Maya, Aztec, and Inca Unit 2
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
What Makes a Complex Society Complex?
What Makes a Complex Society Complex? The Dresden Codex. Public domain. Supporting Questions 1. How did the Maya use writing to represent activities in their culture? 2. What did the Aztecs do to master their watery environment? 3. Why were roads important to the Inca Empire? Supporting Question 1 Featured Source Source A: Mark Pitts, book exploring Maya writing, Book 1: Writing in Maya Glyphs: Names, Places & Simple Sentences—A Non-Technical Introduction to Maya Glyphs (excerpt), 2008 THE BASICS OF ANCIENT MAYA WRITING Maya writing is composed of various signs and symbol. These signs and symbols are often called ‘hieroglyphs,’ or more simply ‘glyphs.’ To most of us, these glyphs look like pictures, but it is often hard to say what they are pictures of…. Unlike European languages, like English and Spanish, the ancient Maya writing did not use letters to spell words. Instead, they used a combination of glyphs that stood either for syllables, or for whole words. We will call the glyphs that stood for syllables ‘syllable glyphs,’ and we’ll call the glyphs that stood for whole words ‘logos.’ (The technically correct terms are ‘syllabogram’ and ‘logogram.’) It may seem complicated to use a combination of sounds and signs to make words, but we do the very same thing all the time. For example, you have seen this sign: ©iStock/©jswinborne Everyone knows that this sign means “one way to the right.” The “one way” part is spelled out in letters, as usual. But the “to the right” part is given only by the arrow pointing to the right. -
The Toltec Invasion and Chichen Itza
Other titles of interest published by Thames & Hudson include: Breaking the Maya Code Mexico: From the Olmecs to the Aztecs Angkor and the Khmer Civilization India: A Short History The Incas The Aztecs See our websites www.thamesandhudson.com www.thamesandhudsonusa.com 7 THE POSTCLASSIC By the close of the tenth century AD the destiny of the once proud and independent Maya had, at least in northern Yucatan, fallen into the hands of grim warriors from the highlands of central Mexico, where a new order of men had replaced the supposedly more intellectual rulers of Classic times. We know a good deal about the events that led to the conquest of Yucatan by these foreigners, and the subsequent replacement of their state by a resurgent but already decadent Maya culture, for we have entered into a kind of history, albeit far more shaky than that which was recorded on the monuments of the Classic Period. The traditional annals of the peoples of Yucatan, and also of the Guatemalan highlanders, transcribed into Spanish letters early in Colonial times, apparently reach back as far as the beginning of the Postclassic era and are very important sources. But such annals should be used with much caution, whether they come to us from Bishop Landa himself, from statements made by the native nobility, or from native lawsuits and land claims. These are often confused and often self-contradictory, not least because native lineages seem to have deliberately falsified their own histories for political reasons. Our richest (and most treacherous) sources are the K’atun Prophecies of Yucatan, contained in the “Books of Chilam Balam,” which derive their name from a Maya savant said to have predicted the arrival of the Spaniards from the east. -
THE CONQUEST of the INCAS Grade Levels: 8-13+ 30 Minutes AMBROSE VIDEO PUBLISHING 1995
#3593 THE CONQUEST OF THE INCAS Grade Levels: 8-13+ 30 minutes AMBROSE VIDEO PUBLISHING 1995 DESCRIPTION In 1532, Francisco Pizarro and a band of 170 conquistadors, searching for gold, embarked on the conquest of the Incan empire. Though badly outnumbered, they kidnapped Atahualpa, the god-king, and held him captive for nine months before murdering him. Reenactments and graphics help describe Incan civilization and its destruction. ACADEMIC STANDARDS Subject Area: World History ¨ Standard: Understands major global trends from 1000 to 1500 CE · Benchmark: Understands differences and similarities between the Inca and Aztec empires and empires of Afro-Eurasia (e.g., political institutions, warfare, social organizations, cultural achievements) ¨ Standard: Understands how the transoceanic interlinking of all major regions of the world between 1450 and 1600 led to global transformations · Benchmark: Understands features of Spanish exploration and conquest (e.g., why the Spanish wanted to invade the Incan and Aztec empires, and why these empires collapsed after the conflict with the Spanish; interaction between the Spanish and indigenous populations such as the Inca and the Aztec; different perspectives on Cortes' journey into Mexico) · Benchmark: Understands cultural interaction between various societies in the late 15th and 16th centuries (e.g., how the Church helped administer Spanish and Portuguese colonies in the Americas; reasons for the fall of the Incan empire to Pizarro; how the Portuguese dominated seaborne trade in the Indian Ocean basin in the 16th century; the relations between pilgrims and indigenous populations in North and South America, and the role different religious sects played in these relations; how the presence of Spanish conquerors affected the daily lives of Aztec, Maya, and Inca peoples) INSTRUCTIONAL GOALS 1. -
