This collection uses primary sources to explore the American Indian Movement between 1968 and 1978. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This inquiry provides students the opportunity to analyze the attitudes and beliefs of different time periods using Treaties made between the Territory of Washington and Native American tribes. Students will investigate the intentions behind the treaties of 1854-1855 to determine if the ideals were met or not.  Then they will look into how Native Americans used the treaties in 1960-70’s to establish themselves as different from Washington State citizens and as a way to remain “Indian.”  This inquiry is meant to challenge students to analyze the intentions of documents and to predict how they could be seen or used in the future. Students will need to have a solid background on native American cultures and traditions as well as an understanding of manifest destiny to accurately comprehend the results of the treaties recommendations are written below on how this might be done and focusses. The unit will come to a close when students write an argumentative essay using evidence and counterargument to address how documents can be used differently throughout time. 

This online lesson provides perspectives from Native American community members and their supporters, images, news footage, an interactive timeline, and other sources about an important campaign to secure the treaty rights and sovereignty of Native Nations of the Pacific Northwest. Scroll to begin an exploration of the actions Native Nations took to address injustices.

This online lesson provides Native perspectives, images, documents, and other sources to help students and teachers understand the remarkable nature of the Navajo Treaty of 1868 and why the Navajo maintained an unflinching resolve to return home. Examine the Navajo Treaty of 1868 and the nation's journey home to understand how a people's agency and strength reaffirms and rebuilds Navajo (Diné) nationhood, culture, and sovereignty.

Indigenous people have been forming governments and building nations for hundreds of years. The formal treaties that were made between the first colonists and the First Peoples of America was nothing new to the native communities as they had already had treaties in place between other tribes.

Poster showing signatures and seals on a treaty, with lengthy text. Text continues: The Treaty of 1839 (which the German Chancellor tore up, remarking that it was only "a scrap of paper") said: "Belgium....shall form an independent and perpetually neutral state. It shall be bound to observe such neutrality towards all other states." Germany has trampled on the Treaty she signed. Can Britons stand by while Germany crushes an innocent people? Poster no. 7. No. 4921-14. Title from item.

From 1774 to 1871, the U.S. government negotiated hundreds of treaties with individual NativeAmerican tribes. These negotiations were conducted on a government-to-government basis,with the understanding that tribes were sovereign nations with an inherent right to self-governance and self-determination. This lesson will provide students with an understanding of the history and impact of treaty-making between Native American tribes in Oregon and the U.S. government. Thereare six activities.  

Washington’s long journey to become a state was a complex story culturally, economically, politically, environmentally, and ecologically.This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 4. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry.

This is a case studies that analyzes the Point Elliot and the Walla Walla Treaties. This was written to be used in a middle school classroom. Many of the primary documents were abridged in order to lower the text complexity to meet the needs of this level. This could be used in other grade levels; however, consider whether the reading level and the questioning is appropriate for your students.Essential Question: Are agreements always fair? Would you sign these treaties? What benefits and costs would result for various parties?Created by: Highline Public Schools (Burien, WA). Librarians: Lisa Carlson, Kim Meschter, Robert Vegar, and Alan Grenon. Social Studies Specialist: Lexi Samorano. 2017.

Poster showing signatures and seals on a treaty. Caption: These are the signatures and seals of the representatives of the Six Powers to the "Scrap of Paper" - the Treaty signed in 1839 guaranteeing the independence and neutrality of Belgium. "Palmerston" signed for Britain. "B€__low" for Prussia. The Germans have broken their pledged word and devastated Belgium. Help to keep your Country's honor bright by restoring Belgium her liberty. Poster no. 15. W 4500 5000 6/15. Title from item.