TASKS ABOUT MAGIC PRECOLUMBIAN GOLD

MAGIC PRECOLUMBIAN GOLD ACTIVITIES

TASK 1. ANTICIPATION

a. Look at the title of this lesson 

Discuss with another student what you think the article talks about. 

b. Write down 10-15 words which you expect to find in the passage.

TASK 2:  INTENSIVE READING

Read carefully the introductory paragraphs of the article.  In front of each of the following sentences write T for true and F for false.  For the statements that are false, provided the correct information.

( ) 1. Spaniards got information about the location of mineral deposits from their Queen in Spain.


( ) 2. For the Indians gold had a religious and social value.


( ) 3. Spaniards preserved the Indian treasures by sending the art pieces to museums in Europe.


( )4. The only purpose of the gold the Indians processed was to pay for articles and food they needed.


( ) 5. Indians for Colombia are famous for the beauty and skill displayed in their metal works.

TASK 3: SYNTHESIZING

Read about the different Indian cultures in this selection.  Fill in the chart with information from the passage.  The first one has been done for you.

Culture	Significance	Representations
Muisca	favor to be requested	Men, women, children, ornaments and scenes of daily life
Tairona
San Agustin
Sinú

TASK 4: INTENSIVE READING

        

Answer the following questions using information from the article

What was the most important use of gold in the Muisca culture?

What are the principal characteristics of the figures made by the Tairona artisans?

What is the role of gold according to the Kogis?

What is the use of gold artifacts in the San Agustin culture?

How are the Muisca and the San Agustin uses of gold different from each other?

What did gold represent for the Sinues?

What did the man advantage of the tumbaga alloy?

Why I did the Indians appreciate copper?

Why is the study of pre-Columbian gold objects and techniques important for History?

TASK 5:  VOCABULARY EXPANSION

In the text are several adjective-noun combinations.  Look at the examples in the table and, with a partner, find other combinations.

ADJECTIVE	NOUN
1. Metalworking	industry
2.Pre—Columbian	artisans
3. Technological	qualities
4.
5.
6.
7.
8.
9.
10.

TASK 6: SEQUENCING EVENTS

With a partner, rearrange in the correct sequence the following steps that describe the melted wax method.

/             / the melted metal is poured into the first opening and the melted wax is “lost” through the second opening.

/             / the model of the piece is prepared in clay and mixed with powdered charcoal.

/             / the finishing details are carved on the wax.

/             / the metal sheet is polished and the result is a perfect piece of jewelry.

/             / once the design is finished, the model is covered with a very thin coat of wax.

/             / when the metal has hardened, the mold is broken revealing the sheet of gold.

/             / the design is drawn in detail over the model.

/             / when the wax has dried, the entire design is covered with more clay and charcoal, leaving a small    opening for the wax and another for the melted metal.

/             /the metal which has entered the clay mold occupies the space left by the melted wax.

TASK 7:  DICTIONARY SKILLS

A.       Write on the lines 5 words taken from the text that you have never seen before.

B.      With a partner guess the meaning of each word according to the context.

C.   Look up the word in the dictionary and write the definition in the space provided.  Then compare both definitions.

1. A. ---------------------------------------------- B.---------------------------------------------------------------------------------------------------- C.----------------------------------------------------------------------------------------------------

2. A.------------------------------------------------ B.--------------------------------------------------------------------------------------------------- C.---------------------------------------------------------------------------------------------------

3. A.------------------------------------------------- B.----------------------------------------------------------------------------------------------------- C.----------------------------------------------------------------------------------------------------

4. A.------------------------------------------------- B.----------------------------------------------------------------------------------------------------- C.-----------------------------------------------------------------------------------------------------

5. A.------------------------------------------------- B.----------------------------------------------------------------------------------------------------- C.-----------------------------------------------------------------------------------------------------

TASK 8: INTEGRATING SKILLS- PROJECT WORK

With the other students in your class plan an art exhibition of pre- Columbian art samples to be placed in a visible area of your school

Each small group of students will be assigned a specific culture.  The group will be responsible for gathering information, making explanatory/descriptive posters and setting up the exhibit.

 Taken from  the text: READING ENGLISH IS FUN 9. UNIVERSIDAD DE CALDAS, Fondo Educativo Panamericano, 1996.