The Stripping of Self Worksheet The Stripping of Self
Two Roads - Chapter 8 Analysis
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Part 1: The Threshold
1. As Cal and Pop arrive at the Indian Boarding School, Cal describes the feeling of the place. What are his first impressions, and how do they differ from his expectations?
2. Pop gives Cal a specific piece of advice before they part ways. What is it, and what does this suggest about the environment Cal is entering?
Part 2: The Stripping of Identity
"Kill the Indian, and save the man." — General Richard Henry Pratt
3. Describe the process Cal undergoes once he enters the school building. List three physical changes forced upon him.
A:
B:
C:
4. Symbolism: Why is the haircut so significant to Cal? What does it represent in terms of his heritage and his connection to Pop?
Part 3: Historical Context
5. Chapter 8 highlights the "military style" of the boarding school. How does this connect to the historical purpose of these institutions in the 1930s?
6. Look back at the interactions between the students and the staff. How is power used to enforce a "new identity" on the boys?
Part 4: Internal Monologue
Imagine you are Cal at the end of Chapter 8. You are sitting on your new bunk in the dormitory. Write a short journal entry describing how you feel about your "new" reflection in the mirror.
Identity Crossroads Slides Identity Crossroads
Two Roads: Chapter 8 Analysis
Examining the "Stripping of Self" and the Reality of Indian Boarding Schools
The Threshold
Chapter 8 marks the end of the "Road" for a while. Cal and Pop arrive at Chilocco Indian Agricultural School.
The transition from "Knights of the Road" to "Students."
The loss of protection: Cal is no longer by Pop's side.
Cal's first impression: A place of order, fences, and rules.
"This isn't a camp, Cal. This is a school."
— Pop
The Boarding School Mission
Assimilation
The goal was to "Americanize" Indigenous children by forcing them to abandon their languages, religions, and cultures.
Military Discipline
Schools were run like army barracks: uniforms, marching, haircuts, and harsh punishment for "Indian behavior."
"Kill the Indian, save the man."
This philosophy, coined by Richard Henry Pratt, defined the traumatic experience for generations of Native students.
Symbolism: The Haircut
Loss of Culture
Cultural Connection: For many Indigenous nations, long hair is a symbol of strength and mourning. Cutting it was a profound sign of disrespect.
Loss of Autonomy: Cal has no choice. This is his first physical experience of the school's total control over his body and identity.
Uniformity: Shaving the head removes individuality. Cal looks like "every other boy" now—a nameless cog in the machine.
Who is Cal Black?
Before Chapter 8:
A "Knight of the Road"
Pop's companion and helper
Discovering his Creek identity
After Chapter 8:
A nameless student number
Stripped of his physical heritage
Forced into a military system
"I didn't recognize the boy in the mirror."
How does Cal maintain his true identity when everything external is taken away?
Turn & Talk
1
Why does the school want the boys to look identical? How does this serve the school's mission of assimilation?
2
Pop tells Cal to "be like a stone in the river." What does he mean by this? How can Cal use this advice to survive?
3
How does the setting of the Great Depression (the poverty, the Bonus Army) make Cal's arrival at the school even more difficult?
Identity Crossroads Answer Key Answer Key & Teacher Reference
The Stripping of Self Worksheet (Two Roads, Ch. 8)
Part 1: The Threshold
1. Cal's first impressions vs. expectations:
Cal expected a school, but found something that felt more like a prison or an army camp. He notes the high fences, the lack of trees/beauty, and the "grayness" of the atmosphere. It lacks the warmth of the road with Pop.
2. Pop's advice:
Pop tells Cal to "Listen more than you talk" and to be like a "stone in the river." This suggests the environment is dangerous and that Cal needs to be observant, quiet, and mentally tough to withstand the "current" of the school without being washed away.
Part 2: The Stripping of Identity
3. Physical changes:
A: His hair is cut short/shaved.
B: His "road clothes" are taken and replaced with a uniform.
C: He is deloused/scrubbed down (often roughly).
4. Symbolism of the haircut:
For Cal, his hair represents his connection to Pop and his emerging Creek identity. Long hair is often sacred or culturally significant. Cutting it is the school's way of physically removing his heritage and making him "uniform" with the other boys, symbolizing the loss of his individuality and culture.
Part 3: Historical Context
5. Military style connection:
Indian Boarding Schools were modeled after military academies. The goal was total control to facilitate rapid assimilation. Discipline, marching, and uniforms were tools used to break down tribal allegiances and replace them with American patriotic/military obedience.
6. Power and new identity:
Staff use intimidation, physical control (the haircut), and the removal of personal belongings. By assigning numbers or forcing the use of English, they strip the "Indian" identity and force a "civilized" student identity upon the boys through fear and routine.
Part 4: Internal Monologue (Guidance)
Look for:
Tone of shock or disorientation.
Reference to physical changes (cold scalp, stiff uniform).
Mention of Pop's advice (stone in the river).
A sense of being "between two roads"—no longer a traveler, not yet a "student."
Identity Crossroads Teacher Guide Teacher Facilitation Guide
Lesson: Identity Crossroads (Two Roads, Ch. 8)
45-60 Minutes
Learning Objectives
Analyze how the setting of the boarding school impacts Cal’s identity.
Identify symbols of assimilation (the haircut, uniforms) and explain their significance.
Connect the fictional events of Chapter 8 to the historical "assimilation" policy of the 1930s.
Materials Needed
- "Identity Crossroads" Slides
- "Stripping of Self" Worksheet
- Chapter 8 of *Two Roads*
Lesson Pacing
5m
Introduction & Hook
Display Slide 1. Ask students: "What makes you, YOU? If someone took your clothes, your hair, and your name, what would be left?" Use this to transition into the "stripping" theme of the chapter.
15m
Historical Context
Use Slides 2-4 to explain the historical context of Indian Boarding Schools. Define "Assimilation." Explain the "Kill the Indian, Save the Man" philosophy and its real-world consequences in 1932.
20m
Guided Analysis
Read key excerpts of Chapter 8 aloud (the haircut scene). Have students fill out the "Stripping of Self" worksheet. Encourage students to find specific sensory details from the text.
10m
Discussion
Use Slide 6 for group discussion. Focus on Pop’s advice to be a "stone in the river." How does this advice help Cal maintain his identity in secret?
! Common Misconceptions
Students may view boarding schools as helpful institutions or voluntary educational opportunities. Teachers must explicitly address that these schools were mandatory tools of state control designed for cultural erasure. Ensure students understand that physical abuse was a common reality in enforcing these rules.
? Extension Activity
Have students research the Meriam Report of 1928. How did this historical report criticize schools like Chilocco just a few years before Cal's arrival? Ask students to find one specific criticism from the report that reflects Cal's experience.
Historical Depth: The 1930s Reality
By 1932, the Great Depression had decimated family stability. For many Indigenous families, boarding schools were a desperate last resort for food and shelter, even while parents feared the cultural loss. This adds a layer of complexity to Pop's decision: it is an act of survival as much as it is a loss.
Schools like Chilocco focused heavily on manual labor. Students spent half their day in classrooms and half in "industrial training" (farming, laundry, blacksmithing). This wasn't just for skill-building; it was forced labor that kept the schools self-sustaining for the government.
