EDUCATOR’S GUIDE

3260 South Street Philadelphia, PA 19104 www.penn.museum www.penn.museum/Maya2012 A 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.

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. 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 Guide This 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.

www.penn.museum/Maya2012 1 Exhibition Overview Did 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

2 MAYA 2012 | Educator’s Guide Image courtesy of Anne Marie Kane

www.penn.museum/Maya2012 3 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?

^ Classroom Discussion: What do you already know about the 2012 controversy? How did you hear about it?

! 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?

What is BCE/CE? lBCE (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.

4 MAYA 2012 | Educator’s Guide DiSCOVEriNG THE ANCiENT MAYA ^ 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.

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

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.

Maya, Mayas, or Mayan? lA 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 Image courtesy of Loa Traxler as “Mayas.” The appropriate usage is “the Maya.”

? 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.

^ 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?

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

www.penn.museum/Maya2012 5 MAYA NUMBERS The 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. Theglyphs 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

K’in Winal Tun K’atun Bak’tun One day Twenty days 365 days 7,200 days 144,000 days (about 20 years) (about 400 years)

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

6 MAYA 2012 | Educator’s Guide EXAMiNiNG TODAY’S CALENDAr Time-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

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

www.penn.museum/Maya2012 7 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.

• The Sacred 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

• The Vague 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: • One day is a K’in • Twenty days is a Winal • 365 days is a Tun • 7,200 days (about 20 years) is a K’atun • 144,000 days (about 400 years) is a Bak’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.

• The Short 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

8 MAYA 2012 | Educator’s Guide 2012 AND THE MAYA CALENDAr

The Long Count Calendar does not end in 2012 lDecember 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. lMany 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. www.penn.museum/Maya2012 9 mage courtesy of Kenneth Garrett Altar Q – West Side detail; I

UNCOVEriNG A LOrD Of TiME The 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.

? 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.

^ 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?

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

10 MAYA 2012 | Educator’s Guide rulers of the coPAn dYnAstY rULEr 13 NAME: 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 16 NAME: 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.

www.penn.museum/Maya2012 11 THE MArGAriTA TOMB one 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.

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

12 MAYA 2012 | Educator’s Guide 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 CODiCES Before 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.

www.penn.museum/Maya2012 13 THE POPOL VUH The 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. Image courtesy of Saxon State & University Library (SLUB) Dresden Codex. Dresden

14 MAYA 2012 | Educator’s Guide ^ 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.

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.

www.penn.museum/Maya2012 15 ^ CLASSrOOM DiSCUSSiON: What other civilizations have we learned about this year declined due to drought, overpopulation, or government in-fi ghting?

TrACKiNG TiME AfTEr THE CONQUEST A 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.

? 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?

! 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?

16 MAYA 2012 | Educator’s Guide MEETiNG THE MAYA iN 2012

? 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.

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. Maximon (contemporary Image Maya). courtesy of Simon Martin

www.penn.museum/Maya2012 17 REBELLION AND REFORM In 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.

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

! 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.

18 MAYA 2012 | Educator’s Guide considering 2012 and beyond For 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?

The Maya did not predict the end of the world in 2012. We did. lScientists, 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.

^ 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?

www.penn.museum/Maya2012 19 GLOSSARY

13th Bak’tun (bahk toon)–one “great cycle” of the Long Count Copan–Maya city occupied for over 1,500 years located in west- calendar, or 1,872,000 days. The current count of 13 Bak’tuns ern Honduras. Known for its remarkably naturalistic sculpture and will complete on December 23, 2012, the date rooted in the 2012 the longest Maya inscription. phenomenon. Copan Dynasty–sequence of 16 kings, founded in 427 CE, and 2012 phenomenon–a pop cultural belief of the world ending in lasting until about 820 BCE. Like all Maya kings, the rulers saw December 2012, which is erroneously based on the Long Count themselves as “lords of time,” embodiments of individual days calendar of the Maya, Maya creation myth, and the prophecies and performing calendar rituals that expressed their close affinity of from the 16th century manuscript, The Books of Chilam Balaam to the gods. (chih lahm ba lahm). Daykeepers–contemporary Maya calendar specialists. Aztec–a Native American culture of central Mexico whose Em- pire lasted roughly between 1400–1521 CE. December 21, 2012–for those who follow the 2012 phenomenon, several choose this date as the end current Bak’tun since the Apocalypse–a great disaster; a prophetic revelation. date marks the winter solstice.

