Electronic Learning Expedition Educator Guide Education and Interpretation Department

Transcription

1 NATURAL TEXAS AND ITS PEOPLE Electronic Learning Expedition Educator Guide Education and Interpretation Department

2 NOTE TO THE EDUCATOR This guide was prepared by the Education and Interpretation Department of the Institute of Texan Cultures. For more information on this guide please contact: Office of Education and Interpretation Institute of Texan Cultures UTSA HemisFair Park Campus 801 East Cesar E. Chavez Blvd., San Antonio, TX Phone: (210) Fax: (210) TexanCultures.com 2013 UTSA Institute of Texan Cultures 2 P a g e

3 Table of Contents Activity and Page Number: Overview of Natural Texas and Its People ELE... 5 Description:... 5 Objectives:... 5 Grades:... 5 Subjects:... 5 Pre-ELE... 6 Be a History Detective... 6 Objective... 6 TEKS... 6 Materials... 6 Instructions... 6 ELE Prep... 7 Materials... 7 Instructions... 7 During-ELE... 8 Natural Texas and Its People... 8 Objective... 8 TEKS... 8 Agenda... 8 Post-ELE You re Hired! TEKS Materials Instructions Appendix Natural Texas and Its People Chart Natural Texas and Its People Chart- ANSWER KEY... 15

4 Video Conference Etiquette Teachers Students I SPY THE CADDO INDIANS MURAL THE CADDO INDIANS MURAL DESCRIPTION THE LIPAN APACHE INDIANS MURAL THE LIPAN APACHE INDIANS MURAL DESCRIPTION THE MOGOLLON INDIANS MURAL THE MOGOLLON INDIANS MURAL DESCRIPTION Resources P a g e

5 Overview of Natural Texas and Its People ELE Available September 9-30, 2013 Description: Explore the human-environment interaction of the Texas Indian cultures and the Texas Landscape. We will focus on three tribes from different physical regions of Texas during different time periods. Objectives: Pre-ELE Students will differentiate between, locate and use valid primary and secondary sources to acquire information on the Caddo, Lipan Apache and Pueblo Mogollon. Grades: 4 th During-ELE Students will explore how cultural groups are often shaped by their surroundings by analyzing murals and artifacts from three areas in our American Indian exhibit. Post-ELE Students will apply their knowledge by creating a mural of their own for a tribe of their choice from the North Central Plains physical region (4 th grade) or Gulf cultural region (7 th grade) of Texas. 7 th Subjects: Social Studies

6 Pre-ELE Be a History Detective Objective Students will differentiate between, locate and use valid primary and secondary sources to acquire information on the Caddo, Lipan Apache and Pueblo Mogollon. TEKS Fourth Grade (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas; Seventh Grade (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas; Materials Computer or personal device with internet (consider scheduling time in the Library or Computer lab) Social Studies textbook Other approved resources, see suggested ITC web resources below and the list of resources at the end of this guide Natural Texas and Its People chart Writing utensil Instructions 1. Class Warm up Prompt: Describe in general terms the way in which geography and history interact, and explain why understanding geography concepts is important to understanding a region s people, culture and economy. 2. Inform the class that they will be participating in a video conference with the Institute of Texan Cultures soon and that they will be learning about Natural Texas and Its people. 6 P a g e

7 3. Then discuss as a class human-environment interaction and brainstorm what do humans need to live? And where do humans get these things? 4. For the next activity assign partners. 5. Distribute the Natural Texas and Its People chart. (one per pair) 6. Have students complete the chart with their partner using approved resources from the classroom, library and/or internet. 7. Have the students bring their completed chart to the ELE, so they can refer to it as needed. Suggested ITC web resources: Texans: A Story of Texan Cultures for Young People Student Edition - Book Texans One and All - Book %20The%20Native%20American%20Texans.pdf Native American culture area - Blog The Indian Texans - Book ELE Prep Materials Completed Natural Texas and Its People chart I Spy handout Copies of the three murals: the Caddo, the Lipan Apache and the Pueblo Mogollon Instructions 1. Remind the class that they will be participating in a video conference with the Institute of Texan Cultures in San Antonio, TX and that they will be learning about Natural Texas and Its People. 2. Brainstorm questions your students would like to ask the presenter during the Q&A time at the end of the ELE. 3. Reminder students about appropriate video conferencing etiquette. (See list in the Appendix) 4. On the day of the ELE distribute the I Spy handout and copies of the murals (one set per pair) so students can follow along and complete the I Spy handout during the presentation. 7 P a g e

