CADA CABEZA ES UN MUNDO VOLUMEN XVII #9 NIVEL III

AbejasAbejas Benditas,Benditas, SantosSantos Abejares,Abejares, DanDan MielMiel aa loslos HombresHombres yy CeraCera aa loslos Altares.Altares.

© 2008 Semos Unlimited, Inc./ Highlands University CONTENIDO Lema Página Las Abejas ...... 9-1 Colony Collapse Disorder ...... 9-2 Un Dicho: Abejas Benditas, Santos Abejares, Dan Miel a los Hombres y Cera a los Altares ...... 9-3 Recetas con Miel ...... 9-4 Literatura Literatura Mexicana Contemporánea ...... 9-5 Contemporary Student Poets of New Mexico ...... 9-6 *WPA-the Federal Writers’ Project: Anna Potter Davis ...... 9-7 a 9-8 Actividad: Planear una Cena para el Domingo ...... 9-9 La Importancia de los Juegos en la Educación “Aprender el Auto-Estima y la Disciplina por Medio de Jugar” por Polly Greenberg ...... 9-10 Un Juego: ¡Basta! ...... 9-11 Día de las Madres “Mamá” por Luciana Carelli ...... 9-12 Un Regalo para su Madre: Un Abanico Hecho de Dólares ...... 9-13 New Mexico Indian Affairs Department ...... 9-14 Alvin Warren: Secretary of Indian Affairs Department ...... 9-15 “Indio” cantado por Roberto Mondragón ...... 9-16 A New Mexico History Book from Semos Unlimited Jicarilla History ...... 9-17 a 9-18 Water Conservation: Diagram of an Aquifer ...... 9-19 Respuesta al Crucigrama #8 ...... 9-20 Búsqueda de Palabras ...... 9-21 Remedio del Mes: Lantén ...... back cover * The Federal Writers’ Project was operational during the WPA days of the early 30’s during the Great Depression. NOTE: There are 3 folders included in the CD for this issue: *A Power Point presentation with images of Kathleen Miller of Little Bird Honey Farm *A music folder with the song “Indio” sung by Roberto Mondragón *An interactive game “know” which introduces everyday people in our lives

MIL GRACIAS: a las siguientes personas de Highlands: el presidente Dr. Jim Fries, el vice-presidente Dr. Bill Taylor, su asistente Lawrence Trujillo, el director de tecnología informática Max Baca

a los que nos ayudaron con fondos: Michael Brasher, Alfredo Montoya, Harry Montoya, Mari Luci Jaramillo, Brooks McIntyre, George/Mercedes Roybal, Estevan/Amanda Apodaca, Edward Luján, Steve/Palmira Hay, Robert Tórrez, Tom Mondragón, Leveo Sánchez, Dra. Alice Menzor

a nuestro cuerpo de directores: Dr. Hermán García, Joe García, Joyce Guerín, Sofía Martínez, Roberto Mondragón, Dra. Loretta Salazar, Juan Sánchez

a nuestros empleados: Georgia Roybal, Leticia Ordóñez, Doctora Sara Harris (redacción), Guillermo Cañedo Ramírez, Gonzales & Kingsbury (contadores) LAS ABEJAS

la reina echa una obradora la larva la larva se abeja adulta un huevo en da de comer una obradora crece a su convierte en sale de la una célula de a una larva sella la célula tamaño lleno ninfa célula cera salida

Las abejas son insectos sumamen- los muebles. Los curanderos usan la cera te importantes para nosotros. Entre los para mezclar con trementina y aceite de productos que producen que usamos es el olivo para hacer encerado que usan en las polen-alguna gente lo usa para prevenir llagas. alergias o para obtener energía. El polen El producto de las abejas más contiene mucha proteína. Otro producto usado por humanos es la miel. La miel es de las abejas es la jalea real. Es jalea pro- más dulce que la azúcar. Un peligro de ducida por las abejas obradoras y que la comer la miel es que contiene bacteria lla- dan como alimento a todas las larvas. Si la mada Clostridium Botulinum que el siste- larva se convierte en reina, no más le dan ma inmaduro de un infante no puede tole- la jalea real. Los adultos no la usan. La rar. No es ningún problema para adultos. colección de la jalea es un proceso difícil. Según la flor, el sabor de la miel cambia. Por eso es cara obtenerla. Los humanos Contiene vitaminas y minerales en canti- la usan como suplemento porque contiene dades pequeñas. Se estima que la gente vitamina B. Además la usan en productos empezó a usar la miel hace 10,000 años. de belleza. Una función de las abejas bastante La cera es otro producto de las importante para los seres humanos es el abejas muy usado. Las abejas tienen 8 de polinizar las plantas. La agricultura glándulas que producen la cera. La usan depende de esta función para que las para formar las células en que la reina plantas puedan producir la fruta o los deposita los huevos y en que guardan el vegetales. En los años recientes, hay ocu- polen como también la miel. Para deposi- rrido el fenómeno conocido como “colony tar la cera, la temperatura de la colmena collapse disorder.” Lo discutiremos en la debe ser entre 91º y 97º F. Para producir página siguiente. la cera, las abejas deben comer 8 veces Hay unas 20,000 especies de abe- más miel que la cera que producen. La jas en el mundo. Ocupan todos los conti- gente usa la cera para velas, como lubri- nentes menos Antárctica. cante para ventanas o para sacar brillo a 9-1 COLONY COLLAPSE DISORDER