Bak’tun (bahk toon)–a cycle of the Long Count Calendar or December 23, 2012–for those who follow the 2012 phenomenon, 144,000 days. this date, marks the end of the current Bak’tun of the Maya. BCE (Before Common Era)–replaces BC (“Before Christ”) as a denotation of time to provide a religiously neutral way to refer- Dresden Codex–Maya book featuring a Venus calendar and the ence dates within the Gregorian calendar. mythic events associated with it.

Calendar Round–the Maya calendar which combines the Maya’s “Fifth Sun”–a period of time within the Aztec calendar considered Vague Year (365 days) and Sacred Round (260 days) calendars. the “final creation,” an era without any specific endpoint.

Caste War–1847 CE revolt by the Maya of the Yucatan Peninsula. Gregorian Calendar–the Common Era calendar most commonly used today, which is based on one used by the Romans and later Cataclysm–a momentous and violent event marked by over- refined by the Christian church. whelming upheaval and demolition. Glyphs–the individual signs in Maya hieroglyphic writing. CE (Common Era)–replaces AD (Anno Domini, “in the year of our Lord”) as a denotation of time to provide a religiously neutral way Hieroglyphics–a system of writing using pictures and abstract to reference dates within the Gregorian calendar. signs to represent words and sounds.

Chichen Itza (chee chin eet za)–Maya city that flourished as the Indigenous–produced, growing, or living naturally in a particular royal kingdoms of Copan and Tikal were ending. region or environment.

Chilam Balaam (chih lahm ba lahm)– Maya priest who proph- Inka (Inca)–a Native American culture that stretched from esized despair and oppression. Believers in the 2012 phenomenon present-day Ecuador to Chile. The ancient Inka lived roughly have erroneously used his prophecies as evidence of the end of between 1438–1535 CE. the world. K’inich Yax K’uk’ Mo’ (kee neech yahsh kook moh)–Maya king Conquistadores–16th century Spanish invaders of Maya and founder of Copan dynasty. communities. Long Count–is associated either with world-destruction or a new Codex (plural codices)–a handwritten Maya bark-paper book. age of peace and enlightenment. This date is more closely aligned Only four codices remain after the Spanish Conquest. with the 256 year cycle and Sacred Round.

20 MAYA 2012 | Educator’s Guide Long Count Calendar–the Maya calendar that kept track of longer Uxmal (oosh mahl)–Maya city that grew in size and power as the spans of time projected from a single starting point; the system Copan dynasty was ending. responsible for the 2012 phenomenon. Vigesimal–base twenty system of counting. This system may be Maya–Mesoamerican people native to present-day southern based on the physical counting of ten fingers and ten toes. Mexico, Belize, Guatemala, Honduras, and El Salvador. The an- cient Maya lived roughly from 1500 BCE to 1524 CE. Vague Year–the Maya calendar consisting of 365 days.

Mayan–term used only when referring to Mayan language. Waxaklajuun Ubaah K’awiil (wahshak-la-hoon u-bah ka-weel)– “Mayan” is often mistakenly used as an adjective when used to Ruler 13 in the Copan dynasty. His reign saw the height of artistic describe other aspects of Maya culture. and architectural achievement in Copan.

