Idaho Social Studies 4.SS.1.2

Social Studies4th GradeHistory

The Standard

Describe the federal policies behind the treaties and executive orders that resulted in the creation of the reservations in Idaho.

Idaho Content Standards: K-12 Social Studies

Teacher's field guide

What Students Need to Do: Students explain why the federal government used treaties and presidential orders to set reservation boundaries in Idaho. They connect those actions to federal efforts to open land to settlers and limit where tribes could live.
What Mastery Looks Like: A student can use maps to show how the 1863 treaty reduced the Nez Perce Reservation. They can explain that a treaty was negotiated with tribal leaders, while an executive order came from the president.
Common Misconceptions: Students may think reservations were land the government gave to tribes, rather than smaller parts of tribal homelands. They may think treaties and executive orders were the same, or that all tribal leaders agreed to boundary changes.
How to Assess It: Ask on an exit ticket: “How did the 1863 Nez Perce treaty change reservation land, and what federal goal did that change serve?”

Lesson moves

Give pairs 1855 and 1863 Nez Perce reservation maps and tracing paper; have them outline both boundaries and shade the land removed.
Ask students to write: “Why might federal officials want a smaller reservation, and why might Nez Perce leaders object?”
Have students sort cards labeled 1855 treaty, 1863 treaty, 1877 Duck Valley order, and settler land demand into treaty, order, or goal.
Locate today's Nez Perce Reservation on an Idaho map, then compare its boundary with an 1855 map.

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A ready-to-print activity worksheet aligned to 4.SS.1.2, with an answer key for the teacher on its own page. No account needed.

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