Annotated Bibliography of Alaskan Literature for Young People

By Kathryn Borchardt

Hill, Kirkpatrick, The Year of Miss Agnes. Scholastic, 2000, 113 pages, intermediate.
 Genre/Format: Modern Realistic Fiction/Chapter Book
 Theme: teacher inspiration, life-long learning
 In 1948, in the village of Koyukuk, there is a one room school house, that has had a
streak of bad luck with teachers…. that is until Miss Agnes arrives! A young native girl,
Fred (Frederika) tells the story from a 1st person narrative point of view of the new
teacher who does everything differently than previous teachers. Miss Agnes proves that
she has something to teach everyone, including Fred’s deaf sister, Bokko, their Momma,
along with all the kids in the village. This book is easy-to-read, full of child-like syntax,
that creates a delightful story about teaching in the Alaskan bush that is both fun and
inspiring. Two themes that stuck out to me in this book include teacher inspiration (what
do great teachers do?) and in order to cultivate a love of learning in our students, we must
not only encourage but model life-long learning.
 Alaska Connections: setting, daily activities, characters
 Activity: Compare and contrast. In what ways is Miss Agnes different from other
teachers? In what ways is she similar? Discuss which of these things makes Miss Agnes
a great teacher.

Ferrell, Nancy Warren, Alaska A Land in Motion. University of Alaska Fairbanks/ Alaska
Department of Education/ Alaska Geographic Alliance, 1994, 200 pages. Intermediate.
 Genre/Format: Nonfiction/ Text Book
 Theme: All things Alaska
 This book is an outdated informational text book about Alaska’s landscapes and
geographical features, climates, people, and geographical regions. Also included in this
book are a variety of maps, diagrams, a glossary, and an index for quick reference.
 Alaska Connections: anthropology, geography, history, biology
 Activity: When learning about a large area of land, why is it useful to break the area up
into different regions? What are some similarities and differences of each of the five
different regions (landscape, flora, fauna, native cultures, resources for survival,
transportation, etc.)?

Mikaelsen, Ben, Touching Spirit Bear. Harper Collins, 2001, 241 pages, intermediate.
 Genre/Format: Modern Realistic Fiction/ Chapter Book
 Theme: Coping with anger; forgiveness
 Cole, a juvenile delinquent, is charged with assault after brutally beating a classmate, and
is given a chance to participate in “Circle Justice” as an alternative to jail time. With the
guidance of an Alaskan Tlingit named Garvey, and an Alaskan Tlinglit elder named
Edwin, we follow Cole on his journey of personal healing and personal justice. We begin
this story in Minneapolis, Minnesota, where Cole is from. After a series of terrible
decisions, he is placed in Juvenile Delinquent Center in Minneapolis. After the Circle
Justice decides his consequences, he is then banished to a remote island in Southeast
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Alaska. Told in a third-person narrative, this story is a descriptive story full of imagery
that captures the anger and fear inside the juvenile delinquent. One theme throughout this
story is that “You cannot get rid of anger; you can only deal with it”. Another theme is
that in order to forgive yourself, you must help others forgive you too.
 Alaska Connections: setting, Tlingit culture (meditation techniques of soaking in cold
pond, walking with an “ancestor rock” uphill, rolling “anger rock” downhill, dancing
animal dances and reflecting on what animals teach us, totem pole)
 Activity: Think about a challenging time in your life. If you could carve your own totem
about your journey through that challenging time, what animals would be on your totem,
and what each animal represent?

Scott, Ann Herbert, On Mother’s Lap, Illustrations by Glo Goalson. Clarion Books, 1992, unp.
Primary.
 Genre/Format: Fiction/ Picture Book
 Theme: sharing, mother-child relationship, mother’s love
 Michael, a small native Alaskan child wants to rock on Mother’s lap with several of his
favorite things, but Baby awakes and wants to rock too. Mother shows Michael how there
is enough room for everyone and all the things on her lap as she rocks. Set in a small
cabin, the heartwarming dialogue between Michael and Mother from a third-person point
of view, creates a charming story about sharing with siblings and the precious
relationship between mother and child.
 Alaska Connections: Reindeer blanket. Illustrations depict native characters and native
style Dolly and native style toy Boat. On one page the illustration depicts neighbors
outside the window in the snow with a kick-sled.
 Activity: Discuss a time when you had to share something, when at first you were not
happy about it, but afterward, you realized it was nice. Why is it important to share?

Joosse, Barbara M. Mama Do You Love Me? Illustrations by Barbara Lavallee. Chronicle Books,
1991, unp., primary.
 Genre/Format: Fiction/ Picture Book
 Theme: Unconditional love, mother-child relationship
 A small native Alaskan child is very inquisitive about the depth and strength of their
mama’s love. Mama answers each of Dear One’s questions with poise and confidence as
she portrays unconditional love of the child. Set in Alaska, the charming dialogue
between Dear One and Mama comes from the first-person point of view of Dear One and
makes this story relatable for children of all ages. The use of imagery and metaphors in
addition to the native style illustrations capture the immense power of a mother’s love.
 Alaska Connections: animals (raven, whale, puffin, wolves, musk ox, walrus, polar bear,
ptarmigan) and attire (parka, mittens, mukluks)
 Activity: Discuss a time when your guardian showed you unconditional love. How can
we show each other unconditional love?

