Category Archives: Teaching Native American History

On Student Retention

We have been discussing matters related to student retention at my college.  Only 85% of first year students return to Geneseo for their sophomore year.  If we are losing three out of twenty freshmen, I suspect that what we have done in the past with great success may no longer be working. And given the sums of money we collect from students and their parents, I believe we have an ethical obligation to do better. We cannot put it all on the students without taking a long, hard, look in the mirror.

The administration at my college has appointed a working group to study the problem of student retention. This group has already taken some sensible first steps, but I am not sure they are looking entirely in the right place.  The challenge of student retention, I believe, must be met in the classroom.  We need to change as our students have changed.   Karen Moroski, who coordinates the Writing Center at Pennsylvania State University and teaches English there, tweeted to her “fellow profs” that they should “stop expecting the 20 yr. old writing tutors who work for me to teach the grammar, & formatting/citation rules that YOU yourself aren’t comfortable to teach/currently teach in your class.”  She continued, “if you are gonna grade on it, teach it.” A lot of us do not do that.

I have noticed a number of essays and books in recent months asserting that our students show the damage left in the wake of No Child Left Behind and its accompanying testing regime.  They come to us with different sets of skills than previous generations and different deficiencies.  NCLB, some of its critics point out, produces students who write less proficiently than earlier generations of students, who read less critically and less readily, and struggle on assignments where we ask them to combine creatively these important skill sets.  We might justly view them as the products of a deeply flawed educational system.  Perhaps it is not too dramatic to say that they are victims.

I am willing to admit that my critique of No Child Left Behind may sound a bit hysterical.  Still, I believe strongly that we must meet our students where they are, and that if we want to increase our rates of retention, we must reconsider what we are doing in our classes and why we do it, as Kevin Gannon has done in his fine recent article in The Chronicle of Higher Education.

So let me begin with an assertion: the students we teach today are no worse or better than the students we have taught before.  They are different. They are, indeed, more open-minded than students I have taught in the past, more tolerant, and more creative.  They feel more powerfully their commitments to others, and at their best they are so bright, so articulate, so caring, and so smart that I find myself frequently awed by them, wishing that I had a fraction of their potential and their talent when I was their age.  The laments I hear about our students, I believe, say as much about us as they do about the students we teach.

I have played variations on this theme before.  I have complained on this blog about those professors who post student bloopers and make fun of their students’ errors. I have questioned the entire enterprise behind giving grades.  I have tried to convey something of the power and the beauty that I find in my students’ most thoughtful work.

So a couple of points:

At my institution, as at colleges across the country, we are more than willing to accept our students’ money.  Lots of it.  And while I agree that higher education is not something that students purchase on a retail model, and that students are not, strictly speaking, customers, we cannot in good conscience ignore the reality that college attendance poses a significant financial hardship for many students and their families.

And when I hear colleagues say that students are flunking their classes because they are just not up to the standards, or because they are “not ready for college,” or that these students do not have basic writings skills, and that this results in their receiving poor grades, I hear an abdication of responsibility to these students. If we admit them to our colleges, and accept the money that they pay for tuition, we have a responsibility to reassess our standards, and to consider how best to help students meet those standards.  We need to think about what we want from our students, what they need to know in order to succeed.

It may be that we might need to reconsider our standards.  The kids we teach today may not be able to handle the same amount of work as students in the past.  They may not be able to read as much as students we taught in the past. They might do better with assignments designed differently. My own experience is that we can confront these challenges with effective coaching, and that change is not necessarily declension.  We need to be careful, when we complain about our students’ lack of preparation, or short attention spans, that we do not sound like cranky old people.

Before I came to Geneseo I taught at an open-admissions college in Montana. We took anybody. Many of the students, unsurprisingly, struggled with writing, with balancing school with their work and family obligations, and with the sorts of basic academic skills that college success requires.  So I made adjustments. I maintained higher standards than many of my colleagues, but I took the time to explain to the students why it was in their interest to try to meet these standards and I tried to offer the coaching and instruction necessary to get them there. I wish I had more time, but with 150 students a semester and no grading assistance, there was probably not enough of me to go around.

At Geneseo, too, I have made changes.  No more penalties for grammar and spelling.  I now sit with the students who need the additional help, and encourage them to take what we have talked about to re-write their work. I long ago dispensed with in-class exams.  I do not give quizzes because they strike me as punitive and coercive. I give out essay prompts.  Not only do I arrive at a sense of what the students know and how they think, but I have no problems with plagiarism, which often arises as a problem when professors ask their students to answer unimaginative questions that have been answered a million times before.

I understand that there are counter-arguments to all of this. Even these take-home assignments, when administered poorly, can become rote exercises where students regurgitate what has been said in class.  Some might say that I am babying the students, and lowering my standards too much, and preparing them poorly for a “real world” where deadlines and writing skills and attention to detail and format matters.  I understand that there are colleges with higher rates of retention that have neither made nor considered the sorts of changes I propose.

Not all colleges are the same.  Students will move through many worlds, all of them real, as they progress through life.  They will adapt.  My standards, I would argue, have been changed, not lowered.  I am a teacher.  I must be cognizant of who my students are and take into account what they bring with them to campus.

I read a lot about teaching.  I believe my colleagues and I would benefit by talking more often with teachers at the elementary and secondary level, because we would learn more about our students. I learn a lot by watching and listening to some of the very good teachers on my college campus.  I am not suggesting that we all must make changes or that there is a right way to do things and that I have a monopoly on that knowledge. I have much to learn. But we all need to stay on our toes. We all need to rethink and reassess continually what we do and why we do it.  We have little choice but to accept our students as they are, even if we might wish for something different, if we are to provide them with a powerful and meaningful educational experience.

Town Destroyer in Paradise: How George Washington Ended up Just Outside Handsome Lake’s Heaven

I recently read Colin Calloway’s book on The Indian World of George Washington, and that got me thinking about two very different depictions of our nation’s first President.  I write about the Senecas, with whom these particular depictions originate, in Native America. In the late 1790s, the great Seneca prophet Handsome Lake experienced a series of visions that became the basis of the Gaiwiio, the good news of peace and power, the “old time” religion still practiced by many Haudenosaunee Iroquois traditionalists in New York State and Canada.   This was a critical moment in Seneca history, and the emergence of this gospel, and Handsome Lake’s message, was one of enormous significance, bringing hope and an explanation for their historical experience to Haudenosaunee peoples.  As related in the 1850s to the early anthropologist Lewis Henry Morgan by the Tonawanda Seneca Jemmy Johnson, George Washington “stood preeminent above all of the white men” because “of his justice and benevolence to the Indians.”  Johnson told Morgan that the Senecas believed “that the Great Spirit had received” Washington “into a celestial residence upon the plains of heaven, the only white man whose noble deeds had entitled him to this heavenly favor.”  The only one. Not in paradise, but just outside. Washington resided there, silent and content.  “No word ever passes his lips. Dressed in his uniform, and in a state of perfect felicity, he is destined to remain through eternity in the solitary enjoyment of the celestial residence prepared for him by the Great Spirit.”

It is quite an image, and one difficult to reconcile with the man known by many Indians as the “Town Destroyer,”  a name originally claimed by his great-grandfather for the fighting he did along the Potomac frontier in the 1670s, and which our Washington appears to have appropriated and used when it served his purposes.  From his birth to his death, Washington lived in a world carved out of Indian land.  Washington spent nearly his entire career thinking about and fighting against native peoples, engaging them in diplomacy, and laying plans and conceiving of policies to acquire Indian lands for himself, for his fellow investors, and, later, for his nation. Indeed, Washington was instrumental in the dispossession of native peoples. The country he played so fundamental a role in founding rose on lands lost by native peoples.

During the colonial period, during the era of the Revolution, during the Confederation and under the new Constitution, Americans could disagree intensely over the conduct of Indian policy. This long-running debate, however, for white Americans was always over means, not ends.  The debate boiled down to defining the nature of the Indians’ defeat.

Washington’s treatment of Native America makes clear that the answer would involve violence. During the Revolution, Washington ordered invasions of the Iroquois that resulted, if we choose to believe Haudenosaunee voices, in the rape and murder of Onondaga non-combatants by New York militiamen following Colonel Goose Van Schaick. It resulted in what can justly be called war crimes against Senecas and Cayugas as well the destruction of their crops and orchards, and dozens of towns in 1779 as part of the infamous Sullivan campaign.  Washington hoped that Sullivan’s men would “distract and terrify” the Indians and, in Washington’s own words, “extirpate them from the Country.”  Sullivan’s soldiers drank a toast promising, among other things, “civilization or death to all American savages.”

As my kids sometimes say, “That’s pretty racist.”  Not a pretty picture at all.  So how did this guy end up outside the Senecas’ heaven, close to, but not quite inside, paradise?

To best answer that question, I suggest that we flip the narrative, and try to look at these important events in American history as native peoples might have experienced them. As I point out in Native America, we can start with the words we use.

Words like ‘Indian,” for example, or phrases like “Native American,” of course are flawed.  They obscure more than they reveal, and they would have meant little to peoples whose names for themselves often translated as “people” or “the real people,” or “the real human beings.”  But the problem with words goes even deeper than this.  Too many historians, for too long, have relied upon flawed dichotomies: there was a “pre-contact” or “prehistoric” period that came before “contact” and before the arrival of Europeans ushered in the “historic” era.  Native peoples obviously had long histories on this continent before Europeans arrived. They interacted and exchanged with and fought against native neighbors near and far, and these contacts bred a host of cultural practices that pertained to their “contact” with others.  They did not simply drop these aboriginal practices when Europeans arrived.

Language can be difficult, and words tricky things.

