Teen-created cover for Alexie's PART-TIME INDIAN

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

On the yalsa-bk listserv, a librarian in California wrote that some books are a hard sell to students because they have unattractive covers. Her example is Sherman Alexie's The Absolutely True Diary of a Part Time Indian. Here's the cover:

I love the cover. For me, it reflects the narrow way that a lot of Americans see American Indians. Not as people, but as toys in a cowboy and Indian context.  But I am a Pueblo Indian woman. My perspective is different from, say, the students in Joy's library.  One of her students created a new cover for the book. Here's the cover, available at Joy's wiki:

Cassie (another subscriber) says the book cover is great because the basketball and the geometry book speak directly to a teen reader, and that the necklace on the book "adds a touch of the unknown."

It would be interesting to find out which cover appeals to whom. I'm definitely going to ask my nephews on the reservation to tell me which one they'd pick up first... I'll let you know what they say.

What do you think? Which one do you prefer? Which one do you think teens would prefer?
__________

Update, 11:44 AM CST, June 8, 2011
Below are comments I receive on my facebook posts, and, by private email:

Martina, Dine (Navajo) said her teens picked up the book on their own last summer. The cover didn't turn them away. Their actions suggest they were drawn to the book because of the cover.

Susan in Oklahoma works with Creek, Euchee, and white students in their Summer Reading Program. She asked the group and says that they "all liked the original cover best."

Book Bans and Native Voices

The year is 2023. 

People continue to take from Native peoples and Native Nations. It started with our lands and our children. It included efforts to destroy our nationhood and cultures by making it illegal for us to speak our languages and tell our stories and practice our religions. 

We persevered. 

In recent years more and more of us are being published. Through books, we are telling our stories to our children and yours, too, in pre-school and kindergarten story times and in high school classrooms. 

But now, our books--our voices--are being removed from libraries and classrooms. 

I have no doubt we will, again, persevere. 

It is important to document what is happening. Today (April 24, 2023), I am starting a log of books by Native writers that are challenged or banned. First, some basic info. 

A challenge is when someone asks that a book be removed. Historically, the book remains on the shelf (available) until a review or hearing takes place. 

A ban is when a challenge is successful and a book is removed from the shelf. 

Sometimes a ban occurs before a book is put on the shelf or made available to children. Confused? I have two cases in mind. Sometimes books are donated by individuals or organizations. The second case is about books a district purchases as part of a curriculum for use in classrooms. In those two cases, a person or persons challenges the book(s) before they are made available. An individual or committee is asked to review the books and they are, by default, not available. Is that a ban? We could discuss that, but my point is this: the book is not available. 

If your district or library (or one you know about) has banned a book by a Native writer, let me know! And if you know of a challenge to a Native book or if a book has been removed from availability and is undergoing "review," I'd like to know that, too. 

Books are listed by title, arranged alphabetically by Native author/illustrator's name and their tribal nation, and the date I add them to the log. Titles are followed by bulleted details and a link to my source of information (for some books, you will see that bulleted details are alike from one title to the next because challenges/bans are often to more than one book in a single school). 

I am focusing on books by Native writers. PEN America has a comprehensive list. 

****

Thunder Boy Jr. written by Sherman Alexie (enrolled member of the Spokane Tribe of Indians). [Date added to log: 4/28/2023]. 

• Temporarily banned in Duval County, Florida in 2023. It is part of the "Essential Voices" curriculum available from Perfection Learning. After review a committee determined it could be used in classrooms.

The Absolutely True Diary of a Part-Time Indian written by Sherman Alexie (enrolled member of the Spokane Tribe of Indians). [Date added to log: 4/28/2023]

• Challenged in Indian River County Schools, Fort Pierce, Florida in 2021. It appears on a list of 156 books challenged by Moms for Liberty. The objection includes an excerpt from the chapter "Because Geometry Is Not A Country Somewhere Near France" where the character is talking about masturbation. The books were reviewed by a committee. In reading the local news reports, it is unclear to me if the books were withheld while under review. After the review, five books were removed. It is not amongst the books that were removed. Sources: Hometown News and Sebastian Daily.   

Note from Debbie on Nov 28, 2023: Due to my concerns over Art Coulson's claim of being Cherokee, I am no longer recommending his books.  Unstoppable: How Jim Thorpe and the Carlisle Indian School Football Team Defeated Army written by Art Coulson (Cherokee); illustrated by Nick Hardcastle (not Native). [Date added to log: 4/24/2023]

• Temporarily banned in Duval County, Florida in 2023. It is part of the "Essential Voices" curriculum available from Perfection Learning. After review a committee determined it could be used in classrooms.

Sharice's Big Voice by Sharice Davids (Ho-Chunk) and Nancy Mays (not Native); illustrated by Joshua Mangeshig Pawis-Steckley (member of Wasauksing, First Nation)

[Date added to log: 4/30/2023]

• Challenged in the Hilliard School District, Ohio, in March of 2023. WOSU (public radio) at Ohio State University, reported on April 17, 2023, that Sharice's Big Voice was on a list of 35 books being challenged by a Muslim parental advocacy group. The group characterized the books as "grotesque" and "immoral." The board responded by letting parents know they could block their student from checking out a book. Sources: NBC4 Hilliard parents debate banning books from school libraries and WOSU Book challenges increase in Ohio.

We Are Water Protectors by Carole Lindstrom (Turtle Mountain Ojibwe); illustrated by Michaela Goade (Tlingit). [Date added to log: 4/24/2023]

• Banned in Northampton Pennsylvania Area School District in 2022. It was one of several books donated to the district by The Conscious Kid, an education, research, and policy organization that supports families and educators in taking action to disrupt racism, inequity, and bias. At a school board meeting, the books were characterized as "divisive," "racist," and "socialist." The Conscious Kid was accused of having a Marxist agenda. The board voted not to accept the donated books. Source: Marshall University Libraries in Huntington, West Virginia. 

Indian No More by Charlene Willing McManis (Confederated Tribes of Grande Ronde); cover art by Marlena Myles (Spirit Lake Dakota/Mohegan/Muscogee). [Date added to log: 4/24/2023]

• Challenged in York, PA in 2021. It was included on an excellent list of books a diversity committee in the district created in 2020. Some parents feared the books would make white children feel guilty about their race or indoctrinate them. The district chose to "freeze" the books. It is unclear to me what that meant. Some news reports say the book list was frozen until the books could be reviewed. As far as I have found, some teachers already had them in the classroom and some libraries already had them available. I can find no reports of them being removed from their classrooms or libraries but there was definitely an effort to make them unavailable. According to a Sept 20, 2021 article in the York Daily Record, the freeze was lifted after about a year. 
• Banned in Duval County, Florida in 2023. It is part of the "Essential Voices" curriculum available from Perfection Learning. After review, a committee determined its content was not age appropriate and sent the book back to the company. Source: First Coast News.

Fry Bread by Kevin Maillard (Seminole); illustrated by Juana Martinez-Neal (not Native). [Date added to log: 4/24/2023]

• Banned in Northampton Pennsylvania Area School District in 2022. It was one of several books donated to the district by The Conscious Kid, an education, research, and policy organization that supports families and educators in taking action to disrupt racism, inequity, and bias. At a school board meeting, the books were characterized as "divisive," "racist," and "socialist." The Conscious Kid was accused of having a Marxist agenda. The board voted not to accept the donated books. Source: Marshall University Libraries in Huntington, West Virginia. 
• Challenged in York, PA in 2021. It was included on an excellent list of books a diversity committee in the district created in 2020. Some parents feared the books would make white children feel guilty about their race or indoctrinate them. The district chose to "freeze" the books. It is unclear to me what that meant. Some news reports say the book list was frozen until the books could be reviewed. As far as I have found, some teachers already had them in the classroom and some libraries already had them available. I can find no reports of them being removed from their classrooms or libraries but there was definitely an effort to make them unavailable. According to a Sept 20, 2021 article in the York Daily Record, the freeze was lifted after about a year. 
• Temporarily banned in Duval County, Florida in 2023. It is part of the "Essential Voices" curriculum available from Perfection Learning. After review a committee determined it could be used in classrooms. Source: First Coast News.

The People Shall Continue, written by Simon Ortiz (Acoma Pueblo), illustrated by Sharol Graves (Absentee Shawnee Tribe of Oklahoma). [Date added to log: 4/24/2023]

• Challenged in York, PA in 2021. It was included on an excellent list of books a diversity committee in the district created in 2020. Some parents feared the books would make white children feel guilty about their race or indoctrinate them. The district chose to "freeze" the books. It is unclear to me what that meant. Some news reports say the book list was frozen until the books could be reviewed. As far as I have found, some teachers already had them in the classroom and some libraries already had them available. I can find no reports of them being removed from their classrooms or libraries but there was definitely an effort to make them unavailable. According to a Sept 20, 2021 article in the York Daily Record, the freeze was lifted after about a year. 

Fatty Legs written by Margaret-Olemaun Pokiak-Fenton. [Date added to log: 4/24/2023]

• Temporarily banned in Duval County, Florida in 2023. It is part of the "Essential Voices" curriculum available from Perfection Learning. After review a committee determined it could be used in classrooms. Source: First Coast News.

An Indigenous Peoples' History of the United States, for Young People, by Debbie Reese (Nambé Owingeh) and Jean Mendoza (not Native), adapted from the original edition written by Roxanne Dunbar Ortiz (not Native). [Date added to log: 4/24/2023]

• Banned in some libraries in Texas (such as McKinney Independent School District, shown below) when it was included on a list of 850 books compiled by Texas state Representative Matt Krause. Source: National Public Radio

• Challenged in York, PA in 2021. It was included on an excellent list of books a diversity committee in the district created in 2020. Some parents feared the books would make white children feel guilty about their race or indoctrinate them. The district chose to "freeze" the books. It is unclear to me what that meant. Some news reports say the book list was frozen until the books could be reviewed. As far as I have found, some teachers already had them in the classroom and some libraries already had them available. I can find no reports of them being removed from their classrooms or libraries but there was definitely an effort to make them unavailable. According to a Sept 20, 2021 article in the York Daily Record, the freeze was lifted after about a year. 

