Post on 12-May-2018
KSPS Learning Guide | 2017 |Sovereign Nations
Sovereign Nations Part One & Two
Learning Resource Guide
Overview:
We all can easily identify the United States as a sovereign nation — a country which has its
own land, its own laws and the independent authority to govern its land and people.
Maybe less recognizable, though, is the fact that there are (at least by definition) sovereign
nations within the borders of the U.S. These are the nations of the Native Americans, whose
ancestors have for centuries called this land home.
Sovereign Nations is a two-part series telling the story of how these nations of the Inland
Northwest came to be. The relationships that began forming when fur trappers first came to
the Northwest in search of riches affect the way the government and communities interact
with Native Americans to this day.
Subjects: Inland Northwest Native American Tribes, Tribal Sovereignty, Tribal Government,
Native American Treaties, European Settlers, War, Western Expansion, Native American
History, Native American Heritage, Native American Culture
Grade Levels: 6-12
Materials: Lesson handouts, triptych poster boards, chart paper, markers, website links:
www.washingtontribes.org; www.nativelanguages.org
Learning Guide Objectives: Students will…
Identify the location of seven regional Native American reservations and gather
quantitative and qualitative data on each reservation and tribe.
Research the culture, treaties, government/justice system, or economic system of
one local tribe and share findings in an oral presentation.
Analyze the impact of treaties, religion, and war on the Inland Northwest’s Native
American tribes.
Washington State History Standards
EALR 3: GEOGRAPHY: 3.1. Understands the physical characteristics, cultural characteristics, and location of places, regions, and
spatial patterns on the Earth’s surface
EAR 4: HISTORY: 4.2. Understands and analyzes causal factors that have shaped major events in history.
Common Core English Language Arts Anchor & Literacy in History/Social Studies Standards
CCSS.ELA-LITERACY.CCRA.R.7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.W.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Cultural Connections: Native American Heritage Month, Native American Day
KSPS Learning Guide | 2017 |Sovereign Nations
Before the Film
1. KWLS Chart – Inland Northwest Native American Tribes: Ask students if they can name
native tribes in the Inland Northwest. Write their responses on the board. Ask what
students know about these tribes’ culture, heritage, or contributions to the region. Note
their responses. Explain that the class will spend a few days studying these aspects of
local native tribes.
Next, students complete a “KWLS” chart, noting what they know, want to know, have
learned, and still want to learn about the region’s native tribes. If you reside outside of
the Inland Northwest, tailor the language to match your region.
2. Map Activity: Students explore maps of native tribes in Eastern Washington and Idaho
(or the region where you reside) at the following websites: washingtontribes.org and
native-languages.org. Students color and label the following Indian reservations:
Kalispel, Spokane, Coeur D’Alene, Palouse, Nez Perce, Colville, and Yakama.
3. Data Chart: In pairs, students use the Internet and the above websites to gather data
about the above six reservations/tribes. Students share their findings as a class;
encourage them to add new information learned in their data charts. Create a class
data chart, combining the findings of the different groups, and post in the classroom for
future reference.
4. Triptych Poster Project: Put students into groups of 4-6. Assign one Inland Northwest tribe
to each group and instruct them to create a triptych poster. They should gather
information for this project from textbooks, library books, tribal websites, and the Internet.
They will use their posters to teach the class about their assigned tribe. Each group
member should select one project role (or two) and complete the assigned tasks:
Artist – draws three images connected to the tribe and explains the significance of
each image.
Culture Finder – describes 3-5 cultural activities or traditions of the tribe.
Sovereignty Describer – describes the notion of “tribal sovereignty” and explains
what this look like in the group’s assigned tribe.
Justice Decoder – describes the tribe’s governance system and explains the tribe’s
justice system with 2-3 specific examples.
Treaty Summarizer – summarizes the treaty connected to the tribe, and its impact on
the tribe’s way of life.
Economic Analyzer – describes 3 economic activities the tribe engages in and how
these activities impact the local community.
5. Gallery Walk: Students present their posters to the class. Next, place the posters around
the room and have the students review the information from each poster and take
notes on a note-taking chart.
6. Wrap-up: Students complete the “learned” and “still want to learn more” column of
their KWLS chart.
ELL modifications or student scaffolding:
Create a model poster for students. Field questions about the roles and tasks.
Assign tasks according to students’ interests and literacy levels (Artist: beginners,
Culture/Sovereignty: intermediate, Justice/Treaty/Economic: advanced)
KSPS Learning Guide | 2017 |Sovereign Nations
Name: ________________________________________________Date: __________________
Sculpted by Floods: Before the Film
A. Warm-up: KWLS Chart
Write down everything you know about Native American tribes in the Inland
Northwest and what you’d like to learn about. At the end of the lesson, write 3 or
more things you have learned and 1 or more things you’d like to learn more about.
B. Map Activity
Examine the Native American tribal maps at washingtontribes.org and native-
languages.org. Color and label the locations of the following tribal reservations: Kalispel,
Spokane, Coeur D’Alene, Palouse, Nez Perce, Colville, and Yakima.
