Exploring Resistance Through the Pueblo Revolts
Exploring Resistance Through the Pueblo Revolts OverviewIn this two-part lesson, students examine the concept of collective resistance, using the Pueblo Revolt of 1680 as a historical case study.Projected Time: 1 hour and 40 minutes (two 50-minute parts)Implementation time will vary across classroom contexts.Discussion Questions: ●On-ramp:What are the advantages or risks of resisting collectively? ●Central Historical Question (CHQ):Why do you think many Pueblo people decided to unite against their colonizers in the revolts, and why do you think some chose not to?●Off-ramp:Even though the Pueblo Revolts didn’t result in a permanent victory against the Spanish, why does their collective resistance still matter? Preparation for Discussion Facilitation:●Establish classroom norms for discussion. If you've already established discussion norms this year, plan to revisit them briefly with your students. If you haven't yet set any norms for discussion, we suggest taking 5-10 minutes to ask students to brainstorm a list the class can agree to (e.g., active listening, sharing air-time, being respectful). Ask students, “What norms do you think we should have in class when we have discussions? How should we treat each other?” Give students a few moments to independently record their own thoughts, then solicit ideas from students. You could give each student a couple of sticky notes to write their ideas on and have them add them to a board in the front of the room, have them submit their ideas using a virtual poll, or just call on students to share their ideas aloud. Based on what studentsshare, generate a list of class norms for discussion. You may want to ask additional probing questions (e.g., how should we respond when someone has a different perspective than we do?).●Consider students’ social-emotional learning. When preparing for discussions, keep in mind that different topics can be sensitive for different students. As you plan, consider how you will support students’ social and emotional needs and address any misconceptions that could cause harm.●For further guidance and support facilitating discussion, see the Deeper Discussions PD Toolkit.Table of ContentsPart 1: Pueblo Revolts Source AnalysisPart 2: Central Historical Question Discussion
Exploring Resistance Through the Pueblo Revolts1Part 1: Pueblo Revolts Source AnalysisStudents Will:●Identify forms of resistance and reflect on the advantages and risks of collective resistance.●Analyze primary and secondary sources about resistance during the Pueblo Revolts. Materials: ●Exploring Resistance Through the Pueblo Revolts Video Worksheet: student version (Google| Word) and teacher version●Video: Colonization and Resistance●Exploring Resistance Through the Pueblo Revolts Source Set Worksheet: student version(Google| Word) and teacher versionOpener: Defining Collective Resistance (~10 minutes)1.Introduce the concepts of resistance and collective resistance:○Resistance: The refusal to accept or comply with something; the attempt to prevent something by action or argument.○Collective Resistance: The coordinated actions of a group of people or organizations to challenge and oppose oppressive systems, policies, or practices.2.Further their understanding by asking the class to brainstorm examples of collective resistance (e.g., protests, boycotts, organized revolts), and eliciting specific historical or current examples. 3.Have students turn and talk to a partner: “What are the advantages or risks of resisting collectively?” Elicit a few student responses from the class. ○Note: Depending on the comfort level and dynamics of your students, this probe can be used for a short individual reflection (e.g., a quick write, jotting down thoughts) or as a jumping-off point for a brief class share-out.4.Tell students that in this lesson, they will learn about the Pueblo Revolts of 1680. Explain that this was the first large-scale, successful revolt against colonizers in the United States, which led to the temporary removal of the Spanish from New Mexico. Activity:Video Analysis (~20 minutes)5.Distribute the student version of the worksheet. Students will see the following terms defined: ○Colonization: When one group takes control over a land and its people, often forcing their own government, economy, and culture onto them.○Indigenous people: The original people to live in a land, who have kept their traditions and connections to that place for many generations.
