Seasonal changes and the moon

We’re on the cusp of starting a new school year which for me feels more like the ‘new year’ than the one we start on January 1^st.  A new school year also connects very strongly with seasonal change; Fall is not far off.  We can often see the early signs that cooling temperatures and less light bring to the natural world.  Trees and other plants change colour, drop leaves and flowers and slowly begin to die back.  Animals and birds start to migrate, change colour or grow thicker coats.  It’s all about seasonal change.

Taan’s Moons: a Haida Moon Story by Alison Gear and illustrated by Kiki van der Heiden with the Children of Haida Gwaii, beautifully illustrates seasonal change in a specific area, the northwest coast of British Columbia.

This book looks to present traditional Haida Gwaii knowledge that has been passed down through oral tradition and varies between villages, clans, families and language groups about the Haida moon cycle.

Each double page spread features one of twelve different moons spanning a year. Bear Moon, Snow Moon and Bears Hibernate Moon occur during the winter months, for example. Each title is in English, Skidegate Haida and Old Massett Haida. Every moon has a four line poem that speaks to the essence of that time period as it relates to the life of a bear.

Bears Hibernate Moon is described as,

Taan lumbers up the mountain;

hemlock curtains close.

She crawls into a dent or roots,

and then begins to doze.

The illustrations have been co-created by Kiki van der Heiden and primary grade children from various schools in the Haida Gwaii area, using felt.  The illustrator states, “the images that bring this story to life have come from the children’s imaginations, and have been enthusiastically and lovingly created by them, with final touches respectfully applied by Kiki.”

Great care has been given to recognizing everyone involved in this project, appreciation for the traditional stories and the Indigenous people who tell them. The book includes a forward (by Richard Van Camp), a preface, back notes honouring contributors, artists and other participants of which there were many, a note about Haida language, a note about the illustrations and credit for where “a written record of this particular cycle can be found.”

This is a lovely book that works across content areas embedding Indigenous knowledge and connecting to nature.  What better way could there be to learn about culture, science, nature, art, story, poetry and language?

I recommend this one for elementary grades.

#NotYourPrincess

Editors Lisa Charleyboy and Mary Beth Leatherdale have compiled writings and visual art from over 50 contemporary Indigenous women artists from across North America in their latest book, #NotYourPrincess.

These artists highlight aspects and issues of life as Indigenous women such as identity, assimilation, racism, abuse, murdered and missing Indigenous women, resiliency, connection to the land, hope and change for the future.

Each entry is one or two pages long and vary in format from short essays, poems, interviews, letters, brief quotes, to photographs and drawings.

The writing and images are strong and convey the strength, love and recognition about who they are and where they come from. These are contemporary women connecting past, present and future.

This book is another important resource to make available in high school classrooms for all students.

Charleyboy’s and Leatherdale’s first two compilations are Urban Tribes: Native American in the City and Dreaming in Indian: Contemporary Native American Voices which I also highly recommend.

A real beauty

The Doucette Library is coming into summer-mode – students’ final day was last Friday, exams are scheduled for the next couple of weeks and then--- ahhhhh….sigh… Catch-up time!

Catch-up for me includes reading way more picture books and today’s recommendation is a beauty.

You Hold Me Up by Monique Gray Smith, illustrated by Danielle Daniel is topping my highly recommended list for 2018.

It is a beautiful book gently told and simply illustrated about treating each other with kindness and respect. Everyday activities such as playing, listening, singing, comforting are all ways in which we can hold each other up – the overarching message of this book.  

Monique Gray Smith, a Canadian author of mixed-heritage Cree, Lakota and Scottish descent, has written the book in the spirit of reconciliation. In the author’s own words, she tells us,

“I wrote it to remind us of our common humanity and the importance of holding each other up with respect and dignity… At its heart, it is a book about love, building relationships and fostering empathy.”

I especially appreciate the illustrations depicting Indigenous children and adults in these common, everyday events. The illustrations are perfectly matched to this book with bright, bold colours, uncluttered spaces and stylized figures. It’s in keeping with the sparsely-worded yet affecting text.

