Treaties and Promises

Lesson Overview

Students will investigate the impact of treaties and broken promises on Native Americans in Washington State by analyzing primary source documents, participating in class discussions, and reflecting on the consequences of historical treaties. This lesson is the first in a three-lesson unit titled "From Treaties to Statehood," designed to blend Washington State history with indigenous perspectives as outlined in the Since Time Immemorial curriculum and the Washington Journey materials.

Standards Alignment

Common Core State Standards (CCSS) – Social Studies / Literacy in History/Social Studies (RI 6-8)

CCSS.ELA-LITERACY.RI.7.1: Cite several pieces of textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RI.7.2: Determine two or more central ideas in a text and analyze their development.
CCSS.ELA-LITERACY.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text.
CCSS.ELA-LITERACY.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 7 topics.
CCSS.ELA-LITERACY.W.7.9: Draw evidence from informational texts to support analysis, reflection, and research.

Since Time Immemorial – Washington State Tribal History Content Standard Alignment

Historical Thinking: Students will understand the significance of treaty-making and its consequences for tribal sovereignty and rights.
Content Standard #2: Analyze the history and impacts of treaties, agreements, and policies affecting Washington tribes.

Learning Objectives

By the end of this 45-minute lesson, students will be able to:

Identify key elements and purposes of treaties signed between Native American tribes and the U.S. government in the Washington Territory.
Analyze primary sources related to the Walla Walla Treaty (1855) to understand promises made and how they were broken.
Discuss the impact of broken treaties on Native peoples' lives, cultures, and sovereignty using evidence from texts.
Reflect critically on the guiding question: How did treaties and broken promises shape Native American communities in Washington?

Materials Needed

Copies of portions of the Walla Walla Treaty text and related primary source documents (e.g., treaty excerpts, letters, or tribal leader statements)
Graphic organizer for treaty analysis
Whiteboard or chart paper for class discussion notes
Projector or document camera for displaying excerpts
Student notebooks/journals

Lesson Timeline

Time	Activity	Description	Notes
0-5 min	Warm-Up & Guiding Question Introduction	Begin class by displaying the guiding question: How did treaties and broken promises shape Native American communities in Washington? Students write initial thoughts in notebooks.	Opens critical thinking immediately
5-15 min	Context Mini-Lecture & Background	Brief teacher-led overview of treaty-making in Washington using Washington Journey and Since Time Immemorial frameworks. Highlight why treaties were signed and historical context of the Walla Walla Treaty.	Use visuals or timelines to engage students
15-30 min	Primary Source Analysis (Paired Work)	Students work in pairs to analyze provided treaty excerpts and related documents. They fill in graphic organizers identifying promises made vs. promises broken and their impacts on tribes.	Teacher circulates, offers scaffolding strategies to aid comprehension
30-40 min	Group Discussion & Evidence Sharing	Whole-class discussion where pairs share key findings. Teacher records main points on chart paper visible to all. Emphasize citing textual evidence and connecting to the guiding question.	Model respectful discussion, asking probing questions
40-45 min	Reflection & Exit Ticket	Students write a brief paragraph responding to the guiding question with evidence from the lesson. Collect as exit tickets to assess understanding.	Formative assessment, quick feedback tool

Differentiation Strategies

Provide sentence starters and vocabulary support for students needing writing assistance.
For students ready to extend, challenge with a question about long-term consequences of treaty violations.
Visual aids and graphic organizers support comprehension of complex text.
Pair stronger and developing readers for peer support during primary source work.

Assessment

Formative: Student participation in discussions and paired work graphic organizers.
Exit Ticket: Written reflection answering the guiding question citing evidence from texts.
Teacher notes on comprehension and engagement during class discussion.

Homework/Extension

Students interview a family member or friend about what they know regarding Native American history in Washington and the legacy of treaties. Bring notes to next class.
Optional: Research and bring one new fact about a specific tribe affected by Washington treaties.

Teacher Reflection Notes

Monitor student engagement with primary sources and adjust complexity if needed for next lesson.
Note which pairs or individuals may need extra support with reading or discussion in subsequent lessons.
Begin planning how to incorporate boldt decision CBA in follow-up lessons.

This lesson places student inquiry and historical thinking at its core by integrating primary source analysis aligned with Common Core and regional standards while connecting to indigenous perspectives essential for teaching Washington State history.

Teaching Instructions