Lakot Woman Essay

Boarding School Seasons by Brenda J. Child offers a look into the boarding school experiences of many American Indian students. Child favors unpublished sources such as letters to give an uncensored inside look into boarding school experiences. However, she also includes other sources such as school newspapers, oral history collections, photographs, biographies, United States government publications, and annual reports. Government boarding schools were created to help the American government gain more control over Indians and to push the Natives to adopt the white ways of life such as language, skill, and education. While integration was the ultimate objective, Child sets out “to show that even with the challenges of cultural assimilation and a devastating land policy, American Indian people, even children, placed limits on assimilation and also defined and shaped the boarding school era.” (viii) The boarding schools designed to tear American Indian families apart did not succeed in isolating children from their tribes, but created bonds and

Before the colonists arrived in America, Native Americans had little to no knowledge of alcoholic beverages. (“Stereotypes of Native Americans” par. 1 ). Low alcohol beverages were produced by some tribes but this was only used for ceremonial

The contextual cultural experiences of most Native Americans has led to the normalization of drinking especially among age groups and related events such as among peers and when preaching. Nevertheless, the stereotype of the “drunken Indian” has also had an impact on the consumption levels in this cultural group (U.S. National Library of Medicine, 2011). A study of the Navajo Indians led to the conclusion that stereotype can lead members of the group to consider excessive drinking as a normal part of the cultural practices of a particular cultural group. Indeed, the Native American population has been influenced by such stereotypes which traverse the history of the Indians, for example, in as far as consumption of alcohol is concerned (U.S. National Library of Medicine, 2011).

Taking away Native American children’s language caused many challenges at home. Many children were confused, homesick, as well as resentful. Many of the children attending these boarding schools did not understand why their parents sent them to boarding school. For many it was because family members were, “sick then. He don’t want to take care of a little one so he pushed me to school” (Burich 5). Many children would not understand why they were being sent to these schools, especially since the schools were changing their worlds

            In this article Denise Martinez-Ramundo, talks about what she saw on the Pine Ridge Indian Reservation. She talks about how much and how severe the alcohol abuse is on the reservation. She says that children as young as five or six years old have had alcoholic drinks. She also gives us the staggering statistic that 80-90% of adults on the Reservation have severe alcohol abuse problems. Lining the streets of the Pine Ridge

In 1876, residential schools became an obligation to every Indian kid. They were forced to say their last goodbyes to their families. Over 150 000 students were forced to attend these poorly built and equipped

Lives for Native Americans on reservations have never quite been easy. There are many struggles that most outsiders are completely oblivious about. In her book The Roundhouse, Louise Erdrich brings those problems to light. She gives her readers a feel of what it is like to be Native American by illustrating the struggles through the life of Joe, a 13-year-old Native American boy living on a North Dakota reservation. This book explores an avenue of advocacy against social injustices. The most observable plight Joe suffers is figuring out how to deal with the injustice acted against his mother, which has caused strife within his entire family and within

Mexican-American has the highest use of alcohol use than other Hispanics of Latin decent. About 18 percent of Hispanic men and 6 percent of Hispanic women experienced at least one alcohol-related problem (Caetano, 1989), and Hispanic men encounter alcohol-related problems than African American and white men. The use of alcohol amongst Native Americans is greatly diverse. Not all tribes but some abstain from alcohol entirely. Native Americans were introduced to alcohol during the 19th century. Not being familiar with the substance the consumption of alcohol became a problem. Laws were made to prevent Native Americans from drinking but that law was repealed in 1953. Rates of heavy drinking are the highest amongst Native Americans, including Alaska Native (National Institute of Alcohol Abuse and Alcoholism, 2002), tribal groups differ. For example, the Pueblo tribe of southwestern U.S completely abstain from drinking, where as 42 percent of Ojibwa adults are heavy drinkers (Longclaws, Barnes, grieve, and Dumoff, 1980). Other groups drink

Our Spirits Don’t Speak English provides insight into Indian boarding schools in the United States. Children of Indian tribes were mandated by the U.S. government to attend boarding schools. The purpose of these schools were to educate Indians in Western ways and language; thus, making these children “civilized.” From a trauma lens, children of these boarding schools could be viewed as victims. Indian children were forcibly removed from their homes and stripped of their Native American identity. Upon arrival, Indian children were forced to cut their hair in the Western fashion and were only allowed to wear European-style clothing.

Just like other Indian kids on reservation, Crow Dog’s childhood was poor in everyway; didn’t have enough food, clothes, education, and parents’ love. She was

Boarding schools were an issue that plagued both Native Americans and Inupiats. As conveyed by the writings of Mary Crow Dog and other Native American figures, we see how the effects of such schools were devastating to the native population. Boarding schools wiped Natives of their language and culture, teaching young children to be ashamed of what makes them unique. Pupils would return from their long stays at boarding schools, unable to speak to their own family, resulting in an isolation between themselves and their community. Over the years, generations would eventually lose most of what makes them native and, for the most part, their culture slowly faded away. It seems that the Inupiat people faced a similar fate. Inupiat children were forced to learn by Western standards, eventually forgetting their crucial survival skills, language, religion and other unique aspects of their culture. However, we are exposed to a more positive outlook towards boarding schools in the book, Fifty Miles from Tomorrow, where William Hensley says he enjoyed his boarding school

In 1820, the United States made plans for a large scale system of boarding and day schools Noriega, 377). These schools were given the mission to, "instruct its students in 'letters, labor and mechanical arts, and morals and Christianity;' 'training many Indian leaders'" Noriega, 378). In the case of boarding schools, Native American children would be forcibly stripped from their homes as early as five years old. They would then live sequestered from their families and cultures until the age of seventeen or eighteen (Noriega, 381). <br><br>In 1886, it was decided, by the United States federal government that Native American tribal groups would no longer be treated as 'indigenous national governments.' The decision was made, not by the conjoint efforts of the Native American tribes and Congress; but, by the "powers that be" the United States Legal System. This self-ordained power allowed Congress to pass a variety of other laws, directed towards, assimilating, Native Americans, so that they would become a part of "mainstream white America" (Robbins, 90)<br><br>By this time the United States Government, had been funding over a dozen distinct agencies, to provide mandatory 'education' to all native children aged six through sixteen. Enrollment was enforced through leverage given by the 1887 General Allotment Act, which made Natives dependent on the Government for

Children were taken away from their homes and told everything they knew was wrong. They were sent to boarding schools to change their culture. These boarding schools were run by the United States government. The government's goal was to civilize Native Americans. They sent children to these schools against their will. Native American children were educated like Americans and they had to change their native ways to be more like whites (Cayton 266). Teachers abused their students and beat their native ways out of them. They were not allowed to see their families so they would try to escape, but their attempts were unsuccessful. The United States government’s Boarding Schools of the mid-late 1800s irreparably changed Native American culture.

School: An institution for educating children, Cultural Assimilation: The process by which a person or a group’s language and/or culture come to resemble those of another group. In Sherman Alexie’s The absolutely true diary of a part-time Indian and the movie Crooked Arrows directed by Steve Rash, both touch on the topic of school and cultural assimilation. Based off these sources we are able to see how Native American culture is looked at while trying to appeal to the Euro- American standards of what’s acceptable. The history of Native Americans and school is not a good one, with most Native Americans being placed in boarding schools which left a lasting effect on them and their culture. And through these two sources by Sherman Alexie and Steve Rash we are able to see how their work connects to the historical allusions of American Indian boarding schools.

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