After having written a unit on Greek and Roman mythology, I decided that research on Mesoamerican myths would be most interesting. To my excitement, I have found these two mythologies to be both very similar, but yet quite different.
Myths have an intrinsic lure and they have successfully inspired and motivated students. Myths are cultural products created by real people. They were created by following certain cultural axioms. Myths have entered the public domain and are now social properties that still influence our existence today.
This unit proposes to expose the teachers as well as the students to the Mesoamerican Indian culture. By so doing, it will enhance the interests of both while augmenting respect and admiration of the cultures.
This curriculum can be used in an ESOL (English to Speakers of Other Languages) class, or it can be used to teach Mexican culture in a Spanish course. Since it would be very difficult to exclude the art of the Mesoamerican Indian when describing their culture, explanations on culture will be done through this medium. Thus, this unit could possibly be used in an art class also.
Juxtaposed are two sets of myths that have been adapted for skits or role playing. Experience and research have shown that students retain more when involved with this process. In following this procedure, students should be encouraged to research other myths, and then they should be instructed in the dynamics of adapting narratives to dialogue.
By having prepared the adapted skits and having them available for teachers, the instructor will find that most of the “leg-work” has already been done for them.
The
raison d’etre
for this unit is to be accessible and ready to use.
Because so many middle or high school foreign language teachers have little or no background in Mexican theology, this unit will expose the instructor to a few of the Mexican deities. Some of these include: Ometecitl’ and Ometeihuatl, Quetzalcóatl, Huitzilopochtli, Coatlicue, Tezcatlipoca, and a few others. In the appendix, a list of the more familiar gods and goddesses along with a brief description and a possible Greek counterpart is available.
Another appendix will give detailed explanations of the symbolism found in Mesoamerican art. In this way, the unit will also furnish some cultural background to help define the modern Mexican way of life.