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Renner, Michelle, The Girl Who Swam with the Fish, An Athabascan Legend. Illustrations by
Christine Cox. Alaska Northwest Books, 1995, unp., everybody-book.
 Genre/Format: Folktale/ Picture Book
 Theme: respect of the sacredness of salmon
 In this 3rd person narrative, we follow a young Athabascan girl who stands on the bank of
a river in the Alaskan bush on a warm sunny spring day. She is waiting and watching for
the salmon to arrive, when she slips and falls into the river. Before she knows it, she turns
into a salmon, and swims back out to sea with the other salmon. Over the course of a
couple years, she lives with the salmon in the great big ocean and listens to their wishes
of how they want to be treated by the villagers. She learns that the salmon will only
return to the villages where the people honor their wishes. When she is big enough, she
swims back to the river, to look for her family’s camp. When reaches the camp, she
jumps out of the water and onto the river bank, turning back into a girl. She tells her
family about her journey and the salmon’s wishes. Her family honor the salmon’s wishes
and the salmon return year after year. This moralistic story is a retelling of a narrated
story as told by an Athabascan elder named Miska Deaphon. The stylized illustrations in
this book portray the significance of salmon as a continuing source of sustenance for the
Athabascan people. The theme of this story is respecting and honoring the wild animals
that provide sustenance.
 Alaska Connections: Athabascan traditional myth/legend, salmon sustenance living,
connection between people and nature
 Activity: Choose one illustration in this book that you like. What are some things in the
illustration that sparked your interest? Use that illustration as inspiration to make your
own piece of art. Use crayons and watercolor paints to recreate your own version of the
image.

Owens, Mary Beth, A Caribou Alphabet. The Dog Ear Press, 1988, unp., everybody-book.
 Genre/Format: ABC Picture Book
 Theme: ABC’s about caribou
 This picture book provides enchanting information in couplet poem form about the
majestic North American Caribou. Journey through caribou territory as you learn
something about caribou for each letter of the alphabet. Owens utilizes bold colors and
lines in her mixed-media graphic designs to create whimsical illustrations on each page.
 Alaska Connections: 26 vocabulary terms related to caribou
 Activity: Using the A Caribou Compendium in the back of the book, study each of the
vocabulary terms found in this book. Write 5 complete sentences correctly using at least
2 different terms in each sentence. Note: You should use a total of 10 different terms for
this assignment. Extension: Create colorful illustrations of your own for your sentences.

Brown, Tricia, Musher’s Night Before Christmas. Illustrated by Debra Dubac. Pelican Publishing
Company, 2011, unp., everybody-book.
 Genre/Format: Single Poem: Picture Book
 Theme: Christmas Eve

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 This story is an Alaskan version of the popular Western story known as The Night Before
Christmas. This lyrical story, takes place in Alaska, where Santa Claus and his 8 reindeer
encounter a problem while delivering presents. A boy named Tom and his 8 sled dogs are
close-by to help Santa deliver the rest of the Christmas presents. The theme of this warm
and comical story is that being helpful is a nice thing to do. Dubac’s vibrant and cheerful
watercolor caricature-like illustrations enhance the charm of this story.
 Alaska Connections: North Pole, dog mushing
 Activity: Act it out. Give students different roles to play (Narrator, Santa Claus, Tom,
reindeer, sled dogs, Mrs. Claus, elves, etc.) and allow them time to practice acting out
the story as a narrator. Extension: Create costumes, props, or background scenery and
perform the story for other classes at your school.

Taylor, Harriet Peck, Ulaq and the Northern Lights. Farrar Straus Giroux, 1998, unp.,
everybody-book.
 Genre/Format: Fiction/ Fantasy Picture Book
 Theme: Search for truth
 In this playful and charming story, Ulaq, a fox, who lives in the far north, sets off an
adventure to find out what the Northern Lights are. He wonders around the arctic, asking
all of his animal friends (Seal, Wolf, Polar Bear, Caribou, Rabbit, and Snowy Owl) what
they think the Northern Lights are. The cool colors and the use of line to add detail to the
watercolor illustrations create a tone that is both cool and inquisitive.
 Alaska Connections: Aurora, Foxes
 Activity: Watercolor Painting. Use one of the illustrations from this story-book as
inspiration to create your own watercolor landscape masterpiece.

Edwardson, Debby Dahl, My Name is Not Easy. Marshall Cavendish, 2011, 248 pages, young
adult.
 Genre/Format: Modern Realistic Fiction/ Chapter Book
 Theme: survival, family (immediate relatives vs. human family)
 Summary: based on the experiences of children from different villages and cities in
northern Alaska who are sent to a Catholic boarding school in the year 1960. This story is
written from the point of view of five different Alaskan children (Luke, Chickie, Sonny,
Donna, and Amiq) who come from very different backgrounds and cultures and follows
their journey through 1965. Luke, whose Inupiak name is not easy for English speakers to
say, is the most prominent character who narrates the majority of the book. Throughout
the story, the reader learns about the hardships and struggles each of these children and
their classmates endure and how they all learn to survive together in such a confusing and
challenging time in Alaskan history.
 Alaska Connections: There are several true Alaskan historical events that take place in
this book during the years 1960-1964.
1. the collection of Betty Crocker coupons (by Copper Valley School) to earn a bus,
2. Project Chariot as reported in the Tundra Times,
3. the Barrow Duck-In,
4. the military’s Cold Weather Project (and the use of iodind-131),

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5. the Good Friday Earthquake in 1964,

6. the death of Bunna (one brother of main character, Luke),
7. the adoption of Isaac (another brother of Luke).
8. Luke’s character is based on the author’s husband, George Edwardson, and the
characters of Luke’s brothers are based on the author’s brothers-in-law.
 Activity: Put yourself in one of the characters’ shoes, and from their perspective, write a
short newspaper article, comic strip, letter to the editor, or poem to be printed in the
boarding school’s newspaper, the Sacred Heart Guardian.

