Ancient Civilizations

A Look at the

Mississippian, Maya,

Aztec and Inca

Civilizations

Ancient Civilizations
of the WBy: estern
HemBisyp:here

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Learning About Time

Watch the “Commonly Asked Questions about Dates” video on
Schoology to learn about the abbreviations/key words listed
below. As you watch, pause the video and write in your own
words what each of these means.

What does B.C. stand This time marker is used on the
for when looking at Gregorian or Christian calendar. BC
stands for “Before Christ” and is used
dates? to mark the period of time before

What does A.D. stand Jesus’ birth.
for when looking at
Also used on the Gregorian calendar,
dates? AD stands for Anno Domini which is
Latin for “In the year of the Lord.”

What does B.C.E. stand Before Common Era...This is used to
for when looking at mark the same dates as BC.
dates?

What does C.E. stand Common Era...This is used to mark
for when looking at the same dates as AD.

dates?

What do c. and ca. These stand for the word “circa”
stand for when looking which means around or about. It is
used when we don’t know the exact
at dates?
date of something.

Multiple-tier Timelines

Multiple-tier timelines use two or more rows of events.
While each row represents a different subject, the time
period is the same.
Multiple-tier timelines can be used to help us look at
cause and effect relationships or patterns and themes
among events in a specific period of time.
We will be using a multi-tier timeline to show the rise
and fall of four early civilizations in the Americas: The
Mississippian, Inca, Maya, and Aztec and look for
RELATIONSHIPS between the dates.

You will insert a picture in this space of
you holding your completed timeline at

the end of this project!

The
Mississippians

Credit credit

credit

The Mississippian people were unique civilization that truly
proved that relationships are powerful.One way that the
Mississippian people powerfully kept their civilization alive was
through a strong system of government.The people were led by a
chief whom they called the Sun. The Sun chief directly
communicated with the gods and the people listened to him because
of this connection. The society was also arranged in a very powerful
way. There were four different types of classes: The Sun (king),
Nobles, Honored Men/woman, and the lower class. The lower class
had the most important job in terms of keeping the civilization going.
Their agriculture was great. They connected to their environment
well. They fished and the hunted for communal food such as corn,
beans, squash and pumpkins.They grew corn, beans, squash and
pumpkins since the people were worshiped the Sun they were very
connectected to there environment. As you can see, this fantastic
civilization proved that relationships can be powerful.

Where in the World…
Were the Mississippian Located?

Directions: Use the shape tool to add color to the areas
where the Mississippian people lived. Use the text box
tool and arrow tool to create labels that point to the area.

Mississippian
People

What’s This?

Study this picture and then answer the questions
on the next page.

What’s This?

Use the picture on the previous page to answer the following
questions. *Note these answers are all based on your
observations at this point!

Text goes here What is
this?

Text goes here What is the
Text goes here circle on the
Text goes here left side of the
Text goes here
drawing?

Why do you
think it was
made? What was
it used for?

Why do you
think they
chose this

shape?

How do you
think they
made this?

The Mounds

Read the Khan Academy article posted in your
Schoology course: Fort Ancient Culture: Great
Serpent Mound. After you read, complete the
page below with your team.

Describe the physical attributes What do archeologists believe
of the Serpent Mound in your might be the reason the mounds

own words: are shaped like a serpent?

It is in the shape of a Ancient people believed snakes
serpent. It is 1,300 feet had supernatural powers. Also,
some believe that it may have to
long and 1-3 feet tall. Its do with astrology. It could have

head is in the east and its been used to mark seasons or tell
the people when to plant.
tail in in the It could have even

west. been use been used to show a

solar solar eclipse.

The Ft. Ancient Culture Answers will vary Danielle Knight GO Interactive, 2015
who were influenced by

the Mississippians.

Who is believed to have created What relationship generalization
it? can you make between the
mounds and the people who
built them?

Research the Relationships

Explore the Mississippian links in the Symbaloo posted in your Schoology
course as well as in the books and other resources available in class to
complete this organizer.

What was the government like? Led by chiefs called suns
Did powerful relationships exist who were tied to the religion.

between the people and their The people believed the leaders had
leaders? connections to the gods and as such they
had powerful relations with them.
How was their society set up?
What were the types of jobs 4 Classes: 1. Suns 2. Nobles 3. Honored
people had? Were the jobs people Men/women 4. Lower class
did purposeful for the civilization? Most people were farmers, craftsmen,
fishermen and hunters which was critical
Describe their religion. Did the for all to survive.
relationship the people had with
their gods and religious leaders The people worshiped the sun and
believed that serpents had mystical
follow rules? powers. They built temples and mounds
to worship. They had to follow certain
rules for where they lived and how they
worshipped.

What did the people invent, create, Pottery, effigy heads, traded stone that
or trade that allowed them to could be used for weapons. They built
exchange ideas or values with huge trade centers to trade with people
others they had relationships from the Gulf of Mexico and Great Lakes
with? region.

