Conflicts and Wars

Grade: 7

Duration: 45 minutes

Class Size: 30 students

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Unit: From Treaties to Statehood

Lesson 2 of 3

Topic: Conflicts and Wars

Guiding Question:

How did changes in treaties and harsh U.S. policies contribute to conflicts and wars involving Native American tribes in Washington?

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Learning Objectives & Standards Alignment

Learning Objectives:

• Students will analyze key conflicts and wars arising from treaty changes and U.S. government policies regarding Native American tribes in Washington State.
• Students will evaluate the causes and effects of these conflicts on Native communities and settler populations.
• Students will collaboratively synthesize historical information to support understanding of the struggles faced by Native American tribes.
• Students will engage in discussion to express informed perspectives and demonstrate critical thinking about historical events and their legacies.

Common Core State Standards (CCSS) Alignment:

• CCSS.ELA-LITERACY.RH.6-8.1

• Cite specific textual evidence to support analysis of primary and secondary sources.

• CCSS.ELA-LITERACY.RH.6-8.2

• Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

• CCSS.ELA-LITERACY.RH.6-8.9

• Analyze the relationship between a primary and secondary source on the same topic.

• CCSS.ELA-LITERACY.SL.7.1

• Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

• CCSS.ELA-LITERACY.WHST.6-8.2

• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

Note: This lesson also integrates culturally responsive teaching principles consistent with the Since Time Immemorial curriculum for Washington State History and aligns with Gibbs Smith Education's Washington Journey materials.

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Materials Needed:

• Copies of primary source excerpts (treaty texts, government proclamations, Native American oral histories)
• Secondary source summaries of key conflicts (e.g., Yakama War, Palouse War)
• Whiteboard or chart paper and markers
• Graphic organizer handouts (timeline and cause-effect chart)
• Projector or smartboard for map visuals
• Group role cards (trader, settler, Native leader, U.S. government agent, treaty negotiator)

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Lesson Breakdown

1. Introduction & Review (5 minutes)

• Briefly review Lesson 1’s focus on early treaties between Native tribes and the U.S. government in Washington.
• Pose the guiding question aloud and have students do a quick “think-pair-share” to activate prior knowledge.
• Share a projected map showing territorial changes post-treaties.

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2. Mini-Lecture & Primary Source Analysis (10 minutes)

• Present a concise overview of major conflicts from 1850-1870 (Yakama War, Palouse Resistance, and other smaller skirmishes), focusing on causes linked to treaty violations, land encroachment, and forced relocations. Use visuals and anchor the causes within the broader U.S. policy context.
• Distribute primary source excerpts to student pairs. Each pair reads and annotates for evidence of conflicts or grievances related to treaty issues.

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3. Group Activity: Role-Play Investigation (15 minutes)

• Divide class into 5 groups of 6 students. Assign each student a distinct role (Native leader, settler, trader, U.S. government agent, treaty negotiator, historian).
• Provide each group a short scenario describing a key conflict event (e.g., outbreak of the Yakama War).
• Groups discuss their assigned roles’ perspectives and collaboratively prepare a brief summary addressing:
  • What caused the conflict?
  • How did each role’s interests and experiences differ?
  • What were consequences for Native communities and settlers?
• Each group appoints a spokesperson to report their findings.

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4. Class Discussion & Synthesis (10 minutes)

• Groups present summaries to the class (2 minutes per group).
• Facilitate a whole-class discussion connecting themes from different conflicts.
• Use a cause-effect graphic organizer on the board to record key points.
• Emphasize how harsh policies, broken treaties, and miscommunication escalated tensions.

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5. Closing & Formative Assessment (5 minutes)

• Students independently write a brief exit ticket responding to the prompt:
  “In your own words, explain how treaty changes affected Native American communities and led to conflicts in Washington State.”
• Collect exit tickets for formative assessment to guide Lesson 3 planning.

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Homework (Optional)

• Read an excerpt from the Since Time Immemorial materials on the Walla Walla Treaty and prepare to discuss the treaty’s long-term impacts in Lesson 3.

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Teacher Notes and Differentiation

• Support struggling readers by pre-teaching key vocabulary (e.g. treaty, sovereignty, reservation) with visuals/glossary.
• Encourage advanced students to compare and contrast multiple perspectives within their group role-plays.
• Invite students with sharing backgrounds or experiences related to Native American histories to offer insights, fostering inclusivity and relevance.

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Pacing Guide Context (Unit 1 - "From Treaties to Statehood")

Week	Lesson Title	Activity Type	Core Focus
1	Treaty Foundations	Lecture & Map Analysis	Early treaty formation & land cessions
2	Conflicts and Wars	Group Role-Play & Discussion	Impact of broken treaties & subsequent wars (this lesson)
3	Native Resilience & Legal Battles	Case Study & CBA Prep	Boldt Decision & Native sovereignty rights assessment

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This lesson uniquely combines historical evidence-based inquiry, immersive role-play, and collaborative discussions, bringing alive the contested histories of Washington State’s Native peoples. By deeply connecting students' analytical skills with empathetic perspective-taking and aligning with Common Core rigor, this lesson will engage and empower 7th graders to critically understand Washington’s path from treaties through conflict to the fight for statehood and rights.