Colonists “settle” but Indians do not: they are depicted nomads who wander and roam when they in places were more fixed and tied to place than the newcomers.  Europeans plant crops, but Indians do not, according to conventional wisdom; colonists serve as soldiers while native peoples fight as warriors. Language can emphasize difference, and an emphasis of difference can be misleading, for example, because it might make violence seem inevitable, or reinforce racial and racist stereotypes.  In reality, the differences between natives and newcomers at the outset might not have been as great as our flawed language leads us to believe. Both, for example, relied upon an agriculture centered upon corn to stay alive. Both supplemented their agricultural produce with sources of protein they acquired systematically.  Native peoples, for instance, managed forests, burned underbrush, and generated new growth that attracted game that hunters could more easily harvest.  Newcomers, meanwhile, turned their livestock loose and allowed it to forage and fend for itself.  When the settlers got hungry, they went out into the woods to hunt down their nearly feral cattle and hogs.

Some more words.  The “Founding Fathers,” the patriots, and white settlers who encroached on native peoples’ lands, Indians saw not as freedom fighters but as “perfidious cruel rebels” and, tellingly, as “white savages.” They referred to them not as champions of liberty but as “Butchers,” and “Killers,” and “Madmen.” They called them “Big Knives” or “Long Knives,” names that chillingly reflected the violence with which they were associated.  Native Americans in this part of the country in the eighteenth and nineteenth centuries feared that Americans acted with genocidal intent, and they said it again and again and again. One solution to the Indian question, for some white settlers, you see, was extermination, and groups of white Americans expressed that desire and acted on it in ways that confirmed the nightmares of native peoples.  You can think of the murder and mutilation of children carried out by the Paxton Boys late in 1763, acts of horrific violence that have brought my students to the edge of tears.  Children murdered by white vigilantes armed with tomahawks.

Or the massacre at Gnaddenhutten, 1782.  Gnaddenhutten– “The Houses of Mercy.” That’s what that name means.  No mercy there for the Christian Indians who lived and prayed and worked there. The soldiers from Pennsylvania surrounded the Christian Indians at Gnaddenhutten.  They had them at their mercy.  So they held a vote on whether or not to kill the one hundred Christian Indians they had taken captive.  This was, for many native peoples, what American democracy looked like.  I have written about the massacre at Gnaddenhutten on this website.   It is a devastating history. One could write a history of Native Americans that uses the violence meted out on native children as the vehicle driving the narrative, from the earliest period to the present.

I tell my students about these violent episodes.  These events allow us to mess around with words.  Murder at Gnadenhutten becomes an expression of democracy. Frontier settlers become savages.  I try to decenter things, to upset expectations.  And I think we need to do this if we are to understand why so many native peoples so forcefully and effectively resisted the newly independent United States. And, also, how the Senecas,–the victims of a brutal invasion ordered by Washington and by acts of vigilante justice for decades thereafter– might pass a silent George Washington, the man who ordered the burning of their towns and forced them to flee their homeland, on their way into heaven.

After the war, after he resigned his commission, Washington’s advice was sought out and given on Indian affairs.  In a letter he wrote to James Duane of New York in the fall of 1783, he called for effective and meaningful oversight of the settlement of the western territories.  He always had distrusted squatters, and feared the unregulated expansion of white settlement. He wanted peace and order on the frontier, to acquire land without conflict. “To suffer a wide extended Country to be over run with Land Jobbers, Speculators, and Monopolisers or even scatter’d settlers,” he wrote “is pregnant of disputes with the Savages, and among ourselves, the evils of which are easier, to be conceived than described.”  Native peoples, he asserted, had sided with Great Britain against the American states and all good advice.  A “less generous people” than we, he said, would drive them out.  Recognizing that this would involve a renewal of conflict with native nations that had been battered but not defeated during the war, Washington suggested that the Indians be told that the past will be forgotten. The United States, however, whether they liked it or not would “establish a boundary line between them and us beyond which  we will endeavor to restrain our people from hunting, or settling, and within which they shall not come, but for the purpose of Trading, Treating, or other business unexceptionable in its nature.”  Indians would give up lands in the process, to the United States or to the states with the best claim to those lands.  The sale of Indian lands allowed states to pay their soldiers.  The sale of Indian lands allowed New York to abstain from taxing its citizens before the War of 1812. Indian dispossession made New York the empire state.

But the result of these Confederation policies was chaos.  The Articles of Confederation, the new nation’s first constitution, established a limited government in which the states retained all rights they had not explicitly granted to the national government.  In Article IX of the Articles, which listed Congressional powers, the states granted the national government the “sole and exclusive right and power” of “regulating the trade and managing all affairs with the Indians, not members of any of the States, provided that the legislative right of any State within its own limits be not infringed or violated.” Who might these Indians be? New York? Virginia? North Carolina? Georgia?  This crazy ambiguity allowed aggressive states like North Carolina, Georgia, and New York, and even entities like the upstart “State of Franklin,” to conduct their own Indian policies, negotiate their own treaties, and extract their own land cessions, at times in defiance of Congress and, in the case of Georgia, at the point of a gun.  Land speculators, squatters, cattle rustlers, timber cutters, state politicians, congressional commissioners, and Indian killers—they all assaulted the Native American estate.  And Congress itself, in the treaties it convened with Indian nations it claimed to have defeated, operated on a “conquest theory,” asserting that because the Indians had aligned themselves with Great Britain, and Britain had lost, so too had the Indians.  Native peoples seethed with resentment at the treatment they received from national and state officials during the Confederation, as congressional commissioners cast aside long-established protocols for conducting diplomacy, and thumped Indian leaders in the chest demanding cessions.

This could not stand, for these native nations maintained the capacity to resist.  Washington certainly supported efforts to replace the Articles of Confederation with a more powerful central government based on the imperial model.  He agreed with the Virginians who saw the faults in the Articles.  Like James Madison. In his white paper laying out the “Vices of the Political System of the United States,” Madison placed as number two on his list “encroachments by the States on Federal authority,” and he gave as an example “the wars and treaties of Georgia with the Indians,” state aggressions against the powerful Creeks that threatened the entire Southern frontier. Washington frequently expressed a similar complaint.

The new constitution of 1787 eliminated the ambiguity of the Articles of Confederation. In Article I, Section 8, we the people granted to Congress power “to regulate Commerce with Foreign Nations, and among the several States, and with the Indian tribes.” That’s it. That is all it says.

To flesh out that spare language, Congress in 1790 passed the first of several Indian trade and Intercourse Acts. (The first was enacted in 1790, the last in 1834).  The law, which reflected perfectly the views of Washington and his secretary of War Henry Knox about the conduct of Indian policy, provided rules governing those instances when native peoples and newcomers came into contact.  Legal land sales required the oversight of an appointed federal commissioner and the subsequent ratification of the transaction by the Senate.  Trade without a license obtained from federal agents was prohibited.

It is important to say a few words about this important piece of legislation, the nation’s first Indian law. Washington, in a letter written to the Senecas in December of 1790, saw the new law as a watershed.  The Iroquois had indeed lost much to the State of New York during the Confederation years but now, he wrote, “the case is entirely altered—the general government only has the power to treat with the Indian nations, and any treaty formed and held without its authority will not be binding.”  The Trade and Intercourse Act would provide “security for the remainder of your lands.” The United States, he continued, “will never consent to your being defrauded,” “will protect you in all your just rights,” and “considers itself bound to protect you in all the lands” you still possess.  Washington never claimed any power over the internal workings of native nations.  Nor did the Constitution grant to the national government any powers over the internal workings of native nations.  Sovereign native nations were a force Washington and his contemporaries recognized.

Washington needed a peaceful and orderly frontier, but the government he commanded was a tiny thing.  The total number of non-uniformed employees of that national government in 1801, the first year for which we have good figures, was less than three thousand, and the vast majority of these worked in customs or other revenue-related functions, or the postal service.  The number of federal officials in all of New York working in Indian affairs, for instance, could be counted on one hand.  The government and its agents, then, could do little to curb encroachment, or prevent theft, or timber cutting or cattle rustling, by white people in Indian country.  Even if the will was there—and that is a matter that is debatable—the institutional apparatus was not.

The states continued to purchase Indian lands.  Settlers continued to encroach.  Conflict erupted in Georgia, the Carolinas, and in the Ohio Country, where growing numbers of militant native peoples came together in a spirited resistance against American expansion.  This territorial and physical aggression unquestionably frustrated Washington, but aware fully that power claimed but not exercised was power lost, he largely held his tongue. Controlling state governments was one thing; controlling the violence of settlers still another.  Thirteen Senecas, to cite one example from some of my own work, were murdered by white frontiersmen between 1784 and 1790 and probably another half-dozen more in the couple of years that followed that.  Native peoples found their life, liberty, and property in jeopardy.  For them, these were times that tried men’s souls.

And here’s the thing.  These grievances were significant, and Washington understood this.  He mentioned them in his annual messages to Congress.  He worked to negotiate treaties to resolve them, always looking for additional cessions of land.  Indians in the so-called Northwest Territory shared many of these grievances.  So while the government hoped to extract cessions and purchase the land upon which settlers settled and squatters squatted, native peoples increasingly committed themselves to protecting their homelands by force.  So they were ready when, in September of 1790, General Josiah Harmar led a force of 1450 regular soldiers and Kentucky militiamen out against the native towns along the Wabash and Maumee rivers in what today is the state of Indiana. Native peoples from many nations—Shawnees, Miamis, Ottawas, Potawatomis, Weas, and Kickapoos—ambushed Harmar’s force along the Maumee and killed 180 of his men. The defeated American force returned home by the end of October.

The defeat of Harmar’s invasion emboldened those native peoples willing to resist American forces, and swelled their ranks. Potawatomis and Shawnees, along with Delawares and Miamis, attacked a settlement called Dunlap’s Station just north of Cincinnati in January of 1791, while Potawatomis joined with Ottawas and Chippewas to attack targets elsewhere along the Ohio. By the spring, land speculators in the Ohio country complained that they found it difficult to recruit prospective settlers. “The Indians kill people so frequently,” they wrote, “that none dare stir into the woods to view the country.”

