Set 1
What title was given to the Aztec emperor?
→ Huey Tlatoani
What class of people helped the emperor govern the empire?
→ Nobles
What did Aztec merchants do?
→ They traded goods across the empire and beyond.
True or False: Aztec slaves were born into slavery and could never be free.
→ False
What was the main role of the Aztec emperor?
→ To lead the military, make laws, and oversee the empire’s religious and political life.
What are the pipiltin?
Name one item Aztec artisans were known for making.
Jewelry, featherwork, or pottery.
Name one way a person could become a slave in Aztec society.
→ By committing a crime or selling themselves to pay off debts.
How was a new emperor chosen in the Aztec Empire?
High-ranking nobles and priests selected him from the royal family. The emperor was chosen from the royal family, but not necessarily the son of the previous ruler.
How did nobles and priests support the emperor’s rule in maintaining the empire’s hierarchical structure?
hey formed the governing elite who administered provinces, conducted rituals, taught the divine calendar, and reinforced imperial authority through religion and politic
What was special about the pochteca merchant class?
They acted as spies and traveled far to bring back luxury goods.
Could Aztec slaves own property or buy their freedom?
Yes, they had some rights and could work toward freedom.
Aztec slavery was not permanent or hereditary. Children of slaves were born free.
Slaves could own property and even own other slaves in some cases.
They had rights under Aztec law, including the right to marry, earn money, and eventually purchase their own freedom.
Some became slaves voluntarily to repay debts or crimes, making their situation temporary.
Why was the emperor considered semi-divine by the Aztecs?
Because he was believed to be chosen by the gods and communicated with them.
What was the calmecac, and who attended it?
→ A school for noble boys to become priests, leaders, or warriors.
What was the social reward for being a successful soldier?
They could gain land, slaves, or be elevated in social class.
How was Aztec slavery different from slavery in other ancient civilizations, particularly in terms of rights and social mobility?
→ Aztec slavery wasn’t always lifelong or hereditary.
This system allowed for some social mobility and gave slaves more autonomy than those in more rigid, lifelong slavery systems like in ancient Rome or Greece.
Explain how the emperor maintained control over distant parts of the empire.
→ Through a network of tribute collectors, appointed governors, and military force to ensure loyalty and flow of goods.
In what ways did the education system reinforce the power and influence of the noble and priest classes in Aztec society?
Noble children attended the calmecac, where they were trained in religion, law, astronomy, warfare, and leadership — subjects that prepared them for elite roles in government, priesthood, and the military. This exclusive education reinforced class divisions, as commoners were educated separately in the telpochcalli, focusing on basic citizenship and warfare. By controlling advanced knowledge and leadership training, the nobility and priests ensured their continued dominance in Aztec society.
Compare the roles of merchants and soldiers in helping the empire expand.
Merchants brought back valuable goods and intelligence, while soldiers conquered land and captured prisoners for tribute and sacrifice.
Why might the Aztec practice of allowing slaves to earn their freedom and retain certain rights have benefited the overall stability of their society?
Allowing slaves to earn their freedom and maintain certain rights (like owning property or marrying) likely reduced resistance and rebellion, making the system more stable and manageable. It incentivised good behavior and loyalty, and created the possibility of reintegration into society. This flexibility also made slavery a practical and accepted part of Aztec life, used not only for punishment or debt repayment but also to meet labor needs without completely dehumanising the enslaved.