This book should find a home in every primary grade classroom for discussions about how to treat one another, family and community.

PBA: Pinterest board ALERT!

Just a quick reminder to everyone out there about the Doucette Library’s Pinterest page.

This page includes numerous boards that support the Alberta Education curriculum but can support any kind of teaching depending on the topic.

Here’s the link for all the boards: https://www.pinterest.ca/tflander/boards/

If you’re teaching about plant and growth and in Alberta then you’re teaching grade 4 science and you can consult this board (https://www.pinterest.ca/tflander/science-gr-4e-plant-growth-and-changes/) to see what resources the Doucette Library has to support it.  If you’re not in Alberta, I think there is enough here that would useful for others to consult, as well.

What I’ve worked on so far:

**Social studies grades 1-9;

**Science grades 1-8 (9 is coming soon);

**Math grades 1-6 organized according to board mathematical concept;

 and many topical boards based on requests from the education program’s students such as LGBTQ resources, picture books for older readers, resources for STEM, activists and activism, funny books, fractured fairy tales,  and indigenous education.

I’m sending out the reminder because I’ve just added to new boards for English language arts (ELA).  These two boards compile titles of books with strong leads or good beginnings and literary devices.  These came about because students had asked for recommendations for both of these kinds of books and as a reference librarian it’s a time consuming request. This time I decided to record the work as Pinterest boards. I’ve also asked Paula Hollohan, coworker and guest blogger, to contribute to the boards to have a couple of different points of view.

Literary devices in picture books: https://www.pinterest.ca/tflander/ela-literary-devices-in-picture-books/

Good beginnings/strong leads in juvenile literature: https://www.pinterest.ca/tflander/ela-good-beginningsleads-in-juvenile-literature/

Take a look and let me know if you have some suggestions of books to add. I’m always open to suggestions.

We are all treaty people - Classroom resources

Today’s post is focused on three new books in the Doucette Library. I know these books will be useful for classroom teaching in the primary grades. But I have some concerns about recommending them, too.

Let me explain…

The three books are The Handshake and the Pipe, TheFriendship, and We Are All Treaty People by Betty Lynxleg, illustrated by Scott B. Henderson and Amber Green and make up the trilogy, Treaty Tales.

From western Manitoba’s First Nation of Tootinaowaziibeeng Treaty Reserve, Betty Lynxleg presents information about symbols of respect between peoples, early contact with settlers in Canada, and the establishment and intentions behind treaties. They are well-written, explaining the importance of shaking hands and sharing a pipe as symbols of respect. It clearly explains how Indigenous peoples in Canada helped Europeans survive in North America by showing them what to eat, harvest, how to navigate and live with the land. The third book conveys the importance of treaties and the significance they have (or should have) for all Canadians.

 One of the real strengths of the series, is the way the story is laid out. It is a conversation between a grandmother and her granddaughter, emphasizing oral storytelling as a way of teaching between the generations. I think trying to convey the values of First Nations peoples and their connection to the land is valuable and important for all children to learn and these books do that.

I know these will be used in classrooms as they give easily understood explanations about the basic relationship between Indigenous and non-indigenous peoples in Canada.

And that may be where my concerns arise from.

Because the books are an introduction for grades 1 to 3, the complexities of the history and current events of today between First Nations, Metis and Inuit peoples and the Canadian government are glossed over.  These stories do not reflect the circumstances that drove Indigenous peoples to live on reserves or the realities of living there. The brutality, harsh living conditions and breaking of treaty promises is not addressed in any way.

Not that teachers are going to want books that really go into all the severity and ruthlessness that the past and the present encompasses. But when I think of books like Stolen Words by Melanie Florence, When I Was Eight by Kristy Jordan-Fenton and Margaret Pokiak-Fenton or When We Were Alone by David A. Robertson, all relating aspects of life in residential schools, these stories convey the deprivation without the horrific details which is appropriate for young readers.

