Inside the Culture Series: American Indian Astronomy, American Indian Communication Systems, American Indian Timekeeping Devices, American Indian Toys and Games. 1988, b/w illustrations, grades 5-up.

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. 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 6.00

Plants and their Uses by the Chippewa Indian People, grades 5-up.

Designed for upper elementary students, this booklet can be used to supplement basic science and social studies concepts. But more important, students will gain understanding of how culture influences the ways in which plants, animals and humans are related to each other.
student booklet, pb 6.00; teacher guide, pb 6.00

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. 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

• 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

• Ni-mi-win: A history of Ojibwe Dance

Keepers of the Animals: Native American Stories and Wildlife Activities for Children. 1991.
pb 20.00

Keepers of Life: Discovering Plants through Native American Stories and Earth Activities for Children. 1994.
pb 22.00

Keepers of the Earth: Native American Stories and Activities for Children. 1988.
pb 22.00

Keepers of the Night: Native American Stories and Nocturnal Activities for Children. 1994.
pb 20.00

Native American Gardening: Stories, Projects and Recipes for Families. 1996.
pb 17.00

The “Keepers” books for Native-centered science curricula—suitable for younger (elementary) and older (late middle school) students—include stories that lead to an awareness that all things are related; followed by hands-on activities and discussions that complement 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 volumes—packed with black-and-white photos, maps, illustrations of flora and fauna, and line drawings by John Kahionhes Fadden (Mohawk) that illuminate the traditional stories—are excellent.

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 so-called “multicultural” resource books on the market, and many classroom activity books targeting Native Americans. Most are garbage. 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.
pb 30.00

Martinez, Elizabeth (Chicana), and Judy Zalazar Drummond (Pala/Chicana), ¡Viva La Causa! Teaching Kit for Elementary and Secondary School Teachers. 1995, b/w illustrations, grades 5-up.

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, a two-part DVD (with added archival footage, narration, and music ranging from corridos to rap), and two curriculum guides.
Set 120.50

Seale, Doris (Santee/Cree/Abenaki), and Beverly Slapin, eds., A Broken Flute: The Native Experience in Books for Children. 2005, b/w illustrations.

A Broken Flute deals with the issue of cultural appropriation in books for children, and evaluates hundreds of books for children and teenagers published from the early 1900s through 2004.

“It is as close to comprehensive as a bibliography on a given subject can get, and more brutally honest than anything else out there. Seale, Slapin, and their reviewers and commentators take on Newbery and Caldecott medalists and reading-list perennials for their simplistic, stereotype-filled, condescending, and outright false portrayals of American Indians. The reviews are acerbic and entertaining to read. Equally valuable are the reflections of the reviewers and their children about the negative images perpetrated by mainstream society and its educational system as well as their own efforts to make their voices heard.”—Multicultural Review.

A Broken Flute has won a 2006 American Book Award, a 2006 Skipping Stones Honor Award, and the 2005-2006 Wordcraft Circle of Native Writers and Storytellers Writer of the Year Award, Academic Book.
hc 60.00, pb 37.00

For a full review click HERE.

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 that 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 historical and contemporary essays and speeches, historical documents, cultural information, poetry, stories, classroom activities—and 30 pages of pictorially-based exercises featuring stereotypical images from ads, greeting cards, children’s books, and other sources—will help teachers and students think critically about what has been, and continues to be, taught as the “first” thanksgiving. It’s a “must-have” for elementary school and middle school teachers and librarians who want to engage their students in critical thinking. 
pb 15.00

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, an ad-hoc committee 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 highlights excerpts from the texts and discusses both blatant and subtle biases and historical and cultural distortions inherent in these passages. We have made this 91-page analysis available in the hope that others will find it useful as a model.
pb 10.00

Slapin, Beverly, and Doris Seale (Santee/Cree), eds., Through Indian Eyes: The Native Experience in Books for Children. (1987), 2006, b/w illustrations.

[Through Indian Eyes is a] superb collection of articles that together function as a guide to the murky world of ‘children’s books about Indians.’ Poetry, personal recollection, and reviews of books from a Native perspective lead the librarian, teacher and parent to an understanding of the often subtle stereotypes and mythology that abound about Native Americans in children’s literature.”—American Indian Library Association
“It’s an absolutely wonderful resource, containing lots of insights not available in standard reference tools. The format and layout make it very easy to use.”—Cooperative Children’s Book Center
Through Indian Eyes is the winner of a 1999 Skipping Stones Honor Award.
pb 25.00

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.

For many reasons, the realities of Native lives and histories have been and continue to be almost completely distorted in  “children’s books about Indians,” and it is often difficult to evaluate children’s material by and about Native peoples.  Reproduced from Through Indian Eyes: The Native Experience in Books for Children, and using a question-and-choice format and excerpts from “good” and “bad” examples, the goal of this 30-page booklet is to assist parents, students, teachers or librarians in evaluating the books and materials they already have and to choose honest materials about the lives and histories of indigenous peoples.
pb 11.00

Slapin, Beverly, and Jean Ishibashi, 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 DVD 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 DVD, and is designed to encourage critical thinking and research skills.
pb 10.00, DVD 20.00, set (book and DVD) 30.00

Indians of Northwest California History/Social Science- and Literature-Based Curriculum Units. 1992, b/w photos and illustrations, grades k-5.

Written with the assistance of Indian education program staff, tribal resource people, and classroom teachers, 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, 45.00; curriculum and videos, 120.00

Points of View vs. Historical Bias: Recognizing Bias in Texts about Native Americans. 1999, grades 4-7.

“Most modern textbook authors,” Supahan writes, “still tend to follow the 1925 American Legion standards for the ideal textbook.” These standards include inspiring patriotism, “optimistically” portraying history, dwelling on failures only for a “moral lesson,” and speaking chiefly of success. 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

Theft of Fire Curriculum Unit. 1992, b/w illustrations, grades 6-8.

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.
Curriculum and VHS 40.00

A Time of Resistance: California Indians During the Mission Period, 1769-1848. 1997, b/w illustrations, grades 4-8.

This integrated thematic unit tells some of the stories from the perspectives of the Native peoples in what is now called “California” during the time known as the “mission period.” As the only curriculum unit that tells the ways in which the Native peoples here resisted and survived Spanish colonialism, A Time of Resistance is essential for fourth-grade teachers with the task of teaching about “California Indians.”
pb 15.00