Ancient Civilizations:
Discovering Ancient Maya
Culture Grade 6/7 Social Studies Project Plan Goals (SWBAT):
• Identify connections between students’ current culture and the ancient cultures of Mesoamerica,
while relating to the previous ancient cultures studied.
• Understand the contributions that the Ancient Mayan Civilization made for science, math and thusly,
technology.
• Describe and understand daily life, social structure, and the economy of the Mayan Civilization
• Understand the location and environment of the Mayan Civilization through geography lessons and
assess how those settlement patterns were influenced by the physical environments.
• Communicate
• Evaluate and think critically about how natural process and human-induced changes effect ancient
civilizations and present-day culture
• Make inquiries and apply knowledge to research and journaling
• Organize information gathered through primary and secondary sources of print, non-print, and
electronic sources into a structured presentation for communicating ideas and facts.
• Apply prior knowledge of other Ancient Civilization to make conclusions, draw information, and inquire
further.
Rational:
• Providing a bridge between cultures of the world, history, and people of the present and future.
• Allowing for new discovery and cultural connection to ancient peoples.
• Promoting respect for cultural history and appreciation of the many contributions the Mayan
Civilization made to present-day cultures.
• Allowing students to form opinions about why they learn about Ancient Civilizations, particularly
based on what they learn about the Mayans.
• By learning more about the Mayan geography, economy, social structure, agriculture, and inventions,
students will identify similarities between other ancient cultures and understand why the Mayan
Civilization did not remain as strong as others.
Prescribed Learning Outcomes:
•
Skills And Processing
A1 Apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using
analogies, identifying relationships, summarizing, and drawing conclusions – to a range of problems and
issues.
A2 Use various types of graphs, tables, timelines, and maps to obtain or communicate information
A3 Compile a body of information from a range of sources
A4 Deliver a formal presentation on a selected issue or inquiry using two or more forms of representation
•
Identity, Society, And Culture
B1 Analyse the concept of civilization as it applies to selected ancient cultures
B2 Analyse social roles within one or more ancient civilization
B3 Identify influences and contributions of ancient societies to present-day cultures
•
Economy and Technology
D3 Compare ancient and modern communications
•
Human And Physical Environment
E1 Assess how physical environments affected ancient civilizations
E2 Identify the impact of human activity on physical environments in ancient civilizations
Unit Inquiry:
• How did geography influence the Mayan civilization?
• Who are the Maya, then and now?
• What was life like for the Ancient Mayans and what were their key achievements?
• What are the similarities and differences from the Mayan Civilization and the civilizations already
studied?
• What might be some of the reasons the Mayan Civilization changed and declined?
• Why do you think we study Ancient Civilizations?
• Do you think present-day cultures are changing?
Prior Knowledge:
• Geography - using the atlas, mapping, and physical environments
• Research – using different sources and accessing electronic information from the Internet
• Awareness - global culture, Ancient Civilizations (Mesopotamia and Egypt), and their own culture
• Critical thinking- comparing and contrasting, forming opinions, and using inference
Integration:
• Art: Mayan Stone Calendar- Relief Sculpture project, Social Structure drawing activity
• Language Arts: Journaling responses/writing activity to read-aloud book share (The Jaguar
Stones), Oral presentation and written component of final project, and reading/researching
information
• Mathematics: Mayan numbering system worksheets
• Physical Education: Play a simple and safe version of the Mayan ballgame for a warm-up
• Health and Career Education: Use the Mayan Social Structure activity to start learning about
present-day career education- leading into to the Career Education Unit
• Computers: research questions and interactive website relating to the Mayan Civilization
(see resources)
On Going Activities:
• Using their Social Studies workbooks for all activities, notes, and collect research information
• The reading and writing responses from the book The Jaguar Stones: Middleworld by J&P Voelkel
• Research and interactive online learning with questionnaires
• Final archeologist project
Incentive:
• Before the unit begins bring in unit display along with many Mayan items but cover it up with a
sheet to promote anticipation. One by one reach under the sheet and pull an item out to be passed
around promoting discussion and guessing. Pull the sheet off once most of them have guessed and
have them come up and look at the rest of the display
• Hand out KWL sheets and make sure that they have 3 or more questions in the What section in
•
•
order to promote inquiry and interest
Watch the film IMAX: Mystery of the Maya and make notes about their questions asked in the What
section
Talks about the calendar (because it’s probably going to be brought up by those familiar with it
through media interpretation- teaching moment)
Assessment:
Completion of all worksheet handouts- 35% of Unit
• KWL
• Maps A, B, & C
• IMAX “Mystery of the Maya” Questionnaire
• Mayan Social Structure Activity (two-parts)
• Writing & Number activities (2 Numerical sheets and 1 Writing sheet)
Overall
•
•
•
Evaluation- 25% of Unit
Participation and attitude
Student-Self Assessment
Social Studies Note book
Final Project completion- 40% of Unit
• Oral Presentation
• Written, Digital or Art presentation
• Rubric criteria is at Meet Expectations
Resources:
•
Websites for Students-
http://www.carlos.emory.edu/ODYSSEY/AA/aaflashfront.htm
(This site is very interactive but it is directed towards American studies and is very broad. It’s a great
introductory site before starting to look specifically at the Mayan Civilization).