Native peoples had their own fears, of course. When Kentucky militiamen attacked a cluster of villages in northern Indiana where Potawatomis and many other native peoples lived, they threatened them with extermination. If native peoples refused to make peace, Brigadier General Charles Scott said, “your warriors will be slaughtered, your towns and villages ransacked and destroyed, your wives and children carried into captivity.” Many of those who lived in the Ohio country saw in the United States, whatever its claims to desire peace, a truly existential threat, the menace of genocide.

Meanwhile, Congress had already laid plans for another military invasion to take place in 1791. Arthur St. Clair, whose chief qualification was his seniority, led American forces into the Miami River Valley in September. Most of his soldiers were militiamen, poorly trained and poorly supplied. Before dawn on November 4, a force that consisted of Potawatomis, Shawnees, and large numbers of others—Ottawas, Chippewas, Wyandots, Mingos, Delawares, Miamis, and a few Chickamauga Cherokees—attacked St. Clair’s much larger force. The soldiers panicked and ran. Over 640 soldiers were killed or captured or unaccounted for. Another 250 were wounded. Fewer than 500 men made it to safety unharmed. They killed only a small number of Indians in the largest defeat ever suffered by American military forces at the hands of native warriors. Twenty percent of the American military had been wiped out in one day.

By 1792, native peoples from many nations had gathered at a site called the Glaize, near today’s Defiance, Ohio. There they reflected upon the meaning of their victories over the American forces. Native peoples with grievances against the Americans settled there, and their numbers included Potawatomis, Shawnees, Delawares, Miamis, Sacs, Foxes, Ottawas, Hurons, Munsees, Conoys, Mingos, and Cherokees and Creeks. The presence of the southern nations showed that the diplomatic connections between militants north and south remained strong. American agents feared that the powerful and well-armed Creeks and Chickamaugas would join with the Shawnees and other northerners to attack American settlements. The Indians gathered at the Glaize, according to the Shawnee leader Painted Pole, would unite to resist further invasions. The inability of the American government to control its vicious backcountry settlers, and its own rapacious desire for Indian land, had unified its many enemies into a powerful native force.

With the British still occupying forts on American soil, and imperial officials brazenly discussing the policy of creating a neutral Indian barrier state north of the Ohio River, with native peoples hostile towards the United States insulating Britain’s holdings from American expansion, the situation was dire indeed.  It is stunning.  Britain hoped to snap off that part of the United States north of the Ohio River to create a neutral Indian barrier state.  If powerful groups like the Senecas, with the potential to receive easily British arms and ammunition from Fort Niagara joined with the victorious northwesterners, the entire frontier could be set ablaze.  Washington ordered another invasion of the Ohio Country.   Late in the summer of 1794, American general Anthony Wayne led his force of 3000 soldiers toward the Maumee Valley. There, on August 20, he defeated the confederated tribes at the Battle of Fallen Timbers. Although casualties were roughly the same on each side, the Americans took the field, and razed the Indian towns. The fleeing warriors headed toward the British post at Fort Miami. British agents had remained active in the Northwest since the close of the Revolution, and they had armed and encouraged the natives’ resistance to American expansion. Now, however, they kept closed the gates to their forts and refused to fire upon the pursuing Americans. Once again, the British abandoned their native allies and demonstrated, if the point still required demonstration, that native peoples in the Old Northwest needed the British more than the British needed them.

They now had no choice but to make peace with the United States. A year after the battle, at Greenville, the Potawatomis, Shawnees, Delawares, Ottawas, Chippewas, Miamis, Weas, Kickapoos, Piankashaws, and Kaskaskias agreed to a peace that “shall be perpetual … between the United States and Indian tribes.” They paid as the price of that peace a massive cession of lands to the United States. The confederated tribes gave up tracts of land in Indiana and Illinois, and, more significantly, all of southern and eastern Ohio.

The Treaty of Greenville revealed the sort of changes that the President and the Secretary of War hoped to bring to their defeated enemies.  Each of the nations signing the treaty would receive an annuity, a yearly payment of money and other items the tribe could use to supply its wants. If the tribes should “desire that a part of their annuity should be furnished in domestic animals, implements of husbandry, and other utensils convenient for them, and in compensation to useful artificers who may reside with or near them, and be employed for their benefit,” they need only to inform the federal agent stationed nearby and “the same shall at the subsequent annual deliveries be furnished accordingly.” The United States would thus see to the civilization of the Indians, by transforming them from wandering hunters into settled farmers on the American model. Because farming required less land than the hunt, the thinking went, more land soon would be opened for white settlement and expansion. To make this argument, of course, required the Americans who wrote the treaties, like Wayne, and those who ratified and proclaimed them, like the members of Senate and the president, ignore the vast Indian cornfields that American forces destroyed, or the herds of cattle and swine that even now native peoples relied upon for food. To save the Indians, Americans would civilize them, and civilization required that they live upon less land. Americans took native land in the name of helping native peoples become civilized. Taking, as one historian put it, became giving.

There were still the problems in Iroquoia that caused Senecas to contemplate joining the Indians to their west.  Their disaffection was real, the threat they posed to the United States significant. As Anthony Wayne invaded the Maumee valley, the American commissioner Timothy Pickering met with the Six Nations at Canandaigua in western New York. He hoped to resolve long-standing difficulties with the Senecas. Their lands formed the central issue at the council. Through the Treaty of Canandaigua, signed on November 11, 1794, Pickering and the Senecas redefined the boundaries of the Seneca estate. The new western boundary of their lands ran “along the river Niagara to Lake Erie.” This gave to the Senecas access to the river and the islands and access to British Canada to their west, a freedom, they hoped, that gave them an outlet and the opportunity to avoid the fate of other encircled Indian tribes. The Senecas did not wish to become “mere makers of baskets and brooms.” This was an important concession. The ability to move through space, to interact with Haudenosaunee communities distant from them, was of immense importance to Iroquois peoples. Pickering also agreed to pay to the Senecas “a quantity of goods to the value of ten thousand dollars,” and, further, that “with a view to promote the future welfare of the Six Nations,” an annuity of $4500.

As with the treaty negotiated eight months later at Greenville, the United States sought to civilize the Six Nations and transform them into farmers on an American model. To the Senecas, however, the 1794 Treaty of Canandaigua recognized their sovereignty.  This is why it is so critical. It is why they honor Washington still and commemorate the treaty every year.  Pickering, on the president’s behalf, pledged that the United States would never claim the Senecas’ lands, “nor disturb the Seneka nation, or any of the Six Nations, or their Indian friends residing thereon and united with them, in the free use and enjoyment thereof.”  The Free Use and Enjoyment of their lands: it is a critical phrase. They could, they hoped, live upon their lands without the interference of outside authorities, and with the protection of the United States against unlawful intrusion. The treaty, the Senecas believed, recognized their right to exist upon their ancestral lands as a nation free from outside interference.  It recognized their nationhood.

1794, by any standard, was a momentous year in the history of the Early Republic.  There’s the Whiskey Rebellion, and the foreign policy problems occasioned by war between France and Great Britain.  And Indian affairs. That year, Washington said that he had hoped to oversee the orderly expansion of American settlement while pursuing a policy “calculated to advance the happiness of the Indians and to attach them firmly to the United States.” He wanted peace, and to see to the “civilization” of native peoples. To this end, congress enacted and he signed the Trade and Intercourse Acts, designed to ensure order along the frontier and peace in relations between native peoples and the citizens of the young republic. He abandoned the conquest theory advanced by the Continental Congress in the immediate aftermath of the Revolution for a system based on treaties that, he hoped, would regulate American expansion while guaranteeing native nations the lands that they did not cede—at least until the next treaty council.

Yet Washington that same year lamented “the insufficiency of the existing provisions of the laws toward the effectual cultivation of peace with our Indian neighbors.” By 1796, the final year of his presidency, Washington still hoped to restrain “the commission of outrages upon the Indians,” but he feared that “scarcely anything short of a Chinese wall, or a line of troops, will restrain Land jobbers, and the encroachment of settlers upon the Indian territory.”

A Chinese Wall was out of the question.

The policies advanced by Henry Knox and he failed to achieve their cardinal goals for a number of reasons. Many native peoples, of course, already considered themselves civilized, and saw little attractive in the arrogant assumption that they must abandon their culture in order to survive. Others dressed like their white neighbors, bore Anglo-American style names, and lived in American-style housing. Many of them spoke English. They may even have listened to missionaries who worked to save their souls. Many already were members of Christian congregations. But they borrowed selectively, took what they wanted, and they lived on the margins of American society in communities of their own making. Though they incorporated substantial amounts of Anglo-American material culture into their lives, they remained quietly indifferent to what many Americans felt they had to offer native peoples.

Those native peoples who did work with the Americans—the leaders who, hoping to avoid the horrors of wars they feared they could not win, or the continuing loss of their lands—signed treaties guaranteeing them all that remained until they were ready to sell. They may have attended to the missionaries, accepted agricultural implements and livestock, and tried to make changes in their ways of living because they believed that doing so offered the best chance for their people to survive. But making these changes raised all sorts of challenges.

The frontier, we must remember was a violent and at times a frightening place. Many settlers living on war-ravaged frontiers simply could not trust their Indian neighbors, no matter how small a sliver of their original lands they retained. Settlers in the Ohio country, for example, experienced the horrors of warfare just as did Indians. Some of them witnessed the death of friends and neighbors in Indian attacks. More of them heard horrifying stories of Indian attack. These settlers had occasion to fear Indians and they found in their fears justification for horrible acts of terror. They could, as did those Ohio country settlers in 1782, conclude that the singing of psalms by Christian Indians at the Moravian mission at Gnadenhutten was not the expression of praise for a peaceful and loving God, but the ranting and boasts of savages who had wet their hands in the settlers’ blood.

