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Tumacacori National Historical Park: Making History ComeAlive. "Encounters" Fourth Grade Teachers' Guide.National Park Service (Dept. of Interior), Washington, DC.1999-00-00205p.
Tumacacori National Historic Park, P.O. Box 67, Tumacacori,AZ 85640. Tel: 520-398-2341. For full text:http://www.nps.gov/tuma/eeintro.html.Guides Classroom Teacher (052)MF01/PC09 Plus Postage.*Cultural Context; Curriculum Enrichment; Grade 4; HeritageEducation; Historic Sites; History Instruction;Interdisciplinary Approach; Intermediate Grades; *SequentialApproach; *Social Studies; *State History; Teaching Guides;*Thematic Approach
This 9-unit curriculum guide for 4th grade includesactivities relating to the cultural and environmental history of southernArizona, specifically the area known as the Pimeria Alta. The guide wasdesigned by a group of teachers to be thematic and sequential, and to dealwith the encounters of various cultures that are the history of the SantaCruz Valley. The thematic skills included are: Arizona history; socialstudies; environmental science; multicultural education; art; criticalthinking; mathematics computation; and drama. The units can be taughtindividually, but if used sequentially they will give the students a solidbackground on the cultural and environmental impacts the various cultures hadon each ocher and on the Santa Cruz Valley. Each unit is composed of threesections: historical (covers the people, their history and culture);environmental (pertains to the natural environment, biological and naturalsciences); and tying it together (deals with how the environment affected thepeople and how the people affected the environment). Each of the threesections contains one or more activities, resources, references, backgroundinformation, and a vocabulary list. Extra materials such as readings,worksheets, or visual aids are given at the end of each section and are to beused in the actual teaching of the lesson. (BT)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
Tu acacori National HistoricalPark: Making History Come Alive
"Encounters"Fourth Grade Teachers'
Guide71-
Tumacacori National Historical ParkP.O. Box 67
Tumacacori, AZ 85640http://www.nps.govituma/Ed_Resources.html
Ce)
BEST COPY AVAILABLE1999
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Encounters Fourth Grade Teacher's GuideTable of Contents
This nine unit curriculum includes activities relating to the cultural and environmental history ofSouthern Arizona, specifically the area known as the Pimeria Alta. Units are historicallysequenced to cover Arizona state history as follows:
IntroductionUsing the Teacher's Guide page ii
Activities by Grade Level page v
Glossary page viii
Unit I The O'odham - An Overview
O'odham Village LifeWhy the Santa Cruz?Create an O'odham Village
Unit II The Missionary - An Overview
Life as a MissionaryThe Missionaries' GiftA Day in the Life of a Missionary
Unit III Padre Kino - An Overview
The Kino StoryKino's WorldThe People - Nature Network
Unit IV The Kino - O'odham Encounter - An Overview
page I - 1page I - 13page I - 17
page II - 1page II - 9page II- 12
page III - 1page III - 7page III - 23
Getting Ready to Meet Father Kino page IV - 1Meet Father Kino page IV - 3Encounter page IV - 14
Unit V Pima Revolt - An Overview
Revolt page V - 1People and Their Environment page V - 5People, Culture and the Santa Cruz page V - 13
3
Unit VI The Apache - An Overview
Apache LifeAn Apache Way of LearningAdapting to Your Environment
Unit VII The Mexican Connection - An Overview
page VI - 1page VI - 11page VI - 15
Mexico: A Nation is Born page VII - 1The Spanish - Mexican Contribution page VII - 5Fiesta page VII - 9
Unit VIII The North Americans - An Overview
The Weekly ArizonianRailroads, Cattle, Cotton Fields and the EnvironmentOwls and Crows
Unit IX The Santa Cruz Valley Today - An Overview
A Cultural Scavenger HuntWhat Do You Think?Santa Cruz County - 2050!
4
page VIII- 1page VIII- 5page VIII- 9
page IX - 1page IX - 4page IX - 9
ENCOUNTERSFourth Grade Teacher's Guide
On a crisp, cool morning, several teachers from the Santa Cruz Valley area met withrepresentatives from Tumacacori National Historical Park, Tubac Presidio State Historic Park,and the Pimeria Alta Historical Society. The group gathered to begin work on a thematic,sequential teachers' guide dealing with the encounters of cultures in our area. We didn't wantto write a textbook. We wanted an alternative; something that would give teachers background,knowledge and resources, and still be open ended. It was important that it be "teacher friendly."
The ENCOUNTERS teachers' guide offers an alternative to a textbook on Arizona. It has moreinformation, resources and activities than we, as teachers, could hope to use in any given year.In addition, the "Encounters Box," which is available in local school libraries, supplements theguide with other activities, books, videos and tapes. The Units are sequentially ordered to coverall periods of Arizona history, including the O'Odham, missionaries, Apaches, MexicanAmericans, and Anglos. The thematic skills included are: Arizona history, social studies,environmental science, multicultural education, art, critical thinking, math computation, anddrama. The units can stand alone, but if used sequentially, they will give the teacher andstudents a solid background on the cultural and environmental impacts the various cultures hadon each other and on the Santa Cruz Valley.
For additional information regarding this curriculum, contact Roy Simpson, InterpretiveSpecialist at Tumacacori National Historical Park. Or, you may contact him by email [email protected] .
5
IN"r O UCTIONUsing &e Teachers' Guide
The ENCOUNTERS Fourth Grade Teachers' Guide is organized into nine unitscovering the various cultures that are the history of the Santa Cruz Valley. The unitscan be used sequentially as written, or individually. Each unit is composed of threesections: *
Historical:
covers the people, their history and culture.
Environmental:
pertains to the natural environment, biological 'and naturalsciences.
Tying it Together:
deals with how the environment affected the people, andhow the people affected the environment.
Each of the three sections contains one or more Activities, Enhancement, and Resourcesand References. Most also contain Background Information, a Vocabulary list, and otherresources available in the Encounters Box (fl). An example and description of theformat used in these sections follows, on pages iii and iv.
Master Pages, found at the end of each section, provide materials to be used in theactual teaching of the lesson, such as readings, worksheets, or visual aids. They maybe used to copy for student handouts or as a reference page for the teacher.
* An exception to this section format occurs in Unit IV, Padre Kino. Because this unit is based onthe Kino Encounter Classroom Presentation, each theme box will portray a different picture thanthose shown above.
6
Introduction, page ii
F0The symbol box (shown on page ii)indicating whether the section is"Historical," "Environmental" or "Tying itTogether" is found i the top left cornerbeginning each seat
Subjects: Listssubject areasinvolved in thelesson. Eachactivity mayincorporate a varietyof subject areas,such as socialstudies and physicaleducation or art,drama and science.
Materials: Listsmaterials needed tocomplete theactivities. Allmaterials areeconomical and easyto find, often withinthe classroom.
Preparations: Listscopies to be made, essential readingreferences, or other preparations for thelesson.
t
Header: At the top of each page is thetitle of the section and the pagenumber. Pages are numbered withineach Unit, beginning with page one foreach. (For example, I - 1 for Unit one,
page one, or V - 1 forUnit five, page one.)
Description: Brieflydescribes objectivesand activities includedin the section.
Time: The approximate time needed foreach activity is provided in "sessions."One "session" equals 50 minutes.
Vocabulary: A vocabulary list isprovided for your own optional use. Aglossary is provided on pages viii and ix.
BackgroundInformation: Thisinformation is intendedto provide necessarybackground for theteacher. Theinformation is writtento precisely augmentthe associated activity.Although the contentsmay be shared with theclass, it is not writtenat the fourth gradereading level.
Encounters BoxReferences: In some cases, furtherbackground information or activities areavailable in the "Encounters Box"library resource. Resources in the "Box"are within color-coded dividers. Sectioncolor and reference titles are listed here.The numbered symbol within the textrefers to this listing. Check your schoollibrary for a copy 3f the "EncountersBox" or contact Tumacacori NationalHistorical Park at (520) 398-2341.
ENCOUNTERS, Introrlucefion
Activity: One or more activities are providedin each section. They are sequentially listed,step by step.
Resources and References: In this box youwill find references used in the section, as wellas other resources available for your use.Many of the references can be found in the"Encounters Boxes" provided to schoollibraries or at sponsoring agencies' visitorcenters.
Enhancements: In this box are optional extraactivities which could be used to expand onthe subject of the lesson or to enhance itsactivities. Be creativeadd your own!
Introduction, page iii
Title. page X 2
ActiviRemoves
Enhancement:
Ea COVB42,4 Vali X Vail Mk
Footers: At the bottom of each page is afooter with ENCOUNTERS, and thenumber and name of the unit.
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Glossary, Page viii
GLOSSARYATV (All Terrain Vehicles) - referring to off-road vehicles such as dune buggies,
quads, motorcycles, etc. ATVs are frequently used along the Santa Cruz River.
Acequia/Aqueduct - acequia is the Spanish word for aqueduct or water ditch. TheO'odham people used them to transport water to the missions, towns and fields.
Apache - a southwest Indian tribe. Part of the Athebascan language group, theApaches are believed to have moved into Arizona in the 1300s or 1400s.
Arenas - Spanish word for arms or weapons.
Aztec - a Nahuati - speaking people that ruled much of central and southern Mexicobefore the arrival of Cortez and the Spanish Conquest in 1521.
Banderolas - a type of decoration used in Mexico, similar to pennants or streamers.
Biodegradable - capable of decaying through the action of living organisms.
Bosque (Bow-ski) - Spanish word for woods or forest.
Botas - Spanish word for boots, traditionally made of leather.
Cassock - refers to the robe worn by early missionaries. The Jesuit cassock was black(black robes) whereas the Franciscans wore gray.
Cienaga - Spanish name for a marsh or a swamp: a typical feature of the ancientSanta Cruz River. Today only two exist along the river.
Dichos - Spanish for proverbs or sayings. Commonly used in Mexico.
Dieciseis de Septiembre - A national holiday in Mexico celebrating their claim toIndependence from the Spanish in 1821.
Encounter - to meet with another, often in an unexpected or unpredictable way.
Fiesta - Spanish word for party; commonly practiced in Mexico during national,religious and personal celebrations.
Flota - refers to a fleet of Spanish ships.
Immigrate - to come to a country of which one is not a native, usually for permanentresidence.
Immunity - the state of being immune or able to resist a particular disease or illness.The early Indians did not have an immunity to the diseases unintentionallybrought by the Spanish and many died.
Interpretation - refers to a specific type of education commonly used by ParkRangers, environmental and museum educators. See definition on Page IX 5
Jesuit - a religious order known as the Society of Jesus (SJ). The order was foundedby Ignacious Loyola in the 1550s.
ENCOUNTERS, Glossary
16
Glossary , page ix
Kiaha - O'odham for a cone-shaped carrying basket.
Kompalt - O'odham for Godfather.
Kamult - O'odham for Godmother.
Mano y Matate Spanish words for grinding stone or large mortar and pestle..
Mission - a frontier establishment established by the Spanish Crown in whichRoman Catholic missionaries were sent to the new world to educate and convertthe Indians. Although many missions had elaborate churches, many never had achurch structure.
Missionary - a person sent into an area to do religious or other work that promotesthe well-being of the people they work with.
Mono Crop - referring to a type of agriculture where only one crop is planted, likecotton or corn.
Nde the name used by Apaches to refer to themselves.
O'odham - the name the Pima people use to refer to themselves. Two main groupsof O'odham people live in Southern Arizona, the Akimel O'odham (Pima, riverpeople), and the. Tohono O'odham (Papago, desert people).
Padre - a Spanish word meaning priest.
Pimeria Alta - (Upper Pima Lands ) the geographical area where the O'odham livedfrom Magdelena, Mexico, to the Gila River near Phoenix.
Presidio - a Spanish military garrison where soldiers and their families lived.
Ramada - Spanish word for arbor or shade structure.
Revolt - to break away from or rise up against an authority. The O'odham revoltedagainst the Spanish in 1751.
Riparian - refers to that part of the landscape where the plants and animals are underthe direct influence of water, both above and just beneath the ground. Riparianareas in Arizona provide the same benefits to wildlife and people that wetlands doin other parts of the country. Because of the scarcity of water in Arizona, riparianareas are much less common and therefore, more important. Some riparian areashave water in them year round; ,others only have water in them when it rains.
Stereotype - a simplified or standardized image of a people held by another group ofpeople.
Tapizque - name given to Indians taken by the Spanish to work in the mines.
Tumacacori - O'odham word meaning place of the flat rocks or flat rocky place.
Vaquero - Spanish word for cowboy.
Viceroy - refers to a Spanish government political position (similar to a governor inthe United States).
ENCOUNTERS, Glossary
17
Glossary, Page x
Visita - a mission site in which the priests visit periodically, maybe two to three timesper year.
Wickiup - name for a traditional Apache house.
ENCOUNTERS, Glossary
Unit I
.
4 " r: I! fr
riG Of I 0
f-?-4-f-prwAyi
01o, am Village Life page I - 1
OVERVIEW: Students will explore the O'odham culture byparticipating in a variety of experiential activities, includingan O'odham language lesson and role playing daily taskssuch as food preparation, tattooing, games, mat making andpot making.
IFFIV e SW& Cruz? page I 13
OVERVIEW: Through a two-part exercise of studying mapsand graphing rainfall and temperature patterns, studentswill learn how environmental conditions affected humansettlement patterns in the Pimeria Alta.
Create &112 4111122 f lage page I - 19
OVERVIEW: Students will use their knowledge of culturalneeds and climate restrictions to place a fictional village inthe prehistoric Santa Cruz valley. They will describe theadvantages of their site, and draw a sketch of the village.
ENCOUNTERS,UnitI, The O'eclAern
9
Subjects:Language Arts, SocialStudies, Art.
Materials:Master Pages I - 5through I - 12; indexcards; constructionpaper; scissors; clay orplaydough; mesquitebeans or corn, grindingstone (see "FoodPreparers," page 1 - 4);washable paint ormarkers; Pima Stickgame (see "GamePlayers," page I - 4).
Preparation:Part I - ReviewBackground Informationand instructions.Part II - Gather craftmaterials.
Time:Part 1 - One or moresessions. Part II - Two ormore sessions.
Vocabulary:metate, mano
fin Red1. Papago and PimaIndians of Arizona2. Native AmericanGames3. Tape: O'odhamLanguage Lesson4. Pima Stick Game
O'odham Village Life, page I - I
DESCRIPTION: STUDENTS WILL EXPLORE THE O'ODHAMCULTURE BY PARTICIPATING IN A VARIETYOFEXPERIENTIAL ACTIVITIES THAT INCLUDE AN O'ODHAMLANGUAGE LESSON AND ROLE-PLAYING VARIOUS DAILYTASKS SUCH AS FOOD PREPARATION, TATTOOING,GAMES, MAT AND POT MAKING
VDHAM VILLAGE LIFE
BACKGROUND INFORMATION:
The people who lived along the Santa Cruz River when firstcontact with the Spanish was made were called the Sobaipuri, abranch of the O'odham or Pima people. Their agrarian culturerevolved around the resources of the Santa Cruz and San PedroRivers, farming corn, beans and other crops while augmenting theirdiet by hunting and gathering. Due to disease, intermarriage anddeaths from Apache attacks, the name Sobaipuri is no longer heard.Their descendants, however, live on and are known as theO'odham people.
The present-day O'odham living in close proximity to the SantaCruz River arc the Tohono O'odham (Papago) or desert people,and the Akimel O'odham (Pima) or river people. Because theSobaipuri' were a river-based culture, it can therefore be assumedthat their traditions are closer to the northern river-based AkimelO'odham people. However, traces of both the desert (Tohono) and
river (Akintd) cultures influenced the Sobaipuri.
The O'odham nation consists of various smaller tribes of sub
groups, including the above mentioned Akimel and Tohonogroups. Their native language and customs are similar yetdistinctly different giving each branch its own uniqueness. Theybelieve themselves to be descendants of the ancient Hohokamcivilization or "those who came before." Their culture is rich andcolorful and many participate in traditional activities such as those
described in this unit. Keep in mind, however, that theinformation provided is based on the past Sobaipuri people and notthe present-day O'odham. Although there may be similarities, thepresent-day O'odham is distinctly different than the ancientculture as described in this unit. MI
ENCOUNTERS, Unit I, The owl.
20
O'odham Village Life, page I - 2
Naming an O'odham Child
"Before a child is a year old, it is named byfriends of the parents in the followingmanner: the friends, or godparents,accompanied by other visitors, come for foursuccessive mornings and seat themselves justbefore sunrise on the ground before thehouse in which the child lives. First one andthen another of the company holds the childfor a moment, but if it is a boy, the kompalt,godfather, repeats a ceremonial speech,passes his hands across the limbs of theinfant and holds it aloft to receive the firstrays of the rising sun; then he bestows uponthe boy the name by which he will beknown throughout life, however, nicknamesare common and often supplant thebaptismal name to some extent. If it is agirl, the kamult, godmother, delivers thespeech and gives the name. The parents intheir turn reciprocate by naming thechildren of the couple that acts asgodparents to their own.
"From the age of ten until about the time ofmarriage neither boys nor girls are allowedto speak their own names. The penalty isbad luck in losing arrows in the case of theboys, in losing the rsalika or kiaha stick* inthe case of girls.
"The name of a deceased person is notused; he is alluded to as the brother of So-and-So. The word or words in the name,however, are not dropped from thelanguage."
* The kiaha was a carrying basket -- a very importantpersonal item for a girl. The "stick" referred to is apart of the basket which supported the basket forloading.
Tattooing
"The O'odham practiced bothtattooing and body painting. Theyusually tattooed both sexes during theiradolescence between fifteen and twentyyears old. Designs were first outlinedin charcoal and the skin then waspricked with needle points dipped inwet charcoal. (Needle points weremade by using two to four Prickly Pearor Saguaro thorns tied with sinew andcotton.) They usually tattooed menalong the margin of the lower eyelidand with a horizontal line across thetemple. Generally they made a banddesign across the forehead with atraverse series of lines or. . . shortvertical zigzags. Like the men, theyusually decorated the women along themargin of the lower eyelid. Two verticallines pierced on each side of the chinran from the top to the lower portionof the jaw. On occasion these two lineswere connected under the lip with aband design. Painting was used toemphasize the tattoos. "*
Games
Games were traditionally separated by sex.It was a cultural taboo to mix sexes. Onlyboys played the Pima Stick Game. Thesame would apply for an activity like foodpreparation, done only by women. Bothsexes, performed duties such as tattooingand pottery, although most likely malesand females worked apart. 0112
* The Pima Indians, Frank Russell, Univ. of AZ Press,Reprint 1975.
ENCOUNTERS, Unit I, The O'odAeni
2i
O'odham Village Life, page I - 3
ACTIVITY
Part I - The O'odham Language
In this lesson, students are introducedto O'odham culture through alanguage lesson learning to speak afew words in O'odham.
- Speaking only O'odham and notEnglish, introduce the followinggreetings on Master Page I - 5: ShupPi Mas Ma? (How have you been?)Shap Kaij? (What do you say?); Pihas (Nothing really), Shap chegig?(What is your name?) John bunchegig. (John is my name.) Thvumnui. (I'll see you again.)
- Introduce O'odham languagephonetics to your class (see MasterPage I - 5) In doing so you will alsobe reviewing English (all O'odhamconsonants are the same as in English)and Spanish (vowels andpronunciation are the same as inSpanish except the "e" which ispronounced as you would the "u" as input).
- Master Pages I - 6 and I - 7contain a list of O'odham names. Usethe list to create individual name tagsor cards and distribute them, one perstudent. Keep a copy of all names as ateacher reference.
Take roll-call in the O'odhamlanguage: 1) Explain to the studentsyour intention to take roll-call inO'odham. 2) Teach the response,"haichug" (present). 3) Call out eachname in O'odham. Each student thenreplies by saying "haichug" andrepeating their new O'odham name.
- Ask students to practice their newO'odham name with other classmates.Consider expanding this lesson to teachcounting and colors (see MasterPage I - 5) . (-13
Part II - O'odham Village Life
- Introduce aspects of O'odham villagelife by teaching at least two of thefollowing activities. Consider settingup stations and have students rotate.*
(Maintadam) Mat Makers- Traditionalactivity for females. Use the instructionson Master Page I - 8.
(Haha'urn Nuatodam) Pot Makers -Traditional activity for both male and
female. Use the instructions on MasterPage I - 9.
* NOTE: The Ranger-led "Encounters"classroom presentation (See Unit IV) involveshaving students role-play O'Odham people in avillage setting which they will create. Students,therefore, will need to be somewhatknowledgeable of each of these activities.
ENCOUNTERS,UnitI, The 010dben,
22
O'odham Village Life, page 1 - 4
f Cheposig) Tattoos - Traditional activity for both male and
female. The O'odham practiced both tattooing and bodypainting. They usually tattooed both sexes during theiradolescence between fifteen and twenty years old. Paintingemphasized the tattoos. Using washable paints or markers,
have each student paint a classmate's face following thepatterns shown in Background Information and onMaster Page I - 10.
(Chichvidam) Game Players- Traditional activity for males.
Have students play Giza, the Pima Stick Game. The gameis in the Encounters Box, or vou can create your own game
with craft sticks, using the instructions on Master Page1 - 12 as a blueprint. aa4
filihidodam) Food Preparers- Traditional activity for
females. Allow students to take turns grinding beans orcorn. The traditional food was mesquite beans, which canbe gathered easily around the Santa Cruz Valley in latesummer and early fall. Corn is also traditional. TheO'odham groumd their grain on a mano and metate (mortarand pestle) which are still commonly used in Mexico. Ifnot available, find a flat rock to use as a mano (pestle) anduse concrete or pavement for the nzetate (mortar). (Do notuse any of the finished product for consumption!)
RESOURCES ANDREFERENCES
Of Earth & Little Rain,Bernard Fontana, U of AZPress, 1989; HohokamArts and Crafts, BarbaraGronemann, SouthwestLearning Sources, 6440 E.Presidio Rd., ScottsdaleAZ 85254, 1994; Papagoand Pima Indians ofArizona, Ruth Underhill,The Filter Press, P.O. Box5, Palmer Lake, CO80133, reprinted 1979;Pima Indian Legends,Anna Moore Shaw, U ofAZ Press, 1968; The PimaIndians, Frank Russell, Uof AZ Press, Reprint1975; A Pima Remembers,George Webb, U of AZPress, 1959; "Shelter inthe Pimeria Alta," 1993Pimeria Alta HistoricalSociety CalendarAShelterin the Pimeria Alta,@1993 Pimeria AltaHistorical SocietyCalendar@; Singing forPower, Ruth Underhill;The Upper Pima of SanCavetano del Tumacacori,Charles C. Dipeso, TheAmerind Foundation,Dragoon AZ, 1956.
EnhancementsUse the O'odham recording from the Encounters Box, red section, to teach the language lesson. Therecording includes readings of "An O'odham Language Lesson," Master page I - 5, the story "When the
Three Quail Stole Coyote's Fat" (text in Encounters Box), and O'odham songs. 03
Select a small area on or near school grounds to create a ramada or an O'odham (KO shelter.
Consider expanding the O'odham language lesson to include counting and colors. (See Master Page I - 5)
Have students make their own name tags including a sketch of their O'odham name.
Invite an O'odham person from San Xavier, Sells or the Gila River Reservation to speak to your class or
school.
ENCOUNTERS, Unit 1, The O'odham
MASTER PAGE t - 5 O'odham Village Life, page I - 5
AN O'ODHAM LANGUAGE LESSON
Greetings
How have you been? (usual greeting)Shap ai Masma?
What do you say? (informal greeting)Shap Kaij?
Nothing really.Pi has.
What is your name?Shap chegig?
John is my name.John bun chegig
How have you been this evening?Shap ai masma ida hudunk?
I'll see you again. (used like goodbye)Tom nei.
Vowels: All vowels are the same as in Spanish except "e" which is pronounced likethe "u" as in P U T. All of the consonants are the same as in English.
A FAR G GET M MOM SH SHOPB BOY H HAT N NINE T TOMCH CHAT I RING p CANYON U MUTED HEARD J JACK 0 BOAT V VATE PUT K KIT P PIG W WAKEF FIX L LOOK S SUN Y YOU
Numbers
1. Hemako2. Gook3. Vaik4. Giik5. Hetasp6. Chudp7. Veva'ak8. Gigi'ik9. Humukt10. Vestmam
How old are you? He'ekia ap ed ahidag?I am two years old! Gook ani ed ahidag!
Colors
Red s-vegYellow s-oam*Blue s-cheedag*Green s-cheedag*Black s-chukWhite s-tohaGray s-koomagBrown s-oam*Orange s -oam *
Like this hab mas ma*
That is white. Heg 'o s-toha.This is red. Id 'o s-veg.*Many colors have the same nameand are distinguished by comparisons.For Example: "This shirt is orangelike the sun." Ida kamish `o ye s-iamtash vepo. "It is orange like this."Goa s-oam ehta ith vepo.
ENCOUNTE 5, 1111iii, The 0'0(1114111
MA
STE
R P
AG
E I
- 7
O'o
dham
Vill
age
Lif
e, p
age
I -
9
TR
AD
ITIO
NA
L O
'OD
HA
M N
AM
ES
FOR
GIR
LS
HO
HO
R K
I M
AH
EO
SIG
HH
VA
IT
ASH
DA
'A
BU
TT
ER
FLY
FLO
WE
RS
SUN
FLO
WE
RSU
N F
LY
ING
SIA
LIG
CH
EV
EG
ISI
AL
IG V
AU
SEG
SHA
KU
T V
NE
EO
DH
AM
S-M
OIK
MO
RN
ING
CL
OU
DS
MO
RN
ING
DE
WSI
NG
ING
RA
TT
LE
SOFT
GE
E H
AA
HA
GC
HE
VO
RG
OO
K H
EO
SIG
S-V
EG
I H
EO
SIG
BIG
LE
AV
ES
WIL
LO
WT
WO
FL
OW
ER
SR
ED
FL
OW
ER
S-O
AM
HE
OSI
GC
HU
HU
G H
EV
EL
MU
7 H
AA
HA
GC
HU
HU
G H
EO
SIG
YE
LL
OW
FL
OW
ER
NIG
HT
WIN
DM
AN
Y L
EA
VE
SN
IGH
T F
LO
WE
R
NE
7 H
EO
SIG
S-K
OO
MA
G H
AA
HA
GK
IOH
O H
AA
HA
GH
OA
HA
AH
AG
SON
G F
LO
WE
RR
AIN
BO
W L
EA
VE
SB
ASK
ET
LE
AV
E S
GR
EY
LE
AV
ES
25E
NC
OU
NT
ER
S, U
nit I
, The
IrY
odA
am
26
O'o
dham
Vill
age
Lif
e, p
age
I -
10M
AST
ER
PA
GE
I -
10
TR
AD
ITIO
NA
L O
'OD
HA
M N
AM
ES
FOR
BO
YS
DU
RU
M K
IOH
OR
GE
E M
ASH
AD
TO
NO
T H
U V
BA
N M
EM
RA
DA
M
BE
AR
RA
INB
OW
BIG
MO
ON
SHIN
ING
ST
AR
CO
YO
TE
RU
NN
ER
GE
E B
A A
GH
A V
PUL
GA
AT
HA
VA
NI
TA
SH G
AA
T
BIG
EA
GL
EH
AW
K B
OW
RA
VE
NSU
N B
OW
S-O
AM
BA
AG
BA
NJU
RU
MS-
VE
G H
UU
N
BR
OW
N E
AG
LE
CO
YO
TE
BE
AR
RE
D C
OR
N
MA
IHO
GI
BA
N H
HN
EK
HE
VE
L G
AA
TT
ASH
V T
ON
OR
CE
NT
IPE
DE
CO
YO
TE
HO
WL
WIN
D B
OW
SUN
SPA
RK
27
EN
CO
UN
TE
RS,
Uni
t I, T
he O
'oel
luem
28
MA
STE
R P
AG
E I
- 7
O'o
dham
Vill
age
Lif
e, p
age
I -
11
HE
VE
L V
ME
RC
HE
VE
G K
IOH
Oy
'UH
IG A
AN
HA
VPU
L K
AV
AR
RU
NN
ING
WIN
DC
LO
UD
RA
INB
OW
BIR
D'S
FE
AT
HE
RH
AW
K S
HIE
LD
2E
NC
OU
NT
ER
S,U
nitI
, The
O'o
dham
30
MASTER PAGE I - 7 O'odham Village Life, page I - 13
Plaiting a Mat
1,11riit11,m1
ieuswAr
MaterialsBlack colored construction paper - cut 1 squaremeasuring 6* by 6'ScissorsPencilRuler
",\ 1. Draw a line down the center oftne 6" square paper.
4
2. Place 4 of the light-colored stripson each side of the center lineleaving a 112" edge on each side ofthe paper square.
3. Place glue 112" down on eachstrip of paper. Glue each strip tothe top edge of the paper square.
Light - colored construction paper - cut 8 strips measuring112" by 12" longContracting colored construction paper - cut 8 stripsmeasuring 1 /2" by 12'
White glue
4. Take one of the contrasting strips 01paper and begin to plait, over one undertwo, over two, under two, over one.
"ssi\ 5. Take a second strip of paper andbegin over Iwo, under two, over two.under two. Begin the third strip underone, over two, under two, over two,under one. The fourth strip beginsunder two, over two, under two, overtwo. Repeat whh the remaining 4 strips.
6. Glue the ends of each strip tothe edges of the paper square. Cutthe strips off that hang over the edgeof the square. Many color combina-tions may be used for this project.
BESTCOPY AVAILABLE31
MASTER PAGE 1- xxx, O'Odham Village Life, Page I - 14
Permission granted by Southwest Learning Resources to reprint from Hohokam Arts and Crafts. For purchase ofthis book, contact Southwest Learning Center at (602) 991-0341.
ENCOUNTERS,UnitI, The O'ed Item
32
MASTER PAGE 11 - 7 O'odham Village Life, page I - 15
Coiling a Small Pot
MaterialsAARDVARK® gray clay cone .06 - It is not necessary toknead this clay. (Other types of clay may also be used.)Masking tape Taps the wax paper square to a fatsutfane. Run the tape completely across the tcp and thebeton of the square.Sandwich bag - Place an B oz. p:ece of day in the bag.Close the bag after each removal of clay.
Wooden spoon - 3 51i1" cratt sizeSmall bowl - cover just the bottom with wowSmooth rounded atone- or halves of Vegge® eggCorrugated cardboard cut a 6" ty r squareWax paper - cut a 12' by 14- squareToothpicks
This pot may be taken to a ceramic shop and fired in a kiln at cone .06. Allow kW dry about a week before firing.
--\ 1. Shape and roll a small amount
1/4
of day into a ball about 2" in
72diameter.
*IN 2. Flatten the oat of clay betweenthe lingers forming a rourd pattyabout 1/2" This.6 Liebase of the pot. Pima it on thecardboard square.
"*. 3. Roll a chunk of oay Irto rope-like thittness to a ibTlgil that willin around the clay base. Roll theclay out on the waxpaper Irom themiddle to the ends using 301hhands.
N 4. Dip f neon into the water. Punthe water around tho odgo of Diadap, bane and/or eclairs/ear/itch witha tocihpia. Ovit the clay topiithe insius ul rtte snide. Press theends together.
5. Roll au a second rope of day. Runwale' over the woof the first cod andform a second coll. Make sure that thecoils do not connect on the same side.The completed pot Is about 2' hgh and3" In diameter.
\ 5. Uses toothpick to engrave designaon the wile or untruth out the wileusing the stone or L. aggse9 egg 0111110Insice a ine pot and patting andsmoothing the coils on the outside withthe wooden spoon. Se stile the coilsare bonded together on the inside andoutsideof the pot before it is fired.
ENCOUNTERS,Unitl, The O'edlieni
33
BEST COPY AVAILABLE
MASTER PAGE I - xxx, O'Odham Village Life, Page I - 16
Permission granted by Southwest Learning Resources to reprint from Hohokam Arts and Crafts. For purchase ofthis book, contact Southwest Learning Center at (602) 991-0341.
ENCOUNTERS, Unit I, The 0'01114111
34
MASTER PAGE It - 7
isfatiz serizda.
fr.A.e&eizolevz,
O'odham Village Life, page I - 17
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Re/me-nal atem... /Vim qtreiz P.vma Male.ENCOUNTERS,UnitI, The Uodhazn
BEST COPY AVAIILABLE
35
MASTER PAGE I - xxx, O'Odham Village Life, Page I - 18
Figure 9, page 87 from The Upper Pima of San Cavetano del Tumacacori, Charles C. Di Peso, 1956.Courtesy of The Amerind Foundation, Inc., Dragoon, Arizona.
ENCOUNTERS, Unit I, The O'edliem
36
MASTER PAGE I - 7 O'odham Village Life, page I - 19
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BEST COPY AVAILABLE37
MASTER PAGE I - xxx, O'Odham Village Life, Page I - 20
From The Upper Pima of San Cayetano del Tumacacori, Charles C. Di Peso, 1956.Courtesy of The Amerind Foundation, Inc., Dragoon, Arizona.
ENCOUNTERS, Unit I, The O'odAam
MA
STE
R P
AG
E I
- 7
O'o
dham
Vill
age
Lif
e, p
age
I -
21
The
Pim
a In
dian
s
Preh
isto
rica
lly, t
he n
orth
ern,
or
uppe
r, P
ima
Indi
an n
atio
n co
vere
d a
larg
e ge
ogra
phic
are
a in
wha
t is
toda
y So
uthe
rn A
rizo
na a
ndno
rthe
rn S
onor
a, M
exic
o. T
heir
terr
itory
ran
fro
m th
e G
ila R
iver
(ne
ar P
hoen
ix, A
rizo
na)
on th
e no
rth
to th
e So
nora
Riv
er (
Her
mos
illo,
Sono
ra)
in th
e so
uth,
and
fro
m th
e C
olor
ado
Riv
er (
Yum
a, A
rizo
na)
on th
e w
est t
o th
e Sa
n Pe
dro
Riv
er (
Sier
ra V
ista
, Ari
zona
) in
the
east
.T
hey
farm
ed th
e ri
ver
valle
ys, h
arve
sted
the
natu
ral d
eser
t pla
nts
and
hunt
ed in
the
mou
ntai
ns. I
n th
eir
villa
ges,
esp
ecia
lly d
urin
g w
inte
rev
enin
gs w
hen
thei
r fa
rmin
g an
d hu
ntin
g ac
tiviti
es w
ere
limite
d, th
ey o
ften
pla
yed
gam
es to
pas
s th
e tim
e. O
ne s
uch
gam
e w
as th
e "s
tick
gam
e,"
play
ed o
n a
larg
e "g
ame
boar
d" m
arke
d ou
t in
a sq
uare
on
the
grou
nd. E
ach
play
er m
oved
a p
ebbl
e ar
ound
the
squa
re. T
henu
mbe
r of
spa
ces
the
pebb
le w
as m
oved
dep
ende
d on
how
the
mar
king
s on
a s
et o
f fo
ur s
ticks
fel
l whe
n th
ey w
ere
toss
ed in
the a
ir, v
ery
sim
ilar
to th
e ro
lling
of
mod
ern-
day
dice
. The
mar
king
s on
the
stic
ks h
ad n
ames
suc
h as
"ol
d m
an"
and
"old
wom
an."
