LAS ATE MEXIC - Welcome to the Yale Peabody Museum

These 10 lessons and activities were designed to be used in conjunction with a visit to the exhibition Las Artes de México at the Yale Peabody Museum, on view

from March 22 through July 19, 2008. They can also be used as stand-alone activities.

Written by Elise Weisenbach, Branford High School Spanish Teacher, in collaboration with Janet Sweeting and the Yale Peabody Museum of Natural History,

170 Whitney Avenue, P.O. Box 208118, New Haven, CT 06520-8118 USA

(203) 432-3775 — [email protected]://www.peabody.yale.edu

Information on links and references to Internet materials are provided here to help educators and stu-dents. The Yale Peabody Museum does not guarantee the accuracy or completeness of the information provided by referenced websites, nor is the Yale Peabody Museum or Yale University responsible for the contents, advertising, products or services of other sites. Such links do not imply an explicit or implicit endorsement of any site, and does not imply any Yale Peabody Museum or Yale University connection or support of a site.

© 2008 Peabody Museum of Natural History, Yale University. All rights reserved.This publication may not be reproduced, in whole and in part, for commercial purposes in any printed, electronic or other form with-out the written permission of the Peabody Museum of Natural History, Yale University. Limited permission is granted to reproduce portions of this work for educational use in the context of classroom instruction only.

CUrrICULUM Of STUdYTarget grade levels: High School

170 Whitney Avenue • New Haven, Connecticut 06520-8118 • www.peabody.yale.edu

LAS A SETRMEXICDE

From the collection of the Gilcrease Museum

Las Artes de México Curriculum of Study • © 2008 Yale Peabody Museum • http://www.peabody.yale.edu/ • Page 2 of 41

Las Artes de MéxicoUnit 1: Geography

UNIT OBJECTIVESStudents will demonstrate their knowledge of Mexican geography by identifying four regions of Mexico, the Mexican states and the Mexican landscape with maps and using online activities.

ACTIVITY #1 Blackline Master: Mexican States and Capitals Students will — • StudyamapofMexicoandfillinablankmapwithstatesandcapitals. GotoTheEnchantedLearningwebsiteat http://www.enchantedlearning.com/school/Mexico/Map.shtml andtheMapofMexicoandGeographicInformationtolearnaboutMexico. • ClickonMexicoMap/QuizPrintoutandanswerthequestions.

ACTIVITY #2 Map Tutorials and Games Students will — • GototheSheppardSoftwarewebsiteathttp://www.sheppardsoftware.com/Mexico_Geography.htm to learnmoreabouttheMexicanstates,capitalsandlandscape. • Clickonthetutorial,thenplaytheninelevelsofchallenginggames.

ACTIVITY #3 Timed Map Challenge Students will— • TesttheirknowledgeofMexicangeographyatthePurposeGameswebsiteat http://www.purposegames.com/game/734 byplayingthetimedMexicanmapgame.

ACTIVITY #4 Regional Map Making Activity Students will -– • WorkingroupstocreatefiveregionalmapsofMexicotobeusedasclassroomreferencesduringtheLas ArtesdeMexicoproject. • VisittheFAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)websiteat http://www.famsi.org/maps/index.html forculturemapsfeaturingmajorancientsitesandmoderncities inthefollowingregions: Mesoamerica NorthwestArea CentralPlateau OaxacaArea GulfCoastArea

JUST FOR FUN • GototheNationalGeographicinteractivemapat http://www7.nationalgeographic.com/ngm/0708/feature2/map.htmlExplore15Mayasites. • TestyourknowledgeoftheMayabytakingtheinteractivequizatthesamewebsite. • MouseovertheinteractiveMexicanStatesmapattheMapsofMexicowebsiteat http://www.maps-of-mexico.com/mexico_states.shtml


• VisittheFAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)linguisticmapat http://www.famsi.org/maps/index.html Whicharethelargestlinguisticgroups?

• VisitPBSP.O.V.–TheTrailenders.OnEndangeredLanguages(Dr.RosemaryBeamdeAzcona) websiteathttp://www.pbs.org/pov/pov2006/tailenders/special_languages2.html AndreadaninterviewwithDr.RosemaryBeamdeAzcona.BeamdeAzconastudiesMixteco languagesinMexico.Shetalksabouthowlanguagesbecomeendangered,andwhatlanguagelossmight meantoaculture.Whydolanguagesdisappearandwhyisitimportant? FOR ThE SpANISh TEAChER • ReviewbasicgeographyvocabularyinSpanish,thefourpointsofthecompass,geographicalfeatures andweatherexpressionswiththeverbhacer. • Reviewuseoftheverbsserandestar.

Assessment Mapquiz Classdiscussion Groupmapactivity

TEAChER RESOURCES

BlacklinemastersofMexicanmapsandmapquizzestointroduceMexicangeographytostudentscanbe foundattheEnchantedLearningwebsite.http://www.enchantedlearning.com/school/Mexico/Map.shtml Note: Some activities at enchantedlearning.com require membership Map games PurposeGameswebsiteathttp://www.purposegames.com/game/734 SheppardSoftwarewebsiteathttp://www.sheppardsoftware.com/Mexico_Geography.htm RegionalMexicanmapdrawingactivity FAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)websiteat http://www.famsi.org/maps/index.html

INTERACTIVE MAp NationalGeographicwebsiteathttp://www7.nationalgeographic.com/ngm/0708/feature2/map.html

General TheCIA(CentralIntelligenceAgency)websiteat https://www.cia.gov/library/publications/the-world-factbook/geos/mx.html TheWorldAtlaswebsiteathttp://worldatlas.com/webimage/countrys/namerica/mx.htm


Name:_________________________

Las Artes de MéxicoUnit 1: Geography

UNIT OBJECTIVESAfter completing the following activities you will be able to identify four major regions of

Mexico, list the Mexican states and describe the Mexican landscape by filling in maps and using online activities.

ACTIVITY #1 Mexican States and Capitals • StudyamapofMexicoandfillinablankmapwithstatesandcapitals. GotoTheEnchantedLearningwebsiteandtheMapofMexicoandGeographicInformationat http://www.enchantedlearning.com/school/Mexico/Map.shtmltolearnaboutMexico. • ClickonMexicoMap/QuizPrintoutandanswerthequestions.

ACTIVITY #2 Map Tutorials and Games • GototheSheppardSoftwarewebsitetutorialat http://www.sheppardsoftware.com/Mexico_Geography.htm tolearnmoreabouttheMexicanstates,capi-talsandlandscape. • Playtheninelevelsofchallenginggames.

ACTIVITY #3 Timed Map Challenge • TestyourknowledgeofMexicangeographyatthePurposeGameswebsiteat http://www.purposegames.com/game/734byplayingthetimedMexicanmapgame.

ACTIVITY #4 Regional Map Making Activity • Inassignedgroups,createaregionalmapofMexicotobeusedasaclassroomreferenceduringtheLas ArtesdeMéxicoproject. • VisittheFAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)websiteat http://www.famsi.org/maps/index.html forculturemapsfeaturingmajorancientsitesandmoderncities inthefollowingregions: Mesoamerica NorthwestArea CentralPlateau OaxacaArea GulfCoastArea

ACTIVITY #5 Map Quiz • FillinablankmapofMexico.

JUST FOR FUN • GototheNationalGeographicinteractivemapat http://www7.nationalgeographic.com/ngm/0708/feature2/map.html andexplore15ancientMayasites. • TestyourknowledgeoftheMayabytakingtheinteractivequizatthiswebsite. • MouseovertheinteractiveMexicanStatesmapattheMapsofMexicowebsiteat http://www.maps-of-mexico.com/mexico_states.shtml


• VisitPBSP.O.V.–TheTrailenders.OnEndangeredLanguages(Dr.RosemaryBeamdeAzcona) websiteathttp://www.pbs.org/pov/pov2006/tailenders/special_languages2.html

• ReadtheinterviewwithDr.RosemaryBeamdeAzcona.Whydolanguagesbecomeendangeredand howmightlanguagelossleadtolossofknowledge?

• Assessment • Mapquiz • Classdiscussion • Groupmapactivity


Las Artes de MéxicoUnit 2: Getting to Know Mexico

UNIT OBJECTIVESStudents will explore Mexican history, culture and contemporary issues

in class discussions and by writing in journals.

ACTIVITY #1 BBC Country Profile: Mexico All students will • Visit the BBC News website at http://news.bbc.co.uk/2/hi/americas/country_profiles/1205074.stm • ReadCountry Profile:Mexico,Overview,Facts,Leaders,Media. • ListentothenationalanthemofMexico. • ReviewTimeline:Mexico,achronologyofkeyevents. Partnersorsmallgroupswill– • ReadassignedreadingsfromtheSeeAlsoandRelatedLinkssectionoftheBBCNewsCountryProfile. • Presenttheinformationtotheclassandconductclassdiscussion.

