Pilgrims and Indians

True, this post is not really about Pilgrims. Growing up in an east coast town where the first European settlers arrived in 1630, and where my neighbor's ancestor came over on the Mayflower, we spent a lot of time on the Thanksgiving story, and the histories of the Pilgrims' descendants were present in the graveyards nearby.

The presence of the Indians, though, was muted. We didn't learn too much about their post-Revolutionary War history, probably because they were mostly eradicated from the Boston to Washington DC corridor. 

In college, though, I spent a month in a tiny town in South Dakota on the Cheyenne River Reservation. [It turns out that this county currently holds the honor of the poorest county in the nation.] While there, I stayed with an Indian (Sioux) family and I learned quite a bit more about Indian history. The mom in the family had gone to one of the Indian boarding schools. I hadn't heard about them, either.

So I wasn't entirely surprised (but I was disturbed) to hear this NPR special on the South Dakota foster care system and how it affects Indian kids.

I also recently got, from a friend, a curriculum/history piece about Indian boarding schools. There was one in Mt. Pleasant, Michigan that her relatives had gone to. The ones in South Dakota, I was surprised to see, are still in operation. Visit this link and scroll down for the curriculum guide. There's also a note that says additional teacher materials are coming.

And/or listen to this NPR story, Indian Boarding Schools Haunt Many.

In any case, this Thanksgiving, let's all brush up on the Indian side of the equation.

Great Stuff!

Here are some things I heard about and liked over the past few weeks. You might like them too.

Diane Ravitch was on Fresh Air with Terry Gross Thursday 4/28, and you can listen to it here.

Dusty Diary, an Ypsilanti-area historian, would like information from you if you know anything at all about the Thorn(e) School on Textile Road--which was active at the turn of the last century. Read more here, including how to contact Dusty Diary.  And if you are interested, here are some old pictures of Woodruff School, Ypsilanti.

Also on Thursday 4/28, there was a terrific interview by Dick Gordon of The Story with some teenage students who are into robotics competitions. Really fun! Listen to it here. Yes, we've got lots of robotics teams locally. Below is a picture from the robotics team at Forsythe Middle School in Ann Arbor.

Forsythe Middle School teacher and robotics club coach Ami Snapke works with two club members who are researching their topic for next fall. From AAPS News.

Did you know that Michigan Parents for Schools has a Legislative Action Center where you can write the governor and your legislators without having to look up any email addresses or anything--it figures out who they are for you and you can customize your letter. So it takes all the work out of letter writing and now you have no excuses! Try it out here. There's lots of other information on their web site too.

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I've added a few blogs to my blog roll:

School Finance 101, Bruce Baker's blog on "Data and thoughts on public and private school funding in the U.S." If you want to know where to start, try these two pieces: one about private schooling (no, it's not anti-private schooling) and one about including poverty/SES in data analysis about schools.

A Fuller Look at Education Issues, Dr. Ed Fuller's blog. If you like data, you should like this (although there are a lot of Texas acronyms). Try this post on for size, about characteristics of students who enroll at high performing charter schools.

And then there is Schools Matter, a blog that "explores issues in public education policy," and "advocates for a commitment to and a re-examination of the democratic purposes of schools." Today's timely post? Rick Snyder Targets 23 Michigan School Districts for Privatization.

Ancient Knowledge, Modern Knowledge

You may remember that I have been following the happenings at the landslide-created Attabad Lake on the Hunza River in northern Pakistan (Gilgit-Baltistan) ever since I was introduced to them by Dave's Landslide Blog. In fact, I wrote about the dramatic occurrences, in a land far away, at the end of May.

Recently, I was very interested to read a piece in the Pamir Times about how risks increase when ancient knowledge is lost.

In their interaction with local environment, the people of Gilgit-Baltistan have been able to acquire knowledge that was embedded in the geography. It is this knowledge which enabled local communities to survive in the harshest climate and terrain of the world with meager resources. The indigenous knowledge pervades every sphere of life in the traditional society. Isolated from knowledge of the outside world, the inhabitants had to rely on indigenous knowledge, gained through experience, and perfected through trial and error.

This scribe [the piece's author, Aziaz Ali Dad] visited Ghich village in district Ghizer last year. This village faced death and destruction in a flash flood in the summer of 2006. The old people shared their knowledge about dealing with an approaching flood, landslides, formation of artificial lakes, relocation of settlements etc. Farzand Shah, a shepherd, said ‘there was no system to transfer that knowledge to the new generation.’ The local community was more vulnerable because it neither had traditional knowledge nor modern technology.  (Emphasis added.)

He continues with an example:

Most of the old settlements in Gilgit-Baltistan contain houses concentrated in the ‘kot’ or fort settlement as a safeguard against threats from nature as well as human beings. The settlement around the fort is safe from rock falling, avalanche, flood and human invasion. This pattern is visible across Gilgit-Baltistan...With the passage of time growing populations started to spread from the nucleus settlements of the fort to open areas defying the barrier between human settlement and nature. Cultural ethos also plays a crucial role in rebuilding of risks.

I think that is probably true for communities everywhere. Our educational systems don't really accommodate the transfer of traditional knowledge.

The people of Gilgit-Baltistan are minority populations in Pakistan, with their own ethnic identities and languages. One of these languages is Wakhi. Wakhi is an Indo-European language, a branch of the (south)eastern Iranian languages.

In any case...it is an ancient language that is endangered and is getting used less and less. So I find it interesting that some people are trying to use modern technology to teach this traditional knowledge. Witness this blog: Let's Learn Wakhi.