8 During-ELE Natural Texas and Its People Objective Students will explore how cultural groups are often shaped by their surroundings by analyzing murals and artifacts from three areas in our American Indian exhibit. TEKS Fourth Grade (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities; and Seventh Grade (2) History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas. The student is expected to: Agenda 1. Introductory video (A) compare the cultures of American Indians in Texas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern; 2. Roll Call of participating schools 3. Introduce students to the Institute of Texan Cultures and to the presenters: a. ITC located in San Antonio, World s Fair Hemisfair 1968, Texas Pavilion, Showcased all the ethnic groups that came to Texas b. Presenters: Educational Specialist Carey Eagan 4. Warm up: (If students have access to a computer or a personal device, they can respond to the questions via Socrative.com by going to and entering in as the room number and click on the join room button. From there they will be able to respond as I make the questions available.) a. Who were the earliest Texans and how did they get here? b. Name at least three Native American tribes of Texas. 8 P a g e

9 c. Name the four physical/natural regions of Texas d. Name the four Native American cultural regions of Texas 5. Today s presentation is Natural Texas and Its People. a. We will explore the human-environment interaction of the Texas Indian cultures and the Texas Landscape. b. We will focus on three tribes from different physical regions of Texas during different time periods. i. Muralist George Nelson; How could George paint these scenes if he wasn t alive at the time? Did he have photos? Stories? Where did he get the information in order to depict these scenes? ii. Caddo students will complete the appropriate section of I Spy handout by analyzing the mural and artifacts. Does their analysis of these items match the research they did? Why or why not? What is the same, what is different? Why might that be? iii. Pueblo Mogollon students will complete the appropriate section of I Spy handout by analyzing the mural and artifacts. Does their analysis of these items match the research they did? Why or why not? What is the same, what is different? Why might that be? iv. Lipan Apache students will complete the appropriate section of I Spy handout by analyzing the mural and artifacts. Does their analysis of these items match the research they did? Why or why not? What is the same, what is different? Why might that be? 6. Wrap up a. What the basic human needs? How were these depicted in the murals? How did these groups meet their needs? Did they all use the same resources to meet their needs? Why or Why not? b. Take Student Questions 7. Good Bye - Thank you from the Institute of Texan Cultures 9 P a g e

10 Post-ELE You re Hired! Students will apply the knowledge they have acquired during the video conference by creating a fourth mural for the Institute of Texan Cultures Native American exhibit featuring the humanenvironment interaction for the following: Fourth grade a North Central Plains region Indian tribe o Wichita o Comanche Seventh grade a Gulf culture Indian tribe o Karankawa o Coahuiltecan Students should use prior knowledge, their Social Studies textbooks and other resources from the Library and the internet to create their mural. TEKS Fourth Grade (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and Seventh Grade (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (D) create written, oral, and visual presentations of social studies information. Materials Copies of the three murals with the descriptions from ITC s Native American exhibit One sheet of Butcher paper per group Pencils Paint Instructions 1. Put students in teams of Have one team member pick up the supplies 3. Tell your students: 10 P a g e

11 Today we are going to pretend that the Institute of Texan Cultures has hired your team to create a new mural for their Native American exhibit. Create your own mural for: (fourth grade) North Central Plains physical region or (seventh grade) Gulf cultural region Indian groups. Use the three we studied during the video conference as an example. Be sure to include the following: o shelter o food o clothing o tools o daily activities/jobs o a mural description highlighting the activities we see in the mural o a map of the tribe s location in the lower right corner 4. Assist students as needed. 5. Have students present to the class, and discuss, or post the murals in the classroom or the hallway and host a gallery walk. 11 P a g e

