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AFRICAN AND MAYA HISTORY1ST FORM CURRICULUM – ST. John’s College, Belize City, BelizeRevised: August 2015/ by Delmer Tzib and Yasser Musa

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Rationale and philosophy of African and Maya history education The African and Maya History (AMH) program stems from a recognition that our current school system is characterized by colonial structures that belittle the indigenous and non-white peoples. In our system of education there is an emphasis on the continued structure of the political, cultural and economic domination of the Eurocentric and Western powers over the indigenous and the non-whites. This structure continues to feed the system that benefits the interests of the dominant classes, and English-speaking population. The school system in Belize places little focus on the teaching of the story of our people and this programs is to create awareness about our origins and struggles.

Within the primary goals of the AMH is to have the students examine and internalize that our life and future is determined by how we see ourselves, and the reflection of our transformative nature. The program is a revolutionary attempt and response to the continued suppression of the working class and indigenous populace, in a process to decolonize our curriculum and social reality. As P. Friere in the Pedagogy of the Oppressed states “Social reality exists not by chance, but as the product of action, so it is not transformed by chance. If men/women produce social reality, then transforming that reality is a historical task, a task for men/women”. The AMH is a step towards the transformation and liberation to create critical awareness and consciousness of our people.

The school system can be an avenue to keeping the inequalities in the colonial structure as well as an avenue to change and enhance liberation from mental slavery. In this quest three philosophies of history and education are mixed to transform our society; promoting a school system that eradicates the “mental slavery” nature of society. Realism, idealism and existentialism are the pillars for the curriculum building and implementation. The program is teaching from the view of actual observable things, the facts and the laws of nature and how it affects the rationality of an individual (Marxism). As well as how life is affected by the ideas that guide history and determine our present, enhancing the intellectual process through the mind and consistency of ideas (idealism/Hegel). These philosophies are intertwined with existential teachings in which the individual define their reality, aiding the student to know their selves, their place in society, their past and the potentiality of change. AMH is about teaching the authenticities of our past and how the ideas shaped the social experience of the different communities and cultures and at the same time expanding the ability to engage in additional cultures and communities. It is vital to understand that social beings do not choose practices that they remake in their everyday engagement but they relate to others based on a colonial and capitalist past on their minds. The philosophies mentioned propose to be instrumental in changing the trend rather than reproducing the realities. It proposes to enhance transformation through practice, guided action and reflection.

The curriculum objectives and themes have been centered on the philosophies already discussed; providing the students with the knowledge and ability to examine the contributions of the indigenous to our world. It provides them a feel for the ideas developed during the time of greatness. Enhancing cognizance that helps develop greater appreciation and upliftment of the long restrained cultures.

Goals of the AMH history program The social sciences present the student with the key skills and abilities to understand their society. The program of African and Maya History creates an open minded individual that has the knowledge, skills, values and abilities to surpass the challenges in a diverse world. Through understanding their past, cultures, and their role in the global changing environment the students will showcase skills and perspectives to solve contemporary global issues. The student will develop commitment to equity in a multicultural and multiracial society. History on a whole extends arms at promoting critical and analytical skills involving the sorting out of facts and creating a coherent system of understanding of human experiences. It enhances the student with an ability to communicate and express their views in a logical and comprehensive manner. Providing the students with the very vital tools for interpretations and rationality.

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Approach to planning and teaching of African and Maya History program Proper planning, enthusiastic delivery, and technology are at the heart of the AMH program. The teachers must follow the philosophy of making history a fun and interesting experience for the student by following the guidelines:

Objectives: It is vital for both the students and the teacher to have clear objectives for each lesson and units in order for the assessments and activities to enhance the learning of the key concepts.

Technology: In the current age, the students are clearly technology driven. It is of vital importance to adapt to the student’s needs in order to have them understand the realities of life. This can be done through, pictures, cartoons, videos, websites, interactive pages (FB can be used), projections etc.

Real experiences: The concepts about the historical events needs to be relatable to the students and their present experiences in order for them to have a real connection to the past experiences and understand the process or development and underdevelopment.

Concepts: This involves identifying the key concepts and themes in history and understanding them through the categories of inquiry and interpretation. Also the organization and examination of concepts in a logical order to the level of the students.

Activities: Classes should have activities that enhances student discussions and interpretation. This can be done by introducing real documents, videos, interactive class games, written assessments, role plays that are all objective based in order to assess the learning in a fun manner.

