Tim Kessler's WHEN GOD MADE THE DAKOTAS

[Note: This review is used by permission of its authors. It may not be published elsewhere without written permission from the authors.]

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Kessler, Tim, When God Made the Dakotas, illustrated by Paul Morin. Eerdmans Books for Young Readers, 2006. Unpaginated, color illustrations, grades 2-4, Dakota

Published by a Christian book house and written and illustrated by cultural outsiders, When God Made the Dakotas is a mishmash of Christian creation mythology and invented Dakota cosmology, replete with misplaced Dakota symbols and words (some of which are misspelled).

According to the jacket copy, “Tim Kessler’s creation story, framed as a Native American legend, reminds readers to find beauty and joy in what surrounds them.” In order to create a picture book about the Dakota landscape, one wonders why it was seen as necessary to make up a creation story about the Dakota people, since we’ve already got our own.

After Wakantanka/Great Spirit/Creator has made the rest of the world, he arrives at the world’s edge, where he is greeted by a Dakota medicine man named Woksape (wisdom). After each request from Woksape about what kind of land he wishes for the Dakota people, Wakantanka answers that he has already given that land to someone else. Finally, Woksape says he will take what’s left and Wakantanka, pleased with the medicine man’s humility, fashions for the Dakota people the wondrous Dakota land.

The depiction of Wakantanka as an elderly Indian guy—with white hair, face paint, and three goose feathers stuck in his hair—is more reflective of the Judeo-Christian ethos than it is to ours. In the belief system to which the author apparently ascribes, God is said to have created man in his own image. In our belief system, however, the Creator’s presence is manifest in all things, and does not appear simply in human form.

Further, no informed Dakota would give the Creator a detailed description of what kind of land he’d like his people to inhabit; this would be an insult to the Creator. To us, all creation is beautiful and a great mystery. From the beginning, we have developed a complex, symbiotic and reverent relationship with the land. We are not above the earth but are a part of it and our belief in creation and by extension our Creator stresses this relationship.

There are many other troubling aspects to this book. Here, Dakota people have to settle for the prairies that pale in comparison to the abundant lands that have already been given away. (Kessler’s God acts much like the white men in this way). This seems to diminish both the austere beauty and abundance of the plains, and the importance of the Dakota people. And, by the way, the Dakota live mostly in the woodlands further east. It is the Lakota who inhabit the plains.

That one “medicine man” speaks for a nation is not reflective of the Native value for the collective participation of the group, and of the respected elders, men and women, within the tribe. Finally, a promise by God that the plains will be forever pristine and depopulated belies the white people’s past and present economic and environmental roles in dramatically altering the face of the land to make it uninhabitable for humans, the buffalo and other living beings.

And when in the scheme of creation is this story supposed to have taken place? It seems odd, for example, that the Creator would have created the Pendleton blankets upon which the two are sitting before “he” finished creating the world. “He” creates Tatanka, the buffalo, out of his medicine bag; he creates Maga, the goose, out of two goose feathers. Which came first, something made out of animal hide, or the animal itself? Which came first, the feathers or the geese? It would seem pretty strange in a Christian creation story for God to apologize to Adam for not having enough material to fashion Eden to Adam’s specifications. Why, then, is it seen as acceptable for Wakantanka/Creator/Great Spirit to continually apologize to Woksape?

That this may be “only a children’s book” is where the most damage lies. Who, if not the children, are we more responsible to for instilling honest representations of peoples, an informed respect for the land, and an understanding that man’s heavy hand has much to do with both? If Kessler wanted to extol the beauty of the plains, he could have written what he knows, perhaps about the plains ecosystems, for he certainly doesn’t know the people.

Since everything else of ours has already been stolen, we could at least be left our creation stories. The final page of When God Made the Dakotas closes with the summation, “And it was good.” Pity that from this indigenous perspective, I can close only with the simple conclusion, “No, it is bad.”

---Janeen Antoine (Sicangu Lakota), with Beverly Slapin, Oyate

Index of Books Reviewed (or otherwise referenced) in A BROKEN FLUTE: THE NATIVE EXPERIENCE IN BOOKS FOR CHILDREN

In 2005, one of the very best resources for critical reviews of book with American Indian content was published. The book is called A Broken Flute: The Native Experience in Books for Children. Reviews in the book are by 58 different people, many of whom are American Indian.

Reviews in A Broken Flute look critically at the way that American Indians are presented. A good many children’s books with Native content receive rave reviews from mainstream journals whose primary concern is with the literary aspects of a story. Too often, little attention is paid to the accuracy of the story, or the underlying bias and ideology that casts American Indians in ways that suggest we are super- or sub-human creatures whose existence is confined to the remote past, or a mythological space and time. 

If you arrived at this webpage due to an Internet search on a specific title, I encourage you to locate a copy of A Broken Flute and read the review therein. If you already own the book, use the review to help children learn how to look critically at the ways that American Indians are presented in the book. A Broken Flute is available from Oyate.

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The Boy Who Loved Mourning

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Brave Eagle’s Account of the Fetterman Fight

The Bravest Flute: A Story of Courage in the Mayan Tradition

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Brothers in Arms

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Buffalo Days

Buffalo Dreams

Buffalo Hunt

The Buffalo Jump

Building an Igloo

Bury My Heart at Wounded Knee: An Indian History of the American West

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California Missions to Cut out: Book 1

California Missions: Projects and Layouts

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Cheryl Bibalhats/Cheryl’s Potlach

Chester Bear, Where Are You?

