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End of the Trail

Mon, 06 Jan 2025 20:03:44 GMT

Reaching the End of the Trail is to begin a New Path!

Photo credit: Kellie Harry

"End of the Trail, 1918, is a bronze sculpture by James Earl Fraser (American, 1876-1953) that symbolizes the forced removal of Native Americans from their homelands by U.S. settlers. Fraser intended the work as a pointed commentary on the damaging effects of Euro-American settlement on American Indian nations confined to government reservations. Seated upon a windblown horse, Fraser’s figure slumps over despondently, embodying the physical exhaustion and suffering of a people forcefully driven to the end of the trail. One of the most iconic works was first modeled in 1894, the sculpture is based on Fraser’s experiences growing up in Dakota Territory and hearing a Dakota trapper saying, ‘The Indians will someday be pushed into the Pacific Ocean." The artist later said that “the idea occurred to me of making an Indian which represented his race reaching the end of the trail, at the edge of the Pacific.”

The Metropolitan Museum of Art, 2014

Fraser’s sculpture has been interpreted in various ways: some critics regarded the Indian’s decline as a necessary step in America’s westward “march of progress”. This significant work continues to evoke strong emotions and reflections on this chapter of American history, and its implications today. When I took this picture of my youngest daughter on her horse, I immediately saw that through everything, here we are. Not only have my children and I endured, survived, and overcome, but we have reached the "end of the trail". We have done everything the system has asked us to complete: school, college, and career as All-Americans.

Further, I immediately thought about my beautiful Indian daughter and her age of 4 years old. At the same age, so many of our Native babies were taken away to Indian boarding schools, and some were often not seen again due to many devasting factors of the military approach first modeled by Carlisle Indian School. ( The White House, 2024 ) A recent investigation has revealed that more than 3,000 Native American children died while attending U.S. government-run boarding schools. ( The White House, 2024 ) The investigation highlighted the harsh conditions and abuses these children faced, including disease, and physical, emotional, and sexual abuse. ( The White House, 2024 )

Her beautiful white dress reminded me of the clothing requirements enforced by religious organizations and school officials forced children to cut their hair, prohibited them from speaking their Native languages, and subjected them to harsh labor. (T he White House, 2024 ) On the other hand, I see the white dress on my little girl as pure, and stylishly beautiful. The contrast of the white dress and black horse, with an Indian girl in the center symbolized to me how through our endurance, we have been resilient in being able to successfully walk in two worlds, balancing the responsibilities of maintaining both as we have maintained our connection with horses and nature.

As a mother, it also showed me an angel, dressed in white, riding a black horse, signifying our continuance of upcoming and future generations, as we as a family have reached the "end of the trail". We have reached the gold at the "end of the rainbow" and begun a new trail. A trail of defining what is the best education and lifestyle for us, rather than what has been imposed upon us. Due to the historical traumas that Native communities have endured, and the damaging effects that it had on our communities and families, it is all too easy for Native children to be hurt and be written off as "they are just Indian". This is not only evident in the long-running low achievement scores of American Indian students, but in family and community traumas.

As a child who has survived sexual, physical, and emotional abuse, I learned as boarding school students did, to keep your head down and keep working hard. After working hard as a child, at 18, I was again sexually assaulted. This devasted me as I felt that all I had endured as a child to grow to be an adult who can make their own life, free of abuse, was all taken away. As I’ve always done, I kept my head down, working to reach the promised land of the American dream. The American Dream is that you can be anything you want by working hard. But as a standard practice, the boarding schools would instruct the older Native children to abuse the younger Native children. I continued to endure this treatment throughout my adulthood as people have worked in collaboration to abuse me in my daily life and work life. So, if adults can’t treat me respectfully, how will they treat my children correctly?

This is the boarding school mentality that continues in our communities. I have survived many attempted hits on my life, career, and character. I survive because of my faith in my life plan, dreams, goals, and visions for my children for a better life. Most importantly, my faith in our Creator and ancestors. As a Native woman who has made her special place in Nevada history, I believed that hard work would lead me to a better life. Although the opposition works to cause obstacles, I don’t believe in giving up and continue to work towards my goals in life.

