Country wives and children of the Hudson’s Bay employees
Fiction – grade 5,6,7
Berry, Susan. Aboriginal cultures in Alberta : Five hundred years. Edmonton: Provincial Museum of Alberta, 2004. (Now the Royal Alberta Museum.)
Non-fiction – grade 4-12
Bierhorst, John. The Woman Who Fell From the Sky. New York: William Morrow, 1993.
Describes how the creation of the world was begun by a woman who fell down to earth from the sky country, and how it was finished by her two sons Sapling and Flint.
Legend – Iroquois story of creation
Bigelow, Bill, and Bob Peterson, eds. Rethinking Columbus: The Next 500 Years. 2nd ed. Williston, VT: Rethinking Schools, 1998.
Bird, John, Lorraine Land, and Murray Macadam, eds. Nation to Nation : Aboriginal Sovereignty and the Future of Canada. Toronto: Irwin, 2002.
High School Resource.
Brownridge, William Roy. The Final Game. Victoria: Orca Books, 1997.
Brownridge, William Roy. The Moccasin Goalie. Victoria: Orca Books, 1995.
Bruchac, James. Native American Games and Stories. Golden, Colorado: Fulcrum, 2000.
Non-fiction – grades K-12
Bruchac, Joseph. The First Strawberries : Cherokee Story. New York: Puffin Books, 1993.
A quarrel between the first man and the first woman is reconciled when the Sun causes strawberries to grow out of the earth.
Legend - Cherokee
Bruchac, Joseph. The Journal of Jesse Smoke : A Cherokee Boy, the Trail of Tears.
Fiction – grades 6,7,8
Bruchac, Joseph, and Gayle Ross. The Story of the Milky Way : a Cherokee Tale. Boston: Houghton Mifflin, 2001.
Legend - Cherokee
Bruchac, Joseph, and James Bruchac. How the Chipmunk Got His Stripes. New York: Dial Books, 2001.
When Bear and Brown Squirrel have a disagreement about whether Bear can stop the sun from rising, Brown Squirrel ends up with claw marks on his back and becomes Chipmunk, the striped one.
Legend – Seneca
Bruchac, Joseph, and James Bruchac. Turtle's Race With Beaver. New York: Dial Books, 2003.
When Beaver challenges Turtle for ownership of the pond, Turtle outsmarts Beaver and Beaver learns to share.
Legend - Seneca
Bruchac, Joseph. Children of the Longhouse. New York: Penguin, 1996.
This title fits wonderfully with the grade 6 Social Studies.
Fiction – Iroquois
Bruchac, Joseph. Turkey Brother and Other Tales. New York: The Crossing Press, 1975.
Legends - Iroquois
Caduto, Michael J. Keepers of the Animals. Saskatoon: Fifth House, 1991.
Native stories of wildlife activities for children
Caduto, Michael J. Keepers of the Earth. Golden, Colorado: Fulcrum Inc., 1989.
Native American stories and environmental activities for children.
Caduto, Michael J. Keepers of the Night. Calgary: Fifth House, 1994.
Non-fiction - Science.
Campbell, Nicola I. Shi-shi-etko. Toronto: Groundwood, 2005.
Picture book - Residential School
Campbell, Nicola I. Shin-chi's Canoe. Toronto: Groundwood, 2008.
Picture book - Residential School
Carvell, Marlene. Sweetgrass Basket. New York: Dutton Children’s Books, 2005.
Fiction – grades 7-12
Carlisle Residential School – Mohawk
Carvell, Marlene. Who will tell my Brother. New York: Hyperion Books, 2004.
Fiction – grades 6-12
Using Native Americans as sports mascots
Cavell, Edward. Classic Images of Canadian First Nations (1850-1920). Canmore, Alberta: Altitude, 2007.
Cleaver, Elizabeth. TheEnchanted Caribou. Toronto: Oxford University Press, 1985.
Legend - Inuit
Cleaver, Elizabeth, and William Toye. The Mountain Goats of Temlaham. Toronto: Oxford, 1969.
Set against a background of totem poles and majestic mountain scenery, this famous legend of the Tsimshain Indians of British Columbia tells how the mountain goats took their revenge on the men of Temlaham for breaking the law of the hunt. The story is given visual excitement by the glowing collages of one of Canada's outstanding illustrators.
