Oscar Wilde said, “The one duty we owe to history is to rewrite it.” Society no longer views history as a fixed narrative but as a dynamic story shaped by new ideas and marginalized voices. Our ideas and past misconceptions of events have evolved as new perspectives come to light. This is particularly evident in the context of United States history, as we reexamine the discovery of the Americas and Indigenous history. Society has shifted from celebrating “Columbus Day” to honoring “Indigenous Peoples’ Day” as previously silenced communities gain a voice. In accordance with our changing history, we must also adapt the way we teach it. It is critically important that schools teach Indigenous history, as it provides the foundation for understanding European colonization in the U.S., corrects past injustices, and allows us to better understand contemporary issues and tensions.
To fully understand U.S. history, we must recognize the impact of Indigenous peoples on European settlements and their perspective on colonization. When the English first came to Jamestown, they “had not entered a wilderness but had arrived amind a people they called the Powhatan Confederacy.” The Powhatan had previously inhabited the land they arrived on for over twelve thousand years. Understanding the Indigenous viewpoint reveals why they feel justified anger toward European encroachment on their lands. The English colonists initially struggled in the new land. Aided by the Powhatan Confederacy, who provided them with food and supplies, they were able to survive. However, the English “judged themselves…superior to Native peoples” despite their failing colony. Their superiority complex led the English to believe that they were entitled to the Powhatan’s land and resources. This pattern of exploitation is common in most European settlements across the Americas. Grasping the true U.S. narrative requires understanding that European colonization depended on Indigenous displacement.
We must teach Indigenous history to address past injustices and work toward reparation. U.S. history glorifies the genocide of Indigenous communities, and does not account for their perspectives. Chief Red Jacket shared that “the white people… found our country…we took them to be friends…[but] they wanted more land; they wanted our country…[eventually our] people were destroyed.” Sharing Indigenous history enables a more comprehensive look at the past, revealing a side often overlooked by historians. Unfortunately, “successive generations of Americans…made the killing of Indian men, women, and children a defining element of their first military tradition and thereby part of a shared American identity.” We must recognize how Indigenous communities endured barbaric treatment as an integral part of the American story. Educating future generations on true U.S. history honors marginalized Indigenous voices and acknowledges the irreparable harm done to their communities, paving the way for restitution.
Indigenous history also contextualizes current issues and tensions. Recognizing the vicious treatment Indigenous people endured in the past allows us to understand the current mistrust between Indigenous nations and the U.S. The Standing Rock pipeline is “yet another reminder of how the U.S. government has exploited Indigenous Peoples over the centuries.” Pipelines are costly and often result in harmful oil spills and damage to surrounding lands. The builders deliberately constructed the pipeline through legally owned Indigenous territory, even though a more direct route existed. This reflects the historic mistrust, exploitation, and numerous broken treaties between Indigenous nations and the U.S. government. Furthermore, the Native American Graves Protection and Repatriation Act creates strain between Indigenous tribes and federally funded organizations. Many museums house Indigenous ancestral remains and sacred artifacts. The term "culturally unidentifiable" sparks conflicts, as many Indigenous people find it offensive and believe their identities are deeply connected to their ancestral lands. Authorities cannot return items deemed "culturally unidentifiable," perpetuating a cycle of conflict over artifacts originally stolen through colonial exploitation. This complex issue highlights the need for a deeper understanding of Indigenous history to grasp the intricate historical underpinnings behind contemporary conflicts.
We must teach Indigenous history as it contextualizes U.S. history, allows us to work toward reparation, and aids our understanding of contemporary issues. While Winston Churchill said that “history is written by the victors,” it must now be reexamined. History should be written, taught, and shared so that all perspectives are heard and considered equally. As our country grapples with its current political climate, amplifying marginalized voices becomes even more crucial. Educating future generations about the roots of current controversies can only be achieved by sharing untold stories. Incorporating these narratives is essential to fully telling and understanding history and achieving justice. We must rewrite history.
Works Referenced
Atalay, Sonya, Jen Shannon, and John G. Swogger. Comic strip. In Journeys to Complete the Work: Stories about Repatriation and Changing the Way We Bring Native American Ancestors Home. NAGPRA Comics 2017.
Bonuso, Erin, L. D. Burnett, Jon Grandage, Joseph Locke, Lisa Mercer, Maria Montalvo, Ian Saxine, Jennifer Tellman, Luke Willert, and Ben Wright. "Colliding Cultures." In The American Yawp, Volume I: Before 1877, edited by Ben Wright and Joseph Locke. Accessed September 21, 2024. http://www.americanyawp.com/index.html.
Dunbar-Ortiz, Roxanne. "Roots of Genocide." In An Indigenous People's History of the United States, 57-71. Beacon Press, 2014.
Hu, Shelia. "The Dakota Access Pipeline: What You Need to Know." NRDC. Last modified June 12, 2024. Accessed September 21, 2024. https://www.nrdc.org/stories/dakota-access-pipeline-what-you-need-know.
Paul, Daniel N. "Civilization, Democracy, and Government." In First Nations History: We Were Not the Savages, 3rd ed., edited by Douglas Beall and Brenda Conroy, 3-17. N.p.: Fernwood Publishing, 2006.
Ratcliffe, Susan, ed. Oxford Essential Quotations. 4th ed. Oxford University Press, 2016. https://www.oxfordreference.com/display/10.1093/acref/9780191826719.001.0001/q-oro-ed4-00011525.
Cover Image From: https://www.biography.com/political-figures/powhatan