For the Spanish TeacherFromtheabovereadingsstudentsshouldcreateapersonalvocabularylistofnewwordsforjournal•writingandforclassdiscussioninSpanish.ToreadthelyricstothenationalanthemofMexico,visittheNationalAnthemswebsiteat•http://www.national-anthems.net/M• X

AssessmentJournalwritingClass participationOralpresentation

Teacher ResourcesBBC News http://news.bbc.co.uk/2/hi/americas/country_profiles/1205074.stmCIAFactbookhttps://www.cia.gov/library/publications/the-world-factbook/geos/mx.htmlEncarta http://encarta.msn.com/encyclopedia_761576758_10/Mexico.html#p149

ACTIVITY # 2 National Geographic: Discovering Mexico

Studentswill–Visit • http://www.nationalgeographic.com/mexico/index.html foranoverviewofMexicanhistory,cultureandcontemporarylife.ClickonTourGuidetolearnaboutfourareasofMexico:MexicoCity,TijuanaandtheBorder,The•Heartland and Chiapas. ReadtheDailyDispatches• byRichardOlsenius, produceroftheonlinefeatureonMexicoandillustrationseditorfor National GeographicMagazine.


Enjoythepicturesandmusic.Notetheirobservations,reactionsandcommentsforTourGuideandDaily• Dispatchesintheirjournals.Prepareforclassdiscussion.•

Teacher ResourcesDiscoveringMexicohttp://www.nationalgeographic.com/mexico/index.html


Las Artes de MéxicoUnit 3: Pre-Columbian Mexico Timeline

UNIT OBJECTIVESStudents will create a timeline of Pre-Columbian Mexican cultures. They will demonstrate their understanding

of when the Pre-Classic, Classic and Post-Classic periods occurred in Mexican history, including important cultures of each epoch. They will use the timeline as a classroom reference during their study of

Las Artes de México.

ACTIVITY #1 Mexican Chronology: Timeline ResearchStudentswill— • Definethefollowingterms: chronology hieroglyphs Mesoamerica Pre-ClassicPeriod,ClassicPeriod,Post-ClassicPeriodª ExaminePre-ColumbianMexicotimelinesatthefollowingsites: • TheMetropolitanMuseumofArtwebsiteat http://www.metmuseum.org/toah/ht/04/cam/ht04cam.htm• FAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)websiteat http://www.famsi.org/research/pohl/chronology.html• TheMesowebwebsiteat http://www.mesoweb.com/resources/timelines/crystal_timeline.html• Brainstormhowtomakeatimelinefortheclassroom.

ACTIVITY #2 Create a Mexican TimelineStudentswill—

• Dividetheclassintothreelargegroupstoberesponsibleforoneofthefollowingperiods:Pre-Classic Period,ClassicPeriod,Post-ClassicPeriod. • Divideeachgroupintopairsofthefollowing: • Artists–to create the timeline. • Researchers–tolocateandprintpicturesofartifactstoillustratethetimeline. • Presenters–toexplaintheidentifyingcharacteristicsoftheperiodtotheclass.

For the Spanish Teacher BuildavocabularylistofSpanishwordsstudentswillneedtodiscussemergingcivilizations. • Examples:archaeologist,agriculture,architecturetobuild,togrow,toburystone,pottery,feather, wood,jade • Reviewtheuseandformsofthepreterite,imperfectandpluperfecttensesforthediscussionofwhatthe Pre-ColumbianculturesdidduringthePre-Classic,ClassicandPost-ClassicperiodsinMexico.

AssessmentClassroom timelinePresentationoftimeline

Teacher ResourcesTheMetropolitanMuseumofArtwebsiteat http://www.metmuseum.org/toah/ht/04/cam/ht04cam.htm.


FAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)websiteat http://www.famsi.org/research/pohl/chronology.html.TheMesowebwebsiteathttp://www.mesoweb.com/resources/timelines/crystal_timeline.htmlMexicoConnectwebsiteathttp://www.mexconnect.com/mex_/history.htmlhasmapsofPre-Classic,ClassicandPost-ClassicMexico.IncludesacomparisonofMexicanculturetoworldculturesoftheperiod.


Name:_________________________

Las Artes de MéxicoUnit 3: Pre-Columbian Mexico Timeline

UNIT OBJECTIVESDemonstrate your understanding of Pre-Columbian Mexican culture by creating a timeline of the Pre-Classic, Classic and Post-Classic periods.

ACTIVITY #1 Mexican Chronology: Timeline ResearchDefinethefollowingterms:

chronologyhieroglyphsMesoamericaPre-ClassicPeriod,ClassicPeriod,Post-ClassicPeriod

ExaminePre-ColumbianMexicotimelinesatthefollowingsites:TheMetropolitanMuseumofArtwebsiteat http://www.metmuseum.org/toah/ht/04/cam/ht04cam.htmFAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)websiteat http://www.famsi.org/research/pohl/chronology.htmlTheMesowebwebsiteat http://www.mesoweb.com/resources/timelines/crystal_timeline.htmlBrainstormhowtomakeatimelinefortheclassroomwithyourclassmates.•

ACTIVITY #2 Create a Mexican Timeline Theclasswillbedividedintothreelargegroups,eachresponsibleforoneofthefollowingtimeperiods: • Pre-ClassicPeriod,ClassicPeriod,Post-ClassicPeriod. Divideeachgroupintopairsofthefollowing: • Artists–to create a timeline to be placed on the classroom wall or bulletin board. • Researchers–tolocateandprintpicturesofartifactsrepresentativeoftheassignedtimeperiod and illustrate the timeline. • Presenters–toexplaintheidentifyingcharacteristicsoftheassignedtimeperiodtotheclass.

AssessmentClassroom timelinePresentationoftimeline


Las Artes de MéxicoUnit 4: Pre-Columbian Mexican Slide Show

UNIT OBJECTIVESStudents will prepare for a visit to the Las Artes de México exhibition at the Yale Peabody

Museum of Natural History by creating slideshows of Pre-Columbian artifacts. They will learn to recognize artistic designs and styles characteristic of a variety of Mexican cultures from the

slide shows, memory games and PowerPoint® Jeopardy® games.

ACTIVITY # 1 PowerPoint® Presentations of Pre-Columbian ArtifactsStudentswill— • ChooseaPre-ColumbianMexicanculturetoresearchfromthelistbelow. • Createaslideshowofartifactsthatincludesamapoftheregion,timelineinformation(Pre-Classic, Classic,Post-Classic)andartifactsproducedbytheselectedculture. • Presenttheirworktotheclass.

Teacher ResourcesMexicanculturestoresearch:

Colima OlmecHuichol NayaritToltec TeotihuacanoMaya TotonacMixtec Zapotec

Mexican regions occupied by the cultures listed above:Nayarit ValleyofMexicoColima TeotihuacanVeracruz TulaOaxaca JaliscoGuerrero Saltillo,CoahuilaYucatan

Useful Websites on Pre-Columbian ArtifactsArtoftheAncientAmericas,YaleUniversityArtGallerywebsiteathttp://artgallery.yale.edu/pages/collection/permanent/pc_artamericas.html

MesowebwebsiteusingphotographsofartifactsfromNationalMuseumofAnthropologyinMexicoCity(MuseoNacionaldeAntropología,MéxicoDF)athttp://www.mesoweb.com/features/jpl/cultures.html

LatinAmericanStudieswebsitecreatedbyDr.AntonioRafaeldelaCovaathttp://www.latinamericanstudies.org/home.html

FAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)websiteathttp://www.famsi.org/maps/index.html


FAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)JohnPohl’stimelinewebsiteathttp://www.famsi.org/research/pohl/chronology.html

ArtoftheAmericasThematicEssaysatTheMetropolitanMuseumofArtwebsite athttp://www.metmuseum.org/toah/hi/te_index.asp?i=8

Mexico,500-1000A.D.TimelineatTheMetropolitanMuseumofArtwebsiteathttp://www.metmuseum.org/toah/ht/06/cam/ht06cam.htm

MesoamericanPhotoArchiveswebsite,ownedandmaintainedbyDavidR.Hixson,agraduatestudentinTulaneUniversity’sDepartmentofAnthropology,athttp://www.mesoamerican-archives.com/

ArtHistoryResourceswebsite,includingatimeline,ownedandmaintainedbyChristopherL.C.E.Witcombe,ProfessorofArtHistory,SweetBriarCollege,Virginiaat http://witcombe.sbc.edu/ARTHamericasoceania.html#mesoamerica

GuggenheimMuseumThe Aztec Empire Exhibitionhttp://www.guggenheim.com/exhibitions/aztecs/index.html

HurstGalleryOf Land, Sea, and Sky: Animals in the Art of the Ancient Americas Exhibition ofanimalsinPre-Columbian art website athttp://www.hurstgallery.com/exhibit/past/of_land_sea_and_sky/olssthumb02.htm

TheDumbartonOaksResearchLibraryandCollectionwebsiteathttp://www.doaks.org/PCWebSite/PCCollection.html

Teotihuacán:TheCityoftheGodswebsitehostedbyArizonaStateUniversity’sArcheologicalResearchInstitute at http://archaeology.asu.edu/teo/index.php

ArtofMexicowebsiteathttp://www.princetonol.com/groups/iad/lessons/middle/mexico.htm

TheMesowebwebsiteathttp://www.mesoweb.com/pari/

CanadianMuseumofCivilizationCorporationMystery of the Maya Civilization website at http://www.civilization.ca/civil/maya/mminteng.html

FAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)JustinKerr’sPhotographyArchivewebsite at http://research.famsi.org/kerrportfolio.html

For the Spanish TeacherReviewdemonstrativeadjectivesandpronouns.BuildaSpanishvocabularylistofmaterials,suchasstone,jade,obsidian,pottery,etc.,thatstudentswillusetodescribe the slides.


