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ED350116.Pdf DOCUMENT RESUME ED 350 116 RC 018 384 AUTHOR Malcolm, Shirley, Comp. TITLE Native Peoples: Resources Pertaining to Indians, Inuit, and Metis. Fourth Edition. INSTITUTION Manitoba Dept. of Education and Training, Winnipeg. REPORT NO ISBN-0-7711-0947-4 PUB DATE 90 NOTE 277p. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MFO1 /PC12 Plus Postage. DESCRIPTORS American Indian Culture; American Indian History; *American Indians; *American Indian Studies; *Bias; Elementary Secondary Education; *Eskimos; Foreign Countries; Higher Education; Instructional Material Evaluation; *Instructional Materials; Resource Materials; Teacher Education IDENTIFIERS Canada; *Metis (People) ABSTRACT This bibliography includes materials that supplement an original 1980 edition. As in the earlier edition, this bibliography provides teachers and librarians with information about instructional materials related to North American Indians, Inuit, and Metis. Information is categorized into three sections titled after the three groups. Each section contains print and audiovisual materials. Each entry includes the library call number, the authors, the publisher, the date of publication, and an annotation. Whenever possible, grade level is indicated as early years, senior years, or research/teacher references. Print materials for each section cover all or most of the following topics: (1) arts:(2) autobiographies and biographies;(3) contemporary society and historical society; (4) culture groups;(5) education;(6) history;(7) literature; (8) native languages; and (9) religion and mythology. Audiovisual materials include filmstrips, slides, videotape recordings, pictures, and kits. An index by title is included. This bibliography provides information on criteria for identifying and evaluating bias in instructional materials; a glossary of terms pertaining to evaluation of bias; information on the Manitoba Education and Training Library; and an explanation of procedures for borrowing materials listed in this bibliography.(LP) ******************************************************************* nvprtAlueLitinS suppileo Dy EDRS are the best that can be made * from the original document. *********************************************************************** NATIVE PEOPLES Resources Pertaining to Indians, Inuit, and Metis "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY <. co5e4r-vs TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC):" Manitoba U.S. DEPARTMENT OF EDUCATION O Office of Educational Research and Improvement Education EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) and Training reproduced as Off /The document has been 1990 received from the person or organization Native Education ongonating C? Minor changes have beenmade to improve reproduction Quality Points of view or opinions stated inthis docu- ment do not necessarily representofficial OERI position or policy LA, NATIVE PEOPLES: Resources Pertaining to Indians, Inuit, and Metis Native Education Branch Manitoba Education and Training 1990 i Manitoba. Native Education Branch, Manitoba Education and Training. Native Peoples: Manitoba Education Resources Pertaining to Indians, Inuit and Metis. ISBN 0-7711-0947-4 Winnipeg 1990 ii 4 PREFACE The first edition of NATIVE PEOPLES,published in 1980,was prepared to provide information for teachers, librarians, andothersinterested in materials about North American Indians,Inuit,and Metis. This edition includes Manitoba Education and Training acquisitions that supplementedthe original bibliography. Materials arecategorized under theheadingsINDIANS OF NORTH AMERICA, INUIT, METIS. Selections are annotated with the Library call number and the grade level indicated wherever possible according to thefollowingkey: Early Years: EY; Middle Years: MY; Senior Years: SY; Research/Teacher Reference: RES. ACKNOWLEDGEMENTS Thanks to Shirley Malcolm for compiling the fourthedition,and to Garry Robson andthe late Murdo Scribe of the Native Education Branch forthe cover design. The stylized syllabics mean "books talking." Permission from the Department of Indian Affairs and Northern Developmentto quote directly or to adapt parts of theirbibliography, ABOUT INDIANS: A LISTING OF BOOKS, 4th edition, made the task of compilingthis bibliography a great deal easier. iii CONTENTS Page CRITERIA FOR EVALUATING BIAS vi LIBRARY BORROWING INFORMATION FILM AND VIDEO BOOKING INFORMATION xi DUBBING INFORMATION xii INDIANS OF NORTH AMERICA PRINT MATERIALS The Arts 1 Crafts and Games 5 Music 8 Autobiography, Biography 9 Contemporary Society 16 Culture Groups 34 Education 50 Historical 62 Literature Drama 76 Poetry/Short Stories 78 Fiction 98 Legends 99 Reading Series 119 Native Languages Dene 123 Cree 127 Michif 127 Ojibwe 128 Siouan 130 General 131 