#1 Don't do the chart you got in class today. we'll do it tomorrow.
#2 Read the article below, draw three images to represent what you read, and then quote which part you are drawing:
http://oak.cats.ohiou.edu/~thompsoc/Body.html
Tuesday, October 13, 2009
Monday, October 12, 2009
6/7 Colony Life
Go to:
Write the following chart in your Historian's Journal:
Slaves
(Field Slaves/Household Slaves)
_____________________________________________________________________________________________________________________
Lower Class
(Free Blacks/Farmers)
_____________________________________________________________________________________________________________________
Middle Class
_____________________________________________________________________________________________________________________
Gentry/Upper Class
_____________________________________________________________________________________________________________________
Go to the following website and then fill out your chart. How would the people in each of the social classes dress? Give at least four details about each one. Then copy down your homework.
http://www.colonialwilliamsburg.com/History/teaching/Dayseries/webactivities/dress/dress.htm
HW:
1. In HJ: Draw two people from two different classes from the colonial era. Label their clothes to show which class they are from.
2. Answer: How do you think class structure influenced everyday life in colonial America?
Write the following chart in your Historian's Journal:
Slaves
(Field Slaves/Household Slaves)
_____________________________________________________________________________________________________________________
Lower Class
(Free Blacks/Farmers)
_____________________________________________________________________________________________________________________
Middle Class
_____________________________________________________________________________________________________________________
Gentry/Upper Class
_____________________________________________________________________________________________________________________
Go to the following website and then fill out your chart. How would the people in each of the social classes dress? Give at least four details about each one. Then copy down your homework.
http://www.colonialwilliamsburg.com/History/teaching/Dayseries/webactivities/dress/dress.htm
HW:
1. In HJ: Draw two people from two different classes from the colonial era. Label their clothes to show which class they are from.
2. Answer: How do you think class structure influenced everyday life in colonial America?
Monday, June 22, 2009
6/7 Latino Immigration!
Latino Immigration WebQuest
Please write the answers in your HJ
Mexican Immigration:
Go to http://www.pbs.org/kpbs/theborder/history/timeline/17.html
1. Remember when we studied Westward Expansion (Oh what fun! Those games! Trips to the museum! “This land is your land, This land is my land!” The sad parts about how the Native Americans and Chinese were treated –and the happy parts about how they rose above). Now also remember that we studied the Mexican American War and America gained California, Arizona, New Mexico, and other states during this time (we were getting bigger and bigger). This will be important to remember when you do this task. Read the first few paragraphs at this website and draw a timeline that starts in 1850 and goes until 1964 - list all of the key events. It should include: push factors, what the Mexicans did when they came here, why they came here, why they were pushed out, and when they were invited in again – all with dates attached (1850, 1880, 1910, 1920, 1924, 1930, 1942, 1964).
2. What was the Bracero Program? Why did it start? What changed because of it? How were workers treated?
3. Why did the American government “flip flop” on it’s immigration policy towards Mexico?
4. Go to: http://americanhistory.si.edu/onthemove/themes/story_51_3.html
Read the story. Write two postcards “back home to Mexico” about two different experiences that Juana Gallegos went through.
Puerto Rican Migration:
Go to http://memory.loc.gov/learn/features/immig/cuban3.html
5. Why don’t we call it immigration when Puerto Ricans come here? In what ways is it like immigration and in what ways is it different?
6. When did the most Puerto Ricans start coming to America and why?
7. Why didn’t they come sooner?
8. Where did Puerto Ricans settle when they came to America?
9. What was life like in Puerto Rican communities here?
10. What were three political movements that Puerto Ricans started here?
11 . Create your own web quest questions! Pick ONE of any of the below immigrant groups, go to the websites I list, and write three questions that you would have included on this web quest about them. Explain why you think they are important questions to ask.