http://www.proteacher.com/redirect.php?goto=3128
(This is a great site put together from the Science Museum of Minnesota. It proved a great source of links,
activity, and photos for students research).
http://www.jaguarstones.com/Home2.html
(This site is specifically from the novel study The Jaguar Stones: Middleworld. It can be used for students to
research and learn more about the character but it also provides many useful resources and activities. There
is also a teacher related section for resources). See also: http://www.jaguar-sun.com/
http://www.mayaruins.com/
(This site provide a detailed interaction with the many Mayan ruins, great site for student research, it’s easy
to navigate as well).
http://www.learner.org/interactives/collapse/
(This site provides an interactive archaeological activity and has plenty of information regarding the decline
of the Mayan civilization).
http://mayas.mrdonn.org/
(This site its very easy to navigate and is more simplistic in the information given, which could be helpful to
those students who need more accessible resources and interactive learning. It also provides a detailed looks
at the Mayan social structure).
http://www.mayankids.com/mkintro.htm
(This site provides some comparing and contrasting with Egyptian civilization and it also has a quick glace
timeline that could be useful for students and teachers. The lay out may be confusing but there are two
separate menus- one with words and a different one with pictures at the very top).
•
Websites for Teachers-
http://www.kathimitchell.com/mesoamericans.htm
(This site has many links relating to Mesoamerican cultures so it only has a small section on the Mayan
Civilization but the ones it has are categorized well and generally informative. Some links above were found
though this site).
http://teacher.scholastic.com/products/instructor/Sep04_maya.htm
(The is the official Scholastic site for art lessons on the Mayan Civilization. It also include further resources
and great recipes that can be used for the last day of the unit for the Mayan feast)
•
Books for Students-
Baquedano, E. 2011. Eyewitness: Aztec, Inca, and Maya. New York: DK.
This is an informative guide to the rise and fall of the pre-Columbian cultures of Mesoamerica- the Aztecs,
Incas, and Mayas. It includes a wall chart (for the classroom) and a clip art CD. Like most Eyewitness books,
it provides a quick glance information book so it’s great as an introductory to the unit.
Crosher, J. 1998. Technology in the Time of the Maya. New York: Raintree.
This book provides an accurate and detailed description of the Maya civilization by looking at Maya building,
weaving, jade carving, writing, astronomy and music. The ten projects described include basket weaving,
cooking tamales and face-painting. This book generally links civilizations and technology in unique ways, which
proved students with a new way of looking at cultural technologies.
Macdonald, Fiona. 1998. Step into the Aztec & Maya Worlds. New York, NY: Lorenz Books.
This book provides a snapshot of every-day life and historical events in the ancient Aztec and Mayan
cultures. You can explore the cultures through a well-done collage of photographs, archeological objects and
artwork that accompanies the text. Best of all there are 15 simple step-by-step craft projects from making a
Mayan clay pot, Aztec rattle, to a simple back-strap loom. The art sculpture project from lesson was found
in this book.
Rubalcaba, Jill. 2010. Great Empires of the Past: Empires of the Maya. New York, NY: Chelsea
House.
This book works as a narrative information book providing an overview of the Mayan Civilization. It explores
in detail the rise and fall, the extent of its influence, society, and daily life, and the impact in the modern
world and present-day cultures. Excellent photographs and maps. It’s a perfect book for a researched based
project and activities.
•
Books for Teachers
th
Coe, M.D. 1999. The Maya 6 Ed. New York: Thames & Hudson.
This book is a revised and expanded introduction to the Maya. It incorporates the latest ideas and research
in a fast-changing field. Spectacular tomb discoveries at the city of Copan reveal some of the early artistic
and architectural splendours at this major site. New finds here and elsewhere entail a complete
reinterpretation of greatest city of pre-Conquest America. There is a guide to visiting the Maya area and lists
of rulers for the major classic cities. It’s important know what is happening in the field of discovery.
