UNIT 12

MODERN PUEBLOS - ANCIENT SITES

Objectives:
Students will become aware of some of the past and present native
cultures in northern New Mexico.
Students will make the connection between ancient sites and modern
cultures.
Students will gain experience in the use of maps and research materials.
Students will gain experience in reading for comprehension.
Students will gain experience in working cooperatively.
Subjects: Social Studies, Language Arts.
Suggested tie: hree class periods.
M!te"i!#s:
!opy for students" Eight Northern Pueblos student activity sheet #$% & '(,
Ancestral Tewa Pueblos student information sheet #$% & $)(, Life in Phiogeh and
Site Plan of Phiogeh student information sheets #$% & $$&$*(.
+rom the trunk" New Mexico road map for each student, Life in
Poshuowingeh and various pamphlets. #he story and pamphlets must be
returned to the trunk(.
+rom the teacher" Markers.
+or the teacher" Eight Northern New Mexico Pueblos teacher information
sheet #$% & $,(, Ancestral Pueblo People of Bandelier, A Guide for th Grade
Teachers, %))- #.raft(, available from /ecinos library. Also available online at
http"00www.nps.gov0band0forteachers0fourth&grade&lesson&plans.htm. Another
good resource is the New Mexico !igital "istor# Pro$ect website at
http"00www.newmexicohistory.org.
$%c!bu#!"&:
A'cie't site - a place lived in or used by ancient people.
A"c(!e%#%gic!# site - an ancient site studied by archaeologists.
Te)! - people of six Northern 1ueblos and the language they speak
#2hkay 2wingeh, Namb3, 1o4oa5ue, San 6ldefonso, Santa !lara and esu5ue(.
7nit $% & 1
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
B!c*g"%u'd:
here are 8ight Northern 1ueblos and hundreds of ancient sites in
northern New Mexico. Some sites, such as 9andelier National Monument, are
developed and maintained while others remain totally undeveloped and
unexcavated. his activity will help the students become aware of the rich
ancient heritage we have in northern New Mexico and the importance of
protecting it. he activity will also increase the students: awareness of the
modern 1ueblos in northern New Mexico as well as reinforce the students:
mapping, reading and research skills.
Setti'g t(e st!ge" Ask the students to brainstorm the names of the 6ndian
1ueblos north of Santa +e. As students name them, list them on the board.
$.; aos #u&tah" 2ur /illage(
%. 1icuris #1ikurea" hose <ho 1aint(
=. 2hkay 2wingeh #San >uan" /illage of Strong 1eople(
*. Santa !lara #?ha:p:o" /alley of the <ild @oses(
,. San 6ldefonso #1o&who&ge" <here the <ater !uts hrough(
-. Namb3 #Mound of 8arth in the !orner(
A. 1o4oa5ue #1:o Suwae Beh" <ater .rinking 1lace(
C. esu5ue #e&tsu&geh" !ottonwood ree 1lace(
Note that the word DowingehE refers to village, 1ueblo and0or people. .iscuss
the fact that there were many more 1ueblos before the coming of the Spanish in
the $,))s. .iscuss what might have happened to them. he people of 1uye
#Santa !lara( and 9andelier #San 6ldefonso( probably moved down to the @io
Brande because of drought. 1ueblo people moved away from ?uuyemugeh
#!uyamungue( during and after the $-C) 1ueblo @evolt. Some 1ueblos were
7nit $% & 2
%ntersecting roo& bloc' walls at Sapawe
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
destroyed by the Spanish or the diseases that they brought with them #1ecos
1ueblo(. Many 1ueblos were left unoccupied and
we don:t know why. his is one of the mysteries that archaeologists are trying to
solve.
;#he numbers by the 1ueblo names refer to numbers on the Eight
Northern Pueblos student activity sheet #$% & '(
Activit& 1:
$. 8xplain that students will be locating the eight northern 1ueblos on the
NM road maps. here are $$ southern 1ueblos as well as Apache and Nava4o
reservations that they may study for extra credit.
%. 1ass out a NM state road map to each student. 7sing the same color of
highlighter, mark each 1ueblo.