These acts of violence, along with the failure of the young republic to control its land-hungry settlers, and the continued suffering in many native communities, gave encouragement to those leaders who called for an armed resistance against the Americans. By 1794, much of this resistance had collapsed, and native peoples paid an enormous price for it. Warfare, and the resulting dislocation, devastated native communities. The Cherokees surrendered over 20,000 square miles of their territory. The Six Nations, combined, lost much more, and the population of both nations declined significantly between 1776 and 1794. The birth of the new republic, an “empire for liberty” in Jefferson’s view, proved catastrophic for many native peoples.  Washington always wanted to dispossess Indians, to acquire their lands. He hoped to do so peacefully, through treaties, with a minimum of cost and violence. Unlike, say, Jefferson, who wrote at length about native peoples, he never gave much thought to their history and culture. Native peoples were, for him, an obstacle, and a problem to be solved.  A creature of empire, his solutions were imperial, even if his was an imperialism tempered by his limited control over his countrymen, and a recognition of the power, and the nationhood, or native peoples.  Some of these natives succeeded against long odds in remaining upon their lands.  That was the case with the Senecas and the Tuscaroras I visited yesterday, who in their casino enterprises, their tribal businesses, in their programs for cultural preservation, continue to assert their untrammeled right to the “free use and enjoyment of their lands” as their departed relatives move past Washington, who signed the treaty that recognized their enduring nationhood, on their way into paradise.

 

What the Public Knows about Native Americans is a Convoluted Mess

I have spent some time reading through the research recently published by the Reclaiming Native Truth Project.  You can read a version of their report for native peoples in native communities, another version for allies, and a third with analysis and conclusions based on the data its researchers collected.

Five questions guided Native Truth’s research:

 1. What are the dominant stories about Native peoples in North America?

2. Who holds these views?

3. How do these views affect public policy, perceptions, and support for native peoples?

4. What can be done to educate people about Indian Country?

5. What are the best ways to counter negative stereotypes?

 

While it was widely reported that 40 percent of the survey respondents did not believe that Indian any longer existed,  and though this is a truly stunning figure indeed, the broader results are provocative and troubling in different ways.  As educators teaching and researchers writing about native peoples and the communities in which they live, we should take note.

According to the research, Americans tend to view native peoples as members of homogeneous groups.  They poorly understand concepts connected to Native American tribal sovereignty.  People who live near or work in Native American communities, especially those with widespread poverty, are likely to hold negative views of Indians.  At the same time, the researchers found that many people “comfortably accept and maintain conflicting narratives” about Native Americans.  Support for Indian education is widespread and improved historical and cultural literacy about Indians, the researchers believe, will jhelp spark productive conversation and learning.

When we look at the data closely some suprising results come into view.  78% of the respondents indicated that they wanted to learn more about Native American history and culture.  Sixty-three percent agreed that Native Americans should have full legal authority over their land.  Sixty-seven percent support the Indian Child Welfare Act. And seventy-eight percent believe that it is important to include more stories and more material about Native Americans across all media.

The mascot issue was divisive.  39% of respondents favored a ban on Native American mascots, while 34% oppose any ban.  Still 63% believe that more should be done by the government for native peoples, 71% support the expansion of national monuments to protect native lands and sites deemed sacred by native peoples. Nearly three-quarters of the respondents favored increases in federal funding to fight poverty in Native America and to help improve health conditions.  72% said new school curricula were necessary to create school curricula that accurately presented Native American history and culture. And 59% of the respondents, and 56% of all white respondents, agreed with the statement that the “United States is guilty of committing genocide against Native Americans.”

Yet only 14% of the respondents believed that native peoples face “a great deal of discrimination,” though slightly more than a third believed that they face either a “great deal” or “a lot.”  More than half believed that Native Americans received “free stuff.”  62 percent of the respondents said that they did not know any Native Americans.

The study’s sponsors found reasons for optimism in these results.  They believed that a more inclusive, effective, and accurate narrative could be constructed.  At a certain level, I feel compelled to agree. If we who teach these subjects assume that fixing the narrative is impossible, it might be difficult to get out of bed in the morning.  Faith in education is a prerequisite for job.

At another level, however, it is difficult for me to know where this study leaves us.  Respondents think that Indians face little discrimination.  They feel that more ought to be done for them and that they ought to have control over their lands, or that funding ought to be increased to combat poverty and ill health in Indian country, but each of these assertions raise policy questions involving a complex mix of political, legal, and constitutional complexities.

When a respondent says that they believe Native Americans should have control over the land, what really do they mean?  Can they regulate the entry of non-Indians onto Indian land? What about Indians who are not members of the tribe in question? Can they tax white-owned businesses or regulate white people’s activities? Can tribal governments regulate the activities of non-Indians who reside on reservations? Can they prosecute all crimes committed on reservations, no matter who commits them?

There are Supreme Court cases that have wrestled with all of these questions, and I have my students read excerpts from many of these case.  But the respondents here are not in my class, and I am not sure how deeply they understand the policy positions they endorse.

I was surprised by some of the findings, but like the study’s authorrs, I am optimistic that at the end of the day we can teach our way through these problems.  Read the study yourself and see if you agree.  I think I might have my students in the Native American history course read sections of the report the next time I teach the course.

Easy A

Over the break, while sitting in the airport in Las Vegas, I took a few minutes to read Gary Landerman’s essay in the Chronicle of Higher Education, Why I’m Easy: On Giving Lots of A’s.”

Landerman correctly notes that many of our students experience enormous amounts of stress in college.  Grades, he correctly argues, wield enormous influence in determining the sorts of opportunities a graduate will enjoy.  Part of Landerman’s plan, then, “is to try to show love and empathy rather than contempt and derision, as some of my colleagues do.  Hell, students already have enough stress and uncertainty in their lives, as they adjust to living on their own, making new friends, feeding themselves, and taking crazy-making courses” in other fields.

Landerman seems to teach a significant number of general education courses on a variety of topics in his field of Religious Studies.  Some of these courses are quite large, enrolling more than two hundred students.  Landerman wants the content in these courses “to go down easily and smoothly, to be both entertaining and effortless—a nice break from their other courses, which are sober, regimented, and demanding.”

There are some obvious counter-arguments.  Not all required courses for majors are “crazy-making,” “sober,” and “demanding.”  A professor can maintain high standards in courses covering difficult subject matter in a manner that is not contemptuous and derisive.  I have many colleagues who show a great deal of empathy and love to their students while forcing them to work their way through challenging assignments.  If you have taught for as long as I have, you will learn that it is not uncommon for students to love professors who made them work their asses off.  And Landerman, it seems to me, seems to underestimate just how “stimulating” and “entertaining” the demanding courses that majors take can be.

There was a time when concerns such as these would have led me to dismiss Landerman’s essay entirely, to be so annoyed by his claim that he can get away with what he does because he is tenured that I would completely tune him out.  The students he sees seem more fragile, less able to handle hardship and adversity than those I have known, and far less willing to tackle difficult work.

Landerman teaches large classes, he tells us.  In a class with two hundred students, it is obviously impossible to engage every student in discussions. It is difficult to develop assessments for classes that large that measure the students’ grasp of abstract concepts.  Landerman, indeed, tells us that his exams are easy, and multiple choice.  He does not have to spend a lot of time grading, and jokes that only idiots struggle to receive an A or a B in his classes.

Still, Landerman raises an issue about which I do not hear enough discussion.  “Why,” Landerman asks, “should I assign a grade to an effort at human growth?”  Setting aside the obvious answer that in efforts at human growth, some students work harder and are more successful improving themselves than others, maybe it would be better to ask different questions: what do I want students to get out of my classes, and what is the relationship between the grades I give and actual learning?

I have a colleague, for example, who assigns her students a handful of short papers, ten or so, over the course of the semester.  This she does in lieu of exams.  The paper assignments require students to confront weighty topics.  It is demanding work.  And students must complete all the papers.  So, let’s say, a student completes nine of the ten essays, and earns an “A” on each paper.  Some situation, however, whether a family emergency, an illness, a breakup, or a simple mistake in keeping track of assignments and due dates, keeps the student from turning in the tenth paper.  That student would fail my colleague’s course.

Where is the justice in that?  The policy strikes me as punitive and pedantic. There is no relationship between that student’s failing grade and what she learned over the course of the semester.

I understand that some professors believe students should be “responsible.”  Good training for the real world, they say.  They want to teach students that deadlines matter.  Most of their students, I believe, understand that perfectly well from high school, and if you know a historian who has never missed a deadline, I hope you will introduce me to that sparkly unicorn.  We may not be the people best suited to provide lessons on the subject, “Deadlines Matter.”

This is an extreme example, but there have been many occasions where I have wondered about the relationship between an assignment, the grade, and student learning.  I know that I have made mistakes, and that I have given assignments that did not necessarily measure well the student’s learning.  I still feel like there is a lot I can learn. As a result, I have become more flexible, and that flexibility has led me to be more lenient in my grading. I still require a lot of work but, like Professor Landerman, I have become a generous grader.

Like him, I want my students to think about complex issues.  I want them to engage with important and challenging ideas.  Students in my classes have written essays of such grace, beauty, and intelligence that they have moved me to tears.  Other students write with not nearly that much ease. They struggle to express themselves. They come into my class less well-prepared, or with fewer academic or educational resources than their “Straight A” classmates, but they may have travelled father to get there.  They may have learned more.  They may have been more affected by what they read or, I hope,  by what we talked about in class, than students who perform better in terms of standard measures of student learning and achievement.  Like Professor Landerman, I want to help in a small way to expand these kids’ horizons. I feel fortunate that I can remember how easy it is to be turned on by something I learned in class, that I remember how an idea can change your life.

