Friday, April 29, 2011
*at over 400+ pages this text would be a helpful reference to accompany other books by native authors on MN history. Many MN standards could use this text as a compare/contrast-many primary sources.
Wednesday, April 27, 2011
Children of the Indian Boarding Schools- by Holly Littlefield (Picture the American Past series) 48 pgs
In 1879, the United States government began to take Indian children from their families and reservations and place them in boarding schools where they would learn English and Christianity. In many cases, the parents of these children had no choice but to comply with the government officials"
Indian Boarding schools in MN include: Pipestone and Morris.
**this is a developementally appropriate book for younger elementary kids, however, it does not delve deep enough into the true sadness of these Native children being separated from their homes, families, and ultimately their culture. A good place to start teaching about boarding schools, but please be sure to focus on these realities mentioned**
MN Lang Art standard 184.108.40.206 use these naratives of the childrens' experience of Indian Boarding schools with another text-one written by a Native person. Show, through compare/contrast the language and word choice, that this text seems to gloss over the pain and trauma of boarding schools.
Monday, April 25, 2011
Through Dakota Eyes: Narrative Accounts of the Minnesota Indian War of 1862- by Gary Clayton Anderson (Editors) G. Anderson, Alan R. Woolworth 328 pgs
A good resource for the 1862 US -Dakota War. SO MUCH information here! Great for Social Studies teachers to use!
This debut draws on personal memories and official records to track Razor's painful yet triumphant years as a ward of the state of Minnesota. At 15, having endured prejudice, isolation, neglect and terrible physical abuse by the staff, he was sent to work for a local farmer. Via a series of detailed flashbacks, Razor recounts his oppressive childhood."
*Some mature content* It will be helpful to aid secondary students through the chapters as there are flashbacks intermingled throughout the text, and might be confusing for kids if they don't understand that the author is switching between his time at the State School in his youth and his time as a farm hand in his older teen years.
oral tradition that Johnston records and preserves in this book.""Ojibway mythology is as rich in meaning, as broad, as deep, and as innately appealing as the mythologies of Greece, Rome, and other Western civilizations. In Ojibway Heritage Basil Johnston introduces his people's ceremonies, rituals, songs, dances, prayers, arid legends. Conveying the sense of wonder and mystery at the heart of the Ojibway experience, Johnston describes the creation of the universe, followed by that of plants and animals and human beings, and the paths taken by the latter. These stories are to be read, enjoyed, and freely interpreted. Their authorship is perhaps most properly attributed to the tribal storytellers who have carried on the
Monday, April 18, 2011
Do All Indians Live in Tipis?: 101 Questions and Answers from the National Museum of the American Indian 224 pgs
*some topics referring to MN-mound building, dream catchers, native dwellings and food, popular myths, and Indian gaming-Great resource book. One of my new favorite nonfiction texts to recommend to anyone! Just GET a copy!! This text could be used for most of the MN standards!
Tuesday, April 12, 2011
A good extension after reading this book would be to make connections in writing responses: How would you feel if you were taken from your family?, What can you infer about the character traits of Sacagawea?, etc.