United States Department of Agriculture

Chimney Rock National Monument Interpretation and Education Plan

Forest Service San Juan National Forest January 2018 CHIMNEY ROCK NATIONAL MONUMENT

Contents Background ...... 1 Purpose of This Plan. 1 Interpretive and Education Goals and Desired Outcomes ...... 2 Goal One: Welcome and Orient...... 2 Goal Two: Engage and Connect ...... 2 Interpretive and Education Goals and Desired Outcomes ...... 2 Goal One: Welcome and Orient...... 2 Goal Two: Engage and Connect ...... 2 Goal Three: Develop and Reinforce a Sense of Place...... 3 Goal Four: Showcase a Partnership Model...... 3 Interpretive Themes and Storylines...... 3 What Are They?...... 3 How Are Themes and Storylines Used?...... 4 Primary Theme ...... 5 Theme 1: Why Did They Come? Why Did They Leave? Where Did They Go? . . . 5 Theme 2: The Building of a Community...... 7 Theme 3: The Chacoan Connection...... 8 Theme 4: Sky Wisdom ...... 10 Theme 5: Learning about our Past, Preserving our Legacy...... 11 Theme 6: A Livelihood in this Landscape ...... 13 Additional Safety and Stewardship Messages...... 14 Visitor Capacity and Marketing. 14 Economic Opportunities...... 14 Current Visitation...... 15 Table 1 - Visitation May15-October 15, 2015 ...... 15 Capacity ...... 15 Marketing...... 17 Figure 1 - Source of Chimney Rock Information...... 17 Implications for Programming...... 18 Existing Interpretation and Education...... 18 Programs and Services...... 18 Table 2 - Existing Interpretive Programs ...... 19 Media...... 20 Table 3 - Existing Interpretive Media ...... 20 Interpretive Media Recommendations . 21 Figure 2 - Overview of Visitor Plaza,including future Interpretive Gallery...... 21 Exhibit Characteristics...... 32 Theme and Storylines Location ...... 33 Table 4 - Themes and Storylines by LocationConservation and Heritage Education . . .33 Colorado State Education Standards...... 36 Conservation and Heritage Education Programs at Chimney Rock...... 37 Table 5 - Recommendations for Existing Education Activities...... 37 Table 6 - Ideas for New Education Activities...... 38 Evaluation ...... 38 Design Guidelines ...... 39 Color Palette...... 39 Figure 3 - Pantone Color Palette for Chimney Rock NM...... 39 Fonts...... 40 Interpretive Panel Template...... 40 Figure 4 - Framing System ...... 40 Figure 5 - Interpretive Panel Template ...... 41 Cost Estimates ...... 42 Table 7 - Cost Estimates for all Phases ...... 42

Appendix A - 2012 Proclamation Establishing Chimney Rock National Monument. . . . 45 Appendix B - Other Applicable Direction from the Chimney Rock Management Plan . 49 Partnerships...... 49 Site Operation Standards ...... 49 Appendix C - Great Kiva Trail Interpretive Panel Proposal ...... 50 Appendix D - Conservation and Heritage Education Curriculum Modules...... 54 Appendix E - Resources for Conservation and Heritage Education...... 65 Interpretation & Education Plan

Background

Chimney Rock was declared a National Monument by Presidential Proclamation in 2012 because of the great value and significance of the spiritual, historic, and scientific resources of the site. The site was listed on the National Register of Historic Places in 1970, and is one of 39 Chaco Culture Archaeological Protection Sites designated under the Chacoan Outliers Protection Act of 1995.

In addition to its significant archaeological resources, Chimney Rock National Monumment is recognized as one of North America’s foremost archaeoastronomy resources. Chimney Rock also encompasses significant visual and landscape characteristics, geological and biological features, as well as objects of deep cultural and educational value. Many native people hold Chimney Rock to be an important place of cultural continuity. It is a landscape that shapes those who visit, and brings people together across time.

A Management Plan and Record of Decision (ROD) was released in August of 2015, and includes direction and guidance for the protection and interpretation of the scientific and historic objects of the Monument. A Master Plan and Logo Concept was subsequently completed in January 2016, followed by a more detailed Design Development in February, 2016. These documents establish the framework for interpretation of the Chimney Rock resources and stories. This Interpretation and Education Plan begins with that framework and further develops concepts and recommendations for both on-site and off-site programs and media for the Monument. It is a dynamic document that will be updated since tribal consultations are on-going; new knowledge and input will be incorporated as appropriate.

In April 2016, Chimney Rock National Monument was designated as a Valuing Outdoor Experiences Demonstration Area (VOEDA), 1 of only 26 such sites in the national forest system. These sites will form a Community of Practice that will focus on strenthening and deepening connections with the public through outdoor recreation experiences. Interpretation and education will be the primary tools.

Purpose of This Plan

The purpose of this Interpretation and Education Plan is to provide the goals and desired outcomes for interpretation and education at the Monument, along with the recommendations and guidelines for making it happen in a professional and high-quality manner. More specifically, it will:

»» Help achieve the desired conditions and objectives for interpretation shown in the Chimney Rock Management Plan. »» Articulate the significant interpretive themes and storylines to be displayed or presented both on and off-site. »» Provide assistance for maximizing Conservation Education. »» Describe exhibit concepts and make recommendations for implementation. »» Establish Design Guidelines (fonts, color palette, exhibit style). »» Provide cost estimates to help plan future steps in design and construction.

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Interpretive and Education Goals and Desired Outcomes

Goals describe the overall intent of the Chimney Rock National Monument (NM) interpretation and education programs.

Desired outcomes describe the kinds of results the Chimney Rock NM staff can expect from their investment in interpretive and educational services. They also articulate what we want visitors to know, feel, and do while visiting the area or upon their return home (also called interpretive objectives).

Goal One: Welcome and Orient Visitors are given a warm welcome and orientation by professional and courteous staff to Chimney Rock NM, its programs and facilities. Visitors are equipped with the maps, information, and services they need to have a safe, enjoyable, and legal visit.

Outcomes (Know, Feel, Do) »» Visitors are oriented to recreational opportunities, facilities, and services available at Chimney Rock NM, year-round, after hours, and both on and off-site. »» Visitors are aware of the regulations to which they must adhere during their visit, and understand their purpose. »» Visitor feedback indicates that guests were treated in a professional manner and felt welcome. »» Visitors understand the fragile and irreplaceable nature of archaeological resources and cultural deposits, and the importance of leaving them undisturbed and in place. »» Visitors do not get lost, or injure themselves or others.

Goal Two: Engage and Connect Create an environment where visitors are intrigued about the Chimney Rock story, engaged with exhibits and programs, and find themselves connecting with both the environment and the cultural heritage in a manner that inspires them to know, feel, and/or do more.

Outcomes (Know, Feel, Do) »» Visitors learn about and gain respect and value for the objects of the Monument and the ongoing needs for protection and stewardship. »» Visitors leave Chimney Rock NM with a better understanding of the ancestral Puebloans that lived here, their daily life, ceremonial practices, architecture, ceramics, and their knowledge and use of astronomy. »» Visitors find a sense of connection with this landscape and its history, finding relevance to their life today. They are inspired to take stewardship actions at the Monument and at home. »» Visitors leave with a strong sense that there are many similarities between the ancestral Puebloans and themselves. »» Visitors seek out opportunities to visit modern Pueblos to better understand Puebloan traditions by witnessing modern practices and celebrations (Feast Days, ceremonies open to the public). Page 2 Interpretation & Education Plan

Goal Three: Develop and Reinforce a Sense of Place Visitors get cues from staff, exhibits, and interpretive media that they are in a special place—rare and significant—and are confident that it is being managed and protected in a professional manner.

Outcomes (Know, Feel, Do) »» Visitors can see and feel that exhibits and other interpretive media borrow from the landscape and heritage of Chimney Rock for their design theme. »» Visitors recognize the significance of the National Monument designation (only 1 of 11 in the Forest Service) and the role of the Forest Service and its partners in managing and protecting the natural and cultural resources. »» Visitors are confident that resources are being protected, new discoveries are being made, and there is good cooperation among all interested parties. »» There is an increase in volunteerism and donations to the visitor center, showing that people want to be a part of, or contribute to, Chimney Rock NM. »» Visitors understand and respect the importance that Chimney Rock has for today’s Tribal people.

Goal Four: Showcase a Partnership Model The San Juan National Forest showcases a partnership model with active involvement from the Chimney Rock Interpretive Association, tribes, researchers, and local governments in a manner that furthers the purpose of the National Monument designation.

Outcomes (Know, Feel, Do) »» Chimney Rock Interpretive Association (CRIA) provides quality interpretation and education programs and services that are aligned with this plan, and have been recognized nationally for their work. »» Local artisans and tribal members use Chimney Rock NM as a venue for connecting their work to the Chimney Rock themes and storylines. »» Local governments and CRIA market Chimney Rock NM in a manner consistent with the management goals of the Monument and within the carrying capacity of the site. »» With the help of a wide range of partners, visitor opportunities increase through a diversity of programs and services, expanded hours of service, off-season and off-site programs, and availability of theme-related sales items. »» Partnerships with researchers provides ongoing updates to interpretation and education.

Interpretive Themes and Storylines

What Are They? Interpretive themes provide a framework for the development of messages by capturing the essence of the most important concepts to be conveyed. They focus interpretive efforts and link together stories in meaningful and memorable ways. A theme should answer the question “So what? Why should I care?” Storylines elaborate your theme by providing more detail, but still tiering to the parent theme.

Themes and storylines begin with the scientific and historic objects identified in the 2012 Presidential Proclamation (referred to as the “objects of the Monument) and reiterated in the Chimney Rock Management Plan: »» Cultural Resources – The Chimney Rock site contains nationally significant archaeological sites, with a total of 167 known prehistoric sites and structures within eight major site groups, or communities, including the highest Chacoan “great house” in the Southwest occurring at an elevation of 7,600 feet. The Chimney Rock site is an important North American archaeoastronomy resource in North America, Page 3 Chimney Rock National Monument

with virtually all building clusters having views of Chimney Rock and Companion Rock which frame multiple astronomical alignments and illustrate the Ancestral Pueblo People’s knowledge of astronomy. »» Cultural Values – The Chimney Rock area holds deep spiritual significance for modern pueblo and tribal communities. Descendants of the ancestral Puebloans return to this important place of cultural continuity for ceremonial and traditional purposes. The area also contributes to our knowledge about the Ancestral Pueblo People and their understanding and command of their environment, and affords opportunities to understand how geology, ecology, and archaeology interrelate. The features of the Monument also provide recreation opportunities to visitors from near and far. »» Visual and Landscape Characteristics – The two soaring rock pinnacles, Chimney Rock and Companion Rock, dominate the dramatic landscape of the Monument, rising hundreds of feet from the valley floor to an elevation of 7,900 feet. The ridgeline leading to the rock pinnacles and the Peterson Ridge area both offer spectacular views of the Monument and surrounding landscape. »» Biological Features – Biological features are also significant to the landscape characteristics and include wildlife species such as peregrine falcons that nest on Companion Rock, mule deer and elk that migrate through the area each fall and spring and live there during the critical winter months, as well as the many other wildlife species and habitats present in the Monument. The diversity of vegetation within the Monument, ranging from ponderosa pine and mixed conifer forests to desert grasslands and rare cactus species, are also important objects of the Monument.

The Management Plan also lists Economic Opportunities as an object of the Monument which is addressed in the Audience Analysis and Marketing section of this Plan.

How Are Themes and Storylines Used? According to Dr. Sam Ham—who drew heavily on persuasive communication research—there are four characteristics of effective interpretation (Environmental Interpretation, 1992). It must be: »» Thematic »» Enjoyable »» Relevant »» Organized

A theme provides the vehicle in which a message can more easily become enjoyable, relevant, and organized. Collectively, they provide the sideboards within which to tell the story, and prevent the interpretation from wandering, needlessly elaborating, or wasting time and money.

In general, if a theme or storyline is not in this Interpretation and Education Plan, it should not be in an exhibit or program at Chimney Rock. However, in the process of exhibit and program design and development, themes and storylines may be expanded with additional detail, and potentially re-worded using interpretive writing techniques to create more relevancy, intrigue, and power. Additionally, as new information is obtained or old information corrected, themes and storylines should be modified as necessary.

Smaller exhibits (e.g. a typical interpretive panel) should have only one theme and no more than three storylines. Larger exhibits (e.g. a video combined with a hands-on manipulative) can have more, but care must be taken not to create a “book on a stick” display.

Conservation Education programs will choose themes and storylines that align with state curriculum standards and coincide with a classroom’s learning objectives.

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Primary Theme At Chimney Rock, geology, astronomy, archaeology, and living cultures intersect, bringing people together across time in a sense of wonder.

The Primary Theme for Chimney Rock provides the large concept that summarizes the essence of the Chimney Rock story. It serves as an umbrella under which all of the other themes and storylines fall. Six themes tier from Primary Theme, summarized as:

1. Theme 1: Why Did They Come? Why Did They Leave? Where Did They Go? (includes storylines about modern Puebloan perspectives of Chimney Rock) 2. Theme 2: The Building of a Community (includes storylines about daily life and the built environment) 3. Theme 3: The Chacoan Connection (describes the “ultimate outlier” concept and clues about the connection) 4. Theme 4: Sky Wisdom (includes storylines about the role of archeoastronomy in prehistoric cultures and Chimney Rock specifically) 5. Theme 5: Learning about our Past, Preserving our Legacy (includes storylines about preservation, and research techniques and philosophies) 6. Theme 6: A Livelihood in this Landscape (includes storylines about how the landscape and its resources were used by the ancestral Puebloans, Utes, Jicarilla, and Navajo)

Theme 1: Why Did They Come? Why Did They Leave? Where Did They Go? A thousand years ago, a civilization flourished in this area. What pulled people here—and why they eventually left—is one of the great mysteries of Chimney Rock.

Storylines 1. Although they may be the best known and most intriguing, the ancestral Puebloans were not the first people to live here. 1.1. Most archaeologists agree that people have been in this region as early as BC 12,000, although there is no evidence of this early occupation at Chimney Rock. 1.2. Ancestral Puebloans began to settle in this area—the Northern San Juan region—during the Basketmaker II period (500 BC-500 AD). 1 .2 .a . As they changed from nomadic hunter-gatherers to a horticulture-based lifestyle, they started cultivating crops such as corn, beans, and squash . This necessitated a less transient lifestyle and prompted the building of homes . Sustained food sources probably led to more children, bigger families and more generations of one family in one location . 1.3. The people at Chimney Rock are thought to have lived here during the Pueblo II period (950 AD-1125 AD) on the mesas and in the valleys. 1 .3 .a . Around 1000 AD, a dramatic population increase began, influenced by the civilization at Chaco Canyon, approximately 90 miles to the south . 1 .3 .b . The northeast migration probably ended here because this is the northern boundary of where corn (maize) could be grown .

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2. It is a conundrum as to why people built so high above the fields in the valley, the water, most of the firewood, and other resources such as clay for pottery and game animals for sustenance. 2.1. Theory: This is where people of a higher status lived, above the locally derived folk. 2.2. Theory: It was more readily defendable. 2.3. Theory: There is a possible parallel symbolism between the pinnacles and the Twin Warrior Gods who occur in some tribal mythologies, which may have caused people to want to be as close to them as possible. 2.4. Theory: It was not inhabited year-round, but used primarily as a ceremonial center. 2.5. Theory: People needed more farm land to feed a population increase. 2.6. Theory: Perhaps it was a combination of some or all of the above. 3. It may be that the ancestral Puebloans left Chimney Rock for a combination of interconnected reasons that pushed them away from Chimney Rock and/or pulled them toward other areas. (Storyline courtesy of Alan Saltzstein.) 3 .1 . Push factors are concerns that induce people to leave their settlements, maybe even to an unknown destination. 3 .1 .a . There were periods of drought and cooler weather between 1100 AD-1200 AD . Although the drought itself may not have been the sole reason, it may have been a component of an overall stressed environment that made living off the land too difficult . 3 .1 .b . There may have been a depletion of resources such as timber and soil, or crops and plant foods . 3 .1 .c . Warfare or disease among villages may motivate residents to move to more peaceful or healthy locations, although no evidence exists for either of these at Chimney Rock . 3 .2 . Pull concerns are factors that make living in another community desirable. 3 .2 .a . Chimney Rock residents may have left in search of better land with a more predictable water supply . 3 .2 .b . New ideologies or belief systems, or the failure of an existing tradition, may have attracted the Chimney Rock population elsewhere . The collapse of the Chaco elite class and hierarchy may have created some social unrest . 3 .2 .c . There may have been a cultural collapse of the astronomy-based religion if high priests failed to predict phenomenon such as the 1064 explosion of Sunset Crater, Halley’s Comet in 1066, and/or the solar eclipse of 1097 . 3 .2 .d . Because of the tradition and ease of movement among the Pueblo people, it may have simply been “time to go” such as exhibited by the continual cycle of nature . Research indicates that population centers changed regularly . 4. After the ancestral Puebloans left, the site was not reoccupied, unlike many other similar sites. 5. Evidence that ancestral Puebloans moved south includes Chimney Rock pottery and architecture styles found in New Mexico after the Chimney Rock departure. Oral traditions of some modern Pueblo people mention migrations of their ancestors from Chimney Rock. 6. Descendants of the ancestral Puebloans (modern Puebloans) return to this important place of cultural continuity for ceremonial and traditional purposes. 6.1. To the ancestral Puebloans, earth is cyclical and all- encompassing. Chimney Rock is a place where their story continues. It gives life to the memory of Puebloan ancestors. 6.2. Ethnographic resources are objects, plants, and places, including sites, structures, landscapes, and natural resources, with traditional cultural meaning and value to associated peoples. [Incorporate ethnographic study results here and as appropriate throughout the themes and storylines ].

