Educator GuidE & WalkinG Map - The Field Museum

©Michel Zabé /AZA. Reproduction authorized by the Instituto Nacional de Antropología e Historia. 

ThE FIELD MuSEuM EDucaTIon DEparTMEnT prESEnTS 

Educator GuidE & WalkinG Map 

The Field Museum’s Education Department develops on-line Educator Guides to provide detailed 

information on field trip planning, alignment with Illinois State Standards (ILS), as well as hands-on 

classroom activities to do before and after your visit to the Museum. 

This exhibition was organized by The Field Museum, 

Chicago, in collaboration with the CONACULTA-INAH. 

ocTobEr 26, 2008 – aprIL 10, 2009 

Major Sponsor: 

This exhibition is supported by an indemnity from the Federal Council on the Arts and Humanities.

thE aztEc World 

october 26, 2008 through april 19, 2009 

this Educator Guide is separated into six sections: 

• Corresponding Illinois Learning Standards (ILS) 

• Exhibition Guide 

• Educator and Student Bibliography, Websites, Pronunciation Guide 

• Corresponding Harris Resources and Related Exhibitions 

• The Aztec World Education programs 

• The Aztec World Walking Map 

thE aztEc World: introduction to thE Exhibition 

Educator notEs 

Welcome to The Aztec World! This exhibition tells the story of the grandeur and sophistication of one of history’s 

great civilizations, and of how the rise and fall of this empire has powerfully shaped both culture and history from 

1325 AD until today. Featuring art, stone works, ceramics and jewelry made from precious metals, the exhibition 

explores the daily lives of all the people who created and sustained the Aztec Empire. 

The exhibition is organized so that visitors move from the periphery to the city center, passing farms and houses 

of artisans, merchants and warriors before entering the splendor of the central temple district surrounded by the 

palaces of the ruling elite. It also highlights the importance of war in aztec society, and along with it, the values 

of conquering, gathering tribute, and sacrificing to the gods. The nearly 300 artifacts in the exhibition also bring 

attention to the great wealth and riches which characterized the lives of aztec rulers, along with the challenges and 

responsibilities that these aztec leaders carried. 

Finally, the exhibition highlights the merging of Aztec and Spanish cultures and the endurance of Aztec influence from 

the time the Spanish arrived until today, almost 500 years after the empire collapsed. The Aztec World explores the 

history and legacy of a grand empire in its unique position of social, political, religious and cultural richness. 

This Educator Guide is designed to serve as a bridge between the exhibition and the classroom, providing activities 

and information for use at the Museum as well as for before and after your visit. It offers a preview of the exhibition 

and correlates its content with the national and Illinois Learning Standards across multiple disciplines. 

the exhibition is divided into the following gallery sections: 

1. Farmers 

2. artisans and Merchants 

3. Warriors 

4. rulers and Tribute 

5. high priests 

6. conclusion (Merging of aztec and Spanish cultures) 

pre-registration is required for all Field Museum field trips. 

register on-line at www.fieldmuseum.org/fieldtrips or call 312.665.7500 for more information. 

The Field Museum • The Aztec World Educator Guide Page 2

corrEspondinG illinois lEarninG 

standards (ils) 

The Illinois Learning Standards (ILS) define what students in all Illinois public schools should know and be able 

to do in the seven core subject areas as a result of their elementary and secondary schooling. Use of this 

Educator Guide in combination with a field trip to the exhibition will help you link learning experiences to the 

following ILS. Teachers will need to identify descriptors and benchmarks to individual lesson plans, larger units 

of study, and to specific subject area. This exhibition, while suitable for all students regardless of grade level, 

maps closely to the concepts studied in upper elementary and middle level school. For more information on 

the ILS, visit www.isbe.state.il.us/ils/Default. 

English language arts 

1A – Students can apply word analysis and vocabulary skills to comprehend selections. 

1b – Students can apply reading strategies to improve understanding and fluency. 

4a – Students can listen effectively in formal and informal situations. 

5b – Students can analyze and evaluate information acquired from various sources. 

Mathematics 

6A – Students can demonstrate knowledge and use of numbers and their many representations in 

a broad range of theoretical and practical settings. 

6c – Students can compute and estimate using mental mathematics, paper-and-pencil methods, 

calculators, and computers. 

science 

12B – Students know and apply concepts that describe how living things interact with each other 

and with their environment. 

12F – Students know and apply concepts that explain the composition and structure of the universe 

and Earth’s place in it. 

13B – Students know and apply concepts that describe the interaction between science, technology, 

and society. 

social science 

15A – Students understand how different economic systems operate in the exchange, production, 

distribution, and consumption of goods and services. 

15D – Students understand trade as an exchange of goods or services. 

16A – Students can apply the skills of historical analysis and interpretation. 

16b – Students understand the development of significant political events. 

16c – Students understand the development of economic systems. 

16D – Students understand Illinois, united States, and world social history. 

17A – Students can locate, describe and explain places, regions and features on Earth. 

17c – Students can understand relationships between geographic factors and society. 

17D – Students can understand the historical significance of geography. 

18a – Students can compare characteristics of culture as reflected in language, literature, the arts, 

traditions, and institutions. 

18b – Students can understand the roles and interactions of individuals and groups in society. 


Exhibition GuidE 

Gallery 1: Farmers 

Farmers formed the foundation of Aztec society. These men, women, and children worked the land and 

lived their lives far from the grand temples and opulent residences of central Tenochtitlan. It was there on 

the outskirts of the city that Aztec farm families produced the bounty of food that fed an empire. 

balanced between the creative and destructive 

forces of nature, aztec farmers appeased the 

deities of earth, water, sun, fire, and fertility—all 

vital elements for the success of farm and 

family and all intimately connected to the cycles 

of nature and agriculture. Farm families built 

small altars inside their homes dedicated to 

several deities. Two of the most popular were 

Chalchiuhtlicue, goddess of streams and lakes, 

and Chicomecoatl, goddess of maize. at these 

altars, farm families offered tortillas and tamales, 

quail, and incense to their gods. occasionally, 

people pierced their skin with sharp bone 

perforators, offering their own blood as a way 

of giving back vital life force to the gods who 

provided sustenance. 

The aztecs transformed low-lying wetlands 

and dry mountain hillsides into productive 

Florentine Codex, Vol. 4, Folia 73L 

farmland. In the shallow waters and swampy 

areas of Lakes Xochimilco and Chalco, Aztec 

farmers dug drainage ditches and ridges of 

earth, called chinampas. by constructing chinampas, soggy lakeshores became fertile plots where several 

crops per year could be harvested. It was here, in these moist, highly fertile plots, that farmers grew a 

bounty of different foods including maize, squash, chilies, amaranth, and sage. These foods—staples 

of the aztec diet—were the basis of religious feasts celebrated by people at all levels of aztec society. 

With an ever-growing population, Aztec farmers utilized every available patch of land, including the dry 

mountain hillsides above the lakes. Here they built terraces to retain the rich volcanic soil and capture 

the scant rainfall needed to grow maize, beans, and maguey. The construction of chinampas and terraces 

transformed the Valley of Mexico into a productive agricultural landscape, through engineering and 

heavy investments of labor. 


The everyday life of aztec farming families 

was centered on home and hearth. Women 

wove cloth and made clothing, prepared 

food, raised turkeys, and tapped maguey 

plants. The men worked in the fields 

growing a variety of crops. When not 

tending their fields, men labored on state 

building projects and served as foot soldiers 

in the state’s armies. children helped 

their parents, aunts, and uncles, carrying 

firewood, spinning thread, and rose early 

each morning to offer the gods tortillas and 

incense at the family altar. 

Life for Aztec farmers was not all work and no play. Throughout the year, they celebrated various “feast 

days” and sacred holidays— as did people from all levels of aztec society. on these special days, farmers 

shared their bounty with family and friends. They also played music, sang, danced, and drank pulque, a 

mild beer fermented from sweet maguey sap. The Aztecs—like all Mesoamerican peoples— were keen 

observers of the skies and highly attuned to the cycles of the seasons. They kept track of their feast days 

using two calendars: the 260-day ritual calendar and the 365-day solar calendar. aztec people, at all 

levels of society, used large amounts of decorated pottery in their feasts and celebrations. aztec farmers 

ate from simple black-on-orange dishes and drank from red ware bowls and cups. Many of these bowls 

and cups featured designs and patterns that represented the solar cycles of day and night, and summer 

and winter. 

Images ©Michel Zabé / AZA. Reproduction authorized by the Instituto Nacional de Antropología e Historia 


GallEry 1: FarMErs 


Guiding Questions 



These are directly linked with the Gallery Overview. Teachers may wish to provide students with a copy of the 

Gallery Overview to answer these “Guiding” questions. 