Dominicans: http://www.everyculture.com/multi/Bu-Dr/Dominican-Americans.html
Cubans: http://memory.loc.gov/learn/features/immig/cuban5.html
Please write the answers in your HJ
Mexican Immigration:
Go to http://www.pbs.org/kpbs/theborder/history/timeline/17.html
1. Remember when we studied Westward Expansion (Oh what fun! Those games! Trips to the museum! “This land is your land, This land is my land!” The sad parts about how the Native Americans and Chinese were treated –and the happy parts about how they rose above). Now also remember that we studied the Mexican American War and America gained California, Arizona, New Mexico, and other states during this time (we were getting bigger and bigger). This will be important to remember when you do this task. Read the first few paragraphs at this website and draw a timeline that starts in 1850 and goes until 1964 - list all of the key events. It should include: push factors, what the Mexicans did when they came here, why they came here, why they were pushed out, and when they were invited in again – all with dates attached (1850, 1880, 1910, 1920, 1924, 1930, 1942, 1964).
2. What was the Bracero Program? Why did it start? What changed because of it? How were workers treated?
3. Why did the American government “flip flop” on it’s immigration policy towards Mexico?
4. Go to: http://americanhistory.si.edu/onthemove/themes/story_51_3.html
Read the story. Write two postcards “back home to Mexico” about two different experiences that Juana Gallegos went through.
Puerto Rican Migration:
Go to http://memory.loc.gov/learn/features/immig/cuban3.html
5. Why don’t we call it immigration when Puerto Ricans come here? In what ways is it like immigration and in what ways is it different?
6. When did the most Puerto Ricans start coming to America and why?
7. Why didn’t they come sooner?
8. Where did Puerto Ricans settle when they came to America?
9. What was life like in Puerto Rican communities here?
10. What were three political movements that Puerto Ricans started here?
11 . Create your own web quest questions! Pick ONE of any of the below immigrant groups, go to the websites I list, and write three questions that you would have included on this web quest about them. Explain why you think they are important questions to ask.
Dominicans: http://www.everyculture.com/multi/Bu-Dr/Dominican-Americans.html
Cubans: http://memory.loc.gov/learn/features/immig/cuban5.html
Tuesday, June 2, 2009
Feminism Webquest
FEMINIST WEB QUEST
I. Go to: http://finallyfeminism101.wordpress.com/the-faqs/faq-roundup/
1. Scroll down to the questions. Look around – pick a question anywhere on the site and answer that you find fascinating. Which one did you pick and explain why.
2. How would you respond to this person’s answer?
3. What would you agree or disagree with?
What would you add?
II. Go to: http://thinkprogress.org/2009/05/28/barnes-sotomayor-affirmative-action/
4. According to this website, how is Judge Sotomayor portrayed? What are some of the descriptions? Note: Affirmative Action is when a school or job accepts you partly because you are a minority, and your group was discriminated against in the past.
5. Go to: http://www.feministe.us/blog/archives/2009/05/29/racism-sexism-and-sotomayor-in-a-few-easy-to-read-bullet-points/
How does this feminist argue against the other two opinions you just read in questions 3 and 4? What does she say? Why does this make her a feminist? Note: “Tokenism” means you accept someone just because they are a minority or diverse and you can say “See! We accept diverse people!” even though it is just a shallow acceptance.
IV. Check out some of these feminist websites. They are all different feminist websites. Pick one:
http://www.msmagazine.com/
http://www.bust.com/
http://www.bamboogirl.com/current/index.html
http://www.girlcomic.net/
http://www.motherjones.com/
http://www.teenvoices.com/
6. Which ones do you like and why?
7. What things can you see and find on this website?
8. What do you wish was different, if anything?
9. You can answer this question or the next one. If you were to make a feminist magazine or “zine” what would you include in it? What would you leave out, if anything?
Or
9. Write up a scenario – it can be about anything. Something on the news, something that happened to you, something you observed, something you once read in a book, something you once studied in history class, something from your imagination (but it has to do with the real world). Describe what a feminist would say about it. Why is that a feminist perspective?
I. Go to: http://finallyfeminism101.wordpress.com/the-faqs/faq-roundup/
1. Scroll down to the questions. Look around – pick a question anywhere on the site and answer that you find fascinating. Which one did you pick and explain why.
2. How would you respond to this person’s answer?
3. What would you agree or disagree with?
What would you add?
II. Go to: http://thinkprogress.org/2009/05/28/barnes-sotomayor-affirmative-action/
4. According to this website, how is Judge Sotomayor portrayed? What are some of the descriptions? Note: Affirmative Action is when a school or job accepts you partly because you are a minority, and your group was discriminated against in the past.
