Highly Recommended: NAVAJO CODE TALKERS by Danielle C. Burbank

HIGHLY RECOMMENDED

Navajo Code Talkers

Written by Danielle C. Burbank (Diné)

Published in 2024

Publisher: Dorling Kindersley

Reviewer: Debbie Reese

Review Status: Highly Recommended

****

I love that Danielle C. Burbank (Diné) opens her book, Navajo Code Talkers, with the word Yá'át'ééh! It signals that we're going to learn about the Code Talkers from someone for whom this is not a subject. Instead, it is her family's life.

On that first page, she tells us her grandfather served as a Code Talker in the US Marines, that the Navajos refer to themselves as Diné (it means "the People"), and that readers will learn about Diné culture, language, and lifeways. 

At the bottom of that page is a photo of Burbank and her grandfather, Deswood R. Johnson, Sr. 

Later, you'll see photos of her daughter and her great grandmother. What we are fortunate to have in this book, is information rooted in her family, her tribal nation, and its history. Earlier this week I wrote about Olympic Gold Medal winner Billy Mills, and that in his book, he tells us that his Native ancestors didn't give up when odds were against them. Their steadfast way mattered to Billy Mills. I see that 'didn't give up' attitude throughout Navajo Code Talkers. 

Because this book is from an insider's perspective, we learn about how Diné culture shapes their way of being in the world and how it shaped how the Code Talkers became who they are and how they persevere when odds are against them. Burbank tells us about kinship and how that mattered, and matters. 

She introduces us to several Diné Code Talkers and their experiences with, for example, boarding school. On page 23, we meet Samuel Tom Holiday, who talks about his older brother, Henry, and how Henry helped Samuel prepare for boarding school. Teachers who are providing students with information about boarding schools will find his story compelling. 

I particularly like the photo on page 10, showing Diné school children reading a signpost at Dream Diné School in Shiprock, New Mexico. Words on the signpost are in their language. Each one points to their sacred mountains. But, as I read on, I find that Burbank does an excellent job of making readers understand that the Code Talkers are not simply a group of Marines. She humanizes them--pulling them from mythical status as vital to a war effort--to a place of knowing them as parents and grandparents whose parents and grandparents had been through a lot, and persevered. 

There's a lot in this book meant for fourth and fifth graders that most people haven't learned. By that, I mean people should read it, regardless of age. You can order it directly from the publisher. I got an e-copy for a few dollars. 

I'm grateful to Burbank for all she did to make this book available to all of us, Native or not. Others are, too. Her nation's library hosted her for a reading a few days ago. And take time to read Diné author writes Navajo Code Talkers book for elementary school readers in Source NM. 

Highly Recommended: WINGS OF AN EAGLE: THE GOLD MEDAL DREAMS OF BILLY MILLS, by Billy Mills and Donna Janell Bowman, illustrated by S. D. Nelson

                  HIGHLY RECOMMENDED 

Wings of an Eagle: The Gold Medal Dreams of Billy Mills

by Billy Mills (Oglala Lakota) and Donna Janell Bowman (not Native)

Illustrated by S. D. Nelson (Standing Rock Sioux Tribe)

Published in 2024

Publisher: Little, Brown Books for Young Reader

Reviewer: Debbie Reese

Review Status: Highly Recommended

****

I spent several hours over the last two weeks, watching the 2024 Olympics. Part way in, I saw that Billy Mills was there. He was sharing photos to his Facebook page. I pulled up the video of his race and shared it with my family. I've seen it many times before, but every time I watch it, I feel a huge surge of excitement. And joy, and pride. Take a look:

Pretty cool, isn't it?!

Now, order a copy of his autobiographical picture book, Wings of an Eagle: The Gold Medal Dreams of Billy Mills! I've heard him speak and know some of his life story but I'm really glad to see his book. Published on July 2, 2024 by Little, Brown Books for Young Readers, I got my copy during the 2024 Olympics. 

There are many pages that stood out as I read the book. His parents died when he was a child. His dad's words after his mother's death become a refrain as he grows into adulthood. A photographer asked him to step away from a group of runners because of his skin color. 

In this post, I focus on the page in his adulthood when he's a Marine at a base in California. Up to then, he ran in high school at Haskell Institute in Kansas, and then in college at the University of Kansas. On the page where he talks about the grueling training he does while he's in the Marines, we read:

I visualize the finish-line tape breaking across my chest 

again and again, 

as if fueled by Indigenous ancestors

who didn't give up when all odds were against them.

Their footsteps are etched into the earth

like a story waiting to be told.

When I qualify for the 1964 Olympics,

I carry the hopes of many.

Because we are stronger together.

I'm going to repeat (and put in bold) some of those words, here: "fueled by Indigenous ancestors who didn't give up when all odds were against them." Across the US and Canada, I hear similar words from Native people. Fueled by Indigenous ancestors who didn't give up. Heck, that guides me, too! When things feel weighty I remember Po'Pay and Pueblo ancestors who didn't give up in the 1500s when European invaders sought to destroy us. Native leaders negotiated to protect the generations that came after them. I suppose some of you are thinking my words here are sappy, but that's ok. I'm here. Billy's here. We're here. 

And he's leading, still! Mills established an organization called Running Strong for American Indian Youth. The final pages of the book provide many photos of his work with youth. Back matter also includes a terrific note from Mills, one from the illustrator, S. D. Nelson, and one from the co-author, Donna Janell Bowman. If you've heard me in a professional development workshop, you know I direct teachers, librarians, parents, and caregivers to study the back matter before using the book with children! There, you'll get information you probably never had before you picked up this wonderful book. 

Update at 4PM on August 13: There's a curriculum guide! Written by Dr. Natalie Martinez! She rocks. Download and use it. 