Keller, M. and Milliken, L. 1999. Inca, Aztec, Maya Activity Book: Art, Crafts,
Cooking, and Historical Aids. Washington, DC: Edupress Inc.
This book is loaded with historic and cultural arts, crafts, games, cooking, and more. It’s similar to other
hands-on activity books in that it provides learn-and-do activities that include instructions, historical aids, and
complete material lists. It’s includes historical notes, easy-to-follow directions and all materials list. It provides
a number of activities revolving around the cultures of the Incas, Mayas, and Aztecs. It definitely stimulates
cross-curricular activities- and many made from low-cost recyclable materials- which one hope will generate
excitement, questions, and fun.
Day, Nancy. 2001. Your Travel Guide to Ancient Mayan Civilization. Minneapolis, MN: Runestone
Press.
This book is great for teachers and students because it provides a journey back in time in order to
experience life during the Maya civilization, describing clothing, accommodations, foods, local customs,
transportation and more. It really focuses on the Mayan Civilization peek period of 600-800 CE.
Background Information on the Mayan Civilization: (useful for TOC or other teachers at a glance)
The Maya believed to have travelled to the New World from Asia across the stepping‐stones of the
Bering land bridge with migrations of people who would later be known as Incas, Anasazi, and
Wakiutl. The Maya traveled south through Canada, the United States and into Mexico and Central
America. Human settlement is recorded as early as 9000 BCE in Belize.
The Maya occupied a territory the size of the state of New Mexico in the tropical zone between the
Equator and the Tropic of Cancer. Surrounded on all sides by water—Pacific Ocean, Gulf of Mexico,
and Caribbean Sea—the land divides naturally into three geographical zones. The highlands, a
two‐mile high zone of rugged mountains and pine forests, stretch along the Pacific coast of
Guatemala. Iridescent‐green quetzal birds soar over the sleepy volcanoes and crystal lakes in this
land where the cacao tree grows. Black‐mirrored obsidian and jade, materials prized by Classic Maya
royalty, were mined here and traded throughout the region. The Southern lowlands sprawl over
eastern Guatemala, Honduras, Belize, El Salvador, and southern Mexico. In the rain forests of tropical
palm, mahogany, and sapodilla (chewing gum) trees, koatimundis and spider monkeys scamper
overhead to the music of screeching toucans and droning insects. Crocodiles and turtles bask in the
swamps. On land, jaguars silently stalk unsuspecting deer while parrots dart streaks of red through
the emerald canopy. In the Northern lowlands, Mexico’s Yucatan, egrets fish along the shore while
anteaters feast on termite mounds. An annual rainfall of 0 inches supports the growth of scrubby
vegetation and palmettos on this limestone peninsula where rivers flow underground.
Early Maya were discovered in excavations at the ceremonial center of Cuello, Belize. A burial, which
archaeologists date to at least 2000 BCE revealed a woman in her 30s with teeth worn flat from a
diet of stone‐ground maize. Evidence of the first Maya architecture appeared when workers
uncovered lime‐plastered platforms on which thatch‐roofed buildings stood. Life in these early
villages revolved around agricultural cycles. The annual duties of planting, tending, and harvesting
the newly domesticated crops of maize, beans, quash, and chili kept men, women, and children
occupied. To supplement their vegetable based diet, men hunted deer, rabbit, and oscillated
turkeys.
By the Late Pre‐Classic Period (250 BCE–250 CE), simple villages had grown into city‐states,
spurred by advances in agriculture. The Maya hieroglyphic writing system of 800 glyphs, the
base‐20 mathematic system, which included a zero, and the 365‐day calendar permitted scribes to
record historical and astronomical events and to predict future eclipses. Corbel arches of stone
masonry allowed Maya architecture to span space in ways that post and lintel construction could
not. This growth in population and intellectual pursuits precipitated economic expansion and
increasingly stratified social and political organizations. To maintain stability, a ruler was chosen to
intercede with the gods on the people’s behalf, to organize farming duties and distribution, and to
lead the people in warfare with other city‐states. An early jade pendant represents a highland chief
carrying a jaguar cub on his shoulder. This connection between high rank and Mesoamerica’s most
powerful feline continued throughout the Post‐Classic Period.
