HEARD MUSEUM.PDF

PBS LearningMedia
Remembering Our Indian School Days:
The Boarding School Experience
Heard Museum, KAET 8, Arizona State University
Work by Jane Ash Poitras
Proposal submitted by:
Eric S Trevan
(Match-E-Be-Nash-She-Wish Band of Potawatomi Indians, Gun Lake Tribe)
Director of Annual Giving/Tribal Relations
Heard Museum
2301 North Central Avenue
Phoenix, Arizona 85004
602-251-0251
etrevan@heard.org
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TABLE OF CONTENTS
Gila River Indian Community Grant Application………………3
Narrative………………………………………………………...8
Purpose of Grant…………………………………………...8
Reports………………………………………..............….15
Attachments………………………………………………....…16
Required
Resolution
Funders………………………………………….....17
Budget………………………………………......….18
Optional……………………………………………….…19
Letters of Support
Work Sample for Funding Proposal………….……23
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Gila River Indian Community Grant Application
Municipality Information
Date of Application: 05/06/13
Name of City, Town or County: Maricopa County
Mayor or Board of Supervisor’s Chairman: Andy Kunasek
Mailing Address: 301 West Jefferson, 10th Floor
City: Phoenix State: AZ Zip Code: 85003
Department/Non-Profit Information
Department or Organization Name: Heard Museum
Mailing Address: 2301 North Central Avenue City: Phoenix State: AZ Zip Code: 85004
Contact Person*: Eric S Trevan Title: Director of Annual Giving
Phone Number: 602-251-0251 E-mail Address: etrevan@heard.org
*The individual listed here will be our direct point of contact for grant-related questions or requests for information.
Duplicates of all grant correspondence will be sent to the contact person.
Grant Information
Program or Project Name:
PBS Learning Media-Remembering Our Indian School Days: The Boarding School Experience
Purpose of Grant: To provide a national production with PBS of the Heard Museum
Remembering Our Indian School Days: The Boarding School Experience (Boarding School)
Beginning and ending dates of Program or Project:10/1/2013 to 9/30/2014
Amount Requested: $100,000.00 Total Project Cost: $113,658.00
Multi-year Request – If checked, # of years requested: Amount/year:
Priority Funding Area:
Economic Development Education Healthcare Public Safety Transportation
Geographic Area Served:Maricopa County/State of Arizona
Signature:
Mayor OR Chairman BOS: Date:
Typed Name and Title: Andy Kunasek, Chairman BOS
Rev. 4/2013

Gila River Indian Community Grant Application
Application Format (outline)
Please structure your proposal to provide the following information in the order indicated. Use
the headings and subheadings provided. Then, in your own words, address the questions and
issues posed in the outline. The questions reflect the general interests and concerns of the Gila
River Indian Community, but are not intended to be conclusive. Additional information
pertinent to your project should be included. Please be thorough yet strive for brevity. Please
submit one original and five copies of your completed grant application, including attachments
A. NARRATIVE
1. Purpose of Grant
a) Describe the proposed program or project
b) Describe how the proposed program or project satisfies one or more of the “priority
areas” identified by the Gila River Indian Community.
c) Identify the needs/problems to be addressed, target population and number of people
to be served by the project.
d) Describe the project goals and objectives, and your plan to meet them.
e) Define the project as a new or continuing program.
f) Identify other organizations, partners or funders participating in the project and their
roles (see attachments section).
g) Indicate any application to and/or awards made by a Tribe other than the Gila River
Indian Community for state shared revenues for this and/or any other
projects/programs.
h) Provide a timetable for implementation.
i) Identify long-term funding resources or project sustainability.
2. Reports
• Describe your plan to document progress and results. Interim and final reports will
be required for every grant awarded.
B. ATTACHMENTS
Required Attachments:
1. A resolution from the applicable governing body in support of the proposed project
(eligible City, Town or County).
2. A proposed budget for the program or project.
3. List of other funders, potential funders and amounts committed or requested in support of
the proposed project.
Optional Attachments:
1. Letters of support (optional) that substantiate need for the project and collaboration with
other organizations.
Rev. 4/2013

Gila River Indian Community Grant Application
Budget
An accurate, detailed budget for proposed projects is a primary requirement of this grant
application. This portion of your proposal should break down the total budget into specific items
for your project. Please include a narrative description explaining any unusual budget items.
“In-Kind” expenses and donations, grants or matching funds should also be spelled out. Please
include the following information in your budget. You may use this or a similar format.
A. BUDGET PERIOD (e.g.1/ 1/ 20XX to12/31/20XX):
10/1/2013 to 9/30/2014
B. EXPENSES
Please itemize expenses that are applicable to your program or project. Please note:
Columns will not total automatically if a currency field is left blank.
Proposed Budget Amount Amount In Kind Total Budget
(list each budget item) Requested secured from Expense
from GRIC other
Funders
Education Director (18% time) $8,574.00 $0.00 $0.00 $8,574.00
VP Curation/Education (9% $9,450.00 $0.00 $0.00 $9,450.00
time)
Library/Archives Director $6,000.00 $0.00 $0.00 $6,000.00
(12% time)
Assistant Librarian (12 % $4,800.00 $0.00 $0.00 $4,800.00
time)
Marketing Director (2% time) $1,000.00 $0.00 $0.00 $1,000.00
Design/Creative Director( 2% $1,280.00 $0.00 $0.00 $1,280.00
time)
ASU Video Production $20,500.00 $5,000.00 $0.00 $25,500.00
ASU Educators Training $3,750.00 $0.00 $0.00 $3,750.00
Contract Education/Library $17,200.00 $0.00 $0.00 $17,200.00
Assistant
General Overhead/Insurance $20,113.00 $0.00 $0.00 $20,113.00
Benefits
Computer/Monitor $817.00 $0.00 $0.00 $817.00
Software $1,642.00 $0.00 $0.00 $1,642.00
Supplies-Education $2,000.00 $0.00 $0.00 $2,000.00
Library-Archival Products $8,032.00 $0.00 $0.00 $8,032.00
Marketing $3,500.00 $0.00 $0.00 $3,500.00
Total Budget $108,658.00 $5,000.00 $0.00 $113,658.00
Rev. 4/2013

