Friday May 18, 2018

Classwork: We will go to neighborhood 4 today.

Homework:  Please discuss why it's important to become wealthy in life.

Thursday May 17, 2018

Classwork: We went to Neighborhood 3, which was not at the bottom but also not Middle Class.  It was a standard of living score of a 2 or 2.5.  It was considered "working poor".  The people lived in a tenement building.

Homework: Discuss with your parents what the four terms are and the neighborhoods you have visited!

Wednesday May 16, 2018

Classwork:  Today we went to Neighborhood 2 of Mexico City which turned out to be more middle class.

Homework:  If you STILL did not finish your Chapter 16, lesson 1 questions, YOU WILL HAVE LUNCH DETENTION.

TUESDAY MAY 15, 2018

Warm up: Students were given time AGAIN to finish their Chapter 16 Lesson 1 questions.  I pointed out the answers in the text for anyone that needed help.  IF STUDENTS ARE NOT FINISHED FROM THIS DAY ONWARD, THEY WILL HAVE LUNCH DETENTION. 

CLASSWORK: After review of the four vocab words:

• standard of living
• urbanization
• rural decline
• spatial inequality

We proceeded to team up with one partner for our imaginary taxi cab rides to Mexico City.  We went to our first neighborhood which displayed a low standard of living.  We received 3 data points, and then with a partner, had to determine the location of where we were in Mexico City.  We also read pages 144 and filled out the answers to these two question:

What are challenges Mexican farmers face? 

Why do farmers migrate to the city?

These answers contain the answers to our vocab terms.  

Homework: YOU MUST HAVE CHAPTER 16, LESSON 1 QUESTIONS FINISHED BY TOMORROW OF YOU GET LUNCH DETENTION.  THE BOOK HAS BEEN UPLOADED FOR YOU.  NO EXCUSES.

Monday May 14, 2018

Objective: Students will understand spatial inequality, rural decline, urbanization, and standard of living, by studying Spatial Inequality in Mexico City chapter 19 of the Geography Alive text.


Classwork:  Students were read pages 141-143 text that gave definitions to the four main vocab words:

• spatial inequality
• urbanization
• rural decline
• standard of living

We made pictures and symbols associated with each one to help us understand each term.  Many examples were given.

Homework: STUDENTS HAVE TO HAVE CHAPTER 16, LESSON 1 QUESTIONS DONE.  THE PAGES HAVE BEEN UPLOADED AND CLASSTIME HAS BEEN GIVEN BOTH FRIDAY AND MONDAY.

Friday May 11

Classwork:  Today we allowed the classtime devoted to finishing Chapter 16, Lesson 1 questions and any other missing work from the Latin America book.

Many did not finish. 

Homework:  Please finish any un-finished work

Thursday May 10, 2018

Bring your headphones today.

Classwork: Today you will have a sub and work on the Everfi Understanding Money section for Financial Literacy.  If you finish, you may buy and sell stocks.  Do not be afraid to buy!  You have $200,000 to spend. 

If the internet crashes, you are to continue with pages 339-342 of the Latin America book and work on the questions about Panama, James Monroe, the Monroe Doctrine. 

Homework:  Discuss with your parents what you learned from the everfi Financial Literacy program. 

Wednesday May 9, 2018

Classwork: Today we finished the quiz of Lesson 3, Chapter 13.

Homework: Tell your parents your grade from the quiz. 

Tuesday May 8, 2018

Classwork:  Today we allowed class time to finish the chapter of Mexico's Independence and time to finish the reading comprehension questions.

Homework:  Please discuss the influence of Benito Juarez and why people admired him so much in Mexico.

MONDAY May 7, 2018

Objective: Students will finish the final chapter of Mexico's revolution.  They will study the effects of Benito Juarez, Porfirio Diaz, Maximilian, Francisco Madero, Pancho Villa, and Emilano Zapata

Classwork: We will go over the Power Point, Reading the chapter, and answering questions.  

Homework: Describe some of these vocab words with your parents:

• reform
• investor
• dictator
• civil war

HAPPY STAR WARS DAY!!

MAY THE 4TH BE WITH YOU!!!

MAY THE 4TH!!

