Entrance to History Not Hype - LEARNING and TEACHING GUIDE

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	LEARNING and TEACHING GUIDE
	LEARNING and TEACHING GUIDE
	ACTIVITIES : QUESTIONS : ANSWERS
	"WORD of ADVICE: History is often as controversial a subject as there is in American society. A person may be heroic to some people but villainous to somebody else. Controversy is to be expected when teaching New Mexico history. No matter what material is used to teach New Mexico history, someone will find it “controversial.” The teacher’s goal should be to have students study both sides of any controversy and let students make their own decision as to what to believe. The teacher's opinion should not be forced on students. It is also recommended that an author's bias, pro or con, be discussed openly whenever possible."	List price $39.95 Softcover $59.95 Hardcover




	ACTIVITIES (PDF format) FOREWORD All items in the ACTIVITIES—QUESTIONS—ANSWERS sections are from the State adopted NEW MEXICO: A BRIEF MULTI-HISTORY by Rubén Sálaz Márquez. The professional lesson plans provided herein for use with New Mexico: A Brief Multi-History are extensive by necessity because they are intended to enable teachers to select materials for their level of students. The intent is to have students Read-Write-Speak on New Mexico history, not the mere memorization of “factoids.” Do not become overwhelmed by the amount of material available for teaching New Mexico history in these lesson plans. Obviously, no single teacher will use all the strategies provided below because there would not be enough time in the school year. Their purpose is to enable the teacher to exercise SELECTION. By judicious use of this guide, specific lesson plans/strategies/ideas can be utilized by professionals at the elementary, mid-school, high school, or college level. For example, for the one semester of New Mexico History required for high school graduation, the Profile Biography sections, 39 items in the STATEHOOD section alone, could suffice for the semester because 20th century New Mexico history is reflected in these biographies. If that is the choice, it should not be forgotten that the present can also be used to illuminate the past, and vice versa. Additionally, expect controversy because differing opinions in class can lead to topics that should be discussed/debated using documented evidence and sound logic. Understanding the New Mexican present and past is crucial to recognizing New Mexican realities, good or bad. The teacher should emphasize that ideas, not the person articulating them, are being discussed. Use of the biographies are only one small part of lesson plan possibilities that could be selected by the teacher. For example, basics for the 9^th grade course could be (1) Vocabulary building, (2) Biography as History, (3) specific, teacher assigned research topics, (4) and learning games like Jeopardy or Password. . As you will recognize, these lesson plans were created by a career classroom professional. They will not be construed as “boring.” Compare them in scope, creativity, potential for productivity, etc., to any others provided with any other textbook. Every effort has been made to organize these materials to facilitate their use in the classroom. Do not be overwhelmed by the amount of material presented in New Mexico: A Brief Multi-History or in the lesson plans below. It would be good to review all strategies provided but it is not necessary to download the entire “Learning and Teaching Guide.” A good starting strategy would be to make a copy of the Table of Contents for the ACTIVITIES—QUESTIONS—ANSWERS segments then decide what would be appropriate for your students. Copy those files and structure them for use in your particular classroom. Other items can be copied as necessary during the school year. Feel free to contact the author by email: Saljustin@msn.com ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Introduction New Mexico: A Brief Multi-History is intended as an overview of New Mexico’s long, rich history. The essence of our lesson plans is a hands-on effort to have students read assigned material, write a report on it, then present the information orally to the class. The student will thus be required to READ—WRITE—SPEAK on New Mexico history. VOCABULARY BUILDING should be an integral part of any presentation, especially with younger learners. Depending on the teacher, the material can be used as a resource at all levels or as a basic text from Mid School through University classes. Students should be assigned according to their intellectual maturity. For example, elementary or Mid School students should review the vocabulary associated with the study of NM history and then could be directed to study the biography of certain New Mexicans in a particular period (Spanish, Mexican, Territorial, Statehood). As knowledge of basic information increases, High School students could be directed to study the sections labeled “Professions” or aspects like “Santero Art/Santeros” and “Penitentes.” University students might be directed to study and be able to discuss the Annotated Bibliography as a starting point then, after basic knowledge is achieved, dwell more on the Comparative History sections under the “TIMELINE” labels. Consult the ANNOTATED BIBLIOGRAPHY for additional sources when needed for a particular topic. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ INDEX for ACTIVITIES: PART I: BASIC VOCABULARY Pages 1-100 Pages 101-200 Pages 201-300 Pages 301-400 Pages 401-500 Pages 501-610 GLOSSARY Vocabulary PART II: BASIC ACTIVITIES 1. Create a chronological list of all biographies in the MULTI-HISTORY. 2. VOCABULARY BUILDING 3. Select the biographies above according to the following categories: 4. Based on the Biographies in the MULTI-HISTORY, write a comparison of the following personalities: 5. Create a map for the following EXPLORATIONS: 6. Select a land grant and write a research paper on it in order to make an oral report to the class. Land grants introduced in the MULTI-HISTORY are as follows: 7. Lincoln County War 8. Surveyor General 9. Using the Profile Biographies 10. ON YOUR OWN PART III: INTERMEDIATE ACTIVITIES A. Create a written report B. Genealogy C. Statehood D. Religious Battles E. Greatest Gunfight in the West F. Missionaries G. Maps H. Book Reviews I. Important Events. PART IV: ADVANCED ACTIVITIES A. Annotated Bibliography B. Comparative History: TIMELINE C. Trobadores Festival D. Recommended Books and Authors E. PART V: INDIVIDUAL RESEARCH ACTIVITIES Activities [End of INDEX] ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ PART I: BASIC VOCABULARY (All vocabulary words are defined according to the context in which they appear in the MULTI-HISTORY.) Pages 1-100 A.D.—In the Year of Our Lord (from Latin: Anno Domini) Admiral of the Ocean Sea—title given to Columbus allies--friends America—from the Latin (name) “Americus” (from “Amerigo” Vespucci) Angle—one of the Germanic (German) tribes who settled in England around 400 A.D.; “Angle” gives us “Anglo” Amerind(s), Amerindian(s)—Indian(s) from the Americas Anasazi—thought to be ancestors of the modern Pueblo Indians annual—once a year; yearly assimilation—to be absorbed and become a regular part of a culture Athabascan—refers to Apache and/or Navajo people B.C.--Before Christ bison—buffalo blasphemy—insulting speech or behavior directed at God brink—on the edge of ca.—around; about cannibalism—eating human flesh caravan—a group or line of wagons (or other wheeled vehicles) carnage—bloody slaughter censure—strongly criticize Christianization—to make into Christians chronicle—written record colleague—a fellow worker who works in your kind of job colonist—person who lives in a colony or group of people conciliate—to become friends again congregation—gathering conjecture—maybe yes maybe no Culture—anything having to do with how people live (28) Decree—an official order from a court, Church, government, etc. demise—death; the end designation—name or label disassociate—separate completely from doctrine--belief don/doña—initials from the Spanish phrase “de origen noble” (of noble origin) drought (drouth)—a serious lack of water for a long time entrada—Spanish for “entry” into unknown land etc.—et cetera; Latin for “and so on” expedition—a group of people going somewhere for a definite purpose extant—in existence extermination—to kill all extinction—no longer in existence famine—when there is a shortage of food festivities—happy behavior feud—arguing and fighting for a long time foraging—looking for food founded—started; begun Four Corners—place where the four States of NM, Az., Co., and Utah meet fountainhead—the original or main source of something friar—member of religious order (Franciscan, Jesuit, Dominican, etc.) garrison—military troops, usually stationed in a fort genízaro—person acculturating to Hispanic society, descended from (usually) plains Indians “Golden Age”—highest development heresy—a belief that goes against what is taught by a certain religion (53) Hispalis—Phoenician name for Spain from 3200 years ago Hispani—people who lived in Spain 3200 years ago Hispaniarium—Roman name for Spain/Portugal; from “Hispani” above Hispania—later Roman name for Spain (which gives us “España”) Hispano—(Hispanic) person with blood or cultural ties to Spain humanitarian—a person who does good for people humiliate—to make fun of someone in a really cruel way idolatry—worship of idols illustration—picture or drawing interdiction—strongly forbid inscription—a name or short message jeer—rude comment junction—place where two things (streams, trails, highways, etc.) meet launch—begin; start livestock—farm/ranch animals like horses, cows, goats, sheep, etc. literacy—being able to read and write mandatory—required martyr—person who dies for a good cause medieval—from the Middle Ages (ca. 700-1492) mestizaje—racial mixing missionary—usually a religious person who teaches about religion Mission—group of buildings (and activities) managed by missionaries monasticism—having to do with monks living in monasteries monk—a religious person who has taken certain vows to guide his life “Multi-History:” history about many things Muslim—person who practices the religion of Islam mutton—meat from sheep neophyte—a new convert noncombatant—person not in a fight; like a woman, child, grandparent obligation—required pacification—to make peace pagan—person who isn’t a Christian, Muslim, or Jew pageantry—with much ceremony peril—danger petition—to ask (usually in writing) for something philosophy—system of beliefs pioneers—the first people to settle an area (90) plot—an evil plan polygamy (polygamous)—having more than one wife at the same time precontact (prehistoric)—before being seen by people from Europe; before being written about in a European language prerequisite—required ahead of time prohibit—to forbid by law or serious order prejudice—believing something before you have any facts about it prominent—well known priest—minister who can perform religious duties like giving sacraments, etc. proliferate—multiply rapidly; spread out promote—to say good things about something pueblo—Spanish for “village” rampage—violent behavior ransom—money paid to free a captive razed—a building knocked to the ground reconnaissance—military group sent to investigate recruit—sign up; person who “signs up” redoubtable—commanding respect; someone with a strong reputation refugee—person who has had to escape from danger in his country rivalry—close competition royal—having to do with kings and queens sedition—speaking up publicly against the Government servitude—forced serving, as for a crime Shibapu—place in the Earth from where Pueblo Indians emerged (has various spellings) simultaneous—at the same time smallpox—a disease that covers the victim’s body with sores full of puss sorcerer—wizard; a male witch subsistence—barely making it sweatshop—a business where workers labor for very little money testimony—what is said in court by a witness textiles—items made by weaving tolerant—not fighting ideas or beliefs that are different from your own throes—in the act of struggling with something unpleasant tragic—bringing great harm and suffering treachery—betrayal of trust or faith unsavory—unpleasant; with a bad reputation upstanding—respected witchcraft—evil magic vassal—person required to perform duties during the Middle Ages vengeance—to “get even;” to return injury for injury verge—almost villa—a settlement developed enough to be legally declared a town volatile—explosive; unstable vow—a very serious promise zenith—most advanced; the very top; apex (133) Back To Index Pages 101-200 abide (by)—continue to accept or put up with abolish—get rid of; ended abstraction—idea; something that exists in the mind adversary—opponent; person fighting against you antipathy—strong dislike antiquated—so old it isn’t useful antithesis—two contrasting or opposing thoughts apprentice—person learning from a master craftsman artisan—a skilled worker; craftsman ascertain—to find out for certain ban—to forbid; prohibit barracks—living quarters for soldiers barter—to trade one item for another (instead of buying with money) blizzard—a heavy snow storm with driving winds biblical—from or like the Bible buffer—anything used to prevent or lessen any kind of force cannon law—law which governs Church matters cartographer—person who creates maps competitor—someone who is trying to do the same thing you are comply—to carry out a request, order, rule, etc. conciliation—to be friends again; to soothe someone’s anger and win over confirm—found to be true, valid, authentic confluence—point where two streams meet and form one contraband—things forbidden by law; unlawful trade items corporal—the body; (military: lowest ranking noncommissioned officer) courier—messenger; someone