Gila River Indian Community Grant Application
C. BUDGET DETAIL, IF APPLICABLE (Narrative description of unusual budget items, in-
kind expenses, donations, etc.)
Rev. 4/2013

PBS LearningMedia Project with KAET Ch 8, Phoenix
Remembering Our Indian School Days: The Boarding School Experience
(1 Year)
Expense Amount Comments
PERSONNEL
Education Director Allocation of 18% of total time
VP Curation and Education Allocation of 9% of total time
Library & Archives Director Allocation of 12% of total time
Assistant Librarian Allocation of 12% of total time
Marketing Director Allocation of 2% of total time
Design & Creative Director Allocation of 2% of total time
Sub Ttal Personnel 31,104
Ins. & Benefits $5,288
Total Personnel $36,392
CONTRACT SERVICES
ASU $25,500 Video Production
ASU $3,750 Educators’ Trainings (3)
Contract Education Assistant $12,000 Full time temporary
Contract Library Archivist $5,200 Part time temporary
Total Contract $46,450
Services
EQUIPMENT
Computer & Monitor $817 Program-specific use – Ed. Dept.
Software $1,642 Program-specific use – Ed Dept.
Total Equipment $2,459
Supplies
Education Dept. $2,000 Program-specific
Library $8,032 Archival products – orig. exhibit items
Total Supplies $10,032
MARKETING $3,500 Heard portion – PBS does primary
SUB TOTAL $98,833
General Overhead $14,825 15% of total of other expenses
TOTAL EXPENSES $113,658

NARRATIVE
Purpose of Grant
Describe the proposed program or project
The Heard Museum proposes to contract with the Arizona State University’s
Public Broadcasting Service Arizona affiliate at KAET 8 (herein referred to as
ASU/PBS) to create a video production learning module for the national PBS
LearningMedia education portal. The learning video will feature the Heard Museum’s
long running exhibition Remembering Our Indian School Days: The Boarding School
Experience (Boarding School). Originally installed in 2000 as a three year exhibition, the
Boarding School exhibition quickly became a core element of the Museum’s overall
programming, one that many visitors cited as the reason they came to the Museum, and
the one most referenced in comment cards as the exhibit impacting them the greatest. The
Boarding School exhibition is now included in most school-based tours and one that
children easily relate to.
The extensive use of first-person voices of those who attended boarding schools,
or had relatives who did, brings to life the images and full re-creations of the dorms,
school rooms, and more that fill 3,986 square feet of space at the Museum. Native
scholars contributed to the development of the Boarding School exhibit and authored the
exhibit’s companion book, Away from Home: American Indian Boarding School
Experiences, which to this day is still the most sold exhibit-related publication in our
bookstore and of our distributor, the Museum of New Mexico Press. The popularity of
the exhibit led the Museum to also create a Traveling Panel Exhibit which is widely
requested throughout the year at schools and other public venues.
When ASU/PBS approached the Museum in November 2012 about creating the
learning video featuring Boarding School, the Museum realized that this important story
would immediately become accessible to teachers throughout Arizona in schools too
remote to bring students to the Museum, to teachers across the country, and to the general
public. Other museums, libraries, and researchers will also have access to this story and
find that they can obtain more information from the Heard Museum’s own library and
archives via its web site.
The PBS LearningMedia education portal is a web based system that is available
free to educators, students, parents, and the community 24 hours a day, 7 days a week,
and includes specific training tools, teachers’ aids, commentaries, and interactive
activities. The Heard Museum will be among the first museums nation wide to
participate; among the first to provide information specifically on American Indian
cultures and art; and the only one to provide an in-depth discussion on this subject matter.
ASU/PBS estimates that 73,000 or more educators and others in Arizona alone have
access to the system. The nation wide PBS LearningMedia education portal has been in
use for just over 14 months and is quickly gaining an increasing following.
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The learning video will feature twelve 3-6 minute segments that feature different
elements of the exhibit. Accompanying the video will be a teachers’ guide, discussion
questions, a background essay, narration, and more, all on the same page the video is on.
Describe how the proposed program or project satisfies one or more of the “priority
areas” identified by the Gila River Indian Community.
The primary focus of the PBS LearningMedia project is Education. This national
program to be launched by the Heard Museum will provide a rich, in depth production of
Boarding Schools, federal Indian policy in relation to these school and the actual truths of
daily activities as well as the long term consequences resulting from this policy.
This production will be owned by the Heard Museum and integrated as part of the
overall display within the institution. This will also be distributed throughout the nation
directly to over 73,000 educators. This first of a kind production will bring the research
and analyses used for the Boarding School exhibit and provide it directly to those
educating children throughout the nation. Furthermore, the Heard Museum will market
and distribute this material throughout its network to other tribal nations, academia,
religious groups, organizations and other educational institutions.
Identify the needs to be addressed, target population and number of people to be served
by the project.
Need/Problem
The need is to make more widely available an important era in American history
that has gone largely untold, or not told in its entirety, and to address that era in an
accurate and meaningful way that is easily comprehended and appreciated by children
and adults alike. It has been said that you cannot understand present day issues in
American Indian cultures without understanding this part of the past.
For many, the federally run Indian boarding school era is virtually unknown, and
if known is often misunderstood and shrouded in misconceptions and contradictions.
Throughout the latter part of the 1800’s and the early 1900’s, the boarding schools were a
key element in the widespread national effort to eradicate Native cultures and
“Americanize” Indians across the country. These efforts were met with much controversy
and criticism, and produced extreme stress on families and the children. The efforts also
produced still-debated successes. The evolution of the schools’ curriculums, standards,
and focus through generations of students and the decades began to track cultural changes
and attitudes in the country. Most of the remaining boarding school facilities that are still
in operation today are now Indian owned and operated.
The challenge is to disseminate the Boarding School story beyond the Heard
Museum’s galleries in a way that is easily accessible and in a user-friendly format. The
format needs to support teachers in schools across the country by addressing the National,
State and Common Core Standards. These challenges will be met by providing
historically accurate teaching materials and discussion questions for social studies,
humanities, history, and sociology. These will be accompanied with first-person voices of
those, and the descendents of those, who attended the boarding schools.
9