Hiawatha and the Peacemaker written by Robbie Robertson (Mohawk), illustrated by David Shannon (not Native). [Date added to log: 4/24/2023]

• Banned in 2023 in Duval County, Florida. It is part of the "Essential Voices" curriculum available from Perfection Learning and as of 4/24/2023 is still under review by a committee that is reviewing books to see if the content is age appropriate. Source: First Coast News.

We Are Grateful written by by Traci Sorell (Cherokee Nation), illustrated by Frane Lessac (not Native). [Date added to log: 4/23/2023]

• Challenged in York, PA in 2021. It was included on an excellent list of books a diversity committee in the district created in 2020. Some parents feared the books would make white children feel guilty about their race or indoctrinate them. The district chose to "freeze" the books. It is unclear to me what that meant. Some news reports say the book list was frozen until the books could be reviewed. As far as I have found, some teachers already had them in the classroom and some libraries already had them available. I can find no reports of them being removed from their classrooms or libraries but there was definitely an effort to make them unavailable. According to a Sept 20, 2021 article in the York Daily Record, the freeze was lifted after about a year. 
• Banned in Northampton Pennsylvania Area School District in 2022. It was one of several books donated to the district by The Conscious Kid, an education, research, and policy organization that supports families and educators in taking action to disrupt racism, inequity, and bias. At a school board meeting, the books were characterized as "divisive," "racist," and "socialist." The Conscious Kid was accused of having a Marxist agenda. The board voted not to accept the donated books. Source: Marshall University Libraries in Huntington, West Virginia. 
• Temporarily banned in Duval County, Florida in 2023. It is part of the "Essential Voices" curriculum available from Perfection Learning. After review a committee determined it could be used in classrooms.

At the Mountains Base written by Traci Sorell (Cherokee Nation), illustrated by Weshoyot Alvitre (Tongva, Cahuilla, Chumash, Spanish & Scottish). 

• Temporarily banned in Duval County, Florida in 2023. It is part of the "Essential Voices" curriculum available from Perfection Learning. After review a committee determined it could be used in classrooms. Source: First Coast News.

2008 American Indian Youth Literature Award

The American Library Association announced its awards today. Affiliated with the ALA is the
American Indian Library Association. They, too, announced their awards today.

Picture book...
Tim Tingle's Crossing Bok Chitto: A Choctaw tale of Friendship, published by Cinco Puntos Press, illustrated by Jeanne Rorex Bridge.

Middle School...
Joseph Medicine Crow's Counting Coup: Becoming a Crow Chief on the Reservation and Beyond, published by National Geographic

Young Adult...
Sherman Alexie's The Absolutely True Diary of a Part-Time Indian, published by Little Brown, art by Ellen Forney

These are TERRIFIC books, and I hope that every school and public library in the United States and Canada order multiple copies right away. And if you're not bound by specific agreements to buy books from a jobber, please order them from Oyate.

Congratulations to the all those involved in bringing these wonderful books to us!

Wordcraft Circle Awards

Today, I point you to the awards given by Wordcraft Circle of Native Writers and Storytellers. Native Wiki describes the organization and its history here. It was established in 1992 at the first Returning the Gift gathering of Native writers, held in Norman, Oklahoma. When I started this blog, Wordcraft was off-line. It's back, now. In 1997, Wordcraft began giving awards. Among their categories is an award for children's books. (Note: Some years they specify a title; other years they do not.)

1997
Cheryl Savageau (Abenaki)

1999
Richard Van Camp (Dogrib)

2000 
Louise Erdrich (Turtle Mountain Anishinaabe)

2001 
Joy Harjo (Muscogee) for The Good Luck Cat
Cynthia Leitich Smith (Muscogee) for Rain is Not My Indian Name

2002 
Joseph Bruchac (Abenaki)

2002-2003
Linda Boyden (Cherokee)


2005
Deborah Duvall, (Cherokee) Rabbit and the Bears

2005-2006 
Simon Ortiz (Acoma Pueblo) for The Good Rainbow Road
Marge Bruchac (Abenaki) for Malian's Song

2006-2007
James Blue Wolf (Cherokee) for Speaking for Fire
Sherman Alexie (Spokane/Coeur d'Alene) for The Absolutely True Diary of a Part-Time Indian

_________________________
Two weeks ago, I was at the Returning the Gift meeting held at Michigan State University. I was invited to talk about children's books.

Prior to heading up there, I received a wonderful surprise from Kimberly Roppolo, Director of Wordcraft. The work I do on this blog was recognized with a "Writer of the Year Award." Thank you, Wordcraft, for this honor.

2008
Debbie Reese (Nambe Pueblo) - Writer of the Year, Blog

Sherman Alexie's THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN

First impression, with more to come later...

As I read the first pages, I wished the depiction of Native life wasn't so bleak. It feeds stereotypical notions of the tragic victim. For that reason, many will keep reading, because it feels familiar to them, and in that save-the-Indian way some adopt, it nourishes that impulse.

I hung in there because Alexie is a gifted writer, and before much longer, the depth and beauty of Native lives and life on the reservation began to shine through.

I'll write more later, but definitely, a book worth reading and sharing, with teens and adults.

Who is "Your" in NPR's YOUR FAVORITES: 100 BEST-EVER TEEN NOVELS

Earlier this week, NPR released the results of its survey of its listeners favorite young adult novels. Like Shaker Laurie (teacher in Minneapolis), I was struck by how White the list is... As she pointed out, there are only two books by authors who are not White. Those two are House on Mango Street by Sandra Cisneros, and, The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie.

Do the responses to the survey and the list NPR created based on the responses and their judgements on what qualified for the list reflect the Whiteness of the listeners and of the NPR staff, too?

I think so.

NPR has a lot of work to do with regard to diversity. Given that NPR recently received a 1.5 million dollar grant to work on diversity, let's hope that we'd see a difference list from a more informed NPR.

If their coverage becomes more inclusive, maybe more people of color will tune in. And when NPR administers another survey, the results would be different.

And if they hire a more diverse staff, maybe that staff would notice how White the list is, and develop a story ABOUT that whiteness. Such a story would inform listeners of the outstanding literature being written by writers of color.

That "P" in NPR has got to stop standing in for "White" because the public in the US isn't predominantly White.

News from the American Indian Library Association

The Winter 2009 newsletter of the American Indian Library Association is out. I want to share some of it with you...

Chief Joseph Medicine Crow, author of Counting Coup: Becoming a Crow Chief on the Reservation and Beyond, was awarded the U.S. Bronze Star and the French Legion of Honor on June 25, 2008. Also in June, he was nominated for the Congressional Medal of Honor.

Naomi Caldwell, chair of their Youth Literature Awards committee said that Alexie's The Absolutely True Diary of a Part-Time Indian will be coming out in paperback, and that its publisher (Little, Brown and Company) will provide free copies to every tribal library in the United States.

Lois Duncan's SEASON OF THE TWO-HEART

News first: Sherman Alexie is working on a young adult novel. It will be published (scheduled for release in 2007) by Little Brown, and is titled The Absolutely True Diary of a Part-Time Indian. if you are unfamiliar with his work, take a look at his website: http://www.shermanalexie.com.

I'm reading an old book by Lois Duncan, titled Season of the Two-Heart, published in 1964 by Dodd, Mead. I ordered it from a used book seller because it is about a Pueblo Indian girl who leaves her reservation to spend her senior year in Albuquerque to attend public school. She lives there with a white family. In return for room and board, she will take care of the two younger children (boys) and other chores (housekeeping and maybe some cooking).

There's some pretty outrageous passages. Duncan was trying to write a story about a girl in conflict who wants to leave her home for the white world. To do that, Duncan had to make Pueblo life unattractive and unappealing, and for readers, she had to create sympathy and support for the girl's decision. Here's one example:

"The nurse gave me some medicine," Natachu had said, "in a bottle. She says I am to put it on my head and on the heads of the babies. She says it will keep the little bugs from biting us."

And here's more in that thread:

"Medicine on your head!" Grandmother had been nearly beside herself with indignation. "First water and now medicine! Perhaps she would like you to cut off your head entirely! Medicine, indeed!"

"I've been using it for a couple of days now," Natachu had continued determinedly. "It works. My head hardly itches at all."

"Heads are supposed to itch," Grandmother had insisted. "It is the Great Spirit Himself who puts the little bugs there. If He did not wish us to have them. He would take them away Himself."

In the pages leading to this, the grandma (who is developed as a mean-spirited person who rules the family with an iron fist) objects to the indoor plumbing that was recently installed. She tells the family they are wasting water they'll need for drinking, and they should not use it on their faces and hands. Natachu has been washing her hair, and her grandmother says:

"See her hair; it is thinning already! All that water is washing the roots from her head."

I'm currently reading on page 37. The Boynton's (the family who takes her in) have a senior daughter named Laurie who resents having Natachu around. Laurie's character is developed as a popular, outgoing teenager who has all the latest clothes.

Duncan wrote this book 42 years ago. I wonder---do authors (like Duncan) go back and shudder when they read some of what they wrote? She, like any of us, is a product of our society. We are all socialized to think in certain ways about certain people, and whether we are aware of that socialization or not, it makes its way into what we say and do, often without our realizing it. Dirty Indians. That's what we have in Season of the Two-Heart.

Brenda Stanley's I AM NUCHU

Several weeks ago a reader wrote to ask if I'd seen Brenda Stanley's I Am Nuchu. I hadn't, and that reader sent me a copy. I've read it and am sharing thoughts today. I apologize up-front for the disjointed qualities of this review. I had a hard time reading the book, following threads, making notes...  That difficulty is evident in my review. The book itself feels very superficial. And it feels like I'm reading a movie script (kind of like when I read Crowley's Starfish) or when I read a student paper... the ones that feel like a rush-job... Leaps, gaps, mistakes.  Anyway... here goes. I've tried to put description in regular type and my own thoughts/comments in italics.

The cover and design

On the front cover is a photograph of a young man who, I presume, is meant to be Cal, the protagonist. He's got long brown hair and is wearing a white t-shirt. He appears to be leaning on something that is chest-high because his arms are crossed in front of him, up high. On his wrists are several beaded bracelets. Behind him is a beautiful, sweeping vista. Overlaid on that vista is what I think are two layers of an artists rendering of petroglyphs. One is in brown, the other is in blue-gray. Layered on that in large white letters outlined in black is the title of the book I AM NUCHU.