Las colonias de abejas pueden 5. Están examinando los químicos parecer saludables hasta 3 semanas en el medioambiente como causa posible. antes de que se derrumben. Las abejas 6. Las plantas modificadas genéti- adultas desaparecen. No contienen abe- camente además tienen insecticidas quí- jas muertas ni hay abejas muertas afuera. micas que posiblemente causen el proble- No más desaparecen. ma. Los científicos están examinando 7. Varroa mites y los virus que lle- posibles causas del fenómeno. Aquí sigue van se consideran ser una posibilidad. una discusión de las posibilidades. 8. La falta de nutrición buena es 1. Las enfermedades o problemas una causa que están considerando. tradicionales de las abejas incluyen foul- 9. Están además examinando la brood, chalkbrood, nosema, small hive posibilidad de que haya una enfermedad beetles y tracheal mites. Se piensa que no no descubierta. son la causa porque no producen los mis- Se estima que una tercera parte de mos síntomas. las colonias se han derrumbado. Nuevo 2. Están examinando la posibilidad México es uno de muy pocos estados que que dar a las abejas miel de maíz con no han sufrido el problema. mucha fructosa puede resultar en produc- Sin las abejas no hay polinización tos dañinos a las abejas. de plantas como pepinos, bróculi, cebolla, 3. Están investigando si la falta de calabazas, manzanas, aguacates, almen- diversidad genética de las reinas puede dras o cerezas. Se estima que el derrum- resultar en abejas que no tienen resisten- be de las colonias afectará $15 billones de cia a una enfermedad que causa que se las cosechas estadounidenses. Hay inci- derrumban. dencias anteriores de desaparición de 4. Están considerando los químicos abejas que incluyen en las décadas de que se han usado en las colonias. 1880, 1920, 1960 y el año 1903 en Utah y 1995-1996 en Pennsylvania. 9-2 UN DICHO por Roberto Mondragón Dicho: Por otra parte, a una persona que ABEJAS BENDITAS, tiene un serio oficio, como el de cuidar SANTOS ABEJARES, abejas... se dice que no hay que darle mucha plática. Esto se aconseja por DAN MIEL A LOS medio de este dicho, "Quien tiene abeja, HOMBRES Y oveja y molino que 'trabeja', no te pongas con él a la conseja." In English, “Never get CERA A LOS ALTARES into a discussion with someone who raises bees, sheep or runs a mill.” I’m sure what The direct translation is, “Blessed the explanation would be is that people bees, holy beehives… give honey for men who have this type of occupation are, first and wax for altars.” of all, probably fairly knowledgeable about But, being that we always want to any topic, or at least have a set opinion hear a saying so it rhymes, we’ll give it to about all things. Another possibility is that you this way instead, “Blessed be the these people are just too busy, and you honey bees and may they never falter. should not enter into idle talk or conversa- They give honey for the people, and wax tion with them. for candles at the altar.” Once again we give you these Algunos dichos, como este, son dichos: “Abejas benditas, santos abeja- muy directos en su sentido. Lo que este res, dan miel a los hombres y cera a los dice por ejemplo... casi no necesita dis- altares.” Y, "Con quien tiene abeja, oveja cusión. Otra manera de que se dice el y molino que 'trabeja', no te pongas nunca sentido de este dicho es, "Abejitas, santas con él a la conseja!" sois vos, hacen miel para los hombres, y cera para Dios!" “Blessed be the honey bees, blessed be they now and later, they give honey so that we can eat, then they give wax so we can light candles…for their creator.” Ahora vamos a otros dichos relacio- nados con las abejas. Se dice, "Al que tiene abejas, nunca le falta buen postre en la mesa." “He who has bees, always has good dessert on the table.” Como las abe- jas hacen la buena y dulce miel, se les tiene lugar especial en el mundo de los Sitios en la Red para visitar: 1.http://www.ars.usda.gov/Services/docs.htm?doci animalitos. Bien se sabe que las abejas d=7461&pf=1&cg_id=0 se toman mucho esfuerzo y mucho tiempo 2.http://www.ars.usda.gov/News/docs.htm?docid= comunal en producir la miel virgen para 15572 que tenga de comer la gente. 3.http://www.ebka.org 9-3 RECETAS CON MIEL

POLLO DE KOREA 6-8 piezas de pollo 1 bolsa de zanahoria (baby) 2 pimentones verdes 1 cebolla, rebanada 2 cucharadas de miel 2 cucharadas de chile colorado en polvo 3 cucharadas de ajo, machacado 6 cucharadas salsa de soy 6 cucharadas pasta de chile (estilo de Korea leche La noche antes de comerlo, bañe el pollo en la leche. Cuando esté listo de cocinar, eche todos los ingredientes en un sartén. Cocínelo a una temperatura baja por una hora o más hasta que el pollo esté cocido.

