Archives Month

October 4, 2021

With cooler mornings and the gathering of the harvest, fall is in the air. And so are the hot air balloons. The Albuquerque International Balloon Fiesta has begun and Eyahne on the Horizon, the Indian Pueblo Cultural Center’s beautiful hot air balloon featuring symbolic Pueblo designs, will make its debut. Download and print a coloring page of the balloon.

October is American Archives Month and National Book Month. Read on to learn more about archives and archivists, and several collections in the IPCC Library and Archives Special Collections. Celebrate book month by sharing a book or reading to a child.

Monthly Feature: Archives

#ArchivesMonth

What is an archive? An archive is a place to find information – facts, data, and evidence – in the form of letters, diaries, reports, photographs, maps, posters, audio and video recordings, and other primary sources. Archives keep documents that serve as historical proof and explanation of how and why something happened.

There are all sorts of archives. From collections of small family archives – photos in an album, a file cabinet of documents, a shoebox of concert tickets, a chest of clothing, and so on – to large organized and preserved collections in a city, state, or national institution. There are a range of archives: historic societies, and special collections centered on a church, business, hospital, or sports, as well as those dedicated to a particular person, people, or event.

Some New Mexico archives are the State Records Center & Archives and the UNM Center for Southwest Research and Special Collections. The New Mexico Digital Collections is a central portal for digital collections about New Mexico. #NMArchives

What is an archivist? An archivist assesses, collects, organizes, preserves, maintains control of, and provides access to saved records of lasting value. Archivists help people find and understand the information in records. Archivists are trained to properly care for, repair, and preservation of historical materials.

Who uses archives? The IPCC Library & Archives assists IPCC staff, students, educators, journalists, writers, and researchers – anyone who wishes to learn more about Pueblo and other Native tribal history and present.

IPCC Collections

The IPCC Library and Archives is the only Special Collections Research library dedicated to the historical and contemporary life of Pueblo people and communities. We have some magnificent collections to help you learn our history, see how we have been portrayed and the historical narrative has been framed, understand our viewpoint and our battles, and hear our voices. #NMArchives

Making its online debut is Journeys and Pathways: Oral Histories of Contemporary Pueblo Women in Service, Leadership, and the Arts. Twenty Pueblo women from thirteen Pueblos representing a range of occupations were interviewed about their childhood, their chosen career, and their journey to the present.

Stay tuned! The video of Journeys & Pathways is forthcoming, as well as the remaining video interviews and transcripts.

A conversation between Dr. Beverly Singer (Tewa/Santa Clara and Navajo), John Jota Leaños, and Borderless Cultures curators, Emmanuel Ramos Barajas and Annette Rodriguez, explores the telling of alternative Pueblo peoples’ histories while imaging new Indigenous representation in popular media. They discuss Native Resistance, resilience, and storytelling as explored through Leaños short 2014 film, Frontera! Revolt and Rebellion on the Rio Grande and Singer’s documentary of the Journeys and Pathways Oral History Project and her 2017 short film The Blank Stare at the Movie “Indian”.

Postcard Collection – Over 2,100 historic black and white and color images of the Pueblos, the Apache and Navajo, News Mexico national parks and monuments, trading posts, and various places in Albuquerque.

Vertical Files – Newspaper articles on the Pueblos, Pueblo artists, and a range of topics from the American Indian Movement (A.I.M.) and archaeology, to legislation and land, to St. Catherine’s School and sports, and tourism to water.

Theses and Dissertations Written by Pueblo scholarsTopics about Pueblo communities – historical and contemporary American Indian policies and institutions

The Library holds over 5,000 books, some no longer printed or available anywhere else. Come visit the Library & Archives to help you with your research project!

October 11: Indigenous Peoples Day

In 2019, New Mexico Rep. Derrick Lente (Sandia and Isleta Pueblos) introduced legislation to officially change the second Monday in October to Indigenous Peoples Day.

We are of this place; we are fortunate to have remained here. We have lived on and cared for our homelands since time immemorial. Our teachings, language, food, spiritual beliefs, and cultural values and traditions make us unique people.

On Indigenous Peoples Day, the 23 tribes and nations in New Mexico celebrate our resiliency through centuries of change and we share our traditions that we have and continue to maintain. Every day we celebrate our continuance as Indigenous communities and the contributions to society that have made and will continue to make.

View the 2020 Indian Pueblo Cultural Center Virtual Indigenous Peoples Day.

Teaching Resources

Using Sources for Research

Primary sources are information based on direct or firsthand experience about an event, person, or object. Primary sources often reflect the individual viewpoint of a participant or observer. Examples are autobiographies, interviews, surveys, diaries, letters, photographs, speeches, artifacts, documentaries, and articles and materials published at the time.

