History Unit 0-3: U.S. History

History Unit 0-3: U.S. History

Grade Level:

9, 10, 11, 12

Scope & Sequence:

US History (20th/21st Century)


Examine the political, economic, and social effects of the Allotment Act of 1887


Analyze the impact of the Allotment Act (Dawes Act) of 1887 on the Spokane Indian Reservation

Spokane Tribal Values

  • Land (distribution, use, allotment)
  • Tribal Affiliation
  • Land and environment
  • Community
  • Home
  • Generosity
  • Respect


  • Assimilation
  • Allotment
  • Jurisdiction
  • Immunity
  • Identity politics (loss of tribal affiliation)
  • Dawes Act/Roll

Lesson Plan

The teacher will:

  • Activate discussion by using quote from Chief Joseph.

“Do not misunderstand me [and] my affection for the land. I never said the land was mine to do with as I chose. The one who has the right to dispose of it is the one who has created it. I claim a right to live on my land, and accord you the privilege to live on yours. The earth is the mother of all people and all people should have equal rights upon it. “You might as well expect the rivers to run backward as that any man who was born a free man should be contented when penned up and denied liberty to go where he pleases…” Chief Joseph


  • Paragraph turned in with reflection of learning.


Research Cobel Settlement to identify connections to the Dawes Act and how it tried to solve the consequences of the Dawes Act

Materials Needed:

  • Article from website above
  • Minutes of a meeting at Spokane Falls discussing upper and middles having to choose where to go and what tribe to be a part of.


Students will reflect using the venn diagram and what they have learned reading the two acts. Students will write at least one paragraph describing their learning and thinking around that learning.

Lesson PDF Download

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Community Resources

Lesson Assigned To:


Common Core Standards

Spokane Tribal Standards