High School
AP US History
Unit: 1 (Pre-colonial Era)
Duration of lesson: 5 days
Pueblo Indians and Spanish Colonialism
Introduction: Students will explore how the Pueblo Indians successfully adapted to (human
and physical) geographical challenges.
TEKS: (11th Grade)
8
8A
8B
24
24A
24B
24C
24D
24E
24F
25
25A
25B
25C
25D
Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is
expected to:
Create thematic maps, graphs, charts, models, and databases representing various aspects of the United
States; and
Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts,
models, and databases.
Social studies skills. The student applies critical-thinking skills to organize and use information acquired
from a variety of sources including electronic technology. The student is expected to:
Locate and use primary and secondary sources such as computer software, databases, media and news
services, biographies, interviews, and artifacts to acquire information about the United States
Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions
Explain and apply different methods that historians use to interpret the past, including the use of primary
and secondary sources, points of view, frames of reference, and historical context
Use the process of historical inquiry to research, interpret, and use multiple sources of evidence
Evaluate the validity of a source based on language, corroboration with other sources, and information
about the author
Identify bias in written, oral, and visual material
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected
to:
Use social studies terminology correctly
Use standard grammar, spelling, sentence structure, and punctuation
Transfer information from one medium to another, including written to visual and statistical to written or
visual, using computer software as appropriate; and
Create written, oral, and visual presentations of social studies information.
TEKS: (8th Grade) – 8.2A, 8.11B, 8.12A+B
NCSS:
NSS-G.K-12.2
Places and
Regions
NSS-G.K-12.5
Environment
and Society
NSS-G.K-12.6
The Uses of
Geography
Understand the physical and human characteristics of places.
Understand how culture and experience influence people's perceptions of places and regions.
Understand how human actions modify the physical environment.
Understand how physical systems affect human systems.
Understand the changes that occur in the meaning, use, distribution, and importance of resources.
Understand how to apply geography to interpret the past.
Understand how to apply geography to interpret the present and plan for the future.
APUSH:
CR2
CR5
CR9
The course includes the study of social and cultural developments in U.S. history.
The course uses themes and/or topics as broad parameters for structuring the course.
The course requires students to answer analytical and interpretive free–response
questions on a frequent basis.
Assessment: The student will write an AP-style standard essay to a free-response question
of his/her choice from the two provided in this lesson.
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Key terms:
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Anasazi
Four Corners region
Chacon Canyon
cliff-dwellings
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adobe
three sisters farming
irrigation
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kiva
Pueblos (Indians)
Rio Grande Valley (NM)
Francisco Vásquez de
Coronado
Don Juan de Oñate
European diseases
missionary priests
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missions
neophytes
mission bells
presidios
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tribute
Pueblo Revolt
Popé
Materials/Resources:
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textbooks
pens
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notebook paper
computer
Internet
digital audio
recorder
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USB drive
(or) CD-R
References:
New Mexico’s 22 Native tribes: http://www.newmexico.org/native_america/docs/webNativeNMguide_2007.pdf
Library of Congress, History of American West photo collection: http://memory.loc.gov/ammem/hawpquery.html
Pecos National Historical Park: http://www.nps.gov/peco/siteindex.htm
Pecos Valley (Pueblo history): http://www.nps.gov/history/history/online_books/pecos/cris/contents.htm
El Morro (Inscription Rock): http://www.nps.gov/elmo/siteindex.htm
Acoma Sky City Cultural Center and Haaku Museum: http://sccc.acomaskycity.org/
Bandelier National Monument: http://www.nps.gov/band/siteindex.htm
Online Museum: http://www.nps.gov/history/museum/exhibits/band/overview.html
Taos Pueblo: http://taospueblo.com/
Taos water rights/issues:
Blue Lake
Asequia Madre http://rmoa.unm.edu/docviewer.php?docId=nmu1mss16bc.xml
Abeyta settlement: http://bingaman.senate.gov/news/20080731-01.cfm
http://www.taosnews.com/articles/2008/09/27/news/doc48dd335180f66519415200.txt
Videos:
Discovery Education
The Spaniards in North America (02:35)
Spanish Settlements in New Mexico (04:08)
Nomadic Peoples and Spiritual Leaders (04:29)
Acoma History
Part 1 (2:50)
Part 2 (2:50)
Instructional Procedures:
NOTE: It is assumed that students, before beginning this lesson, will already have read the
chapter in their textbook that deals with comparative colonial systems, particularly the Spanish
mission system.
