DOCSLIB.ORG

Ancestral Pueblos Curriculum Grade 4

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Ancestral Pueblos Curriculum Grade 4 1 Introduction The Heard Museum is pleased to offer this 4th Grade curriculum focused on the Ancestral Pueblos as the first of a series of curricula focused on the American Indians of the Southwest. This curriculum offers students general information divided into key components so they can develop a basic understanding of the Ancestral Pueblos. In addition to informational text written for Grade 4 students, we offer questions that can be used for discus- sion or journaling and are designed for students to make personal, empathic connections to the text. Further- more, this curriculum includes a range of activities that relate to Social Studies, English, Science, Math, and Art. For a list of the Arizona state standards addressed, see page 4. This curriculum can be used in its entirety, or as a supplement. We understand that teachers may need to alter some of the activities based on the needs of individual groups and available materials. Overall Objective The focus of this packet is to give students exposure to the Ancestral Pueblo people: where they lived, what they lived in, and how they lived. The curriculum strives to give students a sense of the technological ad- vancements in architecture, agriculture, and art, and the complex social structures developed by people well over one thousand years ago. The Heard Museum has made the decision to call our curriculum the Ancestral Pueblos instead of Anasazi. Ancestral Pueblo is a more accurate description of the people who built the first villages in the Southwest and it is the name preferred by American Indians. The word “Anasazi” is a Navajo word which means “ancient enemies” or “the ancestors of our enemies” and was given to the Ancestral Pueblo people by archeologists almost one hundred years ago. In addition, the last section of the packet is focused on the Puebloan people of today so students conclude the unit with an understanding that the Ancestral Pueblos are not only part of the past and the subject of study by archaeologists, but are very much a part of the present. This packet will be followed by a more thorough look at the Puebloan people of today. Since Arizona is native land with Indigenous culture woven into our daily lives, we hope students will become more aware of this intersectionality and will have a deeper understanding and appreciation of the Native influences that are so prevalent in the Southwest. We hope fellow educators will join us in raising awareness of the complex societies and technologies devel- oped by the Ancestral Pueblo people as we teach this history to new generations, and will use the Heard Museum, as well as our acclaimed library and archives, as a resource to use in the classroom, for a museum tour, or a specialized workshop. Regards, Sharah Nieto Director of Education Afsaneh Moradian Instructional Designer This curriculum packet is supported by the Virginia M. Ullman Foundation 2 Table of Contents Introduction 2 AZ State Standards 4 Student Text 5 - 18 Activity #1 20 Material #1 21 Activity #2 22 Material #2 23 Activity #3 24 Activity #4 26 Material #3 27 Activity #5 28 Activity #6 29 Activity #7 30 Material #4 31 Activity #8 32 Materials Included: Cover image: Western Ancestral Pueblo, Medicine black-on-red jar and Ancestral Pueblos Student Text cotton yarn, A.D. 1075-1125, 3.25 x 5.25. The protection that ceramics offer household goods is demonstrated by the condition of these hanks of Activity 1: Ramson Lomatewama’s poem beautifully spun and dyed two-ply cotton yarn that were stored in this jar. “Cloud Brothers” Historically, the Hopi people grew cotton and traded both raw cotton and Activity 2: Face Graphic organizer cotton cloth with many neighboring groups. Activity 5: Venn Diagram Activity 7: PowerPoint presentation Note: Please look over the curriculum in its entirety before planning how to use it. There are activities (and some corresponding materials) provided for each section with photos of the Today’s Pueblos of Ancestral Pueblos Student text. Students can read the entire Ancestral Pueblos Activity 7: Today’s Pueblos Graphic Organizer Student text first; however, it is recommended to read one section with the class and then do a related activity from the curriculum in order to solidify student learn- ing before moving on to the next section. For this reason, many of the activities begin with the students reading a section from the Ancestral Pueblos Student text and viewing a digital