Thanksgiving Picture Books: THANKSGIVING MICE

Earlier this week I visited a local public library to take a look at their picture books with the word "Thanksgiving" in the title. I did not look at non-fiction or poetry, and I looked only at books published from 1999 to 2007 that were on the "easy" shelf. I also excluded books on the easy-to-read shelf and obviously could not read those that were checked out at the time.

I read 18 books. Eleven of them had no references in text or illustration to American Indians. They were stories primarily about families getting together for Thanksgiving (example: Franklin's Thanksgiving by Paulette Bourgeosis); many were about what the family members are thankful for.

Seven of the 18 books included content (text or illustrations) about American Indians. They include:

• Thanksgiving Mice, by Bethany Roberts
• Thanksgiving Day, by Anne Rockwell (there were six copies of this one on the shelf)
• Look Who's in the Thanksgiving Play!: A Lift-the-Flap Story, by Andrew Clements
• The Memory Cupboard, by Charlotte Herman
• The Thanksgiving Door, by Debby Atwell
• Fat Chance Thanksgiving, by Stacey Schuett
• This First Thanksgiving Day: A Counting Story, by Laura Krauss Melmed

Perhaps the most striking observation is that 3 of the 7 books were about doing a Thanksgiving play. It points to, I think, the degree to which that practice is central to the Thanksgiving lesson plans that teachers do in early childhood and elementary school classrooms. In a series of posts this month, I'll discuss the books I read. I begin with...

NOT RECOMMENDED!

Thanksgiving Mice, by Bethany Roberts

As the title suggests, the characters are mice. In the first four pages, they prepare the props for their play. Next, other critters are shown coming in to see the play. The stage has an easel announcing the play: "The Story of Thanksgiving."

The play begins, and we see "Act 1" which is an English street scene. A male and female mouse head for the dock to board their ship. They male is shown in a black hat with a buckle, signifying Pilgrim. The next few pages show the mice being seasick, hungry, thirsty. They arrive at Plymouth Rock, build new homes, but are still hungry and weak.

Spring comes, and Act 2 begins. Here's the illustration:

The text reads:

One day they met some friendly folks, who gave them corn to sow.

The "friendly folks" are represented on that page as a mouse wearing a fringed shirt, trousers, blue beads, and a feather hanging down from beneath his ear (no headband). He has a bowl of corn kernels and offers one to the female Pilgrim mouse.

On the next double-page spread is a four-panel illustration, done that way to show the progression of time. In the first panel the Indian watches/directs the Pilgrim man as he plans the kernel of corn. The Indian is not in the next three panels, or on the next two pages, where the mice are shown in the midst of their abundant harvest of corn, squash, and pumpkins. On the next page the text reads:

And so they said to their new friends, "Let's feast! Let's dance! "Let's play!"

The Pilgrim female and the Indian male dance together. The next page shows the mice actors bowing before their cheering audience. The closing page shows the mice, a squirrel, a bird, and two worms, and the text reads:

Come one, come all, come feast with us---on this Thanksgiving Day!"

Thanksgiving Mice was published in 2001 by Clarion. It's illustrations are by Doug Cushman. The reviewer in The Horn Book Guide gave it a '5' which means "Marginal, seriously flawed, but with some redeeming quality." Booklist's reviewer suggests it can be used as a "light introduction to the holiday."

I'm not sure what the "redeeming quality" is, and I don't think it should be used as a light introduce children to this holiday. What purpose does it serve to teach young children this romantic story that is little more than myth? All this feel-good stuff is junk that only has to be unlearned later on. And, as I've said before on this blog, the college students I teach feel betrayed by these feel-good lessons. Perhaps James Loewen's book title captures it best. This simplified story about Thanksgiving is among the "Lies My Teacher Told Me."

Some people ask me if I'd prefer to have nothing at all said about Native peoples. My reply? I'd prefer nothing if the 'something' is error, bias, etc. To me, this is akin to "first do no harm." I much prefer books that leave out Native imagery completely, as is the case with Franklin's Thanksgiving.

Children must be provided with honest instruction about the history of this country. Books like this can be used to teach children about bias and perspective.

Update: July 17, 2014

In comments, Allie Jane Bruce notes that Thanksgiving Mice is available now as a "Green Light Reader." To the right is the new cover, showing it as a "Level 1" reader.  Published by Harcourt, the "Green Light" series is:

• "Created exclusively for beginning readers..." 
• "Reinforces reading skills..."
• "Encourages children to read..."
• "Offers extra enrichment through fun, age-appropriate activities unique to each story."
• "Developed with Harcourt School Publishers and credentialed educational consultants."

I'd re-write those bullet points! This particular book, we might say, was

"created exclusively to mislead beginning readers"
"reinforces ignorance"
"encourages ignorance"
"offers kids the opportunity to learn how to play Indian in offensive ways"

AND---I wonder about the credentials of those educational consultants!

Halloween, 2007

I was asked, recently, if it would be ok if a person wanted to dress like Pocahontas for Halloween, but that they'd make sure every detail of their costume was accurate.

My response? Accuracy in costume for educational purposes is a must. In my mind, that includes theater productions.

But is Halloween an educational moment? Can it be? Does it provide a "teachable moment?"

Just imagine how that 'teaching' might take place...

Can one really expect to teach others while out gathering candy, or in the case of college campuses, getting "treats" (alcoholic drinks)?

I think a college student would be ridiculed for trying to 'educate' others while dressed up like Pocahontas?

So, would it work? I don't think so.

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NEA's "Native American Booklist"

A friend wrote to ask me about NEA's "Native American Booklist." (Update: Wed, Oct 31, 2007... Here's the link to the booklist: Native American Booklist.)

I visited the site. There are 61 books listed, in three categories: Grades K-4, 5-8, and 9 and up. I recognize and would agree with many--but not all--of their recommendations.

Some of the books they recommend are ones I have recommended on this blog. Some examples are the books by Richard Van Camp, George Littlechild, and Joy Harjo.

Some books on NEA's list are problematic. The books by Tony Hillerman, for example, ought NOT be on such a list. They're entertaining, best selling books, but his use (misuse) of Native ways is pretty awful.

Rather than say more about the books on the list, I think it important that I recommend a reference book that provides Native perspectives.... Half of the books on the NEA list are reviewed in A Broken Flute: The Native Experience in Books for Children. Published in 2005, A Broken Flute includes reviews written by Native scholars, writers, teachers, and parents. It has---literally---hundreds of reviews.

I am a former schoolteacher. I know how little time teachers have to seek out, for example, a Native perspective on books they want to use in their classrooms. I also know that, due to the dismal support for education in this country, teachers use their own money to purchase the things they use to teach America's children. Knowing these things, I highly recommend that you spend $35 on A Broken Flute. It is available in paperback from Oyate.

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A Teacher's Thoughts on "squaw" in 4th Grade Classroom

My post about "squaw" and "the only good Indian is a dead Indian" in historical fiction was much-discussed on YALSA (YALSA is an American Library Association listserv for young adult librarians). Most of the objections to my post were along these lines:

• It is wrong to censor books.
• That is what people said/thought at that time.
• Books with this language provide 'teachable moments' that are invaluable.

