THE GREAT JAGUAR RISES EDUCATOR GUIDE
This educator guide is designed as a project-based learning companion to be used in combination with a field trip to Maya, The Great Jaguar Rises at Union Station Kansas City. In this guide, you will find exploration, activity, and project suggestions for before, during, and after the visit to Maya. Additionally, we have included some suggested online resources to help with learning experience design. This exhibition, though appropriate for all ages, aligns closely to learning standards studied in middle school and high school world history and geography. Alignments to both Kansas and Missouri state standards are listed at the end of this guide.
EDUCATOR GUIDE 2
OVERVIEW
• 3D Printing for Archaeology
How do archaeologists conduct their excavations?
Explore the importance of 3D printed replicas of artifacts.
• How do you think they created these works?
What type of material are the objects? (wood, metal, paper, glass, etc)
• Archaeology - A Day in the Field
DRIVING QUESTION:
What is archaeology?
• Preserving Maya Heritage — Interactive site about Mayan Artifacts
• Interactive Maya Ruins
Inquiry
Before you visit Maya, The Great Jaguar
How might we celebrate and share how the contributions and innovations of the Maya civilization have impacted our modern-day world?
Explorations, Activities, And Projects
INTRODUCTION: WHAT IS ARCHAEOLOGY?
Assemble a selection of images of Maya culture artifacts such as buildings, jewelry, masks, statues, writing, and more.
Resources
What conditions best preserve artifacts?
Exhibit Connection: Over 300 artifacts primarily dated from 200 through 900 AD can be viewed all throughout the exhibit.
Interview an archaeologist to learn more about archaeology.
Why is important?archaeology
As a class or in small groups, curate thinking:
What can ancient artifacts teach us about ancient cultures?
EDUCATOR GUIDE 3
Rises: Topics to explore, research, discuss, and create before or after visiting Maya. The following topics align to the exhibit and provide opportunity for developing background knowledge and fostering sustained inquiry.
• What information can we glean from these artifacts and images to help us understand Mayan civilization?
What materials last a long time and what materials deteriorate?
Explore artifacts. Select a variety of objects made from different materials for students to examine.
• Who are the Maya
What do we already know about the ancient Maya?
Resources
• Consider using Jamboard for online sticky notes.
What characteristics of the Maya culture make it a civilization?great Inquiry
Create a large collaborative timeline of Maya civilization. Consider having small groups research different time periods, focusing on the people and events. Groups add their research to the timeline.
PEOPLE: WHO ARE THE MAYA?
Explorations, Activities, and Projects
What are periods?
• Maya Timeline
• Mayan Kids Timeline Exhibit Connection: In Meet the Maya, there is a large timeline of Maya civilization along with anthropomorphic figurines.
Who were significant people and events?
Using sticky notes or an online collaborative program, have students write down what they already know about the Maya and what questions they have about the Maya. Organize them into topics, facilitating discussion on how these topics connect to today.
EDUCATOR GUIDE 4
• Courtly Art of the Ancient Maya
How long ago did the Maya live?
ConsiderHowdiscussion:longagodid the Maya live, and where were they located? How did they contribute to the history and culture of Mesoamerica?
Share background on the Maya. Students may want to create a sketchnote of their learning to help visualize the Mayan culture.
What do we want to know about the ancient Maya?
worldviewagave
VOCABULARY: DEVELOP AN ARCHAEOLOGIST INDEX FOR MAYAN RESEARCH
Vocabulary
• Maya GlossaryMesoamerica companion planting complete nutrition cacao maize
archaeologist artifact lidar hieroglyphstechnology
Using a notebook, either digital or analog, students research the meaning of the vocabulary words and sketch the meaning or find images to help them remember and make connections.
anthropomorphicreservoirssanitationsustenancecodicesstelae
Explorations, Activities, and Projects Resources
pyramiddeityquetzalfigurine ritual
For additional resources, scan above or unionstation.org/event/mayavisit
How did Maya meet their basic needs of food, shelter, and water while living in the dense rainforest?
How did the land support the people?
How was the rainforest a source of sustenance and identity for the Maya?
Consider dividing students into different groups and have them adopt a citystate. They could research specific citystates and how the land supported the
techniques in the region closest to your school with those of the Maya. Explore topics such as when planting takes place, what the soil is like, how the crops are nourished, and when they are harvested.
Maya used companion planting. Is that strategy still used today? If so, what does it entail?
Where is the Maya homeland?