I'll end this review with a request to get multiple copies of the book for your classroom and school library, and with S.D. Nelson's illustration of Billy crossing the finish line. See the joy in Billy's face? And look at that eagle (remember I said his dad's words become a refrain?)! Highly recommended! 

HIGHLY RECOMMENDED: If You Lived During the Plimoth Thanksgiving, by Chris Newell and Winona Nelson

If You Lived During the Plimoth Thanksgiving

Written by Chris Newell (citizen of Passamaquoddy Tribe at Indian Township)

Illustrated by Winona Nelson (member of Leech Lake Band of Minnesota Chippewa)

Published in 2021

Published by Scholastic

Reviewer: Debbie Reese

Status: Highly Recommended

****

There are many sentences and passages in If You Lived During the Plimoth Thanksgiving that I wholeheartedly welcome. Here's one from page 8:

"The story of the Mayflower landing is different 

depending on whether the storyteller 

viewed the events from the boat or from the shore."

That line jumped out as I started reading Chris Newell and Winona Nelson's nonfiction picture book. The cover art positions the reader in a different place. Think for a moment about the cover of most books you've seen about Thanksgiving. They show "Pilgrims and Indians" gathered around a table, or, they show the Mayflower en route. With the cover art of If You Lived During the Plimoth Thanksgiving, readers are invited to revisit this moment from the vantage point of a Native person. Here's a close up of that part of the cover:

Published in 2021 by Scholastic Press, it offers teachers a Native perspective--not just on Thanksgiving--but on history. Most readers are likely familiar with the "If You Lived" series that includes ones that purport to be about Native peoples but that are chock full of errors and bias. I'm glad to see this book -- written and illustrated by Native people. From that vantage point, everything in the book is different from the hundreds (thousands?!) of children's books about Thanksgiving. 

In this review, I'm choosing to select a few passages like the one on page 8 that are different than what you have probably seen in other books, before. 

Many books say the Mayflower arrived in the "New World." Newell's book says:

...the ship arrived in Wampanoag territory at the village of Meeshawm, in what is now known as Provincetown, Massachusetts.

Newell names the tribal nation (Wampanoag) and the name of their village, Meeshawm. I bet you've never seen "Meeshawm" before. And he used the phrase "what is now known." As you spend more time reading newer books and articles you'll see more and more writers using that phrase. It may feel awkward but those words are powerful. They tell readers there's a longer history to that place and its name. The phrase invites readers to ask 'what was it known as before?' and 'who called it that?' 

Throughout the book, Newell provides "Did You Know?" boxes in bright colors, like this one in yellow: 

The complete text in that box is:

The English commonly used the labels "Indians" or "savages" to describe the multiple nations of peoples and cultures they encountered in America. "Savages" was incredibly demeaning. Even though the terms were inaccurate and dehumanizing, they became familiar in English terminology. Today the language has changed and generalized terms like "American Indian," "Native American," "First Nation," "Indigenous," or 'Native" are all in use. However, Native peoples prefer to be called by their tribe or nation whenever possible. 

In professional development workshops I do, I talk about the importance of being tribally specific. That's what Newell is asking readers to do. Use the name of a person's nation. When you talk about Newell's book, you can say "This book is by Chris Newell, a citizen of the Passamaquoddy Tribe at Indian Township. It is illustrated by Winona Nelson, who is a member of the Leech Lake Band of Minnesota Chippewa." You could show students the website of the Passamaquoddy Tribe at Indian Township and the website of the Leech Lake Band of Minnesota Chippewa.  You can use their sites as primary sources of information. 

In many books you'll find information about Pilgrims camped on shore in December of 1620, huddled around a campfire for warmth. Illustrations will also show "Indians" in very little clothing shooting arrows at those Pilgrims. The "Indians" are shown that way throughout these books, no matter the season. Winona Nelson's illustrations in If You Lived During the Plimoth Thanksgiving are different. They are accurate. In winter, she shows them in clothing appropriate for the cold temperatures: 

I recommend you study illustrations carefully. In many books you'll see the "Indians" barefoot--again, regardless of season or what they are doing. In If You Lived During the Plimoth Thanksgiving, the only bare feet you'll see are those of this toddler-in-arms. Another reason Nelson's illustrations stand out is because they include women and children. 

I recommend that teachers get a copy of If You Lived During the Plimoth Thanksgiving and study it carefully. Use it with students, in part or in whole, but use it! What you gain from reading it yourself will help you improve your instruction about Native peoples, overall. What you learn by reading it will help you spot problematic text and illustrations in whatever book you're reading. It'd be great if you do more with it: consider forming a study-group with fellow teachers where you use this book to revisit the ways that the Mayflower or Thanksgiving or Native content is presented in your school. The possibilities! There are many. 

Highly Recommended! CONTENDERS: TWO NATIVE BASEBALL PLAYERS, ONE WORLD SERIES by Traci Sorell and Arigon Starr

Contenders: Two Native Baseball Players, One World Series

Written by Traci Sorell (Citizen of the Cherokee Nation)

Illustrated by Arigon Starr (Enrolled Member of the Kickapoo Tribe of Oklahoma)

Published in 2023

Publisher: Kokila

Reviewer: Debbie Reese

Review Status: Highly Recommended

****

A few years ago, I would do tweet reviews and sometimes, I'd use a platform (Storify) that would gather the tweets into a single document, and then I'd plop that document in a blog post. People liked that tweet-review-turned-into-blog-post a lot. But Storify didn't last long. I still use Twitter to talk about books. Today I did a series of tweets about Contenders: Two Native Baseball Players, One World Series. I'm pasting them here as my review of the book. I've inserted the time stamp, for reference, and it links to the thread on Twitter. 