I wondered why the word 'censor' entered the discussion. I didn't ask that it be taken off the shelf. I posed the ramifications of using books with such language in an elementary school classroom and NOT engaging students in critical discussion of such words and phrases. What I'm advocating is the selective use of books like Sign of the Beaver and Little House on the Prairie and Matchlock Gun. What grade level should they be used? I think they ought to be used in high school classes that teach history, or social justice, or in college classes for teachers and librarians.

Below are the words of a classroom teacher. They were submitted as a comment to my post about "squaw" and "the only good Indian..." The teacher was responding to a previous commenter (her initials are DS) who suggested teachers at every grade level have dialog's with their students, in which they discuss these kinds of words, across race, gender, sexuality, etc.


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DS, I see what you are saying, however, I think there is a point where you don't continue to use the word, even in teaching about (improper) use of the word. By analogy, would you choose and then discuss books that called people "Kike", "Yid", "Spic", "Chink", at the 4th grade level (which is more or less the age and grade that Sign of the Beaver is for)? I can see having a discussion and comparison of that as a lesson for older kids, but I think at this level, their thinking is still too concrete for a full discussion and it is best to use other books for literature instruction. I've taught grades 3, 4 & 5 for over 10 years, so I think I have a handle on kids' thought processes. Middle or high school as a comparative study for combined literature and social studies or social psychology possibly. But not as reading instruction for elementary school. I'm not saying to avoid discussion of that sort by any means at the elementary level - saying that in my opinion reading of this book for reading instruction at the elementary level would not be the way to go.

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If you're teaching in a 3rd/4th/5th grade classroom, and have used books like these, and have done significant---not cursory---work on these words and phrases and way of thinking, I'd love to hear from you!

Or, if you're in a middle, high school, or college classroom, and have used these books, I'd love to hear from you, too.

Or, if you're a teacher and want to reread Little House and write a response to it in light of my perspectives on it, I'd love to hear from you.
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Pueblo Indians and Catholic Missionaries

I got an email from someone who read my post yesterday about kachinas in The Twelve Days of Christmas: A Pinata for a Pinon Tree. He noted simply the err in mixing two religions. His email reminded me of a short story my daughter, Liz Reese, wrote when she was 15. With her permission, I post it today. I think it provides some history and context for, in our case, Pueblo objections to the ways that our spiritual and religious ways are appropriated for the entertainment of others.

Liz's story is untitled. It may not be published elsewhere without her written permission.

---Debbie

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It’s so dark. Sitting in the back of the car, I look out my window and see nothing, just blackness. The moon is dark, and we are miles away from the small town of Espanola, leaving the little light it provides behind. As we get closer to the monument, Donald turns off the headlights. If we are caught now, all our work will be in vain. We pull into the parking lot, only car there, good sign. Donald pops the trunk of his Toyota and Will and I hop out to get what we will need for our task.

Going out late like this is not something I usually do. I don’t go out and party like a lot of teenagers do. But tonight is different. Our reason for being out late is different. Everyone is sober. Our elders tell us that alcohol on your breath is disrespectful in a sacred place. This place is not sacred, but what we are about to do is, in a way, sacred, as we go forth to protect and protest that which oppressed and oppresses our sacred ways of being. Being, that is, Pueblo Indian.

I am from Nambe and Ohkay Owingeh. When we eat, we remember to give food to our ancestors. I can see vividly my grandmother cooking and humming to herself, songs that mean nothing and everything. She stops to pick up a tiny piece of bread or meat and offers it, in our way, to our ancestors. Her brown hands are no longer clad with jewelry like mine are; hers are old and bare, wearing only their wrinkles.

She is old now. She couldn’t carry what I have to carry tonight. I unload the box with the heavy battery inside. In the darkness it takes me a few seconds to find the carrying handle. I am nervous, my heart pounding. The last thing I want is a criminal record. That could destroy everything I have worked for, leaving home to get an education at a school that prepares me to fight for our people.

Will pulls out a chainsaw and shuts the trunk. The sound of it slamming echoes out through the valley. All three of us flinch, the sound was too loud, but the empty darkness kills it slowly. Donald almost scolds him, but he knows better than to make any more noise. I stumble on the curb. It is so dark, I can’t see anything. But Will puts a hand on my shoulder and leads me toward the statue. Standing 12 feet high, Don Juan de Oñate is in full uniform and mounted on his horse. I wonder if that’s what he really looked like, or if they used some random model for the statue. Is this the face of a killer? A man who, because we refused to give him grain, ordered the enslavement of Acoma pueblo’s women and children, and the mutilation of its men? Onate is heralded in history books as an explorer, but few say that he was charged with turning us into Catholics, and fewer still mention the generation of Acoma men who had to make their way on their one remaining foot.

Will feels around for Onate’s foot, finds it, and turns on the saw. Sparks fly as metal meets metal, but we are ready for that. Donald holds up a tarp to block some of the light from the sparks. But we can do nothing about the sound. All we can do is tell Will to go faster. I hear a car off in the distance, and see a light coming up Highway 68. It gets closer and I pull the plug. We are back in the darkness, but we stand like deer in headlights, our hearts beating faster than any drum. Once the car has passed, we finish cutting. The right foot of the “first conquistador of the West” falls onto the base the statue is mounted on, and then bounces off, landing almost silently, masked by the roar of the chainsaw. We grab the foot and head for the car. We don’t run, we are too blind to do that, but we move quickly, together like dancers for feast, liberated by what we have taken.

It is a small victory, but we live for these small victories. Not enough people care about the troubles of Indian country. If our little bit of vandalism makes the papers nationally, maybe a few people will learn who Onate was to us, and why his foot is significant. And pueblo people who pass the statue will feel the same victory we feel, and know why. We did this for the Pueblo people.

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The Twelve Days of Christmas: A Pinata for the Pinon Tree

It is generally poor form to comment on a book that you have not seen, so I'm sure to get criticized for doing so today...

A reader wrote to ask me about a book called The Twelve Days of Christmas: A Pinata for the Pinon Tree. It's a new book out this year. She wrote because there is a page with kachinas on it, and she wonders if it is an appropriate use of kachinas.

The review in Publisher's Weekly says the book has "10 kachina leapin'" and the review in School Library Journal says "a wild party ensues with kachina leaping, coyotes yowlin'..."

Based on those reviews and my study of the book cover, this use is way over the line of cultural sensitivity and respect.

Obviously, a lot of people have no idea what kachinas are.

Who messed up in the creation, publication, distribution, and review of the book?

• Author
• Illustrator
• SLJ Reviewer
• Publisher's Weekly Reviewer
• Editors at Little, Brown

Kachinas are not playthings. They are sacred. They are deities. In their significance to the Pueblo and Hopi peoples, they are of the highest order. Trying to draw analogies from one culture to the next in order to help someone see the significance in another is difficult, and these analogies break down.

Though you can buy a kachina doll when you're out west (or over the internet), your purpose in having it is different from that which a Pueblo or Hopi person. For you, it is a piece of art. For us, kachinas are central to our spirituality and way of life.

