Name: Homework: Monday, April 11 - Friday, April 18 Due Friday, April 88, at beginning of class ToDo @ Read a total of 20 minutes per day (it is fine to include the materials in this homework packet as your reading), then fill out the Reading Log below. [5 points] Pick four words from the Inca Road Word Bank and fill out the word grid. Be sure to follow the directions at the top of that page. Read the article about Garcilaso de la Vega and do the activities on the following page. Reading Log What did you read this week? Date Title of book or other reading Time readInca Road Word Bank apu: a governor of one of the four regions, or suyus, of the Inca empire ayllu: an Incan group of related families, the basic unit of Incan society Capac Incas: the highest-ranking nobles, considered relatives of the Sapa Inca Coya: the primary wife of the Sapa Inca chasqui (also chaski): a messenger who delivered messages along the Inca road Chimu: a kingdom that preceded the Inca during the 1300s and 1400s. curaca: a leader of a people who were conquered by the Incas Cuzco: capital of the Inca empire Hanhua Incas: nobles who were not related to the Sapa Inca but were considered “Incas by privilege” Inti: the sun god quipu: a set of strings with knots used to communicate information Moche: a kingdom that preceded the Inca from about 100 BCE to 700 CE. Sapa Inca: the emperor ‘suyu: one of the four major regions ruled by the Inca empire Viracocha: creator of the world communal: shared by a community or group commoner: a person, beneath the noble class, who supports the government through labor oracle: a person through whom a god or spirit is believed to speak about the future‘SUBOLL }! JY MEIP UY ‘SPIOM UMO INO UI UORIUYEP e PU POM ayy ByLUM ‘XG YEE U| MeIP PUE AUlJap 0} SPOM sN0§ @S00\4DPus Families were sven farm land based on thelr needs. The nobles redistributed the land if a familys needs changed. GARCILASO DE LA VEGA WRITES ABOUT INCA CHILDREN As soon as a child was born, they bathed the litle creature with cold water before wrapping it in a blanket; and each moming, before it was wrapped up, they ‘washed it with cold water, generally in the open air. And when the mother would show unusual tendemess, she took the water in her mouth and washed the whole of the child's body with it, except the head, and particularly the crown of the head, which they never touched. They said that they did this to accustom the children to the cold and to hard work, and also to strengthen their limbs, ABOUT USING STRINGS AND KNOTS ... Quipu means to knot, ora knot, and it was also understood 4 an account, because the knots supplied an account of everything. The Indians made strings of various colors. ‘Some were all of one color, others of two combined, others of three, others more; and these colors, whether single or combined, all had a meaning... The thing to which a string referred was understood by its color: for instance, a yellow string referred to gold, a white one to silver, and a red ‘one to soldiers... Although there was, at that time, litle difference of character among the Indians, because owing to their gentle dispositions and excellent government all ‘might be called good, yet the best, and those who had siven the longest proofs of ther fitness, were selected for {being in charge of the quipu] ... and other offices. They Were not given away from motives of favoritism, because these Indians were never influenced by such considerations, but from considerations of special fitness. ESSER ABOUT PREPARING AND DIVIDING THE AGRICULTURAL LAND .. Having dug the channels [for irrigation], they leveled the fields and squared them so that the irrigation Water could be adequately distributed. They built tevel terraces on the mountains and hillsides. ... If there were rocky places, the rocks were removed and replaced by earth brought from elsewhere to form the terraces, so that the space should not be wasted ... Having thus extended the cultivable land, each ‘settlement in each province measured all the land assigned to it and divided it into three parts, one for the Sun, one for the king, and one for the inhabitants. In the division care was taken that the inhabitants should have enough to sow for themselves, and rather too much than too litle. When the population of a town or province increased, part of the area assigned to the Sun or the Inca [the king] was transferred to their subjects. ABOUT PACHACUTI, THE INCA RULER ... [His name] means “Reformer of the World” That title was confirmed afterwards by his distinguished acts and sayings, insomuch that his first name was entirely forgotten. He governed his empire with so much industry, [caution] and resolution, as well in peace as in war, that not only did he increase the boundaries ... but also he enacted many laws, all which have been confirmed by our Catholic kings, except those relating to idolatry and to forbidden degrees of marriage. This Inca [Pachacuti] above all things [dignified] and increased ... the schools that were found in Cuzco,v “E] Inca” Tells about Everyday Life scuabon rane ‘SOUTH AMERICA FO sn HN sou thud one ancexmt ‘mane cea coe cet 14005 cat 15005 ‘4 The shaded area shows the Inca ‘empire during the 1400s and 1500s, ATO Chapter: The Inca “Yarcilaso de la Vega was born in 1539 in Cuzco in present-day JPeru, His father was a Spanish captain and governor of Cuzco. His mother was a member of an Inca noble family. Garcilaso de la Vega, who is sometimes referred to as “El Inca,” grew up in the Americas. However, he moved to Spain when he was 21 years old. He wrote about daily life in the Inca empire before the Spanish conquered it. He also wrote about the time after the Spaniards came to power. Part One of Garcilaso de la Vega’s written account, Royal Commentaries of the Incas, was published in 1609. This first volume focuses on the history of the Inca and their culture. I ends with the civil war between the brothers Atahualpa and Huascar, which happened just before the Spanish arrived. Part Two of his work was published in 1616-1617, after he died in 1616. This second volume tells about the Spanish rule of the area, Garcilaso de la Vega’s work continues to be an important source of information about the Inca. It describes an Inca civilization that was orderly and stable and people who were hard- working, honest, and moral. His Royal Commentaries provides a more positive view of the Inca civilization than the accounts left by Spanish conquerors. You can read on the next page several excerpts from Garcilaso de la Vega’s account. -< This isa photograph of cuzco today.Activities for “Garcilaso de la Vega” Article 1. Do one They Say/I Say for each section: Section They Say Lsay About Inca Children Using Strings and Knots... About Pachacuti 2. After reading this article, what have you learned about the Inca government? 3. What surprised or interested you about this information?