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Mayan Astronomy - Contenido educativo

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Subido el 28 de mayo de 2007 por EducaMadrid

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Fourth segment of NASA Connect Ancient Observatories describing the Ancient Mayan civilization and their accomplishments. This segment compares the Mayan counting system to the Roman counting system and has a brief exercise for students to add the numbers 21 and 33 using both systems.

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Great job, you guys. 00:00:00
All right, let's review. 00:00:03
We've seen how ancient cultures used the sun-earth connection 00:00:06
to mark the season. 00:00:10
And you've seen an activity which 00:00:11
uses the placement of shadows to record the movement 00:00:13
of the sun across the sky. 00:00:16
Research regarding Native American astronomy 00:00:20
has recently begun to gain headway in archaeoastronomy. 00:00:23
Let's look at the ways Native cultures in the Americas 00:00:27
use the sun-earth connection. 00:00:30
Nancy Maryboy and David Begay are two indigenous astronomers 00:00:33
from the Navajo Nation. 00:00:37
Yá'át'ééh, hello. 00:00:39
We're here in Hovenweep National Park in southern Utah. 00:00:40
I'm a Cherokee Navajo. 00:00:43
I live not far from here, and I'm an educator 00:00:45
on the Navajo Nation. 00:00:48
A cultural astronomer means you deal 00:00:50
with the astronomy of your own culture. 00:00:52
And we put things within the context of a native worldview. 00:00:55
Right behind me on the boulder, you 00:00:59
can see an indication of a solar phenomena. 00:01:02
On the boulder, there's two images. 00:01:06
One's a concentric circle. 00:01:08
One's a spiral. 00:01:09
As the sun begins to rise, shafts of light 00:01:11
come in from each direction. 00:01:14
And as the sun continues to rise, 00:01:15
the lights meet in the center. 00:01:17
This only happens once a year. 00:01:19
This phenomena occurs on the longest day of the year 00:01:22
and is a very appropriate way to mark time. 00:01:25
This can be a very harsh environment to live in. 00:01:29
It can be hot. 00:01:31
It can be cold. 00:01:32
And it can be very dry. 00:01:33
In order to survive, people had to live in accordance 00:01:35
with the natural environment. 00:01:38
And that meant the natural cosmic environment, the sun, 00:01:40
the moon, and the stars. 00:01:43
It was very important to track the path 00:01:45
of the sun and the moon and certain constellations. 00:01:47
And to do that, people used natural markers 00:01:51
like petroglyphs and sun and moon alignments. 00:01:54
Remember, there was no watches. 00:01:58
There was no timekeepers. 00:02:00
There was no calendars. 00:02:01
My name is David Begay. 00:02:03
I am a cultural astronomer. 00:02:05
I've been living out here for many years. 00:02:09
My clan is Maidishkeeshni. 00:02:12
This clan is a descendant from the Jemez Pueblo people. 00:02:14
And here is one of the structure 00:02:20
at Hovindweet National Monument. 00:02:23
This structure had many purposes, 00:02:25
one of which was an observatory. 00:02:27
The ancient had a profound respect 00:02:30
for the movement of the sun and the stars. 00:02:32
On the longest day of the year, 00:02:36
the sun shines through an opening 00:02:38
and the light falls on a marker. 00:02:40
What people experience here is really a cultural experience. 00:02:43
It's a whole life experience. 00:02:47
People felt the movement of the sun. 00:02:50
People felt the movement of the moon. 00:02:52
It was a daily experience. 00:02:55
Among the Navajo people, for the sun, 00:02:59
when it reaches summer solstice, 00:03:01
it's a total life experience. 00:03:03
People used to talk about the solstice 00:03:06
being a four-day phenomenon. 00:03:09
People used to say, 00:03:11
Tintinabilka, the sun spent four days 00:03:12
before it starts moving back the other way. 00:03:16
So it's really something that was experienced. 00:03:18
It was talked about. 00:03:21
It was a part of the culture. 00:03:22
It's been passed on through the generation. 00:03:23
I think people talk about these movements 00:03:26
in terms of days. 00:03:30
I'm not sure if you can really call it special math. 00:03:32
I don't think tracking the sun down to the second 00:03:35
was important at that time. 00:03:38
These buildings and boulders 00:03:42
are remnants of ancient civilizations, 00:03:43
much like the ruins in Rome, the ruins in Greece. 00:03:45
They're still very relevant to us out here in the Southwest. 00:03:49
We still see the same sky, 00:03:53
and we're in awe of the technology that was employed 00:03:55
to build these buildings 00:03:58
and capture these solar and lunar alignments. 00:03:59
Today, we look in the sky. 00:04:02
We use some of the same knowledge 00:04:04
that the ancestral Pueblans used. 00:04:06
We use it for planting. 00:04:08
We use it for setting ceremonies, 00:04:09
and we use it to keep the earth in order. 00:04:11
The balance between earth and sky 00:04:14
is still very important to Native peoples. 00:04:16
Thanks, Nancy, and thanks, David. 00:04:22
You know, guys, 00:04:24
one of the earliest Native American structures 00:04:25
to observe the sun and the stars is Casa Rinconada, 00:04:28
located in the Chaco Cultural National Historical Park. 00:04:31
Casa Rinconada is a large kiva. 00:04:35
Kivas are large, circular rooms 00:04:39
used for ceremonies by Native American cultures. 00:04:41
Like Hovenweep, on the day of the summer solstice, 00:04:45
a beam of light from an opening in the kiva 00:04:49
precisely illuminates a niche in the far wall. 00:04:51
For years, Chaco Canyon was primarily seen 00:04:56
as a trade center, 00:04:59
but with the advent of archeoastronomy, 00:05:00
Chaco is beginning to be seen 00:05:03
as a center of astronomy and cosmology. 00:05:05
So far on today's program, 00:05:08
we have seen how the relationship 00:05:10
between the sun and the earth 00:05:12
weaved a connection between all ancient cultures. 00:05:14
Now, much of the information from those cultures 00:05:16
has been lost to us. 00:05:19
However, other cultures have recorded that information, 00:05:20
and now that information is being interpreted. 00:05:23
For a look at one of these ancient cultures, 00:05:26
let's return to Dr. Stenner. 00:05:28
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Idioma/s:
en
Materias:
Matemáticas
Niveles educativos:
▼ Mostrar / ocultar niveles
      • Nivel Intermedio
Autor/es:
NASA LaRC Office of Education
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
608
Fecha:
28 de mayo de 2007 - 16:54
Visibilidad:
Público
Enlace Relacionado:
NASAs center for distance learning
Duración:
05′ 30″
Relación de aspecto:
4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
Resolución:
480x360 píxeles
Tamaño:
33.10 MBytes

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