I will not say more, because too many charlatans mimic Native spirituality, selling it to desperate people.

For kachinas to be used in a children's book in this way is, in a word, shameful. Their use in this book is evidence that we have a long way to go in helping mainstream America understand who we are.

Note: Thanks to my friend and colleague, Matt Sakiestewa Gilbert, from the village of Upper Moencopi, Arizona. Matt is Hopi, and a historian here at UIUC.


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Elementary School Lesson Plans on American Indians

Are you looking for lesson plans that incorporate American Indians? With Thanksgiving approaching, teachers across the country are getting ready to teach children about Native Americans. Unfortunately, October (Columbus Day) and November (Thanksgiving) are often the only times of the year that Native peoples make an appearance in the curriculum. That is not educationally sound and its a long way from "best practice!" I urge teachers to teach about American Indians throughout the year.

Here's one book to help you do that: 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 pitfalls in projects teachers design, including:

• feathers and headdresses 
• peace pipes 
• totem poles 
• dream catchers 
• sand paintings 
• pictographs
• rattles 
• drums
• brown paper bag vests

There's great suggestions, throughout. 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, the authors of Lessons from Turtle Island tell us 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.

Documentary: WAY OF THE WARRIOR

A documentary produced by Patty Loew, a colleague at the University of Wisconsin-Madison, will be broadcast in the coming weeks on PBS. Titled Way of the Warrior, the documentary is about American Indians in the armed services.

The article about the documentary includes an excerpt, and a photograph and image of a diary (shown here) kept by Loew's grandfather, Pvt. Edward DeNomie. He served in the military during a period when American Indians did not have the right to vote.

There is much to learn about American Indians in the US armed forces. I'm looking forward to viewing this film, and it seems an important one for US history teachers.

To read the article and view the excerpt, click here:
Professor's film on Native American soldiers to air on PBS.
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The word "squaw" in SIGN OF THE BEAVER

The word "squaw" is commonly used in place of the word "woman" in historical fiction for children. I wonder if its entrance during childhood, during formative years, is what makes adults of today think it is an appropriate or acceptable word to use today?

A recent editorial in Indian Country Today describes the modern day use of the word. A small town in Maine is deeply embroiled in a struggle over the word. Insensitivity abounds. The town is near the Penobscot Nation. Tribal members attend city meetings to discuss the issue. Here's an excerpt from the editorial:

One woman, who is a teacher, asked me, "What do we call you Native American Indian women if we can't call you [squaw]?"

That question is loaded, and it prompts me to ask all of you who work with children's books---writers, teachers, librarians---what role might the use of the word in children's historical fiction play in the way that teacher responded to the Native woman?

Let's look at the award winning Sign of the Beaver. Remember---the author of the book and the perspective in the book are not Native. The main character is a white boy named Matt. He meets a Native boy named Attean. This isn't Attean's story. It is Matt's story. According to Amazon's nifty "search inside this book" option, the word 'squaw' appears on 8 pages.

The characters who use the word 'squaw' are Native.

• In his spoken words, Attean is scornful of women and their work. That work includes care of the garden (weeding) and preparing a bear Attean has killed.

• A Native girl also uses the word. She says "Attean think squaw girl not good for much"

I doubt that Attean would have the sentiments he has about women, especially women who are his elders. I don't think he would be scornful of them. Moreover, I don't think he would use the word "squaw" at all. If we are considering accuracy of his speech, he'd probably use the word his people would use for women in their language. If you're interested in the Penobscot language, take a look at their website.

In contrast, Matt uses the word 'woman.' The word "woman" appears on seven pages in the book, in Matt's thoughts as we read what he thinks when he sees Native women. He doesn't think "squaw" when he sees them. He thinks "woman." He does think the word 'squaw' as he does his chores, after hearing Attean use it.

Ironically, Sign of the Beaver is set in Maine.

We obviously can't say that any children's book is responsible for the views espoused by the teacher quoted in the Indian Country Today editorial, but I do think children's books and the work we do with them in the classroom setting makes a difference.

Do we affirm misrepresentation and misinformation by failing to engage students in a critical discussion of words like 'squaw' when we read books like Sign of the Beaver? If you're a regular reader of this blog, you know my answer is YES. You know that I think parents, teachers, and librarians must actively engage our children and students in these discussion.

What do you think?
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Halloween Costumes

With Halloween approaching, a lot of people---teachers, parents, students, children---are thinking about what they will "be" this year.

Costume shops down the street and on-line include all manner of apparel for those who want to be an "Indian Brave" or a "Sassy Squaw." It is interesting to study the photographs of the models in these costumes...

Some little boys and little girls smile at the camera, others stand with arms crossed, and still others hold one hand up in that goofy and classic "how" pose.

The women stand seductively.

I saw one that especially troubled me... It is for a little girl, it is the "Indian Princess" costume, and the selling line is "Every chiefs little dream."

The men? They stand tense, ready to spring, with tomahawk raised and a threatening scowl on their faces.

The ways in which these models are posed tell us a lot about what people think about American Indians. We are taught to think these ways from our earliest years. Images on television, and in children's books, and in the market place.... they all play a role in what Americans think they know about American Indians. Below is a post I made to the blog last year about Halloween.

I hope that you will think carefully about choosing a costume this year, and that you will choose not to dress like an "Indian."
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Friday, October 13, 2006

"An Indian?" in Clifford's Halloween

Across the country, kids know who Clifford the Big Red Dog is. A long-time favorite in a series of picture books by Norman Bridwell, even more kids are meeting Clifford by way of his television program, broadcast on PBS.

In the book Clifford's Halloween, Emily Elizabeth is trying to figure out what Clifford will be for Halloween. One option is an Indian. That page shows him in a large multi-colored feathered headdress, with what Bridwell must have intended to be a peace pipe in his mouth.

Many books about Halloween have illustrations of kids dressed up as Indians, and due to society's embrace of things-Indian and playing Indian, we don't give it a second thought.

Let’s pause for a moment, though, and think about this seemingly innocent act of dressing up as an Indian for Halloween.

What else do kids dress up as at Halloween? I don’t mean animals or superheroes, but people-costumes. They can be policemen, firefighters, cowboys, doctors, nurses, pilots, astronauts, baseball players, cheerleaders, soldiers, football players, princesses, belly dancers…. All these are occupations or positions one can, in fact, be at some point, with the proper training.

Now---what about an Indian? You can’t train to be an Indian. You can’t become one. It is something you are born into.

Does that distinction matter? A lot of people would say “No. It’s all in good fun, no harm done.” So you help your child apply his/her “war paint” and put on feathers and other items that complete the costume. Can you imagine yourself painting the child’s face so he/she could be a black person? A minstrel performer, or perhaps a slave, or even Martin Luther King? I’m guessing a parent wouldn’t do that. That parent would know it was wrong. (Doing it in another context----a school play, for example, is a different context.)

Another question to consider: What sort of Indian are we encouraging children to be when we endorse an Indian costume, and what does it teach them? Are they savage Indians, the ones who, according to history books, were murderous, bloodthirsty killers? Or are they the tragic ones, heroic, last-stand, looking into the sunset, riding away despondent over loss?

