THIS SECTION IS UNDER CONSTRUCTION.
The Museum's mission is to advance and share the experience and knowledge of what has happened in the past and what this has meant for Native peoples today; to preserve the memory of those who died or suffered; to offer comfort, support, encouragement and understanding; and to encourage its visitors to reflect upon the need for dignity of, and respect among all peoples.
You are invited to explore this Virtual Museum at your leisure and visit us frequently.
Introduction Career_Day Contemporary_Native_American_Issues Cultural_Racism My_Journey The_Amphitheater The_Designer The_Sacred_Trust Notes_on_Navajo History Racism_Institute Spanish_Poetry El_Cuartocentenario El_Inca_ Garcilaso_de_la_Vega The_Best_Is_Yet_To_Come
Quotes And Material from Through White Men's Eyes: A Contribution to
A Chronological Record of the Navaho People from Earliest
Times to the Treaty of June 1, 1868, (Volume I), J. Lee Correll, Navajo
Heritage Center, Window Rock, Arizona, 1979 (Six Volumes) and
Navajo Stories of the Long Walk Period, Navajo Community College Press, Tsaile, Navajo Nation, Arizona, 1973.
1609 September 28
Spanish colonists at the first Spanish settlement in New Mexico, San Gabriel del Yunque, located between the Rio Grande and Chama Rivers, were ordered to remain at the site after they petitioned the Viceroy to permit them to return to New Spain (Mexico) because the harassing raids and constant thefts of their livestock by Navajos made life too hazardous for them. The settlement, however, was abandoned a short time later and moved to a more secure location where Santa Fe was founded.
The first known documentary reference to Navajos (from the Tewa word Navabu, meaning large area of cultivated lands) as such was in 1626. During the Spanish and Mexican Periods, Navajos were referred to as "Apaches," "Apache-Navajos," or "Apaches de Navajo" more frequently than not. This occurred also during the American Period beginning in 1846 to some extent, and indeed, even today among the Chicano population occasionally one hears the Navajos referred to as "Apaches". Fray Gerônimo de Zárate- Salmerón, who went to Jemez as a missionary in 1622, and established the mission of San José at the pueblo of Giusewa, in his Relación of events in California and New Mexico from 1538 to 1626 wrote that one only had to go out by way of the river Zama [Chama]; and that past the nation of the Apache Indians of Navajü there is a very great river, [the Colorado or Bucena-Esperanza].... And that all was plain with good grasses and fields between the north and northwest; that it was fertile land, good and level ...The river sufficed for a guide.
1659 September 4
Governor Bernardo Lopez de Mendizábal (1659-1661) dispatched an army of 40 Spaniards and 800 Christian Indians commanded by Captain Juan Dominguez y Mendoza against the Navajos along the San Juan River (known as the Rio Grande at this time) for the purpose of laying waste their fields, destroying their power, and making captives.
1708 April 6
The governor wrote to the Duke of Albuquerque that the Navajo nation was continuously at war with the Moquis, but that they were at peace with the Zunis, where the Navajos ". . .always entered in peace." At this time the Rio Chama Valley was the principal path of entry for Navajo marauders striking at the pueblos in the Rio Arriba.
1747 August 12
On the west side of the Rio Grande adventuresome pioneers founded Abiquiu and Ojo Caliente, prior to 1747. In August of that year, both of these plazas were raided by the Utes and Navajos, and the survivors fled to places of safety.
1748 July 20
It was reported, relative to the condition of the Navajo country that, there had been a severe drought in the year 1748. An Indian who resided in the Province of Navajo for over a year arrived in Taos with a story of Navajo loss of crops. It was further reported that the Navajos, who numbered more than 2000, were at war with the Utes, that they held many slaves, and on occasion, visited the Jemez Indians.
1838 December 21
In a campaign against the Navajos, Captain Don Pedro Leon Lujan and his troopers attacked a Navajo rancheriá in the Arroyo de Tunicha east of the Tunicha Mountains. In his diary, Captain Luján recorded: ". . . I disposed to attack them which I did, making war upon them and giving them a tenacious and rapid fire until eight at night . . . In this engagement of Arms I succeeded in killing two warriors and a woman, capturing six little slaves of both sexes, taking 20 horses and mules, 40 hides and buckskins, 14 saddles, some 20 sacks of corn that were found and other loot." (Diary of Lujan, Dec. 8-25, 1838)
1848 October 15
On this date, the Republican reported: "The following is a correct list of the number of inhabitants of New Mexico, 1848, with the exception of the county of Valencia, which at present, the returns have not been handed in, but it is supposed that that county contains over 30,000 souls, including the civilized Indians.
County of Taos 6,039 283
County of Rio Arriba 5,642 352
County of Santa Anna 1,917 1,987
County of Bernalillo 4,989 833
County of Bade 3,572 013
County of Santa Fe 5,992 590
Total so far as heard from 32,208"
1849 March 20
At Santa Fe, Orders were issued to the effect: "In consequence of the non- arrival of the troops designated for the ninth military department, and the limited force now present, it becomes necessary to raise an additional military force for the protection of the property and lives of the inhabitants of the territory of New Mexico against the depredations of the marauding bands of Indians which infest it. For the purpose specified above, the services of five volunteer companies will be received for six months, unless sooner discharged--three of the companies to be mounted... One mounted company will be raised in the Rio Arriba, and rendezvous at Don Fernández de Taos; one mounted company in the Rio Abajo, and rendezvous at Albuquerque, and one mounted and two foot companies at Santa Fe..." (Orders No. 2, March 20, 1849)
1851 September 17
Governor Calhoun wrote to Agent E. H. Wingfield on this date:
The Navajo Indians are traveling in every direction through this Territory, committing murders and depredations. It is utterly unsafe to penetrate, in any direction, towards the localities of the wild Indians without an escort, or such other protection, and facilities as will secure safety and subsistence in traveling through wastes and uninhabited regions. (Calhoun to Wingfield, Sept. 17, 1851; Abel, 1915, pp. 426-427)
1851 September 20 From Taos, New Mexico, one Theodore D. Wheaton wrote Governor Calhoun: "I write this at the request of some 500 of the citizens of the counties of Taos and Rio Arriba, who are anxious to make a campaign against the Navajo Indians who have done, as you are well aware, infinite injury to the property and persons of the inhabitants of this Territory--The citizens of whom I refer labour under much difficulty for the want of arms, as most of them have but their bows and quivers of arrows and in this respect possess no advantage over the Indians; but unarmed as they are they are only waiting authority from your excellency to organize and do all in their power to repel these ruthless invaders from their land and to save their property and lives and prevent slavery and outrage from their wives and children..." (Wheaton to Calhoun, Sept. 20, 1851, Abel, 1915, pp. 427-428)
1863 December 8
On this date, the Rio Abajo Weekly Press published the following poem:
Come dress your ranks my valiant First, and stand up in a row
Kit Carson he is waiting to march against the foe,
This day we march to Moqui--o'er lofty hills of snow
To meet and crush the savage foe--bold Johnny Navajo.
Chorus--Johnny Navajo--O Johnny Navajo.
We'll first chastise, then civilize, bold Johnny Navajo.
To the ladies of New Mexico whose hearts and albums too
Bear sad remembrance of the wrongs the savage Indians do
We bid a long farewell, the best recompense we know;
Our absent dangers have their search in Johnny Navajo.