The challenge is also to accomplish the above in a way that is appealing to the
general public. To meet this challenge, a format that incorporates historic images, music,
sound, oral histories, images of memorabilia, and more, will be used to engage all users
in the story being told.
Target Population
Those who will benefit from the project include:
1. School teachers who are either required to, or choose to, teach American Indian
history as part of their annual curriculum.
2. Educators in Arizona who are too removed from the Phoenix area and have little
to no options at all for bringing their students to the Museum.
3. Students at colleges and universities who need easily accessible resources for
research; and others researching the history and cultures of American Indians –
particularly the attempt to “civilize.”
4. American Indians into mainstream society. This also includes librarians, and
curators from other museums.
5. Those in the general public and other institutions who are interested about the
topic for their own purposes.
Especially important to the Heard Museum is that American Indians throughout the
nation will also benefit by having this important exhibition, which was developed with
substantial collaboration by Indian Scholars, preserved and easily available to their own
schools via the free PBS educational portal.
Describe the Project Goals and Objectives and Your Plan to meet them.
The primary goals and objectives of the project is that another segment of myths
and stereotypes about American Indians is dispelled. We also intend that children and
others develop an enhanced appreciation for American Indian cultures, and gain
increased tolerance for cultural differences. Inherent in this result is that a more complete
story is presented about the role boarding schools played in the cultural transformation of
Indians and in the transformation of the attitudes held by others and the federal
government. Our intention is also to develop even closer relationships with schools,
educators, and students, including those on the reservations in Arizona.
Other anticipated results include the development of subsequent videos featuring
other of the Museum’s exhibits and collections for the PBS LearningMedia education
portal, and that the Heard Museum is recognized nationally as a primary source of
balanced and enlightened representations of the historical and contemporary American
Indian.
We also anticipate that the project will make the Museum’s collections and
exhibitions more widely available to those who will never be able to visit in person.
People will also be encouraged to visit the Museum’s web site for more information, to
view videos created by Arizona’s Tribal communities, view art and artifacts from our
collections, and access our on-line archives.
10

Goal 1 Provide material throughout the nation that accurately explains Boarding
Schools and Federal Indian policy tied to these schools
Objective 1 Partner with ASU/PBS to develop material to distribute
Objective 2 Use existing research to expand the Heard Museum Boarding
School exhibit into a production
Objective 3 Implement this production into the overall strategy of the museum
Goal 2 Provide a production in order to readily have available information to
distribute
Objective 1 Develop partnership with ASU/PBS to produce production
Objective 2 Use existing research for production
Objective 3 Develop production to be useful for education as well as public
outreach for the history and results of Boarding Schools
Goal 3 Support the Heard Museum’s mission to promote Native American culture
Objective 1 Develop a high level production that represents the Heard
Museum’s commitment to Native American Culture and Arts
Objective 2 Promote the partnership and production with ASU/PBS
Objective 3 Integrate production into Boarding School exhibit
Goal 4 Continue the advancement of Native American education, specifically
through the education and promotion of Boarding Schools
Objective 1 Advertise and market Boarding School production to over 73,000
educators
Objective 2 Continue aggressive marketing nation wide to Tribal nations and
other supporting organizations
Objective 3 Become a destination for Boarding School research and its impact
on Tribes, especially in the Southwest.
Define the project as a new or continuing program.
The overall existing project is an extension of the existing Boarding School
exhibit developed in 2000. Set up to be a temporary three (3) year exhibit, this permanent
cornerstone of the museum is now expanded into the PBS LearningMedia Boarding
School production. This is developed as a permanent component of the exhibition
Remembering Our Indian School Days: The Boarding School Experience and will be
supported with staff, marketing and operational dollars for its ongoing existence.
11