All of these books require additional instruction for young students to begin to understand what Indigenous peoples have endured and continue to struggle with today. It will take a sensitive approach to tackle tough issues but these books will be helpful in initiating these kinds of conversations.

Another curriculum area that these books tie into nicely is social studies grades 1 and 2 about community.

Guest blogger: The New Smoke Signals

Paula Hollohan is the Instructional Technologies & Information Specialist in the Doucette Library who keeps up with technology trends in education. Today's blog reviews a  book that describes various modes of social media and how Indigenous peoples are connecting with it. Check in with Paula's blog, Doucette Ed Tech if you'd like to keep up with all sorts of cool and interesting, wide-ranging topics.


There are many benefits to working in an education library including reading many great books and working with some leading edge technology.  Once you are immersed in the collection, sometimes you find special interests that merit some study.  For me, I am always on the look out for ways that the indigenous people of Canada bolster the connection between young people and the elders of these communities.  

The importance of keeping the language and the stories of the past alive with younger generations and the capturing of these narratives in their original language is essential to begin the healing and to grow a strong future.

There is a powerful digital world out there that can be harnessed to capture these stories and connect indigenous communities together.

TheNew Smoke Signals: Communicating in a Digital World by Rachel Mishenene  is a small but powerful book that links the indigenous world to the digital world in a easy, uncomplicated way.  The book has a variety of information in it.  She says, 

"First Nation, Inuit and Metis people across the country have embraced this relatively new way of communicating with each other, learning new things and preserving the old teachings." (p.5) 

And so begins a look at modern technology like cellphones, social media like LinkedIn and blogs, to help tell the stories that are important to indigenous communities.  I especially liked the example of the blog, where a free-lance writer named Stan reflects on the life of his aunt in a blog post after she passes away.  Contained within this section are the reasons someone would blog and the fact that most blogs are read in the morning along with a complete reprint of Stan's tribute story about his aunt.

This book is from a small publisher called Ningwakwe Learning Press (www.ningwakwe.ca) but does a fine job of bridging the gap between young and old indigenous people.

Top Ten for Ten – Indigenous children’s literature

I love this event. #pb10for10 is such a great way to see what teachers, librarians and others who use children’s literature are reading and teaching with. I always collect a large number of titles from these lists and sometimes, new ideas about using the books, too. 

The premise is to list your 10 best picture books. These can be the 10 picture books you love most in the world. Or the 10 best picture books connected to a specific topic. Or it might be the top 10 authors of picture books. Or any other top 10 theme you might want to create.

I encourage everyone to visit and browse through these lists.

Last year I created four Pinterest boards that support a course in the education undergraduate program focusing on First Nations, Metis and Inuit peoples. One of the assignments has students evaluating children’s literature. The Pinterest boards lists books for different grade levels for both fiction and nonfiction.

And, so here’s my list for this year’s Top Ten on the Tenth Event.

A Coyote Columbus Story by Thomas King, illustrated by William Kent Monkman

This is not your typical Christopher Columbus story. It presents a native perspective about the arrival of Chris with Trickster Coyote responsible for the whole terrible mess. She only wants to have some people to play baseball and instead creates a group of greedy, ill-mannered thieves. Very interesting illustrations. The book can be used with younger grades but I think older students will have a rich opportunity for deconstructing it.

I am Not a Number by Jenny Kay Dupuis and Kathy Kacer, illustrated by Gillian Newland 

This picture book is based on the author’s grandmother’s experiences in a residential school where she endured many horrific hardships. Recommended for upper elementary grades.

Jingle Dancer by Cynthia Leitich Smith, illustrated by Cornelius Van Wright and Ying-Hwa Hu

This book demonstrates a wonderful sense of community of support as a little girl from the Muscogee Nation looks to create a dress to wear for a jingle dance. Family and friends all contribute jingles from their own dresses to help Jenna. Recommended for early elementary grades.

