1 

Pestovich, Pocaterra, Wang 

National History Day 

2015 

Bibliography 

Primary 

"About The Indian Advocate. [Sacred Heart, Okla.] (1???­1910)." News about Chronicling 

America RSS. Web. 13 Jan. 2015. http://chroniclingamerica.loc.gov/lccn/45043535/.  

We browsed this collection to understand the different views of Native American                       

civilization. Accessed from the LOC website, the several publications provided valuable                     

research. A brief description from LOC: "”The object of this quarterly review is the                           

progress of civilization in the Indian Territory, by promoting the spiritual as well as the                             

temporal welfare of the Indian race… It will appear in January, April, July and October,                             

to plead the cause of the last remnants of the Indian tribes, and of the Benedictine                               

Missionaries, who have consecrated their life to the evangelization of these Children of                         

the Wilderness.” The Advocate’s inaugural issue appeared in January 1889." 

“Annual Report of the Commissioner of Indian Affairs,” September 21, 1887. J. D. C. Atkins.  

Reprinted in Documents of United States Indian Policy, edited by Francis Paul Prucha 

(Lincoln: University of Nebraska Press, 1975), pp. 174–176. 

http://www.rialto.k12.ca.us/rhs/planetwhited/AP%20PDF%20Docs/Unit%209/Atkin2.pd

 

 

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f  

This source offered much insight into the foundational beliefs JDC Atkins held in                         

promoting Native American assimilation through preventing the speaking of native                   

languages. His report outlined several rules, such as only English may be spoken in the                             

classroom, and gave foundational reasons behind these rules. He believed, as did many                         

others in politics, that Native Americans could not function as valuable United States                         

citizens without embracing the dominant language, English, and assimilating to the                     

dominant culture. Atkin’s report was interesting to read and provided several direct                       

quotes we used to explain the reasoning and good intentions underlying assimilation. 

"Carlisle Indian School Digital Resource Center." Carlisle Indian School Digital Resource                     

Center. Web. 6 Dec. 2014. http://carlisleindian.dickinson.edu/ .   

While the website itself is not a primary source, it functions as a database                           

providing several primary source materials. Through this website, we had access to                       

numerous materials that guided our further research. We decided to cite the entire website                           

for its value of primary source materials. 

"Carlisle Indian School Digital Resource Center." Tom Torlino Student File. Web. 6 Dec. 2014.                           

http://carlisleindian.dickinson.edu/student_files/tom­torlino­student­file.  

This educational website page provided fascinating images and a student profile                     

of Navajo Tom Torlino at the Carlisle Indian School. He was the first student who caught                               

our attention and sparked our interest in the Carlisle Indian School, after being introduced                           

 

 

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to him in our APUSH textbook. We incorporated this media into our website. 

"Dawes Severalty Act." Welcome to OurDocuments.gov. 1 Jan. 1887. Web. 6 Jan. 2015.                         

http://www.ourdocuments.gov/doc.php?doc=50.   

Stemming from the Library of Congress, this entry for the Dawes Severalty Act                         

from the National Archives included background information on the act and                     

high­resolution images of the act itself. We used this source as both a primary and                             

secondary source, but we listed it under primary since we learned a lot from reading the                               

act itself. 

 "The History and Culture of the Speaking Rock Oyate. 27 J.D.C. Atkins/The English Language  

in Indian Schools" Documents. Web. 23 Mar. 2015. 

http://www.ndstudies.org/resources/IndianStudies/standingrock/docs_language.html  

While this website itself is not a primary source, the information it contains is.                           

This website includes many direct quotations from JDC Atkins, Commissioner of Indian                       

Affairs, advocating the importance of assimilation. He believes that assimilation is key to                         

Native Americans functioning as valuable citizens of the United States. Thus, he                       

encourages speaking English and discourages following tribal traditions.  

 

 

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 "The History and Culture of the Speaking Rock Oyate. Ritual on Admission of Indians to  

Full American Citizenship" Documents. Web. 23 Mar. 2015.  

http://www.ndstudies.org/resources/IndianStudies/standingrock/docs_citizenship.html   

Part of the series of documents in the previous citation of “The History and                           

Culture of the Speaking Rock Oyate,” this webpage is not a primary source itself, but                             

contains primary source information. This webpage outlines the process for Native                     

Americans to accept US Citizenship. It includes oaths both women and men would take                           

and quotations from the Representative of the Department. 