12 Appendix 12 P a g e

13 Name: Date: Natural Texas and Its People Chart Instructions: With your partner complete the chart below by conducting research using your Social Studies textbook and other resources from the Library and the internet. Be sure to shade in the region the tribe lived in on the map in the Location column. Bring the completed chart to the video conference. Tribe Characteristics Caddo Natural Region Description Location Cultural Description Lipan Apache -

14 Name: Date: Pueblo Mogollon - List your sources: What information do you still need? What questions do you have?

15 Natural Texas and Its People Chart- ANSWER KEY Tribe Characteristics Caddo built dome shaped huts, organized government system led by a chief, women played important roles, greeted European with the word Tejas. Lipan Apache used bison hide to protect themselves from harsh landscape. For part of the year they lived in farming communities along rivers and streams called Rancherias. Natural Region Description Coastal Plains wet, humid, largest population, flat land Great Plains dry, flat, lots of room, not much animals, canyons Location Cultural Description Southeastern Sedentary, foodrich environment, complex social systems Plains Nomadic, dependent on the bison, fierce warriors Pueblo Mogollon - lived in adobe houses, they were farmers, but also hunted small animals. Created beautiful pottery to cook and store things in. Mountains and Basinsmountains, deserts, desert plants, least populated, highest elevation Pueblo sedentary, farmers, lived in houses made of adobe

16 Video Conference Etiquette Teachers 1. Assume at all times that the camera and mic are live 2. Mute the mic when your school is not speaking; unmute when you school is called upon 3. Facilitate the learning on your end 4. Have students raise their hand to respond to or ask a question 5. Give students an overview of the program 6. Brainstorm questions for the Q&A session at the end 7. Provide students with the required materials ahead of time 8. Remind students to wait at least seconds for a response due to lag time Students 1. Be prepared to learn 2. Pay attention and follow instructions 3. Be courteous to other participants both at your school and at other sites 4. Speak clearly and loudly 5. State your name and what school your from 6. Keep body movement to a minimum 7. Maintain eye contact by looking at the camera when speaking 8. Do not hold side conversations

17 Name: Date: I SPY Instructions: When prompted by the presenter, complete the assigned section of the chart with your partner. Mural How are humans interacting with the environment? What does it tell you about where they lived and their culture? Refer to your research. Would you change the depiction? If so, how and why?

18 Name: Date: PAINTED BY ARTIST GEORGE NELSON

19 THE CADDO INDIANS MURAL DESCRIPTION From left to right: 1. Two women are carrying a deer. Women had the responsibility of skinning and processing wild game (deer, bear, rabbits, wild hogs) and fowl (turkeys, prairie chickens, ducks) which the men had killed. 2. Drying racks are used to cure thin strips of meat (jerky.) 3. Women are scraping hides in order to make them into blankets or clothing. 4. A hunter, still camouflaged in a deerskin with the head attached plays like he is a deer to delight the small children. 5. A ramada, or arbor, made of poles and grass thatching, provides shade for a work area and a rooftop for drying corn. 6. Women weave baskets of split cane. 7. Women fashion clay vessels by coiling rolled lengths of clay. Three-dimensional designs, executed while the clay is still moist, include incisions, punctuations and appliqués. After the clay has dried, the women use a sharp tool to engrave designs. Potters bake their bottles, bowls, pots and jars in the open air inside of a pile of burning branches and sticks. Cutting off oxygen to the fire during the firing process produces a black color on the finished wares. Sometimes a potter rubs red pigment into engraved areas on a vessel s surface after the pot is fired. 8. House-building, if similar to that of the Late Caddos of the 17th century, is a community project. The men do the heavy labor of digging post holes, planting the upright poles securely into the post holes and lashing the framework of branches to the uprights. Women carry bundles of grass and cane from a nearby creek, while others attach thatching in layers to form the exterior surface of the house. The beehive-shaped dwellings, which measure 25 to 45 feet in diameter and height, are large enough to sleep 30 to 40 comfortably. Although we do not know how the interior of the Early Caddo houses looked, we can make an educated guess by relying on early Spanish and French colonial records. In 1690, Father Damian Massanet described the house of a Caddo official as follows: A perpetually-burning fire in the center of the house provided light and heat. Ten beds lined the wall of one half of the house. Each 3-foot high bed consisting of a reed mat attached to four forked sticks was covered with bison skins. A brightly colored mat, which arched over the bed, was attached to the head and the foot of the bed. Mat curtains, which hung between the beds, offered privacy and created an alcove look. Shelves supporting baskets of corn, beans, acorns and nuts, lined the wall of the other