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ENGAGE (Day 1)
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Write the word “SURVIVAL” in big letters on the board.
Tell students to write down all of the things that they would need to survive onto a page
in their notebook.
While the students are getting warmed up, locate the videos from the Discovery
Education and Acoma Pueblo website links above to play on a laptop with projector (if
available).
Briefly review the students’ responses and guide them to determine which are the most
basic needs. (Make sure that the importance of “water” is discussed. We will come
back to this precious resource later.)
Preface the videos by letting the students know that Pueblo Indians are actually divided
into various linguistic groups (i.e. there is no single tribe of Pueblos), and that the
Acoma Pueblos is one of the more well-known groups. Their pueblo, or village, is
located in the south central part of New Mexico.
Play the video clips straight through then ask the students the following discussion
questions:
1) Who were the Pueblos, and where did they come from?
2) Why did the Pueblos settle in what is now New Mexico?
3) What were the goals of the Spanish in North America?
4) How were the lives of Pueblos changed by Spanish conquest (“pacification”)?
EXPLORE (Day 2)
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Be sure to coordinate in advance with your campus library before accompanying the
students to the library.
Remind them of your library’s use and behavior policies. Show them how to access
information from multiple sources including books, microfiche, and online databases.
The librarian should be able to assist you, if necessary.
Distribute a copy of the provided Pueblo research activity handout.
Tell students that the completed handout must be turned in by the end of the period, no
exceptions. Remind the students that this is a college-level class.
Also give each student a copy of the research log, and tell the students to write down
the sources that they find on this sheet. This will help them to better organize and keep
track of their sources.
Monitor and assist students as necessary.
EXPLAIN (Day 3)
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Review the answers to the research activity handout. Returned graded papers, and
have students make corrections as necessary.
Homework: Tell the students to study this handout and their notes, if any, in
preparation for an essay that they will write in class tomorrow.
Spend the rest of the class period introducing students to the process of writing a
standard essay answer to an AP Free-Response Question. Be sure to discuss:
 Analytical writing approach (outlining, thesis statement, supporting facts, etc.)
 Recommended use of the “five paragraph method”
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 AP grading standards (show/distribute rubric provided)
Important: If this is the students’ first time writing an AP style essay, re-assure
students that everything will be fine if they study, and if they put forth a good effort.
ELABORATE (Day 4)
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Important: Limit the following essay-exam preparations to the first few minutes of
class, so that there will be at least a full 35 minutes remaining in the class period. Also,
be sure to call time 3 minutes before the end of the period to allow for the orderly
collection of papers.
Distribute the FRQ handout to students.
Read the directions on the handout to the students, and remind them of any classroom
procedures and rules applicable to exam situations.
After telling the students to begin, write the time remaining for the session on the board
at five minute intervals, so that students can become accustomed to AP exam
conditions.
Note: It is recommended to grade the essays and return the students’ papers within
approximately 3 days. At this time, it would also be helpful to provide students with an
information sheet containing facts and concepts that pertain to each question.
EVALUATE (Day 5) – Beginning of oral history project
Recommendation: Schedule this project as homework over a two-week period (see sample
project timeline).
General Instructions:
• Study the history of a natural resource (e.g. water) that is important to your local
community.
• Interview as wide a variety of people as possible including family members, residents,
government officials, and local community leaders.
• Develop a set of interview questions designed to get the information you need.
• Consider the following research questions.
1) What is (or are) the most important natural resource(s) in your community?
2) Is this resource a renewable, or non-renewable resource?
3) Why is this resource so important?
4) What is the social, economic, and political value of this resource?
5) What conflicts have erupted in the past over this resource, or are still on-going?
6) What steps, if any, have been taken to preserve this resource for future
generations?
• After conducting the interview, each student will summarize and analyze the information
obtained and present their findings in visual or written form (at the discretion of the
teacher).
Note: While it is helpful to have access to digital audio recorders (e.g. lecture recorders), it is
actually not necessary. Many students have portable audio devices, such as “I-pods” or other
mp3 players. Most of these devices are capable of recording audio in mp3 format. Although
the microphone volume and audio quality is usually quite good, it may be necessary to test (i.e.
playback) the devices first so as to obtain an optimal recorder placement/position.
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Sample Forms:
Oral History Interview Agreement
Photo Release
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