'Labor of love': Teaching Indigenous history as American history in NH schools
New Hampshire teacher Valerie Wolfson is developing an inclusive American history curriculum that centers Indigenous perspectives, teaching students about pre-colonial Abenaki history and modern Indigenous life, while navigating academic freedom and political challenges. Educator Jacques Watso from the Abenaki First Nation at Odanak is also creating lessons on Abenaki culture and contemporary society, emphasizing lived experiences beyond folklore.
Valerie Wolfson, an eighth-grade teacher at Oyster River Middle School in Durham, New Hampshire, has spent over 25 years crafting a curriculum that redefines American history by including Indigenous perspectives. Her approach begins with the Abenaki people’s deep-rooted presence in North America, long before European colonization, and integrates Indigenous, African, and colonial origin stories to provide a more comprehensive narrative. Wolfson acknowledges the responsibility of teaching these often overlooked histories, despite the lack of prescribed state guidelines and political pressures that can limit diverse storytelling. The school’s entrance features an acknowledgment of the Abenaki people alongside a timeline of land changes, reinforcing the connection between history and place. Wolfson’s curriculum challenges traditional narratives by emphasizing that Indigenous nations were thriving civilizations before European contact. She independently researches and develops lessons, drawing on social media and professional networks to ensure accuracy and inclusivity. Across the border in Quebec, Jacques Watso, a citizen of the Abenaki First Nation at Odanak, is creating culturally grounded lessons for K-12 classrooms. Watso incorporates traditional Abenaki food preparation into his teachings, offering students a tangible link to Indigenous culture. His work, supported by the Education Commission of the Assembly of First Nations of Quebec and Labrador, covers both historical and contemporary Abenaki life, including economic contributions and modern societal roles. Watso stresses that Indigenous education should extend beyond pre-colonial folklore to highlight active participation in today’s society, such as Native-owned businesses and employment sectors. His lessons aim to dispel stereotypes by showcasing the breadth of Indigenous experiences. Both educators emphasize the importance of lived narratives in shaping accurate and respectful historical understanding. The 250th anniversary of the United States this year has prompted reflection on how American history is taught, with Wolfson and Watso leading efforts to ensure Indigenous voices are central to the story. Their work underscores the need for continuous learning among educators to avoid replicating outdated or exclusionary narratives.
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