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6.3. Just like the ancestral Puebloans, modern Puebloans continue to make pottery, baskets, and other items of ceremonial and traditional purposes. 6.4. The term “Anasazi” is a Navajo term generally meaning “ancient ones who are not our people.” Today we use the term ancestral Puebloans to refer to the people who lived in the area, ancestors of modern day Puebloans. 6 .4 .a . Descendants include one or more of the modern Puebloan tribes, such as the Hopi, Zuni, Jemez, Acoma, Laguna, and Rio Grande Pueblos . 7. Utes, Navajos, and Jicarilla are connected to Chimney Rock because of their traditional uses in the 17th-19th centuries. They were mainly hunters and gatherers.

Theme 2: The Building of a Community

Chimney Rock encompasses nationally significant archaeological sites that provide clues about daily routines, ceremonies, traditions, and the art and architecture of the ancestral Puebloans—all of which help us envision their past and their connection to this place.

Storylines 1. The Chimney Rock site was a substantial settlement in its time. Approximately 2,000 ancient Pueblo Indians lived at Chimney Rock between 925 AD and 1125 AD (not all at the same time). 2. Chimney Rock encompasses over 200 structures and 167 sites. These sites are in eight clusters or villages—seven east of the Piedra River and one along the Peterson Mesa on the bluff above the west side of the Piedra River. 2.1. The Chacoan style Great House Pueblo is the most significant ancestral Puebloan site on the mesa, as well as an extraordinary engineering feat. 2 .1 .a . It represents a direct association with the Chaco culture through its architectural style (e g. . straight walls with square corners, core and veneer walls, Type II and Type III Chacoan masonry, pecked rock faces, and interior wall doorways) . 2 .1 .b . The Great House required an astounding amount of work since large amounts of materials had to be carried up the mesa at 7,600 feet and then hand-shaped . 2 .1 .c . Because it is located high above any source of water or fields for crops, it was most likely built for something other than the convenience of its inhabitants, such as viewing important astronomical phenomena . However, its exact use is still a great question of southwest archaeology . 2 .1 .d . The two kivas, contained within the walled quadrangle of the Great House, may have been built for the viewing of the Northern Major Lunar Standstill (MLS) . Wood beam samples date to 1076 AD and 1093 AD which correlate to the dates of the MLS . 2 .1 .e . The Great House could have served as a repository to store various economic goods while awaiting future redistribution . 2 .1 .f . Recent architectural analysis shows the Great House was built by Chacoans or under the direction of Chacoans . It was not simply a copy built by the ancestral Puebloans at Chimney Rock . 2.2. The Guard House is an example of another Chimney Rock architectural style—a pit house structure enclosed by a masonry wall, similar to the Great House. 2 .2 .a . Despite its name, no one knows the purpose of the Guard House . 2 .2 .b . Its location across the narrow causeway trail strongly hints at controlling access to the Great House . Any visitors to the Great House would have had to walk through the Guard House . 2.3. Although nobody knows for certain how kivas were used a thousand years ago, Chimney Rock’s Great Kiva was probably a community center—a structure used for social gatherings, meetings, and religious

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ceremonies. (A kiva is a special-purpose ceremonial building.) 2 .3 .a . It is the largest excavated single-room structure on the High Mesa, constructed or modified in 1084 AD or later according to dendrochronology (tree- ring dates) . 2 .3 .b . A “great” kiva is one greater than 35’ in diameter; the Chimney Rock Great Kiva is 44’ . 2 .3 .c . It is a mystery as to whether or not the Great Kiva had a roof . Maybe it was never finished? 2 .3 .d . Chimney Rock’s Great Kiva has Chaco architectural elements, but shows local variations such as the short bench or banquette, foot drums, a hearth, and fourteen subfloor cists (stone-lined vaults) . 2.4. The excavated Pit House, a multi-family dwelling, provides information on the daily lives of its residents. 2 .4 .a . Three work rooms on the north side contained mealing bins and manos for corn grinding, hammerstones and axes for lithic work, cooking pots, and storage jars . 2 .4 .b . Many ceremonial feather holders were found, indicating a Chacoan connection . 2 .4 .c . It is unknown if all of the pit houses were occupied at the same time, although it would be unlikely . 2.5. The Ridge House represents an architectural style different from residential pit houses found elsewhere in the southwest. 2 .5 .a . Although the rooms are round, they are entirely above ground, unlike other pit houses . 2 .5 .b . The structure was not built all at once but rather grew over the years, possibly as the family grew . The unusually thick walls could have supported a 2nd floor . 2 .5 .c . Based on domestic artifacts and features found at the site, is appears that it was not used for ceremonial purposes . 2.6. Peterson Mesa includes the Chacoan C-Block Pueblo, located on a knoll that may have served as a viewing platform for celestial events. 2 .6 .a . From here, the sun can be seen rising between Chimney and Companion Rocks on the Megalithic Equinoxes—exactly halfway between the solstices . 2.7. Some alignments of structures and the two pinnacles for celestial observations may have been intentional; others may have been more random. 3. Overall, the ancestral Puebloans were quite healthy, living an average of 35-40 years. 3.1. Their diet was sufficient and nutritious. 3.2. Common diseases included arthritis, osteoporosis, and tuberculosis. Up to 1/3 of babies died at birth or in early infancy. 3.3. The grinding of corn resulted in a lot of grit being ingested which may have contributed to tooth loss. In addition, the sugars in corn may have accelerated tooth decay. 4. Human remains have been found at Chimney Rock, and modern Puebloans feel their ancestors are still here. 4.1. It is illegal to dig or disturb the ground here or at any archaeological site.

Theme 3: The Chacoan Connection One of the most intriguing concepts about Chimney Rock is that it was part of a larger and remarkable regional community centered at Chaco Canyon (nearly 90 miles southwest in New Mexico) that blossomed across the southwest—a concept supported by architectural, archaeoastronomical, and other evidence. It has been called the “ultimate outlier” in recognition that it embodies many of the Chacoan design, construction, and setting ideals. Page 8 Interpretation & Education Plan

Storylines 1. People may have traveled to Chimney Rock to attend the economic redistribution or trade festivals. 1.1. Chaco Canyon was a resource-deficient area almost entirely dependent on outlying communities for providing various economic goods. The Chimney Rock region, at the northeast periphery of the Chaco system, was resource-rich in game animals, maybe higher alpine plants, and other items. This interaction could have smoothed out the harsh environmental conditions that could exist at any time anywhere within the whole Chacoan system since it would be unlikely for all areas to experience problems at the same time. 1.2. Everything did not have to be channeled through Chaco—outliers could have traded with each other. 2. People may have traveled to Chimney Rock to attend religious ceremonies in honor of the sun or moon. 2.1. Chimney Rock’s primary contributions to Chaco culture may have been calendrical knowledge that drew Chacoan leaders to Chimney Rock and gave them the knowledge to schedule pilgrimage trade festivals or ceremonial rituals. 2.2. Some Archaeologists hypothesize that some of the power possessed by leaders in Chaco Canyon may have come from their possession of astronomical knowledge, including that obtained from Chimney Rock. 2.3. Some Archaeologists theorize that Chimney Rock probably served as an occasional host of pilgrimage festivals during the times of the Northern Major Lunar Standstill Event. 3. Chimney Rock offers insight about how the Chacoan culture was experienced outside of the core area. 3.1. The Chaco culture which inhabited the Chimney Rock area may have been hierarchical, with a priest or ruling class overseeing the area’s inhabitants. 3.2. As part of the Chacoan system, Chimney Rock differs from the architecture and culture that can be found at Mesa Verde which is not part of the Chaco culture. 4. Pottery indicates a close connection between Chaco Canyon and Chimney Rock with styles and materials seemingly shared back and forth. 4.1. Chaco black-on-white pottery found at the Great House suggests a special connection with Chaco Canyon. 4.2. The designs and detail shown in some pottery indicates there was time for, and an appreciation of, beauty and art. 4.3. Some designs are very specific to Chimney Rock. 4.4. Ceremonial ceramic feather holders discovered at the Great House and at Chaco Canyon’s Pueblo Bonito demonstrate ceremonial links between the two areas. A clue to Chimney Rock’s connection to Chaco culture was the discovery of 11 ceremonial feather holders . Six additional feather holders have been found at Chaco Canyon, Wallace Ruins . 5. The people of Chimney Rock may have used signal towers and/or large fires at various locations to transmit calendrical information to Chaco Canyon, thus prompting the Chacoan priests to schedule the appropriate activity or festival. 5.1. Evidence of large fires located on the High Mesa suggests that signaling about significant calendrical events (e.g. solstices and major lunar standstills) could have been transmitted to Chaco Canyon via Huerfano Mountain and Pueblo Alto. 5.2. Signal fires may have taken the place of a road as a way of maintaining connection to Chaco Canyon. 5.3. High school student Katy Freeman demonstrated with signal mirrors that there is a direct line of sight between the Great House Pueblo and Huerfano Mountain in northern New Mexico and from there, another line of sight to Pueblo Alto on the mesa above Chaco Canyon.

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Theme 4: Sky Wisdom The Chimney Rock site is one of the best recognized archaeoastronomy resources in North America, and illustrates the ancestral Puebloan’s knowledge and use of astronomy in their lives. 1. Evidence suggests that residents of Chimney Rock were sky watchers who may have adopted rituals based on celestial events, such as the movements of the sun and moon along the horizon. 1.1. Virtually all building clusters have views of Chimney Rock and Companion Rock which frame multiple astronomical alignments. 1.2. The ability to predict celestial events and plan calendar-based rituals likely built authority at Chimney Rock. 1 .2 .a . Those individuals who were able to predict the cycles of the sun, moon, and weather patterns were able to advise on the optimum times for planting and harvesting and would achieve political power and prestige . 1.3. The mountain peaks to the north and east of Chimney Rock made it an ideal spot for tracking the movement of the sun and moon. 2. Numerous large-scale celestial phenomenon were likely viewed at Chimney Rock. 2.1. Archaeoastronomy is the study of the knowledge, interpretations, and practices of ancient cultures regarding celestial objects or phenomena. 2.2. The best known archaeoastronomical alignment at Chimney Rock is the Northern Major Lunar Standstill (MLS) during which time the moonrise can be seen between the pinnacles from the Great House Pueblo at 18.6-year cycles. 2 .2 .a . The moon’s orbit of Earth oscillates or wobbles, gradually causing the moon to rise at different points on the horizon over the years . The entire cycle of wobbling north to south and north again takes 18 .6 years . At the end of its swing, the moon appears to pause for about three years, rising at the same point on the horizon before beginning to move back toward the opposite end of the swing . This pause is known as a Major Lunar Standstill . 2 .2 .b . Archaeologists believe that the phenomenon of the Northern MLS was of sufficient importance to the people of Chimney Rock that they built the Great House Pueblo to observe the moon rise between the chimneys . 2.3. Other recognized alignments include those marking the summer and winter solstice, the fall and spring equinox, and the death of a supernova that appeared in both the day and night sky (Crab Nebula, the Taurus Supernova of 1054 AD). 2.4. Chimney Rock residents may have witnessed a darkened sky and brilliant sunsets from a nearby volcanic eruption that lasted for decades (Sunset Crater, Arizona, eruptions began in 1064 AD), and the solar eclipse of 1097 AD.

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3. The Chimney Rock Great House may have been used to house the high priest whose skill was the study of the sun and the stars. 3.1. The huge commitment of resources to build the Great House may have occurred because inhabitants believed the site was sacred and the high priests were, in effect, agents of the gods/spirits. 3.2. The Chimney Rock Great House location supports the theory that it was built to provide detailed calendrical information because its walls line up with the solstices. 3.3. There are at least two recognized construction phases at the Great House Pueblo in 1076 AD and 1093 AD. These phases coincide with the Major Lunar Standstills, as do possible earlier construction phases. 3.4. A stone basin in the upper mesa village appears to establish a station for observing the summer solstice, in line with the north Great House wall.

Theme 5: Learning about our Past, Preserving our Legacy Chimney Rock encompasses extraordinary archaeological resources that have helped us paint a picture of the lives of the ancestral Puebloans. With your help, it will continue to do so.

1. On September 21, 2012, President Obama signed a proclamation establishing Chimney Rock as a National Monument on 4,726 acres of the San Juan National Forest in southwestern Colorado. 1.1. The designation was made under the Antiquities Act with bi-partisan support from Colorado officials, US Congressionals, tribes, local businesses and other stakeholders. 1.2. This designation provides for protection, interpretation and public enjoyment, research opportunities, and continued access by tribal members for traditional purposes. 1.3. Prior to National Monument designation, Chimney Rock was listed on the National Register of Historic Places in 1970, and is one of 39 Chaco Culture Archaeological Protection Sites designated under the Chacoan Outliers Protection Act of 1995. 2. Part of what makes Chimney Rock unique is that its archaeological resources are grouped in a compact area so that interrelationships between culture, geology and the natural world can be studied. In addition, Chimney Rock was not reoccupied after people left which is rare. 3. Maintaining and developing partnerships will be critical for preserving, interpreting, and better understanding Chimney Rock National Monument. Partnerships with tribes, the National Trust for Historic Preservation, the Chaco Interagency Management Group, the University of Colorado, History Colorado, and other research and preservation organizations have been, and will continue to be, essential to this effort. 3.1. The Forest Service actively consults with 26 tribes which claim cultural affiliation or traditional association with the site. The agency will continue to work closely with tribes regarding management decisions. Tribal people continue to visit the site. (Results from a current ethnographic study will be included as an Appendix when complete.) 3.2. The San Juan National Forest Pagosa Ranger District manages Chimney Rock in partnership with the nonprofit Chimney Rock Interpretive Association (CRIA). 3 .2 .a . CRIA provides the tours and services that help visitors connect with Chimney Rock—the people and the land . Page 11 Chimney Rock National Monument

3 .2 .b . CRIA collects minimal fees and sell some gift items and books to help meet their costs . 4. Since the 1920s, there has been significant archaeological interest in Chimney Rock. Many have studied the site and research continues. 4.1. Much information was lost in the 1920s excavation because of the methods used. However, the excavation brought a lot of interest and recognition to the site. 4.2. In the 1970s, Dr. Frank Eddy of the University of Colorado surveyed, excavated, and restored the Great House Pueblo, the Guard House, the Great Kiva, and the Ridge House. His survey also led to the discovery of 65 habitation sites with structures and 27 short-term camps/gathering areas. 4.3. In 2009, Colorado School of Mines used electromagnetics, a magnotrometer, DC resistivity, and ground penetrating radar to map the area west of the reconstructed portion of the Great House. Results indicate rooms are located within the unexcavated portion of Great House area. 4.4. Also in 2009, the University of Colorado did a small excavation using state-of-the-art analyses like strontium isotopes and C14 dating; a great deal of new information resulted. 4.5. Middens (piles of discarded refuse) are valuable information sources that tell about activities, food, and material culture of daily life. 5. There is a balance to be found between excavating sites versus preserving them in an undisturbed state. 5.1. Eight villages or settlements have been discovered in the area so far, but many sites within the Monument remain unexcavated to preserve them for future generations. 5 .1 .a . One reason excavation is limited is because modern Puebloans don’t want to disturb their ancestors . 5 .1 .b . As the field of archaeology advances, better tools and techniques will allow us to learn more with less disturbance to the sites (e .g . ground penetrating radar and LiDAR) . 5 .1 .c . Radiocarbon dating, stratigraphy, ceramic dating, and dendrochronology are methods used to determine the ages of buried objects . 6. Stabilization is ongoing at Chimney Rock. 6.1. Exposure, drainage, and freeze-thaw cycles are challenges for sites with exposed masonry. 6.2. The Chimney Rock Management Plan says additional sites should not be restored because: 6 .2 .a . They are hugely expensive to maintain . 6 .2 .b . The tribes feel that structures should be allowed to follow the natural cycle and return to the earth . 7. Vegetative features within the Monument that provide historic, cultural, educational, or aesthetic value are protected. Examples include populations of plants that provide traditional cultural materials. 8. Please help preserve the legacy of this special place and its link to the past. Archaeological sites are a nonrenewable resource—artifacts, fossils, and historic remains are fragile and irreplaceable parts of our national heritage. To preserve this historic legacy for future generations, please observe the following in any archaeological site: 8.1. Walk carefully in archaeological sites to avoid stepping on walls and middens. Do not stand or sit on walls, move rocks, or climb through doorways. 8.2. Do not bring food to archaeological sites. Crumbs attract rodents that tunnel and nest in the site and accelerate deterioration. 8.3. Never dig in archaeological sites or remove pieces of pottery or other artifacts. In their original context, artifacts tell stories about the past. Out of context, artifacts can lose much of their meaning. 8.4. Treat sites with respect as they are spiritually significant for Native Americans. 9. Southwest archaeology is some of the best dated and studied in the world, but the more we learn, the more questions we have. We present known facts and some of the theories based on those facts, but in the end, we can only wonder.

