DOCSLIB.ORG

Lifestyle of the Hohokam” Outreach Presentation ONE Presentation………………..……

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Lifestyle of the Hohokam” Outreach Presentation ONE Presentation………………..…… Fees for one-hour outreach program “Lifestyle of the Hohokam” Outreach Presentation ONE presentation………………..……. $75 Lifestyle of For two or more consecutive presentations on the same day, the prices are as follows: the Hohokam Old Pueblo Archaeology Center’s OPENOUT TWO presentations………………...…...$88 (Old Pueblo Educational Neighborhood THREE presentations………………... $101 Outreach) program offers 60-minute presenta- FOUR presentations………………...…$114 tions by professional archaeologists. FIVE presentations………………...…..$127 SIX presentations………………...….. .$140 “Lifestyle of the Hohokam” is designed to Fees include archaeologist’s drive time within 30 give children an idea of how the ancient Ho- miles of Old Pueblo Archaeology Center, located hokam lived and how some aspects of every- at Tucson Unified School District’s Ajo Service day life have changed and others have stayed Center, 2201 W. 44th Street in Tucson. the same. This outreach presentation includes Additional fees are charged if one-way distance is real and replica artifacts, plus abundant illus- more than 30 miles from Old Pueblo. trations to help children experience how pre- historic Native Americans of our area lived and to appreciate the arts they created. For scheduling and more information about our programs please contact Old Pueblo Archaeology Center in Tucson at 520-798-1201or [email protected] A hands-on program bringing archaeology to the classroom Classroom Scholarships Old Pueblo Archaeology Center raises funds to help economically disadvantaged schools attend our classroom programs at reduced program rates. The degree of scholarship sup- 2201 W. 44th St., Tucson AZ port is based on the amount of money that Old in the Tucson Unified School District’s Pueblo has available and the percentage of Ajo Service Center The hands-on materials and fun lesson plans students in the school who qualify for free or in our OPENOUT programs bring archaeol- reduced cost meal support as reported by the PO Box 40577 ogy and the past alive for children and are a Arizona Department of Education’s most Tucson AZ 85717-0577 perfect prelude for the OPEN3 simulated current on-line “Free and Reduced” report. archaeological excavation program. File name: OPENOUTLifesyleOfTheHohokamBrochure20121109.pdf 2) Illustrations v) What did the Hohokam trade? Briefly Overview of the a) What does “Hohokam” mean? describe how shell jewelry was made “Lifestyle of the Hohokam” b) When did the Hohokam live here? c) What is rock art? Explain the difference c) Where did they live? between pictographs and petroglyphs Outreach Presentation d) What did they live in? 4) Time permitting, students are given the i) Pithouses opportunity to handle artifacts and make Subject: Social studies ii) Compounds connections between the illustrations and the Skills: Knowledge, comprehension, application, e) What did the Hohokam eat? other items brought in by the archaeologist analysis, and evaluation i) Types of plants available for Strategies: Discussion, choosing, relating, recalling, comparing, explaining, rephrasing, doing, gathering RELATED ARIZONA STATE STANDARDS: identifying, inferring, and interpreting ii) Types of plants grown for cultivation Duration: 60 minutes iii) Types of animals available 4th GRADE SOCIAL STUDIES f) Artifacts Strand 1: American History i) Flaked stone technology Concept 1: Research Skills for History ii) Ground stone technology PO 4. Describe how archaeological research OBJECTIVES: iii) Pottery adds to our understanding of the past iv) Seashell jewelry and ornaments Concept 2: Early Civilizations In their study of the Hohokam, students will view g) Agriculture PO 1. Describe the legacy and cultures of illustrations, handle real and replica artifacts, do i) Irrigation canals prehistoric people in the Americas: petroglyph rubbings, and grind corn to: ii) Rainwater farming (“dry farming”) x Development of agriculture h) Trade and exchange PO 2. Describe the cultures and ¾ Gain a