Aztec Life and Society Notes

Aztec Social Structure

• Hierarchy: Aztec society was highly structured, dividing people into different classes with varying degrees of power and wealth.

Social Classes

• Emperor (Huey Tlatoani)

  • At the top of the Aztec hierarchy.

  • The title means “Great Speaker”.

  • Treated as if he were a god, obeyed without question, and given every luxury.

  • Lived in an enormous palace with gardens and a private zoo.

  • Carried on a screened platform draped with ocelot skins; servants swept the street before him.

  • No one could look him in the eye, and his feet never touched the floor.

  • Only nobles could be his servants.

  • Responsibilities included being chief priest, commander-in-chief, and head of state.

  • He made important decisions after consulting with a council of priests and nobles, but the ultimate decision was his.

  • As commander-in-chief, he had to be a skilled warrior and know military strategy.

• Nobility (Pilpitin) and Priests

  • Composed only 10-15% of the population but held most of the political power and wealth.

  • Priests came from the ranks of the nobles.

  • Noblemen worked as scribes, government officials, and teachers.

  • Rich and wealthy families of noble blood, well-bred and respected.

  • They ran the government, owned land, slaves, and servants, and commanded the army.

  • Power and wealth rested on the control of land, labor, and tribute.

  • Expected to be exemplary in their behavior; were treated more severely if they broke the law compared to commoners.

    Nobles were also patrons of the arts and religion, often sponsoring temples and rituals to reinforce their status within the society.

• Merchants, Artisans, Soldiers

  • Merchants were the richest group in Tenochtitlan.

  • Conducted trading expeditions and acted as spies.

  • Provided valuable advice to generals during wartime due to their knowledge of geography and foreign cities.

  • Sold goods in Tenochtitlan’s markets and paid taxes that enriched the Aztec state.

  • Artisians

  • Artisans (skilled craftworkers): Constant demand for finer things, including fashionable clothes and works of art in Tenochtitlan

    • Mask-makers, goldsmiths, and feather workers were among the most respected artisans.

    • Feather workers created the most valued items:

      • Crafted fans, headdresses, and tunics, and decorated shields with feathers.

      • Only nobility could wear garments of feathers.

      • Most prized feathers were from the Resplendent Quetzal, associated with the god Quetzalcoatl.

      • Warriors

  • Warriors were highly honored if successful, based on bravery, tactical skill, and capturing enemy warriors.

    • All boys and men received military training and were called for battle.

    • War was the true business of the empire, providing tribute, slaves for sacrifice, and expansion.

    • Successful warriors gained honor, the right to wear certain clothes, nobility (for commoners), and higher ranks (for nobles).

• Farmers, Fishers, Women

  • Commoners: Anyone who was not a noble belonged to this class.

  • Farmers grew crops, hunted, and fished.

  • They sold goods in the market to add to their family income.

  • Paid taxes in the form of produce and labor for state projects.

• Slaves

Priests

• Life was difficult and uncomfortable, despite being treated as nobles.

• People from all classes could study to become a priest, but top positions were reserved for nobles.

• Responsibilities:

  • Divining incantations to the gods.

  • Divining horoscopes for newborns and engaged couples.

  • Making offerings and sacrifices, including human sacrifices.

  • Watching planets and stars to prophesize.

  • Measuring time and keeping track of eclipses and planetary events.

  • Naming constellations.

  • Computing the movement of stars and planets for predictions.

  • Reading the calendar.

Tlatelolco Market

• Largest market in the Aztec Empire, held daily in Tlatelolco.

• Could hold up to 60,000 people; historians estimate 25,000 visitors on an average day.

• Vendors sold fabric, clothing, weapons, pottery, jewelry, and food.

• Run mainly on a barter system; cacao beans were used as currency.

• Served as a social center for news, music, and snacks.

Social Status Symbols

• Indicated by clothing, jewelry, and the size and location of one’s house.

• Quality of cloth and patterns determined by the wearer’s position.

• Commoners were not allowed to wear cotton clothing but only garments of maguey fiber (cactus).

• Only nobles could build houses with a second story.

Aztec Education

• Children educated at home until 10-15 years old.

• All classes pampered children until age three, after which they were expected to be hard-working and obedient.

• Education was free and compulsory.

• Two types of schools:

  • Calmecac for nobles (god was Quetzalcoatl).

  • Telpochcalli for commoners (god was Tezcatlipoca).

