DOCUMENT RESUME SO 032 440 ED 449 075 Radkey, Tom AUTHOR "Mayan Eyes Have Seen the Glory..." or "Please Don't Squeeze TITLE the Shaman!" An Interdisciplinary, Integrated, Thematic Study "Chaac" Full of Culture and "Jaded" History of the Mayan Civilization. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Mexico/Guatemala). Center for International Education (ED), Washington, DC. SPONS AGENCY PUB DATE 2000-00-00 39p.; Many pages of the document contain faint type which NOTE may not be reproducible. Collaborative team members for this project: Cheryl Gettings, Rosey Graff, Bonnie Wilcoxson, Lou Beck, and Marylou Bowles-Banks. Teacher (052) Classroom PUB TYPE Guides MF01/PCO2 Plus Postage. EDRS PRICE Area Studies; *Curriculum Development; Foreign Countries; DESCRIPTORS Grade 6; Interdisciplinary Approach; Intermediate Grades; *Maya (People); Models; *Social Studies; Teamwork; Thematic Approach Central America; Fulbright Hays Seminars Abroad Program; IDENTIFIERS Mexico; Yucatan Peninsula ABSTRACT This curriculum unit, intended for students in grade 6, covers the Mayas, Mayan history, and ancient civilizations. The unit was developed using Roger Taylor's collaborative team model "Connecting the Curriculum: Using an Integrated, Interdisciplinary, Thematic Approach." The unit addresses multiple intelligences, brain research, constructivist models of learning, and E. D. Hirsch's cultural literacy terminology. The unit accounts for individual abilities so that all students can participate and be successful. Each thematic set of activities lists resources needed, the anticipatory set, the activity performed, and the product created. Resource lists contain poetry; people; books for students; books, periodicals, and software for teachers; and Web sites. (BT) ENTIRE DOCUMENT: POOR PRINT QUALITY Reproductions supplied by EDRS are the best that can be made from the original document. "Mayan Eyes Have Seen the Glory " or "Please Don't. Squeeze . . . the Shaman!" An Interdisciplinary, Integrated, Thematic Study "Chaac" Full of Culture and "Jaded" History of the Mayan Civilization. Fulbright Hays Summer Seminars Abroad Program 2000 (Mexico/Guatemala). Radkey, Tom / U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAILABLE 2 0 / ',,,, I t r :5-..,.... r " -_-,--,:--- '-'-, - - 7... -1^ W ^V., %i.7...n.- -'-:v-ir--,":....- --- 411 v- -,..- PZ41.:0:0:40:40:0:0:10.4141:01.:*01*0140;0:0:0:40;.040r0114.4I0 --:" ' "'--17..-----i- 44 arw.-----7.--------=r-- 111111111 T iffilimitii T 1H if.:1 isivibilm re----ifill'1.4":311 4$1 ...,, TALI, ,:_-,41Lyjp.,. --.' MR 0 0 1111- 1 2%,, * . ( -17: .1.7...,,p!,267 II : 4. 'I :: ..Z.;;): ,, . ''...a ..434.-:,,,,-, --:- , r NT ,._.. , , ., i _v......A... ..........,,, _______ i __............./\-,,,.... .41z0M.- 4i ti `1__ ; .21 PA ?AL. c0,0.E.*4),* GO lilt te01' :fit Pr c U s ,-1a- ugtFAA irmititismiumilmiii Mifflin! ALAI MIMI, Maw-- At MEM= sessozmas 00023 11.10ACCOAOc014COTOMOVINIKIONKON10041401.1.10:0110110*) r--------- .f....n....---toA 44-31-20t020 .*- ABSTRACT This curriculum unit was developed using Roger Taylor's collaborative team model: "Connecting the Curriculum: Using an Six educators Integrated, Interdisciplinary, Thematic Approach." were involved with brainstorming ideas, researching accurate information, gathering materials, and structuring the goals and obiectives. The unit addresses multiple intelliaences, brain research, constructivist models of learning, and Hirsch's cultural literacy terminology, along with consideration for individual abilities so all students can participate and be successful. Modifications and accommodations can be made within each lesson It does not incorporate any elements of style such and activity. as MLA or APA. The completed unit was submitted to Roger Taylor for dissemination on his website in August, 2000. After the initial weeklong class which included intensive I refined and re-worked coursework and culminated in the project, the content and the format for clarity. Included are some definitions of terms, and delineation of anticipatory sets, class activities and student-centered products. This unit comprises a database of resources and ideas that can be used by any teacher, but is specifically aligned with Wyoming State S'J.andards and Benchmarks. This curriculum unit is written for arade level 6 This curriculum unit covers the