Exploring Resistance Through the Pueblo Revolts2○Revolt:A planned fight or protest against unfair treatment or authority.○Pueblo: Refers to both the traditional multi-story, adobe-style buildings and the Indigenous communities that inhabit them. 6.Tell students they are going to watch “Colonization and Resistance,” a video that will help them prepare for next class’s discussion in which they will answer the Central Historical Question:“Why do you think many Pueblo people decided to unite against their colonizers in the revolts, and why do you think some chose not to?”7.Watch the video together as a whole class. As they watch, have students take notes on their worksheet regarding the various reasons the Pueblo people revolted against Spanish rule and their corresponding acts of resistance. Refer to the teacher version of the worksheet for sample answers for each box.○Note: Depending on how much time you have allotted, you can also have your students watch the video once through and then fill out the worksheet with a transcript downloaded from the link above. Activity:Primary Source Analysis (~20 minutes)8.Pass out the source set. Tell students they are going to read two primary sources to gain additional perspectives on the Pueblo Revoluts that they may not have gotten from the video. 9.Provide context for the sources before reading. Tell students that all of these documents were written by Spanish officials or people connected to the Spanish colonial system. Note that speakers are described as Josephe, an Indigenous prisoner, and Juan, a"friendly native" servant. ○You could ask the class: “We don’t have access to primary sources from free Pueblo residents. Why do you think it’s important to keep that in mind as we read? As you read, consider the perspective of these two speakers and why they might craft their responses in the way they do.”10.Tell students that they are going to annotate the documents in pairs. They should look for specific information and mark up the text using the following key: ●R: Reasons for Revolting●W: Why People Did Not Revolt●A: Acts of Resistance11.Separate students into pairs and have them read and annotate the documents together. As students work, rotate around the room, engage with student questions, and check for understanding.
Exploring Resistance Through the Pueblo Revolts3Part 2: Central Historical Question DiscussionStudents Will:●Make a historical argument about why many Pueblo people decided to unite against their colonizers in the revolts, and why you think some chose not to, using your interpretation of evidence from primary and secondary sources.●Reflect on the lasting significance of the Pueblo Revolts' collective resistance.Materials: ●Exploring Resistance Through the Pueblo Revolts Video Worksheet: student version (Google| Word) and teacher version●Exploring Resistance Through the Pueblo Revolts Source Set Worksheet: student version(Google| Word) and teacher version●Poeh Cultural Center○Optional Resources: ■Nang Be Poeh■Curriculum –Poeh Cultural Center■Pueblo of Pojoaque –Poeh Cultural Center●Accompanying Video■New Mexico’s 19 PueblosPreparation:●Set up your classroom arrangement to support the discussion structure you’d like to use during the lesson (i.e., whole class, groups of four or more students).●Review the student reflection exit ticket questions and decide which you will use.●Review the Poeh Cultural Center resources linked above and consider what you want to highlight for the students to explore.Opener:Preparing for the Discussion (~5 minutes)1.Remind students that today you’ll be having a discussion. Tell students that at the end of the lesson, they will have an opportunity to share their feedback on the lesson with you. You’ll use their feedback to improve future class discussions. 2.Have students take a seat in your preferred discussion structure (i.e., whole class, groups of four or more students) and take out their worksheets. 3.Take a few minutes to review your classroom norms for discussion.4.Ask students to identify one or two goals that they have for themselves during today’s discussion (e.g., bringing in evidence to support their points, being an active listener).