1. Geography played an important role in farming. Where did Aztecs farm and how did they make the chinampas 

so productive? 

2. Duality, such as creation and destruction, were a part of the mythological stories of the Aztecs. What other 

dualities are mentioned in this section? Can you think of three more? 


activities 

The following pre-, during, and post-activities are linked, by numerical order, to provide a cohesive classroom and 

The Aztec World student experience. For example, pre-activity #1 prepares a student to complete field trip activity 

#1, which is directly tied to post-visit activity #1. These are simply suggestions that can be used in any number of 

ways to best fit within the instructional needs of individual classrooms. 

pre-Visit activities 

1. aztec life was built upon an order of social classes where different classes had different functions and different 

advantages within society. at one end of the system were the farmers who were responsible for feeding the 

population. Everyday life of Aztec farming families was centered on the field, the home and the hearth. Make a 

transparency or photocopy the picture at the end of this section of the farm family in their home. Ask students to 

examine the picture and write a brief description of the activities, people, and what objects in the picture might 

represent. As a class, discuss student answers, and ask: Why were the hearth and fire important to Aztecs? Are 

hearths and fire important today? Why or why not? 

2. Chinampas and terracing were important aspects of aztec farming. using activity sheets from The Field Museum’s 

Underground Adventure website (www.fieldmuseum.org/undergroundadventure/), ask students to examine local 

soil properties, as well as factors that affect soil quality. compare the geography of the aztec area to your local 

area. Ask questions like: How does geography affect rainfall? Why is volcanic soil important? How are wetlands 

and dry hillsides different? How could you create land in the middle of a shallow lake? How would a lake, as the 

base of a garden, affect the growth of plants? Discuss with students that chinampas and terraces are only two 

types of farming methods used by the aztecs. 

Field trip activities 



1. Ask students to bring the Aztec family picture with them to the Museum. As students go through The Aztec 

World Farmers gallery, ask them to write down new information that they see, read, or watch that may help them 

interpret the image and individuals represented in the scene (for example, an object’s use, meaning, etc). 

2. While at The Field Museum, visit several different areas including The Aztec World Farmers gallery and The 

Ancient Americas Farming Villagers and Empire builders galleries to further investigate the importance of 

chinampas and terracing. Ask students to create a field trip scrapbook in which they sketch and label evidence 

collected in the exhibitions for the ways early societies managed farming (chinampas, terracing, and other), and the 

types of food that were harvested. 


post-Visit activities 



1. Art can be a useful tool for interpreting daily life of past and present peoples. Show students several examples of 

artwork, and ask them to identify all objects represented in the images. Based on their observations, ask students 

to provide interpretations about the significance and use of the objects. Refer to the Aztec farm family picture 

again. after visiting The Aztec World exhibition, what new information was gathered about objects, actions, and 

people represented in the image? For comparison, ask students to create illustrations of themselves or their families 

and include items that are important to them. Share the pictures as a class, or have students compare/contrast 

pictures in small groups. What are the similarities? What are the differences? 

2. Ask students to work in groups to compare 

evidence collected at the Museum for early 

farming and the crops that were produced. 

how important is soil quality to productivity? 

are these early farming techniques still used 

in Mexico today? Using the local soil samples 

collected prior to the Museum visit, experiment 

with growing some foods grown by the aztecs, 

like maize, or corn. To learn more about this 

economically important crop in the Midwest, 

see www.urbanext.uiuc.edu/corn/03static.html. 

As an alternative project, students can use their 

new information about chinampa technology 

to construct their own classroom model. For 

even more information, students can read an 

archaeologist interpretation of evidence for 

chinampa farming at www.ioa.ucla.edu/backdirt/ 

Fallwinter00/farming.html. 

Florentine Codex, Vol. 7, Folio 21r 



Gallery 2: artisans & merchants 

When the Spanish Conquistadors first laid eyes on the Great Aztec Market at Tlatelolco—the sister city 

of Tenochtitlan—they were astounded by its vast stores of goods and huge number of buyers and sellers. 

At the time, no market in Europe compared to Tlatelolco. It supplied 250,000 city-dwellers with much of 

the food and goods essential for maintaining life in a large urban setting. The Tlatelolco market was the 

center of economic power in Mexico, and its location in the middle of Lake Texcoco allowed for the easy 

transport of goods by boat. 

royal tribute and long-distance trade 

networks and the local production 

of agrarian and craft goods supplied 

finished products and raw materials 

to Tenochtitlan. From these materials, 

artisans created a wide range of consumer 

goods. Within Tenochtitlan, groups of 

artisans formed their own professional 

guilds, lived in their own neighborhoods, 

and offered religious sacrifices to their 

own patron deities. artisans regarded 

the god Quetzalcoatl, or “Feathered 

Serpent”, as the patron of the arts. 

Three classes of merchants sold goods 

within the marketplaces. Both men 

and women were merchants at each 

Florentine Codex, Vol. 8, Folia 34l 

level. at one level, farmers and artisans 

sold or bartered homegrown foods and 

handmade wares. above them, the tlanecuilo, or regional merchants, dealt in everyday foodstuffs and 

household items. at the top of the merchants’ social pyramid, pochteca undertook long-distance trading 

and sold luxury items like greenstone, gold, feathers, shell, and cotton cloth. Cacao beans, cotton cloth, 

copper axes and bells served as types of currency or standards of exchange within Aztec markets. 



GallEry 2: artisans & MErchants 

Along with their markets and long-distance trade networks, the Aztecs also maintained a highly 

organized tribute system. The aztecs demanded that conquered towns send them large quantities of 

maize, beans, and sweet maguey syrup, bundles of men’s and women’s clothing, warriors’ uniforms and 

other valuables including gold, jade, and the iridescent feathers of tropical birds. 

Florentine Codex, Vol. 9, Folia 63r 

Markets, trade and tribute brought a wide variety 

of products to Tenochtitlan. The aztecs imported 

obsidian, or volcanic glass, and used it to make 

razor-sharp knives, scrapers, and ritual objects. 

Laborers quarried local basalt, a volcanic rock, 

which they transformed into grinding stones, 

sculptures, and building material. Traders imported 

flint for tools from the mountains south and west 

of Tenochtitlan and travertine from puebla. For 

the elite, artisans created sculptures and jewelry. 

highly valued greenstone came from the Sierra 

Madre del Sur Mountains; turquoise came from 

the American Southwest and Northwest Mexico; 

and gold from Oaxaca and other provinces south 

of Tenochtitlan. 

Traders brought large quantities of shells from the 

Gulf and pacific coasts to Tenochtitlan. Trees from 

mountain slopes were made into canoes, farming 

implements, weaving tools, weapons, musical 

instruments, and sculptures. The bark of the 

amatl tree provided the raw material for paper. 

aztec potters fashioned clay into a wide variety 

of cooking and serving vessels, figurines, spindle 

whorls, pipes, flutes and drums. Metal workers 

created earrings, pendants and bells of copper, 

silver, and gold. Aztec women wove textiles from 

local maguey fibers and imported cotton. The 

tradition of large open-air markets continues today 

throughout Mexico. Markets at Coyoacan, Jamaica, 

Xochimilco, or La Merced in Mexico City help feed 

one of the world’s largest urban populations. 





These are directly linked with the Gallery Overview. Teachers may wish to provide students with a copy of the Gallery 

Overview to answer “Guiding” questions. 

1. What was the reaction of the conquistadors to the Tlatelolco market? Why did they react to the open-air market 

as they did? 

2. What types of material did Aztec artisans use? Name some finished products made from these materials. 


activities 








1. before visiting the artisans and Merchants gallery of The Aztec World exhibition, introduce students to 

materials available to Aztecs in their marketplaces, and the geographical origins of these materials, using the 

harris Educational Loan center Aztec and Maya Marketplaces Experience Box (For more information, go to 

www.fieldmuseum.org/harrisloan). Aztec market buyers and sellers used cacao beans, cotton cloth, copper axes 

and bells as different types of currency or standards of exchange within Aztec markets. As a class, practice 

market exchange by determining an item in the classroom that could represent the standard of exchange, and 

then express the value of other objects in terms of the standard (For example, a classroom book could be 

traded for 300 pieces of chalk). 

2. artisans were an important part of aztec society, with professional guilds, patron art deities, and defined artisan 

neighborhoods. Ask students to read the Artisans and Merchants gallery overview, and then select two or more 

items made by Aztec artisans that they would like to know more about. Have students create a KWL chart for 

each of these objects, filling information in the “What I Know”, “What I Want to Learn”, and “What I Learned” 

columns, prior to their visit to The Aztec World exhibition. Ask students to make a preliminary sketch of a guild 

sign for each of the items they selected to research. remind students that guild signs typically used symbols 

and images to depict what a merchant has to offer. Examples of guild signs today might include a barber pole, a 

mortar and pestle (pharmacy), or a Mason symbol (tradesmen guild). 