There are 21 chapters in the book. The text for each one begins partway down the page. The upper portion of the page has the chapter number (in the same font as the title) and six petroglyphs.

My thoughts: There's too much on the cover. The petroglyphs only clutter the scene. I think they're meant to signal that this is a story about American Indians. I guess the publisher/designer decided the photograph of the guy wasn't enough of a signal. "Nuchu" is the spelling Stanley used in her book. The book doesn't list sources, but I found that spelling in the 1907 Handbook of American Indians, published by the Smithsonian's Bureau of American Ethnology. Tribal members use "Noochew". Both would likely be pronounced the same and some might say its a small detail. I think it does matter and would have liked to see Noochew. 

The characters
The protagonist is a 17 year old boy named Cal Burton. He's got two younger teen sibs: Doran and Rachel. Their mother is Mona. She's Ute, born and raised on the "Fort Duchesne reservation."  She's married to David. He's white and lived in Roosevelt, a town near "the Fort." Mona's father, Raymond, is an elder.  His wife, Dorothy, is long-dead and so is Raymond's other daughter, Jackie.  The non-Native characters include teenager Mitch, who Cal gets into a couple of fights with, and Mitch's dad, the sheriff. Cal calls him "Silver Hair" because of the way he wears his hair (slicked back, shiny gray). His actual name is Franklin Grayson.

The Native characters are teen boys: Fly, Johnny, Puck, and Jackie's older son who has fetal alcohol syndrome.

My thoughts: Stanley's character's say "on the Fort" a lot. I don't know if people who live there say "on the Fort" or "on the reservation" or something else entirely. I called out to the library there to ask about it and librarians I spoke with couldn't recall anyone saying "on the Fort." My conclusion: It is possible, but not probable. 

Setting
In chapter one, we read "It was the fall of 2009, and the war in Iraq was entering its seventh year" (p. 7). In terms of place, the family in the story has moved from "the crystal clean, lush foothills of the Spokane Valley" to "barren, insipid" (p. 7) Eastern Utah, specifically, the "Fort Duchesne Indian Reservation." To get to their grandfather's house (where they're going to live), they turn at a large cluster of triangular shaped adobe buildings" that "bore an obvious semblance to a gathering of teepees."

My thoughts: Based on photos I've seen, I don't think its barren or insipid, but, those sorts of judgments are relative. Stanley is trying to make a stark contrast in Cal's life before this move, and she is using geography to help with that contrast. 

I don't think the Utes call it the "Fort Duchesne Indian Reservation." From all that I've seen, it is the Uintah and Ouray Reservation. Fort Duchesne, an old army fort, is on the reservation, and its the location of the tribal offices.

I was surprised to see "adobe" in Stanley's description of the buildings. I think she was referring to the Bottle Hollow Resort, which was torn down in 2009. Some of the buildings looked like teepees, but I don't think they were made of adobe. They were wooden structures, built in the 1970s. The photo at left is from a March, 2009 news story about the demolition.



There is an interview of Stanley on Bethany Hegedus's LiveJournal. There, Stanley says that she wrote the book nearly thirty years ago when she was 17 and living near the Fort Duchesne reservation. Reading that helped me understand why Cal and his friends would be listening to "More than a Feeling" by the rock group Boston---- a song I recall from my teen years. It seemed a little odd that Cal and his friends would be listening to it.  Reading about the demolition of the resort's history in the 70s and 80s makes me think that when Stanley revised the manuscript for publication, she added the Iraq war and year in her opening pages but didn't go through the rest of the manuscript to update things like music and place.

They drive into "town" where the street is lined with "paltry little homes." In the yards, "Indian men and women sat on mismatched patio furniture, each of them with a tall bottle of beer resting somewhere close by" (p. 16).  The next morning, Cal and Doran head into Roosevelt (that's where they meet "Silver Hair") and when they return at 10:00 in the morning, there are three "shiny new pick-ups" in the driveway. Inside are an Indian man and two Indian women in the kitchen with Mona. When Cal walked in, Mona turned toward the sink, trying to hide a beer from him.  Cal yells at her for drinking in the morning. On page 48, Cal and Doran are talking about their mother and Cal says that she's different and that she "never drank back home" (p. 48).  His first morning at his new high school, his first-hour teacher (subject is not specified) assumes that because he's Indian, he's behind academically. The students giggle and whisper about him because he's Indian. We read:

It embarrassed him to think about the pride he used to feel in his dark skin and black hair, his Indian blood, how the girls had loved it. The images of fierce warriors, their bodies sculpted and strong, were what he'd always pictured his ancestors to be. Not the unemployed alcoholics he saw around his kitchen table every night.

My thoughts: Alcohol is referenced many times in the book. Beer cans are everywhere, the Indian teens drink, the adults drink, and eventually, Cal drinks, too. There is a lot of alcohol in Alexie's The Absolutely True Diary of A Part-Time Indian, too, but not as much as Stanley works into her book. To me, Alexie's references are more contextualized and sad, while Stanley's are superficial and judgmental. 

I think that observation applies to the way poverty is presented, too. 

I'm also not sure that the people who actually live in those houses would call it a "town." It sounds to me like a subdivision much like the one at Nambe---or on many reservations. The houses are, in some cases, run-down. Though Stanley tries to blame the Indians for the condition of the houses, the fact is that too many of them are poorly constructed HUD houses that are hard to maintain no matter who you are. This housing is part of treaty obligations that the U.S. government fails to adequately fulfill.

When they first drove into "town," Cal and Doran saw brand new cars and trucks and wonder why, if the Indians can afford those cars, they stay in their "diseased looking houses" (p. 48).  Later, Cal tells Doran that Mona told him they "get money from the oil that comes off the reservation. So they buy all these killer cars and let their houses turn into slums."

My thoughts: I did a bit of research and found that there's a lot of oil and gas on the Ute's land and in the Uintah Basin and that there was a boom period in the 70s and 80s.     

Plot
I Am Nuchu is being characterized as a mystery because everyone seems to be keeping something from Cal. If you pay attention, you'll know part of the "mystery" pretty early via some not-so-subtle foreshadowing. Cal's father is not actually David, the man Mona (his mother) married when she left the reservation. Instead, Cal's father is the sleazy, racist sheriff who, as a young man, had sex with lot of Native girls and got three different ones pregnant. That bit of info is revealed near the end of the book. Throughout the book he utters ugly racist statements about the Utes.

Because of those statements, Cal is convinced that Silver Hair killed Mona and her near-term baby. An investigation at the time of her death came up empty, which Cal attributes to a corrupt sheriff's department.

We eventually learn that Mona killed Jackie because Mona wanted the sheriff to marry her, not Jackie.

In the final chapters, Mona, having confessed to Cal that she killed her sister, manages to run off to the lake where she killed her. Cal finds her there with a gun and persuades her not to commit suicide.  Later she runs away from the courthouse where she's gone to give a statement. They find her again at the lake, but this time, she's dead, having driven her car into the lake.

My thoughts: All the high drama throughout the story reminds me of some of the celebrity TV programs people watch today. Like Keeping up with the Kardashian's! The Wikipedia entry for that show reads 

Tabloid protagonist Kim Kardashian and her colorfully blended family, which includes step-dad Bruce Jenner, are the subjects of this reality series that chronicles their often chaotic domestic life together. Although the family members frequently are at odds, especially Kim and sisters Kourtney and Khloé, they always support one another in the end.

That paragraph could be about the Burtons! Cal storms about, declaring loudly what younger sister Rachel can and cannot do, making judgments on her makeup and clothes. Mona is always yelling or shouting. And she must be drunk most of the time because at one point Cal notes that at least she is sober. All the sexual activity that sets the plot in motion... All the beer.... Flashy cars...   

Sovereignty
It was quite a surprise to see this word appear on page 144. Cal is worried that the sheriff will come after him on "the Fort" but Fly, one of the Ute teens, tells him that the sheriff has no power on the reservation because "We're a sovereign nation." Fly goes on to tell Cal that the sheriff has no jurisdiction on the reservation, and that the B.I.A. (Bureau of Indian Affairs) enforces laws on the reservation.

My thoughts: That's accurate but I imagine readers might wonder why the Utes (or any tribe, for that matter) is sovereign. Sovereignty is at the heart of our standing as Native Nations. It is very important. The BIA website has an accessible definition explanation:

The United States has a unique legal and political relationship with Indian tribes and Alaska Native entities as provided by the Constitution of the United States, treaties, court decisions and Federal statutes. Within the government-to-government relationship, Indian Affairs provides services directly or through contracts, grants, or compacts to 565 Federally recognized tribes with a service population of about 1.9 million American Indian and Alaska Natives. While the role of Indian Affairs has changed significantly in the last three decades in response to a greater emphasis on Indian self-governance and self-determination, Tribes still look to Indian Affairs for a broad spectrum of services.

Later on Cal, Doran, Fly, Johnny, and Puck drive out to Bitter Creek to hunt "Deer, elk, whatever" (p. 146) they want to, Puck says, because Bitter Creek is part of the reservation and because they're a sovereign nation. Johnny says "On the reservation, we have the right to hunt whenever we need the food" (p. 147). Johnny tells him a Ute creation story, and where he learns that they prefer to be called "Nuchu." On their next hunting trip out there a few days later, they see Mitch and his friends down in the valley painting the petroglyphs there. Cal shoots to get their attention and make them stop, which makes Mitch climb up to the ridge, where he shoots and kills Doran.

My thoughts: Again, Stanley is correct. Native people do have hunting and fishing rights on our lands, but it isn't quite the "whenever" she suggests. We do have hunting seasons, too, that we observe. Mitch and his friends have guns, too, though Stanley doesn't say they're there to hunt.

Inconsistencies/Errors
In the first chapter, Doran asks Cal why he isn't curious about "the Indians" especially since, growing up in Spokane where they stand out as not-white, the boys have been asked about their identity all their lives.  As the book progresses, however, we learn that Mona told them a lot about their Ute heritage.  For example, on page 21, there's this:

"When Cal was a child, his mother sat in his room at night and told him stories about the tribe and the teachings of the Creator. [...] And while his interest in the Utes teachings faded, the appeal of being Ute was exciting. Cal's distinctive dark skin and hair made him different and he liked it. He often talked about his Ute blood as a way to draw even more attention to his unique characteristics."

