Yemo's Representative and the Pueblo Revolt of 1680
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Chapter 7 the Enduring Hopi
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln HOPI NATION: Essays on Indigenous Art, Culture, History, and Law History, Department of September 2008 Chapter 7 The Enduring Hopi Peter Iverson Arizona State University, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/hopination Part of the Indigenous Studies Commons Iverson, Peter, "Chapter 7 The Enduring Hopi" (2008). HOPI NATION: Essays on Indigenous Art, Culture, History, and Law. 16. https://digitalcommons.unl.edu/hopination/16 This Article is brought to you for free and open access by the History, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in HOPI NATION: Essays on Indigenous Art, Culture, History, and Law by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. CHAPTER 7 The Enduring Hopi Peter Iverson “What then is the meaning of the tricentennial observance? It is a reaffirmation of continuity and hope for the collective Hopi future.” The Hopi world is centered on and around three mesas in northeastern Arizona named First, Sec- ond, and Third. It is at first glance a harsh and rugged land, not always pleasing to the untrained eye. Prosperity here can only be realized with patience, determination, and a belief in tomorrow.1 For over 400 years, the Hopis have confronted the incursion of outside non-Indian societies. The Spanish entered Hopi country as early as 1540. Then part of Francisco Vásquez de Coronado’s explor- ing party invaded the area with characteristic boldness and superciliousness. About twenty Spaniards, including a Franciscan missionary, confronted some of the people who resided in the seven villages that now comprise the Hopi domain, and under the leadership of Pedro de Tovar, the Spanish over- came Hopi resistance, severely damaging the village of Kawaiokuh, and winning unwilling surrender. -
1771 Urrutia Rio Abajo
Plano de la Provincia Interna de el Nuebo Mexico 1779 4 3 2 Library of Congress Geography and Map Division - Terms of Use 1 1: San Juan 1776 Quote: (1776) The church looks like a gallery, and its furnishing is as follows: The altar screen extends from top to bottom. Governorn Vélez Cachupin paid for it and left the design up to Father Junco. The result is a great hulk like a monument in perspective, all painted yellow, blue, and red. In the center hangs and old oil painting on canvas of St. John the Baptist, 2 varas high by 1 1/2 wide, with a frame of painted wood. The king gave this. ...below the altar screen are the following: An image in the round entitled Our Lady of the Rosary. It is small, and its adornment amounts to nothing more than the following gewgaws. Dress and mantle of tatters of mother-of-pearl satin. A moth-eaten wig. Tin-plate crown. Paper pearl earrings. ...now for the altar: An ebony cross with a bronze crucifix and silver corner plates, INRI, and Dolorosa. A small St. John, old and unseemly. And two brass candlesticks given by the King. ...On the walls that face the nave are two hideous adobe tables. Hanging on the wall on the right side is a large painting on buffalo skin of Lord St. Joseph, and on the left a similar one of St. John the Baptist. On the right side of the church is another adobe table with a canopy of the same design as the altar screen.. -
The Fight for a Continent Main Ideas the Spanish Move North • During
Mrs. Farrell Chapter 7 Social Studies Study Guide: The Fight for a Continent Main Ideas The Spanish Move North • During the 1500’s and 1600’s, New Spain expanded by establishing colonies in Florida and New Mexico. • Junipero Serra was a Spanish missionary who established a chain of nine missions in present-day California. • Although they never found the gold for which they were looking, Spanish expeditions from Mexico did spread Spanish customs, religious beliefs, and artistic styles throughout the Southwest. French Explore the Mississippi • French exploration of the Mississippi River led to new French colonies in North America. Map and Globe Skills: Compare Maps at Different Scales • Small-scale maps show a large area and few details, and large scale maps show a small