An Ojibwe Educator's Review of THE BRAVE by James Bird

Editors Note: With permission, AICL is pleased to publish this review. Written by Dr. Janis A. Fairbanks, an enrolled member of the Fond du Lac Band of Lake Superior Chippewa, it provides an Ojibwe educator's analysis of the Ojibwe content in The Brave, by James Bird. 

See related posts:
An Ojibwe Mother's Review of THE BRAVE by James Bird (Monday, Feb 15, 2021)
Not Recommended: THE BRAVE by James Bird (Monday, Feb 1, 2021)

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The Title Could Have Been a Statement from the Book: 

"I Don't Know Anything about Native Americans: Only 

What I've Seen in Movies and Read in School"

Review by Janis A. Fairbanks

Two friends asked me if I had read James Bird’s The Brave (Feiwel and Friends, 320 pp., $16.99; ages 9 to 12), a fantasy/fiction work. I had not but decided to put it on my reading list because my community is the Fond du Lac Reservation in Northern Minnesota, the setting of the book. I thought it would be fun to read about events taking place at home. Unfortunately, now that I have read it, I found several references to Fond du Lac Reservation are inaccurate. 

The publisher, McMillan Books publicizes the book’s content as follows: 

Perfect for fans of Rain Reign, this middle-grade novel The Brave is about a boy with an OCD issue and his move to a reservation to live with his biological mother. 

Collin can't help himself—he has a unique condition that finds him counting every letter spoken to him. It's a quirk that makes him a prime target for bullies, and a continual frustration to the adults around him, including his father. 

When Collin asked to leave yet another school, his dad decides to send him to live in Minnesota with the mother he's never met. She is Ojibwe, and lives on a reservation. Collin arrives in Duluth with his loyal dog, Seven, and quickly finds his mom and his new home to be warm, welcoming, and accepting of his condition. 

Collin’s quirk is matched by that of his neighbor, Orenda, a girl who lives mostly in her treehouse and believes she is turning into a butterfly. With Orenda’s help, Collin works hard to overcome his challenges. His real test comes when he must step up for his new friend and trust his new family. 

NYPL Best Books of the Year, School Library Best Books of the Year 

Source: https://us.macmillan.com/books/9781250247742 

Date accessed: 2/12/2021 

My question to the publisher and NYPL Best Books of the Year, School Library Best Books of the Year selection committees is this: who from the Fond du Lac Reservation, a real existing community in Northern Minnesota, verified that any of the statements made regarding the environment of the reservation are true? Even though the book is fiction, the place is not. Community members are capable of commenting on aspects of reservation life and whether the book is suitable for school use. As a scholar and active participant of Ojibwe culture, history, language and literature of the Great Lakes Ojibwe who also holds a Doctor of Philosophy in American Studies and a Master of Education degree, is tribally enrolled and lives on the Fond du Lac Reservation, I do not agree that this book is suitable for use in schools with middle school age students. Fantasy and fiction should not be allowed to abuse the reality of the setting of the story. This could have been avoided by consulting with the FDL reservation community. 

Taken in June of 2019 at the Kiwenz Language Camp,
this photo reflects the protocol of consulting with elders
about Ojibwe language, culture, and history that will be
provided to students, artists, writers, and visitors at the camp.
(Source: Dr. Fairbanks, seated at end of table.)  

While it may be expected that a certain amount of leeway could be granted for the events that take place, letting fantasy overtake the truth of the basic setting of the story is not acceptable in terms of paying proper respect to the inhabitants of the host territory. 

In this case the host community is the Fond du Lac Reservation. We are a relatively small physical area, about 100,000 square miles divided into three districts but small enough that the annual powwows attract participants from all three districts. Visiting each of the three community centers can be accomplished in about an hour driving from place to place. We are not as far off the beaten track as the book implies. The one factual point that is correct in the book is that I-35 is the freeway next to the reservation. 

Driving on that freeway, I’ve never seen any graffiti on the overpasses relevant to our Fond du Lac Band of Ojibwe. Collin, the main character in the book, is thinking, “As the sun slowly dips into the earth, it lights up the tribal designs painted onto the bridges and overpasses as we drive beneath them. They resemble the logos that superheroes plaster on their costumes across their chests. They look like birds with jagged edges instead of feathers, kind of similar to those drawings we read about while studying Egypt and the pyramids.” Huh? Even if our artists painted on the overpasses, the result would more likely be woodland florals or scenes of the seasonal rounds, not logos that look like the costumes of superheroes. 

Continuing this highway ride, Collin states: “On the side of the highway, I see a small makeshift pop-up shop with a sign that reads AUTHENTIC NATIVE AMERICAN JEWELRY.” I’ve not seen a pop-up shop of Authentic Native American Jewelry near Fond du Lac, although we have several home-based jewelry makers and other artists who sell high quality goods to their customers. There is a gift shop in the local casino, but that hardly qualifies as a “makeshift pop-up shop.” 

