Mayan Civilization. A unit covering the ancient Mayan civilization addresses Grade 5 United States

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1 Andrea Silva Overview EEDUC 5136 Mayan Civilization A unit covering the ancient Mayan civilization addresses Grade 5 United States History, Geography, Economics, and Government: Early Exploration to Westward Movement in the Massachusetts History and Social Science Curriculum Frameworks. Each lesson plan in this curriculum unit has been based on the learning standards and concepts and skills for grade 5. The topic of ancient Mayan civilization has been chosen because it is a staple part of the curriculum for the elementary school level. The subject of ancient Mayan civilization is also one of personal interest. The Primary Skills that are included throughout the five lesson plans in this unit are 1. Identify different ways of dating historical narratives (17 th century, seventeenth century, 1600s, colonial period). (H) and 2. Interpret timelines of events studied. (H) The Learning Standard that is being addressed is 5.2 Identify the three major pre-columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, and use of slaves. (H, G, E). As previously stated above this unit is specifically focused on the Mayan civilization. Although this curriculum unit has only five lesson plans, it is believed that when the unit is physically being taught, much more information would be covered over the course of the unit. In order for the students to complete a well-rounded unit on the ancient Mayan civilization, additional resources would be made available to the students along with a few more long-term projects to be completed.

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3 Andrea Silva July 22, 2007 EEDUC 5136 Julie Keefe What Caused the Fall of the Mayan Civilization? After researching some of the possible causes for the fall of the Mayan civilization, it was evident that most recent research is pointing towards a drought. There is supporting research on other theories such as warfare, overpopulation and resource depletion. However, more often than not, it seems that scientists are leaning towards believing that a long draught ultimately cost the Mayan civilization their lives. According to Discover, archeologists have long argued over causes such as overpopulation, disease, insect plagues, peasant revolts against the ruling classes, civil wars, and climate change (Discover, 1995). The climate theory is now beginning to hold more weight than ever before. Research shows that beginning around 800 A.D., the Yucatan suffered a 200-year drought that left the region drier than it had ever been in the past 7,000 years. This drought left the Mayans unable to sustain life. This research was conducted by examining sediments laid down over many millennia that were found at the bottom of Lake Chichancanab located in central Yucatan. The two pieces of evidence that were found were gypsum in the sediments found in the lake and extremely high amounts of oxygen 18 in crustacean and snail shells in the Lake Chichancanab sediments (Discover, 1995). Gypsum, or calcium sulfate, is usually precipitated out of water as a solid. It only settles to the bottom of water when there is not enough water to entirely dissolved it. This usually occurs during a draught. As for the high levels of oxygen 18, a heavy oxygen isotope compared to oxygen 16, scientists have concluded that the high levels indicate that climate was driest between

4 800 A.D. and 1000 A.D. which also points toward a drought. According to Discover, because oxygen 16 is lighter, water molecules that contain it evaporate more readily. As the climate becomes drier and evaporation increases, a proportionately greater amount of oxygen 18 remains behind in the lake (Discover 1995). A draught would have resulted in crop failure, which would yield starvation, which in turn would have meant that people would be more susceptible to disease, which ultimately would mean death. The New Scientist, published a report with a similar theory. Their research was conducted in the Cariaco Basin off the coast of Venezuela. Although it is not in the same exact location of the Mayan ruins, the area has the same climate as the site of the ancient civilization. Their research was done by measuring titanium levels at different depths in sediment cores drilled from the Cariaco Basin (New Scientist, 2003). The sediment shows alternate light and dark bands marking wet and dry seasons of preceding years. Rain washes titanium from the land into the ocean floor sediment, making the metal a useful indicator of the amount of rainfall in each year (New Scientist, 2003). Upon completion of their research, scientists found three periods with extremely low levels of titanium that indicated droughts in 810 AD, 860 AD, and 910 AD. All of the dates correspond with the time period of the Mayan collapse (New Scientist, 2003). Research shows that a drought did in fact take place at the same time as the end of the Mayan civilization. While research is leaning towards the drought as the specific reason for the end of the civilization, it is not yet definite. As of now, the theory appears to be a factor in the death of the ancient Mayan people.