AssessmentResearchOralpresentationtotheclass

ACTIVITY #2 Studentswill— Creatememoryorconcentrationgamestopracticeassociatingtheselectedculturewithanartifact,design andstyle,theregionofMexicoandthePre-Classic,ClassicorPost-Classicperiod. • PrintcopiesofartifactsfromthewebsiteslistedforActivity#1. • Createaninformationcardtogowitheachpicture. • Writeinstructionsforplayingmemoryorconcentrationgames.

For the Spanish TeacherReviewdemonstrativepronouns,adjectivesforstudentstouseduringslideshowpresentations.Reviewtheformationofcommandsforwritinggameinstructions.


Name:_________________________

Las Artes de MéxicoUnit 4: Pre-Columbian Mexican Slide Show

UNIT OBJECTIVESIn this unit you will prepare for a visit to the Las Artes de México exhibition at the

Yale Peabody Museum of Natural History by creating PowerPoint® presentations or slideshows of Pre-Columbian artifacts. You will learn to recognize artistic designs

and styles characteristic of a variety of Mexican cultures from the slideshows, memory games or PowerPoint® Jeopardy® game.

ACTIVITY # 1 PowerPoint® Presentations of Pre-Columbian Artifacts ChooseaPre-ColumbianMexicanculturetoresearchfromthelistbelow. • Createaslideshowofartifactsthatincludesamapoftheregion,timelineinformation(Pre-Classic, Classic,Post-Classicperiods)andartifactsproducedbytheselectedculture. • Presentyourworktotheclass.

Mexican cultures to research: Colima Olmec Huichol Nayarit Toltec Teotihuacano Maya Totonac Mixtec Zapotec

Mexican regions occupied by the cultures listed above: Nayarit ValleyofMexico Colima Teotihuacan Veracruz Tula Oaxaca Jalisco Guerrero Saltillo,Coahuila Yucatan

Useful Websites of Pre-Columbian ArtifactsArtoftheAncientAmericas,YaleUniversityArtGallerywebsiteathttp://artgallery.yale.edu/pages/collection/permanent/pc_artamericas.html

MesowebwebsiteusingphotographsofartifactsfromNationalMuseumofAnthropologyinMexicoCity(MuseodeAntropologia,MéxicoDF)athttp://www.mesoweb.com/features/jpl/cultures.html

LatinAmericanStudieswebsitecreatedbyDr.AntonioRafaeldelaCovaat http://www.latinamericanstudies.org/home.html

FAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)websiteathttp://www.famsi.org/maps/index.html


FAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)JohnPohl’stimelinewebsiteathttp://www.famsi.org/research/pohl/chronology.html

ArtoftheAmericasThematicEssaysatTheMetropolitanMuseumofArtwebsite athttp://www.metmuseum.org/toah/hi/te_index.asp?i=8

Mexico,500-1000A.D.TimelineatTheMetropolitanMuseumofArtwebsiteathttp://www.metmuseum.org/toah/ht/06/cam/ht06cam.htm

MesoamericanPhotoArchiveswebsite,ownedandmaintainedbyDavidR.Hixson,agraduatestudentinTulaneUniversity’sDepartmentofAnthropology,athttp://www.mesoamerican-archives.com/

ArtHistoryResourceswebsite,includingatimeline,ownedandmaintainedbyChristopherL.C.E.Witcombe,ProfessorofArtHistory,SweetBriarCollege,Virginiaat http://witcombe.sbc.edu/ARTHamericasoceania.html#mesoamerica

GuggenheimMuseumThe Aztec Empire Exhibitionhttp://www.guggenheim.com/exhibitions/aztecs/index.html

HurstGalleryOf Land, Sea, and Sky: Animals in the Art of the Ancient Americas Exhibition ofanimalsinPre-Columbian art website athttp://www.hurstgallery.com/exhibit/past/of_land_sea_and_sky/olssthumb02.htm

TheDumbartonOaksResearchLibraryandCollectionwebsiteathttp://www.doaks.org/PCWebSite/PCCollection.html

Teotihuacán:TheCityoftheGodswebsitehostedbyArizonaStateUniversity’sArcheologicalResearchInstitute at http://archaeology.asu.edu/teo/index.php

ArtofMexicowebsiteathttp://www.princetonol.com/groups/iad/lessons/middle/mexico.htm

TheMesowebwebsiteathttp://www.mesoweb.com/pari/

CanadianMuseumofCivilizationCorporationMystery of the Maya Civilization website athttp://www.civilization.ca/civil/maya/mminteng.html

FAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)JustinKerr’sPhotographyArchivewebsite at http://research.famsi.org/kerrportfolio.html

For the Spanish StudentReviewdemonstrativeadjectivesandpronouns.BuildaSpanishvocabularylistofmaterials,suchasstone,jade,obsidian,potteryetc.thatyouwillneedtodescribe the slides.


AssessmentResearchOralpresentationtotheclass

ACTIVITY #2 Inanassignedgroupyouwill– • Creatememoryorconcentrationgamestopracticeassociatingthetargetculturewithanartifact, designandstyle,theregionofMexicoandthePre-Classic,ClassicorPost-Classicperiod. • PrintcopiesofartifactsfromthewebsiteslistedforActivity#1. • Createaninformationcardtogowitheachpicture. • Writeinstructionsforplayingmemoryorconcentrationgames.Playthegamewithclassmates.


Las Artes de MéxicoUnit 5: Mesoamerican Cosmovision

UNIT OBJECTIVESStudents will hear Professor Davíd Carrasco, a historian of religions, discuss the worldview and religious imagination of Mesoamerican peoples. They will listen to Professor Carrasco

describe the Mesoamerican perception of the spatial organization of the universe and the Mesoamerican concept of sacred time. Students will demonstrate their understanding of

Carrasco’s lecture by applying the information to written and oral reactions to myths about Teotihuacán, the Mexican migration and the Quetzalcóatl legend.

ACTIVITY # 1 Introduction to Mesoamerica CosmovisionStudentswill— • GotoTheMesoloreProjectwebsiteathttp://www.mesolore.netandclickonLaunch Mesolore Online–> Lectures–> IntroductiontoMesoamerica.ListentovariouslecturesbyDavidCarrasco, historianofreligions,discussingMesoamericancosmovision.ThelectureisavailableinEnglish andSpanish. • AnswerthesequestionsabouttheMesoamericanworldview: • DefineMesoamerica.Whereisit? • WhydoesDavidCarrascothinkitisimportanttostudyMesoamerica? • Howdoeshedefine“cosmovision”? • WhataresomeoftheideasthatMesoamericanpeople(suchasAztecs,Mixtecs,andMaya)shared? • WhatisthestoryofXolotlandwhyisitsymbolic? • Describethefirstfourcosmicages. • WhatistheFifthAge? • WhatdoeaglesandjaguarsrepresenttoMesoamericanpeople? • WhatisTeotihuacánandwhyisitimportantinMexicanhistory? • Whatdoesaneaglewithaserpentinitsmouth,sittingonacactusinthemiddleofalake,representto theMexicanpeople? • ListseveralimportantthemestofollowwhenlearningaboutthestoryofAztlán. • Definetheimportanceofcommunity,socialstratificationandapyramidalsociety.

ACTIVITIES #2, 3 and 4 Myths and MythohistoryStudentswill– • Readthecreationmyth“SunandtheMoon/Elsolylaluna”andlearnabouttheimportanceof Teotihuacán,thecreationoftheworldandhowMexicansexplaintheexistenceofrabbittrackson the moon. • Read“TheOriginofthe“NopalCactus/Elorigendelnopal”tolearnabouttheMexicamigrationtothe ValleyofMexico,Huitzilopochtli’sdemandsforhumansacrificeandtheMexicannationalsymbolofan eaglesittingonacactuswithasnake. • Read“TheStoryofQuetzalcóatl/LaleyendadeQuetzalcóatl”aboutthegreatplumedserpentgod. • DiscussthemythsastheyrelatetoDavidCarrasco’slecture.

For the Spanish Teacher “LaleyendadeQuetzalcóatlinColección 5: Mitos in Ven Conmigo Nuevas Vistas: Curso Dos Avanzado includes: • readingsonmythsandlegendsasliteraryelements;


• areadingfromthePopolVuh; • readingsaboutMayabeauty,languageandarchitecture; • thestoryofQuetzalcóatl. Eachreadingalsohasactivitiesforgrammar,writingandculturalexpansion.ThiscollectionisforupperlevelorAdvancedPlacementlevelreaders;grammarexercisesincludepractice withthesubjunctivemood. • “TheOriginoftheNopalCactus/El origin del nopal”and“SunandtheMoon/El sol y la luna” areintermediatelevelreadings. • Additionalreadingsatthislevelare: • “QuetzalWillNeverDie/El Quetzal no muere nunca”(Guatemala) • “TheSweethearts/Los novios” • “TheDwarfofUxmal/El Enano de Uxmal”

Amorechallenginginterpretationof“TheSweethearts/Los novios”is“LosVolcanes,”whichcanbefoundin Leyendas del mundo hispano bySusanM.Bacon(seeTeacherResources).ThisanthologyofmythsandlegendsisalsoavailableasanaudioCD.

