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PERFORMANCE INFORMATION Project Title The that Shaped the Student Name(s) Avary Serpa Division Junior Individual Performance

Performance 9:45 (9 minutes and 45 seconds) Runtime

Without knowledge of any written opened doors to the by inventing the . He did for the Cherokee what few other native tribesmen have effectively been able to do. He gave them a way to preserve Thesis their culture, identity, and pride through the invention of a written language. Despite U.S. Government’s efforts to end the Cherokee Nation through removal and assimilation, the Cherokee syllabary broke deeply held ideological barriers by allowing the Cherokee Nation to rebuild and survive.

PERFORMANCE OVERALL SCENARIO Story Setting(s) Timeframe Narration booth; Sequoyah’s home in Tahlequah ; Elias Boudinot’s Printing About 1770-1843, 2020 today Press in , ; and Chief John Ross’ home. Story Synopsis The narrator introduces the performance and explains the thesis statement. Sequoyah then introduces himself and explains his childhood, inspiration and process to create a written syllabary. In 1821, the Cherokee Council agreed to utilize Sequoyah’s syllabary as the official . John Ross, the Principal Chief leader of the Cherokee Nation, recognizes the importance of Sequoyah’s syllabary by giving Sequoyah an award and a silver medal in 1824. Elias Boudinot, editor of the Cherokee Phoenix, explains how the newspaper communicated important news, stories, laws and treaties easier and faster. In ten years, 90% of the could read and write using the Cherokee syllabary. In 1830, President establishes the Act, which forced 15,000 Cherokees to travel west, of which 4,000 Cherokees died along the journey. Sequoyah’s syllabary played an important role in helping the Cherokee Nation rebuild and settle in their new lands. Sequoyah later died in in 1843. Richard Pratt established the first Native American boarding schools to assimilate them into the rest of American society. Students were punished if they spoke their tribal language. As a result, the boarding schools caused generations of Native to lose their culture and language. The Cherokees could break this barrier and preserve their culture because of the syllabary (while many other tribes without a written language die off). Recent language preservation acts and Cherokee immersion schools were established. Without any formal education, Sequoyah created a syllabary that preserved the

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Cherokee language and culture.

CHARACTERS Character Performance Description/background for the character Sequoyah Avary Serpa Sequoyah is the inventor of the Cherokee Syllabary. He was born into the Cherokee or Tsalagi around 1778 in , TN. His English name is George Gist. He was a blacksmith and fur trader. Sequoyah fought for the in many battles in the early 1800s. He then invented the Syllabary and taught the Cherokees how to read and write using the syllabary. He was an ambassador to the Cherokee Nation in Washington DC and broke up political conflicts between his tribal members. Sequoyah is known across America for his contributions to the Cherokee Nation and he is considered “the greatest of all Cherokee.” Elias Boudinot Avary Serpa Elias Boudinot was the editor of the first Cherokee newspaper, the Cherokee Phoenix, which was written in both English and Cherokee He worked at a printing press in New Echota, Georgia built in 1828. He played a large role in helping others use the Syllabary in their everyday lives. Principle Chief Avary Serpa Chief Ross is the Principle Chief of the Cherokee Nation. In 1821, John Ross of the Chief Ross awarded Sequoyah a silver medal and a literary pension Cherokee Nation for his work. General Richard Avary Serpa General Richard Henry Pratt is the founder and Superintendent of the Henry Pratt Carlisle Industrial Trading School in Carlisle, Pennsylvania from 1879 – 1904. Narrator Avary Serpa The Narrator introduces the skit, explains Sequoyah’s life and how his syllabary was adopted as the official written language of the Cherokee Nation and how it is used today.

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OVERALL STAGE SETTING Describe the Stage(s) of the Performance Color Use Scheme Add Photo of Stage (if possible) Refer to photo of stage: Background A display board with a collage of Design pictures from 1800s – today. Burgundy curtains in background with a table and an orange, yellow, blue and pink stitched table cloth. Props Native American Cherokee Male outfit from early 1800s, suede shirt, pants, turban, shawl, pipe, medal, and walking stick. Early 1800s Male Costume: long black tailcoat, black derby hat, white shirt, copy of the 1828 Cherokee Phoenix.

COSTUMES & PROPS BY SCENE Please add or remove costume & props by scene as needed. This is only a template. Scene # 1 Costume(s) Visual(s) or Costume(s) Description(s) Set Design & Props Background The narrator is standing in front of The narrator is wearing a white t-shirt, with a picture of Design burgundy curtains, beside the Sequoyah on it, and black pants. display board. Props

COSTUMES & PROPS BY SCENE Scene # 2 Costume(s) Visual(s) or Costume(s) Description(s) If costumes and props remain the same, write “same as scene # in the Set Design & Props boxes below” Sequoyah is wearing a blue, yellow, and red turban and Background Sequoyah is standing next to the shawl, a tan, beaded, a Native American Cherokee outfit Design display board and points to including a suede beaded shirt, pants with a breechclout pictures throughout the scene. 3

with leather fringe, and moccasins. Props Sequoyah is holding a pipe and a walking stick, used as a crutch because of a defect in his leg.

COSTUMES & PROPS BY SCENE Scene # 3 Costume(s) Visual(s) or Costume(s) Description(s) If costumes and props remain the same, write “same as scene # in the Set Design & Props boxes below” Background Same as scene #2 Design Elias Boudinot is wearing a long, black, 18th century tailcoat and white shirt. Props Elias Boudinot is holding a copy of the Cherokee Phoenix newspaper.

COSTUMES & PROPS BY SCENE Scene # 4 Costume(s) Visual(s) or Costume(s) Description(s) If costumes and props remain the same, write “same as scene # in the Set Design & Props boxes below” Background Same as scene #2 th Chief John Ross is wearing a long, black, 18 century Design coat, white shirt and a derby hat. Props A letter to Sequoyah.

COSTUMES & PROPS BY SCENE Scene # 5 Costume(s) Visual(s) or Costume(s) Description(s) If costumes and props remain the same, write “same as scene # in the Set Design & Props boxes below” Sequoyah is wearing a blue, yellow, and red turban, a tan, Background Same as scene #2 beaded, Native American Cherokee suede shirt, American Design pants with a breechclout and moccasins. He is also wearing a medal given to him by Chief John Ross. Props Same as scene #2 COSTUMES & PROPS BY SCENE Scene # 6 Costume(s) Visual(s) or Costume(s) Description(s) If costumes and props remain the same, write “same as scene # in the Set Design & Props boxes below” Background Same as scene #1 Same as scene #1 Design Props Same as scene #1

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PERFORMANCE SCRIPT BY SCENES Please add or remove scene pages as needed. This is only a template.

