r unit 13 earlylifeinthetewaworld

8/12/2019 R Unit 13 EarlyLifeInTheTewaWorld

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UNIT 13

EARLY LIFE IN THE TEWA WORLD

Objectives:Students will understand how important the natural world was for the

Ancestral Tewa people.

Students will learn why it is important to respect the plants and the

animals that live in their communities.

Students will understand the importance of domestication of plants

and animals for the Ancestral Tewa people.

Students will become skilled at observation and inference.

Subjects: Science, Social Studies, Math, Language Arts.

Time:Two - four class periods.

Mateia!s:

opy for students!Feather Anatomystudent information sheet "#$ -

%&,Maize: Sacred Grain of the Americasstudent information sheet "#$ - '&,

Ancestral Pueblo Farming Methods- Drawings student activity sheet "#$ -

##&, Ancestral Pueblo Farming Methods- a!tions student activity sheet "#$

- #(&,Pueblo Foods: An "nduring #raditionstudent information sheet "#$ -

#$&, Grandmother$s Storystudent information sheet "#$ - #)&.*rom the trunk! %ld Father Storytellerby +ablita elarde, oyote

#alesby velyn ahl /eed,&n My Mother$s 'ouseby Ann 0olan lark,

+etroglyph(ational Monument #eacher)s Guide,turkey feathers, pinto and

Anasa1i beans, dried corn kernels, dried corn on the cob, paper

plates or +etri dishes, photographs of the petroglyphs, other

curriculum guides. Magnifying loupes may be checked out

from Mesa +rieta +etroglyph +ro2ect office.

*rom the teacher! writing, construction and copy paper,

pencils.*or the teacher! /esource materials! orn teacher resource sheet "#$ -

3&, A orny 4ame teacher resource sheet "#$ - #5-#%&. AlsoAncestral

Pueblo Peo!le of *andelier, A Guide for +th Grade #eachers, is available

from ecinos library and online at

http!66www.nps.gov6band6forteachers6fourth-grade-lesson-plans.htm.

7nteractive posterAdobe and Maize: At 'ome with (ature at 'u!obi

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Pueblo, available online at

http!66www.blm.gov6education699:resources6articles6hupobi6inde;.html.

"#cabu!a$:

A%icu!tue & *arming. The process of cultivating the soil, raising

crops and animals.

A'asa(i & The 0ava2o name for the Ancestral +ueblo people.

Ai) & ry. An arid land gets very little rain.

D#mesticati#' & The process of developing of plants and animals that

can be cared for by people and become dependent on people.

*ai' & ried seeds of a cereal grasses.

*i) %a)e' & A farming techni


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$. ;plain that the students will be observing real turkey feathers. 7f

they havent used magnifying loupes before, demonstrate how to

use them. *or information on how to care for loupes, see 8nit (-#,

Geology of Mesa Prieta.

). +ass out a loupe or hand lens and feather to

each pair of students. As one student observes

the feather, the other student writes down the

observations. Then they switch. Bith the

feather between them, the students draw the

feather "like a scientist&.

C. iscuss the parts of a feather and the different

types of feathers. +ass out student handout with parts of feather

labeled and ask students to label their drawing.

5. emonstrate how feather veins are like 1ippers by separating two

veins and then 1ippingthem back together. Bhy is

this feature an important

adaptationD "*irds only

molt once a year. /sing its

bill, a bird is able to re!air

damaged feathers with this

feature.&

%. /ead other stories that

involve animals from%ld Father Storyteller andoyote #ales

from the &ndian Pueblos.

Activit$ -:

#. Erainstorm or webbing! Ask the students to share all that they

know about corn. "0eiew #eacher &nformation Sheet "#$-3&.

(. 4ive each student a kernel of corn to look at with a magnifying

loupe or hand lens. Fave the students write down their

observations and draw the kernel. Bhile they are engaged, pass

around an ear of dried corn for the students to look at.

$. +ass out the student information sheetMaize: Sacred Grain of theAmericas"#$-' G #9& and read it as a class.

). /eview the reading by asking


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the !eo!le were eating a healthy diet.&Bhat did the +ueblo women

use to grind the cornD 1A metate and mano.& Fow is corn used in a

sacred way by the +ueblo peopleD "#hey use corn meal and corn

!ollen when they are !raying and they use the whole corn ear in

corn dances.3 Fow can we show respect for the cornD "*y thaning

the corn in our hearts for all of the good food that it gies us.&

C. Ancestral +ueblo *arming Methods! ;plain to the students that

the Ancestral +ueblo farmers developed different ways to capture

and retain moisture. This was very important in an arid

environment. Show the students the posterAdobe and Maizeand

discuss. +ass out the student activity sheets!Ancestral Pueblo

Farming Methods- Drawings and a!tions, 145-44 - 463. As a

class, look at each drawing and read the caption. Fave the students

make booklets by cutting out the drawings and thecaptions and

gluing them onto the pages of a book that they make out ofconstruction paper. olor the pictures.