Hesse, Karen. Aleutian Sparrow. Aladdin Paperbacks, 2003, 156 pages, Juvenile/Young Adult.
 Genre/Format: Historical Fiction
 Theme: Perseverance, Hope, Life is a gift
 Summary: In 1942, the Aleutian Islands of Alaska are under attack by the Japanese. The
American government evacuates and relocates all the inhabitants to Southeast Alaska,
where living conditions are cramped and rudimentary. This book is a collection of short
stories revolving around Vera, her family and friends. Through Vera’s eyes, the reader
observes the hardships and obstacles that the violence of war can have on a group of
people, and how they endure and survive one of the darkest times in their people’s
history.
 Alaska Connections: Aleut Values, Aleut history
 Activity: Write a poem about a hardship or challenge you had to endure. End the poem
with an uplifting hope-filled verse.

Rogers, Jean, Goodbye, My Island. Illustrations by Rie Muñoz. Greenwillow Books, 1983, 83
pages, Middle elementary/ Intermediate.
 Genre/Format: Fiction / Chapter Book
 Theme: Change is inevitable
 Summary: Set in 1964, this is a deeply touching, heartbreaking, and tear-jerking story of
Esther Atoolik, a 12-year-old girl, who narrates the last winter her and her people live on
King Island, Alaska. Although it is clear that this book’s author comes from a western
perspective, the reader still gains some insight as to how the people of the community
rely on each other. The western style education is emphasized, and the word “Eskimo” in
reference to their language is not culturally accurate. Illustrations are delicate yet detailed
watercolor in black and white print. Shows emotion and movement of the people doing
daily activities, uses the elements of shape and pattern with cultural context. I feel like
this book offers a decent 12-year-old perspective on the event of the relocation of the
King Islanders, however, I don’t think there was enough attention to some of the details.
Students today who read this book should keep in mind that the events and people in this
book are extremely generalized.
 Alaska Connections: vocab: Auklet, Bearded Seal, Beluga, Eskultea, Gussuk, Leads,
Mukluk, Muktuk, Oomiak; Geography: Nome, King Island, Cape Woolley, Bering Sea
 Activity: Throughout the school year, have students keep their own personal School Log
as a daily journaling exercise similar to the school log that Esther kept in this story.

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Grossman, Martin Robert, Totems of Seldovia. Illustrations by Lukas Ketner. Publication

Consultants, 2015, 142 pages, Intermediate.
 Genre/Format: mystery, adventure/ chapter book
 Theme: teamwork, patience
 Summary: This book is a clever yet nonsensical fictional tale of three children who set
off on a mysterious adventure to unlock the secrets to the totems of Seldovia. This story
will take you on an fast-paced literary adventure all around the town of Seldovia as they
search for a legendary hidden treasure, facing many terrifying obstacles.
 Alaska Connections: history of Seldovia, Alaskan Value: respect your elders, meaning of
totems
 Activity: Exploring the Mystery Genre unit and lesson plans
https://www.scholastic.com/teachers/unit-plans/teaching-content/exploring-mystery-
genre/

Bania, Michael, Kumak’s House: A Tale of the Far North. Alaska Northwest Books, 2002, 32
pages, everybody book.
 Genre/Format: Folklore/ Picture book
 Theme: Respect your elders, Life is what you make of it.
 Summary: In this playful story, Kumak is unhappy and repeatedly seeks advice from
Aana Lulu. Each time Aana Lulu gives Kumak advice, he takes it, but is still unhappy.
The tone of this story is clever and sentimental with a repetitious quality that children of
all ages will enjoy. What will bring Kumak happiness in the end? The charming, bright,
warm, and humorous illustrations introduce the reader to traditional Inupiat ways of
living and their activities, and arctic animals.
 Alaska Connections: Traditional Inupiat activities, Arctic animals
 Activity: Create a woven grass basket like Aana Lulu.

Cartwright, Shannon, Alaska’s Animals, You and I. Shannon Cartwright, 2016, unp., everybody
book.
 Genre/Format: Poetry/ Picture Book
 Theme: embrace uniqueness; We all must care for our planet and its future for everyone.
 Summary: This book is a single and silly poem about all the physical characteristics that
makes animals and humans unique…from eyes and ears, to noses and teeth, from tails
and feet to the sounds made and foods eaten, to the texture of skin/fur, to the way we
move, to the places we call home. This writing and illustrations together create a
humorous and playful story. The cheerful watercolor illustrations are vivid and bright yet
peaceful and celebratory.
 Alaska Connections: Alaskan animals
 Activity: Write a poem or draw/paint a portrait of yourself or your favorite Alaskan
animal.