BOMBONES DE NUECES Y MIEL Ingredientes 300 g de nueces peladas. 150 g de miel. 150 g de chocolate puro o de repostería. Partir en trozos grandes el chocolate, ponerlo en un cazo y fundirlo. Retirarlo del fuego y dejarlo templar. Mientras tanto, triturar ligeramente las nueces peladas, ponerlas en un bol, añadir la miel y remover con cuidado. Añadir el chocolate fundido, mezclar los ingre- dientes con una cuchara de madera hasta obtener una mezcla homogénea. Poner ésta en un lugar fresco, o bien en la hielera y dejarla enfriar. Volver a la mezcla preparada for- mando con las manos varias bolitas del tamaño de una nuez. Ponerlas sobre un papel vegetal, conservarlas en un lugar fresco hasta que el chocolate se solidifique y disponer- las en moldes de papel sobre la fuente de servir. NOTA: para convertir las medidas al sistema inglés: 1 onza iguala 28.35 gramos

y (el favorito de Nuevo México)

SOPAIPILLAS 2 tazas de harina 2 cucharadas de aceite 1 cucharadita de levadura en polvo 2 cucharadas de crema 1 cucharadita de sal 1/2 taza de agua 1 cucharadita de azúcar azúcar con canela miel Combine harina, levadura, sal y azúcar. Añada aceite, crema y agua. Amáselo. Déjelo sentar por 30 minutos. Enróllelo 1/8 pulgada de grueso. Corte en cuadros. Luego fríalos hasta dorados. Sirva con miel. 9-4 LITERATURA MEXICANA CONTEMPORANEA

TU por Bernardo Ortiz de Montellano POET'S DESTINY Una historia. Dos letras translated from Octavio Paz que bordaron tus manos en mi vida. Words? Yes, of air ¡Abecedario de las cosas muertas and in the wind lost. en el pañuelo blanco de los días! Let me lose myself between words, let me be the air in some lips, TROMPO an errant blow without a shape por Bernardo Ortiz de Montellano that the air vanishes. El trompo que gira músicas menores movido, sin tregua, por tenue cordón, Light in itself is also lost. el trompo de siete colores ¿no es un corazón? EPITAPH FOR A POET translated from Octavio Paz DERECHO DE PROPIEDAD He wanted to sing, sing por Elías Nandino to forget ¡Nada es tan mío his true life of lies. como lo es el mar and remember cuando lo miro! his lying life of lies.

