This is a short series of blogs inspired by Ben Newmark and Mike Stuchbery's #youreallyshouldteach hashtag. Each blog will be an story which might help teachers delivering the C19th America / American West courses. Each story aims to offer a novel window onto a key topic - in this case the Indian Wars and Indian policy of the 1870s. This would make an excellent comparison to the more well-known stories of Red Cloud's War or Sitting Bull and the Little Bighorn. You can find downloadable versions of these resources over on the C19th America blog HERE. If you want to find out more about Chief Joseph, I can highly recommend Elliot West's excellent book: The Last Indian War, or Ken Burns' documentary: The West. Chief Joseph: Fight No More Forever It was late Spring when Chief Joseph looked back over his beloved Wallowa Valley for the last time. The new, green leaves promised a beautiful summer to come. In the past they would have reminded Joseph of the hunting season on the Plains. This time, he saw them differently; fragile and temporary, soon to fall in the stiff Autumn breezes. They reminded him that nothing, not even his own homeland could last forever, and that soon his own people would fall like the leaves in the gale of white settlement. Land and exploitation The Nez Perce had historically had good relations with white explorers and settlers, but decades of settlement since the 1840s had strained the relationship as whites came in search of the American Dream. Tensions rose further still when gold was discovered in the 1860s. In 1863, the government demanded the Nez Perce sign a new treaty, giving away 90% of their lands, including the Wallowa valley. The Nez Perce were divided over the treaty and many refused to move to the reservation. When Joseph became the chief of the Wallowa Nez Perce in 1871, he also refused to give up his ancestors’ vision of a free-ranging life. But this lifestyle was increasingly leading to conflict with white settlers who feared the presence of the Nez Perce, or wanted access to the gold fields. In 1877 Joseph was called to a meeting with the US Army General, Oliver Otis Howard. Howard had already written to his superiors to say “I think it is a great mistake to take from Joseph and his band of Nez Perce Indians that valley...and possibly [should] let these really peaceable Indians have this poor valley for their own.” The government were not convinced. Joseph in turn repeated his stock response, that the land was the home of his people and not his to sell. Howard could almost see the writing on the wall when he came to the meeting with Joseph, but Joseph would not sell the land. An unwanted conflict
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Welcome to an experimental new segment for andallthat.co.uk . Recently I wrote a blog covering the importance of subject knowledge in teaching history and my frustrations that so much of the time I could dedicate to this is taken by other things. As a result of writing the post, and the ensuing discussions, I have been making a real effort to focus on developing and expanding my subject knowledge by reading relevant and recent history books for a few hours a week. This has been a significant juggling act, but it has meant that I feel much more interested and engaged in teaching certain subjects once more. I have been thrilled to find new stories for old topics and new angles from which I might approach difficult issues. I am now excited to go and teach about slavery in the USA or the American Civil War for the first time in a long time. I do of course appreciate that I am in a very fortunate (or unfortunate - you decide) position, not having to juggle my time with looking after a young family, and having a wife who also teaches and therefore finds herself equally busy for most of the time. So I got to thinking that it might be nice to share some of the reading I am doing to give others a chance to really target books or sections of books which might push their love of history and change their approach to teaching specific historical topics. Rather than aiming to be a "Spark Notes" of history books however, I hope to discuss lines of argument rather than summarising whole books in note form and make such comments relevant to teaching related subject matter in the classroom. This new segment, which I am entitling "Building Usable Historical Knowledge through Reading" (BUSK-R), therefore aims to offer some insights into the reading I have been doing. I intend to write segments every few weeks, detailing the book(s) I have been reading; the main lines of argument about specific topics; any interesting stories of personal experiences documented; and my thoughts on how these might be used in the classroom setting. I would also like each of these BUSK-R segments to become a forum for debate as well. I will index all of the BUSK-R posts under "Subject Knowledge". I would be very interested in your thoughts and comments on the segments. The first BUSK-R piece takes my recent reading on the growth of slavery in the USA in "The half has never been told" by Edward Baptist and will be on the way shortly. |
Image (c) LiamGM (2024) File: Bayeux Tapestry - Motte Castle Dinan.jpg - Wikimedia Commons
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