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Bigelow, Bill, and Bob Peterson, eds., Rethinking Columbus: Teaching
About the 500th Anniversary of Columbus's Arrival in America.
1998, b/w photos and illustrations.
The quincentennial is over, but the issues are far from gone. From
introductory articles and essays, to discussions of elementary and
secondary school issues, to contemporary struggles, to background,
context, and historical documents relating to the quincentennial,
this is for teachers who want to get some critical thinking going
in the classroom.
pb 10.00 |
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Bread & Roses, Native American/Hawaiian Women of Hope,
1997.
This is a gorgeous set of posters produced by Bread & Roses, the
Cultural Project of 1199 National Health and Human Service Employees
Union. The posters, full-color portraits of 12 Native women, honor
their individual and collective achievements, and their courage, compassion
and commitment to their communities: Lori Arviso Alvord (Navajo),
Charlotte Black Elk (Oglala), Carrie and Mary Dann (Shoshone), Joy
Harjo (Creek), Pualani Kanahele (Hawai’ian), Winona LaDuke (Anishinaabe),
Wilma Mankiller (Cherokee), Muriel Miguel (Kuna/Rappahannock), Janine
Pease-Pretty On Top (Crow), Joanne Shenandoah (Oneida), Jaune Quick-To-See
Smith (Flathead Salish), and Rosita Worl (Tlingit). With portraits
by Hulleah J. Tsinhnahjinnie (Seminole/Muscogee/Diné), and
a study guide written by Arlene Hirschfelder, Paulette Fairbanks Molin
(Anishinaabe), Kathryn Oneita (Assinaboine/Yanktonai), and Yvonne B.
Wakim (Cherokee), this set belongs in every classroom and library.
40.00 |
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Buffalohead, Priscilla, Inside the Culture Series. 1988,
b/w illustrations, grades 5-6.
The goal of these workbooks is to provide students with a better
understanding of the contributions of American Indian peoples to
the collective intellectual achievements of humanity. The four richly
illustrated workbooks include teacher guides and student handouts
and activities. They provide in-depth coverage of
• American Indian Astronomy
• American Indian Communication Systems
• American Indian Timekeeping Devices
• American Indian Toys and Games
Designed for fifth-grade students, these can easily be modified
for other grades. This series was developed for the American Indian
Language and Culture Education Program, Anoka-Hennepin School District,
Minnesota State Department of Education, and is illustrated by Red
Lake Ojibwe artist Robert DesJarlait.
each workbook, pb 5.00 |
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Buffalohead, Priscilla, Grandmother Spider's Web Series.
1991, b/w illustrations, grades 7-up.
Designed for the secondary level, each of these four workbooks includes
a teacher guide, student readings, student activities and bibliography.
• Grandmother Spider's Web: Incorporating American Indian
Themes into the Secondary Curriculum
• Modern Indian Issues: Repatriation, Religious Freedom, Mascots
and Stereotypes, Tribal Sovereign, Tribal Government, Tribal Enterprises,
Treaty Rights
• Ojibway Family Life in Minnesota: 20th Century Sketches
• Traditional Indian Stories: Selections from the Ojibway,
Cherokee, and Hopi Nations
This series was developed for the American Indian Language and
Culture Education Program, Anoka-Hennepin School District, Minnesota
State Department of Education, and is illustrated by Red Lake Ojibwe
artist Robert DesJarlait.
each workbook, pb 11.00 |
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Caduto, Michael, and Joseph Bruchac (Abenaki),
Keepers of the Animals: Native American Stories and Wildlife
Activities for Children. 1991, b/w photos and illustrations.
pb 20.00
Keepers of the Earth: Native American Stories and Activities
for Children. 1988, b/w photos and illustrations.
pb 20.00
Keepers of Life: Discovering Plants through Native American
Stories and Earth Activities for Children. 1994, b/w photos
and illustrations.