And this is on page 23:

"He'd heard Mona talk many times about the ceremonies and beliefs of the Ute people. Her dark eyes sparkled as she told about the Bear Dance and the summer night rituals."

The family moves to Utah during the fall. On page 23, Mona tells Cal that Raymond is an "Elder of the tribe" and that he is goes to meetings "to make decisions about the reservation and stuff." That evening he's going to be at a meeting "to prepare for" the Bear Dance which they will do the next day.  I think that is an error.  Information provided by the tribe says that they do the Bear Dance in the spring, as shown on this 2009 poster. In one of the last chapters, several months have passed. It is winter again, and Cal is back from college. He told the school he needed to be back on the reservation for the Bear Dance. (Again, wrong season!)

Some closing thoughts
I could keep going...  But I think I'll stop. As I said to a colleague on Facebook, I wish with all my heart that this was a book I could recommend, but I can't. I said to another colleague that it screams outsider perspective. Stanley tried hard, and having spent her teen years there, she could have given us something really well-informed, but she doesn't.

Some thoughts on YA lit and American Indians

Eds note, April 3, 2015: This post inspired one that focuses on picture books. I'm pasting it at the end of this one. 
_____________________________________

February 6, 2014

Earlier today I spoke with Ashley Strickland, a reporter from CNN, about young adult literature and American Indians. For that conversation, I pored over notes, books, articles, essays... trying to form some coherent thoughts on young adult literature and American Indians. Today's blog post is what I developed as I prepared for talking with her.

A few days ago, CBC News (CBC is the Canadian Broadcasting Corporation) ran a story titled "What It Takes for Aboriginal People to Make the News." The reporter, Duncan McCue, is Anishinaabe of the Chippewas of Georgina Island in Ontario, Canada. He opened his article with this:

An elder once told me the only way an Indian would make it on the news is if he or she were one of the 4Ds: drumming, dancing, drunk or dead.

Skeptical of that thought, McCue did an analysis of news stories and found the elder's comment to be accurate. As I read his article, I thought about children's and young adult literature and the many books I've reviewed here on AICL that have those very things.

Two examples? Fichera's Hooked (Harlequin Teen, 2013) and Cooper's Ghost Hawk (Margaret K. McElderry Books, 2013). Both have all of the 4Ds, but they also have another tired cliche: in their stories, White characters come to the rescue, saving the lives of key Native characters.  

At first glance, those four Ds aren't problematic. Native people drum. We dance. We have members of our nations that struggle with alcohol, and of course, we're human beings. We die, too. Those four D's are part of our lives, but too many authors sprinkle those Ds in their stories, decorating the story they tell, as if such decoration makes it a story about Native people. Those books get published because, for the most part, publishers want books that will sell. While those Ds are easily sold and easily consumed, stories like that aren't good for what-you-know about Indigenous people.

There are, of course, some excellent books out there! If you find one of the four Ds in these stories, it will have the context and depth necessary for that D to be a meaningful part of the story. Here's seven of my favorite books.

Eric Gansworth's If I Ever Get Out of Here (Scholastic, 2013) is amongst YALSA's 2014 list of Best Fiction for Young Adults. Set in 1975, the main character is a 7th grader named Lewis. He lives on the Tuscarora Reservation and is making his way through school. Author Cynthia Leitich Smith (I discuss her next) read and aptly described Gansworth's novel as "A heart-healing, mocs-on-the-ground story of music, family and friendship."

Upon the publication of her Rain Is Not My Indian Name (HarperCollins, 2001), Leitich Smith was selected as Writer of the Year, in the children's category, by the Wordcraft Circle of Native Writers and Storytellers. Cassidy Rain, the protagonist is of mixed ancestry but is a citizen of the Creek Nation. As you can see from the cover, she's into photography. But she's also into Star Trek! Having raised a daughter interested in photography and Star Trek (and Star Wars), this is precisely the kind of book I'd hand to her.

Debby Edwardson is not Native, but she's been married to an Inupiaq man for a long time and knows what she's doing. Her book, My Name Is Not Easy (Marshall Cavendish, 2011) was a nominee for the prestigious National Book Award. Primarily set in the 1960s boarding schools, it is the story of Luke, an Inupiaq teen in high school. As Edwardson notes in the book, Luke is based on her husband and his experiences.

Two of the novels I'm recommending are ones written for adults but that could easily be eligible for ALA's Alex Award ("books written for adults that have special appeal to young adults, ages 12 through 18").

In Louise Erdrich's The Round House (Harper Perennial, 2013), the protagonist in Erdrich's novel is Joe, an Ojibwe man who tells us a painful account. When he was 13, his mother was raped. At the core of Erdrich's story are the foundations of who we are as Indigenous peoples who persevere in the face of waves of adversity.

Tim Tingle's House of Purple Cedar (Cinco Puntos Press, 2014) opens with Rose, a Choctaw girl in Oklahoma in the late 1800s, remembering when a boarding school for girls was set afire, killing Choctaw girls inside. The evil that lit that fire is personified in the sheriff, and the spirit and confidence in justice propels Rose and her community forward.

Two of the books are by writers who are First Nations. The success of their books extends into other forms of media.

Richard Van Camp's The Lesser Blessed (Douglas & McIntyre, 1996) has been turned into a feature film. The story is about Larry, a 16-year old Dogrib who, with the help of Jed--his mother's boyfriend--and the stories he shares with Larry, makes it through some very dark spaces. There is breathtaking brutality, and brilliance, too, in Van Camp's stories.

Drew Hayden Taylor's The Night Wanderer (Annick Press, 2007) is a contemporary story with a twist. There is a vampire in it. How that character became a vampire in the first place is gripping, but so is his plan to get home to his reserve in Canada. Taylor's protagonist is a 16 year old girl. Taylor's writing had me reluctant to glance out my windows at night! The Night Wanderer is now available as a graphic novel.

Now--I imagine some of you are wondering why I don't have The Absolutely True Diary of a Part-Time Indian in my list of favorites. The main reason is that you already know about it but remember:

Alexie's book is only one of many. 

It can't be the single story 

you know about Indigenous people. 

Single stories, as Nigerian writer Chimamanda Ngozi Adichie says, are dangerous.

Alexie gave us a story. One story that he's said is based on his own childhood. His is a particular kind of story, too, that won't appeal to every reader. We need books about young adults who are from other reservations and nations, too. There are over 500 federally recognized tribal nations! Within them, some of us are living on the reservation, and some of us are in urban areas and cities. We dance, and we drum, and some of us sing our traditional songs, but some of us like rock and roll, too. It doesn't make us any less Native. We are who we are.

Don't let Alexie's book be the only one you read and recommend.

________________________________________
Eds note: The following content is from a stand-alone post on April 3, 2015.

Why you should teach two books by Native writers from different Native Nations at the same time

Earlier today on Facebook, I shared a post I wrote last year about not letting a single book (Alexie's Diary) be the only book about American Indians that you read or recommend. In that post, I talked about young adults books. In an ensuing conversation, Joe Sutliff Sanders, an Associate Professor at Kansas State University, told me that when he taught Alexie's book and Gansworth's If I Ever Get Out of Here at the same time,

...the conversation had to turn to explicating the differences between the books, and we had to stop saying "Indian" and start saying "Spokane" and "Onondaga." In fact, we had to start talking about poverty with a lot more nuance, too. 

Here on AICL, I talk about the importance of naming a specific nation (and of course, accurately portraying that nation), but the classroom experience Dr. Sanders shared is so powerful that I asked him if I could share it. Obviously, he said yes. Thanks, Joe!

Let's bring that idea to the picture book category. We could identify similar pairings that would push students to stop saying Indian.

In the picture book category, you could assign/read Cynthia Leitich Smith's Jingle Dancer along with Carol Lindstrom's Girls Dance Boys Fiddle. Instead of saying "Indian" you and students will be saying Creek and Metis. Both feature girls and are set in the present day.

Or, you could use picture books set in the past, by assigning Tim Tingle's Saltypie and Virginia Driving Hawk Sneve's The Christmas Coat. Instead of saying "Indian" you'd say Choctaw and Lakota.

There are lots of possibilities! I gotta head out for now. I may come back with more pairings. I like this idea a lot.

ALVIN HO: ALLERGIC TO BIRTHDAY PARTIES, SCIENCE PROJECTS, AND OTHER MAN-MADE CATASTROPHES

Editor's Note: My critique of Alvin Ho was posted on Saturday, June 18th, 2011. I let the author know about the critique. She responded. I pasted her response below, and followed it with more questions. 

Today (June 16, 2016), I'm adding this: check out Sarah Park Dahlen's "Who is 'The Other?'" in THE EARLY READER IN CHILDREN'S LITERATURE AND CULTURE, edited by Miskec and Wannamaker, published by Routledge Press. 
________________________
SATURDAY,  JUNE 18, 2011

In comments to "Chief Read Heap Much" on June 16, 2011, Wendy submitted a comment about Lenore Look's Alvin Ho: Allergic to Birthday Parties, Science Projects, and Other Man-Made Catastrophes (2010). The illustrations are by LeUyen Pham. It is pitched at children in 2nd through 4th grade.

Here's what Wendy said:

Have you all read the latest Alvin Ho book? There's an almost astonishing "playing Indian" theme. I can't understand it on multiple levels. Why did the author think this is something kids still do? As an Asian American didn't it seem at all "off" to her? And how on earth did it get past the editors and readers at the publisher? It's a major part of the plot. (My review: http://www.goodreads.com/review/show/126789049) 

Her comment prompted me to dash over to the library and get a copy.  Reading the book, I can see why the Alvin Ho books (I think this is the third one) are appealing and getting starred reviews. In writing and format, it feels a bit like Alexie's Absolutely True Diary. By that, I mean it is a quick read, lot of humor, and cool illustrations throughout. See what I mean?

Engaging writing and cool art, but Wendy is right. Below are summary, excerpts, and illustrations. Beneath the summary is my discussion, in italics.