Some general strategies for effective teaching and learning in the area of study include: Active learning: learning environment that allows the students to talk, listen, read, write, view, and reflect based on social and historical experiences. Games are vital for learning. Inquiry: Involve the learner in activity-based research into meaningful issues and problems. Ensure that the learner can and does make connections between learning and living. Cooperative Learning: Encourages small groups of students to work together for the achievement of a common goal. It provides student with the experience of working together and

enhance different perspectives to the objectives of the activity. Integration of Technology: computer literacy is very important for the students, it is valuable for extending the learning experience for teaching and students making learning an

interactive experience. Argumentation: Encourage argumentation and discussion within the classroom. Dialogue and fruitful argumentation in class enhances critical and analytical skills. Through stimulating

and building curiosity of the learner.

The teacher is central to the learning experience, a combination of objectives, decision and action is needed in effective teaching. The structure and sequence of the concepts are also vital in order to break down the information to the level of the students and give them an experience of the real world and how it shapes their social life.

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African and Maya History – UNITS

Unit 1: What is History?

Unit 2: Human evolution

Unit 3: Agriculture and Early Technology in Africa

Unit 4: Major West African Empires

Unit 5: Migration into America

Unit 6: Maya origins and Agriculture

Unit 7: Maya Social organization

Unit 8: Maya worldview and astronomy

Unit 9: Maya Expressions; Writing, Art, Mathematics

Unit 10: Theories of Maya decline

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UNIT 1 - Topic: What is history? Introduction: In order for the students to understand the study of history it is important to introduce them to the concepts within the historical study and the categories of inquiry. This unit serves as an introduction to the field or history and its benefits to understanding and developing interpretation throughout the course.

Goals Learning outcomes Concepts Content Learning experiences Assessment Resourcesa. Demonstrate

understanding of the definition of History and the different components in the Historical study.

b. Categorize the themes in history within the categories of inquiry.

After discussions students will be able to:Cognitive Objectives1. Describe the definition

of History.2. Discriminate between

the different categories of inquiry.

3. Explain the three steps in the historical process.

Psychomotor Objectives1. Rearrange the steps in

the historical process.2. Compose a list of

examples for primary and secondary sources in history.

Affective Objectives1. Communicate the

differences between bias, objectivity, and subjectivity.

2. Justify the importance of studying African and Maya history.

1. History.

2. Historical process: Studying history

3. Historical sources.

4. Studying the historian.

5. Categories of Inquiry.

6. Reasons for studying history.

7. Objectives of the studying African and Maya History.

Definition of History through identifying the three parts: 1. Actual event in its time and place, 2. the Historian and his interpretation, 3. the philosophy used to understand the event.

Discuss the importance of history and AMH.

Description of the historical process through discussion on: Questioning, gathering of evidence and interpretation

Identifying the aspects that condition the historian: objectivity, subjectivity, and biases.

Describe the categories of Inquiry: Cause and effect, using the past, through their eyes, change and continuity, turning points.

1. Identify important events in history and bring some documents of the time period in study. Along with the students analyze the data and present the parts of history.

2. Create a classroom environment that merits the action like a police detective activity. Act a crime scene and let the students identify the steps in the historical process.

3. Bring case scenarios that require the student’s reflection on what is being objective, subjective and bias.

4. Have students create graphic organizers with images that portray the different categories of inquiry.

5. Let students discuss the nature of their worldview and explain the purpose of studying AMH to counter this approach.

6. Play games to review

1. Create cartoons and explanations of the parts of history.

2. Create a comic strip where they will be inspector gadget identifying the historical process.

3. Compose case scenarios that demonstrates subjectivity, objectivity, bias.

4. Analyze images and classify the categories of inquiry.

5. Classify the primary and secondary sources.

6. Write a reflection on the aims of AMH.

7. Conduct the activity sheets provided in the program.

8. Quizzes and Tests

African and Maya history E-reader. (Musa and Tzib)

Thinking Like A Historian: Rethinking History Instruction, a Framework to Enhance and Improve Teaching and Learning by Nikki Mandell and Bobbie Malone/ Wisconsin Historical Society Press, 2007.

Belize New vision. Angel Cal. Dr. Aondofe Iyo.

