“Tenochtitlan Did Not Die a Natural Death, But, Violently, by the Sword
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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. -
Museum and Curatorial Studies Review
Volume 1 • Number 1 • Summer 2013 Museum and Curatorial Studies Review Volume 1 • Number 1 • Summer 2013 Journal design and editorial contents: Copyright © 2013, Museum and Curatorial Studies Review. ISSN 2330-4995 Further copyright details are noted on the first page of each essay inside the issue. Cover image is In the Eye of the Beholder (2013) by Stephen Crowley. Used with permission. Museum and Curatorial Studies Review is published by the Museum and Curatorial Studies Multi-Institutional Research Cluster directed by Lucian Gomoll and Lissette Olivares. Publication support is provided by the University of California, Berkeley Electronic Press, and the California Digital Library. Copyright Permissions: permissions requests and other inquiries should be addressed to the editor at: [email protected] Prospective Authors Museum and Curatorial Studies Review seeks submissions for essays that explore contemporary issues related to collection, exhibition, and curation, as well as new approaches to historical case studies. All submissions should follow The Chicago Manual of Style and be sent electronically in MS Word format to: [email protected] The requirements for each submission type are below. Article (6,000-9000 words): send a fully-drafted, polished version of the paper to be blind peer reviewed. Include a separate title page with your name and contact information. The article contents should not include any information that can identify the author. Interview, open letter, or other conversational piece (2,000-6,000 words): send your CV and a 300-400 word proposal for the item. Final drafts are welcome and encouraged. Note: interviewers are responsible for all transcription work. -
"Comments on the Historicity of Topiltzin Quetzalcoatl, Tollan, and the Toltecs" by Michael E
31 COMMENTARY "Comments on the Historicity of Topiltzin Quetzalcoatl, Tollan, and the Toltecs" by Michael E. Smith University at Albany, State University of New York Can we believe Aztec historical accounts about Topiltzin Quetzalcoatl, Tollan, and other Toltec phenomena? The fascinating and important recent exchange in the Nahua Newsletter between H. B. Nicholson and Michel Graulich focused on this question. Stimulated partly by this debate and partly by a recent invitation to contribute an essay to an edited volume on Tula and Chichén Itzá (Smith n.d.), I have taken a new look at Aztec and Maya native historical traditions within the context of comparative oral histories from around the world. This exercise suggests that conquest-period native historical accounts are unlikely to preserve reliable information about events from the Early Postclassic period. Surviving accounts of the Toltecs, the Itzas (prior to Mayapan), Topiltzin Quetzalcoatl, Tula, and Chichén Itzá all belong more to the realm of myth than history. In the spirit of encouraging discussion and debate, I offer a summary here of my views on early Aztec native history; a more complete version of which, including discussion of the Maya Chilam Balam accounts, will be published in Smith (n.d.). I have long thought that Mesoamericanists have been far too credulous in their acceptance of native historical sources; this is an example of what historian David Fischer (1970:58-61) calls "the fallacy of misplaced literalism." Aztec native history was an oral genre that employed painted books as mnemonic devices to aid the historian or scribe in their recitation (Calnek 1978; Nicholson 1971). -
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. -
Myths and Legends: the Feathered Serpent God 1 Storytimetm
TM Storytime Myths and Legends: The Feathered Serpent God 1 Teaching Resources The Feathered Serpent God is a myth from the Aztec civilisation IN BRIEF about one of their most important gods, Quetzalcoatl, and how he brought people to life. 1 LITERACY LESSON IDEAS The Feathered Serpent God is a good story to read alongside learning about the Aztec civilisation. Quetzalcoatl was an important and powerful god in ancient Central America. Find out more about him on our Quetzalcoatl Fact Sheet and find out about other Aztec gods in our Top 10 Aztec Gods Sheet. See our Feathered Serpent God Word Wise Sheet to find the meanings of any new or tricky words, and have a go at our Quick Comprehension Checker and writing exercises. Put this myth in the correct order using our Story Sequencing Sheet. Looking at the pictures, write the story in your own words using our Simple Storyboards. Make up your own myth to explain why humans come in different shapes and sizes. Discuss your ideas in class. Use our Storytime Writing Sheet to write it. Act out The Feathered Serpent God myth using our printable Quetzalcoatl, Xolotl and Skeleton Masks. The skeletons can be the Lord and Lady of the Underworld. 