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AUTHOR Suchenski, MichelleTITLE Mayan Indigenous Society in Guatemala and Mexico: A Thematic

Integrated Unit on the Contributions of the Maya Both Pastand Present. Fulbright-Hays Summer Seminars Abroad Program,2000 (Mexico and Guatemala).

SPONS AGENCY Center for International Education (ED), Washington, DC.PUB DATE 2000-00-00NOTE 62p.

PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Area Studies; Cultural Context; *Curriculum Development;

Foreign Countries; *Indigenous Populations; IntermediateGrades; *Maya (People); *Mayan Languages; *Social Studies;Thematic Approach

IDENTIFIERS Fulbright Hays Seminars Abroad Program; *Guatemala;Historical Background; Mayan Civilization; *Mexico

ABSTRACTThis curriculum unit focuses on the contributions of the

ancient Mayan people and how these contributions have been interwoven withcontemporary society. The unit is divided into the following sections: (1)

"Preface"; (2) "Mayan Civilization" (geography); (3) "Mayan Contributions"(written language); (4) "Mayan Contributions" (textiles); (5) "MayanTextiles" (literature selection: "Abuela's Weave"); (6) "Mayan Influence inGuatemala and Mexico"; (7) "Mayan Contributions" (mathematics); (8)

"Appendix"; and (9) "Sources Consulted." Lessons include standards, essentialskills, historical background, vocabulary, procedures, materials, questions,background notes, map work, and quizzes. (BT)

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MAYAN INDIGENOUS SOCIETY IN GUATEMALA ANDMEXICO: A THEMATIC INTEGRATED UNIT ON THECONTRIBUTIONS OF THE MAYA BOTH PAST AND

PRESENT

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

1

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organization/riginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

Michelle SuchenskiFulbright-Hays Summer Seminar Abroad Program-Mexico and

GuatemalaUnited States Department of Education

US-Mexico Commission for Educational and Cultural ExchangeSummer 2000

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TABLE OF CONTENTSI. PREFACE

II. MAYAN CIVILIZATION 1

Geography

III. MAYAN CONTRIBUTIONS 8Written Language

IV. MAYAN CONTRIBUTIONS 14Textiles

V. MAYAN TEXTILES 24Literature Selection: Abuela's Weave

VI. MAYAN INFLUENCE IN GI. ATEMALA AND MEXICO 28

VII. MAYAN CONTRIBUTIONS 37Math

VIII. _APPENDIX 50

IX. SOURCES CONSULTED 51

3

Preface

In the summer of 2000 I had the privilege to participate in theFulbright-Hays Seminar Abroad Program in Mexico and Guatemala.Traveling to Latin America has always been a dream of mine and I havealways been interested in indigenous cultures around the world, so when Ilearned about this particular Seminar topic, "Mesoamerican IndigenousSociety at the Millenium: Historic and Contemporary Perspectives", 'I knewI had to go.

I could not have dreamed of a more perfect experience. It trulyvalidated my role as an educator. I had the unique opportunity to visit twobilingual schools in indigenous communities, one in Chipaca. Guatemalaand the other in Xaya in the state of Yucatan in Mexico. Both schoolcommunities welcomed us with warm receptions. The expression ofgratitude for our visits and the opportunity it provided for exchange amongstteachers and students reaffirmed my commitment to global education andpromoting "mutual understanding" between these countries and my own.

The impact of the cultural exchange inspired me to develop acurriculum project that focuses on the contributions of the ancient Mayanpeople and how these contributions have been interwoven into contemporarysociety. This project is a tribute to the Mayan people of Mexico andGuatemala who continue to carry on the traditions, languages, and lifestylesof their ancestors. These ways are not much different from the way theylived thousands of years ago. Even after a 36-year civil war that tookthousands of Mayan people's lives, the Mayan people make up about 50% ofthe population in Guatemala today. Within that group there is tremendouslinguistic diversity with at least 20 different Mayan languages still spokentoday (Richards, 1997). This is a testament to the resilience and tremendousstrength of the Mayan people. Finally, this curriculum project was done in aspirit of collaboration with my Seminar colleagues as well as with mystudents and colleagues at Marie H. Reed School in Washington, DC and Ithank them for their support.

Name

Date

Teacher handout

Maya Civilization

Geography Standard # 1 Students will understand and analyze therelationship between people, places, and the environment.

Essential Skills:-Students will distinguish between land and water symbols on a globe andmaps.-Students will locate cities, states, nations, continents, oceans and seas usingworld maps and globes.

Historical Background:One group of Native American people who were present in Mexico

and Central America before the Spanish arrived in 1521 was the Maya.Explorers and scientists have found the remains of Mayan cities that aretoday the countries of Mexico, El Salvador, Honduras, Guatemala, andBelize. Some cities were located along the seacoasts, others in rainforests,and others along the highlands where there were many mountains andvolcanoes. The Maya continue to live today. There are at least 4 milliondescendents who continue to speak the Mayan language and practice Mayantraditions of their ancestors like weaving, jewelry making, pottery making,milpa farming, and tortilla making.

