The air in the elementary school gymnasium buzzed with anticipation. Parents, grandparents, and siblings filled the bleachers, their eyes glued to the stage where the fifth-grade class was preparing to present their "Patriotism Assembly." This annual event, a cornerstone of the school’s curriculum, aimed to celebrate American history through song, costume, and brief historical reenactments. However, for one father in the audience, the experience would prove to be far from celebratory. What began as a hopeful morning quickly devolved into a deep disappointment, fueled by what he perceived as a skewed and incomplete portrayal of the nation’s past.
The assembly, as described by this concerned parent, unfolded as a carefully orchestrated sequence of patriotic fervor. Children, dressed in costumes representing iconic figures from American history, took turns at the microphone, sharing snippets of information about their roles in the nation’s development. Songs filled the gymnasium, their lyrics echoing themes of courage, exploration, and the triumphant march of progress. Yet, amidst this spectacle of national pride, a significant void became increasingly apparent: the conspicuous absence of a balanced and accurate representation of Native American history and perspective.
Scanning the stage, the father and his wife noticed a stark disparity. Among the sea of Pilgrims, pioneers, and presidents, only one child was visibly identified as Native American. Their stepdaughter, Frances, had been cast as Sacagawea, the Lemhi Shoshone woman who played a crucial role in the Lewis and Clark expedition. While proud of Frances’s participation, the father couldn’t shake the feeling that her presence was more symbolic than substantive, a token gesture in a narrative that largely ignored the experiences and contributions of Native peoples.
The opening song of the assembly, a catchy tune celebrating Christopher Columbus’s "discovery" of America, immediately set off alarm bells. The lyrics, devoid of any mention of the pre-existing indigenous populations, struck the father as a perpetuation of a harmful and outdated historical narrative. "Christopher Columbus knew what he had to do, to sail the ocean blue! Christopher Columbus DID what he had to do, back in 1492! Chris crossed the ocean blue, back in 1492!" the children sang with enthusiasm. But for the father, the song served as a stark reminder of the historical inaccuracies and erasures that continue to plague the teaching of American history.
The concept of "discovery," he argued, completely disregarded the fact that the Americas were already inhabited by thriving cultures and civilizations long before Columbus’s arrival. To frame Columbus as a "discoverer" was, in his view, to dismiss the rich history, complex social structures, and profound spiritual traditions of Native American societies. The father questioned why educators were still perpetuating this "disreputable distortion of the truth," seemingly discounting the dispossession and displacement of an entire race of people. He saw a parallel in finding a pair of lost socks; the mere act of discovery doesn’t grant ownership or erase the sock’s prior existence.
The assembly continued with presentations from children dressed as Pilgrims, who spoke of their struggles to overcome the hardships of the New World, often without acknowledging the vital assistance they received from Native American tribes. Similarly, the "Lewis and Clark" presentation focused on the expansion of the nation’s borders, seemingly oblivious to the fact that these lands were already home to numerous Native American nations.
Adding to the father’s frustration, Frances, as Sacagawea, was denied the opportunity to speak about her contributions to the Lewis and Clark expedition. This omission, he felt, further marginalized the Native American perspective and reinforced the idea that their role in American history was secondary or insignificant.
The only mention of Native Americans, aside from Sacagawea’s silent presence, came from the "Pony Express Riders," who lamented the dangers they faced from "hostile Paiute warriors." This portrayal, the father argued, perpetuated a stereotypical and negative image of Native Americans as violent adversaries, ignoring the complex historical context of conflict and resistance.
The assembly’s narrative, in his view, was a carefully curated version of American history that glossed over the darker chapters of colonization, displacement, and cultural destruction. There was no mention of the millions of Native Americans who died from diseases, warfare, or forced removal. No recognition of the Native American veterans who served in the nation’s armed forces. No acknowledgment of the injustices and broken treaties that defined the relationship between the United States government and Native American tribes.
As the assembly progressed, the father’s disappointment deepened. He felt that the program presented a sanitized and incomplete version of American history, one that prioritized national pride over historical accuracy and empathy. He worried that the students were being taught to celebrate a narrative that ignored the suffering and resilience of Native American peoples.
Ironically, a sudden power outage plunged the gymnasium into darkness, disrupting the assembly and bringing it to an abrupt end. The father couldn’t help but feel that the disruption was a symbolic representation of the darkness that pervades the whitewashed version of American history being presented.
The experience left the father deeply troubled. He believed that the school’s "Patriotism Assembly" had failed to provide a balanced and accurate portrayal of American history, particularly with regard to the experiences of Native Americans. He argued that such omissions and distortions ultimately disservice students, leaving them disillusioned when they eventually discover the full truth.
He felt it was "disappointing that any educators STILL choose to dispense American history as if Indians are this country’s disposable race." He lamented the fact that the educational system often chooses to "discolor the truth, sugar-coat facts and completely whitewash reality," leading to disillusionment among students when they eventually learn the real story.
In conclusion, the father, deeply dissatisfied with the assembly’s skewed presentation of American history, particularly its neglect of Native American experiences, felt compelled to voice his concerns. He believed that a more comprehensive and truthful education about the past is essential for fostering a deeper understanding of the present and building a more just future. He hoped that educators would reconsider their approach to teaching American history and strive to present a more balanced and nuanced narrative that acknowledges the contributions and sacrifices of all Americans, including Native Americans. The "Dad finds Thanksgiving history lesson lacking" and the assembly earned a failing grade in his eyes. The "Dad finds Thanksgiving history lesson lacking" because the school perpetuated a skewed version of history. The "Dad finds Thanksgiving history lesson lacking" is a reminder of the importance of accurate and inclusive history education. The event highlighted a "Dad finds Thanksgiving history lesson lacking" in its portrayal of Native American contributions and experiences.