SCENE 1 – SCENARIO Purpose of the Scene Key Elements The purpose of this scene is to introduce the Setting Narration booth performance and explain the thesis statement. Timeframe Present day; 2020

Characters Narrator Summary of the Scene Sequoyah invented a syllabary without any knowledge of a written language. His syllabary allowed the Cherokee to preserve their culture through . Even though many efforts were made to destroy Cherokee culture, the Cherokee syllabary broke these barriers by allowing the Cherokee to rebuild and survive.

DIALOGUE - SCENE 1 Character & Action Dialogue Narrator (Avary) Without knowledge of any written language, Sequoyah opened doors to the I sit behind a table as I Cherokee Nation by inventing the Cherokee syllabary. He did for the Cherokees what few other native tribes have effectively been able to do. introduce the play. Sequoyah gave the Cherokee Nation a way to preserve their Native American culture, identity, and pride through the invention of a written language. Despite efforts to end the nation through removal and assimilation, the Cherokee syllabary broke deeply held ideological barriers by allowing the Cherokee Nation to rebuild and survive.

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SCENE 2 – SCENARIO Purpose of the Scene Key Elements The purpose of this scene is to explain Sequoyah’s Sequoyah’s house in Tahlequah, Setting life as he grew up and show his inspiration to Oklahoma create the written Cherokee language. It is also to describe Sequoyah’s process in creating his Timeframe 1778-1821 syllabary and the barriers he faced along the way. Characters Sequoyah Summary of the Scene Sequoyah is the inventor of the Cherokee syllabary. Sequoyah was born into the Cherokee or Tsalagi Tribe around 1778 in Tuskegee. When Sequoyah was exposed to written English, (or as his tribe members called it, “talking leaves”) he was amazed. Soon, Sequoyah began to toy with written Cherokee, until he had to fight for the United States. Once his service ended, Sequoyah worked on the syllabary and had it approved by the Cherokee Nation Council (of Native American chiefs). He began to travel and teach his syllabary to many tribes (not just to the Cherokees).

DIALOGUE - SCENE 2 Character & Action Dialogue Sequoyah (Avary) Osiyo (ᎣᏏᏲ) or Hello! 1 I am Sequoyah, the inventor of the Cherokee I put on a turban and grab a syllabary. I was born into the Cherokee or Tsalagi Tribe around 1778 in walking stick to become Tuskegee. Tuskegee is near present-day Vonore, . Sequoyah means Sequoyah. “pig’s or boar’s foot”. I got my name because I have a deformation in my leg. My American name is George Gist, named after my American father. My When I say, “Osiyo”, or hello, mother was Wurteh, a full-blood Cherokee and sister of , a I wave to the audience. As I Cherokee chief. explain Sequoyah’s life, I walk around using my stick/crutch When I turned five, the Treaty of Paris was signed and ended the American and point to different pictures Revolution. I found it amazing how Americans could communicate the news and props. just by looking at a paper. My tribe members called it “talking leaves.” As I 1- Refer to pictures 1,2,3 grew up, I traded furs and was a blacksmith. I wanted to be able to sign my 2- Refer to pictures 6,7 work, but there was no way for Cherokees to write down our language. Charles Hicks taught me how to sign my work in English, but I was determined to work on written Cherokee. With a written language, we could document our stories and ways of life and communicate to our people. Cherokees only communicate verbally. My “talking leaves” will break the barrier of using oral communication, so we can accurately preserve and document our history, stories and educate our people.

Before I began, I had to help the Americans. On March 27, 1814, I fought in the Battle of Horseshoe Bend against the Red Creek Tribe. We were led by General Andrew Jackson. Most of us Cherokees could not read orders sent in English or write letters to our loved ones. Only a few Cherokees could speak both Cherokee and English. Once the Battle ended, pioneers settled around and the was signed by remaining soldiers. When the conflict with the Red Creeks ended, I began toying with the Cherokee spoken language. I figured writing a language would be like, “catching a wild animal and taming it.” I decided to try making pictographs 6

or pictures to represent each word.

Soon, the Treaty of 1819 was signed, the 25th treaty between the Cherokees and the US government. This treaty gave up a quarter of all the Cherokees land. My family and I were forced to move to . This physical distance barrier slowed down the making of my syllabary. I gave up on making pictures for each word and started an alphabet. When my friend Turtle Fields thought I was going crazy, I told him:

“If our people think I am making a fool of myself, you may tell them that what I am doing will not make fools of them. They did not cause me to begin, and they shall not cause me to stop. If I am no longer respected, what I am doing will not make our people less respected, either by themselves or others; so I shall go on, and you may tell our people.”

Soon, my own wife lost patience with me. She gathered people in the town and burned down my house and my past work. I want to be respected by my people, but the only way was to finish my syllabary. I eventually overcame this barrier, and restarted my work.

Then, I had an idea. Instead of making pictures or writing an alphabet, I could break the words into . There were 86 syllables in the Cherokee language. 2 I needed to create symbols to represent each . Tom Waters, a maker, allowed me to copy some English letters from the Bible. It took me about 12 years to complete my work, but I finished it. I called it a syllabary.

I taught my 6-year-old daughter, Ahyoka, how to read and write the syllabary. Now, I need to go before the Cherokee Council and teach my invention. Since many people accused me of , if my presentation failed, I could have been banished, tortured or even killed. When the demonstration worked, the chiefs were impressed but still skeptical. Many other demonstrations were made to Cherokees. Finally, the language was approved by the Council in 1821 andI walked many miles to spread the syllabary and overcame natural distance barriers.

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SCENE 3– SCENARIO Purpose of the Scene Key Elements The purpose of this scene is to show the importance of Setting Chief John Ross’ house Sequoyah’s syllabary from Chief John Ross’ perspective. Timeframe 1824

Principal Chief John Ross of the Cherokee Characters Nation Summary of the Scene John Ross, the Principal Chief leader of the Cherokee Nation, recognizes the importance of Sequoyah’s syllabary. In 1824, he gives Sequoyah a silver medal for his contributions to the Cherokee Nation. Chief Ross expresses his appreciation of Sequoyah’s efforts in a letter to him stating, “…your name will be held in grateful remembrance...”