pb 22.00
Keepers of the Night: Native American Stories and Nocturnal
Activities for Children. 1994, b/w photos and illustrations.
pb 20.00
Native American Gardening: Stories, Projects and Recipes for
Families. 1996, b/w photos and illustrations.
pb 16.00
The “Keepers” books for Native-centered science curriculum
—suitable for young (elementary) and older (late middle school)
children—include stories that lead to an awareness that all
things are related; followed by hands-on activities and discussion
which compliment the stories. “Gardening,” also Native-centered,
is packed with excellent school-science gardening projects, with
explanations of traditional Native gardening practices and several
designs for traditional Three Sisters (corn, beans, squash) gardens.
These books are highly recommended, especially for classrooms with
some gardening space outside. |
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Jones, Guy W. (Hunkpapa Lakota), and Sally Moomaw, Lessons
from Turtle
Island: Native Curriculum in Early Childhood Classrooms. 2002, b/w illustrations.
There are many “multicultural” resource books on the market, and many
classroom activity books targeting Native Americans. Most are garbage that teach
non-Native kids to “play Indian” by making vests out of paper bags
and headdresses out of feather dusters. Here, two long-time educators examine
the problems, present clear alternatives, and encourage teachers to include appropriate
materials and strategies in countering deeply held stereotypes about Native peoples.
Focusing on five cross-cultural themes—children, homes, families, community
and environment—the authors discuss cultural similarities and differences,
and discuss appropriate and inappropriate children’s literature and activities.
For each recommended literature selection they suggest activities in the areas
of dramatic play, art, music and cooking, as well as literacy, math, and social
studies. Finally, they include guidelines for selecting class guests, literature,
materials and toys; a bibliography and discussion of recommended and not-recommended
books and materials; and an excellent resource list. After reading this book,
we hope that teachers will take careful inventory of what they use in the classroom,
think of different things to do with their recycled feather dusters, paper bags
and toilet paper rolls, and throw out the
garbage that oppresses Indian children.
pb 30.00 |
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Oyate, Classroom Activities and Discussion Guide for Gold,
Greed & Genocide: The Untold Tragedy of the California Gold
Rush. 2003, grades 6-up.
In the mid-1800s hundreds of thousands of settlers—would-be millionaires—invaded
the territory that is now called California. No one was safe from the onslaught.
These miners, working for large corporations, blasted away mountains, polluted
lakes and streams, massacred, raped, and enslaved the people who lived there.
The videotape Gold, Greed & Genocide is told mostly from the perspective
of California Indian people whose lives have been and continue to be impacted
by the California Gold Rush. The Classroom Activities and Discussion Guide is
a companion to the videotape, and is designed to encourage critical thinking
and research skills.
pb 10.00 |
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Seale, Doris (Santee/Cree), Beverly Slapin, and Carolyn Silverman
(Cherokee/Blackfeet), eds., Thanksgiving: A Native Perspective.
1998 edition, b/w illustrations, all grades.
For Native peoples, thanksgiving comes not once a year, but always,
for all the gifts of life. All Native nations have celebrations of
the harvest that come from very ancient tradition. The U.S. holiday
celebrates and perpetuates a myth which has almost nothing to do with
reality, and is a bitter reminder for all Native people of 500 years
of betrayal returned for friendship. This sourcebook of essays, speeches,
poetry, stories and activities will help teachers and students think
critically about what has been, and continues to be, taught as the
“first” thanksgiving.
pb 15.00 |
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Slapin, Beverly, ed., CURE Analysis: Houghton Mifflin History/Social
Science Series, 1991. 1995 edition.
As part of their argument against the adoption of the Houghton Mifflin
history/social science textbook series in 1991, a group of parents,
students, educators and community activists calling themselves Communities
United against Racism in Education (CURE) analyzed the kindergarten
through fifth-grade texts. In an easy-to-read format, this analysis
uses quotes from the texts and discusses both blatant and subtle biases
and distortions inherent in these passages. We have made this 86-page
analysis available in the hope that others will find it useful as
a model.
pb 10.00 |
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Slapin, Beverly, and Doris Seale (Santee/Cree), eds., Through
Indian Eyes: The Native Experience in Books for Children. (1987) 2006
edition, b/w illustrations.