The
obj
ect w
as to
mov
e th
e pe
bble
all
the
way
aro
und
the
squa
re -
onc
e or
sev
eral
tim
es -
dep
endi
ng o
n ho
w lo
ng th
ey w
ante
d th
e ga
me
to la
st.
Mak
ing
Gam
e S
ticks
The
gam
e st
icks
can
be
easi
ly m
ade
usin
g cr
aft s
ticks
. Hav
e st
uden
ts d
raw
the
lines
acc
ordi
ng to
the
patte
rns.
(O
ppos
ite)
Con
side
rha
ving
them
use
a r
uler
and
acc
urat
ely
mea
sure
the
dist
ance
bet
wee
n lin
es.
39E
NC
OU
N7E
RS,
Uni
tl, T
he O
'odh
am40
MA
STE
R P
AG
E I
- x
xx,
O'O
dham
Vill
age
Lif
e, P
age
I -
22
Pim
a S
tick
Gam
e
Dra
w a
squ
are
on th
e fl
oor
or th
e gr
ound
. Mak
e m
arks
for
twel
ve s
tops
(fo
ur o
n ea
ch s
ide
of th
e sq
uare
). I
f th
e sq
uare
ism
ade
on th
e gr
ound
, litt
le h
oles
sho
uld
be d
ug f
or e
ach
stop
. Eac
h pl
ayer
sho
uld
choo
se a
sm
all r
ock
for
a to
ken
to m
ove
arou
nd th
e sq
uare
. Pla
yers
can
dra
w s
traw
s to
det
erm
ine
who
get
s to
toss
the
stic
ks f
irst
. The
pla
yers
take
turn
s to
ssin
g th
est
icks
in th
e ai
r to
det
erm
ine
the
num
ber
and
kind
of
mov
es th
ey w
ill m
ake.
Thi
s is
don
e by
hol
ding
the
stic
ks li
ghtly
in o
neha
nd a
nd h
ittin
g th
e bo
ttom
of
them
with
a r
ock
held
in th
e ot
her
hand
, allo
win
g th
e st
icks
to f
all a
s th
ey m
ay. A
ll fo
urst
icks
have
to b
e us
ed. T
he o
rder
in w
hich
the
play
er c
hoos
es th
em w
ill d
eter
min
e ho
w f
ar f
orw
ard
his
or h
er a
dvan
ce a
roun
d th
ebo
ard
will
be.
On
the
firs
t tos
s, it
is a
lway
s w
ise
to c
hoos
e th
e ba
ckw
ard
mov
emen
t stic
ks f
irst
bec
ause
one
can
not m
ove
back
war
ds p
ast t
he s
tart
ing
poin
t. T
he m
arki
ngs
on th
e st
icks
and
wha
t the
y si
gnif
y ar
e de
scri
bed
belo
w. T
he f
irst
pla
yer
toge
t com
plet
ely
arou
nd th
e bo
ard
thre
e tim
es w
ins
.
FRO
NT
X X
XX
XX
X X
X X
XM
ove
one
spac
e fo
rwar
d
Mov
e tw
o sp
aces
for
war
d
Mov
e fo
rwar
d to
the
end
of th
e ro
w
Mov
e ba
ckw
ard
to th
e en
d of
the
row
41
BA
CK
XX
XX
X X
XX
X X
X
EN
CO
UN
TE
RS,
Uni
tI, T
he 0
'0,1
A.s
in
11)
Sta
rt H
ere
42
Subjects:Math, Science, andSocial Studies.
Materials:Monthly Rainfall Chartsfor Riparian and Desertareas (Master PageI - 16); graph paper,pencils and rulers.
Preparation:Read the BackgroundInformation and reviewrainfall and temperaturecharts, Master PagesI. 16 and I - 17.
Time:One or two sessions.
Vocabulary:Pimeria Alta, acequia
Oa Black1. Agua: Uso Para Toda
Groundwater: TheHidden Resource
Wadding intoWetlands
Wetlands: Water,Wildlife and Plants
Why the Santa Cruz, page I - 13
DESCRIPTION: THROUGH GRAPHING RAINFALL ANDTEMPERATURE PATTERNS, STUDENTS WILL LEARN HOWENVIRONMENTAL CONDITIONS AFFECTED HUMANSETTLEMENT PATTERNS IN THE PIMERIA ALTA.
WHY-THE SANTA CI') UZ?
BACKGROUND INFORMATION:
In the article, "Kino's Unforeseen Legacy," Dr. Sheridan speaks ofenvironmental, economic and social/cultural conditions whichwere influential in determining the history of the Pimeria Alta. Forthe O'odham people, the "encounter" with Jesuit Father Kino inthe late 1600's was especially significant because of severalenvironmental conditions in their homeland:
ARIDITY: Since most of the Pimeria Alta only gets about five tofifteen inches of rainfall a year, water was a precious and relatively
rare commodity.
RAINFALL PATTERNS: The two rainy seasons, winter and
summer, have very different characteristics. In winter, rain fallsmore reliably, and tends to soak the ground in gentle, long-duration showers. Rain tends to fall over a wide area. Since thetemperature is cooler, less rain evaporates back into the air beforeit can be absorbed by the ground or plant roots. Summer, incontrast, brings dramatic downpours that can cause flooding.Summer rains are less reliable than the winter rains and therainfall patterns tend to be uneven. Some areas get drenchedwhile others remain bone -dry. High summer temperatures canevaporate much of the rain that falls before it has a chance to getinto the ground.
RIVER OASIS: The Santa Cruz River provided a very differentenvironment from that found in the "uplands," (uphill and awayfrom the floodplain). Rich soils and shallow groundwater levels
allowed dense woodlands of mesquite and other trees to flourish
ENCOUNTERS, Unit I, The O'oelhem
Why the Santa Cruz, page I - 14
in the lowlands, while nearer the riverchannel, cottonwoods and willows createdshady canopies with a lush understory ofplants. The river itself flowed all yearround in many places (such as Guevavi,Calabasas, Tumacacori, Tubac, and SanXavier), providing reliable water for bothanimals and humans.
O'ODHAM ADAPTATION:The O'odham were well-adapted to theirenvironment but experienced majorresource limitations. They farmed byutilizing floodplains near the river andcollection of monsoon rains to water theircrops of corn, beans, and squash. Although
still debated, they may have brought waterfrom the river to their fields via "acequias"or canals. Besides enduring droughtperiods, which caused crop failures, theysuffered when summer rains were tooheavy, washing out their floodplain crops.In addition, the O'odham lacked a wintercrop and were forced to gather foods orhunt for survival. Because they couldutilize wild foods so efficiently, theO'odham people survived such times, buthad to move a great deal to gather enoughwild foods to survive, sometimes rangingover great distances just to feed theirfamilies.
ACTIVITY
In this graphing activity students will graph and compare the rainfall patternstwo areas: the Santa Cruz Valley and the desert around Tucson.
- Discuss present day weather patternsin the Santa Cruz Valley:
When is the hot season? How hotdoes it get?Is it as hot in the Santa Cruz Valleyas it is in Tucson? Phoenix? Whyis there a difference?How cold does it get in winter?When is the rainy season? (winterand summer) Does it ever flood?
from
- Working in teams, have students usethe "Rainfall in the Santa Cruz Valley"chart (Master Page I - 16) to make agraph with students plotting rainfallover time. Discuss the following:
When does the most rainfall occur?The least?Which rainy season has moreconsistent rainfall?If you were farmers, which seasonwould be best for growing crops?
44ENCOUNTERS,Unitl, The O'eheni
- Repeat the graphing exercise with the "Rainfall in theDesert" chart (Master Page 1 - 16).
o Are there differences between the two rainy seasons?o Do vou think you could grow corn in the desert? Why
or why not?
- Compare both graphs and discuss:
Which area received more rain? Why?o Based on rainfall, which area would be better to live in if
you were a farmer?What year might be a particularly good year forfarming? Why?What was the worst year?Which years would a farmer be likely to lose their corncrop if they planted in June or July? Why?
Rainfall of five inches or more in a month would create a flood insummer months; six or more inches for winter months. In years#2, #4, #6, #7 and #8 there occurred corn losses from floodingand in #1 from too little rain.
What do you think happened to the Pima Indians inyear #1 ?
They would have to rely on wild foods only, as their cropswould have failed.
Why the Santa Cruz, page I - 15
RESOURCES ANDREFERENCES
Project WET, (ContactLin Stevens-Moore atthe University ofArizona); ProjectLearning Tree, 111119th Street,Washington, D.C.,20036 or contactArizona Association forLiving in and about theEnvironment (AALE) at602/786-9969; "Kino'sUnforeseen Legacy,"Dr. Thomas Sheridan,Smoke Signal, Issue #49, 1988.
Enhancements
Use the Project WET groundwater model to examine the underlyinggroundwaterresources in our are and activities related to the river.Activity: "Water Wonders," Project Learning Tree (PLT) # 44.Use one of the activities or posters from the Encounters Box such as "What isGroundwater," or one of the BLM posters and associated activities. es 1
45ENCOUNTERS, Unit 1, The Uoilliani
Why the Santa Cruz, page I - 16 MASTER PAGE I - 16
RAINFALL IN THE SANTA CRUZ VALLEY
TOTAL MONTHLY RAINFALL IN INCHES FOR TUMACACORI WEATHER STATION
YEAR JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
# 1 2.0 2.1 1.5 0.0 0.2 0.1 3.3 3.2 0.9 3.4 2.8 3.6
# 2 2.8 0.8 1.4 0.0 0.5 0.9 3.4 1.9 0.2 0.1 0.3 0.4
# 3 0.4 2.0 0.8 0.0 0.1 0.1 0.6 2.5 0.8 0.0 0.0 0.1
# 4 1.5 0.7 1.9 0.1 1.0 0.0 6.9 4.1 2.0 1.1 0.7 0.0
# 5 1.1 0.1 0.7 0.0 0.0 0.3 2.2 3.1 1.9 0.0 0.4 3.8
# 6 1.9 1.2 3.3 0.1 0.0 0.0 3.2 4.8 6.4 6.7 0.8 0.7
# 7 2.0 0.0 0.0 0.4 0.1 1.5 10.6 3.8 1.5 1.1 0.7 4.1
# 8 2.1 1.3 0.1 0.7 0.0 0.0 5.2 2.6 2.9 1.5 0.8 0.4
# 9 0.0 1.6 1.3 0.0 0.4 0.4 5.3 3.9 0.5 0.2 0.4 1.6
# 10 0.6 1.9 0.4 1.3 0.6 0.0 3.3 5.3 2.6 0.8 0.2 1.7
RAINFALL IN THE DESERT
TOTAL MONTHLY RAINFALL IN INCHES FOR SAGUARO WEATHER STATION
YEAR JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
# 1 2.0 0.9 0.3 0.3 T T 1.9 1.0 1.2 1.1 1.3 0.3
# 2 0.1 1.8 1.4 T 0.2 0.0 1.7 0.6 0.0 0.6 0.6 1.3
# 3 0.7 1.4 0.8 T 0.7 0.7 0.6 1.0 1.3 0.4 0.3 1.4
# 4 0.4 0.6 0.2 1.8 0.0 0.1 1.2 4.2 0.1 2.8 0.5 0.3
# 5 0.8 0.1 0.9 0.0 0.1 0.1 2.2 2.2 0.0 1.1 0.4 0.3
# 6 1.4 0.7 1.5 0.5 0.1 T 4.8 1.7 1.2 0.8 0.5 3.2
# 7 1.3 0.7 1.7 0.0 0.0 0.0 0.4 0.2 0.9 1.0 1.2 1.2
# 8 2.0 2.2 2.1 0.2 1.1 0.1 3.8 4.8 1.7 0.6 0.0 0.0
# 9 5.2 1.0 0.7 0.0 0.3 0.0 0.0 5.6 0.2 1.3 0.5
# 10 0.0 1.3 1.7 0.1 0.8 T 0.4 1.7 0.8 0.6 1.1 3.2TEMPERATURES IN THE SANTA CRUZ VALLEY
46ENCOUNTERS, Una I, The O'eliem
MASTER PAGE I - 17 Why the Santa Cruz, page I - 17
MONTHLY MAXIMUM AND MINIMUM TEMPERATURES FOR TUMACACORI WEATHER STATION
(MAX I MIN)
YEAR JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
1978
11979
1980
1981
1982
1983
1984
1985
1986
1987
66 NA 66 23 74 31 81 30 90 37 102 48 100 57 95 57 92 47 87 42 70 29 62 5
59 18 69 25 70 28 82 31 87 34 99 45 102 56 96 53 99 56 91 32 73 16 72 24
68 26 72 29 71 30 82 31 87 35 104 43 102 62 97 57 9. 51 86 32 78 24 76 24
69 28 74 21 71 31 85 32 88 42 103 53 97 64 96 58 93 50 84 31 81 28 75 19
67 22 71 22 75 23 84 NA 89 40 98 46 98 56 96 59 94 44 87 33 72 26 63 21
67 22 67 28 69 29 75 26 90 36 97 43 99 54 93 53 91 56 80 45 72 24 69 26
66 23 70 22 78 28 80 29 96 38 96 53 92 61 91 59 92 51 78 40 73 21 65 25
62 26 68 17 7 25 85 32 91 37 102 44 98 58 95 53 89 47 82 42 72 24 70 22
74 22 72 26 77 31 8 32 92'35 99 50 93 58 9 62 91 42 83 35 73 28 66 21
67 17 67 24 71 26 82 37 84 38 98 53 97 52 91 54 87 46 85 43 71 23 62 14
TEMPERATURES IN THE DESERT
MONTHLY MAXIMUM AND MINIMUM TEMPERATURES FOR SAGUARO WEATHER STATION
(MAX I MIN)
YEAR JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
1978 77 32 80 34 90 40 96 38 106 46 111 60 110 67 104 67 102 55 100 50 86 38 78 21
1979 74 30 85 31 85 37 92 39 100 44 114 57 113 68 106 60 108 61 101 46 85 32 82 36
1980 75 35 86 38 79 40 98 40 100 46 114 57 112 63 110 67 108 65 106 46 93 39 87 35
1981 83 37 89 34 86 38 98 39 97 54 113 70 109 67 109 68 103 64 93 46 90 39 85 32
1982 81 31 86 35 82 36 93 43 101 49 109 61 109 65 108 65 106 57 94 45 85 35 80 31
1983 77 33 81 36 85 43 91 37 109 49 107 59 116 71 105 64 107 61 87 55 82 33 79 33
1984 77 31 77 34 87 39 96 39 108 49 105 62 107 65 107 63 103 61 89 47 89 30 73 31
1985 71 29 81 23 81 33 94 45 99 50 112 54 109 66 108 66 99 54 96 47 87 32 77 28
1986 83 39 87 29 89 37 93 41 103 47 107 64 109 64 105 65 102 50 90 46 80 40 78 33
1987 83 22 81 31 83 35 96 41 96 49 109 63 109 67 104 63 101 60 101 56 81 34 81 24
BEST COPY AVALABLE
47ENCOUNTERS, Unit I, The UodAain
Subjects:Geography and Art.
Materials:Copies of map of thePrehistoric Santa CruzRiver (Master PageI - 22); Butcher paperand drawing supplies.
Preparation:Gather drawing supplies.
Time:One session.
Vocabulary:ki, ramada
Red1. Papago and PimaIndians of Arizona
Create an O'odham Village, page I - 19
DESCRIPTION: STUDENTS WILL USE THEIR KNOWLEDGEOF CULTURAL NEEDS AND CLIMATE RESTRICTIONS TOPLACE A FICTIONAL O'ODHAM VILLAGE ALONG THEPREHISTORIC SANTA CRUZ RIVER. THEY WILL DESCRIBETHE ADVANTAGES OF THEIR CHOSEN SITE,AND DRAW A
SKETCH OF THE VILLAGE.
C ATE AN 'ODHAMVILLAGE
BACKGROUND INFORMATION:Just as we do today, the O'odham settled where they could "makea living." For the O'odham, it meant living near sources of water,food, and the materials and resources they needed in their daily
lives.
Farming
The O'odham grew many types of corn, beans, gourds, and squash.They grew cotton for making clothing. They also grew desertplants in their gardens, including devil's claw, which was used in
making baskets. Even weeds in gardens were gathered for food,especially their nutritious leaves and seeds.
Desert farmers planted gardens where they could get water. They
planted in floodplains, channeled storm runoff, terraced hillsidesto collect rainfall and possibly built irrigation canals.
Gathering and Hunting
The O'odham also gathered many wild plant foods. Some, likemesquite beans, were staples; they were gathered in large
quantities and stored for use throughout the year. Other plants,like careless-weed, were eaten in large quantities when in season.A few of the wild foods which were gathered include: mesquite,
grass seeds, prickly pear pads, cholla buds, yucca, agave, careless-weed, purslane, lambs-quarter, cattail, and the fruits of wolfberry,gray-thorn, desert hackberry, and cacti.
ENCOUNTERS, Ulla VIE, The O'edheen
Create an O'odham Village, page I - 20
In late spring the desert harvest began withthe emergence of leafy greens, buds andflowers, and succulent stems. But wildfoods are most abundant in the summerwhen many desert plants fruit and setseed. Cactus fruit and nutritious seedsfrom grasses, trees and shrubs can becollected in large amounts. The O'odhamstored much of their food for use in leantimes, like winter. Many foods were driedfor storage. Fruits were often made intojam or syrup.
Before the arrival of the Spanish, therewere no domestic animals. Meat camefrom hunting indigenous animals such asjavelina, mule deer, jackrabbit andcottontail, and from fishing.
Other materials.. .
There are many other needs that yourstudents may want to consider in choosinga site for their village. Baskets were madeusing beargrass, willow, cottonwood, yucca,and agave. Clay was dug from floodplainsto make pottery. Wood was needed inbuilding ramadas and "ki" shelters, as wellas for fires for cooking and heating. Waterwas needed for drinking, as well as forfarming. Eh
49ENOUNTERS,Unal, The 0'0111ein
Create an O'odham Village, page I - 21
ACTIVITY
- Discuss and review with your students what life was likealong the prehistoric Santa Cruz. Why did the O'odhampeople live where they did? What problems did they face?
Where did they get food and supplies? What was life likein the villages? What kind of crops did they have? Whatkind of crafts did they do? What other activities wereessential to O'odham village life?
- Utilizing the map of the Prehistoric Santa Cruz (MasterPage 1 - 22), have students, in groups, select an appropriatearea to found their own O'odham village. They shouldanswer the following questions:
Why is this a good site for a village?How will the villagers get enough food and water?What problems might they have?
- Ask students to draw either a diagram or a sketch of theirvillage, including at least three of the following aspects ofO'odham village life: farming, hunting, games, weaving,pottery making, tattooing, food preparation, housing, andwater use.
RESOURCES ANDREFERENCES
Plants and People of theSonoran Desert Trail,Desert Botanical Gardentrailguide;. "Shelter in thePimeria Alta," 1993Pimeria Alta HistoricalSociety Calendar;"Sonora, Ignaz Pfefferkom(translated by TheodoreTreutlein), Univ. Of AZ,1989.
Enhancements
Work with the whole class to create a model of an O'odham village. 'Mi. could be life-sized with a "Id" (shelter) and / or a ramada, or to scale, made out of clay.
50ENCOUNTERS.UnitV111, The 010(112.5m
Create an O'odham Village, page I - 22 MASTER PAGE 11-22
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51ENOUNTERS,UnitI, The O'ndian2
Unit IIThe Misisionary
Life as a Missionary page II - 1
OVERVIEW: Through role-playing different aspects of the life of amissionary, students will gain understanding of the beliefs andlifestyle of the early Jesuit missionaries.
The Missionaries' Gifi page II - 9
OVERVIEW: The encounter between native people and Jesuitmissionaries brought profound changes that altered history.Through a reading and a matching activity, students will learn aboutthe gifts brought by the early missionaries and how they both helpedand hurt the Indians.
A Day in .e Life e of a Missionavy page II -12
OVERVIEW: Role-playing a missionary, students will write adiary of a typical day, including daily tasks and a physicaldescription of the area along the Santa Cruz River.
ENCOUNTERS, Unit H, TAe _Missionary
Subjects:Social Studies, Music,Art, Language Arts,Science.
Materials:Copies of MasterPages II - 7 and II - 8;tape of chant music (seeEncounters Box -optional) ; two longsleeve shirts (one lightcolored cotton and onedark wool), twothermometers; feathersor quill pens and ink;journals or paper.
Time:Two or more sessions.
Preparation:Set up for each of themini-activities.Preparation time willvary for each mini-activity.
Vocabulary:tapizque, cassock
OD Blue1. Kino Guide II,TumacacoriVideo: TumacacoriStory2. Tape: Mission Music
Life as a Missionary, page II - I
DESCRIPTION: THROUGH ROLE-PLAYING DIFFERENTASPECTS OF THE LIFE OF A MISSIONARY, SUCH AS MUSIC,CLOTHING AND PENMANSHIP, STUDENTS WILL GAINUNDERSTANDING OF THE BELIEFS AND LIFESTYLE OF THEEARLY JESUIT MISSIONARIES
LIFE AS A MISSIONARY
BACKGROUND INFORMATION
In 1492 Christopher Columbus discovered the new world andclaimed it for the glory of the Spanish Crown. Within fifty yearsSpain's domain had spread to include South America, CentralAmerica, present day Mexico and into North America. A wave ofconquistadors met-powered the native peoples and their lands. As
the conquest spread, however, the SpanishCrown realized thatthey would not have the citizenry to settle the new colonies. Anew goal developed. Now the aim was to make converts and taxpaying citizens of the indigenous peoples they conquered.
The Spanish mission system arose in part from the need to control
the colonies. Realizing that the colonies would require a literatepopulation base that the mother country could not supply, theyinitiated a system of missions with the goal of converting theindigenous people to Christianity. Jesuit priests were sent into theexpanding empire. They devoted years of their lives in exchange
for a meager subsistence lifestyle. Their jobs might have includedbeing responsible for up to two hundred families scattered in three
or four widely separated villages, while acting as master builder,site manager, agronomist, doctor, economist and social worker.The priests' priority, however, was to convert souls to Christianity.But how was this accomplished? Were they evangelical, tellingnatives that they would not be allowed into heaven if they did notaccept Christianity? Or did they teach more by example. devotingtheir lives to helping others, with loveand kindness their primary goal? rZ3 I
53ENCOUNTERS, Unit U, The Mie8 iona.,7
Life as a Missionary, page II - 2
The earliest Jesuit missionaries came to theNew World with determination and faitheighty-eight years after its discovery. They
came in black robes with a zeal that earnedthem the title "Soldiers of God," devotingtheir lives to bringing the "good" news ofChristianity to native populationsthroughout the world. Ignatius Loyolafounded the Society of Jesus, or Jesuitorder, in 1540 to bring stability to thechurch during the Reformation. A groupof highly educated intellectuals, the orderat first concentrated on missionary activityto the Holy Land. Within two decades theSociety began to spread, includingeducation as part of its mission. FatherKino, for example, had the equivalent offifteen years of university level studies.Today there are more than twenty-eightJesuit universities and forty high schools inthe U. S .A.
A guiding belief for the missionaries andtheir contemporaries during theseventeenth and eighteenth centuries wasthat discipline (often as corporalpunishment) was essential to maintainingorder and community cooperation. Adiscussion about the U.S. Marine Corpsmight provide a sound illustration of thesebeliefs. In the marines, discipline is
essential. If someone commits aninfraction, he or she might be required todo pushups, run laps or do a variety ofother physical activities that may bethought of as punishments. For the mostpart, the officers do not issue the disciplineout of cruelty but from the belief that it isfor the good of all. The early missionaries
and settlers practiced this same belief.Soldier, parent, citizen and priest practiceda strict code of discipline.
What really happened? Stories aboundregarding the mistreatment of Indians,forced labor and cruel priests. However,while such things may have occurred, thiswas normally not true. It is important,therefore, to discuss the question ofwhether or not the missionaries were reallycruel, or just strict. The Jesuit priestsissued criminal sentences based on writtenlaws and guidelines, but an appointedmilitary or civilian official performedcorporal punishment, not the Fathers. Themissionaries' role was to be more of aprotector or redeemer. They were usuallythere to help at the end of a punishment,and had the power to stop the discipline ifthey felt it went too far. It is important toemphasize that the historical perspective ofthe times defined discipline. Three-hundred years ago a lashing or severepunishment was a common occurrence inhome and community life!
The missionaries' lifestyle was one of strictdevotion to their religion. Observation ofdaily devotions and special events wereimportant, and included celebration andmusic whenever appropriate. Days of hardwork and frustration were offset with thejoy of prayer, meditation, song andcelebrations. Claims that the missionariescarried out forced labor are inaccurate.Spain had abolished slavery in 1532 beforethe Jesuit order was founded. There was apolicy, however, whereby twenty-sevenpercent of the mission Indians (tapizques)could be "borrowed" for up to two monthseach to work in the mines. The Jesuitskept the mine owners in line and as aresult, were often accused of being Indianlovers.
Being highly-educated men with strongopinions and loyalties, the Jesuits
ENCOUNTERS, Unit IL The frlissionaiy
sometimes found themselves in conflictwith politicians and military and churchauthorities. They became a favoritepolitical target, becoming ever moreunpopular with the aristocracy, thewealthy and the military throughoutEurope and the New World. In the end,the Jesuits were expelled from Europe, theAmericas and Asia in 1767. Only aboutfifty percent of the Jesuits working in thePimeria Alta survived the forced marchesand hardships of expulsion. The survivorsthen spent six to ten years under housearrest in Spain. Five years later, the Popesupressed the Jesuit order, at which timethey took refuge in Russia under the ruleof Catherine the Great. The Jesuit orderremained supressed for sixty years.
Life as a Missionary, page II - 3
The mission era is a period of history thatis often questioned and controversial. Itseems that the Spanish are blamed fortheir wrong doings but rarely get credit fortheir accomplishments. Were you taughtthat the Pilgrims were the founders of thiscountry? If you were to ask your students,would they reply differently? The Spanishwere in present day America a hundredyears before the Pilgrims arrived. Thetruth is that our first European settlers andSpanish missionaries laid the foundationfor the present nation of Mexico and ourrich, present day Southwest culture. Takesome time to study the Spanish missionhistory. It is an essential part of ourheritage that we should not ignore.
ACTIVITY
- Review the story of Columbus withyour class. Where did he come from?Why did he come to America? Howlong did it take? What problems didhe and his men encounter? How didthey travel once they arrived in the newworld? Whom did they meet? Whatdo you think life was like for Columbusand his crew? Was life hard or easy?
- Using the story of Columbus as atransition, briefly introduce themissionaries. Who were they? (The firstJesuit missionaries in Arizona were fromItaly, Austria, Germany, Spain and otherparts of Europe). Why did they come?What were their goals? (Themissionary's main motivation was to convert
r
the Indians to Christianity while helping thepoor. However, the Spanish Crownfinanced them, hoping to eventually changethe Indians into tax paying Spanishcitizens. The priests were zealous in theirdesire to create what they thought would bea better world for the Indians). Do youthink life for the missionaries wassimilar to that of Columbus and hismen? How?
- Present each of the four followingmini-activities to the class, spendingapproximately fifteen minutes on each.
Mini - Activity: Music
Music was an integral part in the life ofa missionary. A common song might
ENCOUNTERS, Unit II, The Plissionary
Life as a Missionary, page II - 4
have been the Gregorian chant (seeMaster Page II - 7 and its associatedtape located in the Encounters Box).The chant transports singers back intime while teaching breath control andsinging techniques. 0132
1) Start by having the students listento the tape with eyes closed and tryto imagine what a church servicemight have been like.
2) Pass out copies of the chant musicand practice it with students. Usethe old type of notation shown,called "nuemes," to teach it.
The chant or "nueme" notation evolvedaround 200 A.D. when chant noteswere written on a blank piece of paper asa memory aid. Sometime around 1050A.D. lines were added based on thesolfuge (do re mi fa so la ti do) scale.The rhythm is "freestyle," with each notehaving equal value. The square versusdiamond-shaped notes are merely theresult of the shapes produced as noteswere written by a rapidly moving squarequill pen. There are no chords. Notesconnected by a line or written above orbelow each other are sung in order,individually.
3) Show the students a picture ofTumacacori or one of the othermissions. (See Unit III, MasterPages III - 10 through III - 21, oruse a photograph.) Talk aboutwhat it might have been like toattend a service in the 18th and19th centuries.
The service was all sung in Latin, lasted anhour or longer, and there were no seats.By todays standard, standing and
kneeling for long are considered harshbut for the O'odham people at that timeit may not have been bad; they were usedto all night vigils and rituals. Althoughmany may have attended church daily,they were only obliged to attend once aweek and on feast days.
4) Have students practice the chant.(Consider having them kneel on thefloor.)
Mini - Activity: Clothing
In this activity students will directlyexperience the effects the missionaries'choice of clothing had on their comfortand how this compared with theO'odhams' choice of clothing; how theyadapted, (or failed to adapt), to thedesert environment.
1) Bring in, or ask students to bring, atleast two long sleeve shirts; onewhite or light colored cotton andthe other a black or dark coloredwool.
2) Before class, make two small lean-tos or shade structures; one with thewool and another with the cotton.Make sure that the material is atleast six inches above a dirt or grasssurface and leave it up for at leastten minutes to adjust to the outsidetemperature.
3) Discuss with the students how one'schoice of clothing might affect theircomfort level in differentenvironments. What do they wearwhen it's hot? When it's cold? Docolors, types or thicknesses ofmaterials have an effect?
ENCOUNTERS, Unit II, The Missionary
4) Tell them that they will conduct anexperiment. Explain theexperiment (step 5) and ask them tohypothesize the outcome.
5) Place a thermometer underneatheach lean-to and leave it for at leastten minutes. Record measurementssimultaneously. Discuss results.
Discuss the traditional dress of boththe missionaries and the O'odhampeople. Why did each group dress theway they did?
The O'odham wore cotton shirts, pants ordresses, and, on occasion, used breech-clouts. The missionary's traditionalclothing was a heavy, black wool cassock.However, they most likely wore pantsand shirts when traveling.
Ask for volunteers and have studentswear either the wool or cotton shirtand stand in the sun for at least 5 to 10minutes. If possible, allow eachstudent to experience this throughoutthe day.
Mini - Activity: Discipline
The missionaries and theircontemporaries during the seventeenth
Mini - Activity: Penmanship
Life as a Missionary, page II - 5
and eighteenth centuries believed thatdiscipline (often as corporalpunishment) was essential tomaintaining order and communitycooperation. This activity addressesthe question of whether themissionaries were really cruel, or juststrict.
) Hold a discussion about currentdiscipline as practiced in theschools. What is your schoolspolicy? Do the students believe itsfair?
2) Describe school and parentaldiscipline practices from pastgenerations. Were they fair?Would the students like to havethat kind of discipline today?
3) Introduce the idea of discipline inthe missions.
4) Create a mini-experience that willgive students a feel for whatdiscipline was like in the missions.(Note: these activities are mild,brief samples!) Have students holda book in each hand with arms fullyextended for one or more minutes,stand on one foot for three minutesor longer, maintain absolute silencefor a specified period of time, orcreate your own.
5) Re-discuss the idea of disciplineand the lifestyle of the earlymissionaries and settlers.
ENCOUNTERS, Unit II, The M88;011817
Life as a Missionary, page II - 6
The early Jesuit missionaries were well-educated men. For example, Father Kino hadthe equivalent of degrees in math, cartography and astronomy, in addition to thirteenyears of religious training. Many Jesuits were our first historians and scientists.They were also versed in writing. One Spanish tradition is to make a rubric, anelaborate signature and associated design that is still practiced in many parts of theHispanic world.
1) Ask students to write their signatures as neatly as possible. Discuss how asignature might tell a story about a person. (Signatures are used as a way to detectcriminals, etc.)
2) Explain that the missionaries and educated citizenry in the 18th century tookpride in developing their signatures. It was a mark of dignity, status andintelligence. (In many parts of Latin America much emphasis is given to unique,neatly written and sometimes elaborate signatures.)
3) Show examples of rubrics on Master Page II - 8.
4) Using cactus thorns, feathers or a quill pen, have each student create their ownelaborate signature or rubric.
c 3
ENCOUNTERS, Una 11, The filissionary
MASTER PAGE dI - 7 Life as a Missionary, page 11 - 7
RESOURCES ANDREFERENCES
Kino Guide II, CharlesPolzer, SouthwesternMission ResearchCenter, Tucson, AZ1982; A Kino Keepsake,Friends of the Universityof Arizona Library,Tucson, 1991;"CHANT," GregorianChant tape by the monksof Santa Domingo, AngelRecords, 1993; Sonora,Ignaz Pfeffercorn(translated by TheodoreTreutline), University ofAZ Press, Tucson, 1989;Rules and Precepts of theJesuit Missions ofNorthwestern NewSpain, Charles Polzer,Univ. of AZ Press, 1976;Friar Bringas Reports tothe King, Daniel Matsonand Bernard Fontana,Univ. of AZ Press, 1977.
EnhancementsUse old documents from A Kino Keepsake to further discuss the day in the life of amissionary.Have each student bring a long sleeve shirt to personally test what it is like wearing bothcotton and wool.Have each student take on the identity of an actual missionary as they write both theirsignatures and daily diaries (see Unit II activity, "A Day in the Life of a Missionary," pageII - 12).
59ENCOUNTE S, Unit DC The Missiona,7
Life as a Missionary, page II - 8
60ENCOUNTERS, Unit II, The Missionary
MASTER PAGE 1111 - 7 Life as a Missionary, page II - 9
THEMNIRLIMBRIEThe early Jesuit missionaries were extremely well-educated. Many were our first historians and scientists.
Father Kino had equivalent to a degree in cartography and astronomy in addition to thirteen years of seminary.The Padres were also versed in writing. It was a Spanish tradition to make a rubric, or elaborate design,following a persons's signature - a tradition that is still practiced in many parts of the Hispanic world. Many ofthe Jesuit priests signed with a rubric as evidenced by these early signatures from the Pimeria Alta.
efirm4"gg;Juan de San Martin
Next to serve at Guevavi followingFather Kino
Joseph Agustin de CamposServed at Guevavi after Father SanMartin
Juan de EchagoianServed at Baviacora
Can you make your own rubric?
Carlos de RoxasServed at Arizpe
6 I
APIJoseph de LoayzaServed at Opodepe
Qyagt7ec744: &fief
Ate
Joseph de Torres PereaServed at Guevavi
BEST COPY MAILABLE
ENCOUNTERS, Unit II, The Missionary
The Missionaries' Gift, page II - 9
Subjects:Reading, Social Studies,Language Arts.
