81. Native Village News President Richard Monette, who attended a north dakota boarding school. In sharing his experiences, Monette said boarding school was a place http://www.nativevillage.org/Archives/April 6 2005 I 150/April 6, 2005 News I 15

Native Village Youth and Education News April 6, 2005 Issue 150 Volume 2 "Whoever designed [NCLB] wasn't thinking anything about the history of Indian education. We feel an effective education is one that's defined primarily by the goals of the community. But [education in the US] is still a strongly assimilative system ... and in my opinion, No Child Left Behind is just another one of those roadblocks." Denis Viri, Arizona State University's Center for Indian Education. Head Start center to reopen South Dakota: Head Start services have reopened to 75 children in Rapid City thanks to the Community Development Institute Head Start of Denver. The Colorado Head Start has replaced the Crow Creek Sioux Tribe as interim grantee after the Crow ran into money problems. "It's a good day over here," said Anne Reddy, Head Start director. http://www.rapidcityjournal.com/articles/2005/04/01/news/local/news08.txt Proud First-Graders Now Say: Cherokee Spoken Here The Christian Science Monitor Click Alphabet for full size view Willamina to offer Chinook immersion Oregon: The Willamina School District and the Grand Ronde Tribe plan to launch a Chinook language immersion program for first and second grade students. The curriculum will be offered to 15-20 tribal and nontribal students. Until recently the Chinook jargon, also known as Chinuk-wawa, was almost extinct. Interest has rebounded in recent years. The tribe is now trying to make it the language of the future. Tony Johnson is working with the district to create the program and has helped create a written Chinuk-wawa alphabet and computer program for Chinuk-wawa characters can be typed.

82. The Crookston Community (external Web Entry) Crookston lies approximately 25 miles east of Grand Forks, north dakota, Crookston Public schools, which serves a large rural area around the city, http://www.crk.umn.edu/campusinfo/crookston/

window.location.replace("http://www.umcrookston.edu/info/crookston"); Redirection. Please click the following link if you are not redirected. http://www.umcrookston.edu/info/crookston

83. FAQ: Jakarta Missing By Jane Kurtz Her chance to try out life in the US comes in north dakota, I also played basketball at my boarding school in Ethiopia and even my freshman year of http://www.janekurtz.com/FAQjakarta.html

FAQs Jakarta Missing by Jane Kurtz Is Dakar supposed to be you? Answer from Jane: In some ways yes; in other ways, no. I admit that I was a worry wart in fact, I used some of the exact things my sisters have said to me and I gave them to Jakarta to say to Dakar. Dakar's memories of Maji, in particular, are my exact memories of Maji. But Dakar is also fictional. Her chance to try out life in the U.S. comes in North Dakota, where mine first came in Boise, Idaho. She is living in the present time, when my first tastes of life in the United States happened in the 1950's. She is also homesick for Kenya, a place that I never visited as a child (much less lived), although my parents and younger siblings did. How did Kenya end up in Jakarta Missing Answer: Jane's older sister Caroline (upon whom she loosely modeled the character, Jakarta) lived in Kenya for six years, and Jane visited her there twice, speaking in the international school and at Rosslyn Academy. Jane's daughter, Rebekah, also lived in Kenya for one semester and went to Rosslyn Academy. When I visited in 1999, Carolinge (my older sister), Jan (my youngest sister, and I went hiking in an eerie and wonderful gorge.

84. Special Education Resources Directory N-Z - Search For A Special Education Resou ND north dakota The Gow School is the nation s oldest boarding school for dyslexic boys in grades 7-12. The Gow School Summer Program combines http://www.education-a-must.com/sernz.html

Special Education Resources Directory N-Z Find an advocate or attorney in your state. Parenting Support Group for parents, advocates, and attorneys. Ask your questions about special education law, IEPs, 504s... or ask about local resources here. Directory A-M Submit a Special Education Resource NC ... WY NC - North Carolina Tina Demis Gill Behavioral Consultation 5520 Dunmore Road Wilmington, NC 28409 Phone: (910) 619-1200 Fax: (702) 973-0172 States Served: NC, MA, NH Provide behavioral consultation and training for early intervention children and school-aged children who present with various behavioral challenges specializing in children diagnosed with Autism and Pervasive Developmental Disorder utilizing principles of applied behavior analysis (ABA) and applied verbal behavior (AVB). ND - North Dakota NE - Nebraska NH - New Hampshire Disabilities Rights Center 18 Low Avenue Concord, NH 03301 Phone: (800) 834-1721 Fax: (603) 225-2077 www.drcnh.org The DRC is the New Hampshire Protection and Advocacy agency Sue Drouin M.S., CCC-SLP (Speech-Language Pathologist)

