Helgate Treaty Research Paper

Before the Europeans arrived in the Americas, the Indigenous Tribes had their own languages, customs, and legal systems. These legal systems were completly new to the Europeans, because they did not focus on the Anglo norms of ctime and punsihment, instead, they focused on the restoration of peace and tranquility within the tribe. When any members had a disagreement, they would present the problem to the tribal elders who would sit with the two parties and their families and simply talk; they would talk until a unified decision could be made. This unanimous decision would be the final one, no one could undermine the decision of the elders. This custom was called the Peacemaking Circle and wasso alien to the invading Europeans, they saw the Indigenous People as savages, desperatly in need of salvation.

On the first day of the unit, the students will receive a pre-test. After they complete that, they will complete the first two sections of a Know, Want to Know, Learned (KWL) chart regarding the Constitution. Next, they will receive a summary of the Constitution; it is the Constitution, in a grade appropriate lexile level, therefore in language students will understand. For the rest of class, the students will participate in a Gallery Walkthrough. Students will walk through the classroom and study the six pictures hanging on the wall, all regarding the Constitution, and then they must answer the aligned questions. Throughout the next three days, the lesson will be similar. The students will complete a bell work activity, complete a quiz on their homework reading, as a class the homework and quiz will be reviewed, and then the information students learned from their reading will be reinforced with a PowerPoint. At the end of class, the students will complete an activity aligned to the information presented in the PowerPoint. On day two, they will complete an activity about the pros and cons of the Articles of Confederation and Shays’ Rebellion. On day three, it will be an activity about the New Jersey Plan, the Virginia Plan and the Great Compromise reached. On day four, students will analyze primary source documents about Federalists and Anti-Federalists. On the fifth day, students will create a small poster about a Founding Father that was assigned to them. Then they will meet in a group and share what they learned. Day six’s curriculum will surround the Bill of Rights, they will be explained, and their importance will be expressed. On the seventh day the students will have the opportunity to create their own government in a Constitutional Project. Finally, on the eighth day, students will prove what they learned by completing a three-part comprehensive post test.

Write a 700- to 1,050-word paper that analyzes the effects of the selected legislation on American colonial life.

This essay will outline the importance of the numbered treaties and the Native relations at the time. This includes the events that occurred in 1871-1877 and will specifically outline the importance of Treaty Number 6. Although the numbered treaties were intended to benefit both the Natives and the Canadian government, in many cases, the treaties were not as favourable or beneficial to the natives as they were to the state. The natives were forced to sign the treaties and even when the treaties were signed, the Canadian government did not keep the promises that the Natives were entitled to. Although the treaties were signed, the lack of interest in the aboriginal communities by the government caused dissatisfaction in the native communities. The growing disappointment in government led to retaliations and rebellions.

The author’s intent for creating this document was to talk and explain in detail what occurred after the French and Indian War and how it was solved using the Treaty of Paris of 1763. He wrote in detail what were the different agreements the British, France and Spain had to under go in order to make the treaty work for the three parties involved. This document is a breakdown of historical context, which includes the principal circumstance of the time, dates and place in which the event occurred. The author furthermost linked the document from previous eras and older periods to former events that might have happened in different parts of the world. The author’s intended audiences were to students who need a source for writing a paper or just

This week there was a reading assignment about the US-Dakota conflict in 1862. Reading about Taoyateduta, the official document, and Eli Pickett and John Faith helped gain more insight on the war crimes and punishments that resulted.

. . regulate commerce with foreign nations and among the several states, and with the Indian tribes.” The Constitution further enumerates these powers denied to the states in Article I section x. The state of Georgia challenged the federal government’s power over states rights, a precursor to the Civil War, when it challenged the trust relationship and the autonomy of the Cherokee. Supreme Court Justice John Marshall in three decisions (Marshall Trilogy) upheld the United States’ federal power, defined the responsibility of the doctrine of federal trust, and clarified the sovereignty of Indian nations: Johnson v McIntosh 1823, Cherokee v Georgia 1831, Worcester v Georgia 1832.

Personal connections that are or are not developed with the Indians is a topic that both Morton and Bradford discuss. The Pilgrims’ initial encounter with the Indians is tense and there is an air of skepticism about what type of people they are, good or bad. Since they need to live together in a peaceful way, the Pilgrims create a treaty between themselves and the Indians so that there would be no misunderstanding about the expectations and trust each group needs to have with one another (Bradford 88). Morton views this in a different way; instead of believing that this is a mutual agreement between both communities, he feels that the treaty is forcing the Indians to act the way the Pilgrims want them to act (104). There is room for

Following Indigenous peoples first encounters with Europeans the two-row wampum belt, which was meant to represent the harmonious relationship developed in North America with European settlers was created. This agreement began the first of many treaties that would later serve as the foundation in which Indigenous peoples would unknowingly take their first steps to beginning their long history of exploitation, assimilation and powerlessness within Canada. Through critically analyzing chapter 5 “the Indian Act and Indian Affairs in Canada” within the “Ways of Knowing” textbook, I will explore the intent of the 1876 Indian Act and its following repercussions on the Indigenous peoples it affected.

Law has created a multitude of complexities for Native Americans, and is a large part of their lives. It would be impossible to fully understand Native Americans without understanding at least a little bit about the law difficulties that surround them. I am designing a class that will allow students to explore some of the complications that law causes surrounding Native Americans. This class will be called “AMST 417: Native American Law and its Complications.” I chose this name for the course because in this class we will be learning about the law and how it affects Native nations. The students will also have the opportunity to explore ideas to improve the law where it is concerning Native Americans and to engage in discussion to think about

2. Write a few sentences that describe events that led First Nations to sign Treaties 1 - 7. (2 marks)

Examples of both the formative presentation and the summative essay were provided to students and discussed at length to make sure that students understood expectations and the standards that needed to be met. Guided work time was also provided to students so that they could ask questions, collaborate, and receive informal feedback throughout the entire process. Before both the formative and summative assessments were due, students were asked to peer review a classmate’s work using the rubric. Students were also asked to grade themselves and provide a rationale for their grades before both assessments were submitted. Taking time to have students reflect on their work ensured that students presented their best work and could receive an accurate score for their

From the moment of organized European appearances in North America, negotiation has been a central characteristic of relationships between aboriginal residents and newcomers. It is a characteristic that has been evident in treaty-making throughout Canada for more than three hundred years and it continues to be the order of the day in modern treaties, claims and agreements being negotiated with First Nations, Inuit, and Métis across in Canada. 1

Prior to European contact, “there was a long and rich history of treaty-making among the Aboriginal nations of the

I previously stated a general idea of my assessment for my future classroom in a previous assignment. But in this assignment, I will breakdown the specifics and values of each assessment and go into detail about assessments that I did not address for the complete breakdown of my classroom learning. As a math teacher, I know that math is a pretty ridged subject in comparison to other subjects and the summative assessments come fast and numerous. I have had some math teachers who I feel are my mentors and plan to reflect some of the aspects of my classroom assessments off how they structure theirs. The gist is to categorize the various parts of the total makeup of the grade. A student’s grade will be broken down into the following sections in which each of them have varying point values and weight percentages for the end result: homework, participation, queries, quizzes, and tests.