First Civilizations Cities, States, and Unequal Societies 3500 B.C.E.–500 B.C.E
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The Olmec, Toltec, and Aztec
Mesoamerican Ancient Civilizations The Olmec, Toltec, and Aztec Olmecs of Teotihuacán -“The People of the Land of Rubber…” -Large stone heads -Art found throughout Mesoamerica Olmec Civilization Origin and Impact n The Olmec civilization was thought to have originated around 1500 BCE. Within the next three centuries of their arrival, the people built their capital at Teotihuacán n This ancient civilization was believed by some historians to be the Mother-culture and base of Mesoamerica. “The city may well be the basic civilization out of which developed such high art centers as those of Maya, Zapotecs, Toltecs, and Totonacs.” – Stirling Cultural Practices n The Olmec people would bind wooden planks to the heads of infants to create longer and flatter skulls. n A game was played with a rubber ball where any part of the body could be used except for hands. Religion and Art n The Olmecs believed that celestial phenomena such as the phases of the moon affected daily life. n They worshipped jaguars, were-jaguars, and sometimes snakes. n Artistic figurines and toys were found, consisting of a jaguar with a tube joining its front and back feet, with clay disks forming an early model of the wheel. n Large carved heads were found that were made from the Olmecs. Olmec Advancements n The Olmecs were the first of the Mesoamerican societies, and the first to cultivate corn. n They built pyramid type structures n The Olmecs were the first of the Mesoamerican civilizations to create a form of the wheel, though it was only used for toys. -
Reflections and Observations on Peru's Past and Present Ernesto Silva Kennesaw State University, [email protected]
Journal of Global Initiatives: Policy, Pedagogy, Perspective Volume 7 Number 2 Pervuvian Trajectories of Sociocultural Article 13 Transformation December 2013 Epilogue: Reflections and Observations on Peru's Past and Present Ernesto Silva Kennesaw State University, [email protected] Follow this and additional works at: https://digitalcommons.kennesaw.edu/jgi Part of the International and Area Studies Commons, and the Social and Cultural Anthropology Commons This work is licensed under a Creative Commons Attribution 4.0 License. Recommended Citation Silva, Ernesto (2013) "Epilogue: Reflections and Observations on Peru's Past and Present," Journal of Global Initiatives: Policy, Pedagogy, Perspective: Vol. 7 : No. 2 , Article 13. Available at: https://digitalcommons.kennesaw.edu/jgi/vol7/iss2/13 This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Journal of Global Initiatives: Policy, Pedagogy, Perspective by an authorized editor of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. Emesto Silva Journal of Global Initiatives Volume 7, umber 2, 2012, pp. l83-197 Epilogue: Reflections and Observations on Peru's Past and Present Ernesto Silva 1 The aim of this essay is to provide a panoramic socio-historical overview of Peru by focusing on two periods: before and after independence from Spain. The approach emphasizes two cultural phenomena: how the indigenous peo ple related to the Conquistadors in forging a new society, as well as how im migration, particularly to Lima, has shaped contemporary Peru. This contribu tion also aims at providing a bibliographical resource to those who would like to conduct research on Peru. -
Olmec Mirrors: an Example of Archaeological American Mirrors
1 Olmec mirrors: an example of archaeological American mirrors José J. Lunazzi Universidade Estadual de Campinas - Instituto de Física 13083-970 - Campinas - SP - Brazil [email protected] ABSTRACT Archaeological mirrors from the Olmec civilization are described according to bibliographic references and to personal observations and photographs. CONTENTS 1. INTRODUCTION 2. APPEARANCE OF THE MIRRORS 3. HOW TO FIND THEM 4. THEIR SIGNIFICANCE IN THE CULTURAL CONTEXT OF THE OLMECS 5. TYPES OF MIRRORS 6. ON THE QUALITY OF REFRACTIVE ELEMENTS 7. CONCLUSIONS 8. ACKNOWLEDGMENTS 9. REFERENCES 2 1. INTRODUCTION This report was not intended to give all the available information on the subject, but just a simple description that may be valuable for improving the knowledge that the