Mwakwa Talks to the Loon by Dale Auger 

Mwakwa is a skilled hunter who provides many essential supplies for his village. But he becomes conceited after receiving much praise from the other villagers and loses his ability to talk to the animals he has always hunted. This traditional story speaks to the importance of being humble about one’s abilities and respectful of the sacrifices others make for the greater good. Recommended for elementary grades

Orca Chief by Roy Henry Vickers 

I am a big fan of this illustrator’s work. In this traditional story, we learn about respecting nature. When a group of men are careless about how they treat the ocean the chief of the orca whales teaches them how to sustainably harvest food from the ocean. It's about being respectful and thankful for what the earth provides us. Stunning illustrations with Northwest Coast aboriginal motifs.  Recommended for elementary grades.

Saltypie: a Choctaw Journey from Darkness into Light by Tim Tingle 

Based on the author’s grandmother’s experiences facing adversity and racism, this picture book shares a unique perspective about resiliency. Recommended for elementary grades.

Secret of the Dance by Andrea Spalding 

A boy sneaks out one night to watch a potlach, a ceremony forbidden by the Canadian government. Those involved risk arrest, confiscation of artifacts and even their children by participating. Recommended for elementary grades.

Thunder Boy by Sherman Alexie 

This one is all about identity, individuality and wanting to be recognized for one’s own abilities. Little Thunder is named after his father which he finds frustrating. He wants a name for himself that acknowledges who he is. Yet, at the same time, he worries about hurting his dad’s feelings. Recommended for primary grades.

What’s the Most Beautiful Thing You Know About Horses?By Richard Van Camp, illustrated by George Littlechild 

When you live in a small village where horses are not all that prevalent, how would you describe one? One cold day when there is nothing better to do, a young boy asks different family and friends what they think about horses. The illustrations are a really strong element in this picture book. Recommended for primary grades.

Wild Berries by Julie Flett 

What could be better than being outdoors picking wild blueberries with your grandmother? For this boy, exploring the forest and observing wildlife, it’s an enjoyable and educational experience. Swampy Cree words are included identifying the various things that the pair see.  Recommended for primary grades.

Pinterest : Making life a little easier

Over the last few months, I started using Pinterest quite extensively as a way to curate titles of mostly juvenile literature to correspond with the Alberta Education curriculum.

     Visit Doucette Library's profile on Pinterest.   

Just this week I worked my way through the elementary program of studies for mathematics. This was not something I had been looking forward to (some of you may remember I'm somewhat of a math-a-phobe) and rate this right up there with going to the dentist.

Anyways, trying to use the learning objectives set out in broad categories by Alberta Education (numbers, patterns & relations, shape & space, statistics & probability) was a good starting point for organizing titles but quickly became too unwieldy. I created 13 boards to avoid lists with 100s of titles.

Take a look to see how I did that : Pinterest - Doucette Library (Tammy Flanders). 

I included only books found in the Doucette Library and linked the boards to the library's catalogue.  I've included a few titles for DVDs but focused primarily on fiction and nonfiction books appropriate for students in grades 1 to 6.

**You may notice the board, Variables & Equations (Patterns and Relations), has very few titles. If you know of any resources that would fit with algebraic thinking, I would be really, really grateful if you'd let me know.  It may be that there aren't that many kids books with algebra written into the story line especially at the elementary level. Please drop me a line with your recommendations.

If you get to the Doucette Library's Pinterest page you will notice many other boards that also correspond to the Alberta Education curriculum for elementary science and social studies down to the level of every topic for every grade. 

So, if you're teaching a science unit for one of the primary grades about colour this board might have titles that would interest you as a springboard, a provocation or a resource for scaffolding this topic.

Or, maybe you're teaching social studies and looking for resources about quality of life, or the history of Alberta or democracy; there are Pinterest boards for each of these topics. 

There are a few boards that are not tied to the Alberta Education program of studies but still relevant.  These include boards for First Nations, Metis and Inuit resources that are to be included across all content areas.  You will also find boards for fiction that might make tie-ins with STEM or STEAM curriculum.  Both of these groupings are organized by grade ranges of primary (grades K-3), middle school (grades 4-8) and secondary (grades 9-12).