basic understanding of archae- i) Shell contributions of the Ancestral Pueblo ology and what an archaeologist does. ii) Obsidian and turquoise (Anasazi), Mogollon, and Hohokam ¾ Gain an understanding of prehistoric iii) Pottery (for example, location, agriculture, Hohokam lifeway, arts, and culture. iv) Ball games housing, arts, trade networks, adapta- ¾ Compare and contrast life then and now. i) Rock art tion and alteration of the environment) ¾ Understand the importance of site i) What is rock art? preservation and ethics. ii) How is it made? 5th GRADE SOCIAL STUDIES j) Preservation Strand 1: American History i) Why is it important to look but leave Concept 1: Research Skills for History PROGRAM OUTLINE: in place? (Context) PO 4. Describe how archaeological 3) Artifacts and replicas research adds to our understanding of 1) Introduction: The archaeologist will discuss a) Artifacts’ role in interpreting the past the past with the class what archaeologists are and b) Brief description of the artifact collection Concept 2: Early Civilizations what they do i) What did the Hohokam live in? Show PO 2. Describe how farming methods and a) Archaeologists are scientists the students the model of the pithouse domestication of animals led to the b) They study people and their lives ii) What did the Hohokam hunt with? development of cultures and civilizations c) They make the results of their work Briefly describe flaked stone tool from hunting and gathering societies available to others making PO 4. Describe the cultures of the d) Do archaeologists keep the artifacts that iii) What did the Hohokam cook in and Mogollon, Ancestral Pueblo (Anasazi), and they find? store food in? Show students how the Hohokam: e) Is everyone who digs an archaeologist? Hohokam ground clay and paint x Location, agriculture, housing, f) What types of artifacts do archaeologists pigments and made clay pots arts, and trade networks; how these study? iv) How did the Hohokam make flour? cultures adapted to and altered Show students how corn was ground their environment .
Load more

Recommended publications
  • 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,
    [Show full text]
  • PUEBLO SETTLEMENTS NEAR EL PASO, TEXAS 59 Terially the Population
    ·.~ . ' . .: Jt:." ... ~. :-;;, ...: ~ • : n e&:·r na·t'tes «Ct .,. d··=' ,. -:;, .. ~ -., .,.....,,,,>- <*w· .... \ -· . .._.... ~.----·-·--~-- - d " ,,,z•=t' .. ;_. ,. l • '.· r ~l THE PUEBLO SETTLEMENTS NEAR " EL PASO, TEXAS ... ,. BY J. WALTER FEWKES • ~. '· ,.v. rt ;... i I t (N. 1 .. (From the Americaa Aathropoloitlat •.),Vol. 41 No. 1 January-March, r902j ,·I i-~'. ;.• f '. i' •.,, r- • ' f: .. ·. : . ·. I I .- ..'· ~. i< l - I•· . NEW YORK j· . G. P. PUTNAM'S SONS ~ ..... .:~. ' / ......... I ~- \•'. .·. ~ ·:·. .... ~ . ' . --· . ..:? .................... .. .. ~j...::.. :..~.::·'~··.·.ji.:~.: ··.~~ ....:... ..... ·-·~~ . ..., . : .\ .. -~· ~ : . /. , . .. -... .. _... -··•. .«....... ~·1i...ia· ... • : • ·-· ... , •.• · .......... rnntA N.r,LAIMS COMMISSION THE PUEBLO SE.TTLE~tENTS NEAR EL PASO, TEXAS Bv ]. \V:\ L TER FE WK.ES On a map of the " Reino de la N ueua Mexico," made by Father Menchero about 1747, 1 five pueblos are figured on the right bank of the Rio Grande, below the site of the present city of El Paso, Texas. One of these, called in the legend, Presidio dcl Paso, is situated where Juarcz, in Chihuahua, now stands, just opposite El Paso. The other four arc designated on this map as 1 Mision d 5" Lorenzo, Mision d Cenecu, Mision d la Isleta, and Mision del Socorro. Each is indicated by a picture of a church building, with surrounding lines representing irrigation canals, as the legend "riego de las misiones" states. All of these lie on the right bank of the river, or in what is now the state of Chihuahua, Mexico. It is known Crom historical sources that Indians speak. ing at least four different dialects, and probably comprising three distinct stocks, inhabited these fi\•e towns. The Mansos lived in El Paso, the Suma in San Lorenzo, the Tiwa in Ysleta, and the Piros in Senecu and Socorro; there were also other Indians - Tano, Tewa, and Jemez - scattered through some of these set­ tlemen-ts.