Cheyenne Again

The Chichi Hoohoo Bogeyman

Children of Clay: A Family of Pueblo Potters

Children of the First People

Children of the Great Muskeg

Children of Guatemala

Children of the Indian Boarding Schools

Children of the Midnight Sun: Young Native Voices of Alaska

Children of the Maya: A Guatemalan Odyssey

Children of Native American Today

Children of the Sierra Madre

Children of the Tlingit

Children of the Longhouse

Children of Yucatan

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Clamshell Boy: A Makah Legend

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• Quest for Courage

The Courage of Sarah Noble

A Coyote Columbus Story

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Coyote and the Fire Stick: A Pacific Northwest Indian Tale

Coyote and the Grasshoppers: A Pomo Legend

Coyote and the Laughing Butterflies

Coyote and Little Turtle

Coyote in Love

Coyote in Love with a Star

Coyote and the Magic Words

Coyote Makes Man

Coyote Places the Stars

The Coyote Rings the Wrong Bell

Coyote Sings to the Moon

Coyote Steals the Blanket: A Ute Tale

Coyote Stories

Coyote Stories for Children

Coyote Stories of the Montana Salish Indians

Coyote Stories of the Navajo People

Coyote: A Trickster Tale from the American Southwest

Coyote the Trickster

Coyote and the Winnowing Birds

Crafts for Thanksgiving

Crazy Horse: The Strange Man of the Oglalas

Crazy Horse’s Vision

Crow Children and Elders Talk Together

The Crying Christmas Tree

Dakota Dreams

Dancing Drum: A Cherokee Legend

Dancing Rainbows

Dancing with the Indians

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Daniel Boone and the Wilderness Road

Daughter of Suqua

Day of the Dead: A Mexican- American Celebration

The Days of Augusta

The Day Sun Was Stolen

Death of the Iron Horse

Dezbah and the Dancing Tumbleweeds

The Diary of Anne Frank

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Dirt Road Home

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Dreamcatcher (Osofsky)

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Durable Breathe

Eagle Feather

Eagle Feather—An Honor

Eagle Song

Earth Daughter: Alicia of Acoma Pueblo

Earth Maker’s Lodge: Native American Folklore, Activities, and Foods

Earthmaker’s Tales: North American Indian Stories About Earth Happenings

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Elderberry Flute Song: Contemporary Coyote Tales

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First Came the Indians

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First Nations Technology

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The First Thanksgiving (Hayward)

The First Thanksgiving (Jackson)

The First Thanksgiving (Rogers)

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Five Little Katchinas

The Flute Player

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Food and Recipes of the Native Americans

Forbidden Talent

Fort Chipewyan Homecoming: A Journey to Native Canada

Fox on the Ice/mahkesis miskwamihk e-cipatapit

Fox Song

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From Abenaki to Zuni: A Dictionary of Native American Tribes

From the Belly of the Beast

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From the Land of the White Birch

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The Gathering: Stories for the Medicine Wheel

The Gift of the Sacred Pipe

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The Ghost Dance (McLerran)

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A Gift for Ampato

Gift Horse

The Girl Who Chased Away Sorrow: The Diary of Sarah Nita, a Navajo Girl, New Mexico, 1864

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Giving Thanks: A Native American Good Morning Message

Gold Fever

Goodbird the Indian: His Story

The Good Luck Cat

Good News from New England: A True Relation of Things Very Remarkable at the Plantation of Plimoth in New England

The Grandchildren of the Incas

Grandchildren of the Lakota

Grandfather Drum

Grandfather Four Winds and Rising Moon

Grandmother’s Pigeon

Grandma’s Special Feeling

Grandmother Five Baskets

Grandmother’s Dreamcatcher

Grandmother’s Gift: Stories from the Anishinaabeg

The Great Buffalo Race

The Great Canoes: Revising a Northwest Coast Tradition

Green Grass, Running Water

Growing up Native American

Growing Up: Where the Partridge Drums Its Wings

Halfbreed

The Handbook of North American Indians, California

Headliner’s Island

Hands-on Latin American: Art Activities for All Ages

Hau Kola-Hello Friend

A Heart Full of Turquoise

Here Comes Tricky Rabbit!

Hiroshima No Pika

History of the Ojibway Nation

Home Country

Home to Medicine Mountain

Honour the sun

Horse Raid: An Arapaho Camp in the 1800s

House Made of Dawn

How the Birch Tree Got Its Stripes

How Chipmunk Got his Stripes

How to Draw Indian Arts and Crafts

How Eagle Got His Good Eyes

How the Indians Bought the Farm

How the Loon Lost Her Voice

How Magpie Got His Yellow Bill

How the Mouse Got Brown Teeth

How Raven Freed the Moon

How the Robin Got Its Red Breast: A Legend of the Sechelt People

How the Seasons Came: A North American Indian Folktale

How the Stars Fell Into the Sky

The Hunter and the Woodpecker

I Can’t Have Bannock but the Beaver Has a Dam

If You Were At…The First Thanksgiving

I Knew Two Metis Women

Iktomi and the Buzzard

Iktomi and the Coyote

Iktomi and the Ducks

Iktomi Loses His Eyes

I Heard the Owl Call My Name

I’ll sing ‘til the day I die: Conversations with Tyendinaga Elders

The Illustrated History of the Chippewas of Nawah

in a vast dreaming

Indian Boyhood

Indian Cartography

Indian Crafts and Activity Book

Indian Heroes and Great Chieftains

The Indian Industrial School, Carlisle, Pennsylvania

The Indians’ Book

The Indian in His Wigwam

The Indian School

Indian School Days

Indian School: Teaching the White Man’s Way

Indian Shoes

In the Fifth World: Portrait of the Navajo Nation

Ininatig’s Gift of Sugar: Traditional Native Sugarmaking

Initiation

Into the Moon: Heart, Mind, Body, Soul

In Two Words: A Yup’ik Eskimo Family

Iron Horses

Isaac’s Dreamcatcher

Ishi: America’s Last Stone Age Indian

Ishi Rediscovered

Ishi’s Journey, from the Center to the Edge of the World: A Historical Novel about the Last Wild Indian in North America

Ishi: The Last of His People

Ishi’s Tale of Lizard

Ishi in Two Worlds: A Biography of the Last Wild Indian in North America

Island of Los Luggage

Is My Friend at Home? Pueblo Fireside Tales

Itch Like Crazy

It Could Always Be Worse

It’s a Family Thanksgiving

Jack Pine Fish Camp

James Bay Memories

Jason and the Sea Otter

Jason’s New Dugout Canoe

Jingle Dancer

The Journal of Julia Singing Bear

Jumping Mouse and the Great Mountain: A Native American Tale

“Just Talking About Ourselves”: Voices of Our Youth

Ka-ha-si and the Loon: An Eskimo Legend

Karok Myths

"Kaya" Series:

