by Eric Langhorst

How do you teach Native American history and culture in the context of an American history class? Is the Native American content taught in separate components or woven within the framework of the remainder of the curriculum?

As an 8th grade history teacher, I know that unfortunately in many textbooks Native American culture is compartmentalized and taught from an outside perspective. “We Shall Remain,” the new documentary series from American Experience and PBS airing in April and May (check your local listings), is an invaluable resource for teachers who wish to teach Native American culture within the curriculum of United States history courses. The series includes five films, each offering a unique approach, depicting the role of Native Americans within the context of American history. The five episodes include: “After the Mayflower,” “Tecumseh’s Vision,” “Trail of Tears,” “Geronimo” and “Wounded Knee.”

I recently asked my 8th grade American history students what immediately came to mind when I said “Native American.” Several mentioned the help Native Americans provided the Corps of Discovery on their expedition to the West, a topic we recently discussed in class. Many of the responses, however, characterized Native Americans in militaristic terms – focusing on warfare, attacks and battles. Additional common responses included “Thanksgiving,” “teepees,” and “hunting bison.” These responses left me disappointed, in part with the limits of my instruction. The history of Native Americans in North America is much richer and more fascinating than just these highly stereotypical glances.

The sheer volume of content – 7.5 hours – that comprises “We Shall Remain” can invoke two emotions in educators: excitement and intimidation. The content is incredible, as is to be expected from an American Experience production, but it can seem overwhelming to a classroom teacher with a curriculum already stretched thin. As I watched the series, I viewed the content from two perspectives: 1) personal content enrichment and 2) inclusion in the curriculum. I discovered that there are ample opportunities for both.

For example, I discovered that Episode 2 – “Tecumseh’s Vision” – matches the curriculum for my class. I currently teach about Tecumseh in my junior high American history class, but our focus has traditionally been limited to general references to his historical importance in uniting several Native American tribes in defiance of the United States government. As I watched the 90-minute episode, I was captivated by the story of Tecumseh and his relationship with his brother. The episode shows Tecumseh as so much more than just a Native American leader who rebelled against the invading American settlers. Tecumseh is depicted as a natural leader with the ability to assemble a diverse group of cultures into a unified cause in an attempt to save their way of life. Leaders from both the British and United States militaries respected his leadership qualities. As a teacher, I can now describe with much more depth the story of Techumseh’s life. This is an example of how teachers can use this series for personal content enrichment.

Showing the entire episode in class may not be possible for some teachers due to time constraints, but I do plan on using a segment from the episode in class with my students as well. The five-minute clip I will show is the dramatic meeting between eventual president William Henry Harrison and Tecumseh. With a proper lead in, the students will appreciate the tension and importance of this moment.

Additionally, I found that episode 1 – “After the Mayflower” – includes several segments describing the economic interdependence between the Wampanoag and the Pilgrims, which I can incorporate into my class. Many history teachers struggle with techniques to teach economic concepts in the United States history curriculum, so this film is a valuable new resource.

Episode 5 – “Wounded Knee” – describes the 1973 standoff between supporters of the American Indian Movement and United States Marshalls, which lasted 71 days. I think an excellent activity for a high school civics class would be a comparison of the Wounded Knee incident and other struggles for civil rights in American history.

“We Shall Remain” has an excellent companion website that offers a variety of resources, many of which can help teachers expand the discussion of Native American culture in your history classes. Many students have the misconception that all Native American culture has faded away. The website includes two resources to help your students make a connection with what it means to be a Native American in the 21st century. ReelNative is a collection of short – 5 to 10 minute – video documentaries depicting contemporary issues as seen through the eyes of Native Americans. The videos are available for viewing online and are a great way to generate discussion in class. Native Now, another section on the website, describes major issues affecting Native culture today, including language, sovereignty and enterprise. This section of the site includes video interviews, articles, and links to additional resources.

The website also includes a comprehensive Teacher’s Guide with descriptions of individual episodes and chapters; comprehension, discussion and analysis questions related to each episode; activities to incorporate the films in class; and links to additional information.

Watching “We Shall Remain” has helped me reconsider the manner in which I teach Native American history in my own classroom. I found that I could do more to integrate Native American culture into additional units of study.

How do you teach Native American history and culture in your history classes? I encourage you to share your experiences. Please leave a comment on this blog and help us to create a month-long discussion of the topic featuring teachers with diverse perspectives.