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UNIT I THE O'ODHAM

O'ODHAM VILLAGE LIFE 11 Students will participate in simulated O'odham cultural activities to include an O’odham language lesson and role-playing various daily tasks such as food preparation, games, weaving and pot making.

PAGE 1.7

CREATE AN O'ODHAM VILLAGE 22 Students will place a fictional O'odham village along a Santa Cruz River map while using their knowledge of cultural needs and climate restrictions. They will describe the advantages of their chosen site and draw a sketch of their village. PAGE 1.17 UNIT I - STATE STANDARDS - 2006

Lesson 1 - The O'odham SUBJECT STANDARD DESCRIPTION

S1 C2 PO1 describe cultures of prehistoric people in the Americas S1 C2 PO2 describe cultures of Mogollon, Anasazi, SOCIAL S1 C3 PO3 describe the location and cultural characteristics of Native STUDIES S4 C5 PO1 describe human dependence on environment and resources to satisfy basic needs

S1 C4 PO2 use context to determine word meaning S1 C4 PO3 determine the difference between figurative and literal language S1 C6 PO1 predict text content READING S1 C6 PO2 confirm predictions about text S2 C1 PO1 identify the conflict of a plot S2 C1 PO5 describe a character's traits

S1 C1 PO1 generate ideas WRITING S1 C1 PO5 maintain record of ideas

MATH S4 C1 PO2 identify a tessellation (mat weaving)

SCIENCE S4 C3 PO1 describe how resources are used to meet population needs

Lesson 2 - Create an O'odham Village SUBJECT STANDARD DESCRIPTION

S1 C2 PO1 describe the cultures of prehistoric people in the Americas S1 C2 PO2 describe the cultures of Mogollon, Anasazi, Hohokam SOCIAL S1 C3 PO3 describe the location and cultural characteristics of Native STUDIES Americans S4 C1 PO1 use map to solve problems S4 C5 PO1 describe human dependence on environment and resources

SCIENCE S4 C3 PO1 describe ways resources are used to meet population needs Unit I - THE O'ODHAM - BACKGROUND INFORMATION

The people who lived along Here they would hunt and STORYTELLING, the Santa Cruz River when eat any wild plants they could CEREMONIES AND the Spanish came were called find. The late winter and spring LANGUAGE the Sobaípuri, a branch of was a hungry time for the Storytelling plays a very the O’odham or . O'odham. important role in O’odham They farmed, hunted, and The Akimel O'odham (river life. For centuries, history, gathered along the Santa Cruz people, called Pima by the tradition, and culture have been and San Pedro Rivers and in Spanish) lived in permanent passed from one generation the nearby desert. villages in Central Arizona to the next through stories Unfortunately, very little is along the Gila, upper San and songs. The O'odham have known about the , Pedro and upper Santa Cruz traditional ceremonies that because they no longer exist. rivers. Because they usually mark different seasons and Many died and others got traditions in their culture, such married to members from other as the Wine Feast tribes. They were believed to (June 21st-the O'odham New have similar customs to those Year), the Salt Pilgrimage to of the neighboring O'odham, the Gulf of , and the whom we know a lot about. Deer Dance in the Fall. During The Tohono O'odham these ceremonies people sing, (desert people) still live in the dance, and tell creation legends of Arizona and other stories. O’odham and Mexico. They are also legends, therefore, are not just known as the Papago, the fun stories, but an important name given to them by the passing on of tradition and Spanish. Historically, in the language. The O'odham summer they lived in "field had a steady source of water language is also very important villages" located in the desert. year-round, they were able to them as it includes words They grew crops of corn, to grow more crops in their that are special just to the tepary beans, and squash along fields and to stay in permanant O'odham. (The O'odham dry arroyos or washes. Their villages. language is a member of the Uto- crops were then watered when The O’odham nation believe Aztecan language family, distantly the monsoon rains came. They themselves to be descendants related to , , Comanche also collected wild food like of the ancient Hohokam and Ute, among others.) mesquite beans and all kinds civilization or “those who of cacti. In the winter they came before.” Their culture moved to "well villages" in the is rich and colorful, often mountains where they found reflected in traditional activities temporary springs. such as stories, dances, etc.