5. Go to: http://www.feministe.us/blog/archives/2009/05/29/racism-sexism-and-sotomayor-in-a-few-easy-to-read-bullet-points/
How does this feminist argue against the other two opinions you just read in questions 3 and 4? What does she say? Why does this make her a feminist? Note: “Tokenism” means you accept someone just because they are a minority or diverse and you can say “See! We accept diverse people!” even though it is just a shallow acceptance.
IV. Check out some of these feminist websites. They are all different feminist websites. Pick one:
http://www.msmagazine.com/
http://www.bust.com/
http://www.bamboogirl.com/current/index.html
http://www.girlcomic.net/
http://www.motherjones.com/
http://www.teenvoices.com/
6. Which ones do you like and why?
7. What things can you see and find on this website?
8. What do you wish was different, if anything?
9. You can answer this question or the next one. If you were to make a feminist magazine or “zine” what would you include in it? What would you leave out, if anything?
Or
9. Write up a scenario – it can be about anything. Something on the news, something that happened to you, something you observed, something you once read in a book, something you once studied in history class, something from your imagination (but it has to do with the real world). Describe what a feminist would say about it. Why is that a feminist perspective?
Tuesday, May 19, 2009
Civil War Webquest
Leadership
Go to: http://library.thinkquest.org/3055/netscape/people/peopleindex.html
Choose one Northern leader and one Southern leader. List 5 facts about each.
Northern leader-
Southern leader-
Uniforms
Go to: http://www.kidport.com/RefLib/UsaHistory/CivilWar/Uniforms.htm
What color were Union uniforms?
What color were Confederate uniforms?
Food (Hardtack)
Go to: http://www.geocities.com/shalomcomputerschool/civilwar2.htm
What are the ingredients in hardtack?
Why did the US government give hardtack to its soldiers?
African Americans
Go to: http://www.itd.nps.gov/cwss/history/aa_history.htm
About how many African Americans fought in the Civil War?
Scroll down to the last paragraph. Approximately how many of the African Americans who fought died in the Civil War?
Write three facts about African Americans in the Civil War.
Women in the Civil War
CLARA BARTON – Go to: http://www2.lucidcafe.com/lucidcafe/library/95dec/barton.html
What were some of Clara Barton's jobs?
Read the second paragraph. What did Clara Barton do during the Civil War?
What was Clara Barton’s nickname during the Civil War?
BELLE BOYD – Go to: http://www.civilwarhome.com/boydbio.htm
What did Belle Boyd do during the Civil War?
ELIZABETH VAN LEW – Go to: http://www.nps.gov/malw/vanlew.htm
What did Elizabeth Van Lew do during the Civil War?
What was written on her gravesite? What do you think this says about the kind of person she was?
EXTRA CREDIT: Civil War Slang
Go to: http://members.tripod.com/BooneBunny/slang.html
What is a "pie-eater"? Explain.
If someone is "sound on the goose," how would you describe him or her?
Go to: http://library.thinkquest.org/3055/netscape/people/peopleindex.html
Choose one Northern leader and one Southern leader. List 5 facts about each.
Northern leader-
Southern leader-
Uniforms
Go to: http://www.kidport.com/RefLib/UsaHistory/CivilWar/Uniforms.htm
What color were Union uniforms?
What color were Confederate uniforms?
Food (Hardtack)
Go to: http://www.geocities.com/shalomcomputerschool/civilwar2.htm
What are the ingredients in hardtack?
Why did the US government give hardtack to its soldiers?
African Americans
Go to: http://www.itd.nps.gov/cwss/history/aa_history.htm
About how many African Americans fought in the Civil War?
Scroll down to the last paragraph. Approximately how many of the African Americans who fought died in the Civil War?
Write three facts about African Americans in the Civil War.
Women in the Civil War
CLARA BARTON – Go to: http://www2.lucidcafe.com/lucidcafe/library/95dec/barton.html
What were some of Clara Barton's jobs?
Read the second paragraph. What did Clara Barton do during the Civil War?
What was Clara Barton’s nickname during the Civil War?
BELLE BOYD – Go to: http://www.civilwarhome.com/boydbio.htm
What did Belle Boyd do during the Civil War?
ELIZABETH VAN LEW – Go to: http://www.nps.gov/malw/vanlew.htm
What did Elizabeth Van Lew do during the Civil War?