1. Ask students to examine the “Science behind the Art: Markets, Trade, and Tribute” panels in the Artisans and 

Merchants gallery. Can students identify the three-part economic system used by the Aztecs? Ask them to write 

a narrative about one of the parts of this economic system (market, long-distance trade, or tribute) from the 

perspective of a merchant, buyer, seller, tribute collector or tribute payer to later share with their class. Further 

information about markets and exchange can be found in the Empire Builders gallery of The Ancient Americas 

exhibition. To further explore the Aztec economic system, students can search the marketplace diorama in the 

Empire Builders gallery for objects and people discussed in the artisan and merchant overview (See Search and Find 

Student activity Sheet). 




2. Ask students to bring their KWL charts and a clipboard to The Aztec World exhibition. Once in the exhibition, ask 

students to collect information about the Aztec materials and objects they initially noted on their KWL charts back 

in the classroom. Encourage students to use a combination of note taking and sketches to record their information 

in the “What I Have Learned” column that would be useful in the creation of their own exhibition! For additional 

information on their Aztec materials and objects of interest, visit the Empire Builders gallery of The Ancient 

Americas exhibition. 


1. Once back in the classroom, ask students to share their interpretations and narratives about the various types 

of exchange represented in the Artisans and Merchants gallery and the types of materials exchanged. Can they 

come up with contemporary examples and similar stories for these different types of exchange? How was paying 

tribute like paying taxes? For what is tax money used? For what were Aztec tribute goods used? As a class, further 

investigate the different types of marketplace exchange with the “Marketplace Exchange” lesson included in the 

harris Loan center Aztec and Maya Marketplaces Experience Box curriculum. 

2. In groups of 2 or 3, ask students to compare their KWL charts, and share information that was collected about 

their chosen Aztec objects. Then ask students to create classroom Aztec World Artisans exhibitions based on the 

information they collected in their KWL charts—these could include sketches, images and information from The 

Aztec World and The Ancient Americas exhibition websites, notes from their visit to the Museum, representations 

of objects from the exhibition made from Model Magic, etc. Students can also finalize their initial sketches for their 

guild signs to attract customers to include in the exhibition. 


search and Find student activity sheet 



In The Ancient Americas exhibition—Empire Builders gallery diorama, see if you can find the following 

objects and activities: 

Artisan (Someone making pottery) 

adult disciplining child 

beans 

building materials 

cacao beans 

canoes 

child playing with ceramic pot 

clay 

cotton cloth 

Earrings 

Farmers 

Greenstone 

Iridescent tropical bird feathers 

Maize 

Someone resting 

paper 

Pochteca (Long-distant merchant) 

Serving vessels 

Sculptures 

Tools 

What did you find that was not listed above? 




Gallery 3: Warriors 

In battle, aztec warriors had three 

main goals: to conquer territories from 

which to collect tribute, to establish 

trade routes and open new markets for 

aztec products, and to secure enemy 

combatants for religious sacrifice. The 

aztecs viewed this last duty as vital to 

maintaining order within the universe. 

both women and men were a part of the 

aztec military ideology. 

Warriors identified themselves by 

insignias, usually associated with 

different kinds of animals. Eagle and 

jaguar warriors were the two most 

prominent: eagles represented the forces 

of daytime, light, and sky associated with 

male energy, while jaguars represented 

the forces of night, darkness, and the 

underworld associated with female 

energy. aztec warriors wore elaborate 

regalia into battle that evoked their 

animal alter-egos. This sacred regalia 

imbued warriors with the supernatural 

powers of their spirit guides. 

The aztecs conceptualized warfare differently than we do today. Terrestrial battles reflected the daily 

combat between the sun god and the forces of darkness. One objective of battle was to capture enemy 

warriors for religious sacrifice. To this end, the aztec warriors tried to wound their enemies—instead of 

killing them outright—for easier capture. The Aztecs viewed the sacrifice of captured warriors as vital to 

maintaining order within the universe. Sacrifice—both literal and symbolic—has played a key role in the 

religious beliefs of many people throughout history and in all parts of the world. 


childbirth was considered comparable to military combat, and pregnant 

women were considered the female counterparts of male warriors. Successfully 

giving birth was like taking a captive in battle—dying in childbirth was 

like being sacrificed. The Aztecs called women who died in childbirth 

Cihuateteo. Their spirits lived in the western sky and accompanied the sun 

on its afternoon journey towards sunset. In this role, the Cihuateteo were 

the female counterparts of dead warriors who accompanied the sun on 

its morning journey towards the noon sky. 

Located just north of Tenochtitlan’s Templo Mayor, or Great Temple, 

the “House of the Eagles” is a structure connected to funerary rituals of 

deceased aztec rulers and coronation rites 

of new kings. One of two figures excavated 

from this structure was originally interpreted 

by archaeologists as an “eagle warrior” 

or member of an elite military corps. but 

some scholars now think the “eagle 

man” sculpture may represent the soul 

of a dead warrior, one of many “spirit 

warriors” who accompanied the 

sun on its daily journey through the 

morning sky towards the noontime 

zenith. other scholars hypothesize 

that this figure is a personification of 

the rising sun, featuring both human 

and eagle attributes. 

besides training for battle and 

practicing fighting techniques, aztec 

warriors also conditioned themselves 

by dancing to drums and music. Elite 

warriors enjoyed privileged lives. Feasting 

was an important part of military culture, 

and the citizens of Tenochtitlan honored and 

rewarded victorious warriors with feasts, music, 

and dancing. aztec warriors danced to musical 

instruments including drums, rasps, rattles, and flutes. The aztecs played 

drums to accompany dances, feasts, and ritual performances. The beating 

of drums also led warriors into battle. 

©Michel Zabé / AZA. Reproduction authorized by the Instituto Nacional de Antropología e Historia 


GallEry 3: Warriors 




Within the sacred confines of Tenochtitlan’s ceremonial precinct, warriors played a sport of life and death. 

practiced by peoples throughout Mesoamerica for thousands of years, the aztec ballgame symbolized the 

cosmic battle between the forces of day and night, light and darkness. The Aztecs played two versions of 

the ballgame: one sacred and one secular. In the sacred version, hundreds of spectators watched the elite 

warriors battle one another on the ballcourt—the loser often sacrificed by beheading. The secular version 

was played by aztec warriors as a conditioning sport, but also by common people as a recreational game. 

The rules were the same in both: keep a nine-pound rubber ball in play using only your hips and knees. 

The Aztecs played the sacred ballgame on “I”-shaped playing fields with circular goals on either side of 

the court. The end zones and centerline are marked by human skulls, reinforcing the sacrificial aspect of 

the game. 








1. In battle, warriors had three main goals. List the three goals. 

2. pregnant women were considered the female counterparts of male warriors. List the ways aztec women were 

compared to male warrior while alive and after death. 


activities 



The following pre-, during, and post-activities are linked, by numerical order, to provide a cohesive classroom 

and The Aztec World student experience. For example, pre-activity #1 prepares a student to complete field trip 

activity #1, which is directly tied to post-visit activity #1. These are simply suggestions that can be used in any 

number of ways to best fit within the instructional needs of individual classrooms. 


1. aztec warriors identified themselves by different insignias. The insignias were usually associated with different 

kinds of animals. Ask students to create their own insignia with an animal that they feel represents them. Ask 

students to share their insignia, noting which animal they have chosen and why the animal represents them. 

2. Sports have played an important role in society through time. have students brainstorm the different types of 

sports they are familiar with, past and present. Ask, what makes these sports similar? How are they different? 

Do standard rules govern all these sports? have these activities changed through time? Introduce students to the 

Rubber Experience Box available from the Harris Educational Loan Center (See www.fieldmuseum.org/harrisloan). 

Students can investigate the origins of rubber, early uses, and its role in contemporary sports. Ask students to 

investigate a sport of interest to them that incorporates some type of rubber implement, like a ball. Information 

should be gathered about the origin of the sport, how it has changed through time, rules and penalties, historical 

moments, and current role in society (if any). In addition, ask students to produce a map of their sport that 

demonstrates the layout and dimensions of the area used to enact the sporting activity. 


1. While at The Field Museum, ask students to visit the Warriors gallery of The Aztec World exhibition. Have students 

find the different images of warriors and identify the animal represented on the artifacts. Ask students what animal 

is most frequently represented? Why do they think this animal was important to the Aztecs? Students should 

create a detailed sketch of one warrior and their insignia. How might the insignia influence a warrior in battle? 

