mayaeducatorsguide cm 42812 - penn

Awww.penn.museum/Maya2012

3260 South StreetPhiladelphia, PA 19104www.penn.museum

EDUCATOR’S GUIDE

The exhibition is presented in partnership with the Instituto Hondureño de Antropologia e Historia of the Republic of Honduras. It is made possible by a major grant from The National Endowment

for the Humanities, Exploring the human endeavor, and additional support from the Annenberg Foundation, the Jay I. Kislak Foundation, and the Selz Foundation.

ACKNOWLEDGMENTS

MAYA 2012: LOrDS Of TiME is presented by the Penn Museum in partnership with the Instituto Hondureño de Antropologia e Historia of the Republic of Honduras.

The exhibition is made possible in part by a major grant from The National Endowment for the Humanities, Exploring the human endeavor, and additional lead support from the Annenberg Foundation, the Jay I. Kislak Foundation, and the Selz Foundation. Partner-ing underwriters are Mrs. Louis C. Madeira IV, in honor of Dr. Peter D. Harrison, and A. Bruce and Margaret Mainwaring. Education partners include Aker Shipyard, The Chris-tian R. and Mary F. Lindback Foundation, Annette Merle-Smith, PNC Foundation, and the Malcolm Hewitt Wiener Foundation.

Special thanks to Anthony Aveni, Susan Braccia, Jean Byrne, Mary Ann Casey, Erin Erb Jensen, Allison Francies, Jane Hickman, Christina Jones, Anne Marie Kane, Simon Mar-tin, Jim Mathieu, Julia McMeans, Jennifer McAuley, Christine Mikus, Tara Poag, Sandra Portnoy, Kate Quinn, Jennifer Reifsteck, Nicole Roper, Robert Sharer, Kevin Schott, The Philadelphia Inquirer and News in Education, and Loa Traxler for their assistance in producing, editing, designing, and publishing this Guide.

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TABLE Of CONTENTS

1 | INTRoDuCTIoN

2 | ExHIBITIoN oVERVIEW

3 | TIMELINE oF MAyA CIVILIzATIoN

4 | ExHIBITIoN CoNTENT WITH CoRRESPoNDING DISCuSSIoN ToPICS AND ACTIVITIES

20 | GLoSSARy

22 | STELA GLyPH CARVING ACTIVITy

24 | CoDEx REPLICA ACTIVITy

27 | EDuCAToRS’ GuIDE ACADEMIC STANDARDS

27 | RESouRCES FoR MoRE INFoRMATIoN

28 | STuDENT IN-GALLERy ACTIVITy GuIDE, FIELD JouRNAL

33 | FIELD JouRNAL SELECTED ANSWERS

36 | EDuCAToR EVENTS

37 | MuSEuM TICKETS AND HouRS

40 | MAP oF MAyA CIVILIzATIoN

iNTrODUCTiON

About this GuideThis Educators’ Guide is designed to support teacher and student comprehension of and learning within MAYA 2012: LOrDS Of TiME, a special exhibition at Penn Museum on view May 5, 2012 – January 13, 2013.

• The Exhibition Content with Corresponding Discussions and Activities section of the Guide is largely composed of exhibition text. Imbedded within the text are correspond-ing classroom discussions and activities. Educators may decide whether each discus-sion and activity would be more appropriate as a pre-visit or post-visit lesson.

• The bold words within the text are glossary terms defined on pages 20-21.

• The Field Journal activity at the back of this guide is designed to be copied, cut, and stapled for students to complete during a visit to MAYA 2012: LOrDS Of TiME. Students may complete the Field Journal in pairs or small groups. Groups should split up to locate the answers in order to complete the entire packet, or teachers can select which activities students should complete. Each question within the Field Journal complements suggested discussions and activities within the Educators’ Guide.

2 MAYA 2012 | Educator’s Guide

exhibition overviewDID THE MAyA BELIEVE THE WoRLD WouLD END oN DECEMBER 23, 2012?

MAYA 2012: LOrDS Of TiME confronts the current media frenzy with the year 2012—comparing predictions of a world-transforming apocalypse with their supposed origins in the ancient Maya civilization. The exhibition explores the Maya’s view of the universe through their intricate calendar systems and investigates our own cultural awareness of time. using remarkable finds and unique works of art including many excavated from the site of Copan, Honduras, the story of how divine kings used their control over the calen-dar to assert their power is told. The exhibition traces the fall of those rulers and follows how ideas about time and the calendar changed before and after the Spanish Conquest, up to the present day.

THE ExHIBITIoN INCLuDES:over 150 remarkable objects many excavated from the ancient site of Copan, Honduras—including highlights from Penn Museum excavations.

• Large sculptural pieces from collaborating museums and our own Penn Museum collections

• A rare 19th-century Maya manuscript and facsimiles of pre-Columbian Maya folded books

• Full-size replicas of some of the most important Maya monuments

• Interactive experiences appropriate for all students

• Interviews with contemporary Maya people allowing them to tell their own stories and convey what it means to be Maya in the modern world, as well as what they really think about 2012

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Image courtesy of Anne Marie Kane

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EXHiBiTiON CONTENT WiTH COrrESPONDiNG DiSCUSSiON TOPiCS AND ACTiViTiES

whAt is the 2012 PhenoMenon?online, in movies, on television, and in print, news has been spread that a world-trans-forming apocalypse will happen in December 2012. In recent years some have claimed that this cataclysmic event was foretold centuries ago in the calendar of the ancient Maya. Beliefs about the exact nature of this cataclysm vary. Some believe that a celestial alignment will bring a series of devastating natural disasters. others argue that this event will bring enlightenment and a new age of peace. As this date draws closer, new predic-tions continue to emerge. But what did the Maya really believe?

STUDENT ACTiViTY:Students will conduct Internet research to find some webpages, movies, and video about the 2012 phenomenon. Students will select one source, summarize the content, and differentiate facts from opinions. Discuss: on what evidence does the author predict the end of the world and how does that evidence agree/disagree with what you learned while visiting the MAYA 2012: LOrDS Of TiME exhibition? How do these sources about the 2012 phenomenon effect our emotions?

CLASSrOOM DiSCUSSiON:What do you already know about the 2012 controversy? How did you hear about it?

What is BCE/CE?BCE (Before Common Era) is used to replace BC (Before Christ), and CE (Common Era) replaces AD (Anno Domini – “In the year of our Lord”). This system provides a religiously neutral way to reference dates within our calendar.

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DiSCOVEriNG THE ANCiENT MAYA

Ancient Maya civilization fl ourished long ago in what is now southern Mexico, Guate-mala, Honduras, Belize, and El Salvador. Their distinctive culture gave rise to major cities by 500 BCE. For the next two thousand years, the Maya would rule this area, an indepen-dence that ended only with the Spanish Conquest of the New World.

The Maya built massive temple pyramids, palaces, and ballcourts, all arranged around broad plazas containing tall stone monuments called stelae (stee-lee). They excelled in astronomy and mathematics, using the concept of “zero” before any other civilizations of the old World. Carvings in jade, stone, and shell, along with painted ceramic pots and murals, expressed their naturalistic artistic style. Artists often combined elaborate images with their hieroglyphic script. Recently deciphered, it is now revealed as one of the world’s most complex writing system.

STUDENT ACTiViTY:Students will complete the Maya Misconceptions true/false quiz activity in the Field Journal, located in the back of the Educators’ Guide.

CLASSrOOM DiSCUSSiON:What do you already know about the Maya? Students can work in pairs and interview each other about what they know. They will report their fi ndings as a class.

CLASSrOOM DiSCUSSiON:Where is Mesoamerica located? In which present-day countries did the Maya live? What were the major Maya cities? What are the geographical features and climate of the Maya region?

MAYA MiSCONCEPTiON: The Maya, Aztec, and Inka (Inca) are all part of the same civilization.

TRuTH: The Maya were not related to the Inka (Inca) or Aztec, two other great civilizations of the Americas, who were later in time and developed in different regions.

Maya, Mayas, or Mayan?A common misconception is to use Mayan as an adjective, as in “Mayan calendar” or “Mayan culture.” However, it is only appropriate to use Mayan when referring to the language, as in “Mayan hieroglyphs.” Therefore, one would write “Maya calendar” and “Maya culture.” Another common misusage is to refer to Maya people as “Mayas.” The appropriate usage is “the Maya.”

STUDENT ACTiViTY:Students will map the physical and human features of Maya civilization.

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Image courtesy of Loa Traxler

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MAYA NUMBErSThe Maya created a simple system to write numerals. They could create any value from one to nineteen using a combination of two symbols:

A dot for one: A bar for five:

They also had several symbols to represent zero:

Maya sculptors also developed figurative representations for numbers. The glyphs pictured above, which featured either the heads or full figures of gods, are often seen on monuments.

STUDENT ACTiViTiES:Students will examine Maya bar and dot mathematics and create Maya math problems for a classmate to solve. Learn about Maya numerals here: http://www.cerritos.edu/ladkins/a106/maya_math.pdf

Students will identify numbers found in Maya glyphs. This activity was created by the San Diego Museum of Man and can be downloaded from: http://www.museumofman.org/sites/default/files/previsit_maya.pdf (second page of document)

ADDITIoNAL ACTIVITy: Students can learn other ancient numeration methods from Egypt, Mesopotamia, and Rome and complete associated math activities. Download Penn Museum’s Ancient Numeration educational resource: http://www.penn.museum/documents/education/penn-museum-math.pdf

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Maya glyphs for K’in, Winal, Tun, K’atun, and Bak’tun.Images courtesy of Simon Martin

K’inone day

WinalTwenty days

Tun365 days

K’atun7,200 days

(about 20 years)

Bak’tun144,000 days

(about 400 years)


EXAMiNiNG TODAY’S CALENDArTime-keeping systems are based on observations of the sky, especially the movements of the sun and moon. Ancient people created these systems for many purposes. Calendars helped guide cyclical activities, like seasonal planting and harvesting. People also used calendars to track and record important historical and religious events. In fact, many early calendars developed to record sacred days.

