Do New Mexico!

On behalf of Splash! Publications, we would like to welcome you to Do New Mexico! Since the curriculum was designed by teachers, we are positive that you will ﬁ nd it to be the most useful program you have ever utilized to teach students about New Mexico. We would like to take a few moments to familiarize you with the program.

THE FORMAT Do New Mexico! is a two-book set consisting of a Teacher’s Edition and a Teacher’s Resource. The Teacher’s Edition contains all of the student information pages. The Teacher’s Resource includes all of the activities for the curriculum. Our goal is a curriculum that you can use the very ﬁ rst day you receive our materials. No lessons to plan, comprehension questions to write, activities to create, or vocabulary words to deﬁ ne. Simply open the book and start teaching.

Do New Mexico! is divided into four sections. The ﬁ rst section covers United States and New Mexico Geography, followed by New Mexico’s Animals, New Mexico’s History, and New Mexico’s Government and Economy. Each of the 27 lessons requires students to complete vocabulary cards, read about a New Mexico topic, and complete a comprehension activity that will expose them to various standardized test formats. In addition, each lesson includes a balanced mix of lower and higher level activities for students to complete. Vocabulary quizzes, mapping, graphing, puzzles, research, writing, time lines, and following directions are the types of the activities that will help students learn more about New Mexico. Whether they’re designing a travel brochure, recreating a Native American dwelling, graphing New Mexico’s climate, or writing about their adventures as a soldier in the Mexican War, your students will marvel at the rich heritage, beauty, and constant activity that New Mexico has to offer them. Students will need scissors, glue, and coloring pencils to complete many of the activities.

Some of the activities require students to use information from previous lessons they’ve studied in the section. For this reason, we strongly suggest that students use a binder in which to keep copies of the informationPreview they have read. You may simply want to make copies of the entire section for each student before beginning. Copy THE LESSON PLANS On the next several pages you will see the Lesson Plans for the entire curriculum. When you need to make copies of the student information pages, we have listed the page numbers and the initials T.E. for Teacher’s Edition. Likewise, when you need to make copies of the activities, we have listed the page numbers and the initials T.R. for Teacher’s Resource. The answers to all activities, quizzes, and comprehension questions are located on pages 221--249 of the Teacher’s Resource Book.

Do New Mexico! © 2010 splashpublications.com NEW MEXICO’S STATE STANDARDS Do New Mexico! was designed in alignment with New Mexico’s State Standards for Social Studies, Language Arts, Life Science, and Math. These standards serve as a framework for New Mexico’s curricula by providing student performance expectations in each area. The Lesson Plans include the standards that correlate to each lesson and the corresponding activities.

THE LITERATURE STUDY In an effort to integrate Social Studies with the rest of the curriculum, we have included a complete Literature Study on pages 111-129 of your Teacher’s Edition. Like the rest of Do New Mexico!, the Literature Study is aligned with New Mexico’s Social Studies Standards for History, Geography, Civics and Government, and Economics. The Literature Study focuses on New Mexico, frontier life, westward expansion, territorial days, and Native Americans. The Literature Study begins with a Teacher letter outlining the features of this unit which includes an Annotated Bibliography, Discussion Cards for use in Discussion Groups, Comprehension and Vocabulary activities, Writing activities, Book Talks, and a Record Sheet.

THE VOCABULARY Many of the student information pages feature words in bold type. We have included a Glossary on pages 102-110 of your Teacher’s Edition to help students pronounce and deﬁ ne the words. Unlike a dictionary, the deﬁ nitions in the Glossary are concise and written at a fourth grade level. Remember, we’re teachers! Students will be exposed to these vocabulary words in the comprehension activities. They will also be tested on the vocabulary words during each of the four sections.

Students will be responsible for ﬁ lling out and studying the vocabulary cards. You may want to have students bring in a small box for storing their vocabulary cards. We don’t have to tell you that incorporating these words into your Reading and Spelling programs will save time and make the words more meaningful for students.

THE COPYRIGHT First Edition, 2010 Text Copyright © 2010 by SPLASH! Publications, Glendale Arizona Illustration Copyright © 2010 by SPLASH! Publications, Glendale Arizona All rights reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval Previewsystem without permission in written form from the authors except for those pages in the Teacher’s Edition and Teacher’s Resource. Pages in the Teacher’s Edition and Teacher’s Resource books may be reproduced by the original purchaser Copyonly for use in the original purchaser’s classroom and may not be sold or used for purposes other than those speciﬁ cally permitted by the authors.

Illustrations and cover design by Victoria J. Smith

ISBN 978-1-935255-29-1

LESSONS AT A GLANCE GEOGRAPHY ...... iv ANIMALS ...... vi HISTORY ...... vii GOVERNMENT AND ECONOMY ...... ix GEOGRAPHY THE NORTHEAST REGION ...... 1 THE MIDDLE WEST REGION ...... 3 THE SOUTHEAST REGION ...... 5 THE SOUTHWEST REGION ...... 7 THE WEST REGION ...... 9 NEW MEXICO’S REGIONS ...... 11 NEW MEXICO’S WATER RESOURCES ...... 14 NEW MEXICO’S POINTS OF INTEREST ...... 17 ANIMALS NEW MEXICO’S MAMMALS ...... 26 NEW MEXICO’S BIRDS ...... 32 NEW MEXICO’S FISH AND REPTILES ...... 37 NEW MEXICO’S AMPHIBIANS ...... 40 NEW MEXICO’S ARTHROPODS ...... 43 HISTORY NEW MEXICO’S ANCIENT PEOPLES ...... 48 SPANISH IN NEW MEXICO ...... 53 SPANISH MISSIONARIES IN NEW MEXICO ...... 57 AMERICANS IN NEW MEXICO ...... 59 THE MEXICAN WAR ...... 62 TERRITORIAL DAYS ...... 64 STATEHOOD ...... 69 GOVERNMENT AND ECONOMY GOVERNMENT ...... 71 PreviewCITIZENSHIP ...... 75 NATIVE AMERICANS ...... 77 ECONOMY ...... 86 THE GREAT DEPRESSION ...... 91Copy WORLD WAR II ...... 94 NEW MEXICO TODAY ...... 100 GLOSSARY ...... 102 LITERATURE STUDY ...... 111 BIBLIOGRAPHY ...... 130

1. Before reading the Northeast Region, students will: • complete Vocabulary Cards for borders, capital, capitol, coastal, colonists, constitution, economy, exhibits, factories, granite, Great Britain, historians, independence, invented, manufacturing, Pilgrims, preserve, refuge, regions, resort, resources, Revolutionary War, wilderness. (pg. 1 T.R.)

After reading the Northeast Region (pps. 1-2 T.E.), students will: • answer Northeast Region Reading Comprehension Questions. (pg. 2 T.R.) • complete Discussion Questions for the Northeast Region. (pg. 3 T.R.) • use cardinal and intermediate directions to complete Mapping: New England States. (pps. 4-7 T.R.) • use latitude and longitude to complete Mapping: Middle Atlantic States. (pps. 8-12 T.R.)

THE NORTHEAST REGION LESSON COVERS THESE STANDARDS: SOCIAL STUDIES: GEOGRAPHY: II-A 4.1, 4.2, 4.3; II-B 4.1, 4.2, 4.3; II-C 4.1, 4.2, 4.3; II-E 4.2, 4.3, 4.5 CIVICS AND GOVERNMENT: III-A 4.2; ECONOMICS: IV-C 4.2 LANGUAGE ARTS: I-A 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.4; II-A 4.1

2. Before reading the Middle West Region, students will: • complete Vocabulary Card for aviation, canals, minerals, petroglyphs. (pg. 1 T.R.)

After reading the Middle West Region (pps. 3-4 T.E.), students will: • answer Middle West Region Reading Comprehension Questions. (pg. 13 T.R.) • complete Discussion Questions for the Middle West Region. (pg. 14 T.R.) • use a system of number and letter pairs to complete Mapping: Great Lakes States. (pps. 15-17 T.R.) • use a grid system of number pairs to complete Mapping: Great Plains States. (pps. 18-20 T.R.) • Preview take a Vocabulary Quiz for New Mexico Geography Part I. (pps. 21-22 T.R.) THE MIDDLE WEST REGION LESSON COVERS THESE STANDARDS: GEOGRAPHY: II-A 4.1, 4.2, 4.3; II-B 4.1, 4.2, 4.3; II-C 4.1,Copy 4.2, 4.3; II-E 4.2, 4.3, 4.5 CIVICS AND GOVERNMENT: III-A 4.2; ECONOMICS: IV-C 4.2 LANGUAGE ARTS: I-A 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.4; II-A 4.1 MATH: 4.G.2.2

3. Before reading the Southeast Region, students will: • complete Vocabulary Cards for Civil War, climate, destructive, industries, island, limestone, military, North America, prehistoric, proﬁ table, straits, tourism, variety, vertical. (pg. 1 T.R.)

After reading the Southeast Region (pps. 5-6 T.E.), students will: • answer Southeast Region Reading Comprehension Questions. (pg. 23 T.R.) • complete Discussion Questions for the Southeast Region. (pg. 24 T.R.) • use cardinal and intermediate directions to complete Mapping: Southeast Region. (pps. 25-28 T.R.)

THE SOUTHEAST REGION LESSON COVERS THESE STANDARDS: GEOGRAPHY: II-A 4.1, 4.2, 4.3; II-B 4.1, 4.2, 4.3; II-C 4.1, 4.2, 4.3; II-E 4.2, 4.3, 4.5 CIVICS AND GOVERNMENT: III-A 4.2; ECONOMICS: IV-C 4.2 LANGUAGE ARTS: I-A 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.4; II-A 4.1

4. Before reading the Southwest Region, students will: • complete Vocabulary Cards for annual, arid, boundary, endangered, founders, gorge, humid, inhabited, livestock, monument, nuclear, precipitation, pueblo, rodeo, sagebrush, species. (pg. 1 T.R.)

After reading the Southwest Region (pps. 7-8 T.E.), students will: • answer Southwest Region Reading Comprehension Questions. (pg. 29 T.R.) • complete Discussion Questions for the Southwest Region. (pg. 30 T.R.) • use latitude and longitude to complete Mapping: Southwest Region. (pps. 31-35 T.R.) • take a Vocabulary Quiz for New Mexico Geography Part II. (pps. 36-37 T.R.)

THE SOUTHWESTPreview REGION LESSON COVERS THESE STANDARDS: GEOGRAPHY: II-A 4.1, 4.2, 4.3; II-B 4.1, 4.2, 4.3; II-C 4.1, 4.2, 4.3; II-E 4.2, 4.3, 4.5; II-F 4.1 CIVICS AND GOVERNMENT: III-A 4.2; ECONOMICS: IV-C 4.2 LANGUAGE ARTS: I-A 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.4;Copy II-A 4.1

5. Before reading the West Region, students will: • complete Vocabulary Cards for autobiography, biographies, completion, culture, dwellings, erupt, extends, fertile, formations, fossil, geysers, glacier, inlet, legend, mammals, mountainous, reptiles, saloons, theory, transcontinental, treaty, unique, volcanic, weary. (pg. 1 T.R.)

After reading the West Region (pps. 9-10 T.E.), students will: • answer West Region Reading Comprehension Questions. (pg. 38 T.R.) • complete Discussion Questions for the West Region. (pg. 39 T.R.) • use cardinal and intermediate directions to complete Mapping: Mountain States. (pps. 40-44 T.R.) • use a grid system of number pairs to complete Mapping: Paciﬁ c States. (pps. 45-47 T.R.) • create a time zone map of the United States to complete It’s About Time. (pps. 48-51 T.R.) • differentiate between primary and secondary sources to complete Consider the Source. (pg. 52 T.R.) • take a Vocabulary Quiz for New Mexico Geography Part III. (pps. 53-54 T.R.)

THE WEST REGION LESSON COVERS THESE STANDARDS: GEOGRAPHY: II-A 4.1, 4.2, 4.3; II-B 4.1, 4.2, 4.3; II-C 4.1, 4.2, 4.3; II-D 4.1; II-E 4.2, 4.3, 4.5 CIVICS AND GOVERNMENT: III-A 4.2; ECONOMICS: IV-C 4.2 LANGUAGE ARTS: I-A 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.4; II-A 4.1 MATH: 4.G.2.2

6. Before reading New Mexico’s Regions, students will: • complete Vocabulary Cards for basins, Continental Divide, elected, elevation, Hispanic, irrigation, plateau, recreation, sorghum, yucca. (pg. 1 T.R.)

