Hohokam school
presented their findings to the class verbally and in a written summation.collaboratively discussed their findings and worked in teams to reach consensus on data-driven decisions.interpreted information presented spatially, orally, and quantitatively.actively applied archaeological decision-making and analysis.
connected existing knowledge about prehistoric Hohokam society with the specific data presented.The end product are presentations to discuss the analysis and consensus process.Īt the completion of the lesson students will have: Students analyze data from five archaeological sites in order to select which site best fits their research – understanding the causes of site longevity. Students work in groups to discuss and debate information relative to an area of research expertise. Students are provided multiple sources of information and data to explore Hohokam settlements in Arizona. They experience the archaeological analytic and decision-making process, interact with site and culture-specific data, and gain an understanding of the Hohokam culture by ranking prehistoric settlements according to criteria related to site sustainability using archaeological data.
Itchallenges students to explore the risks and trade-offs made by prehistoric Hohokam communities related to geographic space, irrigation, cooperation, and trade networks.
This curriculum, targeted to 4th - through early middle school, is based off a platform designed by NASA. Additionally, the name Hohokam roughly translates to those who came before and represents each of us as football coaches. We chose this name as a way to pay homage to the State of Arizona and the large Native American communities located within its borders. Hohokam Risks and Trade-offs is the product of research funded by a NSF Coupled Natural and Human Systems Grant that focused on the role of social and ecological diversity as a strategy for prehistoric resilience. This led to the creation of the Hohokam Junior College Athletic Conference (HJCAC).