Lesson Plan
TEACHER:
James F. Haley, M.Ed.
IGERT Partner Teacher
Currently teaching 7th Grade
Science & Language Arts at
Doolen Middle School, Tucson, AZ
SCHOOL:
Ford Elementary School, Tucson, AZ
YEAR:
2003-2004
GRADE:
4th
TOPIC:
Prehistoric American Indians of Arizona – Agriculture, Housing, and
Environment – Integrated Lesson
1
LESSON ONE ESSENTIAL QUESTIONS:
1. Who were the three major cultural groups of prehistoric Arizona?
2. How do the lifestyles of the three major Prehistoric Indian Tribes
compare?
3. Where did they live?
4. What did they eat?
5. What types of houses did they live in?
STANDARDS:
History:
ISS-E2. Describe the legacy and cultures of prehistoric American Indians in
Arizona, including the impact of, and adaptations to geography, with emphasis
on:
PO 3. development of agriculture with the domestication of plants
PO 4. the distinctive cultures of the Anasazi, Hohokam, and Mogollon, including
where they lived, their agriculture, housing, decorative arts, and trade networks
PO 5. how prehistoric cultures adapted to, and altered, their environment,
including irrigation canals and housing
Language Arts:
W-F2. Use correct spelling, punctuation, capitalization, grammar and word usage,
and good penmanship to complete effectively a variety of writing tasks
PO 2. Punctuate endings of sentences
PO 3. Capitalize sentence beginnings and proper nouns
PO 4. Use standard, age-appropriate grammar and word usage (e.g., basic
subject-verb agreement, complete simple sentences, appropriate verb tense,
regular plurals)
PO 5. Write legibly
Lesson Plan
2
W-F5. Locate, acknowledge and use several sources to write an informational
report in their own words
PO 1. Use resources (e.g., video tapes, magazines, informational books,
reference materials, interviews, guest speakers, Internet) and report information in
their own words
PO 2. Write an introductory statement, followed by details to support the main
idea
Visual Arts:
IAV-E3. Identify and demonstrate the basic physical and scientific properties of
the technical aspects of visual arts media (e.g. glazes, paints, printing equipment,
photo papers/chemicals, fiber dyes, kilns, cameras, computer software and
hardware, mathematics, light, tensile strength)
PO 2. Demonstrate, within one’s own artworks, the basic physical and scientific
properties of the technical aspects of visual arts media
OBJECTIVES: The collaborative learning groups will create a collage demonstrating the
basic physical properties of a visual arts media, comparing the tribes of the Anasazi,
Mogollon, and Hohokam Tribes in relation to their agriculture, housing and
geographic/environmental location. The collage will be graded on a rubric (see attached).
The collaborative learning groups will pass a written content exam and achieve 100%
accuracy.
THIS UNIT SHOULD BEGIN ON A THURSDAY
ANTICIPATORY SET: For the Unit and Day One Lesson Plan. The teacher will hand out
a packet to each student that contains a copy of the PowerPoint presentation for the entire
unit, including the essential questions for the unit, and a handout with information that
relates to the agriculture, housing and environment of the tribes. (See attached). The
teacher will ask the question, “Who lived in Arizona before the people of today?” The
teacher should expect responses such as Apache, Navajo, Hopi, or even Mexican
ancestors. The teacher should use this opportunity to explain that they lived prior to our
people living in Arizona, and yet there were people that lived in Arizona prior to those
we have already named.
TASK ANALYSIS OF CONTENT:
Day 1: The teacher will use the anticipatory set question as an introduction to
begin the Who Drew This? PowerPoint presentation and the first lesson plan.
PowerPoint Slide List
Slide 1
Slide 2
Unit Essential Questions
Cliff Petroglyphs. Q. Who Drew This? A. Anasazi
Lesson Plan
Slide 3
Slide 4
Slide 5
Slide 6
Slide 7
Slide 8
Slide 9
Slide 10
Slide 11
Slide 12
Slide 13
Slide 14
Slide 15
Slide 16
Slide 17
Slide 18
Slide 19
Slide 20
Slide 21
Slide 22
Slide 23
Slide 24
Slide 25
Slide 26
Slide 27
Slide 28
3
Map of Arizona, New Mexico, Colorado, and Utah. Q. Who were the
prehistoric people of Arizona? A. Hohokam, Anasazi, and Mogollon
Q. Where did they live? A. The map indicates the shaded areas of the
three tribes’ territory.
Home of the Hohokam. Prescott, Phoenix and Tucson areas.