sent with important messages crucial—extremely important decadence—something in decay or weakening delirium—an extremely emotional mental state designate—to point out; to appoint diplomacy—dealing with people or nations disband—to break up a group (so it isn’t one unit) eccentric—odd; different in an uncustomary way elliptical—not perfectly round encampment—place where a camp is made encounter—to meet unexpectedly episcopal—having to do with a bishop ewe—female sheep ferry—a boat which takes you across a short distance of water flagellation—a whipping or flogging folkhero—hero of the people forge—to move ahead steadily (another meaning: fraud) formidable—causing awe or fear; impressive forthcoming—about to appear forthwith—immediately frayed—torn around the edges harrowing—distressing heir—someone who will inherit something hinder—get in the way of hospice—a place of shelter for travelers (50) hostile—unfriendly, warlike immigration—(people) coming into a new country immoderate—excessive; without restraint immune—protected against something individualistic—a person standing alone as opposed to in a group industrious—work hard innovate—to create something new from what is already available innumerable—so many they can’t be counted insurgent—person (or a movement) rising in revolt integral—essential; absolutely necessary interpretation—a personal opinion of what happened, of art, etc. interpreter—person who translates one language into another inveigh—attack in words jerky—charquí; thin strips of dried meat litigation—what happens in a court of law magistrate—a civil officer with (limited) power to apply the law maize—corn (from the Spanish maís) mecca—said of a popular or important place where people gather muleteer (mule packer)—arriero; person who transports goods on mules mystical—having spiritual meaning or significance notorious—famous for bad things obtrusive—calling attention in an unpleasant way oval—shaped like an egg overthrow—get rid of, usually with force palette—colors parallel—going in the same direction pertain—to belong, connected to, associated with something picturesque—as in a picture playwright—person who writes plays predatory—living by taking what someone else has premeditated—planned before it happened presidio—fort prevail—to be victorious; to triumph over or against something probation—a period of time during which a person’s behavior will be tested prohibition—an order or law forbidding something prolific—producing or creating a lot of something prosperity—good fortune; wealth; success quell—put an end to; crush (as an uprising); to quiet queue—gathered hair worn hanging from the back of the head recuperate—recover health reparations—making up for a wrong or injury done replenish—to supply again resuscitate--revive robust—very healthy and strong renown—famous, well known resentment—a feeling of having been hurt or injured rugged—strong, robust; (describing land: rough, uneven) rural—country (as contrasted from “city”) sally—to rush out and do battle scarlet—a bright red color (100) scribe—person who writes letters, copies documents, etc., for hire scourge—a whip used to cause serious injury; severe punishment sculpture—the art of forming a figure out of wood, stone, metal, clay, etc. silt—a type of soil carried by flowing water site—a physical place or location solicit—ask for; seek sporadic—happening from time to time; not regularly strategic—planned stylus—a needle-like pointed tool used for marking survey—to make a map of the land; to take a long look at a subject suppress—put down by force syndic—lay person who handles business matters for a religious order tactics—methods used to try to win something technique--method testament—statement of approval thereafter—after that theretofore—up until then thereupon—immediately following that traditional—according to custom unconstitutional—illegal according to the constitution utilize—use vacate—to make empty; to leave validate—to prove correct and proper; valid versatile—talented in many activities vagrant—person who wanders about from place to place viking—raider vilification—to say bad things about wane—decrease; toward the end of something (128) Back To Index Pages 201-300 aborigines—first native inhabitants alienate—to cause to be unfriendly or against you alternative—another choice amid—in the middle of ancestral—having to do with ancestors annexation—to add on or attach, as a smaller country to a larger country apathetic—not caring about (an issue, a situation, etc.) aptitude--ability apparition—appearance of something (like a ghost) appropriation—money supplied and intended for a specific activity appurtenant—(Law) an acknowledged additional right or privilege artifice—trickery ascetical—religious assassinate—to murder (usually in cold blood) assumption—to assume astute—very clever and intelligent aversion—deep rooted dislike befriend—to become a friend belle—pretty female (often the prettiest or most popular) berate—to scold severely bewildering—serious confusion; puzzling bigotry—to be narrow minded; intolerant; prejudiced birthright—what is automatically yours (due to family, country, etc.) blatant—very obvious calamity—disaster; extreme misfortune calumny—a vicious lie; slander carnage—slaughter commandeer—to seize something for use by the government or military commend—compliment; dedicate (as to God) complicity—taking part in (usually) something wrong or illegal compulsory--required confiscate—to seize (implies use of force if necessary) conspicuous—easy to see or notice contingent—group cultivation—develop; growing with proper care curriculum—subjects to be studied in a school denounce—to accuse or condemn publicly deploy—to place troops according to a plan depredation—serious damage detract—something negative that takes away from devout—sincerely religious disbursement—money that is paid out discernible—to recognize a difference disenfranchise—take away the (power to) vote distinctive—easy to recognize (as in a certain style, method, etc.) donation—gift dullard—someone who isn’t intelligent duplicity—behavior planned ahead of time to fool someone; deceit efficacy—effectiveness embezzle—to steal money (while working from the inside) encroach—to intrude upon what belongs (like land) to someone else endeavor—effort enhance—add to in a good way entail--involve etiquette—manners; what is proper excoriate—to scold severely exempt—exception to the rule; not required to follow a general rule expulsion—being kicked out of a group or from an area faction—group of people (who agree with each other) fallacy—a belief that is totally incorrect fertile--nourishing forbearance—patience; restraint franchise—the vote; contract to sell certain items habeas corpus—(Law) an order requiring that a person be brought before the Court heinous—extremely evil heretic—(religion) a believer who now says the belief is not true imprisonment—to be in prison improbable—not likely to happen incomprehensible—can’t be understood infuriate—make extremely angry insolent—aggressively disrespectful insurrection—uprising instigate—cause to start or begin integrity—complete; honesty intercept—to seize something before it arrives where it is going intrigue—to plan or plot in secret irrational—not based on reason jeopardy—at risk jubilant—extremely happy largesse—generosity; generous giving lust—overly intense desire malfeasance—unlawful actions while in office mastermind—very intelligent person who makes the plan for others mediator—person who tries to get opposing people to come to an agreement melee—fight with many people involved mercantile—relating to merchants or the business world meticulous—with great attention to detail mutual—to feel the same way as the other person obfuscate—to make unclear; to confuse oppression—being kept down by evil use of power obsolete—not modern; not useful anymore par--even parishioner—person belonging to a parish partisan—person who favors a certain issue or person patriot—person who believes in his country perceptive—to be aware; able to notice something that isn’t too obvious pillage—to steal and be violent at the same time placate—to pacify; appease potent--strong predominate—to hold the most power prelate—a high ranking religious person, as a bishop pretext—excuse privatization—to put into private ownership proclamation—an important official announcement profundity—depth prospective—looking to the future; likely (to happen in the future) provoke—first reason or cause for something happening punitive—punish ratio—(usually) a number of something in relation to another number of something else rebut—to answer against what someone else is saying recede—to move back; to become less refute—to show how something is incorrect regiment—a military unit reinforce—to make stronger reprehensible—deserving of criticism residential—place where people live resign—to decide to quit (a job, a position, etc.) resumption—to restart something that had been active before rubble—what is left from a building when it is knocked down secede--withdraw servile—like a slave severity—harsh; cruelty sordid—dirty; meanly selfish speculator—person who buys something in hopes he can sell it for more than he paid for it stability—steady; dependable; firmness of character stigma—a mark of disgrace; a sign of something negative subjugate—to gain complete power (over a people) substantiate—show proof that something is true swarthy—dark complexion (racism: related to “dirty” or “filthy”) tact—dealing with people without offending them trafficking—dealing in something illegal treacherous—someone who says he can be trusted and then proves the opposite treason—betrayal of your country (usually punishable by death) vagabond—person who wanders about aimlessly from place to place verify—to show that something is true victimize—to make someone suffer intentionally vile--evil witty—cleverly amusing with the use of language Back To Index Pages 301-400 abscond—run away with something (usually) not yours acquisitive—with a need to get or acquire adjudicate—processed in a court of law advent—arrival or coming affiliation—associated with or a member of (as a club, political party, etc.) alienate—to cause to be unfriendly align—associated with; straighten ambitious—wanting to accomplish personal goals “Anglo”—(racism) person who isn’t Hispanic or Indian but implies his ethnicity is from England of the year 500 A.D. annuity—usually a payment of money no less than once a year antagonism—serious dislike or hatred appropriate—to take for yourself; designate something to be used for a specific purpose arable—land suitable for farming archaeology—the scientific study of ancient people and their culture assess—to become aware of; to charge (usually money) audacity—bold courage; (negative) shameless or rude; brazen banister—railing to a stairway bar mitzvah—a “coming of age” party for a male Jewish teenager bas mitzvah—a “coming of age” party for a female Jewish teenager battalion—military group benevolent—kind bias—prejudice bigotry—intolerance (often related to religious issues) bilingual—two languages “bunko men”—swindlers; con artists bribe—money paid to get someone to do something (usually illegal or immoral) cabal—small group of people who plot in secret cease—stop centennial—one hundred years chicanery—clever and tricky talk or action intended to deceive colonialism—having to do with keeping a country in secondary importance complex—opposite of simple consecrate—to set apart as holy converge—to come together at a certain point cosmopolitan—international; not provincial coroner—public official who investigates a death corrido—Spanish language song that tells a story about something great corrupt--rotten craftsman—person who is very skilled in his (usually artistic) field cubism—a style of abstract art that uses geometric forms cuisine—style of cooking decadent—decayed deceased—dead destitute—extremely poor; having nothing detachment—a small group that is part of a larger group; not connected deteriorate—to become less, like weaker and weaker dignitary—person famous in his field dispel—to scatter or drive away elaborate—fancy; greatly detailed elongated—lengthened ethnicity—related to country of origin evict—put out as from a house or property expose—bring to public attention exalt—to compliment highly; extremely complimentary exploitation—to make use of what someone else has for your own benefit felony—a major crime (murder, arson, etc.) foremost—principal; the main one “forked tongue”—liar fortitude—firm courage fraud—illegal deception fusillade—many many bullets being fired gazette--newspaper “greaser”—(racism) a negative name used for Mexican/Spanish people gross—flagrant; vulgar; obscene “half-breed”--(racism) person who has blood from someone considered “superior” as well as “inferior” in American society henchmen—(low class) group of friends heroic—like a hero historiography—the writing of History hydra—(mythology) nine headed serpent; a vile, complex problem hypocrisy—pretending to be what one is not hysteria—mass fear illiterate—unable to read or write impressionism—a school of art where the artist gives his impression of something indignation—anger resulting from injustice, ingratitude, etc. ineptitude—with no ability to accomplish anything indict—to charge with a crime infamous—famous for evil behavior intellectual—relating to the mind (brain) irate—angry journalist—person who writes for a newspaper launch—begin; start legendary—like a fantasy, as the stories of King Arthur and his Knights who never actually existed; so heroic as to seem out of a fantasy literary—having to do with literature litigation—court procedure locale—place; area lynch—to murder by hanging mandate—a serious order or command manipulate—to use something for your own purpose or gain massacre—the act of killing