Pueblo Revolt Questions

Total Page:16

File Type:pdf, Size:1020Kb

Pueblo Revolt Questions Name Many of the people hated the Spanish. They practiced their religion in secret while pretending to listen to the priests. Their anger simmered. Only the lack of a leader and the protection of the Spanish against enemy raiders kept it from boiling over. Pueblo Revolt In the meantime, a Pueblo man named Popé [po-PAY] was born. He By Mary Lynn Bushong trained to be one of the wise men of his village. In the 1670's, drought and disease were sweeping through Pueblo villages. For thousands of years the Anasazi built a culture in the American West. Many of the native people looked to their own religion for answers At first they lived in Utah and and began to practice it openly. The Spanish government responded Colorado. Then they moved south to by having forty-seven medicine men arrested and whipped. Some the Arizona and New Mexico region. were imprisoned. Three were hanged. The land was dryer but warmer. Popé was one of the men who were whipped. He went into hiding Over the years they had built up a rich from Spanish authorities and planned a revolt. More than twenty-four tradition of myth and legend that villages joined him. On August 10, 1680, the Pueblo people revolted underscored their religious beliefs. and killed more than 400 Spaniards and twenty-one of the priests. Those beliefs were influenced by their Then they looted and destroyed buildings. dependence on agriculture. The Spanish were forced to retreat or die. The new peace lasted for After living in an arid climate for many years, the people understood twelve years before Popé died. It was the most successful revolt by the need for careful use of water. They built special irrigation ditches Native Americans in United States history. to water their corn and other crops. Their lives depended on their proper use and design. Pueblo Revolt The men were the ones in charge of the religious aspects of their society. They held their rituals in an underground chamber called a Questions Kiva. They were also the weavers of the village, while the women were potters. 1. When you consider the long-suffering attitude of the Pueblo There were differences in language between many of the Pueblo people under Spanish rule, what does that tell you about their people. Some Hopi spoke a language related to the Aztecs, while character? others spoke Keresan, and the Zunis spoke a language that was original to them. When the Spanish arrived in the area in about 1540, they tried to change a culture that was older than their own. They immediately grabbed control of more than 100 villages. They required the villagers to provide them with food and labor even though the people only produced enough food to feed themselves. The 2. The Anasazi had hidden reserves of water. people were pushed into virtual slavery and forbidden to take part in any of their religious ceremonies. The people were also required to A. True provide labor for the Spanish building projects. B. False 8. What effect did the revolt have on the Pueblo situation? Name 3. They had highly developed systems for irrigating crops. A. False B. True 4. The underground worship chamber was called a ______. Why would the Spanish be so intolerant of native religions? 5. The man who led the Pueblo revolt was: A. Pompeii B. Hopi C. Zuni D. Popé 6. How many Pueblo villages joined the revolt? A. 36 B. 67 C. 93 D. 24 7. List two factors that contributed to the revolt. Name When one country invades another one, they try to make the conquered people change. Explain why they might do that..
Recommended publications
  • 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.
    [Show full text]
  • The Fight for a Continent Main Ideas the Spanish Move North • During
    Mrs. Farrell Chapter 7 Social Studies Study Guide: The Fight for a Continent Main Ideas The Spanish Move North • During the 1500’s and 1600’s, New Spain expanded by establishing colonies in Florida and New Mexico. • Junipero Serra was a Spanish missionary who established a chain of nine missions in present-day California. • Although they never found the gold for which they were looking, Spanish expeditions from Mexico did spread Spanish customs, religious beliefs, and artistic styles throughout the Southwest. French Explore the Mississippi • French exploration of the Mississippi River led to new French colonies in North America. Map and Globe Skills: Compare Maps at Different Scales • Small-scale maps show a large area and few details, and large scale maps show a small area and many details. The French and Indian War • In the French and Indian War, the British, French, and Native Americans fought for control of a large part of North America. Objectives • Explain Spain’s reasons for wanting a colony in Florida. • Describe the early Spanish colonies in New Mexico. • Analyze the causes and effects of the Pueblo Revolt. • Identify ways in which French settlers learned from Native Americans. • Explain how La Salle’s explorations led to the expansion of New France. • Relate the location of New Orleans to its success as a port city. • Compare and use scales to measure distance on maps. • Identify the cause of conflicts over land among the British, French, and Native Americans. • Describe the beginning of the French and Indian War. • Explain how the British were able to win the French and Indian War.