Exploring Resistance Through the Pueblo Revolts4Central Historical Question Discussion:Why do you think many Pueblo people decided to unite against their colonizers in the revolts, and why do you think some chose not to?(~15 minutes)5.Tell students, “We are going to have a 20-minute discussion about the Central Historical Question: “Why do you think many Pueblo people decided to unite against their colonizersin the revolts, and why do you think some chose not to?”During the discussion, I want you to engage deeply with the Central Historical Question, bring in evidence from the sources you’ve read and analyzed, bring in insights from your own background knowledge and life experiences, and really listen to the pointsthat your classmates make and respond to them.”6.Give students 2–3 minutes to independently review their sources and annotations and jot down ideas of how they might answer the question at this point.7.Open the floor for a discussion on the Central Historical Question: “Why do you think many Pueblo people decided to unite against their colonizers in the revolts, and why do you think some chose not to?”Remember to prioritize student voice over teacher voice; however, if the discussion has trouble starting or sputters, consider using some of the suggested facilitation moves below to support students in deepening their discussion. You could also ask theselesson specific probes:(1) What do you think was the “final straw” that pushed the Pueblo people to resist and come together? (2)Nowthat you’ve learned more about a specific case in history, do you think it’s easier to resist individually or as part of a group? ChallengePotential Teacher Facilitation Moves If studentsaren’t engaging deeply with the CHQ,you might try ...●Probe for elaboration: Can you say more to the group about that? And can you tell us more about where you’re coming from? ●Return to CHQ: Let’s come back to our Central Historical Question. Where are we with that? If studentsaren’t engaging with each other, you might try ...●Uptake student comment:I’m hoping a few of you can share your reactions or questions to the group about what [student] just shared about ...●Expose the discussion structure:I’m hearing [student A] say [this], and [student B] say [that]. Can we do a show of hands on which argument you agree with at this point? ... Can you discuss with each other to see if you can come to an agreement, or at least figure out where you disagree? If studentsaren’t engaging with the sources, you might try ...●Pressing for textual evidence:Where do you see evidence for that in the text? ●Marking text:Let’s bring our attention to [specific place in the text]. If studentsaren’t bringing in their knowledge from outside of the text,you might try ... ●Pressing for broader evidence: Are there things in your personal experience, or any knowledge from outside of the texts, that supports or challenges what we’ve discussed so far about [historical topic or question]? ●Exploring student perspective:We’ve been connecting to the text a lot, and that’s really important, but I also want to hear your actual thoughts about [historical topic or question].
Exploring Resistance Through the Pueblo Revolts5Off-Ramp Discussion:The Lasting Impacts of Resistance (~15 minutes)8.After the discussion, tell students that it's important to understand that Pueblo cultures are not relics of the past. They are living, evolving communities. For example, organizations like the PoehCultural Center, mentioned in the video, are actively engaged in preserving language, arts, and traditions, while also creating new forms of expression. Take a moment to show some of the Center’s resources (suggestions listed in the materials section above) to your class, or have your students explore independently. to find examples of contemporary art, language revitalization programs, or community events that demonstrate the ongoing strength and resilience of Pueblo culture.9.Ask students to reflect on and discuss the following off-ramp questions:“Even though the Pueblo Revolts didn’t result in a permanent victory against the Spanish, why does their collective resistance still matter?”a.Probe: In our own lives, how can coming together in community make a difference?Activity: Independent Writing (~15 minutes)10.Tell students that now that they’ve had the opportunity to hear various arguments and discuss the evidence, they will write a paragraph sharing their own individual conclusion about the Central Historical Question. To build a strong argument, they should use evidence from as many sources as possible. Share this prompt:Write a paragraph responding to the following prompt. Make sure to support your claim with evidence from the sources you’ve analyzed: Why do you think many Pueblo people decided to unite against their colonizers in the revolts, and why do you think some chose not to?Closing: Exit Ticket & Reflection (~5 minutes)11.Share the exit ticket questions you selected or adapted from the choices in the box on the next page and have students take a few minutes to reflect and share their feedback on the discussion. Tell them: “As you answer the exit ticket questions, I want you to think back to the goals that you set for yourself during the discussion. Please be honest and thoughtful in your reflections, because your answers will help improve the way that I might teach this lesson in the future and the ways that I decide to facilitate future discussion lessons.”
Exploring Resistance Through the Pueblo Revolts6CategoryPotential Exit Ticket QuestionsWe suggest that you either pre-select one question from each of the categories below, or have your students pick one from each category that they’d like to answer. Historical content●How did today’s discussion deepen or change your understanding of [historical topic]?●If you could go back in time and ask someone from history a question based on today's discussion, who would you talk to and what would you ask them? Discussion experience●How confident did you feel contributing to today’s discussion? What helped or held you back?●What was one perspective shared by a classmate that made you think differently about the topic? How did it change your thinking?●Overall, how do you think the discussion went? Why did it go well or not go well?Planning for the next discussion●What is one specific goal you have for improving your participation in future discussions?●What could we do as a class and what could I do as your teacher to make the discussion better next time?
Exploring Resistance Through the Pueblo RevoltsThe creation of these materials was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A220457 to Digital Promise. The opinions expressed are those of the authors and do not represent views of the Institute orthe U.S. Department of Education.This work is licensed under CC BY 4.0.