AssessmentWrittenresponsetoquestionsandjournalentriesClass discussion

Teacher ResourcesBacon,SusanM.Leyendas del mundo hispano. 2ndedition.UpperSaddleRiver:PrenticeHall,2004.Bakewell,LizaandByronHammon.Mesolore:ExploringMesoamericanCultures.2001.10July2007<http://www.mesolore.net/codices/mesolore.html>.Barlow,Genevieve.Leyendas latinoamericanas.Chicago:NationalTextbookCompany,1996.Barlow,Genevieve.Leyendas mexicanas.Chicago:NationalTextbookCompany,1996.Barlow,Genevieve.Stories from Latin America/Historias de Latinoamérica.Chicago: PassportBooks,1995.Gifford,Douglas.“LaHistoriaDeQuetzalcóatl.” Nuevas Vistas Curso Avanzado Dos. Austin:Holt,RinehartandWinston,2003.320-322.Guardado,KathrynandDavidShindle.“QuetzalcóatltheMyth.”Nov.2005.Department ofAnthropology,UniversityofCalifornia,SanDiego.15Sept.2007 <http://weber.ucsd.edu/~anthclub/quetzalcoatl/que.htm#gene>. Spence,Lewis.“TheMythsofMexicoandPeru.”TheInternetSacredTextArchive. 1913.1Sept.2007<http://www.sacred-texts.com/nam/mmp/index.htm>.


Name:_________________________

Las Artes de MéxicoUnit 5: Mesoamerican Cosmovision

UNIT OBJECTIVESIn this unit you will listen to a lecture by Professor Davíd Carrasco, a historian of religions, and learn about the Mesoamerican worldview, the Mesoamerican perception of the spatial organization of the universe and sacred time. You will read several myths and legends that

complement his lecture.

ACTIVITY #1 Introduction to Mesoamerica Cosmovision• GotoTheMesoloreProjectwebsiteathttp://www.mesolore.netandclickonLaunch Mesolore Online–> Lectures–> IntroductiontoMesoamerica.ListentovariouslecturesbyDavidCarrasco,historian ofreligions,discussingMesoamerican“cosmovision,”ThelectureisavailableinEnglishandSpanish.

AnswerthesequestionsabouttheMesoamericanworldview: • DefineMesoamerica.Whereisit? • WhydoesDavidCarrascothinkitisimportanttostudyMesoamerica? • Howdoeshedefine“cosmovision”? • WhataresomeoftheideasthatMesoamericanpeople(suchasAztecs,Mixtecs,andMaya)shared? • WhatisthestoryofXolotlandwhyisitsymbolic? • Describethefirstfourcosmicages. • WhatistheFifthAge? • WhatdoeaglesandjaguarsrepresenttoMesoamericanpeople? • WhatisTeotihuacánandwhyisitimportantinMexicanhistory? • Whatdoesaneaglewithaserpentinitsmouth,sittingonacactusinthemiddleofalake,representto theMexicanpeople? • ListseveralimportantthemestofollowwhenlearningaboutthestoryofAztlán. • Definetheimportanceofcommunity,socialstratificationandapyramidalsociety

ACTIVITIES #2, 3 and 4 Myths and Mythostory • Definemythandmythohistory. • ReadthefollowingmythsandbepreparedtodiscusshowtheyrelatetoDavídCarrasco’slecture inMesolore. • “SunandtheMoon/El sol y la luna”aboutTeotihuacánandthecreationoftheworld. • “TheOriginofthe“NopalCactus/El origen del nopal,”thestoryoftheMexicamigrationtothe ValleyofMexico. • “TheStoryofQuetzalcoatl.” • Considerthefollowingquestions:Arethemythsexplanatory?Ifsowhatphenomenadotheyexplain? • Cantheybeconsideredsacredtexts?Doyouthinkthemythsarehistory,religionordotheyserve severalpurposesfortheculture?

AssessmentsWrittenresponsesClass participation


Lagniappe*“QuetzalWillNeverDie/El Quetzal no muere nunca”(Guatemala)“TheSweethearts/Los novios”“TheDwarfofUxmal/El Enano de Uxmal”Myths and Legends of the Ancient Mexicans, ChapterII:MexicanMythology on the website at http://www.sacred-texts.com/nam/mmp/mmp1.htmQuetzalcoatl–TheMan,TheMyth,TheLegendwebsiteathttp://weber.ucsd.edu/~anthclub/quetzalcoatl/que.htm#gene

*Anextraorunexpectedgiftorbenefit.


Las Artes de MéxicoUnit 6: Teotihuacán

UNIT OBJECTIVESStudents will use the Internet and National Geographic Magazine to learn about the

importance of the Teotihuacano civilization, focusing on art and architecture, history, archaeologicalevidenceanditsinfluenceonMesoamerica.

ACTIVITY #1 Teotihuacán:The City of the GodsStudentswill— • VisittheTeotihuacán:TheCityoftheGodswebsitehostedbyArizonaStateUniversity’sArcheological ResearchInstituteathttp://archaeology.asu.edu/teo/index.php • Readthefollowingsections: • TheAvenueoftheDead • PyramidoftheSun • PyramidoftheMoon • Ciudadela • TheFeatheredSerpentPyramid

• ClickonChronology,Movies,NewsUpdates • Writeabouttheirfindingsandnotetheirreactionsintheirjournals.

JUST FOR FUNWatchthemovieFrida andenjoyagreatscenefilmedatTeotihuacán.Theviewfromthetopofthepyramidisspectacular.

ACTIVITY #2 Temple of the Sun: Celebrating 100 Years of Excavation at Mexico’s TeotihuacánStudentswill— • ReadmoreaboutMexicanarchaeologyin“TempleoftheSun:Celebrating100yearsofexcavationat Mexico’sTeotihuacán”byJorgePérezdeLarainArchaeology,November/December2005issue. • CreateatimelineofTeotihuacán’sexcavationhistorybeginningwiththeAztecsandcontinuingthrough the20th century. • Usejournalstoreacttothearticle,includingadiscussionabouthowhistoricaleventsinfluencedthe excavationsatTeotihuacánandhowscientificadvancesaffectedexcavations.

JUST FOR FUNCheckouttheNationalGeographicwebsitetolearnhowmathcanbeappliedtoTeotihuacán,at http://www7.nationalgeographic.com/ngm/0610/feature5/learn.htmlorread:George,Lynn.Teotihuacán: Designing an Ancient Mexican City: Calculating Perimeters and Areas of Squares and Rectangles.PowerMath.NewYork:PowerKidsPress,2004.


ACTIVITY #3 “Pirámide del Sol en Teotihuacán” by José María VelascoStudentswill— • Examine19thcenturypainterJoséMaríaVelasco’sworkentitled “PirámidedelSolenTeotihuaca” (1878)attheVelascowebsiteathttp://www.chapingo.mx/academicos/revista/Nrev/Velasco.htm • Comparethispaintingwitha21stcenturyphotographsattheTeotihuacánStadtderGtterwebsiteat, http://www.pacal.de/teotihuacan_en.htm

For the Spanish TeacherReviewvocabularyformakingcomparisons,suchasmás que, menos que, tan…como, etc. Practicevocabularyfordiscussingcolors,shapes,materialsandobjectsintherepresentations. ACTIVITY #4 Teotihuacano Influence on MesoamericaStudentswill— • ReadaboutTeotihuacán’sinfluenceonMesoamericain“TheMaya:GloryandRuin”intheAugust2007 issueofNational Geographic Magazine,orattheNationalGeographicwebsiteat http://www7.nationalgeographic.com/ngm/0708/feature2/index.html • UsejournalsandclassdiscussiontoexplainTeotihuacanoinfluencesontheMaya..


Name:___________________________

Las Artes de MéxicoUnit 6: Teotihuacán

UNIT OBJECTIVESUse the Internet and National Geographic Magazine to learn about the importance

of the Teotihuacano civilization, focusing on art and architecture, history, archaeologicalevidenceanditsinfluenceonMesoamerica.

ACTIVITY #1 Teotihuacán: The City of the Gods • VisittheTeotihuacán:TheCityoftheGodswebsitehostedbyArizonaStateUniversity’sArcheological ResearchInstituteathttp://archaeology.asu.edu/teo/index.php • Readthefollowingsections: • TheAvenueoftheDead • PyramidoftheSun • PyramidoftheMoon • Ciudadela • TheFeatheredSerpentPyramid • ClickonChronology,Movies,NewsUpdates. • Writeabouttheirfindingsandnotetheirreactionsintheirjournals.

JUST FOR FUNWatchthemovieFrida andenjoyagreatscenefilmedatTeotihuacán.Theviewfromthetopofthepyramidisspectacular.

