Sovereignty, Treaties - Weebly · Hopefully this unit forms only the foundation of your knowledge about Tribal Sovereignty and what it means constitutionally, historically…and how

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Lindsey X. Watchman ([email protected])

EDST 616 – Scholarship of Teaching

Univ of Oregon: Summer 2010 Middle / High School

Social Studies (1 week) Unit Plan

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TABLE of CONTENTS Tab: PAGE(s): 1. Table of Contents………………………………………………………………………………….... 2 2. Introduction…………………………………………………………………………………………… 3 3. Unit Overview……………………………………………………………………………………….... 4 4. Unit Objectives / Oregon State Standards met.…………………………………………. 5 5. Unit Calendar & Daily Lesson Strategies………………………………………………….. 6-8 6. Lessons Plans ~ Lesson 1: Sovereignty Expressed through Treaties / Key terminology 9-12

Lesson 2: Setting the Context: Westward Expansion in the 1800s……... 13-16

Lesson 3: Stakeholders in the Northwest Territory: a tea party………… 17-21

Lesson 4: Roles & Responsibilities of a [modern] Tribal Government… 22

Lesson 5: Economic & Community Development: CTUIR (1855-2010).. 23

7. Wrap-up / Unit review………………………………………………………. …………………… 24 8. Resources & Materials…………………………………………………………………………….. 25 9. Handouts…………………………………………………………………………................................ 26-30


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INTRODUCTION

Few, if any, Native American activities occur in schools…even during November –

which is Native American Heritage Month and also shares a favorite American holiday…

Thanksgiving.

Due to such time and content limitations, information (or ‘education) on both

historical and modern reservation is rarely covered. Indian reservations, their people and

their tribal government today are operating multi-million dollar operating budgets and

business enterprises. This unit helps bridge the past, specifically the mid-1800s when

settlement of western US lands were being determined and reservations formed…to today,

over 150 years later, to the successful preservation and management of its resources.

Equally important are noting the resilience of the Umatilla, Walla Walla and Cayuse

people, standing firm to the concepts of sovereignty, self-determination and self-sufficiency

as it directly applies to them and all of today’s Native Americans…and is not widely known.

The primary term to understand in this unit, which entails all U.S./State and Tribal

relations, is…

SOVEREIGNTY

Therefore, this unit provides 1) the origins of tribal sovereignty as expressly

stated in the U.S. Constitution; 2) how reservations and modern Tribal Governments were

formed by treaties over 150 years ago; and, 3) how Indian people have survived

[successfully] since the mid-1800s by its diligent application up through year 2010.

Without the constant practice of [tribal] sovereignty, reserved rights negotiated two

centuries ago would not exist, and Native American people unfortunately would truly have

become assimilated. A great loss to the cultural diversity of our nation would occur.

Hopefully this unit forms only the foundation of your knowledge about Tribal

Sovereignty and what it means constitutionally, historically…and how it is exercised today.


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UNIT OVERVIEW

Enclosed is a week-long (5-day) unit plan that can be used in a middle or high school

social studies course. This unit, and its objectives directly serve to – and correlate with –

Oregon State Content Standard and Common Curriculum Goals.

Further, multiple disciplines within social studies are well represented in this

unit, covering a vast breath of general content areas. Topics include, but are not limited to:

¾ U.S. History; various forms of government levels and types in the U.S.;

¾ Westward Expansion (e.g. the Oregon Trail);

¾ Historical and modern relations with Indian Tribes;

¾ Tribal governments; Societal systems and institutions; and

¾ History of Pacific Northwest.

Other disciplines such as life science: how humans treat and depend on the land.

Earth sciences: cultural perspectives on natural resource management. Reading: pre-,

active and post-readings activities and strategies occur throughout the unit providing

student opportunity to make personal inferences from speaker quotes and transcripts.

Multi-media: student engagement strategies include the use of film, music, literature,

known and unknown historical documents, and powerpoint. Various hands-on activities

supplement the unit almost daily, beit a tea party, role-playing, simulation of a mock treaty

negotiation, original dialogues and texts, and silent discussion opportunities are

incorporated throughout.

Lastly, daily reflective writings will produce write-to-learn concepts (e.g. quick

writes) are a part of closing protocol for each lesson, thus well allowing students to free-

lance their ideas and opinions from the information gained and experiences from the

activities. These are optional, albeit important, insightful, and a comprehension check(s).

The intent was to provide local/regional examples of sovereignty in action in order

to ensure relevance; and promote personal observation and interaction, if so desired.


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UNIT OBJECTIVES &

OREGON STATE STANDARDS Upon completion of this unit, students will be able to (SWBAT):

1. Define the origins, various definitions, concepts and uses of the term…‘sovereignty’.

2. Know how the United States makes treaties with other nations, including Indian nations (ORS SS 05.CG.07.01);

3. Understand the inter-relationships between various levels of [Oregon] governments such as local, state, federal and tribal in order to and analyze their common community issues (ORS SS.HS.CG.02 and .02.01), forms and functions;

4. Identify and locate places, regions and geographic features that have played prominent roles in historical or contemporary issues and events (ORS SS.HS.GE.03);

5. Assess modern-day effects of historical treaties; especially those negotiated by and between the United States with Native American Tribes signed 150+ years ago. (ORS SS.HS.HS.01.01);

6. Relate social, political, community and economic efforts and impact of a local, northwest tribe: The Confederated Tribes of the Umatilla Indian Reservation (CTUIR);

and,

7. Understand the impact of early European exploration on Native Americans and on land. (SS.05.HS.05.02).


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UNIT CALENDAR& DAILY LESSON OBJECTIVES

This unit calendar provides an overview of the one-week (5-day) unit; and includes

daily lesson objectives and strategies used in development, or used as a class objective. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Introduction: Key terminology and concepts

Objectives: 1. SWBAT provide various definitions and recognize various levels and uses of the term…”sovereignty”, including but not limited to individual sovereignty, popular sovereignty, and limited govt.