April 1, 2023, 7:32 AM

I just finished reading CONTENDERS: TWO NATIVE BASEBALL PLAYERS, ONE WORLD SERIES. Written by Traci Sorell and illustrated by Arigon Starr, it is definitely gonna have a "Highly Recommended" label from American Indians in Children's Literature!

It is packed with info that's gonna appeal to Native and non-Native readers, whether they are fans of baseball or not. Starr's depictions of Native people... powerful mirrors. My uncles played ball. In her art, I see them.

I especially like the double-page spread that shows Native ball players, over time. Note they're done like baseball cards! And the cards have their names and tribal nations. SO COOL!!!!

The two players the book is about are Charles Albert Bender, who was Ojibwe and John Tortes Meyers, who was Cahuilla. Wait... I gotta say that when I came to the page about John's childhood, I leaned in. Why?

 He was Cahuilla!

I'm currently doing workshops with educators in California. They're searching for books that can provide Native students in their classrooms with mirrors. In CONTENDERS, they have that mirror!

If the appeal (for you) is the subject, baseball, and you're a long-time fan, you might remember the 1911 World Series. That's kind of what the book is about. But the focus is the two Native men who played in that series and so, you'll likely learn things you did not know.

For example, this page is about the crap they had to endure. I like that Sorell included that, so succinctly. People called them "Chief" but, she writes that neither one was a tribal leader. Others call them "redskins."

The book is due out on April 11 from Kokila. If you haven't ordered it yet, for your school or public library, do it now. And if you're in California, order several copies!

Back Matter in 2022 book from Charlesbridge -- THE GARDENER OF ALCATRAZ

This morning on Facebook (in a discussion of books by region), I saw mention of The Gardener of Alcatraz. Written by Emma Bland Smith and illustrated by Jenn Ely, it came out in 2022 from Charlesbridge. In my experience, Charlesbridge is one of the publishers that is really trying to be conscious of content about Native peoples. 

I know the history of Alcatraz. Would any of that history, I wondered, be in The Gardener of Alcatraz? 

The answer is yes. Information is included in the back matter. I think solid info in a book's back matter as a step in the right direction. 

Here's the description for The Gardener of Alcatraz:

When Elliott Michener was locked away in Alcatraz for counterfeiting, he was determined to defy the odds and bust out. But when he got a job tending the prison garden, a funny thing happened. He found new interests and skills--and a sense of dignity and fulfillment. Elliott transformed Alcatraz Island, and the island transformed him.

Told with empathy and a storyteller's flair, Elliott's story is funny, touching, and unexpectedly relevant. Back matter about the history of Alcatraz and the US prison system today invites meaningful discussion.

I do hope that the back matter invites meaningful discussion! Many (most?) kids won't read the back matter--but teachers, parents, librarians--you certainly can! Read and study it so you can give more depth to students when you teach or book talk The Gardener of Alcatraz. Here's what I see:

• In the Time Line is "1969-70: Native American occupation of Alcatraz" (p. 36).

• In Alcatraz and Its Gardens (p. 37), there are several subsections:

The first paragraph of "The Early Years" says "Because there was no source of water, Native people did not live on the island (although historians believe the members of the Ohlone tribe may have hidden there to avoid being captured and forced into slavery in the California Mission system)." 

The second paragraph says "Native Americans were also imprisoned there for refusing to allow their children to be taken away and placed in boarding schools." 

There's an entire subsection called "The Native Occupation." The first paragraph is about the prison being expensive to maintain, and so it was shut down. The second paragraph is: 

Then, in 1979, a group of Native activists from different tribes occupied Alcatraz. Their goal was to raise awareness about the brutal ways in which Native people had been treated and to protest the recent closings of reservations across the country. The Indians of All Tribes occupied Alcatraz for nineteen months before the government evicted them. Signs of their presence remain on the island to this day, inspiring visitors to reflect upon Indigenous people's ongoing fight for their rights.

I wish the author had included sources or books for this information. There's a selected bibliography but none of the primary sources, books, online resources, or DVD's that they list are specific to Native people at Alcatraz. She cites books that are not ones for children. For example, she cites Michael Esslinger's Alcatraz: A History of the Penitentiary Years. She could have cited one of Adam Fortunate Eagle's books. You can read his Heart of the Rock: The Indian Invasion of Alcatraz at the Internet Archive (or get a copy from your library). Another option is Troy Johnson's books about the occupation. They are primarily photo records of that period and I find them gripping. The National Park Service hosts a page he wrote about the occupation: We Hold the Rock.  She includes links to online resources and could have added ones about the Hopi parents who were imprisoned there. The National Park Service has this one: Hopi Prisoners on the Rock.  

•  In Author's Note, Smith writes that Corrina Gould, Tribal Chair of the Confederated Villages of Lisjan, "went over the passages concerning Native people's relationship with Alcatraz." (p. 40). 

I am psyched to see Smith's note -- and that she worked with Corrina Gould! I met her (virtually) last year when we were doing a session for caregivers in the San Francisco Bay area. 

As noted earlier, I think it is great to see inclusive back matter! I hope teachers use it when they use the book in the classroom. 

Highly Recommended: DEB HAALAND: FIRST NATIVE AMERICAN CABINET SECRETARY, by Jill Doerfler and Matthew J. Martinez

Deb Haaland: First Native American Cabinet Secretary

Written by Jill Doerfler and Matthew J. Martinez

Published by Lerner

Published in 2022 (due out in August)

Reviewed by Debbie Reese

Review Status: HIGHLY RECOMMENDED

****

In children's literature, we talk about the importance of representation. Seeing someone who looks like you is powerfully affirming. In 2016, I experienced that affirmation. Deb Haaland was at the Democratic National Convention in Philadelphia.  I shared my joy on Twitter:

And in 2018 when she and Sharice Davids won seats to be in the US Congress, I hoped that we'd see children's books about them. Davids did a biographical picture book last year, which I highly recommend. Now, we've got one about Haaland, and I am happy to say that I highly recommend it! 

