Teaching Historical Trauma, Assimilation Policy, and Indigenous Resilience in Middle School Social Studies Classrooms

• In Event: 25.065 - Narratives, Counternarratives, and Culturally Relevant Pedagogy: Investigating Students, Teachers, and Texts

Abstract

Middle school social studies lessons about American Indian people often leave the impression that Indians are part of a historical past that has little to do with America’s present. Too often, lessons include information about Indian “extinction” due to diseases and warfare without discussing the ongoing resilience of American Indian communities. They may also fail to address the systemic oppression of assimilation policies enacted by the U.S. government. In response, this paper explores the pedagogical potential of Indigenous-authored graphic novels and museums for middle school classrooms. The resources examined here center the experiences of Indian boarding school students and their descendants, providing useful material for helping students engage with American Indian histories, contemporary realities, and federal policy.

Author

• Meredith McCoy, University of North Carolina - Chapel Hill