5 As in all of areas of history, the Mayan civilization is a part of the United States curriculum for a reason. Ancient history is taught to our young students so that they will be informed of the cultures of the past and why they thrived or failed. Students should learn about ancient civilizations so that their mistakes are not recreated during the lifetime of our students. It is important to learn about failure and collapse so that we can try to avoid it and make our lives as successful as possible. Bibliography (1995). The Mayan Dust Bowl. Discover, 16, p22. Vince, Gaia (2003). The Maya s Arid End. New Scientist, 177,19.

6 Andrea Silva Introductory Lesson Plan EEDUC 5136 Lesson Plan: Mayan Civilization KWL Chart Student will be able to: 1. Organize their thoughts and knowledge on Mayan Civilization while constructing a KWL Chart as an introduction to their unit. 2. As studies progress and become more in depth, students can revisit their charts and add information to the appropriate sections. 3. Use this as a reference tool upon completion of the unit. MA State Social Studies Framework Strands: Pre-Columbian Civilizations of the New World and European Exploration, Colonization, and Settlement to Identify the three major pre-columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, and use of slaves. Materials: Pens, pencils, and markers Scissors Paper Paints, glue, and tape Books and magazine articles about the Maya classical period Atlas Encyclopedias Computer with Internet access All information used while doing this unit Class Configuration: Fifth grade classroom 20 students Including 1 aide Whole group instruction Activity completed independently by each student Procedure: 1. Explain to students that a KWL chart is what you Know about a subject, Want to learn about a subject and ultimately what you have Learned about a subject. 2. Teacher will create a large KWL chart on poster board that will be used as a bulletin board in the classroom. KWL chart should be placed in an accessible place so that students can add information to it at any time.

7 3. As the unit progresses, students should be instructed to add new information to the chart. 4. Along with creating a class visual, students should also copy the chart into their notebook for personal reference. Student Assessment: 1. Students will be graded on the completion of the KWL chart. Students should also be assessed on meeting their goals, as in learning all of the items in the W column.

8 Andrea Silva Primary Source Lesson Plan EEDUC 5136 Lesson Plan: Mayan Calendar Count Students will be able to: 1. Understand and apply the Mayan Long Count calendar system. 2. Recognize the Mayan Stone Calendar. 3. Calculate their birth date. Primary Source: Mayan Stone Calendar MA State Social Studies Framework Strands: History and Geography 1. Identify different ways of dating historical narratives (17 th century, seventeenth century, 1600s, colonial period). (H) 2. Interpret timelines of events studied. (H) Pre-Columbian Civilizations of the New World and European Exploration, Colonization, and Settlement to Identify the three major pre-columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, and use of slaves. (H, G, E) Materials: Copy of "Calendar Count" student handout Calculator Mayan Stone Calendar image Class Configuration: Fifth grade classroom 20 students Including 1 aide Whole group instruction Activity completed in small groups Procedure: 1. Read the student handout to familiarize yourself with the calculations that students will make. 2. Organize students in groups. Distribute copies of the "Calendar Count" student handout. 3. Tell students they will be calculating the date of their birth in the Mayan Long Count calendar system. The Mayan Long Count system uses a base 20 number system. Review the difference between the base 10 system, which students are familiar with, and a base 20 system. 4. Assist students in calculating their birth date according to Mayan Long Count.

9 5. As an extension, have student calculate how many days until the Fourth Creation ends (December 21, 2012) and how many total days are in the Fourth Creation. Student Assessment: Students will be assessed based on completion of worksheet and by informal observation. Activity Answer: The Maya used three different calendar systems. One of them, called the Calendar Round, combined the tzolkin calendar a sacred count of 260 days and the haab calendar, a solar count of 365 days, which when used together could track unique days up to 52 years. In order to track time over a longer period, the Maya coordinated the Calendar Round with the Long Count, which is based on the number of days from a set point: the beginning date of the Fourth Creation ( ), equivalent to August 13, 3114 B.C.E. in the modern calendar system. (Each zero date is considered the most recent of an infinite series of zero dates, which repeat every five thousand years or so.) The Long Count works on a base 20 system. The following are the equivalencies for the units necessary to calculate time in a 5,000+-year Creation. However, the Long Count has additional representations for larger units; the largest, an analtun, is equivalent to approximately 64 million years. Days from the beginning of the Maya Fourth Creation to December 31, 1979: = 12 baktuns x 144,000 days = _18 katuns x 7,200 days =_6 tuns x 360 days =_9 uinal x 20 days =_14 kin x 1 day =_Total = 1,728,0 00_129,600_2, 160_18 0_14_1,859,95 5 The number of days to each student's birth date will vary. Check to make sure students include the extra day for each leap year, and the day of their birth. Students will add the number of days from 1980 to their birth date to the number of days they converted in the first part of the activity. Students will then use the conversion chart to convert the number of total days back into Maya Long Count, dividing first by the largest equivalent (baktun at 144,000 days) successively down to the smallest equivalent (kin at 1 day). The Fourth Creation will be completed on December 22, 2012 C.E., the Maya date of Scholars disagree on the precise correlation of the Gregorian and Maya calendars. Their disagreements turn on differences of days, not decades. A correlation is necessary to equate a Gregorian date with a Maya date; this means finding a particular date that is identified by both systems. For this activity, the correlation for the most recent day of Maya Long Count is 584,283 days on the Gregorian calendar, thus