¿QUE ES MORIR? HERE por Elías Nandino translated from Octavio Paz Morir es My steps on this street Alzar el vuelo Can be heard Sin alas On the other street Sin ojos Where Y sin cuerpo. I hear my steps Pass through this street Where YOUR NAME Only fog is real translated from Octavio Paz Is born from me, from my shadow, DICHO: the sun rises from my skin, down of sleepy light. DE MUSICO, POETA Y LOCO, Brave dove your name, shy on my shoulder. TODOS TENEMOS UN POCO. 9-5 CONTEMPORARY STUDENT POETS OF NEW MEXICO LIKE A DIMPLE A WAY OF LIFE by Sonny Uriarte by R.J. Wofford Life is sometimes ludicrous, Freedom is a way of life Because it’s such a mess. for those who are strong I wish life could be, not complex, freedom is a work of art but simple for those who can sing the song Like a cute guy’s dimple. freedom is a man with an open mind freedom is the thoughts, SUNRISE that no force on earth can bind by José Vásquez freedom for those who want this I sit here in the darkness, can last for centuries untold the sky is starting to glow. freedom is a power A bird flies and lands beside me that no man can fully hold and tells what God is going to show. freedom is an action freedom is life. A breeze passes, brushing my hair, tickling my sense...makes me feel loved ONLY A DREAM by the grass growing underneath me and by Kathy Gallardo every little thing dancing above. The darkness lies still. As the stars gaze over the dark blue sky. The glow in the sky is getting brighter The man in the moon watches over the more birds come and sing with grace night. and I sit here thinking nothing’s better Till dawn awakens-we are under his than the first beam of light that just watchful eye. hit my face. As I dream, many wonderful things run through my mind, not wanting MEMORIES to wake--not wanting to realize by George Montoya that this was only a dream. So many times Only images in my mind. I took for granted, The night goes on forever as if there were waiting for moments to end. no end. Not realizing But then with a sudden burst of energy, they were memories, Dawn breaks through the cold dark sky. times that no better could I have spent. And I awake--only to find a beautiful We look for spring day. more, even when The smell of the morning air that happiness is at our feet. stays in my imaginative mind. I only hope that in time It’s a beautiful spring day more memories will I meet. a time for love and happiness. all from Pensamientos ‘92 Cobre High School It’s a start of a new day. 9-6 WPA FEDERAL WRITERS’ PROJECT: ANNA POTTER DAVIS interviewed by Marie Carter July 13, 1937 Sometimes I close my eyes and In the old days land was cheap any- visualize the Mesilla Valley as it looked where from three to ten dollars an acre, when I moved here with my parents from but it took lots of time and hard work to Weir, Kansas in 1898, but when I open my clear it as most of the valley was bosque or eyes, the vision has vanished. woodland. We used to attend the The day our family arrived in Methodist church at Berino, the only Anthony, R. C. Bailey met us at the station. church, with the exception of the Catholic There were only a few houses, and they church, between El Paso and Las Cruces. were so far apart that my brother, Volney, One of our chief amusements at the wanted to know where the town was. church gatherings were candy pulls. The The Río Grande was very wide and boys never failed to come because they very high and so strong and swift that the delighted to stick the warm taffy into the sticks we tossed into it were carried down girls' long hair. And the only way to remove stream in a twinkling. the candy was to cut off some of the hair. When R. C. Bailey, son of old The first school I attended was a Doctor Bailey, told us that he was going to one room affair at Chamberino. Miss ferry us across the river, we, meaning us Helen Morley was the teacher, and she kids, thought he meant fairy. I was just taught several grades in one room. The dying to ask him about it, but in those days floor was packed dirt, and the benches children were trained not to quiz grown up were crude hard seats without a back rest folks. So I held my peace--at least for the of any kind. We used slates and pencils, time being. Anyway we were at the peak of too. There was a big tin pail of water with thrilldom when he helped us into his new a tin dipper floating in it. The pail sat on a skiff. Poor Volney. I could see by the way box in a corner, and when it was empty, he clutched the sides of the boat he was one of the larger boys took it out to the more scared than us girls. Finally we got hand pump and refilled it. out of the boat and got into a buggy and We had lots of picnics, dances, bar- were driven to Chamberino by a Mexican becues and horseback riding in the old with a large sombrero that tickled us to gig- days. We didn't have a variety of diver- gles. At Chamberino we lived in a large red sions like the young folks have today, but I brick house. It was the most modern am quite sure we enjoyed ourselves just house in the valley. as much. We didn't know very much about Father found farming to be a bigger such things as dates, for the young men job than he expected it to be, for he had called at the homes of the eligible young been a mining man for years and knew ladies. Taking long rides with a young man very little about agriculture. The first year without a chaperone just wasn't done. Hay he worked hard but ran short of making a rides well chaperoned were included in our living to the extent of eight hundred dol- amusements, too. Sometimes it took sev- lars. eral wagons piled high with hay to accom- modate the crowd. 9-7 Each wagon had two or three older women had two kinds of pie, white layer cake, yel- for chaperones. low loaf cake, cookies and doughnuts. Our We had lots of fun jogging along in country butter, eggs, milk and cream were the moonlight with our legs swinging over always fresh. the sides of the wagon with everybody After dinner the men would go out singing the popular songs of the day; on the porch, the children would go out- some in tune, but most of them out of tune. side to play, and the women would clear As a rule the largest and invariably the fat- the table and enjoy a good gossip while test boy in the party would have a high they washed and dried the dishes. squeaky tenor, and some little scrawny fel- When we left Chamberino we went low would have a deep baritone or bass. to La Mesa to live--in the same house my The boys would always bring their guitars, brother Volney Potter occupies at the pres- mandolins, harmonicas and banjos along. ent time. My father, Darwin Potter, was a There is one thing I was always ashamed brother to Pearl Bailey's mother, and Pearl of; it was the stolen watermelons. But boys Bailey is a son of Dr. Bailey who used to will be boys. practice at Chamberino. Girls used to take a great deal of I have lived in the valley since I was pleasure in showing off their cooking to ten years old, consequently I have seen their boy friend, especially their home- many changes. Some people think that the made candies and cakes. building of the Elephant Butte Dam was The old-fashioned Sunday dinner the greatest event in the history of the was wonderful. Sometimes two or three Mesilla Valley. But there is something that families would drive in on Sunday and meant a great deal more to me. It was the remain for dinner. There would be several time they built a bridge strong enough to vehicles outside the house. If that hap- resist the Río Grande and to really stay pened nowadays, the neighbors would put. think there was going to be a funeral and want to know who had died. ****** We were always prepared for com- pany on Sunday, for all of the bread, pies, Mrs. Anna Potter Davis was born in cakes, doughnuts and cookies were baked Kansas June 7, 1886. Her father was on Saturday. And, if we were going to have Darwin Potter, and her mother was a Virginia baked ham, that was usually Annetta Cochran Potter. She attended baked the day before, too. Sometimes we school at Chamberino and continued her would have baked chicken with dressing education in the public shools of Doña Ana and gravy. County, and then attended the New We raised our own vegetables, and Mexico State College at Mesilla Park, New when dinner was served, we had a variety Mexico. She is the wife of Charles Fields of summer squash, mashed potatoes, yel- Davis, prominent business man of low snap beans, green Kentucky wonders, Anthony, New Mexico. Mr. Davis is the lettuce with homemade French dressing, owner and manager of the Valley relish, fresh tomatoes, sliced cucumbers Implement Company of Anthony. and candied sweet potatoes. We always 9-8 ACTIVIDAD: PLANEAR UNA CENA PARA EL DOMINGO 3. ¿Qué se necesita comprar para la 1. ¿Quiénes van a asistir? cena? ______

