I acknowledge that the University of Minnesota Twin Cities stands on Miní Sóta Makhóčhe, the traditional, ancestral, and contemporary Homelands of Dakhóta Oyáte. The University occupies land that was cared for and called home by Dakota peoples from time immemorial. Ceded in the treaties of 1837 and 1851, I acknowledge that this land has always held, and continues to hold, great spiritual and personal significance for Dakota. By offering this land acknowledgment, I recognize the sovereignty of Dakota, and I acknowledge, support, and advocate for Indigenous individuals and communities who live here now, and for those forcibly removed from their Homelands. I will continue to raise awareness of Indigenous peoples, histories, and cultures in my work, especially within social studies education, and I will continue to work to hold the University of Minnesota accountable to Dakota and other Indigenous peoples and nations. It is my sincere hope that the curriculum project discussed below will serve as a catalyst for recognizing and unsettling settler colonial narratives in social studies classrooms across Minnesota, especially sixth-grade Minnesota Studies classes.
In mid-August of 1862, the Pioneer and
Democrat, as short-lived settler newspaper printed in St. Paul,
Minnesota ran an article with the headlines:
“Terrible Indian Raid.
The Frontier Desolated
The Inhabitants Murdered
Shocking Barbarities.”
The article,
a mix of news and editorial content common in early reporting, stated: “We can
no longer shut our eyes to the fact that the Sioux Indians have commenced a war
upon the settlements of our own frontier, and have massacred hundreds of men,
women, and children.” Such accounts of what would come to be called the “Sioux
Massacre” became the first rough drafts of the history of the war. Indeed, one
of the earliest published histories of the war, Isaac Heard’s History of the Sioux War and Massacres, published by Harper
and Brothers of New York in 1863, draws on reporting from, among other
newspapers, the Pioneer and Democrat.
One hundred fifty years later, in mid-August of 2012, the Minneapolis
Star Tribune ran a series
titled: “In the Footsteps of Little
Crow: 150 Years After the U.S.-Dakota War.” One article
featured headlines quoting Taoyateduta (often
known as Little Crow), a leader of the Dakota during the war:
“‘When men are hungry, they help themselves’
With his people starving and treaty payments too late to help, Little
Crow is pushed toward war. A bloody confrontation lights the fuse.”
Such headlines seem
to suggest a marked shift, both in terms of language and narrative, in how the U.S.-Dakota
War is popularly portrayed, at least within the media.
What might these two
articles, written 150 years apart, tell us about how popular narratives and
collective memories of the U.S.-Dakota War have shifted over time in Minnesota?
Take, for example, the shift from earlier articles that suggest an unprovoked
“massacre” of Euro-American settlers to the later recognition of the continued
maltreatment of the Dakota, who are ultimately “pushed to war.” Do shifting accounts
of the war, as reflected in media reporting, mimic changing public memories and
attitudes within the state, especially among non-Indigenous Minnesota’s, or are
they simply examples of settler-constructed narratives shifting strategically over
time to maintain settler dominance over land and ensure a “settler futurity” for generations to come?
These questions were
central to a project led by the Center for Holocaust and Genocide Studies’ Director, Professor
Alejandro Baer , and Research and Outreach Coordinator, Joe Eggers, who, along
with a undergraduate and graduate student researchers, gathered and analyzed
hundreds of newspaper articles from Minnesota River Valley and the Twin Cities newspapers
at 25-year intervals from 1862 to 2012. The aim of the project was to better understand
how the U.S.-Dakota War has been remembered over time, with each generation,
and space in Minnesota.
Using the rich data from this project, with additional funding
from a Minnesota
Legacy Grant, and in keeping with the CHGS’s mission of educational outreach, I was asked
to think about how the newspapers collected and analyzed during the project might
be made available and useful for teachers and students. The result is a
curriculum, “From the ‘Sioux
Massacre’ to the ‘Dakota Genocide’: Minnesota’s ‘Forgotten War’ in the State’s
Newspapers from 1862 to 2012,” which was designed to supplement a study
of the U.S.-Dakota War in sixth-grade social studies classes.
The curriculum is organized around a single-day core lesson
plan, which was designed to be taught in one roughly-50-minute class period. This
core lesson introduces students to examples of newspaper headlines from the
Minnesota River Valley and Twin Cities, allowing them to catalog and analyze
how the narratives of the war have varied over time and space.
Additional two and three-day lesson plans offer teachers and
students the opportunity to extend the core lesson for deeper content and
skills development through reading and analyzing examples of full-length
articles and analyzing data form the project in the form of graphs and charts. Each
lesson encourages students to engage in an attentive and thoughtful reading of
newspaper articles as primary source documents, developing critical media
literacy skills.
As I began to work on developing the curriculum, what I was
most drawn to was the possibility for “authentic
learning,” in which students would construct knowledge through the use of disciplinary-based inquiry that would
also have value beyond the classroom. I imagined students doing work – reading
and analyzing newspapers to draw conclusions about narratives of the
U.S.-Dakota War – which would be very similar to the work that had been done by
academics and student researchers at the University of Minnesota. This
authentic work, involving qualitative research and analysis, would help them to
understand the shifting nature of historical narratives over time.
However, despite
the exciting possibilities for teachers and students to engage with this
authentic learning, the curriculum should be taken up with a note of caution.
First, the lessons, by and large, fail to bring much needed Dakota (and other
Indigenous) voices and perspectives into the classroom, often framing the
Dakota (and, to a lesser extent, settler) as perpetually static, monolithic,
and opposing groups. Additionally, many earlier newspaper articles not only
lack Dakota perspectives, but they are also filled with derogatory language,
such as “red skins” or “savages,” which, without careful introduction and
contextualization, could easily further perpetuate hurtful stereotypes. However,
this fairly blatant derogatory language is perhaps less concerning than the
more subtle erasure of Indigenous voices and perspectives within the narratives
developed within the articles. These newspaper articles, after all, represent a
settler archive, where even the more recent articles from 2012 were written by
non-Indigenous authors and very often still lack Dakota voices. This provides a
challenge for teachers and students to engage with these articles critically and
read them not only for what is present but also for what is absent in the
reporting and editorializing.
As with any study
of history, students studying the U.S.-Dakota War should be pushed to examine
sources and narratives critically and continuously ask questions to nuance
their understanding of events and peoples. Despite its limitations, examining
the shifting settler narratives of the U.S.-Dakota War over time and space
within Minnesota may help students better understand the roots of contemporary
debates, such as those to rename Historic Fort Snelling or Bde Make Ska, and become more thoughtful consumers of media.
Download the full curriculum: “From the ‘Sioux Massacre’ to the
‘Dakota Genocide’: Minnesota’s ‘Forgotten War’ in the State’s Newspapers from
1862 to 2012”. We are
especially interested in hearing about your and your students’ experiences with
the curriculum. Send any feedback to George Dalbo at dalbo006@umn.edu.
George Dalbo is the Educational Outreach Coordinator for
the Center for Holocaust and Genocide Studies and a Ph.D. student in Social
Studies Education at the University of Minnesota with research interests in
Holocaust, genocide, and human rights education. Previously, he was a middle
and high school social studies teacher, having taught every grade from 5th-12th
in public, charter, and independent schools in Minnesota, as well as two years
at an international school in Vienna, Austria.