Treaty and Land-Cession Document - Full Wineburg Routine plus NMAI Fifth Move - the Unit's Highest-Stakes Source Analysis

Land acknowledgment + Sovereignty Promise recite + 60-second extended forewarning: 'Today is the unit's hardest source-analysis lesson. We engage a treaty - a document about land. Treaties were not always made between equals. The document we read today carries that hard truth. We will read with care. Resilience first - Indigenous nations are sovereign nations today. The treaty is a hard chapter, NOT the end of the story.'

• Lead extended-forewarning script
• Refer to MG-15 letter sent 48hr ago
• Place Compassion Circle stones visibly at room edge for end-of-lesson use
• Affirm opt-out option for specific document excerpts

Frame with NMAI Essential Understanding 4 (Power and Authority - American Indian nations are sovereign nations with the same rights as any nation) and NMAI Essential Understanding 5 (Resilience). Display Doc-5 (Treaty of Guadalupe Hidalgo Article IX excerpt - CA example). Apply Wineburg routine LIVE: (1) SOURCING - who made this document? Negotiated between US and Mexican governments 1848 - Indigenous nations not at the table; (2) CONTEXTUALIZATION - what was happening? Mexican-American War ending; US acquiring vast territory including CA; Indigenous nations' sovereignty over their homelands not addressed; (3) CORROBORATION - does this agree with Doc-4 (Mexican land-grant 1840) and Doc-1 (Yurok cultural-office statement)? Doc-4 shows pre-treaty land system; Doc-5 shows the treaty's view; Doc-1 shows continuing Indigenous-nation perspective today; (4) CLOSE READING - what exactly does Article IX say? It addresses Mexican-citizen rights; (5) NMAI FIFTH MOVE - whose voice is silent? Indigenous nations whose homelands the treaty redistributes without their consent are entirely silent in the text. The cession of California to the US was simultaneously the dispossession of Indigenous nations who were never consulted.

• Recognizing silence is part of careful historical reading.

  model Because the treaty is between two non-Indigenous governments deciding the fate of Indigenous-nation homelands. Indigenous voices are not in the document - they are the silenced voice.

  prompt Why is the NMAI fifth move so important for this document?

• Apply all 5 State Archive Card questions to Doc-5.
• Whose voice is silent in this document? Why does that matter?

Children apply the State Archive Card to Doc-5 (treaty excerpt) with full 5-question routine. Cross-corroboration with Doc-1 (Yurok cultural-office statement) and Doc-4 (Mexican land-grant). This is the unit's highest-stakes source-analysis lesson.

M-4-F-HIS-07-A Interactive Physical / non-image

Facsimile of Treaty of Guadalupe Hidalgo Article IX excerpt (1848, Library of Congress facsimile) in 11x17 sleeve. Article IX text plus simplified-paraphrase plus audio recording plus image-described version. State Archive Card MG-7 attached. LOCALIZE: substitute Treaties of Velasco for TX or Haudenosaunee treaty for NY.

MG-5 Interactive Physical / non-image

State Archive Document Pack - 8 facsimile documents in 11x17 sleeves, each with State Archive Card (MG-7) attached. Documents (CONCRETE EXAMPLE: California): Doc-1 'Yurok cultural-office statement on continuous occupation' (from Yurok Tribal Cultural Office, 2010); Doc-2 'Cabrillo exploration log fragment 1542' (Bancroft Library facsimile); Doc-3 'Mission San Diego de Alcala baptismal ledger entry 1769' (Bancroft Library facsimile, single-line entry, age-appropriate); Doc-4 'Mexican land-grant document 1840' (CSA F870.A1 facsimile); Doc-5 'Treaty of Guadalupe Hidalgo excerpt 1848' (Library of Congress facsimile, Article IX on Mexican-citizen rights); Doc-6 'California Constitution 1849 Article I Section 1' (CSA facsimile); Doc-7 'San Francisco Chronicle Gold-Rush-era front page 1849-1850' (CHS facsimile); Doc-8 'Sylvia Mendez and Mendez v. Westminster 1947 court summary' (age-appropriate, CSA facsimile). LOCALIZE: substitute 8 documents from state's own archive corresponding to each thread.

MG-7 Chart

State Archive Card - 8.5x11-inch laminated routine card carried by each child. Front: Wineburg 4-question routine adapted for G4 - (1) WHO MADE THIS SOURCE? When and where? (SOURCING); (2) WHAT WAS HAPPENING WHEN THIS SOURCE WAS MADE? What did the maker know - and not know? (CONTEXTUALIZATION); (3) DOES THIS SOURCE AGREE OR DISAGREE WITH OTHER SOURCES we have read? (CORROBORATION); (4) WHAT EXACTLY DOES THIS SOURCE SAY? What does it not say? (CLOSE READING). Back: the NMAI FIFTH MOVE - 'WHOSE VOICE IS SILENT in this source? Whose perspective is missing? What kind of source would we need to hear that voice?' + the trauma-informed reminder - 'You can choose to set this source aside. Sources about hard chapters are heavy. We carry them carefully.' Style: matte laminated card, dyslexic-font 14pt option.

• In pairs, complete the State Archive Card for Doc-5 - all 5 questions

  scaffold Teacher pre-demonstrates question 5 (silent voice) - the highest-stakes question
• Cross-corroborate with Doc-1 - where do these two sources point to the same truth?

  scaffold Sentence frame: 'Doc-5 is silent about ___. Doc-1 says ___.'

• Apply all 5 State Archive Card questions to Doc-5 in writing.
• In one sentence: whose voice is silent in this treaty and why does that matter?

• Mandatory 3-minute Compassion Circle close: each child holds marker stone; teacher says: 'This was hard. We carried it with care. The Indigenous nations are sovereign TODAY - that is the truth.'
• Preview lesson 8 - missions, forts, trading posts with continuing critical lens

• Trauma-informed check: with caregiver, discuss feelings about today's lesson. Refer to MG-15 caregiver-support resources if needed. Optional follow-up: read aloud one resilience-foregrounded picture book from the unit's culturally-responsive source list.