CLASSWORK:

1. WE ATTAINED OUR JEDI NAME! 

2. WE FINISHED OUR READING COMPREHENSION QUESTIONS FOR LESSON 2.

3. WE LEARNED ABOUT THE TRUE CINQO DE MAYO HISTORY!

HOMEWORK: SHARE ALL YOUR WEALTH OF KNOWLEDGE WITH YOUR PARENTS!  REJOICE!!

Thursday May 3, 2018

Classwork: Lesson 2 of the Mexican Revolution.  Today we will learn of the problems the newly independent Mexican encountered.  We will cover the Texas Rebellion, the role of Santa Anna and the Mexican American Conflict 

Homework: Discuss why Mexico calls the conflict the "North American Intervention" and why the U.S. calls it the Mexican-American War.  

Vocab:
republic
North American Intervention
Antonio Lopez de Santa Anna

May 2, 2018

Classwork: Today for financial literacy we played Everfi Vault: Understanding Money. 

Homework: Please tell your parents what you played and what you learned by playing it.  Why is saving and investing important?

Tuesday May 1, 2018

Happy May Day!

Classwork: We finished Lesson 1 of Chapter 13: Mexico's Independence Movement and took a quiz

Homework: Show your parents your quiz.  Continue buying and selling stocks

Monday April 30, 2018

GRIZZLIES GIVE BACK WEEK!

Classwork: We worked on finishing the Reading Comprehension questions for Chapter 13, Lesson 1: Mexico's Independence Movement.  We focused on three individuals:

1. Miguel Hidalgo- he started the revolution
2. Jose Morelos- he continued it
3. Agustin de Iturbide- he finished it

Homework: Summarize the revolution for your parents

Continue buying and selling stocks.  Talk to your parents about the stock market.  

Thursday April 26, 2018

Objective: We will be able to identify the key leaders in Mexico's Independence Movement and explain the causes of why Mexico sought Independence.

Classwork: We worked on reading comprehension questions that will be graded for Chapter 13, Lesson 1. 

Homework: Discuss how Mexico got its independence and prepare for the test on Lesson 1.

Wednesday April 25, 2018

Classwork: We got our codes to play the Stock Market Game.  We discussed the importance of making money for any "wild cards" in life, like car problems, sick kids, etc.

Homework: If you had $100,000 at age 21, what would you do with it?  What's so great about making a lot of money?  Use your code to play the Stock Market Game with your parents.  Ask them what stocks to use if they have relevant information.

Tuesday, April 24, 2018

We spent the day at the Orchard doing Math at the Mall and Map at the Mall.

Homework: Tell your parents how the experience went.  How do you calculate tax?

Monday April 23, 2018

Classwork: We started Chapter 13, Lesson 1, Independence in Mexico

Key People:

• Miguel Hidalgo
• Jose Morelos
• Augustin de Iturbide

Homework: Draw connections and parallels with the Independence Movement of the United States and Mexico.

Thursday April 19, 2018

Classwork:  Today we emphasized the importance to give for the Grizzlies Give Back week.  Join a dodge ball team!  Partake in some way!  If you can't at least donate.

We also finished discussion of the The Battle of Little Bighorn. 

Discussion centered on the textbook, J.D. Cameron's report, and Kate Bighead's Interview

Homework: PLEASE discuss the two points of view.  Is there one you feel is more accurate?  Why?

Wednesday April 18, 2018

Classwork:  Today we started our first introduction of Financial Literacy in Social Studies.  We discussed the importance of making money to influence positive change and talked how our Grizzlies Give Back is an example of that.  I focused on a small introduction of the Stock Market, what is, and how it works. 

Homework:  Please discuss what you learned about stocks with your parents.  Ask your parents if they actively or non-actively invest in stocks.

Tuesday April 17, 2018

Classwork: Today I took the day to discuss Taxes and how it relates to the Universal of Culture known as economy.  It's also a small introduction of Financial Literacy. 

Homework:  Have a discussion about Taxes with your parents

Monday April 16, 2018

Classwork:  The class objective was to analyse primary and secondary sources to determine bias and a point of view by analyzing the Battle of Little Big Horn.

Homework:  Please discuss the 2 points of view with your parents.

Tuesday April 10, 2018

Classwork:  We finished the packet of the massacre of the Incas by the Spanish.  

Discussion Points included:

• Primary vs. Secondary Sources
• Why we have to start with Primary Sources
• The importance of asking where the evidence comes from.  Does it come from  a primary or secondary source?
• Final question will be graded: Do you think Atahualpa brought the Bible up to his ear or not.  Explain why.  

