**National Park Service**

***Teaching with Museum Collections* Lesson Plan**

**Bandelier National Monument**

Jan 2005 Draft

### 

### Title: Ancestral Pueblo Tools

### Developers: 

> Barbara McDonald, El Dorado Elementary School, Santa Fe, New Mexico
>
> Marilyn K. Smith, Pinon Elementary School, Los Alamos, New Mexico

### Grade Level: Grade 4, adjustable up or down

### Length of Lesson: 

### Overview of this Collection-Based Lesson Plan

-   ***Park Name***: Bandelier National Monument

-   ***Theme***:

    -   The survival of the Ancestral Pueblo people was dependent on
        their knowledge and use of natural resources.

-   ***Essential question*.**

    -   How did the ancestral people acquire the tools needed for
        survival?

### \]

-   ***Relevance***

    -   This lesson will help students understand how Ancestral Pueblo
        people used natural resources to obtain the tools they needed.

-   ***Museum Collections Used in this Lesson Plan***

### Archeological tools, implements and a ceramic pot in the Bandelier NM collections. \[See below for detailed description 

### 

### National Educational Standards

> [History]{.underline}
>
> Topic 1 Living and Working Together in Families and Communities, Now
> and Long Ago
>
> Standard 2A A student understands the history of his or her local
> community.
>
> Topic 2 The History of Students' Own State or Region
>
> Standard 3A The student understands the history of indigenous peoples
> who first lived in his or her state or region.

-   **New Mexico Standards**

    -   Art Content Standard 6: A1: Determine the function of various
        works of art and artifacts within a specific culture.

    -   Social Studies, Strand: History: K-4 Benchmark III-C, 2:
        Describe how environments, both natural and man-made, have
        influenced people and events over time.

    -   Language Arts, K-4 Benchmark III-B,1: Identify beginning, middle
        and end of a story.

    -   Language Arts, K-4 Benchmark III-B-4: Compose fiction,
        non-fiction, poetry, and drama using self-selected and/or
        assigned topics and forms.

### Student Learning Objectives

After these lessons, students will be able to:

-   Critically analyze objects from Bandelier National Monument museum
    collections.

-   Use the analysis to develop an understanding of the function of
    tools used by Ancestral Pueblo people and the natural resources used
    to make them.

-   Communicate their ideas through an oral presentation of their
    classroom museum and through a written story of ancient times.

-   Have a better understanding of the lives of ancient pueblo people.

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-   **Background and Historical Context**

Bandelier National Monument was established in 1916 primarily to
preserve the several thousand archeological sites contained within its
boundaries. The vast majority of these sites pertain to the Ancestral
Pueblo people, who inhabited the area mainly from the mid-1100s through
the mid-1500s; their ancestors had lived here for thousands of years.
They moved away before they had contact with the Spanish, and their
descendents live today in nearby pueblos including San Ildefonso and
Cochiti. San Felipe, Santo Domingo, and Zuni also recognize cultural
connection with the area.

Throughout the time that the Ancestral Pueblo people lived in the
Bandelier area, they had none of the materials that would later come
with Europeans, including metal, wheels, horses, sheep, wheat, and
glass. The area did provide them with good materials for making items
they needed, including animal parts such as bones, sinew, rawhide, and
feathers; various kinds of wood; and many types of stone. Their location
on the slopes of the Jemez Volcano meant that they had access to basalt,
obsidian, and tuff (compacted volcanic ash), while they could also get
limited amounts of granite and chert through trade or by finding cobbles
in the Rio Grande.

By the time these people settled in the Bandelier area, they already had
well-developed skills including farming in arid locations, tool making,
weaving, pottery making, and building stone homes, as well as far-flung
trade connections.