Identify other organizations, partners or funders participating in the project and their
roles.
Arizona State University (ASU)/Public Broadcasting Corporation (PBS)
The PBS LearningMedia education portal is a web based system that is available
free to educators, students, parents, and the community 24 hours a day, 7 days a week,
and includes specific training tools, teachers’ aids, commentaries, and interactive
activities. The Heard Museum will be among the first museums nation wide to
participate; among the first to provide information specifically on American Indian
cultures and art; and the only one to provide an in-depth discussion on this subject matter.
ASU/PBS estimates that 73,000 or more educators and others in Arizona alone have
access to the system. The nation wide PBS LearningMedia education portal has been in
use for just over 14 months and is quickly gaining an increasing following.
ASU/PBS will align the learning video’s content with grade levels, National,
State, and Common Core standards and ensure those are posted on the same page as the
finished video. Their team will also provide narration, location shoot, perform
digitization and media transfer, and create final product. The Heard Museum’s staff and
ASU/PBS staff will collaborate on the development of the teacher’s guide and other
related learning aids that will accompany the video.
ASU/PBS also delivers a 3-hour LearningMedia Workshop for educators and
others interested in using the product. Educators attending are eligible for Continuing
Education credits. The comprehensive workshop includes training on creating lesson
plans, using features included in the video’s portal, and learning styles. The Heard will be
able to host workshops on-site and use the opportunity to include teachers and others
from around the state. This provides an exceptional opportunity to expand our outreach to
schools and teachers statewide.
Heard Museum
The initial phase of the project involves the Heard Museum identifying and
selecting materials from the Boarding School exhibit including existing digital video,
images, essays, flash, HTML files and inter-actives, to be used in the learning video. This
process will involve the Heard’s education department, the library and archives, and the
creative department, with additional support from curatorial staff if needed. Staff will
identify any elements that need permissions for use and will obtain those permissions.
The Heard Museum will also fund this production through ongoing operational,
staff and marketing support. As an extension of the permanent exhibit, this will be
maintained and promoted as a strategic cornerstone of the Museum, its educational
program and its public outreach efforts.
12

Funders
 Funding (Committed)
Desert Southwest Conference $5,000
TOTAL $5,000
 Funding (Potential)
Gila River Indian Community $100,000
Institute of Museum and Library Sciences (IMLS) $54,409
Native Law Firm (Confidential) $50,000
AMB Foundation $25,000
Mazda Foundation $10,000
TOTAL $239,409
Indicate any application to and/or awards made by a Tribe other than the Gila River
Indian Community for state shared revenues for this and/or any other projects/programs.
An effort will be made over this next year to seek partnerships from all Tribal
nations who all submissions for the Tribal Gaming 12% Revenue Sharing program. The
Boarding School production is a priority of the Heard Museum for development funding
as well as committing long term funds for the ongoing maintenance, operations and
promotion of the program.
Provide a timetable for implementation.
A. Prior to full funding:
May - Sept. 2013:
1. Finalize job descriptions for 2 temporary part time contract positions – the
Education Assistant for the education department, and an archivist for the library.
Create a detailed work flow plan.
2. Contract with qualified candidates for both positions.
B. After full funding:
October – December 2013:
1. Heard Museum selects images to appear on the 12 segments of the learning
video.
2. Elements needing permissions to use are identified and contacts begin to obtain
them.
3. Work begins on discussion questions, background essays, and other elements.
13

January – March 2014:
1. Selected images are delivered to ASU/PBS
2. ASU/PBS prepares narration; does a location shoot at the Museum; prepares
the digitization and media transfer; creates tape and DVD copies; prepares
descriptions, key words, discussion questions, and background essays that will
appear on the video’s portal; and delivers to the Museum.
3. Focus groups provide feedback and recommendations; edits made.
4. Preliminary work begins on the Teacher’s Guide.
April – June 2014
1. Heard Museum and ASU/PBS collaborate on the development of Teacher’s
Guide.
2. Create methods to obtain specific survey-type feedback regarding educator use
of the video.
3. Final version of the learning video is delivered to national PBS which adds
State and National Common Core Standards.
5. Information on the Learning Media Workshops is developed and disseminated
to educators.
July – August 2014:
1. Learning video and all accompanying components are loaded into PBS
LearningMedia system.
2. Marketing by ASU/PBS and Heard Museum begins.
3. LearningMedia Workshops begin at the Museum; and potentially at locations
outside of Phoenix.
Identify long-term funding resources or Project sustainability
To sustain the benefits of the project, additional videos can be developed with
ASU/PBS. In relationship to the story of Indian Boarding Schools and their evolution into
the 21st century, one of those proposed educational videos will depict the remaining
schools and students’ experiences today. To further sustain the benefits, new interactive
and informational elements can be added to the Museum’s web site as can a blog in
which dialogs can be maintained with teachers, students and others about this topic and
others.
Once the foundation of the Program has been laid, the Heard Museum and ASU
intend to seek additional funding support through a variety of U.S. Department of
Education, Department of the Interior and private foundations. However, the Heard
Museum has committed long term budget dollars to the continuous maintenance and
operations of the Boarding School production. With the long term sustainability of the
Heard Museum, ASU as well as PBS, these institutions will remain in operations and
there is no indication or information that leads someone to believe otherwise.
14

Reports
Progress Reporting
At this time, PBS now has a format for surveys to be imbedded into the individual
video portals. Currently, the organizations contributing content to the system have the
ability to collect specific information that would help them measure their desired results.
Now, the portal incorporates a Comments box for users, which offers a path to collect
testimonials and suggestions. The system collects the number of times the video is
viewed, which helps determine the level of interest in the video and to a degree, how well
marketing efforts are working. We will know the exact number of teachers and students
that have viewed the video, and ASU/PBS is well aware of the interest in being able to do
so.
To address this situation several methods are under discussion with ASU/PBS:
1. The Heard Museum will also provide a link to the museum’s own web site and invite
teachers and others to complete a brief questionnaire, with a potential and yet to be
determined incentive to do so.
2. The Museum will have the e-mail address of each educator who attends the training
workshops and will be able to follow up with each seek feedback that aids in determining
the impact and effectiveness of the video.
3. We will insert a request at the end of each of the 12 segments on the video asking
teachers and others to use the Comment box on the PBS portal to provide feedback.
We will know the project is successful first by the successful completion of the
video and its installation. Secondly, how well attended the training workshops are will
indicate the interest in this subject matter, and allow us to determine the interest attendees
have in using other videos representing the Museum’s exhibits and collections. The
number of times the video is accessed through the PBS LearningMedia portal will also
help determine its success.
15