85. The Leading Military School / Boarding School For Boys - Fork Union Military Aca boys military school / boarding school for grades 612 postgraduates. MAJ Blanchetti is a graduate of Jamestown State College in north dakota, http://www.forkunion.com/middleschool/MSFacultyAndStaffBios.html

Why Choose Military School? For Parents Photos School Calendar ... Faculty Bios Quick Links What's New at Middle School Middle School Academic Program Resource / Learning Skills Program Military Program ... School Calendar ADMINISTRATION HEADMASTER LTC FEATHERS Voice mail #: (434) 842-4261 E-mail: featherr@fuma.org COMMANDANT MAJ BLANCHETTI - MAJ William Blanchetti is in his nineteenth year at FUMA. Prior to accepting the role of Commandant last year, he was an instructor at the Middle School, teaching 8th grade Social Studies. He also taught previously at the Blue Ridge School. MAJ Blanchetti is a graduate of Jamestown State College in North Dakota, where he received a B.A. in History. He lives within walking distance to the Middle School with his four children: Will, Alex, Hugh, and MaryLee. His son, Will, is a recent graduate of FUMA. Voice mail #: (434) 842-4262 E-mail: blancheb@fuma.org TEACHERS CPT BALHOFF Voice mail #: (434) 842-4488 Email: balhoffb@fuma.org MAJ BROWN Voice mail #: (434) 842-4485 E-mail: brownw@fuma.org CPT COX Voice mail #: 434-842-4424 Email: coxw@fuma.org

86. Empowering Parent Committees in north dakota, South dakota, Arizona, and the Minneapolis Area Office. We were the largest boarding school in the nation with an enrollment of http://ccvi.wceruw.org/ccvi/pub/newsletter/Fall1998_ParentsSchsWorkingTogether/E

Empowering Parent Committees By John Derby, Ph.D. The 1969 Kennedy Report revealed lack of parental involvement as one of the contributing factors of the failure of schools (U.S. Senate, 1969). Recent studies indicate that lack of parental involvement continues to be a serious problem in the education of American Indian/Alaska Native youth (National Center for Education Statistics, 1997). The percentage of school principals considering the lack of parental involvement a serious problem was: Bureau of Indian Affairs (BIA)/tribal schools High enrollment public schools (1/4 or more Indian) Low enrollment public schools (Less than 1/4 Indian) The percentage of school teachers considering the lack of parental involvement and support a serious problem was: BIA/tribal schools High enrollment public schools (1/4 or more Indian) Low enrollment public schools (Less than 1/4 Indian) Two federal programs that require parent committee involvement include the Johnson O'Malley Program (JOM) for BIA/tribal schools and the Title IX Program (Indian Education) for both public and BIA/tribal schools. This provision is extremely important if both BIA and public schools are to achieve stated program goals and objectives. According to Butterfield and Pepper (1992) a distinction can be drawn between parental involvement and parental support. Parental involvement includes parents actually participating in school life in supportive advisory and decision-making roles. Parental support means encouraging children to value education and to achieve. All schools need both parental involvement and support, but parental support has the greatest impact on the achievement, behavior, and attitudes of students. Particularly when children are at a young age, there is plenty of evidence to suggest parents have the most influence on their children.

