the Aztecs were bundles
containing blessed corn, feathers, rubber and
precious stones.
 Each altepetl (city) has its own bundle that was the
centre of the city
 Huitzilopochtli’s bundle was kept in the main
temple of Tenochtitlan.
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Religion – certain gods were
thought to send illness or to
heal
 Magic – some diseases were
thought to be sent by magic.
Anyone thought to be
casting spells would be
condemned.
 Medicine – they knew a lot
about the healing properties
of plants and minerals.
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Books and Codices
 Used picture writing
 Had no alphabet
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Scribes and priests recorded poetry, history, moral
lessons, rituals, tribute lists, governmental and
business records.
Only the elite (pipiltin) were taught to read
Often wrote on deerskin, cloth or ornate paper
Painted on both sides of long paper strips
The few codices that were not destroyed were
about animals and guides for living
Sculpture
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Religious in nature
Stone sculpture were of Gods
 Were often placed in and under temples
 In recognition of the three levels of the
universe
▪ In recognition of gods, earth and the
underworld
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Smaller statues were of animals
 usually jaguars and snakes
 maintaining balance with the natural world
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Craftsmen taught their talents to their sons
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Temples were the largest
building in any city
The most magnificent was
in Tenochtitlan
 Architecture was borrowed
from the Teotihuacan or
Toltec
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They developed the idea
to divide the pyramid at
the top to represent the
sacred mountains
It was called Templo
Mayor
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Aztecs prized feathers
more than gold
 Feathers were rare, delicate
and brightly coloured
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Many luxury items such as
jewels and ornaments
had no religious
importance and were
created to satisfy the
desires of the wealthy
Artisans created
jewellery, ceramics and
mosaics using precious
stones and jewels
Life was coordinated by two calendars
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The main calendar was called
Xiuhtlapohually
 made up of 18 months, 20 days plus 5 extra days
 Each month named for a god and incorporated a religious festival dedicated
to that god
 Regulated agricultural activities such as planting and harvesting and
determined market days
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The second important calendar was the ritual calendar called
Tonalpohually
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260 days
People were name based on the day they were born on
Eacd day associated with a specific fate that was good, bad or indifferent.
They believed that the day on which they were born would Used to determine when their religious rituals and sacrifices should be
performed
Spanish society used the feudal system until 1486
and then switched to the seigneurial system.
 Peasants were given sections of land by the lord of
an estate to cultivate in return for money, goods, or
services. They essesntial worked for the landlord
but had more freedom.
 The nobility was the smallest class and owned the
most land.
 There were many more peasants than business
owners, but the merchant class was growing.
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Were powerful and ruled their estates
almost like monarchs.
King Ferdinand and Queen Isabella took
back much of the land owned by nobility.
Large tracts of land were passed on to
the eldest son of nobles.
Sons studied to enter clergy or tried to
gain honour (Conquistadors)
Classes of minor nobles = hidalgo
Spanish nobility very much hated
manual labour and commerce, and
judged an individual’s worth by social
position rather than by achievement.
Made up 90% of Spain’s population.
Feudal peasants had the lowest status.
Most lived and worked on nobles’ estates.
Only small percentage owned land
Couldn’t save money
Under Ferndinand & Isabella, the middle class
began to grow.
 Many of the wealthy merchant class were educated
and owned land.
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Roman Catholic priests became the religious leaders in
local parishes or joined formal religious orders.
Parish priests often would have to look for other work to
earn money to support themselves.
Priests from religious orders (Franciscan, Domincan,
Salesians) were better educated and came from
wealthier families
▪ Religious orders were well organized & independent
▪ Religious orders operated many schools for commoners
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The priests who made it to upper clergy had great
status and rank.
Similar to the roles of men and women during the
Renaissance.
 Women were expected to marry well and take care
of the household.
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 Divorce was strictly forbidden in the church
 Some became fine writers and artisans
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Men were expected to do the hard labour.
 Some peasant women would cultivate land when needed
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Only men could hold government positions and be
involved in running a business.
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Under Moorish control, Spain used to be more
tolerant of religion than anywhere else
Before Spain evicted them, the Jews and Muslims
provided a highly respected education.
There were several universities
The Spanish benefited very much from the
universities and libraries left behind by the Jews and
Muslims.
Education became tightly linked with the Roman
Catholic Church.
