Indian Country Diaries: Spiral of Fire

Two weeks ago, I shared a little history about UIUC's American Indian Studies program, and I talked about LeAnne Howe, a member of our faculty. I noted her books (Shell Shaker and Evidence of Red) and mentioned her upcoming film, "Spiral of Fire." Today I want to call attention to the film.

Viewing films like this one can help you become better informed about American Indians. Being more informed will help you evaluate children's books, media, and lesson plans about American Indians.

To learn more about Indian Country Diaries, go to their website. There you will find a synopsis of the series, a screening toolkit, viewer's guide with questions for discussion, high resolution images and screen captures (lower resolution) of "Spiral of Fire." Here's the first paragraph of the synopsis:

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“Spiral of Fire” takes author LeAnne Howe (Choctaw) to the North Carolina homeland of the Eastern Band of Cherokee Indians to discover how the mix of tourism, community, and cultural preservation is the key to their tribe’s health in the 21st century. Along the way Howe seeks to reconcile her own complex identity as the illegitimate daughter of a Choctaw woman, fathered by a Cherokee man she never knew, and raised by an adopted Cherokee family in Oklahoma. Howe’s search leads the viewer on a journey of discovery to one of the most beautiful places in America where Cherokees, living on lands they’ve inhabited for 10,000 years, manage their own schools, hospitals, cable company, tourist attractions and multi-million dollar casino. Yet, despite these successes, diabetes threatens 40% of the population, racism undermines self-confidence, and greed threatens to divide the community. “Spiral of Fire” reveals the forces at work to restore health, prosperity and sovereignty to the Eastern Band of Cherokee Indians.

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In addition to LeAnne's "Spiral of Fire," Indian Country Diaries includes a second documentary, "A Seat at the Drum" featuring journalist Mark Anthony Rolo (of the Bad River Ojibwe nation). "A Seat at the Drum" starts out at Sherman Indian School in Riverside, California. Riverside was one of the last boarding schools created by the Bureau of Indian Affairs (see previous posts to the blog on children's books about boarding schools). Rolo spends time in Los Angeles, which, due to government relocation programs, has the largest urban Indian population in the U.S. (over 200,000 as reported on US Census).

The films will be broadcast nationally on PBS in November.

"Spiral of Fire" will premiere at the Smithsonian's National Museum of the American Indian on Friday, September 29 at 7:00, and on Saturday, September 30, at 1:30. LeAnne will at the premiere on Friday evening for a follow-up discussion.

Laura Ingalls Wilder's LITTLE HOUSE ON THE PRAIRIE

Yesterday's assigned reading for students in my class at UIUC was Little House on the Prairie. Most of the students read the book in childhood, and some remember it being read to them by a teacher or parent. Re-reading it now as adults, they were surprised at the multiple occurrences of what they described as derogatory and racist depictions of Native people that they do not recall.

One young woman remembers the phrase in the book "The only good Indian is a dead Indian" and another remembers feeling worried that Laura and her family were in danger.

Along with the book, the students read Michael Dorris' essay "Trusting the Words," in which he describes the joy with which he set out to read Little House to his daughters, only to be taken aback by the negative portrayals. He tried to edit them out as he read aloud, but eventually gave up. His essay first appeared in Booklist 89 (June, 1993) and was reprinted in his book of essays, Paper Trail, published in 1994 by HarperCollins.

I suggest you take a second look at Little House. Note the ways that Native peoples are described, and consider whether or not the book ought to be set aside and used, perhaps, in contexts where readers are able to think critically about racism and colonization.

If you are interested in books and articles that critique Little House, there are several, including these two by Native people.

"Burning Down the House: Laura Ingalls Wilder and American Colonialism," by Waziyatawin Angela Wilson, in Unlearning the Language of Conquest: Scholars Expose Anti-Indianism in America, edited by Four Arrows (Don Trent Jacobs), published in 2006 by University of Texas Press.

and

"Little House on the Osage Prairie," by Dennis McAuliffe, Jr., available on line at the Oyate web site.

A Review of Nicola Campbell's SHI-SHI-ETKO

[Note: This review is used with permission of its author, by Beverly Slapin of Oyate. It may not be used elsewhere without her written permission.]