unsuspecting, innocent people (such as those who died in the Pueblo Revolt or the Twin Towers of 9/11) merit--deserve mock—pretended; (also) to make fun of narrative--story nefarious—very wicked; villainous notoriety—attention in the media octagon—eight sided figure omnibus—having to do with many things at once pall—cloth used to cover a coffin; to become bored patent—legal document that verifies ownership paternity—having to do with being the parent of a child perpetrate—to cause something (bad) to happen personnel—a specific group of people plead—to make an appeal; to present a case in court pluck—pick (as from a tree) posse—group of men working with an officer (sheriff or marshall) of the law potential—possibilities precedent—anything that establishes an example for present or future behavior preservation—to keep in existence; to keep alive pretext--excuse prominent—well known prosperous—doing well financially rationale—reasoning ravage—steal from and then destroy reconnoiter—to go ahead (of the main group) and look for something; scout recur—appear repeatedly regalia—emblems which symbolize something like rank, membership, etc. relegate--assign reminisce—to think or talk about the past rendezvous—meeting (usually secret) renown--fame repulsed—thrown back; defeated requisite—required retaliate—to “get even” for something done before riffraff—people from the lowest classes of society romanticize—to portray with more freedom of feeling, spirit, etc. salubrious—healthy secretive—keeping something secret; not publicized separatism—to keep apart or separate shackles—irons put around ankles and chained together shiftless—lazy; lacking the will to accomplish something socialite—someone (female) who is well known in polite society sophisticated—highly developed solution—answer (as to a problem) squelch—to stop something from happening stereotype—a popular image of something, usually a person or group of people, generally negative stipulate—make clear; specify strata—layer subterfuge—anything used to hide what you are really trying to do surrealism—art movement associated with the unconscious mind surveillance—being watched swindle—to cheat while appearing to be legal transcontinental—across the continent vast—so much it is almost beyond measure venture—an effort at accomplishing a certain goal vilify—to describe someone very negatively vineyard—place where grapes are grown vintner—person who makes wine warrant—authorization; a document that gives legal permission to do something Back To Index Pages 401-500 abet—to help abolish—end; get rid of acquiesce—finally accept aesthetic—a sense for beauty affidavit—sworn statement in writing affirmation—something said positively allegory—a story in which people, things, or events have a symbolic meaning ample--plenty anonymous—name unknown anthropology—the study of manking antipathy—bad feeling; hatred architect—person who designs buildings avid—enthusiastic bankrupt—with no money bona fide—valid; authentic captivate—thoroughly impressed with caste—a group which you can never leave cause célèbre—a movement that many people join censure--condemnation commemorate—an item which will cause something to be remembered compensation--payment congenial—agreeable; friendly conspiracy—plot to do something (usually illegal or negative) consult—talk with someone for advice about a specific subject consumption—for use by; the act of consuming contemporary—in the present day contemptible—full of contempt convene—to get together as in a meeting corroborate—something that supports or agrees with definitive—the best of something (as a biography, etc.) deviant—not considered normal or customary (as in behavior) domestic—relating to the home donor—person who gives or “donates” eligible—qualify for emerge—to come forth; to develop from endow—provide with (usually money) entrepreneur—person who organizes a business venture at his own cost equitable—equal; fair erode—wear away eulogy—praise (usually about someone who has passed away) exhibit—presentation; show exile—forced withdrawal from (usually from your native land) extemporaneous—spontaneous; without previous preparation familial--family forcibly—with force foreclosure—to take something away because the bill isn’t paid incompatible—can’t get along hue-shade of color hurdle--obstacle imperialism—when a stronger country takes from a weaker country incalculable—beyond being able to figure out international—having to do with several nations jingoism—slogans jointure—joining together as one kinship—related by blood merge—to join and become as one midwife—woman who helps a mother at the birth of her child mobilize—to get ready modicum—small amount mortality—life that realizes someday it must die municipal—having to do with a city musicologist—person who studies music myriad—many, many novelette—short novel overt—out in the open parole—promise; promise a prisoner makes in order to be released from jail pathology—the branch of medicine that studies the conditions caused by a disease; abnormal conditions caused by a disease piecemeal—part by part pretentious—full of pretense; posturing primitive—not developed procure—to get; to obtain progressive—characterized by progress Protestant—non-Catholic; a Christian of one of the many Denominational groups punitive—intended to punish radical—extreme rampant—out of control; uncontrollable or violent ratify—approve rehabilitation reclamation—reclaim; make productive again restoration—to bring back to how it used to be segregation—forced separation spearhead—lead stench—very bad odor substantial—significant symbolism—to use symbols to get a message across tarnish—to make dull; spoil terrain—land trilingual—person who can speak three languages whittle—carving on wood wily—fully of tricks; sly; crafty vociferous—very loud Back To Index Pages 501-610 acquisition—any item that has been acquired acquit—to be judged innocent in court administer—to manage or direct advocate—person who speaks or writes in support of something airstrip—landing field for airplanes aroma—good smell ascension—going up assault—violent attack, physical or verbal assimilation—to be absorbed bayonet—long knife attached to the barrel of a rifle beleaguered—with many problems besmirch—to make dirty; to bring dishonor to blacklisted—identified as a target for something negative boobytrap—an item which appears to be harmless but when activated will do great harm breadth—the width of something camouflage—items used to conceal or disguise chronic—recurring or lasting a long time cite—to quote or mention; to summon to appear in a court of law civil—relating to a citizen; civilized, cultured civilian—relating to a citizen collaborate—work together compassion—to feel sympathy about someone else’s sorrow and wanting to help convalescence—period of recovering one’s health decathlon—a competition with ten different events defamatory—degrading; slanderous destiny—one’s fate; what will happen to a person discrimination—(racism) prejudice; being able to see differences; to distinguish disseminate—cause to be distributed emanate—come from exorbitant—much too much; (as in) greatly over priced extortion—forced payment extrovert—outgoing personality exponent—person who promotes or represents something evacuate—to leave feasible—possible; can be done ferocious—with great fierceness fidelity--faithfulness fundamental—basic gallant—brave and noble garner—to get or earn something hierarchy—highest officials of a group people hoax—a trick or fraud usually done as a practical joke homicide—to kill a human being horde—large wandering group (originally of Mongols from Asia) imbedded—made a part of something as by force incidence--occurrence indentation—a pressure mark made by some object indifference—not caring inoperative—not functioning; not working interdenominational—among multiple religious faiths interval—space or period of time between two things intransigent—refusing to agree to a settlement or to a compromise intrepid—very brave; fearless jurisdiction—authority libel—a written false statement marginal—not important; a sidelight mechanization—the use of machines mega—extremely large metallic—like metal militant—to demand aggressively miniature—in a small size mortar—cannon with a short barrel motivate—causing a person to do something mudslinging—to make ugly accusations against an opponent mutilate—to cut up in a horrible manner percentile—a numbered division of percentage perk (perquisite)—a benefit that you get because of your status or position pillbox—(military) structure built of concrete and steel from which to shoot guns or cannon posthumous—after the death of preclude—to make impossible, especially in advance; to shut out ahead of time predate—(periods of time) to come before prenatal—before birth prevalence—existing widely and generally accepted pro--professional Procrustean—(of or like the actions of Procrustes) designed to produce a certain effect at any cost pulmonary—having to do with the lungs repertoire—the various roles or works that someone can perform restitution—paying for something lost or taken away retribution—deserved punishment for an evil done rudimentary—not developed sagacity—penetrating intelligence and sound judgment simulate—give an appearance of; imitate site—location; place slander—a spoken false statement skewed—twisted away from the truth; distorted spoils—booty taken after your group is victorious strain—type; variety of something; (also, an effect due to some kind of burden) subsequent—happening after swathe—the area cut by a scythe or other mowing device syndication—an organization which sells special articles or features to many newspapers or magazines synopsis—summary synthesis—putting together all the parts to make the whole tenacity—holding on firmly and persistently transition—changing from one category to another trend—general direction of behavior, events, etc. trimester—a period of three months valor—outstanding courage or bravery villain—person who does evil vocation—a calling to enter a certain career, especially a religious one Back To Index ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Glossary The following vocabulary list is from the Glossary section of NEW MEXICO: A BRIEF MULTI-HISTORY. Review all words and concepts, especially those which might be new to students acequia ‑ irrigation ditch alcabala ‑ sales tax alabado ‑ prayer or hymn associated with the Penitente Brotherhood Alcalde Mayor ‑ chief magistrate with judicial and executive powers alcaldía ‑ district of the alcalde mayor arriero ‑ muleteer; transporter who used mules to move freight Audiencia ‑ high court of appeals ayuntamiento ‑ municipal council Black Legend ‑ stereotypical villainies attributed to Spanish/Hispanic people (see White Legend) BLR ‑ Bandelier‑Lummis‑Read borreguero(s) ‑ shepherd(s) bulto ‑ statue carved from wood cabildo ‑ town council; meeting hall cacique(s) ‑ leader(s) Camino Real – King’s Highway, Royal Road capilla ‑ chapel carreta ‑ cart Cibolero ‑ Hispanic buffalo hunter who generally used a lance ciudad ‑ city Comanchero ‑ Hispanic or Pueblo businessman who traded with Plains Indians Cortes ‑ Senate and Congress of Deputies in Spain corrido ‑ ballad that tells a story curandera (‑o) ‑ healer who utilizes herbs Cuaresma ‑ Lent Custos ‑ Custodian (head of the Church in a certain area) charquí (tasajo) ‑ jerky, carne seca doctrinario ‑ an Indian boy who is educated by missionaries to help spread Christian doctrine dicho ‑ saying; proverb encomienda ‑ a formal grant of Indians entrusted to a certain Spaniard escopeta ‑ flintlock musket escultor ‑ sculptor fandango ‑ a type of dance; the event of gathering for dancing fanega ‑ a dry measure consisting of 1.5 to 2.5 bushels farolitos ‑ brown bags with sand in which lighted candles are set (popularly referred to as luminarias in much of N.M.) during the Christmas holidays fawner - someone in a targeted group who tries to “curry favor” from a dominant or “in-group;” “Token Tom Toady” genízaro ‑ an Indian, usually from the plains, raised by or living among Hispanics hacienda ‑ an estate or large ranch hoaxistory ‑ misinformation presented as historical fact horno ‑ outdoor baking oven hypistory ‑ scripted writing, often characterized by “heroes vs. villains,” presented as “history” hypoics ‑ heroics created for effect; more “hype” than real igug ‑ person who utilizes ignorance and ugly morality indio(s) ‑ Indian(s) Inscription Rock ‑ El Morro National Monument jefe ‑ boss KGD ‑ Kendall‑Gregg‑Davis (part of the White Legend cycle of writing) kiva ‑ Indian ceremonial chamber ladino ‑ an educated Native American who can read and write Spanish luminarias ‑ bonfires; the name has been popularly applied to brown bags with sand in which lighted candles are set (which were referred to as farolitos in Hispanic N.M.) llanero ‑ plainsman llano estacado ‑ a plain with escarpments that from a distance could appear to be stockades (often mistranslated as “staked plains”) maestro ‑ master matanza ‑ to slaughter a pig or cow, usually with friends and neighbors mayordomo ‑ supervisor mesteñero ‑ wild horse (mustang) cowboy mesteño – mustang Mt. Olympus history – to write history with the benefit of hindsight and maintain that the people of the past “should have known” that a situation would turn out the way it did (called “presentism” in academic circles) nicho ‑ a hollow or shelf in a wall in which to locate a statue Norte Americanos ‑ North Americans novio ‑ betrothed; boyfriend novia ‑ betrothed; girlfriend partera ‑ midwife pastor(es) ‑ shepherd(s) patrón ‑ large land owner; patron; boss peón ‑ (literally: foot soldier) worker; yeoman peonada ‑ tradition of mutual work assistance presidio ‑ fort; garrison of soldiers punche ‑ homegrown tobacco ranchería ‑ encampment (usually designating an Indian camp) rancho ‑ ranch reredo ‑ altar