2. SWBAT recognize the foundation, uses and importance of ‘sovereign’ nations while treaty-decision making and treaty signing. 3. SWBAT see the relationship between their individual sovereignty,

governmental sovereignty; then need for its political use and/or expression of sovereignty through self-determination.

Instructional

Strategy: This first day utilizes definitions found in various, credible and an often used resource…wikipedia. However, as we go over the terms as a group, each student will concoct their own personal sense of sovereignty. A post lesson reflective writing provide personal application, while a silent discussion method will be useful to gauge the collective understanding necessary to move towards historical and modern application.

Lesson 1: Sovereignty expressed through Treaties

Objectives: 1. Assessment from first day of key terminology (handout). 2. Review other US treaties with sovereign, independent nations 3. Recall and relate previous knowledge of Westward Expansion, Manifest Destiny, Lewis & Clark expedition, and the Oregon Trail

4. Recognize population migration, reason and early relations Instructional

Strategy: The second day builds upon the key terminology introduced on the first day. Sovereigns often need to partner, or sign a treaty, to address common issues or far-reaching concerns. Several examples of treaties with different countries are provided, and group mind-mapping, or brainstorming (aka bubble mapping) about other treaty-type issues will be conducted. There are two pre-readings that are part of this lesson, one a perspective, a recent article out of a local newspaper.


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Lesson 2: Setting the Context: Western Expansion in the 1800s Objectives: 1. Provide historical context reflecting various sentiments of the conflicting parties and respective philosophies of the time

2. Analyze the need and urgency for a resolution to the situations in the Great Plains, Oregon and Washington Territories

3. Conceptualize a resolution.

Instructional Strategy: The third day continues emphasizing the use of key terminology. But

today, the context of the early-to-mid 19th century across the US and NW will be set. Due to Westward Expansion, conflicts immediately arise between to very different cultures. The use of film will set the stage for the dire need for treaties between the U.S. and Indian tribes. Students will (active) write quotes from relevant chapters of the film that will in turn be group discussed, or posted silent discussion style.

Lesson 3: Stakeholders in the Northwest Territory: a tea party

Objectives: 1. Analyze the urgency for the need(s) of a treaty 2. Experience differing perspectives going into treaty negotiations.

Instructional Strategy: The fourth day moves us from identifying the need(s) of a treaty to

the scene of an important, local treaty council from 1855. Context has been additionally provided by today’s tea party activity, whereupon all stakeholders of northwest territory lands will meet, greet and begin to share their respective perspectives with one another. This will set the stage for tomorrow’s mock treaty simulation.

Teacher note: ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Now we’re springing forward 150 years to present, we will follow the CTUIR from

the Treaty of 1855, to today’s levels of sovereignty, self-sufficiency, and self-determination.

A very thorough public affairs slideshow (included) has been developed and will be used as

a culminating part and objective of this lesson.

This will bring this new historical information into a localized, current and relevant

context. Now we’ll see how one nw tribe has sustained and utilizes its sovereignty today.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


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Lesson 4: Roles and Responsibilities of a [modern] Tribal Government

Objectives: 1. Review organizational chart and be able to identify services received by Tribal Members by their tribal government 2. Recognize the services provided to non-Native citizens, including employment, taxes, local community and state-wide impacts. 3. Identify similarities among various levels and types of government.

Instructional Strategy: Day 8 and 9 is one lesson, and includes the CTUIR public affairs office

tribal overview via powerpoint presentation. The same presentation is provided to local, state and federal agencies and key staff as part of regular cultural competency training. Questions will be solicited and answered in rhythm with this ‘direct banking’ teaching style. Writing reflection should include questions about what was on the slideshow.

Lesson 5: Economic & Community Development efforts by the CTUIR: (1855-2010)

Objectives: 1. Identify political, social and economic impacts (e.g. gaming) 2. Educational efforts 3. Language preservation

Instructional Strategy: Any questions that arose from previous day will be addressed to

ensure comprehension and accurate facts. Writing reflections should revolve around wrapping up the cause-and-effect relationship between sovereignty, treaties and how modern tribal governments still apply these today.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Wrap-up / Unit Review:

Objectives: 1. Verify terminology, concepts, timelines, needs, uses and impacts of treaties have been understood. Reiterate objectives

2. Identify the value and benefits of treaties signed from 150+ years ago, to today.

Instructional Strategy: Go over objectives to ensure met. Assessments or grading of this unit

will be largely based on attendance and participation in the various hands-on activities, as well as personal usage and understanding of sovereignty as applied to oneself, fellow citizens and our government.

Key terminology


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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anticipatory Set:

Today is the beginning of a new topic. There will initially be dumb-founded looks since the terms and material is likely to have never been discussed in previous years of education, thus is new and unfamiliar. However, by day’s end using wikipedia definitions and group discussion will assist in internalizing the concepts and uses of these key terms.

Objectives: 1. SWBAT provide various definitions and recognize various levels

and uses of the term…”sovereignty”, including but not limited to individual sovereignty, popular sovereignty, and limited govt.

2. SWBAT recognize the foundation, uses and importance of ‘sovereign’ nations while treaty-decision making and treaty signing. 3. SWBAT see the relationship between their individual sovereignty,

governmental sovereignty; then need for its political use and/or expression of sovereignty through self-determination.

Time: 1 class period (50 minutes) Materials: Handouts (2) Handouts: Key terminology: 1) instructor key; 2) blank student worksheet Procedures: 1. Introduce the new unit, and its main objectives with the students 2. Cover each day’s schedule and objectives

3. Ensure the unit is promoted and viewed as a collective product, built upon foundational tiers and reflecting a cause-and-effect relationship between sovereignty, treaty formation, and both short and long-term effects.

