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7 th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
September 3, 2013
Focus: What is the significance of blood in Maya religious beliefs and practices?
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Student Objectives:
1. I will identify the significance of the Mayan empire by analyzing the following about their civilization:

Social Structure

Religion

Other Achievements
2. I will identify some of the historical theories that attempt to explain the downfall of the Maya empire.
Homework :
1. Read and outline section 1.2 pgs 20-24 in
The America’s text
2. Mexico, Central, and South America Geography Test Friday 9/6
3. Current Events due Monday 9/9
4. Maya, Aztec, Conquest, & Colonial New Spain Test Tuesday 9/17
Handouts :
None
I. Mayan Social Structure
A. Nobility ( cahualo)
B. Commoners
II. Mayan Religion
A.
Beliefs and Values
1.
Symbol of the tree
III. Mayan Achievements
A.
Calendar
IV. Decline
A.
Theories
Key terms/ideas/ people/places :
Cahualo
Blood
Tribute gods
Heaven Earth Underworld
By the end of class today, I will be able to answer the following :
Who paid tribute to the nobility?
What symbol is used to represent the three different levels of the Mayan world?
Why did the Maya practice human sacrifice?
List three theories that historians think led to the demise of the Mayan empire.
Human Sacrifice

Notes
September 3, 2013
Moctezuma II dealing with the Conquistadors:

Fearful/perplexed-are they gods or people?

Has magicians send evil winds towards the conquistadors

Has more human sacrifices performed
 Decides to meet Cortès o Cortès tells Moctezuma that he suffers from a disease of the heart that can only be cured by gold o Conquistadors treated like gods for a while
Cortès takes Moctezuma hostage
Cortès leaves Tenochtitlàn to deal with a Spanish rival

Pedro de Alvarado left in charge of small force in the capital

Alvarado gets nervous and massacres some of the Aztec aristocracy and warriors
 Cortès rushes back to help Alvarado and walks into a trap
Noche Triste
 “Night of Sorrow”-July 1, 1520

450 Spanish killed

46 Horses killed

4,000 Indian Allies Killed
Fall of Tenochtitlàn 1521

Level the city and build Mexico City
Why did the Conquistadors win?

Technology o Guns o Cannons o Armor

Horses

Indian Allies

Disease-small pox

Tactics o Aztecs take prisoners o Spanish kill

Timing o Quetzalcoatl was supposed to return in 1519 the same year Cortès arrives in Mexico

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7 th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
September 10, 2013
Focus
: Should history remember Fernando Cortès as heroic leader or destroyer? Explain your choice in at least three complete sentences. Should history remember doña Marina as a traitor? Why or why not? Explain your choice in at least three complete sentences. This will be collected.
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Objectives:
1. I will define the encomienda system and analyze its impact on Mexico’s history.
Homework :
1. Read and outline chapter 2.2 pgs . 44-46
2. Current Events due Monday 9/16
3. Maya, Aztec, Conquest, & Colonial New Spain Test Tuesday 9/17
Handouts :
None
I. Encomienda System
A. Encomendero
B. Theory
C. Practice
Key terms/ideas/ people/places :
Encomienda Encomendero
By the end of class today, I will be able to answer the following :
Why was the encomienda system created?
How was the encomienda system supposed to work in theory? How did it work in practice?

Notes
September 10, 2013
Malinche/ Doña Marina

La Malinche or Malintzin stands for treasonous behavior

Malinchismo-Mexican that has turned their back on their father land or is betraying Mexican interests
Encomienda System:

Encomendero (conquistadors and their offspring) is given control over an Indian community o Receives labor and tribute from Indians o Encomendero cares for the Indians by providing:

Ensuring good order of village

Converting Indians to Christianity

Promoting general welfare

Designed to acculturate, control and protect the Indians (Theory)

What happens in practice: o Indians in state of serfdom

Overworked

Separated from families

Cheated

Physically maltreated o Demeans Native Race o Creates economic/social tragedies that will be seen in modern times

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7 th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
September 11, 2013
Focus : Explain how the encomienda system was supposed to work in theory . Explain how the encomienda system actually worked in practice .
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Student Objectives:
1. I will define mercantilism as it applies to Spain and the colony of New Spain.
2. I will identify repartimento and the hacienda as the labor systems that replaced the encomienda.
Homework :
1. Current Events due Monday 9/16
2. Maya, Aztec, Conquest, & Colonial New Spain Test Tuesday 9/17
Handouts :
Test Overview
I. Mercantilism
A. Defined/workings
II. Repartmiento
A.
Defined/Workings
III. Haciendas
A.
Defined/Workings
Key terms/ideas/ people/places :
Mercantilism
Silver
Bullionism Repartmiento
By the end of class today, I will be able to answer the following :
What is bullionism?
How did Hacendados get land?
Haciendas
Why was mining so dangerous for the Indians?
How was mercantilism designed to work?
Hacendado