The "end of the trail" means that there is a new beginning, a new path to take. From this point forward, we will not accept any more abuse from others. Others who tell us that we are not good enough will find reasons that will only cause further damage, rather than to strengthen through support what they deem as weaknesses and deficiencies. From here on out, my children and I will only build stronger in love, care, and support to continue to succeed. I have always been one to accept all people and not pass judgment, for you don’t know what they have gone through. I have always appreciated the diversity of people's thoughts, cultures, and beliefs, as America was once considered the “melting pot”. This concept has always meant to me, that all people bring their voices to the table, and diversity of opinion was valued and considered to make innovative solutions.

However, I’m excited to see a future in Indian education as I continue to educate my children in the appropriate and necessary educational setting fit for us. I’m grateful for the past administrations that have honored tribal sovereignty which encompasses Native education. More recently, I’m grateful for the Biden-Harris administration's all-of-government strategy to:

- Preserve and revitalize Native languages

- Expand access to immersion language programs in schools and programs.

- Support community-led language education efforts,

- Promote Native language schools and programs.

- Showcase new initiatives supporting Tribal sovereignty, self-determination, and the federal trust responsibility, while bringing together Tribal leaders and senior administration officials to discuss priorities for Indian Country. ( The White House, 2024 )

Additionally, their 10-year National Plan on Native Language Revitalization Plan calls for strategic actions to address the United States government’s historic role in the loss of Native languages across the lower 48 states, Alaska, and Hawai’i. The plan's proposals would expand:

1) expand access to immersion language environments,

2) support community-led revitalization efforts, and

3) develop, grow, and sustain Native language support networks.

The Plan also recommends ways to address a chronic under-investment in Native language revitalization to date. ( The White House, 2024 )

References:

Vittoria, S. (2014, February 19). “ End of the Trail. ” The American West in Bronze. The Metropolitan Museum of Art. https://www.metmuseum.org/exhibitions/listings/2013/the-american-west-in-bronze/blog/posts/end-of-the-trail

The White House. (2024, December 9) A Proclamation on the Establishment of the Carlisle Federal Indian Boarding School National Monument . The White House. https://www.whitehouse.gov/briefing-room/presidential-actions/2024/12/09/a-proclamation-on-the-establishment-of-the-carlisle-federal-indian-boarding-school-national-monument/

Reflections on Judging Miss Indian Rodeo 2024

Tue, 05 Nov 2024 01:22:27 GMT

In efforts to further advance young American Indian women

WOW! I can't say enough about the young women who showed up and showed out at the 2024 Miss Indian Rodeo Queen competition. I applied to be a judge because I feel it is a great way to give back to our Native youth. As the first American Indian Nevada State High School Rodeo Queen, so many people gifted their time, knowledge, and horses to me to help me reach success. Queen contests are so valuable to any young girl as they teach many important life and career skills that will carry them through the rest of their lives, and positively impact other lives. They prepare young women to assume leadership roles in their own lives, family, and community.

Each contestant brought with them unique and powerful stories that I would like to encourage all the contestants to continue to share their stories to inspire other young native children. Queen contests are tough in the manner that as contestants we are willing to stand up in front of a panel of judges and let them critique you. This is the most powerful tool that one can acquire as you learn to take critique as an opportunity to grow and strengthen skills. As in any competition, there can only be one winner, however, as rodeo teaches us, we must always never forget to go back to practice pen to get sharper and to stay sharp.

To stay sharp, for any girls who will be returning to the stage to compete for the title again, or any new girls who will be stepping into the competition for the first time, here are some tips and recommendations to provide the best showing of your skills.

Be Visible: When you are competing in the contest, you want to be seen everywhere! When you are not in the arena, you want to stay looking sharp and interacting with the public. Carrying with you autograph sheets with your picture as a contestant, and business cards. These are great ways to interact with the public. The kids love meeting someone as special as you and love getting autographs. Many adults love the autograph sheets, as you are someone they love and support, and someone they will remember. Giving an autograph sheet with a nice personalized message lets them know that you care and love them also, as you are representing the sport and way of life we cherish. It is a nice memorabilia that people will take home with them and remember their time at that year's INFR. This also helps when you are selling raffle tickets, if they don't want to buy a ticket, they may be very happy to receive your autograph sheet. As a judge, we are looking for who is out interacting with the people and representing the title. In case you win, have some autograph sheets and business cards ready to sign and hand out.
Etiquette: During the interviews, you want to remember proper etiquette when entering the room, and while sitting and talking with the judges. Simple things such as waiting to be asked to sit down, sitting at the edge of your chair with your back straight, knees together, and ankles together and slightly to the side. Be prepared for any type of questions ranging from INFR rule book knowledge, rodeo knowledge, rodeo sponsor knowledge, and personality questions. This is your time to demonstrate your intelligence while integrating your story and what you bring to the table.
Horsemanship: Ensuring that you brush up on proper horsemanship as this is the main meat of your package as a rodeo queen. You want to demonstrate your horse knowledge, tack knowledge, and of course, your showmanship. Be prepared for things such as picking up your horses feet, and unsaddling and saddling if asked. Properly dismounting, mounting, and holding your horse is important, as you want to be able to show the judges that you can handle your horse, and speak with them at the same time. The proper way to hold your reins and distance from your horse is important so the horse is not rubbing on you or pushing you while you are talking to the judges. You want to keep eye contact and conversation with the judges, so explain as much as you can, unless they specifically ask you to show them a certain part of your horse.

Finally, I would like to give a special thank you to the INFR Rodeo Queen committee for the amazing program they run for the Queen contestants. The amount of time and effort that goes into preparing and planning a competition is immense, and they did a fabulous job! I am forever grateful for the opportunity to have sat in front of all of the amazing contestants. The amount of cultural and traditional knowledge each contestant shared of who they are and where they come from was a true blessing. I must say, our future as Indian Nations is looking very bright as these young women embark on their journeys to be of service to our upcoming generations and tribal communities. All contestants should be very proud of themselves and the amazing job they did during the competition. I am so proud of each one of them!

Kellie Harry selected as 2024 Miss Indian Rodeo Queen Judge

Mon, 14 Oct 2024 21:09:48 GMT

First American Indian Miss Nevada gives back to upcoming generations!

Generation Red is excited to announce that Kellie Harry has been selected as a judge for the 2024 Miss Indian Rodeo Queen Pageant, October 22-25, 2024 in Las Vegas, Nevada.

Kellie's Previous Rodeo Queen Titles:

1993-1994 Pyramid Lake Indian Rodeo Association Queen
-1995-1996 Pyramid Lake Indian Rodeo Association Queen
1997-1998 Pyramid Lake Indian Rodeo Association Queen
1998-1999 Nevada State High School Rodeo Association Queen
1999-2000 Nevada State High School Rodeo Association Queen

Kellie's Experience:

1999-2000 Fernley High School Rodeo Club Queen Contest Judge
Hosted numerous rodeo queen clinics for the Nevada State High School Rodeo Association, and the Pyramid Lake Paiute Tribe, and coached many girls independently.
During Kellie’s learning, she attended queen clinics and worked with State queens, coaches, and judges, including reining/horsemanship coaches.

Short Biography

Kellie Harry (Northern Paiute/Washoe/Maidu) was born and raised on a small ranch in Nixon, Nevada located on the Pyramid Lake Indian Reservation. She was Miss Nevada State High School Rodeo Queen for two consecutive years from 1998-2000. Kellie dedicated an enormous amount of time to learning all the ins and outs of queening and passed this knowledge on to many young women during her reign through queen clinics and independent coaching. In Kellie’s trips to the National High School Finals Rodeo in Gillette, Wyoming, she placed in the top 4 in many of the judged categories and the top 10 overall. Notably, Kellie was the first Native American/minority to carry the title in the association's 50-year history, and since, has continued trailblazing a path in Nevada. She has been the first to do many things and has dedicated her life to improving educational outcomes for Native youth.

Kellie passed her experiences to her children. Her daughter, Kylie Harry, a multi-event rodeo champion, and 2-time Silver State International High School Rodeo Finals Qualifier, is a sophomore at the University of Nevada, Las Vegas, NIAA Varsity Girls Basketball 1st team for 2A League and Honorable Mention for the State of Nevada, and the 2024 Kenneth Austin Memorial Boxing Champion. Her son, Jace Harry, 12th Grade, is a 5-time National Jr/High School Finals Rodeo Qualifier, 2021 Nevada State High School Ribbon Roping Champion, 2-time Indian Junior National Finals Rodeo Qualifier, and 1-time California Cowboys Professional Rodeo Association Finals Rodeo Qualifier.

Kellie, a 2-time Indian National Finals Rodeo Qualifier, has a Bachelor of Science in Humanities, a Master of Arts in Teaching, Elementary Education from Sierra Nevada College in Incline Village, Nevada, and a Master of Jurisprudence in Indian Law from the University of Tulsa, College of Law. Kellie holds a State of Nevada teacher’s license and a Great Basin Native American Language (Northern Paiute) teaching endorsement. Her background includes Native language and culture preservation and revitalization, classroom teaching, tribal legal advocacy, and educational consultancy. Kellie is the founder and CEO of Generation Red, LLC, an educational consultancy firm specializing in Native and culturally responsive education. She promotes the inclusion of culturally responsive teaching strategies that meet the academic needs of multiple learning styles and provide equitable outcomes for all students by collaborating with States, Districts, and Tribes to provide technical assistance, professional development, curriculum development, and coaching/mentoring services.

In honor of Indigenous People's Day

Mon, 14 Oct 2024 20:40:04 GMT

An urgency for educational solutions for American Indian children

Photo credit: CDC-Kaiser ACE Pyramid

To honor our ancestors and our future generations, I’d like to take a moment to honor this special day by wishing my third child, Gene Floyd, a very happy 7th birthday, 10/14/24!

It is important to remember that everything we do in our lives today, has to benefit the next 7 generations. In understanding our historical pasts, we know that our previous generations have been healing from traumas endured as traditional lifestyles have merged into the new American way of life. However, now that we have survived the aftermath of the turn, we have to move forward in a way that will benefit our future generations in terms of walking in two worlds.

For my son Gene Floyd, this becomes even more important and urgent for meeting his needs to carry on for the next generations. He bears the name of his togo’o (mother’s father), Gene Harry, and his hoobe’e (great grandfather) Floyd Harry. With both of them passed away, and only having me, his mother, left to teach him what has been taught and passed down to me, to pass down to him, no time must be wasted.

After a few near-death experiences I underwent these past few years, I had to fight to stay alive, because without me, who would teach my children? Nobody else knows what I know and need to teach them, because these are teachings that are passed down orally through family generations. I’m not the same as the rest of my family members, so can’t assume they would teach them the same things. I have to ensure that my children learn from me, and if not, then they will receive the pan-American Indian and assimilation teaching model of who we are and what our language is.

However, this would be an inappropriate fit for my children, as it doesn’t teach exactly who we are. We are a combination of many tribes, and our family history is unique to our family. My togo’o, Floyd Harry, passed away when I was 14. Losing him was so hard to watch an important piece of history, language, and culture go with him. During his life, it was always hard for me as a child to leave him at the ranch each day to attend school. I always felt I learned so much more from him. My two eldest children and I had to endure the same experience, when my father, Gene Harry, became sick with cancer. It was very hard on me and my father to still have to send the children to school when we all just wanted to spend time together while we could.

So, when it became my time, where I was in the same situation of fighting for my life, and the school demanding I send my child, rather than keeping us together to spend time and learn from each other, I knew that the urgency of the matter could not be taken lightly. If I were to go today, my children would no longer have me, my father, or my grandfather to learn from. They would be left to seek answers to questions others cannot answer. The morals and values that were passed to me from my father and grandfather would be replaced with others. A way of life that me, my father, grandfather, and great-parents knew for centuries on back, would be gone in a blink of an eye.

That’s how critical Indigenous People’s Day is for me and my children. If I were to be gone tomorrow, they would be left to assimilate. Without current educational options to ensure that they are taught the teachings I need them to learn in our current state, homeschooling is our only option.

Homeschooling allows me to reinstate our traditional ways of knowing and teachings by establishing the Poe’nabe (leader/head of household) system. It allows me to teach what is important and valued in my family’s line, which includes a Western, multi-cultural, and muti-linguistic lifestyle. It was highly favorable among my Northern-Wel-mel-ti (Northern Washoe) ancestors to speak many languages and excel in two worlds. Having a strong identity and knowing where you come from is an expectation of all my ancestors, as evidenced in our traditional introductions, as we take pride in stating our family lines.

So, yes, Indigenous People’s Day is every day, through each season, and each calendar school year. When schools are not responsive to student and family needs, they further endanger the next generations by creating adverse effects that impact our families. For example, when students are struggling and falling further behind in school, they tend to take unhealthy risks, placing them in unsafe situations. This contributes to American Indian's high rates of high school dropouts, suspensions, and then missing and murdered Indigenous women and men.

For my son, Gene Floyd, and his brothers and sisters, it is critical to use each moment we have to cherish each other and learn from each other, as when I’m not here, they will be here to teach their children. If I don’t teach them, the line stops here, and assimilation wins. We must honor our ancestors, by continuing to pass our knowledge on to our children, knowledge that has been among our people since time immemorial. We are now at a stage where thousands and thousands of years of knowledge can be gone in an instant.

A recommended video to watch is Impact of Unresolved Trauma on American Indian Health Equity by Donald Warne, through his examination of how childhood ACEs (adverse childhood experiences) impact American Indian health equity.

Impact of Unresolved Trauma on American Indian Health Equity

References:

Centers for Disease Control and Prevention. (n.d.). About the CDC-Kaiser ACE study. CDC. https://www.cdc.gov/violenceprevention/aces/about.html

Harvard Indigenous. (2021, February 23). Impacts of Unresolved Trauma on American Indian Health Equity. [Video]. Youtube. https://youtu.be/AcC5X50gCcw?si=a_C_qXnZwUM7Anm9

Warne, D., & Lajimodiere, D. (n.d.). American Indian health disparities: A case study. North Dakota State University. https://www.ndsu.edu/fileadmin/publichealth/files/Warne_Lajiomodiere_SPPC_Final.pdf . Accessed 14, Oct. 2024.

High-Impact Tutoring

Mon, 07 Oct 2024 18:51:08 GMT

Close equity gaps through high-quality tutoring

High-impact tutoring has proven to be a game changer, and technology is creating avenues to close the equity gaps for schools by providing high-quality tutoring sessions for schools experiencing understaffing.

The key principles that make high-impact tutoring successful are a long-term approach to meeting students' unique academic needs by providing lessons tailored to each individual learner, focused regular sessions, ongoing formative assessments, scaffolding techniques, and immediate feedback and positive reinforcement.

Generation Red is pleased to offer high-impact tutoring services for three nationwide platforms. If you are looking for high-quality tutoring services to meet any academic needs, please check out Book Nook, Varsity Tutors, and Tutor Me Education! Mention Kellie Harry as a referral or contact me for a referral link!

Through a Native Educator's Eyes: Every Child Matters, National Day for Truth and Reconciliation

Mon, 30 Sep 2024 11:38:31 GMT

Demanding Instructional Excellence for American Indian Students

In honor and remembrance of our ancestors and their educational experiences at residential Indian boarding schools, it would be fitting to take a moment to examine our current Indian educational state in Nevada as we all move forward in truth and reconciliation.

The boarding school system was designed using a military-style approach to education. The "drill and kill" strategies were used to instruct Native students in academics, social, and vocational training. The academics demanded standard academic English without integrating students' heritage language, a researched and evidence-based practice used today. The curriculum consisted of half a day of basic English and Math and a half day of vocational training, after which students would enter the workforce of their chosen vocation. Many took pride in having a career in the workforce and earning a retirement.

However, the impacts of intergenerational trauma and a lack of innovative educational approaches in instructing Native students to advance student academic outcomes since the closing of boarding schools are still currently harming generations of Native students and tribal communities. In the spirit of truth and reconciliation, holding schools, districts, and states accountable for providing a high-quality educational experience is vital to student success and tribal sovereignty.

Year after year, these schools score a 1-star rating based on a points system totaling 100.