### Museum Collections Used in this Lesson Plan

### [**Corn Grinding Tools (Mano and Metate), BAND 1482**](http://www.cr.nps.gov/museum/exhibits/band/exb_archeology/BAND1482_1641_mano_bowl_exb.html)

-   [Axe, Quartzite, wood. BAND
    17054](http://www.cr.nps.gov/museum/exhibits/band/exb_archeology/BAND17054_axe_exb.html)

-   [Pot, Smeared Indented Corrugated Ware, BAND
    5144](http://www.cr.nps.gov/museum/exhibits/band/exb_archeology/BAND5144_pot_exb.html)

-   [Bowl, Bandelier Black-on-grey, BAND
    1574](http://www.cr.nps.gov/museum/exhibits/band/exb_archeology/BAND1574_bowl_exb.html)

-   [Spear Point, Jemez obsidian. BAND
    138](http://www.cr.nps.gov/museum/exhibits/band/exb_archeology/BAND138_spear_point_exb.html)

-   [Arrowshafts, Reed, BAND
    174](http://www.cr.nps.gov/museum/exhibits/band/exb_archeology/BAND174_arrow shafts_exb.html)

-   [Bone awl, BAND
    228](http://www.cr.nps.gov/museum/exhibits/band/exb_archeology/BAND228_awl__exb.html)

### Materials Used in this Lesson Plan

-   *Similar present-day items*: mortar and pestle, stones, hatchet,
    cooking pan, ceramic mixing bowl, present-day arrow, awl or ice
    pick.

-   *Writing materials* including paper and pencils for story writing.

-   *Tool-making materials* including self-hardening or potter's clay
    for bowl and cooking pot, stones (flat for metate and mano, pointed
    for spear point, rectangular or rounded for axe), pliable small
    twigs or small stones and stiff pipe cleaners for axe

-   KWL (Know, Want to Know, Learned) class chart and/or individual KWL
    charts

-   Chalkboard, white board, or chart tablet for "Think, Pair, Share"
    activity and Vocabulary

-   Photos printed from Bandelier National Monument Museum Collection,
    www.cr.nps.gov/museum

-   Index cards and measuring tools for museum displays

-   Recycled materials, such as tubes from toilet paper or paper towels,
    Styrofoam peanuts, cardboard, small boxes, lids, pliable wire,
    twisty ties, ribbon, string, buttons, etc.

-   "Plus-Minus-Interesting (PMI)" Chart

-   Writing rubric for student stories.

### Vocabulary

### On a large chart, create a word and concept list with students as lesson unfolds. Write definitions with student input as words come into use during the lesson. For reference:

> [Ancestors]{.underline} - someone's relatives who were born before
> he/she was, whether recently or eons ago
>
> [Ancestral Pueblo people]{.underline} - the ancestors of the
> present-day Pueblo Indians. Formerly called Anasazi, a Navajo word
> often translated as Ancient Enemies; it is offensive to many Pueblo
> people, and Ancestral Pueblo is preferred.
>
> [Artifact]{.underline} - anything made or used by a human
>
> [Ceramic]{.underline} - something related to making things out of clay
>
> [Cobble]{.underline} - a rounded piece of stone found in a stream or
> river, which has washed down from hills or mountains sometimes quite a
> distance away
>
> [Coil]{.underline} - a strip of clay used to build a pot
>
> [Corrugated]{.underline} - pottery in which the marks from pinching
> the coils together are not polished away on the outside (the inside is
> smooth)
>
> [Mano]{.underline} - stone tool held in the hand to grind corn on a
> metate
>
> [Metate]{.underline} - flat stone tool on which corn kernels were
> placed for grinding
>
> [Obsidian]{.underline} - glassy black volcanic stone used for making
> extremely sharp tools
>
> [Pueblo]{.underline} - the Spanish word for a town; in the American
> southwest it is used to refer to particular groups of people living in
> settled towns and sharing a culture characterized by farming, weaving,
> pottery-making, and particular religious practices
>
> [Spear point]{.underline} - or projectile point - piece of stone (or,
> sometimes, bone) shaped to a sharp point to be attached to a spear or
> arrow for hunting
>
> [Survival]{.underline} - things done to stay alive
>
> [Yucca]{.underline} -- plant with long, stiff, sharp-pointed leaves,
> found in dry areas, related to lilies although often mistakenly
> identified as a cactus
>
> **Teacher Tips**

-   Print out copies of all museum collection objects included in this
    lesson plan; consider laminating for reuse.