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UNIT 2 - Topic: Human Evolution Goals Learning outcomes Concepts Content Learning experiences Assessment Resourcesa. Describe the

location and overview of the African continent.

b. Analyze the important driving forces to adaptation and evolution.

c. Examine the nature of human origins and the facts in the development of the human race.

After discussions students will be able to:Cognitive Objectives1. Illustrate the location and

general features of Africa.2. Explain the theory of

natural selection.3. Summarize the evidence

that support Human evolution.

Psychomotor Objectives1. Organize the major

stages/organisms within Human evolution.

2. Assemble a list of changes that occurred around the world to support human evolution.

Affective Objectives1. Justify the theory of natural

selection.2. Be open and tolerate the

different worldviews that exist in the world.

1. Overview of Africa

2. Natural selection

3. Human evolution

4. Adaptation: Changes

5. Human fossils

6. Genetics

7. Migration

8. Africanoid, Mongoloid, Causaoid

Explain the location and features of Africa.

Communicate and breakdown the basis of the theory of natural selection

Explain- adaption, change, survival of the fittest

Describe human evolution Climatic and environmental

change Define hominid, explain features

of a hominid. Fossils, Mitochondrial DNA,

human traces Differentiate between:

Ramapithecus and Proconsul, Australopithecus, Homo-habilis, homo-erectus, homo- Neanthertalis, homo-sapiens

Cheik Anta Diop and the migrating routes

Explain the races of Mongoloid, Caucasoid, Africanoid

1. Let students describe their image of Africa.

2. Philosophize on the origin of life on earth.

3. Examine an overview of the different theories of origins in the world.

4. Show videos that explain properly the process of natural selection.

5. Use pictures to help explain the theory of natural selection.

6. Use graphic organizers to help explain the process of human evolution.

7. Have students recreate the features of the creatures within each stage of human evolution through role-play.

8. Create discussions that focuses on the changes that have been happening around us and how humans adapt to the environment they live in.


1. Draw a map outlining and describing the location of Africa.

2. Draw and describe images representing the theory of natural selection.

3. Debate on the topic of Human evolution vrs other theories of origins.

4. Write reflections based on videos that they will be seeing.

5. Create short presentations based on the evidences that support human evolution.

6. Do the cross-word puzzles provided.

7. Do activity sheets provided in the E-reader.

8. Read together in class and discuss your understanding of the material.

9. Create graphic organizers exploring human evolution.

10. Create your own creature according to adaptations to changes in the environment.

11. Examine the information using the categories of inquiry.

12. Quizzes and test


Belize New Vision: Iyo, Tzalam, Cal, Humphreys

The real eve: Film

E- resourceshttp://www.pbslearningmedia.org/resource/tdc02.sci.life.evo.lp_humanevo/human-evolution/

Introduction: History promotes open-mindedness and explores different theories explaining our appearance on earth. This unit presents the student with an overview of Africa and explains the general features of the continent. It also explores human evolution which is a theory that focuses on identifying and examining the traces and fossils found of the early inhabitants of the globe. Human evolution theorizes through understanding human origins as derived from findings in archeology, anthropology and genetics. The basis of the theory is natural selection which teaches about the concept of adaptation.

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UNIT 3 - Topic: Early Technology and Agriculture in Africa Goals Learning outcomes Concepts Content Learning experiences Assessment Resourcesa. Show

alertness to the first tools that were used for survival which are considered technology.

b. Defend the concept that agriculture is the backbone to any society.

After discussions students will be able to:Cognitive Objectives1. Distinguish between the

different tools in the Stone Age.

2. Determine the importance of the tools for food gathering.

Psychomotor Objectives1. Illustrate the location of

the different agricultural cradles in Africa.

2. Construct a diagram showing the different tools in the Stone ages.

Affective Objectives1. Propose the importance of

agriculture for the development of a civilization.

2. Formulate a list of important agricultural products in Ancient Africa.

1. What is technology? Technological breakthroughs

2. The stone age; Early, middle, late

3. Oldowan, songoan, Acheulian, Microlith

4. Iron Age5. Bantu Migrations in

Africa.6. Agriculture7. Farming techniques

in Africa8. Agricultural cradles9. Civilization

Explain technology as not only being computers etc.

Define Stone Age and outline the timeframes; highlight the changes occurring.

Describe the different stone tools and explain the differences between each.

Explain the importance and uses of the tools.

Define iron age Identify the Bantu people;

outline the migratory routes in Africa.