Vocabulary: seacoast, forest, rainforest, mountain, volcano, descendent,and ancestor.

Procedures: Teacher will introduce the study of the Maya by introducing atimeline of their history breaking it down into the preclassic, classic, andpostclassic periods. Students will work in small groups to complete theirmap work. They will use individual textbook maps, as well as RandMcNally landform write-on maps to locate the various geographical terms.A big National Geographic Map will be displayed at the front of theclassroom as an additional resource for students to use. Teachers willmonitor students' work by visiting each group periodically and addressingany concerns students may have.

Materials: Primary Sources: Pictures and postcards from Seminar trip ofgreat Mayan cities: Tikal, Tulum, Chichen Itza, Uxmal. and Iximche. Slidesfrom Tikal and notes from Seminar presenters. National Geographic Video:Lost Kingdoms of the Maya: Unlock the Secrets of an Ancient Civilisation.Secondary Sources: Land of the Maya, -A Traveler's Map-(NationalGeographic-supplement to Oct. '89, pg.424A vol.176, no.4), "TheMesoamericans Map" (National Geographic-supplement to Dec. 1997issue), Rand-McNally write-on Geographical terms maps, globes.

Questions/Queries: How were the different groups of Mayan peopleaffected by their environment? For example how might have life differedfor the Mayans living in the highlands versus the Mayans living on thecoast?

Background Notes: I began this unit by showing parts of the NationalGeographic Video on the Mayans. This gave them an important visual ofhow life in 1000 BC might have looked like. Also depending on the gradelevel you teach and the class's experience with a timeline, you might want tospend an entire lesson on chronology and have them make a timeline of theirlives to illustrate this concept. Finally, as part of this unit I had plenty ofbooks about the Mayans displayed and available for them to read duringtheir independent reading time. I also had a project display board of theMayans set up in the classroom that had the National Geographic map, atimeline. and pictures and postcards from my trip displayed on it.

Map WorkDirections:1. Locate the countries where there were once great Mayan cities on themap of Mexico and Central America.

2. Shade each country a different color.

3. Use the map, The Land of the Maya, to help you locate the exact areaof each country where the Mayan cities were located.

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4

4. Locate and circle forest, coast, mountains, and volcano on yourlandform maps. Then use the glossary on the back to write adefinition for each landform term.

5. In your group try to complete the blank side of the map of Mexicoand Central America without looking on the other side. Rememberto study it first before turning it over!

Evaluation: Students will be assessed on this lesson both informally andformally. Informally, the teachers will check their landform maps to see thatthey have correctly located each landform term and their Mayan maps to seethat they have correctly identified each country where the Mayans lived.Formally, they will receive a vocabulary quiz to assess their knowledge ofthe meanings of specific vocabulary words.

3

Name

Date

Social Studies Quiz #1

Landforms

Directions: Complete each statement with the correct response andthen circle the letter of the correct response.

Example: The largest body of water is calleda) an ocean b) a river c) a lake

1. Aa) volcano

is a rise or elevation in the earth.b) mountain c) earthquake

2. A is a place where there are many trees.a) continent b) volcano c) forest

3. A is the exact point where the water meets theland.

a) mountain b) shortline c) volcano

4. 'A is a hill or mountain that ejects lava andsteam when it erupts.

a) forest b) mountain c) volcano

4

Name

Date

Maya Civilization

Student hand-out

Geography Standard # 1 Students will understand and analyze therelationship between people, places, and the environment.

Essential Skills:-Students will distinguish between land and water symbols on a globe andmaps.-Students will locate cities, states, nations, continents, oceans and seas usingworld maps and globes.

Historical Background:One group of Native American people who were present in Mexico

and Central America before the Spanish arrived, in 1521 was the Maya.Explorers and scientists have found the remains of Mayan cities that aretoday the countries of Mexico, El Salvador, Honduras, Guatemala, andBelize. Some cities were located along the seacoasts, otherS in. rainforests,and others along the highlands where there were inariSi-mountains andvolcanoes. The Maya continue to live today. There are at least 4 milliondescendents who continue to speak the Mayan language and practice Mayantraditions of their ancestors like weaving, jewelry making, pottery making,milpa farming, and tortilla making.

Vocabulary: seacoast, forest, rainforest, mountain, volcano, descendent,and ancestor.

Map WorkDirections:1. Locate the countries where there were once great Mayan cities on themap of Mexico and Central America.

2. Shade each country a different color.

3 Use the map, The Land of the Maya, to help you locate the exact areaof each country where the Mayan cities were located.

5

4. Locate and circle forest, coast, mountains, and volcano on yourlandform maps. Then-use the glossary on the back to write adefinition for each landform term.

5. In your group try to complete the blank side of the map of Mexicoand Central America without looking on the other side. Rememberto study it first before turning it over!

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Mayan Contributions

Written Language

Reading/Language arts Content Standard 2: Students will comprehendand compose a wide range of written. oral. and visual texts.

Essential Skills:-The student uses syntax, phonics, and context clues to determinepronunciation and meanings of vocabulary words.

