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Annotated Bibliography. Second Edition. National Council Of DOCMMENT RESUME. ED 176 308 CS 205 153 AUTHOR Stensland, Anna Lee; Faddir;'Aune M. s T TLE Lititrature by and about the American Indian: An Annotated Bibliography. Second Edition. IN,STITUTpN National Council of Teachers of English, Urbana, PUB DATE 79.' NOTE 389p. AVAILABLE FROM National Council of Teachers of English, 1111 Kenyon, Road, Urbana, Illinois 61801(Stock Nc. 29846, $6.66 member, $6.75 non-Member) EDRS PRICE MF01/P016. Plus Posage. DESCRIPTORS, *Ameridan Indian Culture; *American Indians; *Amrican Literature; Biographies; Elementary Secondary Education; English Instruction; Fiction; Mythology; *Reading Material Selectior; Teaching' Tethniques ABSTRACT BotI a discussion of teaching American Indian litSrature and an annotated bibliography of books by and about American.Indians are includeeroin-this .book.. The section on teaching the literatUre of the Ameritan'Indian discusses important themes in Indian literature, Indian stereotypeb inliterature, and Indian literature of the mid-seventies. Aids for the teacher inclUdi guides to curriculum planning, stiggestions far a basic library ofndian literature, and.a list of soUrCes cf additional materials: Capsule ibiograpilies of 54 of the more prolific or better kncwr American . to,Indian scholars and mriters7are presented..Topics in tke annotated bibliography include Myth., legend, oratory, and poetry; fiction; biography and autobiovraphfl histcry; traditional life and culture; modern fife and problems; ancl.music, Sits, and crafts. A directo of publishs, an author index, and a title index are included: (MKM) I v re. ****************46**************************************************** . * Reproduction8 supplied by-EDRS are the best that can be made * * from the original document. * ************************************************************************ co ,0 Literature by and about the American Indian Lu dm PAIrrlAINT OP HEALTH, E DUCATION I WILPARI N TIhlI. INSTITUT§ OP , UCATION THIS DOCUM -4EEN REPRO- DUCED EXACTLY A EIVED FROM .An Annotated Bibliography THE PERSON OR ORGANIZATIOPtORIGIN- ATING IT POINTS OF VIEW ORCFPINIONS STATED 00 NOT NECESSARILYREPRE- SENT OFFICIAL NATIONALINSTITUTE OF EDUCATION POSITION OW POLICY Second Edition Anna Lee Stensland University of Minnesota, Duluth With contributions by Aune M. Fadum University of Minnesota, Duluth at, 1/ "PERMISSION TO REPRODUCE THIS. MATERIAL HAS BEEN GRANTED BY National Council of Tfalcher_!sof Fr1.91ish TO THE EDUCATIONAL TOURCES INFORMATION CENTER ( IC)" ( National Co Af Teachers of English 1111 Kenyon A, Urbana, Illinois 61801 NCTE Editorial Board; Evelyn Copeland, RudineSims, Donald Stewart, \. C. Anti Terry, Frank Zidonis, Robert F. Hogan,ex bfficio,Paul O'Dea, exofficio BaskDesign: Tom Kovacs, interior; VAVIartin, cover NCTE Stock Number 29846 0 1979 by the National Council of Teachers ofEnd lish.; All rights reserved:Printed in the United Statesof America. It is the policy of NCTE in its journals andother.iubliegions to provide a foruni for the open dismission of ideas concerningthe coptent anti teaching of English and the language arts. Publicityacooffied to any.particular point of view does not im* endorsement by theExeoutive Committee, the Board of Directors, or the membership at large,except4fi'aviouncomentslpf policy where such endorsement is clearly specified. 1 Library of Congress Cataloging in Publication-13:ta: r Stensland, Anna Lee. Literature by and.about the American Indian.; ; . Bibliography: p. 4 * Includes index. 4 1. Indians of North AmericaJuvenileliferatttre Bibliography.2: Indians of 'Mirth Amerka4Bibliogriph9L'' I. Title. Z1209.878 1979 [E77.4] 016.97'0004'97 79-18078 ISBN 0-8141-2984-6 pbk. ' lo r-rs 0 On Native American Literature Background:The National Council of Teachers of English has supported Resolutions 698, 726, and 755. promoting an awareness of and support for the study of the literature of diverse cultural groups. However, Native Amer- lean literature, both oral and written, largely has been ignored in language arts curricula; Be it therefore Resolved, That Native American literature and culture be taught kindergarten through college, and be it further Resolved, 0 -programs in teacher preparation be encouraged to include resources, mikrlals, and methods of presepting Native American literature, and culture. ,Resolution- passed by the National Council of Teachers and English it Its SixtyEighth Annual Meeting, 1978. /` Such are our antiquities. These were our predecessors. Why, then,. make so great ado about the Roman and the Greek, and neglect the Indian? We [need] not wander off with boys in citir imagina: tion to Juan Fernandez, to "wonder at footprints in the sand there. Here is a print still more significant at our, do.ors, the print of a riee that has preceded us, and this is the little symbol that Nature has transmitted to us. Yes, this arrowheaded character,1 I . 