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Theme 6: A Livelihood in this Landscape

The natural resources of the Chimney Rock landscape have provided sustenance and shelter over the ages for both people and wildlife. We continue to learn about how the ancestral Puebloans—and­ other groups such as the Ute, Navajo and Jicarilla—interacted and thrived in this landscape.

Storylines 1. At Chimney Rock you can imagine the landscape as it was a thousand years ago, with cultivated fields and settlements extending from the valley floors to the mesa tops. 1.1. The forested slopes of the Piedra River and Stolsteimer Creek drainages, which are all framed by the high peaks of the San Juan Mountains, were storehouses of food and raw materials. 1.2. Chimney Rock was the northern limit for corn horticulture. People may have lived on the mesa and farmed in the valleys, or their sophisticated system of water management may have allowed them limited farming up on the mesa itself. 2. The Piedra River and Peterson Ridge form natural corridors for people and wildlife, in the past as well as in the present. 3. On the mesa, people were dry land farming which would have posed challenges with water. 3.1. There may be been structures such as water catchments, irrigation ditches, check dams, or small reservoirs, or water may have been hauled. 3.2. People may not have lived on the upper mesa year-round. 4. The biologically rich mountain zone of Chimney Rock National Monument yielded a variety of wild foods and game to supplement the ancestral Puebloan’s cultivated crops of corn and beans. 4.1. Game animals included fish, rabbits, elk, deer, and mountain sheep. Surprisingly, porcupines were also a favorite food. 4.2. Turkeys were domesticated for their meat, feathers, and eggs. 4.3. The diversity of vegetation, ranging from ponderosa pine and mixed conifer forests to desert grasslands and rare cactus species, were important resources for food, shelter, clothing, medicine, dyes, and tools. 4 .3 .a . Several desert plants usually found farther south grow there, including a species of cholla cactus that does not occur naturally outside the Sonoran Desert and is believed to be associated with deliberate cultivation by the Ancestral Pueblo People . 4 .3 .b . The forest provided timber for construction and firewood . 4 .3 .c . Yucca (narrowleaf and banana) provided the most available fiber, used to make sandals, ropes, snares, mats, game nets, soap, and as a framework for wrapping turkey feathers or rabbit fur into blankets and warm clothes . 4 .3 .d . Edible plants included seeds of all kinds, leaves, fruits, roots, acorns, pine nuts . 4.4. Today, Jicarilla collect materials for baskets. The Southern Ute used to camp here to hunt elk and deer, and collect edible and medicinal plants. 5. At 7,900 feet, Chimney Rock and Companion Rock dominate the landscape. 5.1. The iconic pillars started building in a vast and shallow sea around a hundred million years ago. Forces beneath this semitropical land started to build the Rocky Mountains about 40 million years ago. 5 .1 .a . The towers are the thickest and hardest portions of the ancient beach front, and have resisted weather, water, and glacial erosion more so than the surrounding rock . 5.2. The two pinnacles are Pictured Cliff Sandstone, the formation common on top of the mesa, are an excellent material for building structures. Shale and clay were also used for construction. Page 13 Chimney Rock National Monument

6. Today, peregrine falcons nest on the pinnacles and soar over ancient structures. 6.1. Peregrine falcons were listed as endangered in 1970 by the U.S. Fish and Wildlife Service. A pair of endangered peregrine falcons were discovered nesting on the stone pillars in 1974 and again in 1992. 6.2. A dramatic recovery led to delisting in 1999. Today the U.S. Forest Service manages falcons as a “sensitive” species. 6.3. Today, management of Chimney Rock allows for visitor access while preserving the wild nature of the nesting sites. Breeding habitat most commonly occurs in mountainous areas near water while cliff structures are most often chosen for nest sites.

Additional Safety and Stewardship Messages 1. Stay on the trails at all times and with your Tour Guide. 2. Do not pick plants, or pick up other objects or rocks. 3. Watch for rattlesnakes. 4. Pets are not allowed on the trails. Please clean up after your pet. 5. Wear a hat and use sunscreen. 6. Carry water and drink it. 7. Wear good walking shoes, not casual sandals. 8. If you have a problem with heights or physical exertion, you are advised not to tour the Great House.

Visitor Capacity and Marketing

Economic Opportunities The Chimney Rock Management Plan describes economic opportunities as an “object of the Monument.” Specifically, the plan asserts that “As stated in the proclamation, the Monument is part of a larger area that supports a growing travel and tourism sector that is a source of economic opportunity for the communities and businesses in the region. Visitors are drawn to the area’s archaeological sites, outstanding and diverse scenery, and the interpretive and educational opportunities offered at the Monument. Recreational visitation to the Chimney Rock area has increased over time, as have amenities designed to accommodate the increased visitation and improve visitor experiences. The desired condition is that management of the Monument supports recreation and tourism activities without degradation to the objects of the Monument, thereby contributing to the local and regional economy (Chimney Rock Management Plan, Section 2 .4) .

When Chimney Rock was designated a National Monument in 2012, the Forest Service estimated that this designation might increase annual visitation 20-60% and bring an additional $18,000-$98,000 to the local economy. This model used comparatively conservative estimates of visitor spending. The National Trust for Historic Preservation prepared a study that indicated that current visitation has a substantially higher impact on the local economy ($1.2 million/year) and that visitation could double. Its study indicates that within five years the local economic impact could double to $2.4 million/year (Forest Service, Chimney Rock FAQ, 2012) .

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Current Visitation Chimney Rock opens to the public on May 15, generally ends tours by Sept. 30, and closes its gates by October 15. During those five months in 2015, approximately 12,000 visitors visited the Monument which represents a 32% increase over 2014. Prior to 2015, visitation averaged 8,600-8,700 people annually. CRIA attributes this increase to: »» Additional marketing that targeted visitors in Durango »» New marketing into Kansas, Oklahoma, Arizona, Texas, and Utah »» Colorado Tourism website »» Facebook advertising »» Two new Monument signs installed by Colorado Dept. of Transportation (CDOT)

A general breakdown of the 2017 visitation is shown below.

Table 1 - Visitation May15-October 15, 2015 Total Number for the Visitor Category Season Adult Guided Tour 7,583 Audio Tours 3,203 Special Events and Tours 2,732 TOTAL 13,518

It is estimated that approximately an additional 4,000 people enjoy the site during the off-season of October 15-May 15. Although the road is gated, people can hike, bike, ski, snowshoe, or ride their horse into the Monument.

More detailed attendance statistics per program are shown in Table 2.

Who is Not Coming? Chimney Rock NM does not see a large percentage of families and visitors between 20-40 years old. Possible reasons include: »» Archaeology has traditionally been more attractive to older visitors. »» Guided tour costs may make it cost-prohibitive for a family of more than two members. »» There is currently no marketing specifically targeted to younger people. There is no inherent “adrenaline rush” in a guided tour that many of this age group seek

Capacity The 2012 Monument Proclamation states that Chimney Rock will provide for protection and interpretation of the scientific and historic objects identified in the proclamation and continued public access to those objects, consistent with their protection. Stated more simply, we must balance protection with public access. More specific direction is provided in the Chimney Rock NM Management Plan. A few of the Desired Conditions are: »» 3.17.32 Management of the Monument supports recreation and tourism activities without degradation to the objects of the Monument, thereby contributing to the local and regional economy.

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»» 3.17.36 Management of visitor capacity and implementation of public safety measures considers visitor experiences and resource protection needs within the Monument. »» 3.17.45 Persons at one time (PAOTs) should be limited if visitation results in negative impacts to the objects of the Monument, safety concerns, or recurrent perceptions of crowding that cannot otherwise be mitigated. »» 3.17.46 All activities occurring in the Monument are managed in a manner that protects, enhances, or conserves the Monument’s scenic and auditory resources.

Current Capacity At present, the Monument accomodates approximately 120-150 persons at one time (PAOT). Of this amount, 50 PAOT can be accomodated at the upper heritage site, based on the available parking and guided tour schedule. Tours are limited to 25 per group with no more than 4 groups a day for a total of 100 people a day on the upper mesa during the peak season of July-August 15. During other times in the summer, 2-3 tours are offered per day. Maximizing the use of shuttles from the Visitor Center to the top provides for better safety and increased efficiency, but is not intended to increase the amount of people transported to the top.

The self-guided audio tours along the lower Great Kiva loop trail do not have a cap. The average use of the trail is approximately 30 people per day, up to 60 in July.

During the summer months, CRIA hosts 15 special night programs after the Monument is closed (e.g. Full Moon and Night Sky Archaeoastronomy Programs), plus early morning solstice/equinox programs. These events range from 50-150 people. Beyond 150 people, safety becomes a concern, given that the programs are held in areas with significant natural hazards in the dark.

Future Capacity The Chimney Rock Master Plan (January 2016, pg. 16) provides for site improvement that will accomodate 265 PAOT at the entire site–215 at the lower area and 50 at the upper mesa. Most visitor and interpretive services would be provided within a limited core area of the Monument where these activities are already occurring, although some limited expansion of visitor and interpretive services may occur.

However, during a Value Analysis conducted July 2016, it was determined that parking area capacity within the designated disturbance envelope would be the more appropriate limiting factor for capacity.

Using these PAOT figures and estimating that the turnover rate is approximately 3 hours, it can be hypothesized that in a 9-hour day there could be nearly 800 visitors per day at Chimney Rock. This would represent an 8-fold increase over current visitation amounts which is significantly more than the increases postulated by the Forest Service (20-60%) or the National Trust for Historic Preservation (100%) as described above. With any of these hypothetical increases, the new infrastructure would theoretically be able to accommodate this number. However, there would be other serious considerations such as: 1. Would the visitor experience be degraded by having “crowds” and a “bigger” aesthetic? 2. What safety issues might develop? 3. Would there be a potential for damage to archaeological site with large numbers of people that could not be easily monitored? 4. Would CRIA and the Forest Service be able to staff the site appropriately? 5. Would the native surface trails become impacted with a significant increase in traffic? Monitoring and evaluation of these factors should be incorporated into annual work plans for the Monument to ensure that there are not diminishing returns to the visitor experience, or degradation of its resources. Marketing

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Current Marketing of Chimney Rock NM is conducted by Chimney Rock Interpretive Association (CRIA) with an annual marketing budget of $18,000 (2016). Their primary marketing tool is the Chimney Rock brochure—50,000 are distributed each year throughout southwest Colorado and, beginning in 2015, out of state. Other marketing occurs via:

»» Increased visibility in Durango via street banners, Welcome Center, Durango airport mural, Rec Center video, and a partnership with the Durango- Silverton Train (see video on www.Colorado.com). »» A new 2.5-minute video that promotes the intimacy of Chimney Rock (smaller site, less crowds) that can be shown at Welcome Centers in southwest Colorado and other sites. »» Calendar posters, and information in summer travel and activity guides. »» Mobile app and coupon book through Wyndham Resorts.

A marketing survey conducted by CRIA (primarily in 2015) shows that the largest source of information about the National Monument’s existence is via the Chimney Rock brochure that is distributed through the Forest Service, CRIA, the Pagosa Visitor Center, and other locales. Figure 1 shows the responses of approximately 800 people to the question “How did you hear about Chimney Rock National Monument?”

Figure 1 - Source of Chimney Rock Information

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Future CRIA would also like to see more visitors from the Front Range—a demographic that is underrepresented at Chimney Rock NM. Currently, no specific marketing is targeted to the Front Range, other than what visitors might find as a result of researching the Durango and Silverton Railroad.

Other current and future efforts will include: »» A new Chimney Rock National Monument sign at the T-intersection of Highway 84 and Highway 160. »» An increased presence within the Pagosa Springs Visitor Center and town tourism venues, to include a Chimney Rock NM sign on Piedra Road. »» Possible additional advertising through the Durango and Silverton Railroad. »» An Instagram campaign getting ready to launch by CRIA includes a placard that says “I made it to the top” for folks to post to Instagram; the most views wins tickets to the Durango and Silverton Railroad.

CRIA will not market to tour bus companies since 80 people arriving at once would be impossible to accommodate on the guided tours.

Implications for Programming

From a review of the current and anticipated audiences at Chimney Rock NM, the most important implication is that interpretive and educational programming must take into account the potential for significant increases in visitation in the future. If visitation increases to the point where visiting the upper mesa becomes impossible for everyone who desires to do so—due to the lack of available tour spots or shuttle space— exhibits throughout the lower visitor plaza and along trails must be able to provide an alternative but complete and authentic experience. This also ensures that there are options for those with limitations on their time, physical stamina, and/or finances.

Other implications of our current and desired audience characteristics: »» Passive, reflective experiences are boring to Millennials and kids. Digital, multi-faceted, and interactive exhibits, apps, and mobile-friendly sites are “must-haves. “ »» Marketing must include a strong social media presence (e.g. Facebook, Instagram, Snapchat) »» Millennials are attracted to social causes—consider fundraisers or events (in collaboration with CRIA) that highlight the do-good nature of CRIA and their work to protect and preserve a national monument. »» Possible discounts might be considered for families to make it more financially attractive. »» Exhibits outside buildings should be extremely vandal and weather-resistant so that they can remain on-site year-round.

Existing Interpretation and Education Programs and Services On-site programs are sponsored by Chimney Rock Interpretive Association Inc. in partnership with the San Juan National Forest, Pagosa Ranger District. Their Mission Statement is: The Chimney Rock Interpretive Association (CRIA), a non-profit organization, is devoted to providing increased numbers of visitors with a meaningful, enjoyable educational experience through interpretive tours and special programs, and to the long term preservation of Chimney Rock National Monument .

CRIA collects tour and program fees that range from $5-$20 depending on the program, and are booked through Recreation.gov. Tour and program fees support operation and maintenance of the Monument. Protection, stabilization and interpretation of the Monument are funded by the Forest Service.

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Tours and programs are provided by the Chimney Rock Interpretive Association’s volunteers who particate in a two-day training program in the spring. In 2015, 94 volunteers logged 14,767 hours and 63,874 road miles!

Table 2 - Existing Interpretive Programs Program Description Attendance Includes the Great Kiva and Pueblo Trails, and is offered 2-4 25-40/day; up to 70 in Daily 2-hour walking tour, guided times/day from May 15-Sept. 30 July and August The self-guided toured Audio-Guided Kiva Trail Tour New in 2016 - 24 audio devices are available for loan at upper averaged 30 people/day; (visitors can also walk the trail mesa for use on the Great Kiva/High Mesa Village Trail. The audio an increase is expected without the audio device) tour lasts 30-47 minutes with 6-7 stops. with the new audio devices available. On 5 evenings from May through September, visitors get an Night Sky Archaeoastronomy astronomy demonstration and learn about naked-eye astronomy of 40-50 per event Programs (2.5 hours) the ancestral Puebloans. On 5 evenings from May through September, visitors watch the full moon rise at the Great House Pueblo site, learn about the Full Moon Programs (3 hours) 120-150 per event ancestral Puebloans, archaeoastronomy theories, area geology, and enjoy Native American flute melodies. On 5 evenings from June through September, visitors attend a Early Tour/Full Moon Package 120 per event guided tour of the Great Kiva Trail prior to the Full Moon program On 5 evenings from June through September, visitors discuss and Moon Viewing Plus Programs 30-40 per event view the full moon at Chimney Rock though telescopes. Visitors watch the sun rise over the San Juans and discuss how Summer Solstice and Autumn the ancestral Puebloans may have lived and why they celebrated 30 (maximum allowed) Equinox Sunrise (2-3 hours) the solstice and equinoxes. Interactive demonstrations of crafts and skills of ancestral Life at Chimney Rock Festival 550 (2015) Puebloan culture and regional Native American cultures. Gregory Wood helps participants replicate Pueblo III Mesa Verde Puebloan Pottery Workshop 15-20 per workshop black-on-white, organically painted pottery. Approximately 20 per Private Group Tours (2.5 hours) Tours introduce groups to the ancient history of the Southwest. season with 5-30 people each (Difficult to provide CRIA’s Mobile Classroom for Provides age-appropriate materials and curriculum to introduce due to lack of available grades 1-4 students to the ancient people of the Four Corners volunteers.) Average 3 in May and 3 in School Programs Field trips on site and classroom presentations Sept-Oct. CRIA Talks Every other month at the Hot Springs Resort 35-50 per event

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Media This includes anything that is “non-personal” in nature, both on and off-site.