    [Show full text]
  • Coronado's Conquest of the Pueblo Indians Spanish Treatment Of
    1540 Coronado’s Conquest of the Pueblo Indians Word of the discovery of the first of the Seven Cities reached the Viceroy of New Spain, Antonio de Mendoza, in Mexico. He decided to conquer the pueblo for Spain. He asked Francisco de Coronado to be the leader. Coronado reached the Zuni Pueblo in 1540. He and his men soon found out that this pueblo did not have the riches that they hoped to find. They took what they could from the Zuni. They then claimed this pueblo Southern Mehodist University Press and 80 more for Spain. Coronado traveled from Spanish territory in Mexico to the southwestern United States in search of riches. He found none but claimed the area for Spain. 1598 Spanish Treatment of Pueblo Indians Indians had never had before. Smallpox swept through The Spaniards lived among the Pueblo peoples. At first the pueblos killing hundreds of people. Sometimes they depended on the food that was grown in the whole villages were wiped out. Pueblo peoples’ gardens. This sometimes left the Pueblo Indians without enough to eat. Many Pueblo peoples were forced to become servants in Spanish homes. Sometimes the Spaniards would cut off one foot of young adult males as a way to control them. The Spanish priests tried to convert the Pueblo peoples to Christianity. They pressured the Pueblo Indians by hanging, whipping, or putting them in prison. Most Pueblo people did not want to be Christians. They wanted to worship in their own traditions. The Spaniards also brought smallpox to the pueblo. This very serious disease causes a rash and high fever and spreads easily.
    [Show full text]
  • Free PDF Download
    ARCHAEOLOGY SOUTHWEST CONTINUE ON TO THE NEXT PAGE FOR YOUR magazineFREE PDF (formerly the Center for Desert Archaeology) is a private 501 (c) (3) nonprofit organization that explores and protects the places of our past across the American Southwest and Mexican Northwest. We have developed an integrated, conservation- based approach known as Preservation Archaeology. Although Preservation Archaeology begins with the active protection of archaeological sites, it doesn’t end there. We utilize holistic, low-impact investigation methods in order to pursue big-picture questions about what life was like long ago. As a part of our mission to help foster advocacy and appreciation for the special places of our past, we share our discoveries with the public. This free back issue of Archaeology Southwest Magazine is one of many ways we connect people with the Southwest’s rich past. Enjoy! Not yet a member? Join today! Membership to Archaeology Southwest includes: » A Subscription to our esteemed, quarterly Archaeology Southwest Magazine » Updates from This Month at Archaeology Southwest, our monthly e-newsletter » 25% off purchases of in-print, in-stock publications through our bookstore » Discounted registration fees for Hands-On Archaeology classes and workshops » Free pdf downloads of Archaeology Southwest Magazine, including our current and most recent issues » Access to our on-site research library » Invitations to our annual members’ meeting, as well as other special events and lectures Join us at archaeologysouthwest.org/how-to-help In the meantime, stay informed at our regularly updated Facebook page! 300 N Ash Alley, Tucson AZ, 85701 • (520) 882-6946 • [email protected] • www.archaeologysouthwest.org ARCHAEOLOGY SOUTHWEST SPRING 2014 A QUARTERLY PUBLICATION OF ARCHAEOLOGYmagazine SOUTHWEST VOLUME 28 | NUMBER 2 A Good Place to Live for more than 12,000 Years Archaeology in Arizona's Verde Valley 3 A Good Place to Live for More Than 12,000 Years: Archaeology ISSUE EDITOR: in Arizona’s Verde Valley, Todd W.