-   Make copies of the "Reading a Museum Object", KWL, and PMI charts.

-   Buy clay, or make substitutes, for tool making (see lesson, Passing
    Traditions Through Time, for recipes for play-doh-type clay)

-   Obtain recycled materials and natural resource materials for tool
    making

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-   Call Bandelier National Monument (1-505-672-3861, ext. 517) or check
    the Bandelier National Monument website
    ([www.nps.gov/band](http://www.nps.gov/band)) for information and/or
    brochure. There are also general scenery photos of Bandelier on the
    web at photo.itc.nps.gov/storage/images/ index.html.

    -   Collect books from library or borrow from Bandelier, (505)
        672-3861 x 513

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-   **Lesson Implementation Procedures**

*[Activity 1: Introduction and Warm Up]{.underline}*

Use a "Think, Pair, Share" activity to determine what tools children
know. Begin with the children individually thinking silently for one
minute of all the tools they know. Second, have children find partners;
have each share their tool list orally with their partner for one
minute. Third, reconvene the class and record a brainstormed list of
tools on a KWL (What I Know, What I Want to Know, What I Learned) chart
in the "What I Know" column.

*[Activity 2]{.underline}*. Use '*Reading a Museum Object*" activity to
engage students and introduce them to the idea of learning through
museum collections. Tell students they will be using objects from a
National Park Service site as a source of learning and information.
Explain that they will learn to look very closely at pictures of objects
to deduce historical, cultural, and social information and to draw
inferences about people, events, and life. Ask questions that draw on
observational skills, and exercise powers of deduction, inference, and
creativity based on this lesson. Share student learning objectives with
students.

-   Organize students into 5 groups

-   Give each group a picture from the museum collection and "Reading a
    Museum Object" chart

-   Give students 10-15 minutes to look at museum collection pictures in
    their small groups and record their responses to the questions

-   Have each group share their written responses and state what they
    think they have.

-   To create curiosity, tell class they class will learn what the
    objects are the next day.

[*Activity 3:*]{.underline} Share with the class the names and purposes
of the museum collection objects. Have students complete the "What I
Want to Learn" column on the KWL chart about the ancestral tools.

*[Activity 4:]{.underline}* Determine if students will work
independently or cooperatively to recreate an ancestral tool. If
possible, take a nature walk or field trip to locate natural resources
that could be utilized to replicate the Ancestral Pueblo people's tools.
If the decision is made to make Ancestral Pueblo-style pottery, see
Lesson Plan "Passing Traditions Through Time" for a description of class
pottery activities.

*[Activity 5:]{.underline}* As individuals, partners, or in groups, have
children make their ancestral tool with items collected on nature walk
or provided by the teacher if necessary. (Teacher may have to provide
some materials.) Completed tools will be displayed in a classroom
"museum". Students create a museum label on a 3" x 5" card for their
tool. On the card, record a description of each artifact by name, size,
color, shape, material, time period, and museum name. Invite other
classes or family members to visit the class museum. Students act as
museum docents.