Summary

In chapter three, Alvin is going down the street and stops at Jules's house because there's a lot of noise coming from his yard. Alvin peers through the bushes and sees that a bunch of kids (he calls them "the gang") are playing "King Philip's War." Alvin tells us that it was the "war between settlers and natives that nearly wiped out all of Massachusetts a hundred years before the American Revolution wiped out everyone else" (p. 35). Here's the illustration on that page:

The child in the bottom right corner is Pinky, playing the part of King Philip. He tells Alvin that it is "settlers against Indians" and that they're practicing for an upcoming birthday party that Alvin doesn't know about:

"Do you have settler gear?" Pinky asked.
I shook my head no.
"How 'bout Indian gear?"
I shook my head again.
"No wonder you haven't been invited," said Pinky. "No war paint, no moccasins, no fun."

That night, Alvin makes a wish:

"I wish for the Deluxe Indian Chief outfit with fringe," I said, my breath dripping on the glass. "Complete with bow and arrow and the huge feather headdress that makes you look like a giant bird."

In the next chapter, Alvin hopes for the invitation to arrive, but he's sure he actually needs that outfit in order to be invited. He does get an invitation, but it is to Flea's party. She's a girl, and he hates girl birthday parties. His mom wants him to go, and Alvin thinks that if he agrees to go, maybe his mom will get the Deluxe Indian Chief outfit for him:

Having agreed to go to the girl party, he dashes to his room and makes a list of things to do (p. 51):

Get my new deluxe Indian outfit.
Eat breakfast in my new deluxe Indian outfit.
Go to school in my new deluxe Indian outfit.
Walk down the street in my new deluxe Indian outfit.
Sleep in my new deluxe Indian outfit.
Play settlers and Indians with the gang.
Go to Hobson's party in my new deluxe Indian outfit.

In subsequent chapters, Alvin continues to think about the party and how much he wishes he could get the outfit and the invitation so he can "play Indian" (p. 85). In chapter 12, he is at the mall with his mom. They are there to buy a present for Flea (her real name is Sophie). At the store, Alvin's mom pulls a box from the shelf and says "Wouldn't she look adorable in this?" and shows him the box (p. 141) :

I was staring straight into the plastic window of the Deluxe Indian Princess outfit with fringe, complete with baby carrier and explorer map and moccasins.

Alvin sees that the Deluxe Indian Chief outfit is on the shelf, too, but they aren't there to get something for him, and they don't buy it. As the story continues, Alvin gives up. In chapter thirteen, Alvin is hanging out more with girls than guys. He doesn't like that he is more aligned with the girls and the girl party than the guys and the guy party. At lunch one day, he is sitting with the girls. They're all talking about Flea's party and what they're going to wear to it. Alvin is furious, as he chews on his goldfish crackers and thinks (p. 144):

A man wears steel-toed boots. A man wears work gloves. A man wears war paint. A man wears an enormous feather headdress that makes him look like a giant bird. A man doesn't talk about what he's going to wear. He just wears it. 

Then, he burps, spraying the girls with chewed up bits of goldfish crackers. The girls are grossed out, and Alvin races out of the cafeteria. Spraying the girls with goldfish, it turns out, is what gets him invited to the party. On the playground, Hobson tells him to bring a present, and to dress as an Indian.

The problem is, he doesn't have the Deluxe Indian Chief outfit. Another problem, it turns out, is that Flea's party and Hobson's party are at the same time. He tells his dad about it, and his dad tells him that he's got a dilemma. Alvin doesn't know what that word means, and he shakes his head. His dad assumes that he's going to do the right thing and go to Flea's party.

The next morning, Alvin gets ready for Hobson's party, and puts on the Deluxe Indian Princess outfit. It doesn't have a headdress, so he makes one out of buttons, ribbons, and one hundred Popsicle sticks.

When the time comes, he heads to Hobson's party. Before he gets there, he runs into the boys in their outfits. Some are settlers in Pilgrim hats and some are Indians. They're practicing for the party because it isn't quite time to be there yet. Alvin joins in the play:

I ducked. Then I gave a loud whoop.
Loud whoops went round and round.
Invisible arrows went up and down.
Indians fell.
Settlers fell.
Indians rose from the dead.
Settlers rose from the dead.
Loud whoops went round and round.
It was terrific!
Then I stopped.
I could hear my dad's voice in my ears. "You know the right thing to do and you do it. No one has to tell you."

Alvin tries to ignore his dad's voice. He thinks of how fabulous his outfit is, and that playing settlers and Indians is great, but he doesn't feel wonderful. Finally, he decides he has to do the right thing: go to Flea's party instead. He takes off the outfit, puts it in a box and goes to Flea's party where, having eaten a lot of ice cream that gives him gas, he "explodes," excuses himself, and goes home. The books ends with "Alvin Ho's Creepy Glossary" of words.

Discussion

When I got to the glossary, I thought, "This book needs another glossary entry... STEREOTYPE. And, it needs that word stamped in big letters on the front of the book." From the feathered headdress to the war paint to the war whoops and bow and arrow, all the elements of the stereotyped Indian are in this book.

I want you to imagine a Native parent, reading the book aloud to his or her children. They're having a good time, but then, they get to page 35.  

Or, imagine a Native child... All his friends are into a new series about an Asian American kid named Alvin Ho. He decides he'll check it out, too. So he does, and then... he gets to page 35. 

Suddenly, the fun of the book is gone. Suddenly, a stereotyped image of you is in your face... 

What some people see as harmless fun---dressing up as Indians for a birthday party---is not harmless fun. It is stereotypical, and it is racist. I don't often use that word in my writing. Using it puts up a barrier. Nobody likes to see the word, especially if it can be applied to something they have done. 

And what about that party theme.... settlers and Indians?! That's a new one for me, at least in terms of a child's birthday party. What was Look (the author) thinking as she developed the plot? Was she trying to develop authentic play-Indian scenario, and used King Philip's War as the way to bring in some authenticity? 


This might seem an in-your-face thing to do, but I'm going to hashtag Look on Twitter and see if she might explain what she was thinking about as she wrote this book. Did she, or as Wendy asks, her editor and readers at Random House not pause a moment and consider whether or not they ought to go forward with this book? 

In their review, Kirkus gets it right:

Troubling in this volume, however, is that at the coveted boys’ birthday party, everyone is dressing up as Indians and settlers, and Alvin figures his ticket is a "deluxe Indian Chief outfit." Although there is a brief note in the always-creative glossary regarding the colonization of Native peoples’ land during King Philip's War, there is no textual mitigation of a running joke that seems anachronistic at best--readers may well be left feeling uncomfortable with the stereotype. 

I was uncomfortable, and so was Wendy. How about you? 

________________________________
Update, 4:24 PM CST, June 18th, 2011

See Sarah Park's blog post about the book. (Thanks, Allandaros, for letting me know the link was not working. I've fixed it.) Sarah wrote, in part:

I’m trying to process this as an Asian American scholar of Asian American children’s literature. How are Asian Americans complicit in perpetuating stereotypes of cultures not our own? Why? And from where (or from whom) do we learn these stereotypes? What makes us think it’s okay?It grieves me that we participate in the denigration of already oppressed cultures, whether intentionally or not (intentionality doesn’t matter – impact matters).

______________________________
Update, 8:26 AM CST, June 19, 2011

Lenore Look responded in a comment. I'm copying it here as well:

Hi Debbie, thanks for alerting me on twitter. your comments deserve a more thoughtful reply than 140 characters, so i'll respond here. I'm terribly sorry that my work offended you. But stereotypes are offensive. My intention, as from the first of the series, is to highlight seldom-mentioned historical events/facts that textbooks and popular historians tend to exclude, many of which seem to involve a collective shame. In this case, it was King Philip's War, in which the Native population of New England, already thinned by smallpox and other European diseases, fought viciously against English encroachment and in turn was mercilessly slaughtered by the settlers, who were also nearly wiped out by the fighting. It happened 100 years before the American Revolutionary War and forged the beginning of a new national identity, separate from England, for the colonists. It was a seminal event for the later rebellion, yet when is this ever mentioned in the elementary classroom? Or mentioned anywhere at all?

As for the stereotyped play and costumes . . . well, when kids play "cowboys and Indians" or "settlers and Indians" (being that this is colonial Massachusetts history), that's how i imagined they would play and dress, based on how it's been done in the past and as recently as the Disney Pocahontas craze in the mid-to-late 90s. Politically correct? No. But do kids play politically correctly? No. Should I perpetuate play that is not politically correct? No. But I would not be TRUTHFUL if I were to fabricate a scenario for them that conforms to our current, enlightened-adult sense of how kids should play if that’s not the behavior that we’ve already passed to them. And good writing is about being honest, regardless of how discomforting it might be, especially when echoed in our children's play.

My job as a writer is not to erase unpleasantness, stereotypes, or even racism from a child's world. My job is to hold a mirror to that world and allow them to look at it more directly than they might otherwise. I believe in eradicating stereotypes as much as you, but eradication does not include erasing our shameful portrayal of Natives in the past and pretending that none of it has been passed down.

Are kids supposed to “get” this? I expect they will get what they need to ask about King Philip’s War and about juvenile behavior encouraged by adult-generated culture and props. If not, then the adults who get it, should start the conversation.

Thank you for your close reading of Alvin, and for starting the discussion.

___________________________

Update: 3:08 CST, June 19, 2011:

Thanks, Lenore, for taking time to respond to my questions.

Incorporating history into your books is great, but I'm not sure I understand why you chose King Philips War.  You include that war because you think it is fundamental to an American identity. What do you think is the shame in that war? That's where I'm confused. Is it shame over colonization that you think keeps it out of history books? I'm not sure why textbook writers would feel shame at that moment of colonization. They certainly glorify other wars, periods of conquest...

If it is shame over treatment of Native peoples, then, it makes me wonder why you don't feel shame at using shameful stereotypes. You had other choices for a birthday theme. Like a Star Wars one...  Or a Harry Potter one! Something more contemporary. Course, both of those might have trademark issues, but I think you get my point.