Explain the iron smelting process and sources of iron

Define agriculture Discuss the iron smelting

techniques in West Africa. Describe the agricultural cradles:

Afro-mediteranean, Nile Abyssinian, Central African, East African, west African

Define civilization Explain the process of the

development of the civilization.

1. Have students outline examples of what they consider is technology/ let students interview three persons based on what they think is technology.

2. Start an imagination session through which let the students imagine themselves in the wilderness without any technology; how would they get food?

3. Let students recreate the stone tools used in the different stages. (Arts and Crafts)

4. Let students work in groups to create presentations based on the tools.

5. Use images and videos on iron smelting and let students write short descriptions of the iron smelting process for the Bantu.

6. Have students create maps highlighting the Bantu migration patterns and the impact of iron on their life.

7. Have students watch a video based on the impact of agriculture on life.

8. Have students have group discussions based on the features and development of civilization.

9. Have students identify and describe the evolution of society.

10. Have student act as teacher and teach for some time.


1. Use the activity sheets provided in the E-reader.2. Use crossword puzzles to enhance learning.3. Create visual representations of the tools and provide a good description of the tool.4. Draw the process of the iron smelting process.5. Create a graphic organizer describing the impact of agriculture on society.6. Write reflections based on the video they will be observing on the impact of agriculture on society.7. Provide students with reading material for them to analyze and present on.8. Draw a map highlighting the agricultural cradles and outline the agricultural products in each.9. Write a short paragraph describing the features of civilization.10. Quizzes and test



The real eve: Film

E- resources

Introduction: African and Maya history is geared towards understanding the development and adaptations of society for survival. This unit provides the students with the information about the different innovations practiced by the early inhabitants of the world for food searching. The quest for the earliest evidence of culture is the main fields of research in human evolutionary studies. This unit emphasizes on the small but very important changes that began to happen in stone tool technology and agriculture. Students must understand that the first goal of humans was survival and food gathering.

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UNIT 4 - Topic: African empires Goals Learning outcomes Concepts Content Learning experiences Assessment Resourcesa. Display

understanding of the grandeur of the West African Empires.

b. Critique the pattern of development within the West African empires.

After discussions students will be able to:Cognitive Objectives1. Analyze the development

of the great West African empires.

2. Justify the factors that contributed to the development of the Ancient African Empires.

Psychomotor Objectives1. Compose a timeline

outlining the development of each of the empires.

2. Produce a list of the achievements of the kings within the development of the empires.

Affective Objectives1. Advocate that Africa was

not a place of ignorance and stagnation but a place of development before the Europeans reached.

2. Defend the idea that the captives that were brought to America were not always ignorant but that some of them were educated.

1. West Africa

2. Kingdom/empire; Emperor- conquest

3. Ghana Empire: Soninke people

4. Trans-saharan trade; monopoly

5. Cavalry and army

6. Mali empire: Malinke people

7. Songhay Empire: Sorko Fishermen

8. Asante Empire

9. Nubia Empire

10. Zimbabwe Empire

Explain the location of West Africa and its environmental and climatic features.

Explain the social life in West Africa before the great empires.

Define empire and explain the role of an emperor.

Identify the factors that lead to the growth of the Ghana, Mali, Songhay, and Asante Empire.

Describe the location of the Sahara and the problem to trade through that area; explain the importance of the trade.

Discuss the role of the army and weapon development in the growth of the empires.

Examine the achievements of the kings within the different empires.

Explain Madrasas and their importance in the African society.

Analyze the role of invasions in the decline of the empires.

Compare and contrast the different empires.

1. Have students create hills through which they will outline the origins, development and decline of any of the empires.

2. Let the students observe videos based on the West African empires.

3. Have students create post cards for each of the empires.

4. Have students create drawings of the major kings and outline their achievements.

5. Place students in groups to discuss the factors that lead to the grandeur of the empires.

6. In a whole class discussion outline the location of the Tran-Saharan trade and the major cities involved.

7. Use e- games for the students to review the facts about the empires.

8. Have students question each other about the empires.

9. Have students argue about the leading factor is for the growth of the empires was.

10. Have students work in groups of 4 to discuss the grandeur of the empires.


1. Write a paragraph outlining the factors that lead to the growth of the empires.

2. Create a diagram highlighting the achievements of each of the empires.

3. Collect pictures of the empires and create a collage.

4. Create hills and outline the development of the three empires.

5. Write as if you were a visitor to any of the kingdoms and explain/ describe what you saw.

6. In a short paragraph explain the importance of Madrasas.

7. Write a reflection on how you see the African continent and the West African empires.

8. Have student doodle/ draw/ sketch what they understand of the features that lead to the growth of the empires.



The real eve: Film

E- resourceshttp://www.pbslearningmedia.org/resource/tdc02.sci.life.evo.lp_humanevo/human-evolution/