following 3 main subjects: 1. Mayas 2. Mayan History 3. Ancient Civilizations OVERVIEW CONTENT: (Why is this unit important ?) I. "We are all at the mercy of a universe we cannot control. And so, particularly at times when events of great importance arise, we struggle to discover ways to appease nature or find help. In modern cultures this struggle might include scientific research; the classic Maya had their own methods, based on their own beliefs." Racikey BEST COPY AVAILABLE I . . This unit is important because the legacies of the Mayan culture continue to impact many facets of contemporary life, including place value, zero, architecture, astronomy, calendar. There are valuable lessons to be learned through studying an ancient civilization that once flourished and then vanished, and by doing so, we can improve the quality of our own lives. (How are the thinking skills developed?) PROCESS: II. In this unit thinking skills will be developed through activities where students: analyze and synthesize information thinking engage in activities that promote divergent work independently, work together in small groups, and work cooperatively in large groups employ research skills form creative associations of ideas across discipline areas create various products that lead to an in-depth appreciation for and understanding of the relevance of the Maya Civilization demonstrate their knowledge of applications from the Maya people to real-life situations (What will kids do/know as a result of this unit?) PRODUCT: II. Students will: Understand the importance of protection and preservation of culture. Appreciate the legacies of the Mayans. Compare and contrast the Mayans to American culture. Unit Overview Alignment with State/District Student Performance Outcomes GOAL 1: Students will learn how the Mayans understood their place in the universe. GOAL 2: Students will learn the social, political and cultural system of the Ancient Mayas. GOAL 3: Students will explore the relationship between the culture of the Ancient Maya and the American culture. GOAL 4: Students will identify the legacies of the Mayan. I-SEARCH INDEPENDENT RESEARCH PROJECTS FOR GIFTED AND TALENTED 1 State each research project with an investiaative focus and a "hands-on" product to show research outcome. -common notions not necessarily true in fact PARADOXES: 1. -self-contradictory statements or observations Because of the importance of nature to Mayan religion, it is assumed that Mayans conserved their environment. Slash and burn techniques for clearing land are used today by Mayan descendents who inherited the practice from their ancestors. Write and present a drama to the class depicting PRODUCT: what is happening in the rainforest today and the impact it has worldwide. -inherent properties A--7,1.72UT71: -conventional symbols or identities -ascribing qualities Some elements of the environment were important to the Maya. Design a series of postage stamps depicting symbols PRODUCT: of nature sacred to Mayans. -situations of likeness ANALOGIES: 3. similarities between things comparing one thing to another .The Maya civilization was centered around their religion. Research the beliefs of our local Native American PRODUCT: tribes, the Shoshone or Arapahoe, with those of the Mayas. Present your findings on a backboard or in a power point presentation. 2ISCREPANCIES: -gaps of limitations in knowledge 4. -missing links of information what is not known There are differing opinions concerning the decline and disappearance of Mayan civilization. Radkev BEST COPY AVAILABLE 3 6 Prepare a news report for the evening news program PRODUCT: "Your News and Mayan" with late-breaking news information explaining their disappearance. -inquiry to bring forth meaning PROVOCATIVE QUESTIONS: 5 -incite knowledge exploration -summons to discover new knowledge Ruler-priests performed ceremonial bloodletting while using hallucinogens in order to form a vision for the future of the Mayans. Develop a debate for or against continuance of this PRODUCT: practice. EXAMPLES OF CHANGE: -demonstrate the dynamics of things 6. -provide opportunities for making alterations modifications, or substitutions Spain colonized the Mayan areas of Central America. As governor of this area of "New Spain," write the ?RODUCT: laws you will pass to govern your new subjects. -effects of habit-bound