optical community may have on it. The author believes to have consulted most of the available scientific bibliography as it can be traced through cross-referencing from the most recent papers. Olmec mirrors are the most ancient archaeological mirrors from Mexico and constitute a very good example of ancient American mirrors. The oldest mirrors found in America are from the Incas, made about 800 years before the Olmecs, dated from findings in archaeological sites in Peru. How this technology would have been extended to the north, appearing within the Olmecs, later within the Teotihuacan civilization, a few centuries before the Spanish colonization, is an interesting matter. Mirrors are important also within the Aztec civilization, that appeared in the proximity of the Olmec and Teotihuacan domains at about the time of their extintion. The extension of the geographic area where these mirrors were employed seems to us not entirely well-known. -
Climate, Agricultural Strategies, and Sustainability in the Precolumbian Andes Charles Ortloff [email protected]
Andean Past Volume 9 Article 15 11-1-2009 Climate, Agricultural Strategies, and Sustainability in the Precolumbian Andes Charles Ortloff [email protected] Michael E. Moseley University of Florida, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/andean_past Part of the Archaeological Anthropology Commons, Natural Resource Economics Commons, Natural Resources Management and Policy Commons, Sustainability Commons, and the Water Resource Management Commons Recommended Citation Ortloff, Charles and Moseley, Michael E. (2009) "Climate, Agricultural Strategies, and Sustainability in the Precolumbian Andes," Andean Past: Vol. 9 , Article 15. Available at: https://digitalcommons.library.umaine.edu/andean_past/vol9/iss1/15 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Andean Past by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. CLIMATE, AGRICULTURAL STATEGIES, AND SUSTAINABILITY IN THE PRECOLUMBIAN ANDES CHARLES R. ORTLOFF University of Chicago and MICHAEL E. MOSELEY University of Florida INTRODUCTION allowed each society to design and manage complex water supply networks and to adapt Throughout ancient South America, mil- them as climate changed. While shifts to marine lions of hectares of abandoned farmland attest resources, pastoralism, and trade may have that much more terrain was cultivated in mitigated declines in agricultural production, precolumbian times than at present. For Peru damage to the sustainability of the main agricul- alone, the millions of hectares of abandoned tural system often led to societal changes and/or agricultural land show that in some regions 30 additional modifications to those systems. -
Inca Statehood on the Huchuy Qosqo Roads Advisor
Silva Collins, Gabriel 2019 Anthropology Thesis Title: Making the Mountains: Inca Statehood on the Huchuy Qosqo Roads Advisor: Antonia Foias Advisor is Co-author: None of the above Second Advisor: Released: release now Authenticated User Access: No Contains Copyrighted Material: No MAKING THE MOUNTAINS: Inca Statehood on the Huchuy Qosqo Roads by GABRIEL SILVA COLLINS Antonia Foias, Advisor A thesis submitted in partial fulfillment of the requirements for the Degree of Bachelor of Arts with Honors in Anthropology WILLIAMS COLLEGE Williamstown, Massachusetts May 19, 2019 Introduction Peru is famous for its Pre-Hispanic archaeological sites: places like Machu Picchu, the Nazca lines, and the city of Chan Chan. Ranging from the earliest cities in the Americas to Inca metropolises, millennia of urban human history along the Andes have left large and striking sites scattered across the country. But cities and monuments do not exist in solitude. Peru’s ancient sites are connected by a vast circulatory system of roads that connected every corner of the country, and thousands of square miles beyond its current borders. The Inca road system, or Qhapaq Ñan, is particularly famous; thousands of miles of trails linked the empire from modern- day Colombia to central Chile, crossing some of the world’s tallest mountain ranges and driest deserts. The Inca state recognized the importance of its road system, and dotted the trails with rest stops, granaries, and religious shrines. Inca roads even served directly religious purposes in pilgrimages and a system of ritual pathways that divided the empire (Ogburn 2010). This project contributes to scholarly knowledge about the Inca and Pre-Hispanic Andean civilizations by studying the roads which stitched together the Inca state. -