Secondary sources are materials created by someone who did not witness or participate in an event or time period. Secondary sources describe, discuss, interpret, analyze, evaluate and summarize information found in primary sources. Examples of secondary sources are biographies, films, reference and textbooks, reviews, and magazine newspaper articles written sometime after an event.

The National Archives provides Educator Resources for document analysis – the first step in working with primary sources. Worksheets teach students to find context and extract information from different types of archival materials to make an informed judgment.

Worksheets for Novice or Younger Students

Worksheets for Intermediate or Secondary Students

References

National Archives. (201, August 15) What’s an Archives? https://www.archives.gov/about/info/whats-an-archives.html

National Archives. (2017, May 10) What’s an Archivist? https://www.archives.gov/about/info/whats-an-archivist.html 

National Museum of American History. (n.d.) What are archives? Smithsonian. https://americanhistory.si.edu/archives/about/what-are-archives

Santiago Canyon College. (n.d.) Identifying primary and secondary resources. https://sccollege.edu/Library/Pages/primarysources.aspx#:~:text=Examples%20of%20secondary%20sources%3A%201%20Bibliographies%202%20Biographical,Works%20of%20criticism%20and%20interpretation%20More%20items…%20

Society of American Archivists. (2007) What is an archives? http://files.archivists.org/advocacy/AAM/WhatIsAnArchives.pdf

*The term Indigenous is used broadly to include those labeled Native American, American Indian, Alaska Native, Hawaiian, First Nations, Aboriginal, and others such as the Sami (Finland) and Ainu (Japan). Native American and American Indian are used interchangeably in this blog.

About the Author Jonna C. Paden, Librarian and Archivist, is a tribally enrolled member of Acoma Pueblo. As part of the Circle of Learning cohort, she holds a Masters in Library and Information Science from San José State University where she focused on the career pathway of Archives and Records Management. She is also the archivist for the New Mexico Library Association (NMLA) and previous (2020) and current Chair for the New Mexico Library Association (NMLA) Native American Libraries – Special Interest Group (NALSIG

The Three Sisters

September 3, 2021

The United Nations Educational, Scientific and Cultural Organization (UNESCO) proclaimed September 8^th International Literacy Day to remind us of the importance of literacy for individuals, communities, and societies. Literacy is a fundamental human right and the foundation for the ability to learn. Literacy skills help open doors to education, employment opportunities, and help people function effectively in daily life by understanding information, communicating better, and contributing to an economy. Read to kids, take them to the local library for Storytime, or volunteer your time to teach.

National Grandparents Day is Sunday, September 12. In 1973, West Virginia became the first state to have Grandparents Day. It became a national holiday five years later. In Indigenous cultures, grandparents are honored and respected for the rich source of traditional cultural knowledge they hold and the core values they teach.

On September 22, we reach the fall equinox. Cultures across the world have documented and celebrated this day of almost equal day and night. In the Pueblos, harvest celebrations and dances are held in thankfulness for the foods that will carry us through the winter.

This month the Cultural Center’s focus is on Changing Seasons – Harvest. Read on for more about traditional foods, seeds, cookbooks, and learning resources.

Monthly Feature: The Three Sisters

Corn, beans, and squash – the Three Sisters. From the Northeast to the Southeast, from the Plains to the Southwest and into Middle America, many Indigenous communities grow varieties of this trio. The name, the “Three Sisters,” comes from the Haudenosaunee (Iroquois). Different communities have stories; the common thread is that the three sisters are very close – stronger together than apart.

The three are one form of companion planting – an agricultural technique where two or more crops are planted together in a single plot. The three function as a unit to provide higher crop yield; they help each other grow by creating a fertile soil that resists damage from diseases and insects that would normally consume and destroy them.

First, plant the corn. The stalks provide a pole for the beans to wrap themselves around and help to stabilize the corn in wind. Beans provide nitrogen to fertilize the soil. The large, spiny squash leaves provide shade, help the soil retain moisture, prevent weed growth, and discourages insects from invading. Each of the three attracts beneficial insects that prey on those that are destructive.

When eaten together, corn, beans and squash are a complete and balanced meal. Corn is low in protein but provides carbohydrates. Beans are a rich source of protein and have amino acids missing in corn. Squash provides different vitamins and minerals than corn or beans. All three can be dried and used for food year-round.

Seeds are life – and are at the heart of our memory, histories, cultures, and traditions as Peoples of those lands in New Mexico.

