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. reports and These safety to Spanish written issues.accounts In includedthis unit, their students descriptions will explore of Indigenous how the resilience peoples andof the their Pueblo villages people or pueblos. protected andAncestral maintained Puebloan their people communities had occupied through the communication, greater southwest resilie fornce, centuries, and wor�ing having built together. One of the goals for this unit is to utili�e the successful communication methods and organi�ation structures of our ancestors to help Pueblo people in modern society. developing irrigation systems to grow corn, beans, and other crops. Here, in their farming Today we are fighting against many enemies�drugs�alcohol, diabetes, obesity, domestic villages,their homes Pueblo in multistoried people raised villages, their children, planting took waffle care gardens of their to elders, capture and rainwater contributed and abuse�etc. How do we resurrect the essence�spirit of the Pueblo Revolt to combat these to the life of their community throughout their lifetime. This all changed after 1598. The enemies of today� Students�community members will also be able to identify community concerns, and prepare their minds and bodies to ta�e the necessary steps in order to help horseback, conducting strange ceremonies in an unknown language with village leaders, create solutions for our people. They will also learn how the core values identified have anddaily often lives demandingof all Pueblo supplies families and were food disrupted that had by been foreign carefully military cultivated, parties firstharvested arriving and on been compromised and how they can empower themselves to be resilient. Our way of life isstored changing for their �uic�ly, own and winter we needuse. to ta�e a stand� Unit Goals: by many Pueblo villages. Most notable is the experience of Acoma Pueblo, where in 1598, theyThese fought first encounters to protect their and armedvillage conflictsand attempted with Spanish to drive expeditions out these intruders. were experienced This lesson draws upon both the historical record and the oral and cultural traditions of Pueblo people 1. Students will define and provide examples of resilience. 2. Students will use effective communication s�ills. �.areas Students of Pueblo will life.identify Using health visuals, � wellness students concerns are challenged in their to communities. think about what family and to examine how such intrusions abruptly and cruelly upended some of the most significant �.community Students willlife meantplan and to Acomaorgani�e people a community�class and how devastating event. it must have been to see one’s �.village Students destroyed will assess and its their people own taken fitness captive level. by foreign intruders. Using this lens from a �.Pueblo Students perspective, will assess a better family�community understanding fitness of contemporary controversies surrounding the �. Students will use their culture to create change in the community. �.crimes Interact committed with community against the leaders Acomas, to identify will hopefully and create be better solutions understood. for health and wellness concerns.memorialization of historical figures such as Juan de Oñate, who played a major role in the Standards:Guiding Questions: 1. What was the historic impact of Spanish contact with Acoma Pueblo in 1598, on their

NMCS- H�.9-12.�.1.�-� people?daily life? On their community life? Upon multiple generations? H�.9-12.�.2.1-22. What were the circumstances surrounding the trial and Oñate’s punishment of Acoma H�.9-12.�.�.1-2 considering the legacy of these encounters? H�.9-12.�.1.23. How should historic figures such as Oñate be memorialized, if at all, in New Mexico H�.9-12.�.2.1 H�.9-12.�.�.1 31 AA PUEBLO-BASED PUEBLO-BASED EDUCATIONALEDUCATIONAL CURRICULUM

SectionLesson Title:A: Introductory First Encounters Materials with Spanish Explorers