2. While at The Field Museum visit The Aztec World Warriors gallery. Ask students to create a detailed sketch map of 

the aztec ballcourts as represented in the descriptions and images in the gallery. have students record information 

about the Mesoamerican ballgame as they did for their sport of interest (Pre-visit activity 1). Specifically, ask 

students to include information about the equipment used in this ballgame (rubber ball). Then lead students to the 

Central American rubber tree (Case # 28B22) in the Plants of the World exhibition to learn more about the source 

for rubber, the rubber tree. 





1. have students compare the insignia they created in the classroom with the insignias in The Aztec World exhibition. 

Ask students to investigate the meaning behind the two animals. What makes the Aztec insignia an interesting 

choice for a warrior? What about their own insignia? What insignias are used in the US military today? How do 

these insignias differ from aztec insignias? have insignias in the uS military changed over time? 

2. Building upon their sports investigations, including the Mesoamerican ballgame, ask students to consider how 

sports, dancing, and feasting are connected, and how they were used by the aztecs to condition warriors. Do 

dancing and feasting activities also play a role in contemporary American sports (eg., football players often take 

ballet, marathon runners eat carbohydrate-rich “feasts” before running marathons). How does music have a role in 

both sports and military action? One option for enhancing this conversation is to check out the World Percussion 

Instruments Experience Box available from the Harris Educational Loan Center to examine various types of drums 

and brainstorm the different roles for drums in diverse settings (See www.fieldmuseum.org/harrisloan). 



Gallery 4: rulers 

The aztec military played an important role in securing wealth from 

conquered towns and cities, helped with important state rituals 

events, and oversaw certain large hydraulic projects. Aztec rulers 

required that taxes be paid to them by these conquered towns and 

cities in foodstuffs, raw materials, and manufactured goods. Many 

valuable tribute items were made from greenstone, gold, and fine 

ceramics as well as from cotton cloth, feathers, animal pelts, wood 

and foodstuffs, although these tribute items are not as prevalent in 

the archaeological record because of their perishable nature. one of 

the largest rooms in the palace of Emperor Moctezuma II, who ruled 

from aD 1502 – 1520, housed tribute items collected for the emperor. 

The aztecs used a counting system to count everything from these 

tribute goods and market items to taxable acres of land. This Aztec 

arithmetic was base 20 (unlike our base 10 system today) and 

included the concept of zero. In written records, glyphs represented 

the main numbers in the aztec counting system: a dot represented 1 

(20 0 ), a flag, 20 (20 1 ), a feather, 400 (20 2 ), and a bag, 8000 (20 3 ). 

by law, the emperor and the ruling elite of Tenochtitlan had access to certain 

possessions and privileges that were not available to the vast majority of people within 

the Aztec Empire. The nobility enjoyed the best of everything. They wore clothes 

made from the finest cotton cloth and adornments of gold and greenstone, ate food 

off of high-quality ceramic plates, drank chocolate made from valuable cacao beans, 

and lived in luxurious palaces surrounding the sacred precinct in the center of town. 

With such power and prestige also came duties and responsibilities. The emperor, 

known as the “great king” or huey tlatoani, lived in a sumptuous palace filled with 

luxuries and stood at the pinnacle of Aztec society. He was also burdened with heavy 

responsibilities and was expected to perform many roles, including high priest, military 

commander, supreme judge and builder of public works. Some of these duties included 

presiding over religious ceremonies and building and maintaining temples, conquering 

neighboring people and regions, and overseeing the building of aqueducts, canals 

and dams. In fact, if the emperor did not fulfill his duties to the nobility, he could be 

slain—a fate that befell the Emperor Tizoc in 1486. 

©Michel Zabé / AZA. Reproduction authorized by the Instituto Nacional de Antropología e Historia 




GallEry 4: rulErs 



1. The Aztec emperors were known as “great kings”. What are some of the benefits and challenges that came with 

having such great power? 

2. What are some of the similarities and differences between the Aztec counting system and the system of counting 

we use today? 


activities 








1. In small groups, ask students to brainstorm a list of “people of power” from different communities (federal 

government, local government, household, classroom/school, sports teams, extra-curricular activities, etc). 

Ask students to make a chart and list the benefits and challenges that come for each of these people with 

being in a position of power. As a class, share your examples and discuss the patterns you see, despite the 

great differences among the roles of these people. are there any things that some people see as benefits of 

power that others think of as challenges? 

2. As a class, respond to the following prompt: Imagine if we were Aztec nobility and were allowed to “conquer” 

another classroom. If we could not ask the other classroom for money, what would we ask for them to give as 

“taxes” to their ruling classroom (us)? Within groups, ask students to design a “tribute page” showing what items 

the classroom will owe us, and in what quantities, without using written words. remember: aztecs did not have 

currency for money like we do today, and they did not have the same written language that we use today. 


1. As students explore the Rulers gallery, ask them to fill in a Venn-diagram with “Benefits of being an Aztec 

emperor” in one circle and “Challenges of being an Aztec emperor” in the other. Students should write aspects of 

the job that seem to be both benefits and challenges in the area where the two circles overlap. 

2. Many highly valued tribute items were created by artisans throughout the aztec Empire from gold and greenstone 

and as exquisitely painted ceramics. Have students pick two tribute items to examine up close in the Rulers gallery 

and either draw the item with as much detail as possible, or create a detailed written description of what they see 

in these items. Ask students to consider why they think these items were requested by the emperors? Why do they 

imagine they were and are so valuable, both in the past and today? 





1. Ask students to share the information they gathered in their Venn-diagrams while at The Field Museum (Field Trip 

Activity 1). Ask students to decide if they would have wanted to be an Aztec emperor. With a partner, ask students 

to write a brief argument explaining their decision side (“I would not have wanted to be an Aztec emperor…” OR 

“I would have wanted to be an Aztec emperor…”). Remind students to support their arguments with information 

gathered while at the Museum. Student teams can write both papers together, sharing ideas, or they can each take 

one side and write arguments rebutting each other. 

2. Ask students to make a series of sequential pictures (like a cartoon strip) of what it was like for an emperor to 

secure tributes from his conquered towns and cities. The series of pictures should show the entire process, from 

the emperor (and maybe other ruling elites) deciding what goods should be acquired/taxed, to a depiction of 

how these goods were requested and then collected, to what was done with them once the emperor had secured 

them (…and even, where these items are today now that the Aztec empire no longer exists). Explain to students 

that they may want to focus heavily on the tribute items they gathered information about during their visit to the 

Museum (Field Trip activity 2). 



Gallery 5: hiGh Priests 

at the very center of Tenochtitlan, the aztecs constructed their 

sacred precinct, a compound of over 70 buildings marking the 

heart of the aztec world. here, high priests – both male and 

female – performed rituals and gave offerings to hundreds 

of deities. The Templo Mayor or Great Temple, stood at the 

center of this sacred precinct and the aztec universe. The aztecs 

dedicated this temple to two central deities: Huitzilopochtli, god 

of war and the sun, and Tlaloc, god of rain. 

Within Tenochtitlan’s sacred precinct, Aztec priests performed many 

different types of religious ceremonies. They re-enacted sacred myths, 

buried ritual offerings, burned incense and blood offerings, danced, 

chanted, praised the deities, and they sacrificed human victims to their 

gods. They believed that offerings of human hearts and blood ensured 

the continuance of the gods, the universe, and of all humankind. 

The aztecs shared this practice of human sacrifice with other 

Mesoamerican societies, and evidence of human sacrifice is also 

found in many ancient cultures around the world, including 

many European, asian, and african societies. Though 

human sacrifice was indeed terrible and cruel, it appears 

that Spanish conquerors greatly exaggerated the 

extent of it in Aztec society, in part to justify their own 

conquest of the Aztecs and all of Mexico. 

Within Tenochtitlan’s sacred precinct, Quetzalcoatl’s 

temple held a place of honor in front of the Templo 

Mayor. The aztecs recognized Quetzalcoatl, or “Feathered 

Serpent” as a creator deity and credited him with 

inventing the arts, the calendar, and even humans. Though 

Tenochtitlan’s sacred precinct was dominated by temples 

dedicated to male deities, aztec priests also venerated female 

deities. The aztecs built temples to different female deities, but 

they venerated Cihuacoatl, the earth goddess, above all others, 

for she gave birth to the sun each morning and received its death 

each night. 



GallEry 5: hiGh priEsts 

The Aztecs, like most Mesoamerican peoples, were intrigued by time and thought of it as cyclical rather 

than linear. They tracked time using two main calendar systems: a 365-day “solar” calendar and a 260day 

“ritual” calendar. Patterns of birth, death, and renewal repeated again and again within the Aztec 

cosmos, from the daily cycles of the sun to the annual cycles of the seasons. The aztec equivalent of our 

century was a 52-year cycle called a xiuhmolpilli or “bundle of years”. 