The calendar most commonly used today, called the Gregorian Calendar or Common Era, is based on one used by the Romans that was later refi ned by the Christian church. It has spread around the world, but coexists with calendars developed by other cultures and religions, such as Islam and Judaism.

iNVESTiGATiNG THE MAYA CALENDAr

MAYA MiSCONCEPTiON: The Maya recorded their calendar on a circular “calendar stone.”

TRuTH: There is no such thing as a Maya calendar stone. This was the creation of the Aztec culture. The Maya also never created a clock-like set of gears for their calendars, although it is a common and helpful illustration to describe how the system works.

In the MAYA 2012 exhibition, visitors will have the opportunity to better understand the Maya calendar through a computer demonstrating the clock-like set of gears.

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Illustration of the Sacred Round CalendarAztec Calendar Stone. Image courtesy of Kenneth Garrett


The ancient Maya created several interlocking calendar systems: the Sacred Round, Vague year, and Long Count. To look at a single Maya date written with all three systems, the time-reckoning is much like Gregorian days, weeks, months, years, decades, and millennia.

•TheSacred round is a tracking system combining 13 numbers with 20 day names, or the equivalent of 260 days. As each day advances to the next, so does an accompany-ing number. It takes 260 days for the days and numbers to cycle back to the original alignment of one and the month name “Imix.” The Sacred Round is still in use in some isolated Maya communities today, where it is used for divination and the timing of special ceremonies

•TheVague Year is based on an estimate of the solar cycle of 18 months of 20 days (360 days), followed by an unlucky five-day period at the end of the cycle (365 days total). The Vague year gets its name because it is .2422 days short of the true solar year and therefore slowly slips against the seasons. The combination of the Sacred Round and Vague year calendars helped identify the best times to plant crops, attack enemies, and crown new rulers. The cycle of the Sacred Round and Vague year create the Calendar Round. The Calendar Round is 73 Sacred Round calendars which exactly matches 52 Vague years. No combination repeats for 18,980 days or about 52 solar years

•The Long Count system kept track of longer spans of time projected from a single start-ing point. The Long Count is a cumulative count of days that ascends in magnitude from a single day to spans of about 400 years and beyond. They translate as follows:

•OnedayisaK’in•TwentydaysisaWinal•365daysisaTun•7,200days(about20years)isaK’atun•144,000days(about400years)isaBak’tun

All units work on a vigesimal, or base twenty, system of counting. The Winal, however, works on a base eighteen, probably in order to approximate the 365.2422 days in a solar year.

The Long Count disappeared before the time the Spanish arrived in the Maya area around 1525 CE.

•TheShort Count calendar is a pared-down Long Count calendar. The Short Count mea-sured 13 K’atuns, or 256 solar years. The end of each 360 day period automatically fell on the day Ajaw, “lord”

STUDENT ACTiViTY:Students will calculate their birthday in Maya Long Count. This activity was created by NoVA online and can be downloaded at: http://www.pbs.org/wgbh/nova/teachers/activities/2804_maya.html

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2012 AND THE MAYA CALENDAr

The Long Count Calendar does not end in 2012December 23, 2012 marks the end of 13 Bak’tuns, but not the end of the Long Count calendar. The system began on a specifi c start day many trillions of years in the past, and will continue for trillions more without any necessary end point.

The roots of the 2012 phenomenon lie within the Long Count calendar. The current era began when the last 13-Bak’tun (bahk toon) cycle ended on August 13, 3114 BCE (notated as 13.0.0.0.0). Quirigua Stela C records the conclusion of this last cycle, and describes the setting of three stones, which form a symbolic foundation of the new one. The current count of 13 Bak’tuns will be completed on December 23, 2012 (also noted as 13.0.0.0.0). Believers in the 2012 phenomenon think that this date will bring either world-destruction or a new age of peace and enlightenment.

December 23, 2012 marks the end of 13 Bak’tuns, but not the end of the Long Count cal-endar. This system began on a specifi c start day many trillions of years in the past, and will continue for trillions more without a necessary end point. A Maya text from the site of Palenque, Mexico records a date that translates to 4772 CE in the Gregorian calendar, long after the year 2012.

The Ancient Maya did not predict a galactic alignment for 2012.Many believers in the 2012 phenomenon think the Earth will pass through the central plane of the galaxy causing worldwide disaster in 2012. Invisible to the naked eye, the galactic plane would be unknown to the ancient Maya who did not have telescopes. Such alignments do happen, but have no effect on Earth.

EXPLOriNG THE TiME Of MAYA KiNGS

MAYA MiSCONCEPTiON: The Maya made human sacrifi ces with huge numbers of victims.

TRuTH: Though the Maya practiced human sacrifi ce, there is no evidence of mass kill-ings as attributed to the Aztecs, or as depicted in the Hollywood movie Apocalypto.

Royal power for the ancient Maya was closely entwined with their ideas about the cos-mos and its grand procession of time. Between 250 and 900 CE, kings portrayed them-selves as embodiments of individual days and performed calendar rituals that expressed their close affi nity to the gods. Some of the best examples of these practices are found in the ancient Maya city of Copan, where their sequence of kings is celebrated in dozens of carved monuments.

The Copan dynasty reigned for almost an entire Bak’tun–nearly 400 years–from 427 to about 820 CE. The births, royal accessions, and deaths of Copan’s 16 kings were each set within the Long Count, which became a symbol of their authority.

over the past 25 years, archaeologists working at Copan have made major discoveries about these kings. Many of the artifacts uncovered from Copan, on display here, are as-sociated with specifi c historical rulers and have contributed to a greater understanding of Maya civilizations.

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UNCOVEriNG A LOrD Of TiMEThe founder of the Copan dynasty, K’inich Yax K’uk’ Mo’ (kee neech yahsh kook moh, “First Radiant Quetzal Macaw”) arrived in the fertile Copan valley in 427 CE, a few years before the beginning of the 10th Bak’tun (bahk toon). The passage of one Bak’tun to the next was similar to our celebrations at the turn of a millennium. In preparation for this auspicious date, the new king laid the foundations for his capital city and sought to establish his place as a sacred “lord of time.”

over the centuries that followed, his successors built on the foundations he estab-lished…quite literally. The layers of Copan’s monumental buildings are constructed on top of originals created by the founder. Today archaeologists tunneling under these structures continue to uncover evidence for how his descendants developed the city. In the 1990s, a Penn Museum team excavated the tomb of K’inich yax K’uk’ Mo’ underneath one of these temples.

CLASSrOOM DiSCUSSiON:Stelae recorded important dates and people, similar to our newspapers today. Take a look at today’s newspaper. Imagine that this is the only document that survives 100 years from now. What will the people of the future think about our culture? Who and what is important to record in a newspaper? Why?

UNCOVEriNG A LOrD Of TiME

MAYA MiSCONCEPTiON: No one can read Maya writing.

TRuTH: Scholars have learned to translate the Maya writing system. Much of what we know about Copan’s history comes from the hieroglyphic writing on its monuments.

STUDENT ACTiViTY:Students will create a miniature stela soap carving. Directions for the activity are found on page 22 of the Educators’ Guide.

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rulers of the coPAn dYnAstYrULEr 13NAME: Waxaklajuun ubaah K’awiil (wahshak-la-hoon u-bah ka-weel, “Eighteen (are the) Images of K’awiil”)

RuLED: July 6, 695 CE to April 29, 738 CE 9.13.3.6.8 7 Lamat 1 Mol to 9.15.6.14.6 6 Kimi 4 Sek

• His reign, which lasted for 43 years, saw the height of artistic achievement in Copan.• He was a prolifi c builder, sponsoring seven elaborate stelae, several temples, and a

grand ballcourt.• He began construction of the Hieroglyphic Stairway, an immense text that chronicles

Copan’s dynasty.• He conducted an elaborate burial for his predecessor, including the creation of 12

censer lids.• He was captured and beheaded by the king of the nearby Maya city of Quirigua.• No signifi cant construction or monuments were produced at Copan for

17 years after his death.

rULEr 16NAME: yax Pasaj Chan yopaat (yahsh pasha chan yopaht, “First Dawned Sky Lightning God”)

RuLED: June 28, 763 CE to sometime after 810 CE 9.16.12.5.17 6 Kaban 10 Mol (beginning of reign)

• He was the last ruler of the Copan dynasy.• He commissioned Altar Q which records all 16 rulers of the Copan

dynasty.• He ruled for over 40 years and sponsored a monument commemorat-

ing the completion of his second K’atun (40th year) in offi ce in 802 CE.• He was alive to witness the end of the K’atun in 810 CE (9.19.0.0.0).

There are no monuments commemorating the event at Copan.

Censer Lid with Founder Portrait; Image courtesy of Instituto Hondureño de Antropología e Historia

STUDENT ACTiViTY:Students will examine their Field Journal and select a word cloud from the Lords of Time: Rulers of the Copan Dynasty exhibition activity. They will create a newspaper headline and brief article describing a ruler’s achievements, persuading the reader of the ruler’s power and importance. They will take a look at the daily newspaper for inspiration. For an additional challenge, students will date the newspaper in Maya Long Count numerals. Alternative activity: Students will personify one of the “lords of time,” using the exhibi-tion and additional research to dress as a fi gure of Maya royalty.

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THE MArGAriTA TOMBone of the most elaborate burials discovered at Copan contains not a Lord of the city, but perhaps its fi rst Lady. Evidence suggests that the woman buried in the Margarita Tomb could have been the wife of the founder, whose tomb lay nearby. The royal woman, who was between 50 and 60 years old at death, was laid to rest with many beautiful objects. one of the fi nest painted vessels found at Copan, nicknamed “The Dazzler,” came from her tomb. Numerous offerings were added to her tomb many years after her death, sug-gesting she was a beloved and important person.

STUDYiNG THE fALL Of COPAN

MAYA MiSCONCEPTiON: Maya civilization disappeared after the “Collapse.”

TRuTH: The Maya did not vanish after the “Collapse,” but their society did change signifi cantly.

Just as the Copan dynasty had aligned itself with the start of the 10th Bak’tun (bahk toon), so the close of this period would see the end of the dynasty as well. No one knows exactly why Copan fell into decline, but study of other Maya cities reveals that most of them were also experiencing severe diffi culties by this time.

