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A Critical Bibliography on North American Indians, for K-12. INSTITUTION National Museum of Natural History, Washington, DC

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A Critical Bibliography on North American Indians, for K-12. INSTITUTION National Museum of Natural History, Washington, DC DOCUMENT RESUME ED 432 424 RC 022 016 AUTHOR Kaupp, P. Ann, Comp.; Burnett, Fiona, Comp.; Malloy, Maureen, Comp.; Wilson, Cheryl, Comp. TITLE A Critical Bibliography on North American Indians, for K-12. INSTITUTION National Museum of Natural History, Washington, DC. PUB DATE 1996-00-00 NOTE 215p. AVAILABLE FROM Web site: http://nmnhwww.si.edu/anthro/outreach/Indbibl/bibliogr.html (full text). PUB TYPE Guides Non-Classroom (055) Reference Materials - Bibliographies (131) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Adolescent Literature; Alaska Natives; American Indian Culture; *American Indian History; American Indian Literature; American Indian Studies; *American Indians; Annotated Bibliographies; Books; Canada Natives; *Childrens Literature; Criticism; Cultural Awareness; Educational Resources; Elementary Secondary Education; Ethnic Bias; Evaluation Criteria; Foreign Countries; *Reading Material Selection; Stereotypes; Tribes IDENTIFIERS *Cultural Sensitivity ABSTRACT This annotated bibliography is a response to teachers' concerns about choosing culturally sensitive and historically accurate books about American Indians and Alaska Natives. It contains critical annotations and evaluations of approximately 1,000 books, most published 1960-93, and points out controversial titles and disagreements about specific books. The focus is primarily on materials for elementary and secondary students but also includes publications of interest to the general public. Sections are organized by culture area--General, Southwest, Northwest Coast, California, Plateau, Arctic, Plains, Great Basin, Subarctic, Northeast, and Southeast--and each area is further organized by tribe and then divided into nonfiction, fiction, biographies, and traditional stories. Within each section, entries are listed alphabetically by author and include publisher, publishing date, and number of pages. Broad reading-level categories are indicated as lower elementary, upper elementary, secondary, or adult. The annotations note books' strengths and weaknesses. Highly recommended books are given a star, questionable books a question mark. In an attempt to assist teachers and parents in making informed choices for their students and children, the introduction offers 17 questions that provide a framework for evaluating books on American Indians and Alaska Natives, 4 common examples of stereotypical representations, a discussion of words that reflect bias or prejudice, a recommended reference series, and 11 additional resources. (TD) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** A Critical Bibliography On North American Indians, For K-12 Anthropology Outreach Office National Museum of Natural History Smithsonian Institution U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY KThis document has been reproduced as received from the person or organization originating it, 0 Minor changes have been made to M. R. London improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent official OERI position or policy. 1 BEST COPYAVAILABLE 2 BEST COPY AVAILABLE Bibliography of North American Indians http://nmnhwww.si.edu/anthro/outreach/Indbibl/bibliogr.html Anthropology Outreach Office Smithsonian Institution A CRITICAL BIBLIOGRAPHY ON NORTH AMERICAN INDIANS, FOR K-12 Dedicated to the memories of Jim Breiler and William Oandasan for their encouragement and support. Acknowledgements INTRODUCTION NW COAST ARCTIC SUBARCTIC (please read this first) Foreword by Linda PLAINS NORTHEAST Skinner (Choctaw) GENERAL CALIFORNIA Preface by Lisa A. GREAT BASINSOUTHEAST Mitten (Mohawk) SOUTHWEST PLATEAU This bibliography was compiled by P. Ann Kaupp, Head of the Department of Anthropology's Outreach Office at the Smithsonian Institution's National Museum of Natural History (NMNH), Fiona Burnett, while an intern in the Museum Studies Program at George Washington University, Maureen Malloy, now Coordinator of Public Programs at the National Museum of Health and Medicine, and Cheryl Wilson, presently editor in the Publications Office of the Smithsonian's National Museum of the American Indian (NMAI). ACKNOWLEDGEMENTS This bibliography was made possible by the generous support of the Smithsonian Institution Women's Council and the Department of Anthropology and Office of the Director, National Museum of Natural History. We are especially grateful to the Smithsonian Libraries, in particular Irene Anthony