What was the agriculture like? Grew corn, beans, squash, and
What food did they eat? How pumpkins. Fished and hunted for
communal food. Since the people
did they grow it? What worshiped the sun, they were very
relationships did the people connected to their environment.
have with their environment?



The Maya

At the end of this unit,
you will insert at least
three images on this page
that you feel represent
the Mayan people. Delete
this text box when this is
complete.

At the end of this unit, you will write a
well-developed paragraph in this space explaining
what you learned about the Mayan people. You
might want to include who the Mayan people were,
what they valued, how their society was set up, the
relationship generalizations you uncovered while
learning about the people, etc. *Note: Your pictures
on page 4 should relate to this paragraph!

Where in the World…
Were the Maya Located?

Directions: Use the shape tool to add color to the areas
where the Mayan people lived. Use the text box tool and
arrow tool to create labels that point to the area.

This is the What is the approximate latitude
Mayan and longitude of the location you
civilization colored? 16° N 90° W

What might the weather be like in
this location based on the latitude
and longitude? It is hot and very
dry. Even in the rainy season
(May-November) the people often
lacked enough rain to help their
crops grow. Some experts believe
that the lack of water led to the
decline of the civilization.

Ancient Maya
Concept Map

The Mayan Government/
Social Structure

Priests

Most powerful
people-The people
believed they could

talk to the Gods.

Nobles

Did not have to pay taxes. Could
choose if they wanted to have jobs or

not. Lived easy lives.

Merchants and Craftsmen

Some were peasants who wanted a better life and
some were nobles that wanted a job. They made art

or ran businesses.

Peasants

Most Mayan people were peasants. They worked very hard. Most were
farmers and lived outside the city. Peasants who worked as craftsmen
were able to live in the city and had a slightly better life. If there were

no captured warriors or slaves available, peasants were usually the
ones sacrificed to the gods.

Slaves

These people were the lowest class. Many times they were treated better than the peasants, but
they had no rights. They could be children whose parents had died, people who were captured
in war, or people who committed crimes. Slaves were usually the ones chosen for sacrifice to

the gods.



Mayan Language and
Number Systems

This is my birthday (12/3/07) written in Mayan
numbers. The Maya had a base 20 number
system. Each dot represented a one, each bar a
five, and each shell a zero.

Determine the Relationships

Explore the Mayan links in the Symbaloo posted in your Schoology course as
well as in the books and other resources available in class to complete this
organizer.

What was the government like? The Mayan government was ruled by the kings
Did powerful relationships exist and priests. They lived in city-states and rural
communities. They had relationships between
between the people and their them and their gods because they sacrificed
leaders? peasants and slaves to the gods and leaders.

How was their society set up? The Mayan society was broken up into four
What were the types of jobs groups, the priesthood, the Nobility, the
people had? Were the jobs people common people, and the slaves. Some of the
did purposeful for the civilization? jobs they had were farmers, cloth makers, and
jewelers/tool makers (made things from
stone).

Describe their religion. Did the The Mayan people and their gods had a powerful
relationship the people had with relationship because some of the people sacrificed
their gods and religious leaders themselves for their gods or some of them did rituals for
the gods. There was a sun god, a maize god, and many
follow rules? more. Their gods and their people got along nicely but
sometimes the gods would want something very special
from the people like them sacrificing themselves.

What did the people invent, create, The Mayans traded salt, cotton mantels, slaves,
or trade that allowed them to quetzal feathers, flint, chert, obsidian, jade, colored
exchange ideas or values with shells, Honey, cacao, copper tools, and ornaments.
others they had relationships The Mayans also created a solar calendar by using
with? their knowledge to fix up the Olmecs solar calendar.
The Mayans were allowed to exchange ideas or
What was the agriculture like? values with Olmecs because they thought they
What food did they eat? How could their creation better than the Olmecs did.

did they grow it? What The Mayan agriculture was very unique because they
relationships did the people did very different things. They ate mostly corn, beans,
have with their environment? squash, potatoes, tomatoes, and tiny grain called
quinoa. When the Mayans were farming they used tools
such as hoes, chisels. Plumb-bobs, and grinding tools.

The Aztec

At the end of this unit,
you will insert at least
three images on this page
that you feel represent
the Aztec people. Delete
this text box when this is
complete.

At the end of this unit, you will write a
well-developed paragraph in this space explaining
what you learned about the Aztec people. You
might want to include who the Aztec people were,
what they valued, how their society was set up, the
relationship generalizations you uncovered while
learning about the people, etc. *Note: Your pictures
on page 4 should relate to this paragraph!

Where in the World…
Were the Aztec Located?

What is the approximate latitude and longitude of the
location you colored?
23°N1/2 and 105°W
What might the weather be like in this location based
on the latitude and longitude?
Even though the center of the Aztec empire was
located relatively close to the equator, it was also in a
valley that was 7,000 feet in elevation. This meant
that the area was cool in the winter and could even
get frost at times. The rainy season lasted from
May-October.