The 16th ruler of Copan, yax Pasaj Chan yopaat (yahsh pasha chan yopat) died near the end of the 10th Bak’tun in 820 CE. A new ruler tried to assume power a few years later, but the lone monument celebrating his accession was abandoned before it was even completed. The Maya continued to live in and around Copan after the fall of the sacred kings, but their lives changed dramatically. The leaders that followed did not carve monuments, so little is known about them and their history.

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Maya glyph for Bak’tun. Image courtesy of Simon Martin.


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rEVEALiNG THE TiME AfTEr KiNGS

MAYA MiSCONCEPTiON: The Maya ruled over an empire.

TRuTH: The Maya never created a single, unifi ed kingdom or empire. Although ancient Maya people all shared many similarities, there were also regional variations in language and belief between different Maya groups.

The 9th and 10th centuries CE saw a dramatic decline in population in cities that had once been the Maya heartland. Each city faced unique problems including drought, war-fare, soil exhaustion, and overpopulation. However, the Maya did not disappear. Some cities such as Chichen itza (chee chin eet za) and Uxmal (oosh mahl) actually grew in size and power during this time. But the nature of government was changing and was soon in the hands of noblemen without divine kings. The far-reaching trade networks of this powerful elite introduced new people and ideas to Maya culture.

As the sacred lords of time disappeared, the Long Count fell out of use and was replaced by an abbreviated system called the Short Count. In this calendar, it was gods and prophecy, not kings, that played the most important roles. With no carved monuments, records are few, making it diffi cult for scholars to piece together the history of this period.

THE CODiCESBefore the Spanish Conquest, thousands of Maya bark-paper books existed. Now parts of four books, known as the codices, are all that remain. Most of the codices contain predictions based on Calendar Round cycles, similar to our Farmer’s Almanacs. The Dresden Codex features detailed charts for predicting eclipses and calculating the posi-tion of planets.

The codices’ striking images show a major shift in the Maya concept of time. Gods replace kings as the center of calendric power. Some pages depict what some people choose to interpret as apocalyptic visions, showing that concepts of cosmic disaster were familiar to the Maya. However, these are symbolic ends to the solar year and not connected to 2012.

STUDENT ACTiViTY:Students will create a replica of a codex. Directions can be found on page 24 of the Educators’ Guide.

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THE POPOL VUHThe Popol Vuh (poh-pul voo) tells the Maya story of the creation of the universe. Accord-ing to this great epic, the gods created and destroyed three previous versions of human-ity–animals, creatures of mud, and then of wood–before producing the people of today. The gods rejected each form due to the creature’s inability to worship the gods, speak, and think, among other reasons. The gods then made humankind from the perfect mate-rial, maize-dough, meaning no further annihilations are necessary. The Maya marked this occasion as the sacred date of August 13, 3114 BCE, the beginning date of the 13th Bak’tun.

Interestingly, none of the ancient inscriptions mention this sequence of creations and destructions–it’s only found in the Popol Vuh, which was written down only after the Spanish Conquest. This idea of repeated world destructions may have been introduced to the Maya from Aztec sources, whose story of “five suns” follows a similar pattern.

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CLASSrOOM DiSCUSSiON:What other creation myths did we learn about this year? Does the Maya creation myth have themes similar to those stories?

only fragments of four codices remain from ancient Maya civilization? What happened to the other codices? Why?

STUDENT ACTiViTiES:Students will explore a translation of the Popol Vuh. Assign roles and recite a dramatic reading of the Maya creation myth. Produced by Norine Polio of the yale-New Haven Teachers’ Institute:http://yale.edu/ynhti/curriculum/units/1999/2/99.02.09.x.html#b

Students can see digital images of several codex illustrations and read translations at: http://mayacodices.org/

Working alone or in small groups, students can create their own creation myth of how the world or humanity began. Students can draw an illustration of their story or reenact the story in small groups.

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THE MAYA “COLLAPSE”Early archaeologists were baffled by the dramatic population decline in Maya cities starting in the 9th century CE. It initially appeared that the Maya simply vanished over-night. Today, archaeologists have a clearer understanding of this time in Maya history, but many questions remain.

Short intense droughts likely had disastrous consequences for food supplies. overpopu-lation and its impact on health also affected many communities. All of these problems seem to have contributed to increased warfare and the unraveling of the whole Maya political order. The failure of major capitals briefly led to the expansion of some smaller centers, but eventually all the old cities were abandoned.


TrACKiNG TiME AfTEr THE CONQUESTA devastating change came in the 16th century, when Spanish conquistadores invaded the Maya region. Many Maya died in battle, but many more from European diseases, especially smallpox. Maya culture also came under attack. Christian missionaries began a systematic destruction of indigenous heritage, religion, and traditions. However, the Maya continued to rebel against foreign rule and, often secretly, continued to keep time in the ancient ways.

As the tragedy of the Conquest ravaged Maya culture, these events were mirrored in their calendar. During this time, the prophecies of Chilam Balaam (chih lahm ba lahm), the “jaguar prophet,” circulated among the Maya of the yucatan. These prophecies, marked with the despair of oppression, gave broad forecasts for the 20-year periods of the Short Count Calendar. Though none of these prophecies included the end of the world, their dark tone would be used as evidence for an apocalypse in 2012.

^ CLASSrOOM DiSCUSSiON:What other civilizations have we learned about this year declined due to drought, overpopulation, or government in-fi ghting?

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MAYA MiSCONCEPTiON: Mayan language and culture are lost to the past.

TRuTH: Despite the Spanish Conquest and modern globalization, Maya people continue to retain their languages and a strong cultural identity.

CLASSrOOM DiSCUSSiON:What other cultures did we learn about this year came in contact with Europeans?

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!STUDENT ACTiViTY:Take a look at today’s newspaper. Where do you see stories of cultures interacting with each other? What are the outcomes of the interaction? What could it mean for the future of these two cultures?


MEETiNG THE MAYA iN 2012

The Maya have not disappeared. People of Maya descent, speaking a range of Mayan languages, with some using aspects of the ancient Maya Calendar, live today in many parts of Mexico and Central America.

Like other Native American groups, they seek social justice, prosperity, and political par-ticipation in the countries in which they live. Many strive to preserve the unique parts of their heritage while playing a full part in the contemporary world. In some communities, ancient calendar specialists called Daykeepers still practice traditional rituals, but many others live far removed from such traditions. As throughout the world, for many contem-porary Maya, a cell phone is their principal tool for tracking time.

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MAYA MiSCONCEPTiON: The Maya today live in remote villages.

TRuTH: Despite the common depiction of rural village life, many contemporary Maya live in large cities, including several communities in the united States. There are over 7 mil-lion Maya living in Central America and Mexico today. They are a diverse group connected by their languages and ancestry.

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CLASSrOOM DiSCUSSiON:Can you name other historical figures or groups of people who advocated peaceful protests? Did his/her/their message succeed?

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STUDENT ACTiViTY:Students will research other Native American groups who are working to reinvigorate the cultural traditions of their ancestors. Students will select one organization or project of interest and write a report about their research.

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rEBELLiON AND rEfOrMIn 1847, the Maya of the yucatan Peninsula led one of the most successful indigenous revolts in world history. This rebellion, called the Caste War, almost succeeded in restor-ing Maya rule. Even though the Maya were forced to give up their assault, much of the area remained independent of Mexican rule for over 50 years.

A more recent revolt took place in the Chiapas region of Mexico in 1994, when the zapatista movement emerged to demand local autonomy and economic reform. Since employing peaceful means of protest, the movement has gained international support, and has set up some self-governing communities in remote parts of the region.


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CLASSrOOM DiSCUSSiON:How does it feel to learn that the Maya did not predict the end of the world? Is it a let-down or a relief? How can we look to the future positively?

Why do you think people are fascinated with end of the world theories? What would you do if you knew the date for the end of the world?

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The Maya did not predict the end of the world in 2012. We did.Scientists, religious figures, and cultural icons have been making predictions about the end of the world for thousands of years. Many predictions are superficially based on ‘ancient knowledge.’ Apocalyptic theories often include the return of advanced ancient races and collisions of Earth with unknown planets, none of which have occurred.

CONSiDEriNG 2012 AND BEYONDFor as long as humans have recorded their thoughts and fears, we know that they have pondered the end of the world. Almost all societies have endured times of danger or de-cline, and many have sought insight from ancient civilizations. The misguided connection between the ancient Maya calendar and the end of the world in 2012 is only the most recent example of this. The fear of impending world destruction often lies more with the theorists than the people they study. The Maya did not believe that we would face world destruction in 2012, but do you?


GLOSSArY 13th Bak’tun (bahk toon)–one “great cycle” of the Long Count calendar, or 1,872,000 days. The current count of 13 Bak’tuns will complete on December 23, 2012, the date rooted in the 2012 phenomenon.

2012 phenomenon–a pop cultural belief of the world ending in December 2012, which is erroneously based on the Long Count calendar of the Maya, Maya creation myth, and the prophecies of from the 16th century manuscript, The Books of Chilam Balaam (chih lahm ba lahm).

Aztec–a Native American culture of central Mexico whose Em-pire lasted roughly between 1400–1521 CE.

Apocalypse–a great disaster; a prophetic revelation.

Bak’tun (bahk toon)–a cycle of the Long Count Calendar or 144,000 days.

BCE (Before Common Era)–replaces BC (“Before Christ”) as a denotation of time to provide a religiously neutral way to refer-ence dates within the Gregorian calendar.

Calendar round–the Maya calendar which combines the Maya’s Vague year (365 days) and Sacred Round (260 days) calendars.

Caste War–1847 CE revolt by the Maya of the yucatan Peninsula.

Cataclysm–a momentous and violent event marked by over-whelming upheaval and demolition.

CE (Common Era)–replaces AD (Anno Domini, “in the year of our Lord”) as a denotation of time to provide a religiously neutral way to reference dates within the Gregorian calendar.