ATTACHMENT
Required
Resolution
16

Funding
 Funding (Committed)
Desert Southwest Conference $5,000
TOTAL $5,000
 Funding (Potential)
Gila River Indian Community $100,000
Institute of Museum and Library Sciences (IMLS) $54,409
Native Law Firm (Confidential) $50,000
AMB Foundation $25,000
Mazda Foundation $10,000
TOTAL $239,409
17

Budget
PBS LearningMedia Project with KAET Ch 8, Phoenix
Remembering Our Indian School Days: The Boarding School Experience
(1 Year)
PERSONNEL
Education Director Allocation of 18% of total time
VP Curatorial and Allocation of 9% of total time
Education
Library & Archives Allocation of 12% of total time
Director
Assistant Librarian Allocation of 12% of total time
Marketing Director Allocation of 2% of total time
Design & Creative Director Allocation of 2% of total time
Sub Total Personnel 31,104
Ins. & Benefits $5,288
Total Personnel $36,392
CONTRACT SERVICES
ASU $25,500 Video Production
ASU $3,750 Educators’ Trainings (3)
Contract Education $12,000 Full time temporary
Assistant
Contract Library Archivist $5,200 Part time temporary
Total Contract $46,450
Services
EQUIPMENT
Computer & Monitor $817 Program-specific use – Ed. Dept.
Software $1,642 Program-specific use – Ed Dept.
Total Equipment $2,459
Supplies
Education Dept. $2,000 Program-specific
Library $8,032 Archival products – orig. exhibit
items
Total Supplies $10,032
MARKETING $3,500 Heard portion – PBS does primary
SUB TOTAL $98,833
General Overhead $14,825 15% of total of other expenses
TOTAL EXPENSES $113,658
18

Optional
Letters of Support
Arizona State University KAET 8/ASU/Arizona PBS (for IMLS Submission)
University of Arizona UA-American Indian Studies (for IMLS Submission)
19


December 15, 2012
Institute of Museum and Library Services
1800 M Street NW, 9th Floor
Washington, DC 20036-5802
Re: Heard Museum
Museums for America Funding Application
To Whom It May Concern:
I am very pleased to write this letter of support for the Heard Museum’s proposed project to
collaborate with KAET (the local PBS station) to create a PBS Learning Media educational
portal that presents Remembering Our Indian School Days: The Boarding School Experience,
packaged into lessons for the classroom.
I had the privilege to work as part of the original Humanities Scholars team with then-curator
Margaret Archuleta in the NEH-funded Planning and Implementation grants that resulted in the
installation and 2002 opening of Remembering Our Indian School Days. I don’t believe any of us
anticipated the exhibit would remain open a decade later; but we all believed in the depth of
impact such an exhibit could have upon Native and non-Native audiences, so I cannot say I am
entirely surprised at its long and successful run. As I am sure the Heard staff have documented,
Native audiences grew significantly after this exhibit opened; the first exhibit at the Heard, if I
recall correctly, that did not focus solely on Native art and artists. The impact on non-Native
audiences has also been profound. As I have learned since publishing my first book on the off-
reservation boarding school experience in 1994, many non-Native Americans have no
knowledge that such schools existed (let alone continue to exist, albeit in altered forms).
Audiences’ abilities to connect to the fundamental experience of schooling while being
astonished at its various forms and intents, as applied to non-white populations, is a hallmark of
how and why this exhibit has been so impactful and enduring. This is, after all, how human
beings learn: by connecting new knowledge and interpretations to deeply embedded existing
frameworks of knowledge and understanding.
Taking these lessons into schoolrooms is a fully logical and I would predict fully successful
extension of the exhibit’s narratives. I have consulted on the topic of teaching about Native
American boarding school experiences with teachers in K-12 schools in California, Arizona, and
Minnesota, and I have worked over the past few years with at least half a dozen student teams
(junior high and high school) competing in the National History Day contest. Students connect
immediately and viscerally with the experience of schooling. Unpacking the layers of policy

intentions, practical methods, and student response and resistance in the federal Indian school
system offers an intelligible and navigable avenue for today’s students into understanding the
complexities of colonialism, coexisting sovereignties, (in-)equity based on race and similar
markers, the development of American democracy in both the ideal and real worlds; indeed, into
the promises and the illusions at the heart of constructing American citizenship. This curriculum
provides an ideal case study for the development of critical thinking skills applied to our shared
and disparate notions of what it means to be an American.
I strongly encourage you to support the Heard Museum and KAET in this project.
Sincerely,
K. Tsianina Lomawaima
Professor, American Indian Studies, University of Arizona
lomawaim@email.arizona.edu 520-235-0498

Work Sample for Funding Proposal
23

Remembering our
Indian School Days:
The Boarding
School Experience
1879 - Present
WORK SAMPLE FOR FUNDING
PROPOSAL | FY 2013
This Work Sample shows selected images and vocabulary from the Heard
Museum’s exhibition Remembering our Indian School Days: The Boarding
School Experience. The images, artifacts and re-creations in the entire
exhibition span decades of history. The images in this sample show only a
small fraction of what is on display.

