digital tools for indigenous curricula teaching with historic places frederic murray assistant...
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Digital Tools for Indigenous CurriculaTeaching with Historic Places
Frederic Murray Frederic Murray Assistant ProfessorAssistant ProfessorMLIS, University of British ColumbiaMLIS, University of British ColumbiaBA, Political Science, University of IowaBA, Political Science, University of Iowa
Instructional Services LibrarianInstructional Services LibrarianAl Harris Library Al Harris Library [email protected]
AbstractParticipants will learn how to populate a national digital platform with
Indigenous curricula. Teaching with Historic Places (TwHP) is an open and public
program of the National Park Service which is designed to utilize sites listed in
the National Register of Historic Places. Participants will learn how to develop
and submit lesson plans that are rooted in Native American history to the
program. There are thousands of sites listed in the National Register of Historic
Places; many are strongly tied to Indigenous history. TwHP presents significant
opportunities to impact our education communities, as well as our classrooms,
utilizing our expertise as librarians, archivists, and educators. Participants will
learn how this program works, including detailed information on submission and
development of curricula that meet National U.S. History Standards for Grades 5-
12. Examples will focus on lesson plans and curricula under development for the Washita
Battlefield National Historic Site in western Oklahoma.
Dawn Attack: Sacred Sites & Battlefields:
Understanding the Tragedy at Washita
Battle or Massacre?
Memory & History & Classrooms
• The process of memorialization is a complex endeavor ( today of all days we know this)
• Why is this important?
• How do we teach the history of the American West?
The hardest weather in the world is there. Winter brings blizzards, hot tornadic winds arise in the spring, and in summer the prairie is an anvil's edge. The grass turns brittle and brown, and it cracks beneath your feet. There are green belts along the rivers and creeks, linear groves of hickory and pecan, willow and witch hazel.
All things in the plain are isolate; there is no confusion of objects in the eye, but one hill or one tree or one man. To look upon that landscape in the early morning, with the sun at your back, is to lose the sense of proportion. Your imagination comes to life, and this, you think, is where Creation was begun.
N. Scott MomadayThe Way to Rainy Mountain
Death of Black Kettle • Camp Weld
Conference 1864 to negotiate peace
• Sand Creek – November 29, 1864
• Continues to advocate for peace
• Washita– November 27, 1868
How do we teach the history of the American
West?
November 27, 1868," Harper's Weekly
July 17, 1930, Daily Oklahoman
Stephen Lang, 2004
2014
• Venerates the actions of Non-Native actors
• Demeans the real experience & tragedy
• Basically wrong focus
American Progress – John Gast 1872
Washita Woman - Ernest Berke 1984Roger Mills County Courthouse
(2 Miles East of Washita Battlefield Historic Site)
REINTERPRETING THE WASHITA BATTLEFIELD NATIONAL HISTORIC SITEDr. Douglas Hurt, July 2010
• Question commonly accepted representations of the past events
• Give voice to Cheyenne & Native collective memory
• Create inclusive depiction of historical & contemporary significance of Washita Battlefield National Historic Site
Short History of the Site * • Initially military participants dominated the
discussion
• Oklahoma residents largely ignored consequences of the battle & its impact on the Cheyenne and other native groups
• Recently NPS & Cheyenne Tribal members have created more relevant narratives
* Hurt, Douglas A. "Reinterpreting The Washita Battlefield National Historic Site." Geographical Review (2010): 375-93
1891 1932 –Custer's Battle
Historical Marker 1962
Cultural Heritage Center2007
Lobby
Galleries
Native Perspective
Washita Oral History Project
Minoma Littlehawk Sills
TwHP
• Very Much an Outreach– Historians, Archivists, AAG,
Librarians
• How to Organize– Proposal Outline– Lesson Plans - Copyright/ Hurdles & Success - Marketing
Teaching with Historic Places
Teaching with Historic Places
National Register of Historic Places• Database of 90,000 sites
• Oklahoma 1244 sites are listed
• Number related to Native America: 50
