Whose History Should We Teach - Evergreen State College



Whose History Should We Teach?[1]

By

Magda Costantino, Director, Evergreen Center for Educational Improvement, The Evergreen State College and Denny Hurtado, Director, Office of Indian Education, Washington State, Office of the Superintendent of Public Instruction.

Abstract:

Washington State House Bill 1495 encourages school districts to incorporate curricula about the culture, history, and government of the nearest federally recognized tribe or tribes. The purpose is to familiarize the students with the unique heritage of their community. The case study of Whose History Should We Teach? suggests a curriculum that is a response to the mandate of the bill. It is based on a conversation that takes place in a teachers’ staff room. A group of teachers expresses their deeply held beliefs about the possibility of developing a curriculum that presents Washington State history from the Native American perspective. They clash around their views of several historical milestones. Each question and each answer has a number of historical events embedded in them. The core of the curriculum is the research topics and the relevant discussion questions which guide students’ learning. The intended learning outcomes state specifically what the students are expected to learn. The teaching notes describe the tasks that students will engage in, in order to investigate the issues. The curriculum can be used in K-12 or college with appropriate adaptations. It would be effective and appropriate for native as well as non-native students.

In May 2005 the Washington State Legislature passed House Bill 1495[2] encouraging school districts to develop history and culture curriculum that would include information on the culture, history, and government of the American Indian people in required Washington State history and government courses.(1)

Mary Kramer, the high school history teacher at ___________was excited about the possibility of introducing the topic to her high school class. Her friend, Joe, who taught American Government, liked the idea and offered to work with her. Mary mentioned their plans to her colleague, Jordan, during their lunch break.

“No, I don’t think you should do it,” said Jordan.

“But why? These are perfectly legitimate questions to ask. We have an Indian reservation right here and nobody knows how it got to be there. They are in our community,” continued Mary.

Jordan just repeated her statement: “Not a good idea, not a good idea to stir all this up.”

“But why?” Mary insisted.

“Look, I know an Indian man from this reservation and he told me that the white man stole the land from the Indians,” said Jordan.

“So what’s wrong with that? That’s the truth,” said Mary.

“I didn’t steal anything from anybody,” said Jordan with a touch of suppressed anger in her voice. (2)

“Well, you didn’t, but…” tried Mary again.

“Look, they were conquered, they lost. End of story! Let them get over this,” continued Jordan this time shouting.

Robert Smith, who teaches math at the same high school, was making copies at the copy machine. He overheard the argument and said, “I don’t think that it’s appropriate to give one group of students special rights.” (3)

Romaine, the District Indian Education Coordinator, was quietly working on her report. “We need to teach about us because we are still here; you didn’t kill all of us,” she said as she continued reading. She then added, “We always have to learn about you, never about our own people. All you tell us is that we were hostile savages. Wouldn’t you be hostile if somebody invaded your home, killed your grandparents, and forcibly took your children to ‘civilize’ them in a boarding school?” said Romaine.

“Well, civilization didn’t work, did it? You are all drunks,” said a voice in the corner of the staff room. Everybody stopped talking. (4)

Horrified, Mary asked Joe, “What on earth are we going to do?”

Discussion Questions: Bold numbers in text of case

1) Essential Question 1: What is history?

Guiding Question: Whose voice should we listen to when studying history?

2) Essential Question 2: Who were the first people of the Americas (Washington State)? What were the causes of conflict in the early U.S. history?

Guiding Question 2a: What was the intent of the U.S. government’s federal policy towards the Native American population during the 18th and 19th centuries?

Guiding Question 2b: What was the impact of the U.S. government’s federal policy on the Native American population during the 18th and 19th centuries?

3) Essential Question 3: Why do nations sign international agreements and treaties?

4) Essential Question 4: What does it meant to civilize a nation?

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[1] Copyright held by The Evergreen State College. Please use appropriate attribution when using and quoting this case.

[2] Washington State House Bill 1495. (April 2005). Primary Sponsor: John McCoy. Website:

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