A satire on the Democrats' or "Loco Focos'" 1852 pursuit of Franklin Pierce for the presidential nomination. At the foot of the White Mountains in the "Dismal Swamp," an immense, swampy region of North Carolina and Virginia, Pierce is pursued by Loco Foco hunters in military uniforms. Pierce has been chased up a dead tree by either a fox (an allusion to party warhorse Martin Van Buren, perhaps) or a dog. Several hunters make their way through the water and tall grass toward him. Pierce cries, "Gentlemen don't fire! if you please I cant stand the smell of Powder! it makes me feel faint even to think of it!!" (On Pierce's reputation for fainting in combat see "The Game-Cock & the Goose," no. 1852-18.) A hunter standing on a log at left comments, "What a place to come to, find a Candidate." Another (standing at right) replies, "Well it aint such a bad spot, when the party are hard up, here's where we started that famous Poke [i.e., James K. Polk] in 44." A third hunter asks, "Ain't we got first rate men enough outside of this? I never heard of that fellow before." At far right, a man holding up a hat answers, "Thats just what we want, a Candidate, that nobody ever heard of; the people know our big men too well ever to elect any of them." A crane flies off to the right. |For sale by Nathaniel Currier at No. 2 Spruce St. N.Y.|Signed with initials: H.O.|Title appears as it is written on the item.|Weitenkampf, p. 111.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1852-35.

A satire on the publisher's own troubles with the Democratic establishment in New York. In his print shop Henry R. Robinson is confronted by an unidentified man (center, arms crossed) who says, "I am determined this d---d Whig concern shall be shut up till after the Election." The man may be city surveyor and inspector Eli Moore. Robinson, standing with his back to a stove and holding a purse marked "$141," thumbs his nose and retorts, "Does Jesse Hoyt [Democratic strongman and collector of the port] know you're out?" The Custom House was the center of Democratic political control in New York. Robinson, a Whig, apparently ran afoul of the Democrats by his caricatures of Governor William L. Marcy. Marcy had recently been widely criticized for his handling of the Bamber case (see "Executive Mercy/Marcy and the Bambers," no. 1838-5). Two newsboys on the left ask, "Have you got any more of the Bamber Caricatures?" and "I want some more of your Whig Caricatures." Two men stand at the right, waiting to serve a notice of "Distress for Rent in Arrear." One of them says, "I'm afraid we sha'nt get our Rent." A shop clerk watches from behind the counter.|Drawn by "HD" (Henry Dacre?) or Edward Williams Clay.|Mention of the Bamber caricatures and recently appointed Collector Jesse Hoyt places "Loco Foco Persecution" in late 1838 or early 1839. Attribution to HD is based on the print's stylistic similarity to his "Specie Claws" (no. 1838-14), although the main figures seem to be drawn by a superior hand (possibly E.W. Clay).|Printed & publd. by H.R. Robinson, 52 Cortlandt St: 11 1/2 Wall & 38 Chatham St. N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 51.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1838-8.

Democratic patronage in New York is parodied in a scene of Loco Foco drivers or carmen rushing for cab licenses distributed by recently appointed collector of the port, Democratic stalwart Jesse Hoyt. Hoyt replaced former collector Samuel Swartwout, who had been friendly to Whig and conservative interests. Hoyt stands at the entrance to the Custom House, center and symbol of Tammany corruption in the city. He hands out licenses to Loco Foco drivers, who carry whips of "Old Hickory" (a reference to party patriarch Andrew Jackson). The drivers shout "Hurrah! for Van Buren" and "Loco Foco for ever!" A cart with the number 1838 and "Licensed by the Collector" stands nearby.|Printed & pubd. by H.R. Robinson, 52 Cortlandt St. 11 1/2 Wall St. & 58 Chatham st. N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 53.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1838-10.

The Miss Indian America Pageant was launched by Sheridan residents in the 1950's to combat discrimination. In the accompanying lesson plan (found in the Support Materials) students will view the story told through the eyes of Miss Indian America title holders who held a reunion in 2013, serving as grand marshals in the Sheridan, WY Rodeo parade and commemorating a legacy of bridging cultures.

LEARNING OBJECTIVES:

Students will identify the reason why the town of Sheridan, WY started the Miss Indian America Pageant.
Students will define the given vocabulary words.

Food waste is a major contributor to greenhouse gas. Wasted food and the resources to produce that food are responsible for approximately 8% of global greenhouse gas emissions. In this storyline, students learn about the resources required to produce food through following the carbon cycle and discover how food waste contributes to climate change. They will also learn the farm to table transport chain as well as how to conduct a food waste audit. Finally, the students will research solutions to the problem of food waste that can be applicable to their own lives, their school, and their community. 

What do plants eat? This unit explores plants and how they make food.

Story tells how Carl Erskine became lifelong friends with Johnny Wilson, then Jackie Robinson. Also, learn the story of how Carl compares his World Series ring and son Jimmy’s Special Olympics medal.32 pages Suggested for grades 4-6  ISBN: 979-8-9863985-1-8Library of Congress: GV861. L87 B76 2022

Learn what the futures of the Eastern Shoshone and Northern Arapaho tribes are, and how the tribes will retain their culture and tradition while preparing to move into the future? In the accompanying lesson plan (found in the Support Materials) students will understand the importance of education and perservation of the culture.