In either case, the costume they wear is stereotypical. And—savage or heroic—both place Native peoples in the past, not the present, reinforcing the idea that we are an extinct people.

If the book you select for a Halloween read-aloud in storytime has characters that dress up as Indians, turn that illustration into a teachable moment with your students. And, if you’re the parent of a child who wants to dress up as an Indian, talk with your child about that choice and what it means.

In choosing NOT to think about this, are you, unwittingly, fostering the development of stereotypes?
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2008 Lacapa Spirit Prize - Call for submissions

The Lacapa Spirit Prize --- a literary prize for children's books about the peoples, cultures, and landscape of the southwest --- is accepting submissions for the 2008 prize.

For prize information and application materials, click here: Lacapa Spirit Prize. Posted there is information about last year's winners.

An excerpt from the website:

Named for Michael Lacapa, children’s book illustrator and writer who died in 2005, the award honors the legacy of his artistic vision and talent for storytelling. This prize acknowledges great books for children that best embody the spirit of the peoples, culture and natural landscape of the Southwest. Books published in the two years prior to the award are eligible for consideration.

Michael's book Less Than Half, More Than Whole, profoundly impacted me. It demonstrated---in a beautiful way---that our stories and experiences as people of today, could be portrayed in children's books.

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"The only good Indian is a dead Indian"

Did you know...

the phrase "the only good Indian is a dead Indian"

appears in the acclaimed Little House on the Prairie three times?

Could you/would you hand that book to a Native child?

Could you/should you hand that book to a non-Native child?

How would you/could you/should you use that book?
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Thanksgiving Lesson Plans

With November approaching, teachers across the country are getting ready to teach about Thanksgiving and the "Indians."

In some classes, students will dress up to reenact the "First Thanksgiving." But... What "Indians" will they dress like? What will they "wear" for this reenactment? Will they emulate stereotypical "Indians" or, is the teacher among those who know how crucial it is to be specific----to identify a tribe, to make certain anything taught is correct with respect to that tribe's location, history, clothing, food, politics, etc.

Teachers have good intentions, but with respect to the ways they were trained and socialized to think about American Indian, their good intentions are actually contributing to misperceptions about who we are. I wrote about a flawed lesson plan last year. Click here to read that post.

My colleagues at Oyate prepared some excellent resources on "Thanksgiving." The resources are on-line. Please download them. Read and think. If you're a teacher, there is still time to revise your lesson plans. If you're a parent, give the materials to your child's teachers and librarian.

To find the materials, click here.

Look, especially at the "Books to Avoid" page on Thanksgiving... You will be dismayed to see how many there are, and further dismayed to realize that you have those books on your shelves right now.

To order books that counter those on the "Books to Avoid" list, to help all children learn about American Indians, look through Oyate's catalog. Order books from Oyate. It is the best source for these materials, and it is a not-for-profit organization, too.

Alexie's YA Novel Nominated for National Book Award

Editors Note on Feb 25, 2018: Please see my apology about promoting Alexie's work. --Debbie

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Sherman Alexie's outstanding YA novel, The Absolutely True Diary of a Part-Time Indian, was nominated for a National Book Award in the category, Young People's Literature. The finalist list was released on Wednesday.

In that category, Louise Erdrich's Birchbark House was nominated in 1999.

I think the winner will be announced mid November...

Visit Alexie's website for reviews and info, and a link to an mp3 audio excerpt of the book. Yes, he is the reader of the audio book.

The photo I uploaded is from the press page of his website. Curious... the photo on the publisher's website is a reverse image of the same photo!

Update, Sunday, October 14th:

• Beverly Slapin's review of the book was posted here on Wed, April 15, 2007. Click here to read her review.
• I posted links to newspaper articles on September 16, 2007. Click here to go to the list.
• Roger Sutton, editor at Horn Book, reviewed the book in September. Read his review here.

With November approaching---the month that features and confines us (American Indians) as people of the past---Alexie's book will counter that misperception. Get your copies from Oyate.
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DO ALL INDIANS LIVE IN TIPIS?

Are you a teacher wondering if all Indians live in tipis? If so, order a copy of the book Do All Indians Live in Tipis?: Questions and Answers from the National Museum of the American Indian. It isn't a children's book, per se, but its content is certainly accessible to upper elementary readers, and, it will prove useful to teachers developing lesson plans about American Indians.

In the foreword, founding director Rick West (Southern Cheyenne and member of the Cheyenne and Arapaho Tribes of Oklahoma) writes:

Before I became the founding director of the National Museum of the American Indian, I was a practicing attorney, and sometimes, when I hear the odd--and even offensive--questions that almost every Indian must bear, I want to rise up and shout, "I object!"

The introduction is by Wilma Mankiller (Cherokee). She writes:

In 1963 President John F. Kennedy said, "for a subject worked and reworked so often in novels, motion pictures, and television, American Indians are the least understood and the most misunderstood of us all." Regrettably, this statement is as true today as it was more than forty years ago. Many negative stereotypes persist.

She goes on to say that summer visitors to the Cherokee Nation include tourists who wanted to know "Where are all the Indians?" To which she'd reply "They are probably at Wal-Mart!"

West and Mankiller's words set the state quite nicely for a volume consisting of about 100 questions, grouped into these categories:

• Identity
• Origins and Histories
• Popular Myths
• Clothing, Housing, Food, and Health
• Ceremony and Ritual
• Sovereignty
• Animals and Land
• Language and Education
• Love and Marriage
• Art, Music, Dance, and Sports

Here's a sample of the questions:

• Why was the Navajo language chosen for military code in World War II? Were all Indian "code talkers" Navajo?
• Did all tribes have totem poles? Does anyone still carve them?
• How many Indians lived in the Western Hemisphere when Columbus arrived?
• Why is the word Eskimo sometimes offensive?

Published by the Smithsonian's National Museum of the American Indian and HarperCollins, I paid $14.95 for the book at Pages for All Ages, our local independent bookstore. With "Native American Month" approaching in November, you will find it a useful volume.

And, as always, consider moving your lesson plans about American Indians OUT of November; teaching about American Indians only during that month contributes to the mistaken idea that we are only a people of the past, long vanished. That is not the case. We are still here.

Get your copy at the National Museum of the American Indian giftshop, or, from Louise Erdrich's independent bookstore, Birchbark Books.

Chiori Santiago's HOME TO MEDICINE MOUNTAIN

On Saturday, October 20th, 2007, I will be in Monticello, Illinois, at the train depot, working as a volunteer for "Artrain USA." It is an art exhibit in train cars. This year, the art is by top American Indian artists whose art is contemporary in style. The exhibit itself is called "Native Views: Influences of Modern Culture."

Among the artists whose work is in the train cars is Judith Lowry, who did the illustrations for Chiori Santiago's picture book, Home to Medicine Mountain. The story is about Lowry's father and uncle, and their experience at boarding school in the 1930s.

In those schools, Native children were taken far from their homes by the US government. They could not return home unless their families had money to pay for their travel. That meant that a lot of kids were stuck at those schools for the entire school year, and many spent many years at them before they could go home. Many kids ran away. Many died as they tried to get home.

