Embedded Files
Artwork by Favianna Rodriquez
Content Standards "History-Social Science" Addressed in This Lesson:
Content Standards "History-Social Science" Addressed in This Lesson:
A Child's Place in Time and Space. Students describe the human characteristics of familiar places and the varied backgrounds.
Recognize the ways in which we are all part of the same community, sharing principles, goals, and traditions despite varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.
Understand the ways in which Indigenous people and immigrants (we have added, settlers) have helped define Californian and American culture.
Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures.
Temas Del Segundo Día:
Temas Del Segundo Día:
One central theme of todays lesson is to emphasize the vibrance and vitality of Indigenous culture today. Indigenous history is not a story of the past as it is ongoing today. Despite centuries of colonial efforts to eradicate Indigenous languages and cultures, Indigenous communities remain alive today. We encourage you to begin the class with an open discussion on the preservation of Indigenous history and culture:
Why is it important to preserve Indigenous languages and cultures?
How can Indigenous languages and cultures be preserved?
How Indigenous History and Culture Are Preserved:
How Indigenous History and Culture Are Preserved:
According to the Social History for Every Classroom project, Indigenous resistance is expressed in a variety of ways such as "... storytelling, documentation of collective protest, art and poetry, testimony before the government, mass protest, and open letters expressing opposition to settler colonialism. Through visual evidence and texts, Native activists show their commitment to the return of Native lands, preservastion of cultural practices, and protection and wellbeing of future generations".
We also recognize that Ohlone and Cost Miwoks are thriving members of the Bay Area community today, just as the Maya (Yucatec, Ixil, K'iche, Pipil, and Mopan) remain thriving members of the Yucatán, Chiapas, Guatemala, Belize, El Salvador, and Honduras.
Question to ask the class: do you or any members of your family know stories and traditions about being Indigenous, or about other people being Indigenous?
Lesson Plan:
Lesson Plan:
Reference Chicano Jr.'s Mexican Adventure book: pages 4-5
Guiding questions for the class: How does being an immigrant shape one's life? What does it mean to speak multiple languages? What are traditions that your family practices?
Read poem "Trickster" in They Call Me Güero: A Border Kid's Poems (page 27). The book is available through online vendors.
Guiding questions for the class:
Complete the Spanish to Maya cross-connecting language preservation activity
Maya Masks:
Maya Masks:
Maya masks contain many materials including igneous rock, clay, ceramic, gold, shell, or wood. These masks have many different uses, each designed according to its purpose. Masks are used as house decorations, to honor faces of the dead, for former battles, or important community events.
Can you identify features on this mask which resemble a jaguar?
Image credits to Wikimedia Commons
Actividad: Make Your Own Maya Mask
Actividad: Make Your Own Maya Mask
Below is a paper mask you can print out and attach to a stick to create a Maya mask! Additionally, if you would like to make your own masks by hand, we have attached a youtube video below instructing you on how to do so.
Actividad de Vocabulario en Español/ Maya:
Actividad de Vocabulario en Español/ Maya:
Below is a matching activity to match the Spanish word with its Maya equivalent. The answer key can be found below!
camino/ bej
bonite/ jats'uts
mundo/ yóokol kaab
indígena/ máasewal
Photos 1 and 2 were taken in San Cristobal, Chiapas by Emma Pontius; photo 3 was drawn/ taken by Emma Pontius; photo 4 was taken in Quintana Roo, Yucatan by Emma Pontius
Page updated
Report abuse