Chichen itza (chee chin eet za)–Maya city that flourished as the royal kingdoms of Copan and Tikal were ending.

Chilam Balaam (chih lahm ba lahm)– Maya priest who proph-esized despair and oppression. Believers in the 2012 phenomenon have erroneously used his prophecies as evidence of the end of the world.

Conquistadores–16th century Spanish invaders of Maya communities.

Codex (plural codices)–a handwritten Maya bark-paper book. only four codices remain after the Spanish Conquest.

Copan–Maya city occupied for over 1,500 years located in west-ern Honduras. Known for its remarkably naturalistic sculpture and the longest Maya inscription.

Copan Dynasty–sequence of 16 kings, founded in 427 CE, and lasting until about 820 BCE. Like all Maya kings, the rulers saw themselves as “lords of time,” embodiments of individual days and performing calendar rituals that expressed their close affinity to the gods.

Daykeepers–contemporary Maya calendar specialists.

December 21, 2012–for those who follow the 2012 phenomenon, several choose this date as the end current Bak’tun since the date marks the winter solstice.

December 23, 2012–for those who follow the 2012 phenomenon, this date, marks the end of the current Bak’tun of the Maya. Dresden Codex–Maya book featuring a Venus calendar and the mythic events associated with it. “fifth Sun”–a period of time within the Aztec calendar considered the “final creation,” an era without any specific endpoint.

Gregorian Calendar–the Common Era calendar most commonly used today, which is based on one used by the Romans and later refined by the Christian church.

Glyphs–the individual signs in Maya hieroglyphic writing.

Hieroglyphics–a system of writing using pictures and abstract signs to represent words and sounds.

indigenous–produced, growing, or living naturally in a particular region or environment.

inka (inca)–a Native American culture that stretched from present-day Ecuador to Chile. The ancient Inka lived roughly between 1438–1535 CE.

K’inich Yax K’uk’ Mo’ (kee neech yahsh kook moh)–Maya king and founder of Copan dynasty.

Long Count–is associated either with world-destruction or a new age of peace and enlightenment. This date is more closely aligned with the 256 year cycle and Sacred Round.


Long Count Calendar–the Maya calendar that kept track of longer spans of time projected from a single starting point; the system responsible for the 2012 phenomenon.

Maya–Mesoamerican people native to present-day southern Mexico, Belize, Guatemala, Honduras, and El Salvador. The an-cient Maya lived roughly from 1500 BCE to 1524 CE.

Mayan–term used only when referring to Mayan language. “Mayan” is often mistakenly used as an adjective when used to describe other aspects of Maya culture.

Maya “Collapse”–the dramatic population decline of Maya cities beginning in the 800s CE due to intense droughts, overpopulation, warfare, and political defragmentation.

Mesoamerica–a cultural and geographic region of southern North America, extending approximately from central Mexico through Belize, Guatemala, El Salvador, Honduras, Nicaragua, and Costa Rica. This region was home to several pre-Columbian civilizations, such as the olmecs, Aztecs, Maya, and others.

New World–the Western Hemisphere continents of North America and South America.

Old World–the Eastern Hemisphere continents of Africa, Europe, and Asia.

Popol Vuh (poh-pul voo)–the Maya epic which contains the creation myth.

Pre-Columbian–period of history in the Americas before Euro-pean contact; before Columbus’ voyage.

Sacred round–the Maya calendar consisting of 260 days, divided into thirteen numbers with 20- day names, and still in use in some Maya communities today.

Short Count–an abbreviated form of the Long Count. It steadily replaced the Long Count calendar, which fell out of use before the Spanish arrived.

Spanish Conquest–colonization and overthrow of native govern-ments of the Americas by the Spanish.

Stelae (stee-lee)–tall stone monuments constructed by the Maya to record important events and dates; plural for stela.

Uxmal (oosh mahl)–Maya city that grew in size and power as the Copan dynasty was ending.

Vigesimal–base twenty system of counting. This system may be based on the physical counting of ten fingers and ten toes.

Vague Year–the Maya calendar consisting of 365 days.

Waxaklajuun Ubaah K’awiil (wahshak-la-hoon u-bah ka-weel)–Ruler 13 in the Copan dynasty. His reign saw the height of artistic and architectural achievement in Copan.

Yax Pasaj Chan Yopaat (yahsh pasah chan yopaht)–Ruler 16 in the Copan dynasty. He commissioned Altar Q, which records all 16 rulers of the Copan dynasty.

Yucatan Peninsula–northern geographic region of the ancient Maya world.

Zapatista Movement–1994 CE protest by the Maya in the Chiapas region of Mexico to demand local autonomy and economic reform.


STELA GLYPH CArViNG ACTiViTY

Students will carve a portion of their birthday stela or another Mayan glyph into a bar of soap.

bAckGround inforMAtion:Ancient Maya writing was a complex system that used about 800 different signs, or glyphs. In 1952, Russian scholar and linguist yuri Valentinovich Knorosov suggested that the glyphs represented consonant-vowel combinations, not just words and concepts. From this, experts determined that glyphs could also represent verbs, nouns, adjectives, numbers, days, and months.

Glyphs are generally read in pairs within a grid from left to right and from top to bottom. Most glyphs describe dates and accompanying ceremonies, rulers’ histories, information about the city-states, wars, and astronomical and astrological information.

suGGested tiMe: 35 minutes

MAteriAls:

•Mayabirthdayglyphsbookmark,printedfromtheMAYA2012exhibition. Please note: Each bookmark should be enlarged so that each glyph is at least 2 inches high. It is difficult to carve the glyphs as printed.

•Pre-covereddesks

•Tracingpaper,onesheetperstudent.Pre-cuttothedimensionsofthebarofsoap.

•Ivorysoapbar,1perstudent

•Pencils

•Tape

•Toothpicks

•Cottonswabs

•Disposablecupswithred,blue,yellow,and/orgreenfoodcoloring(teacherchoice). These are traditional architectural colors of the ancient Maya.

•Tissues


STELA GLYPH CArViNG ACTiViTY (continued)

1. Students will place the tracing paper on top of their bookmarks and trace the outlines of the glyphs in pencil.

2. Students will select the glyphs they wish to carve by centering the tracing paper on top of the bar of soap. They will secure the tracing paper onto the soap with tape.

3. Students will use pencil to retrace the glyph lines.

4. Students will remove the tracing paper and deeply carve the glyph lines with tooth picks. They will refer to the bookmark to add details to each glyph.

5. Students will dip the swab into one dye color. Then, they will dab the swabs along the grooved lines. Should additional colors be made available, students should be sure to not mix the dyed swabs into other colors. By pre-placing several swabs into each cup of color, mixing colors will be avoided. A tissue can be used to clean up the soap, should there be excess food coloring.

vAriAtion: If your class was unable to print a birthday glyph bookmark, glyphs can be retrieved on the following website: www.famsi.org/mayawriting/dictionary/montgomery/search.html. Students can type in common words, such as “water” or “monkey,” and the website will generate equivalent Mayan glyphs.

Please note: these glyphs will also need to be enlarged. To generate birthday glyphs, a Gregorian to Long Count calendar converter can be located at: http://www.pauahtun.org/Calendar/tools.html.

This activity is adapted from Amazing Maya Inventions You Can Build Yourself, by Sheri Bell-Rehwoldt. Nomad Press (2006), p. 91.


CODEX rEPLiCA ACTiViTY

Students will recreate a Maya codex. As an extension, students will draw an interpretive illustration of the Maya creation myth in their codex.

bAckGround inforMAtion:Maya scribes held a prominent place in ancient Maya society because very few people could read or write. Considered upper class, scribes wore special clothes and lived in luxury. Scribes wrote or painted in codices using quills of feathers or animal-hair brushes. Considered publicists of the ancient world, they preserved the king’s power through their writing.

Codices were made from the bark of the fig tree and were folded like an accordion. Scribes painted in yellow, blue, white, and brown, colors which represented specific gods, aspects of nature, and the cosmos. After the codex was written and folded, it was sometimes covered with jaguar pelts.

suGGested tiMe: 40 minutes. The extension activity will take an additional 50 minutes.

MAteriAls:

• 2 pieces of 8 1/2 x 11-inch white construction paper (per student)

• Rulers

• Pencils

• Scissors

• Clear tape

• 8 1/2-inch tall x 6 1/4-inch wide thin sheet of cardboard (as from a cereal box or bottom of a writing pad)

• Jaguar pelt pattern sample, found on page 26

• Black and brown markers

• Ribbon

• Colored pencils

• Maya creation myth script: http://yale.edu/ynhti/curriculum/units/1999/2/99.02.09.x.html#b

• Photocopies of codex illustration examples at: http://mayacodices.org/


CODEX rEPLiCA ACTiViTY (continued)

1. Students will lay one sheet of paper lengthwise and measure 9 inches from the left margin of the paper. They will draw a vertical line for the measurement and cut along the line. The paper should now measure 8 1/2 by 9-inches.

2. Students will measure 3 inches from the left edge, mark the spot with a pencil, then move the ruler three inches to the right and mark that spot. The paper is now evenly divided into three 3-inch sections.

3. Students will lay the ruler vertically on the first 3-inch mark and carefully fold the paper over the left edge of the ruler. Students will then move the ruler to the 6-inch mark and the fold the paper over the ruler again. Students will then refold the second crease in the opposite direction, under the sheet, so that the paper is folded like a fan or accordion.

4. Students will repeat steps 1-3 for the second piece of paper. Students will connect the two pieces of paper with the clear tape, making sure the folds alternate in an accordion before the ends are taped together. The codex book is complete.

5. Students will fold the cardboard in half, creating a tall rectangle that is the same shape as the codex. Students will refer to the jaguar pelt pattern to decorate the cover with markers in the manner of a jaguar pelt. A ribbon may be used to tie the book shut.

6. Extension: After completing the dramatic reading from the Popol Vuh (the activity is described on page 15), students will select one scene within the Maya creation myth and illustrate with pencils and colored pencils inside the codex. They will use illustrations from codices for visual reference.

This activity is adapted from Amazing Maya Inventions You Can Build Yourself, by Sheri Bell-Rehwoldt. Nomad Press (2006), p. 99.


