By Shannon C. Gleason Native-American Students Understanding Their Cultural Background “Nearly one quarter of the Indigenous population are school-age children,” McCarty & Watahomigie Page numbers indicate McCarty & Watahomigie in Perez text unless otherwise indicated.

Negative policy persists through 20th Century 1819: Civilization Fund Act. Isn’t that an awful name? It clearly indicates the government’s ideas toward Native-Americans. Goal: to remove “the stumbling blocks of hereditary customs and manners...language is one of the most important.” Education = assimilation and thus “civilization” of the wild natives

A letter from a teacher at a Native American School “... experienced teachers know that... Indians, who are naturally shy, reserved, and suspicious... need a long acquaintance before anything like complete confidence is felt by them.” (Gee, I wonder why they don’t trust you.)

Continuing History of Abuse The boarding schools children were sent to (often after being kidnapped by government officials) were missionary schools or military schools that were permitted to abuse students for, among other things, speaking their native languages. “Often students did not see their parents for months or years,” p. 82. Baseball team, Tulalip Indian School, ca. 1912

Other important facts to know as a teacher of Native-American students - from Chapter 4 Currently, there are over 200 Native-American languages -- and they’re not all similar! Only about are still spoken. Many more have died out. Dropout rate of almost 40% (as of publication) Overrepresented in low-ability and skill-and-drill tracks As with languages, many cultural traditions have been lost, but many are working to preserve these traditions A member of a Washington tribe weaves a basket, preserving cultural crafts(wo)manship

How might this cultural background play a part in parent-teacher, teacher-student, student-student, student-parent interactions? It may be difficult for parents to trust the establishment--wether you’re White or not. This reluctance to trust can often be passed on to students. If English is not their home language, students may be reluctant to interact with native English speaking peers. The same goes for their parents.

Find ways to showcase positive Native role models “State legislators of American Indian or Alaska Native heritage are honored at Evergreen State College's longhouse in Olympia. Each wearing a blanket from their tribes, from left: Rep. John McCoy, D-Tulalip; Sen. Claudia Kauffman, D-Kent; Rep. Don Barlow, D-Spokane; and Rep. Jeff Morris, D-Mount Vernon.”

What else can teachers do to bridge home and school for a child of this culture? When inviting members of their tribe to speak (which is encouraged), be careful not to “tokenize” them. Create opportunities (via assignments, activities, or events) that enable students “to draw on the language and culture resources of their communities to exploit their literacy learning potential,” p. 97. See p for suggestions. Assign value to both the native language and English, as well as to both cultures.

References Outside of Perez Chapter 4 List of WA Tribes: gton_%28U.S._state%29 gton_%28U.S._state%29 Another very informative list: This is a word search for students with links to information about the tribes as well as a solution key: wordsearch.htmhttp:// wordsearch.htm Have students learn some greetings in Washington tribal languages! Facts for kids (all ages, really) about local Coeur d’Alene Indians--TONS of links, I spent a lot of time here!!: Facts for “kids” from the same site about local Nez Perce Indians:

This map can is available for high quality download at

References continued Older students might find these resources interesting, especially when considering higher education opportunites: Evergreen has a lot of great resources pertaining to Native Americans in general. Explore their site! Beaver Steals Fire is a highly recommended children’s book by a Salish Elder of Montana (WA has Salish tribes as well). It would be great to add to your library: Fire, aspx Fire, aspx Cherokee art and culture site: Teach this traditional Nez Perce Pinecone Game!

One more... And finally, an AMAZING collection of primary sources from the University of Washington: An “education” search is where I found the letter from the teacher.

Let me be a free man, free to travel, free to stop, free to work, free to trade where I choose, free to choose my own teachers, free to follow the religion of my fathers, free to talk, think and act for myself -- and I will obey every law or submit to the penalty. -- Hin-mah- too-yah-lat-kekht,Chief Joseph of the Nez Perce tribe