Introduction: It is important for the students to understand that the people in the past left writings, monuments, and illustrations based on their life and achievements. For very long we have been plagued with the western perspective and most of the students have an idea of Africa as being a place where development was null. This unit intends to let them understand that Africa was a continent that had its time to flourish and develop. The idea in many minds is that the people of Africa were simply a source of slaves however, we must understand the major empires that grew and developed in Africa. Good examples of the level of development in Africa are the West African empires. This unit explores their origins, growth and decline

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UNIT 5 - Topic: Migration to America Goals Learning outcomes Concepts Content Learning experiences Assessment Resourcesa. Assess the

methods and means of migration from Africa to America.

b. Examine the theories of migration into America.

c. Describe the paleo indian period and the Archaic period.

After discussions students will be able to:Cognitive Objectives1. Analyze the three theories

of migration into migration.

2. Criticize the three theories of migration into America.

Psychomotor Objectives1. Reproduce the reasons for

migration out of Africa and into America.

2. Organize the features of the Paleo-indian period and Archaic period.

Affective Objectives1. Acknowledge the

differences between the Paleo-indian period and Archaic period.

2. Defend the theories of migration into America.

1. Migration out of Africa

2. Land Bridge theory

3. Coastal/pacific theory

4. Atlantic theory

5. Paleo-indian period

6. Archaic period

Review Cheik Anta Diop’s routes of migration

Review the reasons for migration: climate change, environmental change, hunting food.

Explain the land Bridge theory; describe megafauna, land bridge

Describe the coastal/pacific theory- outline the migratory route on a map

Analyze the Atlantic theory and the evidence that supports the theory.

Communicate the features of the Paleo-indian period describing social life, nomadic lifestyle, sources of food, tools for survival etc.

Distinguish between the features of the Paleo-indian period and the Archaic period.

Identify the characteristics of major sites/ evidences that are within the Paleo-indian and Archaic period.

Teotihuacan valley, Pull trouser swamps etc.

1. Have a socratic session based on the origin of life in America. Let students come up with their own theories on life in America.

2. Use videos to show the migration into Asia and America.

3. Have students write short descriptions of the theories of migration.

4. Let students get images of the changes that occurred in the world with the Last glacial Maximum.

5. Use maps to highlight the routes of migration into America.

6. Use videos to show the changes that occurred in the end of the Last glacial maximum.

7. Have students create a comic strip highlighting the features of the Paleo-indian period.

8. In groups have students discuss the features of the archaic period.

9. Have students gather pictures and create a series of pictures comparing and contrasting the Paleo-indian and Archair period.

10. Have students observe videos and images and write down their observations based on the different periods.

11. Create a timeline highlighting the movement into America.


1. Draw a map highlighting the routes of migration out of Africa and into Eurasia.

2. Create a world map and with the use of arrows highlight the three theories of migration.

3. Write a short paragraph explaining how the Beringia was created.

4. Write a short story as if you were in the migrating process.

5. Create a table comparing the features of the different periods.

6. Explain the environmental changes that occurred causing the start of the Archaic period.

7. Using images explain the reason for a nomadic lifestyle in the Paleo-Indina period to sedentarism (Archaic period).

8. Tests, quizzes.



Introduction: This unit connects Africa to America, outlining the migratory routes taken by early humans to reach the new world. It explains the reasons for migration and the culture of the first inhabitants of America before the starting of the Maya period in Mesoamerica. It is vital for the students to understand the ways of subsistence and practices of the Paleo-indians and archaic people.

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UNIT 6 - Topic: Maya origins and agriculture Goals Learning outcomes Concepts Content Learning experiences Assessment Resourcesa. Describe

the features of the early Maya period.

b. Demonstrate understanding of the Maya world.

c. Explain the features of the lands the Maya occupied.

d. Describe the different agricultural practices in the Maya land.