Vocabularv: glyphs, stelae, codice. archaeologist, and artifacts.

Background: Scientists think that the Maya had one of the most advancedwriting systems in the Americas. Mayan writing is called glyphs, picturesymbols. which they carved on stones in pyramids and other buildings.These symbols represent important ideas. sounds, or individual words andthey tell about important events in Mayan history. Glyphs were alsocollected into written books formed from folded tree bark, called codices.Unfortunately, only three codices have survived because the Spanish priestsburned most of the books.The Maya recorded history on huge slabs of stone called stelae and theyrecorded special dates and events on them. .Archaeologists study glyphs andartifacts. things left behind by ancient people. to better understand how theyl ived.

Procedures:

1) Build background with students by asking them what kinds of thingsthey think archaeologists do and what kinds of tools they might use?

2) Share slides taken from Tikal which show examples of glyphs. stelae,and various artifacts from the ancient Mayan people.

3) Read aloud with students about the written language of the Maya andthen share with them the handout of the glyph glossary to show themexamples of important glyphs for the Maya..

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4) Guided Practice: Introduce the reading strategy of using context clues toaid in the meaning of unfamiliar words. Model an example for themusing related material.

5) independent Practice: Have students read the paragraph to themselvesagain and then ask them to write a definition of each vocabulary word byusing context clues in the passage to infer meaning.

6) Evaluation: StUdents will take a vocabulary multiple choice quiz toassess mastery of vocabulary and students* definitions using contextclues will be corrected in small groups and then collected by the teacher.(See attached student handout on context clues).

7) Materials:Primary: Smithsonian Institution: Discovery Theatre Production: TheJaguar. The Rabbit, and The Drum, lecture notes from Arthur Demarest.Ph.D., and my slides of Tikal, an ancient Mayan city (July 2000).Secondary: National Geographic Video: Lost Kingdoms of the Maya (Seebibliography), Mayan related web sites (see appendix for more information),and non-fiction books about the Maya (see bibliography for more details)and glyph glossary.

Questions/Queries: How do archaeologists contribute to our understandingof history? What are some of their challenges?Background Notes:

It is helpful to be able to show them pictures of excavations and todiscuss the different kinds of tools archaeologists use to study people. Apossible extension of this lesson might be a unit on archeology and youcould invite an archaeologist from a university to come in and talk to thestudents aboUt possible careers in archaeology.Second Language learners may want to draw pictures to go with theirdefinitions, or in lieu of their definitions depending on their languagelevel of proficiency.

Extension: Have students make a "glyph poster" that representsthemselves. They should think about qualities that they possess and thenillustrate them making up their own glyphs. They may also choose ananimal glyph to represent themselves, just like the Mayans believed thateach person possessed some type of animal spirit. They should write abouthow they think that animal and themselves are alike. For example, "I chosea monkey because I am playful and curious like a monkey".

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GLYPH GLOSSARY

GLYPH MEANING GLYPH MEANING

ah men (craftsman;title of several detdes]

akbal [night]

caban [force; earth]

cauac [storm; tun]

chuen (monkey]

1E3arch ca kal [carried on back]

$Ce k (air; life]

lizamns

ahau [krcil

beating or strikingsomething

canaal (the sky; onhigh]

chat (red]

dmi (death]

ek (black]

imbr [water]

ix Met; magk:iani

lxchel [lady; woman]

kakche [ebony; fire tree)

G2 CD kanimix [abundance of maize]

kin [sun; day]

kuche (divine tree]

OM men [bird; eagle; wise one]

muluc [rain)

new maize

sac or zac [white: terror)

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ixim (maizegrowing fromseed]

lean [yellow; corn)

katun [twenty]

kintun-yaabil[drought: yearof excessive sun]

manik [grasp; deer)

milpa [a type offarm]

new green maize

red maize

d likin [in the east:at sun rise?

tunil yax nal(a year of greenmaize)

NameDate

student handout

Mayan Contributions

Written Language

Reading/Language arts Content Standard 2: Students will comprehendand compose a wide range of written, oral, and visual texts.

Essential Skills:-The student uses syntax, phonics, and context clues to determinepronunciation and meanings of vocabulary words.

Vocabulary: glyphs, stelae, codice, archaeologist, and artifacts.

Background: Scientists think that the Maya had one of the most advancedwriting systems in the Americas. Mayan writing is called glyphs. picturesymbols. which they carved on stones in pyramids and other buildings.These symbols represent important ideas, sounds, or individual words andthey tell about important events in Mayan history. Glyphs were alsocollected into written books formed from folded tree bark, called codices.Unfortunately, only three codices. have survived because the Spanish priestsburned most of the books.The Maya recorded history on huge slabs of stone called stelae and theyrecorded special dates and events on them. Archaeologists study glyphs andartifacts. things left behind by ancient people. to better understand how theyI ived.

Directions: Write the definitions for the five vocabulary words aboveusing context clues in the paragraph to help you.