=. After all the 1ueblos have been located and marked, the students will label
them on their Eight Northern Pueblos student activity sheet. #$%&'(#his can be
used as a homework assignment.(
*. .iscuss with the students possible 5uestions such as, D<ho is from a
1ueblo or lives in a 1uebloF <ho has visited which of the 1ueblosF Ask the
students to share their experiences.
,. .iscuss the fact that some of the modern 1ueblos are related to ancient
sites such as 1uye & Santa !lara 1ueblo and 9andelier & San 6ldefonso and
!ochiti 1ueblos. Some of the ancient 1ueblo people may have come from Mesa
/erde in !olorado.
Activit& 2: 1ass out the Ancestral Tewa Pueblos student information sheet #$% &
$)(, to the students. #his map does not include all of the ancient 1ueblo sites.(
.iscuss the term Garchaeological siteG. Ask if any students have visited an
ancient 1ueblo site. Ask the students the Dmapping 5uestionsE about this map.
.iscuss the word DewaE and explain that it is not only a 1ueblo language but
may refer to the people who speak ewa. he ewa words on the map are from
the 2hkay 2wingeh tradition. he people of Santa !lara 1ueblo sometimes
pronounce and spell the words slightly differently.
M!++i'g ,uesti%'s:
$. <hat is the title of the mapF #Ancient Tewa Pueblos(
%. <hat does ewa refer toF #the language that is spo'en b# six of the
Northern Pueblos and &an# ancient Pueblos( the people who spea' Tewa)
=. <hat is the ewa name for the @io BrandeF *P+,'-# or Posongeh(
*. 9etween what two rivers is Mesa 1rieta locatedF *.io Grande/ Posongeh
or P0o,'0a# and .io 1$o 2aliente/ P0osip0oe(
7nit $% & 3
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
,. <hat is the ewa name for Mesa 1rietaF #Tsi'w0a#e(
-. <hat river is siping nearF #.io 2ha&a / Tsa&a(
A. <hat ancient 1ueblo is located where the @io !hama and @io Brande
come togetherF #3ungeh(
C. <hich modern 1ueblos use their ewa namesF #1h'a# 1wingeh, Na&b4(
'. How many ancient and modern sites are '!ed on the mapF #56(
$). How many 1ueblo sites are located on this mapF #6(
$$. How many sites have no name on the mapF #78( <hy do you think they
don:t have namesF #perhaps archaeologists ha9en0t been told the na&es or
&a#be the na&es ha9e been forgotten(
$%. How many sites don:t have people living in them nowF #8(
$=. <hy do you think that there aren:t people living in them nowF #possible
reasons are: drought, flooding, destro#ed b# the Spanish or the diseases the#
brought with the&, for reasons we don0t 'now)(
$*. +ind 1hiogeh on the map. Now we will read about 1hiogeh.
Activit& -" As a class or in small groups, read the story of Life in Phiogeh.
9efore or after each paragraph is read, write the vocabulary words on the board
or a sheet of newsprint. 7se the game, DNumbered Heads ogetherE, to review
the information. he directions are in 7nit %. Beology of sikwIaye #Mesa
1rieta( #% & -(. Jou may wish to ask one or two 5uestions about each of the
paragraphs describing life through the seasons or use the 5uestions included.
.iscuss what it would have been like to live in a ewa village over ,)) years
ago.
I't"%ducti%' $%c!bu#!"&:
Ce"e%'i!# - having to do with ceremonies which are formal acts
performed for religious reasons.
P(i%ge( - the Ancestral 1ueblo village located in present day Los
Luceros. he site has been destroyed to build houses.
.#ic*e" - a type of woodpecker that lives in the bos5ue #cottonwood
forest( along the @io Brande.
.#%%d I""ig!te - to water crops with water from a river.
.#%%d +#!i' - the flat land next to a river where it sometimes floods in the
spring.
/"id g!"de' - a farming method used by the Ancestral 1ueblo people to
grow corn and beans. 6t was a s5uare that was lined with large stones.
0iv! - ceremonial room in a 1ueblo where people pray, do ceremony and
practice for dances.
7nit $% & 4
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
P12*3& - ewa word for strong waterK also refers to the @io Brande.
