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they could go and they gained access to his resources, including added protection from their mountain rivals. This situation intrigued the more warlike mountain tribe. How could they drive off this rancher or tap his resources or find a way to restore their access to the valley? Now that they |
were at Bidwell’s headquarters, they also could communicate with the Mechoopdas to compare ideas. While the Indians’ activities intrigued onlookers, the drama of Treaty Commissioner Oliver Wozencraft’s arrival conveyed command. Accompanying him were “gentlemanly and efficient” Army officers and 50 mounted infantry with... |
in a rolling wall of dust. While Wozencraft’s mission was difficult, he had reason for confidence because he had negotiated signed treaties with other tribes. While he was at Bidwell’s rancho, the San Francisco Alta declared “the reservations must be made where the Indians at present reside … and that |
has been the course of the commissioners.” As he slowed to dismount, Wozencraft noted the hundreds of Indians who took his measure in turn. By contrast to treaty meetings where a few tribesmen had shown up, Bidwell had organized an impressive turnout. As Wozencraft moved through the crowd with Bidwell |
“doing the honors,” he was impressed by the mix of valley headmen or “captains” and those of the mountain tribelets. The latter were difficult to assemble, most at risk and most dangerous to settlers. He explained later the Mountain and Foothill Maidus lived in small groups and were “generally at |
war with one another.” Hence, “they were very distrustful when it is attempted to bring them together.” The treaty commissioner found Bidwell had anticipated his needs. Because the Native people would find it hard to understand the terms of a legal document, he had his carpenter build a lectern to |
draw a common focus. This podium’s image entered into the Mechoopdas’ oral history. In addition, Bidwell provided interpreters. One, Rafael, about 12, was the young boy he had “adopted” from a tribelet and trained as his personal assistant. The second interpreter, Napani, was about 9. She was a daughter of |
Mechoopda Headman Luc-a-yan, whom a settler woman described as “a man of superior ability, dignity and fine disposition.” She thought he resembled “a bronze statue.” The ranch was organized for the meeting, the Indians were in place, and Wozencraft was ready to lay out the treaty terms. Deliberations would follow |
a rocky course—as would the relationship between Wozencraft and Bidwell. In 1858 Bidwell would testify that Commissioner Wozencraft had instructed him to offer the Indians all the beef they wanted regardless of cost. His statement contradicted Wozencraft’s explicit instructions, however. In an 1851 letter to Bidwell, W... |
common understanding that Bidwell should distribute beef to “keep the Indians pacified at the least cost to the government” and that his beef allocations “should be governed by necessity.” Bidwell also wanted Wozencraft to award him the lucrative contract to supply the beef, even though Wozencraft had already awarded i... |
to someone else and wouldn’t go back on his word. Needless to say, Bidwell was not happy. There is much more to the treaty story, but the end result was that Bidwell worked against the ratification of the treaty, and it failed to pass the California Legislature. California is one |
of the few states that did not establish a treaty with Indians. The consequences of this for the California Indians, especially the Mechoopda Maidu, is that many of them are still fighting to be recognized as a tribe, with the incumbent rights and privileges that accompany that recognition. In Butte |
County, the Mechoopda Maidu are in court to challenge Butte County’s effort to stop them from building a casino southeast of Chico. Note: This is an excerpt from a chapter from a manuscript by Michele Shover, “The California Indian Wars on the Butte County Front, 1850-1865.” Shover, professor emerita, delivered |
the lecture at the Department of Political Science’s Faculty Forum on Oct. 21. The entire lecture can be found on the department’s website. Photo of Emma Cooper courtesy of Meriam Library, Special Collections. |
|Connecticut Botanical Society| Photos & Information Plant ID Guides Dryopteris clintoniana (Dryopteris cristata var. clintoniana) Clinton's woodfern originated as a hybrid of Goldie's fern and crested woodfern, and its characteristics are mostly intermediate between the two parents. The fertile fronds |
of Clinton's woodfern are taller, narrower, and more upright than its sterile fronds, but the difference is less pronounced than it is in crested woodfern. Like crested woodfern, Clinton's woodfern's lowest leaflets are broadly triangular. The fronds are wider than |
In early October, the military government of Guatemala’s president Otto Perez Molina massacred a peaceful protest held by Indigenous K’iche protestors from Totonicapán, resulting in the death of seven men |
and leaving thirty-four others injured. Totonicapán, a department in the western highlands of Guatemala, holds an Indigenous K’iche majority population. Despite being one of the poorest and most malnourished of |
the departments in Guatemala, it also has been ranked as one of the most peaceful, ranking third to last for rates of violent crime. Military and national police arrived to |
the Cumbre de Alaska, a stretch of the Inter-American highway in the Guatemalan highlands, at 9:30 the morning of October 4th. There, hundreds of K’iches from the department of Totonicapán |
had gathered to protest three issues: elevations in the costs of electricity, changes to the education system, and constitutional reforms that would eliminate government recognition of Indigenous ancestral authorities. Recounts |
of what happened that morning vary, but what is confirmed is that three vehicles of military and police personnel approached the scene and eventually fired at least 108 bullets into |
the crowd of protesters and launched 89 canisters of teargas. Initial reactions from the government claimed the police were unarmed. “I want to be emphatic,” began Interior Minister Mauricio Lopez |
Bonillo. “The army and police forces that were present were not carrying firearms. They were carrying non-lethal weapons, tear gas and pepper spray. They follow protocol.” He concluded: “The community |
members attacked each other.” Soldier Manuel Lima Vasquez, carrying assault rifle at the Cumbre de Alaska, October 4th. A very short time later, after photos emerged of military forces carrying |
assault rifles, they changed the story. This time, the military were carrying weapons, but only shot them in the air to scare protestors who were throwing rocks and sticks. Finally, |
a full investigation of the incident was carried out, concluding that eight soldiers fired weapons directly at protestors, which they did in violation of superior orders. The Attorney General of |
Guatemala has charged Colonel Juan Chiroy Sal, the commander of the detachment sent to the Cumbre de Alaska that morning, with extrajudicial murder, along with the eight soldiers who fired |
their weapons. Commissioner Dinah Shelton, of the Inter-American Commission on Human Rights responded: “The IACHR values the actions taken by the Office of the Attorney General. It is now essential |
that the judicial inquiry continues until all facts are cleared up, and criminal responsibilities are established. It is also of fundamental importance that the authorities of Guatemala adopt mechanisms to |
avoid excessive use of force by State agents in protests and demonstrations,” according to their press release. The use of violence and repression by the military has come to a |
peak in Otto Perez Molina’s administration. Perez Molina, an ex-military general during Guatemala’s violent armed conflict, campaigned on the promise that he would use a militarized state to combat drug |
trafficking and violent crime that plagues urban areas. Instead, during his first year in office, the country has seen increasing use of military repression against Indigenous activists, as was seen |
in the State of Siege imposed in May in the town of Barillas, Huehuetenango after protests arose over a controversial hydroelectric dam. “We believe there has been a real return |
to the use of violence as a response to social demands,” explained Domingo Hernandez, part of the board of directors for the Mayan grassroots group Waqib’ Kej. He continued, “In |
Guatemala we urgently need to start a process of democratization. In this government it hasn’t been possible. A militarized system is vertical, authoritarian, patriarchal, and doesn’t allow for citizens– Indigenous |
Peoples, women, and youth– to express their opinions. This state, led by ex-military officials, is treating our country as if it were their headquarters.” The protest was convened by the |
group 48 Cantones, (48 villages) one of the longest standing, and well-respected system of traditional Indigenous governance existing in Guatemala. The group is an amalgamation of 48 villages around the |
department of Totonicapán, and is organized to defend the cultural and territorial heritage of their ancestors. Anthropologists have tied the group to Mayan resistance dating back to the arrival of |
the Spanish colonizers in the region. Their system of sustainable forest and water management has been an example for communities all over Guatemala. In 2010, Cultural Survival's Community Radio Project |
worked with 48 Cantones to produce a radio-novella series on these sustainable practices for broadcast across community radio stations of Guatemala. Leaders of the movement have called for a deep |
and transparent investigation of the massacre, questioning the resolution of the government that the soldiers and the colonoal acted alone, against orders. "Hopefully this will lead to trials of those |
that acted to shoot but also start a process of investigation into the intellectual leaders,” said Juana del Carmen Tacán, president of the 48 Cantones. "Someone must have given the |
order to shoot them; we want to know who they were. You have to get to the top." Cultural Survival deplores this act of violence against the members of 48 |
Cantones and extends our condolences to the community of Totonicapan. Leaders in Guatemala have called the international community to action: “We ask the international community to be attentive to what |
is happening in Guatemala. We can’t permit a return to the past, to new massacres. The people of Guatemala want to live in peace and take back our country from |
the hands of the oligarchy and the military; to recuperate a democracy that has been taken from us over hundreds of years,” said Domingo Hernandez. Take Action: Visit the Guatemalan |
Human Rights Commission to urge the governmentt of Guatemala to respect the demands of 48 Cantones. The massacre at Totonicapán became the forefront issue at the October 12th March of |
Resistance in Guatemala City, a national call to action for Indigenous People's to express their most pressing concerns on the anniversary of Columbus' arrival to the Americas. "Now a massacre |
in Toto... tomorrow it could be you. Join the fight." Wreaths for each of 7 victims shot and killed by Guatemalan military on October 4th. "He who shot and killed |
is as guilty as he who ordered: Punishment for the minds behind the massacre." "No More Massacres" Cultural Survival helps Indigenous Peoples around the world defend their lands, languages, and |
cultures as they deal with issues like the one you’ve just read about. To read about Cultural Survival’s work around the world, click here. To read more articles on the |
subject use our Search function and explore 40 years of information on Indigenous issues. For ways to take action to help Indigenous communities, click here. We take on governments and |
multinational corporations—and they always have more resources than we do—but with the help of people like you, we do win. Your contribution is crucial to that effort. Click here to |
Teaching Materials Social Studies Kits A social history of women [kit] by Shiela C. Robertson and Kathleen O’Brien. (1986). TKSS 700 Unit of study on the social history of women, concentrating on women from Minnesota. Includes general lessons on women’s |
history, and lessons on six "non-famous" historic women: Mathilda Tolksdorf Shillock, Linda James Benitt, Theresa Ericksen, Mary Longley Riggs, Caroline Seabury, and Ethel Ray Nance. For elementary grades. 7 booklets, 6 posters : b&w and col. ; in portfolio, 26 |
x 39 x 3 cm. My cup runneth over : value game [kit]. (1973). TKSS 701 Assists players in communicating personal values and interpreting the values of others. Black studies [kit]. (1973). TKSS 702 Examines some of the significant aspects |
of Black American culture. 1. African heritage. 9 cards.--2. Slavery & Civil War. 16 cards.--3. Reconstruction & Jim Crowism. 13 cards.--4. Twentieth century. 32 cards.--5. Literature & dramatic arts. 14 cards.--6. Music. 12 cards.--7. Sports. 6 cards.--8. Famous black Americans. |
33 cards.--9. Bibliography. 7 cards. 142 activity cards, 1 foreword card, 1 table of contents card, 1 title card, and 9 divider cards in container. Social studies strategies. [flash card] by Annette Sue Hart. (1972). TKSS 703 Social studies activities |
emphasizing student involvement and including dramatic play, role playing, simulation games, map experiences, documents and ancient writing, and making filmstrip. For elementary education. Developing understanding of self and others. [Kit] by Don Dinkmeyer. (1970). TKSS 704 Designed to help children |
better understand social emotional behavior and may be used by teachers, elementary school counselors, and others as a developmental guidance program. Developing understanding of self and others : DUSO D-2. [Kit] (1973). TKSS 705 A program of activities designed for |
upper primary and grade 4 levels, ages 7-10, to help teach concepts of social and emotional behavior. World map in equal area presentation: Peters projection. (1983). TKSS 707 "One square inch on the map = 158,000 square miles." Escapades! [flash |
card]. (1996). TKSS 709 Box of 300 different games, challenges, energizers, mind stumpers, tongue twisters, alternate versions to traditional sports and games. For all ages; 2 or more players. 350 activity cards : b&w ; in box 18 x 10 |
x 12 cm. + 11 dividers. Skillstreaming the elementary school child [activity card] : skill cards. (1997). TKSS 710 Skill cards list the steps needed to successfully perform each of the 60 prosocial skills outlined in "Skillstreaming the Elementary School |
Child. 480 cards : col. ; 8 x 13 cm. A Visit to Colonial Williamsburg [Slide]. (1978). TKSS 713 Follows the tourist route through Colonial Williamsburg in Virginia. Shows various buildings and gardens in order as they appear along the |
way. Shows the interiors and exteriors of major exhibition buildings. " With lecture notes. Revised 3/21/78." Here’s looking at you, demo kit. Grades 7-9 [kit]. (2001). TKS 714 Demonstration kit for preview purposes with a sampling of the materials contained |
in the complete "Here’s looking at you". A research-based, mixed-media prevention program focused on the gateway drugs of alcohol, nicotine, and marijuana. Designed to promote healthy norms, increase protective factors, and reduce risk factors that have been correlated with drug |
use. Developed around three components: giving students current and accurate information, teaching them social skills, and providing opportunities for them to bond with their school, their families, and their community. 3 posters, 1 audiocassette, 3 videocassettes, 1 book, 1 magazine, |
1 teacher’s guide with CD-ROM, 2 inventory/ordering pages ; in container, 31 x 35 x 12 cm. Project ALERT [videorecording] : a drug prevention program for middle grades. (2003). TKSS 715 A two year, fourteen lesson plan program for middle |
school students, which focuses on drugs that adolescents are most likely to use: alcohol, tobacco, marijuana, and inhalants. Parent involved homework assignments extend the learning process. Project ALERT -- A guided tour -- Let’s talk about marijuana -- Pot: the |
party crasher -- Lindsey’s choice -- Pot or not? -- Clearing the air -- Saying no to drugs -- Paul’s fix -- Resisting peer pressure. Videotape dates run from 1996-2002 ; teacher’s guidebook is copyrighted for 2003. Grades 6-8. 9 |
program of group activities and materials designed to help teachers and parents assist the healthy personal and social development of young children. For preschool education. Mix-n-match cards [game]. (1995). TKSS 717 Geography term-n-definition -- Historical character-n-achievement -- Historical event-n-date -- |
State-n-abbreviation -- State-n-capital -- Sports. v. of cards : ill. ; 28 cm. Raccoon circles [kit] : a handbook for facilitators. (2001). TKSS 718 Intended to teach coworkers to work as a team while performing various games. 1 piece of |
nylon webbing; 2 books. Relocation of Japanese Americans [picture]. (197?). TKSS 719 Photographs of Japanese Americans who had to leave their homes and businesses during World War II. 15 study prints : b&w. ; 28 x 36 cm. + 1 |
explanatory sheet. Just choices [videorecording] : exploring social justice today. (19??). TKSS 721 This video complements the Just Choices program as it teaches students about a modern-day social justice movement. The video documents the journeys of four high school students |
as they investigate the roles and treatment of animals in society for a class project on social justice. As the students learn about the movement, its victories and struggles, and the role of animals in society, they realize that they |
pick on me game [game]. (2005). TKSS 722 Designed to help children learn to deal with bullying and teasing in a non-threatening atmosphere. For 2-4 players, ages 6-12. 1 game (1 board, 16 figures, 1 spinner, 72 game cards, 16 |
stands, 100 chips, 1 assessment card, 1 answer sheet (two-sided), 1 booklet of instructions) ; in box 6.5 x 29 x 24 cm. Dr. PlayWell’s game of social success [game]. (2004). TKSS 723 Designed to help children get to know |
one another while playing games and learn social skills that can be used immediately with other players. For 2-4 players, ages 6-12. 1 game (1 board, 4 playing pawns, 1 egg timer, 1 spinner, 48 social success cards, 1 skills |
assessment card, 1 pad of questionnaires, 1 pad of success certificates, 1 booklet of instructions) ; in box 6.5 x 29 x 24 cm. [Positive behavior poster collection] [picture]. (2003). TKSS 724 Posters designed to help encourage good behavior in |
children through positive reinforcement. Say it with signs -- Caught you being good -- Rules & consequences chart. 3 posters : col. ; 60 x 46 cm. + 3 directions sheets, 2 felt markers. Coat of arms. by Catherine Daly-Weir |
; illustrated by Jeff Crosby. (2000). TKSS 725 Traces the origins of coat of arms and the rules that govern their use and design. Includes a stencil to help the reader design their own coat of arms. 31 p. : |
col. ill. ; 24 cm. + 1 plastic stencil. TimetoEnrich : grades 7-12 activity kit : instruction manual. (2002). TKSS 726 Presents activities that educate as well as entertain in the areas of social development, healthy living, citizenship, and career |
awareness. Cards present 180 activities and the leader’s guide contains a CD-ROM with reproducible worksheets, sample letters to parents, praise certificates, and a list of resources. Grades 7-12. 187 p. ; ill. : 28 cm. + 1 CD-ROM (4 3/4 |
in.) + 180 activity cards (in box 20 X 16 X 9 cm.) The story grammar marker [kit]. (2002). TKSS 727 Kit provides methods for organizing the integration of thinking, speaking and writing skills in the classroom. Grades K-5. 1 |
teacher’s marker (27 in.) ; 1 guide (195 p.). Harcourt horizons. (2003). TKSS 728 About my community (grade 2) -- People and communities (grade 3) -- States and regions (grade 4) -- United States history (grade 5) -- World regions |
(grade 6). Grades K-6/7. Harcourt horizons. (2005). TKSS 729 About my community (grade 2) -- People and communities (grade 3) -- States and regions (grade 4) -- United States history: beginnings (grade 5) -- World history (grade 6). Fetal alcohol |
spectrum disorders [kit] : education & prevention curriculum. (2006). TKSS 730 A school-based curriculum for grades K-12 that provides age-appropriate information about the consequences that alcohol can have on human development. The curriculum also teaches youth to be tolerant and |
accepting of all individuals regardless of their individual capabilities or disabilities. 5 books, 5 computer optical discs, 1 model of brain with stand and guide card. This is my home [kit] : a Minnesota human rights education experience. (2005). TKSS |
731 The goal of the kit is to integrate and simplify human rights education in K-12 schools statewide. The objectives are to engage all members of the school community in creating a learning environment in which everyone can grow to |
their full potential with their human rights and human dignity upheld; to motivate all members of the school community to take responsibility in promoting and protecting human rights, so that student achievement, development, and performance can thrive; to develop new |
tools for sharing and monitoring emerging human rights education practices. 2 booklets, 1 computer optical disc, 1 DVD, 1 pamphlet, 5 guide cards. The land of Tutankhamen [chart] produced by Sunday Times Special Projects Unit. (1972). TKSS 732 Presents Egyptian |
civilization at the time of Tutankhamen, 1361-1352 B.C. Includes descriptions of Tutankhamen, Egyptian kingship, pyramid construction, hieroglyphics. 1 wall chart : col. ; 98 x 74 cm., folded to 25 x 19 cm. Skillstreaming the adolescent [kit] by Arnold P. |
Goldstein ; Ellen McGinnis. TKSS 733 Program for teaching prosocial skills. Skill cards list the steps needed to successfully perform each of the 50 prosocial skills outlined in skillstreaming the adolescent. 337 p. : 23 cm. + 400 skillcards : |
(col. ; 8 x 13 cm.) + 1 program form (43 p. ; 28 cm.) + 1 student manual. (60 p. ; 28 cm.) Dr. PlayWell’s game of self-control [game]. (2005). TKSS 734 Designed to help children learn the importance |
of self-control at school, in their homes and communities, and in personal habits. For 2-4 players, ages 6-12. 1 game (1 board, 2 dice, 4 pawns, 48 game cards, 100 chips, 1 assessment card, 4 colored circles, 1 booklet of |
instructions) ; in box 6.5 x 29 x 24 cm. Turtle puppet [toy]. (2008). TKSS 735 Turtle plush puppet with Western Hemisphere on shell, green head, green feet with yellow soles, yellow underbelly and edge of shell, purple mouth, and |
Go out and have unprotected sex, you'll be happier! Say what?! That's what researchers from SUNY Albany are saying in a new study. They claim that certain chemicals found in |
semen can have a positive effect on the physical and mental health of women who frequently engage in unprotected sex. According to the study, "semen is known to contain such |
"mood-altering chemicals" as estrone and oxytocin, which elevate mood; cortisol, which promotes affection; serotonin, which acts as an antidepressant; and melatonin, which induces sleep." They determined through an anonymous survey |
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