Homework: Discuss with your parents the complexity of this issue.

Monday April 9, 2018

Classwork:  The objective is to identify Primary and Secondary Sources by analysing historical events.

Homework: Discuss the two different documents and the problem of whether Atahualpa threw the Bible in anger or confusion.

Friday April 6 2018

Classwork: We started a packet about Primary and Secondary Sources.  We focused on the massacre of Atahualpa from the Spanish.  We started with the textbook entry, then read two Primary Sources from the Spanish.

Homework: Discuss what can go wrong with a primary source in determining the truth of a subject.

Thursday April 5, 2018

Classwork: Today we will finish our writing prompt on the Columbian Exchange, finish the multiple choice test and start the Primary vs. Secondary Source Power Point

Homework:  Parents, please check over your child's writing prompt in Google Classroom.  Ask them questions about Primary vs. Secondary Sources.  

Wednesday April 4, 2018

Classwork:  We continued discussion of the Columbian Exchange and allowed class time to finishing the prompt, "Was the Columbian Exchange an overall positive event for the New World?  Explain your answer and cite evidence.  When students finish, they can take the multiple choice test. 

Homework: If  you did not finish your writing prompt, please finish it for homework.

Tuesday April 3, 2018

WELCOME BACK!!

Objective: "I will be able to construct a written response of whether the Columbian Exchange was an overall positive event or not and explain why by analysing videos and summaries by asking good questions and doing my best on the prompt."

Classwork: We watched small videos on the effects of Columbus arriving to the Americas.  We focused on the exchange of ideas, plants, animals, and people, that began due to that arrival.  A large majority of discussion was around what the Europeans exported to the Americas, and what the Americas exported to Europe.  It was a discussion of cause and effect as well. 

Homework:  Tomorrow we will answer the prompt with a much better understanding than previously thought. 

Monday March 19, 2018

Classwork: We will finish the studying the origins of Revolt in Latin America Chapter 11, Lesson 3. 

Homework: Please discuss the impact of 
Tupac Amaru II
Monopoly of Spain and Portugal over its colonies

Friday, March 16, 2018

Classwork:  Starting Lesson 3 of Chapter 11. Revolt comes to Latin America.  We will fill out our notecatcher FOR A GRADE, discuss the reading, and take notes.  

Homework: Discuss the reasons why Latin Americans started to revolt.  

Wednesday March 14, 2018

Classwork: We will continue analyzing the Social Hierarchy of the Europeans and it's impact on Latin America.  If we have time, we will answer the end of the chapter questions.

Homework: Discuss with your parents the impact of the social hierarchy on Latin America. 

Tuesday March 13, 2018

Objective: "I will be able to explain the Social Class Hierarchy system of the Europeans in Latin America by analyzing the Chapter 12 reading."

D.O.G.- Can you make a connection between de las Casas and a modern civil rights leader?  (For example, Martin Luther King Jr. or a woman's rights activist you might know?)

Classwork: We will slowly read the chapter of Colonization and analyse key parts.  Students will be expected to ask Level 3 questions and add to the discussion.  They will write in their notecatchers relevant notes and answer the end of chapter questions for a grade.

Homework: Please describe the Social Class hierarchy of the Europeans in Latin America and how it set up racism. 

Monday March 12, 2018

Classwork: Students formulated and defined what a HISTORICAL Question might look like and discussed their questions.  If you could go back in time and interview King Ferdinand and Queen Isabella along with Bartolome de las Casas, what would you ask them?

Homework:  Please share your discussion question with parents.

Friday, March 9, 2018

Classwork: We did a Pairs Compare structure and analysed two primary source letters.  The first was from King Ferdinand and Queen Isabella.  The second was from Bartolome de las Casas.  We summarized their points of view and had a rich discussion.

Homework: Share with your parents the Points of View from both. 

Thursday March 8, 2018

Classwork: Kids had a sub and did the Ch. 12 reading and answering of the questions with the sub.

Homework: Describe what an encomienda is and who Bartolome de las Casas is to your parents.

Wednesday, March 7, 2018

Spanish and Portuguese Colonies

Lesson Theme: In the 1500s, Spain and Portugal established colonies in the Americas, inflicting death and hardships on the Indians they ruled.