5. Assessment! Ask the students to write a short essay describing how

they would grow corn if they were an Ancestral +ueblo farmer.

%. ;tension activities may be found inPetrogly!h (ational

Monument 7 #eachers Guide,Lessons #( and #$ pp. C9-59H

8ee!ers of the "arth,hapter #5, pp. #$%-#)C, or see photocopies

at the end of this unit.

Activit$ 3:

#. Ask the students if they or their family eat pinto beans. Tell them

that the Ancestral +ueblo people raised

corn, beans and s


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the body with more nutrition than if eaten separately. Eetter

nutrition leads to healthier bodies, population growth and larger

communities.

(. +ass out paper plates or +etri dishes, pinto and Anasa1i beans and

magnifying loupes to pairs of students. Ask them to observe and

record the same way they did with the turkey feather. Ask them to

compare and contrast the beans using a chart or enn diagram.

Then draw and label the two types of beans.

$. Teacher readsPueblo Foods: An "nduring #raditionstudent

information sheet, "#$-#$& to the class. Then have the students read

Grandmother)s Story, 145-4+3.iscuss the similarities and

differences between +ueblo and Fispanic traditions.

). ;tension #!A orny Game teacher resource sheet, "#$-#5 G #%&.

C. ;tension (! Fave the students sprout and grow corn, beans and

sBhy do you think they made bird petroglyphsD? "Maybe to honor

the bird, to as for its !rotection or !ower, etc. #hese answers are

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all inferences.&


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U'it 134 Ea!$ Lie i' t,e Te5a W#!)

MAI6E: SA/RED *RAIN OF THE AMERI/AS

stu)e't i'#mati#' s,eet

Fow many of you en2oy

eating popcorn, corn on the cob,

posole or cornbreadD Be can thank

the native people of Me;ico and the

Ancestral +ueblo people of the

Southwest for the development of

corn. orn was originally called

mai1e "ma=1 in Spanish& but today

we call it corn, and its scientificname is=ia mays.

About 5,(C9

years ago the early

people who lived in the

mountains of southern

Me;ico discovered that

the seeds of a special

grass called Te#si'tecould beroasted and popped like our popcorn.

They began to take care of these

plants and gradually developed

larger ears and many varieties of

mai(e. The seeds were dried and

stored for planting in the spring and

for times of drought. This was the

beginning of the )#mesticati#'of

corn.

As early as $C99 years ago,

mai1e reached the southwest as thenative people traded with each other.

@ver hundreds of years these early

farmers developed mai1e seeds that

grew on even larger cobs and were

many different colors.

A%icu!tuedeveloped as

more families came together in large

s and needed more food to eat. The

Ancestral +ueblo farmers also

domesticated beans and s (a?uitz ae, Me@ico.#he bottom cob is about 4 in. long. 1From

Pi!erno and Flannery, 643


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s


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AN/ESTRAL 8UE2LO FARMIN* METHODS& /A8TIONS

Stu)e't Activit$ S,eet

/,ec7 Dams: heck dams were built across arroyos. They were used to catch

the soil and slow down the water which reduces erosion. Many different crops

were planted behind the dams.

Li'ea 2#)es: Linear borders were low lines of stones built across hills. Soil

that was washed down the hillside was caught behind the borders and became agood place to plant.

*i) *a)e's: 4rid gardens were similar to waffle gardens but had walls

made of stones rather than mud. They were much larger than waffle gardens

and were probably used to grow corn and beans.

*ave! Mu!c,e) Fie!)s! Mulch is any material that is placed on top of soil tohold the moisture in. The Ancestral +ueblo farmers often mulched their grid

gardens with gravel and small stones. This reduced the wind and water erosion

as well as holding in the moisture.

Ii%ati#': 7rrigation was used to bring water from a stream or river to the

fields. They did this by digging ditches from the stream or river to the fields.

They blocked the ditch when they wanted the water to stop.

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AN/ESTRAL 8UE2LO FARMIN* METHODS& DRAWIN*S

Stu)e't Activit$ S,eet

rawings by /o;anne Swent1ell, fromIBater Farvesting Traditions in the

esert Southwest,I by Joel 4lan1berg,

+ermaculture esign Journal, 0o. (9,August #''), pp. 3-#(.