After discussions students will be able to:Cognitive Objectives1. Describe the factors that

lead to changes that occurred in the Archaic period.

2. Explain the differences between the archaic and Maya period.

3. Explain the different agricultural practices in the Maya world.

Psychomotor Objectives1. Construct a periodic table

outlining the divisions of the Maya period.

2. Master the features of the areas the Maya occupied.

3. Compose a connection between the agricultural practices and the Maya area.

Affective Objectives1. Show alertness to the area

occupied by the Maya.2. Communicate the features

of the early Maya period.3. Argue the Maya and Olmec

sister/mother relationship.4. Advocate the importance

agriculture had on the development of the Maya civilization.

1. Maya features: sources of information and early research about the Maya

2. Why study the Maya?

3. Maya pre-classic, classic, post classic

4. Maya/Olmec relation

5. Maya highlands

6. Maya lowlands

7. Maya Pacific areas

8. Raised fields, slash and burn, terracing and chinampas

Explain the difference between the Archaic period and the Maya period.

Describe the reasons for studying the Maya.

Outline the different Maya periods and their general features.

Examine the relationship between the Maya and the Olmec.

Define Mesoamerica. Describe the location of the

highlands, lowlands, pacific region.

Distinguish the features of the highlands and the lowlands

Explain the features of the highlands and lowlands.

Describe the features of the pre-classic period

Outline the major sites in Belize that originated and operated during the pre-classic period.

Explain: Raised fields, chinampas, terracing, slash and burn

1. In class discussion create a table on the board highlighting the different features.

2. In pairs have students create a hill outlining the pre-classic, classic and post classic.

3. Let students interview adults based on why Maya history is important for Belizeans? Have students present their findings.

4. Have students look on a map and in groups let them identify the connections between the Maya and the Olmec.

5. Have students bring maps of America and in pairs let them highlight Mesoamerica.

6. In groups have students create charts color coding the different maya lands.

7. In groups have students research on the different Maya agricultural practices.

8. Create a puzzle of images and let students match the Maya lowlands, highlands and the agricultural practices in each.

9. Have students in groups describe the features of the agricultural practices.


1. Create a table highlighting the differences between the different periods (Paleo,archaic, Maya)

2. Write a short paragraph explaining the reasons for studying the Maya.

3. Create a Map highlighting the divisions of the Maya world.

4. Create a collage outlining the features of the different division of the Maya lands.

5. Create a chart outlining the different divisions of the Maya periods.

6. In a graphic organizer outline the features of the pre-classic period.

7. Create a chart outlining the agricultural practices.

8. In groups present the features of the Maya lands and describe the agricultural adaptations to the land.

9. Unit test and Quizzes.



Introduction: This unit introduces the students to the world of the Maya in terms of the geographic area occupied by them. It also explores the features of the regions and outlines the agricultural practices done in each different area occupied by the Maya. It introduces the students to the features that differentiate the Maya from other cultures in Mesoamerica.

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UNIT 7 - Topic: Maya Social structure Goals Learning outcomes Concepts Content Learning experiences Assessment Resourcesa. Describe

the source of Maya social structure through agriculture and trade.

b. Acknowledge the social classes within the Maya social structure and social life.

After discussions students will be able to:Cognitive Objectives1. Validate the importance

of agriculture and trade in the formation of the social classes.

2. Distinguish between the different social classes.

Psychomotor Objectives1. Arrange the Maya social

classes in the proper order.

2. Organize the Maya governmental system.

3. Categorize the features of the Maya leaders.

Affective Objectives1. Participate in open

discussions based on the Maya social practices.

2. Inquire about the similarities of the roles of the Maya leaders with our leaders.

1. Trade: barter system

2. Long/short distance trading

3. Social organization

4. Maya class system: slaves, peasants, commoners, nobles, Halach uinic

5. Maya government: Halach uinic, Holpop, batab, Al puch cabob, Tupiles

6. Maya laws

Review the importance of agricultural surplus for trade

Explain the barter system and its disadvantages

Describe short and long distance trade; goods traded

Explain the evolution of society from egalitarian societies and class systems

Describe the features of each of the classes within the Maya social structure: slaves, peasants, commoners, nobles, halach uinic

Outline and describe the features of the Maya governmental system

Explain the features of the Maya social life

Describe the Maya leaders role and importance of warfare

Outline the Maya rituals for war Describe Maya weapons for war

1. In groups have students describe the importance of agriculture and trade in the development of the class system.

2. On a map have students outline and classify the short and long-distance trading.

3. Have students try to trade things without the use of money; let them identify the problems with barter.

4. Have students draw a pyramid and classify the social classes of the Maya.

5. Bring videos to class and images to represent and describe the classes.

6. Let students have group discussions based on the similarities in the class systems of the Maya with our present system.