2. ¿Cuáles comidas se van a servir? 4. Actividades para después de la cena: ______Adultos______Adolescentes______Niños______9-9 LA IMPORTANCIA DE LOS JUEGOS EN LA EDUCACION: APRENDER EL AUTO-ESTIMA Y LA DISCIPLINA POR MEDIO DEL JUEGO por Polly Greenberg Cuando los niños siguen jugando la que son espacios y sólidos. Que hay sime- misma cosa, están aprendiendo auto-dis- tría y asimetría. Están aprendiendo de la ciplina. Están aprendiendo el placer de ciencia-el balance, la gravedad, el clasifi- involucrarse en un proyecto seleccionado car y comparar, causa y efecto y creativi- por ellos, y depender de sí mismo. El auto- dad. La matemática viene de la observa- estima viene cuando se dan cuenta que ción de tamaño, forma, qué tan grueso es, han seleccionado actividades aprobadas el volumen de los objetos, qué está cerca por otros. Están explorando todos los y lejos, qué es largo y corto, alto y bajo, aspectos de un problema. más, menos, igual, cómo contar, conser- ¿Qué están enseñando los adultos var y medir. De lenguaje están aprendien- al niño? Que es bueno seleccionar nues- do comunicar para cumplir un proyecto tros propios proyectos. Que vale la inde- largo con otros niños. Aprenden vocabula- pendencia de los niños. Que cumplir un rio asociado con los objetos y con la cons- proyecto es una virtud. Que es importante trucción del proyecto. Están aprendiendo usar todo el tiempo necesario para acabar a escuchar las sugerencias de otros niños el proyecto hasta que esté satisfecho el y compartir las suyas. Están mejorando su niño. salud mental. Tienen control del proyecto. Muchas veces los adultos interrum- Están aprendiendo a trabajar en grupos pen a los niños para darles instrucción. En en una manera democrática y a cooperar. este caso necesitan entender que su Se sienten exitosos. Pueden gratificarse papel es apoyar el desarrollo emocional, más tarde, no inmediatamente. Están social, físico y las oportunidades de apren- aprendiendo el valor de cumplir el proyec- der y servir como guía cuando es necesa- to sin ayuda o completarlo a través de la rio. colaboración. ¿Qué están aprendiendo los niños cuando imitan a los otros niños? A veces están frustrados porque quieren un jugue- te que tiene otro niño. Si son guiados pro- piamente, pueden aprender a controlarse en vez de agarrar el juguete. Pueden aprender a tomar turnos en vez de deman- dar sus deseos. Empiezan a aprender a cooperar. Pueden aprender a sustituir otro juguete por el deseado. Aprenden a comu- nicar sobre lo que quieren y escuchar cuando no son posibles todos sus deseos. ¿Qué están aprendiendo los niños cuando pasan mucho tiempo en edificar con bloques? Están aprendiendo el arte-lo 9-10 UN JUEGO: ¡BASTA! adaptado del libro Games Children Play in the Borderlands por Sergio Elizondo y Yesenia Vera

Se empieza con Participante A y Materiales Necesarios: lápiz y papel Participante B. Participante A empieza por Número de Participantes: 3 o más decir la primera letra del alfabeto en voz alta. Luego sigue diciendo las demás de Antes de empezar el juego, cada estu- las letras en silencio. Participante B espe- diante debe tener la tabla abajo con 8 ra no más muy poco y grita: “¡Basta!” columnas. Las columnas se encabezan Participante A repite en voz alta la última con las categorías nombre, apellido, ciu- letra que dijo en silencio. Con esa letra, los dad (o país), animal, color, fruta (o vege- estudiantes llenan sus columnas con pala- tal), cosa y total. bras que empiezan con esa letra. Siguen así hasta que pasa una media hora. El que tiene más palabras gana.

NOMBRE APELLIDO CIUDAD/ ANIMAL COLOR FRUTA/ COSA TOTAL PAIS VEGETAL

9-11 EL DIA DE LAS MADRES

MAMÁ Estaba oscuro... Sólo el rayo de la luz de tus ojos. Me enseñaste a respirar y tus entrañas acariciaban mi frágil cuerpo. Soñaba con colores y te imaginaba hermosa, fueron nueve meses en un mundo rosa. Crecí de a poco con tu calor me alimentaba con tus caricias y frases de amor. El momento llegaba iba a conocerte, estaba muy protegida con miedo de perderte... Se hizo la luz una mañana de febrero, mamá ahí estabas tú tan maravillosa y tan dulce como te había imaginado. Aprendí con el correr del tiempo y en mis andanzas peligrosas de cada uno de tus consejos valorados en cada acto de mis diecinueve años, y soñando cada vez que me encuentro lejos, con tus palabras que envuelven mis vivencias y acobardan los miedos de mi juventud. Luciana Carelli Argentina

Note: para ver más ejemplos o para publicar un poema, visite a http://www.tubreveespacio.com/poemas

