Hockinson High School Washington State History State Requirement Make-Up Option In order to fulfill the state requirement for graduation, all students must complete Washington State History. This packet provides another option for students who did not earn credit for Washington State History at the middle school level. By completing these assignments, you will meet the requirement, but will not receive any high school credits for this course. All of the assignments are based on information that can be found online. Each assignment lists the website addresses at the top of the page. Once you have completed all of the assignments, turn in the finished packet to your school counselor. You will receive confirmation from your counselor once your work has been verified. If you have any questions, please contact your counselor at (360) 448-6450 or [email protected] – Students with last names A-K [email protected] – Students with last names L-Z
Washington State History Unit Two – Assignment One
Objectives By completing this assignment, you will have a better understanding of the Native American viewpoint of the land and their relationship to it. You also will understand how this differs from the European view of the land as property. Directions
Complete the questions in the spaces provided. The website below may be helpful in completing this assignment. You also may need to search via Google. Washingtonhistory.org
1. Prior to the arrival of Europeans to the Pacific Northwest, who inhabited the area?
2. Were the original inhabitants all the same or were they unique peoples with differing languages?
3. Approximately how many different languages were spoken?
4. Why was the sharing of some of the richest resources of the area important to the original inhabitants? Give an example.
5. Put yourself in the place of being a Native American. Write two sentences describing your viewpoint on your relationship and responsibilities to the land.
6. Does the European view of the land agree with what you wrote in #5? Explain your answer.
Washington State History Unit Two – Assignment Two
Objectives By completing this assignment, you will be able to: 1. Describe the contribution the early explorers made to Washington 2. Identify some of the early explorers of the Oregon Country
Directions
For each explorer below, list the country he was from and explain why the explorer was important to the discovery and/or exploration of the Pacific Northwest. The following websites may be helpful in completing this assignment: https://exploration.marinersmuseum.org/ http://www.absoluteastronomy.com/topics/PacificNorthwest You can also google each explorer by name.
Explorer Country From Importance to Pacific Northwest Juan de Fuca
Bruno de Heceta
Vitus Bering
Robert Gray
William Clark
Meriwether Lewis
James Cook Francis Drake
George Vancouver
John Meares
Washington State History Unit Three – Assignment One
Objectives By completing this assignment, you will be able to: 1. Describe how early white fur traders, explorers, and missionaries affected the history of the Oregon Territory and/or the State of Washington. Directions Complete the table below by identifying each person as a fur trader, missionary, or settler. Then, give a brief description of their importance in the history of the Oregon Territory and/or the State of Washington. You may google search by name of the person.
Name Fur trader, explorer, or Importance to the Oregon missionary Country and/or the State of Washington John McLoughlin John Jacob Astor
Father Francois Norbert Blanchet
Narcissa Prentice Whitman
George Simpson Jason Lee
Father Modeste Demers
Ezra Meeker
David (Doe) Maynard Marcus Whitman
Daniel Lee
Washington State History Unit Three – Assignment Two
Objectives By completing this assignment, you will be able to: 1. Compare the personal characteristics of fur trappers and missionaries in the Oregon Territory. 2. Describe how the location of fur trading posts depended on the geographical characteristics of the places they were located. 3. Explain why the Native Americans might have wanted to kill the Whitmans in the Whitman massacre. Directions Use the following websites (or other websites you find) to answer the questions below: www.oregonpioneers.com/whitman.htm http://www.pbs.org/weta/thewest/people http://www.nps.gove/whmi/index.htm
1. Using information from the readings as well as your own knowledge, which personal characteristics or traits must fur traders in the Oregon Country have had to survive and be successful? Create a list of six characteristics. A. B. C. D. E. F.
2. Using information from the readings as well as your own knowledge, which personal characteristics or traits must missionaries in the Oregon Country have had to survive and be successful? Create a list of six characteristics. A.
B.
C.
D.
E.
F.
3. What personal characteristics appear on both of the lists in #1 and #2?
4. Look at the locations of the fur trading posts such as Ft. Vancouver, Ft. Astoria, and Ft. Spokane in Google maps. What geographical feature are each of the forts located near? List at least two reasons that this placement was critical to the success of the forts.
5. What qualities did Marcus and Narcissa Whitman have that were helpful to them in their work as missionaries?
6. Describe how they attempted to “educate” the Cayuse Indians they worked with.
7. What was the problem with the Whitman’s method of “educating” the Cayuse?
8. List at least three reasons why the Indians might have wanted to kill the Whitmans. A.
B.
C.
