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Chapter+8.Pdf Gr8SS-AB-Ch08GOOD 2/25/07 9:53 PM Page 262 Our Worldviews Chapter 8 CHAPTER 8 How Did the Aztec and the Social Spanish Ways of Life Reflect systems Their Worldviews? Worldview: Values and A society’s way of life includes the three elements of worldview: Beliefs social systems, economic and political systems, and culture. Political Learning about these elements gives a better understanding of Culture and economic systems the values and beliefs that make up the worldview of a society. These values and beliefs are reflected in the way a group of people lives. Sometimes, it is easier to understand the worldview of a group of people by exploring the answers to some basic questions: I wonder … what other • What is the relationship between people? Is there a class system? questions might be asked • What education is offered? Who is educated? Is education about their societies? considered to be important? • What type of government and judicial systems are in place? • Is there a strong economy? How are goods and services produced and distributed? • What are the religious beliefs? What are the spiritual beliefs? Do these beliefs affect how people conduct their daily lives? • Are there common traditions? • Are the arts valued and supported? Looking for answers to these types of questions about a group’s worldviews will help to understand Aztec and Spanish behaviour towards one another after the Spanish landed on the shores of the Aztec Empire. In this chapter, you will explore answers to these questions: How Did the Social Systems of the Aztec Reflect Their Worldview? How Did the Spanish Social Systems Reflect the Spanish Worldview? How Did the Political and Economic Systems Reflect the Aztec Worldview? How Did the Political and Economic Systems of the Spanish Reflect Their Worldview? How Did the Culture of the Aztec Reflect Their Worldview? How Did the Culture of the Spanish Reflect Their Worldview? Focus on Inquiry: In What Ways Were the Worldviews of the Aztec and the Spanish in Conflict? 262 Gr8SS-AB-Ch08GOOD 2/25/07 9:53 PM Page 263 How Did the Aztec and the Spanish Ways of Life Reflect Their Worldviews? Worldview Investigation This Worldview In the last chapter, your group created information that described the Investigation is a continuation of the one factors that influenced the worldview of the hypothetical society of beings you began in chapter 7. from another planet. You saved the information in a shared class folder. Now, you will describe how their society operates. Think about what you have learned from previous case studies about how societies operate. You may decide to use terms such as expansionist, feudal, isolationist, Think about the way of life of the beings humanist, or other terms. from another planet Use a computer to create and save files that show how this society and how their society operates, detailing the culture, social systems, and political and economic operates — their culture, systems. Create one or more files such as these: social system, and • a web or mind map, describing topics such as language, religion, political and economic system. Are they really education, trade, and government very different from us? • a spreadsheet or database of information, using a number of fields such as population, government centres, military, leaders, or celebrations • a web page of information about the culture, combined with the web pages created by other groups, that will then show a variety Geography of cultures • artifacts such as a photo of a cultural event or a charter of rights Worldview: In this chapter, you will learn how the societies of the Aztec and Values and Beliefs the Spanish operated because of their worldviews. Imagine, as you Contact Ideas and have in this Worldview Investigation, how this might affect what with other knowledge happened when they met face to face. groups Spreadsheets SKILLS CENTRE You can use a spreadsheet to organize data about the society you created. The numerical data in a spreadsheet can be used to create Turn to How to graphs. Practise using the spreadsheet program available at your Organize Information school. Then, create your spreadsheet files. in the Skills Centre to review other ways to • As a class, plan the fields you will use. Each field holds a certain do this using charts type of information. For example, you may have a field that and graphic organizers. records the population of beings on their home world. The entry in the field would be a number. If the title of the field is Language, the entry would be a word. If the title of the field is Flag or Symbol, the entry could be a graphic. • As a group, create the spreadsheet file using the fields that you chose as a class. Save the file in the shared group folder. • Enter the data into the file. You may decide to share the work among the members of your group. If so, learn how to enter the data into a single file. You may need to take turns. • Practise retrieving information from the spreadsheet file. If you pose a question that you wonder about, can you find an answer in the file? If not, perhaps you should include more fields or more data. 263 Gr8SS-AB-Ch08GOOD 2/25/07 9:53 PM Page 264 Our Worldviews Chapter 8 How Did the Social Systems of the Aztec Reflect Their Worldview? Aztec society was highly structured, based on agriculture and trade, and guided by a religion that was part of every aspect of life. The Aztec worshipped gods that represented natural forces necessary to their agricultural economy. All of the Aztec cities were dominated by giant stone pyramids topped by temples where human sacrifices provided the gods with the human blood that the priests and people I wonder … was believed kept their world in balance. Spanish society a The Aztec had a hierarchical system of authority divided into three hierarchical society? social classes: upper, middle, and lower: • The pipiltin, the upper class, were the ruling class made up of nobles, high-ranking warriors, and high-ranking priests. • Commoners were divided into two classes: the macehualtin (mah-say-WALL-teen) or middle class, and the peasants or mayeques (mah-YAY-kays), the lower class. The commoners provided all the labour to keep the economy of the empire flourishing and made up most of the military. An individual was born into a particular social class and generally remained a member of that class. Within each class, there were subgroups with different status. From the Mexico City Museum. Everyone in Aztec society was born into a calpulli or clan. Most often, clans were made up of extended family members. However, as tradespeople and artisans became more prominent in the cities, they would often form their own calpulli. The illustration shows the division of clans: priests, warriors, and nobles on the upper level, commoners on the lower level. 264 Gr8SS-AB-Ch08GOOD 2/25/07 9:53 PM Page 265 How Did the Aztec and the Spanish Ways of Life Reflect Their Worldviews? Nobility The title of the Aztec The pipiltin, the upper class, were the ruling class. Members of this emperor, huey tlatoani, class occupied the top positions in government, the army, and the great speaker, suggests priesthood. The most revered noble was the emperor, referred to as the importance of the the huey tlatoani, the great speaker. As well as being the political oral tradition in their ruler, he was also considered to be the highest-ranking priest. society. In rural areas, the pipiltin owned their own land that was worked by the commoners. The amount of land each noble family owned was based on their social position in society and the administrative positions they held in the community. In the cities, the pipiltin lived in separate areas from the commoners. They built luxurious homes and had many servants. Members of the pipiltin were expected to conduct themselves in an exemplary way and follow a strict code of behaviour. They were expected to be role models for the commoners. When any pipiltin broke the laws of the empire, they were punished even more severely than a commoner. The nobility held the jobs of administrators, judges, and clerks. They were responsible for keeping records of newly conquered lands, the tribute held in warehouses, and what tribute was owed. Some noble warriors gained sufficient honour to join the two military orders reserved for the nobility, the Eagle Knights and the Jaguar Knights. The roles of the pipiltin were similar to those of the samurai of Japan. Commoners The macehualtin, the middle class, were able to improve their status by gaining recognition in the military or by becoming priests, merchants, artisans, or long-distance traders called pochteca (poach- TAYK-ah). A small number of macehualtin managed to become very wealthy, usually through trading, and were able to purchase their own land. • Warriors were next in social status to the nobility, which reflected their importance in the Aztec worldview. • Some macehualtin were allowed to become priests and fill the more lowly religious positions. • Merchants and pochteca became wealthy from their trade The calpulli formed the in luxury goods. basis of the Aztec social • Macehualtin men could also distinguish themselves as fine order, just as we toltecah (tohl-TAY-kah) or artisans. Artisans would often live consider the family as the core unit in in their own communities called calpulli (cahl-POOL-lee). Canadian society. • Those who distinguished themselves as warriors or exemplary leaders might be appointed as judges for their calpulli. These judges had the authority to make decisions about petty crimes.
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