10 the first day of the Maya Long Count would be the 584,284th day on the Gregorian calendar. This correlation is incorporated into all Long Count calculation in this activity. Resources: (April 2004). Lost King of the Maya. Retrieved July 16, 2007, from

11 Andrea Silva Inspiration Lesson Plan EEDUC 5136 Lesson Plan: Mayan Civilization Timeline Students will be able to: 1. Understand the importance of placing historic events in chronological order. 2. Effectively use Inspiration software, Inc. MA State Social Studies Framework Strands: History and Geography 1. Identify different ways of dating historical narratives (17 th century, seventeenth century, 1600s, colonial period). (H) 2. Interpret timelines of events studied. (H) 5.2 Identify the three major pre-columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, and use of slaves. (H, G, E) Materials: List of historic events relating to ancient Mayan civilization Computer Inspiration software. Inc. Class Configuration: Fifth grade classroom 20 students Including 1 aide Whole group instruction Activity completed independently by each student Procedure: 1. Each student should receive a list of important historical dates relating to the Mayan civilization. 2. Students will be asked to choose approximately 8 events that they feel are the most important. 3. Upon choosing the events, students will use Inspiration software, inc. to create a Mayan civilization timeline. 4. Students will also be correctly identifying the year and time period of the event as they enter it into the timeline. (Addressing MA State Social Studies Framework Strand #1). 5. Timeline will be used as a visual that students can refer to while they complete the unit on Mayan civilization. Student Assessment: Students will be assessed based on completion of the timeline, ability to navigate Inspiration, software inc. and by informal observation.

12 Resources: Inspiration software, Inc. Evolution of Maya culture. Retrieved July 15, 2007, from

13 Mayan Civilization Maya civilization begins. The Maya adopt the idea of a hierarchical society ruled by nobles and kings. Long-standing Maya alliances begin to break down. Trade between Maya city-states declines, and inter-state conflict increases. Creation of world takes place, according to the Maya Long Count calendar. The arrival of the Spanish ushers in Old World diseases unknown among the Maya, including smallpox, influenza and measles. Within a century, 90% of Mesoamerica's native populations will be killed off. The Spanish are finally able to subdue the Maya and put an end to Maya resistance. Revolt continues, however, to plague the Spaniards off and on for the rest of the century. A new tide of gov't intervention in Maya life begins as gov'ts attempt to force the Maya to become laborers on cash-crop plantations. Towns which had been protected for the Maya soon become a haven for mixed-race ladinos who prey economically on teh indigenious Maya and usurp all positions of social and economic power. A Quiche Maya woman from Guatamala named Rigoberta Menchu, who lost most of her family to the death squads and is known for speaking out against the extermination of the Maya, wins the Nobel Peace Prize.