4. Cover each term individually, asking students to offer their personal rendition, interpretations, examples of the term(s) in use 5. Before moving on to the next term, provide the Wikipedia definition (or a consensus alternative). 6. Continue to go over every term until finished. 7. Ask students if any terms are unclear or misunderstood. It is

important for students to begin to infer the use(s) these new terms. 8. Comprehension gauged via submitted, but not graded, on this writing reflection prompt. What does Sovereignty mean to you?

Lesson 1: Sovereignty Expressed through Treaties ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


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Anticipatory Set:

Yesterday, day 1 of the unit, we discussed synonyms and antonyms of the term

sovereignty. Today we are going to use those sovereign(ty) concepts, make it a status or

characteristic or application of government use to make self-determined decisions in the

best interests of its stakeholders, or citizens. By tomorrow, the context will be set for the

need to use this sovereign status, apply it to treaty negotiations, and as the unit unfolds, see

what the modern-day effects of blending the concept and application of sovereignty can

and has had in tribal communities.

There will be two short readings (or pre-readings) that materialize the use of and

activeness of treaties and treaty-making.

The first article is intentionally recent, dated 11/28/09 and at least a full page from

the local newspaper (attached). The title is, Should U.S. Sign? The climate change

agreement being considered by the majority of under, still and developed countries in a

combined effort, or alliance, to reduce greenhouse gases that are presumed to be a major

contributor to global warming. Various interests of stakeholders are presented in an easy

to follow pro and con commentary. This article will take up to 30 minutes to slowly get

through and digest, but this is a major social issue and several perspectives will be noted by

the students that will also be present when we move into our tea party, role-playing and

treaty negotiations simulation.

The second pre-reading will be a short excerpt (attached) from one of the

textbooks that will be regularly referenced in this unit is entitled, The First Oregonians.

Students will read the introduction section called ‘treaties’ (handout) of the chapter

The Tribe Next Door – Tradition, Innovation, and Multiculturalism, by Elizabeth Woody.

These two articles will provide another cultural perspective making the decision to treaty

or not…and that there are several important reasons indeed to consider before doing so.

Objectives:


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1. SWBAT apply key terminology, its relevance, and recognize its incorporation in a historical setting.

2. SWBAT observe and define various reasons for treaty negotiations, while concurrently paralleling timelines of Native Americans and early trappers and European settlers during the middle of the 19th Century.

3. SWBAT realize the impending need for treaties internationally; and, specifically in the northwest between the US government and Native peoples.

Time: 1 class period (50 mins):

- 5 minutes review of day 1 terminology - 25 minutes to read first newspaper article and discuss - 10 minutes to read textbook excerpt and discuss - 10 minutes writing reflection

Materials: Two handouts:

1. The First Oregonians - 2nd Edition. Edited by Laura Berg, ©2007

Available from: Oregon Council for the Humanities

812 SW Washington Street, Suite 225 Portland, Oregon 97205 (503) 241-0543 www.oregonhum.org 2. Should U.S. Sign?...the Climate Change Agreement (Treaty)

Available from: The Springfield Register Date of article: 11/29/09 – section C of paper Address and contact info here

Procedures:

1. Review key vocabulary from day 1 (a handout will be provided at the end of day 1 for reference). Ensure a solid understanding of the terms individual, popular and national ‘sovereignty’. Attempt to satisfy or clarify student understanding of this key term.

2. Once satisfied with a class consensus regarding definitions and uses of sovereignty, it is time to transition into using sovereignty during treaty-making.

3. Note: short clips of the film “The Indian Wars” will also be used today after discussing various historical treaties the US has signed with other sovereigns.

4. Pass out a copy of both the local newspaper article and the textbook excerpt.


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5. Before they begin reading, ask them to underline whatever quotes or phrases they feel are important to them or the writer’s position.

6. Read the articles one at a time. 7. After each article reading, ask the students what they underlined, one at a time

in succession, without regard to relatedness (text rendering). This talk-around will be spontaneous and unled by the teacher, creating a verbal collage. Remove cross-dialogue but allow to move at its own pace until a very long silence occurs.

8. After this event concludes, move into the daily writing, reflection assignment. 9. Writing/Reflection Assignment: for the remaining 10 minutes, instruct students

to take out a piece of paper and answer the final question themselves. Let them know that this will be turned in (not graded…but don’t tell them or imply so). Gently request a couple paragraphs at minimum.

10. Collect the reflections, for they will be part of a graded portfolio and valuable reference source (for pre and post unit assessment).

Over-arching questions from [pre] readings to consider. Students can write what they feel. Proffered reflection options:

- Name some reasons you would see two sovereigns needing to negotiate a treaty,

or agreement over (e.g. open seas, airspace, moon exploration, water rights).

- Are there normally common issues and needs between the two negotiators?

- Does signing a treaty, even though some sacrifice is required, a good or bad idea?


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Lesson 2: Setting the Context: Westward Expansion in the 1800s

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Anticipatory Set: The third day continues emphasizing the use of key terminology

through application. Today the context of the early-to-mid 19th century across the US and NW will be set. Due to Westward Expansion, conflicts immediately arise between two very different cultures. Sampling other US treaties, then we’ll watch a film documentary of the mid-19th century, setting the stage for the dire need for treaties between the U.S. and Indian tribes. Students will (active) write quotes from relevant chapters of the film that will in turn be group discussed, or posted silent discussion style.

Objectives:

1. SWBAT recognize relevant terminology and incorporate into a contextual setting 2. SWBAT observe parallel timeline events of Native Americans and settlers during

the middle 20th Century 3. SWBAT realize the impending importance of peace and the need for a solution

Time: 1 class period (50 mins)

- 15 minutes to go over samples of US treaties - 25 minutes for video footage and setup time - 10 minutes for post-reflection writing assignment

Materials:

Handout: Sampling of United States Treaties DVD – The Great Indian Wars (1540-1890); copy of movie cover provided DVD player Teacher-selected quotes from film, by chapter.