ACTIVITY #2 Temple of the Sun: Celebrating 100 Years of Excavation at Mexico’s Teotihuacán • LearnmoreaboutMexicanarchaeologyin“TempleoftheSun:Celebrating100yearsofexcavationat Mexico’sTeotihuacán”byJorgePérezdeLarainArchaeology,November/December2005issue. • CreateatimelineofTeotihuacán’sexcavationhistorybeginningwiththeAztecsandcontinuingthrough the20th century. • Writeareactiontothearticleinyourjournal.Includeadiscussionabouthowhistoricalevents influencedtheexcavationsatTeotihuacánandhowscientificadvancesaffectedexcavations.

JUST FOR FUNCheckouttheNationalGeographicwebsitetolearnhowmathcanbeappliedtoTeotihuacán,athttp://www7.nationalgeographic.com/ngm/0610/feature5/learn.htmlorread:George,Lynn.Teotihuacán: Designing an Ancient Mexican City: Calculating Perimeters and Areas of Squares and Rectangles.PowerMath.NewYork:PowerKidsPress,2004.

ACTIVITY #3 “Pirámide del Sol en Teotihuacán” by José María Velasco • Study19thcenturypainterJoséMaríaVelasco’sworkentitled “PirámidedelSolenTeotihuaca” (1878) at the Velasco website at http://www.chapingo.mx/academicos/revista/Nrev/Velasco.htm • Inyourjournal,comparethispaintingwitha21stcenturyphotographsattheTeotihuacán StadtderGӧtterwebsiteat,http://www.pacal.de/teotihuacan_en.htm

ACTIVITY #4 Teotihuacano Influence on Mesoamerica • LearnaboutTeotihuacán’sinfluenceonMesoamericabyreading“TheMaya:GloryandRuin”inthe August2007issueofNational GeographicMagazineorgotohttp://www7.nationalgeographic.com/


ngm/0708/feature2/index.htmlDiscussTeotihuacanoinfluencesontheMayainyourwritingjournal.Bepreparedforclassdiscussion.•


Las Artes de MéxicoUnit 7: Mesoamerican Mathematics

UNIT OBJECTIVESStudents will listen to a lecture about Mesoamerican numeration and astronomy and apply the information to analysis and discussion of the “The Eclipse,” a short story by Augusto

Monterroso. They will learn about the myth of Quetzalcoátl. Students will demonstrate their ability to use the vigesimal counting system.

ACTIVITY #1 Mesoamerican Mathematics: Audio Lecture by Anthony AveniStudentswill— • GototheMesoloreProjectwebsiteathttp://www.mesolore.netandclickonLaunchMesoloreOnline thengotoLectures:MesoamericanMathematics tolistentoAnthonyAveni,aprofessorofastronomy andanthropology,discussMesoamericanmathematics. • RespondtothefollowingcomprehensionquestionsaboutMesoamericanmathematics: • Define:anthropology,anthropomorphic,astronomy,codex/codices,epoch,mesoamericanist, zoomorphic. • NameoneofthefirstMesoamericanculturestousewritingandnumeration. • Whichculturedevelopedwritingandnumerationtoahighartform? • Howdidwritingbeginwithgestures? • WhatdoesProfessorAvenimeanwhenhesaysthatthenumberscometolife?Giveexamples of“livingnumbers.” • WhatmediadidtheMayausetoexpressnumbers? • Whatisavigesimalsystem?HowandwhydidtheMayauseit? • Definethefollowing: Kin Winal(uinal) Tun Katun Baktun • WhyisDecember23,2012,animportantdaytotheMaya? • WhatistheMadridCodexandwhyisitimportanttoMesoamericanists? • WhydidBishopDiegodeLandadisapproveofthecodicesandwhatdidhedowiththem? • WhatcanwelearnabouttheMayaVenusgod(Quetzalcóatl/Kukulkan)fromtheDresdenCodex? • AccordingtoProfessorAveni,whywastheMayanuseofzerosouniqueandwhatdiditallow themtoachieve? • Whatisthe“heliacalrise”? • WhywasMayaknowledgeofastronomyandnumerationsovaluabletothem?

ACTIVITY #2 Math Practice with Bars and Dots Studentswill— • PracticethevigesimalcountingsystemusingbarsanddotsatGoals2000PartnershipforEducating ColoradoStudentswebsiteathttp://www.dpsk12.org/programs/almaproject/pdf/MayanMathematics.pdf

pages6-12;orFAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)websitepages29-35athttp://www.famsi.org/reports/03075/CKguidebook_english.pdf


ACTIVITY #3“El eclipse/The Eclipse” by Augusto MonterrosoStudentswill— • ReadAugustoMonterroso’s “ElEclipse,” abriefstoryabouttheSpanishconquest.BrotherBartolomé Arrazolaiscomdemnedtodeathbecauseofhissuperiorattitude.Hemistakenlythinkshecanoutsmart theMayawithhisknowledgeofanupcomingeclipse.TheSpanishversioncanbefoundattheCiudad Sevawebsiteathttp://www.ciudadseva.com/textos/cuentos/esp/monte/eclipse.htm • AnEnglishtranslationbyWilfridoH.Corral,ChairofForeignLanguages,ProfessorofSpanish, SacramentoStateUniversityisaMicrosoftWorddocument,page10 at http://english.sxu.edu/musgrove/latinosyllabus.doc.

ACTIVITY #4Studentswill— • Listentoadiscussionaboutthequetzal,abirdimportanttotheMaya,andMayaacoustical engineeringatChichenItzá,MexicobyvisitingtheHistory.com http://www.history.com/media.do?action=clip&id=7wonders_chichenItzá_broadband or at the same website http://www.history.com/media.do.IntheVideoGallery,searchforChichénItzá orWhereDidItComeFrom?:TheTempleofChichenItzá

Teacher ResourcesListentoProfessorAvenidiscussMesoamericanmathematicsatTheMesoloreProjectat http://www.mesolore.net.

Casa K’inich Teacher’s GuidebookforpracticewithMayaequationsathttp://www.famsi.org/reports/03075/CKguidebook_english.pdf

Guidedpracticewithbase20systemcanbefoundinMayanMathematicsandArchitectureattheGoals2000PartnershipforEducatingColoradoStudents2000DenverPublicSchoolsandtheMetropolitanStateCollegeofDenverwebsiteathttp://www.dpsk12.org/programs/almaproject/pdf/MayanMathematics.pdf

EthnomathematicsDigitalLibrarywebsiteathttp://www.ethnomath.org/

MayaWorldStudiesCenter,MayaCalendarwebsiteathttp://www.mayacalendar.com/Home.html

For the Spanish TeacherReviewnumbersanddateswithstudents.ProfessorAveni’sMesolorelectureonMesoamericanmathematicsisavailableinSpanish.

AssessmentResponsestoquestionsMathworksheetClass discussions


Name:__________________________

Las Artes de MéxicoUnit 7: Mesoamerican Mathematics

UNIT OBJECTIVESIn this unit you will listen to a lecture about Mesoamerican numeration and astronomy

and apply the information to analysis and discussion of the “The Eclipse,” a short story by Augusto Monterroso. You will learn about the myth of Quetzalcoátl and demonstrate

your ability to use the vigesimal counting system.

ACTIVITY #1 Mesoamerican Mathematics: Audio Lecture by Anthony Aveni • GotoTheMesoloreProjectwebsiteathttp://www.mesolore.netandclickonLaunchMesoloreOnline, thengotoLectures:MesoamericanMathematics tolistentoAnthonyAveni,aprofessorofastronomy andanthropology,discussMesoamericanmathematics. • RespondtothefollowingcomprehensionquestionsaboutMesoamericanmathematics: • Define:anthropology,anthropomorphic,astronomy,codex/codices,epoch,mesoamericanist, zoomorphic. • NameoneofthefirstMesoamericanculturestousewritingandnumeration. • Whichculturedevelopedwritingandnumerationtoahighartform? • Howdidwritingbeginwithgestures? • WhatdoesProfessorAvenimeanwhenhesaysthatthenumberscometolife?Giveexamplesof “livingnumbers.” • WhatmediadidtheMayausetoexpressnumbers? • Whatisavigesimalsystem?HowandwhydidtheMayauseit? • Definethefollowing: Kin Winal(uinal) Tun Katun Baktun • WhyisDecember23,2012,animportantdaytotheMaya? • WhatistheMadridCodexandwhyisitimportanttoMesoamericanists? • WhydidBishopDiegodeLandadisapproveofthecodicesandwhatdidhedowiththem? • WhatcanwelearnabouttheMayaVenusgod(Quetzalcóatl/Kukulkan)fromtheDresdenCodex? • AccordingtoProfessorAveni,whywastheMayanuseofzerosouniqueandwhatdiditallowthem toachieve? • Whatisthe“heliacalrise”? • WhywasMayaknowledgeofastronomyandnumerationsovaluabletothem?

ACTIVITY #2 Math Practice with Bars and Dots • PracticethevigesimalcountingsystemusingbarsanddotsatGoals2000PartnershipforEducating ColoradoStudentswebsiteat http://www.dpsk12.org/programs/almaproject/pdf/MayanMathematics.pdf

pages6-12;orFAMSI(FoundationfortheAdvancementofMesoamericanStudies,Inc.)websiteat http://www.famsi.org/reports/03075/CKguidebook_english.pdfpages29-35.