9-12 UN REGALO PARA SU MADRE: UN ABANICO HECHO DE DOLARES

1. Empiece con un dólar limpio. Doble el borde blanco. Empújelo bien fuerte con las uñas.

2. Siga doblando el dólar hasta llegar al borde final.

3. Parece así del lado largo.

4. Sujete la parte de abajo y dóblela para que quede bien.

5. Abralo y parecerá así. Si quiere hacer más de uno o si quiere usar un $5 o un $10 o hasta un $20, está bien. 9-13 NEW MEXICO INDIAN AFFAIRS DEPARTMENT empleados) pero ha afectado bastante la vida de la gente indígena en Nuevo México. El departamento administra los fon- dos estatales que están designados para las tribus y para la gente indígena. La misión del departamento es mejorar la calidad de la vida para todos los ciudada- nos indígenas. Entre las pólizas a las que se dirige el departamento se incluyen la educación, la salud, los servicios de salud mental, el desarrollo económico, la cesación del uso de tabaco, el desembolso de capital, ser- vicios para veteranos, servicios para ancianos, la labor, el desarrollo comunita- rio, los recursos naturales y la seguridad pública. los terrenos de las tribus de Nuevo México En el año 2003, la legislatura pasó The Indian Education Act que provee Nuevo México tiene unos 205,000 $60,000 para que tribus puedan preservar ciudadanos de origen indígena. Son des- sus idiomas. Además da a la tribu la res- cendientes de gente entre la más antigua ponsabilidad de certificar maestros para del hemisferio del oeste. Hay 22 tribus en enseñar en sus propios idiomas. el estado-19 pueblos, la gente Mescalero, El programa de prevenir y cesar el la gente Jicarilla (ambos ) y la abuso de tabaco es un esfuerzo de mejo- gente Navajó (o Diné). Componen 10.5% rar la salud de la gente. Se distingue entre de la población. Esta figura es entre los el uso de tabaco en ceremonias tradicio- porcentajes más altos de los Estados nales y el abuso personal del tabaco. Unidos. Contribuyen mucho dinero (como El departamento ha cumplido unos individuos y como tribus) al estado, como 588 proyectos bajo el desembolso de también sus culturas únicas además de capital. Incluyen edificios para educación, mantener la diversidad del estado. sistemas de tratar el agua, centros de La gente indígena no recibió el salud y centros comunitarios. Además, el derecho de votar en Nuevo México hasta departamento provee asistencia técnica a el año 1962. Pero, como resultado de las tribus. Aconseja al gobierno estatal poder votar, ha empezado a tener un efec- sobre asuntos culturales, tales como pro- to en la política. Por ejemplo, el goberna- teger los sitios sagrados. Hay 33 contac- dor Bill Richardson firmó legislación en tos en agencias para aconsejar ambas las abril de 2004 que cambió la Oficina de tribus y las agencias estatales. Asuntos de Indios (empezado en 1953) a El departamento es el primero en ser un departamento en su gabinete. El todo el país que se dirige a los asuntos departamento no es muy grande (con 15 que afectan a gente indígena. 9-14 ALVIN WARREN SECRETARY OF THE INDIAN AFFAIRS DEPARTMENT quisition by Santa Clara Pueblo of 16,000 acres of ancestral land. He also coordinat- ed the first International Forum on Indigenous Mapping in 2004 in Vancouver, British Columbia, Canada. Alvin Warren was chairman of the Indian Affairs Commission. He founded the Santa Clara Pueblo Governor’s Task Force on Youth and Families and served on the board of the Santa Clara Day School. Also in Santa Clara he has served on committees advising on mortgage lend- ing, land claims, water rights and preser- Alvin Warren was appointed as vation of the . In 2007 he Secretary of the Indian Affairs Department served as a representative to the All Indian by Governor Bill Richardson on January Pueblo Council’s Pueblo Health 11, 2008. Committee. He was also appointed to Secretary Warren is a native of serve on a Technical Advisory Panel for Santa Clara Pueblo. His mother and father the Collaborative Forest Restoration are Dave and Aurea Warren. He and his Program of the U.S. Department of wife Pamela have 3 children. Agriculture. Other groups with which Before becoming Secretary, Warren Secretary Warren has been active include served two terms as Lieutenant Governor the Earth Circle Foundation, the Chamiza of Santa Clara Pueblo. In addition, he has Foundation, the New Mexico Parks and served as Tribal Interpreter, Tribal Recreation Advisory Committee, the Trust Treasurer and Tribal Councilmember. for Public Lands Tribal Lands Advisory Secretary Warren worked for 16 Council and the Center for Land and years to assist Santa Clara and other People Advisory Council. tribes to map, protect and reacquire their Alvin Warren is a graduate of ancestral lands. In this capacity, he attend- Dartmouth in History and certification in ed many meetings of the New Mexico Native American Studies. He has also Land Grant Forum to acquaint himself with received fellowships from the Andrew W. this aspect of land issues in New Mexico. Mellon Foundation and the Rockefeller For two years (2004 and 2005) he was the Foundation. Secretary Warren’s advice to national director of the Trust for Public students is to always be open to possibili- Lands Tribal Lands Program. He has ties to help your community. You can start served both on the Indigenous that search in your role as a student. Communities Mapping Initiative and direct- Thank you, Alvin, for your lifelong ed Santa Clara Pueblo Land Claims/ and strong commitment to the preserva- Rights Protection Program. A very positive tion of Native American lands, traditions, result of these efforts by Alvin is the reac- culture and languages. 9-15 INDIO Cantado por Roberto Mondragón con una traducción para honrar a Alvin Warren como también al Indian Affairs Department (escuche el audio en el archivo de música)

INDIO TRADUCCION:

Oí llorar el viento triste en tu flauta, Indio. I heard the sad wind crying in your flute, Tus quejas rotas, golpeaban el silencio, Indio Indio. Your broken cries hit the silence, Indio Acariciabas con amor tus montañas, You caressed your mountains with your Indio love, Indio Con el sonido de tus tristezas. With the sound of your sadness. Oí decir con tus notas, que se acabó tu I heard you say with your notes, that your tierra. land was gone.