WORK SAMPLE FOR FUNDING
PROPOSAL | FY 2013
A National day-school Archives playground, and Records Administration, Kickapoo, Kansas Washington, D.C. 75-L-2K
Assimilate, Acculturate and Americanize...
The boarding schools were centerpieces for and the result of a federal Indian policy that changed tremen-
dously over the years. As the policy changed, the schools changed. American Indians responded to the
schools as they responded to federal Indian policy — with reactions that ranged from mere tolerance or
resistance to a love for, participation in, and desire for control of the schools. Indian children feared, hated,
endured and loved the schools. This exhibit explores these changes and experiences through the voices of
the students, teachers, administrators, government officials, social reformers and tribes who participated in
the boarding schools’ evolution.
In general, the United States’ public education system was developed to teach America’s children how to
read, write and learn vocational skills. An equally important goal was to make “American” citizens out of
European immigrant children. Schools took on the task of assimilating, acculturating and Americanizing
children by standardizing their experiences of American culture, language and history.
The Indian boarding school system was organized in 1879 under the auspices of the United States
Department of War. Today it continues under the Department of the Interior, Bureau of Indian Affairs
(BIA). The federal government has vacillated between policies of complete annihilation to benevolent
guardianship of Indian people and their cultures. From the beginning to the present, the federal
government’s policies governing Indian education have been complicated and often contradictory.
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Transfer the savage born infant to
the surroundings of civilization and
he will grow to possess a civilized
language and habit.
— Capt. Richard H. Pratt, 1879
PAGE 3

Since the day I was taken from
suffered
my mother I had
extreme indignities.
People
had stared at me. I had been tossed
about in the air like a wooden
puppet. And now my long hair was
shingled like a cowards! In my anguish
no one
I moaned for my mother, but
came to comfort me.
Not a soul reasoned quietly with me,
as my own mother used to do; for
now I was only one of many little
animals driven by a herder.
ZItkAlA - Sá (Gertrude BoNNIN), SIoux, c. 1900
Photos:
(clockwise) tom torlino, Navajo, as he entered arrival at Carlisle Indian Industrial School. Samson
Carlisle Indian Industrial School, 1882 Noran, Fred'k. eskelsejah, Clement Seanilzay,
Cumberland County Historical Society, Carlisle, Pennsylvania Hugh Chee, ernest Hogee, Margaret Y. Nadasthilah,
tom torlino, Navajo, after 3 years at Carlisle Indian Humphrey escharzay, Beatrice kiahtel, Janette
Industrial School, 1885 Pahgostatun, Bishop Fatennah, Basil ekarden.
Cumberland County Historical Society, Carlisle, Pennsylvania J.N. Choate, photographer, u.S.Army Signal Corps, War
Students at Wapanuka Academy, 1896 department, Barry Goldwater Collection #GI-44, view 1,
Archives & Manuscripts division of the oklahoma Arizona Historical Foundation, university libraries, Arizona
Historical Society State university, tempe, Arizona
Sioux children on their first day at school, 1897 Chiricahua Apache Children upon arrival at Carlisle
library of Congress Indian Industrial School from Fort Marion, Florida.
Chiricahua Apache Children four months after their J.N. Choate, photographer, u.S.Army Signal Corps, War
department, Barry Goldwater Collection #GI-44, view 1,
Arizona Historical Foundation, university libraries, Arizona
State university, tempe, Arizona

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The next day the torture began. The first
thing they did was cut our hair....While
we were bathing our breechclouts were
taken, and we were ordered to put on
trousers. We’d lost our hair and we’d lost
our clothes; with the two we’d lost our
identity as Indians.
—Asa Daklugie, Chiricahua Apache, 1886
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Instruction: Classroom and Outing Program
Instruction: Classroom and
Outing Program
3 The Indian mandate was based to humanize, in a system Christianize that focused and on educate farming the
and domestic life as much as reading and writing.
3 The United Uniform States, Course was developed of Study for in the 1901 Indian by Estelle Schools Reel, of the
Superintendent emphasized. Children of Indian were Schools. taught to Academics march, to were pray not and • The mandate to humanize, Christianize and educate the
to speak, read and write English.
3 Students languages, were wearing prohibited Native from dress, speaking or participating their Native in any Indian was based in a system that focused on farming
practice dancing, severely for of or cultural creating breaking traditions tribal these art. rules. including They were singing, punished praying, and domestic life as much as reading and writing.
3 Teaching between students and learning and teachers. English often Unable resulted to speak in conflict Native
languages skills, students for years, were and trapped often in inadequate inevitable conflicts in English –
increasingly uncomfortable uncomfortable and inadequate and at inadequate school. at home, • The Uniform Course of Study for the Indian Schools of
3 This homes civilization system while process. kept immersing students them away completely from their in families the and the United States was developed in 1901 by Estelle Reel,
superintendent of Indian schools. Academics were not
emphasized. Children were taught to march, to pray
and to speak, read and write English.
• Students were prohibited from speaking their Native
languages, wearing Native dress, or participating in any
practice of cultural traditions including singing, praying,
dancing or creating tribal art. They were punished
severely for breaking these rules.
• Teaching and learning English often resulted in conflict
between students and teachers. Unable to speak Native
languages for years, and often inadequate in English
skills, students were trapped in inevitable conflicts –
increasingly uncomfortable and inadequate at home,
uncomfortable and inadequate at school.
• This system kept students away from their families
and homes while immersing them completely in the
civilization process.
PAGE 6

