English essay paper

The Legacy of Government Boarding School Policy for Native American Identity and Culture              

Topic:  Examine the immediate and long-term consequences of American Indian boarding schools on the well-being of Native American students, families, and culture. The impact was immediate and direct, as in the case of Zitkala-Sa.  In addition, examine lasting disruptions or damage that government boarding school policies and practices have caused Native American identity and culture.

Use two major sources:

First resource will be: Ellis, Clyde. "Boarding School Life at the Kiowa-Comanche Agency, 1893-1920." Historian vol. 58, no., 1996, pp.777-

792. Academic Search Complete. 4 Feb. 2016.

My second resource is:

Szasz, Margaret Connell. "’I Knew How to be Moderate, and I Knew How to Obey’: The Commonality of American Indian

Boarding School Experiences, 1750S-1920s’. American Indian Culture & Research Journal vol. 29, no.4, 2005, pp.75-94.  Academic Search Complete. 4 Feb. 2017.

ssigned Readings and Sources

American Indian Boarding Schools: An Exploration of Global Ethnic and Cultural Cleansing.   The Ziibiwing

Center of Anishinabe Culture & Lifeways.  2011. Web. 25 Jan. 2017. 

Bear, Charla. “American Indian Boarding Schools Haunt Many.” Part I. Morning Edition. NPR.org. 12 May 2008.  14 Feb.    

2017.

              … “American Indian Schools a Far Cry from the Past.” Part II. Morning Edition. NPR.org. 13 May 2008.

             16 Feb. 2016.

Margolis, Eric. "Looking at Discipline, Looking at Labour: Photographic Representations of Indian Boarding Schools." Visual

Studies vol.19, no. 1, 2004, pp. 72-96.  Academic Search Complete.  Accessed 4 Feb. 2016.

Zitkala-Sa.  American Indian Stories. Washington: Hayworth, 1921.  A Celebration of Women Writers. Digital Library Project.

25 Jan. 2015.

Additional Resources

Couture, Joe. "Saskatoon Remembers the Residential School Children." Windspeaker , vol. 26, no.1, 2016, p. 16. Academic 

Search Complete. 4 Feb. 2016.

Ellis, Clyde. "Boarding School Life at the Kiowa-Comanche Agency, 1893-1920." Historian vol. 58, no., 1996, pp.777-

792. Academic Search Complete. 4 Feb. 2016.

Grinde, Donald A.,. "Taking the Indian out of the Indian: U.S. Policies of Ethnocide through Education." Wicazo

Sa Review, vol. 19, no. 2, 2004, pp. 25-32. OhioLINK Electronic Journal Center,

rave.ohiolink.edu/ejournals/article/322780238.

Lajimodiere, Denise. "A Healing Journey."  Wicazo Sa Review, vol. 27, no. 2, 2012, pp. 5-19. Academic Search Complete,

accessed 4 Feb. 2016.

Montez de Oca, Jeffrey, and José Prado. "Visualizing Humanitarian Colonialism: Photographs from the Thomas Indian School."

American Behavioral Scientist, vol. 58, no.1, 2014, pp. 145-170. Academic Search Complete. 4 Feb. 2017.

Pember, Mary Annette “A Painful Remembrance.” Diverse: Issues in Higher Education, vol. 24, no.  21, pp. 24-27.

Academic Search Complete. 14 Feb. 2017.

Surface-Evans, Sarah L. "A Landscape of Assimilation and Resistance: The Mount Pleasant Indian Industrial Boarding School."

International Journal of Historical Archaeology, vol. 20, no. 3, 2016, pp. 574-588. OhioLINK Electronic Journal Center, doi:10.1007/S10761-016-0362-5.

Szasz, Margaret Connell. "’I Knew How to be Moderate, and I Knew How to Obey’: The Commonality of American Indian

Boarding School Experiences, 1750S-1920s’. American Indian Culture & Research Journal vol. 29, no.4, 2005, pp.75-94.  Academic Search Complete. 4 Feb. 2017.