EDUCATOrS’ GUiDE ACADEMiC STANDArDS

Pennsylvania Arts and Humanities 9.1.5.A 9.1.5.B Geography 7.1.6.B7.2.5.A7.3.5.AHistory8.1.5.B8.4.5.B New JerseySocial Studies6.2.8.B.4.hVisual and Performing Arts1.2.8.A.3; 1.3.2.D.2; 1.3.5.D.1; 1.3.5.D.2 DelawareGeographyStandard 1: 6-8aHistoryStandard 2: 6-8a; 6-8bVisual ArtsStandard 1; Standard 4

National StandardsGeographyG.K-12.1G.K-12.2Visual ArtsVA.5-8.4World HistoryWH.5-12.4WH.5-12.5WH.5-12.9Visual ArtsVA.5-8.4

rESOUrCES fOr MOrE iNfOrMATiON

Aveni, Anthony. Ancient Astronomers (Smithsonian, 1993)Aveni, Anthony. People and the Sky (Thames and Hudson, 2008)Aveni, Anthony. Stairways to the Stars (Wiley, 1997)Aveni, Anthony. The End of Time: The Maya Mystery of 2012 (university Press of Chicago, 2009)Expedition magazine, Volume 54, Issue 1, Special Issue on MAYA 2012: LOrDS Of TiME.

Common Core StandardsLanguage Arts

RL.5.9W.5.2SL.5.1


STUDENT fiELD JOUrNAL

1. Follow dotted lines and cut out Student Field Journal.

2. Staple Student Field Journal together.

3. Work in groups of two or three to explore MAYA 2012: LOrDS Of TiME.

4. Locate the answers to the questions by using the headings in bold as a guide to find bold headings on labels and banners throughout the exhibition.

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2012: LOrD

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2012 fiELD JO

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2012: LOrD

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__________________________________________________

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2012: LOrD

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MAYA

2012: LOrD

S Of TiM

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2012: LOrD

S Of TiM

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2012: LOrD

S Of TiM

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MAYA

2012: LOrD

S Of TiM

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MAYA

2012 fiELD JO

UrN

AL: iN

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MAYA

2012: LOrD

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efore visiting com




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some exam

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to Maya M





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complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

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about the Maya? B

efore visiting

MAYA

2012: LOrD

S Of TiM

E

MEETiN

G TH

E MAYA

iN 2012



hat was your

__________________________________________________

________________________________________________________

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________________________________________________________

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________________________________________________________

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G TH

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WH

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2012: LOrD

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complete the follow




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2012: LOrD

S Of TiM

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MAYA

2012: LOrD

S Of TiM

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efore visiting com




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some exam

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to Maya M





. Pick a Maya nam






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complete the follow




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efore visiting

MAYA

2012: LOrD

S Of TiM

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hat was your

__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

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2012: LOrD

S Of TiM

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MAYA

2012: LOrD

S Of TiM

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__________________________________________________

________________________________________________________

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________________________________________________________

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G TH

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iN 2012



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________________________________________________________

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________________________________________________________

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G TH

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iN 2012

WH

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2012: LOrD

S Of TiM

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some exam

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to Maya M





. Pick a Maya nam






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complete the follow




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about the Maya? B

efore visiting

MAYA

2012: LOrD

S Of TiM

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hat was your

__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

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L WO

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2012: LOrD

S Of TiM

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complete the follow




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2012: LOrD

S Of TiM

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________________________________________________________

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________________________________________________________

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________________________________________________________

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________________________________________________________

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G TH

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iN 2012

WH

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2012: LOrD

S Of TiM

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2012: LOrD

S Of TiM

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to Maya M





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complete the follow




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2012: LOrD

S Of TiM

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MAYA

2012: LOrD

S Of TiM

E



hat was your

__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

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G TH

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________________________________________________________

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________________________________________________________

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MAYA

2012 fiELD JO

UrN

AL: iN

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MAYA

2012: LOrD

S Of TiM

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efore visiting com




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some exam

ples of Maya num





to Maya M





. Pick a Maya nam






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some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

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about the Maya? B

efore visiting

MAYA

2012: LOrD

S Of TiM

E

MEETiN

G TH

E MAYA

iN 2012



hat was your

__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

WH

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YOU

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________________________________________________________

MEETiN

G TH

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iN 2012

WH

AT AN

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2012: LOrD

S Of TiM

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. Pick a Maya nam






er

complete the follow




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2012: LOrD

S Of TiM

E



hat was your

__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

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__________________________________________________

________________________________________________________

___________________________________________________

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MAYA

2012: LOrD

S Of TiM

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efore visiting com




. Pick a Maya nam





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some exam

ples of Maya num





to Maya M





. Pick a Maya nam






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some exam

ples of Maya num


complete the follow




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about the Maya? B

efore visiting

MAYA

2012: LOrD

S Of TiM

E



hat was your

__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

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L WO

ULD

YOU

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________________________________________________________

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2012: LOrD

S Of TiM

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MAYA

2012: LOrD

S Of TiM

E



hat was your

__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

________________________________________________________



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MEETiN

G TH

E MAYA

iN 2012



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__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

WH

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YOU

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________________________________________________________

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G TH

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iN 2012

WH

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MAYA

2012: LOrD

S Of TiM

E



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about the Maya? B

efore visiting com




. Pick a Maya nam





and six? Draw

some exam

ples of Maya num





to Maya M





. Pick a Maya nam






and six? Draw

some exam

ples of Maya num


complete the follow




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about the Maya? B

efore visiting

MAYA

2012: LOrD

S Of TiM

E



hat was your

__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

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iMA

L WO

ULD

YOU

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OSE TO

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________________________________________________________

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2012: LOrD

S Of TiM

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. Pick a Maya nam






er

complete the follow




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2012: LOrD

S Of TiM

E



hat was your

__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

WH

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iMA

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________________________________________________________

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G TH

E MAYA

iN 2012



hat was your

answer?

Question:

________________________________________________________

Answ

er:

________________________________________________________

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iMA

L WO

ULD

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CHO

OSE TO

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UrSELf?

DrAW

YOU

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W.

________________________________________________________

answer?

MEETiN

G TH

E MAYA

iN 2012

WH

AT AN

iMA

L WO

ULD

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CHO

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UrSELf?

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hat was your

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12



hat was your

__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________ 14

________________________________________________________ 14



hat was your


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2012: LOrD

S Of TiM

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. Pick a Maya nam





complete the follow




MAYA

2012: LOrD

S Of TiM

E



hat was your

__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

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iMA

L WO

ULD

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________________________________________________________

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__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

________________________________________________________



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MEETiN

G TH

E MAYA

iN 2012



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__________________________________________________

________________________________________________________

___________________________________________________

________________________________________________________

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________________________________________________________

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G TH

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iN 2012

WH

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DrAW

YOU

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MAYA

2012 fiELD JO

UrN

AL: iN

-GA

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e examples of M


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and six? Draw

some exam

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complete the follow



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2012 fiELD JO

UrN

AL: iN

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MAYA

NU

MB

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2012 fiELD JO

UrN

AL: iN

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raw som

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. Pick a Maya nam





and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES

MAYA

NU

MB

ErS

journal!


How


about the Maya? B

efore visiting

DiSCO

VEriNG

THE A

NCiEN

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exhibition.



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

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efore visiting com



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r & D

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LYPHS

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and six? Draw

some exam

ples of Maya num





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. Pick a Maya nam






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some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES


BA

r & D

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LYPHS

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efore visiting

DiSCO

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MAYA

2012 fiELD JO

UrN

AL: iN

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MiSCO

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BA

r & D

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NCiEN

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and six? Draw

some exam

ples of Maya num





to Maya M





. Pick a Maya nam





and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES


BA

r & D

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LYPHS

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efore visiting

DiSCO

VEriNG

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MAYA

2012 fiELD JO

UrN

AL: iN

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MAYA

MiSCO

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. Pick a Maya nam


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NU

MB




elve and six? D

raw som

e examples of M


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. Pick a Maya nam





and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES

MAYA

NU

MB

ErS


How


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efore visiting

DiSCO

VEriNG

THE A

NCiEN

T MAYA

exhibition.



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES






How


about the Maya? B

efore visiting com




. Pick a Maya nam





and six? Draw

some exam

ples of Maya num





to Maya M





. Pick a Maya nam






and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES


How


about the Maya? B

efore visiting



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2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES





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efore visiting com



BA

r & D

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LYPHS

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VEriNG

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NCiEN

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and six? Draw

some exam

ples of Maya num





to Maya M





. Pick a Maya nam





and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES


BA

r & D

OT G

LYPHS

How


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efore visiting

DiSCO

VEriNG

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NCiEN

T MAYA



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES





MAYA

MiSCO

NCEPTiO

NS

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efore visiting com



exhibition.

DiSCO

VEriNG

THE A

NCiEN

T MAYA


. Pick a Maya nam


MAYA

NU

MB




elve and six? D

raw som

e examples of M


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. Pick a Maya nam





and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES

MAYA

NU

MB

ErS

journal!


How


about the Maya? B

efore visiting

DiSCO

VEriNG

THE A

NCiEN

T MAYA

exhibition.