1. Glyphs are and the context cluesthat helped me to know thisare

2. Stelae arebecause

and I know this

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3. Codices are and the context cluesthat helped me to know this are

4. An archaeologist isand the context clues that helped me to know this were

5. Artifacts are and Iknow this because

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NameDate

Mayan Contributions

Textiles

Patterns:Math Content Standard 2: Students will generalize patterns and functionalrelationships and solve real-life and career-related problems.

Essential Skills: The student creates. extends. and analyzes geometric andnumber patterns and states the rule.

Background: The Mayan people who live in Southern Mexico andGuatemala today continue to use a simple technique of weaving on abackstrap loom that they developed in ancient times. The design andsymbols of their huipils identify the town or village to which the womanbelongs.

Vocabulary: Refer to glossary for definitions or underlined words:backstrap loom, design, symbol, and huipil.

Materials: Primary Sources: Traditional huipil from Guatemala, picturesof huipils in the market place of Chichicastenango, Guatemala. pictures ofwomen weaving on a backstrap loom, project display board of Guatemalawith pictures, maps, and brochures from my trip.Secondary Sources1 huipil patterns. glossary of definitions related totextiles, design glossary, design definitions, excerpt about the ancient Mayanclothing, paper, pencils, and markers. Non-fiction books : GuatemalaRainbow. The Ancient Maya (See bibliography for more details).

I. Review common patterns in our everyday lives with numbers, ceilingdesigns, musical selections, etc.

2. Share with students the project display hoard with pictures of womenweaving on a backstrap loom, pictures of various huipiles from theGuatemala Rainbow book, and an authentic huipil from Guatemala. Seeif children can use their glossary of designs to identify any patterns onthe huipil or from the pictures of the textiles.

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3. Guided Practice: Pass out the design glossary and read aloud with thestudents about the significance of these symbols to the Mayan people.

4. Independent Practice: Pass out huipil patterns and have students usetheir glossary of designs or geometric patterns to create huipiles thatrepresent their identity. Note: Students should be reminded that the.Maya used symbols that represented what were important to themand their identity and so should they. They should repeat patternshorizontally or vertically and choose at least 2 different patterns in theirhuipiles.

5. Evaluation: Students should be able to create, analyze and state the rulefor the different patterns they use by applying a letter to each patterndesign and students will be evaluated according to a rubric whichspecifies this criteria.

6. Extension: Students will be given a pattern assessment of geometricshapes to see if they can apply essential skills to different tasks.

Related Literature Selections: Angela Weaves a Dream andAbuela's Weave (See bibliography for more details).

Background Notes: I read Angela Weaves a Dream by Michele Sola tomy students before we began this lesson. This book gives an excellentdescription of what contemporary Mayan life is like for a Yucatec Mayangirl. It also gives excellent descriptions about the history of the weavingtradition that includes weaving specific sacred designs into their clothingas a way of passing down the Maya's people history from generation togeneration.

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1 . .

Gloggorp

Abuelita grandma from theSpanish ky.ord abuela, meaning"orandmother")

Abuelito grandpa (from theSpanish word abitelo, meaning"grandfather")

Backstrap Loom Specific type ofloom used by Maya weavers. A strapstretches behind the wearer's backand holds one end of the loom. Theother end is attached to a pole, atree, or a hook at some distance fromthe weaver.

Brocade .A type of veaving.wheredesigns are made by inserting thethreads as the cloth is being woven,rather than being added to finishedMoth.

Carding A means of ,cleaning woollw pulling the fibers between two flatcombs or brushes with metal bristlesto release bits of dirt and straw.

Design A particular combinationand organization of colored threads.

Dyeing The method of changing orintensifying colors of fibers, such aswool.

Huipil Traditional blouse or tunicworn by Maya women. It is wovenin two rectangular pieces that arestitched together. The designs aroundthe neck and along the sleeve edgeidentify the town of the womanwearing it and the weaver who pro-duced it.

Master Weaver Women who havedevoted themselves to studying tradi-tional designs and weaving techniqueson the layers of huipils decoratingthe saints of the church or Ivh.ohavelearned the craft by apprenticingthemselves to older master weavers.They are expected to pass theirknowledge on to young weavers andare often the center around whichweavers' cooperatives are organized.

Maya Contemporary indigenouspeople living in the southernMexican state of Chiapas as well asthe countries of Honduras, Belize, ElSalvador, and Guatemala. They..Speakmore than forty language's and areunited by ties to the ancient Maya.who flourished from A.D. 100 to A.D.900. In Chiapas, the Tzotzil Mayalive in the western highlands and area conservative group 01 villages whomaintain the traditions of weavingdespite the pressures for change fromthe modern world.

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77. -(' 'R ." *-4" -gy Trc;ririr

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Metate thick smooth stone withdepression in the center. Dried corn

;\erncis .-ire ground ill preparation lormakiny tortillas by rolling a second:mind -ione h the depression.

Milpa

Sampler Rectangular piece of.loth o% ell NV Maya girls to practice:he (icsighs and to show that they

prepThng to become weavers inTadition. Women also

..yeavc them as demonstrations of:heir skill or as evidence that theyhave studied ancient designs onhuipils decorating the saints of `lava

Skein tanciard length of yarnmeasured by winding it around andaround Outstretched hands.

