Mike's+Local+History+Project

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==Learning Activity 8-B-1: Local History Project==

==Learning Activity 3-D-2: Local Documents, Data, and Cartoons==

Carlisle Indian School Primary Sources

1. [|New England Magazine Volume 0018, Issue 2 (April, 1895)] This article describes the reasons behind the formation of the Carlisle Indian School and does a phenomenal job depicting the stereotypes of Native Americans held by many white American citizens at the turn of the century. 2. [|The American Missionary Volume 0037 Issue 4 (April, 1183)] This article is a written explanation by the founder of the Carlisle Indian School describing the usefulness of the Indian School. 3. [|The Indian Helper: A Weekly Letter from Carlisle Indian School] This link takes you to an electronic copy of a weekly letter from the Carlisle Indian School. The newsletter certainly gives the reader a good idea as to how the workers at the school felt about the Native Americans and the goals of the school itself. 4. [|The Carlisle Arrow and Red Man] This flyer, used as an advertisement for the Carlisle Indian School, gives a great visual representation of the goals of the school. 5. [|Photo: Tom Torlino (Navajo) Before and After] This before and after shot of the same person is a terrific representation of the changes made to the students at the Carlisle Indian School.

 4-D-1: 5 Sources for Local History Project-Brilla = Photographs: = 1. From the Library of Congress site: a. [|Photo of Apache children four months after arriving at Carlisle] b. [|A panoramic photograph of the school] c. [|Sioux women from the first class to enter Carlisle] 2. Yale University Online Collection a. [|Pratt and Indian Children] b. [|The Art Department at Carlisle] c. [|The Carlisle Arrow and the Redman] d. [|Photo of student in front of the school] 3. Posters found th rough University of Illinois Website


 *  I think I would like to use the posters above as an introduction to the Indian School movement in general—possibly have the students use the SEA worksheet to analyze these posters and get them to begin think about the goals of the Carlisle Indian School and others like it. For the photographs, I think I would love to have my students analyze the photographs and use them to construct a narrative describing a typical day or year at an Indian School. The objective of the project would be to identify the goals and methods of the Carlisle Indian School and evaluate the value of the school. ||

==Learning Activity 5-D-1: Local Audio and Music==

 5-D-1: Audio Primary Sources

// Radio Interviews pertaining to Carlisle Industrial Indian School and other Indian Schools around the nation //
a. [|NPR Interview with Sally Jenkins] : Jenkins wrote //The Real All Americans: The Game that Changed the Game, a People, a Nation// in which she chronicles life and athletics at the Carlisle Indian Industrial School and the famous football game against Army in 1912. b. [|American Indian Boarding Schools Haunt Many] : This NPR report provides a tremendous amount of background knowledge for my students when discussing Carlisle Industrial Indian School and schools like it around the turn of the century. It discusses the motivations behind the formations of the school and the daily routine at the schools. c. [|American Indian School a Far Cry from the Past] This NPR report discusses the lasting legacy of Indian boarding schools and the state of the schools today. This report will provide my students with a direct link from the Carlisle Industrial Indian School to present-day school across the nation. My students will be able to compare and contrast Carlisle with today’s Native American schools helping to make this project more relevant and meaningful to them.

// Period Sheet Music from the early 1900s: //
Both pieces of sheet music will help to give my students a better understanding as to how Native Americans were viewed by their white counterparts in the years Carlisle Industrial Indian School was in operation. Both pieces of sheet music provide evidence to the fact that many white Americans saw Native Americans as an inferior race of people that needed help to be “saved.” a. [|Mineola or the Wedding of the Indian and the Coon] b. [|The Indian Mother’s Lullaby]

==Learning Activity 6-D-1: Local Video and Maps==

 Local History Sources: Videos and Maps 1. [|Hyde Park School Room, 2] : I would have my students use the NARA Video Analysis worksheet to analyze this video. The students can get a number of things from this video including what school was like at the turn of the 20th century, the way children behaved and dressed, and stereotypes towards Native Americans. 2. [|Indian Day School] : I would have my students complete a SEA or NARA video analysis sheet while watching this video of children filtering in and out of an Indian Day School. Upon completing the video analysis the students could complete a Venn Diagram comparing and contrasting the two groups of school children. 3. Maps taken from [|Geoff Magnum’s Guide to Native American History and Culture] and can be analyzed using SEA sheets and used to give the students historical context as to the plight of Native American tribes.



4. [|Our Spirits Don’t Speak English] : This video clip uses a variety of narration, music, images and first-hand accounts to give a brief description of Indian Boarding Schools and their impact on the Indian Children. I would love to show this video clip as an introduction to the unit to gain the interest of my students. To be honest, I don’t know that I would ask them to fill out any forms but if I were to choose I think I would ask them to use the NARA Video Analysis worksheet to help them understand the message of the video.

Additional Notes and Resources
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