projection of specific images. The Student text is a revised version of the text found in The activities only ask students to read the different sections of the Ancestral Native Peoples of the Southwest curriculum, Anasazi: The Pueblos Student text, but do not provide specific instructions. This is left vague Ancient Villagers written by Project Director Susan L. Shaffer for a reason. Teachers have many strategies to involve students in reading: Educational Services Manager, The Heard Museum and read aloud, silent reading, reading in small groups, students taking turns read- Instructional Designers Maria Harper-Marinick Mable B. Kinzie ing to the class, close readings, etc. Teachers should feel empowered to use the strategy of their choice; the activities only require that the students have The Heard Museum © 1987 read the section before attempting the activity. 3 AZ State Standards Activity 1: English English 4.RL.4: Determine the meaning of words, phrases, and figurative Poetry language found in stories, poetry, myths, and traditional literature from different cultures, including those that allude to significant characters. English 4.W.4: Produce clear and coherent writing in which the develop- ment and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) English 4.RF.4: Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understand- ing, rereading as necessary. Activity 3: English 4.SL.1: Engage effectively in a range of collaborative discussions (one-on- Architecture Art one, in groups, and teacher-led) with diverse partners on grade 4 topics Math and texts, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared having read or studied required material; ex- plicitly draw on that preparation and other information known about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions and carry out assigned roles. C. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.d. Review the key ideas expressed and explain their own ideas and understanding based on the discussion. VA.CR.2.4c: Describe and visually represent regional constructed environ- ments (such as school, playground, park, street or store). 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimen- sional figures. Activity 4: Social Studies Geography Strand 4 PO3: Construct maps using symbols to represent Creating Maps Art human and physical features. VA.CR.2.4c: Describe and visually represent regional constructed environ- ments (such as school, playground, park, street or store). Activity 5: Science Strand 4 C2: Understand the life cycles of plants and animals. Sister Garden Activity 6: Art V.A.C.R.1.4: b. Collaboratively set goals and create artwork that is mean- Pottery ingful and has purpose to the makers (such as individual works with a similar purpose or group work with shared goals). Activity 8: Social Studies SS Strand1 PO1a: Use the following to interpret historical data: Timeline interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps. 4 Ancestral Pueblos Student Text Ancestors Did you ever wonder why you are sitting in a classroom in this town? How did you get to this place? Do you know how your family came to live in your state or even in the United States? Do you know what country or continent they lived in before coming to the U.S.? The stories of our families go back thousands of years, even though we probably don’t know their names or exactly what their lives were like. All of our family members who have come before us (including our great-great-great-great grandparents) are our ancestors. A family tree, for example, is a way to see the generations of someone’s family. While our ancestors are our family, we all come from (are descended from) the first humans who began to live on this and other continents. The information you are going to read and learn about is what we know of the Ancestors of the Pueblo tribes that live in the Southwest. We call them Ancestral Pueblos because they are the ancestors who built the first cities and villages in the Southwestern United States. While you read, you will notice how much our lives today are influenced ABOVE: Map displaying by Ancestral Pueblo people — from art to the food Ancestral Pueblo regions. we eat. The Ancestral Pueblo people began constructing Zuni Pueblo deer in its house villages and towns on the Colorado Plateau before pottery design. 1500 B.C.. (that’s nearly 3,500 years ago) and their descendants continue living there today. BELOW: This region doesn’t have much water. There are Towaya’lone, Zuni Sacred few rivers here.
Recommended publications
  • Chapter 7 the Enduring Hopi

