Central American Civilizations Lesson 1.6 SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Major Central American Cultures OLMEC ca. 1200-300 bce TEOTIHUACAN flourished 100-650 ce MAYAN Preclassic 2000 bce-100 ce Classic 100 -900 ce Postclassic 900 ce-1500 ce AZTEC 1350-1519 ce SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Part 1: Olmec and Mayan Theme: The connection between agriculture, religion, and society Lsn 1.6

Quick Vocab bloodletting rituals, cocoa, maize, Maya, Mayan calendar, Mayan decline, Olmec, Popol Vuh, Temple of the Giant Jaguar, Tikal

Olmecs and Mayans

Olmecs Earliest known ceremonial centers is near modern day Veracruz around 1200 B.C. Served as the nerve center for the first complex society of the Americas, the Olmecs “Olmec” was not what the people called themselves It means “rubber people” and comes from the rubber trees that flourish in the region SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Characteristics of Olmec Civilization Intensive agricultural techniques Area received abundant rainfall so extensive irrigation systems were unnecessary The Olmecs built elaborate drainage systems Specialization of labor Jade craftsmen Cities Built around ceremonial centers A social hierarchy Society was probably authoritarian Common subjects provided labor and tribute to the elite Intensive agricultural techniques, such as the use of animal power, crop rotation, and irrigation. This enables farmers to produce a surplus of food that will not be needed for their own subsistence. A significant portion of the population that does not devote most of its time to producing food. They can go into other occupations and trade for the food they need. This is called "specialization of labor." It is possible because of the food surplus described above. The gathering of these non-food producers into permanent settlements, called cities. A social hierarchy. This can be a chiefdom, in which the chieftain of one noble family or clan rules the people; or a state society, in which the ruling class is supported by a government or bureaucracy. Political power is concentrated in the cities. The establishment of complex, formal social institutions such as organized religion and education, as opposed to the less formal traditions of other societies. Development of complex forms of economic exchange. This includes the expansion of trade and may lead to the creation of money and markets. The accumulation of more material possessions than in simpler societies. Development of new technologies by people who are not busy producing food. In many early civilizations, metallurgy was an important advancement. Advanced development of the arts by those who don't have to farm for a living. This can include writing.

Characteristics of Olmec Civilization Organized religion and education Ceremonial centers, priests, temples, altars, and human sacrifice Development of economic exchange Imported jade and obsidian and exported small jade, basalt, and ceramic works of art Development of new technologies Excellent astronomers and mathematicians who developed a calendar Advanced development of the arts. (This can include writing.) Created colossal human heads sculpted from basalt rock Intensive agricultural techniques, such as the use of animal power, crop rotation, and irrigation. This enables farmers to produce a surplus of food that will not be needed for their own subsistence. A significant portion of the population that does not devote most of its time to producing food. They can go into other occupations and trade for the food they need. This is called "specialization of labor." It is possible because of the food surplus described above. The gathering of these non-food producers into permanent settlements, called cities. A social hierarchy. This can be a chiefdom, in which the chieftain of one noble family or clan rules the people; or a state society, in which the ruling class is supported by a government or bureaucracy. Political power is concentrated in the cities. The establishment of complex, formal social institutions such as organized religion and education, as opposed to the less formal traditions of other societies. Development of complex forms of economic exchange. This includes the expansion of trade and may lead to the creation of money and markets. The accumulation of more material possessions than in simpler societies. Development of new technologies by people who are not busy producing food. In many early civilizations, metallurgy was an important advancement. Advanced development of the arts by those who don't have to farm for a living. This can include writing. SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Olmec Head at La Venta