Ancient Aztec
Concept Map

The Aztec Government/
Social Structure

Government: Emperor/ Laws:

The Aztec Empire was King/ -No
made up of city-states. ● Stealing
These city-states were Huey Tlatcani ● Murder
independently governed by ● Being drunk
the local leaders. The The people ● Destroying property
city-states had to regularly believed the king
send tributes (human was given the right to -Several levels of courts
sacrifices) to the emperor. rule by the gods. -Citizens could appeal to a
higher court if they
Tuchuhtli disagreed with ruling
-One time forgiveness law
These were the rulers of the if you confessed crime to
Individual city-states. They had priest before being caught.
power over all the people in their
city-state, lived in large palaces, and
were able to choose the tributes.

Pipiltin

This was the noble class. They were able to wear
gold and feathers. They were able to serve as

priests, army commanders, and hold government
jobs. The king was chosen from this group.

Pochteca

These merchants were very valued by the Aztec people
because they would travel to trade and bring back luxury items

for the nobles.

Macehualtin

These were the common people. They held jobs as farmers, warriors, and
craftsmen.

Slaves

People could sell themselves into slavery to pay off debts or crimes. The slaves were
able to buy their freedom, were protected from abuse by their owners, and couldn’t be
sold to another owner without their own consent. If a slave escaped from his owner and

made it to the palace, he/she was free. Slaves could have their own slaves.

Aztec Sun Stone
Calendar and Religion

Link to religion notes

How did the relationship the Aztec people had with their gods impact their way of life?
There are many ways the relationship the Aztec people had with their gods impacted their

way of life. One way was how they did there pole swinging ritual. Another way was how
they sacrificed people which showed that they cared more about the gods then the people.
One final way the gods impacted their life was how their calendar had a god on it.

Determine the Relationships

Explore the Aztec links in the Symbaloo posted in your Schoology course as
well as in the books and other resources available in class to complete this
organizer.

What was the government like? Each city-state had their own system of government
Did powerful relationships exist with their own leaders and courts. All city-state
leaders reported to the emperor. The people had
between the people and their powerful relationships with their leaders because
leaders? they believed their were chosen by the gods and
the leaders chose the tributes.
How was their society set up?
What were the types of jobs There were six levels within the society. The
people had? Were the jobs people emperor, city-state leaders, and nobles all lived in
did purposeful for the civilization? large homes and had a great amount of wealth. The
jobs were all very purposeful within the society as
Describe their religion. Did the the people valued hard work and sacrifice. Some of
relationship the people had with
their gods and religious leaders the jobs included priests,merchants, farmers,
military positions, and craftsmen.
follow rules?
The people believed in many gods. Each god had a
What did the people invent, create, different purpose and needed to be pleased with
or trade that allowed them to the people in order to bless them. This created one
exchange ideas or values with of the greatest rules within the society...people
others they had relationships must be offered up as tributes (sacrificed) in order
with? to ensure the gods were happy. Other ceremonies
(including dances)were also put into place to please
What was the agriculture like?
What food did they eat? How the gods.

did they grow it? What The Aztec people wrote in glyphs. They developed
relationships did the people advanced calendars to track every decision they
have with their environment? made throughout the year. They created aqueducts
to bring fresh water to the cities. They traded with

people from far away for luxury items.

The swampy areas provided growing challenges, so
they created chimanpas to grow their crops. These

“floating gardens” (man-made islands in the
swamps)provided the food the people needed. They
grew maize, beans, squash, and developed ways to

eat popcorn and chocolate. The people believed
that the gods had control over the environment



The Inca

At the end of this unit,
you will insert at least
three images on this page
that you feel represent
the Incan people. Delete
this text box when this is
complete.

At the end of this unit, you will write a
well-developed paragraph in this space explaining
what you learned about the Incan people. You
might want to include who the Incan people were,
what they valued, how their society was set up, the
relationship generalizations you uncovered while
learning about the people, etc. *Note: Your pictures
on page 4 should relate to this paragraph!

Where in the World…
Were the Inca Located?

Directions: Use the shape tool to add color to the areas where the

Incan people lived. Use the text box tool and arrow tool to create
labels that point to the area. Complete the questions in the box.
Delete this text box when you are finished.

What is the approximate latitude
and longitude of the location you
colored?
What might the weather be like in
this location based on the latitude
and longitude?

Ancient Inca
Concept Map

Replace this example with your own concept map!

The Inca Government/
Social Structure

Inca Religion,
Science, Roads,

Language

Replace this slide with the
template you chose or created.

Determine the Relationships

Explore the Incan links in the Symbaloo posted in your Schoology course as
well as in the books and other resources available in class to complete this
organizer.

What was the government like? Text goes here
Did powerful relationships exist Text goes here
Text goes here
between the people and their Text goes here
leaders? Text goes here

How was their society set up?
What were the types of jobs
people had? Were the jobs people
did purposeful for the civilization?

Describe their religion. Did the
relationship the people had with
their gods and religious leaders

follow rules?

What did the people invent, create,
or trade that allowed them to
exchange ideas or values with
others they had relationships
with?

What was the agriculture like?
What food did they eat? How

did they grow it? What
relationships did the people
have with their environment?