The O'odham Page 1.1 Unit I - THE O'ODHAM - BACKGROUND INFORMATION

Traditional Naming of an receive the first rays of the O'odham Homes O'odham Child rising sun; then he gives the The O'odham built their An important ceremony is the boy the name by which he house by digging a round flat naming of their children. will be known throughout hole in the ground about a foot life. However, nicknames deep. This hole kept the house are common and often are cooler in the summer and used instead of the baptismal warmer in the winter. Then name. If it is a girl, the kamult, they would put 4 posts in and godmother, delivers the speech some wood beams to connect and gives the name. The them (made from mesquite tree Before a child is a year parents in their turn name the trunks and branches). Next they old, the child is named by children of godparents that would pile other branches and friends of the parents in the just named their own child. brush to make their round pit following manner: the friends, “From the age of ten until house. They would also build a or godparents, accompanied about the time of marriage ramada near their pit house. A by other visitors, come for neither boys nor girls are ramada is made by standing up four mornings in a row. Before allowed to speak their own four poles and placing smaller sunrise, they sit on the ground names. The penalty is bad luck branches on top to make in front of the house where the in losing arrows in the case shade. They would use the pit child lives. First one and then of the boys, and the rsalika or house to sleep in, everything another of the company holds kiaha stick for girls." else would be done under a the child for a moment. If it is “The name of a [dead] ramada. a boy, the kompalt (godfather) person is not used; he is repeats a ceremonial speech, [thought of] as the brother of passing his hands across the So-and-So. The word or words baby and holds him up to in the name, however, are not dropped from the language.

Page 1.2 The O'odham Unit I - THE O'ODHAM - BACKGROUND INFORMATION

Gathering and Basketry Games Tattooing The O'odham use more than Games were traditionally The O’odham practiced 450 desert plants for food, played by only boys or only both tattooing and body building materials, clothes, girls. It was a cultural taboo to painting.They usually tattooed medicine, and everything else. mix them. Only boys played boys and girls during their The desert was their grocery Ginz, the Pima Stick Game. teens between fifteen and store. They have been making The same would apply for an twenty years of age. baskets for centuries. This activity like food preparation, strong tradition continues done only by women. Both today. boys and girls performed duties such as tattooing and pottery, although most likely, males and females worked apart. Designs were first outlined in charcoal. The skin then was pricked with needle points dipped in wet charcoal. (Needle Baskets were first made points were made by using two strictly for practical uses, such to four Prickly Pear or Saguaro as transporting and storing thorns tied with sinew and materials, and food gathering. cotton.) They usually tattooed Some baskets were even used boys along the margin of as cooking containers. Hot the lower eyelid and with rocks were placed in a basket a horizontal line across the which was then filled with temple. Generally they made wet grain. The main materials a band design across the used for basket weaving are forehead with a series of lines bear grass, yucca leaves, or. short vertical zigzags. Like devil’s claw, and roots. No the boys they decorated the dyes are used. The natural girls along the lower eyelid. materials give the baskets their Two vertical lines pierced on distinctive colors. Although each side of the chin ran from most baskets today are used the top to the lower portion for decorative purposes, their of the jaw. On occasion these quality and attractiveness have two lines were connected remained unchanged. under the lip. Painting was then used to emphasize the tattoos.

