Image from PNSN, Pacific Northwest Seismik Network.

Native American Literature

​Native American literature and poetry are rich and diverse expressions of the indigenous peoples of North America. These literary traditions have a long history, dating back centuries, and they continue to evolve and thrive today. Native American literature encompasses a wide range of genres, including oral traditions, storytelling, mythology, oratory, and contemporary written works.
Braiding Sweetgrass -  Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants, by Robin Wall KImmerer , is also available as an audiobook.   See this beautiful plot summary.

"1491" -  New Revelations about the Americas before Columbus, by Charles C. Mann
​     See the summary here - very interesting

​Native American Authors:
Children's Literature & About Children's Literature

Elementary School:
  1. Joseph Bruchac:
    • The Boy Who Lived with the Bears:
      • Cultural Significance: This story, rooted in Native American folklore, explores the connection between humans and nature, emphasizing respect for the environment.
      • Themes: Harmony with nature, respect for animals, and the importance of courage.
    • The First Strawberries: A Cherokee Story:
      • Cultural Significance: A Cherokee legend that explains the origin of strawberries and imparts lessons about forgiveness and love.
      • Themes: Forgiveness, love, and the natural world.
  2. Cynthia Leitich Smith:
    • Jingle Dancer:
      • Cultural Significance: Celebrates the tradition of jingle dancing in the Powwow and emphasizes the importance of cultural identity.
      • Themes: Cultural pride, family, and tradition.
    • Rain Is Not My Indian Name:
      • Cultural Significance: Explores the experiences of a contemporary Native American teen, dealing with identity, grief, and community.
      • Themes: Identity, loss, and the modern Native American experience.
  3. Sherman Alexie:
    • Thunder Boy Jr.:
      • Cultural Significance: A heartwarming story about a Native American boy seeking his own identity and a name that reflects his uniqueness.
      • Themes: Identity, family, and self-discovery.
    • The Absolutely True Diary of a Part-Time Indian:
      • Cultural Significance: Tackles issues of identity, belonging, and the challenges faced by Native American youth in contemporary society.
      • Themes: Friendship, resilience, and cultural conflict.
Middle School:
  1. Louise Erdrich:
    • The Birchbark House (series):
      • Cultural Significance: Offers a glimpse into Ojibwe life in the 19th century, highlighting cultural practices, family dynamics, and survival.
      • Themes: Family, community, and the impact of European colonization.
    • The Game of Silence:
      • Cultural Significance: Continues the Ojibwe narrative, delving into the challenges faced by the protagonist and her community.
      • Themes: Resilience, cultural preservation, and adaptation.
  2. Tim Tingle:
    • How I Became a Ghost: A Choctaw Trail of Tears Story:
      • Cultural Significance: Chronicles the Choctaw removal known as the Trail of Tears, providing historical insight into a tragic chapter in Native American history.
      • Themes: Survival, loss, and the impact of forced migration.
  3. Cherie Dimaline:
    • The Marrow Thieves:
      • Cultural Significance: Set in a dystopian future, the novel explores a world where indigenous people are hunted for their bone marrow, addressing cultural erasure and resilience.
      • Themes: Survival, cultural preservation, and the consequences of environmental degradation.
High School:
  1. Leslie Marmon Silko:
    • Ceremony:
      • Cultural Significance: Blending traditional Laguna Pueblo stories with contemporary issues, it addresses the struggles of a Native American veteran returning from World War II.
      • Themes: Healing, identity, and the impact of war on individuals and communities.
    • Storyteller:
      • Cultural Significance: A collection of stories reflecting the richness of Laguna Pueblo culture, exploring the power of storytelling in preserving heritage.
      • Themes: Oral tradition, cultural continuity, and the role of storytelling.
  2. N. Scott Momaday:
    • House Made of Dawn:
      • Cultural Significance: A Pulitzer Prize-winning novel exploring the complex identity of a young Native American returning to his Kiowa roots after World War II.
      • Themes: Cultural identity, spirituality, and the clash between traditional and modern ways of life.
    • The Way to Rainy Mountain:
      • Cultural Significance: Blends history, myth, and personal reflection to narrate the Kiowa migration story, connecting past and present.
      • Themes: Ancestry, cultural continuity, and the importance of oral tradition.
  3. Louise Erdrich:
    • Love Medicine:
      • Cultural Significance: Chronicles the lives of several interconnected families on a North Dakota reservation, addressing themes of love, loss, and cultural preservation.
      • Themes: Family dynamics, love, and the impact of historical trauma.
    • The Round House:
      • Cultural Significance: Explores the aftermath of a crime on a Native American reservation, addressing issues of justice, sovereignty, and community resilience.
      • Themes: Justice, community, and the impact of violence.
These books provide valuable insights into Native American cultures, histories, and contemporary experiences, making them rich additions to literature curricula.