    Chapter 7 the Enduring Hopi

    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln HOPI NATION: Essays on Indigenous Art, Culture, History, and Law History, Department of September 2008 Chapter 7 The Enduring Hopi Peter Iverson Arizona State University, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/hopination Part of the Indigenous Studies Commons Iverson, Peter, "Chapter 7 The Enduring Hopi" (2008). HOPI NATION: Essays on Indigenous Art, Culture, History, and Law. 16. https://digitalcommons.unl.edu/hopination/16 This Article is brought to you for free and open access by the History, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in HOPI NATION: Essays on Indigenous Art, Culture, History, and Law by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. CHAPTER 7 The Enduring Hopi Peter Iverson “What then is the meaning of the tricentennial observance? It is a reaffirmation of continuity and hope for the collective Hopi future.” The Hopi world is centered on and around three mesas in northeastern Arizona named First, Sec- ond, and Third. It is at first glance a harsh and rugged land, not always pleasing to the untrained eye. Prosperity here can only be realized with patience, determination, and a belief in tomorrow.1 For over 400 years, the Hopis have confronted the incursion of outside non-Indian societies. The Spanish entered Hopi country as early as 1540. Then part of Francisco Vásquez de Coronado’s explor- ing party invaded the area with characteristic boldness and superciliousness. About twenty Spaniards, including a Franciscan missionary, confronted some of the people who resided in the seven villages that now comprise the Hopi domain, and under the leadership of Pedro de Tovar, the Spanish over- came Hopi resistance, severely damaging the village of Kawaiokuh, and winning unwilling surrender.
  • Tribal Perspectives on the Hohokam

    Tribal Perspectives on the Hohokam

    Bulletin of Old Pueblo Archaeology Center Tucson, Arizona December 2009 Number 60 Michael Hampshire’s artist rendition of Pueblo Grande platform mound (right); post-excavation view of compound area northwest of Pueblo Grande platform mound (above) TRIBAL PERSPECTIVES ON THE HOHOKAM Donald Bahr, Ph.D. Professor Emeritus, Arizona State University The archaeologists’ name for the principal pre-European culture of southern Arizona is Hohokam, a word they adopted from the O’odham (formerly Pima-Papago). I am not sure which archaeologist first used that word. It seems that the first documented but unpublished use is from 1874 or 1875 (Haury 1976:5). In any case, since around then archaeologists have used their methods to define and explain the origin, development, geographic extent, and end of the Hohokam culture. This article is not about the archaeologists’ Hohokam, but about the stories and explanations of past peoples as told by the three Native American tribes who either grew from or replaced the archaeologists’ Hohokam on former Hohokam land. These are the O’odham, of course, but also the Maricopa and Yavapai. The Maricopa during European times (since about 1550) lived on lands previously occupied by the Hohokam and Patayan archaeological cultures, and the Yavapai lived on lands of the older Hohokam, Patayan, Hakataya, Salado, and Western Anasazi cultures – to use all of the names that have been used, sometimes overlappingly, for previous cultures of the region. The Stories The O’odham word huhugkam means “something that is used up or finished.” The word consists of the verb huhug, which means “to be used up or finished,” and the suffix “-kam,” which means “something that is this way.” Huhug is generally, and perhaps only, used as an intransitive, not a transitive, verb.
  • New Mexico's Rich Cultural Heritage

    New Mexico's Rich Cultural Heritage

    New Mexico’s Rich Cultural Heritage Listed State and National Register Properties September 2012 Pictured clockwise: Acoma Curio Shop, Cibola County (1934); ); Belen Harvey House, Valencia County (888); Gate, Fence, and Hollow Tree Shelter Designed by Dionicio Rodriguez for B.C. Froman, Union County (1927); and Lyceum Theater, Curry County (1897). New Mexico’s Rich Cultural Heritage Listed State and National Register Properties Contents II Glossary 1-88 Section 1: Arranged by Name 1-144 Section2: Arranged by County 1-73 Section 3: Arranged by Number II Glossary Section 1: Arranged by Name Section 2: Arranged by County Section 3: Arranged by Number Section 3: Arranged by Number File# Name Of Property County City SR Date NR Date 1 Abo Mission Ruin NHL Torrance Scholle 10/15/1966 2 Anderson Basin NHL Roosevelt Portales 10/15/1966 3 Aztec Mill Colfax Cimarron 4 Barrio de Analco National Register Santa Fe Santa Fe 11/24/1968 Historic District NHL 5 Big Bead Mesa NHL Sandoval Casa Salazar 10/15/1966 6 Blumenschein, Ernest L., House NHL Taos Taos 10/15/1966 7 Carlsbad Reclamation Project NHL Eddy Carlsbad 10/15/1966 8 Carson, Kit, House NHL Taos Taos 10/15/1966 9 Folsom Man Site NHL Colfax Folsom 10/15/1966 10 Hawikuh Ruin NHL McKinley Zuni Pueblo 10/15/1966 11 Las Trampars Historic District NHL Taos Las Trampas 5/28/1967 12 Lincoln Historic District NHL Lincoln Lincoln 10/15/1966 13 Los Alamos Scientific Laboratory NHL Los Alamos Los Alamos 10/15/1966 14 Mesilla Plaza NHL Dona Ana Mesilla 10/15/1966 15 Old Fort Ruin Rio Arriba Blanco 1/21/1987
  • Tribal Higher Education Contacts.Pdf