• Changes for Kaya: A Story of Courage
• Kaya's Escape! A Survival Story
• Kaya's Hero: A Story of Giving
• Kaya and Lone Dog: A Friendship Story
• Kaya and the River Girl
• Kaya Shows the Way: A Sister Story
• Meet Kaya: An American Girl

Keepers of the Animals: Native American Stories and Wildlife Activities for Children

Keepers of the Earth: Native American Stories and Environmental Activities for Children

Keepers of Life: Discovering Plants through Native American Stories and Earth Activities for Children

The Killing of Chief Crazy Horse: Three Eyewitness Views by the Indian, Chief He Dog, the Indian-White, William Garnett, and the White Doctor, Valentine McGillycuddy

Kinaalda: A Navajo Girl Grows Up

Kokopelli and the Butterfly

Kokopelli’s Gift

Kokopelli, Drum in Belly

Kumak’s House: A Tale of the Far North

Ktunaxa Legends

Kwulasulwut: Stories from the Coast Salish

Kwulasulwut II: More Stories from the Coast Salish

Kyle’s Bath

Lakota and Dakota Animal Wisdom Stories

Lacrosse: The National Game of the Iroquois

Ladder to the Sky: How the Gift of Healing Came to the Ojibway Nation

Lakota Sioux Children and Elders Talk Together

Land of the Spotted Eagle

The Landing of the Pilgrims

Last Leaf First Snowflake to Fall

The Last Warrior

The Last Yahi: A Novel About Ishi

The Ledgerbook of Thomas Blue Eagle

The Legend of Jimmy Spoon

The Legend of Mexicatl

The Legend of the Lady Slipper

The Legend of Lady’s Slipper

The Legend of Leelanau

The Legend of the Loon

The Legend of Mackinac Island

The Legend of Sleeping Bear

The Legend of Spinoza, the Bear Who Speaks from the Heart

Legend of the White Buffalo Woman

Legends of the Iroquois

Lessons from Mother Earth

Lessons from Turtle Island: Native Curriculum in Early Childhood Classrooms

Less than Half, More than Whole

Let’s Be Indians!

Let’s Celebrate Thanksgiving

Lies to Live By

The Life and Death of Crazy Horse

The Light on the Tent Wall

Listen to the Night: Poems for the Animal Spirits of Mother Earth

Little Bear’s Vision Quest

Little Coyote Runs Away

The Little Duck/Sikhpsis

Little Eagle Lots of Owls

Little Firefly: An Algonquian Legend

A Little History of My Forest Life: An Indian-White Autobiography by Eliza Morrison

Little House on the Prairie

Little Voice

Little White Cabin

The Lone Ranger and Tonto Fistfight in Heaven

The Long March

Longwalker’s Journey: A Novel of the Choctaw Trail of Tears

Lord of the Animals: A Miwok Indian Creation Myth

Lost Bird of Wounded Knee: Spirit of the Lakota

The Lost Boy and the Monster

Luminaries of the Humble

Maata’s Journal

Maybe I Will Do Something: Seven Coyote Tales

Maii and Cousin Horned Toad

Mali Npnaqs: The Story of a Mean Little Old Lady

Mama, Do You Love Me?

Mama’s Little One

Manabozho’s Gifts: Three Chippewa Tales

The Manitous: The Spiritual World of the Ojibway

The Matchlock Gun

Mayers: A Yucatec Maya Family

Mayuk the Grizzly Bear

Meet Mindy: A Native Girl from the Southwest

Meet Naiche: A Native Boy from the Chesapeake bay Area

Meet Tricky Coyote!

Memory Songs

The Middle Five: Indian Schoolboys of the Omaha Tribe

Millie Cooper’s Ride: A True Story from History

Minik’s Story

Mink and Cloud

Mink and Grey Bird

Mink and Granny

Mink and Whale

Minuk: Ashes in the Pathway

The Mishomis Book: The Voice of the Ojibway

Missions of the Central Coast

Missions of the Inland Valleys

Missions of the Los Angeles Area

Missions of the Monterey Bay Area

Missions of the San Francisco Bay Area

Missions of the Southern Coast

Mohawk Trail

Montezuma and the Aztecs

Moon Mother: A Native American Creation Tale

Moonstick: The Seasons of the Sioux

The Moon, the Sun, and the Coyote

More Earthmaker’s Tales: North American Indian Stories About Earth Happenings

More Star Tales: North American Indian Stories about the Stars

Morning on the Lake

Morning Sun, Black Star: The Northern Cheyenne Indians and America’s Energy Crisis

The Morning the Sun Went Down

Mourt’s Relation: A Journal of the Pilgrims at Plymouth

Murdo’s Story: A Legend from Northern Manitoba

“Mush-hole”: Memories of a Residential School

Muskrat Will Be Swimming

My Arctic 1, 2, 3

My Grandmother’s Cookie Jar

My Heart Is on the Ground: The Diary of Nannie Little Rose, a Sioux Girl, Carlisle Indian School, Pennsylvania, 1880

My Indian Boyhood

My Name is Seepeetza

My Navajo Sister

My People, the Sioux

Mystery of Coyote Canyon

Mystery of the Navajo Moon

Myths of the Cherokee

Myths and Legends of the Sioux

Nanabosho Dances

Nanabosho: How the Turtle Got Its Shell

Nanabosho, Soaring Eagle, and the Great Sturgeon

Nanobosho Steals Fire

Nanabosho and the Woodpecker

Native America: Portrait of the Peoples

Native American Culture Series: Arts and Crafts

Native American Culture Series: Child Reading

Native American Culture Series: Daily Life

Native American Culture Series: The European Invasion

Native American Culture Series: Spiritual Life

Native American Culture Series: Tribal Law

A Native American Feast

Native American Gardening: Stories, Projects, and Recipes for Families

Native American Picture Books of Change: The Art of Historic Children’s Editions

Native American Testimony

Native Americans

Native Americans in Children’s Literature

Native Americans: Projects, Games and Activities for Grades K-3

Native Americans: Projects, Games and Activities for Grades 4-6

Native North American Literature

The Naughty Little Rabbit and Old Man Coyote

Navajo ABC: A Dine Alphabet Book

Navajo Coyote Tales

Navajo Creation Myth: The Story of the Emergence

Navajo Long Walk (Armstrong)