Resources
Research the Mayan’s relationship with the rainforest. Consider the following: What methods did the Maya use beyond slash-and-burn agriculture to provide fertile ground for growing crops?
• Maya Map
What is companion planting?
Exhibit Connection: In Maya Agriculture and Garden Cities, there is information and visuals about Mayan farming techniques as well as an interactive exhibit highlighting city design.
• Maya Forest
• The Rainforest
Explorations, Activities, and Projects
As a class, create a large map of Mesoamerica and identify the locations of the major citystates in the Maya region and their local environments (highlands, lowlands, etc).
Comparepeople.farming
• Technology, Rainwater, and Survival of the Maya
• Water Filtration in Tikal
Exhibit Connection: The Rainforest gallery includes information about how the Maya used the rainforest to build their civilization, along with artifacts and information about The World Tree.
Research local weather patterns and compare and contrast the weather in the Maya homeland with those in your own community.
Inquiry
• Maya Farming Methods
• Homeland of the Maya
What were some of the items that grew wild in the forest that the Maya collected?Howdidthe Maya use temples to collect water in reservoirs? Why was it important to collect this water?
What is the climate like in Mesoamerica?
HOW DID THE GEOGRAPHY OF MESOAMERICA INFLUENCE THE MAYAN WAY OF LIFE?
EDUCATOR GUIDE GEOGRAPHY:6
• Maya Ball Game - Pok ta Pok
• Chocolate
What was the "ball game?"
• Ballgame Teacher Notes
city-states include: Palenque, Copán, Tikal, Toniná, Yaxchilán, Banampak
the Maize God story connected to the maize crop cycle?
• Cities of the Rainforest
Explorations, Activities, and Projects Resources
• Virtual Field Trip
Consider having students research recipes for dishes modern Maya people make from corn, beans and squash. Try these recipes out in class or at home.
Research how the Mayans valued maize in many aspects of their culture. Research the importance of the cacao bean.
• Maya Farming and Maize
Consider dividing students into different groups and have them adopt a city-state to research how each city was intentionally Somedesigned.major
Exhibit Connection: The Rainforest gallery includes a video about the importance of maize in Mayan culture.
How did Maya design their cities to thrive? Inquiry
Research the meaning of the ball game. Learn how to play the Maya ballgame.
What was the Mayans relationship with HowMaize?is
Exhibit Connection: In Maya Agriculture and Garden Cities, there is an interactive exhibit highlighting city design.
How was the "ball game" connected to the Maya religion?
• Ballgame Google Slides for presentation
Exhibit Connection: The Gaming with the Gods gallery includes a 3D replica of a Maya ball.
CITIES, FARMING, AND DAILY LIFE
What product was first harvested by Mayans?
• Maya Ball Game
• Maya Masks
• Yum Cimil – The Yucatec Mayan God of Death
Why were myths important to Maya
Howsociety?do myths relate to a society’s worldview?
EDUCATOR GUIDE 8
• The Popul Vuh
• Ek Chuaj - Merchant deity and god of cacao
• Yumil Kaxob – The Mayan God of Flora
Exhibit Connection: At the entrance of the Maya exhibit, there is a wall of Mayan masks (replicas).
Exhibit Connection: Observe and explore artifacts, music, and 3D replicas relating to Maya gods and goddesses in 8,000 Gods.
• The Illustrated Popul Vuh
Have students research to understand how the Maya saw themselves and their place in the world.
•Ideas:Itzamna
• Guatemalan Masks
What role did gods and goddesses play in Maya culture?
• Presentation about Maya Masks
Read the story of the Hero Twins from the Maya CreationWhatstory.assumptions do we make about the Maya based on their stories?
What were their religious beliefs?
Consider having students design their own masks in the style of the Maya and write the meaning and purpose of their mask.
Have students choose one of the Maya principal gods or goddesses to research and present to the class.
• Maya Pantheon of Gods and Goddesses
Why were masks important to the Mayan Culture?
Resources
• Maya’s Gods and Goddesses
Patterns used such as mosaic and meaning. Purposes of masks
What kinds of stories and myths did Maya tell?
• Ix Chel – The Mayan Moon Goddess
• Chaac – The Mayan Rain God
• World Tree and Universe Design
Inquiry
Explorations, Activities, and Projects
• Creation Myth - video
GODS, GODDESSES, MYTHS, AND BELIEFS
Consider: Universe design Maya soul and afterlife
Supernatural and Natural life connections
• Maya Worldview
Consider having students write and illustrate their own myths in the style of a Maya codex or wall painting. Ideas could explain a natural phenomenon or provide a moral lesson.