ACTIVITY #3 El eclipse/The Eclipse by Augusto Monterroso • ReadAugustoMonterroso’s “ElEclipse,” abriefstoryabouttheSpanishconquest.BrotherBartolomé Arrazolaiscomdemnedtodeathbecauseofhissuperiorattitude.Hemistakenlythinkshecanoutsmart theMayawithhisknowledgeofanupcomingeclipse.TheSpanishversioncanbefoundattheCiudad Sevawebsiteathttp://www.ciudadseva.com/textos/cuentos/esp/monte/eclipse.htm • AnEnglishtranslationbyWilfridoH.Corral,ChairofForeignLanguages,ProfessorofSpanish, SacramentoStateUniversityisaMicrosoftWorddocument,page10 at http://english.sxu.edu/musgrove/latinosyllabus.doc

ACTIVITY #4 • Listentoadiscussionaboutthequetzal,abirdimportanttotheMaya,andMayaacoustical engineeringatChichenItzá,Mexico,byvisitingtheHistory.com http://www.history.com/media.do?action=clip&id=7wonders_chichenItzá_broadband or at the same website at http://www.history.com/media.do.IntheVideoGallery,searchforChichénItzáor WhereDidItComeFrom?:TheTempleofChichenItzá.

AssessmentResponsestoquestionsMathworksheetClass discussions


Las Artes de MéxicoUnit 8: Chichén Itzá

UNIT OBJECTIVESStudents will discuss Chichén Itzá, its architecture and culture in creative writing assignments

and class discussion. They will read “Chac Mool” by Carlos Fuentes and discuss magical realism literature and the importance of the ancient Indian culture to the Mexican national

identity. Students will identify several problems facing the Chichén Itzá site in the 21st century.

ACTIVITY #1 Individual Tour of Chichén ItzáStudentswill— • AtMysteriousPlaces-AncientCivilizations,ModernMysterieswebsiteat http://www.mysteriousplaces.com/mayan/tourentrance.htmlvisitthefollowingattractionsatChichén Itzá: El Castillo

TheTempleoftheWarriors TheObservatory TheNunnery

TheBallCourt • GototheMesoweb:AnExplorationofMesoamericanCultureswebsiteathttp://www.mesoweb.com, andclickonFeatures->ATourandHistoryofChichénItzá. • ShowwhattheylearnedaboutthehistoryandarchitectureofChichénItzábywritingacreative, informativedialogue.Theywillpretendthattheyaretourguides,guidingtouristsaroundChichénItzá andalsoansweringthetourists’manyquestions.

ACTIVITY #2 Class Trip to Chichén ItzáStudentswill— • CreateatravellogofanimaginarytriptoChichénItzábyvisitingMesoweb-AnExplorationof MesoamericanCultureswebsiteathttp://www.mesoweb.com.Inassignedgroupstheywillgoto http://www.mesoweb.comandclickonResourcesthenunderMesowebsubsitesclickonEncyclopediago toIndex. Pulldownletter“C”toviewthevariouspagesonChichénItzálistedbelow.(UnderMesoweb subsitesdonotgotoChichénItzá.)Visitthelinkslistedbelow. • ChichenItza, • ChichenItza,ElCastillo • ChichenItza,GroupoftheThousandColumns • ChichenItza,HighPriest’sGrave • ChichenItza,HouseoftheGrindingStones • ChichenItza,JaguarThrone • ChichenItza,LaEglesia • ChichenItza,LowerTempleoftheJaguar • ChichenItza,NorthernColonnade • ChichenItza,PhallicCluster • ChichenItza,PlatformoftheEaglesandJaguars • ChichenItza,PlatformoftheTombs • ChichenItza,sacbeob • ChichenItza,SacredCenote • ChichenItza,SoutheasternColonnade • ChichenItza,TempleoftheFourLintels


• ChichenItza,TempleoftheLargeTables • ChichenItza,TempleofthePanels • ChichenItza,TempleoftheWarriors • ChichenItza,TheCaracol • ChichenItza,TheMarket • ChichenItza,theNunnery • ChichenItza,theNunneryAnnex • ChichenItza,TheSteambath • ChichenItza,VenusPlatform • ChichenItza,XtolocCenote • ResearchanddescribeareasofChichénItzá. • Includephotographsanddrawings • Assembletheinformationinabinder.

For the Spanish TeacherTravelbinderscanbemadeforothersitessuchasBonampak,Caracol,PalenqueandYaxchilanbygoingtotheMesowebwebsiteathttp://www.mesoweb.com–>Resources–>Encyclopedia–>Index.

StudentscanreviewattheMesowebwebsiteCitationandReferencingStrategiesorbygoinghttp://www.mesoweb.com,andclickingon–>Resources–>Students–>CitationandReferencingStrategies.

ACTIVITY #3 Merle Greene Robertson’s Rubbings of Maya Sculpture: Iconographic DatabaseStudentswill— • GototheMesowebwebsitehttp://www.mesoweb.com,andclickonResources–>RubbingsofMaya Sculpture–>ViewtheRubbings–>Search–>typeChichénItzá(keywords). • ExamineDr.Robertson’srubbingsandthedetailsofChichénItzá.\ • Selectafavoriterubbingtoprintanddiscusswiththeclass.

For the Spanish TeacherMesowebwebsitehttp://www.mesoweb.comisavailableinSpanish.

ACTIVITY #4 Damage to the SiteStudentswill— • Read“ChichénItzáHasItsUpsandDowns”atthewebsitefortheSan Diego Union Tribune at http://www.signonsandiego.com/uniontrib/20050522/news_1t22chichen.html or Chichén Itzá y sus pesadillasatElUniversal.com.mxathttp://www.eluniversal.com.mx/cultura/vi_53170.html • ReadabouttheeffectsofacidrainatNew York Times website at http://query.nytimes.com/gst/fullpage.html?res=950DEFD71231F93BA3575BC0A96F948260 • DiscussvariousproblemsfacingChichénItzátoday.

For the Spanish TeacherReviewformalandinformalcommandswithstudentssotheycanwritedirectionsforascendinganddescending“ElCastillo”accordingtoEllenCreager’sSan Diego Union Tribunearticle,“ChichénItzáHasItsUpsandDowns.”

ACTIVITY #5 “Chac Mool” by Carlos FuentesStudentswill— • Readtheshortstory“ChacMool”byCarlosFuentes.Anexampleofmagicalrealismliterature,this storyshowstheimportanceoftheancientIndianculturetotheMexicannationalidentity.Thestory canbefoundontheCiudadSevawebsiteat


http://www.ciudadseva.com/textos/cuentos/esp/fuentes/chac.htm • ThereisanEnglishversionisontheMassachusettsInstituteofTechnologywebsiteat http://web.mit.edu/jikatz/www/ChacMool.pdf

For the Spanish Teacher“ChacMool”isavailableinreaderssuchasLee Conmigo 3.Inadditiontopre-readingactivitiesandcomprehensionquestions,thereisbiographicalinformationaboutCarlosFuentesandculturalnotesaboutChichénItzá,ChacMoolandtheexplorerAugustusLePlongeon.

Fuentes,Carlos.“ChacMool.”Lee Conmigo 3.Austin:Holt,RinehartandWinston,2003.pp.39-51.

AssessmentCreativeessayClass discussionsIndividualoralpresentations

JUST FOR FUNSeven WondersCheckoutthenewsevenwondersoftheworldattheNew7Wonderswebsitehttp://www.new7wonders.com/Canyouguessthedateoftheglobalelectionforthenewwonders?

Acoustical EngineeringListentoadiscussionaboutthequetzalbirdandMayaacousticalengineeringatChichénItzá,Mexico,byvisitingtheHistory.comwebsiteathttp://www.history.com/media.do?action=clip&id=7wonders_chichenitza_broadbandTheprogramis“WhereDidItComeFrom:TheTempleofChichenItza.”

Virtual ChichénIfyoulikegamesgotohttp://www.mesoweb.com,andclickonFeatures–>TheCrystalSkull–>TheCrystalSkullMoviewhichwasoriginallymadefortheadventuregameTheCrystalSkull.

3D ChichénGetyour3DglassesreadyfortheseviewsontheMesowebwebsiteofChichénItzá:http://www.mesoweb.com/chichen/virtual/3D/3D.html

More MesofunCheckoutfeaturesattheMesowebwebsiteathttp://www.mesoweb.comforvideoclips,Mayadanceanimations,toursofarchaeologysites,flashanimations,discussionswitharchaeologistsandinterviews,andtoplayTheCrystalSkull,theonlineadventuregame.

CenotesReadaboutthecenotesinArchaeology magazineabstractsatArchaelology’sInteractiveDighttp://www.archaeology.org/interactive/cenotes/index.html

MoreabstractsaboutChichénItzácanbefoundat:http://www.archaeology.org/9607/abstracts/chichen.htmlhttp://www.archaeology.org/0405/abstracts/maya.html


Name ___________________________

Las Artes de MéxicoUnit 8: Chichén Itzá

UNIT OBJECTIVESIn this unit you will discuss Chichén Itzá, its architecture, and culture in creative writing assignments and class discussion. You will read “Chac Mool” by Carlos Fuentes and

discuss magical realism literature and the importance of the ancient Indian culture to the Mexican national identity. You will be able to identify several problems facing the Chichén

Itzá site in the 21st century.

