DOCUMENT RESUME ED 227 999 RC 013 957 AUTHOR Nelson, Margaret F., Comp.; Walton, M. Frances, 'Camp. IgTLE Ohoyo Ikhana: A Bibliography of American Indian-Alaska Native Curriculum Materials. INSTITUTION OHOYO Resource Center, ,Wichita Falls, TX. SPONS AGENCY Women's Educational Equity Act Program (ED), Washington, D. PUB DATE 82 GRANT G008006076 NOTE 264p. PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS *Alaska Natives; American Indian Education; American Indian Historyv*American Indian Literature; *American Indians; Annotated Bibliographies; Audiovisual Aids; *Cultural Education; *Curriculum Development; Elementary Secondary Education; Females; Human Resources; Ihstructional Materials; Program Descriptions; *Resource Materials; Tribes IDENTIFIERS Journal Articles ABSTRACT The 1200-item annotated bibliography on American Indian and Alaska Native resources is presented in foursections: curriculum materials, resource materials, bibliographies, and periodical articles. The first three sections are listed alphabetically by souece showing the vait amount of materialsbeing developed by Indian tribal groups and organizations. Eachnotation includes the title of the resource, author(s), year ofpublication - (1970-1982), brief description, language written in (ifapplicable), number of pages, and grade level. For easier referencing,the _contents of the bibliography are indexedin three ways: regional, audio/visual, 'and bibliography. The regional index lists printed materials contained in the'curriculum, resource and periodical sections alphabetically by title, noting page number, gradelevel, and subject area (arts/crafts, bilingual, careereducation, extra curricular,.language arts, math/science, social studies) or resource applicability (curriculum development aid, resource reference, reversing stereotyping/bias in textbooks). Theaudio/visual index provides a title listing of cassette taPes, records, films,slides and videotapes available and appropriate for classroom use. Alist of curriculum resource personnel concludes the document. (ERB) *******************************************#********,******************* Reproductions supplied by EDRS are the'best that can be made from the original document. *********************************************************************** Pv V" 0' 11, p-Pr' - F '.41pr"-Mt V Pr"Po'-.11 I I rnF F Pr"PP" F P, F F P, `.11OP' I Pr IP' I 11,Pr" p' F Pr" P" PP' PP' P" P.' I I PP' I Pr" I P". F Pv POr I I F 666/ZZO3r-- COVER CREDITS: The cover design incorporates contributions from artist Gabrielle Wynde Tateyuskanskan (Dakota), and Bacone Collegelinguist Dr. Charles Van Tuyl (Cherokee), who helped to develop a typewriterelement utilizing Cherokee alphabet. Dr. Van Tuyl generously translated the word "woman",into the various Indian languages blended onto the coverdesign, Artist Tateyuskanskan., designer of the Ohoyo logo,embodied the artwork with symbolic 'meaning through the use of a tipi representingthe'home, the ear of corn representing sustenance, herbsrepresenting healing, and the pipe as a symbol of spiritual growth. The four symbols encircle three figures personifying unification of Indiangenerations: youth, adult and elder. Discrimination Prohibited--No person in the UnitedStates_shall, on the grounds of rdce, color, or national origin, be excludedfrom participation in, be denied the benefits of, or be subjected to discriminationunder any program or activity receiving Federal financial assistance, orbe so treated on the basis of sex under most education programs or activitiesreceiving Federal assistance. The activity which is the subject of this report wasproduced under a grant (No. 0E-G008006076) from the U.S. Department of Education,under the auspices of the Women's Educational Equity Act. However, the opinions, expressed herein do not necessarily reflect the position orpoliCy of the Department of Educa- tion, and no official endorsement bythe U.S. Department of Education should be inferred. Prepared and distributed b : OHOYO, Inc. Ohoyo Resource Center 2301 Midwestern Parkway, Suite 214 Wichita Falls, Texas 76308 (817) 692-3841 OHOYO IKHANA: A Bibliography Of American Indian-Alaska Native Curriculum Materials Compiled and Written by: Margaret F. Nelson M. Frances Walton 1982 AMMO RESOURCE.CENTER Owanah Anderson, Director 0 Women's Educational Equtty Act Program U.S. DEPARTMENT OF EDUCATION TM. Bell, Secretary TABLE OF CONTENTS ACKNOWLEDGEMENTS PREFACE Ix INTRODUCTIONt CLASSROOM CURRICULUM MATERIALS, . OOOOOOOOO ,1 119 RESOURCE MATERIALS BIBUOGRAPNIES H 19 189' PERIODICAL ARTICLES INDEXES 191 Regional Index Audio/Visual Index 233 Dibliography Index 241 247 Curriculum Resource Personnel ACKNOWLEDGEMENTS The bibliography'would not have been possible without the