Lesson
Objectives/Assessment
(SWBAT)
Define what Ancient Civilizations are
from prior Social Studies units
1: Introduction & Geography
Determine where Mesoamerica is on a
map of North America
Understand that there are many
indigenous cultures that reside in
these areas and were once thriving
civilizations pre-colonization (reference
Fist Nation Heritage to make it
localized)
Locate on a detailed area map where
the Maya civilization’s land perimeter
was
(SWBAT)
Understand more about the
geography of Mesoamerica and its
influence on the Maya way of life.
2: IMAX Film Presentation &
Mesoamerican Environment & Maya
Timeline
Discussion and resources sharing
Hand out KWL sheets with a minimum
of three questions asked in the What
column
Hand out mapping activity worksheets
(A & B only at first) to work on the
remainder of the class and in Entry
Block
Closure:
Revisit introductory questions and
introduce third map (maybe not as
assignment yet)
Introduction:
Review what we leaned about the
Mayan Civilization last class
Gain a general understanding about
the way of life during the height of
the Maya Civilization
Introduce the IMAX film and hand out
the question sheet for note taking,
review each question first
Compare and contrast the Ancient
Civilization previously learned with the
Mayan
Discussion and partner sharing after
film complete to answer question
sheet
Use critical thinking skills to make
opinions about what may have
constituted the Maya Civilization
decline
Hand out the Maya timeline and
carefully go throw while comparing
their timeline they made during
Ancient Egypt unit
(SWBAT)
Understand social structure relating to
the different jobs and roles of the
people in Ancient Mesoamerican
Civilizations (Aztec & Mayan).
3: Social Structure & Economy (pt.1)
Learning Activity
Topic Introduction:
Use display of Mayan goods,
resources, artwork, and pictures to
promote curiosity (hook)
Compare what life was like then to
the student’s present-day
culture/society and identify what jobs
act in similar roles then as now
Identify the importance of different
jobs in Ancient Mesoamerica and how
that can lead to an understanding of
the importance of the many jobs in
present-day cultures. (H.C.E.
integration of exercises/journal
possibilities)
Closure: Discussion and reflection on
what the are now learning about the
Maya Civilization (What I’m Leaning
about this topic on the KWL)
Introduction:
Review timeline hand out from last
class
Discuss with students what they think
the social structure was like (based
on what they have studied already)
Put students in groups (use pod
groups) and introduce Mayan Job
activity
Hand out the worksheets and job
sheets for students to look through,
share and discuss
Have them work individually on the
questions and drawing activity
Closure: discuss and ask students to
share what they discovered about the
(SWBAT)
Identify technological innovations and
how they aided Ancient Mayan’s basic
needs and modified their
environments.
Understand the varying methods used
to exchange goods and utilize the
environment
4: Social Structure & Economy (pt.2)
job they chose
Introduction:
Review the different jobs discussed
last class (continue closure
discussion)
Give students time to complete their
Social Structure Job worksheets (time
will vary)
Introduce topic of trade and goods
Present the Trading Co. Role Play
Activity.
Put student in group and give them
their scenario (each group will have
15 minutes to figure out the best
solution and present it to the class
(SWBAT)
Determine the pros and cons of the
thatched roof design
Compare and contrast the cities and
temple design of the Ancient Mayan
Civilization to that of Ancient Egypt
5: Architecture
Closure: discuss what group came up
with successful resolutions for trading
with each other and why
Introduction:
Present PowerPoint about Mayan
Architecture
Write a compare and contrast chart
on the board and have the student
contribute (Ancient Mayan
Architecture compared to Ancient
Egypt)
Have them write down the chart in
their SS booklet so they can refer
back to for the final project (first
introduction to the final project)
(Think-Pair-Share)
Discuss the where and whys of the
cities and temples.
Discuss the pros and cons of the
different ways people lived (Thatched
roof house design & forest dwellers)
6: Numerical & Writing Systems
(pt.1)
(SWBAT)
Closure: Go back to PowerPoint and
discuss what they now know about
some of the cities and
Introduction:
Understand the basics of the Mayan
number system and what they used it
for
Present Number system by handing
out the number chart sheet (before
worksheet activities)
Understand the Base 20 system
through completing worksheet
activities
Talk about how they used the
numbering system and what they
used to count (cocoa beans, finger &
toes). Include the fact the Maya
introduced zero as a number.