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Blake, Robert J., Akiak: A Tale from the Iditarod. Illustrated by Robert J. Blake. Philomel Books,
1997, unp. Everybody book.
 Genre/Format: Fiction: Picture Book
 Theme: finishing a race without giving up; the Iditarod Trail sled dog racing
 Summary: This story is an inspirational tale of endurance and determination, written in a
journalistic narrative with dialog, including real names of Alaskan geography such as
mountains, rivers, and towns/villages along the Iditarod trail. In clear and descriptive,
adventurous yet moving tale is about Akiak, who is injured during the Iditarod sled dog
race, but nothing could stop this sled dog from winning the race. The illustrations include
representational oil paintings that add a sense of movement and suspense that brings this
story to life on each page in a various realistic Alaskan winter setting.
 Alaska Connections: Sled dogs; Sled dog racing; Iditarod; Iditarod Trail
 Activity: Print a copy of an Alaska State Map, similar to the one on the inside of the
cover of this book (but without the Iditarod trail marked). Make sure the following
locations are marked and labeled on the map. As you read the story, have the children
draw the Iditarod trail by connecting the locations as each location is mentioned in the
story. For older students: have them mark and label the locations on their own before
drawing the Iditarod Trail. Locations/landmarks: Anchorage; the Alaska Range; the
Kuskokwim Mountains; Takotna; Ophir; Galena; Unalakleet; Shaktoolik; Koyuk; Elim;
Golovin; White Mountain; Safety; Nome

Brown, Tricia “Nuyaqik”, Charlie and the Blanket Toss. Illustrated by Sarah “Anuyaq”
Martinsen. Alaska Northwest Books, 2014, unp., everybody book.
 Genre/Format: Alaskana Fiction/ Picture book
 Theme: Embrace cultural traditions; overcoming fear
 Summary: In this delightful narrative tale, the dialog between Charlie and his family
creates an exciting yet humorous view of Charlie’s perspective about an upcoming event.
He is excited yet nervous about the traditional festivity of the Blanket Toss that is a part
of his communities Whaling Festival. Will he overcome his fear? The gentle yet detailed
watercolor illustrations illuminate traditional Inupiat customs, dress, and activities that
surround this annual celebration.
 Alaska Connections: Barrow, AK; Inupiat tradition “Nalukataq” (or Whaling Tradition);
Blanket Toss; Eskimo Whaling Commission; Inupiat vocabulary
 Activity: Write a short essay on one of your favorite cultural celebration activities. Where
you (or someone you know) ever nervous or scared to join in the festivities? How did you
overcome your fear, or how did you help someone else overcome their fear?

Berkes, Marianne, Over In the Arctic Where the Cold Winds Blow. Illustrated by Jill Dubin.
Dawn Publications, 2008, unp., everybody book.
 Genre/Format: Poetry/ Picture Book/ Counting Book
 Theme: Counting through rhyme/repetition
 Summary: This whimsical and lyrical picture book uses repetition in poetry form to
introduce young children to the numbers 1 – 10, artic animals and their babies, and the
arctic landscapes where these animals live. At the end of the book is a “find the hidden
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animals” game, as well as non-fictional information about the Arctic tundra and the
animals discovered in this book. Furthermore, the author includes a music sheet at the
end of the book with a tune to “Over in the Meadow” with the words from this book
listed in lyric form.
 Alaska Connections: Arctic animals and their babies
 Activity: Create a construction paper collage with an arctic animal and its babies.

Hill, Kirkpatrick, The Year of Miss Agnes. Scholastic, 2000, 115 pages, middle elementary.
 Genre/Format: Modern Realistic Fiction/ Chapter Book
 Theme: An effective teacher is one who believes in her students.
 Summary: This heartwarming easy-to-read story is written from the narrative perspective
of Fredericka (aka Fred), a 10-year-old Athabascan girl, who tells all about school and
village life in her village in 1948 when Miss Agnes comes to her village to teach at their
one-room school house.
 Alaska Connections: Social Studies: Timelines and maps; Athabascan culture seasonal
activities: hunting/trapping, fishing, home chores, food
 Activity: Decorate our classroom! Create your own piece of art with a tape-border to
hang in our classroom.

Harris, Lorle E., Tlingit Tales: Potlatch and Totem Pole. Illustrated by Dorothy Mandel.
Naturegraph Publishers, Inc, 1985, 45 pages, Intermediate grades.
 Genre/Format: Folklore/ Chapter Book
 Theme: Tales from the Tlingit culture that instruct, inform, and warn
 Summary: This compilation of native tales, as told by Robert Zuboff, eighty-year-old
chief of the Beaver Clan at Angoon, Admiralty Island, vividly illustrate the atmosphere
of the Tlingit culture and the importance of such tales in the education of their young
people. The bold lines of the black and white wood block print create stylized
illustrations throughout the book that add a bit more meaning to each story.
 Alaska Connections: Tlingit folklore, culture, values
 Activity: In small groups, choose one of the tales from this book and act it out for the
class.

Winslow, Barbara, Dance On a Sealskin. Illustrated by Teri Sloat. Alaska Northwest Books,
1995, unp., everybody book.
 Genre/Format: Yupik cultural fiction/ Picture book
 Theme: the passing on of traditions from generation to generation; honor your elders
 Summary: Annie, a Yupik Eskimo girl is ready for her “First Dance,” a Yupik tradition
for adolescents’ rite of passage into the community. The traditional dress and customs of
the people in this book are a blending of people and Yupic communities that the author
lived with. Although the author poignantly depicts Annie as mourning the recent loss of
her grandmother and regret that she is not present for this momentous occasion, the
illustrator blends the realistic characters with fanatastic spiritual beings that denote their

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real presence to the characters attending the powerful and rhythmic celebration. From
beginning to end of the story Annie honors her grandmother, in very moving ways.
 Alaska Connections: Yupik culture and traditions, Potlatch, Kashim, Akutaq, Qaspeq,
Mukluks, Parkie
 Activity: As a class, let’s create a dance that tells a great story.