Navajo Long Walk (Bruchac)

Navajo Stories of the Long Walk Period

Navajo: Visions and Voices Across the Mesa

Night Is Gone, Day Is Still Coming: Stories and Poems by American Indian Teens and Young Adults

The Night the White Deer Died

Nishnawbe: A Story of Indians in Michigan

No Borders

No Parole Today

Northern Lights: The Soccer Trails

Northwest Coast Indians

Northwoods Cradle Song: From a Menominee Lullaby

No Time to Say Goodbye: Children’s Stories of Kuper Island Residential School

Ocean Power: Poems from the Desert

Of Mother Earth and Father Sky: A Photographic Study of Navajo Cultures

Of Plymouth Plantation

Ojibwa Texts

The Ojibway Dream

Ojibway Family Life in Minnesota

Old Bag of Bones: A Coyote Tale

Old Enough

Old Father Storyteller

The Old Hogan

One Little, Two Little, Three Little Pilgrims

One More Story: Contemporary Seneca Indian Tales of the Supernatural

On Mother’s Lap

On the Trail of Elder Brother: Gous’gap Stories of the Micmac Nation

On the Trail Made of Dawn: Native American Creation Stories

Orca’s Song

The Other Side of Nowhere

Our Journey

Outfoxing Coyote

Outlaws, Renegades and Saints: Diary of a Mixed-up Halfbreed

Pablo Remembers: The Fiesta of the Day of the Dead

Pah

Partial Recall: Photographs of Native North Americans

Pasquala: The Story of a California Indian Girl

The Path of the Quiet Elk

People of the Breaking Day

People of Salmon and Cedar

The People with Five Fingers

Photographs and Poems by Sioux Children

Pia Toya: A Goshute Indian Legend

The Pilgrims and Me

The Pilgrim’s First Thanksgiving

Pipaluk and the Whales

The Place at the Edge of the Earth

Plains Indians Diorama to Cut and Assemble

Pomo Basketmaking: A supreme art for the weaver

Popul Vuh

A Portrait of Spotted Deer’s Grandfather

Potlach: A Tsimshian Celebration

Power

Powwow

Powwow Summer: A Family Celebrates the Circle of Life

The Prince and the Salmon People

Protectors of the Land: An Environmental Journey to Understanding the Conservation Ethic

Pte Oyate: Buffalo Nations, Buffalo People

Pueblo Boy: Growing Up in Two Worlds

Pueblo Girls: Growing Up in Two Worlds

Pueblo Storyteller

Quest for the Eagle Feather

Questions and Swords: Folktales of the Zapatista Revolution

A Quick Brush of Wings

Quillworker: A Cheyenne Legend

Rachel’s Children

The Rainbow Bridge

The Rainbow Bridge: A Chumash Legend

Rainbow Crow

A Rainbow at Night: The World in Words and Pictures by Navajo Children

Rain Is Not My Indian Name

Rainy’s Powwow

The Range Eternal

Raven and the Moon and The Oystercatcher: Two Haida Legends

Raven Goes Berrypicking

Raven Returns the Water

Raven and Snipe

Raven’s Gift

Raven’s Light: A Myth from the People of the Northwest Coast

The Raven Steals the Light

Raven: A Trickster Tale from the Pacific Northwest

A Really Good Brown Girl

Recovering the Word: Essays on Native American Literature

Red Hawk’s Account of Custer’s Last Battle

Red Hawk and the Sky Sisters: A Shawnee Legend

Red Flower Goes West

Red Indian Fair Book

Red Parka Mary

red woman with backward dyes

The Return of crazy horse

Rising Voices: Writings of Young Native Americans

A River Lost

Rolly’s Bear

The Rough-Face Girl

Runs With Horses

The Sacred Harvest: Ojibway Wild Rice Gathering

Sadako and the Thousand Paper Cranes

Saanii Dahataal: The Women Are Singing

Salmon Boy

A Salmon for Simon

Salmon Summer

Sculpted Stones/Piedras Labradas

Seaman’s Journal: On the Trail with Lewis and Clark

The Sea Monster’s Secret

Searching for Chipeta: The Story of a Ute and Her People

The Second Bend in the River

The Secrets and Mysteries of the Cherokee Little People, Yunwi Tsunsdi

The Secret of the White Buffalo

Seeds of Struggle, Songs of Hope: Poetry of Emerging Youth y Sus Maestros del Movimeniento

Selu: Seeking the Corn Mother’s Wisdom

Seminole Children and Elders Talk Together

The Seven Fires: An Ojibway Prophecy

The Seven Visions of Bull Lodge as Told by His Daughter Garter Snake

Seya’s Song

Shannon: An Ojibway Dancer

Shingebiss: An Ojibwa Legend

Shooting Back from the Reservation: A Photographic View of Life by Native American Youth

The Sign of the Beaver

Sika and the Raven

Sing Down the Moon

Sing Down the Rain

The Sioux: Facts, Stories, Activities

Sitting Bull, Champion of the Sioux

Sitting Bull and His World

Skeleton Man

The Sketchbook of Thomas Blue Eagle

Skunny Wundy and other Indian Tales

SkySisters

The Snake that Lived in the Santa Cruz Mountains and Other Ohlone Stories

Soaring Spirits: Conversations with Native American Teens

Solar Storms

Soloman’s Tree

Son of Raven, Son of Deer: Fables of the Tse-Shaht People

Song of the Hermit Thrust: An Iroquois Legend

Song of Sedna

Songs from the Loom: A Navajo Girl Learns to Weave

Songs of Shiprock Fair

The Song Within My Heart

The Sound of Flutes

Speak to Me Words: Essays on Contemporary American Indian Poetry

Spider Spins a Story: Fourteen Legends from Native America

Spider Woman

The Spirit Line

Spirit of the Maya: A Boy Explores His People’s Mysterious Past

Spirit of the White Bison

Spirit Transformed: A Journey from Tree to Totem

Spirit Voices of Bones

Spotted Eagle and Black Crow: A Lakota Legend

Spotted Tail’s Folk: A History of the Brule Sioux

The Spring Celebration

Squanto and the First Thanksgiving

The Star Maiden

Star Tales: North American Indian Stories about the Stars

Stories of the Road Allowance People

The Story of Blue Elk

The Story of Colors/La Historia de los Colores

A Story of the Dreamcatcher

The Story of the First Thanksgiving

The Story of Jumping Mouse: A Native American Legend

The Story of the Pilgrims

A Story to Tell: Traditions of a Tlingit Community

The Storyteller’s Sourcebook

The Story of Thanksgiving (Bartlett)

