I hope you dance

This is our hope for all children everywhere.

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What a Wonderful World

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Song of the Wolf

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Where is the love?

We believe it’s in all of us.

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The True History of Thanksgiving

Here’s a link to an article on the true history of Thanksgiving. It is likely this is not the story you’ve been told.  www.aaanativearts.com/article937.html

Here’s the most important thing we took from this article:

…Over the centuries, Thanksgiving has become a special day to join with loved ones in an offering of thanks for our blessings. Some give their time to help with the homeless and hungry. It is now a day of giving, and of honor, and of true thanksgiving.

In your Thanksgivings to come, I would ask that you offer a silent prayer for the spirits of those who were sacrificed so long ago. You and I did not commit these atrocities, and we are certainly not responsible for the behavior of our ancestors be they red, white, black or yellow.

However, we are charged with the responsibility of learning our true history, and of having the courage to behave with honor and dignity toward our fellow man. If the lessons of history are not learned, they will repeat themselves.

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A Different Perspective on Thanksgiving

If you are an educator or parent who teaches children about Thanksgiving, here is a MUST READ article offering a differing perspective and resources on the puritan/Indian mythology surrounding the Thanksgiving holiday.

www.ewebtribe.com/NACulture/articles/thanksgiving.html

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Authentic Thanksgiving Food

Foods Available to the Pilgrims for their 1621 Thanksgiving from www.nativeamericans.com/Thanksgiving.htm

FISH:  cod, bass, herring, shad, bluefish, and lots of eel.

SEAFOOD:  clams, lobsters, mussels, and very small quantities of oysters

BIRDS:  wild turkey, goose, duck, crane, swan, partridge, and other miscellaneous waterfowl; they were also known to have occasionally eaten eagles (which “tasted like mutton” according to Winslow in 1623.)

OTHER MEAT:  venison (deer), possibly some salt pork or chicken.

GRAIN:  wheat flour, Indian corn and corn meal; barley (mainly for beer-making).

FRUITS:  raspberries, strawberries, grapes, plums, cherries, blueberries, gooseberries (these would have been dried, as none would have been in season).

VEGETABLES:  small quantity of peas, squashes (including pumpkins), beans

NUTS:  walnuts, chestnuts, acorns, hickory nuts, ground nuts

HERBS and SEASONINGS: onions, leeks, strawberry leaves, currants, sorrel, yarrow, carvel, brooklime, liverwort, watercress, and flax; from England they brought seeds and probably planted radishes, lettuce, carrots, onions, and cabbage.  Olive oil in small quantities may have been brought over, though the Pilgrims had to sell most of their oil and butter before sailing, in order to stay on budget.

OTHER:  maple syrup, honey; small quantities of butter, Holland cheese; and eggs.

Some perhaps startling omissions from the authentic Thanksgiving menu

Ham.  (The Pilgrims most likely did not have pigs with them).

Sweet Potatoes-Potatoes-Yams.  (These had not yet been introduced to New England).

Corn on the cob. (Indian corn was only good for making cornmeal, not eating on the cob).

Popcorn.  (Contrary to popular folklore, popcorn was not introduced at the 1621 Thanksgiving.  Indian corn could only be half-popped, and this wouldn’t have tasted very good.)

Cranberry sauce.  (Cranberries were available, but sugar was not.)

Pumpkin Pie:  (They probably made a pumpkin pudding of sorts, sweetened by honey or syrup, which would be like the filling of a pumpkin pie, but there would be no crust or whipped topping.)

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Making Connections to Myth and Folktale… Lesson Plan

www.readwritethink.org/lessons/lesson_view.asp?id=281

In The Way to Rainy Mountain, N. Scott Momaday links the survival of the Kiowa people to their ability to remember, preserve, and pass on stories. Taking the idea one step further, Momaday models the necessity of personal involvement in the stories. For Momaday, to make sense of and find a place in the contemporary world, one must connect on a personal level with the stories of one’s past.

In this assignment, students write a three-voice narrative based on Momaday’s structure. This model for remembering and personal involvement in folktales, mythologies, and tales of personal heritage can be part of any study of mythology or folktales.

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Native Americans Today – Lesson Plan

www.readwritethink.org/lessons/lesson_view.asp?id=324

Many people think that Native Americans are a vanished people—that they do not exist in the present day.

Using this lesson plan, teachers can use photo essays and other texts to introduce students to Native children and their families, thereby countering the idea that Native people no longer exist.

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Chant to the Sun

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