Use base 10 blocks to model the
base 20 system used (hand out in
groups to help those who will
understand it more visually)
Hand out the first worksheet and
continue circulating and helping (if
repeated questions are being asked
bring the class together and go over
again)
(SWBAT)
Write the Mayan version of their
names using the modified glyph chart
7: Numerical & Writing Systems
(pt.2)
Understand how the Mayan Civilization
used these systems (Writing &
Numbers) for communicating
Closure: discuss why they think the
Maya used base 20 system when we
use base 10
Introduction:
Present pictures of the glyph chart on
the SMART board
Ask the students if they see any
similarities comparing to the Ancient
Egyptian Glyph studied before
Introduce Name activity but go over
in detail how it works and what the
substitutions are for the letters not
used in Mayan writing, explain why
Give them time to complete their
names and circulate to help, allow
them to work in groups so they can
help each other
(SWBAT)
Use critical thinking to assess why
the Ancient Maya Civilization declined
8: Civilization Decline
Understand who the Aztecs (triple
Alliance) Civilization and how/why
they shared much of the Mayan
culture
Closure: Show pictures (using SMART
board) of where there glyphs are
used in architecture and if they
recognize any of them
Introduction:
Have extended timeline of the Mayan
Civilization up on the board. Have
students carefully study it. Ask
questions about why they think there
was a large change between 800 CE
and 1500 CE
Evaluate the impact of the natural
process and human-induced changes
on the communities
Tell them there is no definite answer
and then hand out one question
sheet per group (one scribe, one
reporter)
Understand what the terms PreColumbian and European colonization
means (what it mean to Canada and
First Nations as well)
Then they are all going to discuss
and write down everyone’s opinion
with backup information by answering
the questions on the worksheet
Each group will share with the class
Closure:
Teacher will comment as the students
share and allow time for different
groups to ask questions. Write journal
assignment question on the board.
9: Introduction to Junior Archaeologist
Project/Assignment
(SWBAT)
Introduction:
Understand the significance of the
cities and ruins built by the ancient
Maya.
Using all the information they have
gathered about the Ancient Maya
culture they are now going to do put
it all together in a presentation
Describe the building process of the
city, the social structure, the daily
life, and the economy surrounding the
city
Understand and present the timeline
when the Mayan city was built and
when it’s ruins were discovered and
what archeologist discovered them
Understand that there are still Maya
people living in the same areas today
and how they connect with the city
ruins and the Ancient Maya traditions
Display the final project rubric on the
SMART board and go through each
step of the project
Give them time to ask questions at
the END after going through the
rubric
Have students use the resources in
the room and the computer lab to
decide which Mayan city/ruins they
want to research and present on as
junior archeologists
One by one call them up to your desk
to go over their choices (mark down
on class list)
(SWBAT)
Use research skills to find information
sources from the library and the
computer
10: Project Research
Know how to utilize work time
effectively
Closure:
Give them time to ask any further
questions or share ideas
Introduction:
Have the rubric for the final project
up on the SMART board again
Tell them to use their time wisely and
ask questions.
Promote individual research, partners
must be approved by teacher first.
Call each student one by one to the
desk to check on their progress
(SWBAT)
Understand what traditions are part
of the present-day Maya culture and
what the Festivals look like
11: Final Presentations & Maya Feast
(two blocks)
Present a detailed project about what
they have learned about the Ancient
Mayan Civilization in oral and written
(or digital) format.
Closure:
Have time for questions and remind
them of the due date and introduce
the Maya feast
Introduction:
Put up the list of the order of
presentations
Give the students time to prepare
(Have food and Modern Maya
Festivities PowerPoint ready)
Use class list and rubrics for each
student to make notes for
assessment
Closure (10-15 min at the end of last
block):
Thanks everyone for the hard work
and presentations. Go through a few
pictures from PowerPoint and talk
briefly.
Time to celebrate! (play music and
keep PowerPoint on rotation)
Have the students come by group to
get some traditional food (prepared
by teacher and volunteered parents)
Lesson 1: Introduction to Ancient Mayan Civilization
Duration: 45 min. (work on Mapping assignments during Entry Block)
Focus: Introduce the Mayan Civilization as an ancient culture of current day Central America by providing
research material and maps to be completed. Students will complete a KWL sheet for the teacher’s
reference.
Learning Objectives (SWBAT):
• Define what Ancient Civilizations are from prior Social Studies units
• Determine where Mesoamerica is on a map of North America
• Understand that there are many indigenous cultures that reside in these areas and were once
thriving civilizations pre-colonization (reference Fist Nation Culture)
• Locate on a detailed area map where the Maya civilization’s land perimeter was
Prescribed Learning Outcomes:
• A2: Use various types of graphs, tables, timelines, and maps to obtain or communicate information.