The O'odham Page 1.3 Unit I - THE O'ODHAM - BACKGROUND INFORMATION

Wild Foods and Hunting Other Natural Resources The O' odham also gathered The O'odham stored much The land provided many many wild plant foods. Some of their food for use in lean other resources for the like mesquite beans (peshitas) times, like winter. Many foods O'odham. Baskets were were staples. They were were dried for storage. Fruits made using beargrass, gathered in large quantities were often made into jam or willow, cottonwood, yucca throughout the year. syrup. and agave. Clay was dug to make pottery. Houses and ramadas were made of mud with a wood frame. Wood was also used for making fires for cooking and heating. Water was used for drinking, cooking and farming.

O'odham text adapted from the writings of Leyland Thomas from the Akimel O'odham nation, and from The Pima Other plants, like carelessweed, Indians, Frank Russell, were eaten in large quantities Keep in mind that they had University of Arizona Press, when in season. A few of the no sugar until the Spanish Reprint 1975. wild foods included mesquite, arrived, nor were there grass seeds, prickly pear pads, domestic animals such as cholla buds, yucca, agave, cows, horses, sheep, goats or purslane, lambs-quarter, chickens. cattail, wolfberry, graythorn, Meat came from hunting hackberry and cacti. native animals such as In late spring the desert javelina, deer, jackrabbit and harvest began with the cottontail, and from fishing. emergence of leafy greens, They most likely hunted birds buds and flowers, and and reptiles, and may have succulent stems. But most eaten insects, especially in wild foods were gathered hungry times. in the summer when many desert plants fruit and set seed. Cactus fruit and nutritious seeds from grasses, trees and shrubs were collected in large amounts.

Page 1.4 The O'odham Unit I - DRESS OF THE UPPER PIMA MALE - BACKGROUND INFORMATION

Figure 9, page 87 from The Upper Pima of San Cayetano del Tumacacori, Charles C. Di Peso, 1956. Courtesy of The , Inc., Dragoon, Arizona.

The O'odham Page 1.5 Unit I - PIMA SUMMER AND WINTER GARB - BACKGROUND INFORMATION

From The Upper Pima of San Cayetano del Tumacacori, Charles C. Di Peso, 1956. Courtesy of The Amerind Foundation, Inc., Dragoon, Arizona.

Page 1.6 The O'odham LESSON OVERVIEW 1 Students will participate in simulated O'odham cultural activities to include an O’odham language lesson and role-playing various daily tasks such as food preparation, games, weaving and pot making.

Subjects Art, Social Studies, O'ODHAM VILLAGE LIFE Reading, Writing, Math, and Science Part I - The O’odham Language In this lesson, students are introduced to O’odham culture while learning to Preparation speak simple O’odham words and phrases. Part I - Review Background Information 1. Speaking only O’odham - not 3. Master Pages 1.10 and 1.11 and instructions. Make English, introduce the following contain a list of O’odham names. reference copies of Pages 1.5 & 1.6. greetings (Master Page 1.9): Use the list to create individual Part II - Make copies of Shap Pi Mas Ma? name tags or cards and distribute Master Pages 1.9 - 1.16 (How have you been?) them, one per student. Keep a and gather materials as needed. Shap Kaij? copy of all names as a teacher (What do you say?); reference. Materials Index cards; construction Pi has 4. Take roll-call in the O’odham paper; scissors; clay or (Nothing really), language: playdough; mesquite Shap chegig? a. Explain to the students your beans or corn, grinding (What is your name?) intention to take roll-call in stones, Pima Stick Game, O’odham. markers, etc. John bun chegig. b. Teach the response: haichug (I (John is my name.) Time am present). Part I - One or more Thvum nui. c. Call out each name in sessions. (I’ll see you again.) O’odham. Each student then Part II - Two or more 2. Introduce O’odham language replies by saying “haichug” sessions. and repeating their new phonetics to your class (Master O’odham name. Vocabulary Page 1.9) metate, mano 5. Ask students to practice their In doing so you will also be new O’odham name with other Reference to the reviewing English and Spanish classmates. Consider expanding Encounters Box grammer (All O’odham consonants R-6 Papago and Pima this lesson to teach counting and Indians of Arizona; are the same as in English. Vowels colors (see Master Page 1.9). R-10 Native American and pronunciation are the same as Games; in Spanish except the “e” which is R-17 Tape: O’odham Language Lesson pronounced as you would the “u” as in put).