Maya “Collapse”–the dramatic population decline of Maya cities Yax Pasaj Chan Yopaat (yahsh pasah chan yopaht)–Ruler 16 in beginning in the 800s CE due to intense droughts, overpopulation, the Copan dynasty. He commissioned Altar Q, which records all warfare, and political defragmentation. 16 rulers of the Copan dynasty.

Mesoamerica–a cultural and geographic region of southern Yucatan Peninsula–northern geographic region of the ancient North America, extending approximately from central Mexico Maya world. through Belize, Guatemala, El Salvador, Honduras, Nicaragua, and Costa Rica. This region was home to several pre-Columbian Zapatista Movement–1994 CE protest by the Maya in the civilizations, such as the Olmecs, Aztecs, Maya, and others. Chiapas region of Mexico to demand local autonomy and economic reform. 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.

www.penn.museum/Maya2012 21 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:

• Maya birthday glyphs bookmark, printed from the MAYA 2012 exhibition. 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-covered desks

• Tracing paper, one sheet per student. Pre-cut to the dimensions of the bar of soap.

• Ivory soap bar, 1 per student

• Pencils

• Tape

• Toothpicks

• Cotton swabs

• Disposable cups with red, blue, yellow, and/or green food coloring (teacher choice). These are traditional architectural colors of the ancient Maya.

• Tissues

22 MAYA 2012 | Educator’s Guide 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.

www.penn.museum/Maya2012 23 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/

24 MAYA 2012 | Educator’s Guide 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.

www.penn.museum/Maya2012 25 26 MAYA 2012 | Educator’s Guide EDUCATORS’ GUIDE ACADEMIC STANDARDS

Pennsylvania Common Core Standards Arts and Humanities Language Arts 9.1.5.A RL.5.9 9.1.5.B W.5.2 Geography SL.5.1 7.1.6.B 7.2.5.A 7.3.5.A History 8.1.5.B 8.4.5.B

New Jersey Social Studies 6.2.8.B.4.h Visual and Performing Arts 1.2.8.A.3; 1.3.2.D.2; 1.3.5.D.1; 1.3.5.D.2

Delaware Geography Standard 1: 6-8a History Standard 2: 6-8a; 6-8b Visual Arts Standard 1; Standard 4

National Standards Geography G.K-12.1 G.K-12.2 Visual Arts VA.5-8.4 World History WH.5-12.4 WH.5-12.5 WH.5-12.9 Visual Arts VA.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.

www.penn.museum/Maya2012 27 # Cut here 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.

28 MAYA 2012 | Educator’s Guide

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STUDENT fiELD JOUrNAL

exPlorer nAMe(s):

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CHECK OUT THE MASKS ON THE WALL. UNCOVEriNG A LOrD Of TiME List four facts about the Maya king in the word cloud below. CAN YOU NAME fiVE DiffErENT ANiMALS THAT YOU SEE? Don’t forget to answer Maya Misconceptions Questions 4 and 5!

QUESTiON CirCLE WriTE A COrrECT STATEMENT “TrUE” Or “fALSE” Or AN ADDiTiONAL fACT:

1. The ancient Maya were related to TrUE fALSE the Aztecs. 2. The Maya calendar is carved in a circular stone. TrUE fALSE 3. The Maya created a set of interlocking gears to illustrate their calendar system. TrUE fALSE 4. Maya hieroglyphic writing has been deciphered. TrUE fALSE 5. The Maya practiced human sacrifi ce. TrUE fALSE 6. The Maya died out because of the TrUE fALSE Spanish Conquest. 7. The Maya established a great, unifi ed empire. TrUE fALSE 8. No Mayan languages have survived to TrUE fALSE present-day. 9. Some Maya live in the united States. TrUE fALSE 10. The Maya are preparing for the end of 13 the world because their calendar ends TrUE fALSE 2 in the year 2012. #Cut here

MAYA 2012 fiELD JOUrNAL: iN-GALLErY ACTiViTiES WHAT ANiMAL WOULD YOU CHOOSE TO rEPrESENT YOUrSELf? Work in groups of two or three to explore MAYA 2012: LOrDS Of TiME. DrAW YOUr iDEAS BELOW.