area and many details. The French and Indian War • In the French and Indian War, the British, French, and Native Americans fought for control of a large part of North America. Objectives • Explain Spain’s reasons for wanting a colony in Florida. • Describe the early Spanish colonies in New Mexico. • Analyze the causes and effects of the Pueblo Revolt. • Identify ways in which French settlers learned from Native Americans. • Explain how La Salle’s explorations led to the expansion of New France. • Relate the location of New Orleans to its success as a port city. • Compare and use scales to measure distance on maps. • Identify the cause of conflicts over land among the British, French, and Native Americans. • Describe the beginning of the French and Indian War. • Explain how the British were able to win the French and Indian War. -
Colorado Southern Frontier Historic Context
607 COLORADO SOUTHERN FRONTIER HISTORIC CONTEXT PLAINS PLATEAU COUNTRY MOUNTAINS SOUTHERN FRONTIER OFFICE OF ARCHAEOLOGY AND HISTORIC PRESERVATION COLORADO HISTORICAL SOCIETY COLORADO SOUTHERN FRONTIER HISTORIC CONTEXT CARROL JOE CARTER STEVEN F. MEHLS © 1984 COLORADO HISTORICAL SOCIETY FACSIMILE EDITION 2006 OFFICE OF ARCHAEOLOGY AND HISTORIC PRESERVATION COLORADO HISTORICAL SOCIETY 1300 BROADWAY DENVER, CO 80203 The activity which is the subject of this material has been financed in part with Federal funds from the National Historic Preservation Act, administered by the National Park Service, U.S. Department of the Interior and for the Colorado Historical Society. However, the contents and opinions do not necessarily reflect the views or policies of the U.S. Department of the Interior or the Society, nor does the mention of trade names or commercial products constitute an endorsement or recommendation by the Department of the Interior or the Society. This program receives Federal funds from the National Park Service. Regulations of the U.S. Department of the Interior strictly prohibit unlawful discrimination in departmental Federally assisted programs on the basis of race, color, national origin, age or handicap. Any person who believes he or she has been discriminated against in any program, activity, or facility operated by a recipient of Federal assistance should write to: Director, Equal Opportunity Program, U.S. Department of the Interior, 1849 C Street, N.W., Washington, D.C. 20240. This is a facsimile edition of the original 1984 publication. Text and graphics are those of the original edition. CONTENTS SOUTHERN FRONTIER Page no. 1. Spanish Dominance (1664-1822) .• II-1 2. Trading �nd Trapping (1803-1880) . -
Hopi Running Overview
Hopi Running Overview: This lesson provides an introduction to the role of running in Hopi history and culture. It also includes a running activity that can be team-taught with a physical education teacher. Objectives: Ø To understand the importance of running in Hopi culture. Ø To emphasize the significance of running for the sake of health. Ø To compare and contrast the historical and current traditions/ goals of running. Ø To utilize map skills, recognizing locations and latitude and longitude coordinates. Grade Level/Subject Area: Ø 4-8 Ø Arizona/Hopi History Ø U.S. History Ø Social Studies Ø Physical Education Materials Ø Student Activity Sheets Ø Readings Ø Maps of Arizona and New Mexico Ø Paper for messengers Timeframe: Ø 2-3 days Background Hopis are well known for running great distances at record speed. In Native- American history and culture, the tradition of running can be traced to mythic folklores. It was believed that ancestors and animals showed Indian men and women how to run, and that mythic races helped to organize the world. In Hopi culture, running has practical as well as ceremonial reasons. Several centuries ago, Hopis did not own cattle, sheep or burros, and they had to rely upon game- capturing, which required them to cultivate the practice of running. Besides running for gaming purposes, Hopis also ran in search of food. When there were no horses for transportation, running helped to cover great distances. Moreover, running races were organized between neighboring villages. There were occasions when runners from villages such as, Oraibi and Walpi would challenge one another to run races. -