Q. What is the name of this environment? A. The Sonoran Desert.
Q. What is the name of this environment? A. Pine Forest
Q. Who lived in these structures? A. Anasazi
Q. What are these structures called? A. Cliff Dwellings
Anasazi Cliff Dwelling – Cliff Palace, Mesa Verde National Park,
Colorado
Doorway in Anasazi Cliff Dwelling
Mogollon Cliff Dwelling, Gila Wilderness Area, New Mexico
A small room in an Anasazi Cliff Dwelling
Q. What is this? A. Anasazi Kiva.
Q. What is it used for? A. Tribal ceremonies
Pueblo-style building. Chaco Canyon Ruin, New Mexico
Q. Who built this house? A. Mogollon
Q. What type of house is it? A. Pithouse
A detail of a Mogollon pithouse showing supports and roof structure. 6001000 AD
Q. Who lived in these homes? A. Hohokam
Native People’s use of natural desert plants:
Cactus was used for food and drink. The yucca plant had many uses.
Food but also provided a natural needle and thread. The mesquite tree
provided beans that could be used for food.
Q. What is this animal? A. Mountain goat
Rabbit hunt
Q. What is this animal? A. Antelope or deer
Q. Where would you grow crops? A. Farmland.
Indicate farming was done on the riverbank to take advantage of flooding
after a rain.
Native American corn. Was much smaller than the corn we buy in the
grocery store today
Q. What was this used for? A. Crushing and grinding corn, beans, and
native grains into flour. Photograph is of a metate and mano. Mano in
Spanish means hand
Q. What is this? A. An Anasazi sandal woven from natural fibers
Q. What were baskets used for? A. Storage of food and other household
items
Q. How did the Native People of Arizona have tropical bird feathers and
copper bells? A. From trading with people from Mexico and California
Anasazi corrugated pottery vessel. Q. When this was made? A. 1100 –
1300 AD
Anasazi canteen Q. When this was made? A. 1100-1300AD
Lesson Plan
Slide 29
Slide 30
Slide 31
Slide 32
Slide 33
Slide 34
Slide 35
Slide 36
4
Mogollon cook pot on a fire hearth. Have students notice corn in bowl
Jewelry worn by Hohokam. Mica pendant, turquoise beads, Argillite nose
plug, turquoise pendants and pieces of inlay, and green serpentine bead
Anasazi mugs
Hohokam pottery shards
Hohokam shell jewelry. Illustration shows how Hohokam artisans made
shell jewelry
Sand Island Petroglyphs. The teacher should point out that petroglyphs
are a type of art the Indians did involving rock carving. Emphasize
“carving”
Anasazi Pictographs. Rock painting. Rock painting is different than rock
carving.
Ghosts of an Ancient People. Q. Is this a petroglyph or pictorgraph? A.
Pictograph – rock painting.
The PowerPoint presentation will act as an introduction to the unit with initial
information and the first lesson plan. At the end of the presentation, the students will
break into their pre-assigned collaborative learning groups to take a multiple choice quiz
(see attached) covering the content information given in the presentation and handout.
Each group will read their packets and then ask the teacher for their quiz. When this
group quiz has been taken and passed with 100% accuracy, the individual group may
then proceed with brainstorming ideas of what to include in their collage.
Day 2:
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The students will be given a handout reviewing the concepts of collage,
collage assignment and grading rubric. (See attached).
The teacher will show the students a few examples of a collage, emphasizing
the different techniques indicated in their handout (e.g. collage, decoupage,
montage, etc.).
The teacher will review the collage assignment and the grading rubric.
The teacher will explain that there is a bibliography included in today’s
handout with the URLs for online references for photographs and additional
information. (See attached). Reference textbooks are also available in the
classroom.
The teacher will explain that the students have the remainder of today to pass
their group content quiz and when that has been successfully passed, the
group may go on to continue brainstorming, do research and gather resources
in the classroom for their collage. (Option – The teacher will bring in
collected beans, squash, corn, pine cones, pine needles, cholla pods, etc. for
collage.)
The in-class computer may be used on the approved sites to download images
and information, after the student has cleared the download with the teacher.
The students may also utilize the weekend for work on their collage, or for
additional resource gathering.
It should be explained that the collage must be completed by the end of
Monday because class presentations will begin on Tuesday.
Lesson Plan
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5
The students will then break into their work groups to brainstorm collage
ideas, gather information and resources for the collage, and begin work on the
collage if possible.