The Story of Thanksgiving (Skarmeas)

Strong Hearts: Native American Visions and Voices

The Sugar Bush

Sunflower’s Promise: A Zuni Legend

Sunpainters: Eclipse of the Navajo Sun

Supper for Crow: A Northwest Coast Indian Tale

A Symphony of Whales

T’aal: The One who Takes Bad Children

The Tale of Rabbit and Coyote

Ten Little Rabbits

Testimony: Death of a Guatemalan Village

The Thanksgiving Beast Feast

Thanksgiving Fun Activity Book

Thanksgiving Day (Gibbons)

Thanksgiving Day (Rockwell)

Thanksgiving: A Native Perspective

The Thanksgiving Story

That Tricky Coyote!

Thunderwoman: A Mythic Novel of the Pueblos

The Truth about Sacajawea

There Still are Buffalo

They Dance in the Sky: Native American Star Myths

They Were Strong and Good

This Land is My Land

Those Tiny Bits of Beans

Thunder Bear and Ko: The Buffalo Nation and Nambe Pueblo

Time Among the Navajos: Traditional Lifeways on the Reservation

Tjatjakiymatchan (Coyote): A Legend from Carmel Valley

To Kill an Indian: Indian Views on the Last Days of Crazy Horse

To Live in Two Worlds: American Indian Youth Today

Tonweya and the Eagles and Other Lakota Tales

Totem Pole

Totem Pole Carving: Bringing a Log to Life

Truth and Bright Water

The Turkey Girl: A Zuni Cinderella Story

Turkey’s, Pilgrims, and Indian Corn

Turquoise Boy: A Navajo Legend

Turtle Island: Tales of the Algonquian Nation

Turtle Lung Woman’s Granddaughter

Turtle Meat and other Stories

Turtle’s Race with Beaver

Two Bad Boys: A Very Old Cherokee Tale

Two Bear Cubs: A Miwok Legend from California’s Yosemite Valley

Two Old Women: An Alaska Legend of Betrayal, Courage and Survival

Two Pairs of Shoes

Urban Voices: The Bay Area Indian Community

The Upstairs room

The Vanishing Race and Other Illusions: Photographs of Indians by Edward S. Curtis

Vatos

The Very First Americans

The Very First Thanksgiving Day

Voice of the Turtle: American Indian Literature 1900-1970

Waboseg (An Ojibwe story about Rabbits’ ears)

Waheenee: An Indian Girl’s Story

Wait for Me!

Walking the Choctaw Road

Walks in Beauty

Walk Two Moons

Waleye Warriors: An Effective Alliance Against Racism and for the Earth

War of the Eagles

Waterlily

Watership Down

We Are All Related: A Celebration of Our Cultural Heritage

We Are the Many: A Picture Book of American Indians

Weaving a California Tradition: A Native American Basketweaver

Weave Little Stars Into My Sleep: Native American Lullabies

Whale Brother

Whale Girl

When Beaver Was Very Great

When the Chenoo Howls: Native American Tales of Terror

When the Moon is Full: A Lunar Year

When the Rain Sings: Poems by Young Native Americans

When the World Ended, How Hummingbird Got Fire, How People Were Made

Where Courage Is Like a Wild Horse

Where Did You Get Your Moccasins

Where Only the Elders Go—Moon Lake Loon Lake

Where There Is No Name for Art: The Art of Tewa Pueblo Children

Where the Rivers Meet

Whispers Among the Mission Trail

Whispers from the First Californians: A Story of California’s First People

White Buffalo Woman: A Storybook Based on Indian Legend

White Wolf

who will tell my brother?

Why Buffalo Roam

Wild Rice and the Ojibway People

The Winter People

Winter Thunder: Retold Tales

Wisahkecahk Flies to the Moon

The Wish Wind

WolfStar

Women of the Struggle: Portraits and Testimony of Native American Women

Word Up! Hope for Youth Poetry

The World of Manabozho: Tales of the Chippewa Indians

The Worry Stone

Wounded Knee

Writing as Witness

The Year of Miss Agnes

Yonder Mountains: A Cherokee Legend

Yudonsi: A Tale from the Canyons

A Zuni Artist Looks at Frank Hamilton Cushing

Zuni Breadstuff

Zuni Children and Elders Talk Together

The Zunis: Self-Portrayals

Search terms

Nothing substantive today, just offering you a glimpse of search terms by which people found the blog as of 11:30 today. The software that generates the list doesn't use upper case letters.

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Those Thanksgiving Lesson Plans

Newspapers everywhere carry articles about Thanksgiving and how it is taught in local schools. To protect the students who played roles in the specific article I'm referring to, I will not identify the school or the newspaper in which this particular article appeared.

As said many times on this blog, I respect teachers for the work they do. I do not mean to embarrass or humiliate them for that work, but I do mean to encourage them to think carefully about the ways they teach their students about "The First Thanksgiving" and American Indians.

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(1) A boy is selected to portray "Chief Sun Slayer" for the school's "Thanksgiving feast." He wears a headdress of multicolored paper feathers.

• "Sun Slayer": To me, this is obviously a made-up name intended to convey power, but why would ANYONE want to slay the sun? The headdress of multicolored paper feathers is probably the Plains style, not one that the Powhatan people would have used. Instead of providing students with substantive information, these children's stereotypical views of Indians as monolithic people who all wore Plains style attire, are affirmed.
  

(2) The kids in the class dressed as Indians, and then the girls voted for the boy who would be their chief. The teacher says "That's how it's really done." and "The women choose the chief."