"Maps of Indian Territory, the Dawes Act, and Will Rogers' Enrollment Case File." National 

Archives and Records Administration. National Archives and Records Administration. 

Web. 2 Feb. 2015. 

http://www.archives.gov/education/lessons/fed­indian­policy/#documents.  

A collection of primary sources including maps, applications, and testimony                   

related to the Dawes Act from the National Archives. From browsing this collection, we                           

earned a grasp on the effects of the Dawes Act on Native Americans and the value of the                                   

Act itself. 

Martinez, Melvin. Personal Interview. 30 March 2015. 

We conducted an interview with a classmate over email so as to avoid bias in                             

answering questions and to allow him to answer questions thoroughly. Interestingly,                     

 

 

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Melvin’s perspective on assimilation differed slightly from that of his father. A                       

generational difference can be seen between both men. 

Martinez, Wayne. Personal Interview. 24 March 2015. 

Like our interview with Melvin, we sent questions to Mr. Martinez through email.                         

This way, he was able to thoroughly and diligently answer questions. Mr. Martinez was                           

passionate in his answers and contributed greatly to our understanding of the long­lasting                         

effects of the assimilation brought about by Pratt’s boarding school. 

Neihardt, John Gneisenau. Black Elk Speaks: Being the Life Story of a Holy Man of the Oglala  

Sioux. Lincoln: U of Nebraska, 1988. Print.  

http://stuff.samassaveneessa.info/docs/BlackElkSpeaks.pdf  

An autobiography and tribal history narrative from Sioux figure Black Elk offers                       

testimony of the devastation Native Americans experienced during Westward Expansion.                   

This source has been translated from Black Elk's native language, causing critique on its                           

authenticity. Nevertheless, it is a strong testimony of Black Elk’s experiences, including                       

historical facts and Black Elk’s own analysis. While this source is available as a book, we                               

accessed it as a PDF downloaded from the Internet. 

Native American Languages Act of 1990. Public law 101­477.  

http://www.gpo.gov/fdsys/pkg/STATUTE­104/pdf/STATUTE­104­Pg1152.pdf  

 

 

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This relatively recent act is designed to protect and revitalize Native American                       

languages, after many were lost from assimilation. We learned about this act at the Indian                             

Pueblo Cultural Center and later accessed the full document online. 

Pratt, Richard Henry, Battlefield and Classroom: Four Decades with the American Indian,                       

(hereinafter "Pratt"). Norman: University of Oklahoma Press, 2004, p. xi­xv. 

An interesting book providing background information on Pratt. This book                   

offered a look into Pratt’s past in the military, which we incorporated into our project.                             

This source also outlined biographical information, such as where Pratt grew up. 

Santa Fe Indian School. 27 Apr. 2015. Web. http://www.sfis.k12.nm.us/  

The website for this school in Santa Fe was interesting to explore since it                           

demonstrates the complex history of Native American education. Under the history page,                       

Pratt’s ideologies of assimilation are discussed for when the school opened in 1890. The                           

passage goes on to describe how the school curriculum flipped around in the 1920s and                             

through the New Deal to teach Native culture rather than attempting to erase it. Other                             

features of the website include examples of student life and dormitory schedules with                         

strict times, an environment in which elements of Pratt’s influence are still visible. 

Wilson, Woodrow. "Addresses Native Americans." 1 Jan. 1913. Speech. 

http://www.history.com/speeches/woodrow­wilson­addresses­native­americans  

In this 1913 speech, President Woodrow Wilson discusses what he considers as                       

 

 

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the progress the government made for the Native Americans. We incorporated a video                         

version of the speech from History.com in our website. It shows the strongly supportive,                           

almost propaganda­esque point of view voiced by the American government for                     

assimilating Native Americans and bringing them to white culture. President Wilson                     

glorifies the progress Native Americans have made and the opportunities they have while                         

discounting the violent, clash­filled past between whites and Indians. This source is rather                         

biased to make the government in the right, which is likely what President Wilson                           

honestly believed. Because of this, it is important to realize that the address is not                             

necessarily historical fact and is more so opinion from a single perspective. This does not                             

discredit the speech as a valuable source, however, since it speaks for that point of view. 

 

Photographs 

Academic Building. 1910. https://www.flickr.com/photos/dickinsonlibrary/2496824887/ 

Vintage postcard showing the Carlisle Indian School’s front lawn. While there are                       

many photos of the Carlisle campus available, this one demonstrates the size of the                           

school’s main building and is near the location of the photograph with all of the school’s                               

students lined up on the lawn. 