The aztecs built their temples from several types of volcanic stone quarried from the hills surrounding 

Lake Texcoco. Laborers cut the stone without the aid of metal tools; instead, they used stone tools, rope, 

and a mixture of sand and water as abrasives. Then, human laborers carried stone from the quarries to 

canoes, which transported the stone across the lake to the temple construction sites. Unlike the exposed 

stone seen in today’s ruins, in the aztec era, painted stucco covered the temples. a Spanish eyewitness 

described the monumental buildings as “gleaming white”, though other colors— including yellow, 

red, and blue — were also used as accents. In the years after the conquest, the Spaniards demolished 

Tenochtitlan’s sacred precinct and buried the ruins under the colonial buildings of Mexico City. Until the 

archaeological excavations of the 20th century, architectural historians could only look to temple models 

and illustrations from the Aztec codices to learn what Tenochtitlan’s sacred buildings once looked like. 

© The Field Museum, A114594_06Ad, Photographer John Weinstein 







1. The Templo Mayor (Great Temple) sat at the heart of Tenochtitlan’s sacred precinct. What religious rituals and 

deities were most highly regarded in aztec society? 

2. Many aztec practices set the foundation for modern innovations, including construction technology and 

astronomical science. What systems that we currently rely upon have foundations in Aztec society? What are some 

of the similarities between these aztec practices and the ones we follow today? 


activities 



The following pre-, during, and post-activities are linked, by numerical order, to provide a cohesive classroom and The 

Aztec World student experience. For example, pre-activity #1 prepares a student to complete field trip activity #1, 

which is directly tied to post-visit activity #1. These are simply suggestions that can be used in any number of ways to 

best fit within the instructional needs of individual classrooms. 


1. as a class, brainstorm five to ten different religions or cultures – ones you have learned about or ones you have 

personal experience with – that practice rituals and/or hold a set of traditional beliefs. Then, in one column, 

record who or what is most highly regarded in each of these traditions/religions (beings, objects, values, symbols). 

In the next column, list some rituals that you know each culture practices. Discuss as a class the similarities and 

differences between the rituals of different religions/cultures as well as between the beings and values they 

worship. You may also discuss which traditions and cultures you know less about, and which you would like to 

explore more thoroughly. 

2. The Aztecs tracked time using two calendar systems. One is the daily/weekly/monthly/yearly solar calendar that 

we use as the standard calendar in our lives today. If you could make a second calendar system that repeated itself 

in cycles during your life, on what would it be based on? What events would mark the divisions of the time cycles? 

As a class, imagine your school year as one example of a second cyclical system of time. Together, brainstorm and 

record different “phases” during the school year (recurring events, patterns, activities) of this cycle that mark time 

passing. Then ask students, individually, to create a “calendar” of the different cyclical phases that represent time 

passing by in a school “cycle”. If you didn’t know what the date was, what would indicate passing time through the 

school year? 


1. Ask students to choose two deities to study closely in the High Priests gallery. Have students draw and/or describe 

the deities in as much detail as possible, including what the deity represents, and what he/she looks like in the 

Aztec representations you observed or read about. Also, students should take note of the symbols that the deities 

are associated with as well as what they physically look like, what they represented to the Aztecs and what legends 

and rituals they may be a part of. 




2. We’ve learned that many Aztec practices set the foundation for contemporary innovations, including construction 

technology and the standard calendar system we use today. As students explore the High Priests gallery, have 

them note how some of these aztec practices, which have influenced many things we see in our lives today, have 

changed over time. Make a chart with one column for “Then” and one for “Now”. Practices that may be included 

are: “Religious Practices (in general)”, “Calendar Systems”, “Construction Technology”, etc. While the information 

for “Then” (what the Aztecs did) will be pretty straightforward from the exhibit, there is a lot of room for variation 

in the “Now” section. Since there isn’t one correct answer, encourage students to think about how these Aztec 

practices are related to things that exist today! 


1. using the drawings and notes students gathered in the high priests gallery (Field Trip activity 1), have students 

find a partner who chose different deities. Then, in partners, students should tell the story of one deity, without 

letting the other person see their illustration. Ask students to describe what the deity represents, what he/she 

represents, what he/she looks like in the Aztec depictions you saw, what symbols are often found with him/her, 

and, what your drawing from the exhibition looks like. As one partner describes the deity, the other partner should 

draw and label a recreation of this deity (be sure to spell the name for your partner!) Then, partners should switch 

roles. 

2. Using their “Then” and “Now” chart, have students choose one Aztec technology or practice that has set the 

foundation for a modern practice or innovation. Ask students to think about how the Aztecs developed this 

technology or practice, and how we have adapted it and built on it today. Then, students should write a paragraph 

describing what they think this technology or practice will be like in the next 100 years. What is the future of these 

practices that were laid so long ago by the aztecs? 



Gallery 6: conclusion 

(Merging of Aztec and Spanish Cultures) 

The aztecs created one of the greatest civilizations in human history, but their magnificent world came 

at a very real human cost. Thousands of Indigenous peoples revolted against the aztecs when the 

Spaniards arrived in 1519, and the resulting battles eventually destroyed Tenochtitlan and brought down 

the aztec Empire. Thousands died of introduced European diseases as the old regime was replaced by the 

viceroyalty of New Spain. What followed was the birth of a new society that incorporated elements of 

two cultures: one Indigenous, the other European. 

The aztecs initially wondered if the arrival of Spanish ships along the coast of Veracruz signaled the 

return of Quetzalcoatl, as foretold by ancient prophecy. Soon, however, hernán cortés and his men, with 

the help of tens of thousands of rebellious Indigenous peoples, laid siege to Tenochtitlan and eventually 

brought down the city. 

Codex Durán, courtesy the Biblioteca Nacional, Madrid, Spain / The Bridgeman Art Library 


Though the Aztecs possessed skilled metal 

workers, iron and steel were unknown until 

the arrival of the Spaniards. Guns and steel 

weapons provided the Spaniards with some 

military advantages, but Spanish swords 

were not necessarily superior to the aztecs’ 

obsidian-lined macahuitl and steel armor 

was cumbersome compared to the aztec’s 

quilted cotton armor. The greater threats to 

aztec warriors were foreign germs and the 

Spaniards’ local allies. ravaged by European 

diseases and vastly outnumbered by their 

enemies, the aztec warriors were greatly 

disadvantaged. after nearly two years of 

fighting, Tenochtitlan finally fell. 

after the conquest, the Spanish crown 

established royal mints in Mexico City 

and other colonial capitals for the minting 

of gold and silver coins. Mexico quickly 

became a leading producer of silver and 

exchanged this precious metal for Chinese 

silks and porcelains during colonial times. 

Despite the brutality of the conquest, the Spaniards were unable to completely eradicate aztec culture. 

Instead, two separate cultures—one Indigenous and one European—blended together to create a new 

society. Traditional beliefs continued, as did aztec crafts—such as the manufacture of ceramic vessels and 

figurines – often mixing Spanish and Aztec forms and designs. The result of this cultural melding was the 

birth of modern Mexico. Mexican Christianity often retains strong influences of the old religion. Christian 

ritual items were even sometimes crafted from Aztec objects. 

Even after Spanish rule was ousted from Mexico, the Aztec culture continued to leave its legacy. In 1810, 

when Mexico declared its independence from Spain, the Aztec Empire served as a precedent and symbol for 

autonomous rule and centralized authority, inspiring the modern Mexican state. The art and architecture 

of the Aztecs—along with other Indigenous peoples of Mexico—also inspired the great Mexican muralist 

movement of the 20th century and the rebirth of traditional Mexican arts. 

© The Field Museum, A114589_04d, Photographer John Weinstein 


GallEry 6: conclusion 







1. When the Spanish led by Hernán Cortés arrived at Tenochtitlan and laid siege to the city, the great Aztec Empire 

fell. What were three primary reasons the Empire was susceptible to their attack? What were their weaknesses in 

the face of this Spanish conquest? 

2. although the Empire fell under Spanish conquest, the Spaniards were not able to eradicate aztec culture. In what 

ways was aztec culture able to survive after the Spanish conquest? In what was does it still survive today? 


activities 



The following pre-, during, and post-activities are linked, by numerical order, to provide a cohesive classroom and The 

Aztec World student experience. For example, pre-activity #1 prepares a student to complete field trip activity #1, 

which is directly tied to post-visit activity #1. These are simply suggestions that can be used in any number of ways to 

best fit within the instructional needs of individual classrooms. 

pre-Visit activity 

1. In small groups, ask students to brainstorm what concrete things represent “Mexican culture”. Encourage students 

to think of things they have seen, learned about, or heard about from different sources: people they know, books, 

museums, festivals, school, art, neighborhoods, traveling etc. have the group share their brainstorms to develop a 

thorough and varied perspective of “Mexican culture” prior to visiting The Aztec World. 