After reading New Mexico’s Regions (pps. 11-13 T.E.), students will: • answerPreview New Mexico’s Regions Reading Comprehension Questions. (pg. 55 T.R.) • complete New Mexico’s Regions Language Skills Exercise. (pg. 56 T.R.) • create a map deﬁ ning Colorado’s Regions andCopy describe features of each. (pps. 57-58 T.R.) THE NEW MEXICO REGIONS LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1, 4.2; I-B 4.1 GEOGRAPHY: II-A 4.2, 4.3; II-B 4.1, 4.2, 4.3; II-C 4.1, 4.2, 4.3; II-D 4.2; II-E 4.2, 4.5; II-F 4.1 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5

7. Before reading New Mexico’s Water Resources, students will: • complete Vocabulary Cards for recreation, reservoir. (pg. 1 T.R.)

After reading New Mexico’s Water Resources (pps. 14-16 T.E.), students will: • answer New Mexico’s Water Resources Reading Comprehension Questions. (pg. 59 T.R.) • complete New Mexico’s Water Resources Language Skills Exercise. (pg. 60 T.R.) • plot New Mexico’s Water Resources on New Mexico maps. (pps. 61-64 T.R.) • take a Vocabulary Quiz for New Mexico Geography Part IV. (pg. 65 T.R.)

THE NEW MEXICO WATER RESOURCES LESSON COVERS THESE STANDARDS: GEOGRAPHY: II-A 4.2, 4.3; II-C 4.2, 4.3; II-E 4.2; II-F 4.1 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5

8. Before reading New Mexico’s Points of Interest, students will: • complete Vocabulary Cards for adobe, archaeologists, armor, artifacts, bluff, centuries, cultural, descendants, dunes, eroded, extinct, habitats, kayaking, migrating, missionaries, missions, mortar, prevention, raid, residents, souvenirs, symbol, terrain, tourists. (pg. 1 T.R.)

After reading New Mexico’s Points of Interest (pps. 17-25 T.E.), students will: • answer New Mexico’s Points of Interest Reading Comprehension Questions. (pg. 66 T.R.) • complete New Mexico’s Points of Interest Language Skills Exercise. (pg. 67 T.R.) • use pictures and descriptions of Points of Interest to create a Travel Brochure. (pps. 68-70 T.R.) • create a New Mexico Points of Interest Map for ﬁ nished Travel Brochure. (pg. 71 T.R.) Note: You will need to make an extra copy of pages 69-70 for students. • take a Vocabulary Quiz for New Mexico Geography Part V. (pps. 72-73 T.R.)

THE NEW PreviewMEXICO POINTS OF INTEREST LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1; I-B 4.1; I-C 4.1 GEOGRAPHY: II-A 4.2, 4.3; II-C 4.3 IVICS AND OVERNMENT Copy C G : III-B 4.1 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5

1. Before reading New Mexico’s Mammals, students will: • complete Vocabulary Cards for burrows, canine, conserve, digestive, herbivores, inactive, native, omnivores, pioneers, population, predators, preyed, rodents. (pg. 1 T.R.)

After reading New Mexico’s Mammals (pps. 26-31 T.E.), students will: • answer Mammals Reading Comprehension Questions. (pg. 74 T.R.) • complete New Mexico’s Mammals Language Skills Exercise. (pg. 75 T.R.) • use pictures and descriptions of mammals to complete Mammal Expert’s Journal. (pps. 76-93 T.R.)

THE NEW MEXICO MAMMALS LESSON COVERS THESE STANDARDS: GEOGRAPHY: II-A 4.2 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5 LIFE SCIENCE: I 4.1, 4.2; II 4.1, 4.2, 4.3

2. Before reading New Mexico’s Birds, students will: • complete Vocabulary Cards for mimic, nectar, plumes, talons, waterfowl. (pg. 1 T.R.)

After reading New Mexico’s Birds (pps. 32-36 T.E.), students will: • answer New Mexico’s Birds Reading Comprehension Questions. (pg. 94 T.R.) • complete New Mexico’s Birds Language Skills Exercise. (pg. 95 T.R.) • research information in lesson to color and place birds in proper regions on a New Mexico Map. (pps. 96-97 T.R.) • use lesson information to create a data chart and bar graph for Graphing: New Mexico’s Birds. (pps. 98-100 T.R.)

THE NEW MEXICO BIRDS LESSON COVERS THESE STANDARDS: GEOGRAPHY: II-A 4.1, 4.2, 4.3; II-B 4.1, 4.2; II-C 4.3; I-D 4.2 ANGUAGEPreviewRTS L A : I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5 LIFE SCIENCE: I 4.1, 4.2; II 4.1, 4.2, 4.3 Copy

3. Before reading New Mexico’s Fish and Reptiles, students will: • complete a Vocabulary Card for adaptation, camouﬂ age, domed, fatal, illegal, shallow, venomous. (pg. 1 T.R.) After reading New Mexico’s Fish and Reptiles (pps. 37-39 T.E.), students will: • answer Fish and Reptile Reading Comprehension Questions. (pg. 101 T.R.) • complete New Mexico’s Fish and Reptiles Language Skills Exercise. (pg. 102 T.R.) • use color patterns to differentiate between poisonous coral and harmless Sonora king snakes. (pps. 103-104 T.R.)

THE NEW MEXICO FISH AND REPTILES LESSON COVERS THESE STANDARDS: GEOGRAPHY: II-A 4.2 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5 LIFE SCIENCE: I 4.1, 4.2; II 4.1, 4.2, 4.3

4. After reading New Mexico’s Amphibians (pps. 40-42 T.E.), students will: • answer New Mexico’s Amphibians Reading Comprehension Questions. (pg. 105 T.R.) • complete New Mexico’s Amphibians Language Skills Exercise. (pg. 106 T.R.) • use number coordinates to complete Amphibian Grid Math. (pps. 107-109 T.R.)

THE NEW MEXICO AMPHIBIANS LESSON COVERS THESE STANDARDS: GEOGRAPHY: II-A 4.2 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5 LIFE SCIENCE: I 4.1, 4.2; II 4.1, 4.2, 4.3 MATH: 4.G.2.2

5. Before reading New Mexico’s Arthropods, students will: • complete Vocabulary Cards for circular, cocoons, exoskeletons, metamorphosis, molt, paralyze, regenerate, reproduce, segmented. (pg. 1 T.R.) AfterPreview reading New Mexico’s Arthropods (pps. 43-47 T.E.), students will: • answer New Mexico’s Arthropods Reading Comprehension Questions. (pg. 110 T.R.) • complete New Mexico’s Arthropods LanguageCopy Skills Exercise. (pg. 111 T.R.) • classify New Mexico’s animals according to species. (pps. 112-113 T.R.) • take a Vocabulary Quiz for New Mexico’s Animals. (pps. 114-115 T.R.)

THE NEW MEXICO ARTHROPODS LESSON COVERS THESE STANDARDS: GEOGRAPHY: II-A 4.2 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5 LIFE SCIENCE: I 4.1, 4.2; II 4.1, 4.2, 4.3 Do New Mexico! © 2010 splashpublications.com FEATURED LESSON HISTORY

1. Before reading New Mexico’s Ancient Peoples, students will: • complete Vocabulary Cards for A.D., abandoned, ancient, ceramic, ceremonies, continent, customs, domesticated, drought, ﬂ int, mammoths, sloths. (pg. 1 T.R.) After reading New Mexico’s Ancient Peoples (pps. 48-52 T.E.), students will: • answer New Mexico’s Ancient Peoples Reading Comprehension Questions (pg. 116 T.R.). • complete New Mexico’s Ancient Peoples Language Skills Exercise. (pg. 117 T.R.) • use cardinal and intermediate directions to create a map of New Mexico’s ancient dwellings. (pps. 118-120 T.R.) • follow written directions to create 3-dimensional pueblo dwellings and villages. (pps. 121-124 T.R.) • take a Vocabulary Quiz for New Mexico History Part I. (pg. 125 T.R.)

THE NEW MEXICO ANCIENT PEOPLES LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1; I-D 4.1 GEOGRAPHY: II-A 4.1, 4.2, 4.3; II-B 4.3; II-C 4.1, 4.2, 4.3; II-E 4.1, 4.2, 4.3, 4.4, 4.5; II-F 4.1 CIVICS AND GOVERNMENT: III-B 4.1 ECONOMICS: IV-A 4.3; IV-C 4.1 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5

2. Before reading Spanish in New Mexico, students will: • complete Vocabulary Cards for agriculture, attaining, blockade, captive, convinced, conquered, defeating, empire, emperor, expand, expedition, fertilized, hoax, priests, province, ransom, recruit, sacriﬁ ced, sculptures. (pg. 1 T.R.) After reading Spanish in New Mexico (pps. 53-56 T.E.), students will: • answer Spanish in New Mexico Reading Comprehension Questions. (pg. 126 T.R.) • complete Spanish in New Mexico Language Skills Exercise. (pg. 127 T.R.) • differentiate between primary and secondary sources to complete Consider the Source. (pg. 128 T.R.) • Previewcreate a time line for New Mexico’s Spanish explorers in Time Travel Part I. (pg. 129 T.R.) • create a personal time line in Time Travel Part II. (pg. 130 T.R.) • take a Vocabulary Quiz for New Mexico HistoryCopy Part II. (pps. 131-132 T.R.) THE SPANISH IN NEW MEXICO LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1; I-C 4.1; I-D 4.1 GEOGRAPHY: II-A 4.2, 4.3; II-B 4.3; II-C 4.1, 4.2, 4.3; II-E 4.1, 4.2, 4.3, 4.4, 4.5 CIVICS AND GOVERNMENT: III-A 4.1; III-B 4.1 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5

Do New Mexico! © 2010 splashpublications.com HISTORY (CONTINUED) 3. Before reading Spanish Missionaries, students will: • complete Vocabulary Cards for allies, Christians, epidemic, revolt, small pox. (pg. 1 T.R.)

After reading Spanish Missionaries (pps. 57-58 T.E.), students will: • answer Spanish Missionaries Reading Comprehension Questions. (pg. 133 T.R.) • complete Spanish Missionaries Language Skills Exercise. (pg. 134 T.R.) • complete Discussion Questions for Spanish Missionaries. (pg. 135 T.R.)

THE SPANISH MISSIONARIES LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1 GEOGRAPHY: II-C 4.1, 4.2; II-E 4.1, 4.2, 4.3, 4.4, 4.5 CIVICS AND GOVERNMENT: III-A 4.1; III-B 4.1; III-D 4.2; IV-B 4.2 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5; I-A 4.1, 4.2

4. Before reading Americans in New Mexico, students will: • complete a Vocabulary Card for citizens, dispute, error, harsh, incisor, Mormon. (pg. 1 T.R.)

After reading Americans in New Mexico (pps. 59-61 T.E.), students will: • answer Americans in New Mexico Reading Comprehension Questions. (pg. 136 T.R.) • complete Americans in New Mexico Language Skills Exercise. (pg. 137 T.R.) • complete a graphic organizer to write a Mountain Man Story. (pps. 138-139 T.R.) • follow written directions to draw a beaver. (pps. 140-141 T.R.)

THE AMERICANS IN NEW MEXICO LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1; I-C 4.1 GEOGRAPHY: II-C 4.1, 4.2, 4.3; II-E 4.2, 4.3, 4.4, 4.5; II-F 4.1 CIVICS AND GOVERNMENT: III-A 4.1; III-B 4.1 LANGUAGEPreview ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-DCopy 4.5; II-B 4.1, 4.9; II-C 4.1A, 4.2, 4.3

5. Before reading The Mexican War, students will: • complete Vocabulary Cards for citizens, dispute. (pg. 1 T.R.) After reading The Mexican War (pps. 62-63 T.E.), students will: • answer Mexican War Reading Comprehension Questions. (pg. 142 T.R.) • complete Mexican War Language Skills Exercise. (pg. 143 T.R.) • complete New Mexico’s Connection with Mexico Discussion Questions. (pg. 144 T.R.) • complete a Graphic Organizer and use proper letter writing format to compose a Mexican War Letter. (pps. 145-148 T.R.)