American Progress. 1872. John Gast. 

http://commons.wikimedia.org/wiki/File:American_progress.JPG  

 

 

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This iconic painting represents the divine ideals of Westward expansion                   

associated with Manifest Destiny. We originally viewed it in our APUSH textbook, but                         

it is available through many sources. The version uploaded to our website is from                           

Wikimedia Commons. We chose this version for its higher quality than other print and                           

web sources. A classic painting associated with Westward expansion, we can see the                         

lighter portions of white expansion led by the railroad and a divine goddess figure                           

driving out the darker sections of Native Americans and buffalo. This painting certainly                         

makes a statement on the ideals of Westward expansion. 

Baking Class. N.d. 

http://www.fasttrackteaching.com/burns/Unit_2_Westward/U2_Assimilation_of_Indians

.html 

A photograph showing a female baking class at Carlisle. The girls are learning                         

how to prepare breakfast using a wood burning stove, typical for middle class American                           

food preparation at time. 

Black Elk, Elk ­ Ogalala 1880. http://oyate1.proboards.com/thread/2069  

Photograph of Black Elk and Elk touring Buffalo Bill’s Wild West Show in                         

London. The two are in traditional grass dress. Black Elk was a historical figure in                             

Native American Sioux society, related to Crazy Horse and later writing a detailed                         

memoir on his experiences in the Black Hills, including Custer’s Last Stand and the                           

Battle at Wounded Knee. 

 

 

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Bureau of Indian Affairs Logo. 2012. 

http://commons.wikimedia.org/wiki/File:Seal_of_the_United_States_Bureau_of_Indian_

Affairs.svg  

The Bureau was founded in 1824, but the version of the logo we used in our                               

timeline was uploaded online in 2012. The Bureau was responsible for handling nearly all                           

aspects of Indian­Government relations, including Government­funded schools. 

Carlisle Football Team. 1899. 

http://www.fasttrackteaching.com/burns/Unit_2_Westward/U2_Assimilation_of_Indians

.html 

A photograph of the Carlisle Football team. According to the source, “School                       

sports were another part of encouraging assimilation ­ in this case, to American cultural                           

attitudes about teamwork and following rules.” 

Cooking Class. N.d. 

http://www.wbur.org/npr/260006815/the­ugly­fascinating­history­of­the­word­racism?ft

=3&f=260006815  

Photograph of a women’s cooking class offered at Carlisle. The school’s courses                       

for boys and girls promoted gender role stereotypes, in hopes that education in these                           

areas could provide the Native American youth with opportunity in white American                       

society. 

 

 

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Gym Class. N.d. 

http://commons.wikimedia.org/wiki/File:Carlisle_Indian_School,_Pennsylvania_­_NAR

A_­_298643.jpg 

Photograph of gym class at Carlisle. The structure and precision of gym class at                           

Carlisle, as demonstrated by the rows of students doing jumping jacks in this photo,                           

reflect the military ideals Pratt followed to found his school. 

Historical Marker. 2003. http://explorepahistory.com/hmarker.php?markerId=1­A­19  

Photograph of a historical marker of the Carlisle School, dedicated in 2003. We                         

used this photograph on our timeline. It briefly details the physical history of Carlisle’s                           

buildings. 

Indian Citizenship Act. 1924.  

http://www.nebraskastudies.org/0700/frameset_reset.html?http://www.nebraskastudies.or

g/0700/stories/0701_0146.html  

President Calvin Coolidge with four Osage Indians after Coolidge signed the bill                       

granting Indians full citizenship in 1924. We used this photograph on our timeline. 

 

 

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Indian Reorganization Act. 1934. http://www.nlm.nih.gov/nativevoices/timeline/452.html   

President Franklin Roosevelt signs the Indian Reorganization Act, which pushes                   

tribal governments to adopt U.S.–style governance, allowing self­determinism to occur.                   

We used this photograph on our timeline. 

John Brown, Jr. http://nativeamerican.lostsoulsgenealogy.com/obits/johnbrownjr.htm 

This photograph is a relatively recent portrait of John Brown, Jr., a man who                           

attended boarding schools, was taught to suppress his interest in his native language, and                           

ended up becoming a Navajo Code Talker in World War II. 