14 Andrea Silva Cross-Curricular Lesson Plan EEDUC 5136 Lesson Plan: Creating a thatched-roof hut! Student will be able to: 1. Visualize a thatched-roof hut in which the Mayans resided. 2. Understand and grasp what life may have been like for the Mayans to live in a hut. 3. Compare and contrast what living in a thatched-roof hut is like compared to living in present-day buildings. MA State Social Studies Framework Strands: History and Geography Pre-Columbian Civilizations of the New World and European Exploration, Colonization, and Settlement to Identify the three major pre-columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, and use of slaves. The Arts Disciplines: Visual Arts PreK 12 STANDARD 1: Methods, Materials, and Techniques 1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects 1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D drawing, painting, collage, printmaking, weaving; 3D plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction Materials: pens, pencils, and markers Plasticine Popsicle sticks Straw Paint Cardboard Internet access Class Configuration: Fifth grade classroom 20 students Including 1 aide

15 Whole group instruction Activity completed in pairs Procedure: 1. Have students make a model of a thatched-roof hut using the pictures in the Mystery of the Maya web pages. ( 2. Have students visualize a Mayan village scene. Prompt them with questions such as: What were the houses of the common people like? What materials would the Mayans need to build their huts?, What kind of weather would the huts be suitable for? or Would the huts be useful for protection? 3. Have students write a short paper comparing and contrasting the Mayan huts to the homes they live in today. Student Assessment: Students will be graded on the completion of their thatched-roof hut and their paper. Extension: Ask students to research recipes for the dishes modern Maya people make from corn, beans and squash. If time allows recreate these dishes and have a food fair in class. Resources: Ruddell, Nancy (2003). Teacher s Guide. Retrieved July 31, 2007, from

16 Andrea Silva Concluding Lesson Plan EEDUC 5136 Lesson Plan: Mayan News Broadcast! Student will be able to: 1. Understand the relationships between Mayan city-states during the classical period. 2. Understand what archaeologists can teach us about an ancient civilization. 3. Gain knowledge of how a news broadcast works! MA State Social Studies Framework Strands: History and Geography 2. Interpret timelines of events studied. Pre-Columbian Civilizations of the New World and European Exploration, Colonization, and Settlement to Identify the three major pre-columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, and use of slaves. Massachusetts English Language Arts Curriculum Framework: GENERAL STANDARD 3: Oral Presentation 3.8: Give oral presentations for various purposes, showing appropriate changes in delivery (gestures, vocabulary, pace, visuals) and using language for dramatic effect. 3.9: Use teacher-developed assessment criteria to prepare their presentations. GENERAL STANDARD 6: Formal and Informal English 6.4: Demonstrate through role-playing appropriate use of formal and informal language. 6.5: Write stories using a mix of formal and informal language. Materials: Pens, pencils, and markers Scissors Paper Paints, glue, and tape Books and magazine articles about the Maya classical period Atlas Encyclopedias Computer with Internet access Class Configuration: Fifth grade classroom 20 students Including 1 aide

17 Whole group instruction Activity completed independently by each student Procedure: 1. Explain to students that they will explore the ancient civilization of the Maya during the classical period, from A.D. 300 to A.D This time in Mayan civilization was marked by the growth of city-states and by imperial wars between them. Students will then prepare news reports about major events of this period. Events might include a great war planned for a special astronomical date or the capture of a rival king and his city-state. 2. Explain to students that their news reports may be in the form of a magazine article, with sidebars providing background information; a major newspaper story; or an editorial. Students may also wish to videotape a presentation in the style of a prime-time television news show. Although students are reporting on historical events, they should strive to give their news stories a present-day immediacy. 3. Have students work in small groups. Provide each group with a list of the classical period city-states, including Tikal, Clakmul, Piedras Niegras, and Uaxactun. If students are interested in other classical period city-states, allow them to explore these as well. Ensure that each group has chosen a different citystate so that no two groups report on the same event. 4. Encourage students to analyze the media format in which they choose to present their reports. Challenge them to include as many features of the media as they can, such as headlines, illustrations, news anchors, graphic titles, sidebars, and editorials. Students may even wish to stage interviews with kings of the citystates. 5. Collect encyclopedias and a variety of books and magazine articles about the Maya classical period. 6. Allow class time for each group to present its news report. Include a class discussion period so that students can ask any questions they still have. 7. Display the news reports for other classes to view. Student Assessment: 1. Students will be graded on their complete news report about an event from the Maya classical period. The news report utilizes many features of its medium (e.g., sidebars, interviews, and op-ed pieces), and there is full group participation. Resources: Carangelo, Audrey (2001). A Classical Maya News Report. Retrieved July 30, 2007, from

18 Name: Show me what you know about Mayan Civilization! go! Ready, set, 1. Label the following time periods for the evolution of the Maya civilization: a BC b BC c. 300 BC- AD 250 d. AD e. AD f. AD Mayans occupied primarily what present-day countries? a. b. c. d. 3. Together, the above countries made up what ancient region? 4. Maya are best known for creating what useful object? 5. Maya used what kind of writing system? 6. Maya adopted what kind of ruling society? 7. Who was the first Spaniard to land on Mayan territory? ** Extra Credit ** What was he responsible for?

