"Kill the Indian, Save the Man!" This was the oft-heard phrase uttered by Captain Richard H. Pratt, a soldier in the U.S. Army and firm believer in the policy of assimilation for Native Americans. By today's standards Pratt's slogan is offensive and naïve to our ears, lacking the respect of another's culture. But in 1879 when Pratt first developed an experimental school for Native Americans in Carlisle, Pennsylvania, perhaps it was less so. Assimilation was considered by some as an alternative, even progressive, new policy for the "Indian problem" as new settlers pushed further and further west in America. Although controversial, Pratt was able to find some support for his idea of creating a school for Native Americans among several of their tribal chiefs, and he convinced the U.S. government to convert the Carlisle Barracks, a former army post, into a school. Modeled after the Hampton Institute for African-Americans, the Carlisle Indian Industrial School in Central Pennsylvania was run with a military discipline and assimilationist philosophy. Students were clothed in military uniforms, taught English and forbidden to speak their own language, trained in industrial skills, and taught the customs and habits of mainstream white society. The school continued until 1918, and over 10,000 Native Americans attended it during its existence. In retrospect, the Carlisle Indian Industrial school created a mixed legacy of both successes and failures. It offered the opportunity of education, employment, and a means for existence to some, and created isolation, cultural loss, and subjection to white prejudices and racism for others. In this lesson, your students will look at primary sources from the Carlisle Indian Industrial School. They will investigate letters from the students and Captain Pratt, analyze photographs of the classes in session, examine photographs of the students who attended, and study an enrollment tribal tally to uncover the extensive multicultural presence in the school. After studying these sources, students will answer questions about the school and its policy. As a culminating activity, students will react to a quote about assimilation and incorporate the information they have researched about the Carlisle Indian Industrial School in their response.

Objectives

Students will be able to: 1. Read for historical information. 2. Understand and define the concept of assimilation. 3. Understand the concept of assimilation from the historical perspective of 1879-1918. 4. Examine primary sources for and find examples of assimilation policy in effect at the Carlisle Indian Industrial School. 5. Examine primary sources of multiple perspectives to uncover the complex benefits and consequences of assimilation. 6. Understand the multicultural nature of the word "Indians" by exploring different tribes represented in enrollment of the Carlisle Indian Industrial School. 7. Synthesize their knowledge of Carlisle Indian Industrial School as a case study and communicate their viewpoint of the controversial policy of assimilation through a written essay.

Standards Alignment

• Civics and Government
  
  5.2.12. C. Interpret the causes of conflict in society and analyze techniques to resolve those conflicts.
  
  
• History
  
  8.1.12. B. Synthesize and evaluate historical sources.
  8.2.12. A. Evaluate the political and cultural contributions of individuals and groups to Pennsylvania history from 1890 to Present.
  8.2.12. B. Identify and evaluate primary documents, material artifacts, and historic sites important in Pennsylvania history from 1890 to Present.
  8.2.12. D. Identify and evaluate conflict and cooperation among social groups and organizations in Pennsylvania history.
  8.3.12. A. Identify and evaluate the political and cultural contributions of individuals and groups to United States history from 1890 to Present.
  8.3.12. B. Identify and evaluate primary documents, material artifacts, and historic sites important to U.S. history from 1890 – Present.
  8.3.12. D. Identify and evaluate conflict and cooperation among social groups and organizations in United States history.
  
  
• Reading, Writing, Speaking, and Listening
  
  1.1.11. D. Identify, describe, evaluate and synthesize the essential ideas in text.
  1.1.11 G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents.
  1.2.11. A. Read and understand essential content of informational texts and documents in all academic areas.
  1.4.11. B. Write complex informational pieces.
  1.5.11. B. Write using well-developed content appropriate for the topic.
  1.5.11. C. Write with controlled and/or subtle organization.