• Later in the article, the teacher notes they have been studying the Powhatan tribe. According to Helen Rountree, a scholar of the Powhatan Indians of Virginia, women do not vote in tribal matters. And, chief's inherited their positions through the mother's line. In some tribal nations, women play an important role in selection of leaders, but not the Powhatans.
  

(3) The children made their costumes out of construction paper, and chose an Indian-style name for themselves. The name they chose is "Powhatan Pee Wees."

• Choosing Indian names is a popular activity, whether it is for a "tribe" or for oneself. People try to be clever in choosing these names. You may want to read "A Brief Digression about Naming" in the review of Ann Rinaldi's book at the Oyate website. Scroll down to get to that part of the review.

(4) This classroom study included information about wampum, which the article says is "a prized string of beads." The kids dressed as Pilgrims make wampum; the Indians make maps, and they trade.

• People commonly think wampum was used as legal tender. According to George R. Hammell of the New York State Museum (excerpts from Encyclopedia of North American Indians, edited by Frederick E. Hoxie, page 662-664),
  

"...wampum's use as legal tender was its least culturally significant fucntion; for them wampum was and still is both the medium and the message of social communications."

Hammel goes on to say:

"The most culturally significant function of wampum among the northeastern woodlands Indians has been its use, in the forms of strings and belts, in rituals of kindship affirmation and rituals of condolence."

(5) This classroom study emphasizes "when the European settlers traded wampum (a prized strong of beads) for land, the American Indians thought the Europeans understood that the land was not theirs alone, but for both peoples to share."

• Native peoples were intellectuals (not naive, simple-minded or primitive savages) who engaged in diplomatic relations with the English and the French. I will see if I can find a book to recommend, one that can be used in elementary school classrooms, that portrays these relationships with honesty to all involved.
  

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This lesson is only one of the many being taught this month. I urge teachers to revisit their Thanksgiving lessons, and change them. Start doing it now, so you'll have a year to work on changing the lessons, lest your students end up in a college class where they read Lies my Teacher Told Me and remember the instruction they had in elementary school. Come to think of it, every teacher should get the book, read it, and use it to create lesson plans for next year.

I'm adding a few images to the site. See, for example, the covers of Jingle Dancer and Where Did You Get Your Moccasins.

Addition to my post on November 18th: I have added a link to Waller Hasting's page about Where Did You Get Your Moccasins? Hastings is a professor at Northern State University in South Dakota.

Muscogee (Creek) author, Cynthia Leitich Smith

One of my favorite authors of children's books with Native characters is Cynthia Leitich Smith. I've written about her books here before. Whenever I do a workshop for teachers, her Jingle Dancer is one I highlight.

Her website is terrific, and you can read an interview of Cyn at downhomebooks.com.

If you're someone who gives children books during the holiday season, order several copies and give them to teachers and children, and teenagers and librarians, and grandparents whose grandkids visit them...

Bernelda Wheeler's WHERE DID YOU GET YOUR MOCCASINS

Early childhood classrooms generally have a "Show and Tell" segment of the day during which one child talks about a special item he or she has brought from home. Bernelda Wheeler's Where Did You Get Your Moccasins? captures one of those moments.

Colorized cover of the 2019 e-book version

The book is meant for reading aloud in an early childhood classroom. Here's an excerpt:

"Hi, Jody! Where did you get your moccasins?"

"My Kookum made my moccasins for me."

"Who is your Kookum?"

"My Kookum is my Grandmother. She made my moccasins for me."

This pattern continues throughout the book. With each page turn, Jody provides a little more information about his Native culture. The illustrations, by Herman Bekkering, depict a modern day elementary school classroom with low bookshelves. The children, Jody included, are shown wearing jeans and t-shirts. These pictures convey something a lot of children need to know: Native people are part of today's society.

Published in Canada, please order it from an independent bookstore! Or---order two copies. One for yourself, and one to give to a teacher!

[11/20/06 Note: For more information about the book, visit Waller Hasting's webpage.]

Marlinda White-Kaulaity's article in ALAN REVIEW

Thanks to Cynsations (Cynthia Leitich Smith's blog), I learned of an article I want to highlight today. The article is in ALAN Review and is written by a Dine (Navajo) woman in the PhD program in Curriculum and Instruction at Arizona State University.

Here's the first paragraph from "The Voices of Power and the Power of Voices: Teaching with Native American Literature":

"The weight and thickness of Mike's new literature book in English class intimidated him. He opened the book searching for Native American writers whose work he loved to read. Sherman Alexie was his favorite. As he fingered through the table of contents, all he found was a poem about Hiawatha, two stories in the mythology chapter, and one short story in the "Other Literatures" chapter in the back of the book. Sighing heavily, he gazed out the classroom window feeling bored and knowing that this English class would be more of the same. He closed his eyes and his mind, questioning the system and wondering to himself, 'Why can't we read the good stuff in English class?'"

Fortunately, the article is on-line in pdf. A sidebar features comments from Simon Ortiz, Cynthia Leitich Smith, and Laura Tohe, all of whom give us outstanding literature about American Indians.

Joseph A. Dandurand's Please Do Not Touch the Indians

[Note: This review used by permission of its author. It may not be published elsewhere without written permission of the author.]

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Dandurand, Joseph A. (Kwantlen), Please Do Not Touch the Indians. Renegade Planets, 2004. 55 pages, grades 7-up

There’s a moment between sleeping and wakefulness that we’ve all experienced: a moment of transformation that may manifest itself as a falling tree, or a visit from a long-dead relative, or rain on the roof, or a memory too horrible to speak of; a moment of transformation in which time is timeless and reality is surreal.

Wooden Indian Man and Wooden Indian Woman sit on a bench in front of Hank Williams Sr.’s Bait and Gift Shop. Visited by Sister Coyote, Brother Raven and Mr. Wolf, Wooden Indian Man and Wooden Indian Woman exchange stories that weave forward, back and around, the way good stories do. Stories about a kind-hearted woman who wouldn’t hurt a fly and a two-headed baby in a jar, a boat full of fish and a salmon who seeks to seduce a raven, a grandma besieged by prankster grandchildren and a life bet for one ugly horse. And the Tourists who think that Wooden Indian Man and Wooden Indian Woman are as they appear to be.