Just this morning, at the opening convocation at Loyola Marymount University, I listened to the faculty member chosen to address the students and their parents say that at LMU, “Faculty don’t give students’ grades; at LMU, students earn their grades.”  The line received a good deal of applause, but it struck me as completely inane.  This speaker had given a talk that, it seemed to me, revealed a contemptuous attitude toward her students.  You need an alarm clock to succeed, she said, because you do not want to oversleep.  Do your homework. Read the syllabus.  Give me a break.  I hate statements like these that so underestimate students.  As for the grading part of her speech, she seemed to remove her own biases and beliefs and values from the equation.  The students do the work. I decide what they have earned.  But of course she is giving grades, and if she is not careful and conscious and thoughtful, she may enter scores and marks that reflect more what she expected from the students than what they actually learned.  As the parent of a freshman sitting in that audience, I found that a chilling and depressing thought.

Book Orders are In

As the semester comes crashing to a close, I did manage to get my book orders in on time for next semester.  For my survey course in Native American History, I will be assigning:

Prucha, Documents of United States Indian Policy, 3rd Edition

Hoxie, Talking Back to Civilization

Treuer, Rez Life

Oberg, Native America, 2nd ed.

Calloway, Our Hearts Fell to the Ground, 2nd edition

and Silverman, Red Brethren.

 

For my course in American Colonial History, students will read:

Greene, Settlements to Society, 1607-1763

Taylor, American Colonies

Pagan, Anne Orthwood’s Bastard

Oberg, Uncas: First of the Mohegans

Starks, Two Princes of Calabar

and Rediker, The Fearless Benjamin Lay

 

And for my course in Western Humanities, a required course here at Geneseo, students will read:

Holy Bible, Revised Standard Edition

Aeneid of Virgil

Sophocles, Three Theban Plays

Plato, Republic

Thucydides, On Justice Power and Human Nature

Aquinas, Treatise on Law

Augustine, Confessions

More, Utopia. 

 

 

Onondaga, 1918: A Declaration of War, and Other Stories

In August of 1918, the following news story appeared in the Syracuse Post-Standard.   Under the headline, “Indians to Declare War Upon Germany,” and a smaller title indicating that “Gohl Says He Has Been Chosen to Draft Paper Because Stranded Onondagas Were Insulted” we learn something of an adopted Onondaga, a group of imprisoned circus performers, and inexplicably angry Germans and Austrians.

Edward M. Gohl, adopted Onondaga Indian and adviser of the tribe, announced tonight he had been delegated by the Onondagas to draft a declaration of war against Germany for the imprisonment of seventeen members at the outbreak of the war in 1914.

The Indians put in prison were a part of two German circuses and the Germans in the company joined the army. The stranded Indians were insulted and beaten by the Germans and Austrians.  They were finally imprisoned for their own protection, but later their release was obtained.

By the terms of a treaty between General Washington and the twenty-three chiefs of the Onondaga tribe in 1788 the Onondagas were declared a separate nation from the United States and both sides have always respected the treaty.

In his declaration of war Mr. Gohl states he also will call on every able-bodied man in the tribe to enlist on the side of their allies. 

Mr. Gohl’s Indian name is Tya Goh Wens.

There is, to say the least, a lot going on here, more than meets the eye. Though the Onondagas negotiated a treaty in 1788, it was with the State of New York and not George Washington, and there was little in the agreement that was worthy of respect. Gohl shows up frequently in the press as a representative for the Onondagas, though there is much about the relationship that I do not yet understand. And the passive voice: “their release was obtained,” but by whom, how, and when?  Documents like these, so suggestive yet so frustrating, I like to give to my students on those rare occasions when I teach my department’s required course in historic research methods, or when I teach a freshman writing seminar that I sometimes call “Life Stories.”  Stories like these, it seems to me, open a world of questions, a series of trails to follow that all are utterly enticing.

 

 

I’ve been working on my history of Onondaga as a place and a native nation for almost a decade now and I have still a couple of more years of research before I will be able to set pencil to paper and begin my writing process.  So many documents, and so much material, I still have to look at.  There are still a number of archives to visit and a large amount of evidence to collect and consider.  And so many of these small pieces of information, these bits of stories, raise questions that demand answers. They tug at me. They present alluring side trails that seem so worthy of investigation.  Down these by-ways and detours and secret paths we can find the human stories that, when they are told well, bring history to life.  Even when the answers are not certain, and the conclusions drawn are far from definitive.

In the summer of 1914, sixteen Indians from the Onondaga Reservation just south of Syracuse New York made their way to Europe to perform with a German circus company.  After they arrived in Berlin, they split into two groups.  One headed eastward toward Russia, the other south towards Italy.  Nobody at Onondaga had heard from them in several weeks the Post-Standard reported in August of 1914, and their friends at home were worried.  It was August, and the Great War had begun.

I have much still to learn about these sixteen Onondagas and their experiences overseas.  I do not know as of yet the name of this particular circus, how these Onondagas were recruited to join it, and what their lives were like once they returned home. I do not know how the sixteen Onondagas in 1914 became seventeen three years later.  I know little about what they saw in Europe, or how their journeys affected them.  I do not know where they performed, what they did, and what those audiences expected from them. I know that not all historical questions have answers.  We who write about the past are often left with only our ability to imagine, and that is just fine.

I know the names of the sixteen Indians from Onondaga, of course.  It seems likely to me that Jerry Homer, one of the Onondaga Jeremiah Homer Student Information Cardperformers, was the Onondaga Jeremiah Homer who, ten years before, had arrived at the Carlisle Indian School. He was one of five Homer children to attend Carlisle.  According to the school’s records, he was ten years old when he arrived. He was a tiny, tiny kid, just three-and-a quarter feet tall. He weighed only fifty pounds.  He may have arrived malnourished, though his older sister, who died young, was also reported to have had a very slight build.

The Carlisle School sent questionnaires to former students. They liked to know what their alums had done with their lives.  The students’ answers allow small glimpses into the lives of ordinary native peoples who lived late in the nineteenth and early in the twentieth centuries.  Jeremiah Homer did not say much in his response.  In 1911 he reported that he was living on the Onondaga Nation territory and that he wished that the school would send him copies of the Carlisle Arrow, the school’s newspaper.  He indicated as well that he was now married to Mary Cornelius, an Oneida woman whose family lived at Onondaga.

Mary Cornelius did not attend Carlisle, but she was enrolled for two years at the state’s Thomas Indian School from 1907 until 1909.  One of the sixteen Indians from Onondaga who went to Europe, and who was later imprisoned, was Mary Cornelius. Jerry met Mary, I would guess, sometime after they returned to Onondaga from their time at boarding school. Both were home by 1909. They were married by 1911, Jerry indicated, and the otherwise unnamed “Baby Cornelius” mentioned in the story must have been their child.

Mary Cornelius became an important figure in the twentieth-century history of the Oneidas.  You can read a profile here.  Jerry Homer is tougher to figure out. Mary and Jerry do not appear to have lived together upon their return to the reservation, and Jerry or Jeremiah Homer disappears from the reservation census records by 1920.   I wish I knew more about what happened to him, but at this point, that is as far as the trail leads. By-ways and detours.  Some times you wander down a path, only to realize the need to return to the main trail. The resources to answer the questions I have about this family, about their experience in Europe–they are not at my disposal right now.  I will have to travel, hit the archives once again, to finish telling this small story.

I am confident that I will be able to find the evidence that will help me flesh out these stories. Perhaps some of you reading this now know more than I and, if so, I hope you will share with me what you know.  If the evidence exists, I will find it.  It might take time.  Many paths I follow–that any historian follows–invariably lead to dead ends.

So why bother?  Is there something in this, as one of my professors used to ask, of more than mere antiquarian interest? I am writing a book looking at one small piece of land, and the people who lived there, over a span of more than six centuries.  Given the vastness of that story, why give so much time and thought to two individuals about whom it is possible, at the end of the day, to know very little?

It is fun, for one thing.  It is hard sometimes for my students to appreciate this. They have a lot to carry, and we compel them when we assign research projects to come up with something meaningful to say in a short, fifteen-week semester.  They do not have the time to wander down back alleys and by-ways in search of interesting stories.  I think that is something about which we need to be more aware.  I have no deadline on this project.  A lot of us do the work we do, which so often we do alone and in isolation, because it is so immensely satisfying.  we pour hours into our projects, into our attempts to find answers to the questions that bother us. Our work does not always result in publication.  But the work, for many of us, is its own reward.

But more than that, telling the stories of people like Jerry/Jeremiah Homer and Mary Cornelius allows us to paint a more accurate picture of the communities about which we write.  Being Onondaga, or being an Oneida living at Onondaga, or being Native American generally, meant so many different things to so many different people.  White lawmakers in New York State, federal officials, Christian missionaries, local law enforcement–they all had their own views of who Indians were and what they might become. And native peoples themselves always defied and complicated these necessarily limited understandings and racist stereotypes. Writing the history of a place like Onondaga, then, means looking not only at the policy makers and the nation’s faction-tattered leaders but the lacrosse players who tested themselves against Ivy League teams, or the members of the “American Indian Concert Band,” formerly known as the “Onondaga Indian Concert Band,” which was led by David Russell Hill and claimed to be the “only professional Indian band known to both hemispheres”; or the bricklayer who learned his craft so well at Carlisle and whose future seemed bright, only to come crashing down in the face of racism and discrimination when he went to Syracuse seeking work; and circus performers who went to Europe on an eight-month contract.  These native peoples went to Europe.  They were swept up in forces beyond their control.  They were incarcerated briefly, apparently for their own protection, and they returned home.  As America’s entry into the Great War approached, debates occurred over whether native peoples, who as yet were not citizens of the United States, could be drafted.  The Onondagas’ declaration, justified by the base treatment their friends and families had experienced a couple of years before, quieted the issue for a time, until 1940, when it would surface once again.

 

Biographies of great men and women fill my bookshelves, life histories of people who did great things.  They fought wars, won elections, discovered one thing, or destroyed another.  The lives of famous people are linked to the events that they shaped, and that in turn shaped us.  There is a place for books like these.  You read them and I read them.  We all have a list of them that we really like.

But think of your own life.  What are the events that made you who and what you are? Have you done things, or had things happen to you, after which nothing ever could be the same?  I ask my students this question each semester when I want them to consider the meaning of history. Always they ask for clarification.  They want to know if I am interested in some public event, something “historical,” or something personal.  I do not give them any guidance, for I want them to consider what constitutes a historical event.  They will struggle with this because they are young and they have not lived through a lot.  They might mention the attacks on 9-11, though all of them now are young enough that they  can have no memory of that terrible day. Some will say the election of Barack Obama, which most of them think they remember.  I will listen to them as they compare their lists.  But I come back to my question.

What are the events that made you who and what you are?

Was it a marriage? A divorce? A birth or a death or a relocation? A breakup? A particularly cruel thing said someone said to you or a particularly empowering statement of support?  What events in their life left an impression, or a scar?

In writing a history that covers hundreds of years and focuses on a relatively small piece of what has become upstate New York, it is easy to lose sight of individual stories, and to focus on the forest much more than the trees. But it is in the small stories, the brief snapshots of ordinary lives, where we can find answers to some of the most important questions about our shared histories, and our shared humanity, across space and across time.

 

 

 

Teaching on Native Ground

Last Friday, the 9th of March, 2018, was Teachers’ Day at Geneseo, an event my colleagues in the History Department have held for the past several years.  We invite teachers from public schools to come to campus.  They attend a workshop in American history and another in World History.  In the past, we have had a keynote address held at lunchtime, but this year, my colleagues decided to do something different: a roundtable discussion on ways to involve high school students in local history projects that will broaden their understanding of the themes and topics they are expected to learn in school. I spoke briefly about Native American history.  This is a polished-up version of my remarks.

 

I do not have a specific project to speak about. I would rather suggest a general change in focus, and in our way of thinking, about the teaching of Native American history in New York schools.

In some ways, I believe, the manner in which Native American history is taught in public schools in New York continues a colonial project that began in 1492.  That may sound dramatic, but that is what I believe.  I base that on reading the Common Core guidelines for New York State, and as I have watched five children wend their way through New York public schools.

You—well, all of us really—we teach at public schools that stand on what had been native ground, on lands acquired in behalf of the people of the great state of New York by elite land barons and state government officials who viewed Indians as obstacles and barriers to progress and brakes on their considerable economic ambitions.  Those Indians one way or another would have been completely eradicated and erased if New York’s Founding Fathers had their way. They would be gone.  They would have been either removed, or assimilated, or driven to extinction, and certainly dispossessed.

The students you send to me do not know this history at all.  They know nothing of these stories.  They may know something about Cherokee Removal but absolutely nothing about the removal of, say, the Senecas from the valley as a result of military invasion, epidemic disease, or an 1826 real estate transaction that did not conform at all to the requirements of United States law.

They might know that the Iroquois once lived here, that they lived in longhouses, and that they relied upon the “Three Sisters” for their sustenance, but not that they are still here, fiercely protective of their status as autonomous native peoples, as members of native nations.  They might have been told something about how the Iroquois shaped the Constitution or American democratic thought but not that the Iroquois influence thesis has been thoroughly discredited and never really persuaded any historians in the first place, while they know nothing about how Haudenosaunee peoples actually played a role of incredible significance in shaping the history of this state and region.

They might know that Andrew Jackson is a SOB, but they will not have reflected upon how nearly ALL Americans were complicit in and benefited from the historical processes with which he is associated but which began long before he was born and continued after he died.  Indeed, they will not have thought about how they continue to benefit from “Indian Removal,” a terrible euphemism that should be retired.  Because New York, it is important to point out, became the “Empire State” in large part because of a systematic and determined program of Indian dispossession.

Look, we are historians.  We tell stories about the past.  At the end of the day, these stories are fundamental to what we call history.  It seems to me that we could be choosing better stories.  We all can do better.

So here’s something to think about. This semester for the first time I had my students keep journals.  I urged them to read beyond what I had assigned, to share with me their thoughts about the current events they were expected to keep up on in the United States and Canada, and even to say those things that they were too reluctant or did not get an opportunity to say in class. Of the nearly 40 students in my Indian Law and Public Policy course, a large majority of them expressed their amazement that they had not been taught any sort of meaningful Native American history at earlier points in their careers as learners, especially about the Native American history of the region in which they live.  The sense I got from reading these journals was that they felt cheated.

And this is unfortunate, because this region has an extraordinarily rich Native American history that is easily accessible, and that can be critically engaged with relative ease. It is inscribed on the land in terms of the place names, the streams and lakes and rivers that flow through this region where people lived, the easily-recovered lines of European invasion that cut through Wayne, Monroe, and Livingston Counties.  Chenussio, Geneseo; Canawaugus, Avon.  These were important towns, centers of Seneca power whose history is largely invisible to our students. And it doesn’t have to be that way.

Image result for new york state historical markers indians         Wherever your school is located, you likely are near a badly biased state historical marker, full of loaded language, displaying common, stereotyped views of native peoples.  Your students can research these sites, or the events that took place there, and revise them.

When my students ask, “Why weren’t we taught this in school,” I see a powerful teachable moment.  Why indeed? Why do students in New York State learn about Cherokee Removal and not about Haudenosaunee dispossession and the diaspora that made the “settlement” of this unsettled, post-revolutionary state possible?  Do those people who assemble the standards against which your performance is measured actually not know these stories themselves, and so bequeath to students a limited view of this region’s history?

There is an opportunity here to talk about the power to make history, to determine what is and what is not considered part of the American past, and I think local stories are one way to engage students in that past.  If you ask your students to reflect upon why they are not taught these stories, what will happen?  Maybe, just maybe, we have some discomfort in talking about our past, and the considerable benefits non-native New Yorkers have received from this state’s very long and continuing history of colonialism.

The Lewis Henry Morgan School in Rochester New York

If you study the Iroquois, you have come across the work of the pioneering anthropologist Lewis Henry Morgan.  He published in the middle of the nineteenth century The League of the Ho-dé-no-sau-nee or Iroquois.  It is an important book. Though many of Morgan’s findings have been rejected, there is no doubting the significance of the work.  His ties to the Parker family at Tonawanda gained him extraordinary access at a period when many Americans still anticipated that the Iroquois, like other Native American peoples, would disappear.

Morgan’s Rochester ties are deep.  He lived in town, left his papers to the University of Rochester, and for years his grave in Mount Hope Cemetery became a pilgrimage site for Iroquois leaders and activists.  In this picture, taken in 1920, Oneida Elsie Elm sings a funeral dirge at his grave site. George Decker, the Rochester attorney who represented the Oneidas, and who helped in the attempt to take Levi General’s (Deskaheh) complaints about Canada’s treatment of Haudenosaunee at Grand River before the League of Nations in Geneva, stands farthest to her left.  The Seneca Arthur Parker, another force in Haudenosaunee anthropology with whom we must contend, stands to her left.  The Oneida William Rockwell and the Mohawk Louis Bruce are also pictured.  The University of Rochester is hosting events to commemorate the bicentennial of Morgan’s birth, and has recently launched what I expect will become a fantastic digital humanities project focused on Morgan’s life and career, and its significance. You can take a look at the website here.  It looks fantastic.

A couple of weeks ago, I was chatting with Robert Foster, Professor of Anthropology of UR and the director of the Morgan project. He indicated that there had once been a school in the Rochester City School District named after Morgan.  Bob had heard that the school’s auditorium was decorated with Haudenosaunee themes, though he had not yet seen them himself.

I did some poking around.  It took only a minute to find out that the school had been recommissioned as a charter school, Number 10, the Dr. Walter Cooper Academy School.  A couple of phone calls, and thanks to a welcoming staff, I was able to take some pictures of the auditorium.

My students have no sense of how much the WPA did, and how much government can do.

 

 

 

 

 

The woodwork above the stage includes the names of the Six Nations.  The placement of the Mohawks far to the left and Senecas and Tuscaroras to the right makes sense when one appreciates that I was facing South when I took this picture. The vertical posts are fashioned to look like trees, with beavers at the bottom of each. Morgan wrote a study called The Beaver and His Works.   Running along the top above the names of the Six Nations is woodwork, I assume, designed to look like wampum.

According to Ivan, the custodian who allowed me access to the building, the auditorium is scheduled to be remodeled.  The stage will remain, and the room will be transformed into the school library. The plans at this stage include a replica longhouse to be built into the library design.

Everywhere one goes, you see see evidence of erasure.  Non-native Americans, in my experience, are uncomfortable talking about the violence of the past, the totality of that dispossession.  Native peoples, when they are considered in public schools, are cast as part of the past.  The images and motifs present in the old Lewis Henry Morgan school auditorium do that as well.  But they also provide an opportunity to talk about that history, and I was pleased to see that the Walter Cooper Academy plans on keeping them as they move forward with renovations.  The school staff with whom I spoke were proud of the room.  I could tell that when I visited.

The University of Rochester will be hosting events over the course of this year.  You can find out more about those events here.

 

 

The Right’s War on History

There is a guy named Bob Lonsberry who has hosted a local right-wing radio show here in Rochester for many years.  I have mentioned him before on this blog in response to his tweets some months back about Columbus Day.  Lonsberry, who about a decade and a half ago was suspended from his job for referring to the city’s African-American mayor as “a monkey,” and who whole-heartedly endorsed the Clown Prince of Mar-A-Lago’s characterization of those parts of the world where people aren’t white as “shitholes,” recently tried to read Annette Gordon-Reed’s The Hemingses of Monticello. The book won the Pulitzer and the National Book Award, deservedly so in my view.  But Lonsberry gave up after attempting to read it, he tweeted, because “the America hatred was just too much. The next generation of historians will probably have to spend most of their careers scrubbing the bias of this generation of historians.”

My purpose here is not to beat up on Lonsberry, but on the type of thinking he expressed in this tweet. It is a style of reactionary thought with which historians commonly have to contend.  We always have and, I suspect, we always will.  We had better prepare our students for engaging in this debate.

When I began my teaching career almost a quarter-century ago in Montana, I waded into the controversy over the National History Standards released by UCLA’s National Center for History in the Schools.  I had seen Lynne Cheney’s op-ed in The Wall Street Journal proclaiming “The End of History,” and, for reasons I cannot entirely explain, I somehow stumbled across an episode of Rush Limbaugh’s television program (Yeah, he had one) where he sat at his desk tearing pages out of a US history textbook.  That, he said, was what liberal college professors were doing to American history.

I ordered a copy of the Standards, read them, and realized quite quickly that the National History Standards did nothing more than bring together a list of subjects that its creators felt students ought to know about the American past. It brought together what historians of the United States had been talking about and writing about for a generation. What lunatics like Limbaugh and ideologues like Cheney denounced as “politically correct” was, in my view, a more historically accurate recasting of American history that wrestled with the complexity of the nation’s past. And, yes, that included wrestling with some of the darkness in the historical record.  Students ought to understand slavery, in all its complexity, and they ought to know that the growth and expansion of the United States came at the expense of millions of native peoples who succumbed to epidemic disease, were dispossessed, or destroyed in war.

So I wrote an op-ed in the Billings Gazette. It received some applause, and made for me some friends, but I also got plenty of really ugly hate mail. For there has always been a tension when it comes to teaching American history.  For some, history ought to form the foundation of American civic education, and in that sense its cardinal purpose is to instill in students a love of country and patriotism.  Casting a critical gaze at the United States, in this view, undercuts that goal.  At another level, however, history is an academic discipline, the study of continuity and change, measured across time and space, in peoples, institutions and cultures. Civics vs. the imperatives of the discipline of history. Historians ask questions about the past and conduct research and collect the evidence necessary to answer these questions. Historians ask questions about all sorts of things, and almost any document or artifact can become, in this way, a historical source, even the tweets of a right-wing radio talk show host.  Sometimes these questions force us historians to look evil in the face, to stare into the darkness, and to ask, “Why?”  And that can be an unsettling question.

I have taught for a long time. Because I teach early American history and Native American history, I end up telling some pretty horrifying stories to my students. In my early American courses, I talk about slavery, an institution which enriched white people and which simply could not have existed without the pervasive and systematic use of violence.  To explain the sinister ways that slavery corrupted everything it touched, how the cancer that was this institution bored its way into the dark heart of this continent, I talk about Jefferson, about how this great intellect, when it came to slavery, spent his time wondering aloud about the odor of Africans, their sexual ardor, the location of their color in their skin.  Slavery twisted and corrupted him.  And I tell the students, because I have to, that the author of the “Declaration of Independence,” who believed that “all men were created equal,” owned his in-laws and had a sexual relationship with his slave.  That Jefferson owned and exploited Hemings was not news to historians–the evidence was out there. But Annette Gordon-Reed in her first book proved that case beyond reasonable doubt, and in her second, the book that Bob Lonsberry thought was filled with “America hatred,” she explained, among other things, why we should care.

Look, when I tell my students these stories or, better, when they read them on their own in an assignment or as part of their research, they are disturbed by the viciousness and the violence they uncover.  But they tell me every single semester that they are appalled that these stories were hidden from them by their high school teachers. They feel like they were cheated or misled. High school teachers: if you lie to your students, or feed them patriotic propaganda, and they will remember you and judge you harshly.

The kind of sentiment expressed by Bob Lonsberry—we who study the past have seen it before. It is a standard conservative critique, boiled down to a few characters, of the entire historical enterprise.  But it is pernicious and racist, and we should work harder than we do now to counter it.

In 2009 I left Geneseo briefly to teach at the University of Houston. I arrived at the time the Texas state education agency was reconsidering its American history standards.  The state became the butt of jokes for a proposed set of standards that white-washed American history, diminished the cruelty of slavery, and mentioned the state’s complicated history with its native peoples not at all.  There were other problems, too numerous to mention here.  I organized a discussion of the new standards. My colleagues in the history department were extraordinarily supportive, as were the school of education at UH and the director of the University’s Honors College.  One of the proponents of the new social studies framework had said on television that “a bad day in the United States is better than a good day anywhere else,” and that history education ought to reflect that.  It should convey to students the success of the American experiment.  I invited the conservative members of the education commission to come to UH and participate. I told them that they should have their voices heard.  They had been in the past quick to denounce what they saw as “politically correct history,” so perhaps they would be willing to make their case.  But they would not do it.  They made excuses, but I did not believe them.  They were, quite simply, afraid to engage in an honest debate.

And that’s the thing that bothers me so much. You do not have to like what you read.  You can dislike a book because you do not like the author’s style, or because it does not interest you. All of that is fine.   But if you are going to dismiss a work of scholarship because it is “politically correct” or because it is “anti-American” or because it manifests too much “America-hating,” then make your case.  Come up with some evidence.  Engage in a dialogue.  Construct and argument. It is not unreasonable to ask those in the public eye to explain their reasoning, to cite the evidence that leads them to believe what they believe.  It is what intellectually mature people do.  I realize that is a sort of behavior is not modeled much these days.  But I have not lost hope. When Lonsberry dismissed The Hemingses of Monticello for its “America hating” I tweeted back at him, asking him to cite one example of the problem he identified, one factually incorrect statement or claim not supported by evidence in that book.  He did not reply, and I realize he might be a busy guy. Still, to dismiss a book because you think it is politically correct and to not provide evidence is, to put it bluntly, chickenshit.  It is an intellectually dishonest and morally bankrupt way to suggest that you do not think American children should learn about people of color and that you do not want to hear about the horrors of the past.

American Indian Law and Public Policy.

The semester begins for me tomorrow morning, and I will be teaching, among other things, my course in American Indian Law and Public Policy. The course is cross-listed in both the departments of history and American studies, and is the one required course in the college’s tiny Native American studies minor. I apologize in advance for the crazy formatting–I am still learning this whole WordPress thing, but I hope this is enough to give you the gist of what I do in class. If you would like a copy of the syllabus, drop me a line and I will make sure you get one.

 

History 262   American Indian Law and Public Policy           Spring 2018 

Instructor: Michael Oberg

Meetings:   TTh, 1:00-2:15, Sturges 105

Office Hours:  TTh, 9:00-10:00

Contact:           oberg@geneseo.edu

Twitter: @NativeAmText  (I will occasionally tweet out news stories or other items that are related to our class discussions under the hashtag #HIST262MLO

Website: MichaelLeroyOberg.com

Required Readings:

Stuart Banner, How the Indians Lost Their Land: Law and Power on the Frontier (2007)

Daniel Cobb, ed., Say We Are Nations: Documents of Politics and Protest in Indigenous America Since 1887 (2015)

Luke Lassiter, Clyde Ellis, Ralph Kotay, The Jesus Road: Kiowas, Christianity and Indian Hymns, (2002)

Steven Pevar, The Rights of Indians and Tribes, 4th edition, (2012).

Readings on Canvas

Additional Readings, for Current Events discussions and assignments: www.indianz.com

 

Course Description:   This course will provide you with an overview of the concept of American Indian tribal sovereignty, nationhood, and the many ways in which discussions of sovereignty and right influence the status of American Indian nations.  We will look at the historical development and evolution of the concept of sovereignty, the understandings of sovereignty held by native peoples, and how non-Indians have confronted assertions of sovereignty from native peoples.  We will also examine current conditions in Native America, and look at the historical development of the challenges facing native peoples and native nations in the 21st century.  This course is required for the Native American Studies Minor, and counts for both the S/core and M/core general education headings.  As a result, it is intended to meet the following learning outcomes:

 

Students Will Demonstrate:

  • an understanding of knowledge held outside the Western tradition;
  • an understanding of history, ideas, and critical issues pertaining to Non-western societies;
  • an understanding of significant social and economic issues pertaining to Non-western societies;
  • an understanding of the symbolic world coded by and manifest in Non-western societies;
  • an understanding of traditional and/or contemporary cultures of Latin America, Africa, and/or Asia and the relationship of these to the modern world system;
  • an ability to think globally.

 

And

 

  • understanding of social scientific methods of hypothesis development;
  • understanding of social scientific methods of document analysis, observation, or experiment;
  • understanding of social scientific methods of measurement and data collection;
  • understanding of social scientific methods of statistical or interpretive analysis;
  • knowledge of some major social science concepts;
  • knowledge of some major social science models;
  • knowledge of some major social science concerns;
  • knowledge of some social issues of concern to social scientists;
  • knowledge of some political issues of concern to social scientists;
  • knowledge of some economic issues of concern to social scientists;
  • knowledge of some moral issues of concern to social scientists.

 

Your grade will be based on a number of components.  Participation, an important part of your grade, is much more than attendance. I view my courses fundamentally as extended conversations and these conversations can only succeed when each person pulls his or her share of the load. We are all here to learn, and I encourage you to join in the discussion with this in mind.  Obviously, you must be present to participate. Phones should be stored before you enter the classroom with the ringer off.  When assigned readings are drawn from one of the required texts, please bring that book with you to class.

 

I discuss the individual assignments below.  The grading scale is as follows:

 

Participation:                                       100 points

Journals

3 Journals at 50 points each       150 points

Current Events Papers

2 papers at 50 points each       100 points

Final Project                                        150 points

 

 

A         500-470                       A-  469-450

B+       449-440                       B    439-410

B-        409-400                       C+  399-390

C         389-360                       C-   359-350

D         349-300                       E    300 and below.

 

With any of these assignments, I encourage you to visit with me during office hours if you have any questions.  You should be clear on what I expect of you before you complete an assignment.  The door is open.  If you cannot make it to my office hours, please feel free to contact me by email and we will find another time. The assignments are described in detail, below.

 

Discussion and Reading Schedule

 

16 January       Introduction to the Course

The United Nations Declaration of the Rights of Indigenous Peoples

Reading: Banner, How, Introduction; Pevar, Rights, Ch. 1-2; UNDRIP  (http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf)

 

18 January       Native Nations in the United States

Reading: Banner, How, Introduction, Chapter 1; Articles of Confederation, Article IX; United States Constitution; Northwest Ordinance (1787); Federal Trade and Intercourse Act (1790); Treaty of Canandaigua (1794).