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES






How


about the Maya? B

efore visiting com



BA

r & D

OT G

LYPHS

DiSCO

VEriNG

THE A

NCiEN

T MAYA


. Pick a Maya nam





and six? Draw

some exam

ples of Maya num





to Maya M





. Pick a Maya nam






and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES


BA

r & D

OT G

LYPHS

How


about the Maya? B

efore visiting

DiSCO

VEriNG

THE A

NCiEN

T MAYA



Cut hereCut here M

AYA 2012 fiELD

JOU

rNA

L: iN-G

ALLErY A

CTiViTiES





MAYA

MiSCO

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How


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efore visiting com



BA

r & D

OT G

LYPHS

DiSCO

VEriNG

THE A

NCiEN

T MAYA


. Pick a Maya nam





and six? Draw

some exam

ples of Maya num





to Maya M





. Pick a Maya nam





and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES


BA

r & D

OT G

LYPHS

How


about the Maya? B

efore visiting

DiSCO

VEriNG

THE A

NCiEN

T MAYA



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES





MAYA

MiSCO

NCEPTiO

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How


about the Maya? B

efore visiting com



DiSCO

VEriNG

THE A

NCiEN

T MAYA


. Pick a Maya nam


MAYA

NU

MB




elve and six? D

raw som

e examples of M


to Maya M








. Pick a Maya nam





and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES

MAYA

NU

MB

ErS


How


about the Maya? B

efore visiting

DiSCO

VEriNG

THE A

NCiEN

T MAYA



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES






How


about the Maya? B

efore visiting com




. Pick a Maya nam





and six? Draw

some exam

ples of Maya num





to Maya M





. Pick a Maya nam






and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES


How


about the Maya? B

efore visiting



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MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES





MAYA

MiSCO

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How


about the Maya? B

efore visiting com



BA

r & D

OT G

LYPHS

DiSCO

VEriNG

THE A

NCiEN

T MAYA


. Pick a Maya nam





and six? Draw

some exam

ples of Maya num





to Maya M





. Pick a Maya nam





and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES


BA

r & D

OT G

LYPHS

How


about the Maya? B

efore visiting

DiSCO

VEriNG

THE A

NCiEN

T MAYA



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES





MAYA

MiSCO

NCEPTiO

NS

How


about the Maya? B

efore visiting com



exhibition.

DiSCO

VEriNG

THE A

NCiEN

T MAYA


. Pick a Maya nam


MAYA

NU

MB




elve and six? D

raw som

e examples of M


to Maya M








. Pick a Maya nam





and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES

MAYA

NU

MB

ErS

journal!


How


about the Maya? B

efore visiting

DiSCO

VEriNG

THE A

NCiEN

T MAYA

exhibition.



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES






How


about the Maya? B

efore visiting com



DiSCO

VEriNG

THE A

NCiEN

T MAYA


. Pick a Maya nam





and six? Draw

some exam

ples of Maya num





to Maya M





. Pick a Maya nam






and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES


How


about the Maya? B

efore visiting

DiSCO

VEriNG

THE A

NCiEN

T MAYA



13

Cut hereCut here 1 M

AYA 2012 fiELD

JOU

rNA

L: iN-G

ALLErY A

CTiViTiES






How


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efore visiting com



BA

r & D

OT G

LYPHS

DiSCO

VEriNG

THE A

NCiEN

T MAYA


. Pick a Maya nam





and six? Draw

some exam

ples of Maya num





to Maya M





. Pick a Maya nam






and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES


BA

r & D

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LYPHS

How


about the Maya? B

efore visiting

DiSCO

VEriNG

THE A

NCiEN

T MAYA



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES





MAYA

MiSCO

NCEPTiO

NS

How


about the Maya? B

efore visiting com



DiSCO

VEriNG

THE A

NCiEN

T MAYA


. Pick a Maya nam


MAYA

NU

MB




elve and six? D

raw som

e examples of M


to Maya M








. Pick a Maya nam





and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES

MAYA

NU

MB

ErS


How


about the Maya? B

efore visiting

DiSCO

VEriNG

THE A

NCiEN

T MAYA



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES

MAYA

2012: LOrD

S Of TiM

E




How


about the Maya? B

efore visiting com




. Pick a Maya nam





and six? Draw

some exam

ples of Maya num





to Maya M





. Pick a Maya nam






and six? Draw

some exam

ples of Maya num



complete the follow



MAYA

2012 fiELD JO

UrN

AL: iN

-GA

LLErY ACTiViTiES


How


about the Maya? B

efore visiting

MAYA

2012: LOrD

S Of TiM

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aya

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ribe

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rebe

llion

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e sp

ace

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w.

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lts le

d by

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tem

pora

ry M

aya

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desc

ribe

each

rebe

llion

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e sp

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w.

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B. D

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conc

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YO

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PASA

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tem

pora

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B. D

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YO

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TOM

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B. D

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YO

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conc

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conc

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conc

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conc

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rAW

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iCTU

rE O

f W

HAT

YO

U D

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WAY

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tem

pora

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ist a

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ter s

tatio

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aya

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conc

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conc

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Cut here 84

List

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NU

MB

Er O

f D

AYS

iT T

rACK

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UM

BEr

Of

DAY

S iT

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#Cut here

10

UN

COVEriN

G LO

rDS O

f TiME

List four facts about each of the following M

aya kings in the word clouds provided.

Don’t forget to answ

er Maya M

isconceptions Questions 4 and 5!

K’iNiCH

YAX K’U

K’ MO

’(KEE N

EECH YA

HSH

KOO

K MO

H)

“firST rAD

iAN

T QU

ETZAL

MA

CAW”

5

TrACKiN

G TiM

E AfTEr TH

E CON

QU

EST

WH

O EN

COU

NTErED

THE M

AYA iN

THE 16TH

CENTU

rY? WH

AT WErE TH

E

CON

SEQU

ENCES?

The Maya encountered _______________________________. A

s a result, the Maya

______________________________________________________

______________________________________________________

______________________________ .D

id you fi nd the answer to M


uestion 8 yet?

6

WA

XAKLA

JUU

N U

BA

AH

K’AWiiL

(WA

HSH

AK-LA

-HO

ON

U

-BA

H KA

-WEEL)

“EiGH

TEEN (A

rE THE) iM

AG

ES O

f K’AWiiL”

9

THE M

AYA “CO

LLAPSE”

LiST 2 rEASO

NS W

HY M

AYA CO

MM

UN

iTiES BEG

AN

TO D

ECLiNE STA

rTiNG

iN TH

E 9TH

CENTU

rY CE:

Reason #1: ___________________________________________________________________

Reason #2: ___________________________________________________________________

THE PO

POL VU

H

According to the Popol Vuh, the people of today are m

ade of: _________________________ .


ers to Maya M

isconceptions Questions 6 and 7 yet?

#Cut here


selected Answers: MAYA 2012 field JournAl

iNVESTiGATiNG THE MAYA CALENDAr

Sacred Round

Vague year

Long Count

It’s still in use in some Maya communities today.

It combines with the Sacred Round to create the Calendar Round calendar.

The calendar has no ending date.

QUESTiON CirCLE“TrUE” Or “fALSE”

WriTE A COrrECT STATEMENT Or AN ADDiTiONAL fACT:

1. The ancient Maya were related to the Aztecs.

2. The Maya calendar is carved in a circular stone.

3. The Maya created a set of interlocking gears to illustrate their calendar system.

4. Maya hieroglyphic writing has been deciphered.

5. The Maya practiced human sacrifi ce.

6. The Maya died out because of the Spanish Conquest.

7. The Maya established a great, unifi ed empire.

8. No Mayan languages have survived to present-day.

9. Some Maya live in the united States.

10. The Maya are preparing for the end of the world because their calendar ends in the year 2012.

TrUE fALSE

TrUE fALSE

TrUE fALSE

TrUE fALSE

TrUE fALSE

TrUE fALSE

TrUE fALSE

TrUE fALSE

TrUE fALSE

TrUE fALSE

CALENDAr NAME NUMBEr Of DAYS iT TrACKS ADDiTiONAL fACT

260

365

Trillions

The Maya were not related to the Aztecs. The Aztecs developed in a different region and time period.

The Maya did not have a calendar stone, but the Aztecs did.

The Maya did not have an illustration for their calendar system.

True. Much of what we know about Copan’s history comes from hieroglyphic writing found on monuments.

The Maya did not disappear from history, but their society changed signifi cantly.

The Maya never created a single, unifi ed empire.

Maya people have retained their languages and strong cultural identity to this day.

The Maya are commonly depicted as rural villagers, but many contemporary Maya live in large cities.

yes, but there is no evidence of mass killings.

Most contemporary Maya pay little or no attention to our fascination with 2012.

#Cut here


MAYA NUMBErS

UNCOVEriNG A LOrD Of TiMEK’inich yax K’uk’ Mo• Founder of Copan dynasty• Arrived to Copan in 427 CE• Arrived to Copan before the beginning of the 10th Bak’tun• The passage of one Bak’tun to another was a major event• Laid the foundations of his capital city• Sought to establish himself as a “Lord of Time”

Waxaklajuun ub’aah K’awiil• His name means “Eighteen (are the) Images of K’awiil”• He ruled from July 6, 695 CE to April 29, 738 CE 9.13.3.6.8 7 Lamat 1 Mol to 9.15.6.14.6 6 Kimi 4 Sek• His reign, which lasted for 43 years, saw the height of artistic achievement in Copan.• He was a prolific builder, sponsoring seven elaborate stelae, several temples, and a

grand ballcourt.• He began construction of the Hieroglyphic Stairway, an immense text that chronicles

Copan’s dynasty.• He conducted an elaborate burial for his predecessor, including the creation of 12

censer lids.• He was captured and beheaded by the king of the nearby Maya city of Quirigua.• No significant construction or monuments were produced at Copan for 17 years after

his death.

yax Pasaj Chan yopaat• His name means “First Dawned Sky Lightning God”• He ruled: June 28, 763 CE to sometime after 810 CE 9.16.12.5.17 6 Kaban 10 Mol (reign start date)• He was the last ruler of the Copan dynasy.• He commissioned Altar Q which records all 16 rulers of the Copan dynasty.• He ruled for over 40 years and sponsored a monument commemorating the completion

of his second K’atun (40th year) in office in 802 CE.• He was alive to witness the end of the K’atun in 810 CE (9.19.0.0.0). There are no monu-

ments commemorating the event at Copan.

BAr & DOT GLYPHS3

12

7

6

11


THE MAYA “COLLAPSE”List 2 reasons why Maya communities began to decline starting in the 9th century CE:• Drought• Warfare• Soil exhaustion• overpopulation• Government changes• Major capitals failed

THE POPOL VUHAccording to the Popol Vuh, the people of today are made of: maize-dough.

TrACKiNG TiME AfTEr THE CONQUESTWho encountered the Maya in the 16th century? What were the consequences?

