Grade by Grade
B. The World, 1450–1650 · The World, 1450–1650

The Mexica (Aztec) and Inca Empires

B1 B3 A1.3 A1.4About 75 minutes
Learning goals
  • I can describe the political, social and economic systems of the Mexica and Inca empires.
  • I can compare a tribute empire with a labour-based empire.
  • I can explain the role of religion and record-keeping in these societies.
  • I can evaluate sources produced after the Spanish conquest.

Words to know

Mexica
The Nahuatl-speaking people of Tenochtitlan, often called Aztecs.
Triple Alliance
The 1428 alliance of Tenochtitlan, Texcoco and Tlacopan that ruled central Mexico.
tribute
Goods or services that subject peoples must give to a ruling power.
chinampa
A raised field built from mud and plants in a shallow lake, used by the Mexica.
Tawantinsuyu
The Inca name for their empire: "the four parts together".
ayllu
An Andean kin-based community that held land and shared labour.
mit'a
The Inca system of labour turns owed to the state.
Codex Mendoza
A pictorial manuscript made around 1541 by Indigenous artists, recording Mexica history and tribute.

Two capitals in the clouds and on the water

In 1519, Spanish soldiers looked down on Tenochtitlan and compared it to an enchanted city from a romance novel. The Mexica capital stood on an island in Lake Texcoco, joined to the shore by long causeways, with an aqueduct bringing fresh water, great temples, a vast market and canals full of canoes. Its population is estimated at anywhere from about 50 000 to over 200 000; even the low figures make it larger than most European cities of the time.

Thousands of kilometres south, the Inca capital Cusco sat at about 3 400 metres in the Andes, at the centre of a road network stretching from what is now Ecuador to Chile. They were the two largest states in the Americas, and large by any world standard in 1500. This lesson studies them before the Spanish invasions (covered in Conquest and Colonization in the Americas).

The Mexica (Aztec) Empire

  • Who: the Mexica were Nahuatl-speaking people who, according to their own histories, founded Tenochtitlan around 1325. ("Aztec" is a later name; historians increasingly say Mexica.)
  • The Triple Alliance (1428): Tenochtitlan joined with Texcoco and Tlacopan. Together they dominated central Mexico. It was a tribute empire: conquered city-states kept their own rulers but sent regular tribute (maize, cotton cloth, cacao, feathers, warriors' costumes) to the alliance. The Codex Mendoza, made by Indigenous artists for the Spanish around 1541, lists these tribute payments in pictures.
  • Government: the huey tlatoani ("great speaker") was chosen from the royal family by a council of nobles. Moctezuma II ruled from 1502 to 1520.
  • Society: nobles (pipiltin), commoners (macehualtin) organized in neighbourhood units called calpolli, long-distance merchants (pochteca), and enslaved people (often through debt or punishment; their children were born free). Schools trained young people, including commoners, in religion, history and war.
  • Farming: chinampas, raised fields built from mud and plants in the shallow lake, produced several harvests a year.
  • Religion: many deities, including Huitzilopochtli (sun and war) and Tlaloc (rain), honoured at the Templo Mayor. The Mexica believed the gods had sacrificed themselves to create the world, and that humans owed them offerings, including human sacrifice of war captives. Spanish writers later exaggerated this to justify conquest; archaeology at the Templo Mayor confirms that sacrifice did happen, on a large scale. Historians try to explain it within Mexica beliefs rather than use it to label a whole people.
  • Culture: poetry, music and philosophy; Nezahualcoyotl (1402 to 1472), ruler of Texcoco, is remembered as a poet and engineer.
  • Weak point: many subject peoples resented tribute, and the Tlaxcalans were never conquered. This mattered in 1519.
Chinampas: raised fields in the lake (cross-section, not to scale)raised bed: mud + plantscanalcanalcrops: maize, beans, squashtrees anchor the edges
Chinampas were long, narrow fields built up from lake mud and plants and separated by canals. Trees anchored their edges, and canoes carried crops to market.

The Inca Empire (Tawantinsuyu)

  • Name: the Inca called their empire Tawantinsuyu, "the four parts together", in Quechua.
  • Growth: Pachacuti (ruled from about 1438) and his successors Topa Inca and Huayna Capac expanded the empire into the largest state in the Americas, perhaps around 10 million people (estimates vary widely).
  • Government: the Sapa Inca was seen as the son of the sun god Inti. Officials and local lords (kurakas) ran a decimal system of households (units of 10, 100, 1 000 and 10 000). Conquered peoples were sometimes resettled (mitmaq) to secure loyalty.
  • Economy without markets or money: the Inca economy ran largely on labour. Each ayllu (kin-based community) worked its own land and owed mit'a, turns of labour for the state: farming state and temple fields, building roads, serving as soldiers. The state stored food and cloth in thousands of storehouses (qollqa) and redistributed it in hard times and at festivals.
  • Records: khipu (knotted cords) kept by trained specialists recorded census and tribute data.
  • Infrastructure: about 30 000 km or more of roads (Qhapaq Ñan), suspension bridges of woven grass, relay runners (chasquis), and terraced fields on steep slopes. Machu Picchu was built in the mid-1400s, probably as an estate for Pachacuti.
  • Crisis: Huayna Capac died around 1527, probably in an epidemic that had spread from Spanish settlements before any Spaniard reached Peru. His sons Huascar and Atahualpa fought a civil war, which Atahualpa had just won when Pizarro arrived in 1532.
Mexica and Inca compared (c. 1500)Mexica (Aztec)Capital: TenochtitlanLanguage: NahuatlTribute empire;local rulers keptMarkets, cacao as moneyCodices (pictorial)IncaCapital: CuscoLanguage: QuechuaCentralized; officials,resettlementLabour tax (mit'a)Khipu (knotted cords)
Both were powerful states, but organized differently. The Mexica ruled loosely through tribute; the Inca governed more directly through labour and officials.