Name:Duration: 60 minutes TitleGrade of Level: Unit: Middle school Grades 6-8, adaptable to high school levels. ContentLesson �eroy Objectives: Area: ��uster� Students Silva will be able to: Grade Level: Creating a Movement Through Resilience in 1598. Health and Wellness 2.1. DevelopRecount anthe High understanding circumstances School (9-12) and of first appreciation contact with for Spanishthe way explorersof life that at existed Acoma in Pueblo Pueblo Rationale villages before the arrival of foreign intrusions. 3. Consider the historical legacy that Spanish military attacks and sentences left upon Pueblos such as Acoma, a Pueblo that still exists today. �i�e4. Gain many a betterelements understanding in Pueblo co ofmmunities, the unique health features � wellness of Pueblo has life changed that were to adaptimpacted to by mainstream the arrival society. of Spanish Today, explorers physical into activity their hashomelands become during an opt ionthe rather1500s. than a life style. �ating habits and social structures have changed, causing health concerns and safety issues. In this unit, students will explore how the resilience of the Pueblo people protected Prerequisite Skills and Knowledge and1. Students maintained should their be communities able to work through in teams communication, or small discussion resilie groupsnce, and wor�ing together. One of the goals for this unit is to utili�e the successful communication methods 2. Students should be able to analyze written text and make inferences from and organi�ation structures of our ancestors to help Pueblo people in modern society. visual sources. Today we are fighting against many enemies�drugs�alcohol, diabetes, obesity, domestic abuse�etc. How do we resurrect the essence�spirit of the Pueblo Revolt to combat these Materials and Resources: enemies of today� Students�community members will also be able to identify community Powerpoint of First Encounters with Spanish Explorers concerns, and prepare their minds and bodies to ta�e the necessary steps in order to help create solutions for our people. They will also learn how the core values identified have beenProcedure: compromised and how they can empower themselves to be resilient. Our way of life is1. changing(5 minutes) �uic�ly, Start and this w lessone need by to showingta�e a stand� students a current map of New Mexico (Handout #1) Pueblos and nations. Ask if students are acquainted with these tribes. Unit Goals: Have they visited any of these Pueblos, perhaps on their public feast days? How many different languages are spoken among these tribes? How long do they think these villages have been here in New Mexico? What do they think is meant by this phrase, 1. Students will define and provide examples of resilience. 2. Students will use effective communication s�ills. �.2. Students(10 minutes) will identify Pass out health individual � wellness copies concerns of Handout in their#2 A communities.brief overview of NM Pueblos. “New Mexico’s first inhabitants?” �. StudentsHave students will plan read and the organi introduction�e a community�class in pairs and see event. what facts they have discovered �. Students will assess their own fitness level. �. Studentspowerpoint. will assess family�community fitness about the 19 Pueblos of New Mexico. Share these facts briefly before proceeding to the �.3. StudentsExplain thatwill inuse today’s their cultur lessone theyto create will learnchange about in the a particularcommunity. time in history when one �. Interact with community leaders to identify and create solutions for health and wellness concerns. ended tragically for the Acoma people in 1598. Standards:4. (30Pueblo, minutes) Acoma, Have encountered students view Spanish the powerpointexplorers for developed the first time by Dr. and Sims how and this have encounter students complete the Think, Pair, Share discussion exercises embedded at the end of the powerpoint. The teacher can identify a note taking strategy appropriate for the class NMCS- to use in discussing and sharing their thoughts, reactions and responses. H�.9-12.�.1.�-�5. (10 minutes) Close the lesson by asking students to think of ways in which they can H�.9-12.�.2.1-2 inform others about the history they learned from today’s lesson. Rather than displays H�.9-12.�.�.1-2 H�.9-12.�.1.2 important historic facts and stories be presented to the general public? H�.9-12.�.2.1 of public statues depicting historic figures such as Oñate, what other way could H�.9-12.�.�.1 41 AA PUEBLO-BASED PUEBLO-BASED EDUCATIONALEDUCATIONAL CURRICULUM