One last board I'd like to highlight is specific to picture books for older readers. This is a topic of interest for those student-teachers (and sometimes teachers) teaching grades 6 to 12 that often don't think about using picture books. Many of the books listed here are some of my all-time favorites because they can be used across the grades to enrich many content areas.  Interest? Click here to see what I've included.

These boards are proving useful for student-teachers when incorporating juvenile literature into their lesson plans. I invite you to check them out and let me know what you think.

Social studies resource and critical thinking

I know that Hiawatha and the Peacemaker by Robbie Robertson will be a very useful resources for the grade 6 social studies topic, Historical Modes of Democracy taught in Alberta schools.

This is a retelling based mostly on Robertson’s recollection of being told this story as a child on the Six Nations of the Grand River reservation in Ontario by a revered elder. The elder was “a wisdom-keeper who knows the stories and the old ways.”[from the author’s note]  The elder impressed young Robbie greatly and inspired him to want to become a storyteller, too.

The story is about Hiawatha, a Mohawk, who loses everything he loves to the evil chief, Tadodaho from the Onondaga nation. He is grieving the loss of his family and village and plotting revenge when a stranger arrives and convinces him to travel with him, the Peacemaker, to the other tribes of the region to convince them to desist from fighting each other. The Peacemaker wants people (tribes) to “come together as one body, one mind, and one heart. Peace, power, and righteousness shall be the new way.” The Peacemaker needs Hiawatha’s powerful, articulate speaking voice to help spread the word.

Their message is appreciated by the other tribes but their fear of Tadodaho makes them question the wisdom of not fighting such a powerful enemy. The message of love and forgiveness over violence is one that is supported by the women of each tribe. Eventually, consensus is reached and the four nations (Mohawk, Cayuga, Seneca and Oneida) paddle together to confront Chief Tadodaho. Eventually, Tadodaho is overcome through strong medicine and forgiveness and the Five Nations are united.

“The Peacemaker placed his fist over his heart, and again I spoke. ‘As Five Nations, we will bring forth peace, power, and righteousness.  The women of our tribes shall appoint the Chiefs, and as one people we shall live under the protection of the Great Law. All voices will be heard as we now vote before action is taken.”

Here is the general outcome as laid out in the Alberta Education program of studies:

Students will demonstrate an understanding and appreciation of the democratic principles exemplified by ancient Athens and the Iroquois Confederacy.

Here are more specific outcomes focused on the Iroquois Confederacy:

6.2.4 analyze the structure and functions of the Iroquois Confederacy by exploring and reflecting upon the following questions and issues:

• How was the Iroquois Confederacy structured?• What was the role and status of women within the Iroquois Confederacy?• What are the advantages and disadvantages of consensus as a decision-making model for government?• How did the Six Nations use the consensus-building process?• How did the Wampum Belt address collective identity?• How did the social structure of the Iroquois Confederacy impact its political structure?• To what extent did the decision-making process within the Iroquois Confederacy reflect democratic ideals of equity and fairness? 

So, you see, it’s a good fit.

Illustrated by David Shannon, the art work is lush and bold drawing our attention on every page. In spite of liking the book, this is where I become a little wary.

As far as I can determine, David Shannon is not of native descent. His familiarity with the indigenous peoples making up the Iroquois Confederacy will be limited. No illustrator’s notes were included to explain his decisions and I’m left to imagine his work is likely based on research and other observations he’s possibly made on his own. This leaves his depictions open to inaccuracies.  I’m not familiar enough with any aboriginal group to feel comfortable discerning how accurately they have been portrayed. I did an internet search and found images similar to those of David Shannon’s but again I have to question whether these images are accurate and where they’ve come from. I’m not saying there are inaccuracies in the illustrations in this picture book just that I, as a non-native, don’t know enough to figure this out.  I do know, however that it is crucial for the representations to accurately portray the culture of indigenous peoples. 

It’s a tricky business using children’s literature like this picture book.

The author's notes, acknowledgements and references are illuminating about Robertson's experiences as a boy and understanding of the story. (There is a CD also with a recording of Robbie Robertson about Hiawatha.)