The Great Indian Wars: 1540-1890 (video: 235 minutes)

Available from: Mill Creek Entertainment 2445 Nevada Ave North Minneapolis, MN 55427 866-410-9000 / 763-595-9884 (fax) www.millcreekent.com


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Procedures:

1. Review key vocabulary from day 1 (Handout 2.1). Ensure a solid understanding of the terms individual, popular and national ‘sovereignty’. Attempt to satisfy or clarify student understanding of this key term.

a. In regards to tribes, don’t answer… continue building the anticipatory set 2. Once satisfied with a class consensus regarding definitions and uses of

sovereignty, setup the film (DVD). 3. Students will not merely watch the video…they will be active viewers. Indicate

students should watch and listen for contextual clues from the era. Listen closely for era-specific clues and cultural perspectives.

4. Ask students to record on paper (turned in, not graded) one quote or para-phrasing which he or she feels is important…at least 1 quote from each chapter.

a. Handout 2.2: These are various facts and ‘leading” quotes that I have chosen from these chapters. Do not distribute, instructor copy only.

5. The film should be paused after each chapterto check on student comprehension, gauge interest, review concepts, and leads into the next chapter. Use the teacher’s Handout 2.2 and student quotes solicited during interruption, write these down on own notes, as well as leave on the board.

a. Students can (and should) come up and write these out since self-selected. This will also help gauge current knowledge and engagement

6. Once the chapters have been watched and quotes finished, debrief by facilitating a short discussion on the over-arching questions provided in teacher’s notes.

7. Provide transition from yesterday’s vocab terms used in film today, and how the quotes and over-arching questions may be incorporated into tomorrow’s lesson and throughout unit.

8. Writing/Reflection Assignment: for the remaining 10 minutes, instruct students to take out a piece of paper and answer the final question themselves. Let them know that is will be turned in (not graded…but don’t tell them or imply so).

9. Collect the reflections, for they will be part of an overall portfolio.

Teacher-selected quotes from film (not a handout)


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Chapter 2 – Early Indians (0:49-3:11 / 2 ½ minutes):

- “for over 40,000 years Native Americans have occupied cities equaling any found in Asia, Europe, or Africa”

- “prior to arrival in 1492, Native Americans flourished across North America” - “in the 17th Century, millions vanished due to European diseases” - “surviving tribes were pushed westward” - “at this pivotal time in history, two parallel events: 1) the establishment of the

United States, and: 2) the arrival of the horse and spawning of the warrior horse society among Native Americans”

Chapter 12 – Social Structure (31:21-35:17 / 4 minutes):

- “fought the US military/cavalry [and practically continually] for over 40 years.” - “the [whole] tribe is first called a family, broken into bands like an extended

family, clans, then camps & villages” - tribal members were spread throughout the accustomed areas

Chapter 13 – Religion (35:17-39:34 / 4 ½ minutes):

- “everything in the world serves a purpose…the sun, mountains, animals rivers and trees”

- “everything in a warrior’s natural environment had a connection to the Creator and is filled with its own mysterious force.”

- “God was not separated from the earth, meaning everything is sacred” - “the sweathouse is the womb of mother earth”

Chapter 16 – Protecting the Trails (49:11-50:48 / 1 minute):

- “due to the Mexican-American war, territories gained by US extended northward to the southern Oregon and Idaho borders” (not real state boundaries, but likely the 43rd parallel)

- “the continental nation, connected the east and west coasts, also intensified population migration westward”

- “In 1850, there was an estimated 50,000 citizens traversing the Oregon Trail” - “the US govt felt a duty to protects its traveling citizens…and by 1854, had built

nearly 50 forts along the trail” to carry out this duty Chapter 18 – The Laramie Treaty [of 1851] (54:31-59:31 / 5 minutes)


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- “peace treaties were the primary tool for negotiating [with North American

tribes] since the Dutch has acquired Manhattan.” - “for two weeks, discussions continued. Horse and gifts were given. Leaders

spoke, and the treaty was blessed by peace pipe” - “each military patrolled; and each punished their own” - 1848 – gold found at Sutter’s Mill - “1872: Commissioner of Indian Affairs calculates that $1 million is spent for

each Indian killed.” ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Teacher’s Notes: Over-arching questions from film to consider(repeated here for instructor reference):

- what is the nature of US / Indian relations in 1800-1850?

- what issues or concerns do the Indians have?

- what issues or concerns do the settlers have?

- what issues or concerns does the US government have?

- Are these issues the same, or different? How so?

- How can all of these issues be resolved?

It is my hope students will pick up many interesting statements, but if not, need to

ensure certain quotes and/or ideas are highlighted in order to move the unit and lesson

objectives forward. These quick-writes and paraphrasing opportunities affords insight into

students’ relating to the topic and also part of the overall portfolio, and my own lesson

reflections.


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Lesson 3: Stakeholders in the Northwest Territory ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anticipatory Set:

The purpose of this tea party is to introduce the various, major stakeholders (characters) and their likely position and disposition in preparation for yet another ‘council’ regarding how it might be possible for the US government, the Indians, the settlers, and the missionaries…to co-exist in one vast area, and without further killing on all sides.

This exercise will also allow the students to delve more deeply into the character, for a later simulation/role-playing exercise in this unit. Front-loading the emotions that were definitely prevalent at the time of the CTUIR treaty signing will afford meeting one of the primary objectives of the unit…to see the value of treaties with Indian tribes, then and now.

Objectives:

1. SWBAT recognize the differing perspectives of various stakeholders in the northwest territory during the mid-1800s

2. SWBAT incorporate stakeholder perspectives into respective roles and responsibilities…pre-, during and post-treaty negotiations

3. SWBAT begin to infer the impact of treaties between the US and Indian tribes.

Time: 1 class period (50 minutes) Materials: Handout – various stakeholder bios and roles at treaty proceedings. Procedures:

1. Students will be [randomly] handed a mini-biography of the stakeholders (a.k.a. characters), or a general description/disposition of a group of stakeholders.

a. Ensure enough copies to assign all students 1 role…cut along dotted line. 2. Students will read and contemplate their character(s), trying their best to get

into the role and remain there throughout the tea party. 3. Inform the students that they will being physically moving about the room,

interacting, and meeting ALL other characters. Inform students that some stakeholders are allies, some have hidden agendas, and communication is not this clear between them due to language barriers.