There is also a repeated reference to no radio reception on the reservation. Three examples: 1) “Wow. I live somewhere where there is no radio reception.” 2) “The radio kicks on as soon as we leave the reservation” and 3) “there’s no radio reception this deep on the reservation.” Not only do we get radio reception everywhere on Fond du Lac, but the band also owns and operates its own radio station WGZS 89.1 FM which is located within the reservation boundaries. The reservation is adjacent to Cloquet and only 15 miles from Duluth, two urban areas with radio broadcasting that is heard anywhere on the reservation. 

The book is fiction, and the author states that he is an enrolled member of Grand Portage Band of Ojibwe, although he grew up away from the reservation in Southern California. One of his stated goals is to write about Minnesota, with Grand Portage being next on his list. This plan should be revisited, at least until the author has had an opportunity to visit the reservation for a longer time, talk to more of his community members and learn more about the demographics of his community. My reaction to “The Brave” is that the title could have been a statement from the book: “I Don’t Know Anything About Native Americans: Only What I’ve Seen in Movies and Read in School.” That may prepare the reader for the dismally inaccurate portrayal of life on the Fond du Lac Reservation. 

Being “half-Indian” as the author refers to himself but being raised by his Ojibwe mother away from the reservation provided the author with an opportunity to grow up in California, where peach orchards are present and pungent when peaches ripen. But it denied him the opportunity to experience what his “half-people” (sic) on the reservation experienced. His mother told him stories, but his main experience was that of an urban Indian. If anything, he could have based his book in California among the urban Indian population of whom he was one, rather than attempting to base his story among an existing reservation with which he had no actual experience. (Disclaimer: I use the term “urban Indian” as one of the many labels that have been attached to indigenous peoples who live in urban areas.) 

There is reference to a magical valley that includes throngs of butterflies in October. There is constant reference to an abundance of peaches that his character Orenda feeds to the butterflies in her yard, giving a peach to the main character Collin. “I plucked them from the tree myself,” she tells Collin. The problem with that is peaches don’t grow anywhere on Fond du Lac Reservation. And to have a large supply of peaches in October would present a financial challenge to someone who throws them out by the bagsful to feed butterflies. Orenda lives on the reservation, next door to Collin’s mother who came from “the wrong side of the tracks.” Given that description, we can assume Orenda is also from the wrong side of the tracks and would hardly be able to afford to buy sacks of peaches to feed her butterflies. 

Likewise, the ceremonies mentioned remind me of New Age attempts at depicting what someone thinks goes on in actual ceremonies. To present these “ceremonies” to a group of middle school age students is problematic. An old Native American man sitting in a teepee is such a stereotypical scene. Teepees are a plains structure and not common on an Ojibwe reservation, although they have been built or encouraged by our Dakota neighbors. In Minnesota among the Ojibwe, the traditional structure is not a teepee but a wiigiwaam or waaginogaan, both dome shaped housing structures. The use of four spirit helpers using different color tongs and wearing matching robes is comic book fare. It is better to omit this type of scene when one is writing for middle school students. It will merely perpetuate already stereotypical images of who Native Americans are and what they do. There is also mention of a “Wolf Test” as a ceremony the Ojibwe do. Although I have attended and conducted ceremonies for more than fifty years, this ceremony or any version of it is one I have never encountered. 

The term “Brave” is not used when we refer to our boys and men except when it is given as a title to boys at powwows equivalent to the title “Princess” for girls. Both designations to me are colonial constructs. “Brave” is an English word with sometimes stereotypical images and associations. Think mascots. Our Fond du Lac Ojibwe School has a boys’ basketball team with the team name “Ogichidaa.” We generally use the term “Ogichidaa” when referring to a warrior and the language encompasses all the meanings of the word. Our Fond du Lac Ojibwe School uses “Ogichida” (phonetic spelling) for their team name. 

Conversely, the use of Ojibwe language as used in the book may create misinformation and is best avoided. One of the characters is named Ajidimoo which in Ojibwe does mean squirrel. The name is shortened to Aji which in Ojibwe means nothing. Ojibwe does not function like English. Since Ojibwe is the official language of the reservation, many Fond du Lac readers are likely aware of this corruption. Likewise, Collin listens to a recorded story that says, “The wolves were so thankful that they called the boy Ma’iingan which means our brother wolf in wolf tongue” (p. 201) However, Ma’iingan means wolf in the Ojibwe language. There is a concept of “Brother Wolf” but Ma’iingan simply means wolf (in Ojibwe.) It is easy to find word translations in various Ojibwe dictionaries, notably The Ojibwe People’s Dictionary, but the correct conjugation and application of words requires much more than the short dictionary definitions. Since Ojibwe is the official language of the Fond du Lac Reservation, to find mistakes in the application of the language in this book based on this reservation and meant for middle school age children is disturbing. Fond du Lac Ojibwe students or other students who are studying the Ojibwe language may read the book and wonder about the alterations in meaning as I did. 