Spindle 'lava women use a drop:nade of a pointed wooden

,towe! pu,hed through a flat vooden11- clay cylinder. They come in two

ize,,. a email one for spinning singlestrands of yarn and a larger one for

-everal strands together.

Spinning The process of twistingHlio yarn. Spinning is

done by Hcc:cning a thick strand ofwool fibers. between a spindle in onehand and Jninp of wool fibers in:he 'Hiller. T! :ell the spindle is rotated

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on the ground. in a ceramic dish orhall a dried gourd. which twists thefiber varn. The yarn is then\vound into a bail at the base of thespindle.

Symbol ; widely recognized rep-resentation of a figure.

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Morris, Walter F.. Jr.. and Jeffrey J.Fo.\x. New York:Harry N. Atiranl. Inc., 1987.

Ted1( wk. Dennis, 11-Linslator.Nc;v fork: Twchstonc, 1985.

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THE ANCIENT MAYA

The designs. drawn from ancient beliefs, show the connec-tion with old times. Diamond designs refer to the earth and sky.Wavy designs. called snakes or flowers. symbolize the fertileearth with its wealth o(plants and animals. Three vertical linesstand for the ancestors or for monkeys. Figures such as toads and

saints represent the rain god and the Catholic saints who watchover the world.

The huipil. a traditionalMaya blouse. People can tellwhere someone comes fromby the desiwt on the person'shuipil. since each communitytceaves unique designs.

When a modern Maya woman wears a traditional blouse, orhuipil (wee-PEEL), that she has woven, she is in the center of auniverse that shows her family history. where she lives. the saintsthat are important to her, and symbols of rain and fertility.Weaving the huipil is an art. and it is also a sacred duty ordered

by the gods and ancestors. For centuries women have wovengowns for the inia2es of their gods. These _cads are today identi-fied with the Virt2in and Catholic saints.

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Rubric for Huipil Designs

4 AdvancedStudent has created and copied the huipil design neatly and accurately.Student has chosen 3 or more different designs from the Mayan glossary ofdesigns. Student may have created multiple patterns on his or her huipil andhas stated the rule for his or her pattern( sl using a key.

3 ProficientStudent has created and copied the huipil design accurately. Student haschosen at least 2 different designs from the Mayan design glossary. Studenthas created a pattern with these designs and has stated the rule for his or herpattern with a key to explain the pattern.

2 BasicStudent has created a huipil design somewhat accurately. Student may havechosen two designs, but has not created a pattern with these designs.Student may have stated the rule for his or her pattern, but the student mayhave forgotten to include a key.

1 Below BasicStudent has not completed the assignment in the alloted time. The design isincomplete and therefore this assignment cannot be assessed accurately.

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Mayan Textiles

Literature Selection: Abeuela's Weave by Omar S. Castaneda

Reading/Language Arts Content Standard #2 Students respond in many ways to arich variety of culturally diverse literary texts.Essential Skills:-The student infers main ideas, lessons or morals learned in the literature.-The student identifies ways different cultures preserve their oral and writtenhistory.-The student organizes and synthesizes information using a graphic organizer, aVenn Diagram.

Strategies:I) Pre-Reading: Complete map work on Guatemala or create a Guatemalan art display

with your class using postcards, pictures from maizazines and important symbols likethe quetzal, the flag, Mayan ruins. etc. Share pictures of women weaving on abackstrap loom and pictures of a Mayan market place Nith textiles for sale.

Journal Work:I. Do you know someone who has a physical disability? Write about how they cope

with their problems.2. What is meant by the phrases, "Beauty is only skin deep" or -Don't judge a

book by its cover"?3. Write and draw about any customs or traditions that you learned from your

ancestors.Reader Response Suggestions:1. Use a Venn Diagram to illustrate how a village and a city differ and how they are the

same. Have students put the following phrases where they belong in the Diagram:black fumes, shouting policemen, chickens and pigs, fields of corn, market place,thatched huts, screeching bikes, people, and bus.

Cardboard Loom Weaving: Follow the directions to create a weaving:1) Cut IA inch slits at top and bottom of cardboard.2) Weave long lengths of yarn over and under, under and over.3) Push each row close to the one before it as you weave.4) Cut strands in back to make fringe.Materials: cardboard, yarn, and scissors.

Materials:Primary: Huipil from Guatemala, pictures of market place from Chichicastenango,Guatemala. pictures of women weaving on a backstrap loom: Guatemalan art displayboard. Guatemalan stamps, Guatemalan money. Secondary: Guatemala Rainbow. anda book about the quetzal, Quetzal Sacred Bird of the Cloud Forest and literatureselection, Abuela's Weave.

24

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32

Questions/Queries: How did the Mayans pass doirn their culture and how do theycontinue to preserve their culture today? How do we pass down our culture and familytraditions from one generation to the next?

Background Notes: Help students to make a connection to other cultures that have astrong oral tradition and help them to think of certain songs, folktales that help them topreserve these traditions, i.e. the Anansi stories of Africa. Also help them to think abouttraditions they might continue in their own families like cooking, sewing, woodcarving,dancing etc. Finally discuss symbolism as it relates to this story and how certain-symbolslike the quetzal hold a sacred meaning for the Maya people.

