Editing Sioux (section)

===1890–1920s: Assimilation era===
====Land allotment====
[[Image:Siouxreservationmap.png|thumb|350px|Map showing the Great Sioux Reservation and current reservations in North and South Dakota]]
By the 1880s, the Dakota and Lakota tribes were fragmented onto reservations which diminished in size over time. They lost hundreds of thousands of acres by the 1920s. In 1887, the [[United States Congress]] passed the [[General Allotment Act]] (Dawes Act), which began the [[Cultural assimilation of Native Americans|assimilation]] of Dakota and Lakota people by forcing them to give up their traditional way of life. The Dawes Act ended traditional systems of [[Land tenure#Traditional land tenure|land tenure]], forcing tribes to adapt government-imposed systems of [[private property]] and to "assume a [[Capitalism|capitalist]] and proprietary relationship with property" that did not previously exist.<ref name=":8">{{Cite book|title=The Settlement of America: An Encyclopedia of Westward Expansion from Jamestown to the Closing of the Frontier|last=Blansett|first=Kent|publisher=Routledge|year=2015|isbn=9780765619846|editor-last=Crutchfield|editor-first=James A.|pages=161–162|editor-last2=Moutlon|editor-first2=Candy|editor-last3=Del Bene|editor-first3=Terry}}</ref> In 1889, North Dakota and South Dakota were holding statehood conventions and demanded reduction of the [[Great Sioux Reservation]], which was established by the Fort Laramie Treaty of 1868.<ref name="Authors 2018">{{cite journal | title=To divide a portion of the reservation of the Sioux Nation of Indians in Dakota into separate reservations | journal=American Indian and Alaskan Native Documents in the Congressional Serial Set: 1817–1899 | date=February 1, 2018 | url=https://digitalcommons.law.ou.edu/indianserialset/3645 | access-date=April 16, 2020 | archive-date=May 24, 2020 | archive-url=https://web.archive.org/web/20200524122443/https://digitalcommons.law.ou.edu/indianserialset/3645/ | url-status=live }}</ref> Just months before those states were admitted to the [[United States|Union]] in November 1889, Congress had passed an act which partitioned the Great Sioux Reservation into five smaller reservations,.<ref name="Authors 2018"/> Tribal leaders such as [[John Grass]], [[Gall (Native American leader)|Gall]], and [[Sitting Bull]] opposed the bill, which created the following five reservations:
* [[Standing Rock Sioux Reservation]] with its agency at [[Fort Yates]];
* [[Cheyenne River Indian Reservation|Cheyenne River Reservation]], with its agency on the Missouri River near the Cheyenne River confluence (later moved to [[Eagle Butte, South Dakota|Eagle Butte]] following the construction of [[Oahe Dam]]);
* [[Lower Brule Indian Reservation]], with its agency near [[Fort Thompson, South Dakota|Fort Thompson]];
* [[Rosebud Indian Reservation]], with its agency near [[Mission, South Dakota]]; and
* [[Pine Ridge Reservation]] ([[Oglala Lakota]]), with its agency at [[Pine Ridge, South Dakota]] near the [[Nebraska]] border.

After the boundaries of these five reservations was established, the government opened up approximately {{convert|9|e6acre|km2}}, one-half of the former Great Sioux Reservation, for public purchase for ranching and homesteading.<ref name="Gonzalez 1999 p.257">{{cite book | last=Gonzalez | first=Mario | title=The politics of hallowed ground: Wounded Knee and the struggle for Indian sovereignty | publisher=University of Illinois Press | location=Urbana | year=1999 | isbn=0-252-02354-4 | oclc=36621712 | page=257}}</ref> Much of the area was not homesteaded until the 1910s, after the [[Enlarged Homestead Act]] increased allocations to {{convert|320|acre|km2}} for "semi-arid land".<ref>Raban, Bad Land, p. 23</ref>

====Boarding schools====
{{See also|American Indian boarding schools|Carlisle Indian Industrial School}}
[[Image:Children and chickens in front of chicken house - NARA - 285861.jpg|thumb|350px|Children with their chickens, Standing Rock Agency (1947)]]
[[Image:Basketball team - NARA - 285801.jpg|thumb|350px|[[Solen, North Dakota|Solen]] basketball team, Standing Rock Agency (1947)]]
Besides the loss of land, the Dawes Act also "outlawed Native American culture and established a code of Indian offenses regulating individual behavior according to Euro-American norms of conduct." Any violations of this code were to be "tried in a Court of Indian Offenses on each reservation." Included with the Dawes Act were "funds to instruct Native Americans in Euro-American patterns of thought and behavior through Indian Service schools" which forced many of the tribes into sending their children to [[American Indian boarding schools|boarding schools]].

Boarding schools were intended to "kill the Indian to save the man", which meant the destruction of Dakota and Lakota societies: children were taken away from their families, their traditional culture and kinship roles.<ref name="Little 2017">{{cite web | last=Little | first=Becky | title=How Boarding Schools Tried to 'Kill the Indian' Through Assimilation | website=HISTORY | date=August 16, 2017 | url=https://www.history.com/news/how-boarding-schools-tried-to-kill-the-indian-through-assimilation | access-date=April 16, 2020 | archive-date=April 14, 2020 | archive-url=https://web.archive.org/web/20200414165155/https://www.history.com/news/how-boarding-schools-tried-to-kill-the-indian-through-assimilation | url-status=live }}</ref><ref name="ND studies boarding schools">{{cite web | title=Section 5: Indian Boarding Schools | website=North Dakota Studies | url=https://www.ndstudies.gov/gr8/content/unit-iii-waves-development-1861-1920/lesson-3-building-communities/topic-2-schools/section-5-indian-boarding-schools | access-date=April 16, 2020 | archive-date=April 29, 2020 | archive-url=https://web.archive.org/web/20200429074053/https://www.ndstudies.gov/gr8/content/unit-iii-waves-development-1861-1920/lesson-3-building-communities/topic-2-schools/section-5-indian-boarding-schools | url-status=live }}</ref> They were dressed in Eurocentric clothing, given English names, had their hair cut and were forbidden to speak their languages.<ref name="ND studies boarding schools"/><ref name="The U.S.-Dakota War of 1862 2008">{{cite web | title=Indian Boarding Schools | website=The U.S.-Dakota War of 1862 | date=November 4, 2008 | url=https://www.usdakotawar.org/history/newcomers-us-government-military-federal-acts-policy/indian-boarding-schools | access-date=April 16, 2020 | archive-date=May 21, 2020 | archive-url=https://web.archive.org/web/20200521053817/http://www.usdakotawar.org/history/newcomers-us-government-military-federal-acts-policy/indian-boarding-schools | url-status=live }}</ref> Their religions and ceremonies were also outlawed and forbidden.<ref name="The U.S.-Dakota War of 1862 2008"/> The goal was to teach academic studies in English, vocational skills suited to Euro-American society such as farming in order to replace traditional lifeways.<ref name="ND studies boarding schools"/> These schools were overcrowded and had poor sanitary conditions, which led to infectious diseases and students running away or dying while at the schools.<ref name="The U.S.-Dakota War of 1862 2008"/><ref name="Little 2017"/> The schools achieved mixed outcomes of traumatic experiences for many while others such as [[Charles Eastman]], [[Ella Cara Deloria]], [[Luther Standing Bear]] and [[Zitkala-Sa]] were able to use the education to their advantage to help their people.