    Tribal Higher Education Contacts.Pdf

    New Mexico Tribes/Pueblos Mescalero Apache Contact Person: Kelton Starr Acoma Pueblo Address: PO Box 277, Mescalero, NM 88340 Phone: (575) 464-4500 Contact Person: Lloyd Tortalita Fax: (575) 464-4508 Address: PO Box 307, Acoma, NM 87034 Phone: (505) 552-5121 Fax: (505) 552-6812 Nambe Pueblo E-mail: [email protected] Contact Person: Claudene Romero Address: RR 1 Box 117BB, Santa Fe, NM 87506 Cochiti Pueblo Phone: (505) 455-2036 ext. 126 Fax: (505) 455-2038 Contact Person: Curtis Chavez Address: 255 Cochiti St., Cochiti Pueblo, NM 87072 Phone: (505) 465-3115 Navajo Nation Fax: (505) 465-1135 Address: ONNSFA-Crownpoint Agency E-mail: [email protected] PO Box 1080,Crownpoint, NM 87313 Toll Free: (866) 254-9913 Eight Northern Pueblos Council Fax Number: (505) 786-2178 Email: [email protected] Contact Person: Rob Corabi Website: http://www.onnsfa.org/Home.aspx Address: 19 Industrial Park Rd. #3, Santa Fe, NM 87506 (other ONNSFA agency addresses may be found on the Phone: (505) 747-1593 website) Fax: (505) 455-1805 Ohkay Owingeh Isleta Pueblo Contact Person: Patricia Archuleta Contact Person: Jennifer Padilla Address: PO Box 1269, Ohkay Owingeh, NM 87566 Address: PO Box 1270, Isleta,NM 87022 Phone: (505) 852-2154 Phone: (505) 869-9720 Fax: (505) 852-3030 Fax: (505) 869-7573 E-mail: [email protected] Website: www.isletapueblo.com Picuris Pueblo Contact Person: Yesca Sullivan Jemez Pueblo Address: PO Box 127, Penasco, NM 87553 Contact Person: Odessa Waquiu Phone: (575) 587-2519 Address: PO Box 100, Jemez Pueblo,
  • Scoping Report

    Scoping Report

    Table of Contents 1.0 Introduction ............................................................................................................................ 3 2.0 Project Description................................................................................................................. 4 3.0 Notification of Scoping Meetings .......................................................................................... 5 3.1 Tribal Consultation ....................................................................................................... 5 4.0 Public Scoping Meetings ....................................................................................................... 6 4.1 Purpose .......................................................................................................................... 6 4.2 Public Scoping Materials .............................................................................................. 6 4.3 Collection of Comments ............................................................................................... 8 4.4 Summary of Comments ................................................................................................ 8 4.4.1 Form Letters ..................................................................................................... 8 4.4.2 Issues Identified During Scoping ..................................................................... 8 4.4.3 Water Resources ............................................................................................ 11 4.4.4
  • Hopi and the Grand Canyon

