Mariah+Lastra

Mariah Lastra ECD 418 Annotated Bibliography October 11, 2013 __**Teacher Resource**__ Blood Charles. 1981. **American Indian Games and Crafts**. Franklin Watts. 32. Scottsdale Public Library. The book guides readers through various games and crafts and includes a few facts about the activity, what you will need, and directions. It begins with introducing “The People” or what Christopher Columbus labeled “Indians”. The book continually refers to the year as 1492 i.e. “The People... in 1492”. For the wall hanging activity it states that some people lived in clay houses while others lived in houses made of logs/mud, and animal hides and most decorated their walls (make a wall hanging). In general the book highlights Native American culture by including where and how they lived. A highlight of the book discusses the game of shinny, similar to hockey and it's Native origin. The book can be used as an interdisciplinary topic. While it highlights some Native American cultural topics (social studies) it also lends itself to more creative projects. For example, it will guide students through making a dream catcher or creating weaving patterns. It may also tie into math with its discussion of patterns, symbols and simple architecture of tools.

Bruchac, Joseph. 1999. **Between Earth and Sky**. HMH Books. 32. Barnes and Noble. Between Earth and Sky is a guide through various legends of numerous Native American Tribes. Each of the ten legends told has a different beautiful setting with colorful, illuminating illustrations that go with them. Teachers can use the map featured along with it to create an engaging unit on Native American culture. It also discusses sacred and spiritual beliefs that can introduce cultural differences. Since the map help distinguish which legends accompany which tribes (and their locations) this book is great for a geography lesson as well. It features landmarks like the Grand Canyon that can be topics of transition into many other lessons. Also, it's landscape art is beautiful and can create an introduction to painting.

Crewe, Sabrina. Birchfield, D.L. 2004. **The Trail of Tears**. Gareth Stevens Publishing. 32. Scottsdale Public Library. The first chapter introduces the tribes involved in the historic events known as the The Trail of Tears, the Cherokee, the Choctaws, the Chickasaws, the Seminoles, and the Muscogees. As the chapters progress so do the events and readers are walked through the coming of the Europeans, the politics, and the wars and battles surrounding the time. It highlights the demanded removal and how Tecumseh rebels and dies in battle. It discusses the Indian removal act of 1830 where tribes were moved west and to modern day Florida including a map of the relocation. It goes even further and discusses the aftermath. The bad conditions, weather, poverty and misdirection of the tribes. It also features a conclusion, time-line and glossary of terms and an index. Useful as teacher resource, the book tells the facts, dates and stories of the ventures the five civilized tribes faced in the 1830s and details of the arrival of the Europeans. It can be used to study laws and time-lines among social studies. It can also be used for art with it's illustrations that show typical clothes and settings that students can refer to for drawings and projects to retell history.

Rossi, Ann. 2004. **Cultures Collide**. National Geographic. 40. Scottsdale Public Library. This resource book guides through the historical events that transpired when the Native Americans and Europeans met. Highlights include common perspectives of both partires involved in settling America, detailed facts and figures about the disease inflicted, and the introduction of the horse to American land. With detailed maps, helpful dates, a glossary and an index this book is useful for referencing when working on a unit. The book can be a resource for a project on animal studies and sciences since it discusses a chain reaction scenario of what happened with horses, buffalo and even sheep and beavers. Student can learn about origins and habitats of animals along with their importance and relationship to human lives. Writing projects also can refer to this book. Students can engage in opinion writing, since the topics are more controversial, and express what they believe was good and bad about the events.

Waters, Kate. 2001. **Giving Thanks: The 1621 Harvest Feast**. Scholastic Press. 40. Scottsdale Public Library. This book takes a first person perspective of both a Native American boy and a pilgrim boy. It walks through a day in the life of each boy in simple narrative language. With references to traditions, clothing, housing and other daily events of the time period it is a starting point for references about the first Thanksgiving and the foundation of other events. The subjects of this book will translate easily to wring curriculum. Students can write a simple, first person day in the life of themselves and make comparisons to that of the boys in the book. It can also be used to give deeper insight into the Thanksgiving holiday. The photos in the book are all taken as part of a reenactment and can inspire the students to reenact and celebrate past events. __**Fiction**__ Bunting, Eve. 2000. **Moonstick.** HarperCollins. 32. Barnes and Noble. Moonstick also travels through the seasons. Each pages shows a wooden stick with a notch marked on it. After each season a new notch is made to keep count of the phases of a Sioux year. With each notch on the stick a poetic stanza describes what that moon and “season” is like. For example, the first notch indicates spring when things are fresh and growing. Students can create their own moonsticks out of wood. They can decorated with symbols and tied with strings. This art project could also transition to a math lesson where students keep track of the notches for months of the year or days of school. They can compare lengths of our modern day seasons to lengths of the moon cycles that the Sioux people tracked.