Overall, I would not recommend this book for young impressionable readers or for use in middle school classrooms. It may be useful in a college level creative fiction writing class as a case study in what can go wrong when you attempt to place a work of fiction in an actual landscape without consulting the community on basic issues of the environment the author wishes to portray. These issues center around culture and accountability to that community. The use of imagination can account for only a bit of leeway before it bubbles over as cultural appropriation and disrespect to the community portrayed without consultation or basis in fact. 

I encourage stories from Native American writers, as we strive to tell our own stories. However, there is help available to our writers to help ensure that their voices are heard in a way that does not alienate or disrespect the culture. Reviews by non-indigenous readers miss the subtle cultural and historical affronts simply because they have no experience recognizing them. It is best to involve the target Native American community in the consultative phase before the story is finalized

Highly Recommended: THE FIRE by Thomas Peacock

 

The Fire
Written by Thomas Peacock (Fond du Lac Band of Lake Superior Ojibwe)
Illustrations by Anna Granholm
Published by Black Bears & Blueberries
Published in 2021
Reviewer: Jean Mendoza
Review Status: Highly Recommended

I'm very happy to add a title to our 2021 Recommended Books list: Thomas Peacock's The Fire. This is my "short and sweet" review. As you may remember, "short and sweet" reviews are not in-depth; they cover four reasons for our decision about a particular book. 

Here's how the publisher, Black Bears & Blueberries, describes The Fire.

This story is a fictionalized account of the Great Fire of 1918 based on an interview of Elizabeth (Betty) Gurno, a Fond du Lac Reservation elder. Betty was a little girl when the fire swept the area. The Fire of 1918 destroyed the city of Cloquet, Minnesota and surrounding communities, including the Fond du Lac Reservation, and resulted in the loss of many lives.

Author Thomas Peacock frames Betty's telling of the story within a later-day classroom scene in Minnesota. Betty has come to her grandchild's classroom to share her memories of the fire. 

First reason to recommend The Fire: It focuses on Indigenous people's experience during a catastrophic event, and joins a fairly small pool of exciting and moving historical fiction picture books told from an Indigenous perspective. In The Fire, Ojibwe oral history is at the center. The author uses some words in Ojibwemowin and refers to Ojibwe traditions (such as offering asemaa, tobacco, to an elder who shares wisdom). 

Second reason: It's timely. Wildland fires have affected communities around the country in recent years. Children are wondering how such fires can happen, how people survive them, and what happens afterward. Young readers may want to do further research about the Great Fire of 1918, using sources like the National Weather Service article and a dedicated page on the Library of Congress Web site. 

Third reason: The illustrations amplify the storytelling. There's plenty of drama in the pictures. Burning boards fly through the air; dozens of animals join the people in the river as the fire rages. But there are also some important, more subtle touches. Look closely at the page that shows Betty's grandparents warning her family about the fire. The hazy trees and yellowish sky behind the horse and buggy aren't just meant to be pretty. That's the smoke, already drifting into Fond du Lac, a silent warning. 

Fourth reason: The story manages to locate modest, honest hope and affirmation in the aftermath of the disaster. Readers learn that no Ojibwe people died, but "more than four hundred fifty of our non-Native neighbors were lost in the fire," and several non-Native towns burned to the ground. (For comparison, I checked the estimated death toll of the Chicago Fire of 1871 -- around 300.) Grandma Betty recounts that her grandmother's home escaped the fire, and she shared what food she had with other Fond du Lac families, most of whom had lost everything. I love the final words of Grandma Betty's storytelling: "We help each other. That is what we do." (It reminds me of the values behind Richard Van Camp's little board book, May We Have Enough to Share.)

I also love that when Betty ends her storytelling, the children line up to hug her. Maybe that's a classroom custom. But I think it also shows that the children are moved by this elder's story of the trauma she and their community endured, and they are caring for her in their way, years afterward.

The Fire is a valuable book to have on your shelves, and to share with children you know.

 

Highly Recommended: Gitige - She/he Gardens

Gitige - She/he Gardens

by Fond du Lac Band of Lake Superior Chippewa
Anishinaabe consultants Tom Jack, Tara Dupuis, Marcus Ammesmaki, Jodie Locking
Photographs by Autumn Aubu't

Published in 2019

Published by Black Bears and Blueberries Publishing

Reviewed by Jean Mendoza

Review Status: Highly Recommended

The first lines of Gitige - She/he Gardens are, "Here is a story about gardening and what happens with a little watering, sunshine, and children's special care." It's a story that unfolds in the photographs, as it follows young children in their garden through a growing season.

Gitige is the latest of several delightful board books Fond du Lac Band has created that incorporate  words in Anishinaabemowin (or Ojibwemowin). The others have all been reviewed or mentioned on AICL: Boozhoo/Come Play With Us, The Story of Manoomin, niimiwin/Everyone Dance, and Our Journey. Like several of them, Gitige is illustrated with photos of children from the Fond du Lac community. They show preschool-age children involved in the real work of gardening: digging, watering, working with adults, appreciating their plants, and sorting harvested food, as well as dressing up as flowers.