Oklahoma: 1244 Historic Sites• Forts/Agencies/War
• Notable People ( Homes)
• Education
Biographies – Native America • Sequoyah’s Cabin
– (1829)
• Quanah Parker's Star House– (1890)
• Angie Debo’s House– (1934-46)
• Jim Thorpe’s House– (1916)
Relocation & War
• Apache Prisoner of War Cemeteries– Geronimo's Grave ( Ft. Sill 1909)
• Nez Perce Reservation– (1878)
• Creek Councils Tree Site– 1836 end of relocation from Alabama
Education
• Atoka Indian Citizen (1889)– Choctaw Newspaper (1889)
• Chilocco Indian Agricultural School– (1883-1956)
• Pawnee Indian Boarding School– (1876-1950)
• Cherokee Female Seminary– (1847)
• Ft. Sill Indian School – (1891)
• Indian University at Tahlequah– (1867)
Teaching with Historic Places• 191 TwHP Lesson Plans
• Only 11 total related Native American History
• In Oklahoma: 2
Oklahoma • The Battle of Honey Springs: The Civil War Comes to the Indi
an Territory (68)
– Learn how the Civil War created fierce conflicts among American Indian nations who had been moved across the Mississippi River.
• The Trail of Tears and the Forced Relocation of the Cherokee Nation (118)
– Understand the factors that contributed both to the forced removal of the Cherokees off their homelands and to painful divisions within the tribe. (The Trail of Tears is a National Historic Trail./The Major Ridge House and John Ross House are National Historic Landmarks.)
Oklahoma – Coming Soon
• Dawn Attack: Sacred Sites & Battlefields: Understanding the Tragedy at Washita
– In this lesson, students will examine the historical context of the 7th Cavalry’s dawn attack on the Cheyenne winter camp of the Peace Chief Black Kettle: a military action which took place along the banks of the Washita River on the morning of 27 November 1868. Students will learn why the engagement continues to pose important questions in interpreting the history of the American West.
TwHP How It Works• Examples
• Proposal Outline vs. Constructing the Lesson
• Submission
• Writing
• Copyrights
Examples: Lesson Plan Index• Themes
• Locations
• Time Periods
*Proposal Outline vs. Constructing the LessonOutline – 11 Elements1. Name of the subject place, as listed in the National Register of Historic Places2. Title of the lesson plan3. Focus Statement4. National History Standards (U.S. Grades 5-12) the lesson will help meet5. Student Learning Objectives6. Setting the Stage7. Locating the Site (Maps) 8. Readings9. Visual Evidence10. Putting it All Together (Activities)11. Additional Readings
Lesson – 3 Major Parts
• Introduction
• About This Lesson
• Teaching Activities
Proposal Outline – 11 Elements
1. Name of the subject place, as listed in the National Register of Historic Places2. Title of the lesson plan3. Focus Statement4. National History Standards (U.S. Grades 5-12) the lesson will help meet5. Student Learning Objectives6. Setting the Stage7. Locating the Site (Maps) 8. Readings9. Visual Evidence10. Putting it All Together (Activities)11. Additional Readings
Proposal Outline – 11 Elements
Proposal Outline – 11 Elements
Proposal Outline – 11 Elements
Proposal Outline – 11 Elements
Proposal Outline – 11 Elements
Proposal Outline – 11 Elements
1. Name of the subject place, as listed in the National Register of Historic Places2. Title of the lesson plan3. Focus Statement4. National History Standards (U.S. Grades 5-12) the lesson will help meet5. Student Learning Objectives6. Setting the Stage7. Locating the Site (Maps) 8. Readings9. Visual Evidence10. Putting it All Together (Activities)11. Additional Readings
Proposal Outline – 11 Elements
1. Name of the subject place, as listed in the National Register of Historic Places2. Title of the lesson plan3. Focus Statement4. National History Standards (U.S. Grades 5-12) the lesson will help meet5. Student Learning Objectives6. Setting the Stage7. Locating the Site (Maps) 8. Readings9. Visual Evidence10. Putting it All Together (Activities)11. Additional Readings
National History Standards (U.S. Grades 5-12)
Standards Relevant to Native American History
United States Era 2
COLONIZATION AND SETTLEMENT (1585-1763)
Standard 1B
Student is able to analyze relationships between Native Americans and Spanish, English, French, and Dutch settlers. [Compare and contrast different sets of ideas]
United States Era 4*
EXPANSION AND REFORM (1801-1861)
STANDARD 1*
United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans.