Decline of the Olmec Olmecs systematically destroyed their ceremonial centers and then deserted the sites Statues were broken and buried, monuments defaced, and capitals burned No one knows why! but some speculate reasons involving civil conflicts or doubts about the effectiveness or legitimacy of the ruling classes SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Mayans Began to develop around 300 A.D. in what is now southern Mexico, Guatemala, Belize, Honduras, and El Salvador Known as “The People of the Jaguar” SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Olmec Influence on the Mayans Maize Ceremonial centers with temple pyramids Calendar based on the Olmec one Ball games Rituals involving human sacrifice SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Characteristics of a Civilization Intensive agricultural techniques Specialization of labor Cities A social hierarchy Organized religion and education Development of complex forms of economic exchange Development of new technologies Advanced development of the arts. (This can include writing.) Just a reminder Intensive agricultural techniques, such as the use of animal power, crop rotation, and irrigation. This enables farmers to produce a surplus of food that will not be needed for their own subsistence. A significant portion of the population that does not devote most of its time to producing food. They can go into other occupations and trade for the food they need. This is called "specialization of labor." It is possible because of the food surplus described above. The gathering of these non-food producers into permanent settlements, called cities. A social hierarchy. This can be a chiefdom, in which the chieftain of one noble family or clan rules the people; or a state society, in which the ruling class is supported by a government or bureaucracy. Political power is concentrated in the cities. The establishment of complex, formal social institutions such as organized religion and education, as opposed to the less formal traditions of other societies. Development of complex forms of economic exchange. This includes the expansion of trade and may lead to the creation of money and markets. The accumulation of more material possessions than in simpler societies. Development of new technologies by people who are not busy producing food. In many early civilizations, metallurgy was an important advancement. Advanced development of the arts by those who don't have to farm for a living. This can include writing. SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Agriculture Maize Cacao

Agriculture Soil in Mesoamerican lowlands was thin and quickly lost fertility Mayans built terraces to retain the silt and therefore greatly improved agricultural production Raised maize, cotton, and cacao Cacao was a precious commodity consumed mostly by nobles and even used as money Cacao tree SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Specialization

Specialization Astronomers Mathematicians Warriors Architects and sculptors Potters Tool manufacturers Textile makers SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Cities

Cities: Tikal the Maya built more than eight large ceremonial centers All had pyramids, palaces, and temples Some of the larger ones attracted dense populations and evolved into genuine cities The most important was Tikal SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Tikal: Temple of the Jaguar 154 feet high Served as funerary pyramid for Lord Cacao, Maya ruler of the late 6th and early 7th centuries SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Social Hierarchy A Mayan Warrior A Mayan Priest

Social Hierarchy King and ruling family Priests Hereditary nobility (from which came the merchant class) Warriors Professionals and artisans Peasants Slaves King and ruling family Ruled from the city-Ruled by semi-divine right and maintained by ritual human sacrifice Hereditary nobility (from which came the merchant class) Owned most of the land and priests by organizing military forces and participating in religious rituals Warriors Mayan kingdoms fought constantly with each other and warriors won tremendous prestige by capturing high-ranking enemies Captives were usually made slaves, humiliated, tortured, and ritually sacrificed Priests Maintained an elaborate calendar and transmitted knowledge of writing, astronomy, and mathematics SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Religion and Education Human Sacrifice and Bloodletting Ritual

Religion: Bloodletting Rituals Mayans believed the shedding of human blood would prompt the gods to send rain to water the maize Bloodletting involved both war captives and Mayan royals Mayan queen holds a bowl filled with strips of paper used to collect blood.

Mayan symbol for movement Economic Exchange Mayan symbol for movement

Economic Exchange Traveling merchants served as traders and ambassadors to neighboring lands and allied people Traded mainly in exotic and luxury goods such as rare animal skins, cacao beans, and finely crafted works of art Cacao used as money SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Observatory at El Caracol New Technologies Mayan Calendar Observatory at El Caracol SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Mayan numerical system New Technologies Excelled in astronomy and mathematics Could plot planetary cycles Invented the concept of zero and used a symbol to represent zero By combining astronomy and mathematics, calculated the length of the solar year at 365.242 days Mayan numerical system SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

New Technologies: Calendar Mayan priests developed the most elaborate calendar of the ancient Americas Interwove two kinds of year A solar year of 365 days governed the agricultural cycle A ritual year of 260 days governed daily affairs by organizing time into twenty “months” of thirteen days each What is interesting about this calendar? SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Art and Writing Mayan writing

Mayan Decline By about 800, most Mayan populations had begun to desert their cities Full scale decline followed everywhere but in the northern Yucatan Possible causes include foreign invasion, internal dissension and civil war, failure of the water control system leading to agricultural disaster, ecological problems caused by destruction of the forests, epidemic diseases, and natural disasters SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Characteristics of a Civilization Intensive agricultural techniques Specialization of labor Cities A social hierarchy Organized religion and education Development of complex forms of economic exchange Development of new technologies Advanced development of the arts. (This can include writing.) Just a reminder

