American Indian children's literature

INTRODUCTION

The three leveled books below could be used in a middle elementary Guided Reading class with a diverse group of readers. The books examine American Indian tales and culture.

DePaola, T. (1983). The legend of bluebonnet: An old tale of Texas (retold). New York: G.P. Putnam’s Sons.

SUMMARY AND PLOT

The Legend of the Blue Bonnet is about a Comanche girl who lost her family to famine. The girl, She-Who-Is-Alone, must decide whether to sacrifice her most valued possession to save her people. After much reflection she sacrifices her beloved doll, made by her mother, for the good of her people. She scatters the doll’s ashes and thus blankets the hills with blue flowers that spring up after a cleansing rain.

STYLE AND ILLUSTRATIONS

DePaola does not abbreviate this story. He seems to stay true to Indian values of honouring the earth and paying heed to ones ancestors. His illustrations are spare yet colourful.

CONFLICT

At first, She-Who-Is-Alone holds tight to her doll. She talks to her doll and explains the unfolding tragedy, and the shaman’s appeal for sacrifice for the good of the tribe. It soon dawns on her what she must do, and she seems a child no more.

THEME

Sadness and wistfulness for the vanished buffalo fill the story’s pages. Sacrifice and youthful bravery dominate the storyline, and are alluded to throughout the book. Again, this is an allegorical tale of giving. The tale teaches us about generosity and the needs of the many rather than the few.

CHARACTERIZATION

How can a young orphan, She-Who-Is-Alone, be so selfless?

GENRE

Native American story, retold

INTEREST LEVEL

Lexile: 740

Guided Reading level: 740

Steptoe, J. (1993). The story of jumping mouse: A Native American legend (retold). New York: Scholastic.

SUMMARY AND PLOT

Courageous, generous and compassionate Jumping Mouse strives to reach the far-off land. But during his journey he gives away all of his belongings to needy animals. When he finally reaches the far-off land in a hindered state he experiences a miraculous, awe-inspiring transformation.

CHARACTERS

Realistic-looking Jumping Mouse is loveable. His generosity is astounding and instructive. On almost every page he meets a new animal friend with needs greater than his own. Magic Frog has extraordinary powers. Fat mouse is a cynic. Huge bison’s plight spurs Jumping Mouse’s first astonishing giveaway, and then the bison helps the little mouse. All along the animals assume new names in honor of their gifts.

STYLE AND ILLUSTRATIONS

Steptoe, who died an untimely early death, in his text seems to stay true to the spirit of poetry, transformation, and elevation of character that is present in many American Indian stories. His black and white pen and ink illustrations are textured and evocative.

THEME

Compassion, courage, and selflessness are the themes of this book. The Story of Jumping Mouse is an allegorical tale with a hidden meaning. It is a selfless story that teaches us to be generous and compassionate, qualities that are alluded to on every page. Personification is used throughout as animals speak with human voices. Jumping Mouse’s future is foreshadowed. Even the youngest reader listening to this story knows that Jumping Mouse is bound for something greater and higher.

CONFLICT

On each page Jumping Mouse doubts that he can go further. And on each page Jumping Mouse gives more of his small self away. But his compassionate spirit is matched by the kindness of others. Jumping Mouse courageously pushes on.

GENRE

Native American story, retold

INTEREST LEVEL

Lexile: 550

Guided reading level: L

Vaughan, R. (1993). Lift up the sky: A Snohomish Indian legend (retold). New Jersey: Pearson.

SUMMARY & PLOT

The Snohomish join together to lift the sky higher because they are bumping their heads on it. But inadvertently hunters and deer who ran into the sky earlier are stranded. Thus, the Big Dipper is formed.

QUALITY, ILLUSTRATIONS, STYLE

The watercolor illustrations are beautiful, but in simplifying the story for an H reading level, the re-telling author seems to have left details out. American Indian language is full of poetry, and none of this quality comes through. A quick web search reveals additional information about this legend posted on www.firstpeople.us, a site that appears to be written by a Native American and First Nations group. Additional, definitive information about this legend would need to be gathered before this book could be presented to students. Personification is used in this book: the sky is falling asleep.

CONFLICT

The Snohomish in the northwest part of the North American continent feel the oppressiveness of the constant low cloud cover and work to “lift the sky up.”

GENRE

Native American story, retold

INTEREST LEVEL

Lexile: 400

Guided Reading level: H

LESSON PLANS

http://education.state.mn.us/MDE/Academic_Excellence/Indian_Education/K12_Curriculum/index.html

The website above provides much information about American Indian Anishanabe and Dakota education themes and lessons. Here are some examples of lessons that could be interwoven with the books above:

American Indian History, Culture and Language and Oral Tradition Curriculum—The Ojibwe and the Dakota most often tell their stories, teachings and history during the winter months. Teachers are urged to use the terms “stories” and “teachings” and discouraged from using the words “myths” and legends” when discussing American Indian oral traditions. Stories and teachings tell how the earth was made and describe characters with both human and mystical qualities.

American Indian Values Curriculum—Respect is at the center of traditional Anishanabe and Dakota beliefs, including respect for the Creator, Mother Earth, elders, family members, the community, and all living things in nature. Other values include: gratitude; generosity; courage; humility; cooperation and consensus; and patience.

American Indian Family Life Curriculum—Unlike the Anglo-western nuclear family concept, American Indians believe that the family is comprised of extended family members, too, including grandparents, uncles, aunts, cousins, and elders, and that mutual dependence is the norm. Further the phrase, “all my relatives” in both the Ojibwe and Dakota languages is defined similarly as “… all human life, plant life, animal life, and all things of this earth.”[i]

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[i]http://education.state.mn.us/mdeprod/groups/Choice/documents/Presentation/003003.pdf, p. 3.