SectionAssessment: A: Introductory Materials 1. Response to Think, Pair, Share Discussion questions. Recorders can be chosen among Name: small groups and notations can be turned in to the teacher using appropriate note Title taking of Unit: strategies that are appropriate . Content2. A writing/research �eroy Area: ��uster� Silva assignment can be used to also determine how much information Grade students Level: have Creating learned a Movement as a result Through of this lesson Resilience and how much more they can research on their own.Health and Wellness High School (9-12) RationaleModifications/Accommodations: • Pair students needing help with a designated reader for the written text (Handout #2) • Read aloud portions or all of the texts, including the powerpoint captions used in �i�e this many lesson. elements in Pueblo communities, health � wellness has changed to adapt to mainstream• Provide a society. printed Today,copy of phys the powerpointical activity hasslides become for students an opt ionto review rather andthan use a life style. �ating for habitsassignments. and social structures have changed, causing health concerns and safety issues.• Provide In this extra unit, time stu dentsto complete will explore any of howthe assignments the resilience included of the Pueblo in this people lesson. protected and maintained their communities through communication, resilience, and wor�ing together. One of the goals for this unit is to utili�e the successful communication methods Notes to Teacher: and organi�ation structures of our ancestors to help Pueblo people in modern society. Today we are fighting against many enemies�drugs�alcohol, diabetes, obesity, domestic Book Source: abuse�etc. How do we resurrect the essence�spirit of the Pueblo Revolt to combat these Acoma, Pueblo in the Sky, Revised Edition by Ward Alan Minge. enemies of today� Students�community members will also be able to identify community University of New Mexico Press (2002). concerns, and prepare their minds and bodies to ta�e the necessary steps in order to help create solutions for our people. They will also learn how the core values identified have been compromised and how they can empower themselves to be resilient. Our way of life is changing �uic�ly, and we need to ta�e a stand� Unit Goals:

1. Students will define and provide examples of resilience. 2. Students will use effective communication s�ills. �. Students will identify health � wellness concerns in their communities. �. Students will plan and organi�e a community�class event. �. Students will assess their own fitness level. �. Students will assess family�community fitness �. Students will use their culture to create change in the community. �. Interact with community leaders to identify and create solutions for health and wellness concerns. Standards:

NMCS- H�.9-12.�.1.�-� H�.9-12.�.2.1-2 H�.9-12.�.�.1-2 H�.9-12.�.1.2 H�.9-12.�.2.1 H�.9-12.�.�.1 51 AA PUEBLO-BASED PUEBLO-BASED EDUCATIONALEDUCATIONAL CURRICULUM

New Mexico Map of Pueblos SectionHandout A: #1: Introductory Materials Identify which of the 22 New Mexico Nations on this map are Pueblo Indian Nations. Name: Title of Unit: Content �eroy Area: ��uster� Silva Grade Level: Creating a Movement Through Resilience Health and Wellness High School (9-12) Rationale

�i�e many elements in Pueblo communities, health � wellness has changed to adapt to mainstream society. Today, physical activity has become an option rather than a life style. �ating habits and social structures have changed, causing health concerns and safety issues. In this unit, students will explore how the resilience of the Pueblo people protected and maintained their communities through communication, resilience, and wor�ing together. One of the goals for this unit is to utili�e the successful communication methods and organi�ation structures of our ancestors to help Pueblo people in modern society. Today we are fighting against many enemies�drugs�alcohol, diabetes, obesity, domestic abuse�etc. How do we resurrect the essence�spirit of the Pueblo Revolt to combat these enemies of today� Students�community members will also be able to identify community concerns, and prepare their minds and bodies to ta�e the necessary steps in order to help create solutions for our people. They will also learn how the core values identified have been compromised and how they can empower themselves to be resilient. Our way of life is changing �uic�ly, and we need to ta�e a stand� Unit Goals:

NMCS- H�.9-12.�.1.�-� H�.9-12.�.2.1-2 H�.9-12.�.�.1-2 H�.9-12.�.1.2 H�.9-12.�.2.1 H�.9-12.�.�.1 61 AA PUEBLO-BASED PUEBLO-BASED EDUCATIONALEDUCATIONAL CURRICULUM