19 8. Who was the first person to explore the Yucatan? 9. According to artwork created by Mayans, we know a good deal of information about their appearance. Describe a typical Mayan. Be sure to include specific details. 10. Now that you have learned about the Mayan civilization, write a detailed essay on why you think the Mayan empire collapsed. Be sure to back up your answer with information we learned in class. Matching: 1. mah kina 2. folding tree books 3. The Dresden Codex, The Madud Codex, The Paris Codex and the Grolier Codex 4. Nepotism 5. Primogenture 6. Copan 7. Qhuche, Cakchiquel, Kekchi, Mam 8. Popol Vuh 9. Relacion de las Cosas de Yucatan 10. Rigoberta Menchu Answers: a. By which new kings were chosen, king passed down his position to his son

20 b. 4 known books written by Mayans c. An account of Maya culture during and immediately after the 16 th century Spanish conquest written by the Roman Catholic church bishop Diego de Landa d. System by which new members were chosen for the ruling class and priesthood e. Sacred book of Quiche Maya tribe f. Most famous piece of Mayan art, a stairway g. Quiche Maya woman from Guatemala who has lost most of her family to the death squads and is known for speaking out against the extermination of the Maya wins Nobel Peace Prize in h. Books made from fig tree bark that were placed in royal tombs i. Mayan dialects that are still spoken today j. Mayan male ruler 11. Calculate your birthday using the Maya Long Count Calendar: 12. Correctly label the Mayan Cities: ** Extra Credit ** Which Mayan skill do you think was most valuable and why? Think back on all the contributions made by the ancient Mayan civilization!

21 Answer Sheet Show me what you know about Mayan Civilization! go! Ready, set, 1. Label the following time periods for the evolution of the Maya civilization: a BC Early Preclassic Maya b BC Middle Preclassic Maya c. 300 BC- AD 250 Late Preclassic Maya d. AD Early Preclassic Maya e. AD Late Preclassic Maya f. AD Post Preclassic Maya 2. Mayans occupied primarily what present-day countries? a. Mexico b. Guatemala c. Northern Belize d. Western Honduras 3. Together, the above countries made up what ancient region? Mesoamerica 4. Maya are best known for creating what useful object? Maya Long Count Calendar 5. Maya used what kind of writing system? heiroglyphics 6. Maya adopted what kind of ruling society? Hierarchical, ruled by kings and queens 7. Who was the first Spaniard to land on Mayan territory? Hernandez de Cordoba ** Extra Credit ** What was he responsible for?

22 Students need to include in their answer that de Cordoba introduced the Mayans to Old World diseases such as smallpox, influenza and measles. 8. Who was the first person to explore the Yucatan? Hernan Cortez 9. According to artwork created by Mayans, we know a good deal of information about their appearance. Describe a typical Mayan. Be sure to include specific details. Students need to include the following details: Slanted heads, babies had boards strapped to their heads in order to mold their soft heads. Some researchers believe that this was a common practice because the conehead shape was to try to approximate the shape of an ear of corn (corn was highly valued in their society, therefore its shape was valued). Filed teeth that were inlaid with small round plaques of jade or pyrite. Slightly crossed eyes were held in great esteem, parents tried to induce the condition by hanging small beads over the noses of their children. Men painted themselves black until marriage, later engaging in ritual tattooing/scarring. 10. Now that you have learned about the Mayan civilization, write a detailed essay on why you think the Mayan empire collapsed. Be sure to back up your answer with information we learned in class. Students should in depth discuss one of the following theories discussed in class and also substantially back up their answers. Theories to discuss include: Drought Warfare Overpopulation Disease Insect plagues Peasant revolts against the ruling class Civil wars