Indio, Indio... tu tierra, ya no es tu tierra. Indio, Indio...your land is not now your Indio, Indio... tu tierra, que ya es ajena. land Indio, Indio...your land is now foreign to you.

Te vi mirar a la gente distinta, Indio. I saw you looking at the people different A los poderosos que hacen tus fronteras, from you, Indio. Indio. At the powerful who make your borders, A los millonarios que llegan y llegan, Indio. Indio. At the millionaires who arrive and arrive, Y quieren tu tierra. Indio. And who want your land.

Te vi marchar a un lugar I saw you marching to a place Donde no existe tierra ajena. Where there is no foreign land. Te vi marchar a un lugar I saw you marching to a place Donde no existe tierra ajena. Where there is no foreign land.

Indio, Indio... tu tierra, ya no es tu tierra. Indio, Indio...your land is not now your Indio, Indio... forastero en tu tierra. land. Indio, Indio...stranger in your own land.

9-16 EXCERPT FROM THE NEW MEXICO HISTORY BOOK: HISTORY by Dr. Veronica Tiller, director Tiller Research

Historical Origins Spaniards in 1541 when Francisco According to anthropology, the sci- Vásquez de Coronado and his soldiers ence that studies man and his origins, were exploring the area of what is now social habits, development, customs and northeastern New Mexico and immediate culture, the Jicarilla Apache of New plains to the east. The Spaniards called Mexico are one of the six groups of the Apaches they met on the plains Southern Athapaskans who migrated from between the Canadian and Red Rivers the northwestern Canadian-Alaskan Querechos. These Apaches were on the region into what is now the southwestern plains hunting buffalo. The Spaniards also between about A.D. 1300 met other Apaches who were trading with and 1500. The early ancestors of the the pueblos of Taos, Picurís and Pecos. In Jicarilla Apache settled into the region of 1595, Juan de Oñate began colonizing the western Nebraska, eastern Colorado, and Province of New Mexico. The Spanish had western Kansas and became known as a policy of Christianizing the Indians so Eastern Apaches. The is Oñate sent Fray Francisco de Zamora to the Eastern Apachean dialect of the the province of Pecos to establish the greater Southern Athapaskan language Catholic Church. While the Spaniards con- group. centrated their missionary efforts among From the time the Spanish arrived the Pueblos of the Rio Grande Valley, they in the current American southwest in the also tried to convert the Apaches to the sixteenth century to the time of American Catholic religion. Throughout the 1600’s, occupation in the 1840’s, the Jicarilla the Spanish, by-and-large, left the Apache were living over an area covering Apaches alone and failed to convert them about forty million acres of northeastern to Christianity. New Mexico, southeastern Colorado and The Spanish noticed a distinction the panhandles of Oklahoma and Texas. among the Apaches living in this region. The native lands of the Jicarilla Apache One group of the Apaches had adopted a consisted of the high plains country rising semi-sedentary lifestyle that included hor- westward into plateaus and mesas with ticulture, along with irrigation and pottery intermountain basins. The Southern making. The other Apaches continued to Rockies, which extend from southern make their living mostly by hunting the buf- Colorado into north-central New Mexico falo. It was not until the early 1700’s that make up the western boundaries. The the Spanish differentiated between bands major rivers and streams include the Rio of Apaches, identifying the Jicarilla Grande, the Canadian, Vermejo, Conchas Apache. Jicarilla means basket maker in and Pecos Rivers and the Ute Creek. the Spanish language. The Spanish Encounter the Apaches (This is one of several excerpts from a New Mexico The ancestors of the Jicarilla History being produced by Semos and N M Apache were first encountered by Highlands Universitym in 2008.) 9-17 Cultural Changes with Arrival in Indians. Due to the abundance of wildlife, Southwest the Jicarilla hunted primarily large animals. Upon arrival in the southwest, the The mountain sheep were hunted in the Apache Athapaskan culture first changed southern Rocky Mountains, antelopes in due to the influence of surrounding tribal the eastern flatlands of New Mexico and peoples, second to the physical environ- deer and elk throughout the mountains ment and third to the animal life. The and foothills. Smaller animals, like beaver, Apache bands lived over a wide area that rabbit, squirrels and prairie dogs were also consisted of mountains, valleys, plateaus hunted, but on a limited basis. and plains. Their culture was influenced by All animal life was sacred to the the buffalo, the horse that was brought by Jicarilla because they recognized that all the Spanish and their contact with the plants and animals were important to the Pueblo and Plains Indians. Over the years, balance of the natural environment and these cultural influences blended into the ecosystems. Hunting was never just characteristics that define the Jicarilla for the sake of killing animals. All parts of Apache people. the animals were put to use for a good pur- Through their contact with Pueblos pose. The animals provided not only food, of the Upper Rio Grande Valley, the but materials that were used for shelter, Jicarilla became semi-settled agricultural clothing, tools and religious ceremonial people who lived in rancherías. The basic objects. Hides from the large animals were Apache family consisted of parents, their used for teepee covers, robes and blan- children, any married daughters, their hus- kets, bags, sinew as well as for thread, bands and their children. In Apache socie- rawhide for ropes, ties, straps, and tanned ty, it was the woman who was the head of skins for clothing, moccasins, and a host the household. This social system is of household items. Birds and animals, like known as matriarchal. The next larger eagles, mountain lions, wildcats and land family unit was the local group made of a turtles were taken for their feathers, furs cluster of families. These families moved and other body parts for clothing and reli- around together, shared common territory gious objects. and were led by the elder men and In addition to hunting, the Jicarilla women. All the Apache bands came gathered a wide variety of wild berries and together at various times of the year for wild fruits, acorns, piñon and pine nuts and important meetings, celebrations, feasts, non-domesticated natural foods like pars- trading and religious ceremonies. ley, onions, spinach and a number of edi- Although some Apache bands ble grasses including those that grow in farmed, their main subsistence activities swampy areas in and around bodies of consisted of hunting and gathering. They water. An array of herbs, tubers, bark, tree- hunted the buffalo out on the staked plains gum, leaves and grasses from the moun- of eastern New Mexico and the panhan- tains, valleys and plains areas were gath- dles of Oklahoma and Texas. Following ered at different seasons of the year for and hunting the buffalo out on the plains medicinal purposes. As master basket brought them into contact with various weavers, the Jicarilla also collected an plains tribes. The Jicarilla adopted the array of willows and branches as well as horse, the material culture and the practice berries for color dyes at various locations of warfare and raiding from the plains throughout their homelands. 9-18 WATER CONSERVATION DIAGRAM OF AN AQUIFER from Rio! The Water Detective, Teacher Guide New Mexico Office of the State Engineer