2 SCIENCE LESSON IDEAS Imagine you are Quetzalcoatl and you have to put the bones you’ve carried back together to make a human. Do you know where each bones goes? Fill in the blanks on our Super Skeleton Sheet and learn the names of some important bones too. Continued on page 2... © storytimemagazine.com 2018 TM Storytime Myths and Legends: The Feathered Serpent God 2 Teaching Resources 3 HISTORY LESSON IDEAS The Aztecs were fascinating. -
Collision of Civilizations
Collision of Civilizations Spaniards, Aztecs and Incas 1492- The clash begins Only two empires in the New World Cahokia Ecuador Aztec Empire The Aztec State in 1519 • Mexico 1325 Aztecs start to build their capital city, Tenochtitlan. • 1502 Montezuma II becomes ruler, wars against the independent city-states in the Valley of Mexico. The Aztec empire was in a fragile state, stricken with military failures, economic trouble, and social unrest. Montezuma II had attempted to centralize power and maintain the over-extended empire expanded over the Valley of Mexico, and into Central America. It was an extortionist regime, relied on force to extract prisoners, tribute, and food levies from neighboring peoples. As the Aztec state weakened, its rulers and priests continued to demand human sacrifice to feed its gods. In 1519, the Aztec Empire was not only weak within, but despised and feared from without. When hostilities with the Spanish began, the Aztecs had few allies. Cortes • 1485 –Cortes was born in in Medellin, Extremadura, Spain. His parents were of small Spanish nobility. • 1499, when Cortes was 14 he attended the University of Salamanca, at this university he studied law. • 1504 (19) he set sail for what is now the Dominican Republic to try his luck in the New World. • 1511, (26) he joined an army under the command of Spanish soldier named Diego Velázquez and played a part the conquest of Cuba. Velázquez became the governor of Cuba, and Cortes was elected Mayor-Judge of Santiago. • 1519 (34) Cortes expedition enters Mexico. • Aug. 13, 1521 15,000 Aztecs die in Cortes' final all-out attack on the city. -
Curriculum Vitae John K. Chance
Curriculum Vitae John K. Chance Present Position Professor of Anthropology School of Human Evolution and Social Change Arizona State University Tempe, Arizona 85287-2402 Telephone: (480)-965-4843 Fax: (480)-965-7671 Email: [email protected] Education 1967 A.B., University of Pennsylvania, major in Anthropology. 1971 A.M. in Anthropology, University of Illinois at Urbana-Champaign. 1974 Ph.D. in Anthropology, University of Illinois at Urbana-Champaign. Employment History 1968, Teaching Assistant, Department of Anthropology, 1973-74 University of Illinois at Urbana-Champaign. 1974-80 Assistant Professor, Department of Anthropology, Lawrence University, Appleton, Wisconsin. 1974-75 Chair, Department of Anthropology, Lawrence University. 1979 Acting Chair, Department of Anthropology, Spring, Lawrence University. 1980-85 Associate Professor and Chair, Department of Anthropology, University of Denver. 1985-86 Professor and Chair, Departamento de Antropología y Sociología, Universidad de las Américas, Puebla, Mexico. 1986-87 Visiting Associate Professor, Department of Anthropology, and Assistant Director, Center for Latin American and Caribbean Studies, University of Illinois at Urbana-Champaign. 1987-91 Associate Professor of Anthropology, Arizona State University. 1991-present Professor of Anthropology, Arizona State University. 1995-99 Associate Chair, Department of Anthropology, Arizona State University 1998-99 Acting Chair, Department of Anthropology, Arizona State University; June and July 1998, February-April, 1999 1999-2003 Chair, Department of Anthropology, Arizona State University Language Proficiency Complete fluency in Spanish, including paleography; reading fluency in French and some in Classical Nahuatl. Major Research and Teaching Interests Sociocultural anthropology, ethnohistory, political economy, social inequality; Mesoamerica. Predoctoral Scholarships and Fellowships 1968-71 National Defense Foreign Language Title VI predoctoralfellowship, University of Illinois at Urbana-Champaign. -