7. Have students create posters to outlining the Maya government system.

8. Let students create graphic organizers along with their features about the government system.

9. In pairs let students research about the social organization.

10. Have student’s role play the reasons for warfare.

1. Create a cause and effect chart outlining the importance of agriculture for the Maya society.

2. Draw images representing the disadvantages of barter and explain them.

3. Draw a pyramid and outline the features of the Maya social classes.

4. In a short paragraph outline the difference between a serf/peasant and the slaves.

5. Create a table outlining the differences between the social classes.

6. Create a graphic organizer of the Maya government system.

7. Create a drawing of the Halach Uinic and describe its roles.

8. Tests and quizzes



Introduction: As a result of surplus production the Maya began to trade and this gave birth to different social classes within the Maya society. It is important for the students to understand that agriculture is the backbone of any civilization. This unit explores the social organization of the Maya and the strict social stratification and laws by the Maya.

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UNIT 8 - Topic: Maya Worldview and Astronomy Goals Learning outcomes Concepts Content Learning experiences Assessment Resourcesa. Be open to

other worldviews and show tolerance to other ways of understanding our realities.

b. Exhibit understanding of the importance of astronomy for the Maya world.

c. Explain the features of the Maya worldview and astronomy.

After discussions students will be able to:Cognitive Objectives1. Describe the Maya

creations story (Popul Vuh)

2. Explain the importance of the Maya world view for their astronomy.

3. Deduce the importance of the e-groups.

4. Identify the Maya astronomical tools and interpretations.

Psychomotor Objectives1. Compose a description of

the Maya worldview.2. Master the understanding

of reading the Tzolkin and Haab.

Affective Objectives1. Differentiate the Maya

gods/religious system with the Western worldview.

2. Integrate the Maya world view with Maya astronomy.

1. Worldview

2. Popul Vuh: Hero twins

3. Maya Gods

4. Maya E- groups

5. Maya Astronomical tools

6. Major objects observed

7. HAAB

8. Tzolkin

9. Long count Calendar

Explain worldview, animism, polytheistic and its importance for their life.

Describe the story of the Popul Vuh

Outline the Maya pantheon of Gods

Define and explain the E-group; make note of Maya sites that have this instrument

Define solstice Define equinox Explain the solar instruments:

solar dagger, gnomen, alignment, zenith tubes, visual observations and recording

Observation of sun, venus, orion, milky way, moon

Explain how to read the HAAB Explain how to read the Tzolkin Explain the long count calendar

1. Have students create drawing representing the creation of the world according to the Popul Vuh.

2. Use videos to portray the Popul vuh.3. Use an image and have the whole

class label the worldview.4. Have student’s role play the story of

the Hero twins.5. Have students create a sketch book

with the different Maya gods and their roles.

6. In groups let students discuss the uses and importance of the E-groups.

7. In groups have students create presentations on the Maya instruments for astronomical observations.

8. Let students discuss how to read the calendars in pairs.

9. Let students create presentations on the calendars.

1. Create a poster on the creation story of the Maya.

2. Draw a comic strip highlighting the story of the hero twins

3. Draw and label the Maya worldview image.

4. Create a small model of the E-group, in groups.

5. Create a collage with the pictures of the astronomical instruments of the Maya.

6. Using cut outs create a sample Tzolkin calendar.

7. Label the elements of the Haab calendar.

8. Create flash cards on how to read both calendars.

9. Create a table outlining the periods in the long count calendar.



Introduction: After studying the social organization of the Maya it is important for the students to understand and be open to other theories of world creation. The Maya have a fascinating story of creation, it proposes openness and tolerance to new theories.

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UNIT 9 - Topic: Maya forms of expression Goals Learning outcomes Concepts Content Learning experiences Assessment Resourcesa. Demonstrate

understanding of the Maya Mathematical system

b. Justify the Maya writing system.

c. Describe the Maya forms of Art.

