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Program Resources

Daily Schedule (pdf 210kb)

 

Project

The institute will emphasize experiential learning that supports academic inquiry, critical analysis, and reflection. The NEH participants will be asked to work individually or in groups on projects that are relevant and meaningful to them and that apply their understanding of the past and their current understanding of Pueblo history and culture to their particular educational setting. These projects will be aligned to national and/or state curriculum standards and may be formal lesson plans or projects that provide content for the classroom, including videos, interactive games, or oral histories. The projects will be uploaded to Crow Canyon’s institute website for continued access and use.

 

Detailed Reading List (read before the program begins):

Houk, Rose, Faith Marcovecchio, and Duane A. Smith (editors)

2006  Mesa Verde National Park: The First 100 Years. Mesa Verde Museum Association and Fulcrum Publishing, Mesa Verde National Park and Golden, Colorado.

 Miller, Susan A. and James Riding In (editors)

2011  Native Historians Write Back: Decolonizing American Indian History. Texas Tech University Press, Lubbock, Texas (Chapter 1: The Origin of the Indigenous Paradigm in Historiography, Chapter 2: The Indigenous Paradigm in Historiography, and Chapter 4: Hopi Culture and a Matter of Representation).

Noble, David Grant (editor)

2006  The Mesa Verde World: Explorations in Ancestral Pueblo Archaeology. SAR Press, Santa Fe, New Mexico.

Sando, Joe S.

1992  Pueblo Nations: Eight Centuries of Pueblo Indian History. Clear Light Publishers, Santa Fe, New Mexico  (Chapters 1 (Nations Within a Nation) and 2 (In the Beginning).

Watkins, Joe

2000  Indigenous Archaeology: American Indian Values and Scientific Practice. Alta Mira Press, Walnut Creek, California (Chapter 1: American Indians and Archaeologists: A Stormy Relationship and Chapter 11: Indigenous Archaeology).

 

Supplemental Readings (available to the NEH scholars at the Crow Canyon Archaeological Center library):

Archaeology:

Crow Canyon Archaeological Center

 2014  Peoples of the Mesa Verde Region [HTML Title]. Available https://www.crowcanyon.org/EducationProducts/peoples_mesa_verde/index.asp. Date of use January 2019.

Ortman, Scott G. 

 2012  Winds from the North: Tewa Origins and Historical Anthropology. University of Utah Press, Salt Lake City, Utah. (Chapter 1, The Puzzle of Tewa Origins; Chapter 12, The End of Mesa Verde Society).

Native Voices:

Dozier, Edward P.

1970  The Pueblo Indians of North America. Holt, Rinehart and Winston Inc., New York, New York.

Suina, Joseph

2002  The Persistence of the Corn Mothers. In Archaeologies of the Pueblo Revolt, edited by Robert W. Preucel, pp. 212–216. University of New Mexico Press, Albuquerque, New Mexico.

Indigenous Archaeology:

Duwe, Samuel and Robert W. Preucel (editors)

2019  The Continuous Path: Pueblo Movement and the Archaeology of Becoming. University of Arizona Press, Tucson, Arizona (chapters on Tewa migrations), in press, publication scheduled April 2019.

Sheridan, Thomas E., Stewart B. Koyiyumptewa, Anton Daughters, Dale S. Brenneman, T.J. Ferguson, Leigh Kuwanwisiwma, and Lee Wayne Lomayestewa (editors)

2015  Moquis and Kastiilam: Hopis, Spaniards, and the Trauma of History, Volume I, 1540–1679. University of Arizona Press, Tucson, Arizona (Chapter 1, Introduction: Documentary History, Oral Traditions, and the Trauma of History, pp. 3–19).

Multi-cultural Education:

Cajete, Gregory

1994  Look to the Mountain: An Ecology of Indigenous Education. Kivakí Press, Durango, Colorado 

(Chapter 1: Modern Education from a Tribal Perspective and Chapter 8: Indigenous Education for a Twenty-First Century World).

Lomawaima, K. Tsianina

1999  The Unnatural History of American Indian Education. In Next Steps: Research and Practice to Advance Indian Education, edited by Karen C. Swisher and John W. Tippeconnic III, pp. 3–31. Appalachia Educational Laboratory, Charleston, South Carolina.

Suina, Joseph H.

2004  Native Language Teachers in a Struggle for Language and Cultural Survival. Anthropology and Education Quarterly, Volume 35(3):281–302.