God of the Month: Tlaloc
God of the Month: Tlaloc Tlaloc, lord of celestial waters, lightning flashes and hail, patron of land workers, was one of the oldest and most important deities in the Aztec pantheon. Archaeological evidence indicates that he was worshipped in Mesoamerica before the Aztecs even settled in Mexico's central highlands in the 13th century AD. Ceramics depicting a water deity accompanied by serpentine lightning bolts date back to the 1st Tlaloc shown with a jaguar helm. Codex Vaticanus B. century BC in Veracruz, Eastern Mexico. Tlaloc's antiquity as a god is only rivalled by Xiuhtecuhtli the fire lord (also Huehueteotl, old god) whose appearance in history is marked around the last few centuries BC. Tlaloc's main purpose was to send rain to nourish the growing corn and crops. He was able to delay rains or send forth harmful hail, therefore it was very important for the Aztecs to pray to him, and secure his favour for the following agricultural cycle. Read on and discover how crying children, lepers, drowned people, moun- taintops and caves were all important parts of the symbolism surrounding this powerful ancient god... Starting at the very beginning: Tlaloc in Watery Deaths Tamoanchan. Right at the beginning of the world, before the gods were sent down to live on Earth as mortal beings, they Aztecs who died from one of a list of the fol- lived in Tamoanchan, a paradise created by the divine lowing illnesses or incidents were thought to Tlaloc vase. being Ometeotl for his deity children. be sent to the 'earthly paradise' of Tlalocan. -
ARLT 100G “Cultural Encounters in the Age of Exploration” Professor Daniela Bleichmar Fall 2007 E-Mail: [email protected] M
ARLT 100g “Cultural Encounters in the Age of Exploration” Professor Daniela Bleichmar Fall 2007 E-mail: [email protected] M/W 12-1.30pm Office Hours: Wednesdays 10am-noon, or by appointment THH 108 Office: VKC 368 Course Description This course will examine selected episodes in the history of cultural encounters in the Americas, focusing on the first long century of contact between Europeans and Americans. In this first age of truly global interactions, peoples and cultures encountered one another in multiple contexts: exploration, trade, war, colonial occupation, religion, art. These encounters forced those who participated in them to examine some of their most basic ideas and beliefs: what a human being is, how a culture functions, what is acceptable and unacceptable in a society, and—perhaps most important— how to respond to similarity and difference, notions of self and otherness. We will examine the ways in which a wide range of texts, images, and objects produced during the period participated in and reflected upon experiences of encounter, exchange, interpretation, and representation among different and often distant cultures. We will also examine the ways in which a selection of contemporary films has represented early modern encounters. Course Objectives In terms of subject matter, students will gain familiarity with the history of early modern cultural encounters by working with both primary and secondary sources. In terms of skills useful in college and beyond, the main objective of this course is to develop students’ critical, analytical, and interpretive skills as readers, writers, and thinkers. Students will work on their capacity to identify key issues and ask probing questions; to argue persuasively and eloquently in both written and oral contexts; and to write thoughtful, focused analysis that is convincing and thought-provoking. -
Quantitative Dynamics of Human Empires
Quantitative Dynamics of Human Empires Cesare Marchetti and Jesse H. Ausubel FOREWORD Humans are territorial animals, and most wars are squabbles over territory. become global. And, incidentally, once a month they have their top managers A basic territorial instinct is imprinted in the limbic brain—or our “snake meet somewhere to refresh the hierarchy, although the formal motives are brain” as it is sometimes dubbed. This basic instinct is central to our daily life. to coordinate business and exchange experiences. The political machinery is Only external constraints can limit the greedy desire to bring more territory more viscous, and we may have to wait a couple more generations to see a under control. With the encouragement of Andrew Marshall, we thought it global empire. might be instructive to dig into the mechanisms of territoriality and their role The fact that the growth of an empire