DIALOGUE - SCENE 3 Character & Action Dialogue John Ross (Avary) I am John Ross, Principal Chief leader of the Cherokee Nation. When I heard 1 I take off the turban and put about Sequoyah’s syllabary, I awarded him a silver medal in 1824. I wrote the walking stick down. Then, I to him in a letter, put on a coat and hat to become Chief John Ross. I sit “The old and the young find no difficulty in learning to read and write in behind the table, pick up a pen their native language. Types have been made and a printing press established and paper and begin to write in the Nation. The Scriptures have been translated and printed in Cherokee. to Sequoyah. I read my letter While posterity continues to be benefited by the discovery, your name will be aloud. held in grateful remembrance...” 1- Refer to silver medal

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SCENE 4 – SCENARIO Purpose of the Scene Key Elements The purpose of this scene is to explain how Cherokee Phoenix Printing Press in New Setting Sequoyah’s syllabary broke the barrier of Echota, Georgia communication through the Cherokee Phoenix. Timeframe 1828

Characters Elias Boudinot Summary of the Scene Elias Boudinot was the editor of the Cherokee Phoenix newspaper and worked at a printing press in New Echota, Georgia, built in 1828. Thanks to Elias Boudinot and the Cherokee Phoenix, the Cherokees could communicate important news, stories or treaties easier and faster. However, the printing press faced financial barriers, was shut down in 1834 and later destroyed by the Georgia Guard.

DIALOGUE - SCENE 4 Character & Action Dialogue 1 2 Elias Boudinot (Avary) I am Elias Boudinot. I am the editor of the first Cherokee newspaper, the I take off the hat to become Cherokee Phoenix. Once Sequoyah’s syllabary was approved as the official Elias Boudinot. I pick up an Cherokee language, Chief Ross, approved a Cherokee printing press to be issue of the Cherokee Phoenix built in 1828 in the Cherokee Nation’s Capital, New Echota, Georgia. The and present it to the audience. paper was published weekly and included information in both Cherokee and English.4 Each issue was four pages long and discussed the relationship with 1- Refer to picture 9 the Cherokee Nation and the United States government. 2- Refer to picture 10 3- Refer to handheld prop of The newspaper broke communication barriers by allowing Cherokees to learn newspaper about national news such as the and Supreme Court cases that affected Indian rights. It also included local news, social and religious activities, religious stories and editorials. In 1829, the name changed to The Cherokee Phoenix, and Indians’ Advocate because so many other tribes were it. It showed that Cherokees were not wild savages and literate. Unfortunately, money to support the press ran out and the newspaper ended in 1834. The press was later destroyed by the Georgia Guard because they did not want the Cherokees to have their own newspaper. This was a financial and physical barrier for the Cherokees in utilizing their language.

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SCENE 5 – SCENARIO Purpose of the Scene Key Elements The purpose of this scene is to explain the spread Sequoyah’s house in Tahlequah, Setting of Sequoyah’s syllabary, the effort of assimilation Oklahoma and how it acted as a barrier for the Native Americans and Sequoyah’s death in Mexico. Timeframe 1778-1821 Characters Sequoyah Summary of the Scene Sequoyah continued to travel and teach others his syllabary. In ten years, 90% of the Cherokee could read and write Cherokee. Soon, the United States began to try to assimilate the Cherokees and other Native American tribes and force them out of their homelands. In 1830, President Andrew Jackson established the Indian Removal Act which forced the Native Americans to travel west and took a large toll on the Cherokee. Sequoyah’s syllabary played an important role in helping the Cherokee Nation rebuild and resettle. In 1842, Sequoyah took a long, harsh journey to Mexico where he later died in August 1843.

Character & Action Dialogue Sequoyah (Avary) As I continued to travel to different areas teaching my syllabary, the I come out from behind the language, “spread like wildfire.” In ten years, 90% of the Cherokee learned table, change back into my how to read and write the language. My syllabary showed the Americans that turban and take the coat and the Cherokees are just as intelligent, literate and sophisticated as white hat off. I also put a silver people. Some , including , translated the Bible, religious stories and hymns into Cherokee to convert us to medal on and use the walking 1 2 stick to move around the stage. . In 1838, the Cherokee Almanac was also written in Cherokee. I am holding a hand-written These efforts improved our overall in Cherokee. During this time, version of my syllabary. there was a large assimilation effort by the Americans teach us English and make us more like the white man. This was a barrier against the continued 1- Refer to pictures 12, 18 use of Cherokee and the existence of our culture. 2- Refer to picture 11 General Andrew Jackson, a man I once fought with, soon became President and established the Indian Removal Act in 1830. It forced 46,000 Native American people (15,000 Cherokees) to travel thousands of miles west. We called it the Nunna daul Tsunyi or the , because over 4,000 Cherokees died.

After the Trail of Tears, my syllabary was valuable in helping to reestablish and preserve the Cherokee language, culture, laws and traditions. I helped the Cherokee Nation rebuild itself by teaching my syllabary, documenting the first Cherokee Constitution and resolving tribal disputes. I even received a $300 literary pension for my service.

In the spring of 1842, I travelled to Mexico to find other Cherokee tribes and teach them my syllabary. I was 60 years-old and in bad health. I soon died in Mexico, in August of 1843.

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SCENE 6– SCENARIO Purpose of the Scene Key Elements The purpose of this scene is to show how many Carlisle Indian Industrial Boarding School Setting tribes, including the Cherokee, had lost a in Carlisle, Pennsylvania generation of their culture and language because of harsh boarding schools. These schools acted as Timeframe 1879 a barrier for the Cherokee to preserve their ways of life. Characters General Richard Henry Pratt Summary of the Scene General Richard Henry Pratt founded the Carlisle Indian Industrial Boarding School in Carlisle, Pennsylvania in 1879. This was the first of many schools meant to assimilate Native American tribes and “kill the Indian in him, and save the man.” General Pratt promoted the idea of removing Native children from their families, practicing daily military drills and severely punishing those who showed any sign of their tribe’s culture or refused to listen.

DIALOGUE - SCENE 6 Character & Action Dialogue Richard Henry Pratt (Avary) I am U.S. Cavalry Captain Richard Henry Pratt. In 1879, I founded the I sit behind the table and take Carlisle Indian Industrial Boarding School in Carlisle, Pennsylvania. My school removed Native American children from their homes to, “kill the off the turban and medal. 1 Then, I put on a blue, Indian in him, and save the man.” I believed that it would be best if the revolutionary-styled coat and Cherokees gave up their language, syllabary and culture and became civilized hat. American people. We conducted marching drills daily, forced the children to wear uniforms and cut their long hair. We severely punished anyone who 1- Refer to picture 15 spoke Native American language besides English. The conditions in the boarding schools were very harsh. Diseases such as the flu killed 200+ children during the school’s running.