THE MEXICAN WAR LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1; I-C 4.1 GEOGRAPHY: II-A 4.3; II-C 4.1, 4.2, 4.3; II-F 4.1 ECONOMICS: IV-C 4.2 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5; II-A 4.1, 4.2; II-B 4.1, 4.7, 4.9; II-C 4.1A, 4.2, 4.3

6. Before reading Territorial Days, students will: • complete Vocabulary Cards for abolish, Congress, enforcement, outlaw, outraged, plantations, reservation, surrender. (pg. 1 T.R.) After reading Territorial Days (pps. 64-68 T.E.), students will: • answer Territorial Days Reading Comprehension Questions. (pg. 149 T.R.) • complete Territorial Days Language Skills Exercise. (pg. 150 T.R.) • choose from several illustrated events to complete a Santa Fe Trail Journal. (pps. 151-156 T.R.) PreviewNote: You will need to make six copies of page 153 for students. THE TERRITORIAL DAYS LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1; I-C 4.1 Copy GEOGRAPHY: II-B 4.3; II-C 4.1, 4.2 ; II-E 4.1, 4.2, 4.3, 4.4, 4.5 CIVICS AND GOVERNMENT: III-A 4.1, 4.3; III-B 4.1; III-C 4.1 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5

7. Before reading Statehood, students will: • complete Vocabulary Cards for adopted, delegates, draft, motto, ofﬁ cial, proclamation, prosperity. (pg. 1 T.R.) After reading Statehood (pps. 69-70 T.E.), students will: • answer Statehood Reading Comprehension Questions. (pg. 157 T.R.) • complete Statehood Language Skills Exercise. (pg. 158 T.R.) • follow written directions to correctly color New Mexico’s State Flag. (pps. 159-160 T.R.) • use a system of number and letter pairs to complete Statehood Grid Math. (pps. 161-163 T.R.) • differentiate between primary and secondary sources to complete Consider the Source. (pg. 164 T.R.) • take a Vocabulary Quiz for New Mexico History Part III. (pps. 165-166 T.R.)

THE STATEHOOD LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1; I-C 4.1 GEOGRAPHY: II-A 4.2; II-B 4.3; II-C 4.1, 4.3 CIVICS AND GOVERNMENT: III-A 4.1, 4.2; III-B 4.1 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5 MATH: 4.G.2.2 PreviewCopy

1. Before reading Government, students will: • complete Vocabulary Cards for abused, appeal, attorney general, auditor, child custody, commissioner, environmental, jaywalking, lieutenant governor, majority, petition, published, secretary of state, Supreme Court, treasurer, veto. (pg. 1 T.R.) After reading Government (pps. 71-74 T.E.), students will: • answer New Mexico’s Government Reading Comprehension Questions. (pg. 167 T.R.) • complete New Mexico’s Government Language Skills Exercise. (pg. 168 T.R.) • complete Discussion Questions for New Mexico’s Constitution. (pg. 169 T.R.) • use a color coding system to complete Mapping: New Mexico’s Counties. (pps. 170-172 T.R.)

THE GOVERNMENT LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1, 4.2; I-C 4.1 GEOGRAPHY: II-A 4.2, 4.3; II-E 4.5 CIVICS AND GOVERNMENT: III-A 4.1, 4.2, 4.3; III-B 4.1; III-C 4.1 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5; II-A 4.1

2. Before reading Citizenship, students will: • complete Vocabulary Cards for accused elderly, handicapped, jury, landﬁ ll, recycling. (pg. 1 T.R.) After reading Citizenship (pps. 75-76 T.E.), students will: • answer Citizenship Reading Comprehension Questions. (pg. 173 T.R.) • complete Citizenship Discussion Questions. (pg. 174 T.R.) • complete a Graphic Organizer to write a persuasive letter to a New Mexico senator or representative. (pps. 175-178 T.R.) Preview• take a Vocabulary Quiz for New Mexico Government and Economy Part I. (pps. 179-180 T.R.)

THE CITIZENSHIP LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1; I-C 4.1 Copy CIVICS AND GOVERNMENT: III-D 4.1, 4.2 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5; II-A 4.1; II-B 4.1, 4.7, 4.9; II-C 4.1C, 4.2, 4.3

Do New Mexico! © 2010 splashpublications.com GOVERNMENT AND ECONOMY (CONTINUED) 3. Before reading Native Americans, students will: • complete Vocabulary Cards for ancestors, anglers, bazaar, casinos, convert, cosmetics, ﬁ gurines, generation, hogans, income, interior, kachinas, moccasins, nomadic, nursery, restored, traditions. (pg. 1 T.R.) After reading Native Americans (pps. 77-85 T.E.), students will: • answer Native Americans Reading Comprehension Questions. (pg. 181 T.R.) • complete Discussion Questions for Native Americans. (pg. 182 T.R.) • differentiate between primary and secondary sources to complete Consider the Source. (pg. 183 T.R.) • use information from the lesson and other sources to make the game Find the Fib. (pps. 184-185 T.R.) Note: You will need to make four copies of page 185 for each student.

THE NATIVE AMERICANS LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1, 4.2; I-B 4.1; I-C 4.1 GEOGRAPHY: II-A 4.3; II-B 4.1, 4.3; II-C 4.1, 4.2, 4.3; II-E 4.1, 4.2, 4.3, 4,4, 4.5; II-F 4.1 CIVICS AND GOVERNMENT: III-A 4.2; III-B 4.1; III-C 4.1 ECONOMICS: IV-A 4.3; IV-C 4.1 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5; II-A 4.1

4. Before reading Economy, students will: • complete Vocabulary Cards for alfalfa, construction, donated, molybdenum, public transportation, steamboats, transport, wage. (pg. 1 T.R.) After reading Economy (pps. 86-90 T.E.), students will: • answer Economy Reading Comprehension Questions. (pg. 186 T.R.) • complete Economy Language Skills Exercise. (pg. 187 T.R.) • use cardinal and intermediate directions to plot New Mexico’s mines on a Previewmap. (pps. 188-191 T.R.) • take a Vocabulary Quiz for New Mexico GovernmentCopy and Economy Part II. (pps. 192-193 T.R.) THE ECONOMY LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1; I-C 4.1 GEOGRAPHY: II-A 4.1, 4.2, 4.3; II-B 4.3; II-C 4.1, 4.2, 4.3; II-E 4.1, 4.2, 4.3, 4,4, 4.5; II-F 4.1 CIVICS AND GOVERNMENT: III-B 4.1 ECONOMICS: IV-A 4.1, 4.2, 4.3; IV-B 4.1, 4.2; IV-C 4.1, 4.2, 4.3, 4.4, 4.5 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5

5. Before reading The Great Depression, students will: • complete Vocabulary Cards for admired, ammunition, banned, campaign, cargo, charity, disability, Europe, inspected, minimum, polio, Pulitzer Prize, retired, secure, tutors, unemployed. (pg. 1 T.R.)

After reading The Great Depression (pps. 91-93 T.E.), students will: • answer The Great Depression Reading Comprehension Questions. (pg. 194 T.R.) • complete Discussion Questions for The Great Depression. (pg. 195 T.R.) • read about Franklin Roosevelt, answer thought-provoking discussion questions. (pps. 196-197 T.R.) • differentiate between primary and secondary sources to complete Consider the Source. (pg. 198 T.R.) • take a Vocabulary Quiz for New Mexico Government and Economy Part III. (pg. 199 T.R.)

THE GREAT DEPRESSION LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1; I-C 4.1 GEOGRAPHY: II-B 4.3; II-C 4.1, 4.2; II-F 4.1 CIVICS AND GOVERNMENT: III-B 4.2 ECONOMICS: IV-A 4.3, 4.4; IV-B 4.2; IV-C 4.1, 4.2, 4.4 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5; II-A 4.1 PreviewCopy

6. Before reading World War II, students will: • complete Vocabulary Cards for atomic, beheaded, dictators, discriminated, ethnic, harvest, loyalty, marksmen, migrant, relocation, sawmill, smuggled, vessels. (pg. 1 T.R.)

After reading World War II (pps. 94-99 T.E.), students will: • answer World War II Reading Comprehension Questions. (pg. 200 T.R.) • complete Discussion Questions for Japanese Relocation Centers. (pg. 201 T.R.) • use cardinal and intermediate directions to plot Japanese Relocation Centers on a U.S. map. (pps. 202-205 T.R.) • follow written directions to make a model of a P-47 Thunderbolt. (pps. 206-212 T.R.)

THE WORLD WAR II LESSON COVERS THESE STANDARDS: HISTORY: I-A 4.1, 4.2; I-B 4.1; I-C 4.1 GEOGRAPHY: II-A 4.1, 4.2, 4.3; II-E 4.2, 4.3, 4.4, 4.5; II-F 4.1 CIVICS AND GOVERNMENT: III-A 4.2; III-B 4.1; III-D 4.2 ECONOMICS: IV-A 4.1, 4.3; IV-C 4.1, 4.2 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5; II-A 4.1

7. Before reading New Mexico Today, students will: • complete Vocabulary Cards for observatories, photographers, potash, processing, technology. (pg. 1 T.R.)

After reading New Mexico Today (pps. 100-101 T.E.), students will: • answer New Mexico Today Reading Comprehension Questions. (pg. 213 T.R.) • complete New Mexico Today Language Skills Exercise. (pg. 214 T.R.) • complete Discussion Questions for New Mexico Today. (pg. 215 T.R.) Preview• create and analyze a double bar graph displaying Colorado’s average temperature and precipitation. (pps. 216-218 T.R.) • take a Vocabulary Quiz for New Mexico’s GovernmentCopy and Economy Part IV. (pps. 219-220 T.R.)

THE NEW MEXICO TODAY LESSON COVERS THESE STANDARDS: GEOGRAPHY: II-A 4.1, 4.2, 4.3; II-C 4.1, 4.2, 4.3; II-E 4.2; II-F 4.1 CIVICS AND GOVERNMENT: III-A 4.2; III-B 4.1; III-D 4.2 ECONOMICS: IV-A 4.2, 4.3; IV-B 4.2; IV-C 4.1, 4.2, 4.3, 4.4 LANGUAGE ARTS: I-A 4.1, 4.3, 4.4; I-B 4.1, 4.2; I-C 4.5; I-D 4.5; II-A 4.1

You have already practiced using latitude and longitude. This lesson will review what you know and give you another opportunity to test your skills by nding places on a map using lines of longitude and latitude. Remember, mapping is a skill that must be learned and practiced. The Southwest region includes Arizona, New Mexico, Oklahoma, and Texas. Other regions you have studied were inhabited rst by colonists LINES OF LATITUDE from Great Britain and then American Lines of latitude, or parallels, are lines drawn on a map to show how far north or south settlers. The Southwest region wasn’t a place is from the equator. The equator is the even explored by Americans until the 1800s. invisible line that runs from east to west through The rst American explorers who the center of the Earth. Latitude lines also run entered the Southwest region saw wide from east to west. Those latitude lines that appear above the equator are known as north latitude open spaces and beautiful scenery. Still, lines. Those latitude lines that appear below the the population of the Southwest grew slowly. equator are known as south latitude lines. Those seeking adventure were the Each line of north and south latitude is only people brave enough to travel through the measured in degrees. The equator is 0º. The lines Southwest. Fear of Native American attacks, above the equator are 1ºN (north) to 80ºN (north). The lines below the equator are 1ºS (south) blistering heat, and control by Spain and Mexico to 80ºS (south). kept most Americans from visiting or settling in the Southwest region. LINES OF LONGITUDE Lines of longitude, or meridians, are lines drawn on a map to show how far east or west THE CLIMATE OF THE SOUTHWEST a place is from the prime meridian. The prime meridian is Most of the Southwest region lies in an area known as Arid America. Less than 20 inches of an invisible line that runs from north to south through precipitation falls in this part of the United States each year. The soil is sandy and rocky, making it the center of the Earth. a dif cult place to farm. Other regions are covered with trees and grass. This part of the Southwest Longitude lines also run from north to south. region is covered with cactus and sagebrush. Those longitude lines that appear on the right side of east longitude The eastern edge of the Southwest region is part of Humid America. More than 20 inches of the prime meridian are known as lines. Those longitude lines that appear on the left side of precipitation falls in Humid America each year. The grass grows high in this area of the Southwest the prime meridian are known as west longitude lines. region. This makes it a perfect place for farmers and ranchers to raise livestock. Like the lines of latitude, each line of east and west longitude is also measured in degrees. The prime meridian is 0º. The lines to the right of the prime meridian are 1ºE (east) to 180ºE (east). The lines to the left of the prime meridian are 1ºW (west) to 180ºW (west).

•Lines of latitude and longitude come together on a map to form a grid. This makes it FAST FACTS •The southeastern boundary of the easy to nd any place in the world if you know the latitude and longitude address. state of Texas is formed by the Gulf of Mexico. • The Gulf of Mexico borders Texas for 367 miles.

Name ______

1. Aztec Ruins National Monument protects the remains of the Anasazi (ahn•uh•SAH•zee) who built one of the largest pueblo communities in this area. Aztec Ruins is located at 36ºN, 108ºW.

2. Pecos was the home of the world’s rst rodeo in 1883. Today it is the site of the Texas Rodeo Hall of Fame. Pecos is located at 31ºN, 104ºW.

3. Phoenix is the largest city and capital of Arizona. The major industries of Phoenix include City

manufacturing and tourism. Phoenix is located at 33ºN, 112ºW. Oklahoma

4. Padre Island National Seashore protects several species of endangered sea turtles and birds. Padre Island is located at 28ºN, 98ºW.