446 is probably more ancient than any other, and .to my mind it has "t not been deciphered. Mai should not go to New Zealand to write or think of Greece and Rome, nor more to New England. Nett searths, new themes expect us. Celebrate not the Garden of Eden, but your own. Henry.David Thoreau Jburnais, 1852 1/44 ( 4. A 'Contents( Foreword Preftwen I. Teaching the Literature of the AmericanIndian Introduction 3 Important Themes in Indian Literature 3 Indian Stereotypes in Literature 11 r-Indian Literature of the Mid-Seventies 20 References 24 Aids for the Teacher 26 Guides to Curriculum Planning 26 A Basic Library of Indian-Literature 35 Sources of Additional Materials 42 Biographies of.Selected American Indian Authors 46 r, II. Bibliography Introduction to the Bibliography 67 Criteria for Sblection 67 75 How:to Use This Bibliography V Myth, Legersi, 'Oratory, and Poetry 77 Fiction 114 Biography and Autobioicraphy 187 History . 239 Traditional Life and Culture 279 Modern Life and Problems 320 Music, Arts, and drifts 337 vii A 4 4 VIII Contents Directory of Publishers 355 363, Author Index . .: Title Index 370 , 10, .014 a . at' FOreword Oa AP- Nearly 'four hundred yearshave Passed since Jamestown was settled in 1607, but Americans are stillintrigued with the stories, legends, poetry, songs, philosophy, ,history, art,and lifestyles of the peoples who are native to this country.Euro-Americans still write .extensively about the "AmericanIndian," and continue to las fascinated with the complexities of thevarious Indian cultures. Beyond initial fascination with a riative people, theinterest in the American Indian has become an absorbing study,for scholars. The fact is, this is the land of the AmericanIndian. This isihe land that was specially given to, theAmerican Indian by the Great Spirit. The American Indian, has achievedself-recognition. Peoples from *other countries came to this landseeking 0' plaim it, seeking to settle, seeking-to exploit it. After hundredsof years of struggle among rmkjor Europeannations for control over the "hew kind," England gained the upper hand, but not beforeSpain had left a most imPressive mark in Florida, inTexas, and in the entire South, west. France was active intrading,- and Englan'd in settlement for homes.. As these Europeans traveled acrossthe country, 9k3/ gought to rename the natives, and the names arestill with us- -Spanish names in the Southweit,English and Scottish in the Northeast, and French for the Lgkotas ofthe Plains. The colonists fought the British fortheir freedom, and Indian nations were split as to their allegiance.After the new nation was. 'formed on the Atlantic Seaboard, there werebitter feelings. For- eigners dared to call this land their own.',They formed a "govern- ment 'and began to tell the Indian nationswhat to do. They began to make treaties, always at theprotest of the Indian. They began to take the land whiCh traditionallybelonged to Indian groups and to move the natiVe peoplewestward. The trend continued until nearly, anther land was taken.Wars were fought to keep the land, and to maintain the native rights intreaties. Finally,Indiahs were placed on reservationsin the West. kfterthal came the' f)awes Allotment Act, which took away moreland on the reserva- tiori, and finally there was the lease arrangement (stillin effect ix k4 Foreword today) which all but robs Indians of their last -remaining land. Railroads and timber interests pushed the Indian off the land and moved tribe after tribe to Indian Territory and Oklahoma after it became a state. Even there, white inroads were made. Mineral interests and water and fishing rights are so controversial that some would advocate the abolition of all Indian treaties. This is where we stand today. There are all sorts of philosophical questions that can be dis- Cussed in relation to ,the. American Indian On the Indian's own land and the white. aggressor's, interest in owning everything the Indian has,. and these questions cart be found in the literature by and about the .Ameriean Indian. Varying points of view are held according to the experience .and knowledge of the-writer and, of course, the`writer's attitudes towards the American Indian. Stereo- types are found in some of the writings of non-Indian auttors, and some of these are biased and derOgatory. We would hope -for literature free of bias, .but this may be a long time in coming. Ignorance is evident.' in. some.of the literattire, and there are reasons -for thie ignorance, largely a lack of education. American Indian literature and histdry have been notably missing from the reading fare of Anrerican children and youth. -There has beenAn atter:n*4o
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