Oxnard Course Outline
Course ID: ANTH R113 Curriculum Committee Approval Date: 09/27/2017 Catalog Start Date: Fall 2018 COURSE OUTLINE OXNARD COLLEGE I. Course Identification and Justification: A. Proposed course id: ANTH R113 Banner title: Ancient Civ of the Americas Full title: Ancient Civilizations of the Americas Previous course id: ANTH R113 Banner title: Ancient Civ of the Americas Full title: Ancient Civilizations of the Americas B. Reason(s) course is offered: This course introduces students to the ancient civilizations of the Americas. It fulfills lower division anthropology requirements at the UC and CSU campuses, is part of the anthropology AA-T, and is on the local, IGETC and CSU GE lists. It also satisfies the ethnic studies requirements at most schools and is accepted as part of the core curriculum for anthropology majors at most colleges and universities. C. Reason(s) for current outline revision: 5 Year Update and course description D. C-ID: 1. C-ID Descriptor: 2. C-ID Status: Not Applicable E. Co-listed as: Current: None Previous: II. Catalog Information: A. Units: Current: 3.00 Previous: 3.00 B. Course Hours: 1. In-Class Contact Hours: Lecture: 52.5 Activity: 0 Lab: 0 2. Total In-Class Contact Hours: 52.5 3. Total Outside-of-Class Hours: 105 4. Total Student Learning Hours: 157.5 C. Prerequisites, Corequisites, Advisories, and Limitations on Enrollment: 1. Prerequisites Current: Previous: 2. Corequisites Current: Previous: 3. Advisories: Current: Previous: 4. Limitations on Enrollment: Current: Previous: D. Catalog description: Current: This course introduces students to the early civilizations of North America, South America, and Mesoamerica. -
Conquista-Dores E Coronistas: As Primeiras Narrativas Sobre O Novo Reino De Granada
1 UNIVERSIDADE DE BRASÍLIA INSTITUTO DE CIÊNCIAS HUMANAS PROGRAMA DE PÓS-GRADUAÇÃO EM HISTÓRIA CONQUISTA-DORES E CORONISTAS: AS PRIMEIRAS NARRATIVAS SOBRE O NOVO REINO DE GRANADA JUAN DAVID FIGUEROA CANCINO BRASÍLIA 2016 2 JUAN DAVID FIGUEROA CANCINO CONQUISTA-DORES E CORONISTAS: AS PRIMEIRAS NARRATIVAS SOBRE O NOVO REINO DE GRANADA Tese apresentada ao Programa de Pós- graduação em História da Universidade de Brasília como requisito parcial para a obtenção do título de Doutor em História. Linha de pesquisa: História cultural, Memórias e Identidades. Orientador: Prof. Dr. Jaime de Almeida BRASÍLIA 2016 3 Às minhas avós e meus avôs, que nasceram e viveram na região dos muíscas: Maria Cecilia, Nina, Miguel Antonio e José Ignacio 4 AGRADECIMENTOS Desejo expressar minha profunda gratidão a todas as pessoas e instituições que me ajudaram de mil e uma formas a completar satisfatoriamente o doutorado: A meu orientador, o prof. Dr. Jaime de Almeida, por ter recebido com entusiasmo desde o começo a iniciativa de desenvolver minha tese sob sua orientação; pela paciência e tolerância com as mudanças do tema; pela leitura cuidadosa, os valiosos comentários e sugestões; e também porque ele e sua querida esposa Marli se esforçaram para que minha estadia no Brasil fosse o mais agradável possível, tanto no DF como em sua linda casa de Ipameri. Aos membros da banca final pelas importantes contribuições para o aprimoramento da pesquisa: os profs. Drs. Anna Herron More, Susane Rodrigues de Oliveira, José Alves de Freitas Neto e Alberto Baena Zapatero. Aos profs. Drs. Estevão Chaves de Rezende e João Paulo Garrido Pimenta pela leitura cuidadosa e as sugestões durante o exame geral de qualificação, embora as partes do trabalho que eles examinaram tenham mudado em escopo e temática. -
Olmecs: Where the Sidewalk Begins Jeffrey Benson Western Oregon University