5. Carlsbad Caverns National Park is the largest underground cave system in North America and is home to more than 10,000 bats. Carlsbad Caverns are located at 33ºN, 107ºW. EGION 6. Cherokee Heritage Center tells the story of the Cherokee people through the Cherokee

National Museum. Cherokee Heritage Center is located at 36ºN, 95ºW. R

7. Santa Fe is the capital city of New Mexico. It is one of the oldest cities in North America, established in 1610 by Spanish colonists. Santa Fe is located at 35ºN, 106ºW. 8. Grand Canyon NationalPreview Park is the site of a gorge that is 277 miles long, 18 miles wide, and more than 5,000 feet deep. Grand Canyon National Park is located at 36ºN, 112ºW.

9. Fair Park is home to this state’s annual state fair, the Cotton Bowl Stadium, several museums, and the Dallas Aquarium. Fair Park is located at 33ºN, 97ºW. OUTHWEST

CopyS 10. Saguaro (suh•WAR•oh) National Park features giant saguaro cacti that grow 50 feet tall. Saguaro National Park is located at 32ºN, 111ºW.

11. Austin, located along the Colorado River, is the capital city of Texas. It was named for Stephen F. Austin, one of the founders of Texas. Austin is located at 30ºN, 98ºW.

Grand Canyon Carlsbad National Park Caverns Aztec Ruins Fair Park

Phoenix Santa Fe Austin 116º W 114ºW 112ºW 110ºW 108ºW 106ºW 104ºW 102ºW 100ºW 98ºW 96ºW 94ºW 92ºW 108ºW 106ºW 104ºW 102ºW 100ºW 98ºW 96ºW 94ºW 110ºW 112ºW W 114ºW 116º

Saguaro Padre Island Cherokee Pecos National Park National Seashore Heritage Center 38º N 36º N 34º N 32º N 30º N 28º N

26º N

Did you know that while you are sitting at your desk, there are children in other parts of the world who are sleeping in their beds? While it might be the middle of the morning in your classroom, it is the middle of the afternoon in another classroom. How can this be? The answer comes from time zones. For thousands of years, people could tell what time it was by looking at the sun. If the sun was directly overhead, it was noon. The problem with this method of telling time was that the sun was not directly overhead in all parts of the world at the same time. Since the Earth turns from west to east, the sun couldn’t possibly be in the same place at the same time. Noon in New Mexico meant that the sun had already passed over places east of New Mexico. Exactly what time was it in those places?

To solve this problem, the world was divided into 24 time zones, one for each hour of the day. ONES Beginning with the prime meridian, at Greenwich, England, time zones were placed along the lines of Z longitude every 15 degrees. Remember, the prime meridian is the invisible line that runs from north to south through the center of the Earth. Time zones east of the prime meridian increase by one hour. Time zones west of the prime meridian decrease by one hour. IME T TATES S NITED

U Prime Meridian (Greenwich, England) (Greenwich, Meridian Prime

If, for example, it is noon in Greenwich, England, then it would be one hour later, or 1:00 P.M., one time zone east of Greenwich. It would be one hour earlier, or 11:00 A.M., one time zone west of Greenwich. Do New Mexico! © 2010 48 Do New Mexico! © 2010 50 splashpublications.com splashpublications.com

APPING EW EXICO S EGIONS M : N M ’ R

PART II

DIRECTIONS: Use the information from New Mexico’s Regions to name each of the four regions pictured below. Then use the lines provided to list two interesting facts about each region. Remember to write your facts using complete sentences. Use the back of this paper if you need more room. New Mexico, the fth largest state in the nation, is one of four states in the Southwest region of the United States. You have already read that Arizona, 1. Name of Region: ______Texas, and Oklahoma are the other three states in the Southwest region. Two interesting facts: ______ARID AMERICA Remember, most of the Southwest, including ______New Mexico, lies in an area known as Arid America ______where less than 20 inches of precipitation falls each year. The soil is sandy and rocky, making it a dif cult place to farm. 2. Name of Region: ______Like the rest of the United States, New Mexico is divided into regions. New Mexico’s four regions include Two interesting facts: ______the Great Plains, the Rocky Mountains, the Basin and Range, and the Colorado Plateau (pla•TOE). ______You will soon learn that each region has its own special characteristics, making it an important piece Preview ______of the great state of New Mexico. ______THE GREAT PLAINS REGION New Mexico’s Great Plains region is part of the larger area of land that sweeps across North America from Canada to Mexico. In New Mexico, the Great Plains region CopyName of Region: ______3. covers about one third of the state. This region stretches across the eastern part of New Mexico from a high plateau in the north to the Pecos River Two interesting facts: ______Valley in the south. Rivers in the high plateau have cut deep canyons into ______the land. The climate of the Great Plains region is hot and dry. It is ______considered a semi-arid region because it only receives between 10 and 20 ______inches of precipitation each year. The only trees found growing in this dry region are those that take root near streams, like cottonwood and willow trees. 4. Name of Region: ______New Mexico’s state ower, the yucca, can be found blooming throughout the Great Plains region. Several species of cacti, including Two interesting facts: ______ocotillo (ah•coh•TEE•yo) and prickly pear grow in this dry region. A variety of ferns and ______wild owers also grow well in the hot dry climate of the Great Plains region. Ranchers raise sheep and cattle in the blue grama and buffalo grasses that grow in the Great Plains region. Farmers plant ______crops of cotton, sorghum, hay, barley, and wheat. ______

Do New Mexico! © 2010 11 Do New Mexico! © 2010 58 splashpublications.com splashpublications.com NEW MEXICO’S LAKES AND DAMS New Mexico is also home to several lakes. The famous Bottomless Lakes are a group of pools near the city of Roswell. The Bottomless Lakes were formed naturally, but most of New Mexico’s other lakes are arti cial or man-made. This means that a dam was built on a river. The dam acts as a wall and creates a lake or reservoir (REH•zev•war) that can be used for recreation and irrigation. Rivers are constantly owing. This makes dams very useful for ood control. Dams also help turn water power from a river into electric power.

NEW MEXICO’S HOT SPRINGS Have you ever been water skiing across Navajo (NAH•vuh•hoe) Lake or whitewater rafting down After a busy day of snow skiing, mountain biking, or river rafting, there’s no better place to the Canadian River? New Mexico’s lakes and rivers provide fun and recreation for many New soak sore muscles than in one of New Mexico’s hot springs. New Mexico’s springs are geothermal, Mexican families and their visitors. They also, of course, provide much needed water to a state that which means they are heated naturally by the heat stored inside the Earth. only receives about 13 inches of precipitation each year. Springs are great for relaxation, but New Mexico’s geothermal springs can also be used to With a state this dry, you’re probably wondering how New Mexico is able to have any rivers make electricity. Heat coming from the inside of the Earth is powerful enough to keep buildings or lakes at all. The answer to that comes from New Mexico’s largest and most important water warm in the winter. In the summer, geothermal heat can power the motors that pump cool air into source, the Rio Grande River. buildings. Some plant and sh species also grow well with the use of heated water. Use the map below to locate some of New Mexico’s most popular lakes, dams, and hot springs.

Rio Grande means “big river” in Spanish. The Rio Grande River is about 1,880 miles long and ows south through the high valleys of Colorado and New Mexico before turning east to form the border between Texas and Mexico. Use the map to trace the Rio Grande River’s path through New Mexico.

Name ______Name ______VOCABULARY QUIZ NEW MEXICO GEOGRAPHY NEW MEXICO’S RIVERS PART IV

DIRECTIONS: Match the vocabulary word on the left with its de nition on the right. Put the letter for the de nition on the blank next to the vocabulary word it matches. Use each word and de nition only once.

1. ______recreation A. a plant with sword-shaped leaves and clusters of white waxy owers that grows in the warmer regions of 2. ______plateau North America.

B. selected by voting.

3. ______yucca C. the height to which something is raised.

4. ______sorghum D. a pond or lake used for the storage of water.

5. ______elevation E. the ridge that separates streams Preview owing toward the Paci c Ocean from those owing toward the 6. ______Hispanic Atlantic Ocean. CopyF. watering crops by digging a ditch that leads from a body of water to a 7. ______elected farm.

G. a type of activity designed for rest 8. ______basins and relaxation.

H. a large, high plain. 9. ______reservoir I. a type of grass grown for animal feed whose juice is used for syrup. 10. ______irrigation J. low places where streams have no outlets.

11. ______Continental Divide K. a person who is born in a Spanish speaking culture.

New Mexico has been nicknamed the “Land of Enchantment.” The word enchantment is a perfect way to describe New Mexico because the state is full of beautiful sights and wonderful activities to keep visitors and residents AZTEC RUINS NATIONAL MONUMENT CAPULIN VOLCANO busy all year round. NATIONAL MONUMENT

NEW MEXICO’S ACTIVITIES For those who enjoy participating in winter sports, New Mexico offers downhill snow skiing areas in the northern and southeastern mountains. Scattered across the mountainous regions of New Mexico are plenty of frozen ponds and lakes where ice skaters can practice their graceful jumps or BANDELIER work on their hockey skills. NATIONAL MONUMENT

In the summer months, water skiing, boating, shing, EL MORRO whitewater rafting, kayaking, and swimming can be enjoyed NATIONAL MONUMENT throughout New Mexico. Hiking, climbing, and biking can be enjoyed EL MALPAIS in all four regions of New Mexico depending on the type of terrain you are looking for. Other sports NATIONAL MONUMENT PETROGLYPH like baseball, softball, soccer, golf, volleyball, football, and tennis are offered to people of all ages NATIONAL MONUMENT through New Mexico’s city parks and recreation areas. Of course, those who enjoy watching sports instead of playing them can head over to the cities of Albuquerque, Las Cruces, or Silver City to watch their favorite college teams play.

SALINAS PUEBLO MISSIONS THE FOUR CORNERS REGION NATIONAL MONUMENT New Mexico is full of fascinating places to visit. The northwestern corner of New Mexico is known as the Four Corners region. This is the only spot in the United States where the corners of four states come together. In less time than it takes to tie your shoe, you can visit the states of New Mexico, Arizona, Colorado, and Utah. GILA CLIFF DWELLINGS NATIONAL MONUMENT New Mexico is also home to one national park, seven national forests, several state parks, national monuments, and many historic places of interest. People from all over the world visit New

Mexico’s points of interest. These tourists help the economy of New Mexico by spending money to WHITE SANDS stay in hotels, eat in restaurants, and shop for souvenirs. The fees paid to enter New Mexico’s points NATIONAL MONUMENT of interest and parks help keep these places beautiful so everyone can enjoy them. Study the descriptions and maps of New Mexico’s points of interest on the next few pages so you can help plan your next family vacation through the great state of New Mexico.

NEW MEXICO TRAVEL BROCHURE STATE PARKS

By now you can see that New Mexico is a great place to live and visit because of all the wonderful things there are to do in this state. In this activity, you will help someone plan a vacation by making a Bluewater Lake State Park travel brochure that describes and pictures some of New Mexico’s points of interest. Cimarron Canyon PART I State Park DIRECTIONS: 1. Decide which of New Mexico’s points of interest you want to use for your brochure. You must City of Rocks State Park use two of New Mexico’s national or historical parks, ve national monuments, ve state parks, and four of New Mexico’s other attractions and events. Clayton Lake 2. Cut out the pictures and color them with your coloring pencils. (If you are artistic, you State Park may also draw your own pictures.)

3. Write a description of each of the points of interest you’ve chosen. You may copy the outline Elephant Butte below on separate paper to make it easier for you. Remember to write your descriptions in your Lake State Park own words.

DESCRIPTION OUTLINE Living Desert Zoo State Park The (Point of Interest) is located in the region of New Mexico. Navajo Lake State Park If you visit (Point of Interest)Preview you will learn ______. An interesting fact about (Point of Interest) is ______Poncho Villa State Park ______.

CopySmokey Bear State Park 4. Fold a piece of white 11 x 17 inch construction paper accordion-style so it looks like this:

OTHER ATTRACTIONS AND EVENTS

Acoma Pueblo Spence Indian Pueblo International UFO Hot Springs Cultural Center Museum/Research Center

5. Decorate the front cover. On the inside of the brochure title the top of each page with the points of interest that will appear on that page. 6. Glue in or draw the pictures of the points of interests you’ve chosen. Beside each picture, Sandia Peak Roswell Museum Albuquerque Tucumcari Historical Aerial Tramway and Art Center Palace of Governors Balloon Fiesta Research Institute copy the description you’ve written about each point of interest.

Black bears are some of the largest

mammals in North America.