What was written on her gravesite? What do you think this says about the kind of person she was?
EXTRA CREDIT: Civil War Slang
Go to: http://members.tripod.com/BooneBunny/slang.html
What is a "pie-eater"? Explain.
If someone is "sound on the goose," how would you describe him or her?
Wednesday, May 13, 2009
UNDERGROUND RAILROAD STATION 2 AND 3
STATION 2
Harriet Tubman
Harriet Tubman was born a slave.
In 1849, in fear that she, along with the other slaves on the plantation, was to be sold, Tubman resolved to run away. She set out one night on foot. With some assistance from a friendly white woman, Tubman was on her way.
The following year she returned to Maryland and escorted her sister and her sister's two children to freedom. She made the dangerous trip back to the South soon after to rescue her brother and two other men. On her third return, she went after her husband, only to find he had taken another wife. Undeterred, she found other slaves seeking freedom and escorted them to the North.
She is perhaps the most well-known of all the Underground Railroad's "conductors."
During a ten-year span she made 19 trips into the South and escorted over 300 slaves to freedom.
And, as she once proudly pointed out to Frederick Douglass, in all of her journeys she "never lost a single passenger."
Tubman even carried a gun which she used to threaten the fugitives if they became too tired or decided to turn back, telling them, "You'll be free or die."
Frederick Douglass
Frederick A. Douglass was born in 1817 on a Maryland plantation.
Douglass constantly fought against his slave condition and was constantly in trouble with the overseer.
A master’s wife taught Douglass to read when he was 12.
He escaped on September 3, 1838.
In 1845, against the advice of his friends, Douglass decided to write an account of his life, fully aware of the possibility that this would mark him as the Bailey runaway slave.
The autobiography was called The Narrative Of The Life and Times Of Frederick Douglass.
In 1845 Douglass founded and edited the North Star newspaper.
When the Civil War broke out, Frederick Douglass urged President Lincoln to free and arm the slaves.
He was also a great spokesman for universal suffrage, women's rights, and world peace. In 1848 Douglass participated in the first women's rights convention in Seneca Falls, New York.
In 1872 he ran for vice president on the Equal Rights Party ticket.
In 1889 he was appointed minister to Haiti.
Sojourner Truth
Sojourner Truth was born around 1797 in New York. She was sold at auction numerous times.
She was treated terribly by different masters.
In 1826 she ran away and went west.
She spoke about her experiences as a slave and her eventual freedom.
Though she never learned to read or write, she became a moving speaker for black freedom and women's rights.
While many of her fellow black abolitionists (people who campaigned for the end of slavery) spoke only to blacks, Truth spoke mainly to whites. While they spoke of violent uprisings, she spoke of reason and religious understanding.
Realizing she was discriminated against on two fronts (gender and race), Truth became an outspoken supporter of women's rights.
Phillis Wheatley
Born in 1753 in Senegal, West Africa but sold into slavery at eight year old
At age thirteen years old and while still in slavery, Phillis Wheatley's poems were being circulated throughout England.
In 1770 her first poem was published in London entitled Poems on Various Subjects Religious and Moral.
In 1772, she was freed by her master, Mrs. S. Wheatley, and went to England.
In 1776, she wrote a poem entitled "To His Excellency General Washington." After he read it, George Washington invited her to visit him at Cambridge.
The abolitionists pointed to her skill as a poet as proof that Blacks were not inferior and should be freed.
STATION 3
(This Song Has Hidden Meanings! Try to figure them out!)
"Follow the Drinking Gourd"
When the sun comes back,
and the first Quail calls,
Follow the drinking gourd,
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd.
Chorus:
Follow the drinking gourd,
Follow the drinking gourd,
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd.
The riverbank will make a very good road,
The dead trees show you the way.
Left foot, peg foot traveling on,
Following the drinking gourd.
The river ends between two hills,
Follow the drinking gourd,
There's another river on the other side,
Follow the drinking gourd.
When the great big river meets the little river,
Follow the drinking gourd.
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd.
Harriet Tubman
Harriet Tubman was born a slave.
In 1849, in fear that she, along with the other slaves on the plantation, was to be sold, Tubman resolved to run away. She set out one night on foot. With some assistance from a friendly white woman, Tubman was on her way.
