Episode Summary

In this episode, I, Mr. Funky Teacher, Nicholas Kleve, reflect on what I am learning about historical trauma and the Winnebago Tribe through the stories and wisdom of elder Sarah Snake. I begin with three things I am thankful for—thrift shops, books, and problem solving—and connect them to my larger journey of noticing, learning, and figuring things out alongside my students and their community.

I share what I learned as a new teacher in the Winnebago school district when Sarah spoke to us about her life, the tribe’s history, and the harm caused by forced relocation and boarding schools. I retell parts of her story about the Winnebago Trail of Tears, the loss of thousands of tribal members, being moved from woodland homelands into unfamiliar prairie land, and how abuse in boarding schools—including her grandmother’s tongue being burned for speaking Ho Chunk—created layers of historical and generational trauma that are still felt today.

I also highlight powerful cultural teachings Sarah shared with us: the importance of clans and elders, the spiritual world and practices around death, the significance of hair, smudging and prayer, gifting and teasing, and the struggle to preserve the Ho Chunk language with only a few fluent speakers left in Winnebago. I am honest that I am still learning, will get things wrong, and need grace as I grow in understanding.

I close by reflecting on what this means for my teaching. I talk about approaching Native students with empathy and curiosity, avoiding assumptions and stereotypes, integrating culturally relevant materials into my classroom, and viewing families as partners. I recognize that historical trauma is part of the story but not the ceiling on what students can become. When we teach with cultural respect and awareness, we not only support academic growth, we help heal, honor resilience, and strengthen the community we serve.

Show Notes

• I start by sharing three things I am thankful for: thrift shops where I find classroom treasures, books that open new worlds, and my ability to problem solve inside and outside the classroom.

• I introduce the focus of the episode as understanding historical trauma and sharing reflections from elder Sarah Snake as a lens for how teachers can work with Winnebago students.

• I describe Sarah Snake’s background as a Winnebago graduate and cultural steward and explain how she spoke about the Trail of Tears, forced relocations, and the loss of thousands of tribal members.

• I reflect on her stories about boarding schools, including her grandmother’s tongue being burned for speaking Ho Chunk and the punishment for Native language, jewelry, and powwow dancing.

• I share what she taught about Ho Chunk language loss and preservation, the limited number of fluent speakers in Winnebago, and the continued efforts to keep the language alive.

• I highlight cultural teachings about clans, respect for elders, family stepping in to raise children, and how friendly teasing often means you are accepted and liked in the community.

• I talk about the spiritual practices she described, including the importance of hair, smudging and prayer, four days of honoring a body after death, and beliefs about spirits, whistling at night, and covering mirrors.

• I connect these lessons back to my own teaching by emphasizing empathy, curiosity, reducing bias, integrating Winnebago culture into my classroom, and building true partnerships with Native families.

Key Takeaways

• I am learning that every Winnebago child carries some part of the tribe’s historical trauma, and I must keep that reality in mind while also seeing their strength, gifts, and potential.

• Listening to elders like Sarah Snake helps me better understand how forced relocation, boarding schools, language loss, and spiritual harm still affect the students and families I serve today.

• Cultural practices around language, hair, family, death, prayer, gifting, and teasing are central to identity, belonging, and relationship building with Native students.

• As a teacher, I need to approach Native students and families with empathy and cultural humility, avoid assumptions, and continually examine my own unconscious bias.

• When I integrate Winnebago history and culture into my classroom and engage families as partners, I move closer to teaching in a way that honors both historical trauma and the powerful resilience of the community.