4. Characters will each read aloud their bios or descriptions to one another, spending no more than 5 mins with each stakeholder.


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5. After all stakeholders have been introduced and have met, students will return to their seats, process their experience, then complete an in-class writing assignment.

6. After students have had time to finish writing, group discussion will follow. 7. For closure, ask for student comments. Leave some answers hanging so that

further mulling can occur overnight. Group discussion should center around the following questions.

a. What perspectives or beliefs from each stakeholder needs to be considered?

b. Can there be a [re]solution to all of these needs? 8. Group discussion will end the class…again, leaving anticipatory thoughts fresh in

their mind as we move into the next lesson plan.


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Tea Party Roles

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Superintendants (may be grouped or individual personalities) 1. Joel Palmer: Superintendent Indian Affairs - of the Oregon Territory

For the past 10 years, you have been negotiating treaties with Indian tribes primarily along the Willamette valley and coastline. You have been successful at some treaty councils, and at others you have worried about your life. Thus far, however, you have been meeting your primary charges from the Bureau of Indian Affairs and the President of the US. This is your first partnering with Isaac Stevens, the lead negotiator, who also has had intermittent success settling land north of the Columbia River. Your home is in Dayton, and you have traveled east to finish settling all of the northwest territory. If this treaty council goes well, you can retire with honors. The states of Oregon and Washington will now be free of Indian-white friction.

2. Isaac I. Stevens: Governor and Superintendent - Washington Territory

*Provide biographical information on this key character & stakeholder.*

------------------------------------------------------------------------------------------------------------

3. Chief (group) by tribe: Umatilla, Walla Walla, Cayuse, Yakima, and Nez Perce Pio-Pio-mox-mox (x): head chief of the Walla Walla Weyatenatemany (x): head chief of the Cayuse Wenap-snoot (x): head chief of the Umatilla Alongwith 32 other Native headsmen from their respective bands

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4. Warriors (group): Umatilla, Walla Walla, Cayuse, Yakima, and Nez Perce

You are one of nearly 10,000 warriors from the five tribes gathered who have traveled across the Wallowa mountain range 250 miles away on horseback to see what these US representatives are interested in. You have fought the “white eyes” for nearly 10 years of your young life (25-40 y/o) and have witnessed many family members killed either by bullet, bayonet, blankets, the bible, or blasphemy. You do not trust the Great White Father and you are ready for battle. You are willing to die for your people if that is what your Chief decides.

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5. Missionaries (group): Whitman, Protestants, Catholics, etc

You believe that the bible and your religious value are good principles for all humankind to follow. Although you view Indians as uncivilized, you believe that they can be ‘reformed’ and brought to become productive American citizens, with the right guidance. There has been mixed results with the local Indians, for some have taken immediately to these teachings, while other traditionalists continue to hold on the old way. Some of your fellow pastors have not been kind to the Indians, and many deaths have been attributed to medical or religious practices that do not work. Therefore, you are viewed suspecting-ly, and not altogether trusted.

------------------------------------------------------------------------------------------------------------ 6. Settlers and Immigrants (group)

Manifest Destiny is alive and well. The US government has opened up lands, and will open up even more lands once the Indians have been moved elsewhere. The abundant and fertile fields, valleys and river sources make ‘squatting’ here desirable. If only the Indians would let us be, we can safely build towns, improve ways of life, and most importantly, become landowners. Land can be passed down to coming generations and the US government is promising it cheaply.

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7. Interpreters (6) – A.D Pamburn, Wm. C. McKay, (et al): 5 white / 1 Indian

You are one of two interpreters…one of you is a warrior-scout from the Nez Perce tribe, and the other is a recruited member of Isaac Steven’s staff. You have limited knowledge of the others’ language. Bits and pieces of the other language are recognizable, but there are times that you are unsure of words or the description. Since you are pivotal in encapsulating the thoughts and words of the speakers, ultimately fashioning the final treaty, you must ensure the best accuracy as possible. However, you have not traveled all of the lands and potential boundaries (land markers) that are being spoke of. How will you bridge this communication gap?

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* *

Isaac Ingalls Stevens (March 25, 1818 – September 1, 1862)

was Washington's first territorial governor and oversaw the

establishment of government in what would become

Washington state.

His small size suggests that he may have suffered from

dwarfism, but he possessed intelligence and ambition. He

secured an appointment to the U.S. Military Academy at West

Point and graduated first in his class in 1839. This earned him a

commission in the prestigious Corps of Engineers, then

responsible for the design and construction of coastal defenses

and waterways and harbors.

The War with Mexico (1846-1847) gave the young officer his first taste of combat and of

conquest. The United States emerged from the war with new Western territories and Stevens

returned home with a brevet as major (recognition for bravery) convinced of his country's "manifest destiny."

By the end of that war, American citizens had established communities and self-


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government in California, Oregon, and Utah…and the U.S. government (via Stevens’ tongue) would soon extend its authority over them (and Indian Tribes).

When the new Washington Territory was formed on March 2, 1853, Stevens applied to

President Pierce for the governorship. Pierce selected Stevens for the post, which carried with it

the title of Superintendent of Indian Affairs.Stevens did not serve the best interests of Native Americans and thus resulted in needless deaths and enduring controversy.

Stevens quickly organized a territorial government. He also settled claims by the British-owned Hudson's Bay Company, which had established itself in the area.

The Stevens Treaties:

It was Stevens's duties as Superintendent of Indian Affairs that proved most dramatic.

