UNIT 8

FIELD WORK DAY ON TSIKW'AYE (MESA

Objectives:
Students will develop a sense of respect for archaeological sites and
ancient cultures.
Students will develop a sense
of wonder about the petroglyphs and
the people who created them.
Students will become
interested in local archaeology and its
preservation.
Students will become
proficient in drawing the petroglyphs
that they see.
Students will be able to write
creatively about their observations.
Students will experience a
sense of adventure and discovery.
Subjects: Science, Social Studies, Language Arts, Art.
Suggeste ti!e:
"#e$%#%ti&': 2 or 3 class periods.
Fie( t#i$: one school day.
F&((&) u$: at least 2 class periods.
M%te#i%(s:
Copy for students Protecting the Past on the Petroglyph Hike student
information sheet !" # $%. Copy cover template for handmade Field Work
Day Recording Book !optional% !" # &%.
'rom the trun( )efore the field wor( day, show *+*s Santa Fe
Community Foundation- Pion Aard, !isit With Respect" and possibly the
beginning of Silent Witness#
*%c+g#&u':
,%(( -%'et MccKe'.ie %t 8/0123/2 %t (e%st t4#ee )ee+s i' %v%'ce
t& !%+e %' %$$&i't!e't 5&# t4e 5ie( t#i$ %' t& get i#ecti&'s.
)efore the trip be sure that your class has covered at least ,nit 2.
$eology o% &sik'aye ()esa Prieta*" ,nit -. Where in +e )e,ico is
,nit " # .
UNIT 8
FIELD WORK DAY ON TSIKW'AYE (MESA
&sik'aye ()esa Prieta*/, ,nit 0. -ntroduction &o Petroglyphs and
Pictographs" ,nit $. ./ser0ation and -n%erence, and ,nit 1. Classi%ication.
2esa 3rieta 3etroglyph 3ro4ect will provide trained volunteer guides.
3lease ma(e sure that your students are attentive and follow all directions
given.
5he hi(e to see the petroglyphs at the 6ells
3etroglyph 3reserve is very steep with loose roc(s
and cacti. 7t is mandatory that there be at least &'e
%u(t 5&# eve#6 5&u# t& si7 c4i(#e'. 8veryone
must wear closed toe shoes or hi(ing boots and
bring a bottle of water. 7n the warm months there
may be sna(es sunning themselves on the roc(s. 7t
is important to watch where you step and put your
hands. 7n the winter the sna(es are hibernating.
5he hi(e up the side of the 2esa re9uires a good
deal of physical exertion. )e sure that your
students don:t have any medical conditions that
could ma(e this hi(e dangerous for them.
T4e#e %#e '& b%t4#&&!s &' t4is 4i+e8 I5 %
c4i( 'ees t& use it9 give 4i!:4e# s&!e t&i(et $%$e# %' % b%ggie t& $ut
t4e s&i(e tissue i'8 ;e($ t4e c4i( 5i' % bus4 &# b&u(e# t& g& be4i'8
Activit6 2:
.. 3reparation 2a(e 'ield 6or( *ay recording boo(s before the trip. 7f
it is not possible to ta(e the trip, photographs of the petroglyphs may
be copied into the student boo(s or 4ournals.
2. 2aterials Copy for students: 3re#made cover template !optional%.
'rom the teacher 6hite copy paper !at least - per student%, colored
construction paper ".0; x ..; !. per student for cover% or pre#made
cover, staplers, mar(ers.
3. 3rocedure
.. Students fold copy paper and construction paper in half
hori<ontally. Staple along the spine. 6ith mar(ers, students may
decorate the cover and write their name and date of the trip.
2. 6hile on the 2esa the students should draw at least - petroglyphs
or panels !several petroglyphs on one roc( face%.
3. After the field wor( day, on the opposite page from the drawing,
have the students write a story about the petroglyph or panel.
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UNIT 8
FIELD WORK DAY ON TSIKW'AYE (MESA
-. 7f you are not able to ta(e a trip, you may want the students to draw
some of the petroglyphs from the photographs. =n the top half of the
paper draw the petroglyph and then write a story about it underneath.
5hese may be bound into boo(s or displayed on a bulletin board.
Activit6 0:
.. 'rom the trun( 1eepers o% the 2arth, by 2ichael Caduto and >oseph
)ruchac.
2. 3rocedure 5ell or read to the class the story of ?o(opelli found in
1eepers o% the 2arth, p. .0. or at the end of this unit. 5here are many
different stories about ?o(opelli and this is one version. @ot all flute
players are ?o(opelli. 5here are many flute player petroglyphs on
2esa 3rieta. 8xplain that the students may see human#loo(ing flute
players and others in the shapes of animals. .ld Father Storyteller and
Coyote &ales" which are located in the trun(, also have wonderful
stories. Aemind students that 3ueblo people traditionally told stories
only in the winter.
Activit6 3:
.. Copy for students Protecting the Past on the Petroglyph Hike student
information students.
