The Indigenous people of California have faced relentless efforts of forced assimilation by the United States government for nearly 175 years. This long history of resistance began with the arrival of Christian missionaries and continued through violent invasions that sought to erase Indigenous cultures. It was particularly dangerous to be Native when California became the 31st US state. Although the U.S. Constitution commands that treaties with Indian Nations are the supreme law of the land, only 18 treaties were drafted between 1851 and 1852 despite the existence of over 100 different Tribal groups in California. These treaties were negotiated to establish reservations and secure land rights for Native Tribes, which during a time of genocide was likely a welcome thought for Native leaders. However, the U.S. Senate refused to ratify these treaties, leaving the tribes without legal recognition or protection of their lands. This betrayal set the stage for further dispossession and marginalization of California's Indigenous populations.

In the mid-19th century, the conclusion of treaty-making marked a significant shift in U.S. policy towards Native Americans. The government stopped recognizing Native sovereignty and began treating them as wards of the state. This paternalistic approach assumed that Native people were incapable of managing their own affairs and needed to be "civilized" through assimilation into Western society. This policy of assimilation was implemented through a series of laws and regulations aimed at eradicating Indigenous cultures and traditions.

One of the most devastating periods of forced assimilation was the era of Indian boarding schools, which began in the late 19th century. The goal of these schools was to "kill the Indian, save the man" by removing Native children from their families and communities and immersing them in Western culture. Children were forbidden to speak their native languages, practice their religions, or wear traditional clothing. The psychological and cultural impact of these schools was profound, resulting in the loss of cultural knowledge and the breakdown of traditional family structures.

The annihilation of Indian cultures was furthered by policies such as the General Allotment Act of 1887, which aimed to assimilate Native Americans by dividing communal lands into individual allotments. This policy not only disrupted traditional land use practices but also led to the loss of millions of acres of Indigenous land. By the early 20th century, many Native communities were left impoverished and disconnected from their cultural heritage.

Despite these efforts to erase their identities, Indigenous people have demonstrated incredible resilience and survival. In the face of boarding schools, many Indigenous languages have survived. Traditional ecological knowledge persists despite the loss of ancestral territories. Ceremonies and religious practices are being revived even after decades of suppression by Christian faiths. Indigenous parents found ways to hide their children from U.S. Indian Agents and maintained kinship ties and cultural practices in secret.

The resilience of Native peoples demonstrates remarkable strength and determination to honor ancestors and fight for future generations. As educators, it is crucial to recognize and honor this resilience. When teaching about the history of forced assimilation, it is important to remind students that despite each dehumanizing policy, Indigenous communities found ways to endure and preserve their cultures. Traditional ecological knowledge, languages, and ceremonies are living proof of Native resistance.

In conclusion, the history of forced assimilation of Native Americans is a story of both profound suffering and remarkable resilience. The policies that sought to annihilate Indigenous cultures ultimately failed to extinguish the spirit and identity of Native peoples. As we teach this history, let us honor the survival and resilience of Indigenous communities and recognize the ongoing struggle for cultural preservation and sovereignty.