Day 3:
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The teacher will again show a brief demonstration on collages, review the
different techniques the students may use to develop their collage, and check on
student’s progress on developing their collage and collection of resources.
The teacher will emphasize that the project is due by tomorrow at the beginning
of class and that each group should be prepared to present and explain their
collage.
The presentation should be no longer than five minutes.
They must have their one-page reports ready. Reports must be written in
complete sentences using students’ rules of report writing they have learned.
They should also include correct usage of The Six Traits of Writing, i.e.
punctuation, capitalization, grammar, good handwriting and an introduction
statement that is supported in the text.
Remind the students the collage will be graded using the rubric. The teacher will
review the grading rubric with the students.
Once the above tasks are complete, the students will be allowed to get into their
pre-determined collaborative learning groups and continue work on their collage
and report.
Day 4:
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The teacher will ask each group to come to the front of the class and give a fiveminute presentation explaining their collage, how it compares and contrasts the
housing, environment and agriculture of the different tribes.
As the presentation is being done, the teacher will grade the students on their
collage and their presentation by the rubric (see attached). (Option – Review the
grading rubric with the class and ask each student to peer grade the presentations.)
RESOURCES AND MATERIALS: 1 – 20” x 30” poster board for each learning team.
Classroom materials available: white glue, black markers, tempura paint of
several colors, construction papers of several colors, glue stick, safety scissors.
In-class computer access to the Internet for downloading of information and
photographs will be made available.
ACCOMMODATIONS: Students with learning disabilities will be given more time to
complete the assignment. They also will be placed in cooperative learning groups to
encourage peer mentoring. Non-English speaking students will also be pared with
students that are able to translate as necessary. Gifted students will be encouraged to peer
tutor less achieving students as well as do additional research on the Internet, CD ROM
or learning center text. They may also develop a vocabulary word list from the handout
and research and submit with definitions.
Lesson Plan
6
ASSESSMENT: Students will be assessed utilizing a multiple-choice content exam that
must be passed with 100% accuracy to proceed with the artistic portion of this lesson
plan. The collage portion of the lesson will be evaluated utilizing a rubric (see attached).
TECHNOLOGY:
Technology Productivity Tools:
3T-E3 Publish and present information using technology tools
PO 1. design and create a multimedia presentation or Web page using multiple
digital sources (e.g., from camera, video, scanner, CD-ROM, Internet)
PO 2. publish or present the above production
Teacher: Use of PowerPoint or overhead projector slides to provide examples for the
lesson. (Option – Pine cones, pine needles, cholla buds, agave leaf, prickly pear pods.)
Students: Use of scanners, CD ROM and Internet to produce images for their collage
presentation.
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11
Prehistoric American Indians of Arizona
LESSON ONE ESSENTIAL QUESTIONS:
1. Who were the three major Indian tribes of prehistoric Arizona?
2. How do the lifestyles of the three major Prehistoric Indian Tribes
compare?
3. Where did they live?
4. What did they eat?
5. What types of houses did they live in?
Before the cities of Tucson and Phoenix were built and before the tribes of the
Apache, Navaho and Hopi existed, there were three major tribes of Native American
people living in Arizona. They were the Hohokam, Mogollon, and Anasazi. The
Hohokam lived in the areas now known as Payson, Phoenix, and Tucson south to the
existing Mexico border. This area is part of the Sonoran Desert. The Anasazi lived in
the Four Corners area where Utah, Colorado, New Mexico and Arizona meet. The
environment these people lived in was high deserts and pine forests in the mountains.
The Mogollon people lived in the desert and mountains of Arizona and New Mexico.
The environment each tribe lived in shaped how they built their homes and the foods they
ate.
The Anasazi people lived in an environment that had natural cliffs. They chose to
build highly fortified homes in the protective sides of cliffs overlooking river valleys.
These structures were built not only for protection from the elements, but also for
protection from invading tribes. The Mogollon people built pit houses. They lived in
areas where wood could be found easily. They chose to build their homes from wood.
These houses were built over a two to four foot depression in the ground and then were
covered by a wood frame, natural straw, and mud for waterproofing and insulation. The
Lesson Plan
12
Hohokam people lived in a desert environment. They built structures from adobe.
Adobe is a mixture of clay, dirt, and straw. All materials are easily found in the desert.