All I can say is try to do your best in finding those books that speak authentically to aboriginal experiences and these are best told with their own voices. Do your own research; try and ask those who would know better about discrepancies in the values expressed or culture illustrated; and finally, try to use many sources and representations to allow students to do some of their own questioning and investigating, too.  Being a critical reader is important and this book will, besides supplementing content allow for readers to exercise our analytic abilities. 

Residential schools, resiliency and reconciliation

Currently on display at the Calgary Public Library, is a unique art installation known as The Witness Blanket.   

  

“The Witness Blanket stands as a national monument to recognise the atrocities of the Indian Residential School era, honour the children, and symbolise ongoing reconciliation.”

 You will see a diverse range of artifacts arranged to represent a quilted blanket.  Items included are door knobs and handles, bricks, old painted wood, children’s skates, bowls, school badges, children’s beaded moccasins, letters, photos, a door from an infirmary, religious statues, part of a piano keyboard and even a couple of braids of hair.  These are only some of the items that have been collected from various residential schools, churches and other government buildings from across Canada.  The whole installation stands above several volumes of Canadian statues that include the Indian Act from 1857 to 1938.

The Witness Blanket is on display until May 9^th.  There is a free app that can be downloaded from the Apple store that is well worth getting.  Each artifacts is described and located on a map of Canada and will add even more to viewing.

What a powerful piece of art to tie into literature relating the experiences of some of these survivors.

Very recently, I read The Education of Augie Merasty: a residential school memoir by Joseph Auguste Merasty with David Carpenter.  This short but essential volume is a collection of Augie’s memories of living at St Therese Residential School, in Sturgeon Landing, Manitoba. Many of the nuns and priests treated the children brutally, regularly subjecting Augie and the other children to cold, hunger, verbal and physical abuse, and sexual assault.

I found the introduction and other content supplied by David Carpenter interesting, too.  Where Augie tells of his childhood memories, David gives us insight into the man that he becomes.  In the decade that it took for David to collect these stories we learn of the many ups and downs that befall Augie.  His voice is always strong sometimes with tinged with humor and even regard for some of his kinder teachers.

I’m recommending this title for high school students and older

.

This book was recently featured on the CBC’s radio program, The Current.  Click here to listen to the interview with David Carpenter.  

The truth of the matter

As I was gathering resources around the ‘big idea’ of awakening earlier this past summer, I thought about how travel often ‘awakens’ us to cultural awareness and self discovery and thought I had found a great resource.

Imagine then a fifteen-year-old boy taken from this home on an island around Tierra del Fuego in 1830 and transplanted to London.  What did this boy awaken to?  What did he learn about the people of London?  What did he learn about himself?

 In Jemmy Button by Jennifer Uman and Valerio Vidali, a brief account of the true story of Orundellico (his real name), we can get a general impression of what a culture shock this young man experienced in these circumstances.

And a general impression is the best we get with this picture book.  The experience is described in fairly benign terms, “one day a boat came with visitors”, “they invited the boy to visit their land”, and “one of the visitors opened his hand to reveal a button made from the ocean’s most magnificent pearl.  They gave it to the boy’s family.”

I had a feeling that this was likely glossing over some of the facts.  How likely was it that Captain Robert FitzRoy ‘invited’ Orundellico to visit London?

The book describes the long ocean voyage and what Jemmy would have seen in this vast, bustling city.  It tells of his experiences, which sound like a whirlwind of social events (even to meeting King William IV and Queen Adelaide) and a little of his homesickness.  He eventually returns to his homeland where is resumes his traditional ways, shedding his European clothing and supposedly with “great effort, he learned his native language.”(from last page)

I was left with a lot of unanswered questions after reading this picture book.  A quick Google search fills in a few of the details which are more of what I expected: Jemmy was one of four hostages taken back to London with the idea to educate and Christianize them to Victorian civilities, so that they could be sent back back to their homeland to educate their own people. Very little about this historical episode really fits with the gentle, dreamy story depicted in the picture book.