Bibliography
Bibliography Many books were read and researched in the compilation of Binford, L. R, 1983, Working at Archaeology. Academic Press, The Encyclopedic Dictionary of Archaeology: New York. Binford, L. R, and Binford, S. R (eds.), 1968, New Perspectives in American Museum of Natural History, 1993, The First Humans. Archaeology. Aldine, Chicago. HarperSanFrancisco, San Francisco. Braidwood, R 1.,1960, Archaeologists and What They Do. Franklin American Museum of Natural History, 1993, People of the Stone Watts, New York. Age. HarperSanFrancisco, San Francisco. Branigan, Keith (ed.), 1982, The Atlas ofArchaeology. St. Martin's, American Museum of Natural History, 1994, New World and Pacific New York. Civilizations. HarperSanFrancisco, San Francisco. Bray, w., and Tump, D., 1972, Penguin Dictionary ofArchaeology. American Museum of Natural History, 1994, Old World Civiliza Penguin, New York. tions. HarperSanFrancisco, San Francisco. Brennan, L., 1973, Beginner's Guide to Archaeology. Stackpole Ashmore, w., and Sharer, R. J., 1988, Discovering Our Past: A Brief Books, Harrisburg, PA. Introduction to Archaeology. Mayfield, Mountain View, CA. Broderick, M., and Morton, A. A., 1924, A Concise Dictionary of Atkinson, R J. C., 1985, Field Archaeology, 2d ed. Hyperion, New Egyptian Archaeology. Ares Publishers, Chicago. York. Brothwell, D., 1963, Digging Up Bones: The Excavation, Treatment Bacon, E. (ed.), 1976, The Great Archaeologists. Bobbs-Merrill, and Study ofHuman Skeletal Remains. British Museum, London. New York. Brothwell, D., and Higgs, E. (eds.), 1969, Science in Archaeology, Bahn, P., 1993, Collins Dictionary of Archaeology. ABC-CLIO, 2d ed. Thames and Hudson, London. Santa Barbara, CA. Budge, E. A. Wallis, 1929, The Rosetta Stone. Dover, New York. Bahn, P. -
The Inca's Triumph Over Geography
___________________ Date ____ Class _____ Latin America Geography and History Activity The Inca's Triumph Over Geography In 1438 the Inca ruler Pachacuti began the scorching coastal deserts, over moun building a powerful empire in what is tains more than 20,000 feet high, through today Peru. By the end of the 1400s, the tangled masses of tropical rain forest, and Incas controlled the largest empire ever across raging torrents of rivers hundreds established in the Americas. It encom of feet wide. Totaling nearly 15,525 miles passed nearly 12 million people in Peru, (25,000 km), the roads were used to tie southern Colombia, Ecuador, northern the vast empire's people together, and to Chile, western Bolivia, and part of north allow quicker movement of soldiers and ern Argentina. goods. Llamas carried loads of agricul tural products or textiles along its length. Three Distinct Regions Storehouses and barracks were placed at Three physical regions-deserts, moun regular intervals. The Inca living nearby tains, and rain forests-made up the Inca maintained each length of road. Empire. Deserts run along the Pacific The highway system also served as a coast. The Atacama Desert in northern communication network for the govern Chile is one of the driest places on Earth. ment and military. Relay runners con Fertile areas can be found, however, where stantly carried messages long distances small rivers and streams run from the often up to 250 miles (403 km) per day. Andes highlands to the sea. That same distance took the Spanish East of the coastal deserts, the Andes colonial post nearly two weeks to cover. -
Centeredness As a Cultural and Grammatical Theme in Maya-Mam
CENTEREDNESS AS A CULTURAL AND GRAMMATICAL THEME IN MAYA-MAM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Wesley M. Collins, B.S., M.A. ***** The Ohio State University 2005 Dissertation Examination Committee: Approved by Professor Donald Winford, Advisor Professor Scott Schwenter Advisor Professor Amy Zaharlick Department of Linguistics Copyright by Wesley Miller Collins 2005 ABSTRACT In this dissertation, I look at selected Maya-Mam anthropological and linguistic data and suggest that they provide evidence that there exist overlapping cultural and grammatical themes that are salient to Mam speakers. The data used in this study were gathered largely via ethnographic methods based on participant observation over my twenty-five year relationship with the Mam people of Comitancillo, a town of 60,000 in Guatemala’s Western Highlands. For twelve of those years, my family and I lived among the Mam, participating with them in the cultural milieu of daily life. In order to help shed light on the general relationship between language and culture, I discuss the key Mayan cultural value of centeredness and I show how this value is a pervasive organizing principle in Mayan thought, cosmology, and daily living, a value called upon by the Mam in their daily lives to regulate and explain behavior. Indeed, I suggest that centeredness is a cultural theme, a recurring cultural value which supersedes social differences, and which is defined for cultural groups as a whole (England, 1978). I show how the Mam understanding of issues as disparate as homestead construction, the town central plaza, historical Mayan religious practice, Christian conversion, health concerns, the importance of the numbers two and four, the notions of agreement and forgiveness, child discipline, and moral stance are all instantiations of this basic underlying principle. -