Colorado by Gerson INTRODUCTION
Colorado By Gerson INTRODUCTION Today I am going to talk about Colorado. My dad went there to visit several years ago. So I am going to give you lots of facts about Colorado. One fact about Colorado is the stat capital is Denver. Another fact about the state that I am researching is that the largest city is as well Denver. Another fact about Colorado is that the major cites are Colorado Springs,boulder, and Fort Collins. The population is 6,483,802 people. Another fact about our state is that the number of counties is 64. Another fact about Colorado is that the surrounding state are Utah,Wyoming,Nebraska,Oklahoma,and New Mexico. PHYSICAL DESCRIPTION Now I am going to talk about physical description Another fact about our state is that the area is 104,100 square miles Colorado is the 5th biggest state in the USA. Another fact about the state that I am researching is that the large rivers are the Colorado river,rio grande,Arkansas river, and south platte river. The large lakes are grande Lake and blue Mesa reservoir. Another fact about the state that I am researching is that the highest point is Mt Elbert at 14,433 feet above sea level. STATE SYMBOLS AND EMBLEMS Now I am going to talk about state symbols and emblems. One fact that discribe state symbols and emblems is that the state flag was adopted on June 5 1911. Another fact about Colorado is that the state nickname is centennial state,colorful Colorado. STATE HISTORY In 1706, Juan de Ulibarri and his soldiers explore the region centered around what is now the city of pueblo. -
Everything Will Be Changed: the Horse and the Comanche Empire
Everything Will Be Changed: The Horse and the Comanche Empire Stephen Kwas Senior Division Historical Paper Word Count: 2474 “Remember this: if you have horses everything will be changed for you forever.”1 - Attributed to Maheo, Creator God of the Cheyenne Bones of over 1,000 horses lay bleaching under a hot Texas sun, months-old remnants from the last stand of one of the greatest equestrian powers in history: the Comanche. Spanish horses allowed for the Comanche and other tribes of the Great Plains, who had lacked horses for over 15,000 years, to transform their societies. Upon its arrival, the Comanche immediately capitalized on the horse and used it to break the barrier of human physiology—the limits of human endurance which significantly restricted hunting, raiding, and trading—and created a vast trade empire. Many have romanticized this history by arguing that the horse was beneficial to all Comanches.2 This paper, however, argues that the horse brought wealth and power to some Comanches, but also brought slave markets, marginalization of women, constant warfare, and social stratification to their society. The tragic irony was that the horse, the very technology that allowed them to conquer their environment, eventually destroyed the ecological balance of the Plains and made them vulnerable to American invasions. Pedestrianism: Life before the Horse Before European contact, Plains Indians relied on farming as much as hunting and often oscillated between the two.3 Although the bison served as their main source of food, Plains 1 Alice Marriott and Carol K. Rachlin, Plains Indian Mythology (New York, NY: Meridian, 1975), 96. -
Unit 3: Exploration and Early Colonization (Part 2)
Unit 3: Exploration and Early Colonization (Part 2) Spanish Colonial Era 1700-1821 For these notes – you write the slides with the red titles!!! Goals of the Spanish Mission System To control the borderlands Mission System Goal Goal Goal Represent Convert American Protect Borders Spanish govern- Indians there to ment there Catholicism Four types of Spanish settlements missions, presidios, towns, ranchos Spanish Settlement Four Major Types of Spanish Settlement: 1. Missions – Religious communities 2. Presidios – Military bases 3. Towns – Small villages with farmers and merchants 4. Ranchos - Ranches Mission System • Missions - Spain’s primary method of colonizing, were expected to be self-supporting. • The first missions were established in the El Paso area, then East Texas and finally