I know this is a story for children and that this isn't the place to hash out the details of Britain’s imperialistic intentions.  I know the focus of the story is on the ‘wonder’ of being in a totally foreign environment and that by the end Jemmy knows where his home is.  (In reality, it is thought that Jemmy might have chosen to stay in London if given the chance and was initially unhappy at being returned to South America.)

On that level, the story works. Its unlikely children will have the same questions I do and will enjoy the story of Jemmy.  It’s likely they’ll see Jemmy as having a grand adventure.

But I'm left wondering, what’s the point of that when this is based on a true story?

Check out Nonfiction Monday at Sally's Bookshelf for a blog-wide review of nonfiction children's literature.

In pursuit of the big idea 'perspective', I've been reading many middle grade novels like a mad woman .  Last night I gobbled up Sugar Falls: a residential school story by David Alexander Robertson (823 R545S8 FIC).

This short graphic novel is a gem.  In 40 pages we come to know Betsy, a little girl taken in by a loving family after her mother abandons her. In time, Betsy's foster father tries to prepare her for  when she will go to a residential school run by Catholic priests and nuns.  He does not say "you will have to go to a residential school" but tries to warn her that a dark time will come and that she has the strength and resiliency to endure.  She must remember who she is, connections to her family, and her culture.

Betsy's time at the residential school is horrible, to bluntly understate it.  The teachers are cruel and abusive.   Betsy is slapped and kicked by a nun when she doesn't get her Latin right or speaks Cree.  Sexual abuse is touched on, as well, but not too graphically.  The priest enters the girls' dormitory at night and leads one of them away.  Betsy's friend Flora counsels her to close her mind, numb her body and pretend it was 'only' a nightmare.

The story is told from the perspective of Betsy as an adult.  She's telling her story to her niece and her niece's friend, who has been given a school assignment to interview a survivor of the residential school system.  Betsy has survived her experience and motivated her to become a  teacher of Cree and a language consultant.

Now back to perspective.  A couple of questions given to me to think about were What shapes our perspectives?  How do perspectives change over time [as in a historical context]?

I think Sugar Falls provides insight into both of these questions. An experience like the one Betsy lives through would certainly shape many aspects of her life.  Betsy's own mother had been through the residential school system and came out damaged enough to be unable to care for her daughter.  These are defining moments without a doubt.

Also, we can make comparisons between contemporary times and times when residential schools  were prevalent in Canada (roughly 1840s to mid 1990s).  Historically,  it was government policy to look for opportunities that would 'civilize' First Nations peoples. Removing children from their families and communities was one way that they could be Christianized and 're-educated' to be more white and less 'savage'.  Today this policy is unconscionable.   

For the teachers of Nellie McClung Elementary School this might be a book to consider.  They had asked me for books about residential schools.  This one may not be appropriate for their purpose but I will let them decide.  Unpacking this with their students will take some work.

Other books that may be less contentious are:
Fatty Legs by Christy Jordan-Fenton
Shi-shi-etko by Nicola I. Campbell
Shin-chi's canoe by Nicola I. Campbell
My Name is Seepeetza by Shirley Sterling.

Important secrets

 I love it when I can tie a local event to children’s literature. 

On Tuesday, March 27^th at 7p.m., at the Military Museums in Calgary, Zonnie Gorman will share some of the experiences her father, Carl had during World War II as one of the original members of the Navajo (Dine) Code Talkers.  Twenty-nine Dine men developed a secret code based on their native language that proved undecipherable to the Japanese.  So, if you’re able, stop by.

If you’re not able to attend, check out Code Talker by Joseph Bruchac (823 B837C7 FIC). This novel is about a fictional character, Ned Begay, who enlists in the Marines when he is only sixteen and is selected to become a code talker.