I think in being "TRUTHFUL" to the way some kids in the US do birthday parties, you're passing that practice on to your readers as an ok thing to do. Nobody in your book says "wait a sec." You leave it up to kids and adults to say "oh, they shouldn't be doing that." You assume the adults are going to use it as a teaching moment, but most of the reviews don't even mention it. Kirkus did, but on GoodReads, Amazon... very rarely is someone saying anything about it. Maybe you had to cue them somehow, via an author's note?

If you're comfortable continuing this conversation, I'd like to know if you and your editor, or you and your illustrator, talking about those stereotypes. What did you say to each other?

---------------------------------------------------
Update, Friday June 24th, 10:06 AM CST

Author Cheryl Savageau tried to submit a comment but Blogger was not working. She submitted to me via facebook. I'm placing it here:

Cheryl Savageau said:

Look is kidding herself if she thinks what she is writing is in any way true. All it shows is her own ignorance and racism - I am not afraid to use that word. I am Abenaki, and from Massachusetts, and kids here do not, and did not, even in my childhood, play "settler and Indian." We played cowboys and Indians, because that's what we saw on TV. Kids these days (I'm using my grandsons and their friends as references) play aliens, Star Wars, and Mario Brothers. Does she want her children's book to start another bout of "play" that would not be tolerated about any other racial group? As for the King Philip's War reference - His name was Metacom. The "Indians" were Wampanoag, Narragansett, and Pawtucket people and yes, some Abenaki people later in the war. She describes the "Indians" as "fighting viciously." Why is that the "Indians" are the ones who are vicious? They were defending their lives, their land, their families from invaders. Did she mention that the English displayed Metacom's head on a stake in Boston for 20 years? Who's vicious? I suggest that this book is vicious in its stereotypes, its exploitation of a piece of history that she dug up to justify a silly, bigoted, and basically untruthful story. I am going to post on Amazon and I urge others to do the same. (I tried to post this on the blog site, but it didn't get posted somehow. Feel free to copy and post it as part of that conversation.)

Recommended Children's/YA/Reference/Resource Books

Items selected in the early 2000s by Debbie Reese, Assistant Professor, American Indian Studies, University of Illinois at Urbana-Champaign, and Jean Mendoza, Assistant Professor in Early Childhood Education, Millikin University in Decatur, Illinois (Last Update: Sep 2017. Our views have shifted since the list was created. See recent Best Books.) 

Note: There are three sections here. Scroll down to find each one.  

Section 1: A Sampling of Recommended Children's and Young Adult Books about American Indians

Section 2: Books and Articles about American Indians in Children's Literature

Section 3: Books about American Indian Culture

Section 1: A Sampling of Recommended Children's and Young Adult Books about American Indians 

PIC – Picture book; RF – Realistic Fiction; HF – Historical Fiction; NF – Nonfiction; P – Poetry; TL – Traditional Literature; B – Biography; AB – Autobiography; E – Elem.; M – Middle School; YA – Young Adult

Alexie, Sherman. (1994) Lone Ranger and Tonto Fistfight In Heaven. New York: Harperperennial. (RF - YA)

Alexie, Sherman (2007) The Absolutely True Diary of a Part-Time Indian. NY: Little Brown. (RF-YA)

Allen, Paula Gunn. (2001) As Long As the Rivers Flow: The Stories of Nine Native Americans. New York: Scholastic (B – E/M)

Ancona, George. (1993) Powwow. San Diego, CA: Harcourt Brace Jovanovich. (Photo essay/NF – All ages)

Ancona, George. (1995). Earth Daughter: Alicia of Acoma Pueblo. Macmillan. (Photo essay/NF – All ages)

Andrews, Jan. (1998). Very Last First Time. Aladdin (PIC/RF – All ages).

Archuleta, Margaret L., Brenda J. Child, and K. Tsianina Lomawaima. (2000) Away from Home: American Indian Boarding School Experiences. Phoenix: The Heard Museum. (NF – YA)

Begay, Shonto (1995) Navajo: Visions and Voices Across the Mesa. New York: Scholastic (P – All ages)

Blacksheep, Beverly [illustrator] (2003). Baby Learns About Animals. Flagstaff, AZ : Salina Bookshelf (PIC/Board book for toddlers)

Blacksheep, Beverly [illustrator] (2003). Baby’s First Laugh Flagstaff, AZ : Salina Bookshelf (PIC/Board book for toddlers)

Blacksheep, Beverly [illustrator] (2003). Baby Learns to Count, Flagstaff, AZ : Salina Bookshelf (PIC/Board book for toddlers)

Blacksheep, Beverly [illustrator] (2003). Baby Learns about Colors, Flagstaff, AZ: Salina Bookshelf (PIC/Board book for toddlers)

Braine, Susan. (1995). Drumbeat…Heartbeat: A Celebration of the Powwow. Lerner Pub. (Photo essay/NF – All ages)

Broker, Ignatia. (1983) Night Flying Woman. St. Paul: Minnesota Historical Society. (HF - YA)

Note from Debbie Reese on Sep 30, 2023: I no longer recommend Joseph Bruchac's work. For details, see Is Joseph Bruchac truly Abenaki?

Bruchac, Joseph (2004) Hidden Roots, New York: Scholastic. (RF – M)

Bruchac, Joseph. (1993). Fox Song. Philomel Books (PIC/RF – E/M).

Bruchac, Joseph. (1995). The Story of the Milky Way. Dial Books for Young Readers (PIC/TL – All ages).

Bruchac, Joseph. (1996). Eagle Song. Dial (PIC/RF – E/M).

Bruchac, Joseph. (1998) Arrow Over the Door. New York: Dial. (HF - E/M)

Bruchac, Joseph. (1997) Bowman’s Store. New York: Dial. (Autobiography - M/YA)

Bruchac, Joseph. (1996) Children of the Longhouse. New York: Dial. (HF - E/M)

Bruchac, Joseph. (1998). Heart of a Chief. Dial (RF - M).

Bruchac, Joseph. (2001) Skeleton Man. HarperCollins. (RF – M/YA)

Campbell, Maria. (1973) Halfbreed. Lincoln: University of Nebraska Press (RF - M/YA)

Campbell, Nicola. (2006) Shi-shi-etko, NY: Groundwood. (PIC – All Ages)

Carlson, Lori Marie [ed.] (2005). Moccasin Thunder. NY: Harper Collins. (RF - YA) Short stories by Harjo, Hogan, Alexie, Smith.

Champagne, Duane. (1994) Chronology of Native North American History. Detroit: Gale Research (NF – All ages)

Champagne, Duane. (1994) Native America: Portrait of the Peoples. Detroit: Visible Ink Press. (NF – All ages)

Child, Brenda. (2000). Boarding School Seasons: American Indian Families, 1900-1940. Bison Books Corporation. (NF – All ages)

Children of LaLoche & Friends. (1990). Byron through the Seasons. Fifth House Ltd. (PIC/RF – E/M).

Confederated Salish and Kootenai Tribes, (2005), Lincoln: U of Nebraska Press. (PIC/TL – All ages)

Crum, Robert. (1994). Eagle Drum: On the Powwow Trail with a Young Grass Dancer. Simon & Schuster. (Photo essay/NF – All ages)

De Montano, Marty Kreipe (1998) Coyote in Love with a Star. New York: Abbeville Press. (PIC/TL – All ages)

Deloria, Ella. (1988) Waterlily. Lincoln: University of Nebraska Press. (HF - M/YA).

Deloria, Vine. (1969). Custer Died For Your Sins: An Indian Manifesto. New York: MacMillan. (NF – M/YA)

Dorris, Michael. (1994) Guests. New York: Scholastic (HF - E/M)

Dorris, Michael (1992) Morning Girl. New York: Scholastic (HF - E/M).

Dorris, Michael. (1996). Sees Behind Trees. New York: Scholastic (HF - E/M)

Dorris, Michael. (1998). The Window. Hyperion (RF – M/YA).

Earling, Debra Magpie. (2002). Perma Red. Blue Hen Books. (RF-YA).

Eastman, Charles. (1977) From the Deep Woods to Civilization. University of Nebraska Press. (AB – M/YA)

Eastman, Charles (1993) Indian Boyhood. Alexander, VA: Time Life Books. (AB - M/YA)

Ellis, Clyde. (1996). To Change Them Forever: Indian Education at the Rainy Mountain Boarding School, 1893-1920. University of Oklahoma Press. (NF – M/YA)

Erdrich, Louise. (1999). Grandmother's Pigeon. Hyperion (PIC/RF - E).

Erdrich, Louise. (1999). Birchbark House. New York: Hyperion. (HF - E/M)

Erdrich, Louise. (2005) Game of Silence. New York: HarperCollins (HF – E/M)

Eyvindson, Peter. (1984). Kyle’s Bath. Pemmican Publications (PIC/RF - E).

Eyvindson, Peter. (1988). Chester Bear, Where Are You? Pemmican Publications (PIC/RF - E).

Gravelle, Karen. (1997). Growing Up Where the Partridge Drums Its Wings. Franklin Watts. (Photo essay/NF – All ages)

Francis, Lee. (1996). Native Time: A Historical Time Line of Native America. New York: St. Martin’s Griffin. (NF – All ages)

Geiogamah, Hanay & Darby, Jaye T., (1999). Stories of Our Way: An Anthology of American Indian Plays. Los Angeles: UCLA American Indian Studies Center. (Anthology – YA).

Grace, Catherine O’Neill and Bruchac, Margaret. (2001). National Geographic Society. (NF – All ages)

Hale, Janet Campbell. (1993). Bloodlines. Tucson: University of Arizona Press. (RF - YA).

Hale, Janet Campbell. (1998). The Owl’s Song. University of New Mexico Press (RF - YA).