Aztecs Aztecs came into the Valley of Mexico during the 12th and 13th century A.D., and rose to be the greatest power in the Americas by the time the Spaniards arrived, in the 16th century. According to myth, Huitzilopochtli told Tenoch to lead his people to a place of refuge on a swampy island in Lake Texcoco. When they reached their destination, they were to look for an eagle perched on a cactus. At that location, they were to build their city and honor Huitzilopochtli with human sacrifices. The city they built was called Tenochtitlán: the city of Tenoch. The story of the Aztecs' rise to power is awe inspiring one, and is one of the most remarkable stories in world history. They were a relatively unknown group of people who came into the Valley of Mexico during the 12th and 13th century A.D., and rose to be the greatest power in the Americas by the time the Spaniards arrived, in the 16th century. Little is known of the earliest Aztecs, they did not keep a written record. Their history was passed on by word of mouth from one generation to the next. Legend has it that they came from an Island called Aztlan, meaning White Place - Place of Herons. In the Aztec codex Tira de la Peregrinacion, commonly called the Migration Scrolls. The scrolls have the Aztecs leaving Aztlan, which was described as an island in a lake with Chicomoztoc depicted as seven temples in the center of the island. The Aztecs felt they were the "chosen people" of Huitzilopochtli. The Aztecs believed Huitzilopochtli their war god was their protector, how had them search for their promised land. Sometime during the 12th & 13th century the Aztecs straggled into the Valley of Mexico, led by their chieftain Tenoch. They were a poor, ragged people who survived on vermin, snakes, and stolen food. They were hatred and rejected by all the surrounding inhabitants of the valley, for their barbarous and uncultured habits. They were driven from one location to another. Early in the 14th century, Huitzilopochtli told Tenoch to lead his people to a place of refuge on a swampy island in Lake Texcoco. When they reached their destination, they were to look for an eagle perched on a cactus, growing from a rock or cave surrounded by water. At that location, they were to build their city and honor Huitzilopochtli with human sacrifices. The city they built was called Tenochtitlán, the city of Tenoch. Aztec Calendar Stone SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Agriculture Because their capital was in a swamp they had to make adjustments. They made Chnampias (floating fruit and vegetable gardens) Important to them were Sweet potato Maize Tomatoes Cacao (Chocolate ) SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Specialization of Labor Just like the other cultures. People had the chance to specialize into one craft. Farmers Priests Warriors Mathematicians Architects and sculptors Potters Tool manufacturers Textile makers

Cities Most famous and largest was the capital of the empire. Tenochtitlan. Sometimes referred to as the Venice of the West SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Social Hierarchy King Priests Nobles Warriors Commoners Slaves SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Organized Religion and Education Believed in 1000’s of gods and goddesses Emperors were the direct link of Gods on Earth Sacrifice and bloodletting were a part of their religious belief. Temples and Pyramids were often gateways to speaking with the gods SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Economic Exchange Economy was based on trade/barter Cacao beans were often used at a form of money (i.e. 30 beans = a rabbit and about 600= selling your kid) Quachtli- type of cotton cloth that was highly valued. SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

New Technologies Prime Example is the capital itself. SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Technologies Others were Weapons Calendar Astronomy Mathematics Agricultural (Canapés) Dugout Canoes SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Development of the Arts Mostly a form of religious expression and was a way to pay tribute to the gods. Most art in the Aztec empire was in the form of Sculpture, pottery, or pictographs. SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Quick Vocab Cuzco, Inca roads, quipu, terrace farming SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Inca

Inca By the 13th Century, the Inca had established domination over the regional states in Andean South America In 1438, Pachacuti launched a series of military campaigns that greatly expanded Inca authority Success bred success and the Inca empire expanded By the late 15th Century, the Inca empire covered more than 2,500 miles, embracing almost all of modern Peru, most of Ecuador, much of Bolivia, and parts of Chile and Argentina

Characteristics of a Civilization Intensive agricultural techniques Specialization of labor Cities A social hierarchy Organized religion and education Development of complex forms of economic exchange Development of new technologies Advanced development of the arts. (This can include writing.) Just a reminder Intensive agricultural techniques, such as the use of animal power, crop rotation, and irrigation. This enables farmers to produce a surplus of food that will not be needed for their own subsistence. A significant portion of the population that does not devote most of its time to producing food. They can go into other occupations and trade for the food they need. This is called "specialization of labor." It is possible because of the food surplus described above. The gathering of these non-food producers into permanent settlements, called cities. A social hierarchy. This can be a chiefdom, in which the chieftain of one noble family or clan rules the people; or a state society, in which the ruling class is supported by a government or bureaucracy. Political power is concentrated in the cities. The establishment of complex, formal social institutions such as organized religion and education, as opposed to the less formal traditions of other societies. Development of complex forms of economic exchange. This includes the expansion of trade and may lead to the creation of money and markets. The accumulation of more material possessions than in simpler societies. Development of new technologies by people who are not busy producing food. In many early civilizations, metallurgy was an important advancement. Advanced development of the arts by those who don't have to farm for a living. This can include writing.