Materials:Copies of Master PagesII- 10 and II- 11.
Preparation:Review "Simple Gifts"(Master Page II - 10) asbackground information;make copies of MasterPages H - 10 and H -11 .
Time:One session.
Vocabulary:O'odham, irrigate, crops,drought, frosts, ramada,imported, European,immunity.
1. Witch Doctor (Black)Natures's MedicineCabinet (Black)2. Tumacacori PatioGarden Guide (Blue)
DESCRIPTION: THE ENCOUNTER BETWEEN THE INDIANSAND THE JESUIT MISSIONARIES BROUGHT PROFOUNDCHANGES. THROUGH A READING AND A MATCHINGACTIVITY, STUDENTS WILL LEARN ABOUT IMPORTEDGOODS BROUGHT BY THE EARLY MISSIONARIES AND HOWTHEY BOTH HELPED AND HURT THE INDIANS,
THE MISSION IESPGIFT
ACTIVITY
Divide students into teams and give each team a copy ofthe story The Missionaries' Gift (Master Page 11 - 10). Readand discuss it either in groups or with the entire class.
- Hand out a copy of Master Page II - 11, Who BroughtWhat? Ask each group and / or student to complete thetasks according to the instructions, utilizing the reading as areference.
- Review and discuss the handouts. Which gifts werebeneficial? Which were harmful? Do you think themissionaries meant to cause the Indians pain or suffering?Which modern products do vou think will benefit futuregenerations? Are there any which might harm them?
EnhancementsUtilize the following scenario in order to stimulate discussionsand /or a writing assignment: "If you Nvere to travel to anothercountry, what gifts would you take, and why?"
Activities: "Witch Doctor" and "Natures's Medicine Cabinet" a:31
RESOURCES AND REFERENCES
Seeds of Change: The Story of Cultural Exchange after 1492,Sharrvi Davis Hawke and James E. Davis. Addison Wesley Publ.,1992; Chilies to Chocolates, Nelson Foster and Linda S, Cordell,eds., Univ. of AZ Press, 1992.
ENCOUNTERS, Unit H, The Mieeienes7
The Missionaries' Gift, page II - 10 MASTER PAGE II - 10
Vocabulary List: O'odham, irrigate, crops, drought, frosts, ramada, imported, European, immunity
THE MISSIONARIES' GIFTThe Sobaipuri, a branch of the Akimel O'odham (Pima or River People) lived along the Santa
Cruz River. They were farmers who used water from the river to irrigate summer crops of corn,squash, beans and cotton. They harvested local plants such as mesquite, devil's claw, and cactus.They also hunted rodents, birds, deer, pronghorn and mountain sheep.
Their lives were dependent on the river. A bad year might bring flooding which destroyedcrops and in a dry or drought year the crops died from lack of water. Although the climate wasusually mild, it got cold enough for frosts and the plants froze. The cold weather prevented yearround planting of warm-weather crops. They had no winter crop, so they were forced to travel toother areas in winter to hunt and supply their diet.
The Sobaipuri heard about Father Kino. Neighbors told them that he was kind, generousand very smart. He spoke about a new God that he wanted to introduce them to. He gave themgifts such as colorful beads, horses, cattle and a plant called "wheat" that grew in the winter. He alsobrought lots of other good things to eat. These foods may have included sugar, sheep, oats, olives,grapes, pork, cabbage, barley, and beets. Maybe these are the reasons that the O'odham invited andaccepted Father Kino into their lives. In 1691 he established the first mission in present- dayArizona at the Sobaipuri village of Tumacacori. The first Mass was sung under a ramada on the eastside of the river. Father Kino returned to his church at Dolores but visited Tumacacori about twoor three times a year. Each time he came with new gifts and ideas.
Goods brought by Father Kino, other priests, and the early settlers changed the way theO'odham lived. The introduction of wheat and cattle meant that the people no longer needed tomove around as much in search of wild foods or go on long hunts since these new crops and animalsprovided reliable food. Their diet and lives became better because of the new exotic foods such asbeets, grapes, and sugar. The cattle, sheep and pigs gave them lots of meat. European inventionssuch as metal knives and digging tools made their work easier.
Even though many of the changes were good, over time other things imported by the Europeanseither hurt the people or their environment. The people settled in larger villages around and nearthe missions. More people needed to be fed. Instead of hunting during the winter they plantedcrops all year. This was fine if the weather was good, but sometimes it rained so hard that the riverflooded and ruined their crops. Other years, there wasn't enough water and the plants died. Someplants, like cotton, stripped the soil of nutrients. After a while, the soil couldn't be used to growanything. The cows ate certain kinds of grass and left others. Eventually the best grassland wasgone, replaced by grasses that even the cows wouldn't eat.
The worst change came from disease. Without knowing it, the Europeans brought sicknessand diseases to the Indians. Smallpox, measles, influenza, malaria and many more diseases hadalready spread through Europe, sometimes killing whole villages of people. By the time themissionaries came, they had resistance, or immunity, to the diseases, as we do. When we get the fluor the measles, we get sick and then we have medicine to help us get better. But when the Indiansgot sick, they often died. They had no resistance, and it was common for whole villages to bedestroyed by sickness. Sometimes two Indians a day died because of a sickness brought by themissionaries. Can you imagine how they felt? Try to picture yourself as an O'odham Indian. Whatwere the good and bad parts of the changes? What do you think the missionaries thought whenthe Indians theyhad come to help started dying at a rate of two per day? 01
63ENCOUNTERS,Uniiii, The Mesionaly
MASTER PAGE II - 11 The Missionaries' Gift, page II - 11
WHO BROUGHT WHAT?
Below are lots of goods that were exchanged between the Indians and themissionaries. Can you decide who brought what? Circle all of the things which camefrom the missionaries. Underline those that were used by the Indians throughout theAmericas before the Europeans came.
Example: = Spanish Avocado = Indian
Agave Cocoa Onions SquashAvocados Corn Peanuts SheepBananas Devil's Claw Pigs Sweet PotatoesBarley Grapes Pineapple SugarBeans Horses Potatoes TomatoesBeets Mesquite Prickly Pear TurkeyCabbage Oats Pumpkins VanillaCattle Olives Rice
GOOD OR BAD?
The European settlers introduced the Indians to many new ideas and innovations, somegood and some not so good. Can you tell which ones were helpful and others that wereharmful? Draw a line between each thing they brought and the descriptions of how theyhelped or hurt. (Hint: there may be more than one answer.)
Makes good wine.Disease Tastes great but not too good for you.Vegetables Other unwanted plants came with this fruit.Cattle A permanent source of food.Grapes Lots of people died from this.Sugar Beats walking!Horses Ate too much grassWheat Provided variety to their diet.
MAKE A MEAL!
Many of the things we eat today are combinations of foods the Indians had and onesthe Europeans brought. Create a menu with at least three dishes, each using one ormore ingredients from the above lists. (Use the back of this paper.)
Example: Wheat (Introduced) + Cocoa (Native) = Chocolate Cake
ENCOUNTERS, Unit II, The ,.....M:ssionary
A Day in the Life of a Missionary, page 11 - 12
Subjects:Language Arts and SocialStudies.
Materials:Copies of Kino's Diaryentry on page II - 13;pens and journals orpaper.
Preparation:Make one or more copiesof Kino's Diary entryon page II - 13.
Time:One session.
Vocabulary:missionary
al Blue1. Kino Guide II
DESCRIPTION: ROLE-PLAYING A MISSIONARY, STUDENTSWILL WRITE A DIARY OF A TYPICAL DAY INCLUDING DAILYTASKS AND A PHYSICAL DESCRIPTION OF THE AREA
ALONG THE SANTA CRUZ RIVER.
A DAY IN THE LIFE OF AMISSION \ Y
ACTIVITY
- Using the experience and knowledge gained from
participating in the activities outlined in "Life as a
Missionary" and "The Missionaries' Gift," hold a discussionabout life around the missions. Would the students liked tohave been a missionary then? Why or why not? Was lifeeasy or not? What was the relationship between the
missionaries and the Indians? What gifts did the
missionaries bring? What did the Indians give to themissionaries? Contrast the good and the bad events thatshaped our history. Lead the discussion to address "a day in
the life of a missionary." What do the students think itwould have been like? eg I
- Read and review the old document translation on pageII - 13 to further discuss "a day in the life of a missionary."
- Assign students the task of writing a journal with the themeof "a day in the life of a missionary." Have students pretendthey are missionaries for at least one day and record theactivities they believe the missionaries might have done.Encourage them to use flowery language such as Kino or his
contemporaries used.
65 BEST COPYAVA ILA
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A Day in the Life of a Missionary. page II - 13
"Our intention was to leave Tucubavia for Cocospera but we encountered,coming from the north, messengers, or runners of the Sobaipuris of San Xavierof Bac, forty leagues distant, and from San Cavctano of the Tumacacori. Withsome crosses they gave us, they knelt with great veneration and asked on behalfof all their people that we come to their villages also. The father visitor told methat those crosses represented grand tongues which spoke much and that wecould not fail to go where they called us. Whereupon we ascended to the valleyof Guevavi, a distance of about fifteen leagues and arrived at the village of SanCayetano of Tumacacori where some of the Sobaipuri chieftains were, havingcome twenty and twenty-five leagues from the north. At San Cayetano theyhad prepared three arbors for us; one in which to say the Mass, another forsleeping, and the third for a kitchen. There were more than forty housestogether here. We baptized some children and the father visitor gave goodhopes to everyone that they would receive the fathers and the holy baptism andthe remedy for their eternal salvation for which they were asking. And, havingseen so many worthy people, so docile and so affable, and with such pleasantvalleys, so lovely and fertile, filled with industrious Indians, he spoke thesewords to me, "My Father Rector, not only will none of the four fathers assignedto this Pimeria be removed, but four more others will come, and with divinegrace. I will try to be one of them." We then went on to the village of Guevaviand to the valley and settlement of Santa Maria, some fifteen leagues away."
RESOURCES ANDREFERENCES
Seeds of Change: TheStory of CulturalExchange after 1492,Sharryl Davis Hawke andJames E. Davis, Addison-Wesley Publ., 1992;Chilies to Chocolates,Nelson Foster and LindaS, Cordell, eds., Univ. ofAZ Press, 1992.
Enhancements
Instead of writing about activities they believed the missionaries did, ask students todocument their own personal diary, but in the style of the friars.Extend the journaling exercise throughout the week.Consider viewing the film "The Mission" with Charleton Heston. (This is an older, classic
film but has some violence. Please review it carefully.)
66 BEST COPY AVAILABLEENCOUNTERS, Unit II, The Misoiozhery
Pad e IL:no
The ,U, Siozy page III - 1
OVERVIEW: This activity consists of an eighteen-minute longvideo, "The Kino Story," directed by Dr. Charles Polzer andnarrated by Tucson students, with accompanying discussionquestions.
Kin° I's World page III - 7
OVERVIEW: In this geography lesson, students trace FatherKino's work and missions, while making simple math computationsto determine time and distance.
The People - Nature Network page III - 23
OVERVIEW: Through playing the Web of Life game, students willlearn about the components and complexities of a 17th centuryPimeria Alta ecosystem, including the effect that people (theO'odham, and Jesuit missionaries) might have had on theecosystem.
7ENCOUNTERS, Unit la Padre Kino
Subjects:Language Arts and SocialStudies
Materials:"Kino Story" video(Encounters Box,Mission Era (blue)section), copies ofMaster Page HI - 6.
Preparation:Preview Kino video.Suggested preparatoryreading for teachers:Chapters 1-4 (pages I-10) from Tumacacori:from Rancheria toNational Monument, byNicolas Bleser.
Time:One session.
Vocabulary:Apache, mission,encounter, Jesuit,missionary, O'odham,Padre, Pimeria Alta,Tumacacori
MI Blue1. Kino Story Video2. Kino Guide II,
Tumacacori book
The Kino Story, page III - I
DESCRIPTION: STUDENTS WILL VIEW "THE LINO STORY"A VIDEO DIRECTED BY DR. CHARLES POLZER ANDNARRATED BY TUCSON STUDENTS, AND ANSWERACCOMPANYING DISCUSSION QUESTIONS.
THE ®5'2S /"' Y
The video gives a basic, easily understood account of Father Kinoand his impact on the people and the environment of the Pimeria
Alta. It relates to the area's inhabitants, the arrival of FatherKino, the mission system he established and his explorations. It is
an excellent introduction to Father Kino and the history of thePimeria Alta. MI
BACKGROUND INFORMATION
(Note: Answers to discussion questions arc italicized and numbered.)
Euscbio Francisco Kino was born on August 10, I645 in Sepia, Italy(1), a small village. He grew up in an affluent family. His parents,recognizing his abilities, sent him to the Jesuit college in nearbyTrent. He continued his studies at Hall near Innsbruck, Austria.During his studies, he fell seriously ill and vowed that if his patron, SaintFrances Xavier, would intercede, he would devote his lift to the church (2).He regained his health and joined the Society of Jesus, or the
Jesuits.
Father Kino completed his education in mathematics, with aninterest in astronomy and cartography. In addition, he spentthirteen years pursuing religious studies with the Society. Uponcompletion, Father Kino looked forward to serving as a missionary inChina (3). But fate did not fulfill his dream. Upon drawing lots,Father Kino was destined for Mexico (3).
As a missionary, Father Kino's main work was to convert the Indians to
Christianity (4). The way in which he and his Jesuitcontemporaries did this was by education. For the most part, theJesuits befriended the Indians and took time to learn their
G8ENCOUNTERS, Unit Padre Kino
The Kino Story, page III - 2
language and their culture. It wasprimarily through this interpersonalconnection that Father Kino made hisconverts. Although pledged to the Popeand the church, the Jesuits were also loyalvassals of the King and the Spanishgovernment who had their own goal ofconverting the Indians into accculturatedSpanish citizens. Often, however, it did notwork that way. (4). The idea was that theCrown would finance the missionaries forup to 10 years, at which time their churchcommunity would be self sufficient and taxpaying. Of course, it never worked thatway!
Traveling in the seventeenth century wasno easy task. Father Kino set out in 1678to Cadiz, Spain, with hopes of catching a"flota" for the new world. Unfortunately,bad navigation caused a delay, forcingFather Kino and his companions to missthe fleet. He waited two years before hewas able to book another passage. He usedhis time wisely though, brushing up onSpanish. The day finally came whenFather Kino and his Jesuit brethren wentto sail on the ship "Nazareno," only tobecome grounded and battered on a sandbar just outside of the Bay of Cadiz. Hewaited another six months before he finallygot his passage.
Upon arrival in New Spain, Father Kinowent to Mexico City to await instruction.
BEST COPY AVAILABLE
Two years later he got his first assignment,working in La Paz, Baja California. Unlikeany of his predecessors, Father Kino wassuccessful there in his work with theGuaicuro Indians. This was short lived,however. A group of soldiers invited agroup of Indians suspected of stealing to ameal of peace. The soldiers fired on theIndians. Colonists, military personnel andmissionaries had to flee for their lives.With their backs to the sea, they barelyescaped when a relief ship arrived just intime.
Regrouping on the mainland, Father Kinoand the expedition landed to the north atSan Bruno, where he spent the next yearadministering to the physical and spiritualneeds of the Indians. But as the sproutingcommunity was finally becomingestablished, the harsh environment took itstoll. Plagued by drought, crop failure andwidespread disease, the powers-that-weredecided that the project should beabandoned. Father Kino returned toMexico City to plead for the Crown'ssupport in returning to Baja but to noavail. The Spanish colonization of Bajawas over, at least for the present, butFather Kino was steadfast in his goal to getback there. He finally got permission towork close to Baja California among Serisand Guaymas Indians. But fate tookanother turn when Father Kino's superiorsdecided to send him north, to the areaknown as the Pimeria Alta, or the upper (morenorthern) lands of the Piman Indians (5).
On March 13, 1687, Father Kino rodeinto Cucurpe, Sonora ("Place where thedove sings"). On that very day he foundedhis first mission, Nuestra Senora de los Dolores(6) at Cosari, not far from Cucurpe. Thus,his Lady of Sorrows Mission became FatherKino's home and base camp for theremainder of his life.
69ENCOUNTERS, Unit 11:1, Padre Kin°
Father Kino's work was plagued by enviouspriests, hostile mine owners andincompetent military officials. A few othermissionaries, jealous of Father Kino'ssuccess, spread rumors and criticized hiscredibility, finally forcing his superiors toinvestigate the allegations. FatherSalvatierra was sent, only to return withglowing reports of Father Kind and hiswork. The mine owners, however,continued to be hostile to Father Kino, asthey were to most Jesuits. They had oncebeen able to exploit the Indians to work inthe mines. Now the mine owners wererestricted in their practice of forced laborby the justice seeking Jesuits who wereoften referred to as "Indian lovers." It wasthe military, however, that seemed to havedone the most damage to the Indian andSpanish relationship. In 1695 a smallrebellion broke out at Tubutama caused bysuperstitious misinterpretations of missionpolicy. It resulted in discontented Indiansburning and ravaging fields and pueblos allalong the Altar River. The uprising quicklyspread downstream to Caborca, where thelocally beloved Father Saeta was murdered,making him the first martyr in the PimeriaAlta. In an attempt to rectify the tensesituation, Father Kino requested thatO'odham chiefs meet with militarypersonnel. This resulted in the chiefsturning over the guilty, who were judgedand beheaded on site by an over zealouslieutenant. The fighting continued, andalthough short-lived, it destroyed much ofthe work and trust Father Kino and hiscontemporaries had labored so hard todevelop.
Three months after the 1695 revoltsubsided, Father Kino rode to Mexico Cityto once again make his plea to expand hiswork to Baja California. His argumentswere heard and finally approved. Hereturned with a small crew to assist withthe colonization of Baja California. But
The Kino Story, page III - 3
Father Kino's return and his new ideas metwith resistance. Although some of hiscontemporaries continued to challenge himand were happy to hear that he wasleaving, the majority, including hissuperiors, realized that Father Kino was anessential person in the Pimeria Alta.Frantic letters poured into Mexico City inprotest of Father Kino's new BajaCalifornia assignment. He was needed torebuild the Pimeria Alta. So it was thatenroute to his new commission, he wasmet by a courier with orders from theViceroy to return to the Pimeria. Thepeople needed him, and the Crown agreedto support him with promises of suppliesand military escorts.
Father Kino continued to work in andexpand the area of the Pimeria Aka,working with various tribes including theAkimel O'odham (Pima or River People),Tohono O'odham (Papago or Desert People),Sobas, Cocomaricopas, Opas and Yumas.With each of these peoples Father Kino earned areputation of respect and reverence. He wasknown to be kind, generous, intelligent and hardworking. His horsemanship was alsonoteworthy. Bolton also mentions a story abouthow the "Padre on Horseback" could ride 50 to75 miles a day (7)(8).
Father Kino's travels took him north to theGila River (just south of present-dayPhoenix), east to the San Pedro RiverValley and the border of Apache lands, and
!0ENCOUNTERS, Unit , Padre Kino
The Kino Story, page III - 4
west to the Colorado river. During one ofhis ventures he was given a gift of blueabalone shells which he recalled seeing inBaja California. Father Kino began tracingthe origins of the shells. Finally convincedthat the blue shells were directly tradedwith the desert Indians, he made a series ofexpeditions to prove that Baja was not an islandas it was believed to be, but a penisula (9); adiscovery that became a landmark in thecolonization of California.
Father Kino continued his work until 1711when, at 66 years of age he went to Magdalenato dedicate a new chapel. After the Mass ofdedication he fell fatally ill. At midnight onMarch 15, 1711, he passed away. FatherFather Kino was buried in a chapel near thechurch at Magdelena (10), his gravesiteeventually lost in the tumultuous historyof Mexico. In 1966, excavations were
conducted at Magdelena to find FatherKino's grave. The site now stands as amonument to the Father of the PimeriaAlta.
Father Kino left a rich legacy behind him.He was the first to explore and map thePimeria Alta while establishing over twentymissions including Caborca, Cocospera,Guevavi, Magdelena, San Ignacio, San Xavier,Tubutama, and Tumacacori (6). He wasknown to be compassionate, under-standing, a scholar, a great horseman, andknowledgeable about agriculture and otherpractical subjects. He earned the respectof the native people, his collegues, and hissuperiors. He is still well known today, hisaccomplishments recognized by many. F-32
71ENCOUNTERS,Unitill, Padre Dino
ACTIVITY
- Hand-out the "Kino Story - Discussion Questions"(Master Page In - 6) to your students and briefly readover them. Encourage the students to try to remember theanswers during the film.
- Show the video to your students. Review each of thediscussion questions with students. Allow them toindividually answer the questions.
- Collect and utilize the discussion questions as an "opentest," evaluating the students on overall comprehension,writing skills, and if appropriate, neatness.
The Kino Story, page III - 5
RESOURCES ANREFERENCES
Kino Guide II, CharlesPolzer; A Kino Keepsake,Kieren McCarthy, editor,Friends of the Universityof Arizona Library,Tucson, AZ, 1991; ThePadre on Horseback,Herbert Eugene Bolton,Loyola University Press,Chicago, 1986;Tumacacori: fromRancheria to NationalMonument, NicolasBleser, Southwest Parksand MonumentsAssociation, Tucson,1984; TumacacoriNational Historical Park,Susan Lamb, SouthwestParks and MonumentsAssociation, Tucson,1993; Rules and Preceptsof the lesuit Missions ofNorthwestern New Spain,Charles Polzer, Univ. OfAZ Press, 1976.
Enhancements
View the Tumacacori Story video in the Encounters Box (blue section).
See how many streets, businesses, monuments, etc. you can find that are named forFather Kino, using phone directories, street directories and other resources.
Visit and study Tumacacori, San Xavier, or other Kino missions located in Mexico.
72ENCOUNTERS, Unit dare KAM
Kino's World, page III - 6
KINO STORY - DISCUSSION QUESTIONS
1. Where was Father Kino born? What was his full name?
2. Why did Father Kino decide to become a missionary?
3. Where did Father Kino dream about going as a missionary? Where was heactually sent?
4. What were the two jobs that Father Kino was given to do as a missionary?
5. What does "Pimeria Alta" mean?
6. What was the name of Father Kino's first mission? Name at least three other ofFather Kino's missions.
7. What did the Indians think about Father Dino?
8. Name at least three native peoples that lived in the Pimeria Alta during FatherKino's life.
9. What major discovery did Father Kino make concerning California?
10. How old was Father Kino when he died? Where did he die? Where is his grave?
73ENCOUNTERS,Unitill, Padre Kino
Subjects:Geography, Math,History.
Materials:Globe or World Map,enlargement of thePimeria Alta map(Master Page III - 9),pictures of KinoMissions (Master PagesHI - 10 throughIII - 21), copies ofMaster Page III - 9.
Preparation:Use an opaque projectorto make a bulletinboard-sized enlargementof the map of thePimeria Alta (MasterPage III - 9), makecopies of Master PageIII - 9.
Time:1 session.
El Blue1. Kino Guide 11,
Tumacacori (book)
Kino's World, page III - 7
OVERVIEW: IN THIS GEOGRAPHY LESSON, STUDENTSTRACE FATHER ICINO'S WORK AND MISSIONS, WHILEMAILING SIMPLE MATH COMPUTATIONS TO DETERMINETIME
AND DISTANCE.
/4C S
ACTIVITY
PART I
- After viewing the video and discussing Father Kino and themissions of the Pimeria Alta, utilize a globe or a world mapto locate the answers to the following questions with yourstudents:
Where was Father Kino born? (Sep°, Italy)Where did Father Kino attend college? (Trent, Austria)To what country did Father Kino wish to go as a
missionary? (China)To what country was Father Kino actually sent? (Mexico)
Where was Father Kino's first assignment? (Baja,
Califonzia)Where is the Pimeria Alta? (From Magdelena,
Sonora north to the Gila River near Phoenix, west to Yuma
County and east to the San Pedro River.)Where did Father Kino die? (Magdalena, Sonora, Mexico)
PART II
- Introduce each of the Father Kim) Mission pictures by
pointing out where they are located on the enlarged PimeriaAlta map. Display each of the mission pictures (MasterPages III - 10 through III - 21) so the students have access
to look at them.74
ENCOUNTERS, Unit la, Padre Kino
Kino's World, page III - 8
- Assign each student one of the Father Kino Missions. Have them draw the missionand write the mission's complete name. (More than one student may have to share amission.)
- When the drawings are complete, have each student place and properly locate theirmission drawing on the enlarged Pimeria Alta map.
PART III
- Distribute photocopies of the Pimeria Alta Map (Master Page III - 9) to each ofyour students.
- Demonstrate how to utilize the Scale of Miles on the map.
- Assign one or more of the following mathematical assignments:
75
ENCOUNTERS,Uniilli, Rare Kino
MASTER PAGE III - 9
e What is the approximate distance between Dolores andMagdalena?
e What is the distance between Caborca and Dolores?
® What is the distance between the mission you drew andTumacacori?
e How many miles would Father Kino need to ride if hestarted at Dolores and went to Magdalena, on toCocospera, Tubutama and eventually Caborca? If hereturned by the same route, what would be his totalmileage?
If Father Kino was able to ride 40 miles a day, howmany days would it take him to ride from Cucurpe toSan Xavier del Bac?
Kino's World, page III - 9
SOU ' CES ANDREFERENCES
Kino guide II, CharlesPolzer; A Kino Keepsake,Kieren McCarthy, editor,Friends of the Universityof Arizona Library,Tucson, AZ, 1991; ThePadre on Horseback,Herbert Eugene Bolton,Loyola University Press,Chicago, 1986;Tumacacori: fromRancheria to NationalMonument, NicolasBleser, Southwest Parksand MonumentsAssociation, Tucson,1984; TumacacoriNational Historical Park,Susan Lamb, SouthwestParks and MonumentsAssociation, Tucson,1993; Rules and Preceptsof the Jesuit Missions ofNorthwestern New Spain,Charles Polzer, Univ. OfAZ Press, 1976.
Enhancements
* Make a copy of the map on the back cover of Kino Guide H for each student. Identifyborders of the Pimeria Alta by coloring surrounding areas. Leave the Pimeria Alta areauncolored so that it stands out. lit
Kino's World, page III - 10
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The People - Nature Network, page III - 21
Subjects:Science, Social Studiesand Language Arts.
Materials:Species Cards (SeeMaster Page III - 27and HI - 28); ball ofyarn, string or rope (atype that does not easilytangle).
Preparation:Use the information onMaster Page III - 27and III - 28 to make upcards, one for eachstudent, representingnatural components ofthe Pimeria Altaecosystem. (Cards willbe displayed as nametags. Consider usingstring, tape or safetypins to attach them.)
Time:One session.
Vocabulary:bosque, cienega, riparian
ral1. Wild Resource Match
activity (Red)Mission Edibles (Red)Riparian Area
Management (Env)
DESCRIPTION: THROUGH PLAYING THE "WEB OF LIFEGAME, STUDENTS WILL LEARN ABOUT THE COMPONENTSAND COMPLEXITIES OF A 17TH CENTURY PIMERIA ALTAECOSYSTEM, INCLUDING THE EFFECT THAT PEOPLE (THEO'ODHAM, AND JESUIT MISSIONARIES) MIGHT HAVE HADON THE ECOSYSTEM.
THE PEOPLE NATNETWO I Ji\
BACKGROUND INFORMATION
The Pimeria Alta region contains several natural communities. Theone in which Father Kind met the O'odham people at Tumacacoriwas mostly swampy grassland, cut by washes and the waterways ofthe Santa Cruz River. The environment then, as it is today, wasrich and diverse with abundant flora and fauna.
Cottonwoods and willows lined the channel along the riparian-orriverside-zone; as well as walnut, ash, netleaf hackberry, andMexican elder. Birds like kingfishers, warblers, grey hawks andphoebes; mammals like foxes, javelina, jaguar, and bobcats; frogs,
and fish all found homes among this dense riparian forest or in theflowing water. Vast stands of mesquite (much taller and denserthan their small relatives we see on the hillsides today, becausetheir roots could reach the shallow groundwater near the river)followed the wide upper terraces along the river's floodplain inthick bosqucs (woodlands) which also included other trees andshrubs. The bosqucs sheltered grizzly bear, wild turkeys, rabbits,deer, and other wildlife, and gourd vines, wild honeysuckle andmorning-glory, tree-tobacco, and many other plants.
Cicnegas, or marshes, sheltered the river's course and providedhabitat for great blue herons, ducks, dragonflies, turtles, fish, andpossibly beaver. Sacaton grass stood in wide meadows along theriver where pronghorn grazed. In contrast, the "uplands"(surrounding higher ground) were mostly covered with bunchgrasses, interspersed with prickly-pear and other cactus, ocotillo,yucca, and agave. rm
96
ENCOUNTERS, Unit III , Padre Kin*
The People - Nature Network, page III - 22
The riparian or other stream-sideenvironments (riparian forest, mesquitebosque, or cienega, or all three habitattypes combined) might be a good place tostart your "web of life," as more thanseventy-five percent of all of Arizona'swildlife still depend in some way on these
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systems. The O'odham and later theJesuits also depended on the river. Theavailability of reliable surface water wasthe reason places like Calabasas (now RioRico), Tumacacori, Tubac, and San Xavierwere settled.
ACTIVITY
- Ask for a volunteer and write his orher name on the blackboard. Next, askstudents to identify all of thecomponents needed for this person tolive such as a house, food, air, clothes,etc. Explain that all of the componentscombined create a system very similarto an ecosystem that you would find innature. Using this example as atransition, further define and discussthe idea of an ecosystem.
Part I - The Nature - NatureConnection
- Pass out the cards (See Master PageIII - 27 and III - 28) or have studentsmake their own and have studentsdisplay them as name tags. Assign onecard / component to each student.
WI
Have all of the students form a circleexcept those with the following cards:corn, beans, wheat, cattle, O'odhamIndian, Spanish missionary. (Studentsmay stand or sit.)- Starting with the student representingthe mesquite tree, ask him or her toidentify one other species / studentfrom anywhere in the circle that needsthe mesquite to survive, and to explainwhy. (It may provide, food, shelter,shade, hiding, etc.)
- Give the student with the "mesquite"card the end of the ball of yarn to hold,and stretch it across the circle to theselected species / student. Ask thesecond student to hold the yarn tautwhere it connects to him or her.(Example: mesquite .g> mesquite beetle)
ENCOUNTERS, Unit DI, Padre Kin°
- Proceed the same way with thesecond species / student, connectingthe yarn to a third student. (Example:Mesquite Mesquite Beetle g>
Roadrunner)
Continue to connect each species /student to the other species / studentson which they depend.
Complete the web when the yarnreturns to "mesquite." Explain anddiscuss the implications andimportance of the "web of life" idea.
Part II - The Indian - NatureConnection
- Introduce the O'odham Indianrepresentative and his or her domesticcrops of corn and beans. Have thesethree students join the circle atdifferent spots across from oneanother.
- Pass the yarn from the studentrepresenting mesquite to the O'odhamIndian, explaining how the O'odhamIndian relies on the mesquite for food,firewood, etc.
- Continue tying together other species/ students while discussing the speciesIndian relationship until both corn andbeans are introduced.
The People - Nature Network, page III - 23
Ask the students their opinion aboutthe role of the Indian and theecosystem in which they lived. Dothey think the Indian has helped orhurt the system and why? (Morecomplexiy generally makes an ecosystemmore stable, and because the O'odham didnot overtax any resources, they probablyimproved the system's stability or had littleimpact.)
Part III - The Missionary - NatureConnection
- Introduce into the circle the studentsrepresenting the Spanish missionaryand his or her introduced crops ofwheat and cattle.
- Pass the yarn to the missionary anddiscuss the connection between thespecies / student and the missionary.Continue making connections whilediscussing the missionary - speciesrelationship. Did the missionaries'presence affect the interrelationshipbetween the different species? How?Did the missionaries rely on thedifferent species as the Indians had?Etc.
- Ask the students their opinion aboutthe role of the missionary and theecosystem in which they lived. Dothey think the friars helped or hurt thesystem and why? (The missionarypresence had more of an impact because ofthe expanded wheat and cattle production.Nevertheless, because the populationremained small, there was probably positiveor little effect in total).
98ENCOUNTERS, Unit ffi, Patine Kind
The People - Nature Network, page 111 - 24
Part IV - The Importance of the Web
When all of the species / students have been introduced,ask all participants to stand still and keep the web taut.
- Ask one species / student gently to begin tugging untilother species / students are feeling it. Explain that thetugging represents pressure on the ecosystem throughnatural (e.g., drought) or human-made events (e.g., newplant introduction that crowds out natural plants). How
does it affect the system?
- Continue this process with introduced components suchas corn, beans, wheat or cattle. How might these haveaffected or damaged the ecosystem? (New single crop fields
replaced natural ecosystems, destroying native plants and
displacing wildlife.) How about the Spanish or the Indians?(They hunted wild animals. They cleared areas of wild plants for
agriculture, buildings and food. They might have competed withanimals and plants for water, introduced new plants that took overthe habitats of wild plants; etc.)
- To emphasize the importance an individual species has inan ecosystem, ask students to pick a component that doesnot seem important and have that student drop his or heryarn. This represents the disappearance of some part of thesystem. How does this affect the rest of the ecosystem?What if people overused a resource, and it was lost?Repeat the process, removing components while explainingthe adverse effects it might have on the ecosystem.
RESOURCES AN inn
REFERENCES
Project Learning Tree("Web of Life"); Dr.Thomas Sheridan article,"Kino's UnforeseenLegacy"; Phoenix DesertBotanical Garden guide;Shrubs and Trees of theSouthwest Deserts, JaniceEmily Bowers, SouthwestParks and MonumentsAss., Tucson, AZ, 1993;Mammals of theSouthwest Deserts,George Olin, SouthwestParks and MonumentsAss., Tucson, AZ, 1982;Rocky Mountain TreeFinder, Tom Watts,Nature Study Guide, Box972, Berkeley, CA94701, 1974; Desert TreeFinder, May Theilgaardand Tom Watts, NatureStudy Guide, Box 972,Berkeley, CA 94701,1974.
EnhancementsHave students draw a picture of their component on one side of the card and list survival needs
and "uses" on the other side.The "web of life" activity can be run for several different time periods, following the sameprocedure previously outlined and asking most of the same questions. Some examples; thecoming of the Apaches in the late 1600's or early 1700's; the development of large-scale miningand grazing, mostly by Anglos, in the late 1800's, and resulting land destruction; the expansion ofirrigated agriculture from the 1930's through the 1960's and the resulting lowering of water tables
and loss of Santa Cruz River surface flow.
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Getting Ready to Meet Esther Moo page IV - 1
OVERVIEW: These activities will prepare teacher andstudents for the "Kino Encounter" presentation, whilereviewing O'odham and missionary culture and history.
Meet Father Kino page IV - 3
OVERVIEW: The "Kino Encounter" classroompresentation is a dynamic historical reenactment of FatherKino's first encounter with the O'odham from Tumacacoriand Bac in 1691.. Under the guidance of a park ranger,agency representative or teacher, students will learn aboutand role-play the event.