Harjo, Joy. (1996) Woman Who Fell From the Sky. W. W. Norton & Company (P – YA)

Harjo, Joy. (2000). The Good Luck Cat. (PIC/RF - E/M)

Himango, Deanna. (2002). Boozhoo, Come Play With Us. Cloquet, MN: Fond du Lac Head Start Program (available from www.oyate.org). (NF/PIC - Board book for babies and toddlers)

Howe, LeAnne. (2001). Shell Shaker. Aunt Lute Books. (Fiction – YA)

Howe, LeAnne. (2005). Evidence of Red: Prose and Poems. Salt Publishing. (Poetry – YA)

Hubbard, Jim. (1994) Shooting Back from the Reservation. (Photo essay/NF – All ages)

Hucko, Bruce. (1996) A Rainbow At Night: The World in Words and Pictures. San Francisco: Chronicle Books. (NF – All ages)

Hucko, Bruce. (1996). Where There Is No Name for Art: The Art of Tewa Pueblo Children.Santa Fe, N.M.: School of American Research: Distributed by the University of Washington Press. (NF – All ages)

Hungry Wolf, Beverly. (1980). The Ways of My Grandmothers. New York: Quill. (RF - YA)

Hunter, Sally, M. (1997) Four Seasons of Corn: A Winnebago Tradition. Photographs by Joe Allen. Minneapolis, MN: Lerner Publications Co. (Photo essay/NF – All ages)

Hunter, Sara Hoagland. (1996). The Unbreakable Code. Northland (PIC/RF – E/M).

Hyer, Sally. (1990). One House, One Voice, One Heart: Native American Education at the Santa Fe Indian School. Museum of New Mexico Press. (NF – All ages)

Jaakola, Lyz. (2001). Our Journey. Cloquet, MN: Fond du Lac Head Start Program. (RF/PIC - Board book for babies and toddlers)

Johnson, Diane Hamm. (1997). Daughter of Suqua. Albert Whitman & Co. (RF – E/M).

Keeshig-Tobias, Lenore. (1991). Bird Talk. Sister Vision (PIC/RF – E/M).

Keeshig-Tobias, Lenore. (1997). Emma and the Trees. Sister Vision (PIC/RF – E/M).

King, Sandra. Shannon: An Ojibway Dancer. (1993). Photographs by Catherine Whipple. Minneapolis, MN: Lerner Publications Co. (Photo essay/NF – All ages)

King, Thomas. (1993 ) One Good Story That One. Toronto: HarperPerennial. (RF – YA)

King, Thomas. (1991) Medicine River. NY: Penguin. (RF – YA)

King, Thomas. (1992) A Coyote Columbus Story. Toronto: Douglas McIntyre Ltd. (PIC/TL – M/YA)

King, Thomas. (2000) Truth and Bright Water. Atlantic Monthly Press. (RF – YA)

King, Thomas. (2003). The Truth about Stories. Minneapolis: U of Minn Press. (NF – YA)

Krull, Kathleen. (1995). One Nation, Many Tribes: How Kids Live in Milwaukee’s Indian Community. Lodestar. (Photo essay/NF – All ages)

Kusugak, Michael. (1993). Northern Lights: The Soccer Trails. Annick Press Ltd. (PIC/RF – E/M).

Kusugak, Michael. (1996). My Arctic 1, 2, 3. Annick Press Ltd. (PIC/RF - E).

Lacapa, Michael. (1993). Antelope Woman, An Apache Folktale. (PIC/TL – E/M)

Lacapa, Kathleen & Michael. (1994). Less Than Half, More Than Whole. Northland (PIC/RF – E/M).

LaFlesche, Francis. (1963)The Middle Five: Indian Schoolboys of the Omaha Tribe. Lincoln: U of Neb. Press. (NF - M/YA)

Littlechild, George. (1993) This Land is My Land. Children’s Book Press. (PIC/RF – All ages)

Lomawaima, K. Tsianina (1994). They Called It Prairie Light. University of Nebraska Press (NF – M/YA).

Maher, Ramona. (2003). Alice Yazzie’s Year. Berkeley: Tricycle Press. (PIC/RF – E/MA).

Marra, Ben. (1996) Powwow: Images Along the Red Road. Photographs by Ben Marra. New York: Abrams. (Photo essay/NF – All ages)

McDonald, Megan. (1997). Tundra Mouse. Orchard Books (PIC/RF – E/M).

McMillan, Bruce. (1997). Fort Chipewyan Homecoming: A Journey to Native Canada. Lerner Pub. (Photo essay/NF – All ages)

McNickle, D’Arcy. (1978). Wind from an Enemy Sky. HarperCollins. (RF - YA).

McNickle, D’Arcy. (1978). The Surrounded. University of New Mexico Press. (RF - YA).

McNickle, D’Arcy. (1987). Runner in the Sun. University of New Mexico Press. (HF – M/YA).

Mendoza, Durango (1994) “Summer Water and Shirley” in Judith A. Stanford, Ed. Connections: Reading and Writing in Cultural Contexts., Third Edition. Mountain View, CA: Mayfield Publishing, pp. 184-191. (Anthology – YA)

Messinger, Carla (2007) When the Shadbush Blooms. (PIC/E-M)

Momaday, N. Scott (1974) An Angle of Geese and Other Poems. Boston: Godine (P – YA)

Momaday, N. Scott (1999) Circle of Wonder. Albuquerque: University of New Mexico Press. (PIC/RF – E/M)

Montour, Joel. (1996). Cloudwalker: Contemporary Native American Stories. Fulcrum (RF - M).

Moore, MariJo. (2000). The Cherokee Little People. Barrington, IL: Rigby. (PIC/TL – E/M).

Moore, Marijo. (2000). The Ice Man. Barrington, IL: Rigby. (PIC/TL – E/M).

Moore, MariJo. (2000). First Fire. Barrington, IL: Rigby. (PIC/TL – E/M).

Munsch, Robert. (1989). A Promise Is a Promise. Annick Press Ltd. (PIC/RF – E/M).

National Museum of the American Indian (2007) Do All Indians Live in Tipis? (NF/EL-YA)

Okanagan Tribal Council (1999) How Food Was Given, How Names Were Given, and How Turtle Set the Animals Free. Okanagan Tribal Council. (TL – All Ages)

Orie, Sandra DeCoteau. (1995) Did You Hear Wind Sing Your Name? An Oneida Song of Spring. NY: Walker & Co. (PIC/P – all ages)

Ortiz, Simon. (1988). The People Shall Continue. Children’s Book Press. (PIC/P - all ages)

Parker, Dorothy R. (1996). Phoenix Indian School: The Second Half Century. University of Arizona Press. (NF – YA)

Peters, Russell. (1992) Clambake: A Wampanoag Tradition. Photographs by John Madama. Minneapolis, MN: Lerner Publications Co., 1992. (Photo essay/NF – All ages)

Quoyawayma, Polingaysi. (1964). No Turning Back. A Hopi Indian Woman’s Struggle to Live in Two Worlds. University of New Mexico Press (AB – M/YA).

Red Shirt, Delphine (1998). Bead on an Anthill: A Lakota Childhood Lincoln: U of Nebraska Press. (NF – YA)

Regguinti, Gordon. (1992) The Sacred Harvest: Ojibway Wild Rice Gathering. Photographs by Dale Kakkak. Minneapolis, MN: Lerner Publications Co., (Photo essay/NF – All ages)

Rendon, Marcie. (1996) Powwow Summer: A Family Celebrates the Circle of Life. Photographs by Cheryl Walsh Bellville. Minneapolis, MN: Carolrhoda Books. (Photo essay/NF – All ages)

Rockwood, Joyce. (1976) To Spoil the Sun. New York: Henry Holt (HF - M/YA) [Eds. note on Sep 11, 2017: I need to revisit this book. Views on books like this have shifted since the list was initially created. For the present time, I do not recommend it.]

Roessel, Monty. (1993) Kinaaldá: A Navajo Girl Grows Up. Minneapolis, MN: Lerner Publications Co. (Photo essay/NF – All ages)

Roessel, Monty. (1995) Songs from the Loom: A Navajo Girl Learns to Weave. Minneapolis, MN: Lerner Publications Co. (Photo essay/NF – All ages).

Roessel, Ruth. (1973). Navajo Stories of the Long Walk Period. Tsaile, AZ: Navajo Community College Press. (NF – YA)

Rose, LaVera. (1999) Grandchildren of the Lakota. Photographs by Cheryl Walsh Bellville. Minneapolis, MN: Carolrhoda Books. (Photo essay/NF – All ages)

Ross, Gayle (1995) How Turtle’s Back Was Cracked: A Traditional Cherokee Tale. New York: Dial (PIC/TL – E/M)

Ross, Gayle (1996) The Legend of the Windigo. New York: Dial (PIC/TL – E/M)

Ruoff, A. Lavonne Brown. (1991) Literatures of the American Indian. New York: Chelsea House (NF – All ages)

Sanderson, Esther. (1990). Two Pairs of Shoes. Pemmican Publications (PIC/RF - E).

Savageau, Cheryl. (1996). Muskrat Will Be Swimming. Northland (PIC/RF – E/M).

Scott, Ann Herbert. (1992). On Mother’s Lap. Clarion (PIC/RF - E).

Sekaquaptewa, Eugene. (1994). Coyote and the Winnowing Birds. Clear Light (PIC/TL – All ages).

Skolnick, Sharon. (1997) Where Courage is Like a Wild Horse. Lincoln: University of Nebraska Press. (RF - YA)

Smith, Cynthia. (2000). Jingle Dancer. Morrow Junior (PIC/RF – E/M).

Smith, Cynthia (1999). Rain is Not My Indian Name. New York: HarperCollins (RF - E/M)

Smith, Cynthia (2002). Indian Shoes. New York: HarperCollins (RF-E/M)

Sneve, Virginia Driving Hawk (1995). Completing the Circle. Lincoln: University of Nebraska Press (Autobiography – YA)

Sneve, Virginia Driving Hawk.(1993). The Chichi Hoohoo Bogeyman. University of Nebraska Press (RF – E/M).

Sneve, Virginia Driving Hawk (1993) The Sioux: A First Americans Book. Holiday House. (NF – All ages).

Sneve, Virginia Driving Hawk. (1993). When Thunders Spoke. University of Nebraska Press (F - E/M).

Sneve, Virginia Driving Hawk, (1994). The Nez Perce: A First Americans Book. Holiday House. (NF – All ages).

Sneve, Viriginia Driving Hawk (1994). The Seminoles: A First Americans Book. Holiday House. (NF – All ages).

Sneve, Virginia Driving Hawk. (1995). High Elk’s Treasure. Holiday House (RF – E/M).