Evaluation: Teacher will assess journal responses individually with dialogue responsesto their responses modeling correct spelling and grammar. Accuracy of Venn Diagramswill be assessed in small groups and the ESL teacher and regular classroom teacher willmonitor the process of the cardboard loom weaving projects.

25

33

Name

\'~3 V E

Mexico

. ..............

. ...... .... ... ......

. ... . ..... '.';;; . . .......... ............ .......... ........................................ . . . . . . . . . . . . . . . . . .. . .

GuatemalaGuatemalaCitY 0

14AP B

Caribbean Sea' .* .*'...... .................... ...........................................

................................................................ ........................-'-'-'-'-'-' Pacific Ocean.......... ............................. .................. .................. - . . --0...................

......: ..... 0.0.0.; 0. 4. <1. ....................

1. Find Guatemala. Color it green.

2. Find Guatemala City. Draw a star to show it is the capital.

Name the country that borders Guatemala to the north and west.

4. Name three other countries that border Guatemala.

Lii-era lure -Gsr.1 7IfAes BEST3

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Venn Diagram

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35ref -i,"*.fiM.

Mayan Influence in Guatemala and Mexico

History Content Standard #2 Students use varied methods and sources in researchand writing.

Reading/Language Arts Content Standard#3 Students use language and symbols todefine problems and organize information.

Essential Skills:-Student interprets and uses primary and secondary sources.- Student organizes and synthesizes information using a graphic organizer.- Student produces a report that:

-Includes appropriate facts and details.-Uses appropriate strategies, such as providing facts and details, describingor analyzing the subject, and a relevant anecdote.

Strategies:

1) Teacher will introduce the lesson by brainstorming with children about whatthey already know about Guatemala and Mexico and then she will shareauthentic items from those countries: clothing, musical instruments, stamps,money, and school books published in the various languages spoken in thosecountries. The teacher will stress that these are authentic items, also known asprimary sources of information. When sharing these items the teacher will pointout the Mayan influences on mainstream society, like important Mayan symbolsprinted on the money and stamps and the different Mayan languages still taughtto indigenous students today.

2) Students will complete the research on their countries using the cooperativejigsaw structure Students will be broken up into small home groups of 3 or 4 tocomplete the research chart as a group. Each group member will then beassigned 3 or 4 categories to research with students from other groups who havesimilar categories and he or she will become an expert on those areas. Aftercompleting their research, they will then return to their home group to share.their information with the rest of the group.

Guided Practice:3) Students will use both primary and secondary sources of information when

conducting their research. The teacher will model in small groups how to usethe table of contents and the glossary to look up specific facts in non-fictionbooks.

Independent Practice:4) The students will then use research facts from their completed charts to write

postcards to their classmates or teachers from either country. Each student willwrite his or her own postcard with a picture on the front that illustrates

28

36

something important from that country. The student must include 4-5 factsfrom the chart in their "report" postcards.

Feed back:5) The teacher will guide students through the writing. process during the entirety of

the lesson and individual conferences with students will be conducted before thestudent's final draft. Each student will use the writing process checklist to helphim or her get to the publishing stage of their postcards.

Materials:Primary: Items of clothing, musical instruments and selections, pictures of homesand schools, samples of school books published into various indigenous languagesand pictures and slides from Mexico and Guatemala.

Secondary: Non-fiction books about Mexico and Guatemala (See bibliography formore details), Simon and Schuster New Millenium Children's Encyclopedia,I 999(CD-ROM).

Questions/QueriesHow can we distinguish between primary and secondary sources of informationwhen conducting research and how do we recognize bias in secondary sources ofinformation?

Background Notes:For this lesson you might want students to access information using the Internet as aresource as well. I think it is very important that students learn to examineconflicting sources of information criiically and we, as educators. need to point outbiases that are reflected in our current curriculum materials. For example, manysources of information neglect the linguistic diversity that exists in both of thesecountries by either failing to mention certain indigenous languages spoken there orby listing the languages as "Indian dialects" as was reported in the Simon andSchuster New Millennium Children's Encyclopedia. 1999. This bias only serves tofurther marginalize indigenous people, and the importance of using primaryresources in research to refute myths, stereotypes, and untruths should be stressedto students using the example cited above or using your own materials.

Evaluation:Students will be graded according to a rubric based on previously specified criteriafor this assignment. See attached rubric.

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29 3 7

3.1 Information about My Country Name:

Name of Country

(Dcztion of the equator

borders: North South

East West

population % rural: % urban.

area (sq. m ).

capital:

other major cities:

geography (mountains, lakes, etc.)

climate:

urrency (money):

independence day:

other hol idays

religion:

language:

I i teracy rate:

check weather in daily paper, if applicable...

emblem /national symbol:

flag:

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Name

Date

What Do You See on the Money from Central America?

-Money from different countries usually has pictures of important people .

and symbols on it.