SCENE 7 – SCENARIO Purpose of the Scene Key Elements The purpose of this scene is to explain the lasting Setting Narration booth impact and importance of Sequoyah’s syllabary on the Cherokee Nation today and how it has been Timeframe Present day; 2020 used to overcome many barriers. Characters Narrator Summary of the Scene Richard Pratt’s and other boarding schools, have caused generations of Native American people to lose their identity and language. Using the syllabary, Cherokees broke this barrier by preserving their culture through writing (while many other tribes without a written language died off). Many awards and honors are given to Sequoyah because without his syllabary, the Cherokee would not be surviving as well as they are today. In 1990, the United States government passed the Native American Act and in 1991 Oklahoma passed the Act Relating to the Tribal Policy for the Promotion and Preservation of Cherokee Language, History and 11

Culture. These two acts allowed spoken and written Cherokee to play a large part in the tribes’ everyday lives. Unfortunately, many of the monolingual Cherokees over the age of 50 are dying, causing the language and syllabary to die with them. Cherokee schools, like the Sequoyah School, Cherokee Immersion School and the Kituwah Academy teach children, from a very young age, mostly or fully in Cherokee. Without any formal education, Sequoyah created a syllabary that helped preserve the Cherokee language and culture.

DIALOGUE - SCENE 7 Character & Action Dialogue Narrator (Avary) Richard Pratt’s and other assimilation efforts caused generations of Cherokee I take off the hat and coat and and other Native American tribes, to lose their culture and language. put on a Sequoyah t-shirt as I Unlike the Cherokee, many other tribes did not have their own written come out from behind the language. This includes the tribe which only has 1,000 speakers table. today and the Spokane tribe with only 20 speakers left today. 1- Refer to picture 25, 26, 23 2- Refer to picture 14 Without Sequoyah’s syllabary, the Cherokee would not be surviving as well 3- Refer to picture 16, 19, 21, as they are today. 22 Many people believed it would be better if the Cherokees converted to English. Those who went to the boarding schools were traumatized to not teach their children English. Still, there were many efforts to save the Cherokee's language and culture.

In 1990, the passed the Native American Languages Act which established federal policy “to allow the use of Native American languages as the in schools, and affirms the right of Native American children to express themselves, be educated, and assessed in their own Native language.”

In 1991, Oklahoma passed the Act Relating to the Tribal Policy for the Promotion and Preservation of Cherokee Language, History and Culture. This law made Cherokee and English the of their government. Soon, business was conducted and documented in both languages.

Today, written Cherokee is becoming more widely used. There are online applications and videos that teach written Cherokee and translate it from English. Traffic signs and laws are written in Cherokee and many books, cartoons and newspapers are also written in Cherokee. 1

Unfortunately, many of the monolingual Cherokees are elders and are dying, causing the language and syllabary to die with them. Younger Cherokees were not learning their native language as only English was taught in schools. Additional schools and programs were founded to break this generational barrier. Sequoyah Schools, along with the grew to other areas, including the Cherokee Immersion School. At Sequoyah High School, the students take a class in Cherokee every year, until they know the language well enough to become translators. Schools like the Cherokee Immersion School and the Kituwah Academy teach students primarily in Cherokee. There is even a Cherokee Master Apprentice Program. 2 12

A teacher at the Cherokee Immersion School explains, “Cherokee language is what makes us Cherokee. This total Immersion Program is not a school, it’s a home.”

“If we all speak Cherokee when we see each other in our communities, if we speak it, we won’t forget it. And if we speak it to the children they will learn it, because our language was a gift from God… But we have to work very hard.” says a Cherokee woman.

Another Cherokee man states, “There will be no Cherokee if we lose the language. Cherokee as we know it will be no more.”

The Cherokee Phoenix and the Cherokee Nation, still thrive in America. Today, the Cherokee language is considered a Class IV language (hard to learn) in difficulty. If someone already knows spoken Cherokee, the syllabary can be learned in about a week. Over 2,500 people can read and write it today with thousands more learning the language. 3

During Sequoyah’s induction to the Oklahoma Hall of Fame in 2017, Principal Chief of the Cherokee Nation stated, “Without Sequoyah’s contribution to literacy and learning the Cherokee Nation would be unrecognizable today. His vision of talking leaves set us on a current path to become one of the most successful, advanced tribal nations in the United States."

ᏙᎾᏓᎪᎲᎢ Donadagohvi- Until we meet again (In Cherokee there is no word for goodbye) Doh-na-dah-go-huh-ee

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Photo of Stage Set with Avary Serpa dressed as Sequoyah:

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Legend of Images on Display Board and Table:

1. Painting of Sequoyah by Charles Banks Wilson in 1965 for the Oklahoma State Capitol Rotunda. 2. Drawing of Sequoyah from Museum of the Cherokee Indian. 3. Sequoyah Great Americans Series 19 cents postal stamp, issued on December 27, 1980. 4. USA $1 coin “Sequoyah of the Cherokee Nation”, issued in 2017. 5. Portrait of Sequoyah by , c. 1830, located at National Portrait Gallery. 6. Original syllabary written by Sequoyah. 7. Comparison of Cherokee over time: Sequoyah’s handwriting 1821-1825, Old Script Chart 1853, Printed Chart by Samuel Worcester 1828 and English Phonetics. 8. Recent issue of the Cherokee Phoenix written in Cherokee. 9. Elias Boudinot, the first editor of the Cherokee Phoenix. c.1828. 10. First issue of the Cherokee Phoenix: issued on Thursday February 21, 1828 in New Echota, Georgia. 11. 1861 Cherokee Almanac written in Cherokee and English. 12. Cherokee religious song book, written in Cherokee 13. A screenshot of a Cherokee mobile phone application that teaches the syllabary. 14. A student learning Cherokee and writing down the syllabary from a Cherokee Immersion School. 15. The before and after picture of a Native American who attended an Indian Boarding School (late 1800s). 16. Screenshot of RSUTV Public Television Cherokee I online language class. 17. Sequoyah’s cabin in Tahlequah, OK from 1829 – 1844. 18. Cherokee Language , written in both Cherokee and English by Michael Joyner in 2017. 19. A screenshot from an online Cherokee lesson stating, “What is your name?” in Cherokee. 20. A Sequoia National Park sign made from a Giant Sequoia Redwood tree. 21. Screenshot of an online Cherokee lesson for the word Dog: gitli. 22. Screenshot of an online Cherokee lesson for the word Cat: wesa. 23. The Cherokee Christian Fellowship Church sign in Cherokee NC, written in both English and Cherokee 24. A Giant Sequoia tree is being cut down to be carved into a bust of Sequoyah by Wolf Toth. 25. Street intersection signs written in Cherokee in 2018, located in Webbers Falls OK. 26. Stop sign written in Cherokee in 2007, located in Tahlequah OK. 27. 1917 Sequoyah statue sculpted by Vinnee Ream, on display at the to represent Oklahoma in 1917. 28. An issue of the Cherokee Phoenix newspaper in July 1828.