P%s%'ge( - ewa name for @io Brande.
R%% b#%c*s - rooms that are attached to each other, often in a line.
.!## $%c!bu#!"&:
As+e' - a type of tall, slender tree with light bark that grows in the
mountains.
C(e"t - a type flint rock that was often used to make arrow and spear
points.
.!## e4ui'%5 - the day in the fall when day and night are e5ual in length.
0e"'e# - the seed of a corn plant or other grain.
Su' 6!tc(e" - a person who observes the movement of the sun through
the year, noting the change of season, when it is time to plant and when it is time
for certain ceremonies.
6i'te" $%c!bu#!"&:
$ig!s - large beams used to support the flat roof of an adobe house.
6i'te" s%#stice - the shortest day of the year, when the sun appears to
stand still. his is the first day of the new year for the 1ueblo people.
S+"i'g $%c!bu#!"&:
Mu#c( - protective material placed around plants to prevent the
evaporation of moisture, the roots from freeLing and the growth of weeds.
S+"i'g E4ui'%5 - the other day of the year when there is e5ual day and
night.
Tsi!(! - a small wild parsley plant that grows on dry, rocky hillsides.
7ucc! - a desert plant with long, stiff, sharp leaves.
Sue" $%c!bu#!"&:
Mic! - a shiny, flaky mineral that is found in some types of rock and clay.
Sue" s%#stice - the longest day of the year.
,uesti%'s 8%" t(e g!e Numbered Heads Together
<hen does the story take placeF #about 7;8 A!(
<hat is a flickerF #a t#pe of woodpec'er(
<hat present day town is 1hiogeh located nearF #Los Luceros(
<hat did the people do in the kivasF #practiced for dances, held cere&onies
and told stories(
How would the people get across 1osongeh #1MFkNy(F #wading(
7nit $% & 5
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
<hat trail did the people take to hike over the MesaF #Eagle Gap Trail(
<hy didn:t they ride horses when they visited other 1ueblosF #&odern horses
did not li9e in the A&ericas until the Spanish brought the&(
.!## ,uesti%'s:
$. <hy is +all 85uinox importantF #it is the ti&e to get read# for winter( the
night and da# are e<ual(
%. <hy did they have to trade the chert from the people who lived near
Abi5uiOF #there was no chert found near their 9illage(
=. <hat did the women do with the turkey feathersF #the# &ade tur'e#
feather blan'ets(
*. <hy did the women soak the white corn in wood ashes and waterF #it
loosened the s'in on the 'ernels so the# would pop and &a'e a posole stew(
6i'te" ,uesti%'s:
$. <hen was the first day of the new yearF #winter solstice(
%. <hy were the people of 1hiogeh expecting a good winterF #there had been
enough rain for their crops( the# had stored enough dried food(
=. How was the corn storedF #strings of corn were hung fro& the 9igas(
*. How did the people prepare for a successful deer huntF #the# did a deer
dance(
S+"i'g ,uesti%'s:
$. <hy did the girls and women pick wild onions and tsimahaF #to season
their beans(
%. How did the children help get the gardens ready to plantF #the# carried
gra9el to the grid gardens and straightened the roc' borders(
=. <hy was early spring a good time to make petroglyphs on sikwPayeF #the
ri9er was still shallow and the# could wade across(
*. <hat did the women use to make sandalsF #wide leaf #ucca(
,. <hy did the children have to wait until summer solstice to go swimming in
the riverF #b# su&&er solstice the flooding was o9er and the ri9er was shallow(
-. How did the people catch fishF #with their bare hands, nets, or wo9en
lines(
Sue" ,uesti%'s:
$. <hy did the children let the turkeys out of their penF #so the# could eat
grasshoppers in the gardens=
7nit $% & 6
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
%. <hy did the women like the clay with the mica in itF #those pots didn0t
crac' in the coo'ing fire(
=. <hy was adobe a good material
to build houses withF #it 'ept the
houses cool in su&&er and war& in
winter( there was plent# of cla# to
&a'e &ud that dried into adobe(
*. <hy did the children chase
away the crows and kill rabbitsF
#because the# would eat the crops and
rabbits are good to eat(
,. <hy was it important that
everyone did their 4obsF #all the
people depended on each other to
li9e(
-. <hat does it mean to you to live
in harmony with Mother 8arthF
#answers will 9ar#) 1nl# pic' or 'ill what #ou will eat( than' the plants and
ani&als before #ou eat the&( don0t throw trash in the ri9er or on the land,
rec#cle, plant trees, etc)(
Assesse't" @esearch pro4ect
.ivide the class into groups and have each group research and make a
report on the different 1ueblos and0or ancient sites. Some of the information may
be found in the annual 8ight Northern 1ueblos brochure and other pamphlets.