EIWOUIlter page IV - 15
OVERVIEW: Through guided visualization, discussion andstory writing, students will examine their feelings aboutencounters between new people and cultures.
104
ENCOUNTERS, Unit IV, The Kin° - O'edkani Encounter
Subjects:Social Studies, Art
Materials:May include any or all ofthe following: leatherstrips, sticks, string,paste, craft sticks,butcher paper, cardboardboxes, pens or paint,pasta or beads, yarn.
Preparation:Complete Unit I,O'odham Village Lifeand Unit II, TheMissionary. Gather thevarious materials asdescribed below.
Time:Various sessions asneeded.
Red1. Papago and PimaIndians of Arizona
Getting Ready to Meet Father Kino, page IV - I
DESCRIPTION: THESE ACTIVITIES WILL PREPARE TEACHERAND STUDENTS FOR THE "ICINO ENCOUNTER"PRESENTATION, WHILE REVIEWING O'ODHAM ANDMISSIONARY CULTURE AND HISTORY.
GET7ITIVG ADY TOET FA E/'' O
BACKGROUND INFORMATION
During the "Kino Encounter" presentation, students will work invarious stations representing O'odham and missionary life whilereenacting Father Kino's first encounter with the O'odham peoplefrom the Tumacacori and Bac in 1691. The more prepared and
knowledgeable the students are, the more effective thepresentation will be.
Part of the presentation will include the exchanging of gifts. TheO'odham offered gifts of crude crosses, arches, jewelry, corn andsquash. Father Kino and his group brought gifts such as colorfulbeads, jewelry, cattle, sheep and wheat. Using the instructions inthe "Activity" section below, have students make gifts before theclassroom presentation. Va 1
105ENCOUNTERS, Unit IV, The - O'oelheee Encounter
Getting Ready to Meet Father Kino, page IV - 2
ACTIVITY
- Review with the students the lifestyle and activities of theO'odham and the Jesuit missionaries as described in Units I
and II.
- Explain that the O'odham heard about Father Kino andwanted to invite him to their village. Brainstorm with yourclass what kind of things and / or gifts the O'odham peoplewould have liked. What should Father Kino give to theO'odham?
- Make a list of appropriate gifts, keeping as historicallyaccurate as possible.
- Lead students through one or more of the followingactivities:
1) Take a hike to find sticks or natural items tomake crosses for Father Kino. (Use grass, leather,corn husk, tape or string to tie them together.)
2) Use fish line, string, yarn, pasta, beads, colorful paper,etc., to make jewelry.
3) Make stick puppets to represent gifts from Father Kino.(Cattle, sheep, a cart full of wheat.)
4) Draw pictures or stick items of corn, squash,native plants, cotton, etc., to represent O'odhamgifts to Father Kino.
RESOU CES ANDREFERENCES
Hohokam Arts andCrafts, BarbaraGronemann, SouthwestLearning Sources, 6440 E.Presidio Road, Scottsdale,AZ 85254, (602) 991-0341; Of Earth 61. LittleRain, Bernard Fontana, Uof AZ Press, 1989; Papagoand Pima Indians ofArizona, Ruth Underhill,The Filter Press, P.O. Box5, Palmer Lake, CO80133, reprinted 1979;The Pima Indians, byFrank Russell, U of AZPress, Reprint 1975;Singing for Power, byRuth Underhill.
Enhancements
e Consider making a small O'odham village outside on the school grounds for the "Kino
Encounter" presentation.s Use other activities from Hokokam Arts and Crafts. (See Resources and References)
10 6ENCOUIWERS, Unit IV, The Kino - °soothe= Encounter
Subjects:
Social Studies, Art,Drama, Language, Math,Science.
Materials:
Field, playground oropen area; see Activitieson page VI - 4 throughIV - 7 for specific details.
Preparation:
Preparation for thereenactment is essential.Because it involvesvarious detailed steps,descriptions are givenunder "Activity," below.
Time:
One to two consecutivesessions.Vocabulay:encounter,vaquero,mestizo, visita.
821 Blue1. Video: Kino StoryVideo: Paths in theWilderness (high schoollevel)Kino Guide IITumacacori
gi3 Red2. Papago and PimaIndians of Arizona
Native AmericanGames
Pima Stick Game
Meet Father Kino, page IV - 3
DESCRIPTION: THE "ICINO ENCOUNTER" CLASSROOMPRESENTATION IS A DYNAMIC HISTORICAL REENACTMENTOF FATHER ICINO'S FIRST ENCOUNTER WITH THEO'ODHAA4 FROM TUMACACORI AND BAC IN 1691. UNDERTHE GUIDANCE OF A PARK RANGER OR AGENCYREPRESENTATIVE, STUDENTS WILL LEARN ABOUT ANDROLE-PLAY THE EVENT.
BACKGROUND INFORMATION
The Kino-O'odham Encounter (from here on referred to as theEncounter) is a dynamic reenactment of the Encounter betweenFather Kino and the Sobaipuri ( O'odham) people from Tumacacoriand Bac that occurred in 1691. The role-play involves all students,and incorporates important concepts, discussions and criticalthinking into a fun, exciting activity.
The Encounter was created as a local agency outreach program, tobe guided by a ranger, an assistant and the teacher. Localteachers in Santa Cruz County, District 35, and the Green Valleyarea can request this program free of charge. All required materialswill be furnished by agency personnel. However, for schoolsoutside of the service area, or when a ranger is not available, theEncounter may also be conducted by a teacher, without agencypersonnel and support. The instructions as follows are detailedstep-by-step so that either ranger or teacher can direct theactivity. Keep in mind that, although bilingual abilities in Spanishand English are ideal, the reenactment can bedone in English. ir31
107ENCOUNTERS, Unit LV, The Klee - Uodinini Encounier
Meet Father Kino, page IV - 4
ACTIVITY
PREPARATION:Read through all instructions andinformation below.
1) Complete the activities in Unit I,"O'odham Village Life" (pages I - 1
through I - 12), Unit II, "Life as aMissionary" (pages II - 1 through II -8), and Unit III, "The Kino Story"(pages III - 1 through III - 6).Given the complexity and timing ofthe activity, the more knowledge-able the students are, the moresuccessful the program will be. Weregard the completion of at leastthose sections of Units I throughIII, therefore, as essentialgroundwork. Many of theseactivities will be reviewed orrepeated during the Encounter.
2) Gather materials (normally suppliedby the visiting ranger): clay forpots, construction paper or naturalmaterials for mats, corn or othergrain and mano and matate (morterand pestle) for grinding, Pima Stickgame (see Unit I, Master Pages I -8 through I - 12 for craft and gameinstructions), copies of Chant music(Master Page II - 7), pictures ofI(ino Missions (Master Pages III -10 through III - 21), and costumes(see page IV - 6). Your class willprovide: pictures or representationsof Father Kino Gifts (cattle, horses,tools, wheat) and O'odham Gifts(jewelry, corn, crosses, etc.) made in
"Getting Ready to Meet Father Kino"(pages IV - 1 and IV - 2).
3) Select an area for the "Kino-Encounter Classroom Presentation.An outside area like a partiallyshaded field or a playground is best.However, a classroom and / orcovered area will also suffice. Youwill need one area to set up anO'odham Village (a shady area) andanother, more open space whereKino's Group can spread out (alarge field, preferably with shadyareas);
4) Divide the class into the threegroups described below (page
IV - 5). Introduce the students to theirroles. (See also Master Pages IV -12 "The Cast: Kino's Group," andIV - 13 "The Cast: O'odhamVillagers")
5) Set up the O'odham village site.Under cover of a tree, ramada or aroom, set up the four activitystations close to one another, yetseparate: Game Playing, PotMaking, Mat Making and FoodPreparing. (Four tarps can be usedto designate each station).
6) If using costumes, strategically placecostumes around the room tofacilitate the students gettingdressed. If not using costumes, finda way to distinguish between keyplayers and each group, (Forexample,O'odham wear beads andKino's Group wears hats).
103ENCOUNTERS, Unit W, me Kino - andbain Encounter
Group 1: ICEY ACTORS(Four students):
The success of the Encounter will dependupon the performance and abilities of the keyactors. Take your time to carefully selectthese four positions based on language,speaking and potential leadership ability.Descriptions of individual roles will be
provided later in this unit (see MasterPages).
FATHER ICINOFather Kino will lead his small group tovisit missions and eventually found amission at Tumacacori. He is theprimary spokesperson, ideally, fluent inSpanish and ultimately in charge..
FATHER SAL VATIERRAFather Kino and Father Salvatierra areto work together as a team.Historically he was a more powerfulvoice than Father ICino, however,during this expedition he was FatherKino's guest. All discussions anddecisions should include FatherSalvatierra. Ideally, the student shouldbe fluent in Spanish.
VILLAGE CHIEFThe Chief is responsible for the goodwill of the village. Once the idea ofFather Kino's visit is proposed, theChief should encourage questions andparticipation from other villagers. Heor she was chosen by the O'odham forthe ability to be a conscientious leader,not a dictator. However, the Chief willneed to take the role of spokespersonduring important events such as theencounter with Father Kino.
Meet Father Kino, page IV - 5
EL INTERPRETE (INTERPRETER)The interpreter was the only personwho was fluent in both Spanish andthe O'odham (represented by English)languages. All communication betweenI(ino's Group and the O'odham mustgo through this person.
Group 2: ICINO'S GROUP(6 to 8 students)
Father Kino, Father Salvatierra,Interpreter and Vaqueros: Father Kino'swork took him to many new areaswhile still maintaining his missions andvisitas. He rarely traveled alone, butrather with a small group. In 1691when O'odham Tumacacori and Bacmet Father Kino, he was traveling withvisiting Father Salvatierra, aninterpreter, and a small group (2 to 6)of vaqueros (cowboys). Ideally, studentsin this group should speak Spanish.
Group 3: O'ODHAM VILLAGEINDIANS
(The remainder of students)Village Chief and Villagers: Themajority of students will participate inTumacacori village life. The ranger willbring props and materials in order toallow students to perform activities asdescribed in Unit I, "O'odham VillageLife." Activities will include MatMakers, Pot Makers, Game Players,and Food Preparers.
109ENCOUNTERS,UniiW, TAe Kino - O'odlorn Encounter
Meet Father Kino, page IV - 6 MASTER PAGE IV - 8
THE ENCOUNTER:
INTRODUCTION- Discussion: (Led by Director the ranger,or if unavailable, the teacher.)
Who were the first people to live along the Santa Cruz River? ( O'odham) How didthey live? (They farmed along the Santa Cruz River) What did they eat? (Theygathered wild foods and hunted small animals and deer) What kinds of activities didthey do in their village? (Basket and pottery making, gambled or played games, prepared
food)
Who was the first European to establish a mission in the area? (Eusebio FranciscoKino) What year did he come? (1691) Where did he come from? (Segno, Italy)Who was he working for? (The Spanish King) What was his job? (To work as aJesuit missionary and bring Christianity to the native people.)
Have you ever had an Encounter with a person from another country or culture?What was it like? How did you feel and why?
- Explain that in 1691 the O'odham from Tumacacori and Bac heard about FatherI(ino and wanted to invite him to their village. But instead of talking about it, theentire class is going to make a play.
COSTUMINGSeparate the class into their designated groups and give students their respectivecostumes. Ask them to get dressed as quickly and efficiently as possible. (NationalPark Service costumes consist of ponchos and bandannas for O'odham Indians, vestsand hats for vaqueros, priest cassocks for Father Kino and Father Salvatierra, and amixture of items for the Chief and the Interpreter.) Once costumed, have the VillageCoordinator (an adult) take the O'odham Villagers to the village, while the Directortakes Kino's Group to a predesignated area.
THE ENCOUNTER BEGINSFather Kino visits his missionsYou are now ready to begin the Encounters reenactment which will require a Director(ranger or teacher) and the assistance of two other adults, the Village Coordinatorand the Scout. Instructions for each coordinator and step by step procedures follow:see Master Pages IV - 8 and IV - 9, "Director," Master Page IV - 10, "VillageCoordinator," and Master Page IV - 11,"The Scout."
Carry out the instructions on the above listed Master Pages before going on tothe Second and Main Encounter.
110ENCOUNTERS,Unitl V , The Kino - O'oclAorn Encounter
MASTER PAGE IV - 7 Meet Father Kino, page IV - 7
SECOND AND MAIN ENCOUNTER
Father Kino Arrives at the Village
1) As Father Kino and his group arrive at the village, he should be met by the Chiefand invited to come into the village. (At this point all of the kids tend to crowd. Haveeveryone except Father Kino, Father Salvatierra, the Interpreter and the Chief sitdown.)
2) Exchange greeting formalities and proceed with the gift exchange. Using theInterpreter have representatives from each side present their respective gifts,explaining the gift's use and importance. Encourage questions whenever possible.
3) Upon completion of the gift exchange, the idea of establishing a mission atTumacacori is proposed. Allow students, O'odham and Kino's Group, to askquestions in order to determine whether or not this is a good idea.
4) Once again, split into the two groups,O'odham and Father Kino's, and have eachdecide whether or not Father Kino should start a mission at Tumacacori.
THE ENCOUNTER ENDS - CorachnsionCome out of the historic roles and return to the present - day. Hold a discussion,using the following questions as a guide:
How did Father Kino help the Indians? (He brought new technology and imported foodswhich, at least initially, made life better for the Indians.)
How did Father Kino change the Indians? In which ways do you think FatherKino might have affected the Indian culture? (Starting with Father Kino, much of theoriginal Indian culture changed both positively and negatively. Imported foods andtechnology made life easier and many ways better for the O'odham, but it also changed theirculture so that many traditionas have been lost.) Did he bring anything with him thathurt the O'odham? (Diseases)
Would you have done anything differently if you were Father Kino? Would youhave liked to have been alive at the time of Father Kino? Why or why not?Looking back over time, do you think that this first Encounter with Father Kinowas good? Why or why not?
111ENCOUNTERS, Unit IV , The Kin° - O'odham Encounter
Meet Father Kino, page IV - 8 MASTER PAGE IV - 8
What important race was born as a result of Father Kino's and other suchEncounters? (Mexican) What is a "Mexican?" (mestizos - a mix of European andIndian) Are any of the students Mexican-American?
112
ENCOUNTERS, Unit W, The Kino - Encounter
MASTER PAGE W - 9 Meet Father Kino, page IV - 9
ENRECTOR(To be performed by a ranger or teacher) (---71
The Director is a key role. He or she manages the reenactment and all lo stics, leads classdiscussions, and coordinates the Father Kino Spanish-speaking group. The role is usunIllyperformed by a Park Ranger or park representative. However, when park staff is notavailable, the reenactment can be done with the teacher talking this role. (Bilingual abilitiesin Spanish and English are ideal, but the reenactment can be done in English.)
COORDINATION OF KING'S GROUP:The approximate time for this part is 20 minutes, a relatively short period to try toaccomplish the following objectives: learn more about Father Kino and his missions, identifyand discuss important "imported gifts" brought in by Father Kino, and prepare the group forthe future Encounter with the O'odham from Tumacacori and Bac. Try to divide the time upinto four stops of about 5 minutes each. Be flexible and willing to consolidate or stretch outthe time at each stop as needed.
Stop it - At Tubutarna, the first mission visitor
1) Huddling in a circle, reemphasize that the students are no longer in fourth grade, but areto become Father Kino and his group. If speaking Spanish, no English may be spoken!
2) Remind them of their individual roles: Father Kino is in charge, Father Salvatierra hisguest and the rest are there to serve and work for them.
3) Explain that their goal is to visit various missions in the Pimeria Alta. Hand-out a map ofthe Pimeria Alta, one for every two students (See Master Page III - 9).
4) In the center of the circle, place pictures of each of the following missions: Magdalena,Cocospera, Imuris and Tubutama (see Master Pages III - 10 through III - 21).Using the map, ask them to find each of the missions, and, starting at Tubutama, plan alogical route to visit them all.
5) Once a route has been determined, using the mileage legend with a stick or pencil tomeasure, help them to compute, in leagues, how far it is from their starting point to theirnext destination.
6) Pose the following math question: If one pace (a large step of approximately a yard) equals 10leagues, how many paces must we walk in order to get to the next destination?
7) Picking the approximate direction on the playground, help them pace the number ofleagues until Stop 2. As a group, count aloud the paces while walking.
Stop 2 - At the second mission vesita.
1) Huddling in a circle, lay down the picture of the appropriate church for them to look at.
2) Discuss the work of Father Kino. Why was he there? (To convert the Indians toChristianity) What was his job? (Father Kino and other missionaries were paid for by theSpanish crown. Their goal was to educate the Indians about Christianity and the Spanish system.Ideally, they were to accomplish this within 10 years, at which time the missionaries were to bereplaced by a parish priest.) If the main goal was to convert the Indians to Christianity,what might they do at this church? (Chant the Kyrie on Master Page II - 7)
3) Repeat steps 5-7 in Stop 1.113
ENCOUNTERS,Uniil V, The Kino - 0!oeflioni Encounter
Meet Father Kino, page IV - 10 MASTER PAGE IV - 8
Stop 3 - At the third mission visita.
1) Huddling in a circle, lay down the picture of the appropriate church for them to look at.
2) Sing the Kyrie chant on Master Page II - 7.
3) Discussion: In what ways can Father Kino help the people? What kind of suppliesshould they give to the Indians?
4) Explain that some of the supplies were very important to the Indians. Discuss each of thefollowing gifts and their implications. Use pictures if possible: Wheat - (Because there arewinter frosts, the O'odham were unable to grow corn, a summer crop, year-round. A winter crop likewheat meant that they could have a staple crop year-round and did not have to move camp during thewinter season.) Horses - (Most likely, the encounter with Father Kino was the first time they sawhorses which supplied them with more efficient transportation, etc.) Cattle - (Before Father Kinointroduced cattle, the O'odham had to hunt for their food often traveling great distances into Apacheterritory. Cattle also supplied a year-round food supply.) Tools (Metal tools were introduced toreplace the wooden ones. They were much stronger, sharper and durable.)
5) Further discuss the idea of time and movement. In 1691, when Father Kino, traveled hewas most likely carrying supplies from one mission to another. How many supplies wereneeded? How did they transport them? How long did it take to move those supplies?
6) Assign one of the supplies to each student (or pair of) in Kino's Group. When they meetup with Indians they will be responsible for presenting their gift of supplies and explainingwhy the Indians should accept it.
7) Repeat steps 5-7 from Stop 1.
Stop 4 - At the fourth mission visita.1) Huddling in a circle, lay down the picture of the appropriate church for them to look at.
2) Sing the Kyrie chant.
3) Discussion: Father Kino and his group are there to work with the Indians. When thishappens, what questions will they ask the Indians? What will the Indians think aboutChristianity? Will Father Kino be safe? Is there any danger? What kinds of things willFather Kino learn from the Indians?
4) Reemphasize concepts discussed, preparing them for the upcoming Encounter with theO'odham.
The First Encounter - Father Kino Meets the Scouts.At some point, after approximately 20 minutes, two O'odham villagers will come looking forFather Kino to invite him and his group to visit their village. Formalities must be exchanged,questions asked and fears alleviated. Huddle one last time while the scouts wait to decide ifthis is the best thing or not. (Remember that Father Kino is both exhausted and has a limitednumber of supplies with him. How long will it take him to get to Tumacacori? How are they going tomove everything? Are these enough supplies that they could use as gifts?) Once decided on visiting,travel to the O'odham village in a ceremonial procession with Father Kino and FatherSalvatierra in front and the rest walking behind them in pairs.
14ENCOUNTERS, Unit W, The Kino - UodAani Encounter
MASTER PAGE IN - 11 Meet Father Kino, page IV - 11
VILLAGE COORDINATOR
(To be performed by an adult coordinator, teacher, volunteer, or an aide) r
1) Help set up the village site. Select a spot and lay down tarps and materials for thefollowing four activities: mat making, pot making, food preparation and gameplaying.
2) Assist in costuming the students.
3) Help students get to their respective stations and assist with instructions.
4) Make sure that the village runs smoothly without too much chaos.
5) Help the Scout (another adult) to find Village Elders and hold a council. (five total- the Chief, and one designated from each work group) decide whether or notFather Kino should visit.
6) Using the "O'odhamVillage Questions"(below), stimulate discussions with all ofthe villagers in order to prepare them for Father Kino's visit.
7) Once Father Kino and his group arrive, stay with and encourage the "Villagers" toask appropriate questions. Help to stimulate debate and discussion.
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O'odham Village Questions:
Your people believe in a religion very different from that of Father Kino. How doesFather Kino's religion compare? Is it better?
What kind of gifts will Father Kino bring with him? Are these gifts going to help thevillage or its people?
Why should the O'odham people accept Father Kino? How will Father Kino help thepeople?
Pretending that this is the first time that you have seen a white person, are there thingsyou would like to know? (How old is he? Where is he from? Does he have children, etc.)
115ENCOUNTERS, Unit IV , The Kino - Uodliam Encounter
Meet Father Kino, page IV - 12 MASTER PAGE IV - 12
EL DISCUBRIDOR / THE SCOUT(To be performed by an adult coordinator, teacher, volunteer, or an aide)
Nobody knows for certain how the Indians heard about Father Kino. They probably learnedabout him while trading with other Indian tribes in areas nearby to where Father Kino wasworking. What they heard about Father Kino was that he was a good person who was wise,kind and generous. He had a lot of gifts for the people such as colorful beads, metal tools, acrop that would grow during the winter (wheat), cattle and small livestock that traveled withhim which they could eat when they were hungry. They also knew that Father Kino wantedto talk about a new God he called Jesus. Maybe they thought Father Kino was a messengerfrom God himself.
1) Approximately fifteen minutes after the village is set up and running, locate thechief and tell him or her that you have heard about Father Kino and would like tocall a council meeting of elders.
2) Help the Chief call a meeting of the four elders (one from each group).
3) Tell the council about Father Kino and stimulate discussion about inviting him tocome to the village (See "O'odham Village Questions" below)
4) Once they decide, select a delegation of two students (capable speakers) to find andinvite Father Kino.
Personally escort the students to find and invite Father Kino. Take crosses and smallgifts with them as a token of good will. Help encourage dialog with Father Kino toemphasize the encounter
O'odham Village Questions:
Your people believe in a religion very different from that of Father Kino. How doesFather Kino's religion compare? Is it better?
What kind of gifts will Father Kino bring with him? Are these gifts going to help thevillage or its people?
Why should the O'odham people accept Father Kino? How will Father Kino help thepeople?
Pretending that this is the first time that you have seen a white person, are there thingsyou would like to know? (How old is he? Where is he from? Does he have kids, etc.)
THE CAST: KINO'S GROUP
116ENCOUNTERS, Unit W , The Kino - UodAani Encounter
MASTER PAGE IV - 13 Meet Father Kino, page IV - 13
FATHER KINO (Spanish Speaker if possible)Eusebio Francisco Kino was born on August 10, 1645 in Segno, Italy, a small village.He grew up in a wealthy family and went to a Jesuit college when he was eighteenyears old. During his studies, he got sick and almost died. He prayed to his favoritesaint, Saint Francis Xavier, that if he would help him get better, he would give his lifeto the church. He got well and joined the Society of Jesus, or the Jesuits.
Father Kino's main work was to convert the native people to Christianity. Hetreated them as friends and took time to learn their language and about their culture.He was wise, kind, generous and well-liked by the locals. He was also known to be a
hard worker and a good horseback rider.
In 1687, Father Kino arrived at the town of Cucurpe in Sonora, Mexico, and foundedhis first mission at nearby Cosari. He named it Nuestra Se ®ora de los Dolores, orOur Lady of Sorrows. It became his home and base of operations for the rest of hislife.
In January 1691, Father Kino was traveling with his superior, Father Salvatierra, whowas there to see whether or not Father Kino was doing a good job. Although FatherKino was in charge, he was also on his best behavior and always treated FatherSalvatierra as a friend as well as a special visitor.
Father Kino's job is to show Father Salvatierra around while accomplishing hisobligations to the Indians, such as celebrating mass and saying blessings. He is a wise,
kind and generous priest.
FATHER SALVATIERRA (Spanish Speaker if possible)Juan Maria de Salvatierra was born in Milan, Italy, in 1644 and became a missionaryin 1675. He spent 10 years working with the Chunipas Indians in Mexico beforebeing appointed as Padre Visitador in charge of many missions.
His first assignment as a supervisor was to work with Father Kino. Some bad rumorshad spread about Father Kino, and Father Salvatierra was sent to investigate. Thetwo men rode for over 200 miles to see Father Kino's work and together led theexpedition to found Tumacacori in 1691.While traveling together, Father Salvatierra and Father Kino became good friends.Father Salvatierra found nothing wrong with Father ICino's work. As a matter-of-fact, he was so impressed that he supported Father Dino throughout the rest of hislife. Father Salvatierra has been described as square-jawed, hawk-nosed and clear-headed.
Father Salvatierras job is to go with Father Kino to observe and help him do his work.He is Father Kino's friend as well as his superior.
EL VAQUERO \ THE COWBOY (Spanish Speaker if possible)Father Kino's expedition to Tumacacori included vaqueros, or cowboys, who tended tothe cattle and helped out where needed. They also participated in Masses, singingand other religious work. 117
ENCOUNTERS, Unit W, The Kino - O'oelAam Encounter
Meet Father Kino, page IV - 14
The Vaquero's work is to tend to the cattle and make sure that everything is all right.They help Father Kino whenever they can.
EL INTERPRETE \ THE INTERPRETER (Speaks Spanish and English)Although Father Kino eventually learned to speak the local O'odham language, heprobably spoke very little when he came to Tumacacori for the first time.
The Interpreter worked closely with Father Kino to translate for him. He also servedFather Kino by helping him understand and appreciate the ways of the Indians.
The Interpreter's job is to translate between Spanish and English, and to help FatherDino understand and respect the O'odham customs.
THE CAST: O'ODHAM VILLAGERS
O'ODHAM VILLAGE CHIEF (Speaks only English)
All O'odham people had a village chief who supervised on the overall running of thevillage. Chiefs did not inherit their position but were selected by the people for beingwise, strong, intelligent and having people skills. The chief was highly respected.
Although one of the game players, the Chief is also responsible for seeing that villagelife activities go well. Once the scouts are sent to find Father Kino, the Chief shouldtalk to other villagers to get their opinions and questions about Father Kino and his
mission.
(CHICHVIDAM) \ GAME PLAYERS (Speaks only English)
Like most people, the O'odham loved to play games. Men would often spend hoursplaying games and gambling. Women also played games but not as much because ofall the work they had to do. Men and women did not usually play games together.
Play the game of "ginz". Keep in mind that the order in which you play each stick canmake a big difference. Fix up your area in order to get ready for Father ICino's
arrival.
(MAINTADAM) \ MAT MAKERS (Speaks only English)
Mat making was an important work for the O'odham who lived along the Santa CruzRiver. Mats were usually made with bear grass or the fibers from the yucca or agaveplants. Dyes were made from a variety of different plants, leaves, roots or special dirt.Mats were traditionally made by women.
As Mat Makers, try new designs and patterns to create unique and decorative mats.Fix up the work and home area in order to to get ready for Father Kino's arrival.
118ENCOUNTERS, Unit IV, The Kino - Codban2 Encounter
MASTER PAGE IV - 15 Meet Father Kino, page IV - 15
(HHA'UM NUATODAM) \ POT MAKER (Speaks only English)
Another important skill in an O'odham village was pot making. Both men andwomen made clay pots, decorations or tools. Pots for cooking, carrying or storingthings were used and appreciated by all members of the village.
Make small coil pots, experimenting with different designs and patterns. Fix up yourarea in order to to get ready for Father Kino's arrival.
(HIHIDODAM) \ FOOD PREPARER (Speaks only English)
Perhaps the most important job of all was that of the food preparer. These workers,almost always women and children, rarely stopped. They often woke early to haulwater, grind the mesquite or corn and prepare the meal for their family orcommunity.
The staple foods of the O'odham people were corn and mesquite beans. The kernelsor bean pods were ground into flour and used to make a hot cereal, bread or othergood things.Use the mano and matate to grind the grain into a fine flour. Fix up your area to get
ready for Father Kino's arrival.
119
ENCOUNTERS, Unit W , The Kin° - 0'0,11,em Encounter
Subjects:Language Arts and SocialStudies.
Materials:Paper and pen.
Preparation:Review the guidedvisualization and story(below).
Time:One session.
Vocabulary:encounter, emigrating
Encounter, page IV - 15
DESCRIPTION: THROUGH GUIDED VISUALIZATION,DISCUSSION, AND STORY WRITING, STUDENTS WILLEXAMINE THEIR FEELINGS ABOUT ENCOUNTERSBETWEEN NEW PEOPLE AND CULTURES
ENC UNTIE
BACKGROUND INFORMATION
Definition of Encounter:Webster's New World Dictionary: From the French word cncontrer.
I. To mat unexpectedly; conic upon. 2. To meet in conflict; engage in
battle. 3. To meet with; face (difficulties, trouble, etc.). V.i. to incct
accidentally or in opposition. n. 1. A meeting in conflict; battle; fight. 2.
An unexpected meeting. - SYN sec battle.
ACTIVITY
Part I
- Define and discuss the idea of an "encounter," a casual or-
unexpected meeting with a person or a thing. Use students'experiences of different encounters, such as a new student ina new school, meeting a new neighbor, emigrating fromMexico or another country, etc.
Lead the students through a guided visualization similar to
the following. Explain that you will be asking questions.The students are not to answer them aloud, but to imagineand picture the answers in their minds. As you read, allowample silent time between phrases for the students tovisualize.
12Q
ENCOUNTERS, Unit [V, The Kano - O'Odhere Encounter
Encounter, Unit IV - 16
"Relax, close your eyes, and lay your head on the table.
. . . take a few deep breaths. . . . remember a time when
you met a new person. . . . What were your firstthoughts? . . . What did you think of theirappearance? . . . How old were you?. . . Where were
you?. . . Were you afraid? How did you feel ?.. .
How did they feel?. . . Did they like you? . . . Take a
minute to re-experience what happened. . . . When you
are ready, slowly imagine seeing the walls of the room,
your desk, etc, again.. . . . Open your eyes."
- Discuss with your students their experiences stimulated bythe visualization.
Part II
- Have each student complete the following story:
It is now the year 2020 and a spaceship with twoextra-terrestrial aliens lands on the playground. You
go to meet them and you find out that they are weirdlooking but friendly. Finish the story, while answeringthe following:
What would you say to them?Would you welcome them right away? How?What concerns would you have? What things mightyou worry about?What would you tell them about our life on earth.What would you want to learn from them?They claim that they have things to teach us andwould like to set up a school. Would you let them?
RESCUP CES ANDREFERENCES
Cycles of Conquest,Edward H. Spicer, Univ. ofAZ Press, 1962; Kinoguide II, Charles Polzer; AKino Keepsake, KierenMcCarthy, editor, Friendsof the University ofArizona Library, Tucson,AZ, 1991; The Padre onHorseback, HerbertEugene Bolton, LoyolaUniversity Press, Chicago,1986; Tumacacori: fromRancheria to NationalMonument, NicolasBlesser, Southwest Parksand MonumentsAssociation, Tucson, 1984;Tumacacori NationalHistorical Park, SusanLamb, Southwest Parksand MonumentsAssociation, Tucson, 1993.
Enhancements
Ask each student to describe, in writing, an actual encounter they have had.
121ENCOUNTERS, Unit W , The - OVellaana Encounter
Unit VRn2,4 evoii
Revolt page V - 1
OVERVIEW: By participating in a social experiment anddiscussing cultural differences between the Spanish and theO'odham people, students gain firsthand experience tounderstand the events leading to the Pima Revolt of 1751.
People and Their Environment page V - 5
OVERVIEW: Students will hear accounts of Tubac'senvironment during different time periods. They willvisualize and draw each time, period, and record and discussthe potential impacts people had on the environment of theSanta Cruz River Valley.
Peo,ile, Culture and Me Santa Cruz . . page V - 13
OVERVIEW: Students will explore present-day trends,gaining understanding of how interests and cultureinfluence people's actions. They will complete an individualcultural questionnaire, make a presentation, and participatein discussion and debate.
120ENCOUNTERS, Unit V, Pim4 Revolt
Subjects:English, Social Studies.
Materials:Background Information
Time:Part I - one or moresessions; Part II - onesession.
Preparation:Read the backgroundinformation andoptional referencesregarding the PimaRevolt. Devise a classschedule as described inPart I.
Vocabulary:O'odham, revolt,revolution
03 BlueI. Kino Guide IITumacacori: FromRancheria to NationalPark
Revolt. page V - 1
DESCRIPTION: BY PARTICIPATING IN A SOCIALEXPERIMENT AND DISCUSSING CULTURAL DIFFERENCESBETWEEN THE SPANISH AND THE O'ODHAM PEOPLE,STUDENTS GAIN FIRST HAND EXPERIENCE TOUND'E'RSTAND THE EVENTS LEADING TO THE PIMA REVOLTOF 1751.
RE VO
BACKGROUND INFORMATION
To begin to understand the Pima Revolt we need to look at the peopleand beliefs of the early 1700s. Although the O'odham (Pima) weregenerally peaceful people, the neighboring Apaches were not. Attackswere regular, aimed at both O'odham people and Spanish settlers. ASpanish settler who had been raided by Apaches might not recognizethe difference between Apache and O'odham Indians. Muchmisplaced hostility developed. How many difficulties do vou supposethe O'odham experienced because of the Apaches? In addition, therewere individual prejudices regarding native people. Although Spanishlaw recognized Indian rights, many settlers regarded them as savages.With such beliefs, how do you think the settlers treated the Indians?
Incidents of abuse caused by prejudice and misplaced hostilityoccurred throughout the early I 700s, increasing as the Spanishpopulation grew. Anger and resentment built. These incidents cameto a head in 1751 under the leadership of Luis Ouacpicagigua (Wak-pee-ka-gee-gwa), a native O'odham. Known as a bold and boastfulman, Luis showed promise and did well for himself under the Spanishsystem, eventually achieving the title of Captain General of thenorthern O'odham troops. Although he seemed to be well supportedand supplied by the Spanish, Luis felt that he did not get the respecthe deserved. He became ever more bitter. In the Fall of 1751, hepassed through Guevavi, where he was entertained by FatherGarrucho, and given 15 head of horses. However, a short time later atthe mission at Suamca, he was belittled by Father Keller in front of acrowd as "a chimichec dog whose proper attire was a coyote skin anda loin cloth and whose proper pastime was chasing rabbits androdents in the hills."