Legend - Tsimshain
Cohon, Caron. The Mud Pony. New York: Scholastic, 1988.
Legend - Pawnee
Cuthand, Beth. The Little Duck=Sikihpsis. Trans. Stan Cuthand. Penticton BC: Theytus Books, 1999.
An enchanting children’s story about a little mud duck who wanted to be a handsome Plains Cree dancer.
Mikissuk dreams of going hunting on the big dogsled, but her brother says she is too small and not tough enough.
Lunge-Larsen, Lise, and Margi Preus. The Legend of the Lady Slipper. Boston: Houghton Mifflin, 1999. Print. In this re-telling of an Ojibway tale, a girl's act of bravery to save her family leads to the appearance in the world of the delicate and tender flower called the lady slipper.
Loewen, Iris. My Kokum Called Today. Winnipeg: Pemmican, 1993.
Loewen, James W. Lies My Teacher Told Me: Everything Your American History Textbook got wrong. New York: The New, 1995.
Non-fiction – teacher resource
Loyie, Larry. As long as the river flows. Toronto: Groundwoods Books, 2002
Memoir – Set in 1944, it recreates the summer Lawrence Loyie was ten years old, the last summer he spent with his Cree family before a Canadian government program forced him to attend residential school
Grade s 4,5,6,7
Loyie, Larry. The Gathering Tree. Penticton, BC: Theytus Books, 2005.
Taylor, Cora. Angelique : The Long Way Home. Toronto: Penguin, 2005.
Fiction - Grade 4/Métis
Taylor, Cora. Victoria Callihoo : an amazing life. Eschia Books, 2008.
Non-fiction – grades 5-8 Early Métis life in Alberta
Tehanetorens (Ray Fadden). Legends of the Iroquois. Summertown, Tennessee: Book Company, 1998.
Tehanetorens(Ray Fadden). Wampum belts of the Iroquois. Summertown, Tennessee: Book Company, 1999.
Tingle, Tim. Crossing Bok Chitto. Cinco Puntos Press, 2006.
In the 1880’s, a Chowtaw girl becomes friends with a slave boy from a plantation across the river, and she learns that his family is in trouble, she helps them cross to freedom.
Picture book - Chawtaw
Trottier, Maxine. By the Standing Stone. Toronto: Stoddard Kids, 2000.
Fiction – grade 7
Yolen, Jane. Encounter. San Diego: Harcourt Brace Jovanovich, 1992.
Is the vocabulary demeaning?
Are terms like "squaw", "papoose", "chief", "redskin", "savage", "warrior" used?
Do the Indians talk like Tonto or in the noble savage tradition? See Indian in the Cupboard and The Legend of Jimmy Spoon for examples.
3. Are the Indians all dressed in the standard buckskin, beads and feathers?
Again, see Indian in the Cupboard, and any book in which any character "dresses
like an Indian".
Are Indians portrayed as an extinct species, with no existence as human beings in contemporary America?
This is the whole "vanishing Indian" concept.
Is Indian humanness recognized?
Do animals "become" Indians simply by putting on "Indian" clothes and carrying a bow and arrow? Do children "dress up like Indians" or "play Indian" as if "Indian" was a role that one could assume as one can dress up like doctors or cowboys or baseball players? For comparison, do animals or children also dress up as African- Americans or play Italian?
Do Native Americans appear in alphabet and counting books as objects that are counted?
Do Native American characters have ridiculous imitation "indian" names, such as "Indian Two Feet" OR "Little Chief"?
Is the artwork predominated by generic "Indian" designs? or has the illustrator taken care to reflect the traditions and symbols of the particular people in the book?
Is the history distorted, giving the impression that the white settlers brought civilization to native peoples and improved their way of life? Are terms like massacre, conquest, civilization, customs, superstitions, ignorant, simple, advanced, dialects (instead of languages) used in such a way as to demean native cultures and achievements to indicate the superiority of European ways?
Are Indian characters successful only if they realize the futility of traditional ways and decide to "make it" in white society?
Are white authority figures - teachers, social workers - able to solve the problems of native children that native authority figures have failed to solve? (Are there any native authority figures?)
Are the perceptions of women as subservient drudges present? Or are women shown to be the integral and powerful part of native societies that they are?
Finally and most importantly, is there anything in the book that would make a native American child feel embarrassed or hurt to be what he is? Can the child look at the book and recognize and feel good about what he sees?