For much of the first century of the United States, Native American nations were treated as governments capable of making binding agreements with the federal government.
The United States signed treaties with Native nations because tribes controlled territory, maintained governments, formed alliances, fought wars, traded with neighboring nations, and exercised authority over their own people. The United States did not begin treaty-making as a charitable gesture. It did so because Native nations were sovereign powers whose cooperation — or resistance — mattered.
Between 1778 and 1871, the United States ratified approximately 374 treaties with Native nations. The first was the 1778 treaty with the Delaware, or Lenape, Nation. The treaty era formally ended in 1871, but the treaties already ratified were not erased. They remain part of federal law.
These agreements were supposed to establish peace and define mutual responsibilities. Instead, they became part of a larger history in which Native nations repeatedly surrendered land while the United States repeatedly failed to honor what it promised in return.
What the Treaties Promised
Every treaty was different, but the agreements usually dealt with several major issues:
Peace between the United States and a Native nation.
Recognition of tribal territory and boundaries.
Land cessions to the United States.
Creation or confirmation of reservation lands.
Protection from settler intrusion.
Annual payments, often called annuities.
Food, livestock, farming tools, schools, health services, or other federal support.
The right to hunt, fish, gather, travel, or use resources in traditional areas.
Recognition of tribal leadership and government-to-government relations.
The United States commonly demanded vast land cessions. In exchange, tribes were promised that the land left to them would be theirs permanently.
But “permanently” often lasted only until non-Native settlers, railroad companies, mining interests, timber companies, or the federal government wanted that land too.
A treaty might reserve a homeland for a Native nation, only for a later treaty, congressional act, executive order, or military action to reduce it again. The government often treated treaty guarantees as negotiable when they became inconvenient.
How Land Was Taken Despite the Treaties
The United States expanded across the continent through military conquest, settlement, land speculation, railroad construction, and federal policy. Treaties were often used to make that expansion appear lawful.
Many Native leaders signed under impossible circumstances. Their communities had already been weakened by violence, disease, destroyed food supplies, loss of hunting grounds, or the threat of further military action. In some cases, the federal government negotiated with selected individuals rather than leaders recognized by the tribe itself.
The Treaty of New Echota is one of the clearest examples.
In 1835, a small group signed an agreement that ceded Cherokee land east of the Mississippi River. The elected Cherokee government opposed it, and many Cherokee people rejected it. Yet the United States treated the agreement as legitimate.
Three years later, federal troops forced thousands of Cherokee people from their homes in Georgia, Tennessee, North Carolina, and Alabama. They were marched westward to present-day Oklahoma. Thousands died during the removal from illness, cold, hunger, exhaustion, and exposure.
The Trail of Tears was not simply an unfortunate migration. It was the forced removal of a people from their homeland, justified by an agreement that many of the people affected did not accept.
Similar stories unfolded across the country.
In the Great Lakes region, treaties with the Ojibwe, Odawa, Potawatomi, Menominee, and other Native nations transferred huge portions of land to the United States. In return, tribes retained specified reservations and rights connected to hunting, fishing, gathering, and access to natural resources.
Those rights remain significant in Michigan and throughout the region. Tribal fishing rights, especially in the Great Lakes, have been the subject of major legal and political disputes because treaties did not merely give land away. They preserved certain rights for Native nations after land cessions.
In the Pacific Northwest, tribes reserved the right to fish at their “usual and accustomed” locations. State officials later attempted to limit those rights, but federal courts held that the treaties still mattered. Tribes had not surrendered their fishing rights; they had specifically retained them.
In the Plains, treaty promises involving the Lakota, Dakota, Cheyenne, Arapaho, Crow, Nez Perce, and many other nations were repeatedly violated as settlers and the military moved west. The discovery of gold, the construction of railroads, and the desire for farmland routinely outweighed promises made in treaty language.
The 1868 Fort Laramie Treaty, for example, recognized the Great Sioux Reservation and included the Black Hills. But when gold was discovered in the Black Hills, the United States failed to keep settlers and prospectors out. The land was later taken despite treaty protections.
The Supreme Court eventually recognized that the taking of the Black Hills violated the treaty and awarded financial compensation. But money could not replace land that is sacred, culturally central, and tied to a people’s identity.
The Dawes Act and the Breaking Up of Reservations
Treaty violations did not end with open warfare and forced removals.
In 1887, Congress passed the Dawes Act, also known as the General Allotment Act. The law divided reservation land into small individual parcels. Land classified as “surplus” after allotment was opened to non-Native settlers.
The policy was sold as a way to turn Native people into individual farmers and force them into American society. Its real effect was to destroy communal tribal landholding and dramatically reduce the Native land base.
Before allotment, tribes collectively held more than 136 million acres. By 1934, that number had fallen to less than 50 million acres.
Native nations lost millions of acres not because they had freely chosen to sell their homelands, but because federal policy dismantled tribal land systems and transferred land to others.
The policy also created long-term problems that remain today: fractionated ownership, complicated inheritance claims, limited tribal control over land, and difficulty building housing, businesses, or infrastructure on checkerboard reservation lands.
Why Treaties Still Matter Under American Law
Treaties with Native nations are not museum pieces.
Under the Constitution, treaties are part of the “supreme Law of the Land.” Congress ended future treaty-making with Native nations in 1871, but it did not cancel the agreements already ratified.
Courts have repeatedly held that treaty rights continue unless Congress clearly removes them. Judges have also said treaties should be understood as Native nations would have understood them when they signed.
That matters because treaty language was often written in English by federal officials, while the negotiations involved Native languages, interpreters, unequal bargaining power, and different cultural understandings of land and sovereignty.
A treaty may look like a land sale on paper. But to Native nations, it may also have been a promise that their people could continue fishing, hunting, traveling, gathering food, practicing religion, and living as a self-governing community.