The life style of the three Native American tribes was very similar. When
possible, the tribes would hunt for wild game such as rabbit, turkey, beaver, elk, deer,
antelope, badger, or even mice. They would gather native plant foods from the
environment they lived in. In the higher elevations, pinion pine nuts and acorns could be
collected. In the desert environment, mesquite beans, cactus, and yucca root were
collected for food. These Native peoples also used many of the natural plants in their
environment. The spine from a yucca plant has attached fibers that were used as a
sewing needle and thread. The tribes also found that as they began to cultivate their
crops, animals such as deer and rabbit were attracted to their gardens. The Native people
would take advantage of this by having community rabbit hunts that would increase their
food supply.
The Native people developed agriculture. The crops they grew were corn, beans,
squash, and cotton. The Hohokam people were known for developing a large series of
irrigation canals to water their crops. They would plant their crops near running water.
With the use of irrigation canals and floodwater they were able to farm the desert soil.
The Mogollon people lived in the most diverse climate of the three tribes. They planted
their crops in many different locations. Crops would be planted in runoff washes, on top
of bluffs, along riverbanks, all in an attempt to find the most ideal planting area for the
current growing season. The Anasazi primarily used dry farming. This was a farming
method where no water was added to the crops for irrigation. The Anasazi relied strictly
on natural precipitation to water their crops. In a drought year food supplies could be
Lesson Plan
13
very low. All the tribes planted cotton as a useful resource for weaving clothing. To
prepare both natural and cultivated foods, all the Indian tribes used a metate and mano.
These were grinding stones used to crush grains and seeds into flour for cooking. Pottery
and baskets for cooking and storage were also made.
The Prehistoric Indian People of Arizona did not have the luxury of technology
that we enjoy today. These people had to get all the resources they needed to survive
from their environment. They wasted very little and had a great respect for their
environment and the plants and animals in them. The Native peoples survived in many
different environments and endured many hardships using nothing more than the
materials available to them in their own environment.
Lesson Plan
Student Name __________________________
Date _________________
Day One
Prehistoric Indian Tribes of Arizona
Learning Team Quiz
1.
The three major Prehistoric Native American Tribes of Arizona were:
a. Navajo, Hopi, Apache
b. Hohokam, Mogollon, Anasazi
c. Navajo, Apache, Hohokam
2.
The people that lived in the Tucson and Phoenix area in prehistoric times
were:
a. Anasazi
b. Mogollon
c. Hohokam
3.
The Anasazi people built and lived in
a. Cliff dwellings
b. Pit houses
c. Adobe structures
4.
The Hohokam people built and lived in
a. Pit houses
b. Cliff dwellings
c. Adobe structures
5.
The Mogollon people built and lived in
a. Adobe structures
b. Pit houses
c. Cliff dwellings
6.
What people lived in the Four Corners area?
a. Anasazi
b. Hohokam
c. Mogollon
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Lesson Plan
7.
All three of the Prehistoric Tribes of Arizona grew
a. Rice, beans, and tomatoes
b. Beans, corn, squash, and cotton
c. Corn, lettuce, and potatoes
8.
Common foods hunted and gathered by these Prehistoric tribes were:
a. Bear, wolf, mountain lion, and rice
b. Deer, rabbit, mice, mesquite beans, and cacti
c. Apples, grapes, oranges, cows, and chickens
9.
Which Prehistoric tribe used a canal system to water their crops?
a. Anasazi
b. Mogollon
c. Hohokam
15
Lesson Plan
Student Name __________________________
Date _________________
Day One
Prehistoric Indian Tribes of Arizona
Learning Team Quiz
ANSWER KEY
10.
The three major Prehistoric Native American Tribes of Arizona were:
a. Navajo, Hopi, Apache
b. Hohokam, Mogollon, Anasazi
c. Navajo, Apache, Hohokam
11.
The people that lived in the Tucson and Phoenix area in prehistoric times
were:
a. Anasazi
b. Mogollon
c. Hohokam
12.
The Anasazi people built and lived in
a. Cliff dwellings
b. Pit houses
c. Adobe structures
13.
The Hohokam people built and lived in
a. Pit houses
b. Cliff dwellings
c. Adobe structures
14.
The Mogollon people built and lived in
a. Adobe structures
b. Pit houses
c. Cliff dwellings
15.
What people lived in the Four Corners area?
a. Anasazi
b. Hohokam
c. Mogollon
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Lesson Plan
16.
All three of the Prehistoric Tribes of Arizona grew
a. Rice, beans, and tomatoes
b. Beans, corn, squash, and cotton
c. Corn, lettuce, and potatoes
17.
Common foods hunted and gathered by these Prehistoric tribes were:
a. Bear, wolf, mountain lion, and rice
b. Deer, rabbit, mice, mesquite beans, and cacti
c. Apples, grapes, oranges, cows, and chickens
18.