The book takes us through his experiences as a child at a residential school for Navajo children where an attempt is made to eradicate his ‘Indian-ness’  --  his hair is cut, his clothes and personal items removed, and most importantly, speaking in his own language is suppressed.  For all of that, Ned does keep his language and learns to excel in school.  He is in high school when the Second World War starts.  When Marines start recruiting at his school, Ned sets his sights on joining the military.  Basic training in boot camp and the secret training for becoming a code talker are covered but most of the book is about fighting in battles with the Japanese.  These encounters sound grueling but are not described in overly bloody tones.  Yes, many soldiers die but this is not graphically depicted.

After the atomic bombs are dropped on Hiroshima and Nagasaki, Japan surrenders; the war is over.  Ned comes back from the war changed but finds that American society has not. Discrimination against Indians by whites is still the norm.  He decides to continue with his education, becoming a teacher and getting involved with tribal government looking to change discriminating practices and laws.  It’s not until 1969 that he able to talk about his real role in the war and the significance of the code talkers to the war effort.

There is a lot of history included in this novel, which provides context for what Ned experiences. The irony of trying to suppress the Navajo language at the residential schools and the importance of the language in World War II are made very apparent.

Joseph Bruchac includes an extensive note about how he came to write this story and additional information about the Dine.  He bases most of the story on well documented incidents.  He includes the names of many real people including Carl Gorman (see first paragraph) in his story.  The novel is recommended for grades 6/7 and up.

For further analysis of the novel, visit the blog American Indians in Children’s Literature for an essay written by Beverly Slapin reviewing several books written about the code talkers.

For additional information about code talkers, check out the section in Ultra Hush-Hush: espionage and special missions by Stephen Shapiro and Tina Forrester (940.5485 ShU 2003).

Technological progress

After I finished reading The Genius of Islam: how Muslims made the modern world by Bryn Barnard (609 BaG 2011)(which I enjoyed and recommend), I was reminded of another series of books in the Doucette Library that also pertain to other cultures that advanced technology outside of North America and Europe. 

  

The We though of it series (by Annick Press) highlights successful inventions and technological innovations of different groups of people from around the world. 

 The series started with The Inuit thought of it by Alootook Ipellie (970.0049712 IpI 2007)showcasing how Inuit peoples met basic needs using mostly local resources in response to harsh environmental conditions.  From wood or antler snow goggles and kayaks to parkas and methods of food preservation, many of these items still exist in some form today. This book leaves the reader with a new appreciation for the  resourcefulness of the Inuit and their technological ingenuity.

The follow-up book is A Native American thought of it by Rocky Landon (970.00497 LaN 2008). I was a little concerned by the title, wondering if it was going to be too general about the technological innovations of First Nations peoples. And, while I certainly got the feeling that Natives across North America (both Canada and US) did fulfill their needs in diverse ways, sometimes the book felt too unspecific.  The best section is ‘shelter’, describing the many different kinds of houses developed by Natives from all over North America.  Other sections are little less successful in showing the diversity of approaches across North America. Descriptions of tools, for instance, are sometimes attributed to a geographical area (Northwest Coast, Eastern Woodlands, Plains, etc.) without many specifics given. When no geographic area is ascribed, then I’m guessing that the technology or tool (skinning hides and bow and arrows for example) applies to most Native groups wherever they lived.  The photographs for the most part are attributed to specific tribes.  I think this book is just trying to cover too big an area to effectively cover all areas evenly.  We do come away knowing that First Nations peoples were, and are, very innovative.

The next books in the series move away from North America.

 The Chinese thought of it by Ting-xing Ye (609.51 YeC 2009) and African thought of it by Bathseda Opini (960 OpA 2011) are very informative following the same format of the first two books: maps, timelines, sections covering basic needs as well as aspects specific to cultural development such as music, arts, and sports.  Good overviews with examples drawn from vast geographical areas with diverse cultures within them.

The next book to be released in March is Latin Americans thought of it by Eva Salinas.

Overall, I like the series and love that it brings our attention to technological advancements that developed in other places and times outside of North America.  Good introductions that could lead into deeper discussions and research.

Suggested for grades 3-6.

 Today is Nonfiction Monday, a round-up of blogs focused on nonfiction children's liteature.  Stop by Wrapped in Foil for  a look.