Inca Civilization 1425 A.D - 1532 A.D
Inca Civilization 1425 A.D - 1532 A.D The Inca first appeared in the Andes region during the 12th century A.D. and gradually built a massive kingdom through the military strength of their emperors. Known as Tawantinsuyu, the Incan empire spanned the distance of northern Ecuador to central Chile and consisted of 12 million inhabitants from more than 100 different ethnic (cultural) groups at its peak. Well-devised agricultural and roadway systems, along with a centralized religion and language, helped maintain a cohesive (solid) state. Despite their power, the Inca were quickly overwhelmed by the diseases and superior weaponry of Spanish invaders, the last bastion of their immense empire overtaken in 1572. The Inca first appeared in what is today southeastern Peru during the 12th century A.D (1100’s). According to some versions of their origin myths, they were created by the sun god, Inti, who sent his son Manco Capac to Earth through the middle of three caves in the village of Paccari Tampu. After killing his brothers, Manco Capac led his sisters and their followers through the wilderness before settling in the fertile valley near Cusco circa 1200. The expanding reach of the Inca state, lead to the need for information and people to travel quickly throughout the empire. Pachacuti Inca Yupanqui is believed to have been the first Inca emperor to order forced resettlement to squash the possibility of an uprising from one ethnic (cultural) group. In addition, he established the practice in which rulers were prevented from inheriting the possessions of their fathers, thereby making sure that new leaders would conquer new lands and accumulate new wealth of their own. -
Comparison of Spanish Colonization—Latin America and the Philippines
Title: Comparison of Spanish Colonization—Latin America and the Philippines Teacher: Anne Sharkey, Huntley High School Summary: This lesson took part as a comparison of the different aspects of the Spanish maritime empires with a comparison of Spanish colonization of Mexico & Cuba to that of the Philippines. The lessons in this unit begin with a basic understanding of each land based empire of the time period 1450-1750 (Russia, Ottomans, China) and then with a movement to the maritime transoceanic empires (Spain, Portugal, France, Britain). This lesson will come after the students already have been introduced to the Spanish colonial empire and the Spanish trade systems through the Atlantic and Pacific. Through this lesson the students will gain an understanding of Spanish systems of colonial rule and control of the peoples and the territories. The evaluation of causes of actions of the Spanish, reactions to native populations, and consequences of Spanish involvement will be discussed with the direct correlation between the social systems and structures created, the influence of the Christian missionaries, the rebellions and conflicts with native populations between the two locations in the Latin American Spanish colonies and the Philippines. Level: High School Content Area: AP World History, World History, Global Studies Duration: Lesson Objectives: Students will be able to: Compare the economic, political, social, and cultural structures of the Spanish involvement in Latin America with the Spanish involvement with the Philippines Compare the effects of mercantilism on Latin America and the Philippines Evaluate the role of the encomienda and hacienda system on both regions Evaluate the influence of the silver trade on the economies of both regions Analyze the creation of a colonial society through the development of social classes—Peninsulares, creoles, mestizos, mulattos, etc. -
Maya Medicine*
MAYA MEDICINE* by FRANCISCO GUERRA THE traditional dependence of the European historian on cultural patterns developed by Mediterranean civilizations tends to disregard pre-Columbian achievements in the New World. Our main cultural stream had its source around the 3rd millennium B.C. in the Nile, Euphrates and Indus valleys, when the oldest civilizations developed an agriculture based on artificial irrigation. Egyptians and Hindus worked metals, used beasts of burden and the plough, and established a system of writing; the Sumerians added to all these technical achievements the principle of the wheel. New World Civilizations In that far-off age the American Indians were still migrating southwards and establishing themselves in territories where domestication of maize