Locate the answers to the questions by using the headings in bold as a guide to fi nd bold head- ings on labels and banners throughout the exhibition.

MAYA MiSCONCEPTiONS (answers found throughout the exhibition): How much do you think you know about the Maya? Before visiting MAYA 2012: LOrDS Of TiME, complete the following questions. When you visit, fi nd the correct answer to each question in the exhibition.

1 14

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DiSCOVEriNG THE ANCiENT MAYA MEETiNG THE MAYA iN 2012 Check out the computer station is this room. Pick a Maya name for yourself and print it out! Check out one of the computer screens. What question did you ask a Maya? What was your MAYA NUMBErS Can you fi nd examples of the numbers three, seven, and eleven? How about the glyphs for twelve answer? and six? Draw some examples of Maya numerals in the boxes provided. Did you fi nd the answer to Maya Misconceptions Question 1? Don’t forget to write your answer on page 1 of your journal! Question: ______

BAr & DOT GLYPHS 3 7 11 ______

Answer: ______

12 6 ______

3 12

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UNCOVEriNG LOrDS Of TiME TrACKiNG TiME AfTEr THE CONQUEST List four facts about each of the following Maya kings in the word clouds provided. WHO ENCOUNTErED THE MAYA iN THE 16TH CENTUrY? WHAT WErE THE Don’t forget to answer Maya Misconceptions Questions 4 and 5! CONSEQUENCES?

The Maya encountered ______. As a result, the Maya

______

K’iNiCH YAX K’UK’ MO’ ______(KEE NEECH YAHSH KOOK MOH) “firST rADiANT QUETZAL MACAW” ______. Did you fi nd the answer to Maya Misconceptions Question 8 yet?

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THE MAYA “COLLAPSE” LiST 2 rEASONS WHY MAYA COMMUNiTiES BEGAN TO DECLiNE STArTiNG iN THE 9TH CENTUrY CE:

Reason #1: ______

Reason #2: WAXAKLAJUUN UBAAH K’AWiiL ______(WAHSHAK-LA-HOON U-BAH KA-WEEL) “EiGHTEEN (ArE THE) iMAGES THE POPOL VUH Of K’AWiiL”

According to the Popol Vuh, the people of today are made of: ______. Did you fi nd the answers to Maya Misconceptions Questions 6 and 7 yet?

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selected Answers: MAYA 2012 field JournAl

QUESTiON CirCLE WriTE A COrrECT STATEMENT “TrUE” Or “fALSE” Or AN ADDiTiONAL fACT:

The Maya were not related to the Aztecs. The Aztecs 1. The ancient Maya were related to TrUE fALSE the Aztecs. developed in a different region and time period. 2. The Maya calendar is carved in a The Maya did not have a calendar stone, but the circular stone. TrUE fALSE Aztecs did. 3. The Maya created a set of interlocking The Maya did not have an illustration for their calendar gears to illustrate their calendar system. TrUE fALSE system. 4. Maya hieroglyphic writing has been True. Much of what we know about Copan’s history comes deciphered. TrUE fALSE from hieroglyphic writing found on monuments. 5. The Maya practiced human sacrifi ce. TrUE fALSE yes, but there is no evidence of mass killings. 6. The Maya died out because of the The Maya did not disappear from history, but their society TrUE fALSE Spanish Conquest. changed signifi cantly. 7. The Maya established a great, The Maya never created a single, unifi ed empire. unifi ed empire. TrUE fALSE 8. No Mayan languages have survived to TrUE fALSE Maya people have retained their languages and strong present-day. cultural identity to this day. TrUE fALSE The Maya are commonly depicted as rural villagers, but 9. Some Maya live in the united States. many contemporary Maya live in large cities.