When governments ignore those rights, Native nations often must spend years in court defending promises that were made generations earlier.
The Removal of Native Children Was Part of the Same Policy
The taking of Native children from their families was not separate from the taking of Native land.
Federal policy makers believed that if they could separate children from their languages, religious practices, families, and tribal communities, they could weaken Native nations over time. Children could be reshaped into members of non-Native society, while tribal identity, culture, and political independence could be undermined.
This was the purpose of the federal Indian boarding-school system.
Beginning in the 19th century, Native children were removed from their homes and sent to boarding schools, sometimes hundreds or thousands of miles away. Children could be taken through direct coercion, pressure on families, compulsory attendance rules, threats connected to food rations or government assistance, or the simple reality that parents had little power to resist federal agents.
The schools were often run by the federal government, religious institutions, or both. The Interior Department has found that religious organizations were involved in or supported roughly half of the federally identified boarding schools.
The government’s stated goal was assimilation. Native children were expected to stop speaking their own languages, stop practicing Native religions, abandon tribal customs, and accept the values imposed by the schools.
What Happened to Children at Boarding Schools
When many children arrived, their hair was cut. Their traditional clothing was taken away. They were given English names. Brothers and sisters were separated. They were prohibited from speaking their languages, and some were punished when they did.
Their days were often highly controlled. Schools used military-style discipline, uniforms, drills, strict schedules, and constant supervision.
Children were taught English and basic academics, but many schools also depended on student labor. Boys were commonly assigned agricultural, construction, industrial, or maintenance work. Girls were commonly assigned laundry, sewing, cooking, cleaning, and domestic labor.
The labor often helped keep the institutions running.
Many children were isolated from their parents and communities for months or years. Letters could be monitored. Travel home was difficult or impossible. Children who died at school were sometimes buried far from their families, with parents receiving little information or no chance to bring their child home.
The federal government’s boarding-school investigation identified at least 53 schools with marked or unmarked burial sites. The number is expected to grow as records are reviewed and communities continue documenting their own histories.
The system harmed children in different ways. Survivors have described loneliness, fear, hunger, physical punishment, emotional abuse, sexual abuse, forced labor, and the pain of being made to feel ashamed of their own language and identity.
A 1928 federal study, commonly known as the Meriam Report, documented serious problems in Native boarding schools, including overcrowding, inadequate food, poor health conditions, child labor, and abuse. The report helped expose what Native families had been saying for years: the system was causing profound harm.
Carlisle Became the Model
The Carlisle Indian Industrial School in Pennsylvania became one of the best-known boarding schools. It opened in 1879 at a former military barracks, far from many Native communities in the West.
Its model was based on removing children from their homes and placing them in an institution designed to transform their identity. Carlisle influenced the creation of other off-reservation boarding schools.
The phrase most associated with the era — “Kill the Indian, save the man” — captured the philosophy behind the system. The purpose was not simply education. It was cultural destruction and forced assimilation.
The federal government has since acknowledged that the boarding-school system was tied to both assimilation and territorial dispossession. Removing children weakened family structures, tribal language transmission, cultural practices, and the ability of communities to maintain their own identity.
The System’s Timeline and What Continued Afterward
The Interior Department’s formal investigation identifies the federal Indian boarding-school system as operating from 1819 through 1969. It found at least 408 federal Indian boarding schools across 37 states or territories, including Alaska and Hawai‘i.
That does not mean the trauma or child-removal practices ended in 1969.
Some boarding schools remained open afterward, though modern Native residential schools cannot automatically be treated as identical to the historic assimilation system. Some are now tribally controlled and teach Native language, history, and culture — the opposite of the older policy.
But the removal of Native children through state child-welfare systems continued long after the main federal boarding-school era.
By the 1960s and 1970s, Native children were being removed from their homes at devastating rates and placed in foster homes, institutions, or adoptive homes outside their tribes. These removals often reflected bias, misunderstanding of Native family structures, poverty, and the same belief that Native children would be “better off” away from their communities.
Congress passed the Indian Child Welfare Act in 1978 to address this crisis. The law created federal standards for child-custody proceedings involving Native children and recognized that tribes have a direct interest in keeping children connected to their families and communities whenever safely possible.
The law did not erase the damage already done, and it did not end every improper removal. But it was a major rejection of the older policies that treated tribal identity as something to be removed from children rather than protected.
By the 1990s, Native nations had gained greater authority over education and child welfare, and federal policy had shifted toward tribal self-determination. Still, many survivors were alive, many families were still searching for records, and many communities were rebuilding languages and traditions that earlier generations had been punished for practicing.
The Damage Did Not End With One Generation
When a child is taken from a family, the harm does not end when that child becomes an adult.
Children separated from parents may lose language, family history, traditional knowledge, and the ability to pass those things to their own children. Parents who lost children carried grief and trauma for decades. Communities lost future language speakers, ceremonial leaders, teachers, parents, and tribal citizens who might otherwise have remained closely connected to home.
This is why Native communities often describe boarding schools not only as a historical injustice, but as an intergenerational wound.
Today, tribes and Native families are working to recover student records, identify burial sites, return remains to families, revive Indigenous languages, preserve traditional practices, and tell histories that government institutions ignored for generations.
The story of Native treaties and the story of Native boarding schools are connected.
Treaties show that the United States recognized Native nations when it needed land, peace, trade, or military cooperation. The later land seizures, forced removals, and assimilation policies show how often the government abandoned those commitments once it had gained power over Native territory.
The written treaties remain evidence of promises made. The boarding schools remain evidence of what happened when federal policy shifted from negotiating with Native nations to trying to absorb, control, and erase them.