(Specifically) To compare maps of early civilizations with modern maps of the same area
•
B1: Analyse the concept of civilization as it applies to selected ancient cultures. (Specifically) To list
components that are common to cultures around the world and throughout time & illustrate interrelationships and influences among selected ancient cultures
Material:
Available colouring materials. Map handouts (2 per student), and KWL sheet to be filled out at the beginning
of class.
Vocabulary:
• Indigenous culture- Original inhabitants of a particular territory, usually prior to colonization or the
formation of a nation state
• Mesoamerica- An region and cultural area within Central America that is defined by a suite of
cultural traits developed and shared by its indigenous cultures
• Mayan Civilization- A civilization of Mesoamerica, consisting of many cities during it’s peak in the
classic period (c. 250 to 900 AD). Influenced by the other civilizations in the surrounding areas, the
Maya fully developed aspects of math, writing and the calendar. The Mayan people still live in
many of the same areas throughout Central America.
.
Introduction (10min.):
• Have students start a new page in the SS booklets- title, date
• Introduce topic and ask questions regarding what they already know about the Mayan Civilization
and the Ancient Civilizations previously studied- treat as discussion before handing out KWL
sheets.
• Prompts:
o What qualities might lead us to describe these cultures as advanced?
o What similarities might we see when studying the Mayan Civilization and the civilizations
we have already studies
o What do we know about the location of the Mayan Civilization (geography-map
reference)?
Activity development (30min.):
• Hand out KWL sheets and have the students fill in the first two columns and put into the work
books and explain we will be coming back to the third column. Have them compile at least 3
questions in the Wonder section.
• Have the students individually or in pairs pick a resource book to spend some time looking through
to briefly research/explore.
• Gain their attention and explain the mapping activity (Distinguish map A & B- go over instructions)
• They can utilize the atlases and the resource books to complete the handout neatly for the rest of
the class. (What they don’t complete they can complete for homework). Tell them to use the
resources and time effectively.
Closure (5 min.): Teacher to revisit what defines an Ancient Civilization.
• Ask again what similarities between Mayan Civilization and Ancient Egypt that they discovered
while doing the research
• Ask students to share somewhat they wrote in the wonder section of their KWL
• Show students a map that consists of where the Mayan Civilization occupied territory during the
“golden age” and ask them if the location looks familiar from the maps they have completed (this
could also lead into the extension activity for the next lesson or as an extra assignment)
Adaptation/Extensions: Complete the mapping activity for Mesoamerica. It requires further research using
books and the internet to find out more about ancient Mayan sites and their locations. This activity could
provide an alternative learning through visualizing and going into details rather than big picture mapping.
Name:
Date:
Using an Atlas, please complete the maps attached by neatly colouring and labeling
the following:
(Note: use different colours and when labeling, use pencil first then go over with a black fine liner)
A) Map of The Americas (write title on the map)
Continents:
North America
Central America
South America
Bodies of Water:
Atlantic Ocean
Gulf of Mexico
Pacific Ocean
Bering Straight
Arctic Ocean
B) Map of Central America (write title on the map)
Countries:
Mexico
Belize
Honduras
El Salvador
Guatemala
Nicaragua
United States of America
Bodies of Water:
Caribbean Sea
Gulf of Mexico
Pacific Ocean
Yucatan Peninsula
B)
A)
Name:
C. Map of Ancient Mesomerica
The attached map requires research to complete. Find out where the major Mayan sites belong
according to the letters on the map. Fill in the correct letter next to the picture.
Palenque
Becan
Chichen Itza
Comalcalco
Yaxchilan
Copan
Tikal
Uxmal
Coba
Name:
Izamal
I
Name:
K-W-L Chart
Please make notes the chart below. First Two columns at the beginning of the unit.
*What I already Know about
this topic
*What I Want to learn about
this topic
What I Learned about
this topic
Assessment:
Mapping Rubric
4 Fully Meeting 3 Meeting 2 Minimally Meeting 1 Not Yet Meeting Completed one map and
mislabeled many place by
not using the Atlas
effectively or at all. Did not
use a fine liner to neatly
label and some areas
labeled are the same
colour. Colouring looks
rushed.
Few Continents, Countries,
and bodies of water are
labeled or in the correct
placement.
Completed all three maps
maps by using the Atlas
effectively as well as other
resources. Neatly labeled
and coloured. Used fine
liner and different colours
to signify the different
continents and countries.