KSPS Learning Guide | 2017 |Sovereign Nations
C. Tribal Reservations - Data Chart
Complete the data chart for each reservation.
D. Inland Northwest Tribes – Poster Project
Your group will create a poster about your assigned class using different research
sources. Each group member in your group should pick 1 or more roles to complete.
Once your poster is complete, you will present your findings to the class. Role Task Who?
Artist Draw three images connected to your tribe and explain why each image is important.
Culture Finder
Describe 3-5 cultural activities or traditions of your tribe.
Sovereignty Describer
Define tribal sovereignty and explain what this looks like in your tribe.
Justice Decoder
Summarize the government structure of your tribe and explain your tribe’s justice system with 2-3 specific examples
Treaty Historian
Summarize the treaty connected your tribe and its impact on the tribe’s way of life.
Economic Analyzer
Describe 3 economic activities the tribe engages in and how these activities impact the local community.
Data Kalispel Spokane Coeur D’Alene
Palouse Nez Perce Colville Yakima
Size of reservation
Location
Number of tribes
Number of tribal members
Language
Economic enterprises
KSPS Learning Guide | 2017 |Sovereign Nations
During the Film
Students complete a jigsaw activity using video segments from KSPS’s Sovereign Nations.
Assign students the numbers 1 through 5. Direct students with the same numbers to sit
together at a table. Each table will watch video segments aligned with their topic number
(see below).
Give students 15-20 minutes to view their video segments and to write 5 specific things
(main ideas) they learned about their topic. Afterward, have the students return to their
original groups (or assign them a new group). Make sure that everyone in the group has a
different topic. Students will present the main ideas they identified for their topic. Group
members will listen carefully to the presentations and take notes on a note-taking sheet.
Topics
Sovereign Nations: Part 1
1. European Settlers, Missionaries, Donation Act
Segment 2: Europeans Arrives
Segment 3: Missionaries Arrives
Segment 4: The Donation Act
2. Battles
Segment 5: Battle of Steptoe
Segment 6: Wright’s Campaign
Segment 7: Battle of the Spokane Plains
Sovereign Nations: Part 2
3. Treaties
Segment 8: The Coeur D’Alene Treaty
Segment 9: Spokane Treaty
Segment 2: 1855 Treaties
4. Reservations & Allotment
Segment 3: The Colville Reservation
Segment 4: The Coeur D’Alene Reservation
Segment 5: The Spokane Reservation
Segment 6: The Dawes “Allotment” Act
5. Loss and preservation of culture heritage
Segment 7: Boarding Schools
Segment 8: Preservation of Cultural Heritage
Segment 9: Artistic Expressions
6. Settlement of the Coulee Dam
Segment 11: Building of Grand Coulee Dam
Segment 12: Settlement of Grand Coulee Dam
7. Treaty rights and court battles
Segment 10: Treaty Rights
Segment 13: Court Battles
Segment 14: Conclusion
KSPS Learning Guide | 2017 |Sovereign Nations
Name: ________________________________________________Date: ________________________
Sovereign Nations: During the Film
A. Video Segments: View the video segments connected to your assigned topic. Then,
write 5 important things you learned and explain why they are important.
Topic: ______________________________________________________________________________
Learned Why this is important
KSPS Learning Guide | 2017 |Sovereign Nations
B. Round Robin Discussion
Pick 3 important things you learned about your topic from the segments you viewed.
Share this information with your group. Listen carefully to each of your group
members and summarize what they learned about their topic.
Topic Findings
European settlers, Missionaries,
Donation Act
Battles
Treaties
Reservations & Allotment
Loss and preservation of culture
heritage
Settlement of the Coulee Dam
Treaty rights and court battles
KSPS Learning Guide | 2017 |Sovereign Nations
After the Film – Suggested Activities
1. Language Study: If there is a Native American student association at your school
or neighboring schools or even a group of Native American students, ask them if
they might interested in hosting language sessions during lunch or after school.
During these sessions, they can help students learn aspects of their language
and discuss their culture and heritage. If no such groups or students exist, have
students do a research study on the languages of local tribes and identify what
these tribes are actively doing to preserve their languages.
2. Guest speakers: Invite Native American students or local tribal members to visit
your class and engage in a Q&A session. Give students time prior to the visit to
craft questions. Contact information for most tribes can be found on their
websites.
3. Visit or volunteer: Arrange a visit or volunteering session at a local reservation.
Perhaps even arrange multiple visits or sessions so students can experience
reservation life first-hand, make observations, and pose questions. Volunteering
can be a positive way to support and learn about local tribes.
4. School website: Students create a website for their class, school, or district
posting their research, learnings, and projects, helping the greater school
community learn about Native American history and culture.
5. Research essays: Students conduct further research on topics introduced in
Sovereign Nations and present their findings in research essays.