and Carolyn Hahn, for handling hundreds of interlibrary loan requests with aplomb. Our significant thanks also to Joallyn Archambault, Yvonne Beamer, Jay Fikes, William Fitzhugh, Arlene Hirschfelder, Stephen Loring, Cesare Marino, Lisa Mitten, and William Sturtevant, for their helpful comments and suggestions. We extend our gratitude to Ann Bay, Joe Bruchac, Thomas Davidson, Hap Gilliland, Marty Kreipe de Montario, Marie Malaro, Linda Skinner, and precollege educators Mary Lou Berres, Gretchen Spencer, and Dawn Thomas, for their encouragement and support, and to Nancy Pinkert, who contributed her research and editorial skills. [FOREWORD] To a Future Free of Bias Do you remember reading or hearing phrases such as: "Sit cross-legged like Indians," "single file, Indian style," "playing cowboys and Indians," "like a bunch of wild Indians," and "don't be an Indian giver" when you were a child? How about learning to count by enumerating "Ten Little Indians" and learning to read by reciting "I is for Indian" or "E is for Eskimo?" These examples, personally observed by this CNA Choctaw mother, teacher, and student, as well as by most of America's schoolchildren, are still used in CsA schools today. They set the stage for a lifetime of misinformation and cultural bias about American C;) Indians, objectifying them in a way that undoubtedly would not be tolerated or accepted by any other ethnic group. 1 of 4 3 6/25/99 11:47 AM Bibliography of North American Indians http://nmnhwww.si.edulanthro/outreach/Indbibl/bibliogr.html Today, over 500 years since the arrival of Columbus to the shores of the Americas, schoolchildren, teachers, and society are continually inculcated with myths and misinformation about American Indians and Alaska Natives. Ethnocentric histories, written and edited by the "discoverers," reflect stereotypes and cultural bias in classrooms, textbooks, media, and curriculum, changing or excluding critical information to justify a nation's stance in history. For example, John Smith and Miles Standish are often portrayed as heroes or role models (as Smith is in Disney's popular movie, Pocahontas). These men were far from heroic. History records they were actually "browbeating native leaders, robbing Indian food caches, and obtaining food for their bickering comrades by trade or extortion."1 Similarly, Christopher Columbus's "discovery" of America is still studied, celebrated, and dramatized in schools. Children do not learn of Columbus's mistreatment, exploitation, and betrayal of the native people he and his men encountered. Children's history books use terms such as "westward expansion" and "Manifest Destiny" to describe what would be more accurately called ethnic genocide. These books alternately portray Indians as "noble savages," "faithful Indian guides," or "sneaky savages" who lead "ambushes" and "massacres," while in contrast, cavalrymen fight "brave battles." These books propagandize the "glory and honor" of taking land and oppressing native people for European purposes that are portrayed as holy and valid. History books are not the only sources of misinformation and stereotypes. Arts and crafts books often include projects such as making Indian masks or headdresses. However, headdresses represent position and valor in many native cultures, and the masks of some cultures are considered sacred. Making construction paper and crayon replicas trivializes the important cultural meanings that these objects hold. More appropriately, teachers can educate students about native cultures by studying cultural artifacts and materials (in an art class, for example), as well as biographies and histories, for a more well-rounded study. The history of Thanksgiving, too, is often misrepresented in books for children: The Pilgrims were unhappy, because the English king refused to let people go to the church of their choice. To gain religious freedom, the Pilgrims loaded up all their belongings and sailed for America. They met a friendly Indian named "Squanto" who helped them plant crops. After the first harvest, Governor Bradford invited the Indians to a huge feast. Chief Massasoit and ninety braves came and for three days ate their fill of turkey, sweet potatoes, and pumpkin pie. After the first Thanksgiving they lived happily ever after. This familiar version of Thanksgiving obviously omits many important facts. Teachers and parents must search carefully for books that relate this event more accurately. As we know, the Western Hemisphere was not a "New World," but rather the homeland of ancient civilizations and many diverse cultures. Regarding the events of the original thanksgiving, the Indians had held ceremonies of thanks for harvest and other
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