screen residencia ‑ official investigation of a former official’s administration retablo ‑ painting on a wood panel rico(s) ‑ rich person (people) Río Abajo ‑ down river; area south of La Bajada Río Arriba ‑ up river; area north of La Bajada santero ‑ saint maker scriptography (see also White Legend) ‑ writing designed to promote certain ends; it is characterized by hoaxistory (misinformation/disinformation), hypistory (promotion), hypoics (larger‑than‑life heroics), selectistory (pick and choose what you want readers to know and ignore everything even if documented), spinistory (to channel people’s thinking). Semana Santa ‑ Holy Week [sic] ‑ shows that a quoted passage, especially one containing some error or something questionable, is precisely reproduced simpático ‑ likeable, winsome spinistory ‑ to endow an historical event or personality with a designed portrayal or “spin” Teniente Alcalde ‑ subordinate or assistant of the Alcalde Mayor teguas ‑ hard‑soled moccasins trovador ‑ poet who could rhyme troubador - minstrel Vaquero Apache ‑ plains Apache vecino ‑ colonist (settler, neighbor) visitas ‑ missions White Legend ‑ “hype” promoted as history; “heroic good guys and villainous bad guys” scriptography with the usual groups in each category ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Back To Index PART II: BASIC ACTIVITIES 1. Create a chronological list of all biographies in the MULTI-HISTORY. PERSON PAGE SECTION Juan de Oñate (Conquistador) 19-20 Spain (Fray) Andrés Juárez (Missionary) 43-45 Spain Sor María de Jesús de Agreda (Nun) 48 Spain (Fray) Estevan de Perea (Missionary) 51-52 Spain Diego de Vargas (Conquistador) 70-72 Spain Clemente Gutiérrez (Trader) 116 Spain Narbona (Chief) 121-22 Spain Juan Bautista de Anza (Frontiersman) 134-36 Spain Pedro Vial (Trail Blazer) 143-44 Spain Pedro Córdova (Patrón) 147 Spain Cebolla, Antonio Sandoval (Chief) 155-56 Spain Mariano Medina (Mountain Man) 162-63 Spain J. Rafael Aragón (Santero) 166-67 Spain [13] Kit Carson (Mountain Man) 181-82 Mexico Manuel Armijo (Governor) 184-85 Mexico Manuelito (Chief) 196-97 Mexico Fr. José Manuel Gallegos (Delegate) 214-16 Mexico [4] Protestantism in N.M. 235 American Occupation Fr. Ramon Ortiz (Priest) 239-40 American Occupation Jesús Arviso (Navajo Advisor) 241-42 American Occupation Pat Garrett (Lawman) 245 American Occupation [4] Billy the Kid (Outlaw) 271 Territorial Huning Brothers (Business) 276 Territorial Manuel A. Chaves (Frontiersman) 287-91 Territorial Thomas B. Catron (Politics) 298-99 Territorial John Chisum (Cattle Man) 301-02 Territorial Benjamin Read (Historian) 320-21 Territorial Severino Trujillo (Journalist, Teacher) 338-339 Territorial Elfego Baca (Lawman, Lawyer) 353-55 Territorial Albert B. Fall (Lawyer, Politics) 358-60 Territorial Felix Martínez (Journalist, Orator) 361 Territorial Nestor Montoya (Journalist, Politics) 362 Territorial Camilo Padilla (Editor) 371 Territorial José Escobar (Journalist) 372-74 Territorial Victor L. Ochoa (Journalist, Activist) 374-75 Territorial Eusebio Chacón (Novelist) 377-79 Territorial Charles F. Lummis (Writer) 381-82 Territorial Luis Tafoya (Poet) 382-83 Territorial Enrique H. Salazar (Journalist) 386-87 Territorial J. Enrique Sosa (Journalist) 388 Territorial Albert Fountain (Lawyer) 390-395 Territorial José Montaner (Journalist) 398 Territorial J. Francisco Chávez (Legislator) 411-12 Territorial Felipe Chávez (Business Man) 413-14 Territorial Isidoro Armijo (Journalist, Activist) 420 Territorial Felipe M. Chacón (Writer) 422-23) Territorial [25] Aurora Lucero (Teacher, Writer) 427-28 Statehood African Americans in N.M. 430-31 Statehood Ezequiel C. de Baca (Journalist) 433 Statehood José Dolores López (Wood Carver) 434-35 Statehood J. R. Willis (Tourist Promoter) 435 Statehood R. E. Twitchell (Historian) 438-39 Statehood Sabine R. Ulibarrí (Poet, Professor) 440-41 Statehood Willa Cather (Novelist) 455-56 Statehood Nicolai Fechin (Artist) 457-58 Statehood Manuel Luján Jr. (Politics) 459 Statehood Robert H. Goddard (Scientist) 463-64 Statehood George I. Sánchez (Educator, Activist) 465 Statehood Alberto O. Martínez (Educator) 468-67 Statehood Dennis Chávez (Senator) 476-78 Statehood Patrociño Barela (Sculptor) 479-82 Statehood Concha Ortiz y Pinto (Pioneer) 483-84 Statehood Judaism in N.M. (Religion) 486-88 Statehood Pablo Abeita (Isleta Leader) 494-95 Statehood Adelardo I. Sánchez (Soldier) 497 Statehood James Williams (African American) 498 Statehood Miguel Archibeque (Penitente) 504-05 Statehood Paul Horgan (Author) 523-24 Statehood Nancy López (Golf) 534-35 Statehood Tony Hillerman (Author) 539-41 Statehood Rudolfo A. Anaya (Native Author) 541-43 Statehood Sósimo Padilla (Community) 545-547 Statehood Marc Simmons (Historian) 551-52 Statehood Tomás Atencio (Community) 553-55 Statehood Simon J. Ortiz (Native Writer) 555-57 Statehood Prison Uprising 558-59 Statehood E.A. “Tony” Mares (Native Writer) 561-63 Statehood Raymond G. Sanchez (Politics) 564-65 Statehood Manny M. Aragón (Politics) 567-69 Statehood M. Teresa Márquez (Librarian) 570-71 Statehood John L. Kessell (Historian) 571-72 Statehood Erlinda Gonzales-Berry (Educator, Ed.) 573-74 Statehood Manuel T. Pacheco (Administrator) 576-77 Statehood Tey Diana Rebolledo (Profesor) 580-81 Statehood Joe S. Sando (Native Historian) 581 Statehood J. Ronald Vigil (Cultural Affairs) 591-93 Statehood Guadalupita Ortiz (Santera) 594 Statehood Loretta A. Armenta (Business) 605-06 Statehood Millie Santillanes (Cultural Activist) 608-10 Statehood [43] Back To Index ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 2. VOCABULARY BUILDING Assign each student a biography from the above list and have each student write down all words that aren’t readily understood. Have each student look up all such words and then write the words and meanings in a notebook. Use each word in a sentence. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 3. Select the biographies above according to the following categories and write your impressions on what they did in NM: Conquistador Juan de Oñate, Diego de Vargas Religious Esteban de Perea, Andrés Juárez, Sor María de Jesús de Agreda, Fr. Manuel Gallegos, Fr. Ramón Ortiz, Protestantism, Judaism Trader/Business Clemente Gutiérrez, Huning Bros., Felipe Chávez, Loretta Armenta, Concha Ortiz y Pino Native American Narbona, Cebolla, Manuelito, Jesús Arviso, Pablo Abeita Patrón Pedro Córdova Santero/Santera J. Rafael Aragón, Guadalupita Ortiz Trail Blazer Pedro Vial Frontiersman/ Mountain Man Juan B. de Anza, Manuel A. Chaves, Kit Carson, Mariano Medina Delegate to Congress Fr. José Manuel Gallegos Outlaw Billy the Kid Politics Gov. Manuel Armijo, T.B. Catron, J. Francisco Chávez, Manuel Lujan, Raymond Sánchez, Manny Aragón, Dennis Chávez Ranching John Chisum Lawman Pat Garrett, Elfego Baca Journalist Severino Trujillo, Félix Martínez, Nestor Montoya, José Escobar, Victor L. Ochoa, Enrique Salazar, J.E. Sosa, José Montaner, Isidoro Armijo, Ezequiel C. De Baca Editor Camilo Padilla Writer/ Author/ Novelist /Poet C. F. Lummis, Felipe M. Chacón, Aurora Lucero, Willa Cather, Paul Horgan, Tony Hillerman, Rudolfo Anaya, Simon J. Ortiz, E.A. Tony Mares, Luis Tafoya, Sabine Ulibarrí Tourism J.R. Willis Historian Benjamin Read, R.E. Twitchell, Marc Simmons, John L. Kessell, Joe S. Sando Artist Nicolai Fechin Education George I. Sánchez, Alberto O. Martínez, Manuel T. Pacheco, Erlinda Gonzáles-Berry, Tey Diana Rebolledo Wood Carver José Dolores López, Patrociño Barela Military Adelardo Sanchez African Americans James Williams Culture /Community Activism Sósimo Padilla, J. Ronald Vigil, Millie Santillanes, Tomas Atencio Librarian Teresa Márquez Penitentes Miguel Archibeque Sports Nancy López Back To Index ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 4. Based on the Biographies in the MULTI-HISTORY, write a comparison of the following personalities: a. Juan de Oñate/ Diego de Vargas b. Fr. Andrés Juárez/ Fr. Esteban de Perea c. Juan B. De Anza/ Manuel A. Chaves d. Kit Carson/ Mariano Medina e. J. Rafael Aragón/ Guadalupita Ortiz f. Pat Garrett/ Elfego Baca g. Select a pair from the following historians: Benjamin Read, Ralph E. Twitchell, Marc Simmons, John Kessell, Joe Sando h. Thomas B. Catron/ Albert. J. Fountain i. Nicolai Fechin/ Patrociño Barela j. Simon J. Ortiz/ E.A. Tony Mares k. Paul Horgan/ Rudolfo Anaya l. Sósimo Padilla/ Millie Santillanes m. Tomas Atencio/ J. Ronald Vigil n. Select two (or more) from the following Native American leaders: Narbona, Cebolla Antonio Sandoval, Manuelito, Jesús Arviso, Pablo Abeita o. Aurora Lucero/ Alberto O. Martínez p. Sabine Ulibarrí/ Tony Hillerman q. Choose two: J. Francisco Chávez, Ezequiel C. de Baca, Manuel Lujan, Raymond Sánchez, Manny Aragón r. Erlinda Gonzáles-Berry/ Tey Diana Rebolledo s. Loretta Armenta/ Teresa Márquez t. Judaism/ Protestantism u. Adelardo Sánchez/ Miguel Archibeque ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 5. Create a map for the following EXPLORATIONS: (Suggested basic sources for these activities include W.A. Beck and Y.D. Haase, Historical Atlas of New Mexico; J.L. Williams (ed.), New Mexico in Maps; R.L. Nostrand, The Hispano Homeland.) · A. Draw a map of the Coronado explorations of N.M. and the Southwest. POSSIBLE ADDITIONAL SOURCES: H.E. Bolton, Coronado: Knight of Pueblos and Plains. S.L. Udall, Majestic Journey. · B. Draw a map of the Oñate explorations. POSSIBLE ADDITIONAL SOURCES: M. Simmons, The Last Conquistador. · C. Draw a map of the Camino Real (de Tierra Adentro). POSSIBLE ADDITIONAL SOURCES: M. Simmons, The Last Conquistador. · D. Draw a map of the trails blazed by Pedro Vial. POSSIBLE ADDITIONAL SOURCES: N.M. Loomis and A.P. Nasatir, Pedro Vial and the Roads to Santa Fe. · E. Draw a map of the Dominguez-Escalante trail. POSSIBLE ADDITIONAL SOURCES: W. Briggs, Without Noise of Arms. · F. Draw a map of what came to be known as the Old Spanish Trail(s). POSSIBLE ADDITIONAL SOURCES: R. Sálaz Márquez, New Mexico: A Brief Multi-History. · G. Draw a single map that includes the three best known trails of the Southwest: El Camino Real, the Santa Fe Trail, the Old Spanish Trail(s). POSSIBLE ADDITIONAL SOURCES: R. Sálaz Márquez, New Mexico: A Brief Multi-History. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 6. Select a land grant and write a research paper on it in order to make an oral report to the class. Land grants introduced in the MULTI-HISTORY are as follows: Town of Las Vegas, 171, 195, 222, 274, 366 Tierra Amarilla, 191 Town of Mora, 195, 306-08 Grants by Gov. Armijo, 205 Beaubien-Miranda/Maxwell grant, 211 Ojo de la Cabra, 217 Small holding claims, 219 San Joaquín, 279-80 Polvadera, 324 Las Trampas, 325-28 Jacona, 331, 397-99 Cebolleta (Seboyeta) 345-46 Antón Chico, 347 Land fraud, 347, 347-50, 355-57, 364 Córdova, 379 Embudo, 382, 544 Land grant law, 397, 453, 548, 599 Cañon de San Diego, 410 Blue Lake, 415 La Joya, 442 Tomé, 600 POSSIBLE ADDITIONAL SOURCES: Malcolm Ebright, Land Grants and Lawsuits in Northern New Mexico. Malcolm Ebright, The Tierra Amarilla Grant: A History of Chicanery. Malcolm Ebright, Spanish and Mexican Land Grants and the Law. Victor Westphall, Mercedes Reales. John R. and Christine M. Van Ness, Spanish & Mexican Land Grants in NM and Colorado. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Back To Index 7. Lincoln County War Research and write a short history on the Lincoln County War. Report on it to the class. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 8. Surveyor General Research and write a short history on the office of Surveyor General in N.M. Report on it to the class. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 9. Using the Profile Biographies for a specific period in NM history, for example STATEHOOD, create a written report and deliver orally to the class what you consider to be important aspects of NM history as judged by studying those biographies and related items in the MULTI-HISTORY. Suggested Guidelines for studying NM history through Profile Biographies: a. List the names of all NM Governors who served during the biographee’s lifetime. aa. Review those administrations in the MULTI-HISTORY and select what you consider to be the three (3) most important events in each administration. b. Was New Mexican life rural or urban during the biographee's lifetime? Explain your observation. c. What were the principal types of jobs available during the biographee's lifetime (agricultural, manufacturing, ranching, retail, transportation, animal husbandry, import/export, arts and crafts, Education, construction, politics, hotel work, food preparation, government employment, trades, newspapers, carpentry, religious, etc.)? d. What kind of family life did the biographee have (as far as you can discover)? dd. Would you say the family was rich, middle class, or poor? Explain. ddd. Were there any siblings? e. Was racism a factor in the biographee’s life? ee. State the biographee’s race/ethnicity and discuss how that may have affected the biographee’s life. eee. In how many languages was the biographee fluent? f. What was the state of the biographee’s health? ff. What could you say about the general health of New Mexicans? g. What would you say was the accepted standard for personal appearance (style of dress, hairstyle, footwear, etc.) for New Mexicans during the biographee’s lifetime? gg. What kind of behavior was typical or expected during that time? h. What were the basic modes of transportation during the biographee’s lifetime? hh. What changes in transportation, if any, took place during the biographee’s lifetime? i. What would you say were the biographees principal or most important accomplishments? ii. Did they affect life in the State of New Mexico in general? j. What kinds of entertainment were popular during the biographee’s lifetime? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 10. ON YOUR OWN 1. Select two subjects of your choice from the BIOGRAPHY section above and write a comparison. 2. Choose personalities in the “Hall of Fame” section of the MULTI-HISTORY and research biographical information for an oral report to your class. 3. Draw a map that shows how close the Coronado expedition going east got to the De Soto expedition going west. 4. Write a biography on Sheriff Pat Garrett. 5. Write a biography on Billy the Kid. 6. Write a biography on Elfego Baca. 7. Make a list of the NM State Symbols. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ PART III: INTERMEDIATE ACTIVITIES A. Create a written report 1. Create a written report on ARRIEROS (pp. 113-114) and present it orally to the class. 2. Create a written report on CIBOLEROS (138-139; 329-330) and present it orally to the class. 3. Create a written report on COMANCHEROS (133-137; 236; 302;303; 308; 309;316) and present it orally to the class. 4. Create a written report on MESTENEROS (156-157) and present it orally to the class. 5. Create a written report on SANTERO ART (148-151; 306) and present it orally to the class. 6. Create a written report on SANTEROS and present it orally to the class. a. “18^th Century Novice,” p. 115. b. Bernardo Miera y Pacheco, pp. 115, 117, 118, 123, 127, 128, 130. c. Molleno, p. 150. d. J. Rafael Aragón, pp. 165; 166. e. Arroyo Hondo Santero, p. 180. f. Quill Pen Santero, p 189. g. Santo Niño Santero, p. 189. h. Penitente Santeros, pp. 341-342. i. Arlene Cisneros Sena, p. 586. j. Guadalupita Ortiz, p. 594. k. Contemporary santeros: p. 600. 7. Create a written report on PENITENTES, pp. 174-176, and present it orally to the class. 8. Create a written report on N.M. TINSMITHS (310; 311;318;323; 342;357;460) and present it orally to the class. 9. Create a written report on the SPIRAL STAIRCASE (p. 314-315) and present it orally to the class. 10. Create a list of the individuals awarded the CONGRESSIONAL MEDAL OF HONOR and make written/oral reports as assigned. a. Francis Oliver, p. 305 b. Ebin (Eben) Stanley, p. 316 c. Robert McDonald, p. 330. d. Joe P. Martínez, p. 501. e. Kenneth N. Walker, p. 502. f. Robert S. Scott, p. 502. g. Harold H. Moon, p. 503. h. José F. Valdez, p. 507. i. Alejandro R. Ruiz, p. 508. j. Hiroshi H. Miyamura, p. 519. k. Daniel Fernández, p. 532. l. Franklin D. Miller, p. 537. m. Louis R. Rocco, p. 539. n. Alexander Bonneyman o. Raymond J. Murphy. 11. Create a written report on the “sheep kings of NM” and present it orally to the class. (This list would include people like Clemente Gutiérrez, Juan Miguel Álvarez de Castillo, Joseph de Reaño II, Mateo J. Pino, Manuel Delgado, Francisco Xavier Chaves, José Chaves y Castillo, Pedro José Perea, Juan Rafaél Ortiz, Manuel Armijo, Juan Est6van Pino, Antonio José Luna, Mariano Chaves y Castillo, José Leandro Martínez, Antonio Sandoval, José Jaramillo, Santiago Ulibarrí, etc. Among many others, the Otero, Luna, Ortiz, Pino, Perea, and Armijo families were masters of sheep husbandry. 12. Create a written report on one of the “rico” families of NM and present it orally to the class. (These families would include the Otero, Perea, Yrizarri, Armijo, Chávez, Luna, Baca, González, etc. families.) Back To Index ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ B. GENEALOGY 1. Study the names of the settlers who came with Juan de Oñate (pp. 21-22) and Diego de Vargas (pp. 75-83, 85-87, 88-89). a. Which settlers have the same surname as you do? (Remember, spelling variations are still the same name. EXAMPLES: “Chaves” is now generally spelled “Chávez;” “Martines” is now “Martínez,” “Barela” and “Varela” are alternate spellings to the same name, etc. Also, in previous times a person carried the surnames of both father-and-mother, as in “Roberto Gonzales-Sánchez”) b. Which settlers are you related to? c. Report on what you know about your ancestors. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ C. STATEHOOD 1. Create a detailed outline on New Mexico’s quest for STATEHOOD. (See the MULTI-HISTORY, pages 243, 359, 365-66, 368, 374, 383-85, 397, 402, 409, 412, 414-15, 418, 421, 424.) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ D. RELIGIOUS BATTLES 1. Create a detailed outline on the battles of Bishop Lamy/Vicar Machebeuf and New Mexican priests like Fr. Martínez of Taos/Fr. Gallegos of Albuquerque. (See pages 214-216; 249-254.) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ E. GREATEST GUNFIGHT 1. Create a detailed report on Elfego Baca and the GREATEST GUNFIGHT IN THE WEST (pp.351-352; 353-355). 2. Create a report on the work of soldier/cartoonist BILL MAULDIN and present it orally to the class. (Sources will have to be found in your library.) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ F. MISSIONARIES Using New Mexico: A Brief Multi-history, compile a list of missionaries who served in Spanish New Mexico (1540-1821) and make a special list of those who were martyred and by whom. SUGGESTED ADDITIONAL RESOURCE: (Bishop) D. Arias, Spanish Roots of America. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ G. MAPS Create a large map that shows major Spanish explorations in the Southwest and display it in the classroom. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ H. BOOK REVIEWS Create written reports on the following books mentioned in the MULTI-HISTORY and present them orally to the class. · Josiah Gregg, Commerce of the Prairies. · W.W.H. Davis, El Gringo, or New Mexico and Her People. · John E. Sunder (ed.), Matt Field on the Santa Fe Trail. · Sytha Motto, More Than Conquerors: Makers of History, 1528-1978. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I. IMPORTANT EVENTS From the teacher assigned Governor administrations (all are listed below) select the five (5) most important events of the assigned administration to write about and present them orally to the class. Explain why you feel they were important to N.M. history. GOVERNORS Years of their Administrations PAGE Juan de Oñate y Salazar 1598‑1608 18 Bernardino de Ceballos 1609‑1610 36 Pedro de Peralta 1610‑1614 37 Bernardino de Ceballos 1614‑1618 40 Juan de Eulate 1618‑1625 41 Felipe Sotelo Ossorio 1625‑1629 45 Francisco Manuel de Silva Nieto 1629‑1632 47 Francisco de la Mora y Ceballos 1632‑1635 49 Francisco Martínez de Baeza 1635‑1637 50 Luis de Rosas 1637‑1641 51 Juan Flores de Sierra y Valdés 1641 54 Francisco Gómez 1641‑1642 55 Alonso de Pacheco de Heredia 1642‑1644 55 Fernando de Argüello Carvajál 1644‑1647 55 Luis de Guzmán y Figueroa 1647‑1649 56 Hernando de Ugarte y la Concha 1649‑1653 56 Juan de Samaniego y Xaca. 1653‑1656 56 Juan Manso de Contreras 1656‑1659 56 Bernardo López de Mendizábal 1659‑1661 57 Diego Dionisio de Peñalosa (B y B) 1661‑1664 59 Tomé Domínguez de Mendoza 1664 60 Juan Durán de Miranda 1664‑1665 60 Fernando de Villanueva 1665‑1668 61 Juan de Medrano y Mesia 1668‑1671 61 Juan Durán de Miranda 1664‑1665 62 Juan Francisco de Treviño 1675‑1677 63 Antonio de Otermín 1677‑1683 64 Domingo Jironza Petriz de Cruzate 1683‑1686 69 Pedro Reneros de Posada 1686‑1689 70 Domingo Jironza Petriz de Cruzate 1689‑1691 70 Diego de Vargas Z. L. R de L. 1691‑1697 72 Pedro Rodríguez Cubero 1697‑1703 91 Diego de Vargas Z. L. E de L. 1703‑1704 93 Juan Páez Hurtado 1704‑1705 94 Francisco Cuervo y Valdés 1705~1707 95 José Chacón M. S. y V 1707~1712 97 Juan Ignacio Flores Mogollón 1712‑1715 98 Félix Martínez 1715‑1717 100 Juan Páez Hurtado 1717 101 Antonio Valverde y Cossio 1717‑1722 101 Juan Domingo de Bustamante 1722‑1731 104 Gervasio Cruzat y Góngora 1731‑1736 108 Enrique de Olavide y Micheleña 1736‑1739 110 Gaspar Domingo de Mendoza 1739-1743 110 Joachin Codallas y Rabál 1743‑1749 111 Tomás Vélez Cachupín 1749‑1754 113 Francisco Antonio Marín del Valle 1754‑1760 117 Mateo Antonio de Mendoza 1760 118 Manuel del Portillo Urrisola 1760‑1762 118 Tomás Vélez Cachupín 1762‑1767 119 Pedro Fermín de Mendinueta 1767-1778 121 Francisco Trebol Navarro 1778 128 Juan Bautista de Anza 1778‑1788 129 Fernando de la Concha 1788‑1794 139 Fernando Chacón 1794‑1805 145 Joaquín del Real Alencaster 1805‑1808 153 Alberto Maynez 1808 154 José Manrique 1808‑1814 156 Alberto Maynez 1814‑1816 164 Pedro María de Allanda 1816-1818 166 Facundo Melgares 1818‑1822 168 MEXICAN REPUBLIC Francisco Xavier Chávez 1822 172 José Antonio Viscarra 1822‑1823 173 Bartolomé Baca 1823‑1825 176 Antonio Narbona 1825‑1827 177 Manuel Armijo 1827‑1829 183 José Antonio Chaves 1829‑1832 188 Santiago Abreú 1832‑1833 190 Francisco Sarracino 1833‑1835 193 Albino Pérez 1835‑1837 195 Manuel Armijo 1837‑1844 200 Mariano Chávez 1844 208 Felipe Sena 1844 209 Mariano Martínez de Lejanza 1844‑1845 211 José Chávez y Castillo 1845 217 Manuel Armijo 1845‑1846 218 Juan Bautista Vigil y Alaríd 1846 211 AMERICAN OCCUPATION BG Stephen Watts Kearny 1846 225 Charles Bent 1846‑1847 226 Col. Sterling Price (Military) 1847‑1848 232 Donaciano Vigil (Civil) Col. John M. Washington 1848‑1849 233 Col. John Munroe 1849‑1851 235 TERRITORIAL GOVERNMENT James S. Calhoun 1851‑1852 249 John Greiner 1852 256 William Carr Lane 1852‑1853 257 W.S. Messervy 1853 259 David Meriweather 1853‑1856 261 W.W.H. Davis 1856‑1857 265 Abraham Rencher 1857‑1861 265 Henry Connelly 1861‑1866 279 W.E.M. Amy 1866 297 Robert B. Mitchell 1866‑1869 300 William A. Pile 1869‑1871 304 Marsh Giddings 1871‑1875 311 William G. Ritch 1875 318 Samuel B. Axtell 1875‑1878 318 Lew Wallace 1878‑1881 331 Lionel A. Sheldon 1881‑1885 343 Edmund G. Ross 1885‑1889 352 L. Bradford Prince 1889‑1893 364 William I. Thornton 1893‑1897 385 Miguel A. Otero 1897‑1906 395 Herbert J. Hagerman 1906‑1907 414 J.W Raynolds 1907 416 George Curry 1907‑1910 417 William J. Mills 1910‑1912 421 STATEHOOD TO PRESENT William C. McDonald 1912‑1916 425 Ezequiel C. de Baca 1917 433 Washington E. Lindsey 1917‑1918 434 Octaviano A. Larrazolo 1919‑1920 438 Merritt C. Mechem 1921‑1922 444 James E. Hinkle 1923‑1924 448 Arthur I. Hannett. 1925‑1926 450 Richard C. Dillon 1927‑1930 453 Arthur Seligman 1931‑1933 467 Andrew W. Hockenhull 1933‑1934 470 Clyde Tingley 1935‑1938 475 John E. Miles 1939‑1942 485 John J. Dempsey 1943‑1946 501 Thomas J. Mabry 1947‑1950 509 Edwin L. Mechem 1951‑1954 518 John F Simms 1955‑1956 521 Edwin L. Mechem 1957‑1958 524 John Burroughs 1959‑1960 528 Edwin L. Mechem 1961‑1962 529 Tom Bolack 1962 529 Jack M. Campbell 1963‑1966 529 David E. Cargo 1967‑1970 536 Bruce King 1971‑1974 541 Jerry Apodaca 1975‑1978 547 Bruce King 1979‑1982 552 Toney Anaya 1983‑1986 560 Garrey Carruthers 1987‑1990 564 Bruce King 1991‑1994 574 Gary Johnson 1995‑2002 588 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Back To Index PART IV ADVANCED ACTIVITIES A. Annotated Bibliography 1. Study the “Annotated Bibliography. ” List and be able to discuss the perspectives articulated by the Author in this section. 2. Comparative History: Make a list of major themes for the TIMELINE segments in the Multi-History. THEME PAGE 1. Ancient Spain, Greece, Carthage, Rome 1 2. Germanic tribes conquer Rome 2 3. Muslims conquer Spain; Reconquest 2-4 4. Charlemagne; Norsemen 4 5. Christianity, Monasticism 5-8 6. Printing 9 7. Amerigo Vespucci 12 8. First American university; first book 13 9. Francis Drake 16 10. Richard Hakluyt; Stewart Udall 17-18 11. Proclamation by Felipe III 31 12. Don Quijote de la Mancha 32 13. Founding of Jamestown, Virginia 33-36 14. Samuel de Champlain founds Quebec 37 15. Juan de Oñate leaves N.M. 37-38 16. Sir Walter Raleigh 41 17. Lope de Vega; slaves in Virginia 41-41 18. Plymouth Colony 42-43 19. Indian war in Massachusetts Bay 50 20. Dutch colony; extermination of Indians 52-53 21. Puritan New England and the Indians 59 22. Metacom (King Philip) in New England 62 23. British control the slave trade 62 24. Indian war in New England 63-64 24. Slavery and the English 68-69 25. Anarchy in Pueblo land 69 26. La Salle in Texas 70 27. Witches in New England 73-74 28. Tribute to Diego de Vargas 75 29. Mining in Chihuahua 96-97 30. Pontiac; smallpox and Sir J. Amherst 119 31. Louisiana; “First Rights” 120 32. Colonies declare independence; Spain’s role 125-127 33. N.M. contributions to American independence 131 34. USA “buys” Louisiana Territory 151-152 35. Napoleon in Spain 157 36. Fr. Miguel Hidalgo begins rebellion 159 37. USA attacks Canada 163 38: Fernando VII and the crumpling empire 164 39. Indian traders coming to N.M. 168 40. American immigration statistics 169-170 41. Population numbers for USA and Mexico 171 42. Joel R. Poinsett; poinsettia 178 43. Independence, Missouri settled 186 44. Indian removal from east of the Miss. R. 188 45. Mexico abolishes slavery 188 46. Battle at San Jacinto 197 47. Council House murders 203 48. “Almost” start of Mexican War 206 49. “Manifest Destiny;” John Slidell, J. Polk 218 50. Mexican War 219-220 51. James Magoffin and his bribe 222 52. “We don’t want the people of Mexico” 227 53. Mexican War negotiations 231-232 54. Senator Calhoun in Congress 233 55. Treaty of Guadalupe Hidalgo 234 56. Statehood for California and Utah 243 57. Money spent for peace and war with Indians 248 58. Slave population in the USA 272 59. American Civil War begins 280 60. Sand Creek 296 61. Congress abolishes servitude in USA 300 62. Philip Sheridan: “Good Indian” 305 63. Birth of Italy and Germany 310 64. Colorado is 38^th State 324 65. Custer and the Little Bighorn 328-29 66. Spanish-language newspapers 343 67. Gunfight at the OK Corral 344 68. Gerónimo 352-53 69. Dawes Act 361-62 70. Provisions of Treaty of Guadalupe Hidalgo 365 71. Seventh Cavalry and the Sioux 369-70 72. Plessy v. Ferguson, “separate but equal” 390 73. War against Spain 401 74. “The Greaser” in Atlantic Monthly 402 75. Bison extermination 402-3 76. First film: “The Great Train Robbery” 409 77. Oklahoma is the 46^th State 417 78. Suffrage for women 428 79. WWI begins 429 80. Anti-German prejudice 436 81. Navajo Tribal Council created 448 82. Indian Reorganization Act 475 83. WW II begins 485 84. Japanese attack on Pearl Harbor 495 85. Hiroshima 508 86. Nagasaki 509 87. President Truman integrates the Military 509 88. Viet Nam 530 89. Native Americans and Census Numbers 545 90. Liberation of Kuwait 575 91. Adult Literacy Survey 584 92. Poll on Credibility of American Institutions 597-8 93. Demise of Affirmative Action 602 94. Racism in Action 604 95. GOP Funding 606 96. N.M. History scores 610 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ B. HISTORY THROUGH ART Draw a picture, create a sculpture, compose a poem or corrido, write a short play or skit, stage a debate or other forensic activities, on any of the following: 1. Juan de Oñate, Founder of NM. 2. The first Thanksgiving in NM on April 30, 1598. 