Film and Television

Elementary School:
  1. Film: Pocahontas (1995):
    • Analysis: While a Disney animated film, Pocahontas introduces elementary students to the legend of Pocahontas and explores themes of friendship and understanding between different cultures. Teachers can guide discussions on cultural stereotypes and historical accuracy.  See the real story of Pocahontas here.
  2. Television Show: Molly of Denali (PBS Kids):
    • Analysis: This animated series features an Alaska Native protagonist, Molly Mabray, and incorporates aspects of Alaska Native culture. It promotes problem-solving skills, cultural awareness, and literacy. Teachers can discuss the portrayal of Native characters in a positive and respectful manner.

Middle School:
  1. Film: The Indian in the Cupboard (1995):
    • Analysis: This film, based on the novel by Lynne Reid Banks, follows a young boy who discovers that his toy figures come to life. It provides opportunities for discussions on representation, cultural sensitivity, and the impact of media on perceptions of Native Americans.
  2. Television Show: Spirit: Stallion of the Cimarron (2002-2006):
    • Analysis: While an animated series based on the film, it continues the story of the wild stallion Spirit. This series can be used to discuss the representation of Native American characters, respect for nature, and the historical context of westward expansion.

​High School:
  1. Film: Smoke Signals (1998):
    • Analysis: This film, based on Sherman Alexie's short story collection, provides a contemporary Native American perspective. It explores themes of identity, family, and cultural reconciliation, offering high school students an opportunity to critically engage with nuanced portrayals.
  2. Television Show: Reservation Dogs (2021-present):
    • Analysis: A comedy-drama series created by Sterlin Harjo and Taika Waititi, Reservation Dogs follows a group of Native American teenagers in Oklahoma. It addresses contemporary issues faced by indigenous communities, offering a platform for discussions on representation, humor, and cultural resilience.
  3. Film: Atanarjuat: The Fast Runner (2001):
    • Analysis: This Canadian film, set in an Inuit community, provides a unique perspective on indigenous culture. It addresses themes of tradition, conflict, and survival, making it suitable for discussions on cultural diversity and historical accuracy.
  4. Television Show: Rutherford Falls (2021-present):
    • Analysis: This sitcom, co-created by Sierra Teller Ornelas, Michael Schur, and Ed Helms, features Native American characters and explores issues of cultural preservation and representation. It provides high school students with opportunities to critically examine how humor can be used to convey social and cultural commentary.
These films and television shows offer a range of perspectives on Native American experiences. Teachers can use them as tools to foster discussions on media literacy, cultural sensitivity, and the importance of diverse and authentic representations in media. Encouraging students to analyze stereotypes, historical context, and the impact of media on perceptions is crucial for developing critical thinking skills.