Handout #2: Section A: Introductory Materials Pueblos of New Mexico Name: Title of Unit: Some of the oldest inhabited Native American villages in this country are villages Content �eroy Area: ��uster� Silva and ancestral lands of Pueblo people, located in the American southwest. In New Mexico, Grade Level: Creating a Movement Through Resilience these villages andHealth cultures and Wellnessare the state’s original Native inhabitants, and most all exist in High School (9-12) Rationale today.the same place or near their original sites when Spanish explorers first encountered them. Of the moreThere than are 22three different hundred tribes pueblos in New that Mexico, existed 19 at of the which time areof first Pueblo contact, Indian 19 remain �i�e many elements in Pueblo communities, health � wellness has changed to adapt to mainstream society. Today, physical activity has become an option rather than a life style. �atingindependentcommunities. habits self-governing and Pueblo social is structua term villages. thatres have first Pueblo changed,used people by 16th causing lived century in healt apartment-style Spanishh concerns explorers and houses safety to describeand issues.the indigenous In this unit, people stu dentsthey encountered will explore uponhow thefirst resilience contact. ofEach the of Pueblo these peoplePueblos p wererotected andyear maintained for winter use. their Today, communities as in the through past, each communication, of the pueblos resilie had theirnce, ownand wor�ing governance together.in centralized One villagesof the goals often for surrounded this unit is by to cultivatedutili�e the fieldssuccessful that would communication be harvested methods each andrepresented organi�ation among structures the Pueblo of oupeoples:r ancestors the Tiwa to help language Pueblo (still people spoken in modern today society.in Taos, Todaysystems, we their are fightingcustoms, against traditions, many and enemies�drugs�alcohol, language. At least five major diabetes, language obesity, groups domestic were abuse�etc. How do we resurrect the essence�spirit of the Pueblo Revolt to combat these enemieslanguagePicuris, Isleta, of (spoken today� and in Sandia);Students�comm Acoma, the Laguna, Tewaunity Santalanguage members Ana, (spoken San will Felipe, inalso Ohkay Santo be able Owinghe, Domingo, to identify Santa Cochiti, community Clara, and San concerns,Zia);Ildefonso, and the andNambe, Zuni prepar languagePojoaque,e their spoken minds and Tesuque); andonly bodies in Zuni. the to Towa There ta�e language the were necess also spokenary Piro steps and in Jemez; Tanoin order speaking the to Keres help create solutions for our people. They will also learn how the core values identified have beenhowever compromised many of these and wouldhow they eventually can empower be abandoned themselves by the to betime resi Spanishlient. Our settlers way of life isreturnedpeoples changing that a second �uic�ly, lived intime and their in w villagese1690s. need to at ta�e the timea stand� of first contact with Spanish explorers, Unit Goals:While battles with and attacks on Pueblo villages and people also took place throughout the decades of the late 1500s and 1600s, the historical battle with the Acomas,

1.how Students Spanish will explorers define andintended provide to examplesestablish theirof resilience. dominance over indigenous people 2.earlyand Students the on. subsequent And will while use sentencingAcomaeffective proved communication of Acoma to be one people of s�ills. the by worstJuan de examples Onate, was of crimes an example committed of �.against Students indigenous will identify peoples health of New � wellness Mexico, concernsall of the inother their Pueblos communities. also suffered an often �.tumultuous Students willhistory plan of and oppression organi�e and a community�class attempts to destroy event. and eliminate their cultural ways �. Students will assess their own fitness level. and practices while under Spanish rule. �. Students will assess family�community fitness Ultimately, in 1680, after decades of ill treatment by Spanish authorities and military �. Students will use their culture to create change in the community. campaigns, and the persecution of Pueblo religious leaders who continued to practice their �. Interact with community leaders to identify and create solutions for health and wellness own ceremonial life, Pueblo people rose up against Spanish rule. They successfully drove concerns. Standards:out the Spanish and were free from their rule for about a decade, until Spanish colonists returned to resettle New Mexico.

NMCS- H�.9-12.�.1.�-� H�.9-12.�.2.1-2 H�.9-12.�.�.1-2 H�.9-12.�.1.2 H�.9-12.�.2.1 H�.9-12.�.�.1 71