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ED 462 344 SO 033 584

AUTHOR Clark, Linda DarusTITLE The Sioux Treaty of 1868. The Constitution Community:

Expansion and Reform (1801-1861).INSTITUTION National Archives and Records Administration, Washington,

DCPUB DATE 2001-00-00NOTE 44p.; For related lesson plans, see ED 461 604-607 and ED

461 609-615. Photographic images may not reproduce clearly.AVAILABLE FROM National Archives and Records Administration, 700

Pennsylvania Avenue, N.W., Washington, DC 20408. Tel:866-325-7208 (Toll Free); e-mail: [email protected]. For fulltext: http://www.nara.gov/education/cc/main.html.

PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Federal Government; *Government Role; *Primary Sources;

Secondary Education; *Sioux (Tribe); Social Studies;*Treaties; *United States History

IDENTIFIERS National Civics and Government Standards; National HistoryStandards; Native Americans; *United States Constitution

ABSTRACTFrom the 1860s through the 1870s the U.S. frontier saw many

Indian wars and skirmishes. A study and report on the conditions of theIndian tribes, released in 1867, led to an act to establish an Indian PeaceCommission to end the wars and prevent future Indian conflicts. In the springof 1868 a conference was held at Fort Laramie (Wyoming) that resulted in atreaty with the Sioux. This treaty was to bring peace between the settlersand the Sioux who agreed to locate on the Black Hills reservation in theDakota Territory. This lesson studies the Sioux Treaty and examines the powergranted to the President and the Senate in Article II, Section 2, Clause 2,of the U.S. Constitution, the power to make treaties with foreign nations.The lesson correlates to the National History Standards and to the NationalStandards for Civics and Government. It furnishes four primary sourcedocuments: (1) the Sioux Treaty of 1868; (2) a photograph of Spotted Tail, aSioux chief; (3) Alfred Terry's telegram account of the Battle of LittleBighorn; and (4) a letter giving a Sioux account of Custer's defeat at theBattle of Little Bighorn. The lesson provides the historical background forthe treaty signing and lists four books for further reading. It outlines tendiverse teaching activities, including brainstorming, student research,document analysis, role playing, creative writing, and research and analysis.(Contains a written document analysis worksheet and a photograph analysisworksheet.) (BT)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

ational Archives and Records Administration

THE CONSTITUTIONCOMMUNITY

Expansion and Reform (1801-1861)

The Sioux Treaty of 1868

By Linda Darus Clark

National Archives and Records Administration

41- 700 Pennsylvania Avenue, N.W.

CO Washington, D.C. 20408

LO 1-866-325-7208

http://www.nara.gov/education/classrm.html

0 2001

(I)The Constitution Community is a partnership between classroom teachers and education specialists fromthe National Archives and Records Administration. We are developing lessons and activities that addressconstitutional issues, correlate to national academic standards, and encourage the analysis of primarysource documents. The lessons that have been developed are arranged according to historical era.

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EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

.43' This document has been reproduced asreceived from the person or organizationoriginating it.

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Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.


THE CONSTITUTION COMMUNITY

Sioux Treaty of 1868

Constitutional Connection

This lesson relates to the power granted to the president and the Senate in Article II,Section 2, Clause 2 , of the U.S. Constitution, the power to make treaties with foreignnations.

This lesson correlates to the National History Standards.

Era 4 -Expansion and Reform (1801-1861)

Standard 1B -Demonstrate understanding of federal and state Indian policy andthe strategies for survival forged by Native Americans.

This lesson correlates to the National Standards for Civics andGovernment.

Standard III.A.1. -Explain how the U.S. Constitution grants and distributes power tonational and state government and how it seeks to prevent the abuse of power.

Cross-curricular Connections

Share this exercise with your history, language arts, and govermnent colleagues.

List of Documents

1. Sioux Treaty of 1868 ( page 1 , page 2 , page 3 )

2. Photograph of Spotted Tail

3. Alfred Terry's telegram account of the Battle of Little Bighorn

4. Letter from Captain John S. Poland to the Assistant Adjutant General of theDepartment of Dakota in Saint Paul, Minnesota, which gives an account from sevenSioux Indians of Lt. Col. George Armstrong Custer's defeat at the Battle of the LittleBighorn on June 25, 1876

Historical Background

"This war was brought upon us by the children of the Great Father who came to take ourland from us without price."