LEARNING OBJECTIVES:

Students will demonstrate an understanding about the importance of education and preservation of the language and culture among the Northern Arapaho and Eastern Shoshone Tribe from the past, present, and future.
Students will learn about the Federal Indian Policy to civilize Native Americans through the establishment of Native American Boarding Schools incorporating key vocabulary words.
Students will learn about how the practice of forced assimilation contributed to the diminished use of the Shoshone and Arapaho people’s lifestyle, languages, and traditions.
Students will discuss the development of Indian boarding schools in the United States and Wyoming.
Students will analyze the differences between the early educational experiences of the Native American and non-native students.
Students will examine the importance of education as a value that the Shoshone, Arapaho, and non-native communities share.
Students will consider how Native American students and non-native students can learn from each other to dispel the myths and stereotypes that exist in contemporary society.
Students will learn why oral traditions are important.
Students will understand why respect for elders is important in the tribe.
Students will gain an awareness of why traditional dancing and singing is important to traditions and culture.
Students will explore the significance of the buffalo to the Shoshone people living on the Wind River Reservation.
Students will learn that through traditional concepts of understanding, the Shoshone people, as well as many other Plains tribes, were able to survive through their sustenance on the buffalo.
Students will discuss the relationship that Native American people have with the buffalo (i.e., spiritual, sustenance, etc.) and how oral traditions play a critical role in the preservation of Native ways of knowing.

 This inquiry unit leads students through the different perspectives behind a decision to have a dam removed. This unit looks at similar Washington state dam removal decisions as well as the complex issue of having the Election dam removed near Puyallup, WA. Students will be introduced to the stories and traditional ways of knowing about salmon that the Puyallup Tribe has built their culture upon. Then they will explore the science behind hydroelectricity and build models to discover how carbon neutral energy is gathered through hydro dams. This inquiry unit ends with students researching different perspectives surrounding the current (2021) decision to remove the Electron dam including: the Tribe’s Fishery department, the ecosystem, the city council, the fishermen and the hydro-electrical company who currently owns the dam. With their research, students will do a socratic seminar to mimic the court case lawsuit that is ongoing against the Electron Dam. 

Objectives of this mini unit:For students to explore the "universal call to action" laid out in the Sustainable Development Goals (SDGs) and consider how they may respond to that call;Build background knowledge about specific issues impacting the Arctic including: indigenous rights, indigenous health, biodiversity, tourism and marine pollution; Build background knowledge about specific issues impacting their local communtiy (using Michigan as a case-study) including: hunger, homelessness, poverty, youth violence and the environment;Create an action plan to address needs within their local communities driven by their unique passions, interests and skills;Consider the importance of impact vs intention when engaging with community action projects

Learn how and when the Eastern Shoshone came to Wyoming, what are the Shoshone values, and what are the people of the Eastern Shoshone like? In the accompanying lessons plans (found in the Support Materials), students will gain an understanding of the Fort Bridger Treaty of 1868 including its importance to the state of Wyoming and the Eastern Shoshone Tribe in 1868 and today. The American Bison, or Buffalo as preferred by most tribes, has a significant existence among the Native American people. For thousands of years, the great American Buffalo roamed the Great Plains, migrating from north to south, searching for areas on which to thrive. The Shoshone people depended on the buffalo for many things that included food, clothing, and shelter. Every part of the buffalo was used and provided for the people.

LEARNING OBJECTIVES:

Students will study (Highlight, paraphrase and report) the Treaty of 1868 between the Eastern Shoshone Tribe and the United States Government.
Students will learn about the Eastern Shoshone people through the use of research and technology.
Students will understand that the history of the Shoshone people in the Wind River Mountains dates back thousands of years.
Students will understand that the circle of life continues in a perpetual cycle and is passed on through oral tradition. These stories often taught a lesson to young people.
Students will understand the indigenous perspective of interconnectedness. Students will understand how bison populations were devastated by western expansion.
Students will learn how to construct, read, compare and analyze different population graphs.
Students will understand how the diets of the Shoshone people varied depending on the areas in which they lived.
Students will acquire knowledge of the Wind River Reservation communities and be able to identify these locations on a map.
Students will be able to further describe how their culture has shaped them.
Students will be able to define the concept of culture.
Students will be able to explain some of the attributes of culture.

Students will gain an understanding of the Northern Arapaho people located on the Wind River Reservation in Wyoming. In the accompanying lessons plans (found in the Support Materials), students will learn how the Northern Arapaho come to Wyoming, what are the Arapaho values, and why were Arapaho tribal names changed?

LEARNING OBJECTIVES:

Students will be able to evaluate what geographical places were used by the Arapaho people and understand how historical events changed the future for the Arapaho people.
Students will compare and contrast between their social and ceremonial structures.
Students will understand the hierarchy of the Arapaho Tribe.
Students will analyze how their social and ceremonial structures contribute to their cultural identity.

Students will be exploring the idea of ecosystems and wildfires. They will become familiar with what an ecosystem is and how to keep them healthy. Students will also see the positive and negative effects of wildfires on ecosystems. Also how wildfires influence the local government and federal government when it comes to land management.