Doors to Diplomacy Project ID: 7115

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International Schools CyberFair Project Narrative
Title: 19 Pueblos of New Mexico
Category: 8. Arts and Culture

School: San Diego Riverside Charter School
    Jemez Pueblo, NM, United States

4 students, ages 13 & 14 worked together to complete this Doors to Diplomacy project on March 8, 2012. They have participated in Doors to Diplomacy in the following year(s): 2008, 2009, 2010, 2011

Classes and Teachers: Valerie Shaw (Teacher), Carrie Young (Teacher), Chrishelda (Student), Marley (Student), Jalen (Student), Janae (Student)

E-Mail contact:

Our School's Web Site: http://

Project Overview

1. Description of Our Team

Our team consists of four members. Jalen works well and is quite. Janae works hard and is organized. Marley is a hard worker and organized. Chrishelda is our team leader and she works hard. Our teachers put us into our group. They picked groups that she thought would work best.

2. Summary of Our Project

We as a team have chosen to make our project about Pueblo holidays. Pueblo people have some unique holidays that are specific to Native American traditions as well as holidays that represent a blending of Native and European Catholic traditions. Here in Jemez Pueblo, we have saints’ days, feast days, name days, and special events surrounding the Christmas and New Year holidays. We have so many special days that are part of our own tradition, and we don’t really make much of American national celebrations. The only shared celebration we have that does not involve a saint or some religious element is Thanksgiving. Holidays around the world are sometimes similar to ours and sometimes very, very different. But even different Pueblo tribes have some holidays that are different from each other. Our Website will introduce and discuss the similarities and differences among the major Pueblo celebrations and show how these relate to holidays and celebrations in other parts of the world.

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:less than 20

B. Number of workstations with Internet access in the classroom:more than 6

C. Connection speed used in the classroom:dedicated connection

D. Number of years our classroom has been connected to the Internet:more than 6

4. Problems We Had To Overcome

We had trouble beginning our project. We did not not know what information to find and what information we needed. Our teachers helped us learn the steps of researching and we were able to get started. We had problems with the internet server. We had to be creative to work on our projects.

5. Our Project Sound Bite

The possibility of the scholarship and the opportunity to share about ourselves means a lot to us!

6. How did your activities and research for this Doors to Diplomacy Project support standards, required coursework and curriculum standards?

We used the Doors to Diplomacy project to support content standards in language arts and technology. We team-taught to make the project possible and the students had opportunities to work on their projects in their language arts and communications classes. A majority of our state standards molded well with this project, especially those in writing, research, and technology. We, also, utilized the Towa language and Jemez Pueblo History to meet some of our schools bilingual requirements. This project was an awesome learning tool for our students.

Project Elements

1) What information tools & technologies did you used to complete your Doors to Diplomacy project?

We used a multitude of tools and technologies to complete the project. These tools include our computer lab and classroom computers, as well as digital camera, scanners, various computer software, our school and public libraries, and oral interviews. The variety of tools we used allowed our students to get a broad spectrum of opinions and insights into their culture and the global community. Our most valuable tool was our computers and the Internet, because we are located in a rural part of New Mexico. The Internet allowed use to view other cultures and views from around the world.

2) In what ways did you act as "ambassadors" and spokespersons for your Doors to Diplomacy project both on-line and in person.

Our students acted as ambassadors to the community of Jemez Pueblo by researching and discussing the issues and culture of Jemez with the people of Jemez and sharing their findings on the website. They are raising awareness of their small community by relating their lives to the lives of others around the world.

3) What has been the impact of your project on your community?

Our project will make a difference in the lives of the people from Jemez Pueblo. It will allow them to see their lives and the relations with the larger world. It will, also, raise awareness of the power of technology in research and advocacy. We hope that our website with give them global community a greater understanding of the Jemez people and their lives.

4) How did your project involve other members of your community as helpers and volunteers?

The Doors to Diplomacy project encompassed the whole community, as the students meet with community members and talked about their culture and views. It gave the students a chance to learn from community elders and present their knowledge to the world.


View our Doors to Diplomacy Project (Project ID: 7115)

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