T. They Left Behind Clothes, Tools, and Some Food
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The Anasazi left their cliff dwellings around 1260 and moved South. Today, people believe a drought forced the Anasazi to move away. Their crops did not grow because there wasn't enough rain. The Indians could not live without food so they had to leave and find food somewhere else. The drought ended 23 years later, but all of the Anasazi Indians had already left. They left behind clothes, tools, and some food. Perhaps they had planned to return, but never did. Only a few bones were found at Mesa Verde. This makes people believe that all the Anasazi Indians left the area. A white man from Finland saw the cliff dwellings in 1891. He studied all of the things he found and wrote a book about them. He collected many of the Anasazi things from the dwellings and took them back to Finland. Many people were upset that the Anasazi things were taken from America. At that time there were no laws to keep people from taking these historical things out of the country. Many people felt the U. S. Government should have a law to protect the dwellings and the things in them. In 1909, President Roosevelt made Mesa Verde a National Park. Because of what President Roosevelt did, we canbeA see the dwellings and some of the things the Anasazi left \ \ M ,. ..." Ik.. ~ \\ '\. ~-"',rtr i'i "I,' t.;~ --'\ .',~, 'l\ ~,~ ri' ~ r;"1-=- ~:..:. .;:"', y<',\...:.~.;;., 11 ),1" +~'" " ~'~-,_-:. -./ ",,~ !/;: i,lr'_ 'I _ ~7 :(x>~;7~~ (/:~ ~~-' ~ ~.-~ .. --.------- Mesa Verde is in the southwest comer of Colorado. We will not visit Mesa Verde because we do not have time to drive so far. We will see some cliff dwellings in a museum at Manitou Springs, Colorado. Here, there are many cliff dwellings like the ones the Anasazi lived in long ago. We will visit the Manitou Springs Cliff Dwellings Museum. The museum has early southwestem Indian pottery, jewelry, tools, and baskets. There is also a gift shop at the museum. People can buy Indian jewelry, pottery, and crafts. We will walk through the cliff dwellings and explore the fascinating culture of these early Indians. Content: History---Ute Indians Objective: After reading teacher-made material on the Ute Indians, the students will: 1. explain how the Utes found food, 2. identify and describe where the Utes lived, 3. explain where most Utes live and work today, and 4. compare and contrast Ute and Anasazi Indians with 90% accuracy independently. Materials: 3 copies of teacher-made reading material 3 fact sheets 3 maps or original and present day Ute territory 3 Venn Diagrams Vocabulary: avoided increase' respected' reservatio n' territory' culture Procedure: 1. The teacher reviews the Anasazi Indians an their lifestyles. The students read over their fact sheets on the Anasazi Indians. Each student gives a statement which may be true of false about the Anasazi Indians. The rest of the group must decide if the statement is true or false. 2. The teacher introduces the new vocabulary. The students play "money matters" with the new vocabulary words. (See Appendix A ) 3. The teacher passes out the teacher-made reading material and fact sheets to each student. The students read the material silently to themselves then volunteers read the information aloud. 4. The teacher and students discuss the information. "Why did the Indians avoid going to Mesa Verde? Why do people think the Utes may be relatives of the Anasazi Indians? How did the Utes get food? Where did the Utes live? What did the Utes get from the Spanish people? How did this help them? What happened to the Ute Indians when the gold rush started in the 1850's? Where do most Ute Indians live and work today?" The teacher discusses how the the United States government only gave the Ute Indians a small amount of their original land. The teacher shows the students the map of the original Ute territory and the present-day Ute territory. The teacher and students discuss how it would feel to be pushed off your land and forced to live somewhere else. 5. The teacher checks to make sure all the students have completed their fact sheets correctly. The students take turns reading over the fact sheets. 6. The students write a letter to a United States Congressman telling him or her about the Ute Indians and how they were wrongly pushed from their land. The students must include how the early Ute Indians hunted for food and where they lived. They must also explain where most Ute Indians live and work today. After giving this background knowledge on the Ute Indians, the students must explain how the Indians were pushed from their land and why they think this was wrong. The students may also request that more reservation land be given to today's Ute Indians. 