More resource information may be found on #$%&$- Q %)(. 9elow are some
topics that could be researched.
$. Location of reservationK siLeK populationK natural resources
%. raditional language spoken
=. raditional name of 1ueblo
*. <here the children attend school
,. +east days
-.raditional dances
A. raditional arts and crafts
C. 8conomic development
'. +orm of government
$). 2ther
7nit $% & 7
Bowl: Bandelier B, also 'nown as
Bandelier Blac'/on/gra#, A)!) 788/7;;8)
2ourtes# of the Museu& of %ndian Arts and
2ulture > Laborator# of Anthropolog#,
?7;>77)
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
E5t"! !++i'g +"!ctice" 2n the board write the list of the archaeological
sites found on the NM road map.; .iscuss what an archaeological site is. <ith a
different color highlighter, mark all of the archaeological sites. Most of the
archaeological sites are not indicated on the road map.
9NM A"c(!e%#%gic!# Sites #isted %' t(e Ne) Me5ic% St!te M!+
Site C%%"di'!tes
Abo at Salinas 1ueblo Missions
National Monument +&-
ALtec @uins National Monument A&=
9andelier National Monument !&-
!haco !anyon National Historic 1ark !&=
!oronado State Monument .&-
8l Morro National Monument 8&%
Bila !liff .wellings National Monument H&%
Bran Ruivira at Salinas 1ueblo Missions
National Monument +&-
Havikuh @uins 8&$
>emeL State Monument !&,
1ecos National Historic 1ark .&A
1etroglyph National Monument .&,
1uye !liff .wellings !&-
Ruarai at Salinas 1ueblo Missions
National Monument +&-
Salmon @uins A&=
hree @ivers 1etroglyph National Site H&-
ent @ocks National Monument !&-

E5te'si%' !ctivities" here are some
wonderful extension activities about
agriculture, foods, pottery, etc. in the
curriculum guides in the trunk. hese will
help the students understand what life was
like in early 1ueblo times. hey are listed
in 8xtension Activities at the beginning of
the !isco9ering Mesa Prieta curriculum.
7nit $% & 8
T#uon#i Pueblo structures in @ri$oles
2an#on at Bandelier National Monu&ent
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
7nit $% & 9
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
7nit $% & 10
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
U'it 12: M%de"' Pueb#%s - A'cie't Sites
LI.E IN P;IO/E; Stude't I'8%"!ti%' S(eet
I't"%ducti%':
2ur story takes place about $*,) A.
before the coming of the Spanish
settlers. 1hiogeh, which means +licker
/illage in
ewa, was a
large 1ueblo
village
located on
the east side
of 1MFkNy or
1osongeh,
the ewa
names for
the @io
Brande. he
village sat on
the ridge
above the 8#%%d +#!i' in the present
day village of Los Luceros. he
houses were made of adobe and were
attached to each other in "%% b#%c*s.
6n the plaLa there were probably round
*iv!s< underground ce"e%'i!#
rooms. Here the people practiced for
their dances, held ceremonies and told
stories in the winter.
he people grew their crops of corn,
beans and s5uash in g"id g!"de's
located near the village, on
surrounding hills and on the Mesa.
hey also planted in 8#%%d i""ig!ted
fields along the river.
<hen the river was shallow, people
would wade through the water to
gather plants, hunt and make
petroglyphs on sikwIaye, the ewa
name for Mesa 1rieta. hey often
hiked over the Mesa on the 8agle Bap
rail to the ewa villages on the other
side to trade for pottery and to take
part in ceremonies. rading was also
common with the people who lived in
the ewa villages north and south of
1hiogeh. here were no horses in
those days so everyone traveled on
foot.