Spanish scholars began to focus on religious studies
rather than humanist pursuits
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In towns and cities there was education for most
children.
Children of nobility, especially sons, were mostly
tutored at home and then went on to university.
Some daughters went to school, but most received
private lessons at home
Religious education was present at all levels of
educaation
Some rural areas provided basic formal education to
children of peasants.
Boys learned carpentry and how to farm.
Girls learned how to cook and sew.
Spanish Political System
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Believed only God could give someone the right to
rule.
Since God appointed the monarch, no king or
queen could be removed
The King & Queen had near absolute power.
Although there was a central authority, each
kingdom maintained a separate parliament
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Spanish parliament was called the Cortes
Legislations were approved by the Cortes.
King and queen could dismiss the Cortes whenever
they wished but the Cortes still controlled the
treasury.
Nobles were given high ranking but had fewer
oppurtunities to be involved
Roman Catholic Church was often closely linked to
the monarchy.
 People who did not accept the teaching of the
Roman Catholic Church were disloyal to the
monarchy.
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 King and Queen reduced
the
power of the church.
 Wanted the power to make
their own decisions
Spanish Economy
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Barcelona and Valencia were major seaports for
importing and exporting goods.
The decrease in population due to the Black Death,
resulted in a decline in both agricultural and
manufacturing output.
Under Moorish rule between the 8th and 13th
centuries agriculture flourished.
Olives, grapes, wheat, rice and fruit were
the main products
Sheep farmers formed a guild – a powerful
organization called a mesta.
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Nobility saw farming and businesses as the lower class
Nobility would buy land and the land would remain
uncultivated.
Small businesses would purchase land with extra
money instead of creating more business
Spain’s economy suffered because of little investment in
agriculture & commerical efforts
When Fernindand & Isabella took over, Spanish
economy improved, especially with the wool trade in
Castile
However, during wars, Spain’s economy suffered again
because they needed guns & weapons, not wool
Nobilitles began overseas trading when Spain
colonies
 Spain wasn’t able to produce for both, so its
colonies increased their manufacturing
 Over time, Spain became one of the richest and
most powerful countries.
 Gold and silver eventually caused massive inflation
in parts of Spain and Europe
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Spanish Religious Beliefs and Practices
Believed they would go to heaven or hell based
on how well they followed the religious
teaching of the Roman Catholic Church.
 Included following the Bible & confession
 Cathedrals were the grandest buildings in any
cities and built as places to worship God.
 Religion united Roman Catholics to conquer
the Moors.
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By the end of the Reconquista, Catholicism was the
only religion allowed in Spain.
 Focused on the suffering of Jesus Christ and
admired both the courage and willingness of
individuals to withstand suffering and sacrifice.
 Conquistadors who exhibited these traits were held
in high esteem
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 Special religious
ceremonies were held to
try people during the
Inquisition usually ending in
the execution of the person
charged.
• usually burned at the stake.
Literature
Latin was the language used by the
Clergy and by Spanish scholars.
 Castilian was made the official language when
Ferdinand and Isabelle married.
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 later known as Spanish
 Having one language united the country and developed a sense
of nationalism.
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Troubadours spread Spanish when they traveled and
performed for the common people and for the
royalty.
 Told tales of love, bravery, romance, poetry & quiet life of
the country
Spanish architecture was
strongly influenced by Muslim
culture
 Many Spanish homes had
beautiful mosaic decorations
and inside courtyards modeled
after Muslim buildings
 The grandest structures in
Spain were Churches and
Mosques
 The most talented sculptors
lived in Catalonia and Aragon
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Spanish artist absorbed influences
from different cultures,
traditions & religion
Spanish artists were greatly
influenced by Flemish & Italians
Spanish art was comprised of
beautiful murals & frescoes most
often found on the walls of
churhces
Ferrer Bassa was one of the first
identifiable Spanish artists
Spanish art was influenced by
Moors and the King and Queen
were patrons of the arts
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The Spanish used the Gregorian calendar
system like today's that started in 46 BCE,
and had 365 ¼ days in one year.
The problem was that the summer and winter
solstices were planed to be on the 25th of
their respected months.
 By the 1500’s they were on the 11th.
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To fix this problem Pope Gregory XIII decreed
that the day after
 Thurs. Oct. 4th 1582  Fri. Oct. 15th 1582