    [Show full text]
  • Hopi Running Overview
    Hopi Running Overview: This lesson provides an introduction to the role of running in Hopi history and culture. It also includes a running activity that can be team-taught with a physical education teacher. Objectives: Ø To understand the importance of running in Hopi culture. Ø To emphasize the significance of running for the sake of health. Ø To compare and contrast the historical and current traditions/ goals of running. Ø To utilize map skills, recognizing locations and latitude and longitude coordinates. Grade Level/Subject Area: Ø 4-8 Ø Arizona/Hopi History Ø U.S. History Ø Social Studies Ø Physical Education Materials Ø Student Activity Sheets Ø Readings Ø Maps of Arizona and New Mexico Ø Paper for messengers Timeframe: Ø 2-3 days Background Hopis are well known for running great distances at record speed. In Native- American history and culture, the tradition of running can be traced to mythic folklores. It was believed that ancestors and animals showed Indian men and women how to run, and that mythic races helped to organize the world. In Hopi culture, running has practical as well as ceremonial reasons. Several centuries ago, Hopis did not own cattle, sheep or burros, and they had to rely upon game- capturing, which required them to cultivate the practice of running. Besides running for gaming purposes, Hopis also ran in search of food. When there were no horses for transportation, running helped to cover great distances. Moreover, running races were organized between neighboring villages. There were occasions when runners from villages such as, Oraibi and Walpi would challenge one another to run races.
    [Show full text]
  • Unit 3: Exploration and Early Colonization (Part 2)
    Unit 3: Exploration and Early Colonization (Part 2) Spanish Colonial Era 1700-1821 For these notes – you write the slides with the red titles!!! Goals of the Spanish Mission System To control the borderlands Mission System Goal Goal Goal Represent Convert American Protect Borders Spanish govern- Indians there to ment there Catholicism Four types of Spanish settlements missions, presidios, towns, ranchos Spanish Settlement Four Major Types of Spanish Settlement: 1. Missions – Religious communities 2. Presidios – Military bases 3. Towns – Small villages with farmers and merchants 4. Ranchos - Ranches Mission System • Missions - Spain’s primary method of colonizing, were expected to be self-supporting. • The first missions were established in the El Paso area, then East Texas and finally in the San Antonio area. • Missions were used to convert the American Indians to the Catholic faith and make loyal subjects to Spain. Missions Missions Mission System • Presidios - To protect the missions, presidios were established. • A presidio is a military base. Soldiers in these bases were generally responsible for protecting several missions. Mission System • Towns – towns and settlements were built near the missions and colonists were brought in for colonies to grow and survive. • The first group of colonists to establish a community was the Canary Islanders in San Antonio (1730). Mission System • Ranches – ranching was more conducive to where missions and settlements were thriving (San Antonio). • Cattle were easier to raise and protect as compared to farming. Pueblo Revolt • In the late 1600’s, the Spanish began building missions just south of the Rio Grande. • They also built missions among the Pueblo Indians of New Mexico.
    [Show full text]
  • Lancer Luminaries on the Cover EWC President
    ancer uminaries Vol. No. 15 L L Summer Spotlight on Eastern Wyoming College A magazine for EWC alumni, contributors and friends FOUNDATION BOARD MEmbERS Patrick Korell, President Tom Gardner, Vice-President Dr. Donna Beth Downer, Secretary/Treasurer Dr. Tom Armstrong, College President Barbara Bonds Bruce Brown Chuck Brown Dick Glandt Joe Guth Kathryn Kelly Deidre Newman Blake Ochsner Gary Olson John Patrick Todd Peterson Bill Rueb Marion Smith, MD Ryan Schilreff Wayne Tatman EWC Board Trustees George Nash, President Angie Chavez, Vice President John Patrick, Secretary Mike Varney, Treasurer Lowell Kautz Julie Kilty Gary Olson In This Issue Lancer Luminaries On the Cover EWC President . 3 Eastern Wyoming College 3200 West C Street Torrington, WY 82240 Features (307) 532.8200 EWC Foundation President . 4 1.866.EASTWYO Distinguished Service Award . 6 (1.866.327.8996) Distinguished Alumni Award . 7 Jerry and Diana Smith Gift . 9 Lancer Luminaries is published twice a year by the World Champion Dean Gorsuch . 10-11 EWC Institutional Development Office and the College Student Spotlight Julie Buckhaults . 12 Relations Office. It is distributed free of charge to Honoring a Veteran . 15 alumni and friends of the college. We welcome letters, articles, and updates! Jack Rosenthal - EWC Friend . 16 EWC Family Reunion . 18 Oliver Sundby, Institutional Development Director New Board of Trustee Members . 19 [email protected] 2011 Commencement Speaker . 19 Tami Afdahl, College Relations Director Science Wing Remodel . 20-21 Holly Lara, Administrative Assistant for Development Sondra Dent, Graphic Designer Sagebrush & Roses . 23 Visit our college website at ewc.wy.edu From the EWC President From an orbiting camera, you zoom in for a view of the earth; you can make out North and South America.
