Lack of True American Indian History in Textbooks
By Georgianna Lincoln, Athabascan
Georgianna Lincoln, "Lack of True American Indian History in Textbooks," in Authentic Alaska:
Voices of Its Native Writers, Susan B. Andrew and John Creed (Lincoln: University of Nebraska
Press), pp. 91-95. Used with permission of the publisher.
When I was a little girl, my mother taught me that our Athabascan tribe contains many subtribes, dialects,
and customs, each having its own chief and set of Elders.
Imagine my surprise to read the following words in a history textbook called America, America and
written for tenth graders in American schools: "A tribe is a group that is united by a common history,
follows the same customs, and is ruled by the same chief or group of Elders. The people of each tribe
speak the same language, and have the same religion."
One textbook, for example, a lower elementary social studies text called Family and Friends, depicts a
Native family of four dressed in Western clothing and lighting their daughter’s birthday cake amid
modern napkins, china dishes, silverware, and ornate furniture. This is not to say some Indians are not
Westernized, but I don't believe this would be the image that most Native Americans would want to give
American children who are just learning about American Indians. Instead of middle America, why not
show an Indian family in a natural setting, surrounded by extended family members in a village or on a
reservation?
When American children reach the seventh grade, they may read the history text, People, Places and
Change, which devotes but one page to American Indians, of which an illustration of a Pueblo takes up
half the page. Considering that Native Americans were the first people on this continent, it should stand
to reason that American Indian history, art, folk tales, literature, religion, and language would be accorded
the proper coverage, respect, and accuracy in textbooks. No such luck.
On the college level, a freshman history class uses a textbook called The American Nation. Just four of
972 pages are dedicated to the history of Indians during the late 1800s. Students learn only that Indians
went to war over losing their land. I do not believe this goes far enough. For example, this history text
does not tell who American Indians are. How did they live? What was an Indian community like? What
was it like to be born into an Indian family? What was their relationship to other tribes? How did they
determine boundaries? What was their means of transportation before the influx of white settlers? How
was the chief selected? What were the various roles of family members?
Interestingly, a timeline in The American Nation depicts historical events for this period, but not one
single Indian name or event is recognized. Unfortunately, few history texts being published even today
reflect any meaningful change. For example, the text From Columbus to Aquarius was termed
"controversial" by an instructor because it revealed "too much" of the Indians’ history, dilemma, and
treatment. The first chapter of this text, for example, gives the history of Indian culture, not wars. Also, a
listing of chronological dates and events of Indian cultural cycles is, indeed, refreshing, if "controversial."
Moreover, the author states: "Unknown or forgotten are the many accomplishments and contributions of
the Indian before, during and after the arrival of the white man. . . . The American Indian was really the
first explorer, colonist, and conqueror of the North American continent—the first American." I believe
that this is really the crux of the matter. If all history books were to give credit to American Indians for all
their accomplishments, American society would not be so ignorant on the subject. But we are.
Consequently, the negative stereotyping of Indians, which we are taught and which we teach our children,
perpetuates itself from one generation to the next. American history textbooks must give a fair, historical
perspective of American Indians, not a vision of half-naked savages scalping people and burning wagons.
They must portray the Indian as the first explorer, the first colonist, the first conqueror of the North
American continent—THE FIRST AMERICAN!
Henry S. Commager, the famous historian, once wrote: "A people without a history is like a man without
memory; each generation would have to learn everything anew—make the same discoveries, invent the
same tools and techniques, wrestle with the same problems, commit the same errors." American Indians
ask for no less. American Indians do not want their children growing up with an image of the first
Americans as brutal savages.
Name:___________________________
Date:___________________
Lack of True Indian History in Textbooks – Analysis/Reflection
Background Info and Directions: The author of this essay (Georgianna Lincoln) is a former Alaskan state
senator and the Chairwoman of the Board of Directors for Doyon Limited Corporation located in
Fairbanks, Alaska. She was asked to write this piece for Susan B. Andrew’s and John Creed’s coauthored book Authentic Alaska: Voices of Its Native Writers.
Please read over the article and answer the questions that follow.
1. Why would textbooks designed for elementary aged students choose to show Native Americans
as “westernized”? Why wouldn’t textbooks show them in a more authentic point of view?
2. According to Lincoln, only 4 pages in a college-level textbook are devoted to Native American
study (mostly from the 1800s). How could the publishers possibly explain the lack of Native
American history in a textbook DESIGNED to teach students about the past of our nation?
3. On the other hand, why would a textbook such as From Columbus to Aquarius be deemed “too
controversial” when spending a great amount of time dealing with the rich history of Native
American people prior to the arrival of Columbus? Why wouldn’t this be a sought-after
textbook for high schools and colleges if it paints a more complete picture?
4. This piece was written in 1998. Is the image of the “savage” still the stereotype that dogs Native
Americans in US history books, classes, films, media, etc.? Have we as a society moved on from
this and given the Native American a more respectful place in America’s story? Why or why
not?
5. What are your thoughts on the quote by historian Henry Commager toward the end of the
article? Is this a true statement concerning the way US history has dealt with Native Americans?
What about “history” in general? Please explain your answer.
6. Should textbook authors and editors take Mrs. Lincoln’s advice seriously and include more
authentic and positive history about Native Americans in their pages? What might be
consequences (both positive and negative) of such a decision?