María Gregoria Martínez
Spanish – Literature & Culture
WLC Capstone, Spring 2013
Advisors: Dr. Donaldo Urioste, Dr. Rafael Gómez
Outline
 Significance of study
 Research questions
 Abstract
 History about the Incas
 Rituals & Tasks
 Fall of the Empire
 Conclusion
Significance of Study
Talking about civilizations, ancestors and the past history is something that I
have always enjoyed. I decided to do my Capstone project on the Incas
civilization because I took a Spanish class when I was in a community college
and I learned about the beliefs and traditions of the Incas. I was fascinated to
learn more in depth about their culture and life as I already knew about the main
civilizations from my culture such as the Mayas and the Aztecs. Learning about
the Incas is important to me because I can compare it to my culture and see how
past civilizations have influenced today’s culture.
Research Questions
 Were men and women treated equally during the Incas Period?
 What were the roles of men and women?
 Who was responsible for the children? the men , women, or both?
Abstract
This research will be based on one of the oldest civilizations of Peru that began
as a small empire and then expanded to be one of the most powerful empires of
pre-Columbian America. I will talk briefly about the origins of the Incas. The
main focus will be on the roles of women and men in the humbled and
privileged classes during some important stages such as birth, adolescence,
marriage and rituals. I will also speak about the work and lifestyle that the Incas
had depending on their age and social class. At the end, I will conclude with a
brief explanation of how this powerful empire died and the memories that we
keep from them in Peru.
Origins of the Incas

Largest pre-Hispanic society of South America

1200’s

Quechua language

Wanakawri, Sawasiray

1400 expansion of the empire

The Inca Viracocha Died

War between the Incas and Chacas

Conflict between the two brothers Huascar y Atahualpa

1531- Huascar was killed
The significance of a new birth in the
Empire
•
Perfect age to have a child was between 18 and 20 years old.
•
A baby was a symbol of the peace and harmony for the Empire.
•
Abortion was not allowed for humble class women just for privilege
class.
•
Rituals for women so the baby can be born healthy (corn was chewed
by adolescents and put in the woman’s womb).
•
After birth, mom and baby were taken to the nearest lake to be washed
and blessed with water.
•
The baby had to stay in a cradle all day called "quiran" without being
touched by anybody.
Rutu – Chicuy ( The Haircut Ceremony)

This celebration takes place at age two.

Women and men wear their best clothes.

Godparents are chosen from the same social class.

A small special plate and scissors are presented.

The godparents start to do the hair cut and then the family
relatives finish it off.

This ceremony is celebrated with corn and chicha.

Kids are assigned a temporary name.

Education depends on the sex of the child, parental
responsibilities and social class.
Education Base on Social Class
• Humble class kids
didn’t go to school
and were educated at
home.
• They had certain tasks
such as collecting
wool, firewood and
scaring birds away.
• Girls were
responsible for
cleaning, cooking,
waving and taking
care of younger
siblings.
• Privileged class attended
Cuzco centers called
Yachay Huasis
• They were trained by
Amautas (wise men ) in
different fields such as
science, oral history,
administration, the
quipus system and the
use of weapons.
• Girls received religious
classes to serve in
religious ceremonies at
the empire.
“Quiquichiay”
The Hairstyle Celebration for Adolescent Girls

Keep absolute fasting for 48 hours before the ceremony.

Privileged as well as humble class tie their hair in braid and wear similar clothing,
but of different material.

They present themselves to the Inca and received a final name.

Women become ayllu or acllas.

They receive gifts such as clothes and jewelry by family members.
The Ayllu and Acllas Women Roles
Ayllu Women : Humble class women
from families that own land in
common and that serve as an
administrative unit .
•
•
•
•
Worked in textile,
agriculture fields
Were responsible for sowing
seeds (corn), fallowing land,
carrying water, collecting
medicinal plants, caring for
the children
Acllas Women: Chosen women “ Virgins of
the Sun”, privileged class. No men were
allowed in the house
•
They lived in the house of the
chosen “ temple”
•
They wove the clothes for the Inca
and the Coya ( Incas main wife)
•
Prepared the jewels and floral
decorations for the empire festivals
•
They cooked and prepared chicha(
traditional drink for festivals)
•
They had no right for a
relationships unless it was the Inca
Wove clothes for the family
Variety of boyfriends and
prestige
“Warachicuy”
Courage and Skill Test

Only for adolescent males

Fight for "wara“ (breechcloth) and
"chapin“(sword)

In order to get the "wara”, the young men had
to pass different athletic tests.

The test required speed, courage, concentration,
strength, balance, skills, mentality to circumvent
the risks and dangers of height.

The best warriors and chaquis ( messengers)
were selected.

Winner’s face was stained with llamas blood

Youth became classified as future Orejones and
the rest were assigned tasks.