EXPLANATION: An aquifer is a water-bearing layer of permeable rock, sand or gravel. It has an impermeable layer as its base. A confined aquifer is one that has an impermeable layer above and below it. An artesian aquifer is a confined aquifer that is under pressure; when it is penetrated, the water will automatically rise. An unconfined aquifer has no confining layer between the water and the ground above. Aquifers recharge through precipitation. 9-19 RESPUESTA AL CRUCIGRAMA #8

RETURNS S MI STAKE U DIVISIÓN PUEBLO IS AW D C NIÑOS I W O C TRROGA ZONE K E O E S SOLE C DAYBREAK ADULTOS USAR N O P E AG I REFRAN L I TTLE Ó A O C II N BO V S PLANTAS IF GET N HELP R MIRAR S GC IDIOMAAU HWSRB GR OUND E J PERSPECT IVE SC T

9-20 BUSQUEDA DE PALABRAS

CHRNEANLTDCNDDEE I RLRNEMOCNI EDR ANAASADP P EORADGOPEUNOONENEE J TA SBNA INCEANECDLOOZ P TTEABE TS S I EE RN IDV I IR P J RBDB TBNAAANANMERAENO MANALTBMESPALLOCLEENASVDOLEREN R IC IADYEAUERNET J C TATCLAAEB T I BY EC Y I S YAAETADLTMGRUEEHCAPAE SELN NLOLFBSBSYSEEOMENIECCOPDCEECEE S PBDE IDLN I TAR F TABEOB SGNO I OMN I A TLCJDSDETRS IBEEOHOORULATMADTSD BFA IRYAEOTLTA J LROSBENNTDAEROJ A ASRC J INMEAEN IOEAROLNDE SVE I CNAR J UEGOS PNCRA I ER SNSYDNAAANEOSN I R MAED J O J A IAAR ERC I SAB I YB SCBE SDAR ET I LAEASQLSC EBB EJ TNDVOB T I DED I N EDNDME INOOLLP EOLRBNTTEDEAEBEAA O I ERDETDEDNGNND IBE I CADAEE SERBB I LB E J R SNB TADNEAHE TEB SCE I L TEEBA GAAVEATVLA IVDSAAE SBAB J LBE I NHVA NMOS LCR J TT IVCPBENLOAGTOACNE TEB BCEAECTEALNDNME INLAS SL TERYGAS S I S S I YAHSNVD IVER S I DADAN I DNADG I N DEVEAR INLOVNPAN IVLAPREREDEAYL P TTA INL IC E IMNRRDRQE I LDDTE PYDOMI R IUNDM ICAR E ICDGAJ ZELCAENE SB PEN VER IA I TESLCASRNNZDI BTONHBBE FED EEGENOEEATAD I LCBEEB I ACTNYYOAA I TRRATLOAB TETAB INB SYNEEAQU I FERO ADR S LEDR EANO J S EBENTEEHAO I ELGLE RANBAOTTEEAB YLOOT I ENZNDB PGTREO

ABEJAS COLLAPSE INDIAN ALVIN DESTINY INDIO APACHE DINNER INSECTOS AQUIFER DIVERSIDAD JUEGOS ASISTIR DOLAR LAPIZ BASTA DREAM PERMEABLE BEE EDIFICAR REGALO BENDITAS FAIRY SANTACLARA BOMBON FERRY SUNDAY CENA GATHERED TROMPO

9-21 A Division of Semos Unlimited, Inc. 1219 Luisa Street #2 Santa Fe NM 87505 AMIGOS Director: Georgia Roybal Phone: (505) 986-0799 Fax: (505) 986-1499 [email protected]

Remedio del Mes: Lantén: Las raíces se usan como laxan- te; las hojas se muelen con sal y aplicado a los sienes para un dolor de cabeza y para piquetes de insectos.