The O'odham Page 1.7 LESSON 2 - CREATELESSON AND 1 -O'ODHAM O'ODHAM VILLAGE VILLAGE - LIFEMASTER PAGE 1.8

Part II - O’odham Village Life RESOURCES AND 1. Introduce aspects of O’odham village life by teaching at least two of REFERENCES the following activities. Consider setting up stations and have students Of Earth & Little Rain, rotate.* Bernard Fontana, U of AZ Press, 1989; Maintadam - Mat Makers Hihidodam - Food Preparers Papago and Pima Traditional activity for females. Traditional activity for females. Indians of Arizona, Use the instructions on Master Allow students to take turns Ruth Underhill, The Page 1.12 - 1.13. grinding beans or corn. One Filter Press, P.O. Box 5, Palmer Lake, CO Haha’um Nuatodam - Pot Makers traditional food was mesquite 80133, reprinted 1979; Traditional activity for both male and beans, which can be gathered Pima Indian Legends, female. easily around the Santa Cruz Anna Moore Shaw, Univ. of AZ Press, 1968; Use the instructions on Master Valley in late summer and early The Pima Indians, Frank Page 1.14. fall. Corn was also traditional. Russell, Univ. of AZ Chichvidam - Game Players The O’odham ground their grain Press, Reprint 1975; Traditional activity for males. with a mano y metate (mortar and A Pima Remembers, George Webb, Univ. of Have students play Ginz, the Pima pestle) which are still commonly AZ Press, 1959; Stick Game. The game is in the used in Mexico. If not available, Sharing the Desert: Encounters Box, or you can create find a flat rock to use as a mano The Tohono O'odham in History, Univ. of your own game with craft sticks, (pestle) and use concrete or AZPress, Tucson, 1994; using the instructions on Master pavement for the metate (mortar). “Shelter in the Pimeria Page 1.15 as a blueprint. *We suggest using cracked corn or Alta,” Pimeria Alta Historical Society Hegam mo ha'icu a:gida - Those chicken scratch for this activity. It Calendar; Nogales, 1993; who tell stories is cheap, readily available and Singing for Power, Stories were an integral part of the easy to use. Do not use any Ruth Underhill; Univ. O'dham culture. Use the story on of the finished product for of Press, Berkeley, 1938; to help students consumption!) Master Page 1.16 The Upper Pima of San imagine village life. Cayetano del Tumacacori, Charles C. Di Peso, The Amerind Foundation, * NOTE: The Ranger-led “Encounters” classroom presentation (See Unit V) involves having students role-play O’Odham people in a village setting which they Dragoon AZ, 1956. will create. Students, therefore, will need to be somewhat knowledgeable of each of these activities.

ENRICHMENT - Use the O’odham recording from the Encounters Box, red section, to teach “An O’odham Language Lesson,” Consider expanding the O’odham language lesson to include counting and colors. - Have students make their own name tags including a sketch of their O’odham name. - Invite an O’odham person from San Xavier, Sells or the Reservation to speak to your class or school.

Page 1.8 The O'odham LESSON 1 - AN O'ODHAM LANGUAGE LESSON - MASTER PAGE 1.9

AN O’ODHAM LANGUAGE LESSON Greetings How have you been? (usual greeting) John is my name. Shap ai Masma? John bun chegig What do you say? (informal greeting) How have you been this evening? Shap Kaij? Shap ai masma ida hudunk? Nothing really. I’ll see you again. (used like goodbye) Pi has. Tom ñei. What is your name? Shap chegig?

Vowels: All vowels are the same as in Spanish except “e” which is pronounced like the “u” as in P U T. All of the consonants are the same as in English.