Notes
September 11, 2013
Mercantilism

The colony (New Spain) was supposed to benefit the mother country(Spain)

Colony supplies raw materials to the mother country

Mother country makes the raw materials into finished goods and sells back to the colony
Bullionism
 True wealth was based on precious metals…gold/silver
 New Spain’s wealth comes from the silver mines

Workers only lived an average of years working in the mines
Repartimento

Adult, male, Indians required to work 45 days per year

Designed to replace the encomienda system

Supposed to be paid for work

End up working long hours and being cheated out of pay
Haciendas

Large agricultural estates o Crops o Cattle o Sheep

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7 th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
September 12, 2013
Focus
: Why is it important to study religion when studying cultures? How does religion impact a culture’s beliefs and values?
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Student Objectives:
1. I will identify the many roles of the Catholic Church within the Mexican colony.
2. I will recognize the Virgin of Guadalupe as a key figure within in Mexican culture.
Homework :
1. Current Events due Monday 9/16
2. Maya, Aztec, Conquest, & Colonial New Spain Test Tuesday 9/17
Handouts :
None
I. Catholic Church
A. Roles
B. Branches
II. Virgin of Guadalupe
A.
Juan Diego
Key terms/ideas/ people/places :
Secular
Juan Diego
Regular Missionary
December 12/ dìa de Guadalupe
By the end of class today, I will be able to answer the following :
Virgin of Guadalupe/Our Lady of Guadalupe
Tepeyac Hill
Where was Juan Diego supposed to build the shrine?
How did Juan Diego convince the bishop that his vision was real?
What is the difference between secular and regular clergy?
What roles did the Church perform in colonial New Spain?

Notes
September 12, 2013
The Church

Arm of the state

Conquest was legally justified by the saving of souls

Mold the hearts and minds of Indians

Crown pledged to convert all indigenous tribes to Christianity

Spaniards felt the church was a link to the mother country

Lending institution for the elite
Branches of the Church:

Secular o Priests that served under bishops

Regular o Missionaries o Considered more dedicated because they were better educated o Monasteries

Spiritual teaching

Teaching of political ideas

Goods distributed

Taught Indians they had some rights
Virgin of Guadalupe:
 Becomes “patron” saint of Mexico

Appears to Juan Diego on December 9, 1531

Perhaps the Catholic rendition of the mother of Huitzilopochtli
 Guadalupe appears to Juan as the Virgin Mary, speaking to him in Nàhuatl

Guadalupe asked Diego to tell the bishop to build a shrine at the site of the encounter-Tepeyac Hill, so she could bestow her grace on all of those that sought her

Bishop wanted evidence from Diego that the apparition was true

December 12-the Virgin ordered Diego to return to Tepeyac-he found a rose bush flowering in the midst of winter and took some of the flowers to the bishop

When the roses fell from his mantle, the image of the Virgin was imprinted on the cloth

Bishop orders the building of the shrine at Tepeyac

December 12 = celebration of dìa de Guadalupe
 “One may no longer consider himself a Christian, but one cannot truly be considered a Mexican unless one believes in the Virgin of Guadalupe.” -Novelist Carlos Fuentes
 Juan Diego became Mexico’s first saint in 2002-some think he never really existed

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7 th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
September 13, 2013
Focus : Explain the importance of the Virgin of Guadalupe to the Mexican people in at least three sentences.
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Student Objectives:
1. I will identify and analyze the different social classes of Mexican society.
Homework:
1. Current Events due Monday 9/16
2. Maya, Aztec, Conquest, & Colonial New Spain Test Tuesday 9/17
Handouts :
1. None
I. Social Classes
A. Peninsulares
B. Criollos
C. Mestizos
D. Indians
E. Africans
Key terms/ideas/ people/places :
Peninsulares
Euromestizo
Criollos
Indomestizo
Mestizos
Afromestizo
Indians Africans
Gente sin razòn
By the end of class today, I will be able to answer the following :
What is mestizaje?
Where were the Peninsulares from? Where were the Criollos from?
Why was race important in the social structure of colonial New Spain? mestizaje

Notes
September 13, 2013
Mestizaje -racial mixing
Peninsulares:

Born in Spain-sent from the Spanish Peninsula

Held the best governmental and church positions
Criollos

Spanish blood but born in Mexico

Looked like Peninsulares but because they were born in the New World they were a lower status
Mestizos

Majority

Most commonly Spanish-Indian Parentage o Euromestizos-Spanish/Indian-Spanish traits dominate o Indomestizos-Spanish/Indian-Indian traits dominate o Afromestizos-Mixed blood with African traits evident
Indians:

Seen as inferior by Spaniards

Described as lazy, devious, and backward
 Gente sin razòn-people without reason
 Colony’s welfare depended on their labor=doomed to serve interests of Spaniards
Africans:
 Couldn’t carry arms, observe curfew, and no more than three could gather in public

Considered more reliable than Indians

Expensive