9. Which reason do you think was most responsible for the Massacre at the Whitman Mission? Why?
Washington State History Unit Four – Assignment One
Objective By completing this assignment, you will identify important events from the time that Oregon was officially recognized as a territory until Washington became a state. Directions
Use the websites below to answer questions #1-16. You also will need to do your own internet search to answer some of the questions. http://www.oregonpioneers.com/ortrail.htm http://www.washingtonhistory.org
1. Explain in your own words what you think is meant by the statement “the settlers come first and then government follows”.
2. Prior to the establishment of the Oregon Territory, a “provisional” government was established. What is a provisional government?
3. How does a territory differ from a state?
4. The Oregon Treaty was the first official step toward making the Pacific Northwest solely a possession of the United States.
a. Which nation did the United States sign this treaty with?
b. When was this treaty signed?
c. This treaty established the boundaries of the Oregon Territory. What were these boundaries? North – South - East – West –
5. On what date did the Oregon Territory officially come into existence?
6. The “Monticello Convention” was convened not long after the Oregon Territory was officially created.
A. What was the Monticello Convention?
B. Why was it convened?
C. When was it convened?
D. What present-day communities are near the location of where the “Monticello Convention” was held?
E. Did the convention accomplish its goal? Explain how this goal was accomplished.
7. On what date did Oregon achieve statehood?
8. On what date was the Washington Territory officially created?
9. What is the start and end date during which Washington was a territory?
10. On what date did Washington officially become a state?
11. What is women’s suffrage?
12. What are suffragists?
13. Did women have the right to vote during Washington’s territorial period? Explain your answer clearly.
14. After the turbulent territorial days, women had to wait 20 years into statehood to receive the right to vote. To get this right back, an amendment to the state constitution was required. What are the steps required to amend the Washington State Constitution (NOT the U.S. Constitution)?
15. What groups were still excluded from the voting process?
16. Take a moment and put yourself in the shoes of a women in the Washington Territory during the late 19th Century. Think about what life was like whether you were a working woman or a woman who worked in the house by taking care of her family and the household. Now I would like you to express how you would feel about not having a voice in the democratic process. Please use at least two or three sentences to present your view.
Washington State History Unit Four – Assignment Two Objectives By completing this assignment, you will be able to: 1. Understand the philosophical conflicts that existed between the Indians and Europeans of the Washington Territory. 2. Gain an awareness of how you might feel if you were an Indian during these very turbulent times. 3. Identify the background of the “Boldt Decision” and how it affects life in Washington State today. 4. Relate the “Boldt Decision” to the US–Indian Treaties of 1854-1856.
Directions Use the websites below to answer questions #1-14. You also will need to do your own internet search to answer some of the questions. http://www.washingtonhistoryonline.org/treatytrail/teaching/pdfs/HS-TT-WallaWalla- Treatycouncil-1855.pdf http://www.washingtonhistoryonline.org/treatytrail/teaching/pdfs/YakimaNation.pdf http://www.oregonpioneers.com/ortrail.htm 1. What did the Indians receive in return for signing the US-Indian Treaties of 1854- 1856?
2. Indian tribes shared some of the region’s richest resources. Why were the gatherings that occurred at the sites like The Dalles and Celilo Falls important to the tribes?
3. Put yourself in the place of an Indian during this time in the Washington Territory. How would you feel about being permanently moved to a reservation when your normal way of like was nomadic?
4. Remain in the frame of mind of an Indian of this time. What are your thoughts about not being able to travel freely to meet the tribes you once met at places like Celilo Falls?
5. US-Indian Treaty negotiations and widespread settlement in the mid-1800’s brought two different traditions of land use into conflict with one another. What was the result of this clash of traditions? What did Territorial Governor Isaac Stevens provide for Indians in their treaties?
6. Did the government honor the treaties signed with the Indian tribes of Washington? Explain your response.
“The Boldt Decision” 7. Who was Judge Boldt?
8. Why is he famous or infamous? (Depending on your viewpoint)
9. What date was the Boldt Decision made?
10. What was the Boldt Decision?
11. What percentage of the state’s salmon catch is set aside for the Indian tribes of Washington according to this decision?
12. What do the Treaties of 1854-1856 have to do with the ruling formed by Judge Boldt?
13. If you were a commercial fisherman in Washington when Judge Boldt made his decision, what would your reaction have been?