3. The Oñate caravan into NM. 4. Oñate meeting with Pueblo leaders in 1598. 5. The founding of San Juan de los Caballeros (Knights of St. John). 6. The founding of San Gabriel. 7. Digging the first acequia, irrigating, planting, harvesting. 8. Hunting buffalo with a lance. 9. Zutucapán and the ambush at Acoma. 10. Hispanos dressing in gamuza (buckskin) clothing. 12. Weaving: the Río Grande blanket. 13. Fray Esteban de Perea, Father of the NM Church. 14. Medicine Man: “You Christians are crazy!” 15. Traditional NM hairstyles for men and women. 16. Witchcraft 17. Popé and other Pueblo leaders. 18. Poheyemo 19. Scenes from the Pueblo Revolt / St. Lawrence Day Massacre of August 10, 1680. 20. Bartolomé de Ojeda from Zía Pueblo. 21. Juan de Ye from Pecos Pueblo. 22. Frontier woman: Antonia Moraga. 23. Apache. 24. Torreón (inside scenes). 25. Comanche. 26. Battle during the Villasur Expedition. 27. A Trade Fair between New Mexicans and Plains Indians. 28. Comanches attack Pecos Pueblo. 29. Arriero. 30. A santero at work. 31. Sheep ranching: the pastor, sheepdog, camp. 32. Bernardo Miera y Pacheco. 33. Cuerno Verde, Comanche Chieftain. 34. Doctrinarios. 35. Juan Bautista de Anza. 36. Ecueracapa, Comanche Chieftain, friend of Gov. Anza. 37. Comanchero traders, Hispano and Pueblo. 38. Pedro Vial, trail blazer. 39. Captain Taschelnate from Isleta Pueblo. 40. Fr. Martínez of Taos. 41. Pedro Córdova, “Patron.” 42. Juan Candelaria, Sheep Rancher. 43. Navajo attack on Cebolleta (Seboyeta). 44. Vaccinating against smallpox in NM. 45. Cebolla, Antonio Sandoval from Cañoncito. 46. Mesteñero (Wild Horse Cowboy). 47. Cibolero. 48. Scenes from cibolero, mesteñero, or comanchero expeditions. 49. “Mountain Man.” 50. The Penitente Brotherhood. 51. Morada. 52. Bent’s Fort 53. Pony Express 54. A weaver at work. 55. New Mexican capture invading Texans in 1841. 56. Gertrudis Barceló, “La Tules.” 57. The NM Horseman. 58. James W. Magoffin bribing Col. Archuleta. 59. General Stephen W. Kearny 60. Susan Magoffin 61. Fort Marcy 62. Solomon Jacob Spiegelberg 63. Manuel A. Chaves charged with “Treason against the USA.” 64. Scenes from the Revolt of 1847. 65. “Mountain Men” 66. William Becknell 67. Carlos Beaubien 68. Brothers of Our Father Jesus 69. Morada 70. Hermano Mayor 71. Velorio 72. La Cuaresma 73. Semana Santa 74. “Missouri Mules” 75. Arroyo Hondo Santero 76. Christopher “Kit” Carson 77. Padre Martínez 78. Taos and Fur Trappers 79. Beaver 80. Manuel Armijo 81. U.S. Cavalry 82. “Circle the wagons!” 83. Bent’s Fort 84. Bishop J. Antonio López de Zubiría 85. Rafaél Chacón 86. El Crepúsculo de la Libertad (The Dawn of Liberty) 87. Felipe Chávez 88. Pony Express 89. American traders in Santa Fe 90. Revolt of 1837 (scenes from) 91. Trinidad Gabaldón 92. Texan-Santa Fe Expedition of 1841 93. “Texian Invincibles” 94. Higinio V. Gonzáles 95. Texas Bandits on the Santa Fe Trail 96. Kit Carson and Josefa Jaramillo 97. Commerce of the Prairies (scenes from) 98. Lucien B. Maxwell and Luz Beaubien 99. NM Horsemanship 100. Status of Women in NM 102. Trobadores (Extemporaneous Poets) 103. Dance 104. Compadrazgo 105. Peón (peonada) 106. Panasiyave 107. James W. Magoffin 108. General Stephen W. Kearny 109. Charles Bent 110. Susan Magoffin 111. Fort Marcy 112. Solomon Jacob Spiegelberg 113. Manuel A. Chaves charged with Treason 114. Fr. Ramón Ortiz 115. Lobo Blanco 116. Andricus Trujillo 117. San Luis (Colorado) 118. Lamy and Machebeuf 119. El Gringo, or New Mexico and her People (scenes from) 120. African Americans in NM 121. José Benito Ortega 122. Manuel A. Chaves and Bishop Lamy 123. Nampeyo 124. First Yom Kippur in NM 125. El Millionario 126. Land Grant Chicanery (scenes from) 127. “So Patriotic in Nature” 128. Gen. H.H. Sibley 129. Battle of Valverde (scenes from;1862) 130. Confederate flag in Santa Fe 131. Battle of Glorieta Pass (scenes from;1862) 132. California Column 133. Bosque Redondo 134. Giovanni M. Agostini (The Hermit) 135. Stephen B. Elkins 136. “Prince of Comancheros” 137. Sisters of Charity 138. Elfego Baca 139. Marian Russell 140. “Buffalo Soldiers” 141. African Americans in NM 142. John Chisum 143. Rev. Donato M. Gaspari 144. Vicente Romero 145. Capitán Vigil 146. Capitán Corona (Comanche) 147. Gov. William A. Pile (1869-71) 148. Francis Oliver 149. Indian Wars (scenes from) 151. Mora Octagonal Tinsmith 152. Pablo Abeita 153. John Hittson 154. Spiral Staircase 155. Felipe M. Chacón 156. Horrell War (scenes from) 157. Charles Ilfeld 158. A “General Store” in NM 159. Eben Stanley 160. Jean B. Lamy, Archbishop of Santa Fe 161. José María Apodaca 162. Flora Langermann Spiegelberg 163. Kwahadi Comanches 164. Reverend F.J. Tolby 165. Santa Fe Ring 166. Lincoln County War (scenes from) 167. Río Abajo Tinsmiths 168. First bar mitzvah in Santa Fe 169. “Elkins Handshake of 1876” 170. Sotero Ortiz 171. Manuel Jesús Vásquez: Cibolero 172. Jesuit College 173. Robert McDonald 174. Atchison Topeka and the Santa Fe Railroad 175. Severino Trujillo 176. Victorio 177. Adolph Bandelier 178. Penitente Santeros 179. The Authentic Life of Billy the Kid 180. Miguel Archibeque 181. Albert B. Fall 182. “Greatest Gun Fight in the West” 183. Isleta Tinsmith 184. Temple Montefiore 185. “Land Stealing in New Mexico” 186. Adolf Didier, Vintner 187. Solomon Bibo 188. Fr. Juan B. Railliere 189. Nestor Montoya 190. “Gorras Blancas” White Caps 191. Ta-Key-Sane 192. “La Banda Lírica” 193. Public Education Law of 1890 194. Mesilla Combed Paint Tinsmith 195. New Mexico Military Institute 196. A New Mexico David and Other Stories (scenes from) 197. Court of Private Land Claims 198. Eusebio Chacón 199. “Ranchero Lifestyle” 200. Vicente Silva 201. Aurora Lucero 202. X.X.X 203. Borrego Murder Case 204. Henry O. Flipper 205. Albert Fountain 206. Andrew Van der Wagen and wife Effa 207. US v. Sandoval (1897) 208. Miguel “Gillie” Otero II 209. Hayes v. United States (1898) 210. Cosme Herrera 211. Los Ocho Pintores, The Taos Society of Artists 212. First New Mexico Cavalry (Rough Riders) 213. Carlos Vierra 214. THE GREASER 215. Alejandro Gallegos, Master Carpenter 216. “Hispano Homeland” 217. Art Colonies 218. Religious Crimes Code (1900-1920) 219. Blackdom 220. Jim White (discovers Carlsbad Caverns) 221. Tenos Tabet 222. Felipe Chávez School 223. Alvarado Hotel 225. Blue Lake 226. Women and Law 227. Edgar Lee Hewett 228. Saturnino Baca 229. Priest v. Town of Las Vegas 230. Forty Years as a Legislator, or the Biography of Casimiro Barela (scenes from) 231. Rodríguez v. La Cueva Ranch Co. 232. John W. Brink and wife Bertha 233. January 6, 1912 (Statehood celebration) 234. “Sanatoria” 235. College of St. Joseph 236. Bursum Bill of 1921 237. Severo Jaramillo Weaving Shop 238. Inter-Tribal Indian Ceremonial 239. Indian Citizenship 240. Obras de Felipe Maximiliano Chacón (scenes from) 241. Poets’ Roundup (scenes from) 242. Revista Ilustrada (scenes from) 243. Santa Fe Indian Detours 244. Elizabeth DeHuff 245. Zozobra 246. Celso Gallegos 247. Nicolai Fechin 248. Willa Cather 249. John Collier 250. Francisco Delgado 251. E. (Elizabeth) Boyd 252. University of New Mexico Press 253. Georgia O’Keefe 254. Infant Mortality Rates 255. Mabel Dodge Luhan Memoirs 256. Robert H. Goddard 257. Okies & Arkies 259. Francisco Sandoval 260. Jesús Pallares 261. “Tewa Basin Study” (scenes from 262. Discrimination at UNM (1933) 263. Patrociño Barela 264. Lorin Brown 265. “Un-American Activities” 267. Bill Mauldin (scenes from cartoons) 268. Forgotten People: A Study of New Mexicans (scenes from) 269. Angélico Chávez 270. Kirtland Air Force Base 271. 200^th Coast Artillery and the 515^th Coast Artillery 272. Navajo Code Talkers 273. Manhattan Project 274. NM Boys Ranch 275. Trinity Site 276. Saints & Saintmakers of New Mexico (scenes from) 277. Georgia Lusk 278. Sandía Laboratories 279. Roswell Incident 280. Monastery of Via Coeli 281. Flavia Waters Champe 282. Paddy Martínez 283. Smokey Bear 284. Brother Mathias 285. We Fed Them Cactus (scenes from) 286. NM Chile: 287. Gadsden Museum 288. Santa Fe Opera 289. NM Mortality Rates 290. Hispanics and Poverty 291. Tinker Town Museum 292. UFO Sighting 293. Sister Cities Program 294. Dennis Chávez Statue 295. Tierra Amarilla Court House Raid (1966) 296. Nancy López 297. The Pit 298. N. Scott Momaday 299. Alvarado Hotel 300. Luis R. Rocco 301. Rudolfo Anaya 302. Balloon Fiesta 303. Popular Arts of Spanish New Mexico (scenes from) 304. Hispano Chamber of Commerce 305. Very Large Array (VLA) 306. “Crime Stoppers” 307. Marc Simmons 308. Brotherhood of Hispanic Arts and Artists (La Cofradía de Artes y Artesanos Hispánicos) 309. Tomás Atencio 310. “Worst Radiation Accident in American History” 311. Vargas Project 312. Earth First! 313. “This prison is going to blow!” 314. Hispanic Culture Foundation 315. E.A. “Tony” Mares 316. Contemporary Hispanic Market 317. Noches de Cultura – Culture Evenings 318. Hispanic Women’s Council 319. Las Mujeres Hablan: An Anthology of Nuevo Mexicana Writers (scenes from) 320. Carlos Lopopolo 321. Astronaut Sidney Gutiérrez 322. Pueblo Nations: Eight Centuries of Pueblo History (scenes from) 323. La Herencia Del Norte (scenes from magazine) 324. Gaming Compacts 325. Bill Richardson 326. Georgia O’Keeffe Museum 327. Loretta Armenta 328. Angel Espinoza 329. Calendar of the Great Southwest: The New Mexico Edition 330. Hispanic Culture Preservation League 331. Ed Romero 332. Studying NM History 333. MAKE A CHOICE OF YOUR OWN. Back To Index ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ C. TROBADORES FESTIVAL Trobadores were highly talented men and women who could improvise rhymed verse. They were popular and well known throughout N.M. Sponsor a festival activity in which participants create (any of) the following: adivinanzas: guessing word games; alabados: religious hymns and chants especially popular with the Penitente Brotherhood and religious gatherings; autos: short plays on religious themes; canciones: songs, the most popular of all forms; coplas: poetry in the form of a four‑line stanza; corridos: narrative ballads descended from romances; cuandos: accounts of adventures like buffalo hunting, always starting with “cuando--when”; cuentos: short stories; decimas: popular poetry structured in an introductory quatrain called a planta, then followed by four 10 line stanzas, each of which ends with a line from the planta, respectively; dichos: sayings, proverbs; folk theater; inditas: witty and amusing variants of corrido forms, characterized by dancing between sung verses and the use of drums and Native American Indian rhythmic patterns; among others, sheepherders often composed inditas; love poetry; romances: narratives sung to a catchy melody; one of the oldest New Mexican romances is La Aparición, “The Apparition,” which tells about a bereaved husband’s encounter with his wife’s ghost who counsels him that he must adjust, find a good wife and seek happiness. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ D. Recommended Books and Authors Select an author from the following list and research at least one of that author’s works. Present your research orally to the class. R. Anaya: Bless Me, Ultima; Tierra (ed.). A. Arellano: Las Vegas Grandes on the Gallinas. J.E. Arellano: Entre Verde y Seco. M. Austin: Earth Horizon. E. Baca: Santa Fe Fantasy: Quest for the Golden City. J.S. Baca: Black Mesa Poems. M. C. de Baca: Vicente Silva and his 40 Bandits. H.H. Bancroft: History of Arizona and New Mexico. A. Bandelier: The Delight Makers. J.E Bannon: Bolton and the Spanish Borderlands. I. Barraza Sánchez, G. Sánchez Yund: Comida Sabrosa. J.O. Baxter: Las Carneradas: Sheep Trade in New Mexico, 1700‑1860. T.M. Becker (ed., et al.): Racial and Ethnic Patterns of Mortality in New Mexico. H.E. Bolton: Coronado: Knight of Pueblos and Plains. E. Boyd: Popular Arts of Spanish New Mexico. C.L. Briggs, J.R. Van Ness: Land, Water, and Culture. H. Bryan: Wildest of the Wild West. F. Cabeza de Baca: We Fed Them Cactus. S. Calafate Boyle: Los Capitalistas: New Mexican Merchants and the Santa Fe Trade. A. Campa: Tales of the Sangre de Cristos. B. Candelaria: Inheritance of Strangers. F.M. Chacón: Works of F. M. Chacón. F.W. Champe: The Matachines Dance of the Upper Rio Grande: History, Music, and Choreography. A. Chávez: Origins of New Mexico Families. D. Chávez: The Last of the Menu Girls. R. Cobos: Refranes: Southwestern Spanish Proverbs. G.B. Córdova: Abiquiú and Don Cacahuate, A Folk History of a New Mexican Village. R. Cutter: Protector of the Indians. M. Ebright: Land Grants and Lawsuits in Northern New Mexico. A. Espinosa: Los Comanches: A Spanish Heroic Play of the Year 1780. G. Espinosa, T. Chávez: The Río Abajo. J.E. Espinosa: Saints in the Valleys. J.M. Espinosa: The Pueblo Indian Revolt of 1696 and the Franciscan Missions in N.M. M. Evans: Blue Feather Fellini. E. Fergusson: Dancing Gods. L. Frank: New Kingdom of the Saints. M.G. Fulton: History of the Lincoln County War. E.J. Gallegos: Jacona: An Epic Story of the Spanish Southwest. M. García: Recuerdos de los Viejitos: Tales of the Río Puerco. E. Gonzales‑Berry (ed.): Pasó Por Aquí: Critical Essays on the N.M. Literary Tradition, 1542‑1988. E. Gonzales, D.L. Witt: Spirit Ascendant: The Art and Life of Patrociño Barela. A. Griego: Good‑bye, My Land of Enchantment. A.C. Henderson: Brothers of Light. G. Hill: Americans All/Americanos Todos. T. Hillerman: Coyote Waits. V. Hoffman, B.H. Johnson: Navajo Biographies. J.E. Holmes: Politics in New Mexico. B. Jaramillo: Shadows of the Past/Sombras del Pasado. O.L. Jones: Pueblo Warriors and Spanish Conquest. W.A. Keleher: Turmoil in New Mexico, 1846‑1868. C.L. Kenner: A History of New Mexican‑Plains Indians Relations. J. Kessell: Kiva, Cross, and Crown. J. Kutz: Grassroots New Mexico. R. Larson: New Mexico’s Quest for Statehood. A.S. López: Blessed Are The Soldiers. C. Lopopolo: The New Mexico Chronicles. A. Lucero‑White Lea: Literary Folklore of the Hispanic Southwest. C.F. Lummis: A New Mexico David. H. Luna: San Joaquín del Nacimiento. E.A. Mares: The Unicorn Poem. A.G. Meléndez: So All Is Not Lost: The Poetics of Print in Nuevomexicano Communities, 1834‑1958. J. D. Meketa: Legacy of Honor: The Life of Rafaél Chacón. D. Meyer: Speaking for Themselves. S. Motto: More than Conquerors: Makers of History, 1528‑1978. R. Morris: The Devil’s Butcher Shop. S. Niederman, M. Sagan (eds.): New Mexico Poetry Renaissance. R. Nostrand: The Hispano Homeland. M. Otero: My Life on the Frontier. N. Otero: Old Spain in Our Southwest. S.J. Ortiz: Fight Back: For the Sake of the People, For the Sake of the Land. A. Ortiz: The Tewa World. G. Padilla: My History, Not Yours. Pasó Por Aquí Series, University of New Mexico Press. A. Peña: Memories of Cíbola. B. & M.R. Porter; J. Sunder (eds.): Matt Field on the Santa Fe Trail. L.V. Quintana: Sangre. B. Read: Illustrated History of New Mexico. T. D. Rebolledo, E. Gonzáles‑Berry, T. Márquez (eds.): Las Mujeres Hablan: An Anthology of Nuevo Mexicana Writers. E. M. Rhodes: The Little World Waddies. C. Robinson: With the Ears of Strangers: The Mexican in American Literature. O. Romero: Adobe. J. Sando: Pueblo Nations. R. Sálaz M.: New Mexico: A Brief Multi‑History. G. I. Sánchez: Forgotten People. M. Simmons: The Little Lion of the Southwest. A.R. Sunseri: Seeds of Discord. L. Taylor, D. Bokides: New Mexican Furniture: 1600‑1940. H.J. Tobias: A History of the Jews in New Mexico. S.L. Udall: Majestic Journey. S. Ulibarrí: My Grandmother Smoked Cigars and Other Stories. A. Vigil: Una Linda Raza: Cultural and Artistic Traditions of the Hispanic Southwest. J.J. Vigil: Arse Poética. E. Waters: People of the Valley D. Weber: Foreigners in Their Native Land. M. Weigle: The Lore of New Mexico. V. Westphall: Mercedes Reales. N. Wood: Many Winters. N. Zollinger: Riders to Cíbola. Most authors will have several books that readers will find interesting. Many of these volumes will contain a wealth of additional bibliography. For example see the “Bibliography of New Mexican Hispanic Literature” by Teresa Márquez in Pasó Por Aquí* mentioned above. Back To Index ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ PART V INDIVIDUAL RESEARCH ACTIVITIES 1. Research and write a comparison of the SPANISH INQUISITION and the ENGLISH STAR CHAMBER. 2. Research and write a comparison of the Coronado and Lewis & Clark expeditions. 3. Research and write a comparison of Indian welfare and/or survival under Spain, England, and the USA. 4. Research and write a comparison of Christian missionary activity under Spain, England, and the USA. 5. Research and write a comparison of the trailblazing and colonizing activities of Juan B. de Anza with the Lewis & Clark expedition. 6. Research and write a comparison of the trailblazing achievements of Pedro Vial and John Charles Fremont. 7. Research and write a comparison of Indian slavery in N.M. and black slavery in the USA. 8. Investigate peonage as exhibited in N.M. 9. Research and write on the Spanish horse as it came through N.M. and proliferated through the USA. 10. Research and write a comparison of the well known “Gunfight at the OK Corral” with Elfego Baca’s famous gunfight in 1884. 11. Research and write a comparison of the lives and careers of Col. Albert J. Fountain and Albert B. Fall. 12. Research and write a comparison of the writings of C.F. Lummis/Adolph Bandelier and those of Josiah Gregg/W.W. H. Davis. 13. Research and write a short history of the Court of Private Land Claims. 14. Research and write comparative biographies on Patrociño Barela and Nicolai Fechin. 15. Research and write a comparison of racism in NM under Hispanic law and American law. 16. Research and write a history of the Santa Fe Ring. 17. Research and write a comparison of the careers of Gov. Manuel Armijo and Gov. Bruce King. 18. Research and write a comparison of NM peonage and black slavery in the American South. 19. Research and write a comparison of Manuel A. Chaves and Kit Carson as frontiersmen. 20. Research and write a comparison of an Hispano cibolero hunt and a hide man’s (American) hunt. 21. Research and write a comparison between the Hispanic encomienda system and American black slavery. 22. Research and write a comparison of witchcraft in NM and on the east coast as in Salem, Massachusetts. 23. Research and write a comparison of August 10, 1680 as the “Pueblo Revolt” and as the “St. Lawrence Day Massacre.” 24. Research and write a comparison of Diego de Vargas and Col. Sterling Price. 25. Research and write a comparison between the historical role of women in (regular) Hispanic society and American society. 26. Research and write a comparison on impressions of Comanches as held by Hispanos and Americans. 27. Research and write a comparison of Comanche Cuerno Verde and Apache Victorio. 28. Research and write a comparison between Fr. Martínez of Taos and Gov. Charles Bent. 29. Research and write a comparison between Juan B. De Anza and Manuel A. Chaves. 30. Research and write a comparison between the “Mountain Men” and the NM llaneros (plainsmen: ciboleros, mesteñeros, comancheros). 31. Research and write a comparison between the Territorial Press and print journalism today. 32. Research and write a comparison between Hispano “arrieros” and American traders on the Santa Fe Trail. 33. Research and write a comparison between Billy the Kid and Juan Patrón (of the Lincoln County Rifles). 34. Research and write a comparison between Pat Garrett and Wyatt Earp. 35. Research and write a comparison between the Penitente Brotherhood and the Ku Klux Klan. 36. Research and write a comparison between the writings of Benjamin Read and those of Ralph E. Twitchell. 37. Research and write a comparison between the careers of Mary Austin, Mabel Dodge Luhan, and Alice Corbin Henderson. 38. Research and write a comparison between the careers of Paul Horgan and Angélico Chávez. 39. Research and write a comparison between the careers of Bronson Cutting and Dennis Chávez. 40. Research and write a comparison between the careers of George I. Sánchez and Harvey Fergusson. 41. Research and write a comparison between the Hispano “mission system” designed for Indians and the American reservation system. 42. Research and write a comparison between frontier Hispanic views on Indians and those held by frontier English/American people. 43. Research and write a comparison between the Hispano “northward movement” and the American “westward movement.” 44. Research and write a comparison between the fate of the “Five Civilized Tribes” from east of the Mississippi R. and the Pueblo People of NM. 45. Research and write a comparison between the Pueblo leader Popé and the Ottawa chieftain Pontiac. 46. Research and write a comparison between the wars waged by Anza against the Comanches and that of R. Mackenzie of the U.S. Cavalry. 47. Research and write a comparison between the Acoma War of 1599 and the Council House Massacre (1840) in Texas. 48. Research and write a comparison between the St. Lawrence Day Massacre of 1680 (“Pueblo Revolt”) and the Sand Creek Massacre (1864) in Colorado. 49. Research and write a comparison between the role of the priest in Hispanic New Mexico and that of the lawyer in American society. 50. Research and write a comparison between the aftermath of the Acoma war of 1599 and the 1847 revolt in NM against American occupation. 51. Research and write on how New Mexicans were executed (1847) for treason against the USA during the Mexican War (1846-48). 52. Research and write on Col. Sterling Price as Military Governor (1847-48) of New Mexico. 53. Research and write a comparison of the Hispanic mission system and the American reservation system. 54. Research and write a comparison between life for people of African descent in Hispanic New Mexico and under the USA. 55. Research and write on why the Apache chief Victorio decided to make war instead of staying on the reservation. 56. Research and write a comparison between the political careers of T.B. Catron and S.B. Elkins. 57. Research and write a comparison of perspectives held about Indians by the Spanish/Mexican governments and English/American governments. 58. Research and write on the patrón-peón system. 59. Research and write on the “Dodge City” gang led by Hoodoo Brown who came into Las Vegas, NM, because of the railroad. 60. Research and write a comparison between Concha Ortiz y Pino de Kleven and Millie Santillanes. 61. Research and write a comparison between the Acoma War of 1599 and the Philippine Insurrection of 1898. 62. Research and write a comparison of the careers of Erlinda Gonzales-Berry and Mabel Dodge Luhan. 63. Research and write a comparison of the careers of Mary Austin and Tey Diana Rebolledo. 64. Research and write a comparison of the political careers of Georgia Lusk and Heather Wilson 65. Research and write a comparison concerning banditry in Hispanic New Mexico and under the USA. 66. Research and write a comparison between the activities of the Gorras Blancas and the members of the Alianza Federal de Mercedes. 67. Research and write a comparison between the careers of Octaviano Larrazolo and Ezequiel C. de Baca. 68. Research and write a comparison between Harvey Fergusson and Nestor Montoya. 69. Research and write a comparison between the careers of Bronson Cutting and Dennis Chávez. 70. Research and write a comparison between the careers of Alice Corbin Henderson and Loretta Armenta. 71. Research and write a comparison between the political careers of Soledad Chávez Chacón and Rebecca Vigil-Girón 72. Research and write an analysis of cultural bias, pro or con, as shown by various publications issued from UNM Press. 73. Research and write about how Popé got selected to represent NM in Statuary Hall in Washington, D.C. 74. Research and write a comparison between use of the labels “Hispanic” and “Anglo.” 75. Research and write a comparison between the careers of Marc Simmons and John L. Kessell. 76. Research and write a comparison between the careers of Tony Hillerman and Max Evans. 77. Compile a list of New Mexican writers who used the Spanish language and investigate where their works can be obtained. 78. Research and write a comparison between the activities of the Englishman Francis Drake and those of Osama bin Laden. 79. Research and write about the cultural bias, pro or con, exhibited by the Museum of New Mexico in dealing with Native Americans and Hispanic New Mexicans. 80. Research and write about the cultural bias, pro or con, exhibited by the Department of Tourism in its publications and/or “Historical Markers.” 81. Trace the development of the National Hispanic Cultural Center in Albuquerque. 82. The Hispanic Cultural Center in Albuquerque contracted and spent $43,500 to publish NEW MEXICO: A BRIEF MULTI-HISTORY then voted not to publish the book. Through personal interviews with HCC personnel of that period (Ed Luján, Eugene Matta, Carlos Vásquez, Michael Miller, and author Rubén Sálaz), investigate what happened. 83. Trace the development of the NM Hispanic Cultural Preservation League based in Albuquerque. 84. Investigate the controversy caused by the “CyberArte” Exhibit put on by the Museum of New Mexico in Santa Fe. 85. Research and write an investigation of Ku Klux Klan activities in NM. 86. Research and write about the Lincoln County War from the Hispanic point of view. 87. Research and write about how the Federal Government owns more than half of the land in the State of NM and what impact that ownership has on State poverty. 88. Research and write a comparison between the political careers of Raymond Sánchez and Manny Aragón. 89. Research and write your impressions of the designations used in New Mexico: A Brief Multi-History to focus on how American history is often written and give possible examples out of New Mexico or American history: *scriptography* (see also White Legend) ‑ writing designed to promote certain ends; it is characterized by *hoaxistory--misinformation/disinformation; hypistory--promotion; hypoics--larger‑than‑life heroics; selectistory--pick and choose what you want readers to know and ignore everything else even if documented; spinistory--to channel people’s thinking. 90. Investigate (any of) the following books for “cultural bias” (pro or con): Bancroft, H.H. History of Arizona and New Mexico. Beck, Warren A. New Mexico: A History of Four Centuries. Davis, W.H.H. El Gringo, or New Mexico and her People. Gregg, Josiah. Commerce of the Prairies. Read, Benjamin. The Illustrated History of New Mexico. Reeve, Frank. History of New Mexico. Roberts, Calvin A. and Roberts, Susan A. A History of New Mexico. Sálaz Márquez, Rubén. New Mexico: A Brief Multi-History. Simmons, Marc. New Mexico! Simmons, Marc. New Mexico: A History. Sando , Joe. Pueblo Nations. Stuart, David. Anasazi America. Twitchell, Ralph E. Leading Facts of New Mexico History. Return to the Top*







