1. 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

2. Major Central American Cultures
OLMEC ca bce
TEOTIHUACAN flourished ce
MAYAN
Preclassic bce-100 ce
Classic ce
Postclassic 900 ce-1500 ce
AZTEC 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

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

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

5. Olmecs and Mayans

6. 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

7. 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.

8. 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

9. Olmec Head at La Venta

10. 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

11. 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

13. 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

14. 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

15. Agriculture
Maize
Cacao

16. 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

17. Specialization

18. 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

19. Cities

20. 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

21. 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

22. Social Hierarchy
A Mayan Warrior
A Mayan Priest

23. 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

24. Religion and Education
Human Sacrifice and Bloodletting Ritual

25. 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.

26. Mayan symbol for movement
Economic Exchange
Mayan symbol for movement

27. 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

28. 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

29. 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 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

30. 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

31. Art and Writing
Mayan writing

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. 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

45. Inca

46. 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

47. 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.

48. 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

49. 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

50. Specialization of Labor
Inca textile fragment

51. 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

52. Cities

53. 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

54. 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

55. 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

56. 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

57. 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

58. 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

59. Religion and Education
Inti Raymi, the feast of the sun

60. 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

61. Economic Exchange
Inca gold

62. 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

63. 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

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

65. 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

66. Art and Writing
Quipu (khipu)

67. 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