10. The Maya are preparing for the end of TrUE fALSE Most contemporary Maya pay little or no attention to our the world because their calendar ends fascination with 2012. in the year 2012.

iNVESTiGATiNG THE MAYA CALENDAr

CALENDAr NAME NUMBEr Of DAYS iT TrACKS ADDiTiONAL fACT

Sacred Round 260 It’s still in use in some Maya communities today.

It combines with the Sacred Round Vague year 365 to create the Calendar Round calendar.

Long Count Trillions The calendar has no ending date.

www.penn.museum/Maya2012 33 maya numbers

Bar & Dot glyphs 3 7 11

12 6

UNCOVERING A LORD OF TIME K’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.

34 MAYA 2012 | Educator’s Guide 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 VUH According to the Popol Vuh, the people of today are made of: maize-dough.

TRACKING TIME AFTER THE CONQUEST Who 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 REFORM List 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

www.penn.museum/Maya2012 35 Educator Events MAYA 2012: Lords of Time Educators’ Evening Tuesday, May 8, 2012, 4:00pm - 7:00pm FREE, drop-in event open to all educators Registration is due by Friday, May 4, 2012. RSVP: [email protected] Explore 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’ Evening Wednesday, September 12, 2012, 4:00 pm - 7:00 pm FREE, drop-in event open to all educators Registration is due by Friday, September 7, 2012. RSVP: [email protected] Explore 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’ Workshop Tuesday, October 2, 2012, 4:00 pm - 7:00 pm Price: $30 Credit hours: 3 Advance registration by September 28, 2012 is required. Payment is due at time of registration. RSVP: [email protected] Tour 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.

36 MAYA 2012 | Educator’s Guide GrOUP ADMiSSiON TiCKETS Advance discounted timed tickets for groups of 10 or more (includes admission to the rest of the Museum) are available for purchase:

P o Ogden St Poplar St p W Stiles St Wyalusing Ave ADULT: $17.50 la Poplar St S College Ave W Flora St W Thompson St t r Harper St W ter S t N 9th St s Wyalusing Ave D M a N Percy St S t W Master St r N 18th St S N Perth St N Cadwallader St h Cambridge St t Pennsgrove St r h t 9 Parrish St t S Harper St W Girard Ave W Stiles St D 2 P 9 N Broad St N Bailey St op W George St o la l 1 D l r St d i o W Flora St SENiOr (65+)/MiLiTArY/STUDENTS (fULL-TiMEN WiTH iD): $15 n N Front St r N Watts St N n H i G M G W Tho n mp Cambridge St son e N 28th St N Bambrey St o S

a t r Myrtle St Poplar St r r S

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an i S Reno St Perot S r t t N 3rd St P u N Capitol St l Brown St Parrish St S a e N 19th St e W Leopard St N 38th St Brown St A Folsom St h G t n y Swain St Poplar St e ve Olive St t org N Preston St n S e D s 5 St r Olive St t 1 Ridge Ave N Lee St M y M a lv Olive St yr N r t N t Van Horn St N Front St N Dekalb St t a l Germantown Ave Brown St [email protected] n Olive St e P E Dunton St Waterworks Dr S N Leithgow St l

N Sloan St L i 4 Fairmou u a nt Ave P N 9th St t t h a S E 0 h K A rr W t y Folsom St e e v Fairmount Ave N 12th St ish ay e ild t l W e r l e 4 P n ld y S h K y Brown St l an i t Aspen St D 2 W N 37th St N 20th St m i n Melon St t t u S e N Shedwick St Mantua Ave g r Wallace St North St N W r S S t D N Wallace St n J Joh y N Bodine St r N 8th St t m h D c S u t Poplar St N 2nd St r e Wallace St North St Melon St r W 6 A e N 7th St R Olive St s l i Aspen St t le ch u P t n m S o t N S n N Sloan St M S t d S M Fairmount Ave t t S Melon St N t a d N American St S n r h r Olive St N 17th St tu A d t k 3 5 a North St a c 2 Wallace St N 13th St Fairmount Ave A N Orianna St E Allen St o t o N 36th St Melon St v Clay St r N N 34th St c ADULT, SENiOr, AND COLLEGEe STUDENT GrOUPS: (215) 746-8183 M S N N Franklin St B elo n