Asch, Frank, Song of the North. Photographs by Ted Levin. Gulliver Green Book Harcourt Brace
and Company, 1999, unp., everybody book.
 Genre/Format: poetry and photography/ picture book
 Theme: Discovery of the creatures of the North
 Summary: This poetic book has a simple rhythmic repetitious manner that may be boring
to school aged children. As you encounter each animal, you learn of a few things they
“know” but then are asked “But who knows [animal] and the song she sings?” The
photographs are clear and while beautiful, a bit underwhelming. I would not recommend
this book for a classroom library since it has poor literature quality.
 Alaska Connections: Alaskan animals and their habitats; real wild-life photographs
 Activity: It would be simple to “recreate” a class copy of this book as a class project.
Each child could be assigned an animal and could research two things their selected
animal “knows” or “knows how to do.” Step 2 would be to have each child find or create
a picture of their animal to include with their “Animal song” poem.

Williams, Maria, How Raven Stole the Sun. Illustrations by Felix Vigil. Smithsonian Institution,
2001, 32 pages, everybody book.
 Genre/Format: Folklore/ Picture book
 Theme: If you make mischief, something negative could happen to you. Greed gets you
nowhere.
 Summary: This Tlingit story tells of a time before the moon and sun and stars were in the
sky. That is, until mischievous snow-white-feathered Raven tricks the greedy Chief and
steals the moon and sun and stars, releasing them into the sky. Raven’s actions catch up
to him, as his feathers and beak are eternally turned soot-black from his escape from the
furious chief.
 Alaska Connections: Tlinglit folklore, compare to other native cultures’ versions of same
story
 Activity: In groups of 2 or 3, research and compare one different native cultures’ version
of the same legend, then act it out for the rest of the class. How are they different? How
are they similar?

Fowler, Susi Gregg, Arctic Aesop’s Fables. Illustrations by Jim Fowler. Sasquatch Books, 2013,
unp., everybody book.
 Genre/Format: Folktales/ Picture Book.
 Theme: varies by story
 Summary: A compilation of 12 retold tales based on 12 different of Aesop’s fables. Each
story has been reimagined to depict Alaskan animals and geography of the Subarctic and
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Arctic regions. Each story has its own moral or intended lesson to be learned. The
illustrator uses representational style painting to create an image (or two) of the animal
characters in each tale. Together with the written story followed by the moral of the story,
capture the reader’s imagination. *Please note that these are NOT true to Alaskan Native
Cultures’ folktales. *
 Alaska Connections: Alaskan animals and geography
 Activity: Choose one of the fables that you can make a personal connection to. Can you
think of a time when something happened in your life (or to someone you know) that
taught you a life lesson? Can you make a personal connection to one of the morals from
one of these stories? Tell me about that experience and which story you make a
connection with.

Hurst, Susan, A Native Lad: Benny Benson Tells Alaska’s Story. Illustrations by Peter Dunlap-
Shohl, Gideon Gerlt, Sean Jones, Lance Lekander, Dimi Macheras, Shanely McCauley, Lee
Post, Duke Russell, and Evon Zerbetz. Greatland Graphics, 2010, 148 pages, Intermediate.
 Genre/Format: Historical Fiction/ Graphic Novel Chapter Book
 Theme: Alaskan history told by Benny Benson
 Summary: This book is organized into 16 scenes instead of chapters in which the words
are only part of the story. The black and white comic book type illustrations together with
the text create the whole story, from the Aleut ancestors of Benny Benson to the Alaska
Purchase forward to Sarah Palin. This story involves very important historical figures,
places, and events in Alaskan history that are a keystone to what this state is today.
 Alaska Connections: Benny Benson, Alaskan History
 Activity: Choose any of the discussion questions at the end of the book, and dicuss in
detail with your small group.

George, Jean Craighead, Julie of the Wolves. Harper and Row, 1972, 170 pages, Intermediate.
 Genre/Format: Modern Realistic Fiction/ Chapter Book
 Theme: Survival, conquering and adapting to fear
 Summary: In this easy-to-read young adult novel, an Alaskan native girl runs away from
her betrothed husband in Barrow and finds herself lost in the Arctic Tundra. She
befriends a pack of wolves and relies on them to survive. When we first meet Miyax, she
is in her current situation – lost—but with her Wolf friend, Amaroq. Next, we witness a
flashback to what got her in this situation. Finally, we return to the present when we are
introduced to Kapugen, the Hunter. Although there is dispute as to the accuracies of the
true culture she represents, this is an inspiring tale of leaving an unhappy situation,
surviving alone in the wilderness, in search of true happiness while developing
meaningful friendships.
 Alaska Connections: Arctic Tundra setting, native ways of living off the land
 Activity: Field trip: go ice fishing!

Hitchcock, Bonnie-Sue, The Smell of Other People’s Houses. Wendy Lamb Books, 2016, 227
pages, Intermediate.

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 Genre/Format: Modern Realistic Fiction/ Chapter Book

 Theme: love, tragedy, luck, salvation; “We don’t have to be blood to be family”
 Summary: This novel is written with rotating perspectives of four adolescents in 1970’s
Fairbanks, Alaska. Ruth, the main character, has a secret that gets her sent away for a
little while. Dora struggles with a constant excape of her violent past. Alyce tries to
resolve a personal conflict of doing what she loves (dancing) versus pleasing her father
by fishing with her father on the family’s fishing boat. Meanwhile, Hank and his brothers
run away from home, meeting danger along the way. Each of these four seemingly very
different characters’ lives become entangled as the story unfolds. This fast-paced read
will keep you turning the pages, eager to learn how they all end up helping each other in
one way or another.
 Alaska Connections: Balancing multicultural relationships (Athabascan, Inupiaq, White)
 Activity: Writing prompt: Tell me of someone who may or may not be related to you
showed you love by helping you through a tragic time. Tell me about the person(s), the
tragic event, what they did to help you, and how it made you feel.