in the San Antonio area. • Missions were used to convert the American Indians to the Catholic faith and make loyal subjects to Spain. Missions Missions Mission System • Presidios - To protect the missions, presidios were established. • A presidio is a military base. Soldiers in these bases were generally responsible for protecting several missions. Mission System • Towns – towns and settlements were built near the missions and colonists were brought in for colonies to grow and survive. • The first group of colonists to establish a community was the Canary Islanders in San Antonio (1730). Mission System • Ranches – ranching was more conducive to where missions and settlements were thriving (San Antonio). • Cattle were easier to raise and protect as compared to farming. Pueblo Revolt • In the late 1600’s, the Spanish began building missions just south of the Rio Grande. • They also built missions among the Pueblo Indians of New Mexico. -
Lancer Luminaries on the Cover EWC President
ancer uminaries Vol. No. 15 L L Summer Spotlight on Eastern Wyoming College A magazine for EWC alumni, contributors and friends FOUNDATION BOARD MEmbERS Patrick Korell, President Tom Gardner, Vice-President Dr. Donna Beth Downer, Secretary/Treasurer Dr. Tom Armstrong, College President Barbara Bonds Bruce Brown Chuck Brown Dick Glandt Joe Guth Kathryn Kelly Deidre Newman Blake Ochsner Gary Olson John Patrick Todd Peterson Bill Rueb Marion Smith, MD Ryan Schilreff Wayne Tatman EWC Board Trustees George Nash, President Angie Chavez, Vice President John Patrick, Secretary Mike Varney, Treasurer Lowell Kautz Julie Kilty Gary Olson In This Issue Lancer Luminaries On the Cover EWC President . 3 Eastern Wyoming College 3200 West C Street Torrington, WY 82240 Features (307) 532.8200 EWC Foundation President . 4 1.866.EASTWYO Distinguished Service Award . 6 (1.866.327.8996) Distinguished Alumni Award . 7 Jerry and Diana Smith Gift . 9 Lancer Luminaries is published twice a year by the World Champion Dean Gorsuch . 10-11 EWC Institutional Development Office and the College Student Spotlight Julie Buckhaults . 12 Relations Office. It is distributed free of charge to Honoring a Veteran . 15 alumni and friends of the college. We welcome letters, articles, and updates! Jack Rosenthal - EWC Friend . 16 EWC Family Reunion . 18 Oliver Sundby, Institutional Development Director New Board of Trustee Members . 19 [email protected] 2011 Commencement Speaker . 19 Tami Afdahl, College Relations Director Science Wing Remodel . 20-21 Holly Lara, Administrative Assistant for Development Sondra Dent, Graphic Designer Sagebrush & Roses . 23 Visit our college website at ewc.wy.edu From the EWC President From an orbiting camera, you zoom in for a view of the earth; you can make out North and South America. -
Ute Unit: Study Guide and Follow up Activities., Stories About the Wolf and Coyotc the Race Between the Skunk And
DOCUMENT RESUME ED 249 000 RC 014 872 TITLE. Ute Unit: Study Guide and Follow Up Activities., INSTITUTION North Conejos School District, Capulin, SPONS AGENCY Office of Elementary and Secondary Education (ED), 'Washington, D.C. Ethnic Heritage Studies Program. PUB DATE 79 NOTE 22p. PUB TYPE Guides Classroom Use - Materials (For Learner) (051)' EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS American Indian Culture; *American Indian History; *American Indian Literature; American Indians; *Cultural Influences; Elementary Secondary Education; Reference Materials; *Supplementary Reading Materials; Units of Study IDENTIFIERS *Colorado (San Luis Valley); *Ute (Tribe) ABSTRACT The study uide and follow-up activities were designed primarily to give studentsa feeling of Ute life in the San Luis Valley in Colorado. The unit begins' with six Southern Ute stories about the wolf and coyotC therace between the skunk and the coyote, the f -rog and the eagle, why the frog croaks, the bear (Que Ye Qat), and the two Indian brothers. A unit test consistingof listing, matching, and essay questions follows the stories.along witha student evalVation form and a reference list of titles thatare available on the Utes. The next section presentsa chronology of Ute history beginning in 1 A.D. when the Shoshonean speaking people separated from other Ute-Aztecan groups about the beginning of the Christian.era to 1972 when the Pine Nuche Purasa, motel-restaurant-community building complex, built by theSouthern Utes at Ignacio was opened. The last section acknowledges the contributions and culture of the Utahs, the people referred today as the Utes. (ERB) ***,******************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. -