The following year she returned to Maryland and escorted her sister and her sister's two children to freedom. She made the dangerous trip back to the South soon after to rescue her brother and two other men. On her third return, she went after her husband, only to find he had taken another wife. Undeterred, she found other slaves seeking freedom and escorted them to the North.
She is perhaps the most well-known of all the Underground Railroad's "conductors."
During a ten-year span she made 19 trips into the South and escorted over 300 slaves to freedom.
And, as she once proudly pointed out to Frederick Douglass, in all of her journeys she "never lost a single passenger."
Tubman even carried a gun which she used to threaten the fugitives if they became too tired or decided to turn back, telling them, "You'll be free or die."
Frederick Douglass
Frederick A. Douglass was born in 1817 on a Maryland plantation.
Douglass constantly fought against his slave condition and was constantly in trouble with the overseer.
A master’s wife taught Douglass to read when he was 12.
He escaped on September 3, 1838.
In 1845, against the advice of his friends, Douglass decided to write an account of his life, fully aware of the possibility that this would mark him as the Bailey runaway slave.
The autobiography was called The Narrative Of The Life and Times Of Frederick Douglass.
In 1845 Douglass founded and edited the North Star newspaper.
When the Civil War broke out, Frederick Douglass urged President Lincoln to free and arm the slaves.
He was also a great spokesman for universal suffrage, women's rights, and world peace. In 1848 Douglass participated in the first women's rights convention in Seneca Falls, New York.
In 1872 he ran for vice president on the Equal Rights Party ticket.
In 1889 he was appointed minister to Haiti.
Sojourner Truth
Sojourner Truth was born around 1797 in New York. She was sold at auction numerous times.
She was treated terribly by different masters.
In 1826 she ran away and went west.
She spoke about her experiences as a slave and her eventual freedom.
Though she never learned to read or write, she became a moving speaker for black freedom and women's rights.
While many of her fellow black abolitionists (people who campaigned for the end of slavery) spoke only to blacks, Truth spoke mainly to whites. While they spoke of violent uprisings, she spoke of reason and religious understanding.
Realizing she was discriminated against on two fronts (gender and race), Truth became an outspoken supporter of women's rights.
Phillis Wheatley
Born in 1753 in Senegal, West Africa but sold into slavery at eight year old
At age thirteen years old and while still in slavery, Phillis Wheatley's poems were being circulated throughout England.
In 1770 her first poem was published in London entitled Poems on Various Subjects Religious and Moral.
In 1772, she was freed by her master, Mrs. S. Wheatley, and went to England.
In 1776, she wrote a poem entitled "To His Excellency General Washington." After he read it, George Washington invited her to visit him at Cambridge.
The abolitionists pointed to her skill as a poet as proof that Blacks were not inferior and should be freed.
STATION 3
(This Song Has Hidden Meanings! Try to figure them out!)
"Follow the Drinking Gourd"
When the sun comes back,
and the first Quail calls,
Follow the drinking gourd,
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd.
Chorus:
Follow the drinking gourd,
Follow the drinking gourd,
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd.
The riverbank will make a very good road,
The dead trees show you the way.
Left foot, peg foot traveling on,
Following the drinking gourd.
The river ends between two hills,
Follow the drinking gourd,
There's another river on the other side,
Follow the drinking gourd.
When the great big river meets the little river,
Follow the drinking gourd.
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd.
Sunday, March 29, 2009
Research Links for Indigenous Museums Project
Incase you would like more information about these groups, and feel that your peers did not provide very much in the posters, feel free to research some of the information yourself to complete the tasks you were given today.
Aztecs
Map and time period and ALL information:
http://www.crystalinks.com/olmec.html
Dress:
http://library.thinkquest.org/27981/dress.html
Foods and laws (fun facts!)
http://library.thinkquest.org/27981/food.html
Human sacrifices and Religion
http://www.sdcoe.k12.ca.us/score/aztec/fifthsun.html
Daily Life Information
http://www.latinamericanstudies.org/aztecs6.htm
Architecture:
http://library.thinkquest.org/18778/the1.htm
http://library.thinkquest.org/18778/toppage1.htm
Fun Facts:
http://library.thinkquest.org/27981/sports.html
Your Birthday!