Olive St n h N 18th St Ct a t t N N 4th St N 11th St H e Melon St 6 v S t A W rmoun Wallace St L N Fai Wallace St y a Mt N u Ve N 16th St r rnon Brown St e el N Wiota St Gr St St Melon St Wilcox St een St n [email protected] North St k E La r u t N 39th St rel St P N Lawrence St den S S ar t O G e Poplar St D ng n l Wallace St r pri Mt Vernon St New Market St M S n Wilcox St a a Spri s Green St N r n N 19th St N 35th St rd Ave tin g G y Brandywine St Fa Ellen St n averfo Lu a l irm a v N 10th St H th rd a o C Mt Vernon St er e n Wallace St unt Wallace St K n N Watts St A ing S ia ve J t N 15th St Lemon St l t r A D Green St N Hancock St t

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Mt Vernon St N 12th St i B t d r l o h Brandywine St Olive St w 3 k n n Mt Vernon St t 0 Sp S t 2 rin t S 2 g ay S n 0 l 4 ine Ga C t n r w d y a d 2 e Haverford Ave an 2 n S r B t N 8th St d r

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N t N 2nd St e N S n j S N 7th St F t a m Green St airm P e y o Lancaster Ave in Fr Brandywine St ou plar v a c n S Spring Garden St nk l t t A Brandywine St lin r Av P P e B N 38th St k e e y ro N Marshall St w r Buttonwood St P h W n al S a Hamilton St t lac t r Gre e MUSEUM HOUrS N 13th St Brandywine St N en St St w e N a Sp N American St l t P Green St n S t rin to g e amil Ga 3 r H S den St 6 N 4th St D R h N Penn St t Buttonwood St t F N Budd St i a h

t Park Towne Pl d irm N 4

N Preston St W o g S P N 18th St u

N 16th St n S e 2 Nectarine St N Bodine St t a N 37th St n e G A

r N 33rd St t n Spring Garden St r v Museum hourst during the MAYA 2012: LOrDS Of TiME exhibition are: Spring Garden St r Hamilton St s A ee e

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n N y Hamilton St St 1 l v S v e t 3 an

Baring St i Buttonwood St N 11th St N a S St N 39th St hamokin t N A N 17th St v Hamilton St S S e

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a t N 21st St S Spring Garden St n u Baring TuESDAy:St 10:00 am to 5:00 pm S Pearl St o n h N Hope St r h F t d ve Callowhill St n A t r F to N 15th St 0 N State St l t St e owe a ring P 9 1 a S B r n H 1 am N N Natrona St ilton N Wiota St s S t N 9th St k t N 35thSt N t l h A N i t S ear V S P l in Carlton St n S e 8 v t St E xp Wood St h y h N Beach St e T Noble St t WEDNESDAy: 10:00 am to 8:00 pm t o N Carlton St 7 5

w Callowhill St N Percy St N 2nd St N 20th St n N N N 3rd St Powelton Ave B N 40th St

t l Wood St N 12th St

v Noble St S N Sloan St d Noble St

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a t Ca THuRSDAyn THRouGH SuNDAy: 10:00 am to 5:00 pm Winter St llowh N 6th St ca 4 Vine S ill St s 3 t E t t t xpy e Race St S r S Willow St w St o A N R ill Spring St h W v h e t Vin i N 4th St ir e St t Wood St d t 8 Carlton St C Pearl St 3 g t 1 t S 1 Cherry St S n e S a N 38th St d N A h g N h t n v o t 9 2 1 e L Vine St Expy 3 Race St 1