--Spotted Tail, The report and journal of proceedings of the commissionappointed to obtain certain concessions from the Sioux Indians , December 26,1876

The history of Native Americans in North America dates back thousands of years.Exploration and settlement of the western United States by Americans and Europeanswreaked havoc on the Indian peoples living there. In the 19th century the American drivefor expansion clashed violently with the Native American resolve to preserve their lands,sovereignty, and ways of life. The struggle over land has defined relations between theU.S. government and Native Americans and is well documented in the holdings of theNational Archives.(From the American Originals exhibit script.at http://www.nara.gov/exhallloriginals/sioux.html)

From the 1860s through the 1870s the American frontier was filled with Indian wars andskirmishes. In 1865 a congressional committee began a study of the Indian uprisings andwars in the West, resulting in a Report on the Condition of the Indian Tribes , which wasreleased in 1867. This study and report by the congressional committee led to an act toestablish an Indian Peace Commission to end the wars and prevent future Indianconflicts. The United States government set out to establish a series of Indian treaties thatwould force the Indians to give up their lands and move further west onto reservations.

In the spring of 1868 a conference was held at Fort Laramie, in present day Wyoming,that resulted in a treaty with the Sioux. This treaty was to bring peace between the whitesand the Sioux who agreed to settle within the Black Hills reservation in the DakotaTerritory.

The Black Hills of Dakota are sacred to the Sioux Indians. In the 1868 treaty, signed atFort Laramie and other military posts in Sioux country, the United States recognized theBlack Hills as part of the Great Sioux Reservation, set aside for exclusive use by theSioux people. In 1874, however, General George A. Custer led an expedition into theBlack Hills accompanied by miners who were seeking gold. Once gold was found in theBlack Hills, miners were soon moving into the Sioux hunting grounds and demandingprotection from the United States Army. Soon, the Army was ordered to move againstwandering bands of Sioux hunting on the range in accordance with their treaty rights. In1876, Custer, leading an army detachment, encountered the encampment of Sioux andCheyenne at the Little Bighorn River. Custer's detachment was annihilated, but theUnited States would continue its battle against the Sioux in the Black Hills until thegovermnent confiscated the land in 1877. To this day, ownership of the Black Hillsremains the subject of a legal dispute between the U.S. government and the Sioux.

For Further Reading

Agel, Jerome. Words That Make America Great . New York: Random House, 1997.

Colbert, David, ed. Eyewitness to America . New York: Pantheon Books, 1997.

Tindall, George Brown and Shi, David E. America: A Narrative History , New York:W.W. Norton and Company, 1992.

Ward, Geoffrey C. The West: An Illustrated History. . Boston: Little Brown andCompany, 1996.

Teaching Activities

Brainstorming

1. Before beginning document analysis, display the picture of Spotted Tail (photo citationnumber 111-SC-82538) and ask students to comment. Students may use the PhotoAnalysis Worksheet developed by the National Archives education staff. Ask them whatthey can infer from the photograph. Responses may include comments about his postureand the way he is dressed. They may infer that he must be a person of some importanceor that he looks serious, almost regal in his posture. Explain to students that this is apicture of a Brule Sioux chief named Spotted Tail. Ask students to speculate what hisduties as chief might include. Responses should include ensuring the care and safety ofhis people, finding good hunting grounds, and signing treaties with the white man.

Research

2. Provide students with background information about the Sioux and their lives in theBlack Hills before 1868; or, as a homework assignment prior to this lesson, ask studentsto research the life and history of the Sioux and report their findings to the class.

Document Analysis

3. Divide students into small groups. Photocopy the Treaty with the Sioux at FortLaramie in 1868, and provide one set to each group, with a copy of the WrittenDocument Analysis Worksheet developed by the National Archives education staff. Askstudents to complete the analysis and share their findings with the class. This activity canalso be conducted in a computer lab where groups would locate the document andworksheet on line.

4. Ask students to read through the document again and then to identify the terms agreedto by the chiefs and headmen and the terms agreed to by the agents of the United States.Lead a class discussion using the following questions: What does each side gain or losein this treaty? Ask them to compare the signatures of the U.S. government agents and thechiefs. What is the significance of the two names of each chief or headman? What mightthis suggest about cultural differences between the two parties? What types of problemscould these differences create? Finally, ask students to speculate on what each partyhoped to accomplish through this treaty.

Role Playing

5. Students may want to speculate how such treaty negotiations would be different today.Divide the class into small groups representing either the U.S. government agents or theIndian chiefs and headmen. Ask each group to decide five key points they wouldemphasize in their treaty negotiations, and then instruct groups to negotiate their treaties.Once the treaties are negotiated, written, and signed, display them around the classroomfor students to view. Conclude with a class discussion on the process of treatynegotiations and the difficulties encountered.

Creative Writing

6. As a creative writing activity ask students to write the speech they think Spotted Tailwould give to his people explaining the treaty signing and terms of agreement. Ask forvolunteers to present their speeches to the rest of the class.