23 January       The Marshall Court and the Definition of Native Nations

Reading:  Banner, How, Chapters 2-5; Johnson v. McIntosh (1823).

 

25 January       The Removal Era

Reading: Banner, How, Ch. 6 ; Cherokee Nation v. Georgia (1831); Samuel A. Worcester v. State of Georgia, (1832).

 

30 January       The Reservation System

Reading: Ex Parte Crow Dog; Annual Report of the Commissioner of Indian Affairs, 27 November 1851; Major Crimes Act (1885) and US v. Kagama  (1886).

 

1 February       The Policy of Allotment

Reading: Cobb, Nations, pp. 19-49; Banner, How, Ch. 8; Talton v. Mayes (1896); Lone Wolf v. Hitchcock (1903); United States v. Celestine (1909)

 

First Current Event Due

6 February       Water Rights in the Arid West; The Meriam Commission Report

Reading: Pevar, Rights, Chapter 12; Winters v. United States (1908); The Problem of Indian Administration, Chapter 1 and any one chapter from Chapter 8-14.

 

8 February       The Indian New Deal

Reading: Reading: Banner, How, Epilogue; Cobb, Nations, pp. 54-93; and the Indian Reorganization Act,  1934.

 

13 February     The Termination Era

Reading: Cobb, Nations, pp. 97-106, 115-123; HCR 108; Pevar, Rights, 333-337; Tee-Hit-Ton Indians v. United States (1955).

 

15 February     Williams v. Lee and the Modern Era of American Indian Tribal Sovereignty

Reading: Williams v. Lee (1959); Native American Church v. Navajo Tribal Council (1959); Pevar, Rights, Chapter 14 and pp. 329-332  First Journal Due.

 

20 February     The Era of Self-Determination

Reading: McClanahan v. Arizona Tax Commission, (1973); Morton v. Mancari (1974).

 

22 February     Red Power

Reading: Cobb, Nations, 124-188

 

27 February     The Supreme Court’s 1978 Term and Tribal Sovereignty

Reading: US. v. Wheeler (1978); Santa Clara Pueblo v. Martinez (1978);  Oliphant v. Suquamish Indian Tribe (1978).

 

1 March          Congress, the Executive, and the Legislative Revolution of 1978

Reading: Margaret Jacobs, “Remembering the ‘Forgotten Child’: The American Indian Child Welfare Crisis of the 1960s and 1970s,” American Indian Quarterly 37 (Winter/Spring 2013), 136-159; Legislation File on Canvas.

 

6 March          The Power of Tribal Governments

Reading: Pevar, Rights, Chapters 3-10; Merrion v. Jicarilla Apache Tribe (1982);Duro v. Reina, (1990).

 

8 March          The Power of Tribal Governments, continued

Reading: Atkinson Trading Company v. Shirley (2001); US v. Lara (2004)

 

20 March        #MMIW #MMIWG

Reading:  Melissa Farley, et. al., Garden of Truth: The Prostitution and Trafficking of Native Women In Minnesota, (Minneapolis: Minnesota Indian Women’s Sexual Assault Coalition, 2011) (read through this report); Royal Canadian Mounted Police site devoted to issue of Missing and Murdered Aboriginal Women (Read the Executive Summary and Conclusion in this Report)

National Inquiry into Missing and Murdered Indigenous Women and Girls.  (Explore the website, read the interim report, and, if you like, begin watching videos of the hearings which you can get here. Finally, have a look at Katherine A. Morton, “Hitchhiking and Missing and Murdered Indigenous Women: A Critical Discourse Analysis of Billboards On the Highway of Tears,” Canadian Journal of Sociology, 41 (3) 2016: 299-326. You can find a link to the pdf. here.

Search on Twitter using the hashtags #MMIW and #MMIWG

 

22 March        Issues in American Indian Education: Boarding Schools and their Legacy

Reading: Gord Downie, “The Secret Path.”  Watch the video and listen to the album, and watch the panel discussion in its entirety. Motivated students might consult the Canadian Commission for Truth and Reconciliation website, and leaf through some of the resources located there.

 

27 March         Issues in American Indian Religion

Reading: Pevar, Rights, Chapters 11, 13; Employment Division, Department of Human Resources of Oregon v. Smith (1990); Lyng v. Northwest Cemetery Protective Association (1988).  If you have half an hour, I would encourage you to watch “The Silence,” a PBS documentary on one small Catholic Church in Alaska.

 

29 March        Issues in American Indian Religion:

Reading: Lassiter, Ellis, and Kotay, The Jesus Road, (entire book).

Second Journal Due

 

3 April             Health in Indian Country; Issues in American Indian Identity: The Mascot Issue and Acknowledgment

Reading: 1. Community Health Assessment, Blackfeet Indian Nation, 2017; 2).Do a Google News Search, and read about the Mascot Issue in the news; 3) Den Ouden and O’Brien, on Canvas; 4). Cobb, Nations, 107-114

 

5 April             Issues in American Indian Identity: Cultural Appropriation and Playing Indian

Reading: Circe Sturm, “Race, Sovereignty and Civil Rights: Understanding the Cherokee Freedmen Controversy,” Cultural Anthropology, 29 (August 2014), 575-598; and Blood Politics, chapter on Canvas.

 

10 April           Economic Development and Poverty in Indian Country

Reading: California v. Cabazon Band of Mission Indians (1987); Randal K. Q. Akee, Katherine A. Spilde and Jonathan B. Taylor, “The Indian Gaming Regulatory Act and its Effect on American Indian Economic Development”  Journal of Economic Perspectives, 29 (Summer 2015), 185—208 (Canvas); Pevar, Rights, Ch. 16.

 

12 April           The Land and its Loss: The Consequences of Dispossession

Reading: Keith Basso, Wisdom Sits in Places, (excerpts, on Canvas)

 

17 April           GREAT Day: No Class Meeting

Second Current Event Due

 

19 April           Colonialism is Alive and Well

Reading: City of Sherrill v. Oneida Indian Nation (2005).

 

24 April           Resistance: IDLA to Red Lives Matter, Idle No More

Reading: Watch Film: “You Are On Indian Land;” Cobb, Nations, 203-250; Lakota Law Project, Native Lives Matter, (On Canvas)

 

26 April           Resistance: The Legacies of #NoDAPL

Readings:  Read a selection of the sources from Oceti Sakowin Oyate (Sioux Nation), Standing Rock Reserve, and Standoff by clicking on the Standing Rock Syllabus here.

 

1 May              What Is To Be Done?

Reading: Harold Napoleon, Yuuyaraq: The Way of the Human Being (1996) on Canvas.

Final Journal Due

 

9 May              Final Exam Period

Research Project Due, 12:00 NOON.

 

The Assignments, Described in Detail:

 

Current Events Reports:  To do this assignment you will need to keep in mind the following.

1). First, set up a Google News Alert for a federally recognized Indian tribe, and follow the news affecting that community.  A list of federally-recognized tribes is available here and, though it is somewhat out of date, in Pevar. A quick glance at the large number of news articles at www.indianz.com and on the web should make it clear to you that there are developments affecting the lives of native peoples and their neighbors across the United States and Canada.  You should also be able to see something of the force of history that still shapes these communities and their relationships to the United States and individual state and local governments. I expect you to try to keep up with the news feed from one Native Nation, and to follow similar developments on similar issues in other communities, to keep yourselves informed about what is going on in Native America.

2). To that end, I expect you on two occasions during the semester to write a current event report of no more than 1200 words based on no fewer than 8 related news articles that you found of interest.

3). You must provide full, accurate citations to those newspaper articles. (If you use indianz.com, do not read only the website’s summary of the news, but the actual story itself. Your citation should include author, newspaper article title, the newspaper, and the date it appeared, along with a hyperlink to that article).

4). In your brief paper you should describe the basic issues concisely and accurately, and describe the significance of the events or developments you describe in terms of what you have read and what we have discussed in class. The articles need not be closely connected in time, nor do they need to all come from the same paper, in that you may feel free to follow a story that has developed over an extended period of time.

5). For your paper, you should use 11 or 12 point type, double spaced, with one-inch margins all around. You should cite accurately at the top of the paper the articles you looked at, along with a link so that I can read them easily as well. The best papers will develop an argument supported by evidence in the form of quotes from the articles you read. The first Current Event report is due on 1 February, the second on 17 April. Instead of a hard copy, please send me your paper in the form of a Word Document attached to an email.  Your paper should have a file name that is set up as follows: YourLastName-CurrentEvent1.

 

Journals:  I want you to think about what you are reading and I want you to write about that experience. Three times during the semester, I will collect your journals. You should plan on writing 300 words a week, approximately 1500 words each time I collect them. The journals should take the form of a Word file that you print out and hand in on the specified due date. I hope you will take this assignment as an opportunity to reflect upon what you are reading, to discuss the things you wish that we had a chance to discuss in class, or to say what you wanted to say during one of our class meetings.  Show me that you are thinking about the material we cover in our readings and in the classroom. See the syllabus.  I will collect hard copies of each journal submission.

 

Research Project:  You will complete a final project that consists of a paper of 10 to 15 pages in length, endnotes and bibliography not counted, formatted according to the guidelines spelled out in the Turabian Manual. You will play the role of an adviser to a new president (Republican or Democrat—your choice) on American Indian policy.  Your paper should answer three questions: 1). What are the principal problems facing Native American communities today?  2).What are the sources of those problems?  In other words, why do these problems still exist? And 3).  What can and should be done about these problems within the confines of the American constitutional system?

 

You should have at least 20 sources for your paper, and you must have a selection of secondary and primary sources, print and online.  I expect you to meet with me regularly during office hours to discuss research project and the sources that you are reading.   Do Not Procrastinate on this project.