    [Show full text]
  • Teacher Guide a Seventh Grade Integrated Reading Unit
    TEACHER GUIDE A Seventh Grade Integrated Reading Unit Migration of the Pueblo People to El Cuartelejo Cali Letts Virginia A. Wulfkuhle Robert Hoard ARCHAEOLOGY POPULAR REPORT NUMBER 6 Historical Society All rights reserved. May not be reproduced without permission. ©2014 Acknowledgments Cali Letts would like to thank the following individuals for their help in developing this unit: Robert J. Hoard, State Archeologist, Kansas Historical Society Virginia A. Wulfkuhle, Public Archeologist, Kansas Historical Society Mary Madden, Education/Outreach Division Director, Kansas Historical Society Marcia Fox, Curriculum Specialist, Kansas Historical Society Bobbie Athon, Public Information Officer, Kansas Historical Society Teresa Jenkins, Public Information Officer, Kansas Historical Society Linda Kunkle Park, Senior Graphic Artist, Kansas Historical Society Kansas Historical Society Teacher Advisory Group Janet Franklin – literacy coach Sheila Howard – seventh-eighth grade social studies teacher Ruben Kent – American Indian consultant Bev Ney – sixth-seventh grade language arts teacher Jenay Weekly – sixth-eighth grade gifted teacher Dee White Eye – school social worker and American Indian counselor Jeanne Moe, Director, Project Archaeology, Montana State University Joelle Clark, Curriculum Director, Project Archaeology, Northern Arizona University Kris Shaw, Assessment/Reading Technical Assistant, Kansas State Department of Education Lynn Vasquez, History, Civics-Government, Economics, & Geography Program Consultant, Kansas State Department of Education Kim Rasmussen, Curriculum Coordinator, Auburn Washburn Schools USD 437 Pat Stein, retired teacher and volunteer reviewer David M. Brugge, retired National Park Service scientist and researcher, New Mexico Sylvia Rodriguez, Professor of Anthropology, University of New Mexico Rick Stevens, Superintendent, Lake Scott State Park Project Archaeology is a national heritage education program for educators and their students.
    [Show full text]
  • Seventeenth-Century Spanish Colonial Identity in New Mexico: a Study of Identity Practices Through Material Culture
    University of New Mexico UNM Digital Repository Anthropology ETDs Electronic Theses and Dissertations Fall 11-15-2019 Seventeenth-Century Spanish Colonial Identity in New Mexico: A Study of Identity Practices through Material Culture Caroline M. Gabe University of New Mexico Follow this and additional works at: https://digitalrepository.unm.edu/anth_etds Part of the Archaeological Anthropology Commons, Chicana/o Studies Commons, Cultural History Commons, Historic Preservation and Conservation Commons, Latin American History Commons, Latin American Studies Commons, Museum Studies Commons, and the United States History Commons Recommended Citation Gabe, Caroline M.. "Seventeenth-Century Spanish Colonial Identity in New Mexico: A Study of Identity Practices through Material Culture." (2019). https://digitalrepository.unm.edu/anth_etds/184 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in Anthropology ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected], [email protected], [email protected]. Caroline Marie Gabe Candidate Anthropology Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Emily Lena Jones , Co-Chairperson Dr. Frances Hayashida , Co-Chairperson Dr. Bruce B. Huckell Prof. Christopher Wilson i SEVENTEENTH-CENTURY SPANISH COLONIAL IDENTITY IN NEW MEXICO: A STUDY
    [Show full text]
  • Free Pdf Downloads
    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 Volume 21, Number 2 Center for Desert Archaeology Spring 2007 Southwest Archaeology: The Next Generation Jeffery J.
    [Show full text]
  • The Pueblo Reforms: Spanish Imperial Strategies & Negotiating
    The Pueblo Reforms: Spanish Imperial Strategies & Negotiating Control in New Mexico A thesis presented to the faculty of the College of Arts and Sciences of Ohio University In partial fulfillment of the requirements for the degree Master of Arts Paul M. Rellstab December 2013 © 2013 Paul M. Rellstab. All Rights Reserved. 2 This thesis titled The Pueblo Reforms: Spanish Imperial Strategies & Negotiating Control in New Mexico by PAUL M. RELLSTAB has been approved for the Department of History and the College of Arts and Sciences by Mariana L. Dantas Associate Professor of History Robert Frank Dean, College of Arts and Sciences 3 ABSTRACT RELLSTAB, PAUL M., M.A., December 2013, History The Pueblo Reforms: Spanish Imperial Strategies & Negotiating Control in New Mexico Director of Thesis: Mariana L. Dantas “The Pueblo Reforms” investigates Spanish and Pueblo interactions in New Mexico from the mid-sixteenth to the mid-eighteenth centuries. Building off the historiography on Spanish early modern imperial policies, the thesis places New Mexico within the historical context of Spanish imperial expansion in the Americas and efforts to control native populations. As the Spanish attempted to expand to areas beyond Mexico City, mendicant orders became their strongest allies: by converting natives, Franciscan missionaries promised to transform Indians into productive vassals of the Crown. Unlike areas with centralized Spanish authority, New Mexico did not count on a significant civil and military Spanish presence. The Church, represented by Franciscan missionaries, thus became the most stable institutional presence the Crown could promote. However, similar to other regions of the empire, the trajectory of Spanish control in New Mexico was subject to local exigencies and actors, particularly the Pueblo Indians.