John Dewitt Clinton Atkins, N.d. “House Divided: The Civil War Research Engine at Dickinson  

College.” Courtesy of Brady­Handy Photograph Collection, Library of Congress.                 

http://hd.housedivided.dickinson.edu/node/2597  

This is a portrait photograph of JDC Atkins. The source did not include a date, but                               

Atkins is middle aged in the photograph, probably taken in the late 1800’s. The                           

photograph was cropped in 2007 to include only Atkin’s head and shoulders for use by                             

Dickinson College. 

Learning Finger Songs at Carlisle Indian School. 1990. 

http://www.english.illinois.edu/maps/poets/a_f/erdrich/boarding/gallery.htm 

Photograph offering interesting look inside a Carlisle classroom. This photograph                   

demonstrates the conditions students learned in, some of the activities they did, and the                           

 

 

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uniforms they needed to wear. It is interesting that there are two rows with just boys and                                 

two rows with just girls. On the walls in the back of the room, portraits of American                                 

presidents and leaders can be seen near a draped flag fabric. 

Melvin & Wayne Martinez. 2015. 

A father and son portrait of Melvin & Wayne Martinez, two of our interviewees,                           

in celebratory dress. The Martinezes generously allowed us to use this photograph of                         

them. They both take pride in their heritage, despite a generational gap. 

Navajo students who entered Carlisle. 1882. 

http://www.radiolab.org/story/photos­before­and­after­carlisle/  

A“Before and After” series similar to Tom Torlino’s portraits, this collection of                       

photographs showed the changes a group of Navajo students went through after                       

spending time at the Carlisle school. These photographs caught our attention since we                         

were previously unaware that Navajo children had attended the school. 

Nez, Chester, and Judith Schiess. Avila. Code Talker. New York: Berkley Caliber, 2011. Print. 

This is a nonfiction autobiography of Chester Nez, a Native American who went                         

to the Native American Boarding Schools, gave a first hand account of living in the                             

boarding schools. This gave us quotes to add to our website.   

Northern Pacific Railroad Map. 1871. 

http://www.ndstudies.org/resources/hs/unit3_map_nprr.html  

 

 

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A map drawn by a man named Edward H. Knight. It was drawn before the                             

railroad was completed by compiling maps from English, Canadian, and American                     

surveyors. The railroad was completed in 1883. It runs through sacred lands of Dakota                           

tribes and is a point of controversy in executive action. 

Peak Enrollment. N.d. http://theclio.com/web/entry?id=349 

We used this photograph on our timeline to represent the peak enrollment                       

population of Indian Schools. This photograph actually depicts the largest class at                       

Carlisle, representing the large population of enrolled students. 

Physics Experiments. N.d. 

http://www.usdakotawar.org/history/newcomers­us­government­military­federal­acts­po

licy/indian­boarding­schools  

Photograph of boys and girls at Carlisle performing physics experiments,                   

demonstrating the types of education occurring at the boarding school. Most girls did not                           

partake in science classes, but were involved in domestic classes, so it is interesting that                             

they are present in this classroom. 

Pratt on Horseback. N.d. 

http://www.npr.org/blogs/codeswitch/2014/01/05/260006815/the­ugly­fascinating­histor

y­of­the­word­racism  

Photograph of Pratt on horseback. We decided to use this photograph since it                         

 

 

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portrays Pratt as a strong man pursuing adventure. It reminded us of iconic images of                             

President Theodore Roosevelt on horseback. 

Pre­European Language Distribution Map. 1999. 

http://commons.wikimedia.org/wiki/File:Langs_N.Amer.png 

This map shows the distribution and diversity of Native American languages in                       

Pre­European America. It is fascinating to see how languages change over time, as                         

demonstrated by a comparison with a relatively recent US Census report. While a map of                             

language distribution closer to the Civil War Era would be a more accurate depiction of                             

the effect of assimilation, we were unable to access a valid one online with an accurate                               

key. 

Richard Henry Pratt. 1879. http://military.wikia.com/wiki/Richard_Henry_Pratt  

Portrait of Pratt in military uniform 10 years before his school opened. We used                           

this photograph to demonstrate Pratt’s military background. He is holding his helmet and                         

a sword. The uniform Pratt is wearing makes him appear powerful and professional. 

Sign. N.d. http://www.desertrambler.com/carlisle­indian­school.html 

A recent photograph of a historical sign marker explaining in brief the history of                           

the Carlisle Indian School. This photograph suggests the historical significance of the                       

Carlisle School and summarizes much of the points we make within our project. 