They are omnivores that

New Mexico is full of wildlife. More than 150 species of mammals roam New Mexico’s four regions. usually roam the forests of our When the rst explorers entered New Mexico, they found and hunted larger “big game” mammals that included mule deer, pronghorn, and bison. state. Omnivores are ______Today, the bison have almost disappeared and pronghorns are protected. Only mule deer are commonly seen in New Mexico. Some of New Mexico’s other big game mammals include bighorn ______sheep, black bears, javelina (hae•vuh•LEE•nuh), mountain lions, coyotes, elk, and oryx. New Mexico’s smaller mammals are preyed upon by some of these larger, more powerful ______predators. It is not unusual to see jackrabbits and squirrels running along New Mexico’s roadways on a hot sunny day. At night, you can hear sounds of kangaroo rats, bobcats, and badgers scurrying Favorite foods of black bears include ______in search of food. Don’t get too close to the spotted and striped skunks; they will defend themselves ______by spraying a foul smelling perfume that is sure to keep your friends away from you! Raccoons, gray fox, and ringtails are also part of New Mexico’s small mammal population. Black bear cubs only weigh about eight ounces at birth. Full grown females can

BIG GAME MAMMALS weigh ______

Black bears are New Mexico’s state mammals. They are omnivores that usually roam the forests and full grown males can weigh ______of our state. Black bears will also travel to the desert areas of New Mexico if they can’t nd food and water in their own habitats. Their favorite foods are green plants, insects, and fruit. Like other The fur colors of black bears can be ______mammals, black bears are covered with a layer of thick fur to keep them warm. The fur color of black bears can actually be black, tan, or brown. Beginning in late summer and Beginning in late summer and early fall, black bears search for ______early fall, black bears search for acorns and other high protein foods. They build fat layers for added warmth. ______During the colder months, black bears nd a quiet place at the base of a tree or under the ledge of a large rock and remain inactive They build fat layers for ______for part of the winter. Building fat layers and resting during the Two other interesting facts I’ve learned about black bears are ______winter helps black bears survive when food is dif cult to nd. Black bear cubs only weigh about eight ounces at birth. Full ______BLACK BEAR grown females can weigh as much as 600 pounds and males can weigh up to 1,200 pounds! Black bears are protected by strict laws ______and only a limited number of hunting permits are issued each year. ______

______

Name ______

NEW MEXICO BIRD MAP

New Mexico is home to over 480 types of birds. More than half of the bird species that live in North America can be found in New Mexico. Some of these birds live in our state all year long. Many birds come from other states to visit New Mexico for a few months each year. New Mexico’s mild summers are perfect for visiting and resident birds to build nests and begin raising families. As you read about some of New Mexico’s most popular birds, you will notice that each has its own special nest building and egg laying habits. BASIN AND RANGE REGION POPULAR BIRDS FOUND IN NEW MEXICO

Great horned owls can be found throughout the United States. In New Mexico, they live mostly in the Great Plains region. Great horned owls havePreview yellow eyes, dark bills, and white patches under their throats. Their bodies are streaked with colors of brown, black, and gray. Great horned owls are only 20 inches long, but they have wingspans of 55 inches. If you stretched out your arms and measured the length from the longest nger on your left hand to the longest nger on your right hand, you would get Copy a pretty good idea of a great horned owl’s wingspan. Great horned owls build their nests high in trees or steal the nests of hawks, eagles, and crows. Females lay two or three grayish-white eggs that hatch 30 days later. Young great horned owls leave their nests 60 days GREAT HORNED OWL after hatching. Like most owls, great horned owls eat small mammals and are able to turn their heads completely around without moving their bodies.

mockingbird

F AST FACTS • Great horned owls are able to y without making any noise. Known as “silent ight,” their fringed ight feathers allow them to land without alerting their prey that they are coming. • Both great horned owl parents take turns sitting on the eggs to keep them warm. The young owlets have their adult ight feathers just six months after being born.

This activity will review your knowledge of cardinal and intermediate directions. You should remember that north, south, east, and west are the cardinal directions. On a map these directions are labeled N, S, E, and W.

N he rst humans to live in North America and the area now known as the state of New Mexico were T NW NE hunters. Archaeologists (ar•kee•OL•uh•jists) believe that these hunters were originally from the W E continent of Asia. They entered North America by walking across the Bering Land Bridge. SW SE The “bridge” was actually a strip of ice that was 1,000 miles wide. It connected northeast Asia to western Alaska thousands of years ago. Wild animals crossed back and forth over the Bering Land S Bridge. The Asian people followed the animals to North America. When the ice melted, the frozen Compass Rose bridge disappeared, and the water raised the level of the sea. The people who followed the animals into North America had no way to get back to Asia. They continued following the wild animals throughout North America. Some of these people settled in New Mexico. Between the four main directions are the intermediate directions. Northeast, or NE, is the direction between north and east. Southeast, or SE, is the direction between south and east. Southwest, or SW, is the direction between south and west. Northwest, or NW, is the direction between north and west.

ARCTIC OCEAN Remember, a reference point is also important for nding your location. A reference point is simply a starting point. It’s dif cult, for example, to travel southwest if you don’t have a starting point. ASIA

ALASKA EXAMPLE: Chaco Culture National Historical Park is southwest of Palace of Governors.

This example gives you some very important information. It tells you that your reference point, or starting point, will be Palace of Governors. It also describes in which direction you will be traveling. BERING SEA Locate Palace of Governors on your Ancient Dwelling Map. Put your nger on Palace PACIFIC OCEAN of Governors and slide it southwest. You should see a picture of Chaco Culture National Historical Park already placed there for you.

Name ______MAKING A PUEBLO DWELLING

ANCIENT DWELLING MAP You have been studying about New Mexico’s ancient peoples and the types of dwellings they built. In this activity, you will be making a miniature pueblo like New Mexico’s Pueblo peoples once made.

MATERIALS: Scissors, glue, coloring pencils, and pueblo patterns.

Palace of Governors

Chaco Culture 1. Color the pueblo patterns. National Historical Park PreviewCopy

Smokey Bear State Park 2. Cut out the Upper and Lower pueblo patterns along the bold black lines. It is very important that you do not cut off the bold black lines.

Do New Mexico! © 2010 120 Do New Mexico! © 2010 121 splashpublications.com splashpublications.com CABEZA (CAH•VAY•THAH) DE VACA (THAY•VAH•KAH) New Spain was interested in attaining more wealth. From the Spanish capital in Mexico City, treasure seekers were sent out in every direction. The rulers of New Spain were eager to hear stories of land that could be conquered and treasures that could be found. Spanish explorer Cabeza de Vaca offered such a story. In 1528, Cabeza de Vaca and a group of about 300 men were exploring the Florida You have just nished reading about New Mexico’s early Native Americans. Until the 1530s, Native coast when a storm completely destroyed Americans were the only groups of people living in New Mexico. In fact, the only people living in all their ship. De Vaca and a small group of of North America were Native Americans. In the late 1500s, strangers began arriving in New Mexico. survivors used the wood from the wrecked Who were these people and what did they want? In order to understand, it is important to travel ship to make rafts. A few months later, Cabeza back to the 1500s, to the country of Mexico. de Vaca, an African slave, and two other Spaniards arrived half dead on the Texas coast near the THE AZTEC EMPIRE present-day city of Galveston. In the 1500s, the Aztec people lived along the Gulf of Mexico, south of New Mexico’s Native Native Americans in Texas took the four men captive Americans. The Aztecs were fearless warriors who created a huge empire that included many and used them as slaves. After several years, the four men cities and towns. They built this empire by escaped. For the next eight years, Cabeza de Vaca and his defeating other groups of people. men wandered through the American Southwest on foot. The Aztecs would take control of In 1535, they traveled through present-day New Mexico. GULF OF A year later, the group reached Mexico City in New their enemy’s land and make them pay MEXICO yearly taxes. Warfare was considered a Spain. AZTEC EMPIRE religious duty by the Aztecs. De Vaca and his men told wild stories about Prisoners taken during war were their adventures. They convinced the Spanish CABEZA DE VACA sacri ced to the gods. The Aztecs created rulers and other Spanish explorers that there were Seven Cities of Gold their own calendar, built large temples for located in present-day New Mexico. According to De Vaca, even the streets religious ceremonies, and created huge in these cities were paved with gold. sculptures. FATHER MARCOS DE NIZA AZTEC FARMERS In 1539, three years after hearing the stories of Cabeza de Vaca, Father Marcos de Niza led a The Aztecs were farmers who group of Spanish explorers on a journey to nd the Seven Cities of Gold. The group was guided by practiced slash-and-burn agriculture. They Esteban, the African slave who had traveled with Cabeza de Vaca. Esteban traveled ahead of the chopped down trees and burned a section of group and promised that if he found gold, he would send back a messenger carrying a wooden cross. forest, then planted crops in the clearing. The If the cross was big, it meant that Esteban had discovered a large amount of gold. ashes from the burned trees fertilized the Esteban was gone for a long period of time. Finally, a messenger returned to the group soil. Aztec farmers also dug canals to irrigate carrying a wooden cross that was six feet tall! Knowing that this meant a large amount of gold had their crops. They turned shallow lakes into farmland by scooping up mud from the lake bottoms been found, Marcos de Niza and his group of explorers rushed to catch up with Esteban. They soon to form islands. The seeds were planted in the islands. Wet mud was added regularly to water the discovered that the people who lived in the golden cities had killed him. Marcos de Niza planted crops. the cross in the hill above the Seven Cities of Gold and claimed the area for Spain. He rushed back to Mexico City to tell of his discoveries.

Name ______ll in ll 1598

Think about the ways we learn about history. Reading books, seeing movies, looking at photographs, studying maps, searching the Internet, digging for bones, and holding pieces of pottery are some of the ways that we learn about the past. 1542 Francisco Coronado Coronado returned to returned Mexico City There are two types of sources to help us learn about what happened in the past. Primary sources are in New Spain recorded by people who were there at the time. If you have ever read a diary or an autobiography, ______people

then you were reading something that was written by the person who was actually recording the the Zuñi Francisco Coronado’s Coronado’s events and experiences as they were happening. Diaries and autobiographies are primary sources. men defeated Letters, interviews, photographs, maps, bones, and pieces of pottery are other examples of primary sources because they give us “ rst-hand” knowledge of an event that took place in history. 1540

Secondary sources are recorded by people after an event took place. Many books have been written Mexico Hernando the Gulf of Cortés sailed about important historical events and people. A book written in 2005 about the rst missionaries in Cuba to from New Mexico is a secondary source because the author didn’t interview any of the missionaries and can’t give any “ rst-hand” knowledge of their experiences. Movies, biographies, newspaper stories, and encyclopedias are other examples of secondary sources because they give us “second-hand” colony knowledge of events that took place in history. 1539 rst Spanish rst Juan Oñate established Preview New Mexico’s Since you were not present for any of these events, this time line would not present Since you were

You have just nished studying about New Mexico’s ancient peoples and the explorers who changed Mexico in Cabeza de through New through Vaca traveled Vaca their lives. These people were the rst to explore, settle, and begin New Mexico’s history. Copy of gold search In this activity, you will decide whether a source of information is a primary source or a secondary 1535 source. On the lines provided, put a “P” next to the primary sources and an “S” next to the secondary sources. Name Marcos de Marcos cities of gold for the seven Niza searched Niza searched 1. ______Artifacts found by archaeologists in New Mexico.

2. ______A model of a Pueblo village built by a student in your class. 1521 his army Cortés and defeated the 3. ______Remains of an Anasazi village in the Four Corners region. Aztec Empire be considered a secondary source . be considered In the rst part of this activity, you will use your information about New Mexico’s Spanish Explorers to you will use your information about New Mexico’s Spanish Explorers rst part of this activity, In the the missing events on time line. 4. ______A time line of events that took place in the 1500s.