The photos on each page are labeled in English and Anishinaabemowin. At the end of the book is a page showing all the translations. One strength of the book is that the two languages are side-by-side on each page. There are nouns, verbs, phrases, and whole sentences for children to hear, see, and say.

Adults sharing the book can use the words in the captions to start conversations about the pictures,  encouraging children's oral literacy in either language.

An adult who wants to hear the pronunciations of many of these words can find audio by native speakers on The Ojibwe People's Dictionary web site.

Anyone expecting to see a Three Sisters garden in the book may be disappointed. These kids are growing sunflowers, carrots, and a riotous assortment of flowers as well as corn and squash. I found only one problem with the book. On the first page, it looks like the English equivalent of zhoomiingweni has been left off inadvertently. I don't know if that's true for every copy or if mine is the only one. In any case, with adult help, children can do the detective work of figuring out via the glossary which English word belongs there.

You can order Gitige - She/he Gardens and those other great board books from the Fond du Lac Head Start Web site. [Editing on 1/30/2020 to report that until Fond du Lac Head Start is able to update their books page, you can order the book by emailing jeannesmith@fdlrez.com. Thanks, Sam Bloom for letting me know about that problem!]

And ...

Are you a Native writer or artist with an idea for a story? Black Bears and Blueberries Publishing would like to hear from you! Black Bears and Blueberries is a small Native-owned independent press dedicated to developing Native-themed books by Native authors and illustrators. They published and help to market Gitige. See their page of author info, or contact Betsy Albert-Peacock directly at balbert@d.umn.edu.

Deanna Himanga's BOOZHOO, COME PLAY WITH US

Boozhoo, Come Play With Us is a terrific board book. Published in 2002 by the Fond du Lac Band of Lake Superior Chippewa, this board book for toddlers is comprised of photographs of Native kids at the Fond du Lac Head Start, with two lines of text on each page.

At the top of the first page is "Boozhoo, Whitney." In the center of the page is a photo of Whitney, and beneath it is "Boozhoo means hello."



This pattern continues throughout the book. At the top of every page is "Boozhoo, (name of the child in the photo)" Below each photo is a line of text.



Here's two pages from inside:

The inside cover is a note that says "In an effort to develop culturally appropriate materials for our children and families, the Fond du Lac Head Start Program dedicates this book to the many children of the Fond du Lac Reservation."

Inside the back cover is a pronunciation guide for the Ojibwe words used in the book. And, the back outside cover is a collage of all the children shown in the book. The text at the top reads "Gigawaabaamin means" and at the bottom, "see you around."

An outstanding board book, I got my copy from Oyate for six dollars.

Maybe this book can help teachers displace the erroneous and ubiquitous "HOW" as the way Indians say hello.

Note, 6/25/2012: You can also get the book directly from the Fond du Lac Tribe. 

An Ojibwe Mother's Thoughts on James Bird's THE BRAVE

Editor's Note: AICL is pleased to host Allie Tibbetts's review of The Brave. She is a member of the Fond du Lac Band of Lake Superior Chippewa and an early childhood educator at the Fond du Lac Ojibwe School. She lives in Duluth, Minnesota, with her daughter, Zaagi. It joins the review that Dr. Janis A. Fairbanks did, reflects on the strength of Ojibwe women, and provides an important perspective on stories of their people. 

See related posts:

An Ojibwe Educator's Thoughts on James Bird's THE BRAVE (Sunday, Feb 14, 2021) 

Not Recommended: THE BRAVE by James Bird (Monday, Feb 1, 2021)

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Would Ojibwe People--Who Live Off of Fish--Practice the 

"Catch and Release" Method of Fishing?

by Allie Tibbetts

The Brave is a story about a boy named Collin who grew up in California living with his father. Collin faced difficulties in school due to his obsession and compulsion with counting the words people speak. Collin’s alcoholic father decided it was time to send Collin home to his mother, who dwells on the Fond du Lac Reservation in Minnesota. That is my rez. Hearing my rez was the setting of the story piqued my interest. So I obtained a copy and started reading. 

I tried to read with an open mind, but I know for me, whenever indigenous people are featured in the media, a critical eye emerges, scanning for any discrepancy, any hint of a betrayal or diminishment of who we are. And in "The Brave", I found many. But also as an avid reader and lifelong fan of the young adult genre, I also found aspects of his writing I thoroughly appreciated. The author James Bird is a good writer for the young adult genre. What I love about young adult books, good ones anyway, is the ease of falling into the story and automatic interest in the characters. A good young adult novel will have you wanting to turn the page to read what happens next. And James achieves that, but not without some moments that left me, as an indigenous, Anishinaabe woman from the setting in the story, with some pause and quite taken aback. 

I attempted to read detachedly, just filing away such instances, one of the first the reference to Collin’s mother’s "fireskin". I’m not sure I like that description or have seen any I would describe as having such in the spectrum of hues on my rez. There were immediate stereotypical mystical Native tropes embodied within some of the character development. I suppose some of that could have been Collin subconsciously looking to have his personal stereotypes reinforced, which people do, and they find them where they can, whether they exist or not, but most weren’t really challenged throughout the book. 