Home to Medicine Mountain is about two boys and their efforts to go home. The book concludes with a photograph of the two boys as men.

It is, for me, a unique moment. The boys went home on a train, as you can see in the cover illustration. On Saturday, I will view Judith Lowry's art, in a train car exhibit.

If you're in Central Illinois (or if you're up for a weekend drive to central Illinois), this exhibit is a rare opportunity to see exquisite Native art. To see this sort of collection, you'd have to travel to Washington, or Phoenix, or Oklahoma... And it'll be right here in central Illinois.

The Artrain website includes an educational packet that I encourage you to download and use, whether or not you go to the exhibit.

From here, it will go to Clarksdale, Mississippi; Meridian, Mississippi; Washington DC; Springfield, Missouri; Oklahoma City, and the last stop is in Norman, Oklahoma at the end of November.

The Artrain will be in Monticello for two days (Saturday October 20 and Sunday October 21st). If you do visit, please find me and introduce yourself!

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Laura Tohe's NO PAROLE TODAY

[This review used with permission of its author, Beverly Slapin, and may not be published elsewhere without her written permission.]

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Tohe, Laura (Diné), No Parole Today. Albuquerque: West End Press (1999). 47 pages; grades 7-up

The first words in Laura Tohe’s book are those of Richard Henry Pratt, the founder of the Indian boarding school system that devastated Indian lives throughout North America. Addressing the World Baptist Convention in 1883, Pratt said:

In Indian civilization I am a Baptist, because I believe in immersing the Indians in our civilization, and when we get them under holding them there until they are thoroughly soaked.

Tohe’s great-grandfather was one of the first Diné students to attend Pratt’s Carlisle Indian Industrial School, and she likens her own Indian school experience to serving a prison sentence. No Parole Today is Tohe’s poetry and personal narrative about this time in her life and the challenges of maintaining her identity in a system whose aim is to destroy it.

In an opening piece, a response to Pratt, Tohe writes,

A hundred years after you made your statement to the Baptists, we are still here. We have not vanished, gone away quietly into the sunset, or assimilated into the mainstream culture the way you envisioned….[W]e continue to survive with the strength of the spirit of our ancestors. Our grandmothers and grandfathers taught us to hold to our beliefs, religions, and languages. That is the way of survival for us….I voice this letter to you now because I speak for me, no longer invisible, and no longer relegated to the quiet margins of American culture, my tongue silenced….To write is powerful and even dangerous. To have no stories is to be an empty person. Writing is a way for me to claim my voice, my heritage, my stories, my culture, my people, and my history.

In first grade, the children received their first “Dick and Jane” books, in which they were introduced to white society in the form of Father, Mother, Dick and Jane and Sally, who drove around in cars and said “oh, oh, oh” a lot. In “Dick and Jane Subdue the Diné,” Tohe describes how the schools made the taking away of language a priority:

See Father.

See Mother.

See Dick run.

See Jane and Sally laugh.

oh, oh, oh

See Spot jump.

oh, oh, oh

See Eugene speak Diné.

See Juanita answer him.

oh, oh, oh

See teacher frown.

uh oh, uh oh

See Eugene with red hands, shape of ruler.

oh, oh, oh

See Eugene cry.

oh, oh, oh

See Juanita stand in corner, see tears fall down face.

oh, oh, oh

Oh see us draw pictures

of brown horses under blue clouds.

We color eyes black, hair black.

We draw ears and leave out mouth.

Oh see, see, see.

While most of Tohe’s writing focuses on her coming of age in this hostile alien environment, her later pieces are written from her perspective as an adult, and her final poem, “At Mexican Springs,” is a thing of beauty and hope:

It is here among the sunset in

every plant

every rock

every shadow

every movement

every thing

I relive visions of ancient stories

First Woman and First Man

their children stretched across

these eternal sandstones

a deep breath

she brings me sustenance

life

and I will live to tell my children these things.

For everyone who has survived the Indian boarding schools, and for everyone who never knew of their existence, No Parole Today is a gift. Laura Tohe’s writing is spare and honest, with no polemic; proof of the government’s utter failure to take away Indian voice.

—Beverly Slapin

October 8th, 2007: INDIGENOUS PEOPLES DAY

Monday, October 8th, 2007, is Indigenous Peoples Day. If you've come to this site looking for Columbus Day lesson plans, please set aside the tired and untrue 'celebration' of Christopher Columbus!

Instead, provide your students and library patrons with information that makes them informed citizens of the world. Tell them that Columbus did not "discover" the lands that came to be known as "America." There were indigenous people here then, and we are still here.

I am from Nambe O'Weenge. It is a Tewa pueblo located in northern New Mexico. In the "We Are Still Here" series, published by Lerner, is a book called Children of Clay: A Family of Pueblo Potters. Books like can be very helpful because through photographs, students in your class can see that we are part of today's society. Note: I've said "we are still here" and "teach students that we are still here" many times on this blog. I feel a bit like a broken record, but, over time, enough teachers, parents, and librarians will change their lesson plans, that we can all stop saying "we are still here."

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BABAR'S WORLD TOUR

Last week in my children's lit class, we discussed Herbert Kohl's book, Shall We Burn Babar? In prep for it, I stopped in the local library to grab copies of Babar books. I found one I hadn't seen before... It is titled Babar's World Tour, published in 2005 by Harry N. Abrams, Inc.

"World tour," I thought to myself. "What did dear old Babar see?"

In the first pages, Babar and his family visit Italy, Germany, Russia, India, Japan, Thailand... where they eat new foods, speak phrases in Italian, etc. At one point, Isabelle notes difference in language and asks "What's wrong with our words?" Celeste explains that "People in different places say things differently. They do things differently, too. They build different kinds of buildings." Note Celeste's  reference to people of the present day. She uses present tense words like "say" and "do".

Now, I call your attention to this page from the inside of the book.

Note, specifically, the text from that page, which I've included below (bold text is mine):

When everyone was rested, they went to Angkor in Cambodia, the ancient city of the Khmers. In Mexico, they climbed a pyramid built by the Aztecs. In both places, the original settlers were gone but tourists abounded.

"Will everyone move out of Celesteville one day, too?" Pom asked.

"Never," said Babar. "But apart from us, it happens a lot, as you'll see."

The "it" that happens is being gone, moved out. The "as you'll see" refers to the places they visit next, which include "the cliff houses of the Anasazi in the high desert of the American Southwest," and "the Inca Trail, on the same stones that the Incas had walked..." and "... the remains of the city of Machu Picchu hidden in the Andes Mountains."

Speaking sarcastically.... How nice for the Babar family and other tourists, that the "original settlers" were gone! And what does "gone" mean??? Why are they gone? How does a child understand that word? And how nice that these "original settlers" moved out, leaving these wonderful places for the tourists! And how good it is of Babar to assure Pom that the inhabitants of Celesteville will never move out of Celesteville! Their own home is secure. Forever.

Reviewers of the book failed to note these passages and the messages they impart to the reader. School Library Journal's reviewer finds it lacking because it doesn't have the same adventure and excitement in Jean de Brunhoff's Travels of Babar (which has highly problematic illustrations of "cannibals"). Perhaps if they'd actually come across "savages" (aka "original settlers) the reviewer might have given it a favorable review.