Directions: Observe the different samples of money from differentcountries in Central America and complete the chart as you finish eachsample.

Country Words Numbers Person Building Other

39

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THINGS THAT HELP US AS WRITERS:

Notes attached to folders

(1) Prewriting.(planning)

- drawing pictures- looking at pictures- talking about what I want to write- brainstorming- grouping or clustering words and ideas- webbing or mapping

more ideas:

(2) Drafting: Writing Down My Ideas

- writing about the picture or my drawing- using my own spelling- putting my ideas into sentences- writing what I'm thinking- telling about the picture I drew

more ideas:

(3) Revising: Making My Writing Better

- asking others to read and tell me about my writing- adding more information- taking out things which do not belong- putting sentences in order- changing words or phrases

more ideas:

42

(4) Editing: Getting Ready To Share My Writing

checking my spellingchecking my capitalschecking my periodschecking my commasspacing between words

- using my best handwritingmore ideas:

(5) Publishing: Sharing My Writing

- reading my finished writing to othersputting my writing into a class book

- adding pictures to my writing- mailing the letter that I've written

more ideas:

43

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45

Mexico and Guatemala Postcard ActivityScoring Rubric

4 AdvancedThe postcard includes more than 4 researched facts that are presentedin complete sentences. The country chosen is illustrated with a detailedpicture on the front of the postcard. The postcard includes the completeaddress of the person to whom you are writing. Research organizer iscomplete, including sources of information used. Evidence of writingprocess is shown, including revision of writing with correct punctuation,capitalization, and spelling.

3 ProficientThe postcard has all required elements, but may be less organized andclear than a 4. Work presented at this grade is not as neat and thedescriptions are not as detailed, as a grade of 4. To be a grade of 4,student needed to include better details, and more organized and neaterwork.

2 BasicReporting of facts in sentence form may lack a clear description of whatwas learned. Some of the information required may not be done, i.e.(incomplete address or not enough facts). Student may not have revisedwork. Student has the option of revising work for a new grade.

1 Below BasicWork is incomplete. Assignment was misunderstood and directionswere not followed. The report is so unclear and illegible and contains solittle information that it cannot be evaluated. The student needs to havea conference with the teacher and caregiver before revision is possible.

Name

Date

teacher handout

Mayan Contributions: Math

Math Content Standard 1: The student interprets multiple uses andforms of numbers and how they relate to each other.

Essential Skills:-The student will add and subtract whole numbers using the Mayannumber system.-The student will compare the base ten place value system with a basetwenty place value system.

Strategies:

1) The teacher will introduce the lesson by sharing pictures of Mayanobservatories and the Mayan bilingual school in Guatemala and bysharing with them information from The Ancient Maya and TheMaya about the mathematical contributions of the Mayans,specifically in astronomy and their development of the number zero.

2) The teacher will build upon prior knowledge of Egyptian Pyramidsto share about construction, placement, and uses of Mayanpyramids.

Guided Practice:3) Teacher will explain the Mayan number system and students will

practice writing their ages, grade level, number of siblings etc. on theblackboard.

Independent Practice:4) Students will complete the Mayan math packet and those that finish

early can make up their own Mayan math problems and exchangethem with a friend.

Feedback5) The teacher will monitor student work through the duration of this

lesson and will meet with small groups of students when remediationis necessary.

Materials: Primary: Math worksheets from Mathematica PreprimeriaBilingue, pictures from bilingual school in Guatemala.Secondary: Worksheets from DC Thematic Unit and NationalGeographic. (See bibliography for more information).

Questions/Queries:Do people from around the world interpret time and numbers in thesame way? For example does everyone use the same calendar andnumber system?

Background Notes: This is a wonderful lesson to introduce variouscalendars used around the world, especially the Aztec and Mayancalendars, as it pertains to this lesson. Also, depending upon the level ofyour students you can also do simple division and multiplicationproblems and introduce how to write numbers greater than 20 andinvestigate any other cultures that use a different number system.

Evaluation: Teacher will correct individual students' work and willgive a quiz on related vocabulary (see Social Studies Quiz #2).

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Name

Date

Student handout

Mayan Contributions: Math

Math Content Standard 1: The student interprets multiple uses andforms of numbers and how they relate to each other.

Essential Skills:-The student will add and subtract whole numbers using the Mayannumber system.-The student will compare the base ten place value system with a basetwenty place value system.

Background:The Mayans were excellent mathematicians and astronomers, as

well as builders and artists. They knew how to use zero in mathematicsand they developed an accurate calendar with the 365 days in a year that wenow use. They predicted the movements of the sun themoon , and the planet Venus from the observatories that theybuilt. They were able to predict eclipses and they built their pyramids likehuge solar (sun) clocks that marked the change of seasons.

A. Number SystemThe Maya used a system of dots(.) and lines ( ) to write numbers.Each dot (.) = 1 and a horizontal line ( ) = 5. A number is read byadding the dots and lines together. The most important symbol the Mayaused in their mathematics represented zero. Maya school children inMexico and Guatemala continue to study this ancient number systemtoday.