Teacher Guide a Seventh Grade Integrated Reading Unit
TEACHER GUIDE A Seventh Grade Integrated Reading Unit Migration of the Pueblo People to El Cuartelejo Cali Letts Virginia A. Wulfkuhle Robert Hoard ARCHAEOLOGY POPULAR REPORT NUMBER 6 Historical Society All rights reserved. May not be reproduced without permission. ©2014 Acknowledgments Cali Letts would like to thank the following individuals for their help in developing this unit: Robert J. Hoard, State Archeologist, Kansas Historical Society Virginia A. Wulfkuhle, Public Archeologist, Kansas Historical Society Mary Madden, Education/Outreach Division Director, Kansas Historical Society Marcia Fox, Curriculum Specialist, Kansas Historical Society Bobbie Athon, Public Information Officer, Kansas Historical Society Teresa Jenkins, Public Information Officer, Kansas Historical Society Linda Kunkle Park, Senior Graphic Artist, Kansas Historical Society Kansas Historical Society Teacher Advisory Group Janet Franklin – literacy coach Sheila Howard – seventh-eighth grade social studies teacher Ruben Kent – American Indian consultant Bev Ney – sixth-seventh grade language arts teacher Jenay Weekly – sixth-eighth grade gifted teacher Dee White Eye – school social worker and American Indian counselor Jeanne Moe, Director, Project Archaeology, Montana State University Joelle Clark, Curriculum Director, Project Archaeology, Northern Arizona University Kris Shaw, Assessment/Reading Technical Assistant, Kansas State Department of Education Lynn Vasquez, History, Civics-Government, Economics, & Geography Program Consultant, Kansas State Department of Education Kim Rasmussen, Curriculum Coordinator, Auburn Washburn Schools USD 437 Pat Stein, retired teacher and volunteer reviewer David M. Brugge, retired National Park Service scientist and researcher, New Mexico Sylvia Rodriguez, Professor of Anthropology, University of New Mexico Rick Stevens, Superintendent, Lake Scott State Park Project Archaeology is a national heritage education program for educators and their students. -
El Cuartelejo Pueblo Brochure
FloorFloor PlanPlan N Stone from the surrounding hills windows, and small paired post was used to build El Cuartelejo holes in the corners of most rooms pueblo. Walls were plastered suggested entrance by ladders EL CUARTELEJO inside and out with adobe, and the through openings in the roof. roof was made of willow poles or After 1899 much erosion and brush covered with mud. When disintegration took place. When Only Known Indian Pueblo in Kansas first excavated, abundant char- the Kansas State Historical coal, burned tools, adobe, and Society re-excavated the pueblo in quantities of the charred corn were 1970, portions of the stone found, all evidence that the pueblo hearths, two sections of the outer when occupied. El Cuartelejo pueblo as it may have appeared had been destroyed by fire. There wall and several post holes were were no indications of doors or all that remained. Equal opportunity to participate in and benefit from programs described herein is available to all individuals without regard to race, color, national origin, sex, religion, age or disability. Complaints of discrimination should be sent to Office of the Secretary, Kansas Department of Wildlife and Parks, 1020 S Kansas Ave. Suite 200, Topeka, KS 66612-1327 06/07 EL CUARTELEJO According to Spanish accounts, its way north to determine the loca- two groups of Pueblo Indians from tion and strength of the French to New Mexico fled into the Plains to the north and east. About 150 miles escape Spanish rule. The first were north, the Spanish were attacked the Taos Indians who settled with a and most of them killed by Pawnee band of Plains Apache about 1664 Indians said to be under French and remained for several years.