N Callowhill St Filbert St Summ e N Warren St Arc N r St N 36th St h St Vine St t N 10th St S

t Rac t t e S N Van Pelt St S n S Market St t Spring St r Summer St o s t C Arch St t e r u S t Benjamin Franklin Pky t F t p Filbert St hb Cherry St t e i r a t S S N 22nd St t h L S n a Winter St t N h W n u 5 W h t Race St c J t t o a od s 0 N 19th St N S S t 7 Vine St N t Appletree St 3 e N t S 41st St Ludlow St r N Broad St h e o Spring St d J n Cherry St S N 23rd St A F l N Ke v nn N v e ed s l y d Blv i Spring St N 3rd St d N 20th St l Race St Market St B Marvine St n r V 2 a in s e St N 12th St u Ludlow St C t N Arch St N 16th St b

N 8th St S N N 6th St N Water St Walden St N 15th St m N Lawrence St h

t u Cherry St l Race St 4 o Cuthbert St New St C Mar John F Kennedy Blvd Arch St N ke r Ludlow St t St N 7th St e

h C S 34th St e Race St h p est v t nut t N 18th St Sansom St St S A o A S r F t S 33rd St c l h o St r l is t h t s l N 10th StCherry St S Ludlow St i t t i Cuthbert St Woodland Ave s r k 1 7 Appletree St h l 1 2 y M Commerce St ark C Walnut St u et Arch St N th St St N h N t c 37 t B S e S R nj

Sansom St Chestnut St N 20th St S ac am Apple Tree St e in h St F S 40th St ra L N 13th St h t nkl th St ud t 5 in B l Cuthbert St 1 r Moravian St ow A t g th St S r t 1 ch S S 36 Quarry St rd St t N Ch Lo 30 Market St N erry d cus 33 S t St Cuthbert St t a Walnut St nd St S S 39th St e Ludlow St Arch St r L N 6th St ocu 32 Elfreths Aly st W Chestnut St B alk S 38th St Ra nstead St N Irving St Walnut St N 8th St Filbert St N 7th St N 2nd St t Filbert St

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r 31 Ranstead St t st St 3 Chestnut St S P Ionic St enn n Spruce St 2 Sq N 4th St th St N 3rd St S Van Pelt St o N 9th St t S 16th St r W S aln t 34 ut S F S t S

Sansom St h C Market St u N Delancey St t h Commerce St thbe t Ludlow St Filbert St rt St Moravian St 9 3 1 1 Clover St Ionic St

S S Pine St rd St S Chestnut St Spruce St 33 Walnut St ansom St S 10th St Chu rch St S 9th St S 15th St R S 12th St anst Ma t rk Franklin Field Moravian St ead S 7th St et St t S Sansom St St C Walnut St h S Hamilton Walk t a nc Ludlow St L el S 6th St t l M o o r cust S s r St Ranstead St arket t 1 S e S Baltimore Ave Chestnut St t t

2 Penn Museum S th St p

d S 18th St i S t Ranstead St y 30 n n r Walnut St S t 2 u Chancellor St r J South St 2 S S 24th St h e e v Latimer St t S b a A Manning St S 8 i d t t

n w t a i S l S S Ionic St Rittenhouse Sq a t d o S Bank St r W Rittenhouse Sq e o Children’s Hospital h h t S Van Pelt St t W t Walnut St L S Rittenhouse Sq 1 7 of Philadelphia Spruce St Lo 1 S 1 c 76 u Chancellor St Guardian Dr C S 25th St Cypress St st S St Sansom St o t t S n S S Broad St Curie Blvd S Osler Cir S v Delancey St e Manning St d h St Library St n t Ja r mes S t t Walnut St Chestnut St i 3 Cypress St 0 Spruce St Latimer St o 2 University 2

n South St S S 2nd St P S an t q A City Station ama S t S L S o v Delancey St cu E Service Dr Convention Ave Pine St st S D e s t Bache Pl n W o Cypress St t aln ck t o u Sp t t St S ruc Irving St t Sansom St e St a S t Civic Center Blvd Panama St Delancey Pl g W h n t Locust St i Schuylkill River S 10th St Pine St S 2 h S 26th St W 1 S a s t ln I J u d Panama St S 15th St Spruce St rvin am t St g a es S v S t St South St t l