Table 3 - Existing Interpretive Media Item Description Notes Trail interpretive panels -lower Three panels near the Visitor’s Cabin with These are scheduled for removal with the site storylines about the Fire Tower. new visitor plaza and parking area. 9 along the Great Kiva Trail; 2 at the herradura Trail interpretive panels - All are ready for replacement with updated overlook; 2 at the shuttle drop-off; and 2 at the upper mesa themes, storylines, and materials. beginning of the Great House Trail Great Kiva Audio Tour - 45-minute self-guided tour; visitors check out Has been very successful! English and Spanish headset from a host at the parking lot. Sales items Books and gifts The website could be expanded with San Juan NF Website Basic information; links to Management Plan, interpretive information and a photo gallery; (Special Places page) CRIA, and FAQs programs and teacher resources could be added to the Learning Center Very comprehensive information on tours, events, CRIA Website archaeology, archaeastronomy, research, kids’ Updated in 2016. www.chimneyrockco.org programs, and more. Exhibits at the Visitor’s Cabin Pit House model and artifact display Chimney Rock NM brochure Provides information on tours and events. Themes: 50,000 are distributed throughout southwest (published by CRIA and Experience the Land; Envision the Land; Embrace Colorado and some neighboring states. updated in 2016) the Heritage; and Enjoy the Legacies

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Interpretive Media Recommendations

This section describes the interpretive media recommended for the new Visitor Center development as shown in the Chimney Rock NM Construction Documents (April 2017) . Drawings and diagrams of Visitor Center components in this section are taken from these construction documents.

Recommendations for physical interpretive media are based on the April 2017 plans, but many elements will remain conceptual in nature until such time as an Interpretive Exhibit Plan is funded. At that time, actual design of exhibits and can begin, based on the concepts in this Interpretation and Education Plan.

Construction of the primary visitor center amenities will happen in Phases: Phase 1 (2017) »» Realigned entry road and parking area »» Visitor Contact Station and Welcome Wall »» Visitor plaza area and large shade structure »» Upper mesa shade structure »» Entry portal (parking, portal sign, interpretive kiosk) »» Accessible trail to overlook above plaza Phase 2 (Possibly 2018) »» Amphitheater Phase 5 (Possibly 2019) »» Restrooms and bus shelter shade structures »» Existing compost toilet building conversion (upper mesa) »» Additional interpretive trails

Phases 3 and 4 were initially considered during a value analysis study, but have not yet been designed. This includes the enclosed visitor center gallery.

Figure 2 - Overview of Visitor Plaza,including future Interpretive Gallery

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Entry Portal

Item Description Theme/Storylines Wayside exhibit with two low- profile interpretive panels and Panel 1: Introduction of the Chimney Rock primary theme and 6 supporting themes to generate one horizontal bulletin board- interest in continuing in to the Monument. type display case (protected Panel 2: Map of Chimney Rock National Monument showing location of the developed areas, behind plexiglass) for changing tour locations, and primary archaeological features; regulatory and “Know Before You Go” information. The exhibit allows information also. for unobstructed views of Encased bulletin board: allows changeable information to help visitors plan their day such as Chimney Rock and Companion tour info, costs, physical requirements, and special events happening. Rock to aid in visual orientation.

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Welcome Wall and Visitor Contact Station

This location is designed to be the initial contact spot for both personal and nonpersonal orientation and information. Item Description Theme/Storylines Introduction of the Chimney Rock primary theme and 6 supporting themes and its proclamation Welcome Wall as a National Monument. Encased bulletin board: allows changeable information to help visitors plan their day such as Visitor Contact Station tour info, costs, physical requirements, and special events happening.

Example of outdoor bulletin board (would be inset into wall, with or without an overhang on the top for rain protection); approximate size needed: 24” x 36” or 28” x 42” .

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Visitor Plaza

Example of banners

Location of spinner exhibits (3 interpretive panels each) Location of banners Example of small attached to vertical interpretive panels for posts demonstration garden

Item Description Theme/Storylines Theme 3, Storyline 4.1-4.3: Black-on-white pottery suggests a connection with Pavement patterns scattered throughout plaza, Chaco Canyon replicating ancestral Puebloan pottery patterns. Theme 5, Storyline 3.1: FS partnership with tribes. Demonstration gardens around semi-circular Theme 6, A Livelihood in this Landscape, Storyline 4: Food, materials, and seating areas with small (near ground) medicines from the land used by the ancestral Puebloans. interpretive panels Theme 1, Storylines 1, 2, and 3: Why they came and why they left Theme 2, Storyline 1: Overview of sites and structures at Chimney Rock 4-sided interpretive structure that surrounds 2-4 Theme 3, Storylines 1, 2, and 3: Why the Chacoan Connection, insight into of the shade structure posts. Chacoan culture Theme 4: Storylines 1 and 2: Sky watchers and their rituals; large-scale celestial events Banners attached to vertical posts, primarily Theme 3: The Chacoan Connection visual (minimal text); these are inexpensive and Theme 4: Sky Wisdom could be changed out periodically for interest. Sculpture of “3 Sisters” made of flat metal, see- Theme 6, A Livelihood in this Landscape, Storyline 4: Food, materials, and through wireframe, or other appropriate medicines from the land used by the ancestral Puebloans.

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Examples of flat metal and wireframe sculptures

Examples of black-on-white patterns for etchings in pavers .

Example of four-sided exhibit to surround shade structure posts .

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Future Interpretive Gallery (not designed as of 2017)

The Interpretive Gallery will be oriented northwest with a framed view of Chimney Rock and Companion Rock. In addition to interpretive media, the gallery will house the CRIA bookstore (approximately 1/3 of available square footage). The vertical steel supports can help divide space and direct traffic among exhibits. The floor continues the paving system used outside but can introduce new colors and designs. Item Description Theme/Storylines Interpretive banner hanging near entrance (made of fabric Primary Theme that will move slightly with air currents) Theme 4: Sky Wisdom - An interactive audio-video program allows visitors to work their way Large touch-screen (interactive) through different modules that animate various concepts of archeoastronomy, such as the video monitor alignments of the 2 pinnacles relative to solstices and equinoxes, and Northern Major Lunar Standstill events. Visitors can interact with the screen itself or through their mobile device. Theme 2: The Building of a Community - A touchable table map displays Chimney Rock NM and 3-dimensional topographical its major archaeological, geological, and vegetative features, with some of the major celestrial table map alignments shown. Interpretive panels with at least Theme 2: The Building of a Community - Panels explore the different types of structures and 1 3-dimensional element architectural styles at Chimney Rock. Theme 2: The Building of a Community - video through translucent fabric shows ancestral Video of structures, to Puebloans building structures, then structures deconstruct through time. For an example, see accompany panels above the Franz Kafka Museum at: http://www.kafkamuseum.cz/ShowPage.aspx?tabindex=1&tabid=4 Theme 3: The Chacoan Connection - Pattern shows the relationship of Chimney Rock to Chaco Pattern in floor Canyon and its other outliers. Theme 3, all storylines: Exhibit(s) describes the relationships between Chimney Rock, Chaco, Interactive exhibit (manipulative and other settlements of the time; the possible heirarchical structure; how people communicated, and/or digital) traded, and influenced each other. Low-profile interpretive panels Theme 6, Storyline 5: Panel 1 describes the geological origins of the 2 pinnacles; panel 2 at northwest end describes the value of Pictured Cliff Sandstone as a building material. Theme 3, Storyline 4: Pottery and other artifact replicas that show a Chacoan connection. Artifact display (replicas only, no Theme 5, Storyline 8: Help preserve this legacy; archaeological sites are nonrenewable, please originals) treat with respect.

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Examples of touch- screen (interactive) exhibits

Examples of 3D table maps

Example of video filtered through translucent fabric to give the effect of seeing characters from the past

Example of artifact display

Examples of interactive exhibits (manipulative and/or digital)

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West Retaining Wall and Amphitheater

Item Description Theme/Storylines Low-profile panels on west retaining wall Theme 1, Storylines 6 and 7: Modern Puebloans return to this important place of approaching amphitheater cultural continuity; Utes, Navajos, and Jicarilla are connected to Chimney Rock Tribal flag display at back of amphitheater (west Theme 1, Storylines 6 and 7: Modern Puebloans return to this important place of end) cultural continuity; Utes, Navajos, and Jicarilla are connected to Chimney Rock These can be used for special events/demonstrations, CE outings, vendors, Partial rooms (east end of amphitheater) and/or temporary exhibits for a variety of themes and storylines. Wall construction examples (in retaining wall or Theme 2, Storyline 2.1.a and 2.1.f: Construction methods show association with amphitheater wall) Chaco culture.

Example of “partial room” “demonstration area where presentors could show how pit houses are constructed .

The retaining wall or amphitheater wall could show different types of construction methods, such as is demonstrated at the Great House .

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Bus Shelters

The shuttle pick-up and drop-off location is another opportune location for interpretation, information, and orientation. Item Description Theme/Storylines Primary Theme, map of upper mesa, logistics of guided and self-guided tours Panels mounted on rock walls Theme 2, Storylines 1 and 2: Significance of structures that visitors will be seeing Theme 5, Storyline 8: Preserve and protect the legacy of this special place

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Interpretive Trail to Overlook

Item Description Theme/Storylines Two low-profile interpretive at end of overlook Theme 6, Storyline 5: The geology of Chimney Rock trail, each with a 3D element (Phase 1) Theme 6, Storyline 6: peregrine falcons Additional low-profile interpretive panels along Theme 5, Storyline 4: Vegetative features that provide historic, cultural, and future trails (Phase 3) other values are protected.

Examples of panels with 3D elements

Overlook layout with two seatwalls and interpretive panels

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Upper Mesa Shelter and Interpretive Areas

Item Description Theme/Storylines Primary Theme and large map of upper mesa 2 large vertical panels at shuttle shade structure Theme 2: Overview of significant sites on upper mesa Theme 4, Storyline 2: Sky Wisdom Theme 3: The Chacoan Connection - includes map showing the larger Chacoan regional community. 2 low-profile panels at the Herradura overlook Theme 5, Storyline 8: Introduction to the Great Kiva Trail, stewardship ethics for visiting archaeological sites. Interpretive panels along Great Kiva Trail See Table 4 for a list of themes and storylines used in the audio tour and along (coordinated with Great Kiva audio tour) the trail. See Appendix C for more details about the interpretive panels. Theme 2, Storyline 2.1: The Great House Interpretive panels at Great House Trailhead Theme 5, Storyline 8: Know Before You Go and cultural resource protection Theme 2, Storyline 2.1: The Great House Great House audio tour Theme 4: Sky Wisdom

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Digital Media Item Description Audience Upgraded San Juan NF website: Within the San Juan Special Places node, thematic pages can be built with links to CRIA and other sites for further inquiry. Within the Recreation node, expanded information on the Chimney Rock site, its activities and amenities. Generally over 40 NOTE: The website must be developed with a responsive design to accomodate tablet and phone access. Agents of Discovery: A Forest Service partnership with the American Recreation Coalition uses technology to get kids actively exploring the great outdoors. A “Mission” would be built at Chimney Rock 3rd-6th graders with a focus on archeological discovery and stewardship. The app could be a stand-along activity or used as a component of a school’s Conservation Education program. OnCell cell phone tour: Inclusion within the national program of cell phone tours for a mobile web- based tour that can be used to provide stories, videos, images, and text or audio narratives to users Road-trippers based on QR codes, web interface, or a phone dial in.) Junior Archaeologist App: A companion to the Junior Archaeologist booklet with interactive games 4th-6th graders and puzzles. Social media: Use Facebook, Snapchat, Instagram, and other new social media to generate brand All, but primarily under 40 recognition, interest, and networks. Printer-friendly, bi-lingual version of Chimney Rock brochure Spanish-speakers Audio Tours of the Great Kiva and Great House trails, along with Spanish translations EPubs with in-depth and interactive content; includes video links. Special interest Virtual tour based on LiDAR research conducted by the Unversity of Colorado. All Recruit Google to come on a tour and make a streetview map (see NPS example at www.google.com/ All maps/streetview/#us-national-parks-and-historic-sites) Crowdsourcing fundraiser (conducted by CRIA) that culminates in a real-life social event (see Millenials CrowdRise for examples).

Special Events Item Description Audience Extended tours (>3 hours) to show out-of-bounds sites Theme 2: Envision Life on this Land Theme 1, Storyline 6: Chimney Rock is a place where their Native American dances, demonstrations, and workshops. story continues.

Exhibit Characteristics Although conceptual in nature, there are some desired characteristics of exhibits and other interpretive media that should be carried forth into actual design and fabrication:

1. Wi-fi should be available. 1. Exhibits and activities should be designed and implemented in a manner that protects, enhances, or conserves the Monument’s scenic and auditory resources (Item 3 .17 .46 in Chimney Rock Mgt . Plan, 2015). 2. Exhibits use green materials and promote sustainable products wherever possible. 3. Some components are changeable by seasons and for emerging issues. 4. Exhibits address multiple learning styles (e.g. some exhibits are kid-friendly; some are tech-oriented; some are simple visuals while others provide more detail). Exhibits rely primarily on visuals and other sensory engagements rather than text to create the “WOW” factor. 5. Exhibits are cost-effective to operate and maintain. 6. Exterior exhibits are extremely vandal and weather-resistant.

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Theme and Storylines Location Table 4 shows the location of each theme and primary storyline across the range of proposed interpretive media, including the audio tour for the Great Kiva Trail. Interpreters leading guided tours are expected to include the primary theme and each of the six supporting themes, although they may choose to emphasize different storylines within each of the supporting themes.

Although a theme and storyline may be shown in more than one location, this does not mean that the stories are duplicated. Each can be expanded upon with more or different detail, and combined with other storylines to present a narrative with a different perspective. In other words, themes and storylines can be used in different ways to tell different (but still accurate) stories.

Table 4 - Themes and Storylines by Location

Theme Visitor Plaza Visitor GalleryInterpretive Area Amphitheater Plaza Trails Area Upper Mesa Parking Tr. Kiva Great Tour/ Audio Tr. House Great Tour/ Audio Entry Hwy.) (at Portal Primary Theme: At Chimney Rock, geology, astronomy, archaeology, and living √ √ √ √ √ √ cultures intersect, bringing people together across time in a sense of wonder. Theme 1: Why Did They Come? Why Did They Leave? Where Did They Go? √ √ √ 1. Although they may be the best known and most intriguing, they were not the first.. √ √ 2. It is a conundrum as to why people built so high above the fields, water, firewood ... √ √ √ √ 3. It may be that they left for a combination of reasons that pushed and pulled ... √ √ √ √ √ 4. After they left, the site was not reoccupied until colonists in the 1700s. √ 5. Evidence that they moved south includes pottery and architecture styles in NM ... √ √ 6. Descendants return to this important place of cultural continuity for ceremonial ... √ √ √ 7. Utes, Navajos, and Apaches are connected ... because of their traditional uses. √ Theme 2: The Building of a Community √ √ √ √ √ √ 1.Chimney Rock was a substantial settlement in its time. About 2000 people lived ... √ √ √ 2. Chimney Rock 200 structures and 167 (Great House, Guard House, Great Kiva...) √ √ √ √ 3. Overall, the ancestral Puebloans were healthy, living an average of 35-40 years. √ √ 4.... Modern Puebloans feel their ancestors are still here ... √ √ √ Theme 3: The Chacoan Connection √ √ √ √ √ √ 1. People may have come to attend the economic redistribution or trade festivals. √ √ √ √ 2. People may have come to for religious ceremonies in honor of the sun or moon. √ √ √ √ 3. Chimney Rock offers insight about how the Chacoan culture was experienced ... √ √ √ √ 4. Pottery indicates a close connection between Chaco Canyon and Chimney Rock ... √ 5. The people may have used signal towers and/or large fires to communicate... √ √ Theme 4: Sky Wisdom √ √ √ √ √ √ 1. Evidence suggests Chimney Rock people were sky waters who adopted rituals ... √ √ √ √ √ 2. Numerous large-scale celestial phenomenon were likely viewed at Chimney Rock. √ √ √ √ √ 3. The Great House may have housed the high priest whose skill was the study ... √ √ √ Page 33 Chimney Rock National Monument

Theme Visitor Plaza Visitor GalleryInterpretive Area Amphitheater Plaza Trails Area Upper Mesa Parking Tr. Kiva Great Tour/ Audio Tr. House Great Tour/ Audio Entry Hwy.) (at Portal Theme 5: Learning About our Past, Preserving our Legacy √ √ √ √ 1. On 9/21/2012, President Obama signed a proclamation establishing CRNM ... √ √ 2. Part of what makes it unique is that its resources are grouped in a compact area ... √ 3. Maintaining and developing partnerships will be critical for preserving... √ √ √ 4. Since the 1920s, there has been much archaeological interest in Chimney Rock ... √ √ 5. There is a balance between excavating sites versus preserving them undisturbed ... √ √ √ 6. Stabilization in ongoing at Chimney Rock. √ √ 7. Vegetative features that provide historic, cultural, and other values are protected ... √ √

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Conservation and Heritage Education

Education direction from the Chimney Rock Management Plan (3 17. .42) includes the following: Conduct annual interpretive activities and environmental education programs to help inform the public about the archaeology, tribal traditions, unique landscape, diverse geology, natural processes, and flora and fauna of the Monument.

