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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
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.
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 #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
General TheCIA(CentralIntelligenceAgency)websiteat https://www.cia.gov/library/publications/the-world-factbook/geos/mx.html TheWorldAtlaswebsiteathttp://worldatlas.com/webimage/countrys/namerica/mx.htm
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
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
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 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 #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.
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.
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
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
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.
For the Spanish TeacherReviewdemonstrativepronouns,adjectivesforstudentstouseduringslideshowpresentations.Reviewtheformationofcommandsforwritinggameinstructions.
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.
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
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
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.
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.
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.
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>.
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
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?
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
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..
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/
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 #2 Math Practice with Bars and Dots Studentswill— • PracticethevigesimalcountingsystemusingbarsanddotsatGoals2000PartnershipforEducating ColoradoStudentswebsiteathttp://www.dpsk12.org/programs/almaproject/pdf/MayanMathematics.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
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 #2 Math Practice with Bars and Dots • PracticethevigesimalcountingsystemusingbarsanddotsatGoals2000PartnershipforEducating ColoradoStudentswebsiteat http://www.dpsk12.org/programs/almaproject/pdf/MayanMathematics.pdf
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.
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
For the Spanish TeacherTravelbinderscanbemadeforothersitessuchasBonampak,Caracol,PalenqueandYaxchilanbygoingtotheMesowebwebsiteathttp://www.mesoweb.com–>Resources–>Encyclopedia–>Index.
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
For the Spanish Teacher“ChacMool”isavailableinreaderssuchasLee Conmigo 3.Inadditiontopre-readingactivitiesandcomprehensionquestions,thereisbiographicalinformationaboutCarlosFuentesandculturalnotesaboutChichénItzá,ChacMoolandtheexplorerAugustusLePlongeon.
JUST FOR FUNSeven WondersCheckoutthenewsevenwondersoftheworldattheNew7Wonderswebsitehttp://www.new7wonders.com/Canyouguessthedateoftheglobalelectionforthenewwonders?
3D ChichénGetyour3DglassesreadyfortheseviewsontheMesowebwebsiteofChichénItzá:http://www.mesoweb.com/chichen/virtual/3D/3D.html
More MesofunCheckoutfeaturesattheMesowebwebsiteathttp://www.mesoweb.comforvideoclips,Mayadanceanimations,toursofarchaeologysites,flashanimations,discussionswitharchaeologistsandinterviews,andtoplayTheCrystalSkull,theonlineadventuregame.
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
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
JUST FOR FUNSeven Wonders • CheckoutthenewsevenwondersoftheworldattheNew7Wonderswebsite http://www.new7wonders.com/ • Canyouguessthedateoftheglobalelectionforthenewwonders?
Three D ChichénGetyour3DglassesreadyfortheseviewsontheMesowebwebsiteofChichénItzá:http://www.mesoweb.com/chichen/virtual/3D/3D.html
More MesofunCheckoutatMesowebFeaturesathttp://www.mesoweb.comforvideoclips,Mayadanceanimations,toursofarchaeologysites,flashanimations,discussionswitharchaeologistsandinterviews,andtoplayTheCrystalSkull,theonlineadventuregame.
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.
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.
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.”
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.
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.