Campbell, Nicola L. (Interior Salish/Métis), Shi-shi-etko, illustrated by Kim LaFave. Groundwood, 2005. 32 pages, color illustrations; grades 1-3

In just four days, young Shi-shi-etko (“she loves to play in the water”) will have to leave everyone she loves and everything she knows—to go to an Indian residential school where, among other things, her name, language and identity will be taken away. Until recently, this was the law and the harsh reality for Native children in Canada, Australia, New Zealand, and the U.S. “Can you imagine a community without children?” Campbell writes in a brief foreword. “Can you imagine children without parents?”

As Shi-shi-etko counts down the days, her large extended family—cousins, aunties and uncles, and Yahyah—fill her with their love, memories, and the strength to endure what they know will happen and what they are powerless to prevent. With her mother, a morning prayer in the creek. With her father, a paddle song in the canoe. With her yahyah, a visit to the woods. A sprig of hemlock, cedar and pine placed into a small deerskin bag.

Too soon, it is time. The cattle truck is waiting. With a prayer and an offering of tobacco, Shi-shi-etko tucks her deerskin bag inside the roots of a big fir tree, to wait for her return. She takes in everything one last time—“tall grass swaying to the rhythm of the breeze, determined mosquitoes, working bumblebees…each shiny rock, the sand beneath her feet, crayfish and minnows and tadpoles…”

LaFave’s rich and evocative digital illustrations, on a palette of mostly reds, complement this sad and gentle story. What happens to Shi-shi-etko at residential school is not told here. It does not have to be. After Shi-shi-etko, read to children Larry Loyie’s As Long as the Rivers Flow, then Maddie Harper’s “Mush-hole”: Memories of a Residential School, then Judith Lowry’s Home to Medicine Mountain, then Shirley Sterling’s My Name Is Seepeetza; all of these that they may know a shameful part of history that must never be repeated.

—Beverly Slapin

[Note from Debbie: Shi-shi-etko and the other books Beverly refers to in the last paragraph of her review are available from Oyate.]

Native Americans: Lesson Plans

With Thanksgiving approaching, teachers across the country are getting ready to teach children about Native Americans. Unfortunately, far too often, November and Thanksgiving (and Columbus Day) are the only times of the year that Native peoples make an appearance in the curriculum. That is not "best practice!" I urge teachers to teach about American Indians throughout the year. Here's one book to help you do that.

A terrific resource for early childhood teachers is Lessons from Turtle Island: Native Curriculum in Early Childhood Classrooms, by Guy W. Jones and Sally Moomaw.

Published in 2002 by Redleaf Press, the book has a lot to offer. Here's an excerpt from the introduction:

"Throughout this book, we have often relied on outstanding children's literature, usually by Native authors, to introduce positive, accurate images of Native peoples to children. It is our view that, with the possible exception of classroom visits by American Indian people, excellent children's literature is the most effective way to counter deeply held stereotypes and help children focus on similarities among peoples as well as cultural differences. The literature serves as a catalyst to extend related activities into other areas of the curriculum."

And here's an excerpt from Chapter 1:

"Omission of Native peoples from the curriculum, inaccurate curriculum, and stereotyping all amount to cultural insensitivity. This is heightened, however, when well-meaning teachers introduce projects that are culturally inappropriate."

Jones and Moomaw go on to discuss projects such as feathers and headdresses, peace pipes, totem poles, dream catchers, sand paintings, pictographs, rattles, drums, and brown bag vests.

Chapter 2 includes a lesson plan called "Children and Shoes" that uses Bernelda Wheeler's Where Did You Get Your Moccasins? and Esther Sanderson's Two Pairs of Shoes. It includes suggested activities in dramatic play (Shoe Store), math (Shoe Graph) and science (Shoe Prints), all of which convey similarities across cultures.

Chapter 6 is about the environment. Featured are two of Jan Bourdeau Waboose's books, SkySisters and Morning on the Lake. In the "not recommended" section that closes each chapter, this chapter says it is not recommended to ask children to make up Indian stories, and explains why.

As a former first grade teacher, I highly recommend this book to anyone working with young children. It is available from Oyate for $30.