The biography of Haaland is written by Dr. Jill Doerfler (White Earth Anishinaabe) and Dr. Matthew J. Martinez (Ohkay Owingeh). It opens on March 18, 2021 with Haaland entering the Eisenhower Executive Office Building in Washington, DC to be sworn in as the 45th US Secretary of the Interior. There's a photo of that moment. And there's description of what she was wearing (a ribbon skirt) and why. There's information about who made the skirt--Agnes Woodward, who is Plains Cree from the Kawacatoose First Nation in Saskatchewan, Canada. Doerfler and Martinez take care to tell us about the symbolism of that skirt. 

I've read those first pages several times, imagining Native children in the US and Canada reading them. Those pages carry a symbolism of their own: they are a strong, and deep, and loving embrace of Nativeness.  

On page 11 (I'm reading an ARC from NetGalley; page numbers may change), we're taken to Haaland's early years. That section opens with "Guwaadzi hauba" (greetings), and information about Keres (the language spoken at Laguna Pueblo, where Haaland is an enrolled citizen). 

On that page, we see an inset block of information titled "Sovereign Nations" that explains what they are: 

There are several throughout the book, each one supporting information shared in the narrative. On page 20 I see "Native American Voting Rights." I'm calling attention to these because teachers can use the book as a biography about Haaland, but another use of them is those inset blocks! They function as a text all on their own that is akin to an American Indian Studies 101 course at a university. Indeed, the biographers, Jill Doerfler and Matthew Martinez, have PhDs and both have taught at colleges and universities. I don't see any information about them in my digital ARC, but it ought to be included! Doerfler is a professor and department head of American Indian Studies at the University of Minnesota, and Martinez is Deputy Director of the Museum of Indian Arts and Culture in Santa Fe, New Mexico. 

Overall, I am pleased with all that I see in this book! 

Teachers can use this book with students but they can also use this book themselves to create or revise lesson plans. If/when they come across the word "squaw" they will remember page 31 and the information there about that word, and Haaland's declaration of its derogatory use and that she established a task force to select new names for the hundreds of federal sites that use that word in their name. 

A personal note: I love seeing Nanbé Owingeh on page twelve! And I'm gratified to see An Indigenous Peoples' History of the United States for Young People (Jean Mendoza and I adapted that book) listed as one of the resources. 

And one more personal note: ku'daa, Matthew and Jill, for writing this book. It is precisely what we all need--no matter who we are, or how old we are. As the first peoples of these lands, our voices and work matter tremendously. 

I highly recommend Deb Haaland: First Native American Cabinet Secretary. Published by Lerner and written by Jill Doerfler and Matthew J. Martinez -- Native scholars -- I urge you to buy copies for your classroom, your library, and the children in your life. 

HIGHLY RECOMMENDED: THE FROG MOTHER

 

HIGHLY RECOMMENDED

The Frog Mother (Mothers of Xsan series)

Written by Hetxw'ms Gyetxw/Brett D. Huson (Gitxsan)

Illustrated by Natasha Donovan (Metis) and Hetxw'ms Gyetxw

Published by Highwater Press

Published in 2021

Reviewed by Jean Mendoza

Review Status: Highly Recommended

How I wish we could see a series like Mothers of Xsan for every part of the continent: local ecosystems from Indigenous perspectives! Hetxw'ms Gyetxw, Natasha Donovan, and Highwater Press have come up with a set of richly illustrated informational books about essential animal inhabitants of Xsan, the traditional homelands of the Gitxsan.  

Here's what the publisher says about the book I'm reviewing today, The Frog Mother:

To the Gitxsan of Northwestern British Columbia, Nox Ga’naaw is a storyteller, speaking truths of the universe. After Nox Ga’naaw, the frog mother, releases her eggs among the aquatic plants of a pond, the tiny tadpoles are left to fend for themselves. As they hatch, grow legs, and transform into their adult selves, they must avoid the mouths of hungry predators. Will the young frogs survive to spawn their own eggs, continuing a cycle 200 million years in the making?

Book four of the Mothers of Xsan series follows the life cycle of the columbia spotted frog. Learn about why this species is of special significance to the Gitxsan and how Nox Ga'naaw and her offspring are essential to the balance that is life.

This is a "short & sweet" review, listing four reasons AICL recommends this book.

Reason #1 to recommend The Frog Mother: The deep and detailed sense of place. 

The author writes about something he knows well: the creatures, environments, and seasons of the homeland of his Indigenous Nation. 

He grew up there, in what's currently called inland British Columbia, and learned much of what he knows about the animal inhabitants from elder relatives with both observational and cultural knowledge. (From email communication with the author, 2/2022.) Here's a quote from the book: "As the Gitxsan have borne witness since time immemorial, there is a delicate balance of food for all living in their realm. Nox Ga'naaw and her offspring are an integral piece of this balance that is life." "Since time immemorial." Those are potent words about presence and stewardship!

Reason #2: The illustrations 

Natasha Donovan's lively, engaging illustrations are essential to the full impact of the book. And take a close look at each page. Integrated into the depictions of Nox Ga'naaw's life stages, you're likely to see formline images of frogs and other figures. That's the work of the author, placed there to show that the events depicted have spiritual and cultural significance for the people, beyond what might be observed by Western science. 