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The Syllabary that Shaped the Cherokee

Avary Serpa

Junior Division

Individual Performance

Process Paper: 494 words Serpa 2

In April 2019, my family traveled to the in Tennessee. We visited the Sequoyah Birthplace Museum in Vonore, Tennessee. The museum showed interesting scenes of Sequoyah’s life which included exhibits, movies and artifacts from the early 1800’s. I decided to do more research on the topic for National History Day (NHD).

I started my research by reading several books including: “Sequoyah”, “The Cherokee

Syllabary” and “Signs of Cherokee Culture.” I also found a Cherokee newspaper called, The

Cherokee Phoenix. It was first published in 1828 using a printing press in New Echota, Georgia and is the syllabary. The Cherokee Phoenix is still published (online) today. I later found sources from the Museum of the Cherokee Indian Archives and the websites, which provided many primary sources. I went on the Sequoyah Birthplace Museum website and found additional information and artifacts. Last year, I visited the National Statuary Hall and saw

Sequoyah’s Statue for the state of Oklahoma. I found some present-day articles about other tribes struggling to preserve their language and identity, as well. Finally, I started learning how to speak and write Cherokee, which gave me a better understanding of how the language works.

At first, I was contemplating whether to do a performance or documentary. Last year, I did a group performance and had an amazing experience at Nationals, so I decided to try a performance again. I started writing my script by going through Sequoyah’s life and the history of the Cherokee Nation. Once my script was finished, I worked on my set background and gathered props. We purchased a reusable banner with Velcro stickers so I could display pictures and move them around easily.

Sequoyah was the first person to write a syllabary from scratch. Many other tribes used

Sequoyah’s syllabary because it was so easy to learn and they did not have their own written language. Sequoyah was awarded a silver medal and a literary pension with $300 given to him Serpa 3

annually. Once Sequoyah’s syllabary spread throughout the Cherokee Nation, assimilation efforts from the United States became a barrier to the use of his syllabary.

General Richard Henry Pratt founded the Carlisle Indian Industrial Boarding School in

Carlisle, Pennsylvania in 1879. This caused generations of Native American tribes to lose their language, identity and culture. Even though the boarding schools affected many Native

American tribes, the Cherokees could overcome this barrier because of Sequoyah’s syllabary.

Tribes who attended the schools like the Spokane tribe (with only 20 speakers left today) did not

have any written language and consequently still struggle to survive today. Unfortunately,

Cherokees are still facing many barriers in trying to preserve their language. Most fluent

Cherokee speakers are elders and are passing away. To address this issue, schools such as the

Cherokee Immersion School and Acts like the Native American Languages Act, were established

to enable the Cherokees to pass on their language to their youth and with that, their culture.

Serpa 4

Annotated Bibliography

Primary Sources:

“2007.20.4256 - Clippings, Newspaper.” Pastperfectonline.Com, 2020, cherokeemuseum.pastperfectonline.com/archive/6244097E-2F0F-4821-B0F8- 924768381154. Accessed 22 May 2020.

This article explains how a log was carved to represent Sequoyah because of his contribution to the Cherokee Nation. I use this as background information and in my display.

“2009.002.0140.1 - Print, Photographic.” Pastperfectonline.Com, 2020, cherokeemuseum.pastperfectonline.com/photo/B31652F2-9BF4-4C89-A144- 236690576293. Accessed 22 May 2020.

This statue of Sequoyah was made by George Julian Zolnay. It represents Oklahoma in the National Statuary Hall in the U.S. Capitol Building and is the first statue to be dedicated to a Native American. I used this to understand Sequoyah’s impact and for my background.

“2009.002.0179.1 - Print, Photographic.” Pastperfectonline.Com, 2020, cherokeemuseum.pastperfectonline.com/photo/3292FBE1-E9ED-4D0B-9FFF- 433193681928. Accessed 22 May 2020.

This picture shows a monument of Sequoyah in Calhoun, Georgia. I used this for background information.

“2009.002.0224.1 - Print, Photographic.” Pastperfectonline.Com, 2020, cherokeemuseum.pastperfectonline.com/photo/30371B1F-1382-445A-8709- 063224956448. Accessed 22 May 2020.

This portrait of Sequoyah was painted by Henry Inman in 1830. I used this picture as a reference to design my costume headpiece and props. This was also used in my background display.

“2009.002.0769.1 - Print, Photographic.” Pastperfectonline.Com, 2020, cherokeemuseum.pastperfectonline.com/photo/3F898783-C68B-4EA3-BF8B- 222431132090. Accessed 22 May 2020.

This is a photograph of Sequoyah’s house. Parts of it are preserved and replicated at a museum today. I used the picture for background information and in my background Serpa 5

design.

“2009.003.0052 - Newspaper.” Pastperfectonline.Com, 2020, cherokeemuseum.pastperfectonline.com/archive/0D2313BD-ADBE-4D60-BBC3- 233102238652. Accessed 22 May 2020.

This archive includes the first published Cherokee Phoenix newspaper (edited by Elias Boudinot) written in both Cherokee and English. The Cherokee Phoenix is still functioning today and has a website where the issues are published. I use these issues for my script and for my backboard.

Associated Press. “Oklahoma Students Learn Cherokee at Immersion School.” Cherokee Phoenix, 2 Sept. 2018, www.cherokeephoenix.org/Article/Index/62545. Accessed 22 May 2020.

This article is about Oklahoma students learning Cherokee at the Cherokee Immersion School. I used this as background information for my script.

Associated Press, Citizen Times. “Preserving Cherokee Language.” Citizen Times, 2015, www.citizen-times.com/story/news/local/2015/03/25/hopes-preserving-cherokee- language-rest-children/70448996/. Accessed 19 May 2020.

The article explains why schools (like the Kituwah Academy) were made and how they play a primary role in preserving the Cherokee language. The Kituwah Academy was mentioned in my script.

Associated Press. “Push to Preserve the Cherokee Language.” YouTube, 24 Mar. 2015, www.youtube.com/watch?v=tDwxD9uuTRU. Accessed 20 May 2020.

This video discusses the need to teach the Cherokee to youth and how they are creating schools (like the Kituwah Academy). I used this information in my script.