Since 1850, white settlers had been granted lands throughout Oregon Territory without

any release of title by the prior inhabitants, the Native Americans. What is more, the most

desirable properties, on prairies and along the rivers, were those most needed by the tribes for

survival. Conflicts quickly occurred, and they resulted in fatalities. Stevens's response was to

divide the territory into districts and assign Indian Agents to find tribal representatives with

whom to sign treaties. He then left the territory for Washington, D.C. to lobby Congress for

funds for roads and improvements and for the northern route for the transcontinental railroad.

When Stevens returned in December 1854 he plunged into the organization of treaty

councils. His agents had been making the rounds of villages and selecting individuals who would represent each tribe. According to historian David M. Buerge,

"Not only was the timetable reckless; the whole enterprise was organized in

profound ignorance of native society, culture, and history. The twenty-thousand-odd

aboriginal inhabitants who were assumed to be in rapid decline, were given a brutal


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choice: they would adapt to white society or they could disappear."

Despite this draconian approach, Stevens was something of a moderate between those

who believed in political and cultural equality with the Native Americans and those who

advocated their complete elimination.

West of the Cascades, Stevens organized four treaty councils between December 25,

1854 and February 26, 1855. Each lasted about four days. The governor distributed

manufactured goods, read out the treaty terms in the Chinook jargon, allowed some comment,

then invited the tribal representatives to step forward to affix their marks to the treaties. Few if

any understood the implications of signing the documents. The result was, the Native Americans

lost most of their land in exchange for small reservations. Two more councils east of the

Cascades did not go as smoothly, but Stevens obtained the requisite marks on the treaties. The

treaties did allow tribes to continue to gather fish in common with whites at accustomed places.

The Treaty Wars

Before the treaties were signed, a young Yakima Indian murdered an Indian Agent who

was investigating the msurders of some miners. Stevens dispatched a military force of 102, and

the Yakimas (later renamed Yakamas) turned it back. Violence spread to the west side of the

mountains and innocents of all races died throughout the rest of 1855. Stevens advocated an

elaborate winter campaign against the tribes east of the mountains. U.S. Army Department of the

Pacific Commander, General John Wool (1784-1869) wanted to let things calm down and work

out a peaceful solution. Indians murdered settlers. Militiamen murdered Indians. Stevens charged

that Wool had abandoned him, forcing Wool to return to Washington, D.C., to defend himself.

Stevens then undertook a campaign against the mixed-race settlers of the Hudson's Bay

Company, seizing them and their property. When Territorial Judge Edward Lander (1816-1907)

attempted to enjoin Stevens, Stevens arrested Lander. President Pierce was pressured to remove

Stevens, but Pierce only reprimanded him. Stevens continued his campaigns against the tribes

resulting in more loss of life, mostly old men, women, and children. Stevens had Nisqually Chief

Leschi (1808-1858) hanged in 1858 for allegedly killing a soldier in open combat. Citizens such

as Ezra Meeker (1830-1928) spoke out against Stevens' conduct and in defense of the tribes, not


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a popular position. The Indian War wound down with the tribes being relegated to their reservations.

Stevens was elected as Territorial delegate to Congress in 1857 and 1858 and his service

as Governor and Superintendent of Indian Affairs ended. It was left to his successors to resolve lingering issues between Native Americans and the settlers.

One of the provisions of the Stevens treaties allowed the tribes the right to fish in their

accustomed places in common with the Americans. In 1974, this was interpreted in courts to

mean that the treaty tribes were entitled to one-half the harvestable fish and shellfish in Western

Washington. This decision returned to the tribes control of resources recognized in the treaties.

When the Civil War broke out in 1861, Stevens secured a commission as a Brigadier

General of Volunteers. He was killed in action in 1862 during the Second Battle of Bull Run (Second Manassas).


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Lesson 4: Roles & Responsibilities of a [modern] Tribal Government


We’ve finally made it from the tension of the mid 1800s, to a negotiated treaty, and to legal and political questioning and positioning as it relates to Indian lands. Midway through the 20th Century, CTUIR tribal members voted one last time by voice vote - by a very narrow margin - enacted the current form of Tribal government. For the next two days, the instructor (or preferably a member of the CTUIR tribal nation) will discuss the economic and community development efforts since the new form of government was created. Although many social ills still remain, the people of the CTUIR have regained their autonomous, sovereign voice and based on treaty rights honored and expected to be honored still today, have grown immensely towards goals of self-determination and self-sufficiency.

Time: 2 class periods (50 mins each) Material: CTUIR Overview, courtesy of the CTUIR Public Affairs office – a

powerpoint presentation on cd-rom. This overview is provided to local, state and federal agencies and key staff as part of regular cultural competency training

Objectives: 1. Review organizational chart and be able to identify services

received by Tribal Members by their tribal government 2. Recognize the services provided to non-Native citizens, including employment, taxes, local community and state-wide impacts. 3. Identify similarities among various levels and types of government.

Procedures:

1. Show and discuss the CTUIR public affairs powerpoint. Direct lecturing is expected since this is a sole source


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Lesson 5: Economic &Community Development: CTUIR (1855-2010)


Today is day two of this lesson, and will serve to wrap up the efforts of the CTUIR to regain its sovereign status(es), become self-determined, aiming towards complete self-sufficiency.

Time: 1 class period (second day of lesson) – 50 mins

Material: CTUIR Overview powerpoint presentation

Objectives:

1. Identify political, social and economic impacts (e.g. gaming) 2. Educational efforts 3. Language preservation

Procedures:

1. Continue getting through the presentation and fielding questions students may have, clarifying historical cause-and-effect relationships.

2. Writing reflections: should revolve around wrapping up the cause-and-effect relationship between sovereignty, treaties and the existence of modern tribal governments.

a. Possible question: Do treaties with Indian tribes from the 1800s still apply?