    [Show full text]
  • Recently Dated Pueblo Ruins in Arizona
    SMITHSONIAN MISCELLANEOUS COLLECTIONS VOLUME 82, NUMBER 11 RECENTLY DATED PUEBLO RUINS IN ARIZONA (WITH 27 PLATES) BY EMIL W. HAURY and LYNDON L. MARGRAVE ...„ ......... - rotE•INcpp% /. 09;0.1DIfFV..r/QN-.. 0 + VIE:A/y .04,.- , sZtst„ o4, 4 ji 0 c. *114 1 t'it; 1 'I z 110 \ PER OR II, f •/. f . • .1••.:4;+17,1-15°1-10 6' I •.....4IGTOt: . ...• (PUBLICATION 3069) CITY OF WASHINGTON PUBLISHED BY THE SMITHSONIAN INSTITUTION AUGUST 18, 1931 2 Z§¢ .Borb @aftimore (Preso BALTIMORE, MD., 13. S. A. RECENTLY DATED PUEBLO RUINS IN ARIZONA By EMIL W. HAURY AND LYNDON L. HARGRAVE (WITH 27 PLATES) FOREWORD In 1921 the National Geographic Society began excavation and study of Pueblo Bonito, a prehistoric ruin in Chaco Canyon, north- western New Mexico. It was the privilege of the undersigned to direct these archeological investigations from their inception to the conclusion of actual field-work in the autumn of 1927. Pueblo Bonito is unquestionably the finest extant example of that phase of southwestern history known to archeologists as Pueblo III— the period during which small, isolated villages were drawn together into large, complex communities. After a time these communities began to disintegrate ; to separate into lesser groups that spread far and wide in search of more fertile fields and freedom from the attacks of nomadic enemies. Then came, in 1540, Coronado and his fellow adventurers to initiate the Spanish conquest of the Southwest ; to bring about still further disintegration of the peaceful Pueblo tribes and their unique social organization. This Spanish-dominated phase of Pueblo history, from 1540 to the present, is commonly designated Pueblo V.
    [Show full text]
  • Texas Indians CH 4 TEXAS HISTORY First Texans
    Texas Indians CH 4 TEXAS HISTORY First Texans Native Americans adapted to and used their environment to meet their needs. Plains Indians People who move from place to place with the seasons are nomads. The main advantage of teepees was their mobility. Plains Indians The Apaches were able to attack both the Spanish and other Indian groups because of their skilled use of horses. Apaches used their skill at riding horses to assert dominance. Plains Indians The Comanche became wealthy as skilled buffalo hunters. Hunters used buffalo hides for clothing and shelter and ate the meat. All Plains Indians lived off the buffalo. Plains Indians The Comanche first entered Texas from the Great Plains. The Comanche later drove the Apache into the Mountains and Basins region of West Texas and into New Mexico. Plains Indians The Lipan and Mescalero were subgroups of the Apaches. Southeastern Indians The Caddos were a matrilineal society, which meant they traced their families through the mother’s side. Caddos farmed and practiced crop rotation to prevent the soil from wearing out. Southeastern Indians Farming changed Native American culture by creating more complex, permanent societies. Western Gulf Indians Gulf Coast Indians were different from Plains Indians because they were able to eat seafood from the Gulf, including oysters, clams, turtles and fish. Western Gulf Indians The Karankawa and Coahuiltecan were both were nomads along the Gulf Coast. They didn’t farm because they lived in a dry area. Pueblo Indians The Pueblo were from the Mountains and Basins region and built adobe homes of mud and straw.