Arneach, Lloyd. "The First Tobacco." Appalachian Heritage, vol. 37 no. 4, 2009, p. 33-34. Project MUSE, doi:10.1353/aph.0.0180.

This is a story from the Appalachian Heritage magazine that is written in Cherokee and English. I used this to support how Cherokee is being used today in creative writing to keep the culture alive.

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Boudinot, Elias, Editor. “Cherokee Phoenix.” Library of Congress., 23 July 1828, chroniclingamerica.loc.gov/.

This article is part of the Cherokee Phoenix. I reference this newspaper during my performance as Elias Boudinot.

Chavez, Will. “Cherokee Language Video Game Developed for ITunes Store.” Cherokee Phoenix, 4 2020, www.cherokeephoenix.org/Article/Index/134609. Accessed 22 May 2020.

This is an article about a new video game being developed in which the player has to save the elders by learning and practicing the Cherokee language. I mentioned Cherokee apps in my script.

Chavez, Will. “Monolingual Cherokee Speaker Blackbird Dies.” Cherokee Phoenix, 3 Apr. 2020, www.cherokeephoenix.org/Article/index/124452. Accessed 22 May 2020.

This article reports the death of one of the last monolingual Cherokee speakers. It also expresses the need to spread Cherokee to the youth because most of the Cherokee speakers are elders and are passing away.

Editor, Cherokee Phoenix. “Cherokee Phoenix Turns 192 in 2020.” Cherokee Phoenix, 21 Feb 2020, www.cherokeephoenix.org/Article/Index/114085.

This is the current Cherokee Phoenix website. The Cherokee Phoenix was a newspaper established in 1828 and is still running today. The website has both old and recent publications of the newspaper. I used this site to get a better understanding of how the Cherokee syllabary is used today. The site included examples of street signs in Cherokee and a picture of Elias Boudinot. I used the articles and pictures in my display board.

Editor. “Cherokee Phoenix.” Western Carolina University Special Collections, www.wcu.edu/library/DigitalCollections/CherokeePhoenix/. Accessed 20 May 2020.

This website talks about the history of the Cherokee Phoenix, has original documents and explains how the newspaper was destroyed (note that the Cherokee Phoenix came back and is still running today). I used this as background information and for my script.

Editor, The Language & Life Project. “First Language - The Race to Save Cherokee.” YouTube, 21 Nov. 2016, www.youtube.com/watch?v=e9y8fDOLsO4. Accessed 1 Oct. 2019.

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This movie was the primary source that I used for quotes and opinions from the Cherokee elders and youth today. This included the struggle to preserve Cherokee, and what the Cherokee are trying to do about it. I used this in my script.

Editor, RSUTV. “Cherokee Language Classes.” RSU.TV, 13 Jan. 2020, rsu.tv/cherokee/.

The Cherokee Nation and RSU Public TV offers classes to learn Cherokee through videos online. These classes are taught by Cherokee Nation language instructor Wade Blevins. I used this to learn some of the Cherokee language and included examples on my display board.

Gene and Judi. “Cherokee, .” Cherokee, North Carolina, 1 Jan.1970, blueroadstohikingtrails.blogspot.com/2012/04/cherokee-north-carolina.html.

This source shows the entrance to the Cherokee reservation in Cherokee NC. It is written in both Cherokee syllabary and English. It also has the seal of the Eastern band of the Cherokee Nation. I used this as background information.

Glenn, Gwendolyn. “New Law Will Help Preserve Cherokee Language.” WFAE, www.wfae.org/post/new-law-will-help-preserve-cherokee-language#stream/0. Accessed 19 May 2020.

This article discusses a law allowing Cherokee to teach Cherokee without a license or college education which allows the language to spread and survive. I used this in my script and as background information.

Granahan, Geraldine. Historical Society Almanac Archives, 15 May 2013.

This image is the cover of the first Cherokee Almanac, made in 1861. I used this in my script and for my set display.

“Great Americans: Sequoyah”, Hip eCommerce, 2020, www.hipstamp.com.

This website was used to purchase a commemorative stamp of Sequoyah, issued in 1980.

Ledford, Martha. "The Gift." Appalachian Heritage, vol. 37 no. 4, 2009, p. 94-95. Project MUSE, doi:10.1353/aph.0.0186.

This story is written in Cherokee and English and explains the importance of the Cherokee language and how it is a “gift” to the Cherokee. This supports my script about Serpa 8

how Cherokees are using their language and doing more creative writing in Cherokee today.

OsiyoTV. “Listening To Our Elders.” YouTube, 13 June 2015, www.youtube.com/watch?v=EBXAvVRjblY. Accessed 20 May 2020.

This short video explains why we need to “listen to our elders” and teach Cherokee to youth so that the language does not go extinct.

Owle, Freeman and Nannie Taylor. "The Race between the Turtle and the Beaver." Appalachian Heritage, vol. 37 no. 4, 2009, p. 28-31. Project MUSE, doi:10.1353/aph.0.0202.

This Cherokee story is written in Cherokee and English about a turtle outsmarting a beaver in a race. This supports my script about how Cherokees are using their language and doing more creative writing in Cherokee today.

Powell, Mary. “‘Sequoyah - the American Cadmus Whose Name Is Borne by ’s Giant Trees'.” San Francisco Call, 7 July 1912. Library of Congress. chroniclingamerica.loc.gov/.

This article explains the importance of Sequoyah and his syllabary at the time. It also discusses the giant redwood Sequoia trees and why they were named after him. I used this article for background information purposes.

Seppola, Cheryl. Seppala Family Vacation, July 2016, seppalafamilyvacation.blogspot.com/2006/07/cheerokee-nation-tahlequah-ok.html.

This website blog has pictures of street and traffic signs in Tahlequah OK written in both Cherokee and English. This shows how written Cherokee is still used today. The pictures were used in my display board.

Staff Reports. “Cherokee Language Master Apprentice Program Accepting Applications.” Cherokee Phoenix, 18 Sept. 2019, www.cherokeephoenix.org/Article/index/103562. Accessed 22 May 2020.

This article explains how the new Cherokee Master Apprentice Program is “critical in how we will continue to preserve and promote our language for future generations,” (Principal Chief Jr.). I mentioned the Cherokee Master Apprentice Program in my script.

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Unalaska, Marie L. "The Wolf’s Ear." Appalachian Heritage, vol. 37 no. 4, 2009, p. 103-108. Project MUSE, doi:10.1353/aph.0.0201.

This story, written in Cherokee and English, is a Cherokee legend about a turtle and the “Wolf’s Ear.” I used this to support my script about how Cherokee culture is being revived today.

