Treaties and Cultures

Grade Level: 7th Grade

Duration: 45 minutes

Class Size: 30 students

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Unit Context

Unit: Treaties and Statehood Journey
Curriculum: Washington State History with Gibbs Smith Education's Washington Journey curriculum, incorporating Since Time Immemorial and focusing on the Walla Walla Treaty.

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Learning Objectives

Aligned with Common Core State Standards (CCSS) and Washington State Social Studies Standards:

• RI.7.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RI.7.2: Determine a central idea of a text and analyze its development over the course of the text.
• SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly.
• RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
• SS.7.2.3: Understand the cultural, economic, and political impact of treaties between Native American tribes and settlers/government.

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Essential Questions

• What were the key differences in culture and worldview between Native Americans and white settlers?
• How did these cultural differences influence the treaties made during the westward expansion of the United States?
• Why is it important to understand the historical context behind these treaties in Washington State?

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Materials Needed

• Washington Journey Textbook: Chapter 2, pages 30-37
• Copies of the text broken into four sections, corresponding to headings on pages 30-37
• Projector or Interactive Whiteboard
• Chart Paper and Markers
• Student journals or notebooks
• Since Time Immemorial Treaty map handout (Walla Walla Treaty boundaries)
• Timer

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Lesson Breakdown

1. Introduction and Picture Walk (10 minutes)

• Activity: Project or display pages 30-37 from Chapter 2. Conduct a picture walk with students, guiding them through key images, maps, and captions.
• Purpose: Build background knowledge, setting the visual context before reading. Ask students to make observations or predictions about what they think the text will explain regarding treaties and cultures.
• Teacher Tip: Prompt with questions such as, “What do these images tell us about the people and the time?” and “How might culture influence these relationships?”
• Standards: RI.7.1, RH.6-8.1 (using visual sources to infer meaning)

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2. Jigsaw Reading Activity (20 minutes)

• Preparation: Divide the class into four "Expert Groups," each assigned one heading/section from pages 30-37. Sections focus on:
  1. Native American cultures and worldviews
  2. White settlers’ perspectives and goals
  3. Treaties and agreements made
  4. Conflicts and consequences
• In Expert Groups (12 minutes): Students silently read their sections and highlight or jot down key ideas, unfamiliar terms, cultural differences, and treaty details. The teacher circulates to assist with challenging vocabulary and concepts.
• In Mixed Groups (8 minutes): Rearrange students so that each new group has one expert from each original section. Students take turns teaching their assigned section, using notes and drawings if possible. One member acts as a notetaker to synthesize information on chart paper or notebook.
• Standards: RI.7.2, SL.7.1, RH.6-8.1 (comprehension and collaborative discussion)

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3. Class Discussion and Reflection (10 minutes)

• Bring the class back together for a whole-group discussion.
• Facilitate answers to essential questions by referring to key points from each group’s presentations.
• Prompt reflection with questions such as:
  • “How do these cultural differences help us understand the challenges in making treaties?”
  • “Why do you think these agreements were important for both groups?”
  • “How might Native perspectives differ from settlers’ views on land and ownership?”
• Record key ideas on chart paper for ongoing unit reference.
• Standards: SL.7.1, SS.7.2.3 (critical thinking; cultural understanding)

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4. Exit Ticket (5 minutes)

• Students write a brief response in their journals to this prompt:
  “Explain one cultural difference between Native Americans and settlers and how it affected treaty negotiations.”
• Collect exit tickets to informally assess understanding and prepare for the next lesson.
• Standards: RI.7.1, RH.6-8.1 (evidence-based writing)

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Assessment

• Formative: Observation during jigsaw and class discussion, chart notes.
• Written: Exit ticket response for comprehension and textual evidence usage.

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Differentiation Strategies

• Provide audio recordings of the text for struggling readers.
• Use graphic organizers for text note-taking to support comprehension.
• Partner ELL students with bilingual peers or use visual aids during picture walk.

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Connection to Future Lessons

• Lesson 2 will deepen understanding of the Walla Walla Treaty using Since Time Immemorial resources and primary source documents.
• Lesson 3 will prepare students for the CBA on the Boldt Decision by analyzing treaty enforcement and legal outcomes.

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Teacher Reflection (Post-Lesson)

• Note student engagement during picture walk and jigsaw.
• Which sections generated the most discussion?
• Did students successfully use textual evidence in discussion and exit tickets?
• Adjust pacing or support accordingly for next lessons.

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By integrating visual analysis, collaborative reading, and critical reflection aligned with CCSS and state history standards, this lesson offers a rich introduction to complex cultural and political issues underlying treaties in Washington State’s history.