Agriculture Llamas SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Agriculture Intensive agricultural techniques Inca empire spanned many types of environments and required terraces to make farmland out of the mountainous terrain Chief crop was the potato Herded llamas and alpacas for meat, wool, hides, and dung (used as fuel) SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Specialization of Labor Inca textile fragment

Specialization of Labor Large class of bureaucrats to support centralized government Much fewer skilled craftsmen Some potters, textile workers, and tool makers Inca designated different specialties for captured people to meet the society’s needs SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Cities

Cities: Cuzco Inca capital at Cuzco served as the administrative, religious, and ceremonial center of the empire May have supported 300,000 residents SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Social Hierarchy SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Social Hierarchy Rulers Aristocrats Priests Bureaucrats Peasant cultivators of common birth SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Social Hierarchy Chief ruler was king and was an absolute and infallible ruler Dead rulers retained their prestige even after death Remains were Were seen as intermediaries with the gods Intensive agricultural techniques, such as the use of animal power, crop rotation, and irrigation. This enables farmers to produce a surplus of food that will not be needed for their own subsistence. A significant portion of the population that does not devote most of its time to producing food. They can go into other occupations and trade for the food they need. This is called "specialization of labor." It is possible because of the food surplus described above. The gathering of these non-food producers into permanent settlements, called cities. A social hierarchy. This can be a chiefdom, in which the chieftain of one noble family or clan rules the people; or a state society, in which the ruling class is supported by a government or bureaucracy. Political power is concentrated in the cities. The establishment of complex, formal social institutions such as organized religion and education, as opposed to the less formal traditions of other societies. Development of complex forms of economic exchange. This includes the expansion of trade and may lead to the creation of money and markets. The accumulation of more material possessions than in simpler societies. Development of new technologies by people who are not busy producing food. In many early civilizations, metallurgy was an important advancement. Advanced development of the arts by those who don't have to farm for a living. This can include writing. SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Social Hierarchy Priests often came from royal and aristocratic families They lived celibate and ascetic lives Influenced Inca society by education and religious rituals Large class of bureaucrats to support centralized government Bureaucrats often were drawn from the loyal ranks of conquered people SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Social Hierarchy Peasants worked lands allocated to them Surplus supported the ruling, aristocratic, and priestly classes as well as providing public relief in times of famine or to widows SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Religion and Education Inti Raymi, the feast of the sun

Religion and Education Main god was Inti, god of the sun Sacrificed agricultural produce or animals rather than humans Believed in life after death where an individual received rewards or punishments based on the quality of his earthly life SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Economic Exchange Inca gold

Economic Exchange Inca society did not produce large classes of merchants or skilled artisans Locally they bartered among themselves Long distance trade was supervised by the central government using the excellent Inca roads SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Arrival of Francisco Pizarro in South America Economic Exchange Gold, the Inca’s most valuable commodity, proved to be their undoing when Spanish conquistadors destroyed much of the empire in the early 1500s in search of gold The Spanish melted down almost all the gold so few works of art remain Arrival of Francisco Pizarro in South America SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Major Roads of the Inca Empire New Technologies Major Roads of the Inca Empire

New Technologies: Roads Allowed the Inca government to: maintain centralized control move military forces quickly, transport food supplies where needed, tying the widespread territories together Rest stations were built a day’s walk apart Runners were positioned at convenient intervals to deliver government messages SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas

Art and Writing Quipu (khipu)

Art and Writing The Inca had no writing Instead they kept records using a quipu A array of small cords of various colors and lengths, all suspended from a thick cord By tying knots in the small cords, Inca could record statistical information 586 on a quipu SSWH 8 – The student will demonstrate an understanding of the development of societies in Central and South America (a) Explain the rise and fall of the Olmecs, Mayan, Aztecs, and Inca empires. (b) Compare the cultures of the Americas: including government, economy, religion, and the arts of the Mayans, Aztecs, and Incas