    [Show full text]
  • Anasazi (Pueblo Builders and Cliff Dwellers) Mound Builders
    CK_3_TH_HG_P146_194.QXD 4/11/05 10:47 AM Page 153 Some of the Inuit of today live very much the way their ancestors did. For food, clothing, weapons, tools, and fuel, they rely on the fish they catch and the caribou, seals, whales, and walruses they hunt. In winter, the Inuit live in houses made of sod, wood, and stone, and in summer, they use tents made of animal skins. Igloos, shelters made of blocks of snow, are used only when the Inuit go on hunts and then only rarely. Kayaks and dog sleds are their means of transportation. Much of the Inuit reli- gion revolves around the sea and animals. The Inuit are noted for their carvings in soapstone, ivory, and bone, which often use characters from their religious lore. Anasazi (Pueblo Builders and Cliff Dwellers) By about 2,000 years ago, the Anasazi had settled in what is known today as the four corners area of the Southwest, that is, where Arizona, New Mexico, Colorado, and Utah meet. Originally hunters and gatherers, the Anasazi turned to farming by around 1000 CE. Their crops were primarily maize (corn), beans, and squash. The first houses of the Anasazi were pithouses constructed below ground. By 1100 CE, however, the Anasazi were building cliff dwellings, multistoried stone apartment buildings with many rooms, set into mountainsides. By the late 1200s, for unknown reasons, the Anasazi began to abandon their cliff dwellings. Possible reasons include drought, disease, pressure from invading groups like the Apache, and internal dissension among villagers. Archaeologists have found no proof of any of these.
    [Show full text]
  • A History of the Mescalero Apache Reservation, 1869-1881
    A history of the Mescalero Apache Reservation, 1869-1881 Item Type text; Thesis-Reproduction (electronic) Authors Mehren, Lawrence L. (Lawrence Lindsay), 1944- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 06/10/2021 14:32:58 Link to Item http://hdl.handle.net/10150/554055 See, >4Z- 2 fr,r- Loiu*ty\t+~ >MeV.r«cr coiU.c> e ■ A HISTORY OF THE MESCALERO APACHE RESERVATION, 1869-1881 by Lawrence Lindsay Mehren A Thesis Submitted to the Faculty of the DEPARTMENT OF HISTORY In Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS In the Graduate College THE UNIVERSITY OF ARIZONA 1 9 6 9 STATEMENT BY AUTHOR This thesis has been submitted in partial fulfillment of re­ quirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from, this thesis are allowable wihout special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. APPROVAL BY THESIS DIRECTOR This thesis has been approved on the date shown below: Associate Professor of History COPYRIGHTED BY LAWRENCE LINDSAY MEHREN 1969 iii PREFACE This thesis was conceived of a short two years ago, when I became interested.in the historical problems surrounding the Indian and his attempt to adjust to an Anglo-Saxon culture.
    [Show full text]
  • The Pueblo of the American Southwest
    The Pueblo of the American Southwest Christine Mills April 25, 2008 EDUC 405 Social Studies Methods Culture Kit Gail McEachron 2 Table of Contents Historical Narrative………. 3 Lesson #1…………………. 12 Lesson #2…………………. 18 Lesson #3…………………. 24 Lesson #4…………………. 22 Artifact #1………………… 28 Artifact #2………………… 31 Assessments………………. 34 Expenses………………….. 37 3 Historical Narrative – The Pueblo Indians Introduction “Native American” is a term we often use as a catch-all phrase to describe varying stereotypes – a pan-Indian caricature of bits and pieces of “Indian-ness.” In reality, though Native Americans make up less than one percent of the population of the United States, they embody half of its languages and cultures. This term, one that so often conjures the image of feathers and teepees, hunting and moccasins, represents over 500 groups that vary greatly in their backgrounds, from region to language to traditions to modern achievement. Unfortunately, one setting ideal for the perpetuation of such stereotypes is that of the school system. Elementary students, in particular, are susceptible, as information is often simplified at the lower levels. Students classify Native Americans as they have seen in books and films. Stereotypes may be positive or negative, either that of a peaceful resourceful people at one with nature, or a violent animal-like group. Even worse, many children believe Native Americans are people of the past, perhaps no longer even in existence. For example “a visitor to a child care center heard a four-year-old saying, “Indians aren't people. They're all dead.” This child had already acquired an inaccurate view of Native Americans, even though her classmates were children of many cultures, including a Native American child.” (“Teaching Young Children About Native Americans”) Native Americans merit great attention in our study of history as both the first peoples of America (“First Americans), and as equally valid and beautiful American cultures, both ancient and modern.
