DESCRIPTION:    STUDENTS WILL EXPLORE THE O’ODHAM CULTURE BY PARTICIPATING IN A VARIETY OF EXPERIENTIAL ACTIVITIES THAT INCLUDE AN O’ODHAM LANGUAGE LESSON AND ROLE-PLAYING VARIOUS DAILY TASKS SUCH AS FOOD PREPARATION, TATTOOING, GAMES, MAT AND POT MAKING

 Subjects:
 Language Arts, Social Studies, Art.

 Materials:
 Master Pages I - 5 through I - 12; index cards; construction paper; scissors; clay or playdough; mesquite beans or corn, grinding stone (see “Food Preparers,” page I - 4); washable paint or markers; Pima Stick game (see “Game Players,” page I - 4).

 Preparation:
 Part I - Review Background Information and instructions. 
 Part II - Gather craft materials.

 Time:
 Part I - One or more sessions. Part II - Two or more sessions.

 Vocabulary:
 metate, mano

           Red
1.  Papago and Pima 
Indians of Arizona
2.  Native American 
Games
3.  Tape:  O’odham 
Language Lesson
4.  Pima Stick Game

O ‘ODHAM VILLAGE LIFE

BACKGROUND INFORMATION:

The people who lived along the Santa Cruz River when first contact with the Spanish was made were called the Sobaipuri, a branch of the O’odham or Pima people.  Their agrarian culture revolved around the resources of the Santa Cruz and San Pedro Rivers, farming corn, beans and other crops while augmenting their diet by hunting and gathering.  Due to disease, intermarriage and deaths from Apache attacks, the name Sobaipuri is no longer heard.  Their descendants, however, live on and are known as the O’odham people.
The present-day O’odham living in close proximity to the Santa Cruz River are the Tohono O’odham (Papago) or desert people, and the Akimel O’odham (Pima) or river people.  Because the Sobaipuri’ were a river-based culture, it can therefore be assumed that their traditions are closer to the northern river-based Akimel O’odham people.  However, traces of both the desert (Tohono) and river (Akimel) cultures influenced the Sobaipuri. 
The O’odham nation  consists of various smaller tribes of sub groups, including the above mentioned Akimel and Tohono groups.  Their native language and customs are similar yet distinctly different giving each branch its own uniqueness.  They believe themselves to be descendants of the ancient Hohokam civilization or “those who came before.”  Their culture is rich and colorful and many participate in traditional activities such as those described in this unit.  Keep in mind, however, that the information provided is based on the past Sobaipuri people and not the present-day O’odham.  Although there may be similarities,  the present-day  O’odham is distinctly different than the ancient
 culture as described in this unit.  1
Naming an O’odham Child

“Before a child is a year old, it is named by friends of the parents in the following manner:  the friends, or godparents, accompanied by other visitors, come for four successive mornings and seat themselves just before sunrise on the ground before the house in which the child lives.  First one and then another of the company holds the child for a moment, but if it is a boy, the kompalt, godfather, repeats a ceremonial speech, passes his hands across the limbs of the infant and holds it aloft to receive the first rays of the rising sun; then he bestows upon the boy the name by which he will be known throughout life, however, nicknames are common and often supplant the baptismal name to some extent.  If it is a girl, the kamult, godmother, delivers the speech and gives the name.  The parents in their turn reciprocate by naming the children of the couple that acts as godparents to their own.
“From the age of ten until about the time of marriage neither boys nor girls are allowed to speak their own names.  The penalty is bad luck in losing arrows in the case of the boys,  in losing  the rsalika or kiaha stick* in
the case of girls.
“The name of a deceased person is not used; he is alluded to as the brother of So-and-So.  The word or words in the name, however, are not dropped from the language.” 