.!##:
+or a week the Su' 6!tc(e" had
hiked part way up sikwIaye early
each morning to watch the sun rise. He
knew that this morning would mark
the 8!## e4ui'%5 Q the time of e5ual
day and e5ual night.
As the sun rose over the eastern
mountains #Sangre de !ristos(, it cast a
7nit $% & 11
@lic'er
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
shadow on an ancient spiral
petroglyph. After praying and doing
ceremony, the Sun <atcher waded
back across the big river to his village.
6t was time to prepare for the coming
of winter.
he corn, beans and s5uash were
brought in from the fields and dried on
the flat roofs of the adobe houses.
he men made new arrowheads from
c(e"t, a glassy flint&like rock that was
obtained by trading with the people
who lived at siping, near present day
Abi5uiO.
<hen the harvest was complete, the
men collected firewood and went
hunting for deer and elk in the
mountains.
he women
made turkey
feather
blankets that
would keep
their families
warm in the
winter. <ith
the first
snow, the children looked forward to
the sacred stories that their
grandparents would tell.
he children also looked forward to a
clay bowl of hot posole to warm their
stomachs. 1osole was made by
soaking dried white corn in a large
clay pot filled with wood ashes and
water. his loosened the skin on the
kernels so that when they were boiled
in water, they popped like popcorn and
made a delicious stew.
6i'te":
2n the day that )i'te" s%#stice
arrived, the Sun <atcher was again on
sikwIaye observing the shadow that
the sun cast on a sacred petroglyph.
Although he knew that months of cold,
snowy weather were coming, he also
knew that a new year would begin as
the days grew longer.
he people of 1hiogeh were
expecting a good winter because there
had been enough rain for their crops
and their clay storage pots were filled
with dried beans and collected plants.
Strings of dried corn and spiral strips
of dried s5uash hung from the vig!s: A
successful hunt provided each family
with plenty of dried meat and the
village gave thanks with a deer dance.
S+"i'g:
9y the time of s+"i'g e4ui'%5 the
snows had melted and the wild plants
7nit $% & 12
Aild tur'e#
2hert cobble
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
were sprouting. 6t was time for the
women and girls to go out to the hills
to dig wild onions and pick the little
green leaves and roots of the tsi!(!.
hey were already thinking of how
delicious the beans would taste when
flavored with these plants. 6t was also
time to begin preparations for spring
planting. he children were happy to
help get the g"id g!"de's ready by
carrying baskets of gravel for u#c(
and by straightening the rock borders.
9ecause 1MFkNy had not yet begun to
flood, this was a good time to make
petroglyphs on sikwIaye and collect
&ucc! leaves and roots. he women
loved how the shampoo made from the
yucca roots made their hair shine. he
children and the men looked forward
to a new pair of sandals woven from
the yucca with wide leaves. And those
who were artists made brushes from
the narrow leaf yucca to paint their
pottery.
As the snow in the mountains melted
in late spring, 1MFkNy became a raging
river. his was the important time for
fishing which was done with bare
hands, nets or woven lines. he
fathers were pleased to see the boys
making nets to catch the fish. +ish
stew would taste very good. No one
dared to cross over to sikwIaye until
the flooding ended and the river was
again shallow. he children looked
forward to summer solstice because it
was then that they were allowed to go
swimming in the river again.
Sue":
he green corn dance marked the
sue" s%#stice as the people prayed
for rain and another good year for their
crops. he children who took care of
the turkeys were happy to take them
out of their pen to catch the
grasshoppers that liked to eat the
young crops.
he women were busy making clay
pots for cooking, eating and storing
beans. Sometimes they visited with the
people who lived on the west side of
sikwIaye because those people knew
where to dig the clay with the ic! in
7nit $% & 13
Aild #ucca
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
it. he 1hiogeh women liked the
cooking pots with the flecks of shiny
mica because they didn:t crack in the
cooking fire.