~ Española Healing Foods Seed Library

Española Healing Foods Seed Library

The seed library is a space for community to come together to receive and share seeds, which we can grow, save, and protect as a source of food, medicine, health, and wellbeing.

The Seed Library is a project of the Española Public Library, the City of Española, Tewa Women United’s Española Healing Foods Oasis, and Seed Library Youth Leaders. It was designed and launched by a group of young seed protectors.

Teaching Resources

The Indigenous Wisdom Curriculum provides teachers with an educational plan for K-12 students in New Mexico to learn about Pueblo culture and history. This curriculum serves as a counternarrative to the New Mexico history presented in schools today.

The Cooking with Fractions in Pueblo Feasts (grade level 6) unit focuses on the core values of respect, community, and service in Pueblo culture and is designed to deepen students’ understanding of dividing fractions through the cultural experience of using and preparing food – beans and corn.

Seasons of Growth: Harvest – Sunday, September 19, 2021 @ 11:00 am-1:00 pm MDT

As we enter the harvest season, many plants and trees bear fruits, seeds, roots, or leaves that have many uses. This month’s garden learning series will feature presentations and discussions about wild foraging. Foraging is a key part of sustenance for many Indigenous communities and allows us to act as sustainable stewards of the lands we occupy. Learn about the benefits of integrating foraging into our existence.

Pueblo SEEDSS Webinar #4: Traditional Foods – Wednesday, September 22, 2021 @ 9:00-11:30 am MDT

The fourth Pueblo SEEDSS webinar features Chef Ray Naranjo (Santa Clara Pueblo and Odawa) and moderated by Andi Murphy (Diné), Host of Toasted Sister Podcast. Chef Ray will prepare a meal using traditional outside cooking techniques. There will also be presenters on traditional foods, harvest time, and seed saving.

Books

The Pueblo Food Experience Cookbook is an original cookbook by, for, and about the Pueblo peoples of New Mexico. This cookbook is a product of the Flowering Tree Permaculture Institute, founded by Roxanne Swentzell at Santa Clara Pueblo. Its goal is to promote healing and balance by returning to the original foodways of the Pueblo peoples.

The precontact, Indigenous diet emphasizes chemical-free meat, fowl, fish and a wide variety of whole grains, nuts, seeds, fruits, and vegetables. Buffalo Tamales, Blue Corn Cakes, and Rabbit Stew are just a few of the unique and delicious Pueblo recipes. Five thought-provoking essays contribute to the understanding of Pueblo history and culture. Though written in the Tewa Pueblo of Santa Clara, Indigenous peoples everywhere, and anyone interested in learning about Pueblo culture and food, will delight in this book.

Pueblo Indian Cookbook: Recipes from the Pueblos of the American Southwest

With over one-hundred and thirty authentic recipes, this bestselling cookbook is the definitive collection of Pueblo Indian cooking. From breads to stews to wild-foods, this book is a classic in Pueblo Indian cooking.

The Mitsitam Café Cookbook is published in association with the Smithsonian Institution’s National Museum of the American Indian and showcases the Americas’ indigenous foods in 90 easy-to-follow, home-tested recipes. Author and Mitsitam Café chef Richard Hetzler spent years researching Native American dishes and food practices for this stunning cookbook that includes full-color images of the dishes and of objects from the museum’s collection.

Videos

View Into the Collection: Harvest Time at the Pueblos – Saturday, September 25, 2021

Join Amy Johnson (Isleta Pueblo), Curator of Collections, for an in-depth look at artwork and cultural items from the Indian Pueblo Cultural Center’s Permanent Collection.

Our September segment celebrates harvest time at the Pueblos. After time spent during the hot summer months tending to our gardens, now is the time to harvest. Successful fall harvests provide plentiful corn and squash. Amy will share the importance of corn and squash, and their depiction in various art forms. Join us for a look at the selected art works, and the artists who create them.

__________

References

Caduto, M. J. & Bruchac, J. (1996) Native American gardening: Stories, projects, and recipes for families. Fulcrum Publishing.