20 half of the house. Large clay pots and wooden mortars for pounding corn in rainy weather were also located on the kitchen side of the house. Another European who visited a Late Caddo house described a loft, located 10 to 15 feet above the ground, which was used for food storage. 9. In a large tree in mid-ground are a number of skulls of slain enemies that the Caddo warriors brought back to the village and hung in a tree near the chief s house. After a certain time, they were taken down and buried. Although generally peaceful to European explorers and early settlers in East Texas, Caddo warriors fought many enemy tribes, such as the Osage and the Lipan Apaches. 10. Pumpkins, corn (two crops per year,) sunflowers and several varieties of beans were among Early Caddo vegetables. The gathering of wild foods was equally as important, if not more so, than farming. Acorns, pecans, hickory nuts, walnuts, wild grapes, wild plums, persimmons, amaranth, fresh water mussels and Rabdotus snails all contributed to the nutrition of the Caddo diet. 11. Storage units (thatched platforms on stilts) were used to keep food dry and away from prowling varmints. 12. Two women pulverize corn by pounding it in a tree trunk mortar with heavy wooden pestles. 13. The striking woman in the foregrounds returns from a nearby creek carrying water in a pot on her head. She wears a poncho and skirt made of shiny black brain-tanned deerskin. The source of the black dye for Caddo clothing in not known. Little white seeds adorn the fringe of her blouse. 14. The large wooden structure located midway in the mural is a ramada with a raised floor but lacking a thatched roof. A photograph of a Caddo camp, taken by Soule between 1868 and 1872 shows such a structure with Caddos seated upon a platform three to four feet above the ground. 15. Dogs, which were domesticated by indigenous peoples throughout the Americas in prehistoric times, roam freely when they are not being used to hunt bison or bear. (Caddo ate dogs only when there was a famine.) 16. The stately-looking gentleman wearing a bison skin robe and carrying a scepter is a high priest or xinesi (pronounced shin-nee-see.) He and other priests conduct ceremonies, accompanied by rituals and music. Rituals accompany important events, such as the planning and harvesting of crops, hunting, war, healing and death. Tobacco is grown and used for ceremonial occasions. One of the xinesi s duties is to ensure that a sacred fire burns perpetually in the temple. 17. The seated men on the woven mat are trading. Caddoan-speaking traders from a distant village have brought items for barter. Because of a difference in dialects, one man communicates with the others by using sign language. Raw materials for trade have traveled great distances: copper from the Great Lakes region, stone for axe heads from the Appalachian Mountains, chert (flint) for stone tools from Oklahoma, Arkansas and central Texas, fin-grained sandstone from Louisiana, marine shells from the east Gulf Coast. East Texas salt, ocher and bois d arc bows are exchanged for exotic goods.

21 18. Body ornamentation A. Tattoos were made by cutting the skin with a sharp piece of stone and rubbing charcoal into the incision. Tattoos served to signify one s clan, social rank or marital status, as well as to beautify the body. B. Ground ocher was mixed with animal fat to make body paint. Late Caddos wore paint during war raids and upon greeting strangers. Ocher, as well as other pigments, was found in the stratigraphy of the burial mound. Pigments may have been used as a part of death rituals. C. Copper ear spools and marine shell nose rings ad to the magnificence of the trader s appearance. The Caddo chief, called a caddi, wears a regal turkey feather robe. One trader wears a pendant made from an incised piece of conch shell. D. The Caddo men wear two hair styles: the Mohawk look (center strip of cropped hair bounded by hairless areas on the sides) and the Monk look (tonsure or shaved head.) Each look is accompanied by a long queue. Some Southeastern Indians plucked both scalp and facial hair with tweezers made of two shells. 19. A craftsman drills a pilot hole in a ritual pipe with a bow drill. A flint drill bit is attached to the upright wooden drill rod. (The bowl and stem holes on the original pipe unearthed at the Davis site appear to have been enlarged by grinding and pecking.) 20. Two flintknappers demonstrate different stages of the preparation of chipped stone tools. The man on the right removes flakes from a core of chert by striking the core with a hammer stone. He creates the general form and shape of the tools by this percussion method. The man to his left uses the tine of a deer antler to remove flakes from the edges of stone tools. He is doing finish work, such as making notches for arrow points. This latter method is called pressure flaking. 21. The mound to the far left is a temple mound. The mound in the center of the mural is the burial mound during a period of construction. Workers carry 30- to 40-pound baskets full of dirt from the quarry to cover the burials beneath. The mound on the right is the second temple mound.