The review in Booklist is more favorable: "Though children listening to the story will get only a glimpse or two of each country before moving on to the next, this colorful picture book provides an inkling of the diversity of places and cultures in the world. A pleasant excursion, recommended especially for those who already know and love Babar and his family."

Perhaps, but I wonder about children of all those "original settlers"?! Will a Pueblo child say "We're not gone as in extinct. We're still here. We're the descendants of the Cliff Dwellers."

There is a great deal wrong with this book. It is very useful for a high school or college classroom, but as a read-aloud for young children? No.

A Note from LeAnne Howe (author of MIKO KINGS)

I got this note late last night, in response to yesterday's post about "The Indian Show" episode from I Love Lucy. I blogged about LeAnne's new book, Miko Kings, a few days ago. It is available from Aunt Lute Books. I've spent a lot of time with LeAnne, and have heard her use "Fred and Ethel" many times...

Debbie, I love Lucy. In fact, so much so that I often use the terms, "Fred and Ethel," my invisible friends, when I want to make a point about binaries and metaphor. My new novel's working title is: The Adventures of Fred and Ethel in the Middle East: A Choctaw Travelogue. It's all about sex and a love triangle run amuck, and of course, espionage and the CIA, and well, Indians caught in the middle of the Iraqi civil war. Thanks for posting this delicious segment. What fun.

LeAnne Howe

PS: I'm not kidding.

"The Indians crept closer and closer...."

A student in one of my classes shared a YouTube clip from an episode of the I Love Lucy show. The episode "The Indian Show" was episode #59, and aired May 4, 1953. The line I've used as a title for this post "The Indians crept closer and closer" is from the script for that episode.

In it, Ethel laughs at Lucy being so engrossed in "Blood Curdling Indian Tales" that Lucy screams when Ethel comes in the room. One might say the writers/producers were making a point that the book Lucy reads from is not to be taken seriously. Ethel, in fact, says sarcastically that Lucy is "reading more sophisticated things these days." Here's what Lucy reads aloud to Ethel. She prefaces her reading by saying that she's glad she didn't live in those days.

Then the silhouettes of the Indians appeared on the horizon. The pioneer men pushed the women and children back into the wagons. The Indians crept closer and closer. Fire-tipped arrows pierced the canvas of the first wagon. Women fainted. Children screamed. The Indians were almost upon them. They could see their fiendish faces, hideously painted, grotesque in the light of the leaping flames. There was a lull as the last groans of the dying men faded. Suddenly to the ears of the cowering women, out of the stillness of the night, broke the sound of an Indian war cry.

That text could have come right out of... Let's see... Little House on the Prairie? Or, Caddie Woodlawn? Matchlock Gun?

I wonder how teachers talk about those particular passages in those popular, award-winning, "classic" perhaps, books? I doubt most teachers characterize them as "unsophisticated," as Ethel did of Lucy's book.

By the way.... does anyone know of such a book?! Lucy holds it in her hands as she reads, and you can see the cover. In my cursory search, I was unable to find a book with that title. Here's the link to the YouTube clip, and here's one from later in the episode, when Lucy and Ricky sing.

Update: March 27, 2009: The clip is no longer available on youtube. The entire show is available
on veoh.


Watch the indian show in Comedy | View More Free Videos Online at Veoh.com


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Durango Mendoza's "Summer Water and Shirley"

On this blog is a list of recommended books and resources. The list was compiled by myself and my friend and colleague, Jean Mendoza. Jean has written for this blog, and I've referenced her many times. On that list is a story by Jean's husband, Durango.

That story is the subject of today's post.

"Summer Water and Shirley" was first published decades ago, and is available in an anthology used in high schools, Connections: Reading and Writing in Cultural Contexts, edited by Judith A. Stanford, and more recently in Writing the Cross Culture: Native Fiction on the White Man's Religion, edited by James Treat. Or, you can read the story on-line (link below).

The story is on my mind today because Tol Foster, a post doc here at UIUC, sent me a link to a website with an on-line lecture about Durango's story. The lecture itself is by Craig Womack, a leading scholar in Native literary criticism.

Both--Durango and Craig--are Creek. The webpage says that Womack "introduces the little-known, but remarkable short story" but when you watch the video, you'll see those words fall short. The story is more than just 'remarkable' to Craig.

The webpage includes the entire lecture, titled "Baptists and Witches: Multiple Jurisdictions in a Muskogee Creek Story" in four segments. It also includes a link to the story and a 1970/1971 article from The Chronicles of Oklahoma about a church that has significance to the story, and a list of resources that includes a link to the constitution of the Muscogee (Creek) Nation.

If you teach Durango's story, take a look. If you don't, take a look! There's so much depth, beauty, and power here...

Thanks, Tol, for sharing the link. We're fortunate to have Tol with us this year. He is Mvskoke Creek.

More info: "I am part Native American"

Last October, I wrote about the statement "I am part Native American." I indicated I'd write more about it another time. I didn't realize nearly a year had passed since then! Time often moves faster than we'd like it to...

Here at UIUC's Native American House, one of this year's post docs in our American Indian Studies program is Jill Doerfler. She's Anishinaabe from the White Earth Reservation in Minnesota. Jill writes for her tribal newspaper, Anishinaabeg Today. On April 18th, 2007, she began a series of columns about sovereignty and citizenship.

Today, I point you to Jill's work on those topics. It is important that you---readers, writers, reviewers, editors, buyers---of children's books about American Indians learn all you can about who we are, and what it means to make a statement like "I am part..."

To read Jill's column, go to the homepage of the White Earth Band of Ojibwe. Click on the fourth button "Anishinaabeg" and then click on April 18th. Jill's column is on the second page.
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Reviews: Alexie's THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN

Editors Note on Feb 25, 2018: Please see my apology about promoting Alexie's work. --Debbie

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Reviews: Alexie's The Absolutely True Diary of a Part-Time Indian

Over the last ten days or so, reviews of Sherman Alexie's YA novel, The Absolutely True Diary of a Part-Time Indian have been appearing in major newspapers across the country. The reviews are excellent. I don't recall a Native authored children's book getting this much press before.

It is well-deserved, for Alexie. It is a terrific book that will, no doubt, win accolades in the children's and YA arena. Newberry, perhaps.

Let's hope readers are so enamored that they look for other books written by Native authors! If you're a person who works with children and books, use the excitement around Alexie's book to promote other Native authored books.

Here's links to the reviews. I don't know how long these will work. Papers vary with respect to how long they let you read an article before they impose a charge to view it. The subtitles of the reviews themselves are interesting to consider...


LA Times review by Susan Carpenter: "'The Absolutely True Diary of a Part-Time Indian' by Sherman Alexie, A Native American boy tries to fit in at a white high school as reservation life takes a toll on his family"

NY Post review by Blake Nelson: "The School of Shock: Indian Delves into White Curriculum, Survives Battle"

Minneapolis Star Tribune review by Jim Lenfestey: "Books: Straight shooter. FICTION 'A teen boy on the Spokane Indian Reservation, beset by health problems and poverty issues, decides to attend school off the reservation, earning the enmity of his peers."