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8UE2LO FOODS: AN ENDURIN* TRADITION

Stu)e't I'#mati#' S,eet

by r. 4regory a2ete

Traditional foods have been very

important to +ueblo people for a long

time. Traditional foods connect the

+ueblo people to their land, to their

community and to their traditional way

of life. +ueblo people have lived in theSouthwest for ten thousand years.

uring this time they have gotten their

foods by hunting, gathering and

gardening. *or the +ueblo people, food

was not 2ust a way to survive. *ood was

special and sacred. *oods like corn are

sacred in +ueblo traditions. Iorn is

who we are,I is a phrase used by some

+ueblo elders. 7t captures the way

+ueblo people feel about theimportance of corn.

7n +ueblo tradition, corn is a symbol of

how the people have survived in the

Southwest environment. orn, along

with deer, elk, buffalo and other wild

game, represents the plants and animals

that have given life to the +ueblo

people. This special life-giving

relationship is celebrated in +uebloplanting, harvesting and rain dances.

These ceremonies are done in a yearly

cycle that represents how the earth

gives life. Easket weaving and making

pots are also part of the traditional

IwayI to show respect for the life-

giving force of food.

7n the last few generations, the

traditional +ueblo way of life has

changed. Some of these changes have

taken place because +ueblo people have

had to adapt to the stresses of Imodern

life.I ... These changes in the traditional

way of life have brought about diseases

like diabetes and heart disease.

0ow that some +ueblo people have

seen what these changes have done to

the health and well being of their

communities, they are going back to

traditional ways. They are going back

to traditional foods and becoming more

active. They are looking back to +ueblo

traditions so they can make wise

choices and become stronger.

This reading was adapted from

I7ndigenous *oods, 7ndigenous Fealth! A

+ueblo +erspectiveI from! Fealth,0utrition and Traditional *oods, a2ete, et

al., Fealth /esource enter of 0ew

Me;ico - #''3.

"Adapted fromCife on the 0io Grande: A

Diabetes "ducation urriculum, Grades

5- . Ana onsuelo and Associates, Santa*e, 0M, n.d., p. C&

r. 4regory a2ete is from Santa lara

+ueblo and is a professor at the 8niversityof 0ew Me;ico.

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*RANDMOTHER9S STORY Stu)e't I'#mati#' S,eet

This is my

4randmother, Lucy ata. Be livein San Juan +ueblo. She hasdiabetes. iabetes runs in our

family. My 4randpa had it too.

My 4randmother got diabetes

when she was fifty years old. She

is seventy years old now and sheKs

still going strong. She learned to

take care of her diabetes. My

4randmother says she doesnKtwant us to get diabetes. She wants

us to be healthy and strong.

My 4randmother tells us stories

about how things used to be. She

says that a long time ago, 0ative

people didnKt have diabetes. They

lived a healthy life. They worked

in the fields, hunted and gatheredtheir foodH they took care of their

animals, chased after children andwalked everywhere. The foods

they ate were healthy and fresh.

0ow, modern life has changed theway 0ative people live. They

donKt work with their hands and

bodies as much as they did before.

They donKt chase the children

because the children are watching

T. They donKt walk everywhere

because they drive their cars.Another thing that has changed is

the way 0ative people eat. 7nstead

of eating fresh food that they have

grown or traded for, they might

eat too much food that comes in

cans or bags. Some people call it

2unk food. They might eat stuff

with too much fat, sugar and salt.

4randmother says things have

changed. 7tKs not the Igood olddaysI anymore.

Bhen 4randmother found out she

had diabetes, she went to a doctor

and a wise medicine man. They

both said the same thing. ITry to

go back to the way it was in the

Kgood old days.K 4o back to the

way your ancestors used to live.Take the new but donKt leave the

old ways behind.I

So my 4randmother started

changing back to the way it was.

She doesnKt eat 2unk food

anymore, only once in a while.

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She eats healthy meals that

include meat, vegetables, grains

and fruit. She walks to her

neighborKs house instead of taking

the car. She goes to the doctor andgets medicine and checks her

diabetes.

The grandchildren can help too.Bhen we come home from

school, we tell her, ILetKs go for a

walk, 4randmaNI Be walk in the

fields sometimes. Sometimes we

go by the river and she tells us

stories about how things used to

be... Iin the good old days.I

"Adapted fromCife on the 0io Grande: A

Diabetes "ducation urriculum, Grades

5-. Ana onsuelo and Associates, Santa*e, 0M, n.d., p. #5.&

The people of San Juan +ueblo now use

its Tewa name, @hkay @wingeh.

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r unit 13 earlylifeinthetewaworld

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