Directions:Study the different Mayan number symbols for each regularnumber. Then complete the following Mayan math worksheets.Some of these worksheets are taken from a math book that Mayanschool children use in their schools. Use the Numeros Mayasworksheet to help you complete this activity.

39

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OHOW OLD ARE

MACAW ANDWHITE RABBIT?

Long ago, the Maya Indians of what is now Mexicoand Central America told stories with symbolscalled glyphs. The glyphs at the top of this pagestand for the names of Macaw, a Maya boy, andhis sister White Rabbit. UsingMaya numbers, canyou figure out how old these children are?

WHITE RABBIT MACAW

First, you have to learn to read and write numbers as theMaya used them. In the list on the left, some Maya numbersare already written in. Use them to learn how to write theother numbers from 1 to 19.Now you can fill in the missing Maya numbers in the story ofMacaw and White Rabbit. Write them in the boxes beloweach part of the story. At the end of the story, you'll knowhow old Macaw and White Rabbit are.

I am three years older than my sister White Rabbit. Write, inMaya numbers, my age when she was born.

Four years after..White Rabbit wasborn, my father taught meto carve glyphs in stone. How old was I then?

Five years have passed since I learned to carve glyphs. Howold am I now? And how old is White Rabbit now?

FAR-OUT FUN/Secrets From The Past Copyright © 1979 National Geographic Society

Name

Date

Social Studies Quiz #2

Mayan Contributions

Directions: Complete each statement with the correct response andthen circle the letter of the correct response.

Example: The largest body of water is calleda) an ocean b) a river c) a lake

1. The Mayans were excellent and were one of the firstpeople to use the number zero.

a) artists b) mathematicians c) builders

2. The Mayans were also great because they studieda) astronomers b) artists c) buildersthe stars, the planets, and the movements of thea) buildings b) sun cj plants

3. The number system the Mayans use is system becausethey have used it for thousands of years.

a) a new b) an ancient c) a fun

49 59

Appendix

The following are related Internet resources that complement this unit:1) www.halfmoon.org/names.html

This web site will help your students to write their names inMayan glyphs.

2) www.stevensonpress.com/Maya/monkey.htmlThis web site is good if you are looking for Mayan myths toteach your students.

3) www.mava-archaeology.org/MmUcicom 4 big.htmlThis web site is a good resource to use when teaching aboutthe Mayan ruins and the different tools archaeologists useto study ancient people.

4) www.members.aol.corn/hasawchatilbrecolart/This web site is helpful when students are learning aboutMayan artwork

5) www. umaine. edu/ hudsonmuseum /copan.bioz.unibas.ch/meso.html

Sources Consulted

Aguilar, Mario la and Kathleen Davin. Hispanic Heritage: A DiscoverDC Thematic Unit. Washington, DC: Office of BilingualEducation, District of Columbia Public Schools, 1995.

Brill, Marlene Targ and Harry R. Targ. Enchantment of the WorldGuatemala. Chicago, Ill.: Children's Press, 1993.

Castaneda, Omar S. Abuela's Weave. New York: Lee &Low BooksInc., 1993.

Demarest, Arthur. "Mayan Civilization in Tikal". Professor Demarestpresented a lecture to the Fulbright-Hays Seminar AbroadGrantees: Tikal, Guatemala, July 2000.

Galvin, Irene. The Ancient Maya. New York: Benchmark BooksMarshall Cavendish Corp, 1997.

Greene, Jacqueline D. The Maya. New York: Franklin Watts, 1992.

Heinrichs, Ann. A True Book Mexico. Danbury, CT: Children'sBook Press A Division of Grolier Publishing, 1997.

Irizarry, Carmen. A Passport to Mexico. Danbury, CT: FranklinWatts, 1994.

Lantier-Sampon. My Home Country Guatemala is My Home.Milwaukee, WI: Gareth Stevens Publishing, 1993.

Miller, Marcia K. Literature-Based Map Skills Latin America and theCaribbean Grades 2-4. Sniffen Court Books, 1995.

National Geographic. Far-out Fun/Secrets from the Past: Washington,DC: National Geographic Society, 1979.

Patent, Dorothy Hinshaw. Quetzal Sacred Bird of the Cloud Forest.New York: Morrow Junior Books, 1996.

Prentice, Patrick. Lost Kingdoms of the Maya: Unlock the Secrets ofAncient Civilization, produced and directed by Christine Weber,60 min. National Geographic Society, 1993, videocassette.

PRONEBI. Matematica Preprimeria Bilingue. Guatemala, C.A.:PRONEBI, 1993.

Richards, Julia Becker and Michael Richards. Indigenous Literacies inThe Americas Language Planning from the Bottom. Up. Moutonde Gruyter, 1997.

Shalant, Phyllis. Look What We've Brought You From Mexico.Parsippany, NJ: Julian Messner, 1992.

Sheehan, Sean. Cultures of the World Guatemala. Tarrytown, NewYork: Marshall Cavendish, 1998.

Suchenski, Michelle. July 2000. Ruins of Tikal, Guatemala. SlidesFrom Fulbright-Hays Seminars Abroad Program.

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