Go to http://www.azteccalendar.com/calendar-calculator.html
Tainos
Lots of information about the Taino:
http://www.elboricua.com/history.html
http://www.elmuseo.org/taino/tainoworld.html
http://www.britannica.com/EBchecked/topic/580786/Taino
http://www.topuertorico.org/reference/taino.shtml
Geography:
(SCROLL UP TO THE MAP!)
http://www.pbs.org/wnet/nature/spirits/html/tainobodytaino.html
(SCROLL UP TO THE MAP!)
Information about artifacts and rituals:
This document needs to be downloaded. It is hard to read – you have to really skim it for the information you are looking for. But you will find some great things here!
http://www.uctp.org/index.php?option=com_docman&task=doc_download&gid=97&&Itemid=38
Incas
Lots of information about the Incas:
http://www.wsu.edu/~dee/CIVAMRCA/INCAS.HTM
http://www.crystalinks.com/incan.html
http://www.internet-at-work.com/hos_mcgrane/inca/eg_inca_menu1.html
Social class/Architecture/Cities/Religion
http://www.mnsu.edu/emuseum/prehistory/latinamerica/south/cultures/inca.html
Fun facts and images:
http://incas.mrdonn.org/
http://www.latinamericanstudies.org/incas.htm
Mayans
Lots of Information about the Mayans:
http://www.historylink101.com/1/mayan/ancient_mayan.htm
Language and writing:
http://www.omniglot.com/writing/mayan.htm
Math, Astronomy, Art, Calendars:
http://www.michielb.nl/maya/
http://www.webexhibits.org/calendars/calendar-mayan.html
Architecture and geography:
http://gorp.away.com/gorp/location/latamer/arc_maya.htm
(click on: “Move on to…” link at the bottom for more great information!)
Ancient legends:
http://www.kstrom.net/isk/maya/mayastor.html
Aztecs
Map and time period and ALL information:
http://www.crystalinks.com/olmec.html
Dress:
http://library.thinkquest.org/27981/dress.html
Foods and laws (fun facts!)
http://library.thinkquest.org/27981/food.html
Human sacrifices and Religion
http://www.sdcoe.k12.ca.us/score/aztec/fifthsun.html
Daily Life Information
http://www.latinamericanstudies.org/aztecs6.htm
Architecture:
http://library.thinkquest.org/18778/the1.htm
http://library.thinkquest.org/18778/toppage1.htm
Fun Facts:
http://library.thinkquest.org/27981/sports.html
Your Birthday!
Go to http://www.azteccalendar.com/calendar-calculator.html
Tainos
Lots of information about the Taino:
http://www.elboricua.com/history.html
http://www.elmuseo.org/taino/tainoworld.html
http://www.britannica.com/EBchecked/topic/580786/Taino
http://www.topuertorico.org/reference/taino.shtml
Geography:
(SCROLL UP TO THE MAP!)
http://www.pbs.org/wnet/nature/spirits/html/tainobodytaino.html
(SCROLL UP TO THE MAP!)
Information about artifacts and rituals:
This document needs to be downloaded. It is hard to read – you have to really skim it for the information you are looking for. But you will find some great things here!
http://www.uctp.org/index.php?option=com_docman&task=doc_download&gid=97&&Itemid=38
Incas
Lots of information about the Incas:
http://www.wsu.edu/~dee/CIVAMRCA/INCAS.HTM
http://www.crystalinks.com/incan.html
http://www.internet-at-work.com/hos_mcgrane/inca/eg_inca_menu1.html
Social class/Architecture/Cities/Religion
http://www.mnsu.edu/emuseum/prehistory/latinamerica/south/cultures/inca.html
Fun facts and images:
http://incas.mrdonn.org/
http://www.latinamericanstudies.org/incas.htm
Mayans
Lots of Information about the Mayans:
http://www.historylink101.com/1/mayan/ancient_mayan.htm
Language and writing:
http://www.omniglot.com/writing/mayan.htm
Math, Astronomy, Art, Calendars:
http://www.michielb.nl/maya/
http://www.webexhibits.org/calendars/calendar-mayan.html
Architecture and geography:
http://gorp.away.com/gorp/location/latamer/arc_maya.htm
(click on: “Move on to…” link at the bottom for more great information!)
Ancient legends:
http://www.kstrom.net/isk/maya/mayastor.html
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