Student Body Assembled on Front Grounds. N.d. http://home.epix.net/~landis/histry.html  

 

 

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This photograph of the Carlisle Indian Industrial School student body really                     

helped us grasp the size of the school and the dynamic of its students. This photo can be                                   

found in various sources, but we were not able to find an accurate date. We can estimate                                 

that it was taken in the late 1880’s or early 1890’s, nearing the peak of the School. 

Tom Torlino Portraits. 1882.  http://www.radiolab.org/story/photos­before­and­after­carlisle/  

We originally saw these images in our AP US History textbook. They are rather                           

well­known images of Tom Torlino available in many mediums from many sources, so                         

we simply decided to cite this source. The difference between Tom’s appearance before                         

and after attending the school is striking.  

Tom Torlino Student Profile. 1882. 

http://carlisleindian.dickinson.edu/student_files/tom­torlino­student­file  

This collection was incredible to explore. The earliest material included in the                       

collection is from the year 1882, so that is the date we cited for the collection as a whole.                                     

This source helped us get a feel for how administration at the school organized students.                           

 

Secondary 

“American Buffalo.” History.com. Manifest Destiny 

This short video clip discusses the issues of near buffalo extinction during                       

Westward expansion. Scholars address the white perspective and the Native American                     

 

 

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perspective. While the concise style of the video helped us gain a quick and easy                             

understanding of these issues, it did not include much specific detail. 

Archuleta, Margaret. Away from Home: American Indian Boarding School Experiences,                   

1879­2000. Phoenix, Ariz.: Heard Museum. 2000. Print.   

One of the most interesting and valuable sources we've come across, this book                         

provided several first hand accounts of students' lives at Native American Boarding                       

Schools throughout the United States. Only a handful of the students have ties to the                             

Carlisle School, but it was interesting to read how other schools affected youth as well. 

 Armstrong, Stephen, and Edward McBride. AP U.S. History. New York: McGraw­Hill, 2004. 

Print.  

The AP United States History textbook served as a useful starting point in                         

preliminary research. While we were still deciding on a topic, we used this textbook from                             

our sophomore year classes to review a simplified version of the Native American                         

assimilation. It provided several key points we planned to look into while doing later                           

research and helped build a preliminary outline for our project. 

 "Black Elk." History.com. A&E Television Networks. Web. 21 Mar. 2015. 

http://www.history.com/topics/native­american­history/black­elk   

After researching more into the Sioux and the Battle of Wounded Knee, we                         

gained interest in Black Elk. This short History.com entry on the Native American figure                           

 

 

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provided clear, concise biographical information. It also includes analysis of Black Elk's                       

role in history and the relevance of his personal narrative Black Elk Speaks.  

"Boarding Schools: Struggling with Cultural Repression." Native Words Native Warriors. Web.                       

5 Mar. 2015. http://americanindian.si.edu/education/codetalkers/html/chapter3.html  

From the National Museum of the American Indian, this webpage was very                       

informative and interesting. It provided information on Code Talkers affected by                     

assimilation language loss and detailed the conditions of boarding school campuses.   

“The Buffalo and Native Americans.” History.com. Manifest Destiny Videos. 

http://www.history.com/topics/native­american­history/native­american­cultures/videos/

the­buffalo­and­native­americans  

This short video clip from History.com demonstrated the immense value buffalo                     

had in Native American culture. Literally every part of the buffalo could be used as a                               

resource in Native American life. However, the buffalo population was quickly and                       

tragically depleted with the arrival of Europeans in the west, causing a near extinction of                             

the species in North America. The blatant disregard for Native American culture and                         

lifestyle that arriving Europeans showed is displayed by their hunting of sacred and                         

irreplaceable bison for sport. 

Bury My Heart at Wounded Knee. HBO Films, 2007. DVD.   

Remembering when we watched this movie in US History Sophomore year                     

 

 

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contributed to our interest in our topic this year. We decided that it's a large portion of                                 

history that many people do not discuss, so it'd be interesting to research. While this film                               

is a TV Movie and has a stronger focus on drama than facts, it hits the main points of                                     

Indian American tensions. We did not take facts from this movie, but instead rewatched it                             

as a easy­going starting point and for some fun, too. 

 "Cleveland Signs the Dawes Severalty Act." History.com. A&E Television Networks, 1 Jan. 