Western Oregon University Digital Commons@WOU Student Theses, Papers and Projects (History) Department of History 2005 Olmecs: Where the Sidewalk Begins Jeffrey Benson Western Oregon University Follow this and additional works at: https://digitalcommons.wou.edu/his Part of the Latin American History Commons Recommended Citation Benson, Jeffrey, "Olmecs: Where the Sidewalk Begins" (2005). Student Theses, Papers and Projects (History). 126. https://digitalcommons.wou.edu/his/126 This Paper is brought to you for free and open access by the Department of History at Digital Commons@WOU. It has been accepted for inclusion in Student Theses, Papers and Projects (History) by an authorized administrator of Digital Commons@WOU. For more information, please contact [email protected]. Olmecs: Where the Sidewalk Begins By Jeffrey Benson Western Oregon University An In Depth Look at the Olmec Controversy Mother Culture or Sister Culture 1 The discovery of the Olmecs has caused archeologists, scientists, historians and scholars from various fields to reevaluate the research of the Olmecs on account of the highly discussed and argued areas of debate that surround the people known as the Olmecs. Given that the Olmecs have only been studied in a more thorough manner for only about a half a century, today we have been able to study this group with more overall gathered information of Mesoamerica and we have been able to take a more technological approach to studying the Olmecs. The studies of the Olmecs reveals much information about who these people were, what kind of a civilization they had, but more importantly the studies reveal a linkage between the Olmecs as a mother culture to later established civilizations including the Mayas, Teotihuacan and other various city- states of Mesoamerica. -
Rigorous Curriculum Design Unit Planning Organizer
History/Social Science Rigorous Curriculum Design Unit Planning Organizer Subject: World History Grade: 7th Unit Unit Name: Medieval Meso-America 3 Number: Unit Length Days:15 days Minutes per day: 50 Unit Synopsis Analyze the culture and diffusion of medieval Meso-America Current History Standards Common Core Literacy Standards 7.7 Students compare and contrast the geographic, RH political, economic, religious, and social structures of the Meso-American and Andean civilizations. 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to 7.3 Explain how and where each empire arose and how domains related to history/social studies the Aztec and Incan empires were defeated by the 9. Analyze the relationship between a primary and secondary source on the same topic. Spanish. WH 7. Conduct short research projects to answer a question drawing on several sources and generating additional related focused questions that allow for Standards multiple avenues of exploration. Priority Page 1 of 13 History/Social Science Common Core Literacy Standards Current History Standards RH 7.7 Students compare and contrast the geographic, political, economic, religious, and social structures 3. Identify key steps in a text’s description of a process of the Meso-American and Andean civilizations. related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Standards .1 Study the locations, landforms, and climates of 5. Describe how a text presents information (e.g., Mexico, Central America, and South America and their sequentially, comparatively, causally). effects on Mayan, Aztec, and Incan economies, trade, 6. -
The Cult of the Book. What Precolumbian Writing Contributes to Philology
10.3726/78000_29 The Cult of the Book. What Precolumbian Writing Contributes to Philology Markus Eberl Vanderbilt University, Nashville Abstract Precolumbian people developed writing independently from the Old World. In Mesoamerica, writing existed among the Olmecs, the Zapotecs, the Maya, the Mixtecs, the Aztecs, on the Isthmus of Tehuantepec, and at Teotihuacan. In South America, the knotted strings or khipus were used. Since their decipherment is still ongoing, Precolumbian writing systems have often been studied only from an epigraphic perspective and in isolation. I argue that they hold considerable interest for philology because they complement the latter’s focus on Western writing. I outline the eight best-known Precolumbian writing systems and de- scribe their diversity in form, style, and content. These writing systems conceptualize writing and written communication in different ways and contribute new perspectives to the study of ancient texts and languages. Keywords Precolumbian writing, decipherment, defining writing, authoritative discourses, canon Introduction Written historical sources form the basis for philology. Traditionally these come from the Western world, especially ancient Greece and Rome. Few classically trained scholars are aware of the ancient writing systems in the Americas and the recent advances in deciphering them. In Mesoamerica – the area of south-central Mexico and western Central America – various societies had writing (Figure 1). This included the Olmecs, the Zapotecs, the people of the Isthmus of Tehuantepec, the Maya, Teotihuacan, Mix- tecs, and the Aztecs. In South America, the Inka used knotted strings or khipus (Figure 2). At least eight writing systems are attested. They differ in language, formal structure, and content. -
