Diaries
to the Past
Objectives:
Ø Identify, analyze and interpret primary sources
Ø Make generalizations about early human societies and
how they met their needs through hunting, gathering and farming.
Ø Compare and contrast differing ideas, values and
beliefs.
Overview:
Ø Students will be writing a first person diary entry
telling about life in prehistoric times. They can pretend they are a Paleo-Indian for their first entries, then Prehistoric Puebloan (also known
as Anasazi) and
Ø Note: The name "Anasazi," is a Navajo word
meaning "ancient enemy." Many anthropologists and historians are
using the name Prehistoric or Ancestral Puebloan instead.
Ø Diary entries may vary, depending on the grade level
of your class. For example, elementary
students may write three to five sentences and draw accompanying illustrations
for each section. Third through fifth
grade students can write two - three paragraphs per section to describe their
prehistoric life.
Ø Using photographs from pueblos, projectile points
and rock art in
Grade Level/Subject Area
Ø 3 – 8
Ø
Materials:
Ø Teacher made sample diary
Ø Construction paper
Ø Lined or white paper
Ø Crayons and markers
Ø Photographs from NAU Special Collections and
Archives
·
Pottery
from Pueblo III and IV
·
Canyon
de Chelly: Antelope Ruin
·
Cliff
Dwelling: Walnut Canyon
·
Cliff
Dwelling: Montezuma Castle
·
Wukoki Ruin, Wupatki National
Monument
·
Petrified
Forest Petroglyphs
Accommodations:
For
younger students, the distinction between the Prehistoric Puebloan and
Instructional Strategies:
1. Read the Flagstaff History
For Kids! web page with the class, that tells about life here 11,000 year ago
for the Paleo-Indians. Discuss the Prehistoric
Puebloan at 2,500 years ago and the
2. Ask students questions about what life might have
been like in
Ø How did Paleo- Indians get
their food?
Ø How did the
Ø What types of food did they eat?
Ø What did their clothes look like?
Ø What kinds of houses did each live in?
Ø Did they move around or stay in one place?
2. Use a chart to write down characteristics of each
civilization. Label one column
"Paleo-Indian" and "Prehistoric Puebloan" and "
3. Vocabulary lists or charts may be helpful for new
terms, especially for younger students. Words may include: Paleo (or
Paleolithic), Prehistoric Puebloan,
Student Project
Instructions
1. Construct a 4 page diary with
a cover page. Take one white blank piece of paper and one colored piece of
paper. Fold both in half to make a
booklet.
2. Paleo-Indian diary
entry: Describe all parts of
"your" daily life as a Paleo-Indian.
Write about your house, clothing, daily activities and meals, and environment. Include one
of your vocabulary words.
For example: What kind of house
would you live in? A
cave? A tent? How would you make your clothing?
What animals would you hunt for food?
What plants would you gather to eat? What might the weather be like?
3. Prehistoric Puebloan diary
entry: Describe all parts of
"your" daily life as an early puebloan. Write about your house, clothing, daily activities and meals, and environment.
For example: Describe how you might build a pit house. What kind of baskets do you make? What type of plants do you use? Do you use plants to make other objects?
4.
For example: How did you build
your adobe brick house? What toys do you have? Can you make them? What games do
you play? How do you get your food? What
plants do you grow in your garden? Do visitors come to your house?
5. Art: Study the photographs of Petroglyphs. Add your own rock art to your diary. On your
front cover, illustrate a Paleo-Indian scene. On your back cover, draw a scene
from a
Extension: Arrange a field trip one of the many national
parks and monuments in
Assessment:
At the end of this
lesson, students will be able to:
Ø
Identify
characteristics of Paleo-Indian life 11,000 years ago.
Ø
Identify
characteristics of
Ø
Differentiate
between the Prehistoric Puebloans (also known as
Anasazi) and Publeo peoples.
Ø
Compare
and contrast the differences between the people in the three time periods.
References:
Bremer, J. Michael (1989).
Burchett, Tim. (1990) Household organization at Wupatki
Pueblo (Master's thesis, Northern Arizona University, December 1990).
Coder, Christopher (2000). An introduction to
Grant,
Lamb, Susan (1995).
Walnut Canyon National Monument
Canyon de
Chelly National Monument
Montezuma Castle National Monument
This lesson correlates to the following
FOUNDATIONS (Grades
1-3)
FOCUS:
1SS-E2.
Describe the legacy and cultures of prehistoric American Indians in
BY LEVEL: ESSENTIALS (Grades
4-8) STANDARD 1: HISTORY
Students
analyze the human experience through time, recognize the relationships of
events and people, and interpret significant patterns, themes, ideas, beliefs,
and turning points in
FOUNDATIONS (Grades 4-5)
1SS-E1. Understand and apply
the basic tools of historical research, including chronology and how to
collect, interpret, and employ information from historical materials.
Note:
Historical research skills and analytical skills. These skills are to be
learned and applied to the content standards for grades 4-5
FOCUS:
1SS-E2. Describe the legacy and
cultures of prehistoric American Indians in