Corley, T. C. (2008, November 25) Three sisters – corn, beans, squash. Book of Threes. https://www.bookofthrees.com/three-sisters-corn-beans-squash/

Hill, C. G. (2020, November 28) Returning the ‘three sisters – corn, beans and squash – to Native American farms nourishes people, land and cultures. Des Moines Register. https://www.desmoinesregister.com/story/opinion/columnists/iowa-view/2020/11/28/returning-corn-beans-and-squash-native-farms-nourishes-cultures/6355769002/

Morales, R. A. (2017, June 18) An Oneida elder speaks about the three sisters garden. [Video]. YouTube. https://www.youtube.com/watch?v=lSwGxJe4bVs&t=302s

Native American Food Sovereignty Alliance. (2019, March 11) Indigenous seed keepers network. [Video]. YouTube. https://www.youtube.com/watch?v=IooHPLjXi2g

Smithsonian Folklife. (2020, July 2) Corn, Beans, and Squash: What the three sisters tell us [Video]. YouTube. https://www.youtube.com/watch?v=CTqDcGidxJA

Walker, A. (2016, March 31) Growing Native American heritage: The three sisters. Poughkeepsie Farm Project. https://www.farmproject.org/blog/2016/3/31/growing-native-american-heritage-the-three-sisters

Wernative.org. (n.d.) The Three Sisters. https://www.wernative.org/articles/the-three-sisters

*The term Indigenous is used broadly to include those labeled Native American, American Indian, Alaska Native, Hawaiian, First Nations, Aboriginal, and others such as the Sami (Finland) and Ainu (Japan). Native American and American Indian are used interchangeably in this blog.

About the Author

Jonna C. Paden, Librarian and Archivist, is a tribally enrolled member of Acoma Pueblo. As part of the Circle of Learning cohort, she holds a Masters in Library and Information Science from San José State University where she focused on the career pathway of Archives and Records Management. She is also the archivist for the New Mexico Library Association (NMLA) and previous (2020) and current Chair for the New Mexico Library Association (NMLA) Native American Libraries – Special Interest Group (NALSIG).

Pueblo Revolt

August 6, 2021

Since time immemorial, our Pueblo history has been filled with resilience and resistance, from everyday subsistence activities of living on our lands to life-changing events that require a larger collaborative community effort, such as the Pueblo Revolt of 1680. Through the centuries, we have adapted and stayed strong. Resilience runs through our blood.

Read on to learn about the Pueblo Revolt of 1680 and the leader, Po’pay. Visit the Pueblo Revolt Online Exhibit for more about the Po’pay statues, knotted cord, Indigenous Wisdom Curriculum, recipe tribute, and presentations.

On August 28, the Indian Pueblo Cultural Center turns forty-five! The Center has certainly changed and expanded through the decades, added artwork and programs, and continues to educate visitors about our resilient history.

Monthly Feature: Pueblo Revolt

On August 10, 1680, the Pueblo nations of New Mexico rose up against the Spanish colonizers. For over eighty years, the Pueblo people suffered violence, cruelty, and hunger; exploitation of labor and resources; harassment and persecution for practicing long-held religious traditions that are interwoven in daily life; and psychological and physical stress. Pueblo leaders realized negotiations with the Spaniards was useless.

Each Pueblo community is an autonomous nation. Never before had they banded together. The Pueblo Revolt of 1680 was the most successful uprising against colonial intruders by an assembly of Indigenous people who had developed a reputation as a peaceful tribe. After being pushed out, the Spaniards were not able to successfully return for twelve years.

The Revolt helped ensure cultural survival and demonstrated the resilience of the Pueblo people. It is one reason the Pueblos continue to maintain their lands, languages, customs, and religion. Today, the All Pueblo Council of Governors (APCG) continues to fight for the well-being of the Pueblo nations.

This award-winning account of the Pueblo Revolt, originally published in 1973 as Red Power on the Rio Grande, is told from the point of view of the Native American villagers of the Rio Grande Valley. Folsom equates the Pueblos’ desire to control their own destiny to that of the Americans in 1776 and reveals the harshness of Spanish rule.

Not only were the Pueblos taxed and forced to labor for the Spanish, they were frequently sold into slavery and their religion was attacked and suppressed by missionaries. Under the direction of Popé, the Pueblos overcame their traditional reliance on local leadership and joined together in a brilliantly conceived and successful attack on Spanish power. This pivotal time in Pueblo history is powerfully and compelling retold here.

 . . . Yet today, more than three centuries later, crucial questions about the Pueblo Revolt remain unanswered. How did Pope succeed in his brilliant plot? And what happened in the Pueblo world between 1680 and 1692, when a new Spanish force reconquered the Pueblo peoples with relative ease?

David Roberts set out to try to answer these questions and to bring this remarkable historical episode to life. He visited Pueblo villages, talked with Native American and Anglo historians, combed through archives, discovered backcountry ruins, sought out the vivid rock art panels carved and painted by Puebloans contemporary with the events, and pondered the existence of centuries-old Spanish documents never seen by Anglos.

The Pueblo Revolt of 1680 changed the course of history. It was the only war that American Indians ever won against the Europeans. In this new nonfiction account, Jake Page delves into the events leading up to the revolt, its aftermath, and the less well-known second revolt.

