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

Lessons & Handouts

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.