The business that we were taught was manual
labor, vocational. Girls were smart
enough to be secretaries,
that was it. Boys were taught welding, auto
mechanics and bricklaying. These were the only
things we were told we were good at. We were
told not to aspire to be a
doctor or a pilot because they said you
were good with your hands. We weren’t
allowed choice only as far as it was manual
labor or vocational training.
PeTer BelGarde, 1976, sTudenT aT ForT ToTTen, 1950s and
Flandreau IndIan HIGH scHool, 1960s
And we stayed there until school
was out. And a lot of
times we never came
home, we stayed, and we
worked. I used to work out in
Everett during the summer times
in the fruit cannery.
Photos:
(clockwise) students repairing an automobile at Haskell Institute, sewing class at Flandreau
lawrence, Kansas, c. 1925 Flandreau Indian school, Flandreau, south dakota, south dakota state JosEphInE spArks, suquAmIsh, 1985
The Kansas state Historical society, FK2.d4 l.76 HI *27 Historical society-state archives
student working in the machine shop, Phoenix Indian school We learn to WorK and earn Money, sherman Indian school, c.1950
Bureau of Indian affairs, Phoenix area office, Phoenix, arizona sherman Indian High school Museum, riverside, california
students having their hair cut, sherman Institute shoemaking, Indian Training school, Forest Grove, oregon, c. 1880
sherman Indian Museum, riverside, california Harvey W. scott Memorial library, Pacific university archives
sherman Institute students ironing, c. 1910
national archives and records administration, Washington, d.c. 75-l-17B
commercial Training class at Haskell Institute
Haskell library and archives, Haskell Indian nations university, Bureau of
Indian affairs, lawrence, Kansas
photos:
(clockwise) Learning to work on power lines, hauling hay
sherman Institute sherman Indian high school museum, riverside, California
sherman Indian museum, riverside, California Indian students at Whipple Farm, c. 1879
sherman agriculture class picking bell peppers, with hampton university Archives, hampton, Virginia
mr. Claude roe, teacher, April, 1954 Their individual gardens, Chilocco, oklahoma
sherman Indian museum, riverside, California national Archives and records Administration,
milking cows in the dairy barn Washington, D.C. 75-L-14k
sherman Indian museum, riverside, California outing program students, ruth Edwards (hopi) and brother 1
mr. Bundu (center) is believed to be the first Governor of holding nancy, phoenix, Arizona, summer 1930
the Industrial school for Indians, pawnee Industrial nancy B. mcmahon private Collection
school, 1891
Archives & manuscripts Division of the oklahoma historical society

a race
My people are
of designers.
I look for the
the Indian
day when
shall make beautiful
things
for all the world.
Angel de CorA, wInnebAgo, 1909
Tony Archuleta, Santa Fe Indian School, In front of the doll display made by fourth year girls, Phoenix
Indian School
grapher, Museum of new Mexico, 74006 bureau of Indian Affairs, Phoenix Area office, Phoenix, Arizona
loom learning to applique, c. 1950's
riverside, California Sherman Indian School, Sherman Indian Museum, riverside, California
ctor at Sherman Institute, riverside, California, Phoenix Indian School student painting
jo the art of craftsmanship in the navajo bureau of Indian Affairs, Phoenix Area office, Phoenix, Arizona
riverside, California
ountain Inter-Tribal School
hoenix Area office, Phoenix, Arizona

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PROPOSAL | FY 2013
Drawings, Paintings and Designs...
Art in boarding educAtion schools wAs since A pArt carlisle of first the opened curriculum its doors. Drawings, Paintings and
As art a in part a euro-American of the “civilization” studio setting. process they students did still-life studied
drawings they made of drawings fruit and of vegetables plaster-cast and miniatures vases of of flowers. great Designs...
european easels. As in sculpture all other and aspects made of copies the students’ of paintings lives, the at
effort ued. to remove them from their indian cultures contin-
A complete shift in eradication policies at of carlisle indian indian culture school to more away favorable from Art education was a part of the curriculum in boarding
tolerance department saw in 1906. the establishment A nebraska winnebago of an indian woman, Art
Angel based de art cora, program. was once hired again, to develop in 1914 and teach the federal a culture- gov- schools since Carlisle first opened its doors. As a part of
ernment’s the policy return ended policy to Angel non toward culture-based de cora’s indian program. education curricula. she changed this left carlisle shift with in the “civilization” process students studied art in a Euro-
to state. join her husband, lone star dietz, in washington
American studio setting. They did still-life drawings of fruit
it at wasn’t federal until boarding the 1930s schools. that indian the most fine well-known art was taught of
these school, programs founded were by dorothy “the studio” dunn at in the 1932, santa and fe the indian art and vegetables and vases of flowers. They made drawings
department Blue eagle, at creek/pawnee, Bacone indian in college, 1935. founded by Acee of plaster-cast miniatures of great European sculpture and
made copies of paintings at easels. As in all other aspects
of the students’ lives, the effort to remove them from their
Indian cultures continued.
A shift in policies at Carlisle Indian School away from
complete eradication of Indian culture to more favorable
tolerance saw the establishment of an Indian Art
Department in 1906. A Nebraska Winnebago woman,
Angel de Cora, was hired to develop and teach a culture-
based art program. Once again, in 1914 the federal
government’s policy toward Indian education changed
with the return to non culture-based curricula. This shift
in policy ended Angel de Cora’s program. She left
Carlisle to join her husband, Lone Star Dietz, in
Washington state.
It wasn’t until the 1930s that Indian fine art was taught
at federal boarding schools. The most well-known of
these programs were “The Studio” at the Santa Fe Indian
School, founded by Dorothy Dunn in 1932, and the art
department at Bacone Indian College, founded by Acee
Blue Eagle, Creek/Pawnee, in 1935.
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WORK SAMPLE FOR FUNDING
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The Indian is a natural warrior, a natural logician,
a natural artist. Our proper work with him [the
Indian] is Improvement, not Transformation.
FrancIs E. LEupp, cOmmIssIOnEr OF IndIan aFFaIrs, 1906
A Natural Artist
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WORK SAMPLE FOR FUNDING
PROPOSAL | FY 2013
The simple dignity of Indian design lends itself well to
ways of conventional art and the American people must give recognition
to another phase of the Indian’s nature which is his art.
AngeL de CorA, WInnebAgo, 1909
Teaching Albert School, Society, A. Cumberland Carlisle, Line weaving, photographer, Pennsylvania County ca. Historical Carlisle 1906-1914 Indian
Indian Design
PAGE 11