Completed two maps by
using the Atlas effectively.
Neatly Labeled and
coloured. Used fine liner
and different colours to
signify the different
continents and countries
Completed two maps but
some places mislabeled by
not using Atlas effectively.
Some of the map is not
neatly labeled or coloured.
All Continents, Countries,
and bodies of water are
clearly labeled and in the
correct placement
sometimes using arrows or
lines for smaller spaces.
Completed task on time.
Worked well with others
when necessary.
All Continents, Countries,
and bodies of water are
clearly labeled and in the
correct placement.
Not all Continents,
Countries and bodies of
water are clearly labeled or
in the correct placement
Completed task on time.
Task was not completed on
time.
OR
Correctly labeled: /12
Neatly coloured: /5
Completed on time: /3
TOTAL: /20
Links to maps used: http://d-­maps.com/continent.php?num_con=2&lang=en Task still not completed.
Lesson 3: Mayan Social Structure (Part 1)
Duration: 45 min
Focus: To learn more about jobs and society of Ancient Mesoamerica. Comparing the Different roles people
had then to what people do now. To introduce career education unit for H.C.E by starting students to
consider what their own interests are and research different opportunities in present-day society.
Learning Objectives (SWBAT):
• Understand social structure relating to the different jobs and roles of the people in Ancient
Mesoamerican Civilizations (Aztec & Mayan).
• Compare what life was like then to the student’s present day culture/society and identify what jobs
act in similar roles then as now
• Identify the importance of different jobs in Ancient Mesoamerica and how that can lead to an
understanding of the importance of the many jobs in present-day cultures. (H.C.E. integration of
exercises/journal possibilities)
Prescribed Learning Outcomes:
• B3 identify influences and contributions of ancient societies to present-day cultures
•
D2 assess ways technological innovations enabled ancient peoples to adapt to and modify their
environments satisfy their needs increase exploration and trade develop their cultures.
o
Relating trades and exploration to jobs and social structure roles
Material: Job sheets (having enough copies of the various choices for each student to pick from). Question
sheet handout. Blank sheets of paper for drawing on or the student’s sketchbooks.
Vocabulary:
• Ethnology: a branch of anthropology that compares and analyzes origins, distribution, technology,
religion, language, and social structure of the ethnic, racial and/or divisions of humanity
• The Classic Period: the time between the years of 200-500 CE and during that time the Mayan
Civilization was thriving but soon declined.
Introduction (10min.):
• Review the group Jigsaw project from last class and have students share what they learned about
the Mayan laws and economy.
o What is unique about the Mayan laws compared to some of the other Civilizations we
have studied?
o How does there geography work with or against them when thinking about their
economy? (products, trade, currency)
• Introduce Job sheets and put students into groups or have them work together in pods. (wait to
hand out worksheets)
o Ask them to think of what job they would have wanted to do if they were in the time of the
Mayan Civilization’s Classic Period.
o Make sure to have them pick something that they are genuinely interested in
Activity Development (30 min.):
• Have students in their groups explore the job sheet- reading, sharing, and finally choosing one (510min.)
•
Once they have each chosen a job they are interested in- hand out the activity sheet and have
them individually answer the questions in full sentences (15-20min.)
Closure (5min.): Ask students if they can share their answers- go through a couple of the questions one by
one if time allows (if students are being participatory and are excited to share, carry on the discussion at the
beginning of next class)
Adaptation/Extensions: As an integration possibility for art, have the students do the drawing/sketching
activity. The teacher may want to have that activity as an option for those students on IEP’s instead of the
question sheet.
Assessment:
4 Fully Meeting Worked well in groups
through sharing and
helping organize.
Chose a job that they were
interested in learning
about.
Completed question sheet
neatly and in full
sentences.
Participated and shared
during group and class
discussions.
3 Meeting Worked well in groups.
Chose a job was
personally interesting.
Completed question sheet
in full sentences.
Participated in group or
class discussions.
2 Minimally Meeting Did not always work well in
groups by distracting or
participating.
Chose a job without
interest in learning more.
Completed question sheet
but not in full sentences.
Did not participate in group
or class discussions
OR:
Competed Question Sheet: /8
Participation: /5
Completed on time: /2
TOTAL: /15
Job activity recourse book:
http://umanitoba.ca/cm/vol15/no12/ballplayerandbonesetters.html
1 Not Yet Meeting Did not work well with
others by being distracting
and not participating.
Chose a job with out
genuine interest.
Did not complete question
sheet.
