American Indian Treaties:
A Simulation on Conflict, Power, and National Sovereignty
By Lisa Spengler

Activities

Introduction

  1. Introduce the students to the lesson with a lecture/discussion on background topics. The amount of information needed will depend on the course and knowledge of the students. General topics to address include the treaty-making process and Constitutional stipulations, sovereignty issues, United States Indian policy, and geographic considerations. Use sections of the United States Constitution pertaining to treaties and maps relative to the selected area.
  2. Read and discuss a Sample Treaty and the treaty-making flow chart, Process of Treaty Negotiations.

Treaty-Making

U. S. Government First Nation
Governor of Territory Non-Treaty Indians
Indian Agent Band Leaders
General of U.S. Army Treaty Indians
Interpreter  
Missionary  
Army Soldiers  
Settlers  
Reporter / Photographer  

1.     Divide the class into two teams, one negotiating for the United States government and the other for the First Nation. Give each team leader a treaty-making Blank Treaty. On each team, assign students to the roles listed above. They are described in the Background.

2.     Once students are familiar with their role, the team will outline their objectives and discuss plans for the treaty negotiations.

3.     The team leaders prepare and deliver an opening speech.

4.     Divide each team into two groups. One will focus on territorial exchange and the other on hunting and fishing rights. Pair up the corresponding groups from the opposing teams. They will meet to negotiate and try to meet their respective objectives. When tentative agreements are reached, these groups will present their proposals to their team and if accepted, then the teams will present their full treaty proposals.

5.     Hopefully, after a few days of negotiation, both sides will reach an overall agreement. However, it is certainly plausible that no agreement will be reached. The objective is to work through the process, not necessarily to come up with a finished product.

6.     Following the negotiations, the team leaders prepare and deliver a closing speech.

Conclusion

1.     Many follow-up activities are possible, depending on the course and the teacher's objectives. For example, if  the Nez Perce treaty of 1855 is used as a sample treaty, students could discuss the outcome for the Nez Perce tribe and the ensuing War of 1877.

2.     Author's Note: "I would be interested in hearing ideas and feedback from anyone who uses this lesson or a variation! "