How Many People Lived in Tenochtitlan?
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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. -
Introduction
CHAPTER 1 INTRODUCTION Portraying the Here it is told and put forth how the ancient ones, those called and named Teochichimeca, people of Aztlan, Mexitin, Chicomoz- Aztec Past toca, as they sought and merited the land here, arrived and came into the great altepetl, the altepetl of Mexico Tenochtitlan, the place of renown, the sign, the site of the rock tuna cactus, in the midst of the waters; the place where the eagle rests, where the eagle screeches, where the eagle stretches, where the eagle eats; where the serpent hisses, where the fish fly, where the blue and yellow waters mingle—where the waters burn; where suffering came to be known among the sedges and reeds; the place of encountering and awaiting the various peoples of the four quarters; where the thirteen Teochichimeca arrived and settled, where in misery they settled when they arrived. Behold, here begins, here is to be seen, here lies written, the most excel- lent, most edifying account—the account of [Mexico’s] renown, pride, history, roots, basis, as what is known as the great altepetl began, as it commenced: the city of Mexico Tenochtitlan in the midst of the waters, among the sedges, among the reeds, also called and known as the place where sedges whisper, where reeds whisper. It was becoming the mother, the father, the head of all, of every altepetl everywhere in New Spain, as those who were the ancient ones, men and women, our grandmothers, grandfathers, great-grandfathers, great-great-grandparents, great- grandmothers, our forefathers, told and established in their accounts -
Chapter 17.1 European Exploration and Expansion
CHAPTER 17.1 EUROPEAN EXPLORATION AND EXPANSION MOTIVES AND MEANS • Age of Discovery: Period from 1500-1800 CE in which Europeans sailed and explored the rest of the world • Motives for exploration: • Fascination with Asia • Marco Polo’s book The Travels detailed his exotic travels became popular with Europeans • Economics • Hopes of opening new markets to trade for spices, precious metals • “Gold, glory, and God” • A belief that Europeans must Christianize indigenous peoples MOTIVES AND MEANS • Means of exploration: • Caravel: small, fast ship with a longer range and larger cargo hold than previous ships • Advances in cartography more accurate maps, astrolabe, compass • Knowledge of wind patterns PORTUGUESE EXPLORERS • Portugal was first to explore; led by Prince Henry the Navigator • Discovered gold on western coast of Africa (“Gold Coast”) • Vasco de Gama sailed around tip of Africa and reached Calicut, India • Made large profit from Indian spices • Portuguese fleets returned to India to defeat Muslims and create trade monopoly • Portugal dominated trade in India and China, but did not have the population to colonize SPANISH EXPLORERS • Europeans knew world was round; did not know existence of the Americas • Sailed west to find a different route to Asia • Christopher Columbus sailed to find India for Spain • Found Caribbean islands which he thought were islands just outside of India • Never reached mainland Americas • Ferdinand Magellan: first to sail completely around the globe by sailing around the tip of South America; killed in Philippines …Columbus once punished a man found guilty of stealing corn by having his ears and nose cut off and then selling him into slavery. -
History of Mexico Written by Sarah Collinge
History of Mexico Written by Sarah Collinge Mexico is a country rich in history, tradition, and culture. It is home to more than 100 million peo- ple and is the largest Spanish-speaking nation in the world. The people of Mexico represent a rich blend of Indian and Spanish cultures. Mexico’s history can be divided into two major time periods: the period before the arrival of the Eu- ropeans, and the period that followed it. Reminders of Mexico’s past are found in the ruins that still exist throughout Mexico. Early Mexico The Olmecs The Olmec people made up Mexico’s first known society. These early people flourished from 1200 to 900 BC. Giant head sculptures carved by these ancient people still remain. The Mayan People From 250 AD to around 900 AD the Mayan civilization flourished in Mexico. It is estimated that during this time period the Mayan population averaged about 8 million. The ancient Mayan city of Chichen Itza, located in southeastern Mexico, reveals clues to the Mayans’ marvelous past. Mayan people are noted for their early un- derstanding of astronomy and for creating a sophisticated language. At Chichen Itza you can view monuments, temples, and ball courts built in this early time period. While their ancient civilization lies in A temple at the Mayan city, ruins, the Mayans are still living and surviving. More than 6 million Chichen Itza. Mayans live throughout Mexico, Belize, and Guatemala. The Toltec People In 900 AD, the Toltec people began to transform the small farming community of Tula into a thriv- ing capital city, which would become a home to an estimated 30,000 people. -