State Building in the Americas C. 1200 – C. 1450
State Building in the Americas c. 1200 – c. 1450 Olmec, Mayan, Aztec, & Inca Empires Mound Building in N. America The Civilizations of America …advanced societies While classical civilizations were developing in were developing in the isolation in the Americas Mediterranean & Asia… During the Neolithic Title Revolution, these nomads settled into ■ Text farming villages; Some of which became advanced civilizations During the Ice Age, prehistoric nomads migrated across the land bridge between Asia & America The Olmecs The Olmecs are often called the “mother culture” because they influenced other Mesoamerican societies The first American civilization were people known as the Olmec in an area known as Mesoamerica The Olmecs developed a strong trade network in MesoamericaThe Olmecs that brought them great wealth The Olmecs used their Olmec trade allowed wealth to build large stone them to spread their monuments & pyramids to culture to other honor their leaders & gods Mesoamericans For unknown reasons, the Olmec civilization declined by 400 B.C. but their cities & symbols influenced later cultures, especially the Mayans Government: Mayans While theEconomy Olmecs: were in were divided intoThe MayansdeclineThe Mayan around economy 400 B.C., individual city-states thewas Mayans based were on trade evolving & & ruled by king-gods borrowedfarming many maize, Olmec beans ideas Society: (1) Kings (dynasties) The Mayans (2) Nobles, priests (3) warriors (4) Merchants, artisans (5) Peasants The Mayans Religion: Mayans were polytheistic & offered their blood, food, & sometimes human sacrifices to please the gods Technology: Mayans invented a writing based on pictures called glyphs, an accurate 365-day calendar, & advanced temples Tikal Chichen Itza The shadow of a serpent appears on one side of the pyramid stairs only on the equinox. -
Olmecs, Mayans, Aztecs and Incas
Friday 2-28-20 Mesoamerican Cultures BELL WORK 1. What would happen if the entire city of Murfreesboro disappeared? 2. What proof would there be of our existence? 3. What do you think future generations would be able to infer about Murfreesboro? Learning Intention: Mesoamerican Cultures Success Criteria: I can explain the impact of geographic features and climate on the agricultural practices and settlement of the Maya, Aztec, and Incan civilizations. I can describe the social, economic, and political characteristics of the Maya, Aztec, and Incan civilizations. Monday March 2nd Mesoamerican Cultures BELL WORK 1. List 3 things that you found interesting about the Mayas 2. List 3 things that you found interesting about the Aztecs. Learning Intention: Mesoamerican Cultures Success Criteria: I can explain the impact of geographic features and climate on the agricultural practices and settlement of the Maya, Aztec, and Incan civilizations. I can describe the social, economic, and political characteristics of the Maya, Aztec, and Incan civilizations. Mayans, Aztecs and Incas 7.56 Explain the impact of geographic features and climate on the agricultural practices and settlement of the Maya, Aztec, and Incan civilizations. 7.57 Describe the social, economic, and political characteristics of the Maya, Aztec, and Incan civilizations, including: oral traditions, class structures, religious beliefs, slavery, and advancements (e.g., astronomy, mathematics, and calendar Olmec • stonemasons • built cities with stone buildings • built temples • farmers and traders • the first civilization to build pyramids • built colossal heads • Disappeared no one sure about what happened to the Olmec Who were the Olmec? https://www.youtube.com/watch?v=EhQRDrJo wuM Mayans - Timeframe 300 A.D.