Field trip activity 

1. In the final gallery of the exhibition, have students examine the ways the Aztec Empire influences the modern 

Mexican state. Ask students to choose the Mexican movement for independence from Spain in 1810, the great 

Mexican muralist movement of the 20th century, or the rebirth of traditional Mexican arts to take brief notes on 

the ways the aztecs influenced these modern movements. 

post-Visit activity 

1. Upon returning to the classroom, have students use the notes they took on the ways that the Aztecs influence 

modern Mexican culture and the modern Mexican state. Then, pick one artist or leader influenced by Aztec 

principles. Research this person, and write a short report on how he or she is important in modern Mexican culture, 

anD, how his or her ideas or art can be connected to the aztec Empire. 


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unaM. 

Alcina Franch, José, “Guerra” 1992. Azteca-Mexica, Turner. 

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México, INAH, Universidad de las Américas. 

berdan, Frances. 2004. Aztecs of Central Mexico: An Imperial Society (Case Studies in Cultural Anthropology). 

Wadsworth Publishing, Kentucky. 

bernal, Ignacio. 1979. Historia de la arqueología en México, Editorial Porrúa, México. 

Bierhorst, John. 1990. The Mythology of Mexico and Central America. William Morrow and Company, New York. 

brumfel, Elizabeth and Gary Feinman (Editors). 2008. The Aztec World. Abrams, New York. 

burnett, Eric.2003. Aztec Plays for the Classroom. Weekly Reader Teachers Press. 

carrasco, David. 2001. The Oxford Encyclopedia of Mesoamerican Cultures: The Civilizations of Mexico and 

Central America. Oxford University Press, New York. 

carrasco, pedro. 1996. Estructura político territorial del imperio tenochca. La Triple Alianza de Tenochtitlan, 

Tezcoco y Tlacopan. México, COLMEX, Fideicomiso Historia de las Américas y Fondo de Cultura. 

castello, T. 1986. Presencia de la comida prehispánica, Banamex, México. 

clendinnen, Inga. 1991. Los Aztecas: una interpretación. Nueva Imagen, México, DF. 

closs, Michael (Ed.). 1986. Native American Mathematics. University of Texas Press, Austin, Texas. 

Coe, Michael, and Rex Koontz. 2002. Mexico: From the Olmecs to the Aztecs. Thames and Hudson, New York. 

Conrad, G. W. 1988. Religión e imperio. Dinámica del expansionismo azteca e inca, alianza, Madrid. 

covarrubias, Miguel. 1971. Arte indígena de México y Centroamérica, México. 

Davies, nigel. 1980. The Aztecs: A History. University of Oklahoma Press, Norman, Oklahoma. 

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Evans, Susan. 2000. Archaeology of Ancient Mexico and Central America: An Encyclopedia. Routledge, Oxford. 

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Humanities, New York. 

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J Rodríguez, María. 1997. La mujer azteca, UAM, México. 

Joyce, Rosemary, and Susan Shumaker. 1995. Encounters with the Americas. peabody Museum of archaeology & 

Ethnology, cambridge Massachusetts. 

Larsen, Linda. 2004. Mayans, Aztecs and Incas Thematic Unit. Teacher created resources, california. 

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Maya. Thames and Hudson, New York. 

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Smith, Michael. 2002. The Aztecs. Blackwell Publishing, Ames, Iowa. 

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(Grades 10 & up) 

Bingham, Jane. 2007. The Aztec Empire (Time Travel Guide). raintree, Indiana. (Grades 5– 8) 

Cooke, Tim. 2007. National Geographic Investigates: Ancient Aztecs. National Geographic Children Books, 

Washington, DC. (Grades 4–7) 

Kimmel, Eric A. And Leonard Everrett Fisher. 2000. The Two Mountains: An Aztec Legend. holiday house, 

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Klobuchar, Lisa. 2006. History and Activities of Aztecs. heinemann, new hampshire. (Grades 3 –7) 

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WEbsitE rEsourcEs 

The Aztec World 

official The Aztec World exhibition Field Museum website 

http://www.fieldmuseum.org/aztecs/ 

The Ancient Americas 

aztecs are featured in the Empire builders Gallery section 

www.fieldmuseum.org/ancientamericas/ 

National Museum of Mexican Art 

Local community resource for Mexican art and history, and resources for the classroom 

www.nationalmuseumofmexicanart.org/ 

The University of Chicago, Center for Latin American Studies 

Instructional resources for educators and researchers 

//clas.uchicago.edu/instres.shtml 

Arqueologia Mexicana 

www.arqueomex.com/S8N2VersionesLinea.html 

The Aztecs: a Pre-Columbian History 

Yale –new haven Teachers Institute curricular unit plans for aztec activities 

http://www.yale.edu/ynhti/curriculum/units/1999/2/99.02.01.x.html 

Museo Nacional de Anthropologia 

Background information on Aztecs economy, politics, religion, culture and European conquest 

www.mna.inah.gob.mx/muna/mna_ing/main.html 

Famsi: The Aztec Beginnings 

www.Famsi.org/research/pohl/pohl_azetc.html 

additional Educator and 

studEnt rEsourcEs 

American Museum of Natural History 

Greater Mesoamerica and the aztecs 

www.amnh.org/ology/index.php?channel=archaeology#featres/zapotec?TB_iframe=true&height=500&width=750 

MesoWeb Teacher’s Page 

highlights cultures of Mesoamerica with interactive activities 

www.mesoweb.com/teachers/teachers.html# 


Latin American Studies, Indiana University 

photos of aztecs artifacts and culture 

www.latinamericanstudies.org/aztecs.html 

The Aztec Empire 

brief review of aztec history with photos 

www.guggenheim.org/exhibitions/aztecs/highlights.html 

Law in Mexico Before the Conquest 

http://tarlton.law.utexas.edu/rare/aztec/Home.htm 

Nahuatl Home Page 

http://www2.potsdam.edu/schwaljf/Nahuatl/ 

Tu Cuate 

La diversidad en Mexico 

www.tucuate.com/index.html 

The Mexica/Aztecs 

history, religion, economy and society of aztecs 

www.wsu.edu/~dee/cIVaMrca/aZTEcS.hTM 

Chocolate Exhibition 

The importance of chocolate and cacao seed to 16th century aztec civilization 

www.fieldmuseum.org/chocolate/exhibits.html 

Minnesota State University Mesoamerican Sites and Cultures 

www.mnsu.edu/emuseum/prehistory/latinamerica/meso/mesotable.html 

Royal Academy of Arts: Aztecs 

Links to all aspects of Aztec society 

www.aztecs.org.uk/en/index.html 

Aztecs at Mexicolore 

aztec related resources for teachers 

www.mexicolore.co.uk/index.php?one-azt&two=aaa 

The Archaeology Channel—Maya, Aztecs and Incas 

Short film clips—click on the video link to “Mayas, Aztecs, and Incas” 

www.archaeologychannel.org/content/videoguide.asp 




An Ancient Aztec Account of the Conquest of Mexico 

Essay on the conquest of Mexico 

www.fordham.edu/halsall/mod/aztecs.1.html 

The Ancient Aztec 

Site created by students on ancient aztec life 

www.library.thinkquest.org/27981/?tqskip1=1 

Ancient Aztec Webquest 

Webquest for students with links for research, includes activities for Journey to a New Land, Tenochtitlan, Polytheism, 

Social order, communication, Economy, arrival of the Spanish, and Fall of an Empire with a culminating event of the 

students creating an online-museum. 

www.cgs.conway.ma.us/ancientaztec.html 

ArchNet 

Search by region, topic and grade level for resources in South and central america and caribbean archaeology 

archnet.asu.edu 

Aztecs: Mighty Warriors of Mexico 

activities introducing students to aztec life and culture 

www.edsitement.neh.gov/view_lesson_plan.asp?id=446 

Aztec Mythology 

Aztec myths related to the sky and earth 

www.windows.ucar.edu/tour/link=/mythology/aztec_culture.html 

Mexico: Splendors of Thirty Centuries 

www.humanities-interactive.org/splendors/ 

Laconquista: The Fall of the Aztec Empire 

www.ancientmexico.com/content/conquest/index.html 

Hall of Jades 

Compare early Chinese use of Jade to Aztec use of greenstone 

www.fieldmuseum.org/exhibits/exhibit_sites/jades/index.html 



Underground Adventure 

Explore online soil education and biodiversity activities that invite students to develop research questions about soil 

ecosystems in their neighborhood. 

www.fieldmuseum.org/undergroundadventure/teachers/index.shtml 


pronunciation GuidE — Deities represented in The Aztec World Exhibition 

Chalchiuthlicue [CHAL-chee-OOT-lee-quay], goddess of streams and lakes. 