The Maya encountered the Spanish conquistadores.

As a result, the Maya:• Died in battle• Died from disease, especially smallpox• Had their heritage, religion, and traditions attacked• Rebelled against foreign rule• Kept time in ancient ways

rEBELLiON AND rEfOrMList the two revolts led by contemporary Maya and describe each rebellion in the space below.Rebellion: Caste War

Describe: • Took place in 1847• Almost succeeded in restoring Maya rule• Much of the area remained independent of Mexican rule for over 50 years

Rebellion: zapatista Movement

Describe: • Took place in 1994• Demanded local autonomy and economic reform• Was a peaceful protest• Movement gained international support


EDUCATOr EVENTS MAYA 2012: Lords of TiMe educAtors’ eveninG Tuesday, May 8, 2012, 4:00pm - 7:00pmFREE, drop-in event open to all educatorsRegistration is due by Friday, May 4, 2012. RSVP: [email protected] the newly installed MAYA 2012: LOrDS Of TiME special exhibition. Receive a copy of the exhibition’s teachers’ guide, plan your fieldtrip visit, and network with fellow educators. Refreshments will be served.Please note: Professional development credit cannot be offered at this event.

MAYA 2012: Lords of TiMe educAtors’ eveninGWednesday, September 12, 2012, 4:00 pm - 7:00 pmFREE, drop-in event open to all educators Registration is due by Friday, September 7, 2012. RSVP: [email protected] the newly installed MAYA 2012: LOrDS Of TiME special exhibition. Receive a copy of the exhibition’s teachers’ guide, plan your fieldtrip visit, and network with fellow educators. Refreshments will be served.Please note: Professional development credit cannot be offered at this event.

MAYA 2012: Lords of TiMe teAchers’ workshoPTuesday, october 2, 2012, 4:00 pm - 7:00 pmPrice: $30Credit hours: 3Advance registration by September 28, 2012 is required. Payment is due at time of registration. RSVP: [email protected] MAYA 2012: LOrDS Of TiME and meet the exhibition’s specialists. Learn how you can teach Maya-related curriculum in your classroom. Refreshments will be served. Please note: Unlike other evening professional development events, this program is designed for credit and a full three hour’s attendance is required.

GrOUP ADMiSSiON TiCKETSAdvance discounted timed tickets for groups of 10 or more (includes admission to the rest of the Museum) are available for purchase:

ADULT: $17.50SENiOr (65+)/MiLiTArY/STUDENTS (fULL-TiME WiTH iD): $15 CHiLDrEN (6 TO 17 YEArS): $12

Call or email about tailored package options and reservations:K-12 STUDENT GrOUPS: (215) 746-6774 [email protected]

ADULT, SENiOr, AND COLLEGE STUDENT GrOUPS: (215) 746-8183 [email protected]

MUSEUM HOUrSMuseum hours during the MAYA 2012: LOrDS Of TiME exhibition are:TuESDAy: 10:00 am to 5:00 pm WEDNESDAy: 10:00 am to 8:00 pmTHuRSDAy THRouGH SuNDAy: 10:00 am to 5:00 pm

Penn Museum is located at 3260 South Street, Philadelphia, PA, at the intersection of Spruce Street and 33rd Street. Nearby landmarks include Franklin Field, across South Street, and the Hospital of the university of Pennsylvania, across 34th Street. For directions and parking, visit www.penn.museum/directions-and-parking.html