Tattooing

“The O’odham practiced both tattooing and body painting. They usually tattooed both sexes during their adolescence between fifteen and twenty years old.  Designs were first outlined in charcoal and the skin then was pricked with needle points dipped in wet charcoal.  (Needle points were made by using two to four Prickly Pear or Saguaro thorns tied with sinew and cotton.)  They usually tattooed men along the margin of the lower eyelid and with a horizontal line across the temple.  Generally they made a band design across the forehead with a traverse series of lines or. . . short vertical zigzags.  Like the men, they usually decorated the women along the margin of the lower eyelid. Two vertical lines pierced on each side of the chin ran from the top to the lower portion of the jaw.  On occasion these two lines were connected under the lip with a band design.  Painting was used to emphasize the tattoos.”*

Games
Games were traditionally separated by sex. It was a cultural taboo to mix sexes.  Only boys played the Pima Stick Game. The same would apply for an activity like food preparation, done only by women. Both sexes, performed duties such as tattooing and  pottery,  although  most  likely  males 
and females worked apart.  2

ACTIVITY

Part I - The O’odham Language

In this lesson, students are introduced to O’odham culture through a language lesson learning to speak a few words in O’odham. 

- Speaking only O’odham and not English, introduce the following greetings on Master Page I - 5:  Shup Pi Mas Ma?  (How have you been?)  Shap Kaij?  (What do you say?); Pi has (Nothing really), Shap chegig?  (What is your name?)  John bun chegig. (John is my name.)  Thvum nui.  (I’ll see you again.) 

- Introduce O’odham language phonetics to your class (see Master Page I - 5)  In doing so you will also be reviewing English (all O’odham consonants are the same as in English) and Spanish (vowels and pronunciation are the same as in Spanish except the “e” which is pronounced as you would the “u” as in put).

- Master Pages I - 6 and I - 7 contain a list of O’odham names.  Use the list to create individual name tags or cards and distribute them, one per student.  Keep a copy of all names as a teacher reference.

- Take roll-call in the O’odham language: 1) Explain to the students your intention to take roll-call in O’odham.  2) Teach the response, “haichug” (present).  3) Call out each name in O’odham.  Each student then replies by saying “haichug” and repeating their new O’odham name.

- Ask students to practice their new O’odham name with other classmates.  Consider expanding this lesson to teach counting and colors (see Master 
Page I - 5).  3

Part II - O’odham Village Life

- Introduce aspects of O’odham village life by teaching at least two of the following activities.  Consider setting up stations and have students rotate.* 

(Maintadam) Mat Makers- Traditional activity for females.  Use the instructions on Master Page I - 8.

(Haha’um Nuatodam)  Pot Makers - Traditional activity for both male and female.  Use the instructions on Master
Page I - 9.

RESOURCES AND 
REFERENCES

 Of Earth & Little Rain, Bernard Fontana, U of AZ Press, 1989; Hohokam Arts and Crafts, Barbara Gronemann, Southwest Learning Sources, 6440 E. Presidio Rd., Scottsdale AZ  85254, 1994; Papago and Pima Indians of Arizona, Ruth Underhill, The Filter Press, P.O. Box 5, Palmer Lake, CO  80133, reprinted 1979; Pima Indian Legends, Anna Moore Shaw, U of AZ Press, 1968; The Pima Indians, Frank Russell, U of AZ Press, Reprint 1975; A Pima Remembers, George Webb, U of AZ Press, 1959; “Shelter in the Pimeria Alta,” 1993 Pimeria Alta Historical Society Calendar; Singing for Power, Ruth Underhill; The Upper Pima of San Cayetano del Tumacacori, Charles C. Dipeso, The Amerind Foundation, Dragoon AZ, 1956.

( Cheposig)  Tattoos - Traditional activity for both male and female.  The O’odham practiced both tattooing and body painting.  They usually tattooed both sexes during their adolescence between fifteen and twenty years old.  Painting emphasized the tattoos.  Using washable paints or markers, have each student paint a classmate’s face following the patterns shown in Background Information and on Master Page I - 10. 