Lesson Objectives:
1. Locate and describe the extent of the Spanish and Portuguese colonies in Latin America.
2. Explain how Spain and Portugal organized and ruled their colonies.
3. Describe the hardships the Indians suffered under colonial rule.
4. Describe the role of the missionaries in the Spanish colonies.

Classwork: We started this section

Homework: Please describe what you learned.

Tuesday March 6, 2018

Classwork: We discussed the death of Atahualpa, the end of the Inca Empire, and answered the end of chapter questions.

Homework: discuss what you learned

Monday March 5, 2018

Classwork: We finished the story of Atahualpa and the massacre in Cuzco.  Students saw a cartoon of how the Inca nobles were killed by Pizarro.

Homework:  Discuss with your parents what happened in the square

Thursday, March 1 2018

Objectives:
1. What were the motives of Hernando Cortes?

Classwork: We discussed several things.  How did the Aztecs lose if the Spaniards greatly outnumbered them?  What happened with the remaining Aztecs and Tenochtitlan?

We watched a video explaining this.

Homework:  Play a "what if" scenario.  What if any of the reasons listed from the first question had NOT happened.  Do you think the Spanish would have won?  Why or why not?

Tuesday Feb 27, 2018

Classwork:  We reviewed the objectives and read pages from the textbook about how the Aztecs were defeated by the Spaniards.  

Homework:  If the Spaniards were vastly outnumbered by the Aztecs, how do you think they were able to defeat the Aztecs?  Discuss with your parents

The Conquest of Mexico

Lesson Theme: Superior weapons and disease helped Hernando Cortes to conquer the Aztec Empire.

Lesson Objectives:
1. Describe the motives for the conquests of Hernando Cortes.
2. Explain how the Aztec ruler Moctezuma responded to the arrival of the Spanish.
3. Identify reasons for the defeat of the Aztec Empire.

Homework:

Monday Feb 26, 2018

Classwork: 

The Conquest of Mexico

Lesson Theme: Superior weapons and disease helped Hernando Cortes to conquer the Aztec Empire.

Lesson Objectives:
1. Describe the motives for the conquests of Hernando Cortes.
2. Explain how the Aztec ruler Moctezuma responded to the arrival of the Spanish.
3. Identify reasons for the defeat of the Aztec Empire.

Homework: Discuss with your parents what you learned about Hernando Cortes

February 22, 2018

Classwork: We discussed several explorers.

1. Christopher Columbus
2. Juan Ponce de Leon
3. Vasco Nunez de Balboa
4. Pedro Cabral
5. Amerigo Vespucci

Homework: Parents!  If you see this, please ask your child to retell the story of how America got its name.  Also, PLEASE fill out the Energy Audit Form https://resourcecentral.org/renew-our-schools/current-competition/rnos-home-energy-actions/ so we can win $8000!!

Wednesday Feb 21, 2018

Classwork: We discussed 4 vocab words:

• explorer
• astrolabe
• caravel
• compass

I went into depth of knowing TRUE NORTH as the function of compass and used it as a metaphor for finding out one's purpose in life.  I used the story of Navy Seal David Goggins as my example of a guy who found his True North.  For the explorers, when they found true north, they could find the other cardinal directions and figure out where to go.

Homework: Discuss what it means to have a True North in life.  What does it mean to have a Guiding Purpose in Life?  How does it help you?

Tuesday Feb 20, 2018

Classwork: We started the new Unit of Colonization and Conquest.  We started it with a Pear Deck.

Our objectives are to:

1. Learn the various types of inventions that the Europeans used to navigate to the western hemisphere
2. Understand the routes they took
3. Identify the MOTIVES of coming to the Americas

We also discussed the power of RAK (Random Acts of Kindness.) Nearly everyone shared a personal story of how their life was enhanced by someone's kindness or how they helped someone with kindness. 

Homework: Discuss the RAK story I shared or one that you heard that you liked.

Wednesday Feb14

CLASSWORK: KIDS SPENT THE ENTIRE CLASS WORKING ON THEIR ESSAY TEST ON THE MAYA, AZTEC, AND INCA ADAPTATIONS.