*[Activity 6:]{.underline}* Read and discuss information about Ancestral
Pueblo people and life. Recommended readings from resource list:

> \*\*\*available for loan from Bandelier, (505) 672-3861 x 513

-   CHILDREN OF CLAY, A FAMILY OF PUEBLO POTTERS, by Rina Swentzell
    (ISBN 0-8225-9627-X)\*\*\*

-   CHILDREN OF EARTH AND SKY, by Stephen Krensky (ISBN 0590428535)

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-   EXPLORING BANDELIER NATIONAL MONUMENT (excellent resource for kids)
    (ISBN 1-87785-658-4, by Sarah Gustafson\*\*\*

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-   HERE, NOW, AND ALWAYS - VOICES OF THE FIRST PEOPLES OF THE
    SOUTHWEST, ed. Joan K. O'Donnell (ISBN 0-89013-387-5)

-   WHEN CLAY SINGS, by Byrd Baylor, (SBN684-12807-1)

*[Activity 7:]{.underline}* As individuals or in small groups, have
students create a story around their ancestral tool written as if they
were living during ancestral times. Follow story writing process that
includes a beginning, middle, and ending for the story. Share story
rubric with students before they begin story.

*[Wrap Up Activity and Discussion]{.underline}*

-   Students will share the stories and tools they created, and any
    evaluative comments, with the class.

-   Students will act as docents to share their museum collection and
    their knowledge with invited guests.

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-   **Evaluation/Assessment for Measurable Results**

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-   Observe student cooperation and effort throughout the construction
    of the tool

-   Complete the KWL chart "What I Learned" column with the class or
    individually

-   Use rubric to evaluate student story.

### Use a PMI (Plus, Minus, Interesting) Chart (class or individual) to analyze and evaluate what it was like to make the ancestral tool. Under the "Plus" column list ideas that are positive about making the ancestral tool, put ideas that are negative under "Minus", and put ideas that are interesting under "Interesting". The number of items listed in each column needs to be equal. 

### Observe each student in their role as museum docent.

### Extension and Enrichment Activities

-   Using natural resources or recycled materials, have students invent
    a tool that will serve a purpose or improve present-day life.

-   Have the students think about present-day equivalents to ancient
    tools. Consider having either the teacher, the students, or both,
    bring in some of those items. Possibly put the present-day items out
    on a table and have students individually or in groups decide which
    new items are equivalent to which old ones.

-   Have the students research other Ancestral Pueblo tools that are not
    shown in the Bandelier collection, such as wooden digging sticks,
    stone griddles, fire drills, rope, string, and tools used for
    pottery-making.

-   Set up a class museum with photos or replicas (professional or
    student-made) of artifacts found in the school's own area or region.
    Students create a museum label on a 3" x 5" card for each item. On
    the card describe each artifact by name, size, color, shape,
    material, time period, and information on uses.

-   Invite a guest speaker, such as a museum docent, local toolmaker or
    family member to share a presentation on toolmaking past or present,
    related to early or present-day Pueblo people.

-   Invite a park ranger or archeologist to give a presentation about
    artifact preservation so that future generations can appreciate the
    history of the area. This would include leaving artifacts where they
    are found, not moving or collecting them, and what can be learned
    from them.

-   

### Site Visit :

-   [*Pre-visit*:]{.underline}

-   If planning to visit Bandelier National Monument, contact the
    Visitor Center (505-672-3861 x 517) to find out if any of the items
    you are interested in showing to the students are currently on
    display. Contact 505-672-3861 x 534 to make group visit
    reservations. .

-   Other possible locations:

Visit displays of Ancestral Pueblo and/or present-day tools

*Museum of Indian Arts and Culture*, Santa Fe, New Mexico

710 Camino Lejo, Santa Fe, NM 87501 505-827-6463
[www.miaclab.org](http://www.miaclab.org/)

*Millicent Rogers Museum*, Taos, New Mexico

1504 Millicent Rogers Rd, Taos, NM 87571 505-758-2462
[www.millicentrogers.com](http://www.millicentrogers.com/)

*San Ildefonso Pueblo Museum*, San Ildefonso Pueblo, New Mexico

Rt 5 Box 315A, Santa Fe, NM 87501 505-455-2273

*Indian Pueblo Cultural Center*, Albuquerque, New Mexico

2401 12^th^ St, Albuquerque, NM 87104 1-800-766-4405
www.indianpueblo.org

*Southwest Museum,* Los Angeles, California

234 Museum Dr, Los Angeles, CA 90065 323-221-2164
[www.southwestmuseum.org](http://www.southwestmuseum.org/)

*Museum of Northern Arizona*, Flagstaff, Arizona

3101 N Ft. Valley Rd, Flagstaff, AZ 86001 928-774-5213
[www.musnaz.org](http://www.musnaz.org/)

*Florence Hawley Ellis Anthropology Museum*, Ghost Ranch Conference
Center, Abiquiu, New Mexico

HC 77 Box 11, Abiquiu, NM 87510 505-685-4333 www.ghostranch.org

-   Contact the proper office at the institution to make reservations,
    and find out practical matters you will need to handle ahead.
    Arrange for plenty of active, assertive, interested chaperones.

-   Before the visit, have students visit the institution's website for
    an overview, or obtain brochures and other written/visual materials
    about the site. Have the class come up with a list of questions to
    guide the visit. Work with site staff to arrange the visit with
    challenging activities.

-   *Site visit*: At the site, have students select at least two objects
    to analyze. Provide "How to Read an Object" sheets, which include an
    object sketch sheet (white space to make a detailed sketch of the
    objects). For younger students, develop a "scavenger hunt" object
    list to encourage close observation skills.

-   *Post-visit*: See extension activity list for ideas for post-visit
    student presentation ideas.

-   *Virtual visit*: If a park or institution has a website that
    provides a virtual visit, assign an activity that guides students in
    their exploration of the website, and leads them to related websites
    for more depth.

### Resources

-   Chart: "*How to Read an Object*" \[to be launched at
    [www.cr.nps.gov/museum](http://www.cr.nps.gov/museum)\]

-   Bandelier National Monument
    [www.nps.gov/band](http://www.nps.gov/band) or park information
    505-672-3861, ext. 517.

-   Available from Western National Parks Association,
    [www.wnpa.org](http://www.wnpa.org/), 12880 N. Vistoso Village Dr.,
    Tucson, AZ, 85737. 1-888-569-7762.(or at the Bandelier bookstore,
    505-672-3861 x 515)

    -   Bandelier National Monument (ISBN 0-911408-88-6), by Patricia
        Barrey \*\*\*

    -   101 Questions about Ancient Indians of the Southwest (ISBN
        1877856-87-8), by David Grant Noble \*\*\*

    -   Exploring Bandelier National Monument (excellent resource for
        kids) (ISBN 1-87785-658-4, by Sarah Gustafson \*\*\*

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-   Here, Now, and Always, Voices of the First Peoples of the Southwest,
    by Joan K. O'Donnell (ISBN 0-89013-387-5) \*\*\*

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-   When Clay Sings, by Byrd Baylor, (SBN684-12807-1)

-   Children of Clay, a Family of Pueblo Potters, by Rina Swentzell
    (ISBN 0-8225-9627-X) \*\*\*

-   Children of Earth and Sky, by Stephen Krensky (ISBN 0590428535)

-   Videos/DVDs:

-   Flint knapping, with Bruce Bradley, PhD \*\*\* (VHS) (also inquire
    about flint knapping kit)

-   Maria The Potter of San Ildefonso Pueblo \*\*\* (DVD or VHS)

*\*\*\*usually available for free loan from Bandelier National Monument.
Call 505-672-3861 x 513*

[KWL Chart]{.underline}

Ancestral Tools

  --------------------- ------------------------ ------------------------
  What I **K**now       What I **W**ant to Know  What I **L**earned

                                                 
  --------------------- ------------------------ ------------------------

[PMI Chart]{.underline}

Ancestral Tools

  --------------------- -------------------------- -----------------------
  Plus                  Minus                      Interesting

                                                   
  --------------------- -------------------------- -----------------------