(Chichvidam) Game Players- Traditional activity for males.  Have students play Ginz, the Pima Stick Game.  The game is in the Encounters Box, or you can create your own game with craft sticks, using the instructions on Master Page     I - 12  as a blueprint.  4

(Hihidodam) Food Preparers- Traditional activity for females.  Allow students to take turns grinding beans or corn. The traditional food was mesquite beans, which can be gathered easily around the Santa Cruz Valley in late summer and early fall.  Corn is also traditional.  The O’odham groumd their grain on a mano and metate (mortar and pestle) which are still commonly used in Mexico.  If not available, find a flat rock to use as a mano (pestle) and use concrete or pavement for the metate (mortar).  (Do not use any of the finished product for consumption!) 

Enhancements
•	Use the O’odham recording from the Encounters Box, red section, to teach the language lesson.  The recording includes  readings of  “An O’odham Language Lesson,” Master page I - 5, the story “When the Three Quail Stole Coyote’s Fat” (text in Encounters Box), and O’odham songs. 3
•	Select a small area on or near school grounds to create a ramada or an O’odham (Ki) shelter.
•	Consider expanding the O’odham language lesson to include counting and colors. (See Master Page I - 5) 
Have students make their own name tags including a sketch of their O’odham name.
•	Invite an O’odham person from San Xavier, Sells or the Gila River Reservation to speak to your class or school.

AN O’ODHAM LANGUAGE LESSON

Greetings

How have you been?  (usual greeting)
	Shap ai Masma?
What do you say?  (informal greeting)
	Shap Kaij?
Nothing really.
	Pi has.
What is your name? 
	Shap chegig?

John is my name.
	John bun chegig
How have you been this evening?
	Shap ai masma ida hudunk?
I’ll see you again.  (used like goodbye)
	Tom ei.

Vowels: All vowels are the same as in Spanish except “e” which is pronounced like the “u” as in P U T.  All of the consonants are the same as in English. 

A	F A R
B	BOY
CH	C H A T
D         HEARD
E	P U T
F	F I X

G	G E T 
H	H A T
I	R I N G
J	J A C K
K	K I T
L	L O O K

M	M OM 
N	N I N E
	CANYON
O	B O A T
P	P I G
S	S U N

SH	S H O P T	T O M
U	M U T E
V	V A T
W	W A K E
Y	Y O U

Numbers

1.		Hemako
2.		Gook
3.		Vaik
4.		Giik
5.		Hetasp
6.		Chudp
7.		Veva’ak
8.		Gigi’ik
9.		Humukt
10.		Vestmam

How old are you?	He’ekia ap ed ahidag?
I am two  years old!  	Gook ani ed ahidag!

Colors

Red		s-veg
Yellow		s-oam*
Blue		s-cheedag*
Green		s-cheedag*
Black		s-chuk
White		s-toha
Gray		s-koomag
Brown		s-oam*
Orange	s-oam*
Like this	hab mas ma*       
That is white.  Heg ‘o s-toha.
This is red.  Id ‘o s-veg.
*Many colors have the same name and are distinguished by comparisons. For Example:  “This shirt is orange like the sun.”  Ida kamish ‘o ye s-iam tash vepo.  “It is orange like this.”  Goa s-oam ehta ith vepo.