Through Indian Eyes, a compilation
of work by Native parents, educators, poets, and writers, is for anyone
interested in presenting non-biased material about indigenous peoples
to children. It contains, from a Native perspective, essays and poetry,
critical reviews of more than 100 children's books by and about Indian
peoples, a guide to evaluating children's books for anti-Indian bias,
a recommended bibliography, and a resource section of Native publishers
and organizations.
pb 25.00 |
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Slapin, Beverly, Doris Seale (Santee/Cree), and Rosemary Gonzales
(Ojibwe), How to Tell the Difference: A Guide for Evaluating Children's
Books for Anti-Indian Bias. 1996, b/w illustrations.
Reproduced from Through Indian Eyes: The Native Experience in Books
for Children, the goal of this 30-page book is to make it easier
for parents, students, teachers or librarians to choose undistorted
books about the lives and histories of indigenous peoples.
pb
9.00 |
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SouthWest Organizing Project (SWOP), Teaching Kit for Elementary
and Secondary School Teachers. 1995, b/w illustrations, grades
5-12.
For use with 500 Años del Pueblo Chicano/500 Years of Chicano
History in Pictures and video, ¡Viva la Causa! 500 Years
of Chicano History. Seventy pages, divided into 12 themes, each
with a synopsis and sample lesson plan that will motivate students
to participate in discussions and activities aimed at learning about
the Chicano experience. Included is a reading list and other resources.
Teaching kit includes book, video, and curriculum guide.
110.00 |
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Supahan, Sarah, ed., Indians of Northwest California History/Social
Science- and Literature-Based Curriculum Units. 1992, b/w photos
and illustrations, grades k-5.
Written for the Indian Education Program of the Klamath-Trinity Joint
Unified School District by classroom teachers, Indian education program
staff, and tribal resource people, these 12 units are specific to
Northwest California nations. Activities can be used to compare and
contrast with other Native peoples, and work well across cultures.
Subjects include tribal law, education, technology, housing, and traditional
foods. With maps, illustrations, worksheets, games, and student assessments,
units correspond to educational frameworks. Five units center on California
tribal stories, and corresponding video versions of three stories,
Why Coyote Has the Best Eyes, How Panther Got Tear Marks, and
Karuk Basketmakers, A Way of Life are available.
curriculum
alone, institutional 50.00, individual 40.00. curriculum and videos,
institutional 200.00, individual 100.00 |
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Supahan, Sarah, Points of View vs. Historical Bias: Recognizing
Bias in Texts about Native Americans. 1999.
Beginning with a suggested introductory discussion about history textbooks,
perspective and bias, this excellent integrated thematic unit provides
an opportunity for students to analyze textbook material, alter written
texts to change the identified bias, and change the way they learn
history.
pb 10.00 |
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Supahan, Sarah, Theft of Fire Curriculum Unit. 1992, b/w
illustrations, grades 6-8.
Written for the Indian Education Program of the Klamath-Trinity Joint
Unified School District, this curriculum-and-video unit uses the traditional
Yurok story about stealing fire from the sun to teach about the properties
of fire. Activities highlight the complex Native technology of creating
fire without matches and the use of fire for land management.
institutional 55.00, individual 27.50 |
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Supahan, Sarah, A Time of Resistance: California Indians During
the Mission Period, 1769-1848. 1997, b/w illustrations, grades
4-8.
Written for the Indian Education Program of the Klamath-Trinity Joint
Unified School District, this integrated thematic unit is essential
for fourth-grade teachers with the task of teaching about “California
Indians.” It is the only curriculum unit that tells how the
Native peoples of what is now called “California” resisted
and survived Spanish colonialism.
pb 20.00 |
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