: 5. ______The diary of Cabeza de Vaca describing his explorations through the Southwest. 1519 I 6. ______Father Marcos de Niza’s autobiography. IRECTIONS ART

P D 1. cut out each missing event. Cut along the dotted lines. Use your scissors to carefully 2. on the time line above. order to glue the events in their proper Use your information about New Mexico’s Spanish Explorers 7. ______A piece of adobe from the walls of a Spanish mission built in the 1600s. that they happened. The time line below lists important dates time line is a tool used to list dates and events in the order A that the Spanish arrived in America and visited present-day New Mexico. Notice that many of the events are missing. New Mexico. Notice that many of the events are America and visited present-day that the Spanish arrived in

Do New Mexico! © 2010 128 Do New Mexico! © 2010 129 splashpublications.com splashpublications.com You have already read about Spanish explorers and settlers in New Mexico and the rest of the Southwest. Spain only controlled part of the land in America. Colonists from Great Britain were ore than 100 villages of Pueblo peoples lived in New Mexico when the rst Spanish explorers and M busy taking control of land in the East. In 1776, these colonists fought for and won freedom from colonists arrived. Life for these Native Americans changed forever after the Great Britain. They named themselves the United States of America. The United States was growing arrival of the Spaniards. very quickly and needed more land. France and Spain controlled the land that the United States After settling in New Mexico, the Spanish colonists needed. realized that the climate was dry and terribly hot. The ground was hard and the new colonists had to work too THE LOUISIANA PURCHASE many long hours to plant their farms. Instead of doing it In 1803, France agreed to sell its land, known as the Louisiana Territory, to the United States. themselves, the Spanish colonists forced the Native Americans The sale of the Louisiana Territory became known as the Louisiana Purchase. The Louisiana Purchase to do it for them. cost the United States 15 million dollars and added 800,000 square miles of land to PANISH ISSIONS S M the United States. This almost doubled The Native Americans were expected to work long L OUI the size of the United States and gave the hours in the elds planting crops and raising animals to feed SIAN United States complete control of the Spanish colonists. The Pueblo were also forced to pay taxes A P M the Mississippi River. I S U S IS to the Spanish colonists. The Pueblo paid these taxes with corn R SI P CH PI As you can see by the from their own farms and blankets they had made. The Native A S E map, Spain still controlled Americans were often beaten and starved. UNITED STATES most of the land west of the R

E The rulers in Spain wanted the Native Americans to R SPANISH TERRITORY Louisiana Purchase, including give up their native customs and become allies with Spain. DISPUTED TERRITORY a large part of the land we now Spain’s rulers hoped that the Native Americans would PRESENT-DAY NEW MEXICO call New Mexico. help ght if Spain ever went to war against another GULF OF MEXICO When we look at a map country. Building missions and training an army of of the United States today, Native Americans would give Spain a rm hold on we see that it is divided into 50 sections, or states. If you have a map of the United States in your New Mexico. classroom, ask your teacher to pull it down for you so you can see that New Mexico is part of these 50 To prepare the Native Americans for states. Spanish control, the missionaries forced the Pueblo to become In the early 1800s, New Mexico was not even mentioned on the map. Have you ever Christians. Priests began to preach that the Pueblo gods were wondered how New Mexico nally got to be part of the United States? To nd the answer to this evil. SPANISH MISSIONARY question, we need to go back to the 1800s. The Pueblo were not permitted to practice their native customs, speak their native languages, or celebrate their native ceremonies. Spanish soldiers NEW SPAIN’S CONTROL destroyed the kivas (KEE•vuz) and many of the Pueblos’ religious artifacts. Native Americans who By the early 1800s, Spain had controlled New Mexico and its other territories in New Spain refused to give up their Pueblo beliefs were punished and thrown in prison. for over 300 years. The Mexican settlers in New Spain grew tired of being controlled by Spain. They weren’t permitted to make any decisions or laws without rst getting permission from the king of Spain. They didn’t want to be told what to do by a country that was thousands of miles away.

Name ______

MOUNTAIN MAN STORY

Have you ever wondered what it would have been like to live back in the 1800s, and explore the land in New Mexico like mountain men James Pattie, Pauline Weaver, Kit Carson, or Bill Williams? In this activity, you will travel back in time and write a story about when New Mexico was an unsettled and dangerous place to explore.

DIRECTIONS: • Before beginning your story, organize your thoughts by answering the ve questions below. • Write your rough draft on separate paper and have it edited. Make sure you During the 1800s, mountain men traveled West in search of beaver. The skins were used in the include all of the details from the ve questions you answered. United States and Europe to make expensive beaver hats. By the late 1850s, the fur trade era had ended because beaver hats were replaced with silk hats as the newest fashion in Europe. In this • Write your nal draft on the special paper provided by your teacher. Attach extra paper if you need more space. activity, you will follow written directions to draw a beaver.

• Be prepared to read your story aloud to the rest of the class! DIRECTIONS: Very lightly sketch out the rst step. Then, also very lightly add step 2. Continue in this way until all four steps are completed. In each drawing, the new step is 1. Describe who you were and what you looked like. ______shown darker than the step before it so that the lines can be clearly seen. You should keep your drawing very light. ______

______

2. Explain your reason for traveling through the West. ______Preview ______

______3. Describe the kinds of danger you faced along your journey. ______Copy

______1. Draw these shapes to form the head and body.

______

4. How did you survive in a place where Native American attacks were so common? ______

______

5. Will we read about you someday? If so, how did you become famous? ______2. Add lines to form the legs, the feet, and the tail. ______

______Do New Mexico! © 2010 138 Do New Mexico! © 2010 140 splashpublications.com splashpublications.com THE GADSDEN PURCHASE In 1853, Mexico sold more land to the United States. This was known as the Gadsden Purchase. The Gadsden Purchase added 29,000 square miles of land to the United States and cost the United States 10 million dollars. The land included the southern half of Arizona and part of the present-day state of New Mexico. The United States organized this land into the New Mexico Territory. A governor for the New Mexico Territory was selected. He lived in Santa Fe, New Mexico.

There are only two ways to take over a territory: buy it like the United States did with the Louisiana Purchase, or win it in a war. In 1846, twenty ve years after the creation of the Santa Fe Trail, the United States became interested in taking control of Mexico’s land in the Southwest. The United States was especially interested in California. The Mexican government refused to sell California to the United States. Mexico and the United States also argued over boundaries. The two countries could not agree on the southern boundary of Texas. It seemed that the only way to gain more land and settle the boundary dispute was to go to war. In 1846, the R

United States declared war on Mexico. G

RA N

Though Mexico was better prepared, the United DE

I States had stronger leaders and better equipment. From V

E GADSDEN PURCHASE 1846 to 1847, the United States won almost every battle fought. R American armies, led by famous men like Colonel Stephen TREATY OF GUADALUPE-HIDALGO Kearney, Kit Carson, John C. Frémont, Captain Philip Cooke, and Pauline Weaver marched in and easily took over Santa Fe, California, Tucson, and other Mexican territories.

A PLAN FOR PEACE Within a short time, Mexico had lost four times as many men in battle than the United States. In the spring of 1847, President NEW MEXICO’S CONNECTION WITH MEXICO James Polk sent Nicholas P. Trist to discuss a peace treaty with Today, New Mexico’s connection with the country of Mexico continues. Although the two are separated by guarded borders and completely different systems of government, many Mexicans Mexico. President Polk hoped that this would end the war. JOHN C. FRÉMONT AND KIT CARSON The president of Mexico refused to talk about peace with the travel to New Mexico in search of jobs, education, and better lives in the United States. People from United States. The Mexican War continued. In August, the United States Army marched into Mexico Mexico who want to enter the United States must rst get permission from our government. If City and captured Mexico’s capital. Mexico’s president stepped down and a new government took approved, they may stay and work or go to school for a period of time. Some are even allowed to power in Mexico. The new leaders feared that if they didn’t sign the peace treaty with the United become United States citizens. This takes a lot of time and effort. States, the war would continue and more Mexican land and lives would be lost. Not all Mexicans who enter New Mexico do so legally; some slip by our border patrol agents and nd New Mexicans who will hire them without reporting them to the government. Often the THE TREATY OF GUADALUPE-HIDALGO jobs are in the hot sun doing dif cult work for little pay. The Mexicans take the low paying jobs On February 2, 1848, a peace treaty was signed between Mexico and the United States in the because it is better pay than they would receive in their own country doing the same type of work. Mexican village of Guadalupe-Hidalgo. In this agreement, Mexico accepted the Rio Grande River Many Americans complain that these jobs should go to people who live in the United States legally. as the southwestern boundary of Texas. Mexico also gave the United States its entire region of New Trade between the United States and Mexico is very important to both countries. Ideas and Mexico. This included the northern half of Arizona and the land that became the states of California, products move back and forth between New Mexico and Mexico. Mexico sends fresh vegetables, Nevada, Utah, Colorado, New Mexico, and Wyoming. In return, the United States paid Mexico 15 fruits, and other products to New Mexico. Some American businesses have built factories in Mexico. million dollars. Mexicans who already lived in the area were permitted to remain and become United These factories pay Mexican workers to make American products. States citizens. Do New Mexico! © 2010 62 Do New Mexico! © 2010 63 splashpublications.com splashpublications.com

Name ______DIRECTIONS: • Use your scissors to cut out the envelope along THE Mexican War the bold black lines. • Fold the envelope along the dotted black lines. • Slip your letter inside the envelope, and seal the back of it with a single piece of tape or a sticker. Have you ever wondered what it would have been like to be alive during the Mexican War? What part do you think you would have played in the war? Maybe you would have been a soldier, ghting on the front line. Or maybe you would have been a commander like Colonel Stephen Kearney or Kit Carson. Perhaps you would have been a doctor or nurse caring for the wounded, or a Native American ghting for your land. Imagine the stories you would have to tell your friends and family when you returned from the war.

DIRECTIONS: Pretend you are part of the Mexican War. Decide what part you play in the war. Write a letter to someone back home. Tell them about your adventures. Make sure that your letter includes:

HEADING: Write your name on the rst line, your address on the second line, and the date on the third line. (Remember, it’s 1846.) GREETING: This is where you write the name of the person to whom you are writing. The Greeting usually starts with Preview Dear ______and always ends with a comma. BODY: This is where you write your letter. The rst sentence of the Body is always indented a few spaces. CLOSING: This is where you end your letter. The Closing should match the type of letter you are writing. If the letter is to someone you don’t know very well, you might use Copy Sincerely or Best Regards. If the letter is to a friend, you

might use Your Friend or Love. The Closing always ends with a comma. X

SIGNATURE: This is the of cial end to your letter when you sign your name. The Signature is always in cursive. X

S • Before beginning your letter, organize your thoughts by answering the four questions on the next page. • Write your rough draft on separate paper and have it edited. • Turn the envelope so the stamp is in the upper • Write your nal draft on the special paper provided by your teacher. right-hand corner. Write the address of the • When you are nished with your nal draft, place it in the envelope that your person the letter is going to in the center of the teacher will give you. Properly address the envelope. envelope. • Be prepared to read your letter aloud to the rest of the class! • Put your return address in the upper left-hand corner of the envelope. Do New Mexico! © 2010 145 Do New Mexico! © 2010 148 splashpublications.com splashpublications.com During the 1870s, thousands of pioneer families followed the Santa Fe Trail from Independence, New Mexico did not automatically become a state after the Mexican War. Part of the land that would Missouri into Santa Fe, New Mexico. Some of these families helped build New Mexico’s rst one day become the state of New Mexico was won during territorial towns. The journey along the Santa Fe Trail was a dangerous adventure that took four to the Mexican War. The other part was purchased by the six months. Pioneers faced many challenges along the Santa Fe Trail. Sickness, lack of food, Native United States in the Gadsden Purchase. American attacks, and bad weather were some of the things that kept many pioneers from reaching In 1850, Congress created the New Mexico Territory. Santa Fe. The huge territory included the present-day state of New This activity will give you a chance to experience life on the Santa Fe Trail. As you make the journey Mexico, part of Colorado, all of Arizona, and parts of Nevada with your family, you will keep a record of your adventures in a journal. A journal is a primary and Utah. A large number of settlers moved into the new source that records events. Fortunately, many pioneers kept journals while traveling the Santa Fe territory. Many of the territory’s new settlers were cattle Trail. Without those journals, we would have a dif cult time learning about the past. ranchers from Texas who brought their longhorn cattle to graze on the territory’s grasslands. DIRECTIONS: Being part of a territory is not like being part of a state. People who are part of a state can vote for a governor to be their 1. Cut out the sample page and six blank journal pages. (Cut on the dotted lines so that leader. People who live in a territory have their governor chosen each full page makes two half pages. This will actually give you 14 pages.) for them by the president of the United States. He may not be the 2. Cut out and neatly color the front and back covers for your journal. person that the people want, because they did not get to vote for him (Cut on the dotted lines so that you have two half pieces.) or her. On December 23, 1850, President Millard Fillmore appointed James S. LONGHORN COW 3. Put your journal together. Put the front cover on top, the Calhoun as the territory’s governor. Governor Calhoun of cially took of ce in back cover on the bottom, and your 14 journal pages in Santa Fe on March 3, 1851. between. (The rst page of your journal should be the sample page with the picture. The second page should be SANTA FE JOURNAL SLAVERY the sample page with just the writing. Place your other While the New Mexico Territory was being settled, a battle was brewing in the United States blank pages in the journal the same way.) over the issue of slavery. Since the early 1500s, slavery had been a part of America. Huge ships 4. Staple your journal together along the left side of the cover. traveled to Africa where black people were captured and taken to America. Once in America, they were sold as slaves to white farmers who forced them to work on their tobacco and cotton 5. Choose six of the eight events pictured to write about. plantations. (You can choose to draw some or even all of your own pictures.) The slaves were the property of their owners, or masters. They worked in the elds from 6. Cut out and neatly color each event that you have chosen. morning until night. Slaves were paid no money, fed little food, and given poor clothing. They were not allowed to go to school and their white masters could beat them at any time for any reason. If 7. Paste each event on the journal pages that have the blank square. (If you’re drawing your slaves had any children, they too belonged to their white masters. own pictures, draw them in the square.) The New Mexico Territory already had a long history of slavery. When Spain controlled New 8. Write a journal entry for each event. As you write, keep in mind that each journal entry Mexico, the Spanish settlers had forced the Native Americans to be their slaves. Now, the territory must be dated. The sample page starts your journal on April 1, 1870. The rest of your was populated with American settlers who had brought their black slaves with them. journal entries should be dated after April 1. Your journal should end the day you arrive in Santa Fe.

e, and

on a rattle for

homemade biscuits.

o for his p

for

brought fruits and

, tob

rn flour

coffee

I spent my money

enty of

his fiddle.

garden, four slabs of bacon from the hog

think we will ever run out of food. Me? I’m just happy

tables from our

extra strings for

Pa bought bullets for his gun,

t ve

we slaughtered, and

I don’t to have a seat in the wagon.

the new baby that Ma is going to have on the trip. I also

bought four black licorice whips and two jaw breakers. To

share, of course. I’m a little worried about making it safely to

where we are going. I’ve heard stories of hostile Indians and

snow covered mountains that are taller than any I’ve ever seen. snow covered mountains that are taller than any I’ve ever seen.