• Storied Walls
Exhibit Connection: In Meet the Maya, see fragments of Wall Paintings of San Bartolo and hear stories from a contemporary Maya woman.
– The Ruler of the Heavens
• Courtly Art of the Ancient Maya
• Hero Twins
Research why Mayans used masks in their culture. Materials and colors used such as stone, shell, and jade.
• Yum Kaax – The Mayan God of Forests
• Kinich Ahau – The Yucatec Mayan Sun God
What was the Maya’s worldview?
• Huracan – The Mayan God of Storms and Chaos
• Ix Chel - the goddess of medicine and childbirth
As a class, brainstorm a list of American myths and tall tales that are familiar to the students such as Paul Bunyan and Johnny Appleseed. Discuss characteristics of myths such as larger than life characters and hyperbole for storytelling.
• Maya Math
What type of writing did the Maya use?
• Maya Math Game
Exhibit Connection: In the Maya Script gallery, there are several interactives illustrating Maya glyphs and calendar.
• Maya (moreMathindepth lessons)
Research Maya glyphs and how Maya recorded important information using their hieroglyphic writing system.
• Introduction to Maya Writing
• Maya Glyphs
Inquiry
• Interactive Calendar Glyphs
Invite students to create codices to record an important event in their lives.
WRITING, MATH, AND MORE
What mathematicalgreat discovery are the Maya known for? (zero)
Have students write their age using the Maya numbering system.
Explorations, Activities, and Projects Resources
• How to Create a Mayan Codex
Explore the Maya number system and compare it to our number system.
Who knew how to write, and what did they write on?
POLITICS
• Mayan Art Exhibit Connection: In the Divine Kings and Queens, explore different objects including jade masks, jewelry, and other artifacts used by royalty.
Research the importance and creation of jewelry in Maya culture, especially as it relates to royalty.Materials
Exhibit Connection: In Maya Collapse, explore reasons why the civilization declined.
• Maya Collapse
ResourcesInquiry
Why was jewelry important to royalty?
Explorations, Activities, and Projects
What role do royalty play in the modern world?
Research the roll of kings and queens. Royal families were intricately linked to Maya politics.
EDUCATOR GUIDE ROYALTY10AND
Exhibit Connection: In the Divine Kings and Queens, read and learn about the royal dynasties.
What happened as city-states grew into kingdoms?
• Maya Government Exhibit Connection: In Maya Politics, explore different artifacts explaining the heightened political upheaval and rise of two superpower city-states.
Shapes TypesSignificance
What caused the Maya collapse?
Research why Maya unraveled as a civilization.
What role did royalty play in Ancient Maya?
Research the rise of Tikal and Calakmul as dominant superpowers.
• Courtly Art of the Ancient Maya
HowAstronomy:didMaya keep track of days?
ARCHITECTURE AND ASTRONOMY
Architecture: What are templepyramids?
Discuss Maya buildings and the creation of pyramids.Whywere they built? Out of what Whomaterials?werethe buildings for, and what purposes did they serve?
• Cities and Architecture Exhibit Connection: In the Maya Agriculture gallery, there are several interactives illustrating Maya pyramids.
Inquiry
• The Maya Calendar System
• Maya Skies Exhibit Connection: In the Maya Script gallery, there are several interactives illustrating Maya glyphs and calendar.
Explore the Maya calendar system. Compare our modern calendar to the Maya 365-day Vague Year calendar.
• Maya Calendar
Explorations, Activities, and Projects Resources
What did buildings require of the community, and what did it give back?
In small groups, investigate one of the pyramids built by the Maya. Consider: Size and materials Color, design, and decoration Purpose and placement
Gallery: Taming the Wilds of the Tropical Rainforest
Create a picture book highlighting different aspects of the Mayan culture.
Explore the artifacts in this gallery. Is there a particular one that catches your eye? Sketch and describe a favorite object from this section.
• Read the timeline and map • Look at the wall of ceramics in this gallery. What do you notice about the designs?
What was the purpose of rainforest in Mayan culture?
Gallery: Gods and Goddesses
Find artifacts in this section that help you understand the turmoil and conflicts between city-states.
Why is the grindstone important to the Mayans? (Video)
Why were royals so important?
What was the importance of Cacao in the Maya economy? Explore the pyramids. Find the 3D printed replicas to touch in this gallery.
• What insights do the wall paintings give you into the Mayan creation story, the importance of maize, and the hero twins (sun and moon)?
Sketch and describe a favorite object from this section. Use words that describe color, shape, texture, use of space, pattern, repetition, size.