87. History Of Stephan, South Dakota | Highmore.org Immaculate Conception Indian Mission is a boarding school on Crow Creek The farthest distance was Belcourt, north dakota. On September 15, 1938, http://www.highmore.org/stephan.shtml

@import "local.css"; Welcome to Highmore Local History Highmore Holabird Stephan You appear to be using Microsoft Internet Explorer or an otherwise outdated web browser. Please take a moment to read about upgrading . Below are a number of options. Mozilla Firefox - a small, fast, secure, free web browser v7 or higher (all platforms), Mozilla Firebird (Windows), Camino (Mac OS X), Galeon (Linux GNOME Desktop) or other browser stemming from the Mozilla.org project. Opera v7 or higher (Windows, Linux) Apple's Safari (Mac OS X) Microsoft Internet Explorer v6 or higher (Windows) or v5 or higher (Macintosh) Website Features Home History News Calendar ... Wind Energy Local Information Government Churches Businesses Organizations ... School History of Stephan Immaculate Conception Indian Mission is a boarding school on Crow Creek Reservation. It was established in 1886, under the auspices of the Bureau of Catholic Indian Missions. Father Pierre DeSmet, S.J., the Apostle of the Sioux, visited Crow Creek several times from 1846 to 1867. He inspired the Indians with a desire for a Catholic Mission on the Reservation. On January 28, 1886, after repeated requests by the Yanktonnais Sioux and Lower Brule Indians for land for a Catholic Mission, the Government granted the 160 acres for that purpose. Bishop Martin Marty, O.S.B., Vicar Apostolic of Dakota Territory, com-misioned Father George L. Willard to locate a suitable place on the land grant to establish a school. The present site was chosen because of the availability of water. Throughout the years, however, the water failed. Water was hauled from the nearby dams when the wells went dry.

88. Native American Genealogy: Reconnecting With Your American Indian Heritage by a nonnative parent or adoption, or who disappeared at boarding school, in western north dakota will give you less work to do than just Sioux. http://www.native-languages.org/genealogy.htm

Index of American Indian Languages American Indian Tribes What's new on our site today! Native American Genealogy: Reconnecting With Your American Indian Heritage Hardly a week goes by that I don't get email from somebody looking for information about Native Americans in their family tree. It's good that so many people are thinking about their ancestry these days. Unfotunately I am not a genealogist, and there is no one at our organization who can help you with your family history. However, we have collected a number of American Indian genealogy links which may be helpful in your search, and you are welcome to use these. Actually, there are four different groups of people interested in their Native American ancestors, and my suggestions are somewhat different depending which of these groups you fall into You are already a tribal member or belong to an American Indian community. One or both of your parents were Indian but you don't know who they were or what tribe you came from because of adoption, boarding school issues, or a custody battle. Your parent or grandparent belonged to an Indian tribe, but you were not raised in their culture and now they have passed on. Your grandparent was part Indian but not a tribal member, or there is a family tradition that you have Indian blood, or you are working on your family's genealogy and have just discovered an Indian ancestor you want to know more about. You are already a tribal member or belong to an American Indian community. Actually, if this was the case you probably wouldn't be looking for genealogy help from strangers from another tribe in the first place, much less over the Internet. We keep our own family histories pretty well. However, if you are Indian and you are looking for a relative who was removed from your community by a non-native parent or adoption, or who disappeared at boarding school, please see the

89. North Dakota - Medical, Hospital, Dental And Public Health Federal Jobs - North Eastern north dakota, Department Of Health And Human Services obstetric, communicable disease units in a hospital, clinic and/or boarding school. http://www.federaljobsearch.com/cat/ND_health_medicine_job_1.asp?cid=0&tid=15780

90. Miscellaneous Cass County, North Dakota Obituaries A collection of obituaries from the Cass County, north dakota, area. She attended boarding school in Mayville, ND She also attended Mayville State http://www.obitcentral.com/obitsearch/obits/nd/nd-cass8.htm

First Name Last Name Any AL AK AZ AR CA CO CT DE DC FL GA HI ID IL IN IA KS KY LA ME MD MA MI MN MS MO MT NE NV NH NJ NM NY NC ND OH OK OR PA RI SC SD TN TX UT VT VA WA WV WI WY INTL Locality Miscellaneous Cass County, North Dakota Obituaries CEMSEARCH OBITUARY CENTRAL OBITUARY LINKS PAGE SURNAME SEARCH UTILITY Edwin Dalke Lehr, N.D. Edwin Dalke, 82, Lehr, died Friday, March 14, 1997, in St. Michael’s Hospital in Sauk Center, Minn. Mr. Dalke was born Jan. 4, 1915, near Lehr, where he grew up and attended school. He married Emma Becker in Lehr. They farmed north of Lehr. She died in 1967. He began working for Clifford Schnabel in 1970. He retired and moved to Lehr in 1985. He is survived by a daughter, Arlene (Bert) Sarles, Sauk Center; two brothers, Aaron (Marvel), Bismarck, N.D., Marvin (Gloria), Grass Valley, Calif.; one grandchild and one great-grandchild. Visitation: Monday from noon to 8 in Dahlstrom Funeral Home, Wishek, N.D., and one hour before the funeral in the church. Funeral: Tuesday at 11 in Grace Lutheran Church, Lehr. Burial: Lehr City Cemetery. Morris S. Dodd