A F A R G G E T M M OM SH S H O P B BOY H H A T N N I N E T T O M CH C H A T I R I N G Ñ CANYON U M U T E D HEARD J J A C K O B O A T V V A T E P U T K K I T P P I G W W A K E F F I X L L O O K S S U N Y Y O U

Numbers Colors

1. Hemako Red s-veg 2. Gook Yellow s-oam* 3. Vaik Blue s-cheedag* 4. Giik Green s-cheedag* 5. Hetasp Black s-chuk 6. Chudp White s-toha 7. Veva’ak Gray s-koomag 8. Gigi’ik Brown s-oam* 9. Humukt Orange s-oam* 10. Vestmam Like this hab mas ma How old are you? He’ekia ap ed ahidag? That is white. Heg ‘o s-toha. I am two years old! Gook ani ed ahidag! This is red. Id ‘o s-veg.

*Many colors have the same name and are distinguished by comparisons. For Example: “This shirt is orange like the sun.” Ida kamish ‘o ye s-oam tash vepo. “It is orange like this.” Goa s-oam ehta ith vepo.

The O'odham Page 1.9 LESSON 1 - O'ODHAM NAMES FOR GIRLS - MASTER PAGE 1.10 TRADITIONAL O'ODHAM NAMES FOR GIRLS

HO HOR KI MA HEOSIG HIIVAI TASH DA’A BUTTERFLY FLOWERS SUNFLOWER SUN FLYING

SHAKUT ‘O SIALIG CHEVEGI SIALIG VAUSEG S-VEGI HEOSIG NE’EODHAM MORNING DEW RED FLOWER MORNING CLOUDS SINGING RATTLE

GE’E HAAHAG CHEVOR GOOK HEOSIG S-MOIK BIG LEAVES WILLOW TWO FLOWERS SOFT

S-OAM HEOSIG CHUHUG HEVEL MU’I HAAHAG CHUHUG HEOSIG YELLOW FLOWER NIGHT WIND MANY LEAVES NIGHT FLOWER

S-KOOMAG NE’I HEOSIG KIOHO HAAHAG HOA HAAHAG HAAHAG SONG FLOWER RAINBOW LEAVES BASKET LEAVES GREY LEAVES

Page 1.10 The O'odham LESSON 1 - O'ODHAM NAMES FOR BOYS - MASTER PAGE 1.11 TRADITIONAL O'ODHAM NAMES FOR BOYS

JURUM KIOHOR GE’E MASHAD TONOT HU’U BAN MEMRADAM BEAR RAINBOW BIG MOON SHINING STAR COYOTE RUNNER

SGE’E BA’AG HAVPUL GAAT HAVANI TASH GAAT BIG EAGLE HAWK BOW RAVEN SUN BOW

S-OAM BA’AG BAN JU RU M S-VEG HUUN BROWN EAGLE COYOTE BEAR RED CORN

MAIHOGI BAN HIINEK HEVEL GAAT TASH ’O TONOR CENTIPEDE COYOTE HOWL WIND BOW SUN SPARK

HEVEL ’0 MER CHEVEG KIOHO U’UHIG A’AN HAVPUL KAVAR RUNNING WIND CLOUD RAINBOW BIRD’S FEATHER HAWK SHIELD

TheThe O'odhamO'odham Page 1.11 LESSON 1 - WEAVING ACTIVITY INSTRUCTIONS - MASTER PAGE 1.12

1 4 MAKE COPIES WEAVE OF MASTER ANOTHER PAGE 1.13 OR COLORED STRIP HAVE STUDENTS OPPOSITE TO MAKE THEIR THE ONE IN OWN ON STEP 3. CONSTRUCTION PAPER.

2 5 CUT ALONG CONTINUE DOTTED LINE, WEAVING STOPPING AT STRIPS THE BLACK UNTIL BOX, LEAVING COMPLETE. A 1/2'' MARGIN.