This ritual is still alive in Peru and is known as
the Inti Raymi Celebration
Inca Men Tasks and
Responsibilities
•
Freedom to go in handbarrow
•
Paid no taxes
•
Heads of conquered lands
•
•
Important positions in the
government
Trusted men by the Inca
Chaquis : Messenger that could travel 250
miles in one day by running.
Mita - Collective work to pay taxes
- Irrigation canals, temples, bridges,
crops, food transport
Minca- Helped disabled people to
volunteer.
Ayni -worked to help each other.
Construction of houses.
"Today for you, tomorrow for me”
The Incas Creations
Terraces
Quipus
Qhapaq Ñan – The Grand Route
Machu Picchu
Qeswachaka –Bride made of grass
Sacsayhuaman- Head of a puma
“Sirvinacuy”
Marriage Celebration

Same social class marriages.

Young humble men could not choose
their partner.

Once a year, the village governors lined
up the young men and girls.

Pre-married to one another for a few
months.

Couple exchanged sandals with each
other to be considered officially wedded.

The couple received free land “ Tupu” as
a gift by the state.

Houses were built for the privileged and
humble classes.
Fall of the Inca Empire
*Civil war between Huascar and Atahualpa

1532- Francisco Pizarro and a group of Spanish
sailed from Panama to South America.

Atahualpa ( emperor of the empire)

Cajamarca meeting – Pizarro and Atahualpa

Pizarro's priests asked Atahualpa to give up the
Inca religion and accept Christianity, and the King
of Spain as ruler.

Tatahualpa refused and Pizarro took him prisoner.

To gain his freedom, Atahualpa promised Pizarro
enough silver and gold to fill a whole room.

1533 - Atahualpa was killed

The Spaniards made slaves of the Inca people.

The Inca silver and gold was sent to Spain.
Conclusion
The Incas Civilizations is interesting because they didn’t
have technology like we have today, but still they were very
smart people in many different fields such as architecture,
agriculture, communication, transportation, and religion.
References
Baudouin, Bernard. "El Imperio Inca Frente a La Conquista Española." Los Incas: [los Adoradores Del Dios Sol]. De Vincci ed. Barcelona. 2012. 1642761. (Spanish Edition) (Kindle Location 1642).
Baudouin, Bernard. Los Incas: [los Adoradores Del Dios Sol]. De Vincci ed. Barcelona: De Vecchi, 2012. Print.
Benson, Sonia G., Sarah Hermsen, and Deborah J. Baker. "Daily Life in the Inca Empire." Review. 1 (2005): n. pag. Web. 8 Mar. 2013.
Betanzos, Juan De. Suma Y Narración De Los Incas. Lima: Univ. Nacional Mayor De San Marcos, Fondo Editorial De La Fac. De Ciencias Sociales,
Unidad De Post Grado, 2010. Print.
Cicerón, Marco Tulio. "La Mujer En La Sociedad Incaica-América Precolombina Y Comienzos De La Conquista." HISTORIA UNIVERSALIS - LA
MUJER INCA - Foro América Precolombina Y Comienzos De La Conquista. N.p., 21 July 2010. Web. 3 Mar. 2013.
Cobo, Bernabe. "Inca Religion and Customs." Inca and Spanish Women. 1st ed. Austin, Texas: n.p., 1990. Print.
Díez, Jordi. La Virgen Del Sol. Barcelona: Ediciones B, 2008. Print.
Guaman, Felipe Poma de Ayala, Letter to a King, A Peruvian Chief's Account of Life Under the Incas and Under Spanish Rule (New York, 1978),
84-86, in Richard Bulliet, et al. The Earth and Its Peoples. A Global History (New York, 1997), 366]
Oliver, Carlos. "Warachikuy – Prueba De Valor Y Destreza Inca." Arte Y Cultura RSS. N.p., 11 Aug. 2011. Web. 12 Apr. 2013.
http://www.dearteycultura.com/warachikuy/#.UYxnhb9DJzq
References
Silisque, Adrian. "Inkakuna." Inkakuna- Los Hijos Del Sol. Primera ed., 2013. Print.
Temoche, Cortez Patricia. "Capitulo 5. La Vida Diaria Y El Cliclo Biologico Y Trabajo." Breve Historia De Los Incas. Primera
edición. Madrid: Nowtilus, 2010. 1330-585. Print.
Temoche, Patricia (2011-09-26). Breve historia de los incas (Spanish Edition) (Kindle Locations 1373-1374). Nowtilus. Kindle
Edition.
Varela, Monserrat. "El Sirvinacuy Matrimonio a Prueba." Web log post. El Sirvinacuy- Matrimonio a Prueba. Hueber, 2005. Web. 1
Apr. 2013.
http://www.hueber.de/sixcms/media.php/36/mirada-lk-l12.pdf.pdf.
Vega, Inca Garcilaso De La. "XII: Los Estatus Y Ejercicios De Las Vírgenes Escogidas." Comentarios Reales. Red- Ediciones.com ed.
Bacelona: Editorial Castalia, 2009. 607-47. Print.
Vega , Inca Garcilaso de la (2009-11-12). Comentarios reales “ Algunas de las leyes que los Incas tuvieron en su Gobierno “
(Spanish Edition) (Kindle Location 26). . Kindle Ed
William R. Fowler "Inca Empire,” Public Work. Online Encyclopedia 2000.
https://autocww2.colorado.edu/~toldy2/E64ContentFiles/HistoryOfTheAmericas/IncaEmpire.html
By. María G. Martínez