Reason #3: Use of Gitxsan language and knowledge

Seeing words from the Gitxsan language with the English text supports young non-Indigenous readers' awareness that Indigenous languages exist, and have value and purpose. The author refers to animals by their Gitxsan names as well as English identifiers. He uses Gitxsan words for times of the year, which are also listed on a page in the back of the book, along with three paragraphs of information about the Gitxsan and an illustrated map of the region. 

Reason #4: The entire series.

The Mothers of Xsan series is based in Indigenous knowledge, but also incorporates what could be called the language of science; many pages include textbox definitions of words like "juvenile" and "overwinter." 

Each of these books has deepened my understanding of the ecosystem of the region. Beyond that, I'm reminded of how much impact humans have on what lives around us, and how responsible we are for making our own lives sustain the systems we inhabit. So many young people I know are looking for this kind of understanding, but mainstream society seems built on distancing people from their environments.

Other entries in the series are: The Sockeye Mother, The Grizzly Mother, The Eagle Mother, The Wolf Mother. And due out in 2022: The Raven Mother.

Reading this set of books makes me hope other Indigenous writers and illustrators will collaborate to tell about about the ecosystems of their homelands. The knowledge that could be offered is desperately needed. 

Highly Recommended! SHARICE'S BIG VOICE: A NATIVE KID BECOMES A CONGRESSWOMAN

 

Sharice's Big Voice: A Native Kid Becomes a Congresswoman

Written by Sharice Davids (Ho-Chunk) with Nancy K. Mays

Illustrated by Joshua Mangeshig Pawis-Steckley (member of Wasauksing, First Nation)

Published in 2021

Publisher: Harper Collins

Reviewer: Debbie Reese

Review Status: Highly Recommended

****

In some books, I find one thing after another that I absolutely adore. Sharice's Big Voice is one of those books. First example? The back cover. It is a page from inside. It looks like this:

On that page, Sharice is studying. A stack of books is there. The text on that page tells us that she started law school so that she could work to make US laws more just and fair. Those words are cool, but look at the pages behind her! 

My guess is that most readers will recognize "The Constitution of the United States" but why is our attention being drawn to Article 6? Do you know what Article 6 is about? Hint: it has to do with the other pages you see behind Sharice! 

Sharice's Big Voice is a picture book whose contents make the case for why picture books should be read by everyone. If you're teaching social studies, teach this book and do a study of this page. Start by reading Article 6. Then, ask students to do research on the Treaty With the Winnebago, and the other items on that page. Put them into chronological order, after having read Article 6. 

As I reflect on that page, I'm reminded of the article by Sarah B. Shear, Leilani Sabzalian, and Lisa Brown Buchanan.  It is titled "Affirming Indigenous Sovereignty: A Civics Inquiry" and came out in 2018 in an educator's journal called Social Studies and the Young Learner. Here's the first sentence in the article:

Indigenous sovereignty is an essential component of civics education.

Here's the first sentence in the next paragraph:

Elementary social studies curriculum is notoriously silent about Indigenous sovereignty.

My guess is that most teachers want to give their students a solid education and might know a bit about Native sovereignty--but not enough to feel confident in what they do. And so, they are silent about Indigenous sovereignty. The article has key words and definitions, realistic steps for you to take with your students as you begin to fill that silent space, and links to resources to help you.  

Affirming Indigenous Sovereignty (the article) and Sharice's Big Voice can be your starting place to make a difference in what your students learn about Native peoples. Get the picture book, and if your librarian isn't able to get the article for you, let me know. 

There's a lot more to say about Sharice's Big Voice but I gotta get outside and finish the paint job on our fence. I'll be thinking about this book and may be back to say more. It is one of my favorite books of the year. It affirms Native identity, and being physically, educationally, and politically active. This page is so important! It says (in part): "Growing up, I never would have guessed my path would lead to Congress. I didn't know that I would be one of the first Native American women in Congress and the first lesbian representative from Kansas." 

And if you're wondering if it is tribally specific? The answer is yes! There's a page about kids in school asking Sharice "What are you." She tells her mom about it, and her mom tells her "We're members of the Ho-Chunk Nation." When I talk about the book online I'll use #Ho-ChunkVoice--and you should, too.  

Page after page, the words resonate and educate, and Pawis-Steckley's gorgeous Ojibwe art does, too! Get a copy for your classroom library, your home library, and ask your librarian to get copies. Then, talk about it with others. Share the knowledge that Sharice Davids and Nancy K. Mays provide in Sharice's Big Voice. 

-----

Back to say that good nonfiction for young people is very hard to find, especially biography or autobiography about Native people of the present day. If this book had been available when Betsy McEntarffer and I wrote "Indigenous Nations in Nonfiction" for Crisp, Knezek, and Gardner's Reading and Teaching with Diverse Nonfiction Children's Books, we'd have written about it, with tremendous joy. 

Recommended: THE GRIZZLY MOTHER and THE SOCKEYE MOTHER written by Hetxw'ms Gyetxw (Brett D. Huson); illustrated by Natasha Donovan

Teachers! Get The Grizzly Mother for your classroom--and ask your librarian to get in on the library shelves, too! Written by Hetxw'ms Gyetxw (Brett D. Huson) and illustrated by Natasha Donovan, it will be released on September 1, 2019 from Highwater Press.

Gyetxw is of the Gitxsan Nation in British Columbia and Donovan is of the Métis Nation of British Columbia. The Grizzly Mother is nonfiction that begins with a section called "Awakening." As you might imagine, the contents of that section are about the grizzly mother and her cubs waking in the springtime. It concludes with "A Final Run" that takes place three years later at a salmon run.

The final page in The Grizzly Mother is about the Gitxsan Nation. I especially like the first sentence. It begins with information about where the Gitxsan Nation is located and also says:

... land that cradles the headwaters of Xsan or "the River of Mist," also known by its colonial name, the Skeena River.