Name:
Date:
Ancient Civilization Job Activity
Now that you have picked a job that you fin interesting please answer the following in complete
sentences in the space provided or in your notebook:
•
What is the job you chose and why did you choose it?
•
Why do you think this job was important for the Ancient Mayan society?
•
Think of a job in present-day cultures that is similar to the one you chose. Write down what
that job could be and why you think it is important.
•
Can you imagine yourself doing this job present-day? If not, what do you think you would
do?
Name:
Date:
Job Portrait
On the space provided or in your sketch book please draw a picture of you doing the job you chose
as both Ancient Mayan and present-day version. Draw the objects you would need to do your
job or the scene in which your job would take place. Use your imagination and have fun!
Lesson 6 & 7: Writing & Numbering System
Duration: 45 min (handouts to be completed during Entry Block)
Focus: To learn more about the Ancient Mayan writing and numbering system. Comparing the glyphs used
to those of Ancient Egypt. To appreciate the complexities and influence the Mayan systems had on presentday cultures.
Learning Objectives (SWBAT):
• Understand the basics of the Mayan number system and what they used it for
• Understand the Base 20 system through completing worksheet activities
• Write the Mayan version of their names using the modified glyph chart
• Understand how the Mayan Civilization used these system for communicating
Prescribed Learning Outcomes:
• B3 identify influences and contributions of ancient societies to present-day cultures
•
D3 compare ancient and modern communications media describe the roles of communications
media
o List ancient communications technologies (e.g., writing, marketplace)
Material: Mayan Counting worksheets, Writing Glyphs worksheet
Vocabulary:
• Vigesimal- Base 20 numeral system used by the Mayan Civilization
• Mayan Glyphs- earliest inscriptions found from 3 BCE that used logograms which are visual
symbols representing words rather than the sounds (not at all related to Egyptian Hieroglyphs).
Introduction (15 min):
• Introduce tops by Sharing interesting facts about the Mayan writing and numerical systems (use
SMART board to show the class examples and lists)
o Introduce the base 20 system by showing examples and practice exercises
• Ask the students what differences they see compared to pervious writing and numbering systems
of Ancient Civilizations studied
•
Activity Development (25 min): (Completion of worksheets may need to be separated or over two classes)
• Hand out the 1st Mayan Counting worksheet and the Mayan Writing worksheet. The students can
decide which ones they want to work on first.
• After 15 minutes have students finish or stop what they are working on and hand out Mayan
Counting worksheet number two. Go over the instructions and assign for homework (calculators
allowed).
Closure (5 min): Due to the more complicated nature of the numeral and writing system worksheets, take
the last 5minutes to answer any questions the students might have or re-explain instructions if you are
noticing many of the student are struggling.
Adaptation/Extensions: There is a 3rd Mayan Numeral worksheet that could be given to those students
that find it easy or the teacher could do #2 & #3 worksheet together as a class especially if it is too
complicated for the majority of students. Definitely go over answers and steps at the beginning of next class.
(May also have to separate lesson into two- Writing & Numerical Systems)
Assessment:
•
Mayan Writing Worksheet:
Competed: /3
Used Correct Glyphs: /7
TOTAL: /10
•
Mayan Numbers Worksheet 1:
Section 1: /5
Section 2: /5
Section 3: /5
TOTAL: /15
•
Chart 1:
Chart 2:
Chart 3:
Chart 4:
Mayan Numbers Worksheet 2:
/4
/4
/4
/4
TOTAL: /20
Name:
Date:
Mayan Writing System Worksheet
Directions: Please use the Mayan Glyphs to spell your name using syllables (as it sounds) on a separate sheet
of papaer, use the chart below to guide you.
Note: The Mayan writing system does not include all the same letters or sounds as English so you can
substitute by using this guide to help you:
Consonant Substitutions
C (soft as in Cindy) - Use S+vowel (i.e. sa, se, si, so, or su)
C (hard as in Cathy) - Use K+vowel
D Use T+vowel
F Use P+vowel
G (soft as in George) - Use Ch+vowel or T+vowel
G (hard as in Gary) - Use K+vowel
J Use Ch+vowel or T+vowel
Ph Use P+vowel
Q Use Ku+W+vowel [ Ex. qua=ku+wa and qui=ku+wi ]
R Use L+vowel
Sh Use X+vowel [ X is pronounced as ‘sh’]
St Use Tz+vowel [Ex. Kristy = ka-li-tzi ]
Th Use T+vowel or X+vowel
V Use W+vowel
Z Use Tz+vowel