Something that made it difficult for me, as someone from this area, who knows it intimately, was the complete lack of connectedness to the environment the book is set in. Geographically it did not make sense. Collin noticed mountains with snow. There are no mountains here. There are hills. Duluth is on a hill. There are no mountains, but there is the largest freshwater lake in the world in Duluth, a lake that I imagine our ancestors coming upon thousands of years ago and feeling at home as they were by the ocean before they left to travel here. Because that is where our people first came from. So, to me, the lake is significant to this area and to Duluth. But it must have escaped both Collin’s eyes and the author’s. I felt bamboozled in the story because it was said Collin would be going to his mother, who lived in Duluth, Minnesota, so I was excited. I don’t live on the rez. I live in Duluth. So I thought, “Oh! She’s from Fond du Lac living in Duluth, like me!” But that wasn’t the case. I’m not sure if the author thought the rez was in Duluth. Of course this is all ceded territory around here, but the only part of Duluth that is tribal land is where the casino sits downtown. There were several other discrepancies with the environment in the story and the reality of this area. Sadly, I had to imagine the book was in a different place to continue reading as unbiasedly as I could, lest I be interrupted by all my inner protestations regarding the mistakes. 

However there were two moments where I couldn't hold back my dismay. Maybe it was a culmination of all the wrongness and absurdities up until then, but when the main character's mother, an Ojibwe woman, stated to her son that when they fish, they "catch and release" because "fish have families too", I set my reader down, rolled my eyes, and sighed. 

From childhood, Ojibwe children (photo is of Allie Tibbetts)
learn to fish, much like their ancestors did. 

NO OJIBWE FISHERMAN OR WOMAN IS GOING TO CATCH AND RELEASE. We live off of fish. Still. To this day. Fishing, netting, and spearing are vital parts of our way of life. Not only for sustenance, but for connection to our ancestors and those to come and our community. Our ancestors didn’t think of us when signing those treaties so we could catch and release. Across Indian Country, we fight for the treaty rights our ancestors negotiated for us and that environmentalists and hippies try to take away from us. Unfortunately, this type of hokey hippie idea of being indigenous appears throughout the book, tainting the story. 

The second moment I threw my hands up in exasperation was finding out the Grandmother (who was probably the most obnoxiously stereotypical character, which stinks because Ojibwe Grandmothers are cool in their own right) was dead all along. I thought that was unnecessary. The ceremonial scenes also gave me pause and had elements unrecognizable to me, though considering I’m not an expert or even close to one, I will not delve much into that. I’m not sure how I feel about ceremony being written about in such a way, to be honest. 

There were times I felt I was reading a book written by a white person about us. But the author is not white. I came to the realization that perhaps the author is embodied in the main character, a boy alien to his people and homeland, looking for the magic he’s been told Indian people have. To some degree, I do think people are magical, not just indigenous people, but people, and life. There were moments in the story that were really moving to me. Spoiler alert here, but when Collin dreams of his newfound love Orenda turning into a butterfly as she talks about throughout the book, but then awakens to find her surrounded by loved ones, dying in bed, that was perhaps my favorite moment in the book. There were a lot of layers there with his dream juxtaposed against the harshness of the reality, but maybe the dream was real. Orenda’s father certainly thought so, as he embraced Collin after he related the dream to them at the bedside. I think there is enough beauty and magic in what is real without having to make things up. There is enough beauty and magic in my people and in the place I live without having to make things up. Unfortunately that was a missed opportunity. 

As an adult reader I am able to detach from the inaccuracies in the story. I know the truths about my people and homeland. But other people don't. Now they will think they know us, when they still don’t. I wish the author would have either chosen a made up place or chosen to do more research. I do think this book could have been really good, and there were moments where I saw it, but it was obscured by untruths. The truth is we are a real people and a real place, and the story did not resonate with me as being us or being here.

AICL's Best Books of 2019

Below is American Indians in Children's Literature's list of Best Books published in 2019.  Because we are not able to read and review every book that comes out in a given year by the time we create our annual Best Books list, we ask that you come back from time to time to see if we've added anything since your last visit (an "added on [date]" note will be included with books we add after we publish this list). 

Books are presented (primarily) by age of reader(s) but please don't assume that a teen can't get something from a picture book, or that a young adult book is inaccessible to upper elementary or middle grade readers. Your best strategy on selecting books is to get the book and read it yourself to see if it will work with your intended audience. 

In parentheses following the names of individuals, we provide information about each person's identity, such as tribal affiliation or citizenship in a country. This is in keeping with what we did in the index to An Indigenous Peoples' History of the United States for Young People. Doing this is part of "unmaking the white default." If we have an error in how we've listed you, please let us know.

We hope you share this list with parents, teachers, librarians, caregivers, professors... anybody who works with children and books! And if you know of a book that we did not list, please let us know in the comments.

