For the Good of the People

1. For the Good of the People Social Studies 8 Chapter 8

2. For the Good of the People • Our inquiry question for chapter 8 is: How does a society’s way of looking at the world influence its customs, choices, and decisions?

3. The Aztec Social Hierarchy • The Inquiry Question for this section is: How does the structure of Aztec society tell us what was important to the Aztec people?

4. The Aztec Social Hierarchy • Aztec society was built upon a hierarchy. • Typically you were born into a particular class and that determined what you did in life. • There are some examples of people moving up through the ranks by their own efforts.

5. The Aztec Social Hierarchy This diagram illustrates the Aztec social structure (page 172) How similar is this to the European social structure before the enlightenment?

6. The Aztec Social Hierarchy

7. The Aztec Social Hierarchy • The Role of the Emperor • The emperor had many privileges • Treated like a god • Given every possible luxury • Absolute power

8. The Aztec Social Hierarchy • The Emperor had many responsibilities • Commander of the Army • The emperor had to be a skilled warrior • Expert in military strategy • Able to lead in battle • Head of State • All decisions concerning the empire made by him. • All consequences rested on him • Chief Priest • Maintained the Aztec religion

9. The Aztec Social Hierarchy • Turn to page 173 and read the Think it Through section in the bottom right hand corner. • What different perceptions are created by the terms Emperor and Great Speaker?

10. The Aztec Social Hierarchy • Family Clans • Much of Aztec society was organized into calpolli. • Community groups based on neighborhood, occupation, or genealogy. • Merchants • The richest calpolli was the merchants. • Their trade made them very wealthy. • Their knowledge made them very important.

11. The Aztec Social Hierarchy • Farmers • Another calpolli was the farmers who grew and provided food for the empire. • Paid their taxes in produce to support the emperor. • Artisans • A third calpolli was the artisans who produced finished goods (cloth, art, jewelry, ect.) • Mainly produced goods for the rich.

12. The Aztec Social Hierarchy • Turn to page 178 • Read the paragraph under the heading “Signs of Status” • Then read the “Exploring Sources” section at the bottom of the page. • In our society how do we judge people’s status? • How do we try to maintain our status?

13. Aztec word Scavenger Hunt • Complete the Scavenger hunt worksheet for section 1 pages 172-173

14. Read page 180 – 183 • Read FYI p. 183 and figure 8-19. • Now discuss the FYI and the figure • How would you punish someone who misbehaves?

15. Crime and Punishment • In Aztec society, and in most societies today people who break the law are punished. They may be fined or put in jail or put to death. This is called retributive justice. Another kind of justice is called restorative justice. This is when you commit a crime you need to repair the harm you have done. Also, the community, the victim and the criminal are involved in the process of repairing the harm. • What consequences do you think people should face when they misbehave or break the rules? • Read the behavior/crime and write down what you think the punishment should be.

17. Section 2: Aztec Education Fill in the chart below with information about features of the Calmecac and the Telpochcalli. Fill in the chart about how Aztec girls and boys were educated

18. Aztec Society was focused on producing citizens that would contribute to the community. • Use the following Tri-Pie chart to organize your response to the statement: • The good of society is more important than the good of the individual. • Label the chart sections “Yes,” “No,” and “Maybe.” Include at least one response in each of the three sections of the chart.