Discovering Mesa Prieta UNIT 12: MODERN PUEBLOS - ANCIENT SITES OBJECTIVES ✔ Students will become aware of some of the past and present native cultures in northern New Mexico. ✔ Students will make the connection between ancient sites and modern cultures. ✔ Students will gain experience in the use of maps and research materials. ✔ Students will gain experience in reading for comprehension. ✔ Students will gain experience in working cooperatively. SUBJECTS: Social Studies, Language Arts. SUGGESTED TIME: Three class periods. MATERIALS: Copy for students: Eight Northern Pueblos student activity sheet (12 - 9), Ancestral Tewa Pueblos student information sheet (12 - 10), Life in Phiogeh and Site Plan of Phiogeh student information sheets (12 - 11-14). From the trunk: New Mexico road map for each student, Life in Poshuowingeh and various pamphlets. (The story and pamphlets must be returned to the trunk). From the teacher: Markers. For the teacher: Eight Northern New Mexico Pueblos teacher information sheet (12 - 15), Ancestral Pueblo People of Bandelier, A Guide for 4th Grade Teachers, 2006 (Draft), available from MPPP library. Also available online at http://www.nps.gov/band/forteachers/fourth-grade-lesson-plans.htm. Another good resource is the New Mexico Digital History Project website at http://www.newmexicohistory.org. VOCABULARY ☛ Ancient site: a place lived in or used by ancient people. ☛ Archaeological site: a place where evidence of human activity in the past is preserved. ☛ Tewa: people of six Northern Pueblos and the language they speak (Ohkay Owingeh, Nambé, Pojoaque, San Ildefonso, Santa Clara and Tesuque). Tewa also refers to their spoken language. ©2014 Mesa Prieta Petroglyph Project Unit 12 page 1 Discovering Mesa Prieta Unit 12: Modern Pueblos - Ancient Sites BACKGROUND: There are Eight Northern Pueblos and hundreds of ancient sites in northern New Mexico. Some sites, such as Bandelier National Monument, are developed and maintained while others remain totally undeveloped and unexcavated. This activity will help the students become aware of the rich ancient heritage we have in northern New Mexico and the importance of protecting it. The activity will also increase the students’ awareness of the modern Pueblos in northern New Mexico as well as reinforce the students’ mapping, reading and research skills. SETTING THE STAGE: Ask the students to brainstorm the names of the Indian Pueblos north of Santa Fe. As students name them, list them on the board. 1.* Taos (Tu-tah: Our Village) 2. Picuris (Pikurea: Those Who Paint) 3. Ohkay Owingeh (San Juan: Village of Strong People) 4. Santa Clara (Kha’p’o: Valley of the Wild Roses) 5. San Ildefonso (Po-who-ge: Where the Water Cuts Through) 6. Nambé (Mound of Earth in the Corner) 7. Pojoaque (P’o Suwae Geh: Water Drinking Place) 8. Tesuque (Te-tsu-geh: Cottonwood Tree Place) Note that the word “owingeh” refers to village, Pueblo and/or people. Discuss the fact that there were many more Pueblos before the coming of the Spanish in the 1500s. Discuss what might have happened to them. The people of Puye (Santa Clara) and Bandelier (San Ildefonso) probably moved down to the Rio Grande because of drought. Pueblo people moved away from Kuuyemugeh (Cuyamungue) during and after the 1680 Pueblo Revolt. Some Pueblos were destroyed by the Spanish or the diseases that they brought with them (Pecos Pueblo). Many Pueblos were left unoccupied and we don’t know why. This is one of the mysteries that archaeologists are trying to solve. To explore with your class the coming of the Spanish to Tewa territory, and its effects, see Unit 13. *(The numbers by the Pueblo names refer to numbers on the Eight Northern Pueblos student activity sheet (12 - 9) Intersecting room block walls at Sapawe Unit 12 page 2 ©2014 Mesa Prieta Petroglyph Project Discovering Mesa Prieta Unit 12: Modern Pueblos - Ancient Sites Activity 1 1. Explain that students will be locating the eight northern Pueblos on the NM road maps. There are 11 southern Pueblos as well as Apache and Navajo reservations that they may study for extra credit. 2. Pass out a NM state road map to each student. Using the same color of highlighter, mark each Pueblo. 3. After all the Pueblos have been located and marked, the students will label them on their Eight Northern Pueblos student activity sheet. (12-9) (This can be used as a homework as- signment.) 4. Discuss with the students possible questions such as, “Who is from a Pueblo or lives in a Pueblo? Who has visited which of the Pueblos? Ask the students to share their experiences. 