My pa tells me that I worry too much about things that I can’t

change. I just hope that everyone in my family stays healthy Previewand the oxen remain strong.

not

My pa says Copy

in a town called Independence to pick

stopped

April 1, 1870

Today is the first day of our journey West. it is the first day of the rest of our lives. I’

exactly sure what that means, but I’m pretty excited

anyway. We

up all of our supplies for the trip. We loaded up on everything !

Do New Mexico! © 2010 152 Do New Mexico! © 2010 155 splashpublications.com splashpublications.com By 1890, New Mexico had been a territory for 40 years. The people of the New Mexico Territory were becoming impatient. They wanted New Mexico to become a state. Statehood would allow them to be involved in national decisions like making laws and deciding who would govern them and enforce those laws. Congress and other leaders in Washington who made the decisions for the United States were not anxious to make New Mexico a state. All of New Mexico’s outlaws and constant ghting with Name ______the Native Americans did not make New Mexico a very good choice for statehood. Most of New

Mexico’s residents were either Native Americans or Hispanics. These people had very different LAG

languages and customs from the people in the East. F New Mexico’s leaders even thought that changing the name to Navajo (NAH•vuh•hoe) or Lincoln might give the territory a better chance at statehood. Congress offered to make Arizona and New Mexico a state together. New Mexicans did not like this idea. TATE S S

NEW MEXICO’S STATEHOOD ’ Finally, on June 20, 1910, President William Howard Taft signed an Enabling Act which allowed the New Mexico Territory to write a constitution. One hundred delegates elected from every county in the territory met in Santa Fe to draft the constitution. EXICO On January 6, 1912, President Taft signed the proclamation admitting New Mexico to the Union as the 47th state. William C. McDonald was M elected as the state’s rst governor.

A new state is responsible for designing a ag and choosing EW

symbols to represent itself. In 1912, a state seal was approved as N the symbol of New Mexico. The state seal can be seen on the inside and outside of the capitol building. The seal is also stamped on all government papers to make them of cial. In 1925, the state ag was adopted. The ag is yellow with a red Zia Pueblo sun symbol in the middle. The circle of the sun represents prosperity and happiness to the Zia people. The Zia’s rays represent the four directions, the four parts of a day, the four stages of life, and the four seasons of the year.

8 Grid Math is a fun way to learn an important skill. Grids are used to nd places on maps, to track weather patterns, and in space exploration.

FOR EXAMPLE: If you want to draw a box where C meets 3 (C,3), you would go over to 7 C and up to 3, and draw the box in that space. On a map or an atlas, (C,3) may be the place where you would nd the name of a city.

4 6

3 2 5 1

A B C D Preview4 DIRECTIONS: In this activity you will use a grid system to put together a puzzle that should remind you of a New Mexico state symbol. You will need the 48 puzzle pieces (some of the puzzle pieces are below and the rest of them are on the next page), and the blank grid. 1. Cut out the puzzle pieces one at a time (cut around the thick black line of Copy3 the square). Glue that piece in its proper place on the empty grid before cutting out the next piece. Make sure that you do not turn the puzzle piece upside down or turn it on its side before gluing it; the way it looks before you cut it out is the way it should be glued onto the grid.

2. Follow the example above: If the puzzle piece is labeled (D,1), glue that 2 piece in the space where D meets 1 on the grid by going over to D and up to 1. 3. When you are nished, color in your picture with your coloring pencils.

4. The rst one has been done for you as an example. 1

ACDEFB

(D,1) (F,2) (B,4) (C,8) (D,6) (E,4)

NEW MEXICO COUNTY MAP

It takes many people to make sure that a state runs smoothly and everyone gets the protection they deserve. In New Mexico, just like in all other states, there are people who make the laws, people who make sure the laws are obeyed, and others who take care of law breakers and make sure they’re punished. These people are all part of New Mexico’s government.

NEW MEXICO’S CONSTITUTION In 1911, New Mexico wrote and adopted a state constitution. Like the other 49 states in the Union, the state constitution outlines the way the state’s government will be run. Although New Mexico’s constitution has never been completely rewritten, it has been amended, or changed, about 100 times. Most sections of the constitution can be changed if a majority of voters agree. Several parts of New Mexico’s constitution protect the voting and educational rights of the state’s Spanish-speaking citizens. Changing these sections of the constitution requires more than a majority of votes. New Mexico’s constitution also requires all laws to be published in both Spanish and English.

NEW MEXICO’S STATE GOVERNMENT The state government makes laws for the whole state of New Mexico. The head of the state government is the governor. New Mexico’s governor is voted in by the people once every four years. He or she has many men and women to help make and enforce the laws of the state. Santa Fe has always been the capital city of New Mexico. The capital city is the central place of government for a state. The governor and all of the state of cials have their of ces in the capital city. Many important decisions for New Mexico are made in Santa Fe. 9 In 1610, New Mexico’s rst capitol was built in Santa Fe. In 1966, this capitol was replaced by a new building. The new capitol is a round building with four extensions, or wings. Like New Mexico’s ag, the capitol was built to look like the sun sign of the Zia Pueblo people. To the Zia, the sun is a symbol of happiness and prosperity. The original capitol, know today as the Palace of Governors, is a museum in Santa Fe. The Palace of Governors is the nation’s oldest continuously used public building.

LETTER WRITING: BE PERSUASIVE!

In New Mexico, ordinary citizens can help make important decisions. Citizens can contact state legislators to suggest laws that they would like to see passed or changed. Good citizens, like yourself, can speak directly with the men and women who have been elected to make the laws in our state.

In this activity, you will write a persuasive letter to a senator or representative about a law that you would like to see passed or changed. In a persuasive letter, the writer tries to convince another person to do something. When was the last time you thought about what it means to live in America and be a citizen of the United States? If you have ever studied about or visited other countries, then you have thought about this question before. You may have seen children who weren’t allowed or were too poor to go to school. Maybe you saw garbage in the streets or roads that were too rough to travel. Perhaps you DIRECTIONS: Write a persuasive letter to a New Mexico senator or representative about a have read about soldiers in other countries who stand guard with guns to make sure that everyone law that you would like passed or changed. Make sure your letter includes: does as he or she is told. HEADING: Write your school name on the rst line, your school FREEDOM IS NEVER FREE address on the second line, and today’s date on the third line. In the United States, everyone is guaranteed a free public education through twelfth grade. GREETING: This is where you write the name of the person to whom Your family is free to travel wherever it wants, buy whatever it needs, go to church wherever it you are writing. The Greeting usually starts with pleases, and speak without fear of being put in prison. Many children Dear ______and always ends with a comma. who live in other countries do not enjoy these same freedoms. BODY: This is where you write your letter. The rst sentence of the The freedoms that we enjoy do not come without a Body is always indented a few spaces. price. Freedom is never free. Many wars have been fought. CLOSING: This is where you end your letter. The Closing should match Thousands of soldiers have died ghting for our rights and the type of letter you are writing. If the letter is to someone Preview you don’t know very well, you might use Sincerely or Best freedoms. Great men and women have spent their entire lives to make sure the next generation of children and Regards. If the letter is to a friend, you might use Your Friend adults enjoys these same freedoms. It is our responsibility or Love. The Closing always ends with a comma. to be good citizens and treat our freedom like a precious gift. SIGNATURE: This is the of cial end to your letter when you sign your name. Copy The Signature is always in cursive. UNITED STATES CITIZENS •Before beginning your letter, organize your thoughts by answering the ve Living in the United States does not automatically questions on the next page. make someone a United States citizen. Residents of the • Write your rough draft on separate paper and have it edited. United States can be aliens, nationals, or citizens. Aliens are people who enter the United States • Write your nal draft on the special paper provided by your teacher. legally from another country. Aliens have some of the same freedoms and legal rights as United States • When you are nished with your nal draft, place it in the envelope that your citizens, but they cannot vote in elections or become leaders in government. teacher will give you. Properly address the envelope. Nationals are people who were born in a United States territory like the Virgin Islands, Puerto • Be prepared to read your letter aloud to the rest of the class! Rico, or Guam. Nationals have all of the same freedoms and legal rights as United States citizens. United States citizens are people who were born in the United States. If you were born in another country, but your parents are United States citizens, then you are also a United States citizen. • You can nd a current list of New Mexico’s senators and representatives on the FAST FACTS Internet by visiting http://www.nmlegis.gov/lcs/legislatorsearch.aspx • After deciding whether you will write to a senator or representative, click on Search by Name, District, or Zip Code. • Put in your zip code and press Search. Click on the senator or representative’s name to display his or her address. • Use the information on the website to properly address your envelope.

Do New Mexico! © 2010 75 Do New Mexico! © 2010 175 splashpublications.com splashpublications.com PUEBLO OF SAN ILDEFONSO (ILL•DAY•FAHN•SOH) In the late 1200s, the ancestors of the Ildefonso people abandoned their original villages at Mesa Verde. Their descendants now live at Pueblo of San Ildefonso where they are famous for creating black-on-black pottery. This unusual pottery, developed by famous award winning artists Maria and Julian Martinez, can be seen at the pueblo’s museum.

Education is very important to the Ildefonso people. Most of them SAN FELIPE PUEBLO speak both Tewa and English. A high number of students from the pueblo go on to college after high school.

Native Americans were New Mexico’s rst settlers. Cliff dwellings, pithouses, ancient kivas, PUEBLO OF OHKAY OWINGEH (OH•KEH•OH•WEENG•GEH) abandoned cities, and mysterious symbols carved in stone are all reminders that New Mexico was The Pueblo of Ohkay Owingeh used to be known as the Pueblo of home to native cultures before the arrival of San Juan. It was near here, in 1598, that Juan Spanish explorers and American settlers. de Oñate established New Mexico’s rst Spanish capital city. In 1680, Today, New Mexico is home to Popé (poe•PAY) led the Pueblo Revolt from the Pueblo of San Juan. OHKAY OWINGEH Today, Ohkay Owingeh is the largest pueblo of the Tewa-speaking thousands of Native Americans. There are 19 PUEBLO pueblos and ve reservations located in the peoples. The Pueblo of Ohkay Owingeh operates shing lakes, Bison state. Study the descriptions of New Mexico’s Park, a hotel, and two casinos. Carved red pottery and other traditional Native Americans and then locate their arts and crafts can also be purchased at the Pueblo of Ohkay Owingeh. pueblos and reservations on the map. PUEBLO OF SANTA ANA THE PUEBLO CULTURES The Pueblo of Santa Ana stretches The Pueblo cultures are descendants of across more than 63,000 acres east and west the ancient Anasazi (ahn•uh•SAH•zee) and of the Rio Grande River. What once started as a small farming community has grown into a huge agricultural industry for the Pueblo of Santa Ana. Mogollon (MOE•gee•yahn) peoples. In SANTA ANA PUEBLO the 1300s, the Anasazi and Mogollon Through land purchases, the Santa Ana people have increased the size of abandoned their villages in northwestern their pueblo and their wealth. and southwestern New Mexico and settled in Today, the Santa Ana Pueblo grows blue corn for use in the United “pueblos,” the Spanish word for towns. States and other countries. The blue corn is used in food and cosmetics. During the next four centuries, the The pueblo also owns a plant center and tree nursery that specializes in Pueblo cultures faced many hardships. The native New Mexican plants. Apache and Navajo (NAH•vuh•hoe) tribes The Pueblo of Santa Ana operates a casino, a hotel, a restaurant, a bowling alley, and a 27-hole entered New Mexico and threatened to end the peaceful way of life for the Pueblo peoples. Pueblo golf course. villages were raided for food and clothing. Pueblo children were stolen from their parents. The Spanish arrived a short time later and made life for the Pueblo even more dif cult. PUEBLO OF SANTA CLARA Explorers in search of gold trampled through Pueblo villages in hopes of nding treasure. Spanish Ancestors of the Santa Clara people once lived along the cliffs of missionaries forced the Pueblo into a life of slavery and tried unsuccessfully to convert them to the Santa Clara Canyon. In 1550, a drought forced them to move into the SANTA CLARA PUEBLO Christianity. Disease and starvation killed thousands of Pueblo peoples during this period. The Rio Grande Valley where they established the Pueblo of Santa Clara. Pueblo Revolt of 1680 ended Spanish control over the Pueblo for a short time. After the Mexican War, Famous artist Pablita Velarde was born at Santa Clara Pueblo. the Treaty of Guadalupe-Hidalgo granted land for the 19 Pueblo communities. Velarde ground colors of the earth into a powder and used it in her paintings. She has been called the mother of Pueblo painting because she introduced this type of painting to the world. Velarde died in 2006, but her pottery and other traditional arts and crafts can still be purchased at the pueblo’s annual Christmas bazaar (buh•ZAR) in December. Tours of prehistoric cliff dwellings, shing, and camping are also offered at Pueblo of Santa Clara. Do New Mexico! © 2010 77 Do New Mexico! © 2010 81 splashpublications.com splashpublications.com

“FIND THE FIB” CARDS FIND THE FIB

There are 19 pueblos and two Native Americans tribes in New Mexico. In this activity, you will use primary and secondary sources to collect facts about one of New Mexico’s Native American pueblos or tribes to make a game called “Find the Fib.”