When presenting films and shows featuring Native American representations in the classroom, it's crucial for teachers to approach the topic with cultural sensitivity and provide context for students. Here's a suggested approach:
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1. Establish Historical and Cultural Context:
  • Background Preparation:
    • Provide a brief overview of the diversity among Native American tribes and cultures.
    • Introduce historical events, such as colonization, westward expansion, and forced relocations, which may be relevant to the narratives in the media.
2. Discuss Stereotypes:
  • Background Preparation:
    • Explain the concept of stereotypes and how they can influence perceptions.
    • Highlight common Native American stereotypes present in media and discuss their inaccuracies.
3. Emphasize Cultural Respect:
  • Background Preparation:
    • Discuss the importance of respecting diverse cultures and avoiding cultural appropriation.
    • Highlight the significance of accurate and respectful portrayals of Native American communities.
4. Introduce Media Literacy Concepts:
  • Background Preparation:
    • Explain the basics of media literacy, including the impact of media on perceptions.
    • Discuss the responsibility of media creators to portray diverse and authentic narratives.
5. Provide Context for Each Film or Show:
  • Presentation:
    • Before watching, introduce each film or show, providing a brief summary and context.
    • Discuss the creators' backgrounds and intentions in representing Native American experiences.
6. Encourage Critical Thinking:
  • Presentation:
    • After viewing, facilitate discussions on the portrayal of Native American characters, themes, and overall representation.
    • Encourage students to critically analyze stereotypes, cultural nuances, and historical accuracy.
7. Connect with Contemporary Issues:
  • Background Preparation:
    • Highlight contemporary issues faced by Native American communities, such as cultural preservation, sovereignty, and representation in various industries.
8. Facilitate Open Discussions:
  • Presentation:
    • Create a safe and open space for students to express their thoughts, questions, and reactions.
    • Encourage respectful dialogue and multiple perspectives.
9. Assign Reflective Activities:
  • Presentation:
    • Assign reflective activities, such as essays or discussions, for students to articulate their understanding of the media representations and the impact on their perceptions.
10. Provide Additional Resources:
  • Background Preparation:
    • Offer additional readings, articles, or interviews with Native American voices to deepen students' understanding of the complexities within the community.
By combining historical context, discussions on stereotypes, and fostering critical thinking skills, teachers can guide students in analyzing media representations of Native Americans. Emphasizing cultural respect and connecting these portrayals to broader issues will contribute to a more comprehensive and enlightening educational experience.

Teaching Strategies

Activity: "Breaking Stereotypes Collage"Materials Needed:
  • Magazines
  • Scissors
  • Glue
  • Large poster boards or paper
Steps:
  1. Introduction (15 minutes):
    • Begin with a brief discussion about what stereotypes are. Explain that stereotypes are simplified and often exaggerated beliefs or ideas about a particular group of people.
    • Provide simple examples to illustrate the concept, like assuming all scientists wear glasses or that all athletes are exceptionally tall.
  2. Brainstorming (10 minutes):
    • Have a class brainstorming session about common stereotypes associated with various groups, including racial and ethnic stereotypes. Write these on the board.
  3. Exploration (20 minutes):
    • Distribute magazines and ask students to find images or words that represent people breaking stereotypes. Encourage them to think broadly about professions, hobbies, and personal characteristics.
    • For example, they could look for images of a male nurse, a female scientist, or someone with a disability succeeding in sports.
  4. Collage Creation (30 minutes):
    • In small groups or individually, have students create collages on their poster boards using the images and words they found.
    • The goal is to visually represent how individuals can defy stereotypes and challenge preconceived notions.
  5. Presentation (15 minutes):
    • Each group or student presents their collage to the class, explaining the message behind their choices and how it challenges stereotypes.
    • Encourage discussion on the impact of stereotypes and the importance of recognizing individual uniqueness.
  6. Reflection and Discussion (15 minutes):
    • Facilitate a reflective discussion:
      • Ask students how this activity changed their perspective on stereotypes.
      • Discuss the power of media in perpetuating or challenging stereotypes.
      • Emphasize the importance of getting to know people as individuals rather than relying on assumptions.

Examples to Illustrate Stereotypes:
  1. Example 1 - Gender Stereotype:
    • Stereotype: "All boys play with trucks, and all girls play with dolls."
    • Breaking Stereotype: Include images of a girl playing with toy trucks or a boy engaging in activities typically associated with dolls.
  2. Example 2 - Racial Stereotype:
    • Stereotype: "All Asians are good at math."
    • Breaking Stereotype: Include images of individuals from various racial backgrounds excelling in different subjects or professions.
  3. Example 3 - Career Stereotype:
    • Stereotype: "Only men can be firefighters."
    • Breaking Stereotype: Include images of female firefighters challenging the notion that firefighting is exclusively a male profession.
  4. Example 4 - Physical Appearance Stereotype:
    • Stereotype: "All athletes are tall and muscular."
    • Breaking Stereotype: Include images of athletes with diverse body types and heights, emphasizing that athleticism is not limited to a specific look.
This activity allows students to actively engage with the concept of stereotypes, encourages critical thinking, and promotes a positive discussion about breaking down societal preconceptions.


