Idaho Social Studies 6-12.US1.48
The Standard
Describe relations between American Indians and the United States government following the Civil War, including conflict, treaties, containment, reservation, and assimilation.
Idaho Content Standards: K-12 Social Studies · Growth of Industrial World 1877-1890 (Bridge with US History II)
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain why conflicts broke out between specific Native nations and the U.S. government after the Civil War. They describe how treaties, reservations, boarding schools, and the Dawes Act changed Native land and daily life.
What Mastery Looks Like
- A student can use a map and the 1868 Fort Laramie Treaty to explain a cause of conflict with the Lakota. They can explain how reservations restricted movement and how the Dawes Act divided tribal land.
Common Misconceptions
- Students may think treaties gave Native nations land, rather than recognizing land they already held. They may assume all Native nations responded alike or that children chose to attend boarding schools.
How to Assess It
- Exit ticket: The 1868 Fort Laramie Treaty included the Black Hills in Lakota territory. Explain why miners entering that land led to conflict, then name one federal policy that restricted Lakota life.
Lesson moves
Ways to Teach It
Give pairs a Black Hills map and a treaty excerpt; have them mark treaty land, mining routes, and where conflict arose.
Ask: Did the federal government honor the 1868 Fort Laramie Treaty when miners entered the Black Hills? Cite one treaty detail.
Hand out policy and effect cards for the Fort Laramie Treaty, reservations, Dawes Act, and boarding schools; pairs match and defend them.
Compare a current Pine Ridge Reservation map with an 1868 treaty map; students label land changes and write one question about federal policy.
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