ACTIVITY #1 Individual Tour of Chichén Itzá • GotoMysteriousPlaces-AncientCivilizations,ModernMysterieswebsiteat http://www.mysteriousplaces.com/mayan/tourentrance.htmlvisitthefollowingattractionsatChichén Itzá: • ElCastillo • TheTempleoftheWarriors • TheObservatory • TheNunnery • TheBallCourt • GototheMesoweb:AnExplorationofMesoamericanCultureswebsiteathttp://www.mesoweb.com, andclickonFeatures–>ATourandHistoryofChichénItzá. • ShowwhatyoulearnedaboutChichénItzábywritingacreative,informativedialogue.Pretendthatyou areatourguide,guidingtouristsaroundChichénItzá.Includeinformationaboutthearchitectureand historyofChichénItzá.Thetouristswillaskmanyquestionsthatyouwillanswer.

ACTIVITY #2 Class Trip to Chichén Itzá • CreateatravellogofanimaginarytriptoChichénItzábyvisitingMesoweb-AnExplorationof MesoamericanCultureswebsiteathttp://www.mesoweb.com.Inassignedgroupstheywillgo to http://www.mesoweb.comandclickonResourcesthenunderMesowebsubsitesclickon EncyclopediagotoIndex. Pulldownletter“C”toviewthevariouspagesonChichénItzálistedbelow. (UnderMesowebsubsitesdonotgotoChichénItzá.)Visitthelinkslistedbelow. • ChichenItza, • ChichenItza,ElCastillo • ChichenItza,GroupoftheThousandColumns • ChichenItza,HighPriest’sGrave • ChichenItza,HouseoftheGrindingStones • ChichenItza,JaguarThrone • ChichenItza,LaEglesia • ChichenItza,LowerTempleoftheJaguar • ChichenItza,NorthernColonnade • ChichenItza,PhallicCluster • ChichenItza,PlatformoftheEaglesandJaguars • ChichenItza,PlatformoftheTombs • ChichenItza,sacbeob • ChichenItza,SacredCenote • ChichenItza,SoutheasternColonnade


• ChichenItza,TempleoftheFourLintels • ChichenItza,TempleoftheLargeTables • ChichenItza,TempleofthePanels • ChichenItza,TempleoftheWarriors • ChichenItza,TheCaracol • ChichenItza,TheMarket • ChichenItza,theNunnery • ChichenItza,theNunneryAnnex • ChichenItza,TheSteambath • ChichenItza,VenusPlatform • ChichenItza,XtolocCenote • ResearchanddescribeyourassignedareasofChichénItzá;besuretoincludephotographsand drawings. • AssembletheinformationinaclassroomTravelBinderyourteacherwillprovidefortheactivity.

ACTIVITY #3 Merle Greene Robertson’s Rubbings of Maya Sculpture: Iconographic Database • GototheMesowebwebsitehttp://www.mesoweb.com,andclickonResources–>RubbingsofMaya Sculpture–>ViewtheRubbings–>SearchandtypeChichénItzá(keywords). • ExamineDr.Robertson’srubbingsandthedetailsofChichénItzá. • Selectyourfavoriterubbingtoprintanddiscusswiththeclass.

ACTIVITY #4 Damage to the Site • LearnaboutthreatstoChichénItzá: • Read“ChichénItzáHasItsUpsandDowns”atthewebsitefortheSan Diego Union Tribune. http://www.signonsandiego.com/uniontrib/20050522/news_1t22chichen.html or Chichén Itzá y sus pesadillasatElUniversal.com.mxathttp://www.eluniversal.com.mx/cultura/vi_53170.html • ReadabouttheeffectsofacidrainatNew York Times website at http://query.nytimes.com/gst/fullpage.html?res=950DEFD71231F93BA3575BC0A96F948260 • DiscussvariousproblemsfacingChichénItzátoday.

JUST FOR FUNCanyouexplainhowtoascendanddescendElCastillobyusingformalcommandsinSpanish?

ACTIVITY #5 Chac Mool by Carlos Fuentes • Readtheshortstory“ChacMool”byCarlosFuentes.Anexampleofmagicalrealismliterature,this storyshowstheimportanceoftheancientIndianculturetotheMexicannationalidentity.Thestorycan befoundontheCiudadSevawebsite.http://www.ciudadseva.com/textos/cuentos/esp/fuentes/chac.htm • ThereisanEnglishversionisontheMassachusettsInstituteofTechnologywebsite. http://web.mit.edu/jikatz/www/ChacMool.pdf

AssessmentCreativeessayClass discussionsIndividualoralpresentations

JUST FOR FUNSeven Wonders • CheckoutthenewsevenwondersoftheworldattheNew7Wonderswebsite http://www.new7wonders.com/ • Canyouguessthedateoftheglobalelectionforthenewwonders?


Acoustical EngineeringListentoadiscussionaboutthequetzalbirdandMayaacousticalengineeringatChichenItza,Mexico,byvisitingtheHistory.comwebsiteathttp://www.history.com/media.do?action=clip&id=7wonders_chichenitza_broadbandTheprogramis“WhereDidItComeFrom:TheTempleofChichenItza.”

Virtual ChichénIfyoulikegamesgotohttp://www.mesoweb.comandclickonFeatures–>TheCrystalSkull–>TheCrystalSkullMoviewhichwasoriginallymadefortheadventuregameTheCrystalSkull.

Three D ChichénGetyour3DglassesreadyfortheseviewsontheMesowebwebsiteofChichénItzá:http://www.mesoweb.com/chichen/virtual/3D/3D.html

More MesofunCheckoutatMesowebFeaturesathttp://www.mesoweb.comforvideoclips,Mayadanceanimations,toursofarchaeologysites,flashanimations,discussionswitharchaeologistsandinterviews,andtoplayTheCrystalSkull,theonlineadventuregame.

CenotesReadaboutthecenotesinArchaeology magazine abstractsatArchaeology’sInteractiveDighttp://www.archaeology.org/interactive/cenotes/index.html

MoreabstractsaboutChichénItzácanbefoundat:http://www.archaeology.org/9607/abstracts/chichen.htmlhttp://www.archaeology.org/0405/abstracts/maya.html


Las Artes de MéxicoUnit 9: Introduction to the Mixteca

UNIT OBJECTIVESStudents will write an essay describing the Mixteca, a region of Mexico where the Mixtec people

live, the Mixtec daily life and worldview and life in the community after the Spanish invasion. Students will explain why the ancient codices need to be read in the context of contemporary culture and will discuss the responsibilities of anthropologists studying indigenous people.

ACTIVITY #1 Mesolore Lecture: Aurora Pérez Describes the Mixteca RegionStudentswill— • Participateinawholeclassdiscussionabout: • IndigenouslanguagesinMexico;viewtheFAMSI(FoundationfortheAdvancementof MesoamericanStudies,Inc.)website,LinguisticMapofMesoamericaat http://www.famsi.org/maps/linguistic.htm • ThesoundofspokenMixtecinPérez’slecture.• ThefutureoftheMixteclanguage. • VisitTheMesoloreProjectCodiceswebpageathttp://mesolore.net/codices/mesolore.htmlgoto Lectures –>IntroductiontotheMixteca:TheLandoftheRains. • ListentoAuroraPérezdescribe:• Mixteclandscape. • Mixteclifestyle,worldview. • Mixteclifetoday. • WriteanessayinSpanishdescribingMixtecaandtheMixtecpeople. • ViewtheLinguisticMapofMesoamericaattheFAMSI(FoundationfortheAdvancementof MesoamericanStudies,Inc.)websiteathttp://www.famsi.org/maps/linguistic.htm • Participate in a whole class discussion about: • IndigenouslanguagesinMexico. • ThesoundofspokenMixtecinPérez’slecture.• ThefutureoftheMixteclanguage.

For the Spanish Teacher • IntroductiontotheMexica ontheMesolorewebsiteat http://mesolore.net/codices/mesolore.html is availableinSpanish. • Reviewtheuseofser and estar,adjectiveagreementandessentialnewSpanishvocabulary for discussingtheMixteca.

Assessment Essay Class discussion

ACTIVITY #2 Mesolore Lecture: Maarten Jansen and Studying the MixtecStudentswill— • VisitTheMesoloreProjectCodiceswebpageathttp://mesolore.net/codices/mesolore.html,andgo toLectures:IntroductiontotheMixteca–>StudyingtheMixtec,InternalColonialism,FromWithin andAfar,CollaboratingwiththeOtherandlistentoMaartenJansendescribetheroleandresponsibilities oftheresearcher.


• Prepareforawholeclassdiscussionbywritingnoteson: • Theacademicinterestsoftheanthropologists. • Therealitywhichsurroundstheresearcher. • Therelationshipbetweentheprofessionalandthecommunitybeingstudied. • Theproblemsof“studywithoutengagement.”