    Hopi and the Grand Canyon

    The Hopi Landscape and People The current Hopi reservation occupies but a small portion of the Hopi’s ancestral territory. Completely surrounded by the Navajo, the Hopi Reservation sits near the center of an area commonly called Hopitutskwa [Hopi toots-kwa]. The term means “Hopi lands” and refers to the entire landscape over which Hopi’s ancestors migrated. In recent times, in part do to land claim cases, Hopitutskwa has come to be applied to a much more restricted geographic area. Beyond this area is a much broader region over which the Hopi and their ancestors lived, traveled, and interacted with the other groups in the southwest. Because Hopi ancestors (histatsinom [hee- sat-see-nom]) came to the Hopi mesas from many different directions, they each brought unique knowledge, customs, and understandings of their past. Hopi is made up of many different clans that still retain this individuality; clan knowledge and history is not shared between clans. Hopi and Öngtupqa (the Grand Canyon) Öngtupqa [oung-toop-ka] plays an ongoing central role in many aspects of Hopi culture and history: Origin – many Hopi clans identify Öngtupqa, specifically the Sipapuni I [sea-pa-poony], as the origin point for people. It is here that the peoples of the earth emerged from the Third World into this, the Fourth World. Migrations – Upon emergence into the Fourth World, the Hopi ancestors entered into a spiritual pact with Ma’saw, the guardian of the Fourth World, to become stewards of the earth. In fulfilling this pact, the Hopi ancestors were instructed to travel to the corners of the land, leaving their “footprints” as evidence of their passing, as they searched for the center of the universe, the Hopi Mesas.
  • Mount Taylor Ranger District

    Mount Taylor Ranger District

    MMoouunntt TTaayylloorr 4 9 1 Conservation MA Big Bead Mesa 4A 19 Nat'l Landmark 2 9 9 1 3 509 2 o 19 o 2 C C l y e a l v n o i d K n 4 c 5 a 6 M S 605 4 605 5 3 McKinley Co Sandoval Co 239 Cibola Co 4 51 4 3 54 5 1 4 45 Updated Eligible Wild and Scenic River Inventoried Roadless Areas NM 45 4 1 3 5 9 3 FS Road - High Clearance (LVL 2) Forest Boundary 3 3E FS Road - Passenger Car (LVL 3) Private Land 45 Water Canyon 1 Interstate land_grants US Highway State 450 +$ 3 State Highway National Park Service 19 5 0 County Road Bureau of Land Management 1 Laguna Continental Divide Trail Corridor Tribal 93 547 1 Mount Pueblo Trail of the Ancients Scenic Byway NM State Game and Fish Taylor MA Restoration MA Historic Route 66 Scenic Byway Municipal Rinconada Canyon Laguna PuebloConservation MA Dept. of Defense Laguna Pueblo Acoma Pueblo Restoration MA Laguna Pueblo Laguna Pueblo Grants Site Specific MA Laguna Pueblo Map Date: 8/27/2018 ¨¦§40 Encinal 0 2.1517 5 10 15 20 Miles Laguna Paguate Laguna Pueblo Laguna Pueblo Pueblo 6 ZZuunnii MMoouunnttaaiinnss54 The Cibola National Forest uses the most Navajo Nation current data available. Updates are Fort performed as new information becomes Wingate MA available. No warranties are made regarding ¨¦§40 the accuracy of these data. 400 547 Thoreau 4 Restoration MA 6 1 4 The management areas and recommendations 6 4 shown on the map are draft.
  • First Encounters with Spanish Explorers

    First Encounters with Spanish Explorers

    Title ofFirst Unit :Encounters Creating a Movement with Spanish Through Explorers: Resilience A Pueblo Experience Content Area: Health and Wellness Name: Christine P. Sims Grade Level: 9-12Content Area: Social Studies – NM History Grade Levels: Middle School HIGH SCHOOL CURRICULUM The Indian Pueblo Cultural Center K-12 Indigenous Wisdom Curriculum is Supported by: Indian Pueblo Cultural Center, Inc. | 2401 12th Street NW, Albuquerque, New Mexico 87114 | 505.843.7270 Indian Pueblo Cultural Center | 2401 12th Street NW, Albuquerque, NM, 87104 | 505.843.7270 www.IndianPuebloEducation.orgindianpueblo.org AA PUEBLO-BASED PUEBLO-BASED EDUCATIONALEDUCATIONAL CURRICULUM Christine P. Sims SectionName: A: Introductory Materials Title of Unit: First Encounters with Spanish Explorers: A Pueblo Experience Name:Content Area: Social Studies – NM History TitleGrade of Levels: Unit: Middle School Content �eroy Area: ��uster� Silva GradeRationale: Level: Creating a Movement Through Resilience New Mexico historyHealth textbooks and Wellness have often relied on many different narratives written about Spanish explorations High School of the (9-12) southwest and the individuals who played critical roles as RationaleSpanish explorers and settlers. Many of these narratives originate from historical accounts that often present only one perspective of settler colonialism. Moreover, while early Spanish records recount some of the more critical battles and events that occurred in what �i�e many elements in Pueblo communities, health � wellness has changed to adapt to mainstreamViceroys and society. other authorities Today, phys in icalMexico activity to justify has become the expenditures an option rather of funds than and a supplieslife style. �atingforis now exploratory habitsNew Mexico, and ventures social these structu into accounts theres southwest have were changed, often on writtenbehalf causing of as a healtpart Spanish ofh concernsofficial monarchy.
  • 2019-2020 Annual Report