91. Dance Spirit Magazine Type boarding school, performing arts high school, public Program Enrollment 40 north dakota Trollwood Performing Arts School Fargo, ND 701241-4799 http://www.dancespirit.com/extraextra/march03/pahscg.shtml

Performing Arts High School Guide 2003 Browse by state or country: Select Alabama California Colorado Connecticut Florida Illinois Florida Georgia Louisiana Maryland Massachusetts Michigan Minnesota Missouri Nevada New Jersey New York North Carolina North Dakota Ohio Oregon Pennsylvania South Carolina Tennessee Texas Utah Virginia Washington Washington, DC Canada Alabama Alabama School of Fine Arts Birmingham, AL tlaeger@asfa.k12.al.us www.asfa.k12.al.us Type: boarding school, performing arts high school, public Program Enrollment: California Berkeley High School Berkeley, CA www.berkeley.k12.ca.us Type: public Hollywood High Performing Arts Center Hollywood, CA 323-461-7139 or 323-461-3891 klong@lausd.k12.ca.us www.lausd.k12.ca.us/Hollywood_HS/ Type: magnet, performing arts high school, public Program Enrollment: Idyllwild Arts Academy Idyllwild, CA

92. Fiscal Year 2004 EE Grant Recipients - U.S. EPA Region 8 north dakota MultiCounty Special Projects Consortium - $10768 a residential boarding school for at risk Native American children in grades 1-8. http://www.epa.gov/region8/env_ed/grants/recip.html

Region 8 - Environmental Education (EE) Serving Colorado, Montana, North Dakota, South Dakota, Utah, Wyoming and 27 Tribal Nations Contact Us Print Version Search: EPA Home Region 8 Environmental Education (EE) EE Grants ... Service Learning: Earth Force Format Fiscal Year 2004 Region 8 EE Grant Recipients Contents Colorado Montana North Dakota South Dakota ... Wyoming Colorado Trees, Water and People - $8,000 Richard Fox, 633 Remington St, Ft. Collins, CO 80524 Pine Ridge Alternate Energy Education and Training Program Trees, Water and People (TWP) is a nonprofit organization that educates Lakota youths on the Pine Ridge Reservation about alternative energy sources. Since 70% of their income is used to heat homes on the Reservation, TWP will conduct training programs designed to teach students and families about energy alternatives that are environmentally sound, culturally appropriate and economically beneficial. The objectives of this program are to provide: 1. environmental and alternative energy education and training; 2. specific technology and skill training to students interested in alternative energy careers; 3. and service learning programs designed to provide hands-on training, raise community awareness of alternative energy sources and help underserved communities reduce energy costs. Colorado Renewable Energy Society - $17,960

93. Lesson No. 1: Shed Your Indian Identity | Csmonitor.com Remembering Our Indian School Days The boarding School Experience, an Baseball team who played the fastest game in the state, north dakota. http://www.csmonitor.com/2002/0402/p14s01-lecs.html