Chicomecoatl [CHEE-ko-may-co-aht], goddess of maize. Chicomecoatl wears a distinctive house-shaped headdress 

and carries ears of corn in both hands. 

Cihuacoatl [SEE-wha-co-aht], or “Snake Woman”. The Aztecs considered Cihuacoatl their “Great Mother,” or 

the earth goddess, and she possessed all the regenerative powers of the Earth and the fertility of the land. 

cihuacoatl gave birth to the sun each morning and received its death each night. 

Citlalicue [seet-LAH-lee-kway], the goddess of the starry sky. 

Coatlicue [co-AHT-lee-kway], Coyolxauhqui’s mother. 

Coyolxauhqui [co-yo-zha-OO-kee], the moon goddess. 

Ehecatl [AY-hay-caht], the wind god, recognized by his duck-bill mask and spiral shell belt. The Aztecs believed that 

Ehecatl “swept the way” for Tlaloc, the rain god. 

Huitzilophochtli [wheet-see-lo-poachT-lee], god of war and the sun. 

Mictlantecuhtli [meek-TLAHN-tay-coot-lee], the deity of death and the underworld. The Aztecs linked 

Mictlantecuhtli with the forces of chaos. 

Pahtecatl [pah-TAY-caht], identified by his moon-shaped nose ring and tuquoise crown. Pahtecatl, like all the pulque 

deities, represents the stars, who are the brothers of the moon goddess, Coyolxauhqui [co-yo-zha-OO-kee]. 

Tlaltecuhtli [tlal-tay-COOT-lee], or “Lord Earth,” the devourer of the dead. 

Tlaloc [TLAH-lok], god of rain. 

Tonatiuh [toe-nah-TEE-ooh], the sun deity. Warriors had a duty to secure victims for Tonatiuh to ensure the sun’s 

daily journey across the sky 

Tzitzimitl [SEET-see-meet], or thousand stars who continually threatened the sun and the forces of day. 

Quetzalcoatl [ket-zal-coe-AHT], or “Feathered Serpent,” the patron deity of artisans. Considered as a creator deity 

and credited with inventing the arts, calendar, and even humans. 




Xipe Totec [SHEE-pay TO-tek], “Our Flayed Lord,” a deity dressed in the flayed skin of a sacrificed warrior. Recent 

scholarship links Xipe Totec to agricultural fertility, the planting season, the harvesting of first fruits, and 

warfare. 

Xiuhtecuhtli [zhee-ooh-tay-COOT-lee], the “Fire God,” often depicted as an old man who dwelled at the center of 

the universe. 

Xochipilli [so-chee-pEE-lee], the god of music, song, dance, games, and poetry. 

Yacatecuhtli [ya-ka-tay-KOOT-lee], or “Nose Lord” was the protector and patron deity of merchants. Yacatecuhtli 

was so important to the pochtecas of Tenochtitlan, that they dedicated a temple in his honor. considered to be 

a guiding star. 


pronunciation GuidE —General words in The Aztec World Exhibition 



Amatl (ah-MahT), a tree—imported from Morelos, Guerrero, and puebla—that provided the raw material for 

paper. 

Chacmool (CHOK-mool), an Aztec sculpture representing a rain god. The chacmool had three functions: as a 

platform for offerings, as a container for human hearts, and as an altar for human sacrifice. 

Chicahuaztli (CHEE-ka-whazt-lee), a ceremonial scepter carried by fertility deities. A symbol of agricultural renewal 

connected with the sun’s energy and the regenerative power of rain. 

Chinampas (chEE-nam-pas), or raised fields. It was here, in these highly fertile plots, that farmers grew a bounty of 

different foods including maize, beans, squash, chilies, amaranth, and sage. 

Cihuateteo (see-WHAHtay-tay-o), or women who died in childbirth. Their spirits lived in the western sky and 

accompanied the sun on its afternoon journey towards sunset. In this role, the Cihuateteo were the female 

counterparts of dead warriors who accompanied the sun on its morning journey towards the noon sky. 

Cipactli (see-PAHKT-lee), or earth monster. According to one version of the Aztec creation story, the cipactli’s body 

became the source of all things that humans need: trees, plants, herbs, springs, rivers, lakes, and mountains. 

cipactli also represented the first day of the aztec ritual calendar and was therefore associated with the 

beginnings of both time and space. 

Cuauhtecatl (kwa-TAY-kaht), or sacrificed warrior. 

cuauhxicalli (kwah-shee-KAH-lee), literally “eagle’s gourd”. A stone offering vessel. 

Huey tlatoani (ooh-ee tla-toe-AHN-ee), or “great king.” The emperor was the pinnacle of Aztec society, and lived 

in a sumptuous palace filled with luxuries. Yet despite his privileged lifestyle, he was burdened with heavy 

responsibilities and expected to perform many roles, including high priest, military commander, supreme judge, 

and builder of public works. 

Macuahuitl (mah-cwah-WHEET), or “stick of the hand.” Special armament used by warriors, neither a club nor a 

sword, but rather a wood baton lined with razor-sharp obsidian blades. 

Mixtec (MEESH-tek), artisans who were brought from Oaxaca to Tenochtitlan to create magnificent adornments for 

the aztec ruling class. 

Obsidian (OB-sid-ee-an), a type of volcanic glass. Artisans crafted obsidian into beautiful ritual objects and practical 

cutting tools; in fact, obsidian knives can be sharper than surgical steel. 


Ollin (OH-leen), or glyph representing “movement.” 



Pochteca (poach-TAY-kah), merchants/traders who undertook long-distance trading expeditions and sold luxury 

items such as greenstone, gold, feathers, shell, and high-quality cotton cloth. 

Pulque (PULL-kay), a fermented drink made from the sap of the maguey plant. To make pulque, women first 

“tapped” the maguey sap by scraping the plant’s center with sharp stone tools, often made of obsidian. After 

being transferred into ceramic containers, the sap was allowed to ferment. pulque was linked with the moon 

and the stars. 

Temalacatl (tay-mah-lah-caht), literally “spindle whorl made of stone.” The Aztecs often forced captured warriors to 

fight while tied to a temalacatl. 

Teponaztli (tay-poe-NAHZ-lee), a horizontal wood drum carved from a single log and played with drumsticks tipped 

in rubber. 

Tequihua (tay-KEE-whah), or emissary. Warriors were often promoted by emperors to the rank of tequihua. 

Tlanecuilo (tla-nay-KWEE-lo), or regional merchants who dealt in everyday foodstuffs and common household 

items. 

Xiuhmolpilli (shee-ooh-mol-PEE-lee), or “bundle of years.” The Aztec equivalent of our century was a 52-year cycle. 

Xochimilco (so-CHEE-mil-koe), a lake where Aztecs built chinampas. Also the name of a town town south of Mexico 

City, where Aztec chinampas still survive and flourish. Xochimilco means “place of flower fields,” and today 

farmers still grow flowers and vegetables here. 


Visit us on-line at www.fieldmusem.org/harrisloan, or call 312.665.7555. 

ExpEriEncE boxEs 

corrEspondinG harris Educational 

loan cEntEr rEsourcEs 

ancient Egypt: life along the nile 

Learn how ancient Egyptians used water for irrigation by assembling a model of a shaduf and compare to methods 

used by ancient Aztecs! Also, experiment with Egyptian measurements by using a cubit stick. 

aztec and Maya Marketplaces 

Marketplaces played an important role in Aztec economy. Merchants served customers from all levels of society, 

fueling the busting Aztec economy. Explore some of the items available in Aztec and Maya marketplaces, and identify 

where some of these materials originated. 

Metate 

The metate is a volcanic flat rock used in Mexico and Central America for grinding corn and other foods products. 

Students can experience grinding corn into meal. 

religion and ceremony (british airways) 

Discover why religion and ceremony is so important to many cultures and how different religions and ceremonies fit 

into daily life. 

underground adventure: science Explorers 

use scientific methods to discover the underground world around you! Includes tools used to collect specimens of 

soils in field research. This kit provides an excellent introduction to careers in science. 

underground adventure: Vacant lot 

Find out about city soils and plants by using scientific tools to examine plant samples. 

Vamos a comer (let’s Eat!) 

Take a closer look at Latin American cultures by examining the plants and foods of different countries in the region. 

Volcanoes 

Volcanoes are clues to the constant changes of the Earth’s surface. Look at pumice, obsidian, and basalt, and find out 

how they were formed. Kit includes a volcano model and Rivers of Fire videotape. 