7. Write the following quote from Spotted Tail and the date on the board: "This war wasbrought upon us by the children of the Great Father who came to take our land from uswithout price." December 26, 1876. Ask a student to read the quote and the date of thequote to the class. Ask students to write a paragraph explaining what this quote mightsuggest as to what the future held for Spotted Tail, his people, and the other chiefs whosigned the treaty in 1868.

Research and Analysis

8. Ask students to write an editorial for a newspaper following the Battle of LittleBighorn in 1876 taking the perspective of either the U.S. government or the Sioux.

9. Divide students into two groups. Assign one group to review Alfred Terry's telegramreporting on the Battle of Little Bighorn. Ask the other group to review the accounts ofseven Sioux on the Battle of Little Bighorn. Each group should share their findings andthen answer these questions: How are the accounts similar? How are they different? Whatdo these reports say about General Custer's orders and his actions? Ask students tosuggest reasons for the differences in the reports, determine which is more reliable, andconsider what decisions they would have to make as historians when reviewing thesedocuments.

10. In 1990 House bill H.R. 4660 proposed Custer Battlefield be renamed the LittleBighorn Battlefield National Monument and a memorial to the Indians be erected at thesite. There was a hearing before the Subcommittee on National Parks and Public Lands ofthe Committee on Interior and Insular Affairs. Congressman Ben Nighthorse Campbell ofColorado testified, as did representatives of the National Park Service and several peoplespeaking on behalf of the Indian tribes and the Morning Star Foundation. The bill wasapproved on December 10, 1991, and became Public Law 102-201. Most of the majornewspapers printed articles or editorials about this in 1991. They are a good source of thepro and con arguments on this change. You may want students to research this event and

then create a readers' theater or a reenactment of the hearings. Students may also want tolocate the Little Bighorn Battlefield National Monument web page athttp://www.nps.gov/libi which is part of the National Park Service's home page.

The documents included in this project are from Record Group 77, Records of the Officeof the Chief of Engineers; Record Group 94, Records of the Adjutant General's Office,1780's-1917, and Record Group 393, Records of United States Army ContinentalCommands, 1821-1920.

They are available online through the National Archives Information Locator (NAIL)database at <http://www.nara.gov/naralnail.html>. Their control numbers are NWDNS-77-HQ-264-801; NWDNS-77-HQ-264-854; NWCTB-94-CORR-PI17E12-3840AG01876; and NWCTB-393-DMO-PI172E2547-5019DM01876. Selectedphotographs of Custer's 1874 Expedition are also available in NAIL, control numbersNWDNS-77-HQ-264-801 and NWDNS-77-HQ-264-854. NAIL is a searchable databasethat contains information about a wide variety of NARA holdings across the country.You can use NAIL to search record descriptions by keywords or topics and retrievedigital copies of selected textual documents, photographs, maps, and sound recordingsrelated to thousands of topics.

The 1868 treaty is also featured in the online American Originals Exhibit athttp://www.nara.gov/exhallloriginals/sioux.html.

This article was written by Linda Darus Clark, a teacher at Padua Franciscan High Schoolin Parma, Ohio.


Photograph Analysis Worksheet

Step 1. ObservationA. Study the photograph for 2 minutes. Form an overall impression of the photograph andthen examine individual items. Next, divide the photo into quadrants and study eachsection to see what new details become visible.

B. Use the chart below to list people, objects, and activities in the photograph.

PEOPLE OBJECTS ACTIVITIES

Step 2. InferenceBased on what you have observed above, list three things you might infer from thisphotograph.

Step 3. QuestionsA. What questions does this photograph raise in your mind?

B. Where could you find answers to them?

Designed and developed by theEducation Staff, National Archives and Records Administration, Washington, DC 20408.


Written Document Analysis Worksheet

1. TYPE OF DOCUMENT (Check one):Newspaper Map AdvertisementLetter Telegram Congressional recordPatent Press release Census reportMemorandum Report Other

2. UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more):Interesting letterhead NotationsHandwritten "RECEIVED" stampTyped

OtherSeals

3. DATE(S) OF DOCUMENT:

4. AUTHOR (OR CREATOR) OF THE DOCUMENT:

POSITION (TITLE):

5. FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?

6. DOCUMENT INFORMATION (There are many possible ways to answer A-E.)

A. List three things the author said that you think are important:

1.

2.3.

B. Why do you think this document was written?

C. What evidence in the document helps you know why it was written? Quote from thedocument.

D. List two things the document tells you about life in the United States at the time it waswritten:

E. Write a question to the author that is left unanswered by the document:

Designed and developed by theEducation Staff, National Archives and Records Administration, Washington, DC 20408.

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