Mexico's Independence from Spain
Mexican War of 1846-1848, Treaty of Guadalupe Hidalgo, 02/02/1848
After the Americans came to Santa Fe, they protected the Mexicans because they were American citizens. The Navajos were not citizens and when they raided the Mexicans, American soldiers would come to the aid of the Mexicans. This was a puzzle to Manuelito because no soldiers ever came to the aid of the Navajos when the Mexicans raided the Navajos and stole their children. The raiding back and forth had been ongoing for centuries.
On August 31, 1849, the Americans met with the headmen to explain that they were going to build forts and begin settling the land.
The first fort the Americans built in Navajo country was Fort Defiance. The Navajos were ordered to keep their livestock away, but since there was no fencing that was impossible. One morning, the soldiers came out and shot all the Navajo livestock on the Fort premises. In February 1860, Manuelito led 500 warriors against the Army's horse herd which was grazing a few miles north of Fort Defiance in retaliation for the American soldiers killing their livestock. The Navajos suffered more than 30 casualties but captured only a few horses. During the following weeks, Manuelito and his ally Barboncito built up a force of more than 1000 Navajos and in the darkness of the early hours of April 30, 1860, they attacked Fort Defiance. They were determined to wipe it off the face of the land. When daylight came the Navajos retreated thinking they had taught the Americans a good lesson.
The Americans considered it an act of war. A few weeks later, Colonel Edward Richard Sprigg Canby led 6 companies of cavalry and nine of infantry into the Chuska Mountains to attack the Navajos. A year of cat and mouse followed, with small skirmishes but no success on the part of the Americans.
In January 1861, Manuelito, Barboncito, Herrero Grande, Armijo, Delgadito and other rico leaders agreed to meet Colonel Canby at the new Fort being built, Fort Fauntleroy (later changed to Fort Wingate). The leaders promised it was best to live in peace and promised to drive the ladrones from the tribe that were causing the problem.
Peace lasted until September 22, 1861, at which time the Navajos felt they had been cheated during a horse race at the Fort by the soldiers. Navajos, women and children, were shot and bayoneted. After the massacre no Navajos were seen around the Fort.
In the meantime, the Civil War was underway and there were battles near Santa Fe between the Confederacy and the Union Army, with the Union Army defeating the Confederates at Glorieta Pass. That being done, Brigadier General Carleton, Commander of the U.S. Army of New Mexico Territory turned his attention to the Navajos. He called the Navajo land, "a princely realm, a magnificent pastoral and mineral country." "The Navajos were wolves that run through the mountains and must be subdued."
General Carleton turned his attention first to the Mescalero Apaches. His plan was to kill or capture them and imprison them on a worthless reservation along the Pecos River, leaving the rich Rio Grande Valley open for land claims and settlement by American citizens.
In September 1862, he sent out an order:
"There is to be no council held with the Indians, nor any talks. The men are to be slain whenever and wherever they can be found. The women and children may be taken as prisoners, but of course, they are not to be killed."
The Mescalero chiefs submitted to Carleton's demand and took their people into imprisonment at Fort Sumner.
In December 1862, several Navajo leaders traveled to Santa Fe to meet with General Carleton seeking peace. They were told unless they went to Fort Sumner there would be no peace. This the Navajos were unwilling to do.
On June 23, 1863, General Carleton set a deadline for removal to Fort Sumner. He gave them until July 20 to turn themselves in.
"After that day every Navajo that is seen will be considered as hostile and treated accordingly." No Navajos surrendered.
General Carleton ordered Colonel Kit Carson to march his troops from the Mescalero country to Fort Wingate and prepare for a war against the Navajos. Carson was reluctant; he complained that he had volunteered to fight the Confederates, not Indians and he sent Carleton a letter of resignation. Kit Carson liked Indians. In the old days he had lived with them for days at a time. He had fathered a child with an Arapaho woman and lived with a Cheyenne woman. After marrying the daughter of a wealthy Spanish man though he wanted a place at the top so he withdrew his resignation.
Kit Carson knew the only way to conquer the Navajos would be to destroy their crops and livestock, a scorched-earth policy. This is what he did, even burning the peach trees in Canyon de Chelly.
On October 17, 1863, El Sordo (for his brother Delgadito) and Barboncito sued for peace. They had no food left.
On January 6, 1864, the American soldiers entered Canyon de Chelly, the last stronghold of the Navajos. Though they had no major battles, they destroyed all Navajo property.
The Navajos lost heart. As Manuelito said, "We fought for that country because we did not want to lose it. We lost nearly everything. The American nation is too powerful for us to fight. When we had to fight for a few days we felt fresh, but in a short time we were worn out and the soldiers starved us out." On February 21, Herrero Grande's band surrendered.
Navajos were sent to Fort Sumner, the first group of 1,430 leaving March 13, 1864. A second group of 2400 left thereafter. The Long Walk was 250 miles.
In April, Armijo surrendered.
By September, only Manuelito's band had not surrendered. Those who escaped from Fort Sumner and got back reported that they were living like prairie dogs in burrows.
Star Chief Carleton reported to Washington that Fort Sumner was "a fine reservation. There is no reason why they will not be the most happy and prosperous and well-provided for Indians in the United States... At all events … we can feed them cheaper than we can fight them."
"These six thousand mouths must eat and these six thousand bodies must be clothed. When it is considered what a magnificent pastoral and mineral country they have surrendered to us, a country whose value can hardly be estimated, the mere pittance, in comparison, which must at once be given to support them sinks into insignificance as a price for their natural heritage."
"The exodus of this whole people from the land of their fathers is not only an interesting but a touching sight. They have fought us gallantly for years on years; they have defended their mountains and their stupendous canyons with a heroism which any people might be proud to emulate; but when, at length, they found it was their destiny, too, as it had been that of their brethren, tribe after tribe, away back toward the rising of the sun, to give way to the insatiable progress of our race, they threw down their arms, and, are brave men entitled to our admiration and respect, have come to us with confidence in our magnanimity, and feeling that we are too powerful and too just a people to repay that confidence with meanness and neglect - feeling that having sacrificed to us their beautiful country, their homes, the associations of their lives, the scenes rendered classic in their traditions, we will not dole out to them a miser's pittance in return for what they know to be and what we know to be a princely realm."
On September 1, 1866, Manuelito surrendered with twenty-three warriors. They were all in rags, their bodies emaciated. They still wore leather bands on their wrists for protection from the slaps of the bowstrings but they had no bows or arrows. One of Manuelito's arms hung useless at his side from a wound. Now there were no more war chiefs.
Eighteen days after Manuelito surrendered, General Carleton was removed from command.
For two years, the Government studied the situation trying to decide what to do - leave the Navajos there or send them to Oklahoma or let them return to part of their homeland.
The new superintendent of Fort Sumner, A. B. Norton, pronounced the soil unfit for cultivation of grain because of the presence of alkali. "The water is black and brackish, scarcely bearable to the taste, and said by the Indians to be unhealthy, because one-fourth of their population have been swept off by disease. The reservation had cost the government millions of dollars. The sooner it is abandoned, Norton added, and the Indians removed, the better."
General William Tecumseh Sherman was sent from Washington to conclude a treaty with the Navajos which was signed June 1, 1868, allowing the Navajos to return to their homeland. Not all of their land was restored but at least they would not go to Oklahoma. They received 1/4 of their original homeland - 3.5 million acres.
Returns of Navajo Captives, November 1, 1867
"In compliance with instructions from the General Commanding, dated October 1867, the Indians have been turned over to Mr. Theodore H. Dodd, Indian Agent. Receipt dated November 1, 1867. The Military Indian Commissary is settling his accounts."
The U. S. Presidents during this period were:
James Buchanan: 1857-1861
Abraham Lincoln 1861-1865
Andrew Johnson 1865-1869
U.S. Grant 1869-1877
Quotes and material from Navajo Stories of the Long Walk Period, Navajo Community College Press, Tsaile, Navajo Nation, Arizona, 1973. Top of Page
BEFORE FORT SUMNER
Navajos were hunters and gatherers. They hunted for deer and used certain plants for food: sumac, pinon nuts, yucca fruit and chokeberries. Corn was planted annually.
Other Neolithic man formed villages, centralized authority, assembled elaborate social and material cultures, planted crops and maintained herds – but not the Navajo - no villages, limited material possessions which could be packed and transported readily, self-reliant, independent.
They fought with the Pueblos, the Hopis, the Zunis, the Comanches, the Utes, the Paiutes, the Spanish and the Anglos.
RITA WHEELER (P. 75) Bows and arrows were not the most effective weapons. The spear was the best weapon used. It was a long spear with a very sharp point. A man could stick it right through the heart of an enemy or an animal. They were as good as guns. With them a lot of enemies were killed.
About the whole bad period from before the Long Walk until they got settled back in their homeland, my ancestors said, "We suffered from everything, especially hunger. We ate just about all the birds there were, also bears and porcupines. Crows were about the only bird that couldn't be eaten. Some people tried it, but they said the meat was so bitter they couldn't swallow it."
In one story, "They had been told by Manuelito not to take off one by one. They were rounded up by Manuelito and started on a journey to the Tohatchi Mountains because of the attacks from every direction by other tribes like the Pueblos, as well as the Mexicans. The enemies traveled in groups on horseback, and there would be as many as two hundred of them.”
FRANCIS TOLEDO (P. 144)
So Manuelito led his people to the base of the Tohatchi Mountains. There, he told the Dine to capture eagles for their feathers, and to gather lots of feathers, to make two bows each, and spears. "We will not be killed poorly; we will be considered dangerous," Manuelito said. The Dine did what they had been told. Each man had two bows and lots of arrows. Then Manuelito told them to hunt deer and not to lose a single piece of ligament because they were used to grease and make bows. When spring came, Manuelito told his people to make poison arrows. Snake blood was used, and the poison was put on the points of arrows. When the Dine were being attacked, they used their poison arrows. When an enemy was hit by one of the arrows his body would become swollen and he would not live long. That is why the Navajo were considered dangerous.
My own grandfather, Only One Joint, still headed the family. He was a very brave man, the one who would travel great distances and could out-run horses. He kept the family well fed and he held it together. One time, upon his return home, he told the group that he had seen on his trip where people were gathering at Fort Defiance from all directions. Many leaders are there, and food is being distributed he said. I think we should go and get our share. The reason for the gathering and food distribution, according to my grandfather, was that the White Man said that all tribes had become our enemies, and that the White Man would help us survive. The journey to Fort Sumner never was mentioned until it was time to leave Fort Defiance. My ancestors didn't realize that they would be confined at Fort Defiance and that plans for the march to Fort Sumner had been made which they were not aware of at the time.
CURLY TSO (p. 103)
A majority of the Navajos didn't know the reason why they were being rounded up, and different stories went around among the people. There were reasons like: The government in Washington had ordered that all Navajos be rounded up and bunched together at Fort Defiance and then taken to Fort Sumner where they would be put to death eventually - killing them by means of subjecting them to different diseases, starvation and exposure, as well as using every other possible way to kill all of them. The government's reason seemed to be that the white people coming this way needed more land, and Navajos were scattered out too far and lived on some of the best lands; so in order to give the white people the lands, plans were made by the government to kill most of the Navajos and send the rest to Oklahoma or perhaps to round them up and force them to live close together like the Hopis.
They were given coffee, sugar, flour, baking powder, salt and other ingredients. They did not know how to fix those things.
HOWARD GORMAN (P. 31)
When it seemed there was not a sign of any more Dine, they quit scouting around and reported back to their headquarters. They decided that more searching was useless. From Fort Defiance the Navajos started on their journey. That was in 1864. They headed for Fort Wingate first, and from there they started on their Long Walk. Women and children traveled on foot. That's why we call it the Long Walk. It was inhuman because the Navajos, if they got tired and couldn't continue to walk farther, were just shot down. Some wagons went along, but they were carrying army supplies, like clothes and food. Mules pulled the wagons. So the Navajos were not cared for. They had to keep walking all the time, day after day. They kept that up for about 18 or 19 days from Fort Wingate to Fort Sumner. On the journey the Navajos went through all kinds of hardships, like tiredness and having injuries. And, when those things happened, the people would hear gun shots in the rear. But they couldn't do anything about it. They just felt sorry for the ones being shot. Sometimes they would plead with the soldiers to let them go back and do something, but they were refused. This is how the story was told by my ancestors. It was said that their ancestors were on the Long Walk with their daughter, who was pregnant and about to give birth. Somewhere beyond Butterfly Mountain on this side of Belen, as it is called, south of Albuquerque, the daughter got tired and weak and couldn't keep up with the others or go any farther because of her condition. So my ancestors asked the Army to hold up for a while and to let the woman give birth. But the soldiers wouldn't do it. They forced my people to move on, saying they were getting behind the others. The soldiers told the parents that they had to leave their daughter behind. "Your daughter is not going to survive, anyway; sooner or later she is going to die, they said in their own language." ... Not long after they had moved on, they heard a gunshot from where they had been a short time ago. "Maybe we should go back and do something, or at least cover the body with dirt," one of them said. By that time one of the soldiers came riding up from the direction of the sound. He must have shot her to death. That's the way the story goes.
These Navajos had done nothing wrong. For no reason they had been taken captive and driven to Fort Sumner. While that was going on, they were told nothing - not even what it was all about and for what reasons. The Army just rounded them up and herded them to the prison camp. Large numbers of Navajos made the journey. Some of them tried to escape. Those who did, and were caught, were shot and killed.
The Navajos had hardly anything at that time; and they ate the rations but couldn't get used to them. Most of them got sick and had stomach trouble. Others died of starvation.
MOSES DENEJOLIE (P. 243)
The rest of the people were all driven to Fort Sumner. The U.S. Army surrounded them all the way. It was said that some Navajos starved to death during the long, tiresome journey. At the time of the Navajo roundup, some Dine got pretty weak, especially while on the Long Walk... The U.S. Army fed corn to its horses. Then, when the horses discharged undigested corn in their manure, the Dine would dig and poke in the manure to pick out the corn that had come back out. They could be seen poking around in every corral. They made the undigested corn into meal. Plenty of hot water was used with a very small amount of corn; and it was said that hot water was the strongest of all foods.
At times, they would kill a rabbit or a rat. If a rat was killed, the meat, with the bones and intestines, would be chopped into pieces, and twelve persons would share the meat, bones and intestines of one rat.
D.T. BEGAY (P. 217)
While at Fort Sumner, the guards would give orders, herd the people around to make them work. At the same time, they would separate husbands and wives, and they would herd the women folk away and rape them, taking them by force. (Herbert Zahne)
The Navajos were attacked twice by the Comanches. It was found that when a warrior of the Comanche tribe was killed, they never left the body there. They recovered the body and took it back with them. During the attacks two women at the back of the enemy battle line blew whistles, and then the enemies would attack our people heavily. The enemies' horses were highly decorated; so were the enemies themselves. They dressed in hides. Their shields were made of cowhide, which was hard and as slippery as ice. When the Navajos shot at them, the bullets would not go through, and arrows also would just fall back. As I said before, the Indians who attacked our people were highly decorated - with feathers and bells. The feathers and bells scared our people. Some almost fainted.
The people begged to be sent home. The Dine held a special ceremony to seek guidance about whether they would be sent home. They believed the Coyote was an indicator of direction, so they caught a female Coyote. Barboncito told the Dine to stay calm and he approached the Coyote. When he walked up to it he made or did what is called the Put Bead in Coyote's Mouth ceremony. The Coyote was facing east. Barboncito caught the animal and put a piece of white shell, tapered at both ends, with a hole in the center, into its mouth. As he let the Coyote go free, she turned clockwise and walked off timidly, with her tail between her legs - toward the west. Barboncito commanded the Dine to make way for the Coyote, and they did. Once she had gone through the circle, the Coyote started running westward, and Barboncito remarked, "There it is, we'll be set free." Four days later the commanding officer asked the Dine if they really missed their country. The Dine responded noisily, "Yes, we miss our country very much and would like to go back." Soon after that, they were set free and walked back to Fort Defiance, Arizona.
Many Navajo believe they would not have been set free but for the Coyote ceremony.
There was one thing that isn't mentioned in the White Man's histories. A wooden post was put in the ground, and a billy goat was hit in the mid- section with a stick so that he struck the post repeatedly with his head and horns. I don't know how long this continued. But, after a while, the brains of the goat came out, and that's when they got through with him. Then the general turned to the Navajos and said, "Nowhere, at no time in the future, whatever you do, don't break this treaty. If you get in trouble with Washington or the U.S. Government again and do the things you should not do, that is what is going to happen to you people."
POST FORT SUMNER
They walked back to Fort Defiance, and rations were given to them, along with one - three sheep. Navajos began to live their old lives again. The goats they could get from the lands of the Mexicans with something that they had for exchange. They were also given iron hoes, shovels, picks and axes, and they were told to work with those tools on the land they once had.
Children from each family were sent to school at different times, like a certain family would not send all its children at once, although they might all be of school age. Often, to prevent them being sent to school, parents would hide their children. I suppose that each family had its reason for wanting to keep children at home, like needing them to herd sheep and to help around the hogans.
1921 Oil discovered.
1923 Tribal Council formed. 12 delegates and alternates.
7/7/23 First Tribal Council meeting, Chee Dodge first Chairman.
Chapters organized. First five Chairmen: Chee Dodge, Marcus Kanuho, Clah Cheschillige, Henry Taliman, Tom Dodge.
Window Rock chosen for capital in 1935.
1933-36 Indian Sheep Reduction period - voluntary then compulsory.
1940-45 World War II. Code Talkers.
1950 Navajo-Hopi Rehabilitation Act - economic development.
1950 Funding for schools.
(Chairman of the 50's Sam Ahkeah and Paul Jones)
1958 Navajo Forest Products Industries.
1959 Navajo Tribal Utility Authority.
1962 Utah Mining & Manufacturing coal lease granted.
1960's ONEO Office of Navajo Economic Opportunity. Continued economic development.
1968 Navajo Community College. 1969 Navajo Nation.
1974 Navajo-Hopi Land Settlement Act of 1974.
1995 Navajo Oil and Gas Company.
Language - Navajo - Athabascan family
Political Structure - Council. Consensus and collective decision-making.
Clan system matrilineal.
Man-nature relationship is one of harmony. Time sense is present oriented. Activity is focused on inner development.
Law is based on mediation.
Arts: storytelling, weaving, silversmith (jewelry making), music, dance, sandpainting (religion).
© Yagniza, April 2001 All Rights Reserved


Let’s explore various educational activities for kids and how they can benefit children of all ages. When it comes to the education and development of children, hands-on activities are proven to be highly effective.
By engaging in educational activities, kids not only have fun but also enhance their knowledge and skills in a meaningful way.
From DIY projects to printables and interactive games, there are numerous options available for parents and educators to make learning engaging and enjoyable.
Keep Reading to find out 25 Educational Activities for Kids!
You might also like:
- What is the importance of time?
- What are the types of crafts?
- What is the importance of art in your life?
- 100 joys of life.
- Why reading is important?
- Parent tips.
- Tips to Make Your Child Love Reading
What are Educational Activities for Kids?
Educational activities for kids are structured tasks or games designed to impart specific knowledge or skills.
They can range from reading exercises and math problems to hands-on science experiments and interactive learning games, all aimed at enhancing a child’s understanding and cognitive development.
25 Hands On Educational Activities for Kids
Who said learning can’t be a hands-on adventure? Dive into 25 activities that make textbooks envious and classrooms wish they had this much fun.
Let’s get those little hands busy and brains buzzing with these Hands On Educational Activities for Kids!
1. DIY Volcano Eruption
Create a homemade volcano using baking soda and vinegar. This fun science experiment teaches kids about chemical reactions in an interactive way.
2. Alphabet Playdough Mats
Use playdough to form letters of the alphabet. This tactile activity helps younger kids recognize and learn their letters.
3. Nature Scavenger Hunt
Take kids outside and let them explore nature. Provide a list of items for them to find, teaching them about different plants, animals, and natural phenomena.
4. Magnetic Word Building
Using magnetic letters on a board, encourage kids to form words, enhancing their vocabulary and spelling skills.
5. DIY Constellation Viewer
Poke holes in a cardboard tube to represent different constellations. When kids look through, they’ll see stars, fostering an interest in astronomy.
6. Planting Seeds
Teach kids about botany by letting them plant and care for their own seeds, observing the growth process.
7. Water Xylophone
Fill glasses with varying levels of water and tap them to make music. This activity introduces kids to sound waves and music.
8. Homemade Balance Scale
Using household items, create a balance scale. Kids can learn about weight and measurement by comparing different objects.
9. Shadow Drawing
Place toys or objects in sunlight and trace their shadows. This activity teaches kids about light and shadow.
10. DIY Sundial
Teach kids to tell time using the sun with a homemade sundial, introducing them to ancient time-telling methods.
11. Floating Egg Experiment
Place an egg in saltwater and watch it float. This experiment teaches kids about density in a hands-on manner.
12. Ice Excavation
Freeze small toys in ice and let kids excavate them using droppers and warm water, teaching them about states of matter.
13. DIY Pulley System
Create a simple pulley system using ropes and a wheel. This introduces kids to basic physics concepts.
14. Mirror Symmetry Painting
Fold a paper in half, paint on one side, and press together. Kids learn about symmetry in a visually appealing way.
15. Homemade Barometer
Using a jar, balloon, and straw, kids can create a barometer to learn about atmospheric pressure.
16. Feather Parachute
Drop feathers and other objects from a height, teaching kids about gravity and air resistance.
17. DIY Kaleidoscope
Create a kaleidoscope using mirrors and colorful beads, introducing kids to light reflection and patterns.
18. Sound Wave Experiment
Using a spoon and string, kids can learn about how sound waves travel.
19. Static Electricity Butterfly
Rub a balloon on your hair and watch paper butterflies “fly” towards it, teaching kids about static electricity.
20. Salt Crystal Leaves
Grow salt crystals on leaves, teaching kids about crystallization in a visually stunning manner.
21. DIY Compass
Using a needle, magnet, and a bowl of water, kids can create their own compass, learning about Earth’s magnetic field.
22. Paper Bridge Challenge
Using only paper, challenge kids to build a bridge that can hold weight, teaching them about engineering principles.
23. Invisible Ink Messages
Write secret messages using lemon juice and reveal them by heating the paper, introducing kids to basic chemistry.
24. Sink or Float Experiment
Gather various objects and let kids predict whether they’ll sink or float in water, teaching them about buoyancy.
25. Color Mixing Lab
Using primary colors, let kids mix and create new colors, teaching them about color theory in a hands-on way.
These activities are designed to be both fun and educational, providing kids with hands-on experiences that enhance their understanding of various concepts.
Educational Activities for Kids
Who said learning can’t be a party? Dive into activities that make textbooks jealous and classrooms wish they were this cool.
What are some fun learning activities for kids?
Fun learning activities for kids can range from simple hands-on experiments to interactive games and puzzles.
For younger children, activities like building blocks, sensory play, and color recognition games can help with their cognitive development.
Older kids can engage in science experiments, coding activities, and math games to enhance their critical thinking and problem-solving abilities.
How can you incorporate educational activities into playtime?
Incorporating educational activities into playtime is a great way to make learning fun and engaging.
For example, instead of traditional board games, opt for educational board games that focus on specific subjects like geography, mathematics, or language skills.
You can also organize scavenger hunts that require kids to solve riddles or find hidden clues, encouraging their problem-solving skills while having fun.
What are some DIY educational activities for kids?
DIY educational activities are not only cost-effective but also allow children to learn in a hands-on manner.
Building a volcano using baking soda and vinegar, creating a homemade musical instrument, or making a simple science experiment using household items are all excellent examples of DIY educational activities.
These activities not only stimulate creativity but also help kids understand scientific concepts and improve their fine motor skills.
Printable Fun Learning Activities for Kids
Out with the old, in with the printable! Bring the joy of learning to your fingertips, one print at a time.
Where can you find printable educational activities for kids?
There are several websites and online platforms that offer printable educational activities for kids.
Websites like Pinterest, Education.com, and Teachers Pay Teachers provide a wide range of free and paid printable resources for various subjects and age groups.
Additionally, many educational publishers offer downloadable activity sheets and worksheets that can be printed at home.
What are some popular printable activities for kids?
Popular printable activities for kids include coloring pages, word searches, mazes, and crossword puzzles.
These activities not only entertain children but also help them improve their concentration, problem-solving, and fine motor skills.
Additionally, printable flashcards for learning letters, numbers, and sight words are widely used for early literacy development.
How can printables enhance a child’s learning experience?
Printables enhance a child’s learning experience by providing visual aids and hands-on activities that complement their learning journey.
These resources can help reinforce concepts learned in school and provide additional practice for children.
By engaging with printable activities, kids get the opportunity to reinforce their knowledge, improve their concentration, and develop essential skills independently.
Lego Kid Activities
Brick by brick, watch your child’s imagination soar higher than a Lego skyscraper. It’s not just building; it’s brain-building!
What are some educational activities that can be done with Lego?
Lego is a versatile educational tool that can be used for various learning activities.
Children can engage in building challenges that promote creativity and problem-solving.
They can also use Lego to learn math concepts like symmetry and geometry by creating symmetrical shapes or patterns.
Additionally, Lego can be used to teach science-related concepts like simple machines or the properties of matter.
How can playing with Lego benefit a child’s development?
Playing with Lego can benefit a child’s development in multiple ways.
It helps improve fine motor skills, hand-eye coordination, and spatial awareness as children manipulate the blocks and build structures.
Lego also promotes creativity and imagination as children use their own ideas and designs.
Furthermore, playing with Lego in a group setting encourages teamwork, communication, and collaboration.
Are there any Lego sets specifically designed for educational purposes?
Yes, there are several Lego sets specifically designed for educational purposes.
These sets focus on subjects like science, technology, engineering, and mathematics (STEM).
They come with specific building instructions and components that allow children to explore specific concepts in a structured and hands-on way.
DIY Constellation children will love
Stars in their eyes and constellations at their fingertips. Let’s turn bedtime stargazing into a daytime masterpiece.
What educational activities involve learning about constellations?
Learning about constellations can be a captivating educational activity for kids.
Activities can include stargazing and identifying constellations in the night sky, creating constellation art using glow-in-the-dark stars or black construction paper, or even constructing a model of the night sky using toothpicks and marshmallows.
These activities spark a child’s curiosity about space and improve their knowledge of astronomy.
How can studying constellations spark a child’s curiosity?
Studying constellations sparks a child’s curiosity by introducing them to the wonders of the universe.
Learning about constellations encourages them to ask questions, seek answers, and explore beyond what they see in their everyday lives.
It ignites their imagination and prompts them to discover more about our vast universe, fostering a lifelong love for learning and inquiring about the unknown.
Are there any resources available to help kids learn about constellations?
Yes, there are many resources available to help kids learn about constellations.
Books, websites, and apps dedicated to astronomy and stargazing provide information about different constellations, their mythology, and tips for observing them.
There are also interactive online tools that allow kids to explore the night sky and learn about the position and movement of stars and planets.
Super Fun Alphabet and Sight Word Activities
From A to Z and everything in between, we’re making words more fun than a game of Scrabble with a dictionary on the side.
What are some fun ways to teach the alphabet and sight words?
Teaching the alphabet and sight words can be made fun through various activities.
Phonics games, alphabet puzzles, and letter scavenger hunts can engage children while enhancing their letter recognition skills.
Creating sensory bins with letter-shaped objects and playing educational apps that make learning interactive and playful are also effective ways to teach the alphabet and sight words.
How can learning the alphabet and sight words improve a child’s reading skills?
Learning the alphabet and sight words forms the foundation for reading skills.
By recognizing letters and their sounds, children are able to decode words and develop reading fluency.
Sight words, which are commonly used words that don’t necessarily follow regular phonetic rules, help improve reading comprehension and speed.
As children become more familiar with these words, they can focus on understanding the context of a text and better express their thoughts through reading.
Are there any educational games or apps for learning the alphabet and sight words?
Yes, there are numerous educational games and apps available for learning the alphabet and sight words.
Apps like ABCmouse, Starfall, and TeachYourMonsterToRead offer interactive activities, songs, and games to teach letter recognition and sight word vocabulary.
These apps make learning engaging and personalized, allowing children to progress at their own pace while having fun.
Teaching Math Games with multiplication Worksheets
Who knew multiplication could be this much fun? We’re turning times tables into terrific tales of triumph!
What are some engaging math worksheets for kids?
Engaging math worksheets for kids can include activities that involve counting, number recognition, basic operations, and problem-solving.
Worksheets with colorful visuals, puzzles, and hands-on manipulatives can make learning math more exciting.
Interactive worksheets that incorporate digital elements and gamification are also becoming popular among educators.
How can worksheets assist in teaching various math concepts?
Worksheets provide a structured and organized way to teach various math concepts. They help children practice and reinforce their understanding of different mathematical operations.
Worksheets can be used to introduce new concepts, provide guided practice, and assess a child’s comprehension of math topics.
They also allow parents and educators to track a child’s progress and identify areas that need further attention.
Are there any online platforms that offer free math worksheets for kids?
Yes, there are several online platforms that offer free math worksheets for kids.
Websites like Math-Drills, Khan Academy, and Education.com provide a wide range of math worksheets for different grades and skill levels.
These platforms offer printable worksheets, interactive exercises, and even personalized learning programs to cater to the individual needs of children.
Exploring the World Map
Pack your imaginary bags and put on your explorer hats! We’re going on a global adventure, no passport required.
What educational activities can be done with a world map?
A world map can be a gateway to endless educational activities. Children can learn about different countries, their cultures, and geographical features by exploring a map.
Activities can include identifying continents and oceans, locating famous landmarks, planning imaginary trips, or even creating their own maps.
Interactive map puzzles and country trivia games are also great ways to make map exploration entertaining.
How can learning about geography enhance a child’s global awareness?
Learning about geography enhances a child’s global awareness by building their knowledge and understanding of different cultures, environments, and societies.
It helps children develop empathy, respect, and appreciation for the diversity of the world.
By learning about different countries and their customs, children become more aware of global issues and the interconnectedness of our world, fostering a sense of global citizenship.
How Can You Engage Your Kids with Educational Activities to Do at Home?
Engaging your kids with fun educational activities to do at home is easier than you might think.
From alphabet activities for preschoolers to crafty science experiments using household ingredients, there’s a plethora of fun ideas that kids will love.
Flash cards, for instance, can make learning to read less stressful, while simple at-home science activities can turn your kitchen into a lab that kids will love exploring.
What Are the Best Methods to Teach Your Kid Fundamental Concepts?
The best methods to teach your kid fundamental concepts combine fun and learning.
For younger kids, using simple games or flash cards can help develop their understanding of the letters of the alphabet or basic math.
For a fun science twist, let kids erupt a homemade volcano or piece together a puzzle, which can also improve their cognitive skills.
How Can a Feeder Become an Educational Tool for Kids?
A feeder can be a fantastic educational tool for kids. By setting one up in your backyard, children learn about different bird species, their feeding habits, and migration patterns.
It’s a real-time science activity that kids can also observe daily, making it an easy learning experience that they’ll love.
What Are Some Engaging Ways to Teach Them the Basics of Math and Science?
To teach kids the basics of math and science, consider fun educational activities like learning through playing games or using hands-on experiments.
For instance, kids can learn about reactions by mixing household ingredients or understand number sequences by playing hopscotch, jumping from one foot to the next.
Fun science experiments, like creating secret messages with lemon juice, can make kids feel like learning detectives.
How Can Sidewalk Chalk Be Used as an Educational Resource?
Sidewalk chalk is a versatile tool for fun and educational outdoor activities.
Kids can practice writing the letters of the alphabet, draw diagrams for social studies, or even create life-sized number lines.
Toddlers and preschoolers, in particular, love the hands-on nature of sidewalk chalk, and it can be used to craft secret messages or fun games that help develop their motor skills.
Why Is It Important to Combine Play with Learning for Kids to Do at Home?
Combining play with learning for kids to do at home makes education feel less like a chore and more like a fun adventure.
When kids associate learning with positive experiences, they’re more likely to develop a love for education.
Activities that merge fun and learning, like crafting or playing games, ensure that the child gets the most out of their at-home educational experiences.
How Can Everyday Household Items Be Used to Teach Your Kid?
Everyday household items can be transformed into fun educational tools that kids will love.
For instance, measuring cups can teach preschoolers about volume, while flash cards made from scrap paper can assist in learning to read.
Even crafty projects, like piecing together a collage from old magazines, can help your child understand themes in social studies or art.
The key is to use these items in ways that make learning feel like a fun and natural part of their day.
Frequently Asked Questions
Here are some frequently Asked Questions about Educational Activities for Kids. Get all the answers you need!
What are some fun educational activities for kids?
Fun educational activities for kids include science experiments, nature walks, reading storybooks, playing educational games, and engaging in arts and crafts projects.
What are the 5 learning activities?
The five learning activities typically refer to reading, writing, discussion, problem-solving, and hands-on experimentation.
What are good educational ideas?
Good educational ideas encompass interactive lessons, real-world application projects, group discussions, field trips, and incorporating technology in teaching.
What are fun grade R activities?
Fun grade R activities include storytelling, singing songs, playing with building blocks, drawing, and engaging in imaginative play.
What are examples of activity learning?
Examples of activity learning include group projects, role-playing, simulations, debates, and hands-on lab experiments.
What are the five active learning methods?
The five active learning methods are problem-based learning, cooperative learning, peer instruction, case-based teaching, and simulations.
What is a learning activity in a classroom?
A learning activity in a classroom is any task or exercise that students participate in to acquire and apply knowledge or skills.
What are learning activities in a lesson plan?
Learning activities in a lesson plan are the specific tasks, exercises, discussions, or assignments that students will engage in to meet the lesson’s objectives.
What are educational activities for kids?
Educational activities for kids are tasks or games designed to teach them specific skills or knowledge, such as puzzles, reading exercises, or math problems.
What are the five learning activities?
The five learning activities often refer to group work, independent research, presentations, interactive sessions, and practical hands-on tasks.
What are some home learning ideas?
Some home learning ideas include reading books, cooking together, gardening, DIY science experiments, and online educational games.
What is an educational activity?
An educational activity is any task, game, or project designed to impart knowledge or develop a skill.
What are the fun activities for Grade R?
Fun activities for Grade R include finger painting, playing with playdough, listening to stories, and participating in movement games.
What are teacher guided activities for Grade R?
Teacher-guided activities for Grade R involve tasks where the teacher provides direction and support, such as reading aloud, guided drawing, or structured play sessions.
What are the fun learning activities for kids?
Fun learning activities for kids include puzzles, interactive games, treasure hunts, and hands-on science experiments.
What is play in a Grade R classroom?
Play in a Grade R classroom refers to unstructured or structured activities that allow children to explore, imagine, and learn through interaction and creativity.
Wrapping Up Educational Activities for Kids
In conclusion, Educational Activities for Kids are more than just a way to pass the time; they’re a bridge to knowledge, creativity, and growth.
By integrating these Educational Activities for Kids into daily routines, we not only foster a love for learning but also equip our young ones with essential skills for the future.
Remember, the best investment we can make is in the Educational Activities for Kids that shape their minds and imaginations.
If you enjoyed this article about Educational Activities for Kids and would like to learn more, please leave a comment below.


Most people unintentionally know the meaning of this word. However, they don’t know the term for it, which is ‘Onomatopoeia.’
What Is Onomatopoeia?
Onomatopoeia is when the pronunciation of a word ends up initiating its sound. The utterance of that word is reminiscent of the word’s sound.
Most poets use Onomatopoeia for accessing the auditory sense of the reader, creating rich and beautiful soundscapes. This poetic device successfully deals with poetry and its wholesome sounds.
But certain Onomatopoeic words can be used as interjections, However, the majority of the interjections don’t imitate sounds.
There are moments when you will come across words like ‘Ugh,’ ‘Wow,’ and ‘Eek.’ Avoid getting confused here because these words don’t represent Onomatopoeic sounds.
These words express a sudden outburst of emotions instead of a specific sound. Here, you identify these words as exclamations and interjections.
Onomatopoeia vs. Phanopoeia
Phanopoeia consists of a literary device where the general sensation of a certain thing tends to be emulated. Here, the sounds of words that the author uses are emulated.
Let us better demonstrate this with an iconic poem by Franz Wright. Look out for the bold words to identify Phanopoeia.
Heaven, I lived as a monster, my only hope is to die like a child.
In the otherwise vacant and seemingly ceilingless
vastness of a snowlit Boston
church, a voice said: I can do that–if you ask me, I will do it for you.
Did you notice the spaciousness present in the stanza breaks of the poem and the repetitive ‘S’ sounds? They resemble the echoing sounds in an empty church.
Here, the reader gets to experience the church’s vastness via stanza breaks and alliteration. The spacious and sonic quality of the poem enables the readers to delve into the narration and never leave.
Examples of Onomatopoeia
- The boing sound of spring.
- Chalkboard erasers and their claps.
- The pitter-patter sounds that sound like tiny footsteps when rain falls on the pavement.
Onomatopoeic words end up enhancing a poem or story’s imagery in writing. To be technical, Onomatopoeia isn’t a form of auditory imagery.
It’s because auditory imagery refers to the usage of figurative language, such as metaphors and similes, for describing sounds. But onomatopoeic words can definitely complement the auditory imagery since both devices elevate the work’s sonic qualities.
All onomatopoeic words aren’t mentioned in the dictionary. Most authors choose to come up with their own unique sounds to complement their writing.
You can identify the onomatopoeic words in bold.
Examples in Literature
Let us look at the wordplay of Onomatopoeia in literary examples:
- The bacon sizzled to perfection on the frying pan.
- My phone buzzed as soon as I thought of her.
- I woke up to the pleasant chirping sounds of lovebirds.
- The water splashed all over us as he dived into the pool.
- Asiatic Lions growls like a sinister beast straight up from a movie.
- He slammed the brakes, and the tires screeched. It was a close call.
- The blast let out a loud Boom!
- Thank God! I clicked my mouse at the right time. This Black Friday discount is unreal.
- ‘Ugh,’ I don’t want to work in this environment anymore.
- The leaves rustled as the snake made its way toward the creek.
- Ding, Dong, and the doorbell rang as she was still busy cooking. Alas! the guests have arrived too soon.
- The ball viciously smacked her right in the face. It let out a loud POW!
- Vroom, Vroom! the engine has finally started.
- Excess salvia dripped from the dog’s mouth. It was clear that it had Rabies.
- The snake hissed viciously as I caught its sight.
Examples in Movies
Onomatopoeic words are very much present in movies as well. Here are some of our favorites, which you will also love:
- “And like that, Poof, he is gone.” – This line comes from “The Usual Suspects.’
- “Pity about poor Catherine, though. Tick-tock, Tick-tock.” – This sinister line was said by Hannibal Lector from the suspense-filled thriller film ‘Silence of the Lambs.”
- “Ding-dong the witch is dead!” – Who doesn’t remember this hilarious script from ‘The Wizard of Oz’?
- “Pow!” The Joker, making an explosion sound before blowing up a hospital.” – Yes! it comes from “The Dark Knight.”
Examples in Poems
The Highwayman – Alfred Noyes
“Over the cobbles, he clattered and clashed in the dark inn-yard,
He tapped with his whip on the shutters, but all was locked and barred.”
The Bells – Edgar Allan Poe
How they clang, and clash, and roar!
What a horror they outpour
On the bosom of the palpitating air!
Yet the ear it fully knows,
By the twanging
And the clanging
The Tempest, Act 3, Scene 2 – William Shakespeare
“Sometimes a thousand twanging instruments
Will hum about mine ears, and sometimes voices.”
Morte D’Arthur – Alfred Lord Tennyson
“And answer made the bold Sir Bedivere:
“I heard the ripple washing in the reeds,
And the wild water lapping on the crag.”
Henry V, Act 3, Scene 1 – William Shakespeare
“But when the blast of wars blows in our ears”
Honkey Tonk in Cleveland – Carl Sandburg
“It’s a jazz affair, drum crashes and cornet razzes.
The trombone pony neighs, and the tuba jackass snorts.”
The Pied Piper of Hamelin – Robert Browning
“There was a rustling that seemed like a bustling
Of merry crowds justling at pitching and hustling,
Small feet were pattering, wooden shoes clattering,
Little hands clapping and little tongues chattering,
And, like fowls in a farmyard when barley is scattering.”
Onomatopoeia Words List
- Ping Pong
- Pitter Patter
- Clip Clop
- Cock a doodle doo
- Lub Dub
- Ding Dong
How to Use Onomatopoeia
Onomatopoeia can be incorporated into different writing styles, but one shouldn’t abuse its usage. Are you interested in using it for a nonfiction book? a short book? or are you writing a novel?
Regardless, we will be guiding you throughout the process of using it correctly. Its misuse would result in poor and funny writing.
Here are two key components that you need to be aware of:
- Creating a scene involving sounds.
- Making up a word or using one that ends up imitating the sound.
Example #1 – The Vegetables sizzled on the hot pan.
Here, the word ‘Sizzled’ has the letters ‘S’ and ‘Z.’ These letters tend to mimic the wat your meal cooks on the pan or skillet.
Sizzled tends to sound like sizzling. Hence, that’s how we identify it as an onomatopoeic word.
Example #2 – I have shushed them a thousand times, but they still won’t listen. All this chattering isn’t allowing me to watch the movie.
The word ‘Shushed’ is used to tell someone to keep quiet or to lower their voice. It’s a reflection of how you tell someone to hush by placing your index finger on your lips and blowing air, creating that ‘Shh’ sound.
Example #3 – The car screeched as it started spinning out of control. It let out a loud ‘Kablam‘ sound as it hit the wall.
We can notice the wordplay here with the bold words. It describes the sentence in a dynamic and powerful tone.
Example #4 – I Crunched the popcorn with my own barehand.
Did you notice the two Onomatopoeic words here? The word ‘Crunched’ has the letters ‘C’ and ‘Ch’ that describe a crunching sound.
A popping sound can also be heard with the word ‘Pop’ in popcorn. This combination works effectively to provide an excellent sensory experience for the readers.
Example #5 – The egg sizzled on the pan as I cracked it open.
Here, we can hear the cracking and sizzling sound of an egg in the word ‘Cracked’ and ‘Sizzled,’ respectively. The first two letters, ‘Cr’ gives us the sensory experience of something cracking.
Example #6 – She yelled ‘Get Back Here’ and snapped her fingers.
The word ‘Snapped’ is a past tense of ‘Snap,’ which is similar to ‘Pop.’ We can easily identify this as the sound made while snapping our fingers.
This onomatopoeic word gives a quick and clipped feel to the reader.
Example #7 – The church bells began clanging at 12 noon.
The word ‘Clanging’ is a perfect Onomatopoeic example because it creates the right impact with its syllables. Bells make a clanging voice whenever they come in contact with one another.
Here, we come across the tangy ‘ang’ and hard ‘C’ sounds. They come together to create the sound of a metal that’s reverberating.
Purpose of Onomatopoeia
This includes everything from brooks that babble to cats that meow. In Onomatopoeia, the way a word sounds certainly bears a relation to what they mean.
We even use words like ‘Tik-Tik’ to describe the iPhone keyboard sound while typing a message. New sounds are always going to appear as long as human beings have sensory organs.
Let us take some other fun simple examples:
- Don’t forget to zip your pants before you leave for work in the morning.
- Your phone automatically pings upon receiving new mail.
- Can I ping you later after work? Does that sound good to you?
- I can’t help but giggle at the work meme that my co-worker just shared now.
- Freddy is busy making coffee. Meanwhile, you can munch on this chocolate chip cookie and avocado toast.
Onomatopoeia does an excellent job of bringing poetry and prose to life. This statement is evident from the loudest ‘crashes and booms’ to the quietest ‘hums and peeps.’
Hence, Onomatopoeia is heavily used in creative writing for describing many things. It’s because Onomatopoeic words are more expressive than technical.
The Best Time to Use Onomatopoeic Words
You can intentionally use this literary device in any of the following situations:
For Creative Reasons
Creative writing is the home for Onomatopoeic words. If you are writing nonfiction books, short stories, and novels, then Onomatopoeia is needed here.
Technical and academic writing doesn’t require these usages because imagery should be minimal in these fields. However, don’t fully eradicate its use in these fields because you wouldn’t want your piece to sound robotic and bland.
If you find a word that perfectly describes the point or picture that you are trying to get across, then use it. Yes, even if they are onomatopoeic in nature.
For a Little Flare
If you description requires a little spice or something extra, then Onomatopoeia can be used. It helps in adding both dimension and texture to your pieces.
Let us explain this with these sentences:
- Without Onomatopoeia – The cat was hungry. I could tell from its sound.
- With Onomatopoeia – The cat was hungry. I could tell from its meowing sound.
Alternative for ‘Said’
Onomatopoeic words are also used as a substitute for the word ‘Said.’ It’s convenient, especially when you want to avoid overusing basic verbs such as ‘walk’ and jump.’
It will help you in smoothly conveying your story to grab the attention of your audience. Onomatopoeia helps to replace strong verbs and still sounds just as fun and engaging.
Problems In Using Onomatopoeia
One of the main concerns with onomatopoeia is overusing it. Whenever we are describing a scene, it’s imperative for us to include all 5 senses.
The key is to let our readers to be fully engaged and not just see it. They must use all of their sensory organs to experience the piece that they are reading.
Its overuse stems from multiple one-word sentences and interjections. It will hinder your writing pace and push the reader’s attention out of the story.
Repetitions calls for cliche-ness, so it’s crucial to be aware of that. Another issue with Onomatopoeia is word choice.
Your choice of words must match the genre, targeted age group, and tone of your book. Onomatopoeia interjections are usually used in young adult and middle school fiction.
Here, the diction should be easy and simple to read for these young readers who lack an advanced set of vocabulary. But Onomatopoeia words aren’t just geared toward young folks, and you should be mindful of your word choices.
The tone of the writing style and word choices should complement each other. For example, the Onomatopoeia word ‘Plop’ goes well with informal, comedic writing and contemporary scenes.
More Onomatopoeia Examples
Here are some sentence examples for you to get a better grip on the topic:
- My dog barked at the black van. It looked awfully suspicious.
- The house mice squeaked as they ran across the living room.
- We were woken up by a loud thud on the front door.
- I sizzled my vegan sausages on the new skillet that I bought at the mart.
- Everything went dark after that loud bang.
- The dam broke, and water began gushing out from everywhere.
- My dog instantly runs to the snap of my fingers.
- The owl hooted throughout the night.
- My cat Meredith loves to purr.
- The water splashed everywhere when Robert jumped in.
- Dad loves to hum whenever he is working.
- The snake hissed as we looked under the table.
- The popcorn started popping as the pressure cooker got heated.
There’s no harm in using Onomatopoeia in your writing. Just ensure that you minimize its use in technical and academic writing.
This literary device is a poet’s and an author’s best friend. They make up for fantastic reads and give the best imagery to the readers.
We wouldn’t be surprised if you end up coining a new Onomatopoeic word because it’s anyone’s game. You know what they say, imagination is the greatest tool of mankind.
What is onomatopoeia?
Onomatopoeia is when you create or come up with a word that sounds like the exact sound, which the word describes.
Two examples would be ‘Thud’ and ‘Woof.’
What are some onomatopoeia sentences?
- My horse neighs out of joy every time he sees me.
- The cow moos throughout the day. It’s hindering my sleep cycle.
- My neighbor’s dog won’t stop barking.
- A laser toy gun has a pew-pew sound.
- My cat loves to cuddle and purr all night long.
What are the best onomatopoeia?
Some of the best and most commonly used onomatopoeic words include the likes of Screech, Vroom, Ugh, Clang, Twang, and Meow.
What’s the difference between onomatopoeia and interjections?
Both of these terms possess distinct concepts. Onomatopoeic words tend to imitate the sounds of their describing words.
This includes ‘Oink,’ ‘Meow,’ ‘Bark,’ ‘Quack’ etc. On the other hand, Interjections are used for expressing a sudden outburst of emotion and excitement.
This includes words like ‘Ouch’ and ‘Wow.’
Inside this article
Content is rigorously reviewed by a team of qualified and experienced fact checkers. Fact checkers review articles for factual accuracy, relevance, and timeliness. Learn more.
- Abstract Noun
- Accusative Case
- Active Sentence
- Adjective Clause
- Adjective Phrase
- Adverbial Clause
- Appositive Phrase
- Compound Adjective
- Complex Sentence
- Compound Words
- Compound Predicate
- Common Noun
- Comparative Adjective
- Comparative and Superlative
- Compound Noun
- Compound Subject
- Compound Sentence
- Copular Verb
- Collective Noun
- Concrete Noun
- Conditional Sentence
- Comma Splice
- Correlative Conjunction
- Coordinating Conjunction
- Coordinate Adjective
- Cumulative Adjective
- Dative Case
- Declarative Sentence
- Declarative Statement
- Direct Object Pronoun
- Direct Object
- Dangling Modifier
- Demonstrative Pronoun
- Demonstrative Adjective
- Direct Characterization
- Definite Article
- False Dilemma Fallacy
- Future Perfect Progressive
- Future Simple
- Future Perfect Continuous
- Future Perfect
- First Conditional
- Irregular Adjective
- Irregular Verb
- Imperative Sentence
- Indefinite Article
- Intransitive Verb
- Introductory Phrase
- Indefinite Pronoun
- Indirect Characterization
- Interrogative Sentence
- Intensive Pronoun
- Inanimate Object
- Indefinite Tense
- Infinitive Phrase
- Indicative Mood
- Prepositional Phrase
- Past Simple Tense
- Past Continuous Tense
- Past Perfect Tense
- Past Progressive Tense
- Present Simple Tense
- Present Perfect Tense
- Personal Pronoun
- Persuasive Writing
- Parallel Structure
- Phrasal Verb
- Predicate Adjective
- Predicate Nominative
- Phonetic Language
- Plural Noun
- Punctuation Marks
- Preposition of Place
- Parts of Speech
- Possessive Adjective
- Possessive Determiner
- Possessive Case
- Possessive Noun
- Proper Adjective
- Proper Noun
- Present Participle
- Subordinating Conjunction
- Simple Future Tense
- Stative Verb
- Subject Complement
- Subject of a Sentence
- Sentence Variety
- Second Conditional
- Superlative Adjective
- Slash Symbol