The fiscal year 2000 report on Conservation Education in the Forest Service states the following: For the Forest Service to meet its mission of “caring for the land and serving people,” the public must have the knowledge to understand natural resource issues and the skills to participate meaningfully in the debates that surround them. For this reason, conservation education helps people develop the critical thinking skills and the knowledge they need to understand the complexities of ecological issues. In addition to encouraging people to take personal responsibility for their relationship with the environment, conservation education also encourages people to participate with the Forest Service and other natural resource management entities to sustain our Nation’s natural and cultural resources. A guiding principle of conservation education in the Forest Service is to teach people how to think, not what to think, about the natural and cultural environment.

Ideally, Conservation Education programs connects the significant stories of a site/area/region to applicable studies within the classroom. Students that are knowledgable about archaeology will have an appreciation of historically and culturally significant sites and become advocates to prevent looting and vandalism in the future. Archaeological stewardship can also shape students’ appreciation of other cultures and inform the ethics of their behavior toward those with a different heritage from their own.

Conservation education often targets students in the 9-12 year old range which is typically 4th-6th grade. Generally, educators view these age groups as having mastery of basic reading, writing and functional skills, and ready for actual cognitive learning or experiential education. They are ready and able to look beyond their own world view to those held by others. Students at this age: »» Can see and argue more than one side of an issue. »» Begin to use social media, friends and the news to get information and form opinions. »» Start understanding how things are connected; are able to understand the effects of climate change, for example, or how the behavior of one person can impact everyone else.

Education theories on experiential learning demonstrate that this age group (4th-5th grade) is ready for more exploration, information and awareness of their world as growth occurs across the child’s life (STEM: Defying a Simple Definition, Jonathan Gerlach, 2012) . Based on the STEM models for Science, Technology, Engineering and Math, many states are adopting STEM education for the reasons below:

“STEM education is active and focuses on a student-centered learning environment. Students engage in questioning, problem solving, collaboration, and hands-on activities while they address real life issues...STEM proficient students are able to answer complex questions, investigate global issues, and develop solutions for challenges and real world problems while applying the rigor of science, technology, engineering, and mathematics content in a seamless fashion.” (Maryland State STEM Standards of Practice Framework)

Bottom line: STEM and CE should work hand-in-hand.

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An additional benefit of targeting elementary- aged students is that they are likely to transfer their conservation education principles to their parents (The Effect of Environmental Education on Schoolchildren, Their Parents, and Community Members: A Study of Intergenerational and Intercommunity Learning, Vaughan, Gack, Solorazano and Ray, 2010).

Colorado State Education Standards The Colorado Department of Education State Standards articulate the knowledge and skills that indicate a student is making progress toward being ready for high school, and define what students need to know. Evidence Outcomes are the indication that a student is meeting an expectation at the mastery level at that grade, and define a measure of mastery that students can complete.

Social Studies Standards Applicable to Chimney Rock NM »» Grade 4: Develop an understanding of how people view, construct, and interpret history. »» Grade 5: Analyze historical sources from multiple points of view to develop an understanding of historical context.

Evidence Outcomes for Social Studies (SS): »» SS.4A Construct a timeline of events showing the relationship of events in Colorado history with events in United States and world history. »» SS.4B Analyze primary source historical accounts related to Colorado history to understand cause-and- effect relationships. »» SS.4C Explain the cause-and-effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado. »» SS.4D Identify and describe how major political and cultural groups have affected the development of the region. »» SS.5A Identify different ways of dating historical sources to understand historical context. »» SS.5B Examine significant historical documents. Topics to include but not limited to the Stamp Act, the Declaration of Independence, and the Constitution (in reference to how historical documents illustrate the perspectives of the US government toward Native Americans).

Geography Standards Applicable to Chimney Rock NM »» Grade 4: Connections within and across human and physical systems are developed. »» Grade 5: Causes and consequences of movement.

Evidence Outcomes for Geography (GEO) »» GEO.4A Describe how the physical environment provides opportunities for and places constraints on human activities. »» GEO.4B Explain how physical environments influenced and limited immigration into the state. »» GEO.4C Analyze how people use geographic factors in creating settlements and have adapted to and modified the local physical environment. »» GEO.4D Describe how places in Colorado are connected by movement of goods and services and technology.

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»» GEO.5A Identify variables associated with discovery, exploration, and migration. »» GEO.5B Explain migration, trade, and cultural patterns that result from interactions. »» GEO.5C Describe and analyze how specific physical and political features influenced historical events, movements, and adaptation to the environment. »» GEO.5D Analyze how cooperation and conflict among people contribute to political, economic, and social divisions in the United States.

For more information about Colorado State Education Standards, visit: www.cde.state.co.us/ CoSocialStudies.

Conservation and Heritage Education Programs at Chimney Rock At Chimney Rock, the education program is conducted almost entirely by about ten CRIA volunteers, many of whom are retired educators from all levels. School groups within a two-hour drive from Chimney Rock are the most common participants (Pagosa Springs, Ignacio, Bayfield, Durango, and Cortez). However, groups from as far away as Santa Fe have visited.

Currently, the main objectives of CRIA educators center on activities and information to make field trip experiences more valuable. The primary theme of the education programs has been the everyday life of ancestral people: farming, hunting, buildings, and the connection to Chaco Canyon. Parallels are drawn between the potential problem of resource depletion for the ancestral Puebloans and today’s challenges with conserving our natural resources.

Recommendations The current education program at Chimney Rock includes excellent activites and content for a variety of ages. Table 5 provides recommendations for ways of continuing and expanding these programs to maximize their alignment with Colorado State Education Standards. Table 6 provides some new ideas to explore.

Table 5 - Recommendations for Existing Education Activities State Recommendations for Existing Education Activities Theme Standard Rialia Tubs with hands-on materials (pelts, arrowheads, baskets, tools, etc.) and curriculum information and lesson plan ideas is available for teachers, aligned to state standards where possible. The tub is used primarily at Chimney Rock although there are plans to give classroom presentations at the schools prior to their visit. Each tub has materials for elementary grades; tubs for middle and high school classes are desired. Ideas for expansion: SS.4B, 4C Themes »» Maps of area and satellite imagery to look at roads and corridors, then and now. SS.5A 1, 2, 3, GEO.4A-4C »» Samples and images of pottery and basketry from Chimney Rock versus Chaco and 6 Canyon. GEO.5B »» Images of artifacts that might show clothing, footwear or other personal effects of people at Chimney Rock, and images of modern Pueblo people dress. »» Small reconstructed samples of rock walls Chimney Rock and Chaco Canyon. Pre-tour Orientation Video (to be released Spring 2016) will be used in classrooms prior to their GEO.4A-4D All visit. GEO.5A-5B SS.4D Themes Upon request, Activity Stations by the Visitor Cabin are set up for pottery, weaving, rock art, and SS.5A 2, 3, 5, atlatl instruction. GEO.4A-4D and 6 GEO. 5C

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State Recommendations for Existing Education Activities Theme Standard Junior Archaeologist Workbooks with badge, patterned on the Junior Ranger books, are provided free to school groups as well as children visiting with their family. Ideas for the next publication: »» Add a timeline with clues that allow children to view Colorado prehistory and history relative to other US/world events and their own family timeline history. GEO.4A Themes »» Make use of digital apps and websites to promote additional learning opportunities. Add QR 1, 2, 3, 5 codes linked to various websites. and 6 »» Add activities beyond the introduction to what archaealogists do. »» Develop a Spanish version. A Nature Trail around the Visitor’s Cabin includes a description sheet for the numbered spots. Themes Consider creating a “game” where at specific stations on the trail, a situation is posed that relates GEO.4A-4B 2, 5 and to migration, food resources, etc., and ask the reader to respond. CRIA plans to print and laminate GEO.5A-5C 6 some Nature Trail guides for general audiences.

Table 6 - Ideas for New Education Activities State Ideas for New Education Activities Theme Standard SS.4C-4D Virtual Tour of Chaco Canyon that could be used alone and or in combination with a similar virtual SS.5A Theme 3 tour for Chimney Rock. Use LiDAR from the University of Colorado research. See Archaeology GEO.4A-4C and 4 Southwest for more information: www.archaeologysouthwest.org/what-we-do/information/exhibits GEO.5B-5C Interactive website for kids with companion teaching tips for educators to help them maximize its learning potential. For an example, see the Crow Canyon Archeological Center’s Pueblo Indian Any All History for Kids: http://www.crowcanyon.org/EducationProducts/pueblo_history_kids/introduction.asp Preserving our Future game for the classroom or on-site, based loosely on Curriculum Module 1-Theme 5: Learning About Our Past, Preserving Our Legacy (see Appendix E). Players will SS.4B, 4D understand the importance of artifacts and what scientists/archeologists can learn from them. They SS.5A-5B Theme 5 will also see that the ancestral Puebloans were similar to us in many ways. Scrapbooks with photos of GEO.5D damaged archaeological sites and artifacts will be shared. Chimney Rock Board Game (or app) that illustrates ancient migration routes, sites in the Southwest, with background on each site’s archeological findings. Players have assigned characters and draw cards. SS.4C Themes Each card would present a scenerio and options for action. The action selected would move character to GEO.4A-4D 1, 2,3, a place on the board that either assists or impedes them in their journey. Scenerios could relate to food GEO.5A-5C and 6 and water resource depletion; physical environments, geographic limitations or other variables. Agents of Discovery App: Designed for Pre-K through grade 12, this existing platform uses a series of SS.4A-4D movement-based games to transport users through a landscape area tied to QR codes on the ground. SS.5A-5B There is a one-time purchase fee of $22,000 and the vendor builds the site based upon content provided All GEO.4A-4D to them. The game is then available for free. Content could be developed with specific topics or stories GEO.5A-5D intended to address any of the relevant state standards.

Appendix D provides four examples of Curriculum Modules that incorporate both field and classroom activities to meet state education standards; as well as resources for futher assistance.

Evaluation If programming is done in line with state standards, testing requirements will show some correlation between activities and student scores. In addition to formal classroom testing, presentors should create a type of evaluation after presentation or field event that gathers data on how successfully the presentation met the goals and standards identified; students’ ability to recall and retain information; and a self evaluation about how the program and or content could be improved upon. Page 38 Interpretation & Education Plan

Design Guidelines

Chimney Rock NM has a sense of place all its own. To a degree, it can be captured through the visuals of interpretive media both on and off-site, articulated through Design Guidelines. Guideline elements include colors, fonts, graphics, layout styles, and Forest Service branding. These visual elements help deliver the message without saying a word. Use of these Design Guidelines in the development of interpretive media will ensure focus, consistency, and professionalism.

Color Palette The color palette begins with those colors already identified in the Chimney Rock NM logo. These not only reflect the geology of the site but mineral colors as well (e.g. red from hematite; yellow from hematite and limonite). A “pinon pine green” was added to expand the landscape palette. To complete the palette with the symbolic colors of the Native American cardinal directions, white, black and red are also included. The color matching system used is Pantone solid coated.

Figure 3 - Pantone Color Palette for Chimney Rock NM

“The design of the visitor center will celebrate Chimney Rock NM by shaping experiences that connect people with the land and the place (Chimney Rock Master Plan, page 11).

Pantone 2727 C Pantone 1605 C Pantone 483 C (including tints of 80%, (including tints of (including tints of 80%, 60%, and 40%) 80%, 60%, and 40%) 60%, and 40%)

CHIMNEY

Pantone 1365 C Pantone 4715 C Pantone 4735 C ROCK (including tints of 80%, (including tints of 80%, (including tints of 80%, 60%, and 40%) 60%, and 40%) 60%, and 40%) NATIONAL MONUMENT

Pantone Black 5 CP Pantone 625 C Black (including tints of Pantone 1815C (including tints of 80%, (including tints of 80%, 80%, 60%, and 40%) and white 60%, and 40%) 60%, and 40%) Page 39 Chimney Rock National Monument

Fonts Fonts provide the visual voice of text. They may evoke a feeling, era, or even a personality. They also determine the accessibility and perceptibility of a word, line, or paragraph.

Fonts recommended for Chimney Rock NM interpretive media include two categories: 1. Basic Body Fonts - used for the bulk of text, headings, and captions. 2. Accent Fonts - used sparingly for titles and very short text to give more visual meaning to the words.

Accessibility minimums refer to the smallest sign in height the text can be for optimal reading ease and visual accessibility. Larger sizes are preferred if panel size allows. Fonts are measured in points but fonts of the same point size may vary in height due to the font design.

Basic Body Fonts Accessibility Minimums: Body Text 3/8”; Small Text 1/4”

The Myriad Pro typeface family is the font to be used for large bodies of text for all interpretive printed interpretive media. Within the typeface families, there are many individual fonts (regular, light, condensed, semibold, bold, bold condensed, black, and italicized versions of all. All fonts in this Interpretive and Education Plan are within the Myriad Pro typeface family.

Accent Fonts Accessibility Minimums: Titles 3/4”, Subtitles 1/2” CHIMNEY ROCK National Monument in Narkism (this is the font used in the logo)

CHIMNEY ROCK National Monument in JSL Ancient (gives an historic feel) Digital Font Websites, ePubs, and other digital interpretation will use the Verdana typeface as it is an industry-standard for text read via a screen. (This paragraph is in Verdana 11 point regular.)

Interpretive Panel Template A template for interpretive panels is intended to provide a visual framework upon which actual panel design would be based. Figure 5 shows how colors, fonts, illustrations, and layout are combined. Elements that would carry across panels would be the colors, fonts, placement of the title, agency identifiers, and header/footer blocks. The side story block could be on the left or right.

The framing system for these panels will be a standard low-profile angled brown powdered-coated aluminum such as shown in Figure 4.