    [Show full text]
  • New Mexico State History, Course 1 C
    New Mexico State History, Course 1 c. 10000-9000 B.C. - Clovis People The people we now call Clovis, were in North America by the end of the last ice age. It has been suggested that they were here between 12,000 and 11,200 years ago though new research and discoveries may move this date back and suggested dates could be as far back as 15,000 years to 24,000 years. Proof that Paleo-Indians had lived in the New World since the late Pleistocene was first provided by the discovery of human artifacts associated with the bones of long-extinct animals at Folsom, New Mexico in 1926-1927. In 1932, 150 miles south of Folsom, a large but extremely well-made stone tool located near a very large animal tooth was found. Excavations were carried out at Blackwater Draw near Clovis, New Mexico. Blackwater Locality No. 1 is the "Clovis Type Site" for the oldest accepted widespread culture in the New World. Evidence of their "fluted" points (a New World invention), other stone and bone weapons, tools, and processing implements are found at the site. These implements are in association with extinct Pleistocene megafauna such as Columbian mammoth, ancient bison, large horses, and large turtles. Other Pleistocene age animals that visited the site for food and water were tapir, camel, four-prong antelope, tampulama, llama, deer, dire wolf, ground sloth, short-faced bear, saber-tooth cat, shovel-toothed amebeledon, beaver, armadillos, and peccary. Although the archaeological remains associated with the Clovis site and culture are bones and stones, they represent a living culture at one time present in the geographical area we now call New Mexico.
    [Show full text]
  • The Pueblo Revolt
    The Pueblo Revolt The Pueblo Revolt by Jesse Kohn New Mexico was a Spanish settlement founded in 1598. The first capital was San Juan de los Caballeros, and a few more towns were founded in the region in the following decade. However, the Spanish colony of New Mexico was relatively small, and only about 3,000 people lived there a century after its foundation. In 1675, the governor of New Mexico ordered the arrests of 47 Native American medicine men, religious leaders, and healers from the surrounding pueblos, or villages, where they lived. Of the four sentenced to death, only three faced the hangman-the fourth took his own life while waiting for his sentence to be served. Ever since the Spanish colonists arrived in New Mexico in 1598, they had been working to suppress the ancient religion practiced by the Pueblo people. The colonial government had already outlawed festivals like the Kachina dances, where tribal members donned costumes of holy spirits. Precious religious icons such as Kachina dolls, ceremonial masks, and prayer sticks were seized and destroyed. These traditions and traditional objects were essential to the lives of the Pueblo people. Through them, they communed with their gods, honored the spirits that had dwelled beside them for thousands of years, and celebrated the land that had given them life. For the Pueblo people, to be forbidden from practicing their religion was like being separated from their own families and ancestors. The medicine men were the Pueblo people's most direct connection to their religious life. Although the Pueblo had, aside from a few small-scale revolts, peacefully suffered many of the colonists' attempts to force the Roman Catholic religion upon them, there came a significant breaking point.
    [Show full text]
  • The Pueblo Revolt and the Formation of the Modern Pueblo World
    The Archaeology of the Pueblo Revolt and the Formation of the Modern Pueblo World The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Liebmann, Matthew Joseph, Robert W. Preucel. 2007. The archaeology of the Pueblo Revolt and the formation of the modern Pueblo world. Kiva 73(2): 195-217. Published Version http://www.altamirapress.com/rla/journals/kiva/Index.shtml Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:3693473 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA THE ARCHAEOLOGY OF THE PUEBLO REVOLT AND THE FORMATION OF THE MODERN PUEBLO WORLD Matthew Liebmann College of William and Mary and Robert W. Preucel University of Pennsylvania Kiva, 2006 Current Research in the Northern Rio Grande, New Mexico Edited by B. Vierra and M. Bremer ABSTRACT The Pueblo Revolt and its aftermath (AD 1680-1696) was a crucial period in the history of the American Southwest. Previous studies of this era have focused primarily on the causes of the Revolt, often casting it as an isolated and anomalous event. This article takes a different approach, investigating the effects of the Revolt era on Pueblo cultures and communities in the years, decades, and centuries that followed the uprising of 1680. Recent archaeological research on ancestral Keres and Jemez villages in the northern Rio Grande reveals evidence for cultural revitalization and ethnogenesis in the wake of the Revolt.
    [Show full text]