ࡱ> OQNo t*bjbj|| .>dJjdJj!@2-===QQQ8$,Q&pI.whhh%%%%%%%'*%=hhhhh%==%hX==%h%rn$Tn%ۄ)t($%%0&$Q+Q+n%Q+=n%0hhhhhhh%%(hhh&hhhhQ+hhhhhhhhhY : Whose History Should We Teach? By Magda Costantino, Director, AV Center for Educational Improvement, AV 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 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 dont 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 whats wrong with that? Thats the truth, said Mary. I didnt steal anything from anybody, said Jordan with a touch of suppressed anger in her voice. (2) Well, you didnt, 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 dont think that its 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 didnt 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. Wouldnt 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 didnt 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? References American Friends Service Committee. (1970). Uncommon controversy: Fishing rights of the Muckleshoot, Puyallup, and Nisqually Indians. Seattle: University of Washington Press Assimilation through decision: Indian boarding schools in the Pacific Northwest. University of Washington Libraries Digital Collections website:  HYPERLINK "http://content.lib.washington.edu/aipnw/marr.html" http://content.lib.washington.edu/aipnw/marr.html Asher, B. (1999). Beyond the reservation: Indians, settlers, and the law in Washington Territories, 1853-1889. Norman: University of Oklahoma Press Bigelow, B. (1998). Discovering Columbus: Rereading the past. In B. Bigelow and B. Peterson (Eds) Rethinking Columbus: The Next 500 Years. (pp.17-21). Milwaukee: Rethinking Schools. Cohen, F. G. (1986). Treaties on trial: The continuing controversy over Northwest Indian fishing rights. Seattle: University of Washington Press. Cornell, S., & Kalt, J. P. (2003). Sovereignty and nation-building: The development challenge in Indian country today. Joint Occasional Papers on Native Affairs, No. 2003-003, 187-214. Cornell, S., & Kalt, J. P. (2006). Two approaches to economic development on American Indian reservations: One works, the other doesnt. In M. Jorgensen & S. Cornell (Eds.). Resources for nation building: Governance, development, and the future of American Indians nations. (under review by University of Arizona Press). Gibbons, R., & Thomas, D. (2002). Century of genocide in the Americas: the residential school experience. Bozeman, MT: Montana State University. Lane, R. B., & Lane, B. Chehalis river treaty council and the treaty of Olympia. Website:  HYPERLINK "http://www.cwis.org/fwdp/Americas/wwcheals.txt" http://www.cwis.org/fwdp/Americas/wwcheals.txt Memorandum of agreement between the Tribal Leader Congress on Education, Washington State School Board Directors Association, the State Board of Education, and the Office of Superintendent of Public Instruction. (2006). The Northwest Tribes. The Tribal Leaders Congress on Education. Royster, J. V., & Blumm, M. C. (2002). Native American natural resources law: Cases and materials. Durham, NC: Carolina Academic Press St. Charles, J., & Costantino, M. (2002). Reading and the Native American learner: Research report. Olympia, WA: Office of the Washington State Superintendent of Public Instruction. Stevens, I., Edited by Darrell Scott. (1985). A true copy of the record of the official record of the official proceedings at the council in the Walla Wall Valley, 1885. Fairfield, WA: Ye Galleon Press. Transcript of a handwritten manuscript forwarded by Stevens to Washington, D.C. The original manuscript is now in the Bureau of Indian Affairs Records in the National Archives. Washington State Library: NW 341.4202 STEVENS 1985; YGP 341.4202 STEVENS 1985. Taylor, J. B. (2006) Indian self-government in Washington: The character and effects of the Indian economy in Washington state. Cambridge, MA: Taylor Policy Group, Inc. Olympia, WA: Washington Indian Gaming Association. Website:  HYPERLINK "http://www.washingtonindiangaming.org/resources.html" http://www.washingtonindiangaming.org/resources.html Teacher lesson plan Indian boarding schools: Civilizing the native spirit. What are primary sources? Primary Sources Guide. Library of Congress website:  HYPERLINK "http://memory.loc.gov/learn/lessons/01/indian/whatsee.html" http://memory.loc.gov/learn/lessons/01/indian/whatsee.html Teacher lesson plan Indian boarding schools: Civilizing the native spirit. Who do you see? Photo Study Guide. Library of Congress website:  HYPERLINK "http://memory.loc.gov/learn/lessons/01/indian/whatsee.html" http://memory.loc.gov/learn/lessons/01/indian/whatsee.html Washington State House Bill 1495. (April 2005). Primary Sponsor: John McCoy. Website:  HYPERLINK "http://washingtonvotes.org/2005-HB_1495" http://washingtonvotes.org/2005-HB_1495 Wilkinson, C., & The American Indian Resources Institute. (1988). Indian tribes as sovereign governments. California: American Indian Lawyer Training Program Wilkinson, C. & The American Indian Resources Institute. (2004). Indian tribes as sovereign governments (2nd ed.). California: American Indian Lawyer Training Program Witmer, L. F. (1993). The Indian industrial school, Carlisle, Pennsylvania, 1879--1918. Cumberland County Historical Society. Zinn, Howard. (2003). A peoples history of the United States: 1492 to present. New York: HarperCollins, Inc.  Copyright 2014 held by AV. Please use appropriate attribution when using and quoting this case.  Washington State House Bill 1495. (April 2005). Primary Sponsor: John McCoy. 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Aptos?= .Cx Courier New;WingdingsA$BCambria Math"hnѧnѧjѧ;;!0  Kq@P  $P ?2!xx{) Whose History Should We Teachcasey e. williams barbara smith    Oh+'0   @ L Xdlt| Whose History Should We Teachcasey e. williamsNormalbarbara smith2Microsoft Office Word@D(t@Q)t@Q)t ՜.+,D՜.+,` hp  THE EVERGREEN STATE COLLEGE;  Whose History Should We Teach Title 8@ _PID_HLINKSA8* r(http://washingtonvotes.org/2005-HB_1495w$ ;http://memory.loc.gov/learn/lessons/01/indian/whatsee.htmlw$ ;http://memory.loc.gov/learn/lessons/01/indian/whatsee.htmlB5http://www.washingtonindiangaming.org/resources.html5{/http://www.cwis.org/fwdp/Americas/wwcheals.txt[2http://content.lib.washington.edu/aipnw/marr.html r,http://www.washingtonvotes.org/2005-HB-1495 !"#$%&')*+,-./0123456789:;<=?@ABCDEGHIJKLMPRoot Entry F@݄)tRData  1Table(m+WordDocument.>SummaryInformation(>DocumentSummaryInformation8FCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q