Secondary Sources:

Adams, Janiah. “A Look in History: Native American Boarding Schools.” Joshua's Truth, 10 Aug. 2018, joshuastruth.com/2018/08/10/a-look-in-history-native-american-boarding- schools/.

This website featured a before and after picture of a Native American going to an Indian Boarding School. I used the picture for my backboard.

“ (Arapahoe).” Native Languages of the Americas: Preserving and Promoting American Indian Languages, www.native-languages.org. 1998-2019.

This website has information about the Arapaho tribe including how many tribe members speak their native language. I used this information to compare the Cherokee (using Sequoyah’s syllabary) to other tribes (without a written language). I mentioned this in my script.

Basel, Roberta. Sequoyah: Inventor of Written Cherokee. Compass Point Books, 2007.

This was the primary book I used for writing my script. It provides a history of Sequoyah’s life and a helpful timeline reference.

Bender, Margaret Clelland. Signs of Cherokee Culture: Sequoyah’s Syllabary in Eastern Cherokee Life. The University of North Carolina Press, 2003.

This book explains Sequoyah’s syllabary and has examples of how written Cherokee is used today. I used the pictures for my display board.

Boettcher, Kaitlyn. “8 Endangered Languages That Could Soon Disappear.” Mental Floss, 6 June 2013, www.mentalfloss.com/article/50468/8-endangered-languages-could-soon- disappear.

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This website gave me a better understanding of how languages all across the world are struggling to survive, like the Cherokee. I used this as background information.

Bryanna. “19 Unforgettable Things to Do In Sequoia National Park.” Crazy Family Adventure, 14 Oct. 2019, www.crazyfamilyadventure.com/19-unforgettable-things-to-do-in-sequoia- national-park/.

This website talks about Sequoia National Park. It has pictures of the large Sequoyah redwood trees and a National Park sign, which I used in my display board.

Case, Marc W. Simply Cherokee: Learn Cherokee Syllabary. AuthorHouse, 2012.

This book teaches the Cherokee language and written Cherokee. I started learning Cherokee to better comprehend the language.

Crawford, Grant D. “Students Kick off School with Mission to Preserve the Cherokee Language.” Tahlequah Daily Press, 8 Aug. 2018, www.tahlequahdailypress.com/news/students-kick-off-school-with-mission-to-preserve- the-cherokee/article_757143c6-1463-5b88-9321-ee5b3312de60.html. Accessed 22 May 2020.

This article explains how the Cherokee Immersion Program is allowing Cherokee youth to help preserve the Cherokee language. "We've got several programs in the Cherokee Nation that could also lead to more fluent speakers, with the Master Apprentice Program and everything else out there," said Principal Holly Davis. "We all go hand-in-hand and our purpose is the same thing: to save a language." I used this as background information for my script.

Cushman, Ellen. Cherokee Syllabary: Writing the Peoples Perseverance. Press, 2013.

I used this book mainly for information about the Cherokee Phoenix. It describes the importance and impact of the Cherokee Phoenix and how it showed the Americans that the Cherokees could be sophisticated people. I used this for my script and set.

Editor, Cherokee Central School. “Cherokee Central School.” Cherokee Central School, www.ccs-nc.org/. Accessed 20 May 2020.

The Cherokee Central school’s website provides information on the Cherokee elementary, middle and high school Cherokee classes. I used this as background information and to support my script. Serpa 11

Editor, Cherokee Nation. “Cherokee Nation.” Cherokee Nation Website, 2018, www.cherokee.org/.

This is the official website of the Cherokee Nation. It provides general information about the Cherokee Nation, its government, culture, employment, Cherokee Immersion Schools, Master Apprenticeship Program and Cherokee language and technology resources. I used this to learn some Cherokee and to gain knowledge for my script.

Editor, History.com. “Trail of Tears.” History.com, A&E Television Networks, 9 Nov. 2009, www.history.com/topics/native-american-history/trail-of-tears.

This article gives information about the Trail of Tears. I used this in my script when Andrew Jackson established the Indian Removal Act.

Editor, Language Magazine. “Preserving Cherokee in the U.S.” Language Magazine, www.languagemagazine.com/preserving-cherokee-in-the-u-s/. Accessed 19 May 2020.

This article talks about Cherokee immersion schools, specifically the Kituwah Academy. I used this as background information for my script.

Editor, National Coalition of Native American Language Schools. “Know the Laws, Regulations, Rules and Administration.” National Coalition of Native American Language Schools, www.ncnalsp.org/know-the-laws.

This website discusses the federal laws and policies passed by the United States to preserve and promote Native American culture, history and learning. This helped the Cherokees grow and persevere over past assimilation barriers. I used this in my script.

Editor, National Parks Service. “News.” National Parks Service, U.S. Department of the Interior, www.nps.gov/seki/learn/news/index.html.

This is the Sequoia National Park website that gives background information about the park. I used this as background information.

Editor, OK Hall of Fame. “Sequoyah: 2017.” OK Hall of Fame, oklahomahof.com/member- archives/s/sequoyah-2017.

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This website includes a video of Sequoyah’s induction to the Oklahoma Hall of Fame. Cherokee Nation Principal Chief Bill John Baker describes the importance of Sequoyah’s life. I used a quote from his speech for my script.

Editor, Omniglot.com. “Useful Phrases in Cherokee.” Omniglot, www.omniglot.com/language/phrases/cherokee.php. Accessed 19 May 2020.

I used this website to get a better understanding of how English words and phrases were translated in Cherokee. I used a couple of these phrases in my script.

Editor, OsiyoTV. “Let’s Talk Cherokee: Season 1, Episode 2”, OsiyoTV, 21 Mar. 2015, www.youtube.com/watch?v=GIXSpMy8mM.

This is a YouTube series to learn Cherokee phrases. I used one of the phrases in my display board.

Editor, PBS. “Indian Removal.” PBS, Public Broadcasting Service, www.pbs.org/wgbh/aia/part4/4p2959.html.

This online article talks about the Indian Removal Act that Andrew Jackson established, forcing Indians to move west. I used this in my script describing the Trail of Tears.

Editor, The Free Library. “Sequoyah and the Vital Nature of the Written Word." The Free Library, 2018. www.thefreelibrary.com/Sequoyah+and+the+Vital+Nature+of+the+Written+Word.- a0555411040. Accessed 05 Apr. 2020,

This online paper discusses Sequoyah’s creation of the syllabary and his life. It includes a quote by Sequoyah to his friend Turtle Fields. I used this quote in my script to show Sequoyah’s motivation and determination to help the Cherokees.