And, we find ourselves in an awkward spot! Our adaptation of Roxanne Dunbar-Ortiz's An Indigenous Peoples' History of the United States came out in 2019. We hope you'll get it. We're including it in the list, based on the review it received from the @OfGlades team at Indigo's Bookshelf. 

AICL's BEST BOOKS OF 2019

BOOKS BY NATIVE WRITERS OR ILLUSTRATORS

Comics and Graphic Novels

• Akiwenzie-Damm, Kateri (Chippewa of Nawash First Nation), Sonny Assu (Liǥwildaʼx̱w of the Kwakwaka’wakw Nations), Brandon Mitchell (Mi'kmaq), Rachel Qitsualik-Tinsley (Inuit-Cree), Sean Qitsualik-Tinsley (Scottish-Mohawk), David A. Robertson (Norway House Cree Nation), Niigaawewidam James Sinclair (Anishinaabe), Jen Storm (Ojibway, Couchiching First Nation), Richard Van Camp, Katherena Vermette, Chelsea Vowell (Métis); foreword by Alicia Elliott (Tuscarora, Six Nations of the Grand River), and illustrated by Tara Audibert (Wolatoqiyik), Kyle Charles, (Whitefish Lake First Nation) GMB Chomichuk (White), Natasha Donovan (Métis Nation of British Columbia), Scott B. Henderson (White), Ryan Howe (White), Andrew Lodwick (White), Jen Storm; Colour by Scott A. Ford (White) and Donovan Yaciuk (White). This Place: 150 Years Retold. Portage & Main Press. Canada. [Review forthcoming.]
• Vermette, Katherena (Métis), and Scott B. Henderson (White) and Donovan Yaciuk (White). Red River Resistance (A Girl Called Echo book). Highwater Press, Canada.
• Visaggio, Magdalene (White), Darcie Little Badger (Lipan Apache), art by Guillermo Sanna; cover by Dan Panosian. Strangelands (series). Humanoids, United States.

Board Books

• Fond du Lac Band of Lake Superior Chippewa. Gitige She/He Gardens. Black Bears and Blueberries Publishing, USA. Review added on 1/28/2020.
• Joseph, Kaal.atk' Charlie (Tlingit),  Hlii'ilaang Kun 'Langay family (Haida), HIGaa'xatgu 'Laanaas family (Haida), Haayk Foundation, Nancy Barnes (Tlingit), illustrations by Crystal Kaakeeyaa Worl. Cradle Songs of Southeast Alaska. Sealaska Heritage. Added 1/28/2020.
• Van Camp, Richard (Tlicho Nation). Photos by Tea & Bannock, a blog by Indigenous women photographers. May We Have Enough To Share. Orca Book Publishers. Canada. 

Picture Books

• Blaeser, Kimberly (Minnesota Chippewa Tribe), illustration by Marlena Myles (Spirit Lake Dakota/Mohegan/Muscogee). Flights in Thanku: Poems of Gratitude, edited by Miranda Paul (White). Millbrook/Lerner, United States. 
• Flett, Julie (Cree-Métis). Birdsong. Greystone Books. Canada. 
• Lindstrom, Carole (Turtle Mountain Band of Chippewa Indians), illustration by Marlena Myles (Spirit Lake Dakota/Mohegan/Muscogee). Drops of Gratitude in Thanku: Poems of Gratitude, edited by Miranda Paul (White). Millbrook/Lerner, United States.
• Maillard, Kevin Noble (Seminole Nation, Mekusukey Band), illustrated by Juana Martinez (Peruvian). Fry Bread: A Native American Family Tradition. Roaring Book Press (Macmillan). USA. 

Note about Fry Bread: the endpapers include names of over 500 tribal nations with a nation-to-nation relationship with the United States, but it also includes several groups recognized by a state (like the group anyone on earth can join--for a price--called the United Cherokee Nation that is recognized by the state of Alabama, but its offices are in New Mexico).  Those endpapers are empowering to legitimate nations, but inclusion of sketchy ones is of significant concern because including them legitimizes the harm they do. 

• Minnema, Cheryl (Ojibwe), illustrated by Julie Flett (Cree-Métis). Johnny's Pheasant. University of Minnesota Press, United States. 
• Peacock, Thomas. (Fond du Lac Band of Lake Superior Chippewa), illustrated by Annette S. Lee (Ojibwe and D/Lakota). The Forever Sky. Minnesota Historical Society Press. Added on 4/10/2020.
• Peacock, Thomas (Fond du Lac Band of Lake Superior Chippewa), illustrated by Jacqueline Paske Gill (White). The Dancers. Amazon On Demand Publishing LLC. USA. [Review forthcoming]
• Smith, Cynthia Leitich (Muscogee Creek Nation), illustrated by Marlena Myles (Spirit Lake Dakota/Mohegan/Muscogee). Stories for Dinner in Thanku: Poems of Gratitude, edited by Miranda Paul (White). Millbrook/Lerner, United States.
• Sorell, Traci (Cherokee), illustrated by Weshoyot Alvitre (Tongva/Scots-Gaelic). At the Mountain's Base. Penguin. United States.
• Sorell, Traci (Cherokee), illustrated by Marlena Myles (Spirit Lake Dakota/Mohegan/Muscogee). College Degree in Thanku: Poems of Gratitude, edited by Miranda Paul (White). Millbrook/Lerner, United States.
• Vermette, Katherena (Métis), illustrated by Julie Flett (Cree-Métis). The Girl and the Wolf. Theytus Books. Canada.