Religion, Mythology 132 AUDIOVISUAL MATERIALS Kits, Pictures, Jackdaws 133 Phonodiscs and Tapes 150 Videorecordings 154 Films 175 INUIT PRINT MATERIALS The Arts 191 Contemporary and Historical Society 193 Literature Drama, Poetry 204 Fiction 205 Legends 208 iv Page AUDIOVISUAL MATERIALS Kits, Pictures, Jackdaws 210 Videorecordings 215 Films 217 METIS PRINT MATERIALS Autobiograhy, Biography 221 Contemporary Society 224 Historical 228 Literature Drama, Fiction 234 AUDIOVISUAL MATERIALS Kits, Pictures, Jackdaws 236 Videorecordings 239 Films 244 BIBLIOGRAPHIES 245 PERIODICALS 248 INDEX 250 CRITERIA FOR EVALUATING BIAS It is recognized that exposing students to a variety of controversial issues and opinions can be a valuable learning experience. Therefore, not all materials which contain negative biaseshave been eliminatedfrom this bibliography. Teachersare urged, however,to preview all materials to determine their suitability. The followingguidelinesare designed to assist in identifying biases involving culture,religion, sex, age, and physicaland mentalcapacities. For convenience andease of reference, these guidelines have been divided intotwo broad sections which include several categories. I Historical Accuracy and Balancel Concreteness and Inclusiveness 1. (a) Texts shouldidentify the sourceof information wherever statements purport to be factual, in order to minimize edit- oralizing,generalization, vagueness and ambiguity. In the event that original source material is unavailable, students should be made aware that the view presented is an interpret- ation of the facts. (b) Where actual documents areavailable, reference should be made to them with special attention being given to present- ation of different points of view, should these exist. 2. Accounts of a particular event should clearly indicate that they reflect the perceptions, attitudes, language, concerns and setting of the times referred to. 3. The subject matter should be dealt with in a balanced way in order to corer multiple aspects of the event or situation including the contributions of various people or groups and their popular or unpopular positions, different cultural approaches, controversial viewpoints, varying roles and occupations. 4. Subject matter specifically dealing with vocational and occupa- tional roles should provide information about as wide a spectrum of opportunities available in society as is possible, with specific care to avoid the presentation of sex-typed occupational categories. 1 Adapted from the Task Force Report on Textbook Evaluation, Manitoba Department of Education, 1973. vi II Comprehensiveness and Unity Language and Realism 5. In order to reduce the danger of attributing selected characteris- tics of an individual to the total group of which that person is a part, adjectives, or phrases descriptive of the human character should relate to an identifiable person rather than to an identi- fiable group of persons. 6. Where a particular group of persons is described in an account, the information should be presented in a complete and meaningful way rather than in a fragmented or scattered fashion. 7. Pictures and illustrations should be congruent with the coverage allocated to the persons or events discussed, supportedby appropriate captions of the pictures' locations, times and dates, 8. Slanting by way of value laden words or labels should be avoided. 9. Illustrations and written material mustnot perpetuatestereo- types about people based upon race, religion, creed, nationality, ancestry, ethnicity, sex, color, age, culture. 10. Social evils, including prejudice and discrimination,should be examinedratherthanignored. Currentand past events should receive frank and realistic treatment. Matters of broad social concern, whether regarded as negative or positive, should not be omitted or ignored but should be identified and explored. 11. Illustrations in texts should reflect the wide variety of individual differences within all segments of our society. 12. The language and terms used should accurately describe individuals, groups,and situations. They should not reinforce questionable attitudes or assumptions about people. yii GLOSSARY OF TERMS1 Bias: To slantin a particular direction in favour of or against an identifiable group of persons. Discrimination: Inferior treatment of a person or group of persons based upon prejudicial attitudes. Ethnic group: Those persons bound together by traditions of culture including at least some components such ascustoms, religion, language, nationality. Learning materials: Any material, printed, visual, auditory, which a teacher introduces intothe classroom to provide a learning experience. Prejudice: 1. An attitude toward other persons or groups of persons based upon preconceivedor irrational
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