As Tourist transforms into a movie director shouting orders—“Let’s get some close-ups of those bleeding scalps. I want them to drip and drip…I want to see the children and the women screaming and crying.”— Wooden Indian Man and Wooden Indian Woman tell the lives of Indian people, speak their truths to power. Bitter, painful memories of all the indignities, large and small, heaped upon the people over the generations. And the children, slaughtered on the “battlefield,” the survivors raped and abused at residential school, left to the ravages of alcoholism and suicide. Now the children—Sister Coyote, Brother Raven and Mr. Wolf—jump and transform themselves into the sacred Beings they are. And Wooden Indian Man comforts Wooden Indian Woman:

Rest now. We will come back tomorrow and see what spirits come to visit us. Go to sleep, my love. Sleep and dream of days like this. Days filled with wonderful and alive spirits that play and sing, forever…

—Beverly Slapin

Thanksgiving Lesson Plans

Below is a post from back in September that I'm repeating today. Instead of the problematic "Thanksgiving Pilgrims and Indians" lessons, get the book I describe below and try some of the lessons from that book. If it is too late for this year, get it NOW so you'll be ready to do something different next year.

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.

Guest post: Kara Stewart, "Children's Books about Thanksgiving"

I am a teacher. I am also Native American (Sappony). I’m very lucky that my principal and lead teacher are supportive of me in that they are quite willing to listen to my views on teaching to and about Native Americans and act accordingly.

Recently, many colorful, attractive-looking books were put on display in our elementary school’s teacher resource room, available for check out to teachers as great books to read aloud during November. Many of them had the usual Thanksgiving scenes and theme on the cover.

Upon reading several of them, I began to feel uncomfortable. I had a feeling that several of them would be on Oyate’s “Books to Avoid about Thanksgiving” list. Sure enough, they were. But I felt I needed to give more solid reasons for removing them from the resource room than “they are on Oyate’s Books to Avoid about Thanksgiving list” and “the Indian teacher in the school is offended by them”. Often, it is difficult to articulate feelings of discomfort or offense, and present them in a way that others will understand, and also tell why those feelings have surfaced. I needed some help – something to give me more specifics, “hard data” almost, or other opinions to think about, especially the opinions of those that have critiqued many books like this.

So I did some digging. Oyate also has a section on their site called “Books to Avoid”, which you can find from the home page (left side bar, last choice). But none of the ones I wanted were listed (there are in-depth reviews of very common books, such as The Indian in the Cupboard, The Courage of Sarah Noble, Brother Eagle, Sister Sky, Little House on the Prairie, The Sign of the Beaver and more).

Also on the Oyate site, again under “Resources,” there is a link to Deconstructing the Myths of “The First Thanksgiving” (see the Longer Version) by Judy Dow and Beverly Slapin. I found this document very helpful and enlightening. I read it carefully to get a sense of what is a myth about Thanksgiving, and what is more historically accurate. As it turns out, much of what we accept and were taught about “The First Thanksgiving” simply is not historically supportable. Much of it simply is not true.

The Deconstructing article, in addition to giving the more likely historical facts and the reasons for them, also provides quite a few quotes from books on the “Books to Avoid about Thanksgiving” list as specific examples of part of the reason why those books are not recommended. Most of the books that were put out in our teacher resource room fell under this category – historically inaccurate - in addition to having other problems.

What we were taught about “The First Thanksgiving” and what many of us have inadvertently perpetuate in our students and even our own children seems to be a sort of mishmashed conglomerate of ideas that have been taught as ‘the way things were’ to students for many, many years. Much of that mishmash is made up of stereotypes of Native Americans. These stereotypes lead many Native Americans to be uncomfortable and offended with the “traditional” way Thanksgiving is presented to students. Many of the books were also written from very Eurocentric viewpoints, as if the Europeans’ version of events is the only true version, as if there was no thriving society in America before they came, as if the Indian viewpoint does not matter enough to write or consider. In other words, the books are “whitewashed.” In addition to that, in many instances, the historical inaccuracies also amount to ‘whitewashing’ – for example, an innocuous sounding, “The ‘Pilgrims’ found corn” covers the more historically accurate version which amounts to that the Europeans took the Indians’ cached corn in addition to items from a child’s grave and things from two Indian homes, all with no restitution. See the Deconstructing article for more on this point.

Several examples of Eurocentric writing that perpetuate stereotypes stood out to me. In The First Thanksgiving by Linda Hayward, the ‘Pilgrims’ spend 30 of the 48 pages in this book being afraid of the Indians. The book is peppered with phrases such as,

“They’ve been warned that Indians may attack them.”

“America looks wild and strange. Is it safe? Are Indians hiding in the forest?”

“Suddenly they see Indians! But the Indians are frightened and run away.”

“They know the Indians are watching them. They can see smoke from their campfires. They can hear them in the woods. A guard is posted day and night.”

“The Indians must not know how few Pilgrims are left.”

“Indians are sighted nearby. They come closer and closer. Then one day an Indian walks right into the settlement. The children are terrified. But the Indian smiles and says, ‘Welcome’. His name is Samoset. He speaks English! The Pilgrims ask Samoset many questions. They give him presents. They want to trust this friendly Indian. Samoset comes back with an Indian named Squanto. He speaks even better English!”

The book then goes on to give an unrealistically oversimplified (and inaccurate) version of how, after that, the ‘Pilgrims’ and Indians were friends. (Read the Deconstructing article to find out why I put ‘Pilgrims’ in quotes.)

In addition to the extremely condescending tone of the book towards Native Americans (“He speaks even better English!”) and general feeling it leaves me with (Indians being akin to wild dogs that run and hide in the forest) is a clear message that Indians are not to be trusted. “They want to trust Samoset” (but can’t because he’s an Indian?). That is what will be passed on to every child that hears or read this book. They may not be able to articulate the message they are getting out of this book (just like I couldn’t before I put considerable thought and effort into understanding and articulating why it was so offensive to me), but they will be learning exactly that.