5. Discuss the fact that some of the modern Pueblos are related to ancient sites such as Puye - Santa Clara Pueblo and Bandelier - San Ildefonso and Cochiti Pueblos. Some of the ancient Pueblo people may have come from Mesa Verde in Colorado. Activity 2 1. Pass out the Ancestral Tewa Pueblos student information sheet (12 - 10), to the students. (This map does not include all of the ancient Pueblo sites.) Discuss the term “archaeological site”. Ask if any students have visited an ancient Pueblo site. Ask the students the “mapping ques- tions” about this map. Discuss the word “Tewa” and explain that it is not only a Pueblo lan- guage but may refer to the people who speak Tewa. The Tewa words on the map are from the Ohkay Owingeh tradition. The people of Santa Clara Pueblo sometimes pronounce and spell the words slightly differently. Mapping Questions: 1. What is the title of the map? (Ancient Tewa Pueblos) 2. What does Tewa refer to? (the language that is spoken by six of the Northern Pueblos and many ancient Pueblos; the people who speak Tewa.) 3. What is the Tewa name for the Rio Grande? (Pó?káy or Posongeh) 4. Between what two rivers is Mesa Prieta located? (Rio Grande- Posongeh or P’o?k’ay and Rio Ojo Caliente- P’osip’oe) 5. What is the Tewa name for Mesa Prieta? (Tsikw’aye) 6. What river is Tsiping near? (Rio Chama - Tsama) ©2014 Mesa Prieta Petroglyph Project Unit 12 page 3 Discovering Mesa Prieta Unit 12: Modern Pueblos - Ancient Sites 7. What ancient Pueblo is located where the Rio Chama and Rio Grande come together? (Yungeh) 8. Which modern Pueblos use their Tewa names? (Ohkay Owingeh, Nambé) 9. How many ancient and modern sites are named on the map? (36) 10. How many Pueblo sites are located on this map? (46) 11. How many sites have no name on the map? (10) Why do you think they don’t have names? (perhaps archaeologists haven’t been told the names or maybe the names have been forgotten) 12. How many sites don’t have people living in them now? (40) 13. Why do you think that there aren’t people living in them now? (possible reasons are: drought, flooding, destroyed by the Spanish or the diseases they brought with them, for reasons we don’t know.) 14. Find Phiogeh on the map. Now we will read about Phiogeh. Activity 3 As a class or in small groups, read the story of Life in Phiogeh. Before or after each paragraph is read, write the vocabulary words on the board or a sheet of newsprint. Use the game, “Numbered Heads To- gether”, to review the information. The directions are in Unit 2. Geology of Tsikw’aye (Mesa Prieta) (2 - 6). You may wish to ask one or two questions about each of the paragraphs describing life through the seasons or use the questions included. Discuss what it would have been like to live in a Tewa village over 500 years ago. INTRODUCTION VOCABULARY ☛ Ceremonial: having to do with ceremonies which are formal acts performed for religious reasons. ☛ Phiogeh: the Ancestral Pueblo village located in present day Los Luceros. The site has been destroyed to build houses. ☛ Flicker: a type of woodpecker that lives in the bosque (cottonwood forest) along the Rio Grande. ☛ Flood Irrigate: to water crops with water from a river. ☛ Flood plain: the flat land next to a river where it sometimes floods in the spring. ☛ Grid garden: a farming method used by the Ancestral Pueblo people to grow corn and beans. It was a square that was lined with large stones. ☛ Kiva: ceremonial room in a Pueblo where people pray, do ceremony and practice for dances. ☛ Pó?káy: Tewa word for strong water; also refers to the Rio Grande. ☛ Posongeh: Tewa name for Rio Grande. ☛ Room blocks: rooms that are attached to each other, often in a line. Unit 12 page 4 ©2014 Mesa Prieta Petroglyph Project Discovering Mesa Prieta Unit 12: Modern Pueblos - Ancient Sites FALL VOCABULARY ☛ Aspen: a type of tall, slender tree with light bark that grows in the mountains. ☛ Chert: a type flint rock that was often used to make arrow and spear points. ☛ Fall equinox: the day in the fall when day and night are equal in length. ☛ Kernel: the seed of a corn plant or other grain. ☛ Sun Watcher: a person who observes the movement of the sun through the year, noting the change of season, when it is time to plant and when it is time for certain ceremonies. WINTER VOCABULARY ☛ Vigas: large beams used to support the flat roof of an adobe house. ☛ Winter solstice: the shortest day of the year, when the sun appears to stand still. This is the first day of the new year for the Pueblo people. SPRING VOCABULARY ☛ Mulch: protective material placed around plants to prevent the evaporation of moisture, the roots from freezing and the growth of weeds. ☛ Spring Equinox: the other day of the year when there is equal day and night. ☛ Tsimaha: a small wild parsley plant that grows on dry, rocky hillsides.