Wallis, Velma, Two Old Women: An Alaska Legend of Betrayal, Courage and Survival.
Epicenter Press, 1993, 145 pages, Intermediate.
 Genre/Format: Modern Realistic Fiction based on folklore/ Chapter Book
 Theme: Betrayal, Courage, Survival
 Summary: In this Athabascan Tale of the Gwich’in band of nomadic people, Sa’ and
Ch’idzigyaak, two elderly women are left behind by their tribe during a winter famine in
the Upper Yukon River Valley of Alaska. These women had become more complainers
than contributors to The People and are left to their own devices while the band sets off
in search of nomadic food sources. The author takes us on a riveting, sometimes
shocking, and deeply inspirational journey as these women figure out that if they are
going to die, it is better to die trying.
 Alaska Connections: Athabascan Traditional Values: self-sufficiency; hard work; care
and provision of family; family relations; unity; honor; love for children; sharing; caring;
village cooperation; responsibility to village; respect for elders and others; respect for
knowledge; wisdom from life experiences; respect for land; respect for nature
 Activity: Choose one of the Athabascan values listed above and explain what it means to
you. How would you show this value through your thoughts, words, and actions? How is
this value depicted in this book (through a character’s thoughts, words, or actions)?

Sloat, Teri, There Was an Old Lady Who Swallowed a Trout!. Illustrations by Reynold Ruffins.
Henry Holt and Company, 1998, unp., Everybody Book.
 Genre/Format: Single Poem: Picture Book
 Theme: Animal Food Chains
 Summary: This fast-paced, bouncy, nonsensical, and lyrical Northwestern Pacific
version of the story, There Was an Old Lady Who Swallowed a Fly, in addition to the
vibrant stylized watercolor illustrations create a frantic yet humorous story of a woman
and her “fishy eating habits.”
 Alaska Connections: Marine animals; Pacific Northwest
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 Activity: Make a hanging mobile with the old lady and all the animals.

Qitsualik-Tinsley, Rachel and Sean Qitsualik-Tinsley, How Things Came to Be: Inuit Stories of
Creation. Illustrated by Emily Fiegenschuh and Patricia Ann Lewis-MacDougall. Inhabit Media,
2015, 80 pages, intermediate.
 Genre/Format: Folklore/ Chapter Book
 Theme: Arctic creation myths
 Summary: Nine ancient Inuit stories, from the Qikiqtani Region of Nunavut, are
compiled in this book to explain the origins of such things as night and day, of the sun
and the moon, of lightning and thunder, and of the Arctic animals. The tales in this book
are well organized, mythical and sometimes pastoral, in style, with a tone of poignancy
and whimsy. The illustrations are representational with a touch of surrealism, in soft
watercolor with bold details. The mood of the illustrations change from page to page,
story to story, yet are very imaginative and powerful, in that they certainly evoke an
internal spirit.
 Alaska Connections: Arctic Mythology, Inuit magic
 Activity: Partner share: Do you know of any other creation stories, of how certain things
came to be? Think about stories your parents and grandparents have told you. Share one
of these with your partner sitting next to you. How does your story compare with one of
the stories in this book? How are they similar? Different?

Sloat, Teri and Huffman, Betty, Berry Magic. Illustrated by Teri Sloat. Alaska Northwest Books,
2004, unp., everybody book.
 Genre/Format: Folktale/ Picture Book
 Theme: creation of berries on the tundra
 Summary: In this magical retelling of a Yupik tale, the authors combine narrative with
dialog to tell of a playful and delightfully whimsical tale of how a young girl brought
raspberries, cranberries, and blueberries to the tundra. The cartoon-style painted
illustrations bring vivid and bright, warm and sometimes silly scenes to the readers
enjoyment.
 Alaska Connections: Yupik folklore and the creation of berries
 Activity: Field Trip: Let’s go pick some berries!

San Souci, Robert, Song of Sedna. Illustrated by Daniel San Souci. Picture Yearling, 1981, unp.,
everybody book.
 Genre/Format: Folklore/ Picture book
 Theme: How the Goddess of the Sea came to be
 Summary: In this narration of an ancient myth, the tradition of oral storytelling brings to
life the spiritual legend of a beautiful young woman named Sedna, who marries a
handsome man and travels back to his home on the Islands of Birds. When she discovers
his true identity, she tries to escape, but is doomed to her fate at the bottom of the sea.
Here she becomes immortal and has mighty powers that control the sea and everything in

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it. The illustrations are realistic (however, culturally inaccurate) watercolor, with intricate
details, the artist portrays motion and emotion on every page.
 Alaska Connections: Arctic legend, Goddess of the Sea, Sedna
 Activity: After reading other tales based on the same legend, choose one other, and create
a Vin Diagram comparing/contrasting the two different versions.

Franklin, Kristine L., The Gift. Illustrated by Barbara Lavallee. Chronicle Books, 1999, unp.,
Everybody book.
 Genre/Format: Fiction/ Picture Book
 Theme: giving and friendship
 Summary: When Jimmy Joe gets invited to go salmon fishing with Fish Woman, he
can’t believe it! This narrative with dialog is a descriptive and magical adventure tale that
he soon won’t forget. The illustrations include beautiful seascapes of vibrant watercolors
with warm cartoon-like characters and lively, majestic sea creatures.
 Alaska Connections: Salmon fishing, Whales
 Activity: Art project: Recreate one of your favorite scenes from this story. First, use
crayons to only draw the lines, then use watercolor to fill in the lines. Focus on using cool
colors for the sea and seascape, with warm colors for the characters.

