Summary of Unspoken: America's Native American Boarding Schools [FULL DOCUMENTARY]

Main Ideas and Concepts

• Historical Context of Native American boarding schools

  The documentary discusses the dark history of Native American boarding schools in the U.S., which were part of a policy of assimilation aimed at eradicating Indigenous cultures. The phrase "Kill the Indian, save the man" encapsulates the intent behind these schools, which sought to strip Native children of their cultural identity.

• Experiences of Native Children

  Many Native children attempted to escape these schools, longing for familiarity and connection to their heritage. Children faced significant trauma, including the cutting of their hair (a symbol of strength) and being forced into military-style uniforms.

• Cultural Impact and Trauma

  The boarding school experience is described as a form of ethnic cleansing rather than assimilation, with long-lasting effects on Native communities, including historic trauma. Speakers reflect on the emotional and psychological scars left by the boarding school system, which has contributed to ongoing issues such as low self-esteem, mental health problems, and substance abuse.

• Resistance and Resilience

  Despite the oppressive environment, the boarding schools inadvertently fostered intertribal relationships and cultural resilience among Native peoples. Some individuals found success and pride in their heritage, as seen in the achievements of notable alumni like Jim Thorpe and Billy Mills.

• Modern Perspectives and Healing

  The documentary highlights the ongoing effects of the boarding school legacy, emphasizing the need for healing and acknowledgment of past traumas. There is a call for apologies and recognition from governmental authorities regarding the historical injustices faced by Native Americans.

• Education and Self-Determination

  The shift towards self-determination in education is discussed, with examples of contemporary Native schools that embrace Indigenous culture and values. The Santa Fe Indian School is highlighted as a positive example of a Native-operated educational institution that nurtures cultural identity.

Methodology and Key Lessons

• Understanding Historical Context: Recognize the historical impact of boarding schools on Native American communities.
• Acknowledging Trauma: Acknowledge the psychological and cultural trauma experienced by individuals and communities due to boarding school policies.
• Fostering Resilience: Celebrate and support the resilience and successes of Native individuals and communities despite historical oppression.
• Promoting Cultural Education: Encourage the incorporation of Indigenous culture and history into education systems to foster pride and identity among Native youth.
• Advocating for Change: Support initiatives aimed at self-determination and control over educational practices in Native communities.

Speakers and Sources Featured

• Narrator: Provides overarching commentary and context.
• Dr. Jennifer Nez Denetdale: Discusses the implications of assimilation policies.
• Amanda Blackhorse: Reflects on the trauma and ongoing effects of boarding schools.
• Forrest Cuch: Shares personal experiences and insights on cultural impact.
• Harry Walters: Discusses the psychological effects of boarding schools.
• Joseph Abeyta: Talks about self-determination in education.
• Lorena Charles: Shares experiences from Haskell Indian Nations University.
• Kathleen Wood: Reflects on her experiences at a boarding school.
• Davina Spotted Elk: Discusses the impact of boarding schools on her family.
• Darlene Smith: Teaches Navajo history and culture in modern education.
• Alicea Olascoaga: A current student at the Santa Fe Indian School, discussing the positive changes in education.
• Carl Begay: Remembers his experiences at the Intermountain Indian School.

This summary encapsulates the key themes, lessons, and personal narratives presented in the documentary, highlighting the complex legacy of Native American boarding schools in the United States.

Notable Quotes

— 00:15 — « The thought was to kill the Indian and save the man. »

— 03:04 — « It was, more accurately, should be called ethnic cleansing than assimilation. »

— 09:48 — « With us, there was immediate declaration of war on our culture. »

— 12:25 — « A great general has said that the only good Indian is a dead one. In a sense, I agree with the sentiment, but only in this: that all the Indian there is in the race should be dead. Kill the Indian in him, and save the man. »

— 52:38 — « First and foremost is an apology. »

Category

Educational

Video