Figure 4 - Framing System

Page 40 Interpretation & Education Plan Photo courtesy of Howard Rowe of Howard courtesy Photo San Juan Interpretive Template 5 - Interpretive Panel Figure

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Cost Estimates

Table 7 - Cost Estimates for all Phases

Interpretive exhibitry included in construction phases: Phase 1: Visitor Contact Station and Welcome Wall; visitor plaza and interpretive trail to overlook; upper mesa shaded pavilion Phase 2: Amphitheater Phase 5: Exhibits by restrooms and bus shelter shade structures; interpretive panels for additional trails Interpretive Gallery: indoor and outdoor exhibits; CRIA bookstore Cost Estimate by Phase1 Phase Interp Area/Item Exhibit Components Phase 1 Phase 2 5 Gallery Design, layout, text development, and schematics (fabrication-ready); for Interpretive Gallery, Exhibit Design $10,000 $15,000 $2,000 $75,000 also includes digital programming (videos and interactives) 2 36” x 36” low-profile panels, custom shaped; Entry Portal Exhibit 2 panel mounts; 1 plexiglass covered, weather- $2,000 resistant, lockable bulletin board 1 plexiglass covered, weather-resistant, lockable Visitor Contact Station $800 bulletin board Welcome Wall 1 information and orientation panel (insert size) $500 Visitor Plaza Sculpture Flat steel, wireframe, or other as appropriate (“3 Sisters”) (proposed to be a CRIA fundraiser/funded item) Corn, beans, squash, and native plants used by Visitor Plaza ancestral Puebloans; 6-8 small (near ground) $2,500 Demonstration Gardens identification/interpretive panels

Visitor Plaza Exhibits 2-4 sets of rectangular exhibits that surround posts $7,500 (under shade structure)

8 banners (all different designs) - 4 for the corners Visitor Plaza Banners of the shade structure and 4 spare to change out $1,000 (under shade structure) periodically Large touch-screen interactive video monitor; 3D Interpretive Gallery topographical table map; approximately 300 sq. (1,772 sq. ft.; 600 sq. ft feet of interpretive panels; video of Chimney Rock $175,000 for CRIA bookstore; 1172 structures to accompany panels; interactive exhibit for exhibits (manipulative and/or digital); artifact display (replicas only)2 Approximately 100 sq. feet interpretive panels, Amphitheater and Exhibit each panel has at least 1 3D element; structure $25,000 Rooms construction exhibits (in small partial rooms); tribal flag display area Approximately 8 low-profile exhibits, 36” x 24” with Visitor Plaza Area Trails $2,000 $6,000 bases (2 in Phase 1; 6 in Phase 5) Bus Shelters Approximately 20 square feet of interpretive panels $1,000 Page 42 Interpretation & Education Plan

2 36” x 48” vertical panels under shade structure and Upper Mesa Parking $3,000 panel mounts Approximately 8 low-profile exhibits, 36” x 24” with Great Kiva Trail bases along trail; 2 36” x 24” low-profile panels at $10,000 Herradura overlook (includes panel mounts) Subtotal Exhibit Design $29,300 $50,000 $9,000 $250,000 and Fabrication

Contract administration 10% $2,930 $5,000 $900 $25,000 and project management

Contingency costs $10,000

TOTAL (in 2017 costs) $32,230 $55,000 $9,900 $285,000

Inflation relative to 2017 3% annual $1,650 $297 $8,850

TOTALS $32,230 $56,650 $10,197 $293,850

TOTAL of Phases, 1, $99,077 2, & 5 Total of all phases and Interpretive Gallery $360,697

1 Cost estimates are for fabrication only; design costs are included in the “Exhibit Design” line item.

2 Digital components: touch screen $5,000; 3D topo map $25,000; video $2,000/minute; interactives $10,000

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Appendices | Page 44 Appendices

Appendix A - 2012 Proclamation Establishing Chimney Rock National Monument

THE WHITE HOUSE

Office of the Press Secretary

For Immediate Release September 21, 2012

ESTABLISHMENT OF THE CHIMNEY ROCK NATIONAL MONUMENT

------

BY THE PRESIDENT OF THE UNITED STATES OF AMERICA

A PROCLAMATION

The Chimney Rock site in southwestern Colorado incorporates spiritual, historic, and scientific resources of great value and significance. A thousand years ago, the vast Chaco civilization was drawn to the site's soaring massive rock pinnacles, Chimney Rock and Companion Rock, that rise hundreds of feet from the valley floor to an elevation of 7,600 feet. High atop ancient sandstone formations, Ancestral Pueblo People built exquisite stone buildings, including the highest ceremonial "great house" in the Southwest.

This landscape, encompassing both Chimney Rock and Companion Rock, and known today as Chimney Rock, holds deep spiritual significance for modern Pueblo and tribal communities and was one of the largest communities of the Pueblo II era (900-1150 A.D.). The Chimney Rock site also includes nationally significant archaeology, archaeoastronomy, visual and landscape characteristics, and geological and biological features, as well as objects of deep cultural and educational value.

In 1100 A.D., the area's cultivated fields and settlements extended from the valley floors to the mesa tops. The pinnacles, Chimney Rock and Companion Rock, dominated the landscape. Today, peregrine falcons nest on the pinnacles and soar over ancient structures, the dramatic landscape, and the forested slopes of the Piedra River and Stolsteimer Creek drainages, which are all framed by the high peaks of the San Juan Mountains.

Migratory mule deer and elk herds pass through the area each fall and spring as they have for thousands of years, and live there during the critical winter months. Merriam's turkeys, river otters, bald eagles, golden eagles, mountain lions, bats, woodpeckers, and many species of migratory birds also live in the area among the Ponderosa Pine, pinon, and juniper. Several desert plants usually found farther south grow there, including a species of cholla cactus that does not occur naturally outside the Sonoran Desert and is believed to be associated with deliberate cultivation by the Ancestral Pueblo People.

The Chimney Rock site is one of the best recognized archaeoastronomical resources in North America. Virtually all building clusters have views of Chimney Rock and Companion Rock, which frame multiple astronomical alignments and illustrate the Ancestral Pueblo People's knowledge of astronomy. Hundreds of archaeological ruins and buildings from the Pueblo II period are within the boundaries of the site, including a Chaco-style

Appendices | Page 45 Chimney Rock National Monument

2

communal multi-room "great house" built in the late eleventh century to command observations of the surrounding landscape and astronomical phenomena.

The Chimney Rock site features an isolated Chacoan settlement among a complex system of dispersed communities bound by economic, political, and religious interdependence centered in Chaco Canyon, New Mexico, about 100 miles south of Chimney Rock. Chimney Rock continues to contribute to our knowledge about the Ancestral Pueblo People and their understanding and command of their environment.

Today, descendants of the Ancestral Pueblo People return to this important place of cultural continuity to visit their ancestors and for other spiritual and traditional purposes. It is a living landscape that shapes those who visit it and brings people together across time. Since the 1920s, there has been significant archaeological interest in Chimney Rock. Because it does not appear to have been reoccupied after the early 1100s, Chimney Rock offers a valuable window into the cultural developments of the Pueblo II era and affords opportunities to understand how geology, ecology, and archaeology interrelate. Because visitors travel from areas near and far, these lands support a growing travel and tourism sector that is a source of economic opportunity for the community, especially businesses in the region. They also help to attract new residents, retirees, and businesses that will further diversify the local economy.

In 1970, Chimney Rock was listed on the National Register of Historic Places, and its spectacular landscape has been open to visitors ever since.

WHEREAS section 2 of the Act of June 8, 1906 (34 Stat. 225, 16 U.S.C. 431) (the "Antiquities Act"), authorizes the President, in his discretion, to declare by public proclamation historic landmarks, historic and prehistoric structures, and other objects of historic or scientific interest that are situated upon the lands owned or controlled by the Government of the United States to be national monuments, and to reserve as a part thereof parcels of land, the limits of which in all cases shall be confined to the smallest area compatible with the proper care and management of the objects to be protected;

WHEREAS it is in the public interest to preserve and protect the objects of scientific and historic interest at Chimney Rock;

NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by the authority vested in me by section 2 of the Antiquities Act, hereby proclaim, set apart, and reserve as the Chimney Rock National Monument (monument) the objects identified above and all lands and interests in lands owned or controlled by the Government of the United States within the boundaries described on the accompanying map entitled "Chimney Rock National Monument" and the accompanying legal description, which are attached to and form a part of this proclamation, for the purpose of protecting those objects. These reserved Federal lands and interests in lands encompass approximately 4,726 acres, which is the smallest area compatible with the proper care and management of the objects to be protected.

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3

All Federal lands and interests in lands within the boundaries of the monument are hereby appropriated and withdrawn from all forms of entry, location, selection, sale, leasing, or other disposition under the public lands laws, including withdrawal from location, entry, and patent under the mining laws, and from disposition under all laws relating to mineral and geothermal leasing. Lands and interests in lands within the monument's boundaries not owned or controlled by the United States shall be reserved as part of the monument upon acquisition of ownership or control by the United States.

The establishment of this monument is subject to valid existing rights. The Secretaries of Agriculture and the Interior shall manage development under existing oil and gas leases within the monument, subject to valid existing rights, so as not to create any new impacts that would interfere with the proper care and management of the objects protected by this proclamation.

Nothing in this proclamation shall be construed to alter the valid existing water rights of any party, including the United States.

The Secretary of Agriculture (Secretary) shall manage the monument through the Forest Service, pursuant to applicable legal authorities, consistent with the purposes and provisions of this proclamation. The Secretary shall prepare, within 3 years of the date of this proclamation, a management plan for the monument, and shall promulgate such regulations for its management as deemed appropriate. The plan will provide for protection and interpretation of the scientific and historic objects identified above, and continued public access to those objects, consistent with their protection. The plan will protect and preserve access by tribal members for traditional cultural, spiritual, and food- and medicine-gathering purposes, consistent with the purposes of the monument, to the maximum extent permitted by law.

The Secretary shall prepare a transportation plan that addresses actions necessary to protect the objects identified in this proclamation, including road closures and travel restrictions. For the purpose of protecting the objects identified above, the Secretary shall limit all motorized and mechanized vehicle use to designated roads, except for emergency or authorized administrative purposes.

The Secretary shall, in developing any management plans and any management rules and regulations governing the monument, consult with the Secretary of the Interior. The final decision to issue any management plans and any management rules and regulations rests with the Secretary of Agriculture. Management plans or rules and regulations developed by the Secretary of the Interior governing uses within national parks or other national monuments administered by the Secretary of the Interior shall not apply within the monument.

Nothing in this proclamation shall be deemed to enlarge or diminish the jurisdiction of the State of Colorado with respect to fish and wildlife management.

Nothing in this proclamation shall be deemed to enlarge or diminish the rights of any Indian tribe.

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Laws, regulations, and policies followed by the Forest Service in issuing and administering grazing permits or leases on all lands under its jurisdiction shall continue to apply with regard to the lands in the monument.

The Secretary may carry out vegetative management treatments within the monument, except that timber harvest and prescribed fire may only be used when the Secretary determines it appropriate to address the risk of wildfire, insect infestation, or disease that would endanger the monument or imperil public safety.

Nothing in this proclamation shall be deemed to revoke any existing withdrawal, reservation, or appropriation; however, the national monument shall be the dominant reservation.

Warning is hereby given to all unauthorized persons not to appropriate, injure, destroy, or remove any feature of the monument and not to locate or settle upon any of the lands thereof.

IN WITNESS WHEREOF, I have hereunto set my hand this twenty-first day of September, in the year of our Lord two thousand twelve, and of the Independence of the United States of America the two hundred and thirty-seventh.

BARACK OBAMA

# # #

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Appendix B - Other Applicable Direction from the Chimney Rock Management Plan

Partnerships

Desired Condition Partnerships provide opportunities for research, interpretation, and sustainable tourism at the Monument.

Section 2.2 Cultural Resources Maintaining and developing partnerships will be critical for preserving, interpreting, and better understanding Chimney Rock National Monument. Partnerships with tribes, the National Trust for Historic Preservation, the Chaco Interagency Management Group, the University of Colorado, History Colorado, and other research, interpretation, and preservation organizations have been, and will continue to be, essential to this effort.

2.3 Tribal Interests The Chimney Rock area holds deep spiritual significance for modern pueblo and tribal communities. Today, descendants of the ancestral Puebloans return to this important place of cultural continuity for ceremonial and traditional purposes. The area is also an important source of traditional cultural materials that are collected by tribal members for food and medicine. »» 3.17.24 Tribal traditions are valued by the Forest Service and the public. When appropriate, these traditions are incorporated into the interpretation of the Monument to help provide visitor experiences that foster cultural understanding. Tribes are encouraged to participate in the development of interpretive materials and to assist in the training of tour guides/interpreters. »» 3.17.25 Tribal consultation regarding management, interpretation, traditional uses and other issues of tribal concern within the Monument is an on-going process and is fostered to maintain open communication with tribes.

Site Operation Standards

»» 3.17.11 Activities that occur within the Monument must be conducted in a manner that limits visual, auditory, and night sky impacts to help preserve the cultural and traditional values associated with the Monument. »» 3.17.14 Employees, permittees, volunteers, contractors, and subcontractors must be informed of their responsibilities regarding 1) protective measures for cultural resources; 2) the maintenance of confidentiality of archaeological site location information; and 3) the requirement that any disturbance to, defacement of, or collection or removal of archaeological, historic, or sacred material is not legal without proper authorization and permit.

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Appendix C - Great Kiva Trail Interpretive Panel Proposal

New interpretive panels are needed along the Great Kiva Trail in order to: 1. Correct factual errors and misleading statements. 2. Coordinate with the Audio Tour. 3. Replace worn and damaged panels and frames.

The following proposal for panels complements the Audio Tour but does not duplicate what is in the narrative. All panels are 36” wide by 24” tall, mounted in a custom frame and base as shown in this Interpretation and Education Plan.

The panels begin at the Herradura, then continue in a counterclockwise direction along the trail.

Herradura Panel 1 - Audio Tour Introduction Working Title: Theme and Storylines »» Primary Theme »» Introduction to the other 6 themes. Interpretive Objectives 1. Visitors are intrigued by the idea that there are so many factors—cultural, natural, and celestial—that are all part of the Chimney Rock Story; they want to know more. 2. Visitors are oriented to the Great Kiva Trail, its length, difficulty, and highlights. m Imagery »» Mysterious, ethereal photo of Chimney Rock and Companion Rock »» Map of the Great Kiva Trail

Herradura Panel 2 - Audio Tour Introduction Working Title: Sky Wisdom Theme and Storylines »» Theme 4: Sky Wisdom »» Storylines 1 and 2 (all) Interpretive Objectives 1. Visitors appreciate the importance of understanding and predicting celestial events for the ancestral Puebloans. 2. Visitors empathize with the wonder and/or fear that the ancestral Puebloans may have felt when witnessing the major phenomenon in the sky such as the Taurus Supernova, the Sunset Crater eruption, or Halley’s Comet. Imagery Illustration of a group of ancestral Puebloans pointing to the sky at a comet streaking across.

Panel 1 - Audio Tour Stop 1 (at the existing “Great Kiva Trail” panel) Working Title: The Ultimate Outlier Theme and Storylines »» Theme 3: The Chacoan Connection »» Storylines 1, 1.1, 2 (all) Interpretive Objectives 1. Visitors can conceptualize that Chimney Rock lies on a far edge of the Chaco regional community 2. Visitors learn people may have traveled to Chimney Rock for trade festivals or religious ceremonies

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Imagery A map that places Chimney Rock in the Chaco Region encompasses the entire panel.

Panel 2 - Audio Tour Stop 2 (at the existing “The People Did Not Vanish” panel) Working Title: Why Did They Come? Theme and Storylines »» Theme 1: Why Did They Come? »» Storyline 2 (all)

Interpretive Objectives 1. Visitors begin to develop their own questions about why the ancestral Puebloans built where they did, but appreciate that there are some logical reasons for living up on the mesa versus down in the valley 2. Visitors are oriented to the Piedra River, valley, and Peterson Ridge. Imagery Illustration with view from the top of the Mesa looking down over the Piedra River and valley with corn fields and settlements. Some development on the mesa in the foreground is visible.

Panel 3 - Audio Tour Stop 3 (at the existing “Rising Sun” panel) Working Title: Before the Ancestral Puebloans Theme and Storylines »» Theme 1: Why Did They Come? »» Storyline 1 (all) Interpretive Objectives 1. Visitors appreciate that human occupation began here long before the ancestral Puebloans arrived. 2. Visitors feel a connection to the view below when they learn how the needs of the ancestral Puebloans were not that different from our basic needs today (resources, travel corridors, safety). Imagery Illustration of ancestral Puebloans working their crops of corn, beans, and squash.

Panel 4 - Near a crater mound on the left of the trail (no corresponding stop in the Audio Tour) Working Title: What Lies Below? Theme and Storylines »» Theme 5: Learning about our Past; Preserving our Legacy »» Storylines 5 (all), 8 (all) Interpretive Objectives 1. Visitors learn to recognize a crater mound and the 2 different styles of architecture on the mesa (could be a sidebar on panel) 2. Visitors learn about 2-3 methods of archaeological research and excavation methods. 3. Visitors understand and appreciate the reasons for NOT excavating. 4. Visitors are motivated to be thoughtful stewards of archaeological resources and to not disturb or damage any such resources anywhere. Imagery »» Photos of Archaeologists conducting field research with a variety of tools. »» Photos of damaged resources that have clearly been vandalized or damaged due to thoughtlessness.

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Panel 5 - Audio Tour Stop 4 (at the existing “Rubble Mound” panel) Working Title: What Can We Learn from What We Throw Away? Theme and Storylines »» Theme 5 Learning about our Past; Preserving our Legacy, Storyline 4.4 »» Theme 6, A Livelihood in this Landscape, Storyline 4.1, 4.2 Interpretive Objectives 1. Visitors learn about the typical diet of the ancestral Puebloans. 2. Visitors think about what is in their dumpster at home and how it reflects on their lifestyle. Imagery Illustration of ancestral Puebloan family outside a pit house preparing a meal; children are chasing turkeys in the yard; game animals are hidden in the forested background (e.g. porcupine, rabbit, deer).