Sneve, Virginia Driving Hawk, (1995) The Hopis: A First Americans Book. Holiday House (NF – All ages)

Sneve, Virginia Driving Hawk, (1995) The Iroquois: A First Americans Book. Holiday House (NF – All ages)

Sneve, Virginia Driving Hawk. (1995) The Navajos: A First Americans Book. Holiday House (NF – All ages)

Sneve, Virginia Driving Hawk (1996). The Cherokees: A First Americans Book. Holiday House. (NF – All ages).

Sneve, Virginia Driving Hawk, (1996) The Cheyennes: A First Americans Book. Holiday House. (NF – All ages).

Sneve, Virginia Driving Hawk, (1997), The Apaches: A First Americans Book. Holiday House. (NF – All ages).

Sneve, Virginia Driving Hawk, (2003), Enduring Wisdom: Sayings from Native Americans. Holiday House (NF – All ages).

Steltzer, Ulli. Building an Igloo. New York: Henry Holt, 1995. (Photo essay/NF – All ages).

Sterling, Shirley. (1997). My Name is Seepeetza. Douglas & McIntyre (RF - M).

Stroud, Virginia. (1994). Doesn’t Fall Off His Horse. Dial Books for Young Readers (PIC/TL – All ages).

Students of G.T. Cunningham Elementary School (1996). We Are All Related: A Celebration of Our Cultural Heritage. (NF- all ages)

Swamp, Jake. (1997) Giving Thanks: A Native American Good Morning Message. Lee & Low. (PIC/P - all ages)

Swentzell, Rina. (1992) Children of Clay: A Family of Pueblo Potters, Minneapolis, MN: Lerner Publications Co., 1992. (Photo essay/NF – all ages)

Talashoema, Herschel; Sekaquaptewa, Emory (Ed.); and Pepper, Barbara (Ed.). (1994). Coyote and Little Turtle. Clear Light. (PIC/TL – All ages).

Tapahonso, Luci (1997). Blue Horses Rush In. Tucson: University of Arizona Press. (P/RF – YA)

Tapahonso, Luci. (1999). Songs of Shiprock Fair. Kiva (PIC/P – All ages).

Thompson, Sheila. (1991). Cheryl’s Potlatch. Yinka Dene Language Institute. (Photo essay/NF – All ages)

Turcotte, Mark. (1995). Songs of Our Ancestors. Chicago: Children’s Press (PIC/P – All ages)

Van Camp, Richard. (1998), The Lesser Blessed. Douglas & McIntyre (RF – YA)

Van Camp, Richard; ill. by George Littlechild, (1997). A Man Called Raven. Children’s Book Press. (PIC/RF – E/M)

Van Camp, Richard; ill. by George Littlechild, (1998). What’s the Most Beautiful Thing you Know about Horses. Children’s Book Press. (PIC/RF – E/M)

Van Camp, Richard. (2007) Welcome Song for Baby. (Board book – All ages).

Velarde, Pablita. (1993) Old Father Storyteller. Santa Fe: Clear Light Publishers. (TL - all ages) – includes “Turkey Girl”

Waboose, Jan Bourdeau. (1998). Morning on the Lake. Kids Can Press (PIC/RF – E/M).

Waboose, Jan Bourdeau (2001). Sky Sisters. (PIC/RF – E/M)

Wallis, Velma. (1993) Two Old Women. New York: HarperPerennial (HF - M/YA)

Walking Turtle, Eagle. (1997). Full Moon Stories. Hyperion (TL – All ages).

Wheeler, Bernelda. (1995). Where Did You Get Your Moccasins? Peguis Publications (PIC/RF - E).

Wheeler, Bernelda. (1993). I Can’t Have Bannock but the Beaver Has a Dam. Peguis Publications (PIC/RF - E).

Whitethorne, Baje. (1994). Sunpainters: Eclipse of the Navajo Sun. Northland (PIC/TL – All ages).

Wittstock, Laura Waterman. (1993). Ininatig's Gift of Sugar: Traditional Native 

Sugarmaking. Photographs by Dale Kakkak. Minneapolis, MN: Lerner Publications Co. (Photo essay/NF – All ages)

Wood, Ted. (1992). A Boy Becomes a Man at Wounded Knee. Walker and Company. (Photo essay/NF – All ages)

Yamane, Linda. (1997) Weaving a California Tradition: A Native American Basket Maker.Minneapolis, MN: Lerner Publications. (Photo essay/NF – All ages) Photographs by Dugan Aguilar. 

Section Two: Recommended Resources about Native Americans in Children’s Literature

Atleo, M., Caldwell, N., Landis, B., Mendoza, J., Miranda, D., Reese, D., Rose, L., Slapin, B., Smith, C. (1999). A Critical Review of Ann Rinaldi's My Heart is on the Ground: The Diary of Nannie Little Rose, A Sioux Girl. Oyate. http://oyate.org/books-to-avoid/index.html

Caldwell-Wood, Naomi, and Lisa A. Mitten. (1991) “I” Is Not for Indian: The Portrayal of Native Americans in Books for Young People. http://www.nativeculturelinks.com/ailabib.htm

Internet Public Library: Native American Authors. Provides a list of Native American authors, plus a short biography, a list of published works, and links to relevant sites. http://www.ipl.org/div/natam/

Kuipers, Barbara. (1991) American Indian Reference Books for Children and Young Adults. Englewood: Libraries Unlimited.

McCann, D. (1993). Native Americans in Books for the Young. In V. Harris (Ed.) Teaching Multicultural Literature in Grades K-8. Norwood, MA: Christopher-Gordon Publishers, Inc.

Mendoza, Jean and Reese, Debbie. (2001). Examining Multicultural Picture Books for the Early Childhood Classroom: Possibilities and Pitfalls. Early Childhood Research and Practice 3 (2), On-line: http://ecrp.uiuc.edu/v3n2/mendoza.html

Molin, Paulette. (2005). American Indian Themes in Young Adult Literature. Lanham, MD: Scarecrow Press.

Native American Books. This on-line resource contains critical reviews of children’s books. http://www.kstrom.net/isk/books/bookmenu.html

Reese, Debbie A., & Caldwell-Wood, Naomi. (1997). Native Americans in Children's Literature. In V. J. Harris (Ed.), Using Multiethnic Literature in the K-8 Classroom. Christopher Gordon, Inc.

Reese, Debbie. (2001). Representations of Native American Women and Girls in Children’s Historical Fiction, in Lehr, Susan. (Ed.) Beauty, Brains and Brawn: Construction of Gender in Children’s Literature. Portsmouth: Heinemann.

Reese, Debbie. (1999). Authenticity & Sensitivity: Goals on writing and reviewing books with Native American themes. School Library Journal 45 (11), pp. 36-37. On-line: http://www.schoollibraryjournal.com/article/CA153126.html

Reese, Debbie A. (1998). “Look Mom! It’s George! He’s a TV Indian!” Horn Book Magazine, 74(5), pp. 636-641.

Seale, Doris, and Slapin, Beverly. (2006). A Broken Flute: The Native Experience in Books for Children. AltaMira Press.

Slapin, Beverly, and Seale, Doris. (1998). Through Indian Eyes: The Native Experience in Books for Children. University of California, American Indian Studies Center.

Smith, Cynthia L. Native American Themes in Books for Children and Teens. Start exploring Smith’s site with this page: http://cynthialeitichsmith.com/lit_resources/diversity/native_am/NativeThemes_intro.html

Smithsonian Institution. A Critical Bibliography on North American Indians for K-12. An extensive site, arranged by geographical area. http://www.nmnh.si.edu/anthro/outreach/Indbibl/index.html

Thompson, M.K. (Sept: 2001) “A sea of good intentions: Native Americans in books for children.” The Lion and the Unicorn.

Tyler, Rhonda Harris (Jul/Aug 2000) “Indian in the Cupboard: A Case Study in Perspective” International Journal of Qualitative Studies in Education (QSE), Vol. 13, Issue 4 

Section Three: Recommended Professional Resources. Books and websites listed here can help teachers and librarians locate books, do fact checking, and gain insight and awareness of issues related to Native culture and Native perspectives.

Aperture.(1995) Strong Hearts: Native American Visions and Voices. New York: Aperture.

American Indian Library Association website: http://www.nativeculturelinks.com/aila.html

Berkhofer, Robert E. (1978). The White Man’s Indian. New York: Vintage Books.

Bigelow, Bill. (1998). Rethinking Columbus: The Next 500 Years. Milwaukee: Rethinking Schools.

Cubbins, E.M. (1999) Techniques for Evaluating American Indian Web Sites. An excellent page with substantive information.http://www.u.arizona.edu/~ecubbins/webcrit.html

Davis, Mary B. (1996). Native America in the Twentieth Century: An Encyclopedia. New York: Garland Publishing Inc.

Deloria, Phillip. (1998). Playing Indian. New Haven: Yale University Press.

Hirschfelder, Arlene; Molin, Paulette Fairbanks; & Wakim, Yvonne. (1999). American Indian Stereotypes in the World of Children. Scarecrow Press.

Hoxie, Frederick E. (1996). Encyclopedia of North American Indians. New York: Houghton Mifflin.

Mitten, Lisa. Native American Home Pages. http://www.nativeculturelinks.com/indians.html

Reese, Debbie. (1996) Teaching Young Children about Native Americans. ERIC Digest. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. On-line: http://ecap.crc.uiuc.edu/eecearchive/digests/1996/reese96.html

Reese, Debbie. (1997). Thoughts on Not Seeing Oneself. Gender and Culture in Picture Books, School of Communication, Information, and Library Studies, Rutgers University. [on-line publication]

Seale, Doris, B. Slapin, & C. Silverman. (1998) Thanksgiving: A Native Perspective. Berkeley: Oyate.

Smithsonian Institution. Erasing Native American Stereotypes. An essay based on work done by June Sark Heinrich, Council on Books for Interracial Children, 1977 http://anthropology.si.edu/outreach/Indbibl/sterotyp.html

Stedman, Raymond William. (1982). Shadows of the Indian. Norman: University of Oklahoma Press.

Womack, Craig. (1999) Red on Red: Native American Literary Separatism. Minneapolis: U of Minnesota Press.