How to Talk to Children About Uncomfortable History: The Spanish Mission Era

Stereo-Travel Co. c1912. Santa Barbara Mission, Santa Barbara, Cal. Stereograph Cards, Library of Congress. http://hdl.loc.gov/loc.pnp/stereo.1s01715.

California missions are commonly romanticized as idyllic and peaceful places, but the history of California’s missions is far more uncomfortable and complex. They are an enduring symbol of brutal colonialism — a reminder of stolen land, forced labor, and cultural genocide. Under the guise of “civilizing” Native Californians, Spanish missionaries separated Indigenous families, forced them out of their homes, and forced them to work for the personal gain of the Spanish crown.

So how do we explain these uncomfortable truths to children? Today, let’s review some guidelines for talking to children about uncomfortable history.

(1) Be honest & direct.

Spoonfeeding a sugarcoated narrative prevents children from learning and growing. Oversimplifying and glossing over uncomfortable history undermines the truth and perpetuates longstanding injustices.

Overly graphic details should still be avoided around younger children, but when explained in a sensitive, age-appropriate way, learning uncomfortable history is incredibly valuable. It fosters critical thinking, builds empathy, and introduces historically marginalized perspectives.

(2) Emphasize empathy.

According to educator Lina Mai, historical empathy is “understanding people in the past by contextualizing their actions." Historical empathy builds insight into historical realities and fosters a deeper understanding of how the past has shaped the present. When discussing the uncomfortable history of missions, for example, focus on the real experiences of Indigenous Californians, not just dates and figures. Create opportunities for children to connect their own emotions to these experiences.

(3) Use accurate language.

In order to dispel harmful stereotypes, it’s important to use humanizing language, name specific tribes or communities (e.g. “Chumash”), and describe actions accurately. For instance, the Chumash did not just “live” in the missions. They were imprisoned, forced to work, and faced severe punishment for disobedience.

(4) Highlight resilience.

Native Californians frequently resisted the mission system, and it’s crucial to highlight this resilience in order to provide an accurate and empowering account. Indigenous history is more than just tragedy. While it’s important to acknowledge historical trauma, it’s also vital to recognize the active resistance, vibrant traditions, and ongoing survival of Native communities.

(5) Connect to current events.

Connecting comfortable history to current events creates informed citizens who can recognize systemic patterns and avoid repeating past injustices.

For example, what are the parallels between the injustices committed by the Spanish missionaries and the injustices being committed across the U.S. and around the world today? It’s essential to encourage children to push for change in their own communities.

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References

Castillo, Edward D. 2024. “Short Overview of California Indian History.” State of California. Native American Heritage Commission. 2024. https://nahc.ca.gov/native-americans/california-indian-history/.

Harvey, China, and Liza Herzig. 2024. “A Thematic Approach to Teaching History.” Edutopia. George Lucas Educational Foundation. August 1, 2024. https://www.edutopia.org/article/teaching-history-thematically/.

Smithsonian. National Museum of the American Indian. n.d. “California Native American Survival and Resilience during the Mission Period (1769 – 1834) .” https://americanindian.si.edu/nk360/california-missions/assets/documents/Missions_Intro_with_Notes.pdf.