3. Tomorrow will be a day of synthesis and assessment.


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Wrap-up / Unit Review ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Anticipatory Set:

An entire chronological, social, legal and political timeline for a local, Oregon/northwest Indian tribe has been reviewed. From wars to casinos. From ‘uncivilized’ to monthly state and federal government meetings and consultations. From two employed members in the tribal planning office in 1972, to an operating budget of $150+ million dollars, 1500 employees and now the second largest employer in eastern Oregon, the people of the CTUIR have persevered, moved on from past historical traumas…and live on.

Time: 1 class period (50 mins) Materials: Normally a unit assessment, mostly open-ended responses but with as much

factual and contextual information as possible. No new information presented on this day so we can wrap up and move onto a hopefully, related next social studies topic.

Objectives: 1. Verify terminology, concepts, timelines, needs, uses and impacts of

treaties have been understood by the students. Reiterate objectives 2. Identify the value and benefits of treaties signed 150+ years ago;

how they apply to local Tribal governments, the State of Oregon, the Pacific Northwest, and across the United States internally today.

3. Recognize the validity and of treaties, 150 years ago to today. Procedures:

1. If the first time using the unit, definitely write down some of the responses from students when you ask them open-ended questions about what sovereignty means; how treaties (or contracts/agreements) are inherent properties of being a sovereign and; do these concepts still have a valuable impact today?

2. Assessments or grading of this unit will be largely based on attendance and participation in the various hands-on activities, as well as personal usage and understanding of sovereignty as it applies to individuals and governments.

~lxw~

RESOURCES &MATERIALS:


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Textbooks: 1. As Days Go By: Our History, Our Land, and our People – The Cayuse, Umatilla and Walla Walla. Edited by Jennifer Karson. Tamastslikt Cultural Institute 2006 ©. 72789 Highway 331 Pendleton, Oregon 97801 (www.tamatslikt.com). 2. The First Oregonians, 2nd Edition. Edited by Laura Berg. Oregon Council for the Humanities 1991, 2007 ©. ISBN-13: 978-1-880377-02-4. 3. Oregon Indians – Voices from Two Centuries. Edited by Stephen Dow Beckham. Oregon State University Press 2006 ©. 500 Kerr Administration, Corvallis, Oregon 97331-2122. * a copy of the text cover is provided Primary Documents: 1. United States Constitution 2. Walla Walla Treaty of June 9, 1855 – ratified by Congress in 1859 3. Walla Walla Treaty proceedings 4. Excerpts from various treaties signed by the United States in effect on 2009. 5. Federal Indian Policies of early 20th Century 6. CTUIR 1949 Constitution and By-Laws, with amendments 7. CTUIR Public Affairs – CTUIR Tribal Overview. Powerpoint on cd-rom Audio/Visual: Projector and laptop (overhead and transparencies as backup). DVD and CD player. Other possible resources: List of Nine Oregon Tribes’ websites Maps of old NW Territory Map of current federally recognized Tribes of Oregon

UNIT TERMINOLOGY - key


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Directions for use: Students should begin to understand and apply the following concepts and components of sovereignty. Students will discuss this vocabulary on day 1 of the unit. Students should this list of key terms for so regular reference/reminder of the term. We will spend much of the first day of the unit ensuring we can integrate these terms into daily activities: ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 1. Sovereignty: the quality of having supreme, independent authority over a territory.External sovereignty concerns the relationship between a sovereign power and other states. 2. Popular Sovereignty: the internal relationship between a sovereign power and its own subjects. A central concern is legitimacy: by what right does a political body (or individual) exercise authority over its subjects? Often referred to as a social contract. 3. Tribal Sovereignty: in the United Statesthis refers to the inherent authority of indigenous tribes to govern themselves within the borders of the United States. The US federal government recognizes tribal nations as "domestic dependent nations" and has established a number of laws attempting to clarify the relationship between the United States federal and state governments and the tribal nations. The Constitution and later federal laws grant to tribal nations more sovereignty than is granted to states or other local jurisdictions, yet do not grant full sovereignty equivalent to foreign nations, hence the term "domestic dependent nations". 4. Federally Recognized Tribe:are those Indian Tribes recognized by the United States Bureau of Indian Affairs for certain federal government purposes. 5. Self-Determination: the free choice of one’s own acts without external compulsion; and especially as the freedom of the people of a given territory to determine their own political status. It can also be defined as the ability or power to make decisions for yourself, especially the power of a nation to decide how it will be governed. In other words, it is the right of the people of a nation to decide how they want to be governed without the influence of any other country. 6. Self-Sufficiency:refers to the state of not requiring any outside aid, support, or interaction, for survival; it is therefore a type of personal or collective autonomy. 7. Treaty Reserved Rights:are certain rights that were/are reserved by Indian Tribes when they signed treaties with the U.S. government. By signing treaties, tribes traded vast amounts of their land and resources in exchange for reserved areas of land (known as Indian reservations) and things like protection (from attacks on their lands), health care, education, sovereignty and religious freedom, and protection of hunting and fishing rights at usual and accustomed areas. Article six of the U.S. Constitution declares treaties to be the supreme law of the land, treaties are just as valid today as they were the day they were signed, and treaty rights are still legally binding as well.