After discussions students will be able to:Cognitive Objectives1. Analyze the Maya

mathematical system.2. Describe the Maya

writing system.3. Identify Maya forms of

art.Psychomotor Objectives1. Copy and practice the

Maya mathematical system.

2. Describe the Maya art and writing.

Affective Objectives

1. Participate in the working out of numerals using the Maya system.

2. Display understanding of the Maya writing system.

3. Be open to the Maya forms of arts.

1. Importance of mathematics for the Maya

2. Maya Mathematics

3. Maya hieroglyphs

4. Maya arts

Explain the importance of mathematics in Architecture, trade, calendric systems and astronomy.

Explain the Maya base 20 system and the Maya numeral system

Explain how to write maya numerals after 20

Describe the history of the decipherment of the Maya hieroglyphs

Explain what are hieroglyphs Explain how to read hieroglyphs Explain Maya forms of Art and

the materials used to produce the forms of art.

Describe the importance of art in the Maya society.

Identify Maya sites in Belize that have features of mathematics, arts and writing.

1. In groups let students examine our current mathematical system.

2. Let students create a series of pictures based on the importance of mathematics for the maya.

3. Have students write reflections based on videos based on the mathematical system and writing system.

4. Let students practice the writing of numbers using the Maya and current system.

5. Let students bring pictures of the Maya hieroglyphs.

6. Let students write sentences without the use of letters.

7. Have students create their own hieroglyphs.

8. Have students discuss how to read the hieroglyphs.

9. Have students create their own drawings of Maya arts.

10. Have students in groups identify and classify the forms of arts according to the Maya time period.

1. Write a short paragraph based on the importance of mathematics in the Maya world.

2. Write numbers using the Maya mathematical system.

3. Write numbers that are written in the Maya system in our current system.

4. Write a short history of the decipherment of the Maya hieroglyphs.

5. Create short presentations based on the Maya hieroglyphs.

6. Create a table highlighting types of arts.

7. Tests. Quizzes8. Activity sheets in the e-

reader



Introduction: The Maya are probably the most prominent culture within America. Their achievements are heavily based on their system of mathematics and records systems. Arts is also a very important element of any civilization for that reason it is vital to study their achievements as a result of mathematics, writing and arts.

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UNIT 10 - Topic: Maya decline Goals Learning outcomes Concepts Content Learning experiences Assessment Resourcesa. Demonstrate

understanding of the different theories of the Maya decline.

After discussions students will be able to:Cognitive Objectives1. Analyze at least four

theories explaining the Maya decline.

2. Criticize the theories explaining the Maya decline.

Psychomotor Objectives1. Dissect the different

theories explaining the Maya decline.

Affective Objectives1. Synthesize the theories

explaining the Maya decline.

2. Propose a leading theory that explain the decline of the Maya.

1. Theories

2. Decline

3. Warfare

4. Civil wars

5. Climatic changes: Drought

6. Decline in Agriculture

7. Foreign invasion

8. After the decline

9. Initial Spanish contact

Explain what is mean by theories Describe an overview of the

Maya periods and define decline. Describe how warfare

contributed to the decline of the Maya

Explain evidences supporting climatic change

Outline the factors towards the decline in agricultural produce.

Identify and explain foreign invasions on the Maya

Describe the society after the decline of the Maya; did they disappear?

How they saw the Spanish when they came?

1. Have students describe the Maya civilization.

2. Have students create short presentations based on the Maya achievements and civilization.

3. In groups let students discuss the possible reasons for Maya decline.

4. Place them in paris to complete a short research based on the possible reasons for Maya decline.

5. Have students create short presentations on each of the theories.

6. Have students create drawing representing the theories.

7. Use videos8. Use images9. Use the class activities

1. Write a short paragraph describing the grandeur of the Maya.

2. Draw a timeline of the Maya period and outline three theories of decline.

3. Write a short poem based on any of the theories explaining Maya decline.

4. Complete a puzzle.5. Create a role play based

on any of the theories explaining the Maya decline.

6. Create a cause and effect chart about the theories of declein.

7. Write a letter expressing how the Maya saw the Spanish

8. Write a journal letter as if you were a Spanish stating how you see the Maya.



Introduction: The achievements of the Maya civilization have already been explored within the units. It is important to let the students understand that the greatness of the Maya went through a decline but not a disappearance. This unit explores the different theories explaining the decline of the Maya civilization.

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