contributions and cooperation of many individuals, groups, organizations anepublishers. A number of personal letters were received which recognized the needand potential use- fulness of the bibliography. Although time and space do not-permit a complete listing, the compilers wish to express their gratitude to eachindivi= dual who so generously shared materials and endorsements,for together, we have produced a produCt which far exceedsoriginal expectations. Acknowledgements are made to Indian Truth, Council on -Interratial Books for Children, ERIC/CRESS, UnitedIndians of All Tribes Foundation and EthniC Heritage StudiesClearinghouse for granting permission to use their words. Particular appreciation is also expressed to theOhoyo Curriculum Review Panel for dedication, long hoursspent in °reviewing entries and makingdifficult decisions about materi- als to include. The panel included Robin Butterfield (Winnebago/Chippewa), Curriculum developer for Northwesta' Indian Reading Series, Portland, Oreg.; RamonaSandoval (Winnebago/Sac 6 Fox), consultant for Wisconsin Woodland Indian Project, Madison,Idis.; Wathene Young(Cherokee/ Delaware), formerproject director for EPIC(Educatind Pro- fessionals for Indtan Children) at NortheasternOklahoma State University, Tahlequah; and consultantfor Native Ameri- ---cari-.Researth, Inc.; and Yvonne Wynde(Sisseton-Wahpeton Dakota), director for Project ADVANCE, Boston IndianCouncil, Mass. A special note of appreciation isextended to the Ohoyo staff for technical assistance and support: Owanah Anderson for direction; Noalene Clanton formasterful typing and editing camera-ready materials; KimRankins Price, Mozelle Cherry, and Sedelta Verble for outreachand editing assistance. PREFACE. Across the nation each.year in late November, hordes of youngchildren don plastic headbands and Sioux warbonnets 'to posture in the backgroundfor the Pilgrim's Thanksgiving tableaux, The school auditorium curtain falls. The grotesque war- paint is scrubbed away. The,American education system scarcely dwells'again for another year on the subject 9f the American Indian. OHOYO IKHANA: A Bibliography of American Indian/Alaska NativeCurriculum Materials is offered as a tool for teachers, school administratorsand policy makers of the dominant culture to begin a response to voiced needs comingfrom within Indian Country for incorporating into school curricula abroader image of the first Ameri- tank from both the historical and contemporaryperspectives. The work, containing 1200 entries which were developed primarilywithin the diverse Indian cultures, will enable the classroom teacher to teach Indianhistory as American history and not as a separate unit to be taughtduring Thanksgiving week alone. OHOY0 IKHANA was devetoped to assist educatorsin discovering a segment of America previousli mono-culturalized, under-representedand stereotyped. Most victi,mized in coursework neglect endin stereotyping have been women of the Native American population. BeyonC1 romanticized glimpses of the "princess" Pocahontas and young Sacajawea,wheguided the explorers across the Northwest, school curricula in the main fail to mentionthe existence of a female native population except in the "squaw" context. Long synonomous with the oppressed "drudge," the pejorative-term "squaw" was mostlikely a perfectli respectable word (saitto have been a French corruption of an Iroquoisword for woman, 'tatseskwa"). As recently as 1980, a study showed that twoof the three leading college text- books for American History courses stillemployed the term "squaw" in referencing American Indian women. Mass media still uses the word in ade'preciative sense. Associated Press in mid-September 1982 ran a wire storyand photo describing the Secretary of Interior being relegated to dancingwith "squaw0 after having failed to kill an antelope with a single shot. During the last.dozen years, when contributionsof women and minorities to the fibre of the country have been re-assessed,it is regrettable that the variety of roles played by_women within the diversecultures have been so profoundly down- European values in attempting to played. It began when Europeans super-imposed interpret Indian cultures and male/femaleroles. While DeSoto's journal of 1540 registers his encounter with a Yuchi.womanleader, it also expresses a certain shock of discovering Choctaw women fightingbeside the men in defending their homeland bn Mobila Bay (Alabama). .Earlyexplorers in the Northeast, drawing from their patriarchal perspectives,misunderstood the matrilineal societies of the Iroquois so prOfoundly that theysabotaged their own treaties by making them with . men who did not havesole power to make such decisions. Leadership roles ofOlive Americanwomen within theirtribal