Which Prehistoric tribe used a canal system to water their crops?
a. Anasazi
b. Mogollon
c. Hohokam
17
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18
Concepts of Collage
Collage is a French word that means gluing or pasting. As an art term it refers to
assembling, arranging, and pasting of pieces of paper, cloth and other materials to create
an artistic composition. Other objects may also be used such as wood, stone, metal,
string, wire, or cloth. The techniques of collage that will be used in this project are:
Collage: pasting or gluing of paper, cloth, etc.
Decalcomania: patterns left by wet paint
Dechirage: tearing as in tearing paper
Decoupage: cutting paper or cloth with scissors
Froissage: crumbling, creasing, or crushing of paper or cloth
Montage: processes of combining pictures from several different sources
Objet Trovue: found objects
Anything that can be glued, sewn, stapled, nailed, or in any way held together can
be used in a collage and can be combined with traditional materials such as paint, pencil,
or ink.
Assignment: Your group will create an artistic collage visually demonstrating:
 who the Prehistoric People of Arizona were
 where they lived
 the foods they ate, and
 the houses they lived in.
The collage should contain:
 a minimum of three collage techniques
 a minimum of a one-page report should be written in complete sentences,
explaining how the collage shows the required information about the Indian tribes
as well as the techniques used to create the collage
Materials Available:
 1 – 20” x 30” poster board for each learning team
 classroom supplies: white glue, black markers, tempera paint of several colors,
construction paper of several colors, glue stick, safety scissors
 the in-class computer is accessible for Internet downloading of photographs or
information. Downloads to be done only after teacher approval
 cloth, paper, or photographs students may bring from home are acceptable to be
used in the collage
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Collage Grading Rubric
CRITERIA
Collage /
Information
Collage
Techniques
4
4 required concepts
are fully shown in
collage and fully
covered in report
3 techniques clearly
used and fully
described in report
Presentation
All team members
participate. A full
description of
content and collage
techniques used is
provided
Participation
All team members
fully participate in
the collage creation
and team research
and brainstorming
TOTALS
3
3 of the 4
required
concepts
2
2 of the 4
required
concepts
1
1 of the 4
required
concepts
3 techniques
used, but only
partially
described in
report
All team
members are
included in
presentation,
written report
is only partial
2 techniques
used and fully
described in
the report
2 techniques
used but not
described in
the report
All team
members do
not present the
collage, written
report is
complete
All team
members
somewhat
participate in
collage
creation and
research
Not all team
members fully
participate in
collage
creation and
research
All team
members do
not participate
in the
presentation,
written report
is not complete
Some team
members did
not participate
in either
collage
creation or
research
Lesson Plan
20
Reference Bibliography
Desert plants used by the Hohokam. Retrieved 12/8/2003 from UA Press website
http://www.uapress.arizona.edu/online.bks/hohokam/chap2.htm
Illustration of Hohokam Adobe Structures. Retrieved 12/8/2003 from UA Press website
http://www.uapress.arizona.edu/online.bks/hohokam/pg22
Illustration of Hohokam shell jewelry. Retrieved 12/8/2003 from UA Press website
http://www.uapress.arizona.edu/online.bks/hohokam/pg19
Illustration of Macaw, Feathers, and Beads. Retrieved 12/8/2003 from UA Press website
http://www.uapress.arizona.edu/online.bks/hohokam/pg25
Illustration of Mogollon Baskets. Retrieved 12/8/2003 from UA Press website
http://www.uapress.arizona.edu/online.bks/hohokam/pg7
Illustration of Mogollon Pithouse. Retrieved 12/8/2003 from UA Press website
http://www.uapress.arizona.edu/online.bks/hohokam/pg10
Illustration of Rabbit Hunt. Retrieved 12/8/2003 from UA Press website
http://www.uapress.arizona.edu/online.bks/hohokam/pg13
Map of Arizona. Retrieved 12/8/2003 from
http://www.desertusa.com/ind1/du_map1b.jpg
