Indian Treaty-Making Policy in the United States and Canada, 1867-1877
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Indian Treaty-Making Policy in the United States and Canada, 1867–1877 is a comparison of United States and Canadian Indian policies with emphasis on the reasons these governments embarked on treaty-making ventures in the 1860s and 1870s, how they conducted those negotiations, and their results. Jill St. Germain challenges assertions made by the Canadian government in 1877 of the superiority and distinctiveness of Canada’s Indian policy compared to that of the United States. Indian treaties were the primary instruments of Indian relations in both British North America and the United States starting in the eighteenth century. At Medicine Lodge Creek in 1867 and at Fort Laramie in 1868, the United States concluded a series of important treaties with the Sioux, Cheyennes, Kiowas, and Comanches, while Canada negotiated the seven Numbered Treaties between 1871 and 1877 with the Crees, Ojibwas, and Blackfoot. St. Germain explores the common roots of Indian policy in the two nations and charts the divergences in the application of the reserve and “civilization” policies that both governments embedded in treaties as a way to address the “Indian problem” in the West. Though Canadian Indian policies are often cited as a model that the United States should have followed, St. Germain shows that these policies have sometimes been as dismal and fraught with misunderstanding as those enacted by the United States.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it