157. Templo Mayor (Main Temple). Tenochtitlan (Modern Mexico City, Mexico)
157. Templo Mayor (main Temple). Tenochtitlan (modern Mexico City, Mexico). Mexica (Aztec). 1375-1520 C.E. Stone (temple); volcanic stone (The Coyolxauhqui Stone); jadeite (Olmec-style mask); basalt (Calendar Stone). (4 images) dedicated simultaneously to two gods, Huitzilopochtli, god of war, and Tlaloc, god of rain and agriculture, each of which had a shrine at the top of the pyramid with separate staircases 328 by 262 ft) at its base, dominated the Sacred Precinct rebuilt six times After the destruction of Tenochtitlan, the Templo Mayor, like most of the rest of the city, was taken apart and then covered over by the new Spanish colonial city After earlier small attempts to excavate - the push to fully excavate the site did not come until late in the 20th century. On 25 February 1978, workers for the electric company were digging at a place in the city then popularly known as the "island of the dogs." It was named such because it was slightly elevated over the rest of the neighborhood and when there was flooding, street dogs would congregate there. At just over two meters down they struck a pre-Hispanic monolith. This stone turned out to be a huge disk of over 3.25 meters (10.7 feet) in diameter, 30 centimeters (11.8 inches) thick and weighing 8.5 metric tons (8.4 long tons; 9.4 short tons). The relief on the stone was later determined to be Coyolxauhqui, the moon goddess, dating to the end of the 15th century o From 1978 to 1982, specialists directed by archeologist Eduardo Matos Moctezuma worked on the project to excavate the Temple.[5] Initial excavations found that many of the artifacts were in good enough condition to study.[7] Efforts coalesced into the Templo Mayor Project, which was authorized by presidential decree.[8] o To excavate, thirteen buildings in this area had to be demolished. -
Age of Exploration
Age of Discovery (Ren-Ref) Age of Discovery 1450-1550 Cantino World Map, 1502 Allegorical The New World engraving showing Vespucci "disembarking in the New World." The background shows the often-illustrated cannibal account; the foreground shows Vespucci, astrolabe in hand, confronting "America" in her hammock. Theodore Galle after Jan van der Street, "The Arrival of Vespucci in the New World", c. 1600 The New World II 1 Age of Discovery (Ren-Ref) Agenda: Europeans & the World • Pre-Columbian knowledge of the world – Classical sources, Muslim sources, Christian sources (cf. Wiesner, chap. 12) • Portuguese Exploration • Spanish Exploration – Columbus, Cortes, Pizzarro, et al. • Primary Source Discussion: “Pagans, Muslims, & Christians in the World of Columbus” European knowledge of the world very limited before c. 1300 • Trade with China dates back to the Roman Empire – Marco Polo traveled to China 1271-92 • Trade with India also ancient (via Venice) • Long connections with North Africa, but very little knowledge of Africa beyond the Sahara • Almost no knowledge of Scandinavian voyages to Iceland, Greenland, and Vinland (Canada) The World Known by Europe, ca. 1490 2 Age of Discovery (Ren-Ref) Ptolemaic World Map (1486) Classical & Medieval Maps • A stylized medieval map (T&O) • Jerusalem @ center, God above • Intended to display Scriptural understanding of the earth 3 Age of Discovery (Ren-Ref) The World Beyond Christendom • Sir John Mandeville • Marco Polo • Pliny and Ptolemy • Ibn Fadlan & Mohammed Idrisi Portuguese Explorers 1350-1515 -
The Performative Politicization of Public Space: Mexico 1968-2008-2012 Robin Adèle Greeley