    2019-2020 Annual Report

    2019 2020 9:24 SAR The Pandemic Shift THE SCHOOL FOR ADVANCED RESEARCH ANNUAL REPORT EXPLORING HUMANITY. UNDERSTANDING OUR WORLD. With generous support from SAR’s members and donors, we hosted 5 SCHOLAR COLLOQUIA 3 ARTIST TALKS 4 CTF LECTURES 5 VIRTUAL HAPPY HOURS 3 CTF ONLINE SALONS 3 IN-DEPTH COURSES 3 SAR IMPACTS CONVERSATIONS 1,700+ WORKS Our programs involved WE LIVE-STREAMED 5 SCHOLAR COLLOQUIA, 215 attendees / 1,875 YouTube views; WE LIVE- STREAMED 3 NATIVE AMERICAN ARTIST FELLOW TALKS, 185 attendees / 875 YouTube views; more than WE PRESENTED 4 CREATIVE THOUGHT FORUM (CTF) LECTURES, 2 in-person, 2 live-streamed, 460 attendees / 1,300 YouTube views; WE HOSTED 5 VIRTUAL HAPPY HOURS / over 100 attendees; WE SHARED 3 CTF ONLINE SALONS, 500 attendees / 1,626 YouTube views; WE OFFERED 3 IN-DEPTH COURSES, 1 online and 2 in-person, 53 attendees. participants from over 2,000 WE LAUNCHED SAR IMPACTS, a series of member conversations and profile videos with scholars and Native American artists demonstrating the powerful impact of SAR in the broader community, 3 conversations / 104 attendees; IARC eMUSEUM WENT LIVE, a portal to over 1,700 works from states and the IARC vaults, including collections from Zuni and Acoma Pueblos and contributions from IARC 28 Native Artist fellows. We gathered virtually through social media 4 countries 7,600 6,100 2,000 3,100 300 followers followers followers subscribers followers FRONT COVER, CLOCKWISE FROM TOP LEFT: Felicia Garcia, IARC curator of education interviewed for SAR podcast, January 2020; Fátima
  • Hopi Comprehensive Economic Development Strategy 0