Other peoples of the Americas

The Mexica and Inca were not the only societies. Maya city-states in the Yucatán and Guatemala continued to thrive in smaller states; the last independent Maya kingdom, the Itza at Nojpetén, held out against Spain until 1697. The Purépecha (Tarascans) of western Mexico were never conquered by the Mexica. Across the continents lived hundreds of other Nations, from farming peoples of the Amazon and the Mississippi Valley to the Pueblo peoples of the Southwest and the Nations of what is now Canada (see First Nations, Inuit and Early Contact in Northern North America).

Continuity today: more than a million people in Mexico speak Nahuatl, and millions in Peru, Bolivia and Ecuador speak Quechua. These are living languages, not relics.

Worked example

Modelled example: Using a source made after conquest

The Codex Mendoza (about 1541) shows Mexica tribute in pictures, drawn by Indigenous artists with Spanish notes. Can we use it to study the Mexica Empire before 1519?

  1. Who made it and why? Indigenous painters, working for the Spanish viceroy, to explain the old empire to the Spanish king.
  2. Strengths: the artists used traditional pictorial conventions and probably copied earlier tribute records. It is detailed and systematic.
  3. Limits: made 20 years after the conquest, for a Spanish audience; the Spanish notes interpret the images through European ideas.
  4. Corroborate: compare tribute lists with archaeology (for example, goods found in Templo Mayor offerings) and with other codices.
  5. Conclude with a statement of reliability.

The Codex Mendoza is valuable evidence of pre-conquest tribute, because it preserves Indigenous record-keeping, but it must be read as a colonial-era translation of that system.

Just for fun

For the Mexica, cacao beans were so valuable that they were used as money: a turkey might cost about a hundred beans. Imagine paying for groceries with chocolate and trying not to eat your change.

Hands-on activity

Mit'a at home

You need: paper, a pencil and the people you live with; about 20 minutes plus a week of observation.

  1. List the jobs your household needs done every week (cooking, cleaning, shopping, yard work, snow shovelling in winter, caring for pets).
  2. Design an "Inca-style" system: no one pays money; instead each person owes turns of labour (mit'a) to the household "state", which stores and shares food and supplies.
  3. Now design a "Mexica-style" system: each person runs their own corner but pays tribute (a fixed amount of work or goods) to the household head.
  4. Discuss with your household: which is fairer? Which gives the "ruler" more control? Which would people resent more?

Look for: a clear difference between labour obligations with redistribution (Inca) and tribute from self-governing units (Mexica).

Your turn

1

Which three cities formed the Triple Alliance in 1428?

2

What were chinampas?

3

How did Mexica rule over conquered city-states?

4

What does Tawantinsuyu mean?

5

What was the mit'a?

6

How did the Inca keep records?

7

What problem did the Inca Empire face just before Pizarro arrived?

More practice: warm-up

1

What language did the Mexica speak?

2

What language did the Inca spread?

3

Who ruled the Mexica from 1502 to 1520?

4

Who began the great Inca expansion around 1438?

5

Which people near Tenochtitlan were never conquered by the Mexica?

More practice: on your own

1

Compare how the Mexica and Inca governed conquered peoples.

2

How could an economy work without money or markets? Use the Inca example.

3

Why must historians handle accounts of Mexica human sacrifice carefully?

4

Why was resentment of tribute a weakness for the Mexica Empire?

5

Give one example of continuity from the Mexica or Inca to today.

Challenge

1

Evaluate this statement: "The Inca Empire was more centralized than the Mexica Empire."

2

How significant were the Inca roads? Use at least two criteria.

3

Write an inquiry question on the Mexica that uses historical perspective, and name two sources you would use.

Check your understanding

Quiz

1.

How did the Mexica Empire mainly rule conquered city-states?

2.

What was the Inca mit'a?

3.

What were khipu?

4.

Which source is a pictorial record of Mexica tribute made around 1541?

5.

Why were Mexica chinampas productive?

6.

Which event weakened the Inca Empire just before 1532?

For parents and teachers

Big idea: This lesson covers the Mexica and Inca empires for B1 (political, social and economic systems) and B3 (religion, culture, record-keeping and identity), with source analysis of colonial-era documents (A1.3, A1.4).

How to help: Ask your teen to explain the difference between the tribute model and the labour model of empire. Look at photos of chinampas at Xochimilco or of Inca terraces together.

Sensitivity: human sacrifice is covered factually and in context; avoid sensational framing. Nahua, Maya and Andean peoples are living communities today.

Common difficulties: thinking these empires were "primitive" or easily conquered; mixing up Mexica and Inca features.