This band is the only
full blood Indian
organization of
this nature in the
country today and
is composed of thirty-seven
members, their ages ranging
from 14 to 21 years.
MusIc PrograM, unITed sTaTes IndIan school
Band, PhoenIx, arIzona, 1929
a string ensemble, carlisle Indian Industrial school Music, c. 1890
cumberland county historical society, carlisle, Pennsylvania
haskell students in a production of "hiawatha," 1922
Kansas state historical society, Topeka, Kansas
elementary students participate in the Junior Band, Phoenix Indian school
Bureau of Indian affairs, Phoenix area office, Phoenix, arizona
Phoenix Indian school Band
arizona historical Foundation, university libraries, arizona state university, Tempe, arizona n-1106
"Indians of the Past" parade float, 1920
haskell Institute, lawrence, Kansas, Kansas state historical society,Topeka, Kansas
"Indians of the Present" parade float, 1920
haskell Institute, lawrence, Kansas, Kansas state historical society, Topeka, Kansas
Kansas university Band day at the american royal Parade, c.1940-50
haskell library and archives, haskell Indian nations university, Bureau of Indian affairs, lawrence, Kansas
Patriotic Pageant, sherman Indian school
sherman Indian Museum, riverside, california

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In the early 1900s the federal government sponsored a project to
capture traditional Indian music on wax cylinders. At the same
time, government boarding schools were busy trying to erase that
culture from Indian memory.
Ted MATou, Red LAke ChIppewA,
sTudenT AT pIpesTone IndIAn sChooL
PAGE 13

The mosT popular and well-known
sports programs at Carlisle were the football
teams of 1911 and 1912 coached by Glenn s.
“pop” warner, the father of american football.
his star football player and the most renowned
Indian school athlete was Jim Thorpe.
warner also coached the Carlisle track team.
In 1908 and 1909, an outstanding runner,
louis Tewanima, hopi, was selected to repre-
sent the united states. another member of the
Carlisle track team representing the united
states in the 1912 olympics was Jim Thorpe.
he won gold medals for the pentathlon and
the decathlon.
Carlisle Indian Industrial School's winning track team featuring Jim Thorpe (back row, third from
right), coach "Pop" Warner (back row, second from right, next to Thorpe), and Louis Tewanima
(second row, seated on the end at right)
Cumberland County Historical Society, Carlisle, Pennsylvania

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Survival, Persistence and Innovation...
Survival, Persistence and
For of native more americans than six left generations, or were taken tens from their oF thousands tribal homes Innovation...
to some attend struggled indian bitterly. boarding some schools, suffered often in long silence. distances some away. lost
their hensible lives. conditions, in spite of many the tremendous indian children and nearly flourished. incompre- they
reconstructed in a wider world. their all lives the and while, forged they a preserved new sense their of self sense with- of
indianness indian peoples’ in their lives hearts. were as changed a result but of the they boarding continued. schools, For more than six generations, tens of thousands
the into a boarding “White man.” schools instead were the designed students to changed change the the schools indian
into ated “indian” with the schools. boarding in schools, spite of today the difficult generations history choose associ- to of Native Americans left or were taken from their tribal
attend ing of the the boarding schools of schools their parents has been or grandparents. met with a mixture the clos- of
emotions community the federal including government members sadness, do promised not anger, support to loss provide the and closures nostalgia. the tribes because many with homes to attend Indian boarding schools, often long
education the loss of other for their rights. children For those in exchange people, the for boarding their land schools and
represent the fulfillment of those promises. distances away. Some struggled bitterly. Some suffered in
silence. Some lost their lives. In spite of the tremendous and
nearly incomprehensible conditions, many Indian children
flourished. They reconstructed their lives and forged a
new sense of self within a wider world. All the while, they
preserved their sense of Indianness in their hearts. As a
result of the boarding schools, Indian peoples’ lives were
changed but they continued.
The boarding schools were designed to change the Indian
into a “White man.” Instead the students changed the
schools into “Indian” schools. In spite of the difficult
history associated with the boarding schools, today
generations choose to attend the schools of their parents
or grandparents. The closing of the boarding schools has
been met with a mixture of emotions including sadness,
anger, loss and nostalgia. Many community members do
not support the closures because the federal government
promised to provide the tribes with education for their
children in exchange for their land and the loss of other
rights. For those people, the boarding schools represent the
fulfillment of those promises.
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Jane Ash Poitras
PAGE 16