123ENCOUNTERS, Unit V, Pima Revolt
Revolt, page V - 2
At the mission Guevavi during the Fiesta deSan Miguel on September 29, 1751, Luis'friend, the intoxicated Pedro, alias"Chihuahua," joined in the festivities. LikeLuis, Pedro was boastful and attempted toprove his power by displaying a militarybaton. Father Garrucho challenged hisauthority to carry it. Pedro continued tocause trouble, was interned and questionedby Lieutenant Moraga about conspiracieswith Luis Ouacpicagigua. He did notconfess, and received six to seven lashes. Thefollowing day CaptainMenocal arrived tocontinue questioninghim. Unable to getresults, they executedPedro Chihuahua andhung him in a tree as amorbid example.* PedroChihuahua's executionhad the opposite affectof deterring insubordina-tion, apparently pushingLuis Ouacpicagigua intoaction. The insurrectionwas first reported atGuevavi by a bloodiedJuan de Figueroa of Tubac on November 21,1751. According to Juan, the O'odhamIndians had gone crazy and attacked bothTubac and Arivaca. The reality, however,was that premeditated attacks were stagedthroughout the Pimeria Alta, includingTubutama, Ati, Caborca, Busani, Pitiquito,and Oquitoa. They ransacked and badlydamaged San Xavier del Bac and Guevavi.More than a hundred Spanish settlers died,including two priests.
The revolt continued full force until Luis'troops experienced a stunning defeat atArivaca. One hundred Spanish soldiers boldlyheld off two-thousand O'odham warriors,leaving forty-three 0 'odham dead.Discouraged and tired, the O'odham's energy
11{L. '
for the revolt began to die. On March 18,1752, Luis surrendered on hands and kneesbegging for mercy. The revolt was over.
Following the revolt a series of investigationsoccurred to determine the cause. Diego OrtizParrilla, Governor of Sonora, quickly accusedthe controversial Jesuits with examples ofabuses and cruelty. Further inquiriesdetermined, however, that the fathers were notat fault, often displaying exemplary actionstowards the Indians. The real cause seemed tobe at least in part, Ortiz Parrilla himself, who
apparently was inconspiracy with LuisOuacpicagigua! The endresult was that Parrilla waspromoted and moved fromhis position while Luisended up walking free, onlyto start a few more revoltsyears later.
The Pima revolt, althoughshort-lived, put fear in theSpanish settlers whichresulted in a petition to theSpanish Crown for betterprotection. The crown
granted their request, and a prespidio (a fort orgarrison of soldiers and their families) wascompleted in Tubac in 1752-53. Thus, Tubacbecame the first European settlement inArizona. At the same time, the Jesuits wantedto build a church closer to the new Presidio, yetfar enough away for autonomy. Subsequently,they moved the mission of Tumacacori to thewest side of the river and built the first churchat the present site of Tumacacori, completing itby 1757. C31
* The actual cause of Pedro Chihuahua'sinternment and execution is vague. Recordsdescribe the event but fail to mention theactual charges. The author is assuming thathis charges were for treason.
124ENCOUNTERS, Unit V, Pima Revolt
Revolt, page V - 3
ACTIVITYPart I
This activity will take your studentsthrough an actual experiment in whichthey will personally experience bothpositive and negative effects of anencounter with a different "culture." Itwill serve as a transition to discussingand learning about the encounters thatled to the Pima Revolt of 1751.
- The teacher is to take on a differentteaching style from normal for aminimum of one period or longer.Drastically change your routine so thatyou impress the students both positivelyand negatively. For example: Givethem a treat that you normally wouldnot; change the seating arrangement; ifthe norm is to allow talking, enforcesilence or vice versa; let them out earlyfor recess; demand that they remain intheir seat, etc.
O'ODHAMCorn - Squash Respe
Mesquite - Local Plants
Daub and Wattle House
Cotton Clothing or Breech-clouts
Oral HistoryVerbal Communication
Concensus Leadership
for
The idea is to incite a mini-revolt inyour class!
- After conducting the encounterexperiment for sometime, you will mostlikely be close to having a revolt!Before a total mutiny, stop and discusswith the students the pros and cons ofyour actions. Did they understand thereasons for your actions? Was this justcause for a revolution? If not, whatwould be?
Part II
- Using a Venn Diagram (below), leadstudents in a brainstorming activity tocontrast beliefs and lifestyles of theO'odham Indians and the early Spanishsettlers or missionaries. Use thefollowing list as a reference to stimulatethe discussion. Which listed wordsapply only to the O'odham? Only tosettlers? To both?
SETTLERlders
Fishing
Hunting
Farming
Stori
125
Wheat - Cattle
European Imports
Adobe
Robes - Uniforms
Written DocumentationMail
Corporal Punishment
ENCOUNTERS,UoiiV, Pima Revolt
Revolt, page V - 4
- Review and Discussion: What characteristics were uniqueto the O'odham people? How about the settlers? Whatdid the O'odham and the settlers have in common? Whatkind of activities might they have done together? Werethere things that were extremely different? Could thesedifferences have led to disagreements or fights? How aboutwar or revolution?
- Using the Background Information (pages V - 1 andV - 2), explain and discuss the events that led to the revolt.
RESOURCES ANDREFERENCES
Cycles of Conquest,Edward H. Spicer,Univ. Of AZ Press,Tucson, 1962; Entrada,Bernard L. Fontana,SPMA, Tucson, 1994;Mission of Sorrows,John L. Kessell, Univ. ofAZ Press, Tucson,1970; Tubac ThroughFour Centuries, HenryDobyns, AZ StateMuseum, Tucson,1959.
Enhancements
o Assign students to write a one-paragraph to one-page essay examining the differentbelief systems. What differences might make one group angry and lead to a
revolt?o Use excerpts from different accounts of the Pima Revolt. Have students try to put
together their own story. Explore other historical events in the same manner.
126ENCOUMERS,UnitV , Puce Revolt
Subjects:Social Studies, Art,Science.
Materials:"Descriptions of Tubac"from various periods(Master Pages V - 8through V - 10); copiesof Master Page V - 11("Do People Affect TheirEnvironment?"); note-books or paper; pencil.
Time:One to two sessions
Preparation:Review "Tubac: AHistory of Population"(Master Page V - 7)and "Descriptions ofTubac" (Master PagesV - 8 through V - 10)as backgroundinformation. Makecopies of Master Page V
11.
Vocabulary:endangered, extinct
CS Green1. Tubac2. Community Profiles
People and their Environment. page V - 5
DESCRIPTION: STUDENTS WILL HEAR ACCOUNTS OFTUBAC'S ENVIRONMENT DURING DIFFERENT TIMEPERIODS. THEY WILL VISUALIZE AND DRAW EACH TIMEPERIOD, AND RECORD AND DISCUSS THE POTENTIALIMPACT PEOPLE HAD ON THE ENVIRONMENT OF THESANTA CRUZ VALLEY.
PLE AND THEP!'ENVI AXENT
ACTIVITY
Part I
STEP 1: Read aloud the description and quote regardingTubac "before 1752" and the establishment of the township(Master Page V - 8). Have the students try to imagine,painting a picture in their minds of who lived there and whatit might have looked like. Upon completion, ask eachstudent to make a sketch. rZ
STEP 2: Based on their impressions from the descriptions ofTubac, have students answer the questions on Master PageV - 11 as best they can, either individually, in small groups,or together as a class.
- Repeat STEPS 1 and 2 for each of the following periods,completing Master Page V - 11 for each time period:
After 1752: The Spanish settlers had brought new ideas,technologies and lifestyle to Tubac. (Master Page V - 9)
1900s: Many changes occurred with the Anglosettlement and the coming of the railroad, industry andtechnology. (Master Page 10)
Today: (No reading.) What is the current status of theenvironment around Tubac and Tumacacori? (722
127
ENCOUNTERS, Unit V, Pima Revd(
People and Their Environment, page V - 6
Part El - Discussion
- Discuss and compare your students' answers on MasterPage V - 11 for each time period. Who lived in Tubac?Was there more than one culture? What effect, if any, didthese people or their culture have on the environment? Didthe number of people (population) have any effect on theenvironment? Was anything threatened, drasticallychanged, endangered, or made extinct?
- Ask the students:
If you could live in Tubac during any one of the fourtime periods, which one would you pick? Why?
Which time period would you least like to live in?Why?
- Hypothesize possible outcomes should Tubac become thesize of Green Valley, or Nogales. What are the pros andcons?
RESOU CES AND, FERENCES
A Kino Keepsake,Kieren McCarthy,editor, Friends of theAZ Library, Tucson,1991; Arizona, ThomasE. Sheridan, Univ. ofAZ Press, 1995; "TheHistory of Tubac -_1752- 1948," Doris Bent,from Tubac PresidioState Park's archives;Sonora, IgnazPfefferkom, Univ. ofAZ Press, 1989;Tubacthrough the Centuries,Henry Dobyns, AZState Museum, Tucson,AZ, 1958, 1959; TheyLived in Tubac,Elizabeth R. Brownell,Westemlore Press,Tucson, 1986.
Enhancements
Ask students to draw a picture of Tubac in 2050. If they were in charge of developing thetown, what would they do to make it a great place to live?Invite a local developer or real estate agent to talk with them about present or potentialdevelopment projects in the Tubac area.Take a field trip to the cienega at Meadow Hills Housing area in Nogales.
120ENCOUNTERSUnitV , Rims Revak
MASTER PAGE V - 7 People and Their Environment, page V - 7
TUBAC: A HISTORY OF POPULATION
1691 - Kin° arrives at the Sobaipuri (a branch of the O'odham or Pima nation) ofTumacacori and establishes the first European mission in Arizona
1751- Led by Luis Ouacpicagigua, the Pima revolt and attack the smallpopulation of Spanish living in Arivaca and surrounding rancherias.
1774 - The Tubac community is a mix of Spanish and mestizo (Spanish andIndian). Juan Bautista de Anza, captain of the Presidio at Tubac, leaves to find aroute to California.
1776 - The Tubac garrison is moved to Tucson leaving only Pima troops toprotect Tubac. Apache raids decrease the population to 150.
1783 - Apache raids cause the town to be abandoned.
1786 - Spanish Viceroy bribes or subsidizes the Apaches; 300 Pima soldiersstationed at Tubac.
1802 - Population is approximately 500, O'odham (Pima Papago and possiblyOpata), Mestizo and Spanish.
1821 - The Mexican War of Independence causes the removal of almost allSpanish. Apache subsidies (bribes) are taken away. Apaches raid again.
1824 - Population is approximately 450. Tubac was reestablished as a MexicanPresidio and provides some protection to settlers and farmers from increasingfrequency and violence of Apache raids. Residents are mestizo and mixed Indian.
1849 - Population fluctuates between 0 and 250. Tumacacori is abandonedbecause of heavy Apache attacks and a cold winter.
1854 - The Gadsen Purchase. Tubac is now part of the Arizona Territory.
1856 to 1861 - More than 1000 people, mainly Anglo-American and mestizonow live in Tubac. Troops are located in nearby Fort Buchanan to protect theSilver mining boom.
1861 - Tubac is abandoned again as the troops leave for the Civil War. Apachesdrive away or kill most people in Nogales.
1864 to 1868 - Two resettlement attempts (up to 150 people) are aborted due toApache attacks.
1886 - Geronimo surrenders and Apache raids end. Tubac is never againabandoned.
29
ENCOUNTERS, Unit V, Pima Revolt
People and Their Environment, page V - 8 MASTER PAGE V - 8
DESCRIPTIONS OF TUBAC
Before 1752Description:
Before 1752, the Santa Cruz Valley looked different than it does today. The river wasmeandering and surrounded by cienegas (swamps or wetlands). Rainfall was probably notmuch different from today. However, when it did rain, the cienegas temporarily held thewater until it had time to soak into the ground, returning it to its natural undergroundstorage, or aquifer.
The cienagas or wetlands also offered water, food and homes for wildlife such as jaguar,grizzly bear, wild turkey, grey wolf and bighorn sheep. None of these are found in the SantaCruz Valley today.
The river (riparian) and forest (mesquite - bosque) environments were probably dense with alot of different trees, shrubs and other plants. The main human inhabitants were the"Sobaipuri" (a subgroup of the O'odham) who lived in simple mud and stick homes, and didsmall-scale farming and hunting alongthe river.
During the twenty years immediatelyafter Kim, the ground he had gainedappeared to be in danger of being lostentirely, principally because the activeIndian enemies constantly harassed thefrontier settlement and the vulnerableO'odham gathered in pueblos werewithout adequate means of protection.Actually, however, enemy Indians hadbegun their raids upon the Spanishfrontier before ICino's time, and as earlyas 1703 Kin° had made the followingentry in his memoirs:
"Every year, especially since theJocomes, Janos, and Sumas revolted, there are regularly many thefts of horses,sheep and goats, and even murders of Christian Indians, Spaniards, soldiers, etc.,
particularly on the frontiers of Pimeria. And although for the prevention of so many andso grievous injuries there have been conceded and provided by his royal Majesty twopresidios of fifty soldiers each, that of Janos and the flying company and presidio of thisprovince of Sonora, the enemies, the above-mentioned Jocomes, Janos, and Sumas, as wellas the Apaches, etc., have been pushing and each year continue to push farther inlandinto the lands of the Christians, and into the province of Sonora and this Pimeria, therebeing no adequate check or resistance to so many robberies and murders as every year sogrievously have been experienced."
cattle,
From Doris Bent's "The History of Tubac - 1752 - 1948"
130ENCOUNTERS Unit V, Pima Revolt
MASTER PAGE V - 9 People and Their Environment, page V - 9
After 1752Description:
Because of the Pima Revolt of 1751, the settlers in the Santa Cruz Valley asked Spain for apresidio (a garrison for soldiers and their families) to be built at Tubac. It was completedabout 1752. The nearby Jesuit missionaries also decided that a church was needed closeenough to the presidio for protection, but far enough away for independence. They chose thespot where Tumacacori is now located. The first church, now only an adobe foundation, wasbuilt sometime between 1752 and 1757. The introduction of the presidio at Tubac and thechurch at Tumacacori established the first permanent non-native settlement in present-dayArizona
In 1752, The Spanish established a Presidio that included fifty soldiers, their wives andchildren. With them came new farming techniques, used guns to make hunting easier, andimported cattle and domestic sheep. Within two years 300 people were living in Tubac. Thepopulation grew to 500 by 1767. Areas were cleared for the Presidio and for farming.
During the next hundred years changes to the environment were minimal. Apache attackskept the population small. No significant development occurred. The main change mighthave been a decline in animals due to hunting. The human population varied, but remainedlow.
A few adventurous pioneers grew crops, raised stock, or operated small gold and silver mines in the outlyingareas such as Arivaca and the San Pedro Valley, but most Spaniards continued to live along the SantaCruz.. The rest of Arizona remained in Native American hands.
Despite their small size, communities like Tucson and Tubac were as tenacious as the mesquite trees thatprovided most of their shade. Their appearance was not impressive: flat-roofed adobe buildings clusteredbeside a ragged patchwork of fields. As Tucson's Captain Jose de Zaiiiga noted in 1804, "We have nogold, silver, lead, tin, quicksilver, copper mines or marble quarries." He went on to say, "The only publicwork here that is truly worthy of this report is the church at San Xavier del Bac."
Beneath the dust and manure and sun-baked bricks, however, the roots of Hispanic Arizona spread wideand deep. Spanish frontiersmen were as tough as any pioneers on the North American continent. Theyknew the desert and they knew the Indiansfighting, sleeping, and dying with Tohono O'odham from thewestern deserts, Pimas from the San Pedro Valley, Apaches from the eastern mountain ranges, and evenYaquis from southern Sonora and Yumans from the Colorado River. Tucson, Tubac, Guevavi, and othersettlements along the Santa Cruz were multi-ethnic in every sense of the term.
Most Hispanic residents of Arizona found their lives circumscribed by river, desert, and the Apaches.Theirs was largely a subsistence economy, one wedded to the floodplain of a shallow intermittent stream.The most important crop was wheat, followed by corn, beans and squash. The most important animalswere cattle and horses, although a herd of 5,000 sheep at Tubac produced enough wool for 600 blankets in1804. During times of relative peace, farming and ranching expanded along the Santa Cruz and spilledover into watersheds. But whenever Apache raiding intensified, herds dwindled, fields were abandoned,and families took refuge behind presidio walls.
It was a harsh, hardscrabble way of life. One that swung like a pendulum between flood and drought,peace and war. Nonetheless, it endured. The people of Hispanic Arizona may not have been able to extendthe empire, but they held on to their little piece of it in the face of great odds. Like rawhide, the sinews oftheir culture bound them together and bound them to the land.
1767 - From Thomas E. Sheridan's "Arizona"
131ENCOUNTERS, Unit V, P1.171,2 R0 01E
BEST COPY MAR ARO
People and Their Environment, page V - 10 MASTER PAGE V - 10
1900s
Description:Between the 1880s and the 1970s the results of the Industrial Revolution took its toll on theenvironment along the Santa Cruz River. After Geronimo surrendered in 1886, Tubacresettled and was never again abandoned. The population steadily increased and started tohave an impact on the environment and its resources. New technology also brought changesto the area never seen before, mainly the railroad and big cattle operations. The railroadallowed products and crops to be easily transported. This resulted in an increase in large-scale agriculture and cattle ranching. Cienegas and mesquite bosques were made into cottonfields. Thousands of cattle grazed and trampled the native plants while other importedspecies were introduced. Hunting and the killing off of "undesirable" wildlife, such as wolfand grizzly bear, increased.
The invention of new, more efficient water pumps and well-drilling equipment allowed peopleto remove water from the underground aquifer easily. The disappearance of the cienegas alsocaused the river to swell and flood during the monsoon rains, threatening land owners. Insome areas concrete barriers were installed, causing the water to be channeled away from thearea even more quickly, rather than refilling the aquifer.
By 1970 the water in the Santa Cruz River was far below the level that had existed in 1752.Introduced plant species replaced many native species. Some wildlife species, such as thebeaver and jaguar, were completely removed from the area. The depleted soil could no longergrow cotton.
Tubac was at this time inhabited by mostly Mexican-born families that made their living uponsmall farms and ranches raising a few cattle and lots of tomatoes, chilies and melons. Some largeranches had very large cattle industries. European-born Americans accounted for most of thevillage enterprise and grew vegetables not favored by the Mexican-born residents (carrots, beets,and cabbage) Everyone lived in adobe dwellings, some as old as the presidio (built in 1753).
Apache raids were again plaguing Arizona residents at this time. In Tubac, the raids werelimited to the taking of livestock and horses, leaving the people unharmed yet economicallydebilitated. By 1886, Tubac commerce had been so suppressed by fear of the Apaches, and thediscontinued mining activity at Solero that the population declined considerably. The TubacScouts organized forces and successfully ended the Indian raids that had threatened Tubac'sprosperity and security.
The number of pupils attending the school at Tubac continued to increase throughout the 1890s.Teachers Sarah and John Black received a salary of between $75 and $80 per month each.
With the rapidly growing school population of the 1890s came the development of communitypride. Nogales was growing and Tubac was becoming less dependent upon Tucson.
From Doris Bent's "The History of Tubac - 1752 - 1948"
BEST COPY AVAILABLE
132ENCOUNTERS Unit V, Pima Revolt
MA
STE
R P
AG
E V
- 1
1P
eopl
e an
d T
heir
Env
ironm
ent.
page
. V -
II
DO
PE
OPL
E A
FFE
CT
TH
EIR
EN
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ON
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NT
?A
nsw
er th
e qu
estio
n be
low
for
eac
h tim
e pe
riod
:
Bef
ore
1752
Aft
er 1
752
1900
sT
oday
Who
live
d in
Tub
ac?
Wha
t Cul
ture
s?
Wha
t ani
mal
s w
ere
foun
d ar
ound
Tub
ac?
Wer
e an
y en
dang
ered
or e
xtin
ct?
Wha
t did
the
rive
rlo
ok li
ke?
Whe
re d
idpe
s p
le g
et th
eir
wat
er?
Was
ther
e en
ough
?
ow m
any
peop
lew
ere
ther
e? D
id th
enu
mbe
r of
peo
ple
affe
ct th
een
viro
nmen
t? H
ow?
EN
CO
UN
TE
RS,
Uni
t V, P
una
Rev
ak
133
134-
Subjects:Social Studies, Art,Language.
Materials:Copies for each studentof "Cultural ID Cards,"Master Page V - 16;one copy (divided intosections) of "SpecialInterest Groups AlongThe Santa Cruz River,"Master Page V - 17.
Preparation:Make copies and cut intoindividual cards (orprovide the informationfor students to maketheir own) "Cultural IDCards," Master PageV - 16.. Make one copyof and cut into sections"Special InterestGroups," Master PageV - 17.
Time:Parts I and 11 - One totwo sessions.Part III - one session.
Vocabulary:culture, stereotype
People. Culture and the Santa Cruz, page V - 13
DESCRIPTION: STUDENTS WILL EXPLORE PRESENT-DAYTRENDS, GAINING UNDERSTANDING OF HOW INTERESTSAND CULTURE INFLUENCE PEOPLE'S ACTIONS. THEY WILLCOMPLETE AN INDIVIDUAL CULTURAL QUESTIONNAIRE,MAKE A PRESENTATION, AND PARTICIPATE IN DISCUSSIONAND DEBATE.
PEOPLE, CULTURE ANDTHE SANTA CI''UZ
ACTIVITY
Part 1 - Understanding culture
Hand out copies of (or provide the information for studentsto make their own) "Cultural ID Cards" (Master Page V -16). Ask each student to complete it. When students aredone, summarize their answers on the board. Discusssimilarities and differences. Are there any trends? Doescultural identity have anything to do with their answers? How
and why?
As a hypothetical situation, explain to the class that theymust plan for a dinner party. Ask them to come to aconsensus on one of the following: American- (steak,
potatoes, etc.), Mexican (enchiladas, tacos, etc.), Chinese -(chow mein, fried rice, etc.), Italian - (spaghetti, lasagne,etc.), East Indian - (curry, chapatis, etc.), Japanese -
(tempura, teriyaki steak, etc.),Thai - (pad thai, curry, etc.),
Greek - (gyros, baklava, etc.), other. (If possible, get samplerestaurant menus for references.) You may wish to break theclass into groups. After a specified period of time, discuss theprocess of how the students did or didn't make a decision.Was it easy:' Why or why not? Were there differences thathindered their ability to choose? Did their culture haveanything to do with their choices?
13.5 BEST COPY AVAILABLE
ENCOUNTERS, Una V, Pima Revolt
People, Culture and the Santa Cruz, page V - 14
Part II - Special Interests and theEnvironment
Introduce the groups listed below,each of which might want to use theSanta Cruz River:
Off-road vehicle usersDevelopersPicknickersHikersBirders
- Discuss how groups like theseexamples are often comprised of peoplewho share common interests, hobbiesor cultures. For example bicyclers,golfers, hunters, artists, rock & rollers,rappers, cowboys, etc. Finally, defineand discuss the concept of stereotypes.Explain that although interests andcultures may help to define a group,not all members of the specific groupcan be stereotyped.
- Divide the class into five workinggroups. Assign each group to representone of the user groups, giving them thecorresponding "Special InterestGroups" card from Master Page
-
V - 17. Each student is to pretend thatthey are members of that club orspecial interest group. The goal of themeeting is to prepare for a planningmeeting about the future of the SantaCruz River. The club meeting agendais as follows:
1) Discuss your group: What kindof people are in the group? Do theyshare any common interests? Doesthe culture of the members haveanything to do with the group?How do they use the river? Howoften do they go there? Do theyhelp the river or its environment inany way? Do they hurt it?
Discuss the other groups: What arethe other groups' views about theriver? How do they use the river?From your group's point of view,are they helping or hurting? Is yourgroup on good terms with them?Will they support you in a debate?How can you work together so thateveryone is happy.
5 ) l HOMES/
ENCOU1VTERS,UnitV, Pima Revolt
People, Culture and the Santa Cruz, page V - 15
2) Prepare for the upcoming debate: Create a smallpresentation, (a speech or an advertisement) to convinceothers that your group's activities at the river areimportant. Speak out for your cause!
Part HI - The debate
- Once each group is ready, call the whole class together fora public hearing. Have each group present their position tothe other groups. Allow some time for questions after eachpresentation. Upon completion of all group presentations,open the floor to debate.
- Final assignment: Come up with a plan for managing theriver where every group will be content.
RESOURCES ANDREFERENCES
A Kino Keepsake, KierenMcCarthy, editor, Friends ofthe Univ. of AZ Library,Tucson, 1991; Sonora, IgnazPfeffercom, Univ. of AZPress, Tucson, 1989: Sonora;Its Geographical Personality,Robert C. West, Univ. ofTexas Press, Austin, 1993;They Lived in Tubac,Elizabeth R. Brownell,Westemlore Press, Tucson,1986; Tubac, RichardWormser, Tubac HistoricalSociety, 1975; Water in theHispanic__$cngithwe t, MichaelC. Meyer, Univ. of AZ Press,Tucson, 1984.
Enhancements
Have students research different cultures, completing the "Cultural ID Card" for each.Use menus from local restaurants as a way of introducing various American sub-cultures.
e Invite guests from each of the groups represented in Special Interest Groups along the SantaCruz River to speak to the class.Use magazines and newspapers to find examples of stereotypes, special-interest groups, orcultural groups.
13?ENCOUNTERS, Unit V, Pima Revolt
People, Culture and the Santa Cruz, page V - 16
Cultural ID Card
Name: Nicknames:
Birthplace: What is your favorite . . .First Language: Color?Second Language: Music?Grandparents' Place of Birth: Dance?Grandparents' 1st Language: Game?Cultural Background: Clothing?Religion (optional): Hobby?
Name:
Cultural ID Card
Nicknames:
Birthplace: What is your favorite . . .
First Language: Color?Second Language: Music?Grandparents' Place of Birth: Dance?Grandparents' 1st Language: Game?Cultural Background: Clothing?Religion (optional): Hobby?
Name:
Cultural ID Card
Nicknames:
Birthplace: What is your favorite . . .First Language: Color?Second Language: Music?Grandparents' Place of Birth: Dance?Grandparents' 1st Language: Game?Cultural Background: Clothing?Religion (optional): Hobby?
138ENCOUNTERS, Unit V , Pima Revolt
Peop
le, C
ultu
re a
nd th
e Sa
nta
Cru
z, p
age
V -
16
SPE
CIA
L I
NT
ER
EST
GR
OU
PS A
LO
NG
TH
E S
AN
TA
CR
UZ
RIV
ER
OFF
RO
AD
VE
HIC
LE
S U
SER
SD
EV
EL
OPE
RS
PIC
NIC
KE
RS
HIK
ER
SB
IRD
ER
S
Use
mot
orcy
lces
and
Prim
ary
goal
is to
mak
eL
ocal
fam
ilies
like
toT
he J
uan
Bau
tista
de
The
San
ta C
ruz
Riv
erA
TV
s w
itha
hous
ing
deve
lopm
ent.
enjo
y th
e ri
ver.
Kid
sA
nza
Tra
il al
low
spr
ovid
es s
ome
of th
eun
rest
rict
ed u
se. A
llA
reas
of
the
rive
r w
illen
joy
wad
ing
and
hike
rs to
wal
kbe
st b
ird-
wat
chin
g in
othe
r us
ers
are
be p
rese
rved
as
part
of
play
ing
whi
le a
dults
betw
een
Tub
ac a
ndA
rizo
na. B
irdi
ng is
wel
com
e.th
e sc
hem
e. O
ther
s ar
elik
e to
pic
nic
or p
arty
.T
umac
acor
i. H
iker
sbe
st w
hen
the
area
isw
elco
me
if th
ey r
espe
ctA
ll ot
hers
are
wel
com
elik
e a
wel
l-qu
iet a
ndho
meo
wne
rs r
ight
s an
dat
the
rive
r.m
aint
aine
d, li
tter-
undi
stur
bed.
A s
tric
tPr
oble
m: D
estr
oys
rule
s.fr
ee tr
ail w
ithbi
rder
usu
ally
pre
fers
habi
tat a
nd n
atur
alPr
oble
m: L
itter
;in
form
atio
n ab
out
the
area
to b
ebe
auty
; cau
ses
nois
ePr
oble
m: D
estr
oys
poss
ible
wat
erth
e na
tura
l his
tory
.pr
eser
ved
with
and
air
pollu
tion;
habi
tat a
nd n
atur
alpo
llutio
n; p
oten
tial
All
user
s w
ho r
espe
ctlim
ited
or n
o ac
cess
dist
urbs
oth
ers
tryi
ngbe
auty
; acc
ess
for
heal
th a
nd s
afet
yth
e na
tura
lfo
r ot
her
user
gro
ups
to e
njoy
the
solit
ude
othe
rs c
ould
bec
ome
haza
rds.
envi
ronm
ent
exce
pt f
or q
uiet
of th
e ri
ver.
limite
d; m
ay a
ffec
tw
ithou
t hur
ting
itob
serv
ers
and
the
wat
er s
uppl
y an
dits
cou
rse.
are
wel
com
e.re
sear
cher
s.
Prob
lem
: Any
gro
upor
act
ivity
that
dam
ages
or
dist
urbs
the
habi
tat a
nd it
sna
tura
l bea
uty
is n
otw
elco
me.
Prob
lem
: Pri
mar
ygo
al is
to p
rese
rve
the
habi
tat a
t the
pos
sibl
eex
clus
ion
of o
ther
grou
ps.
139
140
EN
CO
UN
TE
RS,
Uni
t V,Pi
ma
Rev
oli
'V 4
4
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Subjects:Social Studies, Reading,Music.
Materials:"Why We Have Night andDay" pages 2 to 6;"Story of the ApachePeople," Master PagesVI - 7 to VI - 11;cassette player andcassette recording ofApache songs (ifavailable: seeEncounters Box, redsection); Moccasins (orcups) and sticks.
Preparation:Review pages VI - 2through VI - I I; havematerials for theMoccasin game availableand the cassette (ifavailable) ready to play.Make copies of MasterPages VI - 7 throughVI - 10, "The Story ofthe Apache People," andMaster Page VI - 11.
Time:Part I - one session;Part II - one session.
Vocabulary:ancestors, Nde, tanning,buckskin, pitch, teepee,wickiup, ceremony,headdress
ga (Red)1. Apache Music (tape)
Apache Life. page VI - I
DESCRIPTION: THROUGH READING AND DISCUSSING ANESSAY ABOUT THE APACHE, AND PARTICIPATING INVARIOUS TRADITIONAL APACHE ACTIVITIES INCLUDINGFOLKTALES, SONGS AND GAMES, STUDENTS WILL GAINUNDERSTANDING AND APPRECIATION FOR APACHEHISTORY AND CULTURE.
APACHE LIFE
BACICGROUND INFORMATION
The Apache people and culture are an integral part of the historyof the Pimeria Alta (Upper Pima land). Their role, however, wasnot one of friend to the missionaries and O'odham, but one ofenemy. Father Kino recorded his first contact with Apaches whenhe described them attacking the O'odham in the San Pedro Valley.From this first contact, until the surrender of Geronimo in 1886,the history of the Apaches in the Santa Cruz Valley is full ofwarfare and violence.
The origins of the Apache Nation come from the northernAthebascan people who historians believe emmigrated to theSouthwest sometime in the fourteenth or fifteenth century. Littleis known about them at this time and many questions regardingtheir lifestyle and culture remain, debated by scholars to this day.By the time of contact with Kino, however, the Apache culturewas one of nomadic hunters, gatherers and raiders.
Whereas the O'odham invited and welcomed Kino, the Apachedid not. Did the Apaches have unrecorded contact with either theO'odham or the Spanish prior to Father Kino? Was there alreadyan existing conflict with the O'odham? Was it aggravated by thearrival of the Spanish? Whatever the reason, the Apache werebitter enemies of the O'odham, missionaries and settlers.
The activities in Unit VI are an introduction to the Apache peopleand culture with an attempt to look at their attitudes, training andwarfare.
142ENCOUNTERS, Unit VI, The ApaciSe
Apache Life, page VI - 2
ACTIVITYPart I- Using the story, songs and games from"Why We Have Night and Day", (below)introduce students to Apache culture. Asmuch as possible, learn and tell the storyas a storyteller would, interweaving thesongs, game, and story as described. Ifavailable, play the associated Apache songsas part of the story. n1
Part II- Explore the Apache people and culture indepth by reading aloud with your studentsthe essay "The Story of the Apache People"(Master Pages VI - 6 to VI - 9). Use theworksheet "The People Called Apache" onMaster Page VI - 10 to stimulatediscussion and evaluate students'comprehension.
WHY WE HAVE NIGHT AND DAY *
At the very beginning of the world, the sun shone all the time and there was never any darkness.Yusen, the Creator, kept Night prisoner in a sack which he gave to Badger to safeguard.
One day, while Badger was traveling through the land, Coyote, the trickster, saw him carryingthe large sack in which Night was kept.
Coyote, always thinking about food, thought that Badger was carrying something really good toeat so he started walking along with Badger. After a while Coyote said, Old Man Badger, you lookpretty tired. Why don't you let me carry that heavy sack for awhile?"
Badger knew Coyote and suspected he was up to no good (as usual) and replied, "I was given thissack to protect and I can't let anybody open it or look in it. I know you, Coyote. You're just looking for a
free meal, but there's nothing to eat in the sack."
Right then, Coyote figured there must be something really good to eat if Badger was trying sohard to hide it from him, but he reassured him, "No Old Man, I was just offering to help you carry thatheavy load since you looked so tired from traveling. I know there isn't any food in the sack. Just thinkabout it. You're really looking very tired and need the rest."
Coyote , of course, sounded very sincere. So, as they traveled along for a while, they sang atraveling song to make the miles go faster:
"I live, you live, we all live a good life."
143ENCOUNTERS, Unit VI, The Apache
BESTCOPYAVAUBLE
Apache Life, page VI - 3
Traveling Song132
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Awhile later, when the sun was at its hottest, Badger finally said, "Well, Coyote, I guess you're rightabout how tired I am." He gave his sack to Coyote. "You guard this carefully and don't let
anybody open the sack. I'm going to lie down and rest awhile over there in the shade."
With that, Badger wandered over to some bushes, lay down in the shade and was soon fastasleep.
As soon as he heard Badger snoring soundly, Coyote sat down and said, "Now I can see aboutthat delicious food Badger tried to hoard for himself and have something great to eat." Coyote is alwayshungry.
Coyote opened the sack and Night escaped and there was darkness everywhere. Coyote forgot allabout being hungry and scurried off to hide and think up some story to tell Badger about that sack.
Some of the creatures were pleased by the darkness which completely covered the Earth. Thesewere the four-legged who were predators who could better sneak up on their prey and capture them. Thosewith evil power like Snake, Owl, and other monsters reveled in the advantages Night gave them over thosewith good power.
The birds and insects feared Night and the new dangers caused by the darkness. They wereafraid they'd be killed by the creatures of darkness. Finally, they met together to plan how to restoreLight.
144ENCOUNTERS,UnitVI, The Almelo BEST COPY AVAILABLE
Apache Life, page VI - 4 MASTER PAGE VI - 4
All the animals were called in for a council and the ones preferring Light told the Night creatures,"You want Night and we want Day. Let's have a moccasin game and see who wins -- if we win, it willbe Day forever, but if you win, you can have Dark."