DIRECTIONS: 1. Choose the pueblo or Native American tribe that you will use to make the game “Find the Fib.” You will nd a complete listing of these tribes in your information about New Mexico’s Native Americans. 2. Use your scissors to cut apart the “Find the Fib” cards given to you by your teacher. You will need 20 cards.

3. Use your coloring pencils to neatly color the symbols on the front of each card. 4. Use the information about New Mexico’s Native Americans to nd 15 true facts about the Native American tribe or pueblo you have chosen. 5. Write each fact on a separate card. Try to t the whole fact on one side of the card. 6. Make up 5 false facts, or “ bs” about your chosen Native American tribe or pueblo. Make the b as believable as possible so that it can’t be easily seen as a b. 7. Write each b on a separate card, just like you did with the true facts. Again, try to t the whole b on one side of the card. Preview 8. Mix and shuf e all of the cards together, so the true facts and bs are mixed together.

9. Number the cards 1-20.

10. Make yourself an answer key so you will know which cards are the true facts and which Copy cards are the bs.

11. Give your cards to 2 or 3 other people in the class to see if they can nd the true facts and the bs.

SAMPLE CARD FRONT BACK 1

The Navajo people once lived in hogans which were houses made of logs and mud.

Mining has been an important industry in New Mexico’s past and present economies. During the 1800s, gold and silver discoveries brought the rst miners to the New Mexico Territory. Today, the state of New Mexico ranks third in copper production behind Arizona and Utah. Coal, salt, and molybdenum (mah•LIB•duh•num) are other important minerals mined in New Mexico. Many people throughout the United Economy is a word used to describe the way people make money. No matter where you live, you must be involved in some activity that provides a way for you and your family to survive. Food, States and even people in other countries bene t from New Mexico’s mining industry. clothing, and shelter are basic needs in your family and every community throughout the world. These things are usually not given away for free. People must trade their time and labor for money. In this activity, you will use cardinal and intermediate directions to locate some of In America, we have a free enterprise system. This means that we are free to choose the type New Mexico’s most important past and present mines. of work we will do to make the income we need. If we want to work for a company, the owners of the company may require us to be educated about the company’s products or the way the company North, south, east, and west are the cardinal directions. On a map these directions are does business. We may also need to learn certain skills before working for a company. Some jobs pay labeled N, S, E, and W. more than others. It’s important to learn the skills and get the education for the job you want. N ON TRAH PAH ERS ENTREPRENEURS ( • • •NEW• ) NW NE Many people choose to make the money they need by running their own companies. These W E people are known as entrepreneurs. If you have ever sold lemonade on a hot summer day or cut SW SE your neighbor’s lawn and trimmed the bushes, you are an entrepreneur. Entrepreneurs decide how much money to charge for a product or service. They are S responsible for running their companies. They enjoy Compass Rose the freedom of making their own rules. Good entrepreneurs can make a nice pro t running their own companies. Of Between the four main directions are the intermediate directions. Northeast, or NE, is course, there are risks involved in becoming the direction between north and east. Southeast, or SE, is the direction between south an entrepreneur. and east. Southwest, or SW, is the direction between south and west. Northwest, or If you work for a company that sells NW, is the direction between north and west. lemonade and the weather turns cold, people may stop buying lemonade. The owner of the You will also need to use reference points to nd New Mexico’s mines. A reference company will lose money. You, however, will still point is simply a starting point. It’s dif cult, for example, to travel west if you don’t receive a paycheck because you work for someone else. If you own the company and nobody buys have a starting point. your lemonade, you will not make the money to buy the things you need. Entrepreneurs often risk large amounts of their own money to start their companies. If the product or service doesn’t sell, entrepreneurs could lose everything they have saved. Example: The Raton Basin coal mine is located west of Capulin Mountain National Monument.

This example gives you some very important information. It tells you that your reference point, or starting point, will be Capulin Mountain National Monument. Locate Capulin Mountain National Monument on your New Mexico map. Put your nger on the monument and slide it west. You should see a picture of the Raton Basin coal mine already placed there for you.

Name ______7. Questa mine is the largest employer in Taos county. The mine produces molybdenum for use in rocket parts and jet engines. Questa mine is located west of the Raton Basin coal mine. NEW MEXICO’S MINES 8. Kingston was once a gold mining town that in 1885 had a population of 7,000. The rst church in Kingston was built with $1,500 that was donated by miners who drank in the town’s 22 Compass Rose saloons. By 1980, less than 100 people lived in Kingston. Kingston is located northeast of the Chino copper mine.

9. The Mississippi Company employs miners who mine for Potash. Potash is a mineral that is used in fertilizer. The Mississippi Potash mine is located west of the Living Desert State Park. Aztec Ruins • National Monument Capulin Mountain Raton National Monument

• •

•

Petroglyph PreviewNational Monument Copy• OPEN PIT MINE • •

• • Living Desert State Park San Juan Basin Ancho Valley Quivera Kelly Poncho Villa State Park

Chino Cerrillos Questa Kingston Mississippi

Do New Mexico! © 2010 190 Do New Mexico! © 2010 191 splashpublications.com splashpublications.com THE NEW DEAL In 1933, Franklin D. Roosevelt became the thirty second president of the United States. When Roosevelt’s presidency began, there were 13 million people without jobs and almost every bank in the United States was closed. President Roosevelt planned to help New Mexico and the rest of the United States with a program he called the New Deal. Under President Roosevelt’s plan, all banks were shut down until they could be inspected by the government. Banks that were permitted to reopen had to guarantee that Americans would never By the early 1900s, New Mexico’s economy was booming. Farmers were growing fruits and again lose all of their savings. vegetables. Ranchers were fattening their cattle and transporting them all over the United States. The New Deal put thousands of people back to work Miners were busy removing silver, copper, iron, gold, and coal from New Mexico’s mines. Oil had repairing roads, cleaning parks, building dams, and growing been discovered. There were plenty of jobs for everyone. trees in our nation’s forests. In New Mexico, work began on In 1914, World War I started. It was the biggest war that the world had ever seen. The United the Conchas Dam. Workers were paid twenty ve cents per States did not plan to enter the war. Instead, the United States sent money and supplies to Europe, hour to construct the dam using shovels and sledgehammers. where the war was being fought. In 1917, Germany sank several United States cargo ships. The Farmers who were willing to grow certain crops and raise speci c United States declared war on Germany and entered World War I. animals were given money by the government. The Federal Art Project put writers, artists, actors, UNPREPARED FOR BATTLE musicians, and historians to work preserving New Mexico’s The United States had not planned to enter World War I. Our military troops were not ready Native American and Hispanic cultures. for battle. Afraid that Mexico would help Germany, soldiers from Arizona, New Mexico, and Texas were immediately sent to guard the border between Mexico and the United THE END OF THE GREAT DEPRESSION States. The New Deal created jobs for Americans so Many New Mexicans volunteered to ght during World War I. National they could work and get their homes back. President Guard troops from New Mexico were sent rst to Camp Kearny in California and Roosevelt’s plan also helped Americans feel more secure then on to France where they trained new soldiers, guarded prisoners of war, by providing money for people who were too old or sick and fought to keep German soldiers out of France. to work. It also aided people who had been injured or lost In addition to the men who volunteered during World War I, women their jobs. For the rst time in America, the government set in New Mexico served as nurses. Miners worked quickly to remove silver and up a minimum wage. Laws were passed that made it illegal for FRANKLIN D. ROOSEVELT other metals from the ground that could be used to make ammunition. Ranchers children under a certain age to work. slaughtered cows to feed the soldiers. Farmers in New Mexico planted war gardens. Native Americans in New Mexico and the rest of the In order to provide enough food for the men and women ghting the war, New Mexicans conserved United States also bene ted from President Roosevelt’s New Deal. The Indian Reorganization Act of food by giving up sugar, fat, wheat, beef, and pork on certain days of the week. 1934 stopped the sale of tribal lands and gave land back to the Native American groups. The New Deal helped bring the United States out of the Great Depression. THE END OF WORLD WAR I World War I ended in 1918. More than 100,000 Americans had lost their lives. The United States and its allies had successfully defeated Germany. The economy of New Mexico and the rest of the United States had been helped by the war. Training soldiers, guarding the borders, mining, and supplying the soldiers with food had all been paid for by the United States government. F AST FACTS •Millions of unemployed single young men were helped by New Deal When World War I ended, so did the need for many of New Mexico’s resources. With no programs that trained them for future military, factory, and farm work. •The men received clothing and were paid one dollar per day. They were ammunition to make and no food to ship to Europe, the demand for metal, farm animals, and permitted to keep ve dollars per month. The rest of the money they crops suddenly disappeared. Miners, farmers, and ranchers weren’t making any money. Workers earned during training was sent to their families. suddenly found themselves unemployed. Without jobs, families couldn’t afford to buy the things they needed.

P- 47 Thunderbolt

During the 1930s, Europe was going through a Great Depression much like the United States. Two European countries, Germany and Italy, allowed dictators to take over their governments. Together with Japan, they declared war on their neighbors. Germany, Italy, and Japan were known as the Axis Powers. They planned to take over the world. The P-47 Thunderbolt, also known as the T-Bolt, Juggernaut, or Jug, was the largest single-engined ghter plane in the skies during World War II. The P-47 HE EGINNING OF ORLD AR T B W W II could reach speeds of 412 miles per hour! Pilots who ew it into combat called it In 1939, Great Britain and France, two allies of the United States, declared war on the Axis “unbreakable,” and “the plane that could do anything.” Powers. This started World War II. The United States was not worried at rst. President Franklin Roosevelt promised that the United States would not get involved in the war. By the summer of 1940, Germany had defeated France. Germany planned to attack Great In this activity, you will follow written directions to make a model of the famous Britain next. The United States became concerned. It even began to spend money training its soldiers P-47 Thunderbolt. and making weapons. Still, the United States decided not to get involved in the war. Great Britain fought hard against Germany. In January 1941, President Roosevelt and other leaders of the United States nally met with Great Britain’s leaders. Great Britain really needed the 1. Your teacher will give you two pages with Thunderbolt Plane patterns. help of the United States to defeatPreview Germany and the Axis Powers. Color the plane body, nose weights, wings, and tail. Instead of going to war, the United States gave 50 billion dollars in weapons to Great Britain to use during the war. President Roosevelt hoped that supplying its allies with weapons would keep our country from actually going to war. Copy ATTACK ON PEARL HARBOR

The United States and Japan had not been friendly with each other for quite awhile. The GLUE GLUE Side B United States did not like the way Japan treated France. To help France, the United States stopped sending important products to Japan. The United States and its allies also stopped Japan from purchasing oil. They hoped that Japan would not be able to fuel its airplanes and ships. By 1941, Germany had taken over most of Europe. Japan made secret plans to take control of Asia. Only the United States stood in Japan’s way. On December 7, 1941, Japan launched a surprise Nose Weight air attack on Pearl Harbor in Hawaii. Pearl Harbor was a United States Naval Base. The attack lasted Nose Weight less than two hours. More than 2,400 Americans were killed. Japan sank or damaged eight American battleships, 13 other naval vessels, and over 150 airplanes. On December 8, 1941, one day after the attack on Pearl Harbor, the United States entered World War II. GLUE P-47 Thunderbolt Plane Pattern Thunderbolt P-47

GLUE Side A