Join IPCC Cultural Educator, Jon Ghahate, for a Pueblo Book Club discussion on Tuesday, August 10, in person (Silver Room) or online (Zoom) from 2:00-4:00 pm MDT.

Po’pay

Po’pay (Ohkay Owingeh–San Juan Pueblo)

Born about 1630, Po’pay – whose name means “Ripe Squash” in Tewa – was a farmer and part of the medicine society. In 1675, Po’pay and 46 other Pueblo leaders were convicted of sorcery. Those practicing traditional religious practices were tortured and sometimes executed by the Spanish settlers to New Mexico. He was flogged.

Pueblo leaders had been meeting to discuss how to approach and deal with the Spaniards. They agreed that the Spaniards needed to leave. or suffer the consequences. Po’pay was chosen as leader. August 13 was chosen as the day the Pueblos would begin to force the Spaniards out of the Pueblo homelands. War was inevitable. Two runners with knotted cords were sent out to notify the distant Pueblos of the plans but were arrested and questioned. The revolt started on August 10^th.

Cliff Fragua (sculptor) describes the sculpture:

In my rendition, he holds in his hands items that will determine the future existence of the Pueblo people. The knotted cord in his left hand was used to determine when the Revolt would begin. As to how many knots were used is debatable, but I feel that it must have taken many days to plan and notify most of the Pueblos. The bear fetish in his right hand symbolizes the center of the Pueblo world, the Pueblo religion. The pot behind him symbolizes the Pueblo culture, and the deerskin he wears is a humble symbol of his status as a provider. The necklace that he wears is a constant reminder of where life began, and his clothing consists of a loincloth and moccasins in Pueblo fashion. His hair is cut in Pueblo tradition and bound in a chongo. On his back are the scars that remain from the whipping he received for his participation and faith in the Pueblo ceremonies and religion.

Cliff Fragua (Walatowa–Jemez Pueblo) had no visual reference for Po’pay. The seven-foot statue, carved from pink Tennessee marble, was chosen because its hue “is more closer to our skin color.”

A second Po’pay statue at the Indian Pueblo Cultural Center was crafted with a stronger statement – a broken crucifix and a Pueblo drum, which represent traditional Pueblo songs and dances.

Installed in 2005 at the National Statuary Hall in the U.S. Capitol, Po’pay is one of seven statues that honors a Native American and is the only statue carved by a Native American sculptor.

Teaching Resources

The Indigenous Wisdom Curriculum provides teachers with an educational plan for K-12 students in New Mexico to learn about Pueblo culture and history. This curriculum serves as a counternarrative to the New Mexico history presented in schools today.

Lesson 1: First Encounters with Spanish Explorers: A Pueblo Experience by Dr. Christine Sims (Acoma Pueblo)

Content Area: Social Studies – NM History

Grade Levels: Middle school, 6-8, adaptable to high school levels

Lesson 2: Creating Movement through Resilience by Leroy “Buster” Silva, (Laguna and Acoma Pueblo)

Content Area: Health and Wellness

Grade Levels: High school, 9-12

Videos

The first American Revolution occurred along the Rio Grande in northern New Mexico when the Pueblo Indians broke from the Spanish Empire. The 1680 Pueblo Revolt has shaped the deeply contested territories of the US-Mexico borderlands even today. Native and Chicano narrators recall his living history through humor, music, and cartoons.

Cultural Educator Jon Ghahate (Laguna & Zuni Pueblo) explores the history and lasting significance of the Pueblo Revolt.

References

Architect on the Capitol. (n.d.). About the National Statuary Hall Collection. https://www.aoc.gov/explore-capitol-campus/art/about-national-statuary-hall-collection

Ohkay Owingeh. (n.d.). Po’pay in DC. http://ohkay.org/popay/

Sando, J. S. (2005). Po’pay: Leader of the first American revolution. Clear Light Publishing.

*The term Indigenous is used broadly to include those labeled Native American, American Indian, Alaska Native, Hawaiian, First Nations, Aboriginal, and others such as the Sami (Finland) and Ainu (Japan). Native American and American Indian are used interchangeably in this blog.

About the Author

Jonna C. Paden, Librarian and Archivist, is a tribally enrolled member of Acoma Pueblo. As part of the Circle of Learning cohort, she holds a Masters in Library and Information Science from San José State University where she focused on the career pathway of Archives and Records Management. She is also the archivist for the New Mexico Library Association (NMLA) and previous (2020) and current Chair for the New Mexico Library Association (NMLA) Native American Libraries – Special Interest Group (NALSIG).