Maize god important in Mayan culture?
Explore the artifacts in this gallery. What do you notice about the Mayan people by how they created these Whyartifacts?wasthe
Additional Project Ideas:
Create a video sharing the story of how Maya’s ancient practices are still used today.
Transform a space into a rainforest highlighting Maya agriculture methods.
What game did the Mayans play that is still popular Maketoday?sure to touch the rubber replica of the ball.
Note for Teachers: Throughout the exhibit, there are 3D printed replicas of ancient Maya artifacts. Please encourage students to touch and experience a piece of history. The following are suggested observation and reflection activities along with discussion questions for each gallery.
What was the greatest gift from the gods?
As a class, consider ways to celebrate and share how the contributions and innovations of the Maya civilization have impacted our modern-day world with your community.
Explore Tikal using Lidar Mapping. What do you notice about how they designed cities?
Create 3D replicas of Maya architecture and artifacts. Design jewelry out of shells.
EDUCATOR GUIDE 12
VISITING MAYA, THE GREAT JAGUAR RISES
Looknearby.atthe jewelry created with jade and shells. Sketch and describe a favorite object from the jewelry exhibit. What styles of Mayan jewelry are still popular today?
What is the significance of the Jaguar?
Gallery: Gaming With The Gods
Find the replica jade mask. Compare it to the real mask
What is a codex? How does a codex help us know more about the Maya?
Gallery: Maya Agriculture and Garden Cities
After you visit Maya, The Great Jaguar Rises:
Gallery: Maya Politics
Entrance to MAYA: At the entrance of the Maya exhibit, there is a wall of Mayan masks (replicas).
Archeologists use objects to learn more about the past. Find artifacts in this gallery that help you understand Maya life. Sketch and describe a favorite object from this section.
Gallery: Divine Kings and Queens
A Rich and Enduring Culture
Gallery: Writing on the Walls (Maya Script)
Wall Paintings of San Bartolo
Observe the stela. What do you notice? Try the interactive glyphs exhibit. Touch the replica of the stone tablet.
Gallery: The Great Collapse
What caused the collapse of a once thriving civilization?
Gallery: Meet The Maya
How did Maya use writing?
Gallery: The Big Transformation
• 3.2 The student will analyze context and draw conclusions about how societies are shaped by the identities, beliefs, and practices of individuals and
• 5.1.A. Analyze material culture to explain a people’s perspective and use of place.
EDUCATOR GUIDE 13
Compare the dominant characteristics, contributions of, and interactions among major civilizations of Asia, Europe, Africa, the Americas and Middle East in ancient and medieval times.
SOCIAL STUDIES MISSOURI LEARNING STANDARDS
6-8 World History
• 5.1.A. Using a world history lens, describe how peoples’ perspectives shaped the sources/artifacts they created.
• 3.1.B. Analyze how the physical and human characteristics of current world regions are connected to changing identity and culture.
scientific, technological, intellectual, and artistic advancements to determine the legacy of the ancient civilizations.
• 1.2.C. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.
•Mesoamerica.5.2.D.Analyze
9-12 World History and Geography
SOCIAL STUDIES KANSAS STATE STANDARDS: MS GEOGRAPHY | MS ANCIENT HISTORY | UL
• 1.4.D. Analyze the cultures of civilizations in
StandardGEOGRAPHY3:Societies are shaped by the identities, beliefs, and practices of individuals and groups. As it relates to Mayan culture and history, students •may:3.1
ELA MISSOURI LEARNING STANDARDS MS 6-8 | HS 9-10 Reading Informational Text • Comprehend and Interpret Texts (Approaching Texts as a Reader)•Evidence/Inference•WordMeanings • Synthesize Ideas from Multiple Texts (Approaching Texts as a Researcher) • Historical Context • Comprehension Writing • Approaching the Task as a Researcher • Research • Development
The student will recognize and evaluate how societies are shaped by the identities, beliefs, and practices of individuals and groups.
STATE STANDARDS
ELAgroups.KANSAS
• RI 6-10 Read and comprehend high quality and engaging informational text of appropriate quantitative and qualitative complexity for Grade 6-10.
• RI.6-8.10 Use knowledge of language and its conventions when reading to aid comprehension of informational texts.
• 3.1.B. Describe the impact of human settlement activities on the environmental and cultural characteristics of world regions prior to c. 1450.
6-8 Geography
LITERACY STANDARDS RELEVANT TO HISTORY
• RI.9-10.10 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading