# data[].attributes.headline
BBCW McCracken Research Library Native American Boarding Schools Bibliography

# data[].attributes.subject
BBCW McCracken Research Library Native American Boarding Schools Bibliography

# data[].attributes.attachment_link.readable_text
This bibliography includes personal memoirs, academic and popular works, and literary and artistic works relating to Native American Indian education and boarding schools.
Adams, David Wallace. Education for Extinction: American Indians and the Boarding School Experience, 1875-1928. University Press of Kansas, 1995.

Anderson, Gary Clayton. Ethnic Cleansing and the Indian: The Crime That Should Haunt America. University of Oklahoma Press, 2014.

Archuleta, Margaret, Brenda J. Child, and K. Tsianina Lomawaima. Away From Home: American Indian Boarding School Experiences, 1879-2000. Heard Museum; Distributed by Museum of New Mexico Press, 2000.

Armstrong, S. C., and Thomas Lawrence Riggs. The Indian Question. Normal School Steam Press, print, 1883. [on microfilm]

Bantin, Philip C., and Mark G. Thiel. Guide to Catholic Indian Mission and School Records in Midwest Repositories. Marquette University Libraries, Dept. of Special Collections and University Archives, 1984.

Bender, Nathan E. Camp Criers: The Montana Native Press. West Virginia University Libraries, West Virginia University, 1996. [typed manuscript]

Bloom, John. To Show What an Indian Can Do: Sports at Native American Boarding Schools. University of Minnesota Press, 2000.

Bradley, Charles C. After the Buffalo Days: Documents on the Crow Indians from the 1880's to the 1920's. Master of Science in Education thesis, Montana State University, Bozeman, MT, 1970.

Brave Bird, Mary, and Richard Erdoes. Lakota Woman. Grove Weidenfeld, 1990.

Burnette, Viola. Confessions of an Iyeska. The University of Utah Press, 2018.

Calloway, Colin G. First Peoples: A Documentary Survey of American Indian History. Fourth edition, Bedford/St. Martin's, 2012.

Child, Brenda J. Boarding School Seasons: American Indian Families, 1900-1940. University of Nebraska Press, 1998.

Clark, William Leslie and Walker D. Wyman. Charles Round Low Cloud: Voice of the Winnebago. University of Wisconsin River-Falls Press, 1973.

Cobb, Amanda J. Listening to Our Grandmothers' Stories: The Bloomfield Academy for Chickasaw Females, 1852-1949. University of Nebraska Press, 2000.

Coleman, Michael C. American Indian Children at School, 1850-1930. University Press of Mississippi, 1993.

Colton, Larry. Counting Coup: A True Story of Basketball and Honor on the Little Big Horn. Warner Books, 2000.

Crawley, Cheryl Kay Schultze. Cultures Out of Sync: Bilingual Education on the Crow Indian Reservation. 2008.

Eastman, Charles Alexander. From the Deep Woods to Civilization: Chapters in the Autobiography of an Indian. Little Brown, and Co, 1916.

Eastman, Elaine Goodale, and Kay Graber. Sister to the Sioux: The Memoirs of Elaine Goodale Eastman, 1885-91. University of Nebraska Press, 1978.

Edwards, Brendan Frederick R. Paper Talk: A History of Libraries, Print Culture, and Aboriginal Peoples in Canada Before 1960. Scarecrow Press, 2005.

Ellis, Clyde. To Change Them Forever: Indian Education at the Rainy Mountain Boarding School, 1893-1920. University of Oklahoma Press, 1996.

Emery, Jacqueline. Recovering Native American Writings in the Boarding School Press. University of Nebraska Press, 2017.

______. Writing against Erasure: Native American Boarding School Students and the Periodical Press, 1880-1920. Manuscript, 2011.

Fear-Segal, Jacqueline. White Man's Club: Schools, Race, and the Struggle of Indian Acculturation. University of Nebraska Press, 2007.

Fedullo, Mick. Light of the Feather: Pathways Through Contemporary Indian America. W. Morrow, 1992.

Fixico, Donald Lee. Indian Resilience and Rebuilding: Indigenous Nations in the Modern American West. The University of Arizona Press, 2013.

Flecky, Michael, and Harold Moore. Photo Album: St. Francis Mission, School, and Community, 1886-1976. Rosebud Educational Society, 1976.

Fuchs, Estelle, and Robert J. Havighurst. To Live on This Earth: American Indian Education. Anchor books edition, Anchor Press, 1973.

Golden, Gertrude. Red Moon Called Me: Memoirs of a School Teacher in the Government Indian Service. Naylor Co, 1954.

Hall, Moss. Go, Indians!: Stories of the Great Indian Athletes of the Carlisle School. Ward Ritchie Press, 1971.

Henson, Eric C. et al. The State of the Native Nations: Conditions Under U.S. Policies of Self-determination : The Harvard Project on American Indian Economic Development. Oxford University Press, 2008.

Hipp, Martha Louise. Sovereign Schools: How Shoshones and Arapahos Created a High School on the Wind River Reservation. University of Nebraska Press, 2019.

Hittman, Michael. Corbett Mack: The Life of a Northern Paiute. University of Nebraska Press in cooperation with the American Indian Studies Research Institute, Indiana University, Bloomington, 1996.

Holy Rosary Mission. Red Cloud Indian School: Centennial Memory Book. [Pine Ridge, SD: The Mission] 1988.

Hopkins, John P. Indian Education for All: Decolonizing Indigenous Education in Public Schools. Teachers College Press, 2020.

Horne, Esther Burnett, et al. Essie's Story: The Life and Legacy of a Shoshone Teacher. University of Nebraska Press, 1998.

Hoxie, Frederick E. Talking Back to Civilization: Indian Voices from the Progressive Era. Bedford/St. Martins, 2001.

Hutchinson, Elizabeth, Gertrude Keasebier, and Henook-Makhewe-Kelenaka. The Indian Craze: Primitivism, Modernism, and Transculturation in American Art, 1890-1915. Duke University Press, 2009.

Jackson, Curtis Emanuel, and Marcia J. Galli. A History of the Bureau of Indian Affairs and Its Activities Among Indians. R & E Research Associates, 1977.

Jacobs, Margaret D. White Mother to a Dark Race: Settler Colonialism, Maternalism, and the Removal of Indigenous Children in the American West and Australia, 1880-1940. University of Nebraska Press, 2009.

Jaramillo, Cleofas M. Romance of a Little Village Girl. Naylor Co, 1955.

Jones, Sondra. Being and Becoming Ute: The Story of an American Indian People. The University of Utah Press, 2019.

Joseph, Robert. Namwayut: We Are All One : A Pathway to Reconciliation. Page Two Books, 2022.

Katanski, Amelia V. Learning to Write "Indian": The Boarding-School Experience and American Indian Literature. University of Oklahoma Press, 2005.

Katz, Jane B. Let Me Be a Free Man: A Documentary History of Indian Resistance. Lerner Publications Co, 1975.

Krupat, Arnold. Boarding School Voices: Carlisle Indian School Students Speak. University of Nebraska Press, 2021.

La Flesche, Francis. The Middle Five: Indian Schoolboys of the Omaha Tribe. University of Wisconsin Press, 1963.

Lajimodiere, Denise K. Stringing Rosaries: The History, the Unforgivable, and the Healing of Northern Plains American Indian Boarding School Survivors. North Dakota State University Press, 2019.

Lentis, Marinella. Colonized Through Art: American Indian Schools and Art Education, 1889-1915. University of Nebraska Press, 2017.

Lewandowski, Tadeusz. Red Bird, Red Power: The Life and Legacy of Zitkala-Sa. University of Oklahoma Press, 2016.

Libhart, Myles, and Arthur Amiotte. Photographs and Poems by Sioux Children from the Porcupine Day School, Pine Ridge Indian Reservation, South Dakota. [Tipi Shop], 1971.

Lindquist, G. E. E., Erna Gunther, John H. Holst, and Flora Warren Seymour. The Indian in American Life. Friendship Press, 1944.

Lomawaima, K. Tsianina. They Called It Prairie Light: The Story of Chilocco Indian School. University of Nebraska Press, 1994.

McGeough, Michelle. Through Their Eyes: Indian Painting in Santa Fe, 1918-1945. Wheelwright Museum of the American Indian, 2009.

Markowitz, Harvey. Converting the Rosebud: Catholic Mission and the Lakotas, 1886-1916. University of Oklahoma Press, 2018.

Medicine Crow, Joseph, and Herman J. Viola. Counting Coup: Becoming a Crow Chief on the Reservation and Beyond. National Geographic, 2006.

Meyer, Roy Willard. History of the Santee Sioux: United States Indian Policy On Trial. First Bison Book printing, University of Nebraska Press, 1980/1967.

Newland, Bryan Todd. Federal Indian Boarding School Initiative Investigative Report: Volume 1. United States Department of the Interior, Office of the Secretary, 2022.

Pearson, J. Diane. The Nez Percé in the Indian Territory: Nimiipuu Survival. University of Oklahoma Press, 2008.

Pease, Margery. A Worthy Work in a Needy Time: The Montana Industrial School for Indians (Bond's Mission). M. Pease, 1986.

Peavy, Linda S., and Ursula Smith. Full-court Quest: The Girls from Fort Shaw Indian School, Basketball Champions of the World. University of Oklahoma Press, 2008.

Prucha, Francis Paul. American Indian Policy in Crisis: Christian Reformers and the Indian, 1865-1900. University of Oklahoma Press, 1976.

_______. The Churches and the Indian Schools, 1888-1912. University of Nebraska Press, 1979.

Reyhner, Jon Allan. Teaching Indigenous Students: Honoring Place, Community, and Culture. University of Oklahoma Press, 2015.

Reyhner, Jon Allan, and Jeanne M. Oyawin Eder. American Indian Education: A History. University of Oklahoma Press, 2004.

Riney, Scott. The Rapid City Indian School, 1898-1933. University of Oklahoma Press, 1999.

Rushing, W. Jackson, and Hadley Jerman. Allan Houser Drawings: The Centennial Exhibition. Fred Jones Jr. Museum of Art, the University of Oklahoma, 2014.

Seger, John H. and Stanley Vestal. Early Days Among the Cheyenne and Arapahoe Indians. University of Oklahoma Press, 1956.

Spindler, Will H. Tragedy Strikes at Wounded Knee. Gordon Journal Pub. Co, 1955.

Spoonhunter, Bob. Arapaho Memories. Wyoming Indian High School, 1985.

Sprague, Donovin Arleigh. Cheyenne River Sioux, South Dakota. Arcadia, 2003.

_______. Pine Ridge Reservation. Arcadia, 2004.

St. Labre Indian Mission School, and Larry L. Cunningham. St. Labre Indian School: Celebrating 125 Years, 1884-2009. [Ashland, MT:] St. Labre Indian School, 2009.

St. Michael's Mission, Ethete, Wyoming: This Is a Strange Land... [publisher not identified], 1920.

Standing Bear, Luther, E. A. Brininstool, and Richard N. Ellis. My People, the Sioux. Bison Books, University of Nebraska Press, 1975 [orig. 1928].

Steckbeck, John S. Fabulous Redmen: The Carlisle Indians and Their Famous Football Teams. J. Horace McFarland Co, 1951.

Talbot, Ethelbert. My People of the Plains. Harper & Brothers, 1906.

Tatum, Lawrie. Our Red Brothers: And the Peace Policy of President Ulysses S. Grant. University of Nebraska Press, 1970.

Thomas, Nathaniel S. Building an Indian Village: St. Michael's Mission, Ethete, Wyoming. [publisher not identified], 1920.

Treuer, David. The Heartbeat of Wounded Knee: Native America from 1890 to the Present. Riverhead Books, 2019.

United States. Bureau of Indian Affairs. The American Indians: Answers to 101 Questions. U.S. Department of the Interior, Bureau of Indian Affairs, 1974.

United States Bureau of Indian Affairs. List of Federal Indian Boarding Schools as of April 1, 2022. [United States Bureau of Indian Affairs], 2022.

United States Department of the Interior. Federal Indian Boarding School Sites. U.S Department of the Interior, Federal Indian Boarding School Initiative, 2022.

Vail, Albert L. A Memorial of James M. Haworth, Superintendent of United States Indian Schools. Press of N.H. Farey, 1886.

Weeks, Philip. "They Made Us Many Promises": The American Indian Experience, 1524 to the Present. Harlan Davidson, 2002.

Witmer, Linda F. The Indian Industrial School, Carlisle, Pennsylvania, 1879-1918. Cumberland County Historical Society, 1993.

Ziegler, Winfred H. and Mildred Stead Capron. Wyoming Indians: Describing the Work of the Episcopal Church in Wyoming Amongst the Shoshone and Arapaho Tribes : "The Church and the Indians". [The Diocesan Office], 1944.
Juvenile
Grutman, Jewel H., Susie Shulman, Gay Matthaei, and Adam Cvijanovic. The Ledgerbook of Thomas Blue Eagle. Lickle Pub. Co, 1997.

Rinaldi, Ann. My Heart Is on the Ground: The Diary of Nannie Little Rose, a Sioux Girl. Scholastic, 1999. [Fiction]

Sneve, Virginia Driving Hawk. Sioux Women: Traditionally Sacred. South Dakota Historical Society Press, 2016.

Manuscript and archival collections
MS 045 - Bureau of Indian Affairs - Wind River Agency Photograph Collection.

1930s-1940s black & white photographic collection of people and buildings on the Wind River Indian Reservation, Wyoming, including some school images.

MS 068 - Dr. Ferdinand Shoemaker Papers.

Dr. Shoemaker papers, printed material and photographs. Correspondence, reports and documents relating to Dr. Shoemaker's tenure as a physician with the Bureau of Indian Affairs from about 1905 to 1920. Includes numerous photographs of clinics, patients, students, etc.... Also contains copies of publications about or by Native Americans during that period, including Indian School Journal and the Carlisle school publications Indian Craftsman/ Red Man.

MS 557 - Wyoming Indian School Collection, Arapahoe Language Study Unit on Names.

Nathan E. Bender, April 2026

# data[].attributes.attachment_link.title
Western Studies: Native American Boarding Schools

# data[].attributes.attachment_link.description
Western Studies: Native American Boarding Schools Bibliography School building dedication in Lodge Grass, Montana, William A. Petzoldt (1872-1960), MS 95

# data[].attributes.body
https://narf.org/nill/resources/meriam.html

# data[].attributes.headline
What We Carry for Our Ancestors:  Intergenerational Healing - 

# data[].attributes.subject
What We Carry for Our Ancestors:  Intergenerational Healing - 

# data[].attributes.attachment_link.title
What We Carry for Our Ancestors: Intergenerational Healing | Serene Thin Elk | TEDxSiouxFalls

# data[].attributes.headline
Understanding Intergenerational Trauma (Australia):  

# data[].attributes.subject
Understanding Intergenerational Trauma (Australia):  

# data[].attributes.attachment_link.authors[].name
Foundation for Indigenous Sustainable Health

# data[].attributes.headline
Inherited Pain:  The Science of Generational Trauma 

# data[].attributes.subject
Inherited Pain:  The Science of Generational Trauma 

# data[].attributes.attachment_link.title
Inherited Pain: The Science of Generational Trauma

# data[].attributes.headline
Dr. Darryl Tonemah:  Trauma – From Dealing to Healing 

# data[].attributes.subject
Dr. Darryl Tonemah:  Trauma – From Dealing to Healing 

# data[].attributes.attachment_link.title
Dr. Darryl Tonemah: Trauma - From Dealing to Healing

# data[].attributes.headline
Dr. Darryl Tonemah:  Tools for Addressing Trauma 

# data[].attributes.subject
Dr. Darryl Tonemah:  Tools for Addressing Trauma 

# data[].attributes.attachment_link.title
Dr. Darryl Tonemah: Tools for Addressing Trauma (Workshop)

# data[].attributes.headline
Trauma in the Classroom Trauma Informed Teaching Strategies - 

# data[].attributes.subject
Trauma in the Classroom Trauma Informed Teaching Strategies - 

# data[].attributes.attachment_link.title
Trauma in the Classroom   Trauma Informed Teaching Strategies (5/6)

# data[].attributes.headline
Home From School:  The Children of Carlisle

# data[].attributes.subject
Home From School:  The Children of Carlisle

# data[].attributes.headline
Home From School:  The Children of Carlisle, Wyoming Connections Panel and Film Excerpts 

# data[].attributes.subject
Home From School:  The Children of Carlisle, Wyoming Connections Panel and Film Excerpts 

# data[].attributes.attachment_link.title
Home From School: The Children of Carlisle | Wyoming Connections

# data[].attributes.headline
Crash Course:  Native American History - 

# data[].attributes.subject
Crash Course:  Native American History - 

# data[].attributes.body
https://youtu.be/FgyEIjQ0cr4?si=RCt-BlbscvYsHL8Z

# data[].attributes.headline
How Does the Boarding School Era Impact Native Youth Today? 

# data[].attributes.subject
How Does the Boarding School Era Impact Native Youth Today? 

# data[].attributes.attachment_link.title
How Does the Boarding School Era Impact Native Youth Today?

# data[].attributes.headline
The History of America’s Indian Boarding Schools - 

# data[].attributes.subject
The History of America’s Indian Boarding Schools - 

# data[].attributes.body
https://youtu.be/icqSBkFJNGU?si=TMzAOTeDbSR4Vnl2

# data[].attributes.headline
These Are Not “Stories”:  American Indian Boarding Schools in Southern California

# data[].attributes.subject
These Are Not “Stories”:  American Indian Boarding Schools in Southern California

# data[].attributes.attachment_link.title
These Are Not "Stories": American Indian Boarding Schools in Southern California

# data[].attributes.headline
Research uncovers role of churches and religious groups in Indigenous boarding schools 

# data[].attributes.subject
Research uncovers role of churches and religious groups in Indigenous boarding schools 

# data[].attributes.attachment_link.title
Research uncovers role of churches and religious groups in Indigenous boarding schools

# data[].attributes.headline
TED:  The Dawes Act and Residential Boarding Schools:  Assimilation or Annihilation 

# data[].attributes.subject
TED:  The Dawes Act and Residential Boarding Schools:  Assimilation or Annihilation 

# data[].attributes.attachment_link.title
The Dawes Act and Residential Boarding Schools: Assimilation or Annihilation | Lisa Uhlir | TEDxTCCD

# data[].attributes.headline
Retro Report:  Forced into Federal Boarding Schools as Children, Native Americans Confront the Past 

# data[].attributes.subject
Retro Report:  Forced into Federal Boarding Schools as Children, Native Americans Confront the Past 

# data[].attributes.attachment_link.title
Forced into Federal Boarding Schools as Children, Native Americans Confront the Past | Retro Report

# data[].attributes.attachment_link.authors[].name
Native American Boarding School Healing Coalition

# data[].attributes.headline
Unspoken:  America’s Native American Boarding Schools 

# data[].attributes.subject
Unspoken:  America’s Native American Boarding Schools 

# data[].attributes.attachment_link.title
Unspoken: America's Native American Boarding Schools [FULL DOCUMENTARY]

# data[].attributes.headline
 The Reckoning:  Native American Boarding Schools’ Painful History Unearthed 

# data[].attributes.subject
 The Reckoning:  Native American Boarding Schools’ Painful History Unearthed 

# data[].attributes.attachment_link.title
The Reckoning: Native American Boarding Schools’ Painful History Unearthed

# data[].attributes.headline
Fault Lines:  The Disturbing Truth Behind America's Indigenous Boarding Schools

# data[].attributes.subject
Fault Lines:  The Disturbing Truth Behind America's Indigenous Boarding Schools

# data[].attributes.attachment_link.title
The disturbing truth behind America’s indigenous boarding schools | Fault Lines Documentary

# data[].attributes.headline
American Indian boarding Schools:  A Small US Town Digs for the Truth 

# data[].attributes.subject
American Indian boarding Schools:  A Small US Town Digs for the Truth 

# data[].attributes.attachment_link.title
American Indian Boarding Schools: A Small US Town Digs for the Truth | Foreign Correspondent

# data[].attributes.headline
Hear Their Voices:  The Trauma Cause by Federal Indian Boarding Schools

# data[].attributes.subject
Hear Their Voices:  The Trauma Cause by Federal Indian Boarding Schools

# data[].attributes.attachment_link.title
Hear Their Voices: The trauma caused by Federal Indian Boarding Schools

# data[].attributes.headline
The Lasting Trauma of Quaker Indigenous Boarding Schools:  

# data[].attributes.subject
The Lasting Trauma of Quaker Indigenous Boarding Schools:  

# data[].attributes.attachment_link.title
The Lasting Trauma of Quaker Indigenous Boarding Schools

# data[].attributes.headline
Uncovering Boarding Schools:  Short Version for Educators, Oregon Experience 

# data[].attributes.subject
Uncovering Boarding Schools:  Short Version for Educators, Oregon Experience 

# data[].attributes.attachment_link.title
Uncovering Boarding Schools — Short Version for Educators | Oregon Experience

# data[].attributes.headline
Why One Historic Indian boarding School is now…. Good? 

# data[].attributes.subject
Why One Historic Indian boarding School is now…. Good? 

# data[].attributes.attachment_link.title
Why One Historic Indian Boarding School is Now...Good?

# data[].attributes.headline
Haskell Indian Nations University:  From Oppression to Opportunity 

# data[].attributes.subject
Haskell Indian Nations University:  From Oppression to Opportunity 

# data[].attributes.attachment_link.authors[].name
Great Plains United Methodist Conference

# data[].attributes.attachment_link.title
Haskell Indian Nations University: From Oppression to Opportunity

# data[].attributes.headline
Native American Boarding Schools - Video for PreK - Elementary

# data[].attributes.subject
Native American Boarding Schools - Video for PreK - Elementary

# data[].attributes.attachment_link.title
Native American Boarding School Video for PreK - Elementary

# data[].attributes.headline
Understanding Intergenerational Trauma in Alaska:  

# data[].attributes.subject
Understanding Intergenerational Trauma in Alaska:  

# data[].attributes.attachment_link.title
Understanding Intergenerational Trauma in Alaska

# data[].attributes.attachment_link.readable_text
Reclaiming Native Truth is a national effort to foster cultural, social and policy change by empowering Native Americans to counter discrimination, invisibility and the dominant narratives that limit Native opportunity, access to justice, health and self-determination. Reclaiming Native Truth's goal is to move hearts and minds toward greater respect, inclusion and social justice for Native Americans.

# data[].attributes.attachment_link.description
Reclaiming Native Truth is a national effort to foster cultural, social and policy change by empowering Native Americans to counter discrimination, invisibility and the dominant narratives that limit Native opportunity, access to justice, health and self-determination. Reclaiming Native Truth's goal is to move hearts and minds toward greater respect, inclusion and social justice for Native Americans.

# data[].attributes.headline
Native American Boarding School Healing Coalition

# data[].attributes.subject
Native American Boarding School Healing Coalition

# data[].attributes.headline
Epigenetics:  Can we change our genes?  

# data[].attributes.subject
Epigenetics:  Can we change our genes?  

# data[].attributes.attachment_link.title
Epigenetics: Can we change our genes? - BBC World Service

# data[].attributes.headline
How Trauma Rewrites DNA:  Epigenetics Explained 

# data[].attributes.subject
How Trauma Rewrites DNA:  Epigenetics Explained 

# data[].attributes.attachment_link.title
How Trauma Rewrites DNA: Epigenetics Explained

# data[].attributes.headline
Hack Your DNA:  The Mid-Blowing Science of Epigenetics 

# data[].attributes.subject
Hack Your DNA:  The Mid-Blowing Science of Epigenetics 

# data[].attributes.attachment_link.title
Hack Your DNA: The Mind-Blowing Science of Epigenetics - Full Knowledge Documentary

# data[].attributes.headline
The Body Keeps the Score by Bessel van der Kolk:  

# data[].attributes.subject
The Body Keeps the Score by Bessel van der Kolk:  

# data[].attributes.body
https://a.co/d/00dwgtBM

# data[].attributes.headline
How the body keeps the score on trauma:  

# data[].attributes.subject
How the body keeps the score on trauma:  

# data[].attributes.attachment_link.title
How the body keeps the score on trauma | Bessel van der Kolk for Big Think+

# data[].attributes.headline
How childhood Trauma Affects the Brain and Body Across a Lifetime – The ACES Study:  

# data[].attributes.subject
How childhood Trauma Affects the Brain and Body Across a Lifetime – The ACES Study:  

# data[].attributes.attachment_link.title
How Childhood Trauma Affects the Brain and Body Across a Lifetime- The ACES Study

# data[].attributes.headline
Why You Can’t Just ‘Get Over’ Trauma:  The Science Behind Healing 

# data[].attributes.subject
Why You Can’t Just ‘Get Over’ Trauma:  The Science Behind Healing 

# data[].attributes.attachment_link.title
Why You Can’t Just ‘Get Over’ Trauma: The Science Behind Healing

# data[].attributes.headline
Creating a Trauma-Informed Classroom:  Supporting Students with Compassion 

# data[].attributes.subject
Creating a Trauma-Informed Classroom:  Supporting Students with Compassion 

# data[].attributes.attachment_link.title
Creating Trauma-Informed Classrooms: A Compassionate Approach to Supporting Students and Educators

# data[].attributes.attachment_link.description
This transformative guide empowers educators to create a compassionate and nurturing environment for students impacted by trauma, presenting teachers with the knowledge and practical strategies to support their students’ emotional well-being and academic success. Understanding the effects of trauma on students’ learning and behaviour is essential. To achieve this, this book places emphasis on empathy, understanding, and resilience as the cornerstones of trauma-informed care. The chapters s

# data[].attributes.headline
How Teachers Can Talk About Hard Things with Students:    

# data[].attributes.subject
How Teachers Can Talk About Hard Things with Students:    

# data[].attributes.attachment_link.title
How Teachers Can Talk About Hard Things With Students

# data[].attributes.headline
10 tips for Teaching TOUGH History Topics!  

# data[].attributes.subject
10 tips for Teaching TOUGH History Topics!  

# data[].attributes.attachment_link.title
10 Tips for Teaching TOUGH History Topics!

# data[].attributes.attachment_link.title
Confronting hard history | Hasan Kwame Jeffries | TEDxOhioStateUniversity

# data[].attributes.headline
Teaching the Truth:  Why Education Needs to be Informed and Led by Indigenous People 

# data[].attributes.subject
Teaching the Truth:  Why Education Needs to be Informed and Led by Indigenous People 

# data[].attributes.attachment_link.title
Teaching the truth: Why education needs to be informed and led by Indigenous people

# data[].attributes.headline
“Ok but how about…”:  Having Difficult Conversations in the Classroom - 

# data[].attributes.subject
“Ok but how about…”:  Having Difficult Conversations in the Classroom - 

# data[].attributes.attachment_link.title
“Ok but how about...”: Having Difficult Conversations in the Classroom

# data[].attributes.headline
How to Build a Resilient a Mind with Daily Self-Care:  

# data[].attributes.subject
How to Build a Resilient a Mind with Daily Self-Care:  

# data[].attributes.attachment_link.title
How to Build a Resilient Mind with Daily Self-Care (Backed by Science)

# data[].attributes.attachment_link.title
Re-train Your Brain With Self-Care | Dima Abou Chaaban | TEDxUNBSaintJohn

# data[].attributes.attachment_link.title
Breathing to Regulate Nervous System (5.5 breaths per minute)

# data[].attributes.attachment_link.title
Belly breathing exercise: Calming the body and mind

# data[].attributes.attachment_link.readable_text
Skip to main content

Join 250,000+ teachers bringing mindfulness to the next generation

Join the movement

"If every 8 year old is taught meditation, we will eliminate violence from the world within one generation."

- Dalai Lama

Discover what's possible if every school day began with a few moments of mindfulness. Together let's equip students with tools for resilience, self-care, and stress management.

Join the movement

Age-specific resources to help you bring mindfulness into the classroom

A self-care guide to support you during the school day and beyond

A free sampling of meditations, music, Sleep Stories, breathing exercises and more

Get Started

Get Started

Just as we put on our oxygen mask first, we can best support the health and happiness of others by taking care of ourselves first.

Meditate regulary to reduce stress, prevent burnout and improve your relationships with students, parents and colleagues.

Listen to Calm Music and Sleep Stories at the end of a busy day to help you wind down and fall asleep with ease.

Start today

Lauren Daly Clark

@msdalyLST

When given a choice today, this kiddo wanted to hear more from @KingJames himself on "managing emotions". Thank you @calm for opening this door for us. This was truly a special moment today ❤️✨

Miss Epstein

@MissEEpstein

I often use @calm during writing sessions at school. There are lots of relaxing instrumentals that help my children to focus (they also know that if I can't hear my music, they're too loud). They love it. Today I'm using it as relaxing background noise whilst reading. 😌

Feeling stressed or anxious? I encourage you to take time to breathe and meditate. @calm is a wonderful resource that I've used by myself and with students for years. Free for educators. #meditate

Join the movement

Thank you, teachers!

You make a difference in the world.

Get started

# data[].attributes.attachment_link.description
Join 250,000+ teachers bringing mindfulness to the next generation.

# data[].attributes.headline
NNABSHC:  US Indian Boarding School History

# data[].attributes.subject
NNABSHC:  US Indian Boarding School History

# data[].attributes.attachment_link.description
The truth about the U.S. Indian boarding school policy has largely been written out of the history books. There were more than 526 government-funded, and often church-run, Indian Boarding schools across the U.S. in the 19th and 20th centuries.

# data[].attributes.attachment_link.readable_text
Play Narration Your browser does not support the audio element.

Indian boarding schools were founded to eliminate traditional American Indian ways of life and replace them with mainstream American culture. The first boarding schools were set up starting in the mid-nineteenth century either by the government or Christian missionaries. Initially, the government forced many Indian families to send their children to boarding schools. Later, Indian families chose to send their children to boarding schools because there were no other schools available.

At boarding schools, Indian children were separated from their families and cultural ways for long periods, sometimes four or more years. The children were forced to cut their hair and give up their traditional clothing. They had to give up their meaningful Native names and take English ones. They were not only taught to speak English but were punished for speaking their own languages. Their own traditional religious practices were forcibly replaced with Christianity. They were taught that their cultures were inferior. Some teachers ridiculed and made fun of the students' traditions. These lessons humiliated the students and taught them to be ashamed of being American Indian. The boarding schools had a bad effect on the self-esteem of Indian students and on the wellbeing of Native languages and cultures.

However, not all boarding school experiences were negative. Many of the Indian students had some good memories of their school days and made friends for life. They also acquired knowledge and learned useful skills that helped them later in life.

# data[].attributes.attachment_link.title
Chapter 3: Boarding Schools | Native Words, Native Warriors

# data[].attributes.attachment_link.description
Beginning in the late nineteenth century, many American Indian children attended government- or church-operated boarding schools.

# data[].attributes.headline
Legacy of Trauma:  The Impact of American Indian Boarding Schools Across Generations

# data[].attributes.subject
Legacy of Trauma:  The Impact of American Indian Boarding Schools Across Generations

# data[].attributes.attachment_link.title
Legacy of Trauma: The Impact of American Indian Boarding Schools…

# data[].attributes.attachment_link.description
Season 2 of Native America is a groundbreaking portrait of contemporary Indian Country. Building on the success of the first season, this four-part Native…

# data[].attributes.headline
Reckoning with the Devastating Legacy of Federal Indian Boarding School Policies

# data[].attributes.subject
Reckoning with the Devastating Legacy of Federal Indian Boarding School Policies

# data[].attributes.attachment_link.title
Reckoning with the Devastating Legacy of Federal Indian Boarding School Policies

# data[].attributes.attachment_link.description
A Bureau of Indian Affairs grant story from the Mellon Foundation.

# data[].attributes.headline
Library of Congress:  Exploring the Stories Behind Native American Boarding Schools

# data[].attributes.subject
Library of Congress:  Exploring the Stories Behind Native American Boarding Schools

# data[].attributes.attachment_link.readable_text
[Detail] Osage Indian School football team b&w film copy neg

Teachers

In the late 1800s, the United States began an educational experiment that the government hoped would change the traditions and customs of Native Americans. Special boarding schools were created in locations all over the United States with the purpose of educating American Indian youth. Most of these schools sought to suppress any sign of students' tribal heritage and to "Americanize" them. Thousands of Native American children were sent far from their homes to live in these schools and learn the ways of white culture. Many struggled with loneliness and fear away from their tribal homes and familiar customs. Some lost their lives to the influenza, tuberculosis, and measles outbreaks that spread quickly through the schools. Others thrived despite the hardships, formed lifelong friendships, and preserved their tribal identities.

Through primary source documents, students explore the experiences and perspectives of individuals involved in Native American boarding schools.

Objectives

Students will be able to:

analyze primary source documents;

develop an understanding of issues related to the forced acculturation of Native Americans through government-run boarding schools; and

examine different perspectives on the education of Native American children.

Lesson Preparation

Materials

Resources

Native American Boarding Schools Primary Source Set

People for research: The following people had experiences with Native American boarding schools. Each link leads to a search for their name on the Chronicling America collection of historic newspapers. Students may also conduct research in the Library's online collections and in secondary sources. Students may instead conduct research on an individual of their choosing.

Fred Lookout, tribal chief; student at Native American boarding school

Zitkala-Sa, musician and writer; teacher at Native American boarding school

Charles Eastman, physician and lecturer; recruiter for Native American boarding school

Richard Henry Pratt, founder and superintendent of Native American boarding school

Jim Thorpe, athlete; student at Native American boarding school

Lesson Procedure

In this lesson, students investigate an individual or group of individuals who participated in Native American boarding schools. After exploring newspaper articles or other primary sources related to the people chosen, students assume the identity of the person and write in a journal, and exchange their journals with other students who respond as their person would have responded.

1. Read definitions of primary and secondary sources in Using Primary Sources and discuss with students as necessary. Model printed text analysis as necessary, using the Library's Primary Source Analysis Tool and teacher's guides and your choice of primary source materials from the Library's online collections.

2. Assign students to research one person from the "People for research" list or other people involved in Native American boarding schools at teacher's discretion. Group students by research subjects to compare notes. Jigsaw into small groups that include a variety of research subjects.

3. Students select a newspaper article from Chronicling America or another document from the Library's online collections related to their chosen research subject and analyze it using the Primary Source Analysis Tool. Before the students begin, select questions from the teachers guide Analyzing Books and Other Printed Texts to focus and prompt analysis and discussion.

4. After completing the text analysis, students may also search the Library's online collections and the historic newspapers in Chronicling America further for more information.

5. To record the language, opinions, and beliefs of their person students may reflect on and answer these questions:

What experiences did your person have with Native American boarding schools?

Did their lives change because of Native American boarding schools?

List words or phrases used by the selected person(s).

List this person's thoughts or opinions on Native American boarding schools.

List the words or phrases this person used to reveal his/her biases.

List words used that have different spellings today.

List words that have different meanings today.

6. Students assume the role of their character and write in a journal responding to a teacher selected question. Possible questions include:

Why is there a need for Native American boarding schools?

Have you ever been to a Native American boarding school? Describe your experience.

Respond to the statement, "Indian children should attend Indian boarding schools so that they may be 'civilized'."

Respond to the statement, "The education Indian children receive will enable them to lead a useful, productive life."

Respond to the statement, "English is the only language to be spoken at the boarding school."

Recommend at least one change in the Native American boarding school system that would improve the schools.

Predict how the life of a Native American student would be different without the boarding schools.

7. Students must stay 'in character' as they write.

8. It is helpful for students to have their research materials and reflections on the language, opinions and beliefs of their person available to use as reference when they write.

9. Allow students time to reflect and compose.

10. After writing, students exchange their journals with another classmate and respond to each other's journal entry.

11. Exchange as many times and with as many different individuals as time allows. It is more interesting if new questions are introduced periodically during the exchange.

12. On the final entry each student steps out of character and writes his or her own opinion of this attempt to educate Native American children.

Lesson Evaluation

Evaluate writing and student participation in class activities according to criteria you identify or generate with the class.

# data[].attributes.attachment_link.title
Exploring the Stories Behind Native American Boarding Schools | Classroom Materials at the Library of Congress | Library of Congress

# data[].attributes.attachment_link.description
Jump to: Preparation Procedure Evaluation Teachers In the late 1800s, the United States began an educational experiment that the government hoped would change the traditions and customs of Native Americans. Special boarding schools were created in locations all over the United States with the purpose of educating American Indian youth.

# data[].attributes.attachment_link.description
What were the federal Indian Boarding School Policies? From 1819 until the 1960s, federal policies aimed to assimilate Indigenous peoples into white American culture. Laws and policies regarding boarding schools were one of the central means toward this goal of assimilation. The federal government compelled attendance and students were prohibited from speaking their Native language […]

# data[].attributes.headline
Christianity's Role in Native American Boarding Schools

# data[].attributes.subject
Christianity's Role in Native American Boarding Schools

# data[].attributes.attachment_link.title
History & Culture - Carlisle Federal Indian Boarding School National Monument (U.S. National Park Service)

# data[].attributes.attachment_link.description
More than 7,800 children from 140 Tribes went to the Carlisle School from 1879 to 1918. The National Park Service will collaborate with families, affiliated Tribal Nations, the US Army, historians, and partners to develop resources and share the story of the children, families, and communities impacted by Carlisle Federal Indian Boarding School.

# data[].attributes.headline
NCAI:  Tribal Organizations Shine Light on the History of Federal Indian Boarding Schools and Tribal Sovereignty in Education

# data[].attributes.subject
NCAI:  Tribal Organizations Shine Light on the History of Federal Indian Boarding Schools and Tribal Sovereignty in Education

# data[].attributes.attachment_link.title
Tribal Organizations Shine Light on the History of Federal Indian Boarding Schools and Tribal Sovereignty in Education | NCAI

# data[].attributes.attachment_link.description
The National Congress of American Indians - Defending Sovereignty since 1944

# data[].attributes.headline
Native American Rights Fund:  Boarding School Healing

# data[].attributes.subject
Native American Rights Fund:  Boarding School Healing

# data[].attributes.attachment_link.readable_text
Native American children were forcibly abducted from their homes and put into Christian and government run boarding schools beginning in the mid 1800's and continuing into the 1950's. This was done pursuant to a federal policy designed to "civilize" Indians and to stamp out Native cultures; a deliberate policy of ethnocide and cultural genocide.

Cut off from their families and culture, the children were punished for speaking their Native languages, banned from conducting traditional or cultural practices, shorn of traditional clothing and identity of their Native cultures, taught that their cultures and traditions were evil and sinful, and that they should be ashamed of being Native American.

Beginning to create the circumstances in which healing can occur will require the Native American Rights Fund, along with many others working in the area, to turn back institutionalized ignorance of what happened, to dismantle legal blockades constructed long ago and being constructed anew to protect individuals and institutions from legal and financial responsibility, and to simply begin to uncover the truth of what has happened. NARF is proud and excited to have supported efforts to create the space for our Native nations to begin to heal from the boarding school policy. As an integral part of the healing process, this will also allow the United States and others involved in implementation of the policy over the decades the chance to heal from the damages they caused and that they suffer from as well.

NARF's 2019 report, Trigger Points: Current State of Research on History, Impacts, and Healing Related to the United States' Indian Industrial/Boarding School Policy, gathers existing research about the purposes and human rights abuses of US American Indian boarding school policies, why they matter still today, and-most importantly-how recovery can and is being accomplished. Special thanks the Tzó-Nah Fund for supporting this project and NARF over the years.

Let All That is Indian Within You Die! Native American Rights Fund's Legal Review, Summer/Fall 2013. This 11-page article details the history of the boarding school policy in the United States and the ongoing efforts of the National Native American Boarding School Healing Coalition.

Learn more about what is being done by visiting the National Native American Boarding School Healing Coalition website.

# data[].attributes.attachment_link.title
Boarding School Healing - Native American Rights Fund

# data[].attributes.attachment_link.description
Native American children were forcibly abducted from their homes and put into Christian and government run boarding schools beginning in the mid 1800's and continuing into the 1950's. This was done pursuant to a federal policy designed to "civilize" Indians and to stamp out Native cultures; a deliberate policy of ethnocide and cultural genocide.

# data[].attributes.headline
Montana State Library:  Native American Boarding Schools in Montana

# data[].attributes.subject
Montana State Library:  Native American Boarding Schools in Montana

# data[].attributes.attachment_link.title
Native American Boarding Schools in Montana

# data[].attributes.attachment_link.description
Read the full record details for Exhibit Narrative: Native American Boarding Schools in Montana

# data[].attributes.headline
Native Hope:  An Outreach of St. Joseph's Indian School - Native American Boarding Schools and Education History

# data[].attributes.subject
Native Hope:  An Outreach of St. Joseph's Indian School - Native American Boarding Schools and Education History

# data[].attributes.attachment_link.readable_text
The earliest schools for Native Americans were most often mission schools, founded by different religious groups in the United States, Mexico and Canada. In 1819, Congress passed the Indian Civilization Act , in which they paid missionaries to educate Natives and promote the "civilization process."

In some cases, depending on the religious order and the period of history, Native American children were forcefully relocated and brought to these schools, where the United States began assimilating them into the Western way of life. In other cases, groups set out to "help" Native Americans in well-intentioned albeit misguided efforts to respond to their situation

Thus began the long and harrowing journey of Native American boarding school history that has caused trauma for Native Americans that is still felt by current generations.

Native American Education History

In the late 19th century, mission schools gave way to federally-funded schools in which the government took a more direct role. In many cases, these schools were run by religious orders, though not all schools run by religious orders received federal funding. Various Native American boarding schools were established across the country, the most famous of which was the Carlisle Indian School , built in 1879 in Carlisle, Penn.

Founded by Colonel RichardHenry Pratt, this is where the term "Kill the Indian to save the man" was coined, which represented the belief system behind these schools. The intent was the erasure of Native culture through assimilation.

At boarding schools like the Carlisle School, students were stripped of their culture and taught the "white man's" way of doing things. Students often wore standardized uniforms instead of traditional garb, had their hair cut to reflect the current Western-style, were given new names, were forbidden to speak their native languages, and were made to adopt Christianity.

Disciplinary punishment in the form of beatings, starvation, and isolation was quite common at these schools, which has led to controversy as more is uncovered about what happened in these schools.

Many other schools followed the Carlisle School format, which became the standard across the country. Because they weren't allowed to practice their spirituality, speak their language, or live according to their culture, there was a loss of identity among Native Americans that still lingers in the 21st century.

Native American Boarding School Facts

From 1869 to the 1960s, hundreds of thousands of Native American children were removed from their homes and families and enrolled in boarding schools

In 1900, there were 20,000 children in native boarding schools

Just 25 years later, that number climbed to 60,889

By 1926, nearly 83% of Indian school-age children were attending boarding schools, some on and some off reservation

There were 523 boarding schools operated in 29 states

125 schools remain in operation today

Boarding schools were established by 14 different denominations, with Catholics, Presbyterians, and Quakers being the most common

Today only 75 percent of Native students graduate high school-the lowest graduation rate among American students

When did Native American Boarding Schools End?

With the Meriam Report, the public began to become aware of the many inadequacies of boarding school life.

Published by the Institute for Government Research in 1928, the lengthy and oft-cited document detailed the results of a major study of Indian Tribes, exposing the widespread poverty on reservations, the poor conditions in Indian schools, and the failure of the U.S. government to improve the living conditions at Indian Schools.

The report was the stimulus for a great deal of reform and the closure of many of the government-run schools over the next several years.

As the public became more aware of the issues happening at the boarding schools, the federal government felt the pressure. It began a concerted effort to assimilate Native American students into public schools during the 1930s.

Still, those schools that remained open provided an instrument for family preservation during the difficult era of the Great Depression.

While the boarding school system is responsible for creating ongoing societal problems among Native Americans today, there is not a strong historical memory of the notion that some Native American people themselves repeatedly sought out the schools for their children as a strategy of family preservation. Boarding school history, even during the Great Depression, demonstrates considerable Native American agency, and the ways in which families and students put limits on the (now declining) assimilative intentions of the institution.

Indeed, Native Americans were effective at limiting assimilation and reshaping those boarding schools that remained open.

In 2001, Congress passed the No Child Left Behind Act to raise the relatively low academic achievement of minority students, including Native Americans. Since the law's adoption, achievement has risen for every student group except Native Americans. However, there are still issues surrounding the education of Native American youth, including the lowest graduation rates of any demographic in the United States

Fortunately, while some boarding schools are still open today, the practices around assimilation, punishment, and "civilizing" are no longer present, and many of these schools are actively involved in teaching language and culture.

Brenda Child, a citizen of the Red Lake band of Chippewa and the Northrop professor of American studies at the University of Minnesota, believes many Native Americans blame boarding schools for everything bad that ever happened to them under colonialism. She states, "The narrative doesn't reflect the complexities and contradictions of the boarding school system, which was different for each generation."

Native American Schools Today

Despite the troubled past and the fact that there is still a lot of work to be done, some Native American schools are thriving today. These schools, along with the help of federal funding and nonprofit organizations, are trying to reverse the trends by providing a rich, holistic education in a safe environment.

Red Cloud Indian School

Established by Jesuit Priests and Franciscan sisters in 1888, Red Cloud Indian School was built in Pine Ridge, S,D.. Originally named The Holy Rosary School, it was renamed in 1969 both as a token of respect for the man whose work had made it possible to found the school and as part of a program of re-identification meant to demonstrate to the world that Red Cloud was not meant to be an organization of cultural imperialism, but rather the product of a lasting bond between separate cultures who wanted to enhance the best parts of both worlds to serve the people of the Pine Ridge Indian Reservation.

In response to the mass burials discovered in Canada and the United States, Red Cloud Indian School has become one of the leaders in the Truth and Healing movement for boarding schools.

St. Joseph's Indian School

Located in Chamberlain, S.D., St. Joseph's provides quality education for more than 200 Native American children each year. The school was started in 1927 by Father Henry Hogebach SCJ, enrolling 53 students in its first year. Its fascinating history has helped it become one of the finest schools for Native American students in the United States today.

Its mission is to partner with Native American families and their children to educate them for life - mind, body, heart, and spirit. Culture, language and Native ceremonies are taught alongside the Catholic tradition. The wrap-around services that each student receives honor each student's specific needs as an individual.

Because families are such an integral part of a child's education, health and growth, St. Joseph's Indian School relies on members of a Parent Advisory Committee to provide insight and feedback on programs, services and challenges. The group consists of around a dozen individuals who are either parents, grandparents or guardians of students. Like Red Cloud, St. Joseph's is part of the American Indian Catholic Schools Network and is involved it its Truth and Healing work.

These beliefs guide St. Joseph's approach to students' care and formation:

Recognition of the dignity of all people as created in God's image

Belief in the student's ability to progress and advance through strengths-based practice

Strengths-based discipline or behavior management based on core values such as respect, caring, collaboration, resilience and possibility

Mutual respect according to the staff/student role

Courtesy and the Circle of Courage values of Belonging, Mastery, Independence and Generosity

Flexibility based upon a child's developmental level

The transition from least-restrictive to most-restrictive consequence levels

Personal relationships that enhance the opportunity for growth

An environment that fosters the well-being of students and staff members because help is normative and harm of any sort is unacceptable

Institute of American Indian Arts (IAIA)

The mission of the IAIA is, "To empower creativity and leadership in Native Arts and cultures through higher education, life-long learning, and outreach."

Established in Santa Fe, N.M. in 1962, the Institute has become an epicenter of art, culture, music, history, and research for the Native American community. With a top-tier museum and accredited higher education programs, the IAIA is one of a kind and an incredibly important part of the initiative to provide modern, quality education to Native Americans for generations to come.

What is Orange Shirt Day?

Also called the National Day for Truth and Reconciliation, September 30th is Orange Shirt Day. This day is set aside to recognize the trauma that residential schools inflicted on Native children and their self-esteem both while the children were in the schools and for decades afterward.

The movement was founded by Phyllis (Jack) Webstad, a survivor of residential schools. When Phyllis was six years old, she was put in a boarding school, where they took her brand new orange shirt and the rest of her belongings upon arrival, and never returned them. The disregard for Phyllis's feelings, individuality, culture, pride, and autonomy became a visible representation to her of the calloused and stifling environment of the mission schools.

Orange Shirt Day now recognizes and raises awareness of the injustices and abuse that native children suffered in mission schools for years. It also commemorates the missing and murdered children forced to attend residential schools while honoring and giving a platform to the stories of residential school survivors. The day was officially recognized by the Canadian government in 2021, though it has been observed since 2013.

To participate in Orange Shirt Day, you can purchase a shirt here, or make your own. You can also organize a community event to raise awareness for the true history of residential schools and elevate Native voices.
We're on a mission to spread healing by telling the beautiful and tough stories that come from the Native American experience. Help us spread healing today and inspire hope. #StorytellingHeals

# data[].attributes.attachment_link.title
Native American Boarding Schools and Education History

# data[].attributes.attachment_link.description
Learn about the long and troublesome history of Native American Boarding Schools and Education in America.

# data[].attributes.headline
Most Just Don't Know the History of Boarding Schools

# data[].attributes.subject
Most Just Don't Know the History of Boarding Schools

# data[].attributes.attachment_link.provider_name
Friends Committee On National Legislation

# data[].attributes.attachment_link.readable_text
The United States has never acknowledged the historic trauma and pain of the Indian boarding school era-a dark chapter in our history full of terror and cultural genocide against Native children, families, and their communities.

To address this, more than 300 young adults from all over the country gathered in Washington, D.C., for the annual Spring Lobby Weekend, March 16-19, 2024. With the leadership of The National Native American Boarding School Healing Coalition, they lobbied for the passage of The Truth and Healing Commission on Indian Boarding School Policies Act (H.R. 7227/S. 1723).

Their lobbying resulted in immediate co-sponsorships for the bill. By early June, it was passed out of committee, setting the stage for a floor vote in the House. The Senate companion bill was heard a year ago, and now heads to the full Senate for a vote in the coming weeks.

"Our network played a critical role in this positive outcome," said Rachel Overstreet (Choctaw Nation), FCNL's legislative representative for Native American advocacy. "Together with our partners, we continue to work with legislators to ensure the passage of this important measure for healing and truth for Native communities."

From the early 1800s through the 1960s, Christian churches collaborated with the federal government to create some 408 boarding schools in 37 states or territories. Each school was intent on stripping Native children of their Indigenous identities, beliefs, and languages.

Quakers ran 30 of these boarding schools, and they have only recently begun to come to terms with their role in running them.

"When we say, 'boarding schools,' most people think privilege, polo shirts, horses. Boarding schools are elite. Boarding schools are the top," said Theresa Sheldon (Tulalip Nations), director of policy and advocacy for The National Native American Boarding School Healing Coalition, in addressing the Spring Lobby Weekend participants. "Most just don't know the history of boarding schools. They don't realize that even though boarding schools closed, the stealing of native children continued. All of this was legal. This was all legal by federal law."

She said that the federal government is primarily responsible because it ran, funded, and orchestrated these schools.

By the early 1990s, due in part to the 1978 passage of the Indian Child Welfare Act, many of the largest schools had closed. Those that remain are overseen by tribal nations. Enrollment, believed to be as high as 60,000 students in the 1970s, was as low as 9,500 by 2007.

The truth of what happened at these boarding schools needs to be known, preserved, and shared.

But closing the schools was only the first step. The truth of what happened at these boarding schools needs to be known, preserved, and shared. The Department of the Interior is currently leading an investigation into boarding schools. But its authority is limited.

The National Congress of American Indians, The Native American Boarding School Healing Coalition, and other tribal nations began working to establish a federal commission to formally investigate Indian boarding school policies. The Truth and Healing Commission on Indian Boarding School Policies Act is the main legislative vehicle for this.

Once passed by Congress, the commission will also examine the assimilation practices, and human rights violations against Native Americans, Alaska Natives, and Native Hawaiians.

Its final report to Congress will contain recommendations on how to work towards healing for survivors, families, and Indigenous populations.

Advocates for the bill stress that the commission must have the authority-such as subpoena power-to access records organizations have not voluntarily disclosed to facilitate the atonement and healing process central to this legislation.

Faith communities, including Quakers, are filling in the gap and beginning to acknowledge their complicity in the pain and harms of the shameful Indian boarding school era.
The Friends Committee on National Legislation would like to especially thank the following guests for addressing Spring Lobby Weekend: Deborah Parker (Tulalip/Yaqui/Apache), CEO of The National Native American Boarding School Healing Coalition; Larry Wright Jr. (Ponca Tribe of Nebraska), executive director of the National Congress of American Indians; and Theresa Sheldon.

# data[].attributes.attachment_link.title
"Most Just Don't Know the History of Boarding Schools" | Friends Committee On National Legislation

# data[].attributes.attachment_link.description
The United States has never acknowledged the historic trauma and pain of the Indian boarding school era-a dark chapter in our history full of terror and cultural genocide against Native children, families, and their communities.

# data[].attributes.headline
NPR:  Federal Indian Boarding Schools Still Exist, but What's Inside May Be Surprising

# data[].attributes.subject
NPR:  Federal Indian Boarding Schools Still Exist, but What's Inside May Be Surprising

# data[].attributes.attachment_link.readable_text
On a hot afternoon last summer, Riverside Indian School drew a crowd from all over Oklahoma. Elders and family members drove hours to pile into the residential school's gymnasium. They filled the space with rows of chairs and stuffed the bleachers up to the rafters, but when the meeting was called to order, everyone was silent.

Facing the busloads of tribal citizens were U.S. Secretary of the Interior Deb Haaland and Assistant Secretary Bryan Newland. They traveled from Washington to listen for as long as people wanted to speak. The subject at hand? The very place they were sitting.

The gym now shines with new equipment and has a wall dedicated to the "Tribes of Riverside." A symbol of the new Riverside, one with a majority Native staff and an emphasis on cultural practices. But for many of the people here, Riverside Indian School was once a waking nightmare.

One of the first to speak was an 85-year-old man with short salt-and-pepper hair who used a walker to steady himself. Donald Neconie attended this school more than 60 years ago.

"It was 12 years of hell," he told the officials. He recounted for Haaland and Newland how, when he first arrived at the school, the staff treated him like a prisoner.

"The moment I landed there, they took me downstairs, took all my clothes off, and threw a bunch of green stuff all over me," Neconie said.

He described his time here as an experience marked by abuse - both emotional and physical - and said that certain teachers would routinely beat students for acting up or just for speaking their own language.

The experiences were so awful that when one of the buildings at Riverside, known as Kiowa lodge, burned down, he stood by and cheered: "I laughed when they tore it down."

History of Riverside

Riverside sits perched along a hill overlooking the Washita River in Anadarko, the very heart of Indian Country in southwest Oklahoma. This is Caddo, Delaware and Wichita land. The school opened its doors in 1871 and is one of four off-reservation boarding schools still operating in the U.S. today.

Oklahoma at one time had the highest number of federal Indian boarding schools, more than 80, according to the National Native American Boarding School Healing Coalition. That's one of the reasons why it was chosen as the first stop on Interior Secretary Haaland's "Road to Healing" tour: a months-long effort to hear from boarding school survivors about their experiences.

In recent months, there's been a renewed spotlight on these boarding schools, after the Department of Interior, for the first time ever, admitted its role in creating the system in 1819 and enabling the physical and emotional abuse Native children were forced to endure while attending them.

A report issued by the department last year described how these schools were part of a long-running federal effort to erase Native languages and cultures and to force Native people to give up their land and adopt white culture.

Haaland's own grandparents were taken away and forced to attend boarding schools: "I want you all to know that I am with you on this journey, and I am here to listen," she told the crowd.

While many in the gym are survivors of the boarding school era, others came to learn and to listen. The history of these schools touched more than just the students who attended; their impact spans generations.

"I will listen with you, I will grieve with you, I will weep and I will feel your pain as we mourn what we have lost. Please know that we still have so much to gain. The healing that can help our communities will not be done overnight, but it will be done," Haaland said, while holding back tears.

In the mid-20th century, many of these schools shut down due to reports of neglect and abuse, while those that remained made enormous changes. Four are still open today.

Since Neconie and others attended, thousands of Native students have walked through the school's halls and dorms. And now, unlike during Neconie's time, students actually choose to attend Riverside. But why?

Riverside today

In many ways, Riverside looks a lot like any other school at 8 o'clock in the morning. The daily morning announcements blare over the PA system, and one or two stragglers hurry to class a few minutes late.

The sprawling campus is a mix of new and renovated buildings alongside older, run-down ones - some dating back to the school's inception. There are a few portable classrooms, an old red barn and a brand new basketball court, all overseen by Amber Wilson, the school's principal.

"Our staff works hard to make the students feel like they're at home," she says.

And for the students, Riverside is home. It's still a residential school, so there are dorms and recreational facilities that can make it feel more like a junior college than a high school or middle school.

"I always try to filter like, 'If it's good enough for my kid, it's good for anybody's kid,' " Wilson says. "That's how I've always run the school."

While Wilson and officials here wouldn't allow us to attend classes or interview students, she tours us around, commanding attention wherever she goes and saying hello to just about everyone.

Her cheery and unflappable demeanor translates into the decor of the school. The dorm common rooms are dressed up with patterned blankets and artwork on the walls. In the bathroom, even the shower curtains have bright pops of color.

She says they spent a lot of time decorating during the pandemic - Riverside was closed to students for 2020 and 2021. Her big project was turning one of the school's trailers into a beauty parlor for the students to pick out shoes, dresses and jewelry for prom.

That space is an explosion of pink and black velvet with lots of sequins. "We got our jewelry over there. We've got a little bit of candy for them," Wilson says. "This is a full prom experience."

Much of the school's decor is bright and exuberant, but also full of pride. From murals on the walls to newspaper clippings on the bulletin boards, everything shows American Indian students proud to be Indian.

Things that Donald Neconie never would have seen in his time here.

This new approach filters into the curriculum, too. Wilson says the cultural activities include drum-making, flute-making, dress and ribbon skirt-making, moccasin-making - even little things like dream catchers. The culture is integrated into as many classes as possible, especially Benjamin Blackstar's art class.

Blackstar attended Riverside as a student, then returned a few years ago to be the school's art teacher. He says a lot has changed since he attended, mainly newer buildings and more of a focus on cultural preservation.

Another big difference? Some of the students have taken to wearing traditional clothing - like ribbon skirts and moccasins - to feel connected to their culture.

"It's such an amazing sight to see," Blackstar says.

He felt a strong pull to come back to Riverside: His siblings also attended, and his parents met at a boarding school. Many students come to Riverside because their parents or their older siblings also attended the school.

Despite some of its older history, in recent generations students see it as a way to get a better education away from their hometowns. It comes with its own challenges, but Blackstar feels uniquely positioned to help the students.

"We all have that goal, we all have that target, to educate these kids," he says. "That way they can go back to their reservations, to their communities and spread that."

Blackstar's grandmother went to Riverside, too - 75 years ago. He says she died before they could talk about her experience at Riverside, but he still sees her often - her school portrait hangs in the hallway outside his classroom.

She's surrounded by portraits of the class of 1948; almost all of the students are smiling wide. Blackstar hopes his grandmother had a good experience here, when so many did not.

Dealing with the painful memories that the school holds is something that most of the teachers and administrators have trouble articulating.

Justifiably so, as these conversations are not a simple history lesson. For many teachers and administrators, the school's past is tied up in intergenerational trauma.

Wilson says the history of the school is not officially taught in the classroom. She says she believes the best way to heal from it is to move past it.

"All I can do is just go forward from where we are now and not dwell on the past. I'm not a person that looks in the rearview mirror all the time," she says. "I don't let things like that distract from the work that we're doing now and what we want to do."

And what they are doing now would have been mind-boggling to the students of decades ago.

But does the future at Riverside mean never looking back?

For some of the survivors of the boarding school system, the answer is no.

It takes a community

Lorenda Long, a citizen of the Navajo Nation, wants to make sure that Indian boarding schools still operating today are the best places for young Native students who want to attend.

She was in the gym at the summer event at Riverside and told Haaland and Assistant Secretary Bryan Newland about her experience at a federal Indian boarding school in Arizona: Lower Greasewood, near where she grew up on the Navajo Nation reservation.

She says she left after another student assaulted her when she was 9.

"I had never, ever been hit before," Long said about an older student. "I was in shock and I started crying, you know, and he just said some curse words to me."

Her mother pulled her out, but quickly sent her to another boarding school because she couldn't afford to care for Lorenda and her siblings.

At the Road to Healing event at Riverside, she spoke directly to some tribal leaders who were in the audience, telling them they needed to help their young tribal citizens get a better education.

"It's us that has to do something for our young people," she said. "We can't just expect Ms. Haaland to do it all by herself."

Long is already pitching in.

Since she moved to Anadarko more than a decade ago, Long has taken it upon herself to care for younger Navajo students who move to Oklahoma to attend Riverside - those who might feel a little homesick. She did so at the urging of a friend who was a counselor there.

She says she's like the students' grandmother. "I want to encourage you to have an education," she tells the students. "I want you to know, I'm here - if y'all ever need me, you know, just call on me."

A couple of times a year, she invites all the Navajo students at Riverside to a special gathering where she cooks traditional foods like mutton stew and fry bread.

She wants the students to know that, despite the difficult legacy, these schools can be good places. While what happened to students like her and Neconie was a long time ago, the memories of those awful times remain.

"Some kids would run away and some kids would die from running away, get harmed from running away," she said. "And there were some kids that were sexually abused." Now, she adds, "I feel it's a whole lot better."

Alumni from recent decades talk about the connections they made with teachers, or school trips they took while they were students here. The school has a Facebook group of more than 3,000 alumni who proudly tout the school's motto: "once a brave, always a brave."

Riverside's future

One alumni active in the Facebook group is Leandra Johnson - she's Diné. She graduated from Riverside in 2007 and now lives in Bloomfield, N.M.

She left the public high school she attended in Huerfano, N.M., to finish at Riverside, where she says she got a better education, and has a relative who works there - her uncle Junior.

"I spent the summer with him and his family out there and I just fell in love with the school," said Johnson.

"And I think, ever since like sixth grade, I was begging my parents, can I go? Can I go? Can I go?"

When she attended Riverside, Johnson said a little bit of the school's troubled history was included in the curriculum. She also learned Native American history that she was never taught at her public school in New Mexico, like the forced removal of thousands of Navajo on the infamous Long Walk of 1863-1866.

She read the government's boarding school report released earlier this year and was sad to see Riverside listed on it. She thinks it's important that the school's history is taught to the students.

Johnson remembers feeling more comfortable at Riverside because she was around other Native students and teachers - including the current principal, Amber Wilson, who Johnson said helped raise her. It felt like a family there.

Now, she has three children of her own, and her oldest, Aydrian, a shy seventh-grader who likes science and video games, wants to go to Riverside.

Aydrian knows about the history of these boarding schools from his own studies: watching videos about it online and some documentaries on TV. He knows children were forced to go and that they lost their language and culture. He thinks it's important for students to learn that history in addition to gaining some of the independence and life lessons at the school.

"My mom told me it was fun and that she made a lot of friends from all over the country," Aydrian said. "I want to go to Riverside. To see how it is for me and compare my experience to my mom's and great grandma's."
Allison Herrera, KOSU

# data[].attributes.attachment_link.title
Federal Indian boarding schools still exist, but what's inside may be surprising

# data[].attributes.attachment_link.description
The schools were tools of the U.S. government's attempts to erase tribal culture. But the few that remain have become places Native families want their children to attend.

# data[].attributes.headline
Federal Indian Boarding School Initiative

# data[].attributes.subject
Federal Indian Boarding School Initiative

# data[].attributes.attachment_link.readable_text
In June 2021, Secretary of the Interior Deb Haaland announced the Federal Indian Boarding School Initiative, a comprehensive effort to recognize the troubled legacy of federal Indian boarding school policies with the goal of addressing their intergenerational impact and to shed light on the traumas of the past.

Under the leadership of Assistant Secretary for Indian Affairs Bryan Newland, the Department prepared a report detailing the U.S. law and policy framework of the federal Indian boarding school system and available historical records to develop the first official list of federal Indian boarding school sites and identify associated marked and unmarked burial sites. This report lays the groundwork for the continued work of the Interior Department to address the intergenerational trauma created by policies supporting the historical federal Indian boarding school system. It reflects an extensive and first-ever inventory of federally operated Indian boarding schools, including summary profiles of each school and maps of general locations of schools in current states.

Between 1819 through the 1970s, the United States implemented policies establishing and supporting Indian boarding schools across the nation. The purpose of federal Indian boarding schools was to culturally assimilate American Indian, Alaska Native, and Native Hawaiian children by forcibly removing them from their families and Indian Tribes, Alaska Native Villages, and Native Hawaiian Community. Indian child removal coincided with Indian territorial dispossession. The report details the conditions experienced by attendees including manual labor and discouraging or preventing American Indian, Alaska Native, and Native Hawaiian languages, religions, and cultural beliefs. While children attended federal Indian boarding schools, many endured physical and emotional abuse and, in some cases, died.

The investigation found that from 1819 to 1969, the federal Indian boarding school system consisted of 408 federal schools across 37 states or then territories, including 21 schools in Alaska and 7 schools in Hawaii. The investigation identified marked or unmarked burial sites at approximately 53 different schools across the system. As the investigation continues, the Department expects the number of identified burial sites to increase.

The COVID-19 pandemic and its resulting closures of federal facilities call for further investigation. Assistant Secretary Newland recommends next steps that will be taken in a second volume, aided by a new $7 million investment from Congress through fiscal year 2022.

For more information regarding the Federal Indian Boarding School Initiative, go to the Department's priority page.

Contact Us

# data[].attributes.attachment_link.title
Federal Indian Boarding School Initiative

# data[].attributes.attachment_link.description
In June 2021, Secretary of the Interior Deb Haaland announced the Federal Indian Boarding School Initiative, a comprehensive effort to recognize the troubled legacy of federal Indian boarding school policies with the goal of addressing their intergenerational impact and to shed light on the traumas of the past.

# data[].attributes.headline
Department of the Interior Releases Investigative Report....

# data[].attributes.subject
Department of the Interior Releases Investigative Report....

# data[].attributes.attachment_link.readable_text
Date: Wednesday, May 11, 2022
Contact: Interior_Press@ios.doi.gov

WASHINGTON - Secretary of the Interior Deb Haaland and Assistant Secretary for Indian Affairs Bryan Newland today released Volume 1 of the investigative report called for as part of the Federal Indian Boarding School Initiative, a comprehensive effort to address the troubled legacy of federal Indian boarding school policies. This report lays the groundwork for the continued work of the Interior Department to address the intergenerational trauma created by historical federal Indian boarding school policies.

This investigative report is a significant step by the federal government to comprehensively address the facts and consequences of its federal Indian boarding school policies-implemented for more than a century and a half-resulting in the twin goals of cultural assimilation and territorial dispossession of Indigenous peoples through the forced removal and relocation of their children. It reflects an extensive and first-ever inventory of federally operated schools, including profiles and maps.

The investigation found that from 1819 to 1969, the federal Indian boarding school system consisted of 408 federal schools across 37 states or then territories, including 21 schools in Alaska and 7 schools in Hawaii. The investigation identified marked or unmarked burial sites at approximately 53 different schools across the school system. As the investigation continues, the Department expects the number of identified burial sites to increase.

"The consequences of federal Indian boarding school policies-including the intergenerational trauma caused by the family separation and cultural eradication inflicted upon generations of children as young as 4 years old-are heartbreaking and undeniable," said Secretary Haaland. "We continue to see the evidence of this attempt to forcibly assimilate Indigenous people in the disparities that communities face. It is my priority to not only give voice to the survivors and descendants of federal Indian boarding school policies, but also to address the lasting legacies of these policies so Indigenous peoples can continue to grow and heal."

"This report presents the opportunity for us to reorient federal policies to support the revitalization of Tribal languages and cultural practices to counteract nearly two centuries of federal policies aimed at their destruction," said Assistant Secretary Newland. "Together, we can help begin a healing process for Indian Country, the Native Hawaiian Community and across the United States, from the Alaskan tundra to the Florida everglades, and everywhere in between."

As part of the Federal Indian Boarding School Initiative and in response to recommendations from the report, Secretary Haaland today announced the launch of "The Road to Healing." This year-long tour will include travel across the country to allow American Indian, Alaska Native, and Native Hawaiian survivors of the federal Indian boarding school system the opportunity to share their stories, help connect communities with trauma-informed support, and facilitate collection of a permanent oral history.

"The Department's work thus far shows that an all-of-government approach is necessary to strengthen and rebuild the bonds within Native communities that federal Indian boarding school policies set out to break," added Secretary Haaland. "With the President's direction, we have begun working through the White House Council of Native American Affairs on the path ahead to preserve Tribal languages, invest in survivor-focused services, and honor our obligations to Indigenous communities. We also appreciate the ongoing engagement and support for this effort from Members of Congress and look forward to continued collaboration."

Volume 1 of the report highlights some of the conditions children endured at these schools and raises important questions about the short- and long-term consequences of the federal Indian boarding school system on American Indian, Alaska Native, and Native Hawaiian communities.

The investigation found that the federal Indian boarding school system deployed systematic militarized and identity-alteration methodologies in an attempt to assimilate American Indian, Alaska Native, and Native Hawaiian children through education, including but not limited to renaming Indian children from Indian to English names; cutting the hair of Indian children; discouraging or preventing the use of American Indian, Alaska Native, and Native Hawaiian languages, religions and cultural practices; and organizing Indian and Native Hawaiian children into units to perform military drills.

Despite assertions to the contrary, the investigation found that the school system largely focused on manual labor and vocational skills that left American Indian, Alaska Native, and Native Hawaiian graduates with employment options often irrelevant to the industrial U.S. economy, further disrupting Tribal economies.

The COVID-19 pandemic and its resulting closures of federal facilities reflect the need for further investigation. The report identifies next steps that will be taken in a second volume, aided by a new $7 million investment from Congress through fiscal year 2022. Recommendations by Assistant Secretary Newland include producing a list of marked and unmarked burial sites at federal Indian boarding schools and an approximation of the total amount of federal funding used to support the federal Indian boarding school system, and further investigation to determine the legacy impacts of the school system on American Indian, Alaska Native, and Native Hawaiian communities today.

###

# data[].attributes.attachment_link.title
Department of the Interior Releases Investigative Report, Outlines Next Steps in Federal Indian Boarding School Initiative

# data[].attributes.attachment_link.description
Secretary of the Interior Deb Haaland and Assistant Secretary for Indian Affairs Bryan Newland today released Volume 1 of the investigative report called for as part of the Federal Indian Boarding School Initiative, a comprehensive effort to address the troubled legacy of federal Indian boarding school policies.

# data[].attributes.headline
History Colorado:  2023 Report of Federal Indian Boarding Schools in Colorado

# data[].attributes.subject
History Colorado:  2023 Report of Federal Indian Boarding Schools in Colorado

# data[].attributes.attachment_link.title
ERROR: The request could not be satisfied

# data[].attributes.headline
Sovereign Schools:  How the Shoshones and Arapahos Created a High School on the Wind River Reservation by Martha Louise Hipp

# data[].attributes.subject
Sovereign Schools:  How the Shoshones and Arapahos Created a High School on the Wind River Reservation by Martha Louise Hipp

# data[].attributes.attachment_link.title
Sovereign Schools: How Shoshones and Arapahos Created a High School on the Wind River Reservation: Hipp, Martha Louise: 9781496208859: Amazon.com: Books

# data[].attributes.attachment_link.description
Sovereign Schools: How Shoshones and Arapahos Created a High School on the Wind River Reservation [Hipp, Martha Louise] on Amazon.com. *FREE* shipping on qualifying offers. Sovereign Schools: How Shoshones and Arapahos Created a High School on the Wind River Reservation

# data[].attributes.attachment_link.title
About - Neurodecolonization and Indigenous Mindfulness

# data[].attributes.attachment_link.description
I have been practicing mindfulness meditation and other contemplative practices since 1975 when I was an undergraduate university student. A lot of my own healing and recovery from traumatic events have come from from my mindfulness and traditional tribal contemplative practices.

# data[].attributes.headline
The Body Keeps The Score by Bessel van der Kolk

# data[].attributes.subject
The Body Keeps The Score by Bessel van der Kolk

# data[].attributes.attachment_link.title
The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma: van der Kolk M.D., Bessel: 9780143127741: Amazon.com: Books

# data[].attributes.attachment_link.description
The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma [van der Kolk M.D., Bessel] on Amazon.com. *FREE* shipping on qualifying offers. The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma

# data[].attributes.headline
Keeping Legends Alive:  the dedication of Haskell Stadium and the First Tribal WWI Memorial

# data[].attributes.subject
Keeping Legends Alive:  the dedication of Haskell Stadium and the First Tribal WWI Memorial

# data[].attributes.attachment_link.title
Keeping Legends Alive remembers early Native American efforts - Potawatomi.org

# data[].attributes.attachment_link.description
Haskell Indian Nations University held Keeping Legends Alive in September 2018 to celebrate two big occasions in the school’s history: the 100th anniversary of the end of World War I and Haskell’s 1926 Indian Celebration, which included a huge powwow to dedicate the university’s football stadium and archway.

# data[].attributes.headline
American Indian Education by Joy Reyhner and Jeanne Eder

# data[].attributes.subject
American Indian Education by Joy Reyhner and Jeanne Eder

# data[].attributes.attachment_link.authors[].name
Jon Reyhner (Author), Jeanne Eder (Author)

# data[].attributes.attachment_link.description
American Indian Education: A History [Reyhner, Jon, Eder, Jeanne] on Amazon.com. *FREE* shipping on qualifying offers. American Indian Education: A History

# data[].attributes.headline
American Indian Education:  Counternarratives in Racism, Struggle, and the Law by Matthew L. M. Fletcher

# data[].attributes.subject
American Indian Education:  Counternarratives in Racism, Struggle, and the Law by Matthew L. M. Fletcher

# data[].attributes.attachment_link.title
American Indian Education: Counternarratives in Racism, Struggle, and the Law (The Critical Educator)

# data[].attributes.attachment_link.description
American Indian Education: Counternarratives in Racism, Struggle, and the Law (The Critical Educator) [Fletcher, Matthew L. M.] on Amazon.com. *FREE* shipping on qualifying offers. American Indian Education: Counternarratives in Racism, Struggle, and the Law (The Critical Educator)

# data[].attributes.headline
Indigenous Intellectuals by Kiara M. Vigil

# data[].attributes.subject
Indigenous Intellectuals by Kiara M. Vigil

# data[].attributes.attachment_link.title
Indigenous Intellectuals: Sovereignty, Citizenship, and the American Imagination, 1880–1930 (Studies in North American Indian History)

# data[].attributes.attachment_link.description
Amazon.com: Indigenous Intellectuals: Sovereignty, Citizenship, and the American Imagination, 1880–1930 (Studies in North American Indian History): 9781107070813: Vigil, Kiara M.: Books

# data[].attributes.headline
Suspending Damage:  A Letter to Communities by Eve Tuck

# data[].attributes.subject
Suspending Damage:  A Letter to Communities by Eve Tuck

# data[].attributes.attachment_link.title
Decolonization Is for Everyone | Nikki Sanchez | TEDxSFU

# data[].attributes.headline
Stringing Rosaries:  The History, the Unforgivable, and the Healing of Northern Plains American Indian Boarding School Survivors by Denise K. Lajimodiere

# data[].attributes.subject
Stringing Rosaries:  The History, the Unforgivable, and the Healing of Northern Plains American Indian Boarding School Survivors by Denise K. Lajimodiere

# data[].attributes.attachment_link.title
Stringing Rosaries: The History, the Unforgivable, and the Healing of Northern Plains American Indian Boarding School Survivors (Contemporary Voices of Indigenous Peoples)

# data[].attributes.attachment_link.description
Stringing Rosaries: The History, the Unforgivable, and the Healing of Northern Plains American Indian Boarding School Survivors (Contemporary Voices of Indigenous Peoples) [Denise K. Lajimodiere] on Amazon.com. *FREE* shipping on qualifying offers. Stringing Rosaries: The History, the Unforgivable, and the Healing of Northern Plains American Indian Boarding School Survivors (Contemporary Voices of Indigenous Peoples)

# data[].attributes.headline
Federal Indian Boarding School Initiative Investigative Report - May 2022

# data[].attributes.subject
Federal Indian Boarding School Initiative Investigative Report - May 2022

# data[].attributes.headline
From Trout Creek to Gravy High:  The Boarding School Experience at Wind River

# data[].attributes.subject
From Trout Creek to Gravy High:  The Boarding School Experience at Wind River

# data[].attributes.attachment_link.title
From Trout Creek to Gravy High: Boarding School Experience at Wind River - History Jackson Hole

# data[].attributes.attachment_link.description
by Peter Iverson » Photo Exhibit Introduction It was 1879, three years after the fight with that man who had graduated last in his class at West Point, General Gorge Armstrong Custer. A Lakota youth who had some understanding of whit e public opinion about that Indians of the West impulsively and perhaps against his […]