Stereotypes of Native Americans often vary and can be influenced by historical inaccuracies, cultural misrepresentations, and media portrayals. It's important to note that these stereotypes are oversimplified and do not accurately represent the diversity of Native American cultures and identities. Some common stereotypes include:
  1. Stereotype of the "Noble Savage":
    • Portrays Native Americans as inherently spiritual, wise, and connected to nature, often romanticizing their way of life. This stereotype oversimplifies complex indigenous cultures and implies a lack of modernity.
  2. Stereotype of the "Vanishing Indian":
    • Suggests that Native American cultures are disappearing or no longer relevant. This stereotype ignores the vibrant and diverse contemporary existence of Native communities.
  3. Stereotype of the "Savage Warrior":
    • Portrays Native Americans as aggressive or warlike, often perpetuating the idea that their historical role was primarily one of violence. This overlooks the rich contributions of Native American societies in areas such as art, agriculture, and governance.​
  4. Stereotype of the "Casino Indian":
    • Links Native Americans primarily with casinos and gambling, overlooking the diversity of economic activities and contributions within Native communities.
It's crucial to challenge these stereotypes and promote accurate and respectful representations of Native Americans. Recognizing the diversity of cultures, histories, and contemporary experiences within Native communities helps dispel harmful misconceptions. Engaging with authentic Native American voices, literature, and media is essential for fostering a more nuanced understanding.

"Dime Novels" in the Old West

"Dime Novels" in the Old West did contribute significantly to the creation and perpetuation of stereotypes, particularly regarding Native Americans, cowboys, women, and various aspects of Western life. Dime novels were inexpensive, sensationalized publications that gained popularity in the late 19th century, often portraying exaggerated and fictionalized versions of life in the West. Here's how they contributed to stereotypes:

Native Americans:
  1. Simplification and Exoticism:
    • Dime novels tended to simplify and exoticize Native American cultures, portraying them as mysterious and primitive. These depictions reinforced the notion of Native Americans as "others" and contributed to the "Noble Savage" stereotype.
  2. Conflict and Hostility:
    • Many dime novels depicted Native Americans as hostile adversaries, emphasizing conflicts between settlers and indigenous peoples. This contributed to the perception of Native Americans as threats to Western expansion, reinforcing negative stereotypes.
Cowboys:
  1. Romanticization and Heroization:
    • Dime novels romanticized the cowboy figure, turning them into larger-than-life heroes. While this contributed to the positive image of the cowboy, it also created unrealistic expectations and oversimplified the challenges and complexities of cowboy life.
  2. Good vs. Evil Narrative:
    • Dime novels often portrayed cowboys as virtuous defenders of justice, engaged in epic battles against "evil" forces. This binary narrative reinforced stereotypes and overlooked the nuanced realities of the West.
Women:
  1. Damsel in Distress:
    • Dime novels frequently portrayed women in the West as damsels in distress, waiting to be rescued by brave male protagonists. This reinforced traditional gender roles and downplayed the significant roles women played in shaping Western communities.
  2. Stereotypical Roles:
    • Women in dime novels were often confined to stereotypical roles, such as the virtuous homemaker or the saloon girl. These narrow representations overlooked the diverse roles that women played in ranching, farming, and community-building.
African Americans:
  1. Negative Depictions:
    • Dime novels also perpetuated negative stereotypes of African Americans, portraying them in subservient or villainous roles. These depictions contributed to racist attitudes and reinforced discriminatory beliefs prevalent during that time.
Overall Impact:
  1. Cultural Influence:
    • Dime novels had a wide readership, influencing public perception and shaping cultural attitudes toward the West. The impact of these novels extended beyond literature, affecting popular culture, theater, and early cinematic portrayals of the West.
  2. Oversimplification and Misrepresentation:
    • The sensationalized nature of dime novels often led to oversimplified and inaccurate portrayals of Western life. This misrepresentation contributed to the creation of enduring stereotypes that persisted in American cultural consciousness.
While dime novels played a role in shaping the mythology of the Old West, it's essential to recognize their limitations in providing accurate historical or cultural insights. Modern interpretations of the West should consider a more nuanced understanding informed by diverse perspectives and authentic historical accounts.