S W B

76 h Lombard St s t Wa W ver Delancey St u 7 ly Addison St S Spruce St b 2 t t Locust St Naudain St Pine St S Camac St S Smedley St S Hicks St S S Manning St m S D So t u th u S Taney St U S t S Quince St h S Waverly St l Tryon St Uber St o Ad t S Darien St d t i c o n son d St 9 S 4th St S k S Front St t r C i Cypress St

v P 3 t i S S 24th St n S S e r S 16th St St h e S 13th St t 2 S t t e Panama St r h Naudain St Lombard St Addison St S Manning St 8 t Rodman St W h s 7 S h aver t ly h Spruce St S p i 2 t S t t Locust St 9 S o y 1 1 S Watts St 1 t Clinton St Cypress St A s S S 5th St i v W S S 17th St a S Juniper St v r Delaware River e erly S Delancey St t S 3rd St Bainbridge St Pine St Cypress St h Rodman St C Kater St

Naudain St S Health Sciences Dr Ba South St Wa Sp inbridge Lom verly St Panama St Delanc Cypress St ruce St St bard St Pine St ey St Schuylkill Ave S 20th St Kater St Rodman St Addison St Delanc Pemberton St Pine ey St Fitzw St S 2nd St C ater St Bainbri Kater St Ro Addison St Penn Museum is located at 3260 aSouth Street, Philadelphia, PA, at the intersection ofdge S dm S 7th St tharin t South St an St Lombard St e St ve St Albans Pl t A S Pine St y St Albans St Webster St rr Fitzwater St K h e Bainbridge St ater St t F S 22nd St Fulton St C 0 S s 1 S 21st St ly t t a m t m y e a t r St pers S S S Spruce Street and 33rd Street. Nearby landmarksr include Franklin Field, across South S t t S St Albans St G Rodman St S e t h d t Lo t s m t t S 4th St b S Christian St r p ar F d S i S l Catharine St tz Bainbridge St South St e S t n 3 w ate S r h Norfolk St S o e 2 t o t Madison Sq S Hicks St h d

t h Gaskill St r d R n 4 t S Webster St 3 F S 9th St Kater St n 3 t 2 S Martin St 1 8 S

t S Delhi St a S S S S S S S Street, and the Hospital of the university of Pennsylvania, across 34th Street. For R Juniper St

S Alder St d S 26th St K Naudain St Montrose St a r Webster St Catharine St ter S S w Montrose St t t 3 Christian St e o

S 24th St S 19th St F S Ba v i g S 17th St S 11th St n S itzw bri S at l dge t A ou e h r l S th S Mole St S t S S 16th St t t K Montrose St S t e Webster St S Hicks St k i Alter St i l Kater St m S Watts St h l n e c Ellsworth St Peltz St Carpenter St C a u L directions and parking, visit www.penn.museum/directions-and-parking.htmlba at Grays Ferry Ave ll Christian St h y S St arin h

S 25th St e S s S t s S Sartain St S Pemberton St r s Kimball St S Park Ave S Marvine St S 20th St W a ebst a er St P S Warnock St Fitzwater St M S Reese St Bain b S Hancock St Kimball St Carpenter St Christian St E ridge Catharine St S Montrose St S Mildred St St Washington Ave S 2nd St Kim Webster St ball St Image courtesy of Jennifer McAuley 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 of Expedition magazine.

3260 South Street Philadelphia, PA 19104 215.898.4000 www.penn.museum