Academic Achievement = 25 pts.
Growth = 35 pts.
English Language Proficiency = 10 pts.
Opportunity Gaps = 20 pts.
Student Engagement = 10 pts.

The year the pandemic hit, I was recruited to Schurz Elementary School, a public school on the Walker River Paiute Reservation. Upon immediate arrival, I implemented evidence-based and culturally responsive instructional practices, and our students successfully finished the school year through distance learning. Not only were students comfortable and confident in completing their school work, but they continued to grow in their knowledge, as demonstrated in their MAP scores immediately taken upon the school reopening. Upon reopening, students returned to a hybrid learning model that continued to increase their academic achievement.

This success is contrary to the other public schools located on Tribal reservations, including Natchez Elementary School ( Pyramid Lake Paiute Reservation ), Owyhee Elementary School ( Duck Valley Shoshone-Paiute Reservation ), and McDermitt Elementary School ( Fort McDermitt Paiute-Shoshone Reservation ), whereas reported in the Nevada State School Accountability Report Cards, these school experienced the opposite, as felt by schools across the nation, a decrease in student academic achievement, and have since continued this trend, remaining rated as a 1-star school.

If we were to compare the school's 5-star rating system to a student grading system, we could then ask public schools to hold themselves accountable the same way we hold students accountable.

A = 5 stars : Recognizes a superior school that exceeds expectations for all students and subgroups.
B = 4 stars : Recognizes a commendable school that performed well for all students and subgroups.
C = 3 stars : Identifies an adequate school that has met the state’s standard for performance.
D = 2 stars : Identifies a school that has partially met the state’s standard for performance.
F = 1 star : Identifies a school that has not met the state’s standard for performance.

(Harry, 2024)

Then, a 1-star school would receive an F, a failing grade, and unable to receive academic credit. As students have to maintain a 2.0 or a "C" average to pass, receive a "D" or better to receive credit, and a "C" or better to progress in academic courses, the schools have to be accountable for the ratings they are receiving. The school ratings are based on their ability to instruct children to progress academically, demonstrated in proficiency on the state assessments. These student scores comprise the scoring system of a possible 100 pts, which determines the star ratings based on that score.

Having worked at a 5-star school and achieved successful results as a teacher, I know receiving a 5-star school rating is possible. It is a lot of intentional planning and instruction to implement evidence-based practices to meet student academic needs. For our public schools on reservations, scoring 1-star year after year is the same as denying the students and families adequate educational learning opportunities, as was found during the boarding school years. The funding is intended to provide a free and appropriate education and should be upheld in meeting standards or deemed a mismanagement of funds and neglect of duty. If the schools receive a 1-star rating, more students score in the emerging/developing stage in Math and ELA than any other category (approaches, meets, or exceeds standards) on the state assessments.

This means that our American Indian students are scoring below grade level, and as they progress in grade level, this means that they will lose academic growth opportunities and experience. In middle school, students will have elective class options replaced with a second ELA or Math class (intervention), which can continue into high school. In high school, students will spend their educational tracts taking introductory courses due to low test scores and not being eligible to take honors courses that advance their learning. This curriculum becomes the same as the Indian boarding school curriculum of basic math and English, and then entering the workforce, rather than preparing students who are prepared to run tribal governments to continue to advance tribal corporations.

It is imperative to demand a 5-star education for your Native children, as education is a fundamental human right and essential to personal and societal development. In truth and reconciliation, schools can only provide a 5-star education for American Indian students by applying culturally responsive and sustaining evidence-based instructional practices embedded in relationships, rigor, and relevance. Our students should be provided an adequate education that fosters success in a capitalistic society through entrepreneurship.

On this Every Child Matters Day, September 30th, let's honor our ancestors who endured and survived Indian boarding schools for us to live today. Let's honor education equitably that meets our American Indian students' needs through positive collaborations between states, districts, and Tribes to build capacity for public schools on reservations to deliver a culturally responsive, relevant, and sustaining 5-star education for our upcoming and future generations. With any success, it takes hard work, dedication, and perseverance.

Reference:

Harry, K. (2024). Navigating Indian and rural education to achieve equity: Fieldwork findings and recommendations to successfully achieve MCSD's strategic plan goals. Generation Red.