What I mean, of course, is "also known by its colonial name." It provides teachers and parents with the opportunity to teach children that Indigenous peoples were on this land already when Europeans arrived and colonized it. We need that factual information in nonfiction and fiction set in what is currently called North America.

Gyetxw and Donovan worked together on The Sockeye Mother a few years ago. It got starred reviews and high praise from science teachers. See the gold seals on the cover? I anticipate similar praise will be forthcoming for The Grizzly Mother.

Both books include Gitxsan words throughout, and both show the relationship between human beings and animals without romanticizing that relationship or anthropomorphizing the animals.




Over at the Highwater Press web page for the The Sockeye Mother is a video of Gyetxw talking about the Gitxsan words in the book. He says them so that you can learn how to pronounce them when you read the book aloud. The video is also available on Youtube, which means I can insert it here!

I highly recommend The Sockeye Mother and The Grizzly Mother published by Highwater Press. They are pitched at children in grades 5-7 but I think they can be used with younger children. And of course, picture books should be used with people of any age.

Librarians Noting Problems in Nonfiction Series: First Peoples of North America, by Cassie Lawton

One of the more gratifying kind of emails I get is from librarians who are bringing a critical lens to nonfiction.

Recently I had an email from a librarian in Oklahoma who was looking over Cassie Lawton's First Peoples of North America. That seroes came out in 2016 from Cavendish Square Publishing.

The librarian noted problems that every librarian can keep an eye on as they look over nonfiction books.

One is tense. Are all, or most of the verbs past tense? If so, that's a problem.

Another is words used. This series has "costume" for the clothing the people in the books are wearing. Better words are regalia, or traditional clothing.

A third one this librarian noticed is about the photographs. She wonders if the photos match the particular tribal nation the photograph is supposed to be about.

I haven't seen the series. Given their price, I don't plan to buy them. If they turn up in a local library, I'll review one. I did look them up on the publisher's website and winced at the covers. Those old sepia-colored photos on the covers generate a nostalgic response in so many people that moves them to talk about "plight" and hold us safely in mind as a problem of the past, not present. It is a lot like how people view mascots.

Anyway. If you're a writer, or if you're an editor... no matter what kind of book you're doing: stay away from those sepia covers! Please!

John Herrington's MISSION TO SPACE is exceptional!

Regular readers of American Indians in Children's Literature know that I emphasize several points when reviewing children's or young adult books, especially:

1. Is the book by a Native author or illustrator?
2. Does the book, in some way, include something to tell readers that we are sovereign nations?
3. Is the book tribally specific, and is the tribally specific information accurate?
4. Is it set in the present day? If it is historical in structure, does it use present tense verbs that tell readers the Native peoples being depicted are part of today's society?

John Herrington's Mission to Space has all of that... and more! Herrington is an astronaut. He was on space shuttle Endeavor, in 2002. Mission to Space begins with his childhood, playing with rockets, and ends with Endeavor's safe return to Earth.

Here's the cover:

That is Herrington on the cover. Here's a page from inside that tells readers he is Chickasaw.

While he and the crew were waiting for Endeavor to blast off, the governor and lieutenant governor of the Chickasaw Nation presented a blanket to NASA.

Those are two of the pages specific to Herrington being Chickasaw, but there's photos of him, training to be an astronaut, too. There's one of him, for example in a swimming pool, clad in his gear. And there's one that is way cool, of his eagle feather and flute, floating inside the International Space Station:

I absolutely love this book. There is nothing... NOTHING like it.

Native writer? Yes.
Sovereignty? Yes.
Tribally specific? Yes.
Present day? Yes.

The final two pages are about the Chickasaw language. In four columns that span two pages, there are over 20 words in English, followed by the word in Chickasaw, its pronunciation, and its literal description. And, of course, there's a countdown... in English and in Chickasaw.

Published in 2016 by the Chickasaw Nation's White Dog Press, they created a terrific video about the book. You can order it at their website. It is $14 for paperback; $16 for hardcover.

I highly recommend it! Hands down, it is the best book I've seen all year long.

Looking for nonfiction?

People write to me asking about the merits of this or that nonfiction book or series, which one(s) I recommend, etc. Keeping up with them, and/or writing a comprehensive review is daunting, and something I have not done. A lot of nonfiction has photographs that I like. For example, Marcia Keegan's books (listed below in the not recommended section) are about Pueblo people. I like the photos! The captions... not so much. I'm pretty sure Pueblo kids would like those photos, too, and I'd love to sit with them and write new captions for the photos. Maybe we'd use a Sharpie! And we could re-write problematic text, too! That would be an excellent activity, showing them that books have errors--that, in this case, the kids know more than the author... that books are not perfect. 

Though I've not done any reviews of series, I can offer this:

In A Broken Flute: The Native Experience in Books for Children edited by Doris Seale and Beverly Slapin, you'll find a section titled "Reviews: Photoessays of Indian Children." 

I strongly encourage you to buy A Broken Flute and read the reviews in their entirety. You'll learn a lot from studying those reviews. That study will help you in your collection development (decisions on what to get/what to weed) in the future. Here's my sorting of the reviews into three categories, recommended/recommended, but some parts uneven/not recommended and in two parts. First are books that stand alone, and second are books in a series. 

Recommended

Ancona, George:

• Earth Daughter: Alicia of Acoma Pueblo
• Mayeros: A Yucatan Maya Family
• Pablo Remembers: The Fiesta of the Day of the Dead
• Powwow

Jenness, Aylette and Alice Rivers. In Two Worlds: A Yup'ik Eskimo Family

LaDuke, Winona and Waseyabin Kapashesit. The Sugar Bush

McMillan, Bruce. Salmon Summer

Rendon, Marcie. Powwow Summer: A Family Celebrates the Circle of Life

Rose, LaVera. Grandchildren of the Lakota

Thompson, Sheila. Cheryl Bibalhatsl/Cheryl's Potlach

Recommended, but some parts uneven 

Brown, Tricia. Children of the Midnight Sun: Young Native Voices of Alaska. 