For Middle Grades

• Coulson, Art (Cherokee), illustrated by Hvresse Christie Blair Tiger (Muskogee Creek). The Reluctant Storyteller. Benchmark Education. United States.
• Day, Christine (Upper Skagit). I Can Make This Promise. HarperCollins. United States. 
• Dunbar Ortiz, Roxanne (White). An Indigenous Peoples' History of the United States for Young People. Adapted by Jean Mendoza (White) and Debbie Reese (Nambé Pueblo). Beacon Books, USA.  
• Gyetxw, Hetxw'ms (Brett D. Huson) and Natasha Donovan (Métis). The Grizzly Mother. Highwater Press. Canada. 
• Hutchinson, Michael (Misipawistik Cree Nation). The Case of Windy Lake (Mighty Muskrat Mystery Series). Second Story Press, Canada.
• Hutchinson, Michael (Misipawistik Cree Nation). The Case of the Missing Auntie. (Mighty Muskrat Mystery Series). Second Story Press, Canada. 
• McManis, Charlene Willing (Grand Ronde), with Traci Sorell (Cherokee). Indian No More. Tu Books, United States. 
• Smith, Cynthia Leitich (Muscogee Creek). A Girl's Best Friend in The Hero Next Door. Crown Books for Young Readers. USA.
• Weiden, David Heska Wanbli (Sicangu Lakota), illustrated by Jim Yellowhawk (Itazipco Band, Cheyenne River Sioux) & Pat Kinsella (White). Spotted Tail. Reycraft Books. USA. Added on 12/11/19.

For High School

• Boochever, Annie (White) and Roy Peratrovich (Tlingit). Fighter in Velvet Gloves: Alaska Civil Rights Hero, Elizabeth Peratrovich. University of Alaska Press. United States. 
• Dunbar Ortiz, Roxanne (White). An Indigenous Peoples' History of the United States for Young People. Adapted by Jean Mendoza (White) and Debbie Reese (Nambé Pueblo). Beacon Books, USA.  
• Little Badger, Darcie (Lipan Apache). "Grace" and "Homecoming: A Short Story" in Take the Mic: Fictional Stories of Everyday Resistance, edited by Bethany Morrow. Arthur A. Levine Books, USA. Review added 1/11/2020.
• Robinson, Gary (Choctaw and Cherokee). Standing Strong. 7th Generation, USA. Review added 12/30/19. 
• Schmieding, Jana (Lakota). Chubby City Indian in The Other F Word: A Celebration of the Fat and Fierce, edited by Angie Manfredi. Amulet Books, USA. 

Cross-Over Books (Written for adults; appeal to young adults)

• Rendon, Marcie (White Earth Anishinabe). Girl Gone Missing. Cinco Puntos Press. USA. [Review forthcoming]  

BOOKS BY WRITERS WHO ARE NOT NATIVE

Picture Books

• Coy, John (White), illustrated by Gaylord Schanilec (White). My Mighty Journey: A Waterfall's Story. Minnesota Historical Society Press. USA. Review added 3/6/2020

Niimiwin - Everyone Dance

A few years ago the Fond du Lac Head Start program published a terrific board book called Boozhoo: Come Play With Us. Set at the headstart, the book consists of photographs of Native children at play. Text on each page is in Ojibwe and English.

This year they published another board book. This one is Niimiwin - Everyone Dance. I've ordered it. What I've read about it so far is that it is about pow wows. I look forward to getting it! If its anything like Boozhoo, it'll be on my list of Top Ten Books for Preschool-Aged Children.  You can order a copy from the Fond du Lac Head Start for $5.95. Here's the cover:

Top Board Books for the Youngest Readers

Update on Oct 17, 2022: We add to this list, first posted in 2011. If you have additional recommendations, let us know in a comment and we'll take a look!

_____

Some time ago, I posted three "Top Ten" lists of books about American Indians. Each list was about a specific age/grade level. You will find links to those three lists at the top right side of AICL in the IF YOU'RE STARTING A LIBRARY... section of the site.

Today, I'm adding a Top Board Books list to that section. It isn't a Top Ten list because some of the books are from the same author and titling it "Top Ten" doesn't work. Each of the books are written or illustrated by a Native author or illustrator, and in some way, they are "tribally specific."

Baby Learns about Colors, by Beverly Blacksheep. Published in 2003 by Salina, it is one of a series of eight bilingual books with Dine (Navajo) and English text that feature a baby girl, her growth, and things she learns in a tribally specific context. Other books in the series are Baby Learns about Animals, Baby Learns about Seasons, Baby Learns about Senses, Baby Learns bout Time, Baby Learns about Weather, Baby Learns to Count, and Baby's First Laugh.  For more information, see my essay: Beverly Blacksheep's Board Books.