Standard 1B
The student understands federal and state Indian policy and the strategies for survival forged by Native Americans.
Standard 1C
The student understands the ideology of Manifest Destiny, the nation's expansion to the Northwest, and the Mexican-American War
Standard 2E
The student understands the settlement of the West.
Standards Relevant to Native American History
United States Era 6
THE DEVELOPMENT OF THE INDUSTRIAL UNITED STATES (1870-1900)
STANDARD 4
Federal Indian policy and United States foreign policy after the Civil War.
Standard 4A
The student understands various perspectives on federal Indian policy, westward expansion, and the resulting struggles.
United States Era 7
THE EMERGENCE OF MODERN AMERICA (1890-1930)
Standard 1C
The student understands the limitations of Progressivism and the alternatives offered by various groups
Student can evaluate the changing attitude toward Native American assimilation under Progressivism and the consequences of the change. [Explain historical continuity and change]
United States Era 9
POSTWAR UNITED STATES (1945 TO EARLY 1970S)
Standard 4A
The student understands the “Second Reconstruction” and its advancement of civil rights.
Student can evaluate the agendas, strategies, and effectiveness of various African Americans, Asian Americans, Latino Americans, and Native Americans, as well as the disabled, in the quest for civil rights and equal opportunities. [Explain historical continuity and change]
Submission & Writing
Katherine Orr, National Park Historian
Copyright• Select materials with an eye to
open source
• Most publishers are willing to work with this program
• The TwHP webpage needs updating on this point– National Park Service will handle
copyright requests
Copyright Clearance
• Director Research Division/Oklahoma Historical Society– Washita Oral History Project
• Combined Arms Research Library, Fort Leavenworth, Kansas– Cheyenne War Atlas by Charles Collins
• Southern Illinois University Press– At the Washita Rivera Battle Site-Poem-Bill Notter
• DigitalGlobe – Senior Director of Corporate Communications – Satellite Image/Map
How it Works
• Partnerships Alliances– Matthew Tucker Blythe – Superintendent– Katherine Harris - Ranger– Kevin Mohr - Chief of
Interpretation/Ranger– Mary Jane Warde - Historian– Chad Williams-Director Oklahoma
Historical Society – Katie Orr – My Librarians
Dr. Henrietta Mann
White Buffalo Woman
Challenges & Opportunities
Curriculums
• Montana & Washington are the only states that require indigenous curricula to be included in K-12 education.
• Montana allocated $ 4.4 million
• Washington allocated $ 300,000
Tribal Sovereignty Website
National Park Service Creates Office of American Indian Affairs
Reed Robinson, a member of the Rosebud Sioux, is the program manager of the new Office of American Indian Affairs, National Park Service, Midwest Region.
Teaching with Historic Places• Educational Outreach
• Digital Tools
• Indigenous History/Curriculum Reform
• Marketing– 5 Year Education Plan WBNHS
How do we teach the history of the American
West?
BLACK KETTLE HALL
Renovation on the south end of former Parker Hall has begun. SWOSU Students will again live there in 2016.
New Student Dorm- SWOSU
Black Kettle Hall (2016) • “It is significant and
appropriate that a building on the campus of Southwestern Oklahoma State University be named for the most peaceable of all Cheyenne peace chiefs—Black Kettle. This institution (SWOSU) stands in the midst of Cheyenne and Arapaho territory, and Black Kettle Hall will stand as an eternal monument to the memory of that peace chief.”
– Dr. Henrietta Mann, 2014
Thanks!