Gravelle, Karen. Growing Up: Where the Partridge Drums Its Wings 

Kendall, Ross. Eskimo Boy: Life in an Inupiaq Eskimo Village

Sola, Michele. Angela Weaves a Dream: The Story of a Young Maya Artist

Wolf, Bernard. Beneath the Stone: A Mexican Zapotec Tale

Not recommended

Garcia, Guy. Spirit of the Maya: A Boy Explores His People's Mysterious Past

Hazen-Hammond, Suzan. Thunder Bear and Ko: The Buffalo Nation and Nambe Pueblo

Hoyt-Goldsmith, Diane.

• Apache Rodeo
• Arctic Hunter
• Buffalo Days
• Cherokee Summer
• Day of the Dead: A Mexican-American Celebration
• Lacrosse: The National Game of the Iroquois
• Potlatch: A Tsimshian Celebration
• Pueblo Storyteller
• Totem Pole

Keegan, Marcia

• Pueblo Boy: Growing Up in Two Worlds
• Pueblo Girls: Growing Up in Two Worlds

Mott, Evelyn Clarke. Dancing Rainbows

Reynolds, Jan. Frozen Land: Vanishing Cultures

Wood, Ted, with Wanbli Numpa Afraid of Hawk. A Boy Becomes a Man at Wounded Knee

SERIES

Recommended, but parts uneven

"My World: Young Native Americans Today"

Published by Beyond Words, in association with the National Museum of the American Indian

• Belarde-Lewis, Miranda. Meet Lydia: A Native Girl from Southeast Alaska
• Secakuku, Susan. Meet Mindy: A Native Girl from the Southwest
• Tayac, Gabrielle. Meet Naiche: A Native Boy from the Chesapeake Bay Area

"We Are Still Here"

Published by Lerner

• Braine, Susan. Drumbeat... Heartbeat: A Celebration of the Powwow
• Hunter, Sally. Four Seasons of Corn: A Winnebago Tradition
• King, Sandra and Catherine Whipple. Shannon: An Ojibway Dancer
• Mercredi, Morningstar and Darren McNally. Fort Chipewyan Homecoming: A Journey to Native Canada
• Nichols, Richard and D. Bambi Kraus. A Story to Tell: Traditions of a Tlingit Community
• Peters, Russell M. Clambake: A Wampanoag Tradition
• Regguinti, Gordon. The Sacred Harvest: Ojibway Wild Rice Gathering
• Roessel, Monty. Kinaalda: A Navajo Girl Grows Up
• Roessel, Monty. Songs from the Loom: A Navajo Girl Learns to Weave
• Swentzell, Rina and Bill Steen. Children of Clay: A Family of Pueblo Potters
• Wittstock, Laura Waterman and Dale Kakkak. Ininatig's Gift of Sugar: Traditional Sugarmaking
• Wittstock, Laura Waterman and Dale Kakkak. Sugar Bush: Ojibway Maple Sugarmaking
• Yamane, Linda. Weaving a California Tradition: A Native American Basketweaver

Not recommended

"The Library of Intergenerational Learning: Native Americans"

Published by PowerKids/Rosen

Kavasch, E. Barrie. 

• Apache Children and Elders Talk Together
• Blackfoot Children and Elders Talk Together
• Crow Children and Elders Talk Together
• Lakota Sioux Children and Elders Talk Together
• Seminole Children and Elders Talk Together
• Zuni Children and Elders Talk Together

"The World's Children" (exception is Grandchildren of the Lakota by LaVera Rose)

Published by Carolrhoda/Lerner

Hermes, Jules. Children of Guatemala

Pitkanen, Matti A. The Grandchildren of the Incas

Staub, Frank. 

• Children of the Sierra Madre
• Children of the Tlingit
• Children of Yucatan

One more thing!

Another reason to get a copy of A Broken Flute is its guide to evaluating photo essays! Here's a photo of the top part of it (the guide is by Naomi Caldwell, Debbie Reese, and Beverly Slapin):

Update, 8/22/2015

In a comment, Ami said the Kavash book about Apaches is well received where she is. I don't know Ami or where she is. I don't know if she's read it. I asked and told her I'd see what A Broken Flute says about Kavash's books. Here are screen caps of the review, by Beverly Slapin (note: I added Slapin's name to this update later in the day, on 8/22/2015):

A CHILDREN'S GUIDE TO ARCTIC BIRDS by Mia Pelletier, illustrated by Danny Christopher

When my daughter was in college, one of the elective courses she took was about birds. It contrasted with the readings she was doing in philosophy and history. For years we'd talked about philosophy and history. Talking about birds, however, was new. She learned a lot of fascinating information that she passed on to me.

I was reminded of that as I read A Children's Guide to Arctic Birds, written by Mia Pelletier and illustrated by Danny Christopher. Here's the cover:

And here's a page from inside:

See that gorgeous art? That's one of the strong points of this nonfiction book, but so are the facts provided about birds.

The information provided for each of the twelve birds is shared in these categories: Where to Look, What they Eat, Listen for, Nest, Egg, Chick, and During the Winter. Very useful for people in the arctic, but useful, too, for kids who are doing bird studies anywhere. And the endcovers! Gorgeous! One in the front depicts eggs for each of the birds inside, and, the one in the back shows them, in scale, flying in silhouette. The twelve, from smallest to largest are: snow bunting, red phalarope, rock ptarmigan, thick-billed murre, arctic tern, long-tailed duck, common eider, red-throated loon, gyrfalcon, snowy owl, raven, and, tundra swan. In addition to double-paged spreads about each bird, there are stand-alone pages about feathers, bills, and feet.