HOMEWORK:  IF YOU DID NOT FINISH, PLEASE FINISH THE PROMPT OF WHAT WERE THE ADAPTATIONS ON THE AZTEC, INCA, OR MAYA.  CHOOSE ONE CIVILIZATION!!  PLEASE HAVE IT FINISHED BY TUESDAY WHEN YOU RETURN TO SCHOOL.

Friday Feb 16, 2018

Please go to this link and fill out the Energy Audit for home so we can win $8000.  Think what our school can do with this money!   Sports, outdoor education, better equipment!  Please, it's free and easy and will actually save you money by showing you where your energy is being wasted: https://resourcecentral.org/renew-our-schools/current-competition/rnos-home-energy-actions/

Tuesday Feb 13, 2018

Classwork: MASSIVE WORK DAY!  WE TOOK AN AZTEC QUIZ, FINISHED UP THE PACKETS FOR THE AZTEC DAILY LIFE AND PREPARED FOR TOMORROW'S SUPER TEST WHICH WILL COVER AZTEC, MAYA, AND INCA CULTURES.  USE THE REVIEW AND GO ON GOOGLE CLASSROOM TO WORK ON THE ESSAY REVIEW.

HOMEWORK:  PLEASE TAKE YOUR REVIEWS SERIOUSLY FOR TOMORROW'S TEST!  CROSSWORD PUZZLE AND GRAPHIC ORGANIZER ON GOOGLE CLASSROOM HAS A GREAT REVIEW FOR TOMORROW'S TEST!

Monday Feb 12, 2018

Objective: Students will be able to describe key elements of 12 different aspects of Aztec Daily Life. 

Classwork:  Students worked on completing their notecatcher packets of Aztec Daily Life by focusing on the Discussion question for each section.  The 12 different areas were:

• marriage
• weaving
• clothing
• food
• recreation
• warfare
• crime and punishment
• sacrifice
• motherhood
• education
• markets
• social classes

Homework: Discuss with your parents an 4 interesting details you learned about the Aztec's daily life.  

Friday Feb 9, 2018

Classwork: Today we finished the Chapter questions and moved ahead in studying 12 specific characterics of Aztec Daily Life.  Students were asked to fill in a picture and answer a discussion question for 12 different areas. 

Homework: Describe to your parents one thing you learned about one of the 12 different areas of Aztec daily life. 

Thursday Feb 8, 2018

Classwork: Today we finished the Aztec Power Point notes and started the Chapter reading questions in the text book.

Homework: discuss the size and scope of Tenochtlitlan with your family

Tuesday February 6, 2018

Classwork:

First, we read about a new discovery from National Geographic about newly rediscovered artifacts and settlements of the Mayas.  Click here for more info https://news.nationalgeographic.com/2018/02/maya-laser-lidar-guatemala-pacunam/

Then we analysed primary source documents of Aztec sacrifice depictions.  Discussion centered around why this was a central idea in their religion.  We also discussed modern day similarities in blood symbolism with the following:

Christianity
Lion, Witch, and the Wardrobe
Vampires
Harry Potter

In all the cases, we discussed how blood is seen as having a special power that can manipulate things in the world.  Similarly, the Aztecs felt that blood could alter things in nature and appease their gods.

Homework: Please watch the Mayan Documentary tonight at 7 PM on National Geographic. 

Monday February 5, 2018

Classwork: Today we started Day I of our study of the Aztecs.  Students learned a brutal origin about how the Aztecs arrived at Lake Texcoco and started their civilization.  This study will have many grotesque details about human sacrifice so be prepared to have mature conversations about religion!

Homework:  Discuss with your parents the beginning of the Power Point notes. 

Thursday February 1, 2018

Objective: Students will be able to UNDERSTAND the general characteristics of Incan Society by reading pages 218-221 in the textbook, summarizing the Empire in general

Classwork: We did popcorn reading of the text and allowed time to define 5 words and answer the four questions at the end of the chapter:

• emperor
• irrigation
• terrace
• Machu Pichu
• Cuzco

Reading questions: 
1. What are the countries the Inca occupied called now?
2. Describe the farming techniques of the Inca.
3. How did the Inca govern the Empire?
4. How do you think the conquered tribes of the Inca felt?

Homework:
Describe to your parents your answers to the questions.  QUIZ TOMORROW ON THE INCA

Wednesday January 31, 2018

Objective: Understanding primary source artifacts of the Incan Empire

Classwork: Each table group received a Primary Source artifact and did an "I see, I wonder" question and answer with a partner. 