WORLD USA COMMENTARY LEARNING ... Text Edition Search: Special Offer: Subscribe to the Monitor and get 32 issues FREE! In Learning: Quality redo for women dropouts 'Don't forget us' 50 years of integration Competition for college ... Kidspace A weekly feature for students aged 6 to 14. Teachers : Don't miss our Kidspace archive Most-viewed stories: (for 09/23/05) Just hop in the car? Not so fast, says one French town. Why we buy salad shooters and breadmakers Before the oil runs out: the search for alternatives Oil industry braces for another blow ... Creative Solutions from the April 02, 2002 edition MEMORIES: The entry to the exhibit features large photographs and recordings of oral histories by native Americans who were taken from home and given new clothes and Christian names at schools such as the Haskell Institute in Kansas. ROBERT HARBISON - STAFF Lesson No. 1: Shed your Indian identity A major exhibit explores the legacy of forcing native American children into boarding schools in the 1900s By Tim Vanderpool PHOENIX Whether toddlers or teens, they were taken from home and shipped thousands of miles to dreary barracks. Their hair was cut, they were given new names, and each was assigned a number. The United States government began this brutal attempt at social engineering in 1879. Breaking rebellious Indians by indoctrinating their children in Anglo ways was considered a cost-effective alternative to war. But the personal cost to native Americans was incalculable.

94. Cyndi's List - Schools A compilation of historical oneroom school resources throughout north Minot High School History ~ north dakota; Montgomery County (IN) Yearbooks http://www.cyndislist.com/schools.htm

Advertisement Schools Main Index Alphabetical Index Topical Index "No Frills" Index ... Text-Only Index Search this page: Edit, Find Search the entire site: The index links below work best if you allow your web browser to load the entire page first. Category Index: General Resource Sites Locality Specific Yearbooks and Annuals Related Categories: Biographies Books Family Bibles Finding People ... U.S. - Military Advertisement Planting Your Family Tree Online Preview the Table of Contents Cyndi's List The BOOK! 2nd Edition 2 Volumes Netting Your Ancestors Genealogy Bookstore In association with Amazon.com Ancestry Magazine Genealogical.com GPC and Clearfield Company Genealogy Warehouse Submit a New Link Report a Broken Link Update a Link General Resource Sites A compilation of historical one-room school resources throughout North America that are available on the internet. A book by Patricia Fenn. A book by the Keeper of Public Records. Searchable database available by subscription. A CD-ROM by Ancestry. Class reunions and alumni listed in over 30,000 U.S. high schools. Cocoa High School, Cocoa, Florida (Brevard County).

95. Mental Help Net When their parents decide to move to north dakota, to her mother’s childhood They happened when she and Jakarta were in boarding school in Kenya too, http://mentalhelp.net/poc/view_doc.php?id=1199&type=book&cn=51

96. United Tribes Technical College and graduated from a Catholic Indian boarding school in 1965, I graduated from the University of north dakota with a degree in Political Science and http://www.uttc.edu/news/speech/102503_01.asp

UTTC.EDU UNITED TRIBES TECHNICAL COLLEGE USER ID: PASSWORD: F ORGOT PASSWORD H ELP ... ONTACT MENU W ELCOME TO UTTC THE UTTC M ... EECH ARCHIVES UTTC Speech Archives October 25, 2003 Do Mascots Matter? David M. Gipp President United Tribes Technical College Thank you for inviting me to this first statewide conference in North Dakota on Human Rights; thanks especially to Cheryl Bergian, executive director of the North Dakota Human Rights Coalition for being a sponsor of this conference and for the invitation. Some of you know me. Others do not. I'll provide some background. I was born on the Standing Rock Sioux Reservation, located in North Dakota and South Dakota, at Fort Yates, North Dakota. As well, I grew up around many parts of the United States in my youth, and graduated from a Catholic Indian boarding school in 1965, called Marty Mission or St. Paul's Indian High School. I graduated from the University of North Dakota with a degree in Political Science and was active in student affairs during my time there. I was among the student founders and the first president of the University of North Dakota Indian Association in 1968. I am also a recipient of the North Dakota State University Doctorate of Laws, Honoris Causa, 1991, for contributions in American Indian Higher Education. I also was the youngest and only American Indian delegate to North Dakota's Second Constitutional Convention in 1971, representing Sioux and Grant counties.