Another example of that sort of unthinking condescension that so frequently peppers the Eurocentric view in these books is in Marc Brown’s Arthur’s Thanksgiving. Let me just say that I love Marc Brown’s books in general and also his character, Arthur. Marc Brown is one of the authors I do author studies on. I promote and read many different Arthur books to my students. So the discomfort and offense this book gave me was doubly disappointing. In the book, Arthur and his pals are putting on the “traditional” Thanksgiving play for school. Through this book, they are passing on historically inaccurate information to kids. Here is a problematic excerpt as Arthur and pals try to decide who will play which part for the play:

Arthur showed Muffy a drawing of the turkey costume.

“Lots of feathers,” said Arthur. It’s a very glamorous role.”

“Yuk! Vomitrocious!” squealed Muffy. I should be the Indian princess. I have real braids."

“Brain, I’ve saved the most intelligent part for you," explained Arthur.

“No way will I be the turkey,” answered Brain. "I'll be the Indian chief."

Which leaves at least three impressions: 1) that there are “Indian princesses,” 2) “Indian princesses” all have braids, and 3) that a turkey is more intelligent than an Indian, since Brain assumed that Arthur was talking about the turkey when Arthur said he had saved the most intelligent part for Brain.

Jean Craighead George is another of my favorite authors. But her book, The First Thanksgiving is full of historical inaccuracies, many of which whitewash the situation. But her last sentence of the book is the killer, to me. She refers to Plymouth Rock and then says, “It is the rock on which our nation began.”

Excuse me? America did not begin until the ‘Pilgrims’ arrived? America had no cultures, societies, nothing until the ‘Pilgrims’ arrived and there was supposedly a Thanksgiving feast with the Indians? This is an obvious example of Eurocentric writing discounting any view but that of Europeans. It is highly offensive to those of us who are Indian or part Indian. It should be highly offensive to everyone since incorrect information has been passed along to all readers.

Some may say that I am overly sensitive to this topic in my reactions to the above examples of stereotypes and Eurocentric writing. I encourage you to substitute similar analogies in the above examples using “African Americans” instead of “Indians.” Did you try it? Sound a little fishy? Substitute in your heritage group for “Indians.” Starting to smart a little?

Now add to that a big theme that is based on historical inaccuracies – inaccuracies about a series of events, inaccuracies about your heritage group (as well as stereotypes), and inaccuracies about the supposed ‘culminating’ event. Starting to feel uncomfortable? Perhaps a little offended?

Let’s take it a step further. Let’s teach all of that about your heritage group – the stereotypes, the inaccuracies, the whitewashing – to kids as the truth. Let’s make school plays out of it and teach it as if it were fact. And then let’s continue to believe it and teach it and give life to it as adults despite many of your heritage group’s objections, and despite the availability of resources and information on how to teach accurately, non-offensively, and not inadvertently.

And now I can say that I understand why those books were on the “Books to Avoid about Thanksgiving list from Oyate.

*It should be noted that the list of “Books to Avoid about Thanksgiving” is not exhaustive, which is why we all need to read critically with an understanding of historical accuracy as well as the issues of Eurocentrism and stereotypes. Oyate also has a list of References/Recommended books.

Kara Stewart
www.sappony.org

Edited on July 23, 2015, to update links.

James Rumford's Sequoyah: The Cherokee Man Who Gave His People Writing

[Note: This review is used by permission of its author. It may not be published used elsewhere without permission of the author.]

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Rumford, James, Sequoyah: The Cherokee Man Who Gave His People Writing, illustrated by the author and translated by Anna Sixkiller Huckaby (Cherokee). Houghton Mifflin, 2004; unpaginated, color illustrations; grades 1-4.

On a family road trip to California to visit the redwood trees called Giant Sequoia, a father relates the story of the origins of the Cherokee syllabary and the perseverance of its creator, Sequoyah. Sequoyah is portrayed as an otherwise ordinary man, a metalworker, who undertook the daunting task of setting speech to paper so that the Cherokee language would not “fade away.” Neither ridicule nor harassment from his contemporaries—not even the destruction of his home by arson—could stop Sequoyah from creating the syllabary widely used in Cherokee writing today.

Rumford’s text, reminiscent of traditional storytelling, is concise and evocative. Each paragraph in English is followed by a parallel in Cherokee by Anna Sixkiller Huckaby. The book design, format and illustrations are a thing of beauty and perfectly complement this story within a story. The tall, slim format and mostly dark brown and forest green accents honor both the stately Giant Sequoia trees and the man, Sequoyah, whose name they bear. The bold-lined artwork—done with ink, watercolor, pastel and pencil on drawing paper adhered to a rough piece of wood, then “rubbed” with chalk and colored pencil—remind one of 19th-Century woodblock prints. The Cherokee writing serves both as an example of what Sequoyah accomplished, and as a beautiful design element that completes the wholeness of the book.—Beverly Slapin

Native Perspectives on Philbrick's MAYFLOWER: A STORY OF COURAGE, COMMUNITY AND WAR

Editor's note on July 1, 2022: Broken links are now fixed. We are grateful to readers who let us know about typos and broken links. --Debbie

Native Perspectives on Philbrick's Mayflower: A Story of Courage, Community and War

Nathaniel Philbrick's Mayflower: A Story of Courage, Community and War Recently, someone asked if I had read Nathaniel Philbrick's book, Mayflower: A Story of Courage, Community and War. I have not, but there is an article about it in Indian Country Today. The article, "Correcting history: Telling 'our' story" is by Paula Peters, who is Mashpee Wampanoag. For those of you interested in a Native perspective on Philbrick's book, take a look. It was posted November 3rd, 2006 in the Front Page section on the on line paper.

Also in Indian Country Today is an article about a forum, "Forum examines colonization mythology" that took place at U of Massachusetts, Boston, on October 10th. Philbrick was one of the participants. The moderator, Joan Lester, posed these questions: "Are historians obliged to represent all participants? Lester asked. Where does an author go when there are no written sources? Does the reader have a responsibility to develop the critical thinking skills needed to recognize bias? And how do authors and readers move beyond longstanding stereotypes and misconceptions to a fuller, more accurate and respectful telling of the American story?" Both articles are helpful as we think about the ways children are taught about Thanksgiving, and the ways that story is told in children's books.