Rubén S
Rubén S

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Introduction

PART I: BASIC VOCABULARY

PART II: BASIC ACTIVITIES

PART III: INTERMEDIATE ACTIVITIES

PART V: INDIVIDUAL RESEARCH ACTIVITIES

PART I: BASIC VOCABULARY

A.D.—In the Year of Our Lord (from Latin: Anno Domini)

Admiral of the Ocean Sea—title given to Columbus

Angle—one of the Germanic (German) tribes who settled in England around 400 A.D.; “Angle” gives us “Anglo”

Amerind(s), Amerindian(s)—Indian(s) from the Americas

Anasazi—thought to be ancestors of the modern Pueblo Indians

Athabascan—refers to Apache and/or Navajo people

B.C.--Before Christ

Culture—anything having to do with how people live (28)

Four Corners—place where the four States of NM, Az., Co., and Utah meet

“Golden Age”—highest development

Hispalis—Phoenician name for Spain from 3200 years ago

Hispani—people who lived in Spain 3200 years ago

“Multi-History:” history about many things

Muslim—person who practices the religion of Islam

PART II: BASIC ACTIVITIES

Juan de Oñate (Conquistador) 19-20 Spain

Marc Simmons (Historian) 551-52 Statehood

Conquistador

Religious

Trader/Business

Native American

Patrón

Pedro Córdova

Santero/Santera

Trail Blazer

Frontiersman/ Mountain Man

Delegate to Congress

Outlaw

Politics

Ranching

Lawman

Journalist

Editor

Writer/ Author/ Novelist /Poet

Tourism

Historian

Artist

Nicolai Fechin

Education

Wood Carver

Military

African Americans

Culture /Community Activism

Librarian

Penitentes

Sports

PART III: INTERMEDIATE ACTIVITIES

Juan de Oñate y Salazar 1598‑1608 18

PART IV

ADVANCED ACTIVITIES

PART V