Assessment Class discussion

ACTIVITY #3 Mesolore Lecture: Aurora Pérez and Maarten Jansen Discuss a Codex Reading StudentswilL— • VisitTheMesoloreProjectCodiceswebpageathttp://mesolore.net/codices/mesolore.htmlandgoto Lectures–>IntroductiontotheMixteca:ACodexReading. • ListentoAuroraPérezandMaartenJansendiscussasegmentoftheCodexNuttall. • Takenotesaboutwhyitisnecessarytoreadthecodicesinthecontextofcontemporaryculture. • ExplainhowcontemporarypracticesappearintheancientCodexNuttall. Assessment Class discussion


Name:__________________________

Las Artes de MéxicoUnit 9: Introduction to the Mixteca

UNIT OBJECTIVESIn this unit you will listen to lectures in Mixtec, Spanish and English about the ancient and modern Mixtec culture. You will write an essay describing the Mixteca, a section of Mexico

where the Mixtec people live. You will explore what is important to the Mixtec people and how life changed for them after contact with the Spanish. You will explain why the ancient codices

need to be read in the context of contemporary culture and discuss the responsibilities of anthropologists studying indigenous people.

ACTIVITY #1 Mesolore Lecture: Aurora Pérez Describes the Mixteca Region • VisitTheMesoloreProjectCodiceswebpageathttp://mesolore.net/codices/mesolore.htmlandgoto Lectures –>IntroductiontotheMixteca:TheLandoftheRains. • ListentoAuroraPérezdescribe:• Mixteclandscape. • Mixteclifestyle,worldview. • Mixteclifetoday. • WriteanessayinSpanishdescribingtheMixtecaandtheMixtecpeople. • ViewtheLinguisticMapofMesoamericaattheFAMSI(FoundationfortheAdvancementof MesoamericanStudies,Inc.)websiteathttp://www.famsi.org/maps/linguistic.htm • Participate in a whole class discussion about: • IndigenouslanguagesinMexico. • ThesoundofspokenMixtecinPérez’slecture.• ThefutureoftheMixteclanguage. Assessment Essay Class discussion

ACTIVITY #2 Mesolore Lecture: Maarten Jansen and Studying the Mixtec • ListentoMaartenJansendescribetheroleandresponsibilitiesoftheresearcheratTheMesoloreProject Codiceswebpageathttp://mesolore.net/codices/mesolore.htmlunderLectures–>Introduction to the Mixteca–>StudyingtheMixtec,InternalColonialism,FromWithinandAfar,Collaboratingwith theOther. • Prepareforawholeclassdiscussionbywritingnoteson: • Theacademicinterestsoftheanthropologists. • Therealitywhichsurroundstheresearcher. • Therelationshipbetweentheprofessionalandthecommunitybeingstudied. • Theproblemsof“studywithoutengagement.”



ACTIVITY #3 Mesolore Lecture: Aurora Pérez and Maarten Jansen Discuss a Codex Reading • VisitTheMesoloreProjectCodiceswebpageathttp://mesolore.net/codices/mesolore.htmlandgoto Lectures–>IntroductiontotheMixteca:ACodexReading. • ListentoAuroraPérezandMaartenJansendiscussasegmentoftheCodexNuttall. • Takenotesaboutwhyitisnecessarytoreadthecodicesinthecontextofcontemporaryculture. • ExplainhowcontemporarypracticesappearintheancientCodexNuttall.



Las Artes de MéxicoUnit 10: Nahuals

UNIT OBJECTIVESStudents will read about nahuals, spirit beings, and describe their importance to Mesoamerican

people.

ACTIVITY #1 The Nahual by Aurora Pérez and Maarten JansenStudentswill— • VisittheMesoloreProjectCodiceswebpageathttp://mesolore.net/codices/mesolore.htmlandgoto Lectures –>IntroductiontotheMixteca:TheLandoftheRainsandACodexReading. • TakenotesaboutthenahualtobeusedinclassdiscussionforUnit10Activities#2and#3.

ACTIVITY #2 The Nahual by Rigoberta MenchúStudentswill— • DiscussaquotebyMiguelÁngelAsturiasfromMen of Maizeandtheco-existenceof“animaland person.” • Read“TheNahual,”Chapter3of I, Rigoberta Menchú: An Indian Woman in Guatemala. • Takenotesonwhatanahualis,accordingtoauthorsMiguelÁngelAsturiasandRigobertaMenchú.

ACTIVITY #3Studentswill— • ReadRosarioCastellanos’s“DeathoftheTiger”/“La muerte del tigre”tolearnaboutthewaigel,the protectivespiritoftheBolometiccommunity. • Discusstheroleofthewaige or nahualinthisstory;incorporateyournotesfromActivities#1and#2 into the discussion. • WriteanessayaboutlossofidentityandtheplightofindigenouspeopleinMexico,basedonPérezand Jansen’sdiscussionsintheMesoloreProjectCodiceswebpageat http://mesolore.net/codices/mesolore.htmlunderLectures –> IntroductiontotheMixteca:TheLandof theRainsandCastellanos’s“DeathoftheTiger.”

For the Spanish Teacher ReadbiographicalinformationinSpanishaboutthe1992NobelPeacePrizerecipientRigobertaMenchúinPara Gozarfollowedby“ElNahual” in Galeria de Arte y Vida: Nivel Avanzado.

AssessmentClass discussionNotesEssay

Teacher ResourcesBakewell,Liza,andByronHammon.Mesolore:ExploringMesoamericanCultures. 2001.10July2007<http://www.mesolore.net/codices/mesolore.html>.Castellanos,Rosario.City of Kings.Pittsburg,PA:LatinAmericanLiteraryReviewPressSeries:Discoveries, 1992.pp.20-28.Castellanos,Rosario.“Lamuertedeltigre.”Ciudad Real.Alfaguara,Mexico:1961Menchú,Rigoberta.“ElNahual.”Galeria De Arte Y Vida.Ed.MargaretAdeyandLuis Albini.NewYork:GlencoeMcGraw-Hill,1997.pp.147-149.


Menchú,Rigoberta. I, Rigoberta Menchú: An Indian Woman in Guatemala.London: Verso,1984.pp.18-29.

Quote ‘Thatnighthespenthowlinglikeacoyotewhilehesleptasaperson.’ ‘Tobecomeanimal,withoutceasingtobeaperson.’ ‘Animalandpersoncoexistinthemthoughthewilloftheirprogenitorsatbirth.’ MiguelÁngelAsturias From“MenofMaize”inChapter3, I, Rigoberta Menchú Definition NahualbyMichaF.LindemansatEncyclopedia Mythica™ website at http://www.pantheon.org/articles/n/nahual.html

JUSTFORFUNGoonlinetoseeJoséJuanAguilar’scarvednahuals athttp://www.casamexicanafolkart.com/Jose_Juan_Aguilar_s_Nahuals/jose_juan_aguilar_s_nahuals.html. Drawyourpersonalnahual.


Name:__________________________

Las Artes de MéxicoUnit 10: Nahual

UNIT OBJECTIVESIn this unit you will listen to a lecture by Aurora Pérez, a Mixtec, and anthropologist Maarten Jansen. Also, read a portion of a Nobel Peace laureate Rigoberta Menchú’s autobiography

and a short story by Rosario Castellanos for a discussion about the Mesoamerican concept of nahual and the plight of indigenous peoples in Mexico.

ACTIVITY #1 The Nahual by Aurora Pérez and Maarten Jansen • RevisittheMesoloreProjectCodiceswebpageathttp://mesolore.net/codices/mesolore.html under Lectures –>IntroductiontotheMixteca:TheLandoftheRainsandACodexReading. • TakenotesaboutthenahualtobeusedinclassdiscussionforUnit10Activities#2and#3.

ACTIVITY #2 The Nahual by Rigoberta Menchú • DiscussaquotebyMiguelÁngelAsturiasfromMen of Maizeandthecoexistenceof“animaland person.” • Read“TheNahual”Chapter3ofI, Rigoberta Menchú: An Indian Woman in Guatemala. • Takenotesonwhatanahualis,accordingtoMiguelÁngelAsturiasandRigobertaMenchú.

QUOTE FOR ACTIVITY #2I, Rigoberta MenchúChapter3 ‘Thatnighthespenthowlinglikeacoyotewhilehesleptasaperson.’ ‘Tobecomeanimal,withoutceasingtobeaperson.’ ‘Animalandpersoncoexistinthemthoughthewilloftheirprogenitorsatbirth.’ MiguelÁngelAsturias

• ReadRosarioCastellanos’s“DeathoftheTiger/La muerte del tigre”tolearnaboutthewaigel,the protectivespiritoftheBolometiccommunity. • Discusstheroleofthewaige or nahualinthisstory;incorporateyournotesfromActivities#1and#2 into the discussion. • WriteanessayaboutlossofidentityandtheplightofindigenouspeopleinMexico,basedonPérezand Jansen’sdiscussionsintheMesoloreProjectCodiceswebpageat http://mesolore.net/codices/mesolore.htmlunderLectures –> IntroductiontotheMixteca:TheLandof theRainsandCastellanos’s“DeathoftheTiger.”

AssessmentClass discussionNotesEssay

JUSTFORFUNGoonlinetoseeJoséJuanAguilar’scarvednahuals atCasaMexicana:FineArtandFolkArtofMexicowebsite at http://www.casamexicanafolkart.com/Jose_Juan_Aguilar_s_Nahuals/jose_juan_aguilar_s_nahuals.html.

Drawyourpersonalnahual.

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