• Punishments for misbehavior included inhaling the smoke of hot chili peppers.

• Aimed to turn children into citizens with “a stone heart and a stone face.”

Calmecac (School for Nobles)

• Students trained to be future military commanders, priests, judges, and teachers.

• Trainee priests had to sweep, do farm work, gather firewood, prepare meals, and perform penance at night in deserted places.

• Boys were woken at midnight to pray and take a cold bath.

• Calmecac means "House of Tears".

Telpochcalli (School for Commoners)

• Instruction was spoken; students learned through rote memorization.

• Lessons in Aztec history, religion, and citizenship duties.

• Students learned to play flutes and drums and dance sacred dances.

• Boys spent time doing hard physical labor.

• Boys and girls received practical instruction from their parents for the family trade.

Gender Roles

• Both men and women attended school from ages 10-15.

• Women:

  • Went with the army as doctors and healers.

  • Cared for family and household.

  • Married in mid-teens.

  • Had custody of children.

  • Could become priestesses, matchmakers, and midwives.

• Men:

  • Conscripted into the army when needed.

  • Performed physical work.

  • Married in late-teens.

  • Could become priests.

Umbilical Cords

• Girls’ umbilical cords were buried beneath the family fireplace, dedicating her to the household.

• Boys’ umbilical cords were buried in battlefields.

Aztec Citizenship Values

• Revere and greet elders.

• Console the poor and afflicted.

• Do not mock the old, sick, or maimed.

• Do not set a bad example or speak indiscreetly.

• Treat neighbors with respect regardless of skin color, religion, or beliefs.

• Help those who need help.

Virtues of an Ideal Aztec Citizen

• Courage

• Self-Sacrifice

• Modesty

• Clean Living

• Obedience

• Expected to show courage and deal with hardships without complaining.

• The group was considered more important than the individual, sacrificing possessions, comfort, and even life for society.

• No boasting or standing out from the crowd.

• Maintaining health and avoiding over-indulgence.

• Harsh punishments for evil behavior.

• Obedience to superiors to preserve social order.

Laws and Law-Making

• Rights protected by a system of written laws.

• Legal system maintained order and reminded people of their responsibilities as citizens.

• Every citizen, even nobles, had to obey the laws; nobles were judged more harshly.

• Appeals could be made from lower courts to the high court and finally to the emperor.

• Punishments included fines, slavery, and death (for serious crimes).

Retributive vs. Restorative Justice

Retributive Justice

• Punishment for breaking the law through fines, jail, or death.

• Arguments:

  • A crime against others is a crime against society, so society has the right to punish.

  • Treating others badly deserves bad treatment in return.

  • Punishment deters future crimes.

Restorative Justice

• Seeks to repair and minimize harm to individuals and communities.

• Arguments:

  • Crime requires repairing the harm done.

  • Offender commits a crime against a person and the community, all of whom should be involved in repairing the harm.

  • Understanding the impact of the crime on others reduces the likelihood of committing another crime.

Trading Game

• Teams: Jaguar, Eagle, Coyote, Quetzal, and Axolotl.

• Objective: To have the highest total value of cards at the end of the game.

• Gameplay: Two-minute rounds of trading with breaks for strategizing.

  • Round 1: Barter to learn value.

  • Round 2: Free market trading with cards face up.

  • Round 3: Black market trading with cards face down.

• Scoring: Count complete sets of 4 cards and individual Cacao Bean cards.

Card Values:

• All Cacao Bean Cards = price as listed

• Counterfeit “Cacao” (coffee) beans = $0$ CB

• 5 Green Chilis = $1$ CB

• 1 Avocado = $3$ CB

• Maize = $5$ CB

• Maguey Fibre Cloak = $20$ CB

• 1 Small Rabbit = $50$ CB

• Quachtli = $100$ CB

• Dugout Canoe = $100$ CB

• 1 Kg Red Dye = $200$ CB

• Live Turkey = $300$ CB

• 500g Obsidian = $500$ CB

• Jaguar Skin = $1000$ CB

• Resplendent Quetzal Feather = $2000$ CB

• Gold Lip Plug = $3000$ CB

• 500g Jade = $5000$ CB

Tribute Cards

• One tribute card per team.

• If a team possesses a tribute card at the end of Round 2, they must pay tribute to the team featured on the card by exchanging four cards.

• Collecting all five tribute cards allows a team to take tribute from any other team.