Of particular interest to AICL is that the Inuktitut word (a dialect spoken by the Inuit people) for each bird is included on each page, just beneath the English name for the bird. Here's a look at the page above:

I love seeing Native languages in children's books! I would have liked to see another category that addresses how the bird is viewed amongst the Inuit people, or a stand-alone page about the language and people, but I do like and recommend A Children's Guide to Arctic Birds. It is a 2014 nonfiction title from Inhabit Media.

__________

Update, Feb 13, 2015

Pelletier and Christopher are not Native.

Anton Treuer's EVERYTHING YOU WANTED TO KNOW ABOUT INDIANS BUT WERE AFRAID TO ASK

Anton Treuer's Everything You Wanted to Know about Indians But Were Afraid to Ask is one of the books I think every teacher ought to have on her shelf, and that every library ought to have, too, in multiple copies.

Published in 2012 by the Minnesota Historical Society Press, the information in Treuer's book is presented in a question/answer format. If you've already got Do All Indians Live in Tipis from the National Museum of the American Indian (NMAI), add this one to your shopping cart or order form right away. Though there is some overlap (both, for example, discuss use of "American Indian" versus "Native American"), there are definitely a lot of things that are not in the NMAI book, and, because Treuer is Ojibwe, we get more depth on that nation, in particular.

The contents of the book are in question/answer format, with the questions ones that Treuer is asked in lectures and workshops. He's the executive director of the American Indian Resource Center at Bemidji State in Minnesota.

Here's the table of contents:

Introduction: Ambassador
Terminology
History
Religion, Culture & Identity
Powwow
Tribal Languages
Politics
Economics
Education
Perspectives: Coming to Terms and Future Directions
Conclusion: Finding Ways to Make a Difference

Some highlights:

In History, Treuer addresses the land bridge theory of the continent's first inhabitants by pointing to new research of archeological sites that forces us to reconsider that theory. He also answers the oft-posed question "why does it matter" when Indians got here. He says that the question itself is one whose subtext is that everyone is immigrant to this continent, and as such, is an attempt to undermine Native Nations.

In Perspectives, Treur takes on the "my great grandmother was a Cherokee princess" statement that so many of us hear. He does the usual rebuttal that royalty is not part of Cherokee societal structure, but he also says this:

If your great-grandmother was Cherokee, then one of your grandparents was too, and one of your parents, and in actuality you are Cherokee as well. Someone who truly identifies with his or her native ancestry will say, "I am Cherokee."

He goes on to say that the "my great grandmother" statement, though well-intended, demonstrates a level of ignorance about Cherokee history and culture, and posits that those who have actually investigated that family story and Cherokee culture would come away saying "I'm Cherokee" (if the story is legitimized) and would abandon the "princess" claim because it is not valid.

In the Conclusion, Treuer writes about a grassroots effort amongst local businessmen in Bemidji to add Ojibwe words to their signage. A simple action, it brings visibility to a people and their language that is rare. And, it welcomes Ojibwe people in ways that affirm who they are. Here's a photo from the book, showing the signage at the hospital:

If you want to make your classroom, school, or library more welcoming to Native peoples, signage is a good option. A couple of years ago, I pointed to a number of resources you can turn to do that.

If you've got a choice, I encourage you to get Everything You Wanted to Know about Indians But Were Afraid to Ask from an independent bookstore like Birchbark Books.

I like Treuer's book. He writes directly and conveys nuances to, amongst the 500+ federally recognized tribal nations. I highly recommend you add it to your collections.

Marcie Rendon's POWWOW SUMMER: A FAMILY CELEBRATES THE CIRCLE OF LIFE (2013)

Back in the 1990s when I started graduate school, I read Marcie Rendon's Powwow Summer: A Family Celebrates the Circle of Life. Originally published by Carolrhoda Books in 1996, I'm delighted to see that it is back in print. This time, it is a paperback published by the Minnesota Historical Society Press. Here's the cover:

Isn't it gorgeous? Powwow Summer is full of solid information about Native people of today. Its text and photographs are what captivated me when I first read it. It wasn't another book about long-ago-and-far-away-tribeless-stereotypical-Indians. As I turned each page, I learned a lot.

See, I'm tribally enrolled at Nambe Pueblo, in northern New Mexico. I grew up there. From my parents, grandparents, and elders, I learned about us and how we do things. That means the material things we do (cooking traditional foods) and the spiritual things we do, too (our dances are a form of prayer). My photo albums have photos of Nambe kids playing outside, helping their grandma's cook, and, photos of them in traditional clothing. I know a lot about who we are.

Marcie's book taught me about her people, which are the Anishinaabe (I met Marcie several years ago. See my review of her play, "SongCatcher: A Native Interpretation of the Story of Frances Densmore"). The text and photographs in Powwow Summer provide a depth of information that is tribally specific.

Marcie asks questions that help the reader frame the information within their own family context (p. 3):

Does your family have a ritual of going to church or synagogue every weekend? Does someone in your family play a sport, and do the rest of you attend to cheer that person on?

If you're looking for top notch books to add to your shelves this month (November is Native American Month), include this one. (Note: Back in 1996 when I launched American Indians in Children's Literature, one of the first books I wrote about was Powwow Summer.) 

The details:
Title: Powwow Summer
Author: Marcie Rendon
Illustrator: Cheryl Walsh Bellville
Publisher: Minnesota Historical Society Press
Year: 2013