thresholds 41 Spring 2013, 18-31 THE PERFORMATIVE POLITICIZATION OF PUBLIC SPACE: MEXICO 1968-2008-2012 ROBIN ADÈLE GREELEY Peña Nieto: the TV is yours; Mexico is ours! #YoSoy132 banner, June 2012 In May 2012, just weeks before the recent presidential elections in Mexico, a group of students at the Universidad Iberoamericana challenged the presidential candidate for the Institutional Revolutionary Party (PRI), Enrique Peña Nieto, during his cam- paign stop at the university.1 Peremptorily dismissed as being mob infiltrators hired by Peña Nieto’s political opponents, 131 Ibero students posted a video on YouTube displaying their university IDs and reiterating their outrage at the PRI’s persistent autocratic spurning of everyday citizens.2 The video sparked a spontaneous new grassroots political movement, “#YoSoy132” (“I am 132,” following up on the origi- nal 131 students) that rejected the PRI’s authoritarian neoliberalist platform and, in particular, its long history of collusion with powerful news media corporations.3 In the following weeks, hundreds of thousands of #YoSoy132 protestors repeatedly took to the streets across the country, to demand the democratization of the news media and the liberalization of the political system in Mexico. #YoSoy132 has regularly been compared to Mexico’s 1968 student movement which, as many have argued, “undermined forever the foundations of authoritarian- ism in Mexico.”4 Like their 1968 counterparts, #YoSoy132 has mounted a powerful anti-systemic call for a renewed politics “from below” to counteract the longstand- ing autocratic cronyism and corruption of the nation’s political leadership. Yet the comparison of #YoSoy132 with 1968 raises profound questions concerning the development of the public sphere in Mexico and its ability to foment a functional de- mocracy. -
The Path from Aztlan to Mexico: on Visual Narration in Mesoamerican
The path from Aztlan to Mexico On visual narration in Mesoamerican codices FEDERICONAVARRETE The aim of this article is to examine certain graphic Mexica from Aztlan (a given place at a given time) to conventions used to represent time and space in Mexico (a different place at a later time). sixteenth-century Mesoamerican pictographic codices As will be seen below, all the other Mexica codices dealing with the history of the Mexica migration.1 This dealing with the migration employ similar devices for an as will, in turn, lead to analysis of such documents depicting space and time, and all of them combine visual narratives. these devices in a fashion that is deliberate and The most remarkable of these conventions is a set of systematic. The use of these conventions reflects the or lines blocks marking distance and duration that unites existence of highly developed visual narrative traditions the towns of Aztlan and Mexico-Tenochtitlan, the inMesoamerica. A comparison with other visual beginning and the end of the Mexica migration, and that narrative genres, such as modern comics and film, will a appears in different guises in all the codices dealing allow for better understanding of the Mexica codices with that historical event. as narrative discourses. Mikhail Bakhtin's concept of the Perhaps the best known codex dealing with the chronotope will, in turn, clarify the role of the space and Mexica migration is the Codex Boturini (also called time lines as devices used to organize and structure Tira de la Peregrinaci?n, Codex Boturini 1975). In this narrative genres (Bakhtin 1981). -
The Olmec, Maya & Aztec
The Olmec, Maya & Aztec Mesoamerica • Mesoamerica refers to a geographical and cultural area which extends from central Mexico down through Central America. • The term “Meso” means middle. (Middle America) • Many important Ancient Civilizations developed in this area. • A civilization is a culture that has developed complex systems of government, education, and religion. Mesoamerica The Original Olmec Olmec Civilization • The Olmec civilization existed from 1300 BC to about 400 BC. • The Olmec are believed to be the earliest civilization in the Americas. • The Olmec people established a civilization in the area we know today as southern Mexico. Map of Olmec Empire: The “Mother Culture” • Many historians consider the Olmec civilization the “mother culture” of Mesoamerica. • A mother culture is a way of life that strongly influences later cultures. • The Olmec empire led to the development of other civilizations, such as the Maya and the Aztec. Olmec Daily Life • The Olmec were very good at farming. The land in this region was very fertile and food supply was steady. • They lived in villages near rivers and also fished for food. • Olmec people also were good at making pottery and weaving. Olmec Daily Life • The Olmec played a game called “pok-a-tok” where, you must shoot a rubber ball through a stone ring without using your hands or feet. • Huge ball courts built by the Olmec suggest that the game was popular with spectators. Olmec Art • The Olmec carved large heads from basalt, a type of volcanic rock. • What the giant stone heads represent or why the Olmec built them is a mystery. -