Summer was a good time for the men
to build new rooms onto their adobe
houses. he women then used their
hands to plaster all of the walls with
mud. he adobe kept them cool in the
summer and warm in the winter. he
children worked hard in the grid
gardens pulling weeds and worked
with the dogs to chase away the crows
and kill the rabbits that ate the crops.
8veryone in 1hiogeh had their 4obs to
do and they understood that each
person in the village depended on each
other to live. Life in the village
followed the cycle of the seasons and
the ceremonies that went with them.
8ach person learned to walk their life
path with respect for all life. ogether
they created a strong people who lived
in harmony with Mother 8arth.
Life in 1hiogeh changed with the
arrival of the Spanish settlers in $,'C
A.. he 1hiogeh farmers were
re5uired to grow crops for their
Spanish neighbors.
6n $-C), the 1ueblos revolted against
the Spanish, who retreated to the
south. <hen the Spanish returned to
the area in $-'%, they found that most
of the people from 1hiogeh had
moved to AriLona to live with the
Hopi people. heir descendants still
live there and maintain their ewa
language and culture.
7nit $% & 14
Pot: Bandelier B, also 'nown as Bandelier
Blac'/on/gra#, A)!) 788/7;;8) 2ourtes#
of the Museu& of %ndian Arts and
2ulture > Laborator# of Anthropolog#,
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
7nit $% & 15
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
7nit $% & 16
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
U12: M%de"' Pueb#%s - A'cie't Sites
EI/;T NORT;ERN PUEBLOS Te!c(e" I'8%"!ti%' S(eet
N!b= Pueb#% #Na&be(
@oute $, 9ox $$A&99, Santa +e, NM CA,)$
#,),( *,,&A-'%
Language" ewa
O(*!& O)i'ge( #San >uan 1ueblo(
BovernorIs 2ffice
12 9ox $)'', Santa +e, NM CA,--
#,),( C,%&**))
Language" ewa
Picu"is Pueb#% #Pi'urea(
12 9ox $%A, 1eSasco, NM CA,,=
#,),( ,CA&%,$'
Language" iwa
P%j%!4ue Pueb#% #P o Suwae Geh(
@oute $$, 9ox A$, Santa +e, NM CA,)$
#,),( =,,&%%AC
Language" ewa
S!' I#de8%'s% Pueb#% #Po wo hge 1wingeh(
@oute ,, 9ox =$,&A, Santa +e, NM CA,)$
#,),( *,,&%%A=
Language" ewa
S!'t! C#!"! Pueb#% #Bha pCo(
12 9ox ,C), 8spaSola, NM CA,=%
#,),( A,=&A=%-
Language" ewa
T!%s Pueb#% #Tu/Tah(
12 9ox $C*-, aos, NM CA,A$
#,),( A,C&C-%-
7nit $% & 17
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
Language" iwa
Tesu4ue Pueb#% #Te/tsu/ge(
@oute $$, 9ox $, Santa +e, NM CA,)$
#,),( 'C=&%--A
Language" ewa
N%"t(e"' Pueb#%s C!#e'd!" %8 Eve'ts
>!'u!"&
>anuary C#%ud D!'ce %" B!s*et D!'ce #9A(
2hkay 2wingeh
$st weekend Re&es ?0i'g@sA D!&
esu5ue 1ueblo
>anuary - Re&es ?0i'g@sA D!& D!'ces
1o4oa5ue, Namb3, 1icuris, Santa !lara, esu5ue,
2hkay 2wingeh, San 6ldefonso, and aos 1ueblos
>anuary %% $es+e"s !'d .i"e#ig(t P"%cessi%' #No 1hotos(
San 6ldefonso 1ueblo
>anuary %= .e!st D!&< C%!'c(e !'d Bu88!#% %" Dee" D!'ce #No
1hotos(
San 6ldefonso 1ueblo
>anuary %, St: P!u#@s .e!st D!&
2hkay 2wingeh
.eb"u!"&
+ebruary Dee" D!'ce #9A(
Santa !lara 1ueblo and 2hkay 2wingeh
+ebruary % C!'de#!"i! .e!st D!&
1icuris 1ueblo
+ebruary&March Pueb#% c#%sed t% visit!ti%'
aos 1ueblo
M!"c(
March No events scheduled.