Note: It is a common misperception that treaty rights are "special" rights given to Native People by the government because of their racial status, but this is not the case. The government


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does not "give" treaty rights to anyone – native people reserved them when they signed treaties in a government-to-government relationship. 8. Usual and accustomed areas: Many Native nations have reserved rights to hunt and fish in their accustomed places, which are often land that was given up at the treaty signing, or "ceded land". This leads to conflict with sports and commercial hunters and fishers, who are competing for the same limited resources in the same place. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


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UNIT TERMINOLOGY – student handout

Directions for student use: We will spend much of the first day of the unit ensuring understanding and integrating these terms into daily activities and personal use. Students should keep this list of key terms for regular reference throughout the unit. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 1. Sovereignty: 2. Popular Sovereignty: 3. Tribal Sovereignty: 4. Federally Recognized Tribe: 5. Self-Determination: 6. Self-Sufficiency: 7. Treaty Reserved Rights: 8. Usual and accustomed areas:

SOVEREIGNTY


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Sover·eign·ty[ sóvvrəәntee ] ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Synonyms: independent, self-governing, self-sufficiency, self-determining, autonomous,

freedom, liberty, and separate. Antonyms: dependent, reliance, ward, subjugation, needy and ruled over ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Sovereignty is the quality of having supreme, independent authority over a territory. It can be found in a power to rule and make law that rests on a political fact for which no purely legal explanation can be provided. The concept has been discussed, debated and questioned throughout history, from the time of the Romans through to the present day, although it has changed in its definition, concept, and application throughout. A sovereign is a supreme law-making authority. Source: www.wikipedia.com ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Types of Sovereignty:

Allow students to self define and volunteer share out other perspectives and viewpoints. ¾ Spiritual

o “endowed by our Creator with certain, unalienable right” – US Constitution o “free will” King James Bible

¾ Individual

o Self-ownership (or sovereignty of the individual, individual sovereignty or individual autonomy) is the concept of property in one's own person, expressed as the moral or natural right of a person to be the exclusive controller of her or his own body and life. According to G. Cohen, the concept of self-ownership "says that each person enjoys, over himself and his powers, full and exclusive rights of control and use, and therefore owes no service or product to anyone else that he has not contracted to supply."

¾ Popular o Popular sovereignty is an idea that dates to the social contracts school represented

by Thomas Hobbes (1588–1679), John Locke (1632–1703), and Jean-Jacques Rousseau (1712–1778), author of The Social Contract, a prominent literary work that highlighted the ideals of "general will".

o The central tenet is that legitimacy of rule or of law is based on the consent of the governed. Popular sovereignty is thus a basic tenet of most democracies.

o Hobbes and Rousseau were the most influential thinkers of this school, all postulating that individuals choose to enter into a social contract with one another, thus voluntarily giving up some rights in return for protection from the dangers.

Types of sovereignty (continued)…


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¾ State (federalism)

o The Tenth Amendment (Amendment X) to the United States Constitution,

which is part of the Bill of Rights, was ratified on December 15, 1791. The Tenth

Amendment restates the Constitution's principle of federalismby providing that

powers not granted to the national government nor prohibited to the states by

the Constitution of the United States are reserved to the states or the people.

¾ National (global)

o Under the concept of national sovereignty, the nation is superior to the

individuals of which it is composed. National sovereignty can be contrasted, on

the one hand, to absolutism and to other doctrines that see sovereignty as residing

solely in a monarch, aristocracy, theocracy or other small elite, and on the other

hand to popular sovereignty, which has more egalitarian implications.

¾ Tribal o Tribal sovereignty in the United States refers to the inherent authority of

indigenous tribes to govern themselves within the borders of the United States of

American. The U.S. federal government recognizes tribal nations as

"domestic dependent nations " and has established a number of laws attempting

to clarify the relationship between the United States federal and state governments

and the tribal nations. The Constitution and later federal laws grant to tribal

nations more sovereignty than is granted to states or other local jurisdictions, yet

do not grant full sovereignty equivalent to foreign nations, hence the term

"domestic dependent nations". Not all nations agree with the United States' view

of them.

Basis of Native American Sovereignty in the U.S. Constitution


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The U.S. Constitution specifically mentions the relationship between the United States federal government and Native American tribes three times:

Article I, Section 2, Clause 3 states that "Representatives and direct Taxes shall be apportioned among the several States ... excluding Indians not taxed.

Article I, Section 8 of the Constitution states that “Congress shall have the power to regulate Historically meaning: facilitate Commerce with foreign nations and among the several states, and with the Indian tribes”, determining that Indian tribes were separate from both the federal and state governments, and “that the states did not have power to commerce with the tribes, much less regulate them. Regulate meant that Congress should in principle assist with commerce disputes between the States (and Indian nations).

The Fourteenth Amendment, Section 2 amends the apportionment of representatives in

Article I, Section 2 above.


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Sampling of United States Treaties

1. THE TREATY OF PARIS:

Signed on September 3, 1783, ratified by the Congress of the Confederation on 14 January 1784 and by the King of Great Britain on 9 April 1784 (the ratification documents were exchanged in Paris on 12 May 1784), Because of this it formally ended the American Revolutionary War between the Kingdom of Great Britain and the United States of America, which had rebelled against British rule. The other combatant nations, France, Spain and the Dutch Republic had separate agreements; for details of these, and the negotiations which produced all four treaties, see Peace of Paris (1783). Source: wikipedia

Benjamin West's painting (at left) of the delegations at the Treaty of Paris: John Jay, John Adams, Benjamin Franklin, Henry Laurens, and William Temple Franklin. The British delegation refused to pose, and the painting was never completed. Critical Thinking: How do you think the British felt having no choice but to sign this Treaty?

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 2. AFGHANISTAN: Agreement regarding the status of United States military and civilian personnel of the U.S. Department of Defense present in Afghanistan in connection with cooperative efforts in response to terrorism, humanitarian and civic assistance, military training and exercises, and other activities (1963). ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 3. NORTH ATLANTIC TREATY ORGANIZATION (NATO) –DEFENSE: Agreement regarding U.S. approval for retransfer of U.S. defense articles and services to NATO for purposes of supporting the NATO–led Implementation Force (IFOR). Exchange of letters at Brussels December 18, 1995. Entered into force December 18, 1995. (Source: United States Department of State. Treaties in Force.

A List of Treaties and Other International Agreements of the United States in Force on January 1, 2009). www.state.gov/documents/organization/123746.pdf

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 4. Teacher: Please find a current international treaty being negotiated as a final example. Global warming, nuclear proliferation, etc are always topics and in the news (researchable).