    [Show full text]
  • Pueblo Police Department Pueblo PD Policy Manual
    Pueblo Police Department Pueblo PD Policy Manual DEPARTMENT FUNCTIONS, MISSION, VALUES AND GUIDING PRINCIPLES FUNCTIONS Section 10-12 of the Charter of the City or Pueblo defines the functions of the Police Department as follows: "The Department of Police shall be responsible for the preservation of public peace, prevention of crime, apprehension of criminals, protection of the rights of persons and property and the enforcement of the laws of the State, and the ordinances of the City as provided by this Charter and all rules and regulations made in accordance therewith, and such other functions as the City Manager and Council may prescribe for public safety. All members of the Department shall have all powers with respect to the service of criminal process and the enforcement of criminal laws as are vested in police officers by the general statutes." MISSION The members of the Pueblo Police Department developed the following mission statement for the Department: The Mission of the Pueblo Police Department is to enhance the quality of life in the City of Pueblo by working cooperatively with our community and within the framework of the United States Constitution, to solve crime problems and to enforce the laws, preserve the peace, reduce fear and provide for a safe environment. VALUES In 1993, the members of the Pueblo Police Department developed a list of values considered to be of utmost importance in the commission of our duties. The list of values is still applicable today. They are as follows: • Constitutional Rights - We are committed to protecting the constitutional rights of all people.
    [Show full text]
  • Pueblo Agriculture
    Pueblo Agriculture MUSEUM LESSONS The Ancestral Puebloans Pueblo Bonito in Chaco Canyon in northwestern New Mexico is one of the largest and best The Ancestral Puebloans were preserved ruins of an Ancestral Puebloan city, one of several cultures in the but others are spread throughout the Four American Southwest that lived Corners region. in large cities and practiced settled agriculture with water supplied by complex irrigation systems. Ancestral Puebloan Agriculture • Agriculture in the area that is now the American Southwest began with the Ancestral Puebloan people around sometime between 2000 and 1200 BCE. • By the first millennium CE the Hohokam people in present day Arizona were building complex irrigation systems to water their fields. Some of their canals were over a mile long and parts of this system still supply water to Phoenix, AZ with minimal modifications. • The Hohokam, the Mogollon, and the Chacons all practiced settled agriculture, built complex irrigation systems, and lived in large cities hundreds of years before Europeans came to the Southwest. Hohokam in Arizona Casa Grande is the largest Hohokam city This is one of many canals found to date. Like the Chacoans climate the Hohokam built to change forced them to abandon their irrigate their fields and cities. supply water to their cities. Part of their canal network is still used today to supply water to Phoenix. The Mogollon People in Southern New Mexico • The Mogollon were lived in what is now southwestern New Mexico, Arizona, and northern Mexico. • This is a picture of the ruins of Gran Quivira. It was an important urban and trading hub for the Mogollon.
    [Show full text]
  • The Progression from Ancestral Pueblo to Pueblo of Today
    The Cultural Progression from Ancestral Pueblo to Pueblo of Today Cara Wallin Shawmont Elementary School Overview Rationale Objectives Background Standards Classroom Activities Bibliography Appendix Overview This curriculum unit will be created for the use of a sixth grade inclusive classroom, which focuses on the subjects of mathematics and social studies. With this curriculum unit, the activities will be able to be tweaked and enhanced, in order to be incorporated in both elementary and high school history classes. My students will be introduced to the Ancestral Pueblo and Pueblo tribes located in the southwestern part of the United States. This collection will have interactive and differentiated lesson plans that will focus on the culture of these two tribes from the past to the present. Activities are cross-curricular. The theme of culture plays a predominant role in this unit because it allows students to explore many different aspects of the Ancestral Puebloan and Pueblo tribes including art and architecture, beliefs and traditions, music and literature. Students will be able to read and research different documents to gain a better understanding of their history and migration patterns. Pictures of tribal artifacts will visually connect students with the arts that are incorporated in the tribes and the importance behind them. Websites will allow students to navigate through the living corridors, called cliff dwellings, and GoogleMaps will show the exact location and enormous size of these dwellings. These activities will help students take ownership of their learning and gain a respect and understanding of the culture of the Pueblo tribe of today. Rationale Native Americans are still very much present in our world today.
    [Show full text]