Franklin Field

Children’s Hospital of Philadelphia

University City Station

S c h u y l ki l l

Ri v

e r

De

l aw

ar e

Ri v

er

Race St

Ionic St

Noble St

Myrtle Pl

Myrtle St

N 7

th S

t

Irving St

Kater St

Oneil St

S D

elhi

St

Ube

r St

Kater St

E Allen St

Latimer St

Lud

wick St

Myrtle Pl

Juni

per

St

S H

icks

St

S 26

th S

t

S Sc

hell

St

N 6

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S M

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StS

Hic

ks S

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Ogden St

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eese

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S M

arti

n St

S P

ark

Ave

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amac

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N H

ope

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Leland St

Dock St

S R

eese

St

S 27th S

t

Ellen St

N Sloan St

Melon St

Olive St

N Sloan St

Moravian St

N P

ercy

St

N W

atts

St

Olive St

Cypress St

Cambridge St

Delancey St

Elfreths Aly

Spring St

Naudain St

Kim ball St

Melon Ct

Addison St

Delancey St

W Flora St

Harper St

Ionic St

N C

arlis

le S

t

St James St

Clay St

S D

arie

n St

Tryon St

Panama St

Clover St

Delancey St

Chancellor St

N State St

Cuthbert St

Ranstead St

Sansom St

Irving St

Carlton St

Cypress St

Carlton St

Appletree St

Manning St

Panama St

St James St

Wilcox St

Harper St

Summer St

Hamilton St

Webster St

Wilcox St

Wallace St

Filbert St

N O

pal

St

Ranstead St

W Stiles St

Folsom St

Swain St

Parrish Pl

Delancey St

Walden St

Wallace St

S 2n

d St

Reno St

Addison St

Cypress St

N C

rosk

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t

N P

erth

St

Parrish St

North St

Wood St

Apple Tree St

Ranstead St

Edward St

Spring St

Olive St

Green St

Spring St

Shamokin St

N B

aile

y St

Library St

N H

anco

ck S

t

St Albans Pl

Cypress St

Norfolk St

Manning St

Ranstead St

Panama St

Montrose St

St Albans St

Kimball St

Ludlow St

Buttonwood St

Filbert St

Fulton St

Cuthbert St

Ridge Ave

Delancey St

S W

att

s St

Brown St

Waterw

orks Dr

Commerce St

Bache Pl

Noble St

Pearl St

Cuthbert St

Ginnodo St

Montrose St

S Le

ithg

ow S

t

Stampers St

32n

d St

N L

awre

nce

St

Kimball St

Shirley St

Mar

vin

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N J

unip

er S

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S Sm

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y St

S H

icks

St

Melon St

N W

atts

St

North St

Van Horn St

S R

ando

lph

St

Rittenhouse Sq

Panama St

Wallace St

N 1

8th

St

S Le

titi

a St

Locust St

S H

anco

ck S

t

Addison St

S 41

st S

t

S M

arsh

all S

t

Chancellor St

S St

raw

berr

y St

S B

ank

St

S M

ildre

d St

Pennsylvania Ave

N N

atrona St

N L

ee S

t

W W

ashi

ngt

on S

q

S W

atts

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E Pa

ssyu

nk A

ve

W R

itte

nho

use

Sq

E Wildey St

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an P

elt

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Cypress St

E D

un

ton

St

S V

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elt

St

Olive St

Hamilton St

Brandywine St

Rodman St

Webster St

Alter St

Powelton Ave

Irving St

Reno St

Osler Cir

Olive St

Wyalusing Ave

Olive St

N Han

cock

St

Vine St

Delancey St

Kimball St

Waverly St

Locust St

Cypress St

W Wild

ey St

Ogden St

N Sau

nd

ers Ave

Catharine St

Richmond St

N B

read

St

Waterw

orks Dr

S 2n

d St

N 2

9th

St

Pert

h P

l

N O

rkn

ey S

t

S A

lder

St

Haverford Ave

Webster St

Buttonwood St

Leland St

Cuthbert St

Waverly St

Wyalusing Ave

S W

atts

St

Cherry St

Melon St

N Sh

edw

ick St

S 2n

d St

S Sa

rtai

n St

S M

arvi

ne

St

S W

arn

ock

St

Commerce St

Cameron St

Ranstead St

Pemberton St

N P

ercy St

N W

iota St

Ogden St

N P

ercy

St

N 5

th S

t

Woodland Ave

W Allen St

Clay St

E Laurel St

Vineyard St

W George St

Olive St

Cambridge St

N W

iota St

N D

ekalb St

N P

ercy

St

N P

ercy

St

N L

ee S

t

N H

utc

hins

on S

t

Appletree St

Ogden St

N B

each

St

S 25

th S

t

Ellsworth St

N 2

1st

St

N P

enn

St

N W

oods

tock

St

N B

eech

woo

d St

Franklin Town B

lvd

Cypress St

Clinton St

Cuthbert St

Rittenhouse Sq

Peltz St

Ionic St

Cambridge St

Delancey Pl

Waverly St

Swain St

W Flora St

N M

arsh

all S

t

Chancellor St

Latimer St

N D

arie

n St

Clymer St

Lemon St

Brandywine St

Melon St

N B

odin

e St

Locust StAddison St

Wood St

Gaskill St

Winter St

Spring St

Perot St

Poplar St

Ludlow St

Arch St

Cherry St

Olive St

Webster St

Summer St

Melon St

Meredith St

Fran

klin

Pl

Mantua Ave

S V

an P

elt

St

Webster St

Manning St

N 39

th St

N B

ambr

ey S

t

Quarry St

New

Mar

ket S

t

Florist St

Moravian St

Webster St

St Albans St

Ranstead St

Waverly St

Warren St

Church St

N 1

7th

St

S 26

th S

t

S Ta

ney

St

Perkiomen St

Ludlow St

31st St

St John Neumann Way

Park Towne Pl

Ogden St

Folsom St

Nectarine St

Addison St

N P

alet

horp

St

Market St

Ludlow St

W Laurel St

N C

apit

ol S

t

S 30

th S

t

Brown St

Green St

N 2

8th

St

S 19

th S

t

Pine St

Curie Blvd

30th

St

Guardian Dr

N O

rian

na

St

N P

enn

ock

St

Rodman St

Wylie St

Panama St

Francis St

Lancaster Ave

S 2n

d St

Warren St

New St

N J

uds

on S

t

N W

iota St

N B

uck

nel

l St

N B

odi

ne

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S 7t

h St

S 24

th S

t

N R

ingg

old

St

Madison Sq

N T

aylo

r St

Waverly St

Manning St

Kater St

Cherry St

Rodman St

Hamilton Walk

N C

adwallader St

W Stiles St

Dock St

Leop

ard

St

N 8

th S

t

Spring Garden St

Rodman St

N W

ater

St

N 7

th S

t

Bainbridge St

Delancey St

N 9

th S

t

Cuthbert St

Hamilton St

Pennsgrove St

N F

ron

t St

N T

aney

St

N M

asch

er S

t

N 1

9th

St

L em

on H

ill D

r

N 2

7th

St

Poplar St

N U

ber

St

Kater St

Naudain St

S Fr

ont

St

W George St

Cambridge St

N W

atts

St

S 25

th S

t

S Fr

ont

St

W Harper St

N 3

1st

St

N 2

2nd

St

Green St

Hamilton St

N B

ud

d St

Spruce St

Art M

useum Dr

S Q

uin

ce S

t

S C

amac

St

Race St

S 23

rd S

t

Rodman St

C anal

St

N Sloan St

N 2

3rd

St

Moravian St

Schuylk

ill Ave

N 3

2nd

St

Ludlow St

Parrish St

Lombard St

Mantua Ave

Wood St

South St

N C

arlis

le S

t

Reno St

N 1

0th

St

N 9

th S

t

N H

owar

d St

Pearl St Carlton St

N 32n

d St

Vine St

N 2

6th

St

N L

eith

gow

St

37th

St

S 39

th S

t

Market St

33rd

St

Race St

N O

rian

na S

t

Pearl St

34th

St

N 1

7th

St

N H

ope

St

Civic Center Blvd

N M

arsh

all S

t

Aspen St

N R

and

olp

h St

Melon St

Mt Vernon St

N H

anco

ck S

t

Locust St

N 2

5th

St

S 7t

h St

Se dg

ely

Dr

36th

St

N P

reston St

S 40

th S

t

Locust Walk

Noble St

Buttonwood St

N U

nio

n St

Wood St

N P

reston St

Green St

Filbert St

Pemberton St

N 2

4th

St

N 2

4th

St

N 39

th St

N 39

th St

N 1

8th

St

N 1

8th

St

Brown St

Brown St

N 1

8th

St

N 1

8th

St

Zoological Dr

North St

North St

N 9

th S

t

N 9

th S

t

S 23

rd S

t

S 23

rd S

t

N 2

3rd

St

N 2

3rd

St

Naudain St

Naudain St

S Ju

nip

er S

t

S Ju

nip

er S

t

Parrish St

Parrish St

N A

mer

ican

St

N A

mer

ican

St

Montrose St

Montrose St

Arch St

Arch St

N 38th St

N 38th St

S 19

th S

t

S 19

th S

t

Germ

antown Ave

Germ

antown A

ve

Hamilton St

Hamilton St

Willow St Willow St

N F

rank

lin S

t

N F

rank

lin S

t

Aspen St

Aspen St

N 37th St

N 37th St

N L

awre

nce

St

N L

awre

nce

St

N 35th St

N 35th St

Carpenter St

Carpenter St

S 24

th S

t

S 24

th S

t

N 1

7th

St

N 1

7th

St

Brandywine St

Brandywine St

Sansom St

Sansom St

S 3r

d St

S 3r

d St

S 4t

h St

S 4t

h St

Filbert St

Filbert St

Kater St

Kater St

Kater St

W Master St

W M aster St

Fairmount Ave

Fairmount Ave

Mt Vernon St

Mt Vernon St

S 8t

h St

S 8t

h St

S 8t

h St

Brandywine St

Brandywine St

Mt Vernon St

Mt Vernon St

S 9

th S

t

S 9t

h St

S 9

th S

t

S 10

th S

t

S 10

th S

t

S 10

th S

t

Wallace St

Wallace St

Wallace St

S 11

th S

t

S 11

th S

t

S 11

th S

t

Brown St

Brown St

Brown St

N 3

6th

St

N 36th St

N 36

th St

S 12

th S

t

S 12

th S

t

Ludlow St

Ludlow St

Ludlow St

S 13

th S

t

S 13

th S

t

S 13

th S

t

Parrish St

Parrish St

Parrish St

S 15

th S

t

S 15

th S

t

Callowhill St

Callowhill St

Callowhill St

Race St

Race St

Race St

S 16

th S

t

S 16

th S

t

S 16

th S

t

Green St

Green St

Green St

S 17

th S

t

S 17

th S

t

S 17

th S

t

S 18

th S

t

Cherry St

Cherry St

Cherry St

Pennsylvania Ave

Pennsylvania Ave

Locust St

Locust St

Locust St

S 20

th S

t

S 20

th S

t

S 20

th S

t

Baring St

Baring St

Baring St

N 1

6th

St

N 1

6th

St

N 1

6th

St

N 1

5th

St

N 1

5th

St

N 1

5th

St

N 1

5th

St

N 1

0th

St

N 1

0th

St

N 1

0th

St

N 1

9th

St

N 1

9th

St

N 1

9th

St

N 1

9th

St

N 8

th S

tN

8th

St

N 8

th S

t

N 8

th S

t

N 7

th S

t

N 7

th S

t

N 7

th S

t

N 7

th S

t

Dr Martin Luther King Jr Dr

Dr Martin Luther King Jr Dr

Dr M

artin Luther King Jr Dr

N 40

th St

N 4

0th

St

N 40

th St

N 40

th St

W Thompson St

W Thompson St

Wallace St

Wallace St

Wallace St

Wallace St

Arch St

Arch St

Arch St

Arch St

Christian St

Christian St

Christian St

Christian St

Catharine St

Catharine St

Catharine St

Catharine St

N F

ront

St

N F

ront

St

N F

ront

St

N F

ront

St

N F

ront

St

N 2

0th

St

N 2

0th

St

N 2

0th

St

N 2

0th

St

N 2

0th

St

Brown St

Brown St

Brown St

Brown St

Fairmount Ave

Fairmount Ave

Fairmount Ave

Fairmount Ave

Chestnut St

Chestnut St

Chestnut St

N 1

3th

St

N 1

3th

St

N 1

3th

St

N 1

3th

St

N 1

3th

St

N 3

rd S

t

N 3

rd S

t

N 3

rd S

t

N 3

rd S

t

N 3

rd S

t

N 1

2th

St

N 1

2th

St

N 1

2th

St

N 1

2th

St

N 1

2th

St

N 1

1th

St

N 1

1th

St

N 1

1th

St

N 1

1th

St

N 1

1th

St

Sansom St

Sansom St

Sansom St

Sansom St

Fitzwater St

Fitzwater St

Fitzwater St

Fitzwater St

Fitzwater St

N 4

th S

t

N 4

th S

t

N 4

th S

t

N 4

th S

t

N 4

th S

t

N 4

th S

tN

2n

d St

N 2

nd

St

N 2

nd

St

N 2

nd

St

N 2

nd

St

N 2

nd

St

Walnut St

Walnut St

Walnut St

Walnut St

Walnut St

Walnut St

Walnut St

Bainbridge St

Bainbridge St

Bainbridge St

Bainbridge St

Bainbridge St

Poplar St

Poplar St

Poplar St

Poplar St

Poplar St

Poplar St

Poplar St

Poplar St

Spruce St

Spruce St

Spruce St

Spruce St

Spruce St

Spruce St

Spruce St

Pine St

Pine St

Pine St

Pine St

Pine St

Pine St

Pine St

Pine St

N 2

0th

St

Race StArch St

Poplar Dr

N 3

0th

St

S Penn Sq

Washington Ave

Sedgely Dr

Arch St

Baltimore Ave

Loga

n Cir

N 3

8th

StS

34th

St

John F Kennedy Blvd

Benjamin Franklin Pky

Spring Garden St

Walnut St

Schu

ylki

ll A

ve

N 1

5th

St

N 1

6th

St

S Un

iversity Ave

S 38

th S

t

Lancaster Ave

Market St

S B

road

St

Benjamin Franklin Pky

Market St

Market St

Kelly Dr

Kelly Dr

John F Kennedy Blvd

Chestnut St

N B

road

St

N B

road

St

N B

road

St

S 27

th S

t

Poplar St

N 9

th S

t

Mantua Ave

S 23

rd S

t

S 33

rd S

t

S 34

th S

t

N 1

0th

St

N 2

4th

St

Bainbridge St

Winter St

Market St

Woodland Ave

N 8

th S

t N 7

th S

t

Grays Ferry Ave

S College Ave

N D

elaw

are

Ave

N 6

th S

t

Chestnut St

Lancaster Ave

Spruce StC

orin

thia

n A

ve

Spring Garden St

Grays Ferry

Ave

Che

stnu

t St

S C

hris

top

her

Col

umbu

s B

lvd

Race St

S 5t

h St

N C

hris

toph

er C

olum

bus

Blv

d

S 6t

h St

N 33rd St

Haverford Ave

Spring Garden St

Powelton Ave

Callowhill St

N 2

2nd

St

N 2

2nd

St

N 2

1st

St

N 2

1st

St

S 21

st S

t

S 21

st S

t

S 22

nd

St

S 22

nd

St

Vine St

Vine St

Market St

Market St

Fairmount AveFairmount Ave

N 6

th S

t

N 6

th S

t

Ridge Ave

Ridge Ave

N 3

4th

St

N 34th St

Walnut St

Walnut St

N 5

th S

t

N 5

th S

t

N 5

th S

t

Lombard St

Lombard St

Lombard St

Lombard St

W Girard Ave

W Girard Ave

W Girard Ave

Spring Garden St

Spring Garden St

Spring Garden St

Spring Garden St

South St

South St

South St

South St

South St

N 6

th S

t

Benjamin Franklin Brg

Vine St Expy

Vine St Expy

Vine St Expy

Chestnut St

Penn Museum

South St

33rd

St

Walnut St

Conventio

n Ave

Health Sciences Dr

E Service Dr

South St

Convention A

ve

76

76

iDENTifiED AND EXPLOrED MAYA ArCHAEOLOGiCAL SiTES

Maya sites that have been identifi ed and explored are located in Mexico, Guatemala, Belize, Honduras, and El Salvador.

This map shows the location of various sites mentioned in the special MAYA 2012: LOrDS Of TiME issue ofExpedition magazine.

Image courtesy of Jennifer McAuley

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