All the animals and birds agreed to this and they held the first moccasin game--the same type ofgame still played today. This first game was held in the winter, at night, and that is when it should stillbe played.
First, each side made score-keeping sticks out of yucca leaves and placed these in a pile between thesides. Then, the players buried four moccasins in the sand and hid a small piece of bone in one of themoccasins. If the other side could guess which moccasin contained the bone, it would get one point; if theyguessed incorrectly, the hiding side would get the point. At first, the side winning the point would take astick from the middle pile; then, after all sticks were taken, points won would be taken from each side's pileof scoring sticks. When all the sticks are taken from one side, the game is over.
Well, the game started and the score kept pretty even for a long while. The teams sang songs andchanted to bring luck and to distract the other side while the piece of bone was being moved from moccasinto moccasin.
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15ENCOUNTERS,UnitVI, The Apache
MASTER PAGE VI - 5 Apache Life, page VI - 5
p retty soon, the game was so close that both sides began to cheat. Gopher was playing for the animalsand would burrow down under the moccasins and see where the bone was hidden. When he saw
where it was, he tunneled back up and told the animals where to "guess." When the animals had thebone, he would move it quickly to another moccasin every time the birds guessed correctly so they wouldlose the point.
The birds had a few tricks of their own. To keep the animals from knowing how many sticks theyhad left, the birds hid spare sticks up Turkey's leg so the animals would think they were winning andwould be less cautious. Before the game, Turkey didn't have any tendons on his legs, but the sticksstretched his legs so much that they now have the longest legs. When it looked as if the animals wouldwin, the birds would fool them by pulling more sticks from Turkey's leg.
Roadrunner was the best player of all, but he'd been sleeping for most of the time. The birds andinsects woke him up so he could play for them while they sang more songs with the power to ruin theanimals luck. While they sang these powerful songs, Gopher went blind and couldn't help the animalsany longer. This is why gophers have such tiny eyes today. I. F
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Finally, the game got-si-o close that Coyote (who sneaked back in to see what the excitement was-and to look for something good to eat, of course) got up and left the animals and stood by the fire thinking,"I'll just help whoever's winning so I'll be ahead no matter what." Coyote is like that.
The animals finally began to lose badly and the Owl-Man Monster got up and started to runaway: "I can't run very fast and the birds will kill me when they win." As the Birds won more andmore points, the Sun began to rise and start Day. Pretty soon, some birds noticed Owl-Man Monsterrunning and started to chase him. He got caught in the cholla cactus thorns and the birds got him there,then started after the other animals and monsters.
Before the birds could kill all the evil animals and monsters, some of them got away.That is why we still have some like Snake and Owl today.
Because the game never was completely over and some of the animals escaped, Night stillexists for a time each day and is full of danger for the day birds and good animals.
BEST COPY AVAILABLE
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Apache Life. page VI - 6 MASTER PAGE VI - 6
Playing the Moccasin Game
There are many ways to play the Moccasin Game today. Agood way to imitate the first game is to place moccasins (or smallcups, etc.) under a sheet or blanket on the floor to simulate placing
the moccasins in the sand. (For younger students, only twomoccasins or cups could be used to make play more enjoyable.) Asmall marble or other object is used for the piece of bone. This
object is hidden by the team's player and the moccasins shuffledaround to confuse the other side. The second team then guesseswhich moccasin hides the object and wins a point (small sticks canbe used as counters) if correct and then hides the object. If the guess
is incorrect, the first team continues to hide the object until losing a
point.All the time, the teams should sing songs to confuse their
game opponents and increase their enjoyment of recreating thisgame. Usually, the "words" to a moccasin game song arc justnonsense to add to the coqfiusion. They also might include fragmentsof other songs, or the phrases might be out of order.
The story, game, and songs from "Why We Have Night and Day," are
taken directly from When The Earth Was Like New , pages 76 - 81,with permission from the authors, Chesley Goseyun Wilson, RuthLongcor Wilson and Bryon Burton, World Music Press, Danbury, CT,1994.
RESOURCES ANDREFERENCES
The Flute Player: AnApache Folktale. MichaelLacapa, NorthlandPublishing, Flagstaff, AZ,1990; When The EarthWas New, ChesleyGoseyun Wilson, WorldMusic Press, PO Box2565, Danbury, CT06813, 1994; TheApaches: Eagles of theSouthwest, Donald E.Worcester, Univ. ofOklahoma Press, 1979;The Apache Indians,Nicole Claro, ChelseaHouse Publishers, NY,1992; Indeh: An ApacheOdyssey, Eve Ball, Univ.of Oklahoma Press, 1980;The People CalledApache, Thomas E. Mails,BDD Books, NY, 1974;Western Apache MaterialCultural, Alan Ferg, Univ.of Arizona Press, 1987;Women of the ApacheNation, H. HenriettaStockel, Univ. of NevadaPress, Reno, 1991; Video:Geronimo's lastSurrender.
EnhancementsLearn more about Apache culture. There are a wealth of books (see Resources and References)and documentary films. Be cautious of Hollywood accounts!
Read The Flute Player: An Apache Folktale.
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MASTER PAGE VI - 7 Apache Life, page VI - 7
THE STORY OF THE APACHE PEOPLE
Historians believe that a little before the year 1600, or about 400 years ago, theAthabaskans people came to Arizona. Long before this, their ancestors had lived farnorth in Canada. They traveled slowly toward the south through the plains just eastof the Rocky Mountains. At last they arrived in the Southwest. They separated intoseven groups and each group lived in a different place. Many Apaches who still livein this state are part of the "Western Apache" group, descendants of the Apaches wholived in the Pimeria Alta during Kino's time. They are the people we discuss here.
The Apaches call themselves "Nde", whichmeans "People." When they first arrived inArizona and New Mexico, they found manypeople who spoke different languages livingthere already. These people were farmersand hunters. Some of them lived in stonehouses that were grouped together likeapartment buildings. One group in NewMexico, called the Pueblo Indians by theSpaniards, lived in stone houses groupedclosely together like in apartment buildings.Others called the Pima (Akimel O'odham)and Papago (Tohono O'odham) lived invillages in the desert and along the rivers ofSouthern Arizona near places now calledPhoenix and Tucson.
At first, Apache people moved a lot. In thespring and summer, they camped in themountains. During that time they hunteddeer, rabbits, and other wild animals. Theyalso started gardens of corn, beans, squashand tobacco. They gathered many wild
plants too. Cactus fruit, acorns, agave, walnuts, juniper berries, and many other goodthings could be found near their mountain camps. The women had to be able toidentify the plants, know where each plant grew, when it would be ripe, what tools totake to collect it, how to cook it when they go home, and how to store the leftovers sothey wouldn't spoil.
As it got colder and snow began to fall, the people moved their camps to lowercountry where it would be warmer for winter. The men continued to hunt and thewomen spent time tanning hides and making them into bags, clothing, and containers.
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Apache Life, page VI - 8 MASTER PAGE VI - 8
In the spring, the people went back to their mountain camps and planted theirgardens again. They also continued to hunt and to collect wild plants. Toward theend of the summer, if there was extra food, it was dried so that it could be saved for along time. Apache women made large baskets to store this food. Thin sticks ofwillow, cottonwood, or sumac were stitched together with split sticks of the samematerial. The split pieces became flexible when soaked in water for a while. Theblack in the designs was made from the devil's claw plant and the red color was madewith the bark of the yucca root.
There were other kinds of baskets, too. For carrying things, they made twinedpack baskets that had buckskin fringes and painted designs. For carrying water, thewomen made a bottle-shaped basket and then covered the outside of it with pitch (sap)from a tree so that the water wouldn't leak out. You can probably imagine thatbaskets would be more useful than potteryfor people who moved around a lot. Theyare not very heavy and they do not breakeasily. Today, since Apaches don't movevery often and because they have stores,they can buy metal or plastic containers.They also have cars and pick-up trucks forcarrying things.
In addition to the many baskets forcarrying things, the Apache had a bit ofpottery for cooking. They made shapes thatwere just right for cooking food quickly overa campfire. These pots were dark in color,had pointed bottoms and slanting sides.They could be placed right in the fire and could heat the sides as fast as it heated thebottom. This way it didn't take long for the people to get dinner cooked when theywere on a trip.
Babies were put in cradles so that they would be safe and easy to carry. A longtime ago, these cradles were made of wood and deerskin. Some are still made today,but they are made with yellow canvas instead of deerskin. A baby is usually happy inhis cradle. He feels warm and comfortable. He has some toys or decorations to lookat and he can be with his mother listening to her sing or talk to him. When his motherhangs the cradle in a tree he can also watch the people all around him.
Long ago, when the Apache people moved a lot, they had different kinds ofhouses. People who lived on the edge of the plains had teepees made of skins and thepeople who lived in the mountains made grass houses called "gowaa" or "wickiups".Houses in those days were used mostly for sleeping and storing things. Most of thecooking and other work was done outside like we do when we camp.
Today, Apaches live in wood or stone houses, however, some people also buildwickiups,' too. They live in small communities where they have police stations, postoffices, churches, stores and gas stations. Usually the people live with their families--
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MASTER PAGE VI - 9 Apache Life, page VI - 9
mother, father, children and sometimes an aunt, and uncle or their grandparents. Inthe old days bigger families lived together in one place. You can imagine there wouldbe many people if you lived with your parents, aunts and uncles, your sisters and theirhusbands and children, your grandparents, and perhaps some cousins. A good thingabout having this many relatives nearby would be that you would always have plentyof help to do the work. You would always have someone to play with as well.
These days, Apache boys and girls go to school and learn the kinds of thingsthat other children learn. In the summers, boys may help their fathers with roundingup cattle or farming and harvesting crops. Many boys still learn how to ride horses.
When a girl is growing up, it is important for her to learnto work hard and to learn about the things she will do when sheis a wife and mother. Sometimes the Apache people have aceremony to let everyone know that the girl is becoming an adultand is ready to do the jobs that other women in the communitydo. This ceremony is very beautiful and old. All of the peopleare very happy when they have it because it brings good luck toeveryOne who comes. It also helps the girl to be healthy and livea long time. This ceremony is usually held in the summer so thatthe girls will be home from school. Not every Apache girl hasthis kind of ceremony today because it is very expensive and noteveryone can afford it. The costume is very beautiful with lotsof fringes and beadwork. Food is given to everyone who comesand to all the people who help.
At night during this ceremony there is a mountain spiritdance in which dancers wear masks and large headdresses. They dance to drive awayany evil powers and bring good luck to all the people. The "Gans," or mountain spirits,sometimes dance at other times when they are needed to cure sickness or keep awaydisease.
Sometimes Apache people remember the old ways with stories. They tell abouthow certain things in the world came to be and sometimes give lessons on how tobehave. You can read some of these stories and maybe you can think of some thatyou already know. Here is a story about how coyote helped get fire for the people:
A long time ago there were people living here on earth. Coyotes, birds and otheranimals were all people. Many of these people didn't have any fire. The martens (long,thin animals that look like mink or weasels) lived in the tops of tall pine trees--they werethe only ones who had fire. The people living below them got together to figure out how toget fire. They decided to play a game and invited everyone to come. They called themartens to come down and bring some fire because they were going to play "hide the ball".They came down and brought fire with them, but they stood in a circle around the fire so
no one could run off with it. None of the people who didn't have fire were in the middle ofthe circle.
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Apache Life, page VI - 10 MASTER PAGE VI - 10
Coyote said he would get the fire and run withit. Everyone was playing and the people who had firewere winning. They began to dance. Coyote made atorch by tying bark under his tail. He went up to thosewho were dancing and said he was going to join them.They were dancing and having a good time. It wasnearly daylight. Coyote danced in near the fire,bending and turning, until he switched his tail into thefire, assuring them that it wouldn't burn.
As daylight broke, coyote stuck his tail in the fire again and it caught fire. "Yourtail is burning," they called to him. He jumped over the four lines of dancers who were incircles around the fire and ran off The people who were stingy with fire ran after him.Coyote became winded and could hardly run. The People caught him, but he passed the
fire on to Night Hawk, who kept on flying and jumping with it. Soon he was nearlyexhausted and he gave it to Roadrunner. Roadrunner kept on for a long time, but thepeople chased him and almost caught him. He gave the fire to Buzzard. Buzzard wasalmost worn out when the people caught up with him and they pulled all of the hair outof his head. But Buzzard had already passed the fire on to Hummingbird. So when thepeople looked up, they saw the smoke of a fire rising in the distance from the top of amountain. It was Hummingbird who had set the fire. There was a fire too on the top ofanother mountain which stood far away on the opposite side. A little way from thatthere was a fire on another mountain. Everywhere fires were burning. It wasHummingbird who had accomplished this. Those who had owned fire turned back sayingit was now impossible to recover their fire. Everyone who had been without fire now hadit. The people all thanked Coyote for his trick to get fire for them.
Now that you have read a story and some other things about Apache people,perhaps you will understand them a little better. Remember that the things you see inthe movies about Apaches are not always true. Apache people see these movies too.What do you suppose the Apache people think about Hollywood films?
There are many Apaches living in Arizona today. A lot of their land has forests,lakes and meadows. Many people go there for vacation. Perhaps sometime you mightget a chance to visit Apache lands and towns and talk with the people.
Adapted with permission from the Arizona State Museum (Apache curriculum);Story credit: Myths and Tales from the San Carlos Apache, Pliny Earle Goddard,
American Musium of Natural History, NY
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MASTER PAGE VI - 11 Apache Life, page VI - 11
THE PEOPLE CALLED APACHE
1. What part of North America did the Apaches come from before arriving in Arizona?
2. When did they come to Arizona?
3. What route did they take?
4. What happened to them when they got to Arizona?
5. What did the Apaches call themselves? What does it mean?
6. Who was living in Arizona when the Apaches arrived? How were these people living?
7. What is a pueblo?
8. How did the Apaches survive during the spring and the summer? How about the fall and
winter?
9. The women made large colorful baskets to store their food. What materials were used to
make the baskets? How did they make the baskets red? Black?
10. What are the advantages of using baskets as compared to pottery?
11. Describe an Apache cooking pot.
12. How did the Apaches care for their babies?
13. Compare the way Apaches lived long ago versus the way we live today: (Housing?
Cooking? Communities? Schooling? Boys? Girls? Entertainment? Ceremonies?)
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152
Subjects:Science.
Materials:Natural Areas.
Preparation:Read individual activitieson Master Pages VI -14 through VI - 16, andselect appropriate sitesfor chosen activities.
Time:One or more sessions.
An Apache Way of Learning, page VI - 13
DESCRIPTION: THROUGH PARTICIPATION IN ONE ORMORE NATURE ACTIVITIES SIMILAR TO THOSE THEAPACHES MIGHT HAVE DONE WHILE GROWING UP,STUDENTS WILL LEARN ABOUT THE APACHES'RELATIONSHIP TO THEIR NATURAL ENVIRONMENT.
AN AI l'ACHE AYOFLE
BACKGROUND INFORMATIONThe Apaches' relationship with their environment was intimate.As nomadic hunters and gatherers, they relied on nature for theirfood, clothing and shelter. An intimate knowledge of hisenvironment, therefore, was essential. From a very young age,Apache boys and girls started learning the different plants andanimals and their uses as they worked alongside their mothersgathering and preparing food and doing daily camp chores. At
about age seven or eight the boys were separated from the girls tolearn different things.
The girls continued to work with and learn from their mothers and
other women. The identification and uses of plants wereparticularly important in order to survive. Edible versus non-edible plants needed to be distinguished and they had to learn toprepare each plant for consumption and storage. Basketweavingrequired that they become versed in the different reeds andgrasses, as well as plants used for dyes and paints. Plants were ofutmost importance for medicinal uses. Many young women wouldgo on to become herbalists and healers.
Boys, on the other hand, started learning how to hunt and become
warriors at age eight. Their training was based on survival innature. They were required to identify plants, learn the habits andcharacteristics of animals, and study the cycles of nature. Oftenthey were required to observe nature or stalk animals for hours.Becoming a warrior also meant that they needed to become
masters of hiding and escape, for which an intimate knowledge ofthe local geography was needed -- so much so that they learnedthe location and names for specific trees,rocks, caves and geographical landscapes.
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33
An Apache Way of Learning, page VI - 14
The following environmental education activities emphasize and encourage intimacy withnature. They are intended to give students an adventure similar to what a young Apachegrowing up in the 1800s may have experienced. They are not historical Apache activities.However, similar activities may have been used.
ACTIVITY
- Using the background information,discuss the Apache lifestyle and theimportance of developing an intimaterelationship with nature. Explain thatthe students will have the opportunityto develop the same skills that theApaches did when they were growingup.
Do one or more of the followingactivities with your students.
MAGIC SPOT
Setting: Magic Spot canbe done just aboutanywhere there is nature.A lawn would work fine,asking students to explorethe surrounding grass. Ifyou have a large classwith limited space, sendonly a few students at atime, extending theactivity over time.)
- Take your students out to a naturalarea. It may be a nearby park or forest,or it might be on the school grounds.Select and assign a place where eachstudent can sit and observe nature, farenough away from other students sothat each can remain alone and quiet.Have students sit for at least five
minutes, observing the area. After aspecific period of time, call all thestudents together. Have them draw apicture or write a poem about theirmagic spot. Back in the classroom,discuss and share individualexperiences.
STILL HUNTING
Setting: A natural area(similar to, or the same as,Magic Spot) where eachstudent can sit alone.
If you happen to be inor near an area whereyou can observeanimals, expand on theMagic Spot activity byasking students to try toget as close to an animal
as possible (squirrel, rabbit, etc.)without it running away. Domesticanimals could also be used, such asdogs or cats. As a homeworkassignment, ask students to observetheir pets' habits and characteristics.
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SOLO WALIUNG
Setting: A natural area where students canwalk alone for a short period of time. A dirtpath or road with a bend in it works well.Two adults are needed with a larger group.(Consider doing this activity with smallergroups.)
Take your students to a natural areaand have them line up single file. At adesignated point of your choice, stopthe group and send the other adult to asecond point about 1/4 or more milesup the trail or road to wait for thestudents.
- Adult # 1: Explain to your studentsthat they will be walking alone for ashort period of time and try to eliminateall fear, assuring them that the trail isclear and that the other adult is waitingfor them. The students should walk asquietly as possible while observing theenvironment around them.
- Start the students on their solo walk,one at a time, with a sufficient amountof distance between each student.Ideally, they should not be able to seethe next student in front as they arewalking. (Depending on the number ofstudents, consider telling a story ordiscussing something as individualstudents are sent on their way).
Adult # 2: At the designatedstopping place, try to sit close to thepath or trail, partially hidden so thatstudents could walk by without seeingyou. As students get close to you, use a
155
An Apache Way of Learning, page VI - 15
voiced call such as that of an owl to gettheir attention. Ask them to sit next toyou quietly or in silence until the nextstudent arrives. Repeat until all of thestudents are quietly sitting together.Adult # 1 will be the last person to jointhe group.
- Discuss and share experiences.
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An Apache Way of Learning, page VI - 16
SOUNDS AND COLORS
Setting: A place where you and yourstudents can sit quietly, free from artificialsounds.
Either individually or as a group, sitquietly in a place where natural soundscan be heard, as free from artificialsounds as possible. Ask students toclose their eyes and listen for naturalsounds, counting each new sound ontheir fingers. How many differentsounds were heard?
- Repeat this process with eyes open(mouths shut) and count colors. Howmany true colors can they find? Howmany shades of green? Blue?
MAPPING
(Setting: Any natural area)
- Assign each student, or group of students, to study andmap a specific area. Have them locate and name all keyfeatures within their designated area. Can they memorizethe landmarks?
- When all maps are completed, experiment by having anindividual or a group direct another to a specific spotwithin their assigned area.
RESOURCES ANDREFERENCES
Books by JosephCornell, DawnPublications, NevadaCity, CA: SharingNature with Children(1979), Listening toNature (1987), Sharingthe by of Nature(1989), and journey tothe Heart of Nature(1994); What's aChiricahua andChiricahua: Much MoreThan You Think,Chiricahua NationalMonument, AZ, 1993,(520) 824-3560;Project Learning Tree,American ForestCouncil, Wash. D.C.,1988; Ranger Rick's,Nature Scopes,National WildlifeFederation,Washington, D.C.
Enhancements
The aforementioned activities are found in a variety of published teacher's guides, just afew of the myriad games and activities dealing with learning about, observing andappreciating nature. The references listed here are just some of the many excellent guides
available.
6ENCOUNTERS, Unit VI, The Ap.a.
Subjects:Science, PhysicalEducation.
Materials:Five or more daypacksweighted down withbooks or other items; alarge open area orplaying field.
Preparation:Prepare daypacks stuffedwith books or otherweights. (Ask studentsto use their daypacks.)
Time:One session.
Vocabulary:raiding, presidia bows,arenas
al) (Yellow)1. Juan Bautista de Anza
Adapting to Your Environment, page VI - 17
DESCRIPTION: THROUGH DISCUSSION ANDPARTICIPATION IN A GAME COMPARING APACHE ANDSPANISH WARFARE STRATEGIES, STUDENTS WILLUNDERSTAND HOW THE APACHES WERE ABLE TOSUCCESSFULLY COMBAT THE SPANISH SOLDIERS.
IsAPTING TO TO /'ENVI NMENT
BACKGROUND INFORMATION
Becoming an Apache WarriorThe training for an Apache boy to become a warrior was long anddifficult. An Apache boy spent his first seven or eight years withother children, both boys and girls, helping his mother. It wasduring this time that he learned moral conduct, hard work andrespect for the work of his mother and other women in the tribe.
When a boy turned eight or nine, he was no longer allowed to playwith the girls. He began to spend more time with his father andother male tribal members. Boys learned how to use the bow andarrow and to hunt small animals. Their games became morecompetitive and often rougher. During these games, such aswrestling and ambush games, they learned about and tested theways of the warrior. One such game was to raid a wasp's nest.The boys would plan their strategy and attack an active nest, oftenwith a parent or relative observing. Adults would not intervene,letting them learn the hard way, often with multiple stings. Praise
was given if they were successful.
Each morning, summer and winter, started with a cold bath,sometimes in an ice-covered stream. They believed that the coldwould make the heart strong and help them with the shock of fear.This belief also led to rolling in the snow or putting it undertheir armpits until it melted.
157ENCOUNTERS, Unit VI, The Apache
Adapting to Your Environment, page VI - 18
Running was a daily activity thatencouraged stamina. Apache boys wereoften required to run with their mouthsfull of water or to carry a stone in theirhand. The distance they had to runincreased with age and ability.
Boys were also required to undergo mentaltraining, memorizing the names of plantsand animals, the location of rocks, trees,holes and other features. Patience andself-control were learned by spendinghours stalking and getting close to deer.
When a boy felt ready, usually whensixteen years of age, he could volunteer tobecome a dikome or apprentice. Taking anew name, he joined a raiding party.Although the danger to which he wasexposed was limited, he could acquire theexperience that would let him successfullyparticipate in the hazards of war.
His first lesson was to be instructed inconduct. It was believed that if a boyproved to be unreliable, immoral ordisobedient, he would remain that waythroughout his life. Therefore the novicehad to be particularly careful during hisapprenticeship.
Strict rules were enforced on the novice.He could never turn around quickly tolook behind himself. He must glance overhis shoulder first. If he didn't, bad luckwould come to the party. He was notallowed to eat warm food. If the foodneeded to be cooked, then he must waitfor it to get cold before eating. He wascautioned to not overeat, and wasforbidden from eating the best meat forfear that he would become a glutton. Hehad to be very discreet and should notlaugh at anyone, no matter how funny thesituation. He was not to talk with anywarrior except in response to a question, orwhen told to speak. He must stay awake
153
until he was told to lie down, for to fallasleep before the others would showcontempt and cause all other members tobe drowsy. Above all, an apprenticeneeded to show courage, bear all hardshipsand do what he was told. All withoutcomplaining!
Life as a Spanish Soldier 171In contrast to the Apache's early training,
most Spanish soldiers did not usuallybegin their training until shortly before orafter they were in the military. Of course,as in many cultures, wrestling, hunting andplaying war were common boyhoodactivities.
The expectations for a Spanish soldierwere very different from that of an Apachewarrior. Soldiers, along with their families,lived at a presidio, or fort community, whennot out on a campaign. Training includedphysical hand-to-hand combat,horsemanship and weaponry. An officerwould also learn about strategic planningand management.
ENCOUNTERS, Unit VI, The Apache
A young man could become a soldierthrough several means. If he had the rightconnections through family or friends, hemight become a cadete, which was like anapprentice. He then lived with thecommanding officer's family and receivedpersonal training from the commander. Ifa young man or his family had money,allowing him to show up at the presidiowith all the required equipment andlivestock, he would probably be acceptedas a soldier. Young men without moneyfirst joined the militia as a volunteer to getexperience, while continuing to save hismoney by working on a ranch or at someother employment until he had enoughmoney to buy the horses and equipmenthe needed.
Every presidial soldier was required bySpanish law to have and use the following:
1 broad sword (1 lb.)
el
131
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Adapting to Your Environment, page VI - 19
1 lance with a metal head, 131/2 incheslong and 11/2 inches wide (1 lb.)
1 cartridge box with belt and bandolier(1/2 lb.)
1 shield, composed of three layers ofbullhide, 20 inches high by 40 inchesacross (5 - 10 lbs.)
1 escopeta, or musket (8 lbs.)
2 pistols, no more than 10 inches long(2 lbs. total)
1 set of armas, basically a tanned cowhide that was carried over the lap toprotect the legs of the rider andshoulders of the horse from cactus, etc.(10 lbs.)
1 set of botas, which protected the legsfrom the knees down (1 lbs.)
Boots and spurs (5 lbs.)
1 vaquero saddle with wooden stirrupsand mochila (10-15 lbs. )
Saddle blanket (3 lbs.)
Saddle bags (2 lbs.)
Three pounds of gunpowder (althoughthey probably carried no more than apound of it with them on a givencampaign)
Six horses, one colt, and one mule
Inspections were once a month. Eachsoldier was expected to keep his equipmentclean and repaired. Each soldier wasrequired to keep one horse tethered,saddled, fed and watered day and night tobe ready for instant action in case ofsurprise Apache attacks.
159ENCOUNTERS, Unit VI, The Apacbe
Adapting to Your Environment, page VI - 20
ACTIVITY
Part I: Discussion
Discuss the Apaches' lifestyle andhow they adapted to their naturalenvironment. Using the BackgroundInformation, discuss with the studentswhat it was like to grow up to be anApache warrior. Continue thediscussion based on the Spanishmilitary lifestyle. Contrast the twostyles. If you were to stage a fightbetween the two groups, both wearingtheir traditional clothing, which groupdo the student's believe might win?Why?
Part II: TrainingAs a demonstration of part of a young
Apache's training, take your studentsoutside and have each of them take amouthful of water without swallowingit. Next have them run a specifieddistance and back, all the whileretaining the water in their mouth.Discuss the results. In contrast, march
160
in drill formation to demonstrateSpanish training.
Part III: The Apache Advantage
Divide the class into two teams, oneto represent the Apaches and the otherthe Spanish. The Apaches usuallytraveled light and often wore only abreechcloth, carrying little. TheApache team participants, therefore,may run the race in their regular orgym clothes. The Spanish soldiers, onthe other hand, had to wear a heavyprotective leather vest and a uniform.Hence, as a handicap, Spanish teamparticipants, need to race wearingheavy daypacks.
- Conduct a relay race, Apaches vs.Spanish. Who won? Which group wasbetter adapted to running? Why?
ENCOUNTERS,UnitVI, The Apache
Adapting to Your Environment, page VI - 2
Part VI: The Spanish Advantage
Redo the race, adding the element of weaponry. Select halfof the the Spanish team members and ask them to standalong the track where the students will race. Give each ofthis group a soft pillows, ball, etc. Explain that theseobjects will represent weapons and that they have onechance to throw it at the Apache runners during the race.Any runner they hit, Apache or Spanish, are out of the race.
What was the result of the second race? Were the resultsmuch different? Why? Who had the advantage?
Part V: Summary Discussion
- Discuss: In what ways were each of the two groupssuccessful at warfare? Which technique was best and why?If you were alive at the time of Father Kino would yourather be an Apache or a Spanish Soldier? Why? Do youthink either group helped or hurt the environment in whichthey lived? How? Did one group have more impact on theenvironment? Which one? Why?
(77w Apaches' ability to travel lightly, physical stamina and use ofgorilla warfare tactics gave than a distinct advantage over their enemies.So such so that they were able to defeat or elude conquest by opponenttribes, the Spanish and later the Anglo-Americans. In the Santa CruzValley, the Apache's success resulted in Tubac and the surrounding areabeing abandoned at least three times. Needless to say, the populationalways remained fairly sine Consequently, the overall impact on theenvironment was also low, and the river and surrounding areas remained
relatively untouched until Geronimo's surrender in 1886. What mighthave happened to the environment if the Apaches had not been there?)
16/
RESOURCES ANDREFERENCES
The Apaches, Eagles of theSouthwest, Donald E.Worcester, Univ. ofOklahoma Press, 1979; TheApache Indians. NicoleClaw, Chelsea HousePublishers, NY, 1992;Cochise, Chiricahua ApacheChief, Edwin Sweeney,Univ. of Oklahoma Press,1991; Cochise: ApacheChief, Melissa Schwarz,Chelsea House Publishers,NY, 1992 Conquest ofApacheria Dan L. Thrapp,Univ. of Oklahoma Press.1967 Geronimo, The Man,His Place, His Time, AngieDebo, Univ. of OklahomaPress, 1980; The Story ofGeronimo, Zachary Kent,Children's Press, Chicago,1989;1 fought withGeronimo Jason Betziniz,Univ. of Nebraska Press,1959; Indeh, An ApacheOdyssey, Eve Ball, Univ. ofOklahoma Press, 1980; ThePeople Called ApacheThomas E. Mails, BDDBooks, NY, 1974; Video:Geronimo's and the ApacheResistance, PublicBroadcasting System, PacificArts Video, Peace RiverFilms, Beverly Hills, CA1988.
ENCOUNTERS,UniiVI, The Apache
Adapting to Your Environment, page VI -22
EnhancementsIn addition to the relay race, time students individually as they race, carrying the heavy daypack as
compared with hauling nothing.Study about Geronimo or Cochise and the Apache conflict. There is a wealth of books anddocumentary films about this (see Resources and References). Be cautious of Hollywood tall tales!
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162ENCOUNTERS, Unit VIT, 710 Apse le
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Mexico: A Nalion is 0272 page VII - 1
OVERVIEW: Students will read and discuss a short essayentitled "A Brief History of Mexico," define "MexicanAmerican," and participate in a game that portrays variousaspects of the Mexican-American culture.
The Si, anish - Mexican Contlyihution. . . page VII - 5
OVERVIEW: In this activity students will take a trip to thesupermarket (or shop by advertisements) to discover thevast influence the Mexican Americans have had on our diet,and to trace the origin of certain foods.
First page VII - 9
OVERVIEW: Through the creation of a fiesta, studentsgain understanding of Mexican-American culture. Fiestaactivities include celebration, history, art, music and food.
163 BEST COPY AVAILABLE
ENCOUNTERS, Unit The Mexican Connection
Subjects:Reading, writing, SocialStudies.
Materials:Copies of "A BriefHistory of Mexico"(Master Page VII - 3and 4); index cards.
Preparation:As BackgroundInfomation, readMaster Page VII-3and 4
Time:One to two sessions.
Vocabulary:Aztec, pyramid,aqueduct, mestizo,viceroy, constitution
eu (Yellow)I . The Story of Mexico
Mexico: A Nation is Born, page VII - I
DESCRIPTION: STUDENTS WILL READ AND DISCUSS ASHORT ESSAY ENTITLED "A BRIEF HISTORY OF MEXICO,"DEFINE "MEXICAN-AMERICAN," AND PARTICIPATE IN AGAME THAT PORTRAYS VARIOUS ASPECTS OF THEMEXICAN-AMERICAN CULTURE.
Mexico: A Naiion is 10) orn
ACTIVITY
Part I - Mexico
- Read "A Brief History of Mexico" (Master Page VII - 3)with the class. Follow up with a subjective discussion,encouraging students to express their opinions andexperiences. Use the following questions as a guideline: Kg
What is a Mexican? How did they get their name?
What do you think about the Aztecs? Would vou haveliked to be an Aztec? How about one of their enemies?
Do you think that Cortes did a good thing when heconquered the Aztecs? If vou were in Cortes' shoes, whatwould you have done?
What is a mestizo? Do you know any mestizo people?
Why did the people get mad at Spain? Were they rightto fight them?
What happened after the War of Independence? Did thepeople do well after that?
Part II - The Mexican-Americans
Discuss: What is a Mexican-American? Are any of thestudents Mexican-American, or do they know any?
- List on the blackboard the following categories: Food,Dance, Music, Slang Language, Famous People and
Other.
16ENCOUNTERS, Unit VII, The Mesican Connection
Mexico: A Nation is Born., page VII - 2
- Brainstorm, writing ideas on the board: What kind ofthings are distinctly Mexican-American? (Make sure thereare as many items as students.)
A few examples:
F od: enchiladas, tacos, burritos, nachos, tostadas, salsa
and chips
Dance: quebradita, cumbias (salsa), corridor, Tex-Mex
Music: Norte :o (conjunto), Tex-Mex
Slang Language: A toda madre- great, chicano- a Mexican-American; lonchar - to lunch; Asi na-asi (like this); Chula /chub- cutie; vato / vata- guy / gal
Famous People: Freddy Fender, Jose Jose, JimmySmites, Paul Rodriguez, Linda Ronstadt, Cheech Marin.
Other: lowriders, fiestas, maquiladora
- Assign each student one of the listed items. Ask them towrite one or more sentences describing or defining it, usingindex cards. Place all the cards (definition cards) into a hator other container from which to draw (as if in a contest).
- Play a variation of "Jeopardy." Divide the class into twoto four teams. Starting with team one, have one of thestudents select one of the definition cards and read it outloud. His or her team then has five to ten seconds toanswer in "Jeopardy" format, "What is. . . ?" If after thealloted time period they are unable to answer, the otherteams may do so. (Correct answers are worth 5 points).Repeat this process in rotation, allowing a different teamand a different student to select and attempt to answer adefinition card.
RESOURCES ANDREFERENCES
Califonia's Hispanic RootsFor Kids, Barbara Linsewith George Kuska, Art'sPublications, 80 PiedmontCourt, Larkspur, CA94939, (415) 924-2633;Kids Explore America'sHispanic Heritage,Westricge Young WritersWorkshop, John MuirPublications, Santa Fe,NM, 1992; The Mexican-Americans, JulieCatalano,Chelsea HousePublisher, NY, 1996; TheStory of Mexico: LaHistoria de Mexico enEnspa®ol y en Ingles,Bellerophon Books, 122Helena Ave., SantaBarbara, CA 93101,(805) 965-7034, 1996.
EnhancementsUse books mentioned in Resources to study the culture and history of Mexico in detail.