3 6 WEAVE A STRIP TRIM COLORED OF COLORED PAPER AND PAPER OVER GLUE STRIPS TO AND UNDER PAGE. THE CUT STRIPS.

Page 1.12 The O'odham LESSON 1 - WEAVING ACTIVITY STUDENT TEMPLATE- MASTER PAGE 1.13 Fold Here

The O'odham Page 1.13 LESSON 1 - COILING A SMALL POT - MASTER PAGE 1.14

COILING A SMALL POT

Materials AARDVARK® gray clay cone .06 - It is not necessary to Wooden spoon - 3 5/8'' craft size knead this clay. (Other types of clay may also be used.) Small bowl - cover just the bottom with water Masking tape - Tape the wax paper square to a flat sur- Smooth rounded stone - or halves of L'eggs® egg face. Run the tape completely across the top and the bottom Corrugated cardboard - cut a 5'' by 7'' square squares. Wax paper - cut a 12'' by 14'' square Sandwich bag - Place an 8 oz. piece of clay in the bag. Close the bag after each removal of clay. Toothpicks

This pot may be taken to a ceramic shop and fired in a kiln at cone .06. Allow it to dry about a week before firing.

4. Dip fingers into the water. Run the wa- 1. Shape and roll a small amount ter around the edge of the clay base and/ of clay into a ball about 2'' in di- or score/scratch with a toothpick. Coil ameter. the clay rope on the inside of the edge. Press the ends together.

5. Roll out a second rope of clay. Run 2. Flatten the ball of clay between water over the top of the first coil and the fingers forming a round patty form a second coilMake sure that the about 1/2'' thick. This is the base of coils do not connect on the same side. the pot. Place it on the cardboard The completed pot is about 2'' high and square. 3'' in diameter.

6. Use a toothpick to engrave designs on 3. Roll a chunk of clay into rope- the coils or smooth out the coils using like thickness to a length that will the stone or L'eggs® egg on the inside fit around the clay base. Roll the of the pot and patting and smoothing clay out on the waxpaper from the coils on the outside with the wood- the middle to the ends using both en spoon. Be sure the coils are bonded hands. together on the inside and outside of the pot before it is fired.

Permission granted by Southwest Learning Resources to reprint from Hohokam Arts and Crafts. For purchase of this book, contact Southwest Learning Center at (602) 991-0341.

Page 1.14 The O'odham LESSON 1 - THE PIMA STICK GAME - MASTER PAGE 1.15

The Pima Indians Pima Stick Game Prehistorically, the northern, or upper, Pima Draw a square on paper, the floor or the Indian nation covered a large geographic area in ground. Make marks for twelve stops (four on what is today and northern each side of the square). If the square is made on , Mexico. Their territory ran from the the ground, little holes should be dug for each Gila River (near Phoenix, Arizona) on the north stop. Each player could choose a small rock to the Sonora River (, Sonora) in the for a token to south, and from the (Yuma, move around the Arizona) on the west to the San Pedro River square. Players (Sierra Vista, Arizona in the east). They farmed the can draw straws river valleys, harvested the natural desert plants to determine and hunted in the mountains. In their villages, who gets to toss especially during winter evenings when their the sticks first. Start Here farming and hunting activities were limited, The players take they often played games to pass the time. One turns tossing such game was the “stick game,” played on a the sticks in the air to determine the number large “game board” marked out in a square on and kind of moves they will make. This is done the ground. Each player moved a pebble around by holding the sticks lightly in one hand and the square. The number of spaces the pebble hitting the bottom of them with a rock held was moved depended on how the markings on in the other hand, allowing the sticks to fall as a set of four sticks fell when they were tossed they may. All four sticks have to be used. The in the air, very similar to the rolling of modern- order in which the player chooses them will day dice. The markings on the sticks had determine how far forward his or her advance names such as “old man” and “old woman.” around the board will be. On the first toss, it is The object was to move the pebble all the way always wise to choose the backward movement around the square - once or several times - sticks first because one cannot move backwards depending on how long they wanted the game past the starting point. The markings on the to last. sticks and what they signify are described below. The first player to get completely around the board three times wins. Making Game Sticks The game sticks can be easily made using craft sticks. Have Move backward to end of the row. Move two spaces forward. students draw lines on both sides of each stick according Move two spaces forward. Move one space forward. to the patterns outlined on the right. Consider having them use Move forward all the way to end of row. Move backward to end of the row. a ruler and accurately measure the distance between lines. Move one space forward. Move forward all the way to end of row.

The O'odham Page 1.15 LESSON 1 - AN O'ODHAM STORY - MASTER PAGE 1.16

Ca Kai Choo and Bun An O’odham Story As passed down to Nathan Allen

Tohono is the home of Ca Kai Choo (quail) and Bun (coyote). Ca Kai Choo often played tricks on Bun. One time they took some of his body fat while he slept. Bun awoke and was angry! He chased the Ca Kai Choo, but they flew to safety, into their little holes along the Akimel (river). Bun went to the first hole and reached in. He grabbed the first Ca Kai Choo and growled, “Are you the one who did this to me?” A tiny peep, “No! try the next hole,” was heard. And so Bun went from hole to hole until he came to the last one. “Was it you?” Again a tiny peep, “No! try the next hole.” Bun stuck his paw into the next hole full of hanum (cholla)! Bun howled with pain as the Ca Kai Choo ran away with glee and laughter. Again Ca Kai Choo had gotten the best of Bun, their worst enemy!!!

Page 1.16 The O'odham LESSON OVERVIEW 2 Students will place a fictional O'odham village along a Santa Cruz River map while using their knowledge of cultural needs and climate restrictions. They will describe the advantages of their chosen site and draw a sketch of their village.

Subjects Geography, Art, Social CREATE AN Studies and Science Preparation O'ODHAM VILLAGE Make copies of the map on Master Page 1.18. 1. Brainstorm and discuss what 4. Utilizing the map of the Gather butcher paper and life was like for the prehistoric historic Santa Cruz (Master Page drawing supplies. people living along the Santa 1.18), have students, in groups, Time Cruz. select an appropriate area to found One session 2. Read and discuss the their own O’odham village. Have Vocabulary background information. students answer the following ki, ramada 3. Discuss and review with your questions: students what life was like along • Why is this a good site for a village? Reference to the Encounters Box the prehistoric Santa Cruz. • How will the villagers get enough food and water? B-15 Tumacácori Junior • Why did the O’odham people live Ranger Book • What problems might they have? where they did? R-6 Papago and Pima Indians of Arizona • What problems did they face? • 5. Ask students to draw either Where did they get food and supplies? a diagram or a sketch of their * * * * * * * * * * * • What was life like in the villages? • village, including at least three RESOURCES AND What kind of crops did they have? aspects of O’odham village life REFERENCES • What kind of crafts did they do? such as farming, hunting, games, weaving, pottery making, food Plants and People of the • What other activities were essential Sonoran Desert Trail, preparation, housing, and water Desert Botanical Garden to O’odham village life? trailguide; use. “Shelter in the Pimeria Alta,” 1993 Pimeria Alta Historical Society Calendar; ENRICHMENT , Ignaz Pfefferkorn, Sonora - Work with the whole class to create a model of an O’odham translated by Theodore village. This could be life-sized with a “ki” (shelter) and / or a Treutlein, Univ. of Arizona Press, Tucson, ramada, or to scale, made out of clay. 1989. - Use Tumacácori's Junior Ranger Book as a supplement.

The O'odham Page 1.17 LESSON 2 - SANTA CRUZ RIVER WATERSHED MAP - MASTER PAGE 1.18

Page 1.18 The O'odham