22 PAINTED BY ARTIST GEORGE NELSON

23 THE THE LIPAN APACHE INDIANS MURAL DESCRIPTION From left to right: 1. In the left foreground, a woman waterproofs a woven fiber water jug with pitch. A little girl in a traditional beaded dress stands with a woman with a cradleboard. The woman is talking with a woman in a new-style blue and orange cloth dress. Cloth was obtained from Spanish and later Mexican and Anglo-American traders. This lady is based on a painting by Richard Petri, ca She also is wearing a large shell pendant and hair-bone or hair pipe beads and a belt embossed with silver ornaments. 2. Behind to the left is a bison hide stretched on a rack to cure. Further in the background is a woman with two dogs hitched to travoises and a horse with a travois. Also, there is a tipi under construction that is not yet covered. In the background (left) is a red oak tree changing color with the season. 3. Far left background on distant hilltop is a group of men sending smoke signals to a more distant village in the Frio River Canyon five miles to the east. 4. To the right of the lady in blue, two women sit on the ground in front of a tipi; one pounds dried meat into small fragments to be mixed with fat and berries, made into pemmican and stored in the painted rawhide skin bags or parfleches on the ground nearby. The other woman rocks a baby in a cradle-board. Behind them is meat drying on a rack. 5. In the mid-foreground is a woman scraping a bison hide. 6. In the center, a man sends a message via sunlight reflected on a shield to the men who are sending smoke signals on the hill. This message signals that the war party is returning from their raid. 7. A stack of lances holds up a shield with the warrior s own markings on it in front of his tipi. 8. Two women heat stones in a fire to heat water in a skin pouch (stone boiling.) 9. At their feet is a much older burnt rock mound used thousands of years before the Plains Indians moved into the area. 10. In the background, a raiding or hunting party crosses the creek on its return to camp. 11. Right foreground: A group of warriors studies a flintlock musket obtained by trading or raiding. Each man wears his hair in a long false hair braid made up of his own hair, with locks of his wife s and his horse s hair braided in. Long groups of silver and German silver conchos of descending size decorate the braid. Buckskin shirts and leggings and woven loincloths are decorated with small glass beads obtained from European traders.

24 THE The large figure wears a bison robe with his life story painted on the smooth side. It shows bison hunts and fights with his enemies. Also it shows his musket. At his feet is a painted bison skull used with prayers for good hunting. The warrior on the far rights holds a lance with a Spanish sword blade made into a point. He has hung his shield and bow and arrows across his shoulder. 12. Red prickly pear fruits (tunas) have ripened and will be picked and eaten.