Treaties/Treaty Rights
Sovereignty/tribal governments/justice system
Missionaries
Relationships with European settlers
Wars/battles
Cultural Preservation
Allotments
Court system
Gaming/economics
Altruism
KSPS Learning Guide | 2017 |Sovereign Nations
Sovereign Nations Part 1 Segments
Segment 1: Native American Tribes in the Inland Northwest
The prominent Native American tribal groups of the Inland Northwest
Segment 2: Europeans Arrive
In 1792, the outside became aware of the Columbia River, bringing European Settlers
such as David Thompson to establish trading posts.
Segment 3: Missionaries Arrives
In the early 1800s, European trappers were the first to expose the tribes of the Inland
Northwest to white religion.
Segment 4: The Donation Act
In 1850, congress passed the Donation Act which opened non-settled land for
settlement even those already occupied by the Indian tribes.
Segment 5: Battle of Steptoe
The Battle of Steptoe began on May 1, 1858 as a result of Colonel EJ Steptoe’s foray
into Coeur D’Alene Indian territory. Steptoe’s troops were defeated by allied Indian
tribes of the Coeur d’Alene, Spokane, Palouse and Northern Paiute.
Segment 6: Wright’s Campaign
Troops, led by Colonel Georg H. Wright, were sent to Washington territory in retaliation
to the Indians’ defeat of Steptoe’s troops.
Segment 7: Battle of the Spokane Plains
The Battle of the Spokane Plains, led by Colonel Wright, took place over fourteen miles
of hills, ravines, woods, and rocks. The fight greatly weakened the allied tribes.
Segment 8: The Coeur D’Alene Treaty
Following a near defeat during the Battle of the Spokane Plains, the Coeur D’Alene
tribe agreed to a peace treaty drafted by Colonel Wright.
Segment 9: Spokane Treaty
After settling with the Coeur D’Alenes, Wright’s troop signed a similar treaty with the
Spokanes and other tribes in Latah Creek, WA.
Segment 10: The Hangings
After the signing of the peace treaties, Colonel Wright ordered the hanging of 15
Indians to avenge the deaths of the two white miners that Colonel Steptoe was sent out
to support.
Segment 11: Aftermath
Colonel Wright’s actions are a point of controversy: his actions were admired during
that time period but, today, are seen as brutal and unconscionable.
KSPS Learning Guide | 2017 |Sovereign Nations
Sovereign Nations Part 2 Segments
Segment 1: Introduction
Some Native American tribes are also sovereign nations—they own their own land and
have their own laws.
Segment 2: 1855 Treaties
In 1855, the United States government signed a series of six treaties with native tribes
throughout Washington territory, resulting in the tribes giving up 64 million acres of land
in exchange for protection and education.
Segment 3: The Colville Reservation
In 1872, President Ulysses S. Grant established the Colville reservation, which now
encompasses 1.4 million acres of land in Northeast Washington and is home to twelve
different bands of Native American tribes.
Segment 4: The Coeur D’Alene Reservation
On November 8, 1873, the Coeur D’Alene reservation was established by executive
order, comprising 600,000 acres of land though this was reduced in 1887.
Segment 5: The Spokane Reservation
On January 18, 1881 President Rutherford B. Hayes issued an executive order
establishing the Spokane reservation which comprised 155,000 acres of land.
Segment 6: The Dawes “Allotment” Act
In 1887, the Dawes Act (also known as the Allotment Act) was passed. Reservation land
was divided up and individual members were assigned parcels of land to farm.
Segment 7: Boarding Schools
After the 1887 Dawes act, the U.S government tried to integrate Native Americans into
white society by sending Native children to boarding schools.
Segment 8: Preservation of Cultural Heritage
Native American families have been vying to preserve their cultural heritage by
focusing on revitalizing their native language.
Segment 9: Artistic Expressions
Tribal members, such as writer Sherman Alexie, are finding individual ways of expressing
their heritage through art, music, and literature.
Segment 10: Treaty Rights
The treaties signed in the 1800s were legally binding agreements between the United
States and Indian tribes, recognizing the tribes as sovereign nations. Tribal members
have rights as U.S. citizens and citizens of their collective nations.
Segment 11: Building of Grand Coulee Dam
The building of Grand Coulee Dam destroyed the fisheries of the native tribes, in turn,
diminishing their livelihoods.
KSPS Learning Guide | 2017 |Sovereign Nations
Segment 12: Settlement of Grand Coulee Dam
In the 1940s, the U.S. government, admitting that the tribes had been underpaid for the
cessation of their land and rivers, allowed them to sue the U.S. government. A
settlement was reached in the case of Grand Coulee and the tribes now receive a
portion of the revenue from the dam.
Segment 13: Court Battles
Native American tribes have begun using the court system to ensure favorable
interpretations of the laws governing their rights.
Segment 14: Conclusion
The Native American tribes of the Inland Northwest have formed alliances for lobbying
power and to express their views to government officials. One such alliance is Affiliated
Tribes of the Northwest West Indians.