thinking EXAMPLES OF HABIT: 7 -building sensitivity against rigidity in ideas The Mavens always planted maize at a certain time. This year there is a drought. Traditionally there would be a human sacrifice to the rain god, Chaac. As governor, you desire other alternatives. Design a model or prototype of your solutiori to PRODUCT: this problem. ORGANIZED RANDOM SEARCH: -use a familiar structure to build 8. another -an example from which new approaches occur at random Pyramids were central to the Mayan civilization. Determine the strengths and weaknesses of a Mayan ?RODUCT: pyramid. Create a model of a pyramid incorporating all of the strengths and no weaknesses. Radkev 4 BEST COPY AVAILABLE 7 -search for ways something has been done SKILLS OF SEARCH: 9. (historical search) search for the current status of (descriptive search) set up an experimental situation and search for what happens (experimental search) Archaeology has allowed us to uncover information about the agrarian Mayan culture. Research how the Mayans farmed in the past by PRODUCT: studying ethnobotanist's findings. What methods do the Mayan descendants employ today? Design an experimental hydroponics farm. Maintain records from planting through harvest. -provide situations which puzzle, 10. TOLERANCE OF AMBIGUITY: intrigue or challenge thinking -pose open-ended situations which do not force closure The Maya civilization developed an intricate way of documenting time. Look at a Mayan ceremonial calendar. Prepare a PRODUCT: user-friendly guide for using the Mayan calendar. 11. INTUITIVE EXPRESSION:-feeling about things through all senses - skill of expressing emotion - be sensitive to inward hunches or nudges The Mayans sometimes used human sacrifices in their ceremonies. Create a pantomime expressing the emotions Of a PRODUCT: slave mother whose only child has been selected as the next sacrifice. 12. ADJUSTMENT TO DEVELOPMENT: -learn from mistakes or failures develop from rather than adjust to something or develop many options possibilities Historians are not sure what caused the demise of the Maya civilization. Radkey 5 Based on the assumption that the Mayan civilization PRODUCT: disintegrated due to poor agrarian practices, create a chart comparing Mayan farming practices with alternative practices, which would have allowed their civilization to survive. -analyze traits of STUDY CREATIVE PEOPLE AND IDEOCESS: eminently creative people -study processes which lead to problem-solving, invention, insight The Maya held their priests and educated people in high esteem. PRODUCT: Write a letter of recommendation for Albert Einstein to be admitted to the University of Chichen Itza. -decide upon possibilities by their 14. EVALUATE SITUATION: consequences and implications . The government of the Maya people included a caste system. Create a timeline showing the outcomes over time of RODUCT: king and noble. a lower class revolution aaainst the Mayan -develop a mind-set for using 15. CREI1TIVE READING SKILL: information that is read -learn the skill of generating ideas by reading Read the following poem by Humberto Ak' abal: Prayer In the churches You can only hear the prayer Of the trees Converted to pews. PRODUCT: Write a collection of poems based on what you have learned about the Maya people. Read them to a selected audience. BEST COPY AVAILABLE Radkev 6 16. CREATIVE LISTENING SKILL: -learn the skill of generating ideas by listening -listen for information allowing one thing to lead to another Listen to Mayan legends that explain why/how something happens in nature. Interpret the Mayan explanation according to scientific principle. Present your finding in a written paper, orally, or PRODUCT: in an illustrated nonfiction picture book format. -learn the skill of communicating 17. CREATIVE WRITING SKILL: ideas in writing -learn the skill of generating ideas through writing Every civilization has its own mythology, and the Maya were no different. Write a play or myth explaining the decline of the PRODUCT: Mayan civilization. 78. 7ISUALIZATION SKILL: -express ideas in visual form -illustrate thoughts and feeling -describe experiences- through illustrations The Maya civilization can be traced from its beginning to its disappearance. PRODUCT: Prepare a glyph mural depicting key events in the development of your community. BEST COPY AVAILABLE Rad key 7 10