97. Humanities Scholars-in-Residence Grant Awards, July 2001 north dakota Central Middle School, Devils Lake (Outright $10000) offreservation Indian boarding school, the Wahpeton Indian School, founded in 1904. http://www.neh.gov/news/awards/July2001HSIR.html

HUMANITIES SCHOLARS-IN-RESIDENCE GRANT AWARDS Division of Education Programs Announced: July 2001 ALABAMA Baldwin County Board of Education , Bay Minette (Outright: $10,000) Contact: Nancy Danley, (334) 972-6864 Project: The History and Cultures of Baldwin County Description: A collaboration between the schools in the county and the public library to involve students in compiling from primary sources and interviews a multicultural history of Baldwin county, creating a collection that will be publicly available as a basis for continuing research. ALASKA University of Alaska , Fairbanks (Outright: $10,000) Contact: Giulia R.M.Oliveria, (907) 474-7874 Project: Sugpiaq Curriculum and Materials Development Description: A program to integrate the Sugpiaq culture and language into the curriculum with a foundation of culturally relevant teaching materials for first and second grades. FLORIDA Dowdell Middle Magnet School , Tampa (Outright: $10,000) Contact: Diane Stevens, (813) 744-8322

98. Argus Leader - Special Coverage | Flandreau Indian School the Canadian border on north dakota s Turtle Mountain Indian Reservation, The structure and seclusion of the boarding school are designed to help http://www.argusleader.com/specialsections/2002/fis/Sundayarticle1.shtml

Marketplace: Classifieds Cars Apartments Jobs ... Customer Service Search: 7 Day Archive Archive (1999-) advanced search News Local News Sports Business Life ... Special Coverage Opinion Editorials, Letters Editors' Blog Online Forums Editorial Board ... Submit Letters Our Other Web Sites Pheasant Country CityStyle SF Business Journal Space.com Community Newspapers Brandon Valley Tea - Harrisburg Dell Rapids Garretson ... Baltic Reader Services Subscribe Press Release News Tip Contact Us ... Wedding Subscriber Services Account Changes Payment Information Delivery Issues Temporary Stop ... Gift Subscription navigation: home special sections Error processing SSI file Goal once assimilation, now 2nd chance By MATT BANEY Argus Leader published: 2/17/02 FLANDREAU - When Art and Colleen Cartwright met here 30 years ago, Flandreau Indian School was a much different place. In 1972, the two, who had grown up near the Canadian border on North Dakota's Turtle Mountain Indian Reservation, were among some 600 students learning trades at the South Dakota campus. Today, most of the 370 students have come to Flandreau to escape trouble at home - some even have been assigned to the school by social workers after running afoul of the law. The structure and seclusion of the boarding school are designed to help them focus and succeed. And the Cartwrights are happy to help out.

99. Thomas H. Johnson - Essie S Story The Life And Legacy Of A Indians perceptions of their boarding school experiences for her doctorate. Essie had retired from the Indian School at Wahpeton, north dakota, http://muse.jhu.edu/journals/ethnohistory/v051/51.2johnson.html

100. Assumption Abbey That was at another Benedictine boarding school, of course, but Im sure some of our alumni tell 418 Third Avenue West, Richardton, north dakota 58652 http://www.assumptionabbey.com/Newsletter/2002/January/02v1p3.html

Home Abbot's Letter Abbey Tour St. Mary's Church ... The Abbey Chronicles Volume 30, Number 1 Richardton, ND 5862 January, 2002 REMINISCENCES OF THE ABBEY SCHOOL (1950-1968) Terrence Kardong The recent death of Fr. Richard brought with it fond memories of his activities in the Abbey school, in which he worked tirelessly and effectively for so many years. But not all memories of boarding school are so fond. For example, one of our illustrious state legislators was once quoted on the front page of The Bismarck Tribune as saying that the monks used to get the boys out of bed for 6 a.m. Mass and they would hit you before they would look at you. That was at another Benedictine boarding school, of course, but Im sure some of our alumni tell similar stories. In the case of this particular legislator, I wish they would have whacked him a few more times just for good measure. Nevertheless, such remarks make one think. The Abbey school has been closed for thirty years, so perhaps it is not too soon to think about it dispassionately. Before I begin, let me describe my own direct experience of the Abbey school. I was a student here for six years, 1950-56, covering high school and junior college. After a couple of years in the novitiate and at Collegeville, I returned as a part-time teacher in 1959 and then a full-time staff member until the school closed in 1968. So I was on both sides of the desk. As a faculty member, I both prefected and taught in the classroom. A prefect had charge of one of the large, open dormitories; he also monitored the study halls. During my time here there were between 75 and 150 high school boarders. There were other students as well, day students and college students, but this essay is mostly about the high school boarders.

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