Boozhoo, Come Play With Us, by Deanna Himango. Published in 2002 by the Fond du Lac Band of Lake Superior Chippewa, this bilingual board book features photographs of toddlers at play. In some of the photos you can see the tribally specific decor of the classroom. The languages in the book are Ojibwe and English. The last page features a pronunciation guide.

I See Me, by Margaret Manuel. Published in 2010 by Theytus, the book can be personalized. By that, I mean that each page has a line of English text about the photo, and, a blank line for parents/teachers to write a caption in their own language. If you wish, the publisher provides captions in a specific language. This book is being given to families through the American Indian/Alaska Native Reach Out and Read program.

Learn the Alphabet with Northwest Coast Art. Published in 2010 by Garfinkle Publications, this board book is one of several that are illustrated by First Nations artists. The back cover provides information about the item and artist whose work is featured on each page. The other book from Garfinkle that I know and recommend is Learn to Count with Northwest Coast Native Art. They also sell puppets, plush animals, stickers, and stamps. Though I don't have any of the items, I think they can be used to enhance the study of the art in the books.

Our Journey, by Lyz Jaakola, illustrated by Karen Savage-Blue. Published in 2001 by the Fond du Lac Band of Lake Superior Chippewa, this bilingual book bids Anin (hello) and Miigwech (thank you) to the east, south, north, west, and to the sun and earth, and to "the One who gave me my birth." Because the illustrations are primarily of pre-contact scenes, you'll want to make sure to use present tense verbs when using the book in settings where you don't have day-to-day interactions with Native children and their families.

Welcome Song for Baby: A lullaby for newborns, by Richard Van Camp. Published in 2007 by Orca, it was given to every baby born in British Columbia in 2008.  Richard is Dogrib (the Dibrib people are in Canada). The book was very well received and reviewed as a book primarily for parents.

That's it... for now. Fourteen books. If you know of others, please let me know! A hearty thanks to Jean Mendoza for working with me on this list, and for being my dear friend.

___________________
Update, March 6, 2012

Add Debby Slier's Cradle Me to this list! Published in 2012 by Star Bright Books, each page has a photo of a Native baby doing something (sleeping, smiling, etc.) and a blank line for you to write down that word in another language. The final pages identify the tribal nation each baby is from.


















__________

Update, November 18, 2014

Add Julie Flett's exquisite We All Count. It has words in Cree and English.
















_________

Update, November 4, 2016

Delighted to add these!

Good Morning World, by Paul Windsor (see review):

Debbie Slier's Loving Me (see review):

Celebrate My Hopi Corn and Celebrate My Hopi Toys by Anita Poleahla and Emmett Navakuku (see review):

My Heart Fills With Happiness by Monique Gray Smith, illustrated by Julie Flett (see review):

And, David Alexander Robertson and Julie Flett's When We Were Alone (see review):

And, Richard Van Camp and Julie Flett's We Sang You Home (see review):

Update on Monday, Oct 17, 2022: These board books by Joni Spiess, Angela Y. Gonzales, Yaari Toolie-Walker, and Carla Snow are terrific! Review is here.

Board Books

In some of my posts, I talked about words like "papoose" that some (incorrectly) think are "Indian" words that all Indians use, regardless of tribe or mother tongue.

Today, I want to talk about board books in which you'll find the real deal. By that, I mean these books are by Native authors, and they use their own language in the book. (Board books are those books meant specifically for babies and toddlers; the pages are thick cardboard.)

In 2003, a set of board books were published by Salina Bookshelf, located in Flagstaff, Arizona. The illustrator is a Dine (Navajo) woman named Beverly Blacksheep. They are bilingual books, which means that all the printed words are presented in two languages: Dine and English. The four are Baby's First Laugh, Baby Learns about Animals, Baby Learns about Colors, and Baby Learns to Count. Learn more about the Navajo Nation by visiting their website.

In the early 2000's (sounds odd to use that phrase), the Fond du Lac Head Start Program published two board books that use Ojibwe words. Boozhoo, Come Play With Us is a series of photos of children at the Head Start, doing the things children do in pre-school, but with the addition of Ojibwe words to name those things. The book is by Deanna Himango, with photos by Rocky Wilkinson; both individuals are Ojibwe. So is Lyz Jaakola, whose book Our Journey uses Ojibwe words for north, south, east, west, but also for sun and earth. And, here's the website for the Fond du Lac Band of Lake Superior Chippewa Reservation.

If anyone knows of other board books like these, please let me know.

As you may have noticed (above), I included links to tribal websites. By visiting these links and having children you work with visit them, we can let go of wrong ideas (Indians are extinct) or ideas that confine us to the past (Indians don't drive cars). We're very much are part of today's society. Nation nations and individuals are using the internet, just like everyone else.

I'm in New Haven, Connecticut this week, spending some time in the Yale library archives. I'm finding some interesting things that I'll use in my research and on the blog. Off to the archives!

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.