TRADITIONAL O=ODHAM NAMES FOR GIRLS				

HO HOR KI MA

BUTTERFLY   	

HEOSIG

FLOWERS 	

HIIVAI

SUNFLOWER 	

TASH  DA=A

SUN  FLYING 	

SIALIG  CHEVEGI

MORNING  CLOUDS   	

SIALIG  VAUSEG

MORNING  DEW	

SHAKUT >O  NE=EODHAM

SINGING  RATTLE	

S-MOIK

SOFT	

GE=E  HAAHAG

BIG  LEAVES   	

CHEVOR

WILLOW 

GOOK  HEOSIG

TWO  FLOWERS 	

S-VEGI  HEOSIG

RED  FLOWER 

S-OAM  HEOSIG

YELLOW  FLOWER   	

CHUHUG  HEVEL

NIGHT  WIND 	

MU=I  HAAHAG

MANY  LEAVES 	

CHUHUG  HEOSIG

NIGHT  FLOWER 	

NE=I  HEOSIG

SONG  FLOWER   	

S-KOOMAG  HAAHAG

GREY  LEAVES 	

KIOHO  HAAHAG

RAINBOW  LEAVES 	

HOA  HAAHAG

BASKET  LEAVE S 

TRADITIONAL O=ODHAM NAMES FOR BOYS				

JURUM   KIOHOR

BEAR  RAINBOW	

GE=E  MASHAD

BIG  MOON	

TONOT  HU=U

SHINING  STAR	

BAN  MEMRADAM

COYOTE  RUNNER	

GE=E  BA=AG

BIG  EAGLE	

HAVPUL  GAAT

HAWK  BOW	

HAVANI

RAVEN	

TASH  GAAT

SUN   BOW 	

S-OAM   BA=AG

BROWN  EAGLE	

BAN

COYOTE

JU RU M

BEAR	

S-VEG  HUUN

RED CORN

MAIHOGI

CENTIPEDE   	

BAN  HIINEK

COYOTE  HOWL 	

HEVEL  GAAT

WIND  BOW	

TASH >O TONOR

SUN  SPARK 	

HEVEL >0 MER

RUNNING  WIND   	

CHEVEG  KIOHO

CLOUD  RAINBOW 	

U=UHIG  A=AN

BIRD’S  FEATHER 	

HAVPUL   KAVAR

HAWK  SHIELD 	

Permission granted by Southwest Learning Resources to reprint from Hohokam Arts and Crafts.  For purchase of this book, contact Southwest Learning Center at (602) 991-0341.

Permission granted by Southwest Learning Resources to reprint from Hohokam Arts and Crafts.  For purchase of this book, contact Southwest Learning Center at (602) 991-0341.

Figure 9, page 87 from The Upper Pima of San Cayetano del Tumacacori, Charles C. Di Peso, 1956.
Courtesy of The Amerind Foundation, Inc., Dragoon, Arizona.

From The Upper Pima of San Cayetano del Tumacacori, Charles C. Di Peso, 1956.
Courtesy of The Amerind Foundation, Inc., Dragoon, Arizona.

The Pima Indians

Prehistorically, the northern, or upper, Pima Indian nation covered a  large geographic area in what is today Southern Arizona and northern Sonora, Mexico.  Their territory ran from the Gila River (near Phoenix, Arizona) on the north to the Sonora River (Hermosillo, Sonora) in the south, and from the Colorado River (Yuma, Arizona) on the west to the San Pedro River (Sierra Vista, Arizona) in the east.  They farmed the river valleys, harvested the natural desert plants and hunted in the mountains.  In their villages, especially during winter evenings when their farming and hunting activities were limited, they often played games to pass the time.  One such game was the "stick game," played on a large "game board" marked out in a square on the ground.  Each player moved a pebble around the square.  The number of spaces the pebble was moved depended on how the markings on a set of four sticks fell when they were tossed in the air, very similar to the rolling of modern-day dice.  The markings on the sticks had names such as "old man" and "old woman." The object was to move the pebble all the way around the square - once or several times - depending on how long they wanted the game to last.

Making Game Sticks

The game sticks can be easily made using craft sticks.  Have students draw the lines according to the patterns.  (Opposite)  Consider having them use a ruler and accurately measure the distance between lines.

Pima Stick Game

2
                                 FRONT				BACK
    XXXXXXXXXXX
            Move one space forward
                                                        XXXXXXXXXXX
           Move two spaces forward

     Move forward to the end of the row

     Move backward to the end of the row 

Draw a square on the floor or the ground. Make marks for twelve stops (four on each side of the square).  If the square is made on the ground, little holes should be dug for each stop.  Each player should choose a small rock for a token to move around the square.  Players can draw straws to determine who gets to toss the sticks first.  The players take turns tossing the sticks in the air to determine the number and kind of moves they will make.  This is done by holding the sticks lightly in one hand and hitting the bottom of them with a rock held in the other hand, allowing the sticks to fall as they may.  All four sticks have to be used.  The order in which the player chooses them will determine how far forward his or her advance around the board will be.  On the first toss, it is always wise to choose the backward movement sticks first because one cannot move backwards past the starting point.  The markings on the sticks and what they signify are described below.  The first player to get completely around the board three times wins .