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The Pueblo of the American Southwest

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The Pueblo of the American Southwest The Pueblo of the American Southwest Christine Mills April 25, 2008 EDUC 405 Social Studies Methods Culture Kit Gail McEachron 2 Table of Contents Historical Narrative………. 3 Lesson #1…………………. 12 Lesson #2…………………. 18 Lesson #3…………………. 24 Lesson #4…………………. 22 Artifact #1………………… 28 Artifact #2………………… 31 Assessments………………. 34 Expenses………………….. 37 3 Historical Narrative – The Pueblo Indians Introduction “Native American” is a term we often use as a catch-all phrase to describe varying stereotypes – a pan-Indian caricature of bits and pieces of “Indian-ness.” In reality, though Native Americans make up less than one percent of the population of the United States, they embody half of its languages and cultures. This term, one that so often conjures the image of feathers and teepees, hunting and moccasins, represents over 500 groups that vary greatly in their backgrounds, from region to language to traditions to modern achievement. Unfortunately, one setting ideal for the perpetuation of such stereotypes is that of the school system. Elementary students, in particular, are susceptible, as information is often simplified at the lower levels. Students classify Native Americans as they have seen in books and films. Stereotypes may be positive or negative, either that of a peaceful resourceful people at one with nature, or a violent animal-like group. Even worse, many children believe Native Americans are people of the past, perhaps no longer even in existence. For example “a visitor to a child care center heard a four-year-old saying, “Indians aren't people. They're all dead.” This child had already acquired an inaccurate view of Native Americans, even though her classmates were children of many cultures, including a Native American child.” (“Teaching Young Children About Native Americans”) Native Americans merit great attention in our study of history as both the first peoples of America (“First Americans), and as equally valid and beautiful American cultures, both ancient and modern. Specific tribes should be studied – a unit on Pueblos or Sioux is appropriate, rather than one generic “Indians” unit – as well as differing time periods, in order to obtain a representative picture, and create an accurate understanding for elementary students. 4 The Pueblo are a group of Native Americans that live in New Mexico and Arizona. They get their name from their dwellings, also called pueblos (Spanish “villages”), made from stone or adobe. There are four different Pueblo languages, but the cultures of the groups are closely related. The Pueblo are descended from an older culture of the Southwest known as Basket Makers. The Pueblo and Basket Makers together are known as the Anasazi. The Basket Makers lived in similar dwellings (though not connected, and at times underground or in rock cliffs) and grew similar crops, but placed greater value on hunting. The transition to true Pueblo culture transpired around 700 AD. They began constructing kivas, underground ceremonial chambers, and cultivated various types of corn, as well as cotton. By this time, they lived across a large region, from central Utah to southern Colorado, as well as much of northern Mexico. Gradually, their territories grew less wide-spread (perhaps due to drought or conflict with other peoples), and instead became concentrated into leveled pueblo villages. Many of the villages still inhabited today were established between 1300 and 1700 AD. Today, their economy is still based on agriculture, growing crops such as corn, beans, cotton, melon, squash, and chili peppers, though they often add to it by keeping livestock and selling handicrafts, such as basketry and pottery. In 2000, the U.S. census indicated 60,000 people who identified themselves as Pueblo, with an additional 15,000 who were part Pueblo. The major Virginia Standards of Learning highlighted in this unit include SOL 2.2 and 2.12, with some examination of 2.6. The students examine the “lives and contributions” of the Pueblo, as well as exploring the U.S. as a diverse community. The standard 2.6 is aligned with a mapping lesson involving Pueblo architecture in which students examine a map of a Pueblo village and create a legend. National Standards highlighted include those covering art, geography, individuals, groups, institutions, people, places, environment, and global connections. Key Ideas and Events 5 One of the first significant events in the history of the modern Pueblo was the founding of their villages, which ranged from 1300-1700. There are currently 21 federally recognized pueblos, with 19 in New Mexico, one in Arizona, and one in Texas. Spanish Franciscan missionary Marcos de Niza encountered Pueblo in 1539, marking the first Spanish-Pueblo contact. Coronado led an expedition into America in 1540 that involved the Hopi people, but when he failed to discover gold, he left. His interactions with the Pueblo were much more violent than those of de Niza, however, as he killed hundreds of Pueblos who grew frustrated with the Spanish presence. A more lasting invasion began in 1598 with the Spanish occupation, which was largely represented by the Spanish missions founded in the pueblos. By 1630, there was a mission in nearly all of the Pueblo villages. In 1680, the Pueblo rallied, and revolted to throw off Spanish power. They united under Popé, a Tewan chief of San Juan , and maintained independence until 1692. Some other revolutions were attempted, including one in 1837 that lasted for several months, but none were so successful as this. The Pueblo passed from Spanish to Mexican control, but after the Mexican War ended in 1848, they came under U.S. control. When New Mexico and Arizona achieved statehood in 1912, this solidified the place of the Pueblo as a part of the United States. The Pueblo culture is rich in tradition and customs. They are a culture that thrives in its storytelling, evident even in so simple an aspect as the clay storyteller figurines that are common emblems of the Pueblo. They are an agricultural community that is successful in an arid desert climate. They are artistic, creating art in varying media, including sandpainting, pottery, and weaving. Another notable element about the Pueblo is that they do not live on reservations. They have maintained their communities for hundreds of years. Preservation of their traditional culture is very important to many Pueblo Indians. Many famous Pueblo individuals are either artists or authors, and numerous museums, monuments, and exhibits are dedicated to this enduring people. 6 Men, Women, Youth and Children The Spanish were surprised at times at the roles of men and women they discovered when they encountered the Pueblo. The Pueblo gave a much greater status to women than that of the traditional European female role. Women performed most domestic tasks – care for the house, children, gathering and preparation of food. They also participate in some of the farm work, particularly during the time of harvest. However, one remarkable aspect is that it is the Pueblo woman who owns the house. When a daughter marries, her husband joins her home, as opposed to the daughter moving to her husband’s family home. They are a matrilineal family, so genealogy is traced through the mother’s line and children are “spoken of as belonging to the mother” (“Pueblo Indian Social and Religious Organization”). Women occasionally help with heavier labor such as construction of homes and gathering of fuel, while men perform roles that might stereotypically seem those of a female. These include weaving cloth and blankets and making moccasins for their wives. They were also primarily responsible for hunting and growing crops. Less is known about the lives of Pueblo children. They are described as being “very obedient and only on very rare occasions are they punished” (“Pueblo Indian Social and Religious Organization”). For those Indians living on the pueblos, children are likely most connected to outside affairs through school. Children used to leave the pueblos to attend boarding schools established by the Bureau of Indian Affairs. One Zuni Pueblo, Virgil Wyaco, born in the mid-1920s, left for boarding school in the 7 th grade. He describes his experiences, both at school and at home: “My parents agreed to let me go, accepting my desire to broaden my life…Even when I was attending the Albuquerque Indian School I came home to Zuni summers and worked with the sheep and cut and hauled wood. I was big enough to do a man's work. Cutting wood took all day. We had to take a team and wagon to where we could find both piñon pine and cedar juniper.” (“A Zuni Life: 7 A Pueblo Indian in Two Worlds”) Later he describes how he began plowing the farm in 10 th grade. Clearly Pueblo children worked hard and were expected to take part in family chores. Another example of the daily lives of Pueblo children can be found in the book “Children of the Clay,” by Rina Swentzell. She describes a modern Pueblo family, how they live and work, and includes native stories and a description of the pottery-making process. Some famous Pueblo individuals include Popé, Pablita Velarde, and Leslie Marmon Silko. N. Scott Momaday, while not a Pueblo, has written largely about the Pueblo people, including his novel “House Made of Dawn,” which describes the Jemez Pueblo, and discusses the traditional Pueblo runners. Popé was both a religious and political leader, a Tewa medicine man who united the Pueblo in a rebellion against Spanish occupation in 1680. He sought after the full removal of all Spanish military and religious authority, emphasizing the cessation of Christian and Spanish cultural practices, even to the point of punishing using Spanish words and names. Though his rebellion was unsuccessful in the long term, it allowed for a merging of Pueblo and Spanish cultures that has created a distinctive culture in Southwestern American whose influences remain today.
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