A+"i#
7nit $% & 18
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
April %) E!ste" Su'd!& D!'ces
2hkay 2wingeh and San 6ldefonso and Namb3
1ueblos
M!&
May = S!'t! C"uB .e!st< .%%t"!ce< !'d C%"' D!'ce
aos 1ueblo
>u'e
>une $= St: A't(%'&@s .e!st D!&
Santa !lara, San 6ldefonso, and esu5ue 1ueblos
/"ee' C%"' D!'ce
2hkay 2wingeh
St: A't(%'&@s .e!st D!& !'d .%%t"!ces
1icuris 1ueblo
S!' A't%'i% .e!st D!& C%"' D!'ce
aos 1ueblo
>une $* and $, T"i-Cu#tu"!# A"ts !'d C"!8ts S(%)
1icuris 1ueblo
>une %% A''u!# Butte"8#& Ru' 6!#*
1o4oa5ue 1ueblo
>une %= and %* St: >%(' t(e B!+tist .e!st D!&
2hkay 2wingeh
>une %* C%"' D!'ces
aos 1ueblo
>u#&
>uly * A''u!# Ct( %8 >u#& Ce#eb"!ti%'
Namb3 +alls, Namb3 1ueblo
>uly $$, $% and $= A''u!# T!%s Pueb#% P%)-6%)
aos 1ueblo
>uly $A and $C ENIPC A''u!# A"tists !'d C"!8ts!' S(%)
2hkay 2wingeh
>uly %, and %- S!'ti!g% .e!st D!&< C%"' D!'ces
aos 1ueblo
August
7nit $% & 19
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
August ' Su'set D!'ce
1icuris 1ueblo
August $) S!' L%"e'B% .e!st D!&< .%%t"!ces !'d P%#e C#ibi'g
1icuris 1ueblo
August $) Pueb#% Rev%#t D!&
All 8ight Northern 1ueblos
August $% S!'t! C#!"! .e!st D!&
Santa !lara 1ueblo
August %)&September Pueb#% c#%sed t% visit!ti%'
aos 1ueblo
Late August&
8arly September C%"' D!'ces #9A(
San 6ldefonso 1ueblo
Se+tebe"
September ;!"vest D!'ce #9A( #No photos(
2hkay 2wingeh
September C .e!st D!& %8 t(e N!tivit&
San 6ldefonso 1ueblo
September %' Su'set D!'ce #No photos(
aos 1ueblo
September =) S!' /e"%'i% .e!st D!&< .%%t"!ces !'d P%#e
C#ibi'g #No photos(
aos 1ueblo
Oct%be"
2ctober = Eve'i'g .i"e#ig(t $es+e"s #No photos(
Namb3 1ueblo
2ctober * St: ."!'cis de Assisi Pueb#% .e!st D!&
Namb3 1ueblo
N%vebe"
November $% S!' Dieg% .e!st D!&
esu5ue 1ueblo
Decebe"
.ecember $% /u!d!#u+e .e!st D!&
1o4oa5ue 1ueblo
7nit $% & 20
UNIT 12
MODERN PUEBLOS - ANCIENT SITES
.ecember %* Bu88!#% D!'ce< 8%##%)i'g C("ist!s Eve M!ss
Namb3 1ueblo
Su'd%)' T%"c(#ig(t P"%cessi%' %8 t(e $i"gi' $es+e"s
M!t!c(i'e D!'ce
2hkay 2wingeh, 1icuris and esu5ue 1ueblos
$es+e"s< C(i#d"e'@s D!'ce< !'d B%'8i"es
aos 1ueblo
.ecember %, C("ist!s D!& D!'ces
esu5ue, Santa !lara, San 6ldefonso
Dee" %" M!t!c(i'e D!'ce
2hkay 2wingeh, 1icuris, and aos 1ueblos
.ecember %- Tu"t#e D!'ce #No 1hotos(
2hkay 2wingeh
.ecember %C ;%#& I''%ce'ce D!& DC(i#d"e'@s D!'ceE
1icuris 1ueblo and Santa !lara 1ueblos
#Adapted from http"00www.ancientstorytellers.com0calendar.php(
7nit $% & 21