Photocopy pages from The Story of Mexico, to augment and emphasize Mexico's history.
1
5ENCOUNTERS,UeitV131, The Mexican Comnection
MASTER PAGE VII - 3 Mexico: A Nation is Born, page VII - 3
A BRIEF HISTORY OF MEXICO
Before the arrival of Columbus in 1492, the people of Mexico came from hundreds ofdifferent kinds of Indian tribes. One of the biggest tribes, the Aztecs, however, were awarring people and conquered many of their neighbors. By the 1500s they were themost powerful people in the central part of the country. The Aztecs, who calledthemselves "Mexica," created a rich and powerful empire. They built pyramids,aqueducts, huge homes, parks and even zoos. They were artists, astronomers,engineers and architects. Yet many Indian peoples of Mexico hated and feared theAztecs. The Aztecs believed that to keep the sun moving across the sky, they had tooffer their Gods something that moved. They chose the beating heart and used thepeople from conquered tribes for their sacrifice. Human sacrifice became a regularritual, removing the heart while the victims were still alive!
In 1519 the Spanish explorer Cortes arrived in Mexico. He was known as reckless andgenerous, and made friends with the Aztec's enemies. A strong Catholic, Cortes soonconquered the Aztecs, did away with human sacrifice and replaced their idols with theChristian cross.
After Cortes' arrival in 1521, Mexico and other Central American countries wereruled by Spain. Many Europeans and Indians married, and their children becameknown as "mestizos ". The Spanish and mestizo therefore, were the first European peopleto settle in the area known as the Pimeria Alta, then a part of Mexico.
The Spanish continued to rule Mexico for three centuries during which the king wassupreme. He had viceroys (governors) to carry out his laws, and chosen officialswatched over the church and controled trade routes. At first, the people were excitedand loyal to the Spanish King, but the Spanish never taught the Mexican and CentralAmericans how to govern themselves. The people felt that they were treated unfairlyand that Spain had taken away all their power. They wanted to be free from the kingand his officials. People disagreed about the way the government was run, and soonpeople of different regions began to fight with each other and with Spain.
In the 19th century, most Mexican and Central American countries revolted andseparated from Spain. On September 16, 1810, Father Miguel Hidalgo, Jose MariaMorelos and others cried out for freedom and started a revolt against Spain. Afterten years they got their independence in 1821, but the War of Independencecontinued into the late 1820's. Spain lost her control and Mexico, a new nation wasborn.
After the War of Independence, Mexico had a number of rulers, governments andrevolts. Agustin de Iturbide declared himself Emperor of Mexico in 1824 only to bereplaced within the year by President Guadalupe Victoria. Although Victoria tried,Mexico's problems were many and his vice president led a revolt three years later.
166ENCOUN7E S,UnitV11, The Medea,' Connection
Mexico: A Nation is Born., page VII - 4
Gomez Pedraza won the presidency but, like Victoria, only lasted a few years until hewas overthrown and replaced by General Santa Anna and his rebels.
Santa Anna governed for thirty years, sometime, ruling as president and other timeswith puppet-like politicians to do his work. Santa Anna, however, was not able tocontrol the country and the people revolted again. With victory in 1857 they electedBenito Juarez, a full-blooded Indian to be their President. Political problemscontinued under Benito Juarez until powerful people from Britain, France and Spainstepped in to start the War of Reform in 1861. Even though the Mexicans won animportant battle on May 5, 1862 (celebrated as Cinco de Mayo), the foreignersfinally won and Maximilian from France became Emperor, only to be captured andexecuted in 1867. Juarez once again took power until his death and was eventuallyreplaced by General Porfirio Diaz who ruled until 1909. But Diaz' government didnot represent the poor peasants and in1911 they rebelled again.
The Mexican Revolution from 1911-1917, attempted to put the peasants in powerand brought the first constitution to guarantee the rights of women, workers,Indians and other groups in 1917. The revolution, (celebrated as Diciseis deSeptiembre), had many heros including Francisco Madero, Venustiano Carranza,Alvaro Obregon, Emiliano Zapata, and the most colorful of them all, Pancho Villa.The names of these heros are commonly seen in Mexican city streets and parks.
Since the Mexican Revolution, Mexico continues to struggle for a government that willgive them a better way of life. But like the past, problems are many and progress isslow. But more and more people are educated now and the common people havemore of a voice. They are making the changes needed, making Mexico the proud andand colorful nation that it is today. (71
167ENCOUNTERS,UniiVii, The Mexican Connection
The Spanish - Mexican Contribution, page VII - 5
DESCRIPTION: IN THIS ACTIVITY STUDENTS WILL TAKE ATRIP TO THE SUPERMARKET (OR SHOP BYADVERTISEMENTS) TO DISCOVER THE VAST INFLUENCETHE MEXICAN AMERICANS HAVE HAD ON OUR DIET, ANDTO TRACE THE ORIGIN OF CERTAIN FOODS.
Subjects:Social Studies,Geography, Nutrition.
Materials:Food advertisements.
Preparation:Collect groceryadvertisements.
Time:One session.
OS (Orange)1. City of Nogales 75thAnniversary CelebrationNogales Arizona1880 - 1980 CentennialAnniversary
THE SPANIST-ICONT/')/ /I)
CANUTION
BACKGROUND INFORMATION
Mexicans have greatly contributed to our lives - culturally through
fiestas, clothing styles, decorations and architecture; and
environmentally through foods, agriculture, and ranching.Starting with the arrival of Cortes in 1504, the Spanish and theirsuccessors made incredible contributions to the new world. Onesignificant contribution was that of ranching. Can you imagineAmerica without cowboys? Starting with the conquistadors, theSpanish brought horses, saddles and ropes. Not long after, themissionaries and other immigrants introduced cattle, wheat, and
many other foods.
The source of many traditional American foods originated from
Spanish imports. Not in the sense that the recipes are Spanish,but for the ingredients. Take flour tortillas for example: withoutthe Spanish introduction of wheat into this area we might neverhave enjoyed burritos or chimichangas. And how about chips and
salsa?
Keep in mind that imported foods eventually used in Americanrecipes were not exclusive to the United States, but were importedon local levels. The English or the Dutch may have been the firstto import these foods to other areas of the country.
A trip to the local supermarket will demonstrate just how immensethe Spanish and Mexican contribution is. The following chartcontains only a partial list of items that can be found: MI
1 GB
ENCOUNTERS, Unit VII, The MelriCell Connection
The Spanish - Mexican Contribution, page VII - 6
Beef
ITEM
Cattle
ORIGIN
Bread Wheat
Pork Chops Pig
Olives Olive tree
Tortillas Wheat
Qucso Milk -cows
Cilantro Plant
Corn Plant
Chicken Chicken
Salsa Vegetables
Chips Corn
Potatoes Root Crop
Oats Grain Crop
Onions Root Crop
Rice Plant
ACTIVITYHow about the foods' culturalorigins? (cows, sheep, wheat from Spain,tortilla chips from Mexico, sugar from theIndies) Are there any foods that comefrom Mexico or are Mexican American?Continue the discussion to includedinner and other items.
Part I
- Discussion: Before, during or afterlunch, explore and discuss the differentfoods the students are eating. Wheredo these foods come from? Can theytrace the foods' natural origins? (milk,
cheese and beef comes from a cow, and bread
and cookies come from wheat)
15GENCOUNTERS, Unit VII, The Mexican Connection
The Spanish - Mexican Contribution, page VII - 7
- Assignment: As a homework assignment, ask eachstudent to take a trip to the supermarket (or alternativelydo their shopping from advertisements) and write down atleast five foods (not in the Mexican food section) that areMexican American.
Part H
- Using grocery store or coupon advertisements, have thestudents augment their list from their assignment in Part I.
- Using the students' lists, ask them to write down thenatural origins (bread from wheat, etc.) and if known, thecultural origins (Spain, specific state of Mexico, etc.)
- Discuss and brainstorm the students' findings.
RESOURCES ANDREFERENCES
Seeds of Change: TheStory of CulturalExchange after 1492,Sharryl Davis Hawkeand James E. Davis,Addison-Wesley Publ.,1992; Chilies toChocolates, Foster &.Cordell, Univ. of AZPress, Tucson, AZ,1992; "A Taste ofHistory," EncountersBox, yellow section.
Enhancements
Expand the activity to include local plants. Which plants are imported? Which are native?
Discuss specifically native plants and resources. Trace their Indian and / or Spanish use patterns.
Do the "Mission Edibles" activity, located in the Encounters Box, blue section.
Further explore the origins and extent of ranching.
Compare and Contrast:Monetary systems; natural resources shared across the border, such as water, mountains, and
cattle; sports; education; religion; other.
170ENCOUNTERS, Unit The MCZialli Connection
Subjects:Social Studies, Art, andMusic.
Materials:Recipe ingredients, yarnand craft sticks(Optional craft items fordecorating: tissue paper,wire, pots or balloons,eggshells, newspaper,light bulbs, andconfetti), lyrics to "LasMananitas," hot plate orkitchen.
Preparation:Gather materials; tocreate a Mexicanatmosphere in theclassroom, such as paperflowers, crepe paper, andbanderolas (optional).Make copies of "LasMatianitas," MasterPage VII 14(optional).
Time:One to two sessions.
Vocabulary:fiesta, quinceanera,
Dieciseis de Septiembre,Cinco der Mayo, dicho,
banderolas
Fiesta, page VII - 9
DESCRIPTION: THROUGH THE CREATION OF A FIESTA,STUDENTS WILL GAIN UNDERSTANDING OF MEXICAN-AMERICAN CULTURE. FIESTA ACTIVITIES INCLUDECELEBRATION, HISTORY, MUSIC AND FOOD.
FIESTA
BACKGROUND INFORMATION
Quinceanera
There arc typically two different types of parties to celebrate agirl's 15th birthday. Both types are formal and often costly affairswith a champagne toast, a large tower cake (as in a wedding), alive band, and dinner.
One is similar to what is known as a debutante party, in which anynumber of 15 year old girls, together with their escorts (usuallytheir fathers) gather together at a ball. They wear beautiful longwhite gowns. There is a ceremony in which each girl is announcedindividually, given a single rose, and escorted to the dance floor for
their first formal dance. Family and friends are involved in theoccasion.
The second, called a tilt/flan/1cm, is quite similar, except that theevent is dedicated to only one girl. The family throws their ownball-type party, and again all the girls wear a long formal gown. inthis party, the girl chooses a male escort, and has as many damas
(maidens) and chambelanes (male escorts) for the damas as she
wishes. She is given a formal Catholic Mass, which is attended byfamily and friends. After Mass, she then attends a party given in
her honor. As in a wedding, she waits for all guests to be seatedand only enters after all the other members of her quinccancra partyhave been formally introduced to the guests. The quinccanera (this
is what the girl is called throughout the occasion), dances first withher escort, then with her father, and finally with her godfather.The quinccancra has the choice of either opening her gifts at theparty or in privacy. She is thenconsidered a woman.
ENCOUNTERS, Unit VII, The MatiC422 Connection
/7/
Fiesta, page VII - 10
Dieciseis de Septiembre
Independence Day in Mexico is September16th (dieciseis), although it is alsocelebrated the evening of September 15th.It celebrates Father Miguel Hidalgo's"Grito de Dolores" (cry for freedom fromSpain) late on the night of September15th, 1810 from the village of Dolores,and the beginning of the long struggleagainst Spain begun by Hidalgo's smallarmy the next morning.
Celebrations begin on the night of the15th with the ringing of churchbells andHidalgo's cry, "Viva Mexico! Viva la Virgende Guadalupe!" Celebrations continuethroughout the night and the followingday, including receptions, music, dances,banquets, parades, cockfights, bullfights,horse races, baseball games, and fireworks.
Cinco de Mayo
Cinco de Mayo (Fifth of May) is celebratedin honor of the victory of Mexico's smallarmy over French Emperor Napoleon III'selite French troops on May 5, 1862 at thecity of Puebla. Although the Frenchremained in power until 1867, Cinco deMayo became a symbol of Mexico's victoryover European imperialism. Celebrationsfor this holiday are similar to those forDiesiseis de Septiembre, including fiestas,dances, and fireworks.
ACTIVITY
- Hold a Fiesta! Choose a birthdayparty or one of the events listed in theBackground Information for a themeand / or excuse. If possible, spend onesession decorating the room with paperflowers, banderolas, pinatas, crepe paperor other materials in preparationfor the fiesta.
172
- During your fiesta, use one or more ofthe following activities to give studentsa firsthand experience of the Mexican-American culture.Music
One of the all-time classic songs is LasMananitas, the Mexican birthday song(Master Page VII - 14). Traditionallythe song is sung to the birthday personas a wake up call in the early morning.Try singing it with your class, take it toother classes and / or make it part ofyour birthday celebrations.
ENCOUNTERS, Unit VII, The Mexican Connection
Dichos y Cuentos
Like all cultures, language reflectsvalues and cultures. Dichos (sayings)and cuentos (stories) are commonly usedamong Mexican-Americans. A fiestamight end around a fire with thegrandparents chatting and sharingtales.
A story:
The Chicken DinnerIt was a wet and muggy day and manytravelers were looking for a place wherethey might stay the night. One suchtraveler began talking with a farmer anddiscussing the weather. Seeing that itwould rain, the farmer took pity on thetraveler, and even though he already hadtwo guests, he invited him to dinner.
The traveler entered the kitchen just as thefarmer's wife was setting the table. "Sinceyou are my last guest," commented thefarmer to the newcomer, "you may havethe honors of serving the meal."
The young traveler looked at the feast andcouldn't remember when he last saw such ameal. The chicken was baked just rightwith gravy, potatoes and a bowl full offresh vegetables. He took out the carvingknife and set to work, dividing the chickenin the following manner.
"The head of this bird should go, of course,to the head of the family" and he placedthe head of the chicken on the farmer'splate.
"The neck of the fine animal then goes tothe one who supports the head of thefamily" and he carefully placed the neck onthe farmer's wife's plate.
173
Fiesta, page VII - 11
Looking at the daughter he said, "And forthis lovely maiden who is now almost anadult, and her brother who must start hisown farm and family soon because bothare to fly away, they shall receive thewings."
"As for my fellow travelers," he went on, "Inotice that the one on my left is rubbinghis leg and needs a little support for hisjourney." A leg was put on the traveler'splate. "And for the one on my right,because he has been traveling so far andlong, he should have the other." The otherleg was dished out.
"Praise be to God," he then stated, "Thatleaves what little bit is left for myself. . . ."
And with a big smile on his face he placedthe rest of the fat, plump, juicy chicken onhis own plate!
Dichos:
Hay que aprender a perder antes de saberjugar.
One must learn how to lose before learninghow to play.
Una onza de alegria vale mas que una onzade oro.
An ounce of gladness is worth more thanan ounce of gold.
Todo el rato que esta enojado, pierde deestar contento.
All time spent angry is time lost beinghappy.
El sol es la cobija del pobre.The sun is the blanket of the poor.
ENCOUNTERS,UnitVII, The Mexican Connection
Fiesta, page VII - 12
God's eyes can l e easily made withonly yarn and or craft sticks.
1) Make a cross with two sticks. Tiethe center together with one end ofthe yarn.
2) Moving constantly in the samedirection, wrap the yarn oncearound the first stick, then to thesecond, the third, etc.
3) Continue wrapping the yarnsequentially around each stick,extending the yarn up the length ofthe sticks until you form adiamond-shaped or square pattern.
Note: To make the God's Eyes botheconomical and colorful, have studentsuse yarn scraps, tying the differentscraps together.
174
Drink
Traditionally, Champurro (Mexican HotChocolate) is made of chocolateblended with sugar, cinnamon, andoccasionally grained almonds.Mexicans make it frothy by beating itwith a molinillo (a special carved,wooden beater). You may get similarresults using a portable mixer.
Have children wash their hands andthe working surface before handling thefood items. Gather together thefollowing ingredients and supplies:
ChampurroUtensils:large sauce panmixing spoonmeasuring cupsmeasuring spoonshot padsportable mixer
Ingredients:1/2 cup sugar3 oz. unsweetened
chocolate1 tsp. cinnamon6 cups milk2 beaten eggs2 tsp. vanilla
1. In large saucepan, cook and stir thesugar, chocolate, cinnamon, and 1cup of the milk over medium heatuntil the chocolate melts. Then stirin the remaining milk.
2. Mix one cup of the hot mixturewith the beaten eggs; stirringconstantly. Quickly, stir the eggmixture into the saucepan. Heat for2 minutes over low heat.
3. Use hot pads to remove pan fromheat. Add vanilla, then beat the hotmixture with a portable mixer untilthe chocolate is frothy.
Serve the chocolate hot in mugs,topped with whipped cream and sticksof cinnamon.
ENCOUNTERS, Unit VII, The Mexican Connection
Food
What would a fiesta be without food? Turn yourclassroom into a kitchen and make a traditional Mexican-
American snack:
Salsa and Chips
Ingredients: Tomatoes (diced)Cilantro (finely chopped)Onions (finely chopped)Garlic (minced)Green chilis (finely minced)
Mix ingredients together, bring out a bag of tortilla chipsand watch it disappear.
Fiesta, page VII - 13
RESOU ' CES ANDREFERENCES
Crafts of Mexico, ChloeSayer, Doubleday and Co.,Inc., NY, 1977; Cuentos -Tales from the HispanicSouthwest, Jose Griego yMaestas and Rudolfo A.Maya, Museum of NewMexico Press, 1980; Fiesta!Mexico and CentralAmerica, Barbara Linse andDick Judd, Fearon TeacherAids, A ParamountCommunications Company,1993; Folk Wisdom ofMexico, Jeff M. Sellers,Chronicle Books, SanFrancisco, 1994; MexicanFolk Toys, FestivalDecorations, and RitualObjects, Florence andRobert Pettit, HastingsHouse Publisher, NY, 1976;Spanish-American folktales,Teresa Pijoan de Van Etten,August House Publishers,Inc., Little Rock, AR, 1990;The Tortilla Book andMexican Regional Cooking,Diana Kennedy, Harperand Row, NY, 1975; Vamosa Cantar, Come lan,Folkway Records, NY.
Enhancements
41 There are a variety of other crafts that can be easily adapted to the classroom, including pirlatas,
cascarones, banderolas and maracas. Directions for making banderolas can be found in theEncounters Box, yellow section. See Resources and References (below) for more information.
Check local recipe books for other treats.e Contact the Pimeria Alta Historical Society for details and information about special Mexican-
American events and information.e Have your students memorize and recite the dichos. Ask them to create their own!
ENCOUNTERS, Unit VIIII, The Mesioen Comnevaan
Fiesta, page VII - 14
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176ENCOUNTERS, Unit Vill, The Mexican Connection
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The Weekly AriZ012ia231 page V - 1
OVERVIEW: Students will create their own historicalnewspaper. In doing so, they will learn about UnitedStates history between the Gadsden Purchase in the 1850sand Arizona statehood in 1912.
Railroads, Cattle, ado. Fieldsanti r G Environment page V - 5
OVERVIEW: Students will participate in a game thatdemonstrates how historical events affected the naturalenvironment in the Santa Cruz Valley.
Owls laid Crows page V 9OVERVIEW: Students will demonstrate their knowledge ofArizona history and its effect on the environment whileanswering questions during a physically active quiz game.
177
ENCOU1VTE 5, Unit 17111, The Americans
The Weekly Arizonian, pace VIII - I
DESCRIPTION: STUDENTS WILL CREATE THEIR OWNHISTORICAL NEWSPAPER. IN DOING SO, THEY WILLLEARN ABOUT UNITED STATES HISTORY BETWEEN THEGADSDEN PURCHASE IN THE 1850s AND ARIZONASTATEHOOD IN 1912.
Subjects:Social Studics, Reading,Language, Art.
Materials:Copies of Master PagesVIII - 3 and VIII - 4;historical papers,documents, textbooks, orother informationpertaining to the timeperiod between 1850 -1912.
Preparation:Gather research materialspertaining to the timeperiod between 1850 -1912; set up yourclassroom as anewspaper/print shop.
Time:Two or more sessions.
I. The Weekly Arizoniannewspaper (Orange)Tubac (Green)
THE4 /1101 //
IP( /4( / YOMAN
ACTIVITY
- Read aloud and discuss the excerpts from The WeeklyArizonian newspaper on Master Pages VIII - 3 & 4.*
- Divide the class up into work-groups and assign each one ofthe jobs listed below:
Reporters - research and write a short article about one ofthe historical themes or events described on page VIII - 2.(Encourage them to use comics, political satire, etc. ifappropriate.)
Editors - once completed, collect articles and edit them.
Layout Designers put all the edited articles together tolook like a newspaper.
Typesetters (If you have access to computers) - workclosely with the layout designers to put the newspaper onthe computer to make "camera ready" pages.
- Set up the class as a newspaper room and have the studentsrole play their various jobs. Make available other historical
papers, documents, textbooks, etc. from this time period asresearch materials.
- Create a historical newspaper. Use each article as astepping off place to discuss and explore U.S. and Arizonahistory, themes and events.
* Excerpts from The Weekly Arizonian on Master Pages VIII - 3 & 4 are
original, reflecting a period of time in 1859. rig I
1 7ENCOUNTERS, Unit VIII, A1'880124
The Weekly Arizonian, page VIII - 2
Historical Themes and Events:
848 The Treaty of Guadalupe Hildalgo left questions about theMexican and U.S. boundaries. President Franklin Pierce sentJames Gadsden to purchase more land in 1853.
185I U.S. Army troops and cavalry were sent to protect the settlers.They built forts near towns and mines, and helped to fight theApaches and other tribes.
1854 Miners came to Arizona to look for gold and riches. Manynative tribes resisted the miners because they knew that thetheir success would bring more people who would steal theirland.
1856 Edward Beale, an early explorer, convinced Congress to spend$30,000 to buy 77 camels from North Africa.
1859 Arizona's first newspaper, The Weekly Arizonian was published.
1861 Chiricahua Apaches following Cochise went to war. Life for thesettlers became extremely dangerous.
1862 The Civil War caused withdrawal of U.S. troops. Apache raidsincreased. Arizona was declared part of the confederacy.
1863 Abraham Lincoln separated Arizona from the New MexicoTerritory.
1867 The black Buffalo Soldiers earned a reputation as brave Indianfighters.
1870s Governor Safford implemented a state-wide public school system.
1880s The new settlers needed supplies and equipment that was broughtby the Butterfield Mail or Southern Pacific Mail.
1880s The wealth brought by the miners and rich cattleman alsoattracted outlaws. Tucson and Tombstone became centers forthe wild west.
1883 The railroad began to replace camels and stagecoaches.
1886 Geronimo surrenders, the land became safe for the settlers.Arizona became a haven for American cowboys.
1912 President Taft declared Arizona a State.
RESOURCES ANDREFERENCES
Adventures in Arizona,Kate Ruland-Thorne andLinda Lawrence, ThomeEnterprises Publications,Inc., Sedona, AZ, (520)282-7508; Arizona: AHistory, Thomas E.Sheridan, Univ. of AZPress, 1995; ArizonaMilitary Installations: 1752- 1922, Richard Nearingand David Hoff, GemPubl. Co., Tempe, AZ,1995; Cochise, Edwin R.Sweeney, Univ. ofOklahoma Press, 1991;Geronimo, Angie Debo,Univ. of Oklahoma Press,1976; Hispanic Arizona:1536 - 1856, James E.Officer, Univ. of AZ Press,1987; Tubac, RichardWormser, The TubacHistorical Society, 1981.
Enhancements
Once completed, print and distribute copies for other classrooms.
Instead of doing this activity to introduce students to the history during this timeperiod, use it to evaluate student's knowledge after studying these events.
As part of the research, include a visit to the local library, Pimeria Alta HistoricalSociety, The Tubac Historical Society, or Tubac Presidio State Historical Park.
1.7ENCOUNTERS,UnAVICII, A12160.101.5
MASTER PAGE VIII - 3 The Weekly Arizonian, page VIII - 3
THE WEEKLY ARIZONLANVol. 1. TUBAC, ARIZONA MARCH 3, 1859 No. 9
*fa --.GENERAL MIRAMON
This new President to theMexican Republic is an addition tothe list of those who have reachedthe summit of ambition in earlylife. Born in 1832, he is now in his27th year. He first figuredconspicuously in the insurrection ofZuloaga last winter. Upon thedeath of General Osollos, he wasplaced at the head of the army,signalizing his promotion by a greatvictory of General Vidaurri, nearSan Luis Potosi, September 29th.More recently, he has beaten theLiberal Degolado without the gatesof Guadalajara, and forced his wayinto that city.
AN ENTERPRISINGSHOWMAN
is exhibiting a company oftrained fleas in the cities of theAtlantic States, to crowded houses.Their feats as described in thepapers, are truly surprising.
KANSAS CITY GOLD MINESThe reports from the South
Platte gold region announce newdiscoveries of the precious metal,and a large yield. The gold is finefloat, or scale gold, intermixed withboulders, coarse gravel, and sand...
PATAGONIA MINING CO;Col. Douglass Superintendent, areprogressing with fine success. Theyhave a deep shaft sunk, and overone hundred tons of ore out of theground. The smelting works willsoon be in operation.
INDIAN DEPREDATIONSIn order that our readers in "the
states" may have an idea of themanner in which the people ofArizona are plundered by Indians,we give a few cases that have cometo our knowledge within the pastfew weeks. There are a number ofother instances which are omittedfor want of names and dates. Mostof these depredations werecommited by the Pinal andCoyotero bands of Apaches.
On the 13th, took twenty headof cattle out of the corral at FortBuchanan- followed, and fifteenhead recovered. Also, on the sameday, took eleven mules from Mr.Yancy, at Tubac, and beingpursued lanced three mules.
25th, Attack on Sergeant Berry'sparty, at Whetstone Springs,twenty-two miles from FortBuchanan; sergeants Berry andKelly killed; also, three mules killedand one carried off. Kelly was anative of Ireland and had been 20years in the service. Berry was anAmerican, from Weston, Mo., andhad served fifteen years. Both hadjust received an "honorabledischarge" and were on their way to"the States."
On the 20th, all the animalsbelonging to Tumacacori Mission,three miles from Tubac, taken inbroad day. Immediate pursuit byMr. M'Coy and Captain Sharp,and the animals retaken.
Apaches in Sonora- Some twoweeks since a party of two hundredApache warriors passed SoporiRanche on their way to Sonora ona plundering expedition. We learnthat they extended their ravagesfurther down into Sonora than ever
.4" 80
before; and a few daysof the same companyArivaca Ranche witheighty stolen animals.
MARRIED
At Calabasas Rancho, on the18th February, by J. Ricord, Esq.,Notary Public, Mr. - Boyd, to MissSarah Sutton, both of Calabasas.
At Tucson, Arizona, on Tuesday,March 1st, 1859, by J. Ricord,Esq., Mr George P. Davis to MissAnn Maria Ake, all of SonoitaValley.
WANTED
since a partpassed nearseventy or
THE SANTA-RITA SILVERMINING COMPANYAn experienced Smelter.
Also, good Barrateros, to work inthe Salero Mine.
Apply to W. Wrightson, Tubac.
MILLWRIGHTAn experienced millwright canobtain employment and good
wages on application toS. H. LATHROP
DIRECTOR OF MINES,
Sonora Exploring and Mining Co.- ,,,,4+:0SHOOTING AFFRAY
At the Overland Mail station nearFort Yuma, not long since, ashooting affray took place betweenEdward George, and a man namedBuchanan. George was badlywounded and Buchanan killed.
ENCOUNTERS, Unit VIII, Arizona
The Weekly Arizonian, page VIII - 4
OVERLAND MAILTARIFF OF PRICES.
From San Francisco, or from anypoint on the route between SanFrancisco and Fort Yuma, toterminus of Pacific Railroad, or Ft.Smith, Ark., $100; From SanFrancisco to Visalia, $20; From SanFrancisco to Fort Tejon, $30; FromSan Francisco to Los Angeles, $40;From San Francisco to Fort Yuma,$70 From Los Angeles to Ft. Yuma,$40; Way fare 10 cents per mile;no charge less than one dollar.
LOUISE MCLANE
Agent 0. .M. Co., San Francisco
OVERLAND TO THE PACIFICTHE SAN ANTONIO AND
SAN DIEGO MAIL LINEwhich has been in successfuloperation since July, 1857, areticketing passengers through to SanDiego, and also to all intermediatestations. Passengers and expressmatter forwarded in new coachesdrawn by six mules over the entirelength of our Line, excepting theColorado Desert of 100 miles,which we cross on mule back.Passengers Guaranteed in theirtickets to ride in Coaches,excepting the 100 miles, as abovestated.
The coaches of our line leavesemi-monthly from each end, onthe 9th and 24th of each month, atsix o'clock, A.M.
An armed escort travels throughthe Indian country with each mailtrain, for the protection of themails and passengers.
Passengers are provided withprovisions during the trip, exceptwhere the coach stops at PublicHouses along the Line, at whicheach passenger will pay for his ownmeal.
Each passenger is allowed thirtypounds of personal baggage,exclusive of blankets and arms...
t. --WESLEYAN FEMALE COLLEGE
MASTER PAGE VIII - 4
A Seminary for Young Ladies.Sessions commence in the monthsof February and September. Rev.P. B. Wilbur, Principal, Cincinnati.
°°"r-..f-46°
PERRY DAVIS VEGETABLEPAIN IULLER
This well established andsuccessful remedy for the cure ofcholera morbus, burns, scalds, cuts,etc., etc., is offered for salewholesale and retail byJ.N. HARRIX & Co., No. 5 College
building Cincinnati, Ohio.IIWC=W
MEXICAN HORSE THIEVESOn the 16th ult., five Mexican
horse-thieves visited the SpoorRanche and stole five horses andone mule, belonging to C.C. Dodosand Col. Couglass. The same nighta valuable horse was stolen fromthe Cerro Colorado mine. A partysent in pursuit succeeded in re-taking the horse stolen from CerroColorado, and captured two of thethieves; one, named Rogues, isnotorious as a bold and experthorse thief. Both are in jail atSiroca, a town in Sonora. Thehorses belonging to Mr. Dodsonwere also captured, but left atSiroca. Nothing but the mostsummary measures will put a stopto these depredations by Mexicanthieves. If citizens would adopt theplan of shooting, on sight, allstrange and suspicious Mexicansfound lurking about their premises,it would doubtless have a salutaryeffect.
CANALS IN CALIFORNIAWithin five years, over 4,405 milesof canals for wadding gold havebeen constructed in California.The cost of these has been nearly$12,000.
cr-bBENEFIT your enemies, that they
at last may become your friends
°*+DEATH OF GENERAL
181
JAMES GAD SDENThe newspapers in the States
announce the death of Gen.Gadsden, of South Carolina, whodied at his residence in Charlestonon the 29th of December, last, agedsixty years. Appointed MinisterPlenipotentiary and EnvoyExtraordinary of the United Statesto Mexico, in 1853. GeneralGadsden's name is chieflyassociated with the Treaty executedin 1854, between Mexico and theUnited States. That instrument is
°generally known as the "GadsdenTreaty." Under its provisions, theboundary line between the twocountries was definitely settled, aCommission was appointed tosurvey the line, and the 6th and 7tharticles of the Treaty of Guadalupe-Hidalgo were abrogated;Mexico granting the free navigationof the Colorado river, and the Gulfof California; also relinquishing hertitle to the proposed territory ofArizona. The tract of country thusacquired was for a long time knownas the "Gadsden Purchase." Inconsi-deration of the stipulationsagreed upon on the part of Mexico,the United States guaranteed thepayment to the Mexicangovernment of the sum of tenmillions of dollars. Mr. Gadsdensince his retirement fromdiplomatic life, has taken no activepart in national affairs.
A word of kindness is seldomspoken in vain. It is a seed which,
even when dropped by chance,springs up a flower.
CROWELL & CRANE
WHOLESALE DRUGGISTS
Corner of Front and Clay Streets
SAN FRANCISCO
ENCOUNTERS, Unit VIE, Arizona
Subjects:Social Studies & Science
Materials:Copy of Master PageVIII - 4; beans or othercounting objects.
Preparation:Copy Master Page VIII- 4 and cut-outindividual "speciescards."
Time:15 to 30 minutes.
11V
1. Tubac (Green)2. Riparian AreaManagement (Black)
Railroads, Cattle, Cottonfields and the Environment, page VIII - 5
DESCRIPTION: STUDENTS WILL PARTICIPATE IN A GAMETHAT DEMONSTRATES HOW HISTORICAL EVENTSAFFECTED THE NATURAL ENVIRONMENT IN THESANTA CRUZ VALLEY.
/!) OARS, CATTLE,COTTON MELDS ANDTHE ENVP) OINTMENT
BACKGROUND INFORMATION
With water flowing year-round, the Santa Cruz River is the life-blood for myriad animals, insects, trees, plants and grasses.Populations of White-tailed and Mule Deer, Javelina, MountainLion, Bobcat, jackrabbit, desert cottontail, rock squirrel, valleypocket gopher, opossum, coyote, gray fox, raccoon, badger,spotted, hog-nosed and stripped skunk, porcupine, white-throatedwoodrat and gray shrew all rely on the river. Native trees such asnetleaf hackberry, honey mesquite, Arizona ash, Freemontcottonwood, Nogales walnut, Gooding willow, Mexican elder(elderberry) and catclaw acacia frequent the valley. And hundredsof insects, grasses and plants coexisted in the mesquite-Bosque(mesquite woodland) and riparian environment.
It hasn't always been so abundant, however. During prehistoricand Spanish settlement history, the natural environment was, forthe most part, fairly stable and abundant. In addition to theaforementioned, what is today threatened or endangered werecommon. This list includes monkey springs pupfish, river otter,jaguar, Mexican (gray) wolf, ferriginous pigmy owl, barking frog,
Sanborns long-nosed bat, willow fly-catcher, Gila topminnow,large flowered blue star, Wiggen's milkweed vine, yellow billedcuckoo and Santa Cruz star leaf.
ENCOUNTERS, Unit VIII, The Amedoana
Railroads, Cattle, Cottonfields and the Environment, page VIII - 6
The environment of the Santa Cruz Valleywas not adversely affected until the late1800s. Prior to this time, populationsremained relatively small (at least partiallyfrom Apache attacks), and technologies didnot have a great impact. With the arrivalof emigrating Americans, the industrialrevolution and the surrender of Geronimo,the environment took a turn for the worse.In the 1800s cattle operations, railroadsand cotton farms took their toll on theenvironment. Cowboys brought large herdsof cattle into the area and ranchersattempted to raise as many animals aspossible, without effectively managing therangeland. The cattle ate and tramplednative plant species and, because theirnumbers were so great, many native plantswere unable to reseed. Other introduced"exotic" species competed for space.Wildlife, of course, was for the most partthought of as something to be conquered.Wolves, coyotes, large cats, raptors andother animals were considered threats andwere often shot when seen. Peoplesometimes hired hunters to track and killthe predators.The railroad brought new technologies tothe area and with it Arizona citizen's most
likely saw a higher standard of living.Travel and movement of commerceimproved and supplies were more readilyavailable. But technology also broughtmoney, wealth and greed. Largecompanies and land owners often tookfrom the land everything they could,destroying habitat and killing wildlife asthey did so.