2. 3rocedure 5o hi(e up on the shoulder of 2esa 3rieta at the 6ells
3etroglyph 3reserve in search of ancient petroglyphs is an experience
that students will never forget. Although the hi(e is rugged and
exciting, students will have no trouble, so long as they follow the rules
and there are plenty of adults. 5he careta(er of the 6ells 3etroglyph
3reserve, owned by the Archaeological Conservancy, is ?atherine
6ells. She welcomes school
groups to visit the
petroglyphs, but expects the
students to respect the land
by following the rules on the
student handout Protecting
the Past on the Petroglyph
Hike# 5he day before the trip
discuss this handout and then
develop with the students a
set of safety rules such as no running, pushing, throwing roc(s,
pic(ing flowers or removing artifacts. 8xplain that if a roc( is
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UNIT 8
FIELD WORK DAY ON TSIKW'AYE (MESA
dislodged, yell Broc(; to warn those below. 6atch out for
camouflaged cacti and sna(es. Stay with your group !groups of no
more than & students with . adult%. Aeview what is necessary to bring
on the trip. Collect the permission slips that explain that there will be
a high level of physical exertion.
Fie( W&#+ D%6 &' Mes% "#iet%
M%te#i%(s 5&# t#i$:
'or each student @ame tag, pencil, clipboard !+ecinos will have
some%, recording boo(let, hat, 4ac(et, closed toe shoes or hi(ing boots,
sunscreen, water and lunch in a bac(pac(, !single use camera is optional but
expensive cameras are discouraged%.
'or the class 5eacher should bring a first aid (it that includes
necessary student medications, twee<ers, band#aids, toilet paper and <ip#loc(
baggies for soiled paper and trash bags to pic( up litter.
"#&ceu#e:
5he day of the trip, upon arriving at the 6ells 3etroglyph 3reserve,
review the rules while still on the bus. 5ell the students that C3etroglyphs are
long ago told stories.C Aemind them that they will be hi(ing in a very
special place. BDuietly in our hearts
we will as( the ancestors who made
these petroglyphs for permission to
hi(e here. 6hen we leave let:s all
remember to than( them.; Eet down
from the bus, assemble into groups
and wait for the orientation tal(.
'ollow the guides in a single file. 5he
guide will stop at various petroglyphs
and tal( about them. 5he students
will be given the opportunity to draw
some of the petroglyphs as the group
moves slowly up the mesa.
8ncourage the students to drin( water.
7n a level area above the boulders, the group will stop for lunch. 5he
guides will lead group discussions about the landscape, the geology, the
petroglyphs, and the people who made them. =n the way down, pass out
trash bags to each group and as( them to show respect for the land by
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UNIT 8
FIELD WORK DAY ON TSIKW'AYE (MESA
pic(ing up litter. Aemind the students not to pic( up any glass. 6hen you
get bac( to the bus, return everyone:s clipboard if borrowed from +ecinos
and collect recording boo(s so you can use them in class to write stories
about the petroglyphs.
F&((&) u$:
.. Students are encouraged to write letters to ?atherine 6ells
expressing their gratitude and also something about what they learned and
how they feel about the petroglyphs. ?atherine 6ells, 3= )ox 31F, +elarde,
@2 "$0"2.
2. Aeview the story of ?o(opelli. *iscuss the difference between the
myths from a particular culture and fantasy stories that are created today,
li(e Spiderman. *iscuss how a figure such as a flute player has become
commerciali<ed, populari<ed andGor seculari<ed.
Assess!e't:
.. As( the students to pic( one of the petroglyphs that they drew in their
recording boo(let to write about. 7t can be a panel or a single
petroglyph. 8ncourage them to use observed facts, inferences and
their imagination to create a story about the petroglyph. 7n small
groups or pairs, have the students read their stories to each other or to
students in another class.
2. As( the students to write about their experience of hi(ing on 2esa
3rieta.
3. Students may wish to write stories about the other drawings in their
boo(let. 5his could be used as extra credit. Some of the stories could
be made into s(its.
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UNIT 8
FIELD WORK DAY ON TSIKW'AYE (MESA
,nit " # &
UNIT 8
FIELD WORK DAY ON TSIKW'AYE (MESA
U'it 88 Fie( W&#+ D%6 &' Tsi+)'%6e (Mes% "#iet%<
"ROTE,TIN= T;E "AST ON T;E "ETRO=LY"; ;IKE
Stue't I'5&#!%ti&' S4eet
!Adapted from -ntrigue o% the Past# A &eacher3s Acti0ity $uide %or Fourth
through Se0enth $rades# )ureau of Land 2anagement, .113%
.. 6atch where you are wal(ing so that you don:t step on petroglyphs,
vegetation, animal homes or cacti.
2. 6al( carefully, so as not to create erosion, cause roc(s to fall or
disturb animals. 7f you see an animal, leave it alone. 7f you see a
flower, leave it for others to see.
3. Admire petroglyphs with your eyes and record them in your recording
boo(. We & '&t t&uc4 $et#&g(6$4s because they may be sacred and
also the oil from our hands may damage them.
-. 7f you find an artifact, you may pic( it up, and as you hold it, thin(
about the person who made it. 5hen put it bac( where you found it
and draw it in your recording boo(. *o not ma(e piles of artifacts or
ta(e any home.
0. 7f you see litter such as cans, plastic or paper, please pic( it up and put
it into the class trash bags. D& '&t $ic+ u$ g(%ss. Aemember to put all
of your lunch trash bac( into your bac(pac( or lunch box.
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