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The History Teacher

Volume 52, No. 2
February 2019

Front Cover: Wounded Yellow Robe, Timber Yellow Robe, and Henry Standing Bear, 1883, #1 [before]. Photograph by John N. Choate, 15 November 1883. Carlisle Indian School Digital Resource Center. Dickinson College Archives & Special Collections.

Back Cover: Wounded Yellow Robe, Timber Yellow Robe, and Henry Standing Bear, 1886 [after]. Photograph by John N. Choate, November 1886. Carlisle Indian School Digital Resource Center. Dickinson College Archives & Special Collections.

"Kill the Indian, and Save the Man" was the advice of Richard Henry Pratt, founder of the Carlisle Indian Industrial School. The Pennsylvania institution was widely noted as a "model school," and similar operations sprouted throughout the growing United States from the late 1800s to early 1900s. The U.S. Bureau of Indian Affairs was an adopter of this approach, which included bringing children and teenagers—by force in many cases—to live at a centralized, official school.

Separated from parents and family, indigenous youth were expected to become "assimilated," "civilized," and "Americanized." Former students have documented experiences of their tribal clothing and belongings being replaced with school uniforms, personal or traditional hairstyles being replaced with short or shaved haircuts, and native languages being replaced with English only. Original, family-given names were replaced with European names—at random, according to some accounts.

John Choate's photographs were used in pamphlets, books, and other advertising for the Carlisle School as evidence of the program's success. Choate presented these "before and after" photos to show the transformation from Indian to Man (or Woman, in the case of the girls and ladies programs). This was argued to be a humane solution to the "Indian Problem" because—as opposed to annihilation—boarding schools permitted indigenous populations to enter society with a useful, employable set of skills, ready to join the American workforce.

Digital Collections at Dickinson College and The New York Public Library offer students several stark compareand-contrast views, with opportunities to unpack primary sources for more information. Will students notice the backdrops, furnishings, and flooring across the Choate photos, indicating they are literally staged? Will students notice the lighting adjustments from photo to photo, and wonder what features are emphasized or lost as a result? Will students reach for their phones and click on accounts that claim Choate had costumes in his studio?

We hope you and your students enjoy the learning possibilities presented in this edition of The History Teacher, a special-focus issue on Indigenous and Postcolonial Perspectives.

The History Teacher
Volume 52, No. 2
February 2019

Front Matter | Back Matter


Indigenous and Postcolonial Perspectives

Problematizing the Past: An Overview of Teaching the History of Science in Latin America in the Anglophone Classroom and Its Major Issues
  by Hadley Sinclair Cluxton and René Harder Horst   (pp. 191-235)

Mesoamerican Perspectives on Mexican Conquest History: Using Digitized Indigenous Primary Sources in the Undergraduate Classroom
  by Doris Namala   (pp. 237-264)

Native Ecologies: Environmental Lessons from Indigenous Histories
  by Gregory D. Smithers   (pp. 265-290)

To Challenge the Settler Colonial Narrative of Native Americans in Social Studies Curriculum: A New Way Forward for Teachers
  by Justin Krueger   (pp. 291-318)


Finding a Time and Place for the Haitian Revolution
  by Erica Johnson   (pp. 319-331)

Integrating Foreign Language Learning into the History Classroom
  by Luke Clossey and Vlad Vintila   (pp. 333-355)


188   Contributors to The History Teacher
356   The History of The History Teacher
357   Questionnaire for Potential Reviewers
358   Membership/Subscription Information
360   Submission Guidelines for The History Teacher


236   Society for History Education: Celebrating 50 Years
332   Association for Asian Studies: Teach About Asia, Learn About Asia


Luke Clossey (Ph.D., University of California, Berkeley) teaches world history in the Department of History at Simon Fraser University. His research interests include early-modern world history, with a focus on religion and globalization. Clossey has contributed to various books and journals, and is author of Salvation and Globalization in the Early Jesuit Missions (Cambridge, 2008).

Hadley Sinclair Cluxton is a graduate student finishing a Master's Degree in History at Appalachian State University, with a dual focus on the History of Science and Technology and Latin American History.

René Harder Horst earned his Ph.D. from Indiana University in 1998, and has been a Professor at Appalachian State University since 2000. He is author of the forthcoming A History of Indigenous Latin America: Araucanians to Zapatistas (Routledge, 2019). His academic pursuits include Latin American history, Native American history, and Religious Studies.

Erica Johnson specializes in French Revolutionary history and the French Atlantic world. She is author of a monograph, Philanthropy and Race in the Haitian Revolution, part of the Cambridge Imperial and Post-Colonial Studies Series (Palgrave Macmillan, 2018). She is also co-editor (with Brian A. Banks) of The French Revolution and Religion in Global Perspective: Freedom and Faith (Palgrave Macmillan, 2017).

Justin Krueger (M.Ed., Sul Ross State University) is currently a doctoral student at The University of Texas at Austin in the Department of Curriculum and Instruction, with a focus in Social Studies Education. His research interests include collective memory, museums, public pedagogy, and learning in informal spaces.

Doris Namala received her Ph.D. in Colonial Latin American History at the University of California, Los Angeles in 2002. Since 2009, she has been a lecturer at California State University, Dominguez Hills, where she teaches courses on Mexican, Latin American, California, and U.S. history, as well as historical theory and methods.

Gregory D. Smithers is an Associate Professor of History at Virginia Commonwealth University. He is the author of numerous books and articles about indigenous history, including The Cherokee Diaspora: An Indigenous History of Migration, Resettlement, and Identity (Yale University Press, 2015) and the forthcoming Native Southerners: Indigenous History from Origins to Removal (University of Oklahoma Press, 2019).

Vlad Vintila (Ph.D., Columbia University) teaches humanities and language in the Department of French and Department of History at Simon Fraser University. He previously taught Italian at Temple University, and also taught at Columbia University and the University of Virginia.

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Cover 4
The History Teacher
Volume 52, No. 2
February 2019

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Feature on Page 190
The History Teacher
Volume 52, No. 2
February 2019

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