Seattle Times review by Stephanie Dunnewind: "Sherman Alexie captures the voice, chaos and humor of a teenager"

Ottawa Citizen review by Sarah T. Williams: "Native author is a man of many tribes: Terrorist attacks of 9/11 led writer Sherman Alexie to abandon the negative aspects of tribalism"

Oregonian review by J. David Santen Jr.: "Alexie pulls no punches in young-adult novel"

Newsday review by Sonja Bolle: "Alexie entertains while taking on tough ideas"

Spokesman Review by Dan Webster: "Alexie's new fiction may be close to truth"

LeAnne Howe's MIKO KINGS

I'm waiting for a copy of a new novel by my friend and colleague, LeAnne Howe. Her new book, called Miko Kings, has much to pique my interest. As you can discern from the photograph on the cover, it is about a baseball team. Not just any team, however... The subtitle is "An Indian Baseball Story."

More later...

Update, 9/16/2007

Here's the blurb for the book:

It is 1907 in Ada, the queen city of Indian Territory. While white settlers are making plans to turn the Territory into the state of Oklahoma, the big story is Henri Day's all-Indian baseball team, the Miko Kings. Just as the team is poised to win the 1907 Twin Territories' Pennant against their archrivals, the Seventh Cavalry Soldiers, Miko Kings' Choctaw pitcher Hope Little Leader sees a storm blowing in. As the series heads into the ninth and final game, emotions (and betting) rise to a feverish pitch. Only Ada's quirky postal clerk, Ezol Day, understands that the outcome of this game will affect Indians' and baseball' for the next four generations. As Henri Day says, "This is where the twentieth-century Indian really begins, not in the abstractions of Congressional Acts, but on the prairie diamond."

At a PBS website about LeAnne's work on the documentary, Indian Country Diaires, there is a page about Miko Kings. Below are some excepts from that page that capture why I'm especially excited about this book.

"The story of Miko Kings began for me when the contractor remodeling my house found a dusty mail pouch hidden inside a lathe and plaster wall he was tearing out. The pouch was stuffed with papers..."

"..., and a 12 x 12 black and white photograph of an Indian baseball team. The words "1907 Miko Kings" were scrawled across the front.

"...The faces of the men in the picture revealed none of the frustration, none of the anger one attributes to the racism of the Allotment Era."

Filled with questions about the players, the protagonist began to search for answers. In that search, she looked again through the contents of the mailpouch and found a newspaper article from the Ada Weekly News, dated July 16, 1904.

Here's the text of that article:

"Indian-owned ball club Miko Kings took the MKT train northwest for an exhibition game against the El Reno Sharpshooters in a lavish July 4, 1906 celebration, at which the Kiowas killed a jersey cow in mock-rodeo-style, then barbecued and devoured the remains in front of the grandstand. But there was no ball game. Pitcher Hope Little Leader objected to an umpire named John Coffee, citing this man's ancestor as having forced the Choctaws on the infamous "Trail of Tears." Little Leader refused to pitch and El Reno, in turn, refused to pay Miko Kings' bill at the Lightfoot Hotel."

"There was considerable commotion on El Reno's side. Finally, the sheriff was brought in to umpire the three-game series. He called the game with two six-shooters, one in each holster laced to each leg. The first two games went to El Reno 14-5, and 11-2. Miko Kings had better hitting, and as owner Henri Day reported, perhaps "better" umpiring, as the sheriff was called away. The last game went to Miko Kings, 10-3."

Baseball fans and/or history buffs will be interested in this book, and both will learn a fair bit of Native history as they read. Though not published for the YA market, I do think it will work well in a high school literature or history classroom.

Miko Kings is published by Aunt Lute, a not-for-profit, multicultural women's press. LeAnne's touring schedule is posted there. She'll be in Virginia, Texas, and Minnesota in Sept and Oct.
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Comment on I HEARD THE OWL CALL MY NAME

This comment, by Marlene Atleo, was submitted in response to Beverly Slapin's review, posted on Tuesday, Sept. 4th. I'm posting it here, for those interested in learning more about the book and movie. Marlene is an assistant professor at the University of Manitoba. She is among the women with whom I worked on the extensive review essay of Ann Rinaldi's shamefully erroneous story, My Heart is on the Ground. Marlene is of the Ahousaht First Nation, Nuu-chah-nulth, West Coast of Vancouver Island. She was a contributor to A Broken Flute: The Native Experience in Books for Children. A copy of A Broken Flute ought to be on the references shelf in every library, public/private/school/university.

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Don't forget the movie of the same name done by Award winning Canadian Director David Duke, featuring the Ahousaht First Nation, our Granny Mary and Nan Margaret and a cast of relatives..as well as a couple of HOllywood types....made for Christmas 1974 I think...and now available on Video ....it was a major hit...the book is used extensively in schools on the West Coast of Vancouver Island. Our community got a power generating plant from General Electric the sponsor of the film in lieu of payment for the location site.....it was the introduction of power for the community until the hydro cables was laid a few years later.
The making of the movie with the crew in the village reminds me of Ken Kesey's Sailor's Song movie shot in Alaska during the last days of the salmon runs...it was a little Felliniesque....partly because of the cash injection which resulted in consumption that changed the face of the community and partly because the cast partied with the community...
The author of Daughters of Copperwoman lurked in the background soaking up atmosphere....and most of the community ended up being extras.... so the video is like a home movie....

For some First Nations people living on the coast at that time it a controversial book....the background is such that the community in which the book was set refused to participate in the movie for a variety of reasons having to do with the main character....who I was very surprised wasn't dead because he knocked on my door during the shooting....he was officially involved in the background of another book....Error in Judgment by Dara Speck Culhane....who documented the activities of a doctor who "served" a remote community that was half aboriginal and half non-aboriginal....

as Bev points out....the book....rises above all of this...pointing to some more enduring qualities.....and is followed by her autobiography....Again Calls Owl Calls....in 1983

-Mare Atleo

LEWIS AND CLARK THROUGH INDIAN EYES: NINE INDIAN WRITERS ON THE LEGACY OF THE EXPEDITION

It is easier to find a children's book that looks at the Lewis and Clark Expedition through the eyes of Seaman, the black lab who was on the expedition, than it is to find books about it from the perspective of Native peoples on whose lands Lewis and Clark journeyed.

Do you wonder if you read that paragraph right? Did you re-read it, just to make sure you understood it right?! Saying again, you'll more likely to find a book about Lewis and Clark--told from the perspective of a dog--than from a Native person.

Sadly, that is precisely the case.

There is, however, a terrific book for older kids. Edited by Alvin M. Josephy, Jr., it is Lewis and Clark through Indian Eyes: Nine Indian Writers on the Legacy of the Expedition.

Here's the description:

For the first time in the two hundred years since Lewis and Clark led their expedition from St. Louis to the Pacific, we hear the other side of the story—as we listen to nine descendants of the Indians whose homelands were traversed. 