Homework: Test on the Inca will be Friday.

Tuesday, January 30, 2018

Objective: I will be able to find key words from an article and summarize it into a paragraph.

Classwork: Kids worked on the Finders Keepers Article from Junior Scholastic.  They were given a word bank and had to determine which words were actually in the article and which were not.  After that, they had to summarize the article using the correct words.  The article is about the re-discovery of Machu Picchu in Peru.

Homework: Discuss the discovery of Machu Picchu to your parents. 

Monday January 29, 2018

Classwork: Today we almost finished the Inca Achievement Map.

Homework: By now, you should be able to detail 3 amazing things the Inca did for your parents.

Friday Jan 26, 2018

Classwork: Today we debriefed the Role play from yesterday.

Then we did a partner work activity of understanding 16 various achievements of the Inca Empire.  Students learned about:

1. stone architecture
2. mummification
3. road work
4. suspension bridges
5. pottery
6. weaving
7. domesticated animals
8. gold work
9. quipu's 
10. potato cultivation
11. agricultural technology
12. surgery
13. music
14. reed rafts
15. hunting

Homework: Discuss with your parents the Role Game activity or what you learned with your partner from doing today's station work

Thursday Jan 25, 2018

Classwork: Today we did a role play of the Inca Empire.  Roles and Stations given were:

Sapa Inca
Governors
Quarter Masters
House of the Chosen Women
Re-Education Center

Students were divided up into groups with a particular role to play.  Quarters had to make a choice as to whether surrender to the Incas or fight them.  Each brought a consequence

Homework: Discuss with your parents what you learned from this role play.

Wednesday Jan 24, 2018

Classwork: We finished the PowerPoint Notes for the Inca Empire

Discussion Points:
Geography of the Inca
Llama importance
Length of the Empire
Pachacuti- First leader of the Incas who ruled differently than most warlords
Collection of taxes and how the Incas used them on their people
Political or Social Pyramid.  Who is at the top, who is in the middle, and who is at the bottom.
Importance of the Sapa Inca and the Nobles.
Atahualpa and Huascar and the 6 year civil war

Homework: Please discuss what taxes are and how they are used.

Tuesday Jan 23, 2018

Classwork: Power Point notes for the Inca civilization

Discussion revolved around political hierarchy, nobles, Sapa Inca, peasants, and merchants

Monday January 22, 2018

Classwork: with the 2 hour delay we barely started the Power Point notes for the Inca civilization

Thursday Jan 18, 2018

CLASSWORK:

Today a sub will allow the class to work on the following four things:

1. Mayan Sacred Round-  This is assembling two wheels to determine sacred and unlucky days of the Mayan Calendar
2. Mayan Math- This is using the Mayan number system to solve basic math problems
3. Mayan Name cards-  This is a fun activity of decorating your name using Mayan hierglyphics.
4. If you finish these, you may finish up the Mayan theories of Collapse paragraphs WHICH WILL BE GRADED!

Homework: Make sure your Mayan Collapse paragraph is correctly finished for a grade!

Wednesday January 17, 2018

D.O.G. Concentration is on continents.

Classwork: Today we analysed three possible Mayan theories about the collapse of their civilization.

Most classes finished only one of them.

The three mentioned were:
TIKAL
COPAN
PALENQUE

THIS WILL BE GRADED.  USE EVIDENCE FROM THE TEXT.

Homework: Discuss what a probable cause of the Mayan civilization could be.

Tuesday January 16, 2018

Classwork: Brief discussion of MLK Jr.
D.O.G. focus is on continents.

Essential Question: What is a culture?
What are 3 main characteristics of Mayan Culture?

Objective: Students will be able to analyse an image of a primary source and come up with good questions by filling out a graphic organizer and doing partner work with the structure Pairs Compare.

Homework: Discuss the image with your parents.  What kind of questions did you ask?

Wednesday, January 10, 2018

Classwork: PowerPoint Notes of the Mayan Civilization.  We will use the notecatcher started before break. 

Homework: Prepare for a test on the Mayan Culture. 

Tuesday January 9, 2018

Classwork: WELCOME BACK!  We slowly started to try to remember our names and identify key elements of Mayan Culture.

Homework: Discuss 3 points learned and 3 things you want to know about Mayan Culture.