Bruchac, Joseph. 1998. **A Boy Called Slow.** Puffin. 32. Desert Sage Phoenix Public Library. This book tells the story of Sioux Sitting Bull, before he was granted this name. He was called slow and longed for the day that something special would happen to him to grant him a mature name. Eventually, he bravely faced battle and became Sitting Bull. Young children can relate to Slow's excitement to grow up and be like his heroes. It is a legend from the time of the 1830s yet it timeless shares feelings of self worth and determination. Teachers can follow this book with writing prompts about who the students want to be like when they grow up or what their hopes and dreams are. Students may also be introduced to historical fiction and study how stories can be fiction, non-fiction or historical fiction and why different types of texts are read.

Bruchac, Joseph. 1998. **The First Strawberries**. Puffin. 32. Barnes and Noble. Another origin story that tells about how Cherokees believed how strawberries were created. In the legend a man and woman become upset with each other when the husband finds his wife picking flowers rather than cooking. Strawberries bloom and stop the woman from running away thus, allowing the two to make amends. It is said that the strawberries are reminders to treat each other kindly. This story can lend itself to science by introducing the concept that strawberries grow from the ground, unlike other fruits that come from tress. A unit or lesson can be done to plant strawberries and follow their growth. It can also inspire an art lesson using watercolors to recreate the setting of the book and ad strawberries.

Bruchac, Joseph. 1997. **Thirteen Moons on Turtle's Back**. Puffin. 32. Barnes and Noble. This book tells about the 13 cycles of the moon and how the scales on a turtles back represent each one. Each moon has a different name and different accompanying traits such as the Baby Bear moon which is seen during winter when bears and people first became friends. The book goes through many traits of all the seasons such as what the trees and the weather are like during each moon. This book not only highlights Native American culture through the visuals of settings and traditions but also highlights seasonal changes and how weather affects our lives and our surroundings. It also relates to our calendar and the cycle of a year which can translate to a math lesson.

DePaolo, Tomie. 1996. **The Legend of the Bluebonnet.** Puffin. 32. Desert Sage Phoenix Public Library. This picture book tells the story of how the Blue Bonnets were believed to appear because of the courageous sacrifice of a young Native girl. The girl realized the drought in her tribe was creating a hardship and offered her beloved doll as a sacrifice to the tribes spiritual deity. In return the drought was broken and beautiful flowers bloomed on their land. This book does not highlight only Native American culture, traditions and storytelling but can also introduce a unit or lesson on weather which incorporates drought and the way weather affects everyday life and the earth. It may also inspire a scientific lesson about flowers blooming or an art project on various colorful flowers.

DePaolo, Tomie. 1996. **The Legend of the Indian Paintbrush**. Scott Foresman. 40. Desert Sage Phoenix Public Library. Little Gopher is the main character of this legend as told through the picture book. He does not enjoy sports like the other boys but rather enjoys painting. He follows his spiritual guidance and creates beautiful flowers known as the Indian Paintbrushes. The books illustrations highlight Native American culture and their use of storytelling as essential cultural foundation and beliefs. This book will clearly inspire an art project considering the inspiring tale of creating something beautiful out of nothing. Students can create a painting of the flower as seen on the back cover. The book could also serve as a prompt for a writing project. Student can create and name a new type of flower from their imagination and tell or write a story of how it came to be.

George Speare, Elizabeth. 2011. **The Sign of the Beaver.** HMH Books. 144. Barnes and Noble. This narrative story tells about the adventures of a young boy as he meets and learns about a Native tribe. It highlights the boys realization of the different lifestyles of the settlers and Natives and how the both face struggles. The book also highlights life in the wilderness and how survival tools and tactics were used in the 1700s. The book can introduce concepts of prejudice and cultural struggles but may also inspire writing projects. Students can write narratives about misunderstandings or unlikely friendships. Students may also introduced to the art of water colors by viewing the original artwork of the book.

Martin, Rafe. 1998. **The Rough Faced Girl.** Puffin. 32. Desert Sage Phoenix Public Library A Native American Cinderella story, The Rough Faced Girl is a beautiful picture book about a girl who is treated unfairly yet remains kind and true to her self and her appreciation for her culture. Within the book are beautiful paintings of the scenery of the Native Land including landscapes, traditional dress and decorated housing and garments. This book will inspire art lessons with its vivid, detailed and emotional pictures. Student can create landscapes or portraits to retell parts of the story. It will also introduce cultural translation of fairly tales. IT can introduce students to the concept of different versions of stories where can they can draw similarities and differences and write about the variations.