Among those who speak: Newspaper editor Mark Trahant writes of his childhood belief that he was descended from Clark and what his own research uncovers. Award-winning essayist and fiction writer Debra Magpie Earling describes the tribal ways that helped her nineteenth-century Salish ancestors survive, and that still work their magic today. Montana political figure Bill Yellowtail tells of the efficiency of Indian trade networks, explaining how axes that the expedition traded for food in the Mandan and Hidatsa villages of Kansas had already arrived in Nez Perce country by the time Lewis and Clark got there a few months and 1,000 miles later. Umatilla tribal leader Roberta Conner compares Lewis and Clark’s journal entries about her people with what was actually going on, wittily questioning Clark’s notion that the natives believed the white men “came from the clouds”—in other words, they were gods. Writer and artist N. Scott Momaday ends the book with a moving tribute to the “most difficult of journeys,” calling it, in the truest sense, for both the men who entered the unknown and those who watched, “a vision quest,” with the “visions gained being of profound consequence.”

Some of the essays are based on family stories, some on tribal or American history, still others on the particular circumstances of a tribe today—but each reflects the expedition’s impact through the prism of the author’s own, or the tribe’s, point of view.

Thoughtful, moving, provocative, Lewis and Clark Through Indian Eyes is an exploration of history—and a study of survival—that expands our knowledge of our country’s first inhabitants. It also provides a fascinating and invaluable new perspective on the Lewis and Clark expedition itself and its place in the long history of our continent.

Published in 2006 by Vintage Books, the nine writers and their essays are:

Vine Deloria, Jr., "Frenchmen, Bears, and Sandbars"
Debra Magpie Earling, "What We See"
Mark Trahant, "Who's Your Daddy"
Bill Yellowtail, "Meriwether and Billy and the Indian Business"
Robert Conner, "Our People Have Always Been Here"
Gerard A. Baker, "Mandan and Hidatsa of the Upper Missouri"
Allen V. Pinkhorn, Sr., "We Ya Oo Yet Soyapo"
Robert and Richard Basch, "The Ceremony at Ne-ah-coxie"
N. Scott Momaday, "The Voices of Encounter"

I highly recommend it, for teachers at any grade level. It is available on Kindle.

Margaret Craven's I HEARD THE OWL CALL MY NAME

[This review used here by permission of its author, Beverly Slapin. It may not be published elsewhere without her written permission. You may link to it from another site, but cannot paste the entire review on your site.]

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Craven, Margaret, I Heard the Owl Call My Name. New York: Doubleday (1973). 159 pages; grades 7-up; Kwakwaka’wakw (Kwakiutl)

It is possible for an author to put down, in truth and beauty, the lives of a people not her own. Such authors are few and far between. Margaret Craven is one of them.

Mark Brian is a young vicar, dying but not knowing it, assigned to minister to the bishop's “hardest parish,” the Kwakiutl village of Quee (“inside place”), which the whites call Kingcome. He encounters a place of incomparable beauty and a people of ancient tradition and ceremony, of prefabricated houses and an alien­ated younger gen­eration. In this place, and from these people, he learns of living and dying, of compas­sion and commitment.

Writing in the third person, Craven clearly and with great good humor sympathizes with the villagers. She describes how they take revenge on the intruders by serving them mashed turnips, and how they “cautiously confabulate” about the newcomer's “looks, his manners, even his clean fingernails.” “He will be no good at hunting and fish­ing,” Jim tells Chief Eddy.

He knows little of boats. All the time he says we. “Shall we have dinner now? Shall we tie up here?” Pretty soon he will say, “Shall we build a new vicarage?” He will say we and he will mean us.

Craven has the handful of white characters doing and saying things that will have (at least) Indian readers chuckling. Such as the British anthropologist who insists on calling the people “Quackadoodles.” “For the past century in England,” she argues, “this band has been known as the Quackadoodles and as the Quackadoodles, it will be known forever.” And there is the teacher:

This was the teacher's second year in the village. He did not like the Indians and they did not like him.... The teacher had come to the village solely for the isolation pay which would permit him a year in Greece studying the civilization he adored.

Craven's writing is spare, simple, and beautiful, with understanding and compassion. Here, the swimmer, having laid her eggs, meets her end:

They moved again and saw the end of the swimmer. They watched her last valiant fight for life, her struggle to right herself when the gentle stream turned her, and they watched the water force open her gills and draw her slowly downstream, tail first, as she had started to the sea as a fingerling.

After Mark has died, and the villagers have laid him to rest, she writes:

Past the village flowed the river, like time, like life itself, waiting for the swimmer to come again on his way to the climax of his adventurous life, and to the end for which he had been made. Wa Laum. That is all.

I Heard the Owl Call My Name is a book of great beauty that can teach much, without polemic, for those who will listen.

—Beverly Slapin

New Study: "...Exploring How Indians and Non-Indians Think About Each Other"

PUBLIC AGENDA issued a new report a few days ago, subtitled "A Qualitative Study Exploring How Indians and non-Indians Think About Each Other." Note the word "qualitative" in that subtitle. It means the research consists of interviews. In this case, the researchers interviewed people in 12 focus groups: "7 with Indians, including 2 conducted in the Crow language, and 5 with non-Indians."

Called Walking a Mile: A First Step Toward Mutual Understanding," it is definitely worth reading. How does is relate to children's books about American Indians? There are references in the report to the way American Indian content is taught in schools. An excerpt from page 9:

"...historical depictions and school curricula about American Indians have changed in the last 30 to 40 years, providing a more balanced picture of U.S. history. However, a few felt that even these depictions are too often superficial, relegated to elementary school or laden with political correctness."

Read the report. How do your thoughts align with those of the interviewees? Think about your teaching, or the books in your house/library/classroom. What role do they play in developing perceptions of American Indians?

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Eugene Sekaquaptewa's COYOTE AND THE WINNOWING BIRDS

Some time back, I discussed Beverly Blacksheep's board books that include English and Dine (Navajo) language. Today, I draw your attention to Eugene Sekaquaptewa's Coyote and the Winnowing Birds: A Traditional Hopi Tale.

The story is presented in English, but also in the Hopi language. And the illustrators are twenty-two children of the Hotevilla-Bacavi Community School at Hopi.

It is based on a story told by Eugene Sekaquaptewa, translated and edited by Emory Sekaquaptewa and Barbara Pepper.

In addition to the inclusion of Hopi language, note the style of telling the story itself. The first page reads:

Yaw Orayve yeesiwa.
Everyone was living at Oraibi.

One line of text, providing basic information in a straightforward way. There is no "many moons ago" or "in the days of the ancient ones" in this book. There is no romantic, waxing prose found in too many retellings of Native stories.

From my read of the story, the straightforward text communicates that the Hopi people are a people of the present day. Not vanished, or exotic. Any child picking up this book will recognize the art as something he or she could have produced. It is child art. But it is child art done by Hopi children, which communicates (as does the text) that Hopi children are part of the present day.

Designed for children at the school, the book includes information about the Hopi alphabet, a Hopi to English Glossary, and an English to Hopi Glossary. Still, any child will enjoy Coyote and the Winnowing Birds, and the other book in the series, Coyote and Little Turtle. They will go a long way in countering the misperception that Native peoples no longer exist.