Map of Hohokam occupation in Arizona. Retrieved 12/8/2003 from UA Press website
http://www.uapress.arizona.edu/online.bks/hohokam/chap1
Photograph of Anasazi canteen. Retrieved 12/08/2003 from Anasazi Heritage Center
website http://www.co.blm.gov/ahc/canteen.htm
Photograph of Anasazi doorway. Retrieved 12/08/2003 from Anasazi Photography
website http://www.raysweb.net/anasazi-images/pages/01.html
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Photograph of Anasazi mugs. Retrieved 12/08/2003 from Anasazi Heritage Center
website http://www.co.blm.gov/ahc/mug.htm
Photograph of Anasazi pictograph. Retrieved 12/08/2003 from Anasazi Photography
website http://www.raysweb.net/anasazi-images/pages/19.html
Photograph of Anasazi sandal. Retrieved 12/08/2003 from Anasazi Heritage Center
website http://www.co.blm.gov/ahc/sandal.htm
Photograph of Chaco Canyon Ruins. Retrieved 12/8/2003 from the Native Americans –
Mogollon – Desert USA website http://www.desertusa.com/ind1/ind_new/anas
Photograph of Cliff Dwelling. Retrieved 12/15/2003 from Manitou Cliff Dwellings –
Preserve website http://www.cliffdwellingsmuseum.com/preserve.htm
Photograph of Cliff Palace. Retrieved 12/08/2003 from Anasazi Photography website
http://www.raysweb.net/anasazi-images/pages/38.html
Photograph of Corrugated Pottery Vessel. Retrieved 12/08/2003 from Anasazi Heritage
Center website http://www.co.blm.gov/ahc/jar.htm
Photograph of Deer Petroglyph. Retrieved 12/08/2003 from Anasazi Photography
website http://www.raysweb.net/anasazi-images/pages/26.html
Photograph of Desert Skyline. Retrieved 12/8/2003 from UA Press website
http://www.uapress.arizona.edu/online/hohokam/chap1.htm
Photograph of Desert Wash. Retrieved from Anasazi Photography website
http://www.raysweb.net/anasazi-images/pages/11-2.html
Photograph of Ghost People Petroglyph. Retrieved 12/08/2003 from Anasazi
Photography website http://www.raysweb.net/anasazi-images/pages/22-2.html
Lesson Plan
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Photograph of Gila Cliff Dwelling. Retrieved 12/08/2003 from Anasazi Photography
website http://www.raysweb.net/anasazi-images/pages/40.html
Photograph of Hand Pictograph. Retrieved 12/08/2003 from Anasazi Photography
website http://www.raysweb.net/anasazi-images/pages/37.html
Photograph of Hohokam jewelry. Retrieved 12/8/2003 from UA Press website
http://www.uapress.arizona.edu/online.bks/hohokam/chap2.htm
Photograph of Hohokam pottery shards. Retrieved 12/8/2003 from UA Press website
http://www.uapress.arizona.edu/online.bks/hohokam/chap2.htm
Photograph of Kiva. Retrieved 12/08/2003 from Anasazi Photography website
http://www.raysweb.net/anasazi-images/pages/40.html
Photograph of Metate and Mano. Retrieved 12/8/2003 from the Native Americans –
Mogollon – Desert USA website
http://www.desertusa.com/ind1/ind_new/ind6.html
Photograph of Mogollon cook pot. Retrieved 12/8/2003 from the Native Americans –
Mogollon – Desert USA website
http://www.desertusa.com/ind1/ind_new/ind6.html
Photograph of Mogollon pit house. Retrieved 12/8/2003 from the Native Americans –
Mogollon – Desert USA website
http://www.desertusa.com/ind1/ind_new/ind6.html
Photograph of Mountain Goat Petroglyph. Retrieved 12/08/2003 from Anasazi
Photography website http://www.raysweb.net/anasazi-images/pages/31.html
Photograph of Native American corn. Retrieved 12/08/2003 from Anasazi Photography
website http://www.raysweb.net/anasazi-images/pages/07
Lesson Plan
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Photograph of Ponderosa Pine Forest. Retrieved 12/15/2003 from CP-LUHNA website
http://www.cpluhna.mau.edu/Biota/ponderosa_forest.htm
Photograph of Sand Island Pictograph. Retrieved 12/8/2003 from Bureau of Land
Managements – Colorado’s Anasazi Heritage Center website
http://www.co.blm.gov/ahc/spexbt.htm
Photograph of Small Room in Cliff Dwelling. Retrieved 12/08/2003 from Anasazi
Photography website http://www.raysweb.net/anasazi-images/pages/33.html
The Ancestral Pueblos (Anasazi). Retrieved 12/8/2003 from Bureau of Land
Managements – Colorado’s Anasazi Heritage Center website
http://www.co.blm.gov/ahc/anasazi.htm
The Mogollon The Basin and Range People. Retrieved 12/8/2003 from the Native
Americans – Mogollon – Desert USA website
http://www.desertusa.com/ind1/ind_new/ind6.html