Editor. World Economic Forum. “The 15 Languages That Could Soon Be Extinct.” World Economic Forum, www.weforum.org/agenda/2018/03/15-languages-around-the-world- that-are-going-extinct/. Accessed 19 May 2020.

This website provided information about the Native American languages that could soon go extinct. Many of these languages did not use a written language which put their language at a higher risk of dying out. I used this to support my script.

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Editor, YourDictionary. “Cherokee Language Facts and Learning Resources.” YourDictionary, reference.yourdictionary.com/other-languages/cherokee-language.html. Accessed 20 Feb. 2020.

This website provides a brief history of the Cherokee people and includes phrases in Cherokee. In my script, I used this to find the Cherokee names of the Trail of Tears and the Cherokee Tribe. For example, Salami means Cherokee and it is a Creek word meaning, “people with another language.”

“History and Culture: Boarding Schools.” Native American History and Culture: Boarding Schools - American Indian Relief Council, www.nativepartnership.org/site/PageServer?pagename=airc_hist_boardingschools. Accessed 20 May 2020.

The American Indian Relief Council explains how the United States created Indian Boarding Schools as part of the assimilation efforts. It also discusses some of the current Acts and Laws attempting to bring back the Natives’ culture. This was used in my script.

Jenner, Frances. “How to Save a Dying Indigenous Language.” Latin America Reports, 23 May 2019, latinamericareports.com/what-it-takes-to-preserve-an-indigenous-language/2152/.

This article talks about how the internet can help save dying indigenous languages and how 43% of indigenous languages are going extinct.

Joyner, Michael. Cherokee Language New Testament: Dual Language - Cherokee / English. Michael Joyner, 17 Jan. 2014.

This ebook is a modern translation of the New Testament written in both Cherokee and English. I used this on my display board on how Cherokees are learning their language today.

Joyner, Michael. Learning Cherokee. https://www.cherokeelessons.com/apps/syllabary-app/.

This mobile and desktop application teaches how to learn the Cherokee syllabary and includes games to memorize it. I used a screenshot of this app is on my display board.

Little, Becky. “How Boarding Schools Tried to 'Kill the Indian' Through Assimilation.” History.com, A&E Television Networks, 16 Aug. 2017, www.history.com/news/how- boarding-schools-tried-to-kill-the-indian-through-assimilation. History.com gives pictures and details about the Native American boarding schools started by General Richard Pratt. I used this source in my script. Serpa 14

Lutz, Ellen L. “Saving America's Endangered Languages.” Cultural Survival, 1 June 2007, www.culturalsurvival.org/publications/cultural-survival-quarterly/saving-americas- endangered-languages.

This source discusses how “Native Americans did not lose their languages. Their languages were stolen from them by immigrants to American shores who believed in assimilation.” I used this source in my script to explain the assimilation barrier for the Cherokees and other tribes.

Miller, Jeremy. “Most Native Tongues of the West Are All but Lost.” High Country News, 2 Mar. 2015, www.hcn.org/issues/47.4/most-native-tongues-of-the-west-are-all-but-lost.

This website provides a map of western tribes that I compared to the Cherokee Nation. I used this comparison in my script.

Moser, Krystan. “Cabin in the Woods.” Visit Cherokee Nation, 11 Apr. 2020. www.visitcherokeenation.com/blog/cabin-in-the-woods. Accessed 19 May 2020.

This article has a picture of Sequoyah’s cabin in Tahlequah OK and explains how Sequoyah is honored and recognized today. I used this as background information and on my display board.

Pains, James W. Literacy and Intellectual Life in the Cherokee Nation, 1820-1906. University of Oklahoma Press, 2013.

This book explains how Sequoyah developed his syllabary and how it was used by the Cherokee Nation. It discusses the reasons why Cherokee Immersion Schools were created to preserve the Cherokee language and culture. I use this information in my script.

Pate, James. "Cherokee Phoenix," Oklahoma Historical Society, www.okhistory.org/publications/enc/entry.php?entry=CH022. Accessed 19 May 2020.

This website explains the development, importance and barriers of the Cherokee Phoenix newspaper and printing press. I used this in my script.

Pulley, Angela F. "Cherokee Phoenix." New Georgia Encyclopedia, 25 April 2017. www.georgiaencyclopedia.org/file/11610. 12 May 2020. Serpa 15

Angela Pulley discusses the development of the Cherokee Phoenix and how it was renamed to The Cherokee Phoenix and Indians' Advocate. I used this in my script.

Radeska, Tijana. “How Sequoyah, Inspired by ‘Talking Leaves’, Invented the Cherokee .” The Vintage News, 24 February 2018, www.thevintagenews.com/2018/02/24/cherokee-writing-system/.

This article summarizes Sequoyah’s life and talks about the development and importance

of his syllabary. It shows a drawing of Sequoyah, a wooden carving of him made from a Sequoyah tree, a paper with Sequoyah’s original characters and a statue of Sequoyah from the National Statuary Hall in the US Capitol Building.

Sauceman, Fred, et al. “Immersion School Works to Save the Cherokee Language.” Our State, 10 Mar. 2017, www.ourstate.com/cheerokee-language-atse-kituwah-academy/.

This article discusses the importance of learning Cherokee and how the language is dying out. It also talks about the programs in schools to learn Cherokee. I used the cover picture in my set display.

“Sequoya [Archive].” Article Archives: Sequoya, Native Languages of the Americas website, 1998-2014, www.bigorrin.org/archive87.htm.

This article summarizes Sequoyah’s life and has pictures of his syllabary. I used it to write my script and understand Sequoyah’s process in creating the syllabary.

Sneed, Sarah Margaret. "Uniform Indians: Personal Reflections on the Eastern Band Cherokee Boarding School Experience." Appalachian Heritage, vol. 37 no. 4, 2009, p. 49-55. Project MUSE, doi:10.1353/aph.0.0200.

This article describes the experiences of the author’s mother when she attended an Indian boarding schools. It discusses how the boarding schools forbid the use of their native language and military drills. It also talks about the positive aspects of giving Native Americans a good education and trade. I used this in my script.

World, Michael Overall Tulsa. “As First Students Graduate, Cherokee Immersion Program Faces Critical Test: Will the Language Survive?” Tulsa World, 2 July 2018, www.tulsaworld.com/news/local/as-first-students-graduate-cherokee-immersion- Serpa 16 program-faces-critical-test/article_bcdc2a5f-43fd-547f-bb1a-278ec24aa0c1.html. Accessed 22 May 2020.

This article includes the perspectives of Cherokee Immersion Program students, how they were discouraged to speak Cherokee in the past, and are now encouraged to learn the language. I used this in my script.