The technologies also brought inventionsthat encouraged large-scale cotton farming.Habitat was destroyed and the river wastapped to irrigate huge fields of cotton thatdepleted the soil.So it was that the large cattle operations,railroads and cotton farms, negativelyimpacted the environment along the SantaCruz. An important concept to emphasis,however, is not as much how this occurredbut why. What was the motivationbehind the inventions and technologies?Were they essentially good? How doeshuman character come into play here? Byexploring these ideas perhaps students willgain understanding and insight into howfuture generations might better manageour environment. ni
ACTIVITY
Copy Master Page VIII - 4 and cut-out individual "species cards." Useall cards and give each student at leastone. (In smaller classes give studentstwo or more of the same species.)
- Give each student six (6) beans orother counting object for each card.
- Tell students that you are going toread some statements that describevarious historical events. After reading
each statement, discuss with the classwhether or not the event affected theenvironment and how. If it did notaffect it or helped the environment, donothing and read the next statement.If it adversely affected the environment,ask each student or "species" to give upone bean which represents a percentageof their population. (about 15% perbean)
183ENCOUNIERS,UnitV111, The Americans
Railroads, Cattle, Cottonfields and the Environment, page VIII - 7
- Read the following statements, discuss any effect the eventmight have had on the environment, and collect beans asappropriate. After each statement, note and discuss anychanges in the "species" population. If a student runs outof beans, it signifies that their representative animal ran outof food or habitat and dies (the student must sit down).
- Conclusion: After reading all the events and subsequentloss of certain animal populations, the only remaininganimals are hearty survivors such as coyotes, raccoons, deerand javelina. Discuss why these animals survived andothers did not. What happened to the other animals? Areany of them extinct? What conclusions can be made abouthow history affects the wildlife? Are there any events inwhich the environment shaped history?
Gadsden PurchaseBig cattle operations come to Arizona
The Civil WarRailroads bring new technologies to Arizona
Congress buys 77 camels from North Africa
Arizona becomes a territory
Area is cleared to grow cotton and raise cattleThe black Buffalo Soldiers earn a reputation as braveIndian fighters
Geronimo surrendersGovernor Safford starts a state-wide public schoolsystemPresident Taft declares Arizona a State in 1912
04."..P
RESOURCES ANDREFERENCES
Adventures in Arizona,Kate Ruland-Thorne andLinda Lawrence, ThorneEnterprises Publications,Inc., Sedona, AZ, (520)282-7508; Arizona: AHistory, Thomas E.Sheridan, Univ. of AZPress, 1995; ArizonaMilitary Installations: 1752- 1922, Richard Nearingand David Hoff, GemPubl. Co., Tempe, AZ,1995; Cochise, Edwin R.Sweeney, Univ. ofOklahoma Press, 1991;Geronimo, Angie Debo,Univ. of Oklahoma Press,1976; Hispanic Arizona:1536 - 1856, James E.Officer, Univ. of AZ Press,1987; Tubac, RichardWormser, The TubacHistorical Society, 1981.
Enhancements
Study individual species to determine why some animals survive better thanothers.
Activity: "How many trees in a forest," Project Learning Tree.
Take a field trip to the Santa Cruz River and its environs. (Call TumacacoriNational Historical Park or Tubac Presidio State Historic Park for information.
18ENCOUNTERS,UnitVIII, The Americana
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186
MASTER PAGE VIII - I I Owls and Crows. page VII I - 9
Subjects:Social Studies, PhysicalEducation.
Materials:Large area wherestudents can run. List ofquestions on MasterPage VIII - 11.
Preparation:Delineate a playing areathat has three parallellines, 20-30 feet apart.
Time:15 to 30 minutes.
DESCRIPTION: STUDENTS WILL DEMONSTRATE THEIRKNOWLEDGE OF ARIZONA HISTORY AND ITS EFFECT ONTHE ENVIRONMENT WHILE ANSWERING QUESTIONSDURING A PHYSICALLY ACTIVE QUIZ GAME.
S \71) C/9'0WS
BACKGROUND INFORMATION
Owls and Crows is a fun way to enforce concepts and evaluatestudents knowledge. The questions listed on page 11 arcexamples that pertain to Unit 8. However, any question may besubstituted, whether pertaining to this unit or to any other subjectyou might wish to use such as math, science, etc. Owls and Crowsis adapted from Sharing Nature with Children by Joseph Cornell.
ACTIVITY
- Designate and delineate a playing area where students canrun, with three parallel lines approximately 20 - 30 feet apart.
Owls Safe Area
Crows Safe Area
ENCOUNTERS, Unit WEL The Americans
187
Owls and Crows, page VIII - 10
Review historical and environmental events that occurredin Arizona during the late 1800s.
Split the class into two teams (owls and crows) with eachteam facing each other on either side of the center line.Each players must have one foot within 12 inches of thecenter line. Explain that the owls are the wise team thatalways tells the truth whereas the crows can be deceptiveand may lie.
- Tell them that you will read various statements which theywill have to determine to be either true or false. If thestatement is true, the owls (the wise ones) will chase thecrows towards the crows safe Area. If an owl touches a crowbefore getting to the safe zone then that crow must join theowls team for the next statement. If the statement is false,then the crows chase the owls towards the owls safe Area,again dragging any caught Owls back to the crows team.
- Start by demonstrating with an easy statement such as"Today is Christmas" or, "We live in the United States ofAmerica".
- Using the statements listed on Master Page VIII - 11,read one statement per round, each time regrouping anddiscussing the correct answer. Make each statementprogressively harder. Make up your own statements!
RESOURCES ANDREFERENCES
Adventures in Arizona,Kate Ruland-Thorne andLinda Lawrence, ThorneEnterprises Publications,Inc., Sedona, AZ, (520)282-7508; Arizona: AHistory, Thomas E.Sheridan, Univ. of AZPress, 1995; ArizonaMilitary Installations: 1752- 1922, Richard Nearingand David Hoff, GemPubl. Co., Tempe, AZ,1995; Cochise, Edwin R.Sweeney, Univ. ofOklahoma Press, 1991;Geronimo, Angie Debo,Univ. of Oklahoma Press,1976; Hispanic Arizona:1536 - 1856, James E.Officer, Univ. of AZ Press,1987; Sharing Nature withChildren., Joseph Cornell,Dawn Publications,Nevada City, CA, 1979;Tubac, Richard Wormser,The Tubac HistoricalSociety, 1981.
Enhancements
Study individual species to determine why some animals survive better thanothers.
Activity: "How many trees in a forest," Project Learning Tree.
Take a field trip to the Santa Cruz River and its environs. (Call TumacacoriNational Historical Park or Friends of the Santa Cruz River for more information)
ENCOUNTERS,UniiV11101, The Amerimme
188
Owls and Crows, page VII I - 11
4, James Gadsden was the governor of Arizona in 1848. (F)
e The first newspaper in Arizona was called the Tubac Daily Star. (F)
Buffalo Soldiers were brave, black soldiers who helped fight the Apache Indians. (T)
Cochise was a peaceful Apache Indian who helped the American settlers. (F)
The Santa Cruz River once was so large that it steam powered paddle boats wereused for transportation. (F)
In 1856, the government tried to use camels from North Africa in the Southwestdeserts. (T)
Geronimo was the last Apache to surrender to the United States government. (T)
Cattlemen always managed the rangelands wisely. (F)
Railroads brought many new supplies and services to the people out west. (T)
Tucson and Tombstone were peaceful towns in the late 1800s. (F)
Many of the native trees and plants were cut down to grow cotton. (T)
189ENCOUV717ERS,UniiVIII, The Americans
'gin tai ruz fiver
AUZS
nt,r
Al Cultural ScavengeOVERVIEW: By compafing and contrasting differentcustoms and cultures found throughout the United States,students will explore what it means to be a North American.The Mexican-American culture in the Santa Cruz RiverValley will also be emphasized.
o a_page IX - 1
Wksi Do You Think? page IX 5OVERVIEW: The environment of the Santa Cruz RiverValley is affected by many environmental issues. In thisactivity, students will learn about some issues, assert theiropinions about each, and, working in teams, come up withsolutions.
S &nt Cruz cow* e 2o5of page IX - 11
OVERVIEW: The future of the Santa Cruz River Valleyultimately rests with our youth. In this activity, studentswill be members of an agency in the year 2050. They willcreate an informative display regarding the concerns of theiragency for the area.
190BEST COPY &NIA
ENCOUNTERS, Unit IX, The Santa Cruz Valley Today
Subjects:Social Studies, Art.
Materials:Copies of Master PageIX - 3; chalkboard; lotsof magazines, photos,music, foods,memorabilia, objects orprops that will illustrateAmerican culture andlifestyle.
Preparation:Gather materials; makecopies of Master PageIX 3.
Time:Part I - One session.Part II - One session.
A Cultural Scavenger Hunt. page IX - I
DESCRIPTION: BY COMPARING AND CONTRASTINGDIFFERENT CUSTOMS AND CULTURES FOUNDTHROUGHOUT THE USA, STUDENTS WILL EXPLORE WHATIT MEANS TO BE NORTH AMERICAN. THE MEXICAN-AMERICAN CULTURE IN THE SANTA CRUZ RIVER VALLEY'WILL ALSO BE EMPHASIZED.
A CULTURALSCAVENGEI'' HUNT
ACTIVITY
Part I
- Write the following categories on the board, thenbrainstorm and discuss things which are uniquely NorthAmerican:
Food (hamburgers, hot dogs, . . .)
Music (surfing, rap, bluegrass, . .)
Sports (baseball, football, . . .)
Holidays and Celebrations (4th of July, Memorial Day)Clothing (cowboy hoots, baggy shorts, . . .)
Transportation (hot rods, low-riders, etc.)
- Using the magazines, photos, etc., have students cut outpictures and / or headlines that emphasize North Americanculture.
- Create a collage, individually, in small groups, or as a class.
191 riF. ST COPY AVAILABLE
ENCOUNTERS, Unit IX, The San& C1 Valley Today
A Cultural Scavenger Hunt, page IX - 2
Part II-As a homework assignment, ask students to go on theCultural Scavenger Hunt (Master Page IX - 3).
- Upon completion of the Cultural Scavenger Hunt discussindividual findings, making a list as you go along.
- Write the following categories on the board, then listitems found during the scavenger hunt, comparing andcontrasting things that are unique to each category.
North AmericanMexican AmericanOther
- Discuss: What makes an American an American? Howcan you tell?
RESOU CES ANIDREFERENCES
Borders & Identity:Identidad & Fronteras(bilingual teacher's guide),Center for Folklife andPrograms, SmithsonianInstitute, 955 L'enfantPlaza, Suite 2600, MRC914, Washington DC26000, (800) 410-9815;Kids Explore America'sHispanic Heritage,Westridge Young WritersWorkshop, John MuirPublications, Santa Fe,NM, 1992; The MexicanAmericans, Julie Catalano,Chelsea House Publishers,NY, 1996; Seeds ofChange: The Story ofCultural Exchange after1492, Sharryl DavisHawke and James E.Davis, Addison- WesleyPublishing Company,1992; Songs My MotherSang to Me, PatriciaPreciado Martin, Univ. ofAZ Press, Tucson, 1992.
Enhancements
Expand on the categories in Part Two to include subgroups such as Chinese, African
American, Vietnamese, etc.
Go to or create an activity or event that is uniquely North American.
Research a uniquely North American activity. From which culture did it evolve? Whatwas the event's history?
192ENCOUZVTERS, Unit IX The Same Gun Valley Ter LT
MASTER PAGE IX - 3 A Cultural Scavenger Hunt, page IX - 3
A CULTURAL SCAVENGER HUNT
HOW, OF THESE THINGS CAN YOU FIND? DESCRIBE THEM.
Can you find these objects?
Something from nature in your home.
A shrine or religious symbol.
Clothing from at least two different cultures.
Four restaurants (check the phone book).
Four types of fast food places.
A billboard or large sign written in Spanish.
A billboard or large sign written in English.
Something from a different culture (notAmerican or Mexican).
A typical North American food.
A food from a foreign (not North American)culture.
Describe the object
WHERE DOES IT COME FROM? DRAW A LINE BETWEEN THE FOOD ANDTHE COUNTRY IT COMES FROM. (HINT: SOME MAY HAVE MORE THAN
ONE.)
Pizza
Chop SueyTacos
French Fries
Pita BreadSauerkrautSteakEnchiladasSpaghettiHamburgerSushi
English MuffinsTortillas
NORTH AMERICA
CHINA
ENGLAND
ITALY
MEXICO
FRANCE
GERMANY
MIDEASTERN
JAPAN
INDIA
193ENCOUNTERS,UnitIX, The Santa Crux Valley Today
Subjects:,Reading, Science, SocialStudies.
Materials:Copies of Master PagesIX - 9 and IX - 10.
Preparation:Review BackgroundInformation; makecopies of Master PagesIX - 9 and IX - 10.
Time:One to two sessions.
Vocabulary:ATV, interpretation,littering, pollution,riparian
What Do You Think?, page IX - 5
DESCRIPTION: THE ENVIRONMENT OF THE SANTA CRUZRIVER VALLEY IS AFFECTED BY MANY ENVIRONMENTALISSUES. IN THIS ACTIVITY STUDENTS WILL LEARN OUTSOME ISSUES, ASSERT THEIR OPINIONS ABOUT EACH,AND, WORKING IN TEAMS, COME UP WITH SOLUTIONS.
*WHAT DO YOU THI\ 1.
BACKGROUND INFORMATION
In this activity, students will do sonic "Interpretation." This isnot interpretation from one language to another, but ratherinterpretation as the National Park Service knows it -- thedissemination of information to people so that they can easily,and enjoyably, understand it. Interpreters in the National ParkService are well known, except that they go by the name of ParkRanger. They are the ones that escort you on guided walks, givepresentations, and sing all those silly songs when you go camping.
Sam Ham, in his book Environmental Interpretation (see
resources) defines interpretation as "simply an approach tocommunication. Most people think of it as the process throughwhich a person translates one language into another, for exampleSpanish to English or English to Spanish. At its most basic level,that's exactly what interpretation is, translating. Environmentalinterpretation involves translating the technical language of anatural science or related field into terms and ideas that peoplewho aren't scientists can readily understand. And, it involvesdoing it in a way that's entertaining and interesting to thesepeople."
Interpreting important issues can have great benefit for thebetterment of our society. With a bit of research and planning,just about any issue can be interpreted. The following are issuesthat students will work with in this activity.
BEST COPY AVAILABLE
ENCOUNTERS, Unit a, The Santa Cruz Valley Today
I 4" Li
What Do You Think?, page LX - 6
Water
Water is perhaps the most important thingin the Santa Cruz River Valley. Withoutit, animals couldn't survive, plantswouldn't grow and people couldn't livehere. Up until the 1880s, there were fewpeople and plenty of water. However, anatural drought coincided with theintroduction of big cattle drives, cottonfarms and the railroad, causing the watertable to drop significantly in the 1880s.The invention of a new water pump in the1940s also diminished the water tablesignificantly. As the population increased,development also began to take its toll onthe water supply. To control flooding,river banks were cemented or diverted,forcing the water that normallyreplenished the water table out of the area.(You can note this in Tucson where theriver is dry except after large rains.)
Today, thanks to the recycled water fromthe wastewater treatment plant in RioRico, the water table is recharged and theSanta Cruz River Valley has almost asmuch water as it did in Kino's time. Butwhat happens as more and more peoplemove here? Growth in the Santa CruzRiver Valley continues to swell.Numerous development projects areunderway or proposed. What will happenif the area becomes as populated asTucson? Is there enough water? Howcan we ensure that there will be?
ATVs (All Terrain Vehicles - includesmotorcycles, three-wheelers, dune buggys,etc.)
ATVs have been in use for relatively fewyears. Many people love to drive themalong and through the river. It's a lot offun to race through the river on an ATVwith water splashing everywhere. Noteveryone appreciates the ATVs though.
Hikers and bird watchers are disturbed bythe loud noise. ATV tracks make parts ofthe scenic river look like a highway.Animals, fish and birds are disturbed byATVs, which often destroy their homesand habitat. As much fun as they are,ATVs can hurt the natural environment.Along the Juan Bautista de Anza Trail,private property owners have been unableto control ATVs. "No Trespassing" signsand fences are often torn down. Is there aplace for ATVs along the river? Are thereother areas that could be designated forATVs? Is there a way to control orminimize ATV use?
.-'
LitteringOne of the main problems along the riveris trash. Picnickers, hikers and otherpeople drop litter. Even more litter is leftwhen trash from Nogales is carrieddownstream and deposited along the riverafter a heavy rain. Trash, therefore, is notlimited to local people, but includes trashfrom Ambos Nogales (both sides of theborder). Approximately 300,000 peopleinhabit Nogales, Sonora alone! Culturalstandards must also be considered, as theconcept of litter control is relatively new tothe Mexican people.
195ENCOUNTERS,UnitIIX, The Sun& Cruz River Valley Today
Pollution
Pollution is a complex problem thatinvolves all of the above issues (water,littering and ATVs, in addition to airpollution.) Perhaps the most seriousconsideration is health. Recentdocumentation has claimed that Nogales,Arizona, has one of the highest rates of arare cancer and the disease lupus in thecountry. Experts theorize thatgroundwater or air pollution are theculprits. Poor environmental controls in
What Do You Think?, page IX 7
Nogales, Mexico, have resulted in toxicchemical spills. With approximately25,000 people in Nogales, Arizona, and200,000 to 300,000 people in Nogales,Mexico, unchecked automobile and factorydischarge, smoke from fireplaces, and dustfrom unpaved roads increases air pollution.Indiscriminate littering in the NogalesWash includes toxic household chemicalsand other non-biodegradable trash.
Part I: Learning about the Issues
- Using the Background Informationas a guide, review each of the fourissues (Water, ATVs, Littering andPollution) so that students understandeach issue. As much as possible, try topresent each issue without biasing orinfluencing the students.
- Hand out to each student a copy of"What do you think ?," Master PageIX - 9. Ask students to complete theworksheet.
- Upon completion of the worksheet,once again review and discuss each ofthe four issues, allowing students tointerject their personal opinions. Usethe following questions as guidelines:
196
WATER - What will happen to thewater table if the Santa Cruz RiverValley gets as big as Tucson? Isthereenough water for housing, recreationagriculture, and the river?
ATVs - Should ATVs be allowedalong the Santa Cruz River? If not,is there somewhere else they couldgo?
LITTERING - Is trash bad ordangerous? Why? How can trashbe controlled?
POLLUTION - In what ways doespollution affect us individually or asa community? Is it a problem thatwill go away?
ENCOUNTERS, UnitlX, The Sante Cruz River Valley Today
What Do You Think?, page IX - 8
Part 11: Finding Solutions
- Read aloud the fictional Park Service Memorandum onMaster Page IX - 10.
- Divide the class into four groups. Assign the four issuesdiscussed so that each group has a different issue. Ask eachgroup to come up with an interpretive plan for dealing withthe assigned issue.
- Ask each group to present or interpret their solution andplan to the class.
RESOURCES ANREFERENCES
EnvironmentalInterpretation, SamHam, North AmericanPress, Golden, CO,1992; Water in theHispanic Southwest,Michael C. Meyer,Univ. of AZ Press,Tucson, 1996; AnzaTrail Coalition, P.O.Box 396, Tumacacori,AZ 85640; Friends ofthe Santa Cruz River,P.O. Box 4275, Tubac,AZ 85646, (520)398-9093; NogalesWastewater TreatmentProject, 777 NorthGrand Ave., Nogales,AZ 85621, (520) 287-6571.
Enhancements
Plan a field trip to the Santa Cruz River, the Nogales Wash, or Nogales WastewaterTreatment Project.
Create and implement an anti-litter program at your school or local neighborhoods.
Bring in a representative from the Friends of the Santa Cruz River, Anza Trail Coalitionor other group associated with the river to speak with your class. (see Resources)
197ENCOUNTERS, Unit DC, Th® Saga CMS River Vail e7 Teda,
MA
STE
R P
AG
E I
X -
9
WH
AT
DO
YO
U T
HIN
K?
Wha
t Do
You
Thi
nk?,
pag
e IX
- 9
Wha
t doy
off
thin
k ab
out t
he f
ollo
win
g is
sues
that
aff
ect t
he S
anta
Cru
z R
iver
?. S
tudy
eac
h of
the
issu
esbe
low
. In
the
blan
k sp
ace
wri
te d
oVn
your
opi
nion
s. I
s it
a go
od th
ing?
Sho
uld
it be
man
aged
? H
ow?
ISSU
ES
WH
AT
DO
YO
U T
HIN
K?
WA
TE
RW
ater
is p
erha
ps th
e m
ost i
mpo
rtan
t thi
ng in
the
Sant
a C
ruz
Riv
erV
alle
y. W
ithou
t it,
anim
als
coul
dn't
surv
ive,
pla
nts
wou
ldn'
t gro
w a
ndpe
ople
cou
ldn'
t liv
e. I
n th
e de
sert
, peo
ple
mus
t man
age
the
wat
er v
ery
care
fully
. Do
you
thin
k th
at th
ere
is e
noug
h w
ater
in th
e Sa
nta
Cru
zR
iver
Val
ley?
Wou
ld th
ere
be e
noug
h if
the
area
had
as
man
y pe
ople
as
Tuc
son?
AL
L T
ER
RA
IN V
EH
ICL
ES
(AT
Vs)
AT
Vs
are
a lo
t of
fun
to r
ace
thro
ugh
the
wat
er, w
ater
spl
ashi
ngev
eryw
here
, but
they
hur
t the
nat
ural
env
iron
men
t. A
nim
als
and
bird
sar
e di
stur
bed.
Oft
en th
eir
hom
es a
nd h
abita
t are
dest
roye
d. A
s m
uch
fun
as th
ey a
re, s
houl
d th
ey b
e al
low
ed in
and
alo
ng th
e ri
ver?
If
not,
whe
re s
houl
d th
ey g
o? S
houl
d th
ey b
e co
ntro
lled?
How
?
POL
LU
TIO
NA
ll liv
ing
thin
gs r
equi
re c
lean
wat
er a
nd a
ir. B
ut w
hat h
appe
ns w
hen
peop
le's
sep
tic ta
nks
leak
into
the
unde
rgro
und
wat
er s
uppl
y? F
acto
ries
and
indi
vidu
al p
eopl
e so
met
imes
dum
p ha
rmfu
l che
mic
als
into
the
grou
nd a
nd th
e ri
ver,
as
wel
l as
pollu
te th
e ai
r. D
o vo
n th
ink
this
isri
ght?
Can
the
pollu
tion
be c
ontr
olle
d? H
ow?
iii
AL
L T
ER
RA
IN V
EH
ICL
ES
(AT
Vs)
NI'V
s ar
e a
lot o
f fu
n to
rac
e th
roug
h th
e w
ater
, %va
ter
spla
shin
gev
eryw
here
, but
they
hur
t the
nat
ural
env
iron
men
t. A
nim
als
and
bird
sar
e di
stur
bed.
Oft
en th
eir
hom
es a
nd h
abita
t are
des
troy
ed. A
s m
uch
fun
as th
ey a
re, s
houl
d th
ey b
e al
low
ed in
and
alo
ng th
e ri
ver?
If
not,
whe
re s
houl
d th
ey g
o? S
houl
d th
ey b
e co
ntro
lled?
How
?
EN
CO
UN
TE
RS,
Uni
t IX
, The
&in
& C
rux
Riv
er V
alle
y T
oday
1.9
125
What Do You Think?, page IX - 10 MASTER PAGE IX - 10
August, 22, 2050
MEMORANDUM
To: Interpretive Teams, Santa Cruz River National Riparian Area
From: Superintendent, Santa Cruz River National Riparian Area
Subject: Interpretive Assignment
It is with great pleasure that I write to congratulate and thank you for all the hard work youhave done to establish the Santa Cruz River National Riparian Area. The time anddedication put into this project was incredible.
With the new Park established, now is the time for you interpreters to go to work. As youknow your job, perhaps the most important in the Park Service, is to "interpret" to the publicabout issues related to the park. As you would interpret or translate a language (such astaking Spanish and changing it into English so Americans can understand it), you are tointerpret the culture, the history, the natural environment and issues regarding our Park.Your job is to find creative, interesting and fun ways to do this. People are coming to thePark to have fun and at the same time to learn something about the Park. They don't wantto be lectured to and feel like they are in school. You should help them understand in aninteresting and fun way so that they will enjoy learning!
As you know, some interpretive signs about the cultural and natural history have alreadybeen installed on the Juan Bautista de Anza National Historical Trail, and both TubacPresidio State Historic Park and Tumacacori National Historical Park offer interpretiveprograms. However, much remains to be explained, especially with the issues of water, ATVs,pollution and littering.
It is with great expectations that I assign to you the job of interpreting these four issues.Please divide your crew into four teams and each take an issue. After studying anddiscussing the issue, each team is to create an interpretive presentation to inform and educatethe public about their issue. It may be a short talk or demonstration, a poster or art object,or a radio or TV advertisement.
Once again, thank you for your continued efforts. Keep up the good work!
Sincerely,
J.T. BolosmithSuperintendent
200ENCOUNTERS,Unaa, The Santa GILT Valley Today
Subjects:Reading, Science, SocialStudies.
Materials:Copies of Master PageIX - 14; Cardboard (fordisplays); miscellaneousart supplies such asconstruction paper,string, tape, markingpens, etc.; magazinesand other researchmaterials.
Preparation:Gather materials; makecopies of Master PageIX - 14.
Time:One or more sessions.
Vocabulary:agency
1. Community Profiles(Green)
2. National Park ServiceMap and Guide (Green)Tubac Presidio pamphlet(Yellow)Tumacacori NationalHistorical Park brochure(Blue)
Santa Cruz County - 2050!. page IX - I I
DESCRIPTION: THE FUTURE OF THE SANTA CRUZ RIVERVALLEY ULTIMATELY RESTS WITH OUR YOUTH. IN THISACTIVITY, STUDENTS WILL BE MEMBERS OF AN AGENCY INTHE YEAR 2050. THEY WILL CREATE AN INFORMATIVEDISPLAY REGARDING THE CONCERNS OF THEIR AGENCYFOR THE AREA.
SANTA CPITZ COUNTY:250P
BACKGROUND INFORMATIONCurrently the Santa Cruz River Valley claims to have a populationof over 33,000 (1995). With retirees immigrating to Green Valleyfrom the north, and people moving to Nogales to work withNAFTA, (North American Free Trade Agreement) -related projectsand business, the area is rapidly growing. Increased developmentand population means more employment, education andrecreational opportunities. At the same time, those who havechosen rural living away from the city may not be able to keep theslow-paced lifestyle they currently enjoy. This then, poses adilemma for our youth. Will Santa Cruz County grow to be as
large as Pima County, with 728,425 people (1994)? What willtheir future be like? How much say will they have in that future?What role will agencies working in the area like the National ParkService (Tumacacori National Historical Park) or Arizona StateParks (Tubac Presidio State Historic Park) play in the future?
Use the Information on Master Page IX - 14 along with otherresearch material to help your students complete this assignment.of
BEST COPY AVAILABLE
261ENCOUNTERS, Unit IX, The Seaga Celle Valley Today
Santa Cruz County - 2050!, page IX - 12
ACTIVITY
- Divide the class into ten groups. Giveeach group a different AgencyInformation Card from Master PageIX - 14. Explain to them that eachstudent is to be part of a special team.The goal is for their agency or bureauto create a display depicting life in theSanta Cruz River Valley in the Year2050. Each display will then bepresented as part of a symposium orfair. - Using the information onMaster Page IX - 14 and thequestions below as references, reviewand discuss with your class the currentsituation in the Santa Cruz RiverValley:
What kind of crops are grown?What kind of problems do the localfarmers face?
What public services does the valleyoffer?
Would you say that people areeducated in the valley?
If a friend or relative were to visit,where would you take them? Whatwould you see?
Do you think that the healthservices in the valley are sufficient?How could we improve them?
Is the area a safe place? How couldwe make it safer?
Is there a big problem with illegalimmigration in the valley? Shouldwe try to stop illegal immigrantsfrom moving through or to thearea? How?
Is there much pollution in thevalley? What kinds? Is thereanything you could do to help?
Why is the river important? Doyou think it is something worthpreserving?
ir-6,),g, t frwa 0G71,
RaGY V ig,coN
BEST COPY AVAILABLE
ENCOUNTERS, Unit a, The Santa Cruz Valley Today
Santa Cruz County - 2050!, page IX - 13
- Working in their small groups (agencies) have studentsuse their Agency Information Card and other research material(check the Encounters Box, library, agency contacts, etc.) inorder to complete the following assignment:
1) If you were to live in the Santa Cruz River Valley in theyear 2050, what would it be like? Use the informationon your card as well as other materials from books,magazines, talking with people, and your imagination tohelp you predict the future.
2) Create a display for your agency. Make posters,activities, and things to touch so that others can learnabout your agency. 02
- Hold a fair in which each group can set up their display.With the whole class listening, go from display to displaygiving each group time to explain their work to the class.
RES URCES ANREFERENCES
"Community Profiles"from Tubac, Nogales orSanta Cruz River Valley(see Encounters Box,Green Section, or contactthe Chambers ofCommerce); AZ StateGovernment WaterResources (520) 761-1814; AZ Department ofAgriculture (520) 287-7887; AZ Department ofEnvironmental Quality(800) 234-5677; AZDepartment of HealthServices (800) 221.9968;AZ State Parks (520) 398-2252; Nogales Chamberof Commerce (520) 287-6570; Santa Cruz CountyStudy, a study paper bystudents of Dr. DonWilkin, Univ. of AZ,spring 1996; TubacChamber of Commerce(520) 398-2704; US Fishand Wildlife Service,(520) 823-4251; USForest Service (520) 281-2297; US Office ofMineral Resources (520)670-5504; National ParkService (520) 398-2341.
Enhancements
Use all of the different displays and information to create a master plan for the future ofthe Santa Cruz River Valley.
Elaborate on the theme by playing the "Community Game" (found in the EncountersBox, green section).
Contact individual agencies for information and research.
Invite a guest speaker from one of the agencies.
ENCOUNTERS, Unit EX, h® Santa Craze Vei Bey T
Santa Cruz County - 2050!, page IX -
DEPARTMENT OF AGRICULTURE
O There is a wide variety of crops and farming in the SantaCruz Valley, from grape growing to large cattle ranches.Alfalfa, wheat, cotton, corn and barley arc also grown.
Over the last 5 years, farmers have been growing less.
o There arc now more U-Pick farms than before.
O There arc 7,400 farms in Arizona.Water is extremely important. The amount of wateravailable will determine how much farmers can grow.
PUBLIC SERVICES
One daily, one weekly, and three monthly newspapers,eight radio stations, two TV stations and Cable TV.
* Five industrial parks and one international airport.
19 motels with 800 units and six meeting facilities.
Four campgrounds, nine parks, a museum, four recreationcenters, four public swimming pools, six athletic fields,three libraries and three golf courses.
Local police and fire departments in each town.
BOARD OF EDUCATION
57% of the population have a high school diploma.
10% have a college degree or higher.
There are twelve elementary schools, three middleschools, four high schools, and three private schools inthe county.Nogales has more than 6,000 students.
Pima College offers classes in Nogales.
DEPARTMENT OF HEALTH
There is one community hospital with 80 beds, 34 doctors6 dentists, and 10 other health professionals.
If there is a serious accident, victims are sent to Tucson.
In 1989 there were 40 underweight newborns which tellsus there may be a problem with nutrition.
In 1989 there were 700 births paid for by the State ofArizona because parents were unable to pay.
Compared nationwide, Nogales has a high rate of rare
types of cancer .
A
TOURIST UREAU
There is plenty of rain and the weather is great.
There are lots of things to do including: Tubac Presidioand Patagonia Lake State Parks, Tumacacori NationalHistorical Park, Whipple Observatory, the Anza Trail andSonoita Creek Preserve.Tubac and Patagonia are excellent places to shop.
The Santa Cruz Valley at Nogales borders Mexico. Thegeography varies from the desert at 3,000 feet to themountains at over 9,000 feet
POLICE DEPARTMENT
There are no new patterns to crime but most of theproblems happen along the border.The crime rate goes up and down from year to year.
During the first 60 days of 1996, smugglers were caughtwith more than $116 million of marijuana and cocaine.This amount is enough to pay the City of Nogales'operating costs for ten years.
In 1995 there were 3 murders, 49 robberies, 84 assaults,371 burglaries, 134 grand theft, 124 narcotics, 9 arsons,and 113 drunk driver arrestss.
BORDER PATROL
Border Patrol arrests an average of 505 illegal immigrantsevery day.24-hour checkpoints are in place in four locations: 1-19,Patagonia Highway 82, outside Willcox and in Douglas.
Border Patrol arrests in 1995 were more than four timesthe population of Santa Cruz County.There is a proposal to put a permanent checkpoint stationat Agua Linda Road in Amado.
ENVIRONMENTAL PROTECTION AGENCY
Air quality is currently measured at four sites, two inArizona and two in Mexico.Air pollution comes from automobiles, factories, smokefrom fires and dust from unpaved roads.Nogales has one of the highest rates of a rare type ofcancer and a disease called lupus.
Trash and dangerous chemicals are dumped into theNogales Wash which is washed to other areas north.
Some problems occur from leaky septic systems.
204BEST COPYAVAILABLE
ENCOUNTERS, Unit a. The Sam fa Craw Valley Today
Santa Cruz County - 2050!, page IX - 15
TUMACACO NATIOP1AL HISTORICAL PARK
O The site of Kino's mission at Tumacacori was declareda National Monument in 1908 by Teddy Roosevelt.In 1918 the National Park Service took over and restoredthe old mission as a ruin at Tumacacori.Their goal is to preserve, protect the ancient missionwhile providing opportunities for the public to visit andenjoy the site.In 1991 Congress added the ancient ruins of Guevavi andCalabasas. The Monument is renamed TumacacoriNational Historical Park.
FRIENDS OF THE SANTA CRUZ RIVER
The Santa Cruz River is an oasis in the desert.
O About 90% of the wildlife rely on the river to survive.
a' The desert riparian community is one of the mostendangered ecosystems in the country.Mesquite Bosques (forests) line the sides of the river.There are over 200 species of birds and lots of otherwildlife that rely on the river, many of which are rare.As more and more people move to the Santa Cruz Valley,the river environment may become endangered.
RESTCOPYAVAILABLE
205
ENCOUNTERS,UnLit IX, The Sante awe Veliey Today
U.S. Depadmet of EducationOffice of Educational Research and Improvement (OERI)
National Library of Education (NLE)Educational Resources Information Center (ERIC)
NO
REIDIRODUC7ON BASIES
J
This document is covered by a signed "Reproduction Release(Blanket) form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.
This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").
EFF-089 (9/97)