Panel 6 - Audio Tour Stop 5 (at the existing “Pueblo Farming” panel) Working Title: Where’s the Water? Theme and Storylines »» Theme 6, A Livelihood in this Landscape »» Storyline 1.2 (water) »» Storyline 4.3.c (yucca) Interpretive Objectives 1. Visitors are in awe of the Ancentral Puebloan’s abilities to dry-land farm, and the ingenuity with which they obtained and stored water. 2. Visitors appreciate the tremendous value that yucca had for the ancestral Puebloans. Imagery Illustration of different types of water catchment and storage devices; illustration of a yucca plant with small sketches of sandals, blankets, clothes, ropes, and other items.

Panel 7 - Audio Tour Stop 6 (at the Pit House) Working Title: The Timelessness of Form and Function Theme and Storylines »» Theme 2: Envision Life on this Land »» Storyline 2.4: The excavated pit house (all) Interpretive Objectives 1. Visitors learn about the functionality of a pit house and its components. 2. Visitors develop a connection to the residents of the Pit House when they realize that there are many similarities between their home and the pit houses of the ancestral Puebloans. Imagery Illustration showing a cut-away of the Pit House during its life, with labels showing the functions of different features.

Panel 8 - Audio Tour Stop 6 (at the Great Kiva) Working Title: The Great Kiva Theme and Storylines »» Theme 2: Envision Life on this Land »» Storyline 2.3: The mystery of the Great Kiva (all) Interpretive Objectives 1. Visitors understand the significance of the adjective “Great” relative to the Kiva (could be a sidebar on panel) 2. Visitors can envision a gathering of ancestral Puebloans in the Great Kiva for a religious ceremony 3. Visitors can see evidence of foot drums, the (possible) fire pit, and the subfloor cists.

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Imagery Illustration of ancestral Puebloans inside the Great Kiva at a religious ceremony; someone is working a foot drum. The illustration should be a close-up inside the kiva to negate the need to show whether or not there was a roof.

Panel 9 - Audio Tour Stop 7 (at the existing “Forest for the Taking” panel) Working Title: Why Did They Leave? Theme and Storylines »» Theme 1: Why Did They Leave? »» Storyline 3: Push and pull factors (all) »» Storyline 5: Where Did They Go? (could be a sidebar on panel) Interpretive Objectives 1. Visitors develop an appreciation for the number and complexity of factors that could have affected the departure of the ancestral Puebloans. 2. Visitors began to develop their own hypothesis about the reason(s) for leaving. 3. Visitors have respect for, and deference to, the modern Puebloan belief that their ancestors are still here. Imagery Photograph of modern Puebloans on the mesa, participating in a traditional or religious ceremony.

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Appendix D - Conservation and Heritage Education Curriculum Modules

The following four curriculum models incorporate both field and classroom activities to meet state education standards, providing an integrated and fruitful experience.

Module 1 - Theme 5: Learning About Our Past, Preserving Our Legacy Chimney Rock encompasses extraordinary archaeological resources that have helped us paint a picture of the lives of the ancestral Puebloans. With your help, it will continue to do so. »» There is a balance to be found between excavating sites versus preserving them in an undisturbed state »» Southwest archaeology is some of the best dated and studied in the world, but the more we learn, the more questions we have. We present known facts and some of the theories based on those facts, but in the end, we can only wonder.

Classroom Activity: What Our Artifacts Say About Us (from Beyond Artifacts) (See Beyond Artifacts: Teaching Archaeology in the Classroom, 2011, Florida Public Archaeology Network, www. flpublicarchaeology.org/resources/BeyondArtifacts2011.pdf)

Objectives: Students will use artifacts to discover how things can help create theories about people who lived in the past. Students will use their knowledge of science and history to identify how artifacts can help (or hinder) archaeologists’ understanding of the past.

Materials: Artifacts, replicas, or modern junk

Background: Archaeologists do far more than just excavate. They must also analyze and interpret all the artifacts they recover in order to better answer questions about people in the past and the lives those people led. Poor preservation or destruction of archaeological sites and artifacts can change how scientists understand the past.

Procedure: Collect an assortment of artifacts. These can be beads, buttons, children’s toys, nails, broken pieces of pottery, animal bones or teeth, or replicas of any sort. It is important to include items that indicate specific occupations, age groups, genders, ethnic groups, economic statuses, and/or technological advancements.

Ask students to examine and identify the artifacts they were given. Have students create a “site history.” What kind of sites were these? What can be said about the people who left these things behind? What jobs did they have? Who lived on these sites? What resources or amenities were available to these people? How long did they live or work at these sites?

After students are satisfied with their “site histories,” remove one or more artifacts or one of several similar artifacts (ex., remove the Matchbox car, but keep the doll part). How does this change the stories the students previously created? Discuss what survives in the archaeological record. Why are some items thrown away, while others are kept? Does the environment effect the preservation of artifacts? How does this change the story of the past? Does looting affect the understanding of history?

Closing: Conduct classroom discussion or have students and/or student groups write their “site’s” history. Encourage the students to identify the time period, age group, economic status, occupation, ethnic group, etc. of the people who owned or used these items. Have them think critically about why there are gaps in our knowledge of the past and what that can mean for those studying it. For example: A group may receive a porcelain tea cup, a matchbox car, a modern travel mug, a plastic doll (or part of a doll), a hammer, a tool belt, and a piece of costume jewelry. These artifacts may suggest a middle or working class

Appendices | Page 54 Appendices family with possibly two children. How can you tell this was a family? What kind of profession did someone in this household have? How does the appearance of the older style teacup alongside the more modern artifacts change the story? How does the story change if the teacup is removed? What happens to the picture of this family if the doll is removed?

Field Activity - What Happened Here?

Theme/storylines: Learning about our Past, Preserving our Legacy Chimney Rock encompasses extraordinary archaeological resources that have helped us paint a picture of the lives of the ancestral Puebloans. With your help, it will continue to do so. »» There is a balance to be found between excavating sites versus preserving them in an undisturbed state »» Stabilization is ongoing at Chimney Rock. Freeze-thaw cycles, exposure, and drainage are two challenges for sites with exposed masonry. »» Vegetative features within the Monument that provide historic, cultural, educational, or aesthetic value are protected (examples include plants that provide traditional cultural materials). »» Please help preserve the legacy of this special place and its link to the past. Archaeological sites are a nonrenewable resource—artifacts, fossils, and historic remains are fragile and irreplaceable parts of our national heritage. To preserve this historic legacy for future generations, please observe the following in any archaeological site:

Objectives: In their study of archaeological sites, students will: 1. Categorize artifacts according to their use. 2. Hypothesize activity areas by placing artifacts within an imaginary site. 3. Assess the impacts of vandalism to the site.

Materials: Pictures, and descriptions of artifacts, or box of artifacts/replicas.

Vocabulary: »» Archaeology: a method for studying past human cultures and analyzing material evidence (artifacts and sites). »» Archaeological site: a place where human activity occurred and material remains were left. »» Artifact: any object made or used by humans. »» Context: the relationship artifacts have to each other and the situation in which they are found. »» Vandalism: willfully or maliciously defacing or destroying public or private property.

Background: Archaeologists rely on surviving material remains from people of the past to answer questions about their behavior. The artifacts encountered and their context, or placement in relationship to verything else, can yield valuable clues for archaeologists’ interpretations of what activities occurred. Archaeologists are careful to consider all artifacts and information when making inferences, rather than focusing on one or two artifacts to the exclusion of others. An artifact and its context may seem insignificant to an archaeologist one day, yet could prove to be a crucial piece of information for another archaeologist later.

It is important for archaeologists to accurately and thoroughly describe their observations for the benefit of other archaeologists. Archaeological sites are frequently investigated many times by one or more archaeologists. Sites like Chimney Rock and Aztec Ruins have been repeatedly examined through the years. Archaeologist Earl Morris, who headed the first Aztec Ruins excavations in the 1910s, made many inferences regarding the people who used the site based on the recovery of thousands of artifacts.

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However, because the science of archaeology and its techniques were still in their infancy, Morris did not keep thorough records of the contexts of artifacts. He concentrated on recovering and describing artifacts that were beautiful and/or unusual, rather than noting contexts or describing common artifacts such as pottery shards, discarded animal bones, and building materials. His excavations have consequences for archaeologists today, who attempt to answer questions about the people of Aztec Ruins based on his excavations. Incomplete or inaccurate records prevent them from reconstructing a full story of what happened at Aztec Ruins. There were also instances of vandalism and theft, commonly known today as “pothunting,” at Aztec Ruins.

Early local people made their way into rooms, removing artifacts, altering walls, and thereby permanently changing the information available to us today. One local recalled that as a schoolboy, he and his friends took part in breaking into ruins and carrying away pottery, baskets, jewelry, sandals, mats, human remains, and other items. The treasure seekers dispersed the objects throughout the community, where they ended up in shoeboxes or on mantels, their stories lost, and their significance reduced to mere curiosities. In recent years, Congress has passed stronger laws to protect archaeological sites on federal lands. Most states have also passed laws protecting burials on both private and state lands. Penalties and fines for disturbing or removing items from these sites can be severe. Despite these laws, however, looting and vandalism remain a problem, especially in the Southwest where numerous sites are relatively well preserved, widely dispersed, and inadequately patrolled.

The descendants of the people who lived in this area—the modern day Puebloans—also mourn the destruction of these sites, but for different reasons. Many express sadness and outrage about their ancestors being disturbed. Many believe that when a person’s burial is displaced, his or her spirit journey is interrupted. It is important to them that such remains, with accompanying funerary offerings, return to the earth at the site where they were buried so that their ancestors may continue their journey.

Activity: Ask students to think about the different rooms in their home (e.g. the kitchen and bedroom). What different activities happen in each room? Compare and contrast some of those activities. Ask students to imagine that the archaeological site they are standing in once served as someone’s home. What did people do here?

Divide the students into 3 teams. Appoint 2 teams to be archaeologists and have them go to an area where they cannot see team 3’s activities. Share items from the artifact box with team 3. Discuss where each artifact might have been found. Place some of the artifacts in those locations. Have team #1 return and explore the site. What do they find? What do their discoveries tell them about how each area might have been used? Record these findings. Students then mix, relocate, and change various artifacts. Have team #2 return and repeat team #1 ‘s exploration procedure. Again, record their findings.

With the entire group, compare research findings. Has moving and handling objects changed the interpretations? Reiterate why moving objects or handling them can disrupt the story an archaeologist can discover.

Follow-up Classroom Activity Theme/storylines: Learning about our Past, Preserving our Legacy Chimney Rock encompasses extraordinary archaeological resources that have helped us paint a picture of the lives of the ancestral Puebloans. With your help, it will continue to do so. »» Vegetative features within the Monument that provide historic, cultural, educational, or aesthetic value are protected (such as plants that provide traditional cultural materials). »» Please help preserve the legacy of this special place and its link to the past. Archaeological sites are a nonrenewable resource—artifacts, fossils, and historic remains are fragile and irreplaceable parts of our national heritage. To preserve this historic legacy for future generations, please observe the

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following in any archaeological site (insert etiquette and rules) . »» Southwest archaeology is some of the best dated and studied in the world, but the more we learn, the more we realize we don’t know. We present known facts and some of the theories based on those facts, but in the end, we can only wonder.

Using various web and internet research sites on pueblo people and the southwest cultures. Identify early people who discovered sites, and what was done with artifact discoveries in that time. What would you do differently? View video about Chimney Rock (done by CU Boulder) from website: www.chimneyrockco. org/.

Draw a picture of your family’s important objects and what they tell about you and your home. Imagine an archaeologist in 2000 years discovering your house, and what they might think. Write a thank you note to CRNM for the time spent there, and what you found most memorable about your visit.

Module 2 - Theme 3: The Chacoan Connection One of the most intriguing concepts about Chimney Rock is that it was part of a larger and remarkable regional community centered at Chaco Canyon, approximately 90 miles southwest in New Mexico, that blossomed across the southwest—a concept supported by architectural, archaeoastronomical, and other evidence. It has been called the “ultimate outlier” in recognition that it has the potential to yield significant information about the “golden era” of Chacoan culture.

Storylines 1. People may have traveled to Chimney Rock to attend the economic redistribution or trade festivals. 2. People may have traveled to Chimney Rock to attend religious ceremonies in honor of the sun or moon, or other ceremonies that we don’t know about. 3. Was there a large-scale migration of ancestral Puebloans bringing Chacoan culture? Or were many communities of local populations influenced by Chacoan culture through migrations of elite or through exchange networks? 4. Chimney Rock offers insight about how the Chacoan culture was experience outside of the core area. 5. Architecture and pottery indicates a close connection between Chaco Canyon and Chimney Rock, with styles and materials seemingly shared back and forth. 6. The people of Chimney Rock may have used signal towers and/or large fires at various locations to transmit calendrical information to Chaco Canyon, thus prompting the Chacoan priests to schedule the appropriate activity or festival.

Classroom Activity

Objective: Students will practice developing interpretations about people who lived in the past. Students will use their knowledge of science, known facts, and theories about how Chimney Rock and Chaco Canyon were connected.

Materials: Maps of the southwest, known sites of ruins and settlements, NPS Chaco Canyon website, relevant storylines from the Chimney Rock Interpretation and Education Plan about the Chacoan connection.

Procedure: Introduce the process of interpreting history. View video about Chimney Rock (done by CU Boulder) from website: www.chimneyrockco.org. Place students into teams and assign each team a specific subject related to explore. Subjects might include pottery, building style, stone basins, feather holders, astronomy, daily life, natural resources, festivals, communication, trade.

Using research materials to gather data, students create Venn diagrams or other graphs to demonstrate Appendices | Page 57 Chimney Rock National Monument

what was similar and what was different about their subject at both Chimney Rock and Chaco Canyon. Then write an interpretation of the connection between the two sites at the bottom of their diagram. Each team shares their results.

Field Activity On the tour of Chimney Rock, each stop focuses on defining the similarities or differences to Chaco Canyon. If time allows, have a second volunteer stationed on one of the tower points and signaling to the group at a given time.

Discussion questions with the group can include: 1. What types of gatherings or festivals might occur that would be major events with people traveling? What times of year might these occur? 2. How might this village signal the people at Chaco? 3. If you were going to travel to Chaco, how would you plan for your journey?

Summary: As people migrate and trade with one another, they share ideas, art, ideas, and even religious practices. Archaeaologists have determined many similarities between Chaco culture and Chimney Rock culture leading them to believe this was an outlier. Can you think of modern examples of how the movement of people have transformed the way a city or town looks, or ideas people adopt?

Follow-up Classroom Activity Students review their day spent at site and the similarities to Chaco Canyon. Instructor leads a discussion about migrations: why they occur; what makes people decide to leave; how new communities are formed. Summarize with the hypotheses about Chimney Rock, religious ceremonial practices, and part-time versus year-round occupancy. Students complete a project illustrating how they think Chimney Rock was as an outlier of Chaco Canyon using either poster, poem, diorama, or other artistic form.

Module 3 - Theme 1: Why Did They Come? Why Did They Leave?

Storylines 1. It may be that the ancestral Puebloans left Chimney Rock for a combination of interconnected reasons that pushed them away from Chimney Rock and/or pulled them toward other areas. (Storyline courtesy of Alan Saltzstein.) 2. Push factors are concerns that induce people to leave their settlements, maybe even to an unknown destination. »» There were periods of drought and cooler weather between 1100 AD-1200 AD. Although the drought itself may not have been the sole reason, it may have been a component of an overall stressed environment that made living off the land too difficult. There may have been a depletion of resources such as timber and soil, or crops and plant foods. »» Warfare or disease among villages may motivate residents to move to more peaceful or healthy locations, although no documentation exists for either of these at Chimney Rock. 3. Pull concerns are factors that make living in another community desirable. »» Chimney Rock residents may have left in search of better land with a more predictable water supply.New ideologies or belief systems, or the failure of an existing tradition, may have attracted the Chimney Rock population elsewhere. The Chaco elite class and hierarchy may have created a some social unrest. »» There may have been a cultural collapse of the astronomy-based religion if high priests failed to predict phenomenon such as the 1064 explosion of Sunset Crater, Halley’s Comet in 1066, and/or the solar eclipse of 1097. »» Because of the tradition and ease of movement among the Pueblo people, it may have simply been

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“time to go” such as exhibited by the continual cycle of nature. Research indicates that population centers changed regularly.

Classroom Activity: Human Migration - Why Do We Move?

Objectives »» Students will learn terms and reasons as to why people migrate, historically and in the present. »» Students will use their knowledge of science and history to identify how artifacts can help (or hinder) archaeologists’ understanding of the past.