2009. Web. 22 Mar. 2015. 

http://www.history.com/this­day­in­history/cleveland­signs­the­dawes­severalty­act 

A "This Day in History" article on the Dawes Act, this source provided additional                           

analysis and information on the signing of the Dawes Act. The article also introduced us                             

to JDC Atkins, commissioner of Indian Affairs, which further guided our research.  

Dippie, Brian W.The Vanishing American: White Attitudes and U.S. Indian Policy. Middletown,                         

Conn.: Wesleyan UP, 1982. Print. 

A fascinating printed source, we incorporated much of our information from this                       

book. It provided an important point of view explaining the disappearance of Native                         

American culture. 

Farrell, Brenna. "Photos: Before and After Carlisle." Radiolab Blogland. Web. 10 Dec. 2014.                         

http://www.radiolab.org/story/photos­before­and­after­carlisle.   

While this source is more casual compared to others we used, such as the AP US                               

 

 

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History textbook and History.com, it does provide accurate information. This source was                       

easy to read through and provided an interesting history of several photographs that we                           

used as “Before and After” pictures throughout our website. 

"History." PBS. PBS. Web. 4 Jan. 2015. 

http://www.pbs.org/indiancountry/history/boarding.html.   

As a reliable source of information, this interactive PBS website covered many                       

aspects of Native American history. In our research, we focused on the boarding school                           

section the website offers. This information enhanced our perspective by giving personal                       

accounts and including historical context and relevance of boarding schools. 

Indian Pueblo Cultural Center. “Albuquerque Boarding School.” Albuquerque, NM.  

We visited this museum late in our research. Here, we learned about the                         

nation­wide effects of Pratt's boarding schools, reaching New Mexico tribes. The                     

museum featured quotations, art exhibits, and live and video presentations on Indian                       

culture and assimilation. We even viewed a live presentation of a "Rain Dance" and a                             

"Buffalo Dance," which were unique experiences for each of us.   

King, Thomas. The Inconvenient Indian: A Curious Account of Native People in North America.                           

Print. 

This book provided strong opinions intertwined with facts, so it was an interesting                         

source to pick through. The author incorporated some cynical humor, so it was important                           

 

 

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to keep in mind the true facts when using this source. 

“The Last of The Sioux.” History.com. Manifest Destiny Videos. 

http://www.history.com/topics/native­american­history/native­american­cultures/videos/

the­last­of­the­sioux. 

Part of a “Manifest Destiny” collection, this four­minute video clip from                     

History.com provides information on tribal relocation, Custer’s Last Stand, and Battle at                       

Wounded Knee. It was an important clip to put our research in perspective and add                             

additional information. 

Montano, Michael. Personal interview. 2 Apr. 2015. 

We wanted to have a little more background information from an expert in New                           

Mexico history. Mr. Montano is a teacher at our high school who teaches U.S.                           

Government and New Mexico history courses. He provided us with lots of information                         

on the topic and Native American relations in a variety of time periods. He discussed                             

1800’s assimilation, pottery and art movements, and included valuable opinions in                     

relation to today’s history.  

“Native North American Languages Spoken at Home in the United States and Puerto Rico: 

2006–2010.” American Community Survey Briefs. December 2011. 

http://www.census.gov/library/publications/2011/acs/acsbr10­10.html. 

This US Census report detailed relatively recent data on the density and                       

 

 

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distribution of Native American languages currently spoken. It provides a stark contrast                       

to the pre­European contact distribution and diversity of Native American languages. 

"Richard Henry Pratt: 1840­1924." Richard Henry Pratt: 1840­1924. Web. 24 Dec. 2014. 

http://chronicles.dickinson.edu/studentwork/indian/2_pratt.htm.  

Information from this website included background histories on Richard Henry                   

Pratt, his military history, and influences that built the standards behind the Carlisle                         

Indian Industrial School. This website provided broad background information that gave                     

us a nice overview for Pratt's involvement in the Carlisle Indian School 

"Today's Challenges." PBS. PBS. Web. 6 Jan. 2015.  

http://www.pbs.org/indiancountry/challenges/education.html.   

An article detailing recent efforts in education to revitalize Native American                     

Cultures. This article provided newer information and served as background information                     

to write some of our interview questions from. 

 

Music 

Kater, Peter. Lakota Flute Song. Discover ­ Native American Flute Songs, 2013. MP3. 

While this song does not have direct ties to Pratt and the Carlisle Indian School, it                               

is a beautiful piece representative of Native American culture. The history of the Lakota                           

 

 

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tribe was greatly affected by assimilation in the late 19th century.