McCain, Becky. 1998. **Grandmother's Dreamcatcher**. Albert Whitman & Company. 32. Barnes and Noble. This book highlights how the traditions of Native Americans have translated to modern day and been passed down through the generations. It begins with a modern young girl who is moving to the city of Chicago. She stays with her grandmother who is Chippewa but becomes afraid of nightmares. Her grandmother shares the legend of dream-catchers with her and together they make one and spend a fun-filled time in others company. Clearly this book can guide students through an art project of creating dream-catchers considering it even includes a how to. It can also introduce students to varying cultural beliefs and communication such as story telling. They can relate it to their personal lives and recall a story that their grandparents or parents have passed down to them. They will study forms of storytelling and transition from storytelling to story writing by writing the stories they were told.

Oughton, Jerrie. 1996. **How the Stars Fell into the Sky**. HMH Books. 32. Desert Sage Phoenix Public Library. This book illustrates the Native American legend of the stars. A woman wishes to provide her people with laws and wants to write them in the sky with jewels. A coyote comes along and scatters the jewels in the sky for them to be illegible forever. It highlights some aspects of Native American culture through illustrations of cactus, traditional clothes and other scenery. The book can introduce Native American mythology along with mythology in general. Students can draw comparisons of various stories that seemingly explain creation or reasoning behind everyday things and occurrence. They can be read this story as a prompt for writing cause and effect type scenarios or legends. The art of the book is simplistic, geometric, colorful and earthy. Teachers can lead a guided drawing to recreate a scene from the story using simply lines and colors. __**Non-fiction**__ Jenner, Caryn. 2000. **The Story of Pocahontas**. DK Publishing. 32. Scottsdale Public Library. The book walks readers through the life of Native American woman Pocahontas. It begins when settlers arrived to Jamestown when Pocahontas was only 11 and continues up until her death in England. It includes an index and a brief summarizing time-line. The book highlights the woman's bravery as she stood up against violence. This can tie the social studies aspects of the book into different curriculum by allowing children to recall events in their life and draw connections. Students can do a narrative writing project on a time they were brave and make comparisons to the importance of this historic figure and their own lives. With its vivid and colorful illustrations students can also retell the stories through art be recreating the events of the story with paintings and presenting them. Kamma, Anne. 1999. I**f You Lived With the Hopi Indians**. Scholastic. 80. Barnes and Noble. The table of contents includes questions to be answered such as “What would you eat?” “How would you get your name?” and “Do they live differently today?” These questions are answered with facts about the history of the tribe and their specific beliefs and traditions. Since the book is written in a question and answer type format the students can follow the reading of this book with an interview of a person from a different culture they are interested in a form they're own informational books based on the answers they discover. They can also venture in dramatic play to reenact some of the typical daily activities and events from the lives of the Hopi tribe.

McGovern, Ann. 1992. **If You Lived With the Sioux Indians**. Scholastic. 80. Barnes and Noble. This book highlights cultural aspects and everyday lives of the Sioux tribe of modern day Minnesota. It answers questions such as “What food is hunted?” and “What medicines were used?” The answers to these questions are child friendly with easy language yet detailed enough for reports and retelling. It discusses which animals they used for which purposes and even goes into to aspects of battle and the wars they faced. Students can begin a writing project where they use the information from the book to create a day in the life of story based on what a Sioux child might be doing. They can write and draw comparisons from the lives of them to their own modern lives. Students can also mimic the style of the book by creating a “If You Lived...” style question and answer book about their own lives where they answers questions about the things they eat, places they go and traditions their cultures share. Another topic relating to this book is geography. Students can look at maps of where this tribe came from and determine what the climate, the animals and the crops would be like for that area of America.

Shoulders, Michael. 2006. **D is for Drum**. Sleeping Bear Press. 40. Barnes and Noble. D is for Drum is an alphabet book that highlights traditions, animals and various other aspects of Native American culture. Each letter is accompanied by a short poem and an explanation of the connection to the Native American culture. The book discusses music and instruments that can tie into a unit or lesson on instruments such as drums and their history. It can also inspire an art project with its earthy yet vivid colors and detailed clothing and settings. Students can make an alphabet book to mimic this one and use items from their own cultures.

Wheeler, Jill. 1989. **The Story of Crazy Horse**. Abdo Pub Co. 31. Scottsdale Public Library. This book narrates the story of the great Sioux chief Crazy Horse. Crazy Horse became a warrior, fought for his people and inspired others to demand rights. He lead his tribe to victory in battle but hoped for a peaceful time. He was killed and his body mysteriously vanished. The illustrations of the book are unique. They will inspire an art project using minimalism style and black and white colors to recreate silhouette portraits like those of the book. Portraits can be done of the landscapes of the Native land or of the people in their traditional dress. The book also discusses the diseases the The Natives were introduced to with the arrival of the settlers which can begin translation into a science lesson about contagion and diseases.