Exhibit casEs 

corrEspondinG harris Educational 

loan cEntEr rEsourcEs 

corn 

Examine the great versatility and interesting cultural history of corn. A native of Mexico, corn’s usefulness goes 

beyond flour and cornmeal, to paper, mattress stuffing and even explosives. 

Volcanic products 

Investigate the more peaceful time, after a volcanic eruption, when lava cools. Specimens of pumice, obsidian, and 

basalt demonstrate how igneous rocks are formed. 

rubber 

bounce into the fascinating world of rubber production. rubber is, and was an important resource in Middle 

America. Extracted from milkweed trees, rubber is exposed to acid, sulphur and high heat to create a variety of useful 

materials. Rubber was imported into Central Mexico from Veracruz. 

pyralin 

It takes a lot to convert cotton bolls into usable cotton fabric. Investigate the step-by-step process that mixes this 

cellulose product—that forms the basis of the cotton fabric—with shredded and treated cotton, eventually producing 

manufactured pyroxylin. 


the ancient americas Exhibition 

rElatEd Exhibitions 

Follow the epic tale of the peoples of the Americas! This exhibition 

presents the diverse and fascinating story of the early cultures of 

north, central, and South america and the caribbean, from the 

earliest peoples in the Western Hemisphere to roughly AD 1500. 

compare early social structures in the americas to those you are 

familiar with today, including the aztecs. 

Visit thE FiEld MusEuM’s Many othEr FascinatinG pErManEnt 

Exhibitions about Early pEoplEs oF thE aMEricas, includinG: 

native north americans hall 

the alsdorf hall of northwest coast and arctic peoples Exhibition 

compare life in the arctic with that along a temperate pacific coast, and learn 

how these environments led to different lifeways. amazing historic photographs 

supplement life-sized cross-sections of houses and displays of tools, cooking gear, 

clothing, and luxury goods that portray the daily life and complex social organization 

of these maritime cultures. 

Find out more about some of the over 500 Indigenous groups in North America. Displays exploring select peoples 

from the Great Lakes, the Prairies, the Plains, and the Southwest regions include a wide range of traditional clothing, 

ceramics, basketry, textiles, weaponry, beadwork, and children’s toys, all created mostly in the late 19th century. 

the pawnee Earth lodge and the Webber Gallery 

Explore a full-scale reconstruction of a traditional Pawnee lodge to learn about some 

of the traditional ways of this Great Plains tribal group. Or, visit the Webber Gallery to 

discover the arts and traditions of contemporary Indigenous cultures of north, central, 

and South America through small traveling exhibitions and presentations created from 

the Museum’s own collections. 


hall of Jades 

Jade has meant many things to many people. Its luminous beauty and 

extraordinary durability have inspired cultures throughout history to invest it 

with meaning. compare the meaning and use of greenstone by the aztecs to the 

meaning and use in prehistoric china. This stunning permanent display of more 

than 450 objects from the Museum’s collection takes you on a walk through 

china’s history, from prehistoric burials through two thousand years of the world’s 

most enduring empire. 

inside ancient Egypt Exhibition 

Explore the world or the ancient Egyptians! Help students make connections 

between aztec and Egyptian everyday life and mythology. 

pacific spirits: life, death, and the supernatural Exhibition 

Investigate pacific peoples’ beliefs about religion, warfare, and ancestor veneration 

while making comparisons to ancient Aztec beliefs about religion, warfare, and 

ancestors. 

plants of the World Exhibition 

Marvel at world-famous plant models, from algae to orchids. You won’t believe 

these are models crafted from glass and wax! Explore plants with connections to 

the ancient Aztecs and those commonly found in Mexico today. 

underground adventure Exhibition 

There’s more to soil than meets the eye. The world of soil is a rich habitat for many 

amazing creatures. What do you think life would be like if you lived underground? 

Investigate the role agriculture in aztec society with the importance of soil and 

agriculture in the world today. 

rElatEd Exhibitions 


studEnt proGraMs 

aztec Mexico: Earth, Water and sky, Grades 3–5 

available november 10, 2008 – april 17, 2009 

thE aztEc World Education proGraMs 

In this class, students will get an in-depth look at the artistic traditions of the Aztec Empire. 

Students will travel through The Aztec World exhibition and interpret fantastic displays of history, 

art, culture, spirit and science. Using examples of Aztec literature, art, and materials, students will 

examine elements of Aztec life and Mesoamerican society. 

Meets ILS goals 11, 16, 17. 

Tuesdays through Fridays, 10:00am–12:00pm 

$4 per student; pre-registration required. 

aztec: Exploring the Marketplace, Grades 6–8 

available november 10, 2008 – april 17, 2009 

Students will tour The Aztec World and discover a remarkably unique and artifact-rich exhibition 

on the history and culture of the Aztecs. Students will also explore a classroom that has been 

converted into an Aztec marketplace and work in groups to understand the natural environment, 

government and religion of the aztecs. 


Tuesdays through Fridays, 10:00am–12:00pm 

$4 per student; pre-registration required. 

Michael heralda: aztec stories, Grades 3–12 

Through a presentation of ancient poetry, narratives, oral tradition stories and ballads, students 

will learn to sing songs in the nahuatl language and play with hand-made, Indigenous-styled 

instruments. This program allows students the opportunity for interactive, improvisational 

participation. 


Friday, March 6, 2009 at 10:30am 

Free; pre-registration required. 

The Field Museum • Maps Educator Guide Page 48

FaMily proGraMs 


Gallery programs: interpretive stations 

Aztec Sun Stone 

Utilize the cast of the Aztec Sun Stone in The Ancient Americas exhibition to explore the images found on 

this tablet and discover their meaning. 

Mega Maps of the Americas 

Explore sites illustrating the routes the first peoples of the Americas took to spread across the continents 

and find out more about Native peoples’ explanation of their origins in these lands. 

The Story of Domestication 

Trace the routes and history of products in the americas and discover the story of their domestication 

through trade and industrialization. 

Schedule varies. Please check the information kiosk on the day of your visit for a list of the day’s activities. 

Free with basic admission. 

kraft story time 

Take a seat in the Crown Family PlayLab, hear a story, and make an art project to take home, all in 20 minutes! 

Stories during November will highlight Mexico. 

Saturdays and Sundays in november at 1:30pm, free with basic admission. 

scientists at the Field 

Meet a Field Museum scientist and see rarely displayed specimens from our Mesoamerican collections. 

Saturday, november 15, 2008 

11:00am–2:00pm, free with basic admission. 

creating codices 

Gain a further understanding of Aztec culture though their writings. Look at the meaning of different 

Aztec codices while creating a codex of our own. 

Saturday, november 15, 2008 at 10:00am 

$7, members $4; pre-registration required, call 312.665.7400. 


pErForMancEs 


nahui ollin 

Enjoy a spectacular performance by Chicago-based dance troupe Nahui Ollin! Watch as they perform indigenous 

ceremonial dances from Mexico using native instruments such as the jarana, huehuetl drum, rattles, whistles and 

a guitar made from a turtle shell. 

Saturday, november 1, 2008 at 12:00pm, free with basic admission. 

chicago youth symphony orchestra 

The chicago Youth Symphony orchestra features gifted musicians 7–18 years old who perform great orchestral 

works. Under the direction of Music Director Allen Tinkham, this concert will feature works by Marquez, Copland, 

Moncayo and Falla. 

Saturday, november 1, 2008 at 1:00pm, free with basic admission. 

Michael heralda: aztec stories 

Through a presentation of poetry, narratives, oral tradition stories, and ballads, families will learn about ancient 

Mexico from an Indigenous perspective. 

Saturday, March 7, 2009 at 12:00pm, free with basic admission. 

adult lEcturEs 

the aztec World conference adult lecture 

Explore Aztec art and culture with the foremost experts in the field of Aztec anthropology. 

conference will place a special emphasis on women, farmers, and commoners; sacrifice; and 

contemporary excavations in Mexico City. 

Featuring the curators of The Aztec World exhibition: 

Felipe Solís Olguín, Director, National Museum of Anthropology, Mexico City 

Juan Alberto Román Berrelleza, Professor-Researcher, Templo Mayor Museum, Mx City 

Leonardo López Luján, Director, Templo Mayor Project, Mx City 

Elizabeth Brumfiel, professor of anthropology, northwestern university 

Sunday, october 26, 2008 at 2:00pm, free; pre-registration required, call 312.665.7400. 


RULERS 

HIGH PRIESTS 

CONCLUSION 

EXIT 

ENTRANCE 

WARRIORS 

ARTISANS 

FARMING 

INTRO 

WalkinG Map

Educator GuidE & WalkinG Map - The Field Museum

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