Aaliyah Bryant

ENGL 315-01
Media Study 2
Storytelling of the Conestoga Massacre
“History is complicated. Violence is simple.” (Francis 4 et al., 11). This quote is from the

graphic novel, Ghost River: The Fall and Rise of the Conestoga. This quote sticks out a lot as it

speaks the truth. History is very complicated. We are taught history in school but only certain

parts of history. Other parts of history are thrown out and never to be taught again. Violence is

simple as we are given a choice to be violent or peaceful. In history, people chose violence. This

graphic novel teaches us about the violent history that has been silenced for a long time. These

authors have enabled Indigenous voices to tell their story by remembrance of everything that has

happened in this historical event, giving Indigenous people a voice, and education that has

happened in this event.

A very important aspect of this story that is shown throughout is the remembrance of this

event. In the artist statements of the novel, Lee Francis 4, the author of the story, and Weshoyot

Alvitre, the artist, indirectly wrote about ways that they remembered history. Francis 4 said it

was “…the opportunity to fill in the gaps of the Western historical narrative…” (Francis 4, 7).

Alvitre wanted to “…further support a sovereign narrative on past, present, and future Native

issues.” (Alvitre, 7). This enables remembrance by still telling the story that hasn’t been told as

well as supporting that telling of history. Another example of remembrance is on page 24 where

it is the 250th anniversary of the Conestoga Massacre. The Native people read the names of all

the people who were murdered. It is not an unusual thing to remember the names of those who

died in history, however since this event was erased from the history, they teach us, it is not only

remembered but taught to us as well. This enables Indigenous people to tell their story through
the important of remembrance by giving them that missing information that we never learned

and continue to tell this story so that others will remember and voice that history.

Another way Indigenous voices have been enabled was by the authors giving them a

voice. Francis 4 and Alvitre both stated in their artist statements that they wanted to do just that.

Francis 4 wrote, “…my job is to give a voice to those who were silenced.” (Francis 4,7). Alvitre

stated, “…by giving a voice to those who have been silenced by colonialism and the patriotic

propaganda of history as we know it.” (Alvitre, 7). Their passion to give a voice shows that they

understand the importance of this event and it must be taught and spoken about. On page 41, we

see Francis 4 and Alvitre along with William Fenton, the editor of this novel, are looking at

documents at the Library Company. Alvitre mentions, “Their story needs to be told.” And ask

questions like, “… what is their story?” and “Where is their voice in all of this?” (Alvitre, 41).

These questions are really important because the Natives the experienced this never got to tell

their story about this event. This fuels these authors passion to them the voices that had been

silenced and the power to educate others.

Indigenous voices have also been enabled by education throughout this entire novel. In

order for the authors to educate others, they must educate themselves. Francis 4 talked about

working with others “… as we toured the locations of the Conestoga people in central

Pennsylvania.” (Francis 4, 7). Alvitre “…made a conscious choice to work primarily within

Native-owned publications and educational avenues…” (Alvitre, 7). The importance of their

education is to lessen their ignorance so that they could do the same for everyone. A good

example of educating others is on page 46 where a Native museum historian, named Chris, was

teaching the students about the Benjamin West’s painting about William Penn’s treaty. He

explains to them, “That’s what’s missing from these ‘historical documents’--the voices of our
people. The ones who lived, who carried the stories of their elders from generation to

generation.” (Francis 4 et al., 47). The context of this quote that we never actually know the

voices of the people who experienced the Conestoga Massacre, but the West and the authors like

imagine it in his painting and their novel. This is education because even though we don’t know

the fool story, this art gives us an idea that lessens our ignorance. Therefore, this education

enables other Indigenous voices to help us know the more history that we didn’t get a chance to

know before.

Overall, Ghost River: The Fall and Rise of the Conestoga enables Indigenous voices by

remembrance, giving others a voice, and education. We were not taught everything about history

in school, but stories like these give us a chance to learn. In the title, it mentions “The Fall and

Rise” instead of the other way around. This is because Conestoga fell in history but in a way, it

will rise again as historians and authors are teaching about it to enabling the Indigenous voices.

These authors have enabled these voices so that it can be passed on to others. This is the way to

lessen ignorance in our world.