Dime novels were a popular form of entertainment in the late 19th and early 20th centuries, and many of them contributed to the romanticized and exaggerated portrayals of life in the Old West. Here are some examples of dime novels that are noteworthy for their impact on Western stereotypes:
  1. "Buffalo Bill, King of the Border Men" (1869) by Ned Buntline:
    • This dime novel contributed to the creation of the Wild West showman persona of Buffalo Bill Cody. It sensationalized his adventures, portraying him as a heroic figure engaged in daring exploits.
  2. "Deadwood Dick" series (1877) by Edward L. Wheeler:
    • The "Deadwood Dick" series featured the adventures of a fictional cowboy character. These novels were known for their melodramatic and sensationalized narratives, often depicting exaggerated conflicts and heroic deeds.
  3. "Malaeska, the Indian Wife of the White Hunter" (1860) by Ann S. Stephens:
    • While not strictly a dime novel, this early example of American popular fiction is noteworthy for its portrayal of a romanticized relationship between a Native American woman and a white man. It set the stage for later romanticized portrayals of Native Americans.
  4. "The Bandit King; or, A Hero in the West" (1866) by John W. Buel:
    • This dime novel contributed to the romanticization of outlaw figures in the West. It often depicted bandits as charming and daring individuals rather than as criminals.
  5. "The Prairie Flower" series (1870s) by Prentiss Ingraham:
    • Prentiss Ingraham was a prolific writer of Western dime novels, and "The Prairie Flower" series featured stereotypical portrayals of Native Americans and their interactions with white settlers.
  6. "The Arizona Bandit" series (1890s) by Roswell George Mills:
    • This series exemplifies how dime novels often portrayed the Southwest as a lawless and dangerous frontier. It contributed to the creation of a particular image of the Arizona desert as a place of banditry and adventure.
  7. "The Diamond Dick" series (1878) by W.B. Lawson:
    • Centered around the character Diamond Dick, these novels romanticized the life of a cowboy and contributed to the idealized image of the Western hero.
It's important to approach these titles with a critical eye, recognizing the cultural and historical context in which they were written. While dime novels were a significant form of popular entertainment, they often prioritized sensationalism over accuracy, contributing to enduring stereotypes about the Old West and its characters.

Many dime novels from the late 19th and early 20th centuries are in the public domain and are available through various online platforms that specialize in digitized historical texts. Here are a few places where you might find some of these dime novels:
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  1. Project Gutenberg (gutenberg.org):
    • Project Gutenberg offers a wide range of public domain books, including some dime novels. You can search for specific titles or authors related to the Old West and dime novel literature.
  2. Internet Archive (archive.org):
    • The Internet Archive provides access to a vast collection of digitized books, including dime novels. You can explore their collection and find works related to Western adventures, cowboys, and other themes popular in dime novels.
  3. Google Books (books.google.com):
    • Google Books has digitized a significant number of books, and you may find some dime novels available for free. Use the advanced search options to filter for books published in the late 19th and early 20th centuries.
  4. Librivox (librivox.org):
    • Librivox offers audiobook versions of public domain books. While not specifically focused on dime novels, you may find Western-themed works that align with the genre.
  5. Local Libraries and Archives:
    • Some local libraries and archives may have physical copies of dime novels in their collections. You can inquire with librarians or archivists about accessing these materials.
Keep in mind that the availability of specific dime novels may vary, and not all titles may be easily accessible. Additionally, when exploring these historical texts, it's essential to approach them with an understanding of the cultural and historical context in which they were produced, recognizing the potential for stereotypes and romanticized portrayals.