Editing Sioux (section)

====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.