follows a single logistic equation in human history and the future. for hundreds of years suggests that the whole process is under the control In this report, we analyze twenty extreme examples of territoriality, of automatic mechanisms, much more than the whims of Genghis Khan namely empires. The empires grow logistically with time constants of tens to or Napoleon. The intuitions of Menenius Agrippa in ancient Rome and of hundreds of years, following a single equation. We discovered that the size of Thomas Hobbes in his Leviathan may, after all, be scientifically true. empires corresponds to a couple of weeks of travel from the capital to the rim We are grateful to Prof. Brunetto Chiarelli for encouraging publication using the fastest transportation system available. -
A Mat of Serpents: Aztec Strategies of Control from an Empire in Decline
A Mat of Serpents: Aztec Strategies of Control from an Empire in Decline Jerónimo Reyes On my honor, Professors Andrea Lepage and Elliot King mark the only aid to this thesis. “… the ruler sits on the serpent mat, and the crown and the skull in front of him indicate… that if he maintained his place on the mat, the reward was rulership, and if he lost control, the result was death.” - Aztec rulership metaphor1 1 Emily Umberger, " The Metaphorical Underpinnings of Aztec History: The Case of the 1473 Civil War," Ancient Mesoamerica 18, 1 (2007): 18. I dedicate this thesis to my mom, my sister, and my brother for teaching me what family is, to Professor Andrea Lepage for helping me learn about my people, to Professors George Bent, and Melissa Kerin for giving me the words necessary to find my voice, and to everyone and anyone finding their identity within the self and the other. Table of Contents List of Illustrations ………………………………………………………………… page 5 Introduction: Threads Become Tapestry ………………………………………… page 6 Chapter I: The Sum of its Parts ………………………………………………… page 15 Chapter II: Commodification ………………………………………………… page 25 Commodification of History ………………………………………… page 28 Commodification of Religion ………………………………………… page 34 Commodification of the People ………………………………………… page 44 Conclusion ……………………………………………………………………... page 53 Illustrations ……………………………………………………………………... page 54 Appendices ……………………………………………………………………... page 58 Bibliography ……………………………………………………………………... page 60 …. List of Illustrations Figure 1: Statue of Coatlicue, Late Period, 1439 (disputed) Figure 2: Peasant Ritual Figurines, Date Unknown Figure 3: Tula Warrior Figure Figure 4: Mexica copy of Tula Warrior Figure, Late Aztec Period Figure 5: Coyolxauhqui Stone, Late Aztec Period, 1473 Figure 6: Male Coyolxauhqui, carving on greenstone pendant, found in cache beneath the Coyolxauhqui Stone, Date Unknown Figure 7: Vessel with Tezcatlipoca Relief, Late Aztec Period, ca. -
“Enclosures with Inclusion” Vis-À-Vis “Boundaries” in Ancient Mexico
Ancient Mesoamerica, page 1 of 16, 2021 Copyright © The Author(s), 2021. Published by Cambridge University Press. This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited. doi:10.1017/S0956536121000043 “ENCLOSURES WITH INCLUSION” VIS-À-VIS “BOUNDARIES” IN ANCIENT MEXICO Amos Megged Department of General History, University of Haifa, Mount Carmel, Haifa 31990, Israel Abstract Recent in-depth research on the Nahua Corpus Xolotl, as well as on a large variety of compatible sources, has led to new insights on what were “boundaries” in preconquest Nahua thought. The present article proposes that our modern Western concept of borders and political boundaries was foreign to ancient Mexican societies and to Aztec-era polities in general. Consequently, the article aims to add a novel angle to our understanding of the notions of space, territoriality, and limits in the indigenous worldview in central Mexico during preconquest times, and their repercussions for the internal social and political relations that evolved within the Nahua-Acolhua ethnic states (altepetl). Furthermore, taking its cue from the Corpus Xolotl, the article reconsiders the validity of ethnic entities and polities in ancient Mexico and claims that many of these polities were ethnic and territorial amalgams, in which components of ethnic outsiders formed internal enclaves and powerbases. I argue that in ancient Mexico one is able to observe yet another kind of conceptualization of borders/ frontiers: “enclosures with inclusion,” which served as the indigenous concept of porous and inclusive boundaries, well up to the era of the formation of the so-called Triple Alliance, and beyond.