Tenochtidán: Ceremonial Center Miraculous Appearance of a Whirlwind That Connected at the Heart Oftenochtitlán Stood One of the Most Prorni- Earth with Heaven
T or Serpent Wall, consisting of a line of serpents sculpted miraculous spring of red and blue waters-revealed to the from stone, was erected on a platform around three sides Mexica the location where they should settle and end of the base of the pyramid. North and south of the pyra- their wanderings. The Mexica raised their temple in that mid are small adoratorio altars, as well as a depiction of a spot, which represented the threshold of the opening that xiuhcoatl (fire serpent), its head crested with points indi- communicated between the world of humans and the cating a relation to the cult of the sun, the renewal ensu- world where gods dwelt. This portal was represented by ing from the New Fire Ceremony, and the periodic cycle either an anthill, a sabine tree (Juniperus mexicana), a of fifty-two years. double cave, or a double spring. These binary elements, along with the colors red and blue, would later determine FURTHER READINGS the principal characteristics of the main pyramid dedi- León Portilla, M. 1967. El proceso de aculturación de los cated to Huitzilopochtli (god of war, a solar deiry) and to Chichimecas de Xólotl. Estudios de Cultura Náhuatl Tlaloc (god of rain, an earth-related deiry), two gods who 7:59-86. played opposite but complementary roles. Marquina,1. 1935. Tenayuca, estudio arqueológico de la Thirteen years later, around A.D. 1337, a group of dis- pirámide de Este Lugar. Talleres Gráficos del Museo contented Mexica broke away from the rest and founded Nacional de Arqueología, Historia y Ethnografia, 35. -
JPS 5Th Grade Social Studies Scope and Sequence 2019-2020
SOCIAL STUDIES 5 JPS 5th Grade Social Studies Scope and Sequence 2019-2020 Grade 5 Social Studies Overview To be productive members of society, students must be critical consumers of information they read, hear, and observe and communicate effectively about their ideas. They need to gain knowledge from a wide array of sources and examine and evaluate that information to develop and express an informed opinion, using information gained from the sources and their background knowledge. Students must also make connections between what they learn about the past and the present to understand how and why events happen and people act in certain ways. 1. Use sources regularly to learn content. 2. Make connections among people, events, and ideas across time and place. 3. Express informed opinions using evidence from sources and outside knowledge. Teachers must create instructional opportunities that delve deeply into content and guide students in developing and supporting claims about social studies concepts. In grade 5, students explore what makes a place unique as they examine the geographic, historic, cultural, governmental, and economic characteristics that make Louisiana unique. The key themes in grade 5 highlight the connections among the GLEs that students should make as they develop and express informed opinions about the grade 5 claims. Assessment Guidance 5th Grade Guide Companion Document 5th Grade Document Practice Test 5th Grade Test, Key Pacing Chart Content Claims Timeline Unit 1 Indigenous Cultures of the Americas What is a civilization? Aug 8-Sept. 19, 2019 Unit 2 European Exploration What happens when cultures collide? Sept. 20-Oct. 29, 2019 Unit 3 Settlement of the Present-Day United How are civilizations established? Oct 30-Dec 13, 2019 UnitState 4s Colonial Advancement How do civilizations advance? Dec. -
Olmecs: Where the Sidewalk Begins by Jeffrey Benson Western Oregon University
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. The data collected links the Olmecs to other cultures in several areas such as writing, pottery and art. With this new found data two main theories have evolved. The first is that the Olmecs were the mother culture. This theory states that writing, the calendar and types of art originated under Olmec rule and later were spread to future generational tribes of Mesoamerica. The second main theory proposes that the Olmecs were one of many contemporary cultures all which acted sister cultures. The thought is that it was not the Olmecs who were the first to introduce writing or the calendar to Mesoamerica but that various indigenous surrounding tribes influenced and helped establish forms of writing, a calendar system and common types of art.