    Hopi Comprehensive Economic Development Strategy 0

    Fall 08 Hopi Comprehensive Economic Development Strategy 1 1 Second Mesa Culture Center Website 2016 0 Hopi Comprehensive Economic Development Strategy 1 Hopi Comprehensive Economic Development Strategy Hopi Tribe Comprehensive Economic Development Strategy 2018 U.S. Economic Development Administration Prepared by: Hopi Tribe Office of Community Planning and Economic Development and Land Information Systems OCPEDLIS 2 Hopi Comprehensive Economic Development Strategy 3 Hopi Comprehensive Economic Development Strategy Hopi Tribal Council Executive Branch Timothy L. Nuvangyaoma, Hopi Tribal Chairman Clark W. Tenakhongva, Hopi Tribe Vice Chairman Wilfred L. Gaseoma, Tribal Treasurer Theresa Lomakema, Tribal Secretary Alfonso Sakeva Jr., Sergeant at Arms Village of Bakabi Village of Kykotsmovi Clifford Qotsaquahu David Talyumptewa Lamar Keevama Jack Harding Jr. Davis Pecusa Phillip Quochytewa Sr. Herman G. Honanie Upper Village of Moencopi Village of Mishongnovi Robert Charley Pansy K. Edmo Leroy Shingoitewa Craig Andrews Bruce Fredericks Annette F. Talayumptewa Philton Talahytewa, Sr. First Mesa Consolidated Villages Albert T. Sinquah Village of Sipalouvi Wallace Youvella, Sr. Norene Kootswatewa Alverna Poneoma Rosa Honani THE FOLLOWING VILLAGES CHOOSE TRADITIONAL GOVERNMENT AND DO NOT HAVE VILLAGE REPRESENTATION ON THE TRIBAL COUNCIL. Village of Shungopavi Village of Oraibi Village of Hotevilla Village of Lower Moencopi 0 Hopi Comprehensive Economic Development Strategy 1 Hopi Comprehensive Economic Development Strategy Table of Contents
  • Maria Martinez, San Ildefonso Pueblo, 1886-1980 Julian Martinez

    Maria Martinez, San Ildefonso Pueblo, 1886-1980 Julian Martinez

    Maria Martinez, San Ildefonso Pueblo, 1886-1980 Julian Martinez, San Ildefonso Pueblo, 1879-1943 Vessel, 20th century Ceramic H.6 ¼ x W.8 x D.8 inches Gift of Barbara L. Strom, 86.94. Theme Shaped by the celebrated potter Maria Martinez, this bowl exemplifies an art form that is integral to the lives and traditions of the Pueblo people. Background The landscape in this part of the Southwest is quiet: blue-purple hills, pink sand, gray-green sage, and mesquite as far as you can see… White cloud billows in the cerulean sky and mesas of lavender give background to the solitary river path and the stony arroyos where water only sometimes flows. The shimmery green-white of cottonwood leaves and the occasional deep green of piñon pine punctuate the landscape…. Some distance behind the [San Ildefonso] pueblo looms the landmark of this area, Black Mesa, called Tunyo by the Indians. It rises like an ominous green-black table, mysterious above the low hills, visible for miles.1 The traditions of the native peoples of the Southwest are deeply rooted in the land where their ancestors have lived for tens of thousands of years. The vast region stretching from southern Utah and Colorado, throughout New Mexico and Arizona, and south into Mexico is the oldest known area of human habitation on the North American continent. In the Southwest, pottery has been made for well over 2,000 years, providing vessels for carrying water and for the preparation and storage of food. For centuries the people have decorated these vessels with images from their surroundings, including the sun that caused their crops to grow and the clouds that were the source of life-giving rain.
  • Traditional Resource Use of the Flagstaff Area Monuments

    Traditional Resource Use of the Flagstaff Area Monuments

    TRADITIONAL RESOURCE USE OF THE FLAGSTAFF AREA MONUMENTS FINAL REPORT Prepared by Rebecca S. Toupal Richard W. Stoffle Bureau of Applied Research in Anthropology University of Arizona Tucson, AZ 86721 July 19, 2004 TRADITIONAL RESOURCE USE OF THE FLAGSTAFF AREA MONUMENTS FINAL REPORT Prepared by Rebecca S. Toupal Richard W. Stoffle Shawn Kelly Jill Dumbauld with contributions by Nathan O’Meara Kathleen Van Vlack Fletcher Chmara-Huff Christopher Basaldu Prepared for The National Park Service Cooperative Agreement Number 1443CA1250-96-006 R.W. Stoffle and R.S. Toupal, Principal Investigators Bureau of Applied Research in Anthropology University of Arizona Tucson, AZ 86721 July 19, 2004 TABLE OF CONTENTS LIST OF TABLES................................................................................................................... iv LIST OF FIGURES .................................................................................................................iv CHAPTER ONE: STUDY OVERVIEW ..................................................................................1 Project History and Purpose...........................................................................................1 Research Tasks...............................................................................................................1 Research Methods..........................................................................................................2 Organization of the Report.............................................................................................7