became possible. To the three great American civilizations-Maya, Aztec and Inca- the wheel, the plough, iron implements, and the use of beasts of burden remained unknown until the arrival of the Europeans, although the Inca made limited use of the llama. A true system of writing going beyond pictographic representation was attained only by the Maya, but the Aztec reached the greatest military and political power without any such advances. Despite these technical limitations the pre-Columbian Americans could claim in a few instances some intellectual superiority over the Old World. The Maya possessed a philosophical outlook on life, a sense of balance, of architectural perfection and an unquestioned mathematical accomplishment which made them, so to speak, the Greeks of the New World. In the same way, the political enterprises of the Aztecs may be compared with those of the Romans; and carrying the simile a step farther we could find a parallel of agressiveness between Incas and Carthaginians. -
Adoring Our Wounds: Suicide, Prevention, and the Maya in Yucatán, México
Adoring Our Wounds: Suicide, Prevention, and the Maya in Yucatán, México By Beatriz Mireya Reyes-Cortes A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Anthropology in the Graduate Division of the University of California, Berkeley Committee in Charge: Professor Stanley Brandes, Chair Professor William F. Hanks Professor Lawrence Cohen Professor William B. Taylor Spring 2011 Adoring our Wounds: Suicide, Prevention, and the Maya in Yucatán, México Copyright 2011 by Beatriz Mireya Reyes-Cortes Abstract Adoring Our Wounds: Suicide, Prevention, and the Maya in Yucatán, México By Beatriz Mireya Reyes-Cortes Doctor of Philosophy in Anthropology University of California, Berkeley Professor Stanley S. Brandes The first decade of the 21st century has seen a transformation in national and regional Mexican politics and society. In the state of Yucatán, this transformation has taken the shape of a newfound interest in indigenous Maya culture coupled with increasing involvement by the state in public health efforts. Suicide, which in Yucatán more than doubles the national average, has captured the attention of local newspaper media, public health authorities, and the general public; it has become a symbol of indigenous Maya culture due to an often cited association with Ixtab, an ancient Maya ―suicide goddess‖. My thesis investigates suicide as a socially produced cultural artifact. It is a study of how suicide is understood by many social actors and institutions and of how upon a close examination, suicide can be seen as a trope that illuminates the complexity of class, ethnicity, and inequality in Yucatán. In particular, my dissertation –based on extensive ethnographic and archival research in Valladolid and Mérida, Yucatán, México— is a study of both suicide and suicide prevention efforts. -
The Social and Cultural Values of Caral-Supe, the Oldest Civilization of Peru and the Americas, and Their Role in Integrated Sustainable Development
The social and cultural values of Caral-Supe, the oldest civilization of Peru and the Americas, and their role in integrated sustainable development Ruth Shady Solís 1 Research team director: Dr. Ruth Shady Solís. Archaeological research: In Caral: Marco Machacuay, Jorge Aching, Marco Bezares, Oliver Huamán, Luis Miranda, David Palomino, Edwin Rivera, Carlos Robles, Gonzalo Rodríguez, Rulfer Vicente and Gustavo Espinoza. In Áspero: Daniel Cáceda, Miguel Castillo, Nancy Gutiérrez, Kati Huamán and Luis Huertas. In Vichama: Aldemar Crispín, Norka Gamarra, Greta Valderrama, Tatiana Abad, Carlos Barrientos and Marco Valderrama. Monument preservation: Víctor Pimentel (advisor), Sergio Anchi, Juan Ruíz and Geraldine Ramírez. Technical support: Workers from surrounding villages (Caral, Llamahuaca, Supe Puerto and Végueta). In Lima: Laboratory team: Pedro Novoa, Giuliano Ardito, Dolores Buitrón, Manuel Gorriti, Daysi Manosalva and Giancarlo Ubillús. Edition coordinator: Edna Quispe. English translation: Patricia Courtney de Haro and Erick Delgado. 3D graphics: Christián Magallanes and Estela Vásquez. Geographical Information System: Karin Ramírez. Graphic design and layout: Marco Chacón and Nadia Cruz. Drawings: María Teresa Ganoza and PEACS archives. The social and cultural values of Caral-Supe, the oldest civilization of Peru and the Americas, and their role in integrated sustainable development. Copyright registered at Biblioteca Nacional del Perú, Nº 2008-02193 ISBN: 978-603-45179-0-5 © Proyecto Especial Arqueológico Caral-Supe/ INC. Av. Las Lomas de La Molina Nº 327. Urb. Las Lomas de La Molina Vieja, Lima 12, Peru. Phone: 495-1515 / 260-4598 www.caralperu.gob.pe All rights reserved. No part of this book may be reprinted or reproduced or utilized in any electronic, mechanical or other means, now known or hereafter invented, including photocopying and recording or otherwise, without the prior written permission of Proyecto Especial Arqueológico Caral-Supe/ INC. -
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.