Riveria, Raquel, Arctic Adventures: Tales from the lives of Inuit Artists. Groundwood Books,
2007, 47 pages, Intermediate.
 Genre/Format: Fiction with Biographical Information/ Chapter book
 Theme: extreme weather, hunger, magic, hunting, and the land
 Summary: Rivera’s book is a compilation of stories and biographical information from
four different Inuit artists. These stories are sensational and easy to read that take the
reader on a thoughtful emotional journey. Note: with each story, the artist is featured with
a portrait, biography, and a reproduction of a print, painting, or sculpture. There is also a
glossary, map, and a list of further reading included at the end of the book.
 Alaska Connections: Inuit values/morals
 Activity: Write a letter to the artist. After reading this book, select one story. Then, read
the biographical information on the artist who told the story. Reread the story and make
note of anything you picked up on in your second reading that you may have missed or
forgotten from your first reading. Look at their picture. Observe the reproduction of one
of their pieces of art. If you wish, you may do further research about this person. After
you have some general knowledge about this artist, write a letter to them. Share with
them something you liked about their story and something interesting you found out
about them in their bio. Feel free to tell them a little about yourself or something you may
have in common with them.

Sloat, Teri as retold by Betty Huffman, The Eye of the Needle. Illustrated by Teri Sloat. Dutton
Children’s Books, 1990, unp., Everybody Book.
 Genre/Format: Fiction/ Picture book
 Theme: Listen to and honor your elders; Selfishness only hurts you
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 Summary: In this whimsical yet moralistic retelling of a Yupik tale, Amik is sent out by
his grandmother to go hunting for food. He is overwhelmed with hunger and eats his
catch, time after time. That is until he is so big and full, he decides to return home, albeit
empty handed…. or so he thinks. This repetitious narrative creates great imagery with the
robust and exaggerating nature of oral tales. The illustrations are representational colored
pencil and paint with vigorous landscapes and motion. The characters are warm, and the
scenes quite humorous, against the rugged beauty of the land and seascapes.
 Alaska Connections: Yupik folklore; Yupik Values
 Activity: Create a poster with a theme or moral you learned from this story.

Dixon, Ann, The Sleeping Lady. Illustrations by Elizabeth Johns. Alaska Northwest Books, 1994,
unp., everybody book.
 Genre/Format: Folklore/ Picture book
 Theme: conflict brings change; hope and peace; love
 Summary: This elegantly intricate and mythical modern-day retelling of an Alaskan
legend shares one version of Alaska’s first snowfall and the origin of Mount Susitna, near
Anchorage and the Cook Inlet. The tone of this story is gentle and charming which takes
the reader on an emotional journey to a time of peace and then through the destruction of
war. The enchanting illustrations are oil paintings that guide the reader through peaceful
and colorful scenes.
 Alaska Connections: Mount Susitna, Cook Inlet,
 Activity: Writing journal: Have you ever fallen asleep while waiting for someone? Tell
me who you were waiting for? Why were you waiting? Where were you? When did this
happen? How did you feel while you were waiting? Did anything happen while you were
asleep? If so, what? Please tell me a story about this event and include as many
descriptive details as you can, so that I can see the story in my mind.

Lewis, Paul Owen, Frog Girl. Beyond Words, 1997, unp., everybody book.
 Genre/Format: Folklore/ Picture book
 Theme: Treat all living things with respect.
 Summary: When all the frogs disappear from a lake near a village, a volcano begins to
erupt. The Chief’s youngest daughter is summoned on a dangerous mission to discover
the mystery of the missing frogs, deep in the bottom of the lake. There she finds a
mystical creature, a “grandmother”-like frog, she is the one controlling the volcano with
her fury. She sends the girl to rescue her grandchildren (the frogs) and to tell her people
of their actions. This adventurous original tale follows the traditional story telling
elements of Haida, Tlingit, and other tribes of the Pacific Northwest Coast. The author
uses exaggeration and personification to tell an energizing, didactic story. The
illustrations are either oil or acrylic paintings that utilize bold line, detailed texture, and
vivid colors to create stylized surrealistic images that capture the dark and mysterious
mood of the tale.
 Alaska Connections: Motifs: separation, invitation, return; Northwest Pacific Coast
native art and values

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 Activity: Small group book discussions (Information retrieved from the back of the
book): Discuss examples of each of the following motifs found in this story:
1. Separation
A. Disrespectful or cruel behavior inviting supernatural retribution
B. Encountering animals who speak and act as a guide
C. Mysterious entrance into the spirit world
2. Invitation
A. Encountering mythological beings
B. Performing an heroic deed
C. Transformation of consciousness
3. Return
A. Mysterious return by “wishing continually”
B. Presenting a blessing
C. Claiming a crest

Orr, Tamra B., Alaska. Children’s Press, 2010, 144 pages, Intermediate.
 Genre/Format: Information/ Text-book
 Theme: Alaska’s land, history, and people
 Summary: This charming text book is full of all kinds of information in a colorful and
attention-grabbing layout. The text itself is informative and pretty straight forward, while
every single page includes color photos, graphics and images that capture the reader’s
interest. The author utilizes a variety of visual graphics such as charts, graphs, maps, and
sidebars. Frequently Asked Questions (or FAQs) and Wow! Factors (or interesting facts)
are sprinkled throughout the book. The final chapter of the book is a travel guide,
followed by a section called the “Project Room” that contains information on projects,
timelines, a glossary, fast facts, biographical dictionary, and more resources. I think this
book would be an asset to any classroom library!
 Alaska Connections: Land, first people, history, today’s people, government, economy,
travel
 Activity: Using your knowledge of Alaska’s geography, this book, and additional
sources to create a weather map of Alaska that shows the weather patterns found in each
region.