Materials »» Online Resource Information: http://www.kshs.org/teachers/project_archaeology/pdfs/migration_ teacher_guide.pdf »» Bag of beans, corn, bits of bark, twigs or wood scraps, and a small paper cups, (Dixie size or very small glass jars) filled with water.

Background: What Is Migration? Ask students what they think of hearing the word “migration.”Migration should not include simply moving from one house to another.) As the discussion progresses, include reasons for these migrations. Examples could include: »» Bird, butterfly, and other animal migrations »» Migration of people from other countries to the United States »» Movement of people from the Midwest to Oregon along the Oregon-California Trail »» Movement of mass numbers of people to retirement areas, such as Arizona and Florida »» Citizens leaving New Orleans because of hurricane Katrina• Citizens leaving New Orleans because of hurricane Katrina

Reasons for migrations could include: »» Scarcity of resources or inability to obtain resources in homeland »» Better opportunities in another region »» Escape from tyrants and other oppressive governments »» Weather and other environment-related issues »» Animal migrations represent instinctive behavior

Use the website below to provide an introduction to the pueblo people and time-frames (teacher should begin this and continue over several days) Students can use the website information to help them do a project assignment Crow Canyon website and Pueblo time-lines: https://www.crowcanyon.org/ EducationProducts/pueblo_history_kids/introduction.asp

Simulation Game This is a simple simulation to help us think about and understand some of the problems ancient Pueblo people dealt with and why they may have left the settlement at Chimney Rock. This is a simplified version, but will help us understand the circumstances they might have encountered.

Assign each student to a clan. Clans will need to share the beans, corn kernels and amount of water to survive. (Please do not eat or drink it. ) Students agree on who will be the clan leader and medicine healer. Each clan establishes a spot in close proximity to other clans so everyone can hear, and see what is going on during the game and remains engaged. Have each clan identify themselves with a name/number. Appendices | Page 59 Chimney Rock National Monument

Hand out the food, bark pieces and water to the clan leaders as you introduce the scenarios. The clan leaders have additional responsiblities. They should listen to everyone in their clan, but must make the final decision on what to do. They will be the only ones allowed to receive or give out the resources. When clan members die, they are still part of the group, but don’t receive any food/water resources. Be flexible and mix up the scenarios to keep the students thinking. Create some various scenarios that cause stress, and force decision making eith with group concensus or by the clan leader. See the following example and then elaborate based on individual class. Assign environmental locations to each Clan (A lives on the mesa top, B in the rock cliffs 3 miles away, etc.)

Game Descriptions Year 1: It was a very wet year, and crops grew plentifully for every clan. Everyone gets a double portion of corn and beans this year. Hand out 2 beans and 2 corn kernels for every clan member (5 clan members = 10 beans, 10 corn kernels, and 5 Dixie cups filled with 3/4 cup water) and 1 piece of bark for a shelter (this is optional) .

Year 2: »» Clan A: Your clan is located on the mesa top where water is scarce, you used nearly all your water for the year, and the rains haven’t yet arrived, and the wind blew very hard. Pour out nearly all your water), and return all but 3 bark huts. »» Clan B: Your leader has decided you need to put food aside for harder times, and for trade, everyone has to pay 1/2 their share to the leader. (1 bean, 1 corn, 2 barks are taken). »» Clan C: A flood swept through the canyon where you live, much of your food reserves were swept away. Return all but 2 beans, and 2 corn , and 2 bark huts to me (teacher). »» Clan D: Your easy access to water allowed you to grow more corn this year, and you decide to trade with Clan B for more food and shelter materials. You get extra corn kernels (2 per member). Decide how much you can trade with Clan B’s leader for more beans and corn. (You must keep at least 2 corn kernels per member). »» Clan E: Wild animals ate all your corn, but you still have beans, and were able to collect extra water this year Return all your corn back to teacher, and receive 2 extra cups of water.

Discussion: Which group is best poised to survive? What are their options?

Year 3: The rains didn’t come this year, and things are very dry. Water is harder to find.

»» Clan A: Your leader has found a water source in the canyon, but it means you must climb up and down from the mesa and possible cross through the territory of some of the other clans. Clan D has agreed to let you come through their territory, for a payment of 2 beans or 3 corn with every passage. Pay Clan D, and lose one clan member. »» Clan B: You have an abundance of food, but your clan needs are expanding as well. You don’t have enough shelter for everyone, return 2 barks to teacher. Clan leader needs to decide how to try and gain more shelter. Your leader is thinking you should find a new location, and asks for clan members input. Where might you go? »» Clan C: Without enough food, you lost 2 clan members, and still don’t have enough. Decide which clan you want to join with in order to survive. Take your food and water with you. Leave bark on the table (teacher, let other clans take them if they notice it, but do not say anything. »» Clan D: The payment from Clan A kept your going through the winter, but things are minimal. Return half of all your food (bean & corn to teacher). Who else can you make a deal with to increase your food and resources? What can you trade? »» Clan E: You did not have enough food to survive the year. Some members died, others scattered in search of food, water or shelter. Give your remaining food back to the teach, and divide up between

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the remaining clans., You may take your bark huts with you.

Discussion: Now which group is best poised to survive? What are their options?

Year 4: It is another dry year, and growing food is more difficult. Everyone is growing hungry. (All remaining clans give 2 beans, 2 corn back to teacher., All but one cup of water returned.

»» Clan A: Clan D has began to demand more food payment for access to water. Clan leaders decide to move off the mesa and upstream in the canyon to live, the lack of water has become difficult. Give all bark back to the teacher. You must decide what is best to help your people survive. You have heard there are other places farther south where food and water is more plentiful, but the journey is long and hard. You could sell a clan member and collect some payment in food, or agree to work for food for another clan? What will you do? »» Clan B: Your clan leader has died, and now there is conflict within your clan about who is in charge and what you should do. Some think you should make peace with other clans and help each other, others think your clan should leave this area and go elsewhere. Your medicine leader the clan is being punished and demands that half of food stores be offered as a sacrifice. But you don’t have a leader to tell you what to do. You must all agree what to do, or if you disagree, you can go join another clan. »» Clan D: You need more food to stay alive. (Turn in all but 1 bean and 1 corn). Your options are to join in with Clan A, but the leaders disagree. Your clan leader says it is time to go, to move elsewhere, but Clan A leader disagrees with this idea. You must decide what is best to help your people survive. You have heard there are other places farther south where food and water is more plentiful. What will you do?

This game can be played out for a few more scenarios, but should end and follow with a discussion about what the clans might end up doing as the environment continued to change.

Discussion Questions »» Each group has some different options available to them. What did those include? »» What are the situations and dangers each clan now faces? »» Who has the best chances of survival with the decisions they made? »» What sort of decisions did clan leaders have to make? »» What would be the reasons each clan decided to leave or migrate from their canyon or mesa homes? »» What sort of risks or rewards would migrating away from their home mean? »» What could be other forces motivating groups to migrate, would a clan leaders decision that it was time to go mean that everyone would leave? Consider groups of 10 - 20 people traveling on foot across the landscape and what hazards they would encounter.

Wrap up discussion with overview of definition of human migration throughout history and into the present. This can be expanded or minimized based on time and theme tied to pueblo history. See the following websites for additional information: http://nationalgeographic.org/topics/human-migration

Bring map up before students in class setting. Look at the migration patterns moving away from Chaco Canyon. http://www.crowcanyon.org/EducationProducts/pueblo_history_kids/pueblo_II_map.asp.

Go back to the lists previously discussed about what is migration, and reasons people make this choice. Tie back to website earlier previewed: https://www.crowcanyon.org/EducationProducts/pueblo_history_ kids/introduction.asp

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Students can use the website information to help them do a project assignment: http://www.crowcanyon. org/EducationProducts/pueblo_history_kids/post_migration.asp

Students can do group projects, each assigned one of the Pueblo groups. Group can decide (or teacher assigns) presentation style: dramatic production/poster with group store telling/brochure for the public/ newspaper article/Snapchat or Instagram presentation/etc.

Module 4 - Theme 5: Learning about our Past, Preserving our Legacy (Research Techniques and Philosophies)

Storylines: »» There is a balance to be found between excavating sites versus preserving them in an undisturbed state. »» Eight villages or settlements have been discovered in the area so far, but many more sites within the Monument remain unexcavated to preserve them for future generations. »» In 2009, Colorado School of Mines used electro-magnetics, magnetics, DC resistivity, ground penetrating radar (GPR), and gravity equipment to map the area west of the reconstructed portion of the Great House. Results indicate rooms are located within this expanded Great House area. »» One reason excavation is limited is because modern Puebloans don’t want to disturb their ancestors. »» As the field of archaeology advances, better tools and techniques will allow us to learn more withless disturbance to the sites (e.g. ground penetrating radar and LiDAR). »» Radiocarbon dating, stratigraphy, ceramic dating, and dendrochronology are methods used to determine the ages of buried objects. »» Southwest archaeology is some of the best dated and studied in the world, but the more we learn, the more questions we have. We present known facts and some of the theories based on those facts but in the end, we can only wonder.

Classroom and Field Activities: Technology and Archaeology Research

Objectives: Students will participate in a STEM educational activity that 1. Learn about technology such as remote sensing, LiDAR, GPR, electromagnetic testing, strontium isotopes. 2. Participate in activities that develop abilities related to spatial thinking and map reading.

Introduction: These activities require some exposure to the technologies discussed. Combined use of videos, website links and demonstrated use in the field are recommended. Students must have some background in mapping, spatial concepts, and computer skills.

Materials: »» Internet access, and program of Google Earth »» Ability to show videos in classroom setting »» Worksheet with targeted questions developed and identified by teacher. This activity can be part of a larger unit presented after some study of Pueblo peoples is presented; map skills are introduced; or as part of the science of archaeology.

Procedure: Lead a discussion about historic archaeological research methods versus modern techniques. Leading questions could include:

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»» Past versus present: How do Archaeologists gain information about a site they are researching? »» Why is the study of the past important? »» What sorts of things do you have to study to become an Archaeologist? »» Do Archaeologists use smart phones, apps or computers in their work?

Resources: This hour long video produced by PBS shows great archaeology research in action. Funded by the National Science Foundation it gives a brief introduction to modern technologies using geophysical data and Airborne LiDar mapping. http://www.pbs.org/time-team/explore-the-sites/lost-pueblo-village/what- we-did/

Other video resources include: National Park Service Archaeology professionals talk about types of technical tools they use, and are learning about. https://www.youtube.com/watch?v=YK4tvinlTOo&index=9&list=PLE845614156EC3C51

Basic into to GPR: https://www.youtube.com/ watch?v=znEsdKbUbPU&index=14&list=PLE845614156EC3C51

GPR research in archeology use: http://www.oldpueblo.org/wp-content/uploads/2013/12/201106opa66A dvancesInTheUseOfGround-PenetratingRadar

» Strontium isotopes: https://bonesdontlie.wordpress.com/2011/05/24/strontium-isotopes-the-new-hot- archaeology-trend and https://www.researchgate.net/publication/226314135_Strontium_Isotopes_from_ the_Earth_to_the_Skeleton_A_Review

Mapping Activity for Remote Sensing Introduce the following activity that is much simpler, but illustrates some of the concepts of remote sensing and LiDAR findings: Demonstrate how to access and find locations using Google earth or satellite images at: http://landsat.gsfc.nasa.gov

Ask them to first locate their hometown, street, and even house using the imagery. What features can they pick out that specifically help them identify their home (e.g. backyard, trees, driveway, sidewalk, swing-set, etc.)? Help them practice zooming in on other areas familiar to them. Coordinate with an experienced Archaeologist to learn how they use satellite imagery. Once there is a level of proficiency with the programs, ask them to look at the following locations, and answer questions on the worksheet that you have refined for your class setting and ability level. »» Chaco Canyon National Historic Park »» Crow Canyon Archaeological Site »» Mesa Verde National Park »» Chimney Rock National Historic Monument

Sample questions or observation for worksheet (include a map outline of the entire site for students to use for orientation, or have them draw the boundaries): 1. For each site, list the number of modern roads. Do you see other lines that might be ancient or historic roadways? Draw a diagram on your sheet. Count the number of modern buildings you see and note those on your sheet with an X. Any outlines you suspect as possible ancient structures mark with a S. 2. Pueblos are sometimes on high ground areas, cliffs, or mesas. Define where each of these locations are. Is it on a cliff, mesa top, ridge line, or other area? Why do you think so? 3. Some of the sites have visible kivas—count the ones you think you see in each site. What clues are you are looking for?

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4. Can you locate a water source that might have served the ancient Pueblo people that lived here? 5. Note at least 5 other observations you can make by looking at this site from a satellite photograph. 6. What are 3 similarities and 3 differences you notice between the different sites?

At end of class work time, review the students’ observations.

Follow-up activities: Coordinate with a local archaeology organization or Forest Service staff to demonstrate geophysical data gathering and some of the finds associated with their research. This could be done in a virtual field trip manner using a wifi hotspot, and VTC system beamed into a school setting. (See http://www.ports.parks. ca.gov for more information on how California State Parks offers this distance learning education in state parks.)

Using geophysical data previously collected, have students use maps and develop spatial relationships from where they are on the ground in relationship to map locations. Have students search for specific visual clues that are typical indicators for a feature.

Select additional related mapping activities from http://nationalgeographic.org/education/map-skills- elementary-students

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Appendix E - Resources for Conservation and Heritage Education

1. BLM Heritage Education Program - Project Archaeology (http://projectarchaeology.org) operates through a network of state programs. State Project Archaeology programs offer professional development workshops for educators, distribute the national curriculum plus state and regional materials, and continue to support teachers in their archaeology education efforts. Contact: Megg Heath, [email protected] or Derrick Baldwin, [email protected]; (970) 882-6805 2. Chaco Canyon Curriculum - www.nps.gov/chcu/learn/education/classrooms/curriculummaterials.htm 3. Crow Canyon Archaeological Center - Curriculum is designed to meet National Standards (Common Core, Next Generation Science Standards, National Curriculum Standards for Social Studies); Colorado Academic Standards, including 21st Century Skills; and Four Corners State Standards for Arizona, New Mexico, and Utah. Topics include Inquires into the Past; Basketmaker Lifestyles, Pueblo Lifestyles, Simulated Excavation, Pottery. Brochure listing field trips and overnight programs for grade school children may be found at: www. crowcanyon.org/images/PDFs/campus_programs/brochure_4page. 4. State Archaeolgist Website (History Colorado) - Grant requirements and information are included for programming and a variety of activities.The website provides a list of artifact kits available for check out (http://www.historycolorado.org/educators/classroom). 5. Bureau of Land Mangament Learning Landscapes - Offers a variety of curriculum materials, and tools for educators including a database of classroom activities and electronic field trips. See: www.blm.gov/wo/st/ en/res/Education_in_BLM/Learning_Landscapes/For_Teachers.html. 6. Beyond Artifacts: Teaching Archaeology in the Classroom, 2011, Florida Public Archaelogy Network; while content information in this curriculum is not applicable to Chimney Rock NM, there are innovative recommendations for teaching in a classroom setting rather then onsite. See: www.flpublicarchaeology.org/ resources/BeyondArtifacts2011.pdf. 7. William E. Hewit Institute for History and Social Science Education Grant - Funded to University of Northern Colorado to support K-12 education in history and the social sciences. The Hewit Institute provides small grants to faculty at the University of Northern Colorado’s College of Humanities and Social Sciences to promote innovative programs in teacher education, materials development, and research in the teaching and learning of history and the social sciences. Resource website for Colorado History; teacher recommended for 4th/5th grade levels. 8. Archaeology Southwest - Contains research and academic work combined wtih teacher training information and tours included as well. See: www.archaeologysouthwest.org/what-we-do/information/ exhibits/visiting-places-of-the-past. 9. NASA Ancient Observatories - Website with all you could want to know about space and sky and research into ancient practices of reading the stars. See: http://sunearthday.nasa.gov/2005/multimedia/index.htm. 10. The Forest Service Conservation Education Learner Guidelines for Programs and Materials (2002) provides a set of Learner Guidelines that include CE Objectives and a description of how they can be implemented. These Learner Guidelines are intended for use as a tool in the design and presentation of Forest Service conservation education activities, programs, and products. The Forest Service has adapted guidelines established by the North American Association for Environmental Education (NAAEE). See: www.fs.usda.gov/ main/conservationeducation/programs/standards-guidelines 11. Project Food, Land and People - FLP educates students, teachers and citizens about the interrelationships between food, resources and people over time. They provide educational materials serving Pre-K to 12th grade students throughout the United States. See: www.foodlandpeople.org/ 12. A comprehensive list of resources can be found at: »» www.nps.gov/archaeology/public/Teach.htm »» www.historycolorado.org/oahp/useful-links

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