14. If you were an Indian in Washington when Judge Boldt made his decision, what would your reaction have been?
Washington State History Unit Five – Assignment One Objectives By completing this assignment, you will be able to: 1. Identify the time frame of events and groups that have been important to the history of the State of Washington. 2. Describe the significance of events and groups to the history of the State of Washington. Directions Complete the table and identify the correct time frame in which the event or group existed or occurred and then describe why the group or event was important to the history of the State of Washington. Use the following websites as a place to start your research for the events that follow. https://www.u-s-history.com/pages/h1061.html http://www.hanford.gov/page.cfm/Students
Event or Group Time Frame of Importance Define and/or describe the event/group and tell the relationship to the history of the State of Washington
Industrial Workers of the World (Wobblies)
Spokane Free-Speech Fight
Populist Party
Everett Massacre
World War II Camp Harmony
The Hanford Atomic Energy Plant
The Manhattan Project
Centralia Massacre Prohibition
The Great Depression
Asian Exclusion Act
Washington State History Unit Six – Assignment One Objectives By completing this assignment, you will be able to: 1. Determine which state legislative district you live in. 2. Identify the state senator and two state representatives from your home district. 3. Determine which U.S. Congressional District you live in. 4. Determine which U.S. Congressional Districts are in Washington and state their respective United States Representatives. 5. Demonstrate your understanding of state geography by identifying representatives with cities within their districts. 6. List the steps required for a bill to become a law in the State of Washington. Directions Use the website below to answer questions #1-11. You also may need to do your own internet search to answer some of the questions. Go to: https://www.leg.wa.gov/pages/home.aspx Click on the “Find Your District” tab and enter your address. 1. Which legislative district do you live in?
2. Who is the senator for your legislative district?
3. Who are the representatives for your legislative district?
4. List the counties that are included in your district. Go to http://www.leg.wa.gov/House_Pages_MembersBy District.aspx Click on “Congressional” after you have entered your address in the first website. https://www.leg.wa.gov/pages/home.aspx
5. Which U.S. Congressional District do you live in?
6. Who is your representative in the U.S. House of Representatives?
7. Who are the United States Senators for the State of Washington?
Go to: https://www.govtrack.uscongreee/members
8. How many congressional districts are there in Washington?
9. List each congressional district and its representative to the United States House of Representatives.
10. Who would be your representative if you lived in the following cities? A. Yakima – B. Everett – C. Spokane – D. Walla Walla –
Go to: http://www.leg.wa.gov/CivicEd/Pages/bill2Law _elementary.aspx 11. Summarize in your own words all of the steps that are required for a bill to become a law in the State of Washington.
Washington State History Unit Six – Assignment Two
Objectives By completing this assignment, you will be able to: 1. List the top agricultural products and manufacturing industries for the State of Washington. 2. Discuss the importance of dams to the State of Washington. 3. Identify the “Columbia Basin Project” and its importance to the economy of the State of Washington. 4. Describe the impact of the dams on the following: fish populations, Native American tribes, farmers and manufacturers. 5. Identify the economic impact that military bases have on counties and the state economy in general. 6. Compare the average weekly and monthly incomes for a person with a high school diploma and one without. 7. Compare unemployment percentages for various levels of education. 8. List which occupational areas are projected to increase in the number of jobs and which are projected to decrease in the number of jobs in the next ten years. Directions Use this website to answer questions #1-3: http://www.infoplease.com/ipa/A0108286.html 1. Washington holds first place in the production of eight agricultural crops. What are those eight crops?
2. List the eight manufacturing industries that are significant for Washington.
3. How many dams does Washington have and what are the four main purposes of the dams?
For questions #4-6, scroll down this website and choose “Encyclopedia: Economy”: https://www.infoplease.com/ipa/A0108286.html
4. Washington’s water resources provide both ______and enormous______.
5. The Columbia River was important to the Native Americans of Washington for two reasons. What were they?
6. Seattle is a major US city and the center for Boeing. What three technological areas have become increasingly important to the economy?
For questions # 7-11, use the websites: http://en.wikipedia.org/wiki/Columbia_Basin_Project http://en.wikipedia.org/wiki/Columbia_River 7. What is the “Columbia Basin Project”? 8. How many acres of land are irrigated thanks to this project?
9. List the four “Economic Values” of this project to the State of Washington and the annual cash values associated with each.
10. Describe why the dams have decimated the fish runs on the Columbia River.
11. For each of the following groups, express whether they would support the damming of the Columbia River and why. A. Farmers in Eastern Washington:
B. Manufacturers in Washington:
C. Native American Tribes of Washington:
Go to http://www.bls.gov/audience/students.htm Choose “Education Pays Chart” under the “Occupational Outlook Handbook” heading. 12. How much more will the average high school graduate make weekly than a person without a high school diploma?
13. If there are four weeks in a month, how much more will you make with a high school diploma than without a diploma?
14. List the unemployment percentages for the following groups: a. Less than a HS diploma – b. Some college, no degree – c. Bachelor’s Degree – d. HS Graduate – e. Associate’s Degree – 15. If you have an Associate’s Degree, how much more will you make and how much more likely are you to remain employed than if you do not finish high school?
Go to: https://www.bls.gov/emp/ 16. What five occupations are expected to see the largest increases in jobs for the future?
17. What three occupations are expected to see the least growth in jobs for the future?