Rennick, Penny, Alaska’s Farms and Gardens. Alaska Geographic, Vol.11 No.2, 1984, 142
pages, Intermediate.
 Genre/Format: Informational/ Text Book
 Theme: Farming and Gardening of the north
 Summary: This book contains dated information about the history of agriculture in
Alaska, farming in Alaska, planning and growing a garden, and information about
annuals, perennials, grains and livestock. Although some of the information contained in
this book may be dated, the information on plant varieties, planting, growth requirements,
care and harvesting remains useful, and it is all very well organized, concise, factual, and
descriptive. Also contained in this book are clear color photographs with descriptive

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leabels, which would be very helpful to the beginning gardner. I think this would be a
great resource for a unit on Alaska’s agriculture.
 Alaska Connections: farming and agriculture
 Activity: Start a school or community garden. Students can use the information in this
book and other sources to figure out what plants would thrive in a local garden. They will
need to research the future garden location’s growing zone, regional climate, and
elevation, as well as what plants would be best suited for the location.

Harris, Christie, Once Upon a Totem. Illustrations by John Frazer Mills. McClelland & Stewart,
Ltd., 1963, 148 pages, Intermediate.
 Genre/Format: Folklore/ Chapter book
 Theme: courage, nobility of character, strength of purpose, gentleness of spirit
 Summary: This book contains five poignant and didactic mythical legends inspired by
totem poles and the stories and symbols they held for families and tribes of the Pacific
Northwest. The stories are straightforward and well organized (for the most part), with an
introduction to each legend at the beginning of each chapter. The illustrations feature
woodcut carvings that mirror the subject matter in mood, and obviously form.
 Alaska Connections: Totems, Pacific Northwest cultures,
 Activity: Create your own wood cut totem: First, ask each student to draw a very simple
sketch on plain paper. Remember to keep the lines simple. They can add simplified
texture in some areas if they want to. Next, give each child a linoleum tile and have them
re-draw their totem onto the tile. Then, they can begin to carve their tile with carving
tools. After their totem carving is complete, show them how to use a roller brush to paint
the tile before laying it flat (and carefully!) on paper. *Note: children should have a basic
understanding of positive/negative forms before this activity begins.

Jans, Nick, A Wolf Called Romeo. Houghton Mifflin Harcourt, 2014, 267 pages, young adult.
 Genre/Format: Non-fiction, Memoir/ Chapter book
 Theme: human-animal relationships; understanding and taking care of fellow creatures
 Summary: In this heartwarming, almost mystical, young adult novel, the author
combines the elements of a memoir with that of a moving animal narrative. The story is
about a wild wolf that lives on the edge of the community of Juneau, Alaska. Over time,
this wolf seems to be interested in and curious about interacting with humans and other
species (dogs, for example). At first people were shocked, often afraid and defensive, but
as the story unfolds, the people begin to accept this wild companion. Nick shares his
remarkable and unique true story about understanding, winning trust, and caring for a
wild animal.
 Alaska Connections: Wolves; Juneau, Alaska
 Activity: Writing Journal Prompt: One day you find yourself enjoying the outdoors at a
local park, and you noticed a wild wolf interacting with people’s dogs. How would you
react, how would you feel? What would you do? How might others around you react?
How do you think your actions would influence the actions of others? Do you think it is
important to respect other living creatures, wild or not? Why?

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Rennick, Penny (Ed.), Alaska Geographic: Alaska’s Bears (Vol. 20 Number 4). Alaska
Geographic Society, 1993, 112 pages, Intermediate.
 Genre/Format: Non-fiction, Informational Chapter book
 Theme: Alaska’s Bears
 Summary: This book contains information of the technical nature on black bears,
brown/grizzly bears and polar bears. The tone is educational and quite dry, but the pages
are filled with photographs and maps that keep the reader engaged. Also contained in this
book is information on locations for optimal bear viewing, bear-human interactions, a
chapter on LaVern Beier (the Brown Bear Man), trailing the brown bear, and an Alaska
Geographic newsletter. Students in elementary school will find many useful facts and
insights into bear habitat and bear behavior in this book.
 Alaska Connections: Bears
 Activity: Compare and contrast the similarities and differences between the three kinds
of bears found in Alaska. Include: diet, habitat, mating and cub-rearing behaviors, and
physical characteristics.

Paulsen, Gary, Hatchet. Atheneum Books for Young Readers, 1987, 195 pages, Intermediate.
 Genre/Format: Modern Realistic Fiction/ Chapter book
 Theme: Survival in the northern wilderness
 Summary: Paulsen writes this story as a narrative from the point of view of teenage
Brian Robeson, who survives a plane crash in the northern wilderness. With only a
hatchet, he manages to survive 54 days and also his parents’ divorce. This story is a fast-
paced adventure novel that takes the reader on an emotional rollercoaster, experiencing
death, terror, despair, self-pity, hunger, isolation, anger, courage, and optimism. Brian’s
will to survive is inspirational, as he comes out of his heart-stopping journey with
patience, maturity, and a greater understanding of himself and of his parents.
 Alaska Connections: Wilderness survival, bush planes (and crashes), living off the land
 Activity: Writing Journal Prompt: Imagine yourself in Brian’s situation. He survived the
plane crash with a hatchet his mother had given him. If there is one item you would
choose to have with you in this same situation, what would it be? Why? How would it be
useful for your survival?

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