23 Matching: 1. mah kina j 2. folding tree books h 3. The Dresden Codex, The Madud Codex, The Paris Codex and the Grolier Codex b 4. Nepotism d 5. Primogenture a 6. Copan f 7. Qhuche, Cakchiquel, Kekchi, Mam i 8. Popol Vuh e 9. Relacion de las Cosas de Yucatan c 10. Rigoberta Menchu g Answers: a. By which new kings were chosen, king passed down his position to his son b. 4 known books written by Mayans c. An account of Maya culture during and immediately after the 16 th century Spanish conquest written by the Roman Catholic church bishop Diego de Landa d. System by which new members were chosen for the ruling class and priesthood e. Sacred book of Quiche Maya tribe f. Most famous piece of Mayan art, a stairway g. Quiche Maya woman from Guatemala who has lost most of her family to the death squads and is known for speaking out against the extermination of the Maya wins Nobel Peace Prize in h. Books made from fig tree bark that were placed in royal tombs i. Mayan dialects that are still spoken today j. Mayan male ruler 11. Calculate your birthday using the Maya Long Count Calendar:

24 12. Correctly label the Mayan Cities: ** Extra Credit ** Which Mayan skill do you think was most valuable and why? Think back on all the contributions made by the ancient Mayan civilization! Valid answers may be farming, clearing large sections of tropical rain forests, building underground reservoirs for water storage or calendar system.

25 Annotated Bibliography Carangelo, Audrey (2001). A Classical Maya News Report. Retrieved July 30, 2007, from This website offers great lesson plans on a variety of subjects. The cite is easy to navigate and is organized by grade and subject matter. It was especially useful when looking for a culminating activity for my unit. Craig, Carolyn E. (2007). Can we learn a lesson from the Mayans?. Retrieved on July 30, 2007, from Craig does a wonderful job of creating this lesson plan and sharing it with aspiring educators. Her site offers ample information and is always being updated. This specific lesson plan was very well put together and organized. Evolution of Maya culture. Retrieved July 15, 2007, from This website was extremely helpful in creating a curriculum unit. Most of the information used in this project was attained from this site. It offers information on numerous historical events and is easy to navigate. Inspiration software, Inc. Kerr, Richard A. (2001). A Variable Sun and the Maya Collapse (possible link between drought and the fall of Mayan civilization). Science, 292. Science magazine is a wonderful source for information. When researching the fall of the Mayans, this article offered insight and depth. It was also very clearly written and easy to follow. Lemonick, Michael D (1998). Mysteries of the Mayans. Retrieved on July 20, 2007, from Lemonick did a great job in summarizes every aspect of the Mayan civilization. I would recommend this site to students especially because it is broken down by specific sections with bold headings and is easy to understand. Lemonick, Michael D (1998). Mayan Civilization. Retrieved on July 20, 2007, from

26 As stated above, Lemonick does an excellent job of clarifying all aspects of the Mayan civilization. The site itself is not just about Mayans, but also offers information on many other civilizations. Ruddell, Nancy (2003). Teacher s Guide. Retrieved July 31, 2007, from This part of the site was used specifically for lesson plans. As previously stated, this site was extremely helpful and most of the information for this unite was obtained from this web site. I would highly recommend it. Vince, Gaia (2003). The Maya s Arid End. New Scientist, 177,19. This article offered supporting evidence for reasons pertaining to the fall of the Mayan civilization. Compared to other articles used in researching the fall of the Mayan civilization, this one was too scientific and a bit harder to understand. (2006). Me Oh Maya. Retrieved on July 24, 2007, from Time Warp Trio is a great website for kids that makes learning about history fun and exciting. Complete with videos and games, this site is 100% kid safe and educational. ( ). Courtly Art of the Ancient Maya-Children s Guide. Retrieved on July 24, 2007, from The National Gallery of Art does a wonderful job in creating a child-centered exhibit. All of the art is shown in an exciting way and the pictures are bright and lively. This site was used specifically to gain perspective on Mayan art and livelihood. (2004). Mystery of the Maya. Retrieved on July 20, 2007, from Refer to previous annotations for same website. (2004). Lost King of the Maya. Retrieved July 16, 2007, from PBS is a well-known network of educational media. Specifically aimed at educators, this site has numerous ideas for lesson plans and curriculum.

27 (1995). The Mayan Dust Bowl. Discover, 16, p22. Discover magazine delivers straightforward information in a short article that is easy to read and understand. When compared to other scientific magazines and journals, this was one of my favorites that I came across while researching the fall of the Mayan civilization.