6. The students will also complete a Venn Diagram comparing and contrasting the Anasazi and Ute Indians. They must list and explain at least 4 similarities and difference between the Ute and Anasazi Indians. The students will also draw a Ute and Anasazi Indian to supplement the information in their diagrams. 7. The teacher reviews the information discussed in the lesson. The students read their Venn Diagrams to the group and the teacher makes a group list of the similarities and differences between the Ute and Anasazi Indians in a Venn Diagram on the board. The group discusses any conflicting information in the diagram. The students also read over their fact sheets to review the lesson topic. 8. The teacher previews the next lesson by explaining how many settlers moved to Colorado during the gold rush in the 1850's. The Ute Indians were no longer alone in the Rocky Mountains. Extension Activities: 1. The students make small Ute teepees from brown construction paper, glue, and small sticks or toothpicks. 2. The teacher reads a short Ute tale from Ute Tales (Smith, 1992). After discussing the tale and its meaning, the students make costumes and act out the tale as the teacher reads it. 3. The students read the trade book Coyote Steals the Blanket: A Ute Tale (Stevens, 1993). After reading the first page, the teacher will ask the students to think about other tales they have red and then write down on a small piece of paper what they think will happen in the story. After reading the story silently or aloud, the students will check to see if their predictions were correct. The group discusses the predictions and the story's outcome. Evaluation: Were the students able to explain how the Utes found food? Were the students able to identify and describe where the Utes lived? Were the students able to describe where most Ute Indians live and work today? Were the students able to compare and contrast Ute and Anasazi Indians? Ute Indians Fact Sheet Ute Indians ... lived in the ________ ... lived in houses made of tree branches and later ____ ... got ____ from the Spanish. ____ their territory and respect from others . ... hunted ____ for food . ... were pushed off the land by ____ during the gold ____ ... now live on three ____ ... are mostly ____ and ____ 5 Other Indians also lived in Colorado hundreds of years after the Anasazi Indians. The Ute and Navajo Indians lived in Colorado after the Anasazi Indians. 80th the Ute and Navajo Indians avoided going into Mesa Verde where the Anasazi lived. They believed that the spirits of the Anasazi still lived at Mesa Verde. The Navajo Indians made fine jewelry. The Ute Indians made pottery, baskets, and jewelry. 80th of these two Indian tribe may have been relatives of the Anasazi because their lifestyles and cultures were similar to the Anasazi Indians. The Ute Indians were hunters. They hunted for buffalo in Utah and they followed the buffalo into Colorado. Here they built houses from tree branches. Later, they began building teepees. The Ute Indians traded with the Spanish people to get horses. With their horses, the Ute Indians could increase their territorv. They became a powerful and respected Indian tribe. The Utes lived alone in the Rocky Mountains until the gold rush in the 1850's brought many settlers from the East. The Utes were forced to give up most of their land. Today, their are only 3 Ute Indian reservations left in Colorado and Utah. Many Utes are cattlemen and ranchers today. Content: Early settlers Objective: After reading and discussing teacher-made reading material on the early Colorado settlers and the gold rush, the students will: 1. describe at least one other group of people who lived in Colorado during the 1500's, and 2. identify Cripple Creek and explain its importance with 85% accuracy independently. Materials: teacher-made reading material (3 copies) Cripple Creek brochure (3 copies) paper & pencil pictures: Ghost Mining Town, Colorado Gold Mining in Colorado in Settling the American West (Collins, 1993) Vocabulary: Cripple Creek amounts Molly Kathleen Mine mining Procedure: 1 . The students will compare and contrast the Anasazi and Ute Indians. The teacher will introduce the new vocabulary. The students will Play memory with all of the vocabulary words dealing with the history of Colorado. 2. The teacher explains that Spanish people explored Colorado in the 1500's. "Other mountain men who traded with the Indians also roamed Colorado at this time. When the United States bought the land where Colorado is now, the government sent people out to explore the new land. Soon many people were moving West to the start new lives here. People found gold here in the 1850's. When people heard about the gold, they moved West to find it themselves.