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FOR THE GOOD OF THE PEOPLE: CHAPTER EIGHT REVIEW
SECTION ONE : MULTIPLE CHOICE
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Use the following features of Aztec society to answer Questions 1 and 2.
Feature 1: Aztec society was set up in groups called calpolli, usually made up of people
from the same families or occupations.
Feature 2: The Aztec Emperor had clearly defined roles as the Head of State and
leader of the army.
Feature 3: The clothes worn by Aztecs gave a clear indication of their position in
society.
Feature 4: The children of nobles and commoners in Aztec society went to different
schools.
Feature 5: ???
1. The features listed above could best be used to support the conclusion that Aztec
society
a)
b)
c)
d)
was based on a hierarchical social structure
was highly organized and democratic
valued the wants of the individual over the needs of the state
encouraged the concept of equality among all citizens
2. Which statement could best be used to create a Feature 5, which would support the
same position as the other four Features?
a) The Aztec economy was based on a complicated system of trading and barter.
b) Aztecs believed that obedience to superiors help preserve the social order.
c) Slaves in Aztec society were often allowed to own property and have their rights
protected.
d) Punishment in Aztec courts was often the death sentence.
FOR THE GOOD OF THE PEOPLE CHAPTER EIGHT REVIEW
3. With which one of the aspects of Aztec society below would people in Canada today
most likely agree?
a)
b)
c)
d)
The Aztec use of slavery and human sacrifice.
The belief in the god-like status of the leader, the Emperor.
Laws which regulate the type of clothing worn by different social classes.
Beliefs which value citizens who would contribute to the nation.
4. Which of the following facts about slavery in Aztec society could be used to defend
the position that conditions for Aztec slaves were not as bad as in some other
cultures?
a)
b)
c)
d)
Slavery was used as a form of punishment for some crimes.
Slaves were often used as human sacrifices to nourish the Aztec gods.
Slaves had the chance to work their way out of slavery and become citizens.
Slaves performed the jobs in society not considered fit for ordinary citizens.
5. Medieval society in Europe and the Aztec civilization in Mexico were most similar in
that both societies
a)
b)
c)
d)
believed that all citizens should receive education
were centered around one major city
gave the leader ultimate power in making decisions
encouraged citizens to improve their social status
6. The main goal of education in Aztec society was to
a)
b)
c)
d)
create loyal citizens to strengthen the state
allow citizens to explore their interests and use their talents
teach children about other cultures and civilizations
encourage students to be independent, critical thinkers
7. Large scale Aztec projects such as the building of causeways, dykes and temples
were most likely paid for by
a)
b)
c)
d)
contributions made by the nobles and warriors
selling farm goods and crafts in the marketplace
profits made from the sale of slaves
taxes paid by the merchants and farmers
FOR THE GOOD OF THE PEOPLE CHAPTER EIGHT REVIEW
8. Which of the following facts about the social classes in Aztec society describes a
feature which applied only to the nobility?
a)
b)
c)
d)
Education was considered an important preparation for citizenship for this class.
Leaders such as priests and government officials came from this class.
The legal system and the rights of others had to be respected.
Obedience to superiors was enforced, to preserve social order.
SECTION TWO: TRUE AND FALSE
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9. Traditionally, a person status in society was dictated by the class they were born
into.
10. Few first nations societies prior to the arrival of the Europeans were hierarchical.
11. The role of the Emperor was inherited.
12. In the Aztec hierarchy, there were different amounts of wealth and power
between different groups in the same level.
13. Calpolli rented the land were members lived
14. Farmers went on expeditions, acted as spies and brought back goods.
15. Merchants gave a share of produce in taxes.
16. Historians believed up to 25,000 people visited Tlatelocoio Market per day.
17. Clothing, jewellery, size and location of house all indicated status.
18. Warrior taking five enemies prisoner immediately eligible for high social status.
19. Aztec children were educated at home until they started school.
20. All Aztec children were educated to read and write.
21. At age 16 most girls got married and moved in with their husbands.
22. Nobles were often judged more easily than commoners as they were to set a
good example.
FOR THE GOOD OF THE PEOPLE CHAPTER EIGHT REVIEW
23. The Aztecs did not have prisons so punishment for serious crimes, like theft was
death.
24. If a slave could escape to the Emperor while being sold, they won their freedom
SECTION THREE: FILL IN THE BLANKS
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25. In Aztec society there were two main classes, the ___________ and the
_______________.
26. Position in the Aztec hierarchy was generally determined by _______, but people
could work up into other _____________.
27. Some calpolli were based on _________others based on ______.
28. Feather work was only worn by ________ as it was the most ________ item in
Aztec society.
29. ________ beans were so valuable they were a form of currency.
30. The market had its own ________ force and vendors who cheated their
customers were sold into __________.
31. Aztecs attitude towards wealth was a __________ to most first nations for whom
displays of wealth were considered _______.
32. The goal of Aztec education was said to be to create citizens with a _____heart
and a _____ face.
33. When an Aztec boys was born his umbilical cord was buried in the ___________.
When a girl was born it was buried beneath the _________ in the family home.
34. Slaves could maintain their _________ while they paid off their ________.
FOR THE GOOD OF THE PEOPLE CHAPTER EIGHT REVIEW
SECTION FOUR: VOCABULARY
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35. hierarchy
36. nobles
37. Emperor
38. Huey Tlattonai
39. commoners
40. calpolli
41. artisans
42. tribute
43. calmecac
44. telpochcalli
45. glyphs
46. Itzcoatl
a.
b.
c.
d.
e.
f.
g.
h.
the Great Speaker, the top of the Aztec hierarchy
anyone not a noble
pictures or symbols used in writing
schools for nobles
4th emperor of the Aztecs, son of a slave woman
items of value collected from conquered peoples
skilled craftworkers
groups who lived in the same neighbourhood and worshipped at the same
temple
i. 10-15% of the populations but held most of the power
j. schools for commoners
k. a social system where status is ranked and power is concentrated in the higher
ranks
l. had responsibilities as chief priest and commander in chief of Aztec army
FOR THE GOOD OF THE PEOPLE CHAPTER EIGHT REVIEW
SECTION FIVE: SHORT ANSWER
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47. Starting from the bottom and moving to the top of the Aztec hierarchy, identify the
five main groups.
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48. What were four of the career opportunities open to Aztec women?




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49. What were the five virtues of ideal Aztec citizens?
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
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
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FOR THE GOOD OF THE PEOPLE CHAPTER EIGHT REVIEW