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Indian Boarding Schools — Reading Comprehension

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This passage explores the history and impact of Indian Boarding Schools during U.S. Westward Expansion. Students will analyze the causes and consequences of government policies that forced Native American children to attend these schools, focusing on assimilation and the deliberate destruction of native cultures. The reading integrates primary sources and multiple perspectives, challenging students to think critically about historical evidence and point of view. Activities include a glossary, timeline, multiple-choice and writing assessments, and graphic organizers to support deep understanding. Spanish translations and differentiated, simplified versions are provided for accessibility. This U.S. history reading passage aligns with CA HSS 8.8, 8.9 and TEKS 8.9B, 8.23B, as well as Common Core standards RI.6.3, RI.6.6, W.6.2, making it ideal for classrooms seeking rigorous, standards-based historical inquiry with support for English and Spanish speakers.

CONTENT PREVIEW

"Native American men and a boy posed outside of Carlisle Indian School LCCN99471846" by Miscellaneous Items in High Demand, PPOC,
Source: Library of Congress / Wikimedia Commons (Public domain).

The establishment of boarding schools for Native American children was a major part of U.S. government policy during Westward Expansion. The primary aim of these schools was assimilation, which meant encouraging Native children to adopt English, Christianity, and American customs, while discouraging their traditional languages and practices. These schools were often located far from Native communities, making it difficult for families to visit their children.

Government leaders believed that changing Native cultures would help Native Americans fit into American society. They thought that education was the key to this process. However, this approach ignored Native beliefs and did not respect their ways of life. Many children were separated from their families for years, which led to feelings of loss and isolation. The policy resulted in deep disruption of Native communities and damaged family relationships.

Life at an Indian boarding school was highly structured and strict. Children followed a daily schedule that included English lessons, religious instruction, and manual labor. Students were often required to cut their hair, wear uniforms, and take English names. Speaking their own languages or practicing cultural traditions could lead to punishment. The schools promoted discipline and hard work, but at the cost of erasing Native identity.

Some former students remembered learning useful skills, such as reading, writing, and trades like carpentry or sewing. However, many also described harsh conditions, such as overcrowding, strict discipline, and homesickness. Many children experienced emotional trauma due to their forced separation from family and culture. Over time, the effects of these experiences spread throughout Native communities, causing lasting pain and challenges.

There was also resistance to boarding schools. Some Native families hid their children or refused to send them away. Others tried to keep their traditions alive by teaching language and customs at home. In later years, Native leaders and activists spoke out against the policy, arguing that it was unfair and harmful. Eventually, the U.S. government recognized the negative effects of boarding schools and changed its approach to Native education.

Today, many Native communities are working to revitalize their languages and traditions that were threatened by assimilation policies. Learning about the history of Indian boarding schools helps students understand the challenges Native peoples have faced and continue to overcome. Reflecting on this history encourages respect for different cultures and the importance of preserving cultural identity.

Interesting Fact: The famous phrase "Kill the Indian, save the man" was used by some school leaders to describe the goal of assimilation at Indian boarding schools.

What was the main goal of boarding schools?

AssimilationPunishmentCelebrationExploration

What did schools discourage?

Traditional languagesEnglishMath skillsSports

When did the first major school open?

1879177619001970

Why were families upset?

Children removed from homeMore homeworkFewer teachersShorter school days

What was a result of the policy?

Lost Native identityMore Native traditionsLess disciplineNew holidays

How did some families resist?

Hid childrenBuilt new schoolsMoved citiesStarted businesses