25 THE

26 THE MOGOLLON INDIANS MURAL DESCRIPTION From left to right: 1. Adobe structures: During the El Paso phase of occupation (the two hundred years between 1200 and 1400 A.D.), basin settlers built villages composed of contiguous, surface room blocks with an east to west alignment and south-facing doorways. Villagers procured mud for adobe and caliche for plaster from borrow pits, which were later filled in with ash debris and trash. Houses were not constructed of adobe brick, but rather of layer upon layer of puddle or daubed-on mud. The cracks visible on the outer walls were the result of weathering. Rooftops probably served as multiple activity zones where food-drying, cooking, eating, socializing, and even sleeping took place. Archaeologists think that the larger middle room of the room block was a combination ceremonial and community center. 2. Trash midden: Scattered across the foreground of the mural is a garbage dump containing shards of broken pottery, animal bones and charcoal ash. 3. Cooking fires: Women of each village family probably prepared meals on separate hearths. 4. Storage chamber: Although the actual purpose is not known, perhaps the 3-foot-square enclosure which the woman is building was used as a food storage area or as a pen for turkeys or eagles. 5. Arbor (ramada): Shaded from the afternoon sun, a woman makes a coiled basket while two small children eat popcorn. A young man, who is finishing an arrow, squats to the left of an elderly man wearing a turquoise and olivella shell necklace. Turquoise was available 43 miles to the north in the Jarilla Mountains of New Mexico, but the olivella would have traveled a great distance from its point of origin in the coastal waters of Baja, California. 6. Farmer carrying a basket of corn: Equipped with a digging stick and a rabbit-throwing stick, the man is returning from one of the village corn fields. A tumpline across his head provides support for the weight of his burden. Baskets, sandals, nets and mats were woven of sotol or yucca leaves. Situated on alluvial fans at the edge of the basin, the village corn fields received rainfall runoff from the mountains. Perhaps the accumulation of water in basin playas (shallow lakes) and/or mountain springs provided other sources of water for the villagers. The Rio Grande was five miles away. 7. Seated man in a rabbit-fur tunic: Robes, shirts and blankets of rabbit fur were made by weaving a long, continuous warp strand of fur with a weft of spun sotol or yucca fiber. The man is chipping a frog effigy (perhaps a water symbol) from sandstone. 8. Pottery: The locally-manufactured large pots with bold red and black geometric designs (El Paso Polychrome) were used for cooking, as well as storage. The smaller polychrome pot behind the man chipping the frog effigy was a trade item originating at Casas Grandes, Chihuahua, Mexico,

27 approximately 125 miles southwest of Firecracker. The Chupadero black-on-white vessels were made by potters of southern New Mexico. 9. Woman painting a pot: Using a mixture of ground red ocher and water, the woman creates pottery designs with a yucca leaf paintbrush. 10. Corn-processing: A woman uses a trough metate made of basalt to grind dried corn. Ancient lava beds west of the Franklin Mountains were an available source of basalt for ground stone objects and of obsidian for chipped tools. A broken piece of pottery collects the ground meal. Standing to the left is a woman who is winnowing corn with a flat basket. She wears an apron made of yucca or sotol string. 11. House corner: Striped squash and a basket of beans lay to the right of the ladder base. 12. Seated man with child: The man talks of his rabbit hunt to the boy as another hunter returns. A folded net used for hunting lies beside the man. Groups of villagers would walk cross-country together, driving rabbits into nets several hundred feet in length. Hunters threw their rabbit sticks to stun the animals. The rabbits were killed by clubbing or by shooting with a bow and arrow.

28 Resources The University of Texas at Austin College of Liberal Arts. (2003, August 6). Teaching About the Caddo Indians. Retrieved September 3, 2013, from Texas Beyond History: Carlisle, J. D. (n.d.). Apache Indians. Retrieved September 3, 2013, from Handbook of Texas Online: Davis, J. L. (1998). Texans One and All. San Antonio: The University of Texas Institute of Texan Cultures at San Antonio. Hickerson, N. P. (n.d.). Jumano Indians. Retrieved September 3, 2013, from Handbook of Texas Online: Lipan Apache Tribe of Texas. (n.d.). Retrieved September 3, 2013, from The Lipan Apache Tribe of Texas: Perttula, T. K. (n.d.). Caddo Indians. Retrieved September 3, 2013, from Handbook of Texas Online: Smallwood, J. M. (2004). The Indian Texans. College Station: Texas A&M Universtiy Press. Available for purchase in the museum gift shop by calling (210) The University of Texas at Austin College of Liberal Arts. (2005, August 1). Apache. Retrieved September 3, 2013, from Texas Beyond History: The University of Texas at Austin College of Liberal Arts. (2001, October 1). Firecracker Pueblo. Retrieved September 3, 2013, from Texas Beyond History: