May 2007 Newsletter from
"This Day in North American Indian History"
by Phil Konstantin
Copyright © Phil Konstantin (1996-2010)

Click Here To Return To The Previous Website

Start of Phil Konstantin's May 2007 Newsletter - Part 1


I hope you have had a good month. I just got back from a little over a
week in the Houston area. My father (Morris Konstantin) is recovering
from some major surgery. He is doing very well, especially considering
that he is 78. So, as usual, I am a bit behind in getting the newsletter
out. Oh well, you get what you pay for!!!


I alway enjoy finding new sources of information. You will find quite a
few news stories listed below from an online publication I just found:
The Tanasi Journal at

We are still working to establish a Cherokee community here in San
Diego. I have been doing some research which I thought Cherokees might
find interesting. You will find quite a bit of that also in this



Link of the Month for May 2007

The Center for Desert Archaeology, a private nonprofit
organization, promotes the stewardship of southwestern
archaeology and historic resources in the American
Southwest and Mexican Northwest through active research,
preservation, and public education.

The website is very deep in content. Some of which is listed

Coalescent Communities in the Southern Southwest: Hohokam
In Search of the Coronado Trail
Honey Bee Village: A Hohokam Ballcourt Village in Oro
Valley, Arizona
Rio Nuevo: Chapter 3 - Cultural History of the Tucson Basin
and Project Area
San Pedro River Valley: interesting history

Resources: Presenting Tucson Arizona in 2000 B.C. -
The Clearwater Site
Online Readings: Conceptualizing Landscapes in the San
Pedro Valley of Arizona: American Indian Interpretations
of Reeve Ruin and Davis Ruin - "In this paper, we examine
the way tribal researchers interpret the ancient villages
of Reeve Ruin and Davis Ruin"

You can find it at:


I had mentioned the treaty the Cherokees signed with the
United States after the Civil War as a part of my discusion
of the recent vote on the Cherokee Freedmen. The Treaty of
the Month is that treaty:


July 19, 1866. | 14 Stats., 799. | Ratified July 27, 1866. | Proclaimed
Aug. 11, 1866

You can read a transcript here:


Here is a link for an interesting video on Google.

documentary reveals Canada's darkest secret - the deliberate
extermination of indigenous (Native American) peoples and
the theft of their land under the guise of religion. This
never before told history as seen through the eyes of this
former minister (Kevin Annett) who blew the whistle on his
own church, after he learned of thousands of murders in
its Indian Residential Schools..."



The Southern California Cherokee Associations are holding
a "Meet the Candidates" event. Here are the details:

Here is the location for the Cherokee Nation Candidates
Forum in Corona California

On May 20, 2007 at 7:30pm
Corona Christian Center
1901 W Ontario Ave.
Corona, Ca. 92882
Ph (951) 734-5683


The Cherokees are also setting up three groups in Northern California.
Here are the "where & whens":

Special Guests Include:
Principal Chief Chad Smith Deputy Chief Joe Grayson
At Large Councilmen Jack Baker and Taylor Keen
Miss Cherokee Michelle Locust

The Cherokee Community of the Silicon Valley
Invites You to a Potluck Community Meeting
Saturday, May 19 11 am to 2 pm
Cypress Senior Center, 403 S. Cypress Ave., San Jose, CA
For more info contact Tim Miller at Mil4us @

The Cherokee Society of the Greater Bay Area
Invites You to a Potluck Community Meeting
Saturday, May 19   4 pm to 7 pm
Veteran’s Memorial, 3780 Mt. Diablo Blvd., Lafayette, CA
Shuttle Service from the Lafayette BART Station will be provided
Contact Jacquie Archambeau at 925-408-3222 for more info

The Cherokees of the Northern Central Valley
Formerly organized as the Cherokees of Northern California Club
Invites You to a Potluck Community Meeting
Sunday, May 20   1 pm to 4 pm
Hagen Community Park, 2197 Chase Drive, Rancho Cordova, CA
Contact Joyce Bowling at 916-635-7687 or Sherrie Decker at 510-301-8429
for more info

Please bring the following dish according to the first
letter of your last name:
A-D – Drinks, paper plates, cups and napkins, plastic
utensils, trash bags
E-I – Side Dish J-M – Dessert N-R – Salad, Dressing, Bread
S-Z – Main Dish

* Candidates for elected office in the Cherokee Nation
will also be introduced at these events


More than 18 Million Students Registered for the National
Museum of the American Indian’s Electronic Field Trip

More than 18 million students will view an electronic field
trip May 8, hosted by the Smithsonian’s National Museum of
the American Indian through a partnership with Ball State
University in Muncie , Ind. The electronic field trip,
“Listening to Our Ancestors,” will be a 60-minute live
satellite broadcast and Web cast from Auke Bay in Juneau ,
Alaska , that is geared toward students in grades 5
through 9. The program will be broadcast twice via local
public television stations—at 11 a.m. E.D.T. and 1 p.m.

To gain access to the live broadcast and Web cast of
“Listening to Our Ancestors,” educators must register
online on the Ball State University Web site,,
before the May 8 date of the electronic field trip. Online registration
provides teachers with access to classroom
lessons that will prepare students for the electronic field
trip. The program will be archived by Apple Learning
Initiatives and available through the Ball State University
Web site.

“The National Museum of the American Indian is pleased to
participate in its second electronic field trip with Ball
State University . These electronic field trips help the
museum fulfill its educational mission in reaching classrooms throughout
the country,” said Tim Johnson, associate director
for museum programs at the National Museum of the American

Focusing on the Native cultures of southeast Alaska ,
“Listening to Our Ancestors” will provide students with
the opportunity to see how salmon is smoked over a pit,
watch the art of weaving a Chilkat blanket and learn about
the Alaskan landscape. Students from Murch Elementary School
in Washington , D.C. , and the Tlingit Immersion program
at Harborview Elementary School in Juneau , Alaska , will
answer questions and participate in the electronic field
trip’s activities. Students watching the broadcast or Web
cast will be able to call in and ask questions live on the

Leonda J. Levchuk (Navajo)
Public Affairs Specialist
National Museum of the American Indian
4th St. and Independence Ave. SW
Washington, DC   20013-7012
(202) 633-6613
(202) 633-6920 fax
levchukl @


The Movie; Bury My Heart at Wounded Knee ~ Premieres on
HBO, Sunday, May 27 at 9pm

For more info,visit:

In case you have not heard HBO will premiere "Bury My Heart
at Wounded Knee" on May 27, 2007. During May they will also
show the filming of movie.

If you watch this film please remember the "22 Medal of
Honors," given to U.S. soldiers* and that the U.S. flags
still carry the Presidential battle streamer for the
Massacre at Wounded Knee.

HBO Films teams with executive producers Dick Wolf and Tom
Thayer to present the epic film adaptation of Dee Brown's
seminal nonfiction book BURY MY HEART AT WOUNDED KNEE.

Scheduled to debut on HBO in May, the film powerfully explores
the economic, political and social pressures that underpinned
the opening of the American West and the tragic impact this
expansion had on American Indian culture.

The Wolf Entertainment/Traveler's Rest Films production is
directed by Yves Simoneau ("Napoleon"), produced by Clara
George ("United 93"), from a screenplay by Daniel Giat (HBO
Films' "Path to War"), based on the book by Dee Alexander Brown.

"We are very proud to be in business with Dick Wolf and Tom
Thayer to bring to the screen this important story, which has
never fully been told," says HBO Films president Colin
Callender. "Over the years, many have tried to bring BURY
MY HEART AT WOUNDED KNEE to the screen. Dan Giat's brilliant,
multi-layered script and Yves Simoneau's sweeping and epic
production brings to life this important period in American
history and powerfully interweaves the human drama that plays
out against a complex political backdrop."

Adds Wolf, "To say that this is a passion project would be
a massive understatement. I'm incredibly grateful, excited
and humbled that HBO is giving us the opportunity to bring
one of the most important chapters in American history to

"We are all here because Dan Giat has interpreted an
extraordinarily important period of our history in a profound
and unique way - and the telling of that story is a
responsibility that Dick and I have pursued for years," says
Thayer. "HBO's support of this journey has enabled us to be
where we are today, and we are enormously grateful for the opportunity."

"What happened at Wounded Knee seems like a long time ago,"
adds Simoneau. "But this story is more relevant today than
ever. It's a story about humanity and the difficulty in
understanding one another."

Beginning just after the bloody Sioux victory over General
Custer at Little Big Horn, BURY MY HEART AT WOUNDED KNEE
intertwines the unique perspectives of three characters:
Charles Eastman (Beach), (c) Ohiyesa, a young, Dartmouth-
educated, Sioux doctor held up as living proof of the
alleged success of assimilation; Sitting Bull (Schellenberg),
the proud Lakota chief who refuses to submit to U.S.
government policies designed to strip his people of their
identity, their dignity and their sacred land ~ the gold ~
laden Black Hills of the Dakotas; and Senator Henry Dawes
(Quinn), who was one of the architects of the government
policy on Indian affairs.

While Eastman and patrician schoolteacher Elaine Goodale
(Paquin) work to improve life for the Indians on the reservation,
Senator Dawes lobbies President Grant (Thompson) for more
humane treatment, opposing the bellicose stance of General
William Tecumseh Sherman (Feore). Hope rises for the Indians
in the form of the prophet Wovoka (Studi) and the Ghost
Dance ~ a messianic movement that promises an end of their
suffering under the white man. This hope is obliterated
after the assassination of Sitting Bull and the massacre
of hundreds of Indian men, women and children by the 7th
Cavalry at Wounded Knee Creek on Dec. 29, 1890.

Published in 1971, Dee Brown's book is one of the foremost
works documenting the systematic subjugation of the American
Indian during the latter half of the 19th century. It has
sold almost four million copies and has been translated into
17 languages.


*Adam Beach* - Charles Eastman (Saulteaux from Manitoba,
Canada. Films: Windtalkers and Flags of Our Fathers (Ira Hayes)
*Wes Studi* - (Cherokee from Nofire Hollow, Oklahoma, Vietnam
Veteran (drafted 1967, 9th Division in the Delta area of South Vietnam).
*Nakotah Larance*,Isapo-Muxika,Crowfoot
*August Schellenberg* - Tatanka Iyotaka, Sitting Bull, (Metis
Swiss-German and Mohawk). Films: Black Robe, Fee Willy, Iron
Will, The New World, Eight Below and Crazy Horse.
*Sean Wei Mah*, Bull Head Edmonton, Alberta, Canada
*Gerald Tokala* Clifford ~ Little Wolf
*Gordon Tootoosis* ~ M*akhipiya-Luta, Red Cloud (Poundmaker
Reserve, Saskatchewan, Canada.
*Chevez Ezaneh* ~ Ohiyesa/Young Charles
*Aidan Quinn* ~ Senator Henry Dawes
*Colm Feore* ~ William Tecumseh Sherman
*Anna Paquin* ~ Elaine Goodale Eastman


National Indian Youth Police Academy - Class #7 (Junior) -
August 5-18, 2007 - San Bernardino, CA

On behalf of the National Indian Youth Police Academy and
Fox Valley Technical College's Criminal Justice Center for
Innovation, it is with great pleasure that I invite you to
submit an application for attending the 2007 National Indian
Youth Police Academy (NIYPA). The Academy is scheduled for
August 13-25, 2007, and 60 students from across Indian
Country will be identified to participate in activities to
take place at a location yet to be determined.

Upon arrival, cadets will be met by a team of dedicated law enforcement
professionals who will ensure that this year's
NIYPA is the best ever. At the Police Academy, you will explore
everything that policing has to offer as well as other criminal justice
career opportunities. In addition to the daily hands-on training, you
will hear expert testimony from speakers who
will interact with you and your peers to discuss the critical
issues that are facing today's tribal youth. The instructions for
filling out an application are contained within this brochure.

Please provide special consideration when preparing your two
responses under "Application Procedures" because this provides
the foundation as to how we will rank and rate your submission.
Application packets must be received by Fox Valley Technical
College either on or before July 1, 2007. If additional
application forms are needed, they can be found online at
or call us toll free at (888) 370-1752.

Join the hundreds of tribal youth that have graduated from
the Academy and become part of our family.


David J. Rogers (Nez Perce)
Academy Director
Fox Valley Technical College
Criminal Justice Center for Innovation
Ph: (920) 735-2590 • Toll Free: (888) 370-1752
Fax: (920) 996-7192
Email: Rogers @ or


17th Navajo Studies Conference
November 1-3, 2007 Diné College Tsaile, Arizona
“Hózhóójí Alch'i' Silá: Connecting Indigenous Cultures”


Newsletter subscriber send along a link to this touching
video about military personnel.

Friends, brothers and sisters one and all,

This is an excellent video I received from a military brother
living in Chadron, Nebraska. I originally sent it to all of
my Academy classmates and, as I reflected upon it, I believe
the message applies to each and every one of us.
Regardless of whether you ever open anything I send to you,
I ask that you take a couple minutes out of your busy schedule
and click on this one. You certainly won't be disappointed.



Transcript of President Andrew Jackson's Message to
Congress 'On Indian Removal' (1830)

Andrew Jackson's Annual Message

It gives me pleasure to announce to Congress that the
benevolent policy of the Government, steadily pursued for
nearly thirty years, in relation to the removal of the
Indians beyond the white settlements is approaching to a
happy consummation. Two important tribes have accepted the
provision made for their removal at the last session of
Congress, and it is believed that their example will induce
the remaining tribes also to seek the same obvious advantages.

The consequences of a speedy removal will be important to
the United States, to individual States, and to the Indians themselves.
The pecuniary advantages which it promises to
the Government are the least of its recommendations. It puts
an end to all possible danger of collision between the
authorities of the General and State Governments on account
of the Indians. It will place a dense and civilized population
in large tracts of country now occupied by a few savage
hunters. By opening the whole territory between Tennessee
on the north and Louisiana on the south to the settlement
of the whites it will incalculably strengthen the southwestern frontier
and render the adjacent States strong enough to
repel future invasions without remote aid. It will relieve
the whole State of Mississippi and the western part of
Alabama of Indian occupancy, and enable those States to
advance rapidly in population, wealth, and power. It will
separate the Indians from immediate contact with settlements
of whites; free them from the power of the States; enable
them to pursue happiness in their own way and under their
own rude institutions; will retard the progress of decay,
which is lessening their numbers, and perhaps cause them
gradually, under the protection of the Government and
through the influence of good counsels, to cast off their
savage habits and become an interesting, civilized, and
Christian community.

What good man would prefer a country covered with forests
and ranged by a few thousand savages to our extensive
Republic, studded with cities, towns, and prosperous farms
embellished with all the improvements which art can devise
or industry execute, occupied by more than 12,000,000 happy
people, and filled with all the blessings of liberty,
civilization and religion?

The present policy of the Government is but a continuation
of the same progressive change by a milder process. The
tribes which occupied the countries now constituting the
Eastern States were annihilated or have melted away to
make room for the whites. The waves of population and
civilization are rolling to the westward, and we now propose
to acquire the countries occupied by the red men of the
South and West by a fair exchange, and, at the expense of
the United States, to send them to land where their
existence may be prolonged and perhaps made perpetual.
Doubtless it will be painful to leave the graves of their
fathers; but what do they more than our ancestors did or
than our children are now doing? To better their condition
in an unknown land our forefathers left all that was dear
in earthly objects. Our children by thousands yearly leave
the land of their birth to seek new homes in distant
regions. Does Humanity weep at these painful separations
from everything, animate and inanimate, with which the
young heart has become entwined? Far from it. It is rather
a source of joy that our country affords scope where our
young population may range unconstrained in body or in mind, developing
the power and facilities of man in their highest perfection. These
remove hundreds and almost thousands of
miles at their own expense, purchase the lands they occupy,
and support themselves at their new homes from the moment
of their arrival. Can it be cruel in this Government when,
by events which it can not control, the Indian is made
discontented in his ancient home to purchase his lands,
to give him a new and extensive territory, to pay the
expense of his removal, and support him a year in his new
abode? How many thousands of our own people would gladly
embrace the opportunity of removing to the West on such
conditions! If the offers made to the Indians were extended
to them, they would be hailed with gratitude and joy.

And is it supposed that the wandering savage has a stronger
attachment to his home than the settled, civilized Christian?
Is it more afflicting to him to leave the graves of his
fathers than it is to our brothers and children? Rightly
considered, the policy of the General Government toward the
red man is not only liberal, but generous. He is unwilling
to submit to the laws of the States and mingle with their
population. To save him from this alternative, or perhaps
utter annihilation, the General Government kindly offers
him a new home, and proposes to pay the whole expense of
his removal and settlement.


The UC/CSU American Indian Higher Education Consortium

A Draft Report and Recommendations

Submitted by: Richardo Torres and Michelle Villegas Frazier
April 2007

In Academic Year 2002, there were 6,195,920 students enrolled
in California K-12 schools. Of that amount, 53,898 (0.9%),
were American Indian/Alaska Natives. The California State
University system enrolled a total of 40,611 first time
freshmen from California schools that year. 285 of those
students (.7%) were American Indian/Alaska Natives. The
system-wide questions that were generated by this staggering
data asked how we can adequately prepare American Indian
students to be more competitive for college. For the
University of California, the data was similar. For the
Academic Year 2002, UC enrolled a total of 29,916 first-
time freshmen. Of that amount, there were only 159 American
Indian students enrolled or .5% of the total. Although American Indians
almost make up 1% of California school-aged students,
they are entering college at the .5% in the UC and .7% in
the CSU.

It was believed by counselors and higher education personnel
that American Indian students were not attending college
because they did not meet the A-G requirements. This may be
true about those who make it to high school. The Educational Opportunity
Program at CSU Sacramento conducted an informal
survey of their native populations utilizing data supplied
by local tribes. Of the 15 federally recognized tribes that
are within the CSU Sacramento service area there is a total
population of 3844 enrolled members in those communities1.
2609 or 67% of the population are enrolled in the K-12 school
system. Of that figure, 2229 or 85% are enrolled in K-8 grades
and only 380 students, 15%, are enrolled in grades 9-122.
To surmise, California American Indian youth are not making it
into high school.

This phenomenon is not exclusive to the northern California
regions, but reflects a statewide trend substantiated and
made evident to us during our regional meetings.

1 Taken from Infodome Library,
2 Ibid.

This trend is also evident in the decline of American Indian
student applicants and admits. The California State University
system responded by launching a special meeting between the
Chancellor and American Indian community members. In March,
2006, CSU Chancellor Charles Reed sponsored a half-day in-
service that also included 9 CSU Presidents as a briefing to
the historical and special circumstances that affect the
American Indian populations.

The briefing was conducted by a group of American Indian
community activist and leaders that included: Ms. Cindy
LaMarr, Executive Director of Capitol Area Indian Resources;
Ms. Connie Reitmann, Executive Director of the Inter-tribal
Council of California; Mr. Ricardo Torres, Faculty Counselor
at California State University, Sacramento; Mr. Matt Franklin,
Chair, of the Ione Band of Miwok Indians; Mr. Mikela Jones,
graduate student at San Diego State University; and Mr.
Curtis Notsinneh, staff member for Assemblywoman Jackie
Goldberg’s office.

The half day event provided the CSU administrators with a
snapshot of the status of American Indian nationally as well
as within the state. It was also noted that the CSU had
previously instituted an American Indian Advisory Committee
over 20 years ago that was chaired by Dr. Mary Jacobs,
American Indian Studies faculty at CSU Long Beach. She is
currently a faculty member at San Diego State University.
The panel presented issues related to history, legislation, recognition,
sovereignty, and the effect these have had on
Indian education. At the end of the presentation, the presenters
recommended that the CSU enact the following:

?? Review the implementation of Proposition 209 as it affects the
sovereign status of American Indians;
?? Review how the CSU identifies American Indian students;
?? Conduct regional meetings with tribal leaders to discuss formulating
educational partnerships with and for tribal
communities; and finally,

?? Review the Teacher Training Programs to ensure that truthful
and responsible history and portrayal of American Indian culture
is taught. The CSU agreed to these recommendations and formulated
a task force of Presidents to be chaired by President Richmond
from Humboldt State University. The intent of the effort was to
begin acting on the recommendations and, more importantly,
initiate the work with the tribes.

Because many of our youth are involved in American Indian
Education Centers throughout the state, the next chronological
focus was placed on data gathered by the State Department of Education.
Unfortunately, the lack of data and poor management practices at the
state level resulted in a Joint Legislative
Audit Committee review of the State Department of Education.
The audit concluded that, “….despite established guidance,
the department has not adequately administered the program
and consequently cannot ensure that the program is successfully meeting
the goals established in law or the needs of the
communities it serves.3”

The report alarmed many American Indian educators, tribal
leaders, tribal agencies, and parents. Additionally, it was
this concern that also focused on how states were misusing
their Title VII grants. To this end, a letter reaffirming
the intent of the law was drafted and sent to the Secretary
of Education Margaret Spellings. There seems to be a tacit understanding
that monies coming to the state were being
supplanted and being used for activities not prescribed by
the law. The letter to Secretary Spellings cites, “It is the
policy of the United States to fulfill the Federal Government’s
unique and continuing trust relationship with and
responsibility to the Indian people for the education of
Indian children. The Federal Government will continue to
work with local educational agencies, Indian tribes and
organizations, postsecondary institutions, and other entities
toward the goal of ensuring that programs that serve Indian
children are of the highest California State Auditor, Bureau
of State Audits, “Department of Education: Its Flawed
Administration of the California Indian Education Center
Program Prevents It From Effectively Evaluating, Funding, and Monitoring
the Program, February 2006, 2005-104.

quality and provide for not only the basic elementary and
secondary educational needs, but also the unique educational
and culturally related academic needs of these children.4”

In the Spring of 2006, a few American Indian Educators and
Indian Education Center Directors concerned with the exceedingly
low number of American Indians attending college began a
dialogue to address the issue. A meeting was hosted by Ricardo
Torres and Michelle Villegas Frazier during the California
Indian Education Conference in Fresno. The workshop was
sponsored by the California State University system and the
UC American Indian Counselor Recruiters Association. The
workshop was attended by tribal members, Indian Education
Center Directors, students, parents, and American Indian agency
personnel. As a result of the highly successful meeting, it
was the decision of the group to keep the dialogue active and
began to develop a California American Indian Higher Education
Consortium. The formal charge of the Consortium would be to
affect the higher education systems in California: CSU, UC and
the California Community Colleges.

The workshop produced a lot of support from community members
and representatives from the various higher education segments
represented at the meeting. At the workshop, Mr. Jorge Haynes,
CSU Senior Director of External Affairs, pledged the support of
his office to foster a statewide dialogue on the problems
confronting our communities and youth that impede their education.
The group identified the following primary focus, which also
surfaced in our other community meetings:

?? Higher Education institutions need to work with tribal communities to
raise the community’s expectations of their students;
4 Correspondence from George Miller, Committee on Education and the
Workforce, Betty McCollum, Committee on Education and the Workforce,
Dale E. Kildee, Subcommittee on 21st Century Competitiveness, Stephanie
Herseth, Member, Native American Caucus, House of Representatives, April
21, 2006.

?? We need to consider a more effective way of working with
native parents, conducting parent workshops and utilizing
“understandable” handbooks;
?? We need to be sensitive to the cultural activities of our
youth and develop summer schedules that do not overlap with
existing cultural ceremonies;
?? We need to foster a dialogue with tribal educators to talk
with K-12 school districts in order to maintain a viable
working relationship;
?? We need to offer professional development opportunities
for tribal officials;
?? We need to examine the affect of Proposition 209 as it
impacts American Indians;
?? We need to improve teacher preparation in schools and charter
schools; and
?? We need the university personnel to go to the reservations
and tribal communities.

As a result of the highly successful meeting, it was our
decision to keep the dialogue active and to develop the
California UC/CSU American Indian Higher Education Consortium.

Since last spring, the Consortium met throughout the state
securing input from American Indian professionals, agencies,
and tribal community leaders. Due to the vast size of the
state, we tried to invite as many tribal people and educators
as possible. A problem we realized was that there was no
database to draw from. Consequently, in many locations, we
worked with the American Indian community to contact educators
or tribal personnel. In total, we met at six different
locations, representing the majority of California’s diverse
native populations. We collected the input from people who
attended the meetings and have formulated recommendations
that we will present in this document. We are including the
minutes to our meetings in the addendum of this document.

The Regional Meetings We conducted 6 regional meetings in
California from May through November of 2006. Meetings were
scheduled in locations close to the majority of the native populations.
Sacramento focused on tribes and communities from
the Oregon border down the northern Sacramento Valley. The
Oakland meetings focused on Northwest tribes and bay area
tribal communities. The meeting at Chukchansi targeted the
central valley communities and tribes from the Western slope
of the Sierra. The Fullerton meeting focused on the LA basin
and valley communities. The Riverside meeting addressed
northern San Diego communities and tribes as well as those
from the desert communities to the East and the Torres/Martinez
Indian reservation. Finally, our meeting at the Southern Indian
Health Clinic targeted communities and tribes in San Diego
county and communities south and east to the border with
Arizona and Mexico. Each meeting was attended by a
representative from both the CSU Chancellor’s Office and the
UC American Indian Counselor’s and Recruiter’s Association (AICRA).

Synopsis of Recommendations
What follows is our attempt to codify the collective results
of our meetings. Although many similar ideas and efforts were
voiced at each meeting, they each had a particular focus to
their respective areas and many times addressed the cultural parameters
of each area or tribal community. We have attempted
to fuse the input we received in writing as well as orally and
in e-mails in the following section. The most salient of all
the recommendations from the meetings relates to Outreach.
There seems to be a distinctly clear disconnect between the
higher education segments and the tribal communities in
their region. With the exception of Humboldt State and CSU
San Marcos, tribes and community leaders voiced the need for
the higher education entities to conduct meaningful outreach
efforts. Even more disturbing are the number of American Indian
high school students living in inner-city environments and
within a couple of miles from a college or university that have
never seen it or know it even exists.

It is imperative that campus presidents establish a government
to government relationship with their local tribes. In order
to accomplish this, the campus must sponsor ongoing meaningful meetings
in order to establish the relationship and a trust
dialogue. An outcome of this relationship could result in the
campus becoming involved with the following activities:
?? Establish outreach efforts that are consistent and not
sporadic to establish trust relationship
?? Establish a place in the campus administrative and
infrastructure for the on-going relationship between the
tribes and the campus
?? Establish tribal liaison positions regionally and in CSU Chancellor’s
Office, the UC
President’s Office, the CCC Statewide Chancellor’s Office
?? Develop MOU’s between tribes and higher education institutions
?? Develop close working relationships with statewide Indian
Education Centers
?? Offer professional development opportunities for tribal
officials and councils
?? Have regular visits between campus and tribal community/ reservation,
either on campus or at the tribal office
?? Offer A-G and Early Assessment workshops to the students
?? Offer Financial Aid, Study skills, University Readiness, and Wellness
activities to the community, either on campus or on
the reservation/rancheria
?? Provide parent education workshops
?? Work with PIQE to foster parent involvement
?? Coordinate outreach campaign statewide for American Indian students.
It was felt that tribes and tribal communities would
benefit from a coordinated statewide effort due to the location
of many tribes in rural and remote areas.
?? Provide immediate outreach to re-entry students. In Southern
California, specifically, we found that many of the parents and re-entry
aged students were returning to college. This also
assists in the development of a viable college-going culture.
?? Provide more campus exposure and opportunities for tribal
youth to visit campus
?? Provide a comprehensive list of campus programs, staff and
services that focus on contacts, admission, and campus program
?? Assist tribes by focusing outreach efforts to elementary
and middle schools students

In 2006, The National Institute for Native Leadership in Higher
Education (NINLHE) website cited, “Over 50% of Indian students
who enter college leave during or after their first year.” This
is a stark reality to many families living on reservations. In
many cases, the families are ill-prepared to send their children
to college, not knowing or understanding the environment of
the higher education institution. Many of those providing input
at our meetings highlighted that connecting with an American
Indian counselor or advisor is the key to the success of their student.
The importance of having someone who can interpret the environment for
the student and to ensure a connection between
the student and their community is paramount to success. It
was voiced that it should be our intent to develop not just
good citizens, but good tribal citizens. In order to provide meaningful
support to American Indian youth entering the
University, a visible well supported program must be developed.
The program must be staffed by American Indian staff and should
have an on-going relationship with the local tribal communities.

?? Provide institutional commitment to hire native staff
responsible for providing retention services to native students
such as Academic Advising, Counseling, and academic planning
?? Hire more American Indian faculty to serve as role models
in various disciplines
?? Establish internships with tribal agencies and businesses
?? Establish wellness programs and location on campus in order
to provide a healthy support system
?? Provide access to native student data to those responsible for native
retention efforts
?? Provide institutional support for native student efforts
The various higher education segments have to systematically
address their relationship with California tribes and tribal
communities. The second largest American Indian population in
the country is inadequately represented at all levels of the
largest higher education system in the country. States like
Colorado, Arizona, and New Mexico have taken major steps to
interface with their tribes and address the higher education
needs of those communities.

The University system designees must embark on establishing a
formal relationship with tribal governments in order to facilitate
the development of the following:
• Clarify 209 Status of American Indians as it impacts direct work with
tribal governments and their citizenry
• Foster dialogue to facilitate relationship between tribes and
school districts
• Work with tribes to change college-going environment
• Implement on-the-spot admissions efforts in tribal communities
• Provide tutoring services in the tribal community as part of the
community collaboration efforts
• Higher education segments (UC, CCC, and CSU) need to collaborate with
outside educational entities, such as the Central Valley
Higher Education Consortium to formulate outreach strategies
to native communities.
• Establish a tracking database for American Indian Students
• Establish a viable working relationship with tribal agencies,
e.g. tribal TANF
• Promote development of American Indian Advisory Councils at
each campus
• Establish MOU’s with tribes for admission and services
• Develop course at local high schools to better prepare
students (AVID MODEL)
• Use on-line courses and technologies to better serve rural communities
• Understand the complexities of tribal communities, their
history, and the role educational institutions have played
• Provide in-service to high school and college counselors to
more culturally sensitive to students in their regions
• Identify educational issues by region to formulate local plans
• Establish and support a statewide network of American Indian retention
• Reach out to American Indian alumni for assistance

We hope this draft document serves to begin a dialogue within
and across the segments of higher education in an effort to
systematically address the needs of our communities. In our
dialogues, we have come across several best practices models
we wish to share with you. They represent efforts between
institutions of higher learning, tribes, and agency personnel
to address some of the problems revealed in this report.

Santa Rosa Rancheria: This central valley rancheria has
established a working relationship between the school district
and the tribe. The tribe’s educational center interfaces with
the district’s administrative software. The tribal office is
aware when students miss school, miss assignments, or are
having academic problems. They have a direct link to the school.
Upon notice of a problem at school, the tribe can and has
withheld the tribal per cap for the student until the academic
problem has been addressed. The tribal council and administration
supports the effort and it has proven to better serve the students
in their region

Fresno City College: The University of California AICRA
community liaison person collaborates directly with the
outreach team at Fresno City College to provide financial
aid literacy to the rancheria/ reservations and Title VII
programs in the region. This team effort has resulted in a
yearly College Information Day and has provided various
opportunities for Fresno City College to expand their regional services
to include Mariposa County, Bakersfield, Bishop,
Lone Pine and Big Pine region.

CSU San Marcos: The campus has initiated a liaison between the
tribes, the higher education institutions and the local school districts
resulting in an MOU for the valley tribes. In addition, CSUSM meets
regularly on the reservation and has incorporated
the liaison function within the university’s administrative

Final Recommendations
In summary, we would like to make these final recommendations
in directing what our next step should be:
1) Ongoing higher education meetings statewide or regionally
2) Create a website with all the contact information of higher education
3) Provide in-service to all campus administration on American
Indian issues, utilizing the CSU Sacramento model.
4) Create a collaborative dialogue and effort among the 3 higher
education segments.
5) Obtain feedback from campus American Indian faculty and staff,
students, and administrators responsible for campus outreach.

Fresno Indian Education Conference
Lisa Quinn, Chico State
Barbara Alvarez
Georganna O'Keefe Schwering, Native TANF
A. Merez, Native TANF
Geri Wyatt, Santa Rosa Rancheria
Judy Fisch, Coyote Valley IEC
Jorge Haynes, CSU
Ricardo Torres, CSUS
Bridget Wilson, UCB
Geneva Lofton-Fitzsimmons, UCSD
Leslie Koda , UCSB
Rachel McGrath, Santa Ynez
Jerry Mosley, Title VII Amador
Yaynicut Franco, Title VII-student
Sakinah Bismillah, Tribal TANF
Rick Travis, UUSD
Chris McQuillen, Del Norte
Daria Martin-Bingham, AICRC
Marc Chavez, YNS-San Diego
Michelle Villegas-Frazier, UCD
Northern California Meeting - Sacramento
Viola Brooks, Hoopa Tribal Member
Matt Franklin, Chair, Ione Band of Miwoks
Johnny Jamerson, Vice Chair, Ione Band of Miwoks
Pamela Baumgartner, Tribal Administrator Ione Band of Miwoks
Michelle Villegas-Frazier, Chair, American Indian Counselor/Recruiters
Jorge Haynes, Office the Chancellor California State University
Calvin Hedrick, Inter Tribal Council of California
Luana Hill, Washoe TANF
Tomas Lozano, Tribal Council Member, Enterprise Rancheria
Anita Mendez, Washoe TANF
Travis Numan, Chair, Ensuring Native Indian Traditions CSUS
Georganna O’Keefe, Washoe TANF
David Ortega, EOP CSUS Outreach Coordinator
Dr. Lisa Quinn, Counseling Psychologist CSU Chico
Dr. Annette Reed, Director Native Studies CSUS
Ricardo Torres, Counselor Faculty CSUS
Elizabeth Wilson, Council Member, Cortina Rancheria
Gayle Zepeda, Education Center Robinson Rancheria
Dr. Richard Zephier, Superintendent, United Auburn Indian Community
Jacquelyn Ross, UC Davis
Mikela Jones, Graduate Student San Diego State University
Daria Martin-Bingham, Oakland Indian Education Center
Bay Area Meeting - Oakland
Michelle Villegas-Frazier, Chair, American Indian Counselor/Recruiters
Jorge Haynes, Office the Chancellor California State University
Anita Mendez, Washoe TANF
Ricardo Torres, Counselor Faculty CSUS
Jacquelyn Ross, UC Davis
Daria Martin-Bingham, Oakland Indian Education Center
Dylan Raintree, Student UCB
Bob Farlice, Counselor SFSU
Jose Martinez-Saldana, Director EOP CSU Monterey Bay
Sue Burcell, Director ITEPP Humboldt State University
Carol Wahpepah, Director AIRC
Manny Lieras, Oakland Indian Education Center
Michael Aldaco, UC Office of the President
Central Valley Meeting - Chukchansi
Vadon McIlwai, CSU Stanislaus
Geralyn Wyatt, Santa Rosa Rancheria
Vanessa Maldonado, Santa Rosa Rancheria
Shirlena Nadsady, CSU Bakersfield
Rocky Maraccini, CSU Bakersfield
Theo Hunter, Kern Indian Education
David Navarro, Fresno City College
Bob Brantley, Central Valley Indian Health
Michelle Villegas-Frazier, UC Davis
Jacquelyn Ross, UC Office of the President
Allen Carden, Central Valley Higher Education Consortium
Delma Garcia, CSU Fresno
Judy Ramirez, Fresno City College
Jorge Haynes, CSU System
Ricardo Torres, Counselor Faculty, CSU Sacramento
Fullerton Area Meeting
Ricardo Torres, Counselor Faculty, CSU Sacramento
Jorge Haynes, CSU System
Willie Sandoval, AICC
Karris Wilson, CSULA Student Group
Bob Baker, CSULA
Christina Eslick, Orange District Title VII
Kirk Ellison, Parent for Orange District
Susan Schaffer, UC Irvine
Leon Rofe, UC Irvine
Michelle Villegas-Frazier, UC Davis
Dawn Valencia, Director University Outreach, CSU Fullerton
Brenda Gonzalez, Walking Shield
Jenna, Chair Student Group UCI
Inez Rosemary Aguilar, CSU Northridge
Karen Baird-Olson, Chair American Indian Studies CSU Northridge
Ramon Muniz, Partnership Coordinator CSU Northridge
Victor Delgado, EOP CSU Fullerton
Dorris (DJ) Clark, EOP CSU Northridge
Jacquelyn Ross, UC Office of the President
Harrelson Notah, CSU Long Beach
Nikishna Myron, UC Irvine
Yolanda Leon
Annette Reed, Director Native Studies, CSU Sacramento
San Diego Area Meeting
Robert Mesa, Jamul Indian Village
Linda Lockleay, Palomar College
David Aldera, Palomar College
Melodie Lopez, Center for Native Education
Brett Wellington, UCSD EAOP
Michelle Frazier, AICRA
Leticia Corona, Palomar College
Becky Munoa, CSUSM (AISA)
Brandie Taylor, Vice Chair Santa Ysabel
Romelle Majel, McCauley IHC
Olivia Leschick, Valley Center USD
Devon Lomayesva, AIR/ Santa Ysabel
Dwight Lomayesva, AIR
Eleanora Norris Robbins, Science Explorer’s Club
Ricardo Torres, Counselor Faculty, CSUS
Perse Hooper, San Pasqual
Elena Hood, CSUSM
Rafael Hernandez, UCSD
Shannon Hargrave, Lilac School, VCUSD
Bonnie Biggs, CSUSM
Lucy Cunningham, CA NARCH
Geneva Lofton Fitzsimmons, CA NARCH
Mary Jacobs, Faculty Member, CSU San Diego
Harrelson Notah, CSU Long Beach
Kim Sykes, UCSD
Susy Stone, VCUS
Janeen Foster, Palomar College
Crystral Roberts, UC AICRA
Riverside Area Meeting
Troy Johnson, CSU Long Beach
Jessica Diaz, CSU San Bernadino
Dario Rodriguez, AICRA
Robert Guzman, San Diego State University
George Gibbs, CSUSB EOP
Leticia Guzman, Cal Poly Pomona EOP
Alma Martinez, TANF, Torres Martinez Indian Reservation
Janene Trejo, Education Director
Dan Snyder, SB City
Josh Gonzalez, UCR
Jesus Rodriguez, UCR
Earl Sisto, UCR
Pamela James, Victor Valley CC
Eileen Meza, Torres Martinez Education Director
Columba Quintero, Torres Martinez Cahuilla
Rhonda Martinez, Torres Martinez LA regional Director
Alfredo Figueroa, UCR Dean of Students


Free event, public welcome...

Sherman Indian High School Museum
Native Pride Film Festival
Saturday, May 19, 2007
12:00pm – 6:00pm films
7:00pm – 8:30pm entertainment

Beyond the Mesas
"Beyond the Mesas" This documentary film is about the forced
removal of Hopi people to on and off-reservation boarding
schools, and their experiences at schools such as Sherman
Institute, the Phoenix Indian School, Ganado Mission School,
and Stewart Indian School. Topics covered in the film include
Hopi understandings of education, early government efforts to assimilate
and acculturate Hopis, the Oraibi Split, Hopi
language loss at American schools, and the future of Hopi
people. Some of the Hopis highlighted in the film include
Marsha Balenquah (Bacabi, Arizona), Leigh Kuwanwisiwma,
Director of the Hopi Cultural Preservation Office, and Lee
Wayne Lomayestewa (Shungopavi, Arizona). Directed by Emmy
Award winning director Allan Holzman, and produced by
Stewart Koyiyumptewa and Matthew Sakiestewa Gilbert.
2005 - 35 minutes

We Are Still Here: The story of Katherine Siva Saubel
and the Cahuilla Indians of Southern California. “By sharing
Katherine Saubel’s story and the story of her people who have flourished
in this seemingly inhospitable desert land for
thousands of years, it is our hope that the public will
recognize the critical need for continued preservation of
this land and its people.”
Written and Directed by: LEIGH PODGORSKI
Run time 57minutes

Beautiful Resistance

Beautiful Resistance presents the psychological, sociological and
cultural impact that the Indian Boarding School had on the Native
population from the perspective of contemporary Native American Artists.

Featured are; Michael Kabotie, Tony Abayta, Steven Yazzi, Hulleah
Tsinnhaghinni, Wendy Weston and Joe Baker.
30 minutes

A Girl Called Hatter Fox
First telecast by CBS on October 12, 1977, the made-for-TV A
Girl Called Hatter Fox was adapted from a novel by Marilyn
Harris. Joanelle Nadine Romero plays the title character, a
sullen 17-year-old Navajo orphan girl who has been sent to a
New Mexico reformatory. Endeavoring to save Hatter from a bleak future,
dedicated doctor Teague Summer butts up against the intractability of
ancient Indian superstitions and sorcery,
not to mention the girl's own "born loser" mindset.
1977-USA 100 Minutes

Directed by: George Schaefer

American Holocaust
"When it's all over, I'll still be Indian" Directed, Written, and
Produced by Joanelle Romero
This is the only film to date that addresses the Jewish and Indian
Holocausts together. This powerful, hard-hitting documentary reveals
the link between Adolf Hitler’s treatment of German Jews and the U.S.
government’s treatment of American Indians. This film was entered
into the OSCARS for consideration in 2000. 30 minutes


Borderlands: Gerald Clarke, Cahuilla Artist Crossing the Line (2005)

Summary Gerald Clarke’s return to the Cahuilla reservation opens
this film about his life, art and people. After his father’s
death, he gave up a tenured position at East Central University
in Ada, Oklahoma and moved with his family to the Cahuilla
reservation near Anza, California where he now lives in the
house he inherited from his father.

This documentary by Sean Owen, which emphasizes contemporary
rather than historical perspectives, contains interviews with
Gerald, other Cahuilla tribal members including elders, and
centers on the themes of mixed blood, adaptation to reservation
life, and cultural identity.

Gerald’s performance art, satirizing television shows (e.g.
Antiques Road Show and Extreme Makeover) highlight the dilemmas
and incongruities of Native American life today.
47 min | Full Screen.
Directed by Sean Owen

Lorene Sisquoc
Cultural Traditions/Museum Curator
Sherman Indian Museum
9010 Magnolia Avenue
Riverside, CA 92503
(951) 276-6719


In collaboration with Teja Arboleda, (Ethnic Man, Entertaining
Diversity, Inc.), we are proud to offer the First Annual La Mura
Film Festival for teams of student film makers. We are calling
for submission of short 4-8 minute videos, fiction or
nonfiction--original, student made films/videos that tell
stories about your community with respect to race, ethnicity,
culture, gender, poverty, religion, immigration, or other multicultural
content.There are middle, high school and college categories, and the
submission dates are June 1 or August 15.
Winners will be screened at the annual National NAME conference
in November, in Baltimore.

There is additional information on the NAME website:, and at Please
email us with Questions or for technical info.

If you have any networks, bulletin boards, professional groups,
etc. where we should be posting this announcement, please let
me know or forward it on to them, if you would!

Tasha Lebow
University of Michigan Programs for Educational Opportunity
1005 School of Education
Ann Arbor MI 48109
PH: 734.763.9910
FAX: 734.763.2137

President, 2005-2007 NAME: National Association for Multicultural


Y.Native Scholars Summer H.S. Academy

Young Native Scholars Summer Residential Academy: July 7-21
Academic Enrichment, Leadership, Culture, Wellness for High
School Youth (entering 9th thru entering 12th grade)

In its 7th Year, YNS takes to N. California's Coastal Redwood
Rainforests and Resides at Humboldt State University & with
local Tribes. Resources & Cultural wealth provide the perfect
setting for an educational, leadership and wellness experience.

Students Receive 3 credits: high school (5-10 credits) /college
transferable from Palomar College

4 Paid College/Graduate Student mentor positions also available.

All Applications Due May 30 and are available at 
Apply Early. Students are selected by YNS Community Board
Members with a comprehensive review. Accepted students will be provided,
free of charge, with room, board, instruction,
materials. Shuttle Service will be provided from Southern
California. *Logistical Details will follow upon acceptance by
June 7th.

Applications and flyer are attatched or downloadable on
our website

Contact: nativescholars @, 858-688-2624
YNS is a program of "The BRIDGE" Non-Profit 501c3 and in
collaboration with Greater Tribal Communities and Programs

YNS College Network: University of California AICRA, San Diego St,
Humboldt St., CSU San Marcos, Purdue University, Palomar College

For additional YNS spring and summer programs go to 

Marc Chavez
YNS Program Director
"Holistic Approach to Education" 
YNS-The BRIDGE 501(c)(3)
8 Elm Ave, Imperial Beach, CA 91932


National Museum of the American Indian Receives Grant for

Northern Plains Quilt Collection

The Smithsonian’s National Museum of the American Indian was
awarded a $40,000 grant from the Smithsonian Women’s Committee
to support the acquisition of approximately 100 Northern Plains
Indian quilts collected by Florence Pulford between the late
1960s and 1980s. For more than 22 years, Pulford developed
long-term relationships with Arikara, Assiniboine, Cree, Crow,
Gros Ventre, Hidatsa, Mandan and Sioux quiltmakers on Northern
Plains reservations, documenting their work through interviews
and photographs and collecting more than 125 quilts. A
comprehensive Web site is planned to highlight the exemplary
Pulford quilt collection and provide further education about
Native quilting traditions on the Northern Plains.

“This collection of quilts and documentation shows the adaptation
of traditional Native textiles and is an extremely important acquisition
to further develop and diversify the museum’s
overall contemporary art and permanent cultural heritage
collection,” said National Museum of the American Indian
founding director W. Richard West Jr. (Southern Cheyenne).

“The Smithsonian’s Women’s Committee is particularly delighted
to present the National Museum of the American Indian with
this very exciting grant,” said committee president Judy Lynn
Prince. “It’s one of 16 awarded from the proceeds of our 2006
Smithsonian Craft Show and it strikes an especially responsive
chord in our hearts.”

The Smithsonian’s Women’s Committee organizes the annual
Smithsonian Craft Show to generate funds to support education, outreach
and research initiatives within the Smithsonian
Institution. Since its founding, members have raised and
distributed nearly $8 million. This year marks both the 40th anniversary
of the committee’s founding and the 25th
anniversary of The Smithsonian Craft Show, which will take
place Thursday, April 19, through Sunday, April 22 at the
National Building Museum .


SAIGE 2007 National Training Conference

The Society of American Indian Government Employees (SAIGE) will
host its fourth national training conference and Career Fair at
the Loews Ventana Hotel in Tucson, Arizona, June 25-29, 2007.

The 2007 national training conference, "All My Relations Coming
Together," will focus on training designed to provide government
employees, particularly those involved in the delivery of Native
American services and programs, the education to reach their full
potential in the Federal workplace. To view the conference agenda
please visit

SAIGE is a private, national non-profit organization founded in
2001 to promote the recruitment, hiring, retention, development
and advancement of American Indians and Alaska Natives in the Government
workforce, and to assist their respective agencies in fulfilling the
Federal Trust

Responsibility. For additional information on SAIGE and the
national training conference, please visit You
can also register on line at the SAIGE Website.

SAIGE is also accepting applications for its scholarship program
and nomination packages for the SAIGE Award Program Please visit for additional information or to download the scholarship
application or the Award Nomination form.

SAIGE Awards
These awards are based on the following criteria: Nominees must
have demonstrated actions, significant, measurable and visible
achievements in promoting the employment of American Indians in
the Federal workforce.   All federal employees are eligible for

Awardees will be recognized and presented the award by SAIGE,
at the Fourth Annual SAIGE National Training Conference in Tucson
Arizona, June 2007. One award will be awarded in each category.

Award categories for the Society of American Indian Government Employees
Outstanding Achievement Awards.
                1.      Agency
                2.      Supervisory
                3.      General Schedule Grades 11-15
                4.      General Schedule Grades 1 -10
                5.      Military

SAIGE Scholarships

The SAIGE Scholarship will consist of three types of
scholarships: Academic Scholarship, SAIGE Conference Scholarship
and Professional Development Scholarship.   
Academic Scholarship - Subject to the availability of funds,
one or more scholarships may be awarded to assist American
Indian and Alaska Native federal employees to obtain college
level course work to be applied toward receipt of a Bachelors, Masters,
or PhD degree.

SAIGE Conference Scholarship - Subject to the availability of
funds, scholarships will be awarded for attendance to the SAIGE
Annual National Training Conference. Scholarship will include
registration, travel and lodging for attendance to the SAIGE conference.

Professional Development Scholarship - Subject to the
availability of funds, one or more scholarships may be awarded
for registration eeimbursement for professional development

Very Respectfully,
Veronica Vasquez
Equal Employment Specialist
NAWCWD, Code 734000E
Point Mugu, CA 93042
(805) 989-3254


Humor & other interesting things

From Ed Clark:

Actual exchanges between pilots and control towers

Tower: "Delta 351, you have traffic at 10 o'clock, 6 miles!"

Delta 351: "Give us another hint! We have digital watches!"


Tower: "TWA 2341, for noise abatement turn right 45 Degrees."

TWA 2341: "Center, we are at 35,000 feet. How much noise can
we make up here?"

Tower: "Sir, have you ever heard the noise a 747 makes when
it hits a 727?"


From an unknown aircraft waiting in a very long takeoff queue:

"I'm #*$#%$% bored!"

Ground Traffic Control: "Last aircraft transmitting,identify
yourself immediately!"

Unknown aircraft: "I said I was #*$#%$% bored, not #*$#%$%


O'Hare Approach Control to a 747: "United 329 heavy, your
traffic is a Fokker, one o'clock, three miles, Eastbound."

United 329: "Approach, I've always wanted to say this.. I've
got the little Fokker in sight."

A student became lost during a solo cross-country flight.
While attempting to locate the aircraft on radar, ATC asked,
"What was your last known position?"

Student: "When I was number one for takeoff."


A DC-10 had come in a little hot and thus had an exceedingly
long roll out after touching down.

San Jose Tower Noted: "American 751, make a hard right turn
at the end of the runway, if you are able. If you are not able,
take the Guadeloupe exit off Highway 101, make a right at the
lights and return to the airport."


A Pan Am 727 flight, waiting for start clearance in Munich
overheard the following:

Lufthansa (in German): " Ground, what is our start clearance

Ground (in English): "If you want an answer you must speak in English."

Lufthansa (in English): "I am a German, flying a German airplane,
in Germany .. Why must I speak English?"

Unknown voice from another plane (in a beautiful British accent):

"Because you lost the bloody war!"


Tower: "Eastern 702, cleared for takeoff, contact Departure on frequency

Eastern 702: "Tower, Eastern 702 switching to Departure. By the
way, after we lifted off we saw some kind of dead animal on the
far end of the runway."

Tower: "Continental 635, cleared for takeoff behind Eastern 702, contact
Departure on frequency 124.7. Did you copy that report
from Eastern 702?"

BR Continental 635: "Continental 635, cleared for takeoff, roger;
and yes, we copied Eastern... we've already notified our caterers."


One day the pilot of a Cherokee 180 was told by the tower to hold
short of the active runway while a DC-8 landed. The DC-8 landed,
rolled out, turned around, and taxied back past the Cherokee. Some
quick-witted comedian in the DC-8 crew got on the radio and said, "What
a cute little plane. Did you make it all by yourself?"

The Cherokee pilot, not about to let the insult go by, came back
with a real zinger: "I made it out of DC-8 parts. Another landing
like yours and I'll have enough parts for another one."


The German air controllers at Frankfurt Airport are renowned as a
short-tempered lot. They not only expect one to know one's gate parking
location, but how to get there without any assistance from

So it was with some amusement that we (a Pan Am 747) listened to the
following exchange between Frankfurt ground control and a British
Airways 747, call sign Speedbird 206.

Speedbird 206: " Frankfurt , Speedbird 206 clear of active runway."

Ground: "Speedbird 206. Taxi to gate Alpha One-Seven."

The BA 747 pulled onto the main taxiway and slowed to a stop.

Ground: "Speedbird, do you not know where you are going?"

Speedbird 206: "Stand by, Ground, I'm looking up our gate location

Ground (with quite arrogant impatience): "Speedbird 206, have you
not been to Frankfurt before?"

Speedbird 206 (coolly): "Yes, twice in 1944, but it was dark, --
And I didn't land."


While taxiing at London 's Gatwick Airport , the crew of a US
Air flight departing for Ft Lauderdale made a wrong turn and
came nose to nose with a United 727. An irate female ground
controller lashed out at the US Air crew, screaming: "US Air
2771, where the hell are you going? I told you to turn right
onto Charlie taxiway! You turned right on Delta! Stop right
there. I know it's difficult for you to tell the difference
between C and D, but get it right!"

Continuing her rage to the embarrassed crew, she was now
shouting hysterically: "God! Now you've screwed everything up!
It'll take forever to sort this out! You stay right there and
don't move till I tell you to! You can expect progressive taxi
instructions in about half an hour, and I want you to go
exactly where I tell you, when I tell you, and how I tell you!
You got that, US Air 2771?"

"Yes, ma'am," the humbled crew responded.

Naturally, the ground control communications frequency fell
terribly silent after the verbal bashing of US Air 2771. Nobody
wanted to chance engaging the irate ground controller in her
current state of mind. Tension in every cockpit out around
Gatwick was definitely running high. Just then an unknown pilot
broke the silence and keyed his microphone, asking: "Wasn't I
married to you once?"


It wouldn't be funny if it wasn't so true... Julie Andrews
turns 69 - To commemorate her 69th birthday on October 1,
actress/vocalist, Julie Andrews made a special appearance at
Manhattan 's Radio City Music Hall for the benefit of the AARP.
One of the musical numbers she performed was "My Favorite Things" from
the legendary movie "Sound Of Music."

Here are the lyrics she used:

Maalox and nose drops and needles for knitting,
Walkers and handrails and new dental fittings,
Bundles of magazines tied up in string,
These are a few of my favorite things.

Cadillac's and cataracts, and hearing aids and glasses,
Polident and Fixodent and false teeth in glasses,
Pacemakers, golf carts and porches with swings,
These are a few of my favorite things.

When the pipes leak,
When the bones creak,
When the knees go bad,
I simply remember my favorite things,
And then I don't feel so bad.

Hot tea and crumpets and corn pads for bunions,
No spicy hot food or food cooked with onions,
Bathrobes and heating pads and hot meals they bring,
These are a few of my favorite things.

Back pains, confused brains, and no need for sinnin',
Thin bones and fractures and hair that is thinnin',
And we won't mention our short, shrunken frames,
When we remember our favorite things.

When the joints ache,
When the hips break,
When the eyes grow dim,
Then I remember the great life I've had,
And then I don't feel so bad.

(Ms. Andrews received a standing ovation from the crowd that
lasted over four minutes and repeated encores.)


Another one from Ed:

IDIOT SIGHTING: We had to have the garage door repaired. The
Sears repairman told us that one of our problems was that we
did not have a "large" enough motor on the opener. I thought
for a minute, and said that we had the largest one Sears made
at that time a 1/2 horsepower. He shook his head and said,
"Lady, you need a 1/4 horsepower." I responded that 1/2 was
larger than 1/4. He said, "NO, it's not." Four is larger than
two." We haven't used Sears repair since.

IDIOT SIGHTING: I live in a semi rural area. We recently had
a new neighbor call the local township administrative office
to request the removal of the DEER CROSSING sign on our road.
The reason: "Too many deer are being hit by cars out here! I
don't think this is a good place for them to be crossing
anymore." From Kingman , KS .

IDIOTS IN FOOD SERVICE: My daughter went to a local Taco Bell
and ordered a taco. She asked the person behind the counter
for "minimal lettuce." He said he was sorry, but they only had
iceberg lettuce. He was a Chef? Yep... >From Kansas City !

IDIOT SIGHTING: I was at the airport, checking in at the gate
when an airport employee asked, "Has anyone put anything in
your baggage without your knowledge?" To which I replied, "If
it was without my knowledge, how would I know?" He smiled
knowingly and nodded, "That's why we ask."
Happened in Birmingham , Ala.

IDIOT SIGHTING: The stoplight on the corner buzzes when its
safe to cross the street. I was crossing with an intellectually
challenged coworker of mine. She asked if I knew what the
buzzer was for. I explained that it signals blind people when
the light is red. Appalled, she responded, "What on earth are
blind people doing driving?!" She was a probation officer in
Wichita , KS .

IDIOT SIGHTING: At a good-bye luncheon for an old and dear
coworker. She was leaving the company due to "downsizing."
Our manager commented cheerfully, "This is fun. We should do
this more often." Not another word was spoken. We all just
looked at each other with that deer-in-the-headlights stare.
This was a lunch at Texas Instruments.

IDIOT SIGHTING: I work with an individual who plugged her
power strip back into itself and for the sake of her life,
couldn't understand why her system would not turn on. A deputy
with the Dallas County Sheriffs office, no less.

IDIOT SIGHTING: When my husband and I arrived at an automobile
dealership to pick up our car, we were told the keys had been
locked in it. We went to the service department and found a
mechanic working feverishly to unlock the driver’s side door.
As I watched from the passenger side, I instinctively tried
the door handle and discovered that it was unlocked. "Hey,"
I announced to the technician, "its open!" His reply, "I know.
I already got that side." This was at the Ford dealership in
Canton, Mississippi!

STAY ALERT! They walk among us... and they REPRODUCE as well as VOTE!!!


From Jeff Tempest (CHP Academy classmate):

You know you are a cop if....

1) You have the bladder capacity of five people.

2) You have ever restrained someone and it was not a sexual experience.

3) You believe that 50% of people are a waste of good air.

4) Your idea of a good time is a "man with a gun" call.

5) You conduct a criminal record check on anyone who seems
friendly towards you.

6) You believe in the aerial spraying of Prozac and birth control pills.

7) You disbelieve 90% of what you hear and 75% of what you see.

8) You have your weekends off planned for a year.

9) You believe the government should require a permit to reproduce.

10) You refer to your favorite restaurant by the intersection at
which it's located.

11) You have ever wanted to hold a seminar entitled: "Suicide...getting
it right the first time."

12) You ever had to put the phone on hold before you begin
laughing uncontrollably.

13) You think caffeine should be available in IV form.

14) You believe anyone who says, "I only had two beers" is
going to blow more than a .15

15) You find out a lot about paranoia just by following people

16) Anyone has ever said to you, "There are people killing other people
out there and you are here writing me a ticket."

17) People flag you down on the street and ask you directions to strange
places...and you know where it's located.

18) You can discuss where you are going to eat with your partner
while standing over a dead body.

19) You are the only person introduced at social gatherings by
profession. (ISN'T THIS THE TRUTH)

20) You walk into places and people think it's high comedy to
grab their buddy and shout, "They've come to get you, Bill."

21) You do not see daylight from November until May.

22) People shout, "I didn't do it!" when you walk into a room
and think they're being hugely funny and original.

23) A week's worth of laundry consists of 5 T-shirts, 5 pairs of socks,
and 5 pairs of underwear.

24) You've ever referred to Tuesday as "my weekend", or "this
is my Friday".

25) You've ever written off guns and ammunition as a business deduction.

26) You believe that unspeakable evils will befall you if anyone
says, "Boy, it sure is quiet tonight."

27) Discussing dismemberment over a meal seems perfectly normal
to you.

28) You find humor in other people's stupidity.

29) You have left more meals on the restaurant table than
you've eaten.

30) You feel good when you hear "these handcuffs are too tight".


Cherokee Links & News, etc....

The Cherokee Phoenix has posted streaming video candidate
interviews for the Principal Chief and Deputy Chief positions.
Check them out at:

Cherokee Resources on the Internet

Cherokee Nation

Eastern Band of Cherokee Indians

United Keetoowah Band Of Cherokee Indians


Other Cherokee Groups

Cherokee Nation of Mexico

Original Keetoowah Society

Cherokees of Orange County

Cherokee Community of the Inland Empire

Cherokee Cultural Society of Houston

Cherokees of California, Inc. (a private group)

List of Cherokee organizations and groups

Cherokee Tribe of Northeast Alabama

Southern Cherokee Nation

Georgia Tribe of Eastern Cherokee

Western Cherokee Nation

Lost Cherokees of Arkansas and Missouri


Other informative websites:

Cherokee Nation Citizenship Registration Page

Alphabetized listing of the Final Rolls (Dawes Rolls)

Dawes Roll Search

When Cherokee Were Cherokees

Museum of the Cherokee Indian

Cherokee History by Lee Sultzman

Ken Martin's Website - lots of info

Barbara Benge's Website - lots of info

John R. Swanton's "The Indian Tribes of North America" - scroll down to
Cherokee in Georgia section

Cherokee By Blood - genealogy

Cherokees - History Of Texas ONline website

Cherokee Timeline

Cherokee Treaty transcripts - scroll down to Cherokee

Cherokee Treaties Related To Georgia

Fire In The Mountains - DeSoto meets the Cherokee, or visa versa

Texas Cherokees

1975 Constitution of the Cherokee Nation of Oklahoma

New Echota State Park

Cherokee Indian Removal Debate - U.S. Senate, April 15-17, 1830

Carl Vinson Institute of Government - Cherokee page

The Cherokee "Trail of Tears" 1838-1839

Trail of Tears Association

Trail of Tears National Historic Trail

"Cherokee" on Wikipedia

Myths of the Cherokee, by James Mooney

All Things Cherokee Articles - Christina Berry's website (a bit
commercial, but still good)

Wes Studi interview

Cherokee Genealogy Tutorial

Researching Cherokee Ancestors

So Your Grandmother Was a Cherokee Princess?

Cherokee Roll Links

Cherokee Genealogy books

Cherokee Genealogy Reaserch Tips

NC Cherokee Reservation Genealogy

Descendants of Nancy Ward


News stories:

Queen flies into PC war over fate of American Indians

The Plastic Medicine People Circle

Boulder Covered with Petroglyphs Stolen near Yuma

NCAI Youth Ambassador Warms Hearts

Kalahui Hawaii: Self-Government Bill Introduced

Bell-Bunch Anti-Anti-Mascot Bill

Web site tries to preserve language

TN State Tribal Recognition Criteria Official

Tennessee Commission of Indian Affairs

Burial Ground Unearthed

American Indian health care unfair to California tribes

Mascots Increase Violence

Tribal preschool adds Luiseño language classes

Indian Law Conference on CNO Freedmen Dispute

Antioch’s Seattle Campus Chooses First American Indian Woman College

House Committee Approves Lumbee Bid

Navajo woman makes medical history

Osage Nation Census

Swinomish are told to restrict shellfish

Opportunity in Jamestown

Cree Language to go Online with New Internet Dictionary

Cree Language Dictionary

Supreme Court Rules Against Zuni

Still in the Dark Ages: Interior offices offline for 5 years

NCAI on Trust Issues

Phoenix Falling?

Faster than a Speeding Arrow?

Your Underground Neighbors

EBCI Buys Ancient Mound

A hike along ancient footpaths

Remains of Ancient Tribe Found

Tim Giago: Kill the Indian and save the child

Utes Fear Loss of Language

Gift from the Heart

Everything is a Part of You

Two Native Activists Win Environmental Prize

Shadow Wolves


Here are some random historical events for May:

May 1, 1637: After numerous incidents, and incursions on both
sides, English settlers in Connecticut declare war on the Pequot
Indians. Most of the fighting take places in Connecticut and

May 2, 1670: King Charles of England gives all trade rights to
"all the Landes Countreyes and Territoryes upon the Coastes and Confynes
of the Seas" lying within the Hudson Strait to the
Hudson’s Bay Company. This monopoly remains in effect until

May 3, 490: Maya Lord Kan - Xul I (King K'an Joy Chitam I) is
born, according to some sources. Eventually, he rules over
Palenque, Mexico.

May 4, 1805: The Pascagoula, and the Biloxi, Indians sell their
lands along the Gulf Coast to "Miller and Fulton." Miller and
Fulton are among the first settlers in the Rapides Parish area.
The documents, signed by six Indians, are confirmed. The
Pascagoulas move to the Red River area.

May 5, 1800: William Augusta Bowles is an adventurer in the
southeastern part of the United States. With Creek and Cherokee
supporters, he proclaims a new nation, Muscogee, out of lands
claimed by Spain along the Gulf coast, with himself as
"Director-General". Bowles declares war on Spain, and begins a campaign
against their outposts in his "nation." Some sources list this as
happening on April 5, 1800.

May 6, 1626: The Purchase of Manhattan takes place. The
Shinnecock or Canarsee Indians, according to which source
you believe, sell it to Peter Minuit.

May 7, 1877: Colonel Nelson Miles, and his force of four
Cavalry Troops, and six Infantry Companies, finds Lame Deer,
and his followers on the Muddy Creek, near the Rosebud. Nelson surprises
the village with a charge. Lame Dear, and Iron Star,
parley with Miles about a peaceful settlement, but after they
return, fight erupts, again. The battle continues, and
proceeds toward the Rosebud River. Lame Deer, Iron Star, and
twelve other Indians are killed. Four soldiers are killed. Lt.
Alfred M. Fuller, and six soldiers are wounded. Almost 450
mounts are seized. The camp supplies, and many lodges are also captured.
Corporal Harry Garland and Private William Leonard,
Company L, and Private Samuel Phillips, Company H, Second
Cavalry, will win the Congressional Medal of Honor for "gallantry
in action" as a part of today's battle. Company L First Sergeant
Henry Wilkens, and Farrier William H. Jones, will also be awarded
the Medal of Honor for their gallantry in today's battle, and
for actions against the Nez Perce on August 20, 1877.

May 8, 1725: In one of the last battles of Lovewell’s or Father Rasle’s
War, Pigwacket Indians defeat a British army under Captain John Lovewell
at Fryeburg, Maine.

May 9, 1885: Today through the 12th, events in the Second Riel
Rebellion take place in Canada. Major General Frederick Middleton
and a force of 800 soldiers attack the Metis and Cree holding the
village of Batoche. The fighting continues through the 12th
until the soldiers finally overrun Batoche.

May 10, 1869: One of the most devastating events in the lives
of the plains Indians is the crossing of their lands by the
railroads. The railroads bring settlers, hunters, and separate
the buffalo herds.The "iron horses" of the Central Pacific and
the Union Pacific meet at Promontory Point, Utah, completing
the first cross continental railroad in the United States.

May 11, 1968: The Constitution of the Indians of the Tulalip
Tribes in Washington is modified.

May 12, 1860: A battle in the Paiute War takes place in Nevada
at Big Bend in the valley of the Truckee River. Major William
Ormsby’s Nevada militia are attacked by Paiutes under war Chief Numaga.

May 13, 1614: The Viceroy of Mexico finds Spanish Explorer
Juan de Oñate guilty of atrocities against the Indians of New
Mexico. As a part of his punishment, he is banned from entering
New Mexico again.

May 14, 1832: Near the Kyte River, Major Isaiah Stillman, and
275 soldiers are patrolling the area, on the lookout for Black
Hawk. Weary of fighting, Black Hawk sends a few representatives
to Stillman's camp to negotiate the surrender of his four dozen
warriors. When the soldiers fire on Black Hawk's representatives,
a few manage to escape. With the soldiers in pursuit, Black
Hawk sets up an ambush. Becoming confused by the sudden attack,
Stillman's troop panick and flee the area. Eleven soldiers,
and three Indians are killed in the fighting. However, the
soldiers report a massacre of troops. The "battle" is called "Stillman's

May 15, 1846: A treaty is signed by Texas Governor Pierce
Butler, and Colonel M.G. Lewis (Meriwether Lewis' brother),
and sixty-three Indians of the Aionai, Anadarko, Caddo,
Comanche, Kichai (Keehy), Lepan (Apache), Longwha, Tahuacarro
(Tahwacarro), Tonkawa, Waco, Wichita and tribes. It is
ratified on February 15, 1847, and signed by President Polk
on March 8, 1847.

May 16, 1760: Creek warrior Chief Hobbythacco (Handsome
Fellow) has often supported the English, but, at the outbreak
of the Cherokee war, he decides to support the Cherokees. He
leads an attack on a group of English traders in Georgia.
Thirteen of the traders are killed during the fighting. Creek
Chief "The Mortar" also participates in the fighting.

May 17, 1629: According to a deed, Sagamore Indians, including
Passaconaway, sell a piece of land in what becomes Middlesex
County, Massachusetts.

May 18, 1661: Captain John Odber is order by the Maryland
General Assembly to take fifty men and go to the
"Susquesahannough Forte." According to a treaty signed on
May 16th, Maryland is required to help protect the
Susquehannocks from raids by the Seneca. Odber’s force is
to fulfill that part of the treaty.

May 19, 1796: Congress passes "An Act Making Appropriations for
Defraying the Expenses Which May Arise in Carrying into Effect a Treaty
Made Between the United States and Certain Indian Tribes, Northwest of
the River Ohio."

May 20, 698: As part of a series of attacks on neighboring
cities in Guatemala, Maya warriors from Naranjo attack
Kinichil Kab'

May 21, 1877: In retaliation for the Custer defeat, the Sioux
and Ponca are ordered to go to a new reservation in Indian
Territory (present day Oklahoma). The Poncas have nothing to
do with the war, and they continue their complaints about the
bureaucratic error which places them on a reservation with the
Sioux in the first place. The government does not bend, and
the Ponca begin their march to Indian Territory.

May 22, 1851: As one of the last conflicts in the "Mariposa
Indian Wars" in California, a large group of Yosemite Indians
are captured at Lake Tenaija.

May 23, 1873: The Northwest Mounted Police is founded. One of
the main reasons for its creation is the problems being
fomented by Americans selling alcohol to Canadian Indians.
This organization eventually becomes the Royal Canadian Mounted Police.

May 24, 1539: Mexican Viceroy Don Antonio de Mendoza has
decided to send an expedition to search for wealthy cities
north of Mexico. On March 7, 1539, Friar Marcos de Niza
started the expedition from Culiacan. Accordiong to Niza’s
journal, he finally sees Cibola, although he never sets foot
in the pueblo. His report will lead to future expeditions
looking for the "Seven Cities of Gold."

May 25, 1673: At the site of modern Niles, Michigan, the
British erected Fort St. Joseph. Its garrison of sixteen men,
led by Ensign Francis Schlosser, is attacked by a large
Potawatomi war party. Only Schlosser and three other men
survive the attack. The British are later traded for
Potawatomi prisoners in Detroit.

May 26, 1540: The "Lady of Cofitachequi" has been taken
with the de Soto expedition, against her will. With a large
quantity of the pearls that de Soto's men took from her village,
she escapes.

May 27, 1763: Fort Miami is located at the site of modern
Fort Wayne, Indiana. It is garrisoned by twelve British
soldiers, led by Ensign Robert Holmes. Pontiac's rebellion
has started, and the Ensign is convinced to leave the Fort
by his Miami Indian girlfriend. Miami warriors kill the
Ensign, and a Sergeant who leaves to Fort to look for the
Ensign. The Miamis demand the surrender of the remaining
soldiers. To drive home their point, they throw the head
of Ensign Holmes into the fort. The soldiers surrender,
and all but one are eventually killed.

May 28, 1830: Andrew Jackson, called "Sharp Knife" by the
Indians, has long fought the Indians of the southeast. He
believes that the Indians and white settlers will not be
able to peacefully live together. His solution to this is
to renege on all of the previous treaties, which granted the
Indians their lands forever, and to move all Indians west of
the Mississippi River. Jackson makes this proposal to Congress
during his First Congressional speech on December 8, 1829.
Congress makes the proposal into a law on this date.

May 29, 1980: Department of the Interior Field Solicitor
Elmer Nitzschke, states the Mille Lacs Reservation Business
Committee has the right to control the Sandy Lakes Indian
Reservation in Minnesota. The Sandy Lakes Band of Ojibwe,
which lives on the reservation, feels they should have
control of the reservation.

May 30, 1851: A treaty is signed by Kko-ya-te and Wo-a-si, in

May 31, 1796: The Treaty of the Seven Tribes of Canada is
signed by three Chiefs at New York City. The tribes give up
all claims to lands in New York, except six square miles in
Saint Regis. They are paid 1233 pounds, six shillings, and
eight pence now, and 213 pounds, six shillings, eight pence
annually, if five more Chiefs show up and sign the treaty.


That's it for now. There should be more before the
end of the month.

Have a great month.

Phil Konstantin

End of Phil Konstantin's May 2007 Newsletter - Part 1

Monthly Newsletter

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Four of the five books I have worked on. I either wrote, co-wrote, or contributed to each of these beeks

This is the cover to my first book. 
Click here to got more info, or to order a copy. Click on the cover to order a copy or to get more info.
This Day in North American Indian History
This Day in North American Indian History is a one-of-a-kind, vastly entertaining and informative book covering over 5000 years of North American Indian history, culture, and lore. Wide-ranging, it covers over 4,000 important events involving the native peoples of North America in a unique day-by-day format.

The thousands of entries in This Day in North American Indian History weave a compelling and comprehensive mosaic of North American Indian history spanning more than five millennia-every entry an exciting opening into the fascinating but little- known history of American Indians.

Over 100 photographs and illustrations - This book has 480 pages, weighs 2.2 pounds and is 8" by 9.5" in size. The Dates, Names and "Moons" section of these pages are based on the book.

This is the cover to my 4th book. 
Click here to got more info, or to order a copy or to get more info.
This is the cover to my 4th book. Click here to got more info, or to order a copy or to get more info."

Native American History For Dummies

I wrote six of the twenty-four chapters in this book. I am credited with being the technical editor. Book Description:
Native American History For Dummies introduces readers to the thousand-year-plus history of the first inhabitants of North America and explains their influence on the European settlement of the continent. Covering the history and customs of the scores of tribes that once populated the land, this friendly guide features vivid studies of the lives of such icons as Pocahontas, Sitting Bull, and Sacagawea; discusses warfare and famous battles, offering new perspectives from both battle lines; and includes new archaeological and forensic evidence, as well as oral histories that show events from the perspective of these indigenous peoples. The authors worked in concert with Native American authorities, institutions, and historical experts to provide a wide range of insight and information.
This is the cover to my 3rd book. 
Click here to got more info, or to order a copy or to get more info.
This is the cover to my 3rd book. Click here to got more info, or to order a copy or to get more info
Treaties With American Indians I wrote an article and several appendix items for this book.
Clips from a review on *Starred Review* In the 93 years from 1778 until 1871, there were more than 400 treaties negotiated by Indian agents and government officials. Editor Fixico and more than 150 contributors have crafted a three volume comprehensive tool that will soon become essential for anyone interested in the topic. A resource section with lists of ?Alternate Tribal Names and Spellings,? ?Tribal Name Meanings,? (<---- I wrote this part) Treaties by Tribe,? and ?Common Treaty Names? and a bibliography and comprehensive index are repeated in each volume. This impressive set has a place in any academic library that supports a Native American studies or American history curriculum. It is the most comprehensive source of information on Canadian-Indian treaties and U.S.-Indian treaties. Also available as an e-book.

"The Wacky World of Laws"
It was just released in May 2009.
The Wacky World of Laws. Click on the cover to order a copy or to get more info.

The Wacky World of Laws is a compilation of U.S. and International Laws that are out of the ordinary. With the U.S. churning out 500,000 new laws every year and 2 million regulations annually, this book is the ideal go-to book fro everyone who